Grants Management System
Federal District Allocations
Consolidated Grants Monitoring Requirements

Title I, Part A

To provide all children with a significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps via two instructional models.

Funds must be used to meet the needs of children identified as being in the greatest need of services and most at risk of failing to meet State academic standards. Students must be selected using multiple, educationally-related objective criteria. All costs must be supplemental and limited to services for eligible students in a targeted assistance program.

Title I, Part A funds may be used to upgrade the entire educational program in a school so that all students benefit from the use of these funds. Activities must be included in the schoolwide improvement plan and support an identified academic need through the school’s comprehensive needs assessment. Supplemental services may be used to support low-achieving students taking advanced courses or participating in preschool enrichment programs or programs designed to improve outcomes for students with disabilities and English Learners.

Title II, Part A

These are the specific objectives or targets that are to be achieved: 

  • Increase student achievement consistent with state standards.
  • Improve the quality and effectiveness of teachers, principals, and other school leaders.
  • Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools.
  • Provide low-income and minority students with greater access to effective teachers, principals, and other school leaders.
  • Allowable Title II-A activities can be used to support teachers, principals, instructional paraprofessionals, academic coaches, and other school instructional leaders.

Title III

These are the specific objectives or targets that are to be achieved: 

  • Ensure that English learners (ELs) and immigrant children and youth attain English proficiency and achieve high levels of academic achievement in English.
  • Assist ELs and immigrant children and youth in achieving at high levels in academic subjects to meet the same challenging State academic standards that all children are expected to meet.
  • Assist teachers (including preschool teachers), principals, and other school leaders in establishing, implementing, and sustaining effective language instruction educational programs (LIEPs).
  • Develop and enhance the capacity of teachers (including preschool teachers), principals, and other school leaders to provide effective LIEPs through professional development.
  • Promote parent, family, and community participation for parents, families, and communities of ELs.
  • Help immigrant students and ELs improve their English proficiency and/or academic achievement.
  • Provide activities that provide enhanced instructional opportunities for immigrant children and youth.

Title IV, Part A

To improve students’ academic achievement by increasing the capacity of the state and districts to:

  • §4107 – Well-Rounded
    • Provide all students with access to a well-rounded education.
  • §4108 – Safe & Healthy Students
    • Improve school conditions for student learning.
  • §4109 – Effective Use of Technology
    • Improve the use of technology in order to improve academic achievement and digital literacy of all students.

Title V, Part B

The rural, low-income schools program (RLIS) is designed to help rural districts that often receive grant allocations in amounts that are too small to be effective in meeting their intended purposes.  RLIS has no allowable uses of its own, but can be used for activities authorized by Title I, Title II-A, Title III, Title IV-A, and for Parent and Family Engagement activities.

Contact
Mark Bowers

School Support Supervisor

Educators