Title I Assurances

In General – Each local educational agency shall provide assurances that the local educational agency will;

• Participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics carried out under Section 411(b)(2) of the National Education Statistics Act of 1994;
  
  
• Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources;
  
  
• Provide technical assistance and support to schoolwide and /or targeted Title IA programs; 
  
  
• Work in consultation with schools as the schools develop school’s Title IA program plans pursuant to Section 1114 and 1115:
  
  
• Under Section 1115, provide an accelerated, high-quality curriculum minimizing the removal of children from the regular classroom during regular school hours for instruction provided under this part; and on an ongoing basis, review the progress of eligible children and revise the targeted assistance program under this section, if necessary, to provide additional assistance to enable such children to meet the challenging State academic standards.
  
  
• Provide services to eligible children attending private elementary schools and secondary schools in accordance with Section 1117, and timely and meaningful consultation with private school officials regarding such services;
  
  
• Under Section 1118, an LEA may receive funds under Title IA for any fiscal year only if the SEA involved finds that the LEA has maintained the agency’s fiscal effort in accordance with Section 8521; 
  
  
• Develop, review, and revise an LEA homeless policy to remove barriers to the enrollment and retention of children and youth in homeless situations;
  
  
• Ensure that children in foster care needing transportation to the school of origin will promptly receive transportation in a cost-effective manner and in accordance with Section 475(4)(A) of the Social Security Act (42 U.S. C. 678(4)(A)); 
  
  
• Ensure that all paraprofessionals working in a program supported with funds under this part meet applicable Federal requirements; 
  
  
• Ensure that all teachers working in a program supported with funds under this part meet applicable State certification and licensure requirements for all Special Education service teachers and No Waiver School Systems, including any requirements for certification obtained through alternative route to certification or PQ as determined by the Charter Systems and Strategic Waiver School Systems; 
  
  
• Under Section1118, the LEA may receive funds under Title IA only if State and local funds will be used in schools served under this part to provide services that, taken as a whole, are at least comparable to services in schools that are not receiving funds under Title IA; 
  
  
• Ensure that all LEA required internal controls specific to LEA federal expenditures are in writing according to 2 CFR Part 200 (Allowability, Segregation of Duties, Procurement, Technical Evaluations of Competitive Proposals, Conflict of Interest, Time and Effort, Stipends, Travel); 
  
  
• Ensure that the LEA maintains accounting records that are supported by source documentation and that costs are allowable under applicable laws and regulations per CFR Part 200, ESEA Sections 1118; 
  
  
• Ensure that all teachers and paraprofessionals working in a program supported with funds under this part meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification; and
  
  
• In the case of a local educational agency that chooses to use funds under this part to provide early childhood education services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act (42 U.S.C. 9836a(a)).
  
  
• Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant effectiveness-based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part;
  
  
• Work in consultation with schools as the schools develop and implement their plans or activities under Sections 1118 and 1119;
  
  
• Coordinate and collaborate, to the extent feasible and necessary as determined by the local educational agency, with the State educational agency and other agencies providing services to children, youth, and families if a school requests assistance from the local educational agency in addressing major factors that have significantly affected student achievement at the school;
  
  
• Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced Teacher;
  
  
• Use the results of the student academic assessments required under Section 1111(b)(3), and other measures or indicators available to the agency, to review annually the progress of each school served by agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to address low academic achievement and achievement gaps;
  
  
• Assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with Section 1111(b)(8)(D);
  
  
• Ensure the annual assessment of English language proficiency in the four language domains of all English learners. [Section 1111 (b)(2)(G)]; 
  
  
• Shall notify the parents of each student attending any school receiving funds under this part that the parents may request information regarding the professional qualifications of the student’s classroom teacher(s);  
  
  
• Ensure that all initiatives funded with Title I, A are aligned with District's CLIP and/or school SWP/TA plans and that the district is employing only evidenced-based interventions and working to collect evidence of evidence-based effectiveness for all Title I funded interventions;
  
  
• Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant effectiveness-based research indicating that service may be most effective if focused on students in the earliest grades at schools that receive funds under this part;
  
  
• Ensure that it will collaborate with the GaDOE to address participation of students with disabilities in the Georgia Alternate Assessment (GAA) and (1) review local policies, procedures, and practices to ensure these are in accordance with State GAA participation guidelines, and (2) review local GAA participation data and address any student subgroup disproportionality issues; 
  
  
• Ensure that the federal funds do not replace non-federal funds (State and local) the school would otherwise receive if it were not operating a Title IA program; 
  
  
• Ensure that a RAMP, if required, has been developed that equitably distributes State and local funds to all schools in the LEA (methodology is Title IA neutral); and 
  
  
• Ensure that a written equity plan is annually submitted in the District’s CLIP and its effectiveness is accessed in reducing identified equity gaps impacting children who are academically at risk.  

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