General Requirements
The projects and activities implemented must:
Be based upon a needs assessment (refer to the 5-Year Comprehensive Educational Plan).
Be based upon a review of the scientifically based literature.
Be aligned to Montana Content and Performance Standards.
Have a substantial, measurable, and positive impact on student achievement in each subgroup.
Target the lowest performing school, teachers, and students. These activities must be part of an overall education reform strategy to eliminate the achievement gap that separates low-income and minority students from other students. Note: Title II-A may not be used to provide educational materials or direct services to students.
District Requirements
Planning Committee
A committee composed of parents, teachers, paraprofessionals, administrators and other relevant school personal (e.g., librarians or counselors) must design local programs and activities. This committee must include representatives from each core academic subject, at least one Title I teacher, a principal, and parents.
Needs Assessment
The district committee designs activities based on the needs of the district. In making this needs assessment, the committee:
Must follow the General Requirements listed above.
Must take into account an analysis of the disaggregated data to identify students most likely to be at risk of not performing as proficient levels on measures aligned to state standards.
Must identify the greatest need for activities to give teachers subject matter/teaching skills in order to increase student achievement.
Use of Funds
Any activity funded with Title II Part A funds must be used to supplement, not supplant (replace), non-federal funds that would otherwise be used for activities authorized Title II Part A.
The planned use of funds must be based upon needs identified by the district committee. Title II Part A funds may be used for:
Professional Development Districts must ensure the professional development needs of teachers and principals are met by including them, as well as parents, in needs assessment and planning. Professional development must be regularly evaluated for effectiveness and must not be isolated one-day conferences or workshops. Training provided must be in the core academic subject taught and in teaching strategies that enable teachers to teach and address the needs of students with different distinct learning styles, improve student classroom behavior, and understand how to use data and assessments to improve classroom practice and student learning.
Reduction of Class Size
Highly qualified teachers may be hired to reduce class size, particularly in the early grades.
This reduction must increase student achievement.
Recruitment of Highly Qualified Teachers
Bonuses and other financial incentives to recruit highly qualified teachers in core academic subjects and/or schools in which a shortage of highly qualified teachers exist.
The teacher must be highly qualified and have an existing record of helping low-achieving students improve academic achievement.
No salaries may be paid.
No raises may be given to all or selected staff.
Principals
The principal must have an existing record of helping all students achieve, particularly of low-income, minority groups, and those with disabilities.
No salaries may be paid.
No raises may be given to all or selected staff.
Note: Highly Qualified Teacher: Montana defines a highly qualified teacher as one who holds at least a bachelor's degree, and is endorsed for their teaching assignment(s).
Private/NonPublic Schools
Serving private/nonpublic Schools: All districts must invite private/nonpublic schools, including home schools, within their boundaries to participate in professional development activities. Private/Nonpublic schools cannot participate in any other Title II, Part A activities. If any indicate that they wish to participate, the public school must consult with them during the planning process for expenditure of Title II, Part A funds.
Final Program Report
