Title V, Part A, Local Innovative Program Requirements

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
  The planned use of funds must be based upon identified needs.
• Professional Development Requirements
  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.
• Writing Measurable Long-Term Student Achievement goal(s):
  (How Many and Which Students) will (Achievement Description) in (3-5 Year Time Frame) as measured by (Name of Data Source(s)).
  Examples:
  • 90% of students in grades 4, 8, and 11 will score At or Nearing Proficient in Mathematics Concepts by Spring 2008 as Measured by MontCAS Phase 2.
  • 90% of students in grades 4, 8, and 11 will score At or Nearing Proficient in Reading Comprehension by Spring 2008 as Measured by MontCAS Phase 2.
• Private/NonPublic Schools
  Serving private/nonpublic schools: Private/Nonpublic schools, including home schools, must be invited to participate in the services of federal programs. If any indicate that they wish to participate, the public school must consult with them during the planning process for expenditure of Title V, Part A funds.