Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies – CFDA 84.010A
The purpose of this title is to provide all children with significant opportunities to receive a fair, equitable, and high-quality education and to close educational achievement gaps. Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act, provides financial assistance to Local Educational Agencies and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging academic standards.
An LEA’s Title I allocation is the sum of the amount that the LEA receives under each formula. LEAs target the Title I funds they receive to schools with the highest percentages of children from low-income families. Schools in which children from low-income families make up at least 40 percent of enrollment are eligible to use Title I funds to operate schoolwide programs that serve all children in the school to raise the achievement of the lowest-achieving students.
Contact
Freddy Poitra (Chippewa)
Title I, Part A BIE State Coordinator
fredrick.poitra@bie.edu
Title I, Part A, 1003(a) School Improvement
A school that is identified for comprehensive support and improvement under ESEA section 1111(c)(4)(D)(i) or implementing targeted support and improvement plans under ESEA section 1111(d)(2) is eligible to receive school improvement funds. In the Bureau of Indian Education, comprehensive support and improvement schools are identified based on rankings according to three-year test averages in English Language Arts and Mathematics and are among the lowest performing schools that represent 5% of all schools eligible for identification OR according to three-year, four-year adjusted graduation cohort rates averaged less than or equal to 67%.
A school identified for comprehensive or targeted support and improvement must implement evidence-based interventions as part of its comprehensive support and improvement or targeted support and improvement program plan. Under ESEA section 8101(21)(B), any evidence-based intervention, activity, or strategy that the school pays for with ESEA section 1003 funds must meet one of the first three tiers of evidence under ESEA section 8101(21)(A) (strong, moderate, or promising evidence) that will help a school identified for comprehensive or targeted support and improvement have improved student outcomes within the school. A State may award section 1003 school improvement funds to a school for up to four years, which may include a planning year (ESEA section 1003(c)).
Resources
- Program Plans Webinar
- SY 23-24 Comprehensive Support and Improvement Program Overview
- Comprehensive Support & Improvement Program Plan
Contact
Colleen Clark, M. Ed. (Diné)
CSI 1003a BIE State Coordinator – CSI Low Performing, TSI & ATSI
colleen.clark@bie.edu
Loren Hudson, Ed.D. (Diné)
CSI 1003a BIE State Coordinator – CSI Low Graduation Rate
loren.hudson@bie.edu
Title II, Part A: Supporting Effective Instruction – CFDA 84.367
The purpose of the program is to provide grants to State Educational Agencies and subgrants to Local Educational Agencies to increase student achievement consistent with the challenging State academic 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; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders.
State-level activities include but are not limited to (1) reforming teacher and principal certification programs, (2) providing support for new teachers, and (3) providing professional development for teachers and principals. Local-level activities include but are not limited to (1) recruiting and retaining effective teachers and principals, (2) providing professional development for teachers and principals, and (3) reducing class size.
Contact
Shilo Krolikowski (Oglala Sioux)
Title II, Part A BIE State Coordinator
shilo.krolikowski@bie.edu
Title V, Part B: Rural and Low-Income Schools – CFDA 84.358B
The purpose of the Rural and Low-Income School (RLIS) program is to provide rural districts with financial assistance for initiatives aimed at improving student achievement. LEAs that receive RLIS grants may use the funds to carry out the following types of activities:
- Title I, Part A (Improving Basic Programs Operated by LEAs)
- Title II, Part A (Supporting Effective Instruction)
- Title IV, Part A (Student Support and Academic Enrichment)
- Title IV, Part B (Nita M. Lowey 21st Century Community Learning Centers)
Contact
Jacqueline N. Wade (Diné)
Title IV, Part A & RLIS BIE State Coordinator
jacqueline.wade@bie.edu
Title IV, Part A: Student Support and Academic Enrichment – CFDA 84.424A
Student Support and Academic Enrichment Grants are intended to improve students’ academic achievement by increasing the capacity of State Educational Agencies, Local Educational Agencies, and local communities to provide all students with access to a well-rounded education; improve school conditions for student learning; and improve the use of technology to improve the academic achievement and digital literacy of all students.
Contact
Jacqueline N. Wade (Diné)
Title IV, Part A & RLIS BIE State Coordinator
jacqueline.wade@bie.edu
