Title Grants Handbook is sponsored by Indiana Department of Education. Federal Grants Monitoring Appendix SY24-25 Onsite Monitoring Document Non-Public Guidance Appendix <

# Title Grants and Supports The documents included in the Title Grants and Support Handbook are intended to provide an overview of the authorizing statute, and not as an exhaustive description. This handbook should be used in conjunction with the U.S. Department of Education policy guidance, the Title Grants and Support Applications, and Title Grants and Support Monitoring Policies.

Special thanks are given to all internal and external reviewers, who provided feedback and suggestions. This document can be accessed online at https://moodle. doe.

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id=384 Table of Contents Introduction and Federal Grants Overview 7 ESSA Updates and Guidance 8 ESSA Requirements for Fiscal Procedures to Ensure Equity 9 Highly Qualified Status 9 Child Development Associate (CDA) Credential ™ 10 Federal Grants Monitoring Requirements 11 Nonpublic School Ombudsman and Nonpublic Guidance 12 Nonpublic Equitable Services 12 Total Available versus Total Approved 13 Title I-A: Improving Basic Programs 14 Funding Options and Set-Asides 14 Other Important Considerations 18 Supplement Not Supplant 19 Targeted Assistance Schools (TAS) vs. Schoolwide Program (SWP) 20 Title I-C: Education of Migratory Children 22 Other Important Considerations 24 Title I-D: Neglected or Delinquent Children and Youth (N&D) 25 2Other Important Considerations 27 Title I-D Training Module 28 Title II-A: Supporting Effective Instruction 29 Category One: Recruitment, Retention, Incentives, and Differentiated Pay 30 Category Two: Professional Development 30 Category Three: Class Size Reduction 31 Other Important Considerations 32 Title III-A: Language Instruction for English Learners and Immigrant Students 34 Family and Community Engagement 35 Family and Community Engagement Examples 36 Professional Development 36 Supplemental Instructional Materials and Supplies 38 Supplemental Technology 38 Other Important Considerations 39 English Learner Plans and Lau-required ELD 39 Nonpublic School Participation 40 Title IV-A: Student Support and Academic Enrichment Grant 41 Focus Area A: Well-Rounded Education 44 Focus Area B: Safe and Healthy Schools 45 Focus Area C: Effective Use of Technology 46 Other Important Considerations 47 Title IV-B: 21st Century Community Learning Centers Program (21st CCLC) 50 Rural and Low Income Schools Grant (RLIS) 56 Other Important Considerations 57 Title IV-C: Expanding Opportunity Through Quality Charter Schools 58 CSP Quality Counts Grant 58 Other Important Information 60 CSP Keys to Quality Grant (CFIG) 60 Other Important Information 61 Refugee Children School Impact Grant (RCSIG) 62 Other Important Information 62 Additional Federal Grant Funding Sources 63 Career and Technical Education Grants (Perkins) 63 Elementary and Secondary School Emergency Relief Fund (ESSER/CARES Act) 63 Governor’s Emergency Education Relief Fund (GEER) 65 Introduction and Federal Grants Overview Links: 66 Nonpublic School Ombudsman and Nonpublic Guidance: 67 Title I-A: Improving Basic Programs- Additional Resources and Guidance: 67 Title I-C: Education of Migratory Children: 67 Title I-D: Neglected or Delinquent Children and Youth (N&D): 68 Title II-A: Supporting Effective Instruction: 68 Title III-A: Language Instruction for English Learners and Immigrant Students: 68 Title IV-A: Student Support and Academic Enrichment Grant: 68 Title IV-B: 21st Century Community Learning Centers Program (21st CCLC): 68 Rural and Low Income Schools Grant (RLIS): 69 1003 School Improvement Grants (SIG): 69 CARES, ESSER, and GEER: 69 Title IV-C: Expanding Opportunity Through Quality Charter Schools: 69 Refugee Children School Impact Grant (RCSIG): 69 Additional Federal Grant Funding Sources: 70 56Introduction and Federal Grants Overview The Indiana Department of Education (IDOE) Office of Title Grants and Support oversees federal and state grants and provides technical assistance and professional development to local education agencies as they implement grant programs in their local contexts.

The Office of Title Grants and Support aims to strengthen education programs statewide by ensuring compliance with all state and federal grant requirements and supporting schools as they strive to meet the needs of all students in the state.

Within this handbook, you will find information regarding the following programs: Title I-A; Title I-C: Education of Migratory Children; Title I-D: Neglected and Delinquent Programs; Title II-A: Supporting Effective Instruction; Title III-A and English Learner Programs; Title IV-A; 21st Century Community Learning Centers Program (21st CCLC); Charter School Program (CSP) Grants; Rural and Low Income Schools (RLIS); School Improvement Grants (SIG); Refugee School Children Impact Grant; and the Nonpublic School Ombudsman.

The purpose of this document is to provide technical assistance and serve as a resource for Program Administrators. General information about each grant appears in the main body of the document, while more specific topics have been internally linked or placed into the appendices. Each particular topic has been given a brief explanation.

In some cases, links to external documents have been provided in order to provide additional resources and information. The information in this handbook is intended to be a guide, but it is not intended to be an exhaustive resource. Therefore, when questions that are not covered in this handbook arise, please contact your assigned Federal Grants Specialist to provide the most up-to-date guidance and information.

7ESSA Updates and Guidance With the passing of the Every Student Succeeds Act (ESSA) in 2015, there have been many important changes to Federal Grant Programs. The IDOE Title Grants and Supports Office has many resources available, including recorded PowerPoints, guidance documents, and other important information. For more information about ESSA updates and guidance, visit the Title Grants and Supports website.

8ESSA Requirements for Fiscal Procedures to Ensure Equity Comparability This procedure ensures that Title I schools are comparable in services when compared to non-Title I schools. Districts must show that Title I schools are receiving state and local funds to provide services that are at least equal to or greater than the services being provided to non-Title I schools. The comparability requirement was not changed by ESSA statute.

This statement looks at how the state and local funds are distributed to schools throughout the district to make sure it is equitable that a Title I school receives all of the funding it would otherwise receive if it were not served with Title I funds. Common methods used by many LEAs include the district’s Form 9, salary equivalence, student-instructional staff ratio, or per pupil expenditures.

Maintenance of effort is a district-level test that determines whether a local education agency is providing a consistent level of financial support to public schools from year-to-year. This rule ensures that districts do not use Title I funds to shore up reductions in state and local support for public education.

Before an LEA receives its Title I, Part A allocation, the SEA must determine that the district spent, in the “preceding fiscal year,” at least 90 percent of the amount spent the year before, or the “second preceding fiscal year. ” The rule is for the most part unchanged by ESSA.

The ability to request and receive approval for a waiver is rare, as it requires a change in organizational structure (e.g. two LEAs merging) or uncontrollable circumstances (e.g. natural Example of MOE: If an LEA hasn’t met MOE for the second time in the preceding five years, and spent 89% of what they did last year, then the SEA must reduce that LEA’s federal grants held to MOE by 1% (from 90% to 89%).

Another option may be for the LEAs to ask for a waiver, but they have to petition the US ED directly. IDOE does not approve these waivers. ## Highly Qualified Status Under Every Student Succeeds Act (ESSA), teachers must be licensed and certified only as required by applicable State law, including the State’s charter school law.

Previously under NCLB, LEAs needed to ensure that their teachers met requirements governing Highly-Qualified Teachers (HQTs). Therefore, Highly Qualified Teacher Verification forms are no longer required under 9As under No Child Left Behind (NCLB), Instructional Paraprofessionals will maintain the same qualifications. Instructional paraprofessionals must be Highly Qualified (HQ) at the time of hire.

All Title I funded instructional paraprofessionals in Targeted Assistance Schools (TAS) must be HQ. Also, all instructional paraprofessionals in a Schoolwide Program (SWP) must be HQ, regardless of funding source. Lastly, evidence of HQ status must be kept in the paraprofessional’s file.

IDOE’s Ed-Flex application was approved by USDOE on May 6, 2020. The following flexibility will be available to LEAs beginning with the FY 21 (School Year 2020-21) grant cycle. ● LEAs may carry over up to 25 percent of their Title I, Part A funds to the following fiscal year.

This will increase maximum the Title I, Part A carryover from 15 percent. ○ Allows LEAs to utilize funding more meaningfully by providing additional time to account for extenuating circumstances. ○ Most LEAs’ Title I funding is tied up in staffing - with teacher shortages, staffing is sometimes difficult to fill quickly when staff resigns.

○ Instead of the LEA purchasing large amounts of supplies and equipment with the unused funds near the end of the project period, replacement staff can be hired ○ Note: For 2019-20 only, due to the CARES Act, LEAs can carryover 100 percent of their unused funds. For 20-21, the ED-Flex increases the 15 percent limit to 25 percent when approved by IDOE.

● LEAs may utilize the more flexible state defined paraprofessional requirements for highly-qualified rather than the current federal requirements. ○ ESSA allows Indiana to set its own licensure and quality requirements for certified staff but maintains federal requirements for paraprofessionals. ○ See https://www.

doe. in. gov/licensing/paraprofessionals for information on previous requirements and new options.

Required HQ documentation for paraprofessionals includes: Secondary school diploma and college transcripts (two years of study); Para Pro Exam with passing score of 460 or higher; or if the person has Child Development Associate (CDA) Credential™.

## Child Development Associate (CDA) Credential ™ The CDA Credential™ is based on a core set of competency standards, which guide early care professionals as they work toward becoming qualified teachers of young children. The CDA Council works to ensure that the nationally-transferable CDA is a credible and valid credential, recognized by the profession as a vital part of professional development.

CDAs have knowledge of how to put the CDA Competency Standards into practice and understanding of why those standards help children move with success from one developmental stage to another. Put simply, CDAs know how to nurture the emotional, physical, intellectual, and social development of children. For more information about the CDA credential, visit the CDA Council website.

The Office of Title Grants and Supports has compiled a comparison of grant resources and calendars for LEAs to use as a guide for information regarding the deadlines and dates. This 10 resource will give you basic information regarding the purpose of each specific grant, information about the nonpublic equitable share, and other important information. You may access this guide by clicking here: Federal Title Grants: Side-by-Side.

Local educational agencies have the option to transfer funds from both Title II-A and Title IV-A into the following funding streams: For more information about transferring funds, please refer to ESEA section 5103(b). Note that when funding is transferred into another grant, then the requirements of the recipient grant apply (please reference the Title Grants Fiscal Handbook for more information).

For example, the equitable services set-aside for Title I apply to all funding (original plus any transferred funding). Prior to transferring funding, LEAs with nonpublic equitable services set-aside must include this topic in consultation in order to result in agreement. # Federal Grants Monitoring Requirements IDOE is required to monitor LEAs receiving federal grant funds.

Monitoring consists of an in-depth look at an LEA’s funding documentation, programmatic features, inventory of supplies, and many other aspects of how the school uses the federal funds it receives. The purpose of monitoring is to support districts in compliance, improve programming, and share best practices. A monitoring visit may be in the form of a desktop monitoring or an on-site monitoring visit.

A desktop monitoring visit involves the LEA’s Program Administrator submitting a set of required documents to IDOE. During an on-site visit, a team of IDOE team members may visit your school corporation’s office—in addition to one or several of the schools in the district. In both cases, LEAs that have 11 been monitored will receive a report summarizing the results of the review process.

For more information regarding the topics that are covered during a monitoring visit, go to the Federal Grants Monitoring Appendix, as well as links to other online resources below. # Nonpublic School Ombudsman and Nonpublic Guidance The Ombudsman works in partnership with the Office of Title Grants and Support, a division of IDOE.

The Title Grants and Support team serves as the lead in providing technical assistance to public and nonpublic school officials regarding equitable services. The purpose of the Ombudsman is to monitor and enforce the equitable service requirements under ESSA while also addressing any concerns or complaints. This includes developing a process for receiving documentation of the agreed upon services from the LEA.

The scope of the Ombudsman expands to include all programs that provide equitable services to nonpublic school students by monitoring and enforcing equitable services requirements under Title I-A and programs governed under Title VIII: Title I-C; Title II-A; Title III-A; and Title IV-A and IV-B. Visit the Ombudsman website for more information. For more about Nonpublic Equitable Services, visit the Nonpublic Equitable Services Appendix.

## Nonpublic Equitable Services LEAs must consult with nonpublic schools to ensure that Title I-A, Title I-C, Title II-A, Title III-A, Title IV-A, and 21 st Century Community Learning Center (21 st CCLC) services are provided to nonpublic school students in a manner that is allowable and comparable to those provided to public school students and teachers participating in these programs.

For Title I, LEAs must consult with nonpublic schools that enroll children who live in the LEA Title I attendance areas. The nonpublic school could be within or outside of the LEA’s geographic boundaries.

The Title I Equitable Share is calculated using a per-pupil expenditure (PPE) found by using the total number of low-income public school students and low-income nonpublic school students; more details around this process are discussed in the Nonpublic Guidance Appendix. For all other programs, the LEA must only consult with nonpublic schools that are physically located within the LEA’s geographic boundaries.

Unlike Title I, the Equitable Share Allocation for Titles II-IV share is calculated using the total enrollment of public school and nonpublic school students, to find an overall PPE for the LEA. The equitable services program can be different from those provided to public school participants and are determined in collaboration with nonpublic school administrators. All nonpublic funding and programs are administered by the LEA.

No funds are provided directly to nonpublic schools . All grants with a nonpublic equitable share must attach evidence of consultation with nonpublic schools to their grant application. Please note that charter schools are exempt from this requirement.

12 For more specific information regarding nonpublic equitable services unique to each grant, including consultation, timelines, and calculation of equitable share allocations, please visit the Nonpublic Guidance Appendix.

In the rare instance when a nonpublic school has an unexpended equitable share that cannot be utilized during the period of availability, based on agreement during additional and mandatory consultation, the funds may be released to the LEA for use to other eligible nonpublic schools.

# Total Available versus Total Approved On the summary page in the grant applications that are in the Title I application center, the LEA will be able to see the Total Available and Total approved. The Total Available is the LEA’s total available to budget at that time (includes the planning or final allocation, federal grant transfers, equitable share transfers in, and any carryover or special allocations).

The Total Approved is the amount budgeted and approved on either the original application or an amended application, whichever was submitted and approved last. An LEA may budget as few as 85% of a Planning or Final Allocation. However, for reimbursement purposes , the LEA must use the Total Approved as the total reimbursable amount.

The Total Approved amount indicates the budget and activities have gone through the entire approval process for which an expenditure may be reimbursed. Should an LEA request reimbursement for any amount over the Total Approved, the reimbursement will be denied. An LEA may amend its application if it wishes to utilize funds up to the amount of the Total Allocation.

13 Title I-A: Improving Basic Programs Title I is the largest single program of federal aid for elementary and secondary education. In most basic terms, Title I’s purpose is to provide all children significant opportunities to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.

Targeted at high-poverty schools, Title I-A grant funding allows for extra academic support and learning opportunities directly to children who are failing, or most at-risk of failing, state and local standards. For extensive background information and procedural guidance regarding Title I-A, see IDOE Title I-A Appendix and Title I-A: U.S. Department of Education Federal Guidance.

Schools within each LEA must be ranked by percentage of poverty from highest to lowest using a selected poverty measure, such as free/reduced lunch data. The data from the prior year DOE-PE (Pupil Enrollment) count is utilized for the current year’s free/reduced lunch data. Schools that meet or exceed the district’s poverty average (based on total Free/Reduced lunch counts) are eligible to be served.

LEAs may choose to emphasize certain grade levels (e.g., elementary) and therefore may serve those grade spans only, as long as the served schools meet or exceed the district’s poverty average of schools within that specific grade span and the schools are served in rank order by percentage of poverty from highest to lowest. An exception to serving schools in rank order by percentage of poverty is in regard to high schools.

ESSA allows an LEA to serve a high school that is 50 percent poverty or higher and rank them above elementary or middle schools, as you would a school with 75 percent or higher # Funding Options and Set-Asides Portions of Title I-A funding are allowed (and in some cases, required ) to be set aside for the specific LEA activities.

The following are examples of set-aside activities that may be funded 14 Parent Involvement (Mandatory): For LEAs with a Title I-A allocation greater than $500,000, at least one (1) percent of the total allocation is required to be set aside for parent involvement (including promotion of family literacy and parent skills).

At least 90 percent of that one (1) percent must be budgeted at the school level rather than being spent solely for district-level activities.

Homeless Reservation (Mandatory): Children and youth experiencing homelessness are automatically eligible for services under Title I-A of the Elementary and Secondary Education Act (ESEA), whether or not they live in a Title I school attendance area or meet the academic standards required of other children for eligibility.

Beginning July 1, 2017 all LEAs that receive Title I-A funds must reserve (set-aside) the funds necessary to provide homeless children services comparable to services provided in Title I-A schools. In sum, each LEA is required to have “a reasonable amount of funds” set aside to meet the needs of the homeless population in the school community.

Click on the following link to review the Education for Homeless Children and Youths Program Non-Regulatory Guidance. For more guidance on homeless educational supports and determining the specific amount to set-aside, explore the Homeless Students appendices section of this handbook.

In addition to the funds set aside, a completed Homeless Reservation section of the Pre-application must be Professional Development (Optional) : Although the primary purpose of Title I-A is for direct student services, a portion of Title I funds may be used for Professional Development initiatives.

Administration (Optional) : A portion of the costs of administering the Title I-A grant may be set aside at the district level, including pay differential to equalize the varying salaries of Title I-A staff Instructional Materials (Optional) : A portion of Title I-A funds may be used to purchase instructional materials for teachers and students if they will be utilized district-wide, otherwise the funds must be placed on the school level budgets.

LEAs may use this to take a portion of the budgets from the school level budgets. Some school supplies, online subscriptions, and/or technology apps may be budgeted at the district level.

Teacher Incentives (Optional): Up to five (5) percent of an LEA Title I-A allocation may be used for teacher recruitment and retention incentives at identified Comprehensive Support and Improvement (CSI) or Targeted Support and Improvement (TSI) schools, such as a sign-on bonus in a shortage area or a stipend to retain all effective teachers in the Title I building.

Districtwide Preschool (Optional): An LEA may set aside an amount from the LEA total allocation and distribute those funds to operate a districtwide preschool program or preschool programs at specific Title I schools for eligible children. Funds may also be reserved to support other comparable public early childhood education programs to operate Title I preschool programs, such as Head Start, Even Start, and Early Reading First.

Out-of-School Time Set Aside (Optional): An LEA may set-aside a portion of their total allocation to fund costs related to out-of-school time programs, including before school, after 15 school, intersession, and summer school activities. An LEA can utilize those funds to operate out-of-school time programming themselves or to provide OST programming to students via external partnerships with community based organizations.

> Below is a timeline with approximate due dates for Title I-A. 16 17 Other Important Considerations The proportion of costs for the following activities must match the time/effort or benefit that it provides to the Title I program.

The following activities are generally allowable*: 18 The following activities are generally NOT allowable : * The allowability of costs may vary depending on the type of Title I program at the school (Targeted Assistance vs. School-wide Program). Note: A sample budget may be found here referencing object codes and accounts.

## Supplement Not Supplant ESSA allows Title I funds to be used more flexibly by redefining the supplement, not supplant test. ESSA has shifted the supplanting test for Title I from an activity-by-activity programmatic test to a school level fiscal test that ensures Title I and non-Title I schools are funded equitably.

Specifically, the following statute applies for Title I only : 19 No Local Educational Agency shall be required to: Conversely, the three presumptions of supplanting no longer apply to Title I-A: Note: The three presumptions of supplanting still apply to Title II-A, Title III-A, and Title IV. However, ESSA still requires federal funds to supplement the funds that would be made available from state and local funds.

Instead of the Title I program administrator asking if each activity, personnel, program, etc. is supplemental (programmatic test), the LEA Chief Financial Officer will enact a locally-determined methodology to ensure Title I schools receive all of the state and local funds they would otherwise receive (fiscal test).

## Targeted Assistance Schools (TAS) vs. Schoolwide Program (SWP) There are two types of Title I schools: Targeted Assistance (TAS) and Schoolwide Programs ● Targeted Assistance School Title I funded activities and expenditures in TAS schools must benefit only students identified through an academic needs-based student selection process and their families. Funds must provide supplemental instruction and services.

20 All students and families in a SWP school are eligible to benefit from Title I funded activities and expenditures. Instructional strategies are identified through a Comprehensive Needs Assessment, which must be included in the schoolwide plan. The plan must provide high-quality education for all students to close the achievement gap.

Indiana’s ESSA plan allows for all Title I eligible schools to operate as a schoolwide program. For further information regarding how to create and implement your schoolwide plan, visit IDOE's website or contact your Federal Grants Specialist. For more information about Schoolwide programs, visit IDOE Schoolwide Programs website.

21 Title I-C: Education of Migratory Children Title I-C Migrant Education Program (MEP) of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act , supports high-quality education programs for migratory children (ages 0-21) and helps ensure migratory children who move among the states are not penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic content and student academic achievement standards.

The MEP is designed to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education or employment.

A migrant student is any child ages 0-21 who moves across school district lines, either by themselves, or with a parent or guardian, for the purpose of engaging in qualifying seasonal or temporary agricultural work. Migrant students often move multiple times per year— experiencing interrupted schooling in addition to other barriers they may face. The graphic below gives a general guideline of eligibility for the MEP.

The Indiana Migrant Education Program subgrants to Regional Migrant Resource Centers to provide supplemental educational support for eligible students. The MEP is a state-operated program which signifies that funds go directly to the SEA. The state then sub-allocates to local operating agencies.

Indiana funds three regional service providers. Each region is responsible for identifying and serving all migrant students in the counties for that region by coordinating with 23 traditional public school corporations, charter schools, nonpublic schools, and entities that employ or support out of school migratory youth.

# Other Important Considerations Comprehensive Needs Assessment and Service Delivery Plan (CNA and SDP) The CNA and SDP are processed on a three-year cycle through stakeholder feedback, with the latest version completed in June 2018.

For more information, visit the Migrant Education Grant The Migrant Education Program (MEP) provides supplemental education and support services through federal funding to children and families engaged in temporary and seasonal agricultural work. The purpose of the program is to ensure that all migrant students reach the academic standards and graduate with a high school diploma (or complete GED/HSE).

The work survey collects the necessary information to determine if a student may be eligible for services through this program. The work survey is required to be administered annually, to all students, by all LEAs receiving federal funds. If enrolling a migratory student, as identified via the work survey, schools then should contact their Migrant Regional Center.

The work survey, available in English, Spanish, and Haitian Creole can be found on the Indiana Migrant Education Program Information for Indiana School Districts website. Additional information regarding the work survey, including instructions for administration and next steps after enrolling a migratory student (including contact information for the Migrant Regional Centers) can also be found within the page linked above.

24 Title I-D: Neglected or Delinquent Children and Youth (N&D) The goals of Title I-D are to: ● Improve educational services for children who are neglected, delinquent, and at-risk so they have the opportunity to meet challenging state academic content and achievement 25 ● Provide them with services to successfully transition from institutionalization to further schooling or employment; and ● Prevent youth who are at-risk from dropping out of school, and to provide dropouts and children and youth returning from correctional facilities with a support system to ensure their continued education.

> A timeline with approximate due dates for Title I-D is on the following page. An eligible institution generally is a public or private facility that operates for the care of children who are neglected or delinquent, provides free public education, and a regular program of instruction to the children and youth who are in the institution.

Eligible institutions may vary from residential homes, to minimum-security institutions for juveniles, to correctional facilities. Part D funding is awarded through submission of the Annual N&D Survey Count (a report that every LEA is required to complete annually). Therefore, not every LEA qualifies for this funding source.

Title I-D only applies to LEAs and State Agencies that meet one of the above eligibility requirements. If you are curious about a facility in your district’s boundaries, please contact the Title I-D federal grant specialist at IDOE for more information. # Other Important Considerations With Title I-D, the funds come with certain requirements and responsibilities on behalf of the State agencies and districts that receive the funds.

State agencies and districts that conduct a program under Title I for children and youth who are Neglected or Delinquent are required to: ● Meet the educational needs of neglected, delinquent, and at-risk children and youth, and assist in the transition of these students from correctional facilities to locally operated ● Ensure that these students have the same opportunities to achieve as if they were in local schools in the State; and 27 ● Evaluate the program and disaggregate data on participation by gender, race, ethnicity, and age, not less than once every three years.

Title I-D recipients are required to collect and provide data to IDOE through two main reports ● Title I-D Annual Survey Count - this report is required of all LEAs as this is how facilities are identified and funding is generated based off of this report.

LEAs with N or D facilities within their boundaries would report the number of students during specific time frames set by the US Department of Education, as well as answer a few short questions. This data is reviewed and submitted to the US Department of Education. ● Title I-D Final Report - this report is required only for LEAs that received Title I-D funding the previous year.

The report collects demographic, academic, and employment data from the facility and is submitted to IDOE. This data is reviewed and submitted to the US Department of Education in coordination with the CSPR data for other federal funding ## Title I-D Training Module The Title I-D Training Module is an introductory presentation on The Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk.

This training module is designed to provide a general overview of Title I programming provided through the use