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Title I, Part A: Improving the Academic Achievement of the Disadvantaged

Intent and Purpose

Ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.



In a Targeted Assistance program, Title I funds are used to assist identified students in meeting the state's academic standards. To be eligible, districts must have a poverty level of at least 35% or be at or above the district average poverty level. In this type of program, Title I funds are used to implement programs for eligible students that would not be available in the absence of federal funds. Title I funds may not be used to fund programs or activities mandated by state local or Federal law; to fund programs that were paid for in previous years with state and or local funds; or to provide the same programs or activities offered at non-Title I schools or to students in the district whom are not identified for Title I.

Student Selection Criteria

Title I law requires that selection of Title I students be based on objective, uniformly applied criteria given to all students at each grade level and documented on a student selection worksheet. Listed below are specific points to keep in mind regarding the process of student selection:

  • The criteria for eligibility for Title I services must be objective, education-related, and uniformly applied.
  • Selection criteria for students in grades three and above must be objective; however, the law does allow for subjective criteria for Kindergarten through second grade.
  • A worksheet must be completed that demonstrates that data has been compiled, compared, and documented for all students that have been selected. These worksheets should also document who will receive services. The students must be ranked in priority order according to the greatest need for services.
  • The selection criteria should be given to all students in each particular grade being served.
  • Examples of acceptable criteria used for student selection could include: report card grades, book chapter and unit test grades, informal reading inventories, benchmark assessments, and computer-based assessments.
  • Multiple criteria must be used in the student selection process.
  • Economically disadvantaged, learning disabled, LEP, and migrant students must be selected on the same basis as all other students. They can not be excluded solely because they are receiving other services.
  • A child who is homeless and attending any school served by the district is eligible for Title I services. A child who participated in Head Start, Even Start, or received services under Part C in the preceding two years is eligible for Title I services.
  • If a new student moves into the district, they must be selected and ranked in the same way as the other eligible students receiving services. For this reason, schools are discouraged from using the Oklahoma Core Curriculum Test as a selection criterion. It is best to use criteria that are readily available if a new student needs to be tested.
  • A large district with multiple buildings may decide to use a uniform set of criteria in all Title I schools; however, it is not mandatory.
  • Large districts with very high numbers of students may also begin the student selection process by designating one criteria to be used to identify an eligible pool of possible Title I students. The remaining criteria would then be applied only to this eligible pool of students, and the results would identify those students who are eligible for Title I.
  • The average caseload for a Title I teacher is 25-35 students. A caseload above 45 students is too many for one teacher to oversee; however, very small caseloads may indicate a need to widen the selection criteria to make more students eligible for the program.
  • The basic rule of thumb is that only students who have been found to be eligible for Title I, and whose parents have been informed, should receive Title I services. Title I services are not meant to be general aid to the classroom. The purpose is to give identified students additional services above and beyond the primary instruction they receive in the classroom.
  • Title I law requires local school districts to assume the cost and responsibility of identifying students in need of Title I services. Schools cannot use Title I funds to test all students for the purpose of identifying Title I students. Schools that are testing all students with the Oklahoma Core Curriculum Test, or any other assessments, must use state, local, and other Federal funds for this expenditure, not Title I funds.





Homeless Set-Aside

If your district has students who meet the definition of homelessness according to Title X, McKinney-Vento, listed below are some strategies on how you may use your Title I homeless set-aside funds and/or McKinney-Vento funds.

  • Homeless awareness activities
  • Testing fees
  • Evaluations
  • Before/After school Programs
  • Homework assistance
  • Mentoring
  • Tutoring
  • Supplemental instruction
  • Enrichment activities
  • Supplies for special projects (ie: art, home economics, science)
  • Referrals for medical, dental, mental and other health services
  • Early childhood programs for homeless preschool age children
  • Services to attract, engage and retain homeless children in school
  • Services to enable students to enroll in and succeed in school
  • Fees and costs associated with tracking and obtaining records
  • Violence prevention counseling
  • Domestic violence counseling
  • Parent education for parents of homeless students
  • School supplies
  • Clothing and hygiene products



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Last updated on September 22, 2021