What Does Supplement, Not Supplant Mean?

1. What Does Supplement, Not Supplant Mean?

2. Fiscal Requirements • Supplement, not Supplant • http://www.ed.gov/programs/titleiparta/fiscalguid.doc • Maintenance of Effort • www.michigan.gov/mde • Under Offices, click on State Aid & School Finance • See Publications (Procedures for Determining Maintenance of Effort) • Districts must demonstrate that the level of state and local funding is maintained from year to year • Title I Comparability

3. Supplementing • Categorical funds are additional resources to provide targeted services beyond the basic educational program • Categorical funds do not replace, nor are they a substitute for foundation dollar expenditures

4. Supplanting [Title I, Part A Section 1120 A (b)] • Substituting or replacing funds from non-federal sources (state/local) for existing or previously existing instructional programs or non-instructional services • Substituting or replacing funds from other federal/state programs required by law for specific categories of students

5. Supplement, Not Supplant • State and local funds must be used for all activities that are a district responsibility • A district is responsible for all school operating requirements under state and local laws or policy

6. District Responsibilities This includes, but is not limited to: • Basic education classroom teacher salaries • Support personnel salaries • Administrator salaries • Basic classroom supplies and materials • Operation and maintenance

7. District Responsibilities • Contractual agreements with employees • Transportation • Required state assessments • Training and mentoring new teachers • District/School accreditation • School improvement planning • Planning and writing the district’s core curriculum • Complying with P.A. 25 requirements • Training and mentoring new teachers • Professional development for teachers (minimum 5 day requirement)

8. How can LEAs UtilizeTitle II, Part A funds?

9. Title II, Part A Purposes: • Focus on recruiting and retaining highly-qualified teachers and principals • Train teachers, paraprofessionals and administrators • Recruiting and hiring supplementary staff (to reduce the size of core instructional groups) • Reduce class size in grades K–3 • Build “highly qualified” teachers who demonstrate a high level of competency in each of the (core) academic subjects

10. Title II, Part A Professional Development Description of Core Academic Subjects – The term “core academic subjects” means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography [Section 9101(11)]

11. Professional Development 5 Required Days … Funds can be utilized to facilitate speakers/consultants relative toTitle II, Part A topics

12. Title II, Part AProfessional Development • To improve the knowledge of teachers and principals (if appropriate, paraprofessionals) concerning one or more core academic subjects that the teachers teach • Can focus on effective strategies, methods and skills, and use of state academic content standards and state assessments

13. Title II, Part AProfessional Development • How to teach and address the needs of students with different learning styles • To provide training in improving student behavior • To provide training to enable teachers and principals to involve parents in their child’s education • How to understand and use data

14. Allowable Expenses for Teacher Mentoring • Guidelines: • The district is required to have new teacher mentoring • Assign a mentor • At least 15 days of professional development over 3 years • Some contracts require mentoring under certain circumstances • Title I, Part A mentoring must be in addition to the legal requirements

15. Allowable Title II, Part A Expenses for Substitute Teachers Guidelines: • Reasonable and necessary • Substitute services for Title II, Part A Class size reduction teachers • Substitute services for teachers who are participating in Title II, Part A funded professional development activities

16. Class Size Reduction MDE requirements: • CSR is identified in needs assessment • CSR is allowed: • Only in grades K-3 • Where adding teacher reduces class size to 17 or less • When serving high risk students • When sustained over multiple years • When instructional strategies are changed Impact on achievement must be measurable