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Title I, Title II and Title III Grants
Other Grants Related to Curriculum, Instruction & Assessment

NEW: Teaching is the Core (TiTC) Grant Information

The Putnam/Northern Westchester BOCES consortium of districts is participating in the NYS Teaching is the Core (TiTC) grant designed to achieve the goal of developing district capacity for learner-centered practices in assessment. Our focus in on middle school science (grades 6 and 7). The table below outlines the grant components, and the hyperlinks link to documentation required by the grant.


The Federal Title Grants

Title I, Parts A and D – Improving Academic Achievement for the Disadvantaged

Title II, Part A – Teacher and Principal Recruitment and Training

Title III, Part A – Language Instruction for Limited English Proficient and Immigrant Students


Title grants are awarded to districts via State-established formulas, and are authorized by the federal No Child Left Behind Act, the most significant education policy in the nation. School districts apply annually to receive their allocations via a consolidated application representing all grants for which the district is eligible. Information about the Title Grant program can be found at http://www.p12.nysed.gov/nclb/programs/.

Click here for the BOE Title I Parent Involvement Policy

Title I Title IIA Title III 

Primary Uses (@ MKES as our TAS):
  • Tiered support
  • Parents as Teachers program
  • Extended School Day Program 
  • Early primary class-size reduction
  • Curriculum Development (summer hours)
  • Literacy Consultant
  • Sustainability Education Consultant Services 

Primary Uses:
  • Private school flow-through $
  • Class-size reduction (1 teacher)

Primary Uses:
  • Homework clubs
  • Parent engagement
  • Original credit art (HS)
  • ESOL Summer Academy
  • Bilingual Community Aide/Liaison
  • Software for reporting and data analysis
  • Professional Development

More about Title I

Title 1 Part A is a federally funded program that provides financial assistance to LEAs and schools with high numbers or high percentages of poor children to help ensure that all children meet challenging state academic standards. Title I requires recipients to, “take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.” Title I has a range of allowable expenses that supplement, but do not supplant (replace) that which the district is required to do, or would ordinarily do, to support student learning across all schools. While Title I is typically considered a K-12 funding stream, the legislation states that funds can be used to improve school achievement for students pre-school age. Increasing parental involvement in their children’s education is another key component of Title I funding.

Our choices to support a Title I pre-kindergarten class for 4 year olds, as well as supporting a Parents as Teachers educator, both fall within the allowable expenses of the Title I program. Further, the educational leaders in the district believe this approach- early intervention- is smart, strategic and is likely to be money well spent, though we likely cannot prove that empirically (not unlike other programs we have that we believe yield benefits but are not mandated, like science research, the elementary enrichment program, and the Business program at FLHS).

Do programs supported by Title I divert resources from other programs and schools?

The programs supported by Title I funds are required, by law, to supplement the education for identified, at-risk students and provide parent outreach to the families of such students. We are not allowed to replace a service that we would ordinarily provide to the Title I school and to other schools in the district by using Title I funds. Title I funds can only be used to support existing, or newly created, supplemental supports. 

Is there oversight of Title I?

Yes. The Title I proposed annual budget is reviewed by the BCSD Staff Development Policy Board and the MKES Compact Team before it is submitted to the NYS Department of Education (NYSED). NYSED’s grant office reviews the entire consolidated grant application before approving it. Periodically, the grants office audits Title I schools, which happened to us recently, and we successfully navigated the audit.

Our Choices:

Parents as Teachers Program (PAT- click here for a summary)

Participation in Parents as Teachers increases school readiness and sustained school success. By participation in Parents as Teachers, parents get involved in their child’s early learning, which leads to increased parental involvement once their child enters school.

PAT helps to close the achievement gap for low-income children:

> With at least two years of Parents as Teachers combined with a year of preschool, 82 percent of poor children were ready for school at kindergarten entry – a level identical to non-poverty children with no Parents as Teachers or preschool (Zigler, Pfannenstiel & Seitz, 2008).

> Children in high-poverty schools who participated in Parents as Teachers were equivalent to those of children at low poverty schools with no preschool enrichment (Parents as Teachers or preschool). In addition, when children attending high-poverty schools participated in both Parents as Teachers and preschool, their scores were significantly higher than those of children in low-poverty schools with no preschool enrichment (Parents as Teachers or preschool) (Pfannenstiel, Seitz & Zigler, 2002).

PAT increases parental involvement:

> A significantly higher proportion of Parents as Teachers parents initiated contacts with teachers and took an active role in their child’s schooling. For example, 63 percent of parents of Parents as Teachers children versus 37 percent of parents of comparison children requested parent-teacher conferences (Pfannenstiel, 1989).

> Parents as Teachers parents demonstrated high levels of school involvement, which they frequently initiated, and supported their children’s learning in the home (Pfannenstiel, Lambson & Yarnell, 1996).

Further Information

Title I School Status- from NYS Education Department

Title I, Part A- from the US Department of Education (ed.gov)

A Brief History of Title I- from the National School Boards Association

We have elected to designate Mount Kisco as a Title I Targeted Assistance School since at least 2003. We use the term “elected” because the Title I funds allocated to districts may be used flexibly. The sections below describe some key characteristics of the use of Title I funding:

Using Title I Funds

  • LEAs have flexibility in designing their Title I, Part A programs and deciding what specific activities to support.
  • LEAs may use Title I funds, for example, to pay for direct instruction, purchase instructional materials and equipment, and provide instructional support services.
  • Title I funds may not replace or supplant State and local funds that would, in the absence of Title I, otherwise be spent to provide these children with educational services.

      After an LEA (local education agency, the federal government’s term for a school district) receives it final allocation:

  • The LEA determines which schools are eligible based on their poverty rates and allocates funds in rank order of poverty.
    • School is eligible if its poverty rate is at or above the LEA average or 35%, whichever is lower.
    • Higher poverty school must receive an equal or higher amount per poor child than a lower ranked poverty school.
    • LEA must first serve all schools above 75% poverty before serving schools in specific grade spans.

Two Types of Title I Schools

1) Schoolwide Schools

  • A school with a poverty rate of 40% or more may use its Title I funds, along with other Federal State and local funds, to upgrade instructional program for the whole school that improves the academic programs for all students.
  • To operate a schoolwide program, school must develop a comprehensive plan to improve teaching and learning that meets the requirements of Sec. 1114 of Title I statute and §200.27 of Title I regulations.

2) Targeted Assistance Schools (We designate MKES as a TAS)

  • Otherwise, a school identifies students who are failing, or most at risk of failing, to meet State academic achievement standards.
  • School must conduct a comprehensive needs assessment of the children it has identified as most in need and design an academic program that meets their needs in accordance with Sec. 1115 of the Title I statute.

Some Key Responsibilities Tied to Accepting Title I Funds

1.    Participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics.

2.    Provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1120, and timely and meaningful consultation with private school officials regarding such services.

3.    Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

4.    Comply with requirements regarding the qualifications of teachers and paraprofessionals and professional development.

5.    Use the results of the student academic assessments to review annually the progress of each school to determine whether all of the schools are making the progress necessary to ensure that all students will meet the State’s proficient level of achievement on the State academic assessments within 12 years from the baseline year described in section 1111(b)(2)(E)(ii).

6.    Assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula

7.  Ensure that schools in school improvement status spend not less than ten percent of their Title I funds to provide professional development (in the area[s] of identification to teachers and principals) for each fiscal year.