What Does Supplement, Not Supplant Mean?

2 Fiscal Requirements Supplement, not Supplant – Maintenance of Effort - Under Offices, click on State Aid & School Finance See Publications (Procedures for Determining Maintenance of Effort)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 Utilize Title 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 to Title II, Part A topics

12 Title II, Part A Professional 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 A Professional 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