Inside USBE > Departments and Programs > ESEA Programs and Related State Initiatives > Programs > Title I, Part A: Monitoring and Compliance
5-Year Routine Monitoring Visit Schedule Title I, Part A
Utah State Board of Education DMI Tracker
2022 23 DMI Training
Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards
United States Department of Education
Monthly Personnel Activity Report (PAR) with Multiple Cost Objectives for an Employee with a Fixed-Shedule: If Not Using the Fixed Schedule Substitute System
Monthly Personnel Activity Report (PAR) with Multiple Cost Objectives and Reconciliation to Payroll Records
Sample Employee Certification and Schedule: Employee with Fixed Schedule
Annual Title I Meeting: Tips and Topics
Charter Local Education Agency (LEA) Parent and Family Engagement Policy Framework
LEA Parent and Family Engagement Policy Checklist
Sample Notification Letter of Underqualified Teacher
School Parent and Family Engagement Policy Framework
Elementary Lower Grades Sample Compact
The Elementary and Secondary Education Act (ESEA), requires Local Education Agencies (LEAs) to invite private school officials to consult on Title I equitable services each year. To ensure timely and meaningful consultations, meetings should occur by the spring/early summer.
Sample Letter: Invitation for Private Nonprofit Schools to Consult on Elementary and Secondary Education Act (ESEA) Equitable Services
Sample Letter: Invitation for Private Nonprofit Schools to Consult on Title I, Part A Equitable Services
The ESEA, requires that consultation occur between the LEA and private nonprofit (nonpublic) school officials. The LEA is required to submit an Affirmation of Consultation for each private school that participates in a consultation.
ESEA Programs Equitable Services for Private Nonprofit School Students Consultation for School Year
Title I Equitable Services for Private Nonprofit (Nonpublic) School Students Consultation for School Year
Both targeted assistance and schoolwide Title I programs require paraprofessionals to be highly qualified. To meet the highly qualified requirements, a paraprofessional must have a high school diploma or equivalent plus one of the following:
Exceptions to the Title I Highly Qualified Requirements:
What Types of Instructional Support May a Paraprofessional Provide as Part of a Title I Program?
Note: Documentation of the highly qualified status of a paraprofessional is the responsibility of the LEA and is not posted in Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS). Paraprofessionals should refer to the LEA’s Title I Director or Human Resources Department for more information.
Acceptable forms of documentation to be submitted to LEA: