Title I, Part A is a federal program that provides financial assistance to school districts and schools with high percentages of children from low-income families. Federal monies support a variety of services to help ensure all Maine students have fair and equal opportunity to obtain a high-quality education and reach, at a minimum, proficiency on State standards and assessments.
Federal funds are currently allocated through four statutory formulas (Basic Grants, Concentration Grants, Targeted Grants, and Education Finance Incentive Grants) that are based primarily on census poverty estimates and the cost of education in the state.
- Forms & Reporting. Allocation, comparability and private school documentation for current school year
- Highly Qualified. Information for paraprofessionals including requirements and implementation
- Program Planning. Resources for planning a schoolwide program, a comprehensive reform strategy to upgrade the educational program in a Title I school
- Foster Care. Information and guidance regarding the provisions for children inFoster Care under the Every Student Succeeds Act (ESSA)
- Committee of Practitioners. Title I of the No Child Left Behind Act of 2001 (NCLB) requires each state educational agency that receives Title I funds to create a State Committee of Practitioners to advise the State in carrying out its responsibilities under the Title I program.
- Parent Involvement-Word Document Sec 1118
- Fiscal Guidance-Word Doc Sec 1120A
- Targeted Assistance Guidance Old 1196 Sec 1196
- Schoolwide Guidance-Word Doc Sec 1114
- Private School Services to Eligible Students-Word Document Sec 1120
- Report Card Guidance-Word Document Sec 1111(h)
- Standards & Assessment Guidance-Word Document Sec 1111
- Serving Pre-School Children Under Title I-Word Document Sec 1115 PDF 3/26/13
- ID of Title I Schools & Distribution of Funds-Word Document Sec 1113
- Title IA Overview Powerpoint
- School Improvement Guidance-Word Document Sec 1116(b)
- Hearing and Complaint Process (DOC, 35KB)
- Complaint Process for Private School Officials (DOC, 29KB)
- Title IA ARRA Fiscal Guidance Sec 1120A
- Using Title IA ARRA Funds Sec 1115
- Paraprofessional Guidance-Word Document Sec 1119
- ed.gov Toolkit in PDF Sec 1120
- Public School Choice-Word Document Sec 116(b)(1)(E)
- Supplemental Services Guidance-Word Document Sec 1116(b)(10 and Sec 1116(e)
The Maine Department of Education is committed to meeting the needs of all learners, as outlined in our strategic plan. In support of that plan, the Maine Migrant Education Program (MEP) works with migrant agricultural and fishing workers and their families to compensate for educational disruption resulting from their mobile lifestyles. The Maine MEP works throughout the state to identify and recruit migrant children (ages birth through age 21) for educational and support service programs. Migrant children may receive supplementary basic skills instruction, supportive health services, social service referrals and more through the Maine MEP.
The program, provided by No Child Left Behind/Elementary and Secondary Education Act Title I, Part C, aims to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma (or complete the HiSET) that prepares them for responsible citizenship, further learning and productive employment. In order to achieve these goals, the MEP attempts to:
- Support high-quality and comprehensive educational programs for migrant children to help reduce the educational disruption and other problems that result from repeated moves
- Ensure that migrant children who move among the states are not penalized in any manner by disparities among the states in curriculum, graduation requirements, state academic content and student academic achievement standards
- Ensure that migrant children are provided with the appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner
- Ensure that migrant children receive full and appropriate opportunities to meet the same challenging state academic content and student academic achievement standards that all children are expected to meet
- Design programs to help migrant children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to post-secondary education or employment
- Ensure that migrant children benefit from state and local systemic reforms
Laws & Guidance:
- Non-Regulatory Guidance (Office of Migrant Education) (DOCX, 394KB)
Title II- A Teacher Quality - Resources and Allocations
Laws & Guidance:
FY 2014 RFP
FY12 Phase II RFP in RTF
Phase II MSP Questions in DOC
The U.S. Department of Education's Mathematics and Science Partnerships (MSP) Program is administered by the Academic Improvement and Teacher Quality Program in the Office of Elementary and Secondary Education under the No Child Left Behind Act of 2001, Title II, Part B. The MSP supports partnerships between STEM (science, technology, engineering and mathematics) faculty of institutions of higher education and high-need school districts. Other partners may include state education agencies, public charter schools or other public schools, businesses, and nonprofit or for-profit organizations concerned with mathematics and science education. The program is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers.
The Math and Science Partnerships Program is a formula grant program to the states, with the size of individual state awards based on student population and poverty rates. No State receives less than one half of one percent of the total appropriation. With these funds, each State is responsible for administering a competititve grant competition, in which grants are made to partnerships to improve teacher knowledge in STEM fields. The State monitors their grantees' progress, and documents their effectiveness, working with the U.S. Department of Education. All MSP projects funded by the states report to the federal government on an annual basis information on their impact on increasing teachers' content knowledge and student learning.
For more information, visit http://ed-msp.net/.
Projects funded in 2010-2011
- Acadia Learning - Phase II: Data Literacy in PDF
- Central Aroostook Math and Science Partnership (CAMSP) in PDF
- Early Mathematical Thinking Enhancement Project (EMTEP) in PDF
- Learn, Experience, Apply in a Regional Network (LEARN) Mathematics! in PDF
- Science Curricula Integrating Technology and Engineering Connections Phase II (SCITECII) in PDF
Projects funded in 2011-2012
The Maine Department of Education is committed to meeting the needs of all learners, as outlined in our strategic plan. In support of that plan, the Maine ESL/Bilingual Programs work with School Administrative Unit (SAU) administrators and teachers of English Learners (EL) to identify and support the acquisition of English proficiency for ELs in grades PreK - 12.
All ELs are to attain English language proficiency and meet the same academic content and academic achievement standards that all students are expected to meet. In order to achieve these goals, an SAU’s English Language Acquisition Program strives to ensure that:
- ELs are identified through the Language Use Survey and administration of an English language proficiency screener. See Administrative Letter 11 for required screeners depending on grade level;
- The annual ACCESS for ELLs � 2.0 assessment is administered to all identified ELs;
- All ELs receive full and appropriate opportunities to meet the same challenging state academic content and student academic achievement standards that all students are expected to meet;
- Programs are designed to help ELs acquire English language proficiency and overcome lack of educational access in their native countries, educational disruption, cultural and language barriers, social isolation, and to prepare ELs to make a successful transition to post-secondary education or employment; and
- All ELs benefit from State and local systemic reforms.
Laws & Guidance:
The Student Support and Academic Enrichment (SSAE) program is authorized under Title IV, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the Every Student Succeeds Act of 2015 (ESSA). The purpose of this reauthorized program is to improve students’ academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), and local communities to:
- Provide all students with access to well-rounded educational opportunities by carrying out programs and activities in areas such as STEM, music and the arts, foreign languages, history and civics, and college and career guidance;
- Improve school conditions for student learning by fostering safe and healthy students through programs and activities such that address physical education and nutrition, school readiness and dropout prevention, mentoring and school counseling, school-based mental health services, PBIS, and the prevention of violence, bullying, and substance abuse; and
- Improve the effective use of technology to improve the academic achievement and digital literacy of all students through blended learning, providing access to digital learning experiences, and increasing professional learning and infrastructure related to classroom technology.
Formula grant awards are issued to eligible LEAs within the state to support a variety of programs and activities that support the overall education, health, and digital literacy needs of all students.
The 21st Century Community Leaning Centers (21st CCLC) program is authorized under the Title IV, Part B of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) of 2015. Its purpose is to provide opportunities for communities to establish or expand activities through “community learning centers” that:
- Provide opportunities for academic enrichment, including providing tutorial services to help students, particularly students who attend low-performing schools, to meet challenging State academic standards;
- Offer students a broad array of additional services, programs, and activities, such as youth development activities, service learning, nutrition and health education, drug and violence prevention programs, counseling programs, arts, music, physical fitness and wellness programs, technology education programs, financial literacy programs, environmental literacy programs, mathematics, science, career and technical programs, internship or apprenticeship programs, and other ties to an in-demand industry sector or occupation for high school students that are designed to reinforce and complement the regular academic program of participating students; and
- Offer families of students served by community learning centers opportunities for active and meaningful engagement in their children’s education, including opportunities for literacy and related educational development.
The Maine DOE provides these federal funds to support the development of high-quality expanded-learning-time programs, through a competitive process, and with an emphasis on supporting students in the state’s most struggling schools. 21st CCLC program services are provided before-school, after-school, during summer as well as other times when school is not in session. Poverty, opportunity gaps, and unmet academic needs drive the program’s purpose. Programs are delivered through school and community partnerships for students in grades Pre-K through 12 and are designed to help students meet state and local academic standards in subjects like math and literacy.
The Maine DOE hosts an annual or semi-annual grant competitions for 21st CCLC grant awards, as federal funding allows.
The Rural Education Achievement Program provides funds to support students and teachers in rural locations to improve achievement levels to meet the State standards in education. School administrative units (SAUs) may be eligible for one of two federal grants: Small Rural Schools Achievement (SRSA)Grant or the Rural Low-Income Schools (RLIS) Grant. These formula grants are part of Elementary and Secondary Education Act (ESEA) of 1965, reauthorization under Every Student Succeeds Act (ESSA) Title V Flexibility and Accountability.
The U.S. Department of Education provides the SRSA grant to small, local, rural SAUs (fewer than 600 students in the SAU in daily attendance). SAUs that meet the guideline criteria may use their funding in a variety of ways to support or supplement programs for teachers and students.
The RLIS grant is a formula grant Maine distributes to eligible rural SAUs that meet the Title IA poverty criteria and are classified as rural communities.
Three factors determine an SAU’s eligibility for the grants:
- Locale code issued to each SAU by the National Center for Educational Statistics (NCES)
- Average daily attendance from the beginning through the end of the 2016-17 school year
- Poverty level as determined by either NCES or the ESEA Title IA alternate poverty data
New 2018-19 Title V (REAP) Initial District Eligibility (Excel, 55KB)
What Districts Need to Know About the Small Rural Schools Grant (From US DOE) (PDF, 1MB)
Laws & Guidance:
The Maine Department of Education and Maine schools follow the provisions of the federal McKinney-Vento Homeless Assistance Act, which aims to minimize the educational disruptions experienced by homeless students.
Under McKinney-Vento, homeless students are guaranteed the right to a free, appropriate, public education. When students become homeless, they can remain enrolled in the schools they have been attending, although they might no longer meet residency requirements. McKinney-Vento also guarantees homeless students the right to enroll in a public school even if they lack the typically required documents and immunizations. In addition, homeless students are guaranteed the transportation they need to attend school.
The Maine DOE is pleased to offer resources and information about the law for school liaisons of education for homeless students on its website.
According to McKinney-Vento, "homeless" can be defined as an individual who lacks a fixed, regular and adequate nighttime residence, including children and youth:
- Sharing housing due to loss of housing or economic hardship
- Living in motels, hotels, trailer parks or camping grounds due to lack of alternative adequate housing
- Living in emergency or transitional housing
- Abandoned in hospitals
- Having a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, regular sleeping accommodations
- Living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations
- Migratory students meeting the descriptions above
Laws & Guidance: