What Does Supplement, Not Supplant Mean

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What Does Supplement, Not Supplant Mean?
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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

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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

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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

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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

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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

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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 districts core
  curriculum
• Complying with P.A. 25 requirements
• Training and mentoring new teachers
• Professional development for teachers (minimum 5
  day requirement)

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How can LEAs UtilizeTitle II, Part A funds?
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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 K3
• Build highly qualified teachers who demonstrate
  a high level of competency in each of the (core)
  academic subjects

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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)

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Professional Development

• 5 Required Days
• Funds can be utilized to facilitate
  speakers/consultants relative toTitle II, Part A
  topics

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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

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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 childs
  education
• How to understand and use data

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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

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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

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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