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Contact us via email or call us in-state toll-free between 9:00am and 5:00pm MT at 1.888.231.9393, Local 406.444.3095

Have a Media Inquiry?
Contact Emilie Ritter-Saunders, 406.444.3160

Title I Part A

  • BJ Granbery, Division Administrator and Title I Director 406.444.4420
  • Heather Denny, Education Program Specialist, Title I - Neglected & Delinquent, Homeless Children & Youth 406.444.2036
  • Cheryl Heldt, School Support System Coordinator 406.444.0686
  • Jack O'Connor, Assistant Title I Director 406.444.3083
  • Clare Bridge, Administrative Assistant, 406.444.0906
  • Shawna Pieske, Administrative Assistant 406.444.5660
  • Juli Tenneson, Accounting Specialist 406.444.3408

Questions or concerns about this webpage?
Please contact the OPI Help Desk at or 406.444.0087


Title I Part A

Title I, Part A, along with the rest of the Elementary and Secondary Education Act was reauthorized on January 8, 2002 by the No Child Left Behind Act, P.L. 107-110.

More than 50,000 public schools across the country use Title I funds to provide addi­tional academic support and learning opportunities to help low-achieving children master challenging curricula and meet state standards in core academic subjects. For example, funds support extra instruction in reading and mathematics, as well as special preschool, after-school, and summer programs to extend and reinforce the regular school curriculum.


Title I Webinars and Resources

Resources for Parents

United States Department of Education-Parent Resources
This web site contains links to many tools for parents relating to the education of their child/children. These include resources for helping children with homework, getting students prepared for college, options for parents under the Elementary and Secondary Education Act (ESEA) which can include Supplemental Educational Services and Public School Choice, answers to common educational related questions, and much, much more.

No Child Left Behind Report Card
This web page is hosted by the Montana Office of Public Instruction. This site contains information on how each district and school is performing in relation to state standards in reading, math, attendance, graduation rate, etc.

Parental Involvement Policy, Non-Regulatory Guidance
This link contains the Parental Involvement, non-regulatory guidance which has been developed under the Title I, Part A sections of the ESEA. This packet was developed by the U.S. Department of Education.

Helping Your Child With Homework
The U.S. Department of Education has developed this web site to help parents assist their students to achieve at high levels. It contains information on how to help children with their homework, working with their classroom teachers, making sure assignments are completed on time, etc.


Supplemental Educational Services and Public School Choice

Due to the passage of the Every Student Succeeds Act (ESSA) and a waiver from the United States Department of Education (USED), the Montana Office of Public Instruction (OPI) will no longer be requiring schools in improvement, corrective action, or restructuring to offer Supplemental Educational Services (SES) or Public School Choice (PSC) after the end of the 2015-16 school year. Therefore, there will be no 2016-17 application or window to apply to become an approved provider. A transition plan for alternatives to support students in schools identified for improvement will be posted by May 6, 2016. Questions about this can be directed to the OPI Title I Unit at 406-444-5660.

Supplemental Educational Services and Public School Choice Webinar


SES Surveys



Title I Reallocated Funds

The Montana Office of Public Instruction (OPI) has a pool of reallocated Title I monies left due to districts returning funds, refusing funds, and excess carryover.  It is the policy of the Montana Office of Public Instruction (OPI) to allow districts with additional need for Title I, Part A the opportunity to apply for these reallocated funds.  To be eligible to apply for these dollars, districts must meet the following requirements:  1) the LEA has refunded all unspent Title I funds from the previous year’s project; 2) the LEA has the previous year’s program completed before requesting reallocated funds; and 3) the LEA’s allocation has not been reduced because of Maintenance of Effort requirements in Section 1120A.

Sources and Collection of Funds for Reallocation
The SEA shall deallocate funds from an LEA that:

  1. Is not participating in the Title I, Part A program;
  2. Has its allocation reduced because it failed to meet the Maintenance of Effort requirements in Section 1120A;
  3. Has carryover funds that exceed the percentage limitations in Section 1127(a): or
  4. Has excess funds for other reasons.

The SEA shall also deallocate funds that the SEA has recovered after determining that an LEA has failed to spend funds received in accordance with Public Law 107-110 and other applicable state and federal laws and regulations.

Title I, Part A reallocated funds may be requested during the application window which runs from January until the end of April of each year. The selection of districts which will obtain these funds will be based upon highest need and strength of the request with the applications being read as they are received. The maximum amount for reallocated funds will be determined by multiplying $100 times the free/reduced lunch/milk count.

Family and Community Engagement

Family and Community Engagement (FACE)

Family and Community Engagement (FACE) is a comprehensive approach to Parental Involvement. This approach recognizes that "parents" in the traditional sense may not be the people that students are living with. Many students are cared for by grandparents, relatives, family friends, foster parents, or systems of care. The FACE program also recognizes that "it takes a village to raise a child." Many members of a community are interested in the education of children, including students' families, neighbors, nonprofits, faith communities, medical professionals, and businesses. All of these stakeholders can, and should, be engaged in the process of supporting student success.

As provided for in Title I, Part A, of the Elementary and Secondary Education Act, substantive parental involvement is required at every level of the program. Specifically, these provisions stress shared accountability between schools and parents for high student achievement, local development of parental involvement plans with sufficient flexibility to address local needs, and building parents’ capacity for using effective practices to improve their own children’s academic achievement. When schools collaborate with parents to help their children learn and when parents participate in school activities and decision-making about their children’s education, children achieve at higher levels.

parents and kidsResources for Parents

Studies have found that students with involved parents, no matter what their income or background, are more likely to

  • earn higher grades and test scores, and enroll in higher-level programs;
  • pass their classes, earn credits, and be promoted;
  • attend school regularly;
  • have fewer suspensions and incidents of violent behavior;
  • have decreased drug and alcohol use; and
  • graduate and go on to postsecondary education.

Family Involvement Storybook Project - Uses children's storybooks to promote family involvement

Family Guide to Getting Involved in Your Child's Education at a Juvenile Justice Facility

Helping Your Child with Homework - Help for parents to assist their students to achieve at high levels. - Easily searchable resources for parents and schools using key words, groups, and topics

National PTA - Parent guides clarifying the expectations for what students should be learning in English Language Arts and Mathematics at each grade level (K-8 and high school mathematics and English Language Arts) in order to be career and college ready.

Montana Common Core Standards and Assessments - Parent Fact Sheet, Parents' Guide to Student Success, and Parent Roadmaps to the Common Core Standards in English Language Arts and Mathematics

No Child Left Behind Report Card - Information on how each district and school is performing in relation to state standards in reading, math, attendance, and graduation rate

teacher/studentsResources for Teachers

Research has consistently shown that family and community engagement has a positive effect on student success. Teachers are often overwhelmed by the vast amount of tasks and obligations required of them. Therefore, family and community engagement practices are often "random acts" dependent upon individual teachers. A wide variety of resources are listed below to help teachers move from these "random acts" to building a strong family engagement program within their classrooms, schools, and districts.

Academic Parent-Teacher Teams - A research-based system that provides teachers and families a time and a place to share student performance data and to set achievable and measurable student-centered academic goals through intentional and successful partnerships with families

Harvard Family Research Project - A wide variety of research articles on family engagement from pre-school through high school, from data to preparing teachers to engage parents

Flamboyan Foundation - Family Engagement Resources for Teachers including Best Practices for Learning, checklists, activities, sample letters and surveys

Successful Family Engagement in the Classroom - What teachers need to know and be able to do to engage families in raising student achievement - Easily searchable resources for parents and schools using key words, groups, and topics

The Parent Teacher Home Visit Project - A home visit model that builds the capacity of educators, families and students leading to increased success for all

Kids in schoolResources for Schools/District

Research has shown that family and community engagement (FACE) is influenced by the actions of teachers and school personnel. In order to achieve a successful FACE program, educators need a well-developed framework within their school and district for all students to benefit from family and community engagement practices.

Dust Off Your Old School Parent Compact - A ten step process to develop a school-parent compact

Family Engagement Capacity Building Framework - A draft framework presented by the U.S. Department of Education

Harvard Family Research Project - Webinar series on family, school, and community engagement (2010-2011)

Family Engagement for High School Success - Toolkit, webinars, and research briefs for communities to promote effective family engagement strategies for high school students

Partnerships by Design: Cultivating Effective and Meaningful School-Family-Community Partnerships - Forms, worksheets, and activities for schools to write their own school-family-community partnership plans

Family Engagement

Family Engagement Tool (FET)

Family and Community Engagement is a comprehensive approach to Parental Involvement which is required as a provision of ESEA Title I, Part A, of the Elementary and Secondary Education Act. The Montana Office of Public Instruction has partnered with the Academic Development Institute to provide a limited number of two-year licenses for the FET available to districts in Montana free of charge. The FET will guide a school team in assessing its family engagement programs and practices. This tool helps the school determine needs, set priorities, develop a plan, and monitor the plan to strengthen the school community. The FET allows flexibility to meet the needs of individual schools.

FET Brochure

School Community Network - Login site for schools licensed to use the FET

FET Application - Form for schools to apply for an FET license

FET Timeline and Expectations - Clarification of the FET’s timeline and expectation and includes a fillable form for individualizing to the school’s specific timeline

FACE Resources

Parental Involvement always has been a centerpiece of Title I. However, for the first time in the history of the Elementary and Secondary Education Act, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring that

  • parents play an integral role in assisting their child's learning;
  • parents are encouraged to be actively involved in their child's education at school;
  • parents are full partners in their child's education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and
  • other activities are carried out, such as those described in section 1118 of the ESEA (Parental Involvement). [Section 9101(32), ESEA.]

Letter of Committment - School Improvement Advisor (SIA)
Letter of Committment - School Improvement Consultant (SIC)
Montana Comprehensive Literacy Plan
Continuous Literacy Improvement Self-Assessment

Frameworks for Developing/Expanding FACE Programs

Family Engagement Framework: A Tool for California School Districts - A framework for districts and schools to use in developing and expanding family engagement to support improved student learning outcomes

Taking Leadership, Innovating Change: Profiles in Family, School, and Community Engagement - Report providing a snapshot of 12 family engagement strategies to reform schools and improve student success

Toolkit for Title I Parental Involvement- Provides information on implementing the Title I, Part A parental involvement provisions and includes examples of checklists, surveys, and information sheets

FACE Publications & Resources

Flamboyan Foundation - Posted articles are in English and Spanish. Please scroll down the page to find a variety of articles and resources on family engagement.

Handbook on Family and Community Engagement

Harvard Family Research Project - Research-based policies and research papers which inform the development of policy investments in family engagement

Parent Involvement Policy- Non-Regulatory Guidance - U.S. Department of Education

The Connection Collection - An annotated bibliography database that links you with research-based information you can use to connect schools, families, and communities

Title I, Part A of the Elementary and Secondary Education Act, Sec. 1118 - Parental Involvement

FACE Forms

TransACT Communications- TransACT is for use by District/School Personnel only. District/School personnel must have a district/school email address to register. To register, click on the TransACT link at the beginning of this description, then click on the Register link at the top of the TransACT home page, and follow the steps through the process. The Montana Office of Public Instruction is partnering with TransACT to provide a collection of state approved and legally-reviewed parent notices, forms, and letters to Montana districts and schools free of charge to help address the communication requirements of No Child Left Behind (Title I AYP, FERPA, and SES).

FACE Webinars

Flamboyan Foundation - A 12 minute video demonstrating the Academic Parent-Teacher Team (APTT)  meeting at Stanton Elementary in Washington, D.C.

students in a line

Title I Schools in Improvement

This web page provides information on Title I Schools in Montana that have been identified for improvement, corrective action or restructuring under No Child Left Behind. Here you will find information about gains that these schools have made in raising student achievement as well as the challenges that these schools continue to face.


Montana defines Persistently Lowest Achieving Schools as any Title I schools in improvement, corrective action, or restructuring that rank in the lowest five percent of those schools based on the percentage of students scoring At or Above Proficiency in Reading and Math using three years of assessment data.

SIG Principal and Teacher Evaluation Waiver

New Application for SY 2015-16 SIG Funds

SIG Application for SY 2014-15 Awards Competition

SIG Application for Funds for SY2011-2012

School Year 2011-2012 Eligible Schools

School Year 2010-2011 Eligible Schools

School Year 2013-14 SIG Applications

School Year 2011-12 SIG Applications

School Year 2010-2011 SIG Applications

Paraprofessional Information

Title I, Part A as amended by the No Child Left Behind Act of 2001, has new requirements for paraprofessionals. 

Title I of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act, is designed to help disadvantaged children reach high academic standards.  Properly trained paraprofessionals can play important roles in improving student achievement in Title I schools where they can reinforce and augment a teacher’s effort in the classroom.  Unfortunately, studies indicate that paraprofessionals are used in many Title I schools for teaching and assisting in teaching when their educational backgrounds do not qualify them for such responsibilities. Title I of the ESEA, as amended by the NCLB Act requires that paraprofessionals meet higher standards of qualification, and ensures that students who need the most help receive instructional support only from qualified paraprofessionals.

What is a paraprofessional?
For the purposes of Title I, Part A, a paraprofessional is an employee of an LEA who provides instructional support in a program supported with Title I, Part A funds. 

“Paraprofessionals who provide instructional support,” includes those who (1) provide one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher, (2) assist with classroom management, such as by organizing instructional materials, (3) provide instructional assistance in a computer laboratory, (4) conduct parental involvement activities, (5) provide instructional support in a library or media center, (6) act as a translator, or (7) provide instructional support services under the direct supervision of a highly qualified teacher.

Because paraprofessionals provide instructional support, they should not be providing planned direct instruction, or introducing to students new skills, concepts, or academic content.

Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions are not considered paraprofessionals under
Title I, Part A. 

Title I Notifications

The Montana Office of Public Instruction is pleased to partner with TransACT Communications to provide a collection of state approved and legally-reviewed parent notices, forms and letters. These forms, notices and letters are free for district and school staff to use throughout the state of Montana to help address the communication requirements of No Child  Left Behind (Title I, AYP, FERPA, and SES.)

This easy-to-use online service includes:

  • TransACT User Packet
  • Parent Notices - Quick Tips
  • TransACT Basic User Training - 2012
  • NCLB Parent Notifications: Contains more than 60 notices supporting NCLB parent communication mandates.
  • NCLB RoadMaps: Navigate through complex compliance areas with confidence. The NCLB RoadMap also includes a comprehensive suite of online reporting tools for personnel to document parent notification progress.
  • TransACT® EduPortal® eLibrary contains additional Montana-specific resources.
  • US Department of Education Guidance documents pertaining to Title I are available through TransACT.

For your district access to TransACT please click here: and click on the “Register” icon at the top of the page.

If you have any questions, please contact TransACT Customer Care at (425) 977-2100 or

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Schoolwide Program

A Schoolwide Program is a strategy for implementing comprehensive school change. A schoolwide program permits a high poverty school (40% or more) to use funds from Title I, Part A and other federal education program funds and resources with regular and state resources to upgrade the entire educational program of the school in order to raise academic achievement for all the students. Research has shown that for lowest achieving students in highest poverty schools to meet high standards of performance, their entire instructional program, not just a separate Title I program, (or other program) must be substantially improved. We hope you find the link here helpful as you go through planning or implementing a schoolwide program.

Absenteeism/Truancy Needs Assessment Interviews for Principals, Teachers, and Students
Comprehensive Needs Assessment Process
Sample Comprehensive Needs Assessment Inventory
Sample Schoolwide Needs Assessment Survey
Schoolwide Guidance-Updated
Guidance for Designing a Schoolwide Program
OPI Schoolwide Guidance August 2014

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