Title I, Part A Targeted Assistance School Program
A program providing services to improve student academic achievement of eligible students in Title I schools.TAS Program Requirements | Students Eligible for TAS Program Services | Reporting Education Services and Student Program Records to California Longitudinal Pupil Achievement Data System (CALPADS) | Use of Funds in a TAS Program | Resources
A school that receives Title I, Part A funds shall operate one of two programs:
- TAS program, or
- Schoolwide program (SWP).
In all schools selected to receive Title I, Part A funds that are ineligible for a SWP, have not received a waiver to operate a SWP, or choose not to operate a SWP, a local educational agency (LEA) may use funds to provide services to eligible students identified as having the greatest need for special assistance (Elementary and Secondary Education Act as reauthorized by the Every Student Succeeds Act [ESSA] Section 1115[a]). The purpose of a TAS program is to assist schools and LEAs to meet their responsibility to provide for all their students served under Title I the opportunity to meet the challenging state academic standards (ESSA Section 1115[b]).
If a Title I school is operating a TAS program, the school provides Title I services to children who are failing, or most at-risk of failing, to meet challenging academic standards. Additional information regarding the student population eligible for TAS services is available under the sub-section titled “Eligible Students for TAS Services” below.
Eligible schools are not required to operate a SWP and may choose to operate as a TAS program. Additional information about Title I, Part A SWP is located on the Title I, Part A SWP web page.
TAS Program Requirements
Each TAS program shall—
- determine which students will be served;
- serve participating students identified as eligible students including by—
- using resources under Title I, Part A to help eligible students meet the challenging State academic standards, which may include programs, activities, and academic courses necessary to provide a well-rounded education;
- using methods and instructional strategies to strengthen the academic program of the school through activities, which may include—
- expanded learning time, before- and afterschool programs, and summer programs and opportunities; and
- a schoolwide tiered model to prevent and address behavior problems, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 United States Code 1400 et seq.);
- coordinating with and supporting the regular education program, which may include services to assist preschool students in the transition from early childhood education programs such as Head Start, the literacy program of Title II, or State-run preschool programs to elementary school programs;
- providing professional development with resources provided under Title I, Part A, and, to the extent practicable, from other sources, to teachers, principals, other school leaders, paraprofessionals, and, if appropriate, specialized instructional support personnel, and other school personnel who work with eligible students in programs under Title I, Part A or in the regular education program;
- implementing strategies to increase the involvement of parents of eligible students;
- if appropriate and applicable, coordinating and integrating Federal, State, and local services and programs, such as programs supported under the ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and comprehensive support and improvement activities or targeted support and improvement activities; and
- provide to the LEA assurances that the school will—
- help provide an accelerated, high-quality curriculum;
- minimize the removal of students from the regular classroom during regular school hours for instruction provided under Title I, Part A; and
- on an ongoing basis, review the progress of eligible students and revise the TAS program, if necessary, to provide additional assistance to enable such students to meet the challenging State academic standard (ESSA Section 1115[b][1-2]).
All activities, strategies, and interventions included in a TAS program shall be evidence-based. Evidence-based means the proposed project component is supported by one or more of strong evidence, moderate evidence, promising evidence, or evidence that demonstrates a rationale (Title 34 Code of Federal Regulations [CFR] 77.1[c]).
Students Eligible for TAS Program Services
The eligible population for Title I, Part A services in a TAS program is:
- Students who are not older than 21 who are entitled to a free public education through grade 12; and
- Students who are not yet at grade level at which the LEA provides a free public education (ESSA Section 1115[c][1][A]).
Of the eligible population identified above, the LEA will determine eligible students using the following criteria:
- Students identified by the school as failing, or most at risk of failing, to meet the challenging state academic standards on the basis of multiple, educationally related, objective criteria established by the LEA and supplemented by the school, except that students from preschool through grade two shall be selected solely on the basis of criteria, including objective criteria, established by the LEA and supplemented by the school (ESSA Section 1115[c][1][B]).
Students include:
- Students who are economically disadvantaged, students with disabilities, migrant students or English learners, are eligible for Title I, Part A services on the same basis as other students selected to receive services under Title I, Part A (ESSA Section 1115[c][2][A]).
- Head Start and Preschool Students: A student who, at any time in the two years preceding the year for which the determination is made, participated in a Head Start program, the literacy program under Title II, or in preschool services under Title I, Part A, is eligible for Title I, Part A services (ESSA Section 1115[c][2][B]).
- Migrant Students: A student who, at any time in the two years preceding the year for which the determination is made, received services under Title I, Part C is eligible for Title I, Part A services (ESSA Section 1115[c][2][C]).
- Neglected or Delinquent Students: A student in a local institution for neglected or delinquent students and youth or attending a community day program for such students is eligible for services under Title I, Part A (ESSA Section 1115[c][2][D]).
- Homeless Students: A student who is homeless and attending any school served by the LEA is eligible for services under Title I, Part A (ESSA Section 1115[c][2][E]).
Reporting Education Services and Student Program Records to CALPADS
While LEAs are not required to submit Student Program records for students in schools operating a SWP for Title I, Part A, LEAs should report multiple Educational Services for a student under Education Program Code 122 – Title I, Part A, Improving Basic Programs Operated by LEAs, ESSA.
How do LEAs determine which students are receiving Targeted Title I services within their Title I Targeted schools?
The LEA student information system (SIS) should extract a Student Program Record (SPRG) for each Education Service. CALPADS will accept multiple SPRG records for the same student, in the same reporting period, with the same Education Program Code, with different Education Services.
Students who meet the criteria identified by the LEA within the academic year should be identified and reported with a SPRG of 122 – Title I Targeted in CALPADS. Additional information is available on the California Department of Education (CDE) CALPADS Frequently Asked Questions web page.
How should an LEA report multiple Educational Services for a student under Education Program Code 122 – Title I, Part A, Improving Basic Programs Operated by LEAs, ESSA?
The LEA SIS should extract a SPRG for each Education Service. CALPADS will accept multiple SPRG records for the same student, in the same reporting period, with the same Education Program Code, with different Education Services.
In accordance with student data reporting requirements by state law, the district office (or charter school office) maintains and submits student data to CALPADS. All CALPADS data are maintained in compliance with state and federal privacy laws, including the Family Educational Rights and Privacy Act. Each LEA or independently-reporting charter school has a designated LEA CALPADS administrator who is responsible for controlling local access to CALPADS. Additional information is available on the CDE CALPADS Background/History web page.
For questions regarding identifying and reporting Title I Targeted students in CALPADS, please contact:
- CALPADS/California Basic Educational Data System/County-District-School Operations Office
- Calpads@cde.ca.gov
- 916-324-6738
- Service and Support: CALPADS-California School Information Services Service Desk
- Calpads-support@cde.ca.gov
- 916-325-9210
Use of Funds in a TAS Program
Funds received under Title I, Part A may not be used to provide services that are otherwise required by law to be made available to eligible students described above but may be used to coordinate or supplement such services (ESSA Section 1115[c][3]).
Title I, Part A funds used supplement the funds that would, in the absence of such funds, be made available from State and local sources, and do not supplant such funds (ESSA Section 1118[b][1]). Additional information regarding authorized use of Title I, Part A funds may be located on the CDE Title I, Part A Authorized Use of Funds web page.
Resources
Title I, Part A SWP - Title I, Part A
A comprehensive program to improve outcomes for all students in a Title I, Part A school.
ESSA
(PDF)
U.S. Department of Education document discussing the ESSA.
Electronic CFR: 34 CFR Part 77, Section 77.1 - Definitions That Apply to Department Regulations
Text of Title 34 CFR 77.1 from the National Archives.