The regulations for Title I grants sit on my desk in two enormous binders. The rules regarding appropriate use of Title I money are complex, but understandable. The key to managing your application budget is to remember the funds are for a certain number of carefully selected students in your district who are least able to fend for themselves, including Special Education students. Special education students are eligible for Title I services on the same basis as all other students. You cannot exclude them just because they are already receiving extra services, as that would be discrimination.

Districts base their allocations for Title I on a strict formula that stems from the number of students receiving free and/or reduced lunch. It boils down to a per pupil allowance, once you have your allocation, you need to sit down and work on your set-asides.
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In the blizzard of federal rules, regulations, and allocations for schools, one grant initiative we see is Title III – LEP Grants. These pass-through funds are earmarked for the education of students who are newcomers to our country. They have language challenges and if we don’t have a coordinated program for addressing their language acquisition needs, we all suffer.

Now, before I get going, this blog is not a political forum for discussing issues about immigration and borders, and government responsibilities for managing immigration. The fact is, the kids are here, many have entered this country legally, and their English Language skills need to be evaluated and brought to a level that lets them compete on an equal playing field with other students. They will become productive members of society if we support them now.
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