A r c h i v e d  I n f o r m a t i o n

Uses Of Funds By LEAS

Innovative Assistance Programs

The Department embraces the view that educators closest to schools--school superintendents, principals, teachers and school support personnel--know what is needed and how best to meet the educational needs of their students. In keeping with this view, and as indicated earlier, LEAs have the primary responsibility for deciding how to allocate funds among the eight innovative assistance programs listed in section 6301(b) of Title VI, and for designing and implementing programs.

The innovative assistance programs include:

Accordingly, the Department encourages LEAs to use Title VI funds to develop programs under one or more of the eight innovative assistance programs in ways that complement the State's or LEA's Goals 2000 plan or other comprehensive school reform efforts. To support comprehensive reform, the Department encourages the SEA to strongly consider using Title VI funds in conjunction with other Federal, State and local funds to support school-wide programs as described in section 1114 of the ESEA. Under this authority an LEA may use Title VI funds to help upgrade the entire educational program in a school that in the initial year of the school-wide program meets the following criteria:

"(A) For the school year 1995-1996--

"(i) the school serves an eligible school attendance area in which not less than 60 percent of the children are from low-income families; or

"(ii) not less than 60 percent of the children enrolled in the school are from such families.

"(B) For the school year 1996-1997 and subsequent years--

"(i) the school serves an eligible school attendance area in which not less than 50 percent of the children are from low-income families; or

(ii) not less than 50 percent of the children enrolled in the school are from such families.

Example: The following are examples of uses of Title VI funds in ways that might address a State's Goals 2000 or State overall school improvement plan. These examples are merely illustrative.

  • An LEA chooses to use Title VI funds for a program that provides disadvantaged elementary and secondary students with experiences in problem solving and reasoning skills in literature.

  • An LEA with a high rate of disadvantaged, at-risk elementary and secondary- school students has a goal to improve the student drop-out rate. To help meet this goal, the LEA plans to use a newly developed pupil profile system to identify students to be included in these programs and use a school enrichment/tutoring program to provide academic support and increase excitement for learning. The LEA might use Title VI funds to provide counseling services for the students and Title I funds to supplement local funds and to hire the additional teacher personnel to implement the tutorial program.

  • An LEA conducts a program to combat illiteracy among students and parents. In order to assist this program, the LEA might use Title VI funds to provide professional development activities designed to enhance the effectiveness of teacher personnel who will be working with the students and parents in the program.

  • An LEA decides to implement a hands-on science program to help students achieve to high standards. The LEA plans to use State and local funds to implement parts of this program. The LEA may use Title II funds for the professional development component of this program and Title VI funds to acquire the necessary instructional equipment and materials.

Supplemental Guidance

  • Professional Development - Some States have asked whether Title VI funds may be used for professional development activities, despite the fact that such activities do not appear as a separate innovative assistance program area under Title VI (except in connection with technology). The Department believes that, as long as an LEA can justify professional development activities as a reasonable and necessary cost with respect to the specific Title VI program the LEA is implementing, the LEA may use Title VI funds to support such activities. The Department has developed a "Mission Statement and Principles of Professional Development," which might be of interest to SEAs and LEAs [see page 15]. The statement presents the Department's vision of the kinds of professional development activities that are needed to help all students achieve to high standards of learning and achievement. An SEA or LEA may wish to consider incorporating these principles in any professional activities included in a Title VI program.

  • Library Services - State coordinators have asked whether Title VI funds may be used for library automation. Section 6301(b)(2) of Title VI permits an LEA to use Title VI funds for programs for the acquisition and use of instructional and educational materials, including library services. The Department's interpretation is that the term "library services" may include library automation. Therefore, an LEA may use Title VI funds to automate a school's library. However, section 6301(b)(2) also requires that library services acquired using Title VI funds must be tied to high academic standards, be used to improve student achievement, and be part of an overall education reform program. In light of these requirements, an LEA may not use Title VI funds simply for the purpose of achieving library automation. Rather, the LEA must be prepared to demonstrate to the SEA that its proposed library automation program is tied to high academic standards and that an integral aspect of the program will be the use of the automated library services in a meaningful way to improve student achievement. Moreover, the LEA must be able to demonstrate to the SEA that the library automation program is part of an overall education reform program.


    "As local, state, and Federal partnerships strive to...ensure that all students achieve high standards...it has become increasingly clear that high-quality professional development strategies for teachers and other educators are imperative." Secretary Riley

    Professional development--

    • focuses on teachers as central to school reform, yet includes all members of the school community;

    • respects and nurtures the intellectual capacity of teachers and others in the school community;

    • is planned principally by those who will participate in that development;

    • enables teachers to develop expertise in content, pedagogy, and other essential elements in teaching to high standards;

    • enhances leadership capacity among teachers, principals and others;

    • requires ample time and other resources that enable educators to develop their individual capacity and to learn and work together;

    • promotes commitment to continuous inquiry and improvement embedded in the daily life of schools;

    • is driven by a coherent long-term plan that incorporates professional development as essential among a broad set of strategies to improve teaching and learning; and

    • is evaluated on the basis of its impact on teacher effectiveness, student learning, leadership, and the school professional development efforts.


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