The Arizona Department of Education's mission is to advance equity and excellence for all students by serving school leaders, educators and staff, collaborating with communities, and leading with data-driven best practices.
In supporting that misson, our purpose is to provide technical assistance, service and support to local educational agencies and schools to ensure equitable access to an excellent education for every child.
Our unit is proud to support Arizona's schools, educators and families. In collaboration with the rest of the Arizona Department of Education, our team members are dedicated to providing prompt, accurate and friendly service to all LEAs with grant applications, approvals and revisions. We are available for training, technical assistance, and monitoring.
Title I-A Title I-D Title II-A
FY23 Enrollment Data and Poverty Counts
FY22 Enrollment Data and Poverty Counts
How do you calculate school site poverty percentage for FY22?
For your FY22 Consolidated Grant Application, USED has give LEAs permission to use old year poverty counts (low-income data) if that year's data is more advantageous to the LEA, with a goal of providing the most accurate poverty percentage for the LEA given the challenges of COVID-19.
On the School Eligibility Page, LEAs may use EITHER FY21 (SY20-21) OR FY20 (SY19-20) low-income data, whichever is most advantageous to the LEAs poverty percentage. Pay close attention to rank and serve as the poverty percentage will have an impact. *The same year (either FY21 or FY20) must be used to calculate the poverty percentage or each funded site within the LEA.
On the Poverty Criteria Page, LEA's will verify which data they have used to determine their low-income count. If the LEA has chosen to use FY20 (SY19-20) low income data, there will be a document to complete in Title I-A Related Documents.
Private schools have the same option, to use EITHER FY21 (SY20-21) OR FY20 (SY19-20) low-income data, whichever is more advantageous. Pirvate schools do not have to use the same year or poverty criteria as their corresponding LEA.
Funded School Site
If an LEA would like to add a funded Title I school site to their School Eligibility Page, that school site (entity) must have had 40% or more poverty in FY21. To have the entity added, the LEA needs to contact Grants Management via a ticket to request this entity be added. Grants Management will research to determine if it is a valid request. Final approval will come through School Finance at ADE.
Income Eligibility Form - English Income Eligibility (Fillable) Form - English
Income Eligibility Form - Spanish Income Eligibility (Fillable) Form - Spanish
Income Eligibility Form- English Income Eligibility (Fillable) Form - English
Income Eligibility Form- Spanish Income Eligibility (Fillable) Form - Spanish
The Poverty Percentage Reporting AzEDS
If you have specific questions regardig the collection of income eligibility data, please contact Aaron Tyler by email at [email protected].
1 Building Your Grant - Introduction
2 Building Your Grant - CNA RCA IAP
3 Building Your Grant - Set Asides
5 Building Your Grant - Labeling
6 Building Your Grant - Approval and Revisions
The Comprehensive Needs Assesment, Root Cause Analysis, and Integrated Action Plan for all Title I Schools includes Title I, II, III, IV, School Improvment and Move on When Reading. Schools will use the 6 Principles, Indicators and Elements to identify strengths and needs in order to increase student achievement and strenghten school systems leading to sustainable improvement. The primary needs identified in the Comprehesive Needs Assessment become the foundation for the Schools Integrated Action Plan. The LEA Integrated Action Plan is based on the Schools' Comprehensive Needs Assessment findings. It supports the implementation of the School Integrated Action Plan.
Planning Tool Navigator - Integrated Action Plans Resources
Education of Homeless Children and Youth Non-Regulatory Guidance
Title I, Part A Education of Homeless Children and Youth Guidance
Prior Approval for Travel and Capital Expenditures
Targeted Assistance to Schoolwide Transition
The Differences between a webinar and a micro-training:
Webinars are longer recorded sessions of meetings that were recorded or held online and often include recorded participant questions. (approximately 30 minutes to 2 hours in length)
Micro-Trainings are short recorded instructional presentations designed to provide information about specific topics. There are no recorded participant questions and answers. (approximately 5-8 minutes in length)
Micro-Trainings:
Title Programs Food Policy
What is Comparability & What Needs to be Submitted
Planning for Single Site LEAs
Allocating Funds Part I: Eligibility and Rank & Serve
LEA Integrated Action Plans (LIAP) & Schools Integrated Action Plans (SIAP)
Tiers of Evidence
For questions or assistance, please contact your Title I specialist or the [email protected].
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