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BOARD OF TRUSTEES
The mission of the Fort Bend ISD Board of Trustees is to focus on the knowledge, skills, and character development of each of our students by providing policies, oversight, and support to ensure continued district growth and improvement.
Jason BurdinePresident Position 1
Addie HeyligerVice President
Position 6
Dave Rosenthal Secretary Position 7
Allison DrewPosition 5
Grayle JamesPosition 2
Jim RicePosition 3
Kristin K. Tassin Vice President
Position 4
Dr. Charles Dupre District Superintendent
TABLE OF CONTENTS
CORE BELIEFS & COMMITMENTS.….…...2 District Objectives & Goals……………………..…..…3 Profile Of A Graduate……………………….…..……..4
STATE & FEDERAL PROGRAMS………….…...5 State & Federal Programs Directory..………….........6
PROGRAMS & SERVICES....………...........7 Homeless Education & Foster Care………..…...........7 Private Non-profit Schools…………………..….……..7 Title I, Part A………………………………..….….........7 Title Ill, Part A………………………………...……….…7 Title IV, Part A Student Support...…….…….…....……7 Early Childhood Education Center….….....…….........7
MCKINNEY VENTO (Homeless).…….………..8 Identification……………………………….………..….8 Unaccompanied Youth……………………………......8 Enrollment………………………………………….......9 School Options……………………………………..….9 Transportation..........................................................9
FOSTER CARE.……………….…….………....10 Identification…………………………………………...10 Enrollment………………………………………...…...10 School Options………………………………….….....11 Transportation.........................................................11
PRIVATE NON-PROFIT (PNP)…....…………..12 Private Non-Profit (PNP) Schools: Every Student Succeeds Act (ESSAA) Equitable Services…………………………………....12 Federal Funding and PNP Schools……………..…..13 PNP Participation Process…………….………….….14 Consultation……………………………………………15Role of District, Role of PNP…………..……….……16 PNP Services……….……………………….…….….17 General Annual Timeline…….…………….…….20, 21 PNP Disagreements & Complaints.……….………..22 District PNP Contacts……..……………….…….…..23
TITLE I, PART A……….……………………….24 Title I Key Components……………………….……...25 Title I Audits and Campus Visits……………………..25 Title I Training………………..……………….……….25 FBISD Title I Campuses……………………….……..26 Comprehensive Needs Assessment…………….….27 Campus Improvement Plan………….………….…...27 Schoolwide Program Evaluation……………….……28
TITLE I EXPENDITURES & REQUISITIONS………………………….…….29
Awards/Incentives..................................................29 Purchase Requisitions for Materials…………........29 Field Trip Requisitions............................................30 Unallowable Field Trips..........................................31 Travel Requisitions……………………………..…....33 New Travel Policy for 2020-2021…………….…….34 Out-Of-State Travel………………………………….35 Travel Reimbursement………………………………35 Contracts.…………………………………………….36 Supplement Not Supplant.…………….…………...37 The “Supplement, Not Supplant Test………..…….39
INVENTORY....…………..…………………...40 Electronic Device Guidelines ……………………..42
TITLE I BUDGET, PERSONNEL & PAYROLL..……….……………………..…….45
Budget...………………………………….……..…....45 New Personnel Procedures.………………..…..…..46 Teachers….……………………………….….………46 School Compliance Representative.……………....46 Extra Duty Pay…………………….……....………....47 Supplemental Pay Documentation…….……….….49 Supplemental Pay Authorizations…………………..50 Overview Payroll Submissions……….…………….50 Paraprofessionals & Extra Duty Pay…………..…..51 Semi Annual/Split Funded Time & Effort……….....53
PARENT & FAMILY ENGAGEMENT.......…..54 Parents Right-To-Know…………………………..…54 Types of PFE………………..…………………….…54 PFE Compliance………………………….….……...55 Required Documentation for PFE Events………...55 PFE Required Activities…………………………….57 PFE Title I Staff Training.…………………..…..…..58 PFE School Parent Compact….…………….……..59. Campus PFE Policy………………………………….60 Submitting PFE Documentation………….…….…..62
MCKINNEY-VENTO FORMS…….…………..63 FOSTER CARE FORMS…………………...…76 PRIVATE NON-PROFIT FORMS…….….…..82 BUDGET, TRAVEL, PERSONNEL & PAYROLL FORMS……………………….…………….....85 GLOSSARY…………….…….…………….…96
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PROFILE OF A GRADUATE
A FBISD Graduate has a rigorous academic foundation, strong character, and is… …equipped with skills for life.
Fort Bend ISD graduates exhibit grit and determination in all aspects of life; respect self and others; engage in healthy life choices; are literate and articulate; proficient with technology; and meaningfully and practically apply knowledge in productive ways.
…a servant leader. Fort Bend ISD graduates demonstrate confidence while maintaining a humble and kind demeanor; prioritizing the needs of others while accepting responsibility for themselves and are accountable for their own actions; are optimistic; and strive to bring out the best in others.
…an effective communicator. Fort Bend ISD graduates communicate clearly both orally and in writing; respectfully and actively listen to others; appropriately engage in courageous conversations; and appropriately adapt their communication style to the audience.
…a critical thinker. Fort Bend ISD graduates are visionary and solutions-oriented problem solvers; are inquisitive and innovative; and have the courage to actively challenge conventional methods in order to improve themselves and the world around them.
…a compassionate citizen. Fort Bend ISD graduates are empathetic to their fellow citizens, exhibiting care and concern for others; are inclusive and embrace differences; are culturally aware; actively engage in improving our diverse community; exercise their right to vote; and are dependable, respectful, trustworthy, and self-disciplined.
…a collaborative team member. Fort Bend ISD graduates work effectively with others to achieve group goals; take actions that respect the needs and contributions of others; yield their own objectives to the goals of the team; and positively facilitate and contribute to teamwork.
…a life-long learner. Fort Bend ISD graduates approach life with wonder and curiosity; seek opportunities to be creative; possess a thirst for knowledge and the ability to adapt to change; and are academically prepared to pursue and attain futures beyond what they can imagine!
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STATE & FEDERAL PROGRAMSFrom No Child Left Behind (NCLB) to the Every Students Succeeds Act (ESSA) On December 10, 2015, the Every Student Succeeds Act (ESSA), a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) became law. ESSA replaces its predecessor, the No Child Left Behind Act of 2001 (NCLB). The new law increases flexibility and decision-making authority afforded states, encourages states and schools to be innovative, and holds states accountable for results. States develop Consolidated State Plans articulating how they will use federal funds to advance their worn goals and visions of success for their students. The primary focus of this legislation over the past 50 years has been to support our most at-risk students and ensure they receive an adequate level of education. . ESSA in Texas ESSA provides a unique opportunity for the Texas Education Agency (TEA) to chart a path for shifting key decisions related to accountability, school improvement, teacher quality, and funding back to the state and local level. Commissioner Mike Morath is embracing this opportunity to maximize the new policy flexibility ESSA offers. Under Commissioner Morath’s leadership, TEA is advancing a key goal to establish one vision for the future of the agency, aligning key decision points in developing systems to support ESSA implementation with a new TEA Strategic Plan that will guide all TEA work. Tapping into the new opportunities that ESSA provides will allow for a singular focus on key state priority areas leading to greater levels of student achievement throughout our state. ESSA under TEA and USDE guidance, constitutes the primary funding source for Title funds administered by FBISD State & Federal Programs.*
Texas Education Agency: Strategic Priorities and Enablers
*Please note as ESSA is new in the 2020-2021 school year not all policies and procedures have been formalizedby TEA, and USDE. Updates will be added accordingly to the digital version of this guide throughout the school
year.
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State & Federal Programs Directory
Contact Title Extension Email
Dr. Deena Hill Executive Director of
Student Support Services
(281) 634-1143 [email protected]
Deirdre Holloway
Director of State and Federal Programs (281) 634-0390 [email protected]
Tam Obey Title I Coordinator (281) 634-1354 [email protected]
Jennifer Sowells Title I Coordinator (281) 634-1134 [email protected]
David Kalinowski Data Integrity Specialist (281) 634-1537 [email protected]
Margaret Karami Budget Associate (281) 634-1135 [email protected]
Barbara Bloss Administrative Associate (281) 634-1352 [email protected]
Anel Perez Office Clerk (281) 634-1259 [email protected]
Kimberly House Senior Administrative Associate (281) 634-1311 [email protected]
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PROGRAMS & SERVICES Homeless Education & Foster Care Fort Bend ISD offers services to homeless students and their families according to the McKinney-Vento Homeless Act to address students' educational needs and ensure their academic success.
Private Non-profit Schools Fort Bend ISD offers services to the schools that are eligible and apply for Title I funds based on Private Non-Profit qualifications. The private school must have official non-profit status in order for students to be considered for Title I, Part A services. The school will have a tax-exempt identification number if it has been granted non-profit status. A home school is considered a private school.
Private school children are considered eligible for Title I, Part A services if they reside in participating FBISD public school attendance areas, regardless of whether the private non-profit school they attend is located within Fort Bend ISD and are identified as failing, or most at risk of failing to meet the State’s student academic achievement standards.
Title I, Part A Improving Basic Programs Operated by Local Education Agency’s (LEA’s) Title I, Part A, provides supplementary instruction by public school teachers or through a third-party contractor to students who are educationally disadvantaged and failing or most at risk of failing to meet high academic standards, and who live in areas of high poverty. Instruction may take place during the school day, before or after school, or in the summer. Funds are generated on the basis of the number of children from low-income families who reside in participating public school attendance areas and attend private schools. Private school students who reside within a Title I attendance area and who are failing or most at risk of failing to meet high academic standards are eligible for services.
Services may include a targeted, assisted pullout model, supplementary instruction, direct instruction, computer-assisted instruction, tutoring, counseling, family literacy and early childhood programs. In addition, the law requires equitable participation of private school teachers of Title I students in professional development activities and of parents of Title I students in parent involvement activities.
Title Ill, Part A English Language Acquisition, Language Enhancement & Academic Achievement The English Language Acquisition, Language Enhancement and Academic Achievement program provides funds for helping English Learners (EL) attain English proficiency and meet the same challenging state academic standards as all children are expected to meet. Funds must be used for increasing the English proficiency of EL children by providing high-quality language instruction and high-quality professional development. Private school students and teachers whose schools are located within an LEA that receives a sub-grant from the state are eligible to participate in this program.
Title IV, Part A Student Support & Academic Enrichment Program The purpose of this subpart is to improve students' academic achievement by increasing the capacity of States, local educational agencies, schools, and local communities to (1) provide all students with access to a well-rounded education; (2) improve school conditions for student learning; and (3) improve the use of technology in order to improve the academic achievement and digital literacy of all students.
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MCKINNEY-VENTO (Homeless Students)
The McKinney-Vento Homeless Assistance Act (The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act), which has been recently reauthorized under the Every Student Succeeds Act of 2015, and subsequently referred to as the McKinney-Vento Act in this brief) defines “homeless children and youths” as “individuals who lack a fixed, regular, and adequate nighttime residence.” However, because the circumstances of homelessness vary with each family’s or unaccompanied youth’s situation, determining the extent to which the family or youth fits the definition must occur on a case-by-case basis. The district homeless liaison and/or enrollment staff must gather and analyze information from the family or youth and make an appropriate determination of eligibility. Expeditious determination of eligibility and immediate school enrollment are critical to the student’s educational continuity.*
* https://www.theotx.org/wp-content/uploads/2016/02/enrollment-Updated-August-2017.pdf
Research and data, including surveys of homeless and formerly homeless youths, indicate that experiencing homelessness can have significant negative impacts on children academically, socially, and emotionally.
• Homeless students experience greater school mobility than their non-homeless peers. School mobility cancause interruptions to a child’s education and is associated with lower school achievement and increasedrisk of dropping out of school.
• Homeless students are at a greater risk of being chronically absent than their non-homeless peers. Chronicabsenteeism is associated with lower academic achievement and higher dropout rates.
• Homeless students face significant gaps in high school graduation rates compared to their peers, accordingto data from the States that disaggregate graduation rates for homeless youths. **
** https://www.theotx.org/wp-content/uploads/2016/07/EHCY-Fact-Sheet-July-2016.pdf
Identification The McKinney-Vento Act defines homeless children or youth as, “individuals who lack a fixed, regular, and adequate nighttime residence” and provides a list of examples of living arrangements that meet this definition (42 USC §11434a (2), 2001). Under the McKinney-Vento Act, the term “homeless children and youths” means individuals who lack a fixed, regular, and adequate nighttime residence and includes children and youths:
• Who are sharing the housing of others due to loss of housing, economic hardship, or a similar reason; areliving in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequateaccommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;
• Who have a primary nighttime residence that is a public or private place not designed for or ordinarily usedas a regular sleeping accommodation for human beings;
• Who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or trainstations, or similar settings; and
• Who are migratory children who live in one of the above circumstances. ****** https://www.theotx.org/wp-content/uploads/2016/07/EHCY-Fact-Sheet-July-2016.pdf
Unaccompanied Youth An unaccompanied homeless youth is a youth who meets the definitions of unaccompanied youth and homeless included in the McKinney-Vento Homeless Assistance Act (42 USC §§11431-11435, 2001; hereafter referred to as The McKinney-Vento Act). The Act defines unaccompanied youth as, “a youth not in the physical custody of a parent Supporting the Education of Unaccompanied Homeless Students 2 or guardian” (42 USC §11434a(6), 2001). This means that the youth is not living with a parent or guardian, and includes youth who are residing with a caregiver who does not have legal guardianship and youth who are living on their own. To be eligible for services under the McKinney-Vento Act as an unaccompanied
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homeless youth, the student must lack a fixed, regular, and adequate nighttime residence, and not be in the physical custody of a parent or guardian.*
*https://www.theotx.org/wp-content/uploads/2016/07/EHCY-Fact-Sheet-July-2016.pdf
Enrollment Fort Bend ISD will ensure immediate enrollment of students eligible for McKinney-Vento services. Students will be allowed to attend classes and participate fully in school activities. Fort Bend ISD will enroll students even if they do not have required documents (such as, school records, medical records, proof of residency or other documents).
Homeless children and youth often do not have the documents ordinarily required for school enrollment. However, school may be the only opportunity for children and youth to benefit from a stable environment, uninterrupted adult attention, peer relations, academic stimulation, and reliable meals. Immediately enrolling homeless students provides stability and avoids separating children from school for days or weeks while documents are located.
When a parent or unaccompanied youth enrolls at a campus, campus personnel will ask them to complete the FBISD Student Residency Questionnaire. Based upon the responses, campus personnel will immediately enroll the student and follow the McKinney-Vento flowchart and checklist.
School Options Homeless children and youth frequently move, and maintaining a stable school environment is critical to their success in school. To ensure this stability, the school district must make school placement determinations on the basis of the “best interest” of the homeless child or youth. Using this standard, a school district must:
(a) Continue the child’s or youth’s education in the school of origin for the duration of homelessness when afamily becomes homeless between academic years or during an academic year; or for the remainder of theacademic year if the child or youth becomes permanently housed during an academic year; or
(b) Enroll the child or youth in any public school that non-homeless students who live in the attendance area inwhich the child or youth is actually living are eligible to attend. **
(c) Texas provides a third option for students in homeless situations. A homeless family or youth may chooseto attend any district in the state. The district chooses the campus that the family may select.Transportation will not be provided with the selection of school choice.
**https://www2.ed.gov/programs/homeless/guidance.pdf
Approved Campuses for 2020-2021
Elementary Middle School High School Austin Parkway Elementary School Crockett Middle School Austin High School Leonetti Elementary School First Colony Middle School Clements High School Malala Elementary School Travis High School
Transportation Some homeless children will need transportation to remain in their school of origin when it is in their best interest. To facilitate transportation for these children, FBISD will collaborate with the school of origin district to ensure that transportation for homeless children is provided, arranged, and funded.
Fort Bend ISD must provide McKinney-Vento students with transportation to and from their school of origin.
If transportation is required, campus personnel will have the parent (or unaccompanied youth) complete the required FBISD McKinney-Vento Transportation form. The form must be scanned and emailed to the District Homeless Liaison for review, approval, and routing.
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FOSTER CARE
Children and youth in foster care represent one of the most vulnerable student subgroups in this country. Of the approximately 415,000 children in foster care in 2014, nearly 270,000 were in elementary and secondary schools.*
Children in foster care experience much higher levels of residential and school instability than their peers; one study showed that 75 percent of children in foster care made an unscheduled school change in one school year, compared to less than 40 percent for children not in foster care.*
Fort Bend ISD will implement the ESSA, Title I educational stability requirements for children in foster care, including ensuring that:
• A child in foster care remains in his or her school of origin, unless it is determined that remaining in theschool of origin is not in that child’s best interest.*
• If it is not in the child’s best interest to stay in his or her school of origin, the child is immediately enrolled inthe new school even if the child is unable to produce records normally required for enrollment.*
• The new (enrolling) school immediately contacts the school of origin to obtain relevant academic and otherrecords (ESEA section 1111 (g)(1)(E)(i)-(iii)).*
The foster care provisions of Title I, Part A (Title I) of the ESEA emphasize the importance of collaboration and joint decision-making between child welfare agencies and educational agencies. While these provisions do not create new requirements for child welfare agencies, they mirror and enhance similar provisions in the Fostering Connections Act. Considered together, these laws make clear that the educational stability of children in foster care is a joint responsibility of educational and child welfare agencies, and to successfully implement these provisions, these entities will need to collaborate continuously.*
The purpose of this Foster Care Guide is to provide procedural guidelines to satisfy the new legislative requirements. Fort Bend ISD will work in collaboration with our designated Child Protective Service (CPS) Regional Education Specialists to provide quality education and stability to our foster care population.
* https://www2.ed.gov/policy/elsec/leg/essa/edhhsfostercarenonregulatorguide.pdf
Identification State law requires anybody who believes that a child has been abused or neglected to make a report to the Child Protective Services (CPS) program of the Texas Department of Family and Protective Services (DFPS) or to a law enforcement agency. The law requires CPS to investigate these reports to protect children.
CPS only removes children when it is necessary to protect them from abuse or neglect. This happens when there are no reasonable efforts that will keep children safe in their homes. With a court order, CPS can remove children when they are unsafe and the family is unable to make the changes needed to keep them safe. Depending on what is going on with the family, CPS may get a court order to remove children or it may remove children before getting a court order. **
** https://www.dfps.state.tx.us/Investigations/parents_guide_to_investigation.asp
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Enrollment Fort Bend ISD will ensure immediate enrollment of students in Foster Care. Students will be allowed to attend classes and participate fully in school activities. Fort Bend ISD will enroll students even if they do not have required documents (such as, school records, medical records, proof of residency or other documents).
Children and youth in foster care often do not have the documents ordinarily required for school enrollment. However, school may be the only opportunity for children and youth to benefit from a stable environment, uninterrupted adult attention, peer relations, academic stimulation, and reliable meals. Immediately enrolling students in foster care provides stability and avoids separating children from school for days or weeks while documents are located.
When a foster parent enrolls a foster child at a campus, campus personnel will request a copy of their 2085 form and ask the foster parent to complete the FBISD Foster Care questionnaire. Campus personnel will immediately enroll the student and follow the foster care flowchart and checklist.
School Options New requirements under Title I of the ESEA, as amended by the ESSA, highlight the need to provide educational stability for children in foster care, with particular emphasis on collaboration between SEAs, LEAs, and child welfare agencies to ensure that students in foster care have the opportunity to achieve at the same high levels as their peers. These provisions emphasize the importance of limiting educational disruption by keeping children who move in foster care (due to entering the foster care system or changing placements) in their schools of origin, unless it is determined to be in their best interest to change schools.
These provisions also ensure that, if it is not in their best interest to remain in their schools of origin, children in foster care are enrolled in their new schools without delay. In implementing these provisions, school districts and child welfare agencies must ensure compliance with other applicable laws, such as Title VI of the Civil Rights Act of 1964 (Title VI), the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504), among others.
Taken in totality, these provisions promote greater stability for children in foster care so that they can continue their education without disruption, maintain important relationships with peers and adults, and have the opportunity to achieve college- and career-readiness.
** https://www2.ed.gov/policy/elsec/leg/essa/edhhsfostercarenonregulatorguide.pdf
Transportation Some children in foster care will need transportation to remain in their school of origin when it is in their best interest. To facilitate transportation for these children, FBISD will collaborate with the local child welfare agency or agencies to ensure that transportation for children in foster care is provided, arranged, and funded (ESEA section 1112(c)(5)(B)).
Fort Bend ISD must provide Foster Care students with transportation to and from their school of origin. When “school of origin” is requested, the district will provide or arrange transportation. If additional costs are incurred in providing transportation to the school of origin, the District will provide transportation if:
• The District is reimbursed by the child welfare agency;• The District agrees to pay the costs; or• The District and the Child welfare agency agree to share the costs.
If transportation is required, campus personnel will have the foster parent complete the required FBISD Foster Care Transportation form. The form must be scanned and emailed to the District Foster Care Liaison for review, approval, and routing.
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PRIVATE NON-PROFIT (PNP) EVERY STUDENT SUCCEEDS ACT (ESSA) & EQUITABLE SERVICES
On December 10, 2015, the Every Student Succeeds Act (ESSA), a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) became law. ESSA replaces its predecessor, the No Child Left Behind Act (NCLB) of 2001. The new law increases flexibility and decision-making authority to states, encourages states and schools to be innovative, and holds states accountable for results. The primary focus of this legislation over the past fifty years has been to support our most at-risk students and ensure they receive an adequate level of education.
ESSA provides the statutory authorization for various education grant programs that states are required to make available with federal grant dollars. Local Education Agency’s (LEAs) or school districts that receive federal funds are required to provide equitable services for eligible private non-profit (PNP) school children, teachers, and other educational personnel. Services provided are designed to meet their educational needs and supplement the educational services provided by the private school. The term “equitable services” refers to the process of providing students, teachers, staff, and families at eligible PNPs fair access to federally funded education programs and services, as appropriate. Services provided by the district for private school participants are designed to meet their educational needs and supplement the educational services provided by the private school. Program implementation is outlined during “timely and meaningful consultation” between ISD officials and those of eligible PNPs. A private school may participate if it meets the following specifications:
• The private school holds not-for-profit status. A home school is considered a private school if it has officialnonprofit status (i.e., have a tax exempt identification number).
• The private school submits appropriate documents to determine eligibility, as requested.• The private school and/or its students (depending upon the program of interest) are located within the
geographic jurisdiction of the school district that is eligible and receives funding. If the LEA does not receivefunds for a specific program, it is not possible for the PNP to receive funds for that program.
In FBISD, private school students and/or teachers receive services under the following Title programs:
• Title I, Part A: Improving the Academic Achievement of the Disadvantaged[ESSA, Section 1117(a)(1)]
• Title II, Part A: Supporting Effective Instruction [ESSA, Section 8501]• Title III, Part A: English Learners (EL) and Immigrant Students [ESSA, Section 8501]• Title IV, Part A: Student Support and Academic Enrichment Grant [ESSA, Section 8501]
Under 34 CFR 77.1, the term “nonprofit” as applied to an agency, organization, or institution means it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity.
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Federal Funding & PNP Schools
ESSA, under TEA and USDE guidance, constitutes the primary funding source for Title funds administered by FBISD State & Federal Programs. Through ESSA, federal grant funding is made available every year for public and private nonprofit schools and/or students who meet certain criteria. Those grant funds are awarded to the Texas Education Agency (TEA), which administer the funds directly to Local Education Agency’s (LEAs) or school districts. The law requires that eligible students and teachers at eligible PNPs receive access to equitable services, not funds. Educational services or other benefits, including materials and equipment, provided under this section, shall be secular, neutral, and non-ideological.
All purchases made with federal funds must meet the specific needs of students enrolled in a private school per the needs assessment, and not the private school itself. The public agency (e.g., the school district) responsible for providing equitable services retains control of the funds used to provide such services. The district may not reimburse a private school for services or materials purchased by the private school. However, a district may reimburse private school teachers and other educational personnel for pre-approved professional development that is otherwise an allowable use of federal funds.
Federal funds must supplement—add to, enhance, expand, increase, or extend. Federal funds are not permitted to be used to supplant—take the place of, replace school funds. Private schools should expend all funds within the current school year [Sec.1117(a)(4)(B) & 8501(a)(4)(B)]. Unobligated funds will not rollover to the next year unless there are extenuating circumstances. If there are extenuating circumstances, an Excessive Carryover Waiver Request form must be submitted to the State and Federal Programs Coordinator for TEA approval.
An equitable service spreadsheet (PS3099) was developed to ensure that LEAs calculate the appropriate amounts for equitable services. LEAs with participating private non-profit schools must complete and submit this spreadsheet annually along with their private school affirmations. After timely and meaningful consultation (which includes notification of allocations), the LEA shall have the final authority to calculate the number of children, ages 5 through 17, who are from low-income families and attend private schools by employing one of the following processes:
1. Use the same measure of low income used to count public school children (i.e., income eligibility forparticipation in the National School Lunch Program)*;
2. Use the results of a survey that, to the extent possible, protects the identity of families of private schoolstudents, and allowing such survey results to be generalized if complete actual data are unavailable;
3. Apply the low-income percentage of each participating public school attendance area to the number ofprivate school children who reside in that school attendance area; or
4. Use an equated measure of low income correlated with the measure of low income used to count publicschool children.
*FBISD uses measure 1.
Note: Private schools have the right to refuse program funds or services and the district is not required to provide services for funds not received.
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PNP Participation Process
STEP 1: ANNOUNCEMENTS AND NOTIFICATION OF SERVICES
Initial notifications of services to PNP schools are sent to known schools within district boundaries via certified mail. The mail-outs include information about federal services available, Intent to
Participate forms, and an invitation to the district’s Annual PNP Informational Assembly. *Announcements are publicized on the FBISD website and in local newspapers.
STEP 2: ANNUAL DISTRICT PNP ASSEMBLY
Subsequent to attending the Annual PNP District Informational Assembly where school administrators obtain more information about federal programs, they can then make informed decisions regarding participation. Nonprofit schools that are eligible and interested in services request an additional consultation for specific programs that meet their needs.
STEP 3: COMPLETE/SUBMIT INTENT TO PARTICIPATE
PNP schools complete their Intent to Participate form and submit them to the FBISD State and Federal Programs department. Forms are also collected at the conclusion of the annual assembly. *Enrollment numbers are based on the current school year.
STEP 4: COLLECT DOCUMENTS and DETERMINE ELIGIBILITY
The district and PNP assign points-of-contact. Required documents are collected, then reviewed to determine eligibility. Documents include student data, needs assessments, evidence of nonprofit status, etc.
STEP 5: INITIAL CONSULTATION
Consultations are scheduled to plan services. A minimum of 2 consultations will be in-person site visits. Additional consultations will continue throughout the year via telephone, email and/or in-person. After timely and meaningful consultation with appropriate private school officials, including notice of allocation [Sec. 1117(a)(4)(C) & Sec. 8501(a)(3)(C)], services commence.
*All Services Are Monitored And Evaluated.PNP Partners Receive Monthly Bulletins With Updates, Reminders, And Information
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Consultation
Consultation between PNP and LEA administrators is a requirement for participation. The purpose of consultation is to determine what educational services will be provided and how. Meaningful consultation provides sufficient time and a genuine opportunity for all parties to express their views, to have their views seriously considered, and to discuss viable options for ensuring equitable participation. An Affirmation of Consultation is signed at the conclusion of consultation by the private school official and the public school official [Sec.1117(b)(2)(5) & Sec. 8501(5)(c)(5)]. The PNP must indicate on the Affirmation if timely and meaningful consultation occurred or not. Documented, ongoing consultation continue throughout the year via email, in-person, and/or telephone.
Elements of Consultation
Per ESSA, Section 1117(b)(1): Title I, A. Section 8501(c)(1): Title I, C; Title II, A; Title III, A--EL; Title III, A IMM; and Title IV, A
Section 1117(b)(1) Affirmation Topics
X How the children's needs will be identified X What services will be offered X How, where, and by whom the services will be provided X How the services will be academically assessed and how the results of that assessment will be used to
improve those services
X The size and scope of the equitable services to be provided to the eligible private school children, teachers, and other educational personnel, the proportion/amount of funds that are allocated for such services, and how that amount is determined.
X The method or sources of data that are used to determine the number of children from low-income families in participating school attendances areas who attend private schools
X How and when the LEA will make decisions about the delivery of services to such children, including a thorough consideration and analysis of the views of the private school officials on the provision of services through a contract with potential third-party providers
X How, if the LEA disagrees with the views of the private school officials on the provision of services through a contract, the LEA will provide in writing to such private school official an analysis of the reason why the LEA has chosen not to use a contractor
X Whether the LEA shall provide services directly or through a separate government agency, consortium, entity, or third-party contractor
X Whether to create a pool or pools of funds with all of the funds allocated based on all the children from low-income families in participating school attendance areas.
X When, including the approximate time of day, services will be provided
X Whether to consolidate and use funds provided in coordination with eligible funds available for services to private school children under application programs.
The table below lists the elements consultation should entail.
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Role of District Role of PNP
• Initial and Annual Contact• District Annual PNP Assembly• Provide Eligible Programs• Assign Points-of Contacts per Program• Conduct Needs Assessments• Equitable Services/PS3099• Timely & Meaningful Consultation/Complete Affirmation• Consultation is Ongoing• Assist w/ Collecting Data• Collaborate with identifying PNP Children• Advise and Offer Suggestions for Student Achievement• Parent and Family Engagement Activities, as Applicable• Monitor and Evaluate Services• Maintain & Collect Documentation• Budget/Expenditure Management• Remain in Control of Inventory• Supplement; Not Supplant• Ensure materials, equipment and trainings are secular,
neutral and non-ideological.
• Submit Intent to Apply• Assign Point-of-Contact• Complete a Needs Assessment
(students, teachers, etc.)• Participate in Consultation;• Participate in District Annual PNP
Assembly;• Provide School, Student, and/or
Teacher Information and Data asApplicable for Eligibility
• Ensure Materials and Services areSupplemental
• Ensure Materials and Services areSecular, Neutral and Non-ideological
• Evaluation Process(pre/post-tests, surveys, etc.)
• Parent and Family EngagementActivities, as Applicable
• Dedicated Space• Provide Required Documents• Collaborate on Effective Services• Manage Inventory• Supplement, Not Supplant
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Title I, A PNP Services
Intent/Purpose Title I, Part A provides supplemental funding to schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.
Eligibility
Student eligibility for Title I, Part A services is determined by residence in a Title I, Part A public school attendance area along with income using free and reduced lunch income eligibility guidelines. Students must also show an educational need evidenced by multiple, educationally related, objective criteria to be served in the Title I, Part A program.
*Low-income students zoned to FBISD TI schools generate funding,but the academically at-risk qualify for services.
Allowable Activities [Best practices
For use of TI funds Under ESSA to Support PNPs]
-Software Computer Programs*Technological devices & hardware cannot be purchased until furthernotice.-Preschool Programs-Professional Development-Parent Engagement and Family Literacy Activities or Programs-Supplies/Materials-Before/After Programs (tutoring)-Social Needs, Health, etc.-Dual/Concurrent Enrollment Fees-Instructional Services Aligned w/ Needs-Third Party Contracts
*All activities must align with student Needs Assessments.
Funding
Equitable Services Calculations for Title I, Part A: 1. Total low-income enrollment in LEA from participation Title I
attendance areas.2. Total eligible low-income students in PNPs
*Using same measures of low income used to count publicschool children.
3. Total number of low-income students in LEA (1 + 2)4. Total current year TI, A allocation.5. LEA per pupil allocation (4/3)6. Calculated private school reservation (2x5)
Evaluation Pre/Post Test, Teacher Analysis, Assessment, etc.
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Title II, A PNP Services
Intent/Purpose
The purpose of TII, A is to:
• Increase student achievement;• Improve the quality and effectiveness of teachers,
principals, and other school leaders;• Increase the number of teachers, principals, and other
school leaders who are effective in improving studentacademic achievement in schools; and
• Provide greater access to effective teachers, principals,and other school leaders*Professional development must be designed viaevidence-based research.
Eligibility PNP Schools are eligible if their school is located in the geographic boundaries of a school district that receives TII, A funding.
Allowable Activities
-Pre-Approved Training/Conference Costs that are reasonable andnecessary (meals, lodging, mileage, tolls, and parking whenapplicable)-Materials and Supplies directly connected to teachers’ professionaldevelopment.-Contract with third party consultants/vendors.
*Funds cannot be paid directly to PNP schools(except teacher reimbursements for pre-approved ProfessionalDevelopment).*All activities must meet the needs of PNP students.*No class size reduction.
Funding
Equitable Services Calculations for Title II, Part A:
1. Total student enrollment in LEA.2. Total student enrollment in participating private schools.3. Total enrollment (1 + 2).4. Total current year TII, A allocation.5. LEA reservation for direct administration.6. LEA reservation for direct administration.7. LEA amount to calculate PNP equitable services (4-5).8. LEA per pupil allocation (7/3)
Evaluation Fort Bend ISD Training Evaluation Form, Training Certificates, etc.
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Title III, PNP A Services
Intent/Purpose
The purpose of TIII, A is: • To help ensure EL students attain high levels of English proficiency and academic
achievement;• To assist teachers, principals and other school leaders in establishing, implementing
and sustaining effective language instruction;• To provide effective instructional programs; and• To promote parent and family engagement.
Eligibility
To be eligible for Title III services for ELs, a private school student must be enrolled in a nonprofit private elementary or secondary school located in the geographic boundaries of a school district that receives a Title III sub-grant for ELs and must meet the definition of LEP under Section 9101(25) of ESEA.
*Baseline Criteria – Students attending a PNP school within district boundaries and identified asLEP by use of home language surveys, oral language proficiency assessments, or other agreed-upon identification criteria.If selecting from a pool of LEP students, the LEA and PNP official(s) may prioritize servicesbased on language proficiency and/or academic need. Any additional criteria may beconsidered, as addressed during consultation.
Allowable Activities
-Tutoring before, during, or after school hours-Professional Development-Supplemental Summer School Programs-Supplemental Instructional Materials and Supplies-Family Literacy
Title III, A Funding
Equitable Services Calculations for Title III, Part A (EL): 1. Total identified English Learners (ELs) in LEA.2. Total identified EL students.3. Total EL enrollment (1+2)4. Total current year TIII, A allocation.5. Total allocation (including any transfer amounts)6. LEA reservation for direct administration.7. LEA amount to calculate PNP equitable services (5-6)8. LEA per pupil amount (7/3)
Evaluation Oral language proficiency assessment or other agreed upon progress monitoring data.
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General Annual PNP Timeline
Month LEA or District Activity
August -September Distribute PNP Guidebooks to PNP schools. Begin services for current year. Close out previous year services (September
30th). Conduct consultation with private school officials
(discuss budget allocations, district processes,and program implementation).
District submits Affirmation of Consultationforms to TEA by September 30th.
Distribute monthly bulletin/newsletter.
October Continue consultation about current programsand services as well as programimplementation.
Assist PNPs with orders, supplies, andconference processing as applicable.
Distribute monthly bulletin.
November- December Continue consultations and assisting PNPs with
orders, supplies, and conference processing. Monitor and evaluate progress. Excessive Carryover Waiver Request due
November 15th for those who apply. The district amends and resubmits PS3099
Equitable Services Schedule by December 15th. Distribute monthly bulletin.
January Continue consultation with private schoolofficials about the status of current programs.
Continue assisting PNPs with orders, supplies,and conference processing.
Address potential discrepancies of intendedparticipation and actual participation.
District sends inventory lists to PNP schoolrepresentatives in preparation for end-of-yearinventory site visit.
Distribute monthly bulletin.
February -March Initial notification of services sent via certifiedmail to known PNPs within the district’sboundaries. Letters include the Intent toParticipate the following year.
The District Annual PNP Assemblyannouncement is publicized on the districtwebsite and in local newspapers.
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Continue assisting PNP’s with orders, supplies,and conference processing. February 1st is thelast day to submit requests (April 1st for summerrequests). Schools that do not utilize funds takethe risk of losing said funds.
Distribute monthly bulletin.
LEA or District Activity
April-May Intent to Participate forms are due May 15th. District Annual Assembly with PNP schools
regarding available programs (TI, TII, TIII, TIV,SPED, etc.) will be held in April.
Evaluate programs and services for the currentschool year and make suggestions for modifyingprograms that will be implemented in the nextschool year.
Needs Assessments and student informationare collected for next year’s services.
Verify Title I student eligibility, including homeaddresses, grade levels, age and ethnicities toconfirm in district residency, eligibility and toassist with compliance reporting.
Compile information on students who need TIIIlanguage evaluation and conduct languageproficiency tests.
LEA and PNP school participate in formalconsultation to plan services.
Annual inventory audit in May. Distribute monthly bulletin.
June- August
Consult with private school officials to identifystudent and teacher needs, discuss services,design programs, and establish priorities for thenext school year.
Amend Consolidated Application if necessary toreflect actual PNP participation in Title programs(June 3rd).
PNP officials complete customer satisfactionsurvey and submit to LEA.
LEA monitors and evaluates program activitiesfor compliance, impact, and use of materials.
July Finalize actions related to programs andservices.
The district submits the ESSA ConsolidatedGrant Application by July 1st.
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PNP DISAGREEMENTS & COMPLAINTS
Disagreements If LEA and PNP disagree during consultation on how to provide equitable and effective programs for eligible children, LEA must provide written rationale to PNP officials regarding why they disagree [ESSA, Sec 1117(b)(2)].
If the LEA, consortium, or entity disagrees with the views of the PNP officials on the provision of services through a contract, it shall provide written rationale of why the LEA has chosen not to use a contractor [ESSA, Sec 8501(c)(2)].
Complaints We encourage private school officials to seek assistance and exhaust all avenues at the district level prior to making a formal complaint to the state ombudsman office. District representatives have the utmost respect for customers and will do their best to address or resolve issues. If issues remain after working with district personnel, private schools may communicate with the regional service center (Region IV). If issues are still not resolved, private school officials have recourse through the formal complaint process. If PNPs believe their eligible students or teachers are not receiving equitable services, consultation was not timely and meaningful, or the LEA did not give consideration to their views [Sec. 1117(b)(6)(A) & 8501(c)(6)(A)] the ombudsman [Sec. 1117(a)(3)(B) & Sec.8501(a)(3)(B)] serves as the primary point of contact for responding to and resolving complaints. Private school officials have the right to file a formal written complaint with the state’s ombudsman.
A written complaint must include:
• The complainant’s contact information• The specific requirement(s) not met• A statement that the local school district, ESC, or third-party
provider has failed to meet requirements for equitable participation• The facts on which the complaint is based• The dates and events related to the complaint• Description of documents that support the described facts• The complainant’s efforts to resolve the complaint in other ways
Complaints should be sent directly to:
Texas State Ombudsman for PNP Equitable Services Attn: Department of Grants Compliance and Oversight Texas Education Agency 1701 N. Congress Avenue Austin, TX 78701
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PNP District Contacts
Contact Title Extension Email
Tammu (Tam) Obey
Title I Coordinator (District PNP Liaison),
State & Federal Programs (281)
[email protected] Title I, II, III, IV, and
PNP Compliance
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TITLE I, PART A
The Title I program provides financial assistance through State Education Agencies (SEAs) to Local Educational Agencies (LEAs) and public schools with high numbers or percentages of children from low-income families to help ensure that all children meet challenging state academic content and student academic achievement standards. These programs must use effective methods and instructional strategies grounded in scientifically based research.
ESSA requires Title I campuses to initiate programs that have been proven through scientifically based research to improve student academic achievement. Scientifically Based Research applies rigorous, systematic, and objective procedures to evaluate whether a program is effective. Additionally, the FBISD Curriculum and Instruction Department has instituted a curriculum management system that is resolved to provide curriculum and resources supported by evidence of student achievement evaluated in an objective and systematic way. This includes evaluation of strategies which:
• Employ systematic, empirical methods that draw on observations or experimentation.• Involve rigorous data analyses that are adequate to test the stated hypotheses and justify the conclusions
drawn.• Rely on measurements or observational methods that provide reliable and valid data across evaluators and
observers, across multiple measurements and observations, and across studies by the same or differentinvestigators.
• Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, oractivities are assigned to different conditions and with appropriate controls to evaluate the effects of theconditions of interest, with a preference for random-assignment experiments, or other designs to the extentthat those designs contain within-condition or across-condition controls.
• Ensure experimental studies are presented in sufficient detail and with clarity to allow for replication or, at aminimum, offer the opportunity to build systematically on their findings.
• Have been accepted by a peer-reviewed journal or approved by a panel of independent experts through acomparably rigorous, objective scientific review.
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Title I Key Components Comprehensive Needs Assessment (CNA)
School-wide Reform Strategies: Campus Improvement Plan (CIP)
High Quality, Research-Based Professional Development
Strategies to Increase Parent & Family Engagement
Plans/Activities to Assist Preschool, 5th, 8th, and 12th Grade Transition to the Next Grade Level
Teachers Included in Decision-making Regarding Assessments
Effective, Timely Additional Assistance to Students Struggling Academically
Coordination and Integration of Federal, State and Local Funds
Title I Audits & Campus Visits Each Title I Campus must ensure they are applying the Title I Components listed above. Title I Crate is an online compliance monitoring system used to organize and file documents related to these components as evidence that they are implemented on each campus. To ensure consistent compliance and campus readiness for State and Federal audits of Title programs, the State & Federal Programs staff arranges random reviews of Title I Crate as well as periodic campus visits as needed for technical assistance and compliance. Each audit will focus on documentation compliance, technical assistance, campus inventory, etc. This may include questions about Title I programs at your campus and access to inventory to ensure it is labeled and managed properly. The School Compliance Representative (SCR) and principal are to ensure all requested information is provided during the campus audit.
Title I Training
State & Federal Programs trainings will assist personnel to implement and administer Title I programs. Additionally, trainings help staff stay abreast of changes in the district policies, as well as changes to state and federal guidelines. Ongoing support and technical assistance will be provided by State & Federal Programs Central Office staff.
The State & Federal Programs staff will establish a training program each year for Title I Campus Administrators, TI School Compliance Representatives, Title I Campus Executive Assistants, and Parent Educators.
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Elementary Middle High
Armstrong Christa McAuliffe Marshall Blue Ridge Missouri City Willowridge Briargate Hodges Bend
Burton
Fleming Glover Goodman Heritage Rose Holley Hunters Glen Jones Lantern Lane Mission Bend Mission Glen Mission West Parks Ridgegate Ridgemont Ridgemont ELC Townewest
FBISD Title I, Part A Campuses
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Comprehensive Needs Assessment– CNA (Plan4Learning)
Each Title I campus is required to complete a Comprehensive Needs Assessment (CNA) each year. The purpose of a CNA is to examine multiple sources of data to identify the priority needs and direction for the school. This critical process is the pre-work to the development of the campus improvement plans and decisions regarding the justification for use of ESSA and other funds.
The CNA may include observations and data reflecting the evaluation of programs implemented in the prior fiscal year. The CNA is the first component required by Title I. A copy of the specific strength or need as stated in the CNA must accompany any purchase requisition submitted to State & Federal Programs.
Texas Education Code (TEC) Sections 11.252(a)(1-2) and 11.253 state that “The plan must include provisions for a comprehensive needs assessment addressing student performance on the student achievement indicators, and other appropriate measures of performance. Campus-level committees must assess the academic achievement for each student in the school using the student achievement indicator system.” In addition, parental input and recommendations are a requirement from Title I.
The newly implemented ESSA legislation and ensuing policy (Effective July 1st 2017) requires that a Title I schoolwide program include a Comprehensive Needs Assessment of the entire campus. This assessment includes the needs of migrant students based on information that includes how students are meeting the state’s challenging academic content and achievement standards. Documentation for each meeting of the Comprehensive Needs Assessment teams must be kept by the campus and included in the Title I Crate online documentation system.
Campus Improvement Plan – CIP (Plan4Learning) Schools operating as Title I, Part A Schoolwide campuses are also required to annually develop, or amend, a one-year plan that incorporates federal ‘schoolwide’ planning requirements. The plans must clearly include the required components; describe how the school will use Title I, Part A resources to implement the components; and must include sufficient activities to address the needs of the intended beneficiaries of the federal program funds. Campus plans must align with FBISD mission, vision, core beliefs and district goals. The CIP must be reviewed and approved by the Campus Based Leadership Teams (CBLT), and the Assistant Superintendent assigned to the specific campus. The CIP must reflect federal objectives including but not limited to:
• All students will be taught by content certified teachers.• All students will be educated in schools and classrooms that are safe, drug free, and conducive
to learning.• All students will graduate from high school.• Title I, Part A funds on a Schoolwide campus may be used only to support activities identified by
the comprehensive needs assessment and described in the campus improvement plan;• The CIP must clearly incorporate components of a Schoolwide Program;• The CIP must describe how the school will use Title I, Part A resources and other sources to
implement the approved strategies to improve schoolwide educational programs.• The plan, approved by the Campus Based Leadership Team (CBLT), must be developed with
the involvement of the parents and other members of the community to be served andindividuals who will carry out such plan, including teachers, principals, and administrators(including administrators of programs described in other parts of Title I), and if appropriate,
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pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school;
• All activities funded by Title I must be research-based.
Schoolwide Program Evaluation (Evaluating your CIP) In order to determine the success of each Title I, Part A schoolwide program, statute requires that an annual evaluation be conducted. Strategies and activities implemented by the schoolwide campus improvement plan must be evaluated to determine if they are working and achieving the desired outcomes. The evaluation plan must include ways to determine whether the academic achievement of all students, and particularly of low-achieving students, improved, whether the goals and objectives contained in the campus improvement plan (CIP) were achieved, and if the CIP is still appropriate as written. The needs focus and measures identified in the Comprehensive Needs Assessment will be used to evaluate the effectiveness of the Campus Improvement Plan. The primary questions for the evaluation are:
1. Is the schoolwide program being implemented as it was intended?2. Did the achievement of students in meeting the state’s academic standards increase to the
desired level, particularly for those students who had been furthest from achieving thestandards?
Most evaluations are organized and carried out through the following steps:
1. Identification of purpose and intended audience.2. Identification of issues and development of review questions.3. Identification of data collection instruments.4. Collection of data.5. Analysis and interpretation of results.6. Reporting.
The evaluation report should be clearly and concisely written and available to all stakeholders. The evaluation report should be uploaded to the Title I Crate. The report usually includes background information, the review questions, a description of evaluation procedures, an explanation of how the data was analyzed, findings, and a conclusion with recommendations. Evaluation results are to be disaggregated within the school district and each Title I, Part A campus by the following:
• Gender.• Major racial and ethnic group.• English proficiency status.• Migrant status.• Students with disabilities as compared to nondisabled students.• Economically disadvantaged students as compared to students who are not economically
disadvantaged. [P.L. 107–110, Section 1111(b)(3)(C)]When requested, the evaluation report can be made available for review by TEA monitors to demonstrate that the campus achieved the goals and objectives contained in its campus improvement plan.
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TITLE I EXPENDITURES & REQUISITIONSTitle I expenses must directly impact the academic subjects: reading, writing, math, science, and social studies or specific areas impacting attendance, culture and climate, discipline and Parent and Family Engagement. The overriding purpose of the schoolwide program is to upgrade the entire educational program in the school in order to raise the achievement of the lowest-achieving students. There will be consideration to factors impacting student achievement but we must key in on serving the lowest-achieving students. Each requisition should be aligned to this purpose. Additionally, the universal guideline remains “reasonable and necessary.”
Awards/Incentives Awards and incentives must be:
• To promote improvement in academic achievement;• Inexpensive and educationally related;• Used for recognition in the classroom (cannot be presented at a school awards assembly); and• Purchased for students only;
Educationally related, inexpensive items can be purchased with Title I funds to help encourage students to improve their academic achievement. Incentives could include ribbons, medals, dog tags, pencils, rulers, books, etc. However, the incentives cannot be distributed during any type of "awards" assembly. They can be given throughout the year in the teacher's classroom. For pencils, rulers, and other items…there cannot be an additional charge to have the school's name or a slogan imprinted on the material. This type of additional expense does not meet the "reasonable and necessary" guidelines for Title I purchases. If the "imprint" is done for free, then that is allowed. It is the additional "cost" that is not allowed. Gifts or items that appear to be gifts are not allowable Title I expenses.
Purchase Requisitions for Materials/Supplies As purchase requisitions are submitted and reviewed or when recommendations are provided to campuses, we must measure them against the need of the campus as documented in their needs assessment but to a further extent that the need is aligned to raising the achievement of the lowest-achieving students and represented in the Campus Improvement Plans.
Some basic examples of appropriate use of funds would include: • Activities that increase learning time;• Activities with evidenced-based strategies to accelerate the acquisition of content knowledge;• Equipment, materials and training;• Devices and software for student to access digital learning or collaboration;• Instructional coaches/interventionists/facilitators;• School climate interventions (anti-bullying, positive behavior, etc.);• Family literacy programs;• Activities to promote family and community engagement; and• Activities to improve attendance.
A list of documents are required for all expenditures. Requests will be submitted to and reviewed by Tam Obey, Title I Coordinator of State & Federal Programs. If incomplete or items are non-allowable purchases with Title I Funds, she will contact the School Compliance
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Representative and Executive Assistant. The Purchase Order will be coded and submitted for payment/ordering once all documents have been approved.
Documentation Required (Use Purchasing Checklist):
• Requisition Approval Form (please write a description/justification of requested item).• Purchase Order Form
PO must include budget codes, vendor number, commodity code, and bid number (if applicable).If more than 20-25 lines are being used on one PO, split the order into 2 PO’s.
• Invoice/Quote/Contract, if applicable.Quotes are not needed for Office Max, Lakeshore, Standard Office Supplies and School Specialty "unlessthe items cannot be purchased through web ordering". All other purchases must include a quote/contract.
• CNA: Highlighted page with information pertaining to the purchase.• CIP: Highlighted page with information pertaining to the purchase.• Signatures are obtained on all forms requiring a signature
Ensure all signature lines are signed on each signature page.• Ensure funds are available for purchases.
Field Trip Requisitions In general, however, the United States Department of Education does not support field trips at all. Educational field trips are allowable Title I expenses under certain conditions. Title I educational field trips are approved, planned instructional activities that involve students in learning experiences that are difficult to duplicate in a classroom situation. They should provide hands-on activities which encourage students to experiment and ask questions, and are directly associated with needs and actions in the Campus Improvement Plan. The field trip must also be necessary to accomplish the objectives of the Title I program, and take place early enough in the school year to have an impact on student academic achievement. It is important to note that you must have documentation of the educational value of the field trip: (Examples: Health and Science Museum, Rain Forest Children’s Museum etc.).
The field trip must appear as a part of the teachers' lesson plans and must include activities that prepare students for the learning experience in advance of the trip; describe skills addressed during the trip, and follow-up activities that allow students to summarize, apply, and evaluate what they learned from the trip. All field trip lesson plans may be reviewed by the Department of Curriculum & Instruction. An incomplete or unsupported field trip request will not be approved or submitted. It will be held for correction and then resubmitted with the amendment.
The Field Trip Request Form and all supporting documentation must be submitted to the State & Federal Programs office at least six weeks prior to the date for the trip. Be sure you receive approval for the trip from the State & Federal Programs office before you announce the trip or distribute information about it to parents or students. This is to safeguard the school from obtaining expenses from a trip that is not Title I allowable.
The field trip must support the Texas Essential Knowledge and Skills (TEKS) for the appropriate grade-level and subject. The trip should be:
• A natural extension of what is being learned in the classroom (simply associating the trip withspecific TEKS is not enough justification);
• Necessary to help students master the objectives of the curriculum/lesson (there is not a betterway for the students to master these concepts without the trip);
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• Academically important enough to justify missing instructional time at school; and reasonable incosts. Any "entrance fees" and transportation costs must be reasonable in comparison to theintended objectives of the trip.
Documentation Required (Use Field Trip Checklist):
Documentation of the field trip must be maintained for audit purposes and must provide clear evidence of how the expense ties back to an instructional objective. Documentation must include:
• TEA Field Trip Request Form (pre-submitted)• Field Trip Approval Form
Ensure there is justification for the field trip on this form.• Purchase Order Form (Ensure funds are allocated for field trips-object code 6412)• Purchase Order Form (The requesting campus is responsible for requesting transportation through the
FBISD Transportation website. Ensure funds are allocated for transportation-Object code 6494)• FBISD Student Travel Request (FMG-E-2)• FBISD Request for Field Trip Approval (EFD-E-1)• Vendor Invoice (Ensure vendor is an approved FBISD vendor)
*The number of students attending and the entrance fee on this invoiceshould match the amount on the FBISD Field Trip Approval form (EFD-E-1).
• Campus Needs Assessment-CNA (Highlight and submit page pertaining to request).• Campus Improvement Plan-CIP (Highlight and submit page from Goals section pertaining
to request).• Complete Lesson Plan
*Use standard Lesson Plan template on SharePoint.*Ensure that your lesson strategy includes activities that will take place while on the trip.
• Appropriate signatures (ensure all forms requiring signatures are signed)• Available funds.
Field Trip request, with all required documentation, will be reviewed by Tam Obey. If incomplete, the School Compliance Representative and/or Executive Assistant will be contacted. Complete requests will be sent to the campus designated Area Superintendent for signature.
NOTE: Accounts payable will deny the request if the numbers of students and chaperones on the vendor invoice do not match the FBISD Request for Field Trip Approval Form (EFD-E-1). Send originals to the State & Federal Programs Department. Attn: Tam Obey.
*After the field trip, complete the Field Trip Evaluation Form and email it to Tam [email protected]
Unallowable Field Trips • Field trips for social entertainment or recreational purposes (no sporting events, visits to parks
or theme parks, etc.). These types of activities cannot be “justified” by adding academicactivities to the trip.
• Field trips that supplant and do not supplement local or state expenditures or activities;• Field trips that are not part of a teachers' lesson plans or that do not meet the instructional
objectives of Title I;• Field trips that are not reasonable in cost or are not necessary to accomplish the objectives of
Title I;• Field trips that are not properly documented as described above.
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• Field trips that combine a Title I allowable activity (such as Moody Gardens) with an activity thatwould not be allowable under Title I (going to the beach). Combining a Title I activity with onethat is not allowable results in NOTHING on the trip being Title I allowable;
• Field trips that are incentives or rewards for students.• No Title I field trips can take place after April 1st (since the trip must occur with enough time left
to impact testing).• There may exist extenuating circumstances, such as a need to reschedule due to inclement
weather. These situations will be reviewed on a case by case basis.
Allowable with Title I funds (examples) • Museum• Zoo• Play Performance (to compare & contrast with book read in class)• Jesse H. Jones Nature Center• Space Center Houston• San Jacinto Battleground• Mercer Arboretum
Not Title I Allowable (examples) • Sporting events (baseball, football, etc.)• Amusement Parks (SplashTown, Schlitterbahn, etc.)• Beach• Skating Rink, Bowling Alley, etc.• Playgrounds
Example 1: Fourth grade students are studying Texas history in social studies. School data show students are not mastering this part of the curriculum. Fourth grade teachers would like to schedule a field trip to the San Jacinto Battlegrounds to teach them applicable lessons while walking through the site of the battle.
This is an allowable Title I field trip: • Hands-on;• Difficult to duplicate in another setting;• Is a natural extension of what is being taught in the classroom;• A reasonable person would understand the connection from studying Texas history in the
classroom to going to the San Jacinto Battlegrounds.
Example 2: Third grade students are studying characteristics of organisms, life cycles and interaction among all components of the environment. Students understand the basics of the material, but are not really mastering it. Third grade teachers would like to schedule a field trip to teach them applicable lessons while observing animals and environments first-hand, including interactive activities.
Houston Zoo (allowable) • Reasonable in cost (free);• Animals exist in a simulation of their natural environment;• A reasonable person would understand the connection from studying animals and environments
in the classroom to going to the Houston Zoo;• Difficult to duplicate in another setting.
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Old McDonalds Farm (not allowable) • Not as reasonable in cost ($6 per person);• Animals are not presented in their natural habitats;• Majority of activities at Old McDonalds Farm are recreational activities (playground, pool, train
rides, volleyball, hay-ride, etc.).
Example 3: Third grade students are studying earth/space science. They are learning about the continuous movement of water, the changes caused by heating and cooling of water, the properties of water, and different forms of energy. Third grade teachers would like to schedule a field trip to SplashTown to let the students make observations about water related to the lesson. The teachers will supply the students with hands-on activities and observations to make while at the waterpark. In addition, SplashTown will provide additional materials on water properties and how it relates to STAAR testing. This trip is unallowable using Title funds:
• The primary purpose of the trip is entertainment and recreation. Even though the teachers andSplashTown have added additional instructional objectives, the primary purpose of going toSplashTown is to play;
• The cost is not reasonable. The same objectives can be taught in a science lab for far lesscosts;
• There is not a natural process of having a problem mastering objectives related to the study ofwater and then going to SplashTown to play. A more natural process would be to performexperiments in a lab or other setting at the school that specifically focus on each objective, andallow the students to experiment. When devising lessons to help students struggling withscientific observation and experimentation (and not passing STAAR) would your CBLT, thecommunity or the school board really say the BEST way to master this is to let the students playat SplashTown?
• A reasonable person would not understand why your school is using federal education taxdollars to take students to SplashTown, when those funds have been provided to prepare yourstudents to master the TEKS and pass STAAR. They would see it as play.
Travel Requisitions (Conferences/Professional Development)
Campuses should use Title I funds to provide high quality, focused and sustained professional development that is research-based and is aligned to the Texas Essential Knowledge and Skills (TEKS). The campus professional development plan must be aligned to the Comprehensive Needs Assessment and the Campus Improvement Plan. For example: if the lowest test scores are in math, then the majority of professional development funds should be targeted to math content training.
The ultimate purpose of staff development is to improve teaching and learning. It should be powerful enough to dramatically increase content knowledge and the use of effective instructional strategies. In order for professional development to be powerful, it must be chosen based on a thorough analysis of the data to identify the needs in student performance and be part of a comprehensive plan. It must have staff accountability in its implementation, take into account participant's prior knowledge and experience, and use adult learning strategies that are appropriate to the intended outcome. As stated in the ESSA Act [P. L. 107-110, Section 9101 (34)], effective professional development activities:
• Improve teachers' knowledge of the subject they teach and enable them to become certified;
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• Are part of educational improvement plans;• Provide knowledge and skills to assist students to meet challenging academic standards;• Are high quality, sustained, intensive and classroom focused;• Are not only one day or short-term workshops/conferences;• Develop teacher understanding of effective research based instructional strategies that improve
student achievement, are aligned and related to state/student academic standards and curriculatied to standards;
• Are regularly evaluated for their increased teacher effectiveness and increased studentacademic achievement;
• Include instruction in ways faculty, staff, and administrators may work more effectively withparents.
Travel Policy for 2020-2021 According to the Education Department’s General Administrative Regulations (EDGAR), any travel expense may not be charged to a grant or paid with federal funds until the travel is taken. In other words, it cannot be paid in advance and charged to Title I funds. In 2020-2021 travel registrations, hotel and airfare must be paid in advance with campus 199 funds after the travel has been approved by the Area Superintendent and the State & Federal Programs department. Late registration fees, non-attendance to conferences, and failure to cancel hotel accommodations (etc.) cannot be paid with Title funds.
When employees return, they will need to submit the registration form and certificate of attendance, hotel receipt and airfare receipts to State & Federal Programs for Title I reimbursement. The campus will also have to provide the account code that was used to pay for each prepaid expense (registration, hotel). State & Federal Programs will submit a Journal Entry Form to Business & Finance to move any allowable travel expense from the campus account to Title I for any travel pre-approved. Prior to submitting travel documents, confirm that funds have been allocated in your Title I budget and all required documents are submitted to the Title I Coordinator.
The following documents are MANDATORY (Be sure to follow travel checklist) on all travel:
• Email approval confirmation (including listed attending staff)from representative Area Superintendent;
• TEA Out-of-State Travel Form;FBISD Travel Request and Payment Voucher Form; *Complete for each staff member attending thetraining/conference; *On this form, complete the ‘Estimated Amount’ column in the ReimbursementInformation section so that an estimate of the total trip is provided (including registration, lodging, meals,mileage, etc.) *You do not have to complete this form for Region IV trainings.
• Conference registration form;*This form should be completed by each participant. This form should clearly state the date,
time, and place of the conference or training.• A print out of conference summary;• CNA page highlighting only the information pertaining to the travel/PD;• CIP page highlighting only the information pertaining to the travel/PD;• Hotel Confirmation (if applicable);
*Confirmation should include a break-down of the rate per day and names of all employees who will occupyroom. If there are 2 adults staying in the room, the confirmation should state ‘two adults’ or both theirnames must appear on the confirmation.*It is the responsibility of the employee(s) traveling to make their hotel reservation. They willhave to use their credit cards to hold a room. If an employee prefers to pay the room on theirown, they will be reimbursed after the conference.
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*In the event that the employee cannot attend the conference, it is the employee’s responsibilityto cancel the hotel reservation and inform the school as well as State & Federal ProgramsTitle I Coordinator.
• Signatures are obtained on all forms requiring signatures; and• Available funds in travel/PD budget.
Submit required forms (originals) to the State & Federal Programs Department. Attn: Tam Obey. The Title I Coordinator will review the request for compliance, budget, and completed paperwork. If paperwork is missing, she will contact the School Compliance Representative and Executive Assistant. Margie Karami, Budget Associate, will confirm Title I funds are available, forward for final approvals and scan approved documents, along with Travel Reimbursement template, to the campus Executive Assistant.
NOTE: Requests received after 30 business days minimum, will not be processed. The Employees will have the option of paying on their own and be reimbursed after the conference. FBISD Travel Request and Payment Voucher Form must be approved before any payments are made.
*Meals and other incidental expenses follow the limits set by Fort Bend ISD. .The current federal per diem rates can be found at www.gsa.gov (find the Per Diem Rates link).
Out-Of-State Travel
Out-of-state travel is highly scrutinized by both state and federal auditors. The campus must support the decision to send a staff member out of the state by showing that the skills learned at the training could not have been learned at ANY training in Texas, AND that those skills were necessary for the students to master the TEKS. The State & Federal Programs Department, the campus Assistant Superintendent, and the Chief Academic Officer must be in agreement before out-of-state travel will be approved.
TIMELINE: SEND REQUEST A MINIMUM OF 30 BUSINESS DAYS BEFORE CONFERENCE
Travel Reimbursement The following documents are MANDATORY (*Be sure to follow reimbursement checklists when requesting reimbursements):
1. The original FBISD Travel Request and Payment Vouchera) Actual Date Time of Departure and Return (This must be provided).b) Actual Amount for reimbursement (Meals, Mileage, Parking, etc.).c) Employee signature under “Authorization for Reimbursement”.
2. Travel Reimbursement Template3. Certificate of Attendance (if not available, a memo/statement indicating they attended the
conference) NAME BADGES ARE NOT ALLOWED4. Conference Agenda (Please do not send the entire conference booklet)5. Hotel itemized receipt with A $0 Balance. Current per diem rates, as set by the U.S. General
Services Administration, will be used to calculate reimbursement.6. If a hotel stay was requested, send the “check-out” receipt provided by the hotel. This receipt
MUST HAVE A $0 BALANCE. 7. If sharing a room, each person must submit a copy of the bill with their request.
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8. FBISD is tax exempt from State taxes. A Texas Hotel Occupancy Tax Exemption Certificateshould be presented when checking in. If an employee is charged State taxes, it will not bereimbursed.
The following additional documents are MANDATORY when requesting reimbursements for specific expenses:
• Meals: Meals are reimbursed only for out-of-town conferences. Itemized meal receiptsrequired. Credit card receipts are not acceptable and the amount will not be reimbursed
• Mileage MapQuest with detail driving and total mileage to destination is mandatory. TwoMapQuest are required with submissions:1. Home to Conference;2. Campus to conference.
• Parking: A receipt with date and amount is required. Valet parking is not allowed unless it is theonly parking available.
• Toll Receipts: A printout with date of charge is required.• Internet Charges: A statement signed by the employee that it was for campus business is
required.• Ground Transportation: Ground transportation is only allowed from the airport to the hotel and
hotel to airport. A receipt with date and time is required.• Baggage Receipts: The receipt must show form of payment.
Unallowable Travel Expenses
• Valet Parking (hotel daily rate parking will be applied if available)• Supplies & Materials• Texas State Taxes• Tips
Contracts
A contract must be submitted if you are planning to employ services of a contractor/consultant. This process must be initiated at least 15 business days in advance to allow processing time. Contractors/consultants may not begin work until the contract has been fully executed or approved. The services must be included in your campus CIP/CNA.
Ensure the vendor is a FBISD approved vendor. If not, the campus must submit a Vendor Request Form to Purchasing. Request can be found in SharePoint.
FBISD Contract Template (contracts under $50,000)
The following process is required when using the standard FBISD contract forms:
• Ensure the vendor service you are requesting is listed in your CIP/CNA.• Ensure you have budgeted the amount under 6291 (consultants) or 6299 (contracts).• Create a Request for Contract Services SharePoint:
https://fortbend.sharepoint.com/teams/LegalServices/Pages/Contracts-Resources.aspx
• The Contract staff, under the Business & Finance Department, will forward your request to Stateand Federal Programs for review.
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• Pending the receipt of the CNA/CIP and the allowability of services and availability of funds,State & Federal Programs will notify contract staff that they may proceed with processing thecontract.
• The agreement and exhibits are sent to the vendor for signature.• After vendor signs, the State & Federal Programs Budget Manager signs/approves the contract.• Contracts $1,000 and under $50,000 are sent to the Chief Financial Officer for an additional
approval.• The campus will be notified of fully executed contract.• A purchase order number must be assigned before services can begin.• Once the services are complete, the campus must send the State & Federal Programs
Department a final invoice for payment.
Vendor Contract Template (all amounts)
Vendor-created contracts must be routed through the Department of Legal Services. The following process is required when using vendor-created contracts:
• Ensure the vendor service you are requesting is listed in your CIP/CNA.• Ensure the vendor is a FBISD approved vendor. If not, the campus must submit a Vendor Request Form to
Purchasing. Request can be found in Share Point.• Create a Contract Approval Request (CAR) form and print (do not submit the form online).• Create a Memo to your Assistant Superintendent detailing:
(a) The type of event; and(b) The cost of the event.
• Send an email to Bridget Chustz-Morrison ([email protected])requesting insurance approval.
• Send an email to Steven Viro ([email protected]) requesting procurementapproval.
• Combine the CAR, the Memo, the emails with insurance and procurement approval, and theagreement signed by the vendor.
• Submit the completed packet to the State & Federal Programs Department for approval• Completed packets are sent to the appropriate Assistant Superintendents• Assistant Superintendent will review and approve.• Assistant Superintendent will forward packet to the Department of Legal Services for
processing.• The campus will be notified of fully executed contract• A purchase order number must be assigned before services can begin.• Once the services are complete, the campus must send the State & Federal Programs
Department a final invoice for payment.
Supplement, Not Supplant Services provided under Title I must be used to supplement (increase the level of service), and not supplant (replace), services that would otherwise be provided to participating students with state and local funds if Title I funds were not available. Any program activity required by state law, State Board of Education (SBOE) rule, or local board policy may not be funded with Title I, Part A funds. State and local funds may not be decreased or diverted for other uses merely because of the availability of Title I funds. On a Title I Schoolwide campus, Title I, Part A funds supplement the amount of funds available from non-federal sources for the campus, including funds to provide services that are required by law for children with disabilities and children with limited English proficiency.
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The “Supplement, Not Supplant Test”
If an expenditure does not pass the tests (on the next page), then it is presumed that Title I funds are supplanting state or local funds. Expenditures including salary/supplemental pay and staffing must pass all three tests to be supplemental. Any Title I funds found to be used to supplant expenditures must be repaid to the State with nonfederal funds and can affect future Title I allocations. When determining whether a fiscal expenditure supplements and does not supplant state or local funds, the campus must consider these three tests.
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Is the program or activity required by state, local or another federal mandate?
Yes This is a supplant Issue
NON ALLOWABLE NO
Were state or local funds used in the past to pay for this program or activity?
Yes This is a supplant Issue
NON ALLOWABLE NO
Are the same programs/ activities being implemented in non-Title I campuses and are these activities paid for
with local funds?
Yes This is a supplant Issue
NON ALLOWABLE
NO This is not a supplant issue.
ALLOWABLE
“SUPPLEMENT, NOT SUPPLANT TEST”
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PNP Inventory Control Under some statutes, a public agency or school district must keep title to and exercise continuing administrative control of all equipment and supplies that the sub-grantee acquires with program funds. Equipment and supplies in the private school are utilized for the time needed for the project and may be used only for the purposes of the project. Equipment and supplies may be removed from a private school and returned to Fort Bend ISD if it is determined that said equipment and supplies are no longer needed for the project’s purpose. The State and Federal Programs department will conduct an annual physical inventory of all items purchased with Title I funds. Materials, etc. purchased with Title I funds may be used only by Title I participants. Each item purchased with Title I funds must be labeled “Property of FBISD School District.” The labels should not be either easily erased or removable.
INVENTORY
In accordance with ESSA and EDGAR compliance standards Fort Bend ISD requires campuses maintain and monitor Title I Part A purchased asset distribution and usage. At Title I campuses, procedural inventory controls must be implemented and remain in place for the duration of the school year (and the usable life of purchased Title I assets). As inventory/assets are commonly audited as a review of Title I Part A fund expenditures these procedures should be maintained for all non-consumable Title I purchased materials.
Additionally, periodic physical inventory/asset review is required by Fort Bend ISD. This review includes a physical inventory check that will be conducted annually by State & Federal Programs during the month of May and June at all Title I Part A recipient campuses. The designated School Compliance Representative (SCR) is assigned with the ongoing duty of maintaining inventory documentation. This includes logging, usage and location of non-consumable items being checked in or out at a campus. Copies of the primary inventory forms should be uploaded to TitleICrate regularly (and updated) in accordance with the Title I Coordinator’s determined due/review dates.
Inventory Control System
An inventory system should be implemented/maintained for all Title I Part A non-consumable purchases. The Title I Part A school designee (SCR) and principal are responsible for implementing and maintaining an inventory control/tracking system for the use of the non-consumables. Non-consumable materials purchased with Title I funds (e.g. books, electronic devices, manipulatives etc.) are defined as those items having a usable lifespan of one year or more. These items should be recorded and tracked as received and distributed at a campus.
An Inventory control process includes logging new and existing non-consumable asset intake at point of purchase or receipt (tagging/recording) and description of need/usage as related to Title I. Additionally, record should be kept at distribution of recipient, physical location and condition upon return or review or disposal. Therefore, an asset/inventory control system may be regarded primarily as having two components: 1. Periodic Intake & Review of Inventory-Assets (inventory log) (see sample form 1), 2.Ongoing Distribution & Usage Monitoring (Check-in-out form(s)) (see sample form 2).
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1. Intake & Review of Inventory-Assets (see Sample Form I)
Effort should made to identify and maintain logging (inventory) of new and existing Title I purchased Non-consumable assets. Non-consumable items must also be blue labeled/tagged with (1) Campus Name, (2) Funding Source, and (3) Year purchased. New items should be added to the inventory log (e.g. Sample Form 1) recording vendor, purchase date, added date, serial number, purpose and Title I blue tag detail (number). An example of what the blue label should entail is below. Typical inventory entries should show:
• Campus Name• Property of FBISD (Title I)• PO #• Current School Year
2. Ongoing Distribution & Usage Monitoring (see Sample Form 2)
To aid in maintaining the primary inventory asset log (e.g. sample form 1) of non-consumable items location, title related usage and condition a check-out and check-in log should also be implemented. This will aid in the collection and tabulation of inventory for campus/district review and/or audit related evaluations. A Check-out/Check-in log may be kept as separate or combined with the primary campus inventory log. Check-out and Check-in forms should contain the following information:
• Date;• Starting time & ending time;• Teacher name (location) & subject being taught;• Number of students in the lesson;• Brief note on what is being taught in the lesson• Condition
Damaged, Obsolete, Lost or Stolen Assets
All non-consumable asset changes should be updated in the inventory list. As a part of campus Inventory control, items that are damaged, lost, missing, obsolete must be noted on the primary inventory log (Sample 1) and on a Fixed Asset Disposal form and uploaded to Title I Crate with inventory updates (including finalized disposal and/or police report forms).
DAMAGED/OBSOLETE MATERIALS
1. Campus completes the FBISD Fixed Asset Transfer/Disposal Form2. The form must be submitted to the Title I Coordinator for review and notification to TEA (if applicable).3. Subsequent to the review, the Title I Coordinator will return the form notifying the campus that they may
proceed with work order for material disposal. Campuses MUST NOT proceed with disposal prior tonotifying the Title I Coordinator.
A copy of completed work orders should be attached to the Transfer/Disposal form and placed in the Title I Crate Inventory folder.
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STOLEN MATERIALS
1. A police report must be initiated at the campus level.2. Campus completes the FBISD Fixed Asset Transfer/Disposal Form with the police report number.3. The form must be submitted to the Title I Coordinator for review and notification to TEA.4. A copy of the police report should be attached to the Transfer/Disposal form and placed in Title I
Documentation Folders.
Electronic Devices Guidelines
As previously implied, laptops, iPads (& other tablets), cameras, projectors and other instructionally related electronic devices can be purchased with Title I funds to further the academic skills of students in reading, writing, math, science and social studies. The overriding purpose of the schoolwide program is to upgrade or augment the entire educational program in the school in order to raise the achievement of the lowest-achieving students. These electronic items may only be used for lessons in the five major subject areas (reading, writing, math, science and social studies). Fort Bend ISD purchasing procedures must be followed for purchasing APPS for the device. Staff will not be reimbursed for purchasing iPad APPS or equipment.
iPads/Electronic Devices must :
• Be for use in core instructional lessons only• Have or be included in a student check-out log• Utilize only district approved applications
Unallowable iPad Use
• iPads must be available for student use at all times. Instructional staff may check-out iPads outside of school hours todevelop the iPad lesson, provided it does not prevent any students from using the equipment.
• APPS not relevant for use in the major academic subject areas should not be on the device. It is the responsibility ofthe campus administrator to ensure such APPS are not on the device.
Other Issues
Effectiveness: iPads and similar items are expensive. The school must show their use to be both effective and economical.
Approved Apps: APPS purchased should appear on the FBISD Approved APP list.
*http://www.fortbendisd.com/Page/1185
REMINDER: Consumable items are not to be inventoried.
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Sample Form 1 (Inventory Log) DESCRIPTION VENDOR PURCHASE DATE PURCHASE PRICE GRANT DATE ADD TO CAMUS INVENTORY SERIAL# TITLE I DECAL# SPECIFIC LOCATION USE OF EQUIPMENT Good Fair Poor Damaged Surplus Obsolete
Loss or Stolen (Date & Initial)
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Sample Form 2 (Check-out/in Log)
CHECK-OUT DATE CONTROL ID# ITEM DESCRIPTION RECIPIENT ROOM # USE DESCRIPTION CHECK-IN DATE CONDITION/COMMENTS
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TITLE I BUDGET, PERSONNEL & PAYROLL Budget Title I principals and executive assistants will have read-only access to their campus budget so they may stay abreast of their campus expenditures and remaining funds. Per request, budgets can also be sent via our Budget Associate, Margie Karami. Reports should be reviewed immediately by the Campus Principal. All questions regarding these reports can be directed to Margie Karami ([email protected]).
Administrators are responsible for ensuring funds are expended early enough to ensure students will benefit, and will have the skills/assistance needed to achieve State standards for the current year. Seventy-five percent of the initial Title I allocations to assist students should be spent by January. Special circumstances requiring an extension on the December deadline should be submitted to the Director of State & Federal Programs. Summer school, summer professional development, and end of year evaluation allocations should be encumbered no later than the last day of April.
Budget Amendments: THIS PROCESS CAN TAKE UP TO 20 BUSINESS DAYS TO COMPLETE.
The State & Federal Programs Office will provide each campus with their current Budget Status Report and a blank Budget Amendment Request Form.
1. Confirm that the amount decreasing equals the amount increasing.2. Confirm that this amount is available to move. The subtotal on the budget status report
indicates amount available. Take into account purchase orders that have not yet beenencumbered.
3. Provide a reason for the amendment.4. Principal must sign the request.5. Submit your budget amendment by the due date to Margie Karami. Scan a
copy by email at [email protected]. 6. Margie Karami, Budget Associate, will review and enter an online amendment in PeopleSoft.
The campus Principal will receive an automated message, with a link, to approve. Onceapproved the request will be sent to the person next in line.
Sample Request:
*Amount
Fund Func Obj S.O. Org. Year Prog. Mgr. PC Bus Unit
Project Activity Increase/ (Decrease)
211 11 6291 00 XXX
X 20XX 30 268 (1,500)
211 13 6399 00 XXX
X 20XX 30 268 1,000
211 11 6329 00 XXX
X 20XX 30 268 500
211 30 268
211 30 268
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New Personnel Procedures New salaried, and part time non-extra duty positions must be instructional (i.e. positions that work directly in training, instruction or parent and family engagement). All positions funded by Title I must be listed in the Comprehensive Needs Assessment, the Campus Improvement Plan, and the Title I Budget.
Standard Positions In 2020-2021, Title I schools are required to have the following positions, as feasible:
1. Math Interventionists2. Literacy Interventionists3. Math Coach4. Literacy Coach5. Parent Educator6. School Compliance Representative (SCR)
New Positions The following procedure is required for any additional new positions.
• Ensure funds are available in your budget.• Complete a New Position Request Form – NPRF must be reviewed and approved by the Title I
Coordinator, Federal Programs Director, and cabinet level.• If no job description exists in the Human Resources directory, the requesting campus must
submit a proposed job description to the Title I Coordinator with the NPRF*.• If a job description exists in the Human Resources directory, and is not funded by Title I funds,
the position would be considered supplanting and is not allowable.• A Job Description form for the position must be signed by the employee prior to the first day of
school.*NPRF documents are submitted to Tam Obey, Title I Coordinator, State & Federal Programs.
Teachers The Every Student Succeeds Act (ESSA) eliminates the Highly Qualified Teacher (HQT) provision from the previous NCLB law for teachers and requires that teachers are highly effective. Therefore, federal law reverts to whatever standard states have for state certification of teachers. As a minimum requirement, Texas teachers must have a Texas teacher certification to ensure that all teachers are “profession-ready.”
School Compliance Representative (SCR)
New in 2020-2021, each Title I campus is required to assign a non-teaching employee as their School Compliance Representative (SCR)*. The SCR assignment includes the following:
• Act as the campus contact & liaison regarding the Title I compliance tasks.• Assist Executive Assistant with Title I Requisitions, aligning purchases with CIP/CNA).• Manage Title I Campus Inventory.• Compile and Upload Compliance Documents to Title I Crate.• Collect and Review Semi-Annual Time & Effort.• Collect and Review Supplemental Pay Time & Effort.• Offer Periodic Training to Staff Regarding Form Completion (as needed).• Attend Title I Compliance Training/Meetings.
*Non-instructional professional staff such as coaches, specialists, and should be appointed as SCR.Paraprofessional and lead administrative staff (AP’s, Principals) should not be appointed as SCR due to overlapof job responsibilities and/or contract times defined in their current full time position.
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Extra Duty Pay
Extra Duty Pay refers to all teacher off contract hours paid with Title I funds for such activities as before/afterschool tutorials ((structured program, Function 11), teacher professional development (on-campus or off campus, Function 13), presenting/attending a parent and family engagement training (Function 61), campus program evaluations, and Title I compliance. Extra duty actions must be included in the CIP, CNA, the Title I budget, and approved by administration before the employee does the work. Documentation is required for all activities but will vary based on type.
Any Extra Duty Pay for the campus principal must be approved and signed by the supervising Assistant Superintendent. Extra Duty Pay can only be paid to regular employees of FBISD who work after contract work hours or on non-contract hours. Current employees or retired employees cannot be contract workers.
In order to receive the required pre-approvals from the Director of State & Federal Programs, the campus Assistant Superintendent and the Chief Human Resources Officer, a Supplemental Pay Authorization Form must be completed for each position type and sent to the State & Federal Programs Department prior to the performance of the extra duty work.
Contract Time
An employee may not earn Extra Duty Pay during contract hours. The employee also cannot earn extra duty pay on district nonprofessional growth days and personal absence days during regular contract hours, since all of these days are part of the employee’s contract days.
Teacher Contract Hours: Elementary School 7:50 am – 3:50 pm
Middle School 8:20 am – 4:20 pm High School 7:10 am – 3:10 pm
Classroom Size (Tutorials/Interventions)
• Tutorials are groups composed of a minimum of 3 students per teacher (7 for team teachers).• Interventionist are composed of 1 to a maximum of 10 students. Higher student numbers imply substitution
or classroom replacement an unallowable use of Title I funds.
Supplemental Compensation Rates
• All Professional Tutorials: $28.00 an hour. Refer to the FBISD Pipeline for current rates.• Interventionist: $30 Math and Science; $28 Reading & Writing (refer to the FBISD Supplemental Pay
schedule [FBISD HR page] for current rates and upcoming summer rates.)• Summer Programs: Refer to the FBISD Pipeline for current rates under Summer Program Positions.
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Tutorials
An extended day program (after-school tutorials) using Title I funds can only consist of a structured tutoring program. The tutoring time must be outside of the regular contract day and should target students who have an academic need for the intervention, and is generally targeting students that are in danger of not passing the State assessment.
The subject of the tutoring class should be obvious via the instruction (3rd grade math tutoring, 4th grade science tutoring, etc.). Additional, costs associated with the extended program can be paid for with Title I funds including, transportation and instructional materials.
However, if the campus is operating an after-school program which is something other than tutoring (e.g. choir, athletics, school play, etc.), then extra-duty pay, transportation, and instructional materials for those students/teachers cannot be paid with Title I funds.
Title I funds can only be used to transport students who participate in a Title I allowable afterschool program. Students participating in a different after-school program cannot be transported using Title I funds.
*Planning time is generally not allowable for tutorials.
Interventions
Non-full time interventionist are certified teachers (generally retirees) not current employed as full time district staff used for the purpose of conducting student pullouts. Interventions are conducted only during the regular intraday schedule (school hours).
Required interventionist documentation adheres to the same standards as Tutors and requires staff timesheets and student sign-ins.
Unlike tutorials, interventions have available allowable planning time. Interventionist planning time is proportionate to full time teacher planning time. Since interventionist positions are part time, a maximum of 1.5 hours is allowable per week. For every 19.75 submitted an interventionist is allocated up to 1.5 hours for planning may be charged as part of the work schedule. Total weekly hours cannot exceed 19.75 including the 1.5 hour allocation for planning. If the interventionist works less than 19.75 hours the interventionist would be allowed less planning time. For example if an employee works only 9 hours in a week only 45 min of planning time can be permitted. Planning time must be documented on Interventionist timesheets and Time & Effort certifications. All employees are given time for lunch but are not paid for their lunch time.
NOTE: TRS retiree interventionists are required to report their monthly hours worked directly to the FBISD Director of Payroll & Benefits (Sonja [email protected])). Monthly hours should not generally exceed 80 hours in a regular work month so as not to trigger TRS annuity reductions or penalties (see TRS website).
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Supplemental Pay (Extra Duty) Required Documentation
Required original documentation will depend on the activity (professional development, tutorials etc.).
Extra Duty Pay Activity Required Documentation
Before/After School Tutorials Student sign-ins (list of students attending the session with student signatures( including start times and end times), and staff Time and Effort timesheets (signed by employee).
Intraday Interventions Student sign-ins (list of students attending the session with student signatures (including start times and end times), and signed Time & Effort timesheets.
Professional Development Detailed agenda (of training), staff sign-ins (with hours), and staff Time & Effort timesheets.
Program Evaluation Detailed agenda (activities performed), staff sign-ins (with hours), staff Time & Effort timesheets, summary of data and/or qualitative analysis performed.
Summer Student Program Student sign-ins (list of students attending the session with student signatures & including start times and end times), staff Time & Effort timesheets (signed by employee).
Minimum CIP/CNA documentation requirements for Extra Duty activity plan:
1. Criteria for identifying students to be served.2. Schedule of serving students subjects to be address3. Resources used to implement the tutorials4. Evaluation of the tutorials/Interventionist/summer program
Supplemental Pay Unallowable Costs
• Work or training performed prior to approval process (Supplemental Pay Authorization), or occurring outsideof the current grant fiscal period.
• Hours submitted for employee lunch or ‘lunch duty’• Extra Duty Pay for service or training that is required by the district, state, or federal government.• Extra Duty Pay for training required of an individual to hold their district position• A Title I funded bus cannot transport students who are not in a Title I approved program. For example:
students participating in after-school athletics cannot ride a bus funded by Title I• Hours for undocumented/unexplained non-instructional times (tutorials, interventions, and summer
programs).• Tutorial planning times.
Timeline
1. Extra Duty Pay along with supporting documentation for an activity should be submitted within the payrollperiod.
2. When Extra Duty Pay is submitted for an activity, it should include the documentation for all employees thatwill earn Extra Duty Pay from that event. Example: All Extra Duty Pay for an extended day session thatoccurred on October 2nd should be submitted at the same time.
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3. Payroll submitted after the appropriate deadline will not be processed until the next pay cycle. This includesany payroll that must be returned to the campus due to the lack of or inaccuracy of any requireddocumentation.
Supplemental Pay Authorization Form
A Supplemental Pay Authorization Form must be submitted prior to the performance of extra duty work. A separate form is required for each service (tutorials, Intervention Specialist, summer programs etc.). Send originals to the State & Federal Programs Department. Attn: Margie Karami. The CIP and CNA must be submitted with the Supplemental Pay Authorization Form. After approving the request, the Superintendent’s office will forward the paperwork through the appropriate channels the following is the approval process:
1. Form is received and stamped by the State & Federal Programs Department2. Title I Coordinator reviews for accuracy/compliance/budget3. State & Federal Programs Budget Manager signature4. Campus Designated Area Superintendent approves/signs5. Human Resources Department approves/signs6. Director of Special Revenues – Business & Finance approves7. Budget Analyst – Business & Finance logs in the request8. Payroll Specialist assigns the log number and speed type9. State & Federal Programs Department receives the final approved form
Once the State & Federal Programs Department receives the final approved form, an email will be sent to the campus Executive Assistant.
NOTE: If the Supplemental Pay Authorization Form is not sent first to the State & Federal Programs Department, this will delay the process. Business & Finance checks for the State & Federal Programs Budget Manager signature to continue the process.
*Interventionist(s) must first be pre-approved by area superintendents before the supplementalauthorization process is initiated.
Overview of Supplemental/Extra Duty Pay Submissions The following documents and procedures are MANDATORY:
1. Excel Supplemental Pay Top Sheet. State & Federal Programs will provide the Log Numberand Account/Speed Type. DO NOT SEND the Excel Sheet in PDF format
2. Title I Time & Effort Certification(s)/Sign-In Form must be filled out, printed and signed byeach staff requesting supplemental pay. Dates and hours on this form should match the dateand hours reported on the Excel Sheet.
3. Title I daily student Sign-in form(s) must be signed by the student and times indicated by thestudent.Supplemental Pay documents sent both electronically (via:TitleICrate per the dated designatedsupplemental pay folder by the due dates listed on the TitleICrate folder and the State & FederalPrograms Due Date Calendar by 12 pm of that date).
Once State & Federal Programs has received ALL completed documents the supplemental pay request will be sent for payment. If received after the due dates, the request will be processed with the next submission.
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Other Requirements • Confirm the Excel entries match the hours and days listed on the Title I Time & Effort
Certification/Sign-In Form.• The Daily Student Sign-in Form should following the date sequence as they appear on the Title I
Time & Effort Certification/Sign-in Form.• Students must sign in and out, as applicable.• Tutorial/Interventionist/summer program schedules must also be kept for documentation
purposes.• All supplemental pay requests should be documented in the Needs Assessment of the CIP
Plan4Learning.
NOTE: In 2020-21, supplemental pay is now an all digital submission process via scanned uploads to TitleCrate. Original documentation such as Teacher Hours/Time Certification sheets and student signatures should be maintained at the campus in accordance with regular school document disposal procedures.
Paraprofessional & Extra Duty Pay New in 2020-2021, paraprofessional staff may not work solely for the purpose of completing clerical work to receive Extra Duty Pay. This is due to Title I compliance rules and job description overlap (and potential incurred overtime costs). Additionally, paraprofessionals cannot be the "teacher" in a classroom. A certified teacher must plan the lessons and evaluate the students, and the teacher must be in the classroom with the paraprofessional.
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RETURNED
Staff Timesheets and attached student sign-ins are collected and sorted A-Z by School Compliance Representative (SCR). SCR reviews timesheets and
sign-ins for errors.
Documents with errors are returned to Tutor(s)/Interventionist(s) for
immediate correction.
Completed, sorted error free documentation is scanned
then uploaded to Title I Crate by SCR.
Tutorials/Interventionist(s) documentation (student sign-ins) are assembled (oldest-newest), sorted and totaled by Tutor(s)/ Interventionist(s).
Tutor(s) and/or Interventionist(s) hours are summarized on Timesheets/Certification forms and attached to sorted student sign-ins.
Campus Executive Assistant collects original documents and completes the HR top sheet.
Sorted and organized supporting original documentation is filed at the
campus for backup purposes.
Excel top sheet(s) (electronic [xlxs.]) are uploaded to Title I Crate on or before posted deadline.
RETURNED
Forwarded
State and Federal Programs staff reviews documentation (excel, PDF) for errors and missing forms.
Completed error free pay requests (excel, pdf(s) and originals) are forwarded to HR on scheduled
date.
Pay requests with errors identified are “rejected” in Title I Crate with
notation to SCR on errors made and corrections required
Completed error free pay requests (via top sheet) are “accepted” in Title I
Crate. Pay requests are forwarded to HR on scheduled date for payment.
Uploaded
“Approved Supplemental Pay Submission Process”
Uploaded
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Semi Annual/Split Funded Time & Effort
Fully-Funded Salary Through Title I 100%
A fully-funded employee is one who receives their entire salary from Title I funds. This employee must complete two Semi-Annual Time & Effort Certification Forms. These forms will be provided to the campus by the State & Federal Programs Department. The forms must be signed after the final workday of each semester. The original form must be submitted to the Title I Coordinator.
Split-Funded Salary Through Title I and Another Fund Source (E.G. 199 & Title I)
A split-funded employee is one who receives a portion of their salary from Title I funds. Documentation for this type of employee is more extensive, to ensure activities in other programs are not being completed while the employee is paid from Title funds. Each of these employees must track hours weekly and submit a Personal Activity Report, as well as a Quarterly Time & Effort Certification Form. These forms are to be submitted to the State & Federal Programs Title I Coordinator. The federal government provides a substitute system of Time & Effort to be used under certain conditions. If the details of this position qualify, the employee will only have to complete the Semi-Annual form, and not the Personal Activity Reports
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PARENT & FAMILY ENGAGEMENTParent & Family Engagement (PFE) has always been a centerpiece of Title I. The ESEA statutes define parent & family engagement as the participation of parents/families in regular, two-way, and meaningful communication involving student academic learning and other school activities, ensuring that—
• Parents/Families play an integral role in assisting their child’s learning;• Parents/Families are encouraged to be actively involved in their child’s education at school;• Parents/Families 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 that will build the capacity of all parents and families.
Parents Right-To-Know ESSA requires the campus to notify parents of all children in Title I schools that they have the right to request and receive timely information on:
1. Professional Qualifications - of their children's classroom teachers. This includes:
a) whether the teacher has met state qualification and licensing criteria;b) whether the teacher is teaching under emergency or provisional status;c) the baccalaureate degree major of the teacher and other graduate certification;d) whether the child is provided services by a paraprofessional;e) The district/campus shall notify the parents that the child has been taught for four or more
weeks by a teacher who is not certified.
2. Academic Assessments - Schools must provide frequent reports to parents on theirchildren's progress.
Types of Parent and Family Engagement An event does not qualify for funding from Title I Parent and Family Engagement simply because parents/families will be in attendance. Parent and family engagement is specifically defined in ESEA to be used in three ways:
1. Parent information imparting knowledge to the parents / families regarding:
a) Campus participation in the Title I program, an explanation of Title I, and the parents' rightswithin the program.
b) a description and explanation of the:- curriculum in use;- academic assessments used to measure student progress;- proficiency levels students are expected to meet.
c) information to understand:- the State’s academic content standards;- understanding the State student academic achievement standards.
2. Decision-Making Involving parents/families in the campus decision-making process,including:
a) Involvement in creating and/or revising the Parent and Family Engagement Policy and theSchool-Parent=Family Compact
b) Involvement in how Title I funds are expended;
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c) Involvement in other campus decision processes impacting student achievement (CampusBased Leadership Team -CBLT)
3. Parent Training - Teaching the parents / families skills they can use to aid in the academicachievement of their children. This could include:
a) homework completion strategies;b) literacy training;c) using technology;d) parenting skills;e) strategies in math, science, reading, writing, social studiesf) positive discipline and mentorship
The majority of parent and family engagement activities, and funds, should be spent on Skills Training for parents / families. Information and Skills Training Sessions should be held throughout the year and focus on strategies that help students pass academic assessments (e.g., STAAR, EOC).
PFE Compliance
Data Collection
Needed for determining (1) how many families are benefiting from the program, (2) the effectiveness of each part of the program, and (3) justification for expenditures.
Surveys
Title I campuses must conduct 3 surveys to be reviewed during campus PAC meetings
• Family Perspective survey - to determine the types of activities the parents desire, parents'perspective on the culture and climate of the school.
• Staff survey- to determine the staff perspective on the culture and climate of the school.• Student survey - to determine the student perspective on the culture and climate of the school.
The student survey will be conducted in December and will be completed by students intransitioning years of K, 5, 6, 8, 9 and 12 in order to evaluate the expectations and satisfactionof the academic career within a grade span.
A Parent and Family Engagement Program Evaluation Survey, conducted during the District PAC meeting in May, will be provided for parents to evaluate the overall Parent and Family Engagement program and impact. This survey will drive the program contents of the Parent and Family Engagement Plan for the district.
Required Documentation for All PFE Events All PFE events/activities require the following documentation:
1. Agenda: the formal agenda for the meeting, detailing what is PLANNED to be discussed;2. Minutes: this is a moderately detailed summary of what was ACTUALLY discussed in the
meeting;3. Attendance Forms: dated with the printed name and signature of each person in attendance;4. Handouts: handouts distributed or used during the meeting; including PowerPoint presentation;5. Notices: copies of the notices used to inform parents of the meeting.
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Some events may require additional documentation.
TEA Auditors have taken the stance that, if this documentation is not kept (and produced when asked), then the event/meeting/workshop did not occur. Consequently, any funds used for that event would have to be repaid to the State from local funds, and any compliance satisfied by the event would be voided.
PFE Data Summary
A campus count summary table will be used for collecting data from the individual PFE Data Forms. Only data from Title I allowable activities should be included on the form. This data will be used for the District Parent and Family Engagement Policy meeting, and for the end-of-the-year evaluation of the campus Parent and Family Engagement program. This data can also be used as supporting documentation for the Comprehensive Needs Assessment. The data will include campus counts for account for signatures on sign in sheets provided at parent and family engagement events. Every count must have back up documentation of parent / family signature or log sheet.
PFE Notebook
The campus must maintain a Parent and Family Engagement Notebook. The notebook should contain: Parent and Family Engagement Evaluation of programs and Needs summary for parent and family engagement. Notebooks will be audited. Documentation should also be scanned and submitted to the TitleICrate by Parent Educator.
Section 1-Annual Title I Meeting (documentation) Section 2-Staff Training (documentation) Section 3-School-Parent-Family Compact (and documentation) Section 4-Campus Parent and Family Engagement Policy (and documentation) Section 5-Other Title I Parent and Family Engagement Activities including calendars, phone
logs, and scheduled activities, etc.
Electronic Submission
Many of the documents required in this Procedures Manual are to be submitted in both electronic and printed formats. Electronic versions are to be emailed to the State & Federal Programs Office.
District Parent Advisory Committee (DPAC)
A District Parent Advisory Committee will make amendments to the District Parent and Family Engagement Policy, and will conduct a yearly review of the Parent and Family Engagement programs at each campus. The committee is comprised of administrators, staff and parents from Title I campuses. Membership on the committee is by invitation. The committee will meet during the spring semester.
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Title I Information Flyer
The State & Federal Programs office will supply each campus with copies of the Title I Information flyer. This flyer is to be provided to families during the annual Title I Night and/or Open House. Twenty-three schools receive funding through the Elementary and Secondary Education Act (ESEA). The funding is for resources to help schools with high concentrations of students from low-income families provide a high-quality education that will enable all children to meet the state's student performance standards. ESEA is built on accountability for results, involvement of parents and families, and an emphasis on doing what works to improve academic achievement based on scientific research.
Information for Parents: Title I Schoolwide campuses are responsible for providing parents and families with:
1. Annual Title I Meeting that explains the Title I program at the campus.2. Academic Information that details the curriculum in use at the school, forms of academic
assessments used to measure student progress, proficiency levels students are expected tomeet, and an explanation of the State's academic content and achievement standards.
3. Timely Information in a format and, to the extent practical, in a language the parents canunderstand.
PFE Required Activities Annual Title I Meeting
Each school served under Title I, Part A must convene an annual meeting, at a time convenient for parents / families to inform them (1) of their school’s participation in Title I, Part A programs, (2) of the Title I, Part A requirements, and (3) of the parents' right to be involved in thoseprograms.
Meeting Content:
The annual Title I meeting will include the following information on the school's participation in the Title I schoolwide program:
1. A description and explanation of the school’s curriculum (this could be a discussion along with ahand-out or web-site address of the TEKS);
2. The types of academic assessments used to measure student progress;3. The proficiency levels students are expected to meet by the end of the year;4. How parents/families can participate in decisions relating to the education of their children.
Scheduling:
The Annual Title I Meeting may be held in conjunction with Open House but MUST be held in a separate time and provided with a separate agenda than Open House Activities. All information should be provided in a language and format that is easy for parents/families to understand. Additional Title I meetings may be conducted to increase outreach to all parents and families.
Documentation: • Agenda separate and distinct from Open House;• Minutes;• Attendance Forms separate and distinct from Open House -- printed name, signature and
date of all parents/families and campus staff in attendance;
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• Copies of any materials used in the presentation;• Copies of the notice(s) used to inform parents/families of the meeting.
Inform parents/families of the requirements of a Title I schoolwide program and the parents’ right to be involved. "The campus must..."
• Conduct a comprehensive needs assessment of the entire school program each year;• Develop and implement effective educational strategies and practices that provide opportunities
for all students to meet the state’s proficient and advanced levels of student academicachievement;
• Recruit, hire and retain certified teachers and to ensure that paraprofessionals who provideinstruction also meet standards for their assignment;
• Provide high-quality and ongoing professional development opportunities for teachers,principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, andother staff to enable all children in the school to meet the state’s student academic achievementstandards;
• Develop and implement strategies to increase Parent and Family Engagement;• have a strategy for assisting preschool children in the transition from early childhood programs
to local elementary school programs;• Develop and implement activities to ensure that students who experience difficulty mastering
the proficient or advanced levels of academic achievement standards required by the state shallbe provided with effective, timely additional assistance which shall include measures to ensurethat students’ difficulties are identified on a timely basis; and
• Provide sufficient information on which to base effective assistance.
Describe how parents/families will be provided information:
• Regarding the school's performance;• On the proficiency levels students are expected to meet;• On the forms of academic assessment used to measure student progress; and• On the description and explanation of the school’s curriculum.
Explain how parents/families can participate in decisions relating to the education of their children:
• Parents/Families will be included in the development of the campus improvement plan, theschool parent compact, the parent and family engagement plan including its evaluation, and indecisions regarding the allotment of funds for parent and family engagement activities;
• The campus will ensure that information related to school and family engagement programs,meetings, and other activities is sent to the parents/families of Title I campus students in aformat and, to the extent practicable, in a language the parents can understand.
PFE Title I Staff Training
Each Title I campus shall educate teachers, pupil services personnel, principals and other staff, with the assistance of parents, in the value and utility of contributions of parents/families, and in how to reach out to, communicate with, and work with parents/families as equal partners, implement and coordinate parent programs and build ties between parents and the school.
Presentation:
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The State & Federal Programs office has a standard PowerPoint presentation for this training. The training should be personalized at the campus level by adding the school name, and pictures, whenever possible.
Scheduling:
The training must be held by the second month of school.
Documentation:
• Agenda;• Minutes;• Attendance forms (sign-ins) dated with names and signatures of ALL campus staff and parents
assisting with the presentation;• Print-out of the PowerPoint, plus any presentation materials..
Submitting Documentation:
Documentation should be maintained by the designated campus Title I Documentation representative and digitally filed in the Title I Crate system.
School-Parent-Family Compact The School-Parent-Family compact must be a written agreement between teachers and families that explains what families and schools can do to help children reach high academic standards of excellence but may also include responsibilities for the student. In a compact, families and school staff agree how to work together. The compact serves as a reminder of all stakeholders' responsibility to take action at school and at home so that children can attain the state's academic achievement standards.
Expectations:
1. Each Title I campus shall jointly develop, with parents, a School-Parent-Family Compact thatreflects the needs that are unique to each school;
2. The School-Parent-Family Compact must outline how (a) parents/families, (b) the entire schoolstaff, and (c) students will share the responsibility for improved academic achievement;
3. Each compact must outline the means by which the school and parents/families will build anddevelop a partnership to help children achieve the State’s high standards;
4. At the elementary campus, the School-Parent-Family compact must be discussed, as it relatesto the individual child's achievement, at a parent-teacher conference in the Fall semester.
Specific Requirements: The School-Parent-Family Compact must:
1. Describe the school’s responsibilities to provide high quality curriculum and instruction in asupportive, effective environment;
2. Include ways parents/families can support their child’s learning. Some examples of this are:school attendance, making sure homework gets done, volunteering in their children’s classroom,and participating in decisions about the education of their children and positive use ofafterschool time;
3. Address the importance of on-going communication including:a. Annual parent-teacher conferences in elementary schools;b. Frequent reports to parents/families on their child’s progress;
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c. Reasonable access to school staff, including opportunities to volunteer and participate intheir child’s classes, and observe their child’s classroom activities;
4. Be written and communicated in an understandable and uniform format and, to the extentpracticable, in a language the parents/families can understand;
5. Be evaluated annually for effectiveness in improving the academic quality of the school and tomeet the changing needs of parents and the school. The review process must includeparents/families, teachers, and other school staff.
Resources:
ESC Region 10 publishes a booklet entitled “Developing a School-Parent-Family Compact” that provides guidance for documenting required program implementation activities according to the Texas Education Agency Division of ESSA Program Coordination standards.
Scheduling:
At the elementary campus, each teacher must discuss the School-Parent-Family Compact with parents/families during the fall parent-teacher conference. At the middle school campus, School-Parent-Family Compacts should be distributed in the summer registration packets. The process to review, revise and amend the School-Parent-Family Compact should occur no later than April-May and should be discussed during the second or third campus PAC meeting.
Documentation:
• Agenda;• Minutes;• Attendance Forms dated with name, role, signatures of all attendees;• Copies of any materials used in the presentation;• Copies of the notice(s) used to inform parents/families of the meeting;• Printed and electronic copy, in English and Spanish, signed by the administrator(s).
The same committee that works on the School-Parent Compacts can also work on the Campus Parent and Family Engagement Policy.
Submitting Documentation
All documentation regarding the development and approval of the School-Parent-Family Compact will be retained in the Title I Crate for review during the folder audit.
Campus PFE Policy According to ESSA, section 1403, schools receiving Title I, Part A funds are REQUIRED to develop jointly with, agree upon, and distribute to parents/families of participating children a written Parent & Family Engagement policy. The written Parent & Family Engagement policy explains how the school campus supports the important role of parents/families in the education of their children.
Specific Policy Requirements:
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The PFE policy must specify that the school will:
1. Convene an annual meeting to explain the Title I program to parents/families and inform them oftheir right to be involved in the program;
2. Offer a flexible number of meetings, and may use Title I funds to pay for related expenses, suchas child care;
3. Involve parents/families, "in an organized, ongoing and timely way," in planning, review andimprovement of Title I programs; will jointly develop the Campus Improvement Plan withparents/families;
4. Provide timely information about the campus Title I programs to parents/families, describe thecurricula, the student assessments and proficiency levels students are expected to meet,provide opportunities for regular meetings where parents/families can provide input, andrespond promptly to parent suggestions;
5. Develop a process to review the effectiveness of the Parent and Family Engagement Policy;6. Provide parents/families with an opportunity to submit dissenting views to the school district if
the campus schoolwide program is not acceptable to them;7. Share development of the School-Parent-Family Compact among school staff and parents.
The campus Parent & Family Engagement Policy must use directives from the district Parent & Family Engagement Policy. The policy should have a Statement of Purpose and a concluding statement.
Scheduling:
The process to review, revise and amend the Parent & Family Engagement Policy should occur no later than April-May.
Resources:
ESC Region 16 publishes a booklet entitled “Developing a Written Parent & Family Engagement Policy”, that provides guidance and a checklist for documenting required program implementation activities according to the Texas Education Agency Division of ESSA Program Coordination standards.
Fall Semester
1. A copy of the campus and district policy must be sent home with every child by date of the FallOpen House;
2. A copy of the written policy must be available on the campus website by the date of the FallOpen House;
3. The principal must confirm that the Title I Information form and the written campus Parent andFamily Engagement policy was sent home with student, and that the campus Parent and FamilyEngagement policy was posted on the campus web site.
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Spring Semester
PAC meetings to review and discuss both the campus and district policies must be documented by:
• Agenda;• Minutes;• Attendance Forms dated with name, role, and signature of all attendees;• Copies of any materials used in the presentation;• Copies of the notice(s) used to inform parents/families of the meeting;• Printed and electronic copy of the campus Parent and Family Engagement Policy.
The same committee that works on the Campus Parent and Family Engagement Policy can also work on the School-Parent-Family Compacts. Both Compact and Policy will be reviewed during the District PAC meeting to ensure all components are incorporated into the Policy and Compact.
Submitting PFE Documentation Principal confirmation for Parent and Family Engagement Policy must be completed by Title I Night. All documentation will be maintained in the Title I Crate.
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MCKINNEY-VENTO FORMS
Student Residency Questionnaire, Part I………………………………….…64
Student Residency Questionnaire, Part II…………………………….…65, 66
Student Services Questionnaire…………………………………………..67, 68
Homeless Transportation Form…………………………………………..……69 McKinney-Vento Signature Page……………………………………………...70
Caregiver Authorization Form………………………………………………….71
McKinney-Vento Flowchart……………………………………………………..72
Homeless Checklist………………………………………………………………73
Return
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65
66
67
68
69
70
71
72
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74
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FOSTER CARE FORMS
Foster Care Questionnaire………………………….……………..……….77,78
Foster Care Transportation Form...………………………………..………..79
Foster Care Flowchart……………………………………………..……..…..80
Foster Care Checklist………………………………………….....………..…81
Return
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78
79
80
81
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PRIVATE NON-PROFIT (PNP) FORMS
Affirmation of Consultation…………………………...…….………..….……86
Purchasing Checklist……………………………………………………….....87 Return
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Private Non-profit Purchasing Checklist
Please ensure all requisition requests include the following…
______ Requisition Approval Form (please write a description/justification of requested item).
_____ Purchase Order Form. *PO must include budget codes, vendor number, commodity code, and bid number (if applicable).*If more than 20-25 lines are being used on one PO, split the order into 2 POs.
_____ Invoice/Quote/Contract (if applicable). *Quotes are not needed for Office Max, Lakeshore, Standard Office Supplies and School Specialty.
All other purchases must include a quote/contract.
______ CNA: Highlighted page with information pertaining to the purchase.
_____ CIP: Highlighted page with information pertaining to the purchase.
_____ Signatures are on all forms (requiring a signature). *Ensure all signature lines are signed on each signature page.
_____ Ensure funds are available for purchase.
*If your purchase is a subscription, please ensure the subscription dates on the PO and quote do not gobeyond the grant’s budget year (July 1st-June 30th).
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BUDGET, TRAVEL, PERSONNEL AND PAYROLL FORMS
Fort Bend ISD Budget Amendment Request Form ............................ 86
Purchasing Checklist .......................................................................... 87 Requisition Approval Form ................................................................. 88
Purchase Order Form (Sample) ......................................................... 89
Field Trip Checklist ............................................................................. 90
Title I Expenditure ................................................................................. 91
Field Trip Approval Form (1 Of 2) ....................................................... 92 Field Trip Approval Form (2 Of 2) ....................................................... 93
Travel Request and Payment Voucher ............................................... 94
Texas Hotel Occupancy Exemption Form .......................................... 95
Return
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Budget Log No. ______________________ Budget Log No. ______________________
Fort Bend Independent School District Page _________ of __________Budget Amendment Request
Amount
Fund Func. Object S.O. Org. Year Prog. Mgr. PC Bus Unit Project Activity Increase/ (Decrease)
Reason for request:
________________________________________ Date_______Budget Originator
________________________________________ Date________Approved Denied (circle one) Budget Processing:Budget Manager
________________________________________ Date________Approved Denied (circle one) Date________________
DOSL
________________________________________ Date________Approved Denied (circle one) Processed by________
Budget Director
________________________________________ Date________Approved Denied (circle one)Board Officer/Superintendent
Routing Instructions: 1. Budget Originator (retain copy)2. Budget Manager/Associate Superintendent (retain copy)3. Budget Director4. Superintendent/Board Trustees (if required)
For Construction Projects and Grants Only
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Purchasing Checklist
Please ensure all requisition requests include the following…
______ Requisition Approval Form (please write a description/justification of requested item).
_____ Purchase Order Form. *PO must include budget codes, vendor number, commodity code, and bid number (if applicable).*If more than 20-25 lines are being used on one PO, split the order into 2 POs.
_____ Invoice/Quote/Contract (if applicable). *Quotes are not needed for Office Max, Lakeshore, Standard Office Supplies and School Specialty.
All other purchases must include a quote/contract.
______ CNA: Highlighted page with information pertaining to the purchase.
_____ CIP: Highlighted page with information pertaining to the purchase.
_____ Signatures are on all forms (requiring a signature). *Ensure all signature lines are signed on each signature page.
_____ Ensure funds are available for purchase.
*If your purchase is a subscription, please ensure the subscription dates on the PO and quote do not gobeyond the grant’s budget year (July 1st-June 30th).
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STATE & FEDERAL PROGRAMS DEPARTMENT TITLE I CAMPUS EXPENDITURE
CAMPUS: DATE:
VENDOR NAME: AMOUNT:
SCHOOL-WIDE PROGRAM: You may use Title I, Part A funds for activities that are part of the CIP to improve student performance and upgrade the entire education program. Funding must be supplemental. Please respond appropriately to and maintain documentation for each of the following categories to determine whether expenditure would be allowable. Please check all boxes that apply to this purchase:
The program, activity or strategy is reasonable and necessary to carry out the intent and purpose of the program. The program, activity or strategy addresses a need previously identified in the campus comprehensive needs assessment. The program, activity or strategy to be funded is described/outlined in the campus or district improvement plan. The program, activity or strategy will be evaluated to measure a positive impact on student achievement. If for a school-wide campus, the program, activity or strategy will upgrade the entire educational program on the campus. Is the program, activity or strategy supplemental to other non-federal programs? On a school-wide program, the amount of Title I, Part A funding on the campus must be supplemental.
CHECK LIST: (all three required) CIP Plan4learningTitle I • Goal: Performance, Objective, Strategy (specific
to purchase)• Needs Assessment (specific to purchase)
FBISD Approved Vendor
Title I Funds Available
DESCRIPTION OF ITEMS TO BE ORDERED: Describe how the items ordered will impact student success in the area of need in “Summary of Findings” above.
PRINCIPAL APPROVAL: DATE:
TITLE I APPROVAL:_________________________________________________________ DATE:
REQUISITION APPROVAL FORM
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Field Trip Checklist
For faster processing, please ensure that you have completed and submitted all of the following mandatory forms and steps.
____ TEA Field Trip Request Form (pre-submitted).
____ Field Trip Approval Form *Ensure there is justification for the field trip written beneath “Description of Lesson Plan.”
____ _Purchase Order Form (entry fees).
____ _Purchase Order Form (transportation, if applicable).
____ _FBISD Student Travel Request (FMG-E-2).
____ _FBISD Request for Field Trip Approval (EFD-E-1).
____ Vendor Invoice. *The number of students attending and the entrance fee on this invoiceshould match the amount on the FBISD Field Trip Approval form (EFD-E-1).
____ _Campus Needs Assessment-CNA (Highlight and submit page pertaining to request).
_____ Campus Improvement Plan-CIP (Highlight and submit page from Goals section pertaining to request).
____ _Complete Lesson Plan. *Use standard Lesson Plan template on SharePoint*Ensure that your lesson strategy includes activities that will take place while on the field trip.
____ Appropriate signatures (ensure all forms requiring signatures are signed).
____ _Available funds.
*All documents must be completed and submitted for full FBISD approval. Refrain from distributingpermission slips before the trip is fully approved.
FIELD TRIP APPROVAL FORM (1 OF 2)
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STATE AND FEDERAL PROGRAMS DEPARTMENT TITLE I CAMPUS EXPENDITURE
CAMPUS: DATE:
VENDOR NAME: AMOUNT:
SCHOOL-WIDE PROGRAM: You may use Title I, Part A funds for activities that are part of the CIP to improve student performance and upgrade the entire education program. Funding must be supplemental. Please respond appropriately to and maintain documentation for each of the following categories to determine whether expenditure would be allowable. Please check all boxes that apply to this purchase:
The program, activity or strategy is reasonable and necessary to carry out the intent and purpose of the program. The program, activity or strategy addresses a need previously identified in the campus comprehensive needs assessment. The program, activity or strategy to be funded is described/outlined in the campus or district improvement plan. The program, activity or strategy will be evaluated to measure a positive impact on student achievement. If for a school-wide campus, the program, activity or strategy will upgrade the entire educational program on the campus. Is the program, activity or strategy supplemental to other non-federal programs? On a school-wide program, the amount of Title I, Part A funding on the campus must be supplemental.
CHECK LIST: (all four required) CIP Plan4learningTitle I • Goal: Performance, Objective,
Strategy (specific to field trip)• Needs Assessment (specific to field
trip)
Field Trip Lesson Plan Attached. Must include: objective, strategy (instructional activity), follow up activity & assessment. Use
Lesson Plan template.
FBISD Approved Vendor
Title I Funds Available: Activity Code: 6412
*Please attach a detailed lesson plan pertaining to the requested field trip (use the State and FederalProgram Lesson Plan Template).
PRINCIPAL APPROVAL: DATE:
TITLE I APPROVAL:
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FORM (2 OF 2)
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Field Trip Evaluation (Title I, Part A)
School: Date:
Field Trip: Date of Field Trip:
Please circle the number of the response you agree with most. Strongly Disagree Disagree Agree
Strongly Agree
Our campus field trip met the learning outcomes as written in the lesson plan. (Evidence: Pre/Post Tests) 1 2 3 4
Activities and Experiences were necessary to enhance the district’s curriculum. (Evidence: Teacher-Made Assessments,
Student Surveys) 1 2 3 4
Field trip travel time did not significantly impact instructional time. (Evidence: Agenda, Mileage) 1 2 3 4
Scale: 10-12 Beneficial to Student Learning and Achievement 8-10 Somewhat Beneficial to Student Learning and Achievement Below 8 Not Beneficial to Student Learning and Achievement TOTAL
*An evaluation form should be completed after each field trip and submitted to the Title I CampusCompliance Representative no later than 2 weeks after the completed field trip.
State & Federal Programs 16431 Lexington Blvd. Sugar Land, Texas 77479
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GLOSSARY Accountability System - Each state sets academic standards for what every child should know and learn. Student academic achievement is measured for every child, every year. The results of these annual tests are reported to the public.
Achievement Gap (a.k.a. Opportunity Gap)- The difference between how well low-income and minority children perform on standardized tests as compared with their peers.
Alternative Certification- Most teachers are required to have both a college degree in education and a state certification before they can enter the classroom. ESEA encourages states to offer other methods of qualification that allow talented individuals to teach subjects they know.
Assessment- Another word for "test." Under ESEA, tests are aligned with academic standards. Schools must administer tests in each of three grade spans: 3rd - 5th, 6th - 9th, and 10th - 12th. Tests must be administered every year in grades 3 through 8 in reading and mathematics.
At-Risk-Generally, a child or youth about whom one has a higher than usual expectation of future difficulties as a result of circumstances relating to his or her health status, disability, or family or community situation: typical characteristics of a student who is at-risk for reasons other than disability may include being one or more grade levels behind in reading or mathematics achievement, chronic truancy, personal or family drug or alcohol abuse, or low self-esteem.
Campus Improvement Plan- Each LEA shall, not later than three (3) months after being identified as needs improvement, develop or revise a LEA plan, in consultation with parents, school staff, and others. Such plan shall:
1. Incorporate strategies based on scientifically-based research that will strengthen the core academicsubjects in the school and address the specific academic issues that caused the school to be identified forschool improvement;2. adopt policies and practices concerning the school's core academic subjects that have the greatestlikelihood of ensuring all groups of students enrolled in the school will meet the state's proficient level ofachievement on the state academic assessments; and3. provide an assurance the school will spend not less than ten (10) percent of the funds made available tothe school for each fiscal year the school is in school improvement status, for the purpose of providing to theschool's teachers and principal high-quality professional development that:
a. directly addresses the academic achievement problem that caused the school to be identified forschool improvement;b. meets the requirements for professional development activities; andc. is provided in a manner that affords increased opportunity for participating in that professionaldevelopment.
4. Specify how the funds described in number three (3) will be used to remove the school from schoolimprovement status;5. Establish specific annual, measurable objectives for continuous and substantial progress by each groupof students enrolled in the school that will ensure all such groups of students will, in accordance withadequate yearly progress, meet the state's proficient level of achievement on state academic assessments;6. Describe how the school will provide written notice about the identification to parents of each studentenrolled in school, in a format and, to the extent practicable, in a language that the parents can understand;7. Specify the responsibilities of the school, the LEA, and the SEA serving the school under the plan,including the technical assistance to be provided by the LEA;8. Include strategies to promote effective Parent & Family Engagement in the school;
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9. Incorporate as appropriate, activities before and after school, during the summer, and during anyextension of the school year; and10. Incorporate a teacher mentoring program.
Core Academic Subjects- English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.
Disaggregated Data- "Disaggregate" means to separate a whole into its parts. In education, this term means that test results are sorted into groups of students who are economically disadvantaged, racial and ethnic minority groups, have disabilities, or have limited English fluency. This practice allows parents and teachers to see more than just the average score for their child's school. Instead, parents and teachers can see how each student group is performing.
Economically Disadvantaged- For purposes of ESEA programs, a student who resides in a household whose income falls below a given threshold. Typically, states and school districts use the threshold established by USDA’s free and reduced-price lunch program, but other thresholds, such as eligibility for Temporary Assistance to Needy Families may be used.
EDGAR- Education Department of General Administrative Regulations - The collection of regulations govern the use of federal funds.
English-language learners- ELLs, are students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.
Elementary and Secondary Education Act (ESEA)- ESEA, which was first enacted in 1965, is the principal federal law affecting K-12 education. The Every Student Succeeds Act is the most recent reauthorization of the ESEA.
Equity- Generally, the term refers to principal of fairness. Educational equity is the concept that all children should have access to an equal educational opportunity that is not affected by a student’s socioeconomic status, race, disability, gender, or EL status.
Evidence Based- Defined by ESSA as an activity, strategy, or intervention that demonstrates a statistically significant effect or improving student outcomes.
Every Student Succeeds Act (ESSA) - Reauthorizes and amends the Elementary and Secondary Education Act of 1965 (ESEA). This reauthorization addresses issues such as accountability and testing requirements, distribution and requirements for grants fiscal accountability requirements, and the evaluation of teachers.
Family Engagement- Actively involving parents and family members within district and school improvement planning as equal partners and, in particular, directly involving parents and family members in activities that support at-home that support at-home learning.
Focus Schools- Under ESEA Flexibility waivers, states identified focus and priority schools to target for interventions.
Full Academic Year- Continuous enrollment for two full units of instruction, not to exceed a calendar year. Continuous enrollment is interrupted only by suspension or other school action of longer than ten consecutive days, or withdrawal from school.
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Inventory- Equipment and supplies purchased with federal funds. SEAS and LEAS are required to establish procedures for the effective management of inventory from the point of acquisition through disposition.
Local Educational Agency (LEA)- A public board of education or other public authority within a state which maintains administrative control of public elementary or secondary schools in a city, county, township, school district or other political subdivision of a state. Region 4.
LEA Report Card- An LEA that receives assistance under Title I shall prepare and disseminated an annual LEA Report Card that is: 1) concise: 2) presented in an understandable and uniform format, and to the extent practicable in a language that parents can understand: and 3) accessible to the public.
McKinney-Vento- The McKinney-Vento Homeless Assistance Act, amended by ESSA, is a separate and primary piece of federal legislation aimed at strengthening and improving education of America’s homeless children and youths, from early childhood through high school graduation and in preparation for higher education.
Migrant Education Program (MEP)- The program administered under Title I, Part C of ESEA through the Office of Migrant Education at ED. MEP provides state grants to fund comprehensive educational programs and services during the school year, and as applicable during the summer and intersession periods to the children of families who move to find work in the agricultural and fishing industries. Services provided through the states, LEAS, and other public or private agencies are to help migrant children overcome educational disruption, cultural and language barriers, social isolation, health problems, and other factors that inhibit their ability to succeed in school and to ensure that receive opportunities to meet the same challenging state academic standards that all children are expected to meet.
Needs Assessment- An evaluation of a school’s or other entity’s academics, staffing, physical environment, programs, and other resources, cultural, or other strengths and weaknesses. Usually involving scrutiny of data related to achievement, Parent & Family Engagement, attendance, behavior, and other relevant areas, a needs assessment is a required first step in the development of Title I school wide plans and school improvement plans.
NOGA- Notice of grant award (ESEA).
Office of Civil Rights (OCR)- The office within the Educational Department charged with assuring compliance with federal statutes that prohibit discrimination based on race, color, national origin, sex, age, or disability.
Ombudsman- Official appointed by an SEA to help ensure equity for private school children teachers and other educational personnel. The ombudsman is required under ESEA Title VII, Section 8502 (a) (3) (B) to monitor and enforce the requirements of ESEA’s private school provisions.
Paraprofessional- An individual that assists with instructional duties who is not acting in the role of teacher.
Per -Child Allocation- The amount of funds and LEA awards to an eligible Title! School for each qualifying student from a low-income family.
Priority Academic Student Skills (PASS)- The state academic content standards identified at each grade level and for each content area.
Proficiency- The ability to perform at grade level.
Public School Choice- Students in schools identified as in need of improvement will have the option to transfer to better public schools in their districts. The school districts will be required to provide transportation to the students. Priority is given to low-income students.
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Sanction- An action by a court or administrative entity to force a party in a dispute to comply with its order or to punish a party for failing to comply with its order.
School Climate Survey- Online or paper questionnaires, such surveys collect data from administrators, teachers, staff, students, and the community to assess perceptions about a school and improve a school’s climate for learning.
School Improvement Grant (SIG)- A grant used by states to provide sub-grants to LEA’s for providing assistance for school improvement.
Schoolwide Title I School- Schoolwide programs use Title I money to support comprehensive school improvement efforts and help all students, particularly low-achieving and at-risk students, meet state standards at particular schools. To qualify as a Title I schoolwide program, at least 40 percent of a school's students must be considered low-income. Schoolwide programs have more flexibility than targeted assistance programs when using Title I funds.
Scientifically-Based Research- Research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs; and includes research that:
a. Employs systematic, empirical methods that draw on observation or equipment;b. Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the generalconclusions drawn;c. Relies on measurements of observational methods that provide reliable and valid data across evaluatorsand observers, across multiple measurements and observations, and across studies by the same or differentinvestigators;d. Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, oractivities are assigned to different conditions and with appropriate controls to evaluate the effects of theconditions of interest, with a preference for random-assignment experiments, or other designs to the extentthat those designs contain with condition or across-condition controls;e. Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, ata minimum, offer the opportunity to build systematically on their findings;f. Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through acomparably rigorous, objective, and scientific review.
State Educational Agency (SEA)- The agency primarily responsible for the state supervision of public elementary and secondary schools.
Supplement not Supplant- Under ESEA, Section 1118, an SEA or LEA may use federal funds only to supplement the funds that would, in the absence of such Federal Funds, be made available from non-Federal sources for the education of pupils participating in programs assisted under this part, and not to supplant such funds. In no case may Title I funds be used to take the place of funds from non-federal sources.
Supplemental Services- Students from low-income families who are attending schools that have been identified as in need of improvement for two years will be eligible to receive outside tutoring or academic assistance. Parents can choose the appropriate services for their child from a list of approved providers. The school district will purchase the services.
Targeted Assistance Title I School- Targeted assistance programs operate at schools not eligible for, or those choosing not to run, a schoolwide Title I program. Using Title I money, they provide services only to eligible children identified as having the greatest educational need.
Teacher Quality- To ensure that every classroom has a highly qualified teacher, states, and districts around the country are using innovative programs to address immediate and long-term needs, including alternative recruitment
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strategies, new approaches to professional development, financial incentive programs, and partnerships with local universities.
Time & Effort- A record of employee’s work. Employee’s paid with federal funds must track and formally document their Time & Effort either semi-annual certifications or monthly personnel activity reports.
Title I- The first section of the ESEA, Title I refers to programs aimed at America's most disadvantaged students. Title I, Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging state academic content and performance standards.
Title I Annual Meeting- The parent and family engagement requires Title I schools to invite parents to a meeting once a year where they explain what Title I is and that the school participates in Title I. Schools must explain the parent and family engagement requirements of Title I, including the right for parents to be involved within the school and their children’s education and their right to request additional meetings.
Title I Compact- Section 1116 of Title I of the ESEA requires Title I schools to jointly develop with parents an agreement that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. Compacts should also address how the school and parents will build and develop a partnership to help children achieve the State’s high standards. (Curriculum and Instruction, Volunteering, and Parent-Teacher Conferences)
Title I Meeting Notice- Title I schools must notify parents of the school’s required Title I annual meeting and their right to request additional meetings.
Title I Survey- Title I schoolwide programs must evaluate, at least annually, their schoolwide plan and its effectiveness. Title I survey results also may serve as documentation for Title I audit and help a school revise its schoolwide plan, parent involvement policy, and school-parent or Title I Compact.
Transition Plan- Educator and families work together to develop steps or strategies for transitioning students among various phases of the educational process, such as a transition plan for preschool students as they enter kindergarten, elementary students as they enter middle school, and middle school students as they enter high school.
Transferability- Allows states and LEAs to transfer a portion of the funds they receive under certain Federal programs to other Federal programs that most effectively address their unique needs.
Unallowable Cost- Costs that are not permitted under the terms of federal grant. Unallowable cost charged to federal programs must be repaid to the program.
United States Department of Education (ED)-The federal entity responsible for educational grants and administrative/procedural policies of such grants to be distributed to state and local educational agencies.
Well-rounded Education- Courses, activities, and programming in subjects such as English, reading, language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, and any other subject as determined by the SEA or LEAS with the purpose of providing all students access to an enriched curriculum and educational experiences.