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Administrative Services DivisionOffice of Federal Grants and Program Compliance

Lead, Improve, Achieve Together

FY2015 FEDERAL PROGRAMSGUIDELINES AND PROCEDURES

MANUAL

TABLE OF CONTENTSINTRODUCTION.......................................................................................................................................... 3

CONTACT INFORMATION.......................................................................................................................... 5

ELEMENTARY AND SECONDARY EDUCATION ACT UPDATE................................................................7

SCHOOLWIDE PROGRAMS.....................................................................................................................10Schoolwide Plan Components.................................................................................................................... 11Comprehensive Needs Assessment............................................................................................................13Evaluation................................................................................................................................................... 14

TARGETED ASSISTANCE PROGRAMS..................................................................................................15Methods of Delivering Targeted Assistance Services...................................................................................17Targeted Assistance Program Core Academic Instructional Strategies........................................................17Targeted Assistance Program Requirements..............................................................................................17Targeted Assistance Plan Components ......................................................................................................17High Quality Instruction and Expectations ...................................................................................................18Sample Educationally-Related Multiple Selection Criteria............................................................................19Targeted Assistance Checklist.................................................................................................................... 20

CHARTER SCHOOLS............................................................................................................................... 21Written Procedures for Title I Expenditure Requests....................................................................................22APS Charter Schools.................................................................................................................................. 23New or Significantly Expanding Charter Schools.........................................................................................23

PRIVATE SCHOOLS.................................................................................................................................27Procedures for Evaluating Title I Program Serving Eligible Private School Students.....................................28Title I Private School Program Timeline.......................................................................................................29

FLEXIBLE LEARNING PLAN (FLP) .........................................................................................................32ESEA Flexibility Waiver Information............................................................................................................33Developing a Flexible Learning Program.................................................................................................... 35

SCHOOL IMPROVEMENT GRANT (SIG)..................................................................................................36

SUPPLEMENT NOT SUPPLANT...............................................................................................................39

EXPENDITURE REQUESTS......................................................................................................................41Purchase Card-Requisitions Under $3,000................................................................................................. 42Allowable Purchase Card Expenses............................................................................................................42Unallowable Expenses............................................................................................................................... 43

PROFESSIONAL DEVELOPMENT............................................................................................................44Before Stipend Requests for Professional Development..............................................................................45After the Professional Development Session(s) ..........................................................................................45Guidelines for Payment of Professional Development Stipends...................................................................46Consulting Contracts................................................................................................................................... 47Background Check .................................................................................................................................... 47Vendor Payment........................................................................................................................................ 48

Office of Federal Grants and Program Compliance FY 2015 1

TECHNOLOGY, PRINTING AND POSTAGE.............................................................................................49Technology Purchases............................................................................................................................... 50Printing....................................................................................................................................................... 50Postage...................................................................................................................................................... 50

TITLE I PAID EMPLOYEES...................................................................................................................................51Part-Time Employees................................................................................................................................. 52Hourly rates for part-time employees...........................................................................................................53Termination of Hourly Employment.............................................................................................................53

PERIODIC CERTIFICATION......................................................................................................................54Collection Process...................................................................................................................................... 55Traditional Schools/Charter Schools............................................................................................................55Year Round Schools.................................................................................................................................. 55

Monitoring Process .................................................................................................................................... 55

TRAVEL..................................................................................................................................................... 56Travel Procedures for 2013-2014............................................................................................................... 57Meal Times................................................................................................................................................. 57Allowable Travel Expenses.........................................................................................................................58Unallowable Travel Expenses..................................................................................................................... 59Process for Out of Town Travel: Lodging, Registration, Ground/Air, & Meals..............................................60Process for Local Travel within a 50 Mile Radius.........................................................................................60Trip Cancellations....................................................................................................................................... 61Transportation for tutorials..........................................................................................................................61Marta Breeze Cards.................................................................................................................................... 62

PARENTAL INVOLVEMENT.....................................................................................................................63Parent Involvement Policies....................................................................................................................... 64Annual Notifications.................................................................................................................................... 64Timeline of Required Actions and Events....................................................................................................66Parent Meeting Refreshments.................................................................................................................... 71

PROPERTY INVENTORY..........................................................................................................................72LEA Title I Equipment Procedures...............................................................................................................73Property Value Less than $5000................................................................................................................ 73Property Value Equal to or Greater than $5000 ..........................................................................................74Title I Equipment use in Private School Programs....................................................................................... 76

Program Account Numbers.....................................................................................................................78

Forms and Documents.............................................................................................................................81


INTRODUCTION

The Federal Guidelines and Procedures Manual is designed to outline the administrative structure necessary to implement Title I, Part A of the Elementary and Secondary Education Act (ESEA) program in the Atlanta Public Schools (APS). It provides instructions for program requirements and an overview of the processes and structures of the program.

The Office of Federal Grants and Program Compliance is a unit of the Division of Curriculum and Instruction. The office monitors the implementation of the Title I program and provides support and guidance in accordance with the mandates of Title I federal law.

The Title I staff is committed to working with Title I schools to set high standards and expectations for all students in order to ensure high achievement for every child in the district.


Contact Information


Position Name Extension

Assistant Superintendent for Administrative Services Andrea Fairries-Moore 2727

Director of Budget and Planning Sedric Smith 2742Grants Manager Dale Butler 2796Coordinator of Federal Grants Alain Love-Davis 2776Compliance Coordinators David C. Butler 2726

Karen Beadles 2751Budget Analyst Aaron T. Wells 2745Financial Analyst Alana Bethea 2762Project Facilitator (RT3) Teya Phillips 2737

Paul Campbell 2735Title II Education Specialist Jertarius Cook 1798Federal Grant Specialists Brunetta Bolton 2757

Adrienne Johnson 2787LaDonna Jones 2725

Betty Jones 2714Janay Pulliam 2788

Sherri McEachern 2754Chadwick Robinson 2774

Administrative Assistants Avis Chester 2756Ryan Fisher 2768Korita Slaton 1797Dionka Jones 2730Eleshia Cash 2753

Victoria Wilson 2734Albertha Williams 2755

Special Programs Manager Peter Gaddis 2733

Data Analyst Title IIData Analyst Title I

Kianne Dawkins 2731Lacretia Tarver 2738


TITLE/ PROGRAM Name Phone

Assistant Superintendent forAdministrative Services Andrea Fairries-Moore 2727

Coordinator of Federal Grants Alain Love-Davis 2776

Federal Grants Fiscal Manager Sedric Smith 2742Financial Analyst Alana Bethea 2762

School Improvement Specialist Kanisa Williams 2703Project Facilitator Teya Phillips 2737

Federal Grants Specialists Brunetta Bolton 2757 Jertarius Cook 1798

Tondelaya Grissom 2787LaDonna Jones 2725

Donna Morris-McBride 2714Janay Pulliam 2788Chadwick Robinson 2774Mary Shepherd 2735

Administrative Assistants Avis Chester 2756 Ryan Fisher 2768

Ebony Johnson 1797Dionka Jones 2730VMarie Porter-Martin 2753Schjuana Watts 2712Albertha Williams 2755

Community Outreach SpecialistsTeam Lead Peter Gaddis 2733 Jason Allen

Pamela Baisden 2733 Maria Myers- Brown Sheila Cornelius

Leslie Davis 2759 Tameka Daniels

Dama Riles 2785Renee’ Shields 2754Eljeanita Thompson 2752

Data Analyst Kianne Dawkins 2731

Conference Room 2786

Administrative ServicesOffice of Federal Grants & Program Compliance

Staff Directory

FY’15 School AssignmentsFederal Grant Specialists/Family Engagement Specialists

Tondelaya Grissom802-2787

Joi Thompson 802-6559

Maria Myers-Brown802-6554

Douglass Cluster N. Atlanta Cluster

Brunetta Bolton 802-2757

Renee Shields 802-3820

Jason Allen 802-3686

Mays Cluster Jackson Cluster

Boyd Bolton Academy Adamsville Burgess-Peterson

Fain Garden Hills Miles Toomer

F.L. Stanton Rivers Beecher Hills Whitefoord

Grove Park Sutton Cascade Benteen

Woodson N. Atlanta Peyton Forest D.H. Stanton

Scott West Manor Dunbar

Towns Young Parkside

Usher Mays Coan

Harper-Archer King

Douglass Jackson

Janay Pulliam 802-2788

Dama Riles 802-7553

Carver Cluster Grady Cluster

Chadwick Robinson 802-2774

Tameeka Daniels 802-3676

Leslie Davis 802-3672

Therrell Cluster Washington Cluster

Slater Centennial Place Continental Colony Bethune

Thomasville Heights Hope-Hill Deerwood Academy Connally

Finch Inman Fickett Jones

Gideons Grady Kimberly Venetian Hills

Perkerson Crim Bunche Brown

Price Therrell STEMS Washington Banking

Sylvan Therrell Health Washington Health

Carver Arts Therrell Law Washington Early College

Carver Early College

Carver Health

LaDonna Jones 802-2725

Sheila Cornelius 802-3821

Charter Schools

Carver Tech Atlanta Charter Middle

Vacant

Pam Baisden 802-7572

S. Atlanta Cluster Atlanta Charter Drew Charter

Cleveland Avenue Forrest Hills

Dobbs CSK Middle Imagine Wesley

Heritage BEST Middle Kindezi

Humphries CSK High KIPP STRIVE

Hutchinson BEST High KIPP WAYS

Long Kennedy KIPP Atlanta Collegiate

S. Atlanta CAD KIPP Primary

S. Atlanta Health/Law

KIPP VISION

Peter Gaddis(Family Engagement Manager)

Alain Love-Davis(Coordinator of Federal Grants)


802-2733 802-2776


Elementary and Secondary Education Act(ESEA)

The Elementary and Secondary Education Act (ESEA) formerly known as the No Child Left Behind Act of 2001 (NCLB)

PurposeThe purpose of Title I, Part A is to ensure that all children have the opportunity to obtain a high quality education and reach proficiency on challenging state academic standards and assessments. Federal requirements are that all students (100%) will meet or exceed state standards in reading and mathematics within twelve years of the signing of the law or 2014. In order to move forward with State and local reforms designed to improve academic achievement and increase the quality of instruction for all students in a manner that was not originally contemplated by the No Child Left Behind Act of 2001 (NCLB), a State educational agency (SEA) may request flexibility, on its own behalf and on behalf of its LEAs, through waivers of ten provisions of the Elementary and Secondary Education Act of 1965 (ESEA) and their associated regulatory, administrative, and reporting requirements. As of March 30, 2012, Georgia was one of only 10 states to have been granted a waiver from No Child Left Behind (NCLB). Title I schools will now move from a needs improvement (NI) status based on adequately yearly progress (AYP) to a College and Career Ready Performance Index (CCRPI) –Priority, Focus, or Alert schools status. Using 2010 – 2011 school year assessment and graduation rate data, a percentage of Georgia schools have been identified as Priority, Focus, or Alert schools. These new school designations will provide all FLP stakeholders with a deeper understanding of what resources schools need in order to be successful in their efforts to prepare students to be college and career ready.

Beginning in the 2012-2013 school year, Local Educational Agencies (LEAs) will replace tutorial services currently conducted by Supplemental Educational Services (SES) providers with a state-designed Flexible Learning Program (FLP) for Priority and Focus school students. Each school will write a FLP plan based upon a comprehensive needs assessment of students at their school. FLP stakeholders will now have a deeper understanding of what resources schools need in order to be successful in their efforts to prepare students to be college and career ready. The Choice requirement under NCLB is no longer necessary and will be replaced by Intra-District Transfers mandating school choice opportunities within each Local Educational Agency. The Georgia ESEA Flexibility Waiver does not require Title I schools to offer SES or Public Schools Choice. Title I Priority and Focus Schools will be required to offer Flexible Learning Programs (FLP) in place of SES. FLPs will be extended learning programs tailored to the needs of individual schools with the ability to serve more students in need of additional support. Students from low-income families attending Title I Priority and Focus Schools are eligible to receive FLP services. All FLP interventions must be conducted for a period of three years in the LEA’s Title I Priority and Focus Schools.

Georgia Department of Education data also showed that less than 5% of eligible students took advantage of the public school choice option under ESEA. However, in 2009, Georgia introduced a state law which parents can still exercise called the Georgia’s Permissive School Transfer Option. This law provides an option for parents to request permissive transfers providing comparable options for parents and students. Parents that took advantage of public school choice under ESEA can still keep that option until the child reaches the highest grade level in the school, but school districts are no longer required to pay for transportation.


The Intradistrict transfer option allows a parent/guardian the option to request a transfer from the child’s assigned school to a school of the parent’s choice within the school zone/district in which the child resides.

Transfers will be granted to children, only if there is available classroom space at the school that the parent chooses to transfer their child.

Parent/guardians are responsible for the transportation to and from school if the Intradistrict transfer is granted.

Students who transferred under NCLB may stay until the highest grade level Georgia’s approved Flexibility Waiver allows, but does not require, districts to

continue to pay for NCLB Choice transportation.

Further, The Atlanta Public Schools has recommended and since been approved to operate according to a cluster model as opposed to the former four School Reform Teams and an Office of High Schools. There will be 10 clusters composed of dedicated elementary schools feeding into dedicated middle schools and ultimately into high schools. The expectation being that every school within every cluster will follow a rigorous curriculum and operate a more efficient and effective school system. All Title I designated Focus Schools and Priority Schools within each cluster will meet this expectation by offering a Flexible Learning Program.


Schoolwide Programs


SCHOOLWIDE PROGRAMS

The purpose of schoolwide Title I programs is to improve the entire educational program in a schoolwhich should result in improving the academic achievement of all students, particularly the lowestachieving students. The goal of such a program is to assist those students to demonstrate proficiency on academic standards.

A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on state academic achievement standards. This schoolwide reform strategy requires that schools:

Conduct a comprehensive needs assessment Identify and commit to specific goals and strategies that address those needs Create a comprehensive plan Conduct an annual review of the effectiveness of the schoolwide program and revise the plan annually or as necessary

Adopting this strategy should result in an ongoing, comprehensive plan for school improvement that is owned by the entire school community and tailored to its unique needs. Schoolwide programs are not required to identify specific students as eligible. They must supplement (enhance) rather than supplant (take the place of) the services participating students would receive if they were not participating in the schoolwide program.

To assist schoolwide program schools and local educational agencies meet their responsibility toprovide for all their students served under Title I, Part A the opportunity to meet the state’s challenging student academic achievement standards in subjects as determined by the state, each schoolwide program under this section shall create a plan to address the 18 components of a schoolwide program listed below, 10 of which are required:

1. A comprehensive needs assessment of the entire school which addresses all academic areas and other factors that may affect achievement.

2. Schoolwide reform strategies that are scientifically research based and:a.) Provide opportunities for all children in the school to meet or exceed Georgia’s

proficient and advanced levels of students’ performance.b.) Are based upon effective means of raising student achievement.c.) Use effective instructional methods that increase the quality and amount of learning

time.d.) Address the needs of all children, particularly targeted populations, and address how

the school will determine if such needs have been met and are consistent with improvement plans approved under Educate America Act.

3. Instruction by highly qualified professional staff.a.) Strategies to attract highly qualified teachers to high-needs schools.

4. Professional development for staff to enable all children in the school to meet performance standards.

5. Strategies to increase parental involvement.6. Plans for assisting preschool children in the transition from early childhood programs to local

elementary school programs.


7. Measures to include teachers in the decision regarding the use of assessment to provide information on, and to improve, the performance of individual students and the overall instructional program.

8. Coordination and integration of Federal, State, and local services and programs.

a.) List of State and local educational agency programs and other federal programs that will be included

b.) Description of how resources from Title I and other sources will be used.c.) Plan developed in coordination with other programs, including those under the

School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service Act of 1990.

9. Activities to ensure that students who experience difficulty mastering standards shall be provided with effective, timely assistance, which shall include:

a.) Measures to ensure that students’ difficulties are identified on a timely basis.b.) Periodic training for teachers in the identification of difficulties and appropriate

assistance for identified difficulties.c.) Teacher-parent conferences that detail what the school will do to help the student,

what he parents can do to help the student, and additional assistance available to the student at the school or in the community.

10. Description of how individual student assessment results and interpretation will be provided to parents.

11. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.

13. Provisions for public reporting of disaggregated data.14. Plan developed during a one year period, unless LEA, after considering the

recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program.

15. Plan developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if secondary).

16. Plan available to the LEA, parents, and the public.17. Plan translated to the extent feasible, into any language that a significant percentage of the

parents of participating students in the school speak as their primary language.18. Plan is subject to the school improvement provisions of Section 1116.

In addition, the school providing a schoolwide program must also evaluate their plan by reviewing, on an ongoing basis, the progress of all children. If necessary, the school must adjust their plan toprovide additional assistance such as an extended school year, before and after school programs,summer programs, and training for teachers on how to identify students requiring additional assistance and how to implement student achievement standards in the classroom.


Comprehensive Needs Assessment

Must be based on academic achievement data of all students including disaggregated student groups and Migratory students regarding the State’s academic standards.

Provide information on the subjects and skills for which teaching and learning need to be improved.

Identify specific academic needs of students and disaggregated student groups who are not achieving at proficiency.

Must be developed with the participation of individuals who conduct the schoolwide program.

Must be conducted annually. Must document how the school conducted the needs assessment.


Comprehensive Schoolwide Plan (SWP)

Must be developed by a school that operates a schoolwide program using the results of the comprehensive needs assessment.

Must describe how the school will improve academic achievement throughout the school, particularly for students who have not achieved proficiency.

Improve teaching and learning throughout the school. Develop in consultation with the LEA, its school support team or other technical

assistance providers. Describe how the school will conduct the needs assessment, develop the plan and

evaluate the results Describe how the school will use Title I funds and other resources. Include a list of State and local programs and other Federal programs that the school will

consolidate in the schoolwide program. Involve parents, community members, teachers, principals, Title I administrators, and if

appropriate, pupil services, personnel technical assistance providers, other school staff and students if the school is a secondary school.

Must be developed annually. Must be available to parents and the public. Must be understandable and in uniform format, including alternative formats upon

request. Must be provided in a language that the parents understand to the extent possible.

The comprehensive plan remains in effect for the duration of the school’s status as a schoolwide program.

Evaluation

The evaluation of the program should be conducted annually to determine the effectiveness of the program and revised annually or as necessary.


Targeted Assistance Programs


TARGETED ASSISTANCE PROGRAMS

In schools that are ineligible for a schoolwide program, the local LEA serving such schools may use Title I, Part A funds only for programs that provide services to eligible children identified as having the greatest need for special assistance. Schools must have a poverty rate of at least 35 percent. The eligible population for service is:

Children not older than age 21 who are entitled to a free public education through grade 12.

Children who are not yet at a grade level at which the LEA provides a free public education.

Eligible children are children identified by the school as failing, or most at risk of failing, to meet the Georgia Department of Education’s (GaDOE) challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the LEA and supplemental to the school. Multiple means more than one, so it would not be appropriate to base eligibility on the score from a single test. The term educationally related means that there must be an academic component to the criteria. The term objective means that the criteria must not be based on teacher judgment or other subjective means.

There must be separate multiple, educationally related, objective criteria for each core content area (English/language arts, reading, mathematics, science or social studies) being targeted. Point values must be assigned for each criterion and for each subject area being targeted. This will result in objective rank order lists of students by grade level/subject area to determine the priority order in which students will be served. Most often, this rank order list is completed in an Excel spreadsheet. The Excel spreadsheet allows the staff to quickly sort the group of students by rank order of points to identify students who are most at-risk for failure for each targeted subject area. The selection criteria must be clearly identified in each school’s targeted assistance plan.

These standards above do not apply, however, to children from preschool through the second grade. These younger students must be chosen solely on the basis of the judgment of the teacher, interviews with parents, and other developmentally appropriate measures. Pencil-and-paper tests are considered inappropriate for identifying young children. Children, who are economically disadvantaged, children with disabilities, migrant children, homeless children, or limited English proficient children are eligible for services under this part on the same basis as other children selected to receive services under this part. In general, the following children are eligible for services under Title I, Part A:

A child who, at any time in the two years preceding the year for which the determination is made, participated in a Head Start, Even Start, or early Reading First program, or in preschool services under Title I

A child who, at any time in the two years preceding the year for which the determination is made, received services under Title I, Part C, Education of Migratory Children

A child in a local institution for neglected or delinquent children and youth or a child attending a community day program for such children

A child who is homeless and attending any school served by the local educational agency

Targeted Assistance Program Requirements

Must participate in a one year planning process to upgrade the schools entire educational program

Must ensure that Title I funding is used solely to benefit targeted students Must use a multiple selection criteria and ranking procedure to identify TA students

Methods of Delivering Targeted Assistance Services

Students most at risk of failing to meet standards on state academic assessments are tutored in before and after school tutorials, in-class, limited pullouts, Saturday school, extended year and summer school. Highly qualified teachers tutor targeted students. The inclass model is used for small group or one-on-one instruction for low-performing students. Instruction is differentiated based on identified needs of individual students. Teachers must provide supplementary instruction for reinforcement. Paraprofessionals work under the direct supervision of a highly qualified teacher. Every effort is made to minimize use of the pullout model for instruction. Trained volunteers tutor individual and small groups of students under teacher supervision. Schools have established partnerships with community businesses, colleges and universities and other stakeholders. Title I funds are used to provide highly qualified teachers, tutors, instructional materials, bus transportation and other resources as needed for identified Title I TA students only.

Targeted Assistance Program Core Academic Instructional Strategies

Scientifically Based Research instructional strategies are implemented in schools. Teachers engage in ongoing professional development. Teachers plan and collaborate to ensure that best teaching practices are implemented in line with Georgia state standards. Effective instructional objectives at appropriate levels are communicated. Tutorial sessions are driven by the assessment data provided. A variety of assessment data is utilized to plan for instruction and monitor instructional effectiveness. Strategies to promote higher order thinking are implemented. Instruction is direct, guided, independent, differentiated and small group based.

Targeted Assistance Plan Components

Each targeted assistance school shall create a written plan to address the eight required components of a targeted assistance program as listed below:

1. Description of instructional strategies and programs which coordinate with and support the regular program:a. Grades and subject areas to be servedb. Instructional strategies to be used for non-identified Priority, Focus and Alert Schoolsc. Instructional strategies to be used with Priority, Focus and Alert Schoolsd. Scheduling models to be used

2. Description of the method by which children with the greatest need are selected:a. Pre K-2 multiple selection criteriab. 3-12 multiple selection criteriac. Copy of multiple, educationally related, objective criteria worksheet for each subject and

grade level of students being served

3. Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children as well as those who have participated in Head Start or Even Start or who received services from a neglected or delinquent institution during the previous two years.

4. Description of provisions for instruction by highly qualified staff and a description of strategies used to provide professional development opportunities to teachers and other individuals as appropriate.

5. Strategies planned to increase the level of parental involvement based on the LEA parental involvement policy. The school level parental involvement policy and parent compact should be attached to the targeted assistance plan.

6. Procedures to be used for coordination of Title I resources with other resources to enable children served to meet the state content standards and state student performance standards.

7. Process for reviewing the progress made by participating children, on an ongoing basis and the process for evaluation and revising the program as needed to provide additional assistance to enable these children to meet the state content standards and state student performance standards.

8. Procedures for annual assessment of students for meeting state and local expectations. The school providing targeted assistance must also evaluate their plan annually by reviewing, on an ongoing basis, the progress of participating children. If necessary, the school must adjust their plan to provide additional assistance such as extended school year, before and after school programs, summer programs, and training for teachers on how to identify students requiring additional assistance and how to implement student achievement standards in the classroom. Written documentation of such evaluation must be on file in the district Title I office.

High Quality Instruction and Expectations

Student eligibility forms for math and reading are completed for targeted students in rank order. K-2 and 3-12 grade levels are ranked separately and age appropriate assessments must be used. All schools and the district are accountable for student progress based on the content and academic achievement standards required by the state. Instruction to Targeted students is provided by highly qualified teachers. The curriculum requirements are the same for all students based on the State Standards. All students must meet state academic achievement standards. The school district maintains high standards and expectations for all students. Title I eligible students in Targeted Assistance Programs are subject to the same standards, assessments and accountability requirements as all other public schools.

Sample Educationally-Related Multiple Selection Criteria for Identification of Targeted Assistance Students

Georgia Criterion Reference Test (CRCT) Iowa Test of Basic Skills (ITBS) Math Assessments Report Cards Retention Teacher Recommendation Measures of Academic Progress (MAP) Parent Interviews Students Failing Reading/Math Scholastic Reading Inventory Benchmark Assessments

Georgia Department of Education

TARGETED ASSISTANCE CHECKLIST FOR USE BY LOCAL EDUCATIONAL AGENCY (LEA) COORDINATOR

AND GEORGIA DEPARTMENT OF EDUCATION TITLE I EDUCATION PROGRAM SPECIALISTS

MET NOT MET

1. Description of instructional strategies and programs which coordinate with and support the regular program.

a. Grades and subject areas to be servedb. Instructional strategies to be usedc. Scheduling models to be usedd. Supplemental instructional activitiese. Any educational field trip used as an instructional strategy

must include documentation to support that the trip is aligned to the comprehensive needs assessment found in the targeted assistance plan and must be connected to the support of assisting students to achieve proficiency or advanced status in relation to the State Academic content standards. Documentation must be provided during the budget approval process. Required based on FY12 US ED monitoring.

f. Flexible Learning Program plan that addresses Priority, Focus and/or Alert Schools.

2. Description of the method by which children with the greatest need are selected.a. Pre K–2 multiple selection criteriab. 3-12 multiple selection criteriac. Copy of Multiple, educationally related, objective criteria

worksheet for each subject and grade level of students being served, including Priority, Focus and/or Alert schools, if applicable.

3. Description of provisions made to serve all eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children, as well as, those who have participated in Head Start or Even Start or who received services from a neglected or delinquent institution during the previous two years.

SCHOOL:

LEA:

MET NOT MET

4. Description of provisions for instruction by highly qualified staff and a description of strategies used to provide professional development opportunities to teachers and other individuals as appropriate.

5. Strategies planned to increase the level of parental involvement based on the LEA parental involvement policy. The school level parent involvement policy and parent compact should be attached to the targeted assistance plan.

6. Procedures to be used for coordination of Title I resources with other resources to enable children served to meet the State content standards and State student performance standards.

7. Process for reviewing the progress made by participating children, on an ongoing basis and the process for evaluating and revising the program as needed to provide additional assistance to enable these children to meet the State content standards and State student performance standards.

8. Procedures for annual assessment of students for meeting state and local expectations.

Comments: ____________________________________________________________________________________________________

________________________________________________________ ______________________Principal’s Signature Date

________________________________________________________ ______________________Title I Coordinator’s Signature Date

Title I, Part A Targeted Assistance Schools

Targeted Assistance Equipment Use Plan

All participating Title I Targeted Assistance Schools along with the Office of Federal Grants and Program Compliance determines that the equipment is reasonable and necessary to effectively operate its Part A program. When Title I equipment is used, adequate records are maintained to justify use and documentation of use by the specified targeted population. Only Title I eligible Targeted Assistance students are entitled to use the equipment. Title I Targeted Assistance schools will ensure that only Title I eligible students will use Title I purchased equipment in a locked location and allowing the Title I purchased equipment to be checked out by the Title I designee. The Title I Equipment Checkout log will document that only Title I Eligible students use the Title I purchased equipment. The Title I Federal Grants Specialist maintains records at the central office and the Site Administrator maintains a copy of the records at the school.

The Office of Federal Grants and the Office of Program Compliance requests a semi-annual inventory of Title I equipment. The Site Administrator takes an annual inventory of equipment which has to be verified with his/her signature. Copies of inventories are forwarded to the Title I Federal Grant Specialist in the Office of Federal Grants and Program Compliance during the first semester and/or second semester of each school year. The Title I Federal Grant Specialist will validate the equipment inventory at each site. The following information is provided in the inventory of Title I property.

Description of the Item Acquisition Cost Date of Purchase Vendor Serial Number Location of Property Funding Source

Inventorying and Disposition

When the equipment is not needed in the program for the reason for which it was purchased, not needed elsewhere in the program, or if property is no longer functional, the site administrator then contacts the Office of Federal Grants and Program Compliance for removal. The Office of Federal Grants and Program Compliance follows the procedures for removal of equipment as outlined in the Atlanta Public Schools Internal Fixed Assets Control Guide.

Charter Schools

CHARTER SCHOOLS

Charter schools are public schools governed by nonprofit boards. They operate through a performance-based contract with the district. The Atlanta Public Schools Board of Education approved the district’s first charter school in 1999. There are currently eighteen charter schools operating in the district.

Title I allocations are provided to all eligible Charter Schools under contract with the Atlanta Public Schools district. The Title I accountability requirements apply to Charter Schools in the same manner as traditional public schools.

Charter Schools that receive Title I funds are required to use the same operational guidelines and procedures for the expenditure of Title I funds, with the exception of a few areas. In areas of exceptionalities, the Title I Charter Reimbursement Form must be submitted along with supporting receipts/documentation. The assigned Federal Grant Specialist in the Office of Federal Grants and Program Compliance will provide technical assistance and support to schools on the reimbursement process. Charter schools operate through a performance-based contract with the district. Atlanta Public Schools authorizes charter schools in order to increase educational options for the children and parents of Atlanta.

Charters are allowed to waive specific portions of state education law in return for greater accountability. This means that they have greater flexibility in terms of their programming. This flexibility may result in smaller class sizes, longer school days, longer school years, themed programming emphasizing math and science, the arts, foreign languages and cultures or many other possible programs. Greater accountability means that charter schools are expected to set and meet high academic and other performance goals.

Written Procedures for Title I Expenditure Requests

1. School submits personnel recommendation form for all employees to be paid by Title I funding at the beginning of the school year.

2. School follows its local board/approving authority hiring process.

3. After work is completed and payments made, required payroll documentation is submitted along with the expense check request (Reimbursement Request Form) to LEA on a monthly basis.

4. Payments will be submitted to local school using object code 321.

5. All non-salary expenditure requests (i.e. materials and supplies, books, software and technology) are to be entered into the LEA’s Lawson system or purchase requisition forms with the exception of travel related expenditures and parent refreshments.

6. A Reimbursement Request Form and supporting documentation should be submitted for all travel related expenditures (i.e., educational conferences), parent refreshments, consultant contracts and teacher stipends.

New or Significantly Expanding Charter Schools

The purpose of Public Law 107-110, Section 5206, Federal Formula Allocation during First Year and for Successive Enrollment Expansions, and its accompanying regulation (34 CFR Part 76, Subpart H), is to ensure that charter schools that are new or significantly expanding their enrollment receive the full amount of federal funds to which they are entitled within five months of the opening or significant expansion.

Neither the law nor the United States Department of Education provides a specific definition for the term, significantly expanding, as it relates to the enrollment figures at charter schools and the required adjustment in allocation of federal funds for same. According to guidance received during the recent federal programs monitoring of the GaDOE Charter School Department, this definition is left to the individual states to develop and implement.

Through coordinated efforts between the Title I Department and the Charter School Department, it is proposed that the following definition for the term, significantly expanding, be adopted.

In order for a charter school in the state of Georgia to meet qualifications for staus as a significantly expanding school, a charter school must meet at least one of the following:

Projected enrollment growth must exceed 33% of the previous year’s October FTE-1 enrollment

Expansion of more than one grade level as outlined in a predetermined program growth design in the charter school approved charter or a newly approved charter school amendment

Charter Schools that meet the qualifications for significant expansion outlined above will receive an adjusted Title I allocation after the enrollment report of the October FTE-1 and the Free/Reduced Lunch reports of the new fiscal year have been successfully verified.

Charter schools that are experiencing enrollment growth, but do not meet either qualifications described above will be funded on the previous October FTE-1 and state Free/Reduced Lunch figures, as it is done with all other Georgia public school/systems.

APS Charter Schools

Atlanta Classical Academy 3260 Northside DriveAtlanta, GA 30305Dr. Terrence Moore, Principal

Atlanta Neighborhood Charter Elementary School (Non Title I)Grades K-5688 Grant Street SEAtlanta, GA 30315404-624-6226 phone404-624-9093 faxMs. Lara Zelski, Prinicpal

Atlanta Neighborhood Charter Middle SchoolGrades 6-8820 Essie Avenue SEAtlanta, GA 30316678-904-0051 phone678-904-0052 faxMs. Cathey Goodgame, Principal

Charles R. Drew Charter SchoolGrades PreK -5301 East Lake Blvd.Atlanta, GA 30317404-687-0001 phone404-687-0480 faxMs. Barbara Preuss, PrincipalMr. Don Doran, Lead Principal

Charles R. Drew Middle/High SchoolGrades 6-10225 James P. Brawley DriveAtlanta, GA 30314Mr. Gregory Leaphart, Middle School PrincipalMr. Peter McKnight, High School PrincipalMr. Don Doran, Lead Principal

Intown Academy Charter SchoolGrades K-8386 Pine StreetAtlanta, GA 30308404-892-7733 phone404-870-0086 faxMr. Gene Dunn, Principal

The Kindezi SchoolGrades K-61890 Detroit Ave, NWAtlanta, GA 30314404-671-4900 phone404-671-4901 faxMs. Hyla Hardwick-Penn, Principal

KIPP Atlanta Collegiate AcademyGrades 9-1298 Anderson Avenue NWAtlanta, GA 30314-1820404-326-4858 phone404-574-5129 faxMr. David Howland, Principal

KIPP STRIVE AcademyGrades 5-81444 Lucile, Ave.,SWAtlanta, GA 30310404-753-1530 phone404-753-1532 faxMs. Christy Harris, Principal

KIPP STRIVE PrimaryGrade K-2144 Lucile, Ave, SW Atlanta, GA 30310 404-753-1530 phone 404-753-1532 faxMr. Mi’Nima Shaheed, Principal

KIPP Vision Academy Charter SchoolGrades 5-8660 McWilliams Road SE Atlanta, GA 30315 404-537-5252 phone 404-671-4882 faxMr. Steven Jones, Principal

KIPP Vision Primary Charter SchoolGrades K-1660 McWilliams Road, SEAtlanta, GA 30315404-537-5252 phone404-671-4882 faxMs. Wheda Carletos, Principal

Start-Up Charters

KIPP West Atlanta Young Scholars (WAYS) AcademyGrades 5-880 Joseph E. Lowery Boulevard, NW Atlanta, GA 30314404 475-1941 phone404 475-1946 faxMr. Dwight Ho-Sang, Principal

KIPP Ways Primary 350 Temple Street NWAtlanta GA, 30314404-475-1941 phoneTandie Tyler, Principal

Latin AcademyGrade 6-81442 Metropolitan Pkwy, SWAtlanta, GA 30310404-753-4050phoneMr. Chris Clemons, Principal

Wesley International AcademyGrades K-81049 Custer Avenue SE Atlanta, GA 30316 678-904-9137 phone 678-904-9138 faxMr. Duke Bradley, Principal

Westside Academy Charter SchoolGrades K-21903 Drew DriveAtlanta, GA 30318404-228-9678 phoneMr. Peter Settlemeyer, Principal

Centennial Place 531 Luckie Street Atlanta GA, 30313404-802-8550 phone Alison Shelton, Principal

Start-Up Charters Conversion Charter

Private Schools

PRIVATE SCHOOLS

The Office of Federal Grants and Program Compliance consults with the private school official to ensure that all private school students are correctly identified for participation in a Title I Targeted Assistance program. The following procedures should be in place:

To be eligible for Title I services, a private school child must reside in a participating school attendance area and must meet the requirements of the Atlanta Public Schools District’s multiple educationally related and objective criteria.

A grade appropriate referral form should be completed for every student who lives in the city of the Atlanta Public School District. The information from the Title I Multiple Selection Criteria Checklist is used to list students in rank order by total points from highest to lowest on the Title I Reading and Math Eligibility Ranking Roster. Students are rank ordered by total points with the highest score first.

If a private school student is homeless, or in the two preceding years has participated in Head Start, Even Start, Early Reading First, a Title I preschool program, or a Title I Migrant Education program, the student is identified as eligible and is listed first on the ranking roster. The rank order is verified by district personnel before services begin.

Procedures for Evaluating the Title I Program Serving Eligible Private School Students

The APS Private School Coordinator and private school officials meet and agree on a student academic achievement standard to be used to determine whether or not the Title I program for the private school students is successful.

Both the APS Private School Coordinator and the private school officials will agree on the assessment to be used to measure achievement. APS expects success to show that 80 percent of the assessed students, have achieved a proficient or better score. If less than 80 percent of the students receive a proficient or better score, both parties agree that the Title I program design needs to be reconsidered and modifications made.

The APS Private School Coordinator and the private school officials will review the assessment results together and based on the percentage of students scoring at the proficient level or higher, determine the next steps to improve the program or to ensure the program’s continued success.

The annual evaluation of the program will use the following assessments to measure the progress of the private school students participating in the Title I program:

Kindergarten students – Kindergarten checklist Grades 1-2 reading students – Merrill Linguistics Reading Series Test or Iowa Test of

Basic Skills (ITBS) Grades 1-2 math students – Mathematics in Action Math Series Test or Iowa Test of

Basic Skills Grades 3-8 reading and math students – Iowa Test of Basic Skills

The results of the assessment will be the primary resource used to plan the following school year’s instructional program, professional development, and parent involvement programs.

In addition to reviewing the overall percentage of students failing, passing with proficient scores, and passing with advances scores, the APS Private School Coordinator and the private school officials will review the skill sets and achievement of participating students within these sets. Lack of significant student achievement will indicate a need to redesign the program, improve particular program elements, or strengthen professional development and parent involvement activities.

Title I Private School Program TimelineThe Title I private school program is designed for children who are at risk of failing to meet the State’s student academic achievement standards or other more appropriate standards for

private school Title I students as determined in consultation. Consultation consists of planning discussions between Atlanta Public Schools and private school officials. Additionally, consultation provides a genuine opportunity for all parties to express their views and to have those views considered. Successful consultation establishes positive and productive working relationships.

The consultation process for Title I private schools is conducted over a two year period. This period has two phases:

1. Phase I: Planning Year – October thru July2. Phase II: Programming Year – August thru July

Returning schools are involved in overlapping phases during the fiscal year. During the year, schools plan for the upcoming fiscal year’s program in addition to implementing and evaluating the current fiscal year’s services.

Timeline by Phase and Month

August/September – (Program Year)Atlanta Public Schools begins Title I services for private schools students identified the previous spring as participants and provide private school officials with students’ names, services to be provided, and names of the Title I teachers. APS obtains a list of newly enrolled students who meet eligibility criteria and consult with private school officials on how new students might be accommodated in the program. APS initiates parent involvement and professional learning activities based on the previous spring’s consultation, hosts Title I parent meetings and reviews criteria to be used for evaluation of the effectiveness of the Title I program including the areas of academics, parent involvement, and professional learning.

October / November / December / January / February / March – (Program Year)APS monitors the private school program by: meeting with the private school officials and Title I teachers periodically to determine if the program is operating smoothly and effectively; making ongoing adjustments to ensure students’ needs are being met, monitoring implementation of the parent involvement and professional learning components of the program; ensuring conferences are occurring between the Title I teacher and the private school teacher and the parent(s) of the participating students; conducting Title I teacher observations periodically to verify effectiveness of teaching skills and instruction.April – (Program Year)Gather documentation to evaluate the effectiveness of the Title I program based on criteria established for the current year program in areas of academic, parent involvement and professional learning.

June – (Program Year)Evaluate program. Attach the following private school documentation to the Consolidated Application no later than June 30th: Affirmation of Consultation, Affirmation of Equitable Services and evaluation of the Title I Private school program.

October – (Planning Year)Letters are sent to private schools by certified mail with return receipt, inviting them to participate in the Title I program. APS must contact private school officials with children who reside in the district boundaries regardless of private school location. The letter must include the date, time and place of the consultation meeting. All return receipts are kept to verify that contact was made. The notice about the Migrant Education Program is also included in the letter.

November – (Planning Year)

APS holds 1st group consultation meeting for next fiscal year’s program. At the meeting, the timeline and consultation process are reviewed. A calendar and procedures for collecting poverty data are established. Eligibility and multiple educationally-related objective criteria to identify students are determined. Evaluation of program and the Private School’s Right to Complain are discussed.

December – (Planning Year)The Private School Title I Participation Form is returned by the private schools that want to participate in the program. Private schools begin collecting poverty data.

January – (Planning Year)Private schools complete the collection poverty data and return the Family Income Eligibility Form.

February – (Planning Year)Private schools evaluate and rank eligible students and return the Atlanta Public Schools’ Title I Referral Forms.

March – (Planning Year)APS holds 2nd group consultation meeting to continue the discussion on how the program will be evaluated – what standards and assessment will be used, what annual progress and what percentage of participants must meet the progress in order for the program to be effective, what criteria will be used to measure the effectiveness of the parent involvement and the criteria that will be used to measure the effectiveness of professional learning.

April/May – (Planning Year)Consult with each private school individually to continue the discussion on the implementation of the program. Also remind private schools about the Migrant Education Program.

June – (Planning Year)APS holds 3rd group consultation meeting to finalize the designs of the Title I programs. This meetings addresses and the delivery of services to the eligible students, the activities for parents of participating students, and a reminder of the Migrant Education Program.

July – (Planning Year)Hire needed staff for private schools.

Flexible Learning PlanFLP

FLEXIBLE LEARNING PROGRAM (FLP)

The purpose of the Flexible Learning Program (FLP) is to assist schools in delivering quality tutorial services to eligible students at Priority & Focus schools. FLP allows school districts greater flexibility in designing an extended learning program tailored to meet the needs of the school to serve students requiring additional academic intervention.

s FLP is an alternative supplemental academic intervention that is required for Priority and Focus Schools.

s Supplemental FLP services may be provided during the school day using extended learning time before/after school, on Saturdays, during intercessions, or during the summer.

s Students from low-income families attending Title I Priority and Focus Schools are eligible to receive FLP services.

s Local Educational Agencies (LEAs) are required to submit a FLP plan for each identified school.

Developing a Flexible Learning Program

Once a school has been identified as Priority or Focus and is not designated as a SIG or Race to the Top school, a Flexible Learning Program (FLP) must be offered. Prior to offering a FLP, a plan must be developed. Steps to developing a Flexible Learning Plan are as follows:

Review Flexible Learning Plan Components Complete Flexible Learning Plan Ten Components Submit the Flexible Learning Plan (10 Components) to the Federal Grant Specialist Federal Grant Specialist submits reviewed plan to GADOE for approval GADOE provides approval Implement the Flexible Learning Program Tutorial

Tips for completing the Flexible Learning Plans

1. Using school level disaggregated data, identify and explain the areas of need that will be addressed by the FLEXIBLE LEARNING PLAN offered at each school: Core content area(s) Subgroup(s) Graduation rate(s) SLDS Note: The LEA must identify the measurable performance goals and outcomes to be met.

Provide actual scores for each of the subject areas that lead to the decision on the subject areas to serve. GADOE must ensure the U.S. Department of Education that we have in some way reviewed your data to support the decision made by the district to serve students in a particular area. Providing a short synopsis of the data will provide the detail needed to support the decision.

Make statements to support goal decisions. The LEA must support that the goal is realistic (not too low and not too high).

2. Describe the multiple educationally related selection criteria by core content area served and the weighting that will be applied to the criteria per school to determine the rank order list of eligible students by greatest academic need. There must be one list of students for each subject area and grade level that shows how each

student performed on the multiple selection criteria with the weights for each criteria and the total number of points that any one student may earn.

Be very specific when defining what the selection criterion means and include each criterion for the rank order of students.

The selection criteria must be academic, not IQ assessments. The response to this question is a description of the multiple selection criteria used to determine

rank order and services for identified students. However, the actual documentation of multiple selection criteria and rank order lists must be kept on file for monitoring purposes. The rank order list should match the list of students served.

3. Describe the scientifically research based strategies that the LEA will implement to ensure that supplemental academic intervention time is designed to support students meeting academic performance goals. Clearly link the scientific strategies to the identified areas of need. The actual model of instruction should be

described in #4. Provide a description of the programs used. Reader may not be familiar with the program used. Clearly indicate how strategies used during FLP are different than strategies being used during the school

day.

4. Describe the program delivery model that the LEA/school will implement. The description must address the delivery schedule (when, where, how), hours of service, student/instructor ratios, progress monitoring, plans to address program modifications when applicable, transportation services, etc. Is the LEA/school and its’ FLEXIBLE LEARNING PLAN program in compliance with Title I laws and regulations? Be specific regarding the delivery schedule. Address all elements as requested above. Must be

very clear as to how the FLP delivery model is supplemental and that there is sufficient time allowed to achieve sustainable results.

5. Describe the professional development (PD) that the LEA will provide for the FLEXIBLE LEARNING PLAN instructional staff/contractor to ensure that: Instruction is tailored to the needs of participating students. Instructional strategies are effective in

helping at-risk students achieve success. Professional development specific, unique to learners in the FLP, and provided to the instructional

staff in the FLP, not the entire faculty. This professional learning must be related to instruction only. The training, provided as part of the FLP, must be above and beyond what the LEA is required to

offer otherwise there will be a supplanting issue.

6. Describe the procedures the LEA will implement to ensure that the instructional goals of the FLEXIBLE LEARNING PLAN students are aligned with the Common Core Georgia Performance Standards. Procedures are processes in an activity that generally include timelines and identify persons

responsible for monitoring the implementation of the procedures. Address how these procedures will be documented.

How will the LEA ensure that the goals are aligned to the CCGPS? What documents will the district maintain to support the alignment?

7. Describe the procedures that the LEA will implement to maximize the enrollment and attendance of the students with the greatest need for the FLEXIBLE LEARNING PLAN? Describe how the LEA will encourage enrollment.

Describe how the LEA will encourage parents and students to not opt out so that enrollment is maximized.

8. Describe the procedures the LEA/school will use to monitor the implementation of the program and the tracking of all required data (assessment, program cost, etc.). The procedures must include the person(s) responsible for monitoring the implementation of the FLEXIBLE LEARNING PLAN in the LEA’s schools. Procedures are defined as a document written to support a process. Procedures are designed to

describe who, what, where, when, and why by means of establishing accountability in support of the implementation of the process.

Describe who will be responsible and how the data be tracked? What types of documentation will be kept to support the monitoring of the implementation? The

procedures must include the person(s) responsible for monitoring the implementation of the FLP plan in the LEA’s schools.

What tools will be used? (Checklists, observation notes etc.)

9. Describe the internal controls that the LEA will implement to promote efficiency, ensure the fidelity of the implementation of the LEA’s FLEXIBLE LEARNING PLAN program, and to safeguard assets and/or avoid fraud, waste, and abuse. Address internal controls that promote efficiency, ensure the fidelity of implementation, and how the

staff in the district is trained on these. How will the LEA ensure the program is being implemented with fidelity? Checklists? Observations?

Describe process and documentation used. Address safeguard of assets and/or avoid fraud, waste, and abuse specifically in regard to approval

of expenditures made with Title I, Part A funds.

10. LEAs are required to evaluate outcomes of their Flexible Learning Plan interventions. Describe the LEA’s evaluation plan. The evaluation plan must address program goals, program effectiveness, measurement instruments, administration, and include an analysis for each school implementing FLEXIBLE LEARNING PLAN program implemented in the LEA:

a. List and describe the effectiveness target(s) or overall quantifiable goal(s) of the program. (What are the measureable outcomes that the intervention is designed to improve?) Be sure to state goals in measurable terms. 80% of students will…. Include the subject area being addressed in the goal.

b. List and describe the assessment instrument(s) that will be used to measure each program target/goal. Describe pre and post assessments. How will the LEA design these assessments when there

is more than one instructor in the FLP program? How will the LEA ensure the reliability and validity of these tests?

c. Include a plan/procedure(s) for administering assessment instruments and for collecting and maintaining data. A timeline for assessments must be provided. How will the LEA/school maintain student assessment information to ensure confidentiality?

d. Include the LEA’s/school’s data analysis plan. (How will the LEA/school determine program effectiveness based on the program goals and measurement instruments listed above? What percentage of students showing adequate or above understanding will indicate success? How will the district determine success?

e. Include a description of the procedures that the LEA/school will implement to collect, analyze, and report participant feedback. Procedures should include how data is collected and analyzed and how the district will report

aggregate results, including any surveys conducted. f. Describe the LEA’s/school’s plan for informing parents/guardians of participating students’

progress toward the student’s academic goals.

Address how each parent of participating students will be informed of on-going progress. What? When? How?

g. Describe the LEA’s/school’s plan for informing stakeholders regarding results of the program evaluation, effectiveness of the program, and ongoing program improvement(s). The LEA must address how stakeholders will be informed of results of the effectiveness of the

program and program improvement. Stakeholders must be informed in multiple ways.

ESEA Flexibility Waiver Information

As of March 30, 2012, Georgia was one of only 10 states to have been granted a waiver from No Child Left Behind (NCLB). Title I schools will now move from a needs improvement (NI) status based on adequately yearly progress (AYP) to a CCRPI - Priority, Focus, or Alert schools status. Using 2010 – 2011 school year assessment and graduation rate data, a percentage of Georgia schools have been identified as Priority, Focus, or Alert schools. These new school designations will provide all FLP stakeholders with a deeper understanding of what resources schools need in order to be successful in their efforts to prepare students to be college and career ready. Beginning in the 2012-2013 school year, local educational agencies (LEAs) will replace tutorial services currently conducted by supplemental educational services (SES) providers with a state-designed Flexible Learning Program (FLP) for Priority and Focus school students. Each school will write a FLP plan based upon a comprehensive needs assessment of students at their school. FLP stakeholders will now have a deeper understanding of what resources schools need in order to be successful in their efforts to prepare students to be college and career ready. The Choice requirement under NCLB is no longer necessary and will be replaced by Intra-District Transfers mandating school choice opportunities within each Local Educational Agency.

The Georgia ESEA Flexibility Waiver does not require Title I schools to offer SES or public school choice. Title I Priority and Focus Schools will be required to offer Flexible Learning Programs (FLP) in place of SES. FLPs will be extended learning programs tailored to the needs of individual schools with the ability to serve more students in need of additional support. Students from low-income families attending Title I Priority and Focus Schools are eligible to receive FLP services. All FLP interventions must be conducted for a period of three years in the LEA’s Title I Priority and Focus Schools.

Georgia Department of Education data also showed that less than 5% of eligible students took advantage of the public school choice option under ESEA. However, in 2009, Georgia introduced a state law which parents can still exercise called the Georgia’s Permissive School Transfer Option. This law provides an option for parents to request permissive transfers providing comparable options for parents and students. Parents who had children opt for public school choice under ESEA can still keep that option until the child reaches the highest grade level in the school but school districts are no longer required to pay for transportation.

Students who transferred under NCLB school stay until highest grade level pay for NCLB Choice transportation.

The Intradistrict Transfer option allows a parent/guardian the option to request a transfer from the child’s assigned school, to a school of the parent’s choice within the school zone/district in which the child resides.

Transfers will be granted to children, only if there is available classroom space at the school that the parent chooses to transfer their child.

Parent/guardians are responsible for the transportation to and from school if the Intradistrict Transfer is granted.

Further, The Atlanta Public Schools has recommended, and since been approved, to operate according to a cluster model as opposed to our former four School Reform Teams and an Office of High Schools. There will be 10 clusters composed of dedicated elementary schools feeding into dedicated middle schools and ultimately into high schools. The expectation being that every school within every cluster will follow a rigorous curriculum and operate a more efficient and effective school system. All Title I designated Focus Schools and Priority Schools within each cluster will meet this expectation by offering a Flexible Learning Plan.

Priority Schools-Title I Students Eligibility—5 percent of Title I Schools –Lowest Achieving Title I SchoolsPriority Schools will be identified every three years and the identified school will be served for 3 years through a Flexible Learning Program (FLP) support interventions. These Title I schools are among the lowest five percent of Title I schools in the state based on the achievement of the All Students group in terms of proficiency on the statewide assessments and has demonstrated a lack of progress on those assessments over a number of years in the All Students group; are a Title I-participating or Title I-eligible high school with a graduation rate less than 60 percent over a number of years; or a Tier I or Tier II school under the School Improvement Grants (SIG) program that is using SIG funds to implement a school intervention model years.

Focus Schools-Title I Student Eligibility-- 10 percent of Title I SchoolsFocus Schools will be identified every three years and the identified school will be served for 3 years through Flexible Learning Program (FLP) support interventions. These schools are Title I participating high schools with a graduation rate less than 60 percent over two years; or Title I school that has the largest within-school gaps between the highest-achieving subgroup or subgroups and the lowest-achieving subgroup or subgroups, or at the high school level, has the largest within-school gaps in graduation rates (within-school-gaps Focus School).

Title I Alert Schools Based on 9 ESEA Subgroups-- (does not include Priority Schools or Focus Schools). Title I, Alert Schools will be identified annually. These schools are both Title I and non-Title I schools that fall into one of the three following categories using ESEA disaggregated subgroups or subject performance on both statewide assessments and graduation rate: Graduation Alert, Subgroup Alert or Subject Alert.

School Improvement GrantSIG

School Improvement Grant (SIG)

School Improvement Grants (SIG), authorized under section 1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (Title I or ESEA), are grants to State educational agencies (SEAs) that SEAs use to make competitive sub grants to local educational agencies (LEAs) that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to raise substantially the achievement of students in their lowest-performing schools. Per the Center for Innovation and Improvement, Section 1003(g) of the Elementary and Secondary Education Act provides for the U.S. Secretary of Education to allocate funds to SEAs for the purpose of school improvement. Within the regulations and guidelines established by the Secretary, each SEA administers grants to LEAs to “enable the lowest-achieving schools” to meet accountability requirements. In 2009 the U.S. Department of Education announced a dramatic increase in the funds that would be provided to SEAs under section 1003(g) while issuing program requirements that charged the SEAs with channeling the funds to LEAs for the “persistently lowest-achieving schools” to support rapid improvement through four intervention models:

Turnaround model: The LEA replaces the principal and rehires no more than 50% of the staff; gives greater principal autonomy; implements other prescribed and recommended strategies.Restart model: The LEA converts or closes and reopens a school under a charter school operator, charter management organization, or education management organization.School closure: The LEA closes the school and enrolls the students in other schools in the LEA that are higher achieving.Transformation model: The LEA replaces the principal (except in specified situations); implements a rigorous staff evaluation and development system; institutes comprehensive instructional reform; increases learning time and applies community-oriented school strategies; and provides greater operational flexibility and support for the school.

Each SEA is directed to identify its “persistently lowest-achieving” schools. LEAs that include these schools then apply to the SEA to receive School Improvement Grants and determine which of the four models fits best in each of their lowest-achieving schools. While the LEAs must apply one of the four intervention models in schools defined as “persistently lowest-achieving,” once the SEA has allocated resources for its “persistently lowest-achieving schools,” according to the federal requirements, the SEA will use the remaining School Improvement Grant funds for LEAs to apply differentiated interventions and supports to improve other Title I schools in improvement, corrective action, or restructuring.

In identifying the lowest-achieving schools, the SEA arranges the schools into three tiers, each tier representing a level of priority for the SIG funds. In determining which applicant LEAs receive grants, the SEA takes into account the number of low-performing schools in the LEA, the tiers these schools occupy, and the LEA’s capacity to effectively implement the models and strategies outlined in the SIG application. There are three tiers of schools that are identified as lowest achieving, in priority order for assistance through School Improvement Grants.

Schools the LEA must identify:

Tier I: Title I schools in improvement, corrective action, or restructuring that are identified by the SEA as “persistently lowest-achieving”

Tier II: Secondary schools that are eligible for, but do not receive, Title I-Part A funds and are identified by the SEA as “persistently lowest-achieving”

Tier III: Title I schools in improvement, corrective action, or restructuring that are not Tier I schools.

Schools the LEA may identify:

Tier I: Title I eligible elementary schools that are no higher achieving than the highest-achieving school that meets the criteria of “persistently lowest-achieving schools” in the “must identify” category above and that are in the bottom 20% of all schools in the State based on proficiency rates

Tier II: Title I eligible secondary schools that are (1) no higher achieving than the highest-achieving school that meets the criteria of “persistently lowest-achieving schools” in the “must identify” category above or (2) high schools that have had a graduation rate of less than 60 percent over a number of years and that are in the bottom 20% of all schools in the State based on proficiency rates

Tier III: Title I eligible schools that do not meet the requirements to be in Tier I or Tier II and that are in the bottom 20% of all schools in the State based on proficiency rates

Supplement Not Supplant

SUPPLEMENT NOT SUPPLANT

A local educational agency (LEA) may use Title I funds only to supplement and, to the extent practical, increase the level of funds that would, in the absence of Title I funds, be made available from non-federal sources for the education of students participating in Title I programs. In no case may Title I funds be used to supplant (i.e. take the place of) state or local funds.

It is a violation of the supplement, not supplant requirement if an LEA distributes regular state and local funds in a way that discriminates against students in a Title I school.

LEAs found to be in violation of the supplement, not supplant requirements in the Elementary and Secondary Education Act of 1965 (ESEA) will be required to return all Title I funds used to supplant the LEA’s Title I budget.

Expenditure Requests

Lawson Requisitions $3,000 and over

All expenditures $3,000 and over must be entered into Lawson from the school site. All Expendable Equipment/Computers (printers, computers, overhead projectors, poster makers) and certain technology and software, regardless of the amount, must be entered into Lawson utilizing the authorized 26-digit program account numbers listed in the Program Account Numbers Section.

Purchase Card-Requisitions under $3,000

Items under $3,000.00 should be purchased utilizing the P-Card. To order items via the P-Card, complete the following steps:

Fill out the Office of Federal Grants and Program Compliance Purchase Requisition Form completely, including unit price and amount.

Indicate the name, address, telephone and fax numbers of the vendor. Indicate the school/department name, room number, building address and specify the

teacher name and grade/subject for shipment. Write the name of the Fund on the purchase requisition (Title I, Title II, School

Improvement, Reward Schools), Program (Instruction, Pupil Services) and Sub-program (Materials and supplies, books other than text).

Write the 26-digit account number in the “Special Instructions” section. Add 10% shipping and handling to all orders. If the shipping and handling is free, write “Free

Shipping and Handling” on the purchase requisition. If the rate is more or less than 10%, use the known rate.

All of the above information must be included on the purchase requisition form or it will be returned.

Refer to the Program Account Numbers Section for a listing of the 26-digit program account numbers.

Allowable Purchase Card Expenses - The following items may be purchased:

Unallowable Expenses

The following items cannot be purchased with Title I funds. These expenses are only a relative sample of unallowable purchases. If you are unsure if an expense is allowable, contact your Federal Grants Specialist for guidance.

Any items for the Athletic program, Band/Music, Arts, ROTC

Instruction Professional Development Parent Involvement Educational kits Educational videos Consumable workbooks

InstructionalMaterials and Supplies

Classroom Libraries Non-Consumable

Workbooks Periodicals E-books

Instruction Parental Involvement Professional Development

Periodicals and Books Other Than Textbooks

Printing

RTI, SST, Behavior, Classroom Management

Bullying

Award recognition activities including trophies, plaques and certificates, incentives

Student advisement sessions

Musical compact discs or movie passes

Organizational memberships, honor cords

Clothing, personal gifts, housewares, clocks, bicycles, watches, furniture

Decorations and Banquets

Personal Items

Field Trips

Student Agendas

Transportation for college tours and scholarship fairs

Shredders, fax machines, desk organizers/calendars, planners, student agendas, bulletin board materials, storage containers or bins

Personalized items (school name or school mascot)

Professional Development

PROFESSIONAL DEVELOPMENT

Before Stipend Requests for Professional Development

Submit the package of information listed below to your Executive Director for signature, after which the documents should be forwarded to the Office of Federal Grants and Program Compliance(OFGPC), 30 days prior to planned professional development.

Prior approval is required or payment will not be rendered.

In-Service Workshop One Time Payment Form (67011) : List all participants and their Lawson ID numbers. Submit separate 67011 forms for teachers and paraprofessionals. The principal’s signature is required.

Agenda date and time (account for each hour of the session) Title I Professional Development Rationale Scope of Services Form Submit to Executive Director’s office for signature Submit to OFGPC

Upon approval in the Office of Federal Grants and Program Compliance, your assigned Federal Grant Specialist will return the approved documents to you to keep until the professional development session(s) has been completed. Keep in mind that participants receive stipends only if this activity occurs after school hours.

After the Professional Development Session(s)

Submit the following package of information listed below to the Office of Federal Grants andProgram Compliance:

The approved In-Service Workshop One Time Payment Form (67011) Scope of Services Form Excel Spreadsheet listing the School, Lawson number, number of hours per day and p

er week, and the submission date. Sign-in Roster (Include teacher or paraprofessional name, date, time in, time out) Agenda (date and time/account for each hour of the session)

Allowable Unallowable

Instructional for core content areas Planning activities, Leadership

Skill development Food or snacks for sessions

Following the completion of the professional development sessions, review the 67011 formand the excel spreadsheet that lists the names of all participants to receive stipends. Draw aline through the names of persons who did not participate. Remember, names may bedeleted but not added at this point. Email the revised Excel spreadsheet to your payrollspecialist.

Submit a copy of the revised 67011 forms and Excel spreadsheet to your assigned Federal Grant Specialist.

Guidelines for payment of Professional Development Stipends:

Position Hourly Rate Daily Maximum AmountTeacher/Instructional Coach Stipend $25.00 per hour $150/day Paraprofessional Stipend $10.00 per hour $100/dayFacilitator’s Stipend $35.00 per hour $210/day

Principals, Assistant Principals, Academic Leaders, and Clerical Staff are not paid stipends for professional development.

Stipend pay is for staff members receiving or facilitating professional development outside of his/her regular scheduled work hours.

CONSULTING CONTRACTS Principals may negotiate a consultant contract for non-APS employed personnel. All requisitions for services must be entered on a Lawson requisition.

Background Check APS requires that all employees (full-time, part-time, temporary) and contractors working at an APS site or providing services to APS students must be fingerprinted by APS and cleared through APS’ background check process before they begin providing services to APS. The cost of fingerprinting is $44.25 per individual and is the responsibility of the contractor. Any failure to comply with this requirement constitutes a breach of this Agreement.

The following items should be submitted to your Regional Executive Director for signature and forwarded to your Federal Grants Specialist in the Office of Federal Grants and Program Compliance for approval at least 60 days before the expected service date.

• Independent Contractor Agreement with Attachment “A”. A Request for Contract Review/Contract Profile Cover Sheet should be attached to the contract. Please note there is additional information needed for retired APS personnel. (For a current copy of the Independent Contractor Agreement, please visit the Atlanta Public Schools website. Click Departments, click Purchasing, and click Procurement Services Manual.)

• Curriculum & Instruction Contract Review Cover Page and OFGPC Vendor/Contract Approval Form

• Vendor Registration Form

• Contracts for more than $2,001.00 require the Solicitation of four (4) Quotes. (For more information, please visit the Atlanta Public Schools website) Click Departments, click Purchasing, and click Procurement Services Manual).

• Any contractor over $25,000 must be solicited. Contact the Procurement Department.

Once the contract is approved in the Office of Federal Grants and Program Compliance, it is routed through the proper approval flow. All consulting contracts must comply with the bid requirements of Board Policy DJEA. Under no circumstances is a contract official until the Superintendent or his designee grants final approval. Once final approval is granted, the Lawson requisition is processed and a purchase order will be issued by the Procurement Officer and sent to the contractor/vendor. Notification via “Process Flow” will be sent to the requestor once the purchase order is generated.

Vendor Payment

A vendor must submit an invoice on personal letterhead containing the following information:

Invoice Date Invoice Number Vendor Number, Name and Address Purchase Order Number Description of Service Date of Service Amount Charged Total Amount Due

Send the original to Accounts Payable. Accounts Payable will forward the invoice to the Budget Center Manager for verification and signature. To obtain the current version of contract documents, please contact the Purchasing Department.

The contractor/vendor should not begin services before receiving a completed, approved contract and purchase order.

Technology, Printing and Postage

TECHNOLOGY

Technology purchases must be entered into Lawson from the school site. All Expendable Equipment/Computers(printers, computers, projectors, poster makers), technology and software, regardless of the amount, must be entered in Lawson utilizing the authorized 26-digit program account numbers listed in the Program Account Numbers Section.

Expendable equipment: graphing calculators, VCRs, DVD players, nooks, document cameras, tablets, ipads, ereaders, Kindles, Kindle Fire, flip cameras, digital timers, remote printers, flash drives.

Expendable Equipment Computers: computers, laptops, printers, disk drives, smartboards, interactive white boards, mimio pads, mobile laptop carts, mobile ipad carts, nook charging carts, scanners, word processors, buzzer systems.

The new process to purchase IT hardware (laptops, desktops, monitors & other accompanying accessories) from PROSYS Information Systems (Vendor # 26394) is now open.

Please contact Olufemi Aina, Director, IT Service delivery at [email protected] for general questions or concerns

PRINTINGOutside Vendor Procurement

Obtain four (4) quotes from vendors on approved vendor list. Complete a purchase requisition with a detailed description of the order and amount. Forward the form to the Office of Federal Grants and Program Compliance for approval. If the amount is more than $3,000 the purchase requisition must be entered into Lawson

for processing. Submit sample of items to be printed to your Federal Grants Specialist for approval.

PostagePostage will be purchased for Parent Involvement activities only. A P-card requisition must be submitted to your Federal Grant Specialist along with a rationale and a copy of the parent involvement activity prior to purchase.

mailto:[email protected]

Title I Paid Employees

PART-TIME EMPLOYEES

Atlanta Public Schools’ part-time positions funded out of Title I funds are Teacher Tutors, Paraprofessional Tutors, and Parent Liaisons.

Listed below is the process to hire tutors for traditional schools: Submit tutorial proposal 4 weeks in advance Once approved by OFGPC, enter Taleo request Taleo request start date must have a two-week window before start date

o Tutorials can take place before/after school, Saturday and during the summero Part-time tutors can be employed during the school day to provide services

Tutors cannot start prior to Human Resources approval/notification Tutors must be Highly-Qualified Students must sign in and sign out on Student Tutorial Log Teachers must sign in and sign out on Teacher Tutorial Log Submit teacher tutorial and student tutorial logs monthly to your Federal Grant

Specialist.

Only certified personnel may work as teacher tutors. TRS retirees working as hourly employees may only work a maximum of 18 hours per week. In addition, submit a copy of the teacher’s certification documentation to your Federal Grant Specialist. Non-traditional schools must submit personnel recommendations to your Federal Grant Specialist.

Directions for Entering Taleo Requisitions

1. Complete the E-Share requisition for employing hourly employees on the TALEO system under Career Connections. Taleo requisitions should be submitted at least four weeks before the employee is scheduled to report to work. Work with representatives from Position Control to identify the position number prior to submitting the Taleo requisition. Complete all information requested and verify the requisition information on the summary page. The fund account number, position number, number of hours worked per week and the beginning and ending work dates must be accurate. This information will determine the amount of funds encumbered from the Title I budget for each position.

2. Once the requisition has been created, you may view the status of approvals. The approval path for hourly requisitions is as follows:

Federal Grant Specialist HR Information Specialist Grants Budget

3. Work hours of part-time staff must not exceed 29 hours per week for APS Employees. Part-time staff cannot work overtime. All E-Share requisitions must be approved before any part-time staff begins work. Do not allow persons to report to work until E-Share notification of approval from Human Resources has been received.

Hourly rates for part-time employees are as follows:

Teacher tutor $29.24 per hourPara-tutor $13.24 per hourParent Liaison $13.24 per hour(Schools may submit a written rationale to request hiring more than one Parent Liaison. Ratio for hiring Parent Liaisons is 1 per every 150 students.)

For any employee who works prior to approval, the hiring manager will be responsible for payment from another funding source.

Paraprofessional tutors must be current full-time paraprofessionals employed by the district. All paraprofessionals must meet the highly qualified eligibility requirements of the ESEA. Paraprofessional tutors may be hired to serve as instructional support in the before and after school programs only. Paraprofessionals must work in conjunction with a certified teacher in the same classroom at all times. The hourly rate for paraprofessionals listed on the Title I budget is Step 1 on the paraprofessional salary schedule.

Termination of Hourly Employment

Immediately following the employee’s last day of duty, notify the assigned Federal Grant Specialist in the Office of Federal Grants and Program Compliance that the employee has been terminated. E-mail your Strategic Director to notify them of the employee’s termination and effective date. HR will complete the termination process in Lawson upon receipt of the e-mail notification.

Periodic Certification

PERIODIC CERTIFICATION

Collection Process

Periodic certification forms should be completed for all full-time and part-time district personnel that are paid 100% with Title I and Title II funds at traditional, private and charter schools. These forms are collected semi-annually, once per semester, and must be signed by the supervisor having firsthand knowledge of the work performed by the employee. The OFGPC will collect periodic certification forms for the following central office and school-based positions that are paid 100% by Title I or Title II funds. These positions include, but are not limited to:

Teacher Instructional Coach Paraprofessional Central Office Title I/ Title II Staff Parent Liaisons

Traditional Schools/Charter Schools

The dates referenced on the form should include a beginning and ending date of employment for the first semester (July - December). The beginning and ending date of employment for the second semester (January - June) should also be referenced. All completed forms must be returned to the Office of Federal Grants and Program Compliance. A copy of each form is maintained by the OFGPC, as well as in the school’s file as part of their documentation requirements for Title I and Title II.

Monitoring Process

Personnel in the Office of Federal Grants and Program Compliance will monitor the completion and collection of Title I Periodic Certification forms. Each Federal Grant Specialist is responsible for overseeing the timely collection and review of the certification forms for their assigned group of schools and/or central office staff. The monitoring process includes the following responsibilities:

Collecting and reviewing the Periodic Certification Forms for assigned schools/department. Verifying the accuracy of information by matching staff names and positions with the

school’s and district federal budget. Working with schools and/or Human Resources to correct any discrepancies in

staffing information and to verify highly qualified status. Visiting schools/departments to monitor and confirm that federally funded staff

members are performing duties consistent with federal guidelines. Notifying the Director of any staffing irregularities so that the appropriate corrective

action is taken.

Travel

Office of Federal Grants and Program ComplianceTravel Procedures for 2014-2015

Process for Verifying Your Title I Budget

Each school will receive its budget balance log monthly from their Federal Grant Specialist. Please check your Title I budget balance log for available funds before submitting travel authorization requests.

Travel

A travel authorization form must be submitted 30 (local) or 45 (out-of-town) days prior to travel, please include the following:

Complete Vendor Registration Form to obtain vendor# Complete the APS Travel Card Request and Agreement Form (if applicable) Complete the Travel Authorization Form and attach the following:

o Title I Educational Meeting Rationale Form (correlation to the school’s Comprehensive Needs Assessment)

o Copy of the Flight Informationo Conference Agenda with session descriptiono Lodging informationo Registration information

Forward the Travel Authorization Activation Form & Attachments to the Executive Director for approval

Request the Executive Director to approve the Travel Authorization Form and send form with attachments to the Federal Grant Specialist. Schools will be notified of approval via email.

Travelers must make their own travel arrangements and pay expenses approved on the Travel Authorization Form with the district issued travel card.

Travel cards will only be uploaded for registration cost, flight cost (if applicable) lodging, parking fees, and transportation cost (i.e. taxi and shuttle).

Food cannot be charged to APS Travel card. Traveler will be required to pay for food up front and will only be reimbursed for food at the per diem rate per meal. Traveler should determine per diem rates prior to traveling by visiting www.gsa.gov .

Traveler must submit detailed/itemized original receipts for allowable expenditures to be paid.

Meal Times for APS travel is below:

Breakfast 12:01 AM 10:30 AMLunch 10:31 AM 4:00 PMDinner 4:01 PM 12:00 AM

http://www.gsa.gov/

Important Travel Considerations- All travelers should be made aware of the following:

Travel Card usage is governed by the APS Travel and Expense Procedures (updated March 2014) and any additional requirements necessary for compliance with Title I regulations. Failure to adhere to these guidelines and regulations will result in disciplinary action such as, but not limited to, the loss of travel card, suspension, or termination of employment.

Any unauthorized or ineligible purchases must be reimbursed by the traveler.

The following process has been developed based on guidelines provided through the Atlanta Public Schools Managed Travel Program. Travel requests are broken into two categories: Local Registration and Out of Town Travel. The procedures for Local Registration and Out of Town Travel are listed below:

Allowable Travel Expenses

The following is a list of expenses that must be listed and approved on the TravelAuthorization Activation Form . Travelers are reminded that the dates for all expensesshould fall within the approved travel days.

Registration Fees: Please note that registration fees should not exceed $800.

Per Diem: Refer to the GSA website: http://www.gsa.gov/portal/category/21287 for per diemrates of individual cities. To claim breakfast, traveler must leave residence before 6:30 a.m. andto claim dinner traveler must arrive at residence after 7:30 p.m. NOTE: In addition toadhering to per diem amounts, itemized receipts are required for all meals. You must adhere to both in-state and out of state regulations when using Title I funds. Please stapleall receipts to a piece of paper when submitting them to prevent receipts from beinglost in transport.

Mileage Rate: GSA mileage rate for transportation by car is .56. MapQuest documentation is requiredfor all mileage reported. If a traveler drives to a location versus utilizing an airline for travel, justification may be required for one way mileage exceeding 300 miles. If additional employees travel within the same car, only the employee/vehicle owner can claim mileage.

Lodging: The per night rate including taxes and fees must not exceed $250.00, thenumber of nights must not exceed the number of approved travel dates, and they must coincide with the conference dates.

Ground Transportation: All transportation must be requested on the Travel Authorization

http://www.gsa.gov/portal/category/21287

Activation Form. Remember to request and keep track of your receipts. Excessive orunjustifiable amounts will not be reimbursed. Ground transportation includes cab/shuttleservices to and from the airport; and cab/shuttle services to and from the conference siteonly. Cab/shuttle services to and from restaurants or other places will not be allowed.

Airline: Coach airfare must not exceed $500.00. Exceptions must be pre-approved by theOffice of Federal Grants and Program Compliance.

Airport Parking: Days must not exceed the number of approved travel days.

Baggage Fees: 1 bag per traveler is allowed. Additional costs for oversize and/oroverweight bags are the responsibility of the traveler.

Miscellaneous Costs: Any additional justifiable costs must be identified, requestedand approved on the Travel Authorization Activation Form.

Reference: www.gsa.gov . http//:www.gsa.gov/portal/category/21287

Unallowable Expenses

Membership Dues Fitness Center Fees Excessive expenditures that exceed the amount requested Room service fees Delivery charges Travel Agency fees Online travel sites Tips/Gratuities Personal Telephone calls Unapproved Purchases or Miscellaneous Items Hotel movie fees Alcoholic beverages Internet access fees

http://www.gsa.gov/

Unauthorized airline charge fees Valet parking fees Meals and mileage within 50 miles of our work place Unauthorized car rentals and fuel Items considered incidentals Per diem receipts (Itemized food receipts are required) Excess baggage fees Ticket change fees

Estimate travel expenses on the Travel Authorization form very carefully. Requests for additional expenses not included on the Travel form may not be approved. Do not spend any personal funds before receiving final approval for the travel from the Office of Federal Grants and Program Compliance.

Title I Paid Travel

Out of Town Travel

A Travel Authorization form must be submitted 45 days prior to travel date. Please include the following:

Complete Vendor Registration Form to obtain vendor # (must have vendor # to proceed).

Complete the APS Travel Card Request and Agreement Form (if applicable). Complete Title I Travel Authorization Form including accounting numbers for both Out of

Town Travel and Registration and attach the following:o Title I Professional Rationale Form (must correlate to the school’s Comprehensive

Needs Assessment) o Copy of the flight information o Conference Agenda with session descriptionso Lodging informationo Registration information

Forward the Travel Authorization Activation Form and attachments to the Regional Executive Director for approval.

Request that the Regional Executive Director approves and forwards the Travel Authorization Form with attachments to the OFGPC (Schools will be notified of approval via email).

Travelers must make their own travel arrangements and pay expenses approved on the Travel Authorization Activation Form with the district issued card.

Out of Town Travel Return:

Submit travel expense forms within 5 days of completion of travel. Complete a Travel and Expense Report including the principal’s signature. Attach original itemized receipts to a sheet of paper for all allowable expenses. Forward originals directly to the OFGPC. Keep a copy of all forms for your records.

Local Travel Registration

Local registration travel is within a 50 mile radius. Travel Authorization form must be submitted 30 days prior to travel date. Please include the following:

Verify that conference vendor accepts P-Card payments prior to beginning registration process.

Complete Vendor Registration Form to obtain vendor # (must have vendor # to proceed). Complete the Local Registration form Complete the Title I Professional Development Rationale form(must correlate to the

school’s Comprehensive Needs Assessment) Forward the Local Registration form and attachments to the Regional Executive Director

for approval. Request that the Regional Executive Director approves and forwards the Local

Registration Form with attachments to the OFGPC for final approval. Assigned Federal Grant Specialist will utilize Title I school P-Card to pay for registration Assigned Federal Grant Specialist will e-mail registration payment confirmation and

additional documentation to traveler, if applicable.

Local Travel Registration Return:

Submit travel expense forms within 5 days of completion of travel. Complete a Travel and Expense Report including all required signatures. Submit a copy of certificate of attendance/participation from conference or a copy of your

name badge. Attach original itemized receipts to a sheet of paper for all allowable expenses.

Forward originals directly to the OFGPC.

Keep a copy of all forms for your records.

Trip Cancellations

If the trip is cancelled for any reason after the airline ticket, hotel, or registration fees have been purchased, the traveler must contact the Federal Grant Specialist immediately. The traveler may have to reimburse the cost of non-refundable service(s) to APS. If the trip is cancelled, the traveler must complete the following:

Complete the Travel and Expense Report for all expenses. Attach a copy of the approved Travel Authorization Activation form. Submit the actual check/money order for all non-refundable expenses made payable to

Atlanta Public Schools to your assigned Federal Grant Specialist. Submit the Travel Expense Report with attachments to the Office of Federal Grants and

Program Compliance.

Reminder: Submit the actual check/money order to your Federal Grant Specialist.

Travel FormsTo access updated travel forms, follow the steps below:

Go to the Lawson website at https://e-aps.apsk12.org/lawson/portal/ Enter your user ID (Lawson ID number). Enter your password (password is the same as your network ID password). Go to “Employee Resources” on the homepage and scroll down to “Travel Resource” All forms and procedures are listed under Travel Policies, Policies, Procedures, and Forms

Transportation for Tutorials

Process for submitting a request for APS Buses:

Complete the TD-100 Form and Tutorial Proposal Form Submit TD-100 at least 4 weeks prior to activity Obtain Principal’s and Regional Executive Director’s signature Forward to your Federal Grant Specialist at the Office of Federal Grants and Program

Compliance Title I Director will sign the TD-100 Form Federal Grant Specialist will forward the request to the Transportation Department

https://e-aps.apsk12.org/lawson/portal/

Marta Breeze Cards

All requests for MARTA Breeze Cards must be entered into Lawson from the school site at least four (4) weeks prior to the activity.

MARTA Breeze Cards are to be used ONLY for after school, Saturday, and summer tutorials. Only one-way Marta Breeze Cards can be purchased with Title I funds. A list of students receiving tutorial services and a tutorial proposal form must be submitted to the Office of Federal Grants and Program Compliance prior to entry into Lawson. Student sign-in sheets must also be maintained and submitted monthly. It is recommended that MARTA Breeze Cards be ordered as needed.

Parental Involvement

PARENTAL INVOLVEMENT POLICIES/PLANS

Local Educational Agency (LEA) and Schools

Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) has strengthened and expanded the requirements for involving all parents of Title I students in the decision making process as it relates to student achievement. These requirements assist with ensuring parent consultation, participation, involvement, and information sharing within the Title I program by explicitly requiring the local educational agency (LEA) and schools to develop a written parental involvement policy/plan.

The policy/plan defines the coordination, technical assistance, and other support necessary to assist participating schools in planning and implementing effective parental involvement activities, trainings,and workshops to improve academic achievement and school performance. The LEA, school, parents, and community stakeholders must jointly develop and agree upon the policy/plan that shall describe the means for carrying out the Title l Part, A requirements. The policy/plan must then be distributed to parents of participating children and made available to the local community. Furthermore, it must ensure that strong strategies are in place to:

Build the capacity to involve parents in an effective partnership with the school Share and support high student academic achievement

The LEA and school policy/plan is the foundation for home, school, and community partnerships that should set forth the expectations for parental involvement activities and describe how those activities will be implemented and evaluated to assure adequate and meaningful involvement. The policies/plans should be specific and address the full range of family and student needs that impact learning and, to the extent practicable, include the needs of limited English proficient (LEP), migratory, and disabled students.

PARENTAL INVOLVEMENT ANNUAL NOTIFICATIONS

All Title I schools must conduct parental involvement initiatives related to each school’s academic goals in the School-wide/School Improvement Plan. The School/Parent Compact must be updated for every student each year. The School/Parent Compact must be signed by three people: the teacher, the parent, and the student. A signature and date line for the principal, teacher, parent, and student must also be included.

The Parent Involvement Policy must be updated yearly. If your school serves students whose parents speak a language other than English, all communications should be translated into the appropriate language.

Each school (Principal and/or Title I Contact) will develop and maintain two notebooks: one for the school’s permanent Title I documentation and the second one to be given to the Family Engagement Specialist (FES) for their cluster. The FES will file the notebook in the Central Office for auditing purposes. The documents will be monitored by the FES, the Georgia Department of Education, and Federal monitors for compliance with Federal law.

Annual Notifications and Participation

Every school year there must be adherence to required parent notification and participation requirements by Title I, Part A. Information that must be sent to parents includes the following:

Georgia’s ESEAWaiver Status

Non-Highly Qualified Teacher Placement

Teacher and Paraprofessional

Qualifications

Parents Right to Provide

Input on the Parental Involvement Budget, Policy, Compact, and

Planning Activities

Flexible LearningProgram

Intra-District Transfers

Parents “Right to Know”Information

Timeline of Required Actions, Parental Involvement Events and Checkpoint Reviews

The timeline below provides an overview of the actions that will occur throughout the school year to ensure compliance with Title I guidelines. All Title I schools are required to adhere to the following:

Requirement Due Date District/School Actions Steps

Revision ofSchool-Level

Parental Involvement Policy

August 2014 –October 2014

and April 2015

Conduct a parent meeting to review and revise the school’s Parental Involvement Policy using the School–Level Parental Involvement Policy Checklist.

Make sure the School–Level Parental Involvement Policy Checklist is completed in its entirety by checking (Met, Not Met, or NA); add any notes or comments, if applicable.

Invite the Local School Council (LSC) Parent Engagement Committee at your school to review and make recommendations to the school’s Parental Involvement Policy using the School–Level Parental Involvement Policy Checklist.

NOTE: Revision of the school’s Parental Involvement Policy should take place in the spring semester of the previous school year. Conducting a meeting in August provides the school an opportunity to get the required parental input before distributing the policy to parents, if a spring parent meeting did not occur.

Revision and Collectionof

School-Parent Compacts

August 2014 – April 2015(On-going)

Conduct a parent meeting to review and revise the School-Parent Compact using the School-Parent Compact Checklist.

Invite the Local School Council (LSC) Parent Engagement Committee at your school to review and make recommendations to the School-Parent Compact using the School-Parent Compact Checklist.

Make sure the School-Parent Compact Checklist is completed in its entirety by checking (Met, Not Met, or NA); add any notes or comments, if applicable.

Strive to collect 100% of the School-Parent Compacts.

Confirm all returned School-Parent Compacts contain three (3) signatures and dates.(Teacher, Parent, Student and Principal)

Tabulate the number of signed School-Parent Compacts received (monthly) per grade level.

NOTE: Revision of the School-Parent Compact should take place in the Spring semester of the previous school year. Conducting a meeting in August provides the school an opportunity to get the required parental input before distributing the compact to parents, if a spring parent meeting did not occur.

Requirement Due Date District/School Action Steps

Distribution ofSchool-Level

Parental Involvement Policy&

School-Parent Compact

August 2014 –May 2015(Ongoing)

Distribute revised Parental Involvement Policy and the School-Parent Compacts to parents.

Create a statement documenting how the Parental Involvement Policy and the School-Parent Compacts were distributed to parents through multiple means, such as:

o Annual Title I Meetingo Emailo Front Officeo In Registration Packets as new students enrollo Newsletter/News articleo Other Title I Parent Meetings & School Eventso Parent Resource Centero Student/Parent Handbooko Website

Maintain the meeting notices, agendas, sign-in sheets, and feedback forms from each meeting.

September

District-wideParent Liaisons

Technical AssistanceSeptember 2014

Office of Federal Grants and Program Compliance (OFGPC) conducts Parent Liaison Beginning of the Year Technical Assistance training.

Parent Activities/Building for Capacity September 2014

Parent Liaison at each school ensures all workshops and activities are linked to academics.

Maintain the notices, agendas, sign-in sheets, and feedback forms from each meeting and/or workshop.

DistributeDistrict-Level Parental

Involvement Policy

September 2014 –

May 2015(Ongoing)

Distribute District-Level Parental Involvement Policy to parents.

Maintain evidence that schools distributed to parents through multiple means of distribution such as:

o Annual Title I Meetingso Emailso Front Officeo Other Title I Parent Meetingso Parent Resource Centero Website

Parent LiaisonsTechnical Assistance September 2014

Family Engagement Specialists will: o Visit cluster schools to conduct Title I observations.o Conduct Parent Liaison training and workshops.o Review Title I documentation using monthly checkpoints.

School EnrollmentSeptember 2014

– April 2015(On-going)

Confirm school enrollment to compute percentage of School-Parent Compacts on file.


Assurance Document Sign and return

bySeptember 2014

Principals should sign an assurance document prepared by the Office of Federal Grants and Program Compliance (OFGPC) affirming that the following documents were sent to parents:

o Georgia’s ESEA Waiver Statuso School Improvement Statuso Intra-district Transferso Flexible Learning Program (FLP), if applicableo Teacher & Paraprofessional Qualifications/Right to

Know lettero Highly Qualified Teachers

Annual Title I Meeting September 2014- October 2014

Conduct the Annual Title I meeting, which must include:

o Sign-in sheets.

o Detailed agendas that should cover discussion of the following:

Distribution of School-Parent Compacts & School Parental Involvement Policy

Flexible Learning Plan (if applicable) Georgia’s ESEA Waiver Status Highly Qualified Teacher/ Non-Highly Qualified

Teachers Overview of Title I Budget and Programs Parent Survey Results for 2013-2014 and the

Plan of Action for 2014-2015 Parental Rights/”Right to Know” Teacher and Paraprofessional Qualifications

School Enrollment September 2014(on-going)

Confirm school enrollment to compute percentage of School-Parent Compacts on file (on-going)

October

Parent Activities/Building for Capacity October 2014



Parent LiaisonsTechnical Assistance October 2014

Family Engagement Specialists will:o Visit Cluster schools to conduct Title I observations.o Conduct Parent Liaison training and workshops.o Review Title I documentation using monthly checkpoints.


November

Parent Activities/Building for Capacity November 2014



Parent Liaisons Technical Assistance November 2014

Family Engagement Specialists will: o Visit cluster schools to conduct Title I observations. o Conduct Parent Liaison training and workshops.o Review Title I documentation using monthly

checkpoints.

OFGPC Audit Checkpoint #1Peer Review November 2014

Compliance Documentation ESEA Parent Right-to-Know Letters (FLP & SIG) Highly Qualified Teachers/Paraprofessional Annual Title Meetings Compact Review Meetings Copies of signed Compacts (samples) Parental Involvement Policy Review Meetings Evidence of distribution of Parental Involvement Policy,

Compact and District Parental Involvement Policy Evidence of Title I Survey/results (first quarter)

December

Parent Activities/Building for Capacity December 2014



Parent Liaisons Technical Assistance December 2014


checkpoints.

OFGPC Audit Checkpoint #2Peer Review December 2014

Compact Notebooks Copies of signed Compacts (samples)

January

Parent LiaisonsTechnical Assistance January 2015


checkpoints.

Required Building Capacity Workshops (a minimum of three)

State content standard workshop ( Common Core, grade level/report cards nights and CRCT)

Academic workshops featuring make and take (Literacy,

February

Parent Activities/Building for Capacity February 2015



Parent Liaisons Technical Assistance February 2015

Family Engagement Specialists will: o Visit cluster schools to conduct Title I

observations. o Conduct Parent Liaison training and workshops.o Review Title I documentation using monthly

checkpoints.

OFGPC Audit Checkpoint #4Peer Review February 2015

Model Notebook/ Compact Notebook are due.

March

Parent Activities/Building for Capacity March 2015



Parent Liaisons Technical Assistance March 2015

Family Engagement Specialists will: o Visit cluster schools to conduct Title I observations. o Conduct Parent Liaison training and workshops.oReview Title I documentation using monthly

checkpoints.

School Level Parent Survey

March or April 2015

Conduct a parent survey to prepare for 2014-2015.

Collect and analyze data from survey results to determine the effectiveness of policies and practices.

Parental Involvement Documentation March 2015

Submit the Parent Involvement Documentation Notebookand all School-Parent Compacts to Family Engagement Specialist by March 28, 2014.

NOTE: Due date subject to change based on audit schedule.

OFGPC Audit Checkpoint #5Peer Review

March 2015

Required Building Capacity Workshops (a minimum of three)

State content standard workshop ( Common Core, grade level/report cards nights and CRCT)

Academic workshops featuring make and take (Literacy, Math, Curriculum Night, Parent Portal, Technology)

Staff Professional Development ( Parent-Teacher conference, Parent Liaison/Parent lead workshops with school personnel)

Transitional Workshops (Head Start, Pre-K, feeder schools)

Parent Communication/ Parent Trainings in a language for parents to understand for all stakeholders (flyer, agenda, sign-in sheets and evaluations)

Non-academic workshops ( budgeting, volunteering, open house parent resource center, additional informational workshops)

April

Distribute District Level Parent Survey

April 2015

Conduct a parent survey to prepare for the 2014-2015 school year.

Collect and analyze data from survey results to determine the effectiveness of policies and practices.


Title I Parent/School Connection

MeetingApril 2015

Conduct a Title I Informational meeting which must include sign-in sheets and detailed agenda

The agenda should include opportunities for parent feedback on the following:o Consolidated LEA Improvement Plan (CLIP)o District Parent Surveyo Flexible Learning Plan (FLP)o Revisions of School’s Parent Involvement Policy

for the Upcoming School Yearo Revisions to the School-Parent Compact for

Upcoming School Yearo School Improvement Plano School Level Parental Involvement Survey Resultso School-wide or Targeted Assistance Plano Title I Budget

Parent Activities/Building for Capacity April 2015



Parent LiaisonsTechnical Assistance April 2015

Family Engagement Specialists will: o Visit cluster schools to conduct Title I observations. o Conduct Parent Liaison training and workshops.o Review Title I documentation using monthly checkpoints.

OFGPC Audit Checkpoint #6Peer Review April 2015 Title I Family Engagement Notebooks are due.

May

Parent Activities/Building for Capacity May 2015



End of Year Parent LiaisonsTechnical Assistance May 2015

Family Engagement Specialists will: o Visit cluster schools to conduct Title I observations. o Conduct Parent Liaison training and workshops.o Review Title I documentation using monthly checkpoints.

End of Year Title IReview and Recommendations

Forum

May 2015

Coordinate/conduct a review of the April Parent Connection meeting to consolidate all feedback and recommendations from parent survey results, feedback forms and evaluations.

Use this meeting to report the consolidated summary and submit recommendations for the next school year’s School wide Plan, School Improvement Plan, Title I programs, CLIP, FLP and parent activities.

Parent Meeting Refreshments

Parent Involvement Refreshment should be served during the breakfast, lunch and dinner hours for parent workshops and meetings that focus on improving student academic achievement. Light fare includes snacks such as cookies, fruit, chips, crackers, vegetable trays, and juice/punch. It does not include meals/dinners such as spaghetti, chicken, and salads. Advanced funds for food must be spent only on food, paper plates, cups, napkins and cutlery. Decorations cannot be purchased with federal funds. Requisitions should not exceed $250.00 per request.

Before the Activities:

Submit a copy of the agenda to the Federal Grants Specialist for approval.Note: Funds will not be approved for advance food purchases.

Complete the APS Check Request Form.

Enter the check request in Lawson

Attach the completed Parent

Refreshment Reconciliation Form

Confirm receipts do not exceed the advanced amount

Mail all information to the Office of Federal Grants and

Program Compliance no later than seven (7) days

after the activity

Attach a copy of the agenda or program and the

sign-in sheet from the activity

Attach original itemized receipts for expenditures to a

blank sheet of paper (Receipts must be signed by

purchaser and principal)

Identify all items that are not preprinted

Do not submit receipts that

contain personal items

Property Inventory

Title I, Part A - LEA Equipment Procedures

The purpose of Title I, Part A funds is to enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the challenging state content standards and to meet the challenging state performance standards developed for all children. The law provides many flexibilities and opportunities for local educational agencies (LEAs) and schools to meet the purpose of Title I, Part A. In schoolwide programs, the LEA may use Title I, Part A funds for any activities that are part of the schoolwide program plan. Any equipment purchased with Title I, Part A funds must be reasonable and necessary to implement a properly designed program for Title I, Part A participants.

In Targeted Assistance (TA) schools; however, only those students served in the TA program and only the TA teacher or teacher(s) who teach the TA students are entitled to the use of the equipment. Documentation of use by the targeted population should be reviewed by the Principal and/or Title I contact. The TA Equipment Checkout Log should be used to document that only Title I targeted students use the Title I purchased equipment.

When Title I equipment is procured with federal funds, adequate records must be maintained to confirm proper use. Title I equipment is meant to supplement and not supplant. Each principal must have a plan for the protection of school property from fire, vandalism, theft and misuse. There must be a check-out process for the use of equipment. Items such as, VCRs, TVs, camcorders, laptops, digital cameras, printers, etc. are traceable equipment and must be tagged with an orange bar code label or permanent marker that says, “Property of Title I”.

The Office of Federal Grants and Program Compliance requests semi-annual inventories of Title I equipment. The principal and Federal Grant Specialist must conduct an inventory of the equipment which has to be verified by the respective signatures.

Federal Grant Specialists will be responsible for monitoring inventory reports. The completed inventory report should be updated as equipment is received and uploaded to SharePoint three times per year according to the dates listed below:

Copies of inventories are kept at the local school, in SharePoint and at the Office of Federal Grants and Program Compliance. Each school will load and maintain their equipment inventories on the internal APS Microsoft SharePoint website portal. Specifically, the following information must be included on each school’s Title I Equipment Inventory forms and uploaded to the SharePoint portal:

Disposition of Equipment

When equipment is not needed in the program for the reason it was purchased, or if property is no longer functional, the principal then contacts the Office of Federal Grants and Program Compliance for removal. In the event Title I equipment has been lost or stolen, schools must complete the Fixed Assets Department Certification Loss Form and submit to their Federal Grant Specialist. A Police report must be submitted to the Office of Federal Grants and Program Compliance for all stolen equipment. The Office of Federal Grants and Program Compliance follows the procedures for removal of the equipment as outlined in the Atlanta Public Schools Internal Fixed Assets Control Guide.

Inventory of Equipment for School Closure

When a Title I school is designated for closure, the principal or designee of the school must inventory all equipment. The equipment must be verified using the Title I Equipment Inventory form for mobile (items such as, VCRs, TVs, camcorders, laptops, digital cameras, and printers) and mounted equipment (Promethean boards, LCD projectors, desktops and TVs, etc.). If Title I equipment inventoried is not on the Title I Inventory form, then the equipment must be added. If equipment on the inventory form is missing, there must be a record of a police report or disposition (follow procedures outlined in the Atlanta Public Schools Internal Fixed Assets Control Guide).

In addition, any equipment assigned to a staff member must be collected and recorded on the Equipment Purchased with Federal Funds-Return Form. Upon completion of the form, return to the Federal Grant Specialist in the Office of Federal Grants and Program Compliance (OFGPC). Equipment collected must be stored and secured. OFGPC will make arrangements for pick up and redistribution.

NO EQUIPMENT SHOULD BE REMOVED FROM CLOSED SCHOOLS WITHOUT APPROVAL FROM THE DIRECTOR OF FEDERAL PROGRAMS.

Atlanta Public Schools Title I Inventory Procedures Update

Any equipment purchased with Title I, Part A funds must be used to implement instructional programs for Title I eligible students. Title I equipment/laptops cannot be purchased for nor utilized by employees for personal use. Any equipment purchased with Title I funds must be used in the classroom for instructional purposes only.

All Title I principals must collect iPads/laptops or other computer equipment assigned to employees purchased with federal funds. All federally purchased equipment must be collected and recorded on the Equipment Purchased with Federal Funds-Return Form. Upon completion of the form, return to the Federal Grant Specialist in the Office of Federal Grants and Program Compliance (OFGPC). Equipment collected must be stored and secured. OFGPC will make arrangements for redistribution.

Title I, Part A/Equipment Use in Private School Programs

Equipment Placement

The LEA consults with the individual participating private schools to develop an instructional plan during the planning year. Goals and objectives are established during consultation based on eligible students’ academic performance. As a result of the consultation, program modifications are implemented. Based on an agreement between the LEA and the private school, instructional materials and/or equipment are identified. If both parties agree that equipment is needed to support the academic program in an APS private school program, it will be identified in the instructional plan designed for the private school.

Measure to evaluate the effectiveness of equipment use

An established measure to evaluate the effectiveness of using the equipment must be included in the design and evaluation of the APS program operated at the private school. Both parties will review the assessment results together and based on the percentage of students scoring at the proficient level or higher, next steps will be determined to improve the program and to ensure the program’s continued success. If equipment is deemed necessary, the specific technology related goals will be established to measure and evaluate the effectiveness of using the equipment in the design and evaluation of the APS Title I Private School Program.

Process to order, receive, identify, and inventory equipment for use at a private school program

The Office of Federal Grants and Program Compliance (OFGPC) has developed procedures to order, receive, identify, and inventory equipment for use at an APS private school program. The LEA and Private school officials determine the equipment needed to support the instructional program. Equipment is ordered by the LEA and delivered to the OFGPC. Upon receipt, equipment is logged on the APS Equipment Inventory Form. All purchased equipment is also labeled with a Title I sticker prior to delivery to the private school. The LEA Equipment Procedures Assurance form is reviewed and signed by the LEA representative and the private school official. A copy is maintained at the OFGPC and at the private school site. The LEA semi-annually conducts physical inventory of Title I equipment during site visits (once each semester). The Title I Private School’s Equipment Inventory Review form is completed and signed by the LEA and the Private School.

Process for inventory of equipment semi-annually

The OFGPC maintains records to document the procurement and location of equipment and real property purchased with federal funds. The Education Department General Administrative Regulations EDGAR Section 80.32(d)(2) states that a “physical inventory of the property must be taken and the results reconciled with the property records at least once every two years”. The OFGPC works closely with public, private and charter schools receiving federal Title I monies to monitor the ordering and usage of equipment purchased with said federal funds. The

LEA conducts physical inventory of Title I equipment during site visits semi-annually (once each semester). The Title I Private Schools Equipment Inventory Review form is completed and signed by the LEA and the Private School.

Process to keep equipment in good condition and the control system to ensure adequate safeguards to prevent loss, damage, or theft of the property

The LEA and the Private School Official develop an adequate plan for the protection of school property from fire, vandalism, misuse, or malicious mischief. This plan includes a separate inventory sheet and/or log of all items purchased with Title I funds regardless of the cost. The LEA and the Private School Official shall maintain a log of the equipment. Sensitive items such as VCR’s, televisions, camcorders, digital cameras, pencil sharpers, printers, etc., are also traceable equipment and are to be considered traceable assets and tagged with a Title I label.

Process for missing or damaged equipment

All missing or damaged items must be reported immediately. A police report must be provided for any stolen or missing equipment. The private school must notify the police department immediately upon discovery of any missing item(s) and request a copy of the police report. The private school must also notify the OFGPC and provide a copy of the incident/issue report to the OFGPC. The report must outline the condition of the equipment. If equipment is inoperable or obsolete, the OFGPC will review equipment and assist the private school in completion of the Fixed Assets form for submission to the APS Facilities Department for disposal.

Process for removal of equipment

If the private school is no longer participating in the Title I program or there is no longer a need for the equipment, the private school official must notify the OFGPC immediately. The OFGPC will follow the procedures for removal of the equipment as outlined in APS Internal Fixed Assets Control Guide.

Control system to ensure that the equipment is used only for Title I purposes, including location and security of Title I equipment during the school year and summer

During consultation, the LEA informs eligible private school participants of federal guidelines pertaining to usage of equipment. All equipment purchases (i.e. computers, printers) by participating private schools are to be used only by Title I teacher/tutors and eligible Title I students. The equipment purchased must be secured in a separate location for the use by only the Title I participating students and APS Title I Teacher/tutor. The OFGPC reserves the right to monitor Title I equipment purchased and/or loaned. All Title I materials, resources, equipment purchases or loaned items are the sole property of the Title I department of the Atlanta Public Schools. It is the private school’s responsibility to secure and maintain all Title I loaned items and the items are only to be used to benefit the private school’s identified eligible Title I students. The OFGPC reserves the right to monitor and remove all Title I items if a school is non-compliant or no longer eligible to participate in the Title I program. Title I equipment may not be repaired, replaced, moved, loaned, or sold by the private school.

Technical assistance to the private school regarding allowable use and security of Title I equipment

APS will enforce and monitor the aforementioned to ensure that the district is in compliance with all mandates pertaining to Title I and Private Schools. Specifically, to ensure fidelity of federal funds and equipment purchased, the Office of Federal Grants and Program Compliance will continue to work closely with the GaDOE, attend state workshops and provide annual training to participating private schools on local and federal policies and procedures.

Program Account Numbers

TITLE I, PART A - FY2015 ACCOUNT NUBMERS

Budget Detail: Function Code 1000 - Instruction Object Item Description761-402-2400-School Code-1750-1000 1100 Teacher761-402-2400-School Code-1750-1000 1400 Paraprofessional761-402-2400-School Code-1750-1000 1991 Teacher Tutor761-402-2400-School Code-1750-1000 1991 Paraprofessional Tutor761-402-2400-School Code-1750-1000 2100 State Health Insurance761-402-2400-School Code-1750-1000 2200 FICA761-402-2400-School Code-1750-1000 2300 TRS761-402-2400-School Code-1750-1000 2904 Dental Insurance761-402-2400-School Code-1750-1000 2905 Life Insurance761-402-2400-School Code-1750-1000 2200 FICA (HOURLY)761-402-2400-School Code-1750-1000 3000 Independent Contractors/Consultants761-402-2400-School Code-1750-1000 4320 Repair Technology related761-402-2400-School Code-1750-1000 5950 Student admissions761-402-2400-School Code-1750-1000 6100 Materials and Supplies-P-card761-402-2400-School Code-1750-1000 6100 Materials and Supplies-Lawson761-402-2400-School Code-1750-1000 6110 Supplies - Technology Related761-402-2400-School Code-1750-1000 6120 Computer Software761-402-2400-School Code-1750-1000 6150 Expendable Equipment761-402-2400-School Code-1750-1000 6160 Expendable Equipment Computer761-402-2400-School Code-1750-1000 6420 Books other than text-P-card

761-402-2400-School Code-1750-1000 6420 Books other than text-Lawson

Budget Detail: Function Code 2210 - Improv. Inst. Svcs.

Object Item Description

761-402-2400-School Code-1750-2210 1910 Instructional Coach761-402-2400-School Code-1750-2210 1160 Professional Development Teacher Stipend761-402-2400-School Code-1750-2210 1160 Professional Development Para Stipend761-402-2400-School Code-1750-2210 1130 Supply Teacher@$100 per day761-402-2400-School Code-1750-2210 2100 State Health Insurance761-402-2400-School Code-1750-2210 2200 FICA761-402-2400-School Code-1750-2210 2300 TRS761-402-2400-School Code-1750-2210 2904 Dental Insurance761-402-2400-School Code-1750-2210 2905 Life Insurance761-402-2400-School Code-1750-2210 2200 FICA (HOURLY)761-402-2400-School Code-1750-2210 3000 Independent Contractors/Consultants

761-402-2400-School Code-1750-2210 4320 Repair Technology related761-402-2400-School Code-1750-2210 5800 Out of town Travel761-402-2400-School Code-1750-2210 6100 Materials and Supplies-P-card761-402-2400-School Code-1750-2210 6100 Materials and Supplies-Lawson761-402-2400-School Code-1750-2210 6110 Supplies - Technology Related761-402-2400-School Code-1750-2210 6120 Computer Software761-402-2400-School Code-1750-2210 6420 Books other than text-P-card761-402-2400-School Code-1750-2210 6420 Books other than text-Lawson761-402-2400-School Code-1750-2210 8100 Local Registration

Budget Detail: Function Code - 2700 Student Transportation


761-402-2400-School Code-1750-2700 5190 Marta Breeze Cards - Tutorials761-402-2400-School Code-1750-2700 5950 Bus Transportation - Tutorials

Budget Detail: Function Code 2900 - Other Support Svcs.


761-402-2400-School Code-1750-2900 1991 Parent Liaison761-402-2400-School Code-1750-2900 2200 FICA761-402-2400-School Code-1750-2900 3000 Independent Contractors/Consultants761-402-2400-School Code-1750-2900 4320 Repair Technology related761-402-2400-School Code-1750-2900 5300 Postage761-402-2400-School Code-1750-2900 5800 Out of Town Travel761-402-2400-School Code-1750-2900 6100 Materials and Supplies-P-card761-402-2400-School Code-1750-2900 6100 Materials and Supplies-Lawson761-402-2400-School Code-1750-2900 6110 Supplies - Technology Related761-402-2400-School Code-1750-2900 6120 Computer Software761-402-2400-School Code-1750-2900 6150 Expendable Equipment761-402-2400-School Code-1750-2900 6160 Expendable Equipment Computer761-402-2400-School Code-1750-2900 6420 Books other than text-P-card761-402-2400-School Code-1750-2900 6420 Books other than text-Lawson

TITLE I, PART AFY2015 ACCOUNT NUMBERS

CHARTER SCHOOLSBudget Detail: Function Code 1000 - Instruction Object Item Description

761-402-2400-School Code-1750-1000 3210 Teacher761-402-2400-School Code-1750-1000 3210 Paraprofessional761-402-2400-School Code-1750-1000 3210 Teacher Tutor761-402-2400-School Code-1750-1000 3210 Paraprofessional Tutor761-402-2400-School Code-1750-1000 3210 State Health Insurance761-402-2400-School Code-1750-1000 3210 FICA761-402-2400-School Code-1750-1000 3210 TRS761-402-2400-School Code-1750-1000 3210 Dental Insurance761-402-2400-School Code-1750-1000 3210 Life Insurance761-402-2400-School Code-1750-1000 3210 FICA (HOURLY)761-402-2400-School Code-1750-1000 3210 Independent Contractors/Consultants761-402-2400-School Code-1750-1000 4320 Repair Technology related761-402-2400-School Code-1750-1000 6100 Materials and Supplies-P-card761-402-2400-School Code-1750-1000 6100 Materials and Supplies-Lawson761-402-2400-School Code-1750-1000 6110 Supplies - Technology Related761-402-2400-School Code-1750-1000 6120 Computer Software761-402-2400-School Code-1750-1000 6150 Expendable Equipment761-402-2400-School Code-1750-1000 6160 Expendable Equipment Computer761-402-2400-School Code-1750-1000 6420 Books other than text-P-card761-402-2400-School Code-1750-1000 6420 Books other than text-Lawson

Budget Detail: Function Code 2210 - Improv. Inst. Svcs. Object Item Description761-402-2400-School Code-1750-2210 3210 Instructional Coach761-402-2400-School Code-1750-2210 3210 Professional Development Teacher Stipend761-402-2400-School Code-1750-2210 3210 Professional Development Para Stipend761-402-2400-School Code-1750-2210 3210 Supply Teacher@$100 per day761-402-2400-School Code-1750-2210 3210 State Health Insurance761-402-2400-School Code-1750-2210 3210 FICA761-402-2400-School Code-1750-2210 3210 TRS761-402-2400-School Code-1750-2210 3210 Dental Insurance761-402-2400-School Code-1750-2210 3210 Life Insurance

Budget Detail: Function Code 2210 - Improv. Inst. Svcs. Object Item Description761-402-2400-School Code-1750-2210 3210 FICA (HOURLY)761-402-2400-School Code-1750-2210 3210 Independent Contractors/Consultants761-402-2400-School Code-1750-2210 4320 Repair Technology related761-402-2400-School Code-1750-2210 3210 Out of town Travel761-402-2400-School Code-1750-2210 6100 Materials and Supplies-P-card761-402-2400-School Code-1750-2210 6100 Materials and Supplies-Lawson761-402-2400-School Code-1750-2210 6110 Supplies - Technology Related761-402-2400-School Code-1750-2210 6120 Computer Software761-402-2400-School Code-1750-2210 6420 Books other than text-P-card761-402-2400-School Code-1750-2210 6420 Books other than text-Lawson761-402-2400-School Code-1750-2210 3210 Registration

Budget Detail: Function Code - 2700 Student Transportation Object Item Description761-402-2400-School Code-1750-2700 5190 Marta Breeze Cards - Tutorials761-402-2400-School Code-1750-2700 5950 Bus Transportation - Tutorials

Budget Detail: Function Code 2900 - Other Support Svcs. Object Item Description761-402-2400-School Code-1750-2900 3210 Parent Liaison761-402-2400-School Code-1750-2900 3210 FICA761-402-2400-School Code-1750-2900 3210 Independent Contractors/Consultants761-402-2400-School Code-1750-2900 4320 Repair Technology related761-402-2400-School Code-1750-2900 3210 Postage761-402-2400-School Code-1750-2900 3210 Out of Town Travel761-402-2400-School Code-1750-2900 3210 Refreshments for Meetings761-402-2400-School Code-1750-2900 6100 Materials and Supplies-P-card761-402-2400-School Code-1750-2900 6100 Materials and Supplies-Lawson761-402-2400-School Code-1750-2900 6110 Supplies - Technology Related761-402-2400-School Code-1750-2900 6120 Computer Software761-402-2400-School Code-1750-2900 6150 Expendable Equipment761-402-2400-School Code-1750-2900 6160 Expendable Equipment Computer761-402-2400-School Code-1750-2900 6420 Books other than text-P-card761-402-2400-School Code-1750-2900 6420 Books other than text-Lawson761-402-2400-School Code-1750-2900 3210 Local Registration

FORMS AND DOCUMENTS

FORMS AND DOCUMENTS

1. APS Fixed Assets Department Certification of Loss*

2. Technical Assistance Documentation Log

3. Title I Daily Schedule

4. Title I Hourly Employee Verification Form

5. Hourly Assurance Form

6. Semi-Annual Certification Form/ Periodic Certification

7. Student Tutorial Log

8. Teacher Tutorial Log

9. Travel Authorization/Activation Form*

10. Travel and Expense Report

11. Title I Professional Development Rationale

12. Local Registration Form

13. Bus Transportation Request Form - TD100

14. Expense Check Request Form*

15. Title I Parent Refreshment Reconciliation Form

16. In-Service Workshop – One-Time Payment Form*

17. Purchase Requisition Form

18. Federal Programs Equipment Inventory

19. Title I Equipment Rationale Form

19. Equipment Purchased with Federal Funds-Return Form

20. Title I, Part A Regular School Budget

21. Local Registration Payment Request Form*

22. Charter School Reimbursement Request

*Copies of all other forms are available upon request from the Office of Federal Grants and ProgramCompliance

ATLANTA PUBLIC SCHOOLSFIXED ASSETS DEPARTMENT

CERTIFICATION OF LOSS FORM

INSTRUCTIONS1. Form must be forwarded to Fixed Assets Department along with Police Report immediately.2. Loss will not be recorded with Police report.3. Contact Patrick Crawford @ extension 2420 in the Fixed Assets Department with any questions.

School Name Principal

Date of Offense: Date reported:

To Whom was Offense reported? Type of Offense Reported?(Check One) (Check One)

( ) PRINCIPAL ( ) BURGLARY( ) SCHOOL DETECTIVES ( ) ATTEMPTED BURGLARY( ) ATLANTA POLICE DEPT. ( ) LARCENY( ) OTHER ( ) THEFT BY TAKING

(Including Mysterious Disapperance)( ) DESTROYED BY FIRE( ) OTHER (Specify)

Who discovered this loss? Title:

Who closed the building prior to the violation? Who first opened building afterwards?Name: Name:

What measures were taken Give location of the Stolen/Damaged PropertyTo Safeguard Property Taken? ( ) Room ( ) Covered by Alarm system ( ) Kitchen( ) In Locked Room ( ) Portable( ) In Vault ( ) Media Center( ) Other ( ) Main OfficeWas Alarm Activated? ( ) Other ( ) Yes ( ) No

QTY DESCRIPTION MFR SERIAL NO.LAWSON

ASSET NO.APS BAR

CODE NO. UNIT PRICETOTAL

AMOUNT

Estimated Value of Stolen/Damaged Property (To be completed by Fixed Assets Department)Notes/Comments:

Principal/Department Head’s Signature Date

Office of Federal Grants & Program ComplianceTechnical Assistance Documentation Log

Federal Grant Specialist: Date:

School: Service Location:

Purpose

Review Budget (___Title I__SIG__SI___FLP) Staff (___ Title I___SIG___SI___FLP)

______Balance _____Periodic Certification

______Encumberances _____Schedule

______Requisitiions _____Other

______Amendment

______Transfers Equipment Inventory

______Review of allowable and unallowable items _____Physical Inventory

______Other _____Equipment Log

_____Other

Title I Schoolwide/TA Plan Monitoring (___Title I___SIG___SI___FLP)

_____Revisions _____P.I. documents

_____Comprehensive Needs Assessment _____SW/TA Plans

_____Other _____Other

Comments: ______________________________________________________________________________

Specialist’s Signature: Date:

Principal’s Signature: Date:

Title I Contact/Designee: Date:

Title I Daily Schedule

Name: School: __

Title I Position: Teacher Assigned to: (Paraprofessionals Only)

TA: SWP:

*Account for the Entire School Day

Title I Employee: Date: Signature

Principal: ______________________________________________________ Date: ______________Signature

Please submit monthly to your assigned Federal Grant Specialist

Instructions: To be completed by any Title I paid Teachers, Paraprofessionals, Parent Liaisons, and Instructional Coaches For those who do not have a well-defined schedule, i.e. Instructional Coaches and Parent Liaisons, provide

a brief description of your daily activities in the space provided.

Submit schedules for all personnel in both Targeted Assistance Programs and Schoolwide Programs paid with Title I funds

TIME GRADE LEVEL(S) # OF STUDENTS SUBJECT BRIEF DESCRIPTION OF ACTIVITIES

FY 2015

Title I Hourly Employee Verification Form

By signing below I,____________________________________________________(Principal), certify that____________________________________________________who currently serves as my:_____________________________________________________

□ Home-School Liaison

□ Paraprofessional Tutor

□ Teacher Tutor

is performing the duties and fulfilling the responsibilities as outlined in the job description for thisposition.

I understand that if this person performs duties outside the outlined job description I am in violation ofFederal Regulations.

Principal’s Signature: __________________________________________________

School:___________________________________ Date: ______________________

Hourly Employee’s Signature: _______________________________ Lawson ID#: _________

Date: _____________________

Please submit completed form to: Office of Federal Grants and Program Compliance, 130 Trinity Avenue, S.W.,7TH Floor, Atlanta, GA 30303

Office of Federal Grants and Program Compliance130 Trinity Avenue, SW, 7th Floor

Atlanta, GA 30303Telephone (404) 802-2727

Hourly Employee Assurance

I hereby acknowledge that I have been made aware of the procedures for hiring hourly staff for the 2014-2015 school year. I understand that no hourly employee (Teacher Tutor, Paraprofessional Tutor or Home School Liaison) may begin working until the individual has been processed and notified to report to work by Human Resources. I also understand that if an individual reports to work prior to receiving HR approval, the Office of Federal Grants and Program Compliance is not responsible for paying said individual’s salary. Those earnings must be paid using another funding source.

____________________________________________________________

(School)

____________________________________________

(Principal Signature/Date) (Federal Grant Specialist Signature/Date)

_____________________________________________________________

(Director Signature/Date)

Semi-Annual Certification(Staff working solely on one federal cost objective)

Time period: through

I certify that the employees listed below worked solely on: during the time (Cost Objective, i.e., Title I, Part A)

period indicated above.

This form must be signed by a supervisory official having first-hand knowledge of the work performed by the employees listed below.

Name of Employee1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.Supervisor (Print Name)

Supervisor Signature

Date

ReferencesOMB Circular A-87, Attachment B, Paragraph 8.h.(3) (codified in 2 CFR Part 225)Where employees are expected to work solely on a single Federal award or cost objective, charges for their salaries and wages will be supported by periodic certifications that the employees worked solely on that program for the period covered by the certification. These certifications will be prepared at least semi-annually and will be signed by the employee or supervisory official having firsthand knowledge of the work performed by the employee.

School’s Name: Teacher’s Name (print):

Teacher’s Signature:

StudentTutorial Log

Date Student Name (Please Print) Grade Subject AreaTutored Sign-In Time

Sign-Out Time Student Signature

Title I – Student Tutorial Log 06/13 Office of Federal Grants and Program Compliance

Date Teacher Name (Please Print) Subject Area Number of Students Tutored

Sign-In Time

Sign-Out Time Teacher Signature

School Name:

Teacher Name: Grade: TEACHER TUTORIAL LOG

Principal’s Signature:

Travel Authorization Activation Form

This form must be approved by the Principal or Supervisor and the appropriate Budget Center Manager and/or Director/Executive Director prior to making any travel arrangements. This form must have Title I approval if the trip is being funded by Title I.Trip InformationName of Trip/LocationPlanned Travel/Date(s) From___________________________ to School /Dept: GL Account Number: (Request must be submitted no less than 30-45 days before the planned travel dates.)

Contact Information Estimated Cost

Employee Name: ____________________________ Airfare & Baggage ____________Employee Number: ____________________________ Lodging ____________Card No. ____________________________ Food ____________Position/Title ____________________________ Ground/Rail Transp. ____________Phone Number ____________________________ Parking ____________Location Address ____________________________ Miscellaneous ____________E-Mail Address ____________________________ Registration ____________

Total Estimated Cost: ____________I certify that I have read and understand the travel regulations regarding this document and agree that my failure to submit the Travel & Expense report along with original receipts within ten (10) business days of the completion of the trip will result in the loss of future travel card privileges. For per diem rates, please refer to http://www.gsa.gov/portal/category/21287 Note: Employees receive 75% of allowable per diem on the first and last day of travel. This includes $5 incidentals for out of state travel only.

Employee Signature: Date:

Principal/Supervisor Name:

Principal/Supervisor Signature: Date:

Budget Center Manager Name:

Budget Center Manager Signature: Date:

Director/Executive Director Name: (If estimate exceeds $1,000)

Director/Executive Director Signature: Date:

Title I Approver’s Name: Date: (If applicable)

Title I Approver’s Signature: Date:


TRAVEL AND EXPENSE REPORT

Employee Name: Date Submitted:

Employee ID#: Vendor #:

Department/School: GL Account Number:

Beginning Trip Date: End Trip Date:

Mile Reimbursement Rate:

Trip Description

To complete the form, please type any expenses in the applicable fields. In the mileage field, enter miles travelled only.

(The reimbursable amount will automatically calculate in the Employee Paid Expenses column.)

For federal meal per diem rates, please refer to http://www.gsa.gov/portal/category/21287. Note: Employees will receive 75% of

allowable per diem of the first and last day of travel. This is inclusive of the $5 incidentals for out of state travel only.

Use the space below to provide explanation if limits are exceeded or to provide additional trip information.

All original receipts must be attached as required in the APS Travel and Expense procedures. Please attach all receipts smalle

r in size than ½ of a page to blank sheets with tape and print your name and employee ID # on each page.

I certify that the information furnished above is true and correct to the best of my knowledge and I have incured the described

expense and the stated mileage in the performance of my officail duties for Atlanta Public School System. I further understand that

any false information may result in disciplinary action such as, but not limited to the loss of Travel Card privileges, suspension, or

termination of employment.

Employee Signature: ________________________________________ Date:

$0.56 PER MILE

CATEGORY AMOUNT DESCRIPTION/ CATEGORY EMPLOYEE PAID EXPENSES

COMPANY PAID EXPENSES

AIRFARELODGINGMEALS

BreakfastLunchDinner

MILEAGE (# of miles) $0.00MISCELLANEOUS

GROUND TRANSPORTATIONREGISTRATIONPARKINGBAGGAGEINTERNET/PHONECONFERENCE/SEMINAR

Total Company Paid Expens $0.00

Total Expense due Employee $0.00

TOTAL COST OF TRIP: $0.00


Supervisor’s Name:

Supervisor’s Signature: Date:

Budget Center Manager’s Name:

Budget Center Manager’s Signature: Date:

Title I Professional Development Rationale

Name: Position and Content School: Date:

1. Purpose of conference/workshop:

2. Briefly explain how this Professional Development supports the school’s comprehensive needs assessment.

3. How will this conference/workshop enhance student achievement?

4. Explain planned follow-up of the conference/workshop. (Include topic, objective, method of redelivery, date and number of

participants for In-service.)

Signature of Traveler Date

Principal Signature Date

Federal Grant Specialist Signature Date

LOCAL REGISTRATION FORM

This form must be approved by the Principal or Supervisor and the appropriate Budget CenterManager and/or Director/Executive Director prior to making any travel arrangements.

Trip Information Name of Trip: Planned Travel Date(s): From to GL Account Number: Activity & Account Category: (Request must be submitted no less than 45 days before the planned travel date)

Contact Information

Employee Name: Employee Number: Card No.: Position/Title: Phone Number : Location Address: E-Mail Address:

Estimated Cost

Registration: _____________

Total Estimated Cost: __________

I certify that I have read and understand the travel regulations governing this document.I also understand and agree that my failure to submit the travel expense report along with receiptswithin ten (10) business days of the completed trip will result in the cost of the trip beingdeducted from my pay and the lost of future travel card privileges.

Traveler’s Signature

Supervisor’s Signature

Principal/BCM Signature

Director/Exec Director(If estimated cost exceeds $1000)

Title I Authorization

(If applicable)

Send request to the Accounting Dept. Attn: Travel Card AdministratorHigh-cost areas: Chatham, Cobb, DeKalb, Fulton, Glynn, & Gwinnett Counties

Outside of GA, please follow the per diem guidelines found here:

http://www.gsa.gov/Portal/gsa/ep/contentView.do?contentId=17943&contentType=GSA_BASIC

Office use only

Transaction Limit $

Card Expiration Date:

Signature: Date:

http://www.gsa.gov/Portal/gsa/ep/contentView.do?contentId=17943&contentType=GSA_BASIC

TD-100 FORM Lawson Requisition #

APS Bus Transportation Request FormSchool: School Code: Phone Field Trip Date:

Destination /Address:

PLEASE NOTE: Atlanta Public Schools Regulation prohibit stopping for lunch. No school will bepicked up before 9:00 AM. All buses must return to school by 2:00 PM.

Buses needed ___ # wheelchairs ___ # of passenger’s ____ # Teachers ___ # Students ___ # Parents

Event starting time Event ending time

Time departing school Time returning to school

NOTE: Completed Emergency Evacuation Procedures. Teacher’s Signature

Gen. Fund Account# Title I Account#

Other (Please Specify)

Routing of CopiesOriginal – Transportation Accounting (White) 2. Driver’s Copy (Pink) Teacher Requesting Trip3. Transportation Payroll Copy (Yellow)4. School (Gold) All copies of this form: Principal’s Approval

Must be received by Transportation no later than (6) weeks prior to the date of the trip.

Regional K-12 Executive Director’s Approval

Director’s Approval Title I

Special Instructions:

Teacher’s Signature/Remarks:

Arrival Time: Return Time: Chaperone or teacher in charge must sign the arrival and return time upon completion of the trip.

*************************************************************************************

Driver’s Name (Print): Bus Number:

Report time at bus yard: Arrival time at school: Return to school/bus yard: /

Driver’s Signature: Date:

Amount Charged = Total Time Used: X $40.00 PER HOUR:

Total Driver Hours: Transportation Representative:

Atlanta Public SchoolsAccounts Payable Department

Expense Team

EXPENSE CHECK REQUEST

Department/School: Date:

Payee: Amount:

Vendor: GL Account Number:

Reason for Request:

Supervisor/Principal: Signature: Date:

Budget Manager: Signature: Date:

(Signature indicates review of Supporting documentation, GL Account CODING AND funds verification)

All original receipts and supporting documentation must be attached to the Check Request form in order to be processed for payment.

If you have any questions please contact: Patricia Smith @ 404.802.2447; email: [email protected] or Kendra Harris @ 404.802.2442; email: [email protected]

Revised 6/14



Title I Parent Refreshment Reconciliation Form

School Name: School/State Code: Date:

Name and Date of Activity:

Reconciliation Process:

Submit ITEMIZED original receipts for ALL expenditures.Attach original receipts signed by the principal and stapled to a blank sheet of paper.Attach a description of the activity (agenda & sign-in sheets)Submit to the OFGPC within SEVEN days after each activity.

Total Amount Expended $

Balance (Amount you owe/Amount to be refunded) $

Principal’s Approval: Date:

Federal Grants Specialist Approval: Date:

Program Director’s Approval: Date:

Revised 6/13 Office of Federal Grants and Program Compliance

IN-SERVICE WORKSHOP OR ONE-TIME PAYMENT FORM

AREA/DIV: PROJECT NAME:

SCHOOL: FUND ACCOUNT:

SCHOOL CODE: DATE: PERSONNEL

ONLY

THIS SECTION MUST BE COMPLETED BEFORE WORKSHOP BEGINS

_____________________________________Must be signed upon Completion of WorkshopAnd Returned To the Payroll Department Director or Authorized Initiator

Name SocialSecurityNumber

BeginWork Date

EndingWork Date

NumberDays ToBe Worked

Number Hourly Rate Total Daysof Hours WorkedPer Day

Total Hours Worked

Total Amount Due

Approved Director: Personnel Division: Director, Support Services: Budget control:

Initiated by:Signature: Date: ______

Project Director: Date:

Area Asst. Superintendent: Date:


Form #67011

Purchashase Requistion

MAIL INVOICE TO:

REQ. NO.# THIS IS A CREDIT CARD ORDER

Atlanta Board of Education

Name:

Center for Learning and Leadership

l30 Trinity Avenue, S.W.

Atlanta, Georgia 30303

SCHOOL CODE:

DATE SUBMITTED:

V

E

N

D

O

R

Name:

Telephone #:

Fax:

Signature of Principal:

SHIP ORDER TO SCHOOL

School or Department:

Room Number and Building:

Street Address:

In Care of:

CHECK ONE: TITLE I SCHOOL IMPROVEMENT ARRA ARRA SCHOOL IMPROVEMENT DISTINGUISHED SCHOOLS The school must indicate receipt of

FUND PROGRAM SUB-PROGRAM ACCOUNT NUMBER

ITEMNUMBER

COMPLETE DESCRIPTION OF SUPPLIES OR SERVICES CATALOGNUMBER

QUANTITY UNITMEAS.

UNIT PRICE AMOUNT

Shipping and Handling

IF MORE THAN ONE PAGE PLACEGRAND TOTAL ON LAST PAGE

TOTALAMOUNT

DIRECTOR: _ DATE: EDUCATION SPECIALIST: DATE:

THIS IS PAGE NO. OF PAGE(S)

OF PURCHASE REQUISITION #

ITEMNUMBER

COMPLETE DESCRIPTION OF SUPPLIES OR SERVICES CATALOGNUMBER

QUANTITY UNITMEAS.

UNIT PRICE AMOUNT

Shipping and Handling

TOTAL AMOUNT

Principal’s Signature: Date:

Federal Grant Specialist Signature: Date:

Office of Federal Grants and Program Compliance FY2015111

School Name:FEDERAL PROGRAMS EQUIPMENT INVENTORY

Item Description/Item Purchased Serial Number

Acquisition Date

Acquisition Cost Vendor

Location Where Items Are Housed

Funding Source Title I/Title II/SI/SIG/RT3

.

Name of District: Atlanta Public Schools PO#: Name of School: Req.#:

Title IEquipment Rationale Form

Item(s) to be Purchased

Quantity Price Per Unit Total Cost Including Shipping

PurposeExplain how this equipment will support the goals/objectives/actions steps of the district/school strategic plan.

Usage and StorageDescribe where the equipment will be used and by whom?Where will this equipment be stored when not in use? What safeguards will be implemented to prevent loss, damage, or theft of the equipment?

Inventory and TrackingIdentify the person responsible for the following actions:

Person Identified:

Signing for receipt of the equipment and approval for payment

Labeling Title I equipment with APS bar code

Labeling Title I equipment as Title I and fiscal year

Entering equipment on the Title I inventory form

Storage of equipment over the summer



Indicate one: Original Budget _________

Georgia Department of Education

Budget Amendment # _________ Title I - Part A FY'15 Federal Funds - FY'15System Name Atlanta Public SchoolsSystem Code: 761 SCHOOL LEVEL $ School Name

Summary Budget Schedule Amount and Source of Funds

School Code: Grant Period Covered: July 1, 2014 - September 30, 2015 Unallocated Funds: $0.00

OBJECT CLASS

FUNCTION CODE Descriptions

(100) Personal Services - Salaries

(200) Employee Benefits

(300) Professional Purchased Services

(400) Purchased Property Services

(500) Other

Purchased Services

(600) Supplies

(XXX) Other

(Attach Detail)

TOTAL

1000 Instruction $0 $0 $0 $0 $0 $0 $0 $02210 Improvement Instructional Services $0 $0 $0 $0 $0 $0 $0 $02700 Student Transportation $0 $0 $0 $0 $0 $0 $0 $02900 Other Support Services $0 $0 $0 $0 $0 $0 $0 $0

XXXX Other (Attach Detail) $0 $0 $0 $0 $0 $0 $0 $0

$0

TOTAL $0 $0 $0 $0 $0 $0 $0 $0 *Budget in Whole Dollars - No CentsThis proposed budget has been prepared in accordance with all applicable state and/or federal laws and regulations and the procedures of the Georgia Department of Education. Copies of school level budgets will be available for review at the school and at the school system central office if requested.

Date: APPROVED BY: Date:Principal (PLEASE PRINT) OFGPC - Federal Grant Specialist

Date: APPROVED BY: Date:Signature of Principal OFGPC - Federal Grants Fiscal Manager Date: Signature of OFGPC Director

EQUIPMENT PURCHASED WITH FEDERAL FUNDS-RETURN FORM

SCHOOL: ___________________________________________ DATE: __________________________

ITEM SERIAL NO. FUNDING SOURCE USED

PRINT NAME SIGNATURE

EXAMPLE: IPAD JKPO455697 ARRA DREA JOLLY Drea Jolly

PRINCIPAL’S SIGNATURE: DATE:

TITLE I FEDERAL GRANT SPECIALIST: DATE:


Office of Federal Grants and Program Compliance Local Registration Payment Request Form

School: School Code: Date Submitted:

Conference Date(s) From: to

VendorAddress:City, State, ZipPhone:Fax:Website/email:Contact Person:

Registration CostNumber of Teachers: Administrators: Registration cost: $ per person

Total cost: $ Title I Account Number:

Teacher/Administrator Name(s):


Substitute Teachers (If applicable)Number of substitute (s) needed: Number of hours (per substitute) Total Number of Hours: Total Cost: $ Title I Account Number: Principal’s Signature: Date:

For OFGPC Use only:Date received: Date Approved/Not Approved: Paid by: Purchase Card Approval Code: Check: Approved by: Processed by:


Atlanta Public SchoolsCHARTER SCHOOL REIMBURSEMENT REQUEST

School Name: Date:

Reimbursement Period: Expenditure (Budget Line Item) Budget Account Number Amount


TOTAL

Federal Grant Specialist Date Principal’s Name (Print) Date

Budget Center Manager Approval Date Principal’s Signature Date

A reimbursement request form and supporting documentation should be submitted for all travel related expenditures (i.e., educational

conferences, parent refreshments, consultant contracts, teacher stipends, and teacher salaries.)
