GCSC | Federal Guidelines And Procedures

FEDERAL GUIDELINES & PROCEDURES MANUAL SCHOOL YEAR 2014 - 2015

GARY COMMUNITY SCHOOL CORPORATIONDR. CHERYL L. PRUITT, SUPERINTENDENT

“Doing what is best for students – today, tomorrow, everyday!”

OFFICE OF INNOVATION AND IMPROVEMENTS / FEDERAL PROGRAMSDR. ALBERT J. HOLMES, JR., EXECUTIVE DIRECTOR

THE FEDERAL GUIDELINES AND PROCEDURE MANUAL 1

Table of Contents

INTRODUCTION.......................................................................................................................................... 5 ELEMENTARY AND SECONDARY EDUCATION ACT UPDATE formerly known as the No Child Left Behind Act of 2001 (NCLB)...................................................... 6 SCHOOLWIDE PROGRAMS....................................................................................................................... 7 Title I Schoolwide Plan Checklist - Table of Contents............................................................................ 8 IDOE Guide to Schoolwide Planning: An Overview of Available Resources....................................... 9 SUPPLEMENT NOT SUPPLANT............................................................................................................... 10 Supplement Not Supplant........................................................................................................................ 11 E-Bulletin No. 11-29 Supplement vs. Supplant Provisions.................................................................... 12 TIMELINE OF REQUIRED ACTIONS AND PARENTAL INVOLVEMENT DISTRICT WIDE EVENTS.......................................................................................................................... 14 Timeline of Required Actions and Parental Involvement Events.......................................................... 15 PARENTAL INVOLVEMENT Section 1118................................................................................................ 19 Parental Involvement Policies/Plans........................................................................................................ 20 Parental Involvement Annual Notifications............................................................................................. 20 District Wide Parental Involvement Policy (SAMPLE TEMPLATE)........................................................ 22 Part I. General Expectations............................................................................................................... 22 Part II. Description of How District Will Implement Required District Wide Parental Involvement Policy Components............................................................................. 24 Part III. Discretionary District Wide Parental Involvement Policy Components.............................. 26 Part IV. Adoption (SAMPLE TEMPLATE)............................................................................................. 26 SCHOOL RESPONSIBILITIES............................................................................................................... 27 D-1. What Written parental Involvement Policies Must Title I, Part A Schools Develop........... 27 D-2. What Notification And Dissemination Requirements Apply For School Parental

Involvement Policies?............................................................................................................. 27 POLICY ACTION COMMITTEE - PROGRESS STATUS REPORT....................................................... 28 SCHOOL PARENT COMPACT PUBLIC TITLE I STUDENTS: SECTION 1118(d).................................... 29 School Parent Compact (SAMPLE TEMPLATE)....................................................................................... 30 Title I Program 2014-2015 SY Public Parent Compact Agreement......................................................... 31 PARENT NOTIFICATION REGARDING "HIGHLY QUALIFIED" STATUS OF TEACHER SECTION 1111(h)(6)(A)............................................................................................................................... 32 Parent Notification Regarding "Highly Qualified" Status of Teacher Letter......................................... 33 PARENTS NOTIFICATION LETTER RIGHT TO REQUEST INFORMATION ON TEACHER QUALIFICATIONS SECTION 111(h)(6)(A)................................................................................................. 34 Parent Notification (SAMPLE LETTER) Right to Request Information on Teacher Qualifications As Required Under the No Child Left Behind Act of 2001 (to be sent from the Title I School)……… 35 PARENT EVALUATION............................................................................................................................... 36 Districtwide Parent Policy Committee Program-Evaluation of Today's Workshop or Meeting……… 36 PARENT TRAVEL REIMBURSEMENTS POLICY--POLICY 625A INCREASED MILEAGE REIMBURSEMENT RATE............................................................................................................................ 37

2 THE FEDERAL GUIDELINES AND PROCEDURE MANUAL

Travel Procedures for 2014-2015.................................................................................................. 38 Policy 625A - Expense Reimbursements - Parent Travel Reimbursements............................. 39 Parent Travel Reimbursements Policy - Policy 625A.................................................................. 40 Increased Mileage Reimbursement Rate...................................................................................... 41 TECHNOLOGY, PRINTING, AND POSTAGE................................................................................. 42 Technology...................................................................................................................................... 43 Bulletin No. 01-16 Equipment Guidelines..................................................................................... 44 Helpful Hints and Reminders......................................................................................................... 45 Physical Inventory...................................................................................................................... 45 Safeguarding and Maintenance................................................................................................. 45 Definitions.................................................................................................................................... 45 Inventory Procedure Questions and Answers............................................................................. 46 "As Is" Computer Distribution - Disclaimer of Warranties or Use............................................. 47 Printing............................................................................................................................................ 48 Postage............................................................................................................................................ 48 Postage of Correspondence Letter........................................................................................... 49 Postage of Correspondence (SAMPLE LETTER).................................................................... 50 Quality of Assurance Procedures............................................................................................. 51 PROFESSIONAL DEVELOPMENT................................................................................................. 52 Professional Development - Allowable/Unallowable................................................................... 53 Title I Professional Development Rationale................................................................................. 55 PROPERTY INVENTORY................................................................................................................ 56 Title I, Part A/LEA Equipment Procedures................................................................................... 57 Declaration of Intent to Dispose of OLD/DAMAGED and/or OBSOLETE EQUIPMENT............. 59 Equipment Technology Inventory (Property Records)............................................................... 61 Equipment/Technology Inventory (Property Records) (SAMPLE)............................................. 63 HOURLY EMPLOYEES................................................................................................................... 64 Hourly Employee Assurance......................................................................................................... 65 Title I Hourly Employee Verification Form..................................................................................... 66 COMPLIANCE................................................................................................................................... 67 Office of Federal Grants and Programs Technical Assistance Documentation Log................ 68 PROGRAM EFFECTIVENESS......................................................................................................... 69 Federal Programs Effectiveness Report....................................................................................... 70 Federal Programs Effectiveness Report (SAMPLE)..................................................................... 71 Federal Programs Supplemental Services Staff Weekly Report................................................ 73 Federal Programs Supplemental Services Staff Weekly Report (SAMPLE).............................. 75 Supplementary Assignment for Regular Staff.............................................................................. 76 Supplementary Assignments for Regular Staff (SAMPLE)......................................................... 77 PROGRAM ACCOUNT NUMBERS................................................................................................. 79 Federal Program Account Numbers.............................................................................................. 80 ACCOUNTS PAYABLE.................................................................................................................... 81 Non-Local Travel Reimbursement................................................................................................. 82 Request for Approval of Absence With Pay for Professional Reasons (SAMPLE).................. 83 Request for Approval of Absence With Pay for Professional Reasons..................................... 84 Accounts Payable Voucher (SAMPLE).......................................................................................... 85 Accounts Payable Voucher............................................................................................................ 86 Travel Expense Claim Form........................................................................................................... 87 Travel Expense Claim (SAMPLE)................................................................................................... 88


Travel Expense Claim Checklist.................................................................................................... 89 Mileage Claim Form (SAMPLE)...................................................................................................... 90 Mileage Claim Form........................................................................................................................ 91 Mapquest (SAMPLE)....................................................................................................................... 92

SEMI-ANNUAL CERTIFICATION.................................................................................................... 93 Semi-Annual Certification (SAMPLE)............................................................................................ 94 Semi-Annual Certification.............................................................................................................. 95 TIME AND EFFORT REPORTS....................................................................................................... 96 E-Bulletin No. 12-03........................................................................................................................ 97 Time and Effort Log (SAMPLE)..................................................................................................... 100 Time and Effort Log........................................................................................................................ 101 CONTACT INFORMATION............................................................................................................. 102 PARENT ASSISTANTS.................................................................................................................. 103 Parent Assistants (Schools, Names)........................................................................................... 104 SCHOOL IMPROVEMENT 1003 GRANT (SIG)............................................................................. 105 JOB DESCRIPTIONS..................................................................................................................... 108 Title I Intervention Specialist....................................................................................................... 109 Elementary Parent Assistant....................................................................................................... 111 Candidate Pool for School Crossing Guards............................................................................. 113 School Bus Monitor (Hourly)....................................................................................................... 114 School Nurse................................................................................................................................. 115 FIELD TRIPS APPROVAL REQUEST - INDIANA DEPARTMENT OF EDUCATION.................. 116 1003(a) and (1003(g) Field Trip Protocol...................................................................................... 117 Questions to keep in mind when considering and planning an educational field trip or experience....................................................................................................................................... 118 Field Trip Sample (SAMPLE)......................................................................................................... 119 Field Trip Form............................................................................................................................... 122 REQUISITION INQUIRY................................................................................................................. 125 Requisition (SAMPLE)................................................................................................................... 127 STEVENS AMENDMENT................................................................................................................. 129


INTRODUCTION The Federal Guidelines and Procedures Manual is designed to outline the administrative structure necessary and required to implement Title I, Part A of the Elementary and Secondary Education Act (ESEA) program in the Gary Community School Corporation (GCSC). It provides instructions for program requirements and an overview in of the processes, practices, and structures of the Title I Program. The Office of Federal Grants and Programs is a unit of the Office of Innovation and Improvements. 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.


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

Purpose: The 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 2015. 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, Indiana 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 (IN) status based on adequate yearly progress (AYP) to a College and Career Ready performance Index (CCRPI)--Priority, Focus, or Alert school status. Using 2010 - 2011 school year assessment and graduation rate data, a percentage of Indiana 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.


Title I Schoolwide Plan Checklist – Table of Contents Directions: Review the Title I Schoolwide Plans prior to mailing to the IDOE to ensure that all requirements listed below have been met. Insert the page number where each component can be found in the column to the right. If a plan does not include all ten components, it is out of compliance with NCLB requirements and will need to be adjusted. Schoolwide Plan: Section 1114 (b) (2) Any school that operates a schoolwide program shall first develop (or amend a plan for such a program that was in existence on the day before the date of enactment of the NCLB Act of 2001), in consultation with the LEA and its school support team or other technical assistance provider under section 1117, a comprehensive plan for reforming the total instructional program in the school that:

i. Describes how the school will implement the components described below ii. Describes how the school will use resources under this part and other sources to implement the components iii. Includes a list of SEA programs and other federal programs that will be consolidated in the schoolwide program iv. Describes how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments required by the SEA plan.

Components of a Schoolwide Plan: Component found on page:

1. A Comprehensive Needs Assessment (CNA) of the whole school 2. Implementation of schoolwide reform strategies that:

• Provide opportunities for all children to meet proficient and advanced levels of student academic achievement

• Use effective methods and instructional strategies that are based on scientifically based research that: • Strengthens the core academic program • Increases the amount of learning time • Includes strategies for serving underserved populations • Includes strategies to address the needs of all children in the school, but particularly low achieving

children and those at risk of not meeting state standards • Address how the school will determine if those needs of the children have been met • Are consistent with, and are designed to implement state and local improvement plans, if any

3. Highly qualified teachers in all core content area classes 4. High quality and on-going professional development for teachers, principals, and

paraprofessionals

5. Strategies to attract high-quality, highly qualified teachers to this school 6. Strategies to increase parental involvement, such as literary services

6a. Description how the school will provide individual academic assessment results to parents 6b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan

7. Plans for assisting preschool children in the transition from early childhood program as such as Head Start, Even Start, Early Reading First, or a state-run preschool program

8. Opportunities and expectations for teachers to be included in the decision making related

to the use of academic assessment results leading to the improvement of student achievement

9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance

10. Coordination and integration of federal, state, and local funds; and resources such as in-kind services and program components 10a. A list of programs that will be consolidated under the schoolwide plan (if applicable)


IDOE Guide to Schoolwide Planning: An Overview of Available Resources

IDOE has created templates and resources to help schools become schoolwide programs. These materials are available on Learning Connection, in the Schoolwide Planning folder. No Child Left Behind requires that several components be included in the schoolwide plan. The sequence of materials availabe from IDOE is divided into “major”and “minor” components. Major components are the ideas that cross between schoowide, PL221 requirements, and NCLB school improvement. This includes the needs assessment, curriculum and instruction, professional development, family involvement, involving teachers in decision-making, and providing additional learning opportunities for struggling students. The minor components, also called compliance components, are unique to schoolwide and are largely compliance pieces. This includes: a list of highly qualified staff, strategies to attract and retain staff, early childhood transition and consolidation of funds. Minor components also support major components that have already been addressed. Indiana schools should have an exisiting PL 221 plan into which the schoolwide components should be included. However, an optional template is available. The important thing to consider is that components should be addressed in a format that is agreed upon by the school community.


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.


E-BULLETIN NO. 11-29

TO: Building Principals

FROM: Albert J. Holmes. Jr., Executive Director of Innovation and Improvements/ Federal Grants and Programs

RE: Supplement vs. Supplant Provisions

DATE: December 3, 2012

This e-bulletin serves as a brief reminder of the supplement not supplant provision that requires that federal funds be used to augment the regular educational program. No Child Left Behind (NCLB) requires that state and local educational agencies (SEA’s and LEA’s) use federal funds received under Title I only to supplement the amount of funds available from non-federal sources for the education of students participating in Title I services. The SEA and LEA cannot use these federal funds to supplant funds that would, in the absence of Title I funds, have been spent on Title I students (Title I, Part A, Section 1120A (b)). Specifically, Title I funds may be used only to supplement and, to the extent practicable, increase the level of funds that would, in the absence of Title I funds, be made available from non-federal sources. Because of the importance of the supplement/supplant requirement, it is very important that school districts maintain good fiscal records and other documentation that will permit an auditor or program monitor to conclude that they have overcome a presumption that supplanting has occurred. The supplement, not supplant regulation is included in the monitoring of school districts. If it is determined that districts are supplanting state and local funds with Title I funds – or any federal funds - those funds may be recovered and/or returned to the U.S. Department of Education. Future funding of those districts found to be supplanting may be impacted. Please carefully review the fiscal records within your district and cease any activities that may be construed as supplanting. The Supplement, Not Supplant Tests When determining whether a fiscal expenditure supplements and not supplants, school districts must run these three tests.

Test I: Required – Is the program or activity that the district wants to fund required under state, local, or another federal law? If it is, then it is supplanting. Test II: Equivalency – Were state or local funds used in the past to pay for this program or activity? If they were, it is supplanting. Test III: Non-Title I Programs – Are the same programs or activities being implemented in other schools that do not receive Title I funds AND are these programs and activities being paid for with state or local funds? If yes, then this is supplanting.

If an expenditure does not pass any of the above tests, then it is presumed that Title I funds are supplanting state or local funds. Expenditures must pass all three tests to truly be supplemental.


It is possible for a school district to have a particular expense that may look like supplanting, but in actuality, it is not. Districts in this scenario must be sure to provide adequate documentation. This documentation would need to prove how the three tests outlined above have been passed, including: � Demonstrate that the program or activity would not have been provided if Title I funds were not

available. � Demonstrate that the state or local funds that had been paying for this program or activity in

years past are no longer available. � Documentation that the “Title I look-a-like program” is funded by supplemental local funds,

specifically set-aside for this purpose. The supplement versus supplant issue is not inherent to Title I. OMB Circular A-133 offers general guidance on the application of supplement not supplant provisions. Generally, a supplanting violation is presumed when an institution uses federal funds to provide services that it is required to make available under other federal, state, or local laws. See the 2008 Circular A–133 Compliance Supplement which, in accordance with 73 Fed. Reg. 32059 (June 5, 2008), is available at the following Internet address: http://www.whitehouse.gov/omb/circulars/a133_compliance/08/ed.doc Please also refer to the “State and Federal Grant Administration Policy and Fiscal Requirements and Procedures” handbook for continued guidance on supplemental costs, http://www.isbe.net/funding/pdf/fiscal_procedure_handbk.pdf Local districts are required to maintain, in each eligible attendance area, a level of expenditure which is at least equal to the level of expenditure that would be maintained if federal/state funds were not being expended in that area.


Timeline of Required Actions and Parental Involvement Events 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 Action Steps

Parent Notification Letters: August 2014

Ø Send a letter to parents notifying them of the school’s status.

Parent Notification Letters: “Right to Know” Letter

Teacher and Paraprofessional Qualifications Letter

August 2014

Ø Send a letter notifying parents of their “Right–to-Know” via

U.S. Mail. The dated letter will state a specific school contact person’s name, telephone number, and e-mail address.

Ø Send a Teacher and Paraprofessional Qualifications letter to

parents. The dated letter will state a specific school contact person’s name, telephone number, and e-mail address.

Parent Notification Letter: Non-highly Qualified Teacher Placement

When a non-highly qualified teacher is

assigned to students for 4 or more

consecutive weeks

Ø Send a notification letter to parents for non-highly qualified

teacher placement when assigned to students for four (4) or more consecutive weeks. The letter will include:

a. Specific qualifications regarding the details of the

assigned teacher. b. Explicit information (name, address, telephone

number/email address) for the school level contact on school letterhead and dated.

Ø This letter must be distributed to parents via U.S. mail

whenever this situation occurs.

Parent Activities/ Building for Capacity August 2014

Ø Parent Assistant(s)/ Liaison(s) at each school ensures all

workshops and activities are linked to academics. Ø Maintain the notices, agendas, sign-in sheets, and feedback

forms from each meeting and/or workshop.

Parent Liaisons Technical Assistance

August 2014 – May 2015

Ø Federal Grant Staff and/or approved vendor/consultant will:

a. Visit Cluster Schools to conduct Title I observations. b. Conduct Parent Liaison training and workshops. c. Review Title I documentation monthly checkpoints.



School's Parent Advisory Committee

Meeting August 2014

Invite parents to serve and establish a Parent Advisory Committee (PAC) to advise and make recommendations on any matter related to school improvement and student achievement.

Revision of School-Level

Parental Involvement Policy August 2014

Ø Conduct a parent meeting to review and revise the school's

Parental Involvement Policy using the School-Level Parental Involvement Policy Checklist.

Ø Make sure the School-Level Parental Involvement Policy

Checklist (Met, Not Met, or NA); add any notes or comments, if applicable.

Ø Invite the Local School Council (LSC) at your school to

review and make recommendations to the school's 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 Collection Of

School/Parent Compacts

August 2014 - May 2015 (On-going)

Ø Conduct a parent meeting to review and revise the

School/Parent Compact using the School/Parent Compact Checklist.

Ø Invite the Local School Council (LSC) at your school to

review and make recommendations to the School/Parent Compact using the School/Parent Compact Checklist.

Ø 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.

Ø Strive to collect 100% of the School/Parent Compacts. Ø Confirm all returned School/Parent Compacts contain four

(4) signatures and dates. Ø (Teacher, Parent, Student and Principal) Ø 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 meeting did not occur.



Distribution of School-Level Parental Involvement Policy

& School/Parent Compact

August 2014 - May 2015 (On-going)

Ø Distribute revised Parental Involvement Policy and the

School/Parent Compacts to parents. Ø 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 Meetings o Email o Front Office o In Registration Packets as new students enroll o Newsletter/News article o Other Title I Parent Meetings & School Events o Parent Resources o Student/Parent Handbook o Website

Ø Maintain the meeting notices, agendas, sign-in sheets, and

feedback forms from each meeting.

District-wide Parent Liaisons

Technical Assistance September 2014

Ø Office of Federal Grants and Programs (OFGP) conducts

Parent Liaison Beginning of the Year Technical Assistance training.

Parent Activities/ Building for Capacity September 2014

Ø Parent Assistant(s)/Liaison(s) at each school ensures all

workshops and activities are linked to academics. Ø Maintain the notices, agendas, sign-in sheets, and feedback

forms from each meeting and/or workshop.

Distribute

District-Level Parental Involvement Policy

September 2014 - May 2015 (On-going)

Ø Distribute District-Level Parental Involvement Policy to

parents. Ø Maintain evidence that schools distributed to parents

through multiple means of distribution such as: o Annual Title I Meetings o Emails o Front Office o Other Title I Meetings o Parent Resource Center o Website



School Enrollment September 2014 -

April 2015 (On-going)

Ø Confirm school enrollment to compute percentage of

School/Parent Compacts on file.

Assurance Document Sign and return

By September 2014

Ø Principals should sign an assurance document prepared by

the Office of Federal Grants and Programs (OFGP) affirming that the following documents were sent to parents: o Parent Compacts o Teacher & Paraprofessional

Qualifications/Right to Know Letter o Highly Qualified Teachers

Annual Title I Meeting May 2015

Ø Conduct the Annual Title I meeting, which must include:

a. Sign-in sheets

b. Detailed agendas that should cover discussion of the

following: c.

o Title I Programs o Parental Rights/"Right to Know" o Input on the Development of the Title I Budget o Parent Survey Results o Input on School-Level Parent Involvement Policy &

School/Parent Compact o Distribution of School/Parent

Compacts & School Parental Involvement Policy

o Policy & School-Parent Compact o Distribution of School/Parent Compacts & School

Parental Involvement Policy


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 four people: the principal, 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 Indiana 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:


Gary Community School Corporation District Wide Parental Involvement Policy

SAMPLE TEMPLATE* NOTE: In support of strengthening student academic achievement, each local educational agency (LEA or school district) that receives Title I, Part A funds must develop jointly with, agree on with, and distribute to, parents of participating children a written parental involvement policy that contains information required by section 1118(a)(2) of the Elementary and Secondary Education Act (ESEA) (district wide parental involvement policy). The policy establishes the LEA’s expectations for parental involvement and describes how the LEA will implement a number of specific parental involvement activities, and is incorporated into the LEA’s plan submitted to the State educational agency (SEA). School districts, in consultation with parents, may use the sample template below as a framework for the information to be included in their parental involvement policy. School districts are not required to follow this sample template or framework, but if they establish the district’s expectations for parental involvement and include all of the components listed under “Description of How District Will Implement Required District wide Parental Involvement Policy Components” below, they will have incorporated the information that section 1118(a)(2) requires be in the district wide parental involvement policy. School districts, in consultation with parents, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement.

* * * * * PART I. GENERAL EXPECTATIONS (Sample Template)

[NOTE: Each district in its District-wide Parental Involvement Policy must establish the district’s expectations for parental involvement. [Section 1118(a)(2), ESEA.] There is no required format for those written expectations; however, this is a sample of what might be included.]

The name of school district agrees to implement the following statutory requirements:

• The school district will put into operation programs, activities and procedures for the involvement of parents in all of its schools with Title I, Part A programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs, activities and procedures will be planned and operated with meaningful consultation with parents of participating children.

• Consistent with section 1118, the school district will work with its schools to ensure that the required school-level parental involvement policies meet the requirements of section 1118(b) of the ESEA, and each include, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.


• The school district will incorporate this district wide parental involvement policy into its LEA plan developed under section 1112 of the ESEA.

• In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and, including alternative formats upon request, and, to the extent practicable, in a language parents understand.

• If the LEA plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the parents of participating children, the school district will submit any parent comments with the plan when the school district submits the plan to the State Department of Education.

• The school district will involve the parents of children served in Title I, Part A schools in decisions about how the 1 percent of Title I, Part A funds reserved for parental involvement is spent, and will ensure that not less than 95 percent of the one percent reserved goes directly to the schools.

• The school district will be governed by the following statutory definition of parental involvement, and expects that its Title I schools will carry out programs, activities and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

(A) that parents play an integral role in assisting their child’s learning;

(B) that parents are encouraged to be actively involved in their child’s education at school;

(C) that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;

(D) the carrying out of other activities, such as those described in section 1118 of the ESEA.

• [For States where a Parental Information and Resource Center is established] The school district will inform parents and parental organizations of the purpose and existence of the Parental Information and Resource Center in the State.


PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT REQUIRED DISTRICT WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS (Sample Template)

[NOTE: The District wide Parental Involvement Policy must include a description of how the district will implement or accomplish each of the following components. [Section 1118(a)(2), ESEA.] This is a “sample template” as there is no required format for these descriptions. However, regardless of the format the district chooses to use, a description of each of the following components below must be included in order to satisfy statutory requirements.]

1. The __name of school district________ will take the following actions to involve parents in the joint development of its district wide parental involvement plan under section 1112 of the ESEA:

(List actions.)

2. The __name of school district________ will take the following actions to involve parents in

the process of school review and improvement under section 1116 of the ESEA:

(List actions.)

3. The name of school district will provide the following necessary coordination, technical assistance, and other support to assist Title I, Part A schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance:

(List activities.)

4. The name of school district will coordinate and integrate parental involvement

strategies in Part A with parental involvement strategies under the following other programs: [Insert programs, such as: Head Start, Reading First, Early Reading First, Even Start, Parents As Teachers, Home Instruction Program for Preschool Youngsters, and State-operated preschool programs], by:

(List activities.)

5. The _name of school district_ will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its Title I, Part A schools. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school district will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement policies.


(List actions, such as describing how the evaluation will be conducted, identifying who will be responsible for conducting it, and explaining what role parents will play)

1. The ___name of school district___________ will build the schools’ and parent’s capacity

for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, through the following activities specifically described below:

A. The school district will, with the assistance of its Title I, Part A schools, provide

assistance to parents of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph --

• the State’s academic content standards, • the State’s student academic achievement standards, • the State and local academic assessments including alternate assessments, • the requirements of Part A, • how to monitor their child’s progress, and • how to work with educators:

(List activities, such as workshops, conferences, classes, both in-State and out-of-State, including any equipment or other materials that may be necessary to ensure success.)

B. The school district will, with the assistance of its schools, provide materials and training

to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement, by:

(List activities.)

C. The school district will, with the assistance of its schools and parents, educate its

teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by:

(List activities.)

D. The school district will, to the extent feasible and appropriate, coordinate and integrate

parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:

(List activities.)

E. The school district will take the following actions to ensure that information related to

the school and parent- programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative


formats upon request, and, to the extent practicable, in a language the parents can understand:

(List actions.)

PART III. DISCRETIONARY DISTRICT WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS (Sample Template)

NOTE: The District wide Parental Involvement Policy may include additional paragraphs listing and describing other discretionary activities that the school district, in consultation with its parents, chooses to undertake to build parents’ capacity for involvement in the school and school system to support their children’s academic achievement, such as the following discretionary activities listed under section 1118(e) of the ESEA:

• involving parents in the development of training for teachers, principals, and other

educators to improve the effectiveness of that training; • providing necessary literacy training for parents from Title I, Part A funds, if the

school district has exhausted all other reasonably available sources of funding for that training;

• paying reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;

• training parents to enhance the involvement of other parents; • in order to maximize parental involvement and participation in their children’s

education, arranging school meetings at a variety of times, or conducting in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend those conferences at school;

• adopting and implementing model approaches to improving parental involvement; • establishing a district wide parent advisory council to provide advice on all matters

related to parental involvement in Title I, Part A programs; • developing appropriate roles for community-based organizations and businesses,

including faith-based organizations, in parental involvement activities; and • providing other reasonable support for parental involvement activities under section

1118 as parents may request.]

* * * * *

PART IV. ADOPTION (Sample Template)

This District wide Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced by ______________________. This policy was adopted by the __name of school district __ on __mm/dd/yy______ and will be in effect for the period of _______. The school district will distribute this policy to all parents of participating Title I, Part A children on or before _________________. _______________________________ (Signature of Authorized Official) _______________________________ (Date)


*This sample template of a District Wide Parental Involvement Policy is not an official U.S. Department of Education document. It is provided only as an example.

SCHOOL RESPONSIBILITIES

School-level Parental Involvement Policies

D-1. What written parental involvement policies must Title I, Part A schools develop?

Each school must develop, jointly with parents of children participating in Title I, Part A services, a written school parental involvement policy that describes how the school will carry out the parental involvement requirements in section 1118(c) – (f), including the development of a school-parent compact. If the school already has a parental involvement policy that applies to all parents, the school may amend that existing policy, if necessary, to meet the requirements of section 1118(b). Schools must update these policies periodically to meet the changing needs of parents and the school. [See Appendix D for a sample template of a District-Wide Parental Involvement Policy.] [Section 1118(b), ESEA.]

D-2. What notification and dissemination requirements apply for school parental involvement policies?

Each school served under Title I, Part A must notify parents of its written parental involvement policy in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, provide notice and the policy in a language the parents can understand. In addition, each school must make its written parental involvement policy available to the local community. [For further information on required notices, see Appendix B and see A-8, A-9 and A-10 for additional information about language requirements and alternative formats.] [Section 1118(b)(1),ESEA.]


POLICY ACTION COMMITTEE – PROGRESS STATUS Committee Manager: ____________________________________ Committee Coordinator: ____________________________________ * Status ü -‐ Completed O – On Schedule B – Behind Schedule

E-‐mail addresses:

Status Policy Section Lead Person Responsible

Functions Completion Date Other

o


School-Parent Compact

SAMLE TEMPLATE*

From the Parental Involvement: Title I, Part A Non-Regulatory Guidance (April 23, 2004) NOTE: Schools and parents may use the sample template below as a framework for the information to be included in their school-parent compact. Schools and parents are not required to follow this sample template or framework. If they include all of the bolded items listed under "Required School-Parent Compact Provisions" below, they will have incorporated all of the information required by 1118(d) to be in the school-parent compact. Schools and parents, in consultation with students, are encouraged to include other relevant and agreed upon activities and actions as well that will support effective parental involvement and strengthen student academic achievement. * * * * *

SCHOOL-PARENT COMPACT

The name of school and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved students’ academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State's high standards. This school-parent compact is in effect during the ___________ school year.


Title I Program 2014-2015 SY

Public Parent Compact Agreement

Parent/Guardian Responsibilities:

We, as parents, will support our children’s learning in the following ways: Describe the ways in which parents will support their children’s learning, such as:

• Monitoring attendance. • Ensuring that homework is completed. • Monitoring amount of television children watch. • Volunteering in child’s classroom. • Participating, as appropriate, in decisions relating to my child’s education. • Promoting positive use of my child’s extracurricular time. • Staying informed about my child’s education and communicating with the school by

promptly reading all notices from the school or the school district either received by my child or by mail and responding, as appropriate.

Student Responsibilities

We, as students, will share the responsibility to improve our academic achievement and achieve the state’s high standards. Specifically, we will: Describe the ways in which students will support their academic achievement, such as:

• Do my homework everyday and ask for help when I need it. • Read at least 30 minutes every day outside of school time. • Give my parents or the adult who is responsible for my welfare all notices and

information received by me from my school everyday. Title I Parent Date Title I Student Date Title I Teacher Date


Parent Notification Regarding “Highly Qualified” Status of Teacher

Section 1111(h)(6)(A) Date____________ Dear Parent: The federal No Child Left Behind Act of 2001 (NCLB) requires all schools to notify parents or guardians after a class has been taught for four consecutive weeks by a teacher who is not considered “highly qualified” for that specific subject area. While there are a variety of ways in which a teacher can demonstrate that he or she is “highly qualified” in a given subject, the requirement is considerably more difficult to meet for a teacher who is responsible for teaching several core subject areas. Special education teachers and bilingual education teachers in particular are affected by this requirement. The purpose of this letter is to notify you as required that Mr./Ms. ________________ is not currently considered “highly qualified” under NCLB in one or more subjects being taught to your son or daughter. Please be assured that this does not mean this teacher is not qualified for this assignment. Mr./Ms. __________________ does meet the Indiana requirements for this position. Given his/her professional experience and local reputation, we believe that your child is receiving a high-quality education in his/her class. If you have any concerns regarding this information, you have a right as a parent to review the qualifications of your child’s teachers. Please contact (name/title) at (number) if you have any questions.

Sincerely,


Gary Community School Corporation

Parent Notification (Sample) Letter Right to Request Information on Teacher Qualifications As Required Under the No Child Left Behind Act of 2001

(to be sent from the Title I School) [Date] Sincerely, [Name] [Title]


PARENT EVALUATION Districtwide Parent Policy Committee Program Evaluation of Today’s Workshop or Meeting

Topic: _________________________________________________________ Name of School: ________________________________________________________ Session Date: _________________________________________________ Presenter(s): _______________________________________________________

Strongly Strongly Disagree Agree

1. The content of the session was worthwhile. 1 2 3 4 5 2. The session leader was well prepared. 1 2 3 4 5 3. The information was effectively presented. 1 2 3 4 5 4. The materials were useful and appropriate. 1 2 3 4 5 5. The workshop added to my skills. 1 2 3 4 5 6. I plan to use the techniques, skills, and 1 2 3 4 5 information presented to help my child. 7. I have more confidence in my skills to 1 2 3 4 5 help my child as a result of this workshop.

Comments:


Office of Federal Grants and Programs Travel 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: Ø Complete Vendor Registration Form to obtain vendor# Ø Complete the GCSC Travel Request and Agreement Form (if applicable) Ø Complete the Travel Authorization Form and attach the following:

§ Title I Educational meeting Rationale Form (correlation to the school's Comprehensive Needs Assessment)

§ Copy of the Flight Information § Lodging Information § Registration Information § Title I Purchase Order

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

Ø 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.

Ø Travelers must make their own travel arrangements and pay expenses pre-approved on the Travel Authorization Form.

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. All expenses are on a reimbursable basis. Traveler must submit detailed/itemized original receipts for allowable expenditures to be paid.


TECHNOLOGY Technology purchases must be entered into building’s requisition from the school site. All Expendable Equipment (printers, projectors, poster makers) and certain technology and software, regardless of the amount, must also be entered in RDS utilizing the authorized 26-digit program account numbers listed in the Program Account Numbers Section. Technology Purchases The following technology components require an approval from the Office of Innovation and Improvement and, therefore, must be placed into RDS: · Desktop/Laptop Computers · Tablet Computers · All hand held computer devices · iPads · Printers · Software* · Graphing Calculators · Head phone sets · Promethean boards · Document cameras *Contact your Federal Grants Specialist for further details on Technology Purchases within the present Fiscal year. Contact the IT Director at [email protected] before purchasing any new software.


BULLETIN NO. 01-16 TO: Title I, SIG (a), and/or SIG (g) Principals FROM: Dr. Albert J. Holmes, Jr., Executive Director of Innovation and Improvements/ Federal Grants and Programs RE: Equipment Guidelines DATE: January 16, 2014 This e-bulletin serves as a reminder for equipment purchased with federal funds. As you know, all equipment purchased with federal funds must be accounted for on a daily basis within your school. Here are some required program guidelines that must be enacted this school year. Also included for your convenience are helpful hints and reminders.

1. iPads and Microsoft Surface Pros must be secured/locked until appropriate districtwide and/or building specific trainings have been provided for the school.

2. Microsoft Surface Pros – protection cases must be purchased before assigning equipment to designated staff. The outer case will preserve the longevity, as well protect, if the equipment is accidentally dropped.

3. iPads Protection Covers – some i-Pads came with covers for the device, however, many did not, please insure that all i-Pads purchased with federal funds have sufficient covers. No equipment should be issued to staff without covers/cases to properly secure the equipment.

4. Please earmark any additional funds needed to purchase covers and cases for both i-Pads and Microsoft Surface Pros out of your building’s allocation(s).

5. All equipment purchased must have appropriate security measures, warranty, and protection covers included in the requisition for approval. For example, if your school is ordering an Interactive Whiteboard, then the security cord and lock should be included, with an extended warranty.

If you have any additional questions, please feel free to contact the Office of Innovation and Improvements/Federal Grants and Programs.


Helpful Hints and Reminders Physical Inventory Conduct a physical audit of all equipment ($5,000+) on an as needed basis (minimum of every year). Safeguarding and Maintenance Ensure equipment is maintained in a secure environment by identifying areas for storage that may lock or areas that are accessible to regular supervision. Investigate any theft (police report must be filed) loss, or damage that may occur, submit this information to the assigned compliance/program specialist and/or supervisor, and update the inventory log, as appropriate. Adhere to equipment warranty and/or maintenance agreements. Ensure equipment is kept in good working condition. Label all items purchased with Title I, SIG, IDEA, and other federal funds so that it is immediately distinguishable that they were purchased with these federal grant funds. Store all equipment, sensitive items and supplies/materials in a locked room or other secure location.

§ Maintain records that identify persons with access and issued equipment. Definitions

Equipment – is a moveable or fixed unit of furniture or furnishings, an instrument, a machine, an apparatus, or a set of articles that meet all of the following conditions:

§ it lasts longer than one year; § it is better to repair than to replace; § it retains its original shape, appearance, and character with use; § it does not lose its identity through fabrication or incorporation into a different

or more complex unit or substance;

§ it exceeds a capitalization level equal to the lesser of a minimum dollar value established by the entity for financial statement purposes or $5,000; or

§ it is a sensitive item with an acquisition cost of $500.00 or more. Sensitive items - are capital or non-capital items such as recording devices, portable tools, cameras, notebook computers, and other small items that are prone to theft and are concealable in a handbag or briefcase. Items that are too large for concealment in a handbag or briefcase (such as desktop computers, projectors, and printers) shall be considered sensitive items if there is a history of loss or theft.


Office of Innovation and Improvements/Federal Grants and Programs Inventory Procedure Questions and Answers

Q1: Who is responsible for the inventory and tagging/mapping of equipment, sensitive items at the school level? A1: The principal or principal’s designee in the school is responsible for the inventory and tagging/mapping of equipment, sensitive items and targeted assistance supplies. Q2: Why are the procedures for inventory and tagging/mapping changing again? A2: The Office of Innovation and Improvements determined that the procedures used during the FY13 school year was not thorough enough to ensure consistent compliance across schools. Q3: What can I use to tag (label) my equipment, sensitive items and targeted assistance supplies purchased with Title I funds? A3: Labels must be permanent in nature. Permanent markers or paint pens can be used to identify these items. Additionally, permanent labels may be used. The tag should be easily recognizable so that anyone using the item would know that it was purchased with federal funds. Q4: Do I have to use the tag numbers provided by the Title I office? A4: Yes. The office of Title I has issued customized tag numbers for each school that must be used for inventory purposes. Q5: Can I write in the information on the inventory form? A5: No. All information on the inventory forms must be completed electronically. Q6: Do I have to use a new form for each fiscal year? A6: Yes. A separate inventory form is to be maintained for each fiscal year. Each year, the Office of Title I will issue new inventory logs to each school with customized tag numbers. Q7: How long do I have to keep inventory forms from previous years? A7: All federal grant documents should be retained for a minimum of five fiscal years. Q8: How often does a school need to conduct a full, physical inventory? A8: Each school must conduct a full, physical inventory at least once every two years. The principal or principal’s designee in the school is responsible for this process. If a discrepancy is found between the inventory form and the physical inventory, the inventory form must be updated at that time.


Doing What is Best for Students -‐ Today -‐ Tomorrow -‐ Everyday"

Dr. Cheryl Pruitt, Superintendent Gary Community School Corporation

620 East 10th Place 219-‐886-‐6400

www.garycsc.k12.in.us

“As Is” Computer Distribution DISCLAIMER OF WARRANTIES OR USE

Computer, Systems and/or Parts are distributed “AS IS”. Equipment is used and may be defected. Gary Community School Corporation (GCSC) makes no representations and extend NO WARRANTIES of any kind, either express or implied, including warranty of user’s ability and fitness or a particular purpose, with respect to the equipment or the use of the equipment under this distribution program. GCSC takes no responsibility for the purpose of use of the computer by individual(s) who receive the computer. By signing this disclaimer, you agree to take complete ownership of the equipment and the care thereof.

__________________________________ _________________ Recipient Print Name Date __________________________________ Signature of Computer Recipient __________________________________ Principal’s Signature


PRINTING Outside Vendor Procurement · Obtain four (3) 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 for approval. · Submit sample of items to be printed to your Federal Grants Specialist for approval.

POSTAGE Postage will be purchased through internal accounts via the Federal Grant Specialist for Parent Involvement activities only. A requisition must be submitted with a rationale and a copy of the parent involvement activity prior to purchase. (SEE APPROVED FORM).


620 E. 10th Place Gary, IN 46402 (219) 886-‐6400

DR. ALBERT J. HOLMES, EXECUTIVE DIRECTOR Office of Innovation and Improvements/

Federal Programs and Grants (219) 881-‐4123

[email protected] Date: March 25, 2014 TO: Ms. Brenda Ford, Mail Distribution Center Mrs. Marie Adkins, Finance Supervisor From: ________________________________ Subject: Postage of Correspondence MEMORANDUM Please reimburse the general fund account listed below for postage on correspondence mailed to parents of Title I students. Letters are mailed in compliance with Title I mandates section 1111(h)(6). CONTENT OF LETTER: Parent Notification Letter: Non-highly Qualified Teacher Placement. _____ letters were mailed to parents of students attending _______________________ . (No. of letters) (School)

Principal Signature: ________________________________ Date: ________________

Tracking Documentation: Beginning # _____________ Ending # _____________

Charge to Title I account number: __________________________ Account: $ ______ (School Account #)

Reimburse General Fund Acct. No.: 010.4.25110.53200.0000.00363

Account: $ ______

As always, thank you for your assistance.


PROFESSIONAL DEVELOPMENT

Allowable Unallowable Instructional for content core areas Planning activities, Leadership Skill development Food or snacks for sessions 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 Programs (OFGP). Prior approval is required or payment will not be rendered.

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

Note: Account numbers are different for teachers and paraprofessionals.

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

Upon arrival in the Office of Federal Grants and Programs, 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 and Programs:

Ø The approved In-Service Workshop Ø Scope of Services Form Ø Sign-in Roster (Include teacher or paraprofessional name, date, time in, time out) Ø Agenda (date and time/account for each hour of the session)

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

Ø Invoice Date Ø Invoice Number Ø Vendor Number Ø Purchase Order Number


Ø Description of Service Ø Amount Charged Ø Total Amount Due

The invoice should be submitted to the principal for signature, Send the original to Accounts Payable and a copy should also be forwarded to the Office of Federal Grants and Programs for processing. 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.


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 comprehensive/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


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, an LEA many use Title I, Part A funds for any activities that are part of the schoolwide program plan. In targeted assistance schools including Private Schools, however, Title I, Part A funds may only be used to meet the needs of participating children. 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. Property Valued Under $5,000 When Title I equipment is procured with federal funds, adequate records must be maintained to confirm proper use. Documentation of use by the targeted population should be reviewed by the Principal and/or Title I contact. 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. Title I equipment is used to supplement and not to supplant. Items such as, VCRs, TVs, camcorders, laptops, digital cameras, and printers that cost under $5,000 are traceable equipment and must be tagged with an orange bar code label or permanent marker, that says, “Property of Title I”. In a Targeted Assistance (TA) Program, 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. The Office of Federal Grant 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. Copies of the inventories are kept at the local school and at the central office. The following information must be included on the Title I Equipment Inventory form: · Description of the item · Acquisition Cost · Date of purchase · Vendor · Serial number · Location of the property · Funding source Disposition of Equipment When equipment is not needed in the program for the reason it was purchased, not needed elsewhere in the program, or if property is no longer functional, the principal then contacts the Office of Federal Grants and Programs 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 Programs for all stolen equipment. The Office of Federal Grants and Programs follows the procedures for removal of the


equipment as outlined in the Gary Community School Corporation Internal Fixed Assets Control Guide.


Property Value Equal to or Greater than $5,000 When Title I equipment is procured with federal funds, adequate records must be maintained to confirm proper use. Documentation of use by the targeted population should be reviewed by the Principal and/or Title I contact. 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. Title I equipment is used to supplement and not to supplant. Items such as, VCRs, TVs, camcorders, laptops, digital cameras, and printers that cost $5,000 or more are traceable equipment and must be tagged with an orange bar code label or permanent marker, that says, “Property of Title I”. In a Targeted Assistance (TA) Program, 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. The Office of Federal Grants and Programs 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. Copies of the inventories are kept at the local school and at the central office. The following information must be included on the Title I Equipment Inventory form: · Description of the item · Acquisition Cost · Date of purchase · Vendor · Serial number · Location of the property · Funding source Disposition of Equipment When equipment is not needed in the program for the reason it was purchased, not needed elsewhere in the program, or if property is no longer functional, the principal then contacts the Office of Federal Grants and Programs 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 Grants Specialist. A Police report must be submitted to the Office of Federal Grants and Programs for all stolen equipment. The Office of Federal Grants and Programs follows the procedures for removal of the equipment as outlined in the Gary Community School Corporation 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 Gary Community School Corporation 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 Programs (OFGP). Equipment collected must be stored and secured. OFGP will make arrangements for pick up and redistribution. NO EQUIPMENT SHOULD BE REMOVED FROM CLOSED SCHOOLS WITHOUT APPROVAL FROM THE DIRECTOR OF FEDERAL PROGRAMS. Gary Community School Corporation 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 Grants Specialist in the Office of Federal Grants and Programs (OFGP). Equipment collected must be stored and secured. OFGP will make arrangements for redistribution.


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, Paraprofessional Tutor, or Intervention Specialist) 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 Programs 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)


Title I Hourly Employee Verification Form

By signing below, I , _____________________________________________ , Principal, certify that ___________________________________ who currently serves as my : o Home-‐School Liaison o Paraprofessional Tutor o Teacher Tutor o Intervention Specialist is performing the duties and fulfilling the responsibilities as outlined in the job description for this position. I understand that if this person performs duties outside the outlined job description, I am in violation of Federal Regulations. Principal's Signature: __________________________________________________ School: _______________________________________ Date: ______________ Hourly Employee's Signature: __________________________________ GCSC ID# ____________ Start Date: _______________ Federal Account #: __________________________________ _______________________________________ _______________________________ Director of Federal Grants and Programs Diana Groce _______________________________________ _______________________________ Director of Human Resources Rosa Vega Please submit completed form to: Office of Federal Grants and Programs, 620 E. 10th Place, Gary, Indiana 46402, (219) 881-‐4076 facsimile.


Federal Grants Staff: ______________________________ Date: ________________ School: ____________________________ Service Location: ___________________

FY'15 Budget Review

_____ Budget review with principal/school contact (outstanding balances, encumbrances, etc.) _____ Title I Budget amendment _____ Title I paid staff

Title I PL221-Schoolwide/Improvement Plan

Review _____ Plan review with principal/contact (Plan components - rubric & checklist) _____ Review of budget/plan alignment _____ Revisions based on recommendations from The Peer Review Team

o Completed o Incomplete o Additional Assistance Needed

Title I Audit

_____ Monitoring checklist _____Title I Notebook

o Required Components o Federal Audit and State Monitoring dates

(OFGP)

Equipment Inventory

_____ Review of Expendable Equipment logged Expenditures _____ Expendable Equipment physical inventory _____ Equipment Inventor form (signatures)

Fraud, Waste, and Ethics Policies

_____ Policies were explained

Area(s) of Concern: _____________________________________ _____________________________________ ____________________________________

Comments: ____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Specialist's Signature: _____________________________________ Date: _______________ Principal's Signature: ______________________________________ Date: _______________

Office of Federal Grants and Programs Technical Assistance Documentation Log


OFFICE OF INNOVATION AND IMPROVEMENTS High School Federal Programs Effectiveness Report SY 2014-2015 ___________

Month School: __________ Targeted Grade:_____ # of Students______ Tier 1__ or Tier 2:__

Please Select One Supplemental Program:

o o o o o

Title I, SIG 1003 (a), or SIG 1003 (g) Program Design Please check all that apply:

o Before School o During School o After School o Saturday School

Please complete the goals and benchmark internal accountability report for your Title I School or SIG 1003(a)/ (g) School. In the highlighted column (beginning) please include data from the start of the 2013-‐2014 school year. The End column should reflect the final data reported. The Goal column shows the set measureable targets for your building’s Intervention Program funded with federal funds for this school year for Math and E/LA for the most At-‐Risk students (Tier 2 and Tier 3).

Lead

ing

Indi

cato

rs

Indicator Beginning End Goal

Minutes in Math and Reading per day Math: E/LA:

Math: E/LA:

Math: E/LA:

Student participation rate on state assessment (Combined ECA, SAT and/or ACT)

Student attendance rate

Teacher attendance rate

Suspension/Expulsion Rate

Minutes of Job Embedded PD/Week

Teacher’s Performance Level (Ineffective, Needs Improvement, Effective or Highly Effective)

REQUIRED Must have evidence available for review, otherwise, the building is not compliant with Federal Guidelines.

Teacher

Other Notes

Other Notes

Other Notes

Please submit this report back to the Office of Innovation and Improvements, on or before 5th of each month via electronic mail. If you have any questions, please feel free to contact Dr. Holmes at 219-‐881-‐4123 or [email protected]


Federal Programs Supplemental Services Staff Weekly Report

SY 2014 - 2015

School : Teacher:

Week of: Actual (Work) Date: Targeted Grade: Attendance Count and Percentage: # of Students # of Students Present % of Students Instructional (Math/ELA): Students’ Progress:


Students’ Issues and concerns:

Parent Updates: Other: Consultation with students’ primary teacher(s). (Please include date and time) Date of Submission: Signature of Teacher: Signature of Principal:


620 E. 10th Place Gary, IN 46402 (219) 886-‐6400

DR. ALBERT J. HOLMES, EXECUTIVE DIRECTOR Office of Innovation and Improvements/

Federal Programs and Grants (219) 881-‐4123

[email protected]

THE FOLLOWING ACCOUNT NUMBERS MUST HAVE THE FEDERAL PROGRAMS EXECUTIVE DIRECTOR'S SIGNATURE BEFORE PROCESSING:

SCHOOL YEAR 2014-‐2015

FUND # FEDERAL PROGRAMS 414.5 TITLE I 404.5 SCHOOL IMPROVEMENT 684.5 TITLE II 448.5 IMPACT AID

454.5 (SIG) 091 Watson

795.7 McKenney Vento Homeless Grant


Prescribed by State Board of Accounts ACCOUNTS PAYABLE VOUCHER School Form No. 523 (2000)

Gary Community SCHOOL CORPORATION Gary ,

Indiana

An invoice or bill to be properly itemized must show: kind of service, where performed, dates service rendered, by whom, rates per day, number of hours, rate per hour, number of units, price per unit, etc.

Payee

JAMES DOE Purchase Order

No.

778 Marshall Street Apt. #2 Terms Reimbursement

Gary, IN 46402 Date Due

Invoice Date

Invoice Number

Description (or note attached invoice(s) or bill(s)

Amount

Region V 2014 Conference - Detroit, Michigan

March 11-16, 2014 Hotel $ 454.25

Car Rental - Enterprise $ 317.13

Meals $ 300.00

Mileage $ 272.46

14.414.4.21990.58000.0301.00255 $1,343.84

I hereby certify that the attached invoice(s) or bill(s) is (are) true and correct and that the materials or services itemized thereon for which charge is made were ordered and received except

,

20 ______________________________________

Signature Title I hereby certify that the attached invoice(s), or bill(s) is (are) true and correct and I have audited same in accordance with IC 5-11-10-1.6.

,

20

Treasurer


Prescribed by State Board of Accounts ACCOUNTS PAYABLE VOUCHER School Form No. 523 (2000)

Gary Community SCHOOL CORPORATION Gary ,

Indiana

An invoice or bill to be properly itemized must show: kind of service, where performed, dates service rendered, by whom, rates per day, number of hours, rate per hour, number of units, price per unit, etc.

Payee

Purchase Order

No.

Terms Reimbursement

Date Due

Invoice Date

Invoice Number

Description (or note attached invoice(s) or bill(s)

Amount

I hereby certify that the attached invoice(s) or bill(s) is (are) true and correct and that the materials or services itemized thereon for which charge is made were ordered and received except

,

20 ______________________________________

Signature Title I hereby certify that the attached invoice(s), or bill(s) is (are) true and correct and I have audited same in accordance with IC 5-11-10-1.6.

,

20

Treasurer


GARY COMMUNITY SCHOOL CORPORATION GARY, INDIANA

TRAVEL EXPENSE CLAIM

(1) Acct. no. to be

charged

(2) Submitted by Date

Department

Date and Hour of Departure

Date and Hour of Return

Trip to City State

For meeting of/Nature of Business

(3) Plane, Railroad or Bus Fare (Attach Receipt) $

(4) Local Transportation $

(5) Automobile Expense X 55.5 cents per mile $

Attach completed mileage Form 101.

(6) Room - Single Person Rate Only (Attach Receipt) $ (NO MOVIES/PERSONAL PHONE CALLS ALLOWED)

(7) MEALS - $50.00 PER DIEM (no receipts required)

Date(s) Day’s Total $ Total Meal

Cost $

(8) Miscellaneous (Registration Fees, Toll Road Fees, Etc.) $ GRAND

TOTAL $

(9) Signature Claimant

Approved


PLEASE REFER TO REVERSE SIDE OF FORM FOR INSTRUCTIONS Revised: November 06, 2006

TRAVEL EXPENSE CLAIM FORM INSTRUCTIONS & CHECK LIST (Please follow instructions and check all relative items)

(Check list)

ATTACH A COPY OF THE BLUE FORM ATTACH PROPERLY AUTHORIZED FORM 523 (Accounts Payable Voucher)

1. Affix valid account number (s). If more than one account is to be charged, indicate the

amount to be charged to each account. In most cases, the account number(s) will be the same as reflected on the Blue Form.

2. Name of claimant, date claim was completed, date/hour of non-local travel departure and return. Indicate destination, nature of business.

3. Attach copies of detailed airline, railroad or bus receipt(s). Proof of method of payment must be provided (i.e., cash receipt, front and back of cancelled check, credit card statement).

4. Attach copies of taxi, limousine, shuttle bus, etc. receipts.

5. If mileage is being claimed, attach state prescribed Form 101 (mileage Claim). The Form 101 is a warehouse stock item. The forms must be ordered from the warehouse.

6. Attach detailed copy of hotel bill/receipt. Proof of method of payment must be provided (i.e., cash receipt, front and back of cancelled check, credit card statement).

7. Meal(s) per diem - $50.00.

8. Attach dated, itemized copies of miscellaneous expenses reimbursement receipts.

9. Claimant’s signature must be affixed. Expenses cannot exceed total approved expenditures on the Blue Form.

Non local travel expense claim form for school personnel require approval by the principal only. Individuals who work in the administrative offices and principals’ travel expense claim forms require approval by the immediate supervisor.


Semi-Annual Certification

Activity Report for Employees Working on a Single Cost Objective School Year 2014-2015

School/District Office: ___________________________________ Federal Program: Account # ________________________________

For the Six-Month Period of: Month/Year

I certify that the employee(s) listed below worked 100% of their time on activities authorized by the Federal Program stated above.

Employee Name Employee Title

________________________________________ ____________________ Supervisory Official’s Signature Date

This form is to be completed every six months for any employee who is paid solely with federal funds from a single cost objective. A school operating a schoolwide program and has an employee who works on multiple cost objectives must maintain a Time and Effort log unless the school consolidates Federal, State and Local funds under a single account.


E-BULLETIN NO. 12-03 TO: Building Principals

District Directors FROM: Albert J. Holmes, Jr., Executive Director of Innovation and Improvements/

Federal Grants and Programs RE: Time and Effort Requirements Contact: Office of Federal Grants and Programs at (219) 881-4123 ____________________________________________________________________________ The federal law requires all employees, including teachers, paraprofessionals, and other staff that are paid with federal funds to document the time and effort they spend within that program. The portion of the federally paid salary should be reflective of the time and effort the individual has put forth for that federal program. For instance, if a Title I teacher spends 100% of his/her time working with Title I students and on Title I responsibilities, then 100% of his/her salary is to be paid with Title I funds. On the other hand, if an individual is working as a principal 50% of the time and 50% as the coordinator for another program, only 50% of his/her salary is paid from Title I. The remaining 50% would be paid from district funding. The purpose of documenting time and effort is to ensure that a district does not use federal funds to compensate an employee for time spent on any other program. Time and effort reporting guidelines are specified in the U.S. Office of Management and Budget (OMB) Circulars A-87 and A-133. The circulars provide instructions to auditors performing Single Audits of states, local governments, and non-profit organizations. OMB-87 establishes standards for charging employee compensation for federal grants. OMB A-133 lists the compliance requirements for federal education programs, including Title I Part A. Districts that receive other federal funds, such as Reading First, Migrant, Homeless, Neglected and Delinquent, Title II A, Title II D, Title III, Title IV A, Title V, Coordinated School Health, etc., must also ensure their employees are documenting their time and effort. School districts are required to maintain auditable "time and effort" documentation that show how each Title I employee spent his or her compensated time. Such documentation are written, after the fact (not estimated or budgeted) documentation of how the time was spent. Time and effort reports should be prepared by any Title I staff with salary charged (1) directly to a federal award, (2) directly to multiple federal awards, or (3) directly to any combination of a federal award and other federal, state or local fund sources.

• Semi-annual certifications are required for Title I personnel whose compensation is funded solely from the Title I grant. These certifications document that he/she has been working solely in activities supported by the Title I grant (although some district policies require monthly reports for such personnel). The certification must (1) cover a semiannual period (e.g., September-January and February-June, or September-February and March-August), (2) identify Title I as the program, and (3) be signed and dated by an employee and supervisor having first-hand knowledge of the work performed by the employee.

• Monthly reports are required for Title I personnel whose time is charged in part to Title I and in part to other revenue sources (split-funded staff). These reports


document the portions of time and effort dedicated to Title I and to other revenue sources. Such records must (1) be completed after-the-fact, (2) account for the total time for which the employee is compensated, (3) be prepared at least monthly, (4) coincide with one or more pay periods, and (5) be signed by the employee and countersigned by an administrator or supervisor. • Stipends (and other supplemental contracts) must also be reported. Record stipends on semi-annual certifications or monthly reports, whichever is utilized for the particular employee. Alternatively, permitted documentation includes (1) a signed supplemental contract that stipulates Title I work activity, (2) sign-in attendance logs approved by the supervisor (e.g., pay for professional development activities), and (3) employee time/pay slips that specify "Title I" and are approved by the supervisor. When is time and effort documentation required? All individuals being paid with federal funds must document their time and effort, no matter the percentage of time they are paid or if they are working in a Title I targeted assistance or schoolwide program. An employee dedicating 5% of his/her time to a federal program must document time and effort just as an individual employed 100% to a federal program would have to document time and effort. The difference is the type of documentation that each employee is responsible to complete. What type of documentation is required? • Permanent Schedule – A permanent schedule is most often used for teachers or individuals who are being paid with federal funds and hold a fixed schedule every day of the week. For instance, a Title I teacher’s schedule could document that he/she is being paid 100% with federal funds and 100% of his/her day is dedicated to Title I programming. A teacher who was 50% Title I and 50% reading coach could also use this method if his/her schedule was consistent, day after day. Permanent schedules should be on file and updated throughout the school year. • Periodic Certification – Districts who have full-funded federal personnel or those that are partially funded with federal funds must have individuals submit an assurance every six months (at a minimum) documenting that the amount of time they worked for each particular federal program. This certification should also include documentation of time spent on the federal program (such as a copy of daily planner, schedules, time sheets, daily logs). A sample assurance could state, “From January 1, 2007 to June 30, 2007, Jane Doe spent 100% of her time on Title I Part A instructional activities as evidenced by the enclosed schedule.” – Signed by employee and supervisor. • Daily Log – Individuals who work less than 100% for a particular federal program and whose schedule changes from day to day have the option of logging their time spent in the federal program each day. For instance, a principal who is paid 75% from the district for principal duties and 25% from Title I to coordinate the district’s Title I program could keep a daily log of the time spent on principal duties versus Title I coordinator duties. An individual in this situation does not hold a fixed schedule as principal duties are irregular and cannot be scheduled. Daily logs must be signed by the employee and their supervisor. • Monthly Certification – Individuals who are funded from multiple funding sources can document their time and effort through monthly documentation. For this method, an


assurance including time documentation would be submitted monthly. This sample assurance could state, “For the month of October 2007, Jane Doe spent 50% of her time on Title I Part A instructional activities and 50% on general fund instructional activities as evidenced by the enclosed schedule.” – Signed by employee and supervisor.


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 account-ability 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” Office of Federal Grants and Programs FY 2014 38 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.


TITLE: Title I Intervention Specialist (Non Public) QUALIFICATIONS: 1. A Bachelor’s Degree or higher. 2. A valid state certificate to practice as a Certified Teacher.

REPORTS: Building Principal JOB GOAL: Provides instructional supplemental services to eligible Title I Students. I. Title I Responsibilities

The Title I Teacher must:

1. Directing the selection process and assessment of students. 2. Scheduling Title I students for instruction. 3. Preparing instructional materials. 4. Planning and instructing small groups of students. 5. Reporting student progress to parents. 6. Holding parent-teacher conferences for Title I students. 7. Coordinating instruction with classroom teachers. 8. Providing parent involvement activities. 9. Participating in staff in-service program. 10. Gathering information and preparing the Title I Plan. 11. Perform all student selection requirements including testing and making the final

lists of students selected for Title I participation. 12. Schedules the annual review meeting, coordinates the meeting, and communicates

with parents regarding its results. 13. Communicates regularly with classroom teachers regarding classroom instruction

and needs of Title I students. Title I teachers should keep written documentation of this communication.

14. Conducts pre and post assessment(s) of participating Title I students.

II. Non-Classroom Responsibilities The Title Teacher must:

1. Comply with school standards for attendance and punctuality. 2. Submit completed student information forms upon request. 3. Follow the appropriate and official chain of command for all formal communication. 4. Assist in maintaining student discipline and control in the school. 5. Exhibit appropriate professional conduct when dealing with Title I students, staff and

members of the school community. 6. Secure teaching areas and office area when absent from Title I room.


7. Be available for teacher and parent conferences as needed and appropriate. For Title I Students/Families.

8. Maintain an open line of communication with other teaching staff members. 9. Attend faculty meetings, as needed to ensure successful Title I students.


JOB DESCRIPTION FOR ELEMENTARY PARENT ASSISTANT

The Parent Assistant will serve as a liaison between school, home, and community in order to conduct outreach and to foster positive relationships and creative communication linkages for all stakeholders; teachers, parents, students, administrators, and the community-at-large.

DUTIES AND RESPONSIBILITIES

• Assist in the preparation of Title I parent education programs and in-service activities at the school including the annual orientation meeting and the sending of notification of services letters to families.

• Assist in establishing and maintaining at each school a parent resource center

where parent activities and training take place, or parent room, or parent corner, containing instructional, informational, and parent educational materials. Supervise and maintain open parent rooms.

• Conduct parent outreach activities, using newsletters, and sending flyers,

telephoning parents and maintaining logs and other records of calls. Conduct parent training workshops, seminars and in-services.

• Work in collaboration with PTSA, DADS, and other community based organizations

to support school activities.

• Assist in the development of the school compact.

• Submit accurate monthly reports of parent training, outreach, meetings, and other activities for the Target Assistant populations.

• Document family involvement in Title I programs and assist in program evaluation.

• Attend Title I Parent Assistant Monthly Training.

• Perform other duties related to Parent Involvement as assigned by the Intervention

Specialist.

QUALIFICATIONS

• Evidence of having successfully worked with groups of people.

• Demonstrated community and training skills.

• Credits beyond high school.

• Possess a familiarity and an understanding of community affairs and services.


• Have children/grandchildren in school or conduct outreach by actively involving parents who presently have children in Gary Community School Corporation schools.


THIS JOB DESCRIPTION IS TO ESTABLISH A CANDIDATE POOL FOR SCHOOL CROSSING GUARDS

The School Crossing Guard (Hourly) ensures the safe crossing of elementary school children at designated crosswalks before and after school by alleviating safety risks and unsafe traffic conditions for children crossing intersections and busy streets. CLOSING DATE: Open Until Filled PERFORMANCE RESPONSIBILITIES:

• Escorts children across designated school crossing zones. Directs vehicular and pedestrian traffic in an efficient and orderly manner in all weather conditions.

• Assures the safety of children and motorists, communicates effectively with children, parents and the general public.

• Report license number of vehicles that fail to slow down in school crossing zones, or fail to stop for children attempting to cross streets.

• Report unsafe traffic conditions in school crossing zones and suspicious vehicles or persons noticed hanging around the school area.

• Communicates safety instructions and directions to students, parents and motorist traveling through the school safety zone.

• Conducts other duties as assigned by Management.

Qualifications EDUCATION:

• HS Diploma or GED

EXPERIENCE:

• Should have previous experience working with children, volunteering experience in community service or have experience in an autonomous position where quick thinking and objective decision making skills were required.

CERTIFICATION:

• Must be able to complete accredited training program. A valid driver's license is required.


Job Description SCHOOL BUS MONITOR

Description

THIS APPLICATION IS TO ESTABLISH A CANDIDATE POOL FOR SCHOOL BUS MONITORS (HOURLY)

Closing Date: Open Until Filled Provides assistance to students while loading and unloading; monitors the students' behavior while on the bus; provides special assistance to students in wheelchairs; provides first aid attention to injured or ill students; assists students with homework and general lesson review. Performance Responsibilities:

• Monitors students while on bus; maintains safety and order on the bus, ensures students wear seatbelts; provides first aid to ill or injured students; assists with homework

• Assists students load and unload the bus; provides special assistance to students in wheelchairs, including operating the lift and strapping and securing wheelchairs on vehicle

• Assists bus driver with routes and directions; assists bus driver while backing the vehicle

• Provides assistance during emergencies; provides knowledge and operates emergency window exits

• Maintains cleanliness of bus; sweeps bus interior; removes all trash items

Qualifications Education: HS Diploma or GED required Work Experience: 0-1 year of experience Certification: N/A Job Transportation


Job Description SCHOOL NURSE

Description CLOSING DATE: Open until filled PERFORMANCE RESPONSIBILITIES:

• Identifies, monitors, and manages students with chronic disease and disabilities. • Documents services provided in accordance with orders and care plan. • Provides emergency crisis nursing care for physically and/or psychologically ill and

injured students and staff in the school. • Maintains communicable disease prevention and control through education, policy

and enforcement. • Conducts physical health care assessments and screenings, including vision,

hearing, dental, scoliosis and nutritional assessments. • Provides counseling and guidance to students, parents and staff regarding health

related attendance problems. • Notifies, counsels and assists students in obtaining remediation of health defects. • Oversees maintenance of thorough and comprehensive health-related reports and

ensures compliance with policies and regulations. • Consults with school administration regarding physical environment and facility

needs of students and staff requiring special accommodations. • Provides current information for use by school personnel on such subjects as

growth and development, home nursing instruction and first aid. • Collaborates with other school personnel and outside agencies in assessing,

planning, implementing and evaluating school health services.

Qualifications EDUCATION:

• Bachelor’s Degree or 2- Year College Equivalent required

EXPERIENCE:

• 0 to < 1 year

CERTIFICATION:


Stevens Amendment Projects or programs funded in whole or in part with Federal grant money must credit the Federal government for the Federal government’s portion of the financial support. This web page citation informs the public that the use of Federal dollars in the Gary Community School Corporation #4690 meets the Stevens Amendment requirement. Staff development opportunities, resource purchases and personnel have been funded in whole or in part with federal entitlement dollars.

GCSC | Federal Guidelines And Procedures

Documents

Transcript of GCSC | Federal Guidelines And Procedures