Federal Programs Department I-A Handbook 2014 … · Web viewFirst Baptist SchoolGuadalupe...

Brownsville Independent School DistrictFederal Programs Department

Title I-A Program Guidelines and

Procedures

2014-2015

Mary Lou EsparzaFederal Programs Administrator

Mary TolmanSpecial Programs Administrator

BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs or activities.

BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

Brownsville Independent School District1900 E. Price Road Brownsville, Texas 78521 (956)548-8000

www.bisd.us

Board of TrusteesHerman Otis Powers, Jr …..………………… ………… President1900 Price Road, #307E Brownsville, TX 78521(956) 548- 8011

Vacancy…………………….…………… …………………………...Vice-President1900 Price Road, #307E Brownsville, TX 78521(956) 548-8011

Minerva M. Peña …………...……………………………… …….Secretary1900 Price Road #307E Brownsville, TX 78521(956)544-8239

Luci B. Longoria……….. …..………………………………......Asst. Secretary1900 Price Road, #307E Brownsville, TX 78521(956) 546-5060

Jose Hector Chirinos…………….………………………………..Member1900 Price Road, Brownsville, TX 78521(956) 548-8914

Cesar Lopez ……………….………………………………………..Member1900 E. Price Road #307E Brownsville, TX 78520(956) 548-8011

Caty Presas-Garcia ………………….…………………………..Member1900 Price Road, #307E Brownsville, TX 78521(956) 548-8011

http://www.bisd.us/

Dr. Carl A. Montoya …………………..…………..Superintendent


BISD no discrimina a base de raza, color, origen nacional, sexo, religión, edad, discapacidad o información genética en el empleo o en la provisión de servicios, programas o actividades.

Title I-A Program Guidelines and Procedures

Table of ContentsI. Program Overview…………………………………………………….……....1

II. Program Goals…………………………………………………...………….....2

III. Title I-A Programs………………………………………………………….....3a) Schoolwide Instructional Programsb) Three-Year-Old Programc) Private Non-Profit School Programd) Summer Bridge Program

IV. Parental Involvement Program Overview…………………………...…..…..8 a) Purposeb) Title I-A Parental Involvement Policy (template)c) School - Parent – Student Compact (template)

V. Federal Requirements for Schoolwide Campuses……………………….....15a) Campus Improvement Planning Process

(1) Critical Components of Plans(2) Comprehensive Needs Assessments (Sample)(3) Campus Improvement Plan Checklist

VI. Tutorial Guidelines……………………………….….………………...…….23a) Title I-A Extended Day/Week Tutorial Programsb) English Parent Notification Letter (Sample)c) Spanish Parent Notification Letter (Sample)d) Student Survey (Sample)e) Teacher Survey (Sample)

VII. Guidelines and Fiscal Requirements…………………………...……….…..29 a) Schoolwide Programs – Supplement not Supplantb) Expenditure Guidelines – Charges to Payrollc) Capital Outlay

d) Extra-Duty Pay and Stipends

VIII. Purchasing Guidelines………………….…………………...……………….39

IX. Job Descriptions………………..…………………………………………….49a) Accelerated Instruction Tutorial Teacherb) English Language Arts & Reading Teacherc) Mathematics Teacherd) Science Teachere) Social Studies Teacherf) School Readiness Integration (SRI) PK Teacher g) Students Taught in an Alternative Route to Success (STARS) Teacherh) Three-Year-Old Program Teacheri) Technology Teacherj) Title I-A Computer Aidek) Title I-A Dyslexia Aidel) Title I-A Library Aidem) Title I-A Pre-K Aide

n) Title I-A Teacher’s Aide o) Title I-A Three-Year-Old Program Aide

X. Appendices…………………………………………………………………..103A. Key References of NCLB.B. Capital Outlay Request FormC. Purchase Requisition Workflow OverviewD. Time and Effort Certification (Sample)E. Projected Spending Target Dates

Contact information: Federal Programs Department1900 E. Price Road, Suite 211 Brownsville, TX 78520 956-548-8231 Office 956-982-2794 Fax

Mary Lou Esparza…….. Federal Programs Administrator [email protected] 698-0675

Vacancy………………. Federal Programs Supervisor 698-1371

Dr. Donna Marhoun…… Title 1 [email protected] 698-1372

Rosalva Larrasquitu…….Parental Involvement [email protected] 698-1772

Ileana Barrera………….. Secretary

mailto:[email protected]



[email protected] 698-0124

Ruth Vento……………[email protected] 698-0123



Federal Programs Department

Purpose and Intent of Title I, Part A - Improving Basic Programs

Intent and Purpose: The purpose of Title I, Part A is to ensure that all children, particularly low-achieving children in the highest-poverty schools, have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at minimum, proficiency on challenging State academic achievement standards and state performance standards. This purpose can best be accomplished by:

(1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement; (2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance; (3) closing the achievement gap between high and low performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers; (4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education; (5) distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest; (6) improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged; (7) providing greater decision making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance; (8) providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time; (9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content; (10) significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development; (11) coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and (12) affording parents substantial and meaningful opportunities to participate in the education of their children.

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Title I, Part A - Parental Involvement

The purpose of the Parental Involvement Department is to educate parents by providing them with the skills and tools necessary to motivate their children to obtain academic success and become productive, self-driven citizens in a multi-cultural society.

Federal Programs Goals and Objectives

Goal 1: to assist the entire instructional program and improve achievement for all students through supplemental funds for services and programs.Objectives:

Encourage, support and monitor the implementation of federally funded supplemental programs such as the Three-Year-Old-Program, Private Non-Profit Schools’ Program and Extended Day/Week/Year Tutorials.

Work closely with the curriculum Specialists in order to ensure that the supplemental tutorial programs are aligned with the Texas Essential Knowledge and Skills (TEKS).

Increase the number of Three-Year-Old-Program classrooms.

GOAL 2 : to provide financial support and guidance based on the identified needs of the District and Schools.

Objectives: Develop a uniform district-wide-campus needs assessment in order to

support a more focused approach to sound spending practices. Assess Campus Improvement Plans for accountability purposes and

provide school administrators with constructive feedback. Monitor capital outlay expenditures as identified in the respective Campus

and District Improvement Plans.

Goal 3: to ensure that federal funds are expended in accordance with Federal and State laws as well as Local policies and guidelines.

Objectives: Provide campuses with an annual Title 1-A Handbook to provide guidance

to campus administrators in the areas of budget and program compliance in order to ensure sound fiscal and program practices are carried out.

Conduct Federal Programs/Title 1-A meetings to better assist campus administrators, faculty and staff in understanding the purpose and the intent of the Program as well as its impact on student achievement.

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Title I-A Schoolwide Instructional Programs

Title I-A Schoolwide Instructional Programs3

Schoolwide projects provide opportunities for all children to meet the State’s proficient and advanced

levels of student academic achievement through the utilization of the most current research- based

curriculum and highly-qualified teachers available.

Characteristics:Based on high academic standards: Clear focus on academic

achievement Well-defined organization Cultural inclusiveness Parent and community involvement Evidence of school and student

progress

Goal:

To improve the entire instructional program in the school and not merely activities that supplement activities

Instructional Schoolwide Programs

BISD Schoolwide Campuses

Brownsville’s Education Begins with the Three-Year-Old Program4

The Title I, Part A program is federally funded and designed to supplement instruction

provided in the regular classroom by the foundation teachers. Subject to funding availability,

supplemental teachers are hired to provide instruction in the core subject area known as Title

I-A teachers. The role of the Tile I-A teacher is to the close the gap between low-performing

students and their higher achieving peers by providing and increasing the high-quality

instructional time through a reduced student to teacher ratio. In addition, the Title I-A teacher

will provide a challenging and meaningful instructional program that will allow for low-

performing students to reach at minimum, proficiency on State academic achievement and

State academic assessment standards. The Title I-A teacher shall also use effective, scientific,

research-based, instructional strategies that meet the needs of low-performing students by also

providing an enriched and accelerated curriculum. These teachers are also responsible for

attending professional development opportunities that will address low-performing students’

difficulties in the core subject areas.

Title I-A teacher assignments are in the following areas:

Reading

Math

Science

English

Social Studies/History/Economics

School Readiness Integration (SRI) PK

Students Taught in an Alternative Route to Success (STARS)

Three-Year-Old Program

Private Non-Profit Schools’ Title 1-A Tutorial Program

Components: Academic Parental InvolvementSchool based early childhood educational programs:

Bright Beginnings Stepping Stones

Stresses: Effective parenting Early Childhood Development Nutrition

Personnel Teacher and an instructional assistant per classroom.

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The Title I, Part A Program for Three-Year-Olds in the Brownsville Independent School District is designed to provide its students with appropriate developmental activities which support the Three-year olds’ growth in language and communication, cognition, physical health, and social emotional skills.

GoalTo build a solid foundation of school successes in order to prevent remediation, academic failure and inevitable drop out in the later years.

Participating Sites

Aiken (2 Classrooms) Cromack LongoriaBurns El Jardin MorningsideCastañeda (2 Classrooms) Putegnat Russell

Villa Nueva

Private Non-Profit Schools’ Program

Title I-A eligible students attending non-profit private schools may receive Title I-A services if the school they attend wishes to participate in the program. Funding for services to private campuses is based on the number of students whose family income meets the guidelines established by the Federal government for the free or reduced lunch program. Supplemental educational services are provided to those students with the greatest academic need.

Federal Programs consults with each private school regarding what services will be provided. Subject to funding availability, services can take various forms such as part-time Title I-A tutors, computer assisted instruction, extended day or year programs or services provided by an outside provider.

Participating Schools

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First Baptist School

Guadalupe Regional M.S.

Incarnate Word Academy

St. Joseph Academy

St. Luke’s Catholic School

St. Mary’s Catholic School

Valley Christian High School

Summer Bridge Program

OverviewThe purpose of the Secondary Summer Bridge Program is to help transition incoming 6th and 9th grade students by providing extended learning and enrichment opportunities that will promote their academic achievement and success during the regular school year.

The middle school program will focus on students entering sixth grade who failed to meet the SSI requirement (STAAR Reading and/or Math) during the spring STAAR administration. The minimum duration of the middle school program will be four class days for students and one teacher preparation day. Each middle school program will be staffed by one administrator, one counselor, teachers and support staff. The student-teacher ratio is 25 to 1. Teachers will be paid at the established rate for extra duty pay, currently $30 per hour.

High School Summer Bridge Program will serve incoming eighth grade students whose STAAR scores indicate a need for additional academic support. The high school program will include a minimum of nine days of student instruction and one teacher preparation day. Each high school program will be staffed by one administrator, two counselors, teachers and support staff. The student-teacher ratio is 25 to 1. Teachers will be paid at the established rate for extra duty pay, currently $30 per hour. The program may also implement flexible scheduling as long as the total program hours equal the minimum required days. Campuses may expand the program beyond the minimum number of days if funding permits.

Procedural Guidelines Each campus will analyze student data and develop a detailed written plan for the

summer bridge program to address identified needs.

Campus administrators will select highly qualified core area teachers for the program and submit recommendations to Human Resources Department in accordance with established procedures and time-lines.

The following will be kept on file at the campus for each participating student: a completed registration/information form a student Pledge Letter a signed Parent Commitment Form for participating students Lesson Plans

Each teacher is responsible for keeping lesson plans and student attendance. Teacher timesheets and payroll composites will be submitted to the Federal Programs

Department at the conclusion of the program.

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Parental Involvement Program: Title I-A

As stated in the NCLB Act of 2001, Section 1118, LEA’s shall provide parental involvement opportunities to parents of children participating under a Title I-A funded program.

Purpose

The purpose of the Parental Involvement Program is to educate parents in realizing that greater family involvement in their children’s learning is the critical link that will help their children achieve a high quality education.

Mission Statement

The mission of the Parental Involvement Department is to educate parents by providing them with the skills and tools necessary to motivate their children to obtain academic success and become productive, self-driven citizens in a multi-cultural society.

Responsibilities

A shared responsibility between the District, the Campus, and the Parents is essential for high student performance. The NCLB Act of 2001 requires activities must be planned and implemented with meaningful consultation with parents of participating children.

DISTRICT RESPONSIBILITIES:1. Written Parent Involvement Policy

Describes HOW the policy will be developed with, agreed upon with, and distributed to parents of participating children

Describes HOW parents are involved in the development of the Title I-A planning process of school review and improvement

Describes HOW technical assistance will be provided to schools’ and parents’ capacity for strong parental involvement

Describes HOW parental involvement activities will be integrated and coordinated with other program parental involvement activities

Describes HOW, with the involvement of parents, an annual evaluation will be conducted to determine if there has been an increase in parental participation and whether there are barriers to greater participation, particularly by parents who are disabled, limited English proficient, limited literacy, economically disadvantaged or are of any racial or ethnic minority background

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Describes HOW the results of the evaluation will be used in designing strategies for school improvement and revising, if necessary, the parental involvement policies

2. Technical assistance to Title I-A schools to implement parental involvement requirements and establish improvement processes.

3. Building the capacity for parental involvement Information to parents on the school, parent programs, student

programs, and school wide authority in the primary language used in the home

Enable parents to play four key roles in their children’s learning:a. teacher – help their child at homeb. supporter – contribute their skills to the schoolc. advocate – help their child receive fair treatmentd. decision maker – participate in joint problem-solving with the school

at every level

CAMPUS RESPONSIBILITIES:1. Written School Parent Involvement Policy

Describes HOW it will be developed with, agreed upon with, and distributed to parents of participating children

Describes HOW the policy will be carried out Describes HOW access will be provided to ensure equal access for

all parents of participating children, including parents with limited English proficiency or with disabilities

Describes HOW an annual meeting of parents will be convened to discuss school wide or targeted assistance programs and their rights to be involved

Describes HOW regular meetings will be held and how meetings will be flexible to ensure participation

Describes HOW parents will be involved in the school plan, Title I-A programs, and the parental involvement policy

Describes HOW parents will be provided information on Title I-A, school performance, students’ individual assessments, school curriculum, and how parents will be given timely responses to the suggestions

Policy must be updated periodically to meet changes, needs of parents and the school

2. School-Parent Compact Developed jointly with parents of participating students Describes responsibilities of the school and the parents to improve student performance and the means by which to do so Describes how on-going communication will occur, at a minimum,

parent/teacher conferences, progress reports, access to staff Parent signature is strongly encouraged

3. Building the capacity for parental involvement Materials provided for parents to work with students at home Training teachers and parents Parent activities, such as parent resource centers Parent programs, such as an adult literacy program Coordination with other programs, activities, and the community

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Provisions for transportation and child care, as appropriate

Information provided in the language parents understand

4. Conduct Annual Title I-A Meeting Convene an annual meeting, at a convenient time, to which all parents of

participating children shall be invited and encouraged to attend, to inform parents of their school's participation under Title I-A, explain the requirements of this part, and the right of the parents to be involved.

Campus Parental Involvement Meetings:Campus parent meetings/activities are planned and conducted by the Campus Parent Liaison and the District Parent Trainer. Meetings and activities should be meaningful for the improvement of student academic achievement.

District-wide Parental Involvement Activities:District-wide parent meetings/activities are planned and coordinated by the Parental Involvement Department.

Contact Information:

Parental Involvement DepartmentCentral Administrative Building708 Palm Blvd., Suite 124Brownsville, Texas, 78520(956) 548-8173 Fax: (956) 982-3091

Rosalva G. Larrasquitu, Parental Involvement [email protected] 698-1772

Juanita G. Barrón, [email protected] 548-8173

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT TITLE I-A PARENTAL INVOLVEMENT POLICY 2014-2015

I. STATEMENT OF PURPOSE

The Brownsville Independent School District (BISD) is committed to providing quality education to every student in the district. Partnerships with parents and the community are essential to this goal as neither home nor school can achieve this goal independently. Everyone gains if school and home work together to promote high student achievement. Parents play an important role as children’s first teacher and their support is critical to their children’s success. BISD intends to include parents in all aspects of the district’s Title I programs to create a school-home partnership that will promote student success.

Grade level goals for all children in BISD will be distributed to parents with the expectation that all students will work toward these goals. BISD recognizes that some students may need the extra assistance of Title I programs to reach these goals and is committed to providing that support.

II. PARENTAL INVOLVEMENT IN DEVELOPING AND REVISING THE POLICY

A District Parent Advisory Committee consisting of BISD parents, teachers, principals and community members developed the District’s Parental Involvement Policy. The Parental Involvement Department will annually form an Advisory Committee to review the Parental Involvement Policy and to revise it as necessary. Special attention will be given to recruiting parent volunteers of children served in the Title programs, with a goal of having at least two parents of each campus on the committee. The Title I-A Parental Involvement Policy will be posted on each Campus and District websites.

III. ANNUAL TITLE I-A CAMPUS PARENT MEETINGS

The Parental Involvement Department will ensure that each campus will hold an annual Title I meeting for parents. These meetings will be held during the fall semester. The purpose of these meetings is to provide parents with information regarding Title I-A guidelines and services offered utilizing Title I-A funds as stated in the current Parental Involvement Policy. The Parental Involvement Policy will also be distributed to parents. Parents will be given the opportunity to offer their suggestions for any revisions to the policy. Parents may also volunteer to serve on either the district-wide or individual school’s advisory committee or both.

The annual Title I-A meeting will be held at flexible times to increase the opportunity for parental participation. English and Spanish translation will be available. Written notices in both languages will be sent to parents notifying them of the date and times of the meetings. Parent volunteers, parent trainers, and parent liaisons will also contact other parents by phone regarding the meetings. Volunteers who speak both English and Spanish will make all contacts.

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IV. SCHOOL-PARENT-STUDENT COMPACT

According to Title I-A regulations, each campus must share responsib i l i ty with parents for h igh student achievement by jointly developing a school-parent-student compact. These compacts must outline the responsibilities of parents, staff, and students for promoting high student performance. Parents on each school’s Advisory Committee must be involved in designing the compacts. Students’ responsibilities may vary by grade level.

All parents will receive the compact from their child’s school with a checklist of the responsibilities that teachers, parents, and students have for helping students achieve their goals. Parents are urged to discuss the compact with their children before they and their children sign the document. The S-P-S Compact will be posted on each campus website.

V. TYPES OF PARENTAL INVOLVEMENT

The Brownsville ISD will provide opportunities for parent engagement to become involved in their children’s education. BISD values both the at-home contributions of parents and those that take place at the school or in the community. Reading to children at home and talking with them at family meals are as important as volunteering at school and serving on advisory committees. Many types of parental involvement are needed in school-home-community partnership to help all children succeed. In alignment with BISD’s philosophy and mission, each Campus Improvement Plan (CIP) must include a parental involvement component. All parent and community volunteers must comply with the district policy regarding State of Texas background checks.

VI. ADAPT PROGRAMS TO THE NEEDS OF OUR COMMUNITY

Each year BISD will assess the needs of parents and children in the community through a variety of measures, including questionnaires sent home to parents, so that Title I programs can be tailored to meet those needs. Workshops and other programs will be available to address the expressed needs. Parents will be notified of these opportunities by the individual schools.

Parents may also call the Parental Involvement Department or the individual school office to express an interest in a particular workshop topic or to make recommendations about the program.

VII. STAFF-PARENT COMMUNICATION

The BISD Parental Involvement Department informs parents of monthly activities and current issues through various means of communication including; announcements, telephone calls, conferences and the department website. Communication with parents should also include a school newsletter distributed by each school at least four times a year. Notices sent home should be in both English and Spanish. Parents are encouraged to take the initiative in calling their child’s teacher or campus administrator when they have a concern. Staff should receive training on techniques to improve home-school communication. Parents may participate in this training.

VIII. EVALUATION

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The district-wide Title I-A Advisory Committee, which includes parents of Title I, Migrant, Bilingual, Special Needs and GT students, will participate in the process of school review and improvement. This committee will collect information in a variety of ways, including campus visits and class observations.

Parents will also be asked for their input on the content and effectiveness of the Title I-A parental involvement programs through an annual evaluation of the program. The evaluation will include an assessment of overall increases in parental involvement and barriers to parental participation that still need to be overcome. BISD will revise its Parental Involvement Policy on the basis of this annual review.

Brownsville Independent School DistrictSchool - Parent - Student Compact

2014 - 2015 School Parents Students

In recognition that it is the school's responsibility to provide a high quality curriculum and

In recognition that it is the responsibility of parents to support their children's learning, the parents

In recognition that the students have the ultimate responsibility (privilege) of learning, the students

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instruction in a supportive and effective learning environment, the school agrees to:

of students attending BISD agree to: of BISD agree to:

1.- Provide a high quality curriculum in a supportive and effective environment that enables the children served to meet the State's student performance standards.

1.- Ensure that their children attend school and be on time every day.

1.- Be responsible for their own learning and behavior.

2.- Teach and model respect and responsibility at all times.

2.- Come to school on time everyday.

3.- Pay attention in class.2.- Discuss with parents their responsibilities for supporting improved achievement.

3.- Ensure that their children do their homework. 4.- Encourage other students who

need help.

3.- Inform parents and students of the purpose of the curriculum and district timelines, students performance standards, and the instruction the school will provide to enable students to achieve the state standard.

4.- Encourage positive use of their children's spare time.

5.- Take their homework assignments home, complete them, and return them to the teacher on time.

5.- Participate in family reading in order to foster a love of reading.

6.- Take pride in their school, individual work, and personal appearance.

6.- Read at home for two purposes: 4.- Schedule Parent /Teacher conferences.

a.To increase their own knowledge, andb. As an example to their own children. 7.- Display respect for themselves,

school staff, and others at all time.5.- Provide opportunities for encouraging parents to volunteer and /or observe in the classroom.

7.- Limit the use of electronic devices used by their children; i.e TV and video games.

8.- Participate in family reading.

8.- Support their children in the classroom.6.- Train teachers and other staff on

the latest instructional strategies and methodologies to maintain and improve a positive learning environment in the school.

9.- Participate in decisions relating to the education of their children; monitor academic progress through Grade Speed.

10.- Attend Parent / Teacher conferences and parental involvement activities.

11.- Provide appropriate nourishment and rest for the physical well-being of

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their children.Teacher Signature:_______________________________ Student Signature: _______________________________

Parent Signature:________________________________ Date:__________________________________________


Federal Requirements for Schoolwide Campuses

A Schoolwide Program Plan must include the following requirements:

How the campus will implement the 10 Schoolwide Program Components

Use of Tile I-A resources and other sources List of state, district, other federal programs included in schoolwide

Program

What are the ten required components of a Title I, Part A Schoolwide campus plan?

1. Comprehensive Needs Assessment

2. Schoolwide Reform Strategies

3. Instruction by Highly-Qualified Teachers

4. High-Quality Professional Development

5. Strategies to Attract Highly-Qualified Teachers

6. Parent Involvement

7. Transition from Early Childhood Programs

8. Teacher Involvement in Academic Assessment Decisions

9. Effective Timely Assistance for Students

10.Coordination of Programs (Federal, State, and Local)

What qualifies a campus for schoolwide status ?

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Having 40% or more students that come from a low-socio economic background.

Where Are the Requirements Found?

Texas Education Code

11.251(f) - Planning & Decision-Making Process

LEA policies must ensure that all pertinent federal planning requirements are addressed through the district and campus-level planning process.

Public Law 107-110 (NCLB) - Sections 1114 and 1115

1114-Schoolwide Programs

Ten Components

AYP (Focus and Priority Schools)

Highly Qualified

Parent Involvement

NCLB Consolidated Application

Program-Specific Provisions and Assurances Appendix 9-Use of Funds for Title I, Part A: Schoolwide

Programs Program Abstract (PS 3101-Title I, Part A) Comprehensive Needs Assessment (PS 3221)

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Program Coordination (PS 3211)

Critical Components of Plans1. Comprehensive Needs Assessment2. Mission Statement3. Long-Range Goals4. Performance Objectives5. Strategies6. Resource Allocation 7. Implementation8. Evaluation

a. Formative Evaluationb. Summative Evaluation

9. Details within each component should be appropriate for ages, grade levels, and specific characteristics of the students served within the campus.

State Requirements for Campus PlansIn accordance with state requirements, each campus improvement plan must:

1) assess academic achievement for each student in the school using the academic excellence indicator system as described by Section 39.051;

2) set campus performance objectives based on the academic excellence indicator system, including objectives for special needs populations, including students in special education programs under Subchapter A, Chapter 29;

3) identify how campus goals will be met for each student;4) determine resources needed to implement the plan;5) identify staff needed to implement the plan;6) set timelines for reaching the goals; 7) measure progress toward the performance objectives periodically to ensure that the plan is

resulting in academic improvement;8) include goals and methods for violence prevention and intervention on campus9) plan and conduct education and training on Dating Violence for students, staff, and

parents, and 10) provide for a program to encourage parental involvement at the campus.

Federal Requirements for Campus Improvement PlansThe schoolwide campus plan requirements for a Title I schoolwide campus are to be incorporated in the campus improvement plan, as are the targeted assistance program components for Title I, Part A targeted assistance campuses. Specific requirements related to Title I, Part A schoolwide planning are as follows:

1) Title I, Part A funds on a schoolwide campus may be used only to support activities identified by the comprehensive needs assessment and described in the campus improvement plan.

2) Any eligible school that wishes to operate a schoolwide program shall first develop in consultation with the LEA and its school support team or other technical assistance provider under P.L. 107-110, Section 1117, a comprehensive plan for reforming the total instructional program in the school that-

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a. Incorporate the requirements of a Schoolwide Plan cited in P.L. 107-110 Section 114(b);

b. Clearly incorporate the ten components of a Schoolwide Program;c. Describe how the school will use Title I, Part A resources and other sources to

implement the ten components;d. Include a list of state and federal programs whose funds will be combined to

implement a schoolwide program.e. Describe how the intent and purposes of the federal programs whose funds are

combined on a schoolwide campus are met, and f. Include sufficient activities to address the needs of the intended beneficiaries of the

federal programs whose funds are combined on a school wide campus for upgrading the entire educational program.

The Planning Process1) Follow local district policy, administrative procedures, and requirements of state statute to

elect (or select, where appropriate) district and campus professionals for the district and campus committees.

2) Specialists, including staff knowledgeable of federal requirements, have an opportunity to provide input in the planning and decision-making process so the needs of special students are appropriately addressed.

3) Conduct a comprehensive needs assessment, beginning with current student performance for all student populations tested.

4) Assess the needs of special populations - Needs assessment information should be available for all student populations served by federal funds and State Compensatory Education.

5) Identify needs of other stakeholders and areas.6) Organize for planning.7) Provide training for committee members to develop skills in brainstorming, problem solving,

and consensus building.8) Select formats and procedures for developing plans.9) Set times and locations for committee work.10) Appoint skilled facilitators.11) Provide for adequate clerical support.12) Access needed materials, space, and equipment.13) Conduct planning sessions. 14) Identify resources necessary to accomplish performance objectives. If needed, conduct a

cost-benefit analysis to provide support for prioritizing strategies and/or for generating additional resources.

15) Complete the planning documents. Include performance objectives for all student populations served, strategies with sequential activities, incremental timelines for completion of activities, specific personnel assignments, resource allocations, and formative and summative evaluative criteria

16) Develop formative evaluation criteria that allow for periodic measurement of specific student outcomes related to performance objectives.

17) Develop recommendations for a comprehensive budget aligned with strategies identified to accomplish stated performance objectives.

18) Ensure that a draft of the proposed plans for the performance objectives has been made available for review to representatives of all stakeholder groups prior to final submission.

19) Allocate adequate resources to accomplish the strategies. Assign specific staff members to guide implementation of each strategy and activity within each plan and to be responsible for periodic evaluation of the completion of activities throughout the school year. It is suggested that these personnel report progress regarding implementation of the strategies at least quarterly to the respective district- and campus-level committees.

20) Implement the plans, ensuring fidelity to the strategies outlined.21) Monitor the ongoing implementation of the plan according to identified incremental

timelines and formative evaluative criteria, and make adjustments as needed.

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22) Evaluate the accomplishment of targeted performance objectives on an annual basis, following state requirements for public disclosure and input through public meetings.

Comprehensive Needs AssessmentThe results of the Comprehensive Needs Assessment are the driving forces behind the campus improvement plans for such plans are the blueprint of the schools (see sample pg. 19).

Strategies

NCLB requires that strategies be Scientifically Research-Based …Proven to work. What evidence exists to ensure that strategies meet this requirement? (strategies, activities, materials, resources, etc.)

ResourcesWhen stating what resources are to be utilized, the following should be included:

1) Fiscal, materials, human, etc.2) Coordinated funding is documented here. In other words, how are you showing that

multiple fund sources are used to support a strategy? 3) Auditors look for evidence in the plan to support how all monies are spent.

PopulationsBelow is a list of special programs and special populations that are represented at campuses and are to be included in your Campus Improvement Plan: Title I, Part A Improving Basic Programs (TI-A)Title I, Part A Priority and Focus Schools (FSG)Title I, Part C (Migrant) Title II, Part A (TII-A)Title III, Part A (LEP) Bilingual/ESL (State) Career and Technical Education (CTE) Dyslexia (Dys)Gifted and Talented (GT) Optional Extend Year Program (OEYP) Special Education (Sp. Ed.)State Compensatory Education- At-Risk Students (AR)Gender/ Ethnic groups

19

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Demographics

Demographics refer to the characteristics or make-up of the school and help us understand who we are currently working with and how we implement strategies, initiatives, programs and services to meet their needs.

Potential Data Sources: Enrollment Attendance Ethnicity Gender Mobility/Stability Special Program Participation At-Risk by Category Teacher-Student Ratios Graduation, Completion, Dropout, and GED rates Course/Class Assignments College/University/Dual Credit/Advanced Placement Enrollment

Data Sources Reviewed

Demographic data are very important for us to understand as they are part of our educational system over which we have no control, but from which we can observe trends and learn for purposes of prediction and planning. - Victoria Bernhardt

List the actual data sources reviewed below.

SAMPLE

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Findings/Analysis

“The real voyage of discovery consists not in seeking new landscapes, but in seeing with new eyes.” - Look for patterns in the data that reveal trends or insights about the district/school. A brief statement for each of the dimensions helps introduce or frame the discussion of trends which emerge in the data, particularly across data sources. Identify below statements about the strengths, as well as the priority need areas of the district/school.

Strengths Needs

Summary of Needs (How are needs to be addressed through CIP activities) Demographics Need 1

Need 2

Need 3

Campus Improvement Plan Checklist

School: ________________ SBDM - Representation Yes No Page #

ParentCommunity MemberBusiness RepresentativesStudentsDistrict-Level Professional StaffElected Classroom Teachers (at least 2/3)One-third (1/3) are district and campus level staff membersTraining has been Provided for Campus Planning Committee Members

Ten Components of a Schoolwide Program Yes No Goal # Activity # Page # 1. Comprehensive Needs Assessment of Entire School2. Scientifically Based School-Wide Reform Strategies3. Highly Qualified Professional Staff4. High-Quality Professional Development5. Strategies to Increase Parental Involvement6. Strategies to Attract High-Quality Teachers to High Needs Schools7. Assist in the Transition of Students from Preschool to Public School, Elem. To Middle School, & M.S. to High School8. Involvement of Teachers in Decisions Regarding the Selection of Assessments9. Activities to Ensure that Students Having Difficulties are Provided with Effective and Timely Additional Assistance10. Coordination of Other Federal, State and Local Programs

Effectiveness of Plans Yes No Goal # Activity # Page #

Monitoring process to evaluate and measure progress periodically toward achievement of performance objectives is in place.

The campus keeps the community informed of the Campus Performance and Campus Performance Objectives.

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Title I-A Extended/Day/Week Tutorial Program Guidelines

In Brownsville ISD, every opportunity is extended to help our low performing students become academically successful. In support of this effort, the Dean of Instruction/Facilitator and/or Principal Designee, in consultation with the principal and/or appropriate staff, will oversee an extended day/week learning program for low performing students identified as not meeting or being in danger of not meeting expected academic standards.

The Title I-A Tutorial Program, as appropriate, may offer low performing students:o accelerated instruction to improve low performing students’ achievement on

assessment instruments administered under Subchapter B, Chapter 39 TEC, inclusive of STAAR and TAKS;

o accelerated instruction in subjects in the foundation curriculum (English o Language Arts, Mathematics, Science, and Social Studies); ando credit recovery.

The supplemental extended day/week learning time, as appropriate, shall:o be outside the regular instructional day (e.g. before school, after school and/or

Saturday);o be held from September through May of the current school year;o be offered at minimum twice a week for one hour and/or on Saturday for three

hours;o reduce the student and teacher ratio to a minimum of 8:1 and a maximum of

15:1; ando include the use of scientifically research-based instructional strategies that meet

the educational needs of low performing students.

Prior to the start of the tutorial program, the Dean of Instruction/Facilitator and/or Principal Designee shall:

o Submit Supplemental Duty Recommendation Form(s) with required signatures of the employee, principal, funding administrator, special programs administrator, area assistant superintendent, and compensation manager. Tutorials shall not begin until form(s) have all appropriate signatures.

o Provide a Federal Programs Title I-A Job Description in the appropriate content area for the teacher’s review and signature. Copy of said job description will be kept on file for each tutorial teacher.

o Develop a tutorial schedule documenting the foundation curriculum area of focus, day(s) of week, and times when tutorials will be held.

o Ensure that the tutorial schedule is reflected in eSchoolPLUS, the district mandated student management software program, to maintain documentation of low performing student attendance and/or grades by teacher.

o Advise parents of low performing students of the Federal Programs Title 1-A Tutorial Program eligibility and schedule.

o Advice teachers, as appropriate, of tutorial guidelines, attendance and/or grading procedures, lesson plans, and targeted TEKS and objectives of assessment instruments administered under Subchapter B, Chapter 39 TEC.

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o Advise teachers that all documentation will be maintained as per guidelines set forth by the Records and Management Department therefore all documentation must be thorough and complete.

o Ensure that teachers, as appropriate, analyze performance data of assessment instruments administered under Subchapter B, Chapter 39 TEC, inclusive of STAAR and TAKS, relevant to low performing students in assigned tutorial classes prior to beginning instruction.

During the tutorial program, the Dean of Instruction/Facilitator and/or Principal Designee shall:

o Ensure that teachers complete lesson plans relevant to targeted TEKS and objectives of assessment instruments administered under Subchapter B, Chapter 39 TEC addressed during tutorial sessions.

o Ensure that low performing student attendance is entered on a daily basis via eSchoolsPlus, the District mandated electronic gradebook, and/or eSchoolsPlus.

o Oversee processes for the verification of low performing student attendance and/or grades.

o Conduct classroom observations to monitor the delivery of high-quality supplemental instructional services for low performing students.

o Issue each tutorial teacher an original timesheet and ensure that the teacher(s) are signing in and out in accordance with the BISD Payroll Department Timesheet Instructions.

o Submit an original Payroll Timesheet Supplemental Duty Composite form as a cover for all the timesheets. Ensure that all tutorial teachers are listed on the composite form, verify that there is an original timesheet for each tutorial teacher, and confirm that all appropriate signatures have been obtained prior to submission.

o Ensure that the Supplemental Duty Composite sheet and corresponding employee timesheets are submitted according to the Supplemental Duty Composite Payroll Schedule. Timesheets not submitted on a timely basis or missing signatures will result in a delay of payment.

After the tutorial program has been completed, the Dean of Instruction/Facilitator and/or Principal’s Designee shall:

o Submit the final Supplemental Duty Composite form and Payroll Timesheets according to the Supplemental Duty Composite Payroll Schedule.

o Ensure that all attendance and/or grade sheets are submitted, verified, and signed by each tutorial teacher to maintain documentation of supplemental instructional services rendered to low performing students.

o Ensure that all tutorial lesson plans are current and up to date and reflect materials or instructional strategies being used in order to assure proper documentation of supplemental instructional services rendered to low performing students.

o Maintain documentation of sample activities, strategies, and/or assessments utilized to address targeted TEKS and objectives of assessment instruments administered under Subchapter B, Chapter 39 TEC during the tutorial program.

o Teachers and students will be surveyed at the end of the tutorial cycle for program effectiveness and suggestions for program improvement. Results will be utilized to improve and/or modify tutorials as needed and reported to the Federal Programs Department.

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o Ensure that all previously mentioned documentation is submitted, by teachers and/or office staff for teachers at the end of the tutorial cycle.

Brownsville Independent School District

Insert Campus Name Insert Campus Phone Number

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SuperintendentDr. Carl A. Montoya

______________________________ (DATE SENT)

Dear Parents or Guardian,

Your child is eligible to participate in the Brownsville Independent School District’s Federal Programs Department Title I-A Extended Day/Week Tutorial Program. The purpose of this program is to provide low performing students that are not meeting or in danger of not meeting expected academic standards with opportunities to receive high-quality supplemental accelerated instruction to improve academic achievement on state assessments and in the foundation curriculum.

We recommend that your child take advantage of this opportunity to receive additional help and preparation in the areas of ___________________ and ___________________. (SUBJECT) (SUBJECT)

Classes will be held on ______________________________ from ______ (am/pm) to ______ (am/pm) (DAY OR DAYS OF THE WEEK)

beginning on ______________________ and ending on ______________________. (DATE) (DATE)

Please complete and return the bottom portion of this form to your child’s teacher.

FEDERAL PROGRAMS DEPARTMENT- TITLE I-AEXTENDED DAY/WEEK TUTORIAL PROGRAM

Campus: _______________________ Date: __________________

Student Name: ______________________ Grade/Course: ____________

Teacher: _______________________ Room No: ____________

PLEASE CHECK ONE:

______ Yes, my child will attend the tutorial classes.______ No, my child will be unable to attend the tutorial classes and I take full

responsibility for his/her academic progress.

___________________________________ __________________________ Parent or Guardian’s Signature Date

BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment or provision of services programs or activities.

Brownsville Independent School District Insert Campus Name Insert Campus

Phone Number

______________________________ (FECHA DE ENVÍO)

Estimados Padres de Familia o Tutor,

Su hijo(a) es elegible para participar en el Programa de Preparación Académica o Tutoría del Departamento de Programas Federales Título I-A del Distrito Escolar Independiente de Brownsville. El objetivo de este programa es proporcionar a los estudiantes que están reprobando o en riesgo de reprobar las metas o expectativas académicas, las oportunidades para recibir instrucción acelerada suplementaria de calidad, con el propósito de mejorar su aprovechamiento académico en las evaluaciones del Estado y en el plan de estudios básico.

Recomendamos que su hijo(a) aproveche de esta oportunidad para recibir ayuda y preparación adicional en el área(s) de _________________ y ___________________. MATERIA MATERIA

Las clases se llevarán a cabo los ______________________ de ________ (a.m. /p.m.) a (DIA O DÍAS DE LA SEMANA)

______ (a.m. /p.m.) empezando él ______________ y se terminarán el ____________. (FECHA)

(FECHA)

Favor de llenar y regresar la siguiente parte de esta forma al maestro(a) de su hijo(a).

DEPARTAMENTO DE PROGRAMAS FEDERALES – TITULO I-A

PROGRAMA DE PREPARACIÓN ACADÉMICA(Extensión de Día/Semana)

Escuela: ________________________________ Fecha: _________________

Nombre de Alumno: ______________________ Grado/Curso: ___________

Maestro(a): _____________________________ Numero de Cuarto: ________

FAVOR DE MARCAR UNO:27

SuperintendentDr. Carl A. Montoya

_______ Sí, mi hijo(a) asistirá las clases de Programa de Preparación Académica._______ No, mi hijo(a) no asistirá las clases de Programa de Preparación Académica y seré responsable de su progreso académico.

____________________________________ ________________________ Firma del Padre de Familia o Tutor Fecha


Federal Programs Department Title I-A Extended Day/Week Tutorial Program

_____________________ Content Area(s)

Student Survey

The purpose of this survey is to gather information about the needs of the program participants and ultimately improve the extended day/week tutorial program. Please take a moment to complete this survey.

1. The tutorial teacher taught in an interesting, engaging and effective manner that helped me to better understand the concepts needed in order to improve my grade in the subject taught.

□ Agree □ Disagree: Explain _________________________________

2. The tutorial teacher took an interest in how he/she could better help me master concepts and individualized instruction to meet my needs.

□ Agree □ Disagree: Explain_________________________________

3. The materials being used, ___________________________, helped clarify name material being used and improve my understanding of concepts being taught.

□ Agree □ Disagree: Explain: ____________________________

4. The class was so interesting that time was over too quickly.


5. Tutorial class helped me improve my regular classroom grade.


6. The tutorial class was an extension of the classroom instruction.


7. Tutorials can best be improved by

____________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________


Federal Programs Department Title I-A Extended Day/Week Tutorial

Program_____________________

Content Area(s)

Teacher Survey

The purpose of this survey is to gather information about the needs of the program participants and ultimately improve the extended day/week tutorial program. Please take a moment to complete this survey.

1. Identifying the students’ individual deficiencies through the desegregated data and smaller class size afforded me the opportunity to individualize instruction.

□ Agree □ Disagree: Explain__________________________________

2. Individualized instruction helped students to improve their regular classroom grades and overall performance on assessments.


1. The materials being used, __________________________, sparked the students’ name materials being usedinterest and made the class more engaging.


2. Professional development training on instructional materials being used is needed to help improve the delivery of instruction.


3. Time was utilized efficiently and effectively.


4. The instruction in the tutorial class was an extension of the regular classroom instruction.

□ Agree □ Disagree: Explain___________________________________

5. Tutorials can best be improved by: ________________________________________________________________________________________________________________________

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___________________________________________________________________________________________________________________________________________________________________________________


Title 1-A: Guidelines and Fiscal RequirementsSEC. 1120A. FISCAL REQUIREMENTS.

(a) MAINTENANCE OF EFFORT- A local educational agency may receive funds under this part for any fiscal year only if the State educational agency involved finds that the local educational agency has maintained the agency's fiscal effort in accordance with section 9521.

(b) FEDERAL FUNDS TO SUPPLEMENT, NOT SUPPLANT, NON-FEDERAL FUNDS-(1) IN GENERAL- A State educational agency or local educational agency shall use Federal funds received under this part only to supplement the funds that would, in the absence of such Federal funds, be made available from non-Federal sources for the education of pupils participating in programs assisted under this part, and not to supplant such funds.(2) SPECIAL RULE- No local educational agency shall be required to provide services under this part through a particular instructional method or in a particular instructional setting in order to demonstrate such agency's compliance with paragraph (1).

(c) COMPARABILITY OF SERVICES-(1) IN GENERAL-

(A) COMPARABLE SERVICES- Except as provided in paragraphs (4) and (5), a local educational agency may receive funds under this part only if State and local funds will be used in schools served under this part to provide services that, taken as a whole, are at least comparable to services in schools that are not receiving funds under this part.(B) SUBSTANTIALLY COMPARABLE SERVICES- If the local educational agency is serving all of such agency's schools under this part, such agency may receive funds under this part only if such agency will use State and local funds to provide services that, taken as a whole, are substantially comparable in each school.(C) BASIS- A local educational agency may meet the requirements of subparagraphs (A) and (B) on a grade-span by grade-span basis or a school-by-school basis.

(2) WRITTEN ASSURANCE-(A) EQUIVALENCE- A local educational agency shall be considered to have met the requirements of paragraph (1) if such agency has filed with the State educational agency a written assurance that such agency has established and implemented--

(i) a local educational agency-wide salary schedule;(ii) a policy to ensure equivalence among schools in teachers, administrators, and other staff; and(iii) a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies.

(B) DETERMINATIONS- For the purpose of this subsection, in the determination of expenditures per pupil from State and local funds, or instructional salaries per pupil from State and local funds, staff salary differentials for years of employment shall not be included in such determinations.(C) EXCLUSIONS- A local educational agency need not include unpredictable changes in student enrollment or personnel assignments that occur after the beginning of a school year in determining comparability of services under this subsection.

(3) PROCEDURES AND RECORDS- Each local educational agency assisted under this part shall--

(A) develop procedures for compliance with this subsection; and30

(B) maintain records that are updated biennially documenting such agency's compliance with this subsection.

(4) INAPPLICABILITY- This subsection shall not apply to a local educational agency that does not have more than one building for each grade span.(5) COMPLIANCE- For the purpose of determining compliance with paragraph (1), a local educational agency may exclude State and local funds expended for--

(A) language instruction educational programs; and (B) the excess costs of providing services to children with disabilities as determinedby the local educational agency.

Procedure for Dissemination of Title I, Part A Guidelines

The Federal Programs and Special Programs Administrators will inform all campus and department administrators of the availability of this written program guidelines and procedures handbook on the Federal Programs’ website. Following such dissemination of information, the Federal Programs Administrator will meet with school administrators on an annual basis to ensure a clear understanding of the procedures enacted to follow Title I-A guidelines and procedures. In turn, the school administrators will inform their Title I-A personnel.

Schoolwide ProgramsThe district and campuses will demonstrate that Title I Part A funds supplement those funds that are required to be provided to the schoolwide program schools. Evidence includes:

the district budget; the campus budget; back-up documentation demonstrating that the schools are receiving proper amount of

funds for free public education, including funds for services for LEP and Special Education students.

Supplement not SupplantBrownsville ISD has implemented guidelines to ensure compliance with the federal fiscal requirement of supplement, not supplant. The purpose of the procedures is to ensure that the level of state and local support for programs remains at least constant and is not replaced by federal funds. Federal funds are used to supplement (add to, enhance, to expand, or increase) the funds available from non-federal sources, and not to supplant (replace or take the place of) the existing non-federal funds.

1. Federal funds shall not be used to provide services that the District is required to provide under federal, state, or local laws/policies.

a. Salary expenditures for staff required by federal, state, or local policy shall not be paid from federal funds. For example, teacher FTEs that meet the state’s 22:1 student-teacher ratio for grades PK through 4th will not be funded from federal funds. Excess teacher units, if any, may be eligible for payment through federal funds.

i. Documentation shall include a report that reflects the teacher units throughout the district mandated by the state and the excess units, if any.

b. Salary expenditures for staff required by local policy shall not be paid from federal funds. Excess staff units, if any, may be eligible for payment through federal funds.

i. Documentation shall include Board minutes or local policy reflecting the staffing requirement and a report that reflects the staff units throughout the district mandated by the local minutes/policy and the excess units, if any.

c. Federal funds shall not be used to pay for state required activities, such as state-mandated assessments.

i. Documentation shall include purchase orders for state required activities. The purchase orders shall reflect that non-federal funds were used to pay for the expenditures.

2. Procedures for determining that a school participating in a school-wide program is using federal funds available only to supplement the amount of funds that would, in the absence of

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NCLB federal funds, be available from non-federal sources for the school (including funds needed to provide services for children with disabilities and children with limited English proficiency.) Note: In a Title I-A schoolwide program, a school is not required to provide supplemental services to identified children;

3. Procedures for determining supplement, not supplant when state or local funds are no longer available. Federal funds shall not be used to provide services that the District is required to make available under other Federal, State or local laws (Board Policy).

a. Salary expenditures for staff required by federal, state, or local policy shall not be paid from federal funds. For example, teacher FTEs that meet the state’s 22:1 student-

teacher ratio for grades PK through 4th will not be funded from federal funds. Excess teacher units, if any, may be eligible for payment through federal funds.

i. Documentation shall include a report that reflects the teacher units throughout the district mandated by the state and the excess units, if any.

b. Salary expenditures for staff required by local policy shall not be paid from federal funds. Excess staff units, if any, may be eligible for payment through federal funds.

i. Documentation shall include the Board minutes or policy and a report that reflects the staff units throughout the district mandated by the minutes or policy and the excess units, if any.

c. Federal funds shall not be used to pay for state required activities, such as state-mandated assessments.

i. Documentation shall include purchase orders for state required activities. The purchase orders shall reflect that non-federal funds were used to pay for the expenditures.

4. Procedures for determining that program-specific supplement, not supplant provisions are met. The Federal Programs and Special Programs Administrators, Human Resources Department and the departments’ support staff will ensure that the following procedures are followed so that program specific supplement, not supplement provisions are met In regards to:1) A) Staffing- The Personnel Request Form must first be sent to the Special Programs

and/or the Federal Programs Department to verify the availability of the position(s) being requested, ensure the position(s) is supplemental, and verify the availability of funding. Once the PR has been reviewed for compliance and the department determines that the position is supplemental in nature, the signed PR is then forwarded to the Human Resources Department (HR) to complete the documentation. The Human Resources Department also verifies the availability of position(s) at said campus or department and ensures that all documentation is complete. Incomplete documentation will result in the PR being rejected and returned to the campus or department. Should the documentation be complete, a “Report to Work” letter will be given/ sent to the campus. Once the campus or department is in receipt of the “Report to Work” letter, then and only then can the person(s) on the PR report to their newly assigned position. The Human Resources Department then works closely with the Payroll Department to properly code the funding source and ensure that the proper funding source is being debited for the personnel. The Federal Programs and Special Programs Departments maintain records of all personnel that are funded in full or in part from Title I, Part A funds. B) Master Schedules- Master Schedules will be requested and printed to verify certified positions funded through Title I, Part A funds and ensure supplement not supplant. C) Campus/ Departments Visits –Visits will be conducted annually by the Federal Programs Department Administrator and Supervisor to physically verify that personnel is at designated assignments and performing duties in accordance to and within Federal Title I, Part A guidelines.D) Extra-Duty Pay- Names of extra-duty recommendations on the appropriate forms must be submitted for preapproval before initiating program requiring extra duty pay.

2) Supplies and Materials- Ordering of supplies and materials in accordance to and within Federal/ Title I, Part A guidelines will be closely monitored through the approval process on the BI-TECH System.

3) Capital Outlay- Any campus and/or department initiating a Purchase Request in the BI-TECH System will be closely monitored by the Federal Programs and Special Programs

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Administrators for compliance with the following prerequisites: 1) inclusion of said request in the current consolidated grant application, and 2) inclusion of Campus Improvement Plan Activity number and identification of the need in the Comprehensive Needs Assessment in order to ensure said expenditure is supplemental, reasonable and necessary.

Campus Allocations

Title I, Part A funds are allocated to BISD campuses on an equal per pupil basis. The per pupil allocation is determined by dividing the total current year Title I-A allocation plus carry forward, if applicable, less district set asides by the total number of students enrolled. Allocations for services to private non-profit schools include a proportional share of district set aside funds.

The Title I, Part A budget for individual campuses is determined by multiplying the projected number of students for the upcoming school year by the campuses’ percentage of economically disadvantaged times the per pupil allocation.

Campuses are consulted annually regarding the distribution of funds into the appropriate functions and accounts which are based on the needs of the individual campuses. A minimum of eighty percent of the funds are required to be designated for instruction. Proposed campus budgets will be submitted to the Special Programs Department prior to the end of current school year for approval and distribution for the following school year.

Expenditure Documentation – Charges to PayrollAll charges to payroll for grant-funded personnel must be based on one of the following:

(1) Certification and Job Description/Evaluation(2) Time and Effort Certifications

TITLE I, PART A TIME AND EFFORT REPORTING PROCEDURES

Time and effort certifications and logs are required to be completed from all Title I, Part A funded personnel. Title I, Part A funded personnel. BISD’s Federal Programs Department maintains auditable records that show how each Title I, Part A funded employee spent his or her compensated time. These records are written, after-the-fact (not estimated or budgeted) documentation on how time was spent.

1. CERTIFICATION INCLUDES:

(a) Who work 100 percent in administrating programs that are part of consolidated administrative funds;

(b) Who work under a single grant program; or(c) Who work under a single cost objective, including Title I, Part A schoolwide programs

funded form eligible multiple funding sources.

These employees are not required to maintain time and effort records. However, each employee must certify in writing, at least semi-annually, that he/she worked solely on the program(s) for the period covered by the certification. The certification must be signed by the employee and by the supervisor having first-hand knowledge of the work performed and should reference the employee’s signed and dated job description maintained in their personnel file. A copy of said certification must be submitted to the Federal Programs Department for review. Changes to the grant must be supported by these semi-annual certifications. This is a requirement under the revised OMB Circular A-87 Cost Principals effective July 1, 1995.

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Semi-annual certificationsCampus personnel that are 100% funded through the Title I, Part A program complete a time and effort certification form at the end of each semester documenting that they worked solely on activities supported by the Title I, Part A Program. The forms are signed by the employees and campus administrators before they are submitted to the Federal Programs Department for review.

Split-Funded Monthly ReportsTime and effort logs are maintained by all personnel whose salaries are charged partially to Title I, Part A in combination with other funding sources. All personnel that are split funded complete a time and effort log which reflects daily duties that were performed during the month and document the percentages of time that were spent in Title I, Part A and non-Title I, Part A activities. Monthly and/or weekly reports signed by each employee and campus administrator are submitted to the Federal Programs Department for review in electronic format on a monthly basis. Moreover, the Finance Department is responsible for reconciling time & effort certifications to the actual pay and making necessary adjustments as needed.

The Federal Programs Administrator monitors the activities of Title I, Part A funded personnel through an on-going review of time and effort logs and semi-annual certification forms. In addition, monitoring visits are made to campuses on an annual basis to verify that personnel are performing Title I, Part activities as reported.

2. JOB DESCRIPTON: For employees;

(a) Who work 100 percent of their time in administrating programs that are part of LEA’s consolidated administrative funds;

(b) Who work under a single grant program; or(c) Who work under a single cost objective, including Title 1, Part A school wide programs

funded from eligible multiple funding sources.

These employees are required to maintain on file a signed and dated job description which clearly shows that the employee is assigned 100 percent to the program or single cost objective. The job description must be updated annually or when a function or activity is added to or deleted from an existing job description, must clearly identify the function and activities performed by the employee for the applicable fund source(s) or cost objective, and must be maintained in the employee’s personnel file.

ExpendituresThe use of all Title I-A funds are guided by Federal and state laws and guidance, financial standards as outlined in the U.S. Office of Management and Budget (OMB) Circulars A-87 & A-133 and BISD policy and procedures.

Vendors & ConsultantsAll vendors must be on the BISD Board approved vendor list, belong to one of the State approved purchasing coop groups, or have a notarized Sole Source Affidavit form on file with the BISD Purchasing Department. The Purchasing Department may occasionally allow for the purchase of small quantities and dollar amounts of materials for review from sources not on the approved lists.Consultants must be on the BISD Board approved consultant list. Prior to obtaining the services of a consultant, the campus or department requesting such services must submit a Consultant

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Request Form and vita or other supporting documentation to the Professional Development Department for approval. When Title I funds are being used, this request is first sent to the Federal Programs Department for said approval.

The use of any vendor or consultant not on the annually approved lists requires that a board agenda item be submitted through the established procedures to obtain board approval.

Capital OutlayCampuses are provided with capital outlay requests forms in an effort to determine their capital outlay needs prior to the submission of the consolidated grant application for funding. Each campus intending to use Title I, Part A funds for capital outlay must submit a list of each item to be purchased, along with the quantity, price and the location of activities in the campus improvement plan. (Appendix B) The need for such items must appear in the campus comprehensive needs assessment. The campus must also submit answers to the Title I, Part A Use of Funds Questions which justify the need and proposed use of each item to be purchased. A copy of the Campus Improvement Plan Activity noted in the capital outlay request. Said requests for purchases will then be reviewed by the Federal Programs Department for compliance and for inclusion in the consolidated grant application for approval. Once approval is granted through the TEA, the campuses can start the purchasing process by initiating a Purchase Request in the BI-TECH system.

Purchase RequestsPurchase requests for the use of Title I, Part A funds are initiated at the campus or department level using the electronic BI-TECH system. (Appendix C) These requests must be approved first by the Federal Programs Administrator and then by the Special Programs Department before proceeding through the regular approval process. Requests are reviewed to determine that the expenditures are:

allowable, aligned with statutory purpose, and reasonable and necessary.

Additionally, purchase requests must support activities in the Campus Improvement Plan that are based on their Comprehensive Needs Assessment. Capital outlay expenditures must have been included and approved in the consolidated grant application prior to purchase requests being made. Purchases not found in the Campus Improvement Plan or Comprehensive Needs Assessments and all capital outlay requests not included in the consolidated grant application for approval will be denied.

Private Non-Profit schools submit their purchase order requests in hard copies directly to the Federal Programs Department for initial approval and entry into the BI-TECH System by the Federal Programs Coordinator and/or assigned secretary.

StaffingPersonnel Request Form (PR) for funding personnel through the use of Title I, Part A funds is initiated at the campus or department level. The Personnel Request Form must first be sent to the Special Programs and/or the Federal Programs Department to verify the availability of the position(s) being requested, ensure the position(s) is supplemental, and verify the availability of funding. Once the PR has been reviewed for compliance and the department determines that the position is supplemental in nature, the signed PR is then forwarded to the respective Area Assistant Superintendent for signature. The PR is then forwarded to the Human Resources Department (HR) to complete the documentation. The Human Resources Department also verifies

35

the availability of position(s) at said campus or department and ensures that all documentation is complete. Incomplete documentation will result in the PR being rejected and returned to the campus or department. Should the documentation be complete, a “Report to Work” letter will be given/ sent to the campus. Once the campus or department is in receipt of the “Report to Work” letter, then and only then can the person(s) on the PR report to their newly assigned position. The Human Resources Department then works closely with the Payroll Department to properly code the funding source and ensure that the proper funding source is being debited for the personnel. The

Federal Programs and Special Programs Departments maintain records of all personnel that are funded in full or in part from Title I, Part A funds. To ensure maximum contribution of support and that all supplemental personnel is properly placed into a position with the funding properly verified, the initiation of a Personnel Request Form for a new position and/ or changes will be limited to the following timeframes: beginning of the year; August through the PEIMS Snapshot Day in October, and end of the year, May through July. Should other changes become necessary from November through April, pre-approval to initiate a PR must be granted by the Special Programs Administrator. All PRs that have not been pre-approved will be rejected and returned to the campus or department of origin. Personnel lists are updated on a continuous basis and copies of all forms regarding changes in assignment and new hires approved are kept on file by the department. The department maintains records to demonstrate that Title I, Part A staff services are commensurate with staff payment. These include bi-annual certifications signed by Title I, Part A funded staff at the end of each semester and time and effort logs for split-funded personnel. (Appendix D) Evidence will include the daily schedule of activities for 100% Title I, Part A funded staff and a detailed position description for split funded staff that clearly delineates time and activities to be charged to Title I, Part A. Corroboration of records with what is actually taking place will be carried out through means such as monitoring visits, reviews and interviews with staff and students.

Extra-Duty Pay and Stipends Extra-duty pay that is funded with Title I, Part A funds is also reported and documented on a monthly basis. Documentation consists of extra-duty recommendation forms, timesheets and supplemental duty composite forms. Initially, the recommendation forms are signed by the employee that is being recommended and a campus administrator prior to being submitted to the Federal Programs Department for funding approval. The monthly time sheets are verified by the Federal Programs secretary and if necessary, adjustments are made to the supplemental duty composite form before it is signed by the Federal Programs Administrator. The Payroll Department staff is responsible for reconciling extra-duty pay to actual pay and if necessary, the Payroll department makes the necessary adjustments. Stipends paid from Title I, Part A funds are also reported, documented and are subject to the same corroboration checks noted earlier. Extra-Duty PayIf a campus elects to use a portion of their Title I, Part A allocation for supplemental activities such as tutorials, the following will apply:

Each individual being considered for hire will be a given a job description that describes the purpose, intent and duties of the Title I, Part A tutor (or other position to be funded).

Name(s) of the individual(s) to be recommended will be submitted to the Federal Programs Administrator using the Supplemental Duty Recommendation Form for signature of approval. Said form will be then be sent for signature to the Special Programs Administrator, the campus’ Area Assistant Superintendent and then to the Human Resources Department for processing.

36

Time sheets, signed by the employee and administrator or supervisor, will be turned in on a timely basis each monthly pay period for the duration of said activity.

A certification form will be signed by the individual hired and the Principal/Administrator upon completion of said tutorial or extra duty program stating the duration of the program. A copy will be kept on file along with the required documentation (lesson plans, attendance sheets, grades, assessments, evaluation of the extra duty program) and the original will be sent into the Federal Programs Department for documentation.

StipendsStipends from Title I, Part A funds are paid at the rate established by the district. Stipends for staff development attendance are documented with sign-in sheets and are submitted to payroll using the standard district stipend form that indicates payment is for a Title I, Part A activity.

Stipends are paid to the Three-Year-Old Program Title I, Part A teachers. Stipends are prorated and paid on a monthly basis.

Professional Development

District LevelThe district will maintain a description of the professional development provided at the district level that is funded with Title I, Part A funds. Evidence will include: A description of the activities and how professional development is aligned with the needs

of Title I, Part A students as identified in the district Comprehensive Needs Assessment. Agendas Meeting Handouts Sign-in sheets and ERO records

The professional development will not duplicate that which the district provides for non-Title I, Part A purposes that, in the absence of Title I, Part A funds, would be provided to all staff. (Descriptions of all other professional development will be available).

CampusesSchools will maintain or provide to the district a description of the school-level professional development paid for by Title I, Part A funds. Evidence will include: A description of how professional development is aligned with the needs of Title I, Part A

students identified in the campus’s Comprehensive Needs Assessment. Agendas Meeting Handouts Sign-in sheets and ERO records

Allowable costs

(a) Limitation on use of funds. Grant funds may be used only for: 1) The allowable costs of the grantees, sub-grantees and cost-type contractors, including

allowable costs in the form of payments to fixed-price contractors; and

2) Reasonable fees or profit to cost-type contractors but not any fee or profit (or other increment above allowable costs) to the grantee or sub-grantee.

37

Period of availability of funds

(a) General. Where a funding period is specified, a grantee may charge to the award only costs resulting from obligations of the funding period unless carryover of unobligated balances is permitted, in which case the carryover balances may be charged for costs resulting from obligations of the subsequent funding period.

Campuses can start spending funds for activities that have been incorporated into the Comprehensive Needs Assessment and Campus Improvement Plans in July of the current fiscal year. By August, campuses should have 25% of the funds spent or encumbered. By September, 35%, October 45%, November 65%, December 75%, January 85%, February 95%, and by March 100% of the funds should be spent or encumbered.

(b) Liquidation of obligations. A grantee must liquidate all obligations incurred under the award not later than 90 days after the end of the funding period (or as specified in a program regulation) to coincide with the submission of the annual Financial Status Report (SF–269). The Federal agency may extend this deadline at the request of the grantee.

Reservations / Set-AsidesBISD reserves, as applicable, Title I–A funds in accordance with NCLB requirements as follows:

For instructional activities to address the needs of the academically struggling students (80%);

For professional development activities to ensure that teachers who are not highly qualified become highly qualified (5% of district funds);

For addressing the professional development needs of instructional staff at campuses identified for improvement, corrective action or restructuring; and

For parent involvement activities at the district and campus levels (a minimum of 1% of Title I, Part A allocation).

Additional funds may be reserved for necessary district-level activities prior to the allocation of funds to campuses, including those related to administrative cost, professional development, equitable services to private school students and three-year-old (pre-school) programs.

Carryover FundsUnder Federal law, no more than 15% of Title I, Part A funds allocated to the district during a given fiscal year may be carried over into the next fiscal year.

Projected Spending Target DatesSee Appendix E.

Title I, Part A Program Evaluation

Title I, Part A program evaluations are conducted at the end of a program year and are intended to measure the efficacy and impact of the district's Title I, Part A Program. Evaluation data—such as periodic and summative student assessment data—and staff and parent/guardian surveys are used to evaluate the strengths and weaknesses of the program’s impact on raising student achievement and in productively involving parent/guardians in their children’s education. The evaluation reflects Adequate Yearly Progress (AYP) data for the district and individual campuses as well as Texas Academic Performance Report (TAPR) status.

38

The effectiveness of BISD’s Title I, Part A program is evaluated annually. The evaluation considers the following primary questions: (1) Has the Title I, Part A program been effective? (2) What has worked well in the Title I, Part A program? (3) What has not worked well in the Title I, Part A program? (4) How should the Title I, Part A program be refined? The data are analyzed and the results of these analyses are used as the source of evidence to determine the answers to the four questions.

1. Information is collected in the form of formative and summative student performance data; surveys; attendance data; and other data from students, teachers, and administrators.

2. Additionally, a program evaluation survey is distributed to all Title I, Part A families. To the extent practicable, the survey is made available in multiple languages.

3. The data are analyzed by the Title I, Part A Administrator with the assistance of other staff, as needed.

4. As necessary and appropriate, the results of the analysis are shared with Title I, Part A staff, classroom teachers, principals, district administrators, parents, and other stake-holders to determine necessary and important changes that should be made to the Title I, Part A program to better serve its students.

5. The results of the evaluation, including information about any changes to the Title I, Part A program, are shared with district and school officials and distributed to all Title I, Part A families in Title I, Part A schools. To the extent practicable, the evaluation results are made available in multiple languages.

Parental Involvement

BISD will maintain a description of the district-level parental involvement activities paid for by Title I, Part A funds. Evidence will include:

A description parental involvement activities and how they are aligned with the needs of Title I-A students as identified in the district Comprehensive Needs Assessment.

Agendas Sign-in sheets

Activities will not duplicate those that the district would provide to all parents in the absence of Title I, Part A funds (Descriptions of all other parental involvement activities will be available).

Campuses will maintain a description of school-level parental involvement activities paid for by Title I, Part A funds. Evidence will include:

A description of how parental involvement activities are aligned with the needs of Title I, Part A students and parents as identified in the campus Comprehensive Needs Assessment

Agendas Sign-in sheets Meeting minutes

39

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

Federal Programs Department

Title I-A Purchasing Guide

Improving Basic ProgramsFund 211

REFER TO SPECIFIC APPLICABLE SET OF FASRG COST PRINCIPLES FOR ENTIRE TEXT

FOR GENERAL INFORMATION PURPOSES ONLY

Developed by theSpecial Programs Department

40

Mary Tolman, Administrator

and

Federal Programs DepartmentMary Lou Esparza, Administrator

Note: Employees are to follow the district’s PROCUREMENT GUIDE, a copy may be found at:http://www.bisd.us/purchasing/pg%20.pdf

Mission Statement:To provide financial resources and compliance guidance to the District in order to provide all students with a fair, equal and significant opportunity to obtain a high-quality education and, at minimum, achieve proficiency on the state’s challenging academic and performance standards in an effort to produce responsible, well-rounded graduates who will pursue a post-secondary education and/or career.

Vision Statement:The vision of the Federal Programs Department is to provide the highest level of service, guidance and support by identifying and maximizing financial resources while supporting the community and District’s commitment to educational excellence in an effort to meet the needs of all students.

Role of Federal Programs - Title I-A:The role of Federal Programs, Title I-A as defined in Public Law 1007-10 Law is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments through programs and/or services designed to supplement the regular education program for students identified as low performing.

Purpose:The purpose of Title I, Part A is to ensure that all children, particularly low-achieving children in the highest-poverty schools, have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at minimum, proficiency on challenging State academic achievement standards and state performance standards.

Preface:The following purchasing guide has been formulated to simplify District legal, local, administrative and Texas Education Agency policies and procedures. It is essential that Brownsville Independent School District employees involved in the use of supplemental Federal Programs Title I-A funds be fully aware of their responsibilities and limitations when serving low performing students in order to ensure that these students at minimum achieve proficiency in the state’s achievement and performance standards. While this guide does not cover every detail of all regulations, practices,

41

and statutes governing supplemental Title I-A foundation curriculum procurements, it does provide the basic principles of sound supplemental purchases. Reference to this guide will aid district staff in the discharge of their duties involving fiscal control and management of supplemental Title I- A funding in the basic foundation curriculum for all low performing students.

Needs Assessment:A Comprehensive Needs Assessment (CNA) should be conducted to identify the strengths and weakness of existing programs, practices, procedures, and activities. The CNA ensures that the use of resources is carefully planned, supplemental, and cost effective. A written summary of data must be included in the front of the campus improvement plan. The data summary includes an analysis of patterns and trends

with a discussion of probable causes of the gap between low performing students and their higher performing peers.

Data may be used from, but not limited to, the following sources:♦Current state assessments (TAKS, STAARS, TELPAS)♦Retention rates;♦Pass/Fail rates♦Data from special program evaluations

Program Evaluation:The program evaluation measures how successful the school has been in addressing identified needs and meeting the goals of the program. The campus’ Title I-A Schoolwide program must be evaluated and documented by showing the effectiveness in reducing any disparity in the following areas:♦ Performance on assessment instruments between students that are low-performing and low-socio economic and higher performing peers;♦ Pass/Fail rates between students that are low-performing and low-socio economic and higher performing peers; and♦ Evaluate the effectiveness of the designated Title I-A program and include the results of this evaluation in the campus improvement plan.

Title I-A resources must be redirected when evaluations indicate that programs and/or services are unsuccessful in producing desired results for students that are low performing and not meeting, at minimum, proficiency on the state’s academic achievement and performance standards.

Title I-A Purchasing Guidelines Related to Specific Costs

Funds must be expended for reasonable and necessary costs in conducting grant activities. Reasonable means a cost is consistent with prudent business practice and comparable to current market value. Necessary means the cost is essential for you to accomplish the objectives of the project. All costs must be properly supported by the original source documentation (i.e., invoices, receipts, purchase orders, travel

42

vouchers) to be reimbursable by TEA. Districts must comply with the applicable Federal cost principles in expending grant funds.

The following purchasing guidelines address certain specific costs only and are not intended to be all-inclusive.

Direct Cost Items Federal Programs Education Allowable use of

Supplemental Funds

Federal Programs Education Unallowable

use of Supplemental Funds

Function- Object Code

Use

Advertising Unallowable Unallowable XAlcoholic Beverages Unallowable Unallowable XAwards for Recognition or Incentives for Achievement of At-Risk Students in the basic foundation curriculum.

Allowable: When reasonable in cost and when necessary to accomplish program objectives. Acceptable awards and incentives include certificates, ribbons, plaques and small trophies cost not to exceed $10.00 or inexpensive instructionally-related items such as pens/ pencils to be used in the classroom

Unallowable: T-shirts, baseball caps or other similar motivational incentives for staff or students.

11-6498

Award Ceremonies Unallowable Unallowable XCapital Outlay Allowable: Request must be

submitted in a timely manner for inclusion / submission in the NCLB Federal Grant Application for TEA approval. All requests must be accompanied by a current copy of the identified need in the Comprehensive Needs Assessment, a CIP Action Step and answers to the Title I-A Use of Funds Questions.

Unallowable: Any item(s) not requested on the Capital Outlay Form and previously submitted for inclusion in the NCLB Federal Grant Application for Federal Funding.

11-6649-6223-6649

Commencement & Unallowable Unallowable X43

Convocation or Graduation Costs

Communication Costs (includes telephone services, local and long distance telephone calls, telegrams, postage, messenger, electronic or computer transmittal services, personal communication devices, etc.)

Unallowable Unallowable X


Supplemental Funds




Use

Compensation for Personnel Services (includes salaries, wages, and fringe benefits) All personnel costs must be reflected in the campus improvement plan by number of FTEs with a description and total cost per position.

Allowable: If it’s supplemental to the basic foundation curriculum, supplemental; reasonable, comparable for similar work, and charges are supported with time distribution records or other documentation.

Unallowable FTE(s): If positions are not used to provide support programs and/or services that supplement the regular education program so that low performing students, at minimum, can achieve proficiency on the state’s challenging academic and performance standards.

Job descriptions must be signed and dated annually or when function or activity is added to or deleted from an existing job description applicable to the funding source(s) or cost objective, and must be maintained in the employee's personnel file.

Employees must receive an “Authority to Report to Work” before a change in assignment can occur.

Teacher:English Language Arts and Reading, Mathematics, Science, Social Studies, STARS, credit recovery, tutorials in foundation areas only, class size reduction, computer-assisted instruction in foundation areas only, specialized reading and math programs, TAKS/ STAAR remediation, supplement the dyslexia program, and extended day, week, or year instruction for low performing students.

Teacher Unallowable FTE(s)In-School Suspension, CTE, G.T., Pre-AP/AP, Dual Enrollment, ESL/ESOL, Special Education, or other state or federal mandated programs, non-foundation curriculum courses such as the following: PE/Athletics, Music, Art, Choir or other Fine Arts programs, and UIL programs. As well as, Speech/Communication Applications/Professional Communications, Foreign Language, or any other equivalent course.

11-611911-614111-614211-614311-614511-6146

TIME AND EFFORT: Employees who work 100% performing Title I-A duties will sign a Time and Effort Certification Form twice annually.For employees who do not work 100 % under one

Instructional Aide:Assists with supplemental classroom instruction for the Three Year Old Program, PK, Kinder, English Language Arts, Reading, Mathematics, Science, Social Studies, library, computer-assisted instruction in foundation areas only, specialized reading and math programs, TAKS/ STAARS remediation, supplement the dyslexia program, and extended year instruction for low performing students.

Unallowable FTE(s): Instructional Aides : Must not carry out the duties of: office clerk, receptionist, hall monitors, mail room clerk, copy room clerk, attendance clerk, parentliaison, in-school suspension, Career and Technology courses, G.T., Pre-AP/AP, ESL, Bilingual programs, Special Education or

11-612911-614111-614211-614311-614511-6146

44

funding source, employeesare required to maintain time and effort records /logs in order to account for their time. Employees must prepare time and effort reports, on a weekly basis.

Guidance and Counseling Clerical Assistants: Assist Counselors with meeting the scheduling and emotional needs of low performing students at risk of not meeting state academic standards.

other state or federal mandated programs, non-foundation curriculum courses, PE/ Athletics, Music, Art, Choir or other Fine Arts programs, and UIL programs. As well as, Speech/ Communication Applications/ Professional Communications, Foreign Language, or any other equivalent course.Unallowable: Clerical assistants may not be assigned to the assistant principal or any area of the office to assist with the normal, everyday activities of the campus.

31-6129-08


Supplemental Funds




Use

Conferences and Meetings:Staff will provide evidence of participation in conferences, workshops, or meetings. Evidence for in-district conferences, meetings or workshops may include but not limited to a certificate of completion. For out-of-district conferences, workshops, or meetings, evidence may include but not limited to a handouts of program activities.

Allowable: Cost of meetings and conferences supplemental to the basic foundation curriculum including transportation, room rental charges, and items incidental to these meetings/ conferences must comply with District’s adopted travel procedures. Use only function 13 (staff development) in the basic foundation curriculum.

Unallowable: Professional Development sessions related to Career and Technology courses, G.T., Pre-AP/AP, P.E., Athletic Programs, Music, Art, Choir or other Fine Arts programs, non-foundation curriculum courses, UIL, Special Education, ESL, Bilingual and/or other state or federal mandated programs. The following travel expenses are not allowable: First-Class air fare; per diem (meals and lodging) for meeting, conference, or workshop participants who live in the same city where the event is held; tips or gratuities of any kind; alcoholic beverages; entertainment, recreation, or social events; any expense for other persons; automobile mile or taxi fares for other than official business; personal accident insurance, or personal effects coverage for rental cars; rental car for personal use or for purposes not associated

6411-00 (in district travel)

6411-23(out of district travel)

13-6411

45

with the official business of the meeting, conference, or workshop; travel allowances (e.g. per diem paid regardless of participant's actual expenses).

Donations and Contributions


Employee Morale, Health and Welfare



Supplemental Funds




Use

Employee Service Awards Unallowable Unallowable XEntertainment (including amusement, diversion, social activities, and related costs)


Fees Allowable: Dues not associated with travel such as on-line staff development fees.

Unallowable 11-649713-6497

Field Trips Unallowable Unallowable XFood Costs Unallowable Unallowable XFundraising Unallowable Unallowable XGifts or items that appear to be Gifts


Goods or Services for Gratuities or Tips


Hospitality Rooms Unallowable Unallowable XMaintenance, Operations, and Repairs

Allowable: For the maintenance of copiers, computers & printers

Unallowable: All other items would be considered supplanting.

X

Materials and Supplies: Campus Improvement Plan (CIP) Activity number(s) and the Comprehensive Needs Assessment (CNA) page number(s) where the need for the PR was identified must be included with all purchase requisitions under this funding source. When capital outlay/fixed assets are requested through a PR, the location must be recorded in the PR where such item will be used.

Allowable: Must be supplemental to instruction for the basic foundation curriculum instructional setting; such items must improve student performance through direct instructional services; such items must demonstrate a scientific research-based proven outcome to the goal/ objective; and such items must be reasonable and necessary to the intent and purpose of the Title I-A program.

Unallowable : Office equipment (electric pencil sharpeners, hole punchers, and staplers, desk calendars, hanging folders, mechanical pencils) capital outlay items, banquets, ceremonies, celebrations, door prizes, proms, pep rallies, food, drug dogs, drug testing, drug treatment, red ribbons, mirrors, defibrillators, furniture, door mats, murals, banners, display cases, rock climbing walls, bicycles, bike racks, custom or outdoor signs, library equipment, library supplies or yearly campus library budget, entertainment, recreation, social events, gifts,

11-6399

46

promotional items, memorabilia, souvenirs, t-shirts, caps, tote bags, key chains, imprinted pens, name plates/tags, lanyards, filing cabinets, furniture, school marquees, athletic expenses, meals, trophies, plaques, kleenex, washers, dryers, walkie talkies, water coolers, ice machines, indoor/outdoor paint, roller skates, skate boards, moonwalks, parade floats or costumes, special dietary expenses, floral arrangements, coffee, pastries, UIL materials, fine arts materials, cheerleading, equipment supplies, color paper as required by TLI and RTI , book/magazine racks, shelves, custodial and day care supplies.


Supplemental Funds




Use

Memberships Allowable: Membership in business, technical, and professional organizations related to the program’s intent and purpose. Membership must be in the name of the grantee organization and not in the name of an individual.

Unallowable: Memberships in the name of individual(s).

11-649513-6495

Memorabilia Unallowable Unallowable XPlant and Homeland Security Costs


Professional and Consultant Services: Professional/consulting services are delivered by an independent contractor (Individual, entity, or firm) on a fee basis for specialized services that are usually considered to be temporary or short-term in nature, normally in areas that supplement the expertise of the district. Includes evaluation, professional development/ training, etc.

All Professional and consultant services must include an Agenda, Minutes, Sign-in Sheets, and Certificate of Completion for all

Allowable Staff Development should be designed to assist teachers close the gap between low performing students and higher performing peers only when provided by non-employees and/or when the district does not possess the expertise. Such services must be documented in the campus improvement plan's comprehensive needs assessment; must be research- based, supplemental, and connected to compensatory, intensive, and accelerated instruction in the foundation curriculum (function 13 only). Campuses MUST be able to demonstrate and document that school personnel have received staff development designed to assist low performing students; expense MUST be reasonable and necessary; training MUST be

Unallowable: Motivational speakers, clowns, and magicians.

11-629113-629113-6239

47

participants.

Professional leaves must be submitted to the funding source 30 working days prior to the event if travel arrange-ments must be made by the Travel Department.

Professional leaves that do not require travel arrange-ments made through the Travel Department must be submitted 15 days in advance.

related and beneficial to the campus and not a "one time event; the campus must maintain documentation to ensure that the training was evaluated for effectiveness, evaluated for attendance, how each professional development activity was related to the priority areas needing improvement, and how these activities assisted in improving the achievement of low performing students. (i.e. ERO Session Roster Report, ERO Session Evaluation Responses Report, agenda, conference program, etc.)


Supplemental Funds




Use

Promotional Items : Such as T-shirts, caps, tote bags, key chains, imprinted pens, etc.


Publication and Printing Costs

Allowable Unallowable: Promotional printing i.e. clubs, logos,etc

11-6399-16

Reference Materials Allowable: When related to the Title I-A Program’s intent and purpose.

11-6399

Refreshments Allowable: Only for parent involvement activities.

Unallowable: Under all other functions.

61-6499-53

Scholarships, Fellowships, and Other Student Aid Costs


Severance Pay Unallowable Unallowable XSouvenirs Unallowable Unallowable XSpecialized Service Facilities


Stipends for Non-Employees (participant support cost)


Student Activity cost Unallowable Unallowable XSubscriptions Allowable Unallowable XTaxes Allowable except for self-

assessed taxesUnallowable: State taxes; should be exempt

Tips and Gratuities Unallowable Unallowable X

Training and Education Allowable: Training for teachers under Function 13.

Unallowable: College/ University level course training

13-6411

Transportation Cost (See “Field Trips” for specific

Allowable: For before school, after school, and extended week

Unallowable: For transportation costs

11-6494

48

Costs) tutorial, only. incurred for transporting students to and from the regular school day. This also includes field trips.

Transportation of Goods Allowable: Only for shipping costs.

Unallowable: Any other transporting costs.

Travel costs for Non-Employees or Students

Allowable: In certain instances for consultants, students and under Function 61.

Unallowable: No other non-students or non-employees.

11-6412 13-6419

61-6419

Tuitions and Fees Related to Tuition

Allowable: As it pertains specifically to the Title I-A Program.

Unallowable 11-6229


Supplemental Funds




Use

Tutorials :Courses for tutorials must be entered in the Student Management System with the following course number: 211-970020. Attendance / grade flags must be marked to monitor daily as needed in the evaluation process. Lesson Plans and grades must be maintained for all tutorial participants.

Allowable: Such instruction must be research- based, supplemental, compensatory, intensive, accelerated, and connected to the basic foundation curriculum. Services must be prior to and after the scheduled instructional day. Tutorial costs include: 6118: $30.006141: $30.00 X 1.45%6142: $30.00 X 7.00%6146: $30.00 X 9.85%

11-611811-6141 11-6142 11-6146

Under-Recovery of Costs under Federal Agreements


Utilities Unallowable Unallowable X

49

B.I.S.D., an equal opportunity employer, does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment or in the provision of services, programs, or activities.

Brownsville Independent School DistrictJob Description

Date: Employee Name:* Employee ID #: School or Department: Title: Accelerated Instruction Tutorial Teacher (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days

(This position is categorized as contractual under the BISDBoard Adopted Employment Policy DCB Legal)

REPORTS TO: Campus Principal

RESPONSIBILITY: The role of the Title I-A Accelerated Instruction Tutorial Teacher is to provide students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State academic assessment standards, with appropriate learning activities and experiences in the foundation curriculum subject area assigned in order to help them fulfill their potential for intellectual and cognitive growth.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to satisfactorily perform each essential function as listed in the evaluation portion of this document. The requirements listed below are representative of the knowledge, skill, and/or ability required to perform the essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PREREQUISITES: * Bachelor’s Degree from accredited university;* Valid Texas teacher certificate with required endorsements or

50

required training for subject and level assigned; and *Highly qualified status in the subject area, if applicable.

PREFERRED: * General knowledge of curriculum & instruction;* Ability to instruct students and manage their behavior; and* Strong organizational, communication, and interpersonal skills.

LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of students, parents, colleagues, administrators and the general public.

MATHEMATICAL SKILLS: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables

OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply knowledge of current research and theory in the specific field. Ability to adjust instruction as needed to accommodate the learning style of low performing students. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit, talk and hear. The employee is required to frequently walk and stand. Specific vision abilities required by this job include close vision, color vision and depth perception. Occasionally, yet essential to the position the individual must meet deadlines with severe time constraints, interacting with the public and other workers. Occasionally, the position requires the employee to work irregular or extended hours, direct responsibility for the safety, and well-being or work output of other people and meet multiple demands from several people.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate to quiet. Work is normally performed indoors and occasionally outdoors.

This document describes the various responsibilities and competencies expected of the Title I-A Accelerated Instruction Tutorial Teacher.

INSTRUCTIONAL DUTIES: 1. Develop and implement lesson plans that fulfill the requirements of the State’s and

District’s curriculum program and show written evidence of preparation as required.

51

2. Prepare lessons that reflect accommodations for differences in student learning styles.

3. Present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations and will actively engage those low-performing students in danger of/or not meeting the State academic achievement or State academic assessment standards.

4. Plan and use appropriate instructional and learning strategies, activities, scientifically, research-based materials, and equipment that reflect understanding of the different learning styles and needs of students assigned.

5. Conduct assessment of student learning styles and use results to plan instructional activities aimed at closing the achievement gap between low-performing students and other higher performing peers.

6. Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).

7. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements and aligned to the needs of the low-performing students in danger of/or not meeting State academic achievement and State academic assessment standards.

8. Use technology to strengthen the teaching/learning process and increase the active participation of all students, especially those that are low-performing and in danger of/or not meeting the State academic achievement and State academic assessment standards.

STUDENT GROWTH & DEVELOPMENT: 9. Help students analyze and improve study methods and habits.

10. Conduct ongoing assessment of student achievement through formal and informal testing. Document, analyze results and modify instruction in a manner which will ensure the success of all students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State assessment standards.

11. Assume responsibility for after-school tutorials as assigned.

12. Be a positive role model for students, support mission of school district, and goals of the Title I-A program.

CLASSROOM MANAGEMENT & ORGANIZATION: 13. Create classroom environment conducive to learning and appropriate for the physical,

social, and emotional development of students that ensures the active successful participation of all students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State assessment standards.

14. Manage student behavior in accordance with Student Code of Conduct and student handbook which ensures a safe, positive, supportive, respective learning environment.

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15. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

16. Assist in selection of books, equipment, and other instructional materials that are scientifically, research-based and support the full implementation of the State’s and District’s curriculum and/or initiatives.

COMMUNICATION: 17. Establish and maintain open communication by conducting conferences with parents,

students, principals, and teachers.

18. Maintain a professional relationship with colleagues, students, parents, and community members.

19. Use effective communication skills to present information accurately and clearly. Occasionally, redirect and/or clarify instruction especially for those low-performing students that are in danger of/or not meeting State academic achievement and State academic assessment standards.

PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS: 20. Participate in staff development activities to improve job-related skills, especially in the

areas of scientifically, research-based strategies and differentiated instruction to ensure success for those low-performing students in danger of/or not meeting State academic achievement and State academic assessment standards.

21. Keep informed of and comply with Federal, State, District, and school regulations and policies for classroom teachers.

22. Compile, maintain, and file all physical and computerized reports, records, and other documents required and upon request.

23. Attend and participate in faculty meetings and serve on staff committees as required.

MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: Maintain emotional control under stress. Entails frequent standing, stooping, bending, pulling and pushing. Move small stacks of textbooks, media equipment, desks, and other classroom equipment.

The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual currently holding this position and additional duties may be assigned.

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The foregoing statements describe the general purpose and responsibilities assigned to this Title I-A job description and are not an exhaustive list of all responsibilities that may be assigned or skills that may be required.

Employee’s Signature ________________________ID# ___________Date___________

Administrator’s Signature _____________________________________Date__________



Date: Employee Name:* Employee ID #: School or Department: Title: English Language Arts & Reading Teacher (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Title I-A English Language Arts and Reading Teacher is to provide students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State academic assessment standards, with appropriate learning activities and experiences in the foundation curriculum subject area assigned in order to help them fulfill their potential for intellectual and cognitive growth.


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REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.





This document describes the various responsibilities and competencies expected of the Title I-A ELAR Teacher.


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11. Assume responsibility for after-school tutorials as assigned. Sponsor outside activities approved by the campus principal that do not conflict with Title I-A guidelines and are not part of the regular academic school day.





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COMMUNICATION: 17. Establish and maintain open communication by conducting conferences with parents,

students, principals, and teachers.











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Employee’s Signature _____________________________ID# _________Date________

Administrator’s Signature __________________________________Date_____________



Date: Employee Name:* Employee ID #: School or Department: Title: Mathematics Teacher (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Title I-A Mathematics Teacher is to provide students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State academic assessment standards, with appropriate learning activities and experiences in the foundation curriculum subject area assigned in order to help them fulfill their potential for intellectual and cognitive growth.



required training for subject and level assigned; and * Highly qualified status in the subject area, if applicable.

PREFERRED: * General knowledge of curriculum & instruction;

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* Ability to instruct students and manage their behavior; and* Strong organizational, communication, and interpersonal skills.



REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply knowledge of current research and theory in the specific field. Ability to adjust

instruction as needed to accommodate the learning style of low performing students. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.




This document describes the various responsibilities and competencies expected of the Title I-A Mathematics Teacher.




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COMMUNICATION: 17. Establish and maintain open communication by conducting conferences with

Parents, students, principals, and teachers.











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Employee’s Signature _________________________ID# ___________Date__________

Administrator’s Signature ___________________________________Date____________

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Date: Employee Name:* Employee ID #: School or Department: Title: Science Teacher (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Title I-A Science Teacher is to provide students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State academic assessment standards, with appropriate learning activities and experiences in the foundation curriculum subject area assigned in order to help them fulfill their potential for intellectual and cognitive growth.


PREREQUISITES: * Bachelor’s Degree from accredited university;* Valid Texas teacher certificate with required endorsements or required training for subject and level assigned; and *Highly qualified status in the subject area, if applicable.





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This document describes the various responsibilities and competencies expected of the Title I-A Science Teacher.




3. Present subject matter according to guidelines established by Texas Education Agency, board policies and administrative regulations and will actively engage those low-performing students in danger of/or not meeting the State academic achievement or State academic assessment standards.




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CLASSROOM MANAGEMENT & ORGANIZATION: 13. Create classroom environment conducive to learning and appropriate for the

physical, social, and emotional development of students that ensures the active successful participation of all students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State assessment standards.





parents, students, principals, and teachers.



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PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS:

20. Participate in staff development activities to improve job-related skills, especially in the areas of scientifically, research-based strategies and differentiated instruction to ensure success for those low-performing students in danger of/or not meeting State academic achievement and State academic assessment standards.







Employee’s Signature _________________________ID# __________Date__________



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Date: Employee Name:* Employee ID #: School or Department: Title: Social Studies Teacher (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Title I-A Social Studies Teacher is to provide students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State academic assessment standards, with appropriate learning activities and experiences in the foundation curriculum subject area assigned in order to help them fulfill their potential for intellectual and cognitive growth.








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This document describes the various responsibilities and competencies expected of the Title I-A Social Studies Teacher.







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CLASSROOM MANAGEMENT & ORGANIZATION: 13. Create classroom environment conducive to learning and appropriate for the

physical, social, and emotional development of students that ensures the active successful participation of all students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State assessment standards.







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PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS: 20. Participate in staff development activities to improve job-related skills, especially in

the areas of scientifically, research-based strategies and differentiated instruction to ensure success for those low-performing students in danger of/or not meeting State academic achievement and State academic assessment standards.







Employee’s Signature ___________________________ID# _________Date__________


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Date: Employee Name:* Employee ID #: School or Department: Title: Technology Teacher (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Title I-A Technology Teacher is to provide students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State academic assessment standards, with appropriate learning activities and experiences in technology, while reinforcing the foundation curriculum subject area assigned, in order to help them fulfill their potential for intellectual and cognitive growth.


PREREQUISITES: * Bachelor’s Degree from accredited university;* Valid Texas teacher certificate with required endorsements or required training for subject and level assigned; and *Highly qualified status in technology and foundation subject area, if

applicable.





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This document describes the various responsibilities and competencies expected of the Title I-A Technology Teacher.


District’s Technology curriculum program and show written evidence of preparation as required.






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STUDENT GROWTH & DEVELOPMENT: 9. Help students analyze and improve study methods and habits through the use of

technology.



12. Be a positive role model for students; support the mission and implements the goals of school district and of the Title I-A program in the area of technology.



14. Manage student behavior in accordance with Student Code of Conduct and student handbook which ensures a safe, positive, supportive, respectful learning environment.


16. Assist in selection of books, equipment, and other instructional materials for technology that are scientifically, research-based and support the full implementation of the State’s and District’s curriculum and/or initiatives.





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PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS: 24. Participate in staff development activities to improve job-related skills, in the area of

technology, especially in the areas of scientifically, research-based strategies and differentiated instruction to ensure success for those low-performing students in danger of/or not meeting State academic achievement and State academic assessment standards.







Employee’s Signature ___________________________ID# ___________Date________

Administrator’s Signature ___________________________________Date____________


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Brownsville Independent School District Job Description

Date: Employee Name:* Employee ID #: School or Department: Title: Three-Year-Old Program Classroom Teacher (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Three-Year-Old Program Teacher is to create a developmentally appropriate educational setting and provide students with developmentally appropriate learning activities and experiences in Early Childhood that prepares all three year old children for success in school and helps them fulfill their full potential for intellectual and cognitive growth.


PREREQUISITES: * Bachelor’s Degree from accredited university;* Valid Texas teacher certificate with required endorsements or required training for Early Childhood and level assigned; and *Highly qualified status in the core academic subject area, if applicable.





OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply knowledge of current research and theory in the specific field being

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recommended for hire (i.e., Early Childhood). Ability to adjust instruction as needed to accommodate the learning style of low performing students. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.


While performing the duties of this job, the employee is regularly required to sit, talk or hear. The employee is required to frequently walk and stand. Specific vision abilities required by this job include close vision, color vision and depth perception. Occasionally, yet essential to the position the individual must meet deadlines with severe time constraints, interacting with the public and other workers. Occasionally, the position requires the employee to work irregular or extended hours, direct responsibility for the safety, and well-being or work output of other people and meet multiple demands from several people.


This document describes the various responsibilities and competencies expected of the Title I-A Three Year Old Program Teacher.

INSTRUCTIONAL DUTIES: 1. Develop and implement lesson plans that fulfill the requirements of the State’s

and District’s curriculum program and show written evidence of preparation as required.


3. Present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations and will actively engage all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

4. Plan and use developmentally appropriate instructional and learning strategies, activities, scientifically research based materials, and equipment that reflect understanding of the different learning styles and needs of students assigned.

5. Conduct assessment of student learning styles and use results to plan instructional activities aimed at actively engage all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

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7. Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements and aligned to the needs of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

8. Plan and supervise assignments of teacher aide(s) and volunteer(s) in order to better assist and meet the needs of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

9. Use technology to strengthen the teaching/learning process and increase the active participation of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

STUDENT GROWTH & DEVELOPMENT: 12. Conduct ongoing assessment of student achievement through formal and informal

testing. Document, analyze results and modify instruction in a manner which will ensure the success of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

13. Be a positive role model for students, support mission of school district and that of the Federal Programs/Title I-A Program.

CLASSROOM MANAGEMENT & ORGANIZATION: 14. Create classroom environment conducive to learning and developmentally

appropriate for the physical, social, and emotional development of three year old students, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

15. Manage student behavior in accordance with Student Code of Conduct and student handbook ensuring a safe, positive, supportive, respective learning environment.


17. Assist in selection of books, equipment, and other instructional materials that are scientifically research based and support the full implementation of the State’s and District’s curriculum and/or initiatives.




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20. Use effective communication skills to present information accurately and clearly. Occasionally, redirecting and/or clarifying instruction for all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.


the areas of scientifically research based strategies and differentiated instruction to ensure success of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.






The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities that may be assigned or skills that may be required.

Approved by ____________________________________Date_____________________

Reviewed by ____________________________________Date_____________________


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Date: Employee Name:* Employee ID #: School or Department: Title: Title I-A School Readiness Integration (SRI) PK Classroom

Teacher Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Title I-A School Readiness Integration (SRI) PK Teacher is to create a developmentally appropriate educational setting and provide students with developmentally appropriate learning activities and experiences in Early Childhood that prepares all four year old children for success in school and helps them fulfill their full potential for intellectual and cognitive growth.


PREREQUISITES: * Bachelor’s Degree from accredited university;* Valid Texas teacher certificate with required endorsements or required training for Early Childhood and level assigned; and *Highly qualified status in the core academic subject area, if applicable.





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OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply knowledge of current research and theory in the specific field being recommended for hire (i.e., Early Childhood). Ability to adjust instruction as needed to accommodate the learning style of low performing students. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.


While performing the duties of this job, the employee is regularly required to sit, talk or hear. The employee is required to frequently walk and stand. Specific vision abilities required by this job include close vision, color vision and depth perception. Occasionally, yet essential to the position the individual must meet deadlines with severe time constraints, interacting with the public and other workers. Occasionally, the position requires the employee to work irregular or extended hours, direct responsibility for the safety, and well-being or work output of other people and meet multiple demands from several people.


This document describes the various responsibilities and competencies expected of the Title I-A School Readiness Integration (SRI) PK Teacher.

INSTRUCTIONAL DUTIES: 1 Develop and implement lesson plans that fulfill the requirements of the State’s,

District’s and Head Start’s curriculum program and show written evidence of preparation as required.

2 Prepare lessons that reflect accommodations for differences in student learning styles.

3 Present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations and will actively engage all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

4 Plan and use developmentally appropriate instructional and learning strategies, activities, scientifically research based materials, and equipment that reflect understanding of the different learning styles and needs of students assigned.

5 Conduct assessment of student learning styles and use results to plan instructional activities aimed at actively engaging all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

6 Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).

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7 Work with other members of staff to determine instructional goals, objectives, and methods according to district and head start requirements and aligned to the needs of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

8 Plan and supervise assignments of teacher aide(s) and volunteer(s) in order to better assist and meet the needs of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

9 Use technology to strengthen the teaching/learning process and increase the active participation of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

STUDENT GROWTH & DEVELOPMENT: 10 Conduct ongoing assessment of student achievement through formal and informal

testing. Document, analyze results and modify instruction in a manner which will ensure the success of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

11 Be a positive role model for students, support mission of school district and that of the Federal Programs/Title I-A Program.

CLASSROOM MANAGEMENT & ORGANIZATION: 12 Create classroom environment conducive to learning and developmentally

appropriate for the physical, social, and emotional development of four year old students, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

13 Manage student behavior in accordance with Student Code of Conduct and student handbook ensuring a safe, positive, supportive, respective learning environment.

14 Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

15 Assist in selection of books, equipment, and other instructional materials that are scientifically research based and support the full implementation of the State’s, District’s and Head Start curriculum and/or initiatives.

COMMUNICATION: 16 Establish and maintain open communication by conducting conferences with


17 Maintain a professional relationship with colleagues, students, parents, and community members.

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18 Use effective communication skills to present information accurately and clearly. Occasionally, redirecting and/or clarifying instruction for all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS: 19 Participate in staff development activities to improve job-related skills, especially in

the areas of scientifically research based strategies and differentiated instruction to ensure success of all children, especially those that are not developmentally ready and exhibit signs of having difficulty learning.

20 Keep informed of and comply with Federal, State, District, Head Start and other school regulations and policies for classroom teachers.

21 Compile, maintain, and file all physical and computerized reports, records, and other documents required and upon request.

22 Attend and participate in faculty meetings and serve on staff committees as required.



The foregoing statements describe the general purpose and responsibilities assigned to the Title I-A SRI PK Teacher and are not an exhaustive list of all responsibilities that may be assigned or skills that may be required.

Approved by ____________________________________Date_____________________

Reviewed by ____________________________________Date_____________________


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Job Description

Date: Employee Name:* Employee ID #: School or Department: Title: Students Taught in an Alternative Route to Success (STARS) (Title I-A Funded)Pay Grade Level: Teacher Hiring Salary - 187 Days



RESPONSIBILITY: The role of the Title I-A STARS Teacher is to provide foundation curriculum accelerated instruction to assist low-performing students in danger of/or currently not meeting success on State academic standards, to recover lost credit through module and/or computer based instruction.


PREREQUISITES: * Bachelor’s Degree from accredited university;* Valid Texas teacher certificate with required endorsements or required training for subject and level assigned; and *Highly qualified status in the subject area, if applicable.





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This document describes the various responsibilities and competencies expected of the Title I-A STARS Teacher.




3. Present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations and will actively engage those low-performing students in danger of/or not meeting the State academic achievement or State academic assessment standards, in module and/or computer-based instruction.

4. Plan and use appropriate module and/or computer-based instructional and learning strategies, activities, scientifically, research-based materials, and equipment that reflect understanding of the different learning styles and needs of students assigned.

5. Conduct assessment of student learning styles and use results to plan instructional activities aimed at assisting low-performing students in danger of/or currently not meeting success on State academic standards, to recover lost credit through module and/or computer based instruction.

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7. Work with other members of staff to determine module and/or computer-based instructional goals, objectives, and methods according to district requirements and aligned to the needs of the low-performing students in danger of/or not meeting State academic achievement and State academic assessment standards.


STUDENT GROWTH & DEVELOPMENT: 9. Help students analyze and improve module and/or computer-based study methods

and habits.

10. Conduct ongoing assessment of students’ module and/or computer-based achievement through formal and informal testing. Document, analyze results and modify instruction in a manner which will ensure the success of all students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State assessment standards.



CLASSROOM MANAGEMENT & ORGANIZATION: 13. Create classroom environment conducive to module and/or computer-based

learning and appropriate for the physical, social, and emotional development of students that ensures the active successful participation of all students, especially those that are low-performing and in danger of/or not meeting State academic achievement and State assessment standards.



16. Assist in selection of books, equipment, and other module and/or computer-based instructional materials that are scientifically, research-based and support the full implementation of the State’s and District’s curriculum and/or initiatives.



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19. Use effective communication skills to present information accurately and clearly. Occasionally, redirect and/or clarify module and/or computer-based instruction, especially for those low-performing students that are in danger of/or not meeting State academic achievement and State academic assessment standards.


the areas of module and/ computer-based instruction, scientifically, research-based strategies and differentiated instruction to ensure success for those low-performing students in danger of/or not meeting State academic achievement and State academic assessment standards.


22. Compile, maintain, and file all physical and computerized reports, records, and other documents related to module and/or computer-based instruction and as required and upon request.




The foregoing statements describe the general purpose and responsibilities assigned to this STARS-Title I-A job description and are not an exhaustive list of all responsibilities that may be assigned or skills that may be required.

Employee’s Signature ___________________________ID# ___________Date_______

Administrator’s Signature______________________________________Date_____________________


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Job Description

Employee Name: Employee ID #: Job Code: 3175Job Title: Title I-A Computer Lab Aide Location: All SchoolsSalary Level: IS3301FLSA Status: Nonexempt

This job description is neither a contract nor a substitute for the official district policy manual, nor is intended to alter the at-will status of non-contract employees in any way.

SUMMARYPerforms any combination of the following supplemental Title I–A instructional tasks in the classroom to assist the teaching staff of an elementary or secondary school by reinforcing instructional material and activities that involve the use of computers while under the direct supervision of a certified professional

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines, federal, state and local board policy.

Assists with planning, preparing and developing carious instructional materials such as bibliographies, charts, and graphs while considering factors such as individuals needs, abilities, learning levels, and physical limitations of students.

Arranges and adjusts tools, work aids, and equipment used by students in the classroom such as specially equipped worktables, computers, typewriters, and mechanized page turners.

Assists with special teaching tools, techniques, and equipment.

Assists with the presentation of subject matter to students, using a variety of methods and techniques such as lecture, discussion, and supervised role-playing.

Assists students, individually or in groups, with instructional assignments to reinforce learning concepts.

Assists in supervising students throughout the school day, both inside and outside the classroom.

Keeps the teacher informed of any special needs or problems of individual students.

Assists in maintaining a neat and orderly classroom.

Assists the teacher while under direct supervision in keeping administrative records and preparing required reports.

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Performs duplicating work for teacher(s), prepares materials for students.

Creates an environment for learning for the students; utilizes timely, functional and attractive displays; displays students’ current work and skills which contribute to the present learning objectives set by the teacher; and maintains an environment that is conducive to learning and maintains a clean, orderly study area.

Participates in in-service training programs, faculty meetings, and special events, as defined by and in compliance with Title I-A guidelines, as needed.

Performs any other job-related duties as defined by and in compliance with Title I-A guidelines and as may be designed by the Campus Principal or designee.

QUALIFICATIONSTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCEHigh School Diploma or General Equivalency Diploma (GED) preferred. Forty-eight (48) college level hours from an accredited institution of higher education or Associates Degree required. One (1) year related experience in working with students or parents; experience may be work in church-related schools, day campus, youth groups, private schools, licensed daycare centers, or other similar experience that would be acceptable to the District.

LANGUAGE SKILLSBilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson plans, operating instructions, and procedure manuals; ability to write routine reports and correspondence; ability to effectively present information in one-on-one and small group situations to other employees of the department.

MATHEMATICAL SKILLSAbility to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals; ability to compute rate, ratio and percent and to draw and interpret bar graphs.

REASONING ABILITYAbility to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form; ability to deal with problems involving several concrete variables in standardized situations.

OTHER SKILLS AND ABILITIESAbility to operate specific equipment or tools; including projects, copiers, and audio-visual equipment; ability to work with specific computer software; ability to use technology required to perform the job; fluency in Spanish and English is preferred.

PHYSICAL DEMANDSThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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While performing the duties of this job, the employee is regularly required to stand and walk. The employee frequently is required to use hands to finger, handle, or feel and talk or hear. The employee is occasionally required to sit; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl.

The employee must regularly lift and/or move up to 10 pounds; frequently lift and/or move up to 25 pounds, and occasionally lift and/or more up to 50 lbs. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

WORK ENVIRONMENTThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities that may be assigned or skills that may be required as defined by and in compliance with Title I-A guidelines.

Approved by ________________________________________ Date ______________

Reviewed by ________________________________________ Date ______________

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Employee Name: Employee ID #: Job Code: 3172Job Title: Title I-A Dyslexia AideLocation: CampusesSalary Level: IS3301FLSA Status: Nonexempt

This job description is neither a contract nor a substitute for the official district policy manual, nor is intended to alter the at-will status of non-contract employees in any way. SUMMARY Performs any combination of the following supplemental Title I-A instructional tasks in the classroom to assist the teaching staff of an elementary or secondary school by performing the following duties while under the direct supervision of a certified professional.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines, federal, state and local board policy.

Assists with planning, preparing and developing various instructional materials such as bibliographies, charts, and graphs while considering factors such as individual needs, abilities, learning levels, and physical limitations of students.





Creates an effective environment for learning for the students; uses timely, functional and attractive displays; displays students’ current work and skills which contribute to the present learning objectives set by the teacher; maintains an environment that is conducive to learning; and maintains a clean, orderly study area.

Assists in supervising students under the direct supervision of a certified professional throughout the school day, both inside and outside the classroom.



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Participates in special events as assigned as defined by and in compliance with Title I-A guidelines.

Provides orientation and assistance to substitute teachers but may never be used in lieu of a substitute.

Performs duplicating work for teachers(s); prepares materials for students.

Follows established safety procedures and techniques to perform job duties.

Maintains confidentiality.

Maintains a high level of ethical behavior as is expected of all District employees.

Maintains professional growth by attending in-service and meetings as requested / required.

Performs other related duties as defined by and in compliance with Title I-A guidelines and assigned by the teacher or principal.

QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE High School Diploma or General Equivalency Diploma (GED) and forty-eight (48) college level hours from an accredited institution of higher education or Associates Degree are required. One (1) year of related experience in working with students or parents required; experience may be work in church-related schools, day camps, youth groups, private schools, licensed day care centers, or other similar experiences that would be acceptable to the District; ability to obtain a Texas Education Educational Aide Certification. LANGUAGE SKILLS Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson plans, operating instructions, and procedure manuals; ability to write routine reports and correspondence; ability to speak effectively before groups of students.

REASONING ABILITY Ability to apply commonsense understanding to carry out instructions furnished in written, oral, or diagram form; ability to deal with problems involving several concrete variables in standardized situations; ability to maintain emotional control under stress; ability to work with others in a congenial manner at all times.

OTHER SKILLS AND ABILITIESAbility to use technology required to perform the job.

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PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand, walk and hear, use hands to finger, handle or feel objects, tools or controls, and reach with hands and arms; climb or balance, kneel, crouch, or crawl. Moderate to frequent bending and stooping is required. The employee is required to talk, hear and use the telephone. The employee is occasionally required to sit.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 100 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required as defined by and in compliance with Title I-A guidelines.

Approved by ____________________________________________Date_____________

Reviewed by ____________________________________________Date_____________

B.I.S.D., an equal opportunity employer, does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment or in the provision of services, programs, or activities.

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Job Description

Employee Name: Employee ID #: New Job Code: 3177Job Title: Title I-A Library AideLocation: Schools/DepartmentsSalary Level: IS3301FLSA Status: Nonexempt


SUMMARYThe mission of today’s school library is to help prepare students to enter the information age. To carry out this mission, the Library Aide, together with the Librarians, assists the administrators and teachers to ensure that students can effectively locate, access, interpret, evaluate and communicate information. The Library Aide works under direct supervision of the librarian to help patrons use the books, audio-visual materials, and equipment.


Assists teachers on the selection and scheduling of materials for classroom instruction.

Assists in providing supplemental instruction to students and teachers in locating and using materials and equipment, operating copiers, and in using computer programs, compact discs, or on-line data bases.

Encourages student use of materials to satisfy class assignments.

Functions as a member of the teaching team by accepting one-on-one or small group teaching responsibilities in students’ use of the library materials.

Instructs the students and teachers on the use of audio-visual and other apparatuses (micro-film, projectors, etc.)

Assists in providing user guidance in reading, listening, and viewing.

Assists in planning activities to stimulate student and teacher use of library materials and facilities.

Assists the librarian in planning with administrators, teachers and students, individually and in groups, for effective use of library materials and facilities.

Uses a computerized circulation/catalog system for data entry/deletion of patron and resources files.Checks in/out resources; assists with the circulation, return, and book desk and collects fines, as assigned.

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Maintains bulletin boards and other library displays. Changes bulletin boards often, and puts up current event posters on a monthly basis.

Monitors attendance in the library and keeps daily attendance records.

Prepares materials to be placed on reserve at teacher’s request and maintains the reserve collection.

Collects and maintains records of student fines and prepares parent notifications as needed.

Assists in shelving books and materials and stores equipment as it is returned.

Assists with inventory and “weeding” procedures.

Assists librarian in keeping administrative records and preparing required reports.

Works with students to maintain an orderly atmosphere.

Maintains an attractive library appearance.


Maintain confidentiality at all times.


Performs any other duties assigned as defined by and in compliance with federal guidelines, if funded under Title I-A.

QUALIFICATIONSTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCEHigh School Diploma or General Equivalency Diploma (GED); forty-eight (48) college level hours from an accredited institution of higher education or Associates Degree required; One (1) year of related experience and/or training required.

LANGUAGE SKILLSAbility to read and comprehend simple instructions, short correspondence, and memos; ability to write simple correspondence; ability to effectively present information in one-on one situations and small groups to students and other employees of the organization.

REASONING ABILITYAbility to apply common sense understanding detailed but uninvolved written or oral instructions; ability to deal with problems involving a few concrete variables in standardized situations; ability to maintain emotional control under stress; ability to maintain the same high level of ethical behavior and confidentiality of information as is expected of all District employees.

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OTHER SKILLS AND ABILITIESAbility to operate specific equipment or tools, including projectors, copiers, and audio-visual equipment; ability to work specific computer software; ability to use technology required to perform the job; ability to communicate effectively with others in a congenial manner; ability to file books following district cataloging system; bilingual (English and Spanish).

PHYSICAL DEMANDSThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to stand, walk, sit, use hands to finger, handle, or feel objects, tools, or controls, and reach with hands and arms. The employee is occasionally required to climb or balance, stoop, kneel, crouch, or crawl, and talk or hear.

The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

WORK ENVIRONMENTThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required as defined by and in compliance with federal guidelines if funded under Title I-A.

Approved by ____________________________________Date__________________

Reviewed by ____________________________________Date__________________


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Employee Name:* Employee ID #: Job Code: 3173Job Title: Title I-A Pre-K AideLocation: CampusesSalary Level: IS3301FLSA Status: Nonexempt


SUMMARY Performs any combination of the following supplemental Title I-A instructional tasks in the classroom to assist the teaching staff of an elementary or secondary school by performing the following duties while under the supervision of a certified professional.












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Assists with inventory, care, and maintenance of equipment.

Attends support classes with students, if needed (i.e.; APE, Music).


Provides orientation and assistance to substitute teachers but never be used in lieu of a substitute.






Performs other related duties as defined by and in compliance with Title I-A guidelines as assigned by the teacher or principal.


EDUCATION and/or EXPERIENCE High School Diploma or General Equivalency Diploma (GED) in English required. Forty-eight (48) college level hours from an accredited institution of higher education or Associates Degree required. One (1) year of related experience in working with students or parents; experience may be work in church-related schools, day camps, youth groups, private schools, licensed day care centers, or other similar experiences that would be acceptable to the District; ability to obtain a Texas Education Educational Aide Certification. LANGUAGE SKILLS Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson plans, operating instructions, and procedure manuals; ability to write routine reports and correspondence; ability to speak effectively before groups of students.


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OTHER ABILITIES AND SKILLSAbility to use technology to perform the job. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.






Approved by ___________________________________________Date_____________

Reviewed by ___________________________________________Date_____________


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Employee Name: Employee ID #: Job Code: 3178Job Title: Title I-A Teacher’s AideLocation: CampusesSalary Level: IS3301FLSA Status: Nonexempt

This job description is neither a contract nor a substitute for the official district policy manual, nor is intended to alter the at-will status of non-contract employees in any way. SUMMARY Performs any combination of the following supplemental Title I-A instructional tasks in the classroom to assist the teaching staff of an elementary or secondary school by performing the following duties while under the direct supervision of a certified professional.












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Provides orientation and assistance to substitute teachers but may never be used in lieu of a substitute.






Performs other related duties as defined by and in compliance with Title I-A guidelines and assigned by the teacher or principal.


EDUCATION and/or EXPERIENCE High School Diploma or General Equivalency Diploma (GED) and forty-eight (48) college level hours from an accredited institution of higher education or Associates Degree are required. One (1) year of related experience in working with students or parents required; experience may be work in church-related schools, day camps, youth groups, private schools, licensed day care centers, or other similar experiences that would be acceptable to the District; ability to obtain a Texas Education Educational Aide Certification. LANGUAGE SKILLS Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson plans, operating instructions, and procedure manuals; ability to write routine reports and correspondence; ability to speak effectively before groups of students.



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Approved by ___________________________________________Date_____________

Reviewed by ___________________________________________Date_____________


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Employee Name: Employee ID #: Job Code: 3174Job Title: Title I- A 3 Yr Old Program Teacher Aide Location: CampusesSalary Level: IS3301FLSA Status: Nonexempt


SUMMARY Performs any combination of the following supplemental, Title I-A instructional tasks in the classroom to assist the teaching staff of an elementary or secondary school by performing the following duties while under the direct supervision of a certified professional.


Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines, federal state and local board policy.







Assists in supervising students throughout the school day, both inside and outside the classroom.



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Assists in lifting, changing and feeding students on an as needed basis under the direct supervision of a certified professional.

Attends support classes with students, if needed (i.e.; APE, Music).

Participates in special events as defined by and in compliance with Title I-A guidelines as assigned.

Provides orientation and assistance to substitute teachers, but never in lieu of a substitute.






Performs other related duties as defined by and in compliance with Title I-A guidelines assigned by the teacher or principal.


EDUCATION and/or EXPERIENCE High School Diploma or General Equivalency Diploma (GED) in English required. . Forty-eight (48) college level hours from an accredited institution of higher education or Associates Degree required. One (1) year of related experience in working with students or parents; experience may be work in church-related schools, day camps, youth groups, private schools, licensed day care centers, or other similar experiences that would be acceptable to the District; ability to obtain a Texas Education Educational Aide Certification. LANGUAGE SKILLS Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson plans, operating instructions, and procedure manuals; ability to write routine reports and correspondence; ability to speak effectively before groups of students.


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Approved by ___________________________________________Date_____________

Reviewed by ___________________________________________Date_____________

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SEC.1001. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED

SEC.1001. STATEMENT OF PURPOSE

SEC. 1113. ELIGIBLE SCHOOL ATTENDANCE AREAS

SEC.1114. SCHOOLWIDE PROGRAMS

USE OF FUNDS FOR SCHOOLWIDE PROGRAMS

SEC.1118. PARENTAL INVOLVEMENT

SEC.1119. TEACHER QUALIFICATIONS

SEC.1119.(C) PARAPROFESSIONAL GUIDELINES

SEC.1119.(i) PRINCIPAL’S ATTESTATIONS

DEFINITION of HIGHLY QUALIFIED

Key References from the No Child Left Behind Act (NCLB) of 2001*

* To download the entire NCLB Act, go to the U.S. Department of Education website: www.ed.gov/legislation/ESEA02

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APPENDIX A

FEDERAL LAW GOVERNING THE TITLE I, PART A: IMPROVING BASIC PROGRAMS

UNDER NCLBNo Child Left Behind Act of 2001 (Public Law 1007-110)

Title 1, Part A: Improving the Academic Achievement of the DisadvantagedSEC. 1001. STATEMENT OF PURPOSE.

The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This purpose can be accomplished by —

(1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement; (2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance; (3) closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and non minority students, and between disadvantaged children and their more advantaged peers;

(4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;

(5) distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest; (6) improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged;

(7) providing greater decision making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance;

(8) providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time;

(9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content; (10) significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development; (11) coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and (12) affording parents substantial and meaningful opportunities to participate in the education of their children.

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Eligible School Attendance AreasSEC. 1113. ELIGIBLE SCHOOL ATTENDANCE AREAS. a) DETERMINATION.—

(1) IN GENERAL.—A local educational agency shall use funds received under this part only in eligible school attendance areas.

(2) ELIGIBLE SCHOOL ATTENDANCE AREAS.—For the purposes of this part—(A) the term ‘school attendance area’ means, in relation to a particular school, the geographical area in which the children who are normally served by that school reside; and(B) the term ‘eligible school attendance area’ means a school attendance area in which the percentage of children from low-income families is at least as high as the percentage of children from low-income families served by the local educational agency as a whole.

(3) RANKING ORDER.—If funds allocated in accordance with subsection (c) are insufficient to serve all eligible school attendance areas, a local educational agency shall—

(A) annually rank, without regard to grade spans, such agency’s eligible school attendance areas in which the concentration of children from low-income families exceeds 75 percent from highest to lowest according to the percentage of children from low-income families; and

(B) serve such eligible school attendance areas in rank order.

(4) REMAINING FUNDS.—If funds remain after serving all eligible school attendance areas under paragraph (3), a local educational agency shall—

(A) annually rank such agency’s remaining eligible school attendance areas from highest to lowest either by grade span or for the entire local educational agency according to the percentage of children from low-income families; and(B) serve such eligible school attendance areas in rank order either within each grade-span grouping or within the local educational agency as a whole.

(5) MEASURES.—The local educational agency shall use the same measure of poverty, which measure shall be the number of children ages 5 through 17 in poverty counted in the most recent census data approved by the Secretary, the number of children eligible for free and reduced priced lunches under the Richard B. Russell National School Lunch Act, the number of children in families receiving assistance under the State program funded under part A of title IV of the Social Security Act, or the number of children eligible to receive medical assistance under the Medicaid program, or a composite of such indicators, with respect to all school attendance areas in the local educational agency—

(A) to identify eligible school attendance areas;(B) to determine the ranking of each area; and(C) to determine allocations under subsection (c). 20 USC 6313.

(6) EXCEPTION.—This subsection shall not apply to a local educational agency with a total enrollment of less than 1,000 children. (7) WAIVER FOR DESEGREGATION PLANS.—The Secretary may approve a local educational agency’s written request for a waiver of the requirements of subsections (a) and (c), and permit such agency to treat as eligible, and serve, any school that children attend with a State-ordered, court-ordered school desegregation plan or a plan that continues to be implemented in accordance with a State-ordered or court-ordered desegregation plan, if—

(A) the number of economically disadvantaged children enrolled in the school is at least 25 percent of the school’s total enrollment; and

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(B) the Secretary determines on the basis of a written request from such agency and in accordance with such criteria as the Secretary establishes, that approval of that request would further the purposes of this part.

(b) LOCAL EDUCATIONAL AGENCY DISCRETION.—

(1) IN GENERAL.—Notwithstanding subsection (a) (2), a local educational agency may—(A) designate as eligible any school attendance area or school in which at least 35 percent of the children are from low-income families;

(B) use funds received under this part in a school that is not in an eligible school attendance area, if the percentage of children from low-income families enrolled in the school is equal to or greater than the percentage of such children in a participating school attendance area of such agency;(C) designate and serve a school attendance area or school that is not eligible under this section, but that was eligible and that was served in the preceding fiscal year, but only for 1 additional fiscal year; and(D) elect not to serve an eligible school attendance area or eligible school that has a higher percentage of children from low-income families if—

(i) the school meets the comparability requirements of section 1120A (c);(ii) the school is receiving supplemental funds from other State or local sources that are spent according to the requirements of section 1114 or 1115; and(iii) the funds expended from such other sources equal or exceed the amount that would be provided under this part.

(2) SPECIAL RULE.—Notwithstanding paragraph (1)(D), the number of children attending private elementary schools and secondary schools who are to receive services, and the assistance such children are to receive under this part, shall be determined without regard to whether the public school attendancearea in which such children reside is assisted under subparagraph (A).

(c) ALLOCATIONS.—

(1) IN GENERAL.—A local educational agency shall allocate funds received under this part to eligible school attendance areas or eligible schools, identified under subsections (a) and (b), in rank order, on the basis of the total number of children from low-income families in each area or school.

(2) SPECIAL RULE.—(A) IN GENERAL.—Except as provided in subparagraph (B), the per-pupil amount of funds allocated to each school attendance area or school under paragraph (1) shall be at least 125 percent of the per-pupil amount of funds a local educational agency received for that year under the poverty criteria described by the local educational agency in the plan submitted under section 1112, except that this paragraph shall not apply to a local educational agency that only serves schools in which the percentage of such children is 35 percent or greater.(B) EXCEPTION.—A local educational agency may reduce the amount of funds allocated under subparagraph (A) for a school attendance area or school by the amount of any supplemental State and local funds expended in that school attendance area or school for programs that meet the requirements of section 1114 or 1115.

(3) RESERVATION.—A local educational agency shall reserve such funds as are necessary under this part to provide services comparable to those provided to children in schools funded under this part to serve-

(A) homeless children who do not attend participating schools, including providing educationally related support services to children in shelters and other locations where children may live; (B) children in local institutions for neglected children; and(C) if appropriate, children in local institutions for delinquent children, and neglected or delinquent children in community day school programs.

(4) FINANCIAL INCENTIVES AND REWARDS RESERVATION.—

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A local educational agency may reserve such funds as are necessary from those funds received by the local educational agency under title II, and not more than 5 percent of those funds received by the local educational agency under subpart 2, to provide financial incentives and rewards to teachers who serve in schools eligible under this section and identified for school improvement, corrective action, and restructuring under section 1116(b) for the purpose of attracting and retaining qualified and effective teachers.

Title I-A Schoolwide Program S SEC. 1114. SCHOOLWIDE PROGRAMS.

(a) USE OF FUNDS FOR SCHOOLWIDE PROGRAMS-

(1) IN GENERAL- A local educational agency may consolidate and use funds under this part, together with other Federal, State, and local funds, in order to upgrade the entire educational program of a school that serves an eligible school attendance area in which not less than 40 percent of the children are from low-income families, or not less than 40 percent of the children enrolled in the school are from such families.

(2) IDENTIFICATION OF STUDENTS NOT REQUIRED- (A) IN GENERAL- No school participating in a school-wide program shall be required

— (i) to identify particular children under this part as eligible to participate in a

school-wide program; or (ii) to provide services to such children that are supplementary, as otherwise required by section 1120A(b).

(B) SUPPLEMENTAL FUNDS- A school participating in a school-wide program shall use funds available to carry out this section only to supplement the amount of funds that would, in the absence of funds under this part, be made available from non-Federal sources for the school, including funds needed to provide services that are required by law for children with disabilities and children with limited English proficiency.

(3) EXEMPTION FROM STATUTORY AND REGULATORY REQUIREMENTS- (A) EXEMPTION- Except as provided in subsection (b), the Secretary may,

through publication of a notice in the Federal Register, exempt school-wide programs under this section from statutory or regulatory provisions of any other noncompetitive formula grant program administered by the Secretary (other than formula or discretionary grant programs under the Individuals with Disabilities Education Act, except as provided in section 613(a)(2)(D) of such Act), or any discretionary grant program administered by the Secretary, to support school-wide programs if the intent and purposes of such other programs are met. (B) REQUIREMENTS- A school that chooses to use funds from such other programs shall not be relieved of the requirements relating to health, safety, civil rights, student and parental participation and involvement, services to private school children, maintenance of effort, comparability of services, uses of Federal funds to supplement, not supplant non-Federal funds, or the distribution of funds to State educational agencies or local educational agencies that apply to the receipt of funds from such programs. (C) RECORDS- A school that consolidates and uses funds from different Federal programs under this section shall not be required to maintain separate fiscal accounting records, by program, that identify the specific activities supported by those particular funds as long as the school maintains records that demonstrate that the school-wide program, considered as a whole, addresses the intent and purposes of each of the Federal programs that were consolidated to support the

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school-wide program.

(4) PROFESSIONAL DEVELOPMENT- Each school receiving funds under this part for any fiscal year shall devote sufficient resources to effectively carry out the activities described in subsection (b)(1)(D) in accordance with section 1119 for such fiscal year, except that a school may enter into a consortium with another school to carry out such activities.

(b) COMPONENTS OF A SCHOOLWIDE PROGRAM-

(1) IN GENERAL- A schoolwide program shall include the following components: (A) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

(B) Schoolwide reform strategies that —

(i) provide opportunities for all children to meet the State's proficient and advanced levels of student

academic achievement described in section 1111(b)(1)(D); (ii) use effective methods and instructional strategies that are based on

scientifically based research that — (I) strengthen the core academic program in the school; (II) increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and (III) include strategies for meeting the educational needs of historically underserved populations;

(iii)(I) include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the school-wide program, which may include —

(aa) counseling, pupil services, and mentoring services; (bb) college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and (cc) the integration of vocational and technical education programs; and

(II) address how the school will determine if such needs have been met; and (iv) are consistent with, and are designed to implement, the State and

local improvement plans, if any. (C) Instruction by highly qualified teachers. (D) In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State's student academic achievement standards. (E) Strategies to attract high-quality highly qualified teachers to high-need schools. (F) Strategies to increase parental involvement in accordance with section 1118, such as family literary services. (G) Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. (H) Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional

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program. (I) Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that students' difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (J) Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

(2) PLAN- (A) IN GENERAL- Any eligible school that desires to operate a school-wide

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 No Child Left Behind Act of 2001), in consultation with the local educational agency 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 in paragraph (1);

(ii) describes how the school will use resources under this part and from other sources to implement those components; (iii) includes a list of State educational agency and local educational agency programs and other Federal programs under subsection (a)(3) that will be consolidated in the school-wide program; and (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 section 1111(b)(3).

(B) PLAN DEVELOPMENT- The comprehensive plan shall be — (i) developed during a one-year period, unless — (I) the local educational agency, after considering the recommendation of the technical assistance providers under section 1117, determines that less time is needed to develop and implement the school-wide program; or

(II) the school is operating a school-wide program on the day preceding the date of enactment of the No Child Left Behind Act of 2001, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section; (ii) developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school; (iii) in effect for the duration of the school's participation under this part and reviewed and revised, as necessary, by the school; (iv) available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand; and (v) if appropriate, developed in coordination with programs under Reading First, Early Reading First, Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

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(c) PREKINDERGARTEN PROGRAM- A school that is eligible for a school-wide program under this section may use funds made available under this part to establish or enhance prekindergarten programs for children below the age of 6, such as Even Start programs or Early Reading First programs.

Parent Involvement SEC. 1118. PARENTAL INVOLVEMENT.

(a) LOCAL EDUCATIONAL AGENCY POLICY-

(1) IN GENERAL- A local educational agency may receive funds under this part only if such agency implements programs, activities, and procedures for the involvement of parents in programs assisted under this part consistent with this section. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.

(2) WRITTEN POLICY- Each local educational agency that receives funds under this part shall develop jointly with, agree on with, and distribute to, parents of participating children a written parent involvement policy. The policy shall be incorporated into the local educational agency's plan developed under section 1112, establish the agency's expectations for parent involvement, and describe how the agency will — (A) involve parents in the joint development of the plan under section 1112, and the process of school review and improvement under section 1116; (B) provide the coordination, technical assistance, and other support necessary to assist participating schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance; (C) build the schools' and parents' capacity for strong parental involvement as described in subsection (e);

(D) coordinate and integrate parental involvement strategies under this part with parental involvement strategies under other programs, such as the Head Start program, Reading First

program, Early Reading First program, Even Start program, Parents as Teachers program, and

Home Instruction Program for Preschool Youngsters, and State-run preschool programs; (E) conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under this part, including identifying barriers to greater participation by parents in activities authorized by this section (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), and use the findings of such evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies described in this section; and (F) involve parents in the activities of the schools served under this part.

(b) SCHOOL PARENTAL INVOLVEMENT POLICY-

(1) IN GENERAL- Each school served under this part shall jointly develop with, and distribute to, parents of participating children a written parental involvement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of subsections (c) through (f). Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made

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available to the local community and updated periodically to meet the changing needs of parents and the school.

(2) SPECIAL RULE- If the school has a parental involvement policy that applies to all parents, such school may amend that policy, if necessary, to meet the requirements of this subsection.

(3) AMENDMENT- If the local educational agency involved has a school district-level parental involvement policy that applies to all parents, such agency may amend that policy, if necessary, to meet the requirements of this subsection.

(4) PARENTAL COMMENTS- If the plan under section 1112 is not satisfactory to the parents of participating children, the local educational agency shall submit any parent comments with such plan when such local educational agency submits the plan to the State.

(c) POLICY INVOLVEMENT- Each school served under this part shall — (1) convene an annual meeting, at a convenient time, to which all parents of

participating children shall be invited and encouraged to attend, to inform parents of their school's participation under this part and to explain the requirements of this part, and the right of the parents to be involved;

(2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement;

(3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parental involvement policy and the joint development of the school-wide program plan under section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children;

(4) provide parents of participating children — (A) timely information about programs under this part;

(B) a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet; and

(C) if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and

(5) if the school-wide program plan under section 1114(b)(2) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency.

e) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC

ACHIEVEMENT- As a component of the school-level parental involvement policy developed under subsection (b),

f) each school served under this part shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards. Such compact shall —

(1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the State's student academic achievement standards, and the ways in which each parent will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and

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(2) address the importance of communication between teachers and parents on an ongoing basis through, at a minimum —

(A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child's achievement; (B) frequent reports to parents on their children's progress; and (C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities.

(e) BUILDING CAPACITY FOR INVOLVEMENT- To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency assisted under this part —

(1) shall provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children;

(2) shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement;

(3) shall educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;

(4) shall, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the 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;

(5) shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand;

(6) may involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training;

(7) may provide necessary literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such training;

(8)may pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;

(9) may train parents to enhance the involvement of other parents; (10) may arrange school meetings at a variety of times, or conduct in-home

conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation;

(11) may adopt and implement model approaches to improving parental involvement;

(12) may establish a district wide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section;

(13) may develop appropriate roles for community-based organizations and businesses in parent involvement activities; and

(14) shall provide such other reasonable support for parental involvement activities under this section as parents may request.

(f) ACCESSIBILITY– In carrying out the parental involvement requirements of this 115

part, local educational agencies and schools, to the extent practicable, shall 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 in a format and, to the extent practicable, in a language such parents understand.

(g) INFORMATION FROM PARENTAL INFORMATION AND RESOURCE CENTERS- In a State where a parental information and resource center is established to provide training, information, and support to parents and individuals who work with local parents, local educational agencies, and schools receiving assistance under this part, each local educational agency or school that receives assistance under this part and is located in the State shall assist parents and parental organizations by informing such parents and organizations of the existence and purpose of such centers.

(h) REVIEW- The State educational agency shall review the local educational agency's parental involvement policies and practices to determine if the policies and practices meet the requirements of this section.

Teacher Qualifications SEC. 1119. QUALIFICATIONS FOR TEACHERS AND PARAPROFESSIONALS.

(a) TEACHER QUALIFICATIONS AND MEASURABLE OBJECTIVES-

(1) IN GENERAL- Beginning with the first day of the first school year after the date of enactment of the No Child Left Behind Act of 2001, each local educational agency receiving assistance under this part shall ensure that all teachers hired after such day and teaching in a program supported with funds under this part are highly qualified.

(2) STATE PLAN- As part of the plan described in section 1111, each State educational agency receiving assistance under this part shall develop a plan to ensure that all teachers teaching in core academic subjects within the State are highly qualified not later than the end of the 20052006 school year. Such plan shall establish annual measurable objectives for each local educational agency and school that, at a minimum —

(A) shall include an annual increase in the percentage of highly qualified teachers at each local educational agency and school, to ensure that all teachers teaching in core academic subjects in each public elementary school and secondary school are highly qualified not later than the end of the 2005-2006 school year;

(B) shall include an annual increase in the percentage of teachers who are receiving high-quality professional development to enable such teachers to become highly qualified and successful classroom teachers; and (C) may include such other measures as the State educational agency determines to be appropriate to increase teacher qualifications.

(3) LOCAL PLAN- As part of the plan described in section 1112, each local educational agency receiving assistance under this part shall develop a plan to ensure that all teachers teaching within the school district served by the local educational agency are highly qualified not later than the end of the 2005-2006 school year.

(h) USE OF FUNDS- A local educational agency receiving funds under this part may use such

funds to support ongoing training and professional development to assist teachers and paraprofessionals in satisfying the requirements of this section.

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Paraprofessional Guidelines SEC.1119(c) NEW PARAPROFESSIONALS-

(1) IN GENERAL- Each local educational agency receiving assistance under this part shall ensure that all paraprofessionals hired after the date of enactment of the No Child Left Behind Act of 2001 and working in a program supported with funds under this part shall have — (A) completed at least 2 years of study at an institution of higher education; (B) obtained an associate's (or higher) degree; or (C) met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment —

(i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or

(ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

(2) CLARIFICATION- The receipt of a secondary school diploma (or its recognized equivalent) shall be necessary but not sufficient to satisfy the requirements of paragraph (1)(C).

(d) EXISTING PARAPROFESSIONALS- Each local educational agency receiving assistance under this part shall ensure that all paraprofessionals hired before the date of enactment of the No Child Left Behind Act of 2001, and working in a program supported with funds under this part shall, not later than 4 years after the date of enactment satisfy the requirements of subsection (c).

(e) EXCEPTIONS FOR TRANSLATION AND PARENTAL INVOLVEMENT ACTIVITIES- Subsections (c) and (d) shall not apply to a paraprofessional — (1) who is proficient in English and a language other than English and who provides services primarily to enhance the participation of children in programs under this part by acting as a translator; or (2) whose duties consist solely of conducting parental involvement activities consistent with section 1118.

(f) GENERAL REQUIREMENT FOR ALL PARAPROFESSIONALS- Each local educational agency receiving assistance under this part shall ensure that all paraprofessionals working in a program supported with funds under this part, regardless of the paraprofessionals' hiring date, have earned a secondary school diploma or its recognized equivalent.

(g) DUTIES OF PARAPROFESSIONALS- (1) IN GENERAL- Each local educational agency receiving assistance under this

part shall ensure that a paraprofessional working in a program supported with funds under this part is not assigned a duty inconsistent with this subsection. (2) RESPONSIBILITIES PARAPROFESSIONALS MAY BE ASSIGNED- A paraprofessional described in paragraph (1) may be assigned —

(A) to provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (B) to assist with classroom management, such as organizing instructional and

other materials; (C) to provide assistance in a computer laboratory; (D) to conduct parental involvement activities; (E) to provide support in a library or media center; (F) to act as a translator; or

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(G) to provide instructional services to students in accordance with paragraph (3).

(3) ADDITIONAL LIMITATIONS- A paraprofessional described in paragraph (1) — (A) may not provide any instructional service to a student unless the

paraprofessional is working under the direct supervision of a teacher consistent with section 1119; and

(B) may assume limited duties that are assigned to similar personnel who are not working

in a program supported with funds under this part, including duties beyond classroom instruction or that do not benefit participating children, so long as the amount of time spent on such duties is the same proportion of total work time as prevails with respect to similar personnel at the same school.

(h) USE OF FUNDS- A local educational agency receiving funds under this part may use such funds to support ongoing training and professional development to assist teachers and paraprofessionals in satisfying the requirements of this section.

Principal’s Attestations SEC.1119. VERIFICATION OF COMPLIANCE- (i) (1) IN GENERAL- In verifying compliance with this section, each local educational

agency, at a minimum, shall require that the principal of each school operating a program under section 1114 or 1115 attest annually in writing as to whether such school is in compliance with the requirements of this section.

(2) AVAILABILITY OF INFORMATION- Copies of attestations under paragraph (1) — (A) shall be maintained at each school operating a program under section

1114 or 1115 and at the main office of the local educational agency; and (B) shall be available to any member of the general public on request.

Highly Qualified Definition 23) HIGHLY QUALIFIED- The term highly qualified' —

(A) when used with respect to any public elementary school or secondary school teacher teaching in a State, means that —

(i) the teacher has obtained full State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination, and holds a license to teach in such State, except that when used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the requirements set forth in the State's public charter school law; and

(ii) the teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis;

(B) when used with respect to — (i) an elementary school teacher who is new to the profession, means that

the teacher (I) holds at least a bachelor's degree; and (II) has demonstrated, by passing a rigorous State test, subject

knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which may consist of passing a State-required certification or licensing test or tests in reading, writing, mathematics, and other areas of the basic elementary school curriculum); or

(ii) a middle or secondary school teacher who is new to the profession, means that the teacher holds at least a bachelor's degree and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by — (I) passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches (which may consist of a passing level of performance on a State-required certification or licensing test or tests in each of the academic subjects in which the teacher teaches); or

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(II) successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing; and

(C) when used with respect to an elementary, middle, or secondary school teacher who is not new to the profession, means that the teacher holds at least a bachelor's degree and — (i) has met the applicable standard in clause (i) or (ii) of subparagraph (B), which includes an option for a test; or

(ii) demonstrates competence in all the academic subjects in which the teacher teaches based on a high objective uniform State standard of evaluation that —

(I) is set by the State for both grade appropriate academic subject matter knowledge and teaching skills;

(II) is aligned with challenging State academic content and student academic achievement standards and developed in consultation with core content specialists,

teachers, principals, and school administrators; (III) provides objective, coherent information about the teacher's attainment of core content knowledge in the academic subjects in which a teacher teaches;

(IV) is applied uniformly to all teachers in the same academic subject and the same grade level throughout the State; (V) takes into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject; (VI) is made available to the public upon request; and (VII) may involve multiple, objective measures of teacher competency.

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

2014-2015 Budget Information FormRequested Capital Outlay (Object Code 6600's)

TO: Mary Lou Esparza Campus/Department Name:__________________ Federal Programs Administrator Location Number: _________________________

Date Submitted: _________________________

Instructions: Complete for capital outlay items (equipment/software) that exceed $500 dollars and have a useful life of more than one year. Reply to the use of funds questions as required by TEA

Estimated Total CIP

Item Description Quantity Unit Price Cost Page(s) Activity

Desktop Computers

Laptop Computers Laptop Charging Stations

Calculators Laminators

Servers

Video (Document) Cameras Elmos

Projectors Smart Boards Software:

Total

_________________________________ ______________________________________ Signature/Administrator Signature/Immediate Supervisor

APPENDIX B

Title I-A / Fund 211

Use of Funds Questionsfor

Capital Outlay (equipment & software)

Title I, Part A

Item(s) requested:

Campus/Department Requesting:

You should be able to respond appropriately to and maintain documentation for each of the following questions to determine whether an expenditure would be allowable:

1. How is the expenditure reasonable and necessary to carry out the intent and purpose of the program?

2. a. What need, as identified in the comprehensive needs assessment, does the capital outlay expenditure address?

b. Explain how the capital expenditure addresses this need?

3. a. Provide the description, as written in the campus or district improvement plan, of the program, activity or strategy that will be addressed by the capital expenditure requested.

b. How would the program, activity, or strategy be funded if the Title I, Part A funds are not available?

4. How will the expenditure be evaluated to measure a positive impact on student achievement?

5. If for a schoolwide campus, how will the expenditure upgrade the entire educational program on the campus?

6. How is the expenditure supplemental to other nonfederal programs?

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Title I-A / Fund 211

Please respond to the above questions. Your response to these questions will be attached to our District’s NCLB Consolidated Application in eGrants as required by TEA.

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Brownsville Independent School DistrictTitle I, Part A Program

Time and Effort Certification 2014 – 2015

This form is to certify that for the 2014-2015 fall semester I,_______________________ employed at ___________________ Employee’s Name Campus Name

was paid 100% from Title I, Part A fund 211. I further attest that I spent 100% of my time and effort addressing activities explicitly associated with the Program’s goals and objectives.

Signature of Employee: _____________________________ Date: __________

___________________________ _____________________________ Employee’s ID Number Position

_____________________________________________________________________________________________________________

_Administrator Affirmation: I concur with the reported time and effort statement of the Employee named above. I further acknowledge that any other assignment of duties that is not in line with the employee’s job description is unallowable under program guidelines and constitutes misappropriation of funds.

Signature of Administrator ___________________________Date: _____________

For program compliance and principal clearing purposes, please secure a signature from the employee and forward original copy to the Federal Programs Department in care of Mary Lou Esparza and/or Ileana Barrera no later than January 9, 2015 .

Form Distribution: White Federal Programs DepartmentYellow Administrator/SupervisorPink Employee

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APPENDIX D

Brownsville Independent School DistrictBrownsville Independent School DistrictSpecial Programs DepartmentSpecial Programs Department

2014 - 20152014 - 20152013

July August September October November December

Campuses may start spending funds for activities that have been incorporated in the CIP and meet the Campus Needs Assessment.

Campuses should have a minimum of 25% of funds spent or encumbered.

Funding Deadline: Extra Duty Composites Due August 29, 2014


Funding Deadline: Extra Duty Composites Due September 26, 2014


Funding Deadline: Extra Duty Composites Due October 24, 2014

A minimum of 65% of funds should have been spent or encumbered. Remember to spend your 212 funds.

Funding Deadline: Extra Duty Composites Due November 14, 2014

A minimum of 75% of funds should have been spent or encumbered.Budget Changes Deadline is the Second Monday of December 2014. Funding Deadline: Extra Duty Composites Due December 19, 2014

2014January February March April May June

85% of funds should be spent or encumbered.

(Excluding 6100 and mileage.)

Funding Deadline: Extra Duty Composites Due January 30, 2015

95% of funds should be spent or encumbered.

Funding Deadline: Extra Duty Composites Due February 20, 2015

Projection meetings for upcoming school year based on TEA’s Planning Amounts.First Monday in March is the last day to submit PR’s.

Funding Deadline: Extra Duty Composites Due March 27, 2015

Funding Deadline: Extra Duty Composites Due April 24, 2015

Open PO’s for goods and services that have not been received by the second Friday of May will be closed.

May 15th will be the last day to submit warehouse orders and professional leaves

Funding Deadline: Extra Duty Composites Due May 29, 20145

Summer Schoolexpenses willstill be accepted for deliveryup to theSecond Friday of June.

Funding Deadline: Extra Duty Composites Due June 26, 2015

Projected Spending Target DatesProjected Spending Target DatesFUNDS

162 211 212 255State Compensatory Economically

DisadvantagedMigrant TPTR

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APPENDIX E

Federal Programs Department I-A Handbook 2014 … · Web viewFirst Baptist SchoolGuadalupe...

Documents

Transcript of Federal Programs Department I-A Handbook 2014 … · Web viewFirst Baptist SchoolGuadalupe...