Pitt County Schools€¦ · Web view2017-2018 School Year Guide to Use 5 Title I Information 6...
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Title I Guidelines and Procedures 2017-2018 School Year
Transcript of Pitt County Schools€¦ · Web view2017-2018 School Year Guide to Use 5 Title I Information 6...
Title I Guidelines and Procedures
Guide to Use 5
2017-2018School Year
Title I Information 6Title I Staff 7Every Student Succeeds Act (ESSA) 8Title I Schools 9Title I Comprehensive School Wide Planning 10 Title I Components Clarification 12Title I Priority and Focus Schools 14NCStar 15Reward/Priority/Focus 182017-2018 Title I Schools 25
School ImprovementHighlights of ESSA 27Title I Schoolwide Program 2017-2018 Calendar 32Transportation 35
Title I Plan/Budget Information Guidelines for Using Title I Funds 37 Title I Budget 38Title I Funding 40Sample Title I (050) Allocation Summary 41
Purchase Orders/Invoices/ReimbursementsThe Process of Submitting a Purchase Order Using Title I Funds 43Title I Purchasing Guidelines 44Things to Remember 46Sample Estimate of Travel Expenditures Form 48Sample Purchase Order-Ordering Supplies 49Sample Purchase Order: Parent Involvement Reimbursement 50Sample Purchase Order Review 51
Contract, Notice to Pay and TimesheetsTitle I Contracts 53Contract Reminders 55PCS Contract Procedures 56Contract Review 57
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Sample Notice to Pay 58Sample PCS Employee Contractual Services 59Sample PCS Non-Employee Contractual Services 60Title I Timesheets 66Sample Copy of Employee’s Daily and Monthly Time Report 67
Parent Family Engagement Parental Family Engagement Activities 69Parent Family Engagement Evaluation 70Example Elementary School Title I PE Policy 71Parent Engagement Policy Requirements 73Parent Family Engagement Plan 76FormsSemi-Annual Blanket Certification: Pre-K (Aug.-Dec.) 79Semi-Annual Blanket Certification: Pre-K (Jan.-June) 80Semi-Annual Blanket Certification: Federal 050 (Aug.-Dec.) 81Semi-Annual Blanket Certification: Federal 050 (Jan.-June) 82Title I Parent Meeting Sign-In Sheet 83Parent Incentive Sheet 84Move Money Form 85Notice to Pay 86Employee Contractual Services 87Non-Employee Contract Services 88Principal Attestation 92Expense Reimbursement 93Estimate of Travel Expenditures Form 94Contract Checklist for Background/Drug Screening Purposes 95Requisition Form 96Equipment/Instructional Materials Disposition Form 97PCS Student/Parent/Teacher/Principal Contract 99Parent/School Compact 100Comprehensive Needs Assessment 101Title I Focus Plan 104
MonitoringCross Program Consolidated Monitoring 107
Title I Documentation
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Title I Website Instructions 122Title I Website Documentation 124Schoolwide Information Checklist 125Parent Family Engagement Checklist 126
Guide to Use
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This guide was created to answer questions that administrators, office staff, teachers, and others may have regarding compliance to federal guidelines as they relate to the operation of Title I programs. General information is provided in the enclosed sections, followed by forms referenced in the guide. Title I and Pitt County Schools’ guidelines are constantly changing. Please note that the contents are current to the time of publication. Updates will be provided as appropriate.
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Title I Information
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Title I StaffSandra Morris
Federal Programs [email protected]
252.695.7950
LaReesha CarterFederal Programs Secretary
Patricia CoxTitle I Specialist
Twanda StatonParent Involvement
252.695.7952
Hortensia SantiagoBilingual Family [email protected]
252.695.7955
Sonja WarrenFederal Bookkeeper
252.830.4262 (fax)1717 West Fifth StreetGreenville, NC 27834
Shontell LaneInterventionist
Title IPitt County Schools
400 Spruce Street Suite 204Greenville, NC 27834
(Tel.) 252.695.7951 (Fax) 252.752.2907
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INTRODUCTION On December 10, 2015, President Obama signed the bipartisan Every Student Succeeds Act (ESSA), which reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA). The ESSA builds upon the critical work States and local educational agencies (LEAs) have implemented over the last few years. The reauthorized law prioritizes excellence and equity for our students and supports great educators.
ESSA includes provisions that will help to ensure success for students and schools. Below are just a few. The law:
Advances equity by upholding critical protections for America's disadvantaged and high-need students. Requires—for the first time—that all students in America be taught to high academic standards that will
prepare them to succeed in college and careers. Ensures that vital information is provided to educators, families, students, and communities through
annual statewide assessments that measure students' progress toward those high standards. Helps to support and grow local innovations—including evidence-based and place-based interventions
developed by local leaders and educators—consistent with our Investing in Innovation and Promise Neighborhoods
Sustains and expands this administration's historic investments in increasing access to high-quality preschool.
Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.
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2017-2018 Title I Schools
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A.G. Cox (6-8) Ayden Elem. (PK-5) Ayden Middle (6-8)
Belvoir (PK-5) Bethel (PK-8) Chicod (PK-8)
CM Eppes (6-8) Creekside (K-5) Early College (9-12)
Eastern (K-5) E.B. Aycock (6-8) Eastern (K-5)
Falkland (K-5) Farmville Middle (6-8) Grifton (PK-8)
G.R. Whitfield (PK-8) H.B. Sugg (PK-2) Lakeforest (PK-5)
Northwest (PK-5) Pactolus (PK-8) Ridgewood (K-5)
Sam D. Bundy (3-5) South Greenville (PK-5) Stokes (K-8)
Wahl-Coates (PK-5) Wellcome (6-8) W.H. Robinson (K-5)
Wintergreen Inter. (3-5) Wintergreen Prim. (PK-2)
Title I Comprehensive Schoolwide Planning
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Entire school community responsible for success and growth of every student—”No Excuses”
5-Step Process1. Establish the Title I team2. Clarify the vision for reform3. Create a school profile4. Identify data sources5. Analyze the data
Analyze and review the existing plan- Describe how the school will carry out each of the required school wide components- Describe how the school will use Title I resources and other resources to carry-out the school wide
components- Include a list of State and local programs the school will consolidate in the school wide program- Be evaluated annually—looking at both program implementation and achieved results- Be revised as necessary to ensure continuous student improvement
Identify the 10 school wide components in your plan [[Title I section 1114(b)(1)]1. Comprehensive needs assessment summary2. School reform strategies3. Highly qualified personnel4. High quality and ongoing professional development5. Strategies to attract and retain highly qualified staff6. Parent involvement7. Transition strategies8. Teacher involvement in assessment use9. Instructional activities for students experiencing difficulty10. Coordination/integration of federal, state, and local services/programs
Focus on High Student Achievement Include school vision and mission Address identified educational priorities Develop in collaboration with other school programs (e.g., EC, AG, grant-funded, individual school
initiatives Address areas that impact student achievement (e.g., student needs, curriculum and instruction,
professional development, family and community involvement, school context and organization)High Expectations Work hard to succeed—both teachers and students
- Challenge students to think more deeply, apply new knowledge and skills, and become self- motivated learners- Challenge each staff member to believe in each student’s ability to achieve to high standards
Focus on intensive, early intervention to bring students up to grade level
Provide opportunities for students to build meaningful relationships with adults Write S.M.A.R.T. goals
S: Specific (clear and explicit)M: Measurable (accomplishment)
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SCHOOLin consultation with
LEA PARENTS COMMUNITY
TECHNICAL ASSISTANCE
PROVIDER
A: Attainable (realistic and controllable)R: Relevant (related to identified needs)T: Time bound (beginning, interim, end)
Data-driven Instruction Use data to identify students’ strengths and weaknesses Use multiple data sources (profiles, surveys, formal and informal assessments, student work
samples) to make informed decisions Use data to make informed decisions and determine areas of need Use multiple daily and weekly student assessments for ongoing data collection Focus on mastery by monitoring student progress using assessments to calibrate and retool Adjust teaching strategies to meet students’ needs based on the dataAnalyze the
Analyze the Data Establish a process to review the data Determine any gaps between the vision and the current findings Summarize the data Draw conclusions Share the findings with the educational community Prioritize the needs Determine how to meet the needs Build an ongoing plan to facilitate continuous planningComprehensiveProfessional Learning Seek opportunities to acquire new content knowledge and instructional skills Share what works—skills and strategies—with one another Establish learning communities—vertical teams made up of teachers, aides and staff, cutting across
grade levels Include culturally responsive training in content and skills Collaborate with colleagues to identify solutions to barriers
Parent Outreach View parents as critical partners in the educational process Solicit and facilitate parental participation Create opportunities for parents to join in the life of the school and share learning experiences with
their children Offer parents opportunities to collaborate with the school both when planning and making
decisions about their child Create a climate of cooperation between school, parents, and the communityComprehensive
Can-do Spirit Commit to continuous student progress Convey genuine caring Honor students and their heritages Extend learning time Give students access to timely, effective, extra instruction if necessary Use rigorous and challenging content standards Accelerate and enrich the curriculum Teach them to learn with understanding Provide opportunities to excel in areas of special interest
Title I Components Clarification
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School Reform Strategies Identify low performing areas and strategies used to address those areas Instructional strategies that support school wide reform or improvement
(Thinking Maps, coaches, SIOP, etc.) Procedures to identify low performing students, strategies need for those
students, how progress will be monitored, and how parents are informed of progress.
Specific strategies used to decrease achievement gap Describe availability of extended day opportunities that address increasing
student achievement (tutoring/remediation, before, after or during) Describe procedure for identifying and targeting minority, poverty and
language limited students and strategies used to address the needs of these populations.
Highly Qualified Staff Identifying professional development activities to enhance instructional
practices Plan for all provisionally licensed teachers and teacher assistants to become
highly qualified Plan to ensure that all staff is HQ by monitoring staff placement
Teacher Recruitment and Retention How you use assessment data to place highly qualified teachers in areas of
need, including the use of “reduced class size” positions. Strategies used to recruit/retain highly qualified teachers
Recruitment initiatives at the schools level in terms of climate issues, administrative support for teachers (planning, staff development, lead teacher and/or mentor support) and any incentive program that may exist.
Grade Transition: PreK – K, Elem., Middle, and/or Middle-High School Describe your transition strategies and how transition entities work with one
another (ex. How do you plan activities at your school to help students transition from one grade to another)
Programs that transition from one grade to the next (PBS,AR/AM, Study Island, etc.)
HQ Staff Development Target staff development that address specific subgroups Schoolwide training for all certified teachers and teacher asst. Supports research based strategies/district goals
Instructional At-Risk/Assistance Lists steps or provide copy of procedures to identify students of placement in
Exceptional Children’s Programs, ESL/LEP, etc. Describe professional development activities planned that will assist teachers
in teaching and addressing needs of student s with identified needs and different learning styles.
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Discuss how technology and extended day opportunities are used to address needs of this population
Strategies used to improve instruction with at-risk students Programs that address the needs of at-risk student population
Teacher Involvement/Input Describe how teachers use data to drive instruction? Analyze data and
assessments to improve instruction. Teachers developing assessments using technology to improve student
performance (AM, AR, STAR, etc.) Teacher knowledge of using different assessment with students (Read 3D, CFA, K-2 Assessment, benchmark testing, etc.)
Federal, State and Local Support Describe collaborations you have with other programs, grants, agencies or
local/civic or church organizations. Local or district wide initiatives/programs Programs supported by DPI Strategies are supported by federal, state or local fundsParent Involvement Events that promote student involvement across the curriculum Annual Title I meeting activities Activities that promote a positive home/school relationship Strategies that enhance communication between school and parents
Title I Priority and Focus Schools
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Priority Schools -CSI Focus Schools – TSI -North Pitt High -CM Eppes Middle-Northwest Elementary -Creekside Elementary-Farmville Central High -Grifton School-South Central High -Pactolus School -Sam D. Bundy Elementary -Wahl-Coates Elementary -WH Robinson Elementary
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*All Low Performing, Priority and Focus must completeNCStar (Assess 12 Indicators)
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TSICSI
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The 12 Key Indicators
• Priority and Focus schools will have to assess at least the following Indicators:
• The LEA has an LEA Support & Improvement team
• The LEA selects and hires qualified principals with the necessary competencies to be change leaders.
• A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting) to review implementation of effective practice.
• The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.
• The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses the data to make decisions about school improvement and professional development needs.
• The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.
• The school has established a team structure among teachers with specific duties and time for instructional planning
• Instructional Teams develop standards-aligned units of instruction for each subject and grade level.
• The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of student across all tiers.
• The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.
• All teachers are attentive to students’ emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.
• The school regularly communicates with parents (families) about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children’s learning).
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Reward/Priority/Focus
Reward School MethodologyBeginning with the 2012-13 school year, 120 Title I schools will comprise the State’s list of“reward schools.”
Reward Schools are identified as Title I schools with a poverty rate at or above 50% for theprevious year with an average gap for the past 3 years between the highest and lowest performing subgroups below the state average gap of 38.7% for the past 3 years between the highest and the lowest performing subgroups and:Schools make AYP in the previous year, and all subgroups with performance data, including “all students,” are performing above the specific subgroup state performance when averaging R/M performance composite in the previous and the two prior years; and at the high school level, all subgroups also have a graduation rate above the specific subgroup state graduation rate when averaging the graduation rate in the previous and the two prior years.
or
Schools with a performance composite for the previous year equal to or above 60% that areamong the highest 10% of schools when measuring the progress on the R/M performancecomposite score of “all students” between the previous year and R/M performance compositefrom two years ago; and at the high school level, are also among the highest 10% of schools when measuring the progress on the graduation rate of “all students” between the previous year and the graduation rate from two years ago.
Priority School MethodologyBeginning with the 2016-17 school year, 137 schools will comprise the State’s list of “priority schools.” In addition to forty (40) schools implementing a school intervention model under the School Improvement Grant (SIG) program, North Carolina has identified thirty-seven (37) schools as being among the lowest-performing schools in the State according to the following Priority School Methodology. Note that all of the following definitions are aligned to federally approved definitions for consistently lowest achieving schools.
Title I schools with “proficiency score-R/M” below 50% in the previous year and one of the two prior years
Title I participating or eligible (non-participating) high schools with graduation rate below 60% in previous year and one of the two prior years
SIG Schools
Interventions for Priority Schools- CSIPriority Schools must choose one of two options: 1) to implement one of the four SIG models; or 2) to implement meaningful interventions that align to all turnaround principles and are selected with teacher, family and community involvement. Local education agencies (LEAs) that choose to
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implement a SIG model must adhere to SIG final requirements. LEAs that choose to implement interventions aligned to all turnaround principles must describe how the district will:
• Provide strong leadership by: (1) reviewing the performance of the current principal; (2)
either replacing the principal if such a change is necessary to ensure strong and effective leadership, or demonstrating to the SEA that the current principal has a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with operational flexibility in the areas of scheduling, staff, curriculum, and budget;
• Ensure that teachers are effective and able to improve instruction by: (1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the ability to be successful in the turnaround effort; (2) preventing ineffective teachers from transferring to these schools; and (3) providing job-embedded, ongoing professional development informed by the teacher evaluation and support systems and tied to teacher and student needs;
• Redesign the school day, week, or year to include additional time for student learning and teacher collaboration;
• Strengthen the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards;
• Use data to inform instruction and for continuous improvement, including by providing time for collaboration on the use of data;
• Establish a school environment that improves school safety and discipline and addresses other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs; and
• Provide ongoing mechanisms for family and community engagement. To assist LEAs and schools with selection of intervention s that are aligned with turnaround principles, all LEAs with Priority Schools will employ the use of data within the NCStar Tool.
In order to demonstrate that interventions are aligned to all turnaround principles, informprofessional development decisions, and address the specific needs of each Priority School.Indistar® is a web-based system implemented by a state education agency, district, or charter school organization for use with district and/or school improvement teams to inform, coach, sustain, track, and report improvement activities. The system was created by the Center on Innovation and Improvement (CII), a national content center supported by the U.S. Department of Education's Office of Elementary and Secondary Education. In collaboration with CII, NC customized Indistar® to create the NCStar Tool. The NCStar Tool will guide district and school staff through an assessment of the school’s
Priority/105 SchoolsLEAs with SIG schools must continue to fully implement the intervention model approved in the LEA SIG application – turnaround, transformation, restart, or closure. NC monitors and evaluates the implementation of the selected intervention model for each school through the use of the NCStar Tool. In addition to utilizing the online tool, NCDPI will continue to include on-site reviews for gathering qualitative data through surveys, interviews, focus groups, and classroom observations.
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Focus SchoolTargeted Support and Improvement
Focus School MethodologyTitle I schools with in-school gaps in achievement that are above 3-year state average (38.7%) when averaging gaps in the previous year and at least one of the two prior years between the highest-achieving subgroup and lowest-achieving subgroup.
Title I schools with “proficiency score-R/M” with a subgroup with a proficiency score below 50% in the previous year and one of the two prior years.
The number of Focus Schools will be equal to 10% of the number of schools in Title I School Improvement in 2010-11, i.e.,130 schools. If the number of schools from the gap analysis is higher than 130, the list will include the top 130 schools ranking from high to low the proficiency gap in the previous year. Otherwise, the list will include all schools from the gap analysis plus as many as needed to reach 130 from the proficiency analysis ranking from low to high the lowest proficiency subgroup in the previous year.
Beginning with the 2016-17 school year, LEAs with one or more schools identified as the State’s focus schools will revise the Title I school plan to describe the interventions that will be implemented to improve the performance of student subgroups who are furthest behind. These interventions must be based on the academic and non-academic needs of the student subgroups.
Rather than focusing on implementing a “program,” districts must ensure that schools implement interventions that reflect evidence-based best practices aligned to overall school improvement efforts within the Title I school program. The Title I school plan must describe the results of the school needs assessment. The comprehensive school plan must also identify how the following will be addressed:
• Interventions are aligned to the school needs assessments that demonstrate the most likelihood for increasing the academic performance for under-performing student subgroups;
• Interventions are supported through school processes such as increased learning time and time for teacher planning;
• Interventions are supported through effective teacher instruction;
• Interventions are supported with high-quality job-embedded professional development for instructional staff;
• Interventions are monitored through the use of academic assessments with teacher input; and
• Interventions are planned to ensure family and community engagement and support.
Districts may choose to implement school choice options or before- and after-school tutoringservices as well as other interventions in its focus schools. Example interventions may include:
• Expand learning time in coordination with community and business partnerships (e.g., 21st Century Community Learning Center programs,
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• Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make progress;
• Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-performing students
• Extend the length of the school year or school day;
• Appoint one or more outside experts to advise the school (1) how to revise and strengthen planning processes; and (2) how to address the specific issues underlying the school’s continued inability to make progress;
• Enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the school as a public school;
• Change the governance structure of the school in a significant manner that either diminishes school-based management and decision making or increases control, monitoring, and oversight of the school’s operations and educational program by the LEA;
• Close the school and reopen it as a focus or theme school with new staff or staff skilled in the focus area (e.g., math and science, dual language, communication arts);
• Reconstitute the school into smaller autonomous learning communities (e.g., school within- a-school model, learning academies, etc.);
• Pair the school in restructuring with a higher performing school so that K-3 grades from both schools are together and the 4-5 grades from both schools are together.
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Priority-Comprehensive Support and Improvement
A “priority school” is a Title I or Title I eligible school that, based on the most recent data available, has been identified as among the lowest-performing schools in the State.
Intensive
Determined by Priority
Reading + Math Performance Composite
<50% in 2014-15 school year and one of the two previous years (2012-13 or 2013-14)
Graduation rate <60%
Priority and FocusWhat interventions will be required?
PrioritySEA must ensure that interventions are aligned with each of the following “turnaround principles”:
Strong leadership Effective teachers and improved
instruction Expanded learning time Strengthened instructional program Use of data School safety and discipline Family and community engagement
Intensive Support and Intervention
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A “focus school” is a Title I school in the State that, based on the most recent data available, is contributing to the achievement gap in the
State
Moderate Support on Intervention
Focus-Targeted Support and Improvement
Determined by Focus
Schools with the largest in-school gaps for 2014-15 school year and one of the two previous years (2012-13 or 2013-14)
Above 3-year state average of 38.7%
Title I schools with a subgroup with proficiency score below 50% for 2010-11 school year and one of the two previous years
Priority and FocusWhat interventions will be required?
Focus LEA/School must implement interventions to address the
gap in performance for which they were identified
Interventions must reflect evidence-based best practices aligned to overall school improvement efforts within the Title I school program
Moderate Support and Intervention
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A “reward school” is a Title I school that, based on the most recent data available, is a highest performing school or a high-progress school. (Must make AYP for all subgroups and cannot have persistent achievement gaps)
Reward
Determined byReward
Poverty rate or above 50% and gap between highest and the gap between highest and lowest performing subgroups below 3-year state average.
and
Schools made AYP and all subgroups have performance composite above state performance composite and graduation rate, if any, above state graduation rate
or
Schools in the highest 10% performance composite progress and graduation rate progress, if any, for “all students” over a 2-year period.
Independent With General Support and Intervention
2017-2018 Title I SchoolsCode School T1 Grade Principal Phone Fax Email Status
302 A.G. Cox SW 6-8 Norman McDuffie 756-3105 756-1081 [email protected] *********304 Ayden Elementary SW PK-5 Cornelia Cox 746-2121 746-6470 [email protected] *********308 Ayden Middle SW 6-8 Dr. Jeff Theus 746-3672 7469923 [email protected] *********310 Belvoir SW PK-5 Allison Covington 752-6365 752-5008 [email protected] *********320 Bethel SW PK-8 Jeremiah Miller 825-3801 825-1203 [email protected] *********324 CM Eppes SW 6-8 Charlie Langley 757-2160 757-2163 [email protected] Focus332 Chicod SW PK-8 Mike Pollard 746-6742 746-4751 pollardm @pitt.k12.nc.us *********330 Creekside SW PK-5 Carla Frinsko 353-5253 353-8107 [email protected] Focus
Early College 9-12 Wynn Whittington 493-7821 [email protected].
nc.us *********336 Eastern SW K-5 Robert Johnson 758-4813 758-7508 [email protected] *********337 E.B. Aycock SW 6-8 Darryl Thomas Jr. 756-4181 756-2408 [email protected] *********338 Elmhurst SW K-5 Colleen Burt 756-0180 756-0513 [email protected] *********334 Falkland SW K-5 Ferdonia Stewart 752-7820 752-3017 [email protected] *********340 Farmville Middle SW 6-8 Paul Briney 753-2116 753-7995 [email protected] *********352 Grifton SW PK-8 Kevin Smith 524-5141 524-4505 smithk @pitt.k12.nc.us Focus358 GR Whitfield SW PK-8 Tracy Gibbs 752-6614 752-7484 [email protected] *********360 HB Sugg SW PK-2 Allison Setser 753-2671 753-7997 [email protected] *********368 Lakeforest SW PK-5 Lavette Ford 756-3941 756-3946 [email protected] *********375 Northwest SW PK-5 Catina Moore 752-6329 752-6906 [email protected] Priority376 Pactolus SW PK-8 Juan Castillo 752-6941 758-5817 [email protected] Focus379 Ridgewood SW K-5 Leslie Hayes 355-7879 355-3349 [email protected] *********386 Sam D. Bundy SW 3-5 Allison Setser 753-2013 753-2812 [email protected] Focus390 South Greenville SW PK-5 LaKeesha Lynch 756-7004 756-3285 [email protected] *********396 Stokes SW K-8 Jennifer James 752-6907 752-2956 [email protected] *********380 WH Robinson SW K-5 Kamara Roach 756-3707 756-5072 [email protected] Focus400 Wahl-Coates SW PK-5 Marty Baker 752-2514 758-6205 [email protected] Focus402 Wellcome SW 6-8 Kim Harris 752-5938 752-1685 [email protected] *********404 Wintergreen Intermediate SW 3-5 Cathy Kirkland 355-2411 355-0284 [email protected] *********
406 Wintergreen Primary SW PK-2 Cathy Kirkland 353-5270 353-5275 [email protected] *********
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Improvement
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Brief Highlights of the Every Student Succeeds Act (ESSA)
The President of the United States signed the Every Student Succeeds Act (ESSA) bill into law on December 10, 2015. The Elementary and Secondary Education Act (ESEA) was eight years overdue for reauthorization, and the ESSA is a critical step forward. Here are some (but not all) aspects of the new law:
General It places many limitations on the authority of the US Secretary of Education and this includes
the inability to require additions or deletions to a state’s academic content standards or to prescribe specific goals of progress, specific assessments, weights of measures or indicators, etc.
The U.S. Department of Education (USED) will still need to issue regulations but they cannot add new requirements that go beyond what is required in the law.
All current ESEA Flexibility Waivers will be null and void as of August 1, 2016. However, any schools currently identified as priority and focus schools must be maintained for the 2016-17 school year.
State Plan
There currently is no timeline established for when the new regulations will be issued or by when and how states will submit their plans to the USED.
It requires involvement of various stakeholders including timely and meaningful consultation with the governor in the development of the state’s plan. The governor must be given 30 days to sign the plan, but it can be submitted to the USED after the 30 days even if the governor does not sign it.
Implementation of new state plans (once approved by the USED) will start with the 2017-18 school year.
Assessments, Accountability and Reporting
It maintains annual assessments in grades 3-8 and high school. It reaffirms that states are in control of their standards (which must be challenging) and
assessments. It sets parameters for a state’s accountability systems, but gives each state the flexibility to
design a school accountability system that best meet the needs of the students in the state. This will include the issue of “n-size” for subgroup accountability.
It eliminates the phrase “adequate yearly progress” (AYP). It maintains a 1% cap on students with the most significant cognitive disabilities, but applies
the cap to the number of these students taking alternate assessments and not to capping the percentages of these students being deemed proficient for accountability purposes as under the former law. If an LEA exceeds the 1% cap, it will have to justify it to the state education agency.
It provides for innovative assessment pilots at the state level so states can research new and improved methods of measuring student progress from year to year. Up to seven (7) states may be selected but that number could increase over time. It will be up to the Secretary of Education to determine the application process and timeline for submission to be one of the pilot states.
Brief Highlights of the Every Student Succeeds Act (ESSA) Cont.
28NC Department of Public Instruction January 28, 2016
The accountability plans must include goals for academic indicators (improved academic achievement on State assessments, a measure of student growth or other statewide academic indicator for elementary and middle schools, graduation rates for high schools, and progress in achieving proficiency for English Learners) and a measure of school quality and student success (examples include student and educator engagement, access and completion of advanced coursework, postsecondary readiness, school climate and safety). Participation rates on the assessments must also be included in the plan.
Students with limited English proficiency will be allowed to remain in the English Learner (EL) subgroup for up to four (4) years after exiting the EL classification. This prevents the EL subgroup from always having students with the lowest levels of English proficiency for accountability purposes.
It maintains many reporting requirements including the State Report Card (SRC). SRC data are expanded to include information on homeless students, foster youth, and students of parents on active duty in the military, information on acquisition of English proficiency by English Learners and professional qualifications of teachers.
Teacher Quality
It gives states the flexibility to work with local stakeholders to determine how educators should be evaluated and supported each year.
District and School Interventions
There is no set of required federal sanctions, but interventions used in schools needing assistance and support must be evidence-based.
States will have to identify, at a minimum, the lowest 5% of Title I schools and high schools with graduation rates lower than 67%. These are the schools that are part of Comprehensive Support and Improvement (CSI).
LEAs must develop and implement CSI plans for lowest-performing schools – State must approve plans o States also have to identify schools with consistently underperforming subgroups for Targeted Support and Improvement (TSI).
Funding and Formulas
It eliminates the federal School Improvement Grants (SIG), but allows states to reserve 7% of Title I funds to make grants available to low-performing schools.
A portion of State Assessment grants will be made available as a separate allocation to states to conduct audits of state or local assessments as a way to reduce redundant assessments. It combines some 50 programs into a big block grant under Title IV.
Finally, it authorizes a Preschool Development Grants Program through the Department of Health and Human Services.
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NC Department of Public Instruction January 28, 2016
NC Department of Public Instruction January 28, 2016
January 13, 2017
Dear Colleague:
I want to begin by thanking you for the substantial work you have done—and that you continue to do— to enable a successful transition to the Every Student Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). The ESSA provides a significant opportunity for States and school districts to develop and implement new plans to help secure educational equity for all children, close achievement gaps, and continue making progress in supporting educators, students, and their families.
In Nov e mber 2016 , the U.S. Department of Education (Department) released fin a l r e g u l a t i ons regarding statewide accountability systems and data reporting under Title I of the ESEA and the preparation of State plans, including consolidated State plans for ESEA State formula grant programs. In those regulations, in response to overwhelming requests from States and other stakeholders as well as Members of Congress, the Department clarified that a State may delay identification of schools for comprehensive support and improvement, as well as schools with low-performing subgroups fortargeted support and improvement, until the beginning of the 2018–2019 school year and may delay identification of schools with consistently underperforming subgroups for targeted support and improvement until the beginning of the 2019–2020 school year. In the November 29, 2016, D ea r Col l ea g ue L e t t e r on ESSA State Plans, the Department revised the deadlines for State plan submissions to include application windows in April 2017 and September 2017. Consequently, we anticipate that many States will not have their State plans, including their methodologies for identifying schools for comprehensive or targeted support and improvement, approved prior to the start of the 2017–2018 school year and, therefore, will not be ready to fully implement their new accountability systems by the beginning of the 2017–2018 school year. The purpose of this letter is to address some key questions arising from this delayed implementation timeline.
Supporting Low-Performing Schools
Consistent with the provisions of the ESSA that authorize the Department to ensure an orderly transition to the new law, each State must continue to provide supports and interventions in the State’s low- performing schools in the 2017–2018 school year in the same manner in which it supported and intervened in those schools in the 2016–2017 school year.
To identify its low-performing schools in the 2017–2018 school year: A State that operated under ESEA flexibility prior to the termination of that flexibility on August
1, 2016, may either: (1) continue to serve its existing priority and focus schools, except that the State may remove from the list of priority and focus schools any school that has met the State’s exit criteria; or (2) refresh its list using its existing methodology in place prior to the start of the2017–2018 school year.
400 MARYLAND AVE. SW, WASHINGTON, DC 20202 w w w . e d . g o v
The Department of Education’s mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access
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A State that did not operate under ESEA flexibility prior to August 1, 2016, must continue to support and intervene in schools or local educational agencies (LEAs) that were identified in the2016–2017 school year by the State as in need of improvement, corrective action, or restructuring under the ESEA, as reauthorized by the No Child Left Behind Act of 2001(NCLB), except that the State may remove from the list any school that has met State-determined criteria to no longer be identified for improvement, corrective action, or restructuring.
If a State receives approval of its new State plan under the ESSA in time to identify schools for comprehensive or targeted support and improvement during the 2017–2018 school year, it may chooseto begin implementation of improvement plans in any newly identified schools, rather than wait until the beginning of the 2018–2019 school year. The Department will work with such a State to ensure that schools identified for comprehensive or targeted support and improvement and their LEAs begin developing school improvement plans in a timely manner consistent with the requirements of the ESEA, as amended by the ESSA.
School Improvement Resources
The ESEA, as amended by the ESSA, also requires each State to reserve funds for LEAs to support schools that are identified by the State for comprehensive or targeted support and improvement under its new accountability system. More specifically, under section 1003(a) of the ESEA, as amended by the ESSA, each State must reserve from its annual Title I, Part A allocation the greater of (1) seven percent of that allocation, or (2) the sum of the amount reserved for fiscal year 2016 under section 1003(a) of the ESEA, as amended by NCLB, and the amount received for fiscal year 2016 for School Improvement Grants (SIG) under section 1003(g) of the ESEA, as amended by NCLB.
In fiscal year 2017 (i.e., for use in the 2017–2018 school year), each State must allocate funds under section 1003(a) of the ESEA, as amended by the ESSA, by competition or by formula to LEAs with low-performing schools (identified consistent with the “Supporting Low-Performing Schools” section above). In addition, a State may choose to use the funds that it reserves in fiscal year 2017 to support full implementation of SIG awards initially made with prior-year funds, as described in the Department’s lett e r to SIG Directors from March 2016.
Finally, we remind you that, consistent with section 421(b) of the General Education Provisions Act, a State that does not need all of the school improvement funds it reserves in fiscal year 2017 to serve identified schools in the 2017–2018 school year may carry over any remaining funds for use in the2018–2019 school year, once it has an approved State plan and identified schools for comprehensive and targeted support and improvement. In particular, we encourage a State choosing to exit schools from improvement status in the 2017–2018 school year—without refreshing its lists of low-performing schools—to consider carrying over a portion of its fiscal year 2017 funds under section 1003(a) of the ESEA, as amended by the ESSA, for use in the 2018–2019 school year in order to support its first cohort of schools identified under the ESSA, when LEAs and schools will require additional support from the State to implement the new school improvement provisions, including evidenced-based interventions, required by the ESSA. We also note that LEAs may use their fiscal 2017 funds under section 1003(a) on district-level activities intended to support schools that receive school improvement funds, which anLEA may determine is advisable given the new cohort of schools in the 2018-2019 school year. For example, an LEA may hire a district-level turnaround specialist to establish an “early warning system”
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designed to identify students in identified schools who may be at risk of failing to achieve high standards or graduate, or to support implementation of evidence-based interventions in such schools.
All of the Department’s guidance related to the transition to the ESSA can be found at ht t p: / /ww w 2. e d. g ov/po l i c y / e lse c / l e g /ess a / i nd e x .ht ml . If you have any questions or need additional information, I encourage you to reach out to your Office of State Support contact atOSS.[State]@ed.gov (e.g., [email protected]). Additionally, I encourage you to sign up to receive updates on ESSA guidance, including transition guidance, by clicking h e r e .
Thank you for your ongoing commitment to improving educational outcomes for all students.
Sincerely,
/s/
Ann WhalenSenior Advisor to the SecretaryDelegated the duties of Assistant Secretary forElementary and Secondary Education
cc: State Title I DirectorsState SIG Directors
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Title I Schoolwide Program2017-2018 Calendar
July August Submit draft ESEA parent notification,
if Focus or Priority School Store files-Keep Title I documents for
5 years Submit POs Recommendation Forms
for upcoming Year need to be done in Applitrack
Need to update Title I Plan Catalogue Title I purchases Read Title I
Guidelines/Procedures Set up meetings w/Federal Program
Director if needed Select teachers to attend CSI Comprehensive Needs Assessment
Schools revisit School Improvement Plans
Revise School Title I Plan Send home Parent Notification-
Priority/Focus School Select Title I Contact Update Budget sheet with correct
teacher names and changes before school starts
Catalogue Title I Purchases Submit Focus School Plan Submit Comprehensive Needs
Assessment 2017-2018 C.A.R.E Meeting (8/22)
September October Schools Conduct Annual Title I Parent
Meeting Schools Submit Principal’s Attestation Develop Prioritized Plan Submit budget amendment Schools submit School Improvement
Plans, if applicable ESL Classes begin after testing
(Contact Sandra Morris and ESL Contacts)
Send home letters to parents about HQ Status of teachers/TA’s (Parent’s Right to Know)
Need to update Title I Plan Catalogue Title I purchases Title I Bookkeeper Meeting (09/06) Title I Contact Meeting (09/07) ESL Meeting (09/13)
Submit copy of verification letter to Title I office of the Parents Rights to Know letter
Technical Assistance for Focus/Priority School
Set up ESL Tutorial Groups Need to update Title I Plan Catalogue Title I purchases Review/Edit School Data Summary Analysis Focus Schools Meeting Distribute Parent Compact by November 10th C.A.R.E Meeting (10/10) Fall District-Wide Parent Meeting
(10/19) ESL Meeting (10/23) Title I Conference (10-24/10-27)
November December
Need to update Title I Plan Catalogue Title I purchases Upload documents on website Parent Conferences- ( Compact) Title I Contact Meeting (11/02) ESL Meeting (11/15) C.A.R.E Meeting (11/09)
Need to update Title I Plan Catalogue Title I purchases ESL Meeting (12/11)
Transportation
Yellow Buses/Activity Buses
Title I will pay for transportation when it is used for after school tutoring services. If a yellow bus is used for services, the Transportation Department will invoice the school. The invoice will include all costs associated with yellow buses. The original invoice should be signed by the principal and sent to the Title I department for payment along with a purchase order and student’s roster.
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Title I Plan/Budget Information
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Guidelines for Use of Title I FundsTitle I schools must ensure that funds support efforts to improve performance of all students with particular attention to students who are failing, or at risk of failing to meet at minimum, the NC academic proficiency standards on state academic assessments.
a. Funds may be used to supplement, not supplant, other state and local resources for improving the instructional program.
b. All expenditures should be reflected in the School Improvement Plan (SIP) and on the Title I Prioritized School Plan, and should have a strong likelihood of impacting the instructional program in the current year. Inappropriate expenditures may require alternative funding sources.
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Planning budgets are developed in the spring proceeding the implementation year based on the planning allocation provided to each school. School planning budgets are incorporated into the district application, and submitted to the NC Department of Public Instruction for review and approval. Once approved, adjustments to the budget must be approved by the local School Board and DPI.
Funds allocated during a fiscal year are to be:a. Expended during the same time period, and with the exception of school improvement fundsb. Do not carry-over at the school level to the next year. c. Funds from one year’s allocation may not be used to pay for activities occurring in another
fiscal year.
Recommended Expenditures: Instructional StaffingAdditional classroom teachersResource teachers in core areas Extended time programs (before/after school, Saturday, summer) for lowest performing
students and related expenses (i.e. tutor salaries, transportation) Pre-kindergarten program (salaries, materials, parent involvement, professional development) Instructional materials/supplies Instructional technology Parenting education activities and supplies High quality professional development activities and materials
Plan ahead and always adhere to Finance Department policies and procedures as outlined by PittCounty Schools for all Title I funded expenditures.
Please Note All Title I schools are required to complete the following documents:1. Comprehensive Needs Assessment 2. Prioritized Plan 3. School Improvement Plan
Title I Budget
A. Personnel – As you revise your budget, think about the following: (See Title I Salary Allocations)
Number of teachers paid from Title I Salaries of those teachers Consider salary exchanges (salary swap). Exchanges may only be used for
teachers serving students (not facilitators, counselors, etc.) and must be exchanged with a job-alike person (classroom teacher exchanged for another classroom teacher, not Art or Music teacher).
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If you are replacing a teacher with a Title I teacher that you have swapped, please indicate that on the Interview Recommendation Form or the HR Change Form.
Amendments to Title I plan can be done during the year. Please complete a Federal Programs “Move Money Form” when transferring Title I funds to another budget code.
Before Interview Recommendation Forms can be processed, an update budget must be sent to Patricia Cox. If you do not send an update budget, the IF form, will not be approved.B. Instructional Supplies and Materials
Materials purchased with Title I funds must be directly linked to instruction, student achievement, and the Comprehensive School Plan.
By January, 75% of the school’s Title I instructional supplies and materials amount should be spent.
All invoices for materials must be in the Federal Programs Office by March 31. Title I (050) funds will not be available after this date.
C. Use of Title I funds
Use Title I funds to supplement other fund sources, not to provide district-adopted textbooks, teacher editions, or basic items that are found in classrooms as part of a new classroom equipment and supply setup.
Avoid using Title I funds for the following:o Copier paymento Items for teachers (selected items)o Food can only be used for a Title I Parent Involvement activity. In such case,
an agenda and a dated sign-in sheet for the activity must be attached to the food invoice)
o Memberships in organizationso Payment for professional development activities not identified in Comprehensive
Plan or included as part of a district initiativeo Phone payment (unless for Parent Involvement or at-risk activities)o Postage (Not to pay for school’s basic operational postage; can pay postage for
at-risk student activities or designated Parent Involvement plan activities) Reminder: Items purchased with Title I funds should be for the targeted grade
levels: K-5, K-8 or 6-8 (student list should be available for review).
In order to keep the Federal Programs Office records aligned with the appropriate use of Title I funds and the strategies in the Comprehensive Plan, the following process will take place. If we receive a purchase order or memo that is questionable for payment with Title I funds, we will send an email and ask you to
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provide justification for the purchase and return it to the Title I office (Pink Notice).
D. Prior Approvals/Purchase Orders All prior approvals and purchase orders for Title I funds (050) must come FIRST
to the Federal Programs Office. Purchase Orders for payment and/or reimbursement should include the following
information:o Name and address of person, school, or business to which payment is due o Budget Code Number o Memo identifying item and/or title and date of event (if applicable)o Name of person(s) (if Purchase Order is for workshop or staff development
session)
Principal signature
E. Work Verification Sheets You will review and sign a semi-annual certification of employees paid from
Title I funds in January and June of each year. If a staff member who works in your school and at no other school is paid partially
from Title I funds and partially from a state or local fund source, you may still certify that this person works 100% in your school wide program.
If a staff member works only part-time at your school and at no other school, you may certify that this person works 100% in your school wide program.
If a staff member works at your school and another school, please contact me to see if that staff member should complete a Personnel Activity Report (PAR) each month.
F. Move Money Form
When updating budget, remember to use a Move Money Form and send updated Budget Plan to Patricia Cox.
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Title I FundingIn
stru
ctio
nal S
uppl
ies &
M
ater
ials
Contracted Services
Services
Smartboards
Inst
ruct
iona
l Sof
twar
e
Capitalized Computer
-Non Equipm
ent
Parent Involvement
Teac
hers
Assis
tant
s
Tuto
rs (A
fter s
choo
l/Dur
ing)
Subs
titut
e Pa
y
Prof
essio
nal D
evel
opm
ent
Bus D
river
Sal
ary
Tran
spor
tatio
n
Fund 050 X X X X X X X X X X X X X X
Fund 105 X X X X X X X X X X X X X X
2016-2017 Title 1 (050) Allocation Summary*Calculations enter themselves based on your allocation worksheet*
School: SAMPLE2016-2017 Allocation $114,196.65
2016-2017 Parent Involvement Allocation $2,690.59
Available Funds 2016-2017 $116,887.24
Special Instructional 5330 $0.00Classroom Teacher $0.00Classified Employee $0.00Remediation Teacher $0.00Substitute Teachers - Regular Teacher $0.00Substitute Teachers - Staff Development $0.00Contracted Services $0.00Instructional Supplies $0.00Non-Capitalized Instructional Equipment $0.00Non-Capitalized Computer Equipment $0.00Capitalized Equipment $0.00Computer Software $0.00Professional Development $0.00Teacher Incentive $0.00
After School & Saturday 5351 & 5353 $0.00PCS Employee Contract Pay $0.00Instructional Supplies $0.00Bus Transportation Drivers $0.00Transportation Expense $0.00
Summer School 5354 $0.00PCS Employee Contract Pay $0.00Instructional Supplies $0.00Transportation Expense $0.00
Parent Involvement 5880 $0.00Supplies Expense $0.00Food Expense $0.00
Total Allocated Expenditures $0.00Remaining Unallocated Funds $116,887.24
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Purchase Orders/Invoices/Reimbur
sement
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The Process of Submitting a Purchase Order using Title I Funds
1. Submit the purchase order to Federal Programs. FYI: Before submitting the purchase order, tear off the golden rod copy for your records.
2. Once the PO has been submitted to Federal Programs, the Title I Director will approval and send to the Federal Bookkeeper.
3. The Federal Bookkeeper will look over the PO and send it to the Asst. Superintendent of Educational Programs and Services for approval.
4. Once approved by the ASEPS, it is sent back to the Federal Bookkeeper.
5. The Federal Bookkeeper enters the information into AS400.6. Once it is assigned a PO number, the Federal Bookkeeper will
send only the pink and blue copy back to the school.7. Once the material is received, complete the information at the bottom
of the pink and blue copies of the PO - invoice date, invoice number, and amount and sign it at "received by". Attach a copy of the invoice to each copy -blue and pink. Send the completed pink copy with invoice to Federal Bookkeeper, Sonja Warren. Keep the blue copy with the invoice copy for your files. FYI: The blue copy will provide you with the PO # if you need to look it up, and will also provide you with the invoices.
When completing a purchase order always add the total cost of all the items and write that amount in the Gross Total. If there is any shipping charges that would be listed next in the line item "Shipping Charges". Always fill in the "Subtotal" line item. The sales tax is computed on the amount of the "Subtotal" which is the Gross Total plus any shipping minus any discount given. We are required by the State of North Carolina to pay sales tax on shipping, it is NOT exempt. In addition, you will enter the current rate of sales tax for Pitt County on the purchase order, no matter where you are ordering the material from. If you have a proposal or quote and the company does not charge sales tax, we are still required to pay the sales tax. Therefore, sales tax should be on all merchandise ordered.
Note: Please keep in mind that the Federal Bookkeeper has to request the money from the state which takes 5 working days. We will not be able to pay for any orders not approved and processed through the Federal Program Office.
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Title I Purchasing Guidelines
In accordance to the ESEA Waiver formerly known as NCLB Act of 2001 (sec. 101), Title I funds are provided to improve the academic achievement of disadvantaged students.
All Title I purchase requests need to be documented in the plan. Purchase orders must include budget code (from budget sheet) as well as where money was allotted for items. Purchase requests not in plan will not be approved. All Title I Purchase Orders need to be sent to the Federal Programs Office located at Sadie Saulter Educational Center. Do not send Purchase Orders to Sonja Warren at Central Office without Federal Programs Director signature.
Purchase orders must support school goals with an instructional purpose. Title I funds should be used to purchase instructional materials such as leveled books, manipulatives, technology programs or workbooks. Paper should be purchased with local/state instructional funds first. When those funds have been depleted, Title I funds can be used. Parent Involvement supplies can be purchased with Title I funds (materials for workshops or paper for newsletters, handouts for meetings). Refer to guidelines for reimbursement for Parent Involvement Activities.
Incomplete purchase orders with missing information, or hard to read purchase orders will be returned to you with a Purchase Order Review sheet (pink) and explanation.
If you have more than 1 error on the purchase order or other forms, please re-do the form. If you are making a correction, strikethrough once and initial beside any corrections.
Ex: My name is Jnae Doe
Purchase Orders or any other forms being submitted to Federal Program with whiteout WILL NOT be accepted.
When filling out a purchase order or forms, please use blue or black ink.
When purchase orders and contracts are complete and meet the guidelines, they will be processed for payment.
Gift cards cannot be used as a parent incentive for participation. Due to federal audits, commercial gift cards are not eligible expenses.
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Schools will still be able to purchase books from book fairs and provide vouchers for parents. School uniform vouchers are acceptable expenses. Other acceptable items are: purchased door prizes, book vouchers, instructional materials, and food items (Use form provided by Federal Programs).
You can no longer use funds to purchase door prizes.
Whoever picks up the supplies/materials/food, etc for the workshop needs to sign the receipt.
Parents need to sign the “Parent Incentive Sheet” for any incentive received from the school (Use form provided by Federal Programs).
**To be reimbursed—paperwork need to be submitted within the same month!**
To be reimbursed for Title I Workshops, at least 5 parents need to be in attendance and on the sign-in sheet (Use form provided by Federal Programs for Sign-In Sheet).
There is a 25-box limit on ordering paper to support instructional programs per year.
Please complete a Computer Requisition Form (see Forms) if you plan to use Title I funds to purchase technology or computer equipment for instructional purposes. This information is required by our Finance Department to develop/amend budget for the fiscal year.
Each item that is purchased for less than $3,000 per unit (including shipping/handling and taxes) needs to be purchased from one of the budget 461, 462.
When purchasing smartboard bulbs use the budget code for supplies, use code 411.
Each item that is purchased for more than $3,000 per unit (including shipping/handling and taxes) needs to be purchased from one of the budget 541, or 542.
If item is stolen, broken, or lost you will need to complete a Disposition Form (see Forms).
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*Do not discard item(s), until you hear back from the Federal Programs Office.
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Things to Remember
Purchase Orders
Make sure you keep goldenrod copy before sending PO to Federal Programs.
Do Not date the PO. This will be done at the Central Office.
Do Not put a vendor # on the PO – once obligated the computer assigns the vendor number.
Be sure and sub-total the PO and fill in the appropriate box, if using the most recently printed POs.
Do Not put the total of the PO in the red box. Some old copies of POs have “Grand Total” printed here. The most recently printed one say “Total Invoices”. This box is to be filled in when completing PO for payment.
Make sure “Vendor” is whom we are to write the check to. Example, if we are reimbursing a school for books purchased at Barnes and Noble, the vendor would be the school, NOT Barnes and Noble.
Invoices and Payments
If sending an invoice for direct payment, that is, for reimbursement, hotel, registrations, etc., be sure to sign and date the PO at “Received By”. PO will be sent back to you if not signed and dated.
Please make sure quotes/invoices are current and up-to-date. Quotes/Invoices that are expired will not be accepted.
When submitting a purchase order for payment, please attach the actual invoice and NOT the quote.
Principals need to sign the invoice.
Please submit pink copy of the purchase order and invoice to Sonja Warren, Federal Bookkeeper, and not Federal Programs.
Send all items for direct payment to the Federal Programs Office at Sadie Saulter Educational Center to be approved by the Title 1 Director. If you send them directly to Sonja Warren, she will still have to send them to the Federal Programs Office before payment can be made. This causes unnecessary delays in the process.
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Please keep in mind, the process of submitting a purchase order. If there is a purchase order that needs to be processed faster, please walk the purchase order to the Federal Program Office.
Please keep in mind that the Federal Bookkeeper has to request the money from the state which takes 5 working days
When sending invoices, reimbursements, bills, or anything to be paid from Title 1, please be aware that it will not be paid until the money to cover the expenditure can be deposited into the State Treasury Bank Account. When money is deposited, it must be spent within 3 days. There can be no excess money in the Federal account after 3 days. When the bills are received, the money will be requested and the checks will not be written until the money is deposited. So remember this when sending in workshop registrations and hotel reservations.
Expense Reimbursement
The following documents are needed when going on a Title I Workshop, Out of County/State:
o Estimate of Travel (Submitted prior to workshop)o Copy of Registration Form (may be submitted prior to
workshop)o Agenda (upon returning)o Expense Reimbursement Form (completed upon returning)o Mileage (To/From destination-Found using MapQuest), if
applicable
*Please keep in mind not to go over allocated amount for meals. If the amount goes over the allocated amount, you will only be reimbursed the amount give on the reimbursement form.*The mileage rate for the district has changed to .535.
*Federal Programs do not reimburse for the tips, just the price of the meal. With that in mind, the receipts need to show the “actual” meal, not just the price. We cannot accept the credit card swiped w/tip.
Receipts need to be itemized, showing meals purchased. Receipts without meals shown WILL NOT be accepted.
Federal Programs DO NOT pay for alcoholic beverages, therefore
alcoholic beverages SHOULD NOT be listed on the receipt that you will be using to get reimbursed.
***Travel reimbursement must include receipts starting August 1, 2014. **
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PITT COUNTY BOARD OF EDUCATIONPURCHASE ORDER AND RECEIVING REPORT
CENTRAL OFFICE USE ONLY
CHARGE TO:PurchaseOrder No._________________________________
Pitt County Schools Date: ____________________________________ 1717 West Fifth Street
Greenville, NC 27834INVOICE IN DUPLICATE
CENTRAL OFFICE USE ONLY
VENDOR NO.
Attention: First and Last Name
Vendor: Vendor's Name Ship to: School NameAddress: Address Address: Address
PHONE: ( ) PHONE: ( )
FAX: ( ) FAX: ( )
Quantity Part Number Description Unit
PriceTotalCostOrdered Received
SAMPLE COPY OF ORDERING ITEMS
1 160103 Expo Eraser $2.90 $2.902 330-5888 Expo Dry Erase Markers (pk of 6) $9.90 $19.803 CA-A60354 Nonfiction Reading Books $8.99 $26.974 OWA-8045-06 Big Box of Work Chunks $24.99 $99.955 MDE-1254-3 "9 x 12" Magnetic Dry Erase Boards $5.49 $27.45
This instrument has been preaudited in the manner required by the School Budgetand Fiscal Control Act.
Controller
Gross Total $177.07Shipping Charges (if applicable) 13% $23.02
Principal
Less _____ 10% ____________ Per Cent Discount $17.71Subtotal $217.80
Authorized Agent Federal Programs Director Plus N.C. Sales Tax (Compute on Subtotal) 7% $15.24
Received By person receiving items Dated Rec'd Total Net Cost $233.04
BudgetCode
Invoice Date
InvoiceNumber
Invoice Amount
x.xxxx.xxx.xxx.xxx xx/xx /xx xxxxxxxx $xxx.xx Total Invoices
VENDOR'S COPY
PITT COUNTY BOARD OF EDUCATIONPURCHASE ORDER AND RECEIVING REPORT
CENTRAL OFFICE USE ONLY
CHARGE TO: Purchase Order No._________________________________
Pitt County Schools Date: ____________________________________
The percentages listed below are
examples
PURCHASE ORDER REVIEW
Date: _________________________________________________
To: ___________________________________________________
School: _______________________________________________
From: Sandra Morris
Director of Federal Programs
The attached Purchase Order is being returned to you due to the following:
______ P.O. is NOT in your plan
______ P.O. does not support school goals
______ P.O. not on budget sheet
______Wrong budget code
______Missing budget code
______ Other:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Please direct any questions to: _________________________________________________________
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Contracts, Notice to Pay and
Timesheets
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Title I Contracts
Contracts are due to the Federal Programs office by the 5 th of each month. Contracts received late may cause a delay in payment.
*If you do not have a copy of the electronic time sheet, please contact the Federal Program Secretary.FYI: Please make sure before the employee start working in your building the proper paperwork has been completed (Ex: if a person has not worked in 90 days they must have a Background and Drug Screening). This is required for Retirees and Non-Retirees. If the employee has not had a Background Check and Drug Screening, you will need to fill out a Contract Check List (see forms). If the employee and the principal signed the Background and Drug Screening form, you can send the Contract Checklist directly to Pamela Miller for approval. Once the employee has had the Background and Drug Screening, a contract may be submitted to the Federal Programs Office. Be mindful that it is your responsibility to call and set up an appointment with Pamela Miller for the employee to get the Background and Drug Screening. Principal shall be notified by Human Resources for Approval.
Be sure to complete the correct contract (PCS Employee or Non-Employee). Please make sure you are using the updated Employee Contract with Retiree and Non-retiree.
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If the consultant is a Pitt County Schools employee, he/she need to keep a time sheet to reflect hours worked.
Contracts are to be signed by the principal, not an AP or other designee (must be actual signature; stamped or copied signatures are not acceptable).
Contracts are to be signed and dated prior to the first day of contracted service.
Contracts need to include the following information: Dates of service (may span a period of time, i.e. Sept.
through May 2012)-SPECIFIC TIMES (SEE SAMPLE CONTRACT ON
(PAGE 50) Employees cannot work outside of their contract!
Object code 311-must have a valid, written contract to use this code for “Outside Contractors.”
All representative conducting a workshop—need to use budget code 312.
Contract must be specific:-Who-What-When-Where
Title of job/duty (i.e. Title I Math tutor) School where tutor is employed Tutor’s daily or hourly rate of pay Specify time period Contract may state service is not to exceed the actual number of
hours per month, or must not exceed said amount of pay over the course of the contract. This is optional (see sample copies of form).
Tutors and Remediation Teachers getting paid on a contract cannot work no more than 90 hours depending on eligibility of when he/she can start.
Contracts must have a “do not” exceed amount listed.
Effective July 1, 2014 all contract employees’ rate of pay cannot exceed $25.00 per hour.
Federal Programs will retain the original contract and a copy will be sent back to the school.
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In order for a consultant to receive their pay in a timely manner, the following items, paper-clipped together, need to be received in the Federal Programs Office by the 5th day of the month:
Notice to Pay A time sheet (for PCS employees only-electronic) Employee Contract
You cannot code a contract for Pitt County Schools' employees out of codes 411, 311, 461, or 312. The object code must begin with a “1”. If you do not know how to code the contract, call Sonja Warren at the Central Office and she will assist you.
You can only code employee contracts to a 100 object code.—143,198,196, and 197.
When contracting an outside consultant, please use the Non-Employee Contract and include the original agreement.
If you are extending any contracts after the contract has been stamped, this need to be completed by April 15th. Please take into consideration that if you want the employee to work until the end of the school year, please specify on the contract.
In any case that the employee work over their time specified on the contract, the principal needs to initial beside the total week hours for that particular day (see sample timesheet on page 62).
Contracts Reminders
Complete paperwork at least 2 weeks prior to the date you want the employee to work.
Please use correct forms dated Revised April 2016 (see Forms)
All timesheets are electronic; paper time sheets are no longer accepted. Be sure you are using the one that calculates your Rate of Pay.
Employee Contract should be used when the principal has given the employee a specific task to work with students (what, when, where and how)
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Non-Employee Contract should be used when you contract someone to provide a workshop, professional development, training, that is NOT a Pitt County Schools employee.
Employees should not be working in the building, until they have been cleared by HR and Federal Programs have a stamped copy of the contract. This includes a Background and Drug Screening.
Employees working more than 4 hours have to show a break on the timesheet. If they work less than 4 hours, a break is not required.
In order for the employee to be paid in a timely manner, contracts need to be sent to Federal Programs by the 5th of each month.
Contact the Finance Department about hourly/daily rate of pay.
DO NOT put the employee’s social security number on the contract, use the employee id number.
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CONTRACT REVIEW
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Date: __________________________________________________________________
To: ____________________________________________________________________
School: _________________________________________________________________
From: Sandra MorrisDirector of Federal Programs
The attached Notice of Pay, Non-Employee/Employee, or Timesheet is being returned to you due to the following:
_______ Principal Signature in the wrong place
________ Notice to Pay/Contract/Timesheet
_______Missing Signature/Date
________Notice to Pay/Contract/Timesheet
_______ Missing Consultant Name
_______ Missing Social Security Number
_______Need to show lunch or break (If an employee works more than 4 hours)
______Missing Rate of Pay on Timesheet
______ Other:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Please direct any questions to: _____________________________________________
Complete this form and attach to appropriate contract. (This form is to be used for both the
Contractual Services and Employee Contractual Services forms)
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PITT COUNTY SCHOOLSNOTICE TO PAY CONSULTANT
This verifies that ____ John Doe Sample ______________________________________
Social Security # _ last four digits __________ fulfilled the contract for the workshop/service
entitled, _ __After-School Tutorial_ _______________ __________________________
at __ Happy Children Elementary ___ on _April 1, 2013 - April 30, 2013 __ Location Date
Total Payment Due: $190.00 ($19.00 x 20hrs.) ___________
Source of Funds: __________________ Budget Code __ Must be filled in at school level ______________
__ (Principal’s Signature)______________ _( Director of Federal Programs)___ Signature of Workshop Contact Program Signature
_( must be dated after the last day of service for the month) ________________________________Date Date
Send Check To:
Name: John Doe Sample
Address: (home address or send to Happy Children Elementary School)
City/Zip:
Pitt County Schools
EMPLOYEE CONTRACTUAL SERVICES
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This Contract, entered into by and between the PITT COUNTY BOARD OF EDUCATION and
______________________________________________ (hereinafter called the CONSULTANT), is for
the purpose of providing professional consultation, direction and related services as hereby specified
below on the dates and times indicated:
_____ ( insert type of service, dates of service and school name ) ____________________ Ex: _ Remediaton Tutor for Happy School, Monday – Friday from 7:30am – 3:30pm with a 30 __ minute break. January 20xx – June 20xx. _____________________________________________
________________________________________________________________________________
________ Retiree________ Non-retiree
The PITT COUNTY BOARD OF EDUCATION will pay a CONSULTANT fee of ________
____$__________per hour , not to exceed $ ------- over the period of the contract _____________.
It is stipulated that the PITT COUNTY BOARD OF EDUCATION will deduct all appropriate
Federal and State income taxes and Social Security payments applicable to the compensation received
for services provided under this Contract. By acceptance of this contract, the CONSULTANT affirms they
are not listed on the Final Divestment List created by the State Treasurer pursuant to N.C.G.S 143C-6A-
4, Iran Divestment Act Certification.
Termination of this Contract may be made effective only by the withdrawal of the project funds for
the PITT COUNTY BOARD OF EDUCATION by the funding agency or by the failure of CONSULTANT to
perform the proposed services as stipulated.
This Contract shall go into effect when signed by both parties to the Contract
THE TERMS OF THIS CONTRACT ARE ACCEPTED BY:
PITT COUNTY BOARD OF EDUCATION CONSULTANT
_ Principal Signature ONLY! _____________ __________________________________Supervisor Consultant
must be dated prior to first day of contracted service) __ ____ Employee ID Number___ _________
Date Social Security Number
Social Security Number
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No indebtedness of any kind incurred or created by PCS shall constitute an indebtedness of the State or its political subdivisions, and no indebtedness of PCS shall involve or be secured by the faith, credit, or taxing power of the State or its political subdivisions.
Revised 4/2016
Pitt County Schools
NON-EMPLOYEE CONTRACTUAL SERVICES
(Consultant, Vendor, Coach or Service Provider)
The undersigned Independent Contractor (hereinafter “CONTRACTOR”) and the Pitt County Board of Education, d/b/a Pitt County Schools (hereinafter “PCS”), agree to the following terms and conditions for the performance of certain tasks as described below:
NO T E: Please fill in a ll blanks. If not applicable, please indicate by N/ A.
1. Contractor is identified as follows: Name:
Type of Entity:
Sole Proprietorship (individual) Professional Corporation
Partnership Corporation, including LLC
Principal address of business:
Business telephone:
Social Security #: or Employer ID#: *
(*Providing your Social Security number or Employer Identification number is mandatory so PCS can satisfy any applicable reporting requirements under North Carolina and federal tax laws.)
2. Dates of Service:
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Description of task (s) or services to be performed by Contractor (the “Services”): (be specific: include
place, date (s), hours and general description of services or attach a more detailed description of services as Rider under Section 7)
3. Agreed to price or fee and how paid:
(Payments are normally made within 30 days of contract completion or on a monthly basis for long- term services, unless other arrangements are approved in advance by the Business Office.)
4. Additional agreement provisions (such as travel or other expense reimbursements, if applicable):
5. PCS Budget Code:
Authorized PCS Representative: Telephone Number:
6. Indicate below whether Riders (such as bid documents, proposals, description of services, etc.) are to be attached and be made a part of this agreement. Any terms or provisions in attached Riders that are in conflict with the terms and provisions of this agreement shall be void and the terms of this Agreement shall control.
Contractor: Yes No PCS: Yes No
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7. This agreement shall be for the period indicated in paragraph 2 unless terminated as provided for herein.
8. It is understood that the Contractor executes this agreement as an independent contractor and that Contractor shall have the exclusive control over the means, methods and details of fulfilling its obligations hereunder. Contractor declares that they have complied with all federal, state, and local laws and regulations regarding business permits, certificates, and licenses that may be required to carry out the Services. Contractor has no authority to enter into contracts or agreements on behalf of PCS. This agreement does not create a partnership or joint venture between the parties.
9. Contractor agrees to perform and discharge all obligations of an independent contractor under any and all laws, whether existing now or in the future in any way pertaining to the Services, including but not limited to, Social Security laws, Workman’s Compensation Insurance, income taxes, State Employment Insurance taxes or contributions, and Public Liability Insurance; and Contractor does hereby hold PCS harmless against all such laws. Neither federal nor state local income tax, nor payroll tax of any kind shall be withheld or paid by PCS on behalf of Contractor or any of their employees. No Worker’s Compensation Insurance shall be obtained by PCS concerning Contractor or its employees.
10. Contractor shall be responsible for obtaining and maintaining adequate liability insurance covering Contractor and all employees providing the Services during the term of this agreement and agrees to provide evidence of such insurance upon request.
11. CONTRACTOR, ON BEHALF OF ITSELF AND ITS EMPLOYEES, DOES HEREBY IDEMNIFY AND HOLD HARMLESS, PCS, ITS OFFICERS, EMPLOYEES, AND AGENTS, FROM AND AGAINST ALL CLAIMS, CAUSES OF ACTION, DAMAGES, LOSSES, COSTS, ATTORNEYS’ FEES AND LIABILITY ARISING OUT OF OR RESULTING FROM CONTRACTOR’S PERFORMANCE HEREUNDER AND HEREBY ASSUMES THE RISK OF INJURY OR LIABILITY AND AGREES NOT TO SUE PCS FOR ANY INJURY OR LIABILITY ARISING OUT OF OR RESULTING FROM CONTRACTOR’S PERFORMANCE HEREUNDER.
12. Contractor hereby agrees to abide by all Board of Education policies governing the confidentiality of student records and the responsible use of PCS technology and internet safety and to execute a Responsible Use Agreement upon request.
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13. The parties agree that this agreement was entered into in the State of North Carolina and that the laws of North Carolina shall govern this contract as to interpretation and
performance. It is further agreed that the place of this contract, its situs and forum, will be Pitt County, North Carolina and in said county and state will all matters, whether sounding in contract or tort relating to the validity, construction, interpretation and enforcement of this contract, be determined. This is the entire agreement between the parties.
14. The parties agree that the price for the Services as set forth in paragraph 4 includes travel expenses, accommodation expenses and any and all other expenses, costs, and remuneration (including, but not limited to, equipment, tools, and supplies) the parties have agreed to unless otherwise provided for in paragraph 5.
15. PCS may terminate this agreement at any time by notice in writing from PCS to the Contractor. In that event, all finished or unfinished documents and other materials shall, at the option of PCS, become the property of PCS. If the contract is terminated by PCS, as provided herein, the Contractor will be paid for Services rendered through the date of termination. Notwithstanding, the Contractor shall not be relieved of liability to PCS for damages sustained by PCS by virtue of any breach of this agreement or failure to perform by Contractor, and PCS may withhold payment to the Contractor for the purpose of set-off until such time as the exact amount of damages due to PCS from such breach or failure can be determined.
16. This contract will not be used for advertising by Contractor without prior approval of PCS.
17. Neither party shall be responsible to the other for any losses resulting from the failure to perform any terms or provisions of this Agreement if the party’s failure to perform is attributable to war, riot or other disorder, strike or other work stoppage; fire; flood; storm; illness; or any other act not with the control of the party whose performance is interfered with, and which, by reasonable diligence, such party is unable to prevent.
18. Under provisions set forth in the Jessica Lunsford Act under North Carolina law, the Contractor certifies that neither they nor any employee or agent of Contractor performing the Services that involves direct interaction with students is listed as a sex offender on the NC Sex Offender and Public Protection Registration Program, the Sexually Violent Predator Registration Program, and/or the National Sex Offender Registry. Upon request, the Contractor shall provide evidence to support this annual certification to the Authorized PCS Representative named in Section
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19. The Contractor certifies that they and each employee or agent of Contractor performing the Services that involves direct interaction with students has undergone a full criminal background check within the past 12 months and, upon request, will provide a copy of each such report to the Authorized PCS Representative named in Section 6 who shall evaluate any criminal background found in any report to determine the suitability of such person to perform the Services.
20. The Contractor agrees that each individual performing the Services that involves direct interaction with students for ten or more days over the duration of this agreement shall be drug tested. This will include providing the Authorized PCS Representative a list of the names of such individuals. Once the Contractor receives the necessary paperwork from the Human Resources Department, each such individual shall have 24 hours to be tested, at their own expense, by the medical provider required by PCS. The test results will be provided to PCS by such provider.
21. Contractor hereby certifies that it is not identified on the Final Divestment List of entities that the North Carolina State Treasurer has determined engages in investment ac tiv it ies in Iran (ht t p s :/ / www.n c tre a s ure r . c o m / i n s i d e - the - d e p a r t m e n t/Op e nG o v ern m e n t/ P a g e s /Ir a n - D i v e s t m e n t - A c t- Re s o u rc e s .asp x ) and certifies that the Contractor shall not utilize any employee, agent or subcontractor that is identified on the Final Divestment List to provide the Services hereunder. The undersigned is authorized by contractor to make this certification.
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Agreed to by Independent Contractor: Agreed to by Superintendent (or designee):
(Print or type name of Contractor)
By:
PITT COUNTY BOARD OF EDUCATION
By:
Signature of Authorized Representative Signature of Authorized Representative
Title: Title:
Date: __________________________ Date: _____________________________
No indebtedness of any kind incurred or created by PCS shall constitute an indebtedness of the State or its political subdivisions, and no indebtedness of PCS shall involve or be secured by the faith, credit, or taxing power of the State or its political subdivisions
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Title I Timesheets
Paper timesheets are no longer accepted. Please use the electronic copy of the timesheet when submitting an employee contract.
Timesheets and NTP are to be signed and dated on or after the last day of service.
We cannot process a contract, time sheet or NTP with crossed out information without an initials or white-out on the document.
If an employee works for more than 4 hours, the employee needs to show a lunch or a break.
If an employee works less than 4 hours they do not have to show a lunch or a break.
When an employee changes their regular scheduled hours, principals need to initial by the time, which indicates the principal’s approval.
Contracted employees CAN NOT come back or stay over to make up time; employee needs to adhere to the original contract.
If you extended the employees hours, you MUST complete a REVISED contract.
Paperwork will not be processed, until the revised contract is stamped (revise contract should be turned in prior to the month of the timesheet).
Dual Employees that are not working with the students, the principal signature is required.
The Employee and Principal MUST sign and date the timesheet. When an employee is contracted for remediation, the employee ONLY works
when they are with students!
Bus Drivers: Timesheets for bus drivers paid with Title I funds need to be coded at the
school level, signed by the principal or designee, and sent to the Federal Programs Office for Federal Programs Director signature.
Fill out timesheet completely. Include hourly rate of pay. Tally all columns.
We will forward approved timesheet to the appropriate Central Office payroll clerk.
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February 2012DAY OF WEEK DATE Start Stop Start Stop Start Stop
TOTAL WK HRS
OT UNDER 40 Hours Remarks
Monday
Tuesday 01/31/12
Wednesday 02/01/12 8:00 AM 12:00 PM 12:30 PM 2:30 PM 6.00
Thursday 02/02/12 0.00
Friday 02/03/12 0.00
Saturday 02/04/12 0.00
Sunday 02/05/12 0.00
6.00Start Stop Start Stop Start Stop
Monday 02/06/12 8:00 AM 12:00 PM 4.00
Tuesday 02/07/12 0.00
Wednesday 02/08/12 0.00
Thursday 02/09/12 0.00
Friday 02/10/12 0.00
Saturday 02/11/12 0.00
Sunday 02/12/12 0.00
4.00Start Stop Start Stop Start Stop
Monday 02/13/12 0.00
Tuesday 02/14/12 0.00
Wednesday 02/15/12 0.00
Thursday 02/16/12 0.00
Friday 02/17/12 0.00
Saturday 02/18/12 0.00
Sunday 02/19/12 0.00
0.00Start Stop Start Stop Start Stop
Monday 02/20/12 0.00
Tuesday 02/21/12 0.00
Wednesday 02/22/12 0.00
Thursday 02/23/12 0.00
Friday 02/24/12 0.00
Saturday 02/25/12 0.00
Sunday 02/26/12 0.00
4.50Start Stop Start Stop Start Stop
Monday 02/27/12 0.00
Tuesday 02/28/12 0.00
Wednesday 02/29/12 0.00
Thursday
Friday
SaturdaySunday
2.25MONTHLY TOTAL HOURS: 6.75
RATE OF PAY: TOTAL AMOUNT TO BE PAID: $ - SCHOOL/SITE:
SUBSTITUTING FOR:NAME:
SS. # : XXX-XX-ADDRESS: EMPLOYEE SIGNATURE DATEPOSITION:
FOR 9TH MONTH OR PERIOD 02/01/12 through 2/31/2012NORMAL WORKING HOURS: 0:00 to 0:00 SUPERVISOR DATE
Remediation Teacher
I hereby certify that the above report of time is a correct statement and includes total hours worked each workday for the period
covered as indicated at the top of this page.
WEEKLY TOTAL
WEEKLY TOTAL
WEEKLY TOTAL
Jane DoeLast 4 digits
Happy Elementary
WEEKLY TOTAL
EMPLOYEE'S DAILY AND MONTHLY TIME REPORTMORNING AFTERNOON EVENING
WEEKLY TOTAL
SAMPLE:If a employee works more than 4 hours,
they needs to show a lunch or a break.
SAMPLE:If a employee works less than 4 hours they do nothave to show a lunch or
break.
*Each highlighted area needs to be completed. This way we can process the time sheet in a timely fashion.
*Once you type in the employee's rate of pay, this will automatically total the amount to be paid.
*If an employee changes their regular schedule hours, principal's please inital this time that indicates your approval.
Parent Family
Engagement
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Parent Family Engagement Activities
ESSA describes the parents’ right to be involved in Title I and requires that, “…programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.”
a. Federal law mandates that Title I Schools include parents in the school improvement process and on the school improvement team.
b. State guidelines recommend that at least two non-Pitt County School employees serve as parent representatives on the School Improvement Team.
Each fall, the school will:
1. Submit a copy of the revised Parent Policy and Parent–School-Student Compact. Incorporate parent recommendations and annual evaluation results.
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2. Each school must designate a School Contact (staff member) to serve as liaison between the school and the District Parent Involvement Coordinator
3. Each school must designate at least one parent representative to serve on the District Parent Involvement Policy and LEA Improvement Plan subcommittees.
4. Parents are asked to annually evaluate the parental involvement program at each school.
Parent Engagement Allocation:
School systems must reserve at least one percent of their Title I allocation for parental engagement activities, with 95% of the reserved funds passed to Title I schools. As a result, each school receives a parent engagement allocation based on the number of students in poverty. These funds are to be used to support parent engagement related activities with a purpose of improving student achievement as described in your prioritized plan.
1. Parents must be involved in planning and budget development processes. 2. Funds not used in the allocated year, will be added to the parent involvement
allocation for the following year, from the regular school allocation.
*Funds may be budgeted to cover expenses of parents participating in workshops promoting parental engagement.
*For ALL Title I workshops, please send to Twanda Staton a copy of the attendance sheet.
**To be reimbursed—paperwork need to be submitted within the same month!**
Dear Parent/Guardian,
We are always trying to improve our partnership with parents. Please help us by placing a check on the line next to the appropriate question and return the completed form to your child's teacher. Thank you for your assistance.
YES NO
1. Did you receive information about your child's school program?
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PITT COUNTY SCHOOLS
PARENT ENGAGEMENT EVALUATION (INCLUDE NEW FORM)
201__- 201__
____ ____2. Did you observe/visit your child during the year in his/her classes? ____ ____
What grade is your child in? ____________________
3. Did you attend any meetings or parent sessions at your child’s school? ____ ____(e.g., Gateway; EOG meeting; Math, Science, Writing night;Parent/Student/School Compact meeting; etc.)
4. Were the meetings held at a convenient time for you? ____ ____5. Did you find these meetings or activities helpful to you and your child? ____ ____6. Have you been contacted by your child’s teacher during
the school year? ____ ____7. Have you received progress reports for your child during the
school year? ____ ____8. Were our methods of communications effective? ____ ____9. Were you asked to review and give input into your school’s Parent /Student
/School Compact? ____ ____
10. Was the information you received in a language you could understand? ____ ____
LOOKING AHEAD
What topic(s) would you like to have discussed at a parent meeting?________________________________________________________________________________________________________________________________________________________________
Please write your suggestions for program improvement in the spaces below.________________________________________________________________________________________________________________________________________________________________
How would you like to be involved next year?
__________________________________________________________________________________________________________________________________________________________________
Thank you again for your assistance in completing this form and returning it to your child’s teacher.
Section 1118 of the ESSA Waiver formally replacing ESEA requires the involvement of parents of participating children in the planning and implementation of District and School Title I projects. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.
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Example Elementary SchoolTitle I
Parent Family Engagement Policy
This meeting is to inform parent about their rights under the law and to provide them with information that will allow them to be fully active in their child’s education.
To involve parents in the policy process we will:
Encourage all parents to attend the Example Meeting, held at the beginning of the year, to learn about Example School’s participation in Title I, the requirements of the Title I program, and your rights as parents to be involved.
Hold Title I Parent Involvement meetings at different times and on different days, and may provide transportation, child care, or home visits to accommodate the scheduling needs of our parents.
Involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of Example School’s Title I programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan (if applicable).
Provide parents with timely information about Title I programs, a description and explanation of the curriculum in use at Example School, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.
Upon request, provide parents with opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to suggestions as soon as possible.
If Example School’s schoolwide program plan (if applicable) is not satisfactory to the parents, we are required to submit any parent comments on the plan to Pitt County Schools Federal Programs Office.
To share responsibilities for high student academic achievement we will:
Develop with parents, a school-parent compact that outlines how parents, school staff, and students will share responsibility for improved student academic achievement.
Help parents create a supportive and effective learning environment at home by providing information on the importance of attendance, homework completion and the positive use of extracurricular time; limiting time spent watching television and playing video games; and volunteering in their child’s classroom and participating in decisions relating to the education of their children.
Address the importance of communication between teachers and parents through parent-teacher conferences, progress reports, and provide reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observe classroom activities.
Parent Meetings will be held throughout the year, which gives parents a chance to be actively involved in their child’s education.
To build capacity for involvement we will:
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Ensure effective involvement of parents and support partnerships among the Example School, our parents, and our community to improve student academic achievement.
Provide assistance to parents in understanding topics such as the State’s academic content standards, the State’s student academic standards, State and Local assessments, the requirements of Title I, and how to monitor your child’s progress and work with educators to improve the achievement of your children.
Provide parents with materials and training, such as literacy materials and technology training, to help them work with their children to improve their achievement, and to foster parental involvement.
Educate teachers and school staff about the value of the contributions of parents; how to reach out to, communicate with, and work with parents as equal partners; implement and coordinate parent programs; and build ties between the parents, the school, and the community.
Coordinate and integrate Title I parent programs and activities with other programs, and conduct activities and provide resources that encourage and support parents in more fully participating in the education of their children.
Ensure that information related to school and parent programs, meetings, and other activities is sent to parents in a format and to the extent practicable, in a language the parents can understand.
Provide other reasonable support for parental involvement activities as requested.
To be accessible to all parents we will:
Provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children.
Provide information related to Pitt County Schools, Example School, plans, meeting notices, report cards, and other accountability information in a format, and to the extent practicable, in a language that parents understand.
Example Elementary School Title I Program Description:Title I Parent Family Engagement Policy Requirements
Each school must jointly develop with, agree upon, and distribute to parents, a written parental involvement policy. The policy must specify how the school will address each of the following required components:
a. 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 in Title I, explain the requirements of the Title I program, and explain the right of the parents to be involved.
b. Offer a flexible number of meetings, such as meetings in the morning or evening;
c. Involve parents in an organized, ongoing, and timely way, in planning, review, and improvement of Title I programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan;
d. Provide timely information about: Title I, Part A Programs, school performance profiles, assessment results of their child’s performance, a description and explanation of the curriculum, assessment forms, proficiency levels, and state standards;
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e. Opportunities for regular meetings to participate in decision-making;
f. Provide for parents’ comments, if the schoolwide program plan is not satisfactory to the parents of participating children. The school is required to submit any parent comments on the plan when the school makes the plan available to the LEA;
g. Develop a School-Parent Compact, jointly with parents, outlining how parents, the entire school staff, and students will share the responsibility for improved student academic achievement, and how the school and parents will build and develop a partnership to help children achieve State standards;
h. Build capacity for involvement by providing parents assistance in understanding performance standards, assessments, monitoring their child’s progress, and participating in decisions relating to the education of their child;
i. Provide materials and training to help parents work with their children (literacy training, computer skills, homework assistance/workshops, family literacy nights, adult ESL, GED, etc.):
j. Educate teachers and other staff how work with parents, with the assistance of parents;
k. Coordinate and integrate parental involvement programs/activities;l. Ensure that all information is understandable; andm. Provide full opportunities for participation of parents with limited English
proficiency and parents with disabilities.In addition, it is optional for the policy to contain information about the following: Adopt and implement model approaches to improving parental involvement; Develop appropriate roles for community-based organizations and businesses; Involve parents in the development of training for teachers, principals, and other educators to
improve the effectiveness of the training; If the LEA has exhausted all other reasonably available sources of funding, Title I funds may
be used to provide necessary literacy training; Pay reasonable and necessary expenses associated with local parental involvement activities,
including transportation and child care cost; Train parents to enhance the involvement of other parents; and Arrange school meetings at a variety of times.
NCLB Parental Family Engagement Policy Requirements & School Parental Involvement Plan Worksheet
Section 1118 of the ESEA Waiver formally replacing No Child Left Behind Act (NCLB) requires the involvement of parents of participating children in the planning and implementation of District and School Title I projects. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.
Each school must offer a minimum of 5 parent activities/meetings; the District Parent Involvement Specialist will provide a maximum of 3 activities/meetings per school.(*Schools must have 5 or more parents attending in order to be reimbursed.)
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School Name: Year:
Using the descriptions below, create your school’s Parental Involvement Policy.o Distribute the Parental Involvement Policy to all faculty and staff at the start of the
year (Student/Staff Handbook);o Distribute the Parental Involvement Policy to all parents at the start of the year;o Distribute the Parental Involvement Policy to parents of newly enrolled students
during the year; ando Copies of your Parental Involvement Policy must be available in the front office
(flyers, brochure, etc).
Parent Engagement Plan must include, in detail, how you will meet each policy requirement by answering the attached questions (See questions A-F and 1-15).
As documentation is collected and completed, add documentation to Title I website folders.
Review Statement of Assurance with completed signatures for each school.
A. List the names and roles (teachers, administrators, parents, etc.) of persons involved in developing your school’s Parental
Involvement Policy (you may add more lines if needed).
Name Role
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B. Please complete the attached matrix about Parent Involvement at your school. Remember to include parents and staff
When completing this plan.
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Parent Family Engagement Plan
School: __________________________________ Year: __________________________
*Section 1118C – Documentation may include invitations, meeting agendas, sign-in sheets, minutes, calendars, etc.
Requirements Date(s) Events/Activities Documentation Annual Meeting at a convenient
time, to inform parents of their school participation in Title I and explain the requirements of the Title I program
Explain how parents are involved in supporting Parent Involvement Policy and Comprehensive School Plans
School’s responsibility to provide high-quality curriculum in a supportive and effective learning environment. How do you inform parents about the PCS School-Parent Compact
Communication between teacher and parents on an on-going basis about child’s achievement, progress reports or opportunities to volunteer. Explain your school process.
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*Each school jointly develop with, agree and distribute to parents, a written parental involvement policy must specify how the school address each of the following required components:
Requirements Date(s) Events/Activities Documentation Parent engagement training
that support parents in helping their child at home* List parent workshops
Information related to school and parent programs,How does the school present information to parents in a language that they understand? Provide full opportunities for participation of parent with English proficiency and parents with disabilities
Parent Communication:Explain how the schools enhance the home-school relationship and keeping them informed about school activities. Educate teachers and other staff how to work with parents
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Forms
Semi-Annual Blanket Certification
Pre-K Teachers
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School Name: _________________________________________
I hereby certify that the employees listed below, who are paid from Title 1 and other funds (Title 1, NCPK, and EC) spent their time & effort on Pre-K activities for the period of August 1, 20XX through December 31, 20XX.
Names of Staff Paid with Blended Funds Teacher
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
___________________________ __________________________Supervisor Signature Date
Send the ORIGINAL to: Sadie Saulter Educational Center– Federal Programs
**Do Not Fax*
Semi-Annual Blanket Certification
Pre-K Teachers
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School Name: _________________________________________
I hereby certify that the employees listed below, who are paid from Title 1 and other funds (Title 1, NCPK, and EC) spent their time & effort on Pre-K activities for the period of January 1, 20XX through June 30, 20XX.
Names of Staff Paid with Blended Funds Teacher
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
___________________________ __________________________Supervisor Signature Date
Send the ORIGINAL to: Sadie Saulter Educational Center– Federal Programs
**Do Not Fax**
Schoolwide Schools
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Semi-Annual Blanket Certification
Federal PRC 050 Title 1
School Name: _________________________________________
I hereby certify that the employees listed below, who are paid from Title 1 funds, spent 100%* of their time & effort on Title 1 Schoolwide activities for the period of August 1, 20XX through December 31, 20XX.
*Do NOT change or cross out 100%!
Names of Staff Paid with Title 1 Funds Teacher or TA?
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
________________________________ ____________________
___________________________ __________________________
Supervisor Signature Date
Keep a copy for yourself, put a copy in the Title 1 Notebook and send the ORIGINAL
to: Sadie Saulter Educational Center-Federal Programs
**Do Not Fax**
Schoolwide Schools
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Semi-Annual Blanket Certification
Federal PRC 050 Title 1
School Name: _________________________________________
I hereby certify that the employees listed below, who are paid from Title 1 funds, spent 100%* of their time & effort on Title 1 Schoolwide activities for the period of January 1, 20XX through June 30, 20XX.
*Do NOT change or cross out 100%!
Names of Staff Paid with Title 1 Funds Teacher or TA?
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_________________________________ ____________________
_______________________________ __________________________
Supervisor Signature Date (Cannot be before 12/31)
Keep a copy for yourself, put a copy in the Title 1 Notebook and send the ORIGINAL
to: Sadie Saulter Educational Center-Federal Programs
**Do Not Fax**
85Pitt County Schools
Title I Parent Meeting Sign-In Sheet
School:
Date of Meeting: Time:
Topic of Workshop:
Other Members (Title I Teachers, Classroom Teachers, Principals, etc.)
1. 6.2. 7.3. 8.4. 9.5. 10.
Submitted by:
PARENT INCENTIVE SHEET86
Student Name Parent Name Teacher Name1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.
Pitt County Schools
Title I Parent Meeting Sign-In Sheet
SCHOOL: _________________________________________________________
EVENT: ___________________________________________________________
DATE: ____________________________________________________________
Parent’s Printed Name: ___________________________________________________________
Parent’s Signature: ______________________________________________________________
Parent’s Printed Name: ___________________________________________________________
Parent’s Signature: _______________________________________________________________
Parent’s Printed Name: ____________________________________________________________
Parent’s Signature: _______________________________________________________________
Parent’s Printed Name: ____________________________________________________________
Parent’s Signature: _______________________________________________________________
Parent’s Printed Name: ____________________________________________________________
Parent’s Signature: _______________________________________________________________
Parent’s Printed Name: ____________________________________________________________
Parent’s Signature: _______________________________________________________________
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Principal’s Signature: ___________________________________________________________
Date: _________________________________________________________________________
MOVE MONEY FORM
Pitt County Schools Federal Funds
School Year ______
Authorization to move current budget allocations
Please transfer from: Please transfer to:Account Amount Account Amount_____________________ $__________ __________________ $________________________________ $__________ __________________ $________________________________ $__________ __________________ $___________ _____________________ $__________ __________________ $________________________________ $__________ __________________ $___________
Total transfer from $__________ Total transfer to $___________
Total “Transfer from” must equal Total “Transfer to”
************************************************************************************
School ______________________________________
Authorized By_________________________________ Date______________________________ Principal’s Signature
Director______________________________________ Date_______________________________
Complete form: Original – to Finance Office/Federal BookkeeperYellow copy – retain by Director’s officePink copy – retain by School
*Consider this an automatic process unless you hear from the Central Office*
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Complete this form and attach to appropriate contract. (This form is to be used for both the
Contractual Services and Employee Contractual Services forms.)
PITT COUNTY SCHOOLSNOTICE TO PAY CONSULTANT
This verifies that _____________________________________________________________
Social Security # ___________________________________________ fulfilled the contract for the
workshop/service entitled,________________________________________________________
at ______ ________________________________ on ________________________________
Location Date
______________________________________ __________________________________Signature of Workshop Contact Program Signature (if applicable)
_________________________________________ __________________________________
Date Date
Send Check To:
Name:
Address:
City/Zip:
89
Total Payment Due: $_________________________________________________________________
Source of Funds: ______________ Budget Code: __________________________
Pitt County Schools
EMPLOYEE CONTRACTUAL SERVICES
This Contract, entered into by and between the PITT COUNTY BOARD OF EDUCATION and
______________________________________________ (hereinafter called the CONSULTANT), is for
the purpose of providing professional consultation, direction and related services as hereby specified
below on the dates and times indicated: ____________________________________________
_____ ______________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________
________ Retiree
________ Non-retiree
The PITT COUNTY BOARD OF EDUCATION will pay a CONSULTANT fee of ________
_____________________________________________________________________________
It is stipulated that the PITT COUNTY BOARD OF EDUCATION will deduct all appropriate Federal and State income taxes and Social Security payments applicable to the compensation received for services provided under this Contract. By acceptance of this contract, the CONSULTANT affirms they are not listed on the Final Divestment List created by the State Treasurer pursuant to N.C.G.S. 143C6A4, Iran Divestment Act Certification.
Termination of this Contract may be made effective only by the withdrawal of the project funds for
the PITT COUNTY BOARD OF EDUCATION by the funding agency or by the failure of CONSULTANT to
perform the proposed services as stipulated.
This Contract shall go into effect when signed by both parties to the Contract
THE TERMS OF THIS CONTRACT ARE ACCEPTED BY:
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PITT COUNTY BOARD OF EDUCATION CONSULTANT
____________________________________ _____________________________________Supervisor Consultant
_________________________________________ ______________________________________Date Social Security Number
Social Security Number
Social Security Numbe
Pitt County Schools
Pitt County Schools
NON-EMPLOYEE CONTRACTUAL SERVICES
(Consultant, Vendor, Coach or Service Provider)
The undersigned Independent Contractor (hereinafter “CONTRACTOR”) and the Pitt County Board of Education, d/b/a Pitt County Schools (hereinafter “PCS”), agree to the following terms and conditions for the performance of certain tasks as described below:
NO T E: Please fill in a ll blanks. If not applicable, please indicate by N/ A.
1. Contractor is identified as follows: Name:
Type of Entity:Sole Proprietorship (individual) Professional CorporationPartnership Corporation, including LLC
Principal address of business:
Business telephone:
Social Security #: or Employer ID#: *
(*Providing your Social Security number or Employer Identification number is mandatory so PCS can satisfy any applicable reporting requirements under North Carolina and federal tax laws.)
2. Dates of Service:
Description of task (s) or services to be performed by Contractor (the “Services”): (be specific: include place, date (s), hours and general description of services or attach a more detailed description of services as Rider under Section 7)
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No indebtedness of any kind incurred or created by PCS shall constitute an indebtedness of the State or its political subdivisions, and no indebtedness of PCS shall involve or be secured by the faith, credit, or taxing power of the State or its political subdivisions.
Revised 4/2016
3. Agreed to price or fee and how paid:
(Payments are normally made within 30 days of contract completion or on a monthly basis for long- term services, unless other arrangements are approved in advance by the Business Office.)
4. Additional agreement provisions (such as travel or other expense reimbursements, if applicable):
5. PCS Budget Code: Authorized PCS Representative: Telephone Number:
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6. Indicate below whether Riders (such as bid documents, proposals, description of services, etc.) are to be attached and be made a part of this agreement. Any terms or provisions in attached Riders that are in conflict with the terms and provisions of this agreement shall be void and the terms of this Agreement shall control.
Contractor: Yes No PCS: Yes No
7. This agreement shall be for the period indicated in paragraph 2 unless terminated as provided for herein.
8. It is understood that the Contractor executes this agreement as an independent contractor and that Contractor shall have the exclusive control over the means, methods and details of fulfilling its obligations hereunder. Contractor declares that they have complied with all federal, state, and local laws and regulations regarding business permits, certificates, and licenses that may be required to carry out the Services. Contractor has no authority to enter into contracts or agreements on behalf of PCS. This agreement does not create a partnership or joint venture between the parties.
9. Contractor agrees to perform and discharge all obligations of an independent contractor under any and all laws, whether existing now or in the future in any way pertaining to the Services, including but not limited to, Social Security laws, Workman’s Compensation Insurance, income taxes, State Employment Insurance taxes or contributions, and Public Liability Insurance; and Contractor does hereby hold PCS harmless against all such laws. Neither federal nor state local income tax, nor payroll tax of any kind shall be withheld or paid by PCS on behalf of Contractor or any of their employees. No Worker’s Compensation Insurance shall be obtained by PCS concerning Contractor or its employees.
10. Contractor shall be responsible for obtaining and maintaining adequate liability insurance covering Contractor and all employees providing the Services during the term of this agreement and agrees to provide evidence of such insurance upon request.
11. CONTRACTOR, ON BEHALF OF ITSELF AND ITS EMPLOYEES, DOES HEREBY IDEMNIFY AND HOLD HARMLESS, PCS, ITS OFFICERS, EMPLOYEES, AND AGENTS, FROM AND AGAINST ALL CLAIMS, CAUSES OF ACTION, DAMAGES, LOSSES, COSTS, ATTORNEYS’ FEES AND LIABILITY ARISING OUT OF OR RESULTING FROM CONTRACTOR’S PERFORMANCE HEREUNDER AND HEREBY ASSUMES THE RISK OF INJURY OR LIABILITY AND AGREES NOT TO SUE PCS FOR ANY INJURY OR LIABILITY ARISING OUT OF OR RESULTING FROM CONTRACTOR’S PERFORMANCE HEREUNDER.
12. Contractor hereby agrees to abide by all Board of Education policies governing the confidentiality of student records and the responsible use of PCS technology and internet safety and to execute a Responsible Use Agreement upon request.
13. The parties agree that this agreement was entered into in the State of North Carolina and that the laws of North Carolina shall govern this contract as to interpretation and performance. It is further agreed that the place of this contract, its situs and forum, will be Pitt County, North Carolina and in said county and state will all matters, whether sounding in contract or tort relating to the validity, construction, interpretation and enforcement of this contract, be determined. This is the entire agreement between the parties.
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14. The parties agree that the price for the Services as set forth in paragraph 4 includes travel expenses, accommodation expenses and any and all other expenses, costs, and remuneration (including, but not limited to, equipment, tools, and supplies) the parties have agreed to unless otherwise provided for in paragraph 5.
15. PCS may terminate this agreement at any time by notice in writing from PCS to the Contractor. In that event, all finished or unfinished documents and other materials shall, at the option of PCS, become the property of PCS. If the contract is terminated by PCS, as provided herein, the Contractor will be paid for Services rendered through the date of termination. Notwithstanding, the Contractor shall not be relieved of liability to PCS for damages sustained by PCS by virtue of any breach of this agreement or failure to perform by Contractor, and PCS may withhold payment to the Contractor for the purpose of set-off until such time as the exact amount of damages due to PCS from such breach or failure can be determined.
16. This contract will not be used for advertising by Contractor without prior approval of PCS.
17. Neither party shall be responsible to the other for any losses resulting from the failure to perform any terms or provisions of this Agreement if the party’s failure to perform is attributable to war, riot or other disorder, strike or other work stoppage; fire; flood; storm; illness; or any other act not with the control of the party whose performance is interfered with, and which, by reasonable diligence, such party is unable to prevent.
18. Under provisions set forth in the Jessica Lunsford Act under North Carolina law, the Contractor certifies that neither they nor any employee or agent of Contractor performing the Services that involves direct interaction with students is listed as a sex offender on the NC Sex Offender and Public Protection Registration Program, the Sexually Violent Predator Registration Program, and/or the National Sex Offender Registry. Upon request, the Contractor shall provide evidence to support this annual certification to the Authorized PCS Representative named in Section 6.
19. The Contractor certifies that they and each employee or agent of Contractor performing the Services that involves direct interaction with students has undergone a full criminal background check within the past 12 months and, upon request, will provide a copy of each such report to the Authorized PCS Representative named in Section 6 who shall evaluate any criminal background found in any report to determine the suitability of such person to perform the Services.
20. The Contractor agrees that each individual performing the Services that involves direct interaction with students for ten or more days over the duration of this agreement shall be drug tested. This will include providing the Authorized PCS Representative a list of the names of such individuals. Once the Contractor receives the necessary paperwork from the Human Resources Department, each such individual shall have 24 hours to be tested, at their own expense, by the medical provider required by PCS. The test results will be provided to PCS by such provider.
21. Contractor hereby certifies that it is not identified on the Final Divestment List of entities that the North Carolina State Treasurer has determined engages in investment activities in Iran (ht t p s :/ / www.n c tre a s ure r . c o m / i n s i d e - the - d e p a r t m e n t/Op e nG o v ern m e n t/ P a g e s /Ir a n - D i v e s t m e n t - A c t- Re s o u rc e s .asp x ) and certifies that the Contractor shall not utilize any employee, agent or subcontractor that is identified on the Final Divestment List to provide the Services hereunder. The undersigned is authorized by contractor to make this certification.
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Agreed to by Independent Contractor: Agreed to by Superintendent (or designee):
(Print or type name of Contractor)
By:
PITT COUNTY BOARD OF EDUCATION
By: Signature of Authorized Representative Signature of Authorized Representative
Title: Title:
Date: Date:
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No indebtedness of any kind incurred or created by PCS shall constitute an indebtedness of the State or its political subdivisions, and no indebtedness of PCS shall involve or be secured by the faith, credit, or taxing power of the State or its political subdivisions.
NOTE: You must file this at your school and forward a copy to the Title I office. This is a public document and must be shared with members of the general public upon request.
Pitt County Schools Principal Attestation
ESSA Law formally replacing No Child Left Behind requires each principal of a school receiving Title I, Part A funds to attest annually in writing that his/her school is in compliance with the requirements in P.L. 107-110, section 1119 regarding qualifications for teachers and paraprofessionals.
1. This attestation shall be kept at the school and at the central office.2. This attestation shall be made available to any member of the general public
on request.
I attest that all staff members are certified under P.L. 107-110, section 1119 of NCLB. I understand the requirement to notify parents of all students who will be instructed by a teacher who is not qualified under this section for four or more consecutive weeks.
_____________________________ ________________________________School Name School Year
_____________________________ _______________________________Signature of Principal Date
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PITT COUNTY SCHOOLSEXPENSE REIMBURSEMENT
Name _________________________________________ School ____________________________Home Address _____________________________________________ Zip ___________________Meeting ___________________________________________________________________________Location (City) __________________________ Meeting Date(s) ___________________________Purpose ___________________________________________________________________________
___________________________________________________________________________
Date *Meals **Room Transportation (Multiply Miles by IRS Rate for Mileage Due Amount)
Air Fare
OtherExpenses
Total Each Day
In State Out of State
Breakfast
8.30 8.30
Lunch
10.90 10.90
Dinner
18.7021.30
Per Night
67.30 79.50
Personal Vehicle Miles
IRSMileage Rate
TotalDailyMileageDue
ReceiptsRequired
Explanation And Receipts Required
Total Reimbursement $
__________
THIS IS A TRUE AND ACCURATE STATEMENT OF EXPRESS INCURRED IN THE SERVICE OF THE PITT COUNTY BOARD OF EDUCATION.Employee’s Signature ______________________Principal’s Signature ______________________Budget Code ___________________________
Central Office Approval:_________________________________________
**If room rate exceeds allowable state per diem rate, principal must state reason why and initial to signify approval ____.
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*Include statement when claiming breakfast ordinner if you left home prior to 6:00 a.m. or arrivedhome after 8:00 p.m.
SD12
98
PCS-17 Revised 7-01-2015
99
Date _________
CONTRACT CHECK LIST
(For Background & Drug Screening Purposes)
CRIMINAL HISTORY CHECK- Policy 7.003
As a condition of employment, a criminal history check will be conducted on all newly-hired employees (including independent contractors who are being considered for the duties of a school personnel position) and re-hired employees who have a break in Pitt County Schools’ service for more than 90 days. Criminal history checks may also be conducted, with reasonable cause, on current employees.
Soc. Sec. ______________-_______________-________________ School Name______________________________________
Last Name ____________________________________First Name ___________________________Middle Initial___________
Address: ________________________________________________________________________________________________
City__________________________St____________Zip_______________Telephone ( )__________Mobile ( )_____________
Please check ONE of the following that apply:
Retiree (Last time worked at PCS)_____________________________________ Former Employee (Last time worked at PCS)___________________________ Substitute
o Active
o Inactive (Last time worked at PCS)___________________________
________________________________ _________________________Employee Signature Principal Signature
_______________________________Approved by Human Resources
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Requisition FormSchool __________________________________ Date ____________________________
Please complete this form if you plan to use Title I funds to purchase technology or computer equipment for instructional purposes. This information is required by our Finance Department to develop/amend budgets for the fiscal year.
Please note: Purchases are limited to the items specified below. Each item that was purchased for less than $1,000 per unit (including shipping/handling and taxes) needs to be purchased from one of the budget codes 461, 462. 541, or 542.
Budgeted Amount $ _________________ (must equal Total below).
Description # of units List Price Shipping/Handling Sub-Total Taxes Unit CostExtended
Cost0.00 0.00 0.00 0.00 0.000.00 0.00 0.00 0.00 0.000.00 0.00 0.00 0.00 0.000.00 0.00 0.00 0.00 0.000.00 0.00 0.00 0.00 0.000.00 0.00 0.00 0.00 0.000.00 0.00 0.00 0.00 0.000.00 0.00 0.00 0.00 0.00
Total 0.00Below, please include a statement indicating how each item will be used:
Example - Storage cubbies will be used to meet pre-kindergarten licensing requirements.
Justification for purchase?
What is the plan usage?
Where will the equipment be used?
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Principal's Signature ____________________________________________________
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Instructions for Preparation of Equipment Disposition Request
A. 1. Complete columns 1-4 for the items which will be purged from inventory2. Complete column 5 for each item. Use "Excellent, Good, Fair, Poor or Useless" to describe the
current condition. If the item cannot be located, and the condition is not known, use "Unknown". However, a physical inventory of equipment must be taken and the results reconciled with the property records at least once every two years to verify the existence, current utilization, and continued need for the equipment.
3. Complete column 6 for each item with recommended action.a. Cannibalize - Equipment that has become obsolete or unserviceable due to excessive repair
costs, but still has serviceable component parts that can be used to repair, modify or construct other items of equipment.
b. Beyond Repair - Discard - Equipment that has been used beyond repair and the parts are not usable, and the item will be discarded.
c. Lost - Indicated the last date of inventory, and when the item of equipment was unable to be located.
d. Stolen - Attach a copy of the Official Police or Sheriff Investigation Report.e. Destroyed by Fire, Water, or Natural Disaster such as Flood, Wind, Snow, Ice, etc. - Indicate
insurance claim value as well as the date the claim was filed and attach a copy, if possible.f. No Longer Required - The equipment is no longer needed for the operation of the program
and is available for transfer or sale. Indicate "Transfer" or "On Loan to (other Federally funded Education Programs)" or "Sell at Auction" or "Sell Through Purchasing at a Fair Market Value" for any item of equipment with a unit cost of $5,000 or more.
B. The LEA Program Director signs to indicate approval of the request for disposition.
C. Mail completed form with cover letter of explanation to:
NC Department of Public InstructionName of Program AdministratorAppropriate DPI Division*Use Appropriate Mail Service CenterRaleigh, NC 27601-____
A list of DPI Program Administrators is online at www.ncpublicschools.org/docs/fbs/finance/federal/fedgrant.pdf.
D. The appropriate DPI Program Administrator will sign to indicate program approval and forward the form to the Monitoring & Compliance Section.
E. A notification will be mailed of the approved disposition action and any further disposition instructions if necessary.
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FPD 212(Rev 11/09)
North Carolina Department of Public InstructionSchool Business Division
Monitoring & Compliance Section
EQUIPMENT DISPOSITION REQUEST
PRC Number: ____ Federal Program: ____________________
LEA Number: ____ LEA Name: ________________________
(1) (2) (3) (4) (5) (6)
Description of Equipment Item
Quantity Disposed
Month/YearPurchased
UnitCost
Physical Condition
Disposition Action Recommended
Approvals: Date:
LEA FederalProgram Director:
State Level Use Only:
DPI Consultant:
Monitoring & ComplianceSection Staff:
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FPD 212(Rev 11/09)
Pitt County Schools
Student/Parent/Teacher/Principal Contract
Math Score: ______ Reading Score: ______
The State Board of Education and the Pitt County Board of Education have adopted policies requiring students to meet state and local standards for promotion in grades K-8 and for graduation from high school. The Boards believe that learning can take place best when there is shared effort, interest and motivation by students, parents and staff.
We are committed to ______________________’s success in school and promise to work together to promote his/her achievement.
STUDENT-I will: read every day; attend school regularly; come to class prepared, pay attention, and follow directions; complete all of my assignments, classwork and homework to the best of my ability every day; ask my teacher questions when I don’t understand; cooperate with my teacher, follow all school rules and Code of Conduct; always treat others the way I would like to be treated; realize that my education is the key to success; and deliver all correspondence, such as tests, progress reports, and letters between home and school.
Student: _________________________________
TEACHER-I will: explain my expectations, instructional goals, and grading systems to the student and parent; teach Common Core and Essential Skills; provide a climate in my classroom that is safe and encourages students to learn; regularly communicate with parents through conferences, progress reports, letters and by telephone; stress to students the importance of working at their potential and of meeting personal targets and promotion
standards; employ various teaching methods which work best for the student; regularly assess student progress toward meeting the goals of the Common Core and Essential Skills and provide
students and parents timely reports of progress; provide enrichment and remediation opportunities for the student as needed; and respect the cultural differences of my students.
Teacher: _________________________________
PARENT-I will: ensure that my child attends school regularly and remains in school for the entire instructional day; ensure that my child follows all school rules and procedures; support my child’s effort and achieve target scores; schedule daily study times for my child to complete homework; encourage my child to complete home assignments to the best of his or her ability; talk to my child about his or her school activities every day; encourage my child to read by reading to him or her; check, discuss, sign and return papers sent home by the teachers as requested; celebrate good news with my child, and encourage my child to do his or her best; ensure that my child is well rested and has breakfast every day at home or school; find out how my child is progressing by attending conferences, PTA/PTO meetings, and calling the school as necessary
to set up conferences; and support the teacher and school.
Parent: _________________________________
PRINCIPAL-I will: create a welcoming environment for students and parents; communicate to student and parents the school mission and goals; promote a safe and orderly learning environment; reinforce the partnership between parent, student, and staff; act as the instructional leader by supporting teachers in their instruction of students; and provide the appropriate in-service and training for teachers and parents.
Principal: _______________________________
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Parent/School Compact
A Parent/School Compact has been received by the school/classroom teacher for the following students:
Student Name Compact Received
YES NO
_______________________________________ _____ _____ _______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____ _______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
_______________________________________ _____ _____
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Comprehensive Needs Assessment-2017-2018
School Reform
A) Describe demographics and characteristics of school community.
B) Stakeholder’s Perspective ( In School Survey Data) * School will be required to conduct two in house surveys per year or complete the TWC Survey that will include feedback from students, parents, and staff.
Summary of results:
C) Describe the process used for data collection and analysis including the participation and sharing with appropriate stakeholders (including parents).
107
Summary Analysis: Subgroups
Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction (TWC),instructional practices and student learning(from walk-throughs/observation).
Sub Group Data
ALL BLACK HISP WHITE EDS SWD AG LEPState-R
State-M
D) Summary of Student’s Data
1) What does the analysis tell you about your school strengths?
2) What does the analysis tell you about your school’s gap or opportunities for improvement?
108
COMPREHENSIVE NEEDS ASSESSMENT SUMMARY SCHOOL YEAR:
Data Sources Reviewed:
Area Reviewed Summary of StrengthsWhat were the identified strengths?
Summary of NeedsWhat were the identified needs?
PrioritiesWhat are the priorities for the campus, including how federal and state program funds will be used?
Student Achievement
School Culture and Climate
Staff Quality/ Professional Development Curriculum, Instruction, AssessmentFamily and Community InvolvementMTSS System
Technology
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2016-2017 Title I Focus Plan School Name: __________________________Allocation: __________________________
Based on the annual review of the school needs assessment data encompassing all domains, describe the focus plans for the new project year that have the greatest likelihood of ensuring that all groups of students specified in section 1111(b)(2)(C)(v) and enrolled in the school will meet the State's proficient level of achievement on the State’s academic assessments. Describe three to five prioritized program goals that address identified needs.
Student Achievement Goals.
Action Step(s) Assessment(s) and/or Other Measures Used to Determine
Outcome
Resources Timeline of Evaluation Including Interim and Final
Parental Involvement Needed to Support the Action Step(s)
110
Summary Analysis
Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction (TWC),instructional practices and student learning(from walk-throughs/observation.
ALL BLACK HISP WHITE EDS SWD AG LEPState-R
State-M
2. Explain how this/these action(s) will close the gap between your subgroups.
3. Describe how educators and parents equitably participated in the development of the plan. Include information on parent and community engagement.
4. Explain the quality technical support and assistance the LEA will provide to the school to address the complexities of the plan.
Student Achievement Instructional Programs Professional Development
_________________________ ______________________ __________________________Principal Signature Title I Director K-8 Director
_________________________ ______________________ __________________________ Date Date Date
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Monitoring
Cross Program Consolidated Monitoring Desired Outcomes
112
Cross Program Consolidated Monitoring focuses on indicators across common compliance strands of the following programs: Title I Part A, Title I, Part C (Migrant Education Program), Title I, Part D (Neglected and Delinquent), Title IV, Part A (Safe and Drug Free Schools), and Title VI (Rural Education Achievement Program). The desired outcome is to eliminate redundancy of compliance indicators and the duplication in reporting findings of noncompliance. Common Compliance StrandsAbove programs are reviewed using the following interrelated compliance strands:
I. Stakeholder Involvement. Parents, staff, students, and community members participate in developing, implementing, and evaluating programs at LEA and school levels.
II. Governance, Administration and Funding. Applications, plans, administration of programs, allocation and use of funds meet statutory requirements.
III. Program Quality. Programs are implemented using research-based strategies and services, highly qualified staff, and high quality professional development, all aligned to a comprehensive needs assessment.
IV. Accountability and Reporting. Programs use state and other assessments to measure the achievement of intended outcomes of programs. LEA and schools publicly report and widely disseminate all required program and student accountability results. NCLB sanctions are properly implemented.
Note: Cross Program Consolidated Monitoring will consist of a 3 tiered approach.Tier I- Cross-Program Consolidated Self-Monitoring Instrument- LEAs will use this instrument to measure compliance to designated program indicators. Tier II- Cross Program Consolidated Desk Review- Sampling of evidence that support Self-Monitoring and Desk Review Instruments.Tier III- Cross Program Consolidated Monitoring Instrument-(On-Site) -The cross program consolidated monitoring instrument (CPCMI) will be used by the SEA on-site to monitor those indicators that are common across programs. This instrument will be used to verify results and revisit findings in the LEA’s self-monitoring instrument and Desk Review. NOTE: Because the methodology of the CPCM includes sampling, the monitoring process cannot produce an all-inclusive assessment of items in this instrument. The LEA is responsible for operating its categorical programs in compliance with all applicable laws and regulations.
Tier III Cross Program Consolidated Monitoring Instrument/ On-SiteLEA Name: ____________________________ LEA Programs
Title I A Title I C (MEP) Title I D (N&D) Title IV (SADF) Title VI (RLIS/SRSA
LEA Contact Person:SEA Monitoring Lead Person:Date of Monitoring:Date of Report:
Rating Scale Rubric
Meets Requirements Finding(s) Action(s) Needed NA- Not Applicable
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Compliance indicator is 100% met and supported by all required evidence(s).
All Required documents are provided and support compliance.
Interviews support documentation, processes, and implementation.
Compliance is consistent at district and schools sampled.
Evidence or lack of evidence show compliance indicator has not been met.
Incomplete or lack of required documentation.
Interviews lack understanding or support of documentation, processes, and implementation.
Compliance is inconsistent at district and school’s sampled.
Recommendation(s) will address each finding. The LEA will respond to each recommendation with evidence of resolution.
The District is not eligible for the program.
Accountability standard is not applicable.
Program not elected (i.e., pre-school, private school participation).
Strand I. Stakeholder Involvement. Parents, staff, students, and community members participate in developing, implementing, and evaluating programs at the LEA and school levels.Indicators: The indicators below apply to the following programs: Title IA, School Improvement;Title I A Section 1118Indicators Standard Evidence(s) (required)
2. Each school has adopted a school-level policy on parent involvement that is incorporated into school level plans.
Appendix A- Parent Involvement Policy Requirements
A copy of School PI Policy-required A copy of School Imp. Plan-required
Other : Meetings/Minutes on developing policy
3. The LEA/School parent involvement policy is consistent with the following goals and purposes:
a. Documentation of parent involvement opportunities for all parents that are representative of the population in development of policies, parent-school compacts, and parent involvement activities.
b. Provides documentation of consultation opportunities for parents who are representative of population in the planning, implementation and evaluation of Title programs.
c. Provides evidence that parent involvement policies, compacts, information and involvement opportunities are disseminated and provided in a language and form that parents understand.
A copy of School improvement Team and/or other parent planning committee. Copies of minutes which support parent involvement in planning.Other: Schedules; Interviews; Communications; Surveys
A copy of School improvement Team and/or other parent planning committee. Copies of minutes which support parent involvement in planning.
In appropriate languages: Copy of parent involvement policy Copy of compact Examples of newsletters or othercommunications Accountability information
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d. Provide parents with information and/or activities regarding curriculum standards, local and state assessment, how to monitor their child’s progress and how to contact and work with school staff.
e. Parent activities are planned and held to provide techniques and strategies that enable parents to assist their children at home.
f. Build consistent and effective communication between the home and the school.
Appendix A- Parent Involvement Policy Requirements
School Improvement information
Schedule of activities and/or information Sign-In sheets Description of activitiesOther: Interviews, communications
Schedule of activities Sign-In sheets Description of activitiesOther: Interviews, communications
Examples of communications, newsletters, email, etc.
Schedule of parent teacher conferences
4. Parents notifications are provided (in appropriate languages):
a. Annual Report Card
b. Individual Student Assessments
c. LEA/School Annual Progress (AYP/report card)
d. LEA/Schools identified as Priority or Focus
e. LEA/School Parental Involvement policies.
f. Grievance policies
g. Teacher/paraprofessionals qualifications (may request and review)
Non-highly qualified Teacher (must report to parents if student is being taught by non- HQ)
h. Annual meeting/ Title I Part A & C information
Copies and evidence of dissemination
Evidence of notification
Copies and evidence of dissemination
Copies and evidence of dissemination
Copies and evidence of dissemination
Policy (student planner, parent policy booklet, etc.)
Notification (student planner, parent policy booklet, etc.)
Notification (if applicable)
Agenda/ Minutes Sign-In
Other supporting evidence: Interviews, email communications, webpage.
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Strand II. Governance, Administration and Funding. Applications, plans, administration of programs, allocation and use of funds meet statutory requirements.Indicators: The indicators below apply to the following programs: Title I A , Title I C (MEP), Title IVA (SADFS), School Improvement and Title VI(SRSA & RLIS).Title I Part A Section 1112 , 1113, 1116, 1119, 1120A & B; Section 1421, 1422, 1423,1424 Title I Part D;
Indicators Standard Evidence(s) (required)Fiscal
8. The school maintains an inventory record for each piece of equipment, with an acquisition cost of $500 or more or a shelf life of several years, which is purchased with federal funds. The record is maintained by description of item, acquisition date, cost, and location.
Inventory list
Other: Disposition report for lost, obsolete or unusable equipment
Time and Effort
9. Charges for wages and salaries of employees who work on multiple activities or cost objectives are supported by time and effort documentation.OMB A-87
Time and effort documentation
10. Salaries of employees who work on a single Federal award or cost objective are supported by periodic certification that the employees work solely on that program for the period covered by the certification.OMB A-87
Semi- Annual Certification statements
Strand III. Program Quality. Programs are implemented using scientifically researched based strategies and services, highly qualified staff, and high quality professional development which is all aligned to a comprehensive needs assessment.
Indicators: The indicators below apply to the following programs: Title I A, Title I C (MEP), Title IVA (SADFS), School Improvement and Title VI(SRSA & RLISTitle I A Section 1113, 1114, 1119; Title I D 1423;
Indicators Standard Evidence(s) (required)
1. For all programs operated at the school, the school improvement team and/ or other groups of stakeholders, annually review and update the school improvement plan.
School Improvement Plan SIT list Agendas and minutes
2. Schools have conducted a comprehensive needs assessment using multiple domains of data sources.
School level comprehensive needs assessment Data Sources
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3. Schools have developed measurable goals and objectives.
School Improvement Plan Prioritized Plan
4. Scientifically researched-based reform strategies are implemented.
School Improvement Plan Sampling of lesson and unit plans Sampling of Research evidence of strategies being used
5. Instruction is provided by a highly-qualified staff. Principal’s Attestation statement Certification data Notifications to parents if child’s teacher is not highly qualified.
6. High-quality and ongoing professional development is provided for school staff , pupil service personnel, parents and other applicable persons to enable all children to meet the State’s student academic achievement standards, and implement all Professional Development program requirements.
Records of professional development opportunities.Aligned to needs assessment
7. Strategies are implemented to attract high-quality, highly qualified teachers to schools with high needs.
Recruitment and retention plans Interview principal
8. Schools implement plans for assisting children in the transition from early childhood programs to local elementary schools; from middle school to high school and from N & D institutions to schools.
Transition plan/strategies Evidence of collaboration between school and preschool programs N& D program description
9. Procedures are in place to ensure that students who experience difficulty mastering any of the proficient or advanced levels of academic standards are provided effective and timely additional assistance.
Process of identification Minutes for Student Assistant Teams Instructional Intervention PlanOther: Interview Principal, Intervention Team member
10. The school demonstrates coordination and integration of Federal, State, and local services and programs.
Plans BudgetsOther: Interview Principal, SIP team
11. Schools have developed comprehensive plans for reforming the total instructional program and promoting safe and healthy schools.See Appendix G – Program components : Title I A
School Improvement Plan
Other: Interview Principal, SIP team
12. School plans are in an understandable and uniform format and are available throughout the LEA to parents and the public.
School Improvement Plan Other relevant plans (SACS, Safe Schools, crate folders, etc)Other: Interview Principal, SIP team
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13. Title I, Part A paid staff assumes limited assigned duties that are relevant to similar personnel, including duties beyond classroom instruction or that do not benefit participating children.
Title I staff schedules Interview Title IA Teachers
Strand IV. Accountability and Reporting. Programs use state and other assessments to measure the achievement of intended outcomes of programs. The LEA and its schools publicly report and widely disseminate all required program and student accountability results.
Indicators: The indicators below apply to the following programs: Title I A, Title I C (MEP), Title IVA (SADFS), School Improvement and Title VI(SRSA & RLISTitle I A Section 1111, 1114, 1116; Title I D Section Indicators Standard Evidence(s) (required)Assessments1. Teachers are included in decisions regarding the use
of assessments. Meeting agendas Meeting minutes/notes Common planning time agendasOther: Title I Director, Principals, Teachers.
2. Assessments are conducted on an ongoing basis and use multiple methods and sources of data.
Data identifies strengths and weaknesses Data provides sufficient detail to plan appropriate
instruction
Assessment tools Student PortfoliosOther: Interviews with Title I Pre-K Director, Pre-K Teacher
School Report Cards
9. The results of the annual review of all participating schools are publicized and disseminated to teachers and other school staff, parents, students and the community.
Publicized results of annual review Dissemination procedures Evidence of dissemination (newspaper, webpage, cover letter,) Other language translations as applicableOther: Title I Director, MEP Director, Testing/Accountability staff.
Identifying Schools: Focus, Priority, SIG10. The LEA provides each school the opportunity to
review school-level data. Verification report- Accountability/Testing Director has reportAppeal information (if applicable)
Other: Interview Title I Director, Principals Testing/Accountability staff.
School Improvement
11. In consultation with parents, the LEA and the School Support Team, develop and/or revise their school
Revised school improvement plans. (selected schools)
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plans for schools in School Improvement in ways that have the greatest likelihood of improving the performance of participating children and then submit such plans to the LEA for approval.
Evidence of consultation with parents(agendas, minutes, sign-in sheets) Evidence of LEA technical assistance(meetings, staff development, materials provided by LEA)Evidence of LEA review and approvalOther: Interview Title I Director, Principals, School Improvement Team members, parents
Schoolwide Program Quality Review Monitoring Instrument/ On-Site
School Name: Focus School Priority School SIG School
LEA Contact Person:Date of Monitoring:Date of Report:
Rating Scale RubricQuality Indicators Meets Requirements Action(s) Needed NA- Not Applicable
Documentation that needs to be included.
Compliance indicator is 100% met and supported by all required evidence(s).
All Required documents are provided and support compliance.
Evidence or lack of evidence show compliance indicator has not been met.
Incomplete or lack of required documentation.
Recommendation(s) will address each finding. The school will respond to each recommendation with evidence of resolution.
The school is not eligible for the program.
Accountability standard is not applicable.
Program not elected (i.e., pre-school, private school participation).
Strand II. Governance, Administration and Funding. Applications, plans, administration of programs, allocation and use of funds meet statutory requirements.Fiscal1. The school maintains an inventory record for each piece of equipment, with an acquisition cost of $500 or more or a shelf life of several years, which is purchased with federal funds. The record is maintained by description of item, acquisition date, cost, and location.
□ Inventory List or Destiny file□ Disposition report for lost, obsolete or unusable equipment□ Check on equipment labeling
Time and Effort2. Charges for wages and salaries of
employees who work on multiple activities or cost objectives are supported by time and effort documentation. OMB A-87 (PreK staff only)
□ Copy of PAR
□ Copy of Time and Effort from Finance
3. Salaries of employees who work on a single Federal award or cost objective are supported by periodic certification that the employees work solely on that program for the period covered by the certification. OMB A-87
□ Copy of Time and Effort from Finance
□ Semi-annual Certification statements
Strand III. Schoolwide Program Quality. Programs are implemented using scientifically researched based strategies and services, highly qualified staff, and high quality professional development which is all aligned to a comprehensive needs assessment.
Quality Indicators Meets Requirements
Action Needed
Not Applicable
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1. School plan was developed in consultation with parents and other members of the community including teachers, principals, and administrators. (If secondary school, students are included in the consultation). [SEC. 1114(b)(2)(B)(ii)]
□ Agendas/Minutes of meetings (e.g., parents, community, school improvement team, etc.)
□ Sign-in sheets
2. School plan is available to the LEA, parents, and the public. [SEC. 1114(b)(2)(B)(iv)]
□ Public notices□Communication to parents□ Evidence of the annual meeting
3. School plan is reviewed and revised as necessary. [SEC. 1114(b)(2)(B)(iii)]
□ School Improvement Plan□ List of school improvement team members□ Agendas□ Minutes of meetings
4. School conducts a comprehensive needs assessment including achievement of children related to State academic content standards and the State student academic achievement standards. [SEC. 1114(b)(1)(A)]
□ School data (e.g., narratives, charts, graphs) from multiple sources□ Agendas/minutes of meetings□ School plan based on CAN□ Surveys, communications, interviews
5. Schoolwide reform strategies: 1) use effective methods and instructional strategies that are based on scientifically based research; 2) provide opportunities for all children to meet the State’s proficient and advance levels of student academic achievement; and 3) include strategies to address the needs of all children particularly the lowest achieving and how those needs will be met. [SEC. 1114(b)(1)(B)(i)]; SEC. 1114(b)(1)(B)(ii)]; SEC. 1114(b)(1)(B)(iii)]
□ School Improvement Plan□ Teacher schedules□ Evidence of extended learning opportunities□ Sample lesson and unit plans□ Student Personal Education Plans□ Benchmark data□ Formative Assessments□ Sampling of research evidence of strategies being used
5. Instruction is provided by a highly-qualified staff.[SEC. 1114(b)(1)(C)]
□ Principal Attestation Statement□ Certification data□ Human resources reports□ Notification to parents of non-HQ issues
7. High-quality and ongoing professional development is provided for school staff. [SEC. 1114(B)(1)(D)]
□ Professional development plans□ Agendas/Minutes of meetings (planning and implementation)□ Sign-in Sheets□ Mentor/lead teacher schedules
8. School engages in strategies to attract high-quality, highly qualified teachers. [SEC. 1114(b)(1)(E)]
□ School Improvement Plan□ Records of recruitment and retention activities
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9. School engages in strategies to increase parental involvement [SEC. 1114(b)(1)(F)]
□ Parent involvement plan□ Parent Compacts□ Parent notifications/ newsletters□ Agendas/minutes from annual meeting□ Communication for non-English speakers□ Parent training sessions
10. Schools implement plans for assisting children in the transition from early childhood programs to local elementary schools; from middle school to high school and from N & D institutions to schools. [SEC. 1114(b)(1)(G)]
□ School Improvement Plan□ Evidence of transition activities□ Transition plans/strategies
11. School implements measures to include teachers in the decisions regarding the use of academic assessments to improve student achievement and the instructional program of the school. [SEC. 1114(b)(1)(H)]
□ Grade level meeting agendas/minutes□ Professional development agendas, sample materials, sign-in sheets□ Benchmark data□ Sample lesson plans
12. Activities that are provided to students with difficulty mastering standards is effective, timely, and based on sufficient information. [SEC. 1114(b)(1)(I)]
□ Personal Education Plans□ Sample student assessments□ Minutes for Student Assistance Plan
13. School effectively coordinates and integrates available resources provided with Federal, State, and local funds. [SEC. 1114(b)(1)(J)]
□ School Improvement Plans□ Budgets□ School Improvement team minutes
Strand IV. Accountability and Reporting. Programs use state and other assessments to measure the achievement of intended outcomes of programs. The LEA and its schools publicly report and widely disseminate all required program and student accountability results.
Quality Indicators
Meets Requirements
Action Needed
Not Applicable
Assessments1. Assessments are conducted on an ongoing basis and use multiple methods and sources of data.
Data identifies strengths and weaknesses Data provides sufficient detail to plan
appropriate instruction
□ Personal Education Plans□ Sample student assessments□ Student portfolios
School Report Cards2. The results of the annual review of all participating schools are publicized and disseminated to teachers and other school staff, parents, students and the community.
□ School Report Card□ Evidence of dissemination
School Improvement3. In schools identified as Focus or Priority school
parents receive written notification.□ Letter to parents
4. In consultation with parents, the LEA and the School Support Team, develop and/or revise their school plans for schools. Submit such plans to the
□ School Improvement Plan revisions
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LEA for approval. □ Evidence of consultation with parents (agendas, sign in sheets, minutes of meeting)
Comments:
Title I Parent Involvement Quality Review Monitoring Instrument/ On-Site
School Name: LEA Improvement __________ year(s) SES Corrective Action Restructuring (planning ) Restructuring (implementation)
LEA Contact Person:Date of Monitoring:Date of Report:
Rating Scale Rubric
Quality Indicators Meets Requirements Action(s) Needed NA- Not Applicable Documentation that needs to be
included. Compliance indicator is 100% met
and supported by all required evidence(s).
All Required documents are provided and support compliance.
Evidence or lack of evidence show compliance indicator has not been met.
Incomplete or lack of required documentation.
Recommendation(s) will address each finding. The school will respond to each recommendation with evidence of resolution.
Accountability standard is not applicable.
Strand I. Stakeholder Involvement. Parents, staff, students, and community members participate in developing, implementing, and evaluating programs at the LEA and school levels.
I. School Parent Involvement Plan: Has the written plan been developed and communicated with all stakeholders to support effective parent involvement?Quality Requirement Quality Indicator
FindingsMeets
RequirementsAction Needed
Not Applicable
6. Title I school jointly develops with parents a written parental involvement policy, agreed on by such parents, that shall describe how the school will implement the Parent Involvement Policy [SEC. 1118(b)(1)]
□ Agendas/Minutes of meetings (e.g., parents, community, school improvement team, etc.)□ Sign-in sheets
7. The school plan is disseminated to families of students in Title I programs. [SEC 1118(b)(1)]
□ Parent communications□ Agendas/Minutes of meetings□ Sign-in sheets
8. The plan is made available to the local community and updated periodically to meet the changing needs of parents and the school. [SEC. 1118(b)(1)]
□ Parent Involvement Plan□ List of parent involvement committee members□ Evidence of the annual meeting□ Agendas/Minutes of meetings
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□ Sign-in sheets9. The plan is written in an understandable
and uniform format and, to the extent practicable, provided in a language the parents can understand. [SEC 1118(b)(1)]
□ Parent Involvement Plan□ Interview with parents
II. Parent Opportunities: Are parents provided with meaningful opportunities to engage in supporting the academic achievement of their children?Quality Requirement Quality Indicator
FindingsMeets
RequirementsAction Needed
Not Applicable
1. Title I schools convene an annual meeting, at a convenient time, to which all parents are invited and encouraged to attend. [SEC. 1118(c)(1)]
□ Parent communications/ notification□ Agendas/Minutes of Annual/open meeting□ Sign-in sheets□ Materials used at the meeting
2. The school offers a flexible number of meetings and services related to parental involvement. [SEC. 1118(c)(2)]
□ Schedule of meetings□ Sample parent communications□ Agendas/materials from meeting□ Sign-in sheets□ Teacher home visit logs
3. The school includes an adequate representation of parents of students in the school in the planning, review, and improvement of programs and plans of the school (minimum 2 parents). [SEC. 1118(c)(3)]
□ School Improvement Team rosters□ Schedule/ announcements of meetings□ Agendas/Minutes of meetings□ Interviews with parents
4. The school jointly develops with parents a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. [SEC. 1118(d)]
□ Sample signed parent compacts□ Agendas/schedules of meetings to discuss shared responsibility
5. The school addresses the importance of communication between teachers and parents on an ongoing basis. [SEC. 1118(d)(2)]
□ Communication to parents□ Parent-teacher conference schedules□ Minutes of conferences□ Sign-in sheets□ Volunteer logs
III. Building Capacity for Involvement: Does the school effectively support a partnership among staff, parents, and the community?Quality Requirement Quality Indicator
FindingsMeets
RequirementsAction Needed
Not Applicable
1. The school provides assistance to parents in understanding such topics related to academic achievement of their students. [SEC 1118(e)(1)]
□ Communication to parents□ Parent –Teacher conference schedules□ Minutes of conferences□ Sign-in sheets□ Agendas/ Minutes of meetings□ Interview with parents
2. The school provides materials and training to help parents to work with
□ Written parent involvement policy/plan
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their children. [SEC. 1118(e)(2)] □ Schedule of training opportunities□ Sample materials from training such as literacy training and using technology
3. The school educates school staff on the value and utility of parent involvement. [SEC. 1118(e)(3)]
□ Professional development plan□ Schedule of training opportunities□ Agendas□ Sign-in sheets□ Sample materials from training
4. The school provides information to parents related to school and parent programs. [SEC. 1118(e)(5)]
□ Sample parent communications
5. The school provides reasonable support for parental involvement activities if parents request the support. [SEC. 1118(e)(14)]
□ Sample parent communications
Comments:
Title I Pre-Kindergarten Quality Review Monitoring Instrument/ On-Site
School Name: LEA Improvement __________ year(s) Corrective Action Restructuring (planning ) Restructuring (implementation)
LEA Contact Person:Date of Monitoring:Date of Report:
Rating Scale RubricQuality Indicators Meets Requirements Action(s) Needed NA- Not Applicable
Documentation that needs to be included.
Compliance indicator is 100% met and supported by all required evidence(s).
All Required documents are provided and support compliance.
Evidence or lack of evidence show compliance indicator has not been met.
Incomplete or lack of required documentation.
Recommendation(s) will address each finding. The school will respond to each recommendation with evidence of resolution.
Accountability standard is not applicable.
Strand III. Program Quality. Programs are implemented using scientifically researched based strategies and services, highly qualified staff, and high quality professional development which is all aligned to a comprehensive needs assessment.
I. Selection Process: Have students been appropriately selected for services?
Quality Requirement Quality Indicator Meets Action Not
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Findings Requirements Needed Applicable
10. If Title I preschool program is held at a schoolwide program, pre-k students are identified within the attendance area for that school. [SEC. 1114(a)(2)]
□ Roster of enrolled students□ Process for enrollment
11. Children are selected on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate educationally related measures. [SEC 1115(b)]
□ Assessment results□ Teacher input□ Parent interviews/surveys□ Rank order list of students□ Roster of participating students
II. Instruction: Are the required components effectively communicated to staff and implemented in the preschool program?Quality Requirement Quality Indicator
FindingsMeets
RequirementsAction Needed
Not Applicable
4. Title I funds are used to help participating children meet such State’s challenging student academic achievement standards. [SEC. 1115(c)(2)]
□ Review classroom schedule—provides a balanced program of child-initiated & adult-directed learning experiences, including individual and small group activities, both indoors and outdoors□ Daily schedule provides opportunity for sustained creative play
5. The pre-k program implements effective methods and instructional strategies that are based on scientifically based research. [SEC. 1118(c)(2)]
□ Curriculum is comprehensive, developmentally appropriate, supports a broad range of interests and abilities, and aligns with NC’s early learning standards□ Sample teacher lesson plan used for student instruction□ Student portfolio/work samples□ Assessment tool utilized to measure progress
6. Instruction is provided by highly qualified teachers. [SEC. 1115(c)(1)(E)]
□ Teachers possess Birth to Kindergarten licensure and/or Pre-K add on licensure□ Paraprofessionals meet required qualifications under ESEA
III. Monitoring: Does the LEA maintain control of funds and title to materials and equipment purchased with Title I funds?Quality Requirement Quality Indicator
FindingsMeets
RequirementsAction Needed
Not Applicable
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6. Title I materials and equipment are used solely for students participating in the PreK program. [SEC 1115]
□ Budgets□ Purchase orders/invoices□ Labeled Title I equipment□ Equipment inventory sheet□ Contracts (if applicable)
7. Title I personnel (teachers, paraprofessionals, coordinators, etc.) have their Title I time and daily duties documented through a fixed schedule.
□ Payroll records□ Semi-Annual certification documentation in compliance□ Title I staff schedules
IV. Parent Involvement: Does the school ensure effective parent involvement to support student achievement?
Quality Requirement Quality Indicator Findings
Meets Requirements
Action Needed
Not Applicable
1. The school implements strategies to increase parental involvement [SEC. 1118
□ Parent Interview
2. The school implements strategies to increase parental involvement. [SEC. 1118]
□ School parent involvement policy includes pre-k program□ Ongoing parent notifications/ newsletters□ Agendas/minutes from annual meeting□ Communication for non-English speakers□ Parent training sessions
Comments:
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Title I Documenta
tion
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2010-11, 2011-12 and 2012-13 documentation have already been archived on the website for reference purposes.
How do you add documentation? Go to the Site Manager Click on the header Choose new file
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Sign-in on the PCS webpage
Go under Departments: choose Title I documentation
Site Manager
Change your password. Go to my account and follow prompt.
Attention New Contacts: The login is the first part of your email address and your temporary password is changeme. It is very important that you change your password as soon as possible.
Title I Website Instructions
Always name and date the file. You can add a brief description; this will help if you have a document that is more than three pages. You do not have to post every page.
Upload file and save
Title I Website Documentation
All Title I documentation is collected via the PCS website.
School documentation is provided in the following areas:
o School Informationo Parent Involvemento Professional Developmento School Improvemento Staff Foldero Title I Budget/Inventory
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New File
Names & Date File
Browse and Upload files
Always Save File
Pitt County Schools' website provides each school a location for Title I documentation. Each school has access to this secure location that is password protected for each site. Schools can view other schools website but can only make changes to their own web page.
Access to the website: Title I Contacts, Principals, and Federal Programs Staff.
Each school is responsible for scanning/uploading samples of documentation in each area. Checklists are provided to give more details and examples.
The website is monitored by Federal Programs and DPI during monitoring visits.
Documentation should be completed for each school year by May. At the end of each school year, documentation will be checked and archived on the website.
When adding documents to your Title I Website, the documents need to be in PDF file, unless you have it electronically in Word or Excel.
When submitting documents to Patricia Cox, please send documents in the original form sent—which is Word or Excel. Do not send back in Google Docs. The spreadsheet is formulated and this deletes the formulas.
Please include minutes with ALL Title I Meeting.
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Schoolwide Information Checklist
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Parent Family Engagement Checklist
Area To Be Monitored
Suggested Documentation Document Check-In
Comprehensive School Plan (Title I and SIP)Meeting Notices/Agendas/Minutes (grade level, SIT, staff)Sign-in SheetsCopy of SIT MembersClimate Survey ResultsTitle I Statement of AssuranceTransition Plan (Pre-K to K, 5 to 6, 8 to 9)School - Parent Compacts (Sample)Qualify for Service NotificationService Summary Sheet (RR,Pull-out, etc.)Service SpreadsheetsOther:
Staff Checklist (Highly Qualified)Area To Be Monitored
Suggested Documentation Document Check-In
Qualifications for Teachers &
Principal Attestation Statement
Paraprofessionals Certification Records of Title 1 StaffLetters to Parents about HQ Staff (copies and evidence of dissemination)Semi-annual Certifications (2 times a year)Title I Teacher SchedulesCopies of Planning RecordsOther:
Professional Development ChecklistArea To Be Monitored
Suggested Documentation Document Check-In
List of School Professional Development ActivitiesSign-in SheetsAgendas, Hand-outs, Artifacts, Website/MinutesOther:
Area To Be Monitored
Suggested Documentation Document Check-In
Parent Family Engagement
School Parent Family Engagement PolicySchool Parental Family Engagement PlanEvidence of Title I Annual Meeting (Agenda, Minutes, Sign-in Sheets)List of Parent Family Engagement Activities (5)Meeting Notices/Agendas from Parent Family Engagement ActivitiesParenting Activity Sign-In SheetsExamples of Communications, Newsletters, Emails, etc.Parent Roster (Comprehensive Plan, PTA)Evidence of Parent-Teacher ConferencesParent Contact Procedures/LogEvidence of Alternate Languages of Parent CommunicationOther:
Budget & Inventory ChecklistArea To Be Monitored
Suggested Documentation Document Check-In
Fiscal Requirements Title 1 School AllocationTitle 1 School Budget Sheet105 Budget Sheet (if applicable)Other:
Inventory Updated Current Inventory SheetNeed to be Discarded ListOther:
Procedures, Guidelines, Budget
Purchase Orders Copies
Codes Copies of Reimbursements for Parent Family Engagemnt
Other:
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