Mississippi Department of Education
Office of Federal Programs
Consolidated Federal Programs Application (CFPA) FY 2015
LEA Title I Plan General Responses (Section 1112)
April 2014
Section II-A Comprehensive Needs Assessment
1. Describe the identified needs, including the baseline data, which will be
addressed through Title I, Part A, funds.
Info may be updated with spring 2013 data for
finalized application.
General Response:
The 2013/2014 MCT2 Reading/Language Arts test scores for the Hawthorne
School District (HSD) indicated that 33.5% of students in fourth (4th) grade
scored proficient or better. Based on the data, KCSD has identified a need for
intensive support and effective interventions with fourth (4th) grade
students. During the 2014/2015 school year, the KCSD has set a goal to meet
or exceed the state standard of 50% proficiency or above. The increase of
Title I, Part A, ARRA funds will be used to support this 17% increase.
2. Describe the strategies and/or actions for meeting each performance goal and
indicator that the LEA will be using with Title I, Part A funds.
General Response:
Intensive support and effective interventions will be implemented in second,
third, and 4th grade Reading/Language Arts. Tutorial programs will be
offered during and after school for students that have been identified as in
need of assistance according to the most recent Reading/Language Art scores
as identified by the MCT2, DIBELS, and teacher referrals. The KCSD will also
implement intensive professional development with prescribed follow-up to
ensure effective execution of training. Students with the greatest academic
needs will be given priority.
Section II. B-Title I Plan
1a. Describe student academic assessments, if any, that are in addition to
State required academic assessment used: to determine the success of children
in meeting standards and to provide information on the progress toward meeting
standards. [See Section 1111 (b)(1)(D)(ii)]
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Instructional Prompt: If assessments are listed, does the information for each
assessment include the name of the assessment, acronym, and describe how the
data are used?
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Minimum Response:
The Keyes County School District (KCSD) will use Common Terms
Assessments (CTA’s) that are aligned with the Mississippi Department of
Education Curriculum Frameworks. Assessments are written by teacher
teams comprised of a representation of all schools. Teacher teams also
compile and review assessment data quarterly in order to meet the student’s
ever changing needs. KCSD will use Buckle Down and Read 180 to identify atrisk students in Reading/Language Arts and Mathematics. School Principal’s
will review data and share with teachers. Teachers will develop and
implement strategies to ensure all students meet high State academic
standards.
Unacceptable Response:
The Keyes County School District (KCSD) will use Assessments made by
district teachers. Teacher teams are expected to compile and review
assessment data quarterly in order to meet the student’s needs. KCSD will
also use Buckle Down and Read 180 to identify at-risk students in
Reading/Language Arts. Classroom teachers will use data to identify
strategies for academic improvement.
Note: Response is unacceptable due to the LEAs failure to address details that
address specifically how; by whom; the time frame; and the expected usage of
assessment data.
1b. Describe student academic assessments, if any, that are in addition to
State required academic assessments used: to assist in diagnosis, teaching, and
learning in the classroom in ways that best enable low-achieving children to meet
standards and do well in the local curriculum.
Instructional Prompt: If assessments are listed, does the information for each
assessment include the name of the assessment, acronym, and a description of how
the data is used?
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Minimum Response:
The Keyes County School District (KCSD) will use Shurley English to assist
with progressive building blocks in English language skills. KCSD will also
use Saxton Phonics to increase phonemic awareness. The needs of English
Language Learners will be identified by using Rosetta Stone to assess and
learn the English language. Identified scientifically based research (SBR)
programs will be used by the classroom teachers and teacher support teams
as they track information and provide feedback to students, parents and
teachers.
Unacceptable Response:
The Keyes County School District (KCSD) will use a progress monitoring tool
to assess English language and Math skills. This program is the best for the
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KCSD to use in meeting the needs of all children across the district. The
classroom teacher will review and compile all data and provide reports to
the building principal on a quarterly basis.
Note: For this question, the instructional prompt and basic background has
not changed.
1c. Describe student academic assessments, if any, that are in addition to state
required academic assessments used: to determine what revisions are needed to
projects so that such children meet state standards.
Instructional Prompt: If assessments are listed, does the information for each
assessment include the name of the assessment, acronym, and a description of how
the data is used?
Minimum Response:
The Keyes County School District (KCSD) will use Common Terms
Assessments (CTA’s) that are aligned with the Mississippi Department of
Education Curriculum Frameworks…. KCSD will also use Buckle Down and
Read 180 to identify at-risk students in Reading/Language Arts and
Mathematics. School Principals and teacher support teams will review data
and share the results with all teachers. As data is reviewed, adjustments will
be made to the Schoolwide plan, tutorial programs, and if necessary teaching
practices. Professional development plans will be reviewed/revised twice
yearly based on assessment results.
Unacceptable Response:
The Keyes County School District (KCSD) will use Common Terms
Assessments (CTA’s) that are aligned with the Mississippi Department of
Education Curriculum Frameworks…. KCSD will also use Buckle Down and
Read 180 to identify at-risk students in Reading/Language Arts and
Mathematics. School Principals will review data and forward results to the
district curriculum coordinator. As data is, reviewed adjustments will be
made to districts Title I plan. Professional development plans will be
reviewed/revised every two years based on assessment results.
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1d. Describe student academic assessments, if any, that are in addition to
state required academic assessment s used: to identify effectively students who
may be at risk of reading failure or who are having difficulty reading, through the
use of instructional reading assessments. (See Section 1208)
Instructional Prompt: If assessments are listed, does the information for each
assessment include the name of the assessment, acronym, and a description of how
the data is used?
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Minimum Response:
The Keyes County School District (KCSD) Teacher support teams (TST) will
meet bi-monthly to compile and review assessment data. Exceptional
Education teachers will be a part of the TST to ensure the needs of all
children are addressed. Additionally individual school Principals will review
data and share the results with schoolteachers. Teachers will develop and
implement strategies to ensure all student meet high state academic
standards. Study Island and Practice Planet are web-based programs that
will also be utilized to aid students at home.
Unacceptable Response:
The Keyes County School District (KCSD) will meet the needs of all children
by meeting with parents, giving students homework, and encouraging
community organizations to implement after-school programs.
2a. Describe how additional educational assistance will be provided to
individual students assessed as needing help in meeting State Standards.
Instructional Prompt: Are the types of educational assistance provided clearly
defined, including academic area, district/school personnel involvement, location
and time of services (i.e., tutoring during the academic day and/or after-school,
summer school activities, length of service)? Does the description clearly define the
process used to identify individual students in need of educational assistance?
Minimum Response:
The Keyes County School District will provide additional assistance to
students identified as needing extra assistance in meeting State Standards.
In-school and after-school tutoring/extended day programs will be provided
to students assessed as needing help in meeting State Standards. Highly
Qualified staff will do tutoring. Students will be provided one-on-one, small
group, and computer assisted tutorial using various software programs.
Enhanced home-school communications will be implemented and
documented to include parent conferences and frequently written progress
reports.
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Unacceptable Response:
The Keyes County School District will provide additional assistance to
students identified as needing extra assistance in meeting State Standards.
KCSD will raise the student awareness of the importance in meeting high
State Standards. Highly Qualified staff members will provide tutoring to only
students who have previously failed the subject area tests. Computer
software will be purchased for each lead teacher within the district. The
software will enhance home-school communications and document parental
involvement.
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3a. Describe how the district will coordinate programs under Title I and Title
II to provide professional development for teachers and principals, and if
appropriate, pupil services personnel, administrators, parents and other
staff, including district level staff. [See Sections 1118 & 1119(h)]
Instructional Prompt: Is the professional development for teachers, principals, and
others determined through a coordinated process that aligns with the requirements
of Title I and Title II? How are teachers involved in the process of determining the
professional development opportunities? Is the professional development
monitored and evaluated to determine if the training improves instructional
practices and student learning?
Minimum Response:
The Keyes County School District will hire a professional development
coordinator for the purpose developing, assessing, and tracking all district
level trainings. The KCSD conducted a needs assessment with all teachers,
principals and other non-instructional school personnel utilizing “Survey
Monkey.” Results were prioritized to develop a districtwide professional
development plan. Title I, Part A and Title II, Part D funds will be used to
address identified. List needs being addressed. Evaluations will be
conducted at the completion of all training sessions and results will be used
to improve selection and development of professional development sessions.
Follow-up session will be conducted within core teacher groups to ensure
implementation of professional development activities. Fast Forward will be
used as a progress monitoring tool to measure increases in student
achievement.
Unacceptable Response:
The Keyes County School District conducted a needs assessment with all
building principals. Results were prioritized to develop a school level
professional development calendar. Title I, Part A and Title II, Part D funds
will be used to address identified needs involving technology. List needs
being addressed. Evaluations will be conducted at the completion of all
training sessions and results will be used to improve selection and
development of professional development sessions. Results of teacher made
tests will be used to measure increases in student achievement on district
level test.
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4a. Describe how the district will coordinate and integrate services provided
with other educational services such as: Even Start, Head Start, Reading First,
Early Reading First, and other preschool programs, including plans for the
transition of participants in such programs to local elementary programs.
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Instructional Prompt: How does the district coordinate and integrate its services so
that participants in the local preschool programs are transitioned into the local
elementary school program?
Minimum Response:
The Keyes County School District’s Curriculum Coordinator will meet with
the directors of Head Start and local preschool programs directors on a
quarterly basis to ensure that the curriculum from each program provides a
smooth transition for preschool students as they enroll in kindergarten. In
addition to these meetings, preschool, Head Start teachers and other
personnel are invited to appropriate Professional Development trainings.
Parents are invited to Parental Involvement planning meetings and activities.
Preschool students are invited to appropriate activities with the
kindergarten class throughout the school year. In addition to these ongoing
activities, the preschool and Head Start students along with their teachers
and parents are invited to a welcome orientation during the spring of the
year to prepare the preschool students for their entry to kindergarten. The
KCSD also plans to include an extended year program for preschool students
for 2 weeks during the summer to further prepare all preschool students for
kindergarten next year.
Unacceptable Response:
The Keyes County School District’s Curriculum Coordinator will meet with
the Head Start directors and local preschool programs on an annual basis to
ensure that the curriculum from each program provides a smooth transition
for the preschool students as they enroll in Head Start. Parents are invited to
Parental Involvement planning meetings and activities. Preschool students
are invited to appropriate activities with the kindergarten class once per
year. In addition to these ongoing activities, the preschool and Head Start
students and their teachers and parents are invited to a welcome orientation
during the spring of the year to prepare the preschool students for their
entry to kindergarten.
4. Describe how the district will coordinate and integrate services provided with
other educational services such as: services for children with limited English
proficiency, children with disabilities, migratory children, neglected or
delinquent youth, Indian children, homeless children, and immigrant children in
order to increase program effectiveness, eliminate duplication, and reduce
fragmentation of the instructional program.
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Instructional Prompt: Does the description provide a clear explanation of how the
listed educational programs are coordinated and integrated to meet the needs of
individual students? How does the district ensure that its education programs are
not duplicating services for students and/or fragmenting an individual student’s
instructional program?
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Minimum Response:
The Keyes County School District has board approved policies that covers the
enrollment process for students with limited English proficiency, children
with disabilities, migratory students, neglected and delinquent youth, Indian
children, homeless children, and immigrant children. Each school will follow
these policies during the enrollment process and provide the proper
documentation to the central office.
The KCSD provides professional development in each of these areas for
teachers, administrators, and other personnel to ensure these policies and
procedures are followed. At the district level, Federal Programs Director, the
ELL Coordinator, Homeless Liaison, Director of Exceptional Services, and
building principals meet monthly to ensure that all areas of instructional
programs are coordinated to eliminate duplication and fragmentation.
Unacceptable Response:
The Keyes County School District sends all students with limited English
proficiency, children with disabilities, migratory students, neglected and
delinquent youth, Indian children, homeless children, and immigrant
children to the school counselor. The counselor determines the enrollment
status of each child.
The KCSD provides professional development in each of these areas for
teachers, administrators, and other personnel to ensure this policies and
procedures are followed. At the district level, the Federal Programs Director,
ELL Coordinator, Homeless Liaison, Director of Exceptional Services, and
building principals meet as needed to ensure that all instructional programs
are coordinated to eliminate duplication and fragmentation.
5. Describe the poverty criteria that will be used to select school attendance
areas. If an eligible school has a 75% of its children from low-income
families and the school is by-passed, the LEA must comply with section
1113 (b)(1)(D)
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Instructional Prompt: Does the plan identify the poverty criteria used by the
district [i.e.,a) most recent census data; b) the number of children eligible for free
and reduced priced lunches; c) the number of children in families receiving
assistance under the State program funded under Part A of Title IV of the Social
Security Act; or d) the number of children eligible to receive medical assistance
under the Medicaid program, or a composite of such indicators]?
Minimum Response:
The poverty criteria used to allocate Title I funding is based on Free/Reduced
Lunch Count as of March 30, 2014. The KCSD district food services director
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compiled all data from lunch applications. Title I, Part A funds will be used to
serve all K-8 schools within the district.


No schools will be by-passed.
G.H. Lock High school has a F/R percentage of 85% and will be
bypassed. See attachment of evidence of compliance with Section
1113(b)(1)(D) .
Unacceptable Response:
The poverty criteria used to allocate Title I funding is based on Free/Reduced
Lunch Count. The KCSD district food services director compiled all data from
lunch applications. Title I, Part A funds will be used to serve schools within
the district. G.H. Lock High school will be bypassed.
6. Describe the (Title I) school-wide and/or targeted assistance programs to
be conducted in the district’s schools AND services (outside such schools)
for neglected or delinquent children living in local institutions or those
participating in community day school programs to be conducted by the
District’s Title I schools, where appropriate. (See Sections 1114 & 1115)
Instructional Prompt: Does the description of the schoolwide and /or targeted
assistance programs provide detailed information on the services provided through
Title I funding for eligible children (i.e., name of schools providing Title I schoolwide
or targeted assistance program(s), type of services and grade served, content
(reading and/or mathematics), time and length of services (classroom, pull out,
before/after school, summer school, extended year)?
Does the district provide Title I services to children living in local institutions for
neglected or delinquent children and for neglected and delinquent children in
community day school program? If yes, does the plan include a detailed description
of these services?
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Minimum Response:
The Keyes County School district operates seven (7) school as Schoolwide
School and three (3) as Targeted Assistance Schools. Each school has an
approved plan that was developed by a team of stakeholders within each
school. All stakeholders were trained by the district federal program
director/ and provided resources and guidance recommended by the MDE.
Mathematics and Reading/Language Arts are addressed in each plan.
Schoolwide and Targeted Assistance Plans are available at each site. Each
school’s action plan and program budget are attached. All plans are formally
reviewed and revised annually.
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The needs of neglected children currently living in the Locksmith Boys and
Girls Home are addressed through after-school tutorials, educational
equipment, and coordination with outside human services organizations.
Unacceptable Response:
The Keyes County School district operates Schoolwide Schools. Each school
has an approved plan that is written by the federal programs director.
Mathematics and Reading/Language Arts are addressed in each plan.
The needs of neglected children currently living in the Locksmith Boys and
Girls Home are addressed through after-school tutorials, educational
equipment, and coordination with outside human services organizations.
7. Describe how the district will ensure that migratory children and formerly
migratory children who are eligible to receive services are selected to
receive such services on the same basis as other children who are selected
to receive services under Title I.
Instructional Prompt: Does the plan include a description of the district’s process or
policies(s) that ensure migratory children and formerly migratory children who are
eligible to receive Title I services are selected to receive the services on the same
basis as other children? (Note: A summary of the district policy providing this
assurance may be incorporated in the response.)
Minimum Response:
District registration forms will capture information that will help to identify
whether or not a child is in need of special services. Staff members are also
trained to help identify migrant children. If there are any children identified
as in need of special services we will then assess them on their reading and
math skills using specialized testing. The district will collaborate with the
Mississippi Migrant Education Service center on identifying and providing
services to migrant students.
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The Keyes County School District has policies and procedures in place that
will ensure that migratory and former migratory children needs are met and
receive services on the same basis as other children. The district has
designated a district staff member to ensure that migrant children enroll and
succeed in schools within Keyes County School District and make referrals to
health care, dental, mental health, and other appropriate services. The
district also ensures that funds are available for uniforms, teaching supplies,
etc. for migrant students who need such supplies in order to enroll and
attend school regularly, and succeed academically. In addition, the district
will coordinate with local social service agencies and other agencies or
programs providing services to such children and their families.
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Unacceptable Response:
District registration forms will capture information that will help us identify
a child in need of special services. The Keyes County School District requires
all instructional leaders to help migratory and former migratory children.
Instructional leaders only assist with direct academic needs.
8. Describe how the district will use funds under Title I to support preschool
programs such as Head Start and Even Start.
Instructional Prompt: If applicable, does the district clearly describe how Title I
funds are used to support its preschool program(s), including a summary of the
services and resources provided to the program(s)?
Minimum Response:
Keyes County School District will continue to operate its district-level highquality Title I preschool program for 4-year old students. The purpose of this
preschool program is to prepare children to enter school with the language,
cognitive, and early reading skills that will help them meet challenging State
academic standards in elementary school and beyond. The salary of the
highly qualified preschool teacher will continue to be paid through Title I
funds. Additional teaching materials appropriate for preschool student
activities will be purchased in accordance with the guidance of the Planning
Committee for the Schoolwide Program for J. H. Jones Elementary School
where the program will continue to operate. The district’s Curriculum
Coordinator will continue to work with Head Start teachers, community
based preschool programs, and elementary teachers to ensure a smooth
transition of all preschool students as they enter elementary school. The
districts Professional Development Coordinator will include all preschool
teachers in appropriate professional development training for district and
elementary personnel. In addition, parents of preschool age children will be
included in the KCSD Parental Involvement meetings and activities.
10
Unacceptable Response:
Keyes County School District will invite 4-year old students from the Head
Start Center to one visit per year. The salary of the highly qualified teacher
will be paid through Title I funds. Additional teaching materials appropriate
for preschool student activities will be purchased. The district’s Curriculum
Coordinator will coordinate the annual visit for all 4-year olds students from
Head Start. In addition, parents of preschool age children will be sent a letter
indicating all necessary supplies for each incoming kindergartner.
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9. Describe how the district plans to implement, if necessary, public school
choice, and supplemental services (SES). (See Section 1116)
Instructional Prompt: Does the district clearly define the actions it would take to
implement school choice and supplemental education services (SES)?
Note: Information on implementing school choice is available at
http://www.mde.k12.ms.us/innovative_support/School_Improvement_PSC.html
and information on implementing supplemental education services is available at
http://www.mde.k12.ms.us/innovative_support/School_Improvement_SES.html
Minimum Response:
1. For public school choice, the district will:
 Notify parents that the school has been identified as a school in need
of improvement
 Offer all students the option to transfer to another public school
within the district
 List those schools that parents may select within the district
 Pay for or provide transportation for those students transferring, in
accordance with the 20 percent rule.
Minimum Response:
2. For SES, the district will:
 Offer SES to students from low-income families based upon same
measures used to make allocations to schools under Title I
 Notify parents of the availability of SES (Vendor Fairs)
 Give parents the names of approved providers by the MDE to select
from
 Enter into an agreement with a provider selected by parents of
eligible students
 Monitor the implement of SES providers
10. Describe the steps the district has taken or will take to ensure that all
teachers and paraprofessionals in the district are highly qualified. (See
Section 1119)
Instructional Prompt: Does the district provide a description of the steps and/or
processes that are used by the district to ensure all teachers and paraprofessionals
meet federal highly qualified requirements at the time of hiring and during their
service with the district?
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Minimum Response:
Highly Qualified Educators
Unacceptable Response:
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11. Describe the services the district provides to homeless children. [See
Section 1113(c)(3)(A)]
Instructional Prompt: Does the district describe the services it provides to homeless
children (i.e., expedited evaluations, instructional support, counseling, school
supplies, referral to other programs and services, etc.)?
Note: Information on providing services to homeless children can be found at
http://www.mde.k12.ms.us/federal-programs/federal-programs---title-x-homeless
Minimum Response:
It is the policy of Keyes County School District to ensure and verify that each
homeless child/youth has equal access to the same free, appropriate, quality
education as other students in the district. The designated homeless liaison
of the district identifies homeless students by administering district needs
assessments, which are completed by all families/students during
orientation. District staff, community stakeholders and others also make
referrals to the homeless liaison for children/youth that may need services.
Homeless students will be provided counseling, tutoring, supplemental
instructional services and other educational services that may help them to
reach the same challenging State content and student performance
standards. Additionally, students may be provided school supplies and other
items in extraordinary or emergency situations, which prohibit them from
attending school and/or receiving a quality education.
Unacceptable Response:
We have no homeless children.
12. Describe how the district uses funds under Title I to support: after school,
before school, and summer school programs.
Instructional Prompt: If applicable, does the district provide the specifics of the
program services (i.e., description of the program services, including content, time
and length of program, identification of students to be served, and instructional
staff)?
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Minimum Response:
The Keyes School District will provide the pool of students that will benefit
for the Extended School Day/Year Program. The School will show the needs
based on the lowest achieving students; (provide data used). The results will
be based on the children with great needs. The school will concentrate
resources on certain grades, academic subject areas, homes or LEP students;
Mississippi Department of Education | FY 2015 CFPA General Responses P a g e | 12
(greatest needs). The program will be evaluated to determine whether there
has been an increase in student achievement.
Section III. Parental Involvement
1. An LEA must reserve funds for parental involvement activities for parents of
private school children who participate in Title I, Part A activities from the
amount the LEA has reserved for parental involvement. These funds must be
reserved by the LEA before any funds are allocation to its respective school
attendance areas and schools. The amount of funds reserved for these
activities must be proportionate to the number of private school children
from low-income families residing in participating public school attendance
areas. Please describe the process used to determine the set aside amount
for private schools, if applicable. (Sections 200.65 and 200.77 of the Title I
Regulations)
Instructional Prompt : If serving private schools, each LEA will describe the process
they used to determine the set aside amount for private schools served.
Acceptable Response:
Keyes County School District reserves one and a half percent of its Title I
allocation for parental involvement activities. The number of public and private
school children from low-income families residing in participating Title I attendance
areas is 25,000 (see equitable services sheet). Five percent of the 25,000 children
attend private schools; thus, five percent of the District’s reservation is available for
parental involvement activities for parents of private school participants.
2. Section 1118(a)(3)(A) requires an LEA to reserve not less than one percent
of its Title I, Part A allocation to carry out parental involvement programs,
activities, and procedures, except this requirement does not apply if one
percent of such allocation is $5,000 or less. Section 1118(a)(3)(B) requires
LEAs to involve parents in the decisions regarding how funds reserved under
Section 1118(a)(3)(A) are allotted for parental involvement activities.
Describe how the school has involved parents in the decisions regarding
how funds reserved under Section 1118(a)(3)(A) are allotted for parental
involvement activities.
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Instructional Prompt: Each LEA will give a brief description of how each school has
involved parents in the decisions regarding how funds reserved under Section
1118(a)(3)(A) are allotted for parental involvement activities.
Acceptable Response:
Keyes County School District is required to set aside at least 1% of its Title I funds
for the purposes of parental involvement. Those funds will be divided among the
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Title I schools. An advisory committee at each school consisting of “xx” parents, “xx”
community members, “xx” teachers, staff, and “xx” principals or administrators will
provide input regarding how the Title I, Part A, reservation for parental involvement
activities are used. The advisory committee will solicit suggestions from parents of
Title I children, through surveys, meetings, telephone contact, PTA/PTO, school
councils, committees and other parent organizations.
3. Please describe the strategies and programs the LEA and schools use to
implement effective parental involvement in programs assisted under Title I,
Part A, as required in Section 1118. Attach copies of LEA’s Parental
Involvement Policy
Instructional Prompt: Each LEA will give a brief written description of the strategies
and programs used by the LEA and school(s) to implement effective parental
involvement in programs assisted under Title I, Part A.
Acceptable Response:
Keyes County School District and/or School values the partnership of the parents in
their children’s education. There are many ways parents can make significant
contributions to student success both at home and by volunteering at the school.
Activities at School District and/or school (enter school name or district name)
implemented for effective parental involvement are; assisting families with
parenting skills, understanding child and adolescent development, and assisting
parents in setting home conditions that support children as students at each age and
grade level.
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