TITLE I
ADMINISTRATIVE HANDBOOK
2010-2011
Department of Special Programs
Title I
Andrea Fairries-Moore, Director
TABLE OF CONTENTS
SECTION 1 GENERAL INFORMATION ………………………………………..
6
1.1 Title I Staff Directory…………………………………………………………
6
1.2 Title I Program Description and Purpose ………………………………….
7
1.3 2010-2011 Timeline…………………………………………………………..
8
1.4 Title I Schools by Level and Program Type ………………………………..
11
SECTION 2 TITLE I PROGRAM DESIGN MODELS …………………………..
12
2.1 Targeted Assistance…………………………………………………………..
12
2.1.a Components of Targeted Assistance Program …..……………
17
2.1.b Principal’s Targeted Assistance Assurance….………………..
18
2.1.c Targeted Assistance Plan Addendum ………………………….
20
2.2 Schoolwide………………………………………………..…………………..
26
2.2 a Components of Schoolwide Program……...……………………
27
2.2.b Principal’s Attestations and Assurances ……………………….
29
SECTION 3 FISCAL PROCEDURES………………………………………………. 31
3.1 Planning of Fiscal Budget…………………………………………………….
31
3.1.a Budget Planning and Expenditures …………………………….
31
3.1.b Important Budget Planning Facts ………………………………
32
3.1.c Budget Approval …………………………………………………
33
3.1.d Purchasing Procedures ………………………………………….
33
3.2 Fund Numbers ……………………………………………………………..
33
Title I Administrative Handbook 2010-2011
2
Table of Contents Continued
3.3 Function Code Numbers …………………………………………………..
33
3.4 Object Codes and Descriptions …………………………….…………….
34
3.5 Title I Schoolwide Account Numbers ……………………………………
38
3.6 Account Coding Information …………………………………………….
40
3.6.a Account Coding Information Schoolwide ……………………..
40
3.6.b Account Coding Information Targeted Assistance ……………
41
3.6.c Account Coding Information School Improvement ……………
42
3.6.d Account Coding Information Distinguished Schools………......
43
3.6.e Account Coding Information ARRA……………………………
44
3.7 Title I Unacceptable Expenditures ……………………………………….
46
3.8 Monitoring School Budget…………………………………………………
47
3.8.a Title I Inventory Procedures………………………………….....
48
3.8.b Title I Inventory Cover Sheet……………………………………
49
3.8.c Title I Federal Inventory Form………………………………….
50
3.9 School Improvement Activity Plan ………………………………………
51
3.9.a School Improvement Activity Plan Checklist ………………….
52
3.9.b School Improvement Activity Plan Approval Form……………
53
SECTION 4 NCLB ACCOUNTABILITY ………………………………………….
54
4.1 Adequate Yearly Progress Quick Reference Guide…………………...…
54
4.2 AYP Determination Steps …………………………………………………
55
4.3 Participation Rate……………………………………………….………….
55
4.4 Academic Performance ……………………………………………………
55
Title I Administrative Handbook 2010-2011
3
Table of Contents Continued
4.5 AYP Determinations for Academic Performance ……………………….
55
4.6 Additional (Second) Indicator……………………………………………..
56
4.7 CRCT Reading and English/Language …………………………………..
Annual Measurable Objectives
57
4.8 CRCT Math Annual Measurable Objectives …………………………….
58
4.9 Enhanced GHSGT Math Annual Measurable Objectives ………………
59
4.10 Enhanced GHSGT English/Language Arts
Annual Measurable Objectives ………………………………......
60
4.11 Table of School Consequences……………………………………………. 61
SECTION 5 TITLE I STAFF REQUIREMENTS ……………………..……………. 62
5.1 Highly Qualified Staff………………………………………………………. 63
5.1.a Teacher Requirements………………………………………..…..
63
5.1.b Paraprofessional Requirements …………………………………. 64
5.1.c Professional Development Plan…………………………………... 66
5.2 Principal’s Attestation ………………………………………………….….. 67
5.2.a Sample Attestation Form…………………………………………. 68
5.3 Parental Right to Know …………………………………….……………… 69
5.3.a Sample Right to Know Narrative ……………………………….. 70
5.4 Split Funded Personnel………………………………………………….….
71
5.4.a Sample Split-Funded Log ……..…………………………………. 72
5.5 Periodic Certification ………………………………………………………
73
5.5.a Sample Periodic Certification ……………………………………. 74
Title I Administrative Handbook 2010-2011
4
Table of Contents Continued
SECTION 6 PARENTAL INVOLVEMENT …………………………………………. 75
6.1 Parental Involvement Requirements …………………………………..….. 75
6.2 Parental Involvement Policy Checklist……………………………..……… 77
6.3 School/Parent Compact ……………………………………………………. 82
6.4 Parental Involvement Plan …………………………………………………. 87
SECTION 7 TITLE I SCHOOL CHOICE …………………………………………... 88
SECTION 8 SUPPLEMENTAL EDUCATIONAL SERVICES ……………………
89
8.1 General Information ……………………………………………………….
89
8.2 Identifying Eligible Students ………………………………………………
90
8.3 Parent(s)/Legal Guardian(s) Responsibilities …………………………….
91
SECTION 9 MCKINNEY-VENTO/HOMELESS EDUCATION ……………...….
93
9.1 Bibb County McKinney-Vento Residency Form ……………………….
94
9.2 Bibb County School District Policy and Procedures for Implementing
McKinney-Vento Homeless Act 2010-2011 …………………………… 96
SECTION 10 MIGRANT EDUCATION ………………………………………….....
104
APPENDICES ………………………………………………………………….……..
105
APPENDIX A
GLOSSARY OF TERMS ……………………………..
106
APPENDIX B
FEDERAL INVENTORY SPREADSHEET …………
112
Title I Administrative Handbook 2010-2011
5
SECTION 1
1.1 Title I Staff Directory
Name
Andrea
Fairries-Moore
Director of Special
Programs/Title I
Phone
O 478-765-8584
C 478-390-1284
Shemika Gary
Director’s Secretary
O 478-765-8582
sgary@bibb.k12.ga.us
Liz Moore
Title I Budget
Coordinator
O 478-765-8581
lizmoore@bibb.k12.ga.us
Lisa Chambers
Title I Budget
Coordinator
O 478-765-8541
lchambers@bibb.k12.ga.us
Vacancy
School Improvement
Budget Coordinator
Vacancy
Title I Coordinator
Deborah
White-Bailey
School Improvement
Coordinator
O 478-765-8580
C 478-508-9423
dbwhite@bibb.k12.ga.us
Dawn Owens
School Improvement
Specialist
O 478-779-4781
C 478-972-6120
dowens@bibb.k12.ga.us
Tina May
School Improvement
Specialist
O 478-765-8582
C 478-318-7419
tinamay@bibb.k12.ga.us
Vacancy (3)
School Improvement
Specialist
Public School Choice
and Supplemental
Educational Services
Family Engagement
Facilitator/Public
Relations
Title I Education
Specialist for Private
Schools
Parent –Teacher
Resource Center
Facilitator
Family Engagement
Coordinator
Parent Liaison/
Migrant Education
O 478-765- 8655
ycummings@bibb.k12.ga.us
O 478-765-8620
dmscott@bibb.k12.ga.us
O 478-779-2585
C 478-973-0929
gphillips@bibb.k12.ga.us
Yolanda
Cummings
Dawn Scott
Gwendolyn
Phillips
Vacancy
Val Patterson
Norma Valle
Position
E-mail
afmoore@bibb.k12.ga.us
O 478-779-2587
O 478.508.9418
O 478. 779.2582
O 478 779 4386
vmpatterson@bibb.k12.ga.us
nvalle.rutlandms @bibb.k12.ga.us
Title I Administrative Handbook 2010-2011
6
1.2 Title I Program Description
Title I – Improving the Academic Achievement of the Disadvantaged is the largest single federal
aid program for elementary and secondary education. Title I is a compensatory grant to offset the
effects of poverty on the educational opportunities of low-performing children in high-poverty
schools.
Purpose
The purpose of Title I, Part A is to ensure that all children have the opportunity to obtain a high
quality education and reach proficiency on challenging state academic standards and
assessments.
This handbook was created to assist Title I administrators and school personnel in the
understanding of the Title I law and in the procedural implementation of Title I programs.
The Title I staff is committed to working with Title I schools to set high standards and
expectations for all students to ensure achievement and performance for every child in every
classroom in every school. School personnel should use this handbook to assist with the daily
operation of the Title I program.
Title I Administrative Handbook 2010-2011
7
1.3 Title I 2010-2011 Timeline
Title I
2010-2011 Due Dates for
Submission of Monitoring Documentation
July/August 2010
Due Date
NA
NA
NA
Aug. 3
Aug. 31
TBD
Action
or
Document Title
AYP information released from
the GADOE
School Choice Transfers sent to
parents
Supplemental Educational
Services (SES) request forms sent
to parents
Distribute Parent Compacts on
the first day of school
Submit to Title I Office
Title I Program Assurance
Submit to Title I Office
List of all staff positions paid
w/Title I funds
Submit to Title I Office
SUBMIT
To
School Person
Responsible
Date
Submission
Completed
NA
NA
NA
Title I SI
Specialist
Shemika Gary
TBD
Begin Time Log for split funded
Shemika Gary
positions that are paid from Title I
funds (Forms will be sent from the
Title I office after school-based
Title I staff list is complete.)
Submit to Title I Office
Aug. 31
Conduct annual meeting to inform
parents of school’s Title I
Schoolwide or Targeted
Assistance Status
Submit to Title I Office
Title I SI
Specialist
Aug. 31
Written Notification to parents
that their child(ren) is/are
receiving Title I services
Submit to Title I Office
Title I SI
Specialist
Aug. 31
Written notification to parents of
right to know the qualifications
of their child’s teacher
Title I SI
Specialist
Title I Administrative Handbook 2010-2011
8
(Suggestion: PTO and newsletter)
Submit to Title I office
Aug. 31
Notify parents of AYP status
Submit to Title I Office
Title I SI
Specialist
Community meetings for schools
in Needs Improvement
Begin school choice transfers for
schools in Needs Improvement
(pending receipt of AYP reports)
TB
D
TBD
School Improvement Plan
Submit to Title I Office
September 2010
Due Date
Sept. 2
TBD
Action
SUBMIT
or
To
Document Title
Send 20 day notification letters for Shemika Gary
Non-highly qualified teachers
Submit a copy to Professional
Development and a copy to Title
I Office
School Improvement Budgets
Submit to Title I Office
October 2010
Due Date
Oct. 2
Action
or
Document Title
Daily schedule of each teacher
and paraprofessional paid with
Title I funds (Include
school/employee name)
Submit to Title I Office
November 2010
Due
Date
Action
or
Document Title
Plan Addendum by Nov. 20
Submit to Title I Office
School Person
Responsible
Date
Submission
Completed
School Person
Responsible
Date
Submission
Completed
School Person
Responsible
Date
Submission
Completed
Andrea Moore
Liz Moore
SUBMIT
To
Shemika Gary
SUBMIT
To
Title I Administrative Handbook 2010-2011
9
December 2010
Due Date
Dec. 16
Action
or
Document Title
Periodic Certification forms
Title I office will send forms and
instructions on December 6, 2010.
Submit to Title I Office
January 2011
Due Date
Action
or
Document Title
NA
Budget Range Review
Sent by Liz Moore
Jan. 31
Budget Amendments
February 2011
Due Date
Action
or
Document Title
March 2011
Due Date
Action
or
Document Title
Final Budget Review
Sent by Liz Moore
Submit changes to Title I Office
April 2011
Due Date
Action
or
Document Title
Title I Inventory
Submit to Title I Office
May 2011
Due Date
Action
or
Document Title
Periodic Certification forms due
May 16
Title I office will send forms and
instructions on
May 7, 2011.
Submit to Title I Office
SUBMIT
To
School Person
Responsible
Date
Submission
Completed
School Person
Responsible
Date
Submission
Completed
SUBMIT
To
School Person
Responsible
Date
Submission
Completed
SUBMIT
To
School Person
Responsible
Date
Submission
Completed
School Person
Responsible
Date
Submission
Completed
School Person
Responsible
Date
Submission
Completed
Shemika Gary
SUBMIT
To
Liz Moore
Liz Moore
SUBMIT
To
SI Specialist
SUBMIT
To
Shemika Gary
Title I Administrative Handbook 2010-2011
10
1.4 Bibb County School District
FY10 Title I Schools by Zones
HIGH
SCHOOL
ZONE
CENTRAL
HOWARD
NORTHEAST
RUTLAND
SOUTHWEST
WESTSIDE
TITLE I SPECIALISTS BY ZONE
Zone
Zone Elementary
Title I School
Middle Schools
Schools
Improvement Specialist
Assigned to Zone
Miller Magnet
Alexander II
Middle
Rosa Taylor - S
TBA
Vineville Academy
Williams
Howard Middle
Brookdale - N
Carter
Lane
TBA
Springdale
Taylor - N
Appling Middle
Rutland Middle
Bloomfield
Middle
Ballard-Hudson
Middle
Weaver Middle
Howard Middle
Bernd
Burdell-Hunt
Jones
King-Danforth
Bruce
Heard
Porter
Skyview
Barden
Burghard
Hartley
Ingram-Pye
Rice
Brookdale - S
Heritage
Morgan
Riley
Union
TBA
TBA
TBA
TBA
Title I Administrative Handbook 2010-2011
11
SECTION 2 TITLE I PROGRAM DESIGN MODELS
Title I, Part A of NCLB defines two program designs for delivery of Title I instructional services
to students. The two design models are Targeted Assistance and Schoolwide, and the statute has
clearly established the guidelines for schools and student eligibility, required program
components, fiscal requirements, and record keeping regulations.
This section of the handbook contains the guidelines for each design model and has an additional
section on implementation of RTI as part of either program design.
2.1 Targeted Assistance Programs
In all schools selected to receive Title I, Part A funds under the No Child Left Behind Act of
2001(NCLB) Section 1113 (c) that are ineligible for a schoolwide program or that choose not to
operate such a schoolwide program, a local educational agency (LEA) serving such school may
use funds received under this part only for programs that provide services to eligible children
identified as having the greatest need for special assistance. The eligible population for services
is:

Children not older than age 21 who are entitled to a free public education through grade
12.

Children who are not yet at a grade level at which the LEA provides a free public
education.
Eligible children are children identified by the school as failing, or most at risk of failing, to meet
the State’s challenging student academic achievement standards on the basis of multiple,
educationally related, objective criteria established by the local educational agency and
supplemented by the school. Children from preschool through grade 2 shall be selected solely on
the basis of such criteria as teacher judgment, interviews with parents, and developmentally
appropriate measures. Children who are economically disadvantaged, children with disabilities,
migrant children, homeless children, or limited English proficient children are eligible for
services under this part on the same basis as other children selected to receive services under this
part. In general, the following children are eligible for services under Title I, Part A:

A child who, at any time in the two years preceding the year for which the determination
is made, participated in a Head Start, Even Start, Early Reading First program, or in
preschool services under Title I.

A child who, at any time in the two years preceding the year for which the determination
is made, received services under Title I, Part C, Education of Migratory Children.

A child in a local institution for neglected or delinquent children and youth or attending a
community day program for such children.
Title I Administrative Handbook 2010-2011
12

A child who is homeless and attending any school served by the local educational
agency.
Funds received under this part may not be used to provide services that are otherwise required by
law to be made available to children described above but may be used to coordinate or
supplement such services.
STUDENT SELECTION OVERVIEW AND EXAMPLES
In a Title I targeted assistance program, eligibility of students for Title I services must be
determined using a multi-criteria approach. Each student is evaluated using the same criteria to
determine which children have the greatest need for services.
Selection of Criteria
Criteria should be selected that will provide the most accurate reflection of a student’s academic
and developmental ability. A minimum of two criteria must be used to determine student
placement at all levels. Each criterion must be objective and educationally related. Teacher
judgment may be used but should not be quantified on a rating scale or checklist. The criterion
does not need to be the same for all grades. However, it should be consistent within each grade
level served. In a multiple attendance area the criteria may vary from school to school.
Criteria for the selection of students may include standardized test scores, locally developed
assessments, teacher checklist, and grades. Each criterion should be weighted and an overall
cutoff score established. The weighting and cutoff score should be such that no student may
qualify for a single criterion.
Title I Eligibility Profile
Once the criteria are determined, student eligibility profiles are completed for each student. A
profile contains data about each student in relation to the multiple criteria. After these profiles
are completed, the students may be ranked in the order of need.
Master List of Eligible Title I Students
After the students are ranked ordered by need using the eligibility profiles, this information is
transferred to the master list. The master list contains the eligible students’ names, the criteria
used, the weighted points for each criterion, and the overall cutoff score. The points that each
student received for each of the criteria are indicated next to the student’s name. The first name
on the list should be the child with the greatest need with the remainder of the students listed in
descending order. Students must be served in order of greatest need. A master list should be
completed for each grade level served.
Title I Administrative Handbook 2010-2011
13
EXAMPLE of SELECTION PROCESS
The district or a school may determine their criteria selection based on the school’s specific
needs. For example a school may choose to focus on reading or math. The criteria are weighted
(assigned point values). The criteria may be assigned any point values deemed appropriate based
upon the information that they provide. The cutoff score should be established so that a student
cannot qualify based on one criterion. Point values could be assigned as follows:
Student Proficiency level for standardized tests:
Exceeds
= 0 points
Meets
= 1 point
Does Not Meet
= 3 points
Grades:
100- 90
89-80
79-70
69 and below
Teacher checklist (See example)
14-32
33-51
52-70
= 0 points
= 1 point
= 3 points
= 5 points
= 0 points
= 5 points
= 10 points
Using the point values, the student with the greatest need could have a total of 18 points.
Title I Administrative Handbook 2010-2011
14
TITLE I STUDENT ELIGIBILTY PROFILE
STUDENT’S NAME________________________ DATE_____________
TEACHER”S NAME__________________________________________
SCHOOL___________________________________________________
GRADE____________________________________________________
The student’s (standardized proficiency level) for ____________________:
(subject)
Exceeds
____________________ ( 0 )
(record score)
Meets
_____________________ ( 1)
(record score)
Does Not Meet____________________ ( 3)
(record score)
_______
subtotal
The student’s most recent grade in _____________________ is:
(subject)
100- 90
_______ ( 0 )
89-80
_______ ( 1 )
79-70
_______ ( 3 )
69 and below
_______ ( 5 )
_______
subtotal
Teacher Checklist Total:
14-32
33-51
52- 70
______ ( 0 )
______ ( 5 )
______ (10)
_______
subtotal
Earned:
________
TOTAL POINTS
If a student earns _______ points or more, the student is eligible for services.
Title I Administrative Handbook 2010-2011
15
MASTER LIST OF ELIGIBLE TITLE I STUDENTS
(Targeted Assistance Schools Only)
School _________________
Subject_________________
Grade__________________
Criteria Cutoff Score _____
STUDENT
NAME
Standardized
Proficiency Level
Points
Subject
Grade
Points
Checklist
Points
TOTAL
POINTS
Place an X
for TA
Eligibility
Reason for
Exclusion
TOTAL # Eligible: _____
TOTAL # Served: _____
1. Enter the students’ names and the points earned on each criterion.
2. Total the points for each student.
3. Indicate whether the student will receive services.
4. If a child qualifies and is not served, indicate reason for exclusion (ex. parent refusal).
5. Enter the total number of eligible students.
6. Enter the total number of participating students.
Title I Administrative Handbook 2010-2011
16
2.1.a Components of Targeted Assistance Programs
To assist targeted assistance schools and local educational agencies to meet their responsibility to
provide for all their students served under this part the opportunity to meet the State’s
challenging student academic achievement standards in subjects as determined by the state, each
targeted assistance program under this section shall:
(1) Use such program’s resources under this part to help participating children meet the
State’s challenging student academic achievement standards expected for all children
(2) Ensure that planning for students served under this part is incorporated into existing
school planning
(3) Use effective methods and instructional strategies that are based on scientifically based
research that strengthens the core academic program of the school and that:
 Give primary consideration to providing extended learning opportunities, such as an
extended school year, before-school, after-school, and summer school programs

Help provide an accelerated, high-quality curriculum, including applied learning

Minimize removing children from the regular classroom during regular school hours for
instruction provided under this part

Coordinate with and support the regular education program, which may include services
to assist preschool children in the transition from early childhood programs such as
Head Start, Even Start, Early Reading First or State-run preschool programs to
elementary school programs

Provide instruction by highly qualified teachers

Provide opportunities for professional development with resources provided under this
part, and, to the extent practicable, from other sources, for teachers, principals, and
paraprofessionals, including, if appropriate, pupil services personnel, parents, and other
staff, who work with participating children in programs under this section or in the
regular education program

Provide strategies, such as family literacy services, to increase parental involvement, in
accordance with Section 1118 of No Child Left Behind Act of 2001 (NCLB)

Coordinate and integrate federal, state, and local services and programs, including
programs supported under NCLB, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training
Title I Administrative Handbook 2010-2011
17
Targeted Assistance Program Assurances
Title I, Part A and Title II, Part A Section 1119 Qualifications for Teachers and
Paraprofessionals Verification of Compliance – Principal Attestations and Assurances
The Elementary and Secondary Education Act (ESEA) No Child Left Behind Act of 2001, states in
Title I Section 1119(h) that each local educational agency (LEA) shall require that the principal of
each school operating a program under Section 1114 – School-wide Programs or Section 1115 Targeted Assistance Schools attest annually in writing as to whether such school is in compliance
with the requirements of Section 1119. In addition, in accordance with Georgia Implementation
Guidelines The No Child Left Behind Act of 2001, Title II, Part A 13.10, LEAs are required to
maintain documentation signed by each principal and the Title II, Part A Coordinator that the current
data reflects the highly qualified status of teachers assigned to their respective school (Title I and
Non-Title I) and that principals have reviewed their school’s Equity data. Copies of attestations shall
be:
1. Maintained at each school in the District,
2. Maintained at the main office of the school district, and
3. Available to any member of the general public on request.
Requirements of Section 1119 – Teachers


Beginning with the first day of school each school year teachers hired and teaching in a program
supported with Title I, Part A and Title II, Part A funds must be highly qualified.
Plans must be developed to ensure all teachers are highly qualified no later than the end of the
current school year. The plan must be updated annually to achieve or maintain the 100% highly
qualified LEA status. Components of the plan shall include annual measurable objectives to:
 increase the percentage of highly qualified teachers, and
 increase the percentage of teachers who are receiving high-quality professional development,
and
 such plan may include other measures determined by the school and/or district.
Beginning with the 2002-03 school year, progress to meet annual measurable objectives must be
reported to the public. This requirement can be met through reports to the Georgia
Department of Education (Consolidated Application) and used for data posting on the Governor's
Office of Student Achievement (GOSA) website for state, district, and building report cards. .
Requirements of Section 1119 – Paraprofessionals

All paraprofessionals hired after January 8, 2002, hired with Title I funds or employed in a Title I
Schoolwide program and assisting with instruction must meet one of the following requirements:
1. Completed at least 2 years of study at an institution of higher education
2. Obtained an associate degree (or higher)
3. Met a rigorous standard of quality and can demonstrate through a formal state approved
assessment the knowledge of, and the ability to assist in instructing, reading, writing and
mathematics, or assisting in instructing and the readiness of above named subject areas, as
appropriate.
Title I Administrative Handbook 2010-2011
18


Title I paraprofessionals will not be assigned a duty inconsistent with duties outlined in
Section 1119.
Paraprofessionals work under the direct supervision of a teacher consistent with
Section 1119.
Use of Funds

Title I, Part A funds may and Title II, Part A funds must be used to assist teachers and
paraprofessionals in satisfying the highly qualified requirements of Section 1119.

Not less than 5 percent or more than 10 percent of Title I funds for the current fiscal year must be
used for professional development activities to ensure that teachers (and paraprofessionals) who do
not meet the highly qualified requirements meet the requirements of Section 1119.

Districts may spend less than 5 percent of their allocation for this purpose if they can demonstrate a
lesser amount is sufficient to ensure all highly qualified requirements will be met.
Attestation Statement
For this school year, _______________, I attest
o
o
that the provisions of Section 1119 - Qualifications for Teachers and Paraprofessionals are met in
this school
OR
that a highly qualified teacher was not available for hire and placement in the following
position(s) or the best candidate was hired and placed in the following position(s):
_________________________________
_________________________________
_________________________________
A remediation plan was developed for each non-HiQ teacher to ensure the teacher will be highly qualified
no later than the end of this school year. The plan for each teacher will be monitored and the teacher’s
progress toward attaining HiQ status will be documented periodically during the year.
The remediation plan:
 was developed in collaboration with the teacher at the time of hire,
 was signed by the teacher and principal,
 includes a timeline for completing each component of the plan, and
 includes a target date for meeting requirements to attain HQ Status.
__________________________________________
(School Name)
__________________________________________
(Principal’s Name)
____Bibb County Public Schools_____
(District Name)
________________________________
(Date Signed)
Revised 5-29-2009
Title I Administrative Handbook 2010-2011
19
Bibb County School District
Title I School Plan
Addendum
FOR EXISTING TARGETED ASSISTANCE PROGRAMS
Not for new Targeted Assistance Schools
BIBB COUNTY SCHOOL DISTRICT
Title I, ISIA
Public Law 107-110
Targeted Assisted Program School
Local School Plan Addendum
School Year: 2009 – 2010
School Name:
I certify that the following Title I Schoolwide or Targeted Assisted Program Plan is reflective of
the needs of the school named above and its students and was developed in consultation with
teachers and parents of students enrolled in the school.
Principal’s Signature
Title I Director’s Signature
Date
Date
Title I Administrative Handbook 2010-2011
20
Bibb County School District
Title I School Plan
Addendum
Personnel – Rationale and Budget Detail
Provide a brief justification for the programs to be offered during this school year. Justification
should be based upon academic needs of the students. Any changes in use or number of staff to
be funded by Title I is to be indicated here.
Title I Staff Allocations for 2009 – 2010
Teachers
Instructional Support
Teacher’s Name
Instructional Support – Name
Para-professionals
Grade or
Subject
Para-professional’s Name
______
Media Clerk
Grade or
Subject
Describe support to be provided
School’s Budget for Salaries and Benefits
Title I Administrative Handbook 2010-2011
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Bibb County School District
Title I School Plan
Addendum
Staff Development – Rationale
Briefly describe the Title I funded Staff Development activities proposed for the 2009– 2010
school year. How will these activities improve instruction and student achievement? If specific
instructional programs/services are to be purchased and implemented, please attach the researchbased documentation about these program/services.
Staff Development – Budget Detail
Description
Dates
Consultant Cost, substitute Teachers, Teacher/Staff Stipends
Costs
Subtotal
Dates
Professional Travel
Subtotal
Training Materials, Professional Literature
Subtotal
Equipment for training (unit cost LESS that $1000.00)
Subtotal
Equipment for training (unit cost $1000.00 or MORE)
Subtotal
TOTAL
Title I Administrative Handbook 2010-2011
22
Bibb County School District
Title I School Plan
Addendum
Parental Involvement – Rationale
A minimum of six (6) parental involvement activities are required annually at the local school
level. Please provide a brief statement as to the goal of each activity and a tentative date for each
activity. Plans for a parent center are to be provided on this page, if you have one.
Parental Involvement – Budget Detail
Description
Dates
Abbreviated list activities from justification section (3A)
1.
2.
3.
4.
5.
6.
Dates
Speakers, Consultants for activities listed above
Costs
Subtotal
Dates
Materials and Supplies for activities listed above
Dates
Food for Parental Involvement activities listed above
Dates
Equipment for training (unit cost $1000.00 or MORE)
Subtotal
Subtotal
Subtotal
TOTAL
Title I Administrative Handbook 2010-2011
23
Bibb County School District
Title I School Plan
Addendum
After School And/Or Saturday Tutorials
Justification
Salaries and Benefits ($
Budget Detail
per hour per teacher)
Tutors X $
X number of hours
number of days
Dates
Material, Supplies for Tutorials
X
Subtotal
Subtotal
Dates
Transportation for Tutorials:
Subtotal
Dates
Equipment for Tutorials:
Subtotal
TOTAL
Instructional Materials and Supplies – Rationale and Budget Detail
Justification
Budget Detail
Dates
Costs
Budget Detail
Dates
Equipment (unit
cost LESS than
$1000.00) for
Instructional
Programs
Costs
TOTAL
Instructional Equipment (Unit Cost Less Than $1000.00) – Rationale and budget Detail
Justification
Dates
Budget Detail
Equipment (unit cost LESS than $1000.00) for Instructional
Programs
Costs
TOTAL
Title I Administrative Handbook 2010-2011
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Instructional Equipment (Unit Cost $1000.00 or More) – Rationale and Budget Detail
Justification
Dates
Budget Detail
Equipment (unit cost LESS than $1000.00) for Instructional
Programs
Costs
TOTAL
Title I Administrative Handbook 2010-2011
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2.2 Schoolwide Program
A schoolwide program is a comprehensive reform strategy designed to upgrade the entire
educational program in a Title I school. The primary goal of schoolwide programs is to ensure
that all students, particularly those who are low-achieving, demonstrate proficient and advanced
levels of achievement on State academic achievement standards. This schoolwide reform
strategy requires that a school:

Conduct a comprehensive needs assessment to identify strengths and challenges that will
guide efforts to improve student achievement. These areas are reflected in your school’s
Balanced Scorecard.

Identify and commit to specific goals and strategies that address those needs

Create a comprehensive plan

Conduct an annual evaluation of the effectiveness of the schoolwide program and revise
the plan as necessary. Was the plan effective in improving student achievement?
Adopting this strategy should result in an ongoing, comprehensive plan for school improvement
that is owned by the entire school community and tailored to its unique needs.
The schoolwide authority also reflects the following fundamental principles of Title I, as
amended by the No Child Left Behind Act (NCLB) of 2001:
 Accountability for results. In a schoolwide program, accountability for results is shared
throughout the school. All students are expected to meet the State’s challenging
standards, and students who experience difficulty mastering those standards are provided
timely, effective, additional assistance. Teachers use information about student
performance and share ways that instruction can be improved to meet a wide range of
student needs. The school keeps parents informed of the achievement of individual
students, and of the progress of the school in meeting its goals.

Research-based practices. Schoolwide programs operate according to a plan that contains
proven, research-based strategies designed to facilitate schoolwide reform and
improvement. Professional development activities are based on practices proven to be
successful in helping teachers improve the quality of their instruction.

School and community engagement. Staff in schoolwide programs engage parents and
the community in their work as planners, participants, and decision makers in the
operation of the school. This collaboration is based on a shared vision of the school’s
values and overall mission. These partnerships strengthen the school’s ability to meet the
needs of all students and improve the school.
Title I Administrative Handbook 2010-2011
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2.2.a Components of a Schoolwide Plan
A school operating a schoolwide program must conduct a comprehensive needs assessment that
identifies the school’s strengths and challenges in key areas that affect student achievement.
These strengths and challenges are reflected in your school’s Balanced Scorecard.
The school must develop a comprehensive schoolwide plan that describes how it will achieve
the goals it has identified as a result of its needs assessment.
The written plan must include the following sections:
1. Narrative report of the comprehensive needs assessment
2. Schoolwide Reform Strategies - Identify reform strategies, aligned with the needs
assessment, that are research-based and provide opportunities for all children to
meet the State’s proficient or advanced levels of academic achievement
3. Provide instruction by highly qualified professional staff and create strategies to
attract highly qualified teachers to high needs areas
4. Offer high quality, ongoing professional development for staff to enable all
students to meet performance standards
5. Create strategies to increase parental involvement
6. Develop plans to assist preschool students through the transition from early
childhood programs to local elementary school programs, from elementary to
middle, and from middle to high
7. Identify measures to include teachers in decisions regarding the use of academic
assessments
8. Coordinate and integrate federal, state and local services and programs
9. Conduct activities to ensure that students who experience difficulty attaining
proficiency receive effective, timely, additional assistance
10. Provide a description of how individual student assessment results and
interpretation will be provided to parents
11. Provision for the collection and desegregations of student assessment and
achievement data
12. Provisions for seeking statistically sound results for each category for which
assessment results are disaggregated
13. Provisions for public reporting of disaggregated data
Title I Administrative Handbook 2010-2011
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14. The schoolwide plan is developed during a one-year period
15. Plan is developed with the involvement of the community to be served and
individuals who carry out the plan including teachers, principals, other Title I staff,
students, and parents
16. Plan is available to the LEA, parents, and the public
17. The Schoolwide Plan is translated to the extent feasible, into any language to
accommodate parents of participating students
18. Add Plan is subject to the school improvement provisions of Section 1116
The school must evaluate annually the outcomes and the plan’s implementation to determine
whether the academic achievement of all students, and particularly of low-achieving students,
improved, whether the goals and objectives contained in the plan were achieved, and if the plan
is still appropriate as written.
The Title I schoolwide process supports the development of high-performing schools by
encouraging schools to make significant changes in the school’s operation. While schoolwide
programs are not required to identify specific students as eligible, schools must supplement
(enhance) rather than supplant (take the place of) the services participating students would
receive if they were not participating in the schoolwide program.

A school is eligible to be a schoolwide program if the local educational agency (LEA)
determines that the school serves an eligible attendance area. For the first year of the
schoolwide program, the school serves a school attendance area in which not less than
40 percent of the children are from low-income families or 40 percent of the students
enrolled in the school are from low-income families. If the population of a school
that operates a schoolwide program drops below the required eligibility threshold in
any subsequent year, the school may continue to operate as a schoolwide program.

Additionally, the school plan must document that it has met the intent and purposes of
each program whose funds are consolidated if it chooses to consolidate funds from
Title I, Part A, and other federal education program funds and resources without
maintaining separate fiscal accounting records by program, or meeting most statutory
requirements of those programs [Section 1114(b)(1) of Title I of ESEA].

If the school chooses not to combine funds, the schoolwide school can implement its
Title I schoolwide plan, but the Title I schoolwide school must limit its Title I
expenditures strictly to those costs appropriate for Title I use of funds. In brief, the
LEA must account for and track expenditures separately, identifying the activities that
the Title I, Part A, funds support.
Title I Administrative Handbook 2010-2011
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Title I, Part A and Title II, Part A Section 1119 Qualifications for Teachers and
Paraprofessionals Verification of Compliance – Principal Attestations and Assurances
The Elementary and Secondary Education Act (ESEA) No Child Left Behind Act of 2001, states in
Title I Section 1119(h) that each local educational agency (LEA) shall require that the principal of
each school operating a program under Section 1114 – School-wide Programs or Section 1115 Targeted Assistance Schools attest annually in writing as to whether such school is in compliance
with the requirements of Section 1119. In addition, in accordance with Georgia Implementation
Guidelines The No Child Left Behind Act of 2001, Title II, Part A 13.10, LEAs are required to
maintain documentation signed by each principal and the Title II, Part A Coordinator that the current
data reflects the highly qualified status of teachers assigned to their respective school (Title I and
Non-Title I) and that principals have reviewed their school’s Equity data. Copies of attestations shall
be:
4. Maintained at each school in the District,
5. Maintained at the main office of the school district, and
6. Available to any member of the general public on request.
Requirements of Section 1119 – Teachers


Beginning with the first day of school each school year teachers hired and teaching in a program
supported with Title I, Part A and Title II, Part A funds must be highly qualified.
Plans must be developed to ensure all teachers are highly qualified no later than the end of the
current school year. The plan must be updated annually to achieve or maintain the 100% highly
qualified LEA status. Components of the plan shall include annual measurable objectives to:
 increase the percentage of highly qualified teachers, and
 increase the percentage of teachers who are receiving high-quality professional development,
and
 such plan may include other measures determined by the school and/or district.
Beginning with the 2002-03 school year, progress to meet annual measurable objectives must be
reported to the public. This requirement can be met through reports to the Georgia
Department of Education (Consolidated Application) and used for data posting on the Governor's
Office of Student Achievement (GOSA) website for state, district, and building report cards. .
Requirements of Section 1119 – Paraprofessionals

All paraprofessionals hired after January 8, 2002, hired with Title I funds or employed in a Title I
Schoolwide program and assisting with instruction must meet one of the following requirements:
4. Completed at least 2 years of study at an institution of higher education
5. Obtained an associate degree (or higher)
6. Met a rigorous standard of quality and can demonstrate through a formal state approved
assessment the knowledge of, and the ability to assist in instructing, reading, writing and
mathematics, or assisting in instructing and the readiness of above named subject areas, as
appropriate.
Title I Administrative Handbook 2010-2011
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

Title I paraprofessionals will not be assigned a duty inconsistent with duties outlined in
Section 1119.
Paraprofessionals work under the direct supervision of a teacher consistent with
Section 1119.
Use of Funds

Title I, Part A funds may and Title II, Part A funds must be used to assist teachers and
paraprofessionals in satisfying the highly qualified requirements of Section 1119.

Not less than 5 percent or more than 10 percent of Title I funds for the current fiscal year must
be used for professional development activities to ensure that teachers (and paraprofessionals)
who do not meet the highly qualified requirements meet the requirements of Section 1119.

Districts may spend less than 5 percent of their allocation for this purpose if they can demonstrate
a lesser amount is sufficient to ensure all highly qualified requirements will be met.
Attestation Statement
For this school year, _______________, I attest
o that the provisions of Section 1119 - Qualifications for Teachers and Paraprofessionals are
met in this school
OR
o that a highly qualified teacher was not available for hire and placement in the following
position(s) or the best candidate was hired and placed in the following position(s):
_________________________________
_________________________________
_________________________________
A remediation plan was developed for each non-HiQ teacher to ensure the teacher will be highly
qualified no later than the end of this school year. The plan for each teacher will be monitored and
the teacher’s progress toward attaining HiQ status will be documented periodically during the year.
The remediation plan:
 was developed in collaboration with the teacher at the time of hire,
 was signed by the teacher and principal,
 includes a timeline for completing each component of the plan, and
 includes a target date for meeting requirements to attain HQ Status.
__________________________________________
(School Name)
__________________________________________
(Principal’s Name)
____Bibb County Public Schools_____
(District Name)
________________________________
(Date Signed)
Revised 5-29-2009
Title I Administrative Handbook 2010-2011
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SECTION 3
FISCAL PROCEDURES
3.1 PLANNING THE FISCAL BUDGET



All Title I expenditures must be documented in the Balanced Scorecard/School
Improvement Plan and the Schoolwide Plan (SIP/SWP)
Principals are responsible and accountable for Title I program expenditures
All Title I expenditures must have a direct impact on improving student achievement
3.1.a Budget Planning and Fiscal Expenditures
In order to maintain fidelity of the program, Title I requires that federal funds be used to
supplement the educational program and not serve as a substitute for services that would be
provided by other SEA and LEA funding sources. Once these requirements have been
established, there are restrictions on the eligibility of expenditures that the district Title I
department and the individual schools are allowed to select. Extreme caution must be used to
ensure that all expenditures meet the required federal guidelines, or the system is at risk of losing
program funding.
The Title I department reviews requests and maintains the integrity of the utilization of funds;
however, there are requests that cannot be approved because they are in violation of program
restrictions. The following suggestions and guiding questions will help eliminate denial of
requests. When making decisions on expenditures of your individual school funds, the following
questions and points will be invaluable in guiding your choices:
1. Do the funds supplant funds that would, if there were no Title I funds, be spent on the
Title I students anyway? Would this money have come from a state or local fund if the
school didn’t have Title I money? If yes, Title I funds cannot be used.
2. Does the state or district require the materials, program, or services for Title I and nonTitle I schools? If yes, Title I funds CANNOT be used.
3. Is the expenditure for incentives or rewards for Title I teachers? Incentives and rewards
for teachers are NOT allowed.
Title I Administrative Handbook 2010-2011
31
4. Is the expenditure for student incentives or rewards? Is the program to encourage
attendance or to reward participation? Funds CANNOT be used for student rewards or
incentives of any type.
5. Is the purpose academic or non-academic? The purpose MUST be academic.
6. Is the request in line with your School Improvement Plan?
7. Does the request match the goals of your school plan?
8. Is this expenditure reasonable and NECESSARY?
9. Was this request or a very similar one denied in previous years?
10. Is the request for unapproved materials or services? Seek approval of the appropriate
department prior to submitting the request. This should be done prior to placing the item
in your budget.
3.1.b Important Budget Planning Facts to Remember

The principal is responsible for submission of the school’s Title I budget to the Title I
office by the deadline designated in the timeline in Section 1.3 of this document.

All budget items require a written rationale that directly links the request to the school’s
needs assessment.

Departmental approval as required by system departments of Teaching and Learning,
Technology, and Professional Development should be attached to the proposed budget or
attached to the requisition form (email verification of approval is sufficient)

Title I allocations not used by the end of the fiscal year are returned to the District.

Title I allocations generated during a specific fiscal year must be utilized during that
fiscal year.

Schools in needs improvement must utilize ten percent of their Title I allocation on
professional development activities that address the subgroup(s) that did not make AYP.

All Title I schools must expend their Parent Involvement allocation in function 2900.

WITHIN A FUNCTION CODE, 100% of funds can be moved
Example: $5000 in Function Code 2210 can be moved to any category WITHIN that
function code
Title I Administrative Handbook 2010-2011
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
NO MORE THAN 25% of the budgeted amount can be moved FROM ONE FUNCTION
CODE TO ANOTHER
Example: $5000 in Function Code 2210, if you decide you cannot use that much money
for the budgeted code, you can ONLY MOVE 25%, in this example you could only move
$1250 to another Function Code such as FC 2100.
3.1.c Title I Budget Approval




The budget must be approved prior to any expenditures of funds
The school will be notified via email from the Title I Budget Coordinator upon approval
of the proposed budget
All School Improvement Activity Plans (including instructional activities, conference
attendance, and professional development plans) require approval PRIOR to
BEGINNING or PARTICIPATING in the activity
Schools will be notified via email upon approval of SI activity plans, conference requests,
and professional development plans
3.1.d Purchasing Procedures

Upon receipt of budget approval confirmation from the Title I Budget Coordinator, the
school may begin utilization of Title I funds
3.2 Fund Numbers – The fund number for Title I, Part A is 400. Some schools may receive
allocations in Fund 402 (Targeted Assistance and School Improvement)
3.3 Function Code Numbers – When choosing a function ask “How will the money be used?”
or “What is the function?” Title I supports the following types of functions:

Function 1000-Instruction- Instruction includes activities dealing directly with the
interaction between teachers and students. Teaching may be provided for students in a
school classroom, in another location such as a home or hospital, and in other learning
situations such as those involving co-curricular activities.

Function 2100-Pupil Services- Activities designed to assess and improve the well-being
of students and to supplement the teaching process. Activities include guidance,
counseling, testing attendance, social work, health services, etc.

Function 2210-Improvement of Instructional Services- Activities which are designed
primarily for assisting instructional staff in planning developing and evaluating the
process of providing challenging learning experiences for students.

Function 2220-Educational Media Services- Activities concerned with directing,
managing and operating educational media centers. Included are school libraries, audiovisual services and educational television.
Title I Administrative Handbook 2010-2011
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
Function 2300-General Administration- Activities concerned with establishing and
administering policy for operating. These include the activities of the members of the
Board of Education. Local activities in interpretation of the laws and statutes and general
liability situations are charged here, as are the activities of external auditors.

Function 2400-School Administration- Activities concerned with overall administrative
responsibility for school operations. Included are activities of principals, assistant
principals, full time department chairpersons and clerical staff.

Function 2500-Support Services- Activities concerned with the fiscal operation,
including budgeting, financial and property accounting, payroll, inventory control,
internal auditing and managing funds. Also included are purchasing; warehouse and
distribution operations; and printing, publishing and duplicating operations.

Function 2600-Maintenance and Operation of Plant Services- Activities concerned
with keeping the physical plant open, comfortable, and safe for use and keeping the
grounds, buildings, and equipment in effective working condition and state of repair.
This includes the activities of maintaining safety in buildings, on the grounds, and in the
vicinity of schools.

Function 2700-Student Transportation Service- Activities concerned with the
conveyance of students to and from school and trips to school activities. These activities
include supervision of student transportation, vehicle operation, servicing and
maintenance, bus monitoring, and traffic direction.

Function 2800-Support Services-Central- Central Office activities other than general
administration and business services. Included are personnel services, data processing
services, strategic planning (including research, development and evaluation) on a system
wide basis.

Function 2900-Other Support Services- All other support services not property
classified elsewhere in the 2000 series.
3.4 Object Codes and Descriptions
Code
Description
100
Teacher- The contract salary of full-time and part-time teachers
whose employment requires that they hold a valid Georgia teacher
certificate.
113
Substitute- Serves as temporary replacement on a daily basis for
any certified employee.
114
Substitute- Serves as temporary replacement on a daily basis for
any non-certified/classified employee.
Title I Administrative Handbook 2010-2011
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116
Professional Development Stipends (Function 2210 Only)- Funds
awarded to qualified certified personnel for having successfully
completed formal educational opportunities occurring at any time
during the fiscal year outside of an employee’s normal contract
hours and for which either staff development units (SDUs) or
college credits, earned in a regionally-accredited institution, are
awarded in accordance with an approved professional development
plan.
130
Principal
131
Assistant Principal
140
Aides and Paraprofessionals
142
Clerical-Salaries of clerical or secretarial staff performing administrative
support in any function.
145
Interpreter
161
Technology Specialist
173
Secondary Counselor
176
School Social Worker-Assists other school personnel and family
members in solving personal adjustment problems of students and
improving school attendance.
177
Family Services Coordinator-Supports the student, family, and school
in the coordination and delivery of collaborative based community
services.
190
Other Management Personnel- Salaries which are not classifiable
to one of the objects defined above. (Example: Director of Student
Services, Director of Psycho-Educational Program, Title I Director,
Personnel/Human Resources Director, Director of Media Services)
191
Other Administrative Personnel- Assists with the collection,
processing, and reporting of information (Example: Information
Services Personnel, Instructional Services Personnel, PsychoEducational Special Education Specialist, Instructional Supervisor)
200
Employee Benefits
210
State Health Insurance- Employer Share of State Health Insurance
paid on behalf of the employee.
Title I Administrative Handbook 2010-2011
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220
FICA- Employer Share of FICA paid on behalf of employee.
230
Teacher Retirement System- Employer Share of TRS paid on behalf of
employee.
260
Workmen Compensation- Employer Share of Workmen Compensation
premiums paid on behalf of employee.
290
Other Employee Benefits- Other Employee Benefits paid by
employer on behalf of employee.
300
Purchased Professional and Technical ServicesServices which can be performed only by persons or firms with
specialized skills and knowledge. (Example: Consultants)
430
Repair and Maintenance Services-Expenditures for repairs and
maintenance services. This includes contracts and agreements
covering the upkeep of buildings and equipment.
442
Rental of Equipment and Vehicles-Expenditures for leasing or
renting equipment or vehicles for both temporary and long-range.
530
Communication- Services provided by persons or businesses to assist
in transmitting and receiving messages or information. This
category includes telephone and telegraph services, postage machine
rental, postage and fax services.
580
Travel-Employees, Including School Board Members Classified
As Employees- Expenditures for transportation, meals, hotel, and
other expenses associated with staff travel (Consultants’ travel
is recorded in object 300).
595
Other Purchased Services- Expenditures for all other purchased
services which are not classifiable under other codes.
610
Supplies-All supply items which cannot be properly classified as
technology supplies, computer software, energy, food usage,
textbooks or books and periodicals
611
Supplies-Technology Related-Technology related supplies including
items that are typically used in conjunction with technology related hardware or
software.
612
Computer Software-Expenditures for the purchase of computer software
which has already been developed? Contracted services for
developing software would be recorded in object 300.
Title I Administrative Handbook 2010-2011
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615
Expendable Equipment-Items purchased with federal program funds
with a per-unit cost of less than $5000 or items purchased with state
program funds with a per-unit cost of less than $1000, which might otherwise be
classified as “equipment” rather than “supplies.” An inventory of these items
should be maintained for control purposes. (Example: VCR, DVD, tables)
616
Expendable Computer Equipment- Items purchased with federal
program funds with a per-unit cost of less than $5000 or items
purchased with state program funds with a per-unit cost of less than $1000, which
might otherwise be classified as “equipment’ rather than “supplies.”
(Example: Printers, Disk Drives, etc.)
642
Books –Expenditures for the purchase of books and periodicals
810
Dues and Fees- Expenditures for registration fees, dues for systems’ or
individuals’ membership professional or service organizations, or for various fee
charges.
880
Federal Indirect Cost-Expenditures to record the indirect costs permitted under
Federal grant administration rules and approved by the GDOE
881
Schoolwide Schools- Use to allocate costs from Fund 400 to participating
federal grants. The system-wide total for Object 881 should always have a zero
balance.
Title I Administrative Handbook 2010-2011
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3.5 Title I Account Number
Only Schoolwide Schools FY2010
The first three digits, 400, indicate a schoolwide program
400-0-1000-110.00-0000-School Local Code 0-003140
-Salary Teacher
400-0-1000-110.01-0000-School Local Code 0-003140
-Salary Tutors
400-0-1000-113.00-0000-School Local Code 0-003140
-Salary Sub.Teacher
400-0-1000-114.00-0000- School Local Code 0-003140
-Salary Sub.-Parapro*
* Must be pre-approved by Director of Special Programs/Title I
400-0-1000-140.00-0000- School Local Code 0-003140
-Salary Parapro
400-0-1000-430.00-0000- School Local Code 0-003140
-Repair, Maintenance
Example:
Copies Overages and Repairs
400-0-1000-442.00-0000- School Local Code 0-003140
Example:
-Renter
Copier Machine
400-0-1000-595.00-0000- School Local Code 0-003140
-Purchase Service-Printing
Example:
Students Handbooks &
Benchmarks Test
400-0-1000-610.00-0000 School Local Code 0-003140
Example:
-Supplies
Pencils, Writing Journal,
Construction Paper, Scissors,
Coloring Pencils
Title I funds cannot be used to purchases any type of furniture.
400-0-1000-611.00-0000-School Local Code 0-003140
Example:
-Supplies (Technology)
Printers Cartridges, Disks,
Flash Drives, CDs
400-0-1000-612.00-0000-School Local Code 0-003140
Purchase
Example:
-Computer Software
Reading or Math Software
(Only for the students)
Title I Administrative Handbook 2010-2011
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400-0-1000-615.00-0000- School Local Code 0-003140
Example:
-Expendable Equipment
TV & VCR
(Only for teachers’ classrooms)
400-0-1000-616.00-0000- School Local Code 0-003140
-Expendable Technology
Example:
Computers & Printers
(Only for teachers’ classrooms)
400-0-1000-642.00-0000- School Local Code 0-003140
-Books and Periodicals
Example:
Tradebooks & Weekly
Readers
(Only for the students)
400-0-1000-810.00-0000- School Local Code 0-003140
-Field Trip Admissions
Students
Example:
Ticket for Fernbank,
Atlanta Zoo, and
M.L. King Center
400-0-2210-116.00-0000- School Local Code 0-003140
Must be pre-approved
-Stipends
400-0-2210-191.02-0000- School Local Code 0-003140
-Instructional Lead Teacher
400-0-2210-300.00-0000- School Local Code 0-003140
-Purchase Service
400-0-2210-580.00-0000- School Local Code 0-003140
-Travel
400-0-2210-810.10-0000- School Local Code 0-003140
-Registration Fees
400-0-2220-142.00-0000- School Local Code 0-003140
-Salary Media Clerk
400-0-2700-595.05-0000- School Local Code 0-003140
-Travel Students
Title I Administrative Handbook 2010-2011
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3.6 Account Coding Information
3.6.a Account Coding Information – Schoolwide 400 (0000)
Listed below is a chart of accounts that describes the function and object codes. The account
number is a nineteen digit number and each set of numbers has a meaning.
400 -0-1000 -610.00- 0000- 04 -0- 003145
FUND
BUILDING CODE
(WILL ALWAYS BE 0)
YEAR
LOCAL SCHOOL
CODE
FUNCTION
OBJECT CODE
PROGRAM
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3.6.b Account Coding Information – the first three digits, 402 (1750) indicates Targeted
Assistance Budgets
Listed below is a chart of accounts that describes the function and object codes. The account
number is a nineteen digit number and each set of numbers has a meaning.
402 -0-1000 -610.00- 1750- 04 -0- 003145
Budget Center
FUND
BUILDING CODE
(WILL ALWAYS BE 0)
YEAR
LOCAL SCHOOL
CODE
FUNCTION
OBJECT CODE
PROGRAM
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3.6.c Account Coding Information – the first three digits, 402 (1770) indicates School
Improvement Budgets
Listed below is a chart of accounts that describes the function and object codes. The account
number is a nineteen digit number and each set of numbers has a meaning.
402 -0-1000 -610.00- 1770- 04 -0- 003145
Budget Center
FUND
BUILDING CODE
(WILL ALWAYS BE 0)
YEAR
LOCAL SCHOOL
CODE
FUNCTION
OBJECT CODE
PROGRAM
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3.6.d Account Coding Information - 402 (1752) – Indicates Distinguished Schools’ budgets
Listed below is a chart of accounts that describes the function and object codes. The account
number is a nineteen digit number and each set of number has a meaning.
403 -0-1000 -610.00- 1750- 04 -0- 003145
Budget Center
FUND
BUILDING CODE
(WILL ALWAYS BE 0)
YEAR
LOCAL SCHOOL
CODE
FUNCTION
OBJECT CODE
PROGRAM
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3.6.e Account Coding Information -403 (1750)– Indicates ARRA budgets
Listed below is a chart of accounts that describes the function and object codes. The account
number is a nineteen digit number and each set of number has a meaning.
402 -0-1000 -610.00- 1752- 04 -0- 003145
Budget Center
FUND
N
BUILDING CODE
(WILL ALWAYS BE 0)
YEAR
LOCAL SCHOOL
CODE
FUNCTION
OBJECT CODE
PROGRAM
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3.7 TITLE I UNACCEPTABLE EXPENDITURES
The following are examples of unacceptable expenditures and CANNOT be included in the
FY10 Title I school budget. Monies spent on unacceptable items must be replaced in the Title I
budget. If you have questions, please contact your Title I specialist:

Secretary, office assistant, attendance clerk

School police officer, security guard

School nurse, clinic supplies

Furniture -Title I funds cannot be used to purchases any type of furniture.

Custodian, custodial supplies

Cafeteria worker, cafeteria supplies

Administrative personnel and costs (i.e. grade books, office computers, printers, toner)

ESE ELL coordinators

Behavioral intervention specialist or assistant

Incentives and rewards (including games and toys)

Marketing items such as brochures, banners, and flags

Memberships for professional organizations

Food items unless purchased for instructional parent workshops

T-shirts

Plaques, trophies, and packaged certificates
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
Office supplies and forms (i.e. discipline referral forms and desk supplies)

Field trips are allowed in accordance with system guidelines
Please note:

Additional guidance counselors, beyond district allocation, are allowable if 100% of their
time is spent working on guidance/social issues.

While paraprofessionals are allowed, research indicates that highly qualified teachers are
more likely to raise student achievement. (If the district is in “Needs Improvement”
additional paraprofessionals may not be hired and funded through Title I)
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3.8 Monitoring School Budgets
It is necessary for the each principal to monitor the school budget on a continual basis. The
Title I Budget Coordinator will send electronic budget range reports periodically to help schools
monitor the expenditures.








Begin utilization of funds as soon as your budget is approved
Plan to have most of your budget used or accounted for by December or January
Do NOT wait until April to attempt to spend large portions of your budget
Note Section 3.1.b concerning movement of funds between Function Codes
Clear up negative balances as soon as possible
If problems or question arise, resolve the issues as soon as possible
Complete a budget range check in December and January
Complete a final budget review in March
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3.8.a Title I Inventory Procedures
It is very important to maintain updated and accurate Title I inventory records. This is a
requirement of the Department of Education and will be monitored each year at the local level
and periodically at the state level. The principal is responsible for Title I materials, but may
designate a staff member to oversee the inventory process.
Purchases that exceed $100.00 and are technical and electrical in nature will be maintained on
the school’s master inventory list. These items will be bar coded by the Media Specialist and
checked out by the staff. The items will be labeled with the green Title I labels requested
through the Title I department as needed. It is very important to account for all Title I
materials each year listed on the school’s master inventory list. Please be sure to remove items
that are no longer in your school from the master list. This should be documented with either a
police report, warehouse pick up form, or transferred to another school document. This document
should accompany the master inventory list when submitted to the requesting department to have
the item deleted.
An electronic form – 2009-2010 Federal Inventory Form- is attached for you to record any new
materials/equipment acquired this year that were purchased with federal funds (Title I) and
ARE NOT listed on the Master Inventory. You should have in your possession a copy of this
form that you submitted last year. You would simply need to add new materials purchased this
year to your existing form, but you may start a new one each year. Please be sure to record on the
form the items along with the date, item description and number, account number, funding
source, vendor, quantity ordered, and location at school. Recording of the items should be done
as they are received and inventoried at the school. These materials should also be designated
Title I with a green label.
If you complete a new federal form each school year, you must attach the previous years’ forms
to the 2008-09 federal form to reflect a compiled inventory list for your school. Title I School
Inventories are due each May. Please send your inventory through the pony to Tina May’s
attention at the Title I Department or hand deliver.
Your completed inventory will consist of:
Cover Sheet (attached) signed by Principal and person responsible for the inventory
Copy of Master Inventory List (highlight Title I materials)
Copies of Federal Inventory Forms
Please share this information with your inventory designee and Home School Facilitator.
HSFs’ inventories are due in May. There inventory will consist of a cover sheet and federal form
listing parent involvement materials.
*** Reminder: If an item is listed on the master inventory list that the media specialist maintains,
it does not have to be listed again on the federal form.
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3.8.b Title I Inventory Cover Sheet
TITLE I INVENTORY
_______________________
SCHOOL
_______________________
YEAR
Conducted by: _______________________
Name
_______________________
Position
Verified by:
_______________________
Position
_______________________
Name
Signature of Principal ____________________________
Date ____________
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3.8.c Title I Federal Inventory Form
See APPENDIX B
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3.9 School Improvement Activity Plans
Requirements for School Improvement Activities:

ALL SCHOOL IMPROVEMENT ACTIVITY PLANS must be submitted to the
Title I office a minimum of four weeks prior to beginning the activity

ALL SERVICE CONTRACTS (Employee and non-employee) MUST BE
SUBMITTED ON THE CURRENT SYSTEM HUMAN RESOURCES FORM
AND MUST BE SUBMITTED FOR APPROVAL PRIOR to the beginning the
work

SCHOOLS WILL BE NOTIFIED VIA EMAIL WHEN ACTIVITIES AND
SERVICE CONTRACTS HAVE BEEN APPROVED
Next two pages:
3.9.a
Title I School Improvement Activity Checklist
3.9.b Title I School Improvement Activity Approval Form
The school Improvement Activity Approval Form must be submitted to the Title I office at
least four weeks prior to beginning the activity.

Personnel Services Agreement are available on the Bibb County Public Schools’
website under Human Resources. There are two forms, one for current employees
and one for non-employees.

Completed service contracts must be submitted with the activity request.
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Title I School Improvement Activity Checklist
Professional Learning Activities (Title I Funded)
_______
_______
_______
Provide overview of activity to Teaching and Learning Content Area Specialist
for approval
 Math – Anita Sprayberry or Lynn Janes
 Science – Jone Bourassa
 Reading – Nancy Fordé (K-6) or Suzanne Spaid (6-12)
 English/Language Arts – Suzanne Spaid
 Social Studies – Suzanne Spaid
Complete Professional Learning Program Description Form – for funding
source, write in Title I next to “Other Funding Source”
Complete and submit the Consultant Agreement Form to the Title I Office
along with a copy of the Program Description Form
Title I School Improvement Activities (Title I Funded)
_______
_______
Complete the Title I School Improvement Activity Approval Form (at least
2 weeks prior to the start date). The program/activity cannot begin prior to
approval.
Complete the Service Contract Agreement for school staff if payment for services
is requested (see sample contract). Payment must follow these guidelines:
 School Improvement Planning
o Administrators – $35.00 per hour (Principals will not be
compensated)
o Teachers - $25.00 per hour
o Paraprofessionals - $15.00 per hour

Tutoring
o Teachers - $25.00 per hour
o Paraprofessionals - $15.00 per hour
-OR-
_______
_______
Complete the Service Contract Agreement for Non-Employees if workers
are not Bibb County School District employees. If service(s) rendered are
in excess of $500, an application must be completed in Human
Resources. A background check must be done on all non-employee workers prior
to the beginning services.
Timesheets must be submitted to the Title I Office following the attached
schedule. All work must be done outside contract (work) hours.
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Title I School Improvement Activity
Approval Form
School ____________________________Coordinator ___________________
Activity ___________________________Date _________________________
Time(s) ___________________________Location ______________________
Projected Cost: _____________________
Funding Source: Title I
SIP
Instructor(s) Facilitators(s) Consultant Name(s)_____________________________________
Contract Needed: Yes
No
Consultant Address__________________________________________________
Phone No. __________________________________SSN/Fed ID#:____________
Rationale:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Implementation Plan:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Evaluation:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
For Title I Office Use:
Title I Office
Approved
Yes
Follow – Up Needed
Initials
No
Title I Director
Title I Coordinator for
School Improvement
Title I Program
Coordinator
Teaching and Learning
Deputy Sup’t./Coordinator
NCLB specifies that all strategies must be based on scientifically based research.
Evaluation must be specific and measurable.
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SECTION 4
NCLB ACCOUNTABILITY
Section 4 NCLB Accountability
4.1 2009 Adequate Yearly Progress Quick Reference Guide
Adequate Yearly Progress under No Child Left Behind has three components:
 Participation: In the spirit of the law, each student is entitled to an annual assessment.
The All Student group and each subgroup with 40 or more members must have at least
95% of its students who are continuously enrolled during the state test window
participate in the test administration.
 Academic Performance: All students and each subgroup that meet the “full academic
year” (FAY) definition and meet the minimum group size must meet the annual
measurable objectives (AMO) or targets. For academic performance and Second
Indicator (those systems that are using an academic content area), subgroup size (n) must
be equal to or greater than 40 students or 10% of students enrolled in AYP grades,
whichever is greater (with a 75 student cap). The AMO targets are the percent of students
classified as proficient due to their test performance. Georgia’s plan permits flexibility in
that we have built in four ways (meet AMO, confidence interval, multi-year averaging,
safe harbor) in which a school may meet the annual measurable objectives.
 Second indicator: The second indicator is always applicable to the school as a whole –
All Student group. However, any group that uses Safe Harbor to meet Academic
Performance must also meet the criteria for the second indicator. A group can meet the
criteria set for the second indicator or show progress over the previous year. (Graduation
rate is an exception.) Again Georgia’s plan sought flexibility in the second indicator
component by proposing a menu of options that districts can select for their elementary
and middle schools. The second indicator for high schools is graduation rate.
4.2 AYP Determination Steps
1.
2.
3.
Determine if each subgroup, including the “all student” subgroup meets the minimum
number of 40 students or 10% of students enrolled in AYP grades, whichever is greater (with
a 75 student cap) – for AMO and second indicator calculations. (Does not apply to
graduation rate or attendance but to those elementary and middle schools who use one of
the academic content areas from the list of acceptable 2nd indicators).
Determine if “all students” and each subgroup at or above the minimum number meet the
95% participation requirement - (n=40 for participation).
Determine if AYP is met using State assessment results regarding the percent
proficient/advanced as compared to the State’s annual measurable objectives for both
Reading/English Language Arts and Math.
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3(a). If AYP is not met using step 3; determine if AYP is met by using a
confidence interval application. (A confidence interval method will be used for
schools with 10 to 39 FAY students with test scores in both mathematics and
reading/English language arts in the All Students subgroup.)
3b. If AYP is not met using a confidence interval, then apply a multi-year
averaging method.
3c. If AYP is not met using the multi-year averaging method, then determine if
AYP is met using the safe-harbor method – decreasing the percent not meeting
proficiency/advanced levels by 10%. Any subgroup using “safe harbor” must
meet the second indicator requirement.
3d. Add SWD-M Students to the SWD subgroup at those schools that did not
make AYP based solely on proficiency of their SWD subgroup.
3e. For those schools and LEAs not making AYP based solely on the
proficiency scores of the SWD subgroup, state will apply the interim federal
flexibility for SWD proficiency scores.
To meet AYP, Georgia will require that each elementary and middle school meet State standards
on its second indicator, which will include performance above a statewide preset level or
improved performance from the prior school year. The second indicator must be met at the
subgroup level where “safe harbor” is used.
4.3 Participation Rate




Participation Rate = Total assessments administered and matched to Student Record ÷
test window enrollment.
Each school, school district, and the State as a whole must have a 95% participation rate
on assessments used for AYP purposes.
All subgroups at or above the minimum number of 40 must have a 95% participation rate.
Test window enrollment is determined by the students who appear in the Student Record
as active or have a withdrawal date after test window.
4.4 Academic Performance


For Academic Performance and Second Indicator (those systems that are using an
academic content area), the subgroup size (n) must be equal to or greater than 40 students
or 10% of students enrolled in AYP grades, whichever is greater (with a 75 student cap).
Full Academic Year - Students enrolled continuously from fall FTE through the end of
the state testing window in the same school for school accountability.
4.5 AYP Determinations for Academic Performance


Annual Measurable Objective (Absolute bar)
Georgia’s Second Looks:
– Confidence Interval approach
– Multi-year averaged data (three years)
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– Safe Harbor (If used by a subgroup, then that group must also meet criteria for
second indicator.)
4.6 Additional (Second) Indicator





Schools, school systems, and the State must meet or show progress on an additional
indicator.
Subgroups using safe harbor must also meet or show progress on an additional indicator.
Georgia’s Plan allows a menu of options for elementary and middle schools.
Systems selected in 2007-08 an indicator which will remain in effect for 2008-09 and
2009-10.
Graduation rate required for high schools. For 2009-2010, the graduation rate must be at
or above 80%. There are two second looks for graduation rate; multi-year averaging
(three years) and Safe Harbor-like (10% progress from previous year and prior year
graduation rate must meet 55% threshold).
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4.7 CRC Reading and English/Language Arts Annual Measurable Objectives
CRCT --READING & ENGLISH LANGUAGE ARTS COMBINED
Annual Measurable Objectives
Annual Step
AMOs
2003
60.00%
2004
60.00%
2005
66.70%
2006
66.70%
2007
66.70%
2008
73.30%
2009
73.30%
2010
73.30%
2011
80.00%
2012
86.70%
2013
93.30%
2014
100.00%
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4.8 CRCT Math Annual Measurable Objectives
CRCT --MATH
Annual Measurable Objectives
Annual Step
AMOs
2003
50.00%
2004
50.00%
2005
58.30%
2006
58.30%
2007
58.30%
2008
59.50%
2009
59.50%
2010
67.60%
2011
75.70%
2012
83.80%
2013
91.90%
2014
100.00%
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4.9 Enhanced GHSGT Math Annual Measurable Objectives
Enhanced GHSGT – Math
Annual Measurable Objectives
Annual Step
AMOs
2003
81.00%
2004
62.30%
2005
62.30%
2006
68.60%
2007
68.60%
2008
74.90%
2009
74.90%
2010
74.90%
2011
81.20%
2012
87.40%
2013
93.70%
2014
100.00%
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4.10 Enhanced GHSGT English/Language Arts Annual Measurable Objectives
Enhanced GHSGT English/Language Arts
Annual Measurable Objectives
Annual Step
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
AMOs
88.00%
81.60%
81.60%
84.70%
84.70%
87.70%
87.70%
87.70%
90.80%
93.90%
96.90%
100.00%
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4.11 Table of School Consequences
Needs
Improvement
Status
Did Not Make
AYP
Year 1
NI 1
NI 2
NI 3-4
Tier 1-3
NI 5 and Higher
State Directed
Schools
Consequences
No Consequences
Notification of Parents
Supplemental Educational Services
Revision/development and implementation of School Improvement Plan
Notification of Parents
School Choice
Supplemental Educational Services
Revision/development and implementation of School Improvement Plan
Tier 1 & 2
Notification of Parents
School Choice
Supplemental Educational Services
Revision/development and implementation of School Improvement Plan
Development/Implementation of School Corrective Action Addendum
(LEA selects one corrective action from the appropriate Tier)
Tier 3
All of the above except DOE selects Corrective Actions from designated
list
Notification of Parents
School Choice
Supplemental Educational Services
Annual State Directed Improvement Contract with terms and conditions
directed by the GaDOE
GAPSS review at NI levels 5 and 7
Participation in professional learning designated by the GaDOE
Instructional coach for specific content area needs based on AYP results
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SECTION 5
TITLE I
STAFF REQUIREMENTS
Section 5 Title I Staff Requirements
Each Title I school must comply with the legal requirements of NCLB Section 1118, Parental
Involvement. Each school must demonstrate evidence of implementation of the following:
1. Annual Title I Meeting – Your fall open house or first parents’ meeting can serve
to meet this requirement. Your school is required to conduct an annual Title I
meeting and should clearly identify the meeting as the Title I Annual Meeting on
announcements, agendas, and programs. Designated administrators, Title I
representatives, or other appropriate personnel are required to present the
following information in writing and verbally to the parents.
 Explanation of what it means to be a Title I school, whether the school
has a Targeted Assistance or Schoolwide Program, the benefits to the
students, and the requirement and right of parental involvement.
 Student Academic Assessment – provide assistance to parents as is
appropriate in understanding state assessments, AYP, and Georgia
Performance Standards.
 High Quality Curriculum – explain school’s responsibility to provide
high-quality curriculum and instruction and the parent’s role in
supporting their child’s learning.
 Parent Resource room and Bibb County Parent-Teacher Resource Center
2. Parents Right to Know – see section 5.3 below and submit documentation to the
LEA Title I office
3. Parent-Student Teacher Compact – see Parental Involvement Section 6.3
4. Family Involvement Policy/Plan – see Parental Involvement Section 6.5
5. Build Capacity for Parental Involvement – The law offers 14 suggestions. The
following activities are mandatory:

Program Information for Parents – Each school shall provide assistance to
parents of Title I children in understanding curriculum and standards,
assessments, requirements of Title I, and how to monitor their child’s progress
and work with educators to improve their child’s achievement.
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





Materials and Training – Each school shall provide materials and training
such as math, literacy, or use of technology to support parents work with their
children to improve achievement.
Educate Educators – Each school shall educate teachers, pupil services
personnel, administrators, and staff in the value and utility of parental
contributions and how to open channels of communication.
Preschool Coordination – “To the extent feasible and appropriate”, the school
shall coordinate and integrate parental involvement programs with Head Start,
Even Start, and other preschool programs to encourage and support parents in
more actively and fully participating in the education of their children.
Understandable Communication – Each school shall ensure that information
related to any school and parent meetings, programs, and activities in sent to
the parents of Title I students in a format and language the parents can
understand.
Other Requested Activities – Each school shall provide such other reasonable
support for parental involvement as parents may request.
Parental Information and Resource Centers – each school must inform parents
of the availability of such centers.
5.1 Highly Qualified Staff
Recognizing the importance of effective teachers, the No Child Left Behind Act of 2001
(NCLB) requires that schools be staffed with highly qualified teachers and
paraprofessionals. Additionally, professional development activities must ensure that
teachers and paraprofessionals meet the highly qualified provisions of NCLB. Local
educational agencies (LEAs) must notify parents of their rights to request information
regarding the professional qualifications of the student’s classroom teachers. Also, in
Title I schools the LEA must require the principal of each Title I school to submit an
attestation annually requiring compliance with this provision.
5.1.a Teacher Requirements
Teachers in Title I Programs, hired to teach core academic subjects must be highly
qualified. To be considered highly qualified to teach in the State of Georgia, teachers
must be fully certified to teach by the Georgia Professional Standards Commission
(PSC) and be teaching in their field(s) of certification and hold a valid Georgia teaching
certificate.
Veteran teachers must:
Hold a bachelor’s degree from a PSC accepted accredited institution of higher education.
Hold a valid Georgia professional teaching certificate.
Have a teaching assignment that is appropriate for the field(s) listed on the teaching
certificate.
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Have evidence of specialized training in the subjects they teach, such as an academic
major or the equivalent in the subject, and a passing score on the required content
assessment for the area/subject they teach or evidence that they have met the
requirement of a high objective uniform state standard of evaluation (HOUSSE), as
adopted by the Professional Standards Commission.
A teacher who is new to the profession is a beginning teacher, defined as a teacher in a
public school who has been teaching less than a total of three complete school years
[Title IX, Part A, Section 9101(3)]. A veteran teacher is one who is not new to the
profession and is defined as a teacher in a public school who has been teaching a total of
three or more complete school years. Teachers who are fully certified and highly
qualified have met all requirements including:
Clear renewable certificate and major/concentration in the content area or
Professional Standards Commission required content assessment or
HOUSSE, if applicable, and
Appropriate teaching assignment
Core academic subjects include English, reading, language arts, mathematics, broad-field
science (such as physics, biology, or chemistry), foreign languages, broad-field social
studies (such as civics and government, economics, history, geography), and the arts
(visual arts, music, band and chorus). Dance and drama are not considered core academic
subjects in Georgia. All teachers teaching a core academic subject, including remedial,
extended day, evening, or summer school classes, must be highly qualified to teach the
subject.
The No Child Left Behind Act of 2001 (NCLB) requires states to develop plans with
annual measurable objectives that will ensure that all teachers teaching in core academic
subjects are highly qualified. Beginning with the 2002-2003 school year, states and LEAs
must report annually on their progress toward this goal.
5.1.b Paraprofessional Requirements
Paraprofessional requirements are strengthened in the No Child Left Behind Act of 2001
(NCLB) and requires that all paraprofessionals who work in an instructional program
supported by Title I funds (schoolwide program or targeted assistance program) be highly
qualified.
A paraprofessional is an individual with instructional duties. Individuals who work
solely in non-instructional roles, such as food service, cafeteria or playground
supervision, personal care services, and non-instructional computer assistance are not
considered to be paraprofessionals for Title I purposes. The requirements do not apply to
paraprofessionals who work with special education students performing non-instructional
duties, such as assisting with mobility and bodily functions. The No Child Left Behind
Act of 2001 (NCLB) requirements do NOT apply to paraprofessionals with:
Title I Administrative Handbook 2010-2011
64
a. Primary duties to act as a translator or
b. Duties consisting solely of conducting Parental Involvement Activities. 33
The requirements do not apply to aides.
Paraprofessionals who are hired after January 8, 2002 must have:
Completed at least two years of study at an institution of higher education.
(Two years of study at an institution of higher education requires completion of a
minimum of 60 semester hours at a Georgia Professional Standards Commission (PSC)
approved accredited institution of higher education.)
Obtained an associate’s degree (or higher) or
Met a rigorous standard of quality and demonstrated through a formal state approved
assessment the knowledge of and the ability to assist in instructing, reading, language
arts, writing and mathematics or reading readiness, writing readiness, and mathematics
readiness.
In lieu of completing at least two years of postsecondary study or an associate’s degree to
meet these requirements, a paraprofessional may complete a PSC approved
paraprofessional qualification assessment. If eligibility is established through the
assessment, the applicant must also hold a high school diploma or a General Education
Diploma (GED) equivalent. All individuals holding a current paraprofessional certificate
in Georgia must meet the new requirements (if not previously met) for certificate renewal
effective June 30, 2009 or the effective renewal date thereafter.
Paraprofessionals who work in a schoolwide program or who are paid with Title I funds
and work in a targeted assistance school may be assigned the following instructional
support duties:
 One-on-one tutoring if the tutoring is scheduled at a time when a student would not
otherwise receive instruction from a teacher.

Assisting in classroom management.

Assisting in computer instruction.

Conducting parent involvement activities.

Providing instructional support in a media center.

Serving as a translator.

Providing instructional support services.
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These paraprofessionals may not be assigned duties inconsistent with the above list of
instructional support duties. Additionally, paraprofessionals may not provide instructional
support to students unless they are under the direct supervision of a highly qualified
teacher. A paraprofessional is deemed to work under the direct supervision of a teacher if
the teacher plans the instructional activities for the paraprofessional, the teacher evaluates
the achievement of students with whom the paraprofessional works, and the
paraprofessional works in close and frequent physical proximity to the teacher. A
paraprofessional may assume limited duties that are assigned to similar personnel who
are not working in a program supported with Title I funds including non-instructional
duties if the amount of time the paraprofessional spends on those duties is the same
proportion of total work time as the time spent by similar personnel at the same school.
5.1.c Professional Development Plan
Place any teacher, who is not in compliance with highly qualified requirements, on a
Professional Development Plan. The professional Development Plan form is available under
Human Resources/Benefits on the system website.
5.2 Principal Attestation – See next page
In Title I schools, each local educational agency (LEA) shall require that the principal of
each school operating a program under Section 1114 of NCLB - schoolwide programs or
Section 1115 on NCLB - targeted assistance schools attest annually in writing as to whether
such school is in compliance with the requirements of Section 1119 on NCLB. In addition,
copies of attestations shall be:
Maintained at each school operating a schoolwide or targeted assistance program.
Maintained at the main office of the school district.
Available to any member of the general public on request.
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Title I, Part A and Title II, Part A Section 1119 Qualifications for Teachers and
Paraprofessionals Verification of Compliance – Principal Attestations and Assurances
The Elementary and Secondary Education Act (ESEA) No Child Left Behind Act of 2001, states in
Title I Section 1119(h) that each local educational agency (LEA) shall require that the principal of
each school operating a program under Section 1114 – School-wide Programs or Section 1115 Targeted Assistance Schools attest annually in writing as to whether such school is in compliance
with the requirements of Section 1119. In addition, in accordance with Georgia Implementation
Guidelines The No Child Left Behind Act of 2001, Title II, Part A 13.10, LEAs are required to
maintain documentation signed by each principal and the Title II, Part A Coordinator that the current
data reflects the highly qualified status of teachers assigned to their respective school (Title I and
Non-Title I) and that principals have reviewed their school’s Equity data. Copies of attestations shall
be:
7. Maintained at each school in the District,
8. Maintained at the main office of the school district, and
9. Available to any member of the general public on request.
Requirements of Section 1119 – Teachers


Beginning with the first day of school each school year teachers hired and teaching in a program
supported with Title I, Part A and Title II, Part A funds must be highly qualified.
Plans must be developed to ensure all teachers are highly qualified no later than the end of the
current school year. The plan must be updated annually to achieve or maintain the 100% highly
qualified LEA status. Components of the plan shall include annual measurable objectives to:
 increase the percentage of highly qualified teachers, and
 increase the percentage of teachers who are receiving high-quality professional development,
and
 such plan may include other measures determined by the school and/or district.
Beginning with the 2002-03 school year, progress to meet annual measurable objectives must be
reported to the public. This requirement can be met through reports to the Georgia
Department of Education (Consolidated Application) and used for data posting on the Governor's
Office of Student Achievement (GOSA) website for state, district, and building report cards. .
Requirements of Section 1119 – Paraprofessionals

All paraprofessionals hired after January 8, 2002, hired with Title I funds or employed in a Title I
Schoolwide program and assisting with instruction must meet one of the following requirements:
7. Completed at least 2 years of study at an institution of higher education
8. Obtained an associate degree (or higher)
9. Met a rigorous standard of quality and can demonstrate through a formal state approved
assessment the knowledge of, and the ability to assist in instructing, reading, writing and
mathematics, or assisting in instructing and the readiness of above named subject areas, as
appropriate.
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

Title I paraprofessionals will not be assigned a duty inconsistent with duties outlined in
Section 1119.
Paraprofessionals work under the direct supervision of a teacher consistent with
Section 1119.
Use of Funds

Title I, Part A funds may and Title II, Part A funds must be used to assist teachers and
paraprofessionals in satisfying the highly qualified requirements of Section 1119.

Not less than 5 percent or more than 10 percent of Title I funds for the current fiscal year must
be used for professional development activities to ensure that teachers (and paraprofessionals)
who do not meet the highly qualified requirements meet the requirements of Section 1119.

Districts may spend less than 5 percent of their allocation for this purpose if they can demonstrate
a lesser amount is sufficient to ensure all highly qualified requirements will be met.
Attestation Statement
For this school year, _______________, I attest
o that the provisions of Section 1119 - Qualifications for Teachers and Paraprofessionals are
met in this school
OR
o that a highly qualified teacher was not available for hire and placement in the following
position(s) or the best candidate was hired and placed in the following position(s):
_________________________________
_________________________________
_________________________________
A remediation plan was developed for each non-HiQ teacher to ensure the teacher will be highly
qualified no later than the end of this school year. The plan for each teacher will be monitored and
the teacher’s progress toward attaining HiQ status will be documented periodically during the year.
The remediation plan:
 was developed in collaboration with the teacher at the time of hire,
 was signed by the teacher and principal,
 includes a timeline for completing each component of the plan, and
 includes a target date for meeting requirements to attain HQ Status.
__________________________________________
(School Name)
__________________________________________
(Principal’s Name)
____Bibb County Public Schools_____
(District Name)
________________________________
(Date Signed)
Revised 5-29-2009
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5.3 Parent’s Right to Know
The school must inform parents of their rights and that the school/district will provide the
information to each parent as requested. There are three requirements:



Inform the parents that they may request certain information on the professional
qualifications of the student’s classroom teachers and paraprofessionals providing
services to their child. [Section 1111 (h)(6)(A), ESEA]
Inform the parents that the school will provide to each parent timely notice that the
parent’s child has been assigned to, or taught, for four or more consecutive weeks by
a teacher who is not highly qualified. [Section 1111 (h)(6)(B)(ii), ESEA]
Inform the parents that the school must provide, to each individual parent,
information on the level of achievement of the parent’s child in each of the state
academic assessments. [Section 1111 (h)(6)(B)(i), ESEA}
PARENTAL NOTIFICATION
At the beginning of each school year, local educational agencies (LEAs) must notify parents of
their rights to request information regarding the professional qualifications of the student’s
classroom teachers, including:
 Whether the teacher has met state qualifications for the grade levels and subject areas
in which the teacher teaches.

Whether the teacher is teaching under emergency or other provisional status.

The baccalaureate degree of the teacher and any other graduate certification or degree
held by the teacher and the field or discipline of the certification or degree.

Whether the student is provided services by paraprofessionals.
Parent notification is not required for the following:
For teachers who do not teach core academic subjects in Title I schoolwide or targeted assistance
programs.

For paraprofessionals who are not highly qualified.
A school that participates under Title I must provide to each parent, information on the level of
achievement of the parent’s child in each of the State’s academic assessments. Also, if a student
has been assigned to or has been taught for four or more consecutive weeks by a teacher of a
core academic subject who is not highly qualified, the parents must be provided a timely notice.
All notices and information required must be in a uniform and understandable format, including
alternative formats upon request and, to the extent practicable, in a language that parents
understand.
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5.3.a Sample Right to Know Narrative
_______________________(Date)
Dear Parents:
In compliance with the requirements of the No Child Left Behind statute the Concord
School District informs parents that you may request information about the professional
qualifications of your student’s teacher(s). The following information may be requested:
1)
2)
3)
certification;
college major/graduate certification or degree held by the teacher:
qualifications of the paraprofessional, if paraprofessional services are provided.
If you wish to request information concerning your child’s teacher’s qualifications, please
contact the principal at (phone number).
[Section 111(h)(6)]
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5.4 Split Funded Personnel
If you have staff positions that are funded by Title I, or ARRA, and another source, those
employees will need to maintain Time and Effort Distribution Logs. A blank log form has
been developed for split-funded employees. These forms will need to be distributed as soon
as possible and completed for the months of August through December. By the fifth of each
month, submit to the Title I office the completed forms for August, September, October,
November, and December.
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5.4a Sample Split Funded Log
Name:
Month:
Location:
Year:
% of Time
% of
Time
Positio
n:
Prior YTD Total
Prior YTD Total
Time Log for split funded personnel
Date
Brief Description of
Hours
Title I Duties Performed
Title I
Month Total
0
Brief Description of
Hours
Non-Title I Duties Performed
Non-Title I
0
YTD Total
0
YTD % #DIV/
0!
Mo
Total
0
Prior YTD Total
YTD Total
0
YTD % #DIV/
0!
Employee Signature
Supervisor Signature
Coordinator Signature
Date
Title I Duties
# 1 Visit schools/conference
# 2 Observe teachers
# 3 Planning
# 4 Training
# 5 Translation
# 6 Meeting with families/teachers
# 7 Home visits
# 8 Direct instruction with students
# 9 Supervise students
# 10 Inventory
# 11 Coordinator duties
# 12 Other (Please explain)
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5.5 Periodic Certification
Periodic certification is required when LEAs use federal funds to pay employees’
compensation. When LEAs pay employees’ compensation using one federal grant (for
example, Title I Part A) those employees must sign a form called a “periodic certification”. If
the LEA pays employees from more than one funding source (for example, State QBE,
Title I Part A and Title II Part A), the employees must complete a form with more detailed
information, commonly referred to as a time log. Periodic certification must be completed at
least semiannually. Time logs must be completed at least once per month. It is important to
note that the periodic certification is applicable for schoolwide programs if the employee is
paid completely out of Title I schoolwide program funds.
The Title I office will send forms and instructions for periodic certification to the schools on
December 1, 2010, and May 2, 2011. Follow the instructions and submit the periodic
certification documents to the Title I office by the December 18, 2009, and May 21, 2010.
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5.5.a SAMPLE Periodic Certification Form
BIBB COUNTY BOARD OF EDUCATION
TITLE I – PERIODIC CERTIFICATION FORM
I understand that my position is supported entirely by funds from Title I Part A. I certify that
100% of my job duties were related to activities in compliance with this program during the
period from ___________ to _____________. The information recorded on this form is true and
correct to the best of my knowledge.
Employee Name: ___________________ Locate________________________
Employee Signature: ________________ Date: ________________________
Supervisor Name: __________________ Position: ______________________
Supervisor Signature: _______________ Date: _________________________
Title I Time and Effort Distribution
Periodic Certification
Periodic certification is required when a Local Educational Agency (LEA) uses federal funds to
pay employees’ compensation. When LEA’s pay employees’ compensation using one federal
grant, (for example, Title I Part A), those employees must sign a form called a “periodic
certification”. If the LEA pays employees from more than one funding source (for example,
State QBE, Title I Part A and Title II Part A), the employees must complete a form with more
detailed information, commonly referred to as a time log. Periodic certification must be
completed at least semiannually. Time logs must be completed at least once per month. It is
important to note that the periodic certification is applicable for Schoolwide programs if the
employee is paid completely out of Title I Schoolwide program funds.
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SECTION 6
PARENTAL INVOLVEMENT
6.1 Parental Involvement
A-1.
What is parental involvement under No Child Left Behind?
Parental involvement always has been a centerpiece of Title I. However, for the first
time in the history of the ESEA, it has a specific statutory definition. The statue defines
parental involvement as the participation of parents in regular, two-way, and meaningful
communication involving student academic learning and other school activities, including
ensuringthat parents play an integral role in assisting their child’s learning;
that parents are encouraged to be actively involved in their child’s education at
school; that parents are full partners in their child’s education and are included, as
appropriate, in decision-making and on advisory committees to assist in the
education of their child; and that other activities are carried out, such as those
described in section 1118 of the ESEA (Parental Involvement).
[Section 9101(32), ESEA.]
A-2.
What is the significance of the statutory definition?
The definition of parental involvement sets the parameters, in conjunction
with other sections of the law by which SEAs, LEAs and schools will
implement programs, activities, and procedures to involve parents in Title I, Part A
programs.
A-3.
Who is a parent for the purposes of Title, Part A?
The term “parent” includes in addition to a natural parent, a legal guardian or other
person standing in loco parentis (such as a grandparent or stepparent with whom the child
lives, or a person who is legally responsible for the child’s welfare). [Section 9101(31),
ESEA.]
A-4.
Why is parental involvement important?
A synthesis of the research concluded that “the evidence is consistent, positive, and
convincing: families have a major influence on their children’s achievement in school
and through life. When schools, families, and community groups work together to
support learning, children tend to do better in school, stay in school longer, and like
school more.” 1 Henderson, Anne. T. and Mapp, Karen L., A New Wave of Evidence:
The Impact of School, Family and Community Connections on Student Achievement,
2002, p.7
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75
A-5.
What does the research show about how family involvement in children’s education
affects student achievement?
Studies have found that students with involved parents, no matter what their income or
background, are more likely to—
Earn high grades and test scores, and enroll in higher-level programs;
Pass their classes, earn credits, and be promoted;
Attend school regularly; and Graduated and go on to postsecondary education.
A-6.
What are the key Title I, Part A parental notice requirements?
The key parental notice requirements for SEAs, LEAs, and schools are set forth I in
Appendix B to this guidance.
A-7.
What are the parental involvement provisions in section 1118 of the ESEA?
Title I, Part A provides for substantive parental involvement at every level of
the program, such as in the development and implementation of the State and local plan,
and in carrying out the LEA and school improvement provision. Section 1118 contains
the primary Title I, Part A requirements for SEAs, LEAs and schools related to involving
parents in their children’s education. It is the section that identifies critical points in the
process of improving teaching and learning where parents and the community can
intervene and assist in school improvement. Although section 1118 is extensive in scope
and has many requirements for LEAs and schools, the intent is not to be burdensome.
These provisions reflect good practice in engaging families in helping to educate their
children, because students do better when parents are actively involved in the education
process, both at home and at school.
A-8
What amount of funds must an LEA allot to schools for parental involvement activities
under section 1118?
An LEA with an allocation in excess of $500,000 first must determine the percentage of
its Title I allocation that it wishes to reserve for parental involvement activities under
section 1118. That percentage must be at least one percent of the LEA’s Title I
allocation, and may be more. The LEA then must set aside an amount for parental
involvement of parents of private school children, based on the proportion of private
school children from low-income families residing in Title I attendance areas, as
explained in C-15 and the example following C-15. The LEA then must distribute to its
public schools at least 95 percent of the remainder, leaving the balance of the reserved
funds for parental involvement activities at the LEA level. [See C-17 for a discussion of
how the LEA may allocate the funds among its public schools.]
[Section 1118(a)(3)(C), ESEA.]
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76
6.2 Parental Involvement Policy Checklist
By whom
Key Title I, Part A
When
Parental Notice Requirements*
SEAs
LEAs
Schools
Annual report cards (SEAs and LEAs
disseminate to parents, schools, and the public,
Annually
an annual report card with aggregate
information, including student achievement
(disaggregated by category), graduation rates,
performance of LEAs, teacher qualifications,
and other required information). [Section
1111(h)(1) and (2), ESEA.] Guidance, B-5
(SEA) and C-7 (LEA).
Individual student assessment reports
(SEAs, in consultation with LEAs, provide to
parents, teachers, and principals of students in
As soon as
all schools individual student interpretive,
practicable after
descriptive, and diagnostic reports, which allow the assessment
specific academic needs to be understood and
is given
addressed, and include information on the
student’s achievement on academic
assessments aligned with State academic
achievement standards). [Section
1111(b)(3)(C)(xii), ESEA.]
Progress review (SEAs disseminate to parents,
LEAs, teachers and other staff, students, and
the community the results of the SEA’s yearly
progress review of each LEA (including
Annually
progress in carrying out parental involvement
responsibilities); LEAs disseminate to parents,
teachers, principals, schools, and the
community the results of the LEA’s yearly
progress review of each school). [Section
1116(a)(1)(C), (c)(1)(B) and (c)(6), ESEA.]
Guidance, B-7 (SEA) and C-20 (LEA)
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77
LEAs identified for improvement (SEAs notify
parents of children enrolled in schools in the
Promptly upon
LEA that the LEA has been identified for
identification
improvement and other information). [Section
1116(c)(1) and (6), ESEA.] Guidance, B-8.
LEAs identified for corrective action (SEAs
disseminate to parents and public information
on corrective actions taken by SEA). [Section
1116(c)(10)(E), ESEA.] Guidance, B-9.
Schools identified for school improvement,
corrective action, or restructuring (LEAs
provide to parents of each student an
explanation of what the identification means,
how the schools compare to others, reasons for
Promptly
the identification, the LEA’s and school’s
following
response, how parents can become involved,
identification
any corrective action taken, the parental choice
and supplemental services options as
applicable, restructuring, and other
information). [Section 1116(b)(6), 7(E), and
8(C), ESEA, and 34 CFR 200.37(5).]
Guidance, C-21, C-22, and C-23.
Schools identified for corrective action –
supplemental services notice (LEAs serving
schools that fail to make adequate yearly
progress (AYP) by the end of the first full
Annually (at a
school year after being identified for
minimum)
improvement provide notice to parents of the
availability of supplemental services, the
identity of the providers, a description of the
services, and other information). [Section
1116(e)(2), ESEA.]
Schools identified for restructuring (LEAs
Promptly after
serving schools that fail to make AYP after 1
school misses
full school year of corrective action provide
AYP following
prompt notice to teachers and parents and
1 full school
provide opportunity to comment and participate year of being in
in preparing a restructuring plan). [Section
corrective action
1116(b)(8)(C), ESEA.] Guidance, C-27.
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78
Written parental involvement policies (LEAs
notify parents of Title I, Part A children of
Determined by
district-level written parental involvement
LEA
policy; schools notify parents and community
of school’s written parental involvement
policy). [Section 1118(a)(2) and (b)(1),
ESEA.] Guidance, C-3 and C–4 (LEA), and D1 (school).
Written SEA complaint procedures (LEAs
Determined by
disseminate free of charge to parents of
SEA
students, and to appropriate private school
officials or representatives, adequate
information about the SEA’s written complaint
procedures for resolving issues of violation(s)
of a Federal statute or regulation that applies to
Title I, Part A programs). [34 CFR Section
200.11(d).]
Parents’ right to know – teacher and
paraprofessional qualifications (LEAs inform Annually, at
parents of Title I, Part A students that parents
beginning of
may request, and the LEA then will provide,
school year
certain information on the professional
qualifications of the student’s classroom
teachers and paraprofessionals providing
services to the child). [Section 1111(h)(6)(A),
ESEA.] Guidance, C-6.
Determined by
Parents’ right to know – student
achievement (schools provide to each
LEA.
individual parent information on the level of
achievement of the parent’s child in each of the
State academic assessments). [Section
1111(h)(6)(B)(i), ESEA.] Guidance, D-10.
NOTE: This requirement may be covered by
the SEA’s individual student assessment report
indicated above.
Parents ’ right to know - non-highly
qualified teachers (schools provide to each
individual parent timely notice that the parent’s
Timely
child has been assigned, or taught for 4 or more
consecutive weeks by, a teacher who is not
highly qualified). [Section 1111(h)(6)(B)(ii),
ESEA.] Guidance, D-3.
(LEA (school
policy) policy)
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Title I, Part A meeting (schools invite parents
to an informational meeting to inform them
about the school’s participation in Title I, Part
Annual
A programs and explain the requirements and
their right to be involved). [Section 1118(c)(1)
and (2), ESEA.] Guidance, D-5.
Title I, Part A information (schools provide
to parents of participating children specific
information about Title I, Part A programs, and
Timely
opportunity to request regular meetings).
[Section 1118(c)(4), ESEA.] Guidance, D-6.
Limited English proficient students - general
(LEAs implement effective outreach to inform
parents of limited English proficient children of
how those parents can be involved in their
children’s education and active participants in
Regular
helping their children attain English
(meetings)
proficiency, high achievement levels in core
academic subjects, and meet State standards,
including notice of opportunities for and
holding regular meetings). [Section
1112(g)(4), ESEA] Guidance, C-9.
Annually, not
Limited English proficient students later than 30
language instruction educational programs
(LEAs inform parents of limited English
days after the
proficient children identified for participation
beginning of
or participating in a Title I, Part A-funded
school year for
language instruction educational program under children ID’d
Title III of the ESEA, of: reasons for the
before beginning
identification, level of English proficiency,
of year;
methods of instruction, how the program will otherwise within
help the child, and other information; LEAs
first 2 weeks of
inform parents of a child with a disability how
child being
the language instruction educational program
placed in
meets the objectives of the child’s
language
individualized educational program (IEP)).
instruction
[Section 1112(g)(1)(A) and (3), ESEA.]
program.
Guidance, C-9 and C-10.
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Limited English proficient students insufficient language instruction educational Not later than 30
programs (eligible entity using Title I, Part A
days after the
funds for a language instruction educational
failure occurs
program under Title III of the ESEA provides
separate notice to parents of a child identified
for participation in, or participating in, the
program to inform them that the program has
not made progress on the annual measurable
achievement objectives). [Section
1112(g)(1)(B), ESEA.]
Students with the most significant cognitive Determined by
disabilities (a State that measures the
SEA
achievement of students with the most
significant cognitive disabilities based on
alternate achievement standards must ensure
that parents are informed that their child’s
achievement will be based on these alternate
standards. The SEA must also ensure that
parents are informed of the actual achievement
levels of these students, particularly in the case
of an LEA that exceeds the 1% cap on counting
proficient scores for AYP). [Section
1111(b)(3), ESEA, and 34 CFR Section
200.6(a)(2)(iii)(A)(2), 200.13(c)(4)(v)]
(or other
eligible
entity)
*This table includes key Title I, Part A statutory and regulatory requirements for notice or
information given or disseminated to parents of students participating in Title I, Part A
programs. It is not intended to be an exhaustive list, and does not include consultation,
collaboration, technical assistance, training, or other types of requirements. Except where
otherwise indicated, the terms “LEAs” and “schools” refer to local educational agencies
(LEAs) and schools with programs funded under Title I, Part A of the Elementary and
Secondary Education Act (ESEA).
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6.3 School/Parent Compact
SAMPLE TEMPLATE*
NOTE: Each school receiving funds under Title I, Part A of the Elementary and Secondary
Education Act (ESEA) must develop a written school-parent compact jointly with parents for
all children participating in Title I, Part A activities, services, and programs. That compact is
part of the school’s written parental involvement policy developed by the school and parents
under section 1118(b) of the ESEA. The compact must outline how parents, the entire school
staff, and students will share the responsibility for improved student academic achievement
and the means by which the school and parents will build and develop a partnership to help
children achieve the State’s high standards.
Schools and parents may use the sample template below as a framework for the information to
be included in their school-parent compact. Schools and parents are not required to follow
this sample template or framework, but if they include all of the bolded items listed under
“Required School-Parent Compact Provisions” below, they will have incorporated all of the
information required by section 1118(d) to be in the school-parent compact. Schools and
parents, in consultation with students, are encouraged to include other relevant and agreed
upon activities and actions as well that will support effective parental involvement and
strengthen student academic achievement.
*
*
*
*
*
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SCHOOL-PARENT COMPACT
The
name of school
, and the parents of the students participating in activities,
services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act
(ESEA) (participating children), agree that this compact outlines how the parents, the entire
school staff, and the students will share the responsibility for improved student academic
achievement and the means by which the school and parents will build and develop a
partnership that will help children achieve the State’s high standards.
This school-parent compact is in effect during school year
.
REQUIRED SCHOOL-PARENT COMPACT PROVISIONS
(provisions bolded in this section are required to
be in the Title I, Part A school-parent compact)
School Responsibilities
The
name of school
will:
Provide high-quality curriculum and instruction in a supportive and effective learning
environment that enables the participating children to meet the State’s student academic
achievement standards as follows:
[Describe how the school will provide high-quality curriculum and instruction, and do
so in a supportive and effective learning environment.]
Hold parent-teacher conferences (at least annually in elementary schools) during which
this compact will be discussed as it relates to the individual child’s achievement.
Specifically, those conferences will be held:
[Describe when the parent-teacher conferences will be held.]
Provide parents with frequent reports on their children’s progress. Specifically, the school
will provide reports as follows:
[Describe when and how the school will provide reports to parents.]
Provide parents reasonable access to staff. Specifically, staff will be available for consultation
with parents as follows:
[Describe when, where, and how staff will be available for consultation with parents.]
Provide parents opportunities to volunteer and participate in their child’s class, and to
observe classroom activities, as follows:
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[Describe when and how parents may volunteer, participate, and observe classroom
activities.]
Parent Responsibilities
We, as parents, will support our children’s learning in the following ways:
[Describe the ways in which parents will support their children’s learning, such as:
Monitoring attendance.
Making sure that homework is completed.
Monitoring amount of television their children watch.
Volunteering in my child’s classroom.
Participating, as appropriate, in decisions relating to my children’s education.
Promoting positive use of my child’s extracurricular time.
Staying informed about my child’s education and communicating with the school by promptly
reading all notices from the school or the school district either received by my child or by mail
and responding, as appropriate.
Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent
representative on the school’s School Improvement Team, the Title I Policy Advisory Committee,
the District wide Policy Advisory Council, the State’s Committee of Practitioners, the School
Support Team or other school advisory or policy groups.
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OPTIONAL ADDITIONAL PROVISIONS
Student Responsibilities (revise as appropriate to grade level)
We, as students, will share the responsibility to improve our academic achievement and achieve
the State’s high standards. Specifically, we will:
[Describe the ways in which students will support their academic achievement, such as:
Do my homework every day and ask for help when I need to.
Read at least 30 minutes every day outside of school time.
Give to my parents or the adult who is responsible for my welfare all notices and information
received by me from my school every day.]
Additional Required School Responsibilities (requirements that schools must follow, but
optional as to being included in the school-parent compact)
The
name of school
will:
Involve parents in the planning, review, and improvement of the school’s parental involvement
policy, in an organized, ongoing, and timely way.
Involve parents in the joint development of any schoolwide program plan, in an organized,
ongoing, and timely way.
Hold an annual meeting to inform parents of the school’s participation in Title I, Part A
programs, and to explain the Title I, Part A requirements, and the right of parents to be involved
in Title I, Part A programs. The school will convene the meeting at a convenient time to parents,
and will offer a flexible number of additional parental involvement meetings, such as in the
morning or evening, so that as many parents as possible are able to attend. The school will invite
to this meeting all parents of children participating in Title I, Part A programs (participating
students), and will encourage them to attend.
Provide information to parents of participating students in an understandable and uniform
format, including alternative formats upon the request of parents with disabilities, and, to the
extent practicable, in a language that parents can understand.
Provide to parents of participating children information in a timely manner about Title I, Part A
programs that includes a description and explanation of the school’s curriculum, the forms of
academic assessment used to measure children’s progress, and the proficiency levels students are
expected to meet.
On the request of parents, provide opportunities for regular meetings for parents to formulate
suggestions, and to participate, as appropriate, in decisions about the education of their children.
The school will respond to any such suggestions as soon as practicably possible.
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Provide to each parent an individual student report about the performance of their child on the
State assessment in at least math, language arts and reading.
Provide each parent timely notice when their child has been assigned or has
been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified
within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg.
71710, December 2, 2002).
Optional School Responsibilities
To help build and develop a partnership with parents to help their children achieve
the State’s high academic standards, the
name of school
will:
Recommend to the local educational agency (LEA), the names of parents of participating
children of Title I, Part A programs who are interested in serving on the State’s Committee of
Practitioners and School Support Teams.
Notify parents of the school’s participation in Early Reading First, Reading First and Even Start
Family Literacy Programs operating within the school, the district and the contact information.
Work with the LEA in addressing problems, if any, in implementing parental involvement
activities in section 1118 of Title I, Part A.
Work with the LEA to ensure that a copy of the SEA’s written complaint procedures for
resolving any issue of violation(s) of a Federal statute or regulation of Title I, Part A programs is
provided to parents of students and to appropriate private school officials or representatives.
__________________
School
__________________
Parent(s)
_______________
Student
__________________
Date
__________________
Date
_______________
Date
(PLEASE NOTE THAT SIGNATURES ARE NOT REQUIRED)
*This sample template of a School-Parent Compact is not an official U.S. Department of
Education document. It is provided only as an example.
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86
6.4 Parental Involvement Plans
Parental Involvement plans are designed under the guidance of the Title I Parental Involvement
Facilitator and the Title I Parental Involvement Coordinator in conjunction with the School
Family Engagement Facilitators (FEF).
A template and guidelines are provided to the school level FEFs through the system Title I
Family Engagement Facilitator and Coordinator. The template, guidelines, and Title I support are
provide to ensure that plans are completed in a timely manner and that plans are reviewed by
Title I personnel, parents, and the school leadership team and/or administrative team. The
materials and orientation to writing the plan are conducted during district level meetings for
FEFs.
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SECTION 7
TITLE I SCHOOL CHOICE
Public School Choice in the Elementary and Secondary Education Act 1965 (ESEA) provision
that provides parents with the choice option to transfer their child from a “Needs Improvement”
(NI) school to another school in the district that is not in NI status.

Parents are notified annually of the schools to which School Choice is applicable.

Parents may select a school form a list of schools that the district provides as
“receiving schools”.
Parents have the option to send their child to another school when schools do not meet State
targets for improving the achievement of all students. The ESEA allows parents of children
enrolled in schools identified for “school improvement” the opportunity to transfer their children
to a school that has not been identified as in "needs improvement." These provisions of the
statute, along with other elements that focus new attention and resources on turning around
schools identified for improvement, are critical mechanisms for achieving the vision embodied in
ESEA, a high-quality education for all children. Parents are notified annually of their children's
school's progress and if Public School Choice is an option, a list of eligible" receiving" schools is
provided.
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SECTION 8
TITLE I SUPPLEMENTAL EDUCATIONAL SERVICES
8.1 GENERAL INFORMATION
What are supplemental educational services?
Supplemental educational services (SES) are additional academic instruction designed to
increase the academic achievement of students in schools in the second year of improvement,
corrective action, or restructuring. These services, which are in addition to instruction provided
during the school day, may include academic assistance such as tutoring, remediation and other
supplemental academic enrichment services that are consistent with the content and instruction
used by the local educational agency (LEA) and are aligned with the State’s academic content
and achievement standards. SES must be high quality, research-based, and specifically designed
to increase student academic achievement [Section 1116(e) (12) (C); 34 §C.F.R. 200.45(a)].
What is the purpose of SES?
Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), as reauthorized
by the No Child Left Behind Act of 2001 (NCLB), calls for parents of eligible students attending
Title I schools that have not made adequate yearly progress (AYP) in increasing student
academic achievement for three years to be provided with opportunities and choices to help
ensure that their children achieve at high levels. SES provides extra academic assistance for
eligible children. Students from low-income families who are attending Title I schools that are
in their second year of school improvement (i.e., have not made AYP for three years), in
corrective action, or in restructuring status are eligible to receive these services.
State educational agencies (SEAs) are required to identify entities, both public and private, that
qualify to provide these services. Parents of eligible students are then notified, by the LEA, that
SES will be made available, and parents may select any approved provider in the geographic area
served by the LEA or within a reasonable distance of that area that they feel will best meet their
child’s needs. The LEA will sign an agreement with the provider selected by the parent, and the
provider will then provide services to the child and report on the child’s progress to the parents
and to the LEA.
The goal of SES is to increase eligible students’ academic achievement in a subject or subjects
that the State includes in its ESEA assessments under Section 1111 of the ESEA, which must
include reading/language arts, mathematics, and science, as well as English language proficiency
for students with limited English proficiency (LEP).
What other educational options are available to students and parents under NCLB?
Students attending Title I schools identified for improvement are given the option of (1)
transferring to another public school, or (2) receiving SES, depending on the eligibility of the
student and the status of the school. The option to transfer to another public school is available
to all students enrolled in Title I schools that are identified for improvement, corrective action, or
restructuring. SES, as discussed in this document, are available to students from low-income
families who are enrolled in Title I schools in the second year of school improvement and for
subsequent years. These options continue until the school has made AYP for two consecutive
years. In circumstances where public school choice is not possible (i.e., if all schools at a grade
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89
level are in school improvement, if an LEA has only a single school at that grade level, or if
schools in an LEA are remote from each other making it impractical to transfer to a new school),
we encourage LEAs to consider offering SES during the first year of school improvement.
When both options are available, parents of students eligible for SES have the choice of which
option they would prefer for their child.
When must an LEA make SES available?
In general, an LEA must make SES available for eligible students attending Title I schools that
do not make AYP after one year of school improvement (three years of not making AYP). For
example, if a school did not make AYP in the 2005-2006 and 2006-2007 school years, it would
be identified for improvement. If the school did not make AYP again in the 2007-2008 school
year, the school would be identified for its second year of improvement and the LEA would have
to make SES available to eligible students in the school at the beginning of the 2008-2009 school
year.
A school must continue offering SES to its eligible students until the school is no longer
identified for school improvement, corrective action, or restructuring. A school is no longer
identified for improvement, corrective action, or restructuring when it has made AYP for two
consecutive years.
8.2 IDENTIFYING ELIGIBLE STUDENTS
Who is eligible to receive SES?
Eligible students are all students from low-income families who attend Title I schools that are in
their second year of school improvement, in corrective action, or in restructuring. Eligibility is
not dependent on whether a student is a member of a subgroup that did not make AYP or
whether a student is in a grade that takes the statewide assessments required by Section 1111 of
the ESEA.
If the funds available are insufficient to provide SES to each eligible student whose parent
requests those services, an LEA must give priority to the lowest-achieving eligible students
[Section 1116(b)(10)(C); 34 C.F.R. §200.45(d)]. In this situation, the LEA should use objective
criteria to determine which students are the lowest-achieving. For example, the LEA may focus
services on the lowest-achieving eligible students in the subject area that resulted in the school
being identified for improvement, corrective action, or restructuring. The services should be
tailored to meet the instructional needs of eligible students in order to increase their academic
achievement.
How does an LEA determine eligibility for SES in schoolwide programs and targeted
assistance programs?
Whether a school implements either a Title I schoolwide program or a targeted assistance
program, if the school is identified as in its second year of school improvement, corrective
action, or restructuring, all students from low-income families attending the school are eligible
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90
for SES. In other words, in a targeted assistance school, eligibility does not depend on whether
the student is receiving Title I services. Note that in a schoolwide program, although all students
are eligible for Title I services, only students from low-income families are eligible for SES.
How does an LEA determine the eligibility of homeless students for SES?
Homeless students, like other students, are eligible to receive SES if they are from low-income
families (which will most likely be the case for almost every homeless child) and are enrolled in
a Title I school in its second year of improvement, in corrective action, or in restructuring. The
place of residence of a student (or the lack of a permanent residence) is not an issue in
determining eligibility for any child.
Are children who attend private schools eligible to receive SES?
No. Only children from low-income families attending Title I public schools identified for
improvement, corrective action, or restructuring – not all children participating in Title I – are
eligible to receive SES.
8.3 PARENT(S)/LEGAL GUARDIAN(S) RESPONSIBILITIES
Parent(s)/legal guardian(s) must follow the procedures outlined by the LEA in order to obtain
SES for their child. They must also collaborate and communicate with the LEA, the school, and
the selected Provider to take full advantage of SES. As outlined below, parent(s)/legal
guardian(s) have specific responsibilities related to SES.
How do parent(s)/legal guardian select an SES provider?
In choosing a provider from the State-approved list, parent(s)/legal guardian may want to
consider, among other things: where and when the provider offers services, how often and for
how long students will be served, how students are grouped during tutoring, whether the provider
can meet the academic needs of their child, the qualifications of tutors, and how student progress
will be measured.
Parent(s)/Legal Guardian(s) request SES for their student.
a. The parent(s)/legal guardian(s) complete and return the SES Request for Services form to
the designated location by the deadline indicated on the form.
b. If the parent(s)/legal guardian(s) have questions about the process for obtaining SES, the
parent(s)/legal guardian(s) will contact the LEA and/or the school.
Parent(s)/Legal Guardian(s) Select a Provider from the State-Approved Providers List.
a. The parent(s)/legal guardian(s) review the State-Approved Providers List serving the LEA or
within the LEAs reasonable geographical area.
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b. The parent(s)/legal guardian(s) participate in Provider fairs and/or other informational
activities sponsored by the LEA and take advantage of other opportunities to learn about
Providers.
c. The parent(s)/legal guardian(s) consider their child’s needs in relation to the Provider’s
program to select the best Provider for their child.
d. The parent(s)/legal guardian(s) follow the procedures outlined by the LEA to select a
Provider for their child.
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SECTION 9
MCKINNEY-VENTO HOMELESS ACT
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93
9.1 BIBB COUNTY SCHOOL DISTRICT
MCKINNEY-VENTO STUDENT RESIDENCY FORM
This form is intended to address requirements of the McKinney-Vento Homeless Act, Title X, Part C, of the No
Child Left Behind Act, in the determination of student eligibility for services.
Where does the student stay at night?
____ In a shelter
____ In a car, park, abandoned building, bus or train station, etc.
____ In a motel/hotel
____ At a campground/campsite or in an inadequate trailer
____ Public or private location not appropriate for people (abandoned building, etc.)
____Temporarily with more than one family in a house, mobile home, or apartment
(because the family doesn’t have a place of its own)
____ Unaccompanied Youth
____ Other _______________________
I declare under penalty of perjury under the laws of this state that the information provided here is true and
correct and of my own personal knowledge and that if called upon to testify, I would be competent to testify.
____________________________________________________________________
Signature of Parent/Legal Guardian/Designated Adult or Unaccompanied Youth
Student’s Name
Date of Birth
Current School
_________________
Date
Check to
Remain at
Current
School
Enroll At
1.
2.
3.
4.
5.
Since (date) ___________________, our family has not had a permanent home; however, we have been
residing within the Bibb County School District boundaries and intend to stay here or were living in the Bibb
County School District and are temporarily living in another school district due to homelessness.
Name ______________________________ You can contact and send mail to:____________________________
Address _______________________________________________________________________________
Phone Number __________________________________ E-mail _____________________________
Emergency Contact ______________________________ Phone _______________________
The information provided herein serves to confirm eligibility for McKinney-Vento Services for the student/students listed above.
________________________________________
___________________
Dawn Owens, Ph.D.
Bibb County School District Title I Homeless Liaison
Date
_____________________________________
___________________
Bevelyn Gosby, MWS, SSWS
McKinney-Vento Grant
Allison Jones, MSW
Homeless Liaison Assistant
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9.2 Bibb County School District
Policies and Procedures for Implementation of the
McKinney-Vento Homeless Act
See next page
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95
Bibb County School District
POLICIES
and
PROCEDURES
for
IMPLEMENTATION
of the
McKINNEY-VENTO
HOMELESS ACT
2009-2010
Title I Coordinator/Homeless Liaison
Dawn Owens, Ph.D.
Title I Administrative Handbook 2010-2011
96
IDENTIFICATION
In compliance with state and federal requirements concerning the McKinney-Vento Homeless
Assistance Act, the Bibb County School District Title I office will designate a Title I homeless liaison to
coordinate services to eligible children and youth. The liaison will coordinate services for homeless
children and youth through collaboration with system and school personnel and community
organizations in order to identify children and youth experiencing homelessness in the district, both in
and out of school. The liaison will coordinate identification of children and youth in a timely manner to
minimize the impact of homelessness on educational opportunities and services. The liaison will inform
appropriate system level coordinators, principals, school improvement specialists, Student Social
Services personnel, and school level homeless liaisons of the McKinney-Vento Homeless Assistance
Act and the local educational agency (LEA) homeless policies and procedures.
The homeless liaison will train appropriate and selected school personnel on possible indicators of
homelessness, sensitivity and confidentiality in identifying families and youth as experiencing
homelessness, and in procedures for completion of the system Homeless Residency form and for
relaying the information to the liaison. The system liaison will instruct school homeless liaisons, school
registrars, secretaries, counselors, Education Support Specialists (ESS), Family Engagement Facilitators
(FEF), and/or other designated personnel to inquire about possible homelessness upon the enrollment
and withdrawal of every student and to forward the system homeless residency form to the liaison. The
liaison will maintain communication with the Bibb County Homeless Coalition and attend monthly
meetings to promote identification of homeless children and youth. Community partners in identification
of homelessness may include: family and youth shelters, soup kitchens, motels, campgrounds, drop-in
centers, welfare departments, social service agencies, Salvation Army, Mentor’s Project, street outreach
teams, faith-based organizations, truancy and attendance officers, and legal service agencies.
The liaison will keep data on the number of children and youth experiencing homelessness in the
district, where they are living, their academic achievement (including performance on statewide and
districtwide assessments), and the reasons for any enrollment delays and or interruptions in their
education or school transfers.
SCHOOL SELECTION
Each child or youth experiencing homelessness has the right to remain at his or her school of origin, or
to attend any school that housed students, who live in the attendance area in which the child or youth is
actually living, are eligible to attend. Maintaining a student in his/her school of origin is important for
both the student and the school district. Students who change schools have been found to have lower test
scores and overall academic performance than peers who do not change schools. High mobility rates
have been shown to lower test scores for schools and systems. Keeping students in their school of origin
promotes academic and social growth, while allowing the schools to maintain more stable test scores
and achievement resulting from student continuity.
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To the extent feasible, children and youth experiencing homelessness will remain at their schools of
origin. If this policy is against the parent’s or the youth’s wishes or not in the best interest of the child,
appropriate school placement will be established to meet the needs of the family and student. Students
may remain at the school of origin the entire time they are experiencing homelessness and until the end
of the year in which they become permanently housed. The same guidelines will apply if a child or
youth becomes homeless between academic school terms.
Feasibility shall be a child-centered determination, based on the needs and interests of the
particular student and the parent’s and youth’s wishes. Feasibility considerations include:

Safety of the student

Continuity of instructional services

Potential family’s or youth’s future housing

Time remaining in the current academic term

Anticipated length of stay in temporary housing or living situation

School placement of siblings

Special needs that limit placement due to commute issues or facilities
Services that are required to be provided, including transportation to and from the school of origin and
services under federal and other programs, shall not be considered as factors of feasibility.
ENROLLMENT
Consistent, uninterrupted education is essential to academic achievement. Because of the complicating
issues related to homelessness and mobility, students who are victims of homelessness are likely not to
have required school enrollment documents readily available when they seek to enroll in a different
school or system. Regardless of the availability, or the lack thereof, of required documents, the selected
school of enrollment must immediately and without restriction enroll the child or youth experiencing
homelessness. Enrollment may not be denied on the basis of lack of any document normally required
for enrollment, including:

Proof of residency

Transcripts/school records (The enrolling school must contact the student’s previous school to
obtain school records. Initial placement of students for whom records are not immediately
available can be made based on the student’s age and information gathered from the student,
parent, guardian, and previous schools and/or teachers.)
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98

Immunizations or immunization/health/physical records (If necessary, the school must refer
students to the liaison to assist with obtaining immunizations and/or immunization other
medical records. Health records may often be obtained from previous schools or state registries,
and school-based or community-based clinics can initiate immunizations when needed.)

Proof of guardianship

Birth certificate

Any other document requirements

Unpaid school fees

Lack of uniforms or clothing that conforms to dress codes

Any factor related to the student’s living situation
Unaccompanied youth must also be immediately enrolled in school. They may either enroll themselves
or be enrolled by a parent, non-parent caretaker, older sibling, or the LEA homeless liaison.
TRANSPORTATION
Without appropriate transportation, a student may not be able to continue attending his/her
school of origin. To avoid such forced transfers, at a parent’s request, transportation shall be
provided to and from the school of origin for a child or youth experiencing homelessness.
Transportation shall be provided for the entire time the child or youth has a right to attend that
school, as defined above, including during pending disputes. The LEA homeless liaison shall
request transportation to Land from the school of origin for unaccompanied youth. The length of
the commute will only be considered in determining the feasibility of placement in the school of
origin based on potential harm to the student, as discussed above. Parents and unaccompanied
youth must be informed of this right to transportation before they select a school for attendance.
Schools and the homeless liaison shall use the district transportation form to process
transportation requests. Requests shall be processed and transportation arranged without delay. If
the student experiencing homelessness is living and attending school in this district, the homeless
liaison or other designee shall arrange transportation. If the student experiencing homelessness is
living in this district but attending school in another district, or attending school in this district
but living in another, this district will follow the McKinney-Vento Homeless Assistance Act
statute to determine who must arrange transportation. It is this district’s policy that inter-district
disputes shall not result in a student experiencing homelessness missing school. If such a dispute
arises, this district will arrange transportation and immediately bring the matter to the attention
of the State Coordinator for the Education of Homelessness Children and Youth.
In addition to receiving transportation to and from the school of origin upon request, children and
youth experiencing homelessness shall also be provided with other transportation services
comparable to those offered to house students.
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SERVICES
Children and youth experiencing homelessness shall be provided services comparable to services
offered to other students in the school selected, including:

Transportation (as detailed above)

Title I, Part A (as described above)

Educational services for which the student meets eligibility criteria, including special
education and related services and programs for English Language Learners

Vocational and technical education programs

Gifted and talented programs

School nutrition programs

Before-school and after-school programs
The district recognizes that children and youth experiencing homelessness suffer from
disabilities at a disproportionate rate, yet frequently are not evaluated or provided appropriate
special education and related services. To address this problem, evaluations of children and
youth experiencing homelessness and suspected of having a disability, shall receive priority and
shall be coordinated with students’ prior and subsequent schools to ensure timely completion of
the necessary/complete evaluation. When required, the district shall expeditiously designate a
surrogate parent for unaccompanied youth suspected of having a disability. In order to prevent
any disruption to appropriate educational services, if a student has an existing Individualized
Education Program (IEP), the enrolling school shall immediately implement it. All necessary IEP
meetings or re-evaluations shall be conducted expeditiously after the plan implementation is
begun and adjustments/rewriting of IEP completed as indicated on the basis of the new data. If
complete records are not readily available, IEP teams must use good judgment to determine the
best course of action, balancing procedural requirements and the provision of services. In all
cases, the goal is to provide appropriate services while avoiding any disruption to such services.
When applying the district policy regarding tardiness or absences, any tardiness or absence
related to a child or youth’s living situation shall be excused. Our district will follow state
procedural policies and guidelines to ensure that youth experiencing homelessness and youth
who are out of school are identified and accorded equal access to appropriate secondary
education and support services. School personnel shall refer children and youth experiencing
homelessness to appropriate health care services, including dental and mental health services.
The social workers and homeless liaison shall assist in making such referrals, as is necessary on
an individual basis.
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School personnel must also inform parents of all educational and related opportunities available
to their children and provide parents with meaningful opportunities to participate in their
children’s education. To the extent feasible, all parent information required by any provision of
this policy must be provided in a form, manner, and language understandable to each parent.
DISPUTES
If a dispute arises over any issue related to homelessness of children and youth as covered in this
Bibb County School Policies and Procedures for Implementation of the McKinney-Vento
Homeless Act, the child or youth experiencing homelessness shall be immediately admitted to
the school in which enrollment is sought, pending final resolution of the dispute. The student
shall have the rights of a student experiencing homelessness, including all appropriate
educational services, transportation, free meals, and Title I services, while the dispute is pending.
The school where the dispute arises shall provide the parent or unaccompanied youth with a
written explanation of its decision and the right to appeal and shall immediately refer the parent
or youth to the homeless liaison. The liaison shall ensure the student is enrolled in the school of
his/her choice and is receiving other services to which he/she is entitled and shall resolve the
dispute as expeditiously as possible. The parent or unaccompanied youth shall be given every
opportunity to participate in a meaningful manner in the resolution of the dispute. The homeless
liaison shall keep records of all disputes in order to identify particular issues or schools that are
repeatedly delaying or denying the enrollment of children and youth experiencing homelessness.
The parent, unaccompanied youth, or school district may appeal the LEA homeless liaison’s
decision as provided in the state’s dispute resolution process.
FREE MEALS
Hunger and poor nutrition are preventable barriers to learning. To ensure that children and youth
experiencing homelessness are available for learning and have adequate nutrition, the U.S.
Department of Agriculture has determined that all children and youth experiencing homelessness
are automatically, upon enrollment, eligible for free meals. On the day the child or youth
experiencing homelessness enrolls in the school, the enrolling school must immediately submit
the student’s name and a residency form to the district nutrition office for immediate processing.
The homeless liaison will sign the residency form to expedite the eligibility process. The child is
immediately eligible to receive free meals.
TITLE I, PART A
Children and youth experiencing homelessness are automatically eligible for Title I, Part A
services, regardless of the school they attend, whether or not the school is a Title I school. The
trauma and instability of homelessness places students at risk of academic regression to warrant
additional support. The district shall reserve such funds as are necessary to provide services to
children and youth experiencing homelessness that are comparable to those provided to Title I,
Part A students. The amount reserved shall be determined by a formula based on the per-pupil
Title I, Part A expenditure and developed jointly by the liaison and the Title I director. Reserved
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101
funds will be used to provide educationally related support services to the children and youth
experiencing homelessness, both in school and outside of school, and to remove barriers that
prevent regular attendance.
Our district’s Title I, Part A plan will be coordinated with our McKinney-Vento services,
through collaboration between the Bibb County School District Director of Special Programs and
the Title I Homeless Liaison. Children and youth experiencing homelessness shall be assessed,
reported on, and included in accountability systems as required by federal legislation and the
U.S. Department of Education regulations and guidance.
TRAINING
The LEA homeless liaison will conduct training and sensitivity/awareness activities for the
following LEA and school staff at least once each year: the Assistants to the Superintendent,
principals, federal program administrators, school counselors, school social workers, and school
homeless liaisons. The principal, counselors, and homeless liaison at each respective school will
deliver the information to the faculty and staff at that school. Other department heads such as
transportation, food services, and health will deliver the information to the personnel in their
respective departments. The trainings and activities will be designed to increase awareness of
homelessness, facilitate immediate enrollment and educational services, ensure compliance with
this policy, and promote sensitivity to the issues of children and youth experiencing
homelessness.
The LEA homeless liaison shall obtain from every school the name and contact information of a
building liaison. Building liaisons shall be assigned by the building principal. Each building
liaison will lead and coordinate their school’s compliance with the policies and procedures for
implementation of the McKinney-Vento Homeless Act. Building liaisons will receive training
from the homeless liaison annually in the fall.
Building liaisons will maintain copies the Bibb County School District McKinney-Vento
Residency Form for homelessness children and youth enrolled in their school and will report
such documentation to the homeless liaison or School Social Worker Homeless Liaison
Assistant.
COORDINATION OF STATE AND LOCAL SERVICES
The LEA homeless liaison shall coordinate with and seek the assistance and support of the State
Coordinator for the Education of Homeless Children and Youth, public and private services,
providers in the community, housing and placement agencies, the pupil transportation
department, liaisons in neighboring districts, and any other such organizations or agencies that
provide needed support. Coordination will include conducting outreach and training to those
agencies and participating in the local continuum of care, homeless coalition, homeless steering
committee, Mentor’s Project, and other relevant groups. Both public and private agencies will be
encouraged to support the homeless liaison and our schools in implementing this policy.
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PRESCHOOL
Preschool education is an integral component of and provides an essential element of the
educational foundation for a child’s future academic success. Children experiencing
homelessness have encountered many difficulties accessing preschool opportunities. To facilitate
preschool enrollment and attendance, the provisions of this policy will apply to preschools. Our
district will ensure that children experiencing homelessness receive priority enrollment in
preschool programs operated by the district, including exempting children experiencing
homelessness from waiting lists and documentation requirements as herein described.
Children with disabilities, who are experiencing homelessness, will be referred for preschool
services under the Individuals with Disabilities Educational Act (IDEA). Children experiencing
homelessness under age three will be referred for at-risk services under the Title I VI, Part C of
IDEA and will be screened to determine if referrals for additional Title VI, Part C of IDEA
services are appropriate. The LEA homeless liaison will coordinate with Head Start and Even
Start programs and other preschool programs to ensure that children experiencing homelessness
have access to those programs.
MCKINNEY-VENTO HOMELESS GRANT
The Title I homeless liaison will assist as necessary with completion of the application for the
McKinney-Vento Homeless Grant. The Title I Director of Special Programs and the Title I
homeless liaison will coordinate grant implementation and budgetary expenditures with the Bibb
County School District Student Social Services department as required by Title I.
REFERENCES
Cowan, K. T., & Edwards, C. J. (2009). The new Title I: The changing landscape
of accountability (6th ed). Tampa: Thompson Publishing Group, Inc.
The McKinney-Vento Homeless Assistance Act, 42 U.S.C. §§11431 - 11436.
Title I, Part A of the Elementary and Secondary Education Act, 20 U.S.C. §§63116315.
The Individuals with Disabilities Education Act, 20 U.S.C. §§1400 et seq.
April 6, 2002 Policy of the Child Nutrition District of the U.S. department of
Agriculture.
June 5, 1992 Policy of the Administration for Children and Families of U.S.
Department of Health and Human Services.
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SECTION 10
10.1 MIGRANT EDUCATIONAL PROGRAM
Bibb County School District
Migrant Education Program
The Migrant Education Program (MEP) is authorized by Part C of the Elementary and Secondary
Education Act (ESEA). The general purpose of MEP is to ensure that migrant children fully
benefit from the same free public education provided to other children. More specifically, the
multiple purposes of the MEP are to:
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Support high-quality and comprehensive educational programs for migrant children in
order to reduce the educational disruption and other problems that result from repeated
moves
Ensure that migrant children who move among the states are not penalized in any manner
by the disparities among the states in curriculum, graduation requirements, and state
academic content and student academic achievement standards
Ensure that migrant children are provided with appropriate educational services
(including supportive services) that address their special needs in a coordinated and
efficient manner
Ensure that migrant children receive full and appropriate opportunities to meet the same
challenging state academic content and student achievement standards that all children
are expected to meet
Design programs to help migrant children overcome educational disruption, cultural and
language barriers, social isolation, various health-related problems, and other factors that
inhibit their ability to do well in school, and to prepare them to make a successful
transition to postsecondary education and employment
Ensure that migrant children benefit from state and local systemic reforms.
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APPENDICES
APPENDIX A
GLOSSARY OF TERMS
APPENDIX B
FEDERAL INVENTORY SPREADSHEET 2010-2011
APPENDIX C
TITLE I MONITORING DOCUMENT
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APPENDIX A
GLOSSARY OF TERMS
Absolute Bars – Starting with school year 2002-2003 annual measurable objectives (AMOs) or
absolute bars were set for the Georgia Criterion Reference Competency Test (CRCT) and the
Georgia High School Graduation Test (GHSGT). These absolute bars are specified annual
targets based on the percent of students identified as proficient in reading/English language arts
and mathematics. These bars will be increased periodically so that all students reach 100%
proficiency by school year 2013-2014.
Adequate Yearly Progress (AYP) – The measure used to hold schools, school systems, and the
State responsible for student achievement. Georgia’s AYP plan requires schools, school systems,
and the State to demonstrate 95% participation on annual tests, certain specified levels of
proficiency in academics (reading/English language arts and mathematics) and a specified level
of proficiency on a second indicator (attendance for grades 3-8 and graduation rate for 9-12).
Annual Measurable Objective (AMO) – Specified annual targets based on the percent of
students identified as proficient in reading/English language arts and mathematics. See also
Absolute Bars.
Attendance – Attendance is used as the second indicator for elementary and middle schools. To
reflect attendance, Georgia is extracting from the Student Record the number of days absent for
any student enrolled for any time during the school year and determining the distribution in the
categories of 0-5 days absent, 6-15 days absent, and more than 15 days absent. The criteria for
the second indicator are (1) No more than 15% of students absent more than 15 days in one
school year or (2) Show progress for the preceding year. For school accountability, absences are
based on student enrollment at a particular school; for school system accountability, absences are
accumulated for a student from one or more schools within the same school system; for the state
accountability, absences for a student are accumulated across all schools and all school systems
within Georgia in which the student has been enrolled during a school year.
Confidence Interval – When a reporting group does not make Adequate Yearly Progress by
meeting the Annual Measurable Objective (absolute bars), then a confidence interval approach is
used. The confidence interval approach is a simple statistical test that determines whether the
observed percentage of a group meeting a proficiency criterion is significantly lower than the
AMO for that test.
Criterion Referenced Competency Test (CRCT) – The CRCT is a state-required test to
measure student acquisition of the knowledge and skills set forth in the state curriculum. Georgia
law requires that these tests be administered to students in grades one through eight in the
content areas of reading, English/language arts, and mathematics, and in grades three through
eight in science and social studies.
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Early Intervention Program (EIP) – a program designed to serve students in grades
kindergarten through five who are at risk of not reaching or maintaining academic grade level as
defined in the department’s Early Intervention Program Guidelines. The program provides
assistance to enable students to obtain the necessary academic skills to reach grade-level
performance in the shortest possible time. A student who is assigned to the EIP is by definition
“below-grade-level.”
Economically Disadvantaged Students (EDS) – For purposes of AYP and other reports,
Georgia defines EDS as students who are eligible for free or reduced price lunch. For schools
with federal waivers, all students are classified as economically disadvantaged; this data is
collected as part of the Student Record.
Enrollment for Attendance – The count of students who were enrolled at any time during the
academic year found in the Student Record.
Enrollment for Full Academic Year (FAY) – The count of students in FTE-1, FTE-3, and
Student Record who are either active or who have a withdrawn date after the testing record.
Enrollment for Test Participation – The count of students who were enrolled and should have
been assessed. These students were identified by using conjointly FTE-3, Student Record, the
test record and the testing window files.
Formative evaluation – Evaluation conducted while a creative process is under way, designed
and used to promote growth and improvement in a student’s performance or in a program’s
development. Examples included (but are not limited to): pre/post tests, portfolios, benchmark
tests, quizzes, teacher observations.
Full time equivalency files (FTE-1, FTE-3) – These are the counts of students reported to the
Georgia Department of Education for purpose of determining funding for which school systems
are eligible. FTE-1 is collected in the Fall and FTE-3 is collected in the Spring of each school
year. These files are used in conjunction with other files to help determine enrollment during the
CRCT and GHSGT testing periods and to identify Full Academic Year (FAY) students.
See http://techservices.doe.k12.ga.us/admin/datacollect/fte/fte2002.htm for additional
information on FTE.
Full Academic Year (FAY) – Students who are continually enrolled in the same school for
school-level Adequate Yearly Progress (AYP) determination (or in the same system for systemlevel AYP, or in the state for state-level AYP) from the Fall FTE count through Spring testing.
To identify FAY students, FTE-1, FTE-3, testing window, test records, and Student Record are
used conjointly.
Georgia Alternative Assessment (GAA)- This assessment is administered to a small number of
students with severe disabilities whose Individualized Education Plan (IEP) teams determine that
they are unable to participate in the regular assessments even with maximum accommodations.
Georgia High School Graduation Tests (GHSGT) – The GHSGT’s are comprised of multiplechoice assessments in the areas of English/language arts, mathematics, science, and social
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studies. These curriculum-based assessments are administered in grade 11 for the first time.
Students have multiple opportunities to take these tests prior to graduation. For purposes of
Adequate Yearly Progress (AYP), results for the first time 11th grade test takers in
English/language arts and mathematics are used in calculating the academic performance
component of AYP for schools containing grades 9-12.
Graduation Rate- Used as the second indicator for high schools. To comply with No Child Left
Behind, Georgia has defined a graduate as a student who leaves high school with a regular
diploma (this does NOT include Certificates of Attendance or Special Education diplomas) in the
standard time (i.e., 4 years). High schools must be at or above the preset graduation rate standard
of 60% or show an increase in graduation rate over the preceding year.
Group or Reporting Group- a combination of students based on some factor. In Georgia’s
plan, Adequate Yearly Progress at the school, school system, and state levels is not only
determined for All Students (all tested students) but also for groups based on race/ethnicity
disability, English language proficiency, and economic status. There are 10 groups for which
AYP is calculated: All Students, Asian/Pacific Islanders, Black, Hispanic, Native
American/Native Alaska, Multiracial, White, Students with Disability, Limited English
Proficient, and Economically Disadvantaged. These student factors are coded in the Student
Record.
Highly Qualified-To be considered “highly qualified” to teach in the State of Georgia, teachers
must be fully certified to teach by the Georgia Professional Standards Commission and be
teaching in their field(s) of certification. For more information on Highly Qualified see
http://www.gapsc.com
Individualized Education Program (IEP) – An Individualized Education Program (IEP) is a
written document which is developed for each eligible student with a disability n accordance
with the requirements of the Federal Individuals with Disabilities Education Act (IDEA).
LEA- Local Educational Agency, also known as a school district or a school system.
Leadership Team- A school leadership team is a collaboration of learning community
constituents focused solely on supporting the improvement of student achievement at their
school.
Limited English Proficient Students-Students whose primary language is not English and who
have difficulty speaking, reading, writing, or understanding English. The data source for this is
the Student Record.
Multi-Year Average – If Adequate Yearly progress is not met by AMO or by using the
confidence interval approach, the next step in determining AYP is by averaging group
performance for the current year and the two previous years.
No Child Left Behind Act of 2001 – The federal law that authorizes funding and contains the
current requirements for Title 1 and other federal educational programs. On January 8, 2002,
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President Bush signed into law the No Child Left Behind Act of 2001. The Act has been heralded
as the most sweeping reform of the Elementary and Secondary Education Act (ESEA) since
ESEA was enacted in 1965. It expands the federal role in K-12 education and was written to help
close the achievement gap between disadvantaged and minority students and their peers. It is
based on four basic principles: Stronger accountability for results, increased flexibility and local
control, expanded options for parents, and an emphasis on teaching methods that have been
proven to work.
Participation – As part of meeting Adequate Yearly Progress, a group, school, school system,
and the state must demonstrate that at least 95% of the students enrolled at the time of testing
actually attempted a test used to determine academic proficiency.
Proficiency – The level of performance considered satisfactory on each assessment. On the
CRCT, a student is proficient if his/her performance is classified as “meeting standards” or
“exceeding standards”. On the GHSGT, a student is proficient if his/her performance is classified
as “pass” or “pass-plus”.
Safe Harbor – If the confidence interval approach and then multi-year averaging do not enable a
group of students to meet AYP, safe harbor is the last step in determining that status. To make
safe harbor, a group must decrease the percent of students in a group not meeting
proficient/advanced levels by 10% from the previous year. The group must also meet the
additional academic indicator requirement.
Student Record – The Student Record, a summative file of all students enrolled for any duration
in any public school in Georgia during the academic year, is matched with test records in order to
obtain student demographic information for the purposes of disaggregating test results on the
basis of racial/ethnic categories, gender, disability, limited English proficiency, migrant status,
and socioeconomic status.
Students with Disabilities – Students who are determined by an individualized education
program (IEP) team or hearing officer to have one or more specified impairments that necessitate
special education or related services. The data source for this is the Student Record.
Supplemental Educational Services – Instruction provided to students outside of the regular
school day by a state-approved provider selected by the parents of each eligible student.
Summative Evaluation – An evaluation designed to present conclusions about the merit or
worth of a student’s performance. Examples include (but are not limited to): End-of-unit tests,
state assessments, final exams.
Testing Window- The dates during the school year when annual assessments are given.
Testing dates are set and published each year by the Georgia department of Education
(GADOE). See the GADOE website for additional information.
http://www.doe.k12.ga.us/
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TITLE 1 of NCLB- The federal education program that provides funds to help schools and
school systems improve the achievement of educationally disadvantaged students through
additional instruction for students, professional development for school staff and activities to
help parents support their children’s education.
UNITED STATES DEPARTMENT OF EDUCATION (USED) - The U.S. Department of
Education is the agency of the federal government that establishes policy for, administers, and
coordinates most federal assistance to education. It assists the President in executing his
education policies for the nation and in implementing laws enacted by Congress. The
Department’s mission is to serve America’s students – to ensure that all have equal access to
public education and to promote excellence in our nation’s public schools. USED has
responsibility for ensuring that states comply with the No Child Left Behind Act of 2001,
enacted on January 8, 2002.
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APPENDIX B
FEDERAL INVENTORY SPREADSHEET 2010-2011
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_____________School
2009-2010 Federal Inventory Form
Funding Source: Title I
Date
Ordered
Item
Description
Serial Number
Acquisition Date
Acquisition
Cost
Vendor
Quantity
Ordered
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Location Where
Items Are
Housed
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