Brownsville Independent School District
Federal Programs Department
Title 1-A Handbook
2012-2013
Mary Lou Esparza
Federal Programs Administrator
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in
employment or provision of services programs or activities.
Brownsville Independent School District
1900 E. Price Road Brownsville, Texas 78521 (956)548-8000 www.bisd.us
Board of Trustees
Dr. Enrique Escobedo, Jr …..…………………………… President
1900 Price Road, #307 Brownsville, TX 78521
(956) 548- 8011
Luci B. Longoria ………………… ……………………………
1900 Price Road, #307 Brownsville, TX 78521
(956) 548-8011
Vice-President
Dr. Christina L. Saavedra ………………………………… Secretary
1900 Price Road #307 Brownsville, TX 78521
(956)544-8239
Caty Presas-Garcia ……….……………………………..... Asst. Secretary
1900 Price Road, #307Brownsville, TX 78521
(956) 546-5060
Rolando Aguilar.……………….……………………………. Member
1900 Price Road, Brownsville, TX 78521
(956) 548-8914
Joe Colunga ……………….……………………………..…
Member
80 Fort Brown (English Department),, Brownsville, TX 78520
(956) 548-8011
Minerva M. Peña ………………….………………………… Member
1900 Price Road, #307 Brownsville, TX 78521
(956) 548-8011
Dr. Carl A. Montoya …………………..……
Superintendent
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in
employment or provision of services programs or activities.
Title One Handbook
Table of Contents
Key References of the NCLB………… Section 1
BISD’s Title One-A Programs ……
Section 2
Parental Involvement …………………. Section 3
Campus Planning……………………… Section 4
Responsibilities………………………… Section 5
Budget………………………………….. Section 6
Contact information:
Federal Programs Department
1900 E. Price Road, Suite 211
Brownsville, TX 78520 956-548-8231 Office
956-982-2794 Fax
Mary Lou Esparza, Federal Programs Administrator
mlesparza@bisd.us 698-0675
Benilda L. Cervantes, Federal Programs Supervisor
blcervantes@bisd.us 698-1371
Dr. Donna Marhoun, Title 1 Coordinator
dmarhoun@bisd.us 698-1372
Rosalva Larrasquitu, Parental Involvement Coordinator
rlarrasquitu@bisd.us 698-1772
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in
employment or provision of services programs or activities.
Ileana Barrera, Secretary
ibarrera@bisd.us
698-0124
Ruth Vento, Secretary
rvento@bisd.us
698-0123
Link to No Child Left Behind Act of 2001:
www.ed.gov/legislation/ESEA02
Link to TEA: TEKS/STAARS
www.tea.state.tx.us
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in
employment or provision of services programs or activities.
Section 1:
Key References of the NCLB
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in
employment or provision of services programs or activities.
Key References from the No Child Left Behind Act (NCLB) of 2001*
SEC.1001. IMPROVING THE ACADEMIC ACHIEVEMENT
OF THE DISADVANTAGED
P. 1
SEC.1001. STATEMENT OF PURPOSE
P. 1
SEC.1111.(B) ADEQUATE YEARLY PROGRESS
P. 2
SEC. 1113. ELIGIBLE SCHOOL ATTENDANCE AREAS
P. 4
SEC.1114. SCHOOLWIDE PROGRAMS
P. 6
USE OF FUNDS FOR SCHOOLWIDE PROGRAMS
P. 6
SEC.1118. PARENTAL INVOLVEMENT
P. 8
SEC.1119. TEACHER QUALIFICATIONS
P. 11
SEC.1119.(C) PARAPROFESSIONAL GUIDELINES
P. 12
SEC.1119.(i) PRINCIPAL’S ATTESTATIONS
P. 13
DEFINITION of HIGHLY QUALIFIED
P. 13
* To download the entire NCLB Act, go to the U.S. Department of
Education website: www.ed.gov/legislation/ESEA02
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in
employment or provision of services programs or activities.
FEDERAL LAW GOVERNING THE TITLE I, PART A:
IMPROVING BASIC PROGRAMS UNDER NCLB
No Child Left Behind Act of 2001 (Public Law 1007-110)
Title 1, Part A: Improving the Academic Achievement of the Disadvantaged
SEC. 1001. STATEMENT OF PURPOSE.
The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to
obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic
achievement standards and state academic assessments. This purpose can be accomplished by —
(1) ensuring that high-quality academic assessments, accountability systems, teacher preparation
and training, curriculum, and instructional materials are aligned with challenging State academic
standards so that students, teachers, parents, and administrators can measure progress against
common expectations for student academic achievement;
(2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools,
limited English proficient children, migratory children, children with disabilities, Indian children,
neglected or delinquent children, and young children in need of reading assistance;
(3) closing the achievement gap between high- and low-performing children, especially the
achievement gaps between minority and non minority students, and between disadvantaged
children and their more advantaged peers;
(4) holding schools, local educational agencies, and States accountable for improving the academic
achievement of all students, and identifying and turning around low-performing schools that have
failed to provide a high-quality education to their students, while providing alternatives to students in
such schools to enable the students to receive a high-quality education;
(5) distributing and targeting resources sufficiently to make a difference to local educational
agencies and schools where needs are greatest;
(6) improving and strengthening accountability, teaching, and learning by using State assessment
systems designed to ensure that students are meeting challenging State academic achievement and
content standards and increasing achievement overall, but especially for the disadvantaged;
(7) providing greater decision making authority and flexibility to schools and teachers in exchange
for greater responsibility for student performance;
(8) providing children an enriched and accelerated educational program, including the use of
schoolwide programs or additional services that increase the amount and quality of instructional
time;
(9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based
instructional strategies and challenging academic content;
(10) significantly elevating the quality of instruction by providing staff in participating schools with
substantial opportunities for professional development;
(11) coordinating services under all parts of this title with each other, with other educational services,
and, to the extent feasible, with other agencies providing services to youth, children, and families;
and
(12) affording parents substantial and meaningful opportunities to participate in the education of their
children.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Adequate Yearly Progress
SEC.1111.(B) ADEQUATE YEARLY PROGRESS- Each State plan shall demonstrate,
based on academic assessments described in paragraph (3), and in accordance with this
paragraph, what constitutes adequate yearly progress of the State, and of all public
elementary schools, secondary schools, and local educational agencies in the State, toward
enabling all public elementary school and secondary school students to meet the State's
student academic achievement standards, while working toward the goal of narrowing the
achievement gaps in the State, local educational agencies, and schools.
(C) DEFINITION- Adequate yearly progress' shall be defined by the State in a manner that-(i) applies the same high standards of academic achievement to all public elementary school and
secondary school students in the State;
(ii) is statistically valid and reliable;
(iii) results in continuous and substantial academic improvement for all students;
(iv) measures the progress of public elementary schools, secondary schools and local educational
agencies and the State based primarily on the academic assessments described in paragraph (3);
(v) includes separate measurable annual objectives for continuous and substantial improvement for
each of the following:
(I) The achievement of all public elementary school and secondary school students.
(II) The achievement of—
(aa) economically disadvantaged students;
(bb) students from major racial and ethnic groups;
(cc) students with disabilities; and
(dd) students with limited English proficiency; except that disaggregation of data under
subclause
(II) shall not be required in a case in which the number of students in a category is insufficient to
yield statistically reliable information or the results would reveal personally identifiable information
about an individual student;
(vi) in accordance with subparagraph (D), includes graduation rates for public secondary school
students (defined as the percentage of students who graduate from secondary school with a regular
diploma in the standard number of years) and at least one other academic indicator, as determined by
the State for all public elementary school students; and
(vii) in accordance with subparagraph (D), at the State's discretion, may also include other academic
indicators, as determined by the State for all public school students, measured separately for each group
described in clause (v), such as achievement on additional State or locally administered assessments,
decreases in grade-to-grade retention rates, attendance rates, and changes in the percentages of
students completing gifted and talented, advanced placement, and college preparatory courses.
(D) REQUIREMENTS FOR OTHER INDICATORS- In carrying out subparagraph (C)(vi) and (vii), the
State-(i) shall ensure that the indicators described in those provisions are valid and reliable, and are consistent
with relevant, nationally recognized professional and technical standards, if any; and
(ii) except as provided in subparagraph (I)(i), may not use those indicators to reduce the number of, or
change, the schools that would otherwise be subject to school improvement, corrective action, or
restructuring under section 1116 if those additional indicators were not used, but may use them to identify
additional schools for school improvement or in need of corrective action or restructuring.
(E) STARTING POINT- Each State, using data for the 2001-2002 school year, shall establish the starting
point for measuring, under subparagraphs (G) and (H), the percentage of students meeting or exceeding the
State's proficient level of academic achievement on the State assessments under paragraph (3) and
pursuant
to the timeline described in subparagraph (F). The starting point shall be, at a minimum, based on the higher
of the percentage of students at the proficient level who are in—
(i) the State's lowest achieving group of students described in subparagraph (C)(v)(II); or
(ii) the school at the 20th percentile in the State, based on enrollment, among all schools ranked by the
percentage of students at the proficient level.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(F) TIMELINE- Each State shall establish a timeline for adequate yearly progress. The timeline shall ensure
that not later than 12 years after the end of the 2001-2002 school year, all students in each group described
in subparagraph (C)(v) will meet or exceed the State's proficient level of academic achievement on the State
assessments under paragraph (3).
(G) MEASURABLE OBJECTIVES- Each State shall establish statewide annual measurable objectives,
pursuant to subparagraph (C)(v), for meeting the requirements of this paragraph, and which-(i) shall be set separately for the assessments of mathematics and reading or language arts under
subsection (a)(3);
(ii) shall be the same for all schools and local educational agencies in the State;
(iii) shall identify a single minimum percentage of students who are required to meet or exceed the
proficient level on the academic assessments that applies separately to each group of students described
in subparagraph (C)(v);
(iv) shall ensure that all students will meet or exceed the State's proficient level of academic achievement
on the State assessments within the State's timeline under subparagraph (F); and
(v) may be the same for more than 1 year, subject to the requirements of subparagraph (H).
(H) INTERMEDIATE GOALS FOR ANNUAL YEARLY PROGRESS- Each State shall establish intermediate
goals for meeting the requirements, including the measurable objectives in subparagraph (G), of this
paragraph and that shall-(i) increase in equal increments over the period covered by the State's timeline under subparagraph (F);
(ii) provide for the first increase to occur in not more than 2 years; and
(iii) provide for each following increase to occur in not more than 3 years.
(I) ANNUAL IMPROVEMENT FOR SCHOOLS- Each year, for a school to make adequate yearly
progress under this paragraph-(i) each group of students described in subparagraph (C)(v) must meet or exceed the objectives set by
the State under subparagraph (G), except that if any group described in subparagraph (C)(v) does not
meet those objectives in any particular year, the school shall be considered to have made adequate
yearly progress if the percentage of students in that group who did not meet or exceed the proficient level
of academic achievement on the State assessments under paragraph (3) for that year decreased by 10
percent of that percentage from the preceding school year and that group made progress on one or more
of the academic indicators described in subparagraph (C)(vi) or (vii); and
(ii) not less than 95 percent of each group of students described in subparagraph (C)(v) who are enrolled
in the school are required to take the assessments, consistent with paragraph (3)(C)(xi) and with
accommodations, guidelines, and alternative assessments provided in the same manner as those
provided under section 612(a)(17)(A) of the Individuals with Disabilities Education Act and paragraph (3),
on which adequate yearly progress is based (except that the 95 percent requirement described in this
clause shall not apply in a case in which the number of students in a category is insufficient to yield
statistically reliable information or the results would reveal personally identifiable information about an
individual student).
(J) UNIFORM AVERAGING PROCEDURE- For the purpose of determining whether schools are making
adequate yearly progress, the State may establish a uniform procedure for averaging data which includes
one or more of the following:
(i) The State may average data from the school year for which the determination is made with data from
one or two school years immediately preceding that school year.
(ii) Until the assessments described in paragraph (3) are administered in such manner and time to allow
for the implementation of the uniform procedure for averaging data described in clause (i), the State may
use the academic assessments that were required under paragraph (3) as that paragraph was in effect
on the day preceding the date of enactment of the No Child Left Behind Act of 2001, provided that
nothing in this clause shall be construed to undermine or delay the determination of adequate yearly
progress, the requirements of section 1116, or the implementation of assessments under this section.
(iii) The State may use data across grades in a school.
(K) ACCOUNTABILITY FOR CHARTER SCHOOLS- The accountability provisions under this Act shall be
overseen for charter schools in accordance with State charter school law.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(3) ACADEMIC ASSESSMENTS(A) IN GENERAL- Each State plan shall demonstrate that the State educational agency, in consultation
with local educational agencies, has implemented a set of high-quality, yearly student academic
assessments that include, at a minimum, academic assessments in mathematics, reading or language
arts, and science that will be used as the primary means of determining the yearly performance of the
State and of each local educational agency and school in the State in enabling all children to meet the
State's challenging student academic achievement standards, except that no State shall be required to
meet the requirements of this part relating to science assessments until the beginning of the 2007-2008
school year.
Eligible School Attendance Areas
SEC. 1113. ELIGIBLE SCHOOL ATTENDANCE AREAS.
a) DETERMINATION.—
(1) IN GENERAL.—A local educational agency shall use funds received under this part only in eligible school
attendance areas.
(2) ELIGIBLE SCHOOL ATTENDANCE AREAS.—For the purposes of this part—
(A) the term ‘school attendance area’ means, in relation to a particular school, the geographical area in
which the children who are normally served by that school reside; and
(B) the term ‘eligible school attendance area’ means a school attendance area in which the percentage
of children from low-income families is at least as high as the percentage of children from low-income
families served by the local educational agency as a whole.
(3) RANKING ORDER.—If funds allocated in accordance with subsection (c) are insufficient to serve all
eligible school attendance areas, a local educational agency shall—
(A) annually rank, without regard to grade spans, such agency’s eligible school attendance areas in
which the concentration of children from low-income families exceeds 75 percent from highest to lowest
according to the percentage of children from low-income families; and
(B) serve such eligible school attendance areas in rank order.
(4) REMAINING FUNDS.—If funds remain after serving all eligible school attendance areas under paragraph
(3), a local educational agency shall—
(A) annually rank such agency’s remaining eligible school attendance areas from highest to lowest either
by grade span or for the entire local educational agency according to the percentage of children from
low-income families; and
(B) serve such eligible school attendance areas in rank order either within each grade-span grouping or
within the local educational agency as a whole.
(5) MEASURES.—The local educational agency shall use the same measure of poverty, which measure shall
be the number of children ages 5 through 17 in poverty counted in the most recent census data approved by
the Secretary, the number of children eligible for free and reduced priced lunches under the Richard B.
Russell National School Lunch Act, the number of children in families receiving assistance under the State
program funded under part A of title IV of the Social Security Act, or the number of children eligible to receive
medical assistance under the Medicaid program, or a composite of such indicators, with respect to all school
attendance areas in the local educational agency—
(A) to identify eligible school attendance areas;
(B) to determine the ranking of each area; and
(C) to determine allocations under subsection (c). 20 USC 6313.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(6) EXCEPTION.—This subsection shall not apply to a local educational agency with a total enrollment of
less than 1,000 children.
(7) WAIVER FOR DESEGREGATION PLANS.—The Secretary may approve a local educational agency’s
written request for a waiver of the requirements of subsections (a) and (c), and permit such agency to treat
as eligible, and serve, any school that children attend with a State-ordered, court-ordered school
desegregation plan or a plan that continues to be implemented in accordance with a State-ordered or courtordered desegregation plan, if—
(A) the number of economically disadvantaged children enrolled in the school is at least 25 percent of
the school’s total enrollment; and
(B) the Secretary determines on the basis of a written request from such agency and in accordance with
such criteria as the Secretary establishes, that approval of that request would further the purposes of
this part.
(b) LOCAL EDUCATIONAL AGENCY DISCRETION.—
(1) IN GENERAL.—Notwithstanding subsection (a) (2), a local educational agency may—
(A) designate as eligible any school attendance area or school in which at least 35 percent of the
children are from low-income families;
(B) use funds received under this part in a school that is not in an eligible school attendance area, if the
percentage of children from low-income families enrolled in the school is equal to or greater than the
percentage of such children in a participating school attendance area of such agency;
(C) designate and serve a school attendance area or school that is not eligible under this section, but
that was eligible and that was served in the preceding fiscal year, but only for 1 additional fiscal year;
and
(D) elect not to serve an eligible school attendance area or eligible school that has a higher percentage
of children from low-income families if—
(i) the school meets the comparability requirements of section 1120A (c);
(ii) the school is receiving supplemental funds from other State or local sources that are
spent according to the requirements of section 1114 or 1115; and
(iii) the funds expended from such other sources equal or exceed the amount that would be provided
under this part.
(2) SPECIAL RULE.—Notwithstanding paragraph (1)(D), the number of children attending private
elementary schools and secondary schools who are to receive services, and the assistance such children
are to receive under this part, shall be determined without regard to whether the public school attendance
area in which such children reside is assisted under subparagraph (A).
(c) ALLOCATIONS.—
(1) IN GENERAL.—A local educational agency shall allocate funds received under this part to eligible school
attendance areas or eligible schools, identified under subsections (a) and (b), in rank order, on the basis of
the total number of children from low-income families in each area or school.
(2) SPECIAL RULE.—
(A) IN GENERAL.—Except as provided in subparagraph (B), the per-pupil amount of funds allocated to
each school attendance area or school under paragraph (1) shall be at least 125 percent of the per-pupil
amount of funds a local educational agency received for that year under the poverty criteria described by
the local educational agency in the plan submitted under section 1112, except that this paragraph shall
not apply to a local educational agency that only serves schools in which the percentage of such
children is 35 percent or greater.
(B) EXCEPTION.—A local educational agency may reduce the amount of funds allocated under
subparagraph (A) for a school attendance area or school by the amount of any supplemental State and
local funds expended in that school attendance area or school for programs that meet the requirements
of section 1114 or 1115.
(3) RESERVATION.—A local educational agency shall reserve such funds as are necessary under this part
to provide services comparable to those provided to children in schools funded under this part to serve—
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(A) homeless children who do not attend participating schools, including providing educationally related
support services to children in shelters and other locations where children may live;
(B) children in local institutions for neglected children; and
(C) if appropriate, children in local institutions for delinquent children, and neglected or delinquent
children in community day school programs.
(4) FINANCIAL INCENTIVES AND REWARDS RESERVATION.—
A local educational agency may reserve such funds as are necessary from those funds received by the local
educational agency under title II, and not more than 5 percent of those funds received by the local
educational agency under subpart 2, to provide financial incentives and rewards to teachers who serve in
schools eligible under this section and identified for school improvement, corrective action, and restructuring
under section 1116(b) for the purpose of attracting and retaining qualified and effective teachers.
Title I-A Schoolwide ProgramS
SEC. 1114. SCHOOLWIDE PROGRAMS.
(a) USE OF FUNDS FOR SCHOOLWIDE PROGRAMS(1) IN GENERAL- A local educational agency may consolidate and use funds under this part, together with
other Federal, State, and local funds, in order to upgrade the entire educational program of a school that
serves an eligible school attendance area in which not less than 40 percent of the children are from lowincome families, or not less than 40 percent of the children enrolled in the school are from such families.
(2) IDENTIFICATION OF STUDENTS NOT REQUIRED(A) IN GENERAL- No school participating in a school-wide program shall be required —
(i) to identify particular children under this part as eligible to participate in a school-wide program; or
(ii) to provide services to such children that are supplementary, as otherwise required by section
1120A(b).
(B) SUPPLEMENTAL FUNDS- A school participating in a school-wide program shall use funds available
to carry out this section only to supplement the amount of funds that would, in the absence of funds under
this part, be made available from non-Federal sources for the school, including funds needed to provide
services that are required by law for children with disabilities and children with limited English proficiency.
(3) EXEMPTION FROM STATUTORY AND REGULATORY REQUIREMENTS(A) EXEMPTION- Except as provided in subsection (b), the Secretary may, through publication of a
notice in the Federal Register, exempt school-wide programs under this section from statutory or
regulatory provisions of any other noncompetitive formula grant program administered by the Secretary
(other than formula or discretionary grant programs under the Individuals with Disabilities Education Act,
except as provided in section 613(a)(2)(D) of such Act), or any discretionary grant program administered
by the Secretary, to support school-wide programs if the intent and purposes of such other programs are
met.
(B) REQUIREMENTS- A school that chooses to use funds from such other programs shall not be relieved
of the requirements relating to health, safety, civil rights, student and parental participation and
involvement, services to private school children, maintenance of effort, comparability of services, uses of
Federal funds to supplement, not supplant non-Federal funds, or the distribution of funds to State
educational agencies or local educational agencies that apply to the receipt of funds from such programs.
(C) RECORDS- A school that consolidates and uses funds from different Federal programs under this
section shall not be required to maintain separate fiscal accounting records, by program, that identify the
specific activities supported by those particular funds as long as the school maintains records that
demonstrate that the school-wide program, considered as a whole, addresses the intent and purposes of
each of the Federal programs that were consolidated to support the school-wide program.
(4) PROFESSIONAL DEVELOPMENT- Each school receiving funds under this part for any fiscal year shall
devote sufficient resources to effectively carry out the activities described in subsection (b)(1)(D) in
accordance with section 1119 for such fiscal year, except that a school may enter into a consortium with
another school to carry out such activities.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(b) COMPONENTS OF A SCHOOLWIDE PROGRAM(1) IN GENERAL- A schoolwide program shall include the following components:
(A) A comprehensive needs assessment of the entire school (including taking into account the needs of
migratory children as defined in section 1309(2)) that is based on information which includes the
achievement of children in relation to the State academic content standards and the State student
academic achievement standards described in section 1111(b)(1).
(B) Schoolwide reform strategies that —
(i) provide opportunities for all children to meet the State's proficient and advanced levels of student
academic achievement described in section 1111(b)(1)(D);
(ii) use effective methods and instructional strategies that are based on scientifically based research
that —
(I) strengthen the core academic program in the school;
(II) increase the amount and quality of learning time, such as providing an extended school
year and before- and after-school and summer programs and opportunities, and help provide
an enriched and accelerated curriculum; and
(III) include strategies for meeting the educational needs of historically underserved
populations;
(iii)(I) include strategies to address the needs of all children in the school, but particularly the needs
of low-achieving children and those at risk of not meeting the State student academic achievement
standards who are members of the target population of any program that is included in the schoolwide program, which may include —
(aa) counseling, pupil services, and mentoring services;
(bb) college and career awareness and preparation, such as college and career guidance,
personal finance education, and innovative teaching methods, which may include applied
learning and team-teaching strategies; and
(cc) the integration of vocational and technical education programs; and
(II) address how the school will determine if such needs have been met; and
(iv) are consistent with, and are designed to implement, the State and local improvement plans, if
any.
(C) Instruction by highly qualified teachers.
(D) In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff to enable all children in the school to meet the State's student academic
achievement standards.
(E) Strategies to attract high-quality highly qualified teachers to high-need schools.
(F) Strategies to increase parental involvement in accordance with section 1118, such as family literary
services.
(G) Plans for assisting preschool children in the transition from early childhood programs, such as Head
Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school
programs.
(H) Measures to include teachers in the decisions regarding the use of academic assessments described
in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual
students and the overall instructional program.
(I) Activities to ensure that students who experience difficulty mastering the proficient or advanced levels
of academic achievement standards required by section 1111(b)(1) shall be provided with effective,
timely additional assistance which shall include measures to ensure that students' difficulties are
identified on a timely basis and to provide sufficient information on which to base effective assistance.
(J) Coordination and integration of Federal, State, and local services and programs, including programs
supported under this Act, violence prevention programs, nutrition programs, housing programs, Head
Start, adult education, vocational and technical education, and job training.
(2) PLAN(A) IN GENERAL- Any eligible school that desires to operate a school-wide program shall first develop (or
amend a plan for such a program that was in existence on the day before the date of enactment of the No
Child Left Behind Act of 2001), in consultation with the local educational agency and its school support
team or other technical assistance provider under section 1117, a comprehensive plan for reforming the
total instructional program in the school that —
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(i) describes how the school will implement the components described in paragraph (1);
(ii) describes how the school will use resources under this part and from other sources to implement
those components;
(iii) includes a list of State educational agency and local educational agency programs and other
Federal programs under subsection (a)(3) that will be consolidated in the school-wide program; and
(iv) describes how the school will provide individual student academic assessment results in a
language the parents can understand, including an interpretation of those results, to the parents of a
child who participates in the academic assessments required by section 1111(b)(3).
(B) PLAN DEVELOPMENT- The comprehensive plan shall be —
(i) developed during a one-year period, unless —
(I) the local educational agency, after considering the recommendation of the technical
assistance providers under section 1117, determines that less time is needed to develop
and implement the school-wide program; or
(II) the school is operating a school-wide program on the day preceding the date of
enactment of the No Child Left Behind Act of 2001, in which case such school may continue to
operate such program, but shall develop amendments to its existing plan during the first year of
assistance after that date to reflect the provisions of this section;
(ii) developed with the involvement of parents and other members of the community to be served
and individuals who will carry out such plan, including teachers, principals, and administrators
(including administrators of programs described in other parts of this title), and, if appropriate, pupil
services personnel, technical assistance providers, school staff, and, if the plan relates to a
secondary school, students from such school;
(iii) in effect for the duration of the school's participation under this part and reviewed and revised, as
necessary, by the school;
(iv) available to the local educational agency, parents, and the public, and the information contained
in such plan shall be in an understandable and uniform format and, to the extent practicable,
provided in a language that the parents can understand; and
(v) if appropriate, developed in coordination with programs under Reading First, Early Reading First,
Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.
(c) PREKINDERGARTEN PROGRAM- A school that is eligible for a school-wide program under this
section may use funds made available under this part to establish or enhance prekindergarten programs
for children below the age of 6, such as Even Start programs or Early Reading First programs.
Parent Involvement
SEC. 1118. PARENTAL INVOLVEMENT.
(a) LOCAL EDUCATIONAL AGENCY POLICY(1) IN GENERAL- A local educational agency may receive funds under this part only if such agency
implements programs, activities, and procedures for the involvement of parents in programs assisted
under this part consistent with this section. Such programs, activities, and procedures shall be planned
and implemented with meaningful consultation with parents of participating children.
(2) WRITTEN POLICY- Each local educational agency that receives funds under this part shall develop
jointly with, agree on with, and distribute to, parents of participating children a written parent involvement
policy. The policy shall be incorporated into the local educational agency's plan developed under section
1112, establish the agency's expectations for parent involvement, and describe how the agency will —
(A) involve parents in the joint development of the plan under section 1112, and the process of school
review and improvement under section 1116;
(B) provide the coordination, technical assistance, and other support necessary to assist participating
schools in planning and implementing effective parent involvement activities to improve student
academic achievement and school performance;
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(C) build the schools' and parents' capacity for strong parental involvement as described in subsection
(e);
(D) coordinate and integrate parental involvement strategies under this part with parental involvement
strategies under other programs, such as the Head Start program, Reading First program, Early
Reading First program, Even Start program, Parents as Teachers program, and Home Instruction
Program for Preschool Youngsters, and State-run preschool programs;
(E) conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of
the parental involvement policy in improving the academic quality of the schools served under this part,
including identifying barriers to greater participation by parents in activities authorized by this section
(with particular attention to parents who are economically disadvantaged, are disabled, have limited
English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the
findings of such evaluation to design strategies for more effective parental involvement, and to revise, if
necessary, the parental involvement policies described in this section; and
(F) involve parents in the activities of the schools served under this part.
(b) SCHOOL PARENTAL INVOLVEMENT POLICY(1) IN GENERAL- Each school served under this part shall jointly develop with, and distribute to, parents of
participating children a written parental involvement policy, agreed on by such parents, that shall
describe the means for carrying out the requirements of subsections (c) through (f). Parents shall be
notified of the policy in an understandable and uniform format and, to the extent practicable, provided in
a language the parents can understand. Such policy shall be made available to the local community and
updated periodically to meet the changing needs of parents and the school.
(2) SPECIAL RULE- If the school has a parental involvement policy that applies to all parents, such school
may amend that policy, if necessary, to meet the requirements of this subsection.
(3) AMENDMENT- If the local educational agency involved has a school district-level parental involvement
policy that applies to all parents, such agency may amend that policy, if necessary, to meet the
requirements of this subsection.
(4) PARENTAL COMMENTS- If the plan under section 1112 is not satisfactory to the parents of participating
children, the local educational agency shall submit any parent comments with such plan when such local
educational agency submits the plan to the State.
(c) POLICY INVOLVEMENT- Each school served under this part shall —
(1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be
invited and encouraged to attend, to inform parents of their school's participation under this part and to
explain the requirements of this part, and the right of the parents to be involved;
(2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with
funds provided under this part, transportation, child care, or home visits, as such services relate to
parental involvement;
(3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of
programs under this part, including the planning, review, and improvement of the school parental
involvement policy and the joint development of the school-wide program plan under section 1114(b)(2),
except that if a school has in place a process for involving parents in the joint planning and design of the
school's programs, the school may use that process, if such process includes an adequate
representation of parents of participating children;
(4) provide parents of participating children —
(A) timely information about programs under this part;
(B) a description and explanation of the curriculum in use at the school, the forms of academic
assessment used to measure student progress, and the proficiency levels students are expected to
meet; and
(C) if requested by parents, opportunities for regular meetings to formulate suggestions and to
participate, as appropriate, in decisions relating to the education of their children, and respond to
any such suggestions as soon as practicably possible; and
(5) if the school-wide program plan under section 1114(b)(2) is not satisfactory to the parents of participating
children, submit any parent comments on the plan when the school makes the plan available to the local
educational agency.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT- As a component of
the school-level parental involvement policy developed under subsection (b), each school served under
this part shall jointly develop with parents for all children served under this part a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility for improved
student academic achievement and the means by which the school and parents will build and develop a
partnership to help children achieve the State's high standards. Such compact shall —
(1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and
effective learning environment that enables the children served under this part to meet the State's
student academic achievement standards, and the ways in which each parent will be responsible for
supporting their children's learning, such as monitoring attendance, homework completion, and
television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions
relating to the education of their children and positive use of extracurricular time; and
(2) address the importance of communication between teachers and parents on an ongoing basis through, at
a minimum —
(A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall
be discussed as the compact relates to the individual child's achievement;
(B) frequent reports to parents on their children's progress; and
(C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and
observation of classroom activities.
(e) BUILDING CAPACITY FOR INVOLVEMENT- To ensure effective involvement of parents and to support
a partnership among the school involved, parents, and the community to improve student academic
achievement, each school and local educational agency assisted under this part —
(1) shall provide assistance to parents of children served by the school or local educational agency, as
appropriate, in understanding such topics as the State's academic content standards and State student
academic achievement standards, State and local academic assessments, the requirements of this part,
and how to monitor a child's progress and work with educators to improve the achievement of their
children;
(2) shall provide materials and training to help parents to work with their children to improve their children's
achievement, such as literacy training and using technology, as appropriate, to foster parental
involvement;
(3) shall educate teachers, pupil services personnel, principals, and other staff, with the assistance of
parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with,
and work with parents as equal partners, implement and coordinate parent programs, and build ties
between parents and the school;
(4) shall, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and
activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs
for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs,
and conduct other activities, such as parent resource centers, that encourage and support parents in
more fully participating in the education of their children;
(5) shall ensure that information related to school and parent programs, meetings, and other activities is sent
to the parents of participating children in a format and, to the extent practicable, in a language the parents
can understand;
(6) may involve parents in the development of training for teachers, principals, and other educators to
improve the effectiveness of such training;
(7) may provide necessary literacy training from funds received under this part if the local educational
agency has exhausted all other reasonably available sources of funding for such training;
(8)may pay reasonable and necessary expenses associated with local parental involvement activities,
including transportation and child care costs, to enable parents to participate in school-related meetings
and training sessions;
(9) may train parents to enhance the involvement of other parents;
(10) may arrange school meetings at a variety of times, or conduct in-home conferences between teachers
or other educators, who work directly with participating children, with parents who are unable to attend
such conferences at school, in order to maximize parental involvement and participation;
(11) may adopt and implement model approaches to improving parental involvement;
(12) may establish a districtwide parent advisory council to provide advice on all matters related to parental
involvement in programs supported under this section;
(13) may develop appropriate roles for community-based organizations and businesses in parent
involvement activities; and
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(14) shall provide such other reasonable support for parental involvement activities under this section as
parents may request.
(f) ACCESSIBILITY– In carrying out the parental involvement requirements of this part, local educational
agencies and schools, to the extent practicable, shall provide full opportunities for the participation of
parents with limited English proficiency, parents with disabilities, and parents of migratory children,
including providing information and school reports required under section 1111 in a format and, to the
extent practicable, in a language such parents understand.
(g) INFORMATION FROM PARENTAL INFORMATION AND RESOURCE CENTERS- In a State where a
parental information and resource center is established to provide training, information, and support to
parents and individuals who work with local parents, local educational agencies, and schools receiving
assistance under this part, each local educational agency or school that receives assistance under this
part and is located in the State shall assist parents and parental organizations by informing such parents
and organizations of the existence and purpose of such centers.
(h) REVIEW- The State educational agency shall review the local educational agency's parental
involvement policies and practices to determine if the policies and practices meet the requirements of
this section.
Teacher Qualifications
SEC. 1119. QUALIFICATIONS FOR TEACHERS AND PARAPROFESSIONALS.
(a) TEACHER QUALIFICATIONS AND MEASURABLE OBJECTIVES(1) IN GENERAL- Beginning with the first day of the first school year after the date of enactment of the No
Child Left Behind Act of 2001, each local educational agency receiving assistance under this part shall
ensure that all teachers hired after such day and teaching in a program supported with funds under this
part are highly qualified.
(2) STATE PLAN- As part of the plan described in section 1111, each State educational agency receiving
assistance under this part shall develop a plan to ensure that all teachers teaching in core academic
subjects within the State are highly qualified not later than the end of the 20052006 school year. Such
plan shall establish annual measurable objectives for each local educational agency and school that, at
a minimum —
(A) shall include an annual increase in the percentage of highly qualified teachers at each local
educational agency and school, to ensure that all teachers teaching in core academic subjects in each
public elementary school and secondary school are highly qualified not later than the end of the 20052006 school year;
(B) shall include an annual increase in the percentage of teachers who are receiving high-quality
professional development to enable such teachers to become highly qualified and successful classroom
teachers; and
(C) may include such other measures as the State educational agency determines to be appropriate to
increase teacher qualifications.
(3) LOCAL PLAN- As part of the plan described in section 1112, each local educational agency receiving
assistance under this part shall develop a plan to ensure that all teachers teaching within the school
district served by the local educational agency are highly qualified not later than the end of the 20052006 school year.
(h) USE OF FUNDS- A local educational agency receiving funds under this part may use such funds to
support ongoing training and professional development to assist teachers and paraprofessionals in
satisfying the requirements of this section.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Paraprofessional Guidelines
SEC.1119(c) NEW PARAPROFESSIONALS(1) IN GENERAL- Each local educational agency receiving assistance under this part shall ensure that all
paraprofessionals hired after the date of enactment of the No Child Left Behind Act of 2001 and
working in a program supported with funds under this part shall have —
(A) completed at least 2 years of study at an institution of higher education;
(B) obtained an associate's (or higher) degree; or
(C) met a rigorous standard of quality and can demonstrate, through a formal State or local academic
assessment —
(i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or
(ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and
mathematics readiness, as appropriate.
(2) CLARIFICATION- The receipt of a secondary school diploma (or its recognized equivalent) shall be
necessary but not sufficient to satisfy the requirements of paragraph (1)(C).
(d) EXISTING PARAPROFESSIONALS- Each local educational agency receiving assistance under this part
shall ensure that all paraprofessionals hired before the date of enactment of the No Child Left Behind
Act of 2001, and working in a program supported with funds under this part shall, not later than 4 years
after the date of enactment satisfy the requirements of subsection (c).
(e) EXCEPTIONS FOR TRANSLATION AND PARENTAL INVOLVEMENT ACTIVITIES- Subsections (c)
and (d) shall not apply to a paraprofessional —
(1) who is proficient in English and a language other than English and who provides services primarily to
enhance the participation of children in programs under this part by acting as a translator; or
(2) whose duties consist solely of conducting parental involvement activities consistent with section
1118.
(f) GENERAL REQUIREMENT FOR ALL PARAPROFESSIONALS- Each local educational agency
receiving assistance under this part shall ensure that all paraprofessionals working in a program
supported with funds under this part, regardless of the paraprofessionals' hiring date, have earned a
secondary school diploma or its recognized equivalent.
(g) DUTIES OF PARAPROFESSIONALS(1) IN GENERAL- Each local educational agency receiving assistance under this part shall ensure that a
paraprofessional working in a program supported with funds under this part is not assigned a duty
inconsistent with this subsection.
(2) RESPONSIBILITIES PARAPROFESSIONALS MAY BE ASSIGNED- A paraprofessional described in
paragraph (1) may be assigned —
(A) to provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a
student would not otherwise receive instruction from a teacher;
(B) to assist with classroom management, such as organizing instructional and other materials;
(C) to provide assistance in a computer laboratory;
(D) to conduct parental involvement activities;
(E) to provide support in a library or media center;
(F) to act as a translator; or
(G) to provide instructional services to students in accordance with paragraph (3).
(3) ADDITIONAL LIMITATIONS- A paraprofessional described in paragraph (1) —
(A) may not provide any instructional service to a student unless the paraprofessional is working
under the direct supervision of a teacher consistent with section 1119; and
(B) may assume limited duties that are assigned to similar personnel who are not working in a
program supported with funds under this part, including duties beyond classroom instruction or that
do not benefit participating children, so long as the amount of time spent on such duties is the same
proportion of total work time as prevails with respect to similar personnel at the same school.
(h) USE OF FUNDS- A local educational agency receiving funds under this part may use such funds to
support ongoing training and professional development to assist teachers and paraprofessionals in
satisfying the requirements of this section.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Principal’s Attestations
SEC.1119. VERIFICATION OF COMPLIANCE(i) (1) IN GENERAL- In verifying compliance with this section, each local educational agency, at a minimum,
shall require that the principal of each school operating a program under section 1114 or 1115 attest
annually in writing as to whether such school is in compliance with the requirements of this section.
(2) AVAILABILITY OF INFORMATION- Copies of attestations under paragraph (1) —
(A) shall be maintained at each school operating a program under section 1114 or 1115 and at the
main office of the local educational agency; and
(B) shall be available to any member of the general public on request.
Highly Qualified Definition
23) HIGHLY QUALIFIED- The term highly qualified' —
(A) when used with respect to any public elementary school or secondary school teacher teaching
in a State, means that —
(i) the teacher has obtained full State certification as a teacher (including certification obtained
through alternative routes to certification) or passed the State teacher licensing examination,
and holds a license to teach in such State, except that when used with respect to any teacher
teaching in a public charter school, the term means that the teacher meets the requirements set
forth in the State's public charter school law; and
(ii) the teacher has not had certification or licensure requirements waived on an emergency,
temporary, or provisional basis;
(B) when used with respect to —
(i) an elementary school teacher who is new to the profession, means that the teacher —
(I) holds at least a bachelor's degree; and
(II) has demonstrated, by passing a rigorous State test, subject knowledge and teaching skills
in reading, writing, mathematics, and other areas of the basic elementary school curriculum
(which may consist of passing a State-required certification or licensing test or tests in
reading, writing, mathematics, and other areas of the basic elementary school curriculum); or
(ii) a middle or secondary school teacher who is new to the profession, means that the teacher
holds at least a bachelor's degree and has demonstrated a high level of competency in each
of the academic subjects in which the teacher teaches by —
(I) passing a rigorous State academic subject test in each of the academic subjects in which
the teacher teaches (which may consist of a passing level of performance on a Staterequired certification or licensing test or tests in each of the academic subjects in which the
teacher teaches); or
(II) successful completion, in each of the academic subjects in which the teacher teaches, of
an academic major, a graduate degree, coursework equivalent to an undergraduate
academic major, or advanced certification or credentialing; and
(C) when used with respect to an elementary, middle, or secondary school teacher who is not new to
the profession, means that the teacher holds at least a bachelor's degree and —
(i) has met the applicable standard in clause (i) or (ii) of subparagraph (B), which includes an
option for a test; or
(ii) demonstrates competence in all the academic subjects in which the teacher teaches based
on a high objective uniform State standard of evaluation that —
(I) is set by the State for both grade appropriate academic subject matter knowledge and
teaching skills;
(II) is aligned with challenging State academic content and student academic achievement
standards and developed in consultation with core content specialists, teachers, principals,
and school administrators;
(III) provides objective, coherent information about the teacher's attainment of core
content knowledge in the academic subjects in which a teacher teaches;
(IV) is applied uniformly to all teachers in the same academic subject and the same grade level
throughout the State;
(V) takes into consideration, but not be based primarily on, the time the teacher has been teaching in
the academic subject;
(VI) is made available to the public upon request; and
(VII) may involve multiple, objective measures of teacher competency.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Section 2:
BISD Title I-APrograms
1.
Federal Programs Goals and Objectives
2.
Schoolwide Instructional Programs
3.
Instructional Assistants’ Program
4.
Three-Year-Old Program
5.
Private Non–Profit Schools Program
6.
Parental Involvement Program
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Federal Programs Department
Goals and Objectives
Goal 1: to assist the entire instructional program and improve achievement for all
students through supplemental funds for services and programs.
Objectives:
 Encourage, support and monitor the implementation of federally funded
supplemental programs such as the Instructional Assistants’ Program, the ThreeYear-Old-Program, Help One Student to Succeed Program, Extended
Day/Week/Year Tutorials, and Communities in Schools Program.

Implement a high quality Instructional Assistants’ Training Program for all federally
funded Instructional Assistants so that they can be better equipped to supplement
student learning.

Work closely with the curriculum Specialists in order to ensure that the
supplemental tutorial programs are aligned wit the Texas Essential Knowledge and
Skills (TEKS).

Increase the number of Three-Year-Old-Program classrooms.
GOAL 2: to provide financial support and guidance based on the identified needs
of the District and Schools.
Objectives:
 Develop a uniform district-wide-campus needs assessment in order to support a
more focused approach to sound spending practices.

Assess Campus Improvement Plans for accountability purposes and provide school
administrators with corrective feedback. Capital outlay expenditures will be closely
monitored and matched to the campuses’ needs as previously identified in their
respective Campus Improvement Plans.
Goal 3: to ensure that federal funds are expended in accordance with Federal and
State laws as well as Local policies and guidelines.
Objectives:
 Provide campuses with a Title 1-A Handbook to assist campus administrators in the
areas of budget and compliance in order to ensure sound fiscal practices.

Conduct Title 1-A meetings to better assist campus administrators, faculty and staff
in understanding the purpose and the intent of the Program as well as its impact on
student achievement.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
FEDERAL LAW GOVERNING THE TITLE I, PART A:
IMPROVING BASIC PROGRAMS UNDER NCLB
No Child Left Behind Act of 2001 (Public Law 1007-110)
Title 1, Part A: Improving the Academic Achievement of the Disadvantaged
SEC. 1001. STATEMENT OF PURPOSE.
The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to
obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic
achievement standards and state academic assessments. This purpose can be accomplished by —
(1) ensuring that high-quality academic assessments, accountability systems, teacher preparation
and training, curriculum, and instructional materials are aligned with challenging State academic
standards so that students, teachers, parents, and administrators can measure progress against
common expectations for student academic achievement;
(2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools,
limited English proficient children, migratory children, children with disabilities, Indian children,
neglected or delinquent children, and young children in need of reading assistance;
(3) closing the achievement gap between high- and low-performing children, especially the
achievement gaps between minority and non minority students, and between disadvantaged
children and their more advantaged peers;
(4) holding schools, local educational agencies, and States accountable for improving the academic
achievement of all students, and identifying and turning around low-performing schools that have
failed to provide a high-quality education to their students, while providing alternatives to students in
such schools to enable the students to receive a high-quality education;
(5) distributing and targeting resources sufficiently to make a difference to local educational
agencies and schools where needs are greatest;
(6) improving and strengthening accountability, teaching, and learning by using State assessment
systems designed to ensure that students are meeting challenging State academic achievement and
content standards and increasing achievement overall, but especially for the disadvantaged;
(7) providing greater decision making authority and flexibility to schools and teachers in exchange
for greater responsibility for student performance;
(8) providing children an enriched and accelerated educational program, including the use of
schoolwide programs or additional services that increase the amount and quality of instructional
time;
(9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based
instructional strategies and challenging academic content;
(10) significantly elevating the quality of instruction by providing staff in participating schools with
substantial opportunities for professional development;
(11) coordinating services under all parts of this title with each other, with other educational services,
and, to the extent feasible, with other agencies providing services to youth, children, and families;
and
(12) affording parents substantial and meaningful opportunities to participate in the education of their
children.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Title I-A Schoolwide Instructional Programs
Schoolwide Projects provide opportunities for all children to meet the State’s proficient and
advanced levels of student academic achievement through the utilization of the most current
research- based curriculum and highly-qualified teachers available.
Characteristics:
Goal:
To improve the entire
instructional program in the
school and not merely activities
that supplement activities
Instructional
Schoolwide
Programs
Based on high academic
standards:
 Clear focus on academic
achievement
 Well-defined organization
 Cultural inclusiveness
 Parent and community
involvement
 Evidence of school and student
progress
BISD Schoolwide Campuses
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Title I-A Instructional Programs’ Sites
The Title I, Part A program is federally funded and designed to supplement instruction
provided in the regular classroom by the foundation teachers.
Science
English
Hanna
Oliveira
Perkins
Stell
Egly
Palm Grove
Pace
Rivera
Veterans
Garcia
Counselor
Title 1-A Technology
Three Year Old Program
Hanna
Aiken
Castañeda
El Jardin
Reading
Math
Garcia
Oliviera
Vela MS
Stillman
Hanna
Porter
Pace
Rivera
Lopez
Social Studies
History / Economics
Faulk
Lucio
Perkins
Vela
Besteiro
Porter
Veterans
Garcia
Oliveira
Nurses
All campuses/ 40%
Aiken
Burns
Cromack
Castañeda
Longoria
Stars
SRI
Lopez
Vermillion
El Jardin
Putegnat
Morningside
Russell
Villa Nueva
1 @ CAB @ 100%
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Title I-A Instructional Assistants’ Program
Title I-A Basic Skills Instructional Assistants’ Program is an integral part of the total BISD curriculum.
All program components, staff development sessions, methods and philosophies correspond to those of
the BISD’s total curriculum. This Title I-A program is aligned with that of the BISD Curriculum.
Goal:
To provide additional reinforcement,
individualization and support for
students in danger of or identified as
at-risk for failing the regular
curriculum.
Processes:
 The classroom teachers introduce
and teach a respective skill through
the foundation program.
 The instructional assistants use
supplemental resources, such as
manipulatives, visuals, rhymes,
games, songs, to give students a
second chance for success.
Note:
Title 1-A is supplemental in nature.
.
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Federal Programs Department
Instructional Assistants’ Academy
2012-2013 Professional Development Calendar
Session Title
Day/Date
Time
Location
Communication Skills
Classroom Management
Thurs.
08/23/12
8:004:00
Fine Arts
Museum
Planning, Guidelines &
Procedures
Effective Questioning
Techniques
Fri.
08/24/12
Monday
010/7/13
8:0011:30
Monday
01/07/13
12:304:00
Fine Arts
Museum
Fine Arts
Museum
Audience by Cluster
Hanna, Lopez Clusters and
Rivera, Perkins, Garcia, Breeden,
Gonzalez, Peña, & Vermillion
from the Rivera Cluster
Pace, Porter, Veterans Clusters
and Champion, & Gallegos from
the Rivera Cluster
SRN
905120802
905120803
Hanna, Lopez Clusters and
Rivera, Perkins, Garcia, Breeden,
Gonzalez, Peña, & Vermillion
from the Rivera Cluster
905130101
Pace, Porter, Veterans Clusters
and Champion, & Gallegos from
the Rivera Cluster
905130102
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BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville’s Education Begins With the Three-Year-Old Program
The Title I, Part A Program for Three-Year-Olds in the Brownsville Independent School District
is designed to provide its students with appropriate developmental activities which support the
Three-year olds’ growth in language and communication, cognition, physical health, and social
emotional skills.
Goal
To build a solid foundation of school successes in order to prevent
remediation, academic failure and inevitable drop out in the later years.
Components:
Academic
Parental Involvement
School based early childhood
Stresses:
educational programs:
 Effective parenting
 Building Bridges
 Early Childhood
Development
 Let’s Begin
 Stepping Stones
 Nutrition
Personnel
Teacher and an instructional
assistant per classroom.
Sites for 2012 – 2013 School Year
Aiken (2 Classrooms)
Burns
Castañeda (2 Classrooms)
Cromack
El Jardin
Putegnat
Longoria
Morningside
Russell
Villa Nueva
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 20
FEDERAL LAW GOVERNING THE TITLE I, PART A:
IMPROVING BASIC PROGRAMS UNDER NCLB
No Child Left Behind Act of 2001 (Public Law 1007-110)
Title 1, Part A: Participation of Eligible Children Enrolled in Private Schools
SEC. 1120. PARTICIPATION OF CHILDREN ENROLLED IN PRIVATE SCHOOLS.
(a) GENERAL REQUIREMENT(1) IN GENERAL- To the extent consistent with the number of eligible children identified
under section 1115(b) in the school district served by a local educational agency who are
enrolled in private elementary schools and secondary schools, a local educational agency
shall, after timely and meaningful consultation with appropriate private school officials,
provide such children, on an equitable basis, special educational services or other benefits
under this part (such as dual enrollment, educational radio and television, computer
equipment and materials, other technology, and mobile educational services and
equipment) that address their needs, and shall ensure that teachers and families of the
children participate, on an equitable basis, in services and activities developed pursuant to
sections 1118 and 1119.
(2) SECULAR, NEUTRAL, NONIDEOLOGICAL- Such educational services or other
benefits, including materials and equipment, shall be secular, neutral, and non-ideological.
(3) EQUITY- Educational services and other benefits for such private school children shall
be equitable in comparison to services and other benefits for public school children
participating under this part, and shall be provided in a timely manner.
(4) EXPENDITURES- Expenditures for educational services and other benefits to eligible
private school children shall be equal to the proportion of funds allocated to participating
school attendance areas based on the number of children from low-income families who
attend private schools, which the local educational agency may determine each year or
every 2 years.
(5) PROVISION OF SERVICES- The local educational agency may provide services under
this section directly or through contracts with public and private agencies, organizations, and
institutions.
(b) CONSULTATION(1) IN GENERAL- To ensure timely and meaningful consultation, a local educational agency
shall consult with appropriate private school officials during the design and development of
such agency's programs under this part, on issues such as —
(A) how the children's needs will be identified;
(B) what services will be offered;
(C) how, where, and by whom the services will be provided;
(D) how the services will be academically assessed and how the results of that
assessment will be used to improve those services;
(E) the size and scope of the equitable services to be provided to the eligible private
school children, and the proportion of funds that is allocated under subsection (a)(4)
for such services;
(F) the method or sources of data that are used under subsection (c) and section
1113(c)(1) to determine the number of children from low-income families in
participating school attendance areas who attend private schools;
(G) how and when the agency will make decisions about the delivery of services to
such children, including a thorough consideration and analysis of the views of the
private school officials on the provision of services through a contract with potential
third-party providers; and
(H) how, if the agency disagrees with the views of the private school officials on the
provision of services through a contract, the local educational agency will provide in
writing to such private school officials an analysis of the reasons why the local
educational agency has chosen not to use a contractor.
(2) TIMING- Such consultation shall include meetings of agency and private school officials
and shall occur before the local educational agency makes any decision that affects the.
opportunities of eligible private school children to participate in programs under this part
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 21
Such meetings shall continue throughout implementation and assessment of services provided
under this section.
(3) DISCUSSION- Such consultation shall include a discussion of service delivery mechanisms a
local educational agency can use to provide equitable services to eligible private school children.
(4) DOCUMENTATION- Each local educational agency shall maintain in the agency's records
and provide to the State educational agency involved a written affirmation signed by officials of
each participating private school that the consultation required by this section has occurred. If
such officials do not provide such affirmation within a reasonable period of time, the local
educational agency shall forward the documentation that such consultation has taken place to
the State educational agency.
(5) COMPLIANCE(A) IN GENERAL- A private school official shall have the right to complain to the State
educational agency that the local educational agency did not engage in consultation that
was meaningful and timely, or did not give due consideration to the views of the private
school official.
(B) PROCEDURE- If the private school official wishes to complain, the official shall
provide the basis of the noncompliance with this section by the local educational agency
to the State educational agency, and the local educational agency shall forward the
appropriate documentation to the State educational agency.
(c) ALLOCATION FOR EQUITABLE SERVICE TO PRIVATE SCHOOL STUDENTS(1) CALCULATION- A local educational agency shall have the final authority, consistent with this
section, to calculate the number of children, ages 5 through 17, who are from low-income families
and attend private schools by —
(A) using the same measure of low income used to count public school children;
(B) using the results of a survey that, to the extent possible, protects the identity of
families of private school students, and allowing such survey results to be extrapolated if
complete actual data are unavailable;
(C) applying the low-income percentage of each participating public school attendance
area, determined pursuant to this section, to the number of private school children who
reside in that school attendance area; or
(D) using an equated measure of low income correlated with the measure of low income
used to count public school children.
(2) COMPLAINT PROCESS- Any dispute regarding low-income data for private school students
shall be subject to the complaint process authorized in section 9505.
(d) PUBLIC CONTROL OF FUNDS(1) IN GENERAL- The control of funds provided under this part, and title to materials, equipment,
and property purchased with such funds, shall be in a public agency, and a public agency shall
administer such funds, materials, equipment, and property.
(2) PROVISION OF SERVICES(A) PROVIDER- The provision of services under this section shall be provided —
(i) by employees of a public agency; or
(ii) through contract by such public agency with an individual, association,
agency, or organization.
(B) REQUIREMENT- In the provision of such services, such employee, individual,
association, agency, or organization shall be independent of such private school and of
any religious organization, and such employment or contract shall be under the control
and supervision of such public agency.
(e) STANDARDS FOR A BYPASS- If a local educational agency is prohibited by law from providing for
the participation in programs on an equitable basis of eligible children enrolled in private elementary
schools and secondary schools, or if the Secretary determines that a local educational agency has
substantially failed or is unwilling, to provide for such participation, as required by this section, the
Secretary shall —
(1) waive the requirements of this section for such local educational agency;
(2) arrange for the provision of services to such children through arrangements that shall be
subject to the requirements of this section and sections 9503 and 9504; and
(3) in making the determination under this subsection, consider one or more factors,
including the quality, size, scope, and location of the program and the opportunity of eligible
children to participate.
Page 22
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Private Non-Profit Schools’ Program
Title I-A eligible students attending non-profit private schools may receive Title I-A services
if the school they attend wishes to participate in the program. Students qualify for the
program based on the income guidelines established by the Federal government for free or
reduced lunch program. Supplemental services are then provided based on academic need,
with priority given to those with the greatest need.
Federal Programs consults with each private school regarding what services will be provided.
Services can take various forms such as part-time Title I-A tutors, computer assisted
instruction, extended day or year programs or services provided by an outside provider. The
District also has three mobile technology units that visit several campuses to provide
computer assisted instruction.
2012 - 2013
Participating Sites:
Episcopal Day School
Faith Christian Academy
First Baptist School
Guadalupe Regional M.S.
Incarnate Word Academy
St. Joseph Academy
St. Luke’s Catholic School
St. Mary’s Catholic School
Page 23
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
FEDERAL LAW GOVERNING THE TITLE I, PART A:
IMPROVING BASIC PROGRAMS UNDER NCLB
No Child Left Behind Act of 2001 (Public Law 1007-110)
Title 1, Part A: Parental Involvement
SEC. 1118. PARENTAL INVOLVEMENT.
(a) LOCAL EDUCATIONAL AGENCY POLICY(1) IN GENERAL- A local educational agency may receive funds under this part only if such agency
implements programs, activities, and procedures for the involvement of parents in programs assisted
under this part consistent with this section. Such programs, activities, and procedures shall be planned
and implemented with meaningful consultation with parents of participating children.
(2) WRITTEN POLICY- Each local educational agency that receives funds under this part shall develop
jointly with, agree on with, and distribute to, parents of participating children a written parent involvement
policy. The policy shall be incorporated into the local educational agency's plan developed under section
1112, establish the agency's expectations for parent involvement, and describe how the agency will —
(A) involve parents in the joint development of the plan under section 1112, and the process of school
review and improvement under section 1116;
(B) provide the coordination, technical assistance, and other support necessary to assist participating
schools in planning and implementing effective parent involvement activities to improve student
academic achievement and school performance;
(C) build the schools' and parents' capacity for strong parental involvement as described in subsection
(e);
(D) coordinate and integrate parental involvement strategies under this part with parental involvement
strategies under other programs, such as the Head Start program, Reading First program, Early
Reading First program, Even Start program, Parents as Teachers program, and Home Instruction
Program for Preschool Youngsters, and State-run preschool programs;
(E) conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of
the parental involvement policy in improving the academic quality of the schools served under this part,
including identifying barriers to greater participation by parents in activities authorized by this section
(with particular attention to parents who are economically disadvantaged, are disabled, have limited
English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the
findings of such evaluation to design strategies for more effective parental involvement, and to revise, if
necessary, the parental involvement policies described in this section; and
(F) involve parents in the activities of the schools served under this part.
(b) SCHOOL PARENTAL INVOLVEMENT POLICY(1) IN GENERAL- Each school served under this part shall jointly develop with, and distribute to, parents of
participating children a written parental involvement policy, agreed on by such parents, that shall
describe the means for carrying out the requirements of subsections (c) through (f). Parents shall be
notified of the policy in an understandable and uniform format and, to the extent practicable, provided in
a language the parents can understand. Such policy shall be made available to the local community and
updated periodically to meet the changing needs of parents and the school.
(2) SPECIAL RULE- If the school has a parental involvement policy that applies to all parents, such school
may amend that policy, if necessary, to meet the requirements of this subsection.
(3) AMENDMENT- If the local educational agency involved has a school district-level parental involvement
policy that applies to all parents, such agency may amend that policy, if necessary, to meet the
requirements of this subsection.
(4) PARENTAL COMMENTS- If the plan under section 1112 is not satisfactory to the parents of participating
children, the local educational agency shall submit any parent comments with such plan when such local
educational agency submits the plan to the State.
Page 24
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(c) POLICY INVOLVEMENT- Each school served under this part shall —
(1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be
invited and encouraged to attend, to inform parents of their school's participation under this part and to
explain the requirements of this part, and the right of the parents to be involved;
(2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with
funds provided under this part, transportation, child care, or home visits, as such services relate to
parental involvement;
(3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of
programs under this part, including the planning, review, and improvement of the school parental
involvement policy and the joint development of the school-wide program plan under section 1114(b)(2),
except that if a school has in place a process for involving parents in the joint planning and design of the
school's programs, the school may use that process, if such process includes an adequate
representation of parents of participating children;
(4) provide parents of participating children —
(A) timely information about programs under this part;
(B) a description and explanation of the curriculum in use at the school, the forms of academic
assessment used to measure student progress, and the proficiency levels students are expected to
meet; and
(C) if requested by parents, opportunities for regular meetings to formulate suggestions and to
participate, as appropriate, in decisions relating to the education of their children, and respond to any
such suggestions as soon as practicably possible; and
(5) if the school-wide program plan under section 1114(b)(2) is not satisfactory to the parents of participating
children, submit any parent comments on the plan when the school makes the plan available to the local
educational agency.
(d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT- As a component of
the school-level parental involvement policy developed under subsection (b), each school served under
this part shall jointly develop with parents for all children served under this part a school-parent compact
that outlines how parents, the entire school staff, and students will share the responsibility for improved
student academic achievement and the means by which the school and parents will build and develop a
partnership to help children achieve the State's high standards. Such compact shall —
(1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and
effective learning environment that enables the children served under this part to meet the State's
student academic achievement standards, and the ways in which each parent will be responsible for
supporting their children's learning, such as monitoring attendance, homework completion, and
television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions
relating to the education of their children and positive use of extracurricular time; and
(2) address the importance of communication between teachers and parents on an ongoing basis through, at
a minimum —
(A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall
be discussed as the compact relates to the individual child's achievement;
(B) frequent reports to parents on their children's progress; and
(C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and
observation of classroom activities.
(e) BUILDING CAPACITY FOR INVOLVEMENT- To ensure effective involvement of parents and to support
a partnership among the school involved, parents, and the community to improve student academic
achievement, each school and local educational agency assisted under this part —
(1) shall provide assistance to parents of children served by the school or local educational agency, as
appropriate, in understanding such topics as the State's academic content standards and State student
academic achievement standards, State and local academic assessments, the requirements of this part,
and how to monitor a child's progress and work with educators to improve the achievement of their
children;
(2) shall provide materials and training to help parents to work with their children to improve their children's
achievement, such as literacy training and using technology, as appropriate, to foster parental
involvement;
(3) shall educate teachers, pupil services personnel, principals, and other staff, with the assistance of
parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with,
and work with parents as equal partners, implement and coordinate parent programs, and build ties between
parents and the school;
Page 25
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
(4) shall, to the extent feasible and appropriate, coordinate and integrate parent involvement proegrams and
activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs
for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs,
and conduct other activities, such as parent resource centers, that encourage and support parents in
more fully participating in the education of their children;
(5) shall ensure that information related to school and parent programs, meetings, and other activities is sent
to the parents of participating children in a format and, to the extent practicable, in a language the
parents can understand;
(6) may involve parents in the development of training for teachers, principals, and other educators to
improve the effectiveness of such training;
(7) may provide necessary literacy training from funds received under this part if the local educational
agency has exhausted all other reasonably available sources of funding for such training;
(8) may pay reasonable and necessary expenses associated with local parental involvement activities,
including transportation and child care costs, to enable parents to participate in school-related meetings
and training sessions;
(9) may train parents to enhance the involvement of other parents;
(10) may arrange school meetings at a variety of times, or conduct in-home conferences between teachers
or other educators, who work directly with participating children, with parents who are unable to attend
such conferences at school, in order to maximize parental involvement and participation;
(11) may adopt and implement model approaches to improving parental involvement;
(12) may establish a districtwide parent advisory council to provide advice on all matters related to parental
involvement in programs supported under this section;
(13) may develop appropriate roles for community-based organizations and businesses in parent
involvement activities; and
(14) shall provide such other reasonable support for parental involvement activities under this section as
parents may request.
(f)
ACCESSIBILITY– In carrying out the parental involvement requirements of this part, local educational
agencies and schools, to the extent practicable, shall provide full opportunities for the participation of
parents with limited English proficiency, parents with disabilities, and parents of migratory children,
including providing information and school reports required under section 1111 in a format and, to the
extent practicable, in a language such parents understand.
(g) INFORMATION FROM PARENTAL INFORMATION AND RESOURCE CENTERS- In a State where a
parental information and resource center is established to provide training, information, and support to
parents and individuals who work with local parents, local educational agencies, and schools receiving
assistance under this part, each local educational agency or school that receives assistance under this
part and is located in the State shall assist parents and parental organizations by informing such
parents and organizations of the existence and purpose of such centers.
(h) REVIEW- The State educational agency shall review the local educational agency's parental
involvement policies and practices to determine if the policies and practices meet the requirements of
this section.
Page 26
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Section 3
Parental Involvement Program
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Parental Involvement Program – Title I, Part A
As stated in the NCLB Act of 2001, Section 1118, LEA’s shall provide parental involvement
opportunities to parents of children participating under a Title I, Part A funded program.
Purpose
The purpose of the Parental Involvement Program is to educate parents in realizing that
greater family involvement in their children’s learning is the critical link that will help their
children achieve a high quality education.
Mission Statement
The mission of the Parental Involvement Department is to educate parents by providing
them with the skills and tools necessary to motivate their children to obtain academic
success and become productive, self-driven citizens in a multi-cultural society.
Responsibilities
A shared responsibility between the District, the Campus, and the Parents is essential for
high student performance. The NCLB Act of 2001 requires activities must be planned and
implemented with meaningful consultation with parents of participating children.
DISTRICT RESPONSIBILITIES:
1. Written Parent Involvement Policy
 Describes HOW the policy will be developed with, agreed upon with, and
distributed to parents of participating children
 Describes HOW parents are involved in the development of the Title I, Part A
planning process of school review and improvement
 Describes HOW technical assistance will be provided to schools’ and parents’
capacity for strong parental involvement
 Describes HOW parental involvement activities will be integrated and coordinated
with other program parental involvement activities
 Describes HOW, with the involvement of parents, an annual evaluation will be
conducted to determine if there has been an increase in parental participation and
whether there are barriers to greater participation, particularly by parents who are
disabled, limited English proficient, limited literacy, economically disadvantaged or
are of any racial or ethnic minority background
 Describes HOW the results of the evaluation will be used in designing strategies for
school improvement and revising, if necessary, the parental involvement policies
2. Technical assistance to Title I, Part A schools to implement parental involvement
requirements and establish improvement processes.
3. Building the capacity for parental involvement
Page 27
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.

Information to parents on the school, parent programs, student programs, and
school wide authority in the primary language used in the home
 Enable parents to play four key roles in their children’s learning:
a. teacher – help their child at home
b. supporter – contribute their skills to the school
c. advocate – help their child receive fair treatment
d. decision maker – participate in joint problem-solving with the school at every
level
CAMPUS RESPONSIBILITIES:
1. Written School Parent Involvement Policy
 Describes HOW it will be developed with, agreed upon with,
and distributed to parents of participating children
 Describes HOW the policy will be carried out
 Describes HOW access will be provided to ensure equal access for
all parents of participating children, including parents with limited
English proficiency or with disabilities
 Describes HOW an annual meeting of parents will be convened to discuss school
wide or targeted assistance programs and their rights to be involved
 Describes HOW regular meetings will be held and how meetings will be flexible to
ensure participation
 Describes HOW parents will be involved in the school plan, Title I -Part A programs,
and the parental involvement policy
 Describes HOW parents will be provided information on Title I-Part A, school
performance, students’ individual assessments, school curriculum, and how parents
will be given timely responses to the suggestions
 Policy must be updated periodically to meet changes, needs of parents and the
school
2. School-Parent Compact
 Developed jointly with parents of participating students
 Describes responsibilities of the school and the parents to
improve student performance and the means by which to do so
 Describes how on-going communication will occur, at a minimum,
parent/teacher conferences, progress reports, access to staff
 Parent signature is strongly encouraged
3. Building the capacity for parental involvement
 Materials provided for parents to work with students at home
 Training teachers and parents
 Parent activities, such as parent resource centers
 Parent programs, such as an adult literacy program
 Coordination with other programs, activities, and the community
 Provisions for transportation and child care, as appropriate
 Information provided in the language parents understand
4. Conduct Annual Title I, Part A Meeting
 Convene an annual meeting, at a convenient time, to which all parents of
participating children shall be invited and encouraged to attend, to inform parents of
Page 28
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
their school's participation under Title I-Part A, explain the requirements of this part,
and the right of the parents to be involved.
Campus Parental Involvement Meetings:
Campus parent meetings/activities are planned and conducted by the Campus Parent
Liaison and the District Parent Trainer. Meetings and activities should be meaningful for
the improvement of student academic achievement.
District-wide Parental Involvement Activities:
District-wide parent meetings/activities are planned and coordinated by the Parental
Involvement Department.
Contact Information:
Parental Involvement Department
Central Administrative Building
708 Palm Blvd., Suite 124
Brownsville, Texas, 78520
(956) 548-8173 Fax: (956) 982-3091
Rosalva G. Larrasquitu, Parental Involvement Coordinator
rlarrasquitu@bisd.us 698-1772
Juanita G. Barrón, Secretary
jgbarron@bisd.us 548-8173
Page 29
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
TITLE I PARENTAL INVOLVEMENT POLICY
2012-2013
I. STATEMENT OF PURPOSE
The Brownsville Independent School District (BISD) is committed to providing quality education to
every student in the district. Partnerships with parents and the community are essential to this goal as
neither home nor school can achieve this goal independently. Everyone gains if school and home work
together to promote high student achievement. Parents play an important role as children’s first teacher
and their support is critical to their children’s success. BISD intends to include parents in all aspects of the
district’s Title I programs to create a school-home partnership that will promote student success.
Grade level goals for all children in BISD will be distributed to parents with the expectation that all
students will work toward these goals. BISD recognizes that some students may need the extra assistance
of Title I programs to reach these goals and is committed to providing that support.



(List of Title I supplemental services offered on campus)
II. PARENTAL INVOLVEMENT IN DEVELOPING AND REVISING THE POLICY
An Advisory Committee consisting of BISD parents, teachers, principals and community members
developed the District’s Parental Involvement Policy. The Federal Programs Department will annually form
an Advisory Committee to review the Parental Involvement Policy and to revise it as necessary. Special
attention will be given to recruiting parent volunteers of children served in the Title I programs, with a goal of
having at least three parents on the committee.


(Date for volunteer recruitment on campus)
III. ANNUAL TITLE I CAMPUS PARENT MEETINGS
Each campus will hold an annual meeting for Title I parents. These meetings will be held during the
fall semester. The purpose of these meetings is to provide parents with information regarding Title I
guidelines and services and the District’s current Parental Involvement Policy. Parents will be encouraged
to offer their suggestions for any revisions to the policy. Parents may also volunteer to serve on either the
district-wide or individual school’s advisory committee or both.
The annual meeting will be held in the evening to increase the opportunity for parental participation.
English and Spanish translation will be available. Written notices in both languages will be sent to parents
notifying them of the date and times of the meetings. Parent volunteers, parent trainers, and parent liaisons
will also contact other parents by phone regarding the meetings. Volunteers who speak both English and
Spanish will make all contacts.
Page 30
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.


(Date of campus Title I meeting with parents)
IV. SCHOOL-PARENT COMPACT
According to Title I regulations, each school must share responsibility with parents for high
student achievement by jointly developing a school-parent-student compact. These compacts must outline the
responsibilities of parents, staff, and students for promoting high student performance. Parents on each
school’s Advisory Committee must be involved in designing the compacts. Students’ responsibilities may vary
by grade level.
All parents will receive the compact from their child’s school with a checklist of the responsibilities that
teachers, parents, and students have for helping students achieve their goals.
Parents are urged to discuss the compact with their children before they and their children sign the
document.



(Date when compact will be reviewed and revised)
V. TYPES OF PARENTAL INVOLVEMENT
Parents can become involved in their children’s education through many different ways. BISD values
both the at-home contributions of parents and those that take place at the school or in the community.
Reading to children at home and talking with them at family meals are as important as volunteering at school
and serving on advisory committees. Many types of parental involvement are needed in school-homecommunity partnership to help all children succeed. In alignment with BISD’s philosophy and mission, each
campus Student Achievement Improvement Plan (SAIP) must include a parental involvement component. All
parent and community volunteers must comply with the district policy regarding State of Texas background
checks.
 (List parental involvement activities offered on campus)

VI. ADAPT PROGRAMS TO THE NEEDS OF OUR COMMUNITY
Each year BISD will assess the needs of parents and children in the community through a variety of
measures, including questionnaires sent home to parents, so that Title I programs can be tailored to meet
those needs. Workshops and other programs will be available to address the expressed needs. Parents will be
notified of these opportunities by the individual schools.
Parents may also call the BISD Parent Educational Center or the individual school office to express an
interest in a particular workshop topic or to make recommendations about the program.


(Date needs assessment will be conducted)
Page 31
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
VII. STAFF-PARENT COMMUNICATION
The BISD Parent Educational Center publishes a newsletter every three months to inform parents of
monthly activities. Communication with parents should also include a school newsletter distributed by each
school at least four times a year. Notices and activity packets sent home with children, telephone calls,
conferences, and home visits will promote school-home communication as well. Notices sent home should be
in both English and Spanish. Parents are encouraged to take the initiative in calling their child’s teacher or
campus administrator when they have a concern. Staff should receive training on techniques to improve
home-school communication. Parents may participate in this training.



(How is information communicated to parents?)
VIII. EVALUATION
The district-wide Title I Advisory Committee, that includes parents of Title I students, will participate in
the process of school review and improvement. This committee will collect information in a variety of ways,
including campus visits and class observations.
Parents will also be asked for their input on the content and effectiveness of the Title I parental
involvement programs through an annual evaluation of the program. The evaluation will include an
assessment of overall increases in parental involvement and barriers to parental participation that still need to
be overcome. BISD will revise its Parental Involvement Policy on the basis of this annual review.
The Board of Trustees of the Brownsville Independent School District has approved this commitment to
family involvement. Title I supervisory staff, principals, and teachers throughout the District will coordinate the
policy.
 Spring 2013 District-wide.
Page 32
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Elementary School
School - Parent - Student Compact
2012-2013
(School)
School
Parents
The School's responsibilities for
student achievement include:
1.- Providing a high quality curriculum
in a supportive and effective
environment that enables the children
served to meet the State's student
performance standards;
The Parent's responsibilities
student achievement include:
Students
for
The
Student's
include:
responsibilities
1.- Ensuring that their children attend
school regularly;
1.- Being responsible for their own
learning and behavior;
2.- Teaching and modeling respect and
responsibility at all times;
2.- Coming to school on time everyday;
3.- Paying attention in class;
2.- Discussing with parents their
responsibilities
for
supporting
improved achievement;
3.- Ensuring that their children do their
homework;
3.- Informing parents and students of
the purpose of the curriculum and
district
timelines,
students
performance standards, and the
instruction the school will provide to
enable students to achieve the state
standard;
4.- Encouraging positive use of their
children's spare time ;
4.- Scheduling Parent
conferences;
/ Teacher
5.Providing
opportunities
for
encouraging parents to volunteer and
/or observe in the classroom;
6.- Training teachers and other staff
on the latest instructional strategies
and methodologies to maintain and
improve
a
positive
learning
environment in the school.
5.- participating in family reading in
order to foster a love of reading;
6.- Reading at home for two purposes:
a.To increase their own knowledge, and
b. As an example to their own children;
7.- Limiting the amount of TV viewed by
the children;
4.- Encouraging other students who
need help;
5.- Taking their homework assignments
home, complete them, and return them
to the teacher on time;
6.- Taking pride in their school, individual
work, and personal appearance;
7.- Displaying respect for themselves,
school staff, and others at all time;
8.- Participating in family reading.
8.- Supporting their children in the
classroom;
9.- Participating in decisions relating to
the education of their children;
10.- Attending Parent / Teacher
conferences, and parental involvement
activities;
11.- Providing appropriate nourishment
and rest for the physical well-being of
their children.
Teacher Signature:_______________________________ Student Signature: _______________________________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Parent Signature:________________________________ Date:_________________________________________
Page 33
Section 4:
Campus Planning
1. Federal Requirements for Campus Planning
2. Campus Improvement Plans
3. Comprehensive Needs Assessment
Sample Surveys
4. Tutorials
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Federal Requirements for Campus Planning
A Schoolwide Program Plan must include the following requirements:

How campus will implement the 10 Components

Use of Tile I, Part A resources and other sources

List of state, district, other federal programs included in schoolwide Program
What are the ten components of a Title I, Part A Schoolwide campus
plan?
Schoolwide Requirements
1. Comprehensive Needs Assessment
2. Schoolwide Reform Strategies
3. Instruction by Highly-Qualified teachers
4. High-Quality Professional Development
5. Strategies to Attract Highly-Qualified teachers
6. Parent Involvement
7. Transition from Early Childhood Programs
8. Teacher Involvement in Academic Assessment Decisions
9. Effective Timely Assistance for Students
10. Coordination of Programs (Federal, State, and Local)
Page 34
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Where Are the Requirements Found?

Texas Education Code
11.251(f)- Planning & Decision-Making Process
 LEA policies must ensure that all pertinent federal planning
requirements are addressed through the district and campus-level
planning process.

Public Law 107-110 (NCLB)- Sections 1114 and 1115
 1114-Schoolwide Programs
Ten Components
AYP
Highly Qualified
Parent Involvement

NCLB Consolidated Application
 Program-Specific Provisions and Assurances
 Appendix 9-Use of Funds for Title I, Part A: Schoolwide Programs
 Program Abstract (PS 3101-Title I, Part A)
 Comprehensive Needs Assessment (CPS 32107)
 Program Coordination (PS 3211)
Page 35
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
1900 Price Road
Brownsville, Texas 78521-2417
(956) 548-8000
Fax: (956) 548-8019
Dr. Carl A. Montoya, Superintendent
TO:
Principals
FROM:
Mary Lou Esparza, Federal Programs Administrator
THRU:
Mary Tolman, Special Programs Administrator
Pam Ravensway, Assessment, Research & Evaluation Administrator
DATE:
RE:
Comprehensive Needs Assessment Surveys
The Federal Programs and Assessment, Research and Evaluation (ARE) Departments have
collaborated in designing the attached teacher, parent, and students surveys to better assist you in
determining/identifying your campus needs. The surveys will serve as one of the data sources in
the development of your campus Comprehensive Needs Assessment (CNA).
Campus Improvement Plans, due September 8,2011 are “living documents” which are meant to be
visited and revisited to check for the effectiveness of the activities and implementation of programs
defined within. The recommended use of these surveys is once per semester in order to addresss
any CIP revisions that may take place during the school year.
For parent surveys please note the following:

The surveys for parents are designed in a paper-pencil format that will entail the use of blue
scantron sheets. You may pick up the blue scantron sheets at the ARE Department.

Keep in mind that it is not necessary to survey all parents in order to obtain good results.
The ARE Department will provide you with the sample size for your campus.

Parents surveys are available and should be provided in English and Spanish. Please
provide parents with instructions on how to properly fill out the scantrons. Once the parent
surveys are completed, the ARE Department will scan them and will provide you with the
results.
In reference to the teacher and student surveys please note the following:
 The surveys have been formatted as on-line surveys for each campus level (elementary,
middle, and high school) and they are available at the following BISD link under the ARE
Department webpage: http://www.bisd.us/ARE/Research.html.
Page 36
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
 The student surveys are designed for 3rd through 12th grade students only.
 Teachers and students will need to type the following lower case password to be able to
access any of the surveys: max
 Once the teacher and student surveys are completed on-line, the ARE Department will
provide you with the results.
Feel free to use these surveys at your discretion. Should you have any questions, please contact me
at office at Federal Programs 548-8231.
cc: Area Assistant Superintendent for Curriculum
Area Assistant Superintendents
Page 37
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Comprehensive Needs Assessment
Sample Surveys
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Comprehensive Needs Assessments
Results of the Comprehensive Needs Assessment should drive the Campus Improvement Plan…
1) In other words, what do we NEED in order to achieve our goals and objectives…!
2) There should be evidence that the needs assessment was conducted. This does not mean simply
including your data. This DOES mean that you have included your findings.
ELEMENTARY, MIDDLE, AND HIGH SCHOOL
NEEDS ASSESSMENT
Dear Teachers:
Please take a moment to complete the "Elementary Campus Needs Assessment" survey.
The purpose of this survey is to collect information to make campus improvement plans. This is NOT a teacher evaluation. Your
responses will be anonymous.
The information you provide is very important. PLEASE PROVIDE HONEST FEEDBACK AS AREAS OF NEED WILL BE BETTER
ADDRESSED IN
YOUR CAMPUS IMPROVEMENT PLAN.
Thank you for your cooperation.
Page 38
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 39
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 40
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 41
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 42
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 43
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 43
Page 44
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 44
Page 45
Page 45
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 46
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 46
Prepared by: Dept. of Assessment, Research, and Evaluation
Revised: 08/2012
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 47
Page 48
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 49
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 50
Page 50
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 51
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 52
Page 56
Page 53
Page 53
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 54
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 55
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Campus Improvement Plans
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Critical Components of Plans
1.
2.
3.
4.
5.
6.
7.
8.
Comprehensive Needs Assessment
Mission Statement
Long-Range Goals
Performance Objectives
Strategies
Resource Allocation
Implementation
Evaluation
a. Formative Evaluation
b. Summative Evaluation
9. Details within each component should be appropriate for ages, grade levels, and specific
characteristics of the students served within the campus.
State Requirements for Campus Plans
In accordance with state requirements, each campus improvement plan must:
1) assess academic achievement for each student in the school using the academic excellence
indicator system as described by Section 39.051;
2) set campus performance objectives based on the academic excellence indicator system, including
objectives for special needs populations, including students in special education programs under
Subchapter A, Chapter 29;
3) identify how campus goals will be met for each student;
4) determine resources needed to implement the plan;
5) identify staff needed to implement the plan;
6) set timelines for reaching the goals;
7) measure progress toward the performance objectives periodically to ensure that the plan is resulting
in academic improvement;
8) include goals and methods for violence prevention and intervention on campus
9) plan and conduct education and training on Dating Violence for students, staff, and parents, and
10) provide for a program to encourage parental involvement at the campus.
Federal Improvement Plan Requirements
The schoolwide campus plan requirements for a Title I schoolwide campus are to be incorporated in the
campus improvement plan, as are the targeted assistance program components for Title I, Part A targeted
assistance campuses. Specific requirements related to Title I, Part A schoolwide planning are as follows:
1) Title I, Part A funds on a schoolwide campus may be used only to support activities identified by the
comprehensive needs assessment and described in the campus improvement plan.
2) Any eligible school that wishes to operate a schoolwide program shall first develop in consoultation
with the LEA and its school support team or other technical assistance provider under P.L. 107-110,
Section 1117, a comprehensive plan for reforming the total instructional program in the school thata.
Incorporate the requirements of a Schoolwide Plan cited in P.L. 107-110 Section 114(b);
b.
Clearly incorporate the ten components of a Schoolwide Program;
c.
Describe how the school will use Title I, Part A resources and other sources to implement the
ten components;
d.
Include a list of state and federal programs whose funds will be combined to implement a
schoolwide program.
e.
Describe how the intent and purposes of the federal programs whose funds are combined on
a schoolwide campus are met, and
f.
Include sufficient actiivities to address the needs of the intended beneficiaries of the federal
programs whose funds are combined on a schoolwide campus for upgrading the entire
educational program.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 56
The Planning Process
1) Follow local district policy, administrative procedures, and requirements of state statute to elect (or
select, where appropriate) district and campus professionals for the district and campus committees.
2) Specialists, including staff knowledgeable of federal requirements, have an opportunity to provide
input in the planning and decision-making process so the needs of special students are
appropriately addressed.
3) Conduct a comprehensive needs assessment, beginning with current student performance for all
student populations tested.
4) Assess the needs of special populations - Needs assessment information should be available for all
student populations served by federal funds and State Compensatory Education.
5) Identify needs of other stakeholders and areas.
6) Organize for planning.
7) Provide training for committee members to develop skills in brainstorming, problem solving, and
consensus building.
8) Select formats and procedures for developing plans.
9) Set times and locations for committee work.
10) Appoint skilled facilitators.
11) Provide for adequate clerical support.
12) Access needed materials, space, and equipment.
13) Conduct planning sessions.
14) Identify resources necessary to accomplish performance objectives. If needed, conduct a costbenefit analysis to provide support for prioritizing strategies and/or for generating additional
resources.
15) Complete the planning documents. Include performance objectives for all student populations
served, strategies with sequential activities, incremental timelines for completion of activities,
specific personnel assignments, resource allocations, and formative and summative evaluative
criteria
16) Develop formative evaluation criteria that allow for periodic measurement of specific student
outcomes related to performance objectives.
17) Develop recommendations for a comprehensive budget aligned with strategies identified to
accomplish stated performance objectives.
18) Ensure that a draft of the proposed plans for the performance objectives has been made available
for review to representatives of all stakeholder groups prior to final submission.
19) Allocate adequate resources to accomplish the strategies. Assign specific staff members to guide
implementation of each strategy and activity within each plan and to be responsible for periodic
evaluation of the completion of activities throughout the school year. It is suggested that these
personnel report progress regarding implementation of the strategies at least quarterly to the
respective district- and campus-level committees.
20) Implement the plans, ensuring fidelity to the strategies outlined.
21) Monitor the ongoing implementation of the plan according to identified incremental timelines and
formative evaluative criteria, and make adjustments as needed.
22) Evaluate the accomplishment of targeted performance objectives on an annual basis, following state
requirements for public disclosure and input through public meetings.
Comprehensive Needs Assessment
Results of the Comprehensive Needs Assessment should drive the plan…
1. In other words, what do we NEED in order to achieve our goals and objectives…!
2. There should be evidence that the needs assessment was conducted. This does not mean simply
including your data. This DOES mean that you have included your findings.
Strategies
NCLB requires that strategies be Scientifically Research-Based …Proven to work!! What evidence
exists to ensure that strategies meet this requirement? (strategies, activities, materials, resources, etc.)
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 57
Resources
When stating what resources are to be utilized, the following should be included:
1) Fiscal, materials, human, etc.
2) Coordinated funding is documented here. In other words, how are you showing that multiple fund
sources are used to support a strategy?
3) Auditors look for evidence in the plan to support how all monies are spent.
Populations
Below is a list of special programs and special populations that are at your campus and are to be included in
your Campus Improvement Plan:
Title I, Part A Improving Basic Programs
Title 1, Part A- School Improvement Program (SIP)
Title I, Part C (Migrant)
Title II, Part A (TPTR)
Title III, Part A (Limited English Proficient)
Bilingual/ESL (State)
Career and Technical Education (CTE)
Dyslexia (Dys)
Gifted and Talented (GT)
Optional Extend Year Program (OEYP)
Special Education (Sp. Ed.)
State Compensatory Education- At-Risk Students (AR)
Gender/ Ethnic groups
Page 58
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 59
SAMPLE
Demographics
Demographics refer to the characteristics or make-up of the school and help us understand
who we are currently working with and how we implement strategies, initiatives, programs
and services to meet their needs.
Potential Data Sources:











Enrollment
Attendance
Ethnicity
Gender
Mobility/Stability
Special Program Participation
At-Risk by Category
Teacher-Student Ratios
Graduation, Completion, Dropout, and GED rates
Course/Class Assignments
College/University/Dual Credit/Advanced Placement Enrollment
Data Sources Reviewed
Demographic data are very important for us to understand as they are part of our
educational system over which we have no control, but from which we can
observe trends and learn for purposes of prediction and planning. - Victoria
Bernhardt
List the actual data sources reviewed below.










BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
See page 7 of the guide for probing questions related to Demographics.
Page 59
Findings/Analysis
“The real voyage of discovery consists not in seeking new landscapes, but in seeing with new
eyes.” -
Look for patterns in the data that reveal trends or insights about the district/school. A brief
statement for each of the dimensions helps introduce or frame the discussion of trends which
emerge in the data, particularly across data sources. Identify below statements about the
strengths, as well as the priority need areas of the district/school.
Strengths
Needs






















Summary of Needs
(How are needs to be addressed
through CIP activities)

Demographics Need 1

Need 2

Need 3





Campus Improvement Plan Checklist

BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.

Page 60
School:___________________________
SBDM - Representation
Yes
No
Page #
Parent
Community Member
Business Representatives
Students
District-Level Professional Staff
Elected Classroom Teachers (at least 2/3)
One-third (1/3) are district and campus level staff members
Training has been Provided for Campus Planning Committee
Members
Ten Components of a Schoolwide Program
Yes
No
Goal #
Activity #
Page #
Yes
No
Goal #
Activity #
Page #
1. Comprehensive Needs Assessment of Entire School
2. Scientifically Based School-Wide Reform Strategies
3. Highly Qualified Professional Staff
4. High-Quality Professional Development
5. Strategies to Increase Parental Involvement
6. Strategies to Attract High-Quality Teachers to High Needs
Schools
7. Assist in the Transition of Students from Preschool to Public
School, Elem. To Middle School, & M.S. to High School
8. Involvement of Teachers in Decisions Regarding the Selection
of Assessments
9. Activities to Ensure that Students Having Difficulties are
Provided with Effective and Timely Additional Assistance
10. Coordination of Other Federal, State and Local Programs
Goals and Objectives
District Mission Statement 2012-2013
Campus Mission Statement
State/BISD Goals
Identified Campus Goals
Measurable Campus Performance Objectives
Identified Performance-Based Activities/ Explicit Strategies
Identified Resources Needed to Implement the Plan
Identified Staff Needed to Implement the Plan
Timelines for Reaching the Goals set in the activities are specific
District Mission Statement 2012-2013
Professional Development that supports the implementation of
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 61
scientifically &/or research-based strategies, programs & initiatives.
Formative/Summative Evaluation must reflect effectiveness of
activities.
Budget
Yes
No
Goal #
Activity #
Page #
Yes
No
Goal #
Activity #
Page #
Yes
No
Goal #
Activity #
Page #
Financial Budget for All Funding Sources and FTEs (Staff)
Capital Outlay is reflected in Comprehensive Needs Assessment
Identified Capital Outlay for all Federal Title Programs (I – III) is
reflected in CIP Activities
Coordination of Programs, Services and Funding is evident
Integrated Planning
Identify Student Groups served by categories of :
 Ethnicity,
 Socio-economic Status, and
 Special programs populations (At-risk, Bilingual/ESL,
G/T, Migrant, Dyslexia and Special Education )
Instruction is modified for students served in special programs:
Bilingual Education – English as a Second Language;
Career and Technology Education;
Dyslexia;
Federal Title Programs;
Gifted and Talented Education;
 Migrant;
State Compensatory Education, and
Special Education
Activities / Strategies must include Instructional methods for
addressing the needs of all student groups in regards to;
Conflict Resolution
Discipline Management.
Dropout Reduction
Suicide Prevention and Intervention
Violence /Gang Prevention and Intervention
Integration of Technology is evident throughout basic skills areas
Effectiveness of Plans
Monitoring process to evaluate and measure progress periodically
toward achievement of performance objectives is in place.
The campus keeps the community informed of the Campus
Performance and Campus Performance Objectives.
Page 62
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Tutorials
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Title I-A Extended/Day/Week Tutorial Program Guidelines
In Brownsville ISD, every opportunity is extended to help our low performing students become
academically successful. In support of this effort, the Dean of Instruction/Facilitator and/or
Principal Designee, in consultation with the principal and/or appropriate staff, will oversee an
extended day/week learning program for low performing students identified as not meeting or being
in danger of not meeting expected academic standards.
The Title I-A Tutorial Program, as appropriate, may offer low performing students:
o accelerated instruction to improve low performing students’ achievement on assessment
instruments administered under Subchapter B, Chapter 39 TEC, inclusive of STAAR
and TAKS;
o accelerated instruction in subjects in the foundation curriculum (English Language Arts,
Mathematics, Science, and Social Studies); and
o credit recovery.
The supplemental extended day/week learning time, as appropriate, shall:
o be outside the regular instructional day (e.g. before school, after school and/or
Saturday);
o be held from September through May of the current school year;
o be offered at minimum twice a week for one hour and/or on Saturday for three hours;
o reduce the student and teacher ratio to a minimum of 8:1 and a maximum of 15:1; and
o include the use of scientifically research-based instructional strategies that meet the
educational needs of low performing students.
Prior to the start of the tutorial program, the Dean of Instruction/Facilitator and/or Principal
Designee shall:
o Submit Supplemental Duty Recommendation Form(s) with required signatures of the
employee, principal, funding administrator, special programs administrator, area
assistant superintendent, and compensation manager. Tutorials shall not begin until
form(s) have all appropriate signatures.
o Provide a Federal Programs Title I-A Job Description in the appropriate content area for
the teacher’s review and signature. Copy of said job description will be kept on file for
each tutorial teacher.
o Develop a tutorial schedule documenting the foundation curriculum area of focus, day(s)
of week, and times when tutorials will be held.
o Ensure that the tutorial schedule is reflected in eSchoolPLUS, the district mandated
student management software program, to maintain documentation of low performing
student attendance and/or grades by teacher.
o Advise parents of low performing students of the Federal Programs Title 1-A Tutorial
Program eligibility and schedule.
o Advise teachers, as appropriate, of tutorial guidelines, attendance and/or grading
procedures, lesson plans, and targeted TEKS and objectives of assessment instruments
administered under Subchapter B, Chapter 39 TEC.
o Advise teachers that all documentation will be maintained as per guidelines set forth by
the Records and Management Department therefore all documentation must be thorough
and complete.
o Ensure that teachers, as appropriate, analyze performance data of assessment
instruments administered under Subchapter B, Chapter 39 TEC, inclusive of STAAR
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
Page 63
or provision of services programs or activities.
and TAKS, relevant to low performing students in assigned tutorial classes prior to
beginning instruction.
During the tutorial program, the Dean of Instruction/Facilitator and/or Principal Designee
shall:
o
o
o
o
o
Ensure that teachers complete lesson plans relevant to targeted TEKS and objectives of assessment
instruments administered under Subchapter B, Chapter 39 TEC addressed during tutorial sessions.
Ensure that low performing student attendance is entered on a daily basis via GradeSpeed, the District
mandated electronic gradebook, and/or eSchoolPLUS.
Oversee processes for the verification of low performing student attendance and/or grades.
Conduct classroom observations to monitor the delivery of high-quality supplemental instructional
services for low performing students.
Issue each tutorial teacher an original timesheet and ensure that the teacher(s) are signing in and out in
accordance with the BISD Payroll Department Timesheet Instructions.
o Submit an original Payroll Timesheet Supplemental Duty Composite form as a cover for
all the timesheets. Ensure that all tutorial teachers are listed on the composite form,
verify that there is an original timesheet for each tutorial teacher, and confirm that all
appropriate signatures have been obtained prior to submission.
o Ensure that the Supplemental Duty Composite sheet and corresponding employee
timesheets are submitted according to the Supplemental Duty Composite Payroll
Schedule. Timesheets not submitted on a timely basis or missing signatures will
result in a delay of payment.
After the tutorial program has been completed, the Dean of Instruction/Facilitator and/or
Principal’s Designee shall:
o Submit the final Supplemental Duty Composite form and Payroll Timesheets according
to the Supplemental Duty Composite Payroll Schedule.
o Ensure that all attendance and/or grade sheets are submitted, verified, and signed by
each tutorial teacher to maintain documentation of supplemental instructional services
rendered to low performing students.
o Ensure that all tutorial lesson plans are current and up to date and reflect materials or
instructional strategies being used in order to assure proper documentation of
supplemental instructional services rendered to low performing students.
o Maintain documentation of sample activities, strategies, and/or assessments utilized to
address targeted TEKS and objectives of assessment instruments administered under
Subchapter B, Chapter 39 TEC during the tutorial program.
o Teachers and students will be surveyed at the end of the tutorial cycle for program
effectiveness and suggestions for program improvement. Results will be utilized to
improve and/or modify tutorials as needed and reported to the Federal Programs
Department.
o Ensure that all previously mentioned documentation submitted, by teachers and/or
office staff for teachers at the end of the tutorial cycle is thorough, complete,
maintained and readily accessible as per District guidelines set forth by the
Records Management Department.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 64
Brownsville Independent School District
Insert Campus Name
Insert Campus Phone Number
Superintendent
Dr. Carl A. Montoya
______________________________
(DATE SENT)
Dear Parents or Guardian,
Your child is eligible to participate in the Brownsville Independent School District’s Federal
Programs Department Title I-A Extended Day/Week Tutorial Program. The purpose of this
program is to provide low performing students that are not meeting or in danger of not
meeting expected academic standards with opportunities to receive high-quality
supplemental accelerated instruction to improve academic achievement on state assessments
and in the foundation curriculum.
We recommend that your child take advantage of this opportunity to receive additional help
and preparation in the areas of ___________________ and ___________________.
(SUBJECT)
(SUBJECT)
Classes will be held on ______________________________ from ______ (am/pm) to ______
(am/pm)
(DAY OR DAYS OF THE WEEK)
beginning on ______________________ and ending on ______________________.
(DATE)
(DATE)
Please complete and return the bottom portion of this form to your child’s teacher.
FEDERAL PROGRAMS DEPARTMENT- TITLE I-A
EXTENDED DAY/WEEK TUTORIAL PROGRAM
Campus: _______________________
Date: __________________
Student Name: ______________________
Grade/Course: ____________
Teacher: _______________________
Room No: ____________
PLEASE CHECK ONE:
______ Yes, my child will attend the tutorial classes.
______ No, my child will be unable to attend the tutorial classes and I take full
responsibility for his/her academic progress.
___________________________________
Parent or Guardian’s Signature
__________________________
Date
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 65
Brownsville Independent School District
Insert Campus Name
Insert Campus Phone Number
Superintendent
Dr. Carl A. Montoya
______________________________
(FECHA DE ENVÍO)
Estimados Padres de Familia o Tutor,
Su hijo(a) es elegible para participar en el Programa de Preparación Académica o Tutoría del
Departamento de Programas Federales Título I-A del Distrito Escolar Independiente de
Brownsville. El objetivo de este programa es proporcionar a los estudiantes que están
reprobando o en riesgo de reprobar las metas o expectativas académicas, las oportunidades
para recibir instrucción acelerada suplementaria de calidad, con el propósito de mejorar su
aprovechamiento académico en las evaluaciones del Estado y en el plan de estudios básico.
Recomendamos que su hijo(a) aproveche de esta oportunidad para recibir ayuda y
preparación adicional en el área(s) de _________________ y ___________________.
MATERIA
MATERIA
Las clases se llevarán a cabo los ______________________ de ________ (a.m. /p.m.) a
(DIA O DÍAS DE LA SEMANA)
______ (a.m. /p.m.) empezando él ______________ y se terminarán el ____________.
(FECHA)
(FECHA)
Favor de llenar y regresar la siguiente parte de esta forma al maestro(a) de su hijo(a).
DEPARTAMENTO DE PROGRAMAS FEDERALES – TITULO I-A
PROGRAMA DE PREPARACIÓN ACADÉMICA
(Extensión de Día/Semana)
Escuela: ________________________________
Fecha: _________________
Nombre de Alumno: ______________________
Grado/Curso: ___________
Maestro(a): _____________________________
Numero de Cuarto: ________
FAVOR DE MARCAR UNO:
_______ Sí, mi hijo(a) asistirá las clases de Programa de Preparación Académica.
_______ No, mi hijo(a) no asistirá las clases de Programa de Preparación Académica
y seré responsable de su progreso académico.
____________________________________
Firma del Padre de Familia o Tutor
________________________
Fecha
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
Page 66
or provision of services programs or activities.
Federal Programs Department
Title I-A Extended Day/Week Tutorial Program
_____________________
Content Area(s)
Student Survey
The purpose of this survey is to gather information about the needs of the program
participants and ultimately improve the extended day/week tutorial program. Please take a
moment to complete this survey.
1. The tutorial teacher taught in an interesting, engaging and effective manner that helped me
to better understand the concepts needed in order to improve my grade in the subject
taught.
□ Agree
□ Disagree: Explain _________________________________
2. The tutorial teacher took an interest in how he/she could better help me master concepts
and individualized instruction to meet my needs.
□ Agree
□ Disagree: Explain_________________________________
3. The materials being used, ___________________________, helped clarify
name material being used
and improve my understanding of concepts being taught.
□ Agree
□ Disagree: Explain: ___________________________________
4. The class was so interesting that time was over too quickly.
□ Agree
□ Disagree: Explain: ___________________________________
5. Tutorial class helped me improve my regular classroom grade.
□ Agree
□ Disagree: Explain: ___________________________________
6. The tutorial class was an extension of the classroom instruction.
□ Agree
□ Disagree: Explain: ___________________________________
7. Tutorials can best be improved by
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Page 67
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Federal Programs Department
Title I-A Extended Day/Week Tutorial Program
_____________________
Content Area(s)
Teacher Survey
The purpose of this survey is to gather information about the needs of the program
participants and ultimately improve the extended day/week tutorial program. Please
take a moment to complete this survey.
1.
Identifying the students’ individual deficiencies through the desegregated data and
smaller class size afforded me the opportunity to individualize instruction.
□ Agree
□ Disagree: Explain__________________________________
2. Individualized instruction helped students to improve their regular classroom grades
and overall performance on assessments.
□ Agree
□ Disagree: Explain__________________________________
3. The materials being used, __________________________, sparked the students’
name materials being used
interest and made the class more engaging.
□ Agree
4.
□ Disagree: Explain__________________________________
Professional development training on instructional materials being used is needed to
help improve the delivery of instruction.
□ Agree
□ Disagree: Explain__________________________________
5. Time was utilized efficiently and effectively.
□ Agree
□ Disagree: Explain__________________________________
6. The instruction in the tutorial class was an extension of the regular classroom
instruction.
□ Agree
7.
□ Disagree: Explain___________________________________
Tutorials can best be improved by
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Page 68
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Section 5
Responsibilities
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Campus Administrative Responsibilities Checklist
General Assurances:
___ Ensure
that the Campus Improvement Plan (CIP) has the 10 required components
___ Ensure that the areas addressed in the CIP are based on the Campus Needs
Assessment results.
___ Maintain a copy of the Campus Improvement Plan in an accessible place.
___ Review, revise and update the Campus Improvement Plan throughout the year.
___ Ensure that the CIP Monitoring Plan is revised and meeting date documented.
___ Ensure that student’s needs are being met on a timely basis
___ Arrange high-quality, on-going staff development
___ Oversee Title 1 budget and spending process
___ Maintain necessary records for seven years
___ Ensure that all faculty/staff members meet the “highly qualified” standard
___ Ensure that strategies are implemented for working with diverse populations and
eliminating gender bias
___ Maintain documentation that programs and strategies are supported by scientifically
based research.
___ Ensure that different activities and strategies are directed at specific, if not all
populations, and those populations are specifically defined and specified in the CIP.
___Ensure that the different funding sources, amounts needed and all other resources
needed are specifically noted in the CIP.
___Ensure that teachers and staff have all the necessary tools/ materials needed to
address the different learning and instructional needs and styles of the students they
serve.
Page 69
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Responsibilities of the Classroom Teacher
1. Curriculum and Instruction
a. Provide high-quality curriculum and instruction
b. Provide a supportive and effective learning environment
c. Ensure that all children meet the State’s student performance standards (TAKS/
STAAR)
2. Students who need additional help
a. Identify students in a timely manner
b. Refer them to the appropriate program
c. Have a conference with the student’s parents
3. Participate in on-going, high- quality staff development
4. Home School Compact
a. Know the school’s responsibilities
b. Ensure that it is signed by a parent/guardian
c. File a copy in each student’s permanent record folder
5. Communicate with parents
a. Send home a mid-grading period progress report for each student
b. Send home timely information about parent involvement programs
c. Provide each child’s individual student assessment results, including an
interpretation of such results
d. Provide a description and explanation of the curriculum in use at the school,
the forms of assessment used to measure student progress, and the proficiency
level students are expected to meet
e. Provide timely responses to communication
f. Have a parent-teacher conference to discuss the home-school compact as it
relates to individual student performance
g. Allow reasonable access to staff
h. Allow opportunities for parents to volunteer and participate in their child’s class
and/or to observe classroom activities
6. Training for parents
a. Refer parents to literacy training programs from other sources (Parent Liaison,
BISD’ Title 1-A, Pre-K, Bilingual or other applicable programs) to help parents
become literate
b. Provide training to teach parents how to work with their children to improve their
child’s success
7. Maintain records of family communication
Page 70
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Responsibilities of the Instructional Assistant
1. Curriculum and Instruction
a. Assist and provide high-quality reinforcement of the curriculum and instruction
b. Assist in providing a supportive and effective learning environment
c. Assist the teacher in ensuring that all children meet the State’s student
performance standards (TEKS)
2. Students who need additional help
a. Assist the teacher in identifying students that are at risk in a timely manner
b. Assist the teacher in providing students with individual and small groups
intensive and explicit reinforcement of previously taught concepts
which supplement and enrich the taught curriculum
c. Assist the teacher with monitoring the students’ progress and behavior
3. Participate in on-going, high-quality staff development
4. Home School Compact
a. Know the school’s responsibilities
b. Assist the teacher in the collection of the signed compacts
c. Assist the teacher in filing a copy in each student’s permanent record folder
5. Preparation of materials
a. Assist the teacher in the duplication and preparation of materials in a timely
manner
b. Assist the teacher in the development of instructional materials
c. Be prepared for the next day, next activity, and next student group
d. Always plan with the teacher and listen for clear and concise direction on how
to conduct the reinforcement activities with each student and/or group
6. Work Ethic
a. Be punctual (work, duty, assigned tasks)
b. Plan ahead for the next day, next activity, next subject
c. Be prepared for the next day, the next activity, etc by having materials readily
available and accessible
d. Ask the teacher how you can assist in getting ready for the class.
e. Communicate clearly and effectively with administrators, teachers, students,
peers and parents
f. Refer parents to the teacher for information on students’ progress, performance
and behavior
g. Use time effectively and efficiently
7. Assist the teacher in maintaining accurate student records
Page 71
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Section 6
Budget
1.
2.
3.
4.
Guidelines and Fiscal Requirements
Roles and Responsibilities
Programs’ Account Codes
Deadlines-Timelines
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Title 1-A: Guidelines and Fiscal Requirements
SEC. 1120A. FISCAL REQUIREMENTS.
(a) MAINTENANCE OF EFFORT- A local educational agency may receive funds under this part for
any fiscal year only if the State educational agency involved finds that the local educational agency
has maintained the agency's fiscal effort in accordance with section 9521.
(b) FEDERAL FUNDS TO SUPPLEMENT, NOT SUPPLANT, NON-FEDERAL FUNDS(1) IN GENERAL- A State educational agency or local educational agency shall use Federal
funds received under this part only to supplement the funds that would, in the absence of
such Federal funds, be made available from non-Federal sources for the education of pupils
participating in programs assisted under this part, and not to supplant such funds.
(2) SPECIAL RULE- No local educational agency shall be required to provide services
under this part through a particular instructional method or in a particular instructional setting
in order to demonstrate such agency's compliance with paragraph (1).
(c) COMPARABILITY OF SERVICES(1) IN GENERAL(A) COMPARABLE SERVICES- Except as provided in paragraphs (4) and (5), a
local educational agency may receive funds under this part only if State and local
funds will be used in schools served under this part to provide services that, taken
as a whole, are at least comparable to services in schools that are not receiving
funds under this part.
(B) SUBSTANTIALLY COMPARABLE SERVICES- If the local educational agency is
serving all of such agency's schools under this part, such agency may receive funds
under this part only if such agency will use State and local funds to provide services
that, taken as a whole, are substantially comparable in each school.
(C) BASIS- A local educational agency may meet the requirements of
subparagraphs (A) and (B) on a grade-span by grade-span basis or a school-byschool basis.
(2) WRITTEN ASSURANCE(A) EQUIVALENCE- A local educational agency shall be considered to have met
the requirements of paragraph (1) if such agency has filed with the State
educational agency a written assurance that such agency has established and
implemented-(i) a local educational agency-wide salary schedule;
(ii) a policy to ensure equivalence among schools in teachers,
administrators, and other staff; and
(iii) a policy to ensure equivalence among schools in the provision of
curriculum materials and instructional supplies.
(B) DETERMINATIONS- For the purpose of this subsection, in the determination of
expenditures per pupil from State and local funds, or instructional salaries per pupil
from State and local funds, staff salary differentials for years of employment shall
not be included in such determinations.
(C) EXCLUSIONS- A local educational agency need not include unpredictable
changes in student enrollment or personnel assignments that occur after the
beginning of a school year in determining comparability of services under this
subsection.
(3) PROCEDURES AND RECORDS- Each local educational agency assisted under this
part shall-(A) develop procedures for compliance with this subsection; and
(B) maintain records that are updated biennially documenting such agency's
compliance with this subsection.
(4) INAPPLICABILITY- This subsection shall not apply to a local educational agency that
does not have more than one building for each grade span.
(5) COMPLIANCE- For the purpose of determining compliance with paragraph (1), a local
educational agency may exclude State and local funds expended for-(A) language instruction educational programs; and
(B) the excess costs of providing services to children with disabilities as determined
by the local educational agency.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 72
Roles and Responsibilities
Brownsville Independent School District
SPECIAL PROGRAMS DEPARTMENT
ORGANIZATIONAL CHART
2012-2013
SPECIAL PROGRAMS ADMINISTRATOR
MARY TOLMAN
LEVEL V SECRETARY
TERESA RUIZ
ROBERT CANO
FEDERAL PROGRAMS ADMINISTRATOR
MARY LOU ESPARZA
LEVEL V SECRETARY
Ileana Barrera
SECRETARY IV
Ruth Vento
RUTH VENTO
TITLE 1-A
COORDINATOR
FEDERAL PROGRAMS
SUPERVISOR
Dr. Donna Marhoun
Benilda L. Cervantes
Title I-A PNP Tutor
MARIA DORSETT
FIDENCIO ZAVALA
Title I-A PNP Tutor
JESSE JAIME
THREE -YEAR-OLD
PROGRAM TEACHERS
& ASSISTANTS
INSTRUCTIONAL
ASSISTANTS
PARENTAL INVOLVEMENT
COORDINATOR
Rosalva Larrasquitu
CLERICAL ASST III
JUANITA BARRON
MINNIE
PARENTSAUCEDA
TRAINER
GLORIA BROWN
PARENT TRAINER
NORA GOMEZ
PARENT TRAINER
SAIRA GONZALEZ
PARENT TRAINER
ROSALINDA HERRERA
PARENT TRAINER
NOE LONGORIA
PARENT TRAINER
ANA CECILIA LOPEZ
PARENT TRAINER
GLORIA RODRIGUEZ
PARENT TRAINER
CLAUDIA TREVINO
PARENT TRAINER
ANA ZAMORA
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 73
Role of Special Programs
Special Programs provides a linkage between State and Federal funding and funded programs for At Risk,
Title I-A, Title I-C Migrant and Parental Involvement. Encourages and supports the development and
implementation of effective instructional programs to meet student needs through the Curriculum
Department by providing funds that allows each campus the opportunity to incorporate the latest trends in
education in a unified effort to promote educational excellence. The excellence than can be readily
ascertained in the success of each of our students’ lives. Monitors state and federal documents relating to
program funding priorities for modifications in regulations governing special programs and for new programs
thrusts that are consistent with the philosophy and goals of the district and ensures that all programs under
the direction of this office that are funded by outside sources are in compliance with the financial and
programmatic regulations of the funding agency.
Purpose
To provide administrative expertise and leadership, coordinating and supervising programs, to monitor state
and federal documents relating to funding priorities for modifications in regulations governing special
programs for new program thrusts that are consistent with Board Policy and with statutes and standards of
all regulatory agencies and to ensure that assigned programs remain in compliance programmatically and
financially.
Role of Employees
The role of Special Programs employees will be grouped into three categories:
 Administrator
 Professional Staff Members
 Clerical Staff Members
The role of the Administrator for Special Programs
The role of the administrator for Special Programs is to assure that implementation of approved programs in
the district remain in compliance programmatically and financially, to coordinate all procedures in order to
assure effectiveness, and to monitor all such services with statutes and standards of regulatory agencies.
The priorities of the Administrator include:
 Ensuring that all programs under the direction of this office that are funded by outside sources are in
compliance with the financial and programmatic regulations of the funding agency.
 Monitoring state and federal documents relating to program funding priorities for modifications in
regulations governing special programs and for new program thrusts that are consistent with the
philosophy and goals of the district.
 Assisting in coordinating the Federal (Title I and Title II, Part A) and State Compensatory funds with
the other educational areas in the district’s schools.
 Assisting and working with principals in response to request for assistance with Federal (Title I and
Title II, Part A) l and State Compensatory funds for instructional programs.
 Assisting administrators and teachers, as requested, with program planning and implementation in
accordance with effective teaching practices.
 Maintaining the responsibility for planning, coordinating, and implementing procedures for
establishing at risk programs in the district, using written/oral instructions, and guidelines from Texas
Education Agency as well as the State Board of Education (S.B.O.E.).
 Having knowledge of at risk program implemented in other districts and being familiar with current
research and trends in dropout prevention.
The Role of the Administrator for Federal Programs
The role of the Administrator for Federal Programs is to provide administrative expertise and leadership
relative to the implementation of approved federal programs in the district, to coordinate all procedures in
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 74
order to assure effective programs, and to monitor all such services in a manner consistent with Board Policy
and consistent with statutes and standards of regulatory agencies.
The priorities of the Administrator include:
 Coordinating the District’s Title I, Part A and Title II, Part A programs with the regular district
programs to promote an effective, productive working relationship among the programs and district
initiatives.
 Supporting the district-wide goals and objectives for school and organizational climate.
 Implementing and monitoring the approved federal programs and services to ensure compliance
with federal, state, and local guidelines.
 Advising and recommending to the Special Programs Administrator changes and improvements for
the Title I, Part A and Title II, Part A programs.
 Communicating with administrators, teachers and others regarding the state and federal rules and
regulations governing Title I, Part A and the Title II, Part A Programs.
 Working cooperatively with others in developing the mission and articulating a vision for the district’s
Title I, Part A and Title II, Part A programs and appropriately involving others in defining program
goals and objectives.
 Assisting in planning, coordinating and evaluating staff development for the Title I, Part A and the
Title II, Part A programs.
 Interpreting Board Policies and administrative regulations to Title I, Part A and Title II, Part A
personnel, following proper procedures and dispensing information relative to these areas as
requested.
 Interpreting and implementing school district policies, methods and procedures as they relate to the
federal programs.
 Maintaining necessary records and preparing reports as required by the federal government, state
government and the Chief Financial Officer.
 Maintaining an awareness of local, state and federal policies, regulations and guidelines to ensure
that Title I, Part A and Title II, Part A programs shall stay in compliance, following proper procedures
and dispensing information relative to these areas as required.
 Maintaining current knowledge of the requirements of the No Child Left Behind Act (NCLB) and
working with principals and other District personnel to ensure the District remains in compliance with
the Federal and State rules and regulations related to this law.
 Having knowledge of the standards for the Adequate-Yearly Progress (AYP), the interventions
required at each stage for schools that fail to meet AYP, and assisting campuses in planning and
implementing activities designed to meet AYP.
 Maintaining current knowledge of the Performance Based Monitoring System (PBMAS) standards
and indicators and assuming responsibility for collaborating with other District personnel and
community members in the development of a Continuous Improvement Plan (CIP) to address any
areas of deficiency.
The Role of the Coordinator for Federal Programs Accounts
The role of the Coordinator for Federal Programs Accounts is to provide administrative expertise and
leadership relative to the coordination and supervision of the accounting practices and procedures as well as
any other areas assigned by the Administrator for Special Programs in a manner that is consistent with
Board Policy and with the statutes/standards of the regulatory agency.
The priorities of the Coordinator for Federal Programs Accounts include:
 Checking that personnel paid from Federal Programs (211) and Migrant (212), funds match the
Human Resource System and Position Control
 Checking that personnel paid from Federal Programs (211) and Migrant (212) funds may legally be
paid from such funds.
 Checking accounts for the department and matching account records to finance.
 Reviewing purchasing procedures and checking for compliance.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 75
 Serving as liaison to Personnel, Position Control, Budget Department as well as other departments
with the school district.
 Assisting other departments with data needs.
 Creating or changing programs to deal with budgets, personnel and review of student scores.
 Creating and reviewing budget projections for the upcoming school year.
 Meeting with campus principals and departments on current and next years’ budgets.
 Creating and managing data base operations for Special Programs Department.
 Facilitating budget and/or amendment changes.
Role of Classified Employees
The Role of the Secretary/Clerical Staff
The role of the Secretary/Clerical Staff is to facilitate the smooth and efficient operation of the administrator’s
office and to provide clerical services to the Special Programs Department office and other staff members.
Some of the work is nonstandard and requires independent production of information and analysis. The
responsibilities of the secretary/clerical staff include:
 Greeting visitors (teachers, parents, applicants, staff, vendors, etc.) in a courteous, friendly and
professional manner, ascertains nature of business, and conducts visitors to administrator or
appropriate person as needed.
 Greeting all visitors in a friendly manner and assisting them with their needs.
 Answering telephone calls, taking accurate messages, and routing them to the appropriate staff
member.
 Scheduling appointments as requested.
 Stamping, sorting and distributing incoming mail; preparing outgoing mail, addressing envelopes or
packages.
 Maintaining confidentiality at all times.
 Maintaining a high level of ethic behavior as expected all district employees.
 Composing and typing routine correspondence; typing or entering information or data into computer
to prepare correspondence, schedules, standard forms, memoranda, copying information; compiling
and typing first draft of reports; forwarding to administrative staff for approval.
 Typing purchase requests, cash payments, maintenance requests, computer maintenance requests
as needed and receiving and soliciting request for equipment and supplies from staff.
 Proof reading correspondence, records, forms data and documents such as agenda items, reports,
personnel requisitions, purchase requests for accuracy and completeness; making corrections and
updates to records as necessary; entering data in computerized tracking system; sorting, filing and
maintaining records.
 Maintaining attendance records of designated office personnel; documents absences; printing
payroll sheets; checking them for accuracy; getting administrator’s approval.
 Keeping accurate records of department budget and budget changes as needed, performing routine
bookkeeping tasks, including arithmetic operations for the department; maintains budget, including
distribution, requisitions and budget amendments/changes for all purchases; verifying account
numbers, dates, or employee data for payroll, purchases, contracts, and/or other financial
transactions for the department and campuses.
 Checking accounts for the department and matching account records to finance department.
 Reviewing purchase requests and checking for compliance.
 Performing any other duties as assigned.
Page 76
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Procedure for Dissemination Of Title I, Part A Handbook
The Federal Programs/Title I, Part A and Special Programs Administrators will inform all campus and
department administrators of the availablility of this written handbook on the Federal Programs’ website.
Following such dissemination of information, the Federal Programs/ Title I, Part A Administrator will meet
with school administrators to ensure a clear understanding of the procedures enacted to follow Title I
guidelines and procedures. In turn, the school administrators will inform their Title I-A personnel.
Supplement not Supplant
Brownsville ISD has implemented guidelines to ensure compliance with the federal fiscal requirement of
supplement, not supplant. The purpose of the procedures is to ensure that the level of state and local
support for programs remains at least constant and is not replaced by federal funds. Federal funds are used
to supplement (add to, enhance, to expand, or increase) the funds available from non-federal sources, and
not to supplant (replace or take the place of) the existing non-federal funds.
1. Federal funds shall not be used to provide services that the District is required to provide under federal,
state, or local laws/policies.
a. Salary expenditures for staff required by federal, state, or local policy shall not be paid from
federal funds. For example, teacher FTEs that meet the state’s 22:1 student-teacher ratio for
grades PK through 4th will not be funded from federal funds. Excess teacher units, if any, may
be eligible for payment through federal funds.
i. Documentation shall include a report that reflects the teacher units throughout the
district mandated by the state and the excess units, if any.
b. Salary expenditures for staff required by local policy shall not be paid from federal funds. Excess
staff units, if any, may be eligible for payment through federal funds.
i. Documentation shall include Board minutes or local policy reflecting the staffing
requirement and a report that reflects the staff units throughout the district mandated by
the local minutes/policy and the excess units, if any.
c. Federal funds shall not be used to pay for state required activities, such as state-mandated
assessments.
i. Documentation shall include purchase orders for state required activities. The purchase
orders shall reflect that non-federal funds were used to pay for the expenditures.
2. Procedures for determining that a school participating in a school-wide program is using federal funds
available only to supplement the amount of funds that would, in the absence of NCLB federal funds, be
available from non-federal sources for the school (including funds needed to provide services for
children with disabilities and children with limited English proficiency.) Note: In a Title I schoolwide
program, a school is not required to provide supplemental services to identified children;
3. Procedures for determining supplement, not supplant when state or local funds are no longer available.
Federal funds shall not be used to provide services that the District is required to make available under
other Federal, State or local laws (Board Policy).
a. Salary expenditures for staff required by federal, state, or local policy shall not be paid from
federal funds. For example, teacher FTEs that meet the state’s 22:1 student-teacher ratio for
grades PK through 4th will not be funded from federal funds. Excess teacher units, if any, may
be eligible for payment through federal funds.
i. Documentation shall include a report that reflects the teacher units throughout the district
mandated by the state and the excess units, if any.
b. Salary expenditures for staff required by local policy shall not be paid from federal funds. Excess
staff units, if any, may be eligible for payment through federal funds.
i. Documentation shall include the Board minutes or policy and a report that reflects the staff
units throughout the district mandated by the minutes or policy and the excess units, if any.
c. Federal funds shall not be used to pay for state required activities, such as state-mandated
assessments.
i. Documentation shall include purchase orders for state required activities. The purchase
orders shall reflect that non-federal funds were used to pay for the expenditures.
4. Procedures for determining that program-specific supplement, not supplant provisions are met.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 77
The Federal Programs/Title I, Part A, Special Programs Administrators, Human Resources Department
and the departments’ support staff will ensure that the following procedures are followed so that
program specific supplement, not supplement provisions are met In regards to:
1) A) Staffing- The Personnel Request Form must first be sent to the Special Programs and/or the
Federal Programs Department to verify the availability of the position(s) being requested, ensure
the position(s) is supplemental, and verify the availability of funding. Once the PR has been
reviewed for compliance and the department determines that the position is supplemental in
nature, the signed PR is then forwarded to the Human Resources Department (HR) to complete
the documentation. The Human Resources Department also verifies the availability of position(s)
at said campus or department and ensures that all documentation is complete. Incomplete
documentation will result in the PR being rejected and returned to the campus or department.
Should the documentation be complete, a “Report to Work” letter will be given/ sent to the campus.
Once the campus or department is in receipt of the “Report to Work” letter, then and only then can
the person(s) on the PR report to their newly assigned position.
The Human Resources
Department then works closely with the Payroll Department to properly code the funding source
and ensure that the proper funding source is being debited for the personnel. The Federal
Programs and Special Programs Departments maintain records of all personnel that are funded in
full or in part from Title I, Part A funds.
B) Master Schedules- Master Schedules will be requested and printed to verify certified positions
funded through Title I, Part A funds and ensure supplement not supplant.
C) Campus/ Departments Visits –Visits will be conducted annually by the Federal Programs
Department Administrator and Supervisor to physically verify that personnel is at designated
assignments and performing duties in accordance to and within Federal Title I, Part A guidelines.
D) Extra-Duty Pay- Names of extra-duty recommendations on the appropriate forms must be
submitted for preapproval before initiating program requiring extra duty pay.
2) Supplies and Materials- Ordering of supplies and materials in accordance to and within Federal/
Title I, Part A guidelines will be closely monitored through the approval process on the BI-TECH
System.
3) Capital Outlay- Any campus and/or department initiating a Purchase Request in the BI-TECH
System will be closely monitored by the Federal Programs/Title I, Part A and Special Programs
Administrators for compliance with the following prerequisites: 1) inclusion of said request in the
current consolidated grant application, and 2) inclusion of Campus Improvement Plan Activity
number and Comprehensive Needs Assessment to ensure said expenditure is supplemental,
reasonable and necessary.
Schoolwide Programs
The district and campuses will demonstrate that Title I Part A funds supplement those funds that are
required to be provided to the schoolwide program schools. Evidence includes:
 the district budget;
 the campus budget;
 back-up documentation demonstrating that the schools are receiving proper amount of funds for free
public education, including funds for services for LEP and Special Education students.
Campus Allocations
Title I, Part A funds are allocated to BISD campuses on an equal per pupil basis. The per pupil allocation is
determined by dividing the total current year Title I-A allocation plus carry forward, if applicable, less district
set asides by the total number of students enrolled. Allocations for services to private non-profit schools
include a proportional share of district set aside funds.
The Title I, Part A budget for individual campuses is determined by multiplying the per pupil allocation by the
number of students enrolled as of the PEIMS snapshot date (last Friday in October).
Campuses are
consulted annually regarding the distribution of funds into the appropriate functions and accounts based on
the needs of the individual campuses. At least eighty percent of the funds are required to be designated for
instruction. Proposed campus budgets will be submitted to the Special Programs Department prior to the
end of current school year for approval and distribution for the following school year.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
Page 78
or provision of services programs or activities.
Expenditure Documentation – Charges to Payroll
All charges to payroll for grant-funded personnel must be based on one of the following:
(1) Certification, and
(2) Job Descriptions/ Time and effort records;
TITLE I, PART A TIME AND EFFORT REPORTING PROCEDURES
Time and effort certifications and logs are required to be completed from all Title I, Part A funded
personnel. Title I, Part A funded personnel. BISD’s Federal Programs Department maintains auditable
records that show how each Title I, Part A funded employee spent his or her compensated time. These
records are written, after-the-fact (not estimated or budgeted) documentation on how time was spent.
1. CERTIFICATION INCLUDES:
(a) Who work 100 percent in administrating programs that are part of consolidated administrative
funds;
(b) Who work under a single grant program; or
(c) Who work under a single cost objective, including Title I, Part A schoolwide programs funded
form eligible multiple funding sources.
These employees are not required to maintain time and effort records. However, each employee
must certify in writing, at least semi-annually, that he/she worked solely on the program(s) for the
period covered by the certification. The certification must be signed by the employee or by the
supervisor having first-hand knowledge of the work performed and should reference the employee’s
signed and dated job description maintained in their personnel file. A copy of said certification must
be submitted to the Federal Programs Department for review. Changes to the grant must be
supported by these semi-annual certifications. This is a requirement under the revised OMB
Circular A-87 Cost Principals effective July 1, 1995.
Semi-annual certifications
Campus personnel that are 100% funded through the Title I, Part A program complete a time and
effort certification form at the end of each semester documenting that they worked solely on
activities supported by the Title I, Part A Program. The forms are signed by the employees and
campus administrators before they are submitted to the Federal Programs Department for review.
Split-Funded Monthly Reports
Time and effort logs are maintained by all personnel whose salaries are charged partially to Title I,
Part A in combination with other funding sources. All personnel that are split funded complete a time
and effort log which reflects daily duties that were performed during the month and document the
percentages of time that were spent in Title I, Part A and non-Title I, Part A activities. Monthly
and/or weekly reports signed by each employee and campus administrator are submitted to the
Federal Programs Department for review in electronic format on a monthly basis. Moreover, the
Finance Department is responsible for reconciling time & effort certifications to the actual pay and
making necessary adjustments as needed.
The Federal Programs Administrator monitors the activities of Title I, Part A funded personnel
through an on-going review of time and effort logs and semi-annual certification forms. In addition,
monitoring visits are made to campuses each semester to verify that personnel are performing Title
I, Part activities as reported.
2.
JOB DESCRIPTON: For employees;
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 79
(a) Who work 100 percent of their time in administrating programs that are part of LEA’s
consolidated administrative funds;
(b) Who work under a single grant program; or
(c) Who work under a single cost objective, including Title 1, Part A school wide programs funded
from eligible multiple funding sources.
These employees are required to maintain on file a signed and dated job description which clearly
shows that the employee is assigned 100 percent to the program or single cost objective. The job
description must be updated annually or when a function or activity is added to or deleted from an
existing job description, must clearly identify the function and activities performed by the employee
for the applicable fund source(s) or cost objective, and must be maintained in the employee’s
personnel file. See Appendix A.
Expenditures
The use of all Title I-A funds are guided by Federal and state laws and guidance, financial standards as
outlined in the U.S. Office of Management and Budget (OMB) Circulars A-87 & A-133 and BISD policy and
procedures.
Vendors & Consultants
All vendors must be on the BISD Board approved vendor list, belong to one of the State approved
purchasing coop groups, or have a notarized Sole Source Affidavit form on file with the BISD Purchasing
Department. The Purchasing Department may occasionally allow for the purchase of small quantities and
dollar amounts of materials for review from sources not on the approved lists.
Consultants must be on the BISD Board approved consultant list. Prior to obtaining the services of a
consultant, the campus or department requesting such services must submit a Consultant Request Form
and vita or other supporting documentation to the Professional Development Department for approval.
When Title I funds are being used, this request is first sent to the Federal Programs Department for said
approval.
The use of any vendor or consultant not on the annually approved lists requires that a board agenda item be
submitted through the established procedures to obtain board approval.
Capital Outlay
Campuses are provided with capital outlay requests forms in an effort to determine their capital outlay needs
prior to the submission of the consolidated grant application for funding. Each campus intending to use Title
I, Part A funds for capital outlay must submit a list of each item to be purchased, along with the quantity,
price and the location of activities in the campus improvement plan. (Appendix B) The need for such items
must appear in the campus comprehensive needs assessment. The campus must also submit answers to
the Title I, Part A assurances which justify the need and proposed use of each item to be purchased. A copy
of the Campus Improvement Plan Activity noted in the capital outlay request. Said requests for purchases
will then be reviewed by the Federal Programs Department for compliance and for inclusion in the
consolidated grant application for approval. Once approval is granted through the TEA, the campuses can
start the purchasing process by initiating a Purchase Request in the BI-TECH system.
Purchase Requests
Purchase requests for the use of Title I, Part A funds are initiated at the campus or department level using
the electronic BI-TECH system. (Appendix C) These requests must be approved first by the Federal
Programs Administrator and then by the Special Programs Department before proceeding through the
regular approval process. Requests are reviewed to determine that the expenditures are:
 allowable,
 aligned with statutory purpose, and
 reasonable and necessary.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 80
Additionally, purchase requests must support activities in the Campus Improvement Plan that are based on
their Comprehensive Needs Assessment. Capital outlay expenditures must have been included and
approved in the consolidated grant application prior to purchase requests being made. Purchases not found
in the Campus Improvement Plan or Comprehensive Needs Assessments and all capital outlay requests not
included in the consolidated grant application for approval will be denied.
Private Non-Profit schools submit their purchase order requests in hard copies directly to the Federal
Programs Department for initial approval and entry into the BI-TECH System by the Federal Programs
Coordinator and/or assigned secretary.
Staffing
Personnel Request Form (PR) for funding personnel through the use of Title I, Part A funds is initiated at the
campus or department level. The Personnel Request Form must first be sent to the Special Programs
and/or the Federal Programs Department to verify the availability of the position(s) being requested, ensure
the position(s) is supplemental, and verify the availability of funding. Once the PR has been reviewed for
compliance and the department determines that the position is supplemental in nature, the signed PR is
then forwarded to the respective Area Assistant Superintendent for signature. The PR is then forwarded to
the Human Resources Department (HR) to complete the documentation. The Human Resources
Department also verifies the availability of position(s) at said campus or department and ensures that all
documentation is complete. Incomplete documentation will result in the PR being rejected and returned to
the campus or department. Should the documentation be complete, a “Report to Work” letter will be given/
sent to the campus. Once the campus or department is in receipt of the “Report to Work” letter, then and
only then can the person(s) on the PR report to their newly assigned position. The Human Resources
Department then works closely with the Payroll Department to properly code the funding source and ensure
that the proper funding source is being debited for the personnel. The Federal Programs and Special
Programs Departments maintain records of all personnel that are funded in full or in part from Title I, Part A
funds.
To ensure maximum contribution of support and that all supplemental personnel is properly placed into a
position with the funding properly verified, the initiation of a Personnel Request Form for a new position and/
or changes will be limited to the following timeframes: beginning of the year; August through the PEIMS
Snapshot Day in October, and end of the year, May through July. Should other changes become necessary
from November through April, pre-approval to initiate a PR must be granted by the Special Programs
Administrator. All PRs that have not been pre-approved will be rejected and returned to the campus or
department of origin. Personnel lists are updated on a continuous basis and copies of all forms regarding
changes in assignment and new hires approved are kept on file by the department.
The department maintains records to demonstrate that Title I, Part A staff services are commensurate with
staff payment. These include bi-annual certifications signed by Title I, Part A funded staff at the end of each
semester and time and effort logs for split-funded personnel. (Appendix D) Evidence will include the daily
schedule of activities for 100% Title I, Part A funded staff and a detailed position description for split funded
staff that clearly delineates time and activities to be charged to Title I, Part A. Corroboration of records with
what is actually taking place will be carried out through means such as monitoring visits, reviews and
interviews with staff and students.
Extra-Duty Pay and Stipends
Extra-duty pay that is funded with Title I, Part A funds is also reported and documented on a monthly basis.
Documentation consists of extra-duty recommendation forms, timesheets and supplemental duty composite
forms. Initially, the recommendation forms are signed by the employee that is being recommended and a
campus administrator prior to being submitted to the Federal Programs Department for funding approval.
The monthly time sheets are verified by the Federal Programs secretary and if necessary, adjustments are
made to the supplemental duty composite form before it is signed by the Federal Programs Administrator.
The Payroll Department staff is responsible for reconciling extra-duty pay to actual pay and if necessary, the
Payroll department makes the necessary adjustments. Stipends paid from Title I, Part A funds are also
reported, documented and are subject to the same corroboration checks noted earlier.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 81
Extra-Duty Pay
If a campus elects to use a portion of their Title I, Part A allocation for supplemental activities such as
tutorials, the following will apply:
 Each individual being considered for hire will be a given a job description that describes the purpose,
intent and duties of the Title I, Part A tutor (or other position to be funded).
 Name(s) of the individual(s) to be recommended will be submitted to the Federal Programs
Administrator using the Supplemental Duty Recommendation Form for signature of approval. Said
form will be then be sent for signature to the Special Programs Administrator, the campus’ Area
Assistant Superintendent and then to the Human Resources Department for processing.
 Time sheets, signed by the employee and administrator or supervisor, will be turned in on a timely
basis each monthly pay period for the duration of said activity.
 A certification form will be signed by the individual hired and the Principal/Administrator upon
completion of said tutorial or extra duty program stating the duration of the program.. A copy will be
kept on file along with the required documentation (lesson plans, attendance sheets, grades,
assessments, evaluation of the extra duty program) and the original will be sent into the Federal
Programs Department for documentation.
Stipends
Stipends from Title I, Part A funds are paid at the rate established by the district. Stipends for attendance
are documented with sign-in sheets and are submitted to payroll using the standard district stipend form that
indicates payment is for a Title I, Part A activity.
Stipends for bilingual certification are paid to the Three-Year-Old Program Title I, Part A teachers. Stipends
are prorated and paid on a monthly basis.
Professional Development
District
The district will maintain a description of the professional development provided at the district level that
is funded with Title I, Part A funds. Evidence will include:
 A description of the activities and how professional development is aligned with the needs of Title I,
Part A students as identified in the district Comprehensive Needs Assessment.
 Agendas
 Meeting Handout
 Sign-in sheets and ERO records
The professional development will not duplicate that which the district provides for non-Title I, Part A
purposes that, in the absence of Title I, Part A funds, would be provided to all staff. (Descriptions of all
other professional development will be available).
Campuses
Schools will maintain or provide to the district a description of the school-level professional development
paid for by Title I, Part A funds. Evidence will include:
 A description of how professional development is aligned with the needs of Title I, Part A students
identified in the campus’s Comprehensive Needs Assessment.
 Agendas
 Meeting Handout

Sign-in sheets and ERO records
Allowable costs
(a) Limitation on use of funds. Grant funds may be used only for:
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 82
1)
The allowable costs of the grantees, subgrantees and cost-type contractors, including
allowable costs in the form of payments to fixed-price contractors; and
(2)
Reasonable fees or profit to cost-type contractors but not any fee or profit (or other
increment above allowable costs) to the grantee or subgrantee.
Period of availability of funds.
(a)
General. Where a funding period is specified, a grantee may charge to the award only costs
resulting from obligations of the funding period unless carryover of unobligated balances is
permitted, in which case the carryover balances may be charged for costs resulting from obligations
of the subsequent funding period.
Campuses can start spending funds for activities that have been incorporated into the
Comprehensive Needs Assessment and Campus Improvement Plans in July of the current fiscal
year. By August, campuses should have 20! of the funds spent or encumbered. By September,
30%, October-50%, November 70%; December- 90%, and by January 100% of the funds should be
spent or encumbered.
(b) Liquidation of obligations. A grantee must liquidate all obligations incurred under the award not later
than 90 days after the end of the funding period (or as specified in a program regulation) to coincide
with the submission of the annual Financial Status Report (SF–269). The Federal agency may
extend this deadline at the request of the grantee.
Reservations / Set-Asides
BISD reserves, as applicable, Title I –A funds in accordance with NCLB requirements as follows:
 For professional development activities to ensure that teachers who are not highly qualified become
highly qualified (5% of district funds):
 For addressing the professional development needs of instructional staff at campuses identified for
improvement, corrective action or restructuring;
 For costs related to NCLB school choice and supplemental educational services at campuses
identified for improvement, corrective action or restructuring (an amount equal to 20% of the district’s
Title I, Part A allocation); and
 For parent involvement activities at the district and campus levels (a minimum of 1% of Title I, Part A
allocation).
Additional funds may be reserved for necessary district-level activities prior to the allocation of funds to
campuses, including those related to administrative cost, professional development, equitable services to
private school students and school improvement activities.
Carryover Funds
Under Federal law, no more than 15% of Title I, Part A funds allocated to the district during a given fiscal
year may be carried over into the next fiscal year.
Spending Timeline
See Appendix E.
Title I, Part A Program Evaluation
Title I, Part A program evaluations are conducted at the end of a program year and are intended to measure
the efficacy and impact of the district's Title I, Part A Program. Evaluation data—such as periodic and
summative student assessment data—and staff and parent/guardian surveys are used to evaluate the
strengths and weaknesses of the program’s impact on raising student achievement and in productively
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
Page 83
or provision of services programs or activities.
involving parent/guardians in their children’s education. The evaluation reflects Adequate Yearly Progress
(AYP) data for the district and individual campuses as well as AEIS status.
The effectiveness of BISD’s Title I, Part A program is evaluated annually. The evaluation considers the
following primary questions: (1) Has the Title I, Part A program been effective? (2) What has worked well in
the Title I, Part A program? (3) What has not worked well in the Title I, Part A program? (4) How should the
Title I, Part A program be refined? The data are analyzed and the results of these analyses are used as the
source of evidence to determine the answers to the four questions.
1. Information is collected in the form of formative and summative student performance data; surveys;
attendance data; and other data from students, teachers, and administrators. Additionally, a program
evaluation survey is distributed to all Title I, Part A families in Title I, Part A schools. To the extent
practicable, the survey is made available in multiple languages.
2. The data are analyzed by the Title I, Part A Administrator with the assistance of other staff, as
needed.
3. As necessary and appropriate, the results of the analysis are shared with Title I, Part A staff,
classroom teachers, principals, district administrators, parents, and other stakeholders to determine
necessary and important changes that should be made to the Title I, Part A program to better serve
its students.
4. The results of the evaluation, including information about any changes to the Title I, Part A program,
are shared with district and school officials and distributed to all Title I, Part A families in Title I, Part
A schools. To the extent practicable, the evaluation results are made available in multiple
languages.
Parent Involvement
BISD will maintain a description of the district-level parental involvement activities paid for by Title I, Part A
funds. Evidence will include:
 A description parental involvement activities and how they are aligned with the needs of Title I-A
students as identified in the district Comprehensive Needs Assessment.
 Agendas
 Sign-in sheets
Activities will not duplicate those that the district would provide to all parents in the absence of Title I, Part A
funds (Descriptions of all other parental involvement activities will be available).
Campuses will maintain a description of school-level parental involvement activities paid for by Title I, Part A
funds. Evidence will include:
 A description of how parental involvement activities are aligned with the needs of Title I, Part A
students and parents as identified in the campus Comprehensive Needs Assessment
 Agendas
 Sign-in sheets
Adequate Yearly Progress

Adequate Yearly Progress (AYP) is a measure of the extent to which a student group demonstrates
proficiency in English language arts and mathematics. AYP Reports are issued each year and show
the progress schools and districts are making toward the goal of having all students reach
proficiency by the year 2014.

AYP determinations are made separately for English language arts/reading and for mathematics.
For each subject there are multiple AYP determinations - for all students ("the aggregate") and for
student subgroups. Student groups for whom AYP determinations are made include students with
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Page 84
disabilities, students with limited English proficiency, economically disadvantaged students (eligible
for free/reduced price school lunch), and African American/Black, Hispanic, Asian, White, and Native
American students. Students are counted in each student group to which they belong.

AYP measures student performance against specific expectations each year. To receive an
affirmative AYP determination, schools and districts must meet a student participation requirement,
an additional attendance or graduation requirement, and the State's performance

Schools and districts that do not make AYP for two or more consecutive years must follow a
required course of action to improve school performance. A school or district's "Accountability
status" defines that course of action. Accountability Status designations include Improvement,
Corrective Action and Restructuring. To be assigned to the positive No Status category,

Schools have to make AYP in a subject for all student groups for two or more consecutive
years.

Districts have to make AYP for at least one grade span in a subject for two consecutive
years. (District AYP determinations are based on three grade spans: grades 3-5, 6-8, and 912)
Supplemental Educational Services
Supplemental Educational Services (SES) are additional, free academic instruction in English language
arts/reading, mathematics, or science designed to increase the academic achievement of eligible (low
income) students in Title I schools in the second year of school improvement.
School Choice
Under the federal No Child Left Behind Act (NCLB), a school that does not make adequate yearly progress
(AYP) in English language arts (ELA)/reading or mathematics in the aggregate and/or for student subgroups
for two consecutive years is considered to be in its first year of improvement status. While a school receiving
federal Title I, Part A funds is in improvement status, the district is required to offer all students enrolled in
the school the option to transfer to another public school served by the district that has not been identified for
school improvement.
Page 85
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
APPENDICES
A.
Job Descriptions
1. Certified
2. Classified
B.
Capital Outlay
C.
Purchase Requisition Workflow
D.
Split Funding Logs
E.
Projected Spending Target Dates
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
APPENDIX A
Brownsville Independent School District
Job Description
Date:
Employee Name:*
Employee ID #:
School or
Department:
Title:
Pay Grade Level:
Accelerated Instruction Tutorial Teacher (Title I-A Funded)
Teacher Hiring Salary - 187 Days
(This position is categorized as contractual under the BISD
Board Adopted Employment Policy DCB Legal)
REPORTS TO:
Campus Principal
The role of the Title I-A Acclerated Instruction Tutorial Teacher is
to provide students, especially those that are low-performing and in danger of/or not
meeting State academic achievement and State academic assessment standards, with
appropriate learning activities and experiences in the foundation curriculum subject area
assigned in order to help them fulfill their potential for intellectual and cognitive growth.
RESPONSIBILITY:
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able
to satisfactorily perform each essential function as listed in the evaluation portion of this document.
The requirements listed below are representative of the knowledge, skill, and/or ability required to
perform the essential functions. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.
PREREQUISITES:
* Bachelor’s Degree from accredited university;
* Valid Texas teacher certificate with required endorsements or
required training for subject and level assigned; and
*Highly qualified status in the subject area, if applicable.
PREFERRED:
* General knowledge of curriculum & instruction;
* Ability to instruct students and manage their behavior; and
* Strong organizational, communication, and interpersonal skills.
LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals,
professional journals, technical procedures, or governmental regulations. Ability to write reports,
business correspondence, and procedure manuals. Ability to effectively present information and
respond to questions from groups of students, parents, colleagues, administrators and the general
public.
MATHEMATICAL SKILLS: Ability to calculate figures and amounts such as discounts, interest,
commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts
of basic algebra and geometry.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid
conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or
diagram form and deal with several abstract and concrete variables.
OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply
knowledge of current research and theory in the specific field. Ablility to adjust instruction as
needed to accommodate the learning style of low performing students. Ability to establish and
maintain effective working relationships with students, staff and the school community. Ability to
speak clearly and concisely both in oral and written communication. Ability to perform duties with
awareness of all district requirements and Board of Education policies.
PHYSICAL DEMANDS: The physical demands described here are representative of those that
must be met by an employee to successfully perform the essential functions of this job. Reasonable
accommodations may be made to enable individuals with disabilities to perform the essential
functions.
While performing the duties of this job, the employee is regularly required to sit, talk and hear. The
employee is required to frequently walk and stand. Specific vision abilities required by this job include
close vision, color vision and depth perception. Occasionally, yet essential to the position the
individual must meet deadlines with severe time constraints, interacting with the public and other
workers. Occasionally, the position requires the employee to work irregular or extended hours, direct
responsibility for the safety, and well-being or work output of other people and meet multiple demands
from several people.
WORK ENVIRONMENT:
The work environment characteristics described here are
representative of those an employee encounters while performing the essential functions of this
job. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions. The noise level in the work environment is usually moderate to quiet.
Work is normally performed indoors and occasionally outdoors.
This document describes the various responsibilities and competencies expected of the Title I-A
Acclerated Instruction Tutorial Teacher.
INSTRUCTIONAL DUTIES:
1.
Develop and implement lesson plans that fulfill the requirements of the State’s and District’s
curriculum program and show written evidence of preparation as required.
2.
Prepare lessons that reflect accommodations for differences in student learning styles.
3.
Present subject matter according to guidelines established by Texas Education Agency,
board policies, and administrative regulations and will actively engage those lowperforming students in danger of/or not meeting the State academic achievement or State
academic assessment standards.
4.
Plan and use appropriate instructional and learning strategies, activities, scientifically,
research-based materials, and equipment that reflect understanding of the different
learning styles and needs of students assigned.
5.
Conduct assessment of student learning styles and use results to plan instructional
activities aimed at closing the achievement gap between low-performing students and other
higher performing peers.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
6.
Work cooperatively with special education teachers to modify curricula as needed for
special education students according to guidelines established in Individual Education
Plans (IEP).
7.
Work with other members of staff to determine instructional goals, objectives, and methods
according to district requirements and aligned to the needs of the low-performing students
in danger of/or not meeting State academic achievement and State academic assessment
standards.
8.
Use technology to strengthen the teaching/learning process and increase the active
participation of all students, especially those that are low-performing and in danger of/or not
meeting the State academic achievment and State academic assessment standards.
STUDENT GROWTH & DEVELOPMENT:
9.
Help students analyze and improve study methods and habits.
10.
Conduct ongoing assessment of student achievement through formal and informal testing.
Document, analyze results and modify instruction in a manner which will ensure the
success of all students, especially those that are low-performing and in danger of/or not
meeting State academic achievement and State assessment standards.
11.
Assume responsibility for after-school tutorials as assigned.
12.
Be a positive role model for students, support mission of school district, and goals of the
Title I-A program.
CLASSROOM MANAGEMENT & ORGANIZATION:
13.
Create classroom environment conducive to learning and appropriate for the physical,
social, and emotional development of students that ensures the active successful
participation of all students, especially those that are low-performing and in danger of/or not
meeting Sttate academic achievement and State assessment standards.
14.
Manage student behavior in accordance with Student Code of Conduct and student
handbook which ensures a safe, positive, supportive, respective learning environment.
15.
Take all necessary and reasonable precautions to protect students, equipment, materials,
and facilities.
16.
Assist in selection of books, equipment, and other instructional materials that are
scientifically, research-based and support the full implementation of the State’s and
District’s curriculum and/or initiatives.
COMMUNICATION:
17.
Establish and maintain open communication by conducting conferences with parents,
students, principals, and teachers.
18.
Maintain a professional relationship with colleagues, students, parents, and community
members.
19.
Use effective communication skills to present information accurately and clearly.
Occassionally, redirect and/or clarify instruction especially for those low-performing
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
students that are in danger of/or not meeting State academic achievement and State
academic assessment standards.
PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS:
20.
Participate in staff development activities to improve job-related skills, especially in the
areas of scientifically, research-based strategies and differentiated instruction to ensure
success for those low-performing students in danger of/or not meeting State academic
achievement and State academic assessment standards.
21.
Keep informed of and comply with Federal, State, District, and school regulations and
policies for classroom teachers.
22.
Compile, maintain, and file all physical and computerized reports, records, and other
documents required and upon request.
23.
Attend and participate in faculty meetings and serve on staff committees as required.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: Maintain emotional
control under stress. Entails frequent standing, stooping, bending, pulling and pushing. Move
small stacks of textbooks, media equipment, desks, and other classroom equipment.
The information contained in this job description is for compliance with the American with Disabilities
Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are
performed by the individual currently holding this position and additional duties may be assigned.
The foregoing statements describe the general purpose and responsibilities assigned to this Title IA job description and are not an exhaustive list of all responsibilities that may be assigned or skills
that may be required.
Employee’s Signature _________________________ID# ___________Date________________
Administrator’s
Signature_________________________________________Date_____________________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Date:
Employee Name:*
Employee ID #:
School or
Department:
Title:
Pay Grade Level:
English Language Arts & Reading Teacher (Title I-A Funded)
Teacher Hiring Salary - 187 Days
(This position is categorized as contractual under the BISD
Board Adopted Employment Policy DCB Legal)
REPORTS TO:
Campus Principal
The role of the Title I-A English Language Arts and Reading
Teacher is to provide students, especially those that are low-performing and in danger
of/or not meeting State academic achievement and State academic assessment
standards, with appropriate learning activities and experiences in the foundation
curriculum subject area assigned in order to help them fulfill their potential for intellectual
and cognitive growth.
RESPONSIBILITY:
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able
to satisfactorily perform each essential function as listed in the evaluation portion of this document.
The requirements listed below are representative of the knowledge, skill, and/or ability required to
perform the essential functions. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.
PREREQUISITES:
* Bachelor’s Degree from accredited university;
* Valid Texas teacher certificate with required endorsements or
required training for subject and level assigned; and
*Highly qualified status in the subject area, if applicable.
PREFERRED:
* General knowledge of curriculum & instruction;
* Ability to instruct students and manage their behavior; and
* Strong organizational, communication, and interpersonal skills.
LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals,
professional journals, technical procedures, or governmental regulations. Ability to write reports,
business correspondence, and procedure manuals. Ability to effectively present information and
respond to questions from groups of students, parents, colleagues, administrators and the general
public.
MATHEMATICAL SKILLS: Ability to calculate figures and amounts such as discounts, interest,
commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts
of basic algebra and geometry.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid
conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or
diagram form and deal with several abstract and concrete variables.
OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply
knowledge of current research and theory in the specific field. Ablility to adjust instruction as
needed to accommodate the learning style of low performing students. Ability to establish and
maintain effective working relationships with students, staff and the school community. Ability to
speak clearly and concisely both in oral and written communication. Ability to perform duties with
awareness of all district requirements and Board of Education policies.
PHYSICAL DEMANDS: The physical demands described here are representative of those that
must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.
While performing the duties of this job, the employee is regularly required to sit, talk and hear. The
employee is required to frequently walk and stand. Specific vision abilities required by this job
include close vision, color vision and depth perception. Occasionally, yet essential to the position
the individual must meet deadlines with severe time constraints, interacting with the public and
other workers. Occasionally, the position requires the employee to work irregular or extended
hours, direct responsibility for the safety, and well-being or work output of other people and meet
multiple demands from several people.
WORK ENVIRONMENT:
The work environment characteristics described here are
representative of those an employee encounters while performing the essential functions of this
job. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions. The noise level in the work environment is usually moderate to quiet.
Work is normally performed indoors and occasionally outdoors.
This document describes the various responsibilities and competencies expected of the Title I-A
ELAR Teacher.
INSTRUCTIONAL DUTIES:
1.
Develop and implement lesson plans that fulfill the requirements of the State’s and District’s
curriculum program and show written evidence of preparation as required.
2.
Prepare lessons that reflect accommodations for differences in student learning styles.
3.
Present subject matter according to guidelines established by Texas Education Agency,
board policies, and administrative regulations and will actively engage those lowperforming students in danger of/or not meeting the State academic achievement or State
academic assessment standards.
4.
Plan and use appropriate instructional and learning strategies, activities, scientifically,
research-based materials, and equipment that reflect understanding of the different
learning styles and needs of students assigned.
5.
Conduct assessment of student learning styles and use results to plan instructional
activities aimed at closing the achievement gap between low-performing students and other
higher performing peers.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
6.
Work cooperatively with special education teachers to modify curricula as needed for
special education students according to guidelines established in Individual Education
Plans (IEP).
7.
Work with other members of staff to determine instructional goals, objectives, and methods
according to district requirements and aligned to the needs of the low-performing students
in danger of/or not meeting State academic achievement and State academic assessment
standards.
8.
Use technology to strengthen the teaching/learning process and increase the active
participation of all students, especially those that are low-performing and in danger of/or not
meeting the State academic achievment and State academic assessment standards.
STUDENT GROWTH & DEVELOPMENT:
9.
Help students analyze and improve study methods and habits.
10.
Conduct ongoing assessment of student achievement through formal and informal testing.
Document, analyze results and modify instruction in a manner which will ensure the
success of all students, especially those that are low-performing and in danger of/or not
meeting State academic achievement and State assessment standards.
11.
Assume responsibility for after-school tutorials as assigned. Sponsor outside activities
approved by the campus principal that do not conflict with Title I-A guidelines and are not
part of the regular academic school day.
12.
Be a positive role model for students, support mission of school district, and goals of the
Title I-A program.
CLASSROOM MANAGEMENT & ORGANIZATION:
13.
Create classroom environment conducive to learning and appropriate for the physical,
social, and emotional development of students that ensures the active successful
participation of all students, especially those that are low-performing and in danger of/or not
meeting Sttate academic achievement and State assessment standards.
14.
Manage student behavior in accordance with Student Code of Conduct and student
handbook which ensures a safe, positive, supportive, respective learning environment.
15.
Take all necessary and reasonable precautions to protect students, equipment, materials,
and facilities.
16.
Assist in selection of books, equipment, and other instructional materials that are
scientifically, research-based and support the full implementation of the State’s and
District’s curriculum and/or initiatives.
COMMUNICATION:
17.
Establish and maintain open communication by conducting conferences with parents,
students, principals, and teachers.
18.
Maintain a professional relationship with colleagues, students, parents, and community
members.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
19.
Use effective communication skills to present information accurately and clearly.
Occassionally, redirect and/or clarify instruction especially for those low-performing
students that are in danger of/or not meeting State academic achievement and State
academic assessment standards.
PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS:
20.
Participate in staff development activities to improve job-related skills, especially in the
areas of scientifically, research-based strategies and differentiated instruction to ensure
success for those low-performing students in danger of/or not meeting State academic
achievement and State academic assessment standards.
21.
Keep informed of and comply with Federal, State, District, and school regulations and
policies for classroom teachers.
22.
Compile, maintain, and file all physical and computerized reports, records, and other
documents required and upon request.
23.
Attend and participate in faculty meetings and serve on staff committees as required.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: Maintain emotional
control under stress. Entails frequent standing, stooping, bending, pulling and pushing. Move
small stacks of textbooks, media equipment, desks, and other classroom equipment.
The information contained in this job description is for compliance with the American with Disabilities
Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are
performed by the individual currently holding this position and additional duties may be assigned.
The foregoing statements describe the general purpose and responsibilities assigned to this Title IA job description and are not an exhaustive list of all responsibilities that may be assigned or skills
that may be required.
Employee’s Signature _____________________________ID# ___________Date_____________
Administrator’s Signature_________________________________________Date_____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Date:
Employee Name:*
Employee ID #:
School or
Department:
Title:
Pay Grade Level:
Mathematics Teacher (Title I-A Funded)
Teacher Hiring Salary - 187 Days
(This position is categorized as contractual under the BISD
Board Adopted Employment Policy DCB Legal)
REPORTS TO:
Campus Principal
The role of the Title I-A Mathematics Teacher is to provide
students, especially those that are low-performing and in danger of/or not meeting State
academic achievement and State academic assessment standards, with appropriate
learning activities and experiences in the foundation curriculum subject area assigned in
order to help them fulfill their potential for intellectual and cognitive growth.
RESPONSIBILITY:
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able
to satisfactorily perform each essential function as listed in the evaluation portion of this document.
The requirements listed below are representative of the knowledge, skill, and/or ability required to
perform the essential functions. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.
PREREQUISITES:
* Bachelor’s Degree from accredited university;
* Valid Texas teacher certificate with required endorsements or
required training for subject and level assigned; and
* Highly qualified status in the subject area, if applicable.
PREFERRED:
* General knowledge of curriculum & instruction;
* Ability to instruct students and manage their behavior; and
* Strong organizational, communication, and interpersonal skills.
LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals,
professional journals, technical procedures, or governmental regulations. Ability to write reports,
business correspondence, and procedure manuals. Ability to effectively present information and
respond to questions from groups of students, parents, colleagues, administrators and the general
public.
MATHEMATICAL SKILLS: Ability to calculate figures and amounts such as discounts, interest,
commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts
of basic algebra and geometry.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid
conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or
diagram form and deal with several abstract and concrete variables.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply
knowledge of current research and theory in the specific field. Ablility to adjust instruction as
needed to accommodate the learning style of low performing students. Ability to establish and
maintain effective working relationships with students, staff and the school community. Ability to
speak clearly and concisely both in oral and written communication. Ability to perform duties with
awareness of all district requirements and Board of Education policies.
PHYSICAL DEMANDS: The physical demands described here are representative of those that
must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.
While performing the duties of this job, the employee is regularly required to sit, talk and hear. The
employee is required to frequently walk and stand. Specific vision abilities required by this job
include close vision, color vision and depth perception. Occasionally, yet essential to the position
the individual must meet deadlines with severe time constraints, interacting with the public and
other workers. Occasionally, the position requires the employee to work irregular or extended
hours, direct responsibility for the safety, and well-being or work output of other people and meet
multiple demands from several people.
WORK ENVIRONMENT:
The work environment characteristics described here are
representative of those an employee encounters while performing the essential functions of this
job. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions. The noise level in the work environment is usually moderate to quiet.
Work is normally performed indoors and occasionally outdoors.
This document describes the various responsibilities and competencies expected of the Title I-A
Mathematics Teacher.
INSTRUCTIONAL DUTIES:
1.
Develop and implement lesson plans that fulfill the requirements of the State’s and District’s
curriculum program and show written evidence of preparation as required.
2.
Prepare lessons that reflect accommodations for differences in student learning styles.
3.
Present subject matter according to guidelines established by Texas Education Agency,
board policies, and administrative regulations and will actively engage those lowperforming students in danger of/or not meeting the State academic achievement or State
academic assessment standards.
4.
Plan and use appropriate instructional and learning strategies, activities, scientifically,
research-based materials, and equipment that reflect understanding of the different
learning styles and needs of students assigned.
5.
Conduct assessment of student learning styles and use results to plan instructional
activities aimed at closing the achievement gap between low-performing students and other
higher performing peers.
6.
Work cooperatively with special education teachers to modify curricula as needed for
special education students according to guidelines established in Individual Education
Plans (IEP).
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
7.
Work with other members of staff to determine instructional goals, objectives, and methods
according to district requirements and aligned to the needs of the low-performing students
in danger of/or not meeting State academic achievement and State academic assessment
standards.
8.
Use technology to strengthen the teaching/learning process and increase the active
participation of all students, especially those that are low-performing and in danger of/or not
meeting the State academic achievment and State academic assessment standards.
STUDENT GROWTH & DEVELOPMENT:
9.
Help students analyze and improve study methods and habits.
10.
Conduct ongoing assessment of student achievement through formal and informal testing.
Document, analyze results and modify instruction in a manner which will ensure the
success of all students, especially those that are low-performing and in danger of/or not
meeting State academic achievement and State assessment standards.
11.
Assume responsibility for after-school tutorials as assigned. Sponsor outside activities
approved by the campus principal that do not conflict with Title I-A guidelines and are not
part of the regular academic school day.
12.
Be a positive role model for students, support mission of school district, and goals of the
Title I-A program.
CLASSROOM MANAGEMENT & ORGANIZATION:
13.
Create classroom environment conducive to learning and appropriate for the physical,
social, and emotional development of students that ensures the active successful
participation of all students, especially those that are low-performing and in danger of/or not
meeting Sttate academic achievement and State assessment standards.
14.
Manage student behavior in accordance with Student Code of Conduct and student
handbook which ensures a safe, positive, supportive, respective learning environment.
15.
Take all necessary and reasonable precautions to protect students, equipment, materials,
and facilities.
16.
Assist in selection of books, equipment, and other instructional materials that are
scientifically, research-based and support the full implementation of the State’s and
District’s curriculum and/or initiatives.
COMMUNICATION:
17.
Establish and maintain open communication by conducting conferences with parents,
students, principals, and teachers.
18.
Maintain a professional relationship with colleagues, students, parents, and community
members.
19.
Use effective communication skills to present information accurately and clearly.
Occassionally, redirect and/or clarify instruction especially for those low-performing
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
students that are in danger of/or not meeting State academic achievement and State
academic assessment standards.
PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS:
20.
Participate in staff development activities to improve job-related skills, especially in the
areas of scientifically, research-based strategies and differentiated instruction to ensure
success for those low-performing students in danger of/or not meeting State academic
achievement and State academic assessment standards.
21.
Keep informed of and comply with Federal, State, District, and school regulations and
policies for classroom teachers.
22.
Compile, maintain, and file all physical and computerized reports, records, and other
documents required and upon request.
23.
Attend and participate in faculty meetings and serve on staff committees as required.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: Maintain emotional
control under stress. Entails frequent standing, stooping, bending, pulling and pushing. Move
small stacks of textbooks, media equipment, desks, and other classroom equipment.
The information contained in this job description is for compliance with the American with Disabilities
Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are
performed by the individual currently holding this position and additional duties may be assigned.
The foregoing statements describe the general purpose and responsibilities assigned to this Title IA job description and are not an exhaustive list of all responsibilities that may be assigned or skills
that may be required.
Employee’s Signature _______________________________ID# ___________Date__________
Administrator’s Signature_________________________________________Date____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Date:
Employee Name:*
Employee ID #:
School or
Department:
Title:
Pay Grade Level:
Science Teacher (Title I-A Funded)
Teacher Hiring Salary - 187 Days
(This position is categorized as contractual under the BISD
Board Adopted Employment Policy DCB Legal)
REPORTS TO:
Campus Principal
The role of the Title I-A Science Teacher is to provide students,
especially those that are low-performing and in danger of/or not meeting State academic
achievement and State academic assessment standards, with appropriate learning
activities and experiences in the foundation curriculum subject area assigned in order to
help them fulfill their potential for intellectual and cognitive growth.
RESPONSIBILITY:
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able
to satisfactorily perform each essential function as listed in the evaluation portion of this document.
The requirements listed below are representative of the knowledge, skill, and/or ability required to
perform the essential functions. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.
PREREQUISITES:
* Bachelor’s Degree from accredited university;
* Valid Texas teacher certificate with required endorsements or
required training for subject and level assigned; and
*Highly qualified status in the subject area, if applicable.
PREFERRED:
* General knowledge of curriculum & instruction;
* Ability to instruct students and manage their behavior; and
* Strong organizational, communication, and interpersonal skills.
LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals,
professional journals, technical procedures, or governmental regulations. Ability to write reports,
business correspondence, and procedure manuals. Ability to effectively present information and
respond to questions from groups of students, parents, colleagues, administrators and the general
public.
MATHEMATICAL SKILLS: Ability to calculate figures and amounts such as discounts, interest,
commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts
of basic algebra and geometry.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid
conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or
diagram form and deal with several abstract and concrete variables.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply
knowledge of current research and theory in the specific field. Ablility to adjust instruction as
needed to accommodate the learning style of low performing students. Ability to establish and
maintain effective working relationships with students, staff and the school community. Ability to
speak clearly and concisely both in oral and written communication. Ability to perform duties with
awareness of all district requirements and Board of Education policies.
PHYSICAL DEMANDS: The physical demands described here are representative of those that
must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.
While performing the duties of this job, the employee is regularly required to sit, talk and hear. The
employee is required to frequently walk and stand. Specific vision abilities required by this job
include close vision, color vision and depth perception. Occasionally, yet essential to the position
the individual must meet deadlines with severe time constraints, interacting with the public and
other workers. Occasionally, the position requires the employee to work irregular or extended
hours, direct responsibility for the safety, and well-being or work output of other people and meet
multiple demands from several people.
WORK ENVIRONMENT:
The work environment characteristics described here are
representative of those an employee encounters while performing the essential functions of this
job. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions. The noise level in the work environment is usually moderate to quiet.
Work is normally performed indoors and occasionally outdoors.
This document describes the various responsibilities and competencies expected of the Title I-A
Science Teacher.
INSTRUCTIONAL DUTIES:
1.
Develop and implement lesson plans that fulfill the requirements of the State’s and District’s
curriculum program and show written evidence of preparation as required.
2.
Prepare lessons that reflect accommodations for differences in student learning styles.
3.
Present subject matter according to guidelines established by Texas Education Agency,
board policies and administrative regulations and will actively engage those low-performing
students in danger of/or not meeting the State academic achievement or State academic
assessment standards.
4.
Plan and use appropriate instructional and learning strategies, activities, scientifically,
research-based materials, and equipment that reflect understanding of the different learning
styles and needs of students assigned.
5.
Conduct assessment of student learning styles and use results to plan instructional activities
aimed at closing the achievement gap between low-performing students and other higher
performing peers.
6.
Work cooperatively with special education teachers to modify curricula as needed for special
education students according to guidelines established in Individual Education Plans (IEP).
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
7.
Work with other members of staff to determine instructional goals, objectives, and methods
according to district requirements and aligned to the needs of the low-performing students in
danger of/or not meeting State academic achievement and State academic assessment
standards.
8.
Use technology to strengthen the teaching/learning process and increase the active
participation of all students, especially those that are low-performing and in danger of/or not
meeting the State academic achievment and State academic assessment standards.
STUDENT GROWTH & DEVELOPMENT:
9. Help students analyze and improve study methods and habits.
10.
Conduct ongoing assessment of student achievement through formal and informal testing.
Document, analyze results and modify instruction in a manner which will ensure the success
of all students, especially those that are low-performing and in danger of/or not meeting State
academic achievement and State assessment standards.
11.
Assume responsibility for after-school tutorials as assigned. Sponsor outside activities
approved by the campus principal that do not conflict with Title I-A guidelines and are not part
of the regular academic school day.
12.
Be a positive role model for students, support mission of school district, and goals of the Title
I-A program.
CLASSROOM MANAGEMENT & ORGANIZATION:
13. Create classroom environment conducive to learning and appropriate for the physical, social,
and emotional development of students that ensures the active successful participation of all
students, especially those that are low-performing and in danger of/or not meeting Sttate
academic achievement and State assessment standards.
14.
Manage student behavior in accordance with Student Code of Conduct and student
handbook which ensures a safe, positive, supportive, respective learning environment.
15.
Take all necessary and reasonable precautions to protect students, equipment, materials,
and facilities.
16.
Assist in selection of books, equipment, and other instructional materials that are
scientifically, research-based and support the full implementation of the State’s and District’s
curriculum and/or initiatives.
COMMUNICATION:
17. Establish and maintain open communication by conducting conferences with parents,
students, principals, and teachers.
18.
Maintain a professional relationship with colleagues, students, parents, and community
members.
19.
Use effective communication skills to present information accurately and clearly.
Occassionally, redirect and/or clarify instruction especially for those low-performing students
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
that are in danger of/or not meeting State academic achievement and State academic
assessment standards.
PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS:
20. Participate in staff development activities to improve job-related skills, especially in the areas
of scientifically, research-based strategies and differentiated instruction to ensure success for
those low-performing students in danger of/or not meeting State academic achievement and
State academic assessment standards.
21.
Keep informed of and comply with Federal, State, District, and school regulations and
policies for classroom teachers.
22.
Compile, maintain, and file all physical and computerized reports, records, and other
documents required and upon request.
23.
Attend and participate in faculty meetings and serve on staff committees as required.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: Maintain emotional
control under stress. Entails frequent standing, stooping, bending, pulling and pushing. Move
small stacks of textbooks, media equipment, desks, and other classroom equipment.
The information contained in this job description is for compliance with the American with Disabilities
Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are
performed by the individual currently holding this position and additional duties may be assigned.
The foregoing statements describe the general purpose and responsibilities assigned to this Title IA job description and are not an exhaustive list of all responsibilities that may be assigned or skills
that may be required.
Employee’s Signature ________________________________ID# ___________Date__________
Administrator’s Signature_________________________________________Date_____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Date:
Employee Name:*
Employee ID #:
School or
Department:
Title:
Pay Grade Level:
Social Studies Teacher (Title I-A Funded)
Teacher Hiring Salary - 187 Days
(This position is categorized as contractual under the BISD
Board Adopted Employment Policy DCB Legal)
REPORTS TO:
Campus Principal
The role of the Title I-A Social Studies Teacher is to provide
students, especially those that are low-performing and in danger of/or not meeting State
academic achievement and State academic assessment standards, with appropriate
learning activities and experiences in the foundation curriculum subject area assigned in
order to help them fulfill their potential for intellectual and cognitive growth.
RESPONSIBILITY:
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able
to satisfactorily perform each essential function as listed in the evaluation portion of this document.
The requirements listed below are representative of the knowledge, skill, and/or ability required to
perform the essential functions. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.
PREREQUISITES:
* Bachelor’s Degree from accredited university;
* Valid Texas teacher certificate with required endorsements or
required training for subject and level assigned; and
*Highly qualified status in the subject area, if applicable.
PREFERRED:
* General knowledge of curriculum & instruction;
* Ability to instruct students and manage their behavior; and
* Strong organizational, communication, and interpersonal skills.
LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals,
professional journals, technical procedures, or governmental regulations. Ability to write reports,
business correspondence, and procedure manuals. Ability to effectively present information and
respond to questions from groups of students, parents, colleagues, administrators and the general
public.
MATHEMATICAL SKILLS: Ability to calculate figures and amounts such as discounts, interest,
commissions, proportions, percentages, area, circumference and volume. Ability to apply concepts
of basic algebra and geometry.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid
conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or
diagram form and deal with several abstract and concrete variables.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
OTHER SKILLS AND ABILITIES: Computer and spreadsheet skills are required. Ability to apply
knowledge of current research and theory in the specific field. Ablility to adjust instruction as
needed to accommodate the learning style of low performing students. Ability to establish and
maintain effective working relationships with students, staff and the school community. Ability to
speak clearly and concisely both in oral and written communication. Ability to perform duties with
awareness of all district requirements and Board of Education policies.
PHYSICAL DEMANDS: The physical demands described here are representative of those that
must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.
While performing the duties of this job, the employee is regularly required to sit, talk and hear. The
employee is required to frequently walk and stand. Specific vision abilities required by this job
include close vision, color vision and depth perception. Occasionally, yet essential to the position
the individual must meet deadlines with severe time constraints, interacting with the public and
other workers. Occasionally, the position requires the employee to work irregular or extended
hours, direct responsibility for the safety, and well-being or work output of other people and meet
multiple demands from several people.
WORK ENVIRONMENT:
The work environment characteristics described here are
representative of those an employee encounters while performing the essential functions of this
job. Reasonable accommodations may be made to enable individuals with disabilities to perform
the essential functions. The noise level in the work environment is usually moderate to quiet.
Work is normally performed indoors and occasionally outdoors.
This document describes the various responsibilities and competencies expected of the Title I-A
Social Studies Teacher.
INSTRUCTIONAL DUTIES:
1.
Develop and implement lesson plans that fulfill the requirements of the State’s and District’s
curriculum program and show written evidence of preparation as required.
2.
Prepare lessons that reflect accommodations for differences in student learning styles.
3.
Present subject matter according to guidelines established by Texas Education Agency,
board policies, and administrative regulations and will actively engage those lowperforming students in danger of/or not meeting the State academic achievement or State
academic assessment standards.
4.
Plan and use appropriate instructional and learning strategies, activities, scientifically,
research-based materials, and equipment that reflect understanding of the different
learning styles and needs of students assigned.
5.
Conduct assessment of student learning styles and use results to plan instructional
activities aimed at closing the achievement gap between low-performing students and other
higher performing peers.
6.
Work cooperatively with special education teachers to modify curricula as needed for
special education students according to guidelines established in Individual Education
Plans (IEP).
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
7.
Work with other members of staff to determine instructional goals, objectives, and methods
according to district requirements and aligned to the needs of the low-performing students
in danger of/or not meeting State academic achievement and State academic assessment
standards.
8.
Use technology to strengthen the teaching/learning process and increase the active
participation of all students, especially those that are low-performing and in danger of/or not
meeting the State academic achievment and State academic assessment standards.
STUDENT GROWTH & DEVELOPMENT:
9.
Help students analyze and improve study methods and habits.
10.
Conduct ongoing assessment of student achievement through formal and informal testing.
Document, analyze results and modify instruction in a manner which will ensure the
success of all students, especially those that are low-performing and in danger of/or not
meeting State academic achievement and State assessment standards.
11.
Assume responsibility for after-school tutorials as assigned. Sponsor outside activities
approved by the campus principal that do not conflict with Title I-A guidelines and are not
part of the regular academic school day.
12.
Be a positive role model for students, support mission of school district, and goals of the
Title I-A program.
CLASSROOM MANAGEMENT & ORGANIZATION:
13.
Create classroom environment conducive to learning and appropriate for the physical,
social, and emotional development of students that ensures the active successful
participation of all students, especially those that are low-performing and in danger of/or not
meeting Sttate academic achievement and State assessment standards.
14.
Manage student behavior in accordance with Student Code of Conduct and student
handbook which ensures a safe, positive, supportive, respective learning environment.
15.
Take all necessary and reasonable precautions to protect students, equipment, materials,
and facilities.
16.
Assist in selection of books, equipment, and other instructional materials that are
scientifically, research-based and support the full implementation of the State’s and
District’s curriculum and/or initiatives.
COMMUNICATION:
17.
Establish and maintain open communication by conducting conferences with parents,
students, principals, and teachers.
18.
Maintain a professional relationship with colleagues, students, parents, and community
members.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
19.
Use effective communication skills to present information accurately and clearly.
Occassionally, redirect and/or clarify instruction especially for those low-performing
students that are in danger of/or not meeting State academic achievement and State
academic assessment standards.
PROFESSIONAL GROWTH & DEVELOPMENT: WORKING CONDITIONS:
20.
Participate in staff development activities to improve job-related skills, especially in the
areas of scientifically, research-based strategies and differentiated instruction to ensure
success for those low-performing students in danger of/or not meeting State academic
achievement and State academic assessment standards.
21.
Keep informed of and comply with Federal, Sstate, Ddistrict, and school regulations and
policies for classroom teachers.
22.
Compile, maintain, and file all physical and computerized reports, records, and other
documents required and upon request.
23.
Attend and participate in faculty meetings and serve on staff committees as required.
MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: Maintain emotional
control under stress. Entails frequent standing, stooping, bending, pulling and pushing. Move
small stacks of textbooks, media equipment, desks, and other classroom equipment.
The information contained in this job description is for compliance with the American with Disabilities
Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are
performed by the individual currently holding this position and additional duties may be assigned.
The foregoing statements describe the general purpose and responsibilities assigned to this Title IA job description and are not an exhaustive list of all responsibilities that may be assigned or skills
that may be required.
Employee’s Signature __________________________________ID# _________Date__________
Administrator’s Signature_________________________________________Date_____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Employee Name:
Employee ID #:
Job Code:
Job Title:
Location:
Salary Level:
FLSA Status:
3175
Title I-A Computer Lab Aide
All Schools
IS3301
Nonexempt
This job description is neither a contract nor a substitute for the official district policy manual, nor is
intended to alter the at-will status of non-contract employees in any way.
SUMMARY
Performs any combination of the following supplemental Title I–A instructional tasks in the
classroom to assist the teaching staff of an elementary or secondary school by reinforcing
instructional material and activities that involve the use of computers while under the direct
supervision of a certified professional
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines,
federal, state and local board policy.
Assists with planning, preparing and developing carious instructional materials such as
bibliographies, charts, and graphs while considering factors such as individuals needs, abilities,
learning levels, and physical limitations of students.
Arranges and adjusts tools, work aids, and equipment used by students in the classroom such as
specially equipped worktables, computers, typewriters, and mechanized page turners.
Assists with special teaching tools, techniques, and equipment.
Assists with the presentation of subject matter to students, using a variety of methods and
techniques such as lecture, discussion, and supervised role-playing.
Assists students, individually or in groups, with instructional assignments to reinforce learning
concepts.
Assists in supervising students throughout the school day, both inside and outside the classroom.
Keeps the teacher informed of any special needs or problems of individual students.
Assists in maintaining a neat and orderly classroom.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Assists the teacher while under direct supervision in keeping administrative records and preparing
required reports.
Performs duplicating work for teacher(s), prepares materials for students.
Creates an environment for learning for the students; utilizes timely, functional and attractive
displays; displays students’ current work and skills which contribute to the present learning
objectives set by the teacher; and maintains an environment that is conducive to learning and
maintains a clean, orderly study area.
Participates in in-service training programs, faculty meetings, and special events, as defined by
and in compliance with Title I-A guidelines, as needed.
Performs any other job-related duties as defined by and in compliance with Title I-A guidelines and
as may be designed by the Campus Principal or designee.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
EDUCATION and/or EXPERIENCE
High School Diploma or General Equivalency Diploma (GED) preferred. Forty-eight (48) college
level hours from an accredited institution of higher education or Associates Degree required. One
(1) year related experience in working with students or parents; experience may be work in churchrelated schools, day campus, youth groups, private schools, licensed daycare centers, or other
similar experience that would be acceptable to the District.
LANGUAGE SKILLS
Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson
plans, operating instructions, and procedure manuals; ability to write routine reports and
correspondence; ability to effectively present information in one-on-one and small group situations
to other employees of the department.
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common
fractions, and decimals; ability to compute rate, ratio and percent and to draw and interpret bar
graphs.
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or
diagram form; ability to deal with problems involving several concrete variables in standardized
situations.
OTHER SKILLS AND ABILITIES
Ability to operate specific equipment or tools; including projects, copiers, and audio-visual
equipment; ability to work with specific computer software; ability to use technology required to
perform the job; fluency in Spanish and English is preferred.
PHYSICAL DEMANDS
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand and walk. The
employee frequently is required to use hands to finger, handle, or feel and talk or hear. The
employee is occasionally required to sit; reach with hands and arms; climb or balance; and stoop,
kneel, crouch, or crawl.
The employee must regularly lift and/or move up to 10 pounds; frequently lift and/or move up to 25
pounds, and occasionally lift and/or more up to 50 lbs. Specific vision abilities required by this job
include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to
adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee
encounters while performing the essential functions of this job. Reasonable accommodations may
be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The foregoing statements describe the general purpose and responsibilities assigned to this job
and are not an
exhaustive list of all responsibilities that may be assigned or skills that may be required as defined
by and in compliance with Title I-A guidelines.
Approved by ________________________________________
Date ____________________
Reviewed by ________________________________________ Date ____________________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Employee Name:
Employee ID #:
Job Code:
Job Title:
Location:
Salary Level:
FLSA Status:
3172
Title I-A Dyslexia Aide
Campuses
IS3301
Nonexempt
This job description is neither a contract nor a substitute for the official district policy manual, nor is
intended to alter the at-will status of non-contract employees in any way.
SUMMARY
Performs any combination of the following supplemental Title I-A instructional tasks in the
classroom to assist the teaching staff of an elementary or secondary school by performing the
following duties while under the direct supervision of a certified professional.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines,
federal, state and local board policy.
Assists with planning, preparing and developing various instructional materials such as
bibliographies, charts, and graphs while considering factors such as individual needs, abilities,
learning levels, and physical limitations of students.
Arranges and adjusts tools, work aids, and equipment used by students in the
classroom such as specially equipped worktables, computers, typewriters, and
mechanized page turners.
Assists with special teaching tools, techniques, and equipment.
Assists with the presentation of subject matter to students, using a variety of methods and
techniques such as lecture, discussion, and supervised role-playing.
Assists students, individually or in groups, with instructional assignments to reinforce learning
concepts.
Creates an effective environment for learning for the students; uses timely, functional and
attractive displays; displays students’ current work and skills which contribute to the present
learning objectives set by the teacher; maintains an environment that is conducive to learning; and
maintains a clean, orderly study area.
Assists in supervising students under the direct supervision of a certified professional throughout
the school day, both inside and outside the classroom.
Keeps the teacher informed of any special needs or problems of individual students.
Assists in maintaining a neat and orderly classroom.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Assists the teacher while under direct supervision in keeping administrative records and preparing
required reports.
Participates in special events as assigned as defined by and in compliance with Title I-A
guidelines.
Provides orientation and assistance to substitute teachers but may never be used in lieu of a
substitute.
Performs duplicating work for teachers(s); prepares materials for students.
Follows established safety procedures and techniques to perform job duties.
Maintains confidentiality.
Maintains a high level of ethical behavior as is expected of all District employees.
Maintains professional growth by attending in-service and meetings as requested/required.
Performs other related duties as defined by and in compliance with Title I-A guidelines and
assigned by the teacher or principal.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
EDUCATION and/or EXPERIENCE
High School Diploma or General Equivalency Diploma (GED) and forty-eight (48) college level
hours from an accredited institution of higher education or Associates Degree are required. One
(1) year of related experience in working with students or parents required; experience may be
work in church-related schools, day camps, youth groups, private schools, licensed day care
centers, or other similar experiences that would be acceptable to the District; ability to obtain a
Texas Education Educational Aide Certification.
LANGUAGE SKILLS
Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson
plans, operating instructions, and procedure manuals; ability to write routine reports and
correspondence; ability to speak effectively before groups of students.
REASONING ABILITY
Ability to apply commonsense understanding to carry out instructions furnished in written, oral, or
diagram form; ability to deal with problems involving several concrete variables in standardized
situations; ability to maintain emotional control under stress; ability to work with others in a
congenial manner at all times.
OTHER SKILLS AND ABILITIES
Ability to use technology required to perform the job.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, walk and
hear, use hands to finger, handle or feel objects, tools or controls, and reach with hands and arms;
climb or balance, kneel, crouch, or crawl. Moderate to frequent bending and stooping is required.
The employee is required to talk, hear and use the telephone. The employee is occasionally
required to sit.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25
pounds, and occasionally lift and/or move up to 100 pounds. Specific vision abilities required by
this job include close vision, distance vision, color vision, peripheral vision, depth perception, and
ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee
encounters
while performing the essential functions of this job. Reasonable accommodations may be made to
enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The foregoing statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that
may be required as defined by and in compliance with Title I-A guidelines.
Approved by __________________________________________________Date_____________
Reviewed by __________________________________________________Date_____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Employee Name:
Employee ID #:
New Job Code:
Job Title:
Location:
Salary Level:
FLSA Status:
3177
Title I-A Library Aide
Schools/Departments
IS3301
Nonexempt
This job description is neither a contract nor a substitute for the official district policy manual, nor is
intended to alter the at-will status of non-contract employees in any way.
SUMMARY
The mission of today’s school library is to help prepare students to enter the information age. To
carry out this mission, the Library Aide, together with the Librarians, assists the administrators and
teachers to ensure that students can effectively locate, access, interpret, evaluate and
communicate information. The Library Aide works under direct supervision of the librarian to help
patrons use the books, audio-visual materials, and equipment.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Assists teachers on the selection and scheduling of materials for classroom instruction.
Assists in providing supplemental instruction to students and teachers in locating and using
materials and equipment, operating copiers, and in using computer programs, compact discs, or
on-line data bases.
Encourages student use of materials to satisfy class assignments.
Functions as a member of the teaching team by accepting one-on-one or small group teaching
responsibilities in students’ use of the library materials.
Instructs the students and teachers on the use of audio-visual and other apparatuses (micro-film,
projectors, etc.)
Assists in providing user guidance in reading, listening, and viewing.
Assists in planning activities to stimulate student and teacher use of library materials and facilities.
Assists the librarian in planning with administrators, teachers and students, individually and in
groups, for effective use of library materials and facilities.
Uses a computerized circulation/catalog system for data entry/deletion of patron and resources
files.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Checks in/out resources; assists with the circulation, return, and book desk and collects fines, as
assigned.
Maintains bulletin boards and other library displays. Changes bulletin boards often, and puts up
current event posters on a monthly basis.
Monitors attendance in the library and keeps daily attendance records.
Prepares materials to be placed on reserve at teacher’s request and maintains the reserve
collection.
Collects and maintains records of student fines and prepares parent notifications as needed.
Assists in shelving books and materials and stores equipment as it is returned.
Assists with inventory and “weeding” procedures.
Assists librarian in keeping administrative records and preparing required reports.
Works with students to maintain an orderly atmosphere.
Maintains an attractive library appearance.
Follows established safety procedures and techniques to perform job duties.
Maintain confidentiality at all times.
Maintains a high level of ethical behavior as is expected of all District employees.
Performs any other duties assigned as defined by and in compliance with federal guidelines, if
funded under Title I-A.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
EDUCATION and/or EXPERIENCE
High School Diploma or General Equivalency Diploma (GED); forty-eight (48) college level hours
from an accredited institution of higher education or Associates Degree required; One (1) year of
related experience and/or training required.
LANGUAGE SKILLS
Ability to read and comprehend simple instructions, short correspondence, and memos; ability to
write simple correspondence; ability to effectively present information in one-on one situations and
small groups to students and other employees of the organization.
REASONING ABILITY
Ability to apply common sense understanding detailed but uninvolved written or oral instructions;
ability to deal with problems involving a few concrete variables in standardized situations; ability to
maintain emotional control under stress; ability to maintain the same high level of ethical behavior
and confidentiality of information as is expected of all District employees.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
OTHER SKILLS AND ABILITIES
Ability to operate specific equipment or tools, including projectors, copiers, and audio-visual
equipment; ability to work specific computer software; ability to use technology required to perform
the job; ability to communicate effectively with others in a congenial manner; ability to file books
following district cataloging system; bilingual (English and Spanish).
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an
employee to
successfully perform the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand, walk, sit, use
hands to finger, handle, or feel objects, tools, or controls, and reach with hands and arms. The
employee is occasionally required to climb or balance, stoop, kneel, crouch, or crawl, and talk or
hear.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25
pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this
job include close vision, distance vision, color vision, peripheral vision, depth perception, and
ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee
encounters while performing the essential functions of this job. Reasonable accommodations may
be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The foregoing statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that
may be required as defined by and in compliance with federal guidelines if funded under Title I-A.
Approved by ____________________________________Date_____________________
Reviewed by ____________________________________Date_____________________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Employee Name:
Employee ID #:
Job Code:
Job Title:
Location:
Salary Level:
FLSA Status:
3176
Title I-A Mobile Computer Lab Aide
Private Non-Profit Schools
IS3301
Nonexempt
This job description is neither a contract nor a substitute for the official district policy manual, nor is
intended to alter the at-will status of non-contract employees in any way.
SUMMARY
Performs any combination of the following supplemental Title I-A instructional tasks in the
computer lab to assist the teaching staff of an elementary or secondary school by reinforcing
instructional material and activities that involve the use of computers.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines,
federal, state and local board policy.
Assists teachers and students in the use of computers, printers, and instructional software
considering factors such as individual needs, abilities, learning levels, and physical limitations of
students.
Works cooperatively with teachers to identify student placement in instructional software.
Assists with special teaching tools, techniques, and equipment.
Performs computer backups on a regular basis.
Inputs data and maintains physical and computerized files on student progress and use of
instructional programs.
Assists in supervising students throughout the school day, both inside and outside the
classroom/computer lab.
Installs a variety of computer programs following complex written instructions.
Assists in maintaining a neat and orderly learning environment.
Maintains current license and certification as specified by the Texas Department of Public Safety.
Drives District mobile computer lab bus; obeys all traffic laws.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Ensures proper condition of bus by performing pre and post trip inspections.
Ensures that improper conditions are reported to the Department of Transportation by completing
a repair order request.
Reports all accidents and incidents no matter how minor, to the Administrator and/or supervisor
immediately
and to the Department of Transportation; completes required reports, and submits them to
appropriate
supervisor.
Maintains records and prepares required reports for school administration, Federal Programs
Administrator/ Title I-A Coordinator.
Prepares materials for students.
Creates an environment for learning for the students; utilizes timely, functional and attractive
displays; displays students’ current work and skills which contribute to the present learning
objectives set by the teacher; and maintains an environment that is conducive to learning and
maintains a clean, orderly study area.
Participates in in-service training programs, faculty meetings, and special events, as needed.
Performs any other job-related duties as may be designed by the Campus Principal, Federal
Programs Administrator/ Title I-A or designee.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
EDUCATION and/or EXPERIENCE
High School Diploma or General Equivalency Diploma (GED) in English required. Forty-eight (48)
college level hours from an accredited institution of higher education or Associates Degree
required. One (1) year related experience working with students or parents; experience may be
work in church-related schools, day campus, youth groups, private schools, licensed daycare
centers, or other similar experience that would be acceptable to the District.
LANGUAGE SKILLS
Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson
plans, operating instructions, and procedure manuals; ability to write routine reports and
correspondence; ability to effectively present information in one-on-one and small group situations
to other employees of the department.
MATHEMATICAL SKILLS
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common
fractions, and decimals; ability to compute rate, ratio and percent and to draw and interpret bar
graphs.
REASONING ABILITY
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or
diagram form; ability to deal with problems involving several concrete variables in standardized
situations.
CERTIFICATES, LICENSES, REGISTRATIONS
Possession of a Class A or B Commercial Drivers License. Certification in the following:
Commercial Drivers License, Defense Driving Course, Texas School Bus Driver Training Course,
(all renewed and current), BISD Training program for School Bus Drivers, and the Texas
Education Agency Motor Vehicle Record Check.
OTHER SKILLS AND ABILITIES
Ability to operate specific equipment or tools; including projects, copiers, and audio-visual
equipment; ability to work with specific computer software; ability to use technology required to
perform the job; fluency in Spanish and English is preferred.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an
employee to successfully
perform the essential functions of this job. Reasonable accommodations may be made to enable
individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand and walk. The
employee frequently is required to use hands to finger, handle, or feel and talk or hear. The
employee is occasionally required to sit; reach with hands and arms; climb or balance; and stoop,
kneel, crouch, or crawl.
The employee must regularly lift and/or move up to 10 pounds; frequently lift and/or move up to 25
pounds, and occasionally lift and/or more up to 50 lbs. Specific vision abilities required by this job
include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to
adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee
encounters while performing the essential functions of this job. Reasonable accommodations may
be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The foregoing statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities that may be assigned or skills that may be
required as defined by and in compliance with Title I-A guidelines.
Approved by ________________________________________
Date ____________________
Reviewed by ________________________________________ Date ____________________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Employee Name:*
Employee ID #:
Job Code:
Job Title:
Location:
Salary Level:
FLSA Status:
3173
Title I-A Pre-K Aide
Campuses
IS3301
Nonexempt
This job description is neither a contract nor a substitute for the official district policy manual, nor is
intended to alter the at-will status of non-contract employees in any way.
SUMMARY
Performs any combination of the following supplemental Title I-A instructional tasks in the
classroom to assist the teaching staff of an elementary or secondary school by performing the
following duties while under the supervision of a certified professional.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines,
federal, state and local board policy.
Assists with planning, preparing and developing various instructional materials such as
bibliographies, charts, and graphs while considering factors such as individual needs, abilities,
learning levels, and physical limitations of students.
Arranges and adjusts tools, work aids, and equipment used by students in the classroom
such as specially equipped worktables, computers, typewriters, and mechanized page
turners.
Assists with special teaching tools, techniques, and equipment.
Assists with the presentation of subject matter to students, using a variety of methods and
techniques such as lecture, discussion, and supervised role-playing.
Assists students, individually or in groups, with instructional assignments to reinforce learning
concepts.
Creates an effective environment for learning for the students; uses timely, functional and
attractive displays; displays students’ current work and skills which contribute to the present
learning objectives set by the teacher; maintains an environment that is conducive to learning; and
maintains a clean, orderly study area.
Assists in supervising students under the direct supervision of a certified professional throughout
the school day, both inside and outside the classroom.
Keeps the teacher informed of any special needs or problems of individual students.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Assists in maintaining a neat and orderly classroom.
Assists the teacher while under direct supervision in keeping administrative records and preparing
required reports.
Assists with inventory, care, and maintenance of equipment.
Attends support classes with students, if needed (i.e.; APE, Music).
Participates in special events as assigned as defined by and in compliance with Title I-A
guidelines.
Provides orientation and assistance to substitute teachers but never be used in lieu of a substitute.
Performs duplicating work for teachers(s); prepares materials for students.
Follows established safety procedures and techniques to perform job duties.
Maintains confidentiality.
Maintains a high level of ethical behavior as is expected of all District employees.
Maintains professional growth by attending in-service and meetings as requested/required.
Performs other related duties as defined by and in compliance with Title I-A guidelines as assigned
by the teacher or principal.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
EDUCATION and/or EXPERIENCE
High School Diploma or General Equivalency Diploma (GED) in English required. Forty-eight (48)
college level hours from an accredited institution of higher education or Associates Degree
required. One (1) year of related experience in working with students or parents; experience may
be work in church-related schools, day camps, youth groups, private schools, licensed day care
centers, or other similar experiences that would be acceptable to the District; ability to obtain a
Texas Education Educational Aide Certification.
LANGUAGE SKILLS
Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson
plans, operating instructions, and procedure manuals; ability to write routine reports and
correspondence; ability to speak effectively before groups of students.
REASONING ABILITY
Ability to apply commonsense understanding to carry out instructions furnished in written, oral, or
diagram form; ability to deal with problems involving several concrete variables in standardized
situations; ability to maintain emotional control under stress; ability to work with others in a
congenial manner at all times.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
OTHER ABILITIES AND SKILLS
Ability to use technology to perform the job.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, walk and
hear, use hands to finger, handle or feel objects, tools or controls, and reach with hands and arms;
climb or balance, kneel, crouch, or crawl. Moderate to frequent bending and stooping is required.
The employee is required to talk, hear and use the telephone. The employee is occasionally
required to sit.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25
pounds,
and occasionally lift and/or move up to 100 pounds. Specific vision abilities required by this job
include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to
adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee
encounters while performing the essential functions of this job. Reasonable accommodations may
be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The foregoing statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that
may be required as defined by and in compliance with Title I-A guidelines.
Approved by __________________________________________________Date_____________
Reviewed by __________________________________________________Date_____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Employee Name:
Employee ID #:
Job Code:
Job Title:
Location:
Salary Level:
FLSA Status:
3178
Title I-A Teacher’s Aide
Campuses
IS3301
Nonexempt
This job description is neither a contract nor a substitute for the official district policy manual, nor is
intended to alter the at-will status of non-contract employees in any way.
SUMMARY
Performs any combination of the following supplemental Title I-A instructional tasks in the
classroom to assist the teaching staff of an elementary or secondary school by performing the
following duties while under the direct supervision of a certified professional.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines,
federal, state and local board policy.
Assists with planning, preparing and developing various instructional materials such as
bibliographies, charts, and graphs while considering factors such as individual needs, abilities,
learning levels, and physical limitations of students.
Arranges and adjusts tools, work aids, and equipment used by students in the classroom
such as specially equipped worktables, computers, typewriters, and mechanized page
turners.
Assists with special teaching tools, techniques, and equipment.
Assists with the presentation of subject matter to students, using a variety of methods and
techniques such as lecture, discussion, and supervised role-playing.
Assists students, individually or in groups, with instructional assignments to reinforce learning
concepts.
Creates an effective environment for learning for the students; uses timely, functional and
attractive displays; displays students’ current work and skills which contribute to the present
learning objectives set by the teacher; maintains an environment that is conducive to learning; and
maintains a clean, orderly study area.
Assists in supervising students under the direct supervision of a certified professional throughout
the school day, both inside and outside the classroom.
Keeps the teacher informed of any special needs or problems of individual students.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Assists in maintaining a neat and orderly classroom.
Assists the teacher while under direct supervision in keeping administrative records and preparing
required reports.
Participates in special events as assigned as defined by and in compliance with Title I-A
guidelines.
Provides orientation and assistance to substitute teachers but may never be used in lieu of a
substitute.
Performs duplicating work for teachers(s); prepares materials for students.
Follows established safety procedures and techniques to perform job duties.
Maintains confidentiality.
Maintains a high level of ethical behavior as is expected of all District employees.
Maintains professional growth by attending in-service and meetings as requested/required.
Performs other related duties as defined by and in compliance with Title I-A guidelines and
assigned by the teacher or principal.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
EDUCATION and/or EXPERIENCE
High School Diploma or General Equivalency Diploma (GED) and forty-eight (48) college level
hours from an accredited institution of higher education or Associates Degree are required. One
(1) year of related experience in working with students or parents required; experience may be
work in church-related schools, day camps, youth groups, private schools, licensed day care
centers, or other similar experiences that would be acceptable to the District; ability to obtain a
Texas Education Educational Aide Certification.
LANGUAGE SKILLS
Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson
plans, operating instructions, and procedure manuals; ability to write routine reports and
correspondence; ability to speak effectively before groups of students.
REASONING ABILITY
Ability to apply commonsense understanding to carry out instructions furnished in written, oral, or
diagram form; ability to deal with problems involving several concrete variables in standardized
situations; ability to maintain emotional control under stress; ability to work with others in a
congenial manner at all times.
OTHER SKILLS AND ABILITIES
Ability to use technology required to perform the job.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, walk and
hear, use hands to finger, handle or feel objects, tools or controls, and reach with hands and arms;
climb or balance, kneel, crouch, or crawl. Moderate to frequent bending and stooping is required.
The employee is required to talk, hear and use the telephone. The employee is occasionally
required to sit.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25
pounds, and occasionally lift and/or move up to 100 pounds. Specific vision abilities required by
this job include close vision, distance vision, color vision, peripheral vision, depth perception, and
ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee
encounters
while performing the essential functions of this job. Reasonable accommodations may be made to
enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The foregoing statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that
may be required as defined by and in compliance with Title I-A guidelines.
Approved by __________________________________________________Date_____________
Reviewed by __________________________________________________Date_____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Brownsville Independent School District
Job Description
Employee Name:
Employee ID #:
Job Code:
Job Title:
Location:
Salary Level:
FLSA Status:
3174
Title I- A 3 Yr Old Prgm Teacher Aide
Campuses
IS3301
Nonexempt
This job description is neither a contract nor a substitute for the official district policy manual, nor is
intended to alter the at-will status of non-contract employees in any way.
SUMMARY
Performs any combination of the following supplemental, Title I-A instructional tasks in the
classroom to assist the teaching staff of an elementary or secondary school by performing the
following duties while under the direct supervision of a certified professional.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:
Assists in upholding and enforcing school rules, administration regulations, Title I-A guidelines,
federal state and local board policy.
Assists with planning, preparing and developing various instructional materials such as
bibliographies, charts, and graphs while considering factors such as individual needs, abilities,
learning levels, and physical limitations of students.
Arranges and adjusts tools, work aids, and equipment used by students in the classroom
such as specially equipped worktables, computers, typewriters, and mechanized page
turners.
Assists with special teaching tools, techniques, and equipment.
Assists with the presentation of subject matter to students, using a variety of methods and
techniques such as lecture, discussion, and supervised role-playing.
Assists students, individually or in groups, with instructional assignments to reinforce learning
concepts.
Creates an effective environment for learning for the students; uses timely, functional and
attractive displays; displays students’ current work and skills which contribute to the present
learning objectives set by the teacher; maintains an environment that is conducive to learning; and
maintains a clean, orderly study area.
Assists in supervising students throughout the school day, both inside and outside the classroom.
Keeps the teacher informed of any special needs or problems of individual students.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Assists in maintaining a neat and orderly classroom.
Assists the teacher while under direct supervision in keeping administrative records and preparing
required reports.
Assists in lifting, changing and feeding students on an as needed basis under the direct
supervision of a certified professional.
Attends support classes with students, if needed (i.e.; APE, Music).
Participates in special events as defined by and in compliance with Title I-A guidelines as
assigned.
Provides orientation and assistance to substitute teachers, but never in lieu of a substitute.
Performs duplicating work for teachers(s); prepares materials for students.
Follows established safety procedures and techniques to perform job duties.
Maintains confidentiality.
Maintains a high level of ethical behavior as is expected of all District employees.
Maintains professional growth by attending in-service and meetings as requested/required.
Performs other related duties as defined by and in compliance with Title I-A guidelines assigned by
the teacher or principal.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty
satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or
ability required. Reasonable accommodations may be made to enable individuals with disabilities
to perform the essential functions.
EDUCATION and/or EXPERIENCE
High School Diploma or General Equivalency Diploma (GED) in English required. . Forty-eight
(48) college level hours from an accredited institution of higher education or Associates Degree
required. One (1) year of related experience in working with students or parents; experience may
be work in church-related schools, day camps, youth groups, private schools, licensed day care
centers, or other similar experiences that would be acceptable to the District; ability to obtain a
Texas Education Educational Aide Certification.
LANGUAGE SKILLS
Bilingual (English and Spanish) is preferred; ability to read and interpret documents such as lesson
plans, operating instructions, and procedure manuals; ability to write routine reports and
correspondence; ability to speak effectively before groups of students.
REASONING ABILITY
Ability to apply commonsense understanding to carry out instructions furnished in written, oral, or
diagram form; ability to deal with problems involving several concrete variables in standardized
situations; ability to maintain emotional control under stress; ability to work with others in a
congenial manner at all times.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
OTHER SKILLS AND ABILITIES
Ability to use technology required to perform the job.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand, walk and
hear, use hands to finger, handle or feel objects, tools or controls, and reach with hands and arms;
climb or balance, kneel, crouch, or crawl. Moderate to frequent bending and stooping is required.
The employee is required to talk, hear and use the telephone. The employee is occasionally
required to sit.
The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25
pounds,
and occasionally lift and/or move up to 100 pounds. Specific vision abilities required by this job
include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to
adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee
encounters while performing the essential functions of this job. Reasonable accommodations may
be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.
The foregoing statements describe the general purpose and responsibilities assigned to this job
and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that
may be required as defined by and in compliance with Title I-A guidelines.
Approved by __________________________________________________Date_____________
Reviewed by __________________________________________________Date_____________
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Counselor’s name
Brownsville Independent School District
_______________
Campus:
____________________
Date:
____________________
Guidance & Counseling Department
Time & Effort Activity Report
2012-2013
Mon, Tues, Wed, Thurs
APPENDIX D
I. Guidance Curriculum
___________________________
# of classroom presentations/
on each topic
A. Self –confidence
B. Motivation to achieve
C. Decision making/problem solving
______√______
______√______
______√______
D. Interpersonal effectiveness
______√______
E.
F.
G.
H.
______√______
______√______
______√______
________√_____
Communication skills
Cross-cultural effectiveness
Responsible Behavior
Orientation
II. Responsive Services
Total
number of classroom presentations:
(Prevention/Intervention/Postvention)
199
____ 211 _____
Total # of
hours: _____
Counselor’s total number of hours
spent under 119 and 211 funds:
_________
o Academic concerns
o Tardiness, absences, truancy
o misbehavior, drop-out prevention
o Relationship concerns
o Physical/sexual/emotional abuse
o Grief loss
o Substance abuse
Total number of students served under this component:
___________________________
Counselor’s total number of hours
spent under 119 and 211 funds:
199
____ 211 _____
Total # of
hours: _____
____
III. Individual Planning
(Advisement/Guidance)
o Educational: acquisition of study skills, awareness of educational
opportunities, course selection, utilization of test scores.
o Career: Knowledge of career opportunities, technical training,
and work habits.
o Personal/Social: Development of healthy self concepts,
adaptive and adjustive social behavior
Total number of students served under this component:_____
IV. System Support
Services/activities that indirectly benefit students
o Staff development you provided
o Faculty meetings, conferences, workshops you attended
o Teacher/administration/Parent consultation
o School improvement planning
o Community contacts/outreach
o RTI / Sp. Ed. Referrals
o GT / Benchmark /STAARS Testing
o Morning /Lunch/ Afterschool Duty
Total number of students served under this component:_____
Counselor’s total number of hours
spent under 119 and 211 funds:
199
____ 211 _____
Total # of
hours: _____
Counselor’s total number of hours
spent under 119 and 211 funds:
199
____ 211 _____
Total # of
hours: _____
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Total hours: _____
Counselor’s name
________________
Brownsville Independent School District
Guidance & Counseling Department
Campus:
__________________
Date:
_____________________
Time & Effort Activity Report
2012-2013
I. Guidance Curriculum
___________________________
# of classroom presentations/
on each topic
___________________________
A. Self –confidence
B. Motivation to achieve
C. Decision making/problem solving
______√______
______√______
______√______
D. Interpersonal effectiveness
______√______
E.
F.
G.
H.
______√______
______√______
______√______
_______√_______
Communication skills
Cross-cultural effectiveness
Responsible Behavior
Orientation
II. Responsive Services
Total
number of classroom presentations:
_________
(Prevention/Intervention/Postvention)
o Academic concerns
o Tardiness, absences, truancy
o misbehavior, drop-out prevention
o Relationship concerns
o Physical/sexual/emotional abuse
o Grief loss
o Substance abuse
Total number of students served under this component:
Counselor’s total number of hours
spent under 119 and 211 funds:
199
____ 211 _____
Total # of
hours: _____
Counselor’s total number of hours
spent under 119 and 211 funds:
199
Total # of
hours: _____
____
III. Individual Planning
(Advisement/Guidance)
o Educational: acquisition of study skills, awareness of educational
opportunities, course selection, utilization of test scores.
o Career: Knowledge of career opportunities, technical training,
and work habits.
o Personal/Social: Development of healthy self concepts,
adaptive and adjustive social behavior
Total number of students served under this component:_____
IV. System Support
Services/activities that indirectly benefit students
o Staff development you provided
o Faculty meetings, conferences, workshops you attended
o Teacher/administration consultation
o School improvement planning
o Community contacts/outreach
o RTI / Sp. Ed. Referrals
o GT / Benchmark /STAARS Testing
o Morning /Lunch/ Afterschool Duty
Total number of students served under this component:_____
____ 211 _____
Counselor’s total number of hours
spent under 119 and 211 funds:
199
____ 211 _____
Total # of
hours: _____
Counselor’s total number of hours
spent under 119 and 211 funds:
199
____ 211 _____
Total # of
hours: _____
Counselor’s Signature: _____________________ Date: _______
Total number of hours for
the week of: _____________________
Principal’s Signature: ______________________ Date: _______
Local Funds (199): _______
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.
Title I, Part A Funds (211): _______
APPENDIX E
Brownsville Independent School District
Special Programs
2012 - 2013
Projected Spending Target Dates
BISD, an equal opportunity employer, does not discriminate on the basis of race, color, national origin, gender, age, or disability in employment
or provision of services programs or activities.