Title I Programs - jcsd.k12.ms.us - 2013/jun 17 2013... · 11. Auditable records of each...

Mississippi Department of Education Office of Federal Programs

FY 2014 Preliminary Consolidated Federal Programs Application

February 2013

Grant Period: July 1, 2013 – September 30, 2015

Mississippi Department of Education Revised February 2013 2

FY 2014 Consolidated Federal Programs Application

Table of Contents

Table of Contents ------------------------------------------------------------------------------- 2 Introduction ---------------------------------------------------------------------------------- 3-5

Section I - Consolidated Plan General Assurances ----------------------------------------------------------------- 6-14 ESEA Goals and Indicators ------------------------------------------------------------ 15

Section II - Local Educational Agency (LEA) Title I Plan Comprehensive Needs Assessment ------------------------------------------------- 16 Title I Plan ---------------------------------------------------------------------------- 16-18 Title I Part A, Parental Involvement --------------------------------------------- 19-21 Private School/Non-Public School Consultation ------------------------------ 22-24 Title I Plan Budget Narrative ------------------------------------------------- 25-27 Title I, Part A Neglected Activities and Expenditures ----------------------- 28 Priority/Focus School Interventions -------------------------------------------- 29

Section III - Title II, Part A Title II Teacher and Principal Training and Recruiting --------------------- 30-32

Section IV - Title III

Title III Intent to Participate Form -------------------------------------------------- 33

Title I Budget Workbook (Excel Spreadsheets) ---------------Under Separate Cover


Mississippi Department of Education FY 2014 Consolidated Federal Programs Application

I. Introduction

Annually, the Mississippi Department of Education (MDE) requires local education agencies (LEA) receiving Title I funds to submit, for approval, a consolidated application, as required by the No Child Left Behind (NCLB) Act of 2001, SEC 1112. This document is designed to help school districts properly utilize allocated federal dollars to positively impact academic improvement by helping low-achieving children meet challenging academic achievement standards in every school across the state. (Section 1001)

II. Program Design The FY 2014 Consolidated Federal Programs Application (SY 2013-2014) is an electronic document comprised of four major components: Consolidated Plan, Budgetary Document, Schoolwide Plan Template, and Targeted Assistance Plan Template. LEAs are required to submit applicable components, depending on the program design. The four components are generally described below:

a. Consolidated Plan – The Consolidated Plan is a Word document that contains legal assurances and key federal program data. This section is designed to collect and evaluate areas of compliance for Titles I and II. LEAs must collect and compile all data from local schools as it relates to each area within this section.

b. Budgetary Document – The Budgetary Document is an Excel file entitled

“FY14 CFPA Budget.” This file contains twelve (12) Excel worksheets. The worksheets are pre-set to automatically transfer data throughout the file. (i.e. When the LEA’s name is entered in cell C2 of the “Cover Page,” the entered name will show automatically on all worksheets.) Worksheets are designed with specific instructions noted in comment boxes.

c. Schoolwide Plan (SWP) Template – This template is an instrument used to aid

in the development of schoolwide plans to improve the academic success of all students.

d. Targeted Assistance Plan Template – This template is an instrument used to

aid in the development of targeted assistance plans to improve the academic success of identified eligible students.


III. Pre-Award Cost

LEAs may incur pre-award costs for Title I Grants to LEAs. Appendix B to part 225, paragraph 31 of OMB Circular A-87 states that pre-award costs are allowable only to the extent that they would have been allowable if incurred after the date of the award. In the event that the Office of Federal Programs makes a determination that an activity paid for by the LEA prior to the date of the award was not allowable, then the LEA may not reimburse itself for the cost of the activity.

IV. Substantially Approvable Form

EDGAR Section 76.708(a) requires all state agencies to substantially approve LEA plans prior to LEA obligation of federal funds. The MDE considers the submission of each LEA’s Consolidated Plan and Budgetary Document, based on the preliminary allocations, as substantially approvable when the MDE staff has determined the LEA’s overall consolidated plan and detailed budget are generally in compliance with allowable usage(s) of federal funds. The MDE staff will further ensure all expenditures are supplemental in nature; however, the responsibility to ensure all expenditures are supplemental remains with the LEA. Upon verification of compliance, an official letter of approval, from the Office of Federal Programs granting spending authority will be issued. Any unallowable expenditures charged to Title funds will result in reimbursement from none federal funds. Once final allocations have been released, all LEAs are required to follow final approval procedures in accordance to the Mississippi Department of Education’s Federal Programs Final CFPA Approval process. Schoolwide and Targeted Assistance Plans will be submitted with verification of LEA approval during each LEA’s full onsite monitoring visit.

V. Submission Process The FY 2014 Consolidated Federal Programs Application (CFPA) is a comprehensive series of documents published by the Mississippi Department of Education. Documents are not to be altered or changed in format. The FY2014 CFPA must be received in the Office of Federal Programs on or before May 31, 2013. Failure to submit the completed application in its entirety by the established deadline may delay the approval of your application and the disbursement of funds to your district. The CFPA documents should be saved in an Adobe PDF format and uploaded to SharePoint. Using your assigned username and password, log into SharePoint (https://sharepoint.ors.ms/districts/Documents) and upload your application into the “FY14” folder by selecting Federal Programs > CFPA > FY14.


Mail all pages requiring original signatures (i.e. Cover Page, Private School Participation Forms, General Assurances...) to the Office of Federal Programs:

Mississippi Department of Education Office of Federal Programs

Attention: Debbie B. Murphy 359 North West Street

P.O. Box 771 Jackson, MS 39205-0771


Section I: General Assurances

This Consolidated Federal Programs Application (CFPA) is for Local Educational Agency

(LEA) use in requesting LEA funds for covered programs under the No Child Left Behind Act of

2001. Each question in the application is directed by the legislation, and the parenthetical

citation with each question indicates the section of legislation that requires the item to be

addressed in this application.

The legislative purpose of these federal funds is to improve teaching and learning to meet

student needs effectively. Ongoing broad-based planning and shared decision-making are

essential for quality programming. This CFPA supports Mississippi LEAs in looking at

increasing student learning and achievement through effective programming, professional

development, parent and community involvement, and provision of a safe, orderly climate

conducive to our teachers teaching and our students learning.

LEA Statement of Assurances

The School Board of (Jackson County School District) approved and recorded in its minutes

the single set of assurances stated below at a meeting held on June 17, 2013 and further

authorized the Superintendent to sign such single set of assurances as required by Section 9306

and to submit an application to the Mississippi Department of Education as required by Section

9305 to receive grants under stated Titles of the No Child Left Behind Act of 2001 and other

applicable Federal programs. Please note the school board approval of these assurances

includes the Schoolwide and/or Targeted Assistance Plans and Budgets.

General Assurances

1. Programs and services are and will be in compliance

with Title VI and Title VII of the Civil Rights Act of

1964. A statement of compliance with Title VI of the

Civil Rights Act of 1964 should be filed with the

Superintendent.


with Title IX (nondiscrimination on the basis of sex)

of the Education Amendments of 1972.

3. Each program or activity conducted by the LEA will

be conducted in compliance with the provisions of

Chapter 2, Prohibition of Discrimination on the Basis

of Sex, as well as all other applicable provisions of

state law prohibiting discrimination on the basis of

sex.


with the Age Discrimination Act of 1975.

5. Programs and services for individuals with

disabilities are in compliance with the Individuals

with Disabilities Education Act. (34 CFR 300, 303,

and 504 of the Rehabilitation Act of 1973)

6. When federal funds are made available, they will be

used to supplement and, to the extent practical,

increase the amount of state and local funds that

would, in the absence of such federal funds, be made

available for the uses specified in the state plan, and

in no case supplant such state or local funds.

Personnel, contracts, materials, supplies, and

equipment purchased with Consolidated Program

funds supplement the basic education program. (34

CFR 200.44, 298.23)

7. All state and federal statutes, regulations, program

plans, and applications appropriate to each program

under which federal or state funds are made available

through this application will be met by the applicant

educational agency in its administration of each

program.

8. The LEA will use fiscal control and fund accounting

procedures that will ensure proper disbursement of,

and accounting for, state and federal funds paid to

that educational agency under each program. (34

CFR 200.20(a)(9)) 9. The LEA will make reports to the state educational

agency or board and to the Secretary of Education as

may reasonably be necessary to enable the state

educational agency or board and the Secretary to

perform their duties and will maintain such records

and provide access to those records as the state

educational agency or board or the Secretary deems

necessary. Such records will include, but will not be

limited to, records which fully disclose the amount

and disposition by the recipient of those funds, the

total cost of the activity for which the funds are used,


the share of that cost provided from other resources,

and such other records as will facilitate an effective

audit. The recipient shall maintain such records for

three years after the completion of the activities for

which the funds are used. (34 CFR 76.722, 76.730,

76.731, 76.734, 76.760; 34 CFR 80.42)

10. Any application, evaluation, periodic program plan,

or report relating to each program will be made

readily available to parents and other members of the

general public.

11. Auditable records of each participating school

program will be maintained on file. (34 CFR

80.42(e))

12. The school site administrators are an integral part of

collecting and reporting all school crime data to

ensure that the Mississippi’s Unsafe School Choice

Option (USCO) Policy is accurately and consistently

completed. The LEA shall submit individual incident

data to the state educational agency. The reporting of

individual incident data, rather than summary data,

will enable more comprehensive and in-depth trend

analyses of school crime, both at the local and

statewide level. 13. The LEA declares that it neither uses nor will use

federal funds for lobbying activities and hereby

complies with the certification requirements of 34

CFR Part 82.

14. The LEA has complied with the certification

requirements under 34 CFR Part 85 regarding

debarment, suspension, and other responsibility

matters.

15. The LEA provides reasonable opportunity for public

comment on the application and considers the

comments. (Section 14306(a)(7)) 16. The LEA will adopt and use proper methods of

administering each program including:

a. enforcement of any obligations imposed by

law on agencies responsible for carrying out

programs and

b. correction of deficiencies in program

operations identified through audits, etc.

(Section 14306(a)(3)(B))

17. The LEA adheres to the applicable provision of the

Education Department General Administrative

Regulations (EDGAR): 34 CFR Parts 76, 77, 79, 80,

81, 82, 85, and 86.

18. The LEA adheres to OMB Circular-87 (the Cost

Principles for State, Local, and Indian Tribal

Governments.)

19. The LEA assures the salary and wage charges will be

supported by proper time reporting documentation

that meets the requirements of OMB A-87.

Constitutionally Protected School Prayer

20. As a condition of receiving federal funds under the

Elementary and Secondary Education Act, as

amended by the No Child Left Behind Act of 2001

(NCLB), the LEA hereby certifies that no policy of

the LEA prevents, or otherwise denies participation

in, constitutionally protected prayer in public

elementary schools and secondary schools, as

detailed in the current guidance issued pursuant to

NCLB Section 9524(a).

Comparability

21. The LEA has established and implemented a district-

wide salary schedule; has a policy to ensure

equivalence among schools in teachers,

administrators, and other staff; and has a policy to

ensure equivalence among schools in the provision of

curriculum materials and instructional supplies.

(Section 1120A(c)(2)(i,ii,iii))

Suspension and Debarment

22. The LEA assures that neither it, nor its principals is

presently debarred, suspended, proposed for

debarment, declared ineligible, or voluntarily

excluded from participation by any Federal

department or agency. (34 CFR §85.225)

Title I, Part A General Assurances

23. Each LEA will use the results of the student

academic assessments required under Section

1111(b)(3) to ensure that all students meet the State’s

proficient level of achievement. The LEA will ensure

that the results from the academic assessments are

provided to parents and teachers as soon as it is

practically possible. (Section 1112(c)(1)(M,N))

24. Each LEA receiving Title I funds is allocating time

and resources to facilitate, coordinate, and integrate

services with the regular program for students most at

risk of failing and who may be an English Learner

(also known as LEP), Individuals with Special Needs,

homeless, migrant, American Indian, and neglected

and delinquent students along with other health and

welfare agencies, if appropriate. (Section 1112(b)(1)

(E)(ii))

25. School eligibility is determined by District wide

criteria for Title I Section 1112(b)(1)(G).

26. Each Title I participant in a Targeted Assistance

Program is identified as being most in need using

consistently applied multiple objective educational

criteria established by the LEA and supplemented by

the school, except that children from preschool

through grade two shall be selected solely on the

basis of such criteria as teacher judgment, interviews

with parents and developmentally appropriate

measures. (Section 1115(b)(l,2,3))


27. The LEA will:

a. If applicable use Title I, Part A as funds to

provide early childhood development

services to low income children and shall

ensure that the services comply with the

performance standards of Head Start,

Reading First, Early Reading First, Even

Start, and other Preschool programs.

(Section 1112(b)(1)(E)(i))

b. Work in conjunction with schools as the

schools develop the schoolwide plans and

implement SWP and Targeted Assistance

programs. (Section 1112(c)(1)(C))

c. Provide for services to current and eligible

former students from migrant families.

(Section 1112(b)(1)(E)(ii))

d. Implement programs and early intervention

for the educationally disadvantaged students

based on scientifically based research.

(Section 1112(c)(1)(E,F)) (§1001(9))

e. Coordinate and collaborate as determined

necessary with other agencies providing

services to children, youth and families

including health and social services. (Section

1112(c)(1)(K))

f. Inform eligible schools and parents of

schoolwide program authority. (Section

1112((c)(1)(A))

g. Ensure that schools that operate schoolwide

programs meet the Title I criteria. (Section

1114)

h. Spend, at a minimum, a per child amount of

the state and local funds, excluding amounts

for state compensatory, as was present

during the preceding fiscal year. (Section

1120A(a))

28. Removed FY 2014.

29. The LEA is maintaining fiscal efforts on behalf of

eligible children to ensure that these funds

supplement the regular program and not the local

efforts to educate eligible children. (Section 6322(A),

Section 1120(A)).

30. The LEA agrees to implement programs, activities,

and procedures for the involvement of parents in

programs assisted under and consistent with Title I

Part A requirements. Such programs, activities, and

procedures shall be planned and implemented with

meaningful consultation with parents of participating

children. Each LEA shall develop jointly with, agree

on with, and distribute to parents of participating

children, a written parental involvement policy. The

policy shall be incorporated into the LEA local plan

and describe how the LEA will:

a. Involve parents in the joint development of

the local plan and the process of school

review for program improvement schools

under Section 1116;

b. Help schools to plan and implement

effective parental involvement activities to

improve student academic achievement and

school performance;

c. Build the schools’ and parents’ capacity for

strong parental involvement;

d. Coordinate and integrate parental

involvement strategies under Part A and

under other programs as specified;

e. Conduct with the involvement of parents, an

annual evaluation of the content and

effectiveness of the parental involvement

policy and use the findings of the evaluation

to design more effective parental

involvement; and

f. Involve parents in the activities of the Title I

schools.(Section 1118(a)(2))

31. 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. The policy shall be made available to the

local community and updated periodically to meet the

changing needs of parents and the school.

32. To ensure effective involvement of parents each LEA

shall provide:

a. Assistance to parents of children served by

the school or LEA, in understanding topics

such as the State’s content standards and

academic assessments, the parental

involvement requirements of Section 1118,

and how to monitor a child’s progress and

work with educators to improve the

achievement of their children.

b. Training to teachers, counselors, principals

and other staff in how to reach out to,

communicate with, and work with parents as

equal partner.

c. Ensure to the extent feasible, the

coordination and integration of various

parental involvement programs.

d. 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.

e. Other reasonable support for parental

involvement activities as parents may

request.(Section 1118(e)(1,2,3,4,5,14))

33. The LEA may also involve parents in activities as

specified in Section 1118(e)(6)-(13). In carrying out

the parental involvement requirements the LEA, to

the extent practicable, shall provide full opportunities

for the participation of parents with limited English

proficiency, parents of children with disabilities, and

parents of migratory children, including providing

information and school reports required under

Section 1111 in format and, to the extent practicable,

in a language such parents understand. (Section

1118(f))


34. No later than the beginning of the 2002-2003 school

year, the LEA will present in an understandable and

uniform format and language that the parents can

understand, the Annual LEA Report Cards. (Section

1111(h)(2))

35. The LEA shall provide high-quality professional

development to enable teachers to become highly

qualified and successful classroom teachers. (Section

1119(a)(1)(B)) The LEA shall develop strategies for

providing professional development for

paraprofessionals, parents and other staff. (Section

1119(b-h))

36. Each LEA shall establish annual measurable

objectives that include an annual increase in the

percentage of highly qualified teachers at each LEA

and school, to ensure that all teachers teaching in

core academic subjects in each public elementary and

secondary school are highly qualified not later than

the end of the 2005-2006 school year. The LEA shall

annually increase the percentage of teachers who are

receiving high-quality professional development to

enable such teachers to become highly qualified and

successful classroom teachers. The LEA may

include such other measures as the State educational

agency determines to be appropriate to increase

teacher qualifications. (Section 1119(a)(2)(3))

37. Classroom teachers who are being assisted by

instructional aides retain their responsibility for the

instruction and supervision of the pupils in their

charge.

38. 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 Title I shall have: completed at least two years

of study in an institution of higher education;

obtained an associate’s (or higher) degree; met a

rigorous standard of quality and can demonstrate,

through a formal State or local academic assessment;

have knowledge of, and the ability to assist in

instructing, reading, writing, and mathematics; or

instructing, reading readiness, writing readiness, and

mathematics readiness, as appropriate. The LEA

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) New Paraprofessionals. (Section 1119

(c) and (d))

39. A local education 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 homeless children and

children in local institutions or community day

school programs for neglected children. (Section

1113(c)(3)(A-C))

40. The LEA has maintained fiscal effort - the combined

fiscal effort per student or the aggregate expenditures

of the LEA from State and local funds for free public

education for the preceding year was not less than 90

percent of the combined fiscal effort or aggregate

expenditures for the second preceding year. (20

U.S.C. §8891), (PL 107-110, Title XIV. §14101 (10),

and §14501(a))

41. The LEA has developed and implemented procedures

for compliance with the comparability requirements

and the compliance documents are updated

biannually. (Section 1120A)

Title I, Part A – Reference Section 1114 (Schoolwide Programs)

42. The school services an eligible school attendance

area in which not less than 40 percent of the children

are from low-income families. (Section 1114(a)(1))

43. The school has received high quality technical

assistance and support from providers of assistance

such as comprehensive technical center, regional

laboratories, institutions of higher education,

educational service agencies, or other local consortia.

(Section 1114(b))

44. A participating school shall use funds 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. (Section

1114(b))

45. A schoolwide program shall include these

components:

a. A comprehensive needs assessment of the

entire school (including taking into account

the needs of migratory children as defined in

Sec. 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)(A).

b. Schoolwide reform strategies that –

i. Provide opportunities for all

children to meet the State’s

proficient and advanced levels of

student performance described in

Section 1111(b)(1)(D).

ii. Use effective methods of

instructional strategies, that are

based on scientifically based

research, that:

1. strengthen the core

academic program in the

school;

2. 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

3. include strategies for

meeting the educational

needs of historically

underserved populations;

4. 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—

a. counseling, pupil

services, and

mentoring

services;

b. 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

5. the integration of

vocational and technical

education; and address

how the school will

determine if such needs

have been met; and

a. are consistent

with, and are

designed to

implement, the

State and local

improvement

plans, if any.

(Section

114(b)(1)(A) and

(B))

c. Instruction by highly qualified teachers. In

accordance with Section 1119 ), 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. (Section

1114(b)(1)(D))

d. Strategies to attract highly qualified teachers

to high-need schools. Section 1114(b)(1)(E))

e. Strategies to increase parental involvement

in accordance with section 1118, such as

family literacy services. (Section

1114(b)(1)(F))

f. Plans for assisting preschool children in the

transition from early childhood programs,

such as Head Start, Even Start, Early

Reading First, to local elementary school

programs. (Section 114(b)(1)(G))

g. Measures to include teachers in the

decisions regarding the use of 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. (Section

114(b)(1)(H))

h. 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. (Section

114(b)(1)(I))

i. 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. (Section

1114(b)(1)(J))

46. A participating school in consultation with the LEA

and its technical assistance provider shall develop a

comprehensive plan for reforming the total

instructional program in the school. (Section 1117)

47. The school maintains a schoolwide process of

developing improvement plans that are broadly

reflective of the socio-economic composition of the

school attendance area, principals, teachers, other

school personnel, parents, and members of the

community in the development of school

improvement plans (including taking into account the

needs of migratory children as defined in section

1909(2)). The school plan describes improvement


efforts related to instruction, auxiliary services,

school environment, and organization. (Section

1114(b)(1))

Title I, Part A, Reference Section 1112(b)(1)

48. The LEA will participate, if selected, in the State

National Assessment of Educational Progress in 4th

and 8th

grade reading and mathematics carried out

under section 303(b)(2) of the National Assessment

of Educational Progress Authorization Act . (Section

1112(b)(1)(F)

Title I, Part A, Reference Section 1112(c)(1)

The LEA will:

49. Inform eligible schools and parents of schoolwide

program authority and the ability of such schools to

consolidate funds from Federal, State, and local

sources;

50. Provide technical assistance and support to

schoolwide programs;

51. Work in consultation with schools as the schools

develop the schools’ plans pursuant to section 1114

and assist schools as the schools implement such

plans or undertake activities pursuant to section 1115

so that each school can make adequate yearly

progress (AYP) toward meeting the State student

academic achievement standards;

52. Removed FY 2014;

53. Provide services to eligible children attending private

elementary schools and secondary schools in

accordance with Section 1120, and timely and

meaningful consultation with private school officials

regarding such services; additionally, the LEA

authorizes participation in and Title I funds to be

released for Cooperative projects and accepts

administrative responsibility for the project or

designates another LEA as the administrative and

fiscal educational agency;

54. Take into account the experience of model programs

for the educationally disadvantaged, and the findings

of relevant scientifically based research indicating

that services may be most effective if focused on

students in the earliest grades at schools that receive

funds under this part;

55. In the case of a LEA that chooses to use funds under

this part to provide early childhood development

services to low-income children below the age of

compulsory school attendance, ensure that such

services comply with the performance standards

established under Section641A(a) of the Head Start

Act; (Section 1112(c)(1)(G))

56. Work in consultation with schools as the schools

develop and implement their plans or activities under

sections 1118 and 1119;

57. Comply with the requirements of Section1119

regarding the qualifications of teachers and

paraprofessionals and professional development;

58. Inform eligible schools of the LEA’s authority to

obtain waivers on the school’s behalf under Title IX

and, if the State is an Ed-Flex Partnership State, to

obtain waivers under the Education Flexibility

Partnership Act of 1999;

59. Removed FY 2014;

60. Ensure, through incentives for voluntary transfers,

the provision of professional development,

recruitment programs, or other effective strategies,

that low-income students and minority students are

not taught at higher rates than other students by

unqualified, out-of-field, or inexperienced teachers;

61. Use the results of the student academic assessments

required under Section1111(b)(3), and other

measures or indicators available to the educational

agency, to review annually the progress of each

school served by the educational agency and

receiving funds under this part to determine whether

all of the schools are making the progress necessary

to ensure that all students will meet the State’s

proficient level of achievement on the State academic

assessments described in Section1111(b)(3) within 12

years from the baseline year described in

Section1111(b)(2)(E)(ii);

62. Ensure that the results from the academic

assessments required under Section1111(b)(3) will be

provided to parents and teachers as soon as is

practicably possible after the test is taken, in an

understandable and uniform format and, to the extent

practicable, provided in a language that the parents

can understand; and

63. Assist each school served by the educational agency

and assisted under this part in developing or

identifying examples of high-quality, effective

curricula consistent with Section1111(b)(8)(D).

Title I, Part A

(Education of Homeless Children and Youth)

64. The LEA will reserve Title I, Part A funds to provide

comparable services to homeless children to ensure

that each homeless child and youth has equal access

to the same free, appropriate public education,

including a public preschool education, as provided

to other children and youth. (Section 1113(c)(3)(A))

65. LEAs need to satisfy the requirements of this section

and coordinate with the McKinney-Vento Homeless

Assistance Act. (Section 1111(a)(1))

66. LEAs in the State will adopt policies and practices to

ensure that homeless children and youths are not

stigmatized or segregated on the basis of their status

as homeless. (PL 107-110, §722(g)(J)(i))

67. LEAs will designate an appropriate staff person, as a

LEA liaison for homeless children and youths, to

ensure equal access to the same free, appropriate

public education. (PL 107-110, §722(g)(J)(ii))

68. LEAs will adopt policies and practices to ensure that

transportation is provided to homeless children and

youths, at the request of the parent or guardian, to


and from the school of origin. (PL 107-110, §722

(g)(J)(iii))

Title I, Part A

Private Non-Profit School Participation 69. The LEA shall, after timely and meaningful

consultation with appropriate private school officials,

provide to those children and their teachers or other

educational personnel, on an equitable basis, special

education services or other benefits that address their

needs under the following programs:

a. Title I, Part A

b. Title II, Part A and D

c. Title III, Part A

d. Title IV, Part B

70. Educational services for private school children,

teachers and other educational personnel shall be

equitable in comparison to services and other benefits

for public school children, teachers, and other

educational personnel participating in the program

and shall be provided in a timely manner. (PL 107-

110, §9501(a)(3))

Title I, Part A

Participation of Private Non-Profit School

Students 71. The LEA will provide services to eligible children

attending private elementary and secondary schools

in accordance with Section 1120, and timely and

meaningful consultation with private school officials

regarding such services. (Section 1112(c)(1)(F))

72. Title I services for private school students are on an

equitable basis with public school students, taking

into account the number of students served and the

special educational needs of such students. The

expenditures are equal to the per pupil expenditures

of the public schools. (Section 1120(a))

73. Private school representative(s) were consulted by

public school officials during the planning of the

compensatory education program regarding selection

of participants, identification of needs, provision of

services, program evaluation, capital expenses

reimbursement, and preparation of the application.

(Section 1120; 34 CFR 200.51))

74. The selection criteria for private school participants

are the same as those for public school participants.

(Section 1120(b)(1)(A-E)); (34 CFR 200.31)

75. Public school personnel providing services to private

school students are not involved in the internal

administration of the private schools nor are private

school personnel given any control or authority over

the internal decisions of the public school district's

implementation of Title I programs for private school

students. (Section 1120(c)(1)-(3)); (34 CFR 200.50)

76. LEAs receiving reimbursement for capital expenses

under ESEA Title I will use such funds to serve

eligible children in public and private schools who

were adversely effected by the LEA's expenditure of

these funds. (Section 1120(e)(B)(3),(4)); (34 CFR

200.58)

77. Title I services or other benefits, including materials

and equipment, shall be secular, neutral, and non-

ideological. (Section 1120(a)(2))

78. The LEA maintains and will provide upon request to

the State educational agency a written affirmation

signed by officials of each participating private

school that the consultation required by Section

1120(b) of the No Child Left Behind (NCLB) Act of

2001 has occurred. (Section 1120(b))

Title I, Part A and Part D

Neglected or Delinquent Students Program 79. An LEA, serves each student who has been identified

for funding purposes from 5 to 17 years of age and in

a local neglected or delinquent institution program

for a minimum of 20 hours per week. (Section

1412(a)(1)(A)(ii))

80. The needs of students are assessed upon enrollment

and periodically thereafter, to identify students at risk

of failing to meet State standards. Assessment results

for students are on file at each participating site

and/or custodial agency. (Section 1112(b)(1), §1416,

§1431)

Title II, Part A, Reference Section 2122(b) The LEA will:

81. Target funds to schools within the jurisdiction of the

local educational agency that have the lowest

proportion of highly qualified teachers, have the

largest average class size, or are identified for school

improvement under Section1116(b);

82. Comply with Section9501 (regarding participation by

private school children and teachers).

83. The LEA conducted a comprehensive and

collaborative needs assessment that involved

teachers, paraprofessionals, principals, parents and

other relevant school personnel. The results are used

to create a plan that increases the number of highly

qualified teachers in every classroom in core

academic subjects, increase the percentage of

teachers participating in high quality professional

development including training on effective

instructional strategies, and in use of State academic

content standards and assessments. (Section 2122(c))

84. The LEA developed a plan for the use of Title II, Part

A funds based on the needs assessment and that the

plan demonstrates the integration of other relevant

Federal, State and local program funds. (Section

2122(b)(1)(B)(3)(4))

85. The LEA developed and incorporated in their plan an

assessment that provides for annual yearly progress

that objectively measures the impact of authorized

activities such as professional development, teacher

and principal incentives, class size reduction,

recruitment and training of teachers, and how it

results in significantly closing the achievement gap of


low-income and minority students from other

students. (Section 1119(b)(1)(A))

86. The LEA plan, and authorized activities, gives

priority of resources for professional development

and authorized activities to teachers in low-

performing schools. (Section 2122(3)(c))

87. The LEA will use funds to meet the requirements

contained in Title II, Part A, and all other applicable

provisions of the ESEA Reauthorization of 2001 and

will submit necessary documentation of compliance

with requirements upon request. (Section 2121)

88. The LEA assures that neither it, nor its principals is

presently debarred, suspended, proposed for

debarment, declared ineligible, or voluntarily

excluded from participation by any Federal

department or agency. (34 CFR 85.225)

Title IV, Part A, Reference Section 4114(d) The LEA will:

89. Fund activities or programs that comply with the

principles of effectiveness described in

Section4115(a) and foster a safe and drug-free

learning environment that supports academic

achievement.

90. Use funds under this subpart (Title IV, Part A) to

increase the level of State, local, and other non-

Federal funds that would, in the absence of funds

under this subpart, be made available for programs

and activities authorized under this subpart, and in no

case supplant such State, local, and other non-Federal

funds.

91. That the LEA is in compliance with the State law

required by subsection (b) 107. requiring LEAs to

expel from school for a period of not less than 1 year

a student who is determined to have brought a

firearm to a school, or to have possessed a firearm at

a school, under the jurisdiction of LEAs in that State,

except that such State law shall allow the chief

administering officer of an LEA to modify such

expulsion requirement for a student on a case-by-case

basis if such modification is in writing. (Section

4141(b)(1))

LEA Name: Jackson County School District The following people have read the above assurances and will adhere to them for

the implementation of the federal programs included in this application. The signatures below indicate approval of the expenditures and

assurances described, including the budget pages:

Required Signatures: Dr. Barry Amacker [email protected] Superintendent (Typed Name and Signature) Date E-mail address Kenneth A. Fountain [email protected] LEA Board President (Typed Name and Signature) Date E-mail address Dr. Susan Benson [email protected] Title I Director/Coordinator (Typed Name and Signature) Date E-mail address

Mississippi Department of Education 14 Revised February 2013

MISSISSIPPI CONSOLIDATED APPLICATION CONTENTS

ESEA Goals, ESEA Indicators, State Performance Targets

Accountability, especially as it is reflected in student achievement results, drives the consolidated

application’s contents. The following Elementary and Secondary Education Act (ESEA) performance

goals and indicators cut across the ESEA programs included in the application and reflect the key No

Child Left Behind Act of 2001 goal of improved achievement for all students.

The Mississippi Department of Education adopts the following five goals and the corresponding

indicators and agrees to submit targets and baseline data related to the goals and indicators identified in

the application. The Mississippi Department of Education must report performance targets for each

indicator and baseline data for the targets to the United States Department of Education (USDE) as a

part of the Consolidated State Performance Report. Please see U.S. Department of Education

Accountability Workbook: Mississippi Reading/Language Arts (page 27) and Mathematics (page 29) for

Annual Measureable Objectives.

Performance Goals and Indicators

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better

in reading/language arts and mathematics.

1.1 Performance Indicator: The percentage of students, in the aggregate and for each subgroup, who are at or above

the proficient level in reading/language arts on the State’s assessment. (Note: These subgroups are those for

which the ESEA requires State reporting, as identified in Section 1111(h)(1)(C)(i).)

1.2 Performance Indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above

the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those for which the

ESEA requires State reporting, as identified in Section 1111(h)(1)(C)(i).)

1.3 Performance Indicator: The percentage of Title I schools that make adequate yearly progress.

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic

standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1 Performance Indicator: The percentage of limited English proficient students, determined by cohort, who have

attained English proficiency by the end of the school year.

2.2 Performance Indicator: The percentage of limited English proficient students who are at or above the proficient

level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

2.3 Performance Indicator: The percentage of limited English proficient students who are at or above the proficient

level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

Performance Goal 3: By 2005-2006, all students will be taught by highly qualified teachers.

3.1 Performance Indicator: The percentage of classes being taught by ―highly qualified‖ teachers (as the term is

defined in section 9101(23) of the ESEA), in the aggregate and in ―high-poverty‖ schools (as the term is defined

in section 1111(h)(1)(C)(viii) of the ESEA).

3.2 Performance Indicator: The percentage of teachers receiving high-quality professional development (as the

term, ―professional development,‖ is defined in Section 9101(34) of the ESEA).

3.3 Performance Indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and

parental involvement assistants) who are qualified. (See criteria in Section 1119(c) and (d).)

Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to

learning.

4.1 Performance Indicator: The number of persistently dangerous schools, as defined by the State.

Performance Goal 5: All students will graduate from high school.

5.1 Performance Indicator: The percentage of students who graduate from high school each year with a regular

diploma, --disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and

status as economically disadvantaged.

5.2 Performance Indicator: The percentage of students who drop out of school, --disaggregated by race, ethnicity,

gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.

http://orshome.mde.k12.ms.us/ors/accountability/2010/Accountability_Workbook_MS_Revised_9.doc

http://orshome.mde.k12.ms.us/ors/accountability/2010/Accountability_Workbook_MS_Revised_9.doc


Section II: Local Education Agency (LEA) Title I Plan

The descriptions should be specific and written in a manner that the users of the plan (LEA and school personnel, parents, as well as MDE and federal monitors) are able to understand, implement, and monitor the LEA’s Title I plan. All questions must be answered in their entirety.

Section II-A Comprehensive Needs Assessment 1. Describe the identified needs, including the baseline data, which will be addressed through

Title I, Part A funds. The Jackson County School District (JCSD) is rated by the MS Department of Education as a high performing school district. The District met annual growth achievement. All schools within the district met AYP, with the exception of St. Martin and Vancleave Upper Elementary Schools. These two schools failed to meet AYP in language and mathematics. The student group that did not met AYP was the students with disabilities. Less than 30% of the students with disabilities scored proficiently or above at these two schools in language and mathematics. The District will focus additional efforts at the two upper elementary schools. The data from MCT2 indicated that the area of language arts was an area of weakness in the upper elementary schools, grades 3-5. The mean score for grade five improved from 149.7 to 151.3 with the percentage on minimal/basic scores decreasing from 43.6% to 40.5%. Based upon this data, the Jackson County School District has identified this as a targeted area of intervention for the 2012-13 school year. Title I and district funds will be used to increase the number of students scoring proficient and above in the language arts and mathematics areas. Title I, Part A, funds will be used for materials, tutoring and specific remediation programs for students showing minimal and basic in these areas. The District is fully accredited by the MS Department of Education. The graduation and completion rates are well above the state average, while the dropout rate is below the state average. The per pupil expenditure is much lower than the state average. The District surveyed parents, community members, staff members, and students. Of those surveyed, 77% agreed with how the federal funds were spent in the 2012-2013 School Year. Of those surveyed, 98% are satisfied with the way the students were treated by the teachers, administrators, and counselors.

2. Describe the strategies and/or actions for meeting each identified performance goal and

indicator that the LEA will be using with Title I, Part A funds. Fund usage will be driven by

identified needs. Performance Goal 1: By 2014-2015, all students will reach high standards, at a minimum attaining

proficiency or better in reading/language arts and mathematics. The JCSD will provide tutors,

consultants, and research based programs focusing on improving the number of students scoring at

proficiency levels specifically students with special needs and other struggling students at the Vancleave

and St. Martin Upper Elementary Schools in language and mathematics. The District met AYP and all

performance goals and indicators according to the latest MCT2 results, with the exception of Vancleave

and St. Martin Upper Elementary Schools. Even though the District has met AYP, all of the Performance


Goals, and all of the indicators, the areas of Reading/Language and Writing appear to be area in need of

additional interventions except for the students with disabilities. Additional supports have been put in

place by the school and district teams. The areas of need will be focused upon with expanded teaching

strategies and technology. The District will utilize expert data coaches to work specifically with teachers

and principals to increase the rigor in instruction and to understand data in regards to making

instructional improvements.

Tutorial assistance will remain an important part of support. These will occur during and after school.

The district will utilize highly qualified staff to provide this assistance. The Curriculum Director will

continue to provide data that will be analyzed and used by the schools. Curriculum teams from each

subject area will meet this summer to review assessments and revise curriculum pacing guides and

prepare for implementing common core standards in grades 3-5. Implementation of grades K-2 occurred

last year. Reading Assistant and Reading Coach will be utilized to ensure all students who struggle in

reading are reading proficiently prior to exiting the Title I Schools. Each student‟s reading progress will

be monitored and continuous supports will be provided to ensure success.

Performance Goal 2: All limited English proficient students will become proficient in English and reach

high academic standards, at a minimum attaining proficiency or better in reading/language arts and

mathematics. ELL students met AYP in the JCSD. Efforts will continue to ensure progress will continue.

Students with the greatest need will always receive priority in instructional modes and their participation

in the reading programs will be priority. This includes all ELL students.

Performance Goal 3: By 2005-2006, all students will be taught by highly qualified teachers. Last year

only one physical education teacher was not highly qualified. The teacher was highly qualified to teach

mathematics; therefore, she was placed in a mathematics class for the upcoming school year. JCSD has

100% of the teachers highly qualified for the 2012-2013 school year. All paraprofessionals are highly

qualified. The District will continue to hire highly qualified teachers. The district has identified

professional development needs in these areas that will be implemented during the year. Thinking Maps

and the 12 Powerful Words were great professional development tools utilized this past year. We will

provide follow-up this year with these and also instructional coaching and best practices for English

Language Learners.

Performance Goal 4: All students will be educated in learning environments that are safe, drug free,

and conducive to learning. The JCSD has a drug-free policy for all campuses and offices. The JCSD

also mandates that all employees undergo drug testing prior to being hired by the District. The

District will continue the efforts to maintain a drug free environment for all students and employees. The District provides a safe, drug free environment that is conducive to learning. The District has a very

low drop-out rate, however, the District has determined the students who drop out of school correlate

with the students who struggle with reading. The District monitors the drop-out rate monthly and works

with students to help meet their needs and keep them in school. The District is providing additional

reading supports in all of the schools. The high schools will continue a remedial reading program to help

ensure that all students are reading on grade level. This will also help reduce the drop-out rate even

more, thus increasing the graduation rate.


Section II-B Title I Plan 1. Describe student academic assessments, if any, that are in addition to the state required

academic assessments used: (Section 1112(b)(1)(A)(i)(ii)(iii)(iv))

a. to determine the success of children in meeting the State student academic achievement standards, and to provide progress toward meeting the State student standards;

The Jackson County School District (JSCD) will use district assessments (DA‟s) that are

aligned with the JSCD curriculum pacing guides. These pacing guides are based upon

the Mississippi Department of Education Curriculum Frameworks. These assessments

are created, revisited, and revised (if needed) each summer under the direction of the

District Curriculum Director and other experts, which may include consultants and

teachers representing each school in the district. All assessments are scanned and scored

using MAP and EZ Progress Monitoring system. Each teacher and administrator in the

district has immediate access to student performance data. Students are remediated

based on the data gleamed from the test administration. Principals schedule grade level

meetings to discuss student performance and to design appropriate intervention or

remediation strategies.

b. to assist in diagnosis, teaching, and learning in the classroom in ways that best

enable low-achieving students served with Title I, Part A funds to meet State student achievement academic standards and do well in the local curriculum;

The JCSD implemented the common core standards in grades k-2 in the 2011-2012 school year and will implement in 3-5 in the 2012-2013 school year. The JSCD will utilize results

from iSTEEP, District Assessments, Children‟s Progress and data from the computer based

programs funded by Title I. Grade level teams and District funded interventionists will review

this data and report results to the principal. Each school also has a Vision Team that includes

parent representation. The results of these meeting are also discussed at the District level and

district wide changes are made annually.

c. to determine what revisions are needed to projects funded with Title I, Part A funds so that children meet the State student academic achievement standards; and

Principals meet with the Federal Program‟s Director on a monthly basis. Possible changes,

deletions or revisions will be discussed and conscious reached. Adjustments to the district‟s

Title I plan will be made at that time. Professional development plans are reviewed/revised on

an annual basis.

d. to identify students who may be at risk for reading failure or who are having

difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments.


All students in grades K-8 in the JSCD will be screened using the iSTEEP universal screening

tool. This data will be used to identify low performing students. Teachers, with support of the

school level Teacher Support Teams, will develop and implement strategies and interventions

to ensure that individual student deficit areas are remediate. In addition, all students in

grades 1-12 will participate in the Scholastic Reading Inventory (SRI) three times per year.

This web based reading assessment provides a Lexile level for each child based on reading

Comprehension. Growth will be charted throughout the year for each student.

The needs of English Language Learners (ELL) will be identified by initially assessing

specific students using the WIDA ACCESS Placement Test (WAPT for students in grade 1

and higher) or the K-WAPT (WIDA ACCESS Placement test for kindergarten students).

English Language Learners will be supported through a variety of supplemental programs

including, but not limited to the following: Rosetta Stone, Imagine Learning and Compass.

All ELL students will be assessed annually using the World-Class Instructional Design and

Assessment (WIDA).

2. Describe how additional educational assistance will be provided to individual students

assessed as needing help in meeting the State standards. (Section 1112(b)(1)(C)) The Jackson County School District uses universal screeners to identify students who might need

additional assistance. These students will be progress monitored and the intervention teams will use the

data from various sources to track student progress and make recommendations for interventions.

The Jackson County School District will provide additional assistance to students identified as needing

extra assistance in meeting State Standards by providing in-school and/or after school tutoring. Each

school will decide which form of tutoring is best for their students. Tutoring will be provided by highly

qualified staff. Students may be provided one-on-one, small group, or computer assisted tutorial using

various software programs based on recommendations by the Intervention Team.

Homework assignments and newsletters will be provided via internet, webpage, or hard copy. The school

district will also continue to purchase Home Connection newsletter that is distributed to all parents. This

newsletter contains helpful tips for parents on helping their child with academics and other school

issues. In order to meet the needs of our ELL students, Jackson County School District will administer

WIDA. The district will continue to hire ELL tutors to give further assistance with these students. This

assistance will include weekly tutorial services, progress monitoring, and home support.

3. Describe how the district will coordinate programs under Title I, Part A and Title II to provide

professional development for teachers and principals, and if appropriate, pupil services personnel, administrators, parents, and other staff, including local LEA level staff. (Sections 1118 & 1119) (Section 1112(b)(1)(D)) The District‟s Comprehensive Need Assessment results indicated that the district should continue to use

a majority of the Title II funds for class size reduction. However, we will take a percentage off the top for

professional development. Through our Comprehensive Needs Assessment, District and State Assessment

and Accountability Results, Vision Team meetings, technology surveys and school professional

development surveys, we have identified professional development needs for the 2012-2013 school year.


These include training for paraprofessionals, effective practices in accomplishing the ELL standards,

increase training in technology, teaching thinking skills, DOK, teaching of writing skills, Three Tier

process, and classroom management. The district will utilize a combination of funding sources to meet

these needs. These sources include but are not limited to Title I, Title II, district, HEAP Grant, IDEA

funds, and ELL funding, if allowable. Parent training will also be provided through Title I funds.

Teachers will complete an evaluation form after each professional development session to describe what

they learned and how they will implement it in their classroom. Teachers who attend off campus

professional development activities will share this training in regular staff meetings. Surveys will be

conducted at the end of the year to evaluate the effectiveness of the training sessions. In addition to each

of these evaluations and assessments, the District will do a comprehensive needs assessment survey

available online to identify any additional needs validated by administrators, teachers, staff, parents, and

students. The needs of this survey will also be incorporated into the District‟s professional development

efforts.

4. Describe how the district will coordinate and integrate services provided with other educational services such as: [Section 1112(b)(1)(E)(i)(ii)]

a. Even Start, Head Start and other preschool programs, including plans for the transition of participants in such programs to local elementary school programs; and

Jackson County‟s Curriculum Coordinator will continue to work with Head Start teachers

and elementary teachers to ensure a smooth transition of all preschool students as they enter

elementary school. Kindergarten Discovery will still be a part of this transition.

Kindergarten Discovery is a three day orientation of parents and children. Pamphlets and

other items will be purchased to distribute to parents on these days. These pamphlets will

include but will not be limited to information regarding attendance, academics, child

development, and parent involvement.

During the 2011-2012 school year, local pre-schools and Head Start facilities will be invited

to use our reading and math labs. Teacher resource materials will be available for checkout

from these establishments and Jackson County School District will provide a virtual copy of

the Mississippi Department of Education‟s Pre-Kindergarten Curriculum. Local preschool

teachers will be invited to plan with our kindergarten teachers.

b. Services for children with limited English proficiency, children with disabilities,

migratory children, neglected or delinquent youth, Indian children, homeless children, and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

The Jackson County School District has board approved policies that cover the enrollment

process for students with limited English proficiency, children with disabilities, migratory

students, neglected and delinquent youth, and homeless children. Each school will follow


these policies during the enrollment process and provide the proper documentation to the

central office.

Services for children with limited English Proficiency are provided through a combination of

Title I, District, and Title III funds. The district hires two full-time English Language tutors

and Title III funds provide two part time certified teachers, one who is bilingual. Language

based computerized programs such as Imagine Learning and Compass provide instruction.

We also provide Rosetta Stone, dictionaries, parent homework guides, computers, software,

and consumable and technology materials for use in the classroom and the ELL resource

room. Title I funds are used for classroom supplies and other research based programs.

For our Migrant students, we coordinate with the Migrant Program through Mississippi

State. Jackson County School District will continue to conduct monthly meetings where the

directors of all departments and all principals collaborate to ensure the district is not

duplicating services for students and/or fragmenting an individual student‟s instructional

program.

The District does not have a neglected or delinquent institution within the school district

boundaries. However, we have an agreement with the Jackson County Youth Court. Students

from the district that are placed in this facility receive services from the center. The district is

notified and students are counted as present. The District will provide appropriate services for any and all neglected and/or delinquent youth and/or Indian children within our district. Title I, the District, and Homeless grant funds are coordinated to provide additional services, such as tutoring, supplies, uniforms, course fees, field trip fees, bookbags, etc. to homeless children and immigrant children to increase program effectiveness and reduce fragmentation of the instructional program.

5. Describe the poverty criteria that will be used to select school attendance areas by indicating

the source of data and the method of collection. If school(s) eligible for services are bypassed then, they must submit along with the CFPA, documentation that meets the requirements of Section 1113(b)(1)(D)(i)(ii)(iii). The district uses Free and Reduced data from March 2013 and the enrollment report for the same period

(seventh month) to determine the poverty rate for each school, which is 56.36%. The district serves

schools in the grade span K-5, although one of the schools in the grade span 6-12 has a higher poverty

ratio than the lowest of the K-5 schools. This decision is based on the fact that the limited federal

resources seem best targeted at students in the lower grades as the district attempts to ensure that all

students are proficient readers by the time they leave elementary school. The Jackson County School

District does not have any schools that have a 75% free/reduced lunch count. All of these schools met the

requirements in section 1113. Our two highest poverty schools are title I schoolwide schools.

6. Describe the schoolwide and/or targeted assistance programs to be conducted in the LEA’s

schools and where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children and for neglected and delinquent children in community day school programs. (Section 1112(b)(1)(H)and (I)) and (Sections 1114 & 1115)


The Jackson County School District operates seven (7) School Wide programs. Each school has an

approved plan that was developed by a team of stakeholders. Reading/Language Arts and Mathematics

are addressed in each plan. Our school wide plans are reviewed and revised annually.

After each plan is developed, a district wide collaboration meeting is held to share plans and discuss

needed changes. Copies of each school‟s plan is shared with staff either by way of stakeholders‟

conducting meetings with grade levels or by providing a hard copy of the plan to each certified staff

member. Parents are notified in a newsletter that plans are available for review at their child‟s

respective school.

The District does not have a neglected or delinquent institution within the school district boundaries.

However, we have an agreement with the Jackson County Youth Court. Students from the district that are

placed in this facility receive services from the center. The district is notified and students are counted as

present.

If additional services are needed, the district employs two Homebound Teachers who can be utilized.

Students who are neglected will receive the same services as any other student. Each school has at least

one counselor paid through district funds. Each of the three High Schools has two counselors. These

counselors work with DHS, Attendance Officers, Singing River Mental Health, and other community

resources, if services are needed. The district also employs a family counselor. In summary, neglected or

delinquent students will receive appropriate services.

7. Describe how the district will ensure that migratory children and formerly migratory children

who are eligible to receive services are selected to receive such services on the same basis as other children who are selected to receive services under Title I. (Section 1112(b)(1)(J))

The District invites representatives from the State wide migrant office will be invited to attend our

district counselor‟s meeting. We solicit their assistance in the identification of migrant students. We

utilize Title I and District funds in providing needed services. District registration forms have questions

that capture whether a student is migrant. The district also has policies and procedures in Board policy

for migrant students. Through our surveys and registration information, counselors are able to make

needed referrals to other agencies if needed. District paid interventionists assist in assessments and

recommendations for additional academic services. The district also assures that each student has the

necessary supplies, materials, and uniforms.

8. Describe how the LEA will use funds under Title I to support preschool programs such as

Head Start and Even Start (if appropriate). (Section 112(b)(1)(K))

The 2012-2013 school year will be a continuation of district planning for establishing and possibly

implementing a 4 year old preschool program or expanding our reach into the community to collaborate

at a higher level with existing pre-school programs.

During the past school year, local pre-schools and Head Start facilities were invited to use our reading

and math labs. Teacher resource materials were and will continue to be available for checkout from

these establishments and Jackson County School District will provide a hard copy of the Mississippi

Department of Education‟s Pre-Kindergarten Curriculum. Preschools and Head Start were invited to


attend virtual field trips funded by Title I. This invitation was also extended to parents with preschool

children.

Preschool teachers will be invited to plan with our kindergarten teachers. Additionally, preschool

teachers will be invited to professional development that Jackson County School District will provide.

This training will be specific to preschool curriculum and instruction. Kindergarten teachers and

kindergarten teachers will be invited to attend this training session as well.

Jackson County‟s Curriculum Coordinator will continue to work with Head Start teachers and

elementary teachers to ensure a smooth transition of all preschool students as they enter elementary

school. Kindergarten Discovery will still be a part of this transition. Kindergarten Discovery is a three

day orientation or parents and children. Pamphlets and other items will be purchased to distribute to

parents on these days. These pamphlets will include but will not be limited to information regarding

attendance, academics, child development, and parent involvement.

9. Describe how the LEA plans to implement, if necessary, public school choice and

supplemental education services (SES). (Section 1112(b)(1)(M))

The Jackson County School District is not in improvement. If we were to become in school improvement

in the future, we would follow all procedures mandated by MDE and NCLB. We would notify parents,

offer students the option to transfer within district, arrange transportation and develop an Action Plan.

For SES, the district would again notify parents, offer SES to low income families and provide

information about SES providers.

10. Describe the steps the LEA has taken or will take to ensure that all teachers and

paraprofessionals are highly qualified. (Section 1119)and (Section 1112(b)(1)(N))

Paraprofessionals are not hired in the district, if they do not meet the highly qualified status.

The district has planned training available for Title I paraprofessionals for the 2012-13 school year

funded through the district.

The district will participate in the Teacher Center Career Fair and other University fairs to recruit

highly qualified staff, should we have openings available. At this time, due to the budget reduction,

the district does not have any openings for teachers or paraprofessionals. There is a long list of

applicants who are highly qualified, if a position becomes available.

The district has a Technology Training Center that offers technology training year round at no cost

to teachers and staff. This training is offered after school hours to ensure the students receive

instruction from their highly qualified teacher.

The district requests interim licenses for certain fields where highly qualified teachers are not found

(ex. Speech pathology, vocational classes). The district monitors these teachers and provides access

to professional development activities to assist them in becoming highly qualified.

The district allocates funds to each school from the district budget for professional development.

Each principal submits a Certificate of Compliance with regards to Highly Qualified staff.

11. Describe your LEA’s policy on how it will provide services to homeless children including funds reserved to provide services comparable to homeless children who do not attend


participating Title I schools including related support services to children in shelters and other locations where children may live. (Section 1112(b)(1)(O)) (1113(c)(3)(A))

The District Policy JBCB-Education of the Homeless School Age Children outlines our procedures for

addressing homeless students. The District Homeless Liason works with counselors and principals to

ensure compliance. Each school completes a Homeless Needs Assessment. During the registration

process in July, a homeless application is completed by each family. These forms are also given when

parents enroll students during the year. These forms are kept on file at each school and at the central

office. Names are submitted to the Food Service Department and the student receives free lunch. An

amount is from Title I have been allocated to assist those Homeless students that are not in Title I

schools. Tutoring and related transportation, if needed is provided at no cost to students from district

and Title funds. The District did provide transportation to a student during the 2012-2013 school year

when she and her mother were at a shelter. Counseling services are available to all students. The

Homeless grant, Title I, district funds, along with donations from community organizations help to fund

special items for children in need, such as uniforms, school supplies, backpacks with food for the

weekend, etc. The district provides special funding for field trips and other services at no cost to the

student.

12. Describe how the LEA uses funds under Title I to support after school, before school, and summer school programs. (Section 1112(b)(1)(Q))

Teachers and school teams identify students with the greatest need and provide tutorial services after

school. The district also offers a Summer Reading Program. Student progress is evaluated to determine if

there is an increase in student performance.


Section II-C Title I, Part A - Parental Involvement

MUST BE FULLY completed.

1. An LEA must reserve funds for parental involvement activities for parents of private school

children who participate in Title I, Part A activities from the amount the LEA has reserved for parental involvement. These funds must be reserved by the LEA before any allocation of funds to its respective school attendance areas and schools. The amount of funds reserved for these activities must be proportionate to the number of private school children from low-income families residing in participating public school attendance areas. Please describe the process used to determine the set aside amount for private schools, if applicable. (Sections 200.65 and 200.77 of the Title I Regulations)

The Jackson County School District does not have private schools located in the district boundaries.

However, we do provide funds based upon eligible students to cooperatives to serve students of our

district at private schools in other districts‟ boundaries.

2. Section 1118(a)(3)(A) requires an LEA to reserve not less than one percent of its Title I,

Part A allocation to carry out parental involvement programs, activities, and procedures. This requirement does not apply if one percent of such allocation is $5,000 or less. Section 1118(a)(3)(B) requires LEAs to involve parents in the decisions regarding how funds reserved under Section 1118(a)(3)(A) are allotted for parental involvement activities. Describe how the school has involved parents in the decisions regarding how funds reserved under Section 1118(a)(3)(A) are allotted for parental involvement activities.

The seven Title I schools in the Jackson County School District use multiple avenues to involve

parents in the decisions regarding the use of funds reserved for parent involvement activities. The

District honors parents from each school at a school board meeting to demonstrate appreciation for

their help and involvement within the district. The District has a Title I Parent Advisory Team made

up of a parent from each school. This year we used the parent of the year nominee from each school.

This team met to give input on parent involvement activities. Each school also has Parent Advisory

Team that provides input into the school program. The District and each school also have a parent

representative on the Vision Team, which helps to provide input for global school programming and

budget issues. Parents are informed about the Parent Involvement allocation through the school

website and at parent meetings. The District also uses on-line questionnaires, parent advisory team,

PTO Monthly Meetings, Mid-Year Planning Meetings, Newsletters, and Parent Information Night

Meetings to inform and receive input from parents. Listed below is a breakdown of each school‟s

efforts to involve parents.

St. Martin East and St. Martin North invites parental participation through surveys, questionnaires

(paper format, ConnectEd, etc). Parents are asked for input at biannual meetings. Parents serve as

representatives on the Title I committee and the Vision Team.

East Central Upper Elementary School involves parents in decisions about how the 1 percent of Title

I , Part A funds reserved for parental involvement are spent. Parents and community leaders are


informed of the amount designated for parental involvement during four different meetings: Building

Leadership Meeting, PTO Monthly Meeting, Annual Title I Planning Meeting, and the Community

and Parent Appreciation Brunch. At each meeting parents and community leaders were given

opportunity for input into how the money would be spent.

At Vancleave Lower Elementary, parents receive information about the Title I plan and the parent

involvement funds through newsletters, survey information, website, and parent meetings. Feedback

from parents and the community came during meetings, through e-mail communication, by telephone,

and through surveys. Twice a year specific meetings are offered to review and revise the existing

parent involvement policy, expenditures related to the contents of the parent involvement policy, and

the parent compacts. Consensus decisions from those who attend are reached before the policy and

expenditures are enacted.

East Central Lower Elementary involves parents through the annual meeting, surveys, parent/teacher

conferences, volunteer breakfast and parent training meetings. Parents are also members of the

schoolwide title planning committee that plans, reviews, and oversees the Title program at the

school. This committee provides input into all parent involvement activities.

Vancleave Upper Elementary and St. Martin Upper uses parent focus meetings, surveys, PTO Parent

Information Night as well as annual and midyear meetings to obtain parent input on activities and

how funds are utilized.

3. Please describe the strategies and programs the LEA uses to implement effective parental involvement in programs assisted under Title I, Part A as required in Section 1118. (Attach a copy of the LEA’s Parental Involvement Policy)

Parent Involvement is a priority in the Jackson County School District. All parents including parents

of ELL, Special Education, and Homeless have many opportunities to be partners in their child‟s

education. Our overall goal is to provide parenting skills, understanding of the school, and

classroom environment and encourage participation in school activities. Activities at the school and

district level include the activities listed below:

Parent Training Workshops- these workshops focus on district assessments, district textbooks

and curriculum, understanding MCT2 results, and strategies to implement in the home

setting.

Kindergarten Discovery Days- parents attend with their students on selected days. Parents

are provided information, resources, and participate in a day‟s schedule.

Literacy workshops-Parents and their families are invited to participate in literacy training

and receive resource materials.

Volunteer Days- parents are encouraged to volunteer on selected days at the school.

Activities for extended family members- these include grandparent‟s days, fall festivals, and

other activities.

Parent /Teacher Conferences- conferences are scheduled with parents to review progress and

to offer assistance for students experiencing academic and behavioral problems.


Descriptor Term: BBFA TITLE 1 PARENTAL INVOLVEMENT ISSUE DATE: 7-19-04 REVISED: 2-9-09 Jackson County School Di strict Page 1 of 2 The Jackson County School District acknowledges t he importance of Parental Involvement as a vital, integral part of the implementation of its Title I program. It is the Di strict’s goal to increase parental involvement at the District and School level. To accomplish this goal, the District shall: 1. Convene a district wide and/or building le vel annual meeting of the parents of Title I schools to : a. Discuss the development of the District’s Title I plan. b. Discuss the process of reviewing and providi ng input into the improvement of the district and school plan. c. Discuss with parents the activities and programs available through Title I funding. d. Inform parents of their right to provide input in the design and implementation of the Title I program. e. Provide parents an opportunity to establis h mechanisms for maintaining a continuous communication among parents, teachers, administrators, and Title I personnel through the website, meetings, on-line communicatio n tools, and newsletters. This information will be given to parents in a language or manner that is understandable to parents. 2. Maintain a copy of this policy on the Distri ct’s website and to make copies of the policy available to Title I parents without access to internet. 3. The District will provide coordinatio n and technical assistance and other necessary supports to assist Title I schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance through meetings at the district and school level, professional development activities and the District’s Vision Team. 4. District Title I personnel will be available to assist schools in building capacity for strong parental involvement by the following: a. Disseminating information from the State Department regarding the assessment model and mandated academic standards. b. Providing materials and trainings in the area of parent involvement. c. Provide training to all Title I staff in appropriate means of communicating to parents, especially parents of English Language Learners. 5. Coordinate, to the ex tent possible, Title I parental involvement with programs such as Head Start, State-run preschool programs and other programs for early intervention. 6. Assess annually the effectiveness of parental involvement policy in improving academic quality of the schools served and to determine if modifications are needed to increase parental participation through needs assessments and the Vision Team.

Descriptor Term: BBFA TITLE 1 PARENTAL INVOLVEMENT ISSUE DATE: 7-19-04 REVISED: 2-9-09 Jackson County School Di strict Page 2 of 2 7. Support the training of parent s to work with their children in the home and to participate in activities which build good home and school partnerships. 8. Provide parents of Title I sch ools with reports on the children’s progress. 9. Adopt parental compacts annually with parent input. 10. Schools will discuss with parents how the compact relates to the child’s individual achievement. 11. Provide activities, meetings, etc. at various times of the day to meet the needs of parents.

http://jcsd.k12.ms.us/policies/section%20B/As-BBFA.pdf#page=1





Descriptor Term: BBFA TITLE 1 PARENTAL INVOLVEMENT ISSUE DATE: 7-19-04 REVISED: 2-9-09 Jackson County School Di strict Page 1 of 2 The Jackson County School District acknowledges t he importance of Parental Involvement as a vital, integral part of the implementation of its Title I program. It is the Di strict’s goal to increase parental involvement at the District and School level. To accomplish this goal, the District shall: 1. Convene a district wide and/or building le vel annual meeting of the parents of Title I schools to : a. Discuss the development of the District’s Title I plan. b. Discuss the process of reviewing and providi ng input into the improvement of the district and school plan. c. Discuss with parents the activities and programs available through Title I funding. d. Inform parents of their right to provide input in the design and implementation of the Title I program. e. Provide parents an opportunity to establis h mechanisms for maintaining a continuous communication among parents, teachers, administrators, and Title I personnel through the website, meetings, on-line communicatio n tools, and newsletters. This information will be given to parents in a language or manner that is understandable to parents. 2. Maintain a copy of this policy on the Distri ct’s website and to make copies of the policy available to Title I parents without access to internet. 3. The District will provide coordinatio n and technical assistance and other necessary supports to assist Title I schools in planning and implementing effective parent involvement activities to improve student academic achievement and school performance through meetings at the district and school level, professional development activities and the District’s Vision Team. 4. District Title I personnel will be available to assist schools in building capacity for strong parental involvement by the following: a. Disseminating information from the State Department regarding the assessment model and mandated academic standards. b. Providing materials and trainings in the area of parent involvement. c. Provide training to all Title I staff in appropriate means of communicating to parents, especially parents of English Language Learners. 5. Coordinate, to the ex tent possible, Title I parental involvement with programs such as Head Start, State-run preschool programs and other programs for early intervention. 6. Assess annually the effectiveness of parental involvement policy in improving academic quality of the schools served and to determine if modifications are needed to increase parental participation through needs assessments and the Vision Team.






Descriptor Term: BBFA TITLE 1 PARENTAL INVOLVEMENT ISSUE DATE: 7-19-04 REVISED: 2-9-09 Jackson County School Di strict Page 2 of 2 7. Support the training of parent s to work with their children in the home and to participate in activities which build good home and school partnerships. 8. Provide parents of Title I sch ools with reports on the children’s progress. 9. Adopt parental compacts annually with parent input. 10. Schools will discuss with parents how the compact relates to the child’s individual achievement. 11. Provide activities, meetings, etc. at various times of the day to meet the needs of parents.


Title I, Part A - Parental Involvement Reservation Narrative

To be completed by LEAs who have private schools and/or reserve over the obligated 1%

Name of LEA

Amount Reserved $ Budget worksheet #2; item A4 Column V

Section 1118(a)(3)(C) of ESEA

Proposed Activities

Description of Activity Amount of Reservation

Pri

vate

R

eser

vat

ion

Parental Involvement Activities for Private School Children

Activities to be determined from consultation with private school(s)

LE

A L

evel

Par

enta

l In

vo

lvem

ent

LEA Parental Involvement Activities

Family Literacy and Parenting Skills

Parental Involvement Activities

95% of 1% Allocated to Schools (100% of 1% is an option)

Other Proposed Expenditures




To

tal

Must equal amount reserved above:

$


Title I, Part A - Parental Involvement

Reservation and 1% Narrative To be completed by ALL LEAs reserving funds

1. Name of LEA Jackson County School District

2. Amount Reserved $9,858.00 Budget worksheet #2; item A4 Column I

2a. Private School Portion (if applicable) 17.98

2b. Public Schools Portion: This amount must be at least 95% of the LEAs obligated (1%) reservation. 9366.00

2c. LEAs Portion: This amount may be 5% of the LEAs obligated (1%) reservation. 475.02

Section 1118(a)(3)(C) of ESEA

Proposed Activities

Description of activity Amount of Reservation

Pri

vate

R

eser

vat

ion

Parental Involvement Activities for Private School Children

Activities to be determined from consultation with private school(s)

17.98

LE

As

Po

rtio

n

up

to

5%

LEA Parental Involvement Activities Home & School Connection newsletter for parents 475.02

Other Proposed Activities

Sch

oo

ls P

ort

ion

95

%

Family Literacy and Parenting Skills

Parental Involvement Activities

95% Allocated to schools (total 100% if LEA is not using its 5%)

Presenter fees for Reading workshop for parents, Family literacy night, Reading Fair workshop, Common Core Parent University, Materials to make Survival Guide books as a parent resource, newsletters, Common Core parent supplies for parents.

9365.00




To

tal

Must equal amount reserved above item #2: 9858.00


Section II-D Private/Non-public School Affirmation Form 2013-2014

Section 1120(b) of the No Child Left Behind Act and Section 200.63 of the Tile I regulations require that timely and meaningful consultation occur between the local education agency (LEA) and private school officials prior to any decisions that affect the opportunities of eligible private school children, teachers, and other educational personnel to participate in programs under this Act. In addition, LEAs shall continue consultation throughout the implementation and assessment of activities under this section. This form should be completed by the public school officials and presented to private/non-public school officials for documenting Affirmation of Consultation. The private school administrator is required to sign this form. The Needs Assessment/Program Planning and Program Timelines are additional recommended documents for LEAs with participating private/non-public schools. These documents can be

located at http://www.mde.k12.ms.us/federal-programs/federal-programs---title-i-basic/private-schools. Please note: All LEAs are required to obtain counts for private/non-public school students from low-income families as of April 30 annually.

The following topics must be discussed during the ongoing consultation process:

how the LEA will identify the needs of eligible private school children; what services the LEA will offer to eligible private school children; how and when the LEA will make decisions about the delivery of services; how, where and by whom the LEA will provide services to eligible private school children, including a thorough

consideration and analysis of the views of the private school officials on the provision of services through a contract with a third-party provider;

how the LEA will assess academically, the services eligible private school children receive in accordance with §200.10 and how the LEA will use the results of that assessment to improve Title I services;

the size and scope of the equitable services that the LEA will provide to eligible private school children and in accordance with §200.64, and the process used to proportion the funds and determine the amount of funds that will be allocated to provide these services;

the method or sources of best available data that the LEA and the private school officials will use under §200.78 to determine the number of private school children from low-income families residing in participating public school attendance areas;

the equitable services the LEA will provide to teachers and families of participating private school children; the provision of a copy of the Title I application to private school officials, if requested; if the LEA disagrees with the views of the private school officials on the provisions of services through a contract,

the LEA must provide the private school with the reasons, in writing, as to why the LEA chooses not to use a contractor.

Participation Information (Check the appropriate box.)

Title I, A

Basic

Yes

Title II, A

Teacher Quality

Yes

Title III

English Language Learners

Yes

Other: Please List

Yes

(Or) Declining Services

No

No

No

No

Name of Public School Official

Name of Public School Official

Name of Private/Non-Public School Administrator

Public School Official Signature Date Signed Private/Non-Public School Administrator Signature

Date Signed

Local Educational Agency (LEA) Private School Name

http://www.mde.k12.ms.us/federal-programs/federal-programs---title-i-basic/private-schools


Intent to Participate Form [Enter School District]

[Enter School Year] Date: ________________

Private/Non-Public School Name: _________________________ School Code: __________

Address: ____________________________________________________________________ Phone: ______________________ Fax: ___________________ E-mail: _________________ Private/Non-Public School Administrator: ________________________________________

Name of Public School Official: ________________________________________________

Phone: _______________________ E-mail: _______________________________________ Enrollment: Pre-K_____ K_____ 1_____ 2_____ 3_____ 4_____ 5_____ 6_____ 7____ 8_____ 9_____ 10_____ 11_____ 12_____ Total_____

Please place a check next to all programs* in which you would like your students and teachers to participate. (Private school students and teachers may receive benefits, services, and materials from these programs. Private schools do not receive direct funding from these programs. The LEA always maintains control of the funds.) ___ Title I, Part A – Improving Basic Programs Operated by Local Educational Agencies (LEAs)

Title I, Part A provides supplementary instruction by public school teachers or through a third-party contractor to students who are educationally disadvantaged and failing or most at risk of failing to meet high academic standards and who live in Title I participating public school attendance areas.

___ Title I, Part C – Education of Migratory Children Migrant Education provides financial assistance to improve education for migrant children.

___ Title II, Part A – Preparing, Training, and Recruiting High Quality Teachers and Principals

The Teacher and Principal Training and Recruiting Fund provides assistance for preparing, training, recruiting, and retaining high quality teachers. Private school teachers, principals, and other educational personnel are eligible to participate in professional development activities to the extent that the LEA uses funds to provide for professional development, but at least to the FY 2001 levels for private school teachers’ professional development.


___ Title III, Part A – English Language, Acquisition, Language Enhancement, & Academic Achievement Act The Language Instruction for Limited English Proficient (LEP) and Immigrant Students program provides funds for helping LEP students attain English proficiency and meet the same challenging State academic standards required of all students.

___ Title IV, Part B – 21st Century Community Learning Centers The 21st Century Community Learning Centers (21st CCLC) program provides before-and after-school services to children and their families that include academic enrichment activities, particularly for students who attend low-performing schools, to help them meet State and local student performance standards in core academic subjects.

_____ Yes, I am interested in my students, teachers, and families participating in ESEA Programs for the 20___ - 20___ school year. _____ No, I am not interested in my students, teachers, and families participating in ESEA Programs for the 20___ - 20___ school year.

Administrator’s Signature: _______________________________ Date Signed: _________

Note: Some programs listed above are discretionary programs and the LEA may not necessarily participate in them.


Section II-E Title I, Part A, Budget Narrative

Title I Plan

Districtwide BUDGET NARRATIVE – SAMPLE

District:

Indicate the use of funds. The following categories should be used: Supplies, Travel, Contractual, Salaries/Benefits, Administration, Equipment, and other. Use the description column to detail the computations used to arrive at the total amount indicated for each category. This information should include a detailed description of the costs and a clear, concise description of the computations used to arrive at the total amounts indicated. A sample budget is provided below:

CATEGORY AMOUNT DESCRIPTION

SALARIES / BENEFITS (100-199) (200-299)

$53,422.00 1 full-time Reading Facilitator: salary = $44,150.00 / benefits = 9,272.00 = 53,422.00

Purchased Professional and Technical Services (300-399)

$15,000.00 Contract with MECE (Math Professional Development) = $50,000.00; supporting the instructional program and its administration

Purchased Property Services (400-499)

$50,000.00 Service Agreements (copy machines)

Other Purchased Services (500-599)

$25,000.00 Travel and Per diem; Student Transportation;

Supplies (600-699)

$2,000.00 General Supplies (pencils, crayons, construction paper, laminating film, file folders, color paper) (LAE)

Property (700-799)

$50,000.00 30 Desktop Computers = 30,000.00 20 Desktop Printers = 20,000.00

Other Objects (800-899)

Dues and Fees; Miscellaneous Expenditures

Other Use of Funds (900-999)

Miscellaneous Other Uses – Other Uses not classified above


ADMINISTRATION (20% of total allocation)

$60,000.00 All administrative expenses reflect on the central office budget worksheet: (report all, administrative cost categories in this area, i.e. salaries/benefits, supplies, travel, contractual, equipment, other, indirect cost.)

TOTAL $XXX,XXX.00


Section II-E Title I, Part A, Budget Narrative

Title I Plan

Districtwide BUDGET NARRATIVE

District: Jackson County School District Indicate the use of funds. The following categories should be used: Supplies, Travel, Contractual, Salaries/Benefits, Administration, Equipment, and Other. Use the description column to detail the computations used to arrive at the total amount indicated for each category. This information should include a detailed description of the costs and a clear, concise description of the computations used to arrive at the total amounts indicated. A sample budget is provided on the previous page. Expenditures should reflect cost district wide (to include Central Office and all schools).

CATEGORY AMOUNT DESCRIPTION

SALARIES / BENEFITS (100-199) (200-299)

594,796.16 3 Paraprofessionals @ ECL = 73,000.00 3 Assistants @ ECU= 88,952.11 2 Assistants & 1 Technology Asst. @ SME = 83,000.00 3 Assistants & Technology Asst. @ SMN = 106,391.16 Title I Assistants & 1 CSR Teacher @SMU = 66,909.00 1 Interventionist/Reading Lab & 1 TST/Interventionist @ VCL = 62,000.00 1 TST Coor. & Title Teacher (1/2 salary paid from Title I), Teacher Assistants salaries @VCU = 74,135.70 Tutors at SMU – 28,786.00 Tutors at VCU = 10,844.30 Tutors at ECU = 777.89

Purchased Professional and Technical Services (300-399)

12,000.00 Professional Development for SME = 7,000 HQ staff to attend workshops related to Reading, Launguage Arts and Science = 5,000 - SME

Purchased Property Services (400-499)


Other Purchased Services (500-599)

SUPPLIES – Supplies (600-699)

53,145.64 Various software renewals for: BrainPop, Compass with MAP component, Accelerated Reader, Dibels, remediation supplies, instructional materials, library AR books, supplemental materials/teacher resources.

EQUIPMENT – Property (700-799)

64,233.20 Hardware for upgrades to remediation labs, laptops/computers, printers, handhelds, hardware, classroom computers

ADMINISTRATION (20% of total allocation)

260,198.12 80% Title I and Title II bookkeeper, 20% Title I funds secretary, 60% Title I funds for Curriculum Director. 77,787.00 Cost Pool – 30,370.40 (80% Federal Programs Bookkeeper Salary) Professional Development – 49,200.10 Homeless Reservation – 4,000.00 Parental Involvement, District Portion – 475.02 Parental Involvement, School Portions – 9366.00 Travel Reimbursements – 5000.00 Comprehensive Needs Surveys – 10,634.94 Misc. Office supplies – 5,000.00 Software – 9365.06 Computers to increase student achievement in reading and math – 58,999.60

Other Objects (800-899)

Other Use of Funds (900-999)

1,427.88 Private School Reservation – 1,320.00 Private School, PD portion – 89.90 Private School, PI portion – 17.98

TOTAL 985,801


Section II-F Title I, Part A, Neglected Activities and Expenditures An LEA that receives Title I, Part A funds for Neglected children must provide services to children that reside in their Local attendance area and are defined as “neglected.” If applicable, each LEA must provide below specific descriptions and costs of proposed activities in the following approved categories as defined by Section 1112(b)(1)(E)(ii) and Section 1424.

Allowable Category Proposed Activity Cost Tutoring Activities

Alcohol and Drug Counseling

Evaluation of health and social services designed to improve the likelihood that at-risk students will complete their education

Special activities to meet the unique needs of participating students (i.e. Speech Therapist, and/or Anger Management)

Activities for mentoring and peer mediation

Career Counseling

Supplies and Materials

Other (please describe)

TOTAL MUST EQUAL Allocation for Neglected Services: (The Neglected allocation is a portion of the total Title I, Part A allocation)


Section II-G Priority/Focus Schools Interventions and Expenditures An LEA with one or more school(s) identified as Priority must use an amount up to 20 percent of their current Title I allocation to provide interventions designed to improve student achievement. An LEA with one or more school(s) identified as Focus must set aside a minimum of 10% of the school Title I Allocation for interventions. Identify on the charts below a narrative description of each proposed activity and cost related to Priority and or Focus Schools. Please direct allowability questions related to funds usage with Priority schools to the Office of School Recovery.

Priority Schools School Name Proposed Activity Cost

TOTAL Reservation of Priority Schools:

Focus Schools School Name Proposed Activity Cost

TOTAL Reservation of Focus Schools:


Section III Title II, Part A – Teacher and Principal Training and Recruiting

1. Provide a descriptive summary of your comprehensive needs assessment highlighting leading factors surrounding professional development activities and the need for class size reduction teachers. (Section 2122(b)(8)) The district used multiple sources in identifying the needs of the district in the area of professional

development and the need for Class Size Reduction Teachers. The district utilized an online needs

survey, Individual Professional Development School Surveys, evaluations from teachers who

participated in the New Teacher Mentoring Program, Vision Team Meeting Summaries, and Minutes

from Administrator Meetings. From these sources, the Superintendent, Assistant Superintendents,

Curriculum Director, Federal Programs Director, District Test Coordinator, and Principals

reviewed the data and summarized the needs of the district. For example, the data from the Jackson

County Comprehensive Needs Assessment showed that 84% of respondents agreed that federal

funds were used effectively at the schools, (i.e., Title II Class size reduction teachers are effective).

In the areas of achievement and professional development the overwhelming need was for additional

training in the delivery of instruction in the areas of Science, Social Studies, and health. Other data

showed that the principals and teachers who participated in the Thinking Maps, Data Driven

Decisions, and Classroom Management sessions felt that these were some of the best trainings that

the district has offered and requested follow-up sessions for next year. Title I tutoring was perceived

favorably and felt that it should continue. Teachers felt that the TST process was difficult, but the

district has provided effectively professional development. Evidence of this was a cleared monitoring

visit by the MDE Office of Special Education. Parents overwhelmingly reported that they are given

sufficient opportunities for parental involvement. Eighty-five percent (85%)of parents agreed (85%)

that students and teachers work well with each other and demonstrate respect of one another. Eighty-

two percent (82%) stated the schools have sufficient parent involvement activities.

Ninety-four percent (100%) of teachers expressed that they believe instructional activities involve

students actively engaged in the learning process. Teachers also voiced continued and mark concern

for more effectively addressing inappropriate student behavior, which may sometimes compete with

instructional time. Teachers requested a continuation of the data driven instruction and student

engagement professional development activities in language arts and math. Teachers, parents, and

the community felt the students could be more motivated to do their best work, while 74% of the

students indicated they were motivated to do their best work. Ninety-six percent (96%) of teachers,

parents, students, and community members felt their school implements a curriculum based on

expectations for student learning that has been fully aligned with the requisite knowledge, skills, and

attitudes. The same percentage (96%) indicated their school has a shared purpose and direction. The

school has a collaborative and ongoing process for improvement that aligns the functions of the

school with the expectations for student learning. Finally, teachers continued to be concerned about

the number and length of district and state assessments. Ninety-six (96%) of the teachers reported the

school leaders have established processes to develop the vision and improvement efforts for each

school.

MUST BE FULLY completed.

(A response is required to each item whether or not Title II, Part A funds are used to implement

the activity. Use additional sheet(s) if necessary)


2. Describe the activities to be carried out and how they are aligned with challenging state standards. (Section 2122(b)(1)(A)(i)) The district is committed to State Performance Goal 1, which states that by 2013-14, all student will

reach high standards, at a minimum attaining proficiency or better in reading/language arts and

mathematics. To continue this process, a committee of consultants, administrators, and teachers

review/revise our curriculum based on the Mississippi Frameworks in the areas of reading/language

arts and mathematics. This is continuing and additional training to incorporate the Common Core

State Standards (CCSS) is planned for teachers and administrators during the summer of 2012.

Subject area groups will be utilized as a vehicle for providing more professional development in the

reading, language, math, writing and science. During these sessions, teachers focus on current state

standards and the new CCSS and developed teaching strategies that will help students to meet the

increasing and ever changing state standards. This process will continue in the 201-13 school year.

The district provided professional development in the area of Thinking Maps to assist teachers with

depth of knowledge. We will have follow-up next year. Teachers will also receive further training in

Lexiles/SRI, Reading Street, and data based instruction that can be generated regarding student

reading levels.

Some teacher teams and consultants will work this summer to revise district pacing guides and

district assessments based upon data collected this year. Through the Vision Team process the goals

for the next school year are as follows: Increase QDI scores, provide Stretch Learning, increase

student engagement, and improve personal/social development skills. Each school‟s plan is

developed by the Vision Team and reflects objectives in these areas. The professional development

coordinator that is paid a supplement from district funds coordinates and monitors the professional

development activities at each school.

New teachers will receive training through the „New Teacher Academy (BEST).This program will

continue to provide support all year through workshops, mentoring and training, coaching, and

observations. Principals and other administrators will participate in leadership training and team

building exercises that target increasing their ability to be effective instructional leaders at their

respective schools. School leaders also participate in reading presentation of effective leadership on

a monthly basis..

We continue to train and update our staff on the use of scientifically based programs in our district,

such as the Three-Tier Model, computer based instructional programs such as Fast ForWord, SRA,

Compass, My Reading Coach, and NovaNet etc. The district will provide training in assessment,

progress monitoring, effective interventions for both academic and behavior and effective teaching

strategies.

3. Provide a description of how the activities will be based on a review of scientifically based

research and an explanation of why the activities are expected to improve student academic achievement. (Section 2122(b)(1)(B)) The materials utilized for training for teachers/principals will all be based upon scientifically based

research. Our district has adopted the theme “Raising the Standard” and we have adopted the 21st

Learning Model where we will focus on Academic Performance, Stretch Learning, Personal /Social

Development. Through this theme, our goal is to reach the total student. We will utilize data from

many sources to guide our instruction and to make decisions about continued professional


development for our faculty. We feel that the activities will improve student performance because we

will implement programs based upon student need. For example, assessments and progress

monitoring will help us identify student weaknesses and training in the three-tier model and effective

strategies will help us to design interventions to assist students.

4. Provide a description of how the activities will have a substantial, measurable, and positive

impact on student academic achievement and how the activities will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students. (Section 2122(b)(2)) These activities will have a substantial, measurable, and positive impact on student achievement

because we will set measurable goals and each goal will be evaluated at defined intervals. The

district will evaluate test data, attendance data, discipline, and drop-out data to determine if

progress has been made.

5. Describe how the LEA will coordinate professional development activities authorized

under Title II, Part A with professional development activities provided through other Federal, State, and local programs. (Section 2122(b)(4)) We will utilize some funds to assist teachers in attending trainings that will help them become highly

qualified, if needed. We will utilize the majority of the Title II funds for class size reduction at the

elementary level with a small amount designated for making sure our teachers/paraprofessionals are

highly qualified. The district will continue to provide funds for professional development for each

school based upon a per pupil enrollment. In addition, the district has be funded the HEAP Grant to

build capacity, knowledge and skill of teachers, and school-based educators. We will also coordinate

with Special Education department and work collaboratively on professional development activities

such as Thinking Maps and Best practice strategies. HEAP funds will also be used for instructional

training and Thinking Maps training.

6. Provide a description of the professional development activities that will be made available

to teachers and principals under Title II, Part A and how the LEA will ensure that the professional development needs of teachers and principals will be met using the Title II, Part A funds. (Section 2122(b)(5)) Title II funds will be used in collaboration with other funds for a Thinking, Writing Institute for

teachers. This will assist teachers in gaining effective skills in the teaching of writing. We will also

use funds to send teachers to Reading Conferences and the TESOL conference for ELL. Teachers will

share the information at sharing days that we schedule each year. Teachers will complete an

evaluation form and will outline how the information gained was applied in their schools and how it

positively impacted student achievement.

7. Provide a description of how the LEA will provide training to enable teachers to teach and

address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency: improve student behavior in the classroom and identify early and appropriate interventions to help students learn; involve parents in their child’s education; and understand and use data and assessments to improve classroom practices and student learning. (Section 2122(b)(9)(A)(B)(C)(D)) Teachers, paraprofessionals, and principals have completed needs assessments, voiced needs

through monthly principals‟ meetings and the Vision Team meetings. Title schools have had

several planning meetings. During these meetings, we have discussed professional development


needs and made recommendations on how we can collaboratively meet these needs despite

budget cuts.

8. Provide a description of how the LEA will use Title II, Part A funds to meet the requirements of Section 1119 qualifications for teachers and paraprofessionals. (Section 2122(b)(10)) The district will use a percentage of Title II, Part A funds in collaboration with district, and HEAP to

grant teachers and paraprofessionals in receiving training in their respective disciplines. This

includes best practices in instruction, data driven decisions, serving ELL learners, and attending

trainings through the Gulf Coast Consortium and the Mississippi Department of Education.

Currently, over 98% of our teachers are highly qualified.


Title II, Part A – Teacher and Principal Training and Recruiting (Activities and Expenditures at a Glance)

Proposed Activities

(must be aligned with needs assessment) Object Code Cost

Professional Development for Public Schools

Professional Development for Private Schools

Teacher Salaries & Benefits for Class-size Reduction (Identify placement of CSR personnel on chart at the bottom of page):

111 193,953.00

Recruitment Incentives for Highly Qualified (HQ) Teachers and Principals

Retention Incentives for HQ Teachers and Principals

Implementing Options to meet HQ Teacher Requirements

Implementing Options to meet Paraprofessional Requirements

Other (Please specify): Cost Pool

113 7,592.60

Other (Please specify):Professional Development = 20,000.00 Travel Expenses = 14,000.00 & Supplies for Professional Development = 5,266.40

300, 500, 600

39,266.40

Other (Please specify):

TOTAL MUST EQUAL Title II, Part A Allocation

240,812.00

Placement of Class-Size Reduction Teachers in Schools: (attach additional pages if needed)

School Number of

Teachers

Grades/Content Areas

East Central Upper Elementary

1 3rd

St. Martin East Elementary

1 3rd

St. Martin North Elementary

1 3rd

Vancleave Upper Elementary

1 3rd


Section IV - Title III, English Learners (EL)

Title III, English Learners

NOTICE OF INTENT School District: Jackson County School District Superintendent: Dr. Barry Amacker Superintendent’s Signature: _______________________________________________________________________ Mailing Address: 4700 Colonel Vickrey, PO Box 5069 Vancleave, MS 39565-5069 LEA Title III Contact: Dr. Susan Benson Phone Number: (_228___) 826-1757, ext. 313 Fax Number: (_228___) 826-1765_____________________________________ E-mail Address: [email protected]__ Please check the appropriate box. The LEA hereby files a Notice of Intent to:

XXX Apply for the Title III English Language Acquisition Program subgrant funding. Decline the Title III English Language Acquisition Program subgrant funding. If declining funds,

please explain: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The filing of this notice is intended to assist the Mississippi Department of Education (MDE) in anticipating

the volume of applications in order to expedite the review process and finalize awards. Filing this notice in no way binds the applicant in regards to its application for the Title III English

Language Acquisition Program.

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