2014 – 2015 title i, part a program · pdf fileten components of a title i, part a...

H O U S T O N I N D E P E N D E N T S C H O O L D I S T R I C T

Title I, Part A ProgramHandbook

2014 – 2015

2014-2015

2014BOARD OF

EDUCATIONJuliet Stipeche

President • District VIII

Rhonda Skillern-Jones First Vice President • District II

Manuel Rodriguez Jr. Second Vice President • District III

Anna Eastman Secretary • District I

Wanda Adams Assistant Secretary • District IX

Michael L. LuncefordDistrict V

Paula HarrisDistrict IV

Greg MeyersDistrict VI

Harvin C. MooreDistrict VII

Terry B. Grier, Ed.D.Superintendent of Schools

T I T L E I , P A R T A P R O G R A M H A N D B O O K

MANAGER

Pamela Evans

GRANT ADMINISTRATORS

Shirlene Alexander

Cynthia Gonzalez

Tiffany Green

Carla Holmes

Martha Medina

SUPPORT TEAM

Patrice Cantwell

Noblette Grant

Sherry Harris

Darlene Sparks

Karen Aubrey

TITLE I INSTRUCTIONAL SPECIALISTS

Shirlene Haynes – Elementary Schools

Annesta Lunde – Elementary Schools

Xochitl Salazar – Middle Schools

Quiandine Jarrett – High Schools

HATTIE MAE WHITE EDUCATIONAL SUPPORT CENTER

4400 West 18th Street | Houston, Texas | 77092

Phone: 713-556-6928 Fax: 713-556-6946

Mail Route – 1

www.HoustonISD.org/ExternalFunding


Understanding the Basics of Title I, Part A Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Ten Components

Ten Components of a Title I, Part A Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2014 – 2015 School Improvement Plan (SIP). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

budget information

Use of Funds for Schoolwide Programs | Targeted Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Important Reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Budget – CA2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Title I, Part A Funds Should Supplement, Not Supplant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Examples of Allowable Title I, Part A Purchases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Instructional Materials & Consumable Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Examples of Unallowable Title I, Part A Purchases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Items that Require Prior TEA Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Posting Goods Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

HISD PROCARD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Title I, Part A Fund Codes and Object Codes for 2014 – 2015 School Year . . . . . . . . . . . . . . . . . . . . . . . 9

Budget Codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Allowable and Unallowable Title I Positions for the 2014 – 2015 School Year | Object Code 6100 . . . . . .11

Title I, Part A Personnel – Rationale Form Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Professional Development Training Funds | Object Code 6200 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Requirements for Professional Development Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Extra-Duty Pay for Teachers Attending Professional Development Workshops . . . . . . . . . . . . . . . . . . . .14

Substitutes for Teachers Attending Professional Development Workshops . . . . . . . . . . . . . . . . . . . . . . . .14

Consultant Agreement Process | Object Code 6200 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

New Vendors/Consultant Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Consultant Agreement Process Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Field Lessons | Object Code 6400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

USDE Requirements for Title I, Part A Field Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Title I, Part A Field Lesson Implementation Plan Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Sponsor’s Request for Approval of Field Trip Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Out-of-District Travel | Object 6400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Requisitioner Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unallowable Travel Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Table of Contents


Employee Advance Payment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Lease and Lease Purchases | Object 6400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Capital Outlay | Object Code 6600 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Related Information for Object Codes 6200 and 6300. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unallowable Capital Outlay Purchases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Approved Capital Outlay Purchase Report | Object Code 6600 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Time and Effort Reporting (T&E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Documenting Time and Effort – Supplemental Contracts and Extra-Duty Pay Hours . . . . . . . . . . . . . 25

Principal Attestation

Submitting the Principal Attestation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Teacher Certification Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Highly Qualified Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Core Academic Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

personnel

Semi-Annual Certification | Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

How often to Principals/Managers need to submit a Semi-Annual Certification for an employee? . . . . .29

How to verify Semi-Annual Certification Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Certification Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Reasons Employees’ Names May or May not be Indicated on the Semi-Annual Certification List . . . . 30

Job Descriptions for 2014 – 2015 Title I Personnel | Due Friday, October 24, 2014 . . . . . . . . . . . . . . . . 30

Job Descriptions Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Parental Involvement

Funding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Required Parent Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Parent Notifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

NCLB School Report Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Your Voice Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Title I, Part A Program Parent Advisory Council (PAC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Chancery Coding

Introduction to Chancery Coding | Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Login to Title I Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Student Search Results – Selecting a Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Add Title I Participation Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Add Title I Services – To Input an Individual Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Edit Title I Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42


Chancery Coding (continued)

Add Parent Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Perform Detailed Student Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Recently Enrolled Students | Withdrawn Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

To Delete a Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Entering a Homeless Coding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Homeless Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Homeless Program

The McKinney-Vento Homeless Assistance Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Dispute Resolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Serving Homeless Students in Title I Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Additional Compliance Requirements

Program Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Process for Title I, Part A Funding After a Campus Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

The Community Eligibility Provision (CEP) Program – FAQs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Schools Participating in the Community Eligibility Provisions (CEP) Program. . . . . . . . . . . . . . . . . . . .53

Campus Contact Responsibilities

Responsibilities of the Title I Campus Contact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Calendar-At-A-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Appendix

Consultant Agreement Form Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Notification to Parents of Teacher Not "Highly Qualified" Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Notification to Parents of Title I Teacher and Paraprofessional Qualifications Sample . . . . . . . . . . . . . . 64

Process to Obtain Teacher and Paraprofessional Qualifications Flowchart . . . . . . . . . . . . . . . . . . . . . . . .65

HISD Asset Usage Form Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Title I, Part A Parent Advisory Council (PAC) Meeting Information . . . . . . . . . . . . . . . . . . . . . . . . . . .67

2014 – 2015 Mandated Parent Notifications Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

Principal Attestation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

Student Assistance Questionnaire (SAQ ) Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

2014 – 2015 Title I Documentation Storage Form Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

Scientifically-Based Research Form Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Semi-Annual Certification Form Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Terms and Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Capital Outlay Questionnaire Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82

Capital Outlay Information Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Title I, Part A Schoolwide Documentation Checklist 2014 – 2015 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85


Orlando ReynaPrincipalDeady Middle School

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for who or what your parentseconomic situation,

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H O U S T O N I N D E P E N D E N T S C H O O L D I S T R I C T2

The Improving Basic Programs Operated by Local Education Agencies effort in Title I, Part A of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act (NCLB) of 2001, provides supplemental funding to state and local education agencies. This funding pays for resources to assist schools with high concentrations of students from low-income families. These resources improve education quality and help ensure all children in low-income contexts meet the state’s student performance standards. Title I, Part A provides support to schools in implementing either a schoolwide program or a targeted assistance program. Title I, Part A programs use effective methods and instructional strategies that are grounded in scientific research. (www.tea.state.tx.us)

Schools must make adequate progress on state testing and focus on best teaching practices in order to be in compliance with funds received. A new system of accountability is being developed in Texas with the implementation of the Focus and Priority Schools.

Purpose of Title I, Part A Program Funding

To ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Title I, Part A Programs

Title I, Part A, school programs are either schoolwide or targeted assistance.

Schools Eligible for Title I, Part A Funds

An HISD campus qualifies in the schoolwide program if 40-100 percent of their students are enrolled in free or reduced lunch. Campuses with 35-39 percent of their students enrolled in free or reduced lunch qualify in the targeted assistance program.

Title I, Part A Funds Should Supplement, Not Supplant

Title I, Part A funds should not be used to provide services that are required by:

•StateLaw •StateBoardofEducationRule •LocalPolicy

Examples of Allowable Title I, Part A Purchases

•Curriculum:SupplementingInstructionsinCoreAreas(pg28) •InstructionalActivities •ParentalInvolvement •Staff&ProgramInvolvement •InstructionalMaterials&Supplies •Personnel •Technology&CapitalOutlay •ProfessionalDevelopment

Examples of Unallowable Title I, Part A Purchases

•FoodorDrinksofAnyKind •GiftCards •Entertainment •Recreation •SocialEvents •Furniture

Understanding the Basics ofTitle 1, Part A Program

*ANY MATERIALS THAT DO NOT DIRECTLY RELATE TO THE CORE SUBJECT AREAS – READING, LANGUAGE ARTS, MATH, SCIENCE, HISTORY AND/OR SOCIAL STUDIES – IS AN UNALLOWABLE TITLE I, PART A PURCHASE*

2014-2015Ten ComponentsTitle I, Part A

Program H

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Pamela FarinasPrincipalNorth Forest High School

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T I T L E I , P A R T A P R O G R A M H A N D B O O K 3

Ten Components

1. Comprehensive Needs Assessment | A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in section 1111(b)(1).

2. Schoolwide Reform Strategies | Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in section 1111(b)(1)(D). Use effective methods and instructional strategies that are based on scientifically-based research; include strategies to address the needs of all children in the school; address how the school will determine if such needs have been met; and are consistent with, and are designed to implement, the state and local improvement plans, if any.

3. Instruction by Highly Qualified Teachers | Instruction by highly qualified teachers must be provided to all students. The ESEA requires that all teachers of core academic subjects and instructional paraprofessionals in a schoolwide program meet the qualifications required to be highly qualified.

4. High-Quality and Ongoing Professional Development | In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

5. Strategies to Attract High-Quality Qualified Teachers to High-Need Schools | A schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers. Students in these schools have a special need for excellent teachers.

6. Strategies to Increase Parental Involvement | Strategies to increase parental involvement in accordance with section 1118, such as family literary services.

7. Ensure Smooth Transition for Students | Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs.

8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments | Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

9. Effective, Timely Additional Assistance | 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.

10. 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.

*Please visit www2.ed.gov/policy for more information

Ten Components of a Title I, Part A Program


2014 – 2015 School Improvement Plan (SIP)

1. Comprehensive Needs Assessment All data were reviewed for all students and student groups to identify areas of strength and areas of need in terms of student achievement, staff development, and parent involvement in relation to the state academic content standards and the state student academic achievement standards. PL 107-110 §1114(b)(1)(A) ; PL 107-110 §1115(d)(2)(A)

2. Schoolwide Reform Strategies List at least four (4) campus-specific, schoolwide reform strategies that will provide opportunities for all students to meet the advanced and proficient levels of student achievement. Strategies are based on scientifically-based research to increase achievement for each sub-group on state tests. PL 107-110 §1114(b)(1)(B) ; PL 107-110 §1001(9) 1) 2) 3) 4)

3. Instruction by Highly Qualified Teachers State the campus’ strategies to ensure that 100 percent of your teachers and paraprofessionals are highly qualified in core academic subject areas. The ESEA requires that all teachers of core academic subjects and instructional paraprofessionals in a schoolwide program school meet the qualifications required by section 1119. PL 107-110 §1119 ; PL 107-110 §1119(b)(1)(A) • Strategies:

4. High-Quality and Ongoing Professional Development Explain the process to provide high-quality and ongoing professional development for teachers, paraprofessionals and other staff members. Professional development must include the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. PL 107-110 §3115(c)(2)(D) ; PL 107-110 §1114(b)(1)(D) 1) Processofhigh-qualityprofessionaldevelopment: 2) Processofongoingprofessionaldevelopment:

5. Strategies to Attract and Retain High-Quality Qualified Teachers to High-Need Schools Describe strategies used to retain and attract highly qualified teachers. PL 107-110 §2113(c)(4) ; PL 107-110 §1114(b)(1)(E) 1. StrategiestoretainHQteachers: 2. StrategiestoattractHQteachers:

6. Strategies to Increase Parental Involvement Identify at least four (4) strategies specific to your campus to increase parental involvement activities. PL 107-110 §1118 1) 2) 3) 4)

7. Ensure Smooth Transition for Students (PRIMARY/ES) Explain plans for assisting preschool children in the transition from early childhood programs to local elementary programs. (SECONDARY) Identify transition activities for students as they enter each level (intermediate, middle, high school) and as students exit special programs. PL 107-110 §1114(b)(1)(G) ; PL 107-110 §1115(c)(1)(D) 1) (PRIMARY/ES)Preschooltransition: 2) (SECONDARY)Transitionactivities:

Ten Components


2014 – 2015 School Improvement Plan (SIP)

8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments In addition to state performance data, describe measures to include teachers in making decisions about academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. PL 107-110 §1114(a)(1)(H) 1) Describemeasures:

9. Effective, Timely Additional Assistance Address activities to identify and ensure effective, timely assistance for all students not meeting state standards. PL 107-110 §1115(b)(2)(B) ; PL 107-110 §1114(b)(1)(I) 1) Processtoidentifystudents: 2) Activitiestoensureeffectiveandtimelyassistance: 10. Coordination and Integration of Federal, State and Local Services Programs State the strategies to coordinate programs/services/funds under NCLB to upgrade the entire educational program and increase student achievement while ensuring that the intent and purpose of each program has been met. PL 107-110 §1112(b)(1)(E) ; PL 107-110 §1114(b)(1)(J) • Strategiestoincreaseprogrameffectiveness

DID you know?

Teacher quality is one of the most significant factors related to student achievement. In the U.S. 14 percent of new after resign by the end of their first year, 33 percent leave within their first 3 years, and almost 50 percent leave by their 5th year.

– www.dosomething.org

Ten Components

2014-2015Budget InformationTitle I, Part A

Program H

andbook

Lindsey PollockPrincipal Garden Oaks Montessori

fulfill their dreams.

opportunitiesProviding

for all studentsmeans creating a world in which

ALL peoplehave a chance to


Budget Information

Title I, Part A Programs are either Schoolwide or Targeted Assistance.

Use of Funds for Schoolwide Programs

A local educational agency may consolidate and use funds under this part, together with other Federal, State, and local funds, in order to upgrade the entire educational program of a school that serves an eligible school attendance area in which 40-100 percent of their students are enrolled in free or reduced lunch.

No school participating in a schoolwide program shall be required to identify particular children under this part as eligible to participate in a schoolwide program or to provide services to such children that are supplementary, as otherwise required by section 1120A(b).

Use of Funds for Targeted Assistance Programs

Campuses with 35-39 percent of their students enrolled in free or reduced lunch qualify in the targeted assistance program. For a targeted assistance program, Title I, Part A funds are used only for supplementary educational ser-vices for eligible children at the school who are failing or at-risk of failing to meet state standards.

The eligible population for services under this section is children not older than age 21 who are entitled to a free public education through grade 12 and children who are not yet at a grade level at which the local educational agency provides a free public education.

Important Reminders

Campus allocated Title I, Part A funds must impact instruction for students during the current 2014 – 2015 school year. • Fundsshouldnotbeusedforpurchasesthatwillimpactinstructionforthefollowingschoolyear(2015-2016).

• Allpurchasesshouldbedirectlytiedtostudentactivitiesinyourschoolimprovementplan.

• Allprograms(software,curriculumkits,etc.)paidforwithTitleI,PartAfundsmustbescientifically-based research, and these funds must be used to supplement, not supplant local or state funds. Using your Title I, Part A funds appropriately (according to district, state and federal guidelines, policies, and laws) are of the utmost importance; therefore, accurate and timely budget planning is extremely important in facilitating the use of your resources.

Budget – CA2

Campuses may use Title I, Part A to meet the educational needs of economically disadvantaged students. Activities may include, but are not limited to:

• Instructionalmaterialsandequipment • Employmentofspecialinstructionalpersonnel,schoolcounselors,andotherpupil-servicespersonnel

• Employmentandtrainingofinstructionalaides

• Trainingofteachers,librarians,andotherinstructionalandpupil-servicespersonnel

• Parentalinvolvementactivities • PlanningforandevaluationofTitleI,PartA,activitiesandprojects

Budget Information


Programs purchased with Title I, Part A, funds must be scientifically-research based, and these funds must be used to supplement, not supplant local or state funds.

Title I, Part A Funds Should Supplement, Not Supplant

Title I, Part A Program funds may only be used for supplemental activities that are designed and implemented to meet the educational needs of economically disadvantaged students.

•Supplement- to add to, enhance, to expand, to increase, to extend. •Supplant – to take the place of, to replace.

Title I, Part A funds should not be used to provide services that are required by:

• State Law • State Board of Education Rule • Local Policy

•SupplementingTest- To avoid supplanting issues and concerns, principals should ask themselves the following questions before expending Title I funds:

⎯ ___ Is the activity required by state and/or local policy? ___ Would the activity still take place without Title I Funds?

If the answer to either of these questions is YES, then the risk of supplanting increases; therefore, the use of Title I, Part A funds is not advisable.

Examples of Allowable Title I, Part A Purchases

•Curriculum:SupplementingInstructionsinCoreAreas(pg28) •InstructionalActivities •ParentalInvolvement •Staff&ProgramInvolvement •InstructionalMaterials&Supplies •Personnel •Technology&CapitalOutlay •ProfessionalDevelopment

Instructional Materials & Consumable Supplies

•Consumableitemsthathaveausefullifeofoneyearorless,andanacquisitioncostlessthan $5,000 per unit should be charged to object code 6300.

•Examplesofconsumableitemsareinstructionalkits,workbooks,readingmaterials,papersupplies,etc.

•ItemsthatmeetthesecriteriadonotrequireTEAapprovalpriortopurchase

Examples of Unallowable Title I, Part A Purchases

•FoodorDrinksofAnyKind •GiftCards •Entertainment •Recreation •SocialEvents •Furniture

*ANY MATERIALS THAT DO NOT DIRECTLY RELATE TO THE CORE SUBJECT AREAS – READING, LANGUAGE ARTS, MATH, SCIENCE, HISTORY AND/OR SOCIAL STUDIES – IS AN UNALLOWABLE TITLE I, PART A PURCHASE*

Budget Information


Items that Require Prior TEA Approval

An amendment to the application is necessary for purchases that would affect the application such as:

•NewPersonnel •CapitalOutlay(ALLitemschargedtoobject6600)-$500ormore(includingelectronicnotebooks •Lease-PurchaseAgreements(termof2ormoreyears)

Posting Goods Receipts

To ensure that HISD vendors are paid in an accurate and timely manner, goods receipts should be posted immedi-ately after items are received. The department that originated the requisition for material purchases has the primary responsibility of posting goods receipts when the items are received.

HISD PROCARD

The PROCARD is a professional credit card issued to HISD employees. The card is accepted by any merchant/sup-plier who accepts MasterCard, and who is also an approved merchant/supplier by HISD. The PROCARD allows authorized district employees to procure goods and services that cost less than $500 with a maximum dollar-spending limit of $7,500 per month. The deadline for all federal programs to use PROCARD is June 15, 2015.

FUND CODE FUND DESCRIPTION

CA2 Title I, Part A School Based Allocation

CB2 Homeless Students Allocation (Non-Title I Schools only)

CC2 Title I, Part A Extended Year Allocation

CJ2 Early Childhood Half-Day Pre-K Program Allocation

CW2 Early Childhood Centers Allocation

OBJECT CODE DESCRIPTION

6100 Personnel Teachers, teacher assistants, tutors, extra-duty stipends

6200 Contracted Services Consultant services, print shop, miscellaneous contracted services (e.g. WITS), and 21st Century, professional development

6300 Materials & Supplies Instructional supplies and materials; e.g. math kits, reading materials, workbooks, paper, document cameras

6400 Other Operating Costs Employee travel, field lessons, bus transportation, dues, fees, registration

6500 Debt Services Leases, lease-purchases; e.g. capital outlay/equipment

6600 Capital Outlay/Equipment Computers, electronic notebooks, printers, laptops, copiers, whiteboards

Title I, Part A Fund Codes and Object Codes for 2014 – 2015 School Year

Budget Information

BUDGET CODES(Most commonly used)

GF1 General FundSR1 Special RevenueBD1 Business DevelopmentPS1 Print ShopCP1 Capital ProjectsDS1 Debt Service Fund

FD1/FD2 Food Services Fund Commitment Item Fund CenterIS1 Health Insurance *Project/Funding Source are not listed on this chartIS2 Workers' CompensationIS3 Shared Services

MD1 MedicaidTA2 & TA3 Activity Fund 6111 Critical Shortage and Long-Term Subs

FUNCTION 6112 Subs for Teachers & Other Professionals11 Instructional 6114 Temp Personnel / Hourly Personnel12 Library 6117 Performance Pay - Teachers & Other Professionals13 Staff Development 6118 Extra Duty Pay - Teachers & Other Professionals14 Curriculum Development 6120 Stipends21 Instructional Administration 6122 Subs for Support Personnel 23 School Administration (School Office) 6119 Salaries or Wages - Teachers & Other Professionals31 Guidance & Counseling Services 6127 Performance Pay - Support Personnel32 Attendance & Social Work Services 6128 Extra Duty Pay - Support Personnel33 Health Services 6129 Salaries or Wages - Support Personnel34 Pupil Transportation 6138 Cell Phone Allowance35 Food Services 6140 Hourly Employee Benefits36 Co-curricular Activities 6141 Medicare41 General Administration (Departments) 6142 Group Health and Life Insurance51 Plant Maintenance & Operation (Custodial) 6143 Workers Compensation52 Security & Monitoring Service 6144 TRS On-Behalf Payments53 Data Processing Services 6145 Unemployment Compensation61 Community Services 6146 TRS Above State Minimum71 Debt Services 6147 Sick Leave81 Facilities Acquisition & Construction 6149 Social Security

INSTRUCTIONAL AREA (H.I.S.D.'s in house IA Codes) PURCHASED AND CONTRACTED SERVICES (6200)10 Basic Skills--Regular Programs 6211 Legal Services24 Accelerated Instruction (Non Title I Schools) 6212 Audit Services28 Disciplinary Alternative Education Programs (Basic Services) 6219 Professional Services 29 Disciplinary Alternative Education Programs (Supplemental Services) 6221 Staff Tuition & Related Fees - Higher Education30 Title I Schoolwide (State Compensatory Education Services) 6239 Regional Education Service Center Services31 Basic Skills--Bilingual/ESL (Foundation) 6249 Contracted Maintenance & Repair32 Supplemental--Bilingual/ESL 6255 Gas (Not Vehicle)33 High School State Allotment (High Schools Only) 6256 Electricity34 Prekindergarten - Regular 6257 Water35 Prekindergarten - Special Education 6258 Telephone (Function 51-6258)36 Prekindergarten - Compensatory Education 6268 Building Rental / Land Rental37 Prekindergarten - Bilingual Education 6269 Rental - Operation Leases (copiers, pagers, buses, etc.)41 Basic Skills--Supplemental (I.e. Title I) - Not used in GF1 6292 Consultant Services 50 Gifted & Talented Program 6294 Athletic Services70 Vocational Education Program 6297 Shared Services74 MS Lab Programs (VEH) & HS Agriculture, Co-op/Industrial Tech/Lab 6295 Print Shop75 Home Economics 6299 Contracted Services

80 Special Education Program SUPPLIES AND MATERIALS (6300)81 Special Ed. Program--Extended Year Program - Not used in GF1 6319 Custodial Supplies (function 51)91 Athletics 6321 Textbooks99 Unallocated/Other 6329 Other Reading Materials (drillbooks, magazines, books)

FUNDS 6339 Testing Materials101 Regular Programs 6351 Food106 Special Education Life Skills 6399 General Supplies

107 Tuition Based Program Funds OTHER OPERATING EXPENSES (6400)108 Gifted and Talented 6411 Out of District Travel - Employees Only109 Small School Subsidy 6412 Travel - Students110 Non-Title I 6415 In-District Travel111 Targeted School Assistance 6417 Travel for non-employees112 Special Allocation - Recurring 6491 Fees 113 Early Childhood Subsidy/Non-Recurring/Special School Allocation One Time 6495 Dues 114 LOA and Other Holding 6498 In-District Bus Transportation115 School Carryover Fund 6499 Other Operating

117 Police Officers DEBT SERVICE (6500)118 Magnet School Programs 6512 Lease - Purchase Principal120 Field Office 6522 Lease - Purchase Interest

132 Special Education - Speech Therapists CAPITAL OUTLAY (6600)135 Bus Stop Supervision Add "01" to the end of the object if cost is over $5,000 per item136 Non-Recurring Fund 6629 Building Purchase Construction, Improvements & Fees137 Target Intervention (Always Use Fund 101, Function 81)139 Apollo ES Non-Discretionary Fund 6631 Furniture140 Special Education Non-Discretionary - Schools 6632 Technology Related Equipment141 Contract Charter Schools 6633 Vehicles142 State Compensatory Education - Supplemental 6635 Library Books143 Career and Technology Education (CATE) 6639 Other Equipment144 Bilingual Education - Supplemental 6659 Lease-Purchase145 Optional Flexible School Day Funds146 Special Education Categorical Fund 10 Math147 High School State Allotment (High Schools Only) 20 Science170 Utilities 30 Reading171 Custodial & Maintenance 40 English Language Arts (ELA)

200-299 Department Funds for use on campuses 50 Fine Arts500-599 Departmental Budgets 60 College/Career Preparations

933 Capital Acquisition 70 Safety999 Departmental Budgets 80 Accelerated Instruction

SUB-OBJECTS

BUSINESS AREASBusiness Area - Function - Object - Sub-Object - Org - Instructional Area - Project - Fund

OBJECTS

HISD ACCOUNT CODE STRUCTURE

PAYROLL (6100)

GF1 - 41 - 6399 - 00 -440 - 99 - 999 - 999


Budget codes (Most commonly used)

Budget Information


Allowable and Unallowable Title I Positions for the 2014 – 2015 School Year | Object Code 6100

Below is a list of allowable and unallowable Title I positions for the 2014–2015 school year. A job code will be as-signed to each allowable position and these codes will be provided during the preliminary budget conferences.

Be advised that all allowable positions must be paid 100 percent with Title I funds as split-fundedTitleIpositionswillnotbeallowedin2014–2015,withtheexceptionofstaffandteachersworkinginearlychildhoodcentersandPre-KteachersonotherTitleIcampuses.

•Coach(Literacy,Play-It-SmartAcademic)

•Coordinator

•InstructionalSpecialist

•Lecturer(Hourly)

•Librarian

•Nurse

• ParentEngagementRep

• Tutor,Academic(Hourly)

• Tutor,Associate(Hourly)

• Tutor,Sr.Academic• Counselor(musthaverationalethatshowsduties are supplemental to the regular school program)

• SocialWorker(musthaverationalethatshows duties are supplemental to the regular school program)

• Coach,Graduation

• Teacher,Intervention(Hourly) All grade levels - [General]

• Teacher,Intervention(Hourly) All grade levels – [Math]

• Teacher,Intervention(Hourly) All grade levels – [Reading]

• Teacher,Intervention(Hourly) All grade levels – [Science]

• Teacher,Intervention[General] All grade levels (Cannot be primary teacher of record)

• Teacher,Intervention[Math] All grade levels (Cannot be primary teacher of record)

• Teacher,Intervention[Reading] All grade levels (Cannot be primary teacher of record)

• Teacher,Intervention[Science] All grade levels (Cannot be primary teacher of record)

• *Teacher,Class-SizeReduction[General] All elementary grade levels

• *Teacher,Class-SizeReduction[Bilingual] All elementary grade levels

• *Teacher,Class-SizeReduction[ESL] All elementary grade levels

• *Teacher,Class-SizeReduction[Allcorecontentareas] All secondary grade levels

•Teacher,AVID

•Teacher,Lead

•Teacher,Multi-grade

•Teacher,Specialist

•TeacherAssistant

*Schools must first meet the district’s standards for pupil-teacher ratio prior to adding a class-size reduction teacher. The district’s standards are as follows: PK-4th – 22:1; 5th – 25:1; middle school class load – 156 students; high school class load – 180 students.

ALLOWABLE TITLE I POSITIONS

UNALLOWABLE TITLE I POSITIONS

Budget Information


Title I, Part A Personnel – Rationale Form

External Funding Titles I & II Department

2014–2015 TITLE I, PART A PERSONNEL – RATIONALE

Campus Name: _______________________________

Please check the position rationale applies to:

Counselor

Social Worker

Demonstrate below how this position is supplemental to the regular school program. When

developing the rationale, use the following Texas Education Agency questions to guide your

response. Rationales should be as brief as possible.

1. Based on your comprehensive needs assessment, explain how the need for this position

was determined?

2. Explain how this position is reasonable and necessary.

3. Explain how this position will impact student achievement.

4. How will the impact of this position be evaluated?

RATIONALE:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

SAMPLE

Budget Information


Professional Development Training Funds | Object Code 6200

The LEA (Local Education Agency – district) must reserve 5 percent of the district allocation per state statute to provide professional development activities to ensure teachers are “highly qualified” as defined by NCLB and paraprofessionals meet the qualifications required by statute.

Other professional development activities may be paid from Title I, Part A funds but are not included in the 5 percent. These activities are paid from the campus schoolwide allocation in fund code CA2. These funds may be used to train school personnel who are paid with Title I funds and even those who are not. This exception applies as long as the training is specifically related to the Title I, Part A Program and designed to meet the specific educational needs of those participants. These opportunities, if paid from Title I funds must supplement, not supplant, state and local training.

Title I, Part A funds are not designed to meet the general needs of the school district, but the specific needs of the Title I students. The 2014 – 2015 Title I, Part A funds are for expenses incurred during July1,2014through June30,2015.

Requirements for Professional Development Training

The LEA should encourage all teachers to participate in relevant, high-quality, subject-specific, professional development to ensure teachers remain current in their respective content areas and to enhance their ability to align instruction with the Texas Essential Knowledge and Skills (TEKS).Professional development should include activities that:

•Improveandincreaseteachers'academicknowledge;

•Areanintegralpartofbroadschoolwideanddistrictwideeducationalimprovementplans

•Giveteachers,principals,andadministratorstheknowledgeandskillstoprovidestudentswiththeopportunityto meet challenging state academic content standards and student academic achievement standards;

•Improveclassroommanagementskills;

•Ishigh-quality,intensive,andclassroom-focusedinordertohavepositiveandlastingimpactonclassroominstruction and the teachers’ performance in the classroom. Some opportunities may be sustained in duration while others may be 1-day or short-term workshops or conferences.

•Supporttherecruiting,hiring,andtrainingofhighlyqualifiedteachers,includingteacherswhobecamehighlyqualified through state and local alternative routes to certification;

•Advanceteacherunderstandingofeffectiveinstructionalstrategiesthat–

— Are based on scientifically-based research and strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers; and

⎯— Are aligned with and directly related to state academic content standards, student academic achievement standards and assessments, and the curricula and programs tied to the standards;

— Are developed with extensive participation of teachers, principals, parents and administrators of schools to be served under NCLB;

— Are designed to give teachers of limited English proficient children, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments;

Budget Information


⎯ — To the extent appropriate, provide training for teachers and principals in how to use technology in the classroom to improve teaching;

— As a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student achievement, with the funding used to improve the quality of professional development;

⎯ — Provide instruction in methods of teaching special needs children;

⎯ — Include instruction in the used of data and assessments to inform and instruct classroom practice; and

⎯ — Include instruction in how school staff can work more effectively with parents.

Extra-Duty Pay for Teachers Attending Professional Development Workshops

Teachers attending professional development opportunities before or after school hours may be compensated with extra-duty pay for their time at the workshop. The extra-duty pay should be only for the actual time of the training or in-service. Title I funds may be used to pay for this. The budget string is SR1-13-6118-campus#-41-CA2-CA2.

Substitutes for Teachers Attending Professional Development Workshops

Title I, Part A funds may be used to pay associate teachers substituting for full-time teachers who are attending professional development paid with Title I funds. The budget string is SR1-13-6112-campus#-41-CA2-CA2.

Consultant Agreement Process | Object Code 6200

BEFORE

Step 1: Important Contact Information -

General Accounting (Consultant Clearinghouse), Route 1 •NancyGutierrez (handle alphabet A-L, based on the company’s name or consultant’s last name) [email protected] Tel: (713) 556-6422 Fax 713-556-6412

•DeborahMcCary (handles alphabet M-Z, based on the company’s name or consultant’s last name) [email protected] Tel: (713-556-6420) Fax: 713-556-6412 Step 2: Negotiate with the consultant or vendor the fee for the services. If the fee is $25,000 or less in total for the school-year, a consultant agreement is recommended. (Please note that an agreement for $25,000 will require board approval. This might take longer than expected.) Please note that the Consultant Clearing House will access the current year-to-date paid to vendor in order to determine if additional approvals might be needed. If the year-to-date total is near the $50,000, additional approvals may take longer**

**Throughout the school year we keep track of the year-to-date amount paid for each vendor/consultants. If the amount on the new agreement received plus the year-to-date reflect $50,000 or over, is likely to require additional approvals. Throughoutthisprocess,Consultant/Vendorshouldnotrenderanyservices. (This change applies to where the District has expended over $50,000 in this fiscal year to the same consultant). Schools/departments will be required to request the vitae from the vendor/consultant in order to see if they qualify the bid exemption through professional standards under common law if we do not have one on file (This information was provided to the District from outside counsel relating to an Attorney General’s opinion regarding Professional Services that necessitates additional information of the consultant). If the consultant does not qualify as a professional service,

Budget Information


his /her services have to be offered for public bidding through the request for proposal process, which take up to 3 months. If the consultant qualifies as professional services, then school/department will have to re-submit the consultant agreement with new dates of services. A copy of the Professional Standards under Common Law will be required in order to proceed with the approval of the agreement. If the services have to be offered for public bidding, Consultant will have to wait until the bidding takes place and is approved by the Board in order to re-submit the consultant agreement with the new dates of service. Please note that these are additional approvals that the consultant/vendor is required, is not replacing the approval of the agreement. The agreement will have to be submitted to go through the normal process. For official board agenda approvals you can search the Houston ISD website.

— IF’S —

STEP 3: IF fee for services is over $25,000, please complete a Services Contract, please skip Step2throughStep14 and godirectlytoStep18 for guidance.

IF you are using CaseFunds or 21stCenturyFunds, please contact Jonnelle Hollins or Valencia Henny for assistance at 713-556-6927. Step 4: Complete the Consultant Agreement Form and the Description of Project (See Appendix, page 59). These are the only forms needed to start the process. Donotsendtherequestforpaymentaheadoftimesincethisformisrequiredafterallserviceshavebeenrendered. Make sure the agreement is signed by both the principal/authorized person and consultant. IftheConsultantisnewtoHISD,pleaseseetheinformationunderNewVendor/ConsultantProcedures.

Step 5: When generating a consultant agreement please make sure you do one agreement for the entire school year. If vendor/consultant is providing multiple tasks, submit one agreement for all the different type of services. You can attach an additional sheet if necessary. This will keep it simple and easier for you and us to track.

— IF’S —

Step 6: IF school/department wants to split cost of the services within a number of other schools/departments, one agreement should be submitted for all the schools. Each of the principals/managers will have to sign the agreement and write “see attached” on the budget account number section. You will attach an additional sheet with all the budgets from the different schools/departments and the amounts that we need to secure from each school/department. Submit the agreement, description of project, and the additional documentation.

Step 7: by chance the school/department authorized services without the review from Accounting and approval from the Office of School Support, the consultant agreement, description of project, request for payment, and evaluation should be submitted along with a memo from the principal answering the following questions: A. Why services were rendered/late without prior approval? B. What corrected actions your school will implement in order to avoid any late agreements in the future?

Step 8: Please make sure the funds are available under the correct budget string. For trainings, professional development or staff development, key notes, workshops, and speaker use function and object code 13-6299. If parents are involved along with children for any training or workshops, please use 61-6299 otherwise; use 11-6299 if services are for children during school or tutorials and for after school services 36-6299. For counseling services, please use 31-6299.

Step 9: Submit to General Accounting (1ststep) by fax or scan copy 3-4weeksbeforeservices start for reviews and approval. Consultantsshouldnotrenderserviceatthisstage.

Budget Information


Step 10: General Accounting will review all agreements. If additional information is needed during this stage, the approval of the agreement will take longer. You will be informed immediately if any additional items are needed via email.

Step 11: The paperwork is logged out by General Accounting and sent for review and approval. Agreements are sent for final approvals twice a week.

Step 12: As soon as General Accounting receives the agreements, schools/departments will be notified via email letting them know if (approved/denied/more information is needed). If everything is in order, funds will be secured. To check if funds have been secured, check your budget under encumbrance section. You will see the listing of consultants/vendors’ name were money has been put aside for payment along with their purchase orders. Itisnotnecessaryforyoutocreatearequisitionordoanythingelse.

DURING THE SERVICES

Step 13: Be sure the terms (dates) are followed and services do not go over the approved amount. If services are rescheduled where the original terms (dates) have expired, and the amount originally approved does not change, then an email should be sent (seestep1) providing the extension date.

AFTER

Step 14: Once the services are rendered, schools/departments should submit a request for payment/ invoice signed by the principal (See Appendix, page 61). If there were expenses approved on the original agreement then include itemized receipts for food, logging, air fare, meals, and a copy of map quest for the mileage information. Please add all the expenses separately from the fee. Include the correct amount under each line and add them together. If the amount is less than the original amount that was approved on your agreement, the difference will be returned to the budget. It the amount is greater than the original amounts approved, then check your original budget and if there are not enough funds, please transfer the difference so that we can process the payment. No new agreement is necessary since the expenses were estimated. In case several schools/departments are paying for the services, each principal/manager should sign the request for payment/invoice.

Step 15: Once General Accounting receives information for (Step 14), payment is then processed within the same date of receipt/next day.

— IF’S —

Step 16: IF you need to verify if payment has been processed, then please go to the original budget listed on the agreement and double click under your actual. You will see a list of all the payments done under your budget.

IFconsultant/vendor has not received his or her payment, please note that most vendors are set as net 30 days (this means that their check will be mailed 30 days from the invoice date or date of the last service rendered.)

Step 17: IF you got to Step 17 without any trouble, Congratulations! You have mastered the process.

FOR SERVICES CONTRACTS

Step 18: For Services Contracts that involve services over $25,000, contact Legal Department, Melissa Camario for a template/guidance 713-556-7247. Please note that you are required to submit 5 originals to Legal.

New Vendors/Consultant Procedures

Please wait for instructions from the Consultant Clearing House before submitting to Procurement the W-9 and Vendor Registration Form. We will need to verify all the information given before we determine what forms we will need.

Budget Information


1. School Principal negotiates the terms and fee of the agreement

3. Prepare the agreement and description of project. Have the correct budget, amount, expenses (if any), the signature of principal/ manager, and consultant is needed on page 1 and 2 of the agreement.

3. Contact Legal Department for a template and guidance.

A Services Contract is required

4. Fax/Scan documentation to “Person To Be Determined” (vendors A-L) or Deborah McCary(vendorsM-Z).Emailtoconfirm the receipt of the documentation if agreement is faxed.

5. Services have rendered, please include a memo from principal/manager (see Step 7), invoice, request for payment, and receipts (if expenses apply) approved by principal/ manager.

NO SERVICES should begin without prior approval. When the approval is obtained, an email will be sent to the principal/manager/secretary.

2. If the fee exceeds $25,000

IF NOT IF YES

Consultant Agreement Process Flowchart

IF

Budget Information


Field Lessons | Object Code 6400

Educational field lessons are allowable. A field lesson is defined as a co-curricular activity that is part of the Title I, Part A teacher’s instructional plan and is congruent with the instructional objectives needed by students attending a Title I, Part A School. A co-curricular activity extends the classroom instruction. This is an educational field les-sons. These field lessons are allowable if it is:

•Directlyrelatedtoateacher’slesson,aspartofclassroominstruction,and •Necessarytomeettheobjectivesoftheprogram.

It is highly recommended that ALL Title I, Part A field lessons are completed during the month of April to avoid any implications that the field lessons are being used for incentives/entertainment/recreational purposes and to impact instruction for the current school year.

Under no circumstances may Title I, Part A funds be used for field lessons associated with the following:

•Entertainment•Recreation•SocialEvents•Incentives

USDE Requirements for Title I, Part A Field Lessons

•Fieldlessonsmustmeet the specialized educational needs of economically disadvantaged children.

•Generalassertionsarenot sufficient evidence that a field lesson meets specialized needs.

•Fieldlessonsshouldnot be designed to be so general that they could not be considered to meet the general needs of the student body at large.

•Fieldlessonsmust be tailored to the Title I, Part A students’ needs specifically though they may share these needs with other students. The field lessons should expose the economically disadvantaged students to experiences beyond those that one would expect the average student to have.

•Afieldlessonplan should indicate that the educational benefits of the field lesson can be shown to be important and significant to Title I, Part A students.

DID you know?

Nationwide the number of high school graduates is expected to grow 10 percent in the next 10 years. The northeastern states will experience declines in growth, while high school grads will grow by 24 percent in both Texas and Florida.

– www.usanews.com/education

Budget Information


TITLE I, PART A FIELD LESSON IMPLEMENTATION PLAN

Complete and attach this form to all field lesson requests. Please submit the whole packet least

thirty (30) days prior to the date of the field lesson to the Department of External Funding,

Route 10. The following forms are also needed:

• Bus requisition (if applicable)

• Outside vendor requisition (for admission or entrance fee request - if applicable)

• Confirmation letter or other back-up documentation to verify the cost.

Name of School Date Submitted

Title of Field Lesson

Grade Levels Date of Field Lesson

Number of Students Number of Teachers Number of Parents

INSTRUCTIONAL OBJECTIVES:

ACTIVITIES:

Prior to the Field Lesson

During the Field Lesson

Following the Field Lesson

EVALUATION:

Signature of Teacher(s)

Approval of Principal

SAMPLE

Budget Information


SAMPLE

HOUSTON INDEPENDENT SCHOOL DISTRICT

SPONSOR’S REQUEST FOR APPROVAL OF FIELD TRIP

(To be completed by Sponsor and Submitted to Principal for Processing)

REQUEST FOR PERMISSION FOR

(School to take a Field Trip)

Group or

Class

Teacher

Place to be visited

Purpose of visit/specific learning activities

Date(s) of visit School time required

Departure time Return time

Number of Students Minimum number of chaperones required

Chaperones

Cost to Students

Type of transportation

Include itinerary and other details for overnight trips.

NOTE:

A. Students must be eligible to participate in extracurricular activities and be passing all subjects.

B. Include a list of students going on field trip with verification that students are eligible to participate on

this field trip.

I have read Board Policies and Administrative Procedures Section 425.000 and subsections pertaining to

student trips; this trip will be conducted in accordance with the established basic guidelines and any

additional requirements developed at the individual school level.

Signed: Date:

Sponsor

Signed: Date:

Principal

APPROVAL:

Signed: Date:

Immediate Supervisor

Signed: Date:

Superintendent (if required)

40.5110

Budget Information


Out-of-District Travel | Object 6400

When attending professional development or conferences, Title I, Part A funds can be utilized for out-of-district travel and the related costs (i.e. mileage, rental car, parking, airfare, lodging, meals, etc.). Registration fees are also related costs. Originalreceipts,ticketstubs,and/oritineraryconfirmationsarerequiredforreimbursementofall expensesuponyourreturn. These expenses may be paid via reimbursement or employee advance payment.

AutomobileMileage will be reimbursed at the current federal approved rate. An official road map and/or MapQuest shall be used for computing miles traveled by automobile. NOTE: Mileage will only be reimbursed up to the cost of plane fare.

RentalCar reimbursement is only allowable if other transportation such as taxi or shuttle is not available for performing duties associated with the conference and unless it is documented that it is more cost effective to rent a car than it is to take alternate travel. A rental car must be documented with a receipt. Also a justification and a request letter should be submitted for prior approval, if not, GF1 funds must be used.

GroundTransportation costs (taxi, shuttle, or bus) will be reimbursed. Transportation expenses will be reimbursed for costs allowed for performing duties associated with the purpose of the travel only. Tips/gratuities for transportation can NOT be reimbursed. NOTE: Cab fare to restaurants is not allowed.

Parking will be reimbursed at a rate not to exceed $10.00 per day. Title I will not reimburse for both a remote airport shuttle and parking.

ValetParking maximum reimbursement rate is $10.00 per day.

Airfare must be purchased at the lowest available coach fare for reimbursement. Theticketstub/itineraryconfirmationisrequireduponyourreturn.

Lodging is reimbursed based on the single room rate in a moderately priced hotel based on the current allowable federal rate in Texas. The Hotel Occupancy Tax Exemption Certificate Form can be used to exempt guest from the Texas state tax. However, employees must pay any city taxes. Employees will be reimbursed for the city tax but not for the Texas exempted state tax. Adetailedhotelreceiptmustbesubmitted;thereceiptmustbeitemizedwithazerobalance. Expenses are only covered for the length of the event (conference, etc.).

Meals are reimbursed based on the guidelines stated in the Federal Register for Texas. Meals and lodging per diem rates are not flat per diem rates. EmployeesmaybereimbursedONLYfortheiractualmealandlodgingexpenses;thiscannotexceedthemaximumratesspecifiedinthelocationtowhichtheemployeeistraveling. If an individual’s trip begins at noon or ends before noon, the per diem allowance for the partial travel day(s) is one-half the daily per diem rate.

Tips/gratuitiesandalcoholicbeveragepurchasescannotbereimbursed.

A child miseducated is a child lost. – John F. Kennedy

Budget Information


Requisitioner Information

Submit all original receipts and documentation related to your travel to the business manager or secretary for processing immediately upon your return.

The following steps are for the Requisitioner:

1. Go to SAP to access Trip #.

2. Input changes and/or additional expenses,

3. Print “Simulate Document” – record Trip #.

4. Attach all receipts for expenses paid by employee and support documentation, such as: a. Airline ticket stub b. Itemized hotel receipt with a zero balance c. Restaurant receipts (MUST be detailed line item receipts) d. Parking shuttle and/or taxi receipts e. Toll receipts f. Mileage (official road map computations / MapQuest

5. Submit documents to the External Funding Titles I & II Department for approval. Once approved, the department will forward them to Accounts Payable for reimbursement.

6. Reimbursement will be deposited via “direct deposit” into employee’s bank account.

7. Allow 10 days from the date of receipt in Accounts Payable before inquiring as to the status of reimbursement.

Unallowable Travel Expenses

The following are unallowable travel expenses:

• Firstclassairfare• Tips/gratuitiesofanykind• Alcoholicbeverages• Entertainment/recreational/socialevents• Anyexpenseforotherpersons• Mealsthatareunreasonableincost• Accommodationsthatareunreasonablesuchasasuiteorexpensivehotelroom• Purchaseofmaterialsandsuppliesduringaconferencevisit• Mileage,parkingandroll-roadexpensesforpurposesotherthanofficialbusiness• Personalaccidentinsuranceorpersonaleffectscoverageforrentalcars• Rentalcarforpersonaluseorforpurposesnotassociatedwiththeperformanceofservicesspecifiedinthecontract• Expensesthatarerelatedtotheoperationofanautomobile,withtheexceptionofparkingandtollExpenses

Employee Advance Payment

Out-of-District advance payments to employees can only be approved for:

• Registrationfeesprovidedtheemployeeallows30daystoprocesstherequisitiontorequestanadvancepayment check;

• AirfarethroughthePurchasingDepartment;

Budget Information


• Lodgingexpenses,ifcostsexceed$300,and• Arentalcarifaletterforpre-approvalandanestimationofcostsareincludedontheTravelAuthorizationand

Payment/Reimbursement Form.

Lease and Lease Purchases | Object 6400

ProceduresforLeaseAgreementsandLease-PurchaseAgreementsTitle I, Part A funds may be used to lease and/or lease-purchase equipment. Items requested must be allowable expenditures under Title I, Part A statutes, regulations, and rules. Likewise, items must be deemed necessary to carry out the objectives of the grant program. Items for lease or lease-purchase are considered debt services expenses.

LeaseAgreementvs.Lease-PurchaseAgreementWhen an item is leased, ownership of the item remains with the leasing company, and at the end of the lease, the item is returned to the leasing company. Typically lease Agreements expire within one year and must be renewed each year in order to continue to lease the item. TitleIleaseagreementsdonotneedTEAapprovalpriortoenteringintotheagreement.

When an item is lease-purchased, at the end of the lease agreement the item becomes the property of the school district and remains with the school or department that purchased the item. In order for an item to be lease-purchased with Title I funds, the lease-purchase agreement must be for two or more years. TitleIlease-purchaseagreementsmustreceivepriorapprovalfromTEAbeforeenteringintotheagreement.

Title I funds may be used to pay for the principal and interest on lease-purchase items; however, interest paid in a prior period may not be changed retroactively to the current grant period.

Capital Outlay | Object Code 6600

Capital outlay includes items that have an acquisition cost of $500ormoreperunit, have a useful life of one or more years, and are of a tangible, non-expendable nature.

All capital outlay, including library books and media, requirespecificTEAapprovalpriortopurchase. Schools are notified of TEA approved capital outlay purchases by the External Funding Titles I & II Department via the district portal.

To enable better tracking of low value technology assets, all e-readers (Kindles, Nooks) and electronic notebooks (iPads), even ifless than $500, must be charged to ObjectCode6600–TechnologyRelatedEquipment(6632). The required justification questions must be completed.

Capital outlay costs include the:

• Costoftheasset,includingthecosttoputitinplace;and• Netinvoicepriceoftheequipment,includingthecostofanymodifications,attachments,accessories,or

auxiliary apparatus necessary to make it usable for the purpose of which it was acquired.• Anchorpadsthatshouldbepurchasedforallcapitaloutlaycosting$1,000ormore.Anchorpadsmaybe

ordered from the capital outlay budget (6600).

Once capital outlay items have been purchased and received you will receive a PropertyTagAssignmentForm, within approximately 30 days, from the Property Management Department. The property tags will be affixed to the form and will list the items purchased and delivered by the vendor. Once all information is verified the serial numbers should be provided, and the form must be signed and returned to Property Management so that the items

Budget Information


will be added to your Fixed Assets Listing. On the Fixed Assets Listing schools should specify the location of each item listed. A copy of this listing should be maintained for documentation. Please refer to page 82 in Appendix for Capital Outlay Information.

An HISD Asset Usage Form must be completed if you have purchased capital outlay equipment that will be checked out by school personnel. This form must be signed by the employee when the equipment is checked out and by the principal or administrator for approval. Once the equipment is returned, the employee must date and sign the form (See Appendix, page 66).

Related Information for Object Codes 6200 and 6300

Software that is web-based should be charged to ObjectCode6200-ContractedServices(6299)

Technology and equipment (i.e. document cameras, digital cameras) with an acquisition cost of less than $500 should be charged to ObjectCode6300–MaterialsandSupplies(6399).

Unallowable Capital Outlay Purchases

• Sitepreparationforportablebuilding,includinggroundleveling,sidewalkinstallation,electricalwiring,plumbing, etc.

• Landpurchaseandimprovementstoland• Buildingpurchase,construction,orimprovementcosts

Approved Capital Outlay Purchase Report | Object Code 6600

To find out what capital outlay items have been approved for your school for all Title programs, follow the steps below:

1. Go to the HISD website page 2. Click on Departments,3. Click on External Funding, 4. Click on Employee Content, 5. Click “Sign-In” to access the employee portal

Time and Effort Reporting (T&E)

The federal government mandates that any employee paid a salary charged directly to a combination of a grant program (SR1–special revenue) and other federal, state, or local fund source must maintain T&E documentation. This documentation must show how each split-funded (or multi-funded) employee spent his/her compensated time and must be recorded after the work has been completed. Therefore, T&E cannot be estimated or budgeted but must reflect time actually worked. In addition, the percentage of the employee’s salary charged to a grant program may not exceed the percentage of time the employee actually worked on the allowable activities for that program.

Split-fundedemployees are required to report T&E through the PeopleSoft T&E application reporting system. Employees should receive an e-mail with their security access to PeopleSoft (unless they already have access) and a training document that explains the process for reporting T&E through this system.

Campus Number, Campus Name

Item No. Item Description Item Quantity Approved Funding Source

Item 1Item 2Item 3 SAMPLE

Budget Information


All logs submitted in the PeopleSoft application must be approved by the employee’s principalorsupervisor.Alogcannotbeviewedorapproveduntiltheemployeehascompleted,saved,andsubmittedthelogin PeopleSoft; therefore, approvers should also ensure that all such employees have access to the T&E application and are on schedule with reporting their T&E. Principals or supervisors with split-funded personnel must have access to the PeopleSoft T&E application reporting system in order to approve T&E. Approvers should be aware that the T&E application is different than the Time and Labor application and therefore requires a different security access.

For additional support with T/E, login to the HISD portal and click on Departments. Go to “E” for External Funding. Once the External Funding home page opens, click on Forms and Documents. There is a TimeandEffortReporting Section at the bottom of the screen. The “Time&EffortLogInformationalSlides” provide an overview of the reporting and process. Other useful information is available in that section as well for end-users and managers.

Documenting Time and Effort - Supplemental Contracts and Extra-Duty Pay Hours

There is no minimum pay level below which the employee T&E requirement is waived. However, activities performed under the contract or authorization for extra hours (extra-duty pay) is over and above the scope of the employee’s normal employment contract or agreement. Therefore, for purposes of reporting T&E, each may be considered separately.

Suggestions for documenting T&E for supplemental contacts and extra hours:

• Asignedsupplementalcontractthatstipulatesspecificsingle cost objective work activities may only be used as T&E documentation as long as the employee and/or immediate supervisor provides an after-the-fact certification that the work was performed.

• Extrahoursrelatedtoasingle cost objective (e.g. pay for professional development activities, tutorials, grant administrator responsibilities, etc.) may be documented in a variety of ways: sign-in sheets, attendance logs, calendars, journals that are approved by a program director.

DID you know?

Texas targets millions of state and federal dollars to reduce the number of dropouts and promote high school completion. – www.tea.state.tx.us

Budget Information

2014-2015Principal AttestationTitle I, Part A

Program H

andbook

Marie MorenoPrincipal Las Americas Middle School

not only in school

As an

educator I am expected to

academically, socially,

because it will help them

to become more

provide a quality academic educationbut I choose to educate my students

and emotionally

successfulbut also in life.

As required by the No Child Left Behind (NCLB) Act of 2001, Section 1119(i), principals of all Title I, Part A schools must annually attest in writing that their teachers in core academic subjects meet the NCLB definition of “highly qualified.” According to that definition, a highly qualified teacher must:

• Holdatleastabachelor’sdegree;• BefullycertifiedintheStateofTexas(orisenrolledinanalternativecertificationprogram

accredited by the state); and• Demonstratecompetencyinthecoreacademicsubjectareaassignedtoteach.

Core subject areas include English, reading/language arts, math, science, foreign languages, civics/government, economics, history, geography, and arts (i.e., music—including band and choir, art, theatre, and dance).

Submitting the Principal Attestation Form

A detailed memo from the External Funding Titles I & II Department will be sent at the beginning of November 2014 indicating the due date of the Principal Attestation Form to the Title I Specialist. Theformmustbecompletedbasedonyourcampus’highlyqualifiedteacherstatusasofSeptember15,2014. This information is reported to you via e-mail, by the Human Resources Department prior to its submission of the beginning of the year Highly Qualified Compliance Report to TEA.

Principal Attestation Form

If you do not have 100 percent highly qualified teachers as of September 15, 2014, you must identify those teachers on page three (3) of the attestation form. All status changes after September 15, 2014 will be reflected on an end of year compliance report to be submitted to TEA in June 2015.

A copy of the attestation form must be maintained under Component 3 in the Title I Bin at the campus and at the central office and must be available to any member of the general public upon request. (See Appendix page 73)

Teacher Certification Report

To access the Teacher Certification Report, please follow the steps below:

• LogintoPeopleSoft• Clickon“MainMenu”• Clickonthetoptabthatsays HISD Custom• ClickonHumanResources• ClickonReports• ClickonTeacherCertification• Enter“SelectbyDept.ID”underReport Type (to search by individual campus)• Enter“TeachersOnly”underSecondary Report Type• Clickonthemagnifyingglasstoselect

campus name and number under Dept. ID


Principal AttestationPrincipal Attestation


Highly Qualified Criteria

According to the No Child Left Behind (NCLB) Act of 2001 [P.L 107-110, Section 9505 (23)) a highly qualified teacher is one who has:

• HoldatleastaBachelor’sDegree• Demonstratedcompetencyinthecoresubjectareaassignedtoteach;• BefullycertifiedintheStateofTexas(orisenrolledinanalternativecertificationprogram

accredited by the state); and • NOThadcertificationorlicensurerequirementswaivedonanemergency,temporary,orprovisionalbasis.

(Contracted)CharterSchoolTeachers:Charter school teachers must have at least a Bachelor’s Degree and enter an alternative certification program or a master’s degree with 24 hours in the subject area and 12 of those hours have to be at junior/senior college level.

NOTE:Atanytimeduringtheschoolyear,ifastudentisassignedtooristaughtbyateacherthatisnothighlyqualifiedforfour(4)ormoreconsecutiveweeks,theparentsmustreceivetimelynotice (See Appendix, page 63).

Paraprofessionals / Teacher Assistants (TA)

All Title I, Part A Paraprofessionals with instructional duties and teaching in a program supported by Title I, Part A Funds must have a high school diploma, or its equivalent, and meet the Title I, Part A qualifications based on their:

• CompletionoftwoyearsofeducationatanInstitutionofhighereducation,or• Havingearnedanassociate’s(orhigher)degree,or• Assessestheknowledgeofandtheabilitytoassistininstructingreading,writing,andmath;ortheknowledge

of and the ability to assist in instructing reading readiness, writing readiness, and math readiness, as appropriate (See Appendix, pages 64).

Exception

Paraprofessionals (1) who are proficient in English and a language other than English and who provideservices primarily to enhance the participation of children in the Title I, Part A Programs by acting as a translator; or (2) whose duties consist solely of conducting parental involvement activities consistent with NCLB, Section 1118. Such paraprofessionals are NOT required to meet the highly qualified requirements for paraprofessionals.

NOTE: Information obtained from the Title I, Part A, Principal Attestation Form: for compliance with NCLB, Sec. 1119(i)

Core Academic Subjects

The core academic subjects are defined in statute [Title IX, Section 9101(11)] as:

•Arts** •CivicsandGovernment •Economics •English •ForeignLanguages •Geography •History •Math •ReadingorLanguageArts •Science

** Includes music, art, theater, dance, band and choir

Principal Attestation

2014-2015PersonnelTitle I, Part A

Program H

andbook

Magdalena V. StricklandPrincipal Lantrip Elementary

Parents are keyto a child’s education

first teachers.Working together is smarter

because they are the

and beneficial for all.


PersonnelSemi-Annual Certifications

Semi-annual Certifications are required for Title I personnel whose compensation is solely funded from the Title I grant. Semi-annual Certifications document that the employee has worked solely on activities supported by the Title I, Part A Program. (See Appendix, page 80) Semi-annual Certifications must;

• Coverasemi-annualperiod(becompletedonceeverysixmonths)• IdentifyTitleI,PartAastheprogram,and• Besignedanddatedbyanemployeeand/orsupervisorhavingfirst-handknowledgeofthework

performed by the employee.

What is Semi-Annual Certification?

• Employeeswhosesalariesarepaid100percentwithgrantprogramfunds(SR1)mustwork100percent of their time under this single-cost objective and maintain a job description which clearly shows that the employee was assigned 100 percent.

• Employeesemi-annualcertificationsmustbesignedandsubmittedatleasttwiceayear. • Thesecertificationsmustbeafter-the-fact and must cover in combination the entire year worked. • Moreover,thesemi-annualcertificationistheonlyT&Erecordthatallowstheimmediate

supervisor’s/principal’s signature in lieu of the employee’s signature.

Semi-Annual Certification Requirements

• After-the-factrecord(dated)• Accountsfortotalcompensatedactivity• Completedatleasteverysixmonths• Signedbysupervisor/principalwithknowledgeofemployee• Coincideswithoneormorepayperiods• Traditionallyappliedtoemployeessupportedbyasinglecostobjective• Compliancemandateforthedistrict

Determining Single Cost Objective

The key to determining whether an employee is working on a single cost objective is whether the employee’s salary and wages can be supported in full from each of the federal awards on which the employee is working, or from the federal award alone if the employee’s salary is also paid with non-federal funds.

How often do Principals/Managers need to submit a Semi-Annual Certification for an Employee?

• Principals/supervisorswillreceiveane-mailnotificationtwiceayear.• Thenotificationistoinformtheprincipal/supervisorthatanewSemi-AnnualCertification

needs to be submitted.• Thee-mailwillgenerallybesenttwoweeksafterthecertificationperiodhasended.

Personnel


How to Verify Semi-Annual Certification Online

• Principals/Supervisorswillreceiveane-mailnotificationtwiceayear⎯ — Log into PeopleSoft⎯ — Click

o Main menuo Manager self serviceo Time and efforto Semi-Annual Certification Approvalo Verify Employees

▪•Click“open”▪•Select“submitted”foreachindividualemployee▪•Click“submit”buttonatthebottomofthepage

Certification Periods

• July1st,throughDecember31stofthecurrentschoolyear.• January1stthroughJune30thofthecurrentschoolyear.

Reasons Employees’ Names May or May not be Indicated on the Semi-Annual Certification List

• Employeesarenolongeronyourcampusorinyourdepartment,buttheywereatsomepointduringthecertification period.

• Anemployeehasneverbeenonyourcampusorinyourdepartment.• Anemployee’scompensationispaid100percentwithSR1programfunds,butnotlistedandworkedatsome

point during the second certification period.

Job Descriptions for 2014 – 2015 Title I Personnel | Due Friday, October 24, 2014

Principals: Please review and verify the employee listed on the query is currently on your campus.

1. Query of all Title I Personnel on your campus is placed on the left side of the folder.2. Job descriptions are placed on the right side of the folder.3. Select the job description that matches employee’s name listed on the query. 4. Employee will complete the following information on the job description (3 copies):⎯ — Print Name⎯ — Signature⎯ — Date⎯ — Obtain principal’s signature⎯ — Campus name5. Submit* one completed copy to the Title I Specialist by Friday, October 24, 2014.6. Maintain one completed copy on the campus.7. Employee will keep one copy for their records.

NOTE:Allemployees’jobdescriptionsmustbesubmittedatthesametime.PleaseconsiderhanddeliveringjobdescriptionstoensurereceiptofthisTEAcompliancedocumentation.

Personnel

HOUSTON INDEPENDENT SCHOOL DISTRICT - JOB DESCRIPTION

POSITION TITLE: Teacher

JOB CODE: Varies SALARY GRADE: RT CONTRACT LENGTH:

Varies

IMMEDIATE SUPERVISOR: Principal

POSITION SUMMARY:

Provides students with appropriate learning activities and experiences designed to fulfill their potential

for intellectual, emotional, physical and social growth.

ILLUSTRATIVE DUTIES:

▪ Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of

the students.

▪ Create a classroom environment that is conducive to learning and appropriate to the maturity and

interests of the students.

▪ Prepare lessons that reflect accommodations for individual differences.

▪ Prepare for classes assigned and show written evidence of preparation upon request of immediate

supervisor.

▪ Encourage students to set and maintain standards of classroom behavior.

▪ Guide the learning process toward the achievement of curriculum goals and, in harmony with the goals,

establish clear objectives for all lessons, units, projects, and the like to communicate these objectives to the

students.

▪ Employ a variety of instructional techniques and instructional media consistent with the physical

limitations of the location provided, and the needs and capabilities of the individuals or student groups

involved.

▪ Strive to implement, by instruction and action, the district’s philosophy of education and instructional

goals and objectives.

▪ Assess the accomplishments of the students on a regular basis and provide progress reports as required.

▪ Refer students for evaluation by district specialists as required.

▪ Take necessary and reasonable precautions to protect the students, equipment, materials, and facilities.

▪ Maintain accurate, complete, and correct records as required by law, district policy, and administrative

regulations.

▪ Assist the administration in implementing all policies and rules governing student life and conduct.

Develop reasonable rules of classroom behavior. Maintain order in the classroom in a fair and just manner.

▪ Make provisions for being available to the students and to the parents for education-related purposes

when required.

▪ Plan and supervise purposeful assignments for teacher aide(s) and volunteer(s) and, cooperatively with

department heads, evaluate their job performance.

▪ Maintain and improve professional competence.

▪ Participate in district staff development.

▪ Attend staff meetings and serve on staff committees.

▪ Maintain a professional relationship with colleagues.

▪ Establish and maintain open lines of communication with students, parents, and community members.

▪ Maintain open communication with parents.

▪ Perform other job-related duties as assigned.

CAMPUS NAME:

Print Name:

Employee ID#:

Signature:

Date:

Principal’s Signature:


SAMPLE

Personnel

2014-2015Parental InvolvementTitle I, Part A

Program H

andbook

Wendy HamptonPrincipal Hamilton Middle School

Reachingan at-risk student

at the right timewill change the trajectory

provide opportunitiesfor them that they would

not otherwise know exist.

of their education and


Parental InvolvementFunding

The goal of Title I, Part A Parental Involvement is to actively involve parents of participating children in decisions regarding how Title I, Part A Program funds are used on the campus. For additional parental involvement resources and funding, contact the Valerie Schillaci at 713-556-6022 with Family and Community Engagement (FACE) Department.

The Title I, Part A Parental Involvement funds (CX2) are to be used as a reasonable expense to enable parents of participating children in a Title I program to participate in school related meetings and/or training sessions that will help increase student academic achievement according to the No Child Left Behind (NCLB) Act of 2001. Use of funds (CA2/CX2) should also be linked to the SchoolImprovementPlan and the NeedsAssessment.

Anallowableexpendituremustmeetoneofthefollowingrequirements:• Helpingparentshelptheirchildimproveacademically.• Helpingparentsimprovetheirliteracyskills.• Helpingparentsimprovetheirparentingskills.

TitleI,PartAParentalInvolvementFunds(CA2/CX2)maybeusedforthefollowing:• LiteracyTraining •GEDClasses• TechnologyTraining •ESLorSpanishClasses• RegistrationFeesforParentstoAttendWorkshops •SuppliesforaParentResourceCenter• SchoolBrochuresHighlightingTitleIParents •TransportationforParentsto/fromaMeeting• ReadingMaterials •Printing/MailingExpensesforParentNotifications

Required Parent Meetings

• ConveneanannualmeetingbySeptember 30,2014 to inform parents of their school’s participation in Title I and to explain the requirements and parents’ rights to be involved.

• Aflexiblenumberofmeetingsmustbeoffered throughout the school year. The District has mandated at least fourmeetings a year in addition to the annual required meeting.

• Ensurethatparentmeetingsareoffered at a variety of times (morning and evening times).

• Tryrunninganidenticalmeetingduringthe morning and evening times as a way to reach out to ALL parents (this is a suggestion, not a requirement).

• Hostanannualmeetingataconvenienttime.• Inviteandencourageallparentstoattend.• InformparentsthattheschoolisaTitleI, Part A schoolwide campus.• ExplaintherequirementsofTitleI,PartAProgram• Explaintheparents’righttobeinvolvedinthe

“life” of the school.

ALL Notification and information to parents must be in an understandable and uniform format and provided in a language that the parents can understand.

• Sept 2014: Title I, Part A Program Status

• Sept 2014: Teacher and Paraprofessional Qualifications

• Sept 2014: School-Parent Compact

• Dec 2014: 2014 – 2015 District Parent Involvement Policy

• Dec 2014: 2014 – 2015 Campus Parent Involvement Policy

• Dec 2014: Description and Explanation of Curriculum

• Dec 2014: Description and Explanation of Assessments

• Spring 2015: Promotion Standards (Provided to Campuses by HISD)

• Spring 2015: NCLB School Report Card

• Your Voice Survey: HISD’s Annual Customer Satisfaction Survey

Parent Notifications



Title I, Part A Program Status – Sept 2014

• TheannualTitleInotificationshouldbesenthometoallparentsofparticipatingchildrenataTitleIcampusinforming parents that they have a right to be involved in their child’s education.

• AdescriptionofhowthecampususestheTitleI,PartAfunds.• IdentificationoftheTitleIcontactorotherdesigneethatcanassistwithparents’concerns.

Title I Teacher & Paraprofessional Qualifications – Sept 2014

• Provideparentsuponrequestinformationregardingtheprofessionalqualificationsofthestudent’sclassroomteachers and paraprofessionals.

• Notifytheparent’schildhasbeenassigned,orhasbeentaughtforfourormoreconsecutiveweeksbyateacherwho is not highly qualified.

School-Parent Compact – Sept 2014

• Shouldoutlinehowparents,theentireschoolstaff,andstudentswillsharetheresponsibilityforimprovedstudent academic achievement. Should stress the importance of communication between teachers and parents on an ongoing basis.

⎯ — School’s role to providing high-quality curriculum and instruction in a positive environment.⎯ — Parent’s role in supporting their children’s learning⎯ — May include the student’s role in their own learning.• Shouldbepostedtothecampuswebsite.• Doesnotneedtobesignedandreturned

Parent Involvement Policy (District and Campus) – Dec 2014

• NotifyparentsabouttheParentInvolvementPolicyattheDistrictlevelandthecampus.• ParentInvolvementPolicyshouldbepostedtothecampuswebsite.• Campus - Each school must develop, jointly with parents of children participating in Title I, Part A services,

a written school parental involvement policy that describes how the school will implement the parental involvement requirements in section 1118 of NCLB.

• Thepolicymustbeupdatedperiodicallytomeetthechangingneedsofparentsandtheschool.• Includeasign-insheet,agendaandminutesfrommeetingwithparentstodevelopandreviewtheParent

Involvement Policy

Description and Explanation of the Curriculum Description and Explanation of the Assessments – dec 2014

• Eachschoolmustnotifyandprovidetoparentsadescriptionandexplanationofthecurriculumthatisusedatthe local campus.

• Eachschoolmustnotifyandprovidetoparentsadescriptionandexplanationoftheassessmentsthatareusedat the local campus.

Promotion Standards (Provided to Campuses by HISD) – Spring 2015

• EachschoolmustnotifyandprovidetoparentsthepromotionstandardscreatedbyHISD.



NCLB School Report Card – Spring 2015

• NotifyparentsabouttheNCLBReportCardanditsinformationregardingstudentacademicachievement,school improvement status, and teacher quality.

• NCLBSchoolReportCardshouldbepostedontheschool’swebsite.• PrintacopyoftheNCLBSchoolReportCardandmakeavailableinthefrontoffice.

Your Voice Survey– HISD’s Annual Customer Satisfaction Survey

• Thedistrictwidesurvey,YourVoice, captures the Annual Evaluation of Title I, Part A Parent Involvement Program and Policy. This survey is completed by parents and students. Please encourage parents and students to complete online.

Title I, Part A Program Parent Advisory Council (PAC)

DescriptionoftheTitleI,PartAParentAdvisoryCouncil(PAC)The parent advisory council is collaboration between the school and parents of participating children in the Title I, Part A program. The PAC is designed to allow parents an opportunity to fully participate in jointly developing and building consensus for a school parental involvement policy. Furthermore, through the PAC, each Title I, Part A School should convene an annual meeting to explain the Title I program to parents and inform them of their right to be involved in the program. The Title I Annual Meeting should take place before September 30, 2014. A PowerPoint presentation is available to assist.

The PAC is a best practice that allows parents to be involved in an organized, ongoing and timely way in planning, reviewing and improving Title I, Part A programs. The PAC works in coordination with the building Principal and the Title I Contact Person to determine the agenda for the flexible number of meetings that will be offered throughout the school year. Generally, each Title I campus will host two PAC meetings during the fall semester and two PAC meetings during the spring semester.

The PAC can be developed using electedofficers including a President, Vice-President, and a Secretary at minimum; whereas, parents of participating children in the Title I, Part A program nominate and vote on candidates. The other option is that the building principal and/or the Title I Campus Contact Person may appointparents to serve as a PAC Chairperson, PAC Vice-Chairperson, etc.

TheTitleI,PartASchoolshould:• Providetimelyinformationaboutprogramsforparents• Describeandexplainthecurriculumbeingused• Explainthestudentassessmentsandproficiencylevelsstudentsareexpectedtomeet,andincollaborationwith

the PAC, provide opportunities for regular meetings where parents can provide input.

If a Title I, Part A School Improvement Plan (SIP) is not acceptable to parents; the PAC can be a forum to provide parents with an opportunity to submit dissenting views to the External Funding Titles I & II Department – Title I, Part A Parental Involvement Program as required by the No Child Left Behind (NCLB) Act of 2001.

If the Title I, Part A School already has a parent organization in place such as a PTO, then the PAC can coordinate and integrate its efforts so that all parents are included in the process of increasing the academic quality of the school. Make certain that a separate agenda is provided for PAC and PTO meetings.

Suggested Duties and Responsibilities of a PAC

DutiesofaPACChairperson/President• Planagendawiththeprincipal.Followtheagenda.• HaveaworkingknowledgeofparliamentaryproceduresandathoroughunderstandingofParental

Involvement goals.



• Refrainfromenteringthedebateonquestionsbeforethegroup.Ifitbecomesnecessaryforyoutoenterthedebate, then you must relinquish the chair to the Vice-chairperson. A Chairperson is not permitted to resume the chair until after the vote has been taken on the question under discussion.

• Extendeverycourtesytotheopponentsofamotion,eventhoughthemotionisonethatthepresidingofficerfavors.

• Alwaysappearatthepodiumafewminutesbeforethemeetingiscalledtoorder.Whenthetimearrives,notewhether a quorum is present; if so, call the meeting to order and declare that “a quorum is present.

• Keepcalmatalltimes;talknomorethannecessarywhilepresiding.

DutiesofaPACVice-Chairperson/Vice-President• TheVice-ChairpersonofanorganizationistheonewhoactsintheplaceoftheChairpersonwheneverneeded.• Inofficialmeetings,theVice-chairpersonshouldpresideintheabsenceoftheChairpersonorwhenever

the Chairperson temporarily vacates the chair. Therefore, the Vice-chairperson should have knowledge of parliamentary procedures and a thorough understanding of Parental Involvement goals.

• Ifthechairpersonshouldbeabsentforalongperiod,thevice-chairpersonmayexercisealldutiesofthechairperson except to change or modify procedures set by the chairperson.

DutiesofthePACSecretary• Ifthechairpersonshouldbeabsentforalongperiod,thevice-chairpersonmayexercisealldutiesofthe

chairperson except to change or modify procedures set by the chairperson.• Prepareanddisseminateallnoticesofmeetingsincollaborationwiththeprincipalandparentalinvolvement

contact person.• KeepaneatandcarefulrecordofeverythingthatwasdoneorsaidduringtheParentAdvisoryCouncil

meetings. Every motion should be carefully noted as to whether it was lost or carried. The minutes should show the names of persons appointed, nominated or elected to any committee.

• Bepresentafewminutesbeforeameetingiscalledtoorderandreadtheminutesofthepreviousmeetingattheappropriate time.

• AlwayshaveacopyoftheParentalInvolvementgoalsandalistofunfinishedbusiness.Acopyoftheseitemsshould be given to the presiding officer.

DutiesofTitleI,PartACampusContactPersonforParentalInvolvement(Campus)• ImplementthegoalsoftheTitleI,PartAParentalInvolvementProgram.• OrganizetheTitleI,PartAParentAdvisoryCouncil(PAC).• MeetwithPACofficersinadvancetoplanfuturemeetings.• Sendnoticeshometonotifyparentsofeachmeeting’sdate,timeandplace.• Administertheannualparentevaluationsurveyduringthespringsemester–YourVoiceSurvey• Consultwithparentsontopics,speakersandworkshops.• MaintainaccuraterecordsofTitleI,PartAparentalinvolvementactivities(agendas,minutesofthemeetings,

attendance rosters, etc.).• Serveasparentresourceperson.• Serveasliaisonbetweenhome,school,andTitleIstaff.• CoordinateTitleI,PartAParentLiteracyPrograms,andotherparentalinvolvementactivities,asappropriate.• PerformotherdutiesasrequiredtoachievetheTitleI,PartAParentalInvolvementgoals.• Establishrapportwithparents!Knowparentsyoucancounton!


2014-2015Chancery CodingTitle I, Part A

Program H

andbook

Rosa GironPrincipal Davis High School

schools of their

Exposing my students touniversities

will allow all of us to

learn moreabout how to access a variety of schools,

their criteria for admittanceand what we need to do together

to get our students into the

choice.


Chancery CodingIntroduction to Chancery Coding

The purpose of this guide is to provide consistent procedures to all HISD campuses for coding Title I, Part A, data in Chancery. It also provides descriptions of data elements and the codes used in Chancery for Title I, Part A. This document covers how to:

• AddTitleIParticipationCodes• AddTitleIServices• AddParentInvolvement• PerformDetailedStudentSearch• UpdateRecentlyEnrolledStudents• EndTitleIServicesforWithdrawnStudents• EnterHomelessCode• ProvideProceduresforSummerSchool

It is important to have appropriate documentation such as sign-in sheets, minutes, agendas, flyers, letters, etc. prior to entering data. Documentationmustbemaintainedonthecampusevenafterdataisentered.

Roles and Responsibilities

All Title I Campus Contact Persons must be trained in entering Title I Data into Chancery. The Title I Campus Contact Person may utilize the assistance of the Student Information Management Specialist (SIMS). It is the responsibility of the Title I Campus Contact Person to approve all data entered by the SIMS. The Title I Campus Contact Person must provide the SIMS with appropriate information for coding such as names and coding information of students who are being served in the program.

InnocaseshouldtheSIMSberesponsiblefordeterminingwhetherastudentisTitleIeligible. Principals must ensure that reports from the Texas Education Agency (TEA), which reflect actual Public Education Information Management System (PEIMS) data, are compared to campus reports for reasonableness and accuracy.

For more information on data quality, please refer to the Data Quality Manual found on the HISD Federal & State Compliance Web site (Forms & Documents.)

Login to Title I Screen

1. Log on as TitleICampusContactPerson2. Begin at the HomePage as seen below3. Click on AllStudents4. Click on Search

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Student Search Results – Selecting a Student

1. Click on the actual student’s name to open a StudentDemographic page.

2. Example: Abram,Carlvaisha

3. From the StudentDemographics page, in the control bar, click SpcPopulations.

4. After clicking on Spc Populations, the control bar will expand to display all special populations. 5. From the control bar, click TitleI to display the Student’sEditTitleI page

Add Title I Participation Code

TheTitleIParticipationCodemustbeenteredpriortothePEIMSsnapshotdatewhichisthelastFridayinOctober.Forthe2014–2015schoolyear,thatdatewillbeOctober31,2014.

1. To enter participation code click Actions after selecting a student from the task bar.2. Next click AddTitleICoding.

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3. From the AddTitleIPEIMSCoding page, click the calendaricon to enter the Effective Date.4. After clicking on the calendar icon, you are able to select a date. You can also add a date by directly entering it

in the Effective Date box by using the correct format of mm/dd/yyyy.

5. From the drop down box next to Title I, Part A Code, select the appropriate participation code for your campus.

— (6)SchoolwideParticipation i. Selected for a schoolwide Title I Campus ii. Total number of students with an active eligibility code of (6) should be equal to the total

enrollment.⎯ — (7)TargetedAssistance/CurrentParticipation i. Selected for only the students receiving Title I services at a Targeted Assistance Campus ii. For all other students, select (0) No Participation⎯ — (8)TargetedAssistance/FormerParticipation i. Selected for a student at a Targeted Assistance Campus that does not currently receive Title I

services but previously received services at that campus ii. This may occur if lunch status is changed to ‘paid’⎯ — (9)HomelessParticipation i. Applies in a special case where homeless students are attending a non-Title I campus ii. Selected for students receiving homeless services at a non-Title I campus

6. Service Indicators⎯ — DefinitionsofIndicators(PEIMSDataStandards2014–2015)www.tea.tx.us/peims i. Homeless– indicate whether a student: 1) has received Title I, Part A services, or is scheduled to

receive services before July 1 on a Title I, Part A targeted assistance campus or a Title I, Part A schoolwide campus, AND 2) is homeless. A homeless student is one who lacks a fixed, regular, and adequate nighttime residence. For more information see EnteringHomelessCoding on page 77.

ii. Math – indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary math instruction for a period of time during the course of the current school year, or will receive Title I, Part A math instructions before July 1.


Chancery Coding


iii. Reading – indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary reading instruction for a period of time during the course of the current school year, or will receive Title I, Part A reading instructions before July 1.

iv. Science –indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary science instruction for a period of time during the course of the current school year, or will receive Title I, Part A science instructions before July 1.

v. SocialStudies – indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary social studies instruction for a period of time during the course of the current school year, or will receive Title I, Part A social studies instructions before July 1.

vi. Guidance – indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded supplementary counseling, pupil services, or college and career awareness and preparation, such as college and career guidance, comprehensive career development, occupational information, enhancement of employability skills and occupational skills, personal finance education or job placement services for a period of time during the course of the current school year, or will receive Title I, Part A

guidance counseling services before July 1. vii. SocialWork – indicates whether a student on a targeted assistance campus or non-Title I, Part A

campus (identified as homeless or neglected) has received Title I, Part A funded supplementary social work services for a period of time during the course of the current school year, or will receive Title I, Part A reading instructions before July 1.

viii. Health – indicates whether a student on a targeted assistance campus or non-Title I, Part A campus (identified as homeless or neglected) has received Title I, Part A funded health, dental, or eye care services for a period of time during the course of the current school year, or will receive Title I, Part A reading instructions before July 1.

⎯ — For a TargetedAssistedprogram, you must select ALL applicable services indicators. These are PEIMS reportable flags.

⎯ — For a Schoolwide program, only select Homeless indicator for students identified as homeless. i. Documentation for Homeless students include: a) Student Assistance Questionnaire (see sample on page 77 in Appendix) b) Statement of Residency ii. Documentation must be submitted to the Department of Safe Schools iii. Actual forms can be found on the HISD portal under Forms and Documents of the Federal & State

Compliance website.⎯ — For a non-Title I campus with homeless students attending, you must select ALL applicable service

indicators

⎯ — TheServiceIndicatorsonlygotoPEIMSforTargetedAssistedprogramsbutHISDrequires identifiedashomelesstobetracked.

i. Homeless Coding occurs in two different screens in Chancery. Coding must be the same for both screens.

ii. Please see EnteringHomelessCoding on page 46.

7. Once you have finished entering the data from the Add Title I PEIMS Coding page, click OK. This will return you to the EditTitleI page.

Chancery Coding


8. To verify participation code, run an H_TitleIStatusReport.⎯ This can be found under Reports on the control bar of the Home Page.⎯ Review report to verify correct code for each student and that the number of eligible students math the

number of students coded from the report.

Add Title I Services – To Input an Individual Student

TitleIServicesarenotPEIMSreportableflags;however,HoustonISDrequiresservicestobecodedforresearchpurposes.Allservicesmustbeenteredonanindividualstudentbasis.Thereisnomasscoding.

1. From the Edit Title I page, click on Actions

2. Click AddTitleIServices

3. From the AddTitleIServices page, click on thecalendariconto enter the start date.

4. SelectService/Program from the drop down menu⎯ — Before/AfterSchoolTutorials - Tutorials for students that take place before school, after school,

and/or weekends.⎯ — ExtendedYearServices – Services provided for students that extend beyond the regular school year such

as summer school or an enrichment program.⎯ — FieldLessons – Approved instructional lessons away from the campus.⎯ — In-SchoolTutorials – Tutorials for students that take place during the instructional day such as pull-outs.

5. Check the applicable core content areas of the service⎯ — Reading⎯ — Writing

(Language Arts)⎯ — Math⎯ — Science⎯ — Social Studies

6. Click OK

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Edit Title I Page

1. From the EditTitleIpage, select the record to edit by placing a check in the box.

2. From the task bar, click Actions.

3. Then click EditTitleIServices

4. Make appropriate changes⎯ Editing Title I Services may occur to add an end date to a service or when the wrong service was selected.⎯ Example: A student was selected for math tutorials when the student should have been selected for reading

tutorials.

5. If a page has an ExitDateField, the record will have to be EDITED in order to add the Exit Date.

6. If the page has no ExitDateField, a NEW record will have to be added in order to enter the EffectiveExitDate,ExitReason and Comments if applicable.

Add Parent Involvement

In order to add parent involvement, you must have appropriate documentation such as sign-in sheets, minutes, agendas, flyers, letters, etc. All parental involvement must be added during the semester in which the activities took place. Benchmark reports will be available to view and see progress on the following dates: November 14, 2014, February 6, 2015 and May 1, 2015. Coding for the 2014–2015 school year must take place by June 12, 2015. The final 2014 – 2015 parent involvement report will be submitted to the HISD Board of Education by October, 2015.

1. From the Edit Title I page, click Actions and then click on AddParentInvolvement

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2. Select Current School Year

3. To individuallyadd Parent Involvement ParentCompactType(s):⎯ — Click checkbox for IndividualCompact for identified students if your campus is a targeted assistance

campus.⎯ — Click checkbox for SchoolwideCompact if your campus is a schoolwide Title I campus.

4. Click checkbox(s) for all applicable ParentInvolvementTypes. Data will only be entered once. Please choose the first time this even occurred.

— Click for ConferenceParent Conference – A one on one meeting between the parent and classroom teacher at a minimum; may include others such as the assistant principal, counselor or another stakeholder.

— Click for Educ/TrainingParent Education – Classes or topics covering parenting skills and ways that the parent can assist their child to become successful mastering the state’s challenging academic standards and assessments. (Examples: Family Math Night, Family Reading Night, etc.)

— Click for FamilyLiteracyFamily Literacy – Sustained classes and continuing education that help the parent (or other family member) and child to become literate in reading and computer skills (Paired reading activities, Family Matters program, etc.)

— Click for ParentLiteracyParent Literacy – Sustained classes and continuing education that help the parent become literate in reading, computer skills and/or job skills (G.E.D., E.S.L., and Computer Literacy Classes.)

— Click for PlanningParent Planning – An opportunity for parents to meet and plan activities that will increase parental involvement at the local campus. As well as, and opportunity for parents to have input about how the Title I, Part A funds are used at the local campus.

— Click for VolunteerParent Volunteering – Parents at the local campus involved in capacity building activities that help foster an environment conducive for learning.

NOTE:Documentationmustremainonfileatthecampusforbothcompacttypeandparental involvementtype.

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5. Only add the first occurrence of each of the parental involvement types for each student on your campus. Example: The parent of John Doe Smith attends 4 parent conferences—a Family Reading Night, a

Family Math Night, and volunteered twice during the school year. John Doe Smith will have one line for a parent conference, one line for Parent Education, and one line for Volunteer.

6. To individually edit Parent Involvement⎯ — Log on as the Title I Campus Contact person⎯ — Type last name or ID and / or first name⎯ — Click Search⎯ — Click on the student’s name⎯ — Click SpcPopulations⎯ — Select TitleI⎯ — Scroll down to Parent Involvement and click to check the line to be edited⎯ — Select Actions⎯ — Then select EditParentInvolvement⎯ — Consider each box and make changes as needed for all that apply i. School Year ii. Parent Compact Type iii. Parent Involvement Types⎯ — Click OK to save the entry

7. To individually delete Parent Involvement⎯ — Log on as the Title I Campus Contact person⎯ — Type last name or ID and / or first name⎯ — Click Search⎯ — Click on the student’s name⎯ — Click SpcPopulations⎯ — Select TitleI⎯ — Scroll down to Parent Involvement and click to check the line to be deleted⎯ — Select Actions–DeleteParentInvolvement⎯ — Box will appear on the screen to ask, “Are you sure you wish to delete the selected items and associated

information?”⎯ — If yes, click OK⎯ — If you wish to review before deleting, click Cancel⎯ — Consider each box and make changes as needed for all that apply i. School Year ii. Parent Compact Type iii. Parent Involvement Types⎯ — Click OKto save entry

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Perform Detailed Student Search

1. Begin from the QuickSearch page

2. From the Quick Search page, click StudentSearch

3. Select Detail

4. Select the category for your search from the drop down menus (for the purpose of Title I Coding, you may select Title I, Part A Code, Title I Services, and Parental Involvement)

5. ClickAddCriteria⎯ — To refine your search, add effective

dates to your query⎯ — Select All Criteria or Any Criteria

6. Click Search

Recently Enrolled Students

1. Newly enrolled students must be checked on a regular basis in order to insure that coding for Title I is accurate for the campus.

2. To check for newly enrolled students, select RecentlyEnrolled from the Chancery Home Page3. Check for recently enrolled students on a regular basis, at minimum twice a week.

Withdrawn Student

1. When a student withdraws from a campus, the receiving campus is responsible for the current coding of the Title I Student as outlined in the Title I Guide for Chancery.

2. For example, if a student withdraws from a Title I Schoolwide Campus and enrolls at a Non – Title I Campus, the Non – Title I Campus is responsible for adding a participation code of 0NoParticipation in order to stop Title I Services.

To Delete a Record

1. Click the checkbox beside the record that needs to be deleted2. Click Actions.3. Click Delete.4. Records shouldnotbedeletedunlesstheyhavebeenrecordedfortheincorrectstudent. Delete access is

limited to only a few people at a campus. If the delete option does not appear in the Actions menu, you do not have that access and must inform your administrator that a record needs to be deleted.

Chancery Coding


Entering Homeless Coding

As defined by NCLB, Title X, Part C, Section 725(2), the term “homeless children and youths” – (A) Means individuals who lack a fixed, regular, and adequate nighttime residence [within the meaning of

section 103(a)(1)]; and (B) Includes - (i) children and youths who are sharing the housing of other persons due to loss of housing, economic

hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;

(ii) children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings [within the meaning of section 103(a)(2)(C)];

(iii) children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and

(iv) migratory children (as such term is defined in section 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

(PEIMS Data Standards 2014 – 2015, http://www.tea.state.tx.us/peims/standards/wedspre/index.html?e0894)

HomelessCodingoccursintwodifferentscreensinChancery.Thenumberofhomelessstudentmustmatchinbothscreens.PleaserefertoSISContentStorethroughtheSISwebsiteformoreinformationonAt-RiskandPEIMSHomelessCoding.

1. At-Risk Homeless⎯ — Enter identified student name⎯ — From the StudentDemographics page, in the control bar, click Spc Populations⎯ — From the control bar, click At-Risk⎯ — Click Actions in the task bar⎯ — Click AddAt-RiskCoding from the Actions menu⎯ — Enter StartDate⎯ — For Reason select (12)Homeless⎯ — Enter EndDate – Last Day of School and enter Comments, if any⎯ — Click OK

2. At-Risk Services⎯ — Enter Start Date⎯ — Enter the Provider from the drop down menu⎯ — Enter End Date – Last Day of School and enter Comments if any.⎯ — Click OK.

3. PEIMSHomelessCoding

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Homeless Data

1. AddHomelessStatusPage(HomelessCause–DropdownboxandHomelessServices–ListMover)

Thispagehastwoareastobecompleted!

First - Add the Start Date, the HomelessCause(DONOTputN/A), Comments (if any) and the End Date.

Second - Add HomelessServices(DONOTputN/A) – Homeless Services is a list mover. Select all services the student has received. Every homeless student should have at least Child Nutrition (School Lunch) as a service in addition to any other services received

.When completed, select OK.

2. AddPrimaryNighttimeResidencePage–Dropdownbox

Add the Start Date, the PrimaryResidence(DONOTputN/A), Comments (if any) and the End Date. When completed, select OK.

3. AddHomelessFundingPage–Dropdownbox

This is the UnaccompaniedYouth Data!

NOTE:YouonlyneedtocompletethispanelifthestudentishomelessANDunaccompanied.

Add the Start Date, the Program(DONOTputN/A), Comments (if any), and the End Date. When completed, select OK.

PleaseNOTE: Any student who is unaccompanied should have a “1-Unaccompanied/ReceivesMcKinney-VentoServe”. All unaccompanied students receive at least Child Nutrition – School Lunch.

Education is the most powerful weapon which you can use to change the world. – Nelson Mandela

Chancery Coding

2014-2015Homeless ProgramTitle I, Part A

Program H

andbook

Gloria SalazarPrincipal K. Smith Elementary

in the life of a student.

Attracting and retaining

highly qualified teachersis important because

one academic yearcan make a

significantdifference


Homeless ProgramThe McKinney-Vento Homeless Assistance Act

The education provisions of the McKinney-Vento Act, which are now incorporated within No Child Left Behind (NCLB) Act of 2001, ensure educational rights and protections for children and youth experiencing homelessness. The law directly applies to homeless unaccompanied youth who also receive some special attention within the Act.

Key Provisions of the McKinney Vento Act

The McKinney-Vento Act (Section 725) specifies and protects the rights of children and youth in homeless situations. Highlights include:

• ImmediateEnrollment-Therighttobeenrolledimmediatelyinschool,withoutimmunizationoracademicrecords, and birth certificate, regardless of district policy.

• ChoiceofSchools-Astudentexperiencinghomelessnesshastwochoicesindecidingwhichschooltoattend:⎯ — The school of origin (the school the student attended when he/she became homeless), or⎯ — The school in the zone where the student is currently residing.

• Transportation-Studentsinhighlymobileorhomelesssituationsareentitledtotransportationtoandfromtheschooloforigin,ifitisfeasible,inthestudent'sbestinterest,andrequestedbytheparent,guardian,orunaccompanied youth.

• Services-Studentsexperiencinghomelessnessareentitledtothesameprogramsandservicesthatareavailableto other children in the District, such as gifted and talented education, special education, vocational education, English Language Learner services, and tutoring. Students are automatically eligible for Title I services and Districts must set aside funds as necessary to provide services.

DisputeResolution - If problems arise between the school and parents or between districts, the parent shall bereferredtotheschool'shomelessliaison.Inthemeantime,thestudentmustremaininschoolandreceivetransportation. Please contact Bernadette Cardenas at 713-556-6906 for additional information.

Homeless Program

The federal McKinney-Vento Homeless Education Assistance Improvements Act and Texas state law protect the rights of homeless children and youth to receive a free and appropriate public education. Nearly everyone in Texas who is between the ages of 5 and 21 on September 1st of the school year and has not been expelled has the right to attend school, even if they:

• Donothaveapermanentaddress• Haveapreviousaddressinanothertownorstate• Donotlivewithaparentorlegalguardian• Livetemporarilydoubled-upwithfriendsorfamily• Sleepinashelter• Sleepinacampground,car,abandonedbuilding,orotherfacilitynotdesignatedfor,orordinarilyusedas

regular accommodations for, human beings• Donothaveschoolrecords• Donothaveimmunizations

Homeless Program


After assessing the needs of homeless students, the homeless education program and Title I program staff, along with other district-level administrators, may consider funding the following basic needs such as:

• Schooluniforms,• Schoolsupplies,and• Health-relatedneeds

Serving Homeless Students in Title I Schools

Homeless students who attend Title I, Part A Program schoolwide or targeted assistance schools may have unique challenges that are not addressed by the regular Title I program at these schools. These challenges may create barriers to full participation in Title I, Part A Programs and defeat the overarching program goal of helping all students meet challenging state standards. Through Title I, Part A, or in conjunction with a McKinney-Vento sub grant, homeless students can take part in services that enable them to benefit more from a school’s Title I program.

DID you know?

Texas implements proven research-based strategies. •Learningenvironmentsarechallengingand personalized for each student. •Mentorsareusedasrolemodelsandadvocates for students. •Studentswhoarebehindinschoolreceive academic support. •Datasystemsidentifystrugglingstudentswho need early intervention.

– www.tea.state.tx.us

Homeless Program

2014-2015Additional Compliance RequirementsTitle I, Part A

Program H

andbook

Robert Scott AllenPrincipal HSPVA

Caring about my campusmeans that I am committed

to always doing what is best for every student.Effective teachers, strong instruction, and

a culture of trust and toleranceshould be in place to create a

that meets thelearning environment

needs ofevery student.


Additional Compliance RequirementsProgram Descriptions

Under the No Child Left Behind (NCLB) Act of 2001 each local educational agency (LEA) is required to submit the consolidated application annually to the Texas Department of Education (TEA) in order to receive federal funds under NCLB. The application consolidates information on various federal programs into one application and serves as a contract between the LEA and the state. AconditionofreceivingapprovaloftheNCLBConsolidatedApplicationisthecompletionandapprovalofthisapplication.

AllTitleIandnon-TitleIschoolsthatreceivefundingorservicesfromatleastoneoftheprogramslistedbelowmustcompleteaprogramdescriptionforthe2014–2015schoolyear.Theseprogramschedulesmustbecompletedwithoutregardtothefundsources(federal,state,orlocal)usedtoimplementtheactivity.

Process for Title I, Part A Funding After A Campus Closure

After a campus closes, students must enroll in their designated zone school. On the first Friday of the first week of school, Houston ISD will allocate funds designated for each student who enrolls in their zone school. Fund allocation is based on students who completed their free and reduced lunch application. Schools close and/or consolidate for various reasons. This may be a result of:

• Lowstudentenrollment,• Achangeinstudentpopulationsserved(i.e.,gradelevels-elementarytomiddle,K–8,6–12);and• Otherdistrictdecisions

CapitaloutlayitemspurchasedwithTitleIfunds,MUSTremainatTitleIschools. Therefore, should a school close, schools MUST complete the Property/Equipment Transfer form (Form PC-2) for capital outlay items purchased with Title I funds. The transfer form should be obtained from the Property Management Department. It must be signed by a person from the releasing school, the driver picking up the equipment, and a person from the receiving school or final destination. Be sure to maintain a copy of the transfer form with all authorized signatures for documentation (See Appendix, page 82).

All Title I, Part A documentation and records are to be maintained for a period of seven (7) years. If a school closes before that time, the school should contact the Records Management Department. The information for managing, retaining, or destroying records can be found on the Printing Services website under Records Management. The district conducts a School Closure Planning Meeting to assist and support the schools designated for closure. School representatives should be present at the district meeting. A school closure checklist is provided which includes:

• Alistofactivities,• Thepersonnelanddepartmentsresponsibleforcompletingtheactivities,and• Atimelineforcompletion.



The Community Eligibility Provision (CEP) Program – FAQs

WhatisCEP? CEP is a program that allows schools in high poverty areas to provide free meals to students without requiring

their families to complete the free and reduced lunch application.

Whoisparticipatinginthisprogram? There are 166 campuses participating in this program. Please see next page of the handbook and/or visit www.

HoustonISD.org/ExternalFunding for the complete list of the 166 campuses.

HowdoesaschoolqualifyforCEP? Schools qualified with a combination of the following: • Fifty-onepercentoftheirstudentsdirect-certified*throughparticipationinfederalprograms • Freeandreducedpercentageofatleast90percentinthe2013–2014schoolyear • Feederpatternsthataccommodateallstudentsinahousehold • EnsureTitleIandstatecompensatoryfundingisnotimpacted

Whataretheadvantages? • Encouragemorestudentstotakeadvantageofnutritiousmeals • Reducestigmaassociatedwithfreemeals • Eliminatetheproblemofuncollectedstudentmealbalances

WhathappensifastudentleavesaCEPschoolandenrollsinanonCEPschool(inoroutofHISD)? Inform parents they must complete the free and reduced lunch application. The new school will honor the

existing status of the student for 10 days only.

WhatdistrictsareparticipatingintheCEPprograminTexas? Dallas ISD, Houston ISD and Laredo ISD.

IsafreeandreducedlunchapplicationneededforCEPschools? No, a free and reduced lunch application is not needed for CEP campuses, however, they must complete the

CEP Survey Form.

WhatisthepurposeoftheCEPSurveyForm? HISD must still collect economic data from students in CEP schools for the purposes of PEIMS data.

DoesanonCEPschoolneedtocollectaCEPSurveyForm? No, a non CEP school does not need to collect a CEP Survey Form. Parents must still complete the free and

reduced lunch application. This application will be pink for the 2014 – 2015 school year.

WherecanIaccessmoreinformation? Please visit the Food Services website at www.HoustonISD.org

*DirectCertification- Census Data, directly certified (recipients of Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF) and Food Distribution Program on Indian Reservations (FDPIR)) and categorically eligible including Foster, Migrant, Head Start, and Runaway children.



AlcottAlmedaAndersonAthertonBarrickBastianBellfortBenavidezBerryBlackshearBonhamBonnerBraeburnBriscoeBrooklineBrowningBruceBurbankBurnetBurrusCageCarrilloCodwellCookCoopCrespoCrockettCunninghamDavilaDechaumesDoganDurkeeEliotElmoreElrodEmersonFarias Early ChildhoodFoersterFondrenFonwoodFosterFranklinFrost

Schools Participating in the Community Eligibility Provision (CEP) Program

GallegosGarciaGolfcrestGreggGrissomGrossHalpinHarper AlternativeHarris, J.R.Harris, R.P.HartsfieldHelmsHenderson, J.P.Henderson, N.Q.HerreraHighland HeightsHilliardHobbyInspired for Excellence WestIsaacsJanowskiJeffersonKandy Stripe AcademyKashmere GardensKelsoKennedyKetelsenLaurenzo Early ChildhoodLawLewisLockhartLooscanMacGregorMadingMarshallMartinez, C.Martinez, R.McGowanMcNamaraMilneMistral Early ChildhoodMitchellMontgomery

MorenoNeffNeff Early Childhood CenterNorthlineOsbornePaigePeckPetersenPilgrim AcademyPiney PointPleasantvillePort of HoustonPughReaganReynoldsRobinsonRodriguezRossRuskSanchezScarboroughScrogginsSeguinShadydaleShearnShermanSmithSouthmaydStevensSuttonThompsonTijerinaTinsleyTSU Charter LabValley WestWesleyWhidbyWhiteWindsor VillageWoodsonYoungYoung Scholars

Elementary Schools



AttucksBurbankCullenDeadyDowlingFlemingFondrenFonville

Forest BrookGregory-LincolnHartmanHenryHoggHollandJacksonKey

MarshallMcReynoldsOrtizStevensonSugar Grove AcademyThomasWelchWilliams

Middle Schools

high Schools

Beechnut AcademyFurrHope AcademyHigh School Ahead Academy

Jones KashmereLeeMilbyNorth Forest

Sterling WashingtonWheatleyWorthingYates

It is the mark of an educated mind to be able to entertain a thought without accepting it. – Aristotle


2014-2015Campus Contact ResponsibilitiesTitle I, Part A

Program H

andbook

Geovanny PoncePrincipal Jones High School

I do not have the powerto change the world, but

I have the power to

by providing effective leadershipto enable my teachers to provide

quality educationfor all our children.

change my school


Responsibilities of the Title I Campus Contact

The Title I, Part A Campus Contact Person must be a certified teacher. This person will:

1. Assist with integrating Title I supplemental services into the total school program and the school improvement plan, including:

• Analyzingacademicdataforallstudents,especiallyeconomicallydisadvantagedstudents; • Improvingstudentachievement;and • Makingsurethatallparentsaremeaningfullyinvolvedintheeducationalprocess.

2. Work beyond the regular school day to complete any special Title I requirements.

3. Supervise the extended-day program as needed.

4. AttendTitleImeetings,trainings,openlabs,andbin/Chanceryreviews.

5. Share all information received from each Title I meeting attended, in a consistent and timely manner with the principal and other individuals on the campus responsible for ensuring Title I program compliance.

• TitleIbudgetinformationmustbecommunicatedtoprincipal,schoolbusinessmanager,andothers responsible for Title I school-based budgets.

• ParentInvolvementinformationshouldbecommunicatedtoprincipal,parentcoordinator,andothers on the campus responsible for parental involvement.

• ProfessionalDevelopmentinformationshouldbecommunicatedtoprincipalandothersonthecampus responsible for staff development, etc.

6. Adheretoscheduledduedatesfor submitting various items that are required under this program, which includes but are notlimited to:

• Grantapplications(TitleIandII–SASConsolidatedApplication) • Schoolwideassessmentsofsupplementalprogramsandservices • Allparentnotifications • ParentSchoolCompact • ParentInvolvementPolicy • SemiAnnualCertification

7. Maintain documentation bin. This documentation will be reviewed by the Title I Specialist minimally once a year.

8. Complete training and receive security access for Chancery System Information System (SIS).

9. EntercampusTitleI,PartAcoding (participation, parental involvement, services) in Chancery

10. Coordinatetheparentalinvolvementactivities for the campus including the annual meeting and the four required PAC meetings.




AUGUST Inform key people that you are the Title I Campus Contact Person – Meet the Secretary, SIMS Clerk, Department Chairs, Magnet Coordinator, Grade Level Heads, Webmaster Complete the online Special Populations Chancery Course and Gain Security Access Set up your 2014-15 Title I bin with the Ten Components (see page 85 appendix for checklist) Review Title I, Part A Program Handbook Contact Parent Advisory Council (PAC) Leaders (appointed - Chairperson or elected - President) • EstablishTentativePACMeetingSchedule

SEPTEMBER Monitor Title I Campus Budgets Establish your campus Title I Documentation Bin Begin Coding In Chancery • ParticipationCode(6or7)byPEIMSSnapshot • SchoolwideCompact Hold Annual Meeting (may be combined with Open House) on or before September 30, 2014 Submit Tentative PAC Meeting Schedule – September 30th Notify / Send to Parents: • NoticeofTitleI,PartAProgramStatus • TeacherandParaprofessionalQualifications • School-ParentCompact–jointlydevelopedbyschoolandparents

OCTOBER Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin October 25 - Submit Job Descriptions for 2014 – 2015 Title I Personnel PEIMSDate–Friday,October31st–Allstudentscoded“6”(schoolwide);ContentIndicators asNeeded(Targeted);OngoingCodingasNeeded(AllSchools) Meet with parents to create or update the Parent Involvement Policy Gather Signatures on Job Descriptions (for positions funded by Title I) Suggested to hold 1st Required PAC Meeting by this time

NOVEMBER Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin Continue work on Parent Involvement Policy Release of 1st Parental Involvement Benchmark Report

DECEMBER Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin Chancery – ALL Coding Areas completed for the fall semester ALL Campus Contacts – Documentation Bin Review Submit Principal Attestation Form Notify / Send to Parents: • DescriptionandExplanationofCurriculum • DescriptionandExplanationofAssessments • 2014–2015CampusParentInvolvementPolicy • 2014–2015DistrictParentInvolvementPolicy

CALENDAR AT-A-GLANCE

MONTH ACTIVITIES



JANUARY Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin CompleteSemi-AnnualCertification(fallsemester) Suggested to hold 2nd Required PAC Meeting by this time

FEBRUARY Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin Send Federal NCLB Report Card Information tentative Send 2014 – 2015 District Promotion Standards tentative Release of 2nd Parental Involvement Benchmark Report

MARCH Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin Chancery Coding Review – Bring Laptop TitleI,PartAParentalInvolvementSurvey“YourVoice” Suggested to hold 3rd Required PAC Meeting by this time

APRIL Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin Title I, Part A Parental Involvement Survey Summer School Preparation to include: •Complete-ProgramDescription(specialprogram) •Complete-BudgetTemplate(specialprogram) •Attend-Training

MAY Ongoing – Monitor Budgets, Code in Chancery, Maintain Bin Chancery – ALL Coding Areas Completed for spring semester As Needed – Second Documentation Bin Review CompleteSemi-AnnualCertification(springsemester) Release of 3rd Parental Involvement Benchmark Report Federal Programs Parent Consultation Meeting Suggested to hold 4th Required PAC Meeting by this time Finalize Electronic File of Title I Documents Submit Documentation Storage Form

JUNE Extended Year Program (summer school) Submit-End-of-Summer Checklist Chancery – ALL Coding Areas Completed for summer school SAS Program Description TrainingforNew/EnteringTitleISchoolsfor2015-2016

ALL Coding refers to: Coding (Participation Code), Services, and Parental Involvement

**Calendarsubjecttochange**

CALENDAR AT-A-GLANCE

MONTH ACTIVITIES


2014-2015AppendixTitle I, Part A

Program H

andbook

Pamela Evans ManagerExternal Funding Titles I & II Department

Our department is

academic success.all students achieve

central office staff to ensure that to all Title I campuses and

to providing quality supportfundamentally focused

THIS AGREEMENT, entered into this the day of by and between the School Board of Houston Independent School District, hereinafter referred to as the “District”, and , hereinafter referred to as the “Consultant”, is as follows: 1. The Consultant shall, in a satisfactory and proper manner as determined by the District, perform the services shown in the Consultant

proposal and attached as Exhibit A to this contact. All proposals shall state specific deliverables and timelines for performance. 2. The Consultant shall commence performance of the Agreement on the day of and shall complete

performance to the satisfaction of the District no later than the day of, f the Consultant firm does not perform to the satisfaction of the District, the District may terminate this agreement by providing written notice to the Consultant firm by first class mail at the address shown below, or by oral notice.

3.

FEES AND BUDGET Consultant Fees Hours at Days at Transportation (receipts required) Lodging (receipts required) Meals (receipts required) Miscellaneous (list) Total Fee

$ per hours $ per day

$ $ $ $ $ $ $__ ____

Business Area

Commitment Item (Function–Object)

Funds Center (Org.# – IA –

Project)

Fund

Budget Account Number

4. Method of payment: Indicate below when and in what amounts the total due under this contract is to be paid 5. The Consultant agrees to assume responsibility for all per diem and travel expenses, unless authorization to incur such expenses is granted

by the District in advance of the expenditures being incurred. The Consultant shall be reimbursed for such approved expenditures as provided by Board Policy.

NOTICE TO CONSULTANT: ANY CHANGES MADE IN PROVISIONS ABOVE WILL NULLIFY AGREEMENT. HOUSTON INDEPENDENT SCHOOL DISTRICT SIGNED (CONSULTANT) NOTE: Consultant is not to sign this form until approved by the Accounting Department. Type of Business (check one) Sole proprietor or Individual If $25,000 (or over) Partnership Board Agenda #____________________ Date ____________ Corporation _____ Date ____________ Minority or Women Business: Requestor Yes No If individual, give Social Security No. If corporation give TIN _______________________________ Date No. Administrator with Signature Authority (School and Departmental budgets only) Social Security/TIN No. ____________________________________ __________________________________ Date _______________ Deputy Superintendent ________________________________________________________ (For districtwide budget requests only) (Name typed) Funds are available for this purpose and have been encumbered per Consultant Request No. ______________. Address: _________________________________________________ Approved: __________________________________________ ___________________________________ Date _______________ By: _____________________________________________________

Authorized: Consultant (Signature of Consultant)

THE SCHOOL BOARD OF HOUSTON INDEPENDENT SCHOOL DISTRICT CONSULTANT AGREEMENT FORM


SAMPLE

Appendix

DESCRIPTION OF PROJECT:

PROPOSAL BY CONSULTANT

CONSULTANT NAME: ___________________________________________________________ COMPANY NAME: ______________________________________________________________ ADDRESS: PHONE:__________________ Location of Consultant's Services _________________________________________________ The Number of Hours/Days of Service _____________________________________________ Exact Dates of Service (if known) _________________________________________________ Number of Persons to be Served __________________________________________________ Described EXACTLY what training will be done ____________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ What material will be used? ______________________________________________________ _____________________________________________________________________________ Describe the anticipated outcome of training ______________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Describe follow up/monitoring of implementation of training topic that will be provided _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ________________________________________ ______________________________ CONSULTANT'S SIGNATURE DATE


SAMPLE

Appendix

REQUEST FOR PAYMENT

FOR CONTRACTED CONSULTANT(S)

NAME OF CONSULTANT: __________________________________________________________ SOCIAL SECURITY NUMBER: OR TAXPAYER IDENTIFICATION NUMBER: ___________________________________________ MAILING ADDRESS: ______________________________________________________________ CITY: ________________________ STATE: _____________________ ZIP: _________________ CHECK TO BE SENT TO: ABOVE HOLD FOR PICKUP EXACT DATES/TIMES OF SERVICES RENDERED _____________________________________ _______________________________________________________________________________ BRIEF REPORT OF SERVICES RENDERED ___________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ CONSULTING FEE $ _______________________________ EXPENSES* $ _______________________________ TOTAL AMOUNT TO BE PAID $

AUTHORIZATION TO INCUR SUCH EXPENSES MUST BE GRANTED BY THE DISTRICT IN ADVANCE OF EXPENDITURES BEING INCURRED. RECEIPTS ARE REQUIRED. I CERTIFY THAT THE ABOVE SERVICES HAVE BEEN RENDERED. THE TOTAL SHOWN IS DUE AND PAYABLE IN ACCORDANCE WITH AN AGREEMENT DULY EXECUTED ON THE DAY OF _________________________ , 2001 _________________________ . ________________________________________ ________________________________ CONSULTANT DATE APPROVAL FOR PAYMENT: ________________________________________ ________________________________ PRINCIPAL’S SIGNATURE OR DATE ASSISTANT/ASSOCIATE/DEPUTY SUPERINTENDENT

EDUCATIONAL


SAMPLE

Appendix

CONSULTANT EVALUATION

AUDIENCE: ____________________________________________________________________ OBJECTIVE: ____________________________________________________________________ CIRCLE THE POINT ON THE SCALE WHICH BEST DESCRIBES THE SERVICES RENDERED: 1. Presentation was delivered clearly and showed evidence of preparation. 1 2 3 4 5 Disagree Somewhat Disagree No Opinion Somewhat Agree Agree 2. Materials used were appropriate to the topic and enhanced presentation. 1 2 3 4 5 Disagree Somewhat Disagree No Opinion Somewhat Agree Agree 3. Modes of presentation and activities utilized were appropriate, effective, and provided for adequate interaction. 1 2 3 4 5 Disagree Somewhat Disagree No Opinion Somewhat Agree Agree

4. Objectives of today’s presentation were accomplished and knowledge gained will positively job performance in our classrooms.

1 2 3 4 5 Disagree Somewhat Disagree No Opinion Somewhat Agree Agree 5. Please rate the overall of the presentation. 1 2 3 4 5 Disagree Somewhat Disagree No Opinion Somewhat Agree Agree May we use your evaluation as a recommendation for other schools to use this consultant? YES NO COMMENTS: __________________________________________________________________ __________________________________________________________________ APPROVED FOR PAYMENT: ________________________________________ ________________________________ Requestor: Date


EDUCATIONALCONSULTANT EVALUATION

SAMPLE

Appendix

HHOOUUSSTTOONN IINNDDEEPPEENNDDEENNTT SSCCHHOOOOLL DDIISSTTRRIICCTTram TTIITTLLEE II,, PPAARRTT AA,, PPAARREENNTTAALL IINNVVOOLLVVEEMMEENNTT PPRROOGGRRAAMM

Insert school's name and address here

Insert Date TO: Parents of Students Taught by Insert teacher's name SUBJECT: NOTIFICATION TO PARENTS OF TEACHER NOT “HIGHLY QUALIFIED” As a parent of a student at Insert school name, you have the right to know if your child has been assigned to or has been taught for four or more consecutive weeks by a teacher who does not meet the federal requirements of “highly qualified.” According to the No Child Left Behind Act of 2001 [P.L. 107-110, Section 9505 (23)], a highly qualified teacher is one who has: A Bachelor's degree; Demonstrated competency in the subject area assigned to teach; Obtained full state certification as a teacher or has passed the state’s teacher

licensing examination; and Not had certification or licensure requirements waived on an emergency, temporary,

or provisional basis.

This notice is to inform you that your child has been assigned to or taught by the following teacher(s) who does not currently meet these requirements:

Insert teacher's name If you have any questions regarding this information, please contact Insert the name and contact information (phone and e-mail) for the Title I contact person at your campus. Sincerely, Insert principal's name, Principal


SAMPLE

Appendix

SAMPLE


Appendix

Process to Obtain Teacher and Paraprofessional Qualifications Flowchart

STEP 1:External Funding

provides schools with the templatefor the parent notification:

Teacher and Paraprofessional Qualifications

STEP 1:External Funding

provides schools with the templatefor the parent notification:

Teacher and Paraprofessional Qualifications

STEP 5:Parents can …

Email their request to publicinformation @houstonisd.org

STEP 2:Schools disseminate the information

to parents in a variety of waysincluding sending the notification

home by students.

STEP 5 (con’t):OR

Call the Public Information Office at 713-556-6060

OR Fax their request to them at

713-556-6061

STEP 3:Parents may request specific

qualification information. The request must include the teachers name,

school, and grade/subject taught.

STEP 5 (con’t):OR

Mail their request to Public Information Office

Houston ISD4400 W. 18th StreetHouston, TX 77092

STEP 4:Parents can obtain the teacher’s

certification record from the Texas Education Agency web site.

www.tea.state.tx.us

STEP 6:The

HISD Public Information Office will send the information to the parent

within 10 business days (excluding holidays).


Appendix

HISD ASSET USAGE FORM 1. __________________________________________________________ TDL # ____________ (NAME AND TEXAS DRIVERS LICENSE NUMBER OF EMPLOYEE MAKING REQUEST) _______________________________________________________________________________ (EMPLOYEE’S ADDRESS OR PLACE WHERE ASSET WILL BE TEMPORARILY USED)

2. Reason for Request:_______________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3. Employee shall take all reasonable care to protect the equipment from loss or damage. In the event

such equipment is lost, damaged, destroyed, or stolen while in employee’s issuance, the employee shall be liable to the Houston Independent School District for:

A. The cost of having such equipment repaired. B. Reimbursement to HISD for the asset at its replacement value or original cost to HISD.

ASSET DESCRIPTION SERIAL NO. TAG NO.

4. Date(s) to be used out of the building:_________________________________________________ _______________________________________ __________________________ _________ Employee Signature School or Department Date Date Returned & Signature: _________________ _______________________________________ Date Employee Signature

APPROVED: ________________________________________ _______________________________________ Principal or Administrator’s Signature Date

� PLEASE COMPLETE AND RETURN TO PROPERTY MANGEMENT

SAMPLE


Appendix


Houston Independent School District

External Funding Titles I & II Department

TITLE I, PART A

PARENT ADVISORY COUNCIL (PAC) MEETING INFORMATION

Campus Name: Campus No.:

Title I Contact Name: Phone Number:

PAC MEETING DATES & TIMES

DATE(S) TIME

1.

2.

3.

4.

PAC OFFICERS

President: Phone Number:

Vice President: Phone Number:

Secretary: Phone Number:

Please complete and return by email, scan or school mail to your Title I Specialist by

Friday, September 26, 2014.

_______________________________________________

Principal Signature

Appendix

2014 – 2015

TITLE I, PART A PARENTAL INVOLVEMENT PROGRAM

Mandated Parent Notifications Checklist

Campus Name: _____________________________________

Campus Number: _____________________________________

CAMPUS-LEVEL MANDATED PARENT NOTIFICATIONS

NCLB

Requirement

completed?

Parent Notification Description Date Distributed to Parents

– No Later than…

YES NO

The Annual Title I

Part A Program

Status

Informs parents that they have a

right to be involved in their child’s

education, a description of how the

campus uses the Title I funds, and

other program requirements.

September 26, 2014 or the

first Open House and/or

Annual Title I Meeting

YES NO

The School-Parent

Compact

Developed with parents’ consensus

and a copy sent home to parents of

participating children that outlines

how parents, the entire school staff,

and students will share the

responsibility for improved student

academic achievement.

September 26, 2014

YES NO

The Parents-Right-

to-Know (Teacher

&

Paraprofessionals

Qualifications)

Informs parents of their right to

request and receive timely

information on the professional

qualifications of their child’s

classroom teacher(s) and

paraprofessionals.

September 26, 2014

YES NO

Not Highly

Qualified

Informs parents of participating

children in the Title I Program if a

student was assigned to, or taught

by, a teacher that was not highly

qualified for four or more

consecutive weeks.

Ongoing

YES NO

Description and

Explanation of

Curriculum

Describes and explain the

curriculum that is used at the

school.

December 19, 2014

YES NO

Description and

Explanation of

Assessments

Describes & explains the

assessments that are used at the

school including all standardized

tests and classroom assessments

that impact student achievement.

December 19, 2014


Appendix

NCLB

Requirement

completed?

Parent Notification Description Date Distributed to Parents

– No Later than…

YES NO

District and

Campus Parent

Involvement

Policies

The written policy developed with

parents’ consensus explaining how

the school supports the role of

parents in the education of their

children.

December 19, 2014

YES NO

Federal Report

Card

A TEA Web-based system to

generate campus-, district- and

state-level reports with

information regarding student

achievement

Spring, 2015

YES NO

Promotion

Standards

Informs parents about the

proficiency levels that students are

expected to meet to be promoted

to the next grade level. If high

school, the notification should

include the number of credits

needed and the courses that

students need to take to promote to

the next grade level.

February, 2015

YES NO

Annual Evaluation

of Title I, Part A

Parent Involvement

Program and

Policy

A required survey for parental

input on the effectiveness of the

parental involvement policy in

improving the academic quality of

the Title I campus.

Distributed to parents via the

“Your Voice Survey” –

Spring, 2015

YES NO

Federal Programs

Parent

Consultation

Instructs principals to identify one

parent to attend the required

annual meeting to give input on

the design, planning, and

implementation of its Federal

Programs.

May 15, 2015

(Tentative)

YES NO

Parent Advisory

Council Meetings

Four parent meetings that should

be conducted throughout the

school year at flexible times.

Schools are responsible for

creating and distributing this

parent notification.

Suggested Schedule:

1st meeting by October 31

st.

2nd

meeting by December 19th.

3rd

meeting by March 31st

4th

meeting by May 28th.


Appendix

DISTRICT LEVEL MANDATED PARENT NOTIFICATIONS

NCLB

Requirement

completed?

Parent

Notification

Description Date Distributed to Parents – No Later than…

YES NO

All parent notifications must be in a uniform format and provided in a language that

parents can understand. Copies of all notifications are available upon request.

If you checked

“No” for any of

the NCLB

requirements,

please indicate

why this

requirement was

not met and a

plan of action to

meet this

requirement.

_____________________________________________________________________________

Principal’s Signature Print Name Date

______________________________________________________________________________

Title I Campus Contact’s Signature Print Name Date

Submit the original form to Title I Specialists – External Funding Titles I & II Department

File a copy in the Title I documentation bin (Component 6).


Appendix

HOUSTON INDEPENDENT SCHOOL DISTRICT

TITLE I, PART A, PRINCIPAL ATTESTATION FORM

For compliance with No Child Left Behind (NCLB) Act of 2001, Section 1119(i)

Qualifications for Teachers and Paraprofessionals

Campus Name: ___________

Campus No.: ____

As required by NCLB, Section 1119(i), I, the undersigned Title I, Part A campus principal attest to the

following for school year 2014–2015, as of September 15, 2014:

YES NO PRINCIPAL ATTESTATION

1. ALL teachers teaching in core academic subject areas and teaching in a program

supported by Title I, Part A funds, are highly qualified.

If “no,” how many teachers are not highly qualified?

Identify teachers on page 3 of this form.

2. The campus has included strategies in the Campus Improvement Plan to ensure that

ALL teachers teaching in core academic subjects are highly qualified. The plan includes

annual, measurable objectives to either maintain 100 percent highly qualified teachers or

increase the percentage of highly qualified teachers who are: (1) teaching in the core

academic subject areas, and (2) receiving high-quality professional development to

enable such teachers to become successful classroom teachers.

3. ALL Title I, Part A paraprofessionals with instructional duties and teaching in a

program supported by Title I, Part A funds have a high school diploma, or its

equivalent, and meet the Title I, Part A qualifications based on their: (1) completion of

two years of education at an institution of higher education, or (2) having earned an

associate’s (or higher) degree, or (3) having met a rigorous standard of quality through a

formal local academic assessment that assesses the knowledge of and the ability to assist

in instructing reading, writing, and math; or the knowledge of and the ability to assist in

instructing reading readiness, writing readiness, and math readiness, as appropriate.

If “no,” how many paraprofessionals do not meet the Title I, Part A

qualifications?


Appendix

4. Documentation is maintained to substantiate that ALL Title I, Part A paraprofessionals

who have instructional duties have met the paraprofessional requirements.

Exception: Paraprofessionals: (1) who are proficient in English and a language other than

English and who provide services primarily to enhance the participation of children in Title I,

Part A programs by acting as a translator; or (2) whose duties consist solely of conducting

parental involvement activities consistent with NCLB, Section 1118. Such paraprofessionals

are not required to meet the highly qualified requirements for paraprofessionals.

5. Paraprofessionals with instructional duties and working in a program supported with

Title I, Part A funds are assigned to: (1) provide one-on-one tutoring for eligible

students, if the tutoring is scheduled at a time when a student would not otherwise

receive instruction from a teacher; (2) assist with classroom management, such as

organizing instructional and other materials; (3) provide assistance in a computer

laboratory; (4) conduct parental involvement activities; (5) provide support in a library

or media center; (6) act as a translator; or (7) provide instructional services to students

in accordance with statute.

6. Paraprofessionals who assume limited duties beyond classroom instruction or duties that

do not benefit participating children are assuming the same type of duties as assigned to

other paraprofessionals who are not working in a program supported with Title I, Part A

funds, and the amount of time spent on such duties is the same proportion of total work

time as similar personnel at the same school.

7. Paraprofessionals in Title I, Part A programs providing instructional services to students

are working under the direct supervision of a teacher where: (1) the teacher plans the

instructional activities; (2) the teacher evaluates the achievement of the student, and (3)

the paraprofessional works in close and frequent physical proximity to the teacher.

8. Copies of this Attestation form are available at the campus and the central office and will

be made available to the general public upon request.

9. As required by the NCLB Parents’ Right to Know, Section 1111 (h)(6)(A), this Title I,

Part A, campus has notified parents of their right to request and receive timely

information on the professional qualifications of their children’s classroom teachers. (At

any time during the school year, if a student is assigned to or is taught by a teacher

that is not highly qualified for four or more consecutive weeks, the parents must

receive timely notice.)


Appendix

Principals must identify below teachers that did not meet the definition of highly qualified as of

September 15, 2014. This information must coincide with the 2014–2015 Highly Qualified Teacher

Compliance Report data submitted to TEA:

1. List the teacher’s name.

2. Include the grade level for elementary teachers (K–6) or the core subject area(s) for secondary

teachers (7–12); and

3. Using the violation number as defined below, indicate the reason why the teacher is not highly

qualified.

PRINCIPAL ATTESTATION

Last Name, First Name

Grade Level or

Content Area

*Violation

(Number 1, 2, or 3) – see

below

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

*The minimum qualifications for teachers are described in NCLB, Section 1119 (Title I, Part A) and

under Title IX, General Provisions, Part A, Definitions. A teacher is in violation of the law if he/she

does not meet the following three qualifications: (1) bachelor’s degree, (2) state certification in Texas,

and (3) demonstrate competency in the subject area assigned to teach.

Principal’s Signature Date

Type or Print Principal’s Name

Submit the original form to your Title I Specialist, External Funding Titles I & II

Department, HMW Building, Route 1. Maintain a copy at the campus.


Appendix

HOUSTON INDEPENDENT SCHOOL DISTRICTSTUDENT ASSISTANCE QUESTIONNAIRE (SAQ)

For Students in Transitional Housing

All information MUST be completed by parent, school personnel or community liaison.

School ___________________________________________________________________ Date______________________

Student Name ___________________________________________________ Date of Birth_______________ HISD ID _____________

Current Address _____________________________________________________________ Grade ________ Male Female

Lives with: Both Parents, Mother, Father, Legal Guardian, Caretaker/Relative without legal guardianship, Other _____________relation

Is the student currently in the conservatorship of the Department of Family & Protective Services (Foster Care)? Yes No

If Yes – name of DFPS Case Manager: ___________________________________ Contact information: ___________________________

Was the student previously in the conservatorship of the Department of Family & Protective Services (Foster Care)? Yes No

Please complete the Current Housing Situation AND Background Situation sections below to determine Mckinney-Vento eligibility:

Part A: CURRENT HOUSING SITUATION – Check either the student is in (1) stable housing OR (2) transitional situation

1. STABLE: Student lives in a house/apartment owned or rented by their parent/legal guardian. (If checking “stable” do not check any other situation in #2.) Does the house/apartment have electricity and running water? Yes No

2. TRANSITIONAL HOUSING SITUATIONS

Living in a shelter Living in a motel or hotel

Living with more than one family in a house or apartment (Doubled-up)

Unsheltered

Moving from place to place Living in a structure not usually used for housing

Living in a car, park, campsite, or outside Housing lacks running water and/or electricity

Living in a camper Scattered Site Housing (HUD supplemented)

UNACCOMPANIED YOUTH - Yes No (An unaccompanied youth is a student who is not in the physical custody of a parent orlegal guardian. This would include students living with non-custodial relatives or friends without a parent or legal guardian.)

Part B: BACKGROUND SITUATION (If a Transitional Housing Situation (2) is checked above - please Check ANY below that apply)

Catastrophic illness / medical expenses / disability Natural disaster / evacuation

New to Town Domestic Issue

Loss of Employment Migrant work in fishing or agriculture

Economic hardship/low earnings Awaiting placement in foster care / CPS custody

Evicted/kicked out Parent(s) involved in military deployment

House fire or other destruction Parent Incarcerated/Recently released from incarceration

Part C: NEEDED SERVICES – based on availability (Check services needed and call 713-556-7237 to speak to an Outreach Worker)

Enrollment Assistance Transportation Emergency Clothing, Uniforms

Free Lunch/Breakfast (Child Nutrition) School Supplies Personal Hygiene Items

Immunizations Medicaid/CHIP Assistance Food Stamps (SNAP) Assistance

Temporary Assistance for Needy Families (TANF) Other ___________________________

To the best of my knowledge this information is true and correct.

Name (PLEASE PRINT): _____________________________________ Signature ____________________________ Phone #’s _________________________

School Personnel: This form is intended to address the McKinney-Vento Act U.S.C. 11435. If any “Transitional Housing Situation” is checked under “Current Housing Situation” AND the family has indicated one of the “Background Situations” (1) immediately add PEIMS Coding on the At-risk Chancery panel for At-risk reason code 12, (2) code all of the McKinney-Vento Panels on that screen (the start date should be the date the form was completed and also add the end date, and (3) fax this form immediately to 713-556-7024. If you have any questions regarding this form, please call 713-556-7237 or 713-556-6906. Record Foster Care data in appropriate field. If information is missing, please follow-up with the parent/guardian/school personnel who completed the form to make sure each section is completed, as needed.

SAMPLE


Appendix

Name of School

Name of Principal

Name of Secretary

School Phone Number

School Fax Number

Primary Designee First Name

Last Name

Email

Alternate Designee First Name

Last Name

Email

Location Primary LocationPlace where the Title I Bin/Binders

will be stored. Alternate Location

The person who will serve as the PRIMARY contact for the Title I

stored documentation.

The person who will serve as the ALTERNATE contact for your Title I

stored documentation.

Title I Documentation Storage Form

2014 - 2015

All Parent Notifications should be on an electronic file or posted on school's website.

Documentation MUST be saved/stored for 7 years.

Principal's Signature: __________________________ Contact's Signature:__________________________

School Information

SAMPLE


Appendix

HOUSTON INDEPENDENT SCHOOL DISTRICT DETERMINING WHETHER INSTRUCTIONAL MATERIALS OR PROGRAMS

HAVE EVIDENCE OF SCIENTIFICALLY BASED RESEARCH

As required by No Child Left Behind Act of 2001, the undersigned verify that the research findings for the product/program above meet the requirements for scientifically based research. ____________________________________________________________________ ________________________________________ Principal's Signature Date ____________________________________________________________________ ________________________________________ Company Representative's Signature Date

School: School Number: Program or Instructional Material: Vendor/Organization: The No Child Left Behind Act of 2001 requires that instructional materials or programs be validated by scientifically based research. The term "scientifically based research" means that the research involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs. Schools should use the questions below to document evidence that the research findings of those instructional materials or programs to be purchased comply with the scientifically based research requirement. The principal and the vendor should sign and date below. A copy of this form must be maintained on the campus and made available to district personnel performing random or scheduled audits.

YES NO SYSTEMATIC AND EMPIRICAL METHODS Does the research have a solid theoretical foundation? Were methodology, subject, and researcher clearly identified? Was the study conducted in a consistent, disciplined, and methodical manner? Were the data obtained using observation or experiment? Was the research grounded in data that are factual rather than opinion-based? Are the research findings supported by tangible, measurable evidence? RIGOROUS DATA ANALYSES Did the research test the stated hypotheses and justify the general conclusions drawn? Did the methods correspond to the nature and structure of the data? Did the research minimize alternative explanations for observed effects? Did the research findings present convincing documentation that the observed results were caused by the intervention? RELIABLE AND VALID DATA COLLECTION Did the data result from a study involving multiple investigators in a number of locations? Were research biases minimized? Were the data measured consistently? Did repeated measurements on subjects taken under similar circumstances produce similar results? STRONG RESEARCH DESIGN Does the design describe a random assignment experiment in which subjects are assigned to different conditions with

appropriate controls?

Do the controls allow for the evaluation of the condition(s) of interest? Was the study designed to optimize the investigator’s ability to answer the research question? DETAILED RESULTS THAT ALLOW FOR REPLICATION Are the findings clearly described and reported? Are the results of the research sufficiently detailed so that replication of the design is possible? Can the findings be enhanced with additional research? RESULTS SUBJECTED TO SCRUTINY Has the research been accepted by a peer-reviewed journal or approved by a panel of independent experts? Have unbiased experts who were not a part of the research study reviewed the research? Have reviewers applied strict standards of scholarship and provided quality controls for the research they reviewed? Has the research been subjected to external verification?

SAMPLE


Appendix

SEMI-ANNUAL CERTIFICATION FORM Campus Name:TITLE I, PART A PROGRAM Campus No.:

Region:

Section 1: To be completed by employee

I, hereby certify that for the period through(Employee Name) (mm/dd/yy) (mm/dd/yy)

I worked solely on activities allowable under the Title I, Part A Program.

Employee Signature Date

Supervisor/Principal Signature Date

OR,

Section 2: To be completed by supervisor having full knowledge of how employee(s) time was spent.

I, hereby certify that for the period through(Supervisor/Principal Name) (mm/dd/yy) (mm/dd/yy)

the following employees worked solely on activities allowable under the Title I, Part A Program.

Supervisor/Principal Signature Date

To determine whether you may qualify under the Ed-Flex Statewide Administrative Waiver to be exempt from completing a semi-annual certification, refer to footnote section below.

Foot Note(s):

Revised Mar-2009

Education Flexibility Partnership Act of 1999, as Amended on April 13, 2006:

N/A

Employee semi-annual certifications must be signed and submitted at least twice a year. These certifications must be after-the-fact and must cover incombination the entire year worked. Moreover, the semi-annual certification is the only time and effort record that allows the immediate supervisor’ssignature in lieu of the employee’s signature.2

Effective until such time as Title I, Part A NCLB is reauthorized; this administrative waiver eliminates the requirement that charges for salaries and wages besupported by a semi-annual certification that the employee worked solely on the program covered by the certification as long as the employee’s job description clearly state that the employee is assigned 100 percent to the program or single cost objective.3

Employee Name: [Type or Print name(s) below] Employee Name: [Type or Print name(s) below]

Employees whose salaries are paid 100 percent with Title I, Part A funds must work 100 percent of their time under this single-cost objective and maintain a

job description, which clearly shows that the employee was assigned 100 percent.1

SAMPLE


Appendix

TERMS AND ACRONYMS

Capital Outlay Items that require TEA approval prior to purchase costing $500 or more

DAVE Drug and Violence Education

Encumber Reserve funds once a requisition is created

ESEA Elementary & Secondary Education Act of 1965

FTE Full-Time Equivalent

FundCode Three digit code; which identifies a specific source of funds

GoodsReceipt Indicates that the goods/services have been rendered

HQ Highly Qualified

LEA Local Education Agency

McKinney-VentoAct Law which protects the rights of homeless children and youth to receive a free and appropriate public education

NCLB No Child Left Behind Act of 2001

ORG# Three digit campus or department number

PAC Parent Advisory Council

PTO/PTA Parent Teacher Organization / Parent Teacher Association

PO Purchase Order

PrincipalAttestation Form required to report the highly qualified teacher status

Requisition Request sent to the Purchasing Department to procure goods/services

SAP System Application Processing

SBR Scientifically Based Research

SIP School Improvement Plan

TABE Tests of Adult Basic Education

TEA Texas Education Agency

TEC Texas Education Code


Appendix

LEA Name: Houston ISD

CDN: 101912

Campus Name: Campus Number:

TITLE I, PART A

NCLB Consolidated Grant Use of Funds Questions

Title Fund Source: Title I, Part A - Campus

Expenditure Item Requested: Quantity Requested:

1. How is the expenditure reasonable and necessary to carry out the intent and purpose of the grant program?

2. a. What need, as identified in the comprehensive needs assessment, does the expenditure address? b. Explain how the expenditure addresses this need.

3. a. Provide the description, as written in the campus or district improvement plan, of the program, activity or strategy that will be addressed by the expenditure. b. How will the program, activity, or strategy be funded if the Title I, Part A funds are not available?

4. If using Title I, Part A funds for a schoolwide campus, how will the expenditure upgrade the entire educational program on the campus? Note: For all other title fund sources, this question is not applicable.


SAMPLE

Appendix

5. a. If using Title I, Part C and/or Title III, Part A go to 5b. If using any other title fund source respond to: How is the expenditure supplemental to other nonfederal programs? b. If using Title I, Part C and/or Title III, Part A funds, how is the expenditure supplemental to other nonfederal and federal programs?

Not Applicable

6. a. If using Title III, Part A go to 6b. If using any other title fund source respond to: How will the expenditure be evaluated to measure a positive impact on student achievement? b. If using Title III, Part A funds, how will the expenditure be evaluated to measure a positive

impact on the English language acquisition and academic achievement of LEP students?

Not Applicable


SAMPLE

Appendix

SCHOOL NAME: CAMPUS #:

Title I, Part A CAPITAL OUTLAY

• Include ALL capital outlay purchases of $500 or more per unit. • Set up a 6600 account with adequate funds to ensure payment for capital outlay costs.

• Specifically describe how each item will impact student achievement on your campus.

• Indicate the number of units purchased and the total cost. (Login to the HISD Technology Web site for computer and printer pricing.)

• LIBRARY BOOKS/MEDIA: If library books and/or media will be purchased during the year, give an estimate of how much will be expended for the entire school year (total cost should include books and media). The “Use of Funds” questions are not required for library books/media.

• Any software that requires downloading and the use of a CD-ROM plus site licensure requires TEA approval prior to ordering.

• IMPORTANT TEXAS EDUCATION AGENCY REQUIREMENT: All six (6) questions on the “Use of Funds” must be answered for EACH item purchased, with the exception of library books/media.

*REMINDER: Schools must annually complete the Determining Whether Programs or Instructional Materials Have Evidence of Scientifically Based Research form for all substantial purchases made with Title I funds (e.g., PLATO). The principal and vendor must sign the form, and a copy must be maintained at the campus. The form may be downloaded from the External Funding Web site (Forms & Documents > General Information > Budget Forms).

Item(s)

Brief Description (Describe how this item will improve student learning.

Must match response for #5 on Attachment C.1. )

Number of Units **Total Cost

1.

2.

3.

4.

5.

6.

7.

8.

9. Library books/Media To upgrade the school’s library inventory.

** Login to the HISD Technology Web site for computer and printer pricing.

Principal’s Signature: Date:


SAMPLE

Appendix


Titl

e I,

Part

A S

choo

lwid

e D

ocum

enta

tion

Che

cklis

t 201

4-20

15C

ampu

s: _

____

____

____

____

____

____

____

____

____

__ O

rg#

____

____

____

_ D

ate

of R

evie

w: _

____

/___

__ |

____

_/__

___

| ___

__/_

____

T

itle

I Con

tact

: ___

____

____

____

____

____

____

Titl

e I S

peci

alist

:___

____

____

____

____

____

____

Pri

ncip

al S

igna

ture

:___

____

____

____

____

____

____

____

____

_

Part

ially

Yes

No

N/A

- Cam

pus A

YP

Tabl

e (T

EA w

eb si

te)

Part

ially

Yes

No

N/A

√ A

gend

as√

Min

utes

√ H

ando

uts

- Cop

y of

Sch

ool I

mpr

ovem

ent P

lan

with

Com

plet

ed S

igna

ture

Pa

ge

1. C

ompr

ehen

sive

Nee

ds A

sses

smen

t R

emin

der:

All

data

was

revi

ewed

for a

ll st

uden

ts a

nd st

uden

t gro

ups t

o id

entif

y ar

eas o

f stre

ngth

and

are

as o

f nee

d in

term

s of s

tude

nt a

chie

vem

ent,

staf

f dev

elop

men

t, an

d pa

rent

invo

lvem

ent i

n re

latio

n to

the

stat

e ac

adem

ic c

onte

nt st

anda

rds a

nd th

e st

ate

stud

ent a

cade

mic

ach

ieve

men

t sta

ndar

ds. P

L 10

7-11

0 §1

114(

b)(1

)(A

) ; P

L 10

7-11

0 §1

115(

d)(2

)(A

)

REQ

UIR

EME

NT

CO

MPL

IAN

CE

STA

TUS

NO

TES

- Pro

fess

iona

l Lea

rnin

g C

omm

uniti

es (P

LC's)

/ G

rade

Lev

el /

Dep

artm

ent M

eetin

gs R

elat

ed to

Ref

orm

Stra

tegi

es

- Dat

a A

naly

sis R

epor

ts R

elat

ed to

the

Rea

son

for S

elec

ting

the

Ref

orm

Stra

tegi

es- D

escr

iptio

n of

Cam

pus P

urch

ased

Inst

ruct

iona

l Pro

gram

- S

cien

tific

ally

-Bas

ed R

esea

rch

Form

for a

ny In

stru

ctio

nal

Prog

ram

s Pur

chas

ed b

y th

e Sc

hool

to M

eet S

choo

l Ref

orm

St

rate

gies

2. S

choo

lwid

e R

efor

m S

trat

egie

sR

emin

der:

Cam

pus-

spec

ific,

scho

olw

ide

refo

rm st

rate

gies

that

will

pro

vide

opp

ortu

nitie

s for

all

stud

ents

to m

eet t

he a

dvan

ced

and

prof

icie

nt le

vels

of s

tude

nt

achi

evem

ent.

Stra

tegi

es a

re b

ased

on

scie

ntifi

cally

-bas

ed re

sear

ch to

incr

ease

ach

ieve

men

t for

eac

h su

b-gr

oup

on st

ate

test

s. PL

107

-110

§11

14((

b)(1

)(B

) ; P

L 10

7-11

0 §1

001(

9)

R

EQU

IREM

EN

TC

OM

PLIA

NC

E ST

ATU

SN

OTE

S

- Des

crip

tion

of th

e In

terv

entio

n Pr

ogra

ms

Appendix


Titl

e I,

Part

A S

choo

lwid

e D

ocum

enta

tion

Che

cklis

t 201

4-20

15C

ampu

s: _

____

____

____

____

____

____

____

____

____

__ O

rg#

____

____

____

_ D

ate

of R

evie

w: _

____

/___

__ |

____

_/__

___

| ___

__/_

____

T

itle

I Con

tact

: ___

____

____

____

____

____

____

Titl

e I S

peci

alist

:___

____

____

____

____

____

____

Pri

ncip

al S

igna

ture

:___

____

____

____

____

____

____

____

____

_

Part

ially

Yes

No

N/A

Part

ially

Yes

No

N/A

- Cam

pus/

Dis

trict

/Reg

ion

Staf

f Dev

elop

men

t√

Age

ndas

√ Si

gn-In

She

ets

√ H

ando

uts

- Sta

ff D

evel

opm

ent P

lans

(loc

ated

in th

e SI

P)- S

DM

C M

inut

es R

elat

ed to

Sta

ff D

evel

opm

ent

- Adm

inis

trato

r Tra

inin

gs /

Lead

Tea

cher

Mee

tings

√ A

gend

as√

Sign

-In S

heet

s√

Min

utes

√ H

ando

uts

- Cer

tific

atio

n R

oste

r

3. In

stru

ctio

n by

Hig

hly

Qua

lifie

d T

each

ers

Rem

inde

r: C

ampu

s stra

tegi

es to

ens

ure

that

100

% o

f you

r tea

cher

s and

par

apro

fess

iona

ls a

re h

ighl

y qu

alifi

ed in

cor

e ac

adem

ic su

bjec

t are

as. T

he E

SEA

requ

ires t

hat a

ll te

ache

rs o

f cor

e ac

adem

ic su

bjec

ts a

nd in

stru

ctio

nal p

arap

rofe

ssio

nals

in a

scho

olw

ide

prog

ram

scho

ol m

eet t

he q

ualif

icat

ions

requ

ired

by se

ctio

n 11

19.

PL 1

07-1

10 §

1119

; P

L 10

7-11

0 §1

119(

b)(1

)(A

) R

EQ

UIR

EME

NT

CO

MPL

IAN

CE

STA

TUS

NO

TES

- Pro

fess

iona

l Dev

elop

men

t Cer

tific

ates

/eTR

AIN

Tra

nscr

ipts

√ Pe

ople

Soft

Rep

ort

√ TE

A w

ebsi

te fo

r Ext

erna

l Cha

rter S

choo

ls- N

ot H

ighl

y Q

ualif

ied

Pare

nt L

ette

r- P

rinci

pal A

ttest

atio

n Fo

rm- N

ew T

each

er T

rain

ings

& S

uppo

rt- S

ched

ule

of P

arap

rofe

ssio

nals

with

Sup

ervi

sing

Tea

cher

(s)

4. H

igh-

Qua

lity

and

Ong

oing

Pro

fess

iona

l Dev

elop

men

tR

emin

der:

The

pro

cess

to p

rovi

de h

igh-

qual

ity a

nd o

ngoi

ng p

rofe

ssio

nal d

evel

opm

ent f

or te

ache

rs, p

arap

rofe

ssio

nals

and

oth

er st

aff m

embe

rs. P

rofe

ssio

nal d

evel

opm

ent

mus

t inc

lude

the

goal

s and

obj

ectiv

es o

f the

scho

olw

ide

plan

, and

rece

ive

the

sust

aine

d, h

igh-

qual

ity p

rofe

ssio

nal d

evel

opm

ent r

equi

red

to im

plem

ent t

hem

. PL

107-

110

§311

5(c)

(2)(

D) ;

PL

107-

110

§111

4(b)

(1)(

D)

RE

QU

IREM

EN

TC

OM

PLIA

NC

E ST

ATU

SN

OTE

S

Appendix


Titl

e I,

Part

A S

choo

lwid

e D

ocum

enta

tion

Che

cklis

t 201

4-20

15C

ampu

s: _

____

____

____

____

____

____

____

____

____

__ O

rg#

____

____

____

_ D

ate

of R

evie

w: _

____

/___

__ |

____

_/__

___

| ___

__/_

____

T

itle

I Con

tact

: ___

____

____

____

____

____

____

Titl

e I S

peci

alist

:___

____

____

____

____

____

____

Pri

ncip

al S

igna

ture

:___

____

____

____

____

____

____

____

____

_

Rem

inde

r: S

trate

gies

use

d to

reta

in a

nd a

ttrac

t hig

hly

qual

ified

teac

hers

. PL

107-

110

§211

3(c)

(4) ;

PL

107-

110

§111

4(b)

(1)€

Part

ially

Yes

No

N/A

- Tea

cher

Rec

ruitm

ent /

Job

Post

ings

Rem

inde

r: S

trate

gies

spec

ific

to y

our c

ampu

s to

incr

ease

par

enta

l inv

olve

men

t act

iviti

es. P

L 10

7-11

0 §1

118

Part

ially

Yes

No

N/A

- 201

4-20

15 D

istri

ct P

aren

t Inv

olve

men

t Pol

icy

- D

ec 2

014

- 201

4-20

15 C

ampu

s Par

ent I

nvol

vem

ent P

olic

y - D

ec 2

014

- Sch

ool-P

aren

t Com

pact

- Se

pt 2

014

- Par

ent N

otifi

catio

ns

- 201

4-20

15 D

istri

ct P

rom

otio

n St

anda

rds -

Spr

ing

2015

- Par

ent S

urve

ys/Y

our V

oice

(13-

14 S

urve

y R

esul

ts)

- Fed

eral

Rep

ort C

ard

-Spr

ing

2015

- Titl

e I A

nnua

l Mee

ting

- no

late

r tha

n 9/

26/1

4√

Invi

tatio

n/Fl

yer

√ A

gend

a√

Sign

-In S

heet

s√

Min

utes

- Ope

n H

ouse

- Par

ent A

dvis

ory

Cou

ncil

(PA

C)

- Oth

er P

aren

t Mee

tings

- Par

ent C

onfe

renc

es (S

ign-

In S

heet

s Onl

y)

RE

QU

IREM

EN

TC

OM

PLIA

NC

E ST

ATU

SN

OTE

S

5. S

trat

egie

s to

Att

ract

and

Ret

ain

Hig

h-Q

ualit

y Q

ualif

ied

Tea

cher

s to

Hig

h-N

eed

Scho

ols

RE

QU

IREM

EN

TC

OM

PLIA

NC

E ST

ATU

SN

OTE

S

6. S

trat

egie

s to

Incr

ease

Par

enta

l Inv

olve

men

t

√ M

eet #

3: In

vita

tion/

Flye

r | A

gend

a | S

ign-

In |

Min

utes

√ M

eet #

4: In

vita

tion/

Flye

r | A

gend

a | S

ign-

In |

Min

utes

√ Ti

tle I

Stat

us -

Sept

201

4√

Teac

her a

nd P

arap

rofe

ssio

nal Q

ualif

icat

ions

- Se

pt 2

014

√ C

urric

ulum

- D

ec 2

014

√ A

sses

smen

ts -

Dec

201

4

√ M

eet #

1: In

vita

tion/

Flye

r | A

gend

a | S

ign-

In |

Min

utes

√ M

eet #

2: In

vita

tion/

Flye

r | A

gend

a | S

ign-

In |

Min

utes

Appendix


Titl

e I,

Part

A S

choo

lwid

e D

ocum

enta

tion

Che

cklis

t 201

4-20

15C

ampu

s: _

____

____

____

____

____

____

____

____

____

__ O

rg#

____

____

____

_ D

ate

of R

evie

w: _

____

/___

__ |

____

_/__

___

| ___

__/_

____

T

itle

I Con

tact

: ___

____

____

____

____

____

____

Titl

e I S

peci

alist

:___

____

____

____

____

____

____

Pri

ncip

al S

igna

ture

:___

____

____

____

____

____

____

____

____

_

- Dat

es fo

r Stu

dent

Pro

gres

s Rep

orts

- Fam

ily N

ight

s√

Invi

tatio

n/Fl

yer

√ A

gend

a√

Sign

-In S

heet

s-P

aren

ting

Cla

sses

(GED

/Tec

hnol

ogy/

Nut

ritio

n et

c.)

- Com

mun

icat

ions

√ N

ewsl

ette

rs

√ Em

ail B

last

s

- Stu

dent

/Par

ent H

andb

ook

- Par

enta

l Inv

olve

men

t Ben

chm

ark

Rep

orts

√ Fe

b 20

15√

May

201

5- M

anda

ted

Pare

nt N

otifi

catio

n C

heck

list -

May

201

5

Part

ially

Yes

No

N/A

√ A

gend

a√

Sign

-In S

heet

s- C

omm

unic

atio

ns a

bout

Tra

nsiti

on E

vent

(s)

- Col

lege

and

Car

eer E

vent

s

7. E

nsur

e Sm

ooth

Tra

nsiti

on fo

r St

uden

ts

6. S

trat

egie

s to

Incr

ease

Par

enta

l Inv

olve

men

t (co

nt'd

)

√ Sc

hool

Mes

seng

er R

epor

t (C

all-O

uts)

√ Sc

hool

Web

site

(pag

e sa

mpl

es)

√ Pi

ctur

es o

f Mar

quee

Adv

ertis

ing

Even

ts

√ N

ov 2

014

Rem

inde

r: (P

RIM

AR

Y/E

S) P

lans

for a

ssis

ting

pres

choo

l chi

ldre

n in

the

trans

ition

from

ear

ly c

hild

hood

pro

gram

s to

loca

l ele

men

tary

pro

gram

s.

(SEC

ON

DA

RY

) Tra

nsiti

on a

ctiv

ities

for s

tude

nts a

s the

y en

ter e

ach

leve

l (in

term

edia

te, m

iddl

e, h

igh

scho

ol) a

nd a

s stu

dent

s exi

t spe

cial

pro

gram

s. P

L 10

7-11

0 §1

114(

b)(1

)(G

) ; P

L 10

7-11

0 §1

115(

c)(1

)(D

)R

EQ

UIR

EME

NT

CO

MPL

IAN

CE

STA

TUS

NO

TES

- Orie

ntat

ion

Mee

tings

(Kin

derg

arte

n R

ound

ups /

Sec

onda

ry

Brid

ge P

rogr

ams/

Cam

pus T

ours

)

Appendix


Titl

e I,

Part

A S

choo

lwid

e D

ocum

enta

tion

Che

cklis

t 201

4-20

15C

ampu

s: _

____

____

____

____

____

____

____

____

____

__ O

rg#

____

____

____

_ D

ate

of R

evie

w: _

____

/___

__ |

____

_/__

___

| ___

__/_

____

T

itle

I Con

tact

: ___

____

____

____

____

____

____

Titl

e I S

peci

alist

:___

____

____

____

____

____

____

Pri

ncip

al S

igna

ture

:___

____

____

____

____

____

____

____

____

_

Part

ially

Yes

No

N/A

√ A

gend

as√

Min

utes

√ H

ando

uts

- SD

MC

Min

utes

rela

ted

to a

cade

mic

ass

essm

ents

- Dat

a A

naly

sis R

epor

ts re

late

d to

the

reas

on fo

r sel

ectin

g th

ose

asse

ssm

ents

- D

evel

opm

ent a

nd u

se o

f com

mon

ass

essm

ents

(BO

Y, M

OY

, EO

Y)

- Tex

as A

cade

mic

Per

form

ance

Rep

ort (

form

erly

kno

wn

as A

EIS

Rep

ort)

8. M

easu

res t

o In

clud

e T

each

ers i

n D

ecis

ions

Reg

ardi

ng th

e U

se o

f Aca

dem

ic A

sses

smen

tsR

emin

der:

In a

dditi

on to

stat

e pe

rfor

man

ce d

ata,

des

crib

e m

easu

res t

o in

clud

e te

ache

rs in

mak

ing

deci

sion

s abo

ut a

cade

mic

ass

essm

ents

in o

rder

to p

rovi

de in

form

atio

n on

, and

to im

prov

e, th

e ac

hiev

emen

t of i

ndiv

idua

l stu

dent

s and

the

over

all i

nstru

ctio

nal p

rogr

am. P

L 10

7-11

0 §1

114(

a)(1

)(H

)R

EQU

IREM

EN

TC

OM

PLIA

NC

E ST

ATU

SN

OTE

S

- Pro

fess

iona

l Lea

rnin

g C

omm

uniti

es (P

LC's)

/ G

rade

Lev

el /

Dep

artm

ent M

eetin

gs re

late

d to

ass

essm

ents

Appendix


Titl

e I,

Part

A S

choo

lwid

e D

ocum

enta

tion

Che

cklis

t 201

4-20

15C

ampu

s: _

____

____

____

____

____

____

____

____

____

__ O

rg#

____

____

____

_ D

ate

of R

evie

w: _

____

/___

__ |

____

_/__

___

| ___

__/_

____

T

itle

I Con

tact

: ___

____

____

____

____

____

____

Titl

e I S

peci

alist

:___

____

____

____

____

____

____

Pri

ncip

al S

igna

ture

:___

____

____

____

____

____

____

____

____

_

Part

ially

Yes

No

N/A

√ Si

gn-In

She

ets

√ Fl

yers

√ A

gend

as√

Min

utes

√ H

ando

uts

- End

of Y

ear C

umul

ativ

e C

ampu

s Dat

a R

esul

ts- D

istri

ct S

umm

er S

choo

l Doc

umen

tatio

n

- Doc

umen

tatio

n of

Inte

rven

tion

Prog

ram

s

9. T

imel

y, E

ffec

tive

Add

ition

al A

ssis

tanc

eR

emin

der:

Add

ress

act

iviti

es to

iden

tify

and

ensu

re e

ffec

tive,

tim

ely

assi

stan

ce fo

r all

stud

ents

not

mee

ting

stat

e st

anda

rds.

PL 1

07-1

10 §

1115

(b)(

2)(B

) ; P

L 10

7-11

0 §1

114(

b)(1

)(I)

REQ

UIR

EME

NT

CO

MPL

IAN

CE

STA

TUS

NO

TES

√ Sa

mpl

e Le

sson

Pla

ns√

Gra

de P

lace

men

t Com

mitt

ee (G

PC) F

orm

√ A

gend

as/S

ign-

in S

heet

s of C

ampu

s Sum

mer

Sch

ool T

rain

ing

√ A

ccel

erat

ed In

stru

ctio

n Pl

an (A

IP)

√ Sa

mpl

e Le

sson

Pla

ns√

Stud

ent R

oste

r Lis

t- P

rofe

ssio

nal L

earn

ing

Com

mun

ities

(PLC

's) /

Gra

de L

evel

/ D

epar

tmen

t Mee

tings

rela

ted

to in

terv

entio

n pr

ogra

ms

- Cam

pus S

umm

er S

choo

l Doc

umen

tatio

n (E

nd o

f Sum

mer

C

heck

list)

√ Sa

mpl

es o

f Cum

ulat

ive

Lear

ning

Pro

file

(CLP

's)√

Sam

ples

of I

nter

im (P

rogr

ess)

Rep

ort

Appendix


Titl

e I,

Part

A S

choo

lwid

e D

ocum

enta

tion

Che

cklis

t 201

4-20

15C

ampu

s: _

____

____

____

____

____

____

____

____

____

__ O

rg#

____

____

____

_ D

ate

of R

evie

w: _

____

/___

__ |

____

_/__

___

| ___

__/_

____

T

itle

I Con

tact

: ___

____

____

____

____

____

____

Titl

e I S

peci

alist

:___

____

____

____

____

____

____

Pri

ncip

al S

igna

ture

:___

____

____

____

____

____

____

____

____

_

Part

ially

Yes

No

N/A

- Cop

y of

the

Entir

e C

ampu

s Bud

get

- Use

of T

itle

I, Pa

rt A

Fun

ds

√ SA

P Pr

int-o

uts

- Oth

er G

rant

s

- Pro

gram

Des

crip

tions

- Su

mm

er 2

014

Part

ially

Yes

No

N/A

- Fie

ld L

esso

n D

ocum

enta

tion

- Titl

e I,

Part

A H

andb

ook

- Foc

us a

nd P

riorit

y G

rant

Doc

umen

tatio

n√ A

fter S

choo

l Pro

gram

s

10. C

oord

inat

ion

and

Inte

grat

ion

of F

eder

al, S

tate

and

Loc

al S

ervi

ces P

rogr

ams

Rem

inde

r: S

tate

the

stra

tegi

es to

coo

rdin

ate

prog

ram

s/se

rvic

es/fu

nds u

nder

NC

LB to

upg

rade

the

entir

e ed

ucat

iona

l pro

gram

and

incr

ease

stud

ent a

chie

vem

ent w

hile

en

surin

g th

at th

e in

tent

and

pur

pose

of e

ach

prog

ram

has

bee

n m

et. P

L 10

7-11

0 §1

112(

b)(1

)(E)

; PL

107

-110

§11

14(b

)(1)

(J)

REQ

UIR

EME

NT

CO

MPL

IAN

CE

STA

TUS

NO

TES

√ C

opy

of P

urch

ase

Ord

ers

√ Pr

o-C

ard

Stat

emen

ts

- Sup

port

to S

tude

nts i

n H

omel

ess S

ituat

ions

√ R

ecei

pts,

Req

uisi

tions

, Pur

chas

e O

rder

s, In

voic

es

√ Ti

tle II

: HIS

D P

D D

ept R

eque

st√

Title

III:

ELL

Stud

ent F

unds

- Job

Des

crip

tions

for P

erso

nnel

Fun

ded

by T

itle

I (Se

mi-A

nnua

l an

d T/

E)

- Bud

get I

nfor

mat

ion

Pack

et /

T-I A

pplic

atio

ns (E

xter

nal C

harte

r Sc

hool

s Onl

y)

Add

ition

al D

ocum

enta

tion

REQ

UIR

EME

NT

CO

MPL

IAN

CE

STA

TUS

NO

TES

- Sem

i-Ann

ual C

ertif

icat

ion

Form

(s)

√ Fa

ll 20

14√

Sprin

g 20

15- T

ime

and

Effo

rt D

ocum

enta

tion

√ Fa

ll 20

14√

Sprin

g 20

15

- Apo

llo 2

0 G

rant

Doc

umen

tatio

n

- TTI

PS G

rant

Doc

umen

tatio

n

Appendix

It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, political affiliation, sexual orientation, gender identity and/or gender expression in its educational or employment programs and activities.

HOUSTON INDEPENDENT SCHOOL DISTRICTHattie Mae White Educational Support Center4400West18thStreet•Houston,Texas77092-8501Phone:713-556-6928•Fax:713-556-6946 Website: www.HoustonISD.org/ExternalFunding
