Whitney Independent School District Whitney Intermediate School …€¦ · WIS offers summer...

Whitney Independent School District

Whitney Intermediate School

2013-2014 Campus Improvement PlanAccountability Rating: Met Standard

Board Approval Date: June 10, 2013

Whitney Intermediate SchoolGenerated by Plan4Learning.com 1 of 35 Campus #109911102

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Mission StatementWhitney Intermediate's objective is to become student-centered in all of our classes. We will use the HEAT framework

to determine the level of higher-order thinking, engagement, authenticity, and technology use for all lessons.

VisionIn WIS, our goal is to prepare our students to acquire the necessary skills to meet the challenges of the 21st century

by making learning authentic, inspiring, engaging, innovative, and relevant.

InitiativeCreating Authentic Thinking Students


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Goal 1: WIS will improve student achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goal 2: WIS will increase the integration of technological resources and systems to make instruction more student-centered, encourage cooperativelearning, and encourage increased teacher/student interaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 3: Whitney Intermediate School will have a safe, orderly environment that promotes successful student learning. . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 4: WISD will maintain a strong and stable financial position. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Whitney Independent School District opened its doors in 1880 and is located in Whitney, TX. Whitney is part of Hill County in Central Texasand is 12 miles west of the county seat, Hillsboro, TX. Whitney is a rural community with Lake Whitney as the main attraction. LakeWhitney was designated as the Getaway Capital of Texas by the Texas Legislature in 2005.

WIS serves students in third through fifth grades.

WIS ended the 2012 - 2013 school year with an enrollment of 337 students.

During the 2012 - 2013 school year, the student population was 3.6% African-American, 75.9% Anglo, 0.3% Asian, 17.2% Hispanic, 0.6%Native American, 2.4 two or more races, 51.5% male, and 48.5% female.

The socioeconomic status for WIS was 60.4% economically disadvantaged during the 2012 - 2013 school year.

In 2012-2013, WIS had 33 staff members. The staff population was 100% Anglo, 6.6% male and 93.4% female. The estimated averageexperience of staff members was 6 years of experience. 100% of WISD teachers were considered Highly Qualified in 2012 - 2013. Likewise,100% of the paraprofessionals at WIS were considered Highly Qualified in 2012-2013.

The overall drop-out rate for WIS was 0.0% in 2012-2013.

In 2012 - 2013, the average daily attendance rate for students was 96.8%.

There were 143 discipline referrals in 2012-2013.

During the 2011-2012 school year, WIS served 18 English Language Learner students, 26 students in the Gifted and Talented program (46.1%males, 53.8% females, and 0% LEP), and 22 students identified for 504 services. In addition, 37 students were supported through specialeducation services.


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Demographics Strengths

WIS has consistenly maintained enrollment numbers around 330 - 350 students.

WIS offers summer school to students who are struggling academically.

WIS has an enrollment of less than 20 LEP students in the same grade level on the campus; therefore, WIS provides an English as a secondlanguage (ESL) program to all students of limited English proficiency in grades 3 - 5. Within the ESL program, students receive specifiedperiods of instruction aimed at the development of English language skills, with a primary focus to learn the Texas Essential Knowledge andSkills.

Demographics Needs

As noted, WIS continually serves a population of around 60% economically disadvanted families where many of our families rely heavily onthe school district to feed students for free or reduced prices. Therefore, WIS offers the Seamless Summer program which allows schooldistricts in lower-income areas to provide free, nutritious meals to children who are 18 years old or younger during summer when school isnot in session.

Likewise, WIS's families depend upon the transportation department to bus students to and from school daily. Consequently, students aretypically not able to stay after school for tutorials or other academic needs. Therefore, WIS campus personnel must offer alternativemethods for struggling students. WIS provides remediation and tutorials to struggling students throughout the regular school day. Theseservices consist of small group instruction and various programs in the computer labs. Students will also receive remediation through theuse of APPs on their iPads.


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Student Achievement

Student Achievement Summary

In order to improve student and campus achievement, campus personnel attend accountability training on an annual basis. Thesuperintendent, assistant superintendent, curriculum director, and principals are also members of various cooperatives at the Region 12Education Service Center and attend staff development which is focused on instructional leadership management, organizational leadershipmanagement, curriculum planning, and instructional issues that will impact classroom instruction and student achievement. Likewise,principals are in the classrooms monitoring instruction and review lesson plans on a regular basis. Additionally, the curriculum directorconducts walkthroughs to assist the principals in monitoring instruction, materials, and staff development needs. Finally, staffdevelopment is provided based on the need's assessments at the district and campus levels.

WIS also worked on the process of improving appraisal practices. During this process, WIS completed the following activities:

Administrator attended PDAS Refresher Workshop provided by Region 12.Administrator attended the CSCOPE Leadership Workshop at Region 12 entitled “A Focus on Learning Using the Principal WalkthroughTool”.Administrators adopted one Principal Walkthrough Tool for the district.Administrator went through training of the Principal Walkthrough Tool to ensure consistency across all campuses.Administrator attended training on the 5E Model of Instruction.Educators attended training on the 5E Model of Instruction.

Under state accountability, WIS was rated "Met Standard" for the 2012 - 2013 school year. The 2013 accountability system uses aperformance index framework that considers four areas:

Student Achievement – Represents a snapshot of performance across all subjects, on both general and alternative assessments, at anestablished performance standard. (All Students)Student Progress – Provides an opportunity for diverse campuses to show improvements made independent of overall achievementlevels. Growth is evaluated by subject and student group. (All Students; Student Groups by Race/Ethnicity; English LanguageLearners; Special Education)Closing Performance Gaps – Emphasizes advanced academic achievement of the economically disadvantaged student group and thelowest performing race/ethnicity student groups at each campus or district. (All Students; Student Groups by Race/Ethnicity)Postsecondary Readiness – Includes measures of high school completion, and beginning in 2014, State of Texas Assessments ofAcademic Readiness (STAAR®) performance at the postsecondary readiness standard. This measure emphasizes the importance of


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students receiving high school diplomas that provide the foundation necessary for success in college, the workforce, job trainingprograms or the military. (All Students; Student Groups by Race/Ethnicity; English Language Learners; Special Education)

Recently, the following state assessment results were released for 2012-2013 and will be used in determining the state accountabilityrating:

ALL STUDENTS

2013 STAARGrades 3-8

Preliminary Results Reading Mathematics Writing Science Social Studies

3rd State 79.1% 69.5% n/a n/a n/a

3rd WISD 79% 75% n/a n/a n/a

4th State 72.1% 68.3% 70.7% n/a n/a

4th WISD 69% 47% 59% n/a n/a

5th State 77% 75% n/a 72.8% n/a

5th WISD 75% 75% n/a 68% n/a

5th State Cumulative ? ? n/a n/a n/a

5th WISD Cumulative 88% 85% n/a n/a n/a

6th State 71.1% 73.7% n/a n/a n/a

6th WISD 68% 68% n/a n/a n/a

7th State 77.3% 71.4% 69.9% n/a n/a

7th WISD 85% 74% 87% n/a n/a

8th State 84% 77% n/a 74.8% 63.4%

8th WISD 92% 77% n/a 82% 59%

8th State Cumulative ? ? n/a n/a n/a

8th WISD Cumulative 93% 88% n/a n/a n/a


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ALL STUDENTS

2013 STAAR EOC

Preliminary Results WHS State

Algebra I 67% 82.1%Geometry 82% 86.2%Algebra II 100% 97.1%

English I Writing 38% 54.3%English II Writing 51% 52.7%English I Reading 67% 70.1%English II Reading 75% 78%

Biology 96% 88%Chemistry 68% 83.7%

Physics 100% 81.8%World Geography 73% 80.5%

World History 61% 70.2%

ALL STUDENTS

2013 TAKS

Preliminary Results ELA Math Social Studies Science

Exit Level State 95% 89% 99% 96%Exit Level WISD 100% 100% 100% 99%

Student Achievement Strengths

WIS has implemented Mathematical Learning Systems® (MLS®) developed by Creative Education Institute® (CEI®) to improve math skills byhelping users overcome sensory processing problems and to develop appropriate learning pathways.


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Also, WIS used Think Through Math as a math intervention system and adopted IStation as the RTI program for grades 3-5 during 2012-2013.

Student Achievement Needs

2012 federal accountability measures showed that Math continues to be the district-wide concern. WISD did not meet AYP due toperformance in Math; therefore, WISD is in Stage 3, Year 1 Sanctions under federal guidelines. WIS did not meet AYP due to performance inReading. Consequently, WISD provided funds for the required District Snapshot and worked with Region 12 to complete the process.WISD also set aside 10% of Title I funds for professional development due to WISD’s placement in Title I School Improvement.

During 2013-2014, WIS will continue the use of IStation as an essential component of RtI but recognized the need to revamp parts of the RtIprogram.

WISD also recognized the need to use more formalized district-wide, vertical teaming to increase communication, strengthen studentretention of knowledge, lessen duplication and repetition of curriculum, and provide challenging coursework for all students. In addition,WISD will use vertical teaming to decrease the isolation of teachers, even out expectations, and create a district-wide, systematicprogram with a seamless transition from one school to another. To begin the process, 2nd grade teachers, 3rd grade teachers, the WIScounselor, principals from WES and WIS, and the curriculum director met in May 2013 to build a relationship that will be used in creatingvertical teams between campuses in 2013-2014. Likewise, vertical teams will begin to form on all campuses in 2013-2014.


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School Culture and Climate

School Culture and Climate Summary

At Whitney Intermediate School, we believe that every one of our students can achieve success when given adequate time and appropriatesupport. The world is changing in how we communicate, think, and interact, which changes the way we teach and the way students learn.With this in mind, our goal is to prepare our students to acquire the necessary skills to meet the challenges of the 21st century by makinglearning authentic, inspiring, engaging, innovative, and relevant.

WIS believes that we should create classrooms where our students learn to solve problems, collaborate, and become critical thinkers to besuccessful in a global society. We also feel as though a collaborative learning culture among adults focused on achievement is the key stepin creating such environments. Therefore, the campus is committed to supporting teachers in this process by providing staff development,technology support, and the opportunity to collaborate.

School Culture and Climate Strengths

WIS's goal is to provide a safe school environment for students and staff. Therefore, teachers and administrators are expected to be visibleand accessible to our student body and parents/guardians.

WIS has a good working relationship with local law enforcement agencies and the volunteer fire department establishing a partnership forthe safety of all stakeholders.

Planning and communication through multiple means of media and announcements ensure that students and parents are informed andunderstand school procedures.

Visitors to the campus are required to check into the main office and wear a name badge while visiting the campus.

WIS has its own full time counselor to assist the needs of students, teachers, and parents/guardians.

School Culture and Climate Needs

WIS must support teachers in creating classrooms that provide a strong foundation in the basics of language arts, math, science, socialstudies, fine arts, and career and technology, combined with 21st century skills. As a result, WISD hired Connected Consulting to


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provide six days of professional development for teachers to understand how to integrate technology, develop 21st century skills, motivatetoday’s students, enhance current lessons to develop higher-order thinking, and create new lessons that are engaging and authentic tostudents.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Whitney Intermediate School's teachers and paraprofessionals all meet Highly Qualified standards. When jobs need to be filled the positions are posted onthe WISD website, ESC 12 website, TASB website and applications are taken at education job fairs. WIS strives to maintain a positve and rewarding workplace in order to retain employees on the campus.

Staff Quality, Recruitment, and Retention Strengths

Staff Quality, Recruitment, and Retention Needs


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

WIS currently uses CSCOPE as a systematic approach to teaching and learning. CSCOPE is used to vertically align the curriculum in our coresubject areas, appropriately introduce or extend the Texas Essential Knowledge and Skills (TEKS), and to impact instructional practices inthe classroom to improve student performance.

CSCOPE is an online curricular component that houses the following documents: Instructional Focus Documents (IFDs), Vertical AlignmentDocuments (VADs), Year at a Glance Documents (YAGs), TEKS Verification Matrices, and Exemplar Lessons. The core of CSCOPE is itsvertical alignment. The curriculum is guided by and aligned to the Texas Essential Knowledge and Skills (TEKS), which are the statestandards for Texas. CSCOPE provides specificity to the TEKS and is also aligned to the Texas College Readiness Standards with embeddedEnglish Language Proficiency Standards (ELPS) in all core content areas.

The curriculum management system contains aligned assessments based on student performance indicators (PIs), and the exemplar lessonsare based on the 5E Model of Instruction. The VADs display the K-12 vertical alignment continuum detailing where knowledge and skills areintroduced and reinforced for the core subjects and also provides specificity to the TEKS. The YAGs provide bundled TEKS based on a six-weeks period of time or a nine-weeks period of time. Exemplar lessons include a time frame for instructional delivery.

CSCOPE was developed by the Texas Education Service Center Curriculum Collaborative (TESCCC) including a team of Education ServiceCenters that represent all areas of the state. The collaborative’s goal is to provide a quality curriculum support system to K-12 Texasschools. In addition to the curriculum, CSCOPE encompasses resources for the implementation, monitors the curriculum, and establishes anaccountability process to ensure a quality implementation.

Curriculum, Instruction, and Assessment Strengths

In order to meet our goals of becoming student-centered and preparing our students for the 21st century, WIS started the implementationof the Whitney ISD Creating Authentic Thinking Students initiative during the 2012-2013 school year. The WISD CATS initiative will be fullyimplemented in 2013-2014 and will provide an iPad for every student, teacher, instructional aide, and administrator in WISD.

Additionally, WISD recognized the need to provide rich and meaningful professional learning opportunities that support teachers in makingthe changes required of them in creating student-centered, digital classrooms. Therefore, Whitney ISD entered into a three yearpartnership with Connected Consulting to train teachers to become 21st century educators who move away from instruction devoted toteacher-conveyed content and teacher-directed learning and toward more student-centered classrooms using the HEAT Framework ofinstruction.


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Connected Consulting will provide an 80 hour teacher training program that includes 18 hours of face to face instruction and 62 hours ofonline training. Connected Consulting will also guide teachers to become “Whitney ISD Certified” and earn 3 hours of graduate credit at theend of the third year. The plan for teachers includes:

2013-2014

Create and implement one PBL lesson with at least 5’s on all HEAT categories for each semesterScore at least 3 or 4 on the HEAT Framework for all of the other lessonsComplete your Level 1 Digital Proficient Badge with Connected Consulting (2 Lessons, encouraged to turn in at least one PBL lesson)

2014-2015

Create two new student-centered high HEAT lessons with at least 5’s on all the HEAT categories for each semesterScore at least 5 on H, 4 on E, 4 on A, and 5 on T on all of the other lessonsComplete your Level 2 Digital Creator Badge with Connected Consulting (2 Lessons)

2015-2016

Create two new student-centered high HEAT lessons with at least 5’s on all the HEAT categories for each semesterScore at least 5 on H, 4 on E, 4 on A, and 5 on T on all of the other lessonsComplete your Level 3 Digital Assessment Badge with Connected Consulting (2 Lessons)

Curriculum, Instruction, and Assessment Needs

Through the District Snapshot process in the Spring of 2013, WISD realized that we must explore the depth and complexity of curriculumimplementation by developing a written plan that details instructional strategies, expectations, and interventions in order to have genuineimpact on raising the level of academic performance of all students. Therefore, WIS campus will participate in createing and publishing aplan during the 2013-2014 school year.

Likewise, the TESCCC will no longer be in existence and the CSCOPE lessons will be removed from the system on August 31, 2013. With thechanges in CSCOPE, WISD will need to support teachers in using the remaining CSCOPE components to write lessons which promote an in-depth, active, and engaged learning process for students. As a result, WISD hired a instructional technologist to help teachers with thetransition and to help teachers incorporate the high heat lessons using a variety of strategies/technologies.

WISD also recognized the need to hire and place a technology aide on each campus to maintain, trouble shoot, and repair iPads. Therefore,three additional aides were hired for WIS.


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Finally, WISD identified the need to measure the success of the WISD CATS initiative and make adjustments as needed for itssuccess. Consequently, Connected Consulting will provide a framework and evaluation tool based on current research that will allowWIS and teachers to evaluate the change taking place in classrooms.

As part of the evaluation plan for Whitney ISD, Connected Consulting will:

Provide the Framework for measuring change in the classroomProvide evaluation instruments for mentors, leaders, and Connected Consulting personnel to observe and evaluate classroomimplementationMonitor student progress as outlined by Connected Consulting and Whitney ISD with data provided by the districtProvide annual reports on the progress of teacher changes in beliefs and practicesProvide annual reports on student change in attitudes, classroom practices, and development of new skillsProvide annual reports on stakeholder’s overall understanding of the vision of WISD


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Family and Community Involvement

Family and Community Involvement Summary

WIS continues to use numerous approaches to assure open communication between the school and home. We communicate with staff,parents, and community members through newsletters, marquee messages, WISD's website, 3 week progress reports, report cards,surveys, Whitney Intermediat school's Parent Portal, Teleparent, WISD's Facebook page, PTO, phone calls, meetings, student programs, andmeet the teachers.

WIS offers opportunities for parents and community members to be actively involved in the programs of the school such as, PTO, mentors/tutors,and school volunteers.

WIS also actively provides opportunities for parents and community members to be involved in the planning process through membershipon the campus SBDM committee

Family and Community Involvement Strengths

In addition to the PTO program, WIS has an active school voluteer program that continues to grow in membership and scope.

Family and Community Involvement Needs

WIS will develop a student mentorship program using community volunteers during the 2013 - 2014 school year. WIS will strive to increase participation inthe already established PTO and VIP programs.


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Technology

Technology Summary

In order to live and work in a 21st century world, students need to know more than core subjects. They need to know how to use theirknowledge and skills by thinking critically, applying knowledge to new situations, analyzing information, communicating, collaborating,solving problems, and making educated decisions.

Technology Strengths

Technology Needs


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

District goalsCampus goalsAEIS data - longitudinalTAPR (AEIS) data - currentAYP dataAttendance dataDiscipline recordsCommunity and/or parent surveys and/or feedbackPrior year budgets/entitlements and expenditures in relation to current year funding and prioritiesState and/or federal planning requirementsCampus leadership and/or department meetingsCampus faculty meeting discussionsDistrict committee meeting discussionsStudent failure and/or retention ratesStudent Success Initiative (SSI) resultsPrior year(s) campus and/or district improvement plansStudy of best practicesTexas English Language Proficiency Assessment System (TELPAS) resultsHomeless population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL population, including performance, discipline, attendance and mobilityGifted population, including performance, discipline, attendance and mobilityCampus committee meeting discussionsNCLB Report Card dataRTI Committee Minutes & Intervention ProcessesPDAS dataSTAAR, STAAR Spanish, STAAR Modified, STAAR Alternate, and/or STAAR L test resultsStudents served by Section 504, including performance, discipline, attendance and mobilityDyslexic population, including performance, discipline, attendance and mobilityResponse to Intervention (RtI) dataParent Involvement Rate


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Goals

Goal 1: WIS will improve student achievement.

Performance Objective 1: WIS will recruit, support, and retain highly qualified employees who are collaborative, innovative, and accountable for alllearners.

Summative Evaluation: WIS will report 100% Highly Qualified Teachers and/or Paraprofessionals on the PR1100 Highly Qualified Teacher surveys ineGrants.

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Jan Mar June

1) WIS will recruit and hire individuals that will be HighlyQualified. WIS will maintain 100% Highly Qualified statusfor all core classroom teachers.

3, 5 Principal - Scott Allen Personal files, highly qualified worksheets, and principalattestation

2) WIS will recruit and hire individuals that will helpmaintain a 100% Highly Qualified status forparaprofessionals.

3, 5 Principal - Scott Allen Personal files,highlty qualified worksheets, and principalattestations

3) WIS will search comprehensively for new personnel whenhiring. Jobs openings will be posted locally, regionally andstate-wide in an effort to recruit the most qualified educators.

3, 5 Principal - Scott Allen Personal files,recruitment documentation

= Discontinue = No Progress = Some Progress = Considerable = Accomplished


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Performance Objective 2: WIS staff will provide high quality instruction and deliver student-centered lessons using the HEAT Framework to expand andextend the district curriculum to include 21st century skills.

Summative Evaluation: 90% of all WIS teachers will complete the Level 1 Digital Proficient Badge with Connected Consulting.




Nov Jan Mar June

1) WIS will use CSCOPE as a standards-based model forteaching and learning in the four core content areas to providealigned , written,taught and tested curriculum as well asclarifying and specifying TEKS expectations.

8 Principal - Scott Allen Classroom walk-through data, PDAS evaluations, lessonplans, PBL lesson ratings, Digital Proficiency Badge

2) WIS will prepare students to acquire the necessary skills tomeet the challenges of the 21st century by making learningauthentic, inspiring, engaging, innovative, and relevant.

2, 8 Principal - Scott Allen Classroom walk-through data, PDAS evaluations, lessonplans, PBL lesson ratings, Digital Proficiency Badge

3) WIS teachers will create and implement one PBL lessonwith at least 5's on all the HEAT categories per semester andscore at least 3 or 4 on the HEAT Framework for all otherlessons.

2, 4 Principal - Scott Allen Lesson plans, PBL lesson ratings, Digital Proficiency Badge

4) WIS teachers will complete Level 1 Digital ProficientBadge with Connected Consulting. 2, 8 Principal - Scott Allen Digital Proficiency Badge



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Performance Objective 3: WIS staff will monitor, accelerate, and meet students instructional needs.

Summative Evaluation: Data analysis will be used to implement or extend all instructional settings/programs.




Nov Jan Mar June

1) WIS will use DMAC as a tool for developing benchmarkstests, building flexible learning groups to differentiateinstruction, and specifying instructional objectives.

1, 2, 9 Principal, Counselor,Teachers DMAC reports, classroom observations, lesson plans

2) WIS will use student progress monitoring data from RTI(small group instruction, Study Island, IStation Reading,Think through Math, CEI computer programs) to makeinstructional decisions

1, 9 Principal, Counselor,Teachers

Analysis of student report cards, online student program data,RTI reports, state and federal assessment reports

3) WIS will provide Accelerated instruction and interventionsthrough comoputer lab programs, Apps. loaded on studentIPADs, and flexible learning groups.

1, 10 Principal, Counselor,Teacher

Analysis of student report cards,state and federal assessmentreports

4) WIS students will participate in the AR reading program.Students will be encourged to develop a love for reading andwill be rewarded for meeting set goals within the program.

2, 6 Principal, Librarian,Counselor

AR reports, number of students being rewarded for meetinggoals



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Performance Objective 4: WIS staff development will be provided based on needs through data, administration/staff conversations, PDAS, student needs,state and federal constraints, and content specific requirements.

Summative Evaluation: All staff development opportunities will be aligned with the needs assessment.




Nov Jan Mar June

1) Provide appropriate staff development to meet the needs ofall staff to include: Technology, Special Education, GT, ARDtraining, CSCOPE, HEAT and NETS training.

1, 4 Principal, Curriculumdirector

Attendance documentation, improvement of studentperformance on state assessments



January 17, 2014 8:22 am


Performance Objective 5: WIS will use strategies and activities to meet or exceed the state's attendance rate.

Summative Evaluation: District and campus attendance records will show that WIS met or exceeded the state's attendance rate.




Nov Jan Mar June

1) Attendance will be monitored on a daily basis. 1, 6 Principal, Counselor,School Secretary Yaerly attendance rate meeting or exceeding state rate.

2) WIS will communicate to parents concerning theirchildren's attendance through attendance warning letters.Students who are out of compliance with attendancerequirements will be filed on with the truancy officer. TheWIS attendance committee will meet to make decisions onstudents who are will not receive credit due to nonattendance.

2, 6 Prinicipal, Counselor,School Secretary

3) Students will be rewarded and recognized for goodattendance through certificates and award assemblies. 6, 10 Principal, Counselor,

PEIMS Secretary Number of students being recognized for good attendance



January 17, 2014 8:22 am


Performance Objective 6: WIS will maintain compliance with State and Federal Programs.

Summative Evaluation: The end-of year compliance and grant reports will document WIS's compliance with State and Federal Programs.




Nov Jan Mar June

1) AT-Risk students will be provided intervention andremedial educational opportunities through targetinginstruction provided by small group instruction and computerlab participation.

1, 10 Principal, Counselor Improved acheivement of At-Risk student poplulation



January 17, 2014 8:22 am

Goal 2: WIS will increase the integration of technological resources and systems to make instruction more student-centered,encourage cooperative learning, and encourage increased teacher/student interaction.

Performance Objective 1: WIS staff will carefully monitor the use and maintenance of existing technology.

Summative Evaluation: TroubleTrakker will document all maintenance.




Nov Jan Mar June

1) All personnel will be trained in the use of TroubleTrackerto report technology problems and needs. 2 Principal Correct and timely use of Trouble Tracker

2) Correct use and proper care of all technology devices willbe communicated to teachers and students. 2

Principal, IPADtechnologist, Districttechnology director

Signed acceptable use documents, technology usageagreements



January 17, 2014 8:22 am

Goal 2: WIS will increase the integration of technological resources and systems to make instruction more student-centered, encourage cooperative learning,and encourage increased teacher/student interaction.

Performance Objective 2: WIS will review and determine short term and long term facility and infrastructure needs.

Summative Evaluation: The WISD technology plan will prioritize all technology needs.




Nov Jan Mar June

1) WIS will work with the contracted architect firm inplanning the transition of 5th grade to the current MiddleSchool building. Planning for renovations and movingclassrooms will also occur.

2 Principal Meetings and discussions with teachers and architects.Building plans reflecting designs and adjustments.



January 17, 2014 8:22 am

Goal 2: WIS will increase the integration of technological resources and systems to make instruction more student-centered, encourage cooperative learning,and encourage increased teacher/student interaction.

Performance Objective 3: WIS students and teachers will use technology for content instruction while integrating the 21st century skills of communication,collaboration, creativity, and critical thinking.

Summative Evaluation: Lesson plans will document that teachers apply appropriate technologies to instructional tasks in order to enrich the learning ofboth traditional and 21st century content, as well as promote the development of 21st century skills.




Nov Jan Mar June

1) Classroom walkthroughs and observations will beconducted.Lesson plans will be completed and submittedweekly.

9, 10 Principal Completed lesson plans; Documentation of classroomobservations



January 17, 2014 8:22 am

Goal 3: Whitney Intermediate School will have a safe, orderly environment that promotes successful student learning.

Performance Objective 1: WIS will include all parents, community members, and educators as active partners in the education of students.

Summative Evaluation: WIS will use survey results, meeting minutes, and parent/guardian attendance (sign in sheets) to measure participation and growth.




Nov Jan Mar June

1) Yearly parent survey will be sent out and evaluted. 1, 2 Principal Completed surveys

2) Parent / Teacher meetings will be held on an as neededbasis determined by the teacher and also by parent request. 6 Principal / Teachers Parent conference documentation



January 17, 2014 8:22 am


Performance Objective 2: WIS will provide, promote, and monitor staff and student safety.

Summative Evaluation: Incident and facilities reports will document safe measures and maintenance upkeep.




Nov Jan Mar June

1) Maintenance problems will be reported usingWorktrakkerpro. 2 All staff Worktrakkerpro usage reports



January 17, 2014 8:22 am


Performance Objective 3: WIS will implement positive, proactive discipline management strategies.

Summative Evaluation: 425 Records and Performance Based Monitoring Analysis System (PBMAS) reports will show increased compliance in WIS.




Nov Jan Mar June

1) Students are expected to follow discipline guidelines setforth in the WIS Handbook and student code of conduct. 1, 2 Principal Discipline referrals. PEIMS reports



January 17, 2014 8:22 am

Goal 4: WISD will maintain a strong and stable financial position.

Performance Objective 1: WIS will ensure fiscal responsibility, financial transparency, and proper allocation of resources to improve student achievement.

Summative Evaluation: All financial documentation will show that WIS uses both human and financial resources to strengthen programs, enhanceacademic progress, and meet the goals of the district/campus plans.




Nov Jan Mar June

1) WIS budget will be reviewed annually. The budget will bemaintained and observed continually. Procedures for budgetrequests will be followed.

10 Principal WIS operations kept within budget.

2) Principal will review budget on an on going basis. 10 Principal WIS operations kept within budget.



January 17, 2014 8:22 am

Title I

Schoolwide Program Plan

WIS works on the continual improvement of student acheivement. The campus stives to provide opportunities for every student and in particular, studentswho are low acheiving. This is in an effort to have all students perform at the proficient and advanced levels of acheivement on the STAAR tests.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

WIS utilyzes a comprehensive planning team (SBDM) composed of educators, parents, community members, and business representatives to identify studentand campus needs. The campus improvement plan is developed in response to these identified needs.

2: Schoolwide Reform Strategies

WIS provides tutorials before, during and after school for students who are struggling. Students also participate in the Study Island, CEI, Think ThroughMath, and Istation Readng computer programs. These programs are designed to address individual student needs.

3: Instruction by highly qualified professional teachers

All teachers and paraprofessionals on the WIS campus meet Highly Qualified according to NCLB standards.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

All personnel particpate in on going high quality professional development as appropriate to the individual's or group's job scope.

5: Strategies to attract highly qualified teachers

When teaching positions are needed to be filled, a comprehensive search is conducted to locate and hire the most quaified individual for the job. The jobs areadvertised through ESC 12, TASB, and on the district website.

6: Strategies to increase parental involvement

WIS maintains a VIP program of volunteers. An organizational meeting is held each year to gain particiipants. Volunteers are used on the campus in varying


January 17, 2014 8:22 am

roles according to their interest and the needs of the campus.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

WIS and WES have begun vertical team meetings to assist in the educational transition of students from the Elementary to the Intermediate school.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

WIS provides teachers the opportunity to work together in developing student assessments such as benchmarking, teacher made assessments, andperformance assessments. Teachers collaborate at the grade level and across the campus according to the subject that they teach.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Students who are at-risk of not meeting the proficient or advanced levels of academic acheivement on the STAAR test are given assistance through computerlabs, tutorials, and flexible learning group time within the day.

10: Coordination and integration of federal, state and local services and programs

WIS consolidates Title I funds, along with other Federal, State, and Local funds to operate school wide programs.


January 17, 2014 8:22 am

Plan Notes

COMPENSATORY EDUCATION

2012 – 2013 REVIEW

Whitney Intermediate School Compensatory Education Evaluation

Students identified as at-risk of failing reading and/or math in grades 3 – 5 were given accelerated instruction through the CIE lab.1.The program supplemented the current reading and math programs at each grade level.Summer school was provided for students who were not successful on STAAR in either math or reading and for those who did not meet2.district criteria to be promoted.Teachers participated in professional development activities to meet the needs of at-risk students.3.Principal oversaw the curriculum and teacher performance by conducting walk throughs and formal observations.4.All compensatory programs supplement (not supplant) the regular education programs of Whitney Intermediate School in order to give5.the students an increased level of proficiency.Public access was provided through meet the teacher night, classroom newsletters, weekly and daily folders, school website.6.A parent meeting was conducted to develop the Title I School/Parent Compact to develop and identify the responsibilities of the7.school, parents, and students.Tutorials are provide during, after and before school8.Flexible learning groups classes were built in to the master schedule.9.Teachers received training in the HEAT and the NETS.10.Teachers received iPad training.11.All students received an iPad for instruction.12.


January 17, 2014 8:22 am

Addendums


January 17, 2014 8:22 am

Schedule Sta tus: Com ple te FORMULA Applica t ion I D : 0 0 1 5 3 5 0 2 8 5 2 8 0 1 0 1

SAS# : NCLBAA1 4

Organiza t ion: Whit ney I SD County D ist r ict : 1 0 9 9 1 1

Cam pus/ Site : N/ A ESC Region: 1 2

Vendor I D : 1 7 4 6 0 0 2 5 6 7 School Year : 2 0 1 3 - 2 0 1 4

2 0 1 3 - 2 0 1 4 NCLB Consolidated Federal Grant Applicat ion

Program Descr ipt ion PS3 1 0 1 - Tit le I , Pt A & Tit le I , Pt D1 Pa r t 1 : Pr iva te Nonprof it Schools - Tit le I , Pa r t A

Ar e any pr iv at e nonpr of i t schools locat ed w i t h in boundar ies? Yes No nmlkj nmlkji

Does t he LEA hav e any Ti t le I el ig ib le st uden t s at t end ing p r iv at e nonpr of i t schools ou t side t he boundar ies? Yes No nmlkji nmlkj

Dat e of I n i t ia l Con t act 4 / 2 4 / 2 0 1 3

I n it ia l Contact w it h Pr iva te Nonprof it School Off ic ia ls t o Determ ine Par t icipa t ion

I n it ia l Contact Methods

Cer t i f ied Let t er sgfedc Docu m en t ed Ph on e Cal l sgfedc Meet in gsgfedc Fax Docu m en t sgfedc Em ai l Com m u n icat ion sgfedc

Ot her Met hod :gfedcb Let t t er - r egu lar post al m ai l , new spaper not ice

Ar e pr ivat e nonpr of i t schools par t icipat ing? Yes No nmlkj nmlkji Dat e of Consu l t at ion

Page 1 of 3


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 1 0 1 - Tit le I , Pt A & Tit le I , Pt D1 Par t 2 : Funding Requirem ents Help

Planned Reserva t ion of Tit le I , Pa r t A, Funds a t t h e LEA Leve l

Ent i t lem en t Am oun t 2 9 4 , 3 4 4

N / A Act iv it ies Conducted W ith Reserved Funds

Reserved Funds

Am oun t Pe rcen t age

a. gfedcb Dist r ict w ide Parent I nvolvem ent Act iv i t ies %

b. gfedcb Tit le I , Par t A, Serv ices t o El ig ib le Pr ivat e School St udent s, Not I nclud ing Adm in ist r at ion %

c. gfedcb Pr eschool Pr og r am s %

d. gfedcAdm in ist r at ion of Ti t le I , Par t A, Pr ogr am s ( includ ing adm in ist r at ion of Ti t le I , Par t A, p r ogr am s for el ig ib le p r iv at e school st uden t s and st uden t s at f aci l i t ies for neg lect ed and del inquen t ) 1 4 , 7 1 7 %5 . 00

e. gfedcb Dist r ict w ide Professional Developm ent Act iv i t ies %

f . gfedcbLEA iden t i f ied for School I m pr ov em en t m ust r eser v e a m in im um of 10% for p r ofessional dev elopm en t . %

g. gfedcbSchool I m pr ov em ent Act iv i t ies under P.L. 107 - 110 , Sect ion 1116 or 1117 , Ex clud ing t he Am ou n t Reser v ed in Lin e f %

h . gfedc Ser v ices t o Hom eless St uden t s At t end ing Cam puses Not Ser v ed by Ti t le I , Par t A 1 , 000 %0 . 34

i. gfedcb Ser v ices t o St uden t s Resid ing in Local Faci l i t ies for t he Neglect ed %

j . gfedcb Ser v ices t o St uden t s Resid ing in Local Faci l i t ies for t he Del inquen t %

k . Ot her ( Specify ) :

%0 . 00

Total

Tot a l Reser v ed Fu n ds 1 5 , 7 1 7 %5 . 34

Use of Funds to Meet Teacher Qua lit y and Paraprofes siona l Qua lif ica t ions Help Pe rcen t age

Pr ofession al Dev elopm en t t o Meet HQ Requ i r em en t s f or Teach er s an d t h e Qu al i f i cat ion Requ i r em en t s f or Par apr ofessionals Under Sect ion 1119 - Am oun t m ust be at least 5% of cu r r en t en t i t lem en t and m ust be r ef lect ed abov e in Lin e e, u n less:

%0. 00

Lesser am ou n t i s n eeded becau se o t h er f u n d sou r ces ar e u sed

1 0 0 % of t eacher s and Ti t le I , Par t A, par apr ofessionals a l r eady m eet HQ r equ i r em en t s

nmlkj

nmlkji

Par t 3 : Parenta l I nvolvem ent Consu lt a t ion and Eva lu a t ion Help

a. Dat e When Par en t s Wer e I nv olv ed in t he Ev aluat ion of t he Ti t le I , Par t A, Par en t I nv olv em en t Pr ogr am 5 / 2 4 / 2 0 1 3

b. Dat e of t he Most Recen t Consu l t at ion Meet ing w i t h Par en t s Par t 4 : Lia ison for Hom eless Students Help

Lia ison's Posit ion Cam pus Num ber "Other " Posit ion Descr ipt ion

Other Select One Dist r ict Nurse

Page 2 of 3


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 1 0 1 - Tit le I , Pt A & Tit le I , Pt D1 Par t 5 : D ist r ict Com posit e of Planned Tit le I , Pa r t A, Act iv it ies Help

S T P H N D gfedcb gfedc gfedc gfedc gfedc gfedc Su pp lem en t a l , Resear ch - Based Read ing / ELA I nst r uct ion

gfedc gfedc gfedc gfedc gfedc gfedc Su pp lem en t a l , Resear ch - Based Wr i t ing I nst r uct ion

gfedcb gfedc gfedc gfedc gfedc gfedc Su pp lem en t a l , Resear ch - Based Mat h I nst r uct ion

gfedcb gfedc gfedc gfedc gfedc gfedc Su pp lem en t a l , Resear ch - Based Social St ud ies I nst r uct ion

gfedcb gfedc gfedc gfedc gfedc gfedc Su pp lem en t a l , Resear ch - Based Science I nst r uct ion

gfedc gfedc gfedc gfedc gfedc gfedc Su pp lem en t a l , Resear ch - Based For eign Language I nst r uct ion

gfedcb gfedc gfedc gfedc gfedc gfedc Su p p lem en t a l Cam p u s- Based Par en t a l I n v o lv em en t

gfedcb gfedc gfedc gfedc gfedc gfedc Su p p lem en t a l Cam p u s- Based Pr o f ession al Dev elopm en t

gfedc gfedc gfedc gfedc gfedc gfedc Su pp lem en t a l Gu idan ce an d Cou n sel in g

gfedc gfedc gfedc gfedc gfedc gfedc Supp lem en t al Heal t h / Den t al / Ey e Car e

gfedc gfedc gfedc gfedc gfedc gfedc Tr ansi t ion Ser v ices/ Vocat ional Car eer

gfedc gfedc gfedc gfedcb gfedc gfedc Ot her ( Specify ) : Pr ov ide supp lem en t al suppor t ser v ices

gfedc gfedc gfedc gfedc gfedc gfedc Ot her ( Specify ) :

Par t 6 : D ist r ict Com posit e of Planned Tit le I , Pa r t A, Serv ice De live ry Methods Help

S T P H N D gfedcb gfedc gfedc gfedcb gfedc gfedc Tut or ials

gfedc gfedc gfedc gfedc gfedc gfedc Sm al l - Group I nst ruct ion

gfedcb gfedc gfedc gfedc gfedc gfedc I nd iv idual ized I nst r uct ion

gfedcb gfedc gfedc gfedcb gfedc gfedc Com p u t er- Aided I nst r uct ion

gfedc gfedc gfedc gfedc gfedc gfedc Ex t ended Lear n ing Oppor t un i t ies



Par t 7 : Addit iona l I n form at ion ( opt iona l) 7 5 0 of 7 5 0

Pa r t s 8 - 1 2 a re h idden because Tit le I , Par t D , Subpar t 1 , d oes not apply t o your organiza t ion.

Page 3 of 3


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 2 2 1 - Com prehensive Needs Assessm ent

N / A - REAP 1 0 0 % of Tit le I I , Pa r t A funds.gfedc N / A - REAP 1 0 0 % of Tit le I V , Pa r t A funds.gfedc

N / A - D ist r ict does not se rve K - 4 Grades.gfedc

Par t 1 : Com prehensive N eeds Assessm ent Help

# Data Review ed to Determ ine Need

1 . gfedcb Num ber of St uden t s in a Class, K- 4 ( TEC requires 2 2 to 1 in K - 4 )

2 . gfedcb Analy sis of St uden t Academ ic Assessm en t s ( Tit le I , Par t A; Tit le I , Par t C)

3 . gfedcbEv aluat ion of Par en t al I nv olv em ent Act iv i t ies t o Det er m ine Whet her Lev el of Par t icipat ion Has I ncr eased and i f Act iv i t ies Meet t h e Needs of Par en t s ( Tit le I , Par t A)

4 . gfedcAnaly sis of Academ ic Recor ds, Pr ior i t y for Ser v ice ( PFS) , Disaggr egat ed by Al l Migr an t St uden t s, as Wel l as by St uden t s in Or der t o Tar get Ser v ices ( Tit le I , Par t C)

5 . gfedc Analy sis of Mu l t ip le Sour ces of Migr an t St uden t Dat a t o Det er m ine Pr ogr ess Tow ar d On- Tim e Gr adu at ion ( Tit le I , Par t C)

6 . gfedc Analy sis of Al l Ear ly Ch i ldhood I nv en t or ies ( Tit le I , Par t C)

7 . gfedc Par t icipat ion Dat a Disaggr egat ed by St uden t Gr oups, Gender , and Age ( Tit le I , Par t D, Subpar t 1 )

8 . gfedcI nv o lv em en t f r om Teacher s, Especia l ly Those on Ti t le I , Par t A, Cam puses, in Det er m in ing LEA and Cam pus Needs for St af f Dev elopm en t and Hi r ing ( Tit le I I , Pa r t A)

9 . gfedc Pr ev alence of Risk and Pr ot ect iv e Fact or s ( Tit le I V, Par t A)

10 . gfedcb At t endance Rat es Disaggr egat ed by St uden t Gr oups and Gender ( TEC)

11 . gfedcb Dr opou t Rat es Disaggr egat ed by St uden t Gr oups and Gender ( TEC)

12 . gfedcb Ev aluat ion of Pol icies and Pr ocedu r es t o Ensu r e a Posi t iv e I m pact on St uden t Per for m ance ( TEC)

13 . gfedcb Ev aluat ions of Pr ofessional Dev elopm en t Act iv i t ies t o Ensu r e a Posi t iv e I m pact on St uden t Per for m ance ( TEC)

14 . gfedcb School Violence I nciden t Dat a ( TEC)

15 . gfedcb St uden t Per for m ance Dat a Disaggr egat ed by St uden t Gr oups and Gender ( TEC)

16 . gfedcb Tobacco, Alcohol , and Ot her Dr ug- Use I nciden t Dat a ( TEC)

17 . gfedcb Mult ihazar d Em er gency Oper at ions Plan ; Secur i t y Audi t ( TEC)

18 . gfedc Adm in ist rat or Surveys/ I n t erv iews

19 . gfedc An aly sis o f Hom eless Popu lat ion

20 . gfedc Analy sis of Scr een ing , Diagnost ic, and Classr oom - Based I n st r u ct ion al Read in g Assessm en t s

21 . gfedc Com m u n i t y Dat a on Cr im e

22 . gfedc Com m u n i t y Dem ogr aph ics

23 . gfedc Com m unit y Sur veys/ I n t er v iew s

24 . gfedc Com m un i t y Su r v ey s on t he Use of Tobacco, Alcohol , and Ot her Dr ugs

25 . gfedc Diagnost ic Pr e- Test s

26 . gfedc Discip l ine Refer r als

27 . gfedc I nd iv idual St uden t Pr e- Test an d Post - Test Scores for TABE

28 . gfedc Language Pr of iciency Test s

29 . gfedc Mast er y Test s

30 . gfedc Parent Surveys/ I n t erv iews

Page 1 of 2


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 2 2 1 - Com prehensive Needs Assessm ent Par t 1 : Com prehensive Needs Assessm ent ( cont inued) Help

# Data Review ed to Determ ine Need

31 . gfedc PEI MS 425 Recor d I nciden t Dat a

32 . gfedc Heal t h Risk o f Dr u g Use

33 . gfedc Social Disappr ov al of Dr ug Use and Vio lence

34 . gfedc Placem en t Test s

35 . gfedc Psy cholog ical Pr of i les

36 . gfedc Resu l t s of GED Ex am

37 . gfedc Resu l t s of TABE

38 . gfedc School Vio lence I nciden t Dat a Disaggr egat ed by St uden t Gr oups and Gender

39 . gfedc St af f Surveys/ I n t erv iews

40 . gfedc St uden t Ret en t ion Recor ds

41 . gfedc St udent Surveys/ I n t erv iews

42 . gfedc Teacher Ret en t ion

43 . gfedc Technology t o Col lect , Manage, and Analy ze Dat a t o I n for m and Enhance Teach ing and School I m pr ov em en t Ef for t s

44 . gfedc Tobacco, Alcohol , and Ot her Dr ug- Use I nciden t Dat a Disaggr egat ed by St uden t Gr oups and Gender

45 . gfedc Truancy

46 . gfedc School Safet y Choice Opt ion Pol icy

47 . gfedc Ot her : gfedc Delet e

Page 2 of 2


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 4 0 0 - Equitable Access and Part icipat ion Bar r ie rs and St ra tegies Help

All Students Teachers Ot he rs

0 0 0 The app l ican t assu r es t hat no bar r ier s ex ist t o equ i t ab le access and par t icipat ion for : gfedcb gfedc gfedc gfedc

Bar r ie r : GenderBar r ie r : Gender -- specif ic Biasspecif ic Bias # # St ra tegies for GenderSt ra tegies for Gender -- specif ic Biasspecif ic Bias StudentsStudents TeachersTeachers Ot he rsOt he rs

A01A01 Ex pand oppor t un i t ies for h ist or ical ly underEx pand oppor t un i t ies for h ist or ical ly under -- r epr esen t ed gr oups t o fu l ly par t icipat e.r epr esen t ed gr oups t o fu l ly par t icipat e. gfedc gfedc gfedc

A02A02 Pr ov ide st af f dev elopm en t on el im in at in g gen der b ias.Pr ov ide st af f dev elopm en t on el im in at in g gen der b ias. gfedc gfedc gfedc

A03A03 Ensu r e st r at eg ies and m at er ia ls used w i t h st uden t s do not p r om ot e gender b ias.Ensu r e st r at eg ies and m at er ia ls used w i t h st uden t s do not p r om ot e gender b ias. gfedc gfedc gfedc

A04A04 Dev elop an d im p lem en t a p lan t o e l im in at e ex ist in g d iscr im in at ion an d t h e ef f ect s o f past Dev elop an d im p lem en t a p lan t o e l im in at e ex ist in g d iscr im in at ion an d t h e ef f ect s o f past d iscr im inat ion on t he basis of gender .d iscr im inat ion on t he basis of gender .

gfedc gfedc gfedc

A05A05 Ensur e com pl iance w i t h t he r equ i r em en t s in Ti t le I X of t he Educat ion Am endm ent s of 1972 , Ensu r e com pl iance w i t h t he r equ i r em en t s in Ti t le I X of t he Educat ion Am endm ent s of 1972 , w h ich pr oh ib i t s d iscr im inat ion on t he basis of gender .w h ich pr oh ib i t s d iscr im inat ion on t he basis of gender .

gfedc gfedc gfedc

A06A06 Ensur e st uden t s and par en t s ar e fu l ly in for m ed of t hei r r igh t s and r esponsib i l i t ies w i t h r egar d Ensur e st uden t s and par en t s ar e fu l ly in for m ed of t hei r r igh t s and r esponsib i l i t ies w i t h r egar d t o par t icipat ion in t he pr ogr am .t o par t icipat ion in t he pr ogr am .

gfedc gfedc gfedc

A99A99 Ot her :Ot her : gfedc gfedc gfedc Bar r ier : Cultura l, Linguist ic, or Econom ic Diversit yBarr ier : Cultura l, Linguist ic, or Econom ic Diversit y

# # St ra tegies for Cultura l, Linguist ic, or Econom ic D i versit ySt ra tegies for Cultura l, Linguist ic, or Econom ic D i versit y StudentsStudents TeachersTeachers Ot he rsOt he rs

B01B01 Pr ov ide p r og r am in for m at ion / m at er ia ls in h om e lan guage.Pr ov ide p r og r am in for m at ion / m at er ia ls in h om e lan guage. gfedc gfedc gfedc

B02B02 Prov ide in t erpret er / t r anslat or at program act iv i t ies.Prov ide in t erpret er / t r anslat or at program act iv i t ies. gfedc gfedc gfedc

B03B03 I ncr ease aw ar eness and appr eciat ion of cu l t u r al and l ingu ist ic d iv er si t y t h r ough a v ar iet y of I ncr ease aw ar eness and appr eciat ion of cu l t u r al and l ingu ist ic d iv er si t y t h r ough a v ar iet y of act iv i t ies, publ icat ions, et c.act iv i t ies, publ icat ions, et c.

gfedc gfedc gfedc

B04B04 Com m un icat e t o st uden t s, t eacher s, and ot her p r ogr am benef iciar ies an appr eciat ion of Com m un icat e t o st uden t s, t eacher s, and ot her p r ogr am benef iciar ies an appr eciat ion of st uden t s' and fam i l ies' l ingu ist ic and cu l t u r al back gr ounds.st uden t s' and fam i l ies' l ingu ist ic and cu l t u r al back gr ounds.

gfedc gfedc gfedc

B05B05 Dev elop / m ain t ain com m un i t y inv olv em ent / par t icipat ion in p r ogr am act iv i t ies.Dev elop / m ain t ain com m un i t y inv olv em ent / par t icipat ion in p r ogr am act iv i t ies. gfedc gfedc gfedc

B06B06 Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies for d iv er se popu lat ions.Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies for d iv er se popu lat ions. gfedc gfedc gfedc

B07B07 Ensu r e st af f dev elopm en t is sensi t iv e t o cu l t u r al and l ingu ist ic d i f f er ences and com m un icat es Ensu r e st af f dev elopm en t is sensi t iv e t o cu l t u r al and l ingu ist ic d i f f er ences and com m un icat es an appr eciat ion for d iver si t y .an appr eciat ion for d iver si t y .

gfedc gfedc gfedc

B08B08 Seek t echn ical assist ance f r om Educat ion Ser v ice Cen t er , Techn ical Assist ance Cen t er , Ti t le I , Seek t echn ical assist ance f r om Educat ion Ser v ice Cen t er , Techn ical Assist ance Cen t er , Ti t le I , Par t A School Suppor t Team , or ot her pr ov ider .Par t A School Suppor t Team , or ot her pr ov ider .

gfedc gfedc gfedc

B09B09 Pr ov ide par en t ing t r ain ing .Pr ov ide par en t ing t r ain ing . gfedc gfedc gfedc

B10B10 Pr ov ide a par en t / fam i ly cen t er .Pr ov ide a par en t / fam i ly cen t er . gfedc gfedc gfedc

B11B11 I nv olv e par en t s f r om a v ar iet y of back gr ounds in decision m ak ing .I nv olv e par en t s f r om a v ar iet y of back gr ounds in decision m ak ing . gfedc gfedc gfedc

B12B12 Of fer " f lex ib le" oppor t un i t ies for par en t inv olv em en t includ ing hom e lear n ing act iv i t ies and Of fer " f lex ib le" oppor t un i t ies for par en t inv olv em en t includ ing hom e lear n ing act iv i t ies and ot her act iv i t ies t hat don ' t r equ ir e par en t s com e t o t he school .ot her act iv i t ies t hat don ' t r equ ir e par en t s com e t o t he school .

gfedc gfedc gfedc

B13B13 Prov ide ch i ld care for paren t s par t icipat ing in school act iv i t ies.Prov ide ch i ld care for paren t s par t icipat ing in school act iv i t ies. gfedc gfedc gfedc

B14B14 Ack now ledge and include fam i ly m em ber s' d iv er se sk i l ls, t a len t s, and k now ledge in school Ack now ledge and include fam i ly m em ber s' d iv er se sk i l ls, t a len t s, and k now ledge in school act iv i t ies.act iv i t ies.

gfedc gfedc gfedc

B15B15 Pr ov ide adu l t educat ion , includ ing GED and/ or ESL classes, or fam i ly l i t er acy pr ogr am .Pr ov ide adu l t educat ion , includ ing GED and/ or ESL classes, or fam i ly l i t er acy pr ogr am . gfedc gfedc gfedc

B16B16 Of fer com put er l i t er acy cour ses for par en t s and ot her p r ogr am benef iciar ies.Of fer com put er l i t er acy cour ses for par en t s and ot her p r ogr am benef iciar ies. gfedc gfedc gfedc

B17B17 Conduct an ou t r each pr ogr am for t r ad i t ional ly " har d t o r each" par en t sConduct an ou t r each pr ogr am for t r ad i t ional ly " har d t o r each" par en t s gfedc gfedc gfedc

B18B18 Coor d inat e w i t h com m un it y cen t er s/ pr ogr am sCoor d inat e w i t h com m un it y cen t er s/ pr ogr am s gfedc gfedc gfedc

B19B19 Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion .Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion . gfedc gfedc gfedc

B20B20 Dev elop an d im p lem en t a p lan t o e l im in at e ex ist in g d iscr im in at ion an d t h e ef f ect s o f past Dev elop an d im p lem en t a p lan t o e l im in at e ex ist in g d iscr im in at ion an d t h e ef f ect s o f past d iscr im inat ion on t he basis of r ace, nat ional or ig in , and color .d iscr im inat ion on t he basis of r ace, nat ional or ig in , and color .

gfedc gfedc gfedc

B21B21 Ensur e com pl iance w it h t he r equ ir em ent s in Ti t le VI of t he Civ i l Righ t s Act of 1964 , w h ich Ensur e com pl iance w it h t he r equ ir em ent s in Ti t le VI of t he Civ i l Righ t s Act of 1964 , w h ich pr oh ib i t s d iscr im inat ion on t he basis of r ace, nat ional or ig in , and color .p r oh ib i t s d iscr im inat ion on t he basis of r ace, nat ional or ig in , and color .

gfedc gfedc gfedc

B22B22 Ensu r e st uden t s, t eacher s, and ot her p r ogr am benef iciar ies ar e in for m ed of t hei r r igh t s and Ensu r e st uden t s, t eacher s, and ot her p r ogr am benef iciar ies ar e in for m ed of t hei r r igh t s and r esponsib i l i t ies w i t h r egar d t o par t icipat ion in t he pr ogr am .r esponsib i l i t ies w i t h r egar d t o par t icipat ion in t he pr ogr am .

gfedc gfedc gfedc

B23B23 Pr ov ide m ed iat ion t r a in ing on a r egu lar basis t o assist in r esolv ing d ispu t es and com p lain t s.Pr ov ide m ed iat ion t r a in ing on a r egu lar basis t o assist in r esolv ing d ispu t es and com p lain t s. gfedc gfedc gfedc

B99B99 Ot her :Ot her : gfedc gfedc gfedc

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Program Descr ipt ion PS3 4 0 0 - Equitable Access and Part icipat ion Bar r ie r : GangBarr ie r : Gang -- re la t ed Act iv it iesre la t ed Act iv it ies

# # St ra tegies for GangSt ra tegies for Gang -- re la t ed Act iv it iesre la t ed Act iv it ies StudentsStudents TeachersTeachers Ot he rsOt he rs

C0 1C0 1 Pr ov ide ear ly in t er ven t ion .Pr ov ide ear ly in t er ven t ion . gfedc gfedc gfedc

C0 2C0 2 Pr ov ide counsel ing .Pr ov ide counsel ing . gfedc gfedc gfedc

C0 3C0 3 Conduct hom e v isi t s by st af f .Conduct hom e v isi t s by st af f . gfedc gfedc gfedc

C0 4C0 4 Pr ov ide f lex ib i l i t y in schedu l ing act iv i t ies.Pr ov ide f lex ib i l i t y in schedu l ing act iv i t ies. gfedc gfedc gfedc

C0 5C0 5 Recr u i t v o lun t eer s t o assist in p r om ot ing gangRecr u i t v o lun t eer s t o assist in p r om ot ing gang -- f r ee com m un i t ies.f r ee com m un i t ies. gfedc gfedc gfedc

C0 6C0 6 Pr ov ide m en t or p r ogr am .Pr ov ide m en t or p r ogr am . gfedc gfedc gfedc

C0 7C0 7 Prov ide before/ af t er school r ecreat ional, inst r uct ional, cu l t u ral , or ar t ist ic program s/ act iv i t ies.Prov ide before/ af t er school r ecreat ional, inst r uct ional, cu l t u ral , or ar t ist ic program s/ act iv i t ies. gfedc gfedc gfedc

C0 8C0 8 Pr ov ide com m un it y ser v ice pr ogr am s/ act iv i t ies.Pr ov ide com m un it y ser v ice pr ogr am s/ act iv i t ies. gfedc gfedc gfedc

C0 9C0 9 Conduct par en t / t eacher con fer ences.Conduct par en t / t eacher con fer ences. gfedc gfedc gfedc

C1 0C1 0 St r engt hen school / par en t com pact s.St r engt hen school / par en t com pact s. gfedc gfedc gfedc

C1 1C1 1 Est ab l ish par t ner sh ips w i t h law en for cem ent agencies.Est ab l ish par t ner sh ips w i t h law en for cem ent agencies. gfedc gfedc gfedc

C1 2C1 2 Pr ov ide con f l ict r esolu t ion / peer m ed iat ion st r at eg ies/ p r ogr am s.Pr ov ide con f l ict r esolu t ion / peer m ed iat ion st r at eg ies/ p r ogr am s. gfedc gfedc gfedc

C1 3C1 3 Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion .Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion . gfedc gfedc gfedc

C1 4C1 4 Pr ov ide t r ain ing / in for m at ion t o t eacher s, school st af f , and par en t s t o deal w i t h gangPr ov ide t r ain ing / in for m at ion t o t eacher s, school st af f , and par en t s t o deal w i t h gang -- r elat ed r elat ed issu es.issu es.

gfedc gfedc gfedc

C9 9C9 9 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : DrugBar r ie r : Drug -- re la t ed Act iv it iesre la t ed Act iv it ies

# # St ra t egies for DrugSt ra t egies for Drug -- re la t ed Act iv it iesre la t ed Act iv it ies StudentsStudents TeachersTeachers Ot he rsOt he rs

D01D01 Pr ov ide ear ly iden t i f icat ion / in t er ven t ion .Pr ov ide ear ly iden t i f icat ion / in t er ven t ion . gfedc gfedc gfedc

D02D02 Pr ov ide counsel ing .Pr ov ide counsel ing . gfedc gfedc gfedc

D03D03 Conduct hom e v isi t s by st af f .Conduct hom e v isi t s by st af f . gfedc gfedc gfedc

D04D04 Recr u i t v olun t eer s t o assist in p r om ot ing dr ugRecr u i t v olun t eer s t o assist in p r om ot ing dr ug -- f r ee sch ools an d com m u n i t ies.f r ee sch ools an d com m u n i t ies. gfedc gfedc gfedc

D05D05 Pr ov ide m en t or p r ogr am .Pr ov ide m en t or p r ogr am . gfedc gfedc gfedc

D06D06 Prov ide before/ af t er school r ecreat ional, inst r uct ional, cu l t u ral , or ar t ist ic program s/ act iv i t ies.Prov ide before/ af t er school r ecreat ional, inst r uct ional, cu l t u ral , or ar t ist ic program s/ act iv i t ies. gfedc gfedc gfedc

D07D07 Pr ov ide com m un it y ser v ice pr ogr am s/ act iv i t ies.Pr ov ide com m un it y ser v ice pr ogr am s/ act iv i t ies. gfedc gfedc gfedc

D08D08 Pr ov ide com pr ehensiv e heal t h educat ion p r ogr am s.Pr ov ide com pr ehensiv e heal t h educat ion p r ogr am s. gfedc gfedc gfedc

D09D09 Conduct par en t / t eacher con fer ences.Conduct par en t / t eacher con fer ences. gfedc gfedc gfedc

D10D10 Est ab l ish school / par en t com pact s.Est ab l ish school / par en t com pact s. gfedc gfedc gfedc

D11D11 Dev elop / m ain t ain com m un i t y par t ner sh ips.Dev elop / m ain t ain com m un i t y par t ner sh ips. gfedc gfedc gfedc

D12D12 Pr ov ide con f l ict r esolu t ion / peer m ed iat ion st r at eg ies/ p r ogr am s.Pr ov ide con f l ict r esolu t ion / peer m ed iat ion st r at eg ies/ p r ogr am s. gfedc gfedc gfedc

D13D13 Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion .Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion . gfedc gfedc gfedc

D14D14 Pr ov ide t r ain ing / in for m at ion t o t eacher s, school st af f , and par en t s t o deal w i t h d r ugPr ov ide t r ain ing / in for m at ion t o t eacher s, school st af f , and par en t s t o deal w i t h d r ug -- r elat ed r elat ed issu es.issu es.

gfedc gfedc gfedc

D99D99 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : V isua l I m pa irm entsBar r ie r : V isua l I m pa irm ents

# # St ra tegies for V isua l I m pa irm entsSt ra tegies for V isua l I m pa irm ents StudentsStudents TeachersTeachers Ot he rsOt he rs

E01E01 Pr ov ide ear ly iden t i f icat ion and in t er v en t ion .Pr ov ide ear ly iden t i f icat ion and in t er v en t ion . gfedc gfedc gfedc

E02E02 Pr ov ide pr ogr am m at er ials/ in for m at ion in Br ai l le.Pr ov ide pr ogr am m at er ials/ in for m at ion in Br ai l le. gfedc gfedc gfedc

E03E03 Pr ov ide p r ogr am m at er ia ls/ in for m at ion in lar ge t y pe.Pr ov ide p r ogr am m at er ia ls/ in for m at ion in lar ge t y pe. gfedc gfedc gfedc

E04E04 Pr ov ide p r og r am m at er ia ls/ in for m at ion on aud io t ape.Pr ov ide p r og r am m at er ia ls/ in for m at ion on aud io t ape. gfedc gfedc gfedc

E05E05 Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies for v isual im pai r m en t .Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies for v isual im pai r m en t . gfedc gfedc gfedc

E06E06 Pr ov ide t r ain ing for par en t s.Pr ov ide t r ain ing for par en t s. gfedc gfedc gfedc

E07E07 For m at m at er ia ls/ in for m at ion pub l ished on t he in t er net for ADAFor m at m at er ia ls/ in for m at ion pub l ished on t he in t er net for ADA -- accessib i l i t y .accessib i l i t y . gfedc gfedc gfedc

E99E99 Ot her :Ot her : gfedc gfedc gfedc

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Program Descr ipt ion PS3 4 0 0 - Equitable Access and Part icipat ion Bar r ie r : Hear ing I m pa irm entsBar r ie r : Hear ing I m pa irm ents

# # St ra tegies for Hear ing I m pa irm entsSt ra tegies for Hear ing I m pa irm ents StudentsStudents TeachersTeachers Ot he rsOt he rs

F01F01 Pr ov ide ear ly iden t i f icat ion and in t er v en t ion .Pr ov ide ear ly iden t i f icat ion and in t er v en t ion . gfedc gfedc gfedc

F02F02 Pr ov ide in t er pr et er s at pr ogr am act iv i t ies.Pr ov ide in t er pr et er s at pr ogr am act iv i t ies. gfedc gfedc gfedc

F03F03 Pr ov ide cap t ion v ideo m at er ia l .Pr ov ide cap t ion v ideo m at er ia l . gfedc gfedc gfedc

F04F04 Pr ov ide p r ogr am m at er ia ls and in for m at ion in v isual f or m at .Pr ov ide p r ogr am m at er ia ls and in for m at ion in v isual f or m at . gfedc gfedc gfedc

F05F05 Use com m un icat ion t echnology , such as TDD/ r elay .Use com m un icat ion t echnology , such as TDD/ r elay . gfedc gfedc gfedc

F06F06 Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies for hear ing im pai r m en t .Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies for hear ing im pai r m en t . gfedc gfedc gfedc

F07F07 Pr ov ide t r ain ing for par en t s.Pr ov ide t r ain ing for par en t s. gfedc gfedc gfedc

F99F99 Ot her :Ot her : gfedc gfedc gfedc Barr ier : Learning Disabilit iesBarr ier : Learning Disabilit ies

# # St ra tegies for Learn ing Disabilit iesSt ra tegies for Learn ing Disabilit ies StudentsStudents TeachersTeachers Ot he rsOt he rs

G01G01 Pr ov ide ear ly iden t i f icat ion and in t er v en t ion .Pr ov ide ear ly iden t i f icat ion and in t er v en t ion . gfedc gfedc gfedc

G02G02 Ex pand t u t or ia l / m en t or p r ogr am s.Ex pand t u t or ia l / m en t or p r ogr am s. gfedc gfedc gfedc

G03G03 Pr ov ide st af f dev elopm en t in iden t i f icat ion p r act ices and ef fect iv e t each ing st r at eg ies.Pr ov ide st af f dev elopm en t in iden t i f icat ion p r act ices and ef fect iv e t each ing st r at eg ies. gfedc gfedc gfedc

G04G04 Pr ov ide t r ain ing for par en t s in ear ly iden t i f icat ion and in t er v en t ion .Pr ov ide t r ain ing for par en t s in ear ly iden t i f icat ion and in t er v en t ion . gfedc gfedc gfedc

G99G99 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : Other Physica l D isabilit ies or Const ra int sBarr ie r : Other Physica l D isabilit ies or Const ra int s

# # St ra tegies for Other Physica l D isabilit ies or Const ra in t sSt ra tegies for Other Physica l D isabilit ies or Const ra in t s StudentsStudents TeachersTeachers Ot he rsOt he rs

H01H01 Dev elop and im p lem en t a p lan t o ach iev e fu l l par t icipat ion by st uden t s w i t h ot her phy sical Dev elop and im p lem en t a p lan t o ach iev e fu l l par t icipat ion by st uden t s w i t h ot her phy sical d isab i l i t ies/ const r ain t s.d isab i l i t ies/ const r ain t s.

gfedc gfedc gfedc

H02H02 Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies.Pr ov ide st af f dev elopm en t on ef fect iv e t each ing st r at eg ies. gfedc gfedc gfedc

H03H03 Pr ov ide t r ain ing for par en t s.Pr ov ide t r ain ing for par en t s. gfedc gfedc gfedc

H99H99 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : I naccessible Physica l St ructuresBar r ie r : I naccessible Physica l St ructures

# # St ra tegies for I naccessible Physica l St ructuresSt ra tegies for I naccessible Physica l St ructures StudentsStudents TeachersTeachers Ot he rsOt he rs

J01J01 Dev elop and im p lem en t a p lan t o ach iev e fu l l par t icipat ion by st uden t s w i t h ot her phy sical Dev elop and im p lem en t a p lan t o ach iev e fu l l par t icipat ion by st uden t s w i t h ot her phy sical d isab i l i t ies/ const r ain t s.d isab i l i t ies/ const r ain t s.

gfedc gfedc gfedc

J02J02 Ensur e al l physical st r uct u r es ar e accessib le.Ensur e al l physical st r uct u r es ar e accessib le. gfedc gfedc gfedc

J99J99 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : Absentee ism / TruancyBar r ie r : Absentee ism / Truancy

# # St ra tegies for Absentee ism / TruancySt ra tegies for Absentee ism / Truancy StudentsStudents TeachersTeachers Ot he rsOt he rs

K01K01 Pr ov ide ear ly iden t i f icat ion / in t er ven t ion .Pr ov ide ear ly iden t i f icat ion / in t er ven t ion . gfedc gfedc gfedc

K02K02 Dev elop and im p lem en t a t r uancy in t er v en t ion p lan .Dev elop and im p lem en t a t r uancy in t er v en t ion p lan . gfedc gfedc gfedc

K03K03 Conduct hom e v isi t s by st af f .Conduct hom e v isi t s by st af f . gfedc gfedc gfedc

K04K04 Recr u i t v olun t eer s t o assist in p r om ot ing school at t endance.Recr u i t v olun t eer s t o assist in p r om ot ing school at t endance. gfedc gfedc gfedc

K05K05 Pr ov ide m en t or p r ogr am .Pr ov ide m en t or p r ogr am . gfedc gfedc gfedc

K06K06 Pr ov ide befor e/ af t er school r ecr eat ional or educat ional act iv i t ies.Pr ov ide befor e/ af t er school r ecr eat ional or educat ional act iv i t ies. gfedc gfedc gfedc

K07K07 Conduct par en t / t eacher con fer ences.Conduct par en t / t eacher con fer ences. gfedc gfedc gfedc

K08K08 St r engt hen school / par en t com pact s.St r engt hen school / par en t com pact s. gfedc gfedc gfedc

K09K09 Dev elop / m ain t ain com m un i t y par t ner sh ips.Dev elop / m ain t ain com m un i t y par t ner sh ips. gfedc gfedc gfedc

K10K10 Coor d inat e w i t h heal t h and social ser v ices agencies.Coor d inat e w i t h heal t h and social ser v ices agencies. gfedc gfedc gfedc

K11K11 Coor d inat e w it h t he j uven i le j ust ice syst em .Coor d inat e w it h t he j uven i le j ust ice syst em . gfedc gfedc gfedc

K12K12 Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion .Seek col labor at ion / assist ance f r om business, indust r y , or inst i t u t ion of h igher educat ion . gfedc gfedc gfedc

K99K99 Ot her :Ot her : gfedc gfedc gfedc

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Program Descr ipt ion PS3 4 0 0 - Equitable Access and Part icipat ion Barr ier : H igh Mobilit y RatesBarr ier : H igh Mobilit y Rates

# # St ra tegies for H igh Mobilit y RatesSt ra tegies for H igh Mobilit y Rates StudentsStudents TeachersTeachers Ot he rsOt he rs

L01L01 Coor d inat e w i t h social ser v ices agencies.Coor d inat e w i t h social ser v ices agencies. gfedc gfedc gfedc

L02L02 Est ab l ish par t ner sh ips w i t h par en t s of h igh ly m ob i le fam i l ies.Est ab l ish par t ner sh ips w i t h par en t s of h igh ly m ob i le fam i l ies. gfedc gfedc gfedc

L03L03 Est ab l ish / m ain t ain t im ely r ecor d t r ansfer al sy st em .Est ab l ish / m ain t ain t im ely r ecor d t r ansfer al sy st em . gfedc gfedc gfedc

L99L99 Ot her :Ot her : gfedc gfedc gfedc Ba r r ie r : Lack of Suppor t f rom Parent sBar r ie r : Lack of Suppor t f rom Parent s

# # St ra t egies for Lack of Suppor t f rom Paren t sSt ra t egies for Lack of Suppor t f rom Paren t s StudentsStudents TeachersTeachers Ot he rsOt he rs

M0 1M0 1 Dev elop an d im p lem en t a p lan t o in cr ease su ppor t f r om par en t s.Dev elop an d im p lem en t a p lan t o in cr ease su ppor t f r om par en t s. gfedc gfedc gfedc

M0 2M0 2 Conduct hom e v isi t s by st af f .Conduct hom e v isi t s by st af f . gfedc gfedc gfedc

M0 3M0 3 Recru it volun t eers t o act ively par t icipat e in school act iv i t ies.Recru i t volun t eers t o act ively par t icipat e in school act iv i t ies. gfedc gfedc gfedc

M0 4M0 4 Conduct par en t / t eacher con fer ences.Conduct par en t / t eacher con fer ences. gfedc gfedc gfedc

M0 5M0 5 Est ab l ish school / par en t com pact s.Est ab l ish school / par en t com pact s. gfedc gfedc gfedc

M0 6M0 6 Pr ov ide par en t ing t r ain ing .Pr ov ide par en t ing t r ain ing . gfedc gfedc gfedc

M0 7M0 7 Pr ov ide a par en t / fam i ly cen t er .Pr ov ide a par en t / fam i ly cen t er . gfedc gfedc gfedc

M0 8M0 8 Pr ov ide p r og r am m at er ia ls/ in f or m at ion in h om e lan guage.Pr ov ide p r og r am m at er ia ls/ in f or m at ion in h om e lan guage. gfedc gfedc gfedc

M0 9M0 9 I nv olv e par en t s f r om a v ar iet y of back gr ounds in school decision m ak ing .I nv olv e par en t s f r om a v ar iet y of back gr ounds in school decision m ak ing . gfedc gfedc gfedc

M1 0M1 0 Of fer " f lex ib le" oppor t un i t ies for inv olv em en t , includ ing hom e lear n ing act iv i t ies and ot her Of fer " f lex ib le" oppor t un i t ies for inv olv em en t , includ ing hom e lear n ing act iv i t ies and ot her act iv i t ies t hat don ' t r equ ir e com ing t o school .act iv i t ies t hat don ' t r equ ir e com ing t o school .

gfedc gfedc gfedc

M1 1M1 1 Prov ide ch i ld care for paren t s par t icipat ing in school act iv i t ies.Prov ide ch i ld care for paren t s par t icipat ing in school act iv i t ies. gfedc gfedc gfedc

M1 2M1 2 Ack now ledge and include fam i ly m em ber s' d iv er se sk i l ls, t a len t s, and k now ledge in school Ack now ledge and include fam i ly m em ber s' d iv er se sk i l ls, t a len t s, and k now ledge in school act iv i t ies.act iv i t ies.

gfedc gfedc gfedc

M1 3M1 3 Pr ov ide adu l t educat ion , includ ing GED and/ or ESL classes, or fam i ly l i t er acy pr ogr am .Pr ov ide adu l t educat ion , includ ing GED and/ or ESL classes, or fam i ly l i t er acy pr ogr am . gfedc gfedc gfedc

M1 4M1 4 Conduct an ou t r each pr ogr am for t r ad i t ional ly " har d t o r each" par en t s.Conduct an ou t r each pr ogr am for t r ad i t ional ly " har d t o r each" par en t s. gfedc gfedc gfedc

M9 9M9 9 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : Shor tage of Qua lif ied Personne lBar r ie r : Shor tage of Qua lif ied Personne l

# # St ra tegies for Shor tage of Qua lif ied Personne lSt ra tegies for Shor tage of Qua lif ied Personne l StudentsStudents TeachersTeachers Ot he rsOt he rs

N01N01 Dev elop and im p lem en t a p lan t o r ecr u i t and r et a in qual i f ied per sonnel .Dev elop and im p lem en t a p lan t o r ecr u i t and r et a in qual i f ied per sonnel . gfedc gfedc gfedc

N02N02 Recr u i t and r et ain per sonnel f r om a v ar iet y of r acial , et hn ic, and language m inor i t y g r oups.Recr u i t and r et ain per sonnel f r om a v ar iet y of r acial , et hn ic, and language m inor i t y g r oups. gfedc gfedc gfedc

N03N03 Pr ov ide m en t or p r ogr am for new per sonnel .Pr ov ide m en t or p r ogr am for new per sonnel . gfedc gfedc gfedc

N04N04 Pr ov ide in t er n pr ogr am for new per sonnel .Pr ov ide in t er n pr ogr am for new per sonnel . gfedc gfedc gfedc

N05N05 Pr ov ide an induct ion pr ogr am for new per sonnel .Pr ov ide an induct ion pr ogr am for new per sonnel . gfedc gfedc gfedc

N06N06 Pr ov ide p r ofessional dev elopm en t in a v ar iet y of f or m at s f or per sonnel .Pr ov ide p r ofessional dev elopm en t in a v ar iet y of f or m at s f or per sonnel . gfedc gfedc gfedc

N07N07 Col labor at e w i t h col leges/ un iv er si t ies w i t h t eacher pr epar at ion pr ogr am s.Col labor at e w i t h col leges/ un iv er si t ies w i t h t eacher pr epar at ion pr ogr am s. gfedc gfedc gfedc

N99N99 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : Lack of Know ledge regarding Program Benef i t sBar r ie r : Lack of Know ledge regarding Program Benef i t s

# # St ra tegies for Lack of Know ledge regarding Program Benef it sSt ra tegies for Lack of Know ledge regarding Program Benef it s StudentsStudents TeachersTeachers Ot he rsOt he rs

P0 1P0 1 Dev elop and im p lem en t a p lan t o in for m p r ogr am benef iciar ies of p r og r am act iv i t ies and Dev elop and im p lem en t a p lan t o in for m p r ogr am benef iciar ies of p r og r am act iv i t ies and benef i t s.benef i t s.

gfedc gfedc gfedc

P0 2P0 2 Pub l ish new slet t er / b r ochur es t o in for m pr ogr am benef iciar ies of act iv i t ies and benef i t s.Pub l ish new slet t er / b r ochur es t o in for m pr ogr am benef iciar ies of act iv i t ies and benef i t s. gfedc gfedc gfedc

P0 3P0 3 Pr ov ide announcem en t s t o local r ad io st at ions and new spaper s abou t p r og r am Pr ov ide announcem en t s t o local r ad io st at ions and new spaper s abou t p r og r am act iv i t ies/ benef i t s.act iv i t ies/ benef i t s.

gfedc gfedc gfedc

P9 9P9 9 Ot her :Ot her : gfedc gfedc gfedc Bar r ie r : Lack of Transpor ta t ion t o Program Act iv it i esBar r ie r : Lack of Transpor ta t ion t o Program Act iv it i es

# # St ra tegies for Lack of Transpor t a t ion t o Program Ac t iv it iesSt ra tegies for Lack of Transpor t a t ion t o Program Ac t iv it ies StudentsStudents TeachersTeachers Ot he rsOt he rs

Q0 1Q0 1 Pr ov ide t r anspor t at ion for par en t s and ot her p r ogr am benef iciar ies t o act iv i t ies.Pr ov ide t r anspor t at ion for par en t s and ot her p r ogr am benef iciar ies t o act iv i t ies. gfedc gfedc gfedc

Q0 2Q0 2 Of fer " f lex ib le" oppor t un i t ies for inv olv em en t , includ ing hom e lear n ing act iv i t ies and ot her Of fer " f lex ib le" oppor t un i t ies for inv olv em en t , includ ing hom e lear n ing act iv i t ies and ot her act iv i t ies t hat don ' t r equ ir e com ing t o school .act iv i t ies t hat don ' t r equ ir e com ing t o school .

gfedc gfedc gfedc

Q0 3Q0 3 Conduct p r ogr am act iv i t ies in com m un i t y cen t er s and ot her neighbor hood locat ions.Conduct p r ogr am act iv i t ies in com m un i t y cen t er s and ot her neighbor hood locat ions. gfedc gfedc gfedc

Q9 9Q9 9 Ot her :Ot her : gfedc gfedc gfedcPage 4 of 5


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 4 0 0 - Equitable Access and Part icipat ion Bar r ie r : Other Bar r ie rBar r ie r : Other Bar r ie r

# # St ra t egy for Ot he r Ba r r ie rSt ra t egy for Ot he r Ba r r ie r StudentsStudents TeachersTeachers Ot he rsOt he rs

Z99Z99 Ot her Bar r ier :Ot her Bar r ier :

Ot her St rat egy :Ot her St rat egy : gfedc gfedc gfedc

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Program Descr ipt ion PS3 2 4 1 - Parent and Com m unity I nvolvem ent Par t 1 : Pa ren t and Com m unit y I nvolvem ent - Check al l t hat app ly Help

# Act ivit y/ St ra tegy

gfedc N / A - REAP 1 0 0 % of Tit le I V , Pa r t A Funds. gfedc N / A - REAP 1 0 0 % of Tit le V , Pa r t A Funds.

1 . gfedcb I nclusion of Par en t s in t he Act iv i t ies of t he Ti t le I , Par t A Cam puses ( Tit le I , Par t A)

2 . gfedcb I nclusion of Par en t s in t he Dev elopm en t and Rev iew of Par en t I nv olv em en t Pol icies and Thei r Ef fect iv eness ( Tit le I , Par t A)

3 . gfedcb I nclusion of Par en t s in t he Dev elopm en t of School - Par en t Com pact s ( Tit le I , Par t A)

4 . gfedcb Mat er ia ls Pr ov ided in an Under st andab le For m at and in t he Par en t ' s Pr im ar y Language ( Tit le I , Par t A)

5 . gfedcbNot i f icat ion t o Par en t s at Beg inn ing of School Concer n ing t he Av ai lab i l i t y of Teacher s' Qual i f icat ions in an Under st andab le and Un i for m For m at and , t o t he Ex t en t Pr act icab le, in a Language t he Par en t s Can Under st and ( Tit le I , Par t A)

6 . gfedcbNot i f icat ion t o Par en t s When Ch i ld is Assigned for 30 or Mor e Consecu t iv e Day s t o a Cor e Academ ic Sub j ect Teacher Who I s Not High ly Qual i f ied , in an Under st andab le and Un i for m For m at , and t o t he Ex t en t Pr act icab le, in a Language t he Par en t s Can Under st and ( Tit le I , Par t A)

7 . gfedcEst ab l ishm en t of a Dist r ict w ide Par en t Adv isor y Counci l ( PAC) That Pr ov ides Mean ing fu l Consu l t at ion in t he Plann ing and Oper at ion of t he Mig r an t Educat ion Pr ogr am . PAC Meet ings Must be Conduct ed in a For m at and Language t hat is Under st andab le t o t he Mig r an t Par en t s ( Tit le I , Par t C)

8 . gfedc I nv olv em en t of Par en t s in Educat ional Pr ogr am s Designed t o Addr ess t he Needs of Mig r an t St uden t s ( Tit le I , Par t C)

9 . gfedc Tr ain ing and Suppor t t o Migr an t Par en t s in Or der for Them t o Mor e Fu l ly Par t icipat e in Their Ch i ld ' s Educat ion ( Tit le I , Par t C)

10 . gfedc Tr anspor t at ion and Ch i ldcar e for Par en t I nv olv em ent Act iv i t ies, I nclud ing Par en t Adv isor y Counci l ( PAC) Meet ings ( Tit le I , Par t C)

11 . gfedcNot i f icat ion Pol icy in Place t o Par en t s of Par t icipat ing St uden t i f LEA Fai ls t o Meet Annual Measur ab le Ach iev em en t Ob j ect iv es for Ti t le I I I , Par t A LEP, Wit h in 30 Day s of Such a Fai lu r e ( Tit le I I I , Pa r t A LEP)

12 . gfedcNot i f icat ion Con t ain ing Requ ir ed I n for m at ion ( Sect ion 3302 ) Wi t h in 30 Day s of Beg inn ing of School t o Par en t s of Ch i ld r en I den t i f ied for Par t icipat ion in Ti t le I I I , Par t A LEP Pr ogr am in an Under st andab le and Un i for m For m at , and t o t he Ex t en t Pr act icab le, in a Language t he Par en t s Can Under st and ( Tit le I I I , Pa r t A LEP)

13 . gfedcNot i f icat ion Con t ain ing Requ ir ed I n for m at ion ( Sect ion 3302 ) t o Par en t s Wit h in 2 Week s of Lat e I den t i f icat ion / En t r y in t o t he Language I nst r uct ion Educat ion Pr ogr am ( Tit le I I I , Pa r t A LEP)

14 . gfedcOut r each t o Par en t s of LEP St uden t s t o I n for m Them of How They Can Be I nv olv ed in Thei r Ch i ld r en ' s Educat ion and Be Act iv e Par t icipan t s in Help ing Their Ch i ld r en Lear n Eng l ish and Ach iev e at High Lev els ( Tit le I I I , Pa r t A LEP)

15 . gfedc I nclusion of Par en t s in Pr ogr am Plann ing and App l icat ion Dev elopm en t ( Tit le I V, Par t A; Tit le V, Par t A)

16 . gfedcI nv o lv em en t in t he Design , Dev elopm en t , and I m p lem en t at ion of Dr ug Use/ Vio lence Pr ev en t ion or I n t er v en t ion Pr ogr am s and Act iv it ies ( Tit le I V, Par t A)

17 . gfedcbI nclusion of Par en t s in t he Dev elopm en t , Rev iew , and Ev aluat ion of t he Cam pus and Dist r ict I m pr ov em en t Plans t h r ough Si t e-Based Decision - Mak in g Com m i t t ee ( TEC)

18 . gfedcb Par en t / Teacher Con fer ences ( TEC)

19 . gfedc Act iv i t ies t o Pr om ot e Fam ily Suppor t for Higher Educat ion

20 . gfedcb Adv isor y Com m it t ee Par t icipat ion

21 . gfedc Chi ld Car e Pr ov ided Dur ing Par en t / Fam i ly I nv olv em ent Act iv i t ies

22 . gfedc Com m un icat ion and I n for m at ion Dissem inat ion ( e. g . , New slet t er s, For um s, Aw ar eness Sessions, Con fer ences, I n t er p r et er s)

23 . gfedc Com m un i t y Cen t er s f or St uden t s and Par en t s

24 . gfedc Com m u n i t y Ou t r each f or Par en t s o f Hom eless Ch i ld r en

25 . gfedc Educat ion of St uden t s and Par en t s on Responsib i l i t ies Relat ed t o Ear ly Wit hdr aw al / Lat e En t r y Pr ocedur es Pr ior t o Migr at ion

26 . gfedc Em er gen cy Man agem en t

27 . gfedc Fam ily Lit eracy Serv ices

28 . gfedcbFam ily Educat ion Nigh t s Such as Fam ily Mat h , Fam i ly Science, St at ew ide St uden t Assessm ent Nigh t s, Dr ug Pr ev en t ion , Violence Pr ev en t ion

29 . gfedc For m at ion of Teacher / Hom e Educat or Team s t o Wor k and Plan Toget her t o Enhance Each St uden t ' s Dev elopm en t

Page 1 of 2


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 2 4 1 - Parent and Com m unity I nvolvem ent Par t 1 : Parent and Com m unit y I nvolvem ent ( Cont inued ) - Check al l t hat app ly


30 . gfedc Hom e Visi t s

31 . gfedc I nclusion of Par en t s in t he Plann ing , Assessm en t , and I m p lem en t at ion of Dr opou t Pr ev en t ion Act iv i t ies

32 . gfedc I nv olv em en t in t he Dev elopm en t of Discip l inar y Pol icies

33 . gfedc I n v o lv em en t o f Com m u n i t y Or gan izat ion s an d Gr ou ps Repr esen t in g Hom eless Ch i ld r en an d You t h an d Th ei r Fam i l ies

34 . gfedc Ment or Pr ogr am s

35 . gfedc Par en t and Com m un i t y Par t icipat ion / Sponsor sh ip in Dr ug Use Pr ev en t ion and Vio lence Pr ev en t ion Act iv i t ies

36 . gfedc Par en t s as Par t ner s in t he Dev elopm en t of Pr ogr am Act iv i t ies

37 . gfedc Par en t s as Teacher Assist an t s or Tu t or s in Classr oom and/ or Ex t ension Act iv i t ies

38 . gfedc Pr esen t at ion s t o St u den t Classes by Par en t s/ Com m u n i t y Mem ber s

39 . gfedc Pr ov ide Aw ar eness Tr ain ing t o Par en t s on St ages of Ear ly Ch i ldhood Dev elopm en t

40 . gfedc School Secur it y

41 . gfedc School Visi t s

42 . gfedc Surveys/ I n t erv iews

43 . gfedcTech n ology t o Pr om ot e Par en t a l I n v o lv em en t an d Fost er Com m u n icat ion s am on g St u den t s, Par en t s, an d Teach er s abou t Cu r r icu la, Assignm en t s, and Assessm en t s

44 . gfedc Technology Used as Appr opr iat e t o Fost er Par en t al I nv olv em en t

45 . gfedc Tr ain ing

46 . gfedcb Volunt eer Act iv i t ies

47 . gfedc Wor k in Par t ner sh ip w i t h Fam i l ies and Main t ain Regu lar Com m un icat ion w i t h Ch i ld r en ' s Par en t s


Page 2 of 2


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 2 3 1 - Professional Developm ent

N / A - REAP 1 0 0 % of Tit le I I , Pa r t D Funds.gfedc

Par t 1 : I m proving Teacher and ParaProfessiona l Qua l it y - Check al l t hat app ly Help


1 . gfedc NGS Dat a Special ist Par t icipat ion in NGS Tr ain ing Annual ly and As Needed ( Tit le I , Par t C)

2 . gfedcRecr u i t er At t endance in Annual and As Needed Tr ain ing on I den t i f icat ion and Recr u i t m en t of Migr an t St uden t s Pr ov ided by Reg ional ESC ( Tit le I , Par t C)

3 . gfedc Academ ies t o Pr epar e Educat ional Leader s

4 . gfedcb Add i t ional Degr ees and/ or Cer t i f icat ions Sough t

5 . gfedc Alt ernat ive Cer t i f icat ion Coursew ork

6 . gfedc Alt er nat ive Cer t i f icat ion Fees

7 . gfedc Col lege Cou r se En r o l lm en t

8 . gfedc Cr oss Tr ain ing of Ot her St af f Mem ber s

9 . gfedc Em phasis of Tr ain ing on Cu l t u r al ly and Lingu ist ical ly Appr opr iat e Pr act ices

10 . gfedc EXCET and/ or TExES Test Cour sew or k

11 . gfedcb EXCET and/ or TEx ES Test Fees

12 . gfedc I m pr ov em en t in For m al Teacher Obser v at ions

13 . gfedcb I n t egr at e Technology in I nst r uct ion and Cur r icu lum

14 . gfedc Lear n ing St y les

15 . gfedc Ment or ing

16 . gfedc Par t ner sh ips w it h I nst i t u t ions of Higher Educat ion

17 . gfedc Peer Coach in g

18 . gfedc Teacher Adv ancem ent I n i t iat iv es Such As Car eer Teacher , Men t or Teacher , or Ex per t Teacher

19 . gfedc Tr ain ing of Per sonnel in Dev elopm en t al ly Appr opr iat e Pr act ices and Pr ogr am Docum en t at ion Requ i r em en t s

20 . gfedc Tr ainer of Tr ainer s

21 . gfedcb Tr ain ing in Cur r icu lum Ar eas Such As Cor e Academ ic Subj ect s

22 . gfedc Ver t ical Team s

23 . gfedc Cr oss- Cu r r icu lu m Dev elopm en t / Fu n dam en t als o f You t h Dev elopm en t

24 . gfedcb Ot her : Cur r icu lum al ignm nt / lesson p lan / leadr shp t r n for d ist / cam pus adm & t eacher s gfedc Delet e

Page 1 of 2


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 2 3 1 - Professional Developm ent Par t 2 : Meet ing D iverse Needs - Check al l t hat app ly


1 . gfedc I nv olv em en t of Par en t s in t he Academ ic Success of Thei r Ch i ld r en ( Tit le I , Par t C)

2 . gfedc Migr an t St uden t s—Aw ar eness of and Capaci t y t o Respond t o Speci f ic Needs of Mig r an t Ch i ld r en and You t h ( Tit le I , Par t C)

3 . gfedcI n t egr at ion of Adv anced Technolog ies, I nclud ing Em er g ing Technolog ies, in t o Cu r r icu la and I nst r uct ion and in Using Those Technolog ies t o Cr eat e New Lear n ing Env ir onm en t s ( Tit le I I , Par t D)

4 . gfedcb Add i t ional Degr ees and/ or Cer t i f icat ions Sough t

5 . gfedc Al ignm en t Suppor t ing LEA and Cam pus Plans

6 . gfedc Classr oom Env i r onm en t s Conduciv e t o High Ach iev em ent in t he Academ ic Sub j ect s Pr ov ided

7 . gfedc Con f l ict Resolu t ion ( I nclud ing Peer Med iat ion )

8 . gfedc Cooper at iv e Lear n ing I m p lem en t ed t o Meet t he Lear n ing St y les o f St uden t s

9 . gfedc Cur r icu lum Dev elopm ent / Acqu isi t ion

10 . gfedc Tr ain ing in DAVE Resour ce Gu ide

11 . gfedc Div er si t y Tr ain ing on Hist or ical ly Under r epr esen t ed St uden t Gr oups

12 . gfedc Fol low- Up Act iv it ies

13 . gfedc Gr ade- Lev el Meet ings

14 . gfedc Hom eless—Aw ar eness of and Capaci t y t o Respond t o Speci f ic Pr ob lem s in t he Educat ion of Hom eless Ch i ld r en and You t h

15 . gfedc Hom eless—Pr ocedu r es f or I den t i f y ing Hom eless Ch i ld r en and You t h

16 . gfedc Use of Man ipu lat iv es t o Teach Con cep t s

17 . gfedc Par en t Pr ev en t ion Educat ion and Par en t I nv olv em en t

18 . gfedcb Pr epar at ion of One or Mor e Teacher s in Schools As Technology Leader s Who Wi l l Assist Ot her Teacher s

19 . gfedcbPr ofessional Dev elopm en t in t he Use of Technology t o Access Dat a and Resou r ces t o Dev elop Cu r r icu la and I nst r uct ional Mat er ials

20 . gfedcbPr ofessional Dev elopm en t in t he Use of Technology t o Enab le Teacher s t o Use t he I n t er net and Ot her Technology t o Com m un icat e w i t h Par en t s, Ot her Teacher s, Pr incipals and Adm in ist r at or s

21 . gfedcbPr ofessional Dev elopm en t in t he Use of Technology t o Lead t o I m pr ov em en t s in Classr oom I nst r uct ion in t he Cor e Academ ic Sub j ect s, I nclud ing I ncr easing St uden t Technology Li t er acy , That Ef fect iv ely Pr epar e St uden t s t o Meet t he Chal leng ing St at e Academ ic Con t en t St andar ds and St uden t Academ ic Ach iev em en t St andar ds

22 . gfedcb Pr ofessional Dev elopm en t t o Ret r iev e I n t er net - Based Lear n in g Resou r ces

23 . gfedcbPr ov en I nst r uct ional St r at eg ies I m p lem en t ed Based on Cur r en t Resear ch and Tr ends in Ef fect iv e Pr act ices t o Meet t he Div er se Needs of St uden t s

24 . gfedcb Speci f ic St uden t Dat a Used t o Plan St uden t I nst r uct ion

25 . gfedc St r at eg ies I m p lem en t ed for Wor k ing w i t h Div er se Popu lat ions and El im inat ing Gender Bias

26 . gfedc Techn iques t o Assist Eng l ish Language Lear ner s I m pr ov e Language Acqu isi t ion and Ach iev em en t in Cor e Academ ic Sub j ect s

27 . gfedc Tr ain ing I m p lem en t ed t o I ncr ease En r ol lm en t of Hist or ical ly Under r epr esen t ed St uden t s in Adv anced Classes

28 . gfedcSupp lem en t al Pr ofessional Dev elopm en t Act iv i t ies That Pr om ot e Educat ional Ach iev em en t for Ad j ud icat ed St uden t s Wh ich I nv olv e Juv en i le Cor r ect ional Of f icer s, Casew or k er s and Pr ogr am Special ist s/ Adm in ist r at or s inside and ou t side t he School Set t ing( TYC an d Win d h am on ly )


Page 2 of 2


SAS# : NCLBAA1 4





Program Descr ipt ion PS3 2 1 1 - Program Coordinat ion Par t 1 : Program Coordina t ion - Check al l t hat app ly Help

gfedc N / A - REAP 1 0 0 % of Tit le I I , Pa r t A Funds. gfedc N / A - REAP 1 0 0 % of Tit le I V , Pa r t A Funds.

1 . gfedcCol labor at ion w i t h Local , St at e and Feder al Agencies t o I den t i f y Pot en t ial El ig ib le Migr an t You t h and t o Pr ov ide Appr opr iat e and Tim ely Ser v ices t o Migr an t Ch i ld r en and Their Fam i l ies ( Migr an t Ser v ices Coor d inat ion ) ( Tit le I , Par t C)

2 . gfedcCoor d inat ion w i t h St af f f r om Schools and Educat ion Pr ogr am s in NGS Consor t ium St at es, as w el l as non- NGS Consor t ium St at es, t o Tr ansfer Mig r an t St uden t Ach iev em en t and Heal t h Recor ds ( Tit le I , Par t C)

3 . gfedcCoor d inat ion w i t h St af f in St at es That Receiv e t he LEA's Migr an t St uden t s in Or der t o Ensur e Cour se Placem ent and Cr ed i t Accrual for On- Tim e Gr adu at ion ( Tit le I , Par t C)

4 . gfedcRefer r als for Migr an t 3 - & 4 - Year Old St uden t s Not Being Ser v ed by t he LEA t o an Out side Agency Such As Head St ar t , Ev en St ar t , or Teach ing and Men t or ing Com m un i t ies ( TMC) ( Tit le I , Par t C)

5 . gfedcCoor d inat ion of Pr ofessional Dev elopm en t Act iv i t ies w i t h Pr ofessional Dev elopm en t Act iv i t ies Pr ov ided t h r ough Ot her Feder al , St at e, and Local Pr ogr am s ( Tit le I I , Pa r t A)

6 . gfedcI n t egr at ion of Ti t le I I , Par t A, Funds w i t h Ti t le I I , Par t D, Funds for Pr ofessional Dev elopm en t t o Tr ain Teacher s t o I n t egr at e Technology in t o Cur r icu la and I nst r uct ion t o I m pr ov e Teach ing , Lear n ing , and Technology Li t er acy ( Tit le I I , Pa r t A)

7 . gfedc Feder al , St at e, and Local Pr ogr am s for Dr ug- Use Pr ev en t ion ( Tit le I V, Par t A)

8 . gfedcb Com pr eh en siv e Pr og r am Needs Assessm en t in clu ded in t h e Cam pu s I m pr ov em en t Plan / Plan n in g Pr ocess ( TEC)

9 . gfedcb I n clusion o f Feder al Plann ing Requ i r em en t s in t he Dist r ict and Cam pus I m pr ov em en t Plans ( TEC)

10 . gfedcb I n for m at ion on Pr ogr am Ru les and Regu lat ions t o Pr incipals and Ot her Appr opr iat e St af f ( TEC)

11 . gfedcb I n t egrat ion of ESEA w it h St at e and Local Educat ional Act iv i t ies ( TEC)

12 . gfedcb Mult ihazar d Em er gency Oper at ions Plan ; Secur i t y Audi t ( TEC)

13 . gfedcb Pr incipals and Ot her Appr opr iat e St af f on t he Dev elopm en t of t he App l icat ion for Feder al Fund ing ( TEC)

14 . gfedcb Pr incipals and Ot her Appr opr iat e St af f on How Federal Pr ogr am Funds Ar e Al locat ed w it h in t he LEA ( TEC)

15 . gfedc Com m un i t y Par t ner sh ip ( such as w i t h local businesses, l ib r ar ies, m useum s, com m un i t y - based or gan izat ions, et c. )

16 . gfedc Com m u n i t y- Wide Ef for t s t o Ach ieve LEA Goals for Drug- Use and Vio lence Pr ev en t ion

17 . gfedc Cr oss- Pr og r am Par en t Meet ings

18 . gfedc Cr oss- Pr og r am Plan n in g Session s

19 . gfedc Cr oss- Pr og r am Wor k sh ops

20 . gfedc Gr ades, Gr ade- Span Gr ou p in gs, Cam pu ses, an d Pr og r am s

21 . gfedc I nst i t u t ions of Higher Educat ion

22 . gfedc I n t egr at ed Pr ogr am Adv isor y Counci l

23 . gfedc I n t egr at ed Pr ogr am Com m un icat ion and I n for m at ion Shar ing ( i . e. , new slet t er s, f or um s, aw ar eness sessions, con fer ences)

24 . gfedc Law Enforcem ent ( local)

25 . gfedcb LEA Hom eless Lia ison

26 . gfedc Par en t Or gan izat ions Such As PTA/ PTO

27 . gfedc Pr incipals and Ot her Appr opr iat e St af f on Ser v ices Pr ov ided by Pr ogr am Funds Cen t r al ized at t he LEA

28 . gfedc Pr ogr am Ev aluat ion Pr ocess

29 . gfedcb Pr ogr am Ev aluat ion ( a ll program s)

30 . gfedc School Safet y Choice Opt ion Pol icy

31 . gfedc Shel t er s f or t he Hom eless

32 . gfedc St af f Dev elopm ent Act iv i t ies bet w een Pr ogr am s

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SAS# : NCLBAA1 4





Program Descr ipt ion PS3 2 1 1 - Program Coordinat ion 33 . gfedc Ot her : gfedc Delet e

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