Title I Programs

1. Programs and services are and will be in compliance with Title VI and Title VII of the Civil Rights Act of 1964. A statement of compliance with Title VI of the Civil Rights Act of 1964 should be filed with the Superintendent.

Programs and services are and will be in compliance with Title IX (nondiscrimination on the basis of sex) of the Education Amendments of 1972.
Each program or activity conducted by the LEA will be conducted in compliance with the provisions of Chapter 2, Prohibition of Discrimination on the Basis of Sex, as well as all other applicable provisions of state law prohibiting discrimination on the basis of sex.
Programs and services are and will be in compliance with the Age Discrimination Act of 1975.
Programs and services for individuals with disabilities are in compliance with the Individuals with Disabilities Education Act. (34 CFR 300, 303, and 504 of the Rehabilitation Act of 1973)

6. When federal funds are made available, they will be used to supplement and, to the extent practical, increase the amount of state and local funds that would, in the absence of such federal funds, be made available for the uses specified in the state plan, and in no case supplant such state or local funds. Personnel, contracts, materials, supplies, and equipment purchased with Consolidated Program funds supplement the basic education program. (34 CFR 200.44, 298.23)

All state and federal statutes, regulations, program plans, and applications appropriate to each program under which federal or state funds are made available through this application will be met by the applicant educational agency in its administration of each program.
The LEA will use fiscal control and fund accounting procedures that will ensure proper disbursement of, and accounting for, state and federal funds paid to that educational agency under each program. (34 CFR 200.20(a)(9))
The LEA will make reports to the state educational agency or board and to the Secretary of Education as may reasonably be necessary to enable the state educational agency or board and the Secretary to perform their duties and will maintain such records and provide access to those records as the state educational agency or board or the Secretary deems necessary. Such records will include, but will not be limited to, records which fully disclose the amount and disposition by the recipient of those funds, the total cost of the activity for which the funds are used, the share of that cost provided from other resources, and such other records as will facilitate an effective audit. The recipient shall maintain such records for three years after the completion of the activities for which the funds are used. (34 CFR 76.722, 76.730, 76.731, 76.734, 76.760; 34 CFR 80.42)
Any application, evaluation, periodic program plan, or report relating to each program will be made readily available to parents and other members of the general public.
Auditable records of each participating school program will be maintained on file. (34 CFR 80.42(e))
The school site administrators are an integral part of collecting and reporting all school crime data to ensure that the Mississippi’s Unsafe School Choice Option (USCO) Policy is accurately and consistently completed. The LEA shall submit individual incident data to the state educational agency. The reporting of individual incident data, rather than summary data, will enable more comprehensive and in-depth trend analyses of school crime, both at the local and statewide level.
The LEA declares that it neither uses nor will use federal funds for lobbying activities and hereby complies with the certification requirements of 34 CFR Part 82.
The LEA has complied with the certification requirements under 34 CFR Part 85 regarding debarment, suspension, and other responsibility matters.
The LEA provides reasonable opportunity for public comment on the application and considers the comments. (Section 14306(a)(7))
The LEA will adopt and use proper methods of administering each program including:

enforcement of any obligations imposed by law on agencies responsible for carrying out programs and
correction of deficiencies in program operations identified through audits, etc. (Section 14306(a)(3)(B))

The LEA adheres to the applicable provision of the Education Department General Administrative Regulations (EDGAR): 34 CFR Parts 76, 77, 79, 80, 81, 82, 85, and 86.
The LEA adheres to OMB Circular-87 (the Cost Principles for State, Local, and Indian Tribal Governments.)
The LEA assures the salary and wage charges will be supported by proper time reporting documentation that meets the requirements of OMB A-87.

Constitutionally Protected School Prayer

As a condition of receiving federal funds under the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act of 2001 (NCLB), the LEA hereby certifies that no policy of the LEA prevents, or otherwise denies participation in, constitutionally protected prayer in public elementary schools and secondary schools, as detailed in the current guidance issued pursuant to NCLB Section 9524(a).

Comparability

The LEA has established and implemented a district-wide salary schedule; has a policy to ensure equivalence among schools in teachers, administrators, and other staff; and has a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies. (Section 1120A(c)(2)(i,ii,iii))

Suspension and Debarment

The LEA assures that neither it, nor its principals is presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation by any Federal department or agency. (34 CFR §85.225)

Title I, Part A General Assurances

Each LEA will use the results of the student academic assessments required under Section 1111(b)(3) to ensure that all students meet the State’s proficient level of achievement. The LEA will ensure that the results from the academic assessments are provided to parents and teachers as soon as it is practically possible. (Section 1112(c)(1)(M,N))
Each LEA receiving Title I funds is allocating time and resources to facilitate, coordinate, and integrate services with the regular program for students most at risk of failing and who may be an English Learner (also known as LEP), Individuals with Special Needs, homeless, migrant, American Indian, and neglected and delinquent students along with other health and welfare agencies, if appropriate. (Section 1112(b)(1) (E)(ii))
School eligibility is determined by District wide criteria for Title I Section 1112(b)(1)(G).
Each Title I participant in a Targeted Assistance Program is identified as being most in need using consistently applied multiple objective educational criteria established by the LEA and supplemented by the school, except that children from preschool through grade two shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents and developmentally appropriate measures. (Section 1115(b)(l,2,3))

27. The LEA will:

If applicable use Title I, Part A as funds to provide early childhood development services to low income children and shall ensure that the services comply with the performance standards of Head Start, Reading First, Early Reading First, Even Start, and other Preschool programs. (Section 1112(b)(1)(E)(i))
Work in conjunction with schools as the schools develop the schoolwide plans and implement SWP and Targeted Assistance programs. (Section 1112(c)(1)(C))
Provide for services to current and eligible former students from migrant families. (Section 1112(b)(1)(E)(ii))
Implement programs and early intervention for the educationally disadvantaged students based on scientifically based research. (Section 1112(c)(1)(E,F)) (§1001(9))
Coordinate and collaborate as determined necessary with other agencies providing services to children, youth and families including health and social services. (Section 1112(c)(1)(K))
Inform eligible schools and parents of schoolwide program authority. (Section 1112((c)(1)(A))
Ensure that schools that operate schoolwide programs meet the Title I criteria. (Section 1114)
Spend, at a minimum, a per child amount of the state and local funds, excluding amounts for state compensatory, as was present during the preceding fiscal year. (Section 1120A(a))

28. The LEA annually uses the State academic assessments and other indicators described in the State Plan to review the progress of each school receiving Title I funds to determine whether the school is making adequate yearly progress. The LEA shall identify for program improvement any elementary or secondary school that fails for 2 consecutive years, to make adequate yearly progress as defined in the State’s plan. For schools that are targeted assistance, the LEA may choose to review the progress of only the students in the school who are served, or are eligible for services under this part before identifying the school for program improvement, corrective action or restructuring under Section 1116. For schools identified as program improvement, the LEA agrees to the following:

a. Year 1: Not later than the first day of the school year following identification, provide all students enrolled in the school with the option to transfer to another public school served by the LEA, which may include a public charter school, that has not been identified for program improvement. The LEA shall give priority to the lowest achieving children from low-income families. In addition, the LEA will:

i. assist the school in revising the school plan that shall cover a two-year period and will set aside 10% of school funds for teacher and principal professional development for the duration of the time the school is in program improvement;

ii. ensure provision of specified technical assistance during the development and implementation of the school plan.

b. Year 2: For a school that fails to make adequate yearly progress after the first year, the LEA shall continue to provide all students enrolled in the school with the option to transfer to another public school and shall make supplemental educational services available.

c. Year 3: For a school that fails to make adequately yearly progress after two years in program improvement, the LEA shall continue to provide all students enrolled in the school with the option to transfer to another public school; continue to provide supplemental services; and shall identify the school for corrective action and take at least one corrective action under clause (iv). The LEA shall publish and disseminate information regarding any corrective action taken. (Section 1116(b)(7)(c))

d. Year 4: For a school that after one year in corrective action fails to make adequate yearly progress, the LEA shall continue to provide all students enrolled in the school with the option to transfer to another public school in the district; continue to make supplemental services available; and shall prepare a plan for alternative governance arrangements for the school as indicated in Section 1116(b)(8)(B).

e. Year 5: For a school that after two years in corrective action fails to make adequate yearly progress, the LEA shall implement the alternative governance arrangement plan consistent with State law and with Section 1116(b)(8)(B).

For any case described for program improvement in years 1-4 above, the LEA shall provide or shall pay for the provision of transportation for the student to the public school the student attends. Unless a lesser amount is needed, the LEA shall spend an amount equal to 20% of its allocation under subpart 2 from which the agency shall spend:

i. An amount equal to 5% to pay for transportation costs;

ii. An amount equal to 5% to provide supplemental education services;

iii. An amount equal to the remaining 10% for transportation or supplemental services or both as the agency determines.

In any case identified in years 1-4 above, if all public schools served by the LEA to which a student may transfer are identified as program improvement, the LEA shall to the extent practicable, establish a cooperative agreement with other LEAs in the area for transfer.

If any school identified for program improvement makes adequate yearly progress for two consecutive years, the LEA shall exit the school from program improvement upon notification by the State and shall no longer subject the school to the requirements of program improvement. (Section 1116(a)(1)(A), §1116(b)(1)(A), §1116(b)(1)(E), §1116(b)(3)(A), §1116(b)(4)(A), §1116(b)(5), §1116(b)(7)(C), §1116(b)(8)(A), §1116(b)(8)(B), §1116(b)(9), §1116(b)(10), §1116(b)(11), §1116(b)(12))

29. The LEA is maintaining fiscal efforts on behalf of eligible children to ensure that these funds supplement the regular program and not the local efforts to educate eligible children. (Section 6322(A), Section 1120(A)).

30. The LEA agrees to implement programs, activities, and procedures for the involvement of parents in programs assisted under and consistent with Title I Part A requirements. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children. Each LEA shall develop jointly with, agree on with, and distribute to parents of participating children, a written parental involvement policy. The policy shall be incorporated into the LEA local plan and describe how the LEA will:

a. Involve parents in the joint development of the local plan and the process of school review for program improvement schools under Section 1116;

b. Help schools to plan and implement effective parental involvement activities to improve student academic achievement and school performance;

c. Build the schools’ and parents’ capacity for strong parental involvement;

d. Coordinate and integrate parental involvement strategies under Part A and under other programs as specified;

e. Conduct with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy and use the findings of the evaluation to design more effective parental involvement; and

f. Involve parents in the activities of the Title I schools.(Section 1118(a)(2))

Parents shall be notified of the policy in an understandable and uniform format and to the extent practicable, provided in a language the parents can understand. The policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school.

32. To ensure effective involvement of parents each LEA shall provide:

Assistance to parents of children served by the school or LEA, in understanding topics such as the State’s content standards and academic assessments, the parental involvement requirements of Section 1118, and how to monitor a child’s progress and work with educators to improve the achievement of their children.
Training to teachers, counselors, principals and other staff in how to reach out to, communicate with, and work with parents as equal partner.
Ensure to the extent feasible, the coordination and integration of various parental involvement programs.
Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.
Other reasonable support for parental involvement activities as parents may request.(Section 1118(e)(1,2,3,4,5,14))

33. The LEA may also involve parents in activities as specified in Section 1118(e)(6)-(13). In carrying out the parental involvement requirements the LEA, to the extent practicable, shall provide full opportunities for the participation of parents with limited English proficiency, parents of children with disabilities, and parents of migratory children, including providing information and school reports required under Section 1111 in format and, to the extent practicable, in a language such parents understand. (Section 1118(f))

34. No later than the beginning of the 2002-2003 school year, the LEA will present in an understandable and uniform format and language that the parents can understand, the Annual LEA Report Cards. (Section 1111(h)(2))

35. The LEA shall provide high-quality professional development to enable teachers to become highly qualified and successful classroom teachers. (Section 1119(a)(1)(B)) The LEA shall develop strategies for providing professional development for paraprofessionals, parents and other staff. (Section 1119(b-h))

36. Each LEA shall establish annual measurable objectives that include an annual increase in the percentage of highly qualified teachers at each LEA and school, to ensure that all teachers teaching in core academic subjects in each public elementary and secondary school are highly qualified not later than the end of the 2005-2006 school year. The LEA shall annually increase the percentage of teachers who are receiving high-quality professional development to enable such teachers to become highly qualified and successful classroom teachers. The LEA may include such other measures as the State educational agency determines to be appropriate to increase teacher qualifications. (Section 1119(a)(2)(3))

37. Classroom teachers who are being assisted by instructional aides retain their responsibility for the instruction and supervision of the pupils in their charge.

38. All paraprofessionals hired after the date of enactment of the No Child Left Behind Act of 2001 and working in a program supported with funds under Title I shall have: completed at least two years of study in an institution of higher education; obtained an associate’s (or higher) degree; met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment; have knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate. The LEA shall ensure that all paraprofessionals hired before the date of enactment of the No Child Left Behind Act of 2001, and working in a program supported with funds under this part shall, not later than 4 years after the date of enactment satisfy the requirements of subsection (c) New Paraprofessionals. (Section 1119 (c) and (d))

39. A local education agency shall reserve such funds as are necessary under this part to provide services comparable to those provided to children in schools funded under this part to serve homeless children and children in local institutions or community day school programs for neglected children. (Section 1113(c)(3)(A-C))

40. The LEA has maintained fiscal effort - the combined fiscal effort per student or the aggregate expenditures of the LEA from State and local funds for free public education for the preceding year was not less than 90 percent of the combined fiscal effort or aggregate expenditures for the second preceding year. (20 U.S.C. §8891), (PL 107-110, Title XIV. §14101 (10), and §14501(a))

The LEA has developed and implemented procedures for compliance with the comparability requirements and the compliance documents are updated biannually. (Section 1120A)

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

42. The school services an eligible school attendance area in which not less than 40 percent of the children are from low-income families. (Section 1114(b))

The school has received high quality technical assistance and support from providers of assistance such as comprehensive technical center, regional laboratories, institutions of higher education, educational service agencies, or other local consortia. (Section 1114(b))
A participating school shall use funds only to supplement the amount of funds that would, in the absence of funds under this part, be made available from non-Federal sources for the school. (Section 1114(b))
A schoolwide program shall include these components:

A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in Sec. 1309(2)) that is based on information, which includes the achievement of children in relation to the State academic content standards, and the State student academic achievement standards described in Section 1111(b)(1)(A).
Schoolwide reform strategies that –

i. Provide opportunities for all children to meet the State’s proficient and advanced levels of student performance described in Section 1111(b)(1)(D).

ii. Use effective methods of instructional strategies, that are based on scientifically based research, that:

1. strengthen the core academic program in the school;

2. increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and

3. include strategies for meeting the educational needs of historically underserved populations;

4. include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program which may include—

a. counseling, pupil services, and mentoring services;

b. college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

5. the integration of vocational and technical education; and address how the school will determine if such needs have been met; and

a. are consistent with, and are designed to implement, the State and local improvement plans, if any. (Section 114(b)(1)(A) and (B))

Instruction by highly qualified teachers. In accordance with Section 1119 ), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards. (Section 1114(b)(1)(D))
Strategies to attract highly qualified teachers to high-need schools. Section 1114(b)(1)(E))
Strategies to increase parental involvement in accordance with section 1118, such as family literacy services. (Section 1114(b)(1)(F))
Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, to local elementary school programs. (Section 114(b)(1)(G))
Measures to include teachers in the decisions regarding the use of assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. (Section 114(b)(1)(H))
Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (Section 114(b)(1)(I))
Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. (Section 1114(b)(1)(J))

46. A participating school in consultation with the LEA and its technical assistance provider shall develop a comprehensive plan for reforming the total instructional program in the school. (Section 1117)

47. The school maintains a schoolwide process of developing improvement plans that are broadly reflective of the socio-economic composition of the school attendance area, principals, teachers, other school personnel, parents, and members of the community in the development of school improvement plans (including taking into account the needs of migratory children as defined in section 1909(2)). The school plan describes improvement efforts related to instruction, auxiliary services, school environment, and organization. (Section 1114(b)(1))

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

The LEA will participate, if selected, in the State National Assessment of Educational Progress in 4^th and 8^th grade reading and mathematics carried out under section 303(b)(2) of the National Assessment of Educational Progress Authorization Act . (Section 1112(b)(1)(F)

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

The LEA will:

Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources;
Provide technical assistance and support to schoolwide programs;

51. Work in consultation with schools as the schools develop the schools’ plans pursuant to section 1114 and assist schools as the schools implement such plans or undertake activities pursuant to section 1115 so that each school can make adequate yearly progress (AYP) toward meeting the State student academic achievement standards;

Fulfill such educational agency’s school improvement responsibilities under Section 1116, including taking actions under paragraphs (7) and (8) of section 1116(b) (which discuss corrective action or even restructuring of low-performing schools);
Provide services to eligible children attending private elementary schools and secondary schools in accordance with Section 1120, and timely and meaningful consultation with private school officials regarding such services; additionally, the LEA authorizes participation in and Title I funds to be released for Cooperative projects and accepts administrative responsibility for the project or designates another LEA as the administrative and fiscal educational agency;
Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part;
In the case of a LEA that chooses to use funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under Section641A(a) of the Head Start Act; (Section 1112(c)(1)(G))
Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118 and 1119;
Comply with the requirements of Section1119 regarding the qualifications of teachers and paraprofessionals and professional development;
Inform eligible schools of the LEA’s authority to obtain waivers on the school’s behalf under Title IX and, if the State is an Ed-Flex Partnership State, to obtain waivers under the Education Flexibility Partnership Act of 1999;
Coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with the State educational agency and other agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring under Section1116 if such a school requests assistance from the LEA in addressing major factors that have significantly affected student achievement at the school;
Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers;
Use the results of the student academic assessments required under Section1111(b)(3), and other measures or indicators available to the educational agency, to review annually the progress of each school served by the educational agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to ensure that all students will meet the State’s proficient level of achievement on the State academic assessments described in Section1111(b)(3) within 12 years from the baseline year described in Section1111(b)(2)(E)(ii);
Ensure that the results from the academic assessments required under Section1111(b)(3) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand; and
Assist each school served by the educational agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with Section1111(b)(8)(D).

Title I, Part A
(Education of Homeless Children and Youth)

The LEA will reserve Title I, Part A funds to provide comparable services to homeless children to ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youth. (Section 1113(c)(3)(A))

65. LEAs need to satisfy the requirements of this section and coordinate with the McKinney-Vento Homeless Assistance Act. (Section 1111(a)(1))

LEAs in the State will adopt policies and practices to ensure that homeless children and youths are not stigmatized or segregated on the basis of their status as homeless. (PL 107-110, §722(g)(J)(i))
LEAs will designate an appropriate staff person, as a LEA liaison for homeless children and youths, to ensure equal access to the same free, appropriate public education. (PL 107-110, §722(g)(J)(ii))

68. LEAs will adopt policies and practices to ensure that transportation is provided to homeless children and youths, at the request of the parent or guardian, to and from the school of origin. (PL 107-110, §722 (g)(J)(iii))

Title I, Part A

Private Non-Profit School Participation

69. The LEA shall, after timely and meaningful consultation with appropriate private school officials, provide to those children and their teachers or other educational personnel, on an equitable basis, special education services or other benefits that address their needs under the following programs:

Title I, Part A
Title II, Part A and D
Title III, Part A
Title IV, Part B

70. Educational services for private school children, teachers and other educational personnel shall be equitable in comparison to services and other benefits for public school children, teachers, and other educational personnel participating in the program and shall be provided in a timely manner. (PL 107-110, §9501(a)(3))

Title I, Part A

Participation of Private Non-Profit School Students

The LEA will provide services to eligible children attending private elementary and secondary schools in accordance with Section 1120, and timely and meaningful consultation with private school officials regarding such services. (Section 1112(c)(1)(F))

72. Title I services for private school students are on an equitable basis with public school students, taking into account the number of students served and the special educational needs of such students. The expenditures are equal to the per pupil expenditures of the public schools. (Section 1120(a))

Private school representative(s) were consulted by public school officials during the planning of the compensatory education program regarding selection of participants, identification of needs, provision of services, program evaluation, capital expenses reimbursement, and preparation of the application. (Section 1120; 34 CFR 200.51))
The selection criteria for private school participants are the same as those for public school participants. (Section 1120(b)(1)(A-E)); (34 CFR 200.31)
Public school personnel providing services to private school students are not involved in the internal administration of the private schools nor are private school personnel given any control or authority over the internal decisions of the public school district's implementation of Title I programs for private school students. (Section 1120(c)(1)-(3)); (34 CFR 200.50)
LEAs receiving reimbursement for capital expenses under ESEA Title I will use such funds to serve eligible children in public and private schools who were adversely effected by the LEA's expenditure of these funds. (Section 1120(e)(B)(3),(4)); (34 CFR 200.58)

77. Title I services or other benefits, including materials and equipment, shall be secular, neutral, and non-ideological. (Section 1120(a)(2))

78. The LEA maintains and will provide upon request to the State educational agency a written affirmation signed by officials of each participating private school that the consultation required by Section 1120(b) of the No Child Left Behind (NCLB) Act of 2001 has occurred. (Section 1120(b))

Title I, Part A and Part D
Neglected or Delinquent Students Program

79. An LEA, serves each student who has been identified for funding purposes from 5 to 17 years of age and in a local neglected or delinquent institution program for a minimum of 20 hours per week. (Section 1412(a)(1)(A)(ii))

80. The needs of students are assessed upon enrollment and periodically thereafter, to identify students at risk of failing to meet State standards. Assessment results for students are on file at each participating site and/or custodial agency. (Section 1112(b)(1), §1416, §1431)

Title II, Part A, Reference Section 2122(b)

The LEA will:

81. Target funds to schools within the jurisdiction of the local educational agency that have the lowest proportion of highly qualified teachers, have the largest average class size, or are identified for school improvement under Section1116(b);

Comply with Section9501 (regarding participation by private school children and teachers).
The LEA conducted a comprehensive and collaborative needs assessment that involved teachers, paraprofessionals, principals, parents and other relevant school personnel. The results are used to create a plan that increases the number of highly qualified teachers in every classroom in core academic subjects, increase the percentage of teachers participating in high quality professional development including training on effective instructional strategies, and in use of State academic content standards and assessments. (Section 2122(c))
The LEA developed a plan for the use of Title II, Part A funds based on the needs assessment and that the plan demonstrates the integration of other relevant Federal, State and local program funds. (Section 2122(b)(1)(B)(3)(4))
The LEA developed and incorporated in their plan an assessment that provides for annual yearly progress that objectively measures the impact of authorized activities such as professional development, teacher and principal incentives, class size reduction, recruitment and training of teachers, and how it results in significantly closing the achievement gap of low-income and minority students from other students. (Section 1119(b)(1)(A))
The LEA plan, and authorized activities, gives priority of resources for professional development and authorized activities to teachers in low-performing schools. (Section 2122(3)(c))

87. The LEA will use funds to meet the requirements contained in Title II, Part A, and all other applicable provisions of the ESEA Reauthorization of 2001 and will submit necessary documentation of compliance with requirements upon request. (Section 2121)

The LEA assures that neither it, nor its principals is presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation by any Federal department or agency. (34 CFR 85.225)

Title IV, Part A, Reference Section 4114(d)

The LEA will:

Fund activities or programs that comply with the principles of effectiveness described in Section4115(a) and foster a safe and drug-free learning environment that supports academic achievement.

90. Use funds under this subpart (Title IV, Part A) to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under this subpart, be made available for programs and activities authorized under this subpart, and in no case supplant such State, local, and other non-Federal funds.

91. That the LEA is in compliance with the State law required by subsection (b) 107. requiring LEAs to expel from school for a period of not less than 1 year a student who is determined to have brought a firearm to a school, or to have possessed a firearm at a school, under the jurisdiction of LEAs in that State, except that such State law shall allow the chief administering officer of an LEA to modify such expulsion requirement for a student on a case-by-case basis if such modification is in writing. (Section 4141(b)(1))

MISSISSIPPI CONSOLIDATED APPLICATION CONTENTS

ESEA Goals, ESEA Indicators, State Performance Targets

Accountability, especially as it is reflected in student achievement results, drives the consolidated application’s contents. The following Elementary and Secondary Education Act (ESEA) performance goals and indicators cut across the ESEA programs included in the application and reflect the key No Child Left Behind Act of 2001 goal of improved achievement for all students.

The Mississippi Department of Education adopts the following five goals and the corresponding indicators and agrees to submit targets and baseline data related to the goals and indicators identified in the application. The Mississippi Department of Education must report performance targets for each indicator and baseline data for the targets to the United States Department of Education (USDE) as a part of the Consolidated State Performance Report. Please see U.S. Department of Education Accountability Workbook: Mississippi Reading/Language Arts (page 27) and Mathematics (page 29) for Annual Measureable Objectives.

Performance Goals and Indicators

Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

1.1 Performance Indicator: The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading/language arts on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in Section 1111(h)(1)(C)(i).)

1.2 Performance Indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those for which the ESEA requires State reporting, as identified in Section 1111(h)(1)(C)(i).)

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

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1 Performance Indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2 Performance Indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

2.3 Performance Indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

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

3.1 Performance Indicator: The percentage of classes being taught by “highly qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).

3.2 Performance Indicator: The percentage of teachers receiving high-quality professional development (as the term, “professional development,” is defined in Section 9101(34) of the ESEA).

3.3 Performance Indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parental involvement assistants) who are qualified. (See criteria in Section 1119(c) and (d).)

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

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

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

5.1 Performance Indicator: The percentage of students who graduate from high school each year with a regular diploma, --disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.

5.2 Performance Indicator: The percentage of students who drop out of school, --disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.

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

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

A. Describe student academic assessments, if any, that are in addition to the state required academic assessments used: (Section 1112(b)(1)(A)(i)(ii)(iii)(iv))

A.1 to determine the success of children in meeting the State student academic achievement standards, and to provide progress toward meeting the State student standards;

Universal Screening for math, reading, and language will be conducted three times each year in K-8. Instruments used for these assessments will include: The Dynamic Indicators of Basic Early Literacy Skill (DIBELS), MAPS (Measurement of Academic Progress), and Star Reader, My Reading Coach, Symphony Math, assessments in addition to curriculum diagnostic tools provided by Envision Math Assessment by Scott Foresman

A.2 to assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving students served with Title I, Part A funds to meet State student achievement academic standards and do well in the local curriculum;

Teachers used universal screener MAPS to identify at risk students and monitor progress in Language Arts and Math. Students then receive individualized instruction directed by theses assessments. Data from assessments is reviewed by TST (Teacher Support Team) to monitor student progress at least every 9 weeks and more if needed. A printed report is provided to teachers, parents, and students.

A.3 to determine what revisions are needed to projects funded with Title I, Part A funds so that children meet the State student academic achievement standards; and

Principals, TST, and other administrative staff review and share data with teachers bi-monthly. Revisions to Schoolwide plan will be made based on data collected as well as adjustments to instructional strategies.

A.4 to identify students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments.

At risk students (k-6) receive computer individual based instruction once identified. My Reading Coach is one program that is used. FLRT is a program specifically used to improve fluency. Universal Screening for reading and language will be conducted three times each year in K-6. Instruments used for these assessments will include: The Dynamic Indicators of Basic Early Literacy Skill (DIBELS) and MAPS 2^nd through 6^th grade.

Assessment results will be reviewed monthly by principals and teachers.. Adjustments to instruction will be made based on data.

B. Describe how additional educational assistance will be provided to individual students assessed as needing help in meeting the State standards. (Section 1112(b)(1)(C))

Dropout rate and the promotion/retention rate will be used to evaluate effectiveness of programs.

Tutoring during school day will be provided to students identified as in need, through MCT II scores and universal screeners. Highly qualified staff will provide instruction. Strategies include one on one, small group, and computer assisted software programs. Communication with parents will be include parent conferences and written progress reports.

C. Describe how the district will coordinate programs under Title I, Part A and Title II to provide professional development for teachers and principals, and if appropriate, pupil services personnel, administrators, parents, and other staff, including local LEA level staff. (Sections 1118 & 1119) (Section 1112(b)(1)(D))

· All Title II funds are used to hire additional teachers to reduce class size. All administrators, pupil services personnel, and assistant teachers are highly qualified.

· A school wide planning team which includes Federal Programs Dir., SPED Director, Curriculum Coordinator, Principals, teachers, parents, and community members, will meet annually. The meetings will occur in March or April. Data including needs assessment survey results from staff, parents, and students will be studied. MSIS printout on “highly qualified” teachers will be reviewed. MCT II results will be reviewed to identify areas of improvement.

· This group will draft (revise and update) a professional development plan. After time allowed for any revisions, the plan will be sent to the Superintendent for approval. It is a living document, though, and may be revised by the professional development team at any time if a need is indicated.

· Federal funds will be used to pay JBHM to provide training to teachers and administrators. Training objectives include: common core, classroom management, bullying, grading, and lesson plans.

· State, local and federal funds will support professional development. 5% of the total Title I Budget will be spent for professional development.

D. Describe how the district will coordinate and integrate services provided with other educational services such as:

D.1 Even Start, Head Start and other preschool programs, including plans for the transition of participants in such programs to local elementary school programs; and

· Each year Davidson Elementary School coordinates an orientation program with Head Start to insure a smooth transition for preschoolers. Staff and parents are invited to attend the orientation scheduled in May.

· Parents of children in Head Start, Baptist pre K program, and other community pre k programs as well as staff will provided Parental Involvement information by our counselor. Schedules of Title and parental involvement meetings will be provided.

· The pre k programs will have access to materials in the Davidson Elementary Parent Center. Copies of the Parent/ School Connection Newsletter will be made available to these groups.

· Preregistration is conducted in the spring for incoming students and parents. The school counselor contacts Head Start and other private preschool agencies to inform the parents of the registration date. Registration provides parents with the opportunity to ask questions and tour school.

D.2 Services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian children, homeless children, and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

· Each year, parents/guardians of all new students enrolled in the district are a given Home Language Survey, Homeless Survey, and Migrant Survey. Living conditions for some students within the district may change during the year. Homeless surveys will be updated throughout they year to identify status change students.

· MMESC (Mississippi Migrant Education Service Center) at Mississippi State University will be contacted when migrant students are identified.

· Students identified as Indian, will receive the same services provided to all other students to insure their highest level of academic achievement.

· The Water Valley School District will provide effective instruction to identified ELL students. Curriculum and learning strategy will be guided by District Policy and by Mississippi Guidelines for English Language Learners.

· If special education students need services beyond those provided by IDEA, Title I funds are used to provide unduplicated, additional services.

· Neglected youth at Reedy Acres are provided funds off the top of the Title I Budget to assure that they have the opportunity to be as successful as other students.

E. Describe the poverty criteria that will be used to select school attendance areas by indicating the source of data and the method of collection. If school(s) eligible for services are bypassed then, they must submit along with the CFPA, documentation that meets the requirements of Section 1113(b)(1)(D)(i)(ii)(iii).

The March Free/Reduced lunch count is used to determine eligible schools. Because Davidson Elementary School has a much higher percentage of children on free and reduced lunch, it will receive all of the Title I allocation. Water Valley High School will be bypassed.

F. Describe the schoolwide and/or targeted assistance programs to be conducted in the LEA’s schools and where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children and for neglected and delinquent children in community day school programs. (Section 1112(b)(1)(H)and (I)) and (Sections 1114 & 1115)

Title I, Part A funds are set aside for Baptist Children’s Village (Reedy Acres). These funds provide tutoring, supplies and materials. The materials include daily school supplies, technology, learning software, and fees the students may be required to pay.

G. Describe how the district will ensure that migratory children and formerly migratory children who are eligible to receive services are selected to receive such services on the same basis as other children who are selected to receive services under Title I. (Section 1112(b)(1)(J))

At the beginning of the school year parents and students are surveyed to identify migratory children. Water Valley Schools uses a survey supplied by Mississippi Migrant Education Service Center (NMESC). Water Valley Schools’ Migrant Policy and Procedures guides’ district programs to insure migrant student needs’ are met. Once students are identified as migrant MS State University will be contacted.

H. Describe how the LEA will use funds under Title I to support preschool programs such as Head Start and Even Start (if appropriate). (Section 112(b)(1)(K))

No federal funds are used. However, Davidson Elementary counselor and SPED Director coordinates activities.

____ Davidson Elementary works collaboratively with local pre-school providers (First Steps, Head Start, Professionals, Morning Glory, and First Baptist Daycare) to offer transition services to all students entering the kindergarten program. Pre-kindergarten students who are referred are screened using the Battelle Developmental Screening Inventory II to identify students who are not adequately prepared to begin kindergarten. Students who qualify for services participate in intensive remediation classes provided by the Special Education Department at Davidson Elementary School. Students’ programs are prescribed and implemented according to Individualized Education Plans. Speech/Language services are also provided to pre-school students who qualify for services. In the spring the school conducts a pre-school registration drive where students hearing and vision are screened for potential problems. Parents are informed about readiness needs for students and information regarding the district web site programs designed to improve student achievement is made available. Parents of students who will be entering Kindergarten are made aware of available resources that may be checked out of the Parent Center division in the library.

I. Describe actions the LEA will take to assist its low-achieving schools identified under Section 1116 as in need of improvement. (Section 1112(b)(1)(L))

No Title I schools have been identified as in need of improvement.

J. Describe how the LEA plans to implement, if necessary, public school choice and supplemental education services (SES). (Section 1112(b)(1)(M))

N/A Davidson Elementary is the only elementary Title school in the Water Valley School District.

K. Describe the steps the LEA has taken or will take to ensure that all teachers and paraprofessionals are highly qualified. (Section 1119)and (Section 1112(b)(1)(N))

All teachers at the Water Valley School District are highly qualified. However, the following steps will be used to maintain this status and will also be used if any teacher employed is not highly qualified.

High Quality professional development will be provided for administrators, teachers, paraprofessionals, student services personnel and parents based on needs assessment surveys conducted during spring semester. Activities will develop instructional practices that help students meet state content standards and obtain high achievement in academic areas. District staff will be allowed to attend training sessions provided by the North Mississippi Education Consortium, PREPS, JBHM, Mississippi Department of Education and other contracted vendors. Time and resources are provided for grade level and subject level meetings to develop curricula and teaching methods. Focused faculty meetings are conducted weekly to assess the success of activities being conducted. Teacher Licenses are reviewed annually to insure teachers are highly qualified and are notified when their license expires.

L. Describe your LEA’s policy on how it will provide services to homeless children including funds reserved to provide services comparable to homeless children who do not attend participating Title I schools including related support services to children in shelters and other locations where children may live. (Section 1112(b)(1)(O)) (1113(c)(3)(A))

Surveys taken at the beginning of school have not identified any youths that qualify as homeless. However, the Water Valley School District will ensure and verify that each homeless student has equal access to the same free and equal educational services. The designated homeless liaison (guidance counselor) will be contacted when a student is identified as homeless. The Water Valley School District Homeless Policy will guide services.

New students are surveyed when enrolling. Students are also surveyed throughout the year by district staff to identify students whose living arrangements change during the school year because of economic hardship, family disruption, or destruction of home. No students are currently identified as homeless. $100.00 is reserved for future identified homeless at Water Valley High. It receives no Title funds.

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

The Water Valley School District will provide students in grades 3-6 the opportunity of attending Extended School Year Program. Selection of students will be based on teacher assessments, MCT II scores, and district assessment instruments (MAP). Davidson Elementary will focus resources on certain grades, subject areas, and students with the greatest needs.

The salary/benefits for 6 teachers will be paid for with title funds as well as supplies and materials.

N. Describe the identified needs, including the baseline data, which will be addressed through Title I, Part A funds.

Math is an area identified as a need for improvement based on analysis data from MCT 2. Davidson Elementary School needs to increase the number of students scoring Proficient and Advanced.

Comparison 2008, 2009, and 2010 MCT 2 Mathematics Scores

Mean Scale Score

Grade	Davidson Elem. 2008	State 2008	Davidson Elem. 2009	State 2009	Davidson Elem. 2010	State 2010
3^rd	152	149	155	151	152	152
4^th	150	149	150	151	151	151
5^th	149	148	151	150	150	151
6^th	150	148	153	150	154	150

Performance Levels by Grade

Grade

# Tested

2008

# Tested

2009

Tested

2010

Adv

2008

Adv

2009

Adv

2010

Prof

2008

Prof

2009

Prof

2010

Basic

2008

Basic

2009

Basic

2010

Minim

2008

Minim2009

Minim

2010

3^rd

100

105

101

11/11%

23/22%

9/9%

51/51%

49/47%

34/34%

30/30%

30/29%

43/43%

8/8

3/3%

15/15

4^th

105

13/12%

3/3%

9/9%

41/39%

52/56%

47/48%

38/36%

29/31%

29/30%

13/12%

9/10%

12/12%

5^th

107

5/5%

8/7%

7/7%

39/39%

56/52%

51/54%

27/25%

24/26%

10/10%

16/15%

12/13%

6^th

101

5/5%

14/15%

19/19

47/48%

51/55%

53/52%

20/22%

20/20%

9/9%

8/9%

9/9%

Competencies by Grade Average # Correct/Total Possible Points

3^rd

²⁰⁰⁸

3^rd

2009

3^rd 2010

4^th

²⁰⁰⁸

4^th

2009

4^th

2010

5^th

²⁰⁰⁸

5^th

2009

5^th

2010

6^th

²⁰⁰⁸

6^th

2009

6^th

2010

Total

2008

Per Cent

2008

Total

2009

Per Cent

2009

Total

2010

Per Cent

2010

Number & Operations

13.1/17

13.2/17

12.7/17

9.8/16

8.7/16

10.2/16

9.2/15

9.9/15

10.4/15

9.6/15

8.8/15

9.1/15

41.7/63

66.1%

40.6/63

64.4%

42.4/63

67.3

Algebra

6/7

5.5/7

4.6/7

5.2/7

4.8/7

4.8/8

5.2/8

4.4/8

5.8/9

6.7/10

6.2/10

21.2/32

66.2%

22.6/32

70.6%

20/32

62.5

Geometry

5.3/7

5.6/7

5.7/7

4.9/7

5/7

4.9/7

6.6/10

6.1/10

6.4/10

6.1/9

6.9/9

6.3/9

22.9/33

69.3%

23.6/33

71.5%

23.3/33

70.6

Measurement

5.4/6

5.3/7

4.9/7

5.5/8

5.3/8

5.0/8

5.3/9

5/9

3.9/9

4.4/8

4.7/8

5.4/8

20.6/31

66.4%

20.3/32

63.4%

19.2/32

Data Analysis & Probability

5.1/7

5/7

4.5/7

5.1/7

4.8/7

4.3/7

4.9/8

4.6/8

4.3/8

5.4/8

5.7/8

5.4/8

20.5/30

68.3%

15.1/30

50.3%

18.5/30

61.7

Total Score

34.9/44

35.3/45

31.8/45

29.9/45

29/45

29.2/45

30.8/50

29.4/50

31.3/49

32.8/50

32.4/50

126.9/189

64.3%

122.2/19

64.3%

123.4/190

64.9

Total %

79.3

78.4

70.7

66.4

64.4

64.8

61.6

58.8

63.8

65.6

64.8

67.1

64.3

64.9%

64.9

MCT 2 COMPARISON CHART LANGUAGE ARTS : 2008, 2009, 2010

Mean Scale Score Language Arts

Davidson Elementary to State

Grade	DES 2008	State 2008	DES 2009	State 2009	DES 2010	STATE 2010
3^rd	152	149	150	149	148	149
4^th	150	149	151	149	151	150
5^th	149	148	149	149	150	149
6^th	150	148	151	149	153	149

Comparison of Performance Level Competencies by Grade

# Tested

2008

# Tested

2009

# Tested

2010

Advan

2008

Advan

2009

Advan

2010

Prof

2008

Prof

2009

Prof

2010

Basic

2008

Basic

2009

Basic

2010

Minim

2008

Minim

2009

Minim

2010

3^rd

100

105

101

11/11%

14/13%

9/9%

51/51%

41/39%

34/34%

30/30%

34/32%

43/43%

8/8%

16/15%

15/15%

4^th

105

13/12%

9/10%

17/18%

41/39%

41/44%

43/44%

38/36%

38/41%

30/31%

13/12%

5/5%

7/7%

5^th

109

5/5%

8/7%

7/7%

39/39%

45/41%

48/51%

45/45%

39/39%

33/35%

10/10%

13/12%

6/6%

6^th

101

5/5%

6/6%

8/8%

47/48%

55/59%

62/61%

36/37%

26/28%

23/23%

9/9%

6/6%

8/8%

Competencies: Average # Correct/Total Points Possible

3^rd

2008

3^rd

2009

3^rd

2010

4^th

2008

4^th

2009

4^th

2010

5^th

2008

5^th

2009

5^th

2010

6^th

2008

6^th

2009

6^th

2010

Total

2008

Percent

2008

Total

2009

Percent

2009

Total

2010

Percent

2010

Vocabulary

6.2/8

5.9/8

5/8

4.8/8

4.2/8

4.4/8

5.6/8

5.5/8

4.9/8

4.7/8

5.1/8

4.5/8

21.3/32

66.5%

20.7/32

64.6%

18.8/32

58.8%

Reading

11.4/17

10.1/17

9.8/17

11/17

11.5/17

10/17

13.1/22

13.2/22

12.1/22

11.1/21

11.4/22

48.6/78

63.1%

46.2/78

59.2%

43.3/78

55.5%

Writing

8.1/13

7/12

6.6/12

7.4/13

7.1/13

7.4/13

7.8/15

8/16

9.1/16

10/16

10.9/16

9.9/16

33.3/57

58.4%

33/57

57.9%

33/57

57.9%

Grammar

8.2/12

9.1/13

7.8/13

5.7/12

5.9/12

6.1/12

7.1/14

6.9/14

7.1/14

5.5/14

6.4/14

8.4/14

26.5/52

50.9%

28.3/53

53.4%

29.4/53

55.5%

Total Score

32.1/50

29.2/50

28.7/50

27.9/50

33.6/59

33.6/60

33.2/60

31.3/59

33.8/60

34.2/60

128.2/220

58.2%

128.2/220

58.3%

124.5/220

56.6%

Total %

64.2%

58.4%

57.4%

55.8%

56.9%

56%

55.3%

53%

56.3

57%

N/A

PERCENTAGE SCORES BY GRADE LEVEL

	3^rd Grade 2008 %		3^rd 2009 %		3^rd2010 %		4^th Grade 2008		4^th Grade 2009 %		4^th Grade 2010 %		5^th Grade 2008 %		5^th Grade 2009 %		5^th Grade 2010 %
Vocab	6.2/8	77.5	5.9/8	73.8	5/ 8	62.5	4.8/8	60	4.2/8	52.5	4.4/8	55	5.6/8	70	5.5/8	68.8	4.9/8	61.2
Reading	11.4/17	67	10.1/17	59.4	9.8/17	57.6	11/ 17	64.7	11.5/17	67.6	10/17	58.8	13.1/22	59.5	13.2/22	60	12.1/22	55
Writing	8.1/13	62.3	7/ 12	58.3	6.6/12	55	7.4/13	59.9	7.1/13	54.6	7.4/13	56.9	7.8/15	52	8/16	50	9.1/16	56.9
Grammar	8.2/12	68.3	9.1/13	70	7.8/13	60	5.7/12	47.5	5.9/12	49.1	6.1/12	50.8	7.1/14	50.7	6.9/14	49.3	7.1/14	50.7

O. Describe the strategies and/or actions for meeting each identified performance goal and indicator that the LEA will be using with Title I, Part A funds. Fund usage will be driven by identified needs.

According to the results of the Parent Needs Assessment and the Teacher Needs Assessment from the previous school year (2009-10) math is an area that is important for student achievement. The success of children served with Title I, Part A funds in meeting the state standards are determined by analyzing third through sixth grade MCT 2 score reports in mathematics. These results are used to determine if students’ growth residual was met and identify those students who were proficient or advanced in mathematics. Those students identified as not meeting the state standards are scheduled to receive additional services through after school tutoring and small group/one T on one instruction by certified personnel.

The results from these tests are sent home with every child. Parents receive an AYP Report Card and these results are discussed with parents during Title I events, parent conferences and upon parent request.

Other formative assessments are used to compile reports that are used to assist building level administrators and teachers in monitoring student progress toward state standards. Scientific research-based program reports from MAPS, Envision Math, and grade level assessments will be used to measure student growth. The school Teacher Support Team is implementing a Response to Intervention model to meet the needs of all students. Results from these measures will be used in the decision making process as students are moved in the Three Tier Process. Universal screening is conducted three times each year (Beginning of Year, Middle of Year, and End of Year) to identify at risk students and to monitor progress. Students identified as “at risk” are progressed monitored more frequently and are provided instructional interventions to meet the needs of these students. Davidson Elementary School employs a Teacher Support Team Coordinator to assist the district as we continue to work to successfully meet the needs of all students

Title I, Part A - Parental Involvement

Must be fully completed.

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

N/A Reserved funds are less than $5,000

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

· Although one percent of the Title I allocation is less than $5,000, the district ensures that parental involvement programs, activities and procedures are in place. The district makes every effort to involve parents in the decision making process of their child’s educational program. As a part of a comprehensive needs assessment parent surveys are conducted each year. Parent involvement meetings are conducted annually. A public hearing is conducted prior to the Title I plan submission for comments and suggestions. Information is disseminated to parents in a number of ways: parent letter, newspaper, parent training, delayed broadcast on local cable TV and postings on the district web site.

· The superintendent along with the building principal, federal programs director, district test coordinator, and guidance counselor will conduct a meeting for parents and the community. Topics of discussion will include state academic content standards, state student achievement standards, and state and local academic assessments. Staff will discuss funding procedures and learning strategies within the Davidson Elementary Schoolwide Plan and CFPA with parents and community members.

· The district professional development plan provides training for administrators, teachers, teacher assistants, and pupil service personnel to help staff develop skills that improve communication to parents and community members. Emphasis is placed on making parents feel as if they are partners in the educational process. Water Valley Schools will build trust through transparency.

· Two parent/teacher conference days are scheduled each year from 12:00 PM until 6:00 PM giving all parents an opportunity to participate.

· Davidson Elementary provides a number of ways parents can volunteer: listen to students read, read to students, practice math facts, after school programs, fund raising events, and planning committees.

· All information sent to parents will be provided in a language that is direct and easily understandable.

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

Davidson Elementary Parental Involvement Policy

· The district ensures that parental involvement programs, activities and procedures are in place. The district makes every effort to involve parents in the decision making process of their child’s educational program. As a part of a comprehensive needs assessment parent surveys are conducted periodically. Parent involvement meetings are conducted monthly. A public hearing is conducted prior to the Title I plan submission for comments and suggestions. Information is disseminated to parent in a number of ways: parent letter, newspaper, PTO, parent training, delayed broadcast on local cable TV and postings on the district web site.

· Parents provide input through surveys and needs assessment. Parents are also placed on committees that develop learning plans and strategies. Parents participate in all Federal Programs meetings to help determine how funds will be spent. Parents are invited to provide input throughout the school year.

· Two parent/teacher conference days are scheduled each year from 12:00 PM until 6:00 PM giving all parents an opportunity to participate. Teachers are also available for scheduled parent/teacher conferences before school and after school.

· Open House is scheduled at the beginning of the school year to provide parents with the opportunity to communicate with school officials.

· “Parent Breakfast” is time provide during the first nine weeks that allows parents to come for breakfast at Davidson Elementary. During this time parents are given the opportunity to communicate with teachers about academic expectations. Learning tips are provided to help parents help their child.

· All information sent to parents will be provided in a language that is direct and easily understandable.

· Parents receive “Parent Teacher Connection Newsletter” monthly. The newsletter assists parents with nutrition information, study tips, and reading strategies to help their children.

· Parents with children enrolled in HeadStart and other pre k programs in our area will be invited to participate in parental involvement planning. These parents are provided information concerning future meetings and other areas of participation.

Title I, Part A - Parental Involvement

Entire Reserved Amount

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

Name of LEA_Water Valley Schools / Davidson Elementary ___________________________________

Entire Reserved Amount ____0___________________________________________________

(See Reservation of Funds Worksheet item 4 column 4)

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

	Proposed Activities	Description of Activity	Amount of Reservation
Private Reservation	Parental Involvement Activities for Private School Children
Private Reservation	Other Proposed Activities
LEA Level Parental Involvement	LEA Parental Involvement Activities
	Family Literacy and Parenting Skills
	Parental Involvement Activities for School Improvement (only for LEA with schools that have been identified for improvement)
	95% of 1% Allocated to Schools
	Other Proposed Expenditures
	Other Proposed Expenditures
	Other Proposed Expenditures
	Other Proposed Expenditures
Total	Must equal entire Title I, Part A Parental Involvement reservation:		0.00

Title I, Part A - Parental Involvement

1% Reservation Only

To be completed by ALL LEAs

Name of LEA _Davidson Elementary_____________________________

LEA 1% Obligation_____0_____________________________________________________

(See Reservation of Funds Worksheet item 4 column 4)

LEA 1% Obligation less Private School Portion___________________________________

Public Schools’ Portion: ____________________________

This amount must be 95% of the LEAs obligated (1%) reservation.

LEAs’ Portion: ___________________________________

This amount may be 5% of the LEAs obligated (1%) reservation.

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

	Proposed Activities	Description of activity	Amount of Reservation
LEAs Portion up to 5%	LEA Parental Involvement Activities
LEAs Portion up to 5%	Other Proposed Activities
Schools Portion 95%	Family Literacy and Parenting Skills
	Parental Involvement Activities for School Improvement (only for LEA with schools that have been identified for improvement)
	95% of 1% Allocated to Schools
	Other Proposed Activities
	Other Proposed Activities
	Other Proposed Activities
	Other Proposed Activities
Total	Must equal Title I, Part A Parental Involvement 1% reservation obligation:		0.00

Private/non-public School Participation form 2011-2012

Section 1120(b) of the No Child Left Behind Act and Section 200.63 of the Tile I regulations require that timely and meaningful consultation occur between the local education agency (LEA) and private school officials prior to any decisions that affect the opportunities of eligible private school children, teachers, and other educational personnel to participate in programs under this Act. In addition, LEAs shall continue consultation throughout the implementation and assessment of activities under this section. This form should be completed by the public school officials and presented to private/non-public school officials for documenting Timely and Meaningful Consultation. The private school administrator is required to sign this form. The Needs Assessment/Program Planning and Program Timelines are additional recommended documents for LEAs with participating private/non-public schools. These documents can be located at http://www.mde.k12.ms.us/innovative_support/TitleIBasic_private_school.html. Please note: All LEAs are required to obtain counts for private/non-public school students from low-income families as of April 30 annually.

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

· how the LEA will identify the needs of eligible private school children;

· what services the LEA will offer to eligible private school children;

· how and when the LEA will make decisions about the delivery of services;

· how, where and by whom the LEA will provide services to eligible private school children, including a thorough consideration and analysis of the views of the private school officials on the provision of services through a contract with a third-party provider;

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

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

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

· the equitable services the LEA will provide to teachers and families of participating private school children;

· the provision of a copy of the Title I application to private school officials, if requested;

· if the LEA disagrees with the views of the private school officials on the provisions of services through a contract, the LEA must provide the private school with the reasons, in writing, as to why the LEA chooses not to use a contractor.

Participation Information (Check the appropriate box.)

	Title I, A Basic q Yes		Title II, A Teacher Quality q Yes		Title III English Language Learners q Yes	Other: Please List q Yes
(Or) Declining Services	x No		x No		x No	x No

Name of Public School Official Name of Public School Official				Name of Private School Administrator
Trey Allman				Robert D. Hill
Public School Official Signature		Date Signed		Private School Administrator Signature			Date Signed

Local Educational Agency (LEA)				Private School Name
Water Valley Schools				Faith Christian Academy

Title I, Part A, Neglected

Activities and Expenditures

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

Allowable Category	Proposed Activity	Cost
Tutoring Activities		7,798
Alcohol and Drug Counseling
Evaluation of health and social services designed to improve the likelihood that at-risk students will complete their education
Special activities to meet the unique needs of participating students (i.e. Speech Therapist, and/or Anger Management)
Activities for mentoring and peer mediation
Career Counseling
Supplies and Materials	15 students x $100 =1,500 (paper, pens, notebooks etc.) $3,500 for lab fees, workbooks, classroom project materials	4,500
Other (please describe)	Property such as calculators, ink, and learning software	2,480
TOTAL MUST EQUAL Allocation for Neglected Services: (The Neglected allocation is a portion of the total Title I, Part A allocation)		14,778

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

Must be fully completed.

(A response is required to each item whether or not Title II, Part A funds are used to implement the activity. Use additional sheet(s) if necessary)

Provide a descriptive summary of your comprehensive needs assessment highlighting leading factors surrounding professional development activities and the need for class size reduction teachers. (Section 2122(b)(8))

Parental and Staff Needs Assessment Survey reveals most helpful to students:

· Reduced class size

· Tutorial programs

Parental and Staff Needs Assessment Survey reveals instructional areas most important:

Common Core standards in:

· Reading/Language Arts

· Math

Grade	Before Reduction Teacher	After Reduction Teacher
Kindergarten	1:22	1:20
First	1:22	1:18.6
Third	1:23	1:18

Describe the activities to be carried out and how they are aligned with challenging state standards. (Section 2122(b)(1)(A)(i))

· To help create effective instruction, one teacher in Kindergarten, 1^st and 3^rd grades will be hired to reduce class size. Smaller class size will allow teachers too successfully address differences in learning styles while delivering the Mississippi Teaching Strategies for Math and Reading.

· Analyses of available data, such as state test scores and teacher-made assessments revealed a need for continued technical assistance in curriculum alignment and development/revision of the district’s test item bank.

The professional development activities are aligned with the challenging State standards, which require that each school meet performance expectations in achievement and growth annually. Success or failure is measured annually through a statewide assessment program. Meeting these standards requires teachers who are skilled in effective instructional strategies and students who are have mastered course content and effective test-

Provide a description of how the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement. (Section 2122(b)(1)(B))

Teachers reviewed research in grade level meetings that related to scientifically based strategies and concluded that information supported district strategy to reduce class size and increased effective instruction. An example of the research can be found in J.D. Finn and C.M. Acilles’ Answers and Questions about Class Size. This article describes “a large-scale experiment in which kindergarten students and teachers were randomly assigned to small and large classes within each participating school. Students remained in these classes for 2 years. At the end of each grade they were measured in reading and mathematics by standardized and curriculum-based test. The results are definitive: (a) a significant benefit accrues to students to students in reduced-size classes in both subject areas and (b) there is evidence that minority students in particular benefit from the smaller class environment, especially when curriculum-based tests are used as the leaning criteria. A longitudinal analysis of a portion of the sample indicated that students in small classes out perform their peers in kindergarten classes of regular size and also gain more in reading outcomes during second year.”

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

Title I, Title II Title VI and local funds provide class size reduction teachers in grades K, 1^st, 2^nd, 3^rd. 5^th, ,and 6^th. Class size reduction along with scientific based programs such as Accelerated Reading, Symphony Math, FLRT, and My Reading Coach will have a substantial and measurable impact on student achievement. Research shows that class size reduction produces a positive impact in closing the achievement gap between minorities and non-minorities. Improvement will be measured by comparing 09-10 MCT II scores to 10-11 MCT II scores. Teacher assessments made throughout the week will be reviewed to insure timely adjustments are made to learning strategies.

Describe how the LEA will coordinate professional development activities authorized under Title II, Part A with professional development activities provided through other Federal, State, and local programs. (Section 2122(b)(4))

No Title II funds are used for professional development. 100% goes to salary.

All of Title II funds are allocated to class size reduction. However, 5% of Title I funds as well as district funds are set aside for professional development that is based on scientific research and is ongoing. Provide a description of the professional development activities that will be made available to teachers and principals under Title II, Part A and how the LEA will ensure that the professional development needs of teachers and principals will be met using the Title II, Part A funds.

Any remaining funds (after salaries and benefits) will provide professional development of teachers and principals. Teacher Staff Development Needs Survey’s reveal

· How to Implement Positive Behavioral Intervention

· Practical Classroom Management

· Language, Math, and Reading Workshops

Provide a description of the professional development activities that will be made available to teachers and principals under Title II, Part A and how the LEA will ensure that the professional development needs of teachers and principals will be met using the Title II, Part A funds. (Section 2122(b)(5))

No Title II funds are used for professional development. 100% goes to salary.

· Professional development activities that will be made available to teachers and principals under Title II, Part A, will be determined through a comprehensive needs assessment in the spring of 2009. Included in the assessment were (1) surveys, (2) analyses of test scores, (3) formal/informal teacher/administrator evaluation records, and (4) MSIS print-outs of teacher certification and assignment.

· To ensure that the professional development activities meet the needs of teachers and principals, participants will evaluate consultant presentations following the session or activity, and after using the activities in their classroom, teachers will discuss their experience using the strategy.

Describe how funds under Title II, Part A will be integrated with funds received under Title II, Part D (E2T2) that are used for professional development to train teachers to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy. (Section 2122(b)(6))

No Title II funds are used for professional development. 100% goes to salary.

The Needs Assessment is based on the analysis of test scores formal/informal administration evaluations and MSIS printouts of teacher certification and assignments.

· How to Implement Positive Behavioral Intervention

· Practical Classroom Management

· Language, Math, and Reading Workshops

· Motivation and team building

· Differentiated Instruction

· Modification of Instruction in Regular Classroom

To insure that professional development activities meet the needs of teachers and principals, weekly meetings are held. Strategies and experiences are discussed and evaluated.

Describe how the LEA, teachers, paraprofessionals, and principals, other relevant school personnel, and parents have collaborated in the planning of activities to be carried out under Title II, Part A and in the preparation of the application. (Section 2122(b)(7))

As a part of the comprehensive needs assessment parent and teacher/staff surveys were conducted to gather data. A parent involvement meeting was conducted and the plan for Title II was discussed and suggestions for improvements were sought. Teachers, paraprofessionals, principals, other school personnel, and parents serve on the Schoolwide Planning Committee. The Committee provides valuable input for all school educational plans.

Provide a description of how the LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency: improve student behavior in the classroom and identify early and appropriate interventions to help students learn; involve parents in their child’s education; and understand and use data and assessments to improve classroom practices and student learning. (Section 2122(b)(9)(A)(B)(C)(D))

The LEA coordinates training through collaboration with school administrative and instructional staff, district administrative and support personnel, such as Special Education Program Director, Title I Coordinator, ELL Coordinator, gifted and talented teacher, district staff development coordinator, district curriculum coordinator, technology director, and others. Teachers receive training to help meet the diverse learning styles.

The Teacher Support Team (TST) in each school consistently assesses needs and uses all resources available to provide individualized services to students as needed.

Behavior Intervention/Response to Interventions, Differentiated Instruction addresses the needs of students with special learning styles and disabilities.

Implementing Positive Behavior will help improve student behavior in the classroom

Provide a description of how the LEA will use Title II, Part A funds to meet the requirements of Section 1119 qualifications for teachers and paraprofessionals. (Section 2122(b)(10))

All professional development is funded with Title I and district funds. All administrators, teachers, and paraprofessionals at Davidson Elementary are highly qualified.

100% of Title II funds pay salary.

		Date of Submission: / / /
		Effective Date of the Transfer: / / /
LEA Transferability Authority For State Formula Grants under Title II, Part A and Title II, Part D of the Elementary And Secondary Education Act as amended by the No Child Left Behind Act of 2001
Name of Local Educational Agency (LEA) submitting this notice:
Address:
Person to contact about this notice: Name:
Telephone:
Fax:
e-mail:
Programs from which funds will be transferred and to which the funds will be transferred:	Please check one: From: Title II, Part A To: Title I, Part A Title II, Part D
Amount of funds to be transferred:	$
Federal fiscal year of transferred funds:	Please circle one: FY 10 11 12

MDE Approval Date

CATEGORY	AMOUNT	DESCRIPTION
SUPPLIES/PROPERTY	20,377 & 23,466	Purchase paper, supplies, supplemental student materials, workbooks, computers and educational software.
SUMMER SCHOOL PROGRAM /After School Program	20,000 20,000	6 teacher salaries @ 12,000/benefits 2,494 classroom supplies = 5,506 / 6 teachers, 27 weeks, 3 hrs. per week = 14,800 salary + 5,200 supplies
CONTRACTUAL/Teacher Improvement	21,134	JBHM Ed Group will be contracted for 1,500 per day for District Wide Teacher Improvement for 12 days = $18,000. $3,134 will be used for travel/fees.
SALARIES / BENEFITS	294,766 20,000	3 classroom size reduction teachers in grades 2,4, and 6 and 1 counselor. 4 Teacher assistants / 50% salary of Registered Nurse for Davidson El.
ADMINISTRATION	65,030	50% salary for 1 clerical position & 50% salary of federal programs director
Reedy Acres (N & D)	14,778	Tutors, student fees technology, and classroom supplies.
OTHER	5,000 100	5,000 for Communicare to offset cost for students that don’t qualify for Medicaid. 100 for Homeless identified at our High School.

General Assurances

Constitutionally Protected School Prayer

Comparability

Suspension and Debarment

Title I, Part A General Assurances

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

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

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

Title I, Part A (Education of Homeless Children and Youth)

Title I, Part A

Private Non-Profit School Participation

Title I, Part A

Participation of Private Non-Profit School Students

Title I, Part A and Part D Neglected or Delinquent Students Program

Title II, Part A, Reference Section 2122(b)

Title IV, Part A, Reference Section 4114(d)

ESEA Goals, ESEA Indicators, State Performance Targets

No Child Left Behind Act of 2001

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

Title I, Part A
(Education of Homeless Children and Youth)

Title I, Part A and Part D
Neglected or Delinquent Students Program