School funding

Ms. Bernadette Montgomery

District Director Title I Support Programs

305 995-2587

Mr. Pedro Arteaga

Executive Director Compliance and Accountability

305 995-1716

Dr. Eduardo M. Barreiro

Executive Director Migrant Education and Non-Public Programs

305 258-4115

Ms. Ana M. Rodriguez

Executive Director Finance and Budget

Management 305 995-1705

Ms. Debra Albo-Steiger

Director, Community Outreach

Project UP-START 305 995-1729 [email protected]

Ms. Yodislen S. Martinez

Director, Community Outreach

Non-Public Programs 305 258-4115 [email protected]

Ms. Carmen Fernandez

Staff Specialist Schoolwide Programs

305 995-1525

Ms. Daisy Puxes

Staff Specialist

Budget and Grants Management

305 995-2315

Ms. Schikenna R. Scott

Staff Assistant

Procurement and Property Management

305 995-1557 [email protected]

SECTION A - PROGRAM GUIDANCE

SECTION A – PROGRAM GUIDANCE

Program Overview and Goals Title I - Improving the Academic Achievement of the Disadvantaged The Every Student Succeeds Act (ESSA) was signed into law on December 10, 2015, amending the Elementary and Secondary Education Act (ESEA) of 1965. ESSA replaces No Child Left Behind (NCLB) and most provisions took effect in 2017-2018. ESSA gives states the authorization to identify their own goals to address proficiency on tests, English-language proficiency and graduation rates. The law maintains the annual testing requirement for Reading and Math in grades 3-8 and once in high school, and grade-span testing in Science. It also maintains subgroup reporting and a 95 percent testing requirement. The United States Department of Education regulations for accountability, state plans and data reporting under ESSA were released November 29, 2016, effective January 30, 2017. The timeline for school improvement decisions based on the accountability system was 2018-2029. On December 8, 2016, regulations for assessment were released, effective January 9, 2017. The Title I Program will continue to focus on improving the integration of Title I and regular classroom instruction. The District will provide discretionary educational services to schools in support of their programs. The Title I Administration Handbook provides a clear understanding of the overall program.

Every Student Succeeds Act (ESSA) Listed below are summaries for some of the major sections of the ESSA, as it relates to the Title I Program. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs)

Section 1111. State Plans Challenging State Academic Standards and Assessments Each State shall adopt challenging academic content standards and align academic achievement standards (referred to in ESSA as ‘‘challenging State academic standards’’), which achievement standards shall include no less than three (3) levels of achievement, that will be used by the State, its local educational agencies, and its schools to carry out this part. The standards established by the State shall apply to all public schools and public school students in the State and with respect to academic achievement standards, include the same knowledge, skills, and levels of achievement expected of all public school students in the State. The State shall have such academic standards for mathematics, reading or language arts, and science, and may have such standards for any other subject determined by the State. Each State shall demonstrate that the State has developed and is implementing a single, statewide State accountability system that will be effective in ensuring that all local educational agencies, public elementary schools, and public secondary schools make adequate yearly progress, as defined by the State. Each State accountability system shall:

• Be based on adopted academic standards and academic assessments, and shall take into account the achievement of all public elementary school and secondary school students;

• Be the same accountability system the State uses for all public elementary schools and secondary schools or all local educational agencies in the State, except that public elementary schools, secondary schools, and local educational agencies not participating under this part are not subject to the requirements of section 1116; and

• Include sanctions and rewards, such as bonuses and recognition, the State will use to hold local educational agencies and public elementary schools and secondary schools accountable for student achievement and for ensuring that they make adequate yearly progress, as defined by the State.

Section 1112. Local Educational Agency (LEA) Plans To ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards, each LEA plan shall describe:

• How the LEA will monitor students’ progress in meeting the challenging State academic standards;

• How the LEA will identify and address, as required under State plans, any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers;

• How the LEA will carry out its responsibilities regarding parent and family engagement;

• The poverty criteria that will be used to select school attendance areas;

• The nature of the programs to be conducted by schools implementing the Schoolwide Program and, where appropriate, educational services outside the schools for children living in local institutions for neglected or delinquent children, and for neglected and delinquent children in community day school programs;

• The services the LEA will provide homeless children and youths, including services provided with Title I funds to support the enrollment, attendance, and success of homeless children and youths, in coordination with the services the local educational agency is providing under the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.);

• The strategy the LEA will use to implement effective parent and family engagement under section 1116;

• If applicable, how the LEA will support, coordinate, and integrate services provided under this part with early childhood education programs at the LEA or individual school level, including plans for the transition of participants in such programs to local elementary school programs;

• How the LEA will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary;

• How the LEA will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of students, as defined in section 1111(c)(2);

• If determined appropriate by the LEA, how such agency will support programs that coordinate and integrate: academic and career and technical education content through coordinated instructional strategies, and work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit; and

• Any other information on how the LEA proposes to use funds to meet the purposes of this part, and that the local educational agency determines appropriate to provide.

Transportation for Children in Foster Care By not later than one (1) year after the date of enactment of the Every Student Succeeds Act, the LEA must develop and implement clear written procedures governing how transportation to

maintain children in foster care in their school of origin when in their best interest will be provided, arranged, and funded for the duration of the time in foster care, which procedures shall:

• Ensure that children in foster care needing transportation to the school of origin will promptly receive transportation in a cost-effective manner and in accordance with section 475(4)(A) of the Social Security Act (42 U.S.C. 675(4)(A)); and

• Ensure that, if there are additional costs incurred in providing transportation to maintain children in foster care in their schools of origin, the LEA will provide transportation to the school of origin if:

1. The local child welfare agency agrees to reimburse the LEA for the cost of such

transportation;

2. The LEA agrees to pay for the cost of such transportation; or

3. The LEA and the local child welfare agency agree to share the cost of such transportation.

Parents Right-to-Know - Information to Parents

At the beginning of each school year, a LEA that receives Title I funds shall notify the parents of each student attending any eligible Title I school that the parents may request, and the agency will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers, including at a minimum, the following:

• Whether the student’s teacher ✓ has met State qualification and licensing criteria for the grade levels and subject

areas in which the teacher provides instruction; ✓ is teaching under emergency or other provisional status through which State

qualification or licensing criteria have been waived; and ✓ is teaching in the field of discipline of the certification of the teacher.

• Whether the child is provided services by paraprofessionals and, if so, their qualifications. Additionally, a school that receives Title I funds shall provide to each individual parent of a child who is a student in such school, with respect to such student:

✓ Information on the level of achievement and academic growth of the student, if applicable and available, on each of the State academic assessments; and

✓ Timely notice that the student has been assigned or has been taught for four (4) or more consecutive weeks by, a teacher who does not meet applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.

Also, at the beginning of each school year, a LEA that receives Title I funds shall notify the parents of each student attending any school receiving Title I funds that the parents may

request, and the LEA will provide the parents on request (and in a timely manner), information regarding any State or LEA policy regarding student participation in any assessments mandated by section 1111(b)(2) and by the State or LEA, which shall include a policy, procedure, or parental right to opt the child out of such assessment, where applicable.

Section 1114. Schoolwide Program:

Title I funds may be used in combination with other Federal, State and local funds in order to upgrade the entire educational program of a school. However, funds allocated to the Title I Program may not be used to fund other programs. Any school in the Miami-Dade County Public School (M-DCPS) System (LEA) generating funds through the Title I Program is eligible to implement a schoolwide program, if at least 40 percent of the students are from low-income families.

Benefiting from Operating a Schoolwide Program A school that operates a schoolwide program is able to take advantage of numerous benefits, including:

➢ Serving all students. A school operating a schoolwide program does not need to identify particular students as eligible to participate. (ESEA section 1114(a)(2)(A)(i)).

➢ Consolidating Federal, State, and local funds (see discussion below). A school operating a schoolwide program may consolidate Federal, State, and local education funds to better address the needs of students in the school. (ESEA section 1114(a)(1), (3)).

Implementing a Schoolwide Program

There are three (3) required components of a schoolwide program that are essential to effective implementation: conducting a comprehensive needs assessment, preparing a comprehensive schoolwide plan, and annually reviewing and revising, as necessary, the schoolwide plan.

➢ Conducting a comprehensive needs assessment. To ensure that a school’s comprehensive plan best serves the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards, the school must conduct a comprehensive needs assessment. (ESEA section 1114(b)(6)). Through the needs assessment, a school must consult with a broad range of stakeholders, including parents, school staff, and others in the community, and examine relevant academic achievement data to understand students’ most pressing needs and their root causes. (ESEA section 1114(b)(2); 34 C.F.R. § 200.26(a)). Where necessary, a school should attempt to engage in interviews, focus groups, or surveys, as well as review data on students, educators, and schools to gain a better understanding of the root causes of the identified needs.

➢ Preparing a comprehensive schoolwide plan that describes how the school will improve academic achievement throughout the school, but particularly for the lowest-achieving students, by addressing the needs identified in the comprehensive needs assessment. (ESEA section 1114(b)(7)). The schoolwide plan must include a description of how the strategies the school will be implementing will provide opportunities and address the

learning needs of all students in the school, particularly the needs of the lowest-achieving students. (ESEA section 1114(b)(7)(A)(i), (iii)). The plan must also contain descriptions of how the methods and instructional strategies that the school intends to use will strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, including programs and activities necessary to provide a well-rounded education. (ESEA section 1114(b)(7)(A)(ii)).

➢ Annually reviewing and revising the schoolwide plan to ensure that the it results in progress toward addressing the needs of the school, the plan should include benchmarks

for the evaluation of program results. This plan may be integrated into an existing

improvement plan.

Section 1115. Targeted Assistance Schools:

The term, “Targeted Assistance Schools” applies to schools that are not eligible, or do not choose to operate as schoolwide project schools. In these schools, eligible children are identified and selected, or targeted for assistance by Title I. Specific requirements for a targeted assistance school are outlined, with special emphasis on helping eligible children meeting the challenging State academic standards, which may include programs, activities, and academic courses necessary to provide a well-rounded education.

Section 1116. Parent and Family Engagement All of the schools implementing the Title I Schoolwide Program must allocate at least one percent (1%) of the Title I budget towards programs, activities, and procedures for parent and family engagement. Each school shall jointly develop with, and distribute to, parents and family members of participating children a written Parent and Family Engagement Plan (PFEP). The plan shall describe the means for carrying out the following requirements:

• Convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation in the Title I Schoolwide Program and to explain the requirements of the program, and the right of the parents to be involved;

• Offer a flexible number of meetings, such as meetings in the morning or evening;

• Involve parents, in an organized, ongoing, and timely manner, in the planning, review, and improvement of programs, including the planning, review, and improvement of the school PFEP, the School-Parent Compact, and the joint development of the schoolwide program plan (School Improvement Process [SIP]);

• Provide parents of participating children with timely information about: ✓ Title I programs; ✓ A description and explanation of the curriculum in use at the school, the forms of

academic assessment used to measure student progress, and the achievement levels of the challenging State academic standards, and if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as

appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and

✓ Notify parents and family members of students enrolled in the school of the PFEP, the School-Parent Compact and the SIP, in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such documents shall be made available to the local community and updated periodically to meet the changing needs of parents and the school.

Section 1117. Participation of Children Enrolled in Private Schools To the extent consistent with the number of eligible children in the school district, who are enrolled in private elementary schools and secondary schools, the District shall: After timely and meaningful consultation with appropriate private school officials, provide such children, on an equitable basis and individually or in combination, as requested by the officials to best meet the needs of such children, special educational services, and instructional services. In general, educational services and other benefits for such private school children shall be equitable in comparison to services and other benefits for public school children participating in the Title I Schoolwide Program, and shall be provided in a timely manner. Title I, Part C: Education of Migratory Children

Section 1301. Program Purposes The purpose of this part are as follows:

• Assist States in supporting high-quality and comprehensive educational programs and services during the school year and, as applicable, during summer or intersession periods, that address the unique educational needs of migratory children;

• Ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and challenging State academic standards;

• Ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic standards that all children are expected to meet;

• Help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to succeed in school; and

• Help migratory children benefit from State and local systemic reforms.

Section 1304. Supporting Needs of Migratory Children The District must ensure that the unique educational needs of migratory children, including preschool migratory children and migratory children who have dropped out of school, are identified and addressed through:

• The full range of services that are available for migratory children from appropriate local, State, and Federal educational programs;

• Joint planning among local, State, and Federal educational programs serving migratory children, including language instruction educational programs under Title III, Part A;

• The integration of services available under Title I, Part C with services provided by those other programs; and

• Measurable program objectives and outcomes.

Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk

Section 1401. Program Purposes The purpose of this part are as follows:

• Improve educational services for children and youth in local, tribal, and State institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging State academic standards that all children in the State are expected to meet;

• Provide such children and youth with the services needed to make a successful transition from institutionalization to further schooling or employment; and

• Prevent at-risk youth from dropping out of school, and to provide dropouts, and children and youth returning from correctional facilities or institutions for neglected or delinquent children and youth, with a support system to ensure their continued education and the involvement of their families and communities.

Section 1424(d). Use of Funds Funds provided to local educational agencies under this subpart may be used, as appropriate, for the following activities:

• Programs that serve children and youth returning to local schools from correctional facilities, to assist in the transition of such children and youth to the school environment and help them remain in school in order to complete their education;

• Dropout prevention programs which serve at-risk children and youth;

• The coordination of health and social services for such individuals, if there is a likelihood that the provision of such services will improve the likelihood such individuals will complete their education;

• Special programs to meet the unique academic needs of participating children and youth, including career and technical education, special education, career counseling,

curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education;

• Programs providing mentoring and peer mediation;

• Programs for at-risk Indian children and youth, including such children and youth in correctional facilities in the area served by the local educational agency that are operated by the Secretary of the Interior or Indian tribes; and

• Pay for success initiatives.

HB 7055 Education (CH. 2018-6, Laws of Florida)

Consultation

Miami-Dade County Public Schools, Department of Title I Administration seeks to provide high quality services to the students, parents and communities of all eligible public schools participating in the Title I Program. Additionally, this mission extends to neglected and delinquent centers as well as eligible non-public schools. The goal is to serve the needs of children and deliver services with the highest integrity and professionalism, providing them with a fair, equal, and significant opportunity to obtain a high-quality education. In implementing the components, services, and activities of the Title I Program, the Department of Title I Administration strives to comply with all provisions of applicable federal and state laws, in particular the ESSA Act, and non-regulatory guidance that set the parameters and standards for the implementation of the program. To this end, the following procedures for providing input, comments, suggestions or filing a complaint, are available to parties who, in good faith, believe that services are not being delivered in compliance with federal and state laws and regulatory guidance relative to Title I. Parent Advisory Councils/District Advisory Council The District provides several forums for parents to provide feedback and input regarding the Title I Program implementation. In addition to the annual and ongoing parent meetings at each participating Title I school, Parent Advisory Councils (PAC) have been established representing each of the three (3) Regions that comprise the District. At the Title I Annual Parent Meeting, parents in each individual school elect a representative for the school to serve on the PAC. A District Advisory Council (DAC), comprised of representatives of each PAC, has also been established to consult with the District in the planning and implementation of the Title I Program. The DAC promotes awareness of the program with parents and communities of Title I schools within the District and holds meetings during the school year. Individuals seeking to provide input, comments or suggestions can utilize the PAC as a vehicle. The DAC leadership holds regular meetings with Title I Administration staff to discuss program implementation issues that are brought up by its constituents. Other Opportunities for Input

The District also facilitates other opportunities for parents to voice concerns through yearly school climate surveys administered by the District and parent and family engagement surveys conducted by the Office of Program Evaluation, and funded through Title I Administration. Data gathered from these sources assist the District in developing a LEA Plan that addresses the needs and concerns of parents and provides opportunities for parents to formulate suggestions and to participate in the decision-making process relative to the education of their children.

Complaint Procedures

Complaint Procedures for Traditional Schools

A student, parent or employee, who in good faith believes that the District has violated federal law and state regulatory guidance pertaining to the delivery of Title I services and programs, in which the allegations cannot be resolved with the schoolsite administrators and Region administrators, may file a formal complaint, as follows:

1. A formal allegation regarding a violation of federal law and state regulatory guidance

pertaining to the delivery of Title I services and programs may be filed in writing within 30 days of the incident and should specifically state the facts about the alleged incident(s) and the provision of law or rule being violated. Such a complaint must be forwarded to:

Miami-Dade County Public Schools Department of Title I Administration

Attention: Mr. Pedro Arteaga, Executive Director 1450 N.E. 2nd Avenue, Suite 500

Miami, Florida 33132

2. The Executive Director should hold a meeting with the Complainant within 10 business days. The Executive Director shall make every effort to review the allegation(s) and resolve the matter to the satisfaction of the complainant. A written notice of the resolution or non- resolution of the matter shall be forwarded to the complainant.

3. If no resolution can be reached, the complainant may appeal the determination with the

Administrative Director, Title I Administration and Federal/State Fiscal Operations. The appeal will be presented to the Assistant Superintendent, Division of Student and Family Support Programs. A written Notice of Outcome of the appeal will be furnished to the complainant.

4. If the Complainant feels that the complaint with the District has not been resolved to his/her

satisfaction, he/she may file a complaint with the Florida Department of Education, providing the basis for the complaint.

Complaint Procedures for Non-Public Schools

The District complies with the Every Student Succeeds Act of 2015 (ESSA), Participation of Children Enrolled in Private Schools. In compliance with the provisions of the ESSA, the District consults in a timely and meaningful manner on the design and development of the non-public program with appropriate private school officials of eligible schools that have opted to receive services provided by Title I Administration. A private school official that in good faith believes that there is non-compliance on the part of the District with the provisions of the law regarding the meaningful and timely consultation or the due consideration of the views of the official or a dispute relative to the low-income data for private school students, may follow the following complaint procedures:

1. A formal allegation regarding a violation of federal law and state regulatory guidance

pertaining to the District’s delivery of Title I services and programs to non-public schools

may be filed in writing within 30 days of the incident and should specifically state the facts

about the alleged action(s) and the provision of law or rule being violated. Such a

complaint must be forwarded to:

Dr. Eduardo M. Barreiro, Executive Director Title I Administration

Miami-Dade County Public Schools 28205 S.W. 124 Court Suite F007

Homestead, FL 33033

2. The Executive Director should hold a meeting with the Complainant within 10 business

days upon receipt of such notice. The Executive Director shall make every effort to review

the allegations and resolve the matter to the satisfaction of the Complainant. A written

notice of the resolution or non-resolution of the matter shall be forwarded to the

Complainant.

3. If no resolution can be reached, the complainant may appeal the determination with the

Administrative Director, Title I Administration and Federal/State Fiscal Operations. The

appeal will be presented to the Assistant Superintendent, Division of Student and Family

Support Programs. A written Notice of Outcome of the appeal will be furnished to the

complainant.

4. If no satisfaction can be reached with the Assistant Superintendent, the Complainant may

appeal in writing the determination with the Chief Academic Officer.

5. If the Complainant feels that his complaint with the District has not been resolved to his

/her satisfaction, the individual may file a complaint with the Florida Department of

Education (FDOE) Ombudsman, providing the basis for the complaint.

Ms. Nicolle Leider, MPA Equitable Services Ombudsman Division of Finance Operations

Florida Department of Education 325 West Gaines Street, Suite 844,

Tallahassee, FL 32399-0400 Tel. 850 245-9349 Office – [email protected]

The FDOE must make a determination within forty-five days (45) of complaint to this state. Also pursuant to the ESSA, non-public schools’ officials may appeal to the Secretary of Education no later than thirty (30) days after the State Educational Agency resolves or fails to resolve the complaint within a reasonable period of time. A copy of the State’s resolution and a complete statement of the reasons supporting the appeal shall be investigated, and resolution of the appeal no later than ninety (90) days after receipt of the appeal by the Secretary of Education.

http://osi.dadeschools.net/viewbylawsminutesrosters.asp

SECTION B - BUDGETS AND EXPENDITURES

Title I Grant Funds Auditing

All schools implementing the Title I Program will be required to meet the requirements of the ESSA Act. In a continuing effort to ensure schoolwide determination of compliance with federal, state and district regulations and guidelines; and ensure that appropriate evidence sources document compliance, the M-DCPS Office of Management and Compliance Audits reviews include the Title I Program.

This school audit will require a review of Title I criteria statements and appropriate evidence sources that document the following areas:

Title I Fiscal Requirements Title I Property Title I Needs Assessment, School Improvement and Parental Choice Title I Parent and Family Engagement Title I Professional Development

The supervising administrator at the schoolsite is asked to ensure that all reports and pertinent program documentation are available and in order for review. Additionally, a space for the auditor to conduct the audit in an expeditious manner will be appreciated. Please review pages 28-30 to support audit compliance.

Title I School-level Staff Assignment

Principals have the authority to assign Title I paid staff within the school, as long as it is within the parameters of the Title I budget and the function of staff complies with the position’s job description, in fulfillment of the Title I program requirements. However, Principals must assure the following:

Traditional Schools: All employees paid with Title I funds shall expend their time and effort servicing this federally funded program, as evidenced by the approval of the Federal Time and Effort Certification (formerly known as Circular A-87), and by each individual staff assignment schedule(s).

Charter Schools: All employees listed on the Charter Schools Title I Budget Appropriation Details

Form (Appendix A, FM-6634), shall expend their time and effort servicing the Title I federally funded program, as evidenced by the completion of the Federal Time and Effort Certification

Form (Appendix B, FM-6902-CH), and by each individual staff assignment schedule(s).

Additionally, each eligible Title I school must maintain in the corresponding folder of the School- level Compliance Filing System, copies of the Assignment Schedules for those staff paid with Title I funds. The Department of Title I Administration will conduct onsite visitations, at which time; the assignment schedules will be reviewed.

Moreover, for each of the periods indicated below, Principals are required to complete, sign, date, and electronically submit the Principal’s Assurance Certification of Staff Assignment

(Appendix C, FM-7560), via the Title I School-level Compliance Collaboration Site. This will allow the Department of Title I Administration to determine whether the Title I program has been charged appropriately for time spent on Title I duties by employees paid under the program.

Time and Effort Period Deadline to Upload Assurance

July - October 2019 Friday, November 8, 2019

November 2019 - February 2020 Friday, March 13, 2020

March - June 2020 Friday, June 12, 2020

School-level Compliance

Title I provides funding for schools to supplement their existing programs. As with any grant, there must be accountability for these funds. In order to meet the monitoring/audit compliance required by the Every Student Succeeds Act, principals of schools implementing the Title I Schoolwide Program are required to compile the necessary compliance documentation and maintain it in the Title I School-level Compliance Filing System for a minimum of five (5) years

(Appendix D, lists the items that are required for compliance). The filing system must be readily available to members of the Title I Accountability and Technical Assistance Team (A- TAT), Federal and/or State monitors/auditors.

Since the documentation to be included in the Title I School-level Compliance Filing System is gathered from various departments and staff at the schoolsite, it is recommended to form a Title I Monitoring/Audit Team to assist with monitoring/audit compliance. Besides the Title I School- level Compliance Facilitator, it is suggested that schools include the Treasurer, Community Involvement Specialist (CIS)/Community Liaison Specialist (CLS) or parent liaison, professional development contact, Educational Excellence School Advisory Committee (EESAC) Chair, Curriculum Coaches (Language Arts/Reading, Math and Science), and principal’s secretary, as part of the Title I Monitoring/Audit Team.

Principals are asked to complete and submit, no later than Friday, August 23, 2019, the Title I

Compliance School-level Staff Contact Information Form (Appendix E, FM-6899). It is strongly recommended that schools identify the Assistant Principal as the Title I School-level Compliance Facilitator.

On-site Technical Assistance and Desktop Support

As in previous years, the Department of Title I Administration will implement a two-tiered model of technical assistance and support (On-site Technical Assistance and Follow-up Desktop Support) to assist schoolsite administrators with the requirement of compiling and maintaining the Title I School-level Compliance Filing System.

On-site Technical Assistance – physical visits to the school to review the compiled documentation. This year, Title I staff will be conducting two (2) cycles of on-site visits: First Cycle (October-December 2019)* The focus on the first review cycle will be on the following sections of the Filing System:

• Section IV - Professional Development;

• Section V - Educational Excellence School Advisory Council (EESAC); and

• Section VI - Parent and Family Engagement. Also, during this cycle, the completed 2019-2020 Parent and Family Engagement Plan (PFEP) and all backup documentation should be made available for review.

Second Cycle (January-May 2020)* The focus on the second review cycle will be on the following sections of the Filing System:

• Section I - Curriculum and Instruction;

• Section II - Budget and Expenditures;

• Section III - Property;

• Section VII - Title I ETO Comprehensive and Targeted (C&T), as applicable;

• Section VIII - Title I Unified School Improvement Grant (UNISIG), as applicable; and

• Section IX - Assurances

* Although A-TAT staff members will focus their review on specific sections of the Filing System during each cycle of on-site technical assistance visits, schoolsite administrators should ensure

that all documents needed for compliance (Appendix D) are compiled in a timely manner to support any District, State or Federal audit of our District or the school. To that end, A-TAT staff may review the required compliance documentation from any of the sections that comprised the Filing System.

Upon conclusion of each cycle of on-site visits, a Title I School-level Compliance Filing System Status Form will be issued via the Title I Compliance (TIC) Web-based System. This will generate an automated email that will be sent directly to the users' Microsoft Outlook Inbox, asking to: a) access the system; b) review the information contained in the form; and c) take appropriate action, no later than seven (7) days from the notification. Once all sections of the Title I School-level Compliance Filing System are successfully compiled, the Principal will be required to electronically certify the 2019-2020 Title I School-level Compliance Filing System Status Form, via the TIC Web-based System.

Follow-up Desktop Support – An electronic format documentation review, via the School-level Compliance Collaboration Site and the TIC System.

Upon compilation of all required documentation at the end of the school year, schools shall complete the Miami-Dade County Public Schools Title I Administration Assurance of

Accountability and Compliance with Title I Schoolwide Program Guidelines form (Appendix U,

FM-7346-T or FM-7346-CH, as applicable), and submit by said date to the Department of Title I Administration District office.

Title I Accountability and Technical Assistance Team (A-TAT)

The A-TAT’s objective is to provide technical assistance with the successful completion of the Title I Administration School-level Compliance Reference Document and Filing System. This system has been developed to guide the schoolsite identification of appropriate evidence sources and compliance documentation.

Based on the review of the documentation compiled by schools in previous years, members of the A-TAT have identified some areas of concern for the components of the Title I School-level Compliance Filing System, which are common across multiple Title I schools. By becoming familiar with the information contained in the following Recommendations Based on Most Common Areas of Concern Found During A-TAT Visits for Traditional Schools and Charter Schools, and knowing how to avoid them, schools will be strengthening their operations while preventing potential audit findings.

Recommendations Based on Most Common Areas of Concern

Found During A-TAT Visits

Traditional Schools

CURRICULUM AND INSTRUCTION

Roster of Students Not Meeting State Standards

• Documentation of additional educational assistance provided - Evidence of Before/After School Tutoring, Saturday Academies, Computer Assisted Instruction, etc., and Student Record of Attendance. These rosters should include identification of ESE and ELL students being provided these additional services.

• Copies of State, District and School Testing Data.

• Sample of an ESSA 4-Week Parent Notification Letter.

• Evidence that completed Project UP-START Student Eligibility Questionnaire forms (FM-7378) returned by parents, were submitted to the Department of Title I Administration, Project UP-START (copies of fax confirmations, emails, etc.).

BUDGET AND EXPENDITURES

• Grants Availability Reports must be printed and filed twice during the fiscal year.

• Purchase Orders and Invoices - Line items and amounts need to match on all documents.

Educational Field Trips

• All documentation pertaining to field trips need to be kept together in the School-level Compliance

Reference Document and Filing System, Section II.3., whether as encumbered or expended.

• Objectives of field trips must be educational in nature and samples of follow-up assignments must

be included in the filing system for each fieldtrip paid with Title I funds.

Payroll Always maintain records of employees paid with Title I funds in the School-level Compliance Reference Document and Filing System, Section II.2.

Purchasing Guidelines

• Appropriate use of budgetary structures - Refer to the Title I Handbook for more details and

budgetary structures.

• Purchase Orders and Invoices - Line items and amounts need to match on all documents.

• All documentation pertaining to orders need to be kept together in the School-level Compliance

Reference Document and Filing System, Section II.3.

• Audio Visual - Refer to the Title I Handbook for non-allowable items.

• Computer Hardware purchases - Refer to the Title I Handbook for non-allowable items.

Important Note - All purchases with the 2019-2020 Title I funds such as, but not limited to the

following, are only allowed for the current fiscal year (July 1, 2019 - June 30, 2020), and should be supplemental in nature:

• Renewable license to operate a web-based software for students (Technology-Related Rentals - Commitment item 536900);

• License Subscriptions must include a service period that does not exceed FY 2019-2020, ending

June 30, 2020;

• Printing and Duplication, inclusive of parent flyers and brochures (Printing and Duplicating - Commitment Item 539900);

• Student agendas (Supplies - Commitment Item 551000);

• Paper (Supplies - Commitment Item 551000) - Ensure that orders are placed with General Funds first before placing them with Title I funds. The recommendation is that no more than one ream of paper is purchased per student; and

• Ink Cartridges/Toner (Technology-Related Supplies - Commitment Item 551900)

PROPERTY

• Always maintain an inventory list of all Capitalized equipment purchased with Title I funds in the

School-level Compliance Reference Document and Filing System, Section III.1.

• Always maintain a perpetual inventory listing of Non-Capitalized property acquired with Title I funds

(FM-7645) in the School-level Compliance Reference Document and Filing System, Section III.1.

• Always maintain copies of Packing Slips, Invoices, Purchase Orders, etc.; in the School-level

Compliance Reference Document and Filing System, Section II.3 and Section III.1 (as applicable).

• Always maintain copies of records pertaining to the disposal of Title I property.

PROFESSIONAL DEVELOPMENT

List of Professional Development (PD) Activities and/or PD Calendar

Documentation of Professional Development to Address Deficient Indicators for Schools Based

on State Assessment Outcomes

• Samples of memos, agendas, handouts, and evidence of PD attendance (payroll documentation)

for non-school based PD activities.

• Sign-in sheets for school-based PD activities.

• Evidence of Title I School-Parent Compact Communication Logs maintained by all teachers (grades

K-5 only).

EDUCATIONAL EXCELLENCE SCHOOL ADVISORY COMMITTEE (EESAC) Copies of EESAC meeting announcements, notices, and official meeting minutes from the Office of School Improvement’s website (http://osi.dadeschools.net/viewbylawsminutesrosters.asp#).

PARENT AND FAMILY ENGAGEMENT

Documentation of Meeting/Parent Conferences Evidence of parental involvement in the decision-making process of how the School’s Title I allocation will be used (i.e. minutes).

Community Involvement Specialist (CIS)/Community Liaison Specialist (CLS) Weekly Schedule Weekly Schedules must be completed by the CIS/CLS and placed in the Parent and Family Engagement Section, folder VI.5. of the 2019-2020 School-level Compliance Filing System.

Completion and Timely Submission of the Monthly Parent and Family Engagement Report The report must be submitted electronically, via the Title I Compliance (TIC) Web-based System, by

the 5th school day of each month. All original printed versions of the reports, initialed by the Principal and with the corresponding backup documentation (including FM-7720), must be kept in the Parent and Family Engagement Section, folder VI.8. of the 2019-2020 School-level Compliance Filing System.

Please refer to the information contained in the Title I Handbook, Title I Administration’s

Website, and the Title I School-level Compliance Collaboration Site, in order to prevent

potential audit findings related to the aforementioned compliance items.

Recommendations Based on Most Common Areas of Concern

Found During A-TAT Visits

Charter Schools

CURRICULUM AND INSTRUCTION

Roster of Students Not Meeting State Standards

• Copies of State, District and School Testing Data.

• Sample of an ESSA 4-Week Parent Notification Letter.

BUDGET AND EXPENDITURES

Educational Field Trips

• All documentation pertaining to field trips need to be kept together in the School-level Compliance

Reference Document and Filing System, Section II.3., whether as encumbered or expended.

• Objectives of field trips must be educational in nature and samples of follow-up assignments must

be included in the filing system for each fieldtrip paid with Title I funds.

Payroll Always maintain records of employees paid with Title I funds in the School-level Compliance Reference Document and Filing System, Section II.2.

Purchasing Guidelines

• Purchase Orders and Invoices - Line items and amounts need to match on all documents.

• All documentation pertaining to orders need to be kept together in the School-level Compliance

Reference Document and Filing System, Section II.3.

• Audio Visual - Refer to the Title I Handbook for non-allowable items.

• Computer Hardware purchases - refer to the Title I Handbook for non-allowable items.

Important Note - All purchases with the 2019-2020 Title I funds such as, but not limited to the

following, are only allowed for the current fiscal year (July 1, 2019 - June 30, 2020), and should be supplemental in nature:

• Copier maintenance;

• Renewable license to operate a web-based software for students;

• License Subscriptions must include a service period that does not exceed FY 2019-2020, ending

June 30, 2020;

• Printing and Duplication, inclusive of parent flyers and brochures;

• Student agendas; and

• Paper and Ink Cartridges/Toner ensure that not all orders placed are with ONLY Title I funds.

PROPERTY

• Always maintain an inventory list of all Capitalized equipment purchased with Title I funds in the

School-level Compliance Reference Document and Filing System, Section III.1.

Property (Contd.)

• Always maintain a perpetual inventory listing of Non-Capitalized property acquired with Title I funds

(FM-7645) in the School-level Compliance Reference Document and Filing System, Section III.1.

• Always maintain copies of Packing Slips, Invoices, Purchase Orders, etc.; in the School-level

Compliance Reference Document and Filing System, Section II.3 and Section III.1 (as applicable).

• Always maintain copies of records pertaining to the disposal of Title I property.

PROFESSIONAL DEVELOPMENT

List of Professional Development (PD) Activities and/or PD Calendar

Documentation of Professional Development to Address Deficient Indicators for Schools Based

on State Assessment Outcomes

• Samples of memos, agendas, handouts, and evidence of PD attendance (payroll documentation) for

non-school based PD activities.

• Sign-in sheets for school-based PD activities.

• Evidence of Title I School-Parent Compact Communication Logs maintained by all teachers (grades

K-5 only).

PARENT AND FAMILY ENGAGEMENT

Documentation of Meeting/Parent Conferences Evidence of parental involvement in the decision-making process of how the School’s Title I allocation will be used (i.e. minutes).

Community Involvement Specialist (CIS)/Community Liaison Specialist (CLS) Weekly Schedule Weekly Schedules must be completed by the CIS/CLS and placed in Parent and Family Engagement Section, folder VI.5. of the 2019-2020 School-level Compliance Filing System.

Completion and Timely Submission of the Monthly Parent and Family Engagement Report The report must be submitted electronically, via the Title I Compliance (TIC) Web-based System, by the

5th school day of each month. All original printed versions of the reports, initialed by the Principal and with the corresponding backup documentation (including FM-7720), must be kept in the Parent and Family Engagement Section, folder VI.8. of the 2019-2020 School-level Compliance Filing System.

Please refer to the information contained in the Title I Handbook, Title I Administration’s Website,

and the Title I School-level Compliance Collaboration Site, in order to prevent potential audit

findings related to the aforementioned compliance items.

http://osi.dadeschools.net/viewbylawsminutesrosters.asp

Procedures for Schools that are no Longer Eligible to Participate in the Title I Schoolwide

Program Section 1113(a)(3) of the Elementary and Secondary Education Act of 1965 (ESEA) as reauthorized under the Every Student Succeeds Act (ESSA), requires that a local educational agency (LEA) determines the eligibility of a school to receive Title I funds by annually ranking eligible schools in which the concentration of children from low-income families exceeds 75 percent from highest to lowest. Miami-Dade County Public Schools (M-DCPS) is required to use the Free or Reduced Price Lunch (FRPL) data from the Florida Department of Education (FDOE) Public School Eligibility Survey 3 Report of the current year in order to determine the Title I eligibility of a school for the following year. If a school that is currently implementing the Title I Schoolwide Program does not meet the Title I eligibility threshold, it will not be designated as a Title I school for the subsequent school year. The following procedures were developed to provide guidance to schools that become ineligible to receive a Title I Schoolwide Program allocation. These procedures are in alignment with the Florida Department of State General Records Schedule GS1-SL regulation pertaining to the retention of records for a period of five (5) years, and the Code of Federal Regulations [C.F.R., Part 200.313(c) and 200.62, about the continuous utilization of equipment acquired under a Federal award (e.g. Title I Schoolwide Program). Procedures Upon Ineligibility Status Determination District:

• Notify schools of their Title I ineligibility status determination;

• Issue written guidance regarding specific actions to be implemented in order to continue to be in compliance with Federal, State and Local requirements;

• Review the Title I School-level Compliance Filing System completion status, in order to address any pending compliance item; and

• Provide technical assistance and support to schools through the Title I Accountability and Technical Assistance Team (A-TAT) for a smooth transition.

School:

• Complete the End-of-Year Checklist for Schools that are no Longer Eligible to Participate

in the Title I Schoolwide Program (Appendix HH, FM-7757), in order to ratify the implementation of the following actions: ✓ Review District’s developed guidance to ensure compliance with Federal, State and

Local requirements; ✓ Access the Title I Compliance (TIC) Web-based System to review the Title I School-

level Compliance Filing System Status Form, upload back-up documentation if necessary, and certify the form;

✓ Print the final/certified version of the Title I School-level Compliance Filing System Status Form and place it in the black hanging folder of the Filing System;

✓ Ensure that all documents of compliance delineated in the Title I School-level Compliance Filing System Status Form are appropriately compiled in their corresponding folder;

✓ Ensure that the Title I School-level Compliance Filing System for the last five (5) years, as applicable, are in a centralized location and readily available in the event of an audit or upon request by staff from the Department of Title I Administration;

✓ Ensure that the Community Involvement Specialist (CIS)/Community Liaison Specialist (CLS) or staff designated to oversee the Parent and Family Engagement Program has completed and submitted to the District, via the TIC System the Parent and Family Engagement Data Report for each month of the 2018-2019 school year. The certified monthly reports, initialed by the Principal, must be maintained in the 2018-2019 Title I School-level Compliance Filing System;

✓ Conduct a building walk-through to ensure that all equipment purchased with Title I Schoolwide Program funds is clearly identified with the “M-DCPS Title I Property” label, indicating the school year of purchase;

✓ Ensure that the inventory listing of Capitalized ($1,000 and over) property acquired with Title I Schoolwide Program funds is completed, up-to-date and maintained in the 2018-2019 Title I School-level Compliance Filing System; and

✓ Ensure that the perpetual inventory listing of Non-Capitalized (under $1,000) property acquired with Title I Schoolwide Program funds (FM-7645) is completed, up- to-date and maintained in the 2018-2019 Title I School-level Compliance Filing System.

Procedures for Subsequent Years After Ineligibility Status Determination District:

• Continue to provide technical assistance and support to schools through the Title I Accountability and Technical Assistance Team (A-TAT); and

• Conduct un-announced monitoring visits to verify the availability of the School-level Title I Filing System for the previous year(s) (for a period of five years) and the proper utilization and follow-up with property disposal procedures of property acquired with Title I Schoolwide Program funds.

School:

• Ensure that the Title I School-level Compliance Filing System is properly maintained for the last five (5) years, as applicable, are in a centralized location and readily available in the event of an audit or upon request by staff from the Department of Title I Administration;

• Ensure that all equipment purchased with Title I Schoolwide Program funds is being utilized to support students’ academic achievement in the core-assessed subject areas (i.e. Reading/Language Arts, Math, Science and Social Studies) and/or Parent and Family Engagement activities or in support of other Federal programs within the building;

• Conduct building walk-throughs to ensure that all equipment purchased with Title I funds remain identified with the “M-DCPS Title I Property” label, indicating the school year of purchase and is properly utilized;

• Follow Title I Administration’s procedures in the event of Title I purchased property requiring to the disposed. A memorandum requesting permission, along with the name and the title of technician/staff member validating need for disposal and the completed

Property Disposal Form (FM-6587) must be sent to the Administrative Director in the Department of Title I Administration;

• Adhere to Title I Administration’s procedures for appropriate documentation of Title I property to support: Approval of Off-Site Use of School Board Property form (FM-2380) when off-campus use of Title I Property; Transferring of Title I Property (contact 305 995- 3193); and Vandalism of Title I Property;

• Ensure that the inventory listing of Capitalized ($1,000 and over) property acquired with Title I Schoolwide Program funds is maintained up-to-date and readily available for review for as long as the equipment remains at the school site; and

• Ensure that the perpetual inventory listing of Non-Capitalized (under $1,000) property acquired with Title I Schoolwide Program funds (FM-7645) is maintained up-to-date and readily available for review for as long as the equipment remains at the school site.

Office of Management and Compliance Audits

Audit Process The Office of Management and Compliance Audits (OMCA) conducts Title I audits in conjunction with the schools’ internal fund audits. OMCA will send an e-mail to notify schools of the upcoming audit and auditors will call in advance (usually 1-2 days) to set up the upcoming visit. Internal Funds at the schools will be audited on an annual basis, while the Title I program at the school will be audited on a selected basis. Funds for all Title I programs of which funds are received directly at the school will be subject to review by OMCA. Title I results will be reported as part of school audits and presented at the Audit and Budget Advisory Committee (ABAC) meetings. Schools administration and personnel should become familiar with the following manuals and guidelines:

✓ Title I Administration Handbook ✓ Districtwide and Board-Approved Parental Involvement Policy (Board Policy 2111

{Appendix F}) ✓ Manual of Property Control Procedures ✓ Payroll Processing Procedures Manual ✓ Purchasing Credit Card Program Policies and Procedures Manual

The following areas will be reviewed during the Title I audits at the schoolsite: Title I Budget Allocation School’s budgets will be entered through Title I SBBS COGNOS and posted in the General Ledger once approved. Principals are responsible for monitoring Title I accounts. Financial activity will be reviewed to verify that:

▪ Proper documentation for all financial transactions are kept in the Title I School-level Compliance Reference Document and Filing System; and

▪ There are no significant remaining balances or spending in excess of budget.

Payroll Related Expenditures

▪ Temporary Instructor (substitute), hourly, supplement, stipend, and overtime salary accounts have sufficient budget to cover expenditures.

Non-Payroll Related Expenditures

▪ Auditors will select a representative sample of Title I supplies, materials, equipment and

software expenditures from SAP and verify that Budget Group 3 funds have been used to meet the statutory requirements for Title I and have not been used to supplant non-federal resources.

Office of Management and Compliance Audits (Continued)

Payroll

Auditors will review Title I payroll expenditures posted to SAP and verify that funds have been used to meet the statutory requirements for Title I and have not been used to supplant non- federal resources. The review will ascertain that:

▪ There is a copy of the approved Federal Time and Effort Certification Form on file; ▪ The Final Budget Conference Title I Position Comparison report and mid-year SAP

Position Control report to ensure all positions are in agreement with the authorized and filled positions;

▪ The Title I temporary instructor account expenditures adhere to the established statutory requirements for Title I; and

▪ The job responsibilities for employees paid out of Title I are in compliance with Title I guidelines.

Non-Payroll Related Expenditures The following purchasing records should be maintained in the Title I School-level Compliance Reference Document and Filing System for audit purposes:

▪ Invoices ▪ Purchase orders ▪ Packing slips ▪ Shopping Carts ▪ Any other pertinent documentation

Auditors will review these documents to ascertain that:

▪ Purchases are for the current fiscal year and not for the succeeding fiscal year; ▪ Purchases are allowable expenditures as listed in the Title I Administration Handbook; ▪ Purchases are made in compliance with bid guidelines established by Procurement

Management and School Board Policies; ▪ Purchases are posted to the proper accounting structure; ▪ Invoices are mathematically correct and reconciled against corresponding packing slips or

similar documentation acknowledging receipt of goods/services; ▪ Equipment purchases which require Property Control (tagging) are engraved and labeled

as Title I property or listed in the “Assets to be Tagged” for the school location. Physical location of property items will be verified;

▪ List of Non-Cap Equipment (under $1,000) with Title I label and copy of PO on file; and ▪ For professional services, contract guidelines and proper approval procedures have been

followed.

Office of Management and Compliance Audits (Continued)

Parent and Family Engagement

To determine compliance with requirements for parent and family engagement, the following procedures must be followed:

▪ School is required to complete a CIS/CLS questionnaire. Questionnaire will be signed by both the Principal and the CIS/CLS;

▪ School must spend, the minimum School-based Parent and Family Engagement Title I Allocation on parent and family engagement activities; and

▪ Parent Resource Center/Area will be visited by the auditor and observation documented.

Auditors will review the Parent and Family Engagement component for the following records:

▪ The parents’ visitation log for the Parent Resource Center; ▪ Calendar of Yearly Parent and Family Engagement Activities;

▪ CIS/CLS weekly schedule (Appendix G, FM-7721);

▪ Record of Parental Support Home Visits (Appendix H, FM-6915) and a log of incoming

and outgoing telephone calls (Appendix I, FM-7723); ▪ Parent and Family Engagement Monthly Data. The information must be submitted

electronically, via the Title I Compliance (TIC) Web-based System, by the 5th school day

of each month. All original printed version of the reports, initialed by the Principal and with the corresponding backup documentation, must be kept in the Parent and Family Engagement Section, folder VI.8 of the 2019-2020 School-level Compliance Filing System;

▪ Attendance of the CIS/CLS and school personnel at Region Parent Advisory Council (PAC) and all District Advisory Council (DAC) meetings;

▪ Evidence of providing parents with information regarding the availability of the School Improvement Process (SIP), the Title I District-level Parent and Family Engagement Plan (PFEP) and School-level PFEP;

▪ Title I School-Parent Compact (Appendix J, FM-6985 {School should strive to achieve a good response rate});

▪ Title I Annual Parent Meeting documentation; and

▪ Title I DAC/PAC Representatives form (Appendix K, FM-6996).

Property The Office of Management and Compliance Audits conducts a complete physical property inventory audit at all schools for items with an individual cost of $1,000 or more. Schools must identify property purchased through Title I funds. The following records will be requested from the school:

▪ Outgoing Controlled Equipment Form, if applicable (Appendix L, FM-1670). For Title I property, a memorandum to the Department of Title I Administration requesting

permission to dispose of property and Property Disposal Form (Appendix M, FM-6587);

▪ Plant Security Report used to report stolen or damaged items (Appendix N, FM-0366); ▪ Capitalized and Non-Capitalized Property Inventory Lists; and ▪ Property purchases including copies of PO(s) for capitalized and non-capitalized items.

Budgetary Structures

Resource Allocation Requirements For Title I schools, review the Local Educational Agency (LEA) matching requirement, such that the school does not supplant Title I allocations.

Salary Expenditures:

All full-time and part-time positions funded with Title I funds are supplemental in nature. Average salaries are provided, including fringe benefits for employment of full-time and/or part-time positions purchased through the Title I SBBS COGNOS application.

Overtime Commitment Item: 513100 Expenditures for full-time classroom paraprofessionals, full-time Community Involvement Specialists (CIS) and Community Liaison Specialists (CLS) for work performed beyond 40 hours a week on a 150% hourly rate.

Stipends/In-Service Reimbursement Commitment Item: 513600 Expenditures for stipends for professional development sessions pertaining to assessed content area teacher (Language Arts/Reading, Math, Science or Social Studies).

Temporary Instructor Commitment Item: 514900 Expenditures for substitute coverage for a Full-Time Title I funded teacher or an assessed content area teacher (Language Arts/Reading, Math, Science or Social Studies) needed due to activities generated by the Principal.

Hourly Employee Commitment Item: 515000 Expenditures for instructional or parental hourly staff. Non-Salary Expenditures:

Professional and Technical Commitment Item: 531000 Expenditures for services which by their nature can be performed only by persons with specialized skills and knowledge which are acquired through intensive academic preparation. Funds are to be budgeted in the account for professional development activities utilizing consultant services from outside of the school system or within the school system (after work

hours). Fully executed contract must be attached as back-up documentation (Appendix AA, FM-

2453).

In-County Travel Commitment Item: 533000 Expenditures for travel reimbursement within Miami-Dade County.

Out-of-County Travel Commitment Item: 533100 Expenditures for travel reimbursement outside Miami-Dade County. Field Trips

Commitment Item: 533200 Expenditures for student transportation and/or admission fees. This includes on-site field trips

which requires a contract (Appendix AA FM-2453). Please be reminded that a field trip request should include:

• Specific academic purpose and final student academic product as a result of the field trip;

• Date of the field trip;

• Location of the field trip and all other pertinent details; and

• Backup documentation (e.g. Field Trip Request Packet Cover, Quote(s), etc.). Note: Meals are not an allowable expense under Title I. Repairs and Maintenance Commitment Item: 535000 Expenditures for repairs and maintenance services. This includes contracts and agreements covering the upkeep of equipment. Technology-Related Repairs and Maintenance Commitment Item: 535900 Expenditures for technology-related repairs and maintenance services. Technology-Related Rentals Commitment Item: 536900 Expenditures for annual fees charged for web-based software licenses, computer and related equipment rentals, licenses and fees for Internet research subscriptions.

Note: Annual fees service period must not exceed fiscal year dates of July 1, 2019 – June 30, 2020.

Other Purchased Services Commitment Item: 539000 Expenditures for registration fees: employee training, seminar, webinar, conference (not included in travel reimbursement packet) and all other purchased services not included above (i.e. Student registration fees, Dual Enrollment courses in assessed content area: Language Arts/Reading, Math, Science or Social Studies ONLY). Printing and Duplicating Commitment Item: 539900 Expenditures for printing and duplicating services.

Supplies* Commitment Item: 551000 Expenditures for consumable materials that are characterized by any one (1) or more of the following conditions:

• It is consumed, worn out, or deteriorated in use; or

• It loses its identity through fabrication or incorporation into different or more complex units or substance.

Note: For purchases of Supplemental Workbooks use product category 71512 (books, reference (incl. cd versions), dictionaries, encyclopedias etc.).

Technology-Related Supplies* Commitment Item: 551900 Expenditures for supplies used for technology-related purposes, such as ink cartridges, flash drives, laptop batteries, blank CDs/DVDs, and other technology-related consumable supply items.

Audio Visual Materials Commitment Item: 562100 Capitalized – greater than or equal to $1,000.00 per item Commitment Item: 562200 Non-Capitalized – less than $1,000.00 per item Expenditures for non-consumable materials such as recordings, exhibits, charts, maps and globes, excluding A.V. equipment.

Equipment* Commitment Item: 564100 Capitalized – greater than or equal to $1,000.00 per item Commitment Item: 564200 Non-Capitalized – less than $1,000.00 per item Expenditures for initial or additional items of equipment, which contain no microchip and are not digital in nature, such as: microscopes, telescopes, electronic book binder, that are not integral parts of the building or building service systems.

Computer Hardware and Peripherals Commitment Item: 564300 Capitalized – greater than or equal to $1,000.00 per item Commitment Item: 564400 Non-Capitalized – less than $1,000.00 per item Expenditures for initial or additional items such as desktop computers, laptops, laptop carts, peripheral hardware, mouse, headphones, keyboards, printers, and scanners.

Technology-Related Equipment* Commitment Item: 564800 Capitalized – greater than or equal to $1,000.00 per item Commitment Item: 564700 Non-Capitalized – less than $1,000.00 per item Expenditures for initial or additional equipment such as cameras, CD/cassette players, recorders, robotic equipment, and projectors, which are technology-related in nature and are not integral parts of the building or building service systems.

Software Commitment Item: 569100 Capitalized – greater than or equal to $1,000.00 per item) Commitment Item: 569200 Non-Capitalized – less than $1,000.00 per item) Expenditures for sets of application programs with non-expiring/lifetime validity licenses used for the operation of a computer system.

Note: Not including annual computer and related equipment rentals, licenses and fees for Internet research subscriptions. Please refer to commitment item 536900 – Technology-Related Rentals. *Please refer to the Financial and Program Cost Accounting and Reporting for Florida Schools

(2018 Red Book), Appendix A, Supplies and Equipment Criteria, included herein as Appendix

GG, to become familiar with the criteria for classifying an item as either a supply or piece of equipment. The Fiscal Responsibilities page of the Department of Title I Administration’s website, includes the Fiscal Year 2019-2020 Title I Schoolwide Program (44440000) Funding Structures for Salary and Non-Salary Expenditures, along with the suggested Product Categories (click here).

http://api.dadeschools.net/WMSFiles/125/Compliance/UPDATED%20-%20FY%202019-2020%20Title%20I%20Schoolwide%20Funding%20Structure%20Summary%20with%20SC%20Product%20Categories%2010.09.2019.pdf

Budget Administrative Requirements

1. All overtime (OT) 513100, stipends 513600, temporary instructor (substitute) 514900, and

hourly 515000 salary accounts must have sufficient budget to cover total actual expenditures. Initially, the school may have to estimate the amount to be budgeted based on average or estimated rates. However, it is the school’s responsibility to periodically request additional budget transfers into the aforementioned salary accounts to cover total projected

expenditures based on actual rates. Last day for any instructional hourly employees to

work is Thursday, June 4, 2020.

2. Conversions of full-time positions shall be requested on a pro-rata basis, as follows: Position Deletion or Conversion

Schools may elect to convert positions at full budget value through December 20, 2019, provided that the positions are vacant and non-obsolete. Funds may be transferred between accounting structures after Budget is posted to the general

ledger using the request for Budget Transfer M-DCPS Grants Budget Document (Appendix O), along with request(s) for position(s) to be added, converted or deleted.

Full-time Positions

Effective Date Value July 1 – December 20, 2019 Full Budget Value (If position has been vacant up January 6 – June 30, 2020 to date) Conversion at ½ Budget Value

Extra-Period Supplements

Effective Date Value

July 1 – December 20, 2019 Full Budget Value – (1/8 Average Teacher Salary, January 6 – June 30, 2020 if supplement(s) has not been utilized) 1/2 Budget Value – (1/16 Average Teacher Salary)

Staffing Procedures

Staff is hired or moved through a Request for Personnel Action (RPA) process. Every year Title I opens new program numbers and simultaneously closes the previous year's program numbers. Positions that have been allocated a budget, are automatically updated and will appear in the Position Control List under the new program number.

Retroactive RPA Procedures Please note: Currently, any position that has a retroactive RPA to a different funding structure in SAP will have the salary and fringe amounts automatically adjusted. The required Federal Time and Effort Certification Form (formerly known as Circular A-87) will also be automatically generated via the location’s work administrator’s Universal Worklist (UWL) in SAP. Identification of components through the accounting structure:

Component Functional Area Schoolwide 2019-2020 * 44440000-510000 Basic Instruction (Teachers/Paras) 44440000-611000 Attendance and Social Work (Social Workers) 44440000-612000 Guidance Services (Counselors) 44440000-615000 Parental Involvement (CIS/CLS) 44440000-640000 Instructional Staff Training Services (Coaches) 44440000-780000 Student Transportation Services (Field Trips)

Title I Supplements

Commitment Item 514400, 3 different functions for supplements:

Function 510001 Title I Extra-Period Supplements purchased by school (Budget based on average salary: $6,922 + fringes = $ 8,280)

Supplement Code Supplement Code

Description

1105 ETPS Title I Science

110D ETPS Title I Lang Arts

110E ETPS Title I Math

110T ETPS Title I Social Studies

Function 510002 Title I Instructional Supplement: Instructional staff at each Title I School regardless of funding source

FRLP % Supplement Amount per Year

90-100% FRLP $500

80-89.99% FRLP $300

75-79.99% FRLP $100

Function 510003 Lowest 300 D & F Schools for eligible schools

Supplement Amount per Year

$100

* Please note:

• The Schoolwide Program Number changes every year.

• The final payroll for personnel to be charged to the 2019-2020 Title I Schoolwide Program will be from May 29, 2020 through June 11, 2020.

Facilitators and Direct Instruction Coaches are listed as regular full-time teachers. These teachers do not have a regular class load. Therefore, neither students nor supplements for their services as facilitator or Direct Instruction Coach can be assigned to these teachers. Language

Arts/Reading/Math/Science Coaches do not qualify for the following supplements (see Appendix

P for specific job descriptions): Extra-period Title I Language Arts Extra-period Title I Math Extra-period Title I Science Extra-period Title I Social Studies Test Chairperson ESE Science Math Social Studies Language Arts-Reading Foreign Language

Fine Arts Vocational ESE Gifted SARP, SCSI Applied Technology ESOL Computer Education Physical and Driver Education Exploratory, Research and Experiential Education

Requisition Procedures

In order to ensure that Title I funds are used to supplement the school's curriculum, all purchase requisitions for non-salary items, which originate at the school level, must be prepared and submitted in accordance with the following procedures: 1. All purchase requisitions charged to Title I structures MUST be routed following the District’s

Approval Chain process;

2. ALL purchases of non-salary items (except textbooks, i.e. SRA), must be entered into the SAP Procurement System and processed appropriately. Academic justification and backup documentation must be included as part of the SAP transaction;

3. Correct distinction must be made between non-consumable audio-visual materials and consumable supplies (see pages 32-33). For example, Computer Software is to be ordered under software; blank disks are to be ordered under technology-related supplies (see page 33);

4. Approval and monitoring of requisitions will be conducted daily. Allow reasonable time for requisitions to be routed, approved and processed;

5. All shopping carts for commitment items 531000-569200 must be entered by Friday,

February 14, 2020, no later than 4:30 p.m.

NOTE: New shopping carts for these commitment items will not be honored after this deadline, including S&D and credit card orders. Credit card orders done on or before the deadline, should be reconciled the following month (ensure the “Requested Date”, “Approval Date” and “Transaction Date” listed on the signed FM-5707 Purchase Authorization Form

states a date on or before Friday, February 14, 2020);

6. Please review the Department of Title I Administration listing of Unauthorized Title I Purchases on pages 42-43; and

7. Please review pending shopping carts that have not been fully converted to purchase orders on a monthly basis to ensure proper processing before the purchasing deadline.

Title I Schoolwide Program funds are to be utilized during the fiscal year in which they were allocated. Schools receiving goods online after June 30, 2020 will be responsible for payment of any outstanding balances from their next fiscal year school budgets.

Schools Purchasing Guidelines Request All shopping carts are routed through the District’s process. Follow Up Ensure all shopping carts created are fully processed and converted into a Purchase Order (PO) by the Procurement Office. Delivery Work location must:

• Reconcile items received against the invoice;

• Acknowledge receipt of goods online;

• Label Title I property; and

• Send original invoice to Accounts Payable. Maintain

Work location must:

• Copy of invoice for work location files;

• Inventory list of Title I capitalized equipment;

• Title I Non-Capitalized Property Inventory Listing (Appendix Q, FM-7645); and

• Copies of purchase order and invoice.

ERP Training Guides/Manuals for the SAP System

• The ERP Finance and Procurement along with the ERP Human Resource Training Links

can be found under the Home Tab in SAP.

Purchasing Credit Card (P-Card) The M-DCPS Purchasing Credit Card Program is designed to expedite the small dollar procurement process, allowing authorized employees to acquire materials and supplies, as needed for operations, with minimum delay. Use of the card is meant to simplify and streamline the acquisition process, and lower overall transaction costs. All cardholders have limits that are defined by work location and enforced at the point of purchase by the credit card control features. Limitations are established for spending amounts per transaction, types of vendors from whom purchases can be made, number of transactions that can be made per day, and others. Credit cards will be issued to work location administrators for the purpose of purchasing

authorized goods and services costing less than $3,000, with the exception of Office Depot (subject to change at any given time). The goal of this program is to reduce the number of costly transactions processed by the Procurement and Accounts Payable departments, and provide work locations with the flexibility to obtain authorized materials and supplies, as needed. Please review the Purchasing Credit Card listing of Unauthorized Expenditures on the following page. Each work location will be issued at least one (1) credit card with a unique account number. Although the School Board is responsible for each card, the School Board will not be liable for unauthorized purchases made by employees with the intent to defraud the District. The Purchasing Credit Card Program does not affect M-DCPS or the Department of Title I Administration’s current purchasing regulations or internal policies. The M-DCPS Purchasing Card Administrator, in the Office of the Controller, manages the program. Each participating work location has a Purchasing Card Administrator (i.e., Work Location Administrator) to manage the Purchasing Credit Card Program. The Purchasing Card Administrator for each work location is responsible for the overall management of the location’s program. The Purchasing Card Policies and Procedures Manual can be accessed by clicking on the following link http://ehandbooks.dadeschools.net/policies/72.pdf. Please be reminded to include the following when creating a credit card transaction to be paid with Title I funds:

1. A description of the supplemental materials purchased, as well as a justification about the direct impact on student achievement or parent and family engagement;

2. A copy of the M-DCPS Purchasing Card Program Purchasing Authorization Form signed

by the school administrator (Appendix R, FM-5707);

3. A copy of the credit card statement. Remember to identify the vendors to be paid with Title I funds;

4. M-DCPS Purchasing Card Program Monthly Reconciliation Work Sheet (Appendix S,

FM-5828); and

5. A copy of the vendor invoice(s).

http://ehandbooks.dadeschools.net/policies/72.pdf

Purchasing Credit Card Unauthorized Expenditures Although not all inclusive, the following purchases CANNOT be made with the purchasing card:

• All Furniture, Fixture and Equipment (FF&E) where the unit price of each item is greater than $999.99 due to Property Control (Asset Tag) requirements:

✓ Unit Price Items $999.99 and less are allowed. ✓ It is recommended that FF&E purchases are limited to Equipment and that

Furniture and Fixtures follow the District’s Shopping Cart process.

• Any Product procured by S&D cannot be purchased with the P-Card – this includes: ✓ Cases of paper; ✓ Custodial Supplies; ✓ Chemical/Custodial products as determined by Custodial Standard Committee; and ✓ Textbooks charged to programs 8560 and 8640.

Please see the S&D Web page (http://smd.dadeschools.net/) or the SAP shopping cart for a listing of products available through S&D.

• Rental Agreements/Maintenance Repairs valued above 999.99.

• Funding Sources requiring a WBS Element (Project Number for Capital Construction).

• Travel and Registration:

✓ All Field Trips related transactions including admissions and chartered bus transportation.

✓ Travel and Entertainment related expenditures (i.e. airlines, hotel, car rentals, transportation, tolls, field trips, Charter Bus companies and admission to amusement parks) excluding seminar/registration costs.

✓ Individual memberships in professional, educational and community organizations and related activities and services except pursuant to administrative guidelines based on the District’s best interest developed by the Superintendent and approved by the Board.

• Hospitality, Decorations and Beautifications:

✓ Refreshments, coffee, water, cups, plates, bottled water etc. including food purchases for hospitality meetings and special observances.

✓ Beautification and decoration accessories (i.e. plants, wallpaper, pictures, frames, designer or specialized supplies or equipment, etc.). Air fresheners such as plug- ins, etc.

• Personal Items:

✓ Items for personal use (i.e., microwave, refrigerator, coffee makers, air purifier, fan, heater, electronic equipment, medicine, clothing, gifts).

✓ Decorative letterhead or stationary, greeting cards, party supplies, decorative mouse pads, entertainment, holiday items, etc.

• Awards:

✓ Non-salary awards where the unit cost of the award exceeds $100.00.

✓ Salary and monetary awards.

• Other Misc:

http://smd.dadeschools.net/

✓ Cash advances of any kind. ✓ Charges totaling $2,999.99 or more per vendor per purchase/charge (split

orders are not allowed except for Office Supply items). ✓ Business cards, except when approved in writing by a Senior Cabinet

member. ✓ Tools and equipment not authorized by the Safety Department. ✓ Items in support of extracurricular school activities such as uniforms, tickets,

t-shirts, games and costumes. ✓ Internal Fund related purchases. ✓ Consulting and professional services. ✓ Taxes, late penalties/fees and interest charges. ✓ Uniforms not authorized by union contract. ✓ Utilities and telephone expenses, including cellular phones, unless

authorized by the Department of Energy and Communication Management.

Please refer to the current Purchasing Card Program Policies and Procedures Manual for additional exclusions not listed above.

Splitting Transactions – Not Allowed Work locations are prohibited from splitting purchases, through separate consecutive transactions in order to bypass the $2,999.99 single transaction limit. (i.e. – item cost $4,000.00 and location asks vendor to generate two (2) separate transactions to make the purchase).

• Office supplies are the only exception to this rule where multiple purchases can be made from the Bid Awarded Office Supply vendor

Be aware that when placing an order with a vendor, they will typically not charge the Purchasing Card until the order is shipped. If it is shipped in multiple orders and dates, you will be charged per shipment. For example: you placed an order for $1,000.00 with the vendor. The vendor shipped $700.00 from one of their Distribution Centers today and the rest of the order, $300.00, from another Distribution Center on another day, this will show as two charges on your statement, this is not in our control as it is controlled by the vendor and will not be considered a split order.

Unauthorized Title I Purchases

Purchases with Title I grant funds must be used solely for supplemental activities that directly support the accomplishment of the program’s purpose, priorities and expected outcomes during the program period, as reflected in the schools’ School Improvement Plan. All expenditures must be consistent with the approved Title I application, as well as applicable state and federal laws, regulations and guidance. Below is a list of items or services that are generally not allowed or authorized as expenditures. This is not an all-inclusive list of unallowable items.

• Entertainment (e.g., a field trip without the approved academic support will be considered entertainment; entrance admission to non-academic events, inclusive of chaperone entrances fee for field trips)

• Meals, refreshments or snacks (inclusive of food of any kind during a field trip or an event)

• End-of-year celebrations, parties or socials (e.g. rental of venue for field trips, end of year activities, etc.)

• Game systems and game cartridges (e.g., Wii, Nintendo, PlayStation)

• Out-of-state travel (*)

• Travel for administrators

• Overnight field trips (e.g. retreats, lock-ins)

• Incentives (e.g., certificates, plaques, trophies, stickers, t-shirts, give-a-ways)

• Personal hygiene, skin care, abstinence, and/or hope chest items

• Gift cards

• Decorations

• Advertisements

• Promotional or marketing items (e.g., flags, banners, coffee cups, water bottles, mugs, key- chains, lanyards, bookbags, tote bags, personalized school items, bumper stickers, visitor hallway passes, student ID cards)

• Teacher agendas/calendars, portfolios, etc.

• Office supplies and equipment (i.e., paperclips, staples, staplers, printers, scanners, etc.)

• Art and music supplies (*)

• Textbooks (*)

• Computer/technology equipment for administrators/clerical

• Furniture (ALL TYPES)

• Postage (stamps)

• Servers (*)

• Creation or maintenance of websites

• Purchase of facilities or vehicles (e.g., buildings, buses, vans, cars)

• Land acquisition

• Kitchen appliances (e.g., refrigerators, microwaves, stoves, tabletop burners)

• Items for the maintenance of plant (e.g., custodial/maintenance supplies, lawn mowers, etc.)

• Communication equipment (i.e., walkie-talkies, telephones, beepers, etc.)

• Tuition

• Capital improvements and permanent renovations/fixtures (e.g., all types of wiring/ drops, playgrounds, buildings, fences, parking spaces, paving, wall-mounted boards and interactive equipment, etc.)

Unauthorized Title I Purchases (continued)

• Physical Education/Playground equipment and supplies (e.g., bats, gloves, mats, gyms, nets, etc.)

• Dues to organizations, federations or societies for personal benefit

• Clothing or uniforms The above-mentioned items, as well as any other similar items not listed, are unauthorized purchases with the Title I grant funds. Exceptions may be made for items indicated by an

asterisk (*); however, there must be prior written approval from the Department of Title I Administration, otherwise the school will be responsible to utilize an alternate funding source for the purchase. Should you have any questions, please contact Ms. Ana Rodriguez, Executive Director, Finance and Budget Management, at 305 995-1705 or [email protected].

Financial Transactions under SAP

Budget Transfers

All grant-funded programs must use the M-DCPS Grants Budget Document form (Appendix O) to request Budget Transfers. The M-DCPS Grants Budget Document form can be found under the SAP FINANCE tab, Transactions, Grants Budget Document. Schools implementing the 2019-2020 Title I Schoolwide Program must complete the aforementioned form and submit the original EXCEL completed form via email to the Region Administrative Director for Financial Human Capital for review and approval.

Title I will only accept the M-DCPS Grants Budget Document forms from Region Offices, after

their review and approval. Forms are to be sent via email to: [email protected]. The email transmitting the form should read as follows: “The attached M-DCPS Grants Budget Document form for location __________ has been reviewed and approved by the Region

Center.” Please be advised that the e-mail address [email protected] is for

Region Office use only.

Transfer of Expenditures (Journal Vouchers – JV)

Transfers of Expenditures, including Title I requests, are to be entered directly into the SAP system under the FINANCE tab, G/L Account Documents, Create/Park Journal Voucher Document. Access to screens in SAP, such as FINANCE and REPORTS, must be authorized by the Quad A assigner for the school’s location. NOTE: The following back-up documentation MUST be attached to the JV in SAP in order

to be approved: For Salary JVs (i.e. Hourly Employee – 515000)

1. Manual Time and Effort Certification Form completed and signed by the Principal

(Appendix T-FM-6902). 2. An academic or parental justification note. 3. Budget/Grants Availability Report showing the expenditures under commitment item(s)

listed in JV.

For Non-Salary JVs (i.e. Hourly Employee – 551000)

1. Shopping Cart(s)/Purchase Order(s)/Invoice(s) detailing the items purchased and amounts that match the JV amount (if attachments do not match the amount of the JV, please include justification as to why there is a discrepancy). If items were paid via the school’s P-Card, please attach a copy of the P-Card Reconciliation Packet, which includes the JV number used for the month’s P-Card Reconciliation and all other backup documentation.

2. An academic justification note explaining how the items purchased with Title I funds are supplemental in nature and will be used in the core-assessed subject areas like Reading/Language Arts, Math, Science and Social Studies or if utilized for parent and family engagement purposes.

3. Budget/Grants Availability Report showing the expenditures under commitment item(s) listed in JV.

Procedures and Deadlines for Pending Financial Transactions and Personnel Payroll

Actions under Title I

▪ All Shopping Carts and P-Card Transactions for commitment items 531000 through 564800

(with the exception of 533000, 533100, 533200 and 539900) must be entered by Friday,

February 14, 2020, no later than 4:30 p.m. Note: New shopping carts for these commitment items will not be honored after this deadline, including S & D and credit card orders. Credit card orders done on or before the deadline, should be reconciled the following month (ensure the “Requested Date”, “Approval Date” and “Transaction Date” listed on the signed FM-5707 Purchase Authorization Form states a date on or before Friday, February 14, 2020).

▪ All Professional and Technical Requisitions (commitment item 531000/539000) must be

submitted and approved by the Principal no later than Friday, May 15, 2020.

▪ All In-County and Out-of-County Travel requests (commitment item 533000/533100/539000)

must be submitted and approved by the Principal by no later than Friday, May 15, 2020.

▪ All Field Trip Shopping Carts, Funds Reservations and Special Field Trip Invoice forms (commitment item 533200) for core academic related activities requiring student

transportation must be submitted and approved by the Principal by no later than Friday, May

15, 2020.

▪ All Printing and Duplicating JV’s (commitment item 539900) must be created in SAP no later

than Friday, May 15, 2020.

▪ All Open Purchase Orders (PO’s) are to be closed by completing the online receipt of goods or services and invoices, bearing “Receipt of Goods” stamp, sent to the Accounts Payable

Department no later than Friday, June 5, 2020.

▪ If the online receipt of goods is not completed by the aforementioned date, please contact M-DCPS Procurement Management Services to close/cancel the open PO’s and inform the vendor(s) about the cancellation(s) of said PO’s to avoid goods being shipped and/or services provided, after PO’s have been cancelled and funding is no longer available.

▪ All hourly personnel paid with Title I funds may work through Thursday, June 4, 2020. School may be required to provide an alternate funding source for any expenditure beyond

Thursday, June 4, 2020.

▪ The final payroll period for personnel to be charged to the 2019-2020 Title I Schoolwide Program will be from May 29, 2020 through June 11, 2020. All payroll corrections for time

worked through Thursday, June 4, 2020, must be entered by Thursday, June 11, 2020.

▪ All Budget Transfer requests must be submitted to the [email protected] email address by the Region’s Financial Human Capital Region Administrative Director by no

later than Friday, June 26, 2020; including School locations with negative balance(s) in the structures for textbooks (552000), hourly (515000), overtime (513100), temporary instructor (514900), and stipends (513600) under Program 44440000, must select and execute appropriate action(s) as listed below, in order to avoid a possible audit finding:

1. Submit a M-DCPS Grants Budget Document (Appendix O) to your school’s Region Administrative Director for Financial Human Capital, requesting the transfer of funds within Program 44440000 to cover the negative balance(s).

2. Initiate a retroactive RPA via SAP HR if the negative balance is in the hourly structure (515000) and use an effective date prior to the date the structure(s) went into the negative

(red). Verify that the retroactive RPA process is fully completed no later than Thursday,

June 11, 2020. 3. Prepare a JV in SAP to transfer the negative balance(s) (expenditures) from the charged

structure to another structure in a different funding source. Please note that if a negative balance is in the textbooks structure (552000), a JV in SAP must be created to transfer the negative balance to supplies (551000) supporting documentation, such as PO, invoice, credit card reconciliation, Federal Time and Effort Certification (formerly known as

Circular A-87) (Appendix T, FM 6902), and/or Budget/Grants Availability Report.

▪ All Transfer of Expenditures (JV) requests are to be entered directly into the SAP system by

Friday, June 26, 2020, along with the required back-up documentation as follows in order to be approved:

For Salary JVs (i.e. Hourly Employee – 515000)

1. Manual Time and Effort Certification Form completed and signed by the Principal

(Appendix T-FM-6902). 2. An academic or parental justification note. 3. Budget/Grants Availability Report showing the expenditures under commitment

item(s) listed in JV.

For Non-Salary JVs (i.e. Hourly Employee – 551000)

3. Budget/Grants Availability Report showing the expenditures under commitment item(s) listed in JV.

▪ It is the school’s responsibility to ensure that all required support documentation is included with every transaction made with Title I funding (Shopping Carts, Funds Reservations, P- Card Reconciliations and Transfers of Expenditures/JVs).

▪ It is the school’s responsibility to review and adhere to the requisition procedures included in the 2019-2020 Title I Administration Handbook, available electronically at http://ehandbooks.dadeschools.net/policies/135.pdf, in order to avoid the possibility of an audit finding.

http://www.flsenate.gov/Laws/Statutes/2015/274.05

Title I Eligibility Determination Guidelines Miami-Dade County Public Schools (M-DCPS) adheres to Federal, State, and Local mandates in determining which schools qualify to receive Title I supplemental funding. This determination is made at each school, on an annual basis. The District uses the schools’ Free and Reduced Priced Lunch (FRPL) data from the Florida Department of Education (FDOE) Bureau of Federal Educational Programs, via Survey 3, in order to determine Title I funds eligibility. The District established FRPL threshold is 75%, as per federal ESSA Section1113 (A)(i) and as depicted in the Florida Statute, Section 1011.69 of the Equity in School-Level Funding Act. Traditional Public Schools: Each school’s eligibility determination is based on the percentage of students receiving free and reduced priced meals through the National School Lunch Program (NSLP), as reflected on the FDOE Bureau of Federal Educational Programs Survey 3 (as aforementioned), from a date certain in February of the fiscal year preceding the subject fiscal year. The schools are ranked from highest to lowest based on the percentage of the school’s population that qualifies for free and reduced lunches. The Information Technology Services (ITS) Department generates the Data that is sent to the FDOE for the development of Survey 3. The number of students receiving free and reduced lunches is derived from applications filled out by the student’s parents or guardians at any time during the school year or the direct certification status. The information on these applications is entered in the computer at each school. The student population at a given school on the date of the survey is determined from the student registration information. Charter Schools: M-DCPS’ Department of Title I Administration is committed to provide funds to the charter schools on the same basis as it provides funds to other eligible District public schools (34 CFR §76.786[c)). For existing charter schools (as with traditional ones), the District uses the schools’ FRPL data from the FDOE Bureau of Federal Educational Programs, via Survey 3, in order to determine Title I funds eligibility. In determining the eligibility to receive Title I funds for a charter school participating in the NSLP that opens for the first time or significantly expands its enrollment, the District considers current enrollment data (FRPL data from the FDOE Bureau of Federal Educational Programs via Survey 2) of the newly opened or expanded charter school, as per Federal Register (64 Fed. Reg. 71,964) final regulations implementing Section 10306 of the Elementary and Secondary Education Act (ESEA).

A charter school opening for the first time or significantly expanding its enrollment is eligible to receive Federal-to-State formula funds only if it complies with the following four (4) major responsibilities outlined in the final regulations:

1. Notify the Department of Title I Administration in writing, at least 120 days in advance of the date the charter school is scheduled to open or expand.

2. Establish its eligibility to receive funds under the Title I program and comply with all program requirements.

3. Provide to the Department of Title I Administration student enrollment, FFRPL data, and any additional information available to estimate the amount of funds the charter school will be eligible to receive when it actually opens or expands.

4. Provide actual enrollment and eligibility data to the District, once the charter school actually opens or expands (34 CFR §76.786(b) and 76.788).

All new or significantly expanding charter schools shall provide a written assurance of eligibility notification, with enrollment data and completed FRPL documentation, to:

Miami-Dade County Public Schools Department of Title I Administration

Attention: Mr. Edgardo L. Reyes, Administrative Director 1450 N.E. 2nd Avenue, Suite 500

Miami, Florida 33132 *National School Lunch Program – In order for schools to be part of the NSLP, schools must apply through the Florida Department of Agriculture and Consumer Services, Division of Food, Nutrition and Wellness and complete the requirements prior to the operation of these programs.

**Significant expansion of enrollment - Substantial increase in the number of students attending a charter school due to a significant event that is unlikely to occur on a regular basis, such as the addition of one (1) or more grades or educational programs in major curriculum areas.

Charter Schools Budget and Purchasing Guidelines

• Upon Miami-Dade County Public Schools Title I Program designation, a memorandum of record will be mailed directly to the Governing Board Chairperson, for the upcoming school year’s Title I Program budget creation.

• Schools are to complete the Charter Schools Title I Budget Appropriations Details Form

(Appendix A, FM-6634) for the upcoming school year, using the Title I schoowide allocation. When planning budgets, the following guidelines will assist in ensuring compliance with Title I federal regulations:

o Title I funds are to be used to upgrade the entire educational program of the school

by supplementing and not supplanting. o Title I funds are to be used to directly improve student achievement in Language

Arts/Reading, Math, Science or Social Studies. o Examples of allowable Title I expenditures are personnel, instructional supplies,

equipment, educational field trips that support and enrich the curriculum, and staff development for teachers and paraprofessionals.

o The initial Charter School Contract, and successive School Improvement Process (SIP), must support the budget creation.

o Schools must spend the minimum School-based Parent and Family Engagement Title I Allocation on parent and family engagement programs, activities, and procedures.

o Schools must adhere to the following procedures when conducting purchases with Title I funds:

• reconcile items received against the invoice;

• maintain a copy of the invoice for work location files; and

• label Title I property.

• All documentation (inclusive of, but not limited to, agendas, schedules, minutes, time sheets, receipts, invoices, purchase orders, rosters, etc.) must be maintained at the Charter School, for a minimum of five (5) school years, as evidence sources to validate the use of Title I Schoolwide allocations.

• Additionally, Charter Schools are required to maintain a copy of the board approved minutes documenting review and approval of initial and/or any revised Title I Budget Appropriation Details Form for the current fiscal year.

• Schools are to complete the 2019-2020 Miami-Dade County Public Schools Title I Administration Assurance of Accountability and Compliance with Title I Schoolwide

Program Guidelines form (FM-Appendix U, FM-7346-CH), and submit by said date to the Department of Title I Administration District office, validating authorized Title I budgetary expenditures.

Department of Title I Administration Purchasing Guidelines

Request Equipment, Materials and Supplies Complete Purchase Requisition Worksheet (Appendix V). The worksheet must be signed by the Program Administrator.

Routing Route completed Purchase Requisition Worksheet to Ms. Ana M. Rodriguez, Executive Director, Finance and Budget Management, and subsequently to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations, for review and approval. Purchases are then completed through the Department of Title I Administration.

Department of Title I Administration Purchase Requisition Worksheet Checklist

All requested information on the Purchase Requisition Worksheet (Appendix V) must be properly completed prior to its submission to the Executive Director, Finance and Budget Management, and subsequently to the Administrative Director, Title I Administration and Federal/State Fiscal Operations. The checklist below identifies areas that require special attention.

___ Item description wording includes item number from vendor/catalog.

___ Correct vendor information and vendor number.

___ Correct Buyer code (letter).

___ Total:

• Each line item’s unit price times quantity equals extended amount;

• Extended amount column equals extended total;

• If there is a discount (i.e. 5%, 10%, etc.), discounted total is deducted from extended total

• Postage and Handling are deducted from extended total (if applicable);

• Total is minus all deductions necessary; and

• Calculator tape is attached reflecting all transactions;

___ Comments include: vendor information, order information, special requests, and complete ship to address details (if needed).

___ Clean copy of proposal from vendor is attached if requisition exceeds $29,999.

___ Worksheet checked and initialed by Unit Supervisor (Direct Report).

___ Route to Ms. Ana M. Rodriguez, Executive Director, Finance and Budget Management (Ms. Rodriguez will initial and forward to Mr. Reyes for processing).

Note: Each purchase requisition (order) must not exceed 40 line items. A second purchase requisition (order) must be completed if the first exceeds 40 line items.

SECTION C – PROPERTY AND CONTRACTS

The disposition of property is rigidly controlled by State Statute and School Board Policy. School Board property should not be disposed of, and accountable officers are not relieved of custody without Board approval. Florida Statute Chapter 274.05 and 274.06 gives the Board discretion to dispose of property “that is obsolete or the continued use of which is uneconomical or inefficient, or which serves no useful function”. School Board Policy 7310-Disposition of Surplus Property authorizes the Superintendent to dispose of obsolete property in accordance with prescribed procedures and subject to final reporting to the Board. Additionally, Equipment acquired under a Federal award must be disposed of according to Uniform Guidance: 2 CFR §200.312 - .313. Disposition of equipment, off-campus use, transferring and vandalism of property purchased with Title I funds, must be made in accordance with the following instructions:

Schools and Regions Property Control Guidelines

Procedures for Disposal of Title I Property

• Work location supervising administrator submits a memorandum to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations:

o Requesting permission to dispose of property; o Including the name and the title of technician/staff member validating need for

disposal; and

o Attaching Property Disposal Form (Appendix M, FM-6587).

• Upon review completion of the documentation submitted, Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations, will issue a memorandum to work location supervising administrator, granting permission to dispose of property.

• Work location supervising administrator completes and signs the Outgoing Controlled

Equipment form (Appendix L, FM-1670), and takes the green, pink, and yellow copies, along with the property, to the Stores and Mail Distribution (S&D) Satellite Warehouse (Richards Warehouse); or

• Work location supervising administrator mails green, pink and yellow (first three copies) to:

Mr. Robert Gonzalez, Foreman Stores and Mail Distribution Satellite Warehouse (Richard’s Warehouse) 12525 NW 28 Avenue Miami, FL 33167 305 995-7885

• Stores and Mail Distribution will make the arrangements for pick-up of property from

traditional schools only. Charter schools are responsible for delivering the disposed

property, directly to Stores and Mail Distribution Satellite Warehouse (Richards

Warehouse).

• Work location supervising administrator keeps blue copy of the Outgoing Controlled

Equipment form (Appendix L, FM-1670).

http://www.flsenate.gov/Laws/Statutes/2015/274.06

http://www.neola.com/miamidade-fl/search/policies/po7310.htm

https://www.ecfr.gov/cgi-bin/retrieveECFR?gp=9&SID=d67630f15160c94be939ec4e05bc8e3a&h=L&mc=true&n=sp2.1.200.d&r=SUBPART&ty=HTML#se2.1.200_1313

• Work location supervising administrator will be given the yellow copy of the Outgoing Controlled Equipment form upon delivery to S&D or upon pick-up of property by S&D.

• Work location supervising administrator sends a copy of the yellow form to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations, via the following:

o Email: [email protected]; or

o Fax: 305 523-0669; or

o Mail: Miami-Dade County Public Schools Department of Title I Administration 1450 NE 2nd Avenue, Suite 500 Miami, Florida 33132

Off–Campus Use of Title I Property

The work location supervising administrator maintains an Approval of Off-Campus Use of School Board Property form at work location when property is assigned off-campus, and

when property is returned to campus (Appendix W, FM-2380). Transferring Title I Property

The work location supervising administrator should contact Mr. Edgardo L. Reyes at 305 995-3193.

Vandalism of Title I Property

• The work location supervising administrator must contact immediately Miami-Dade Schools Police Department by telephone at 305 757-2677;

• The work location supervising administrator completes Plant Security Report form

(Appendix N, FM-0366); and

• The work location supervising administrator must submit a completed Plant Security Report form [FM-0366] within 24 hours of the telephone report to Miami-Dade Schools Police Department.

Department of Title I Administration Property Control Guidelines

The Department of Title I Administration abide by the Property Control Guidelines established by the School Board of Miami-Dade County Bylaws & Policies, as it pertains to the following:

• Purchase of New Equipment;

• Equipment Repair Request;

• Disposal of Title I Property;

• Off-Campus Use of Title I Property;

• Transferring Title I Property; and

• Vandalism of Title I Property Disposal of Title I Property

• Program Administrator must submit a memorandum to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations:

o Requesting permission to dispose of property; o Including the name and the title of technician/staff member validating need for

disposal; and

o Attaching Property Disposal Form (Appendix M, FM-6587).

• Upon review completion of the documentation submitted, Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations, will issue a memorandum to the Program Administrator, granting permission to dispose of property.

• Program Administrator completes the Outgoing Controlled Equipment form (Appendix L,

FM-1670) and schedules disposal pick up by contacting:

Mr. Robert Gonzalez, Foreman Stores and Mail Distribution Satellite Warehouse (Richards Warehouse) 12525 NW 28 Avenue Miami, FL 33167 305 995-7885

• Program Administrator takes the signed Outgoing Controlled Equipment form [FM-1670], and the property to Mr. Robert Gonzalez. He will sign and return two (2) copies of the Outgoing Controlled Equipment form [FM-1670].

• Program Administrator sends a copy to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations, via the following:

o Email: [email protected]; or

o Fax: 305 523-0669; or

o Mail: Miami-Dade County Public Schools Department of Title I Administration 1450 NE 2nd Avenue, Suite 500 Miami, Florida 33132

• Program Administrator keeps copy for files.

http://summerschool.dadeschools.net/

Off-Campus Use of Title I Property

• Program Administrator maintains an Approval of Off-Campus Use of School Board

Property form (Appendix W, FM-2380).

• Program Administrator sends a copy of Approval of Off-Campus Use of School Board Property form [FM-2380] to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations, when property is assigned off- campus and when property is returned to campus.

Vandalism of Title I Property

• Program Administrator must contact Miami-Dade Schools Police Department and obtain a police report.

• Program Administrator completes Plant Security Report form (Appendix N, FM-0366) - leave location number blank).

• Program Administrator delivers original Plant Security Report form [FM-0366) and original Miami-Dade Schools Police Department report, immediately to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations.

• Program Administrator must maintain copies. All concerns, with reference to the above areas, are to be directed to Mr. Edgardo L. Reyes, Administrative Director, Title I Administration and Federal/State Fiscal Operations.

Department of Title I Administration Contract Routing

ORIGINATOR

*Once approved by All stakeholders, the Originator:

Completes all forms for two (2) original contracts, with signature as follows: Vendor/Contractor; Principal; and Region Superintendent/Division Head.

Submits documents (two [2] original contracts) to Ms. Donna Hawthorne, Department Administrative Assistant, Department of Title I Administration, School Board Administration Building, Suite 500.

DEPARTMENT OF TITLE I ADMINISTRATION ADMINISTRATIVE ASSISTANT

(Minimum of 2 weeks needed for processing) Logs/reviews & monitors movement of documents until return to originator;

Routes folder to Ms. Bernadette Montgomery (signature, corrections);

Routes folder to Mr. Edgardo L. Reyes (signature, corrections); Routes folder to Dr. Magaly C. Abrahante (signature, corrections);

Routes folder to Attorney (signature, corrections);

Routes folder to Ms. Marie L. Izquierdo (signature) forwards to Superintendent (signature); and

Returns fully executed contracts to originator. ORIGINATOR – Follows District guidelines through completion

Note: Please allow six (6) weeks (minimally) to assist with ensuring total contract completion, prior to services being rendered. *Appropriate copies of all documents must be maintained by the originator. Please see Instructions for Preparing the Transmittal for Agreement Form for Contracted

Services (Appendix X), Transmittal for Agreement Form for Contracted Services (Appendix Y,

FM-2452), Instructions for Preparing the Agreement Form for Contracted Services (Appendix

Z), and Agreement Form for Contracted Services (Appendix AA, FM-2453).

SECTION D - PREKINDERGARTEN AND EDUCATIONAL SUPPORT

Voluntary Prekindergarten (VPK) Program in Title I Schools

Program Description The Title I Prekindergarten Program is designed as an enrichment strategy for children who attend schools that are implementing the State-funded Voluntary Prekindergarten (VPK) Program in Title I Schools. Class size of the four-year-old program is limited to 19 eligible general education students, and one (1) eligible Special Education (SPED) student, totaling 20 students per classroom. Students with disabilities will be assigned by a Prekindergarten Staffing Specialist from the Prekindergarten Program for Children with Disabilities.

Schools that have more eligible applicants than available slots must make their selection utilizing a lottery system. A waiting list of other eligible students must be established. When withdrawals occur, this list should be used to maintain an enrollment of 20 students. If no waiting list has been established or exhausted, schools may recruit from neighboring Title I schools. Every effort should be made to ensure that children who are in foster homes, or those who are designated homeless, are placed in classrooms as soon as possible to minimize disruption of their education. The purpose of the program is to provide young children with a variety of meaningful learning experiences, in environments that give them opportunities to build upon their own knowledge, through interactions shared with peers and adults. This curriculum framework focuses on active learning, early literacy, adult-child interactions, the daily routine, the learning environment, and assessment. The Florida Early Learning and Developmental Standards (FELDS) establish a set of performance standards to drive the instructional program in the classroom. The Standards are grouped around eight domains: 1. Physical Development, 2. Approaches to Learning, 3. Social and Emotional Development 4. Language and Literacy, 5. Mathematical Thinking, 6. Scientific Inquiry, 7. Social Studies, 8. Creative Expression Through the Arts.

The instructional team in Title I VPK Programs must include one (1) certified early childhood or prekindergarten/primary teacher, and one (1) highly qualified (HQ) paraprofessional. The adult/student ratio of 1:10 must be maintained to ensure VPK compliance. Teachers are required to participate in training in the delivery of “Big Day for Pre-K”, the District’s Title I Pre-K curriculum, as well as training on the Florida VPK Assessment which is a State mandate. Lastly, it is the expectation that teachers will attend training for Florida Early Learning and Developmental Standards for Four-Year-Olds. Requirements for Student Participation in the Enrichment Prekindergarten Program in Title I Schools

• Students enrolled in the State-funded VPK Program (3 instructional hours in the morning) in Title I schools, will be eligible to participate in the Title I funded Enrichment Prekindergarten Program (2.5 hours after lunch) at no cost to the parent(s);

• Students must have attained the age of four, on or before September 1. Four-year-old children with birthdays from February 2nd – through September 1st will be eligible to enroll in the VPK program for 2019-2020 or postpone enrollment for 2019-2020; and

• Students must reside within a Title I school attendance boundary.

Locations Selected schools Budgetary Implications The Voluntary Prekindergarten Program (VPK) is funded through the District Title I Early Childhood budget for eligible Title I prekindergarten students.

Challenging Higher Education for Students in our Schools (CHESS)

Program Description

The mission of the Title I Challenging Higher Education for Students in our Schools (CHESS) Program is to create well-rounded, lifelong learners. The Title I CHESS Program develops critical thinking, logic and reasoning, problem solving, computer literacy, patterns and outcomes recognition, interpersonal relationships, communication, and interpersonal skills. Additionally, CHESS also enhances student-teacher relationships and increases parent and family engagement. The Title I CHESS Program is designed for students in schools implementing the Title I Program. CHESS is a program that uses the chess game strategies to help students develop their concentration skills and intellectual maturity. The Title I CHESS Program facilitates acquisition of these skills, thus increasing students’ opportunities of being successful in the academic arena. Thus, the CHESS Program has identified the following as areas critical to student success:

• Cause and Effect;

• Communication Skills;

• Concentration and Commitment;

• Interpersonal Skills;

• Logic and Reasoning;

• Motivation;

• Outcome Prediction;

• Problem Solving;

• Responsibility;

• Self-Confidence;

• Sequencing;

• Sportsmanship;

• Strategizing; and

• Visualization

The Title I CHESS Program offers the following structured services:

• Facilitator Orientation;

• Program Implementation;

• Title I Chess Program data;

• Materials (chess sets, clocks, book, software, teacher demonstration board, video)

• Support Services; and

• Regions and District Competitions. The following are special features of the CHESS Program:

• Peer Coaching; • Small Group Peer Study Teams;

• Community Service Hours for High School Students;

• Parent Resource Workshops;

• Feeder Pattern Participation; • Magazines; and

• Local, Regional, State and National Tournaments;

• Calendar of Upcoming Events.

Requirements for Implementation It is recommended that the Title I CHESS Program participants attend the program sessions for a minimum of three (3) hours weekly. The initial meeting will be used for game orientation and training. Participants will review videos, observe actual games, and participate in demonstrations. Additionally, participants will have access to chess software, which contains game simulations, animations, and tutorials. The chess software will be used to reinforce game rules and strategies. CHESS activities will begin prior to, or at the end of, the teacher’s regular workday.

The CHESS Program activities will be divided into two (2) 30-minute sessions. Session one will cover training and instruction (including computer sessions for reinforcement) and session two will cover match play (student/student).

The evaluation tools may include, but are not limited to, the following:

• Standardized Test Scores;

• Student’s Attendance Record;

• Title I CHESS Program Student and Facilitator Attitudinal Surveys;

• Individual Student Performance Ranking;

• Region and District Competition Computer Performance Standings; and

• Student, Parent, and School participation in Region Tournaments and District CHESS Championship.

Schools that fail to meet the published deadlines for the submission of program accountability reports and tournament registration; and/or violate the published rules and regulations for the Region and/or District Championship competitions, will also be precluded from participation in Title I CHESS tournaments. Location Title I CHESS Program 5555 S.W. 93rd Avenue, Portable #5 Miami, FL 33165 305 273-2830 Implemented at selected Title I schools. Budgetary Implications Funded through schoolsite budgets as determined by the school administration Part-time hourly pay for facilitators Chess Tournaments – student transportation and admission/registration fees

Summer Services

The School Board of Miami-Dade County

Bylaws & Policies

Unless a specific policy has been amended and the date the policy was revised is

noted at the bottom of that policy, the Bylaws and Policies of the Miami-Dade

County Public Schools were adopted on May 11, 2011 and were in effect

beginning July 1, 2011.

2440 - SUMMER SCHOOL

The School Board may conduct a summer program of academic instruction for students in

grades K-12 and Special Education (SPED) students needing extended school year services as

identified in their Individual Education Plan (I.E.P.). The Board may also choose to implement

summer enhancement programs, contingent upon available funding. The Board shall provide

transportation for full-time SPED students and other students as appropriate.

The Superintendent shall develop and implement administrative procedures for the operation of

the summer program which shall be consistent with Board policies and not conflict with the

administration of the regular school sessions.

F.S. 1001.43

For additional information, please visit http://summerschool.dadeschools.net

SECTION E – PARENT

AND FAMILY ENGAGEMENT

SECTION E – PARENT AND FAMILY ENGAGEMENT

Scope and Sequence The Every Student Succeeds Act (ESSA) has strengthened and/or expanded requirements for involving the parents and family members of students enrolled in schools participating in the Title I Program. These requirements include:

• Involving parents in the planning and implementation of the Title I Program at the schoolsite;

• Utilizing the minimum School-based Parent and Family Engagement Title I Allocation to support ESSA, Section 1116. Parent and Family Engagement;

• Conducting a Title I Annual Parent Meeting at each school implementing the Title I Program to inform parents of the school’s participation in the program;

• Ensuring the appropriate distribution of the Title I Program Parent Notification Letter

(Appendix CC) and parental newsletters to all parents/guardians;

• Meeting the requirements of the Parents Right-To-Know;

• Providing the Department of Title I Administration, Miami-Dade County Public Schools Consultation and Complaint Procedures (refer to pages 14-16);

• Having the current M-DCPS Title I District-level Parent and Family Engagement Plan

(PFEP) accessible to parents (Appendix II);

• Developing, reviewing, and distributing the Title I School-level PFEP; and

• Developing, reviewing, and distributing the Title I School-Parent Compact to all parents in the Title I Program at the schoolsite.

SEC. 1116. [20 U.S.C. 6318] PARENT AND FAMILY ENGAGEMENT (a) LOCAL EDUCATIONAL AGENCY POLICY (1) IN GENERAL. A local educational agency may receive funds under this part only if such agency conducts outreach to all parents and family members and implements programs, activities, and procedures for the involvement of parents and family members in programs assisted under this part consistent with this section. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children.

(2) WRITTEN POLICY. Each local educational agency that receives funds under this part shall develop jointly with, agree on with, and distribute to, parents and family members of participating children a written parent and family engagement policy. The policy shall be incorporated into the local educational agency’s plan developed under section 1112, establish the agency’s expectations and objectives for meaningful parent and family involvement, and describe how the agency will: (A) involve parents and family members in jointly developing the local educational agency plan under section 1112, and the development of support and improvement plans under paragraphs (1) and (2) of section 1111(d); (B) provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the local educational agency in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education; (C) coordinate and integrate parent and family engagement strategies under this part with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant Federal, State, and local laws and programs; (D) conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying— (i) barriers to greater participation by parents in activities authorized by this section (with attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background); (ii) the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and (iii) strategies to support successful school and family interactions; (E) use the findings of such evaluation in subparagraph (D) to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, the parent and family engagement policies described in this section; and (F) involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group

of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy. (3) RESERVATION (A) IN GENERAL - Each local educational agency shall reserve at least 1 percent of its allocation under subpart 2 to assist schools to carry out the activities described in this section, except that this subparagraph shall not apply if 1 percent of such agency’s allocation under subpart 2 for the fiscal year for which the determination is made is $5,000 or less. Nothing in this subparagraph shall be construed to limit local educational agencies from reserving more than 1 percent of its allocation under subpart 2 to assist schools to carry out activities described in this section. (B) PARENT AND FAMILY MEMBER INPUT. Parents and family members of children receiving services under this part shall be involved in the decisions regarding how funds reserved under subparagraph (A) are allotted for parental involvement activities. (C) DISTRIBUTION OF FUNDS. Not less than 90 percent of the funds reserved under subparagraph (A) shall be distributed to schools served under this part, with priority given to high-need schools. (D) USE OF FUNDS. Funds reserved under subparagraph (A) by a local educational agency shall be used to carry out activities and strategies consistent with the local educational agency’s parent and family engagement policy, including not less than one (1) of the following: (i) Supporting schools and nonprofit organizations in providing professional development for local educational agency and school personnel regarding parent and family engagement strategies, which may be provided jointly to teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, early childhood educators, and parents and family members; (ii) Supporting programs that reach parents and family members at home, in the community, and at school; (iii) Disseminating information on best practices focused on parent and family engagement, especially best practices for increasing the engagement of economically disadvantaged parents and family members; (iv) Collaborating, or providing subgrants to schools to enable such schools to collaborate, with community-based or other organizations or employers with a record of success in improving and increasing parent and family engagement; and (v) Engaging in any other activities and strategies that the local educational agency determines are appropriate and consistent with such agency’s parent and family engagement policy. (b) SCHOOL PARENT AND FAMILY ENGAGEMENT POLICY (1) IN GENERAL. Each school served under this part shall jointly develop with, and distribute to, parents and family members of participating children a written parent and family engagement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of subsections (c) through (f). Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school.

(2) SPECIAL RULE. If the school has a parent and family engagement policy that applies to all parents and family members, such school may amend that policy, if necessary, to meet the requirements of this subsection. (3) AMENDMENT. If the local educational agency involved has a school district-level parent and family engagement policy that applies to all parents and family members in all schools served by the local educational agency, such agency may amend that policy, if necessary, to meet the requirements of this subsection. (4) PARENTAL COMMENTS. If the plan under section 1112 is not satisfactory to the parents of participating children, the local educational agency shall submit any parent comments with such plan when such local educational agency submits the plan to the State. (c) POLICY INVOLVEMENT Each school served under this part shall: (1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation under this part and to explain the requirements of this part, and the right of the parents to be involved; (2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement; (3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parent and family engagement policy and the joint development of the schoolwide program plan under section 1114(b), except that if a school has in place a process for involving parents in the joint planning and design of the school’s programs, the school may use that process, if such process includes an adequate representation of parents of participating children; (4) provide parents of participating children: (A) timely information about programs under this part; (B) a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the achievement levels of the challenging State academic standards; and (C) if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and (5) if the schoolwide program plan under section 1114(b) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency.

(d) SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT As a component of the school-level parent and family engagement policy developed under subsection (b), each school served under this part shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards. Such compact shall: (1) describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the challenging State academic standards, and the ways in which each parent will be responsible for supporting their children’s learning; volunteering in their child’s classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and (2) address the importance of communication between teachers and parents on an ongoing basis through, at a minimum: (A) parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement; (B) frequent reports to parents on their children’s progress; (C) reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities; and (D) ensuring regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand. (e) BUILDING CAPACITY FOR INVOLVEMENT To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency assisted under this part: (1) shall provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children; (2) shall provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement; (3) shall educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;

(4) shall, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children; (5) shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand; (6) may involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training; (7) may provide necessary literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such training; (8) may pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions; (9) may train parents to enhance the involvement of other parents; (10) may arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation; (11) may adopt and implement model approaches to improving parental involvement; (12) may establish a districtwide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section; (13) may develop appropriate roles for community-based organizations and businesses in parent involvement activities; and (14) shall provide such other reasonable support for parental involvement activities under this section as parents may request. (f) ACCESSIBILITY In carrying out the parent and family engagement requirements of this part, local educational agencies and schools, to the extent practicable, shall provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language such parents understand.

(g) FAMILY ENGAGEMENT IN EDUCATION PROGRAMS In a State operating a program under part E of title IV, each local educational agency or school that receives assistance under this part shall inform parents and organizations of the existence of the program. (h) REVIEW The State educational agency shall review the local educational agency’s parent and family engagement policies and practices to determine if the policies and practices meet the requirements of this section.

(Reference: U.S. Department of Education’s Website)

M-DCPS 2019-2020 Title I School-level Parent and Family Engagement Plan (PFEP)

Each school that receives funds from Title I, Part A shall develop jointly with, agree on with, and distribute to, parents and family members of participating children a written Parent and Family Engagement Plan (PFEP) that describes how the school will carry out the parent and family engagement requirements in Section 1116(b), School Parent and Family Engagement Policy, Subsections (c) through (f). For the 2019-2020 school year, schools implementing the Title I Schoolwide Program are required to complete the District-developed Title I School-level PFEP template and upload the completed plan, stamped and initialed by Title I staff, into the School Improvement Process

(SIP) on or before Friday, December 20, 2019.

Title I School-Parent Compact

The School-Parent Compact (Appendix J, FM-6985) is an annual written agreement between the school and the parents of children participating in Title I Program. The agreement identifies the activities that the parents, the entire school staff, and the students will undertake to share the responsibility for improved student academic achievement. This is an opportunity for both the school and parents to commit formally to a child’s success. Teachers are required to maintain a communication log, in order to demonstrate parent

conferences to amend the school’s compact with the parent for their child (grades K-5 only).

I walked into the school And looked around the place

I didn’t know quite what to do; Didn’t recognize a face.

You see, my kids and I just moved here And I’m trying to build a home.

Working 2 jobs, not speaking English And doing all of it alone.

I really want to help them more But I just don’t have a clue.

There are so many things you just don’t see And I don’t know what to do.

I turned, ready to walk away Like I did the day before,

When I heard a voice calling to me Just as I reached the door.

I turned around and saw her smiling Reaching out to take my hand.

She changed her language when she realized I didn’t understand.

She walked me to a special room I hadn’t seen before;

With posters hanging from the walls Books, computers, and so much more.

We sat down and began to speak; I told her how I felt.

She understood, and for once I realized I was going to get some help.

I asked her who she was And she said she was here for me.

Her job was not only to help the children But the entire family.

That day, something big happened I saw that I had a place,

In helping my children learn And I saw it in her face.

Now I bring so many others Straight into that room;

A place where I feel welcome Something like a second home.

And I’ll always remember that special day I learned a word you’ll never guess; It’s a word so needed in every school

And that word is CIS.

Maria E. Salas

Community Involvement Specialist (CIS)/Community Liaison Specialist (CLS)

Program Description The Title I Parent and Family Engagement Program is designed to help parents become more involved with their children's education at the schoolsite. Title I Community Involvement Specialists (CIS)/Community Liaison Specialists (CLS) work closely with schools and parents by planning workshops and special parenting activities, calling parents, and making home visits, as needed. Traditionally, parents have been asked to visit their child's school; however, schools have not always gotten the response they were seeking. Therefore, home visits have become a viable option for increasing parental contact. Requirements for Implementation The Parent and Family Engagement Program should be staffed by one (1) or more CIS/CLS funded by the school's Title I allocation. The Title I CIS/CLS serves as a bridge between the home and the school. Schoolsite staff should provide interesting and informative activities for parents at schools and in the community.

The Title I CIS/CLS is to attend District CIS/CLS Orientation Meeting, CIS/CLS Training Sessions, all Region Parent Advisory Council (PAC) and all General District Advisory Council (DAC) meetings. The Title I CIS/CLS and the schoolsite administrator should plan parenting activities based on School Improvement Process (SIP) objectives and the School-level Parent and Family Engagement Plan (PFEP) objectives. The Title I CIS/CLS has the responsibility of maintaining the following documentation in Section VI of the Title I School-level Compliance Filing System:

• Documentation of parent and family engagement in the planning, reviewing, and

improvements to the Title I School-level PFEP and the Title I School-Parent Compact,

and evidence that hard copies of both documents were made available to parents in the

main office, the parent center or parent area, and on the school’s website;

• Evidence of technical assistance provided by the LEA in the development and the review

of the Title I School-level PFEP (meeting agendas, handouts, electronic communication,

etc.);

• Evidence of providing parents of participating children with a description and explanation

of the curriculum in use at the school, the forms of academic assessment used to

measure student progress, the availability of State, District and school testing data, and

the proficiency level students are expected to meet through services provided;

• Principal’s Attestation certifying that the school: (1) convened an Annual Title I Parent Meeting; (2) disseminated the Title I Parent Notification Letter at the beginning of the school year; (3) jointly developed and made available to parents, the Title I School-level Parent and Family Engagement Plan (PFEP) and the Title I School-Parent Compact; (4) provided written notification to parents of students taught for four (4) or more consecutive weeks by a teacher who does not meet the applicable state certification for licensure requirements at the grade level and subject area in which the teacher has been assigned;

• Evidence of providing parents with information regarding the Consultation and Complaint

Procedure for Parents (Title I Program Notification Letter on school letterhead);

• Evidence of building the school’s and parent’s capacity for engagement by offering a

flexible number of meetings and workshops should be demonstrated (i.e. flyers

demonstrating meetings and workshops are provided at different times of day);

• Evidence of providing full opportunities for the participation of parents with limited English

proficiency, parents with disabilities, and parents of migratory children should be

substantiated through services provided by the school;

• Evidence of parent and family engagement in the decision-making process of how the

School’s Title I Allocation will be used. Additionally, the Parent and Family Engagement

Survey, administered at the end of the school year, provides opportunities for parents to

formulate suggestions and to participate in the decision-making process relative to the

education of their children. To that end, parents should be encouraged to complete the

survey, which will assist the District in developing a Parent and Family Engagement Plan

(PFEP) that addresses the needs and concerns of parents;

• Title I Annual Meeting Documentation:

✓ Title I PAC/DAC Representatives form;

✓ Agenda;

✓ Minutes;

✓ Sign-in sheets;

✓ Title I School-level Parent Surveys (District approved template is available on

the Title I School-level Collaboration Site);

✓ Parent Survey Compilation of Results (template available on the Title I School-

level Collaboration Site);

✓ District-level Title I PFEP (Appendix II);

✓ School-level Title I PFEP;

✓ Evidence of the following documents in multi-languages: flyers and sample of

School-Parent Compact (Appendix J, FM-6985); and

✓ PowerPoint presentation utilized during the meeting and personalized with school specific information.

• Copy of the CIS/CLS Job Description, Weekly Schedules (Appendix G, FM-7721), and

Professional Development Activities;

• Parent Resource Center/Area:

✓ School Improvement Process (SIP);

✓ District-level PFEP (Appendix II);

✓ School-level PFEP;

✓ School-Parent Compact;

✓ Parent Resource Center/Area Attendance Log;

✓ Title I School-level Parent Surveys;

✓ Flyers;

✓ Handouts;

✓ Parent Resource Center Hours of Operation;

✓ Information about other federal programs;

✓ Translated materials;

✓ Resources for parents and families;

✓ Computer(s);

✓ Printer;

✓ Accessibility of Parent Resource Center/Area;

✓ Welcoming environment;

✓ Materials/Items available for checkout; and

✓ Parent Center Photo.

• Records of Property Inventory for items purchased by the Department of Title I Administration for the performance of duties related to the implementation of the Title I Parent and Family Engagement Program at the School (as applicable); and

• Title I School-level Monthly Parent and Family Engagement Data (the following

compliance items must be compiled on a monthly basis, arranged in the order indicated

below, and maintained in the folder designated for the month):

✓ Telephone/Email Contact Logs;

✓ Documentation of New Community Outreach Partners Connections Made;

✓ Documentation of Parents Referred to Community Agencies;

✓ Electronic Communication to Parents (Connect-Ed messages or other similar

electronic apps);

✓ Documentation of Parental Support/Home Visits (with signatures);

✓ Documentation of Incomplete Home Visits (without signatures);

✓ Parent Center/Area Attendance Rosters and Schoolwide Calendar of

Activities;

✓ District Advisory Council (DAC calendars, flyers, agendas, attendance

records) for the months in which the General DAC Meetings occurred;

✓ Parent Advisory Council (PAC calendars, flyers, agendas, attendance records)

for the months in which the Regional PAC Meetings occurred;

✓ Documentation of Parent Activities and Attendance (agendas, sign-in sheets,

flyers in multi-languages, multimedia, etc.);

✓ Additional Communication to Parents (flyers, newsletters, etc.); and

✓ Printed report(s) initialed by School-Site Administrator.

Locations Implemented at all Title I school sites.

Budgetary Implications Funded through schoolsite budgets, as determined by the school administration.

Title I Annual Parent Meeting

Program Description The Every Student Succeeds Act (ESSA) focuses, among other things, on increasing parent and family engagement in the Title I Program. A major requirement of the Act is the Title I Annual Parent Meeting, Section 1116(c [1]), Policy Involvement. Requirements for Implementation

• Use Title I Annual Parent Meeting materials posted on the Title I website and the Title I School-level Compliance Collaboration Site.

• All Parents/guardians must be invited. This meeting should be conducted by the last week of October.

• For audit purposes, records of this meeting must be maintained by each school, including copies of the following: ▪ Flyer of Announcement for Title I

Annual Parent Meeting; ▪ Sample School-Parent Compact

(Appendix J, FM-6985);

▪ Agenda for Title I Annual Parent Meeting;

▪ School-level Parent and Family Engagement Plan (PFEP);

▪ Minutes for Title I Annual Parent Meeting;

▪ Parent Survey & Compilation of Results;

▪ Sign in roster for Title I Annual Parent Meeting;

▪ Completed Title I PAC/DAC

Representatives Form (Appendix

K, FM-6996); and ▪ Title I Program Notification Letter

(Appendix CC).

• Documents must be maintained in the Parent and Family Engagement, Section VI. of the Title I School-level Compliance Filing System for a minimum of five (5) years (General Records Schedule GS1-SL for State and Local Government Agencies).

• Each school should elect two (2) representatives and one (1) alternate representative to serve as the school representative to the Region Parent Advisory Council (PAC) and the District Advisory Council (DAC). These representatives must be adults who are responsible for a child participating in the school’s Title I Program (e.g., parent, guardian, grandparent, aunt, uncle, adult sister or brother, etc.). The name, complete address, and telephone number(s) of the representative(s) and the alternate should be recorded on

the Title I DAC/PAC Representatives Form (Appendix K, FM-6996). This PAC may be organized as a separate unit dealing with Title I issues only or may be combined with other parent/community groups established at each school (e.g., Educational Excellence School Advisory Council (EESAC), Parent Teacher Association (PTA)/Parent Teacher Student Association (PTSA), community advisory committees, etc.).

Additionally, this meeting provides an opportunity for the school to:

• Inform parents and Title I CIS/CLS of the first DAC General Meeting for all parent representatives. Announcement flyers will be mailed to schools giving specific details for the meeting.

• Review the School-level PFEP (each school participating in the Title I Schoolwide Program must develop this schoolwide plan with parental input).

• Review the Title I School-Parent Compact (each school participating in the Title I Schoolwide Program must develop a compact and multiple opportunities throughout the school year are to be provided for parents to implement, review and revise their child’s Compact for maximum utilization).

• The School-level PFEP and the Title I School-Parent Compact shall be maintained at the schoolsite for audit purposes for a minimum of five (5) school years.

Location Implemented at all Title I school sites.

Budgetary Implications Funded through schoolsite budgets, as determined by the school administration.

District Advisory Council (DAC) and Regions Parent Advisory Councils (PAC)

Program Description The District Advisory Council (DAC) is made up of elected representatives from each Region Parent Advisory Council (PAC). Both the PAC and the DAC are involved in developing the Parent and Family Engagement Plan (PFEP), which is to be incorporated into the Local Educational Agency's (LEA) plans. The Region PACs are made up of parent representatives elected by each Title I school.

Requirements for Implementation The DAC functions through the District Title I office as follows:

• Each school elects two (2) parent representatives and one (1) alternate as representatives to the Region PAC and DAC;

• The Region PAC elects officers from among the school representatives;

• The representatives bring concerns of parents to PAC meetings and DAC Executive Board meetings;

• The DAC elects its officers from among school and Region representatives;

• CIS/CLSs attend all PAC and DAC meetings;

• PAC/DAC attendance records are to be maintained by the District Office;

• Both PAC and DAC are governed by the Title I District Parent Advisory Council Constitution and Bylaws;

• Each DAC meeting is concluded with the presentation of attendance awards to one (1) school in each Region with the highest number of parents in attendance. Ties are broken by staff attendance. Children are not included in the count;

• Representatives attend local, state, and national conferences, workshops and seminars; and

• Both PAC/DAC review School Improvement Plans, the District application, and participate in Community Awareness Days and Grandparents Recognition Day.

Responsibilities of Parent Representatives and Alternates

• Attend all Title I Region PAC meetings;

• Attend all Title I DAC meetings;

• Serve on DAC and PAC committees;

• Assist in planning workshops and professional development activities for DAC/PAC members and other parents at their schools;

• Attend and participate in Title I activities; and

• If elected as an officer, they will also be expected to attend Executive Board meetings of both the DAC and the Region PAC.

Locations Implemented at all Title I school sites, Regions and District Office. Budgetary Implications Funded through schoolsite budgets, as determined by the school administration and the District Title I Parent and Family Engagement Set-Aside.

Schoolsite Parent Resource Center (PRC) or Parents’ Reception Area

Program Description The Schoolsite Parent Resource Center (PRC) or Parent's Reception Area are designed as a welcome area/room for parents and other visitors to the school. A colorful sign should identify the area. Visitors may be greeted with an offer of refreshments (cold water, coffee, punch, cookies, etc., usually provided by the school's Dade Partner, PTA, or other resources). An attendance/guest book should be available for visitors to sign-in, providing their name, address, telephone, child's name and grade. Information about the school and the parental involvement program should be readily available. A photographic display or scrapbook of parenting activities at the school or other location is an excellent addition. The items listed below are recommended documents, and/or materials to have available in the Parent’s Reception Area or PRC:

• Parenting Booklets/Information;

• School Calendar of Events;

• Parent/Child Activity Calendars;

• Home learning Policy;

• Parent Involvement Levels Chart;

• School-level Parent and Family Engagement Plan;

• School-Parent Compact;

• School Newsletter/Newspaper;

• Parent Handbook;

• Report Card Dates;

• Parent Surveys;

• Before and After-School Programs;

• District/Regions Parent Advisory Council Calendars;

• DAC Talk, News for Title I Parents;

• Project UP-START Program Information;

• DAC/PAC Officers and School Representatives names and contact information;

• DAC Initiatives (Community Awareness Days, Grandparents Recognition, etc.) package;

• PTA Officers, Calendar and Activities;

• Parent Workshop Dates and Titles;

• Testing Calendar;

• Computer Home-Loan Program Information (where applicable);

• Computer Class Schedule;

• Community School/Adult Continuing Education Information;

• Community Service Information;

• Public Library and Home Library Information;

• Parent Academy Materials, including Class Schedules; and

• List of community agencies for referral.

Requirements for Implementation A designated room in the building or an area near the front entrance with the materials and information as listed above. Location Implemented at all Title I school sites. Budgetary Implications Funded through schoolsite budgets, as determined by the school administration.

Title I Neighborhood Resource Center (NRC)

Program Description The Title I Neighborhood Resource Center (NRC) supports families’ community service/referral needs; assists with improving parental academic at-home-learning support for their children; provides information on M-DCPS available resources; and delivers Federal and State updates to families. Additionally, the center provides access to computers with internet connectivity. The Title I NRC is a model for replication by schools and other community agencies. Staff at the center provides a monthly schedule of workshops and professional development activities, as well as resource materials and support for families’ efforts in assisting their children’s academic

learning (see Support Services Intake Form, attached herein as Appendix EE, FM-7347). The center offers a welcoming atmosphere for families, and as stated above, is available for a variety of purposes, including but not limited to:

• CIS/CLS professional growth opportunities regarding the requirements of the Title I Parent and Family Engagement Program;

• Meeting space for training sessions conferences, workshops, seminars, and other events (reservation required);

• Citizenship Preparation Assistance for parents;

• Miami-Dade County Public Schools (M-DCPS) Updates;

• District/Community Resources and Services;

• Parent and Family Empowerment workshops;

• Access to computers; • State Elections Voter Registration

• Dissemination of information about higher education opportunities;

• Technology Assistance for parents/guardians;

• Dissemination of Parent Academy information including class offerings;

• Title I Program updates and the Every Student Succeeds Act (ESSA); and

• Guidance for building home libraries; • VPK Registration. Requirements for Implementation A classroom sized space, staff member to operate/manage the center, materials and equipment as listed above. Location Title I Neighborhood Resource Center 7900 N.W. 27th Avenue, Suite F-9 Miami, Florida 33147 (Northside Shopping Centre, 130 South Ct.) 305 694-7120 Budgetary Implications Funded through the District’s Title I Parent and Family Engagement Set-Aside.

Family Support Services (FSS)

Program Description Family Support Services (FSS) is also part of the District’s Title I Parent and Family Engagement Program. The overarching goal of FSS is to increase meaningful interaction between families, schools, and communities in order to improve student outcomes. Parents- Helping-Parents (PHP) is one (1) of the initiatives of FSS, implemented at 41 elementary and K- 8 center schools. The four (4) main objectives of the PHP are to: 1) expand outreach and support services to families; 2) help families understand federal, state and district policies that impact their children’s school experiences; 3) enhance families’ ability to advocate for their children; and 4) promote positive relationships between parents and other stakeholders. One (1) parent from each of the 41 schools was hired and trained as a Family Support Specialist to accomplish the goals of the initiative. Schoolsite Family Support Specialists at the 41 schools communicate daily with the District’s FSS staff. The District FSS staff participate in monthly meetings with other departments, community agencies, and advisory panels to identify priorities and actively promote family engagement. Family Support Services also provides direct services to all Title I schools in the district regardless of their participation in the PHP initiative.

Location Department of Family Support Services 5555 SW 93 Avenue - #3 Miami, FL 33165 305 271-8257 Implemented at selected Title I schools. Budgetary Implications Funded through the District’s Title I Parent and Family Engagement Set-Aside.

DAC Talk, News for Title I Parents Program Description DAC Talk, News for Title I Parents, is a publication designed to showcase parent advisory updates, current trends in education and articles of interest from schools implementing the Title I Program. It affords parents of students in schools implementing the Title I Program an additional opportunity to participate in the education of their children. In addition, articles featured in DAC Talk include updates on the Every Student Succeeds Act (ESSA), District Advisory Council (DAC) and Region Parent Advisory Councils (PAC). DAC Talk always includes a message from the District Advisory Council Chairperson. Requirements for Implementation Submit articles for publication to your school’s DAC representative or CIS/CLS three (3) weeks prior to DAC General Meetings. Locations Implemented at all Title I school sites. Budgetary Implications Funded by District Title I Budget.

SECTION F - TITLE I MIGRANT EDUCATION PROGRAM

Title I Migrant Education Program

Program Description The Title I Migrant Education Program provides educational and support services for “migratory” students to ensure they have the same opportunities to meet the same academic standards as other children. M-DCPS Title I Migrant Education Program provides comprehensive supplemental services to ensure maximum academic achievement and the highest quality education for our migrant students. Our funding supports high quality education programs for migratory children and helps ensure that migratory children who move among the states are not penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic standards. Funds also ensure that migratory children not only are provided with appropriate education and support services that address their special needs, but also that such children receive full and appropriate opportunities to meet the same challenging state academic content and standards that all students are expected to meet. M-DCPS Title I Migrant Education Program has been improving the lives of farm workers and their children by delivering free, supplemental educational and support services to the migrant community, and has made significant contributions toward curtailing the dropout rate among migrant high school students as evidenced by the number of migrant students graduating from high school. Children of migrant workers are affected by repeated moves, disruption in schooling, poverty, health needs, social isolation, and language barriers. These children run a greater risk of failing to meet the challenging state content and performance standards which all students are expected to meet. Low academic achievement and frustration with school cause many migrant children to drop out in their early teens. In order to reduce the impact of these educational barriers, the U.S. Congress authorized federal funding to establish the Migrant Education Program (MEP) in 1966 under the authority of Title I of the Elementary and Secondary Education Act (ESEA). The United States Department of Education (USDOE) currently administers the Office of Migrant Education (OME) responsible for meeting the special needs of migratory children and youth. The Title I Migrant Education Program provides supplemental instructional and support services to eligible children of migrant workers through the following components: Migrant Early Childhood Learning Program (MECLP) Provides services to eligible migrant preschool children at selected Migrant Housing Centers. Sites in the two (2) main Migrant Housing Centers: Redland and South Dade provide instruction for migrant three and four-year-old children. The MECLP offers the developmentally appropriate Pre-K Waterford Early Learning and the Scholastic Big Day Early Childhood program curriculum. Additionally, food services, health screenings, and extended daycare is available. Parent and Family Engagement is also an integral part of the program. Parent and family participation in workshops, parent–teacher conferences and other school/community activities are infused to include parents as partners in their children’s educational process. The MECLP addresses the needs of the whole child, as children are involved in hands-on experiences with people, objects, ideas and events.

Migrant Achievement Resources (MAR) Offers educational and support services designed to meet the needs of migrant student in Grades K-5. MAR services are offered at selected elementary schools. MAR offers supplemental tutoring and technology-based instruction to eligible migrant students, priority will be given to Priority For Service (PFS) students. MAR staff provides supplemental instruction based on current curriculum implemented by school personnel. MAR staff articulates with appropriate classroom teachers to ensure consistent curriculum. In addition, MAR staff monitors student attendance, provides educational referrals, expedites student record transfers, assists with conduct issues and organizes cultural activities. Working in collaboration with the Title I Migrant Education Program Supportive Service Component, MAR staff assists with identification

and recruitment, and initiates Migrant Student Information Exchange (MSIX) services for migrant students who transfer in and out of Miami-Dade County. MAR staff also offers Support Service referrals, home visits and provides parent and family engagement activities. Migrant Academic Planning and Achievement (MAPA Middle) Offers a selection of services tailored to meet the needs of migrant students in grades 6-8 at selected middle school and K-8 Centers. The Teacher/Advocate customizes services through the selection of several available models, which include: Limited Tutorial, Attendance, Counseling, Educational Blueprint, and Career Awareness with opportunities designed to teach students how to foster and maintain a positive attitude toward education and life-long learning. Cultural activities, educational technology, effective use of the internet, school attendance monitoring, education referrals are provided through MAPA. Identification and recruitment, MSIX, support services referrals, and parental involvement activities are provided. Migrant Academic Planning and Achievement (MAPA High) Offers a selection of services tailored to meet the needs of migrant students in grades 9-12 at selected secondary schools. The Teacher/Advocate customizes services through the selection of several available models, which include: Go Out And Lead (GOAL), Career Awareness, Attendance, Credit Accrual and Counseling opportunities designed to teach students how to foster and maintain a positive attitude toward education and life-long learning. Cultural activities, educational technology, effective use of the internet, school attendance monitoring, adult/vocational education referrals are provided through MAPA. MAPA staff assists with identification and recruitment, and MSIX. Support services referrals and parental involvement activities are also provided. Scholarships information, Portable Assisted Study Sequence (PASS, credit recovery program), FAFSA (Free Application for Federal Student Aid) assistance, and participation in Mini-Corps Club and Close-Up program opportunities are offered through the MAPA component. All migrant student graduates are invited to participate in the Migrant Student Recognition Program. Supportive Services The primary function is to identify and recruit migrant students residing in the school District under the Title I Migrant Education Program. A major component under supportive services is the transfer of student records utilizing the Migrant Student Information Exchange (MSIX). Supportive Services also provide advocacy for migrant students and promotes community- related migrant activities. The Supportive Services’ component assists migrant students and families in securing needed academic, health, dental, legal, social, housing, and other support services through its referral system. In addition, Support Services organize the Family Resource Centers located at Redland and South Dade Centers, which provide clothing/food banks, educational workshops, parent and family training workshops, and school information, in order to increase parent and family engagement. The Title I Migrant Education Program Supportive

Services staff works closely with Parent Outreach Programs and community agencies to provide migrant families with a curriculum that prepares migrant parents with the skills, knowledge, and confidence to support their children’s education. Family literacy programs are also offered by the Migrant Education Program Supportive Services component. The Literacy Night initiative has given parents an opportunity to spend quality time with their child while becoming actively involved in the learning process. The Supportive Services component organizes the Migrant Parent Advisory Council (MPAC). Its primary purpose is to offer migrant parents a forum to advise the District on migrant educational concerns and make recommendations in order to improve migrant students’ academic achievement. The MEP also encourages maximum migrant parent participation in the educational experiences of their children by bringing together the school, the home and educational influences for the good of all migrant children. Another objective of the MPAC is to increase migrant parents’ knowledge and understanding of their parental role in their children’s education. The Title I Migrant Education Program staff assists migrant students and their families with needed supportive services. Supportive services include attendance, guidance psychological, social, health, dental, vision, nutrition, outreach, advocacy, at-risk, transportation, and needs assessment services. Extended School Day Program (ESP) Services are offered at selected elementary schools and migrant housing centers for students in grades Pre-K-12, with a focus on grades 3rd through 8th. Participants in the ESP receive supplemental highly qualified instruction/tutoring by state certified educators and trained professional staff. The primary goals are to enhance learning according to standards set by M- DCPS curriculum, Common Core and Next Generation Sunshine State Standards. The accomplishment of these requirements is met through the usage of developmentally appropriate interventions that inspire students’ participation at ESP sites. Extended School Day Program services for elementary students include tutorials to prepare students for State assessments, such as Florida Standards Assessments (FSA) and End-of-Course (EOC), subject instruction, homework assistance, Supplemental Educational Services opportunities, Boy Scouts, Girl Scouts, team sports, nutrition education, field trips, cultural activities, guest speakers, arts and crafts, literacy programs, and technology-based instruction. Secondary students receive tutorials to prepare students for State assessments, such as FSA and EOC, homework assistance, peer/individual counseling, technology-based instruction and Supplemental Educational Services opportunities. Learning is influenced through the usage of positive services to include mentoring students, peer/individual counseling, homework assistance, cultural activities, arts and crafts, computer lab technology, positive mentor speakers, Community Awareness Activities, and special instruction in State assessments subject matter for both Elementary and Secondary students. All students participate in supervised creative recreational activities that enhance wellness. Parental involvement activities are an important component of ESP. The Family Literacy Night is a monthly evening parent literacy activity, where Title I Migrant staff presents innovative and fun Literacy Activities to migrant parents and children attending the Extended School Day Program. Students and their parents are actively engaged while they read, interact and explore monthly themes. Family Literacy Nights are hosted by MEP staff at the three (3) MEP ESP Centers, located in Redland, South Dade and Everglades Migrant Farmworker Housing Camps. Migrant Summer Program (MSP) Offers summer supplemental educational and supportive services to eligible migrant students. Services are offered through the Pre-K Program, Migrant Summer Reading Camp Program,

Meals Program, Secondary Services Program, and Identification and Recruitment activities. Focus will be on serving 3rd through 8th grade. Participants receive enrichment and tutorials to prepare students for State assessments, such FSA and EOC, and computer/internet skills, based on FSA. The services will be offered at selected schools and at the main migrant housing centers. Requirements for Implementation A child is eligible for Title I Migrant Education Program services by meeting the “Migratory Child” federal definition:

• The child is younger than 22 years of age and has not graduated from high school or does not hold a high school equivalency certificate;

• The child is a migratory agricultural worker, a migrant fisher or has a parent, guardian, or spouse, who is a migrant agricultural worker, or a migrant fisher;

• The child has moved within the preceding 36 months to enable the child, the child’s parent, guardian, spouse, or a member of the child’s immediate family to seek or obtain temporary or seasonal employment in agricultural or fishing work or due to economic necessity;

• Such employment is a Principal Means of Livelihood; and

• The child has moved from one (1) school district to another.

Federal regulations mandate that schools are made aware of the services that are available for children of migrant families.

Location Implemented at selected elementary, K-8 Centers, middle, senior high schools, and community/Housing Centers/Labor Camps. Budgetary Implications Funded through Title I, Part C Migrant Education Grant and supplemented by the District Title I, Part A Set-Aside.

SECTION G - NON-PUBLIC SCHOOLS

SECTION G – NON-PUBLIC SCHOOLS

Non-Public Schools

Program Description The Every Student Succeeds Act (ESSA) allows for the Local Educational Agency (LEA) to provide supplementary instructional services, to Title I eligible students who attend Non-Public schools, directly or through contracts with public and private agencies, organizations, and institutions. The United States Supreme Court has confirmed that local school districts are required to provide Title I funded instructional services to eligible students who attend religiously-affiliated Non-Public schools. As a result of meaningful consultation between representatives of M-DCPS, Department of Title I Administration, and representatives of participating Non-Public schools, it was mutually agreed that Title I instructional services should be provided by Third-Party Contractors who will provide all equipment, materials and supplies, as well as professional development and parent and family engagement activities necessary in order to deliver remedial basic skills instruction to students failing or at-risk of failing, as required under Title I regulations. Requirements for Implementation Eligibility for Title I funding is based upon the number of students from low-income families whose home address is within the attendance boundary of a participating Title I public school, and who attend non-profit non-public schools. The District utilizes the “Proportionality” method for calculating poverty data on private school children. M-DCPS applies the low-income percentage of each participating public school attendance area to the number of private school children who reside in that attendance area. The services to Non-Public schools must supplement the regular school program by providing for intensive tutorial services to students residing in the attendance boundary of a public school implementing the Title I program and who are academically needy. The intensive tutorial services may focus on reading, writing, mathematics, social studies, and science using direct instruction, supplemental materials, and technology-based programs. Location Implemented at selected private school sites. Budgetary Implications The Title I Non-Public Schools’ Component is funded through the District Title I, Part A, Private School Set-Aside.

SECTION H - NEGLECTED AND

DELINQUENT CENTERS

SECTION H - NEGLECTED AND DELINQUENT CENTERS AND NON-PUBLIC SCHOOLS

Neglected and Delinquent Centers

Program Description An institution for neglected children is a public or private residential facility (other than a foster home) that is operated for the care of children who have been committed to or voluntarily placed in the institution under applicable state law, due to abandonment, neglect, or death of parents or guardians.

The Neglected and Delinquent (N&D) Centers have a variety of facilities, management systems, school organizational schemes, staff certification, and student needs. The Title I programs at these centers vary. Consequently, different strategies for the implementation of supplementary instruction in the basic skills for eligible students exist at the respective centers. The following characteristics, however, are applicable to each institution:

• Small instructor-student ratio for all Title I participants;

• Title I personnel provide supplemental instructional personnel from regular state and local funding;

• Title I personnel work exclusively with Title I to assist eligible students;

• The program increases accountability for student performance; and

• The program aims to close the achievement gap for displaced students.

Requirements for Implementation The Title I Program allocates funds to provide supplementary remedial tutorial instruction in Language Arts/Reading, Math, Science and Social Studies to eligible students in grades kindergarten through twelve. All students attending an N&D center are automatically eligible for services. The N&D Centers that have been identified have the option to use all or part of their funding for supplemental instructions, materials and/or supplies. Centers are required to:

• Meet the educational needs of neglected, delinquent, and at-risk children and youths, and assist in the transition of these students from correctional facilities to a variety of programs, including returning to home schools;

• Ensure that students have the same opportunities to achieve as if they were in public schools in the state;

• Evaluate the program and disaggregate data on participation by gender, race, ethnicity, and age, not less than once every three (3) years;

• Collect and maintain the records required by state and federal Title I guidelines; and

• Provide documentation as requested by local, state and federal educational agencies. Location Implemented at selected public or private agencies serve as sites for this program.

Budgetary Implications Funded through Title I, Part D Neglected and Delinquent Grant, under the Every Student Succeeds Act (ESSA), State Education Agencies (SEA) programs, states receive funds based on the number of children in the state-operated institutions and per-pupil educational expenditures. Each state’s allocation is generated by child counts in state juvenile institutions that provide at least 20 hours of instruction from non-federal funds and adult correctional institutions that provide 15 hours of instruction per week. The SEA then makes subgrants to LEA based on their proportional share of the state’s adjusted enrollment count of neglected or delinquent children and youth.

SECTION I - COMMUNITY PARTNERSHIP FOR HOMELESS

Project UP-START Program

Program Description Project UP-START, the Homeless Education Program of Miami-Dade County Public Schools, receives supplemental funding from Title I, Part A, Homeless Set-Aside, in order to meet the following ESSA Title IX, Part A, provisions:

• Identifying homeless students in schools across the District;

• Identifying and removing barriers to regular school attendance; and

• Supporting homeless students in their continued academic progress.

To this end, the Homeless Set-Aside is used to employ three (3) Full-time School Social Workers and one Full-time CAP Advisor, who serve as District Outreach Liaisons at each of the three (3) regions that comprises M-DCPS. Additionally, the Homeless Set-Aside is utilized to employ two (2) Full-time Community Liaisons Specialist, as well as additional funding for Hourly Community Liaison Specialists in order to provide outreach, case management, and social work services.

Families or school staff of eligible students may contact the office for case management services or make an appointment to speak with a Project UP-START staff member in person. Project UP-START staff members work to increase advocacy on behalf of students through distribution of information to school-based personnel on issues related to unstable housing and available community resources.

Further, funds are allowed for In-County Travel for all Project UP-START staff members, printing and duplication services to provide materials for both outreach and intervention assistance, computer equipment, and to cover the cost of hourly tutors, counselors, and the two (2) Lead Tutors for the Project UP-START After-School Tutoring Program at selected shelter sites.

The after-school tutorial component is designed to supplement the learning taking place in selected shelter sites. Activities to promote a healthy sense of self and to strengthen academic competence are part of the tutorial sessions. The parental/family component brings participants to workshops in order to learn ways to help their children with homework, communication with school staff, or for guidance to access the Parent Portal. Parental/family involvement meetings are scheduled on a regular basis at selected shelter sites to encourage academic success of students experiencing unstable housing.

Requirements for Implementation Students must complete the Project UP-START Student Eligibility Questionnaire form

(Appendix FF, FM-7378) to determine housing status.

Location Implemented throughout Miami-Dade County.

Budgetary Implications Funded through the District Title I, Part A Homeless Set-Aside, the Title IX, Part A Sub-Grant, and for the 2019-2020 school year only, through the Hurricane Education Recovery Assistance for Homeless Children and Youth (AHCY) Sub-Grant, which will end on March 31, 2020.

SECTION J - APPENDICES

APPENDICES

Appendix A - Charter Schools Title I Budget Appropriation Details (FM-6634)

Appendix B - Charter Schools Federal Time and Effort Certification - Single Cost Objective & Transfers (FM- 6902-CH)

Appendix C - Principal’s Assurance Certification of Title I Staff Assignment (FM-7560)

Appendix D - School-level Compliance Reference Document

Appendix E - Title I Compliance School-level Staff Contact Information Form (FM-6899)

Appendix F - School Board Bylaws & Policies 2111 – Parent Involvement

Appendix G - Title I Community Involvement Specialist/Community Liaison Specialist Weekly Schedule (FM-7721)

Appendix H - Record of Parental Support-Home Visit (FM-6915)

Appendix I - Title I Parent and Family Engagement Programs Incoming and Outgoing Telephone Log (FM-7723)

Appendix J - Title I School-Parent Compact (FM-6985)

Appendix K - Title I DAC/PAC Representatives (FM-6996)

Appendix L - Outgoing Controlled Equipment (FM-1670)

Appendix M - Property Disposal Form (FM-6587)

Appendix N - Plant Security Report (FM-0366)

Appendix O - M-DCPS Grants Budget Document

Appendix P -

Reading Coach, Mathematics Coach, Science Coach, Community Involvement Specialist (CIS), and Community Liaison Specialist (CLS) Job Descriptions

Appendix Q - Title I Non-Capitalized Property Inventory Listing (FM-7645)

Appendix R - Purchasing Card Program - Purchase Authorization (FM-5707)

Appendix S - Purchasing Card Program – Monthly Reconciliation Worksheet (FM-5828)

Appendix T - Traditional Schools Federal Time & Effort Certification - Single Cost Objective and Transfers & Personnel Activity Report (PARs) for Cost Shared Allocation (FM- 6902-T)

Appendix U - Assurance of Accountability and Compliance with Title I Schoolwide Program Guidelines (FM-7346)

Appendix V - Purchase Requisition Worksheet

Appendix W - Approval of Off-site Use of School Board Property (FM-2380)

Appendix X - Instructions for Preparing the Transmittal for Agreement Form for Contracted Services

Appendix Y - Transmittal for Agreement Form for Contracted Services (FM-2452)

Appendix Z - Instructions for Preparing the Agreement Form for Contracted Services

Appendix AA - Agreement Form for Contracted Services (FM-2453)

Appendix BB - Payment Request for Contracted Services (FM-2454)

Appendix CC - Title I Program Notification Letter

Appendix DD - Title I Parent Resource Center Monthly Attendance Roster (FM-6901)

Appendix EE -

Appendix FF -

Title I Neighborhood Resource Center Profile & Communication Form (FM-7347)

Project UP-START Student Eligibility Questionnaire (FM-7378)

Appendix GG - 2018 Red Book, Appendix A, Supplies and Equipment Criteria

Appendix HH - Procedures for Schools that are no Longer Eligible to Participate in the Title I Schoolwide Program (FM-7757)

Appendix II - 2019-2020 Title I District-level PFEP

Charter School Name: Location:

Total Allocation

Salary

Expenditures

Fringe

Benefits

Non-Salary

Expenditures $0.00

$0.00

Total Number of

Teachers

Supplement

Expenditures

Fringe

Benefits Total

$0.00

TOTALS $0.00 $0.00 $0.00 $0.00

Department of Title I Administration (Signature) □ Approved □ Disapproved

Date:

FM-6634

CHARTER SCHOOLS

Date

(DO NOT WRITE BELOW THIS LINE)

Professional & Technical

Travel

Printing

Supplies

Disclaimer Statement: I certify that the expenditures reported above are in accordance with the approved budget and that any staff hired meet

the Every Student Succeed Act (ESSA) qualification requirements. Should the need arise for a Title I program budget amendment, I will provide

the request with appropriate documentation , inclusive of a copy of the Governing Board approved minutes documenting review and approval,

to Miami-Dade County Public Schools, Department of Title I Administration, 30 days in advance.

TITLE I BUDGET APPROPRIATION DETAILS

Fiscal Year 2019-2020

Parental Involvement

YEAR-TO-DATE EXPENDITURESSchoolwide

Staff

(Type name(s) below)

Position

Social Security

or Employee

Number

Equipment

Software

Teacher salary supplements due to assignment to a Title I

eligible school. (Florida Statute 1012.22 Section c. (I))

Governing Board Chairperson (Signature) (Type name)

MIAMI-DADE COUNTY PUBLIC SCHOOLS FEDERAL TIME AND EFFORT CERTIFICATION FORM – SINGLE COST OBJECTIVE & TRANSFERS

_____________ (Program Name & Number)

_____________________________ _____________ (Payroll Periods – Do Not Exceed 6 Months) (Fiscal Year)

Location Number

Location Name Employee Number

Name of Employee Title of Employee

Comments & Corrections:

I have first-hand knowledge of the activities of the employees’ time and objective in the performance of services for the period noted above. By signing this certification serves to confirm that the individual(s) listed below worked 100% of their time on a single cost objective paid from the federal funds identified above.

_____________________________________________ _______________________________ (Signature of Employee Supervisor or School Principal) (Date)

____________________________________________ (Type Name and Title)

WARNING: Failure to comply with this requirement in a timely manner may result in a disallowance of a chargeable expenditure to the grant by the USDOE/FLDOE, thus resulting in your school being charged for the amount of the disallowance.

Please retain a signed copy of this certification form for a period of five (5) years at your school or office for audit purposes

M IA

M I-

D A

D E

C O

U N

T Y

P U

B L

IC S

C H

O O

L S

E D

E R

A L

T IM

E A

N D

E F

F O

R T

C E

R T

IF IC

A T

IO N

F O

R M

– P

E R

S O

N N

E L

A C

T IV

IT Y

R E

P O

R T

( P

A R

s )

F O

R C

O S

T S

H A

R E

D A

L L

O C

A T

IO N

__ __

__ _

(E m

p lo

y e

e N

a m

e )

(E m

p lo

y e

e N

u m

b e

m p

lo y e

e T

it le

)

_ _

_ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

(L o

c a ti

o n

N a m

e &

N u

m b

e r)

(P a

y ro

ll P

e ri

o d

s –

D o

N o

t E

x c e e d

3 M

o n

th s )

P le

a s

e p

ro v id

e t

h e

c o

s t

a ll

o c a

ti o

n p

e rc

e n

ta g

e b

a s

e d

o n

y o

u r

re a s

o n

a b

le e

s ti

m a te

o f

t h e a

v e ra

g e a

m o

u n

t o

f th

e a

c tu

a l

e ff

o rt

t h

a t

w a

s p

ro v id

e d

f o

r e

a c

h o

f th

e p

ro g

ra m

s s

e rv

e d

f o

r e a c h

o f

th e m

o n

th s l is

te d

. T

h e t

o ta

l fo

r a ll t

h e p

e rc

e n

ta g

e s

a s

s ig

n e d

f o

r e a

c h

m o

n th

M U

S T

A D

D T

O 1

0 0

% .

F u

n d

P ro

g ra

N u

m b

e r

P ro

g ra

m N

a m

P e rc

e n

A ll

o c a ti

o n

le a s e P

ro v id

e E

x p

la n

a ti

o n

f o

r a

C h

a n

g e t

o a

P ri

o r

P e ri

o d

A ll

o c a ti

o n

F O

R T

H E

M O

N T

H O

F :

O V

E R

A L

L P

E R

C E

N T

A G

E M

U S

T A

D D

T O

1 0 0

F O

R T

H E

M O

N T

H O

F :

O V

E R

A L

L P

E R

C E

N T

A G

E M

U S

T A

D D

T O

1 0 0

F O

R T

H E

M O

N T

H O

F :

O V

E R

A L

L P

E R

C E

N T

A G

E M

U S

T A

D D

T O

1 0 0

T h

e s

ig n

in g

o f

th is

c e

rt if

ic a

ti o

n s

e rv

e s

t o

c o

n fi

rm t

h a t

th e e

m p

lo y e e i

d e n

ti fi

e d

a b

o v e

s e

rv e

d t

h e

p ro

g ra

m s

l is

te d

b a s

e d

o n

a r

e a

s o

n a b

le e

s ti

m a

te o

f th

e a

v e

ra g

e a

m o

u n

t o

f th

a c tu

a l e ff

o rt

__ __

_ __

__ __

(S ig

n a tu

re o

f E

M P

L O

Y E

E o

r S

u p

e rv

is o

(T y p

e N

a m

e )

(D a te

)

W A

R N

IN G

: F

a il

u re

t o

c o

m p

ly w

it h

t h

is r

e q

u ir

e m

e n

t in

a t

im e ly

m a n

n e r

m a

y r

e s u

lt i

n a

d is

a ll o

w a n

c e o

f a c

h a rg

e a b

le e

x p

e n

d it

u re

t o

t h

e g

ra n

t b

y t

h e U

S D

O E

/F L

D O

E ,

th u

s r

e s u

lt in

g i

n y

o u

r s c h

o o

l b

e in

g c

h a rg

e d

f o

r th

e a

m o

u n

t o

f th

e d

is a ll

o w

a n

c e .

P le

as e

re ta

in a

s ig

ne d

co py

o f t

hi s

ce rt

ifi ca

tio n

fo rm

fo r

a pe

ri od

o f f

iv e

(5 ) y

ea rs

a t y

ou r

sc ho

ol o

r of

fic e

fo r

au di

t p ur

po se

Miami-Dade County Public Schools Title I Administration

Principal’s Assurance Certification of Title I Staff Assignment

Traditional Schools

2019-2020

_____________________________________________ ___________ School Name Work Location

Period (please select one): July - October 2019

November 2019 - February 2020

March - June 2020

I ratify that all Title I paid staff, expended 100% of their time and effort servicing this federally funded program for the period indicated above, as evidenced by the approval of the Federal Time and Effort Certification to be completed for the identified period above.

Moreover, I certify that the assignment schedules of staff paid with Title I funds have been compiled and will be maintained in the corresponding section of the 2019-2020 Title I School-level Compliance Filing System for a minimum of five (5) years, in order to support any District, State or Federal audit of our District or the school site.

My signature below serves as certification that all facts and representations made above are true.

Name of Principal:

Signature of Principal: Date:

A signed and dated copy of this form must be scanned and uploaded to the Title I School-level Collaboration Site, “Principal’s Assurance Certification of Staff Assignment” tab, no later than the last business date of the selected period.

FM-7560-T Rev. (06-19) 91

Miami-Dade County Public Schools Title I Administration

Principal’s Assurance Certification of Title I Staff Assignment

Charter Schools

2019-2020

_____________________________________________ ___________ School Work Location

Period (please select one): July - October 2019

November 2019 - February 2020

March - June 2020

I certify that the names of all Title I paid staff, included in the Charter Schools Title I Budget Appropriation Details Form, expended 100% of their time and effort servicing the Title I federally funded program for the period indicated above.

My signature below serves as certification that all facts and representations made above are true.

Name of Principal:

Signature of Principal: Date:

FM-7560-CH Rev. (06-19) 92

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

I.1. Documentation of implementing effective curricula that lead to improving students’

academic achievement (e.g., agendas and sign-in sheets of curricula centered meetings:

grade level/department/Region and District, etc.).

I.2. Documentation that school holds students to same academic standards (e.g., lesson plans,

District Pacing Guide [year at a glance], etc.) and documentation of actual needs assessment instruments and data sources.

1. Copy of master schedule (Classroom Master Schedules);

2. Evidence of Local Educational Agency (LEA) notification to parents, school staff, and the

public in a format/language that is understandable to all stakeholders regarding the LEA’s

improvement status;

3. Timelines for review of school’s and student’s progress (calendar of student progress meetings/agendas); and

4. Copies of State, District and school testing data.

I.3. The School Improvement Process (SIP) and Title I School-level Parent and Family

Engagement Plan (PFEP) are developed annually, in conjunction with parents. These plans

are in alignment with The School Board of Miami-Dade County Policy 2111. Additionally,

parents along with school staff shall annually develop their school’s Title I School-Parent

Compact, outlining how the parent, school staff, and student will share the responsibility

for improved student academic achievement.

1. Evidence of parent and family engagement in the development, review, and update of the

SIP;

2. Evidence of parent and family engagement in the development, review, and update of the

Title I School-level PFEP;

3. Evidence of parent and family engagement in the development, review, and update of the

Title I School-Parent Compact (e.g., Educational Excellence School Advisory Council

(EESAC) and/or Title I Annual Parent Meeting minutes/agendas); and

4. Evidence of technical assistance provided by the LEA in the development and the review

of Title I School-level PFEP (meeting agendas, handouts, electronic communication, PFEP

Review Form, etc.).

I.4. Parent Notification

1. Evidence of timely notification to parents and family members regarding the availability of

the SIP, Title I District and School-level PFEP and Title I School-Parent Compact (Title I

Notification Flyer);

2. Evidence of timely notification to parents and family members about the school’s

participation in the Title I Schoolwide Program and their right to know the professional

qualifications of their student’s classroom teachers (sample of the Title I Parent Notification

Letter on school letterhead in English, Spanish, and Haitian Creole);

3. Evidence of timely notification to parents and family members when students have been

assigned or taught for four (4) or more consecutive weeks by a teacher who does not meet

applicable State certification or licensure requirement at the grade level and subject in

which the teacher has been assigned (sample of ESSA Four Week Parent Notification

Letter(s) in English, Spanish, and Haitian Creole);

4. Statement regarding Highly Qualified Paraprofessionals;

5. Evidence of providing parents/families with information regarding the “Consultation and

Complaint Procedure for Parents” (Title I Program Notification Letter on school letterhead);

and

6. Evidence of providing parents/families information on their child's level of achievement in

each of the state academic assessments.

CURRICULUM AND INSTRUCTION (SCHOOLWIDE PROGRAM [44440000])

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

I.5. Roster of students not meeting State Standards, inclusive of students with disabilities and

English Learners (EL), and documentation of additional educational assistance provided.

1. Evidence of Before/After School Tutoring, Saturday Academies, Computer-Assisted

Instruction, etc., and Student Record of Attendance, denoting EL or SPED.

I.6. Coordination and Integration of Services provided by Title I with other Federal programs.

1. Evidence of coordination of services with other Federal programs such as Head Start/Early

Head Start, VPK, Title I, Part D, Title III (Brochures, handouts, agendas, minutes, or grant

notification letters etc.);

2. List of migrant students (download and print the roster of migrant students from the Employee Portal, Reports tab, Miscellaneous); and

3. Evidence of additional resources provided to migrant students and their families.

I.7. Appropriate documentation of confidential “as-needed services,” provided to any students

at the school in “homeless situations,” through programs and mechanisms that allow

Project UP-START students equal educational opportunities along with their non-homeless

counterparts.

1. Evidence of additional resources provided to students in homeless situations and/or

meeting agendas, emails and other correspondence demonstrating collaboration between

school and other relevant programs;

2. List of identified Project UP-START students (download and print the roster of students in homeless situations from the Employee Portal, Reports tab, Miscellaneous);

3. Evidence that completed Project UP-START Student Eligibility Questionnaire forms (FM-

7378) returned by parents, were submitted to the Department of Title I Administration,

Project UP-START (e.g., faxes, emails, etc.); and

4. McKinney-Vento (Project UP-START) posters are displayed in areas of the school

frequently visited by parents (Main Office, Parent Resource Center/Area, etc.).

II.1. Title I Schoolwide Budget

Traditional Schools 1. Copy of original Title I Budget form developed during the Preliminary Budget Conference

(Generated from the COGNOS Management Software Suite, Title I SBBS); 2. Copies of any/all Budget Transfer(s), (Final document may be retrieved from the Principal); 3. Copies of Transfers of Expenditures JV’s and Credit Card Reconciliation JV’s when using

Title I funds (including all backup documentation, and Grants Availability Report); and 4. Copies of at least two (2) Grants Availability Reports, printed from SAP during the fiscal

year, preferably one when funds are encumbered and one after expenditures are reflected.

Charter Schools 1. Copy of the fully approved Charter Schools Title I Budget Appropriation Details form (FM-

6634) submitted to the Department of Title I Administration prior to the beginning of the current school year;

2. Copy of any revised Title I Budget Appropriation Details form (FM-6634) approved by the Department of Title I Administration (as applicable); and

3. Copy of the board approved minutes documenting review and approval of initial and/or any revised Title I Budget Appropriation Details Form for the current fiscal year.

BUDGET AND EXPENDITURES (SCHOOLWIDE PROGRAM [44440000])

CURRICULUM AND INSTRUCTION (CONTINUED)

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

II.2. Salary Related Expenditures – The Office of Management and Compliance Audits will review Title I payroll expenditures. Documentation has been included to ascertain that:

Traditional Schools* 1. Copy of the Title I SBBS Position Comparison report from the Preliminary Budget

Conference and Position Control List (PCL), printed from SAP, in order to ensure positions purchased and utilized are in agreement (applicable to schools using Title I funds for personnel). Position information may vary if a Budget Transfer or position change request was processed with personnel adjustments;

2. Assignment schedules of full-time and hourly employees paid with Title I funds, inclusive of Transformation Coaches, detailing allowable duties and responsibilities;

3. Copy of substitute scheduling roster(s) for Temporary Instructor/Substitute expenditures, to ensure adherence to the guidelines in the Department of Title I Administration Handbook; and

4. If a Transfer of Expenditures (JV) for salary related charges has been processed, then the

following attachments are needed: Payroll Certification Report, Budget Availability Report

for both programs (where the expenditures are reflected and where the expenditures are

being moved to), a signed copy of the manually completed Time and Effort Payroll

Certification form (only when bringing expenditure into a Title I program from another

funding source), and the appropriate academic or parental justification.

Charter Schools* 1. The name(s) and job title of staff being paid with Title I funds have been included in the

Charter Schools Title I Budget Appropriation Details form (FM-6634); 2. Assignment schedules of full-time and hourly employees paid with Title I funds, detailing

allowable duties and responsibilities; and 3. A copy of most recent payroll document for each staff member paid with Title I funds; and 4. Evidence of allowable hourly expenditures paid with Title I funds.

*Notes: - Title I hourly funds can only be utilized for staff directly involved with instruction

in the core areas and/or parental involvement. - For Traditional Schools, the Office of Management and Compliance Audits will

select a random sampling of Title I non-salary and salary expenditures from the SAP Report to verify that funds have been used to meet the fiscal requirements for Title I.

II.3. Non-Salary Related Expenditures – The Office of Management and Compliance Audits will review documents and invoices obtained through the Accounts Payable Department for the following:

1. Purchases are allowable expenditures; 2. Copies of purchase orders and invoices using Title I funds; 3. Invoices are mathematically correct and reconcile against corresponding vendor quote; 4. Purchases are charged to the proper funding structure (Account Classification) (*); 5. All equipment is properly labeled as Title I property; 6. Capitalized equipment purchases that require tagging for a property control (PC) number,

are engraved and labeled as Title I property (*); 7. Items pending to be engraved, are listed in the “Assets to be Tagged” for the school

location (*); 8. Follow contract guidelines outlined in the 2019-2020 Department of Title I Administration

Handbook for contracted professional services; 9. Purchases must follow guidelines established by Procurement Management and School

Board Policy;

BUDGET AND EXPENDITURES (CONTINUED)

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

10. Credit Card (P-Card) transactions must include the following backup documentation: (*) 1. A list describing the supplemental materials purchased, as well as a justification

regarding the direct impact on student academic achievement or parent and family engagement;

2. A copy of the Purchasing Card Program Purchasing Authorization form (FM-5707) signed by the school administrator on or prior to date of purchase;

3. A copy of the credit card statement; 4. M-DCPS Purchasing Credit Card Program Monthly Reconciliation Work Sheet (FM-

5828); and 5. A copy of the vendor invoice.

11. Shopping Carts and Funds Reservations for Field Trips (commitment item 533200) must include the following backup documentation: (*)

1. Specific academic purpose linked to Reading/Language Arts, Math, Social Studies and/or Science, and final student academic product as a result of the field trip;

2. Date of the field trip; 3. Location of the field trip and other details such as number of students participating;

and 4. Backup documentation (e.g., Field Trip Request Packet Cover, Quote(s), etc.).

Note: (*) Not applicable for Charter Schools

II.4. Parent and Family Engagement Funding 1. Copies of documentation demonstrating use of School-based Parent and Family

Engagement Title I Allocation, to carry out the activities and strategies in the PFEP, as outlined in section 1116(3(D)(i-v) of the Every Student Succeeds Act (ESSA).

II.5. Student Achievement 1. Copies of documentation demonstrating use of Title I funds to directly impact student

academic achievement in Reading/Language Arts, Math, Social Studies and/or Science.

III.1. Review of Property Inventory Records Matching Title I Program Numbers and Dates.

1. Schools must identify any Capitalized ($1,000 and over) and Non-Capitalized (under

$1,000) property purchased with Title I funds by placing on each item an “M-DCPS Title I

Property” label indicating the school year of purchase;

*Note: Capitalized items must be engraved with a Property Inventory Number, as applicable.

2. Schools must maintain an inventory listing of Capitalized property acquired with Title I funds.

The Office of Management and Compliance Audits conducts a complete physical property

inventory for items with an individual cost of $1,000 or more; and

3. Schools must maintain a perpetual inventory listing of Non-Capitalized property acquired

with Title I funds (FM-7645).

*Note: Special attention must be given to Capitalized equipment purchased with Title I funds

that appear in the Web-based Property Report from Intranet, Property Control

Download (as applicable).

PROPERTY (SCHOOLWIDE PROGRAM [44440000])

BUDGET AND EXPENDITURES (CONTINUED)

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

III.2. Refer to the 2019-2020 Department of Title I Administration Handbook and adhere to the

following Property Procedures Documentation to support the disposal of Title I Property:

1. Memorandum issued to the Department of Title I Administration, prior to disposal,

requesting permission to dispose property - Property Disposal form (FM-6587);

2. Memorandum from the Department of Title I Administration, granting permission for

disposal;

3. Copy of Outgoing Controlled Equipment form (FM-1670) signed by all stakeholders;

4. Copy of the Approval of Off-Site Use of School Board Property form (FM-2380) when off-

campus use of Title I Property, as applicable;

5. Copy of written communication requesting authorization to transfer and written approval

from the Department of Title I Administration when Transferring Title I Property; and

6. Copy of Plant Security Report (FM–0366) used to report Title I Property stolen or damaged.

IV.1. List of Professional Development (PD) Activities and/or PD Calendar.

IV.2. Documentation of professional development to address deficient indicators for schools

based on State Assessment Outcomes.

1. Samples of memos, agendas, handouts, and evidence of PD attendance (payroll

documentation) for non-school based PD activities; and

2. Sign-in sheets for school-based PD activities.

IV.3. Evidence of Title I Schoolwide Program overview to staff during faculty meetings, and

evidence of parent conferences to amend the School-Parent Compact.

1. Samples of meeting agendas;

2. Sign-in sheets; and

3. Samples of Communication Log from a few teachers, demonstrating at least one parent

conference per child with appropriate school staff was conducted to amend the School-

Parent Compact with the parent (grades K-5 only). The log must clearly indicate that

parents were contacted to discuss and/or amend the School-Parent Compact.

V.1. Schoolwide Projects are comprehensively developed, reviewed, evaluated annually and revised accordingly as evidenced by the following documentation for all 2019-2020 EESAC meetings:

1. Official EESAC Meeting Announcement notices; 2. Agendas; 3. Sign–in sheets; and 4. Official meeting minutes from the Office of School Improvement’s website

(http://osi.dadeschools.net/viewbylawsminutesrosters.asp#).

PROFESSIONAL DEVELOPMENT (SCHOOLWIDE PROGRAM [44440000])

EDUCATIONAL EXCELLENCE SCHOOL ADVISORY COMMITTEE (EESAC)

(SCHOOLWIDE PROGRAM [44440000])

PROPERTY (CONTINUED)

http://osi.dadeschools.net/viewbylawsminutesrosters.asp

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

VI.1. Documentation of Professional Development/Professional Growth Experiences.

1. Evidence of CIS/CLS participation in the Title I CIS/CLS Orientation Meeting, Title I

CIS/CLS Training Center Sessions, Title I Parent Advisory Council (PAC) Meetings, Title I

District Advisory Council (DAC) Meetings other meetings conducted by the Department of

Title I Administration for Title I CIS/CLS (i.e. Attendance Reports, Sign-in Sheets);

2. Evidence of CIS/CLS participation in District-wide professional development activities,

meetings and events to enhance professional growth. (i.e. Certificate or Status Report

indicating “complete”); and

3. Evidence of CIS/CLS participation in professional development activities/professional

growth experiences which document current professional learning related to parent and

family engagement, if applicable. (i.e. Registration, Sign-in Sheets, Follow-up Assignment,

Certificate or Status Report indicating “complete”) If this item is not applicable, the

appropriate disclaimer must be included.

VI.2. Documentation of opportunities provided by the school to help parents/families work with

their child to improve their academic achievement.

1. Evidence of providing parents/families with a description and explanation of the curriculum

in use at the school; and

2. Evidence of providing parents/families information about the forms of academic

assessment used to measure student progress, the availability of State, District and school

testing data, and the proficiency level students are expected to meet through services

provided.

VI.3. Documentation of opportunities provided to all parents/families for participation in parent

and family engagement activities.

1. Evidence of building the capacity of school staff, parents/families for meaningful parent and

family engagement by offering a flexible number of meetings and workshops/activities (i.e.,

flyers demonstrating meetings and workshops/activities are provided at different times of

the day);

2. Evidence of providing full opportunities for the participation of parents/families with limited

English proficiency, parents/families with disabilities, and parents/families of migratory

children should be substantiated through services provided by the school; and

3. Evidence of parent and family engagement in the decision-making process of how the

School’s Title I Allocation will be used, as reviewed/discussed during the EESAC meetings

or other meetings held with parents and families, such as the Title I Annual Meeting.

VI.4. Title I Annual Parent Meeting Documentation 1. Title I DAC/PAC Representatives form (FM-6996);

2. Agenda;

3. Minutes;

4. Sign-in sheets;

5. Parent Surveys (the official Title I School-level Parent and Family Engagement Survey

template is available on the Title I School-level Collaboration Site);

6. Parent Survey Compilation of Results (template is available on the Title I School-level

Collaboration Site);

7. District-level Title I PFEP;

8. School-level Title I PFEP;

PARENT AND FAMILY ENGAGEMENT (CONTINUED) PARENT AND FAMILY ENGAGEMENT (SCHOOLWIDE PROGRAM [44440000])

All items within this section (except VI.1 and VI.5) are to be completed by schools implementing the 2019-2020 Title I Schoolwide Program.

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

The following compliance items must be compiled on a monthly basis, arranged in the order indicated below, and maintained in the folder designated for the month:

9. Evidence of the following documents in multi-languages: flyers and sample of Title I

School-Parent Compact (FM-6985); and

10. PowerPoint presentation utilized during the meeting and personalized with school specific

information.

VI.5. CIS/CLS Job Description/Weekly Schedules

VI.6. Parent Resource Center/Area

1. School Improvement Process (SIP);

2. District-level Title I PFEP;

3. School-level Title I PFEP;

4. Title I School-Parent Compact;

5. Parent Resource Center/Area Attendance Log;

6. Title I School-level Parent Surveys;

7. Flyers;

8. Handouts;

9. Parent Resource Center Hours of Operation;

10. Information about other federal programs;

11. Translated materials;

12. Resources for parents and families;

13. Computer(s);

14. Printer;

15. Accessibility of Parent Resource Center/Area;

16. Welcoming environment;

17. Materials/Items available for checkout; and

18. A Parent Center Photo.

VI.7. Records of Property Inventory for items purchased by the Department of Title I

Administration for the performance of duties related to the implementation of the Title I

Parent and Family Engagement Program at the school (as applicable).

1. M-DCPS Title I Property label affixed to the purchased item(s);

2. Inventory listing of property includes the date when the item(s) was/were assigned to the

CIS/CLS;

3. Capitalized and Non-Capitalized Property Inventory form (FM-6698);

4. Equipment Use Agreement Form signed by the CIS and the Principal; or

5. If this item is not applicable, the appropriate disclaimer must be included.

VI.8. Title I School-level Monthly Parent and Family Engagement Data Report

1. Telephone/Email Contact Logs; 2. Documentation of New Community Outreach Partners Connections Made; 3. Documentation of Parents/Family Members Referred to Community Agencies; 4. Electronic Communication to Parents (Connect-Ed messages or other similar electronic

apps); 5. Documentation of Completed Home Visits (with signatures); 6. Documentation of Incomplete Home Visits (without signatures); 7. Parent Center/Area Attendance Rosters and Schoolwide Calendar of Activities; 8. District Advisory Council (DAC) calendars, flyers, agendas, attendance records for the

months in which the General DAC Meetings occurred;

PARENT AND FAMILY ENGAGEMENT (CONTINUED)

Miami-Dade County Public Schools Department of Title I Administration

2019-2020 School-level Compliance Reference Document

9. Parent Advisory Council (PAC) calendars, flyers, agendas, attendance records for the months in which the Regional PAC Meetings occurred;

10. Documentation of Parent/Family Engagement Activities and Attendance (agendas, sign-in sheets, flyers in multi-languages, multimedia, etc.);

11. Additional Communication to Parents/Families (flyers, newsletters, etc.); and 12. Printed report(s) initialed by School-Site Administrator.

VII.1. Salary Expenditures

1. Roster of employees paid with Title I ETO Comprehensive and Targeted (C&T) funds

(Program #44450000); and

2. Assignment schedules of all employees listed on the roster, containing specific duties and

responsibilities.

VII.2. Property

1. Inventory listing of Capitalized property acquired with Title I C&T funds. The Office of

Management and Compliance Audits conducts a complete physical property inventory for

items with an individual cost of $1,000 or more; and

2. Perpetual inventory listing of Non-Capitalized property acquired with Title I C&T funds (FM-

7645).

VIII.1. Salary Expenditures

1. Roster of employees paid with Title I UniSIG funds (Program #44740000); and

2. Assignment schedules of all employees listed on the roster, containing specific duties and

responsibilities.

VIII.2. Property

1. Inventory listing of Capitalized property acquired with Title I UniSIG funds. The Office of

Management and Compliance Audits conducts a complete physical property inventory for

items with an individual cost of $1,000 or more; and

2. Perpetual inventory listing of Non-Capitalized property acquired with Title I UniSIG funds

(FM-7645).

IX.1. Assurances of Compliance and Accountability

1. Copy of the Principal's Assurance Certification of Staff Assignment (FM-7560T [Traditional

Schools] or FM-7346-CH [Charter Schools]) for each quarter, in order to ratify that the Time

and Effort Certification Report of employees paid with Title I funds was properly completed

and signed;

2. Original completed signed and dated Project UP-START – Homeless Education Program

Principal Questionnaire and Assurance Forms (August 2019 and February 2020); and

3. Signed copy of M-DCPS Title I Administration Schoolsite Assurance of Accountability and

Compliance Document (FM-7346-T [Traditional Schools] or FM-7346-CH [Charter

Schools*]). Submission deadline: Friday, June 12, 2020.

* The Charter Schools' Principal along with the Governing Board Chairperson must sign and date the form. The original completed form is to be sent to the address indicated on the form.

TITLE I EDUCATION AND TRANSFORMATION OFFICE (ETO)

COMPREHENSIVE AND TARGETED PROGRAM (44450000)

TITLE I UNIFIED SCHOOL IMPROVEMENT GRANT (UNISIG) PROGRAM (44740000)

ASSURANCES (SCHOOLWIDE PROGRAM [44440000])

PARENT AND FAMILY ENGAGEMENT (CONTINUED)

100

Miami-Dade County Public Schools Department of Title I Administration

Title I Compliance School-level Staff Contact Information Form 2019-2020

School Name: _________________________________________________________ Loc. #: ______

Region: __________ Principal’s Name: ____________________________ Employee #: _______________

School Phone: ____________________ Principal’s Email: ___________________________________

TITLE I SCHOOL-LEVEL COMPLIANCE FACILITATOR:

Name: ______________________________________________ Employee #: ________________________

Job Title: __________________________________ Email Address: ________________________________

Telephone #: __________________________________________ Extension: __________________________

COMMUNITY INVOLVEMENT SPECIALIST (CIS)/COMMUNITY LIAISON SPECIALIST (CLS)

Name: ______________________________________________ Employee #: ________________________

Email Address: _____________________________________________________________________________

Telephone #: __________________________________________ Extension: __________________________

SCHOOL UP-START LIAISON

Name: ______________________________________________ Employee #: ________________________

Job Title: __________________________________ Email Address: ________________________________

Telephone #: __________________________________________ Extension: __________________________

SCHOOL TREASURER

Name: ______________________________________________ Employee #: ________________________

Email Address: _____________________________________________________________________________

Telephone #: __________________________________________ Extension: __________________________

 Return the completed Title I Compliance School-level Staff Contact Information Form, via fax to 305 523- 0708 or by email to [email protected].

 Notify the Department of Title Administration of any changes to this form within 10 days of that change. This includes changes to the name of the staff listed above or his/her contact information. The updated information must be submitted via fax to 305 523-0708 or by email at [email protected].

 Maintain a copy of the completed Title I Compliance School-level Staff Contact Information Form in the black hanging folder of the 2019-2020 Title I School-level Compliance Filing System.

FM-6899 Rev. (06-19) 101

The School Board of Miami-Dade County Bylaws & Policies

Unless a specific policy has been amended and the date the policy was revised is noted at the bottom of that policy, the Bylaws and

Policies of the Miami-Dade County Public Schools were adopted on May 11, 2011 and were in effect beginning July 1, 2011.

2111 - PARENT INVOLVEMENT– A HOME-SCHOOL-DISTRICT PARTNERSHIP

Strong, continuing family and community involvement in all aspects of school programs and activities provides support for measurable improvement in student achievement.

A collaborative environment is encouraged in which the parents and families of District students are invited and encouraged to be involved stakeholders in the school community. This policy establishes the framework and responsibilities for implementation of strategies to increase family and community involvement. A copy of this policy must be distributed to all parents (e.g., by providing paper copies, electronic copies, or other appropriate means of distribution).

"Parent" refers to the natural, adoptive, foster or surrogate parents, the party designated by the courts as the legal guardian or custodian of a student, any person in a parental relationship to a student, or any person exercising supervisory authority over a student in place of the parent. The District welcomes the participation of any adult--mother, father, older sibling, aunt, uncle, grandparent, guardian/foster parent, mentor--who plays a significant role in the care of a student or students enrolled in the District. Although parental involvement is the specific focus of this policy, all those concerned with the education of students must work together cooperatively to meet the needs of students.

"School" is defined in the broadest possible sense. It refers not only to the customary kindergarten through grade 12 programs, but also to the early childhood, adult education, and community schools’ programs.

The Superintendent shall implement administrative procedures by which a school-parent partnership can be established and maintained throughout the student's career in the District.

Parent Responsibilities

The importance of parents as teachers shall be recognized by parents and supported by the school. Schools will provide parents with the appropriate support and assistance needed in understanding and meeting the expectations of this role. Parents are expected to:

A. set guidelines and clear expectations of good behavior and academic performance;

102

B. ensure that their children have a quiet place and time to read, study, and complete homework;

C. discuss daily work assignments, progress reports, and report cards with their children;

D. ensure that their children attend school on time every day and promptly report any absences or tardiness;

E. communicate with the school through written and electronic messages, telephone, and/or conference meetings;

F. ensure that their children have the materials needed to complete class work and home learning;

G. take an active part in school activities, such as Open Houses, PTA meetings, participating in workshops, and parent/student activities, etc.;

H. keep their children healthy by ensuring that they get enough sleep, appropriate nutrition, and medical care;

I. bring to the attention of appropriate school personnel any problem or condition that negatively affects their children, or other children in the school community;

J. help their children develop a good self-image by providing care, discipline, support, interest, and concern;

K. provide the school with current and accurate home, work, and emergency contact information; and

L. foster in their children a positive attitude towards school and learning.

Parents as Advisors, Advocates, and Participants in Decision Making

A. Advisors Parents are encouraged to participate in and influence decisions, raise issues or concerns, appeal decisions, and resolve problems.

B. Advocates Parents are encouraged to become advocates for children on issues that affect children. They are urged to join and take a leadership role in a PTA, PTSA or other parent organization.

C. Educational Excellence School Advisory Councils Parents must be elected to serve as active members of Educational Excellence School Advisory Councils (EESAC) and in other important decision-making bodies, where required by State and Federal statutes. This will include the involvement of parents in the development of the Local Educational Agency Title I Plan required under The Every Student Succeeds Act as well as their involvement in the process of school review and improvement required by the Act.

D. Title I School-Parent Compacts

103

In each school implementing the Title I Program, parents shall, jointly with the school, develop the annual Title I School-Parent Compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. This compact will also identify how the school and parents will build and develop a partnership to help children achieve the State’s high academic standards.

E. Title I School-Level Parent and Family Engagement Plan In each school implementing the Title I Program, parents and families shall jointly with the school develop the Title I School-Level Parent and Family Engagement Plan. Additionally, parents in the Title I Program shall be involved in the annual evaluation and redesign of the content and effectiveness of this document, in efforts towards improving the academic quality of the school.

School Level Strategies and Responsibilities

A. Parent Outreach Liaisons. Each school principal will identify one (1) or more individuals who will serve as a liaison to all parents in the school community. Responsibilities include: assessing the needs of parents; communicating this information to the school's principal and the school’s advisory group(s); and informing parents of school and District services, offerings, and programs in their primary language. This individual may be a Community Involvement/Liaison Specialist, another staff member, or a certified volunteer.

B. Space for Parents. School principals will provide a Family Resource Center as a place for parents to meet and review current bulletins, and exchange information.

C. Access to Schools. Reasonable efforts will be made to make the school building a welcoming place, clearly accessible to parents. Parents should recognize, however, that their right to access does not transcend the rights of students and teachers to an orderly educational environment.

D. Sensitivity to Exceptionalities. Reasonable efforts will be made to assist parents in understanding the needs and rights of their children. Reasonable efforts should be made to assist school personnel, students, and parents in understanding the needs and rights of children with different exceptionalities.

E. Accommodations for Parents. School personnel should use flexible and creative methods to accommodate the schedules of parents, and, with the assistance of businesses, agencies, and organizations, to encourage participation by addressing the need for child care, transportation and other resources. Every reasonable accommodation should be made for Board employees who are parents to participate in the education of their children.

F. Communication. Communication between parents and the school shall be encouraged at all grade levels, including regular parent/teacher communication, and providing parents with meaningful scope of student work. Reasonable efforts will be made to communicate with parents in their primary language. The mode of communication should also be adjusted when necessary to promote comprehension, acceptance, and trust. Additionally, schools implementing the Title I Program will distribute annually to parents, at

104

the onset of the school year, the Title I Program Parent Notification Letter, in a format, and to the extent practicable, in a language such parents understand.

G. Parent Orientation. Schools will conduct orientation meetings that provide information about school procedures and programs as well as opportunities for active participation. Additionally, schools implementing the Title I Program should conduct the Title I Annual Parent Meeting at the onset of the school year to inform parents of their school’s participation in the Title I Program, to explain the parental requirements in the Every Student Succeeds Act, and to explain the rights of the parents to be involved in the decision making process.

H. Educational Excellence School Advisory Councils. Schools must ensure that parents are included as active members of Educational Excellence School Advisory Councils and other important decision-making bodies as required by Federal and State statute. To ensure that parents are knowledgeable about this involvement, all parents must receive information regarding the role of EESAC, meeting schedules, and parent elections. With the support of the EESAC, principals will develop and support strategies that facilitate opportunities for all parents to be involved in at least one support activity during the course of the year.

I. Title I School-Parent Compacts. Each school implementing the Title I Program shall ensure that parents in the Program are involved in jointly developing, and receive, the annual Title I School-Parent Compact as required in the Every Student Succeeds Act that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards.

J. Title I School-Level Parent and Family Engagement Plan. In each school implementing the Title I Program, parents shall jointly with the school create a plan. Additionally, parents of student attending schools implementing the Title I Program shall be involved in the annual evaluation and redesign of the content and effectiveness of this document, in efforts towards improving the academic quality of the school.

K. Learning Opportunities for Parents. With the assistance of The Parent Academy and other appropriate District offices, schools should identify and implement community-centered, parent friendly programs and affiliations for parents to learn. The learning opportunities should target appropriate student age levels, including the needs of children from birth to age six as well as the developmental and cognitive needs and expectations of students. Additional learning opportunities should be provided for young adults, including those who are already parents, to learn how to be effective parents.

L. Volunteers. Principals should utilize the special knowledge, abilities, talents, and cultural experiences of parents to enhance school activities and experiences. In order to maintain a strong volunteer program, principals will identify staff who will actively recruit, train, appropriately place, support, and monitor parents during volunteer activities. Volunteer procedures and online registration will be made available throughout the year.

105

M. Resources for Parents. In order to assist parents, resources should be made available for check-out at the school site or through the District web site or Parent Portal, such as: audio/visual, print, computer, and web-based programs; "how-to" programs broadcast on educational television and radio; materials developed especially to aid the parent-as-teacher; copies of class schedules, coursework, and homework assignments; grade level course objectives, requirements, and student performance; calendars; and standards and student performance on Statewide assessments. Additionally, the Title I Handbook should be made available to parents of students attending schools implementing the Title I Program.

N. Advocacy. Schools, regional centers, and the District will support parents to become advisors and advocates for their children. They will provide understandable, accessible, and well-publicized opportunities as well as information about student and parent responsibilities and rights in order that parents may advocate effectively. Title I Community Involvement/Liaison Specialists or Parent Liaisons will provide information and assistance to parents including the parents of children with exceptionalities.

District Level Strategies and Responsibilities

A. District Offices and Support for Family Engagement Strategies. Family engagement, advocacy, and community outreach is provided collaboratively by the Parent Academy, the Department of Title I Administration, and the Office of Community Engagement. These Offices shall provide the coordination, technical assistance, and other support necessary to assist schools, the regions and other District offices including, but not limited to, Early Childhood Programs, Bilingual Parent Outreach Program, and State and District-run Voluntary Pre-kindergarten (VPK) programs in planning and implementing effective family engagement activities to improve student academic achievement and school performance, as well as to build schools’ and parents’ capacity for strong parental involvement as defined in the Every Student Succeeds Act. Their shared responsibility is to promote family engagement practices, facilitate implementation of this policy, and maintain contact with various groups and individuals representing parents.

Additionally, schools implementing the Title I program will receive support and assistance through the following Title I components: parental District Advisory Council’s general and executive board meetings, the Parent Outreach Program, Community Involvement/Liaison Specialists, Parent Advisory Councils, and District and school-site Parent Resource Centers.

B. Family Engagement Training. The Office of Community Engagement, in cooperation with the Parent Academy, the Department of Title I Administration, and other appropriate District offices, where applicable, will develop and provide training programs to give parents the information, tools, and resources on how to be successful advisors, advocates, and partners in the decision- making process. The training programs must include assistance to parents to understand such topics as the Florida Standards and other assessments, the

106

requirements of the Every Student Succeeds Act, ways to monitor a child’s progress, and ways to work with educators to improve student achievement. The District should also facilitate parent-to-parent training programs.

C. Support for Communication. Appropriate District offices will develop and implement effective communication methods to ensure that all families receive and share school-to-home and home-to-school communications, regardless of whether they are economically disadvantaged, disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. Additionally, the Department of Title I Administration will provide to schools implementing the Title I program the sample Title I Program Notification Letter, to be distributed to their parents annually, at the beginning of the school year.

D. Staff Development. Training and professional learning should include the importance of parent and family engagement. Training programs will be identified by the Office of Community Engagement, the Department of Title I Administration, the Parent Academy, and other appropriate District offices, to assist personnel in acquiring techniques that promote effective communication with parents and families, and implementation of parent and family engagement strategies with the goal of improving student performance.

E. Frequently Asked Questions – Q&A Resource Guide. A resource guide will be developed for school staff members, parents, and the community, to include best practices and a directory of contact information for programs, and persons with expertise in the area of parental involvement. Additionally, the Title I Handbook is an appropriate resource to support schools implementing the Title I program, in this area.

F. Title I School-Parent Compacts. The Department of Title I Administration will ensure that all schools participating in the Title I program jointly with parents develop the annual Title I School-Parent Compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. The Department of Title I Administration will assist with ensuring that schools distribute the Compacts tall parents of students attending schools implementing the Title I program.

G. Title I District-Level Parent and Family Engagement Plan. This plan serves as the official District-Level Parent and Family Engagement Plan required by Section 1116 of the Every Student Succeeds Act for schools implementing the Title I program. This plan has been developed jointly with, and agreed upon by and distributed to, parents and family members of children attending schools participating in the Title I program. The Department of Title I Administration will assist in ensuring that this plan is distributed to all parents of students attending schools participating in the Title I program.

H. Evaluation. The Office of Community Engagement and the Family and Community Involvement Advisory Committee, on which the majority of the members are parents, will annually assess the implementation of the Parent Involvement Policy, using outcome-based data, including, but not limited to, the School Climate Survey and the Title I Parent and Family Engagement Survey, and will make written recommendations for improvement. This assessment will identify barriers to greater participation by parents in parental involvement

107

activities, with particular attention to parents who are economically disadvantaged, disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background. The findings of the evaluation will be used to design strategies for more effective parental involvement and to revise existing parental involvement policies.

I. Business Involvement. The active cooperation of the community's municipalities, businesses, agencies, organizations, post-secondary institutions, and other individuals with expertise in engaging parents and family members in education will be sought to partner with the District to provide on- site opportunities for parents to learn more about the School District, the educational needs of students, and about parenting in general. These entities may be asked to partner with the District to provide educational experiences at the school sites. Members of the community will be encouraged to assist students by participating in programs such as Dade Partners and School Volunteers. Businesses will be encouraged to provide flexible time or release time for employees to actively engage at their children’s school.

F.S. 1000.03 F.S. 1002.23 Title I, Section 1118 20 U.S.C. 6301 et seq.

Revised 4/25/18

©Miami-Dade 2018

108

W e e k o

S c h

o o

l N

a m

e :

C IS

/C L

S N

a m

e :

T im

e /P

e ri

o d

T it

le I

C o

m m

u n

it y I

n v o

lv e m

e n

t S

p e c ia

li s t

(C IS

) /C

o m

m u

n it

y L

ia is

o n

S p

e c ia

li s t

(C L

S )

W e e k ly

S c h

e d

u le

T h

u rs

d a y

F ri

d a y

F u

ll -T

im e

P a rt

-T im

L o

c a ti

o n

# :

M o

n d

a y

T u

e s d

a y

W e d

n e s d

a y

F M

-7 7

2 1

( 0

7 -1

9 )

109

A ny

o th

er w

or k

co m

pl et

ed th

at d

oe s

no t a

pp ly

to a

ny c

at eg

or y

pr ev

io us

ly in

di ca

te d.

H ol

id ay

s, A

bs en

ce , H

ur ric

an e,

N o

S ch

oo l d

ay s.

M o

n th

ly R

e p

o rt

/W e e k ly

S c h

e d

u le

/F il in

A tt

e n

d P

ro fe

s s io

n a l

D e v

e lo

p m

e n

t/ M

e e ti

n g

G re

e t/

A s s is

t P

a re

n ts

O th

e r

L E

G E

N D

O rg

an iz

in g/

S ta

ffi ng

/U pd

at in

g/ C

on du

ct in

g P

ar en

t C en

te r r

el at

ed w

or k.

C om

pi lin

g da

ta , m

ai nt

ai ni

ng th

e T

itl e

I P ar

en t a

nd F

am ily

E ng

ag em

en t S

ec tio

n of

th e

fil es

, c om

pl et

in g/

su bm

itt in

g: T

itl e

I M on

th ly

R ep

or t,

T itl

e I P

ar en

t S ur

ve y,

W ee

kl y

S ch

ed ul

A tte

nd in

g C

IS /C

LS m

ee tin

gs /tr

ai ni

ng s,

P A

C /D

A C

M ee

tin gs

, o th

er w

or ks

ho ps

/P D

tr ai

ni ng

s of

f- ca

m pu

G re

et in

g/ A

ss is

tin g

P ar

en ts

, h el

pi ng

p ar

en ts

w ho

c om

e to

th e

sc ho

ol w

ith q

ue st

io ns

, ( i.e

. p ar

en t p

or ta

l), re

qu es

tin g

in fo

rm at

io n

or ne

ed in

g an

y ot

he r a

ss is

ta nc

e. S

ha rin

g in

fo rm

at io

n/ re

so ur

ce s

w ith

p ar

en ts

M ak

in g

an d/

or re

ce iv

in g

ca lls

to /fr

om p

ar en

ts , r

ea di

ng a

nd /o

r c om

po si

ng e

m ai

ls .

P re

pa rin

g fo

r a nd

/o r c

on du

ct in

g ho

m e

vi si

ts .

C oo

rd in

at in

g/ co

nd uc

tin g/

w ra

pp in

g- up

w or

ks ho

ps o

r m ee

tin gs

(i nc

lu si

ve o

f c op

yi ng

fl ye

rs , h

an do

ut s

& o

th er

ta sk

s as

so ci

at ed

w ith

m ee

tin gs

/w or

ks ho

ps ).

T ak

in g

du ty

fr ee

lu nc

h or

1 5

m in

ut es

b re

ak .

M ee

tin g

or o

th er

w is

e co

m m

un ic

at in

g w

ith c

om m

un ity

p ar

tn er

s an

d/ or

a ge

nc ie

s. R

ef er

rin g

pa re

nt s

to c

om m

un ity

p ar

tn er

s/ ag

en ci

es .

T e le

p h

o n

e C

a ll s /E

le c tr

o n

C o

m m

u n

ic a ti

o n

H o

m e V

is it

W o

rk s h

o p

s /M

e e ti

n g

B re

a k /L

u n

c h

C o

m m

u n

it y P

a rt

n e r/

A g

e n

c y

C o

n n

e c ti

o n

/O u

tr e a c h

P a re

n t

C e n

te r

R e la

te d

D u

ti e s

L u

n c h

A p

p li c a ti

o n

s A

ss is

t P ar

en ts

w ith

in fo

rm at

io n

ab ou

t l un

ch a

pp lic

at io

n, ti

ps o

n ho

w p

ar en

ts c

an c

om pl

et e

lu nc

h ap

pl ic

at io

ns o

n ca

m pu

s or

fr om

h om

F M

-7 7

2 1

( 0

7 -1

9 )

110

T it

le I

A dm

in is

tr at

io n

R ec

or d

of P

ar en

ta l S

up po

rt -

H om

e V

is it

20 _

__ - 2

0_ __

R eg

io na

l C en

te r

Sc ho

ol G

ra de

T ea

ch er

St ud

en t

A dd

re ss

T el

ep ho

D at

e T

im e

Pa re

nt /G

ua rd

ia n'

s N

am e

Pu rp

os e

of V

is it:

(c he

ck a

ll th

at a

pp ly

)

W el

co m

e th

e ne

w fa

m ily

D el

iv er

P ar

en t C

om pa

ct o

r P ar

en t S

ur ve

Sh ar

e in

fo rm

at io

n on

s ch

oo l p

ol ic

ie s

re ga

rd in

g st

ud en

t a tte

nd an

ce a

nd p

un ct

ua lit

Sh ar

e in

fo rm

at io

n on

h ow

p ar

en ts

c an

a ss

is t t

he ir

c hi

ld /c

hi ld

re n

w ith

h om

e le

ar ni

Sh ar

e in

fo rm

at io

n w

ith p

ar en

t( s)

o n

ho w

th ey

c an

p os

iti ve

ly im

pa ct

th ei

r c hi

ld 's

ac ad

em ic

p er

fo rm

an ce

E xt

en d

an in

vi ta

tio n

to v

is it

th e

Pa re

nt R

es ou

rc e

C en

te r

Sh ar

e in

fo rm

at io

n re

ga rd

in g

av ai

la bl

e co

m m

un ity

re so

ur ce

Sh ar

e in

fo rm

at io

n on

a du

lt lit

er ac

y (P

ar en

t A ca

de m

Fa ci

lit at

e ar

ra ng

em en

ts fo

r a p

ar en

t/t ea

ch er

c on

fe re

nc e

In vi

te f

am ily

to s

ch oo

l p ro

gr am

s or

P ar

en t A

dv is

or y

C ou

nc il/

D is

tr ic

t A dv

is or

y C

ou nc

il M

ee tin

E xt

en d

an in

vi ta

tio n

to b

ec om

e a

vo lu

nt ee

r at

th e

sc ho

O th

In co

m pl

et e

ho m

e vi

si t,

pa re

nt /g

ua rd

ia n

un av

ai la

bl e

Sh ar

e in

fo rm

at io

n re

ga rd

in g

T itl

e I P

ro gr

am A

pp lic

at io

Sh ar

e in

fo rm

at io

n fr

om T

itl e

I P ro

gr am

E va

lu at

io n

Si gn

at ur

e of

P ar

en t/G

ua rd

ia n

FM -6

91 5E

R ev

. ( 08

-1 9)

Si gn

at ur

e of

C om

m un

ity In

vo lv

em en

t S pe

ci al

is t

111

A dm

in is

tr ac

ió n

de T

ít ul

o I

H is

to ri

al d

e ap

oy o

pa ra

lo s

pa dr

es -

V is

it a

a la

c as

a 20

_ __

- 2 0_

__ C

en tr

o R

eg io

na l

E sc

ue la

Fi rm

a de

l p ad

re /d

e la

m ad

re /d

el tu

to r/

de la

tu to

FM -6

91 5S

R ev

. ( 08

-1 9)

G ra

do M

ae st

ro /a

E st

ud ia

nt e

D ir

ec ci

ón T

el éf

on o

Fe ch

a H

or a

N om

br e

de l p

ad re

/d e

la m

ad re

/d el

tu to

r/ de

la tu

to ra

Pr op

ós ito

d e

la v

is ita

: ( se

ña le

to da

s la

s qu

e ap

liq ue

Fi rm

a de

l/d e

la e

sp ec

ia lis

ta d

e pa

rt ic

ip ac

ió n

co m

un ita

ri a

(C om

m un

ity In

vo lv

em en

t S pe

ci al

is t)

D é

la b

ie nv

en id

a a

la n

ue va

fa m

ili a

E nt

re gu

e el

P ar

en t C

om pa

ct o

la P

ar en

t S ur

ve y

(E nc

ue st

a pa

ra P

ad re

s de

F am

ili a)

C om

pa rt

a in

fo rm

ac ió

n so

br e

la p

ol íti

ca o

fi ci

al e

n cu

an to

a la

a si

st en

ci a

y la

p un

tu al

id ad

d e

lo s

es tu

di an

te s

C om

pa rt

a in

fo rm

ac ió

n so

br e

có m

o lo

s pa

dr es

d e

fa m

ili a

pu ed

en a

si st

ir a

s us

h ijo

s co

n el

a pr

en di

za je

e n

el h

og ar

C om

pa rt

a in

fo rm

ac ió

n co

n lo

s pa

dr es

e n

cú an

to a

c óm

o pu

ed en

e st

im ul

ar p

os iti

va m

en te

e l r

en di

m ie

nt o

ac ad

ém ic

o de

s us

h ijo

E xt

ie nd

a a

lo s

pa dr

es d

e fa

m ili

a un

a in

vi ta

ci ón

a q

ue v

is ite

n el

C en

tr o

de R

ec ur

so s

pa ra

P ad

re s

de F

am ili

a (P

ar en

t R es

ou rc

e C

en te

C om

pa rt

a in

fo rm

ac ió

n so

br e

lo s

re cu

rs os

c om

un ita

ri os

q ue

e st

án d

is po

ni bl

C om

pa rt

a in

fo rm

ac ió

n so

br e

la a

lf ab

et iz

ac ió

n de

a du

lto s

de la

A ca

de m

ia p

ar a

Pa dr

es d

e Fa

m ili

a (T

he P

ar en

t A ca

de m

Fa ci

lit e

lo s

ar re

gl os

p ar

a un

a co

nf er

en ci

a en

tr e

pa dr

es d

e fa

m ili

a y

m ae

st ro

In vi

te a

la fa

m ili

a a

lo s

pr og

ra m

as d

e la

e sc

ue la

o d

el C

on se

jo A

se so

r d e

Pa dr

es d

e Fa

m ili

a/ R

eu ni

on es

d e

lo s

C on

se jo

s A

se so

re s

de l D

is tr

ito (P

ar en

t A dv

is or

y C

ou nc

il M

ee tin

gs )

E xt

ie nd

a un

a in

vi ta

ci ón

a lo

s pa

dr es

p ar

a qu

e se

c on

vi er

ta n

en v

ol un

ta ri

os d

e la

e sc

ue la

C om

pa rt

a in

fo rm

ac ió

n so

br e

la A

pl ic

ac ió

n de

l P ro

gr am

a de

T itu

lo 1

C om

pa rt

a in

fo rm

ac ió

n so

br e

la e

va lu

ac ió

n de

l P ro

gr am

a de

T itu

lo 1

O tr

L a

vi si

ta d

el h

og ar

q ue

dó in

co m

pl et

a, lo

s pa

dr es

d e

fa m

ili a/

tu to

re s

no e

st ab

an d

is po

ni bl

112

A dm

in is

tr as

yo n

"T it

le I

" R

ek ò

po u

V iz

it S

ip ò-

L ak

ay P

ar an

20 _

__ - 2

0_ __

Sa nt

R ej

yo na

l L

ek òl

Si ya

ti Pa

ra n/

G ad

ye n

FM -6

91 5H

R ev

. ( 08

-1 9)

A ne

E sk

ol è

Pw of

es è

E lè

v A

dr ès

T el

ef òn

D at

L è

N on

P ar

an /G

ad ye

B i V

iz it

la : (

tc he

ke to

ut s

a ki

a pl

ik ab

)

B on

a kè

y no

uv o

fa nm

i a n

D el

iv re

K on

pa k

Pa ra

n ou

by en

S on

da j P

ar an

Pa ta

je e

nf òm

as yo

n so

u rè

g le

kò l k

on sè

na n

pr ez

an s

ak p

on kt

ya lit

e el

èv

Pa ta

je e

nf òm

as yo

n so

u kò

m an

p ar

an k

ab a

si st

e pi

tit y

ou p

ou a

pr an

n le

kò l

Pa ta

je e

nf òm

as yo

n av

èk p

ar an

s ou

k òm

an y

o ka

b fè

y on

e fè

p oz

iti f s

ou p

èf òm

an s

ak ad

em ik

p iti

t y o

B ay

y on

e nv

ita sy

on p

ou v

in v

iz ite

S an

t R es

ou s

Pa ra

n an

Pa ta

je e

nf òm

as yo

n ko

ns èn

an r

es ou

s ko

m in

ot è

ki d

is po

ni b

Pa ta

je e

nf òm

as yo

n so

u al

fa be

tiz as

yo n

ad ilt

(A ka

de m

i P ar

an )

Fa si

lit e

ar an

jm an

p ou

y on

k on

fe ra

ns p

ar an

/p w

of es

E nv

ite fa

nm i p

ou p

at is

ip e

na n

pw og

ra m

le kò

l y o

ou by

en K

on si

l K on

sè y

Pa ra

n/ R

ey in

yo n

K on

si l K

on sè

y D

is tr

i y o

B ay

y on

e nv

ita sy

on p

ou to

un en

y on

v ol

on tè

n an

le kò

l l a

Si ya

ti E

sp es

ya lis

p ou

P at

is ip

as yo

n K

om in

ot è

Pa ta

je e

nf òm

as yo

n ko

ns èn

an a

pl ik

as yo

n pw

og ra

m "

T itl

e I"

Pa ta

je e

nf òm

as yo

n so

u ev

al w

as yo

n pw

og ra

m "

T itl

e I"

L òt

V iz

it la

ka y

en ko

np lè

, p ar

an /g

ad ye

n pa

d is

po ni

113

P a re

n t

a n

d F

a m

il y E

n g

a g

e m

e n

t P

ro g

ra m

In c o

m in

g a

n d

O u

tg o

in g

T e le

p h

o n

e L

o g

S c

h o

o l‘

s N

a m

L o

c . #

IS /C

L S

N a

m e

D A

T E

IM E

A R

E N

T /G

U A

R D

IA N

’S N

A M

S T

U D

E N

T ’S

N A

M E

R A

D E

E L

E P

H O

N E

P U

R P

O S

P a

g e

o f

F M

-7 7

2 3

( 1

0 -1

9 )

114

T IT

L E

I S

C H

O O

L -P

A R

E N

T C

O M

P A

C T

_ _ _ _ _ __

_ _ _ _ _ S

C H

O O

L Y

E A

T h

e sc

h o ol

a n

d p

ar en

ts w

o rk

in g c

o o p

er a ti

v el

y t

o p

ro v id

e fo

r th

e su

cc es

sf u

l ed

u ca

ti o n

o f

_ _ _ _ _ __

_ _ _ _ __

_ _ _ _ _ _ _ _ __

_ _ _ _ __

_ _ _ _ _

a g re

e th

a t:

h il

d ’s

N a

m e

_ _ _ _ _ _ _ _ __

_ _ _ _ __

_ _ _ _ _ _ _ _ __

_ _ _ _ __

_S C

H O

O L

W IL

L :

T H

E P

A R

E N

T S

/G U

A R

D IA

N S

W IL

L :

 C

o n du

ct a

T it

le I

A n n

u al

P ar

en t

M ee

ti n

g to

i n

fo rm

p ar

en ts

a n

d f

am il

ie s

o f

st u

d en

ts i

n th

e T

it le

I P

ro g ra

m o

f th

ei r

ri gh

t to

b e

in vo

lv ed

 O

ff er

m ee

ti n

gs a

t fl

ex ib

le t

im es

, p ro

v id

e ac

ce ss

ib il

it y,

a cc

o m

m o

d at

io n

s an

d t

ra n

sl at

io n

se rv

ic es

t o p

ar en

ts ,

as r

eq u es

te d .

 A

ct iv

el y

in vo

lv e

p ar

en ts

i n

p la

n n

in g , re

vi ew

in g,

a n d

i m

p ro

vi n

g th

e T

it le

I P

ro gr

am a

n d

th e

S ch

o o l-

le ve

l P

ar en

t an

d F

am il

y E

n ga

ge m

en t

P la

n (

P F

E P

 P

ro vi

d e

h ig

h q

u al

it y c

u rr

ic u

lu m

a n

d i

n st

ru ct

io n

i n

a s

u p

p or

ti ve

a n

d e

ff ec

ti v

e le

ar n

in g e

n vi

ro n

m en

t th

a t

en a

b le

s th

e p

ar ti

ci p

at in

g c

h il

d re

n t

o m

ee t

th e

S ta

te ´s

st u

d en

t ac

a d

em ic

a ch

ie ve

m en

t st

an d

a rd

s a s

fo ll

o w

 H

ol d

p a

re n

t- te

a ch

er c

on fe

re n

ce s,

a t

le as

t a

n n

u a ll

y ,

d u

ri n

g w

h ic

h t

h is

c o m

p a

ct w

il l

b e

d is

cu ss

ed a

s it

r el

at es

t o

th e

in d

iv id

u al

c h

il d

's a

ch ie

v em

en t

(G ra

d es

K -5

o n

ly ).

S p

ec if

ic al

ly ,

th o

se c

o n

fe re

n ce

s w

il l

b e

h el

d :

 P

ro vi

d e

p a re

n ts

w it

h f

re q

u en

t re

p o rt

s o

n t

h ei

r ch

il d

re n

's p

ro g re

ss . S

p ec

if ic

al ly

, th

e sc

h o

o l

w il

l pr

o vi

d e

re po

rt s

as f

o ll

o w

s [D

at e(

s) a

n d t

im e(

s) ]:

 P

ro vi

d e

p a re

n ts

r ea

so n

a b

le a

cc es

s to

s ta

ff .

S p

ec if

ic al

ly ,

st af

f w

il l

b e

av ai

la b le

f o r

co n

su lt

at io

n w

it h

p ar

en ts

a s

fo ll

o w

 P

ro vi

d e

p a re

n ts

o p

p o rt

u n

it ie

s to

v ol

u n

te er

, p

ar ti

ci p

at e

a n

d o

b se

rv e

th ei

r ch

il d

's cl

as sr

oo m

a ct

iv it

ie s,

a s

fo ll

o w

D es

cr ib

e th

e w

a ys

i n

w h

ic h

p a re

n ts

a n

d f

am il

ie s

o f

st u

d en

ts a

t _

_ __

__ __

__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

__ __

w il

l su

p p o rt

t h

ei r

ch il

d re

n 's

l ea

rn in

g , s

u ch

a s:

 M

o n

it o

ri n g o

u r

ch il

d 's

a tt

en d

an ce

a t

sc h

o ol

, h o

m e

le ar

n in

g, a

n d

t el

ev is

io n v

ie w

in g .

 B

ec o m

in g

in vo

lv ed

i n d

ev el

o p in

g, i

m p

le m

en ti

n g , ev

al u

at in

g , an

d r

ev is

in g

th e

sc h o

o l's

P F

E P

 P

ro m

o ti

n g

po si

ti ve

u se

o f

o u r

ch il

d 's

e xt

ra cu

rr ic

u la

r ti

m e.

 S

h ar

in g t

h e

re sp

o n si

b il

it y

w it

h t

h e

sc h

o o

l fo

r o u

r ch

il d

's i

m p ro

v ed

a ca

d em

ic ac

h ie

ve m

en t.

 C

o m

m u n

ic at

in g

w it

h o

u r

ch il

d 's

t ea

ch er

s ab

o u

t h

is /h

er e

du ca

ti o n

al p

ro gr

es s

an d

n ee

d s.

 P

ar ti

ci p at

in g,

a s

ap p

ro p ri

at e,

i n d

ec is

io n s

re la

ti n

g to

o u r

ch il

d 's

e du

ca ti

o n

 S

ta yi

n g

in fo

rm ed

a b o

u t

m y

ch il

d 's

e d u

ca ti

o n

b y

re ad

in g

an d

r es

po nd

in g t

o a

ll n

o ti

ce s

fr o

m t

h e

sc h

o o

l o

r th

e sc

h oo

l d

is tr

ic t.

 V

o lu

nt ee

ri n g a

t o u r

ch il

d 's

s ch

o ol

 S

er vi

n g

o n

p o

li cy

a d v is

o ry

g ro

u ps

s u

ch a

s b ei

n g

a T

it le

I s

ch o o

l- p

ar en

t re

p re

se n ta

ti ve

o n o

n e

o r

m o re

c o m

m it

te es

, ad

v is

o ry

c o u

n ci

ls ,

et c.

 P

ro vi

d in

g th

e sc

h o o l

w it

h u

p -t

o -d

at e

co n

ta ct

a n

d t

ra n sp

o rt

at io

n i

n fo

rm at

io n

P le

as e

n o te

t h at

s ch

o o ls

, in

c o

n su

lt at

io n

w it

h p

ar en

ts /f

am il

ie s

an d

s tu

d en

ts ,

ar e

en co

u ra

g ed

t o

i n

cl u

d e

o th

er r

el ev

an t

an d

a g

re ed

u p

o n

a ct

iv it

ie s

an d

a ct

io n

s to

m ee

t th

e sp

ec if

ic n

ee d

s o

f th

e sc

h o

o l,

w h

ic h

il l

su p

p o rt

e ff

ec ti

v e

p ar

en t

an d

f am

il y

e n

g ag

em en

t an

d s

tr en

g th

en s

tu d

en t

ac ad

em ic

a ch

ie v

em en

FM -6

98 5E

R ev

. ( 10 -1 9)

N O

T E

: P

ro vi

si on

s in

b o

ld l

et te

ri n

g r

eq u

ir e

a d

d it

io n

a l

in fo

rm at

io n

115

C O

N V

E N

IO D

E T

ÍT U

L O

I E

N T

R E

L A

E S

C U

E L

A Y

L O

S P

A D

R E

S D

E F

A M

IL IA

P A

R A

E L

C U

R S

O E

S C

O L

A R

D E

_ _

_ _ _

_ _

(

a ñ

o e

s c o

la r)

L a e

s c u

e la

y l

o s p

a d

re s d

e f

a m

il ia

t ra

b a ja

n d

o c

o o

p e ra

ti v

a m

e n

te a

f in

d e

p ro

p o

rc io

n a r

u n

a e

d u

c a c ió

n e

x it

o s a a

_ _ _ _ _ _

_ _ _ _

_ _ _ _ _

_ _ _ _

_ _ _ _ _

_ _ _ _

_ _ _ a

c u

e rd

a n

l o

s ig

u ie

n te

: N

o m

b re

d e

l n iñ

o o

n iñ

L A

E S

C U

E L

A _

_ _

_ _ H

A R

Á L

O S

IG U

IE N

T E

: L

O S

P A

D R

E S

D E

F A

M IL

IA O

T U

T O

R E

S H

A R

Á N

L O

S IG

U IE

N T

E :

 C

e le

b ra

r u n a s

e si

ó n d

e o

ri e n ta

c ió

n a

n u a l

s o b re

e l

P ro

g ra

m a d

e T

ít u lo

I a

f in

d e

in fo

rm a r

a l o s p

a d re

s d e

l o s

e s tu

d ia

n te

s d

e l P

ro g ra

m a d

e T

ít u

lo I

y d

e s

u d

e re

ch o a

p a rt

ic ip

a r.

 O

fr e c e r

lo s

p a d re

s y

fa m

ili a s

re u n io

n e s

e n

h o ra

ri o s

fl e

xi b le

s ,

p ro

p o rc

io n a r

a cc

e s ib

ili d a d y

s e rv

ic io

s d e a

c o m

o d a c ió

n a

l i g u a l q

u e s

e rv

ic io

s d

e i n té

rp re

te s ,

s e g ú n

lo s

o lic

ite n .

 In

vo lu

cr a r

a ct

iv a m

e n te

lo s

p a d re

d e

fa m

ili a

e n

p la

n ifi

c a ci

ó n ,

re vi

s ió

y m

e jo

ra m

ie n to

d e l p

ro g ra

m a d

e T

ít u lo

I y

e l P

la n d

e P

a rt

ic ip

a ci

ó n d

e P

a d

re s

y F

a m

ili a s

(P F

E P

 P

ro p

o rc

io n

a r

u n

ro g

ra m

a d

e e

s tu

d io

s e

i n

s tr

u c c ió

n d

e a

lt a c

a li

d a d

e n

u n

a m

b ie

n te

e a p

re n

d iz

a je

s u

s te

n ta

d o

r y e fi

c a z q

u e p

o s ib

il it

e q

u e lo

s n

iñ o

s p

a rt

ic ip

a n

te s s

a ti

s fa

g a n

l o

s e

s tá

n d

a re

s d

e l

e s ta

d o

e n

l o

q u

e r

e s

p e

c ta

a l

o s

lo g

ro s a

c a

d é m

ic o

s d

e l

o s e

s tu

d ia

n te

s c

o m

o s

e c

o n

s ig

n a a

c o

n ti

n u

a c ió

n :

 C

e le

b ra

r re

u n

io n

e s e

n tr

e p

a d

re s y

m a

e s tr

o s , p

o r

lo m

e n

o s a

n u

a lm

e n

te , (g

ra d

o s

K -5

s o

la m

e n

te ),

d u

ra n

te l

a s c

u a le

s s

e d

is c

u ta

e s

te c

o n

v e

n io

, s e g

ú n

e l

m is

m o

s e

re la

c io

n a

c o

lo s

lo g

ro s

d e l/

d e

e s tu

d ia

n te

s p

e c íf

ic a m

e n te

e s ta

s c o n fe

re n ci

a s

se r

e a liz

a rá

n :

 P

ro p

o rc

io n

a r

a l

o s p

a d

re s d

e f

a m

il ia

f re

c u

e n

te s i

n fo

rm e s s

o b

re e

l p

ro g

re s

o d

e s u

s h

ij o

s . E

s p e c íf ic

a m

e n te

, d ic

h a s

co n fe

re n ci

a s

s e c

e le

b ra

rá n e

n la

s ig

u ie

n te

f o rm

a :

(F e c h a (s

) y

(H o ra

ri o (s

 P

ro p

o rc

io n

a r

a c c e

s o

z o

n a b

a l

p e rs

o n

a l

lo s

p a d

re s

d e

fa m

il ia

. E

s p e c íf

ic a m

e n te

, e l

p e rs

o n a l

e s ta

rá d

is p o n ib

le p

a ra

c o n s u lta

s c

o n l

o s

p a d re

s d

e fa

m ili

a e

n l a s

ig u ie

n te

f o rm

a :

 P

ro p

o rc

io n

a r

lo s

p a d

re s

d e

fa m

il ia

p o

rt u

n id

a d

e s

d e

re s ta

r s e rv

ic io

s v o

lu n

ta ri

o s ,

p a rt

ic ip

a r

y o

b s e rv

a r

la c

la s e d

e s

u s h

ij o

s , e n l a

s ig

u ie

n te

f o rm

a :

D e s c ri

b a

lo s

m o

d o

e n

q u

lo s

p a d

re s

fa m

il ia

re s

d e

lo s

e s tu

d ia

n te

d e _ _

_ _

_ _ _

_ _

_ _ _

_ _

_ _ _

_ _

_ _ _

_ _ p

o d

rá n

a p

o y

a r

e l a p

re n

d iz

a je

d e s

u s h

ij o

s , ta

le s c

o m

o :

 S

u p e rv

is a r

la a

s is

te n c ia

a c

la se

s d

e n

u e st

ro s h

ijo s,

s u a

p re

n d iz

a je

e n e

l h o g a r

y e l

ti e m

p o q

u e d

e d ic

a n a

m ir

a r

la t

e le

vi s ió

n .

 In

vo lu

cr a rs

e e

n e

l d e s a rr

o llo

, im

p le

m e n ta

c ió

n , e

va lu

a c ió

n y

la r

e vi

si ó n d

e l P

F E

P a

l n iv

e l e sc

o la

 P

ro m

o ve

r e l u s o p

o si

ti vo

d e l t

ie m

p o e

xt ra

c u rr

ic u la

r d e s

u s

h ijo

 C

o m

p a rt

c o n

e s cu

e la

sp o n s a b ili

d a

e n

c u

a n to

m e jo

ra r

lo s

lo g ro

s a ca

d é m

ic o s

d e s

u s h

ijo s c

o m

o e

st u d ia

n te

s .

 P

a rt

ic ip

a r

e n l a t

o m

a d

e d

e c is

io n e s e

n c

u a n to

a l a e

d u ca

c ió

n d

e s

u s h

ijo s

si f

u e s e

a p ro

p ia

d o .

 C

o m

u n ic

a rs

e c

o n l o s m

a e s tr

o s

d e s

u s

h ijo

s a

c e rc

a d

e s

u p

ro g re

s o y

n e c e si

d a d e s

e d u c a c io

n a le

 P

re st

a r

s e rv

ic io

s vo

lu n ta

ri o s e

n l a e

s cu

e la

d e s

u s h

ijo s .

 M

a n te

n e

rs e

in fo

rm a d o s

e n

cu a n to

d u c a ci

ó n

d e

s u s

h ijo

s le

ye n

d o

y re

sp o n d ie

n d o a

t o

d o s l o s a

vi s o s

d e l a e

s cu

e la

y d

e l d is

tr ito

e s c o la

 P

re st

a r

se rv

ic io

s e n g

ru p o s q

u e

p ro

p o rc

io n a n a

s e s o ra

m ie

n to

i n c

u a n to

a l a p

ó liz

a o fi ci

a l c o m

o r

e p re

se n ta

n te

d e

p a

d re

s y

f a m

ili a s

d e e

s c u e la

s d e l

T ít

u lo

I e

n u

n o o

m á s

c o m

ité s,

c o n s e jo

s a s e s o re

s ,

e tc

 P

ro p o rc

io n a n

d o a

l a e

s cu

e la

s u i n fo

rm a ci

ó n a

c tu

a liz

a d a d

e c

o n ta

c to

y t

ra n sp

o rt

e .

P le

as e

no te

t ha

t sc

h oo

ls ,

in c

on su

lt at

io n

w it

h pa

re n

ts /f

am il

ie s

an d

st ud

en ts

, ar

e en

co ur

ag ed

t o

in cl

ud e

ot h

er r

el ev

an t

an d

ag re

ed u

p o

n ac

ti vi

ti es

a n

d ac

ti o

ns t

o m

ee t

th e

sp ec

if ic

n ee

d s

o f

th e

sc ho

o l,

w h

ic h

w il

l su

p p

or t

ef fe

ct iv

e p

ar en

t an

d fa

m il

y en

ga g

em en

t an

d st

re n

gt he

n st

ud en

t ac

ad em

ic a

ch ie

ve m

en t.

N O

T E

: P

ro vi

si on

s in

b o

ld l

et te

ri n

g r

eq u

ir e

a d

d it

io n

a l

in fo

rm at

io n

FM -6

98 5S

R ev

. ( 10 -1 9)

116

A K

Ò L

E K

Ò L

" T

IT L

E I

" A

K P

A R

A N

P O

U _

_ _

_ _ _

_ _

_ _ _ _

_ _

_ A

N E

E S

K O

L È

(a n

e es

ko lè

) L

e k ò

l la

a k

p a ra

n y

o a

p t

ra v

a y

a n

s a

n m

p o

u o

fr i

s ik

s è

n a n

e d

ik a

s y o

n _

_ _ _

_ _

_ _ _

_ _ _ _

_ _ _

_ _

_ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ d

a k ò

p o

u :

N on

T im

ou n

na n

L E

K Ò

L :_

_ _ _ __

_ _ _ _ __

_ __

_ _ _ _ _ _ _ __

_ _ _ _ __

_ _ _ _ _ _ _ _ _

P R

A L

: P

A R

A N

Y O

/G A

D Y

E N

Y O

P R

A L

 F

é yo

n T

itl e I

r e yi

n yo

n a

n yè

l p o u e

n fò

m e p

a ra

n a

k f a n m

i e lè

v ki

n a n "

T it le

I P

ro g ra

m "

la s o u d

w a y

o g

e n ye

n p

o u

p a ti si

p e .

 O

fr i y

o n k

a n tit

e r

e yi

n yo

n k

i f le

ks ib

n a n d

if e ra

n l è , b

a y

p a ra

n a

ks è,

s e vi

s a k o m

a d a s yo

n e

tr a n s la

sy o n ,

ja n y

o m

a n d e

 E

n k li

p a ra

n y

o a

k ti vm

a n n

a n

p la

n ify

e ,

re vi

ze ,

e a

m e ly

o re

P w

o g ra

m "

T it le

I P

ro g ra

m a

n d

th e S

c h o o l- le

ve l P

a re

n t

a n d F

a m

ily E

n g

a g e m

e n t P

la n (

P F

E P

)" T

itl e I P

w o g ra

m e

N iv

o -

L e k o l A

n g a jm

a n P

a ra

n a

k F

a n m

i ( P

F E

P ).

 P

la n f e

t a k

p a tis

ip a s yo

n p

a ra

n , yo

r e p

a s e e

m e te

p i m

e ye

T it le

I P

ro g ra

m a

n d t

h e S

c h o o l-

le ve

l P

a re

n t

a n d F

a m

ily E

n g a g e m

e n t

P la

n (

P F

E P

)" T

itl e I P

w o g ra

m e

N iv

o -L

e ko

l A

n g a jm

a n P

a ra

n a

k F

a n m

i ( P

F E

P ).

 B

a y b

o n

k a li

te p

la n

e e

n s tr

ik s

y o

n k

a p

s ip

o te

m o

u n

k a p

p a ti

s ip

yo y

o n

k o

te y

o a le

z p

o u

y o

a p

ra n

n n

p o

u y

o k

a r

iv e a

p ra

n n

n a

n n

iv o

a k a d

e m

ik k

e E

ta m

a n

d e m

e n

k i

ja n

 F

è k

o n

fe ra

n s p

a ra

n -p

w o

fe s è (

o m

w e

n a

n yè

lm a n

n a n

l e k

ò l e

le m

a n

tè y

o )

p a n

d a n

y o

a p

d is

k it

e y

o n

a k ò

k i p

o u

w è

a k s

ik s è e

n d

iv id

y è l

ti m

o u

n n

a n

. K

o n fe

ra n s s

a y

o p

ra l f

e t

s p e s ya

lm a n :

 B

a y

p a

ra n

y o

r a

p ò

s o

u v

a n

s o

u p

w o

g rè

p it

it y

o .

S p

e sy

a lm

a n

, le

kò l la

a p

b a

y ra

pò y

a ja

n D

a t

(y o

) e

L e

( yo

 B

a y

p a

ra n

y o

a k

s è

r e

zo n

a b

p o

u w

è a

n p

lw a

y e

y o

. A

n p

lw a

ye y

o a

p d

is p

o n

ib p

o u

k o

n si

lta sy

o n

a vè

k p

a ra

n y

o m

e n

k i j

a n

 B

a y

p a

ra n

y o

o p

ò ti

n it

e p

o u

f è

v o

lo n

tè ,

p a

ti s

ip e

e o

b s

è v

e a

k ti

v it

e n

a n

s a

lk la

s y

o ,

m e

n k

i ja

n :

D ek

ri f

a so

n p

a ra

n e

lè v

n a

n _

_ __

_ _ __

__ _

__ _ _ __

__ _

__ _ _ __

p ra

l si

pò te

st ri

k sy

o n

p it

it y

o ta

n ko

u :

( N

o n

L ek

ò l

la )

 S

iv e ye

p a tis

ip a s yo

n (

a ta

n d a n s)

p iti

t m

w e n a

n l e k ò l,

e n st

ri ks

yo n l a ka

y, a

k g a d e

te le

vi zy

o n

 A

n g a

je m

n a n

d e vl

o p e ,

e n p lim

a n te

, e va

ly e ,

a k r

e vi

L e k o l P

F E

P .

 F

è p

o zi

ti f

p w

o m

o s yo

n t

a n p

o u a

k tiv

it e a

n d e yò

s a lk

la s

p iti

t m

w e n a

n .

 P

a ta

je r

e s p o n s a b lit

e a

k le

k ò l l

a p

o u

a m

e ly

o ra

sy o n s

ik s è a

k a d e m

ik p

iti t m

w e n .

 K

o m

in ik

e a

k p

w o fe

sè le

k ò l p

iti t m

w e n s

o u p

w o g

rè ’l

a k b

e zw

e n

e d ilk

a sy

o n è l.

 P

a tis

ip e ,

yo n f

a so

n k

i a p w

o p ri

ye ,

n a n d

e s iz

yo n k

i g e n r

a p

ò a k e

d ik

a s yo

n p

iti t m

w e

n .

 R

e te

e n fò

m e s

o u e

d ik

a sy

o n p

iti t m

w e n l e m

w e n

l i a

k r

e p o

n n t o

u t

a vi

le kò

l la

o u b ye

n d is

tr i l

e k ò l la

v o ye

 F

è v

o lo

n tè

n a

n le

k o l p

iti t m

w e n

 S

è vi

n a

n g

w o u p k

o n s è y

k o n s o la

tif ta

n k o u T

itl e I p

a ra

n r

e p re

za n ta

n n

a n y

o u n o

u sw

a p liz

yè k

o m

it e ,k

o n s

èy k

o n s o la

tif ,

e ks

 B

a y

le kò

l l a e

n fo

m a sy

o n s u n

u vo

k o n

ta k a

k t ra

n s p o .

P le

as e

no te

t h

at s

ch o

ol s,

i n

co ns

u lt

at io

n w

it h

p ar

en ts

/f am

il ie

s an

d st

ud en

ts , a

re e

nc ou

ra ge

d to

i nc

lu d

e ot

h er

r el

ev an

t an

d ag

re ed

u p

o n

ac ti

vi ti

es a

n d

ac ti

on s

to m

ee t

th e

sp ec

if ic

n ee

ds o

f th

e sc

ho ol

, w

h ic

h w

il l

su p

p o

ef fe

ct iv

e p

ar en

t an

d fa

m il

y en

ga g

em en

t an

d st

re ng

th en

s tu

d en

t ac

ad em

ic a

ch ie

ve m

en t.

N O

T E

: P

ro vi

si on

s in

b o

ld l

et te

ri n

g r

eq u

ir e

a d

d it

io n

a l

in fo

rm at

io n

F M

-6 98

5H R

ev . ( 10 -1 9)

117

118

119

T he

S ch

oo l B

oa rd

o f M

ia m

i- D

ad e

C ou

nt y,

F lo

ri da

D ep

ar tm

en t o

f T it

le I

A dm

in is

tr at

io n

ro pe

rt y

D is

po sa

l F or

L oc

at io

n N

am e

an d

N um

be r:

A dm

in is

tr at

or :

D E

SC R

IP T

IO N

P C

N U

M B

E R

SE R

IA L

N U

M B

E R

P R

O G

R A

M N

U M

B E

R C

O ST

D A

T E

O F

P U

R C

H A

L O

C A

T IO

N /

R O

O M

N U

M B

E R

C O

N D

IT IO

1. 2. 3. 4. 5. 6. 7. 8. 9. 10 .

11 .

12 .

Su pe

rv is

in g

A dm

in is

tr at

or 's

S ig

na tu

re :

D at

FM -6

58 7

R ev

. ( 08

-1 9)

120

GENERAL INFORMATION NOTE: ALL PLANT SECURITY REPORT MUST BE SUBMITTED WITHIN 24 HOURS OF DATE OF DISCOVER

DATE: ______________________ SCHOOL POLICE CASE NO.: _______________________________________

AREA: ________ LOCATION NO.: ________ LOCATION NAME: ___________________________________________

ADDRESS: ____________________________________________________________ ZIP: _______________________

TELEPHONE: ________________________ DATE/TIME OF INCIDENT: ______________________________________ IF YES,

WAS BULDING ENTERED? ______ WAS MAINTENANCE CALLED? _______ WORK ORDER NO.: _______________

TYPE OF DAMAGE: VANDALISM: ______ THEFT: ______ ARSON: ______ FIRE: ______ WINDSTORMS/FLOOD: ______

DETAILS OF LOSS OR DAMAGE: ____________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

LIST MATERIAL AND EQUIPMENT STOLEN, DESTROYED, OR DAMAGED No. of Items Name of Item P.C. No., Model, Serial Stolen Destroyed Damaged Cost

ADDITIONAL TRANSPORTATION INFORMATION

BUS NUMBER: _________ DRIVER NAME: _________________________ TERMINAL: _________________________

RUN NO.: __________ TRIP NO.: __________ REGULAR RUN: __________ FIELD TRIP: _______________________

OTHER DETAILS: _________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

PREPARED BY: _________________________ PRINCIPAL/ADMINISTRATOR: _______________________________ (Name and Title) (Manual Signature)

SEND COPY OF THIS REPORT TO: SCHOOL POLICE REGIONAL SUPERINTENDENT TRANSPORTATION /

MAINTENANCE DEPT. ORIGINAL FILE

121

INSTRUCTIONS

1. The School Police must be notified by telephone immediately in each instance of illegal entry, vandalism, theft, fire, and property damage due to vehicle accident. 2. The School Police are to be notified by telephone in each instance of serious damage to a building that would render impossible the physical security of the property. 3. A Plant Security Report is to be completed and filed with the School Police within 24 hours of the telephoned report. 4. The Maintenance Department must be given the School Police Case number if they are contacted to make repairs as a result of damage due to illegal entry, vandalism, theft or fire. Requests for emergency repairs will be accepted by telephone. 5. Additional related losses must be reported to the School Police by memorandum within two weeks following the initial report. 6. Requisitions for replacement of stolen or destroyed property must be received by the School Police within six weeks of the initial loss report. 7. Plant Security Reports must not be used:

A To report inventory shortages of un-located property. B To report losses of personal property. C To report minor accidental damage D To report requested maintenance caused by normal use.

8. Parents or guardians of offenders identified as responsible for theft or damage of property are liable for such losses under Florida Law or this reason it is imperative that each Plan Security Report reflect only the loss suffered by the specific event being reported. 9. Billing and collection of all restitution is the responsibility of the School Police only. 10. Continuation pages are to be attached for any section of this report requiring more space than has been provided. Identify each such page with location name and School Police Case number.

Wit/Off/Sus _____________________________ Address _________________________________ Zip ______________

Date of Birth _____________ Father’s Name ____________________ Mother’s Name ___________________________

Guardian’s Name ____________________________ School Attending ________________________________________

Wit/Off/Sus _____________________________ Address _________________________________ Zip ______________

Date of Birth _____________ Father’s Name ____________________ Mother’s Name ___________________________

Guardian’s Name ____________________________ School Attending ________________________________________

Wit/Off/Sus _____________________________ Address _________________________________ Zip ______________

Date of Birth _____________ Father’s Name ____________________ Mother’s Name ___________________________

Guardian’s Name ____________________________ School Attending ________________________________________

Was admission of guilt received? ____________________ Date ________________________ Time ________________ (Yes/No)

By Whom? ______________________________________________ Title _____________________________________

DO NOT WRITE IN THIS SPACE Work Order Number Trade Total Maintenance Cost of Labor Maintenance Cost of Material Cost of Replacement Custodial Cost Other

TOTAL COST

122

D at

e PR

O CE

SS 7/

1/ 20

19 TR

A N

S. N

o Fu

nd Fu

nd s

Ce nt

er Co

m m

it m

en t

It em

Fu nd

ed P

ro gr

am Fu

nc ti

on al

A re

a Fi

sc al

Y ea

r TO

TA L

A M

O U

N T

Te xt

1 42

00 00

N R

20 20

2 42

00 00

N R

20 20

3 42

00 00

N R

20 20

4 42

00 00

N R

20 20

5 42

00 00

N R

20 20

M D

CP S

- G RA

N TS

B U

D G

ET D

O CU

M EN

Co m

m en

ts (M

ax 5

0 ch

ar ac

te rs

) FY

I 2 01

9- 20

20 T

itl e

I S ch

oo lw

id e

P ro

gr am

4 44

40 00

0 - L

oc at

io n:

1 X

X X

X 00

123

124

125

126

127

128

129

MIAMI-DADE COUNTY PUBLIC SCHOOLS

JOB DESCRIPTION

CLASS TITLE: Community Involvement Specialist JOB CODE: 4039

DEPARTMENT: Special Projects, Schools, District, and PAY GRADE: 12 (U1) DATE: 07/29/16 Region - Title I Administration

BASIC OBJECTIVES

This is an educational program support position serving as liaison between the District, Region, school, home and/or community to facilitate the implementation and administration of programs such as Title I Parent Involvement and Substance Abuse Intervention and Prevention. The work is performed under the general supervision of the School Principal, District/Region office or Program Managers, and requires the job incumbent to establish effective working relationships with parents, school personnel and the staff of social services, business and civic organizations. The incumbent is expected to be familiar with professional methods, techniques, and practices associated with the area of assignment.

JOB TASKS/RESPONSIBILITIES

1. Assists schoolsite and District/Region office personnel in planning, implementing, and administering educational support programs and special projects.

2. Acts as liaison between the District, Region, school, home and community to promote educational support programs and provide an on-going channel of communication for participants, parents and the community.

3. Assists in conducting parent education workshops, and promotional presentations.

4. Recruits parent volunteers for parent education activities.

5. Conducts home visits as needed, in order to provide individual assistance relative to home/school problem resolution.

6. Identifies and assists parents or students in securing the requisites social or support services.

7. Participates in various advisory group meetings and committees.

8. Solicits the participation of the local group meetings and committees.

9. Solicits the participation of the local business community in identifying programs for parent involvement and substance abuse intervention and prevention.

10. Performs related work as required or as assigned.

130

Page 2 Job Code 4039

PHYSICAL REQUIREMENTS

This is sedentary work which requires the following physical activities: balancing, bending, stooping, reaching, sitting, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual acuity. The work is primarily performed indoors. Some in-county travel is required.

MINIMUM QUALIFICATION REQUIREMENTS

1. Graduation from high school or an equivalent recognized certificate.

2. Completion of sixty (60) semester hours of college-level coursework in psychology, sociology, education or related discipline preferred

A minimum of two (2) years in community service, counseling, school volunteer work or related field.

3. Demonstrated evidence of having successfully worked with diverse ethnic groups, especially in an urban environment.

4. Working knowledge of social service and civic organizations in Miami-Dade County is desirable.

Prior revision date(s): 05/13/93, 7/30/97, 01/18/01, 09/27/02

131

MIAMI-DADE COUNTY PUBLIC SCHOOLS

JOB DESCRIPTION

CLASS TITLE: Community Liaison Specialist JOB CODE: 4248/4231

DEPARTMENT: Various Departments PAY GRADE: 23 (U1) DATE:12-20-17

BASIC OBJECTIVES

This is a school/district/community support position serving as liaison between the school, the region, the district, and the community, assisting with the development of programs, or activities, related to the improvement of communication with the general public. The incumbent is expected to be familiar with professional methods, techniques, and practices associated with the area of assignment.

JOB TASKS/RESPONSIBILITIES

The role of the Community Liaison Specialist will have an understanding of programs available to students and parents throughout Miami-Dade County Public Schools. Some of these may include programs which assist parents in understanding the education of their children; school/community support activities; distribution of materials; and programs which provide parents and students an understanding of the wide variety of programs and services available in the school district and various departments, such as Community Engagement, Magnet Programs, Schools of Choice, Exceptional Student Education, Alternative Education, Adult Education, Miami-Dade Schools Police Department, Title I Administration, Early Childhood Programs, among others, and any other work related to the improvement of school/parent/community/district office relations within the Miami-Dade County Public Schools. Examples of duties include but are not limited to the following:

1. Reports directly to the school-site or site administrator.

2. Promotes effective communication between district or school and home.

3. Assists families in establishing a home environment to support academic success.

4. Collaborates with the Parent Academy to coordinate and conduct parent seminars to support identified family needs (e.g., digital fluency, poverty, adolescent development, etc.).

5. Involves parents as leaders and representatives in the school’s decision-making processes.

6. Identifies and integrate community resources to strengthen school programs, family practices, and student development.

132

Page 2 Job Code 4248/4231

7. Maintains a resource area with flyers, brochures, and other pertinent information for parents and families in their home language.

8. Hosts family engagement events/activities, designed to foster collaboration between the home and the school throughout the year.

9. Recruits volunteers for parent education activities.

10. Conducts home visits as follow-up to parenting workshops or provide individual assistance relative to home/school resolution.

11. Utilizes social media as a venue to highlight unique family and community engagement activities/events at schools.

12. Performs all other related tasks as directed by the immediate supervisor.

PHYSICAL REQUIREMENTS

MINIMUM QUALIFICATION REQUIREMENTS

1. Graduation from high school or an equivalent certificate. Bachelor’s degree preferred with a major in psychology, sociology, education or related discipline.

2. Some previous experience in community service work required.

3. Demonstrated evidence of having successfully worked with diverse ethnic groups for a minimum of three (3) years.

4. Working knowledge of service and civic organizations in Miami-Dade County is desirable.

5. Ability to interface with personnel at all levels of the school system and the general public.

Prior revision date(s): 08/30/93, 10/18/95, 07/03/96, 02/02/01, 09/27/02, 01/15/04, 11/11/06

133

M ia

m i-

D a

d e

C o

u n

ty P

u b

li c

S c

h o

o ls

T it

le I

N o

n -C

a p

it a

li z e

d P

ro p

e rt

y I

n v e

n to

ry L

is ti

n g

L o

c a ti

o n

N u

m b

e r:

P .O

. N

u m

b e r

S e ri

a l N

u m

b e r

It e m

D e s c ri

p ti

o n

D a te

o f

P u

rc h

a s e

In v

e n

to ry

D a te

P h

y s ic

a l L

o c a ti

o n

o f

It e m

M -D

C P

S T

it le

P ro

p e rt

y l a b

e l

(Y e s o

r N

o )

1 2 3 4 5 6 7 8 9 1 0

1 1

1 2

S c h

o o

l N

a m

e :

1 F

M -7

6 4

5 (

0 1 -1

7 )

134

Q T

Y T

O T

A L

R C

V D

B Y

C H

E C

K H

E R

E IF

D D

IT IO

N A

L IT

E M

S O

N A

D D

IT IO

N A

L P

A G

E S

W O

R K

L O

C A

T IO

N C

A R

D A

D M

IN IS

T R

A T

O R

(P R

IN T

): S

IG N

A T

U R

E :

A P

P R

O V

A L D

A T

E :

S U

P P

LI E

R M

U S

T C

A LL

A T

(3 05

) TO

O B

TA IN

P U

R C

H A

S IN

G /C

R E

D IT

C A

R D

N U

M B

E R

. P

LE A

S E

N O

TE -

N O

S U

B S

T IT

U T

E S

O R

B A

C K

O R

D E

R S

A C

C E

P T

E D

FU N

D (6

-D IG

IT S

) G

/L A

C C

T (6

-D IG

IT S

) C

O S

T C

E N

T E

R (7

- D

IG IT

S )

FU N

C T

IO N

A L

A R

E A

* (8

D IG

IT S

- 6

D IG

IT S

) S

H IP

P IN

G C

H A

R G

E S

P U

R C

H A

S E

N O

T T

O E

X C

E E

D $

2, 99

9. 99

FM -5

70 7

R ev

. ( 04

-1 7)

P U

R C

H A

S IN

G C

A R

D P

R O

G R

A M

M IA

M I D

A D

E C

O U

N TY

P U

B LI

C S

C H

O O

Fl or

id a

T ax

E xe

m pt

io n

N o.

8 5-

80 13

88 78

01 C

-1 S

H IP

T O

A D

D R

E S

S :

S U

P P

L IE

R /M

E R

C H

A N

T :

C A

R D

H O

LD E

R N

A M

E :

T R

A N

S A

C T

IO N

D A

T E

(o rd

er p

la ce

d da

te ):

L A

S T

F O

U R

D IG

IT S

O F

C A

R D

# :

IT E

M D

E S

C R

IP T

IO N

U N

IT O

F M

E A

S U

R E

P R

IC E

R E

Q U

E S

T E

R (P

rin t):

R E

Q U

E S

T E

R (S

ig na

tu re

): R

E Q

U E

S T

E D

D A

T E

IN T

E R

N A

L #:

W O

R K

L O

C A

T IO

N N

A M

E A

N D

N U

M B

E R

P U

R C

H A

S E

A U

TH O

R IZ

A TI

O N

F O

R M

135

Q TY

TO TA

L R

C V

D B

E N

TE R

T O

TA L

O N

A G

E 1

S U

P P

LI E

R M

U S

T C

A LL

A T

(3 05

) TO

O B

TA IN

P U

R C

H A

S IN

G /C

R E

D IT

C A

R D

N U

M B

E R

. P

LE A

S E

N O

TE -

N O

S U

B S

T IT

U T

E S

O R

B A

C K

O R

D E

R S

A C

C E

P T

E D

W O

R K

L O

C A

T IO

N C

A R

D A

D M

IN IS

T R

A T

O R

(P R

IN T

): S

IG N

A T

U R

E :

D A

T E

IT E

M D

E S

C R

IP TI

O N

U N

IT O

F M

E A

S U

R E

P R

IC E

FM -5

70 7

R ev

. ( 04

-1 7)

M IA

M I D

A D

E C

O U

N TY

P U

B LI

C S

C H

O O

LS P

U R

C H

A S

IN G

C A

R D

P R

O G

R A

M P

U R

C H

A S

E A

U TH

O R

IZ A

TI O

N F

O R

W O

R K

L O

C A

T IO

N N

A M

E A

N D

N U

M B

E R

: IN

T E

R N

A L

D O

N O

T U

S E

T H

IS L

IN E

(c o

n ti n

u e

d )

136

Page 1 FM-5828 Rev. (04-17)

MIAMI-DADE COUNTY PUBLIC SCHOOLS

PURCHASING CARD PROGRAM

Monthly Reconciliation Work Sheet

Statement Billing Date 4 Digit Work Location #:

Work Location Name:

The following information is obtained from the “Account Summary” section of the statement (bottom of page 1)

1. Purchases & Other Charges $

2. Credits <$ >

3. Net Charges $

4. Credits Not Yet Posted, Detailed on page 2:

a. Current Month's Pending Credits <$ >

b. Prior Month's Pending Credits <$ >

5. SAP Journal Voucher Document Number _2_2

The amount charged to the 212000 (AP clearing account) must equal the

"NET CHARGES" Amount from the Statement (see $ amount on line # 3.)

Reconciliation Performed By: Signature Date

Reconciliation Reviewed By: Purchasing Card Administrator Signature Date

FOR J.P. MORGAN BANK DISPUTES:

* Follow the instructions for reporting disputes on-line via J. P. Morgan's PaymentNet System and list pending credits on page 2.

137

Page 2 FM-5828 Rev. (04-17)

$_______________

MIAMI-DADE COUNTY PUBLIC SCHOOLS

PURCHASING CARD PROGRAM

Monthly Reconciliation Work Sheet

List each pending credit, required for disputed unpaid amounts, below:

(Transfer outstanding credits to the following month's Reconciliation Work Sheet)

Reason for Credit Statement Date

Current Period Pending Credits:

Vendor Name Amount

Total Current Period Pending Credits: $

Prior Period Pending Credits:

Total Prior Period Pending Credits: $

Total Disputed Amounts Not Credited As Of This Statement: $

138

MIAMI-DADE COUNTY PUBLIC SCHOOLS FEDERAL TIME AND EFFORT CERTIFICATION FORM – SINGLE COST OBJECTIVE & TRANSFERS

_____________ (Program Name & Number)

_____________________________ _____________ (Payroll Periods – Do Not Exceed 6 Months) (Fiscal Year)

Location Number

Location Name Employee Number

Name of Employee Title of Employee

Comments & Corrections:

_____________________________________________ _______________________________ (Signature of Employee Supervisor or School Principal) (Date)

____________________________________________ (Type Name and Title)

PLEASE SCAN THIS COMPLETED FORM TO: [email protected]

ORIGINAL SHOULD BE FILED AT WORK LOCATION WITH TRANSFER OF EXPENDITURE DOCUMENT.

disallowance.

Please retain a signed copy of this certification form for a period of five (5) years at your school or office for audit purposes

FM-6902-T Rev. (08-19) 139

M IA

M I-

D A

D E

C O

U N

T Y

P U

B L

IC S

C H

O O

L S

E D

E R

A L

T IM

E A

N D

E F

F O

R T

C E

R T

IF IC

A T

IO N

F O

R M

– P

E R

S O

N N

E L

A C

T IV

IT Y

R E

P O

R T

( P

A R

s )

F O

R C

O S

T S

H A

R E

D A

L L

O C

A T

IO N

__ __

__ _

(E m

p lo

y e

e N

a m

e )

(E m

p lo

y e

e N

u m

b e

m p

lo y e

e T

it le

)

_ _

_ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

_ _ _ _

_ _

(L o

c a ti

o n

N a m

e &

N u

m b

e r)

(P a

y ro

ll P

e ri

o d

s –

D o

N o

t E

x c e e d

3 M

o n

th s )

P le

a s

e p

ro v id

e t

h e

c o

s t

a ll

o c a

ti o

n p

e rc

e n

ta g

e b

a s

e d

o n

y o

u r

re a s

o n

a b

le e

s ti

m a te

o f

th e a

v e ra

g e a

m o

u n

t o

f th

e a

c tu

a l

e ff

o rt

t h

a t

w a

s p

ro v id

e d

f o

r e

a c

h o

f th

e p

ro g

ra m

s s

e rv

e d

f o

r e a c h

o f

th e m

o n

th s l is

te d

. T

h e t

o ta

l fo

r a ll t

h e p

e rc

e n

ta g

e s

a s

s ig

n e d

f o

r e a

c h

m o

n th

M U

S T

A D

D T

O 1

0 0

% .

F u

n d

P ro

g ra

N u

m b

e r

P ro

g ra

m N

a m

P e rc

e n

A ll

o c a ti

o n

le a s e P

ro v id

e E

x p

la n

a ti

o n

f o

r a

C h

a n

g e t

o a

P ri

o r

P e ri

o d

A ll

o c a ti

o n

F O

R T

H E

M O

N T

H O

F :

O V

E R

A L

L P

E R

C E

N T

A G

E M

U S

T A

D D

T O

1 0 0

F O

R T

H E

M O

N T

H O

F :

O V

E R

A L

L P

E R

C E

N T

A G

E M

U S

T A

D D

T O

1 0 0

F O

R T

H E

M O

N T

H O

F :

O V

E R

A L

L P

E R

C E

N T

A G

E M

U S

T A

D D

T O

1 0 0

T h

e s

ig n

in g

o f

th is

c e

rt if

ic a

ti o

n s

e rv

e s

t o

c o

n fi

rm t

h a t

th e e

m p

lo y e e i

d e n

ti fi

e d

a b

o v e

s e

rv e

d t

h e

p ro

g ra

m s

l is

te d

b a s

e d

o n

a r

e a

s o

n a b

le e

s ti

m a

te o

f th

e a

v e

ra g

e a

m o

u n

t o

f th

a c tu

a l e ff

o rt

__ __

_ __

__ __

(S ig

n a tu

re o

f E

M P

L O

Y E

E o

r S

u p

e rv

is o

(T y p

e N

a m

e )

(D a te

)

P L

E A

S E

S C

A N

T H

IS C

O M

P L

E T

E D

F O

R M

T O

: t1

tr a n

s fe

rs @

d a d

e s c h

o o

ls .n

e t

O R

IG IN

A L

S H

O U

L D

B E

F IL

E D

A T

W O

R K

L O

C A

T IO

N W

IT H

T R

A N

S F

E R

O F

E X

P E

N D

IT U

R E

D O

C U

M E

N T

W A

R N

IN G

: F

a il

u re

t o

c o

m p

ly w

it h

t h

is r

e q

u ir

e m

e n

t in

a t

im e ly

m a n

n e r

m a

y r

e s u

lt i

n a

d is

a ll o

w a n

c e o

f a c

h a rg

e a b

le e

x p

e n

d it

u re

t o

t h

e g

ra n

t b

y t

h e U

S D

O E

/F L

D O

E ,

th u

s r

e s u

lt in

g i

n y

o u

r s c h

o o

l / d

e p

a rt

m e

n t

d is

c re

ti o

n a ry

a c c o

u n

t (-

0 2 )

b e in

g c

h a rg

e d

f o

r th

e a

m o

u n

t o

f th

e d

is a ll

o w

a n

c e .

P le

as e

re ta

in a

s ig

ne d

co py

o f t

hi s

ce rt

ifi ca

tio n

fo rm

fo r

a pe

ri od

o f f

iv e

(5 ) y

ea rs

a t y

ou r

sc ho

ol o

r of

fic e

fo r

au di

t p ur

po se

140

Miami-Dade County Public Schools Department of Title I Administration

Assurance of Accountability and Compliance with Title I Schoolwide Programs Guidelines

2019-2020 School Year

Traditional Schools

___________________________________________________________________ ____________________ School Name Work Location #

The Title I Files and the required evidence sources verifying compliance with Title I Federal, State, and District guidelines for the school year indicated above, have been completed and will be maintained at the school for a minimum of five years. Additionally, the aforementioned school certifies compliance with the following requirements, stipulated by the Every Student Succeeds Act (ESSA) of 2015, and verifies its agreement to participate in discretionary educational services, as required by Section 1011.69, F.S., Equity in School-Level Funding Act:

Parent Notification Requirements Parents’ Right to Know: Information about the professional qualifications of student’s classroom teachers [ESSA 1112(e)(1)(A)(i)-(ii)]. Parents’ Right to Know: Information to parents when students have been taught for four (4) or more consecutive weeks by a teacher who does not meet applicable state certification for licensure requirements [ESSA 1112(e)(1)(B)(ii)]. Parents’ Right to Know: Inform parents of their right to know the level of achievement their children attained on each of the state academic assessments [ESSA Section 1112 (e)(1)(B)(i)]. Parents’ Right to Know: Provide, including posting on the school’s websites – in a clear and easily accessible manner – information on each assessment required by the state and the LEA [ESSA Section 1112(e)(2)(B)(C)]. Parents Right-to-Know: Inform parents of English Learner (EL) students of how they can be active participants in: assisting their children to learn English; achieving high levels in core academic subjects; and meeting the state’s academic content and student academic achievement standards; and seek parent input into the development and evaluation of the Local Educational Agency’s (LEA) ELL Program: notify parents of their right to have opportunities for, regular meetings for the purpose of formulating and responding to recommendations from parents of students participating in Title I or Title III programs [ESSA Section 1112(e)(3)(C)]. Individual Student Achievement Reports: Provide comprehensive student achievement reports to parents. Report data must detail student’s achievement on academic assessments, which are aligned with state academic standards [ESSA Section 1111(b)(2)(B)(x)].

Title I Annual Parent Meeting A Title I Annual Parent Meeting was conducted, and all required back-up documentation evidencing information discussed during the meeting and attendance has been compiled and will be maintained at the school-site for a minimum of five (5) years.

Title I School-level Parent and Family Engagement Plan (PFEP) and School-Parent Compact The Title I School-level PFEP and School-Parent Compact were jointly developed with, agreed on with, and made available for, parent’s and family on the school’s website.

Discretionary Educational Services In accordance with Section 1011.69, F.S., Equity in School-Level Funding Act, the school verifies its agreement to participate in discretionary educational services provided by the school district and that the Title I Schoolwide Program allocation included therein a 20% for the proportionate share of District provided discretionary educational services received in accordance to the educational needs of the school as agreed upon.

My signature below serves as certification that all facts and representations made above are true. Name of Principal:

Signature of Principal: Date:

A signed and dated copy of this form must be submitted, no later than Friday, June 12, 2020, via fax to 305 523-0708, via email to [email protected]. or via School Mail to Work Location 9617, Attn. Department of Title I Administration.

FM-7346-T Rev. (07-19) 141

http://www.law.cornell.edu/uscode/33/1368.html

Miami-Dade County Public Schools Department of Title I Administration

Assurance of Accountability and Compliance with Title I Schoolwide Programs Guidelines

2019-2020 School Year Charter Schools

___________________________________________________________________ ____________________ School Name Work Location #

My signature below serves as certification that all facts and representations made above are true. Name of Principal: Signature of Principal: Date:

………………………………………………………………………………………………………………………………………………………….. As the Charter School’s Governing Board Chairperson, I certify compliance with our school’s Title I Budget Appropriation Details form for this school year. My signature below serves as certification that all facts and representations made above are true.

Name of Governing Board Chairperson: Signature of Governing Board Chairperson: Date:

Original signed and dated form is to be sent, no later than Friday, June 12, 2020 to:

Miami-Dade County Public Schools, Department of Title I Administration, Attention: Mr. Edgardo L. Reyes 1450 N.E. 2nd Avenue, Suite 500, Miami, Florida 33132

………………………………………………………OR……………………………………………………. Location 9617, Department of Title I Administration, Suite 500, Attention: Mr. Edgardo L. Reyes

FM-7346-CH Rev. (07-19) 142

BUYER PO# Number

FUND OBJECT LOCATION PROGRAM FUNCTION

ORIGINATOR: USER: DATE:

SUPERVISOR: TITLE:

PHONE: SHIP TO#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 1

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 2

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 3

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 4

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 5

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 6

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 7

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 8

U/M CATEGORY DCPS/ITEM#

LINE# UNIT PRICE QUANTITY ITEM DESCRIPTION EXTENDED AMOUNT 9

U/M CATEGORY DCPS/ITEM#

AUTHORIZED SIGNATURES: Ana M. Rodriguez, Executive Director EXTENDED TOTAL PAGE 1

DISCOUNT % DISCOUNT TOTAL PAGE 1

Edgardo L. Reyes, Administrative Director POSTAGE & HANDLING

TOTAL - TO BE USED BY DISTRICT OFFICE, NON-PUBLIC SCHOOLS AND N & D CENTERS

VENDOR NAME:

VENDOR INFORMATION

PHONE #

A D

D RE

SS :

VENDOR #

143

MIAMI-DADE COUNTY PUBLIC SCHOOLS

1450 N.E. 2nd Avenue, Miami, Florida 33132

APPROVAL OF OFF-SITE USE OF SCHOOL BOARD PROPERTY

FM-2380 Rev. (07-19)

SECTION C PROPERTY RETURN GOOD CONDITION OTHER, EXPLAIN

RECEIVED BY

SIGNATURE

SECTION B STUDENT NAME

STUDENT SIGNATURE

PARENT/GUARDIAN SIGNATURE

DATE

DSIS ID NUMBER

SECTION A

PURPOSE/USE

(Description) PROPERTY

CONTROL NUMBER

SERIAL

NUMBER

PERSON PROPERTY IS ASSIGNED TO:

(If Student, Also Complete Section B)

(PRINT) (Last) (First)

DATE

SIGNATURE

EMPLOYEE NO. (If Applicable)

APPROVED BY:

DATE

SIGNATURE (Principal/Administrator)

(PRINT) (Last) (First)

DATE RECEIVED

STUDENT/PARENT/GUARDIAN STATEMENT OF RESPONSIBILITIES: 1. Reasonable precautions will be taken to maintain the security of the equipment.

2. If the equipment or any of its accessories are lost or stolen, the police will be notified as well as the

school/department mentioned above.

3. The equipment and accessories will be returned no later than the date noted above.

4. The equipment is to be used for School Board business.

5. In the event of theft, vandalism, or loss of equipment, the District reserves the right to pursue restitution.

PROPERTY TO

BE RETURNED

LOCATION NUMBER SCHOOL/DEPARTMENT

LOCATION OF USE HOME OTHER

TYPE OF PROPERTY (EQUIPMENT)

PARENT/

GUARDIAN NAME

HOME ADDRESS PHONE NUMBER

144

Instructions for Preparing the Transmittal for Agreement Form for Contracted Services

This form is prepared along with the Agreement for Contracted Services form after entering a shopping cart in the SAP Procurement Management System.

a. Enter the name of the individual originating the agreement, sign and provide the date.

b. Enter the work location name and 4-digit location number.

c. Enter the name of the appropriate Region Superintendent/Division Head.

d. If using grant funds, enter the name of the Associate Superintendent, Office of Intergovernmental Affairs, Grants Administration and Community Engagement.

e. Enter the requisition number.

Please note:

• Services should not be rendered until the contract has been approved.

• Upon completion of this form, attach all applicable documentation and route as indicated for signature approval.

• Allow ample time (30-60days) for complete approval of contract.

145

FM-2452 Rev. (07-10)

Attachments: Agreement Forms (two original copies)

Quotes Obtained

VIA:

FROM: _________________________

School Board Attorney

SUBJECT: LEGAL REVIEW AND APPROVAL OF AGREEMENT FORM FOR CONTRACTED SERVICES

The attached Agreement Form for Contracted Services is submitted for approval. Funds have been identified for these services under Shopping Cart Number _______________________.

Please sign both copies of the Agreement and return both copies to the originator for further processing.

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

TRANSMITTAL FOR AGREEMENT FORM FOR CONTRACTED SERVICES

TO: SUPERINTENDENT OF SCHOOLS

Date

_________________________ Location Number

_________________________ Date

Originator of Request/Title (Name Typed)

Location Name

Region Superintendent/Division Head (Name Typed)

Bureau of Grants Administration (If Applicable, Name Typed)

This agreement is contingent on the continuation of adequate funding.

PROCUREMENT AUTHORITY

Professional Services Contract Committee (Attach Minutes)

Board Approval (Attach Agenda Item)

Waiver Pursuant to Florida Statutes

Other (State Reason)

146

Please note:

Instructions for preparing the Agreement Form for Contracted Services (FM-2453)

The letters below refer to the blank sections of the Agreement Form for Contracted Services.

a. The date entered should be the date the agreement form is prepared. b. Enter the full and correct name of the contractor. c. State the actual services being provided, such as grant writing services, seminar

presentations, room rental, setup arrangements, etc. Also, include what the contractor will provide to accomplish those services, such as facilities, number of participants, etc.

d. State what the eventual outcome of the services being provided will be to M-DCPS and how they will benefit M-DCPS.

e. State where the services are being performed – school, hotel, other facilities/locations. f. State the time and date the services will be performed. g. State when the contract is to commence and when it will end. If it is for one day, the

same date should be entered in both places. h. The payment schedule section should have the total dollar amount the contractor is to

be compensated and must not exceed the amount approved by the Board (if over $50,000).

i. The payment method should be indicated, either a total lump sum payment at the completion of the contract or periodic payments during the term of the contract.

j. The School Board Attorney will manually sign the agreement after reviewing and approving as to form.

k. The appropriate administrators should be entered as indicated. l. The Superintendent or designee must sign the agreement and the name will be typed. m. The contractor will sign the agreement and enter the appropriate, requested

information. It is imperative that the Federal Employer Identification Number (Tax I.D.) or Social Security Number, if an individual, be provided.

• The narrative for the Scope of Work section on this form must address the improvement of strategies, skills, etc. (in relationship to the School Improvement Plan) that will be impacted to the students and/or staff.

• When contract is for Professional Development, include a statement from Consultant(s)/Trainer(s) regarding the results that the session will provide.

• These forms cannot be “walked through.” • The signatures must be original on both forms. Copies and/or facsimiles are

unacceptable. • Use blue ink for signatures. • Contracted Services to be paid with Title I Grant funds must be rendered prior to

the end date of the fiscal year of the grant period.

147

Page 1 of 9 FM-2453 Rev. (5-19)

Contract Number ______________(For Procurement Use Only)

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

AGREEMENT FORM FOR CONTRACTED SERVICES

THIS AGREEMENT, entered into this ______day of ____________, 20____, by and between The School Board of Miami-Dade County, Florida, a body corporate and politic, existing under the laws of the State of Florida hereinafter referred to as the “School Board,” and __________________________________________________________________ whose principal address is ___________________________________________________________________________, (Legal Name of Contracting Party/Organization) hereinafter referred to as the “CONTRACTOR,” is as follows:

1. SCOPE OF WORK The Contractor shall, in a satisfactory and proper manner as determined by the School Board, perform the following:

Nature of Contracted Services: ________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Anticipated Outcome of Contracted Services:_____________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Location of Contracted Service: _______________________________________________________________________

Date(s)/Hours of Service: ____________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

3. COMPENSATION The School Board shall, upon completion of services by the Contractor, compensate the Contractor in an amount not to exceed $______________, which shall constitute the amount due under this Agreement. Agreements exceeding $50,000 require School Board approval. The Contractor agrees to assume responsibility for all per diem and travel expenses, unless authorization to incur such expenses is granted by the School Board in advance of the expenditures being incurred. The Contractor shall be reimbursed for such approved expenditures as provided by §112.061 Florida Statutes, and School Board Policy 6550. Procurement Authority to enter into this Agreement shall be .

2. TERM OF AGREEMENT The Contractor shall commence performance of the Agreement on the ____day of ___________, 20__, and shall complete performance to the satisfaction of the School Board no later than the ____ day of _____________, 20____. The Agreement shall be effective upon execution. The School Board reserves the right to terminate this Agreement without cause by giving thirty (30) days written notice to the Contractor.

148

Page 2 of 9 FM-2453 Rev. (5-19)

4. PAYMENT SCHEDULE Payment will be generated by the School Board's Accounts Payable Department within thirty (30) days after completion of services. Payment will be made as indicated below:

 one lump sum payment in the amount of $_________ upon completion of services

 _____ partial payments in the amount of $_______ after/before each ____________________

 Please see payment schedule hereto attached and incorporated into this Agreement.

5. CONFIDENTIALITY OF STUDENT RECORDS Contractor understands and agrees that it is subject to all federal and state laws and School Board Policies relating to the confidentiality of student information. Contractor further agrees to comply with the Family Educational Rights and Privacy Act (“FERPA”), 20 U.S.C. § 1232g, as may be amended. Contractor shall regard all student information as confidential and will not disclose the student information to any third party.

6. GOVERNING LAW; VENUE; ATTORNEYS’ FEES This Agreement shall be governed by, and construed in accordance with the laws of the State of Florida. In the event of litigation, venue for any claim shall lie exclusively in a court of competent jurisdiction in Miami-Dade County. Each party shall be responsible for its own attorneys’ fees and costs, from pre-trial through all appeals.

7. INDEMNIFICATION To the fullest extent permitted by law, the Contractor shall indemnify and hold harmless the Board, and its employees (“Indemnitees”) from and against all claims, liabilities, damages, losses, and costs including, but not limited to, reasonable costs and attorneys’ fees at the pre-trial, trial and appellate levels, arising out of, resulting from or incidental to Contractor’s performance under this Agreement or to the extent caused by negligence, recklessness, or intentional wrongful conduct of the Contractor or other persons employed or utilized by the Contractor in the performance of this Agreement. The remedy provided to the Indemnitees by this indemnification shall be in addition to and not in lieu of any other remedy available under the AGREEMENT or otherwise. This indemnification obligation shall not be diminished or limited in any way to any insurance maintained pursuant to the AGREEMENT otherwise available to the Contractor. The provisions of this Section are intended to require the Contractor to furnish the greatest amount of indemnification allowed under Florida law. To the extent any indemnification requirement contained in this Agreement is deemed to be in violation of any law, that provision shall be deemed modified so that the Contractor shall be required to furnish the greatest level of indemnification to the Indemnitees as was intended by the parties hereto.

8. DUTY TO DEFEND The Contractor agrees, at its own expense, and upon written request by the Board, to defend any suit, action or demand brought against the School Board on any claim or demand arising out of, resulting from or incidental to Contractor’s performance under this Agreement.

9. ADA COMPLIANCE Contractor agrees and warrants that its services and/or products comply with the American with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, along with the its implementing regulations, to ensure that individuals with disabilities have an equal opportunity to participate in the School Board's programs and activities. Contractor agrees to promptly respond and resolve any complaints regarding the accessibility of its services and/or products. Contractor further agrees to defend, hold harmless and indemnify the School Board, including reasonable attorneys’ fees, for any claims or actions arising out of the Contractor’s failure to comply with this requirement.

10. COMPLIANCE WITH SCHOOL CODE Contractor agrees to comply with all sections of the Florida K-20 Education Code, Title XLVIII Sections 1000-1013 Florida Statutes as it presently exists, as it may be amended from time to time. Further, Contractor agrees that failure to comply with the Florida K-20 Education Code shall constitute a material breach of this Agreement and may result in the termination of this Agreement by the School Board.

11. ASSIGNMENT This Agreement may not be assigned nor may any assignment of monies due, or to become due to Contractor, be assigned without the prior written agreement of The School Board of Miami-Dade County, Florida. If Contractor attempts to make such an assignment, such attempt shall constitute a condition of default.

149

Page 3 of 9 FM-2453 Rev. (5-19)

12. TERMINATION AND SUSPENSION The School Board reserves the right to terminate this Agreement at any time and for any reason, upon giving thirty (30) days prior written notice to Contractor. If said Agreement should be terminated for convenience as provided herein, the School Board will be relieved of all obligations under this Agreement. The School Board shall only be required to pay the Contractor the amount for services performed prior to termination of the Agreement. The School Board may terminate this Agreement upon thirty (30) days advance written notice to the Contractor, for default of Contractor, or due to lack of, or cancellation of, grant funds made available to the School Board by a Federal grantor agency. Upon receipt of a notice of termination, the Contractor shall cease incurring additional obligations under this Agreement. However, the School Board shall allow the Contractor to incur all necessary and proper costs, which the Contractor cannot reasonably avoid during the termination process. Each payment obligation of the School Board created by this agreement is conditioned upon the availability of funds that are appropriate or allocated for the payment of services or goods. If such funds are not allocated and available, this agreement may be terminated by the School Board at the end of the period for which funds are available. The School Board shall notify the Contractor at the earliest possible time before such termination. No penalty shall accrue to the School Board in the event this provision is exercised, and the School Board shall not be obligated or liable for any future payments due or for any damages as a result of termination under this section. Any individual or corporation or other entity that attempts to meet its contractual obligations with the School Board through fraud, misrepresentation or material misstatement, shall have its Agreement with the School Board terminated upon receiving notice of the attempted fraud as determined by the School Board.

13. DEFAULT If the Contractor fails to fulfill or comply with any of the terms or conditions of the Agreement, in whole or in part, the School Board may place the Contractor in default status and take any one of the following actions:

a) Suspend activities under the Agreement, upon fifteen (15) days advance written notice by the School Board and withhold further payments, except for those necessary and proper costs which the Contractor cannot reasonably avoid during the period of suspension.

b) Terminate the Agreement for cause, in whole or in part, upon fifteen (15) days advance written notice from the School Board.

c) Terminate the Agreement for cause, in whole or in part, immediately effective upon notice, whenever the School Board determines that the Contractor has jeopardized the safety and welfare of the School Board or the public or whenever the fiscal integrity of the Agreement has been compromised.

d) Invoke any other remedy or remedies that may be legally available.

14. COMPLIANCE WITH BOARD POLICIES I certify agreement with the following School Board Policies: 6465 Commercial Anti-Discrimination, Diversity, and Inclusion; 6460 Business Code of Ethics; 6325 Cone of Silence; 6320 Purchasing; 6320.01 Outside Vendors Selling; and 6320.02 Minority/Women Business Enterprise Certification Procedures, and agree to comply with all applicable School Board contracting and procurement policies and procedures. Attached and incorporated herein is Contractor’s completed Certification of Compliance with School Board’s Policy 6465 Form (FM-7594).

15. DEBARMENT Pursuant to Board Policy 6320.04 – Contractor Debarment Procedures – Debarred contractors are excluded from conducting business with the School Board as agents, representative, partners, and associates of other contractors, subcontractors or individual sureties.

16. CLEAN AIR ACT Contractors awarded contracts in excess of $150,000 must be in compliance with all applicable standards, orders, or requirements issued pursuant to the Clean Air Act (42 U.S.C. 7404-97671q), pursuant to the Clean Water Act (33 U.S.C. 1368 ), Executive Order 11738, and Environmental Protection Agency regulations ( 40 CFR part 15 ), and the Federal Water Pollution Control Act as amended (33 USC 1251-1387)..

17. DAVIS-BACON ACT LABOR STANDARDS The Contractor shall comply with all applicable provisions of 40 U.S.C. §276a to 276 a-7, the Davis-Bacon Act, as supplemented by the Department of Labor regulations (29 C.F.R. Part 5 “Labor Standards Provisions Applicable to Contracts Governing Federally Financed and Assisted Construction”).

18. EQUAL EMPLOYMENT OPPORTUNITY Contractors awarded contracts involving Federal Funds must be in compliance with Executive Order 11246 of September 24, 1965 entitled “Equal Employment Opportunity,” as amended by Executive Order 11375 of October 13, 1967, and as supplemented in Department of Labor Regulations (41 CFR Chapter 60).

150

http://www.law.cornell.edu/cfr/text/40/15

Page 4 of 9 FM-2453 Rev. (5-19)

19. REGULATIONS & ORDINANCES The Contractor shall comply with all applicable laws, ordinances, codes, rules and regulations of federal, state and local governments being licensed, if required, for performance of any work under this Agreement. Contractors awarded contracts involving Federal Funds and cost reimbursable must be in compliance with 7 CFR 210.21. Contractors awarded contracts involving Federal Funds must be in compliance with the Energy and Policy Conservation Act (42 USC 6201).Contractors awarded contracts involving the employment of mechanics, laborers, or construction work must be in compliance with 40 USC Chapter 37.

20. BYRD ANTI-LOBBYING Contractors awarded contracts in excess of $100,000 or more shall file the required certification. Each tier certifies to the tier above that it will not and has not used Federal appropriated funds to pay any person or organization for influencing or attempting to influence an officer or employee of any agency, a member of Congress, officer or employee of Congress, or an employee of a member of Congress in connection with obtaining any Federal contract, grant, or any other award covered by 31 U.S.C. § 1352. Each tier shall also disclose any lobbying with non-Federal funds that takes place in connection with obtaining any Federal award. Such disclosures are forwarded from tier to tier up to the recipient.

21. CONFLICT OF INTEREST Former Miami-Dade County Public Schools employees, classified as Managerial Exempt Personnel, Pay Grade 22 and above, Miami-Dade County Schools Administrators Association, Pay Grade 47 and above, and other equivalent positions, are prohibited from personally representing another person or entity or acting as an agent or attorney for compensation in connection with any matter in which The School Board of Miami-Dade County, Florida, is interested, for a period of two (2) years following vacation of office. This provision is pursuant to School Board Policies 1129, 3129 and 4129 and §112.313(9) Florida Statutes.

22. ACCESS TO RECORDS/FLORIDA’S PUBLIC RECORDS LAWS Contractor understands the broad nature of these laws and agrees to comply with Florida’s Public Records Laws and laws relating to records retention. The Contractor shall keep and maintain public records required by the School Board to perform the service. The Contractor shall keep records to show its compliance with program requirements. Contractors and subcontractors must make available, upon request of the School Board, a Federal grantor agency, the Comptroller General of the United States, or any of their duly authorized representatives, any books, documents, papers, and records of the Contractor which are directly pertinent to this specific Agreement for the purpose of making audit, examination, excerpts, and transcriptions. Upon request from the School Board’s custodian of public records, provide the School Board with a copy of the requested records or allow the records to be inspected or copied within a reasonable time at a cost that does not exceed the cost provided in this chapter or as otherwise provided by law. Contractor shall ensure that public records that are exempt or confidential and exempt from public records disclosure requirements are not disclosed except as authorized by law for the duration of the contract term and following completion of the contract if the Contractor does not transfer the records to the public agency. The Contractor shall retain all records for five (5) years after final payment is made or received and all pending matters are completed pursuant to Title 34, Sections 80.36(b)(1). Upon completion of the contract, transfer, at no cost, to the School Board all public records in possession of the Contractor or keep and maintain public records required by the School Board to perform the service. If the Contractor transfers all public records to the School Board upon completion of the contract, the Contractor shall destroy any duplicate public records that are exempt or confidential and exempt from public records disclosure requirements. If the Contractor keeps and maintains public records upon completion of the contract, the Contractor shall meet all applicable requirements for retaining public records. All records stored electronically must be provided to the School Board, upon request from the School Board’s custodian of public records, in a format that is compatible with the information technology systems of the School Board.

IF THE CONTRACTOR HAS QUESTIONS REGARDING THE APPLICATION OF CHAPTER 119, FLORIDA STATUTES, TO THE PROVIDER’S DUTY TO PROVIDE PUBLIC RECORDS RELATING TO THIS CONTRACT, CONTACT THE CUSTODIAN OF PUBLIC RECORDS AT 305-995-1128, [email protected], and 1450 NE 2 Avenue, Miami, Florida 33132.

23. NO GRATUITY POLICY It is the policy of Procurement Management Services not to accept gifts, gratuities, or favors of any kind or of any value whatsoever from vendors, members of the staffs, or families.

151

http://miamidadeschools.diversitycompliance.com/

Page 5 of 9 FM-2453 Rev. (5-19)

24. PATENTS, COPYRIGHTS AND ROYALTIES All books, manuals, films or other materials suitable for copyright or patent, regardless of means of transmission, produced as a result of the work or services performed under or in connection with this Agreement, are hereby reserved as the exclusive property of and sole ownership by The School Board of Miami-Dade County, Florida, unless and to the extent that the parties agree otherwise, as evidenced in writing and included as a part of this Agreement. Contractor shall defend, indemnify and hold the School Board and its successors and assigns harmless from and against all third-party claims, suits and proceedings and any and all damages, liabilities, costs and expenses (including reasonable attorneys’ fees and court costs) incurred as a result of (i) infringement by Contractor of any third-party patent, copyright or trademark or (ii) misappropriation by Contractor of any third-party trade secret in connection with any of the foregoing. Contractor will indemnify and hold harmless the School Board from liability of any nature or kind, including costs and expenses for or on account of any copyrighted, service marked, trademarked, patented or unpatented invention, process, article or work manufactured or used in the performance of the Agreement, including its use by the School Board. If Contractor uses any design, device, materials or works covered by letters, service mark, trademark, patent, copyright or any other intellectual property right, it is mutually agreed and understood without exception that the proposal prices will include all royalties or costs arising from the use of such design, device or materials in any way involved in the work. In addition, Contractors awarded contracts involving Federal Funds are subject Rights to Invention as set forth in 37 CFR 401.

25. SMALL/MICRO, MINORITY/WOMEN AND VETERAN BUSINESS ENTERPRISE PROGRAMS The Small/Micro Business Enterprise (SMBE), Minority/Women and Veteran Business Enterprise (VBE) Programs, implemented pursuant to School Board Policy 6320.02 were established to provide expanded and equitable participation in School Board procurement of goods and services, construction, and professional services. If applicable, in completing its obligations under this Agreement, the Contractor agrees to comply with all applicable requirements of the SBE/MBE, M/WBE and VBE Programs, provided in School Board Policy, as it exists on the date of the commencing of this Agreement.

Compliance, Monitoring and Reporting of Subcontractors - As applicable to meet the Mandatory Small/Micro, Minority/Women and/or Veteran Business Utilization Goals, the Contractor shall be required to submit a monthly report via the online diversity compliance system for compliance with the Mandatory Small/Micro, Minority/Women and/or Veteran Business Utilization Goals for sub-contractors. All compliance reporting shall be submitted through the link provided http://miamidadeschools.diversitycompliance.com. The Contractor may only remove and replace a Small/Micro, Minority/Women and/or Veteran Business with a new subcontractor of similar certification. To the extent that the Contractor seeks to replace a Small/Micro, Minority/Women and/or Veteran Business with a new subcontractor that does not maintain a similar certification, then the Contractor must first obtain approval from the Office of Economic Opportunity (OEO). The OEO shall monitor and/or verify 100% of reported payments to subcontractors ensuring the Contractor’s reported subcontract participation is accurate.

26. DISCLOSURE OF EMPLOYMENT OF CURRENT AND FORMER SCHOOL BOARD EMPLOYEES Pursuant to School Board Policy 6460 Business Code of Ethics, which may be accessed at www.neola.com/miamidade-fl all bidders, proposers, consultants, vendors and contractors are required to disclose the names of any of their current and future employees who serve as agents, principals, subcontractors, employees, or consultants, to work on this agreement for the bidder, proposer, consultant, vendor, or contractor, and who are currently employed or have been employed by the School Board within the last two (2) years. Such disclosures will be in accordance with current School Board Policies, but will include, at a minimum, the names of former School Board employees, a list of the positions the employees held in the last two (2) years of their employment with the School Board, and the dates the employees held those positions. Written approval by the Superintendent for the use of current or former School Board employees (within the last two years) is mandatory prior to using funds obtain from this Agreement to subsidize the current or former School Board employees services.

NAME LIST OF POSITIONS DATES EMPLOYEE HELD POSITION

___________________ __________________________ ____________________________________

152

http://www.neola.com/miamidade-fl

Page 6 of 9 FM-2453 Rev. (5-19)

27. DISCLOSURE OF AFFILIATION WITH DISTRICT COMMITTEES, TASK FORCE, ASSOCIATIONS Firms under Contract or proposing to enter into a Contract with Agency must be in conformance with the MDCPS Conflict of Interest policies available at www.dadeschools.net Any vendor who submits a response to a solicitation must disclose the names of any of its company directors or officers who serve on any District Committees, Task Force or Associations. Does the Firm or any Employee, Agent, or Associate of the Firm (Director’s, Officers, etc.) serve or have served within the past two (2) years on a Miami-Dade County Public Schools District Committee, Task Force, Association?

No Yes If answer is yes please complete the following: Name of Director(s) or Officer(s)

Employee Name Current Title with Firm Name of MDCPS Committee, Task Force,

Association Served

28. BACKGROUND SCREENING REQUIREMENTS In accordance with the requirements of §1012.465, §1012.32 and §1012.467, Florida Statutes, and School Board Policies 8475, 1121.01, 3121.01 and 4121.01 as amended from time to time Contractor agrees that, if Contractor receives remuneration for services, Contractor and all of its employees who provide or may provide services under this Contract will complete criminal history checks, and all background screening requirements, including level 2 screening requirements as outlined in the above-referenced statutes and School Board Policies prior to providing services to The School Board of Miami-Dade County.

Additionally, Contractor agrees that each of its employees, representatives, agents, subcontractors or suppliers who is permitted access on school grounds when students are present, who has direct contact with students or who has access to or control of school funds must meet level 2 screening requirements as described in the above-referenced statutes and School Board Policies.

A non-instructional contractor who is exempt from the screening requirements set forth in §1012.465, §1012.468 or §1012.467, Florida Statutes, is subject to a search of his or her name or other identifying information against the registration information regarding sexual predators and sexual offenders maintained by the Department of Law Enforcement under §943.043 and the national sex offender public registry maintained by the United States Department of Justice.

Further, upon obtaining clearance by School Board, if School Board deems necessary, School Board will issue a Florida Public Schools Contractor Badge, which shall be worn by the individual at all times while on School Board property when students are present.

Contractor agrees to bear any and all costs associated with acquiring the required background screening -- including any costs associated with fingerprinting and obtaining the required photo identification Florida Public Schools Contractor badge. Contractor agrees to require all its affected employees to sign a statement, as a condition of employment with Contractor in relation to performance under this Bid/RFP/Agreement, agreeing that the employee will abide by the heretofore described background screening requirements, and also agreeing that the employee will notify the Contractor/Employer of any arrest(s) or conviction(s) of any offense enumerated in School Board Policies 8475, 1121.01, 3121.01 and 4121.01 within 48 hours of its occurrence. Contractor agrees to provide the School Board with a list of all its employees who have completed background screening as required by the above-referenced statutes and who meet the statutory requirements contained therein. Contractor agrees that it has an ongoing duty to maintain and update these lists as new employees are hired and in the event that any previously screened employee fails to meet the statutory standards. Contractor further agrees to notify the School Board immediately upon becoming aware that one of its employees who was previously certified as completing the background check and meeting the statutory standards is subsequently arrested or convicted of any disqualifying offense. Failure by Contractor to notify the School Board of such arrest or conviction within 48 hours of being put on notice and within five (5) business days of the occurrence of qualifying arrest or conviction, shall constitute grounds for immediate termination of this Agreement.

The parties further agree that failure by Contractor to perform any of the duties described in this section shall constitute a material breach of the Agreement entitling the School Board to terminate this Agreement immediately with no further responsibility to make payment or perform any other duties under this Agreement.

153

http://www.dadeschools.net/

Page 7 of 9 FM-2453 Rev. (5-19)

30. INSURANCE REQUIREMENTS Prior to commencement of work under the agreement, the Contractor shall obtain and maintain without interruption the insurance as outlined below. The Contractor agrees to furnish a fully completed certificate of insurance naming the School Board of Miami-Dade County, Florida as a certificate holder, signed by an authorized representative of the insurer providing such insurance coverages. The insurance coverages and limits shall meet, at a minimum, the following requirements:

A. Workers’ Compensation/Employer’s Liability Insurance. Such insurance shall be no more restrictive than that provided by the Standard Workers' Compensation Policy, as filed for use in Florida by the National Board on Compensation Insurance, without restrictive endorsements. The minimum amount of coverage (inclusive of any amount provided by an umbrella or excess policy) shall be:

Part One: "Statutory" Part Two: $ 100,000 Each Accident

$ 500,000 Disease - Policy Limit $ 100,000 Disease - Each Employee

B. General Liability Insurance Such insurance shall be no more restrictive than that provided by the most recent version of standard Commercial General Liability Form (ISO Form CG 00 01) without any restrictive endorsements.

The minimum limits (inclusive of amounts provided by an umbrella or excess policy) shall be: $ 1,000,000 General Aggregate

29. WRITTEN NOTICE DELIVERY

Any notice required or permitted to be given under this agreement by one party to the other party shall be in writing and shall be given and deemed to have been given immediately if delivered in person to the recipient’s address set forth in this section or on the date shown on the certificate of receipt if placed in the United States mail, postage prepaid, by registered or certified mail with return receipt requested, addressed to the receiving party at the address hereinafter specified (“Notice”).

Contractor Address. The address for Contractor for all purposes under this agreement and for all Notices hereunder shall be:

Contractor: ____________________________________________________________________ Contact's Name/Title: Attention:____________________________________________________________ Address: ____________________________________________________________________

____________________________________________________________________

School Board’s Address. The address for the School Board for all purposes under this Agreement and for all Notices hereunder shall be:

The School Board of Miami-Dade County, Florida Attn: Alberto M. Carvalho, Superintendent 1450 N.E. Second Avenue, Suite 912 Miami, Florida 33132

With a copy to: The School Board of Miami-Dade County, Florida

Department: _____________________________________________________________________ Department Director: Attention: _____________________________________________________________ Address: _____________________________________________________________________

_____________________________________________________________________ And a copy to:

The School Board of Miami-Dade County, Florida Attn: Walter J. Harvey, School Board Attorney 1450 N.E. Second Avenue, Suite 430 Miami, Florida 33132

154

Page 8 of 9 FM-2453 Rev. (5-19)

$ 1,000,000 Products/Completed Operations Aggregate $ 1,000,000 Personal and Advertising Injury $ 1,000,000 Each Occurrence

Contractor shall name “The School Board of Miami-Dade County, Florida and its members, officers and employees” as an additional insured on a form no more restrictive than the CG 20 10 (Additional Insured – Owners, Lessees, or Contractors).

C. Automobile Liability Insurance Such insurance shall be no more restrictive than that provided by Section II (Liability Coverage) of the most recent version of standard Business Auto Policy (ISO Form CA 00 01) without any restrictive endorsements, including coverage for liability contractually assumed, and shall cover all owned, non-owned, and hired autos used in connection with the performance of the Contract. The minimum limits (inclusive of any amounts provided by an umbrella or excess policy) shall be:

$ 1,000,000 Each Occurrence - Bodily Injury and Property Damage Combined

If the contract requires professional services, the Contractor shall provide evidence of the following professional liability coverage:

Professional Liability Such insurance shall be on a form acceptable to the Board and shall cover Contractor for those sources of liability arising out of the rendering or failure to render professional services in the performance of the services required in the Agreement including any hold harmless and/or indemnification agreement. Coverage must either be on an occurrence basis; or, if on a claims-made basis, the coverage must respond to all claims reported within three years following the period for which coverage is required and which would have been covered had the coverage been on an occurrence basis. The minimum limits (inclusive of any amounts provided by an umbrella or excess policy) shall be:

$ 1,000,000 Each Claim/Annual Aggregate

If the Contract requires the transfer of electronic records containing personal identifiable information of student or employee records between the Contractor and the Board, the Contractor shall provide evidence of the following insurance:

Cyber Liability Insurance Contractor shall maintain Cyber Liability insurance with limits of not less than $1,000,000 for each wrongful act, and Liability for security or privacy breaches, including loss or unauthorized access to the Board’s data; Costs associated with a privacy breach, including consumer notification, customer support/crises management, and costs of providing credit monitoring services; Expenses related to regulatory compliance, government investigations, fines, fees assessments and penalties; Costs of restoring, updating or replacing data; Privacy liability losses connected to network security, privacy, and media liability “Insured versus insured” exclusion prohibited. The insurance provided by the Company shall apply on a primary basis. Any insurance, or self-insurance, maintained by the Board shall be excess of, and shall not contribute with, the insurance provided by the Company.

Unless otherwise notified, the certificate of insurance shall be delivered to: Miami-Dade County Public Schools Office of Risk and Benefits Management 1501 N.E. 2nd Avenue, Suite 335 Miami, Florida 33132

The above insurance requirements may only be amended or waived via written approval of the Office of Risk and Benefits Management.

31. SURVIVAL The Parties acknowledge that any of the obligations in this Agreement, including but not limited to Contractor’s obligation to indemnify and defend the School Board, will survive the term, termination, and cancellation of the Agreement. Accordingly, the respective obligations of the Contractor under this Agreement, which by nature would continue beyond the termination, cancellation or expiration of this Agreement shall survive such termination, expiration or cancellation. The Parties acknowledge that any of the obligations in this Agreement, including but not limited to Contractor’s obligation to indemnify and defend the School Board, will survive the term, termination, and cancellation of the Agreement. Accordingly, the respective obligations of the Contractor under this Agreement, which by nature would continue beyond the termination, cancellation or expiration of this Agreement shall survive such termination, expiration or cancellation.

155

Page 9 of 9 FM-2453 Rev. (5-19)

32. ENTIRE AGREEMENT It is understood and agreed that this Agreement contains the complete understanding and agreement of the parties. No stipulation, agreement or understanding shall be valid or enforceable unless contained in this Agreement. No representations or statements made by any employees, agents or representatives of either party shall be binding on either party as a warranty or otherwise, except as expressly set forth herein. Contractor represents that the individual signing this Agreement on its behalf has the authority to do so and to so legally bind the party. The Contractor represents that the execution, delivery and performance of this Agreement by the Contractor has been fully and validly authorized by all necessary corporate action.

SUBMITTED BY:

_______________________________________ Charge Location Administrator Signature Date

_______________________________________ Regional Superintendent/Division Head Signature Date (as applicable)

_______________________________________ Office of Grants Administration Signature Date (if applicable)

NOTE: Signature of Assistant Superintendent for the Office of Intergovernmental Affairs and Grants Administration required ONLY for contracts financed from Contracted Programs Funds (Part IV).

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

BY: __________________________________Signature (Superintendent of Schools or Designee)

______________________________________ (Name Typed)

Date: _______________________________________

APPROVED AS TO RISK AND BENEFITS (as to the School Board):

_______________________________________ Risk Management Signature Date

APPROVED AS TO PROCUREMENT AUTHORITY (as to the School Board):

_______________________________________ Procurement Management Signature Date

APPROVED AS TO FORM AND LEGAL SUFFICIENCY (as to the School Board):

_______________________________________ School Board Attorney - Signature Date

CONTRACTOR

______________________________________________ Legal Name of Contracting Party

BY:___________________________________________ Signature

Name: _________________________________________ (Name Typed) (Title) (Date)

Address: _______________________________________

_______________________________________

F.E.I.N. (If organization) ______________________ School Board Employee: Yes  No  M-DCPS Employee No. __________________________

156

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

PAYMENT REQUEST FOR CONTRACTED SERVICES

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA, ACCOUNTS PAYABLE DEPARTMENT

(This form to be used in lieu of an original approved invoice.)

FM-2454 Rev. (01-06)

TO:

FROM:

I certify that services have been rendered on _______________________________________________ and the following amount is due and payable to the Contractor in accordance with the Agreement duly executed on the ________________ day of __________________, _________.

Purchase Order Number ____________________

Partial Payment #________

Total Amount Due (Lump sum payment) $_________________________

in the amount of $______________________

REQUIRED PAYMENT DOCUMENTATION:

The original Agreement Form for Contracted Services (FM-2453) must be submitted with all lump sum and first partial payments (Note that subsequent partial payments require a copy of the Agreement form); and

a signed and dated copy of the Accounts Payable Purchase Order; and

Signature _______________________________________________ Contractor

___________________________ Date

Signature _______________________________________________ Originator of Request

___________________________ Date

original approved invoice or this Payment Request For Contracted Services form (FM-2454).

____________________________________________________________________ Originator of Request/Title (Name Typed)

____________________________________________________________________ Location Name Location Number

written evaluation upon the completion of services

157

Date: _____________________

Dear Parent(s)/Guardian(s):

This year our school will receive special federal funding, which will be used in addition to our regular State and local funding, to improve the educational program for all students in our school. This federal funding will allow us to implement the Title I Schoolwide Program.

The Title I Schoolwide Program will allow us to provide supplemental instruction in the areas of Language Arts/Reading, Math, Science and/or Social Studies to our students based on instructional goals established in our School Improvement Plan (SIP). This plan has been jointly developed by our faculty and parents. In general, this federal funding could be used to provide an array of important services, such as additional supplemental instructional staff; additional instructional materials and/or equipment; the ability to support the regular classroom with computer-assisted instruction; special training to parents and/or staff; additional motivational/high interest activities and wrap-around services for our students, and discretionary educational services provided by the District.

We encourage you to take an active role in our school’s planning and implementation of the Title I Schoolwide Program. You are invited to attend our Title I Annual Parent Meeting; visit with us to observe program activities; and to become more involved in your child’s academic success. We want you to know that opportunities for parent and family engagement and input are increased through your participation in the Title I District Advisory Council (DAC) and the Regional Parent Advisory Council (PAC) meetings; weekly workshops and activities being offered at the Title I Administration Neighborhood Resource Center (NRC), and our schoolsite’s parental meetings and workshops.

We look forward to our parents working together with our school staff in the annual evaluation and redesign of the content and effectiveness of our school’s Title I School-Parent Compact and our school’s Title I School-level Parent and Family Engagement Plan (PFEP). Once completed, we will make these documents available in the school’s Parent Resource Center/Area, the Main Office and via our school’s website. Our plans will be updated regularly to ensure they reflect the specific needs of our students. Additionally, the Title I Administration Handbook may be accessed online at http://ehandbooks.dadeschools.net/policies/135.pdf.

Please know that my office and the Community Involvement Specialist (CIS)/Community Liaison Specialist (CLS) or the parent contact person at our school, are your resources to receive updates on the Every Student Succeeds Act (ESSA), and to obtain parental “Right-to-Know” information regarding: the level of achievement of your child in each of the state academic assessments; the professional qualifications of your child’s classroom teachers and/or paraprofessional, if your child has been assigned or has been taught for four or more consecutive weeks by a teacher who does not meet State certification requirements; school performance data; the School District’s Consultation and Complaint Procedures, Title I District-level PFEP, Title I School-level PFEP, SIP, and School-Parent Compact.

If you have any questions regarding the instruction your child is receiving at our school or about the Title I Schoolwide Program, please contact me at _________________________________.

Sincerely,

Principal

158

Fecha: ___________________

Estimados padres de familia / tutores:

Este año, nuestra escuela recibirá fondos federales especiales, que serán utilizados en adición a nuestros fondos estatales y locales regulares, para mejorar el programa educacional para todos los estudiantes de nuestra escuela. Dicha financiación federal nos permitirá poner en práctica el Programa de Título I a Nivel Escolar (Title I Schoolwide Program).

El Programa de Título I a Nivel Escolar nos permitirá proporcionar a nuestros estudiantes instrucción adicional en las áreas de Artes del Lenguaje / Lectura, Matemáticas, Ciencias y Ciencias Sociales basado en las metas de instrucción establecidas en nuestro Plan de Mejoramiento Escolar (School Improvement Plan, SIP). Este plan ha sido desarrollado conjuntamente con nuestra facultad y los padres de familia. En general, dichos fondos federales se podrán emplear para proporcionar una variedad de servicios importantes, tales como personal de instrucción adicional; materiales o equipos de instrucción adicionales, la habilidad de apoyar a las aulas regulares mediante instrucción con la ayuda de computadoras, capacitación especial a padres de familia y miembros del personal y actividades adicionales de motivación/gran interés para nuestros estudiantes y servicios educacionales discrecionales proporcionados por el Distrito.

Les animamos a que tomen un papel activo en la planificación e implementación en nuestra escuela del Programa de Título I a Nivel Escolar. Están invitados a que asistan a nuestra Reunión Anual de Título I para Padres de Familia (Title I Annual Parent Meeting), a que nos visiten para que observen las actividades del programa y a que participen más en el éxito académico de sus hijos. Queremos informarles que su participación y aportación como padres y familia aumentan por medio de su participación en el Concilio Asesor de Título I del Distrito (Title I District Advisory Council, DAC) en las reuniones del Concilio Asesor del Centro Regional para Padres de Familia (Regional Parent Advisory Council, PAC); los talleres y actividades semanales ofrecidos en el Centro de Recursos Comunitarios de la Administración de Título I (Title (Administration Neighborhood Resource Center, NRC) y en las reuniones y talleres para padres de familia en nuestras escuelas.

Esperamos que nuestros padres de familia colaboren con el personal de la escuela en la evaluación anual y en el rediseño del contenido y la efectividad de nuestro Pacto de Escuela-Padres de Familia de Título I (Title I School-Parent Compact) y el Plan de Participación de Padres y Familias de Título I (Title I Parent and Family Engagement Plan, PFEP). Una vez que se hayan realizado, dichos documentos estarán disponibles en el Área/Centro de Recursos para Padres de Familia (Parent Resource Center), en la oficina principal (Main Office) o por medio de la página web de nuestra escuela. Nuestros planes serán actualizados regularmente para asegurar que reflejen las necesidades específicas de nuestros estudiantes. Además, el Manual de Administración de Título I (Title I Administration Handbook) se puede acceder en línea en http://ehandbooks.dadeschools.net/policies/I35.pdf

Por favor, tengan presente que mi oficina y el Especialista de Participación Comunitaria (Community Involvement Specialist, CIS) / Especialista de Enlace con la Comunidad (Community Liaison Specialist, CLS) o el contacto para padres de familia en nuestra escuela, son sus recursos para recibir actualizaciones sobre la Ley Every Student Succeeds Act (ESSA) y para obtener información para padres de familia acerca del “Derecho-de-Saber” (“Right to Know”) con respecto a: el nivel de desempeño de sus hijos en cada una de las evaluaciones académicas estatales, las cualificaciones profesionales de los maestros o ayudantes de maestros del aula de sus hijos, si sus hijos han sido asignados o instruidos durante cuatro semanas consecutivas o más por un maestro que no cumple con los requisitos de certificación del Estado; datos del desempeño escolar; los Procedimientos del Distrito Escolar para Consultar y Presentar Quejas (School District’s Consultation and Complaint Procedures), el PFEP de Título I a nivel del Distrito (Title I District-level PFEP), el PFEP a nivel escolar (Title I School-level PFEP), el SIP y el Pacto de Escuela- Padres de Familia de Título I.

Si tuviesen alguna pregunta sobre la instrucción que reciben sus hijos en nuestra escuela o sobre el Programa de Título I a Nivel de Escuela, por favor, comuníquense conmigo al ________________________________.

Atentamente,

Director/a

159

Dat: _______________________

Chè Paran/Gadyen:

Ane sa a lekòl nou an pral resevwa fon federal espesyal, ki pral sèvi anplis fon Eta ak lokal regilye nou an, pou amelyore pwogram edikasyonèl pou tout elèv nan lekòl nou an. Fon federal sa a pral pèmèt nou enplemante Pwogram “Title I” Atravè Tout Lekòl la.

Pwogram Title I Atravè Tout Lekòl la pral pèmèt nou ofri enstriksyon siplemantè nan domèn Lekti/Redaksyon, Matematik, Syans e/oubyen Etid Sosyal pou elèv nou yo sou baz bi enstriksyonèl ki etabli nan “School Improvement Plan (SIP)” (Plan Amelyorasyon Lekòl) nou an. Nou te devlope plan sa a an kolaborasyon avèk pwofesè e paran nou yo. An jeneral, nou ka sèvi avèk fon federal sa a pou nou ofri yon seri sèvis enpòtan, tankou ajoute sou pèsonèl enstriksyonèl la; abilite pou achte materyèl enstriksyonèl e/oubyen ekipman adisyonèl; abilite pou sipòte salklas regilye avèk enstriksyon sou òdinatè; fòmasyon espesyal pou paran e fanmi, e/oubyen anplwaye; e ofri aktivite adisyonèl ki motive e enterese elèv nou yo anpil, ak sèvis edikasyonèl ki pa esansyèl Distri a ap ofri.

Nou ankouraje w pou jwe yon wòl aktif nan planifikasyon ak enplemantasyon Pwogram Title I Atravè Tout Lekòl la. Nou envite w pou ale nan Reyinyon Anyèl Title I pou Paran nou an; vizite nou pou obsève aktivite pwogram yo; e pou w vin pi enplike nan siksè akademik pitit ou a. Nou vle w konnen opòtinite pou paran ak fanmi pran angajman yo e bay konsèy ap ogmante atravè patisipasyon ou nan reyinyon “Title I District Advisory Council (DAC)” (Komite Konsèy Title I Distri) a ak “Regional Center’s Parent Advisoy Council (PAC)” (Komite Konsèy Sant Rejyonal Paran) yo; nou ofri atelye ak aktivite chak semèn nan “Neighborhood Resource Center (NRC)” (Sant Resous Katye) Administrasyon Title I, ak reyinyon e atelye pou paran nan lekòl la.

Nou espere pou paran nou yo travay ansanm avèk anplwaye lekòl nou yo nan evalyasyon ak re-planifikasyon anyèl sou efikasite Akò Lekòl-Paran ak “School-Level Parent and Family Engagement Plan (PFEP)” (Plan Angajman Paran ak Fanmi nan Nivo Lekòl) Title I nan lekòl nou an. Yon fwa nou fini, n ap mete dokiman sa yo disponib nan Sant/Espas Resous Paran lekòl la, Direksyon an e atravè sit Entènèt lekòl la. Nou ap mete plan nou yo ajou regilyèman pou asire yo reflete bezwen espesifik elèv nou yo. Anplis, ou ka jwenn Gid Administrasyon Title I nan, sou Entènèt nan http://ehandbooks.dadeschools.net/policies/135.pdf.

Mwen vle w konnen biwo mwen an ak “Community Involvement Specialist (CIS)” (Espesyalis Patisipasyon Kominotè) an/“Community Liaison Specialist (CLS)” (Espesyalis Lyezon Kominotè) a, oubyen moun ki la pou kontakte paran yo nan lekòl nou an, se resous pou jwenn dènye nouvèl sou “Every Student Succeeds Act (ESSA)” (Akò Chak Timoun Dwe Reyisi) a e pou w resevwa enfòmasyon sa yo sou “Dwa pou Konnen” kòm paran konsènan: kalifikasyon pwofesyonèl pwofesè e/oubyen parapwofesyonèl salklas pitit ou a; si yo asiyen pitit ou a oubyen si pitit ou a ap resevwa ansèyman nan men yon pwofesè ki pa satisfè demand sètifikasyon pou kat oubyen sis semèn konsekitif; done sou pèfòmans lekòl la; Pwosedi pou Konsiltation ak pou Pote Plent nan Distri Lekòl la, PFEP Title I nan Nivo Distri Lekòl la, PFEP Title I nan Nivo Lekòl la, SIP a, ak Akò Lekòl-Paran an.

Si w gen nenpòt kesyon konsènan enstriksyon pitit ou a ap resevwa nan lekòl nou an oubyen sou Pwogram Title I Atravè Tout Lekòl la, silvouplè kontakte m nan_____________________________.

Sensèman,

Direktè (tris)

160

161

Department of Title I Administration Title I Neighborhood Resource Center

Support Services Intake Form

Date: _____________

Method of Communication: Walk‐In Call Email Name of Event/Workshop________________________________

Welcome Packet Other __________________________________________________________

Parent and Family Information

First Name: Last Name:

Street Address: City: Zip Code:

Email Address: Contact Phone #:

Home Language:

Relationship to Child(ren): Parent/Caregiver Grandparent Adult Sibling Other _______________________

1. Child’s Name: Student ID#: Current School: Grade: Age: Gender M F

2. Child’s Name: Student ID#: Current School: Grade: Age: Gender M F

3. Child’s Name: Student ID#: Current School: Grade: Age: Gender M F

4. Child’s Name: Student ID#: Current School: Grade: Age: Gender M F

Please check if you have concerns or if you would like additional information regarding any of the following:

Academic Support/Tutoring Programs Financial Literacy Online Couple Relationship Support

Adaptive Clothing First-time Home Buyer Programs Parent Support Groups

Adults with Disabilities Florida Standards Assessment Parent/Teen Communication

Alzheimer’s Disease Food and Emergency Shelter Post-Secondary Education

At-Risk Youth Foster Care School Choice Options

Basic Sign Language Skills Foster Grandparent Program School Uniform/Clothing Assistance

Bullying and Harassment Health and Nutrition School Violence Prevention

Car Purchasing/Repair Program High School Graduation Requirements Social Security Retirement Benefits

Charter School Information I HIV/AIDS Awareness and Prevention Stress Relief Management

Childcare Assistance Housing Instability Substance Abuse Prevention

Childhood Dental Health Hurricane Preparedness Suicide Awareness and Prevention

Childhood Grief and Bereavement Immunization(s) Summer Camps

Childhood Sexual Abuse Immigration Services Title I Program

Children of Incarcerated Parents Internet/Social Media Safety Tobacco Prevention Programs

Domestic Violence Job Skills Training Unaccompanied Youth

Early Childhood Learning Legal Assistance Services Voter’s Registration Information

Employment LGBTQ Youth Support Youth Summer Internship Programs

Exceptional Student Education Magnet Programs Other: (Please describe)

Federal Student Aid/Scholarships Mental Health Services

Family Literacy Skills Miami-Dade Public Library System

Fatherhood Support Migrant Education Program

Notice of Rights/Confidentiality: I understand that information disclosed by me will be kept confidential to the greatest extent allowed by Florida law. Limitations of confidentiality have been explained to me as follows: Any person, including teachers, administrators, support personnel, and other District and school personnel who knows, or has reasonable cause to suspect that a child or a student has been abused, abandoned, or neglected by a parent, legal custodian, caregiver, adult, other person responsible for the child's welfare, or that a child is in need of supervision and care and has no parent, legal custodian, or responsible adult relative immediately known and available to provide supervision and care shall report such knowledge or suspicion to the Florida Department of Children and Families ("DCF").

162

FM-7347 Rev. (08-19)

Title I NRC Office Use Only

Staff Name: Referred to Agency(ies):

Name of Contact Person(s) from Agency:

Phone # of Agency(ies):

Indicate Additional Comments below, including date(s) of follow-up:

163

(A) (H) (F)

(B) (S) (T)

(D) (D) (M) (O)

(E) (U)

Grade

The undersigned certifies that the information provided is accurate.

Date

SECTION D: Parents, Guardians and/or Unaccompanied Youth must complete this section, prior to

submitting the Questionnaire for processing.

SECTION B: The student does NOT currently have housing that is Fixed, Regular, and Adequate.

Please continue below if your child is a student that:

p Natural Disaster - Hurricane p Natural Disaster - Flooding

no electricity/mold infested)

The current nighttime residence is... (check only one) Was displaced from household because of... (check only one)

campground, parks, abandoned buildings, public

mental illness, unemployment, domestic violence

Date of Birth

p Lack of affordable housing, eviction, p Mortgage Foreclosure

p Living in a vehicle of any kind, trailer park or

p Unknown/Other: _______________________

p In emergency or transitional shelters, FEMA trailers, or abandoned in hospitals

p Temporarily sharing the housing of other persons due to economic hardship p Natural Disaster - Tornado

SECTION A: The student currently has housing that is Fixed, Regular, and Adequate.

p Rent/own your home

Miami-Dade County Public Schools

Department of Title I Administration

Children and Youth in Transition Program

Project UP-START Student Eligibility Questionnaire

This questionnaire is intended to help determine eligibility of services under the federal McKinney-Vento Act. Florida Statute 837.06 provides that whoever knowingly makes a false statement in writing with the intent to mislead a public servant in the performance of his

official duty shall be guilty of a misdemeanor of second degree.

Parent/Guardian Initial:___________________

Student Name: _________________________

Student ID#: ___________________________ Please do not continue completing this form if you checked

one of the boxes above.

Project UP-START services are confidential and this form is not to be shared with outside community agencies.

p Live in foster care placement

p Student is living alone without an adult. p Student is living with an adult that is NOT a parent/guardian.

FM-7378 -E (08-19)

Current Address: ___________________________________ Apt: ______ City: __________________ Zip: __________________

Signature of Parent/Guardian OR Unaccompanied Student

Please complete the FM-7402 (Caregiver's Authorization Form).

SCHOOL/AGENCY STAFF CONTACT INFORMATION

SCHOOL/AGENCY STAFF USE ONLY

Caregiver Name: ________________________________________________

Contact Phone: ______________________________________ Email: ________________________________________________

Name of Parent/Guardian: ______________________________________________ Date: _______________________

SECTION C: Unaccompanied Youth must complete this section.

Please fax the following completed forms to 305 579-0370, via email to [email protected], or send forms to

Location #9102:

Staff Name: ___________________________________ Telephone #: ________________________

Fax/Email Date: _______________________________

School/Agency Name: _______________________________________________________________ Location #: _______________

Extension: ______________

► FM-7378

► FM-7402, FM-7404, and FM-7405, as applicable

p Natural Disaster - Tropical Storm

p Parents/Caregiver is incarcerated

Student Name (Last, First) School/Location #

p In a motel/hotel due to loss of housing, economic hardship, or similar reason

Please list the names of all students who are active in M-DCPS.

Student ID#

place, or substandard housing (e.g. no running water

p Man-made Disaster/Fire

164

(A) (H)

(F)

(B) (S)

(T)

(D) (D)

(M)

(O)

(E) (U)

Grado

El que firma certifica que la información proporcionada es correcta.

Fecha

p El estudiante vive solo, sin un adulto. p El estudiante vive con un adulto que NO ES un padre de familia / tutor legal.

Nombre del cuidador: _____________________________________ Fecha: ______________

Por favor, llene el formulario 7402 (Formulario de Autorización del Cuidador, Caregiver's Authorization Form ).

nado, local público o vivienda subestándar (por ejemplo,

móviles o de campismo, parque, inmueble abando-

Fec. Nac.

p Falta de vivienda asequible, desalojo, enfer-

p Desconocido / Otra razón: ______________________

Nombre del padre/madre/tutor(es): ______________________________________________ Fecha:______________________

SECCIÓN C: Estudiante Jóven No Acompañado debe llenar esta sección.

sin servicio de agua o corriente / infestada con moho) medad mental, desempleo, violencia doméstica

p Padres/Tutor está(n) encarcelado(s)

Dirección actual: _______________________________ Apto: _______ Ciudad: __________ Código postal: _______________

Los servicios del Proyecto UP-START son confidenciales y este formulario no se deberá compartir con agencias

comunitarias externas.

# de ID del estudiante: ____________________

Inicial del padre de familia/tutor: ____________________

Nombre del estudiante: ________________

p Alquila/Es propietario de su vivienda

Por favor, no continúe si ha marcado una

SECCIÓN A: El estudiante actualmente tiene vivienda fija, regular o adecuada.

p Vive en colocación en un hogar de acogida

de las casillas anteriores.

SECCIÓN B: El estudiante acutualmente NO tiene vivienda fija, regular o adecuada.

p Albergue de emergencia o transición, casa móvil de

FEMA o abandonado en hospital

p Comparte temporalmente con otras personas por

Por favor, continúe si su hijo/a es un estudiante:

Cuya vivienda nocturna actual es… (sólo marque una) Que fue desplazado del hogar por… (sólo marque una)

p Desastre natural - Huracán

p Desastre natural - Inundación

p Desastre natural - Tormenta tropical

Las Escuelas Públicas del Condado Miami-Dade

Departmento de la Administración de Título I

Programa de Niños y Adolescentes en Transición (Children and Youth in Transition Program )

Cuestionario de Elegibilidad Estudiantil para el Proyecto UP-START

El propósito del presente cuestionario de elegibilidad estudiantil es el de determinar la elegibilidad para obtener servicios de

acuerdo con la Ley McKinney-Vento Act . El Estatuto de la Florida 837.06 provee que si alguien a sabiendas hace una

declaración falsa por escrito con la intención de engañar a un funcionario público en el oficio de sus obligaciones, será

culpable de un crimen de delito menor cuantía de segundo grado.

Teléfono: ______________________________ Correo Electrónico: _________________________________________________

causa de dificultades económicas p Desastre natural - Tornado

p Desastre provocado por el hombre/Incendio

p Ejecución hipotecaria

p Un vehículo de cualquier tipo, parque de casas

Apellido, Nombre del Estudiante Escuela / # de la Escuela

p Un motel/hotel debido a pérdida de vivienda, dificultad

económica o razones parecidas

Por favor, enumere los nombres de todos los estudiantes con matrícula vigente en las M-DCPS.

# ID del Estudiante

FM-7378-S (08-19)

SECCIÓN D: Los Padres de Familia, Tutores o Jóvenes No Acompañados deberán llenar esta sección

antes de enviar el Cuestionario para ser procesado.

SCHOOL/AGENCY STAFF CONTACT INFORMATION

Please fax the following completed forms to 305 579-0370, via email to [email protected], or send

forms to Location #9102:

► FM-7378

► FM-7402, FM-7404, and FM-7405, as applicable

Fax/Email Date: _______________________________

Staff Name: _________________________________ Telephone #: ______________________ Extension: _________________

Firma del padre/madre/tutor legal O estudiante no acompañado

School/Agency Name: __________________________________________________________ Location #:__________________

PARA USO DEL PERSONAL DE LA ESCUELA/AGENCIA SOLAMENTE

165

(A) (H) (F)

(B) (S) (T)

(D) (D) (M) (O)

(E) (U)

Klas

Moun ki siyen anba a sètifye enfòmasyon li bay yo kòrèk.

____________

Dat

p Dezas Natirèl - Tanpèt Twopikal

p Paran/Moun k ap bay swen an nan prizon

Non Elèv la (non, prenon) #Lekòl/Andwa

p Nan yon motèl/otèl akoz ou pèdi kay, difikilte ekonomik, oubyen yon rezon parèy

Silvouplè mete non tout elèv yo ki aktif nan M-DCPS.

#ID Elèv la

piblik oubyen kay ki an move eta (e.g. pa gen dlo/ pa

p Dezas/Dife Moun Lakoz

p Elèv k ap viv san Paran: p Elèv k ap viv ak yon granmoun ki PA Paran/Gadyen Legal li.

FM-7378 -H (08-19)

Adrès Aktyèl: _____________________________________ Apt: __________ Vil: ____________________ Kòd Postal:___________

Siyati Paran/Gadyen Legal OUBYEN Elèv ki Pa Akonpaye

Silvouplè ranpli Fòm 7402 (Fòm Otorizasyon pou Moun ki Bay Swen).

SCHOOL/AGENCY STAFF CONTACT INFORMATION

SCHOOL/AGENCY STAFF USE ONLY

Non moun k ap ba li swen an: ________________________________________________

Kontak Telefòn:______________________________________ Adrès Elektwonik: _______________________________________

Non Paran/Gadyen Legal: ______________________________________________ Dat: _______________________

SEKSYON C: JÈN KI POUKONT YO DWE RANPLI SEKSYON SA A.

Please fax the following completed forms to 305 579-0370, via email to [email protected], or send forms to

Location #9102:

Staff Name: ___________________________________ Telephone #: ________________________ Extension: ______________

Fax/Email Date: _______________________________

School/Agency Name: _________________________________________________________________ Location #:____________

► FM-7378

► FM-7402, FM-7404, and FM-7405, as applicable

SEKSYON A: Kounye a elèv la gen yon fwaye ki Fiks, Regilye e Adekwat.

p Lwe/posede pwòp kay ou

Lekòl Leta Miami-Dade County

Depatmman Administrasyon 'Title I'

Timoun ak Jèn nan Pwogram Tranzisyon

Kesyonè Pwojè 'UP-START' sou Elijibilite Elèv

Kesyonè sa a fèt pou ede detèmine elijibilite pou sèvis ki anba Akò federal McKinney-Vento. Lwa Florid 837.06 site nenpòt moun ki konsyamman fè yon fo deklarasyon alekri avèk entansyon pou twonpe yon fonksyonè piblik nan fonksyon ofisyèl li ap koupab yon chaj

"misdemeanor" (enfraksyon) dezyèm degre.

Inisyal Paran/Gadyen:___________________

Non Elèv la: _________________________

#ID Elèv la:___________________________ Silvouplè pa kontinye ranpli fòm sa a si ou tcheke youn nan

bwat ki anwo yo.

Sèvis 'Project UP-Start yo konfidansyèl e moun pa dwe pataje fòm sa a avèk ajans ki andeyò kominote a.

p Ap viv nan "foster care" (fwaye akèy)

p Labank Sezi Kay p Nan nenpòt kalite machin, plas ki gen kay mobil

p Lòt rezon nou pa konnen: _______________________

p Nan fwaye ijans oubyen tranzisyonèl, "trailers," FEMA (kay mobil) FEMA oubyen abandone nan lopital p Abite kay lòt moun tanporèman akoz difikilte

ekonomik p Dezas Natirèl - Tònad

SEKSYON D: Paran, Gadyen, e/oubyen Jen ki Pa Akonpaye dwe ranpli seksyon sa a, avan yo remèt

Kesyonè a pou pou yo finalize li.

SEKSYON B: Kounye a elèv la PA gen yon fwaye ki Fiks, Regilye e Adekwat.

Silvouplè kontinye anba a si w se yon elèv:

p Dezas Natirèl - Siklòn p Dezas Natirèl - Inondasyon

gen elektrisite /mwazi, etc..)

Ki pase nuit li… (tcheke youn sèlman) Ki te kite fwaye li akoz... (tcheke youn sèlman)

oubyen plas pou kan, plas, bilding abandone, plas

maladi mantal, pap travay, vyolans domestik

Dat Nesans

p Mank lojman abòdab, mete deyò nan kay,

166

APPENDIX A

SUPPLIES AND EQUIPMENT CRITERIA

An ever-present challenge in financial accounting is that of distinguishing between supplies and equipment. This section provides criteria for classifying an item as either a supply or piece of equipment. Equipment built in or fixed to the building or grounds is considered a part of the building or land improvement and should be charged to those respective accounts.

CRITERIA FOR SUPPLY ITEMS

A supply item is any article or material that meets any one or more of the following conditions:

1. It is consumed in use.

2. It loses its original shape or appearance with use.

3. It is expendable. That is, if the article is damaged or some of its parts are lost or worn out, it is usually more feasible to replace it with an entirely new unit than repair it.

4. It is an inexpensive item, having characteristics of equipment but with a small unit cost that makes it inadvisable to capitalize the item.

5. It loses its identity through incorporation into a different or more complex unit or substance.

CRITERIA FOR EQUIPMENT ITEMS

An equipment item is a material unit that meets all of the following conditions:

1. It retains its original shape and appearance with use.

2. It is nonexpendable. That is, it is usually more feasible to repair it rather than replace it with an entirely new unit.

3. It represents an investment of money that makes it feasible and advisable to capitalize the item.

4. It does not lose its identity through incorporation into a different or more complex unit or substance.

A-1

167

End-of-Year Checklist for Schools That are no Longer Eligible to Participate in the Title I Schoolwide Program

School Name: ________________________________________ Work Loc. #: ________

By checking the items below, the school administration ratifies that all actions have been implemented as outlined by the Department of Title I Administration to help ensure compliance with Federal, State and District requirements:

Actions Check Reviewed District’s developed guidance to ensure compliance with Federal, State and Local requirements.

☐

Accessed the Title I Compliance (TIC) Web-based System to review the Title I School- level Compliance Filing System Status Form, uploaded back-up documentation if necessary, and certified the form.

☐

Printed the final/certified version of the Title I School-level Compliance Filing System Status Form and placed it in the black hanging folder of the Filing System.

☐

Verified that all documents of compliance delineated in the Title I School-level Compliance Filing System Status Form are appropriately compiled in their corresponding folder.

☐

Verified that the Title I School-level Compliance Filing System for the last five (5) years, as applicable, are in a centralized location and readily available in the event of an audit or upon request by staff from the Department of Title I Administration.

☐

Verified that the Parent and Family Engagement Data Report for each month of the 2018- 2019 school year have been completed and submitted via the TIC Web-based System.

☐

Verified that the certified Monthly Parent and Family Engagement Data Reports, initialed by the Principal, are maintained in the 2018-2019 Title I School-level Compliance Filing System.

☐

Verified that all equipment purchased with Title I Schoolwide Program funds is still needed to support students’ academic achievement in the core-assessed subject areas (i.e. Reading/Language Arts, Math, Science and Social Studies) and/or Parent and Family Engagement activities. Otherwise, if equipment has been determined that is no longer needed for the aforementioned purpose(s), the school administration will ensure that equipment purchased with Title I Schoolwide Program funds will be utilized in support of other Federal programs.

☐ __N/A

Conducted a building walk-through to ensure that all equipment purchased with Title I funds is clearly identified with the “M-DCPS Title I Property” label, indicating the school year of purchase.

☐

__N/A

Verified that the inventory listing of Capitalized ($1,000 and over) property acquired with Title I funds is completed, up-to-date and maintained in the 2018-2019 Title I School-level Compliance Filing System.

☐

__N/A

Verified that the perpetual inventory listing of Non-Capitalized (under $1,000) property acquired with Title I funds (FM-7645) is completed, up-to-date and maintained in the 2018- 2019 Title I School-level Compliance Filing System.

☐

__N/A

The signature below confirms that all the actions listed above were completed at the end of the 20____20____ school year.

Principal’s Name: __________________________________

Signature: ________________________________________ Date: _____________

Please maintain the completed checklist in the black hanging folder of the 20____20____ Title I School-level Compliance Filing System.

FM-7757 (07-19) 168

MIAMI-DADE COUNTY PUBLIC SCHOOLS (M-DCPS) 2019-2020 TITLE I DISTRICT-LEVEL PARENT AND FAMILY ENGAGEMENT PLAN (PFEP)

The 2019-2020 District-level Parent and Family Engagement Plan (PFEP), has been jointly developed and agreed upon by stakeholders (i.e. staff, families, community members, etc.) in compliance with Title I federal funding regulations [Section 1112(C) and Section 1116]. The plan describes how the District is conducting outreach to all parents and family members to implement programs, activities, and procedures that promote parent and family engagement. Additionally, the Title I District-level PFEP will be made available to the parents and family members of the participating children.

M-DCPS MEASUREMENT OF PARENT AND FAMILY ENGAGEMENT PARTICIPATION

The Miami-Dade County Public Schools (M-DCPS) Title I Parent and Family Engagement Survey (English, Spanish, and Haitian- Creole), online and printed format, is disseminated to parents and families of students enrolled in Title I schools at the end of each school year. In addition, schools implementing the Title I Schoolwide Program also distributed the School-level Parent and Family Engagement Survey to parents of students attending the school. Survey data is utilized to conduct an evaluation of the content and effectiveness of the Parent and Family Engagement Program and to plan for the following year.

According to the M-DCPS 2019 Title I Parent and Family Engagement Survey, 43.0% of parents surveyed indicated a need for additional information about “State Standards and Testing”; 34.0% indicated a need for additional information about how to work with their child at home; 34.0% indicated a need for additional information on how to work with their child’s teacher; and 27.0% indicated a need for additional information about The Title I Program.

PARENT AND FAMILY ENGAGEMENT MISSION STATEMENT

The mission of Miami-Dade County Public School's Title I Parent and Family Engagement Program is to enhance parent and family engagement, access and advocacy to build parents' and families' capacity for meaningful school and community engagement in support of measurable improvement in student achievement.

ENGAGEMENT OF PARENTS

Miami-Dade County Public Schools (M-DCPS) will provide training to all schools participating in the Title I Schoolwide Program on ways to include parents in the development of the LEA-wide Title I PFEP, the LEA plan, how the funds reserved for parent and family engagement will be spent, and all aspects of the Title I Schoolwide Program. The Title I District Advisory Council (DAC) and three (3) Title I Regional Parent Advisory Councils (PAC), comprised of parents and staff from different school sites elected by parents of students enrolled in schools implementing the Title I Schoolwide Program, to serve during the 2018-2020 term, will review and address the educational needs of participating schools. The DAC Executive Board and PAC Officers will conduct meetings and activities to further the engagement of parents and families. The scope and sequence of the requirements for engaging parents will be included on the DAC and PAC meetings' agendas. Agenda topics may include: involving parents and families in the planning and implementation of the Title I Schoolwide Program at participating schools; utilizing a minimum of one percent (1%) of the school's Title I allocation to support [Section 1112(C) and Section 1116], Parent and Family Engagement Requirements; conducting the Title I Annual Parent Meetings at the beginning of the school year to inform parents of the school’s participation in the Title I Schoolwide Program; providing the M-DCPS Consultation and Complaint Procedures information; developing, distributing and reviewing the Title I District and School-level PFEP; distributing the Title I Program Notification Letter in English, Spanish and Haitian-Creole; and developing, distributing, and reviewing the Title I School-Parent Compacts. Each Title I PAC will meet a minimum of three (3) times during the school year, to obtain input from parents to support an ongoing development of the LEA-wide PFEP. The DAC Executive Board may advise the District’s Department of Title I Administration on how the funds reserved for parent and family engagement will be spent. Schools implementing the Title I Schoolwide Program will establish an Educational Excellence School Advisory Council (EESAC). The EESAC will bring together all stakeholders, inclusive of parents and involve them in the decision-making process of how the school will spend funds reserved for parent and family engagement.

169

The Parents-Helping-Parents (PHP) initiative will be implemented in targeted Title I schools throughout the District, with the overreaching goal of increasing meaningful interaction between families, schools, and communities to improve student outcomes. The four (4) main objectives of PHP are to: 1) expand outreach and support services to families; 2) help families understand federal, state and district policies that impact their children’s school experiences; 3) enhance families’ ability to advocate for their children; and 4) promote positive relationships between parents and other stakeholders. One parent from each of the targeted schools is hired and trained as a Family Support Specialist (FSS) to accomplish the goals of the initiative. The FSS at the targeted schools maintains ongoing communication with District staff who oversee the initiative. Monthly training sessions and collaboration meetings will be conducted with other departments, community agencies, and advisory panels to identify priorities and actively promote family engagement. All Title I schools in the District, regardless of their participation in the PHP initiative, are provided with family support services in an effort to empower parents of students attending schools implementing the Title I Schoolwide Program.

TECHNICAL ASSISTANCE TO SCHOOLS PARTICIPATING IN THE TITLE I SCHOOLWIDE PROGRAM

The District will provide coordination, technical assistance, and other support necessary to assist schools participating in the Title I Schoolwide Program in planning and implementing effective parent and family engagement activities. This effort will assist in building the capacity of parents to improve the academic achievement of their child and increase overall school performance, through the following means and activities: Training Seminars for Principals of Schools Implementing the 2019-2020 Title I Schoolwide Program; M-DCPS "Parent Portal"; the Title I Neighborhood Resource Center (NRC), District support provided to school sites' Parent Resource Centers; M-DCPS training available to assist each school in effectively managing their Educational Excellence School Advisory Council (EESAC); Project UP-START, M-DCPS Homeless Educational Program; The Parent Academy (TPA); and Professional Development activities provided via the Title I Community Involvement Specialist (CIS)/Community Liaison Specialist (CLS) Training Centers. Additionally, schoolsite CIS/CLS serve as a bridge between the home, school and the community in order to provide workshops and training sessions, information, resources, telephone calls, schoolsite and community parenting activities, and home visits.

Schools implementing the Title I Schoolwide Program will be required to electronically submit their complete 2019-2020 Title I School-level PFEP. The Department of Title I Administration's Accountability and Technical Assistance Team (A-TAT) staff members will review the electronic submission of the Title I School-level PFEP and provide technical assistance and support to ensure compliance with all requirements of Section 1116 [34 CFR 200.21(c and d)]. Additionally, in an effort to further assist schools in meeting the requirements of the law, A-TAT staff will conduct onsite technical assistance visits to ensure school compliance with all requirements [Section 1112(C) and Section 1116].

The LEA will provide other reasonable support for parent and family engagement activities under Section 1116, as parents may request via the Title I DAC General Meetings, (minimum of two per year and in the evenings); Title I PAC meetings, (minimum of two per year for each administrative Region in the District, at different times and locations to maximize parent and family participation); and the Title I schoolsite meetings/workshops for parents and families (on-going) throughout the year. These meeting agenda topics may include: Recipes for Effective Parent and Family Engagement; ESSA-Section 1116 - reviewing and revising M- DCPS Title I PFEP; and Parent and Family Engagement Practices. Parents and families will also be provided with information and materials in support of improving the academic achievement of their children. Additionally, parents and families will be provided with information and training in the areas of technology use, life skills, and community service needs. The District will provide additional parent and family engagement guidance to schools in the 2019-2020 Title I Administration Handbook, which is an additional resource available to schools participating in the Title I Schoolwide Program. The handbook contains information on all elements of the Title I Schoolwide Program, inclusive of the specific requirements of the ESSA, Section 1116, such as the PFEP and the School-Parent Compact sample template. In addition, the Department of Title I Administration’s Website, the Department of Family Support Services Website and Title I School-level Compliance Collaboration Site are available to support all participating Title I schools.

170

COORDINATION AND INTEGRATION OF PARENT AND FAMILY ENGAGEMENT STRATEGIES FROM TITLE I, PART A WITH OTHER FEDERAL PROGRAMS

ANNUAL EVALUATION OF THE CONTENT AND EFFECTIVENESS OF THE PARENT AND FAMILY ENGAGEMENT POLICY

An annual M-DCPS Title I Parent and Family Involvement Survey will be conducted toward the end of the school year to evaluate the content and effectiveness of the parent and family engagement outreach activities in improving the academic quality of schools funded by Title I, Part A, over the course of the year. Additionally, the survey will assist in identifying barriers to greater participation by parents in sanctioned activities. Evaluation findings will be used to design more effective strategies for the following school year. A collaborative effort will be made to inform parents of the availability and importance of this survey via the Community Involvement Specialists (CIS)/Community Liaison Specialists (CLS), Title I District and Region meetings, Title I DAC Talk News Bulletin for Title I Parents, Title I Quarterly Bulletin, Connect-Ed messages, and flyers sent to homes via backpack with students. This survey will be available online in English, Spanish and Haitian-Creole for parents to complete. Also, the printed version of the survey will be made available at schools and at District meetings to facilitate the completion of the survey by parents. The school's CIS/CLS or parent contact person will encourage and assist parents with the completion of the survey. Survey results will be used by the District to develop the new school year's LEA-wide PFEP and Title I School-level PFEP for schools implementing the Title I Schoolwide Program. All Title I schools will schedule meetings for parents, before the end of the school year. During these meetings, participants will identify barriers which may have hindered parental participation in parent and family engagement activities during the school year and identify the steps the school will take to overcome the acknowledged barriers. Moreover, the Office of Program Evaluation will conduct an annual evaluation of the Title I Schoolwide Program, inclusive of the Parent and Family Engagement Program. The evaluation will focus on outcomes of the services provided.

1 Parents-Helping-Parents (PHP)

Under the supervision of the Family Liaison Officer, Family Support Specialists (FSS) serve as liaisons between families, schools, and the District office that oversees this initiative to help families access services and programs, such as: Head Start, Exceptional Student Education, English Language Learners, Alternative Education, Migrant Educational Services, and others.

2 Migrant Program

Under the supervision of the Executive Director of the Migrant Program, staff provides supplemental instructional and support services to migrant workers and their families through many components, inclusive of the Migrant Early Childhood Learning Program, in conjunction with the Department of Title I Administration.

3 Home Instruction for Parents of Preschool Youngsters (HIPPY)

Under the supervision of the Executive Director of the Migrant Program, staff provides supplemental instructional and support services to migrant workers and their families through many components, inclusive of the HIPPY Program, in conjunction with the Department of Title I Administration.

4 Early Childhood Programs

Under the supervision of the Administrative Director of Early Childhood Programs, staff supports the engagement and involvement of parents of young children with a variety of meaningful parental experiences through Head Start, Early Head Start and Voluntary Pre-Kindergarten, in conjunction with the Department of Title I Administration.

5 Project UP-START

Under the supervision of the Director of Project UP-START, Homeless Education Program Community Outreach, the School Homeless Liaisons disseminate information regarding weekly parent workshops conducted at the Title I Neighborhood Resource Center. Additionally, the Community Outreach Director is invited to speak at Title I Community Involvement Specialists (CIS)/Community Liaison Specialists (CLS) and parents’ meetings, to share information regarding the Homeless Education Program and the resources available to students and families in homeless situations.

6 Educational Alternative Outreach Program

Under the supervision of the Administrative Director of the Educational Alternative Outreach Program, Principal and Assistant Principal, staff provides supplemental instructional and support services to Neglected and Delinquent students and their families. This office also assists with the dissemination of information regarding the availability of parent training, events/activities, workshops and other information related to post-secondary education.

171

BUILDING SCHOOLS' AND PARENTS' CAPACITY

Count Content and Type of Activity Person(s)

Responsible Anticipated Impact on Student Achievement Timeline

Evidence of Effectiveness

Content: Empower parents with information, resources and services available through the school, the District and the community.

Activity: Connections with community agencies that provide support services to parents and families.

Title I CIS/CLS, Department of Title I Administration Staff, Principals, and CIS/CLS

Data collected via the submission of the Monthly School Reports, documents the support services provided to parents through a referral process to community agencies, to address specific needs that will contribute to supporting the academic achievement of students.

Monthly • Parent Referral to Community Agency Logs,

• Completed Community Agency Referral forms

• Monthly Parent and Family Engagement School Reports

Content: Provide recommendations on goals and steps needed to improve the Title I Schoolwide Program; develop and review jointly with the District, the LEA Title I PFEP; and assist in informing parents of participating children of the Title I Annual Parent Meeting, District meetings, and other parent meetings, as appropriate. Activity: Title I DAC Executive Board Meetings.

DAC Elected Officers, Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

The input and recommendations provided will be utilized to establish goals, initiatives, and activities that will support student academic achievement.

Throughout the 2019- 2020 school year (ongoing)

• Electronic communications

• Flyers • Agendas • Sign-in sheets • Handouts

Content: Provide information, meetings, training sessions, and on-site technical support to assist school staff in effectively completing the Title I School-level PFEP.

Activity: M-DCPS Meetings, Training Sessions, and on-site technical support and assistance.

Selected District Staff

Increased parental engagement in the development and review of the Title I School-level PFEP.

Throughout the 2019-2020 school year (ongoing)

• Weekly Briefings • Agendas • Sign-in sheets • Handouts • Title I School-

level Compliance Report

• PowerPoint presentations

172

Count Content and Type of Activity Person(s)

Responsible Anticipated Impact on Student Achievement Timeline

Evidence of Effectiveness

Content: Inform staff of their school’s participation in Title I, Part A programs and explain the requirements of the Every Student Succeeds Act (ESSA) with emphasis on student academic achievement through parent and family engagement.

Activity: Opening of School Meetings.

Department of Title I Administration and schoolsite Administrators

Enhance staff’s understanding of the requirements of the ESSA with emphasis on student academic achievement through parent and family engagement.

By the end of October 2019

• Agendas • Sign-in sheets • Handouts • PowerPoint

presentations

Content: Compile information on how Title I schools are progressing in support of parent and family engagement in their child’s education. The information gathered will assist in the development of the LEA and School-level PFEP for the upcoming school year. Activity: The M-DCPS Title I Parent/Family Engagement Survey.

Title I District Director, Executive Director, Selected Title I Staff and Director of Research and Evaluation, Office of Program Evaluation

Provide information that enhances the delivery of support services that strengthen the relations between parents and the school in meaningful ways that support academic achievement.

May-July 2020

• Electronic communications (Weekly Briefings)

• Survey Compilation of Results

Content: Provide support to parents of children participating in the Title I Schoolwide Program by engaging them in weekly workshops and activities, to expand knowledge and skills in ways that contribute to their child’s well-being and overall academic success. Activity: Title I Neighborhood Resource Center (NRC).

Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

Implement programs, workshops, training and activities designed to empower parents with the skills needed to effectively assist their children academically and socially.

Throughout the 2019- 2020 school year. (ongoing)

• Visitor sign-in sheets, completed Profile & Communication Forms

• Workshop/activity agendas, sign-in sheets, handouts, PowerPoint presentations and completed Workshop/Activity Evaluation forms.

173

Count Content and Type of Activity Person(s)

Responsible Anticipated Impact on Student Achievement Timeline

Evidence of Effectiveness

Content: Afford parents and family members of students in schools implementing the Title I Program an additional opportunity to participate in the education of their children.

Activity: DAC Talk, News for Title I Parents.

Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

Publication designed to showcase parent advisory updates, current trends in education and articles that inform parents on becoming more participatory in the academic achievement of their children, thereby building the parental capacity for engagement.

Two (2) times during the 2019-2020 school year

• DAC Talk News for Title I Parents

• Electronic communications

• DAC General Meeting sign-in sheets

Content: Inform parents of their school’s participation in Title I, Part A programs and explain the requirements of the Every Student Succeeds Act (ESSA) regarding parent and family engagement and the right of parents to be involved in those programs as well as parents Right-to-Know provisions under ESSA.

Activity: Title I Annual Parent Meeting conducted at the school.

Department of Title I Administration and Schoolsite Administrators

To inform parents about the Title I Program and the ESSA, in an effort to build the parental capacity for engagement.

No later than the last week of October 2019

• Agendas • Sign-in sheets • Handouts • PowerPoint

presentations • Title I Annual

Parent Meeting documentation

• Title I School-level Compliance Reports

• Data submitted via the Monthly Parent Family Engagement School Reports

Content: Provide opportunities for meetings/trainings with parents to increase their involvement at their school and knowledge base to support/collaborate with other parents.

Activity: Opening of School Orientation Meeting, Annual PHP Implementation Training- Initial and Refresher, Mid-Year Meeting, End- of-Year Meeting.

Family Liaison Officer, Family Support Specialists and selected Dept. of FSS Staff

Data collected through the completion of Exit Surveys, ongoing needs assessments, and PHP case reviews to address specific needs that will contribute to improving the attendance and academic achievement of students.

Monthly • Complete PHP Referral Form

• Case Management Report via Integrated Student Information System

• Share Point Collaboration System

174

STAFF TRAINING

Count Content and Type of Activity Person(s)

Responsible Anticipated Impact on Student Achievement Timeline

Evidence of Effectiveness

Content: Provide technical assistance, support, and monitoring for an effective parent and family engagement program. Activity: Title I Administration Accountability and Technical Assistance Team (A-TAT).

Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

The technical assistance and support to be provided during the school year will enhance schoolsite staff’s capacity to support student academic achievement.

Ongoing throughout the 2019-2020 school year

• Electronic communications • Training session agendas • Sign-in sheets • Handouts • PowerPoint

presentations • Title I School-level

Compliance Reports

Content: Share information with staff assigned to provide support to Title I schools regarding the requirements of ESSA, Section 1116, as well as best practices and strategies to increase parent and family engagement.

Activity: Parent and Family Outreach and Compliance Unit Staff Meetings.

Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

Enhance district staff’s understanding regarding the implementation of the Title I Parent and Family Engagement Program, in support of student academic achievement.

Ongoing throughout the 2019-2020 school year

• Agendas • Sign-in sheets • Handouts

Content: Provide information via meetings, training/workshops to assist schools in effectively implementing the Title I Parent and Family Engagement Program. Activity: M-DCPS Meetings, Training Sessions and Workshops.

Selected District Staff

Enhance schoolsite staff’s understanding regarding the requirements of the Title I Parent and Family Engagement Program, in support of student academic achievement.

Throughout the 2019-2020 school year.

• Agendas • Sign-in sheets • Handouts • PowerPoint

presentations

Content: Inform staff of their school’s participation in Title I, Part A programs and explain requirements of ESSA with emphasis on student academic achievement through parent and family engagement.

Activity: Title I Training Sessions for Schoolsite Compliance Facilitators.

Department of Title I Administration and schoolsite Administrators

Enhance staff’s understanding of the requirements of the ESSA with emphasis on supporting student academic achievement through parent and family engagement.

By the end of October 2019

• Agendas • Sign-in sheets • Handouts

175

Count Content and Type of Activity Person(s)

Responsible Anticipated Impact on Student Achievement Timeline

Evidence of Effectiveness

Content: Offer a variety of robust, high-quality staff development opportunities to enable the CIS/CLS to: effectively support and engage parents and families; deliver essential information to parents on the availability of district, school, and community resources; and compile all supporting compliance documentation regarding Title I parent and family engagement.

Activity: Title I CIS/CLS Training Centers.

Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

Enhance CIS/CLS’ skills as school ambassadors, in an effort to support student academic achievement through effective parent and family engagement.

Throughout the 2019-2020 school year

• Electronic communications

• Agendas • Sign-in sheets • Handouts • PowerPoint

presentations • Compliance

Reports completed

Content: Promote adherence to local, state, and federal mandates regarding the implementation of the Title I Program.

Activity: Training for Principals of Schools Implementing the 2019-2020 Title I Schoolwide Program.

Department of Title I Administration Administrative Director, District Director, Executive Director, and Selected Title I Staff

Enhance Principals’ understanding regarding the requirements of the Every Student Succeeds Act (ESSA), in support of student academic achievement through parent and family engagement.

September and October of 2019

• Electronic communications

• Agendas • Sign-in sheets • Handouts • PowerPoint

presentations • Acknowledge

forms

Content: Provide support and training in comprehending and implementing the PHP initiative.

Activity: Ongoing technical assistance, support and monitoring.

Family Liaison Officer and Family Support Services Staff

The technical assistance, support and monitoring to be provided during the school year will increase the staff’s ability to support student academic achievement.

Ongoing throughout the 2019-2020 school year

• Electronic communications

• Initial school visit

• Follow-up School Visit Checklists

COMMUNICATION AND ACCESSIBILITY

The M-DCPS LEA-wide Title I PFEP will be provided to schools, in English, Spanish and Haitian-Creole, to provide full opportunities for the participation of all parents. The schools' Title I Annual Parent Meeting and/or parental meetings minutes and agendas will reflect discussions of the current LEA-wide Title I PFEP, the Title I School-level PFEP, and Title I School-Parent Compact. The District will make as many attempts as needed to inform parents of the importance of their participation, via the following means of communication: Connect-Ed and text telephone messages to homes of parents of students participating in the Title I Schoolwide Program; direct mail to homes; Title I Parent Newsletters; Title I school marquee, flyers sent home via student backpack; newspaper advertisements; television; and/or radio announcements.

Reasonable efforts will be made to assist parents in their primary language and parents with special needs, to provide them with information regarding the needs and rights of English Learners (EL) and children with exceptionalities. Parents are made aware of the availability of simultaneous translation services in Spanish and Haitian-Creole, at all Title I DAC meetings. Title I DAC and PAC

176

meeting announcements are electronically provided to schoolsite CIS/CLS to disseminate to all parents. These meeting announcements include special needs notifications that are returned to the Department of Title I Administration, thus helping to increase the participation of parents with disabilities. Parents are provided the opportunity to submit suggestions and feedback during parent meetings. Suggestions and feedback are reviewed by appropriate staff and implemented as appropriate.

Additional opportunities for parents will be provided through the Migrant Early Childhood Learning Program (MECLP), Migrant Achievement Resources (MAR), Migrant Academic Planning and Achievement (MAPA), and Supportive Services. Parent participation in workshops, parent-teacher conferences and other school-community activities are infused to include parents as partners in their children's educational process. Family literacy programs are also part of the Family Resource Centers and local Migrant Education Program.

The following District and school multi-level communications will be sent in English, Spanish and Haitian-Creole: Title I Parent Notification Letter, Title I School-Parent Compact, Parent's Right-To-Know Information, Title I Annual Parent Meeting Notice, school newsletters, parent training flyers and notifications, performance of the Title I students on English Language Arts, Mathematics, Science, and Social Studies state assessments, and the School Public Accountability Report (SPAR).

DISCRETIONARY ACTIVITIES TO BUILD PARENTS' CAPACITY FOR INVOLVEMENT IN THE SCHOOL

Count Activity Description of Implementation Strategy Person Responsible Anticipated Impact on Student Achievement Timeline

Train parents to enhance the involvement of other parents [Section 1116(e)]

The Parent Academy training/workshops help parents become full partners in their children's education.

Family Liaison Officer, Dept. of FSS Staff, The Parent Academy Staff, and selected Title I Staff

Increase parent and family engagement, which will further help enhance the academic achievement of students

Throughout the 2019- 2020 school year

Scheduling flexible meetings or conferences calls with parents who are unable to attend regularly scheduled meetings at school [Section 1116(e)]

Schools implementing the Title I Schoolwide Program are encouraged to schedule meetings and/or workshops at different times and days throughout the school year and/or provide opportunities for parents to participate via conference calls, to maximize parental participation.

Department of Title I Administration District Director, Executive Director, and selected Title I Staff

Increase parent and family engagement by maximizing the participation of parents who are unable to attend regularly scheduled meetings, which will further help to support the academic achievement of students

Throughout the 2019- 2020 school year

Adopting and implementing model approaches to improving parent and family engagement [Section 1116(e)]

Members of the Department of Title I Accountability & Technical Assistance Team (A- TAT) schedule on-site monitoring, technical assistance and support visitations. Additionally, the CIS/CLS Training Centers provide professional development to CIS/CLS, to enhance their skills as school ambassadors.

Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

Enhance schoolsite staff capacity to empower parents with information, resources and services, thereby supporting the academic achievement of students

Throughout the 2019- 2020 school year

Establishing a LEA-wide Parent Advisory Council to provide advice on all matters related to parent and family engagement in Title I, Part A programs [Section 1116(e)]

Title I DAC Executive Board advises the Department of Title I Administration on matters related to parent and family engagement in Title I schools and supports the planning and implementation of the Title I Schoolwide Program.

Department of Title I Administration District Director, Executive Director, and selected Title I Staff

Facilitate the dissemination of information, resources and services available through the school and the District, in order to foster a family environment that promotes learning

Throughout the 2019- 2020 school year

177

Count Activity Description of Implementation Strategy Person Responsible Anticipated Impact on Student Achievement Timeline

Establish a LEA-wide parent advisory council to provide advice on all matters related to parent and family engagement in Title I, Part A programs [Section 1116(e)].

Title I DAC Executive Board advises the Department of Title I Administration and the Superintendent of Schools on matters related to parent and family engagement in Title I schools and supports the planning and implementation of the Title I Schoolwide Program.

Department of Title I Administration District Director, Executive Director, and Selected Title I Staff

Facilitate the dissemination of information, resources and services available through the school and the district, in order to foster a family environment that promotes learning.

Throughout the 2019- 2020 school year.

Facilitate webinars and face-to-face trainings on topics designed to encourage and maximize parental engagement in collaboration with the Department of FSS and The Parent Academy.

The implementation of this activity will be evaluated annually via the Title I Parent/Family Engagement Survey and the Title I Evaluation, conducted by the District’s Office of Program Evaluation

Family Liaison Officer, Dept. of FSS Staff, and The Parent Academy Staff

Enhanced parents’ ability to assist and advocate for their children in an effective manner and promote the importance of a positive relationship between parents and school personnel in order to achieve better learning outcomes for students

Throughout the 2019- 2020 school year

2018-2019 BUILDING CAPACITY SUMMARY

Count Content and Type of Activity Number of Activities Number of Participants

Anticipated Impact on Student Achievement

Content: DAC Executive Board Members provided recommendations on goals and steps needed to improve the Title I Program; developed and reviewed jointly with the LEA Title I Parent and Family Engagement Plan (PFEP); and assisted in informing parents of the Title I Annual Parent Meeting, District meetings, and other parent meetings, as appropriate. Activity: DAC Executive Board Meetings

4 6

Provided training, information, and support services that strengthened the relations between parents and the school in meaningful ways that supported academic achievement

Content: Participants developed and reviewed jointly with the Department of Title I Administration, the District PFEP; received information regarding the requirements of the Title I Program, and parent’s right to be involved; and were empowered with information, resources and services available through the school, the district and the community.

Activity: Title I DAC General Meetings

3 1,001

Provided training, information, and support services that strengthened the relations between parents and the school in meaningful ways that supported academic achievement

Content: Developed and reviewed jointly with the Department of Title I Administration, the District Title I PFEP; received information regarding the requirements of the Title I Program, and parent’s right to be involved; provided information, resources and services available through the school, the district and the community. Activity: Title I PAC Meetings

10 988

Provided training, information, and support services that strengthened the relations between parents and the school in meaningful ways that supported academic achievement

178

Count Content and Type of Activity Number of Activities Number of Participants

Anticipated Impact on Student Achievement

Content: Collected information on how Title I schools are supporting parent and family engagement in their child’s education. The information gathered has been used in the development of the 2019-2020 LEA and Title I School-level PFEP.

Activity: 2018-2019 M-DCPS Title I Parent and Family Engagement Survey and 2018-2019 School-level Parent and Family Engagement Survey

277 49,432

Gathered parents' feedback and suggestions on ways to improve the academic achievement of students

Content: Provided support to parents of children participating in the Title I Schoolwide Program by expanding their knowledge and skills in ways that contributed to their child’s well-being and overall academic success. Activity: Title I Neighborhood Resource Center (NRC)

96 3,697

Implemented programs and activities that supported student academic achievement.

Content: Provided monthly activities, workshops, resource materials and support to enhance parents/guardians’, and caregivers’ abilities to better support student learning.

Activity: Schoolsite Parent Resource Centers

330 54,499

Implemented programs and activities that supported student academic achievement.

Content: Enhanced student-teacher relationships; increased parent and family engagement and assisted with building parental capacity for involvement to support student academic achievement.

Activity: Challenging Higher Education for Students in our Schools (CHESS) Program

4 4,106

Implemented programs and activities that supported student academic achievement.

Content: Afforded parents and family members of students in schools implementing the Title I Program additional opportunities to participate in the education of their children.

Activity: DAC Talk, News for Title I Parents

2 4000

Designed to showcase parent advisory updates, current trends in education and articles that supported student academic achievement.

Content: Informed parents of their child’s school participation in Title I, Part A programs and explained the requirements of the No Child Left Behind Act, updates regarding the ESSA and the right of parents to be involved in those programs.

Activity: Title I Annual Parent Meeting conducted at the school level

330 47,869

Provided information to parents in an effort to support student academic achievement through parent and family engagement.

Content: Provided support and technical assistance to parents enrolled at the 37 schools participating in the Parents-Helping-Parents (PHP) initiative

Activity: Shared information related to federal, state and District policies that impacted their children via data collected through the completion of PHP Referral Forms and case management code (FT) documented in the electronic reporting system; documents the support services provided to parents through a referral process to the District, in an effort to address specific needs that will contribute to improve (support?) the academic achievement of students.

727 13,904

Enhanced parents’ ability to advocate for their children in an effective manner and promoted the importance of a positive family friendly school relationship in order to achieve better outcomes for students.

179

2018-2019 STAFF TRAINING SUMMARY

Count Content and Type of Activity Number of Activities Number of

Participants Anticipated Impact on Student

Achievement

Content: Promoted adherence to local, state, and federal mandates regarding the implementation of the Title I Program. Activity: Training for Principals of Schools Implementing the 2018-2019 Title I Schoolwide Program

7 346

Promoted adherence to local, state, and federal mandates regarding the implementation of the Title I Schoolwide Program, in support of parent and family engagement and student academic achievement.

Content: Provided technical assistance and support regarding the requirements of the Title I Program and the collection and maintenance of all required compliance documents.

Activity: Title I School-level Compliance Facilitators Training Sessions

2 283

Provided technical assistance and support to ensure adherence to local, state, and federal mandates regarding the implementation of the Title I Schoolwide Program, in support of parent and family engagement and student academic achievement.

Content: Provided information related to the implementation of the Parent and Family Engagement Program and the specific roles and responsibilities of the CIS/CLS.

Activity: Community Involvement Specialists/Community Liaison Specialists Orientation Meeting

3 272

Provided support and training in understanding and implementing the ESSA; thus, supporting academic achievement through parent and family engagement.

Content: Offered a variety of robust, high-quality staff development opportunities to enable CIS/CLS to collect all required compliance documents and to deliver essential information to parents regarding the availability of school, District and community resources, in order to promote positive parent and community engagement.

Activity: CIS/CLS Training Sessions

17 486

Provided support and training in understanding and implementing the ESSA; thus, supporting academic achievement through parent engagement.

Content: Provided updated information regarding ESSA as it pertains to parent and family engagement; discussed barriers which hindered participation by parents in parent and family engagement activities during the 2018-2019 school year; and brainstormed goals, activities and initiatives to be implemented during the 2019-2020 school year. Activity: CIS/CLS End-of-Year Meeting

3 249

Provided information regarding the requirements of the Title I Parent and Family Engagement Program; thus, supporting academic achievement through parent and family engagement.

Content: Provided support and training in understanding and implementing the PHP initiative.

Activity: Training for Family Support Specialists (FSS) and principals implementing the PHP initiative for the 2018- 2019 school year

15 1,469

Provided support and training in understanding and implementing the PHP initiative; thus, supporting academic achievement through parent and family engagement.

180

2018-2019 PRIVATE SCHOOL SUMMARY

As per contractual agreement with third-party providers and specified in the Miami-Dade County Public Schools, Request for Proposal (RFP), a total of 32 parent involvement and capacity-building activities were conducted throughout the year at various school sites that united families and schools; focused on family learning events, encouraged parent-teacher conferences; provided varied techniques on the use of discipline; and informed parents on how to help their children with homework in specific subject areas and disciplines such as Reading, Language Arts, Mathematics, Science, Social Studies, and the use of technology. Parents were also provided with semi-annual parent progress reports of each participating student as part of the academic interventions provided.

It is anticipated that a total of 3,499 parents will attend one or more activities during the 2019-2020 school year representing the 103 Title I private schools throughout the District participating in the Title I Non-Public Schools Program. Furthermore, that these activities will have a positive impact on student achievement, foster family literacy and a love for learning. Moreover, it is expected to realize a 2.0 percentage academic growth in the basic skills areas by the conclusion of the 2019-2020 school year. Partners in Education: Auerbach, S. (2011). School Leadership for Authentic Family and Community partnerships: Research perspectives for Transforming Practices. New York: Routledge & U.S. Department of Education. (2013). Handbook on Family and Community Engagement. Retrieved from http://www.schoolcommunitynetwork.org/downloads/FACEHandbook.pdf are some of the researches that support the aforementioned activities. The implementation of these activities will be evaluated annually via the Title I Parent/Family Engagement Survey and the Title I Evaluation, conducted by the District’s Office of Program Evaluation.

2018-2019 BARRIERS WHICH HINDERED PARTICIPATION BY PARENTS IN PARENT AND FAMILY ENGAGEMENT ACTIVITIES

Count Barrier Steps the School Will Take to Overcome

1 Times/Dates of Meetings/Workshop

With the District's assistance and monitoring, schools will be required to offer a flexible number of meetings, such as meetings in the morning, evening and on different days of the week which provide opportunities to reduce conflicts with parent work schedules, to foster parental participation at these events.

2 Building Meaningful Parent and Family Engagement

With the District's assistance and monitoring, schools shall provide equitable opportunities for the participation of parents with special needs by making the necessary accommodations.

3 Building Capacity for Engagement

The District will provide coordination, technical assistance and other support necessary to assist with and build the capacity of staff in planning and implementing effective parent and family engagement activities. Organization(s) with a track record of effectiveness in engaging and involving parents and families will be contacted to help build the capacity of staff of meaningful parent and family engagement.

2018-2019 BEST PRACTICES

Count Content/Purpose Description of the Activity

Content: Provided transportation for parents and families to attend workshops/training and meetings for parents and families at the Title I NRC and Title I DAC meetings.

Purpose: Parent workshop/training/ meetings to build parent capacity

To overcome previously identified transportation barriers, the Department of Title I Administration utilized parent and family engagement funds to provide bus transportation for parents and families from various Title I schools to attend workshops/training held at the Title I Neighborhood Resource Center (NRC). Parents and families were also provided with bus transportation to attend the Title I District Advisory Council (DAC) General Meetings held at various schools throughout the District. Additional transportation barriers were overcome by providing parents and families the opportunity to participate in workshops/training via conference call.

181

Count Content/Purpose Description of the Activity

Content: Provided certificate-based training for parents and families at the Title I NRC

Purpose: Parent workshop/training/ meetings to build parent capacity

Provided certificate-based educational workshops/training to parents and families at the Title I Neighborhood Resource Center (NRC) and Title I school site parent resource centers throughout the District whereby parents received certificates for successfully completing all requirements as specified by the program. The participation of parents/families in these specialized workshops/trainings helped to enhance their ability to support the overall well- being of their family. Certificate-based training included Family Nutrition, Diabetes Awareness, and Peer Educator Training. Hands-on, do-it-yourself activities enhanced parents’ and families’ ability to reduce stress in a positive way.

Content: Wellness Recovery Training for Title I Community Involvement Specialists/Community Liaison Specialists

Purpose: Professional development

Department of Title I Administration and Title I NRC Staff established partnerships with local community-based organizations to provide Wellness Recovery Action Plan training to Community Involvement Specialists and Community Liaison Specialists. The training enhanced their ability to support parents and families of students enrolled in Title I schools.

182

Federal and State Laws

Anti-Discrimination Policy

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and

educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national

origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race,

color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age

with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men

performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in

employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of

unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy,

childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital

status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of

race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against

employees or applicants because of genetic information.

Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair opportunity

for groups to meet on school premises or in school facilities before or after school hours, or discriminate against any

group officially affiliated with Boy Scouts of America or any other youth or community group listed in Title 36 (as a

patriotic society).

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07

(Florida Statutes), which stipulate categorical preferences for employment.

In Addition:

School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students,

employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability,

genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family

background, linguistic preference, pregnancy, citizenship status, and any other legally prohibited basis. Retaliation for

engaging in a protected activity is also prohibited.

For additional information contact:

Office of Civil Rights Compliance (CRC)

Executive Director/Title IX Coordinator

155 N.E. 15th Street, Suite P104E

Miami, Florida 33132

Phone: (305) 995-1580 TDD: (305) 995-2400

Email: [email protected] Website: http://crc.dadeschools.net

Rev: 08/2017