Free Sample of Letter of Intent for a Teacher Application by pfh72281

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Free Sample of Letter of Intent for a Teacher Application document sample

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									                        March 2007

Prepared by Wisconsin Department of Public Instruction
• The No Child Left Behind Act of 2001 provides
  financial support for schools and other educational
  organizations through both formula allocations and
  competitive grants through the State Educational
  Agency, and direct access from the United States
  Education Department.
• LEAs submit the completed ESEA Consolidated
  Application annually in order to be able to receive the
  following formula-based entitlements:
• Title I-A: Improving Basic Programs
• Title I-C: Education of Migratory Children
• Title I-D, Subpart 2: Neglected & Delinquent
• Title II-A: Teacher & Principal Training & Recruiting
• Title II-D: Enhancing Education Through Technology
• Title III-A, Subpart 1: English Language Acquisition
• Title IV-A, Subpart 1: Safe & Drug-Free Schools &
• Title V-A: Innovative Programs

• Assurances (PI-9550-Assurances)
• Certification Covering Debarment (PI-9550-Debarment)
• Affirmation of Consultation with Private School Officials
  (PI-9550-AC) (Required for each private school in the
• Consortium Verification (PI-9550-C) for consortiums only
• All documents are required EVERY year
• Paper documents are to be mailed to DPI
  (name and address on top of each form)                  5
 Title IX Equitable Participation Requirements
• Title IX, Part E, Subpart 1, Section 9501 of the
  NCLB gives specific requirements for equitable
  participation by private schools in Titles I-C, II-A, II-
  D, III-A and IV-A. Titles I-A and V-A equitable
  participation issues are addressed in their sections
  of the law.
• LEAs must consult with private schools in a timely
  and meaningful manner and provide equitable
  services or benefits to participating private school
  students and staff.                                         6
     Timely and Meaningful Consultation
• Timely
  – Before decisions are made about the program, and ongoing
    throughout the year.
  – In time for services to be available for private schools when
    services begin in the public schools.

• Meaningful
  – Must include discussions on student identification, needs
    assessment, instruction, assessment, parent involvement,
    professional development, transfer of funds, etc.               7
• Must contact private schools to confirm the
  participation decision every year
• Not adequate to merely send letter explaining
  intent of Titles - Invite to meetings for
  explanations, questions, and planning
• Document all unsuccessful attempts to contact

• LEA must obtain a signed affirmation from
  representatives of each private school serving
  students who reside in the public school attendance
  areas, stating that timely and meaningful
  consultation occurred.
• This affirmation also indicates the Titles in which the
  private school wishes to participate
• Affirmations to be kept on file at LEA and copies to
  be submitted by the LEA to DPI.
The Consolidated Application now calculates the
amounts of Title I-A funds for equitable participation
of private schools. The LEAs must maintain
documentation of the actual expenditures on the
behalf of private schools.

• Link to End-of-Year Report.
   – Submit completed report ASAP, but no later than
      August 30.
• Application Requirements Checklist
  Requires explanation if answer is no or n/a.
   – If answer is no to a required component, date for
     compliance during the current year is required.

• For information on how to complete the screens,
  click on ? HELP at the top right of any screen.
• The help screens contain information on who to
  contact at DPI about specific Titles. Click on the
  appropriate email address to contact the assigned
  consultant if you cannot find your answer on the
  help screens.

    • ESEA Coordinator
    • Contact person for each Title
    • Business office contact
    • Homeless liaison
     Be sure information is correct for current year.
     Double check the email addresses for accuracy.
Contact list can be filled out before application is submitted
Remember to update list if positions change during the year
• Do not transfer into another Title if the activity is
  already allowed in the originating Title.
• Remember that all transferred funds are subject
  to the rules and regulations of the receiving Title.
• Check with the appropriate DPI Title Consultant if
  you have questions.

Up to 50% of Title II-A, II-D, IV-A and V-A for purposes
  of I-A, II-A, II-D, IV-A and V-A
Small rural districts (Title VI-B, subpart 1) may transfer
  up to 100%
LEAs identified for improvement (DIFIs) may transfer
  no more than 30%
LEAs identified for corrective action may not transfer
No transfers out of Title I
No transfers in or out of Title III-A



• To be jointly developed with Title coordinators and
  district planning team.
• Based on the five federal goals published in the
  May 22, 2002 Federal Register.
• Each goal describes a critical outcome that federal
  money can be used to address. Each goal also
  includes at least one performance indicator – which is a
  description of the data that will be collected to
  determine if progress toward achievement of the goal is
  being made.
• Information to help you complete the
  Program Plan effectively:
  – Use of funds from the individual Titles
  – Principles of Effectiveness
  – Sample action verbs

List the actions to be taken,
        what will be done, and
                   how it will be done.

Remember to include actions taken for
private school equitable participation in
the Program Plan.

• Principles of Effectiveness
• Use of funds from the individual Titles
• Sample action verbs

Principle 1: Conduct A Needs Assessment
  The foundation of the plan
  Required in all Titles
  Found in the requirements checklist

Principle 2: Establish Measurable
             Objectives/Performance Measures
            –   More than AYP

Principle 3: Effective Scientifically-Based Programs
            is needed in all program areas

Principle 4: Program Evaluation
  – Becoming a greater part of many programs in NCLB

Principle 5: Parent Involvement
   – A grant recipient shall develop and implement the
     program with meaningful, on-going consultation with,
     and input from, parents.
   – Clarification
   – Schools may determine how to get input and
     consultation, but must involve parents in the process.

from Community Health Education and Promotion: A guide to program
design and evaluation. Aspen Reference Group: Aspen Publishers, Inc.
1997. Less Precise Verbs (Open to many interpretations—avoid using
these terms)

Know                           Value               Grasp the significance
Realize                        Comprehend          Acknowledge
Fully realize                  Be aware of         Know
Enjoy                          Tolerate            Be motivated
Believe                        Be familiar with    Experience
Understand                     Desire              Be informed of
Appreciate                     Feel                Be involved in
Feel responsible for Have faith in                                          27
More Precise Verbs (Open to few interpretations—try to select these or similar terms)
Intellectual Level                        Feeling Level
Discuss                       Recite                        Challenge
Evaluate                      Solve                         Defend
Identify                      Construct                     Dispute
List                          Complete                      Join
Diagram                       Prepare                       Judge
Compare and contrast          Make                          Offer
Translate                     Run                           Praise
Recall and state              Draft                         Question
Integrate                     Draw                          Share
Illustrate                    Contract                      Attempt
Select                        Develop                       Visit
Interpret                     Open                          Accept
Differentiate                 Define                        Support
Summarize                     Describe
Classify                      Tabulate                      Behavioral Level
Predict                       Answer                        Apply
Apply                         Report                        Demonstrate
Write                         State                         Practice                    28
• Funds under all the Titles may only be used to
  provide additional educational services beyond
  the basic district responsibilities for providing
  educational services to students.
• Called the ―supplement/not supplant‖ rule.

Title I-A Funds are to be used to supplement basic
district services for the benefit of students identified
as having the greatest academic needs in targeted
assistance schools receiving Title I-A funding.

In Title I Schoolwide programs, there is flexibility to
improve services to achieve higher achievement for
the entire school, while providing additional, effective
support for those students struggling the most to
meet the State academic standards.

The most common uses of Title 1-A funds are paying
salaries and fringes for instructional staff and
purchasing instructional materials and resources.
These staff and resources are used to provide
additional educational services to eligible schools
and students.

• May only be used to benefit students, parents and
  teachers in schools identified as eligible and served
  by Title I-A.
• Districts provide services (NOT money) to eligible
  private school students, parents and teachers. For
  guidance on private school participation, see
   For more information on Title I-A, see

The goal of the Title I-C Migrant Education Program
is to ensure that all migrant students reach
challenging academic standards and graduate with a
high school diploma (or complete a GED) that
prepares them for responsible citizenship, further
learning, and productive employment.

Most Title I-C Funds are used to identify, recruit, and
serve students eligible for Title I services.

Title I-D is comprised of two programs:
• Grants made to state agencies responsible for
  serving children and youth in residential and non-
  residential institutions.
• Grants to local agencies that provide services to
  youth residing in local correctional facilities who
  are at risk of educational failure.

The Elementary and Secondary Education Act
[ESEA] provides support to states, local agencies
and schools for supplemental programs that meet
the special educational needs of children and youth
who are neglected or delinquent (N or D) or at-risk.

• Professional development
• Class size reduction

• All spending must relate to Technology
• The law requires 25% of each allocation to be
  used for professional development
• Other allowable uses can be found at

• Uses of Title III Funds fall into 3 categories:
   – Instructional -- including assessment for English
     language proficiency, materials/resources, curriculum
   – Professional development -- for ALL staff providing
     services for ELLs as well as for parents;
   – Parent/community services -- designed to help ELLs
     acquire English and achieve academically.

• Title IV Funds are meant to fund activities that
   – prevent violence in and around schools or at school
     sponsored activities
   – foster a safe and drug-free learning environment that
     supports academic achievement
   – prevent the use of illegal drugs, prevent or reduce
   – promote the involvement of parents and the local
     community in these activities                           42
Title V-A Funds should be used to support the goals
of the school district to increase the academic
achievement of, and improve the quality of
education, for all students.

Following are screen shots of the application
program plan data entry

• Funding
  – LEAs may enter their own estimates of both allocation and
    carryover and enter data in the application until final
    allocations are entered at DPI.
  – Submission is allowed only after the final allocation amounts
    are entered by DPI.

• Transfer Summary
  – Summary of funds transferred in or out of the Title, with
    purpose of transfer.                                        49
   Most budgets have 4 choices for fiscal agent
      (exceptions are Title I and Title III-A)
• Return Funds to DPI – select when the LEA does
  not wish to use the funds.
• Manage Own Funds – LEA will complete own
  budget and be own fiscal agent
• Purchased Service Agreement – LEA may
  contract with another entity (usually a CESA) to
  provide administrative services
• Consortium Agreement – LEA surrenders funds to
  consortium. Consortium completes budgets and
  budget revisions.                                  50
  Consortium Agreements should be signed by
  the LEA only after:
• The participating LEA knows what it will receive
  for its money. Local action steps are to be added
  to the LEA’s Program Plan.
• There is agreement on how carryover funds will be
  determined and managed.

Budget summaries are similar for all Titles, but the
way in which the budget details are entered vary
according to program requirements.

• Budget available funds for current needs – or it will
  appear that you do not need the money. Large
  amounts of unbudgeted funds require discussion
  with DPI consultants.
• Program coordinators and budget staff should
  work together on the budget and budget revisions.
• Reimbursement claims must agree with the
  approved budget – do revisions as needed.
• Significant budget changes may require
  corresponding changes to Program Plan.                  53
Budget revisions may be needed when:
• You need to increase a line item in the budget
  by more than 10%.
• Actual carryover amount is known, and it is
  different than the estimated carryover used to
  complete your application.
• Program changes necessitate spending money
 Contact your assigned Title consultant at DPI
(email from contact list on help screens) or Marcia
Meyers to ask that your application on the web be

Marcia Meyers
(608) 266-3608
• Maintenance of Effort (section 9521) calculated
  by DPI
• Supplement/not Supplant
• Claim form PI-1086
• Additional information on Federal Aids & Audits:

It appears that the LEA does not need the funds if:
• The application is not submitted when due.
• Claims for reimbursement are not submitted on a
  timely, regular basis.

  Perceptions of lack of need may affect future
               availability of funds!
Improving the Academic Achievement of the
     Disadvantaged – Basic Programs
• Title I-A is the largest of all ESEA programs.
  Allocations from USED to school districts are
  based upon the number of children below the
  poverty line.
• LEAs allocate funds to school buildings based on
  the number of children eligible for free and
  reduced lunches (or other accepted methods).
• Title I-A funds may be used to fund a variety of
  services and activities for eligible children, most
  commonly for instruction in reading and
  mathematics, but can include other core subject
• Services provided with Title I-A funds must be in
  addition to the basic offerings to students in the
  district’s schools – must supplement instead of
  supplant non-federal funds.                           59
• If working on application before actual allocation
  available, enter own estimate of allocation and
  carryover on Funding Screen
• Enrollment Data
• Choose eligibility option to show eligible schools
• Administrative Screen
• Reservations & Set-Asides
• Budget Detail
Be sure all set-asides and reservations
are reflected in:
• Budget Details
• Program Plan

• Any category with ―other‖ in it will require a
• Budget details include:
   – Personnel
   – Purchased services
   – Non-capital items
   – Capital items

• Equitability
   – Includes private school students, parents & teachers

• Funds subject to private school equitable
   – Most Title I funds, including those used for non-
     instructional purposes, not just per pupil amounts
   – Funds transferred to Title I from another Title
The LEA must retain documentation that the
appropriate funds have been used for equitable

• A new screen has been added to show the actual
  amounts for equitable participation of private
• This is a read-only screen – amounts are calculated
  based on the % of the total funds generated by
  private school students.

Low-income data source:
The computer will default to Free/Reduced School
Lunch for the method of determining number of poor
students aged 5-17. If you have used a different
method, click on the appropriate choice.

The same method of determining poverty data must
be used for the entire district for the same date. If
the same type of data is not available for private
schools in the attendance area, document the
sources for comparable information.

All public schools in the district will be listed, along
with their grade spans. This information is from
the same database as the Wisconsin School

Enter the enrollment data for each public school
attendance area, the total public and private
enrollment, and number of low income pupils
enrolled in public and private schools.
Enrollment data is usually taken from the second
semester count in January. If there are
extenuating circumstances, contact your DPI
consultant for assistance.

Service Codes
• Select a Schoolwide code only if the school meets
  the Title I definition of a Schoolwide, including the
  submission of form PI 9551.
• You may select ―New Schoolwide‖ only if the
  school’s poverty is 40% or above and has
  completed the planning to become a Schoolwide.
• More information on Schoolwides:              72
The process of allocating funds to individual
schools is based solely on poverty levels. A district
may not allocate funds based on the instructional
model, educational need, or any other non-poverty
factor. The responsibility for selecting participants
and designing programs rests on the school, in
consultation with the district, and based on the
amount of funds allocated.
• Use the option that gives your district the most
  flexibility, even if you choose not to serve all
  eligible schools. Use Less than 1,000 Students
  Exemption or One School per Grade Span if
• Other programs such as CSR depend on Title I

• Waivers from USED for the Schoolwide poverty
  threshold or targeting are no longer being
  granted. For special cases (such as 4 grade
  spans instead of 3), the DPI consultant will
  activate an exception option to allow the
  appropriate treatment.
• Skip Option will be restricted to DPI consultant
  activation also. Documentation will be required.
Per Pupil Amounts

Determine and enter the per pupil amount for each
attendance area. (See help screens for more
information). The computer will not allow you to
allocate more per pupil to a school with a lower
poverty level. It will also will not allow you to give
less than the 125% minimum per student to districts
serving any school under 35% poverty.
• Districts serving any school with less than 35%
  poverty must calculate the per student MINIMUM
  amount before taking any reservations at the
  district level.
• Formula: Total allocation divided by total number
  of poor children enrolled in the district, multiplied
  by 125%. This is the minimum that must be
  allocated per poor child in ALL participating
  attendance areas.
• Districts with only one school per grade span
• Districts with less than 1000 students

• ―Balance Available‖ at bottom of Eligibility
 screen should match ―Balance Available‖ at the
 bottom of the Budget Summary screen.
• May vary by only .5% or $1000, whichever is
 less, or validation cannot occur.

For more information on Title I-A
NEW Resources:
• Designing Schoolwide Programs (federal guidance)
• Wisconsin Title I Guidelines
• Similar electronic process to Title I-A
• Allocations are posted in electronic applications in
  select districts
• Includes separate Needs Assessment Section
• Program Plan needs to include Title I-C activities
• Migrant services must be coordinated with other
• Supplement Not Supplant applies
• Addresses unique needs of migrant children
• Offers academic & supportive services
• Reduces educational disruption & other issues
  related to repeated moves
• Overcomes cultural & language barriers
• Overcomes social isolation
• Addresses health-related problems that affect
  school performance
• "Priority for Services" given to most mobile, at risk
• Only two districts receive Title I-D funds and need
  to complete the Title I-D portion of the
  consolidated application.
• Consultation and coordination with the Title I-A
  coordinator is essential.

Title II-A funds should be used to
increase the student achievement and
close the achievement gap, by providing
professional development to the
academic staff and hiring highly
qualified teachers for each classroom.

Allowed Activities:
 – Professional development in core academic areas
 – PI34
 – Training teachers, principals, and paraprofessionals
   to be highly qualified
 – Class size reduction
• All spending must relate to teacher quality
• Only highly qualified teachers can be hired
  to reduce the class size
• Hiring special education teachers for the
  purpose of team teaching
• Hiring Teaching Specialists to increase
  individualized instruction
• Carryover of the entire current allocation
  is allowed for additional year
• Private school must be consulted for all
  activities except the class size reduction
• Activity 4.2 must be allocated funds if the
  LEA wishes to use the funds to reduce
  class size
Funds cannot be used to hire:
• paraprofessionals
• tutors
• principals
• any non-academic staff such as nurses
  and engineers

                                             Budget Allocation
                                                              Mar-03                        52
                                                                             49        50
        40           38
                              36                              Mar-06
Funds (%)

                33                 33

                                             10 9 10           9
                                                          6            5 5

                          1                    2   Activity        3                   4     91
Enhancing Education Through
Technology Formula Allocation
• Eligible entities:
   − LEAs that receive Title I-A funds
• Eligible partners
   − Other LEAs, institutions of higher education,
      educational service agencies, libraries, or other
      educational entitles.

LEA needs to submit a complete application,
including a local technology plan, when it first
seeks Ed Tech formula grant funds.

Local use of funds – one mandated activity

Recipients must use at least 25% of funds to provide
ongoing, sustained, and intensive, high-quality
professional development in the integration of
advanced technologies, including emerging
technologies, into curricula and instruction and in
using those technologies to create new learning
Districts will be required to report the number
of eighth graders that are technologically
literate and the number that are not. The
DPI will start collecting this data on the
District Technology Survey in June/July 2007
and report it to the USDE as part of the
compulsory EDEN collection.

This will show that the district is in compliance with
                  the assurances.
English Language Acquisition - Purpose
To improve the education of limited-English proficient
students by assisting them to:
• Learn English
• Meet challenging State academic content and
  student academic achievement standards

General Categories of Activities

• Instruction
• Professional development
• Family and community participation

Consortium Participation

If an LEA’s allocation is less than $10,000, the LEA can
only access the funds by applying through a consortium,
where the total consortium funds are at least $10,000.

• Private schools receiving Title III services must
  establish a consistent and reasonable process for
  identifying ELLs
• As in participating public schools, ELLs must be
  assessed annually in listening, speaking, reading,
  writing, and comprehension; this assessment must
  be aligned with the state’s English language
  proficiency (ELP) standards
• Local school districts, in consultation with private
  schools, are responsible for administering an
  annual ELP assessment
• The ELP assessment must be comparable to the
  state assessment. Currently, there are no ELP
  assessments comparable to ACCESS for ELLs™,
  Wisconsin’s ELP assessment.
• Because the 2006-07 window for administration of
  ACCESS has closed, private school ELLs may be
  assessed with W-APT (WIDA-ACCESS
  Placement Test/the ―screener‖) to qualify for Title
  III --allocations for the 2007-08 school year
• A count of ELLs assessed with the W-APT must
  be submitted by May 1, 2007, in order for the
  private school to qualify for an allocation under
  Title III                                         100
Annual Measurable Achievement Objectives
• With two years of student-level data, we are
  now able to follow cohorts of students as
  required by Title III, NCLB
• The ISES, based on ACCESS for ELLs™
  composite scores, will calculate AMAOs by
  district and by subgrantee to determine if the
  AMAOs related to English language
  acquisition have been met.
The majority of LEP students will need 7 years to
attain English proficiency (EP)
• 90% of EP level 1 students will progress by one
  language level in one year
• 90% of EP levels 2-4 students will progress one-half
  language level in one year
• 90% of EP level 5 students will become fully
  proficient in one year
Safe and Drug-Free Schools &
communities Common Title IV-A Activities

For a complete list, go to:

•   Pam Kanikula – CESAs 5, 8, and 12
•   Gary Sumnicht – CESAs 2, 10, and 11
•   Sue Todey – CESAs 3, 4, and 6
•   Ken Wagner – CESAs 1, 7, and 9

Developmentally appropriate drug &
violence prevention:
• Parent and community-wide involvement
• Drug and violence prevention information dissemination
• Professional development and community training
• Law enforcement and security activities
• Counseling, mentoring and referral services
• Conflict resolution and peer mediation
• Security equipment/personnel limits:
  – 40% of the entitlement may be spent on security
    personnel and equipment combined, or just on
    security personnel
  – There is a 20% cap for hardware/security without
• Carryover is limited to 25%, but more may be
  allowed with written DPI permission.                 106
• Required for Title IVA (at least one for
  violence and one for AOD prevention)
• Need outcome measures showing changes
  (baseline to future) in one or more of the
   – Behaviors
   – Attitudes
   – Beliefs
   – Knowledge
   – Risk and protective factors
              Or Model Programs
• Note: LEAs are encouraged to use model
  programs in Title IVA
• To budget for a particular model program on the
  Budget Detail screen
  – Choose ―Approved Science Based Program‖ under
  – Click on the program of choice on the drop-down list
    that appears under Program
• If LEA chooses ―Other Promising Program‖, a waiver
  application will be required.
   •Click on ―waiver request‖ tab at top of screen
   •Describe the program, the measurable outcomes expected
   (changes in specific knowledge, beliefs, behaviors, attitudes,
   protective factors), and how the program will be evaluated.
   •Waiver programs require evaluation results every two years.

• All other choices under ―activity‖ are accepted and
  do not require a waiver.
• All Title IV-A sponsored programs must carry
 a ―Wrong and Harmful‖ message.
• Safe Schools Plan is required and must
 include policies, security procedures,
 prevention activities, crisis response
 procedures, code of conduct.
• Contents of End of Year Report
  − Numbers participating in SDFSC funded
    activities (students, staff, parents)
  − Progress toward program objectives (from
    2006-07 application)
  − Information on collection and use of data to
    drive Title IVA programming

Innovative Programs
• Provides formula grants to LEAs to increase the
  academic achievement of, and improve the quality
  of, education for all students.
• LEAs have complete discretion in determining how
  funds will be divided among the 27 Innovative
  Assistance Programs identified in the law.

Innovative Assistance Program requirements
Must be:
• part of a district’s annual education plan
• based on locally-identified needs
• used to improve student academic achievement

Transferring Title V-A funds
• Title V-A funds are very flexible
• Rarely need to transfer funds to another Title
• 27 allowable activities under Title V cover
  most of the allowable activities under the
  other Title programs
Evaluation/EOY Report
School districts are required to annually evaluate the
activities funded with Title V. The evaluation should:
• Describe how the activities affected student
  academic achievement, and
• Be used to make decisions about appropriate
  changes to the activities for the next year.
• Be used to complete the Title V section of the
  Consolidated End-of-Year Report.                       116
Activities and Budget
The Title V-A activities identified on the Program
Plan section of the application should support the:
• activities selected on the Title V-A Program
  Detail Data Entry Screens, and
• categories selected on the Budget Detail

Activities for Private Schools
The Program Plan Section of the Consolidated
Application should:
• Include at least one activity for how private
  schools will be served.
• Support the activity(ies) selected on the TV-
  A Program Data Entry Screens and Budget
  Detail Screen.
Budget Screens
• Funding screen
• Program Data Entry screens (lists the 27 allowable
  Title V activities) generates the Innovative Program
  Summary Report
• Budget Detail screen generates the Budget Summary
    − LEA must enter the information
    − Budget Detail Total must equal the Total on the Innovative
      Program Summary Report                                       119
Budget Revisions

LEAs are prompted to change both the
Program Detail screens (lists the 27 allowable
Title V activities) and the Budget Detail


The USDE Guidance for the Title V-A Program is located
at the following website:

 The End-of-Year Report is due not later than
 September 15.

Timely submission is very important – DPI
must submit reports to the US Department
of Education on this data.

Missing, inaccurate, or incomplete data
gives a skewed picture of Wisconsin’s ESEA
Please ask us when you need help. Send
specific questions to the appropriate DPI
consultant. Contact information is found
in the HELP screens within the ESEA
Consolidated Application, or at

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