2014-2015 TITLE I BASIC GRANT Improving the Academic ... I Part A grant 81414.pdf · Improving the Academic Achievement of the Disadvantaged ... requirements of the Elementary and

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2014-2015 TITLE I BASIC GRANT

Improving the Academic Achievement of the Disadvantaged

Collier County District School Board

LEA Profile

In the space below, please provide a brief narrative description of the LEA. Include the LEA’s vision/mission statement and any

additional information about the make-up of the LEA, including grade levels and demographics of students served, in order to

provide background and a rationale for the descriptions included in the Title I, Part A Application.

Response: Mission/Vision: By providing exceptional educational opportunities that motivate and engage each student, all students will complete school

prepared for ongoing learning as well as community and global responsibilities. The School District of Collier County has 48 schools and

serves a total student population of 44,481. There are 29 elementary schools, 10 middle schools, 8 high schools, and a PreK-thru-12 school

(Everglades City School). There are also 12 Alternative School Programs. We are enriched by our diverse populations consisting of: 47%

Hispanic, 37% White, 12% Black, 2% Mixed, 1% Asian, 1% Indian, and 0% Hawaiian/Pacific Islander. Students speak 80 different heritage

languages and hail from 114 different countries of origin. More than 63% of our student population is categorized as "Economically Needy"

qualifying for free or reduced-priced lunch.

Indicate whether the LEA has participating private schools.

Response: yes

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Indicate whether the LEA will provide early childhood services with Title I funds.

Response: no

Indicate whether the LEA is providing transportation with Title I funds to students who transferred to another public school in the

11-12 school year that have not exited the highest grade level.

Response: no

General Assurances

The Department of Education has developed and implemented a document entitled, General Terms, Assurances and Conditions for

Participation in Federal and State Programs, to comply with:

A. 34 CFR 76.301 of the Education Department General Administration Regulations (EDGAR) which requires local educational

agencies to submit a common assurance for participation in federal programs funded by the U.S. Department of Education;

B. applicable regulations of other Federal agencies; and

C. State regulations and laws pertaining to the expenditure of state funds.

In order to receive funding, applicants must have on file with the Department of Education, Office of the Comptroller, a signed

statement by the agency head certifying applicant adherence to these General Assurances for Participation in State or Federal

Programs. The complete text may be found at http://fldoe.org/comptroller/doc/gbsectiond.doc

School Districts, Community Colleges, Universities and State Agencies

The certification of adherence, currently on file with the Department of Education Comptroller's Office, shall remain in effect

indefinitely. The certification does not need to be resubmitted with this application, unless a change occurs in federal or state law, or

there are other changes in circumstances affecting a term, assurance, or condition.

No Child Left Behind Assurances (Applicable to All Funded Programs)

http://fldoe.org/comptroller/doc/gbsectiond.doc

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By my signature on this application, I hereby certify that the Collier County District School Board will comply with the following

requirements of the Elementary and Secondary Education Act (ESEA) as reauthorized as No Child Left Behind (NCLB) Act of 2001:

The LEA assures that, under Sec. 9528, it will comply with a request by a military recruiter or an institution of higher education for

secondary students' names, addresses, and telephone numbers, unless a parent has "opted out" of providing such information.

The LEA assures that, under Sec. 9528, it will provide military recruiters the same access to secondary school students as it generally

provides to postsecondary institutions or prospective employers.

Persistently Dangerous Schools

The LEA hereby assures that, under Sec. 9532, if the State of Florida identifies any school within the LEA as persistently dangerous, it will

offer students attending that school, as well as students who are victims of a violent criminal offense while on school property, the

opportunity to transfer to a safe school.

*These assurances are in addition to those previously signed by the Local Education Agency (LEA) maintained on file in the Florida

Department of Educations Comptrollers Office.

Program Specific Assurances

Title I Part A, Educational Disadvantaged Students (including Supplemental Educational Services)

Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from

federal, state, and local sources.

Provide technical assistance and support to schoolwide programs.

Work in consultation with schools to develop the plans pursuant to Section 1114 and assist schools in implementation of such plans

or undertake activities pursuant to Section 1115 so that each school can make adequate yearly progress toward meeting the state

student academic achievement standards.

Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically

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based research.

In cases when the LEA chooses to use Title I, Part A funds to provide early childhood development services to low-income children

below the age of compulsory school attendance, ensure that such services comply with the performance standards established under

Section 641A(a) of the Head Start Act.

Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other

effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified,

out-of-field, or inexperienced teachers. [ESEA, Section 1112 (c) (1)(L)]

Comply with requirements of Section 1119 regarding the qualifications of teachers, paraprofessionals, and professional development.

Use the results of the student academic assessments required under Section 1111(b)(3), and other measures or indicators available to

the agency, to review annually the progress of each school served by the LEA and receiving Title I, Part A funds to determine whether

all of the schools are making the progress necessary to ensure that all students will meet the state's proficient level of achievement on

the state academic assessments described in Section 1111(b)(3) by the 2013-2014 school year.

Ensure that the results from the academic assessments required under Section 1111(b)(3) will be provided to parents and teachers as

soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided

in a language that the parents can understand.

Ensure that the LEA and schools implement the requirements of the "Parents Right-to-Know" Provisions as defined in Section

1111(h)(6)(A). Ensure that timely notice and information regarding the 'Parents Right-to-Know' requirements are provided to parents

in an understandable and uniform format and, to the extent practicable, in a language that the parents can understand.

Participate, if selected, in the National Assessment of Educational Progress (NAEP) in 4th and 8th grade reading and mathematics

carried out under Section 411(b)(2) of the National Education Statistics Act of 1994.

Reserve such funds as are necessary under Public Law 107-110, Section 1113(c)(3)(A), to provide children and youth experiencing

homelessness and who do not attend Title I schools services that are comparable to those provided to children in Title I schools.

Reserve such funds as are necessary under Public Law 107-110, Section 1113(c)(3)(B) and (C) to provide services to children in

local institutions for neglected and delinquent children and youth that are comparable to those provided to children in Title I schools.

Allocate funds of the LEA's Title I, Part A, allocation to ensure that all teachers in Title I schools meet the federal and state

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definition of highly qualified personnel, if applicable.

The LEA shall reserve funds to provide equitable services for private school students, parents, and, teachers, if applicable.

Reserve no less than one percent (1%) of the LEA's Title I, Part A, allocation for parental involvement activities. The LEA must

calculate the equitable portion for services to families of private school students and then 95 percent (95%) of the remainder of the one

percent (1%) shall be distributed to schools to provide for parental involvement. Exemption: LEAs receiving $500,000 or less are not

required to set-aside 1% of their allocation for parent involvement; however, all activities outlined in ESEA Section 1118 must be

implemented by the LEA and the schools receiving Title I, Part A funds.

Comply withe the Tilte I fiscal requirements of Section 1120A, which includes comparability, supplement, not supplant, and

maintenance of effort.

Ensure that migratory children and formerly migratory children who are eligible to receive services under this part are selected to

receive such services on the same basis as other children who are selected to receive services under this part. [NCLB 1112(b)(1)(j)]

Needs Assessment/Activities

For Title I, Part A: Improving the Academic Achievement of the Disadvantaged. Provide evidence of the need for activities that will be

funded through this application. Include information on the identified need/required focus and target population, the strategic imperatives

and performance goals to which each is tied, the data source, actual outcomes, and performance targets for 2014-2015.

Need 1

Need to be addressed: Strengthening Foundation Skills

1. Provide the baseline data, the source of data, and the basis for the identified need. Please access the following link

http://schoolgrades.fldoe.org/ and click on “Search School Accountability Reports” - (includes School Grades, Adequate Yearly

Progress (AYP), and School Report Card).” Once accessed, choose “Type of Report’s School Grades,” “Level of Report’s District

(School Grades and AYP only);” and select the district, and school year. Select continue.

Response: Source: District-level FCAT reports, FY12 and FY13; District-level SAT-10 reports, FY13 and FY14; and District-level Retention in

Grade, FY12 and FY13;

http://schoolgrades.fldoe.org/

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According to the analyses of available FCAT achievement data (FY13), students at Title I schools showed the following percent of

students meeting proficiency targets (scoring at Levels 3 or above): Reading, 41% and Math, 47%. Gaps between Title I and non-Title I

schools persist: Reading has a 25% gap and Math has a 22% gap. Comparing FCAT results from FY12 to FY13, the Title I vs. non-

Title I gap has narrowed for Reading (FY12, 27% and FY13, 25%) and Math (FY12, 26% and FY13, 22%).

The School Accountability Report for 2013-14 is not available on the FLDOE website.

According to the analyses of SAT-10 reading achievement data (FY14), students in grades 1 and 2 at Title I schools showed the

following mean NCE: 53.3%, while grade 1 and 2 students at non-Title schools had the following NCE, 63.2%. Gaps between Title I

and non-Title I schools show a 9.9% gap in SAT-10 reading achievement. Comparing SAT-10 results from FY13 to FY14, the Title I vs.

non-Title I gap has narrowed for Reading (FY13, 11.2% and FY14, 9.9%).

According to the analyses of primary grades (K-3) retention in grade, 5.2% of Title I students were retained in grade in 2012-13. In

FY13, students at Title I sites in grades 1 and 3 had the largest percentages of students retained (5.9% and 9.1%, respectively).

Retention data for 2013-14 is not yet available

2. Provide the anticipated goal/objective the LEA plans to accomplish to address this need. Each goal should be specific, measurable,

achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school year, all level 1 and level 2 students

will increase proficiency by at least 5% on the 2012 FCAT 2.0

Response: By the end of 2014-2015 school year, the average NCE for Title I students in grades 1 and 2 will increase in reading comprehension by

at least 2% as measured on the SAT-10 assessment administered in spring 2015.

By the end of 2014-2015 school year, the percentage of retained Title I students in primary grades (K-3) will decrease, on average, at

least 0.5%.

3. Select one of the following performance indicators that this Need will address.

Response: 1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9

4. Describe the Activity(ies) that will be implemented to address the identified need(s). Include the following information for each

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activity listed:

A. Describe each specific activity that the LEA will implement based on data analysis of the student subgroups on the

FCAT 2.0 and/or other benchmark assessments.

Response: Provide Supplemental Instructional Staff- Resource Teachers, Reading, Literacy, Math, Science, and Academic Coaches,

Guidance Counselors, Aides (Tutors and Paraprofessionals), ELL Resource Teachers, ESE Immersion Teachers, ESE

Inclusion Teachers, and a Homeless Liaison Counselor will be hired to address needs of students based on assessment

data. The supplemental coaches will strengthen foundation skills by providing targeted research-based staff development

in direct response to data-proven needs. Additional instructional staff will allow for more intensive interventions with

students in order to cut the achievement gap between Title I and non-Title I students.

Supplemental (above formula) guidance counselor to provide additional counseling and guidance with focus on at risk

students. Purchase Supplemental Instructional Materials, to include equipment, supplies, consumable Science Lab

materials, supplemental manipulatives, non-fiction magazine subscriptions (i.e. Time for Kids, weekly Reader, etc.), A/V

materials, computers and educational software will be purchased as determined by student and school needs and

outlined in School Improvement Plan. Web license fees will also be purchased and implemented at the classroom level to

strengthen the schools’ abilities to make learning gains.

There is a significant achievement gap between Title I and Non-Title I students. Research is clear that students have

multiple learning styles and the purchase of supplemental materials and software will help address the various learning

styles as well as provide Title I students with access to materials, such as non-fiction magazine subscriptions and

manipulatives that they would not otherwise have in the home.

Extended Learning Opportunities (ELO), including before, after, Saturday programs, will be offered to students based

on needs assessment data and classroom performance. Depending on the site, the opportunities will include intervention

in the areas of reading, math, writing, and/or science. Supplemental summer programs will also be offered.

Funding will be used for salaries of teachers/tutors and instructional supplies to provide intervention services to at-risk

students and teachers/tutors to provide before/after school instructional programs for students. Funds will be used to

pay for administrative and custodial costs for programs when school site would not otherwise be open (such as on

Saturdays). Summer programs will also be offered for identified high priority sites. Student transportation for ELO

programs will also be funded with Title I Basic dollars. The frequency and duration will vary by site. Supplemental ESE

assistants will be funded as needed to support students who may need the assistance in order to participate in extended

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learning opportunities (i.e. Saturday, after school and summer).

Salaries will be paid for staff during extended day at DA Priority and Focus turnaround schools.

Educational consultants, such as the UF Lastinger Center, will be contracted with to provide supplemental curriculum

and Staff Development programs for Title I schools. Topics will include increasing student engagement, differentiation

of instruction, and Kagan strategies.

Administration expenses will be covered for staff to plan, implement, monitor, and evaluate all aspects of the Title I Part

A program, including Program Evaluation, Parent Involvement, Private School participation, Neglected and Delinquent,

and Homeless Education. Expenditures will include staff salaries, tuition reimbursement, maintenance contract for

equipment, postage, office supplies and equipment, in county and out of county travel reimbursement, technical

assistance and conference registration, professional dues, software, A/V materials, vehicle expenses for federal vehicle

for staff development traveling and serving school sites, and indirect costs.

A percentage of salary and benefits will be paid for a computer programmer to make modifications and additions to

District data warehouse system to allow for data collection and reporting specific to federal program needs. This will

allow for accurate data tracking reporting and evaluation of Title I.

Enrichment activities will be funded to allow high poverty school students to attend field trips and build background

knowledge and experiential learning. Funding will include costs of transportation, materials, and admission.

Educational field trip opportunities will include the Naples Botanical Garden, Rookery Bay Wildlife Conservation

Center, the Imaginarium, the Conservancy of Naples, and the Naples zoo.

Schools may use their Basic school allocations to hire parent involvement paraprofessionals to coordinate parental

involvement activities. Included in this will be development and recruitment for an increased number of parent

programming ranging from language skills to parenting practices to afford parents substantial and meaningful

opportunities to participate in the education of their children and assist them in the home.

Survey and data collection programs will be purchased to aid in data collection and analysis.

B. Describe how the activities are consistent with the LEA Assistance and Improvement Plan.

Response: These activities are consistent with the learning opportunities described in the Collier Assistance and Improvement Plan

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for Reading and Math, including the initiatives listed in the plan of tutoring, after school programs, resources to support

Reading interventions and staff development.

C. Provide the frequency and duration of each activity.

Response: All activities, with exception of the summer program related ones, will run the full school year.

Extended Learning Opportunities will run after school for 2 to 3 hours (depending on site) Monday thru–Friday and/or

Saturday for the entire 2014-2015 school year and to be completed no later than end of May 2015.

D. Describe the recent evidence-based research that supports the activities to be implemented.

Response: Extended school year and ELO:

Prendergast, K.A., Spradlin T.E., & Palozzi, V.J. (2007) Is it Time to Change Indiana`s School-Year Calendar?

Center for Education Evaluation and Policy, VOLUME 5, NUMBER 1, WINTER 2007 accessed 05.27.09 and located at

http://www.ecs.org/html/offsite.asp?document=http://ceep.indiana.edu/projects/PDF/PB_V5N1_Winter_2007_EPB.pdf+

Closing the Gap through Extended Learning Opportunities: An NEA policy brief. NEA Education Policy and Practice

Department | Center for Great Public Schools | 1201 16th St., NW, Washington, D.C. 20036 accessed on 05.27.09 and

located at http://www.nea.org/assets/docs/mf_PB04_ExtendedLearning.pdf

Durlak, J.A., & Weissberg, R.P. (2007). The impact of afterschool programs that promote personal and social skills.

Chicago, IL. Collaborative for Academic, Social and Emotional Learning. www.casel.org/downloads/ASP-Full.pdf.

Afterschool and Service Learning: Issue Brief. Afterschool Alliance. www.afterschoolalliance.org

Summer Programs research:

http://www.learningtoday.com/corporate/summer-school-programs-and-effects-on-achievement.asp

Summer School Programs and Effects on Achievement accessed 05.27.09 and located at

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Staff Development and Coaching:

Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training. Eugene, OR: Centre for Educational

Policy and Management.

Coaching PA: Coaching as a Vital Component of an Aligned, Standards-Based System:

http://www.edportal.ed.state.pa.us/portal/server.pt/community/coaches/482 accessed 05.27.09.

Learning Communities, National Staff Development Council, accessed 05.27.09 and located at

http://www.nsdc.org/standards/learningcommunities.cfm

Professional Learning Community Book Talks supplemental support throughout the school year and at Elementary,

Middle and High Schools. Research basis: Learning Communities, National Staff Development Council, accessed

05.27.09 and located at http://www.nsdc.org/standards/learningcommunities.cfm

The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several

times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams, often called

learning communities or communities of practice, operate with a commitment to the norms of continuous improvement

and experimentation and engage their members in improving their daily work to advance the achievement of school

district and school goals for student learning.

Corcoran, T. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs.

Rutgers, NJ: Consortium for Policy Research in Education, 69-79. Download in PDF form at

http://www.cpre.org/images/stories/cpre_pdfs/rb16.pdf

Gerber, S.B. and Finn, J.D. (2001) Teacher Aides and Students` Academic Achievement Educational Evaluation and

Policy Analysis, Vol. 23, No. 2, 123-143 (2001) accessed 05.27.09 and located at

http://epa.sagepub.com/cgi/content/abstract/23/2/123

Paraprofessionals and student achievement, American Federation of Teachers. (2007, May 22). Retrieved June 25, 2007

from http://www.aft.org:8765/query.html?qt=Paraprofessionals+and+Student+Achievement&col=aft&charset=iso-

8859-1&searchbtn.x=20&searchbtn.y=6

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5. Describe how the LEA will monitor the implementation of these activities and provide follow-up to ensure fidelity.

Response: The Title I Basic program will be monitored annually using the DOE monitoring work papers. Fiscal and programmatic oversight will

occur through district level Title I Basic staff reviewing and approving all expenditures and staff allocations involving Title I funds

prior to implementation. Schools will submit and maintain required parent involvement and program documentation and submit copies

electronically to the District office to be reviewed for compliance. Documentation reviews occur at a minimum 3 times per year with the

first documentation review occurring after the first 30 days of school.

Monitoring will occur through FSG district office review and approval of every purchase order, request for staff development,

reimbursement, or other expenditure of funds. In addition, school leadership and district staff will conduct classroom walkthroughs at

school sites at least quarterly to ensure Title I programs are implemented with fidelity and staff are performing tasks consistent with

cost objectives. Coaches maintain a log of services they provide at their school sites. Time and Effort forms and staff schedules

document staff are performing according to appropriate cost objectives and serving projects funding them.

Title I Basic coordination will happen at least monthly with Title I Migrant, Title I Neglected & Delinquent, Title X, Title II, Title III,

school improvement, federal grants and programs to ensure all student needs are being addressed and high quality differentiated

instruction is being provided. Additional coordination will occur with participating private schools, local libraries, Sheriff`s office,

Health Department, Children`s Hospital of Southwest Florida, Teaching for Change, National Education Association,

FASFEPA/ECTAC, Florida Department of Education.

Title I Basic staff will meet at least monthly with Curriculum and Instruction personnel to coordinate programs and ensure that all Title

I program expenditures are supplemental.

6. If other federal sources, besides Title I, Part A are being used to fund these strategies, describe the resources and how they will be

coordinated.

Response: Reading Coaches will be provided using combination of Title II, Reading, Title I Part A funds and SIG 1003(a) and SIG 1003(g) if

awarded. These federal funds are used to supplement state and local dollars and consistent with each program requirements.

Math/Science Coaches will be provided using a combination of Title I Part A, and SIG 1003(a) and SIG 1003 (g).

Academic Coaches will be funded using Title I Part A.

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Staff Development to differentiate instruction and meet unique student needs in area of reading will be provided using Title I, Title I

School Improvement Funds, Title II Part A, IDEA, and District operating funds. These federal funds are used to supplement state and

local dollars and consistent with each program requirements.

Extended Learning Opportunities will be funded using Title I Part A, Title I Part C, and Title I School Improvement Funds.

7. Describe the process the LEA will use to evaluate the effectiveness of the activities implemented to address this need.

Response: Upon the completion of the 2014-2015 school year, the progress of the LEA toward meeting the state proficiency standards will be

compared to the progress made during the 2013-2014 school year. The LEA will monitor the implementation of the activities through

the school improvement process. During pre-planning, principals receive their specific school data and training in analyzing the data,

presenting the data to their school staff, and completing their School Improvement Plan which addresses the specific needs of their

school. In addition to progress monitoring of the activities, the LEA will conduct a comprehensive evaluation of Title I, including gap

analyses of students and subgroups to determine which schools are making progress on FCAT, FAIR, SAT-10 and retention in grade.

Evaluation results will be used in planning and improving services provided in the subsequent school year.

Need 2

Need to be addressed: Improving Quality of Teaching in the Educational System

1. Provide the baseline data, the source of data, and the basis for the identified need.

Response: Based on March 2014 Survey 3 HQT data, there are 36 teachers in Title I funded schools who are not yet HQT.

Based on professional development survey and FCAT student data results, teachers need further staff development in order to acquire

necessary knowledge and skills to achieve school improvement and help students succeed, especially related to Common Core and

use of technology in the classroom.

2. Provide the anticipated goal/objective the LEA plans to accomplish to address this need. Each goal should be specific,

measurable, achievable, realistic, and time limited (SMART).

Response:

By the end of the 2014-2015 school year, 95% of Collier County School District teachers will have participated in at least one staff

development workshop related to area of needs of the district and school.

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By the end of the 2014-2015 school year, the percent of teachers in Collier who are not yet HQT will decrease by 0.1%. Collier

currently has 99% of teachers meeting HQT requirements.


Response: 2.1,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14

5. Describe the Activity(ies) that will be implemented to support the identified need(s). Provide an answer to each field below.

E. Describe each specific activity funded by Title I that the LEA will implement based on data analysis of Survey 3 data

about highly qualified teachers to maintain the number of highly qualified teachers in Title I schools.

Response: Staff Development -- will include funding to support HQT:

Reimbursement of Certification examinations - will be provided to teachers working in Title I schools when needed to

obtain or maintain HQT in subject area they are teaching. This will directly impact the goal of increasing the

percentage of HQ teachers by .1%.

Tuition reimbursement will be provided for staff funded from Title I Part A, as approved by school board. Courses

leading to certifications can be cost prohibitive. The tuition reimbursement will reduce this barrier, thus allowing

teachers to take courses leading to the increase in HQ teaching staff.

Vehicle: Reading Coach serving Neglected and Delinquent school sites has been provided federal vehicle to use when

traveling to remote N&D sites such as the Big Cypress Wilderness Institute in Collier County. This coach is funded

under the Title I Part A set aside for Neglected and Delinquent.

F. Describe the activities that will ensure that teachers acquire the necessary knowledge and skills, consistent with the

LEA Assistance and Improvement Plan, K-12 Reading Plan and LEA Professional Development Plan.

Response: Staff Development will include funding of:

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Reading, Math, Science, Academic, will provide on-site and customized modeling, guidance, mentoring and support to

teachers aligned with K-12 Reading Plan goals and initiatives. By ensuring that teachers meet HQT requirements as

described in section 3A above and providing additional staff development opportunities as described in this section,

the overall quality of teaching in Collier County Public Schools will be improved.

A District–level Social Studies coach will be funded to provide instructional support for staff at Title I schools to

supplement services offered by the district Social Studies coordinator.

A District–level Reading Coach will be funded to provide instructional support for staff at Title I schools to supplement

services offered by the district Reading/Language Arts Coordinator.

Travel reimbursement will be provided for staff and administrators to attend key and targeted conferences for staff

development aligned with teacher professional learning plans and school improvement plan goals.

Staff stipends will be offered to reimburse staff for attending staff development beyond contract.

Contract extensions will be provided for instructional staff and administration at high priority schools to engage in

staff development and instructional planning.

Consultants will be contracted with to provide on-site staff development to increase fidelity of implementation and

increase effectiveness of reading intervention programs being used and use of technology to enhance instruction.

Topics will include Dr. Peters: Gentlemen’s and Ladies’ Club, Science, Technology, Engineering, and Math (STEM),

National Science Teachers Association (NSTA), Florida Educational Technology Conference (FETC), National

Council of Teachers of Mathematics (NTCM), Stephen Covey’s Leader in Me, Content Area Reading – Professional

(CAR-PD), Sheltered Instruction Observation Protocol (SIOP) training, parent involvement training, Book Talk (book

studies) and Kagan strategies.

Vehicle expenses will be reimbursed at the approved District rate for professional development staff travel to school

sites.

Staff development license fees will be paid for on-line staff development resources.

Supplies and equipment will be purchased for staff development initiatives and staff, including paper, headphones, A/V

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materials, software.

Administration expenses will be funded to plan, implement, assess, monitor, and evaluate staff development initiatives.

Online PD and webinars will also be purchased for District Title I Staff.

G. Provide the frequency and duration of each activity.

Response: Coaches - every day all school year.

Travel Reimbursement for conference - only during conference time.

Consultant Contract - early in first semester to provide maximum time for adoption in classroom.

H. Describe the evidence-based research that supports the activities to be implemented.

Response: Corcoran, T. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs.





Coaching PA: Coaching as a Vital Component of an Aligned, Standards-Based

System:http://www.edportal.ed.state.pa.us/portal/server.pt/community/coaches/482 accessed 05.27.09.




Middle and High Schools. Research basis: Learning Communities, National Staff Development Council,


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Six Traits professional development research base

http://www.greatsource.com/grants/downloads/WT_PD_Research.pdf

Research on Writing with the 6+1 Traits by Peter C. Bellamy

http://www.greatsource.com/grants/downloads/WT_PD_Research.pdf

Promise

PROMiSE lays the foundation and leads development and implementation of large-scale, systemic professional

development and teacher education programs to significantly improve learning in mathematics and science of all

students by working collaboratively with a statewide network of stakeholders to implement the new mathematics and

science standards.

Florida PROMiSE is a partnership among the three Florida Public Research - Flagship Universities (USF, FSU, &

UF), educational consortia (Heartland Educational Consortium (HEC), North East Florida Educational Consortium

(NEFEC) & Panhandle Area Educational Consortium (PAEC)), and Horizon Research, Inc.

http://www.flpromise.org/

Coaches (reading, math, science, etc.):

To better understand the impact of coaching on student achievement, Showers (1984) conducted a follow-up study with

21 teachers and 138 students. Like Showers` earlier study (1982), teachers were randomly assigned to either work with

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a Peer Coach or not. After the presentation of a new teaching practice to all three groups, 10 teachers received

coaching from six Peer Coaches, four teachers received partial coaching, and five were not coached. Two important

findings emerged. First, coached teachers were more likely than non-coached peers to transfer newly acquired

teaching practices into classroom use. Second, coaching contributed significantly to higher student achievement scores

as measured by a concept attainment measure.



Coaching is one model of professional development that has shown potential to improve the knowledge, skill, and

practice of teachers, thus, enhancing student achievement. In a 2004 study by the University of Kansas Center for

Research on Learning, instructional coaching was found to significantly increase the implementation rate of newly

learned practices. This study indicated that without support and follow-up, teacher implementation of new

instructional methods is about 10%, but with coaching the percentage increases to 85% (Knight, 2004). Coaching as a

professional development activity involves a highly skilled professional (the coach) working with other professionals

(the teachers) in a collegial manner to raise instructional practice to the highest level possible. Coaching promotes

teacher growth and problem solving. It is on-going, classroom based, and personalized for each teacher. Coaching

should provide consistent support to teachers as they work to improve practice based on collaboration, inquiry, and

consultative feedback from the coach. It represents sound, job-embedded professional development that has the

potential to improve instructional practice, and ultimately student achievement.



Professional Learning Communities:



Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a

form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of

staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the

purposes of learning, joint lesson planning, and problem solving. These teams, often called learning communities or

communities of practice, operate with a commitment to the norms of continuous improvement and experimentation and

18

engage their members in improving their daily work to advance the achievement of school district and school goals for

student learning.




To meet rising expectations, teachers need to deepen their content knowledge and learn new methods of teaching. They

need more time to work with colleagues, to critically examine the new standards being proposed, and to revise

curriculum. Corcoran reviews what is known about professional development--where it is now and where it needs to

be. The brief discusses professional development`s organization, costs, and effects on practice. The brief also suggests

some principles to guide professional development in the future and offers a framework for designing and assessing

policies and programs.

Staff Development in Science and supplemental materials to support teachers in improving science teaching and help

students attain science proficiency: Florida PROMiSE is a partnership among the three Florida Public Research –

Flagship Universities (USF, FSU, & UF), four large school districts (Miami-Dade, Hillsborough, Duval & Seminole),

educational consortia (Heartland Educational Consortium (HEC), Northeast Florida Educational Consortium

(NEFEC) & Panhandle Area Educational Consortium (PAEC), Florida Virtual School, and Horizon Research Inc.

http://flpromise.org/ Why is PROMiSE Necessary? According to the National Science Foundation data, about 80% of

the workforce now needs Mathematics and Science (M/S) skills, and 32% of the current workforce is in science,

engineering and related professions (NSB 2006). Florida’s standards have been modified to increase the level of

challenge and the level of coherence, and are a starting point for improved learning. Florida ranks 46th in the nation

in STEM degrees. PROMISE will attend to both workforce and literacy concerns in working to strengthen mathematics

and science education. The goal of Florida PROMiSE is to increase the knowledge and performance of students in

mathematics and science.

I. Describe the specific professional development to be provided to improve the effectiveness of teachers and highly

qualified paraprofessionals.

Response: Reading Adoption

Elementary Mathematics

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Webb’s Depth of Knowledge

Collier’s Three Year Academic Plan staff development initiatives are focused on ensuring instructional rigor, lesson

study, close reading of text, and implementation of teacher/administrator evaluation model with fidelity.

ANGEL/Blackboard Camp

Assessment Development – Reading/Writing

BYOD Best Practices – Phase 1, 2, and 3

Chemistry – Preparing Students for Success in College Chemistry

Civics EOC Training

CPI Refresher Training

Discovery Education

Elementary Tutor, Title I & Title II Para Training

ELL Contacts – Training

English/Language Arts – Adoption & Florida Standards

English/Language Arts – Core Resource Training

eSembler Point-of-Contact & Informational Meeting

Essential Skills – ELLM Teachers Get Together

Fluency Instruction Toward Comprehension

Government/Economics – Online ANGEL

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Instructional Resource In-service Day

Language Arts - Florida Standards Writing

Math – EOC Preparation

Math – ALEKS In-Depth Training

Math – Algebra: Teach Me in My World

Math – Algebra: Intensified Training

Math – Calculator Pioneer Training

Math – CCPS Math for Grades K-2

Math – CCPS Math for Grades 3-5

Math – Differentiating Instruction in the Secondary Math Classroom

Math – First Quarter Planning for Middle School Math

Math – First Quarter Planning for Secondary Math

Math – Intensive Math for Algebra

Math – Middle School Intensive Math

Math – The New High School Intensive Math Course

Math – The New Vertical Articulation of Secondary Math Pedagogy

Math – Understanding the New Curriculum Guides and the New State Assessment for Middle School

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Math – Understanding the New Textbook Resources

Media Specialist Training

Music – Best Practices for Chorus Teacher

National Geographic

Picture Perfect

PLATO Training

Reading Coach Training

Reading – Guided Reading Training

Science – BYOD

Science – Flipping the Classroom

Science – Group Testing

Science – Middle School Science Stations in Lab

Science – PASCO Scientific

Science – Using Notebooks & Scales

School Psychologists PLC

Social Studies – DBQ Training

Star Lab Training

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State Literacy Assessment Orientation

Unique Train-the-Trainer

Vernier Workshop

Writing – New Curriculum Standards

Writing – Writing as a Process Citing Evidence

J. Describe how the professional development activities to be funded will assist teachers to attain and retain highly

qualified status. Note: Title I, Part A funds may not be used to assist paraprofessionals to meet the highly qualified

requirements.

Response: Courses offered will help teachers attain certification in Gifted and ELL endorsements.

Exam reimbursements will help teachers achieve HQT by helping them afford taking exams, whose costs can be

prohibitive.

K. Describe how the LEA will ensure that a larger portion of non-highly qualified teachers are not assigned to high

poverty schools.

Response: Human Resources office closely monitors HQT status and assignment of teachers to ensure that only in extreme cases

would any non-highly qualified teacher be assigned to a high poverty school. HR coordinates closely with the Federal

and State Grants office to minimize and ensure that the % of non HQT teachers is lower in Title I high poverty schools

than in other schools.

L. Describe how the LEA will utilize incentives to retain high quality and effective teachers at Priority and Focus schools.

Response: Incentives will include:

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•$500 signing bonus paid after completion of first contract day in 2014-15 (new and returning instructional staff)

•$1000 performance bonus if school grade improves to a “C” for 2014-15; paid after school grade data is received

•$500 retention bonus for teachers returning to the same school for 15-16 paid after completion of first contract day in

the 15-16 school year

•Contract pre-extension of 14-15 calendar for full week of professional development

5. Describe how the LEA will provide opportunities for job-embedded professional development for teachers, such as Lesson Study or

Professional Learning Communities.

Response: Professional development in Collier County is primarily job embedded with coaches or other staff development staff assigned to

school sites to provide customized and on-going support to the staff based on their unique needs and student population challenges –

based on data analysis. As described in section "E" above, lesson study professional development will be offered and implementation

will be monitored through Classroom Observations and Professional Learning Communities (PLC) team meeting minutes.

6. Describe how the LEA will monitor the implementation of these activities and provide follow-up to ensure fidelity.

Response: Implementation of these activities will be monitored through staff development teacher survey results, classroom observations, PLC

team meeting notes, Coaches logs and teacher evaluation outcomes.



compared to the progress made during the 2013-2014 school year. Each PD activity will result in an evaluation of the activity by the

attending teachers. Additionally, the school leadership and teachers will evaluate the effectiveness of the professional development

activity with student progress monitoring data to determine what, if any, effect the PD activity has had on student achievement.

District data will be used to determine the percentage of teachers who participated in at least one staff development workshop. HQT

survey reports will be used to determine the percentage of teachers in Title I schools who are meeting HQT requirements by the end

of the 2014-2015 school year. Evaluation results will be used in planning and improving services provided in the subsequent school

year.

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Other funding sources that will be used in addition to Title I, Part A to implement the staff development activities will include Title II,

Part A, Title I School Improvement (at eligible Title I schools) and District Operating Funds.

Need 3

Need to be addressed: Increase Parental Involvement

1. Provide the LEA measurement of parental involvement participation and the basis for the identified need.

Response: Data Source: 2013-2014 Title I Parent Involvement Survey District Report.

Total number of respondents: 6,715

56.2% received information to help their child.

23.7% felt there were Language/Cultural barriers with participation at school.

65.7% responded to translation services being available.

50.2% felt they can participate in development of school parent involvement policy/plan.

35.3% of parents reported they went to meeting where the Title I program was discussed.

52.9% reported they attended a parent meeting during the school year.

21.9% volunteered at their child’s school.

Feedback from parents during parent events, meetings, and workshops included requests for additional workshops to occur on such

topics as math and reading strategies, safety, discipline, adult English classes, computer literacy, etc.

2. Provide the anticipated goal/objective the LEA plans to accomplish to address this need.

Response:

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Goal for FY15 is to achieve a 2% point increase from the previous year in the survey needs areas identified above as measured by

parent responses on the Title I parent survey administered in 2014-2015 school year.

During the 2014-2015 school year, the district will offer ongoing workshops via Parent Academy to build parent’s capacity to

support their child`s learning with topics selected based on parental interest and needs as evidenced in meeting agenda.


Response: 1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9

4. Describe the Activity(ies) that will be implemented to address the identified need(s). Provide an answer to each field below.

M. Describe how the parental involvement set-aside will be used to support the activities outlined in the LEA parental

involvement policy/plan. Include any activities that the LEA plans to implement LEA-wide for parental involvement,

such as a parental involvement center, if applicable.

Response: A new position, Manager ESEA, will be funded via Title I to create a framework for implementing a Parent Academy

providing a variety of workshops/trainings to promote student achievement and parent efficacy. Part-time hourly

facilitators will be hired to present these workshops and trainings. Translations, child care, and refreshments will also

be provided to promote attendance and understanding. Each Title I school will have the opportunity to select 10 parent

workshop topics to be presented on site during the year with schools` averaging one parent workshop per month.

Academic programs such as the Language/Math-in-a-Bag Literacy Program use researched-based materials to

promote family literacy. Every tote bag includes high-interest reading, math, and/or science content based on state and

national standards to promote student achievement and address academic needs.

The LEA and Title I schools are permitted to use Title I funds to provide high-quality educational programs, well-

trained staff, and supplemental resources (including CD`s, DVD`s, videos, and computer software such as Adobe

Professional, and instructional games) and to promote school, family, and community relationships in order to raise

the academic achievement of students. Each school must hold an annual meeting to inform parents or guardians of

how Title I affects their child’s school. The Title I funding, requirements, and the parents’ right to be involved will be

explained at these meetings. Schools recognized as Title I must develop a parental involvement policy. This policy

describes what the school will do to involve and inform parents about the Title I program. It states how the school

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involves parents and how parents are informed on key issues such as the school`s performance, student assessment

results, and the school curriculum. During the year, the policy is reviewed with parents and revised as needed. Each

school’s policy can be viewed in the school’s media center, main office, or web site. Also, a summary of the school’s

policy will be sent home with every child during the first month of school. In addition to a school-level policy, school

systems must have a district-level parental involvement policy. Parents may request a copy of the district-level parent

involvement policy at the board office or view it online at the district school system web site: www.collierschools.com

/fsgrants/. The district also provides a brochure summarizing the parent involvement policy for every child to take

home during the first month of school.

In addition, parents will have access to this information via the district web site that has a parent link as well as

communication through parent meetings, parent workshops, and district PIP forums.

Various staff development and parent involvement trainings are conducted by the Title I office. Professional

consultants may be contracted with to conduct parent trainings for the Parent Academy such as Family STEM Night,

Homework Tips, and Positive Behavior Management. Translations, child care, and refreshments are provided for

parents at these Parent Academy trainings and topics include language development, reading/financial literacy, and

using district resources such as the web-based parenting program. Phase 1 of the Parent Academy will be implemented

this year with workshops focusing on the main areas of student achievement and parent efficacy. Translation services

are also provided for migrant parent involvement events.

An annual Title I Parent Survey will also be given to assess the strengths and areas needing refinement of the parental

involvement component of Title I.

Survey and data collection programs will be purchased to aid in data collection and analysis of parental involvement.

N. Describe how the parental involvement allocations to schools will be used to support the activities outlined in the

school’s parental involvement policy/plans.

Response: Title I schools use Title I funds to provide high-quality educational supplemental programs and supplemental

resources. Schools use funds for professional staff development on importance of parent involvement to have well-

trained staff in order to raise the academic achievement of students. Each school must hold an annual Title I meeting

to inform parents or guardians of how Title I affects their child’s school. Schools use Title I funds for translation

services, child care and flyers for the Title I annual meeting. The Title I funding, requirements, and the parents’ right

to be involved are explained at these annual meetings. Title I schools work with parents to develop a parental

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involvement policy and student/parent/school compact. The schools use funds to print the school’s parent involvement

policy brochures and compacts to send home via backpack with every student. Title I funds are used to support what is

included in each school’s parent involvement policy and use of funds. The schools use funds for printing of flyers,

newsletters and calendars to promote the schools’ family literacy nights and family events. Schools use Title I funds to

provide childcare services, translations services, refreshments, supplies, and materials at the family literacy events and

parent meetings.

Schools also use funds to present parent workshops on informational topics aimed at promoting student achievement

and performance such as FCAT preparation strategies, homework assistance, literacy, and positive behavior

conducive for learning.

Schools may use their funds to hire a supplemental resource teacher to provide ongoing parental involvement

activities, create allocations to pay staff to conduct parent trainings or provide translations at parent trainings after

their contract hours, as well as contract with a professional consultant to conduct parent trainings.

O. Describe the evidence-based research that supports the activities to be implemented using the parental involvement set-

aside.

Response: Parenting programs, including literacy workshops, language development workshops, and positive discipline

workshops aim to promote children`s achievement, development and self-esteem and change inappropriate behavior by

modifying dysfunctional parenting practices, interpersonal relationships, and interaction patterns identified as risk

factors for the development of problem behaviors which can affect academic performance.

Research Basis:

Research shows that parent involvement is a major contributing factor for student achievement and can facilitate a

child`s learning. By assisting children with homework, parents can be involved in the school process and can use this

opportunity to express positive attitudes about the value of success in school.

Web Resources

Florida Parental Information and Resource Center (FL PIRC) http://www.floridapartnership.usf.edu

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Creating a Parent Resource Center http://www.scholastic.com

Stop Bullying http://stopybullying.gov/parents

Project Appleseed Parent Involvement htpp://www.projectappleseed

Discover Education Parent Resources htpp://www.discovereducation.com/parents

Teaching for Change http://www.teachingforchange.org

Homework help Initiative http:// www.ed.gov/parents/academic/involve/homework/part.html

Just Read! Families http://www.justreadfamilies.org/

“What’s On The Menu? Financial Literacy” Volunteer USA and the SunTrust Foundation

http://www.volunteerusafoundation.org

Parenting Resources/Workshops FDLRS Island Coast htpp://fdlrs.org

DOE Bureau of Family and Community Outreach http://www.firn.edu/doe/family/

Read Across America http://www.nea.org and www.nea.org/readacross

Harvard Family Research Project http://www.gse.harvard.edu/hfrp

Education World http://www.educationworld.com

Reading Rockets http://www.readingrockets.org

Family Support Clearinghouse http://www.familysupportclearinghouse.org

Middle School Parent Resources http://www.middleweb.com/mw/resources/MWRpublic.html

Internet Safety, Bullying and Cyber-Bulling Resources http://www.netsmartz.org

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Book Resources

Raising Competent and Confident Kids: A Guide for Parents by Robin Kotok and LEARN (Literacy Education and

Resource Network)

School, Family, and Community Partnerships: Your Handbook for Action by Joyce Epstein, Mavis Sanders, Beth

Simon, Karen Clark Salinas, Natalie Rodriquez Jansorn, and Frances L. Van Voorhis

Parent`s Homework Dictionary by Dan J. McLaughlin

Beyond the Bake Sale: The Essential Guide to Family/School Partnerships by Anne T. Henderson, Vivian Johnson,

Karen L. Mapp, and Don Davies

National PTA by Dr. James P. Comer

Creating Parent and Family Involvement: 101 Ideas for Teachers Who Care by Hobart L. Harmon, Ph.D. and Ben H.

Dickens, Ed.D.

Family is Critical to Student Achievement by Anne T. Henderson and Nancy Berla

Helping Your Child Achieve in School by Dr. Barbara Johnson

Parents Assuring Student Success by John R. Ban

School, Family, and Community Partnerships by Joyce L. Epstein

What Teens Need to Succeed by Peter L. Benson, Ph.D.

5. Describe how the LEA will monitor the implementation of parental involvement activities and provide follow-up to schools to

ensure fidelity.

Response: Communication and data collection will be frequent and ongoing between participating schools and Federal and State Grants (FSG)

office. Checklists identifying specific compliance documentation will be provided to all Title I schools and schools will be informed of

progress and areas needing to be addressed a minimum of 3 times per year with the first progress report taking place after the first 30

30

days of school. FSG will facilitate staff development and training on programs targeting parent involvement. Parent feedback will be

collected through a parent survey provided in three languages, a parent input form translated in three languages that will be sent

home to each parent, and feedback forms that will be distributed/collected at all Parent Academy trainings and PIP Parent Forums.

Feedback will also be collected from parents and community members at School Advisory Council meetings and parent meetings

throughout the school year. This feedback will be used to review the success of programs and activities and make

improvements/changes for subsequent years.


coordinated.

Response: Coordination occurs with the Student Services office in collaborating programs to provide additional and supplemental services to

Title I schools and Homeless students. Netsmartz is a District approved program provider which offers Internet Safety and Bullying

workshops at Title I Schools. Coordination also occurs with the Golisano Children’s Hospital of Southwest Florida to provide the

Nurturing Parenting workshop series, with Collier County Library Systems to provide parent trainings promoting family literacy, and

with FDLRS/Island Coast to train schools on the topic of creating friendly school climates (Opening Doors) and to provide parent

workshops on student achievement.

Collaboration occurs with private schools in providing equitable services to parents of eligible and participating private school

students.

Coordination occurs with the ELL office in providing services (workshops and translation) to remove the barriers to parent

participation for parents who do not understand or speak English as well as providing information and resources to meet the unique

needs of these parents in building their capacity to support their child`s education.

Collaboration occurs with the Title I Migrant program to supplement and align parent resources and activities to support and meet

the unique educational needs of the migrant community.

Collaboration occurs with Adult Education to provide scholarship information to parents during regional parent workshops.


Response: The Title I Annual Parent Survey will be used to obtain parent feedback. Also, parent input will be collected via parent feedback

forms which will be distributed during parent events and then reviewed for suggestions and recommendations for improving services.

The Parent Involvement Program Evaluation Matrix will be used to monitor implementation of all NCLB required parent involvement

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components. FCAT/FAIR/EOC/SAT-10 assessment data will be used to measure student achievement.

Need 4

Need to be addressed:

To provide comparable services to serve homeless children in non-Title I schools.


2010-2011 Homeless Counts Unsecured

Homeless Education Trend Data

Response: According to the 2012-2013 Florida Homeless Data; 1,123 students have been identified as homeless in Collier County

Source: District-level FCAT reports, FY13

District accountability reports: Using the most current FCAT data, FY13 FCAT Reading data show 66% of homeless students across

the district scored Level 1 or 2 on FCAT 2.0 and homeless students who attend non-Title I schools experienced less success with 57%

scoring at Level 1 or 2. Homeless students also demonstrated great needs in math, as seen by reviewing FCAT Math scores. In FY13,

FCAT Math Level 1 or 2 for all homeless students in the district was 57%, while the percent of homeless attending non-Title schools

experienced slightly less success with 56% scoring at Level 1 or 2. FCAT data for 2013-14 is not yet available.

Homeless Liaison homeless student identification and services log. Interviews conducted by Homeless Liaison to determine service

referrals to community agencies and resource needs.

Coding of homeless students in MIS systems (TERMS)


measurable, achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school year, services will be

provided to 100% of the homeless students based upon their specific needs.

Response: By the end of the 2014-2015 school year, a minimum of 90% of the homeless students enrolled in non-Title I schools will be served

through these grant funds, based on their unique needs.

http://www.fldoe.org/bsa/title1/pdf/1011HomelessStudentsCount.pdf

http://www.fldoe.org/bsa/title1/pdf/HomelessEducationTrendData.pdf

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Response: N/A,1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9

4. Describe the Activity(ies) that will be implemented to address the identified need(s). Provide an answer to each field below.

P. Describe each specific activity that will be implemented based on data analysis.

Response: Supplemental Instructional Staff - Homeless Liaison will provide support social services to all homeless students

regardless of location in district.

District Homeless Liaison staff person will be partially (50%) funded using Title I funds to support this set aside. This

staff person is charged with providing supplementary social services to homeless children and youth and ensuring

that they are identified and enrolled in school, district-wide. Homeless Liaison coordinates monthly with local

homeless shelters and church organizations in identifying and serving the homeless children district-wide throughout

the year. Homeless Liaison will provide support social services (counseling, interviews, referrals to community

agencies, coordination with transportation department, coordinates with homeless contact staff person at each school,

provision of uniforms, medical, dental services) as needed throughout the year. The Homeless Liaison also provides

training to school based personnel on identification and coding of homeless students at least once a year. The

Homeless Liaison ensures that students at non-Title I schools receive the same services she provides to students at

Title I schools so that services are comparable.

Q. Describe how the Title I staff collaborated with the homeless liaison to determine the method of identifying and

distributing funds to benefit homeless students.

Response: Title I Part A program administrators met with Homeless Liaison and Student Services administrator to determine

how to identify and distribute funds to benefit homeless students.

R. Describe how you and the homeless liaison calculated the amount of the set-aside for the LEA.

Response:

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Approximately 1000 students are currently coded as homeless in Collier County. Due to their situation, there is a high

mobility rate and students are frequently transferred between Title I and non-Title I schools. An amount sufficient to

cover .5 of the homeless liaison salary was set-aside to ensure adequate identification and services of homeless

students attending non-Title I schools.

S. Describe ongoing collaboration activities between the Title I office staff and the homeless liaison.

Response: Title I program and McKinney-Vento homeless liaison collaborate through quarterly meetings and phone conferences

to address: new trends, needs assessment, parent survey, funding, and evaluation of program.

T. Describe the duties of the homeless liaison.

Response: District Homeless Liaison will be partially (50%) funded using Title I funds. This staff person is charged with

providing supplementary social services to homeless children and youth and ensuring that they are identified and

enrolled in school, district-wide. Funds will be distributed to serve identified homeless students in the district

attending non-title I schools or in shelters/other locations identified through Homeless Liaison. Homeless Liaison

coordinates with local homeless shelters and church organizations in identifying and serving the homeless children

district-wide.

5. Describe how the LEA will monitor the implementation of these activities.

Response: Monitoring of activities will occur through consultation with Homeless Liaison, program evaluation including student performance

progress monitoring, and quarterly coordination meetings. The homeless Liaison keeps a log of all communications and services

provided to students.


coordinated.

Response: Title X McKinney-Vento funds are used to support services to homeless students and School District operating funds support .5 of the

Homeless Liaison salary.


34


compared to the progress made during the 2013-2014 school year. The LEA will conduct an evaluation of Title I, including analyses

of the strategies and outcomes. Progress monitoring of activities will occur through consultation with the LEAs Homeless Liaison,

program evaluation including student performance progress monitoring. Analyses of academic achievement outcome results based

on FCAT scores will be completed to understand the patterns of the data (including gaps). Evaluation results will be used in

planning and improving services provided in the subsequent school year.

Need 5


To provide services comparable to those provided to children in schools funded under Title I, Part A to serve children in local

institutions for neglected children; and, if appropriate, children in local institutions for delinquent children, and neglected or

delinquent children in community day school programs.


Response: District level accountability reports: FAIR reading comprehensive ability scores administered during 2013-2014 (FY14) show that,

on average, Title I, Part A N&D students declined from one assessment period (AP) to another. Using available scores, Title I, Part A

N&D students achieved an average reading comprehensive ability score (RCAS) of 464.30 at assessment period 2 (AP2) and an

average RCAS of 456.63 at AP3.


measurable, achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school year, services will

be provided to 100% of the students identified as neglected and delinquent based upon their specific needs.

Response:

By the end of 2014-2015 school year, the average score for Title I, Part A identified neglected or delinquent students will

demonstrate an increase in reading comprehension ability scores between two FAIR assessment periods as measured by the FAIR

assessment.

35


Response: 1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9

4. Describe the Activity(ies) that will be implemented to address the identified need(s). Include the following information for each

activity listed:

U. Describe each specific activity that will be implemented based on data analysis of neglected/delinquent children in

local institutions.

Response: Staff Development – Reading Coach: to provide supplemental and site-based staff development and mentoring to

instructional staff at N&D sites in Collier County School District. Reading Coach will visit each N&D site once a week

through the FY15 school year.

Staff Development – Vehicle expenses to support travel of Reading Coach providing services to multiple N&D sites

across the school district.

Administration expenses – to plan, implement, monitor, evaluate, budget, invoices, rosters pertaining to N&D services.

These expenses will be funded by Title I, Part A, but not with the N&D set aside funds.

V. Describe the method of identifying and distributing funds to benefit neglected/delinquent children.

Response: All students at N&D sites being funded by Title I dollars are served. The Reading Coach prioritizes the students and

determines the level of service through progress monitoring and data analysis, according to their academic

performance and targeting funds to most academically at risk students first – those at Level 1 or 2 on FCAT – by

providing coaching to the teachers of students at N&D sites to build the instructional capacity of teachers.

W. Describe how you calculated the amount of the set-aside for the LEA.

Response: Allocations were determined based on needs assessment. With 61% of all students scoring level 1 in Reading a .4

36

Reading coach was allocated to serve all sites and provide staff development and mentoring to instructional staff.

A dollar amount to sufficiently support this position was calculated for the set-aside.

X. Describe how the LEA will monitor the implementation of these activities.

Response: Monitoring of these activities will occur through review and timely expenditure of funds, monitoring of student

academic performance and attendance, as well as consultation with Reading Coach and Principal of Alternative

Schools. Monitoring work papers will be used as well as Time and Effort forms.


coordinated.

Response: Reading Coach position is being funded in collaboration with Reading Categorical District funds.



compared to the progress made during the 2013-2014 school year. Comparisons will include student reading performance and

attendance. Evaluation results will be used in planning and improving services provided in the subsequent school year.

Need 6

Need to be addressed: Support for Priority and Focus Schools


Response: For the 14-15 school year, Collier County has 5 Focus and 3 Priority schools. Of the Priority and Focus schools in 2014-15, on

average, the 8 schools have 37% of students meeting proficiency targets on FY14 FCAT reading (scoring at Levels 3-5) and 44% of

students meeting proficiency targets in FY14 FCAT math (scoring at Levels 3-5). In 2014-15, nearly 90% of students are in economic

need; 78% of students come from non-English speaking households; and 30% of students are eligible for migrant education program

37

services.


measurable, achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school year, there will be

a decrease in the number of schools identified as Priority and Focus.

Response:

By the end of 2014-2015 school year, there will be a reduction of at least 1 school identified as Priority or Focus.


Response: 1.2,1.3,1.4,1.5,1.6,1.7,1.8,1.9

4. Describe the Activity (ies) that will be implemented to address the identified need(s).

Y. Describe the current capacity the LEA has in place to support Priority and Focus schools.

Response: The district is using a variety of resources to collaborate and maximize its capacity to support Priority and Focus

schools - including School Improvement grants (1003a and 1003g), Title I Basic, Title II Part A. The district will

continue to explore additional funding sources to expand resources available to support these schools. A collaborative

planning process is in place at the district level to strategically support the schools in these categories so that they can

improve their academic performance. All Priority and Focus schools are supported by a District Resource Team

(DRT), which is composed of District and schools level administrators and leadership teams who meet monthly to

review data and discuss programs and strategies for intervention. In addition, the district will continue to support

Priority and Focus schools through Mentoring programs for teachers and leaders, through CTEM-Collier Teacher,

and CLEM – Collier Leader’s Evaluation Models.

Z. Describe the specific and differentiated support the LEA will provide for Priority and Focus schools.

Response: Based on student academic performance trends, supplemental Academic Coaches (Reading, Math, Science,) will be

provided to build the instructional capacity of teachers and lead to increased student achievement and learning gains.

38

Funds will be used to support Turnaround Option Plan at identified schools. Supplemental compensation for

instructional staff and administrators to include recruitment, performance, and retention funds in addition to contract

extensions for professional development. Administrators (principals and assistant principals) will be pre-extended to

ensure administrators are in the building while all staff are present for pre-extension and PD. This will be

supplemental, as it is above and beyond regular contract time and necessary to support Title I initiatives in grant.

Principals and Assistant Principals are also eligible for supplemental recruitment, performance, and retention funds.

Supplemental compensation for three-day contract extensions will be provided for office managers.

A three-day contract extension will be provided for instructional staff and coaches

Travel and expenses for administrators, coaches and select instructional staff to attend DA Summer Academy will be

provided. Expenses include stipends, hotel, mileage reimbursement, and per diem meals.

Extended school day will be established at schools as required by the DA Matrix. Funds will be used to support

extended day salaries.

Increased opportunities for extended student learning and staff development will be provided to build the capacity of

teachers.

AA. If the LEA has Priority and Focus schools, describe the specific professional development activities to be

provided that directly addresses the academic achievement problem(s).

Response: Reading, Math, Science, and Academic Coaches will assist staff with training on various research-based strategies to

improve student achievement and model lessons as needed based on student data.

Professional development will be offered in response to intervention, interactive learning strategies and differentiated

instruction, instructional rigor, use of informational text across all content areas to teach reading and writing, and

Marzano strategies, and the 4 levels or quadrants of Webb’s Depth of Knowledge.

BB. Describe the specific professional development activities provided to teachers and principals supported with

Title I, Part A funds in Priority and Focus schools.

39

Response: Title I Part A schoolwide funds will be used to support professional development in the areas of, Leader in Me,

Leadership PLC, Educational Technology (FETC), Kagan Staff Development, Leading and Managing Differentiated

Classrooms (Lastinger Center), Professional Book Discussions Kagan Cooperative Learning, Data Analysis and

Formative Assessment to guide classroom instruction, RtI, Junior Great Books, FETC, Differentiated Instruction,

Student-Led Conferences, Apple/iPad, Use of Nooks in classroom instruction and strategies and importance of parent

involvement.

In addition, the district will provide a wide variety of professional development activities for teachers and principals in

Title I, Part A schools:

ANGEL/Blackboard Camp

Assessment Development – Reading/Writing

BYOD Best Practices – Phase 1, 2, and 3

Chemistry – Preparing Students for Success in College Chemistry

Civics EOC Training

CPI Refresher Training

Discovery Education

Elementary Tutor, Title I & Title II Para Training

ELL Contacts – Training

English/Language Arts – Adoption & Florida Standards

English/Language Arts – Core Resource Training

eSembler Point-of-Contact & Informational Meeting

40

Essential Skills – ELLM Teachers Get Together

Fluency Instruction Toward Comprehension

Government/Economics – Online ANGEL

Instructional Resource In-service Day

Language Arts - Florida Standards Writing

Math – EOC Preparation

Math – ALEKS In-Depth Training

Math – Algebra: Teach Me in My World

Math – Algebra: Intensified Training

Math – Calculator Pioneer Training

Math – CCPS Math for Grades K-2

Math – CCPS Math for Grades 3-5

Math – Differentiating Instruction in the Secondary Math Classroom

Math – First Quarter Planning for Middle School Math

Math – First Quarter Planning for Secondary Math

Math – Intensive Math for Algebra

Math – Middle School Intensive Math

41

Math – The New High School Intensive Math Course

Math – The New Vertical Articulation of Secondary Math Pedagogy

Math – Understanding the New Curriculum Guides and the New State Assessment for Middle School

Math – Understanding the New Textbook Resources

Media Specialist Training

Music – Best Practices for Chorus Teacher

National Geographic

Picture Perfect

PLATO Training

Reading Coach Training

Reading – Guided Reading Training

Science – BYOD

Science – Flipping the Classroom

Science – Group Testing

Science – Middle School Science Stations in Lab

Science – PASCO Scientific

Science – Using Notebooks & Scales

42

School Psychologists PLC

Social Studies – DBQ Training

Star Lab Training

State Literacy Assessment Orientation

Unique Train-the-Trainer

Vernier Workshop

Writing – New Curriculum Standards

Writing – Writing as a Process Citing Evidence

CC. Provide a summary of the evidence-based research (including the citation) that supports the implementation of

each activity.

Response: Closing the Gap through Extended Learning Opportunities: An NEA policy brief. NEA Education Policy and Practice

Department | Center for Great Public Schools | 1201 16th St., NW, Washington, D.C. 20036 accessed on 05.27.09 and

located at http://www.nea.org/assets/docs/mf_PB04_ExtendedLearning.pdf

Durlak, J.A., & Weissberg, R.P. (2007). The impact of afterschool programs that promote personal and social skills.

Chicago, IL. Collaborative for Academic, Social and Emotional Learning. www.casel.org/downloads/ASP-Full.pdf.


Summer Programs research



43


Staff Development and Coaching








Middle and High Schools. Research basis: Learning Communities, National Staff Development Council, accessed

05.27.09 and located at http://www.nsdc.org/standards/learningcommunities.cfm









DD. Provide the frequency and duration of each activity.

Response: The frequency of specific staff development opportunities will be summer opportunities, trainings during teacher pre-

service week to occur just prior to start of the school year, early release staff development days and various dates

offered throughout the year based on needs determined by staff and student data.

The frequency and duration of coaches, ELO and support staff is entire school year.

44


Response: Title I Basic program will be monitored annually using the DOE monitoring work papers. Fiscal and programmatic oversight will

occur through FSG Director or Assistant Director reviewing and approving all expenditures and staff allocations involving Title I

funds.

District Title I staff (Director, Assistant Director, Title I Coordinator, ESEA Manager, Title I Compliance Specialist) will perform site

visits at least quarterly to monitor the implementation of the Title I program and Coaches will keep a log of activities performed.


coordinated.

Response: Title I Basic coordination will happen with Title I Migrant, Title I School Improvement, Title X, Title II, and Title III federal programs

to ensure all student needs are being addressed and high quality differentiated instruction is being provided.

Other resources being used to support Priority and Focus include: Title I School Improvement Grants (1003a and 1003g), Title II-A,

Title III, IDEA, Reading categorical funds.

District funds will be used to meet provisions required for elementary schools identified in Florida`s lowest 300.


Response: After the completion of the 2014-2015 school year, the progress of the LEA toward meeting the state proficiency standards (Annual

Measurable Objectives (AMOs) will be examined and compared to 2013-2014, as possible. In addition to staff development described

in Need #2, Title I Part A schoolwide funds will be used to support professional development in additional areas for schools in need of

improvement. The LEA will conduct an evaluation of Title I, including gap analyses to determine which schools are making progress.

Evaluation results will be used in planning and improving services provided in the subsequent school year.

Need 7

Need to be addressed: Improve College and Career Readiness

45

Note: If the LEA only serves elementary and middle schools then the LEA should describe strategies that will be implemented

to ensure students’ preparation for transition to the next grade level (i.e. elementary to middle, middle to high, high to post-

high school)


Response: Source of data: FLDOE FY13 AMO Report and FLDOE FY12 High School Grades Data Files; District GPA files, 2013-14

For federal accountability purposes, Florida calculated the federal uniform graduation rate beginning in 2012-13. According

to the data reported in the FLDOE AMO data files, Collier’s FY13 graduation rate is 81.3%, above the State average

(75.6%). The FY13 graduation rate for Collier non-Title I high schools was, on average, 90.8%, while for FY13 the

graduation rate for Title I schools in Collier was, on average, 87.3%. This represents a 3.5% gap. Compared to the previous

year, this gap has narrowed by 6.6% (FY12, 10.1%).

According to the FY14 district data files, Collier’s Title I (gr. 9 – 12) FY14 average unweighted GPA is 2.71. The percentage

of high school students at a Title I school with an unweighted GPA 2.0 or greater is 91%.

2. Provide the anticipated goal/objective the LEA plans to accomplish to address this need. Each goal should be

specific, measurable, achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school

year, there will be a 5% increase in the percent of students that graduate with their cohort.

Response: By the end of the 2014-15 school year the percent of students attending Title I schools that graduate with their cohort will

increase by 4%.

By the end of the 2014-15 school year the percent of students with a GPA greater than 2.0 will increase by 2%.


Response: N/A,1.1,1.8,1.9,1.12,1.13,1.14,1.15,1.16,1.17

4. Describe the Activity (ies) that will be implemented to address the identified need(s)

46

EE. Describe the specific activities that will be implemented to address the identified need.

Response: A. Describe the specific activities that will be implemented to address the identified need.

Specific activities implemented to increase the graduation rate of students attending Title I schools will be:

Supplemental instructional staff: supplemental resource teachers and paraprofessionals to provide additional

intervention support;

Extended learning opportunities to extend the instructional time; staff development on differentiated

instruction, SIOP, coaches to build the capacity of teachers.

Extended year/summer program credit accrual/recovery and EOC intervention to provide additional

opportunity for students to graduate with cohort.

Administration expenses - to include staff to plan, implement, monitor, and evaluate all aspects of the Title I

Part A program, including Program Evaluation, Parent Involvement, Private School, Migrant, Neglected and

Delinquent. Administrative expenses will include staff salaries, tuition reimbursement, maintenance contract

for equipment, postage, and vehicle expenses for federal vehicle for staff development traveling and serving

school sites, office supplies and equipment, in county travel reimbursement, professional dues, software, A/V

materials, indirect costs.

Preparation and assistance for students participating in ACT testing.

AVID (Advancement via Individual Determination) college readiness system designed to increase learning and

performance.

All activities meet Race to the Top priorities to increase learning outcomes for high need students.

FF. Evidence based research that this strategy will be effective in addressing the identified need.

Response: Closing the Gap through Extended Learning Opportunities: An NEA policy brief. NEA Education Policy and

Practice Department | Center for Great Public Schools | 1201 16th St., NW, Washington, D.C. 20036 accessed

47

on 05.27.09 and located at http://www.nea.org/assets/docs/mf_PB04_ExtendedLearning.pdf

Durlak, J.A., & Weissberg, R.P. (2007). The impact of afterschool programs that promote personal and social

skills. Chicago, IL. Collaborative for Academic, Social and Emotional Learning.

www.casel.org/downloads/ASP-Full.pdf.


Summer Programs research




Staff Development and Coaching:

Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training. Eugene, OR: Centre for

Educational Policy and Management.





Professional Learning Community Book Talks supplemental support throughout the school year and at

Elementary, Middle and High Schools. Research basis: Learning Communities, National Staff Development

Council, accessed 05.27.09 and located at http://www.nsdc.org/standards/learningcommunities.cfm

The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably

several times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams,

often called learning communities or communities of practice, operate with a commitment to the norms of

continuous improvement and experimentation and engage their members in improving their daily work to

48

advance the achievement of school district and school goals for student learning.

Corcoran, T. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy

Briefs. Rutgers, NJ: Consortium for Policy Research in Education, 69-79. Download in PDF form at


Gerber, S.B. and Finn, J.D. (2001) Teacher Aides and Students` Academic Achievement Educational

Evaluation and Policy Analysis, Vol. 23, No. 2, 123-143 (2001) accessed 05.27.09 and located at

http://epa.sagepub.com/cgi/content/abstract/23/2/123

Paraprofessionals and student achievement, American Federation of Teachers. (2007, May 22). Retrieved June

25, 2007 from

http://www.aft.org:8765/query.html?qt=Paraprofessionals+and+Student+Achievement&col=aft&charset=iso-

8859-1&searchbtn.x=20&searchbtn.y=6.

Lapan,R.T.,Gysbers, N.C., & Sun,Y. (1997).The impact of more fully implemented guidance programs on the

school experiences of high school students: A statewide evaluation study. Journal of Counseling &

Development, 75, 292-302.

Praport, H. (1993).Reducing high school attrition: Group counseling can help. The School Counselor, 40(4),

309-311.

Watts,V. & Thomas, B. (1997). Proving that counseling programs do count: The counseling accountability.

Georgia School Counselors Association Journal, 1:4, 1-3.

GG. Provide the frequency and duration of the activity.

Response: All activities, with exception of the summer program related ones, will run the full school year. Supplemental

instructional staff and coaches perform activities consistent with their job descriptions on a daily basis.

Extended learning opportunities vary and may be from 1-5 days per week.

HH. Identify the population each activity will target to address the identified need.

Response:

49

Populations to be addressed are students enrolled in Title I High Schools who are not meeting graduation

requirements, have insufficient credits, failed EOC and/or at risk of not graduating with their cohort.


Response: The Title I Basic program will be monitored annually using the DOE monitoring work papers. Fiscal and programmatic

oversight will occur through district Director or Assistant Director reviewing and approving all expenditures and staff

allocations involving Title I funds. Time and Effort certification forms will be used to ensure staff compliance.

Title I Basic coordination will happen at least quarterly with Title I Migrant, Title I N&D, Title X, Title II, School

Improvement Grants 1003 (a) and 1003 (g) and Title III federal programs to ensure all student needs are being addressed and

high quality differentiated instruction is being provided. Additional coordination will occur with participating private schools,

local libraries, Sheriff`s office, Health Department, Children`s Hospital of Southwest Florida, Teaching for Change, National

Education Association, FASFEPA/ECTAC, Florida Department of Education. District staff responsible for monitoring

include; FSG Director, Assistant Director, Title I Coordinator, and ESEA Managers.

6. If other federal sources, besides Title I, Part A are being used to fund these strategies, describe the resources and how they

will be coordinated.

Response: Coaches will be provided using combination of Title II, Reading, RTTT, Title I Migrant, and Title I Part A funds and School

Improvement Funds.

Staff Development to differentiate instruction and meet unique student needs in area of Reading will be provided using Title I,

Title II Part A, School Improvement Funds 1003 (a) and 1003 (g), IDEA, and District operating funds.

Extended Learning Opportunities will be funded using Title I Part A, Title I Migrant, and Title I School Improvement Funds.


Response: Upon the completion of the 2014-2015 school year, the progress of the LEA toward meeting the state proficiency standards

will be compared to the progress made during the 2013-2014 school year. The LEA will monitor the implementation of the

activities through the school improvement process. The LEA will also conduct an evaluation of Title I, including gap analyses

to determine which groups are not graduating on time. Graduation rates for Title I and non-Title I schools will also be

50

examined for patterns and where possible, improvements will be recommended for future years. The evaluation will also

examine students’ GPAs. Evaluation results will be used in planning and improving services provided in the subsequent

school year.

Need 8


To purchase, upgrade, and/or replace technology


Response: Sources: District-level FCAT reports, FY12 and FY13; District Technology Strategic Plan, 2011-2014

According to the analyses of available FCAT achievement data (FY13), students at Title I schools showed the following percent

of students meeting proficiency targets (scoring at Levels 3 or above): Reading, 41% and Math, 47%. Gaps between Title I and

non-Title I schools persist: Reading has a 25% gap and Math has a 22% gap. Comparing FCAT results from FY12 to FY13, the

Title I vs. non-Title I gap has narrowed for Reading (FY12, 27% and FY13, 25%) and Math (FY12, 26% and FY13, 22%).

All Title I purchased technology is supplemental and in addition to District supplied technology. According to the District’s

2011-2014 Technology Strategic Plan, all aging desktops and laptops that are over 5 years old will be replaced according to

the replacement schedule. Title I purchased technology is also replaced in accordance with this strategic plan. Title I

purchased equipment that is inoperable is replaced as needed. The current district technology standards for student computer

ratios are: 2.8:1 at the elementary level; 2.9 at the middle school level and 3.5:1 at the high school level. Mobile Labs are

170:1 at all levels.


measurable, achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school year, all

teachers in the Title I schools will have access to presentation stations to enhance the instruction.

Response:

By the end of 2014-2015 school year, Title I students will increase their percent scoring proficient in reading and math by at

least 3% as measured on a state assessment administered in Spring 2014 (Florida state assessment or EOC).

By the end of 2014-2015 school year, teachers in the Title I schools will report a baseline of at least 92% on a FY15 Title I

51

Teacher survey that will collect data on teachers’ reliance upon using technology to deliver instruction and engage students.


Response: 1.1,1.10,1.11

4. Describe the Activity (ies) that will be to address the identified need(s).

II. Describe the specific needs for technology upgrades/purchases.

Response: In order to cut the achievement gap in Reading and Math, the supplemental technology and software listed

below will be purchased to enhance instruction:

5100-692

Applications for iPad, iTouch

5100-510

Anchor Comprehension Workshop K-6

5100-510

Applications for eBooks for Nooks

5100-360

Computer Software Non-Capitalized Instructional software (e.g., Ticket to Read, FASST Math, RAZ Kids,Timez

Attack, Scholastic Reading Counts, I Can Write (web-based license), Reading A-Z, IExcel, Sampson Sight

Words, Tumble Book, Brain Pop, Mimeo Vote, Reading and Writer’s Web-Based All Genre Workshop 3-5,

Educational Options Online Academy Licenses

52

5100-644

Computer Hardware Non-Capitalized Laptops, Flip cameras, iPads, eReaders, iTouch, Airwatch, digital

cameras, computers, monitors, scanners, printers, iPads

5100-642

Furniture, Fixtures and Equipment Non-Capitalized Laptop carts, projectors, document cameras, camcorders,

easels, clickers, calculators, mobi tablets, livescribe pens, CPS Pulse clicker system, TI Inspire calculators

Furniture, Fixtures and Equipment Capitalized Teacher presentation stations

5100-622

Audio Visual Materials Non-Capitalized Instructional DVD`s, Books on CD, Videos, CD`s

5100-641

Furniture, Fixtures and Equipment Non-Capitalized Media equipment, headphones, translation systems

5900-644

Study Buddy tablets and skill building cartridges

6150-692

Computer Software Non-Capitalized Software relating to parent involvement (e.g., Adobe Professional),

instructional games for parent meetings

6300-622

Audio Visual Materials Non-Capitalized DVD`s, videos to be used by administrative staff

6300-642

53

Furniture, Fixtures and Equipment Non-Capitalized Shelves, bookcases, chairs, battery back-up systems,

monitor privacy screens, fax machine, Livescribe pens . A projector will be purchased for Federal and State

Grants staff to use for presentations.

6300-644

Computer Hardware Non-Capitalized Computers, monitors, printers, scanners, external hard drives, digital

cameras

6400-692

Computer Software Non-Capitalized Professional software for administrative staff (e.g., Adobe Professional),

Project Management, Apps

6400-622

Audio Visual Materials Non-Capitalized Professional development AV materials - CD`s, DVD`s, maps, charts

JJ. Describe the specific hardware that is necessary to support the needs.

Response: 5100-644

Computer Hardware Non-Capitalized Laptops, Flip cameras, iPads, eReaders, iTouch, digital cameras,

computers, monitors, scanners, printers, Nooks

KK. Describe the specific software that is necessary to support the needs.

Response: 5100-692

Applications for iPad, iTouch

5100-360

54

Computer Software Non-Capitalized Instructional software (e.g., Ticket to Read, FASST Mathe, RAZ Kids, etc.),

5900-644

Study Buddy tablets and skill building cartridges

6150-692

Computer Software Non-Capitalized Software relating to parent involvement (e.g., Adobe Professional),

instructional games for parent meetings

6300-692

Computer Software Non-Capitalized Professional software for administrative staff (e.g., Adobe Professional,

Project Management, Apps)

LL. Provide the rationale for the technology purchases and the current capacity of the LEA to provide needed

support to schools and teachers in the use of the technology.

Response: All Title I purchased technology is supplemental and in addition to District supplied technology. The current

district capacity of desktop computers ranges from a ratio 2.8:1 at the elementary level to 3.5:1 at the high

school level. Mobile Labs are 170:1 at all levels. The rationale for supplemental purchases listed above and

reported in the budget narrative are to replace old Title I purchased equipment that is no longer functioning, to

expand instructional strategies in the classroom to meet the needs of diverse students, to allow for higher order

thinking skills, and to build the capacity of teachers to differentiate instruction. In addition technology will be

used to build the capacity of parents, provide opportunities for building literacy skills and allow administrators

to plan, assess, implement, and monitor the program. Title I Basic funded technology is replaced with Title I

funds as it breaks down or according to the District’s replacement schedule if funds are available.

MM. Provide a plan for teacher professional development to use the new technology in alignment with the

LEA’s technology plan.

Response: Teacher professional development for any new technology is offered throughout the school year and summer in

55

collaboration with the Office of Staff Development and Instructional Technology. The Director of this office as

well as the Director of Federal and State Grants and the Director of Technology are all on the Technology

Committee. This committee, along with School stakeholders, develops and updates the LEA`s technology plan.

This collaboration ensures any new technology and accompanying professional development is in alignment

with the technology plan. Monthly staff development calendars are posted and teachers can also sign up for

training as needed.

NN. Describe the ongoing assistance the LEA will provide to ensure technology is incorporated into the

learning process.

Response: Any technology purchased with Title I Part A funds will be monitored to ensure effective integration and

application to improving the learning process. Based on data collected during monitoring process, additional

and ongoing training will be offered.


Response: The use of technology in the Title I Basic program will be monitored annually using the DOE monitoring work papers. District

staff (Federal and State Grants Director, Assistant Director, Title I Coordinator, ESEA Manager, and Title I Compliance

Specialist) will monitor implementation through classroom walkthroughs and review of performance data.

All equipment is labeled, barcoded, scanned, and tracked on inventory records by data entry clerk when received. Site visits to

verify location of inventory occur at least bi-annually. Fiscal and programmatic oversight will occur through Director or

Assistant Director reviewing and approving all expenditures and staff allocations involving Title I funds.



Response: Staff Development in the use of technology to differentiate instruction and meet unique student needs in area of Reading and

Math will be provided using Title I, Title II Part A, IDEA, and District operating funds. These federal funds are used to

supplement state and local dollars and are consistent with program requirements.


56

Response: Upon the completion of the 2014-2015 school year, the progress of the LEA toward meeting the state proficiency standards will

be compared to the progress made during the 2013-2014 school year. Use of technologies (such as eReaders and iPads) will be

monitored during the school year and will be evaluated by examining grades and student assessment data. Evaluation results

will be used in planning and improving services provided in the subsequent school year.

8. Describe the process the LEA used to ensure that all technological devices, where applicable, have Crossbar Technology

(CBT) capacity. (Note: CBT capacity is a requirement for technology purchased with Title I, Part A funds. Technology devices

such as IPods, IPads, Tablet PCs, etc., that do not have CBT capacity may not be purchased unless the LEA can demonstrate

that all schools have sufficient technology to conduct required computer-based testing during the next school year.)

Response: Collier County has already demonstrated that all schools have sufficient technology to conduct required computer-based

testing during the next school year. This evidence has been provided as part of the deliverables of the Race to the Top grant.

Optional Need 9: LEA-Wide Activities

Examples from the federal guidance include: summer school programs, intersession, additional professional development,

and coordinated services. Please note that this amount is subject to the equitable services provision for private school students.

Please also note that because the reservation of funds by an LEA will reduce the funds available for distribution to participating

schools, the LEA must consult with teachers, pupil services personnel (where appropriate), principals, and parents in

determining what reservations are needed. This issue must also be part of the consultation with private school officials.


Response: Source: District-level FCAT reports, FY11 and FY12

According to the most recent FCAT achievement data (FY12), students at Title I schools showed the following percent of

students not meeting proficiency targets (scoring at Levels 1-2): Reading, 62% and Math, 51%. Gaps between Title I and non-

Title I schools persist: Reading has a 26% gap and Math has a 21% gap. Comparing FCAT results from FY11 to FY12, the Title

I vs. non-Title I gap has widened for Reading (FY11, 23% and FY12, 26%) and narrowed for Math (FY11, 24% and FY12,

21%).


measurable, achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school year, 100% of the

57

teachers in Title I schools will know and understand the process for analyzing student academic achievement data and use the

data to improve instruction as verified with classroom walkthrough and lesson plan reviews.

Response: By the end of 2014-2015 school year, a minimum of 90% of the teachers in Title I schools will receive staff development related

to skills and strategies for increasing student academic achievement and using data to improve instruction as verified by staff

development training records.


Response: 1.2,1.4,2.5,2.6,2.7

4. Describe the Activity (ies) that will be implemented to address the identified need(s). Provide an answer to each field below.

OO. Describe the specific needs for each activity.

Response: A district Social Studies coach will be funded to provide instructional support for staff at Title I schools to

supplement services offered by the district Social Studies coordinator.

A district Reading Coach will be funded to provide instructional support for staff at Title I schools to supplement

services offered by the district Reading/Language Arts Coordinator.

PP. Provide the frequency and duration of each activity.

Response: The duration will be the entire 2014-2015 school year.

QQ. Describe the evidence-based research that supports the activities to be implemented.

Response: Showers, B. (1984). Peer coaching: A strategy for facilitating transfer of training. Eugene, OR: Centre for

Educational Policy and Management.

58





Professional Learning Community Book Talks supplemental support throughout the school year and at

Elementary, Middle and High Schools. Research basis: Learning Communities, National Staff Development

Council, accessed 05.27.09 and located at http://www.nsdc.org/standards/learningcommunities.cfm

The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably

several times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams, often

called learning communities or communities of practice, operate with a commitment to the norms of continuous

improvement and experimentation and engage their members in improving their daily work to advance the

achievement of school district and school goals for student learning.

Corcoran, T. (1995, June). Helping teachers teach well: Transforming professional development. CPRE Policy

Briefs. Rutgers, NJ: Consortium for Policy Research in Education, 69-79. Download in PDF form at



Response: Title I Basic program will be monitored annually using the DOE monitoring work papers.

District Title I staff (Director, Assistant Director, Title I Coordinator, ESEA Managers, and Title I Compliance Specialist) will

perform site visits at least quarterly to monitor the implementation of the Title I program and Coaches will keep a log of

activities performed. The District office will maintain copies of minutes from monthly coach meetings.

The District will maintain a log of staff development training.

Students’ performance data will be analyzed to determine professional development topics.



59

Response: Title I Basic coordination will happen with Title I Migrant, Title I School Improvement, Title X, Title II, and Title III federal

programs to ensure all student needs are being addressed and high quality differentiated instruction is being provided.

Other resources being used to support Priority and Focus include: Title I School Improvement Grants (1003a and 1003g), Title

II-A, Title III, IDEA, Reading categorical funds.


Response: Upon the completion of the 2013-2014 school year, data collected during the school year (e.g., the coaching activity logs, staff

development training logs) will be utilized in a way to measure (e.g., frequency and duration) the effect of the coaching on

student achievement. Evaluation results will be used in planning and improving services provided in the subsequent school year.

Optional Need 10: Public School Choice



Response: N/A


measurable, achievable, realistic, and time limited (SMART). For example: By the end of 2014-2015 school year, services will

be provided to 100% of the student needs.

Response: N/A


Response: N/A

60


RR. Describe the specific activities that will be implemented to address the identified need.

Response: N/A

SS. Describe the methodology that will be used to notify the parents that a child who has transferred may remain in

the choice school through the highest grade in the school.

Response: N/A

TT. If other federal sources, besides Title I, Part A are being used to fund these activities, describe the resources and

how they will be coordinated.

Response: N/A

UU. Identify the population each activity will target to address the identified need.

Response: N/A

5. Upload the 2014-2015 Public School Choice Notification Letter of documentation

Uploaded Public School Choice Notification Letter

Optional Need 11


N/A


http://data.fldoe.org/titlegrants/titleIpartA/Uploads/11PublicSchoolChoiceNotificationLetter.pdf

61

Response: N/A





Response: N/A


Response: N/A


VV. Describe the specific activities that will be implemented to address the identified need.

Response: N/A

WW. Evidence based research that this strategy will be effective in addressing the identified need.

Response: N/A

XX. Provide the frequency and duration of the activity.

Response: N/A

YY. Identify the population each activity will target to address the identified need.

62

Response: N/A


Response: N/A


will be.

Response: N/A


Response: N/A

Optional Need 12


N/A


Response: N/A





Response: N/A

63


Response: N/A


ZZ. Describe the specific activities that will be implemented to address the identified need.

Response: N/A

AAA. Evidence based research that this strategy will be effective in addressing the identified need.

Response: N/A

BBB. Provide the frequency and duration of the activity.

Response: N/A

CCC. Identify the population each activity will target to address the identified need.

Response: N/A


Response: N/A


will be.

64

Response: N/A


Response: N/A

Consultation with Private School Officials

To ensure timely and meaningful consultation, the local education agency shall consult with appropriate private

school officials for the design and development of equitable services [NCLB: section 9501] for 2015-2016. Include the

timeline and frequency of activities that outline the detailed plan of action for providing timely and meaningful

consultation, and equitable services to eligible children, teachers, and parents in private schools within the local education

agency (ies’) service area.

For details, refer to the US Department of Education’s Non-Regulatory Guidance for Private Schools: Title I, Part A: http://www.ed.gov/programs/titleiparta/psguidance.doc

Title IX – General Provisions: http://www.ed.gov/policy/elsec/guid/equitableserguidance.doc

Response: Collier will determine the number of private school children from low-income families residing in participating public

school attendance areas based on responses to the district letter as well as discussion during the consultation meeting and

on-site meetings. Private schools may provide addresses of students that meet low income guidance as used for Free and

Reduced Lunch applications. Collier will also consult with neighboring LEA(s) to determine if any students need services.

At this time, Collier does not have any students requiring services in a neighboring LEA.

Size and scope of equitable services provided to private school students will be determined in consultation with the

individual private schools. Allocation amount will be based on per pupil allocation used for schoolwide public schools and

the number of students that are low-income residing in participating public school attendance areas.

http://www.ed.gov/programs/titleiparta/psguidance.doc

http://www.ed.gov/policy/elsec/guid/equitableserguidance.doc

65

Specific academic needs of eligible children will be identified jointly with the participating private school through one-on-

one consultation.

Components concerning delivery of services will be discussed in one-on-one consultations and final decisions will be made

after consultation including how, where and by whom services will be provided to students, staff or parents. This will be

decided jointly with private schools once eligible students and specific needs and goals are identified to ensure that

providers are able to address the needs. Decisions about the delivery of services will include an identification of the

assessment process. Service delivery will include after school instruction in specific academic areas of need identified

through consultation with private school and as identified on referral form. Resources will be funded to target student needs

including Study Buddy devices.

Consultation will include a description of the complaint policy, opportunity to consider third-party provider and district-

wide activities through power-point presentation. Currently there is no use of 3rd Party Contractor needed.

Feedback obtained via surveys, parent workshops, and consultations with private school officials, parents of eligible private

school students, and teachers of eligible private school students will be used to help identify needed program modifications.

To evaluate the program, data, including student pre-post scores, are analyzed.

In consultation, student performance goals relating to area(s) of academic need will be established for each eligible student.

Pre- and post-assessment instruments will be conducted to provide achievement data based on measurable growth relevant

to designated performance goals. The resulting data will be analyzed and reviewed with private school officials to

determine the status of annual progress and discuss the need for any modifications if annual progress is not achieved.

Policies pertaining to the use of funds to purchase equipment and/or materials to support service delivery will be shared at

the consultation meeting.

Timeline for 2015-2016:

November/December

Update list of all private schools with students who are residents of LEA.

January - March

Invite private schools to meeting to discuss timeline, review consultation process, respond to questions, and obtain

66

feedback.

Request/review poverty data from private schools.

Match addresses of low-income private school students to Title I attendance zones to estimate funds generated for

instruction using the same

estimated per-pupil amount as used for public school students in Title I attendance zones.

Meet with private schools to review poverty data and discuss estimated funds.

March – April

Consult with private schools to identify multiple, educationally related objective criteria to identify the educationally needy

students who reside in Title I attendance zones.

Obtain lists of students that meet these criteria and consult with private schools on at-risk students.

Meet with private schools to discuss specific needs of selected students, plan services to meet these needs, and determine

standards and assessments for measuring the progress.

Define annual progress and discuss criteria for program modifications if annual progress is not achieved.

Assess annual progress and discuss any needed modifications.

Discuss procedures and policies pertaining to the use of funds to purchase equipment and/or materials to support service

delivery.

April – June

Consult with private schools to determine professional development needs and parent involvement needs and plan

activities.

Review drafts of service delivery plans developed during consultation and discuss needed changes with private schools.

67

Complete reports, order needed materials, and hire teachers as needed for service delivery.

Obtain/file written affirmation from private schools that timely and meaningful consultation has occurred.

August - September

Consult with private schools on readiness of Title I program.

Begin implementation of service delivery plan for identified students.

Consult with private schools on services needed for new students who meet eligibility criteria.

Continue consultation with private schools throughout the year.

October-November

Begin planning for next school year’s consultation cycle.

Uploaded File: Click here to view the file






Coordination of Federal Programs & Participation/Collaborative Partners

http://data.fldoe.org/titlegrants/titleIpartA/uploads/11ConsultationFile1_2014-2015.pdf






68

Programs: If applicable, address coordination, integration, and collaboration with programs that are not identified in the Needs

Assessment/Activities Section of this application.

Response: In addition to ESEA programs mentioned below, Title I Basic collaborates with the entire Curriculum and Instruction

(C&I) department but specifically Elementary and Secondary Instructional Programs. Title I staff attend all C&I

meetings and discussions to ensure alignment of all instructional initiatives and comparable professional development to

all staff and to ensure Title I funded programs/staff meet the Districts requirements for instructional rigor. This

collaboration also ensures that all Title I programs/staff am supplemental and not supplantive.

Title I Coordinates with community agencies including FDLRS, Volunteer USA, Collier County Public Libraries, Collier

County Sheriff’s Office, Barbara Bush Reading Foundation to provide training opportunities for parents to build their

capacity to assist their children with academics at home.

Title I Basic works with the Children’s’ Hospital to provide positive classes on compassionate parenting and car seat

safety.

Title I Migrant, in coordinating services to priority for services migrant students (e.g. ensuring migrant students get

information about resources available and are included in extended learning opportunities offered via Title I),

collaborating with migrant centers in providing services and information to parents and students. In addition, Title I

Migrant will collaborate to fund supplemental resource teachers and tutors to service at-risk migrant students at Title I

schools and provide translation services for migrant parent involvement events.

Title III ELL, in providing funding for differentiated (increased) allocation of ELL tutors at Title I funded Schoolwide

schools and in collaborating with Title III in educating parents and ensuring parents receive information in language they

understand.

Title X Homeless, in providing supplemental educational services to homeless students in non-Title I schools and

supporting 50% of the district Homeless Liaison.

Title I Part D Neglected and Delinquent, in providing supplemental services to N&D identified students specifically

through support of a Reading Coach to serve all N&D sites.

Title II Training and Recruiting Program, in collaboration with District, Reading First and other funding sources to

69

provide a reading coach at all schools in the district, math intervention coach and other academic coaches at Title I

schools.

Participation: Describe how the LEA consulted with stakeholders in developing this application and how the LEA will provide ongoing

consultation with the application participants throughout the project period.

Response: Consultation with stakeholders occurred beginning in February 2014 as the district developed this application by

collaborating and communicating with principals and school staff in developing use of funds and budgets for each Title I

participating school, these were shared at schools via School Advisory Council meetings at which school staff, parents

and community members were present and had opportunity to provide input. In addition collaboration and

communication occurred within the district during collaborative planning district-wide meetings and collaborative

planning meetings with each school principal, the superintendent and district-wide department leaders. In addition

consultation occurs with private schools. This private school consultation begins well before the application is written

and submitted (in early spring) and continues in the fall during School Improvement Planning and during rest of school

year as part of progress monitoring and Continuous Improvement Model cycle. Consultation remains an ongoing process

throughout the entire school year and summer.

Collaborative Partners: If applicable, identify federal (non-NCLB)/state/local collaborative partners and/or community organizations; describe

the benefit of the collaborative activities, the type of program(s), and the primary target group(s).

Response: If applicable, identify federal (non-NCLB)/state/local collaborative partners and/or community organizations; describe

the benefit of the collaborative activities, the type of program(s), and the primary target group(s).

Florida Department of Education, in developing grant applications and monitoring projects overall technical assistance.

This applies to all programs and all students and sites served. Participation in the Committee of Practitioners also

provides opportunity to collaborate across the state and give DOE input and feedback regarding requirements and

documents.

FASFEPA and ECTAC, in providing forum for district level networking and problem solving to better meet federal

70

requirements and address student needs.

Private schools in engaging in timely and meaningful consultation to provide equitable services to at risk eligible

students.

Title I Migrant, in coordinating services to priority for services migrant students (e.g. ensuring migrant students get

information about resources available and are included in other extended learning opportunities offered via Title I),

collaborating with migrant centers in providing services and information to parents and students.

Title III ELL, in providing funding for differentiated (increased) allocation of ELL tutors at Title I funded Schoolwide

schools and in collaborating with Title III in educating parents and ensuring parents receive information in language they

understand.

Title X Homeless, in supporting 50% of the district Homeless Liaison.

Title II Training and Recruiting Program, in collaboration with District, Reading First and other funding sources to

provide a reading coach at all schools in the district, math intervention coach and other academic coaches at Title I

schools.

The entire Curriculum and Instruction department but specifically Elementary and Secondary Instructional Programs, in

collaborating with them to ensure alignment of all instructional initiatives and comparable, supplemental staff

development to all staff.

Collier ensures that home-school communication is in parents` home language by providing translation equipment and

interpreters as needed and requested by Title I Schoolwide schools for any event or communication.

REPORTING REQUIREMENTS/ INFORMATION DISSEMINATION

71

NOTE: All reporting and information dissemination should be in an understandable and uniform format and, to the extent

practicable, in a language the parents can understand. This requirement applies to each of the items listed in this section.

1. Reporting Student and Program Outcomes/Dissemination

A. Describe the methods and timelines the LEA utilizes to disseminate information about this application to the appropriate

populations, and to report student and program outcomes to school staff, parents, and the community.

Response: Collier County School District will report on outcomes to parents and the community through a variety of methods.

Whenever feasible, all communication will be translated and made available in Spanish, Haitian Creole or English and

these initiatives will be coordinated and supported by ELL Department. School staff provides translation of information for

parents and community throughout the school year in ongoing basis. District staff in office of Federal and State Grants and

in office of ELL also provides translation assistance, including translation of event flyers, and at public meetings as

feasible. Communication methods will include timely information, such as: * School Board meeting presentation and

approval of project application. These meetings are open to school staff, parents and the community and are recorded and

televised on TV. In addition, copies of meeting DVDs are available from the communications office. * FCAT report to

parents * School Grade reports * School Newsletters and websites (monthly or quarterly) * School Advisory Council

meetings (monthly) * Student report cards * Press releases to local newspapers * Letters and flyers sent home to parents

and posted in community * District`s web page * Radio announcements * School Public Accountability Report The

District's website has a section dedicated to parental information. The objective is to provide parents with comprehensive

information about their choices and opportunities for involvement in their child’s education and assessment results. The

District School Board of Collier County has developed both a Parent Guide and a Parent Checklist (available in English,

Spanish and Haitian-Creole) that is available to every parent and family in the front office of the schools. In addition,

copies are also available at any public library throughout Collier County. Bilingual television shows are produced on the

District’s Education Channel. These programs are created through a combined effort of the Executive Director of FSG &

Competitive Grants and the District Communication and Information Office. Weekly radio broadcasts are done targeting

Spanish and Haitian parents regarding all educational issues on both the Spanish and the Haitian radio stations. ESEA

also requires that Title 1 schools enact parent compacts that outline specific parental involvement activities that are to be

employed at each school. Lastly, parental involvement is assessed through the Title 1 parent surveys completed each

spring. Program outcomes are communicated during regional parent meetings and workshops held at the school sites,

during the school year. Report cards are distributed on a monthly basis. Monthly SAC meetings are another forum for

reporting outcomes of program and student progress.

B. Describe the process the LEA will use to ensure the accuracy of the data reported via the student and/or staff data

72

reporting system. Include the process for reporting services provided for students attending private schools and N&D

facilities; highly qualified teachers and paraprofessionals; and any program that coordinates and integrates services with

Title I, Part A (homeless, migrant, and targeted assistance programs).

Response: LEA will ensure accuracy of all data reported via the student and/or staff data reporting system through careful review and

monitoring of the data. Coordination and collaboration with MIS, FTE and HR offices as well as with principal of Alt

Schools, Title I Migrant, Title I N&D and Title I Part A occurs regularly.

2. Parents Notification Requirements

The "Parents Right-To-Know" provisions under Section 1111(h)(6)(A) of NCLB state that at the start of each school year

(in a timely manner), an LEA that receives Title I, Part A funds must inform/notify parents of each student attending a Title

I school that they have the right to request info about their child’s classroom teacher and, if applicable, the services

provided by their paraprofessionals, as well as the paraprofessionals’ qualifications. The LEA should include the method

for which this information will be provided. A. Describe the process and method used to ensure LEA and schools

compliance with the “Parents Right-To-Know” requirements. Include date of dissemination.

Response: Within the first two weeks of each school year the Federal and State Grants office provides a cover letter along with a copy

of the District's Parent Involvement Policy Action Plan. This cover letter informs parents of their right to request

information about their child's classroom teacher and, if applicable, any services provided by paraprofessionals. In

addition the cover letter includes information regarding PIRCs and contact information for the PIRCs. This cover letter is

sent home with each child attending a Title I school via student back pack.

Section 1111(h)(6) (B) of NCLB further requires that, when a child is taught for 4 or more consecutive weeks by a teacher

who is not highly qualified, LEAs must provide written notification to each parent in a timely manner. This notification

should be timely and in letter form on LEA or school letterhead. Newsletters are not always timely and bring about

providing information about a teacher’s qualification for a specific classroom or grade that does not affect all parents.

Notification may be disseminated via student backpack, U.S. mail, and meeting with parents.

Uploaded Files:

"Parent's Right to Know" Previously Uploaded Sample Copies

http://data.fldoe.org/titlegrants/titleIpartA/pdf/parents_right_to_know.pdf

http://data.fldoe.org/titlegrants/titleIpartA/reportUploads/11RTK.docx

73

notifications:

Uploaded Sample Copy of 4-week

Notification Letter: Previously Uploaded Sample Copies

PUBLIC SCHOOL ELIGIBILITY SURVEY

Ranking Type: Grade Span Grouping Date Certain: 02/14/2014

Community Eligibility Program: Option 1 - Combination CEP and Non-CEP

Identify the LEA allocation process. If serving multiple grade spans, please include allocation process as appropriate. (floor

percentages)

Response: Free and Reduced Price Lunch percentages at the school are used to determine which schools are served as Title I

Schoolwide schools. All grade spans are eligible for Title I funding in Collier County Public Schools. As per NCLB law all

schools (regardless of grade span) at 75% or higher F-R lunch are served as Title I Schools. In Collier County, Elementary

and Middle schools at 75% or higher and High Schools that are 66% or higher are served as Title I Schools. Combination

schools are being served at 66% or higher. For current year only, Elementary schools at 74.58% will be served and middle

schools at 73.28% will be served. Collier does not have Targeted Assistance Title I Schools. Funds are allocated to schools

based on the number of students, age 5-17, who are reported as Free or Reduced price lunch on the survey 3 date certain.

District: Collier County District School Board

N

o.

School

Name

Sch

ool

Gra

de

School

type

Negle

cted

Ne

w

Repor

ted

Repor

ted

Repor

ted

2014-

2015

2014-

2015

2014-

2015

Selec

tion

Prog

ram

2014-

2015

2014-

2015

2013-

2014

Provi

sion 2

1%

Allocat

Sch

ool

D

el.

http://data.fldoe.org/titlegrants/titleIpartA/reportUploads/11NotificationLetter.docx

74

Nu

mbe

r

Cod

e

and

Delin

-

quent

Sch

ool

2014-

2015

Numb

er

of

Childr

en

Atten

ding

Public

Schoo

ls

2014-

2015

Numb

er

of

Childr

en

from

Low

Incom

e

Famili

es

2014-

2015

Perce

nt

of

Childr

en

from

Low

Incom

e

Famili

es

Numb

er

of

Childr

en

Atten

ding

Public

Schoo

ls

Numb

er

of

Childr

en

from

Low

Incom

e

Famili

es

Perce

nt

of

Childr

en

from

Low

Incom

e

Famili

es

Code

(code

s)

Type PPA

Per

Pupil

Alloc

ation

TSA

Total

School

Allocati

on

TSA

Total

Schoo

l

Alloc

ation

Or

CEP

ion for

Parenta

l

Involve

ment

Gra

de

201

2

1

IMMOKA

LEE

TEEN

PARENTI

NG PROG

900

4

PR

EK,

6-

12

Combo.

Elem. &

Second.

N NO

9 9

100.0

0% 9 9

100.0

0% E NA 550

4,950.0

0 --- 0

Selection Code explain: School is receiving supplemental district funds and staffing in excess of $258,253 to support at-risk students,

which exceeds anticipated Title I allocation.

2

IMMOKA

LEE

COMMU

NITY

SCHOOL

902

1 K-6 Elem. N

NO

238 180

75.63

% 238 238

100.0

0% A SW 550

130,900

.00 ---

CE

P:

2014

2015

1645.1

9 C

3

PINECRE

ST

ELEMEN

TARY

SCHOOL

016

1

PR

EK-

6

Elem. N NO

847 841

99.29

% 847 841

99.29

% A SW 550

462,550

.00 ---

5170.5

9 D

4

EDEN

PARK

ELEMEN

TARY

SCHOOL

063

1

PR

EK-

6

Elem. N NO

787 779

98.98

% 787 779

98.98

% A SW 550

428,450

.00 ---

4417.1

3 C

http://data.fldoe.org/titlegrants/titleIpartA/pdf/selection_codes.pdf

http://data.fldoe.org/titlegrants/titleIpartA/pdf/selection_codes.pdf

75

5

PARKSID

E

ELEMEN

TARY

SCHOOL

055

1

PR

EK-

5

Elem. N NO

672 657

97.77

% 672 657

97.77

% A SW 550

361,350

.00 ---

4541.5

5 D

6

LAKE

TRAFFO

RD

ELEMEN

TARY

SCHL

019

1

PR

EK-

6

Elem. N NO

793 772

97.35

% 793 772

97.35

% A SW 550

424,600

.00 ---

4361.8

2 D

7

HIGHLA

NDS

ELEMEN

TARY

SCHOOL

018

1

PR

EK-

6

Elem. N NO

745 717

96.24

% 745 717

96.24

% A SW 550

394,350

.00 ---

4106.0

6 C

8

NEW

BEGINNI

NGS

IMMOKA

LEE

900

7 3-8

Combo.

Elem. &

Second.

N NO

26 25

96.15

% 26 25

96.15

% E NA 550

13,750.

00 --- 0



9

GOLDEN

GATE

ELEMEN

TARY

SCHOOL

023

1

PR

EK-

5

Elem. N NO

876 840

95.89

% 876 840

95.89

% A SW 550

462,000

.00 ---

5806.5

5 D

1

0

VILLAGE

OAKS

ELEMEN

TARY

SCHOOL

034

1

PR

EK-

6

Elem. N NO

560 536

95.71

% 560 536

95.71

% A SW 550

294,800

.00 --- 3193.6 C

1

1

IMMOKA

LEE

036

1 7-8

Middle/J

unior N

NO

867 829

95.62

% 867 829

95.62

% A SW 550

455,950

.00 ---

8454.0

6 B

76

MIDDLE

SCHOOL

1

2

AVALON

ELEMEN

TARY

SCHOOL

020

1

PR

EK-

5

Elem. N NO

501 473

94.41

% 501 473

94.41

% A SW 550

260,150

.00 ---

3269.6

4 C

1

3

MANATE

E

ELEMEN

TARY

SCHOOL

042

1

PR

EK-

5

Elem. N NO

773 727

94.05

% 773 727

94.05

% A SW 550

399,850

.00 ---

5025.4

3 C

1

4

MIKE

DAVIS

ELEMEN

TARY

SCHOOL

053

1

PR

EK-

5

Elem. N NO

816 756

92.65

% 816 756

92.65

% A SW 550

415,800

.00 ---

5225.8

9 A

1

5

IMMOKA

LEE

HIGH

SCHOOL

027

1

9-

12

Senior

High N

NO

991 906

91.42

% 991 906

91.42

% A SW 550

498,300

.00 ---

6262.7

8 C

1

6

MANATE

E

MIDDLE

SCHOOL

042

2 6-8

Middle/J

unior N

NO

882 799

90.59

% 882 799

90.59

% A SW 550

439,450

.00 ---

5523.1

3 B

1

7

THE

PHOENIX

PROGRA

M-

IMMOKA

LEE

902

6

4-

12

Combo.

Elem. &

Second.

N NO

21 19

90.48

% 21 19

90.48

% E NA 550

10,450.

00 --- 0



1

8

GOLDEN

TERRAC

035

1

PR

EK-Elem. N

NO

979 885

90.40

% 979 885

90.40

% A SW 550

486,750

.00 ---

6117.6

1 D

77

E

ELEMEN

TARY

SCHL

5

1

9

SHADOW

LAWN

ELEMEN

TARY

SCHOOL

014

1

PR

EK-

5

Elem. N NO

544 486

89.34

% 544 486

89.34

% A SW 550

267,300

.00 --- 3359.5 B

2

0

GOLDEN

GATE

MIDDLE

SCHOOL

032

1 6-8

Middle/J

unior N

NO

1051 939

89.34

% 1051 939

89.34

% A SW 550

516,450

.00 ---

6490.8

9 B

2

1

NEW

BEGINNI

NGS -

NAPLES

901

0 3-8

Combo.

Elem. &

Second.

N NO

56 49

87.50

% 56 49

87.50

% E NA 550

26,950.

00 --- 0



2

2

NAPLES

AREA

TEENAG

E

PARENTI

NG

900

8

PR

EK,

6-

12

Combo.

Elem. &

Second.

N NO

14 12

85.71

% 14 12

85.71

% E NA 550

6,600.0

0 --- 0



2

3

ESTATES

ELEMEN

TARY

SCHOOL

051

1

PR

EK-

5

Elem. N NO

598 452

75.59

% 598 452

75.59

% A SW 550

248,600

.00 ---

3124.4

8 B

Grade Span Grouping For all schools below this line the Percent of Children from Low Income Families is less than 75% (grouped by school type)

Combination Elementary & Secondary

78

2

4

THE

PHOENIX

PROGRA

M

NAPLES

901

5

4-

12

Combo.

Elem. &

Second.

N NO

51 34

66.67

% 51 34

66.67

% E NA 550

18,700.

00 --- 0



2

5

EVERGL

ADES

CITY

SCHOOL

005

1

PR

EK-

12

Combo.

Elem. &

Second.

N NO

159 105

66.04

% 159 105

66.04

% B SW 550

57,750.

00 --- 725.82 F

2

6

GULF

COAST

ACADEM

Y

CHARTE

R

903

4 K-8

Combo.

Elem. &

Second.

N NO

308 139

45.13

% 308 139

45.13

% J NA 0 0.00 --- 0

Elementary

2

7

LELY

ELEMEN

TARY

SCHOOL

038

1

PR

EK-

5

Elem. N NO

664 497

74.85

% 664 497

74.85

% B SW 550

273,350

.00 ---

3435.5

4 C

2

8

PALMET

TO

ELEMEN

TARY

SCHOOL

054

1

PR

EK-

5

Elem. N NO

530 383

72.26

% 530 383

72.26

% I NA 0 0.00 --- 0 B

2

9

POINCIA

NA

ELEMEN

TARY

SCHOOL

022

1

PR

EK-

5

Elem. N NO

689 486

70.54

% 689 486

70.54

% I NA 0 0.00 --- 0 B

3

0

SABAL

PALM

047

1

PR

EK-Elem. N

NO

541 345

63.77

% 541 345

63.77

% I NA 0 0.00 --- 0 C

79

ELEMEN

TARY

SCHOOL

5

3

1

NAPLES

PARK

ELEMEN

TARY

SCHOOL

024

1

PR

EK-

5

Elem. N NO

586 361

61.60

% 586 361

61.60

% J NA 0 0.00 --- 0 A

3

2

CALUSA

PARK

ELEMEN

TARY

SCHOOL

046

1

PR

EK-

5

Elem. N NO

910 555

60.99

% 910 555

60.99

% J NA 0 0.00 --- 0 B

3

3

BIG

CYPRESS

ELEMEN

TARY

SCHOOL

033

1

PR

EK-

5

Elem. N NO

874 480

54.92

% 874 480

54.92

% J NA 0 0.00 --- 0 A

3

4

OSCEOL

A

ELEMEN

TARY

SCHOOL

045

1

PR

EK-

5

Elem. N NO

714 316

44.26

% 714 316

44.26

% J NA 0 0.00 --- 0 B

3

5

LAKE

PARK

ELEMEN

TARY

SCHOOL

012

1

PR

EK-

5

Elem. N NO

497 213

42.86

% 497 213

42.86

% J NA 0 0.00 --- 0 B

3

6

CORKSC

REW

ELEMEN

TARY

SCHOOL

044

1

PR

EK-

5

Elem. N NO

642 257

40.03

% 642 257

40.03

% J NA 0 0.00 --- 0 B

3

7

VETERA

NS

052

1

PR

EK-Elem. N

NO

837 290

34.65

% 837 290

34.65

% J NA 0 0.00 --- 0 A

80

MEMORI

AL

ELEMEN

TARY

SCHOOL

5

3

8

VINEYA

RDS

ELEMEN

TARY

SCHOOL

037

1

PR

EK-

5

Elem. N NO

769 256

33.29

% 769 256

33.29

% J NA 0 0.00 --- 0 A

3

9

TOMMIE

BARFIEL

D ELEM.

SCHOOL

013

1

PR

EK-

5

Elem. N NO

594 196

33.00

% 594 196

33.00

% J NA 0 0.00 --- 0 A

4

0

PELICAN

MARSH

ELEMEN

TARY

SCHL

043

1

PR

EK-

5

Elem. N NO

807 251

31.10

% 807 251

31.10

% J NA 0 0.00 --- 0 A

4

1

SEA

GATE

ELEMEN

TARY

SCHOOL

017

1

PR

EK-

5

Elem. N NO

824 234

28.40

% 824 234

28.40

% J NA 0 0.00 --- 0 A

4

2

LAUREL

OAK

ELEMEN

TARY

SCHOOL

039

1

PR

EK-

5

Elem. N NO

819 170

20.76

% 819 170

20.76

% J NA 0 0.00 --- 0 A

Middle/Junior

4

3

EAST

NAPLES

MIDDLE

SCHOOL

021

1 6-8

Middle/J

unior N

NO

1089 798

73.28

% 1089 798

73.28

% B SW 550

438,900

.00 ---

5516.2

2 A

81

4

4

CYPRESS

PALM

MIDDLE

SCHOOL

047

2 6-8

Middle/J

unior N

NO

783 473

60.41

% 783 473

60.41

% J NA 0 0.00 --- 0 B

4

5

CORKSC

REW

MIDDLE

SCHOOL

044

2 6-8

Middle/J

unior N

NO

694 343

49.42

% 694 343

49.42

% J NA 0 0.00 --- 0 A

4

6

GULFVIE

W

MIDDLE

SCHOOL

006

1 6-8

Middle/J

unior N

NO

676 255

37.72

% 676 255

37.72

% J NA 0 0.00 --- 0 A

4

7

PINE

RIDGE

MIDDLE

SCHOOL

025

1 6-8

Middle/J

unior N

NO

1023 378

36.95

% 1023 378

36.95

% J NA 0 0.00 --- 0 A

4

8

OAKRID

GE

MIDDLE

SCHOOL

040

1 6-8

Middle/J

unior N

NO

1045 341

32.63

% 1045 341

32.63

% J NA 0 0.00 --- 0 A

4

9

NORTH

NAPLES

MIDDLE

SCHOOL

045

2 6-8

Middle/J

unior N

NO

951 297

31.23

% 951 297

31.23

% J NA 0 0.00 --- 0 A

5

0

MARCO

ISLAND

CHARTE

R

MIDDLE

901

8 6-8

Middle/J

unior N

NO

442 119

26.92

% 442 119

26.92

% J NA 0 0.00 --- 0 A

Senior High

5

1

GOLDEN

GATE

HIGH

SCHOOL

050

1

PR

EK,

9-

12

Senior

High N

NO

1168 870

74.49

% 1168 870

74.49

% B SW 550

478,500

.00 ---

6013.9

3 C

82

5

2

LORENZ

O

WALKER

TECHNIC

AL HIGH

SCHOOL

028

2

9-

12

Senior

High N

NO

403 300

74.44

% 403 300

74.44

% B SW 550

165,000

.00 ---

2073.7

7 C

5

3

LELY

HIGH

SCHOOL

026

1

9-

12

Senior

High N

NO

1061 724

68.24

% 1061 724

68.24

% B SW 550

398,200

.00 ---

5004.6

9 B

5

4

BEACON

HIGH

SCHOOL

902

7

9-

12

Senior

High N

NO

71 47

66.20

% 71 47

66.20

% E NA 550

25,850.

00 --- 0



5

5

PALMET

TO

RIDGE

HIGH

SCHOOL

049

3

9-

12

Senior

High N

NO

1286 630

48.99

% 1286 630

48.99

% J NA 0 0.00 --- 0 B

5

6

NAPLES

HIGH

SCHOOL

015

1

9-

12

Senior

High N

NO

1250 519

41.52

% 1250 519

41.52

% J NA 0 0.00 --- 0 B

5

7

BARRON

COLLIER

HIGH

SCHOOL

031

1

9-

12

Senior

High N

NO

1244 350

28.14

% 1244 350

28.14

% J NA 0 0.00 --- 0 A

5

8

GULF

COAST

HIGH

SCHOOL

039

2

9-

12

Senior

High N

NO

1470 325

22.11

% 1470 325

22.11

% J NA 0 0.00 --- 0 B

5

9

MARCO

ISLAND

ACADEM

Y

903

2

9-

10

Senior

High N

NO

137 0 0.00% 137 0 0.00% J NA 0 0.00 --- 0

83

40,25

4

25,02

5

62.17

%

40,25

4

25,08

3

62.31

%

17,05

0

8,759,3

00.00 0.00

108,86

6

* Schools with a Selection Code of E are not totaled in the overall Total School Allocation

Support for Eligible Students in Private Schools -

District Level Data: Date Certain: 02/14/2014, not pooling Form A Free and Reduced

Lunch

A B C D E H I

Nonpublic

School Name

Nonpublic

School

Number

(4 digit)

Grade

Span

Number of

Private School

Students

Residing In

PSAA

Public

School

Number

PPA used

Number of

Private School

Students from

Low Income

Families

Dollars

Generated

1

Rhodora J.

Donahue

Academy of

Ave Maria

5269 K-12 50 0191 50.00 27,500.00

2

Saint Ann

Catholic

School

0770 K-8 28 0211 9.00 4,950.00

3

Saint

Elizabeth

Seton School

1105 K-8 19 0231 11.00 6,050.00

4 Easter Seals

Lily Academy 5228 K-12 4 0261 2.00 1,100.00

84

5

Naples

Adventist

Christian

School

4086 K-8 70 0351 34.00 18,700.00

Totals 171 106.00 58,300.00

A. Indicate if the LEA provides services to private school students, their parents, or their teachers through a third-party contractor.

Response: Third-party contractors are not used to provide any services to private school students, parents, or teachers.

B. Provide method for identifying low-income students for services in private schools.

Response: The free and/or reduced price lunch method is used to identity low-income students for services in private schools.

C. Provide a description of the multiple educationally related objective criteria used to identify private school students for Title I

educational services as a result of consulting with private school officials. Section 200.62(b)(1)

Response: The following multiple educationally related objective criteria are used to identify private school students for Title I educational services:

Iowa Test of Basic Skills

DIBELS Data System Assessment

85

PSAT

Teacher Assessments

Class Grades

D. Provide a description of the services to be provided to private school students, their parents, and, if applicable, their teachers.

Response: To provide services to private school students, instruction based on identified/documented academic need(s) will be provided after school

hours by HQT teachers hired by the Collier County School District. Students identified for services will also be invited to attend district

trainings that are open to student participation.

Parents of private school students identified for services will be invited to Parent Academy trainings focusing on topics relating to student

achievement. In addition, parent workshops on reading and math literacy will be scheduled on-site for each participating private school.

Parents will also receive the literacy resource Language/Math-in-a-Bag targeting their child’s specific academic area of need and grade

level to promote family literacy and encourage parents to participate in literacy activities at home.

Teachers of private school students identified for services will be invited to participate in staff development focusing on parent involvement

and will also be invited to participate in relevant district professional learning opportunities focusing on the identified students’ academic

needs.

E. Provide a description explaining how the LEA will evaluate the effectiveness of the services provided to the private school

students, their parents, and their teachers, annually.

Response: Survey results and performance data obtained via pre and post- assessments will be collected and analyzed to determine growth and

effectiveness of services.

86

DESCRIPTION OF LEA ACTIVITIES TO SUPPORT REQUIRED SET-ASIDES

A. Maintain Highly Qualified Status of Teachers and Paraprofessionals: Purpose: To ensure all teachers in Title I schools are highly qualified.

Check here if all teachers of “core academic subjects” in non-Title I and Title I schools

in the LEA district meet the highly-qualified requirements in accordance with NCLB and

FDOE requirements. If checked, FDOE will verify numbers submitted via the FDOE

Automated Teacher Database.

LEA’s amount reserved: $25,000.00

Minimum Amount for Equitable Services to Private School

Teachers [The amount entered here should be equal to or

greater than 0.65%] of the value of the Required Set-Aside.

$166.00

B. Parental Involvement Calculation:

REQUIRED set-side* - 1% of the LEA's Title I Allocation:

*Not required if allocation amount is less than $500,000.

However, LEAs are still required to carry out the parental

involvement requirements of Section 1118 and must complete this

section.

$ 111,269.41

Additional set-aside over and above the required 1% $150,089.48

Total Amount LEA Will Set-aside for Parental Involvement

Activities $261,358.89


Parents $1,724.97

87

[The amount entered here should be equal to or greater than 0.65% of the value of the Set-

Aside.]

Balance after reservation of funds for Private School Parents $259,633.92

Indicate the amount to be allocated (dollar amount) to public

schools for parent involvement (minimum of 95% is required) $108,865.89

If applicable, Balance to be used for LEA-level Parental

Involvement Activities $150,768.03

C. Homeless Set-Aside: An LEA shall reserve such funds as are necessary under this part to provide services

comparable to those provided to children in schools funded under this part to serve

homeless children who do not attend participating schools, including providing

educationally related support services to children in shelters and other locations where

children may live. [Section 1113(c)(3)(A) of NCLB]

Required Set-Aside: $ 49,335.00

D. Neglected and Delinquent Set-Aside: An LEA shall reserve such funds as are necessary under this part to provide services

comparable to those provided to children in schools funded under this part to serve

children in local institutions for neglected children; and if appropriate, children in local

institutions for delinquent children, and neglected or delinquent children in community

day school programs. Section 1113(c)(3)(B)(C)

Required Set-Aside: $ 40,496.00

E. Please provide the amount that your LEA will use for LEA-wide instructional and

professional development activities. (Note: Do not include expenditures for preschool

programs)

88

LEA-wide Professional Development Activities: $164,998.00

LEA-wide Instructional Activities [Examples: summer school

programs, intersession, additional professional development,

and coordinated services.] $0.00


Teachers [The amount entered here should be equal to or

greater than 0.65%] of the value of the Required Set-Aside.

$1,089.00

F. Optional Set-Aside for Professional Development for

LEAs with Identified Priority and Focus Schools $575,308.00

G. Optional Sequestration (7-9%) Set-Aside $0.00

H. Amount of Fifteen percent (15%) Set-Aside for

Tutoring of level 1 and 2 students:

$1,577,122.00

The LEA must indicate one of the following

funding options that will be used to meet the

requirements for tutoring:

Only Title I Funds

Only Non Title I Funds

Combination of Title I and Non Title I

Funds

Explanation: Only Title I funds are used to meet

requirements.

EARLY CHILDHOOD COMPONENT

89

NA- While Title I is not funding early childhood programs, Pre-K teachers at eligible schools have the opportunity to benefit from pre-

extension professional development and bonuses provided for instructional staff in set-asides A-8 and F.

.

General Education Provisions Act

In accordance with the requirements of Section 427 of the General Education Provisions Act (GEPA) Public Law 103-382,

each applicant must ensure equitable access to, and participation in, its program for students, teachers, and other program

beneficiaries with special needs. For details refer to URL: http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf

http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf

Documents

2014-2015 TITLE I BASIC GRANT Improving the Academic ... I Part A grant 81414.pdf · Improving the Academic Achievement of the Disadvantaged ... requirements of the Elementary and