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Federal ProgramsGuidelines Manual

2016-2017

Hamilton County Department of Education

Dr. Kirk Kelly, Interim Superintendent

Dr. Justin Robertson, Assistant Superintendent of Curriculum and Instruction

Zac Brown, Assistant Superintendent of School Operations

Preston Gonter, Director of Federal Programs

Alvena Kauffman, Federal Programs CoordinatorDr. Matthew Brent Webb, Federal Programs Coordinator

Federal Programs - Mission StatementHamilton County Schools Federal Programs Guidelines Manual

Page 1

Federal Programs support the Hamilton County School System's mission to ensure THAT all students succeed. Federal funds ensure a quality and equitable learning environment, enhanced staff development, and increased community support. In doing so, we are giving students the skills and resources they need to be productive citizens in society.

Federal Programs - Goals ESEA Federal Programs strive to provide a program that allows each student to achieve at his/her fullest potential. The Federal Programs support the HCDE Strategic Plan that guides the district toward excellence. This plan is based on several core goals:

Increase Student Achievement Reduce Dropout Rates Increase Graduation Rates Increase ACT Scores Increase the number of students taking AP classes Increase the number of students who participate in school activities Spend adequate dollars at school sites focused on instruction Increase the number of students who attend college

Compiled and Submitted by Alvena M. Kauffman, Federal Programs Coordinator – August 15, 2016

REASONABLE, NECESSARY, ALLOWABLE, LINKED TO STUDENT

Hamilton County Schools Federal Programs Guidelines Manual Page 2

ACHIEVEMENT

The purpose of this manual is to describe the processes and procedures for the application of federal funding within Hamilton County Schools. This manual may not be all inclusive and will be undated as needed.

HCDE works to ensure all federal laws and requirements are applied in a consistent and appropriate manner to meet the needs of all students and as required by federal grant program rules.

The core components that drive the federal funding cycle provide the basis for an effective instructional program. These components complement each other as important steps in this continual cycle.


Federal Funds Cycle

Comprehensive Needs

Assessment

School Plan

Allocated Funds

Leadership Decision

Making Team

Budget

Implement Instructional

Plan

Determine Effectiveness

Amend Budget

“Title I in a Nutshell”

1. Comprehensive Needs Assessment School Plan Budget2. Federal Title I funds are used to support core academics.3. REASONABLE, NECESSARY, ALLOWABLE, LINKED TO STUDENT ACHIEVEMENT 4. Answer these questions to determine how school’s Title I funds will be used.

a. What will be the needs of your school for the FY 2017 based on your data? b. What will be your school plan for FY 2017?c. How will the budget decisions effect student achievement?d. How will the effectiveness be measured?e. How will the spending of money in all areas of your request impact the FY 2017 data?f. Is what you are requesting compliant under Federal Law?

5. Involve the Human Resource Department in all Human Capital decisions. 6. Complete a PAF for interventionist. Make sure to account for summer school if they are involved.7. Check your budget to verify the correct personnel is listed in the correct positions. 8. Do not make any purchase before you receive a Purchase Order. The quote must be the same as the PO and the

invoice cannot exceed the PO. 9. Principal approves all expenditures. Check budget for sufficient funds especially for: extended contracts,

stipends, travel, and interventionist hours. 10. All extended contracts, clerical and classified, must be used for direct student contact. For all extended contracts

check to see if it is an approved activity prior to the activity. All activities must be hands-on children. 11. School based Title I funds for substitutes can only be used for job-embedded professional development.12. All contracts for consultants and vendors must include the exact cost, no estimates will be approved.13. ENCUMBERMENT DATES MUST BE ADHERED TO. All funds for new equipment and technology must be

encumbered by February 23, 2017. Funds for instructional supplies must be encumbered by April 28, 2017.14. All meetings documented: sign-in-sheets, agendas, minutes (Title I Parent Meeting, grade level, faculty, PD).15. Snacks (I.E. crackers, cookies, drinks) and paper products (i.e. napkins, cups) may be purchased for students

during summative testing with an open PO from K-Mart.16. No refreshments/food can be purchased for staff. 17. Complete Conference Request form and have Operation Director and Federal Programs Director approval before

registering and making travel plans.18. The person traveling can only pay for his/her own expenses. Upon returning from the conference, submit the

appropriate reimbursement form and documents to Federal Programs 19. The principal is responsible for ensuring all travelers understand and follow all procedures for booking of

travel/hotel and documents needed for reimbursement. 20. Keep Title Documentation Notebook up to date. 21. ADHERE TO ALL DEADLINE DATES 22. When in doubt – call .


TABLE OF CONTENTSGeneral Information

Hamilton County Schools Consolidated Federal Programs…………… ……………… . . … 6Overview……………………………………………………………………………………………

.8Federal Programs Staff…………………………… .

………………………………………………..10Title I School Wide

Project…………………………………………………………………………11The Role of Planning Committee

Members…………………………………………………… .12HCDE Federal Programs Calendar………………………………………………..

………………….13Title I Schools, Principals, Phone and Fax Numbers……………………

……………………..15Accountability

………………………………………………………………………………………16

Financial GuidelinesFinancial Requirements and

Procedures…………………………………………………………..19Instructions for Using HCDE Commodity Database…………………………………

……….. 24Budget Codes…… ………………………………………… …………………… . . . . . . .

. . . . 25Instructions for Travel Reimbursement…………………………

………………………32

Pre-Kindergarten Pre-Kindergarten Eligibility………… .…………………………………………… …

…………. 37Pre-Kindergarten Sites………………………. . ……………………………………

……………...39

Parental Involvement Hamilton County Family Engagement


Plan……………………………………………………..42Parent Involvement Policy and School-Parent Compact………………………………………47

Private Schools Funding Private School

Funding…………………………………………………………………………… 54Frequently Asked

Questions……………………………………………………………………..56

Job Description s ……………………………………………….………………………………….…..................... 59

Forms: Located at www.hcde. org. (Federal Programs is located under Curriculum and Instruction)

General Information


HAMILTON COUNTY SCHOOLS CONSOLIDATED FEDERAL PROGRAMS

Title I - Improving the Academic Achievement of the DisadvantagedDirector – Preston Gonter

Title II Part A –Training and Recruiting High Quality Teachers and PrincipalsDirector – Preston Gonter

Title III, Part A - English Language Learners


Director – Julie Legg

Title X – HomelessDirector of Student Assignment – Marsha DrakeHomeless /Homebound Liaison – Alisha McLaughlin

Pre-K ProgramDirector – Becky Coleman

Private SchoolsDirector - Preston Gonter – Title I-A, Title II-A

Parental InvolvementDirector – Preston Gonter Coordinator of Family and Community Partnership /Language Acquisition– Anjelika Riano

Migrant/Immigrant/Refuge Liaison - Anjelika Riano

*Note: The expenditures of all federal funds MUST be approved by the assigned program director.

OVERVIEW

TITLE I: IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGE D

Purpose of Title I: The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.Additional information which addresses Title I is available at: U.S. Department of Education website: http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html


Hamilton County Title I: Schools: 44 public schools, 2 charter schools and 6 private schoolsCentral Office: Federal Programs Director; Director of Elementary Schools: Title I Support;Director of Pre-Kindergarten; Federal Programs Full-time and Part-time Coordinators; Administrative Assistants; Federal Programs Accountant; Federal Programs Bookkeeper; and Pre-K Personnel School-Based:Extended Contracts, Supplemental School Personnel, Instructional Materials, Equipment, Field Experience Admissions/Core Academic Enhancements, Consultants, Parental Involvement, Staff Development, Conferences Expenses

TITLE II PART A - ACADEMIC IMPROVEMENT AND TEACHER QUALITY PROGRAM

Purpose of Title II A: Academic Improvement and Teacher Quality Programs. Information which addresses Title II Part A is available at: U.S. Department of Education website: http://www2.ed.gov/programs/teacherqual/index.html

Hamilton County Title II Part ACurriculum Directors, Director of Secondary Recruitment and Retention, Director of Content Support, Curriculum Coaches, Statistical Coordinator, Guidance Resource Specialist, Content Support/Data Assistant, Staff Development Center Assistant, and Professional Development (stipends, materials, consultants)

TITLE III A –LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS

Purpose of Title III: Language instruction for limited English proficient and immigrant students. Information which addresses Title III Part A is available at: U.S. Department of Education website: http://www2.ed.gov/policy/elsec/leg/esea02/pg39.html

Hamilton County Title IIIAMaterials, Equipment, Staff Development

TITLE X-HOMELESS (MCKINNEY-VENTO HOMELESS EDUCATION ASSISTANCE IMPROVEMENT ACT OF 2001)

Purpose of Title X: the Homeless Education Program is to develop educational programs that meet the unique needs of homeless children and youth. Because homeless children face many obstacles to an appropriate education, including lack of transportation


http://www2.ed.gov/about/offices/list/oese/aitq/

and resources, frequent school changes, loss of school records, and emotional stress, special programs are necessary.

Information which addresses Title X is available at Tennessee Department of Education website: http://www2.ed.gov/policy/elsec/leg/esea02/pg116.html

Hamilton County HomelessTutors, Homeless /Homebound Liaison, Materials, Clothes, Transportation, Housing

FEDERAL PROGRAMS – STAFF2016-17

Director of Federal Programs – Preston Gonter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8571Hamilton County Schools Federal Programs Guidelines Manual

Page 10

Federal Program Title I Coordinator – Alvena Kauffman . . . . . . . . . . .. . . . . . . . . . . . . 209-8584

Federal Program Title I Coordinator –Dr. Matthew Brent Webb . . . . . . . . . .. . . . . . . . 209-8423

Family Engagement and Community Partnership/Language AcquisitionAnjelika Riano. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 209-8413

Administrative Assistant – Gail Phillips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8571

Staff Accountant – Barbara Craigmiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8577

Federal Program Bookkeeper – Mary West . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 209-8578

Federal Programs Financial Accountant – Rachel Elliott . . . . . . . . . . . . . . . . . . . . . . . . . 209-8692

Part-time Coordinators: . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8571

Barbara JordanFreda Moore Smith

Fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .209-8572


TITLE I SCHOOL-WIDE PROJECT

Principal Information

All of Hamilton County Title I schools are School-Wide Title I (SW) programs. A school-wide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on state academic achievement standards. This school-wide reform strategy requires that a school--

Conduct a comprehensive needs assessment Identify and commit to specific goals and strategies that address

those needs Create a School Plan Conduct an annual review of the effectiveness of the School Plan and

revise as necessary (US Department of Education – School-wide Programs Guidance, March 2006)

Principals must:

Adhere to all deadlines Understand and articulate the rules, policies, and regulations of federal

funds to all stakeholders of the school community Oversee all components and assurances of the school-wide program Identify leadership/decision making committee members who represent of

all stakeholders Provide leadership in developing and writing the Comprehensive Needs

Assessment and the School Plan Consolidate title, state and local funds that are reflected in the School Plan Attend Title I principals’ meetings to ensure compliance and effective

implementation Facilitate the collection and compilation of parent, student and teacher

surveys Review and approve all justifications and requisitions for personnel,

materials, equipment, supplies, and staff development Ensure the expenditure for ALL NEW equipment and technology are

encumbered by February 23, 2017 and for instructional materials by April 28, 2017

Help facilitate parent involvement activities Respond appropriately to communications from the Federal Programs office Meet with the person in charge of maintaining Title I documentation, the

coordinator and other system personnel, as needed Ensur e that required Title I documentation is maintained


http://www.isd622.org/223810628144627940/site/default.asp

TITLE I LEADERSHIP COMMITTEE The leadership committee’s support of the school-wide program is essential to its success in the school. Primary responsibilities are:

To attend all school-wide leadership committee meetings To analyze the data for periodic evaluation and provide feedback to teachers and

parents To bring suggestions and recommendations from those they represent to the

committee To report the discussions and decisions from the committee meetings to the group

that they represent (parents, teachers, community, other) To assist in writing the Comprehensive Needs Assessment and the School Plan. To review, edit and approve the Parental Involvement Policy and the

Parent/Student/School Compact

Committee members should represent all stakeholders:

AdministrationTeachers Parent CoordinatorStudents (middle and high schools)Parent RepresentativesCommunity RepresentativesTitle I CoordinatorCentral Office Support

Support staff: Guidance Custodian Secretary Instructional assistant Bookkeeper

All leadership committee meeting are required to have:

Agenda Sign- in by position Minutes


Title I Calendar 2016-2017August 4-10, 2016: Documentation of all In-service events: Agenda, Sign-in Sheets, and Minutes

August 4-15, 2016: Window for First Budget Amendment

August 15, 2016: First Budget Amendment due (send to P. Gonter and B. Craigmiles)August/September, 2016: Annual Title I Parent Meeting

August 26, 2016: Parental Involvement Policy and Parent Compact (send to A. Kauffman)

October 1 – December 30, 2016: Surveys via Karen Glenn (Tennessee School Climate Surveys – Parents,

Teachers, Students. TODE Office of Safe and Supportive Schools)

October, 2016: Needs Assessment and School Plan

October 17-28, 2016: Window for Second Budget Amendment

October 28, 2016: Second Budget Amendment due (P. Gonter and B. Craigmiles)

January 4, 2017: All First Semester Extended Contracts submitted to Title I Office (Do not hold until the

contract is completed)

January 9-20, 2017: Window for Third Budget Amendment

January 20, 2017: Third Budget Amendment due (send to Preston G. and B. Craigmiles)

February 23, 2017: ALL NE W technology and equipment FINAL ENCUMBERMENTMarch 13-17, 2017: Federal/State DOE Monitoring of all Programmatic and Fiscal April 3-7, 2017: Window for Final Budget Amendment

April 7, 2017: Final Budget Amendment due (send to P. Gonter and B. Craigmiles)

April 28, 2017: All instructional Materials encumbered.May 26, 2017: Second Semester Extended Contracts submitted to Title I Office

June 29, 2017: Summer School and other Extended Contracts submitted to Title I Office

Stipends: Classified – Every 2 weeks Certified – 5 days after event


Title I Documentation Notebook (Red Binders)

ACCOUNTABLILITY


The Title I Red Documentation Notebook will be monitored by the Title I Coordinators monthly. Remember documentation is an on-going process throughout the year. The notebook should include:

1. Comprehensive Needs Assessment (ePlan – copy not necessary)2. School Plan (ePlan – copy not necessary)3. School Plan addressing the 10 components (ePlan – copy not

necessary)4. Title I Documentation by 10 components5. Extended Contacts6. Schedules 7. Financial Records: Copies of requisitions, quotes, invoices,

receipts, and packing slips (Keep all documentation for each requisition in one page protector. Once received and packing slip/invoice submitted mark “Completed”)

8. Sample Registration Packet

When the state monitors visit your school these are required documentation. The Title I Documentation Notebook must be completed by the principal or the principal designee and be available upon request at each Title I School.

Tennessee’s Accountability System

Tennessee created its own accountability system that replaces No Child Left Behind’s accountability measures, called Adequate Yearly Progress or AYP. The system also aligns with the state’s goal of becoming the fastest-improving in the nation.

• Rather than expecting all schools to meet certain proficiency targets, the new system focuses on growth and improvement, recognizing that schools are starting from various levels of proficiency. • The system requires a focus on ensuring growth for all students every year and closing achievement gaps by ensuring faster growth for those students who are furthest behind. • Unlike No Child Left Behind, which was primarily focused on accountability at the school level, Tennessee’s accountability system positions districts as key points of action to help schools improve. • To assist districts in growing their overall achievement and narrowing gaps, the state’s Centers of Regional Excellence, or CORE offices, are equipped with data specialists, content specialists, and support staff. These centers help districts learn from each other and target their intervention to the subjects and student populations that need it the most.

District Level Accountability

Districts reach Exemplary: o Meet the majority of their achievement goals, o Meet majority of their goals to close achievement gaps, and o Ensure every subgroup—students with disabilities, racial minorities, English learners and students from economically disadvantaged backgrounds—also moves forward in a majority of its target areas. These three requirements show that districts are raising proficiency levels, narrowing achievement gaps, and guaranteeing growth for all students.

In Need of Improvement: Districts that fail to reach the majority of their targets for both achievement and gap closure are These districts will meet in-person with department officials to set an aggressive, effective plan to meet the goals they missed the year prior.

Need of Subgroup Improvement:Districts may successfully attain their goals in achievement, gap closure, or even both, while experiencing declines among particular groups of students. These districts are designated In Need of Subgroup Improvement and will focus efforts on ensuring all groups of students show improvement in the following year.

Tennessee’s accountability system is primarily focused on districts, which are measured on their abilities to raise overall achievement and close gaps between groups of students - See more at: https://www.tn.gov/education/topic/accountability.


https://www.tn.gov/education/topic/accountability.

Although Tennessee’s accountability system is focused on the district level, we also identify three types of schools as required by the U.S. Department of Education under our ESEA Flexibility Waiver. •

Reward Schools are made up of the top 5 percent of schools in the state for performance— as measured by overall student achievement levels—and the top 5 percent for year-overyear progress—as measured by growth in student achievement. These 10 percent of schools receive recognition for their success, and we aim to learn from their successes. Reward Schools are identified every year based on the previous school year’s results.

Priority Schools are schools in the bottom 5 percent of the state in overall performance. These schools will receive one of four types of supports: o Placement in the state-run Achievement School District o Turnaround through a district-led Innovation Zone o Turnaround through an approved School Improvement Grant model and plan o District-led school improvement planning processes, subject to direct ASD intervention in the absence of improved results

Focus Schools are the 10 percent of schools across the state with the largest achievement gaps between groups of students. This designation does not indicate low overall achievement levels. In fact, Focus Schools may be high-performing schools that are working to close gaps between groups of students.


FINANCIAL GUIDELINES

The 2016 - 2017 federal funds are to impact student achievement for the 2016 -

2017 school year.

ENCUMBERMENT DATES:February 23, 2017:

All New Equipment and Technology


April 28, 2017: Instructional Material

FINANCIAL REQUIREMENTS AND PROCEDURES The expenditures of all federal funds MUST be approved by the assigned director of that program.

Hamilton County Title I school allocations: Based on Direct Certification data provided by the State Of Tennessee

Government and the multiplier of 1.6.

Each school receives a per pupil amount. The 2016-2017 federal funds are to impact student

achievement for the 2016-2017 school year. These funds can only be used from July 1st 2016 through June 30th 2017.ALL MONEY MUST BE ENCUMBERED FOR ALL NEW TECHNOLOGY AND EQUIPMENT BY FEBRUARY 23, 2017 AND INSTRUCTIONAL MATERIALS BY APRIL 28, 2017.

SCHOOL BUDGETS: The Director of Federal Programs keeps a line item budget account Two sets of accounting records must be maintained, one in the Federal

Programs office and one at the school site A line item budget is used at each school site to outline allowable

expenditures The Federal Programs staff accountant will assist school personnel with

accounting and bookkeeping procedures The line item budget should be on file in the principal’s office and with

the Title I documentation notebooko Principals must approve all expenditures, after the school’s

planning committee, which includes a parent and community member, has determined how funding will be used

What will be the needs of your school for the FY 2017 based on current data?

What will be your strategic plan for FY 2017?


How will the budget decisions effect student achievement?

How will the effectiveness be measured? How will the spending of money in all areas of your

request impact the FY 2017 data? Is what you are requesting compliant under Federal Law

REASONABLE, NECESSARY, ALLOWABLE, LINKED TO STUDENT ACHIEVEMENT?

o Supplemental instructional materials, equipment, and services are purchased from the Title I budget, assuring a collaboration of funds from the LEA (Local Education Agency) and other sources

BUDGET AMMENDMENTS: All changes must be approved by the School Based Title I Leadership Team,

which includes a parent and community member Documentation of Leadership meeting must include an agenda, minutes and sign

in by position Submit only the final budget revision to the Federal Programs office Budget amendments dates:

Requests for budget changes/line item transfers should be submitted by e-mail to P. Gonter and B. Craigmiles

SUPPLEMENT / SUPPLANT

The Title I program was created in 1969 to assist educationally deprived children through


August 4-15, 2016 – Window for First Budget Amendment

August 15, 2016 – First Budget Amendment DueOctober 17 – 28, 2016 – Window for Second Budget Amendment

October 28, 2016 – Second Budget Amendment Due

SUPPLEMENTAL services.

Definitions: SUPPLANT – Take the place of what is expected as part of the basic education consistent in all schools.

SUPPLEMENT – Anything “extra” (instruction, innovation) that is beyond what would normally be provided.

Examples: 1. Replacement of daily instructional materials for the district-adopted

core program – SUPPLANT

2. Schedule block of time to extend instruction - SUPPLEMENT 3. Provide professional development beyond scheduled system activities - SUPPLEMENT

PURCHASING Effective July 1, 1995, Chapter 179, Public Acts of 1995 permits boards of education to make purchases of any amount up to $10,000 without advertising for bids in the local newspaper or taking sealed bids. At the 12/17/15 HCDE Board meeting, the Board changed the purchasing guidelines.In order to comply with this Act and Board policy, the following guidelines for purchasing supplies, materials, equipment have been established: Purchases from $.01 to $2,500.00

Purchases within these dollar limits shall be made at the discretion of the Director.

No additional supporting documentation is required other than a written quotation which shall be retained for audit purposes.

Purchases from $2,500.01 to $10,000.00 Purchases within these dollar limits shall require at least three (3)

quotations to be taken and recorded. Such records shall be retained for audit purposes.


Federal Regulation 200.26 states: A school operating a schoolwide program must use funds available only to supplement the total amount of funds that would be made available from non-Federal sources for that school.

A school district may only use Title I funds to supplement In no case may Title I funds be used to supplant non-federal funds School districts are not required to provide Title I services through use of a

particular instructional method or in a particular setting.”

For vendors not listed in the HCDE Commodities Database, it is recommended that schools get three quotes and select the vendor with the lowest bid. (All vendors on Commodities Database are not contracted vendors)

All quotes are to be attached in IFAS and submitted through IFAS to the Director of Federal Programs.

For all vendors that are located in the Commodities Database, supporting documentation is required. (For Office Depot only- Print out and attach the shopping cart with the price listing.)

Remember to check the Commodities Database to ensure that all discounts have been applied.

Purchases above $10,000

Purchases in this category shall require sealed bids to be taken after public advertisement in the local newspaper at least ten (10) days prior to opening of the bid and the Board shall approve the bid recommendation at the next scheduled meeting. HCDE personnel should forward requests for bids to the district Purchasing Department.

Sole Source Purchases require sealed bids to be taken after public advertisement in the local newspaper at least ten (10) days prior to opening of the bid, and the School Board shall approve the bid.

Schools should forward request for bids to the District Purchasing Department.

Sole Source or Proprietary Item “Sole source” products are rarely approved in Hamilton County. Please

make an effort to get quotes on similar items.

Written documentation supporting the reason a sole source or proprietary product was applicable to the purchase must be prepared and filed with the purchase requisition/order in lieu of quotations required for the particular dollar volume of the purchase.

Sole source or proprietary purchases exceeding $10,000.00 must be approved by the Board prior to procurement.

Contact the Purchasing Department to schedule sole source or proprietary purchases requiring Board approval.

Frequently Asked Questions

What constitutes a written quotation? Documentation from vendors with requested items associated cost(s) in written form on company


letterhead. A written quotation should contain the vendor's current contact

information including, but not limited to, mailing address for the purchase order, remittance address for payment and a quotation or proforma reference number.

The quotation must contain exact quantity(ies), unit price(s), extension(s), shipping/handling/freight charge(s) and total.

If applicable, a Board approved contract or Board approved purchasing cooperative's contract should bereferenced.

What defines an approved vendor? Vendors associated with approved contracts.

The Purchasing Department does not recognize "approved" vendors, as such. There are however approved contracts with vendors linked to them.

What is required to obtain a valid sole source or proprietary letter? Required information regarding product(s) source & availability to purchase

A sole source/proprietary letter must contain language that clearly denotes the type of product, not the Brand name, as an item that cannot be purchased elsewhere.

The letter must be submitted on company letterhead with a current date & "hand" signature.

Equipment All equipment purchased with federal funds must be labeled. Do not

mark with permanent marker. This negates the warranty. (All Title I schools have a stamp to mark purchases)

Example: ABC Elementary SchoolHamilton County Dept. of Education

Title I Schoolwide Funds2016-2017

An inventory of equipment purchased with federal funds must be maintained in schools receiving federal funds. This inventory should include:

1. Date 8. % Federal Part in cost

2. Vendor Source 9. Location in building

3. P.O.# 10. Condition4. Description of item 11. Use of equipment


5. Cost 12. Disposition day6. Serial Number 13. Disposable7. Asset Tag Number

(Note: Each school is responsible for entering all equipment inventories and keeping the data base current by their FAM trained individual).

Non-consumable Materials All non-consumable materials purchased with federal funds must be

labeled or stamped. (Each Title School has a stamp to be used for labeling) An inventory of the non-consumable materials must be maintained in the Title I documentation binder “red notebook”. The form to be completed for the inventory can be found in the “forms” section of the Federal Programs website.

Hamilton County Department of Education

Federal Programs Materials (Non-consumables)

2016-2017School:

Date Vendor (Source) Description Cost

% Federal Part. in

Cost (100%)

Location in Bldg. Condition Use of

EquipmentDisposition

Data

K-Mart Blanket Purchase Order Schools will be allowed to open a blanket purchase order for up to

$1,000 When purchasing with a blanket purchase order take a copy of the

purchase order with you, sign and print your name, and write the purchase order number on the K-Mart Charge Sale Invoice

Each school must submit to Federal Programs the name of the designated person(s) to have access to the PO. Only these people will be able to make purchases

Purchase orders may only be used for snacks for students during approved testing days (i.e. crackers, cookies, drinks) and paper products (i.e. napkins, cups)

Submit the receipt with the attached copy of the PO to the Federal Programs office within 72 hours of the purchase. Register receipts with no PO number cannot be processedNOTE: If you also have a PO for Parental Involvement as well as students, be sure to use the correct PO for each area.

General Information about Purchase OrdersHamilton County Schools Federal Programs Guidelines Manual

Page 24

Purchase Orders will be printed and mailed to the vendor by the Purchasing Department. Schools needing to verify that a purchase order has been issued may check in IFAS or contact Mary West at

209-8578 or Barbara Craigmiles at 209-8577 Mary West will email to the schools the Purchase Orders for

Consultants, Independent Contractors and open POs Check the received items to the quote list and the PO to make

sure they match. If they do not match this is an audit concern. (The vendor may not substitute any item on the quote list.)

When orders have been received, the person who requisitioned it in IFAS will need to receive on the purchase in IFAS and file a copy of the packing slip for auditors. All invoices and packing slip must be sent to Gail Phillips within 72 hours

If there is a problem with the items shipped, contact the vendor The Hamilton County Department of Education will not be

responsible for payment of any goods and services without a signed HCDE purchase order.

HCDE staff shall solely be held responsible for any and all unauthorized purchases.


INSTRUCTIONS FOR USING THE HCDE COMMODITY DATABASE TO COMPLETE A REQUISITION FOR PURCHASE

To obtain vendor and commodity information visit the HCDE intranet site. This site is only accessible from a HCDE school/building. Home.hcde.org Click on the LinksHCDE Purchasing Commodity Database Online

Click Search Database for CommoditiesExample: Commodity AreaInstructional

Commodity TypeSupplies CLICKSTART SEARCHNow you will be prompted for a username and password.

Leave the username BLANK The password is view

The page will display:Commodity Description Vendor Name Commodity Manufacturer Bid Status

Choose the Instructional Supplies link for Office MaxNow you will see the following information:

IFAS Product Code: 785E0066Commodity Description: Instructional Supplies

Commodity Model:Commodity Manufacturer:

Vendor Information:

Office Max IncERIN NEWELL4800 HIGHLANDS PKWYSMYRNA, GA 30082800-829-0789 X 6054 OR 423-802-2224770-438-5475

Unit Price: $ 0

Unit of Measure: ContractBid File: E & IDiscount: 40

Bid File Effective Date: 7/1/2006Bid File Expiration Date: 6/30/2009

Bid Status: Active - Bid

BUDGET CODES

Planning is ESSENTIAL for the spending of federal funds. The purpose of federal funds


In description

Vendor Information

Call vendor for price list and/or quotes. Have vendor send you an email with price so that you can attach to requisition in email to your bookkeeper.

Place in description

http://vapschfws1:591/hcdecommodities/default.htm

http://Home.hcde.org/

is to impact student achievement for the current school year. These school based funds should be spent or encumbered by: February 23, 2107 for New Equipment and Technology and April 28, 2017 for Instructional Materials.

5110 – REGULAR INSTRUCTION – DIRECTLY AFFECTS CHILDREN Notes: *Personnel who are paid by Title I and do not finish the school year, may be replaced, or the money can be moved to another line item.

1161– Teacher Salary, includes all fringe benefits: Social Security; Retirement; Medical, Life, and Dental

Insurance; Long Term Disability and Unemployment Insurance; and Medicare Payroll taxes must be withheld from an employee's paycheck. This is required by law.

Employers must hand these withholdings over to various tax agencies. Payroll tax deductions include the following:

o Federal income tax withholding o Social Security tax withholding (6.2% up to the annual maximum ) o Medicare tax withholding (1.45%)

All teaching positions funded by Title I must be supplemental. Additional teachers may NOT be used to support scheduling issues. This is considered

“classroom size teacher reduction” which is not part of Hamilton County Title I procedure.

A school cannot save money by hiring a teacher who declines health insurance. Title I is required to pay $10,000 per person for health insurance, whether the employee accepts or declines health insurance.

1409 – Teacher Extended Contracts Extended contracts from your Title I school based budget may only be used for direct

student contact which address the core subjects A teacher can only receive two extended contracts per fiscal year no matter where the

funds originate Teachers must use the Teacher Extended Contract form located online Be specific when completing the Extended Contract form: (i.e. “After school tutoring in

remedial numeracy for 5th grade” or “Summer School Credit Recovery in English 11.”) Teachers are paid $20 per hour ($2000 contract = 100 hours = 1 month) plus fringe

benefits to work with students before and/or after school or during a summer school program. Programs address the needs of all students; to progress to grade level, to reach advanced level, or to sustain advanced designation.

All documentation of schedules, student attendance and programs details are to be kept in the Title I documentation “red notebook.”

No more than 20 hours may be used as planning time for a full 100 hour contract– indicate “planning” on the extended contract form.

Teachers should supply all information requested on contract. Failure to do so may delay payments.

Time should be recorded in decimal format (i.e. one and a half hours would be 1.5 hours). All extended contracts must be submitted to Federal Programs office at the following

times (full and/or partial per the payroll department). For a partial contract, he/she will be paid for the number of hours worked. Do not hold until the contract is completed.


January 4, 2017May 26, 2017 (last day of

school)June 29, 2017

Assistant Principals may receive an Extended Contract if it has been offered to all (in and outside house) school based certified personnel and no one has accepted the contract. Documentation is needed to verify all steps were taken to ensure a certified teacher has had the opportunity to accept this contract. Before hiring an assistant principal to work an extended contract receive approval from the Director of Federal Programs.

Extended Day Timesheet Reporting- Helpful Hints

1. Most certified and classified employees working for HCDE are paid a 7.5 hours work day (exclusions are maintenance, child care, contract bus drivers, etc.)

2. For extended day timesheets such as 21stCCLC, the employee will only be paid for hours worked beyond their 7.5 hours work day.

3. Classified personnel are paid their hourly rate up to 40 hours, and 1 1/2 times the hourly rate (OT Rate) after 40 hours. Employees must physically work over 40 hours/week before OT Rate will be applied (holidays, inclement weather, sick, and personal days do not count as physical worked days). The exclusion to this rule is substitutes who are paid their hourly rate for all hours worked. Substitutes do not receive the OT rate.

4. Employees must properly record their hourly rate on the timesheet. You can find your true hourly rate on Timecard Online.

5. Time is easiest to calculate when reported on a sixty-minute increment such as:15/60 mins = .25 of an hour 30/60 mins = .50 of an hour45/60 mins = .75 of an hour

6. You cannot submit additional time for which an employee is already paid.a. For example, if the school is on a weather delay, the employee is still paid the 7.5 hours

work day.b. Example 1: the school is on 2-hours delay and the employee reports to work at 10:45.

The employee will still be paid as if the employee reported at the usual time of 8:45.c. Example 2: the school is on 2-hours delay and the employee reports to work at 8:45 to

do before school tutoring. The employee cannot submit for tutoring pay from 8:45 till 10:45 as they are already being paid for those hours from their regular pay.

7. Below is an example of a timesheet calculation for a normal five-day work week for a classified employee whose regular work day is 8:45 till 4:15 (7.5 Hours):

Day Date Time In Time Out Reg Hrs Worked

OTHrs

MON 9/12/16 7:10 4:15

8:40 5:30

1.5 hours 1 hour

.25 hour


TUES 9/13/16 7:30 4:30

8:45 5:30

1.25 hours IhourWED 9/14/16

THURS 9/15/16 7:30 4:15

8:45 6:00

1.25 hours

FRI 9/16/16 7:10 4:30

8:40 5:30

1.5 hours IhourNumber of Regular Hours Worked 2.5 hours

Number of Overtime Hours @ 1.5 8 hoursTotal Hours Worked 10.5 hours

1166-Part Time Interventionist Certified teachers are hired through the HCDE to work with students during the school day at

a maximum of 29.5 hours per week and 36 weeks per year. The school is responsible for ensuring that part-time interventionists do not

exceed their approved contract. If this line is overspent it is the responsibility of the school to make up the difference from another funding source.

Interventionists are paid a base rate of $20.00 per hour plus social security, Medicare, and long term disability.

A contract must be signed by the teacher and kept on file in the Personnel office. All interventionists must pass a background check.

All PAFs for Part Time Interventionist must be submitted to Human Resources Department before beginning work. If the interventionist is going to be involved with the summer program, be sure to document the closing date to include summer.

1631 – Educational Assistant Educational Assistants must work under the direct supervision of a highly qualified

classroom teacher. If a substitute teacher is not highly qualified, the educational assistant cannot report to that

substitute. The position of Educational Assistant is not an “at will” position.

1631 – Educational Assistant Extended Day

All extended contracts are for direct student contact. The employee number and hourly rate (refer to check stub to determine this amount)

must be included on the time sheet (Title I Extended Contract – School Budget – Classified Employees Only).

Any classified employee working over 40.0 hours/week must be paid time and a half based on their hourly rate.

All classified extended contract hours must be submitted every 2 weeks. Extended contracts for classified is for “hands on kids” only, NOT for office work.

1951 – Substitutes – For Core Academic Professional Development Substitutes may only be used for job-embedded professional development. Professional Leave form should be sent to the operational directors who approve all

professional leaves. If the leave is approved by the operations director, he/she will forward the form to the federal programs office if a substitute is paid through federal funds.


If a substitute is scheduled, but because of last minute changes is not used, be sure to inform the Title I office.

The Request for Professional Leave Forms must be submitted to the operations director / Title I Office at least 2 weeks prior to the staff development taking place.

Clearly mark the funding source for the substitute on the Request for Professional Leave Form.

Your bookkeeper, will code the form, and a copy will be sent to the school. BE SURE THE CODE FOR FUNDING IS CORRECT. This is important especially if you have a full time sub in your building – they are funded through GP not Title I.

School personnel should keep a copy of this form on file. Once the substitute has worked, the person responsible for submitting the substitute’s payroll

sheet should then match the Request for Professional Leave to the timesheet and copy the codes from that form onto the timesheet. This will ensure that the substitute is paid from the appropriate account. The timesheet will then be submitted to the Payroll Department.

The Office of Federal Programs will be required to do certificate of assurance for substitutes being paid through Federal funds. The schools will receive a sub report with each reconciled budget, on which they can specify the names of the substitutes for any sub days within the previous month.

3361 – Equipment Repair This line item can be used to repair Title I purchased equipment and the necessary parts

for the repair, if parts are included in the quote for repair. Follow requisition and purchase order procedures.

3391 – Other Contracted Services – Impact on Students OnlyThe procedures for hiring are as follows:

Make sure your Title I budget will support the expenditure. All consultant requests requiring board approval must be submitted one month prior to the

next board meeting. The request must be reviewed and signed by various persons in central office before it is placed on the board agenda.

Submit the following to Federal Programs at least eight weeks before you need the consultant.

o Independent Contractor/Consultant Agreement that is fillable/must to be typedo Vendor Information Form and Substitute IRS Form W9 (if a new vendor)o Certificate of Liability Insurance naming HCDE as an additional insured.

A COI (Certificate of Liability Insurance) is required regardless of students being present. The purpose of a COI is to verify that the outside contractor is covered by their own Liability, worker’s comp.

o Background check/finger printing is required for all independent contractors/consultant unless they are a retired HCDE teacher/principal.

o The Independent Contractor/Consultant Agreement must include all cost (travel, lodging, food, supplies)

o All contracts (consultant and vendors) must have an exact cost, no estimates will be approved. PO must be issued before the consultant comes to the school. Federal Programs’ Director will be responsible for obtaining board approval, if necessary.

Submitting the required documents for consultants in advance can avoid delays. Mary West will enter and attach all documentation and requisition for a purchase order into

IFAS. The school will send a signed invoice (principal’s signature) to Gail Phillips where final

authorization for payment will be made. Hamilton County Schools Federal Programs Guidelines Manual

Page 30

If schools are sharing a consultant, each school needs to complete a consultant agreement and specify how many days each school will pay the consultant and the cost per day.

Remember This!!! DO NOT SIGN ANY FORM THAT IS NOT THE HCDE INDEPENDENT

CONTRACTOR/CONSULTANT AGREEMENT. The consultant must sign the Hamilton County Consultant agreement. We do not sign their agreement, they sign OUR agreement.

4291 – Instructional Materials Supplemental instructional materials must directly impact the instruction of the children in

the classroom. This account is not for the purchase of library books; however, the library can be

supplemented to accommodate a reading program (Accelerated Reader). The approved commodity list may be found @ http://home.hcde.org . All white copy paper must be ordered from the HCDE warehouse. No furniture purchases will be approved. This is the responsibility of the Hamilton County

school system. On all requisitions, attach a current quote from the vendor. Specify on the requisition item

numbers, vendor, date materials are needed, and person to receive the order. All subscriptions for instructional programs must have an ending date of June 30, 2017. Instructional Materials do not include office supplies (receipt books, counter pens. etc) All non-consumable materials must be stamped using the Title I stamp/labeled. Note;

Contact Gail Phillips for labels. Do not make your own. FUNDS MAY NOT BE USED FOR REWARD, AWARDS, OR INCENTIVES. The Non-Consumable Materials Inventory must be completed and placed in the Title I

Document Binder (Red Notebook)

Note: *Title I Funds may not be used to buy supplies for the book store or concession stand.

5999 – Field Experience Admissions / Core Academic Enhancements : This account is for educational field experience admissions, snacks for students during testing (TCAP, EOC, Benchmark) and Core Academic Home Enhancements (books, numeracy manipulatives) to be used at home. Follow requisition procedures.

Academic Materials: It is appropriate only to purchase educational materials (books, numeracy manipulatives or

calculators) It is inappropriate to purchase items that are not educational ( bracelets, bicycles, candy or

toys.)

Educational Field Studies/Experiences: Hands on educational field experiences must be directly linked to goals stated in the School

Plan. Related lessons/problem-based learning must occur in a timely manner prior to and following

the field experience. Evidence of pre and post lessons must be included in the Title I documentation binder (Red Notebook) under component 2 (School wide reform strategies).

Send a requisition for a Purchase Order to be opened for any field experience a minimum of


two weeks before the event. The Federal Programs office must receive a copy of the signed field trip request form that was sent to the operations director for approval.

All Field Studies/Experiences must impact your 2016-2017 academic achievement Taking a field experience the day before the TCAP test does not allow time for post hands on

activity. It is inappropriate to use Title I funds for skating parties, amusement parks, or movies that are

not educational at any time during the school year, including “ End of the Year” trips. (END OF YEAR - TO CELEBRATE THE ENDING OF THE SCHOOL YEAR THROUGH FIELD TRIPS WITH THE SOLE PURPOSE OF ENTERTAINMENT)

FUNDS MAY NOT BE USED FOR Field Studies/Experiences that are REWARDS, AWARDS, OR INCENTIVES.

7221 – Instructional Equipment

Equipment is requested in the same way instructional materials are ordered through IFAS. The commodity list is available on the HCDE website. Please use this website to save time. If the item cannot be found on bid, go to IFAS and click on “Request For Quote” and follow the procedure for getting a quote.

Any single purchase over $5000 must have approval from the State Department of Education. When budgeting Title I funds for equipment, keep in mind that the school system now

classifies many items as equipment.. All equipment must be tagged with the Title I Property tag, as well as HCDE inventory tag

and entered into FAM. Contact Gail Phillips for labels. Please do not make your own. Calculators over $100.00 and replacement smart board bulbs over $100.00 are considered

equipment. If you have any questions contact federal programs.

5213 – OTHER STUDENT SUPPORT – This is not a part of Parental Involvement Allocation

3999 – Other Contracted Services – Impact Parents Contract with outside vendors to impact parents.

Make sure that your Title I budget will support the expenditure. Follow the procedure as outlined under “Other Contracted Services – Impact Students on

page 27.

1231 – Guidance Counselor Some elementary schools choose to pay a portion of the salary of their guidance counselor,

who provides or schedules monthly parenting classes and provides extra guidance classes and/or counseling for students.

1899 – Behavior Management Specialist Behavior Specialist assists administration in maintaining the research-based classroom

management/student behavior strategies. The Behavior Specialist works positively with students, parents, teachers, and administration but does not tutor or teach children.

5213 – PARENTAL INVOLVEMENT 189 9 Parent Coordinator , Family Partnership Specialist

The parent coordinator is an employee who organizes the parent involvement program in the Hamilton County Schools Federal Programs Guidelines Manual

Page 32

school; coordinating parent volunteers, scheduling and organizing parent classes, and acting as liaison between the school and community.

Family Partnership Specialist is an integral part of the Leadership Team who engages families and communities in meaningful ways that improve student performance and helps them understand the school’s expectations and goals. The FPS also engages families and the community in the education process of their children to support the school.

3 999 – Other Contracted Services – Guest Speaker for Parent This line is used to bring in consultants or contracted services for parental involvement

events. Follow the procedure as outlined under “Other Contracted Services – Impact Students on

page 27.

4999 – Parent Supplies , Materials , and Postage Purchase supplies and materials to be used for parental involvement activities. Postage may be used to inform parents of meeting and training sessions. It cannot be used

to mail report cards. To use Title I funds for postage, bring the materials to the Central Office mailroom. ( school

will be billed)

5999 – Parent Meeting Expenses Federal funds may be used to purchase food/snacks only for parents attending literacy

nights, numeracy nights, parent training in an academic area, and ACT sessions. There must be a connection to academics – not parent volunteer/recognition lunches. FUNDS MAY NOT BE USED FOR REWARD, AWARDS, OR INCENTIVES.

The invoice/receipt must match the description on the purchase order. If a dessert is ordered it should be included in the per person amount. For “sit-down” restaurants you must include a gratuity of 20 %. This should be reflected as a separate item.

Check with Title I Office for uses for this line item.

5221 – STAFF DEVELOPMENT/OTHER PERSONNEL 1621 – Classified Overtime Not all activities performed by non-instructional classified personnel are

allowable under Title I. Please check with the Director of Federal Program prior to having classified personnel work overtime.

Any classified employee working over 40.0 hours per week must be paid time + half based on their hourly rate.

Clerical personnel working in an instructional capacity must be authorized by Human Resources Department prior to working.

All extended contracts must be hands on students and impact core academic achievement. Extended contracts may not be used for office work.

For instructional classified personnel, use the Ed Assistant extended contract line item. Classified personnel who attend staff development outside of school hours should be paid

from this line item also.

1381 – Computer Technician The computer technician will set up, maintain, troubleshoot, and repair networked computer

systems in classrooms, labs, and administrative offices.


1899 – Graduation/Core Academic Curriculum Coach Graduation coaches who are retired school administrators are paid $31/hour. A contract must be signed by the teacher and kept on file in the Personnel office. All

coaches must be fingerprinted, pass a background check, and be approved by the Human Resources Department.

1961 – In-Service Stipend (For Professional Development Only) Teachers attending professional development approved by the principal outside the school

day. (cannot be on paid holiday, in-service or vacation day). Each participant in a professional development activity must sign in on the approved Stipend

Sheet. Stipend forms must be submitted within 5 days of the professional development. Teachers working in their Title I school receive $15/$10 per hour (principal decision) for

participating in workshops as part of Hamilton County’s Differentiated Pay Plan. Classified personnel receive hourly rate of pay (refer to check stub to figure this amount) Classified personnel attending staff development should not be paid from this line item. Line item 1961 is tied to the certified retirement rate.

Teachers in the system conducting workshops will be paid $20/hr. for Presentation Time and $20/hr. for prep time which is not to exceed 50% of total presentation time. If the presentation is during regular working hours no stipend is paid for the presentation.

Principals do not receive stipends. Assistant Principals may receive a stipend if it is outside the below contracted time:

3081 – ConsultantThe procedures for hiring are as follows:

Make sure your Title I budget will support the expenditure. All consultants request requiring board approval must be turned in one month prior to the

next board meeting. The request must be reviewed and signed by various persons in central office before it is placed on the board agenda.

Submit the following to Federal Programs at least eight weeks before you need the consultant.

o Independent Contractor/Consultant Agreement that is fillable/must to be typedo Vendor Information Form and Substitute IRS Form W9 (if a new vendor)o Certificate of Liability Insurance naming HCDE as an additional insured.




o All contracts (consultant and vendors) must have an exact cost, no estimates will be approved.


Elementary: July 18, 2016-June 2, 2017

Middle: July 5, 2016-June 6, 2017High: July 2, 2016-June 16, 2017

PO must be issued before the consultant comes to the school. Federal Programs’ Director will be responsible for obtaining board approval, if necessary.

Submitting the required documents for consultants in advance can avoid delays. Mary West will enter and attach all documentation and requisition for a purchase order into

IFAS. The school will send a signed invoice (principal’s signature) to the Gail Phillips where final

authorization for payment will be made. If schools are sharing a consultant, each school needs to complete a consultant agreement

and specify how many days each school will pay the consultant and the cost per day.

Remember This!!! DO NOT SIGN ANY FORM THAT IS NOT THE HCDE the INDEPENDENT


5241 Registration Fee This account pays registration fees for workshops and training as well as travel expenses. The Conference Attendance Request form MUST be submitted to operations directors prior

to making arrangements to attend a conference. When filing for reimbursement, please attach the signed Conference Attendance Request form with receipts.

If the conference will accept a purchase order, registration fees may be paid by purchase order. When asking Mary West to request a PO for registration for a conference please include the Registration Form.

Travel reimbursements request must be submitted within two weeks of the date of travel.

ALL TRAVEL EXPENSES ARE 100% REIMBURSED The Conference Attendance Request Form must be completed and approved prior

to making travel arrangements. When requesting to attend a conference, include the vendor providing the conference as

well as the conference name. If the vendor had not been used previously a W9 is also needed.

Contact the hotel and airline directly to make arrangements. Do not use websites. ( i.e. Expedia, Cheap Flights , Orbitz,…)

Travel Voucher (http://home.hcde.org ) m ust be completed and submitted by the individual with all necessary documents.

All expense vouchers must be signed by the employee and the principal. All travel expenses (airline, hotel, ground transportation, registration fees, mileage, car

rentals) should be paid by the person actually taking the trip. DO NOT PAY FOR SOMEONE OTHER THAN YOURSELF. YOU WILL NOT BE REIMBURSED FOR SOMEONE ELSE’S TRAVEL.

Boarding passes must be attached to reimbursement requests. If you choose to have boarding passes sent to your smart phone, you must be able to print a copy for AP.

Attach the approved Conference Request Form to the Travel Voucher when requesting reimbursement.

The principal is responsible for ensuring all travelers understand and follow all procedures for booking of travel/hotel and documents needed for reimbursement.


Hamilton County Board of Education (http://www.hcde.org – “Forms Library” Tab)Instructions for Out of Town / Out of County Travel Reimbursement Claims

TRAVEL AUTHORIZATION Travel may not be undertaken unless it is authorized in advance by the proper authority. Prior approval is the basis for reimbursement in accordance with travel policy and procedures. It is the responsibility of all HCDE employees to be familiar with and adhere to these procedures. The intent of these procedures is that employees not suffer additional cost as a result of travel incurred to carry out assigned duties; however, employees should be as conservative as circumstances permit when traveling. All claims for travel must be filed on the accompanying form entitled: HAMILTON COUNTY DEPARTMENT OF EDUCATION – EXPENSE VOUCHER. This form is to be used only for expenses related to overnight or out of county travel. LINE ITEM INSTRUCTIONS 1. Hotel-Motel - actual room costs plus tax will be reimbursed. Receipts are required and must itemize room charges and taxes by date. Charges for personal services, in-room movies, personal phone calls, are not reimbursable. Tips paid to hotel personnel are not directly reimbursable, but are included in the per diem allowance.

2. Meals and Incidental Expenses (M&IE) - reimbursed as a fixed allowance (per diem). The standard meal allowance for HCDE employees is $45.00 per day for most locations. Certain “high-cost” locations (listed below) qualify for an allowance of $58.00 per day. The per diem allowance does not require receipts, but overnight travel is required for this reimbursement. The standard meal allowance will be prorated to 75% on the days of departure and return. ($33.75 for most locations) Incidental expenses consist of all tips given to service personnel and transportation expenses for non-business purposes. Incidental expenses are not to be claimed elsewhere on the form.

3. Transportation – Standard Mileage - mileage for the use of personal vehicles will be reimbursed based on the current federal rate. Mileage should be kept by odometer or use of an online map service such as Map Quest. This reimbursement is requested on the Mileage Reimbursement Form. This form must be submitted to AP by the 10th of the following month. Failure to comply with the deadline will result in the employee forfeiting their reimbursement.

4. Transportation – Other - Airline tickets, vehicle rental, and ground transportation expenses such as taxi and shuttle are reimbursable expenses. Ground transportation expenses include service to and from airports, travel between hotel and meeting/conference sites, or any other travel for business purposes. Gasoline and oil purchased for a rental vehicle should be included in this category. Tips paid to transportation personnel are not directly reimbursable, but are included in the per diem allowance. Receipts will be required for all of the above expenses. Please note that boarding passes must be attached to reimbursement requests. If you choose to have boarding passes sent to your smart phone, you must be able to print a copy for AP.

5. Other Expenses - Registration fees for conferences. Routine parking charges not included above and any emergency expenses. Tips paid for valet parking are not directly reimbursable, but are included in the per diem allowance. Receipts are required for all other expenses.

Reimbursement will be made only for travel expenses filed on an HCDE expense voucher approved by the appropriate authority, and including all required original receipts. All reimbursement requests must be filed by the 10th of the following month of the date of travel. Failure to comply with this deadline will result in the employee forfeiting their reimbursement.

High cost travel locations – Los Angeles, San Diego, San Francisco, Santa Monica, Washington, DC, Key West,


http://www.hcde.org/

Baltimore, New York City, Philadelphia, Providence, RI, and Seattle.

Notes:All invoices/receipts submitted to Accounts Payable must be originals. The auditors mandate this. Receipts should be taped to a sheet of 8 ½ x 11 paper. Reimbursement will be made only for travel expenses filed on an HCDE expense voucher approved by the appropriate authority, and including all required original receipts. All reimbursement requests must be filed by the 10th of the following month of the date of travel. Failure to comply with this deadline will result in the employee forfeiting their reimbursement.

4999 Staff Development Materials Purchase for staff development (audio/visual materials, books). No refreshments/food for school staff may be purchased with Federal Funds.

5271 – TRANSPORTATION–Field Experience/After-Before School Tutoring/Summer

3141 Transportation Field Experiences that require long distance travel:

1. Educational field experiences should be directly linked to the goals of the School Plan. 2. An approved field studies/experience request form must be attached to the P.O. request3. All field trips should occur prior to the summative assessments. 4. To obtain bus transportation vendor information, visit the commodities database located

online at:Home.hcde.org Click on Commodities Database

5. Send a requisition for a Purchase Order to be opened for any field experience a minimum of two weeks before the event. The Federal Programs office must receive a copy of the signed field trip request form that was approved by the operations director.

6. All transportation providers must accept a purchase order. If a 25% deposit is required to secure the transportation, contact Barbara Craigmiles. The balance will be paid at the conclusion of the trip(s). Call Barbara Craigmiles before contacting the vendor for any pre-payments.

7. Provider shall invoice school(s) by purchase order only. Advance payments shall not be made. DO NOT SIGN ANY PREPAYMENT AGREEMENTS.


http://Home.hcde.org/


Hamilton County Schools Federal Programs GuidelinePage 39

FRAUD, WASTE, OR ABUSE

Citizens and agencies are encouraged to report fraud, waste or

abuse in State and Local government.

NOTICE: This agency is a recipient of taxpayer funding. If you observe an agency director or employee engaging in any activity which you

consider to be illegal, improper or wasteful, please call the state Comptroller’s toll-free Hotline:

1-800-232-5454Notifications can also be submitted electronically at:

http://www.comptroller.tn.gov/hotline

Pre-Kindergarten


Hamilton County Voluntary Pre-K Program

“A Great Beginning Lasts A Lifetime”2016-2017

Thank you for your interest in the Hamilton County Department of Education Voluntary Pre-Kindergarten program. The pre-kindergarten programs are funded by Title 1 and/or State funds and must follow state and federal guidelines for enrollment in the programs. Unfortunately, not every child who applies for the pre-kindergarten program is accepted for enrollment.

Enrollemnt Process :

Students who are accepted for enrollment in the pre-kindergarten program must meet eligibility requirements in order to fulfill federal and state criteria including the goal to serve our most at-risk student population. Administrators and teachers will review information related to screening assessment results, zoned school information, and income level to determine students who meet the criteria for enrollment. All applicants will receive a letter regarding the enrollment status in the pre-kindergarten program.


Parent/Guardian obtains an application packet from the PreK site he would like to enroll his child in. All information must be complete and required documents submitted before child is considered for enrollment.

Once all information is completed and all documents are submitted, the child's packet will be submitted to the office of PreK programs for review.

All parents who submit a COMPLETE packet will receive a letter reguarding enrollment status. Students meeting eligibility guidelines will be accepted for enrollment.

Requirements for Pre-Kindergarten Registration Original Birth Certificate NOTE: Child must be 4 years old on or before August 15, 2016 ORIGINAL Social Security Card Current Immunization Record (see below) Current Physical Record – Physical Exam must be done within one year of registration Proof of Residency (Documents must be in the custodial parent/guardian’s

name) Examples: Current electric, water, gas, or cable bills dated within the last 30-60 days, current lease or mortgage, agency or court documentation

Proof of Income

Current Immunization Requirements for Children Entering Pre-Kindergarten Program

Diphtheria-Tetanus-Pertussis (DTaP, or DT if appropriate) Poliomyelitis (IPV or OPV) Measles, Mumps, Rubella (1 does of each, usually given together as

MMR) Varicella (1 dose or history of disease) Hepatitis B (HBV) Haemophilus influenza type B (Hib): age younger than 5 years old Pneumococcal conjugate vaccine (PCV): age younger than 4 years

old Hepatitis A (1 dose by 18 months of age)

Pre-Kindergarten Eligibility CriteriaAll Pre-K programs are designed to serve “at risk” students. The following criteria determines eligibility into the pre-kindergarten program for the 2016-2017 school year. Any student applying for the Pre-Kindergarten program funded by Title 1 must be zoned for a Hamilton County Title 1 elementary school. For all other programs, students must be zoned for a Hamilton County school.

Title 1 Funded Pre-K SitesStudents who are automatically eligible include:

Children who participated in Head Start or a Title 1 preschool program at any time in the past two years

Children who received services under Part C of Title 1 (migrant education) in the past two years


Homeless preschool-age children Children who are in a local institution or attending a

community day program for neglected or delinquent children and youth

*Documentation is Required

Other preference criteria include: Completion of application and parent/guardian interview Results of student’s screening scores Students who are zoned for I-Zone, priority or focused schools Students who meet federal income guidelines for free or

reduced meals Students with other at-risk factors

State and Lottery Funded Pre-K SitesIn 2014, the state legislature passed SB2093/HB1969 related to prioritization of enrollment for Pre-Kindergarten. Children who meet the income guidelines and have had a military parent killed in action, declared missing in action, or declared a prisoner of war have first priority for enrollment during open enrollment and are to be moved to the top of the waiting list if application is submitted after the classrooms have been filled.For all other students the first at-risk factor for consideration is the family income must qualify the child for the Free and Reduced Lunch Program.

Head Start Pre-K SitesStudents must be income eligible first and meet other Head Start criteria

Hamilton County Voluntary Pre-Kindergarten Sites (42)

2016-2017

State/Title 1 Funded Pre-Kindergarten Sites (12)Criteria: Students must be zoned for a Title 1 school and meet Title 1 eligibility requirements (see previous page).Battle AcademyBrown International Academy (2 classes)Hamilton County Schools Federal Programs Guideline

Page 43

East Brainerd ElementaryEast Lake Elementary (2 classes)Lakeside Academy of Math, Science and Technology (2 classes)Middle Valley Elementary SchoolNorth Hamilton County Elementary SchoolOrchard Knob ElementaryRed Bank Elementary

Title 1 Funded Pre-Kindergarten Sites (7)Criteria: Students must be zoned for a Title 1 school and meet Title 1 eligibility requirements (see previous page).Hardy Elementary (2 classes)Hillcrest Elementary (2 classes)Rivermont Elementary (2 classes)Woodmore Elementary (1 class)

State and Head Start Collaboration Sites (9)Criteria: Students must be income eligible first by Head Start guidelines and meet additional Head Start criteriaAvondale Head Start Center (4 classes)East Brainerd ElementaryEast Ridge ElementaryMiddle Valley ElementaryOrchard Knob ElementaryWoodmore Elementary

State Funded Sites (14)Criteria: Students must meet income criteria, reside in Hamilton County & meet other eligibility requirementsChambliss Center for Children (2 classes)Daisy ElementaryCalvin Donaldson Environmental Science Academy (2 classes)East Ridge ElementaryLookout Valley ElementaryOoltewah Elementary (2 classes)Snow Hill ElementarySoddy ElementarySpring Creek ElementaryWolftever Creek Elementary (2 classes)


Parental Involveme

nt


Hamilton County Department of EducationFamily Engagement Plan (Revised January 6, 2015)

Studies show that when parents are actively engaged in the school life of a child, that child performs better. Consequently, the Hamilton County Department of Education has adopted the following goals:

Goal #1 - Break down all barriers to parent involvement. ESEA 1118 (c) (Standard 1 – Welcoming All Families)

Ensure that parents feel welcome in the schools and the district level. Involve parents in all aspects of decision-making at the school and district level. Keep parents informed of their children's academic progress. Provide notifications in other languages for non-English speaking parents. Provide ongoing and updated information on the HCDE website.

Goal #2 - Involve the community in family engagement. ESEA 1118 (e) (4) (Standard 6 – Collaborating with Community) & (Standard 5 – Sharing Power)

Invite agencies to participate in district and school level activities Make referrals to parents for family needs Include the community in aspects of decision-making at the school and district

level

Goal #3 - Each school will have an active PTA, PTO, parent support group, and/or a parent/community support group. ESEA 1118 (b) (1) (Standard 2 – Communicating) & (Standard 4 – Speaking Up for Every Child)

Title I schools shall develop a family/community engagement plan. Title I schools shall implement, and evaluate their policy and plan to promote

family engagement activities with emphasis on student learning. All schools are encouraged to develop a family engagement plan that includes

social and cultural enrichment

Goal #4 - Each school shall provide opportunities for parents, guardians and care givers to volunteer in the schools. ESEA 1118 (e) (14) (Standard 3 – Supporting Student Success)

Goal #5 - Evaluate the effectiveness of the Family Engagement Plan on a regular basis. ESEA 1118 (h) (Standard 5 – Sharing Power)

Schools shall report all volunteer hours to official locations as well as needed locations (IE work, business, PTA)

Monitoring of Family Engagement Plans at the district and school level shall be done annually by the Tennessee Department of Education annually.

Goal # 6 Provide training information and support to parents. ESEA 1118 (g) (Standard 3


– Supporting Student Success)(1A) The Hamilton County Department of Education shall involve parents in the joint development of its district-wide engagement plan under section 1112 of the (Elementary and Secondary Education Act) ESEA by using the following strategies. ESEA 1118 (2)

The Superintendent shall conduct family and community forums to address issues and concerns from the community, as well as provide information about current school policies, procedures, and updates.

Parent Engagement Specialists, who meet monthly, shall review and execute the district's Family Engagement Plan.

PTA presidents and parent coordinators shall share the information with parents at the school level.

(1B) The Hamilton County Department of Education shall require the following actions to involve parents in the process of school review and improvement under section 1116 of the ESEA. ESEA 1118 (2) (A)■ Each school shall be required to include parents on its Needs Assessment and School improvement planning review team.■ Parents will be represented on the re-established Family Community Engagement Advisory Council.■ Parents will be represented on the Consolidated Federal Programs Advisory Committee.■ Parents will be encouraged to give suggestions for improvements at the school and district levels.■ The district shall require that all schools have an annual Open House/Title I meeting. Title I schools shall inform their parents about Title I support during the Open House/Annual Meeting.

(1C) Coordination of technical assistance and other support to assist all schools in the planning and implementation of effective parental involvement activities in order to improve student academic progress and school performance will be done as follows: ESEA 1118 (2) (b)■ All Title I schools will receive a parental involvement allocation in addition to their economically disadvantage per pupil allocation. The funds will be used to provide materials and carry out family engagement activities at each school.■ The district shall reserve one percent of the Title I budget for parental involvement/family engagement activities. These funds are given to the school.

■ Family Resource Centers shall provide training and support to the school

(ID)The Hamilton County Department of Education shall build the schools and parent capacity for strong parent involvement by ESEA (2) (c)

Providing training for administrators and teachers in parent engagement activities Involving the community in the training of parent coordinators/Family Resource

Specialist and district personnel. Including family engagement strategies in Title I Principals' meetings. Encouraging parents and teachers to attend state or local conferences on family

engagement.


(1E) The Hamilton County Department of Education shall coordinate and integrate parent involvement strategies and programs with the following agencies in the following ways: ESEA 1118 (2) (d)■ Pre-Kindergarten Initiative - Title I Schools, Head Start, Chambliss Children's Home, Chattanooga Human Services, and Signal Centers, shall work together to ensure that the parents of the pre-kindergarten program(s) receive proper training.■ Family Resources (Westside and North Hamilton County) shall provide hands-on parent involvement training, GED classes, wellness, computer training, as well as other appropriate activities.■ The Hamilton County Council of PTAs shall promote parental involvement throughout the district.■ Family Resource Centers will work to meet the needs of families with mental illnesses.■ Family Resource Centers will continue to help parents become self-sufficient and assist with helping them to improve job skills and parenting skills.

(1F) The Hamilton County Department of Education shall make a realistic assessment of how services are meeting the needs of parents in the district and how the district has identified barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency and have limited literacy or are of any racial or ethnic minority background) by using the following strategies.• Parents shall be surveyed using the Family Friendly Schools survey (or other appropriate survey) to determine the barriers to greater participation.• Barriers to parent involvement participation will be addressed in district-wide Title I meetings, Family nights, Family Resource Center staff meetings, PTA meetings, Family Engagement meetings, and parent workshops or other school wide events. Samples of barriers cited by parents are as follows:

1. Lack of time2. Lack of communication between the school and parents3. Feeling unwelcome in the school setting4. Feeling they have nothing to contribute5. Lack of child care6. Language and cultural differences7. Lack of transportation8. Scheduling conflicts

To address the perceived barriers• Title I schools will use their parental involvement funds to address the specific needs of their schools.• Non-English speaking parents shall be provided with district-wide services to assist them.• The Consolidated Federal Programs Advisory Committee shall review survey results on the involvement of parents in the spring of each year and discuss funding to address perceived barriers.


(1G) The Hamilton County Department of Education will evaluate the district's findings of strategies to improve stronger parental and community involvement in the following manner.• All schools will keep a roster of parent and community volunteers. These reports will be complied at the school level and will be shared with all stake holders• The Family Resource Centers will assist in surveying families they serve in the district to plan for the next year's program.

(1H) The Hamilton County Family Engagement/Community Partnerships Department will design improvement strategies such as homework, attendance and discipline.• All parents are provided with Hamilton County's "Code of Acceptable Behavior and Discipline." This document outlines the discipline policy for the district.• All students receive a document that details the homework and attendance requirements of the district.

• The HCDE website contains the board policy which outlines all policies.• All schools notify parents of homework help/tutoring services

(2A) Hamilton County Department of Education shall develop strategies for more effective parent involvement in the district to improve student academic achievement, through the following activities. ESEA 1118 (2) (f)• The district shall provide each school with two days/year for parent teacher conferences. These days will be used to discuss strategies for academic success.• The district shall encourage all schools to have (l)"Family Numeracy Night" for the purpose of providing parents strategies to help their children in numeracy, (2)"Family Literacy Night" for the purpose of providing parents with strategies to help their children with reading/language arts, and (3) other Family Nights, as appropriate.• The district shall encourage all Title I schools to include parents in the development of (1) parent school compact and (2) a family engagement plan.• The district shall provide training to parents on (1) the State's academic content standards, (2) how to monitor their child's progress, (3) how to work with educators, and (4) how to receive services that are available.• Workshops shall be provided on to use and interpret the data on report cards• Homework Hotline assistance shall be made available to English speaking parents, as well as

Non-English speaking parents• Information on Virtual Schools shall be made available to parents of students who are in need of credit recovery and Gateway tutoring.• Adult High School will provide non-traditional teaching and a flexible environment to meet the needs of students who are unsuccessful in the traditional setting.• Workshops conducted by parent coordinators, Family Resource Center Staff and Parent Engagement Specialist will be offered at each school site, family resources centers, Partnership for Families, Children and Adults and at the central office.• Each school's handbook will contain a grading scale• Each school will inform parents about the curriculum being taught during the district-scheduled Parent Conference Days• Each school will give parents access to all learning materials during the district Hamilton County Schools Federal Programs Guideline

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scheduled Parent Conference Days.• Each school's description will be posted on the website• Council, where strategies will be shared for family engagement and academic success.

• A copy of the districts' Family Engagement Plan will be made available at each school.

(2B) The Hamilton County Department of Education will annually evaluate the Family Engagement Plan at the Consolidated Federal Programs Advisory Committee meeting. At that time, the district will review Family Resource Center usage, parent volunteer hours, and other school-related activities. Parents are to be included on this review. ESEA 1118 (2) (e)

(2C) Federal Law requires all Title I schools have school level family engagement plan that is developed with the input of parents, teachers, school level administration, and community members that is reviewed annually. The Federal Programs department and the Family Engagement/Community Partnerships department provide assistance in the development of these plans.

PARENT INVOLVEMENT POLICY & SCHOOL-PARENT COMPACT Each school must have a Parent Involvement/Engagement Policy and a School-Parent Compact. The Title I team (including parent and community member) is required to develop these documents.

A Parent Compact is a signed commitment of the learning community to encourage and support students to reach academic success. Goals and expectations are defined, action statements are developed, and ongoing communication is established. A copy of a signed compact should be filed in the red Title I Notebook. The remaining copies should be filed in the front office.

TITLE I INFORMATION PARENT MEETING Documentation must be placed in the Title I Notebook.

Announcement Sign-In Sheets Agenda Minutes

Provided below is a template. This template ensures that each school has met federal guidelines in regards to the Parent Involvement/Engagement Policy. All Six Standards MUST be included.


PARENT INVOLVEMENT/ENGAGEMENT POLICY TEMPLATE

School Name It is the policy of this school to:

Ensure that all students achieve high academic standards Welcome parents into the building (Standard 1 – Welcoming All

Families) Have an organized PTA, PTO, or parental organization Include parents in the decisions that affect their children by

(Standard 5 – Sharing Power):o Conducting a needs assessment survey o Including parent members in leadership committees o Maintaining open communication between teachers and

parents (Standard 2 – Communicating)

Report student progress to parents on a regular basis by: (Standard 3- Supporting Student Success)

o mid-term progress reportso report cardso parent conference dayso phone callso informal dialogueo email

Provide parents with opportunities to strengthen their knowledge and parenting skills by offering monthly meetings for parents to discuss ways to help their children. (Standard 3- Supporting Student Success)

Build capacity for parental involvement by:o Convening an annual meeting to inform parents of

responsibilities and encourage participationo Offering meetings at flexible timeso Involving parents in planning, review, and improvemento Working together with community members to connect

students, families, and staff to expand learning opportunities, community services, and civic participation (Standard 6 – Collaborating with Community)

Provide assistance to children at risk of not meeting high standards by:

o Providing individual intervention with certified teacher(s)o Informing parents of how they can help their children achieve


o Teaching families how to be advocates for their own and other children (Standard 4 – Speaking Up for Every Child)

1. Describe how the school jointly develops, with the input of parents, the written parent involvement plan.

Parental Involvement Expectations

1. 2.3.4.5.6.7.

a. Describe the annual meeting where parents receive information concerning being a Title I school.

b. Describe how parents are explained the requirements of Title I, and the rights of parents to be involved in the school.

Parents receive the following Channing Bete literature: * “School-wide Title I Programs – How and why they work” * “About School-Parent Compacts”(The documents are also available for Spanish-speaking parents.)

c. Describe the schedules of school parent meetings.

d. Describe how parents are involved in an organized, ongoing, and timely way.

PTA/PTO - _________________

e. Describe how the school provides parents timely information about programs under parent involvement.


f. Describe how the school will provide parents a description and explanation of the curriculum used in the school, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.

g. Describe how the school provides parents with opportunities for regular meetings.

h. Describe how the school develops, with the input of parents, its school-parent compact.

2. Describe how parents, teachers, and administrators share the responsibility of improving student achievement and meeting the state’s high standards. a. Describe the school’s responsibility to provide to high-quality

curriculum in a supportive and effective learning environment.

b. Describe the ways in which each parent is responsible for supporting their children’s learning.

c. Address the followingi. Parent teacher conferences ii. Student progress reportsiii. Opportunities for parents to volunteer and observe

classrooms.

3. Describe when and how the school distributes the written school level parent involvement plan.

School website

4. Describe how the school notifies parents of the written school-level plan in a way that is easy for parents to understand


5. Describe how the school makes the school level plan available to the local community. Include the website link.

6. Describe how the school periodically updates the Parental Involvement plan to meet the needs of the parents and the school.

7. Describe how the school gets feedback from parents on needed changes of the plan throughout the school year.

8. Describe how the school provides assistance to parents in understanding achievement standards, assessments, and how to monitor progress and provide assistance to their children.

9. Describe the materials and training that the school will provide to parents.

10.Describe the type of training that the school receives to reach out to, communicate, and work with parents as equal partners.

11.Describe the way the school will integrate and coordinate services for parental involvement. Include the grants that provide parental support.

12.Describe the types of information that is provided to parents in a language they can understand.

13.Describe the types of support that is provided at the request of parents.

14.If applicable, describe the opportunities provided for parents with Hamilton County Schools Federal Programs Guideline

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limited English proficiency, disabilities, and migrant status.

15.Provide examples of how your school demonstrates the following:

Standard 1 – Welcoming All Families

Standard 2 – Communicating

Standard 3 – Supporting Student Success

Standard 4 – Speaking Up for Every Child

Standard 5 – Sharing Power

Standard 6 – Collaborating With Community


SAMPLE PARENT COMPACT

Parent Name:_____________________ Student Name:________________________

PARENT / GUARDIAN AGREEMENT

Any person interested in helping this student may sign in place of the parent.

I want my child to achieve; therefore, I will encourage him/her by doing the following:

1. See that my child is punctual and attends school regularly2. Support the school in its efforts to maintain proper discipline3. Establish a time for homework and review the work regularly4. Provide a quiet, well-lighted place for study5. Encourage my child’s efforts and be available for questions6. Stay aware of what my child is learning7. Provide a library card for my child8. Read with my child and let him/her see me reading

Signature _____________________________ Date ___________________

STUDENT AGREEMENTIt is important that I work to the best of my ability; therefore, I will do the following:

1. Attend school regularly2. Come to school each day with necessary supplies3. Complete and return homework assignments4. Observe regular study hours5. Conform to rules of student conduct

Signature _____________________________ Date ___________________

TEACHER AGREEMENTIt is important that students achieve, therefore, I shall do the following:

1. Ensure that students are actively engaged in learning2. Provide reasonable homework assignments for students as practice3. Provide information to parents about students’ learning and

achievement

Signature _____________________________ Date _________________________

PRINCIPAL AGREEMENTI will provide an environment that encourages positive communication and set high expectations for learning.


Signature _____________________________ Date _______________________

Private Schools


PRIVATE SCHOOL FUNDING for Title I-A

Private School Participation in Federal Programs

Under Title I, local educational agencies (LEAs) are required to provide services for eligible private school students, as well as eligible public school students. In particular, §1120 of Title I, Part A of theElementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act (NCLB), requires a participating LEA to provide eligible children attending private elementary and secondary schools, their teachers, and their families with Title I services or other benefits that are equitable to those provided to eligible public school children, their teachers, and their families.

All private schools (non-profit and for-profit) must provide enrollment data. All non-profit private schools must be offered the opportunity to participate in federal programs. Only non-profit private schools may participate in federal programs.

Purpose: Provides supplemental educational services for eligible public and non-public school students to ensure all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging academic achievement standards and assessments.

Intent to Participate Enrollment data from private schools Intent to participate in federal programs during the following year must be indicated Independent Home schools do not complete Intent to Participate form.

Intent to Participate Form: Distribution Registered mail is used to document that each private school was contacted.

Who is Eligible? To qualify for assistance under Title I, a student must reside within the attendance

area of a participating public school located in a low-income area and be failing, or at risk of failing, to meet student academic achievement standards. Poverty is not a requirement for eligibility

Criteria for eligibility is determined during consultationo Achievement test scoreso Report card gradeso Teacher referralo Other

Equitable Services for StudentsAn LEA must provide educational services and benefits to eligible students enrolled in privateelementary and secondary schools that are equitable in comparison to the Title I servicesHamilton County Schools Federal Programs Guideline

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provided to public school students.

Equitable Funding for Students: The regulations specify exactly how to determine equitability in deriving the funds

to serve eligible private school students. This is called the “equal expenditure” requirement.

o The total amount expended by the LEA for services to eligible private school children must be proportionate to the amount of funds generated by public school students

o Private school students generally must receive an equitable amount from any reservations of funds made by the LEA before sending funds to public schools and deriving the nonpublic allocation.

Equitable Services for Families and Teachers From funds reserved for professional development (PD) and parental involvement

equitable services to non-public school teachers and families of participating non-public school children.

o Section 1118 of Title I requires an LEA to reserve funds off the top of its Title I allocation to carry out required Title I parental involvement activities. Section 200.65 of the regulations requires the LEA to calculate the amount of funds available for parental involvement activities from the reserved funds based on the proportion of private school children from low-income families residing in participating public school attendance areas

o If an LEA reserves funds under §1119 off the top of its Title I allocation for carrying out Title I professional development activities, the LEA must provide equitable services to teachers of private school participants from this set-aside. As required under §200.65 of the regulations, an LEA calculates these equitable services from the reserved funds in the proportion to the number of private school children from low-income families residing in participating public school attendance areas. Activities for the teachers of private school participants must be planned and implemented with meaningfulconsultation with private school

What Services will be provided? Services to be provided will be determined during the consultation

PRIVATE SCHOOL FUNDING for Title II-A, Title III

Intent to Participate Form Enrollment data from private schools Private schools indicate intent participate in federal programs during the following year Independent Home schools do not complete Intent to Participate form.

Intent to Participate Form: Distribution Registered mail is used to document that each private school was contacted.


What Services will be provided? Services to be provided will be determined during the consultation.

FREQUENTLY ASKED QUESTIONS

Who is the private school contact person for each grant?a. Improving the Academic Achievement of the Disadvantaged Title I: Preston Gonter–

209-8571b. Professional Development for Teachers – Title II Part A: Preston Gonter 209-8571c. English as a Second Language – Title III Part A: Julie Legg: 209-8480

If I want to make a purchase using federal money, what should I do? a. Submit completed Requisitions with attached quote from an approved HCDE vendor

for Title I-A (materials, equipment, parental involvement, and staff development) to Mary West.

b. Submit completed Requisitions with attached quote from an approved HCDE vendor for Title II-A professional development to Mary West.

c. Submit completed Requisitions with attached quote from an approved HCDE vendor for materials for ESOL to Julie Legg.

d. Make the requisition as clear as possible (name of vendor, phone, fax).

Do I need to label materials?Yes. All non-consumable materials purchased with Title I, Title II-A or Title III-A are the property of the Hamilton County Department of Education.

Property of:Title II-A (2016-2017)

Hamilton County Department of EducationChattanooga, Tennessee

Inventories: Inventories for non-consumable materials are maintained.

What procedures should be followed when using federal funds for professional development?

CONSULTANTS

The procedures for hiring are as follows: Make sure your Title I or Title II budget will support the expenditure. Submit the following to Federal Programs at least eight weeks before you need the

consultant. o Independent Contractor/Consultant Agreement that is fillable/must to be

typed


o Vendor Information Form and Substitute IRS Form W9 (if a new vendor)o Certificate of Liability Insurance naming HCDE as an additional insured.




o All contracts (consultant and vendors) must have an exact cost, no estimates will be approved.

PO must be issued before the consultant comes to the school. Federal Programs’ Director will be responsible for obtaining board approval, if necessary.

Submitting the completed documents to secure a consultant in advance can avoid delays. Mary West will enter and attach all documentation and requisition for a purchase order into IFAS. The school will send a signed invoice (principal’s signature) to the Gail Phillips where final

authorization for payment will be made. If schools are sharing a consultant, each school needs to complete a consultant

agreement and specify how many days each school will pay the consultant and the cost per day.

Remember This!!! DO NOT SIGN ANY FORM THAT IS NOT THE HCDE the INDEPENDENT


CONFERENCES—WORKSHOPS—TRAINING

Reimbursement can be paid for conference or workshop registration and travel expenses. The Expense Voucher should be submitted to the contact person - Preston Gonter.

ALL TRAVEL EXPENSES ARE 100% REIMBURSED The Conference Attendance Request Form must be completed and approved

prior to making travel arrangements. When requesting to attend a conference, include the vendor providing the

conference as well as the conference name. If the vendor had not been used previously a W9 is also needed.

Contact the hotel and airline directly to make arrangements. Do not use websites. ( i.e. Expedia, Cheap Flights, Orbits,…)

Travel Voucher (http://home.hcde.org ) m ust be completed and submitted by the individual with all necessary documents.

o Approved Conference Attendance Request Form


o Receipt with a $0.00 balance for air fighto Boarding passes (If you choose to have boarding passes sent to your

smart phone, you must be able to print a copy for AP.)o Hotel receipt with a $0.00 balanceo Receipts for all acceptable expenses (i.e. Taxi from airport to hotel,

Parking…) (All tips are included in the per diem)o Receipt for conference registration (if not paid by a PO)

All expense vouchers must be signed by the employee and the principal. All travel expenses (airline, hotel, ground transportation, registration fees, mileage,

car rentals) should be paid by the person actually taking the trip. DO NOT PAY FOR SOMEONE OTHER THAN YOURSELF. YOU WILL NOT BE REIMBURSED FOR SOMEONE ELSE’S TRAVEL.

Attach the approved Conference Request Form to the Travel Voucher when requesting reimbursement.

The principal is responsible to provide and ensure all travelers are aware and understand all procedures for booking of travel/hotel and documentations needed for reimbursement.


JOB DESCRIPTIONSThe following pages contain the job descriptions for all positions in the Hamilton County Department of Education totally or partially funded by Federal Funds during the 2016-2017 school year.

Title I: Consolidated Administration (p. 60)

Director of Federal Programs Director of Pre-Kindergarten Federal Programs Coordinator Federal Programs Staff Accountant Federal Programs Bookkeeper Federal Programs Administrative

Assistant Pre-Kindergarten Administrative

Assistant Title I System-wide Staff (p. 67)

Director of Elementary Schools: Title I Support

Curriculum Coaches Part-time Title I Coordinators Family Resource Center Manager

Title I Pre-Kindergarten (p. 71) Teachers Pre-Kindergarten Social Worker Pre-Kindergarten Behavior Specialist Instructional Paraprofessionals

Title II System-wide: (p.75) Curriculum Directors Director of Secondary Recruitment and

Retention Director of Content Support Curriculum Coaches (see page 68)

Statistical Coordinator Guidance Resource Specialist

Title I School-Based Staff: (p. 83) Dean of Students Curriculum Coach (see page 68) Graduation Coach Teachers Elementary Guidance Counselors School Site Parent Coordinator Family Partnership Specialist Computer Technician Behavior Specialist Instructional Paraprofessionals Interventionist

Innovation Zone (p. 93) Director of Innovation Zone Project Manager of Innovation Zone Innovation Zone Coordinator and Data

AnalystHomeless (p. 98)

Homeless/Homebound Liaison

Content Support /Data Assistant Manager of Staff Development Center

Title III System-wide: (p. 82)


ESOL/ELL Parental Involvement Specialist ESOL/ELL Educational Assistant

Title I: Consolidated AdministrationDIRECTOR OF FEDERAL PROGRAMS

DIVISION: Curriculum and Instruction TITLE: Director of Federal Programs JOB GOAL: To coordinate the resources of Title I, Title II, Title III, and Title X of the Elementary and Secondary Education Act to ensure that:

students living in poverty attain high academic standards teachers in the district are provided with high-quality staff development teachers and students in the system benefit from innovative programs that address the needs

of the district QUALIFICATIONS:

Valid Tennessee teacher’s license Master’s Degree with endorsement in Administration & Supervision Experience as a Title I teacher or Title I Coordinator Knowledge of budget preparation Knowledge of ESEA Guidelines and Regulations

REPORTS TO: Assistant Superintendent of Curriculum and Instruction DUTIES:

Remain current on laws and requirements regarding each program and meet with related staff to interpret and implement regulations

Ensure district and school budgets meet the guidelines established by federal and state funding sources

Prepare all required reports, applications, and maintain all appropriate records Monitor school programs to ensure continuing state and federal compliance Evaluate effectiveness of programs Work collaboratively with district leadership Supervise the following staff positions: coordinators, administrative assistant, staff

accountant, and bookkeeper Administer Title I programs and facilitate implementation of Title II-A, Title III-A, School

Improvement Grant, and other federal grants that may fall under ESEA Provide support to schools (public, charter, and private) receiving federal dollars Plan and provide professional development activities for teachers and administrators to

support the teaching and learning environment of the schools Ensure that parental involvement activities are an ongoing part of all Title I school-wide

projects


DIRECTOR OF PRE-KINDERGARTEN PROGRAMS DIVISION: Curriculum and Instruction Title: Director of Pre-Kindergarten QUALIFICATIONS:

Valid Tennessee teacher’s license Master’s Degree with endorsement in Administration & Supervision Experience as a Title I teacher or Title I Coordinator Knowledge of budget preparation Endorsement in Early Childhood Education

REPORTS TO: Assistant Superintendent of Curriculum and Instruction

DUTIES: Coordinate required program components for all Pre-K programs located in schools and

community based centers Ensure compliance with all licensing regulations and guidelines by the State of TN Plan and facilitate professional learning for Pre-kindergarten staff Serve as liaison for Head Start collaboration, expansion sites and other community based

programs Serve as chairperson of the Pre-K Advisory Council Write state and federal grants for Pre-K district funding Supervise off campus (community based) Pre-K classes Recruit and hire Pre-K staff Assist school and site Pre-K administrators with the acquisition of appropriate instructional

materials and equipment Evaluate program progress by reviewing and monitoring all programs and assist with formal

and informal evaluations of teachers and assistants Supervise Pre-K support staff, facilitator, social worker, nurse, and office staff Inform parents and community of program goals, objectives, programs and activities Ensure teachers and administrators are familiar with PreK curriculum and provide professional

learning to support implementation Support teachers in the classroom through coaching, modeling and mentoring to improve

instructional practice and improve student achievement

FEDERAL PROGRAMS COORDINATORHamilton County Schools Federal Programs Guideline

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DIVISION: Curriculum and Instruction (Federal Programs) TITLE: Coordinator JOB GOAL: The Federal Programs Coordinator assist the Federal Programs Director with reports,applications and documentation required by the state. The coordinator works cooperatively with

principalsand teachers to ensure that guidelines are being followed carefully, monitored, and supported at theclassroom and school level, to achieve student success in schools receiving Title I funds. QUALIFICATIONS:

Certification as a teacher and school administrator experience Master’s Degree or above in school administration & supervision and/or educational

leadership Five or more years of successful experience as a classroom teacher Such alternatives to the above qualifications as the superintendent may find appropriate

REPORTS TO: Director of Federal Programs DUTIES:

Remain current on laws and requirements regarding Title I and Title II in public and non-public schools

Provide clarification of federal guidelines, while supporting implementation of Title programs at the Title I public and non-public schools

Assist in the preparation of all required reports Assist in the completion of Funding Application Assist in the completion of the Needs Assessment and Plan for the LEA and individual schools Ensure that each Title I Plans clearly include the 10 Required Components of School-wide

Projects Assist LEA and schools in preparation for the State Federal Programs Monitoring Collaborate with the director in planning and conducting principal Title meetings for public and

non-public schools Annually review and revise Title I Manual and documentation requirements Conduct Professional Development related to Federal Programs Review and approve Parental Involvement Policy and School/Parent Compact Encourage and support parental and community involvement in schools receiving Title I fund Assist principals with teacher observations and evaluations Participate in school leadership team meetings Ensure that federally purchased equipment is inventoried, labeled appropriately, and disposed

of in accordance with HCDE and federal guidelines Conduct consultation meetings with non-public schools to ensure compliance Assist Title I and Title II schools (public and non-public) in adhering to budget constraints Verify Title I students in non-public schools Complete all required documentation for non-public schools Provide technical assistance to HCDE employees working in non-public schools Conduct observations of non-public Title I programs to ensure adequate implementation Serve on Committees as directed by the Director of Federal Programs Follow all directives of Federal Programs Director Engage in personal and professional renewal to stay abreast on current methods, trends, and

techniques

FEDERAL PROGRAMS STAFF ACCOUNTANT


DIVISION: Curriculum and Instruction (Federal Programs) TITLE: Staff Accountant

JOB GOAL: To provide support to the Federal Programs department in the budgetary requirements

of the Consolidated Federal Programs grant QUALIFICATION

High school diploma or equivalent Four year degree Knowledge of federal and state coding Word processing, database, and spreadsheet skills (must be able to program Access using

VBA and maintain and update Access tables, queries, forms and reports) REPORTS TO: Director of Federal Programs DUTIES:

Create federal budgets for all Federal grants Keep accurate balances for all budgets Reconcile accounts to financial statements generated by IFAS Completion of state financial reporting (Completion Report, ordering of monies, release of

funds, etc.) Send accurate monthly budgets to Federal Programs school-wide projects Effect journal entries, as needed Maintain a good working relationship with Finance Department Provide backup for purchasing bookkeeper Prepare graphic interpretation of budget data Create and maintain databases using Microsoft Access in connection with summer staff

development, Supplemental Education Services, and Federal Programs expenditures Develop, implement and train personnel concerning all databases used by Federal Programs Prepare budgets for submission to State Department Prepare and submit supplemental payments for all HCDE Departments except Exceptional

Education Prepare and maintain financial instruments in connection with the submission of supplemental

payments

FEDERAL PROGRAMS BOOKKEEPERDIVISION: Curriculum and Instruction (Federal Programs) TITLE: Federal Programs Bookkeeper


JOB GOAL: To provide support to the Federal Programs department in the purchase of materials, processing of payment vouchers, and verifying purchase orders QUALIFICATIONS:

High school diploma Minimum of 2 years of college Knowledge of federal and state coding Word processing, database, and spreadsheet skills


Code, prepare and key requisitions for schools and Central office for items such as: Travel Expense Vouchers, Professional Leave forms, Payment Vouchers, consultant request

Obtain and process quotes for schools and central office for all Federal Grants Be knowledgeable of various grants and correlated ORGs Log completed requisitions. Scan and return some of the completed P.O.'s to the schools Process conference approval requests, consultant requests and code and log when approved Scan and send to the school Review revise when necessary, school requisitions in collaboration with the Federal

Programs Director and Purchasing Ensure that purchasing processes are completed Provide technical support by addressing P.O. s and any issues relating to the P.O. Training new & current Title I staff in the schools Maintain a good working relationship with the Purchasing Department

FEDERAL PROGRAMS ADMINISTRATIVE ASSISTANTDIVISION: Curriculum and Instruction (Federal Programs) TITLE: Administrative Assistant JOB GOAL: Provide support to the Director of Federal Programs and the Federal Program

department Hamilton County Schools Federal Programs Guideline

Page 68

QUALIFICATIONS:

High school diploma or equivalent Minimum typing skills of 40 WPM Good telephone skills Basic computer skills


General clerical duties to include but not limited to: photocopying, faxing, answering phones, mail distribution and filing. Coordinates and maintains records for staff office space, phones, company credit cards and office keys.

Manage calendars; make travel, meetings and event arrangements; prepare reports and agendas.

Maintain calendar and schedule for Director of Federal Programs Approve invoices and packaging slips received from schools and vendors, add

purchase orders and send to account payable for payment processing. Maintain inventories of equipment and materials purchased with grant funds Serve as a backup for bookkeepers during absences Prepare mail-outs from Federal Programs department Maintain Federal Programs office with supplies, equipment, updated information Assist Schools with Title I, II, III questions as needed. Assist with e-plan documentation Assist with Board Agenda items Assist with Special Projects such as: summer programs and after school Perform other duties assigned by the Director of Federal Programs Attend Title II, Title I and other meetings necessary for the job. Assist with other as couriers between Federal Programs and appropriate

departments such as: Purchasing, Finance; Operations; Accountability and Testing; Exceptional Ed.; Superintendent’s office and Human Relations.

Coordinate with Part-time coordinators on time cards, calendars and phones. Communication skills

PRE – KINDERGARTEN PROGRAM ADMINISTRATIVE ASSISTANTDIVISION: Curriculum and Instruction TITLE: Administrative Assistant JOB GOAL: Provide support to the Director of Pre-Kindergarten Program and the Pre- K department QUALIFICATIONS:

High school diploma or equivalent


Minimum typing skills of 40 WPM Excellent oral and written communication skills Basic computer skills

REPORTS TO: Director of Pre-Kindergarten Program

DUTIES: Maintain calendar and schedule for Director of Pre-Kindergarten Program Prepare and submit requisitions Copy and file records for the department Disseminate mail to appropriate personnel Assist with completion of reports and written communication as requested by director Prepare information and materials for distribution from Pre-Kindergarten department Prepare materials as requested Maintain catalog file Monitor office phone and ensure appropriate staff receive message Act as courier between Pre- K Department and appropriate department office (Purchasing,

Finance, Mail Room) Ensure Pre-Kindergarten office is neat, organized and professional in appearance

Title I: System-wide Staff

DIRECTOR OF ELEMENTARY SCHOOLS: TITLE I SUPPORTDIVISION: Education and Leadership Support Title: Director of Elementary Schools: Title I Support

JOB GOAL: To lead a school reform effort in Title I elementary schools by providing direction,assistance and support to improve student achievement so every student is promoted from 5th

grade to middle school as a strong reader, a good writer, and skilled in solving a wide range ofnumeracy problems.


QUALIFICATIONS: Valid Tennessee teacher’s license Master’s degree with endorsement in Administration/Supervision Experience as a school principal Knowledge of school reform

REPORTS TO: Assistant Superintendent of Education and Leadership Support

DUTIES: Support new teachers in At Risk Schools through directing and implementing the Teachers

Induction Program Ensure effective instruction as evidenced in summative evaluations and retention of new

teachers Focus on teacher evaluations providing support to principals to ensure effective

observations and feedback and align summative evaluations with test data Support and coach new principals in At Risk Schools through intensive mentoring Support principals at At Risk Schools through monthly meeting (Quality Circles) based on

highest need Provide an additional layer of support to the principals though extended shadowing and

mentoring Coordinate Needs Assessment Walk-thoughs to be conducted by the Educational and

Leadership Department in schools that are on the cusp Work with principals to develop professional learning communities in their schools Provide support to schools in the planning, writing and monitoring school reform proposals Provide specific feedback to principals based on principal evaluations Monitor the quality of evaluations by conducting walk throughs with principals

CURRICULUM COACHDIVISION: Curriculum and Instruction TITLE: Curriculum Coach

QUALIFICATIONS: Valid Tennessee teaching license with certification based on school level Minimum of Bachelor’s degree in education, Master’s degree preferred Minimum five (5) years of successful classroom teaching required

(as evidenced by Project COACH evaluations and student achievement data) Thorough understanding of the Hamilton County and State Standards Knowledgeable about formative and diagnostic assessments and research based

instructional practices Experience in workshop presentation required (adult learning)


REPORTS TO: School Principal DUTIES:

Help improve instruction by engaging teachers in intensive professional development and promote a school-based professional learning community

Provide demonstrations of all dimensions of the Strategic Literacy Framework Observe and coach classroom teachers in effective practices Provide sustained mentoring to classroom teachers Plan and facilitate professional literacy team meetings Plan and provide workshops on the literacy framework Facilitate book clubs and study groups Evaluate literacy needs within various subject areas and collaborate with teachers and

administrators to interpret data in order to improve instruction Use assessment data to assist teachers and administrators with placement of students in

appropriate instructional or intervention groups Conduct regular meetings with classroom teachers to examine student work and monitor

progress in order to support teacher reflection and action Assist classroom teachers with analysis of formal and informal literacy assessments Assist teachers with planning, sequencing, and scaffolding of instruction Provide in-service training and follow-up coaching to assist classroom teachers in the use of

literacy/learning strategies in their classrooms Work with teachers individually, in collaborative teams, and/or with departments, providing

practical support on a full range of reading, writing, and communication strategies Observe and provide feedback to teachers on instruction related to literacy development and

content area knowledge Plan, coordinate and present district-level professional development Continue professional growth and strengthen professional teaching knowledge, skills, and

strategies through an ongoing program of workshops, seminars, conferences, and/or advanced course work

Coordinate school-based professional development in reading and writing aligned with the K- 5 Strategic Literacy Framework and the State standards

PART-TIME TITLE COORDINATORDIVISION: Curriculum and Instruction TITLE: Part-Time Coordinator JOB GOAL: The Federal Programs Coordinator works cooperatively with principals and teachers toensure that guidelines are being followed carefully, monitored, and supported at the classroom and

school levelsto achieve student success in schools receiving Title I funds. QUALIFICATIONS:

Certification as a teacher and school administrator experience Master’s Degree or above in school administration & supervision and/or educational

leadership or curriculum and instruction Five or more years of successful experience as a classroom teacher Such alternatives to the above qualifications as the superintendent may find appropriate

REPORTS TO: Director of Federal Programs Hamilton County Schools Federal Programs Guideline

Page 72

DUTIES: Provide clarification of federal guidelines, while supporting implementation of Title programs Ensure that each Title I school’s Plan clearly indicates the 10 Required Components of School-

wide Projects Participate in leadership team in completing the Needs Assessment and Plan Assist Principals with teacher observations and evaluations Encourage and support parental and community involvement in schools receiving Title I funds Assist Title I schools in adhering to budget constraints Engage in personal and professional renewal to stay abreast of current methods, trends, and

techniques

FAMILY RESOURCE CENTER MANAGER

DIVISION: Education and Leadership Support TITLE: Family Resource Center Manager JOB GOAL: To meet goals and guidelines of the Family Resource Division of the State Department of Education and of the Title I program.

QUALIFICATIONS: Valid Tennessee teacher’s license Master’s Degree or above in adult education, social work or related fields Minimum of five years of teaching experience

REPORTS TO: Coordinator of Parent, School, & Community Involvement and the Director of Federal Programs

DUTIES: Provide information and collaborate with community services to Title I schools regarding

Family Resource Centers Provide parental support through child development and positive parenting classes


Provide relevant information through referral services which link families to community resources

Provide monthly reports Respond to requests for information about the FRC services Schedule and publish all FRC sponsored activities Responsible for the implementation of day and evening programs/activities to address

student, family, school, and community needs Support community through gang intervention and prevention programs Provide health related education to parents of students in Title I schools Administer the total instructional program of the Family Resource Center Develop and implement and/or improve parent involvement programs for Title I schools Monitor progress of the Family Resource Center and parent involvement programs Develop and implement a process for evaluation of the Resource Center program and the Title

I parent involvement program

Title I: Pre-Kindergarten

PRE-KINDERGARTEN TEACHER

DIVISION: Curriculum and Instruction (Federal Programs) TITLE: Teacher

JOB GOAL: Provide a nurturing learning environment through the use of developmentally appropriate strategies that advance students’ social and emotional development as well as provide learning foundations in literacy and math.

QUALIFICATIONS: Valid teacher’s certificate with one or more of the following endorsements/codes:

o PreK-3 (403), PreK-4 (497), Bachelor’s Degree or equivalent At least 2 – 3 years’ experience in teaching at the appropriate assigned level Highly Quality Such alternatives to the above qualifications as the board may find appropriate and

acceptable

REPORTS TO: School Principal and/or Director of Pre-Kindergarten DUTIES:


Create a classroom environment that fosters learning using a broad spectrum of activities and experiences

Arrange and supervise the physical environment and activities that promote children’s development of learning, social and emotional skills and positive behavior

Plan developmentally appropriate lessons based on Tennessee Early Learning Developmental Standards and district curriculum guidelines

Use developmentally appropriate instructional strategies to establish meaningful connections and motivate students to engage in meaningful activities

Adhere to the State Childcare Licensing Guidelines Assess student progress towards learning targets, objectives, expectations, and goals through

ongoing informal and formal assessments Establish regular and ongoing communication with families to ensure needs of all students are

being met and students’ performance towards expectations is understood Develop lessons based on information gathered from authentic assessments to build on

children’s strengths and interests while addressing their individual needs Monitor and guide students’ behavior for the purpose of providing a safe and positive learning

environment Collaborate with faculty and staff to support the School Improvement Plan Participate in professional learning focused on the improvement of the school-wide

instructional plan and district goals Direct the instructional assistant in accordance with school and district policies for the

purpose of providing an effective classroom program and address individual needs of students.

Collaborate with exceptional education teachers as needed to support the inclusion model

PRE-KINDERGARTEN SOCIAL WORKER DIVISION: Curriculum and Instruction TITLE: Pre-kindergarten Social Worker JOB GOAL: To function as a liaison between home, school, and community by providing caseworkservices to address the problems of students, parents, and schools QUALFICATIONS:

Tennessee certification as a school social worker Work experience leading to certification or equivalent training or experience

REPORTS TO: Director of Pre-Kindergarten, Director of Federal Programs & Director of Student Assignment DUTIES:

Protect the rights of all children to obtain an education by: o making home visits to contact parents of students with attendance problems o counseling with students and families to determine reasons for nonattendance o helping school personnel to develop programs to encourage regular attendance o communicating to school personnel causes of nonattendance o cooperating with the juvenile courts systems in cases which involve chronic truancy

Conduct parent conferences to assist parents in understanding: o child growth and development, as they relate to the child’s school progress


o the relationship between achievement and expectancy Required Components of a School-wide Program

o grading and promotion practices o the goals and practices of the school

Assist schools with students who exhibit severe behavior or adjustment problems in the classroom, through casework services, consultation with school staff, and re-entry staffing for suspended students

Facilitate psychological evaluation of referred students through: o involvement in initial referral procedures o assistance to parents in understanding reasons for referral o participation in M-Team meetings, staffing recommendations, and placement plans

Maintain open communication with community agencies and resources in order to: o exchange ideas on individual students o refer students and parents to appropriate agencies and resources for assistance o coordinate the efforts of school, home, and agency to help address student issues

Conduct voluntary parent education group meetings - Strategies to increase parental involvement, such as family literacy services regarding child management and development

Interpret services to the community through PTA and service clubs. Assist families of preschool children in the transition from early childhood programs, such as

Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs

Assist families with a child needing glasses, dental work, medical care, clothes, or financial aid Perform other duties, as delegated by the Director of Federal Programs and the Director of

Student Assignment

PRE-KINDERGARTEN BEHAVIORAL INTERVENTIONISTDIVISION: Curriculum and Instruction TITLE: Pre-Kindergarten Behavioral Interventionist JOB GOAL: To assist with the instructional program of the school receiving Title I funds QUALIFICATIONS:

Trained in at least one research-based strategy for classroom management and/or student behavior such as COMP, Conflict Resolution, and/or Peer Mediation.

Successful experience working in urban schools 4-year degree from an accredited college of higher learning Able to work positively with administration, teachers, parents, and students

REPORTS TO: Director of Pre-Kindergarten and School principal DUTIES:

Assist administration in maintaining research-based classroom management/student behavior strategies

Assist in monitoring student behavior in the classroom, cafeteria, halls, and school grounds Coach teachers in the utilization of behaviors and strategies to guide positive behaviors Assist teachers in creating developmentally appropriate behavior plans for the classroom

and individual students Attend and provide input during IEP meetings with teachers, parents, and administrators Work positively with students, parents, teachers, and administration The Behavioral Specialist DOES NOT TUTOR OR TEACH CHILDREN!!!


PRE-KINDERGARTEN INSTRUCTIONAL PARAPROFESSIONAL DIVISION: Education and Leadership Support TITLE: Pre-Kindergarten Paraprofessional JOB GOAL: To assist the classroom teacher with instruction and general supervision and

management of theclassroom program in schools receiving Title I funds QUALIFICATIONS:

At least one of the followingo Two years of college credit o Associate of Arts Degree o Passed State Approved Para-Pro Assessment

REPORTS TO: School principal; must be under the direct supervision of the classroom teacher DUTIES:

Work closely with the Pre-Kindergarten teacher to build a classroom that supports the development of a wide range of language, early literacy and math, social-emotional and physical skills

Assist in the facilitation of whole group and small group activities Assist in monitoring student performance during classroom instruction using both formal and

informal assessments as assigned by the teacher Assist in the planning and preparing of the learning environment, setting up centers and

preparing needed materials and supplies Complete record keeping tasks assigned by the teacher Assist with all aspects of the daily routine, including distributing and collecting supplies,

keeping attendance records, and all other instructional needs as assigned Monitor students in all areas at all times


Attend staff meetings and collaborate with teachers to plan instruction and discuss student progress

Title II: System-wide CURRICULUM DIRECTORS

DIVISION: Education and Leadership Support TITLE: Content Area Director

JOB GOAL: To plan and facilitate staff development for the district. To provide, supervise and direct the professional development work of district literacy and/or numeracy leaders and teachers. Content areas include: Reading/Language Arts, English, Numeracy, Humanities, and Librarians.

QUALIFICATIONS: Certification as a teacher Master’s Degree or above in school administration & supervision and/or educational

leadership or curriculum and instruction Five or more years of successful experience as a classroom teacher Training in the implementation of Project Coach Such alternatives to the above qualifications as the Superintendent may find appropriate

REPORTS TO: Assistant Superintendent of Curriculum and Instruction

DUTIES: Provide leadership and guidance in researching, planning, developing, implementing,

training, coaching, supervising, and evaluating quality programs for the district and individual schools

Collaborate with Central Office administrators, school principals, instructional coaches, teachers, and others to build and implement staff development plans that address the instructional needs of teachers and the academic needs of students

Investigate, introduce, plan and train staff in the implementation of best instructional strategies

Promote professional growth, collegiality, and collaborations though an atmosphere of trust and collaboration among all staff members


Manage and evaluate district initiatives to ensure high quality implementation and attention to necessary training and coaching for any adjustments or changes

Evaluate program and teacher effectiveness through Project Coach and systematic monitoring of quantitative and qualitative data.

Provide the support necessary based on the findings Provide district and school-wide professional development to enable teachers to evaluate

effectiveness of instruction in relation to student achievement Evaluate student achievement in individual school and conference with school

administration, teachers, and support staff to plan and implement support to address student need

Adhere to all state-level mandates, standards, and other initiatives

DIRECTOR OF SECONDARY RECRUITMENT AND RETENTIONDIVISION: Curriculum and Instruction Title: Director of Secondary

Recruitment/RetentionQUALIFICATIONS:

Valid Tennessee teaching license REQUIRED. Master’s degree in Human Resources, administration/supervision, or related education field

REQUIRED Minimum of 5 years education-related leadership REQUIRED. Knowledge of teacher licensure, course code correlations, and highly qualified teacher

requirements Ability to compile, disaggregate, interpret, and analyze employee-related data

DUTIES: District administrator for SearchSoft online application system Develop and implement a mentor program for new teachers Develop and implement a district-wide Teacher Induction Program Research and develop a teacher retention plan Maintain the State website for highly qualified teacher information Establish a working relationship with universities for recruitment of highly qualified teachers Collaborate with the University of Tennessee at Chattanooga and other universities to

administer alternative licensure programs Coordinate and manage all activities associated with new teachers including the Teacher Job

Fair, New Teacher Network, and the New Teacher Orientation Manage Teacher Equity Plan Research and develop a Teacher Quality Report Maintain accurate Federal budget records


DIRECTOR OF CONTENT SUPPORTDIVISION: Curriculum and Instruction TITLE: Director of Content Support

JOB GOAL: To improve student performance in numeracy and literacy by ensuring the school creates

and maintains a positive learning environment and culture of high expectations. The School ClimateDirector provides professional development to Core teachers and supports staff in creating andmaintaining classrooms conducive for educational success.

QUALIFICATIONS: Successful experience as a classroom teacher. Certification in research-based programs to include COMP, Olweus, SWPBIS, Peaceable

Schools Conflict Resolution Master’s Degree or above Experience in workshop presentation


Provide professional development based on needs assessments Provide professional development for principals, teachers and support staff in the following

research-based strategies as it relates to instruction in Numeracy and Literacy o School-Wide Positive Behavior Intervention and Supporto COMP (Classroom Organization and Management Program)o Olweus Bullying Prevention Program

Provide professional development to school leaders, staff and families designed to increase their skill level in developing academic, social, and emotional supports for students

Provide professional development which focuses on school culture/climate as it relates to a successful core curriculum implementation


STATISTICAL COORDINATOR DIVISION: Curriculum and Instruction TITLE: Statistical Coordinator

JOB GOAL: The coordinator trains principals and teachers to access and use COGNOS, a data management system to analyze, disaggregate and address students’ academic needs based on current data to increased student achievement.

QUALIFICATIONS: Valid Tennessee teaching certificate Successful teaching experience Experience in data analysis Effective interpersonal and communications skills Demonstrate ability and experience with technology

REPORTS TO: Director of Testing and Accountability

DUTIES: Train teachers and administrators on how to access and use COGNOS, a data management

system, for data analysis to plan instruction and support for student achievement Conduct data workshops for faculty and administrations at various schools Train school administrators and guidance personnel to use COGNOS to assist in completing

the Needs Assessment and School Plan Present information to principals and school personnel for state-mandated assessments

(TCAP, Writing, CRA, EOC) and HCDE formative assessments


GUIDANCE RESOURCE SPECIALIST

DIVISION: Curriculum and Instruction TITLE: Guidance Resource Specialist JOB GOAL: To support student achievement by promoting academic, personal/social and career

development through proactive guidance services. QUALIFICATIONS:

Valid Tennessee teacher’s license Five or more years of successful experience as classroom teacher and/or school guidance

counselor Experience in workshop presentations

REPORTS TO: Director of Special Programs DUTIES:

Provide professional development that addresses the task of preparing elementary students for transition to middle school and middle school students for rigorous high school studies through a Focused Plan of Study

Facilitate workshops to develop effective school based guidance counselors Provide strategies to school based guidance counselors to assist students in career

awareness, exploration and planning Provide support during and after crises at the school, home, or community Provide strategies for effective student support including organization, study and test-taking

skills Provide support to school based guidance counselors to meet the needs of individual students

in supporting their academic and social growth Consult with teachers, administrators, school support personnel, parents, and

business/community agencies Conduct necessary research to plan support for school based counselors Provide support for wellness teachers in all schools


CONTENT SUPPORT/DATA ASSISTANT (Part Time)DIVISION: Education and Leadership Support TITLE: Content Support/Data Assistant JOB GOAL: To provide assistance to the director of Content Support through data analysis to

improve studentperformance in numeracy and literacy by ensuring the school creates and maintains a positive

learningenvironment and culture of high expectations.

QUALIFICATIONS: High school diploma Minimum typing skills of 40 WPM Good presenter strategies and skills Good computer skills Experience in workshop presentation

REPORTS TO: Director of School ClimateDUTIES:

Collaborates during professional development with teachers and administrators to develop school resources for the implement of Oweus

Share and respond to questions concerning data for Tell survey during school climate training Report data on school discipline and climate which impacts student achievement in numeracy

and literacy Create and present comparison graphs using data from content areas, discipline data, and

Tell surveys and school climate surveys Address school data issues during professional development


MANAGER OF STAFF DEVELOPMENT CENTERDIVISION: Curriculum and Instruction TITLE: Manager of Staff Development Center JOB GOAL: To manage the activities and resources of the Staff Development Center in support of

effectiveteaching and learning for all students. QUALIFICATIONS:

High school diploma Organizational Skills Good computer skills


Provides clerical and administrative support to the center; manages the phone system, receives, processes, sorts and distributes incoming mail; process outgoing mail; manages the art room and professional library

Coordinates facility use for multiple events Maintains the SDC schedules Provides assistance with resource materials and textbook selections Prepares or completes varies forms, reports, and correspondence


Title III – System-wide

ELL/ESOL EDUCATIONAL/INSTRUCTIONAL ASSISTANTDIVISION: Curriculum and Instruction TITLE: ELL/ESOL Educational/Instructional Assistant JOB GOAL: To assist ESOL teacher in providing individualized and group instruction to students learning English.

QUALIFICATIONS: At least one of the following

o Two years of college credit o Associate of Arts Degree o Passed State Approved Para-Pro Assessment o Highly qualifiedo Fluency in Spanish

REPORTS TO: School principal; must be under the direct supervision of the certified teacher DUTIES:

Coordinate with the teacher in the instructional efforts in multilingual classrooms Under the direction of the teacher prepare and modify lesson materials, displays, exhibits,

equipment, and demonstrations to meet the needs of ELL students Present subject matter to students under the direction and guidance of teachers, using

lectures, discussions, and other research proven strategies Tutor and assist children individually or in small groups in order to help them master

assignments and reinforce learning concepts presented by the teacher Assist in monitoring student performance during classroom instruction


Title I School-Based StaffDEAN OF STUDENTS

DIVISION: Curriculum and Instruction TITLE: Dean of Students JOB GOAL: The Dean of Students will collaborate with school administrators, teachers/staff, parents, and selected LEA personnel to ensure that all students are successful in the academic and community environments. The Dean of Students will think critically about ways to solve disciplinary and attendance issues, including academic and non-academic issues, in order to ensure that students are getting the support they need to maintain and/or improve high levels of academic performance.

QUALIFICATIONS: Bachelor’s degree Excellent interpersonal skills, especially the ability to communicate and collaborate with

school age students Effective organizational skills, attention to detail, strong work ethic, and ability to multitask Ability to read and interpret documents, write routine reports and correspondence. Ability to

speak effectively before groups. Ability to research and interpret state and LEA student data Ability to interpret, apply and explain laws, rules, regulations, policies, procedures, and

contracts which affect the school. Ability to utilize student formative and summative test data with all stakeholders Experience enforcing consequences and upholding high standards Experience working with urban school students and their families in a diverse environment Experience as a teacher, social worker, or school psychologists, preferred

REPORTS TO: Principal DUTIES:

Communicate with families and work collaboratively with the school’s Family Partnership Specialists and Guidance staff

Impact student achieve in the core academic areas by provide guidance and support to students who are having concerns with study habits, attendance, and behavioral expectations

Serve as a resource to staff Lead school wide culture and climate programs such as: School-Wide Positive Behavior

Initiatives and Anti-Bullying Program. Facilitate training for students, teachers, and parents Develop individualized student plans to support students with avoiding and/or preventing

disciplinary issues Create and coordinate education alternatives for students in need Support and monitor students regarding academic, behavioral, and social issues Facilitates meetings for the purpose of meeting curriculum guidelines and/or ensuring that

state mandates are achieved.


Attend school leadership meetings, and other meetings or professional development activities with student issues in mind

Participate in parent-teacher conferences Monitor student growth and progress Plan and implement Student Talk (where teachers discuss student issues) Work with mentor teachers and teachers to ensure that students are being challenged in an

academically rigorous setting

GRADUATION COACHDIVISION: Curriculum and Instruction TITLE: Graduation Coach QUALIFICATIONS:

Valid Tennessee teaching license with certification Minimum of Bachelor’s degree in education, Master’s degree preferred Minimum five (5) years of successful classroom teaching required

(as evidenced by Project COACH evaluations and student achievement data) Thorough understanding of the State graduation requirements


Identify students at-risk of not completing graduation requirements Develop and implement individual intervention strategies to increase the likelihood that at-

risk students will stay in school and graduate Work with students to develop a Personalized Education Plan (PEP) to include the best

program to meet academic and post-secondary goals Coordinate a transition program for 9th graders to successfully adapt to the high school Collaborate with the Intervention Team and specialists in the school building to connect

individual students and their parents with programs throughout the community Develop a mentor/mentee program that will help meet the individual needs of the students Track the progress of individual students as they progress towards graduation Work with faculty and administration to adapt the curriculum and/or differentiate instruction

to meet the needs of students Work with appropriate personnel to address attendance issues Conduct individual and group counseling with at-risk students


TEACHERDIVISION: Curriculum and Instruction (Federal Programs) TITLE: Teacher

JOB GOAL: To plan, organize and implement a rigorous instructional program based on current data and Tennessee State Standards. Provide a rich learning environment which guides and encouragesstudents to develop and fulfill their academic potential and be college or career ready. To provide the richest learning experience for all Title I students, moving them toward meeting highacademic standards Note: A teacher paid by Title I is sometimes asked to be responsible for organizing and maintainingTitle I documentation. As a teacher, however, the primary goal of serving children does not change. QUALIFICATIONS:

Valid teacher’s certificate with one or more of the following endorsements/codes: o K-3 (002), K-8 (402), PreK-3 (403), PreK-4 (497), o 1-9 (001), Reading K-8 (075), 1-8 (101), o Middle/High teachers must have endorsement in all core subjects areas taught.

Bachelor’s Degree or equivalent At least 2 – 3 years’ experience in teaching at the appropriate assigned level Highly Quality Such alternatives to the above qualifications as the board may find appropriate and

acceptable


Create and maintain appropriate instruction and learning environment to encourage active student participation and success

Assess student progress towards learning targets, objectives, expectation, and goals for the purpose of providing feedback to students, parents, and administration

Plan lessons based on current data collected from summative and formative assessment to provide instruction based on student needs

Plan, prepare and deliver lesson plans and instructional materials that facilitate active learning Differentiates lessons and assignments for an effective program that addresses individual

student requirements Monitors students’ behavior for the purpose of providing a safe and positive learning

environment Work with faculty and staff to support the Tennessee School Improvement Plan Maintain thorough, ongoing assessment records, and parent communication especially with

targeted high risk students Attend professional development focused on the improvement of the school-wide instructional

plan to improve student achievement


ELEMENTARY GUIDANCE COUNSELORDIVISION: Curriculum and Instruction TITLE: Elementary Guidance Counselor JOB GOAL: To support student achievement and to assist them in making educational and social

decisions through proactive guidance services. QUALIFICATIONS:

Valid Tennessee teacher’s license Master’s degree


Counsel individuals or small group of children toward social and emotional growth Educate students on understanding self and others, including peer relationships, coping

strategies and effective social skills Provide academic support, including organization, study and test-taking skills Assist student in goal setting and decision making Provide career awareness, exploration and planning Refer children with problems and their parents to special program, specialists and outside

agencies. Confer with parents, teachers, and administrators on a regular basis as appropriate Provide support during and after crises at the school, home, or community.


SCHOOL SITE PARENT COORDINATOR

DIVISION: Curriculum and Instruction TITLE: School Site Parent Coordinator JOB GOALS: To increase parent participation in the overall school program and to enhanceCommunication between parents and school. To coordinate with all faculty and staff to meet theneeds of students and families QUALIFICATIONS: High school diploma REPORTS TO: School Principal DUTIES:

Facilitate activities in the operation of the Parent Involvement program, in coordination with the Tennessee School Improvement Plan

Seek input from parents for training and activities to meet family needs Coordinate parent meeting needs: secure materials, supplies, and refreshments; make room

arrangements; procure child care services; arrange transportation Facilitate parent volunteer program Act as a liaison between school/home; arrange conferences/visits to school Conduct parent workshops, including how to help children succeed in school Meet on a regular basis with teachers to keep parents informed of students’ academic skills

and projects Maintain communication with parents (newsletter, parent handbook, phone calls, home visits,

conferences, notes) Assist in school-wide parent lending library; seek appropriate materials


FAMILY PARTNERSHIP SPECIALIST

DIVISION: Curriculum and Instruction TITLE: Family Partnership Specialist

JOB GOALS: To increase parent participation in the overall school program and to enhanceCommunication between parents and school. To coordinate with all faculty and staff to meet theneeds of students and families. QUALIFICATIONS

A Bachelor’s Degree with a minimum of two years’ experience working in public education is strongly preferred

Strong presentation, written and oral communication skills Outstanding organizational skills (organize and schedule various activities designed to

compliment school curriculum and focus) Competency in Microsoft Word, Excel, Outlook and PowerPoint Ability to work with various data elements to direct the program initiative, including but not

limited to locating, disaggregating, assessing, communicating data with families and school staff

Action oriented with high energy level and the ability to multi-task Proven track record of success with quantifiable results Ability to work flexible hours

REPORTS TO: School Principal

DUTIES Be an integral part of the Leadership Team by engaging families and communities in

meaningful ways that improve student performance and by helping them understand the school’s expectations and goals

Engage families and the community in the education process of their children to support the school

Conduct surveys of parents and teachers Provide support to ensure student attendance Facilitate the development and implementation of a School-Family-Community Partnership

Plan that is directly connected and completely interwoven with the school plan Identify and organize a representative mix of community members and school staff to make

up an Action Team that will develop and carryout the School-Family-Community Partnership Plan

Coordinate an extended-day tutorial program utilizing community-based organizations, teachers and other community resources that yields measurable academic improvement;

Plan and/or conduct workshops and trainings for parents Remain abreast of school issues by attending school improvement team, grade level team

and faculty meetings Conduct home visits with identified families to discuss progress, issues and concerns Maintain on-going communication of successes and concerns with the administrative team Document family and community involvement utilizing tracking tools.

Computer TechnicianHamilton County Schools Federal Programs Guideline

Page 91

DIVISION: Curriculum and Instruction TITLE: Computer Technician JOB GOAL: Provides technical support, training, information and assistance for hardware and software use.

QUALIFICATIONS: Two year degree or equivalent Experience in basic computer repair Experience various computer programs and systems Knowledgeable about Outlook/Exchange E-Mail System REPORTS TO: Principal DUTIES:

Operate various computer systems, peripheral equipment, office equipment, and related tools and perform related functions

Install and sets up computer systems, peripherals, and software Support various software used throughout the School Troubleshoot, analyze, diagnose and work to resolve/repair problems involving hardware,

software, peripheral, or network problems; monitors/tests equipment operations Perform general/preventive computer maintenance tasks Maintain current inventory records of computer hardware, software, and related components;

conducts periodic inventory counts Maintain a working knowledge of a variety of computer operating systems and software

programs associated with work activities Provide user support for software, hardware, and telecommunications in classroom/office

installations Assist in maintaining telecommunications hardware Setup/installation/upgrades of new

equipment, software, and peripherals Perform other duties as assigned

BEHAVIORAL SPECIALISTDIVISION: Curriculum and Instruction TITLE: Behavioral Specialist Hamilton County Schools Federal Programs Guideline

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JOB GOAL: To assist with the instructional program of the school receiving Title I funds QUALIFICATIONS:

Trained in at least one research-based strategy for classroom management and/or student behavior such as COMP, Conflict Resolution, and/or Peer Mediation.

Successful experience working in urban schools 4-year degree from an accredited college of higher learning Able to work positively with administration, teachers, parents, and students

REPORTS TO: School principal DUTIES:

Assist administration in maintaining the research-based classroom management/student behavior strategies

Assist in monitoring student behavior in the classroom, cafeteria, halls, and school grounds Attend and provide input on IEP meetings with teachers, parents, and administrators Work positively with students, parents, teachers, and administration The Behavioral Specialist DOES NOT TUTOR OR TEACH CHILDREN

INSTRUCTIONAL PARAPROFESSIONAL DIVISION: Curriculum and Instruction TITLE: Educational/Instructional Assistant JOB GOAL: Perform duties that are instructional in nature or deliver direct services to students.

Assist with theHamilton County Schools Federal Programs Guideline

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instructional program of the school receiving Title I funds QUALIFICATIONS:

At least one of the followingo Two years of college credit o Associate of Arts Degree o Passed State Approved Para-Pro Assessment o Highly qualified

REPORTS TO: School principal; must be under the direct supervision of the classroom teacher

DUTIES: Assist in monitoring student performance during classroom instruction Assist in preparing classroom materials Present subject matter to students under the direction and guidance of the teacher Assist children individually or in small groups in order to help them master assignments and

reinforce concepts presented by the teacher Facilitate student learning in computer lab under the direction and guidance of the teacher of

record Monitor students outside the classroom per administrator directives

PART-TIME INTERVENTIONISTDIVISION: Curriculum and Instruction TITLE: Part-time Interventionist

JOB GOALS: To support to all students by providing remediation, extensions, or enrichment in the core

academic areas of literacy, math, social studies or science. The interventionist may provide support to an


individual student or small group based on current data. The interventionist uses evidence basedintervention strategies or programs with integrity and fidelity.

QUALIFICATIONS: Valid Tennessee teacher license At least 3 years of successful teaching experience Appropriate certification in the area where service will be provided Highly Qualified

REPORTS TO: Building principal where services will be provided DUTIES:

Plan on a regular basis with teacher of record using the most current data Participate in continuous staff development activities to keep up-to-date with specific

intervention strategies and aligned with HCDE Frameworks. Provide high quality instructional time for all students through remediation, re-teaching or

enhancements Work effectively with individual students or small groups Use research based strategies Use learning resources consistently and effectively Keep accurate records of student progress, goals, daily outcomes, and attendance Meet with teacher of record to provide information concerning student performance and

progress and plan intervention adjustments and next steps. Collaborate with the classroom teacher(s) for instructional planning and delivery. Provide classroom teacher(s) and/or administration with regular progress reports on students

Innovation Zone DIRECTOR OF INVOATION ZONE

DIVISION: Education and Leadership TITLE: Director of I-Zone

JOB GOAL: The Innovation Zone (iZone) Director works cooperatively with principals and teachers to ensure that iZone guidelines are being followed carefully, monitored, and supported at the classroom level, to achieve student success in schools supported by the iZone (SIG) grant. This person provides leadership direction to


facilitate change in the instructional program. QUALIFICATIONS:

Certification as a teacher and school administrator Master's Degree or above in school administration & supervision and/or educational leadership or

curriculum and instruction. Certification as a teacher and school administrator Five or more years of successful experience as a school level administrator. Must possess proven and

sustainable school turnaround experience. Experience in federal compliance documentation and procedures, research-based instructional strategies,

and grant management. Experience in improving student achievement in underperforming and priority schools. Experience

building effective instructional teams. Strong curriculum knowledge implementing literacy, numeracy and science strategies. Excellent written and oral communication, planning and organizational skills. Passion for working with low income students and promoting their educational development and

success. Strong problem analysis and problem resolution at both a strategic and functional level. Ability to exercise excellent judgment in decision making. Ability to cultivate relationships with community leaders, families and organizations to further iZone

goals. Such alternatives to the above qualifications as the superintendent may find appropriate

REPORTS TO: Assistant Superintendent of Operations

DUTIES: Provide leadership, direction, supervision and support to iZone cluster Serve as the first point of contact for iZone schools and coordinate the work of all central

office divisions to effectively and efficiently prioritize and address iZone school needs Provide leadership and assistance to iZone principals in the development, implementation

and evaluation of school improvement plans Evaluate iZone principals and assist with the evaluation of assistant principals Assist with iZone teacher evaluations and performance improvement plan Assist with the development, implementation and evaluation of curriculum and instructional

services at iZone schools Participate in all SIG III milestone meetings and iZone related functions which will

necessitate a flexible work schedule Assist with planning to determine school staffing allocations Consult with principals on the development of master schedules and annual staffing

decisions. Promote the communication of goals, initiatives and progress throughout the iZone cluster

of schools Monitor the effective implementation of the evaluation process of all professional employees

to ensure the improvement of instruction at the school level Assist with the selection, evaluation and retention decisions of school level administrators Participate in professional growth activities that enhance leadership skills and provide training and/or updates in

educational leadership Promote a positive image of the iZone with, the public and media, including press conferences,

newsworthy events, story ideas, district benefits and programs for the purpose of creating cooperative working relationships


INNOVATION ZONE PROJECT MANAGER

DIVISION: Education and Leadership Support TITLE: Innovation Zone Project Manager

JOB GOAL: The Project Manager will work with the Innovation Zone Office to manage all SIG 3/iZone Initiatives pertaining to special projects for the school improvement process. This position will also work directly with the Director of the Innovation Zone on all other matters related to the successful operation of the Innovation Zone office. Hamilton County Schools Federal Programs Guideline

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QUALIFICATIONS: • 5+ years' experience in an urban school setting• Master's degree• Strong problem analysis and problem resolution at both a strategic and functional level• Excellent written and oral communication, planning and organizational skills• Ability to exercise excellent judgment in decision making.• Ability to cultivate relationships with community leaders, families and organizations

REPORTS TO: Innovation Zone Director

DUTIES: Supports the school improvement process through the ongoing enhancement of public

relations in mass communication (e.g., website, social media,promotional videos, portfolio, fact sheets) for the purpose of creatively promoting and communicating the iZone mission and goals.

Responsible for pursing donations, programs, volunteers and partnerships that align with the iZone mission and goals.

Manages and monitors the general iZone budget and provides support to the iZone director on iZone fiscal matters.

Responds to inquiries from various internal and external sources for the purpose of providing information and/or direction pertaining to the iZone mission and goals.

Works with the iZone leadership team to establish strong collaboration and partnerships to create cohesiveness amongst the iZone cluster; which includes being an active participant in SIG III milestone meetings.

Serves as a representative of the district and the iZone to recruit highly effective educators for the iZone cluster.

Coordinates special projects (e.g., Innovator of the Month, Poverty Simulations, Parent Resource Centers, Family University Summits, Vision Day) for the purpose of parent/community engagement, as well as, recognizing exemplary achievements and/or promoting success within the iZone cluster.

Oversee day-to-day office workload for the purpose of ensuring the processing and completion of workflow items in an accurate and expedient manner.

Effectively use various software programs to prepare a wide variety of reports, documents and correspondence for the purpose of documenting activities, providing written reference, and/or conveying information.

Maintain office by organizing operations and procedures; controlling correspondence; designing filing systems; reviewing and approving supply requisitions and effectively completing all clerical functions.

Keep the iZone Director informed by reviewing and analyzing special reports; summarizing information; identifying trends.

Compose a variety of documents (e.g., correspondence, agendas, minutes, bulletins, reports) for the purpose of communicating information and/or creating documentation in conformance with established guidelines.

Monitor a variety of activities on behalf of the director of the iZone for the purpose of achieving goals and meeting target dates.


Support director of the iZone and other administrative personnel for the purpose of providing assistance with their functions and responsibilities

Coordinate district events for the purpose of recognizing exemplary achievements and/or promoting excellence in education within the iZone.

Utilize strong communication skills to participate in a variety of meetings for the purpose of networking, conveying and/or gathering information required to perform functions.

Respond to inquiries from various internal and external parties (e.g. district personnel, schools/ public, media, families, community partners) for the purpose of providing information and/or direction.

INNOVATION ZONE COORDINATOR AND DATA ANALYST

DIVISION: Education and Leadership Support TITLE Innovation Zone Data


Coordinator& Analyst

JOB GOAL: The Data Coordinator & Analyst will create and maintain data systems and conduct data analysis that will help make the Innovation Zone a data-driven organization. This position also requires one to conduct community communication/networking functions and complete special projects as necessary. The Data Coordinator & Analyst will work under the direct supervision of the Director of the Innovation Zone on all other matters related to the Innovation Zone office.

QUALIFICATIONS:• Certification as a teacher and school administrator• Master's Degree or above in school administration & supervision and/or educational leadership

or curriculum and instruction• Experience in data analysis• Effective interpersonal and communications skills• Demonstrate ability and experience with technology

REPORTS TO: Director I-Zone DUTIES:

Constantly gathering quantitative and qualitative data to compile into a useable format and present to the iZone Director on a frequent and timely basis.

Designs reports, options and/or database applications for the purpose of providing i-Zone personnel with information customized to their specific needs.

Ensure school data is accurately and consistently maintained and troubleshoot inconsistencies or errors. Create and prepare written reports and oral presentations for various stakeholders that summarize the analysis of

data, interpret the findings, and provide conclusions and recommendations. Professionally represent iZone and the District in interactions with parents, community, business partners, staff

and students. Collaborate with others to ensure that district and I-Zone objectives are achieved in the most efficient and timely

manner. Support and progress monitor school improvement initiatives, making necessary recommendations for

adjustments or continued efforts Participate in all SIG III milestone meetings and iZone related functions which will necessitate a flexible work

schedule Participates in a variety of meetings for the purpose of presenting, conveying and/or disseminating information. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the

I-Zone. Monitor instruction and make recommendations about instructional practices, assessment, data use, and

resources Participate in district walk-throughs and school improvement planning Assist with the development, revision, and implementation of the School Improvement Grant and

corresponding budgets Manage the administrator and teacher performance pay initiatives as offered through SIG III

Homeless

HOMELESS/HOMEBOUND LIAISON Hamilton County Schools Federal Programs Guideline

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DIVISION: Student Services TITLE: Homeless/Homebound Liaison

JOB GOALS: To coordinate and enhance communication among the Department of Student Services, parents of the homeless/homebound students, the Department of Federal Programs, and the Tennessee Department of Education. The purpose of this classification is to provide services to students in need of educational assistance during medical leave as well provide assistance to Families in Transition with resources and services needed. QUALIFICATIONS:

Four-year college degree in a relevant area to education, guidance, student services or criminal justice.

Three (3) or more year’s relevant experience with prevention or intervention programs related to education support.

Professional and personal characteristics for working effectively with students, parents, school personnel, community and court systems.

Or, any equivalent combination of education, training, and experience, which provides the requisite knowledge, skills, and abilities for this job.

May require possession and maintenance of a valid Tennessee driver’s license. REPORTS TO: Director of Student Services DUTIES:

Provide coordination of services between the schools and agencies to meet the varied needs of the student and their families

Provide information to parents or guardians regarding their children’s rights as homeless individuals and the resources available

Confer regularly with teachers, counselors, principals, and other staff to identify problems of tardiness, attendance, and student truancy

Confer with and works closely with counselors, teachers, and other staff to identify and counsel students at risk of dropping out, as well as their parents

Work closely with school personnel concerning students who are frequently tardy and who have not responded to normal efforts

Comply with all district and campus routines, and regulations Maintain confidentiality Serve as an effective liaison with various social agencies to which students may be referred Travel during school hours to provide immediate service to pupils Make home visits or community contacts when necessary to provide appropriate

intervention Maintain good public relations and diplomacy whenever entering the home of a student Submit a written report to the supervisor on a monthly basis, or as requested by the

supervisor, concerning student referrals, investigations, and outcome of each Submit mileage documentation to the supervisor Perform other duties as assigned


FORMS Located at www.hcde. org.

Click on 5th tab at top “ Human Resources” Drop down bar on left – click on “Education and Leadership Support” Click on “Federal Programs” Click on “Documents” Click on “Forms”

1. Extended Contract – Certified

2. Extended Contract – Classified

3. Conference Attendance Request Form

4. Expense Voucher

5. Household Information Survey

6. Independent Contractor/Consultant Agreement

7. Non-Consumable Inventory

8. Stipend Sign In Sheet

9. Home Language Survey Need to add to Forms on website.

10. Occupational Survey Need to add to Forms on website.
