Delawar - DSCYFEducation - homedscyfeducation.wikispaces.com/file/view/...15-15.docx · Web viewThe Educational Leadership Team meets monthly to review academic data and establish

Delaware Department of Education (DDOE)Success Plan and

Local Education Agency (LEA) Consolidated Grant Application

Individuals with Disabilities Education Act,No Child Left Behind Act of 2002,

Carl D. Perkins, andState-Funded Educational Programs

DELAWARE DEPARTMENT OF EDUCATION

Mark T. Murphy, Secretary of EducationDavid Blowman, Deputy Secretary of Education

For further information, contact:Eulinda DiPietro, Education Associate – General Consolidated Application Assistance, [email protected] Debora Roberson, Secretary, [email protected]

Phone 302-735-4016

THE DELAWARE DEPARTMENT OF EDUCATION IS AN EQUAL OPPORTUNITY EMPLOYER. IT DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, RELIGION, NATIONAL ORIGIN, SEX, SEXUAL ORIENTATION, GENDER IDENTITY, MARITAL STATUS, DISABILITY, AGE, GENETIC INFORMATION, OR VETERAN’S STATUS IN EMPLOYMENT, OR ITS PROGRAMS AND ACTIVITIES. Inquiries should be directed to the Delaware Department of Education, Personnel Office, 401 Federal St, Ste 2, Dover, DE 19901-3639 (302) 735-4030.

This is a Consolidated Application pursuant to Section 9305 of the Elementary and Secondary Education Act. As such, the Title I, Title II and Title III sections do not address each planning element that would be required in a program-specific application. LEAs are required to comply with all program-specific requirements, even if they are not addressed in this application, and DDOE will oversee compliance through a variety of mechanisms.Last Updated: 7/15/2015

mailto:[email protected]


LEA Name: DSCYF Special Schools School Year: 2015–2016 Emergency – Improper Espes Access - could not complete online

It was necessary to submit Worksheet Template Version as proper access to Espes was not provided to grant editor.[1.0] Success Plan

[2.0] General Information[2.1] LEA Consolidated Application Planning Team [2.2] Contact Information [2.3] Selection of Federal and State Programs [2.4] Program Coordinators and Allocations

[3.0] Program Specific Information [3.1] Title I, Part A: School Eligibility [3.2] Title I, Part A: Schools Served [3.3] Title I, Part A: LEA Set-Asides [3.4] Title I, Part A: Homeless Students and Youth[3.5] Title I, Part A: School Program Description [3.6] Title I, Part A: Parental and Community Involvement [3.7] Title I, Part A: Private School Data [3.8] Title I, Part A: Equitable Services [3.9] Children with Disabilities under IDEA: CEIS Services[3.10] Children with Disabilities under IDEA: Equitable Services[3.11] Title II, Part A: Educator Effectiveness[3.12] Title II, Part A: Equitable Services[3.13] Perkins Career and Technical Education Act of 2006: Local Plan[3.14] Perkins Career and Technical Education Act of 2006: Financial Plan[3.15] Title III: Language Instruction for Limited English Proficient and Immigrant Students [3.16] Title III: Equitable Services

[4.0] Budget and Distribution of Funds

[5.0] Certification of Compliance and Assurances

Last Updated: 7/15/2015 Page 2 of 50


1.0 Success PlanSuccess Plan for: DSCYFName Title Email PhoneTakiyah Bell Principal [email protected] 302-424-8134Mark Chamberlin Consultant 302-422-1189Jeremy Coleman Administrative Officer [email protected]

s302-633-2536

Kathleen Devine Curriculum Coordinator [email protected]

302-633-2529

Taja Jones Parent Representative [email protected] 302-739-9917Jacqueline Katz Assistant Principal [email protected] 302-683-8542Richard Lee Principal [email protected] 302-633-3115Christopher McIntyre Supervisor of Special

[email protected]

302-633-2640

Angela Porter Superintendent [email protected] 302-633-2535Sterling Seemans Principal [email protected].

us302-256-5620

Rod Sutton Principal [email protected] 302-993-3858

Mission Statement: Preparing students to be successful in the worldVision Statement: Educational Excellence for Every Student Every Day

OverviewDSCYF Special Schools serve youth coming from communities throughout the state. Youth are placed by court order, medical necessity, or both. All are active in one or more service divisions of DSCYF. All educational programs are designed to be short term in nature, with the majority of placement times ranging from one day to twelve months. Our vision is to provide excellent education to every student every day. Our mission is to maintain or increase each child's academic skill level and to better equip them to return to a more conventional school environment, post-secondary school or employment. The goals of our continuous improvement plan align with both the Department of Services for Children, Youth and Their Families' strategic plan and Department of Education initiatives.

Stakeholder Engagement to Develop PlanThe Education Unit (Special Schools) is an integral component of the Department of Services for Children, Youth and Their Families. The Educational Leadership Team meets monthly to review academic data and establish and monitor plans for continuous improvement. All initiatives are in line with the service division goals of providing support to the state's most vulnerable children. Communication between host facility administrators and the education unit housed within occurs weekly. The senior level administrator is supervised by the Division of Management Support Services, so that overall goals, objectives and department needs can be tended to in the planning stages.Educational leadership has presented to a variety of constituents to garner support and receive feedback regarding education goals for youth in our care. Vocational education, high school completion, successful transition to the community and parental engagement has all been identified as critical areas which require our attention.Internally, each Principal continues to monitor an improvement plan based on data gleaned from a variety of sources including, but not limited to, Learning Focused Solution walk-throughs, pre/post assessment scores, secondary testing results, The Curriculum Frameworks for Learning and Employment monitoring reports, and family survey responses.

















Our current focus incorporates the ongoing development and implementation of student performance tasks as designed through common core standards in order to elevate student achievement. Trainings in the upcoming year will focus on curriculum development and alignment to Common Core standards with special focus on identified ELA and Math shifts.

Success Factors and Possible RisksStudent success occurs when students are able to demonstrate continuous academic growth over time. Beginning this school year, our students will participate in NWEA's MAP assessment. This computer based program will provide quarterly assessments designed to measure the growth of every student over time, regardless of on, above or below grade level performance. Ultimate success is when students leave our care and are able to successfully maintain either academic or career placement in the community for at least 90 days.

While education is not the reason youth come into our care, it is education that has the potential to change the trajectory of their lives. Our students often need to overcome obstacles such as dysfunctional family lives, legal issues, potential mental illness, scattered school histories, academic failure, truancy, suspension and expulsions.

Communication and Stakeholder EngagementCommunication with our constituents is vital to the success of our educational programs and our students. It is imperative that regular communication occur among sending schools, DOE, service divisions within the department, courts, families and community groups. To this end, the Unit currently has representatives on all content area committees at the DOE level. In addition, the Unit Supervisor was part of the Governor's Task force examining transition and the Department's Family and Youth Engagement task force facilitated by the Annie E. Casey Foundation. Each of the facilities hosts regular parent nights and site Educational Diagnosticians maintain open lines of communication with sending school districts and charters.

Resource and/or Support NeededTechnology has become increasingly central to the education, training and employability of today's young people. 21st Century skill in technology is vital for youth who have major gaps in skill development and who need to not only recover academic credit but to accelerate the ability to attain academic credit. Maintaining current equipment in order to facilitate access to appropriate curricula has been a major challenge and increased support is necessary.

Additionally, given the environmental and teaching challenges facing educators within our facilities, it is crucial that we receive support from like facilities and agencies specifically designed to meet the needs of such vulnerable populations.

Student Needs AssessmentGroup Name: All StudentsNeed: Increase math skillsRoot Cause: Students enrolled in DSCYF Special Schools have long histories of school disruption, truancy and suspensions. A disproportionate number of youth are identified with special education needs. 88% of the youth scored significantly below grade level in math at time of enrollment.Data Source: FACTS, e-school, MAP assessment; secondary assessments; school records; Smarter Balance scores

Group Name: All StudentsNeed: Increase reading skillsRoot Cause: Students enrolled in DSCYF Special Schools have long histories of school disruption, truancy and suspensions. A disproportionate number of youth are identified with special education needs. 88% of the youth scored significantly below grade level in reading at time of enrollment.Data Source: FACTS, MAP scores; secondary assessments; school records; Smarter Balance scores

Group Name: Secondary StudentsLast Updated: 7/15/2015 Page 4 of 50


Need: Increase credit attainment toward high school diplomaRoot Cause: Due to attendance, academic achievement and other interfering factors, students lack required courses and credits to obtain a high school diploma in line with chronological age.Data Source: FACTS, E-School, individual transcripts

Group Name: Students enrolled in DSCYF Special Schools for 60 or more consecutive daysNeed: Increase number of students successfully transitioning to school, employment or both for 90 days.Root Cause: Traditional methods of schooling have been unsuccessful for many youth in our care. Most students lack suitable employment experiences for their age. Transitions are inherently filled with risk. Thus, transitions must be carefully planned and sufficiently supported.Data Source: FACTS; Administrative Monthly Reports; Employment Specialist data

Group Name: DSCYF Special SchoolsNeed: Increase parent engagement in educational planningRoot Cause: Due to transient nature of student population and the legal standing of youth and/or families requires prolonged and sustained effort to involve families in educational planning.Data Source: Meeting notes, parent surveys, attendance at host facility events and open houses, Family and Youth Engagement Committee reports

Group Name: DSCYF Special SchoolsNeed: Build and maintain appropriate infrastructure to develop and utilize data sourcesRoot Cause: Technological support to maintain student information, achievement measures and team progress reporting has been lacking in facilitiesData Source: MIS CCP forms, audit reports

Staff & Community Needs AssessmentGroup Name: Educational Leadership TeamNeed: Increase leadership's capacity for attracting, retaining and supporting educators who are well versed in evidenced based instructional strategies for at-risk learnersRoot Cause: Administration has difficulty recruiting and retaining competent teaching staff in such a high needs, specialized environmentData Source: DSCYF vision and mission, DPAS II

Group Name: Educational Leadership Team Needs: Ensure leadership utilizes best practice in allowing data to drive instruction, learning interventions and utilization of resources. Root Cause: Securing timely and accurate data for this transient student population has been a challenge. Many youth have not attended school regularly and deficit skills are often masked in behavior, making the identification of instructional needs challenging. A consistent data source with constant processes will allow for better programming for groups of students as well as individuals. Data from regularly scheduled classroom walk-throughs and Administrative Monthly Reports will allow increased teacher feedback and improved academic achievement. Data Sources: FACTS, e-school, report cards, outcome measures, LFS checklists, consultant feedback

Group Name: Educational Leadership Team Needs: Ensure a system wide approach to improving instruction and utilization of resources Root Cause: The curriculum coordinator assisted by the educational technology specialist and common core standards will provide increasingly aligned expectations for teachers. Professional development needs to match instructional needs of youth and evaluation systems must reflect the success of teacher performance and delivery of instruction. Data Sources: Teacher evaluations, DSCYF Outcome measures



Goals & ObjectivesGoal 1: Accelerate achievement and improve outcomes for all students through the implementation of common core aligned standards and assessmentsObjective 1.1: Implement rigorous college and career ready standards and link with high quality formative and summative assessments [SOWArea #1: Support the development of new standards, align curriculum, and conduct assessments; SOW Area #2: Build a culture of college and career readiness in schools by removing obstacles to, and actively supporting, student engagement and achievement]

Need(s) Influenced by this Objective:1 Student Need (DSCYF Special Schools) Increase math skills2 Student Need (Secondary Students) Increase credit attainment toward high school diploma3 Student Need (DSCYF Special Schools) Increase parent engagement in educational planning4 Student Need (Students enrolled in DSCYF Special Schools for 60 or more consecutive days) Increase number of students successfully transitioning to school, employment or both for 90 days.Strategy(s):Strategy 1: Implement evidence based instructional strategies to meet the needs of individual youth.1. Teachers will receive training on Learning Focused Strategies as well as Common Core State Standards 09/08/2015 - 06/30/2016Strategy 2: Purchase curriculum materials to increase and accelerate credit attainmentNo activities for this strategyStrategy 3: Purchase training materials for staff.1. Teachers will participate in Learning Focused Strategies Training 09/08/2015 - 06/30/20162. ELA, Math and Content Area teachers will receive training on Common Ground CCSS Literacy Practices and using CCSS to Close the Achievement Gap 09/08/2015 - 06/30/20163. Teachers and Leadership team will continue to meet in curriculum groups to align existing curricula to Common Core Standards 07/21/2015 - 06/30/2016Strategy 4: Provide training for staff to utilize needed curriculum and or learning strategies to meet the needs of youth1. Collaborate with the Southern Delaware Professional Development Center to provide in depth training on the essential CCSS shifts07/21/2015 - 06/30/2016 Strategy 5: Increase parent participation in EPT meetings1. Offer monthly EPT updates to parents and solicit feedback on student progressStrategy 6: Purchase hardware, connection materials and software to meet programmatic and student needs.No activities for this strategyStrategy 7: Collaborate with community resources and agencies to increase successful transition; Purchase services where needed to provide for successful transition.1. Curriculum Coordinator will attend monthly Teaching & Learning Cadre/District Test Coordinator meetings2. Curriculum Coordinator and Career Development and Education Liaison will meet with the Career Readiness Committee quarterly to review CTE pathway data and revise plan3. Work with Communities in Schools to support successful student transitionsMeasure(s):Measure: Number of youth receiving credits while in placement (Perspective: Teaching & Learning) Data Collected MonthlyStart Year: 2012 Baseline: 249 Target Date: 6/30/16 Target: Number of Students Actual Date: 6/15/15 Current Data: 458.5Measure: Pre and post measures in reading (Perspective: Teaching & Learning) Data Collected MonthlyStart Year: 2012 Baseline: 50%Target Date: 6/30/16 Target: Percent of Students Actual Date: 6/15/15 Current Data: 79%Measure: Pre and post measures in math (Perspective: Teaching & Learning) Data Collected MonthlyStart Year: 2012 Baseline: 50%Target Date: 6/30/16 Target: Percent of Students Actual Date: 6/15/15 Current Data: 81%Last Updated: 7/15/2015 Page 6 of 50


Measure: Percent of students maintaining transition at 90 days (Perspective: Teaching & Learning) Data Collected YearlyStart Year: 2012 Baseline: 67%Target Date: 6/30/16 Target: Percent of Students Actual Date: 6/30/15 Current Data: 51%

Goal 2: Accelerate achievement and improve outcomes for all students by accessing and using a variety of available dataObjective 2.1: Improve access to, and use of, the State’s robust longitudinal data system by creating a data portal with dashboards targeted to stakeholder groups [SOW Area #3: Implement and support improvement of the state longitudinal data system]

Need(s) Influenced by this Objective:1 Student Need (DSCYF Special Schools) Build and maintain appropriate infrastructure to develop and utilize data sourcesStrategy(s):Strategy 1: Train staff in identifying, understanding and utilizing data to increase student achievementNo activities for this strategyStrategy 2: Purchase training materials for staff.No activities for this strategyMeasure(s):Measure: Number of youth receiving credits while in placement (Perspective: Teaching & Learning) Data Collected MonthlyStart Year: 2012 Baseline: 249 Target Date: 6/30/16 Target: Number of Students Actual Date: 6/15/15 Current Data: 458.5Measure: Pre and post measures in reading (Perspective: Teaching & Learning) Data Collected MonthlyStart Year: 2012 Baseline: 50%Target Date: 6/30/16 Target: Percent of Students Actual Date: 6/15/15 Current Data: 79%Measure: Pre and post measures in math (Perspective: Teaching & Learning) Data Collected MonthlyStart Year: 2012 Baseline: 50%Target Date: 6/30/16 Target: Percent of Students Actual Date: 6/15/15 Current Data: 81%

Goal 3: Accelerate achievement and improve outcomes for all students by providing access to evidence based teaching strategies designed to support at-risk learnersObjective 3.1: Ensure that all staff receive ongoing training in evidence based instructional strategies proven effective with at-risk populations

Need(s) Influenced by this Objective:1 Staff & Community Need (Educational Leadership Team) Increase leadership's capacity for attracting, retaining and supporting educators who are well versed in evidenced based instructional strategies for at-risk learners2 Student Need (DSCYF Special Schools) Increase math skills3 Staff & Community Need (Educational Leadership Team) Ensure leadership utilizes best practice in allowing data to drive instruction, learning interventions and utilization of resources.4 Student Need (All Students) Increase reading skills5 Staff & Community Need (Educational Leadership Team) Ensure system wide approach to improving instruction and utilization of resources

Strategy(s):Strategy 1: Provide teachers with training in Learning Focused Strategies model for instructionNo activities for this strategyStrategy 2: Provide content area teachers with ongoing access to professional development around teaching reading and writing in their content areasNo activities for this strategy



Objective 3.2: Provide ongoing training for Educational Leadership in effective instructional strategies for at-risk learners

Need(s) Influenced by this Objective:1 Staff & Community Need (Educational Leadership Team) Increase leadership's capacity for attracting, retaining and supporting educators who are well versed in evidenced based instructional strategies for at-risk learners2 Staff & Community Need (Educational Leadership Team) Ensure leadership utilizes best practice in allowing data to drive instruction, learning interventions and utilization of resources.3 Staff & Community Need (Educational Leadership Team) Ensure a system wide approach to improving instruction and utilization of resources

Strategy(s):Strategy 1: Provide training around the management and supervision of Learning Focused StrategiesNo activities for this strategyStrategy 2: Support leadership as they are involved in the review of current curricula for alignment with Common Core, ensuring that research based instructional strategies are consistent and pervasive throughout the curriculumNo activities for this strategyGoal 4: Accelerate achievement and improve student outcomes by turning around low achieving schools through outstanding instructional leadershipObjective 4.1: Identify and build the capacity to improve and support all schools, especially those low performing schools or schools at risk for identification in the Partnership Zone [SOW Area #12: Follow the process for turning around schools selected for the Partnership Zone in accordance with State regulations and provide to low-achieving schools]

Need(s) Influenced by this Objective:1 Staff & Community Need (Educational Leadership Team) Increase leadership's capacity for attracting, retaining and supporting educators who are well versed in evidenced based instructional strategies for at-risk learners2 Staff & Community Need (Educational Leadership Team) Ensure leadership utilizes best practice in allowing data to drive instruction, learning interventions and utilization of resources.3 Staff & Community Need (Educational Leadership Team) Ensure a system wide approach to improving instruction and utilization of resources4 Student Need (DSCYF Special Schools) Build and maintain appropriate infrastructure to develop and utilize data sources

Strategy(s):Strategy 1: Train staff in identifying, understanding and utilizing data to increase student achievementNo activities for this strategyStrategy 2: Provide coaching to leadership team and its individual members.No activities for this strategyStrategy 3: Provide training around the management and supervision of Learning Focused StrategiesNo activities for this strategyStrategy 4: Support leadership as they are involved in the review of current curricula for alignment with Common Core, ensuring that research based instructional strategies are consistent and pervasive throughout the curriculumMeasure(s):Measure: Percent of students maintaining transition at 90 days (Perspective: Teaching & Learning) Data Collected YearlyStart Year: 2012 Baseline: 67%Target Date: 6/30/16 Target: Percent of Students Actual Date: 6/30/15 Current Data: 51%

Objective 4.2: Improve the coherence, quality, and impact of support for teachers and leaders through more rigorous certification and prioritization of instructional leadership [SOW Area #10: Adopt a State-identified model or another coherent approach to professional development (as approved by the State) and prioritize the highest-impact professional development; SOW Area #11: Accelerate the development of instructional leaders]

Need(s) Influenced by this Objective:1 Staff & Community Need (Educational Leadership Team) Increase leadership's capacity for attracting, retaining and supporting educators who are well versed in evidenced based instructional strategies for at-risk learnersLast Updated: 7/15/2015 Page 8 of 50


2 Staff & Community Need (Educational Leadership Team) Ensure leadership utilizes best practice in allowing data to drive instruction, learning interventions and utilization of resources.

Strategy(s):Strategy 1: Train staff in identifying, understanding and utilizing data to increase student achievementNo activities for this strategyStrategy 2: Purchase training materials for staff.No activities for this strategyStrategy 3: Hire vendors to conduct audit reports and evaluationsNo activities for this strategyStrategy 4: Provide coaching to leadership team and its individual members.No activities for this strategyStrategy 5: Support leadership as they are involved in the review of current curricula for alignment with Common Core, ensuring that research based instructional

Objective 4.3: Ensure equitable distribution by developing programs that place teachers and principals in high-need schools, prepare teachers for high-need subjects, and provide financial incentives to retain effective teachers and principals [SOW Area #7: Ensure equitable distribution of effective teachers and principals; SOW Area #8: Implement strategies to engage families and communities effectively in supporting the academic success of students (e.g., creating community-oriented schools that meet students’ social, emotional, and health needs)]

Need(s) Influenced by this Objective:1 Staff & Community Need (Educational Leadership Team) Increase leadership's capacity for attracting, retaining and supporting educators who are well versed in evidenced based instructional strategies for at-risk learners2 Staff & Community Need (Educational Leadership Team) Ensure leadership utilizes best practice in allowing data to drive instruction, learning interventions and utilization of resources.3 Staff & Community Need (Educational Leadership Team) Ensure a system wide approach to improving instruction and utilization of resources

Strategy(s):Strategy 1: Provide coaching to leadership team and its individual members.No activities for this strategyStrategy 2: Provide resource area for parents at each siteNo activities for this strategyStrategy 3: Increase parent participation in EPT meetings

Objective 4.4: Improve teacher and principal effectiveness with annual evaluations across multiple dimensions, and require student growth for effective ratings; use evaluations to inform teacher and principal development, rewards, and consequences [SOW Area #5: Conduct evaluations, integrate State development coaches, and use State educator evaluations as a primary factor in teacher and principal development plans, promotion, advancement, retention, and removal; SOW Area #6: Establish new educator career paths linked to evaluation]

Need(s) Influenced by this Objective:1 Staff & Community Need (Educational Leadership Team) Increase leadership's capacity for attracting, retaining and supporting educators who are well versed in evidenced based instructional strategies for at-risk learners2 Student Need (DSCYF Special Schools) Increase math skills3 Staff & Community Need (Educational Leadership Team) Ensure leadership utilizes best practice in allowing data to drive instruction, learning interventions and utilization of resources.4 Student Need (All Students) Increase reading skills5 Staff & Community Need (Educational Leadership Team) Ensure a system wide approach to improving instruction and utilization of resources6 Student Need (Students enrolled in DSCYF Special Schools for 60 or more consecutive days) Increase number of students successfully transitioning to school, employment or both for 90 days.

Strategy(s):Last Updated: 7/15/2015 Page 9 of 50


Strategy 1: Purchase training materials for staff.1. Teachers will participate in Learning Focused Strategies Training 09/08/2015 - 06/30/20162. ELA and Math teachers will receive training on Common Core materials 09/08/2015 - 06/30/20163. Teachers and Leadership team will continue to meet in curriculum groups to align existing curricula to Common Core Standards 07/21/2015 - 06/30/2016Strategy 2: Provide training for staff to utilize needed curriculum and or learning strategies to meet the needs of youthNo activities for this strategyStrategy 3: Hire vendors to conduct audit reports and evaluationsNo activities for this strategyStrategy 4: Provide content area teachers with ongoing access to professional development around teaching reading and writing in their content areasNo activities for this strategy

2.0 General Information

2.1 LEA Consolidated Application Planning TeamEnter your LEA grant planning team including administrators, teachers, parents, school nurses, community leaders, school counselors, law enforcement officers, visiting teachers, and others. Parent participation should be across multiple programs.

The Perkins Advisory Committee must be comprised of business, industry and educational constituents, and representatives of all career and technical programs. All members of the Perkins Advisory Committee much be listed in this section along with the program they are representing.

Name Title Email PhoneTakiyah Bell Principal [email protected] 302-424-8134Mark Chamberlin Consultant 302-422-1189Jeremy Coleman Administrative Officer [email protected]

s302-633-2536

Kathleen Devine Curriculum Coordinator [email protected]

302-633-2529

Taja Jones Parent Representative [email protected] 302-739-9917Jacqueline Katz Assistant Principal [email protected] 302-683-8542Richard Lee Principal [email protected] 302-633-3115Christopher McIntyre Supervisor of Special Education christopher.mcIntyre@state

.de.us302-633-2640

Angela Porter Superintendent [email protected] 302-633-2535Barbara Riley Career Development & Education

[email protected]

Sterling Seemans Principal [email protected]

302-256-5620

Rod Sutton Principal [email protected] 302-993-3858

2.2 Contact InformationPlease select a representative for each area below. The representative must be a member of the LEA's Consolidated Application Planning Team listed in Section 2.1 of this grant. Click the drop-down arrow to select members from your planning team.Last Updated: 7/15/2015 Page 10 of 50

















Primary Consolidated Grant Coordinator: Angela Porter

Summer Contact: Kathleen Devine & Sterling Seemans

Business Manager: Jeremy Coleman

Homeless Liaison: Christopher McIntyre

Parent Liaison: Jacqueline Katz

IMPORTANT: Summer Contact Information (July–August): An LEA representative needs to be available who is authorized to make substantive changes to the grant as well as to make final dollar allocation decisions.

2.3 Selection of Federal and State ProgramsCheck all grant programs for which you are applying in this application.

Note: If the LEA subsequently unchecks a grant program, all budgeted items associated with that grant will be deleted.

Federal Programs Carl D. Perkins Career and Technical Education – Secondary Individuals with Disabilities Education Act (IDEA) (3 – 5) Individuals with Disabilities Education Act (IDEA) (3 – 21) Title I, Part A – Making High Poverty Schools Work Title II, Part A – Teacher and Principal Training and Recruitment Title III – Immigrant Students Title III – Language Instruction for Limited English Proficient and Immigrant Students

State Programs Curriculum and Professional Development

Consolidated Grant Application Submission DeadlinesFor 2015-2016 Consolidated Grant Applications, the following schedule applies:

Grant Submission Deadlines

July 15, 2015

August 12, 2015 *Emergency situation occurred: Our supervisor, Angela Porter had to go out on leave and Curriculum Coordinator and Terry Center principal were put in charge of completing grant (most had already been taken care of by our supervisor). We were made aware of the due date (August 12 th) by Eulinda DiPietro on Tuesday, August 11th. She stated that it would show a good faith effort if we were able to submit by August 16th. I still needed to collect transition data by hand for 1501 admissions (and complete my other scheduled duties). Collecting the transition data took me over twenty four hours (I was at work until 10:30 pm Friday). Then I started to complete goals/needs/strategies/measures section of Success Plan and was unable to make changes to the dates. I then tried to access the budget and was unable to do so. Last Updated: 7/15/2015 Page 11 of 50


Tried everything I could think of to put these changes in the Espes system but could not do so. That is why I am completing the grant on a word document and submitting to Ms. Dipiedro along with DOE liaison: Maria Locuniak I am hoping this demonstrates a good faith effort and that our supervisor will be back soon to handle this matter herself. Please contact me, Kathleen Devine, DSCYF Curriculum Coordinator for further clarifications. Thank you

If the LEA does not submit an application by the final submission date of August 12, 2015, then an LEA is required to file an extension request. The extension request must include the reason the LEA cannot meet the final submission date requirement. Extensions can only be granted in case of an emergency situation. If an extension request is denied, DDOE can 1) refuse to reimburse the LEA for any expense incurred before the application is submitted; or 2) formally disapprove the LEA for funding, which triggers the LEA’s due process rights in accordance with Section 432 of the General Educational Provisions Act (GEPA).

The start date for federal funds is the date of initial submission if the grant is substantially approvable as determined by DDOE. Grant Applications will be considered “substantially approvable” if submitted:

Meeting budget requirements; Aligned to the Implementation/Strategic Plan; and Needing only minor additional clarifications or revisions that do not extend the approval process

Grant applications that are submitted partially complete, requiring extensive clarification or containing other issues that extend the approval process will not be considered substantially approvable. A Consolidated Grant Application is considered substantially approvable when 5 of 7 grant applications meet substantially approvable status.

IMPORTANT DISCLAIMER: All information contained in the DDOE LEA Consolidated Grant Manual and in the DDOE LEA Consolidated Grant Application is subject to change, depending on receipt of federal US DOE rules and guidance. LEAs may be required to submit amendments that would bring the application into compliance with such documents at any time during the effective dates of the grant.



2.4 Programs, Coordinators, Allocations, and Liquidation DatesAFTER completing Section 2.3, LEAs must click “Get Default Values” to load program allocations. LEAs must then click edit to assign a program coordinator for each program.

Programs Coordinator AllocationLiquidation

DateCarl D. Perkins Career and Technical Education – Secondary 11/30/2017

Individuals with Disabilities Education Act (IDEA) (3-5) Seemans, [email protected] $1,025 11/30/2017

Individuals with Disabilities Education Act (IDEA) (3-21) McIntyre, [email protected] $71,275 11/30/2017

Title I, Part A – Making High Poverty Schools Work 11/30/2017Title II, Part A – Teacher and Principal Training and Recruitment 11/30/2017Title III – Immigrant Students 11/30/2017Title III – Language Instruction for Limited English Proficient and Immigrant Students 11/30/2017

Curriculum and Professional Development 6/30/2016

3.0 Program Specific Information

3.1 Title I, Part A: School EligibilityPlease answer the following questions regarding the data and process used to determine school(s) eligibility for Title I funds.

(A 1) What source of data was used to determine the Title I eligibility status of the LEA’s schools?

Note: The LEA must use the same data set for all schools

[Section 1112(b)(1)(G)]U.S. DOE Guidance: http://www2.ed.gov/programs/titleiparta/wdag.docCEP guidance: http://www2.ed.gov/programs/titleiparta/13-0381guidance.doc, and http://www.fns.usda.gov/school-meals/community-eligibility-provision

o DDOE-provided % Direct Certification data (14-15 Sept 30 Data)

o DDOE-provided % DHSS poverty data (14-15 Sept 30 Data)

o X LEA-provided data, such as: feeder pattern changes, census data, FRPL, Direct Certification, TANF, Medicaid, or a composite of poverty measures.

(A 2) If LEA-provided data was used, please explain why this method was chosen and how the poverty data was obtained. [Section 1112(b)(1)(G)]


http://www.fns.usda.gov/school-meals/community-eligibility-provision

http://www2.ed.gov/programs/titleiparta/13-0381guidance.doc

http://www2.ed.gov/programs/titleiparta/wdag.doc




DSCYF Special Schools receive LEA status for limited purposes. One of which is to obtain state sponsored grants to improve the educational outcomes of the students within our care. These data was chosen as the above state data sources surrounding students in DSCYF schools is highly inaccurate.

(B 1) Is the LEA serving all schools with poverty rates of 75% and above (based on the data source chosen above)?

If no, please provide a brief explanation as to:

1) Why the school was skipped and how the school meets the comparability requirements; and

2) How the skipped school is receiving supplemental funds from other state and local sources that either meets or exceeds the amount that would have been provided with Title I, Part A funds AND is being spent in accordance with the Targeted Assistance or School wide program requirements. [Section 1113(b)(D)]

Yes, all of our schools are considered to have poverty rates of 100% based on the free and reduced lunch status for each site .

(B 2) Is the LEA electing not to serve or “skipping” any other eligible schools that have a higher percentage of children from low-income families than the schools that are being served?

If yes, please provide a brief explanation as to:

1) Why the school was skipped and how the school meets the comparability requirements; and 2) How the skipped school is receiving supplemental funds from other state and local sources that either meets or exceeds the amount that would have been provided with Title I, Part A funds AND is being spent in accordance with the Targeted Assistance or Schoolwide program requirements. [Section 1113(b)(D)

N/A

(C 1) This question should only be completed by LEAs with more than one school.

Please describe the methodology used to determine the per-pupil amount (PPA) for each participating Title I school.

LEAs have discretion to determine the per-pupil amount (PPA) for each participating school; however, there are two things LEAs should bear in mind.- First, according to U.S. ED guidance, the PPA must be large enough to provide a reasonable assurance that a school can operate a Title I program of sufficient

quality to achieve that purpose.- Second, an LEA is not required to allocate the same PPA to each school. However, the LEA must allocate a higher PPA to schools with higher poverty rates

than it allocates to schools with lower poverty rates.

Note: LEAs with an enrollment of less than 1,000 or LEAs with only one school per grade span are not required to allocate funds to schools in rank order.

N/A



3.2 Title I Part A: Schools ServedLEAs must click “Get Default Values” for a list of schools within the LEA and their associated DHSS (DHSS Pov %) and Direct Certification (Dir. Cert %) low income data. LEAs must click the edit button for each school to:

1) Identify each school's Title I status; 2) List the grade span of the school; and 3) Enter new poverty data (only if the LEA chooses to use its own poverty data).

Note: DHSS and Direct Certification poverty data will not be loaded for new charter schools. The adjusted census poverty data for new charter schools can be provided by DDOE upon request. New charter schools are encouraged to enter their own poverty rate if they have available data.

School Title I Status

Gra

deS

pan

Tota

l

DH

SS

P

ov %

LEA

P

ov%

Dir.

C

ert %

*See rate listed above based on free and reduced lunch services

3.3 Title I, Part A: LEA Set-AsidesThe questions in this section require the LEA to describe how it meets the various Title I requirements for LEA-level planning, supports, and services for schools and students.

The LEA assures it is familiar with the local planning requirements of Section 1112 of the ESEA and will be able to demonstrate how those requirements are incorporated into the LEA’s Title I program upon request.


http://www2.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1112


(A 1) LEAs may set aside Title I, Part A funds for district-led initiatives benefitting Title I students. If the LEA intends to set aside funds for such an initiative please describe:

1) The amount of the set-aside;2) How the funds will be used; and 3) Which schools/students will participate in/benefit from the activity(s).

All of our students qualify for these funds; however, our LEA does not currently procure these funds as we just acquired LEA status for this funding.

(A 2) If the LEA intends to set aside Title I, Part A funds for a subset of schools, specific subgroups, or grade bands across schools that it has determined to be low performing, please provide the following:

1) A list of the schools in which the funds will be used;

2) A description of the criteria used to identify the schools as low performing; and

3) The amount of funds to set aside for each school.

See above.

(B 1) The following question should only be answered by LEAs with Title I schools designated as “Focus”. LEAs with Title I schools designated as “Focus” according to Delaware’s ESEA Flexibility Plan must set aside a portion of their Title I, Part A funds (between 5% and 20%) to support state-approved interventions in these Title I schools. Please indicate the amount the LEA intends to set aside and provide a justification for the amount taking into account the following factors:

1) The number of Focus Schools the LEA is required to address;

2) Total student enrollment in the school(s);

3) The total number of students in each subgroup that caused the school(s) to be identified; and

4) The scope of the state approved intervention(s) the LEA proposes to implement in the schools.

See above.

(B 2) The following question should only be answered by LEAs with Title I schools designated as “Priority”. LEAs with Title I schools designated as “Priority” according to Delaware’s ESEA Flexibility Plan may use a portion of their Title I, Part A funds to support these Title I schools. If the LEA intends to set aside any funds to support Title I Priority Schools, please provide a list of schools in which the funds will be used:

N/A

(C 1) This question should only be completed by LEAs using Title I funds to support LEA-operated infant/toddler and/or preschool programs. Please list the LEA-operated infant/toddler and/or preschool programs (physical locations) the LEA intends to support with Title I funds this school year. Please also list the approximate number of infants/toddlers and preschool children impacted by the use of Title I funds in each location.



Note: All infant/toddler and/or preschool children should be counted in Title I Schoolwide schools.

Example:LEA-Operated Program Location A – 33 childrenLEA-Operated Program Location B – 25 childrenLEA-Operated Program Location C – 25 children

N/A

(C 2) This question should only be completed by LEAs using Title I funds to support LEA-operated infant/toddler and/or preschool programs.

Of the children listed above, please list the total number of children in each of the following categories by location:

1) Total number of children younger than age 1 in each location2) Total number of children age 2 to age 3 in each location3) Total number of children age 4 and prior to kindergarten in each location

N/A

(C 3) This question should only be completed by LEAs using Title I funds to support LEA-operated infant/toddler and/or preschool programs.

Please describe how the Title I funds will be used to support the LEA-operated programs listed above. [Section 1112(b)(1)(K)]

N/A

(D 1) This question should only be completed by LEAs using Title I funds to support partnership programs (non-LEA-operated) serving infant/toddler and/or preschool children.



Please list the partner programs (physical locations) serving infant/toddler and/or preschool children the LEA intends to support with Title I funds this school year. Please also list the approximate number of infants/toddlers and preschool children impacted by the use of Title I funds in each location.

Example:Partner Program Location A – 33 childrenPartner Program Location B – 25 childrenPartner Program Location C – 25 children

N/A

(D 2) This question should only be completed by LEAs using Title I funds to support partnership programs (non-LEA-operated) service infant/toddler and/or preschool children.

Of the children listed above, please list the total number of children in each of the following categories by location:

1) Total number of children younger than age 1 in each location2) Total number of children age 2 to age 3 in each location3) Total number of children age 4 and prior to kindergarten in each location

N/A

(D 3) This question should only be completed by LEAs using Title I funds to support partnership programs (non-LEA-operated) serving infant/toddler and/or preschool children.

Please describe how Title I funds will be used to support the partnership programs listed above. [Section 1112(b)(1)(K)]

N/A

3.4 Title I, Part A: Homeless Students and YouthAccording to Title I, Part A, each LEA must set aside funds as necessary to provide services to homeless children who are attending elementary, middle, or high schools that are not Title I, Part A schools. Federal law does not specify how much an LEA should set aside for homeless students, but LEAs might want to consider issues such as the number of homeless students in non-Title I schools, their needs, and the cost of carrying out activities comparable to what students receive in Title I schools, in addition to the provision of services to homeless students who do not attend Title I, Part A schools. [Section 1113(c)(3)(A), 2001]

(A 1) A child or youth who is homeless is automatically eligible to receive Title I services. Section 1113(c)(3)(A) of the ESEA requires that LEAs reserve a portion of their Title I, Part A funds as necessary to serve the instructional and related service needs of homeless students and youth attending non-Title I participating schools. Services provided must be comparable to those provided to students in Title I participating schools.



Specify:1) The amount of Title I, Part A funds that have been reserved for instructional and related service needs of homeless students and youth and an explanation of

how the amount was determined;

2) The projected types of costs and services that funds would support; and3) An approximate number of homeless students and youth the LEA expects to assist with these Title I reserved funds.

It is difficult to obtain exact numbers for this measure as our students could be in permanent housing upon entering our sites but lose housing due to charges or other issues stemming from the impact of poverty. We are not currently seeking funding in this area.

(A 2) In accordance with new authority granted in the 2014 Consolidated Appropriations Act, LEAs may also reserve additional funds, over and above the funds reserved in A1, to pay for the salary of a homeless liaison and/or to transport homeless students and youth to and from their school of origin. If the LEA wishes to set aside additional funding to support all or part of the salary for a local homeless liaison and/or to transport homeless children and youth to and from their school of origin, please specify:

1) The amount of Title I, Part A funds that have been reserved for transportation and/or to support the salary of a homeless liaison and how the amount was determined; and

2) The projected types of costs and services that these funds would support; and3) An approximate number of homeless students and youth the LEA expects to assist with these Title I reserved funds.

N/A

3.5 Title I, Part A: School Program DescriptionLEAs have two options for how they can deliver services to eligible children in Title I schools: Schoolwide and Targeted Assistance school models. All Delaware schools are currently Schoolwide school models. Schoolwide schools use Title I funds to meet the needs of all students in the school, as determined through a comprehensive needs assessment. Individual students are not identified as eligible to participate in Schoolwide schools. A school must have 40% poverty or higher (or an approved ED Flex waiver) to operate a Schoolwide program. If an LEA plans to operate a Targeted Assistance school, please contact DDOE.

The LEA assures that each Title I school operating a Schoolwide program will develop a plan that addresses how the school will implement the ten components of a Schoolwide program described at http://www.doe.k12.de.us/site/handlers/filedownload.ashx?moduleinstanceid=1707&dataid=4975&FileName=TitleISW.pdf, and will meet all other planning requirements of Section 1114(b)(2).


http://www2.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1114

http://www.doe.k12.de.us/site/handlers/filedownload.ashx?moduleinstanceid=1707&dataid=4975&FileName=TitleISW.pdf


(A 1) Please provide a general description of the different types of services that will be provided in the LEAs Title I Schoolwide school(s). Note: LEAs are not required to specifically outline each service provided in each Title I Schoolwide school. [Section 1112(b)(1)(I)] The DSCYF Prevention and Intervention Program targets several important educational reforms sponsored by the State of Delaware. The program addresses the Common Core State Standards through various avenues. The purchase of Smart-boards, online texts aligned to the CCSS, professional development support through the SDPDC and online curriculum such as Edgenuity, My Path, and Springboard allow our educators to tackle many of the new standards. CCSS.RL.7 “Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.)” and CCSS.W.6 “use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically” are a few examples the CCSS standards that DSCYF Special Schools plans to address with the above resources. The DSCYF schools have partnered with DOE to engage in the Common Ground for the Common Core professional development. The best practice methods learned through this collaborative endeavor will be utilized to support educators as they work to integrate literacy practices into all content areas while striving to close the achievement gap. In addition to the CCSS, the program affords resources to address College and Career Readiness concerns. The funds procure the services of two employment specialists that will support students in accessing the Student Success Plan, career exploration opportunities, internship prospects and employment options. The plan also calls for funding to enable students to take College Level Examination Program (CLEP) exams. Free courses from the Education Portal are utilized to teach the content assessed in the CLEP exams and students may earn up to twelve credits prior to acceptance in a college or university. Services from Communities in Schools will also be utilized to increase positive transition outcomes. Finally the Culinary and Media Matters courses will enable students to obtain pathway credits while acquiring the necessary job skills to complete internships within the local restaurants and/or multimedia companies. Response to intervention (RtI) is another education reform targeted by the Prevention and Intervention Program. The education unit uses the RtI format during the Educational Planning Team meetings. Mr. Chamberlain has been retained to monitor our RtI process and provide feedback to our education teams regarding methods to employ to streamline the practice. Curriculum Coordinator provides additional monitoring of the process and supports the continuous improvement model. The Back to Basics services will be utilized specifically to address English language learners concerns; however, they may also be used for other services that would support this need. Occupational Therapy, Speech and Physical therapy needs are addressed through this plan and funding of these supports continues to be a growing concern for our students. Other educational reforms that have a smaller focus include the Next Generation Science Standards (NGSS) Extended School Year regulations and the Smarter Balanced assessment platform. The purchase of biology kits along with several Earth Science kits provide the much need resources to allow students to delve deeply into the scientific inquiry process. Smarter Balanced needs will be supported by the contracted firm Versalign. This group will maintain the computers utilized for testing purposes throughout our fourteen sites. Finally, several reading assessments (Flynt/Cooter Comprehensive Reading Inventory –2) will be purchased to evaluate students with complicated reading issues. These assessments will enable diagnosticians to address these issues and plan for an extended school year if necessary.

(A 2) Please provide a general description of the types of services that will be provided in the LEAs Title I Targeted Assistance school(s).

Note: LEAs are not required to specifically outline each service provided in each Title I Targeted Assistance school. [Section 1112(b)(1)(I)]

All DSCYF Special Schools are in need of the above services and address the needs of students with complex therapy, educational and behavioral concerns.

3.6 Title I, Part A: Parental and Community InvolvementSection 1118 of the ESEA requires the involvement of parents and communities in regular, two-way, and meaningful communication involving student academic learning and other school activities. The questions in this section require the LEA to describe how it meets the various Title I requirements for parental and community involvement.

(A 1) Describe the parental involvement activities as they relate to students needs that will be implemented at the LEA-wide level. [Section 1118(a)(3)(A)]



DSCYF Special Schools provide several mechanisms for parents/guardians to remain involved during their child's placement in one of our facilities. Each of the sites holds regular parent nights covering topics ranging from educational needs to mental health issues and other outreach programs. Several sites also host a back to school night in the fall.When a child is enrolled in a DSCYF educational program, a letter is sent to the parent/guardian with contact information and a parent survey. Parents are invited to attend IEP and ER meetings for youth with special education needs. They are also invited to attend progress team meetings held at each of theFacilities.Each site will provide a parent information area/kiosk to assist families in obtaining educational information in a timely manner. Parents also have access to the DSCYF Education wiki that houses materials such as newsletters, model curriculum and course catalog. This portal provides educators and parents with a forum to obtain necessary educational data or ask questions regarding the educational process.

(A 2) This question should only be completed by LEAs with more than one school.

Describe the parental involvement activities as they relate to student needs that will be implemented at the school level. [Section 1118(a)(3)(A)]

The parental involvement activities described above are implemented at all DSCYF Special Schools.

(B 1) Describe how the LEA jointly develops, and distributes to, parents of participating children, a written parental involvement policy that meets the requirements of Section 1118(a)(2) of the ESEA.

Upon enrollment at all DSCYF education sites, parents are provided a policy stating the specific duties that are required to enable their child to successfully complete treatment.

(B 2) Describe how the LEA conducts, with the involvement of parents, an annual evaluation of the content and effectiveness of the LEA’s parental involvement policy.Describe how the LEA will use the results of this evaluation to revise the policy, if necessary [Section 1118(a)(2)(E].

Parent liaison meets with leadership team members to discuss parent survey information and make recommendation to the team surrounding revisions to the policy.

(B 3) This question should only be completed by LEAs with more than one school.

Describe how the LEA ensures that each Title I school jointly develops with, and distributes to, parents of participating children, a written parental involvement policy and parent-school compact that meets the requirements of Section 1116(b) and (d) of the ESEA. Note: Schools may adopt the LEA policy only if the LEA policy contains the school-level provisions outlined in Section 1118(b) and (d).

All schools send out this information to parents with the new enrollment letter. Parents are asked to read the information, sign and return the bottom portion indicating that they are aware of the policy. The signature page is kept in student file.

3.7 Title I, Part A: Private School DataGeographic School Districts must provide equitable services to eligible children attending non-profit private schools who reside in the attendance zones of its public schools that are participating in Title I. Districts must list each participating non-profit private school and the number of low income private school students in each school that generated funding from your District only (regardless of where the school is located). The number of low income private school students listed in this section should



equal the total number of low income private school students in each District’s Title I spreadsheet. If the District is pooling funds, the District must also list participating non-profit private schools that will participate in the pool, even if they do not have any low income students to contribute funds to the pool. More information on equitable services requirements are contained in the webinar at this link (https://sas.elluminate.com/p.jnlp?psid=2015-01-15.0714.M.A9534CC572450547D2AE63D45C1533.vcr&sid=2011040)

School Status Grade Span # Low IncomeN/A

Total

3.8 Title I, Part A: Equitable ServicesTitle I requires LEAs to set aside funds to provide equitable services to eligible private school students.

**Please note that the scope of services described in this section should be based, in part, on the amount of funds that the LEA is required to set aside.

(A 1) Describe the LEA's process for:

1) Notifying non-profit private schools of their eligibility to participate in Title I;2) Consulting with private school officials to design, implement, and evaluate programs for eligible private school students, staff, and their families as appropriate for

Title I; and3) Ensuring that the initial consultation occurs before any decisions are made that affect the opportunities of eligible private school students.

Note: If the LEA is participating in a consortium, please describe the process for the entire consortium.Last Updated: 7/15/2015 Page 22 of 50

https://sas.elluminate.com/p.jnlp?psid=2015-01-15.0714.M.A9534CC572450547D2AE63D45C1533.vcr&sid=2011040

https://sas.elluminate.com/p.jnlp?psid=2015-01-15.0714.M.A9534CC572450547D2AE63D45C1533.vcr&sid=2011040


N/A

(B 1) Describe who will provide services to eligible private school students, staff, and their families for each eligible Title I.

N/A

(B 2) Describe the types of services that will be provided to eligible private school students, staff, and their families for Title I.

N/A

(B 3) Describe how the LEA ensures that the services are equitable in comparison to the services provided to public school students, staff, and families, and are provided in a timely manner, are secular, neutral, and non-ideological for Title I.

N/A

(C 1) Describe the process the LEA uses to monitor the provision of services to eligible private school students, staff, and their families for Title I.

N/A

(C 2) Describe the LEAs process for ensuring that allowable materials, equipment, and/or property are purchased and properly maintained and accounted for by the LEA for Title I.

N/A

(C 3) Describe the criteria the LEA used to determine which private school students will receive equitable services for Title I. If the LEA is pooling funds among schools, the LEA must describe which schools are participating in the pool and the criteria used to determine which private school students will receive equitable services in the pool.



Notes: 1) Your response should clearly state that poverty is not a criterion for services.

2) To the extent appropriate, your described process should select private school children who are failing, or most at risk of failing, to meet high student academic achievement standards.[Section 1120(b)(1)(A) and Section B.4 of non-regulatory guidance]

N/A

3.9 Children with Disabilities under IDEA: CEIS ServicesIf using IDEA funds for Coordinated Early Intervening Services (CEIS), please note the following reporting requirement: The regulations require, in 34 CFR §300.226(d), each LEA that implements CEIS to report to the State on the number of children who received CEIS and the number of those children who subsequently received special education and related services under Part B during the preceding two-year period (i.e., the two years after the child has received CEIS).

Under 34 CFR §300.646(b)(2), if a State identifies significant disproportionality, the LEA must use the maximum amount (15%) of the total of IDEA 3-5 and IDEA 6-21 funds allowable for comprehensive CEIS for children in the LEA, particularly, but not exclusively, for children in those groups that were “significantly over identified” and/or “disproportionality suspended/expelled.” LEAs with significant disproportionality must reserve funds for such services. LEAs without significant disproportionality can choose to set aside funds and may reserve up to 15% of their IDEA, Part B grant to provide coordinated early intervening services to struggling students who are not yet identified for special education.

(A 1) Please indicate which of following applies to your LEA regarding CEIS utilizing IDEA funds:

o CEIS is required (full 15% of total IDEA 3-5 and IDEA 6-21 funds).

o CEIS is voluntary (up to 15% of total IDEA 3-5 and IDEA 6-21 funds).

o X CEIS is not being used.

(A 2) For LEAs utilizing IDEA funds for CEIS, explain how the LEA will develop and implement its CEIS system to provide coordinated, early intervening services for students in grades K-12 who are not identified as needing special education, but who need additional academic and behavioral support to succeed in a general education environment. [Section 613(f), 34 CFR § 300.226].

N/A

Section 3.10 Children with Disabilities under IDEA: Equitable ServicesIDEA requires LEAs to spend a proportionate amount of their IDEA, Part B allocation for special education and related services to students with disabilities who are parentally placed in private schools (“equitable participation services”).



(A 1) Please provide the numbers and the calculations listed below that are being used to determine the proportionate share that must be set aside for equitable participation services.

(a) Number of eligible children with disabilities in public schools in the LEA(b) Number of parentally placed eligible children with disabilities in private elementary schools and elementary schools located in the LEA(c) IDEA, Part B allocation(d) Average per-child allocation [row (c)/row (a) + row (b)](e) Amount to be expended for parentally placed children with disabilities [row (d) x row (b)]

(A 2) Describe the LEA's process for notifying non-profit private schools and parents of parentally placed private school children of their eligibility to participate in IDEA and the LEA’s process of consulting with private school officials to design, implement, and evaluate programs for eligible private school students, staff, and their families as appropriate for IDEA.

N/A

(B 1) Describe how the district identified the types of services that will be provided to eligible private school students, staff, and their families related to IDEA and who will provide these services:

N/A

(B 2) Describe how the LEA ensures that the services are equitable in comparison to the services provided to public school students, staff, and families, and are provided in a timely manner, are secular, neutral, and non-ideological for IDEA:

N/A

(C 1) Describe the process the LEA uses to monitor the provision of services to eligible private school students, staff, and their families for IDEA:

N/A

(C 2) Describe the LEA’s process for ensuring that allowable materials, equipment, and/or property are purchased and properly maintained and accounted for by the LEA for IDEA:

N/A

3.11 Title II, Part A: Educator EffectivenessTo be eligible for Title II, Part A funds LEAs must assess their needs related to improving educator effectiveness. This needs assessment should be based on professional development and hiring, and also take into account local educator effectiveness data, and other elements of educator effectiveness including preparation, staffing, professional development, evaluation, and retention.

Title II, Part A funds are provided to LEAs to increase student academic achievement through strategies such as improving teacher and principal effectiveness and increasing the number of highly qualified and effective teachers in the classroom and highly qualified and effective principals and assistant principals in schools.



Allowable uses of Title II, Part A funds include, but are not limited to: Support Teacher and Principal Professional Growth and Effectiveness Systems Recruit, hire, and retain highly qualified and effective teachers and principals Teacher advancement initiatives that emphasize multiple career paths Equitable access to excellent educators strategies and initiatives Provide professional learning activities that improve the knowledge and effectiveness of teachers, principals, and superintendents Establish induction and mentoring programs Provide professional learning, coursework, and exams to assist educators to become highly qualified

Please note that not all have to be selected. If a strategy/activity listed in this section is not being conducted using Title II, Part A funds, please enter N/A.

(A 1) List the findings from the needs assessments (based on the LEA’s educator effectiveness data) described above. Please reference the above guidance. Recently, the DSCYF Special Schools has been required to participate in the statewide mentoring program. Both mentees and mentors have expressed much appreciation for the program and the support it affords our new educators. However, there are still various components of our fledgling program that need to be strengthened. The following is an outline of the program changes and the additional funding applied for through the Comprehensive Induction Program Grant.I. Vision, Mission, Goals, and Objectives:Vision: To provide the bridge between the pre-service teacher preparation programs and real-world applications in the classroom. The induction process introduces and enhances the value of professional reflection that leads to lifelong professional growth. The program strives to provide experiences and support for the participating teacher leading to a practice that portrays an accomplished level of professional teaching.Mission: The mission of the DSCYF Teacher Induction Program –•improve teaching performance through mentoring, reflection, and self-assessment•connect teachers to the resources, curriculum and professional development that support student success within secure care and treatment facility classrooms•promote the professional well-being of participating teachers through the support process•retain well-qualified teachers in the professionOverall Program Goals: The induction program provides vital support to new teachers so that 100% of new teachers complete year one of new teacher training including thirty hours of instructional mentorship plus thirty hours of professional development and the students in their care display documented evidence of adequate growth (measured by educational planning team goals and objectives).Objectives / Rationale to Introduce Comprehensive Induction Program: Effective teaching is the number one factor that influences student achievement after accounting for student characteristics. New teachers typically take from three and five years to teach at a level that maximizes student growth and achievement (Carla Claycomb and Willis D. Hawley, 2000). Recently, additional research surrounding best practices for juvenile justice educators has been disseminated by the Center for Juvenile Justice Reform at Georgetown University (2012). Based on this research, The Neglected and Delinquent TechnicalAssistance Center (NDTAC) released a guide that examines the principle that quality education services are critical for youth who are system involved and also offers a range of practices and strategies that align with the “Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings” (2014), released jointly by the U.S. Departments of Education and Justice as part of their Correctional Education Guidance Package. According toNDTAC: “youth who are system involved benefit greatly from placement in an educational environment staffed with highly effective, qualified, and caring professionals with whom they can develop positive relationships. The Title I, Part D statute underscores the importance of qualified staff and teachers for youth who are system involved.” The Tell Delaware Survey shines some light on our efforts to date. According to the survey, twenty seven percent of our teachers believe that DSCYF school leadership does not make sustained effort to address concerns surrounding new teacher support.Also, fifty-seven percent of our members do not believe professional development is differentiated enough to meet the needs of all educators. Other data points that need to be considered when developing the new teacher induction program include:Last Updated: 7/15/2015 Page 26 of 50


•Just 47% of DSCYF educators believe professional learning opportunities are aligned with the school’s improvement plan.•Just 53% of DSCYF educators believe professional development deepens teachers' content knowledge.•Just 62% of DSCYF educators believe that in this school, follow up is provided from professional development.•Just 59% of DSCYF educators believe professional development provides ongoing opportunities for teachers to work with colleagues to refine teaching practices.•Just 35% of DSCYF educators believe professional development is evaluated and results are communicated to teachers.In addition to the Tell Delaware Survey, we will utilize the Consolidated Grant Evaluation Data and Improvement Plan to direct our new teacher support.The following includes the DSCYF Education Unit’s Goals 2014 – 2015:(1) Accelerate achievement and improve outcomes for all students through the implementation of Common Core aligned standards and assessments, (2)Accelerate achievement and improve outcomes for all students by accessing and using a variety of data, (3) Accelerate achievement and improve outcomes for all students by providing access to evidence based teaching strategies designed to support at-risk learners, and (4) Accelerate achievement and improve outcomes for all students by turning around low achieving schools through outstanding instructional leadership. *Please see the ConsolidatedGrant Application located on the DSCYF Education Wiki for more information on the benchmarks, strategies and measures outlined to reach these goals.http://dscyfeducation.wikispaces.com/DSCYF+ED+Evaluation+%26+Consolidated+Grant+Goals. So providing a teacher induction program will enableDSCYF Special Schools to strengthen the assistance afforded new teachers to accelerate professional growth and teacher effectiveness and improve student performance within these special settings and set the stage for successful transitions back to student’s homeschool, post-secondary options and/or employment. The objectives below align with the information gathered from the Neglected and Delinquent Technical Assistance Center Guiding Principles, the Tell Delaware Survey, The DSCYF Consolidated Grant Goals and our current professional development plan.Specific Program Objectives: The new teacher induction program will deliver the following services:•Professional development services and opportunities such as new teacher orientation, instructional coaching, on-demand webinars and mentor feedback to support the growth in DPASII components 1-5.•Participation in professional learning communities to enhance professional practice, self-reflection as well as student achievement (What Great Teachers Do Differently) (DPASII component 4).•Classroom management that aligns to facilities Collaborative Problem-Solving and Cognitive Behavioral Therapy procedures (DPASII –component 2)•Creation of individual professional growth portfolio to enable new teachers to reflect on practices, student growth, and develop the capacity to engage in lifelong learning. The professional growth portfolios will be housed on Black Board as well as an individual USB copy for teachers. (DPASII - component 4).

(A 2) How will your LEA utilize Title IIA to address high need schools and high need populations?

All of DSCYF Special Schools are high need schools with high need populations. Some schools populations are almost entirely students with special needs.

(A 3) What specific strategies will your LEA use to improve educator effectiveness (across the allowable uses of Title IIA) based on the needs assessment above? In order to differentiate learning for our various mentees, new teachers will be offered several avenues to complete portions of the Comprehensive InductionProgram (CIP) at their own speed (within the three year timeframe). Also, segments of the program, such as the Black Board activities, will be assigned based on educator’s responses to pre-assessment and/or instructional leader’s recommendations.New educators will be also be required to complete reflections regarding prior educator preparation program experiences and how they relate to the new professional development, mentoring opportunities and coaching experiences delivered within the DSCYF CIP process.Virtual coaching will be utilized to support this process. Virtual coaching uses advanced online and mobile technology (termed bug-in-ear technology) to allow an instructional leader located remotely (down the hall or across the country) to observe a teacher's lesson while offering discreet feedback heard only by the teacher, through an earpiece the teacher wears (Giebelhaus & Cruz, 1994; Scheeler, McAfee, Ruhl, & Lee, 2006). This process will be extremely beneficial to our mentors as we have fourteen schools throughout the state that need to be supported. So a mentor in Lewes, Delaware could observe a lesson taught in New Castle County and provide real time feedback. Another practice to be employed will require new teachers to video tape their lessons and have mentors, lead mentors as well as peers provide


http://dscyfeducation.wikispaces.com/DSCYF+ED+Evaluation+%26+Consolidated+Grant+Goals


feedback. The last approach utilized will be the face-to-face observations and feedback conferences both the mentee and mentors will perform. These three techniques melded together should create a strong coaching and mentoring process.All of these components will be enhanced by the videos available through the Educational Impact site and additional supports provided by the Delaware Teacher’s Center.

(B 1) Briefly describe how you are developing and implementing mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers, including specialists in core academic subjects, principals, and in some cases, pupil services personnel.

Recently, our job postings have been added to the website: "Join Delaware Schools" and our leadership team members utilize the University of Delaware's Alternate Road to Teaching Certification services available through Frank Livoy. Also members have attended the Delaware Department of Education's trainings for human resource administrators in order to obtain additional information on recruiting strategies.However, the $10,000 applied for via the CIP grant will be utilized solely for retaining and improving teacher effectiveness.

(B 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

100% of our funds will address the above strategy.



(C 1) Briefly describe how you are developing and implementing initiatives to assist in recruiting highly qualified teachers (particularly initiatives that have proven effective in retaining highly qualified teachers), and hiring highly qualified teaches, who will be assigned teaching positions within their fields.

The Department of Services for Children, Youth and Their Families Education Unit proposes to create a comprehensive teacher mentoring program that enables all new teachers to become resilient educators that provide rigorous instruction, use data to inform instruction and produce students that are college and career ready. To accomplish this, the stakeholders will utilize the expertise of two contracted groups to support the development of classroom management strategies and instructional strategies: The Center for Educational Excellence in Alternative Settings and The Southern Delaware Professional Development Center. These authorities will work with our lead mentors to build coaching expertise to support the mentors and new educators in the Danielson components to enhance professional practice (one year of support). The lead mentors will conduct book talks via Blackboard as well as face-to-facemeetings surrounding the techniques espoused by Todd Whitaker in his book, “What Great Teachers do differently” and “Time to Teach” by JennyEdwards. The Blackboard course will house video clips, discussion boards and links to blog about methods implemented and reflections made while applying the techniques in the classroom. New teachers will document progress using the USB devices to create an electronic portfolio of their experiences.The leadership team members along with the curriculum coordinator will also be conducting walk-throughs periodically (at least three times) throughout the year to provide additional support and feedback regarding the implementation of the Learning Focused Strategies along with the integration of the Common Core State Standards. The walkthrough tools will be utilized by both mentors and lead teachers (See Appendix F). Finally, the thirty hours of coaching, observations and mentoring will be completed in a combination of “virtual coaching”, teacher videos/online modules, and face-to-face observations. Virtual coaching uses advanced online and mobile technology (termed bug-in-ear technology) to allow an instructional leader located remotely (down the hall or across the country) to observe a teacher's lesson while offering discreet feedback heard only by the teacher, through an earpiece the teacher wears (Giebelhaus & Cruz, 1994; Scheeler, McAfee, Ruhl, & Lee, 2006). This process will be extremely beneficial to our mentors as we have fourteen schools throughout the state that need to be supported. So a mentor in Lewes, Delaware could observe a lesson taught in New Castle County and provide real time feedback. Another practice to be employed will require new teachers to video tape their lessons and have mentors, lead mentors and peers provide feedback. The last approach utilized will be the face-to-face observations and feedback conferences both the mentee and mentors will perform. During these coaching conversations, both the mentor and mentee will view training webinars, video clips, etc. to support their understanding of the Danielson Model, CCSS Shifts and/or classroom management techniques. These three techniques melded together should create a strong coaching and mentoring process. All of these components will be enhanced by the videos and webinars available through the Educational Impact site and additional supports provided by the Delaware Teacher’s Center, Learning Forward Professional Learning Association and The New Teacher Center.The program will need minimal support from the DOE Teacher and Leader Effectiveness Unit (TLEU) after the initial funds have been provided. LeadMentors as well as mentors will obtain necessary training to continue the process and ongoing training will be available through the TLEU and the Delaware Teacher Center. All equipment will be able to be utilized for at least five years beyond this initial grant. Yearly support would only be needed to acquire books for new mentees.

(C 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

100% of the funds will address this plan.

(D 1) Briefly describe how you are providing professional development consistent with Sections 2123(a)(3) of the ESEA.

The DSCYF Special Schools are utilizing the professional learning community strategies in combination with targeted training from the Southern Delaware Professional Development Center surrounding the CCSS and developing and aligning curriculum to meet these new standards. Our education unit is also partnering with Delaware DOE to engage in “best practice” professional development provided by the Common Ground for the Common Core leaders and instructional experts.

(D 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

These professional development services are estimated at $20,000 per year.



(E 1) Briefly describe how you are developing and implementing initiatives to promote retention of highly qualified teachers and principals, particularly within elementary schools and secondary schools with a high percentage of low-achieving students.

All of our sites address the needs of low-achieving students who are in need of targeted treatment and transition services in order to achieve successful educational outcomes. All of our educators are involved in targeted, individualized professional development targeting specific content needs through the partnership with the Literary, Science and Math Coalitions sponsored by DOE.

(E 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

The coalition training is estimated to cost $5,000 per year (most of it is free – New Normal math training has a fee).



(F 1) Briefly describe how you are carrying out programs and activities that are designed to improve the quality of the teacher force, such as:

Innovative professional development programs; Development and use of proven, cost-effective strategies for the implementation of professional development activities, such as through the use of

technology and distance learning; Tenure reform; Merit pay programs; and Testing of elementary school and secondary school teachers in the academic subjects that the teachers teach.

We will continue to utilize the online professional development opportunities provided by the Delaware Department of Education and the Delaware Center for Educational Technology. Our technology specialist will also develop online trainings specific to juvenile justice and mental health educator’s needs using Schoology.

(F 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

These services are free to Delaware educators.

(G 1) Briefly describe how you are carrying out professional development activities designed to improve the quality of principals and superintendents, including the development and support of academies to help talented aspiring or current principals and superintendents become outstanding managers and educational leaders.

We will continue to utilize the online and face to face professional development opportunities provided by the Delaware Department of Education, Common Ground, the Delaware Center for Educational Technology and the University of Delaware's DASL services (free Practice and Policy Institute offered each year) .

(G 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

Our leadership team members will utilize the free services available along with the Common Ground training ($4,000).

(H 1) Briefly describe how you are hiring highly qualified teachers who become highly qualified through State and local alternative routes to certification, and special education teachers, in order to reduce class size, particularly in the early grades.

Recently, our job postings have been added to the website: "Join Delaware Schools" and our leadership team members utilize the University of Delaware's Alternate Road to Teaching Certification services available through Frank Livoy. Also members have attended the Delaware Department of Education's trainings for human resource administrators in order to obtain additional information on recruiting strategies.However, the $10,000 applied for via the CIP grant will be utilized solely for retaining and improving teacher effectiveness.

(H 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

N/A



(I 1) Briefly describe how you are carrying out teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation.

We have just started our mentoring program and mentors are chosen based on DPAS-II evaluations, content area expertise as well as ability to commit to and follow through with a crowded work load.

(I 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

Four mentors and lead mentors were paid approximately $5,000 for these extra services last year through DSCYF. We hope to acquire this crucial incentive pay through DOE this year as we have achieved limited LEA status and should be afforded all the monetary opportunities granted to other Delaware LEAs.

(J 1) Briefly describe how you are carrying out programs and activities related to exemplary teachers.

N/A

(J 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

N/A

(K 1) Briefly describe how you are paying for costs of administering the Title II, Part A program.

We are using the $10,000 from the CIP Grant as well as the funds the state provides to pay lead mentors and mentors.

(K 2) Enter the estimated percentage of your total Title II, Part A allocation for this strategy/activity.

Total amount would reach $15,000.

3.12 Title II, Part A: Equitable ServicesSection 9501(b)(3), requires equitable services for private school teachers and other education personnel to the extent that the LEA uses its funds for professional development.

The law presumes an LEA will spend at least as much on professional development each year as it did in fiscal year 2001 under the predecessor Eisenhower Professional Development Program and the Class Size Reduction Program. This is known as a 'hold harmless' amount, meaning regardless of how much the LEA actually spends on professional development this year, it must use its 2001 professional development spending as a minimum for calculating the equitable services set-aside. If an LEA spends more on professional development this year than it did in 2001, use the higher amount.

In general, the amount set aside must be proportionate to the number of private school students in the district.

Note: Charter schools do not have to respond to this section.

(A 1) Indicate below whether the LEA has documents on file indicating that ALL the eligible private schools within its geographic boundaries have elected to NOT participate in the Title I, Part A funds. If you indicate “Yes”, you may skip question A2 and A3.



o Yes

o No

(A 2) How much and what percentage of the LEA set-aside is required for equitable services under Section 9501 (b)(3)? The LEA assures it will comply with all equitable services requirements pertaining to Title II under Section 9501 (b)(3) of ESEA.

N/A

(A 3) Describe the LEA's process for notifying non-profit private schools of their eligibility to participate in federal programs and the LEA’s process of consulting with private schools officials to design, implement, and evaluate programs for eligible private school students, staff, and their families (as appropriate for Title IIA). Please describe this process for your Title II, Part A program.

N/A

(B 1) Describe who will provide services to eligible private school students, staff, and their families for Title II, Part A.

N/A

(B 2) Describe the types of services that will be provided to eligible private school students, staff, and their families for Title II, Part A.

N/A

(B 3) Describe how the LEA ensures that the services are equitable in comparison to the services provided to public school students, staff, and families, and are provided in a timely manner, are secular, neutral, and non-ideological for Title II, Part A.

N/A

(C 1) Describe the process the LEA uses to monitor the provision of services to eligible private school students, staff, and their families Title II, Part A.

N/A

(C 2) Describe the LEAs process for ensuring that allowable materials and/or property are purchased and properly maintained and accounted for by the LEA for Title II, Part A.

N/A

3.13 Perkins Career and Technical Education Act of 2006: Local Plan If the LEA plans to participate in a consortium, please contact DDOE.

A local education agency application for funding under the Perkins Act of 2006 must incorporate and reflect a local plan requirements per Section 134 and a financial plan for the requirements for uses of funds per Section 135. The local plan will address the twelve (12) required components of Section 134 and the financial plan will address the nine (9) required uses of funds in Section 135.

(A 1) Describe how the CTE activities will meet State and local adjusted levels of performance that are established under Section 113. For LEAs that did not meet at least 90% of all Perkins performance targets, develop a local plan which includes the following, Section 123 (b):



a. Identify the Perkins core indicator of performance that was not addressed at the 90% threshold, the eligible recipient’s current performance, and the anticipated performance or goal that will result from implementing the improvement plan;

b. Document the timeline for implementation, which includes key dates, activities, and person(s) responsible for implementation of the improvement plan;c. Identify the funding source and/or resource allocation that is required to implement the improvement plan; andd. Define the strategy that the eligible recipient will apply to improve the gap in performance, the identified root cause, and the demonstrated need(s) of the

recipient.

We have just instituted a culinary arts and hospitality pathway in April 2015 and will not have all of the yearly data until March 2016.

(A 2) Describe how the eligible recipient will:

a. Offer at least one (1) CTE program(s) of study, Section 122(c)(1)(A);b. Improve the academic and technical skills of CTE students through the integration of the Common Core State Standards, the Next Generation Science

Standards, and relevant CTE programs;c. Provide students with a strong experience in, and understanding of, all aspects of an industry; andd. Ensure that students who participate in CTE programs are taught challenging academic standards and enroll in rigorous academic courses.

The two courses funded through the Connoisseurs of the Culinary Arts project request; Fundamentals of Culinary Arts & Hospitality and Advanced Food Production & Hospitality Management /ServSafe Certification, are options that are within the Family and Consumer Science Pathways. Occupations available via this pathway are in high demand by local businesses according to the Delaware Career Compass (2014 – 2015) research and produces immense student interest for DSCYF students as well. Fundamentals of Culinary Arts & Hospitality and Advanced Food Production & Hospitality Management are designed to train and prepare students for a career in the Food Service Industry. Students will study nutrition and the basic skills and knowledge needed to prepare foods for a healthy lifestyle. Students will identify and use equipment and terminology to perform entry-level tasks used in a commercial kitchen. Students will practice the proper procedures for working in a laboratory and adopt skills that are transferable to a diverse workplace. Students will work independently and in groups in a laboratory setting to prepare nutritious foods while demonstrating acceptable work ethics such as following instructions, teamwork for supervisory/co-worker relations, customer service, social acceptance, honesty, dependability, good communication. Continuous emphasis will be placed on nutrition, safety, sanitation, and technology in the classroom and laboratory. Foods laboratory projects will incorporate academics so that students will be able to see the relevance and relationship of reading, writing, math and science to a successful Food Service Industry career. ServSafe Certification can be earned in conjunction with or separate from the course(s).The main curriculum is derived from the text: The Foundations of Restaurant Management and Culinary Arts by Pearson. 21st Century Learning objectives are taught and reinforced throughout the program including: Critical thinking and problem solving, Communication and collaboration, Creativity and innovation, Global awareness, and Health literacy. Educators will follow the course outlines available on the National Restaurant Association Educational Foundation website http://www.nraef.org/Educators/Curriculum. Courses are aligned to the Common Core State Standards and utilize the LFS planning model to differentiate for student needs. Career Ready Practices will be integrated into all career and technical classes as put forth by the Common Career Technical Core. Examples include: Act as a responsible and contributing citizen and employee; Apply appropriate academic and technical skills; Communicate clearly and effectively and with reason; Employ valid and reliable research strategies; Utilize critical thinking to make sense of problems and persevere in solving them; Model integrity; Plan education and career paths aligned to personal goals; Use technology to enhance productivity; Work productively in teams while using cultural global competence. - See more at: http://www.careertech.org/career-ready-practices#sthash.Qu0es1uu.dpuf Internships/externships will also be made available through the Hospitality School/Delaware Restaurant Association – Restaurant Operations and Management.

(B 1) Describe how comprehensive professional learning experiences (aligned to Section 122 of the Perkins Act, Delaware Administrative Code 1598, and the Delaware State Plan for CTE) will be provided for CTE educators.



Comprehensive professional development for CTE teachers includes the following: four day LFS Training provided by the Southern Delaware Professional Development as well as Day 1 -3 training in Next Generation LFS. CTE teachers will participate in additional training in LFS and CCSS to enable the utilization of scaffolds as well as CCSS strategies such as close reading, utilizing text-dependent questioning and researching/citing evidence to back claims posed. Two of our CTE educators have participated in the two day pro-start training in August 2014 sponsored by the Delaware Restaurant Association. In August 2015, our Family and Consumer Science educator, Michelle Huntley will be attending a Pro-Start training to support curriculum implementation and integrating competitions into the educational format.Also, we plan to hire an additional Family and Consumer Science CTE educator to support the student interest in this area of study.

(B 2) Describe how a wide variety of stakeholders (parents, students, teachers, faculty, administrators, counselors, representatives of business (including small business) and industry, representatives of special populations, and other interested individuals) are involved in the development, implementation, and continuous improvement of CTE programs, and how such individuals are informed about and assisted in understanding the requirements of Perkins, including programs of study.

Currently, our Career Readiness Advisory Committee includes: Sonia Aguilar (Director of Workforce Development), Ashley Biden (Delaware Center for Justice), Richard Carter (The Hospitality School), Kathleen Devine (DSCYF Curriculum Coordinator), Kathy Herel (Parent Information Center), Dale Matusevitch (DOE Transition Associate), George Iannetta (Food Service Director), Ed Henessey (Del Tech Instructor) and Barbara Riley (DSCYF Career Education and Business Liaison). These members will review Career and Technical curriculum and enact curriculum deemed appropriate for the students of DSCYF. Lisa Stoner (DOE CTE Policy) and Rita Hovermale (DOE Family and Consumer Science Associate) are the DOE CTE liaisons for our department and provide curriculum direction for our program. These DOE associates also provide training for our CTE educators. Our team will meet quarterly to review progress of current programs and make any necessary adjustments.

(B 3) Describe the process that will be used to evaluate and continuously improve the performance of the eligible recipient.

The process that will be used to evaluate and continuously improve the performance of the DSCYF CTE Culinary Arts & Hospitality pathway includes the following steps: (1) students will complete satisfaction survey at the end of each pathway course, (2) students will complete the Culinary Arts & Hospitality pre/post assessments located on the Performance Plus platform, and (3) students/program will be measured and adjusted based on the Perkins Core Indicators. The Career and Technical Education activities will be carried out with respect to meeting state and local adjusted levels of performance established under section 113 by attaining the following core indicators; Technical Skills: 80% of students enrolled in Technical Career Exploration I (Alternative School Settings Only), Fundamentals of Culinary Arts & Hospitality and Advanced Food Production & Hospitality Management courses will complete at least one course with a “C” average (80%). Completion: 80% of students enrolled in a CTE Culinary Arts/Hospitality management course receive ServSafe certification. Persistence and Transfer: 80% of students enrolled in a CTE Culinary Arts/Hospitality management course complete a 3 credit pathway with DSCYF Education Unit and/or home district and enroll in post-secondary college level courseware. Employment: 80% of the students enrolled in a CTE Culinary Arts/Hospitality management externship will become employed in the career field based on monthly reports provided by DSCYF employment specialists and/or Rick Carter from the Hospitality School. Non Traditional Participation: 80% of male participants will complete a 3 credit pathway in a non-traditional career in respect to their gender (i.e. Travel, Hospitality and Tourism). Non Traditional Completion: 80% of male participants will be employed in occupations non-traditional in respect to their gender (i.e. Travel, Hospitality and Tourism).

(C 1) Describe how the eligible recipient will:

a. Review CTE programs and overcome barriers that result in decreased rates of access or success for special populations as defined in Section 3(29);b. Provide programs that enable special populations to meet the local adjusted levels of performance;c. Provide activities to prepare special populations for high skill, high wage, or high demand occupations that will lead to self-sufficiency; andd. Ensure that individuals who are members of special populations will not be discriminated against on the basis of their status.

DSCYF Education Leadership Team and The Career Readiness Advisory Committee (described above) will review the Culinary Arts & Hospitality program, and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in the programs, for special populations. Several strategies that will be employed immediately include: coordinating with special population’s personnel to assess abilities, interests, aptitudes, unique learning needs and styles and Last Updated: 7/15/2015 Page 35 of 50


foster achievement of academic skills by relating real-world applications to classroom and work-based learning opportunities. Our programs are currently designed to enable the special populations to meet the local adjusted levels of performance through the use of Learning Focused Planning and tier 1 intervention strategies (i.e. use of graphic organizers, collaborative pairs, etc.).

(C 2) Describe strategies that will be used to promote preparation for underrepresented genders in nontraditional occupational fields. [Sec. 134 (b)(10)]

Funds will be used to promote preparation for non-traditional fields by encouraging male students to enter post-secondary training in the Hospitality and Tourism arena. Currently this field is listed as a non-traditional avenue for males see: https://www.iseek.org/careers/menandwomen.html . Videos that describe these non-traditional career fields will be purchased and reviewed with students quarterly.

(C 3) Describe how career guidance and academic counseling will be provided to CTE students, which includes linkages to future education and training opportunities as well as placement in the workforce. [Sec. 134 (b)(11)]

Career guidance and academic counseling will be provided to Career and Technical Education students, S. 250—52 including linkages to future education and training opportunities via participation in the completion of the online Student Success Plan as well as support from the student’s portfolio teacher.

(D 1)) Describe efforts to improve:

a. The recruitment and retention of CTE teachers, faculty, and school counselors, including underrepresented individuals or groups in the teaching profession; and b. Support the transition of industry professionals to teach CTE programs.

The process that will be used to evaluate and continuously improve the performance of the DSCYF CTE Culinary Arts & Hospitality pathway includes the following steps: (1) students will complete satisfaction survey at the end of each pathway course, (2) students will complete the Culinary Arts & Hospitality pre/post assessments located on the Performance Plus platform, and (3) students/program will be measured and adjusted based on the Perkins Core Indicators

3.14 Perkins Career and Technical Education Act of 2006: Financial Plan Describe how the CTE programs required under Section 135(b) REQUIRED USE OF FUNDS will be carried out. For each requirement, list the expense (program, amount, funding source), why the expense is necessary, and the impact the expense will have on CTE programs/student performance.

(A 1) Strengthen CTE students’ academic and technical skills and how funds are used to support CTE programs of study, Section 122(c)(1)(A).

Since the development of Culinary Arts & Hospitality Pathway is a start-up program, we reviewed the list of basic items provided by Rita Hovermale. The descriptions below are the items that were delineated as necessary to properly conduct the classes for this pathway. First, (5) DELL Inspiron Core 2 Duo, E8400, 3GHz, 1 or 2 GB RAM, 250 GB + Hard Drive, Integrated Graphics, Windows 7 or Windows 8.1, Must have network connectivity (wireless and/or wired) at $500 each ($2,500) –provided by Par-Tech and (5) Microsoft Publisher Licenses at $110 each ($550) will be utilized to research the Culinary Arts profession, complete electronic portfolios, and develop professional sample menus etc. The textbooks, teacher’s editions with wrap-around materials are indispensable as they encompass the majority of the material needed to conduct Fundamentals of Culinary Arts & Hospitality and Advanced Food Production & Hospitality Management. The prices for those are: Foundations of Restaurant Management & Culinary Arts Level 1 (10) at $75 each ($750) and Foundations of Restaurant Management & Culinary Arts Level 2 (10) at $75 each ($750). Teacher Wrap-Around Edition for level 1 is $400 or $800 for two and the Teacher Wrap-Around Edition for level 2 is $400 or $800 for two. These contain teacher manual, online materials/videos, study guides and assessments. The National Restaurant Association and the University of Delaware sponsor mandatory training for all Pro-Start teachers. There are two required levels of training for the Pro-Start curriculum. The mandatory summer session for level 1 will take place at Vita-Nova on the University of Delaware campus from July 26-31, 2015. The price for this training is $675. The Delaware Restaurant Association and the University of Delaware sponsor mandatory two-day training for all ProStart teachers. The session will take place at VitaNova on the University of Delaware campus in September/October. The price for this training is $395. The G-W Culinary DVD Series by: John Draz, Christopher Koetke is an important tool for educators to demonstrate specific techniques safely. This was Last Updated: 7/15/2015 Page 36 of 50


recommended by both Rita Hovermale as well as culinary arts professor at Del Tech Terry Campus –Edward Henessey and is priced at $588. To encourage male students to enter non-traditional careers within the Hospitality and Tourism cluster, we will utilize the Hospitality Industry Divisions - I: Roles & Duties video ($89). Finally, the components necessary for at least ten students to complete the ServSafe certification process: ServSafe Teacher Tool Kit is priced at $199, ServSafe books priced at $86 per book (10 books -$860) and the funds to enable students to procure ServSafe certification, $36 (10 exams $360), 26 Verbatim Jump Drives 4GB $184 and (5sets) Pots/Pans/Mixing Bowls priced at $500. The overall budget is attached and totals: $10,000.

(A 2) Link CTE programs at the secondary and post-secondary levels.Education Portal and CLEP Exam can be taken while at DSCYF to meet Del Tech credit requirement for the following courses: CLEP: General Psychology and Nutrition.

(A 3) Strengthen CTE students’ understanding of and experience in all aspects of an industry, which may include work-based learning experiences and internship programs.

Rick Carter from the Delaware Hospitality School will provide externships for the DSCYF students that successfully complete classwork within the Culinary Arts & Hospitality Pathway. Practicum hours will also be obtained through working with a mentor within the facility food service program.

(B 1) Train CTE teachers, faculty, and administrators to use state-of-the-art instructional technology and/or equipment/software found in industry.

CTE educators will attend state CTE trainings available yearly.

(B 2) Provide CTE educators with professional learning experiences (aligned to Section 122 of the Perkins Act, Delaware Administrative Code 1598, and the Delaware State Plan for CTE), including:

a. Effective integration and use of challenging academic and CTE content, including establishing professional learning communities and the application of technology to improve instruction;

b. Effective teaching practices and skill development that applies research and decision making to improve an intended goal and/or stay current with all aspects of an industry.

c. Effective practices to improve parental and community involvement, which can include externship programs that provide relevant business experience to teachers; and

d. Effective use of disaggregated student data and data analysis to determine student learning priorities and improve instruction.

CTE educators will be participating in the curriculum PLCs to improve CCSS knowledge and develop techniques to implement these standards into the current CTE curriculum.

(B 3) Evaluate CTE programs, including how the needs of special populations are being met.

The Culinary Arts & Hospitality Pathway courses will be reviewed and evaluated quarterly (July, November, January and April). The following core indicators will be used to evaluate the first year of the program: Technical Skills: 80% of students enrolled in Technical Career Exploration I (Alternative School Settings Only), Fundamentals of Culinary Arts & Hospitality and Advanced Food Production & Hospitality Management courses will complete at least one course with a “C” average (80%). Completion: 80% of students enrolled in a CTE Culinary Arts/Hospitality management course receive ServSafe certification. Persistence and Transfer: 80% of students enrolled in a CTE Culinary Arts/Hospitality management course complete a 3 credit pathway with DSCYF Education Unit and/or home district and enroll in post-secondary college level courseware. Employment: 80% of the students enrolled in a CTE Culinary Arts/Hospitality management externship will become employed in the career field based on monthly reports provided by DSCYF employment specialists and/or Rick Carter from the Hospitality School. The DSCYF Education Leadership team along with the Career Readiness Advisory Committee will meet to review data collected concerning the following elements: student surveys, number of students completing the course



with a “C” or above, number of students earning ServSafe certification, pre/post assessment for course found on the Performance Plus platform (DE DOE), and portfolio for practicum (these will be videotaped and presented to evaluation committee to score) and match data to the indicators above. The evaluation committee will receive above information (less the videos) at least two days prior to meeting for analysis. The committee will meet in small groups to discuss findings, suggest adjustments and make recommendations to coursework. The group will then score portfolio presentations based on rubric provided. This will be utilized to determine the effectiveness of practicum/externships. Education Supervisor, Curriculum Coordinator and Career Education & Business Liaison will take recommendations under advisement and make the necessary changes. The continuous improvement process will be implemented throughout the year and the data collected will be used to inform next CTE grant.

(C 1) Initiate and improve quality CTE programs, including the purchase of relevant technology.

Following each quarterly review by the Career Readiness Committee described above, the DSCYF Education Leadership team will review the recommendations and implement necessary changes to improve CTE programs.

(C 2) Provide services and activities that are of sufficient size, scope, and quality to be effective.

To assure that the DSCYF Education Unit will provide a Culinary Arts & Hospitality program that is of such size, scope, and quality to bring about improvement in the quality of Career and Technical Education programs, the first course will service five students. These students will apply for entrance into the program and undergo an interviewing process to determine eligibility. Once the program has been successfully completed based on CTE indicators for technical skill development and certification completion (See CTE core indicators 1 & 2 above), the program will expand to include additional students. At least fifteen students should complete one or more pathway courses from April 2015 – April 2016. The education unit will be applying for another CTE Innovative Grant of $10,000 to expand course offerings to our students



(C 3) Provide activities to prepare special populations for high skill, high wage, or high demand occupations that will lead to self-sufficiency. DSCYF Education Leadership Team and The Career Readiness Advisory Committee (described above) will review the Culinary Arts & Hospitality program, and identify and adopt strategies to overcome barriers that result in lowering rates of access to or lowering success in the programs, for special populations. Several strategies that will be employed immediately include: coordinating with special population’s personnel to assess abilities, interests, aptitudes, unique learning needs and styles and foster achievement of academic skills by relating real-world applications to classroom and work-based learning opportunities. Our programs are currently designed to enable the special populations to meet the local adjusted levels of performance through the use of Learning Focused Planning and tier 1 intervention strategies (i.e. use of graphic organizers, collaborative pairs, etc.).

3.15 Title III: Language Instruction for Limited English Proficient and Immigrant StudentsThe questions in this section require the LEA to describe how it will serve Limited English Proficient (LEP) children in accordance with the various requirements in Title III Public Law Sections 3115, 3116, 3122, and 3302. Each eligible entity shall submit a plan containing the information in this section.

(A 1) Describe the research-based high-quality language programs and activities proposed to be developed, implemented, and administered under the subgrant. Identify the ESL program models used at each school within the LEA to increase the English proficiency of LEP children. (Examples of program models are: ESL pull-out, ESL push-in, self-contained leveled ESL classes such as ESOL I, ESOL II. The identified program must provide English language development instruction.) [Section 3116(b) (1)]

(A 2) Provide the name and number of ESL certified teachers actively providing supplemental language instruction educational programs to LEP children and the number of paraprofessionals/tutors serving this program per grade level/school. [Districts have an obligation to provide the personnel and resources necessary to effectively implement their chosen ESL program. This obligation includes employing enough certified ESL teachers to provide regularly scheduled, consistent language development instructional services to all English language learners until they are eligible to be exited from services. Paraprofessionals, aides, and tutors may not take the place of qualified teachers and may be used only as an interim measure while the district hires, trains, and secures enough qualified teachers to serve its EL students.]

N/A

(A 3) Describe the ESL-specific high-quality professional development that will be provided to ESL teachers and teachers in classroom settings that are not the settings of language instruction programs for principals, administrators, and other school personnel that are designed to improve the instruction and assessment of LEP children. [Section 3115(2) (d)]

N/A

(B 1) If the LEA has failed to meet AMAO’s for 2 or 4 consecutive years, describe how the Title III funds will support the district improvement plan to address the factors that prevented the LEA from achieving the objectives. [Section 3122(b) (2)]

N/A

(B 2) Describe how the LEA will promote parental and community participation in programs for LEP children in consultation with teachers, school administrators, and parents. [Section 3116(b)(4)]

N/A



(C 1) This question should only be answered by LEAs receiving Title III funds for Immigrant Students. LEAs that receive immigrant increase funds must provide additional services in addition to and above the Title III program requirements to immigrant children and youth.

Describe how immigrant increase funds will be used for activities that provide enhanced instructional opportunities for immigrant children and youth. [Section 3115(e)(1) (A-G)]

N/A

3.16 Title III: Equitable ServicesSection 9501 requires the LEA to provide equitable services to eligible LEP private school students.

(A 1) After timely and meaningful consultation with appropriate private school officials, LEAs receiving Title III funds must provide educational services to LEP children and their teachers or other educational personnel in private schools that are located in the geographic area served by the LEA. Title III subgrantees are required to maintain and provide to the DDOE Title III office documentation of:

1. A written affirmation signed by the officials of each participating private school that the required consultation regarding equitable services has occurred.2. The count of private school LEP and immigrant children and youth eligible for services under Title III for inclusion of these students in calculating LEA allocations. 3. The LEA must maintain control of the Title III program funds, as well as materials, equipment, and property purchased with federal funds. The services must

supplement and not supplant what the private school would otherwise offer in the absence of the Title III program. The following activities are types of services to LEP/immigrant students in private schools: Participation in district-sponsored professional development Tutoring for students before, during, or after school hours Participation of private school LEP students in summer school Participation of students in a weekend program Purchase of supplemental instructional materials and supplies

4. Title III does not require LEAs to administer the State’s annual English Language Proficiency Assessment as the State’s English Language Development Standards do not apply to private schools or their students. Private schools with LEP children participating in programs funded under Title III are not required to report annual assessments, but must conduct diagnostic assessment to determine eligibility for services. The results of the assessment should be used to improve services to the participating private school students.

Please provide the numbers and calculations listed below that are used to determine the amount that must be set aside for equitable services:

(a) Public school enrollment of LEP/immigrant students(b) Private school enrollment of LEP/immigrant students(c) Proportion of LEP/immigrant students in private school [row (b)/ row (a) + row (b)](d) Title III allocation(e) Amount of set aside [row (e) x (c)]

(A 2) Describe the LEA's process for notifying non-profit private schools of their eligibility to participate in the Title III English Language Acquisition program and the LEA’s process of consulting with private school officials to design, implement, and evaluate programs for eligible LEP private school students, staff, and their families.Last Updated: 7/15/2015 Page 40 of 50


N/A

(B 1) Describe the types of services and who will provide the services to eligible LEP private school students, staff, and their families for the Title III federal program.

N/A

(B 2) Describe how the LEA ensures that the Title III services are equitable in comparison to the Title III services provided to public school students, staff, and families, and are provided in a timely manner, are secular, neutral, and non-ideological for each eligible Title III federal program.

N/A

(C 1) Describe the process the LEA uses to monitor the provision of Title III services to eligible LEP private school students, staff, and their families for each eligible federal program including.

N/A

(C 2) Describe the LEAs process for ensuring that allowable Title III materials, equipment, and/or property are purchased and properly maintained and accounted for by the LEA for the Title III federal program.

N/A

4.0 Budget and Distribution of FundsLEAs must complete Sections 2.3 and 2.4 prior to completing this section. LEAs must complete a budget for each program it is applying for in this application. Budgeted item descriptions must include the level of detail required for each type of account (see required details next to salaries, contractual, supplies, and materials, etc.) in order for program managers to determine if the item is allowable, reasonable, and necessary. LEAs must provide estimated calculations if exact figures are not available at the time of submission. LEAs must ensure that the budgets for each applicable program are zeroed out before submission.

According to the U.S. Department of Education, indirect costs represent the expenses of doing business that are not readily identified with a particular grant, contract, project function, or activity, but are necessary for the general operation of the organization and the conduct of activities it performs.

Indirect costs may be recovered from federal grant programs through the LEA's approved indirect cost rate. The rate is applied to the LEA's actual grant expenditures, except for capital outlay and contract amounts above $25,000. Indirect cost recoveries are reimbursed throughout the year as the LEA spends its grant.

The following formula can be used to budget the LEA's projected indirect cost recovery: (Indirect cost rate / 1.0 plus indirect cost rate) x (total award minus capital outlay and contract amounts above $25,000)

Please note: indirect costs are considered administrative costs, and therefore may be limited in programs that have caps placed on administration.



Input the LEA-level and school-level budgeted items and their funding sources. This information will be used to create your budget summaries.

Funding DescriptionAccount

CodeSub Account

CodeBudgeted

Item StrategySource of

FundsFunding Target Allocation

Health Insurance/ Non-Taxed

Benefit TotalPurchase OT and SPL services; evaluations, consultation and therapy. IDEA 3-5 Services are provided at Terry Center (the only program with children that young.)These funds supplement the contract DPBHS has with Nemours for OT and SPL services.Supplemental services are provided to the youngest group of students (pre-K class) via these funds.Hourly rate is dictated by the terms of that contract.IDEA 6-21 OT servicesare contracted withCamilla Harrod at a rate of $75 per hour for 68 hours. SPKL services are contracted through Kellie Herrig at a rate of $75 per hour for 130 hours. *Additional funds will be needed as PBHS has stopped providing supplemental funding.

Contracted Services

Professional Instruction

$1,025$30,000

IDEA 3-5 & IDEA 6-21 $31,325

Staff Development: Common Ground –Literary Practices & Closing Achievement Gap

Contracted Services

Professional Instruction $4,000 IDEA 6-21 $4,000

Purchase training materials for Common Ground Implementation (tier I supports)

Supplies & Materials

Professional Instruction $5,200

20 Literacy Practices to

Support CCSSIDEA 6-21 $5,200

Purchase of MAP:a web-based program tomeasure academic progress

Contracted Services

Professional Administration $5,300 IDEA 6-21 $5,300

Travel for SpecialEducation Supervisor Travel Professional

Administration $2,500Monitoring out

of state placements

IDEA 6-21 $2,500

Resources to Support Differentiated Leaning





Funding DescriptionAccount

CodeSub Account

CodeBudgeted

Item StrategySource of

FundsFunding Target Allocation

Health Insurance/ Non-Taxed

Benefit TotalPurchase Flynt/Cooter Comprehensive Reading Inventory –2 (5 diagnostic reading assessments to support decision for extended school year and IEP services)


Professional Administration $500 IDEA 6-21 $500

Intervention Supports: 40 Reading Intervention Strategies for K–6 Students, Collaborative Action Research for Professional Learning Communities, Inclusion Strategies & Interventions, etc.



TRANSITION ACTIVITY: Hire transition consultant to assist with monitoring internal practices to increase student needs assessments, academic achievement and appropriate and successful transitions.

Contracted Services


Dr. Leone –University of Maryland –Consulting: aligning educational and juvenile justice programs to meet the 21st Century Expectations of re-entry to public education and/or employment

Contracted Services


Total Spent: 72,300



5.0 Certification of Compliance and AssurancesThe chief school officer and all other personnel who will be responsible for activities or funds covered by these Certifications must read and understand each certification and all assurances below. The chief school officer and the chief financial officer must sign the assurances electronically below. LEAs are required to make Consolidated Grant Applications available upon public request, so an electronic or printed copy of the final application must be kept on file. You do NOT have to send any signature pages to the Delaware Department of Education.

Chief School Officer Certification of ComplianceI certify that:

1. I am the chief school officer of the LEA. I am authorized to apply for the funds identified in this Application. I am also authorized to obligate the LEA to conduct any program or activity approved under this Application in accordance with all applicable federal and state requirements, including statutory and regulatory requirements, program assurances, and any conditions imposed as part of the approval of this Application.

2. I have read this Application. The information contained in it is true and correct to the best of my knowledge and belief. The LEA is applying for funding under the programs indicated in the program selection section.

3. I have also read the attached Assurances. I understand that those Assurances are incorporated into and made a part of this Application as though they were fully set out in this Application with regard to those programs for which funding is sought.

4. The LEA and each of its schools, programs, and other administrative units will conduct the programs and activities for which funding is sought in this Application as represented in this Application. Further, the LEA and each of its schools, programs, and other administrative units will comply with all applicable federal and state requirements, including statutory and regulatory requirements, attached Assurances, and any conditions imposed as part of the approval of this Application.

5. I understand that compliance with all applicable federal and state requirements, including statutory and regulatory requirements, attached Assurances, and any conditions imposed as part of the approval of this Application, is a condition of receipt of federal and state funding. I understand that such compliance continues through the duration of the funding period, including any extensions to that period.

6. I understand that state and federal funding may be withheld, terminated, and recovered, and future funding denied if the LEA fails to comply with applicable federal and state requirements as promised in this Certification.

Acting Chief School Officer:

Date Approved:

Chief Financial Officer Certification of ComplianceI certify that:



1. I am the chief financial officer of the LEA, and I am authorized to submit the budget and financial information contained in this Application on its behalf.

2. I have read this Application and specifically read and reviewed the budget and financial information contained in or made part of the Application. The information contained in the Application is true and correct to the best of my knowledge and belief.

3. I have reviewed and approved the submission of the budgets for each of these programs.

Chief Financial Officer: The Success Plan and LEA Consolidated Application MUST be submitted online. Date Approved: xxxxxxxxxxxxxxxxxxxxxxxxAssurances

01. General Education Provisions Act (GEPA)

A.

LEAs receiving funding under this program agree to the following set of assurances that meet the requirements of Perkins and IDEA: (1) that the local educational agency will administer each program covered by the application in accordance with all applicable statutes, regulations, program plans, and applications; (2) that the control of funds provided to the local educational agency under each program, and title to property acquired with those funds, will be in a public agency and that a public agency will administer those funds and property; (3) that the local educational agency will use fiscal control and fund accounting procedures that will ensure proper disbursement of, and accounting for, Federal funds paid to that agency under each program; (4) that the local educational agency will make reports to the State agency or board and to the Secretary as may reasonably be necessary to enable the State agency or board and the Secretary to perform their duties and that the local educational agency will maintain such records, including the records required under section 1232f of this title, and provide access to those records, as the State agency or board or the Secretary deem necessary to perform their duties; (5) that the local educational agency will provide reasonable opportunities for the participation by teachers, parents, and other interested agencies, organizations, and individuals in the planning for and operation of each program; (6) that any application, evaluation, periodic program plan or report relating to each program will be made readily available to parents and other members of the general public; (7) that in the case of any project involving construction— (A) the project is not inconsistent with overall State plans for the construction of school facilities, and (B) in developing plans for construction, due consideration will be given to excellence of architecture and design and to compliance with standards prescribed by the Secretary under section 794 of title 29 in order to ensure that facilities constructed with the use of Federal funds are accessible to and usable by individuals with disabilities; (8) that the local educational agency has adopted effective procedures for acquiring and disseminating to teachers and administrators participating in each program significant information from educational research, demonstrations, and similar projects, and for adopting, where appropriate, promising educational practices developed through such projects; and (9) that none of the funds expended under any applicable program will be used to acquire equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an organization.

B.

The LEA assures it consulted with appropriate stakeholders in developing this Consolidated Grant Application such as teachers, principals, other appropriate school staff, and parents.

02. Education Department General Administrative Regulations (EDGAR)A.

The LEA will comply with Title 2 of the Code of Federal Regulations, Parts 200 and 3474, and the Education Department General Administrative Regulations in Title 34 of the Code of the Federal Regulations, Parts 75-77, 81-82, 84, 86, and 97-99.

03. Additional FederalA.

The LEA will comply with Title 2 of the Code of Federal Regulations, Parts 200, Subpart E, §200.439. Capital expenditures for special purpose equipment are allowable as direct costs, provided that items with a unit cost of $5,000 or more have the prior written approval of the Federal awarding agency or pass-through entity.



B.

Procedures for managing equipment (including replacement equipment), whether acquired in whole or in part with grant funds, until disposition takes place will, as a minimum, meet the following requirements:(1) Property records must be maintained that include a description of the property, a serial number or other identification number, the source of funding for the

property (including the FAIN), who holds title, the acquisition date, and cost of the property, percentage of Federal participation in the project costs for the Federal award under which the property was acquired, the location, use and condition of the property, and any ultimate disposition data including the date of disposal and sale price of the property.

(2) A physical inventory of the property must be taken and the results reconciled with the property records at least once every two years.04. State of DelawareA.

The LEA will comply with all requirements put forth by the State of Delaware Office of the Governor, Delaware Office of Management and Budget, and Delaware Department of Education.

B. The LEA will comply with all State procurement procedures outlined in Delaware Code, Title 29, Chapter 69 - State Procurement.

05. General Elementary and Secondary Education Act (ESEA)A. Each ESEA program will be administered in accordance with all applicable statutes, regulations, program plans, and applications.

B.The control of funds provided under each ESEA program and title to property acquired with program funds will be in a public agency or in a nonprofit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; and that the public agency, nonprofit private agency, institution, or organization will administer the funds and property to the extent required by the authorizing statutes.

C.

The LEA will adopt and use proper methods of administering each ESEA program, including (A) the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and (B) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

D.

The LEA will cooperate in carrying out any evaluation of each ESEA program conducted by or for the State educational agency, the Secretary, or other Federal officials.

E. The LEA will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the LEA under each ESEA program.

F.

The LEA will (A) submit reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may require to enable the State educational agency and the Secretary to perform their duties under each ESEA program; and (B) maintain such records, provide such information, and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may reasonably require to carry out the State educational agency's or the Secretary's duties.

G. Before the application was submitted, the LEA afforded a reasonable opportunity for public comment on the application and considered such comment.

H.

The LEA will comply with the all of the legislative and regulatory requirements of ESEA programs for which it receives funds, including all applicable sections of Title IX.

I.The LEA will comply with Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, the Americans With Disabilities Act of 1991, and all regulations, guidelines, and standards lawfully adopted under the above statutes by the United States Department of Education.

J. The LEA certifies that it does not have any policy that prevents or otherwise denies participation in constitutionally protected prayer in the elementary and secondary schools under its authority as set forth in the U.S. Department of Education guidance to the extent that the guidance does not conflict with controlling precedent.

K In any publication or public announcements, the LEA will clearly identify any program assisted under the No Child Left Behind Act (ESEA) as a federal program funded under the specific title.



06. Specific Curriculum/Professional DevelopmentA.

The LEA acknowledges that local curriculum is aligned to the content standards as named in 14 DE Admin. Code 502 Alignment of Local School District Curricula to the State Content Standards.

B.

Funds (other than Title II, Part A funds) will be used for developing curriculum must meet Delaware content standards as named in 14 DE Admin. Code 502 Alignment of Local School District Curricula to the State Content Standards or for other professional development activities aligned to the LEA Success Plan. The LEA will provide evidence of curriculum alignment upon request from the Department of Education per Regulation 502.

C. The curriculum and/or professional development supported by these funds is directly related to an analysis of student performance data by each school.

07. Specific IDEAPlan of Assurances – Conditions of IDEA-B Assistance – The applicant makes the following assurances that it meets each of the conditions required by Part B of the Individuals with Disabilities Education Act (“IDEA-B”). (34 CFR §§ 300.201–300.213)

A.The LEA, in providing for the education of children with disabilities within its jurisdiction, has in effect policies, procedures, and programs that are consistent with the State policies and procedures established under the IDEA Part B regulations at 34 CFR §§300.101 through 300.163, and §§300.165 through 300.174.(20 U.S.C. 1413(a)(1); 34 CFR § 300.201)

B.

Amounts provided to the LEA under IDEA-B –(1) Will be expended in accordance with the applicable provisions of IDEA-B;(2) Will be used only to pay the excess costs of providing special education and related services to children with disabilities, consistent with 34 CFR § 300.202(b); and(3) Will be used to supplement State, local, and other Federal funds and not to supplant those funds.(20 U.S.C. 1413(a)(2)(A); 34 CFR § 300.202)

C.

Except as provided in 34 CFR §§ 300.204 and 300.205, funds provided to the LEA under IDEA-B will not be used to reduce the level of expenditures for the education of children with disabilities made by the LEA from local funds below the level of those expenditures for the preceding fiscal year.(20 U.S.C. 1413(a)(2)(A); 34 CFR § 300.203)

D.

To the extent the LEA uses IDEA-B funds to carry out a schoolwide program under section 1114 of the Elementary and Secondary Education Act, the LEA will use those funds consistent with 34 CFR § 300.206, and the LEA will meet all other requirements of IDEA-B, including ensuring that children with disabilities in schoolwide program schools –(1) Receive services in accordance with a properly developed IEP; and(2) Are afforded all of the rights and services guaranteed to children with disabilities under IDEA-B. (20 U.S.C. 1412(a)(2)(D); 34 CFR § 300.206)

E. The LEA will ensure that all personnel necessary to carry out Part B of the Act are appropriately and adequately prepared, subject to the requirements of 34 CFR §300.156 (related to personnel qualifications) and section 2122 of the ESEA. (20 U.S.C. 1413(a)(3); 34 CFR § 300.207)

F. To the extent the LEA uses IDEA-B funds to carry out any of the permissive uses described in 34 CFR § 300.208, such funds will be used consistent with 34 CFR § 300.208. (20 U.S.C. § 1413(a)(4); 34 CFR § 300.208)

G.

The LEA will provide Accessible Instructional Materials (AIM) to students with visual impairment or other students with print disabilities in a timely manner. The LEA will provide Accessible Instructional Materials (AIM) through the DOE-sponsored AIM Center and the Division for the Visually Impaired (DVI) Materials Center and may also provide electronic materials through their own textbook agreements if applicable. (20 U.S.C. 1413(a)(6); 34 CFR § 300.210)

H.

The LEA will provide the SEA with information necessary to enable the SEA to carry out its duties under IDEA-B, including, with respect to 34 CFR §§ 300.157 and 300.160, information relating to the performance of children with disabilities participating in programs carried out under IDEA-B. (20 U.S.C. 1413(a)(7); 34 CFR § 300.211)

I. The LEA will make available to parents of children with disabilities and to the general public all documents relating to the eligibility of the agency under IDEA-B. (20 U.S.C. 1413(a)(8); 34 CFR § 300.212)

J. The LEA will cooperate in the Secretary’s efforts under section 1308 of the ESEA to ensure the linkage of records pertaining to migratory children with disabilities for



the purpose of electronically exchanging, among the States, health and educational information regarding those children.(20 U.S.C. 1413(a)(9); 34 CFR § 300.213)

K. If a public charter school is an LEA applying for IDEA B funding under 34 CFR § 300.705 the LEA that is a public charter school will be responsible for ensuring that the IDEA B requirements are met, unless State law has assigned that responsibility to some other entity. (20 U.S.C. 1413 (a)(5); 34 CFR § 300.209)

08. Specific PerkinsA.

The LEA’s local plan for its career and technical education program will meet the plan requirements outlined in Section 134(b) through (11) of the Carl D. Perkins Career and Technical Education Act of 2006.

B.

The eligible recipient will provide a CTE program that is of such size, scope, and quality to bring about improvement in the quality of CTE programs and in alignment with the Delaware State Plan for Career and Technical Education.

09. Specific Title I

A. The agency will participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics carried out under section 411(b)(2) of the National Education Statistics Act of 1994.

B. The local educational agency will inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources.

C. The local educational agency will provide technical assistance and support to schoolwide programs.

D.The local educational agency will work in consultation with schools as the schools develop the schools' plans pursuant to section 1114 and assist schools as the schools implement such plans or undertake activities pursuant to section 1115 so that each school can make adequate yearly progress toward meeting the State student academic achievement standards.

E. The local educational agency will provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1120, and conduct timely and meaningful consultation with private school officials regarding such services.

F. The local educational agency will take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

G.

The local educational agency will, in the case of a local educational agency that chooses to use funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act.

H. The local educational agency will work in consultation with schools as the schools develop and implement their plans or activities under sections 1118 and 1119.

I. The local educational agency will comply with the requirements of section 1119 regarding the qualifications of teachers and paraprofessionals and professional development.

J. The local educational agency will inform eligible schools of the local educational agency's authority to obtain waivers on the school's behalf under title IX and, if the State is an Ed-Flex Partnership State, to obtain waivers under the Education Flexibility Partnership Act of 1999.

K.The local educational agency will ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers.

L.The local educational agency will ensure that the results from the academic assessments required under section 1111(b)(3) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

M.

The local educational agency will assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with section 1111(b)(8)(D).



N. The local educational agency will provide (i) a local educational agency-wide salary schedule; (ii) a policy to ensure equivalence among schools in teachers, administrators, and other staff; and (iii) a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies.

O.

The LEA assures each school will annually evaluate the schoolwide program to determine if the program achieved its desired results (this does not have to be a formal evaluation), and revise the schoolwide plan if necessary to ensure continuous improvement.

P. The LEA assures it will work with its schoolwide schools to develop plans that address the ten components of a schoolwide program.

Q.

The LEA assures that all instructional paraeducators in Title I schoolwide programs and in programs supported with Title I funds meet the highly qualified requirement by: holding an Associate’s or higher degree, having at least two years of study at an institution of higher education, or passing the ParaPro test. All non-highly qualified instructional paraeducators working in Title I schools must be reassigned to either a non-Title I school OR be reassigned as a service paraeducator until they become highly qualified.

10. Specific Title II, Part AA. The LEA shall conduct an assessment of local needs for professional development and hiring.

B. The LEA shall target funds to schools that have the lowest proportion of highly-qualified teachers and/or the largest class size particularly at the primary level.

C. The LEA shall comply with Section 9501 regarding consultation with private schools in order to provide professional development services for private school teachers.

D. All teachers paid by the LEA with Title II, Part A funds for class size reduction are highly qualified.

E.

The LEA assures that it has conducted an assessment of local needs for professional development and hiring that takes into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and teaching skills, to provide students with the opportunity to meet challenging State and local student academic assessments, and to give principals the instructional leadership skills to help teachers. This needs assessment was conducted with the involvement of teachers.

F. The LEA assures it will comply with all equitable services requirements pertaining to Title II under Section 9501(b)(3) of the ESEA.11. Specific Title IIIA. The LEA will not use more than 2 percent of the funds for the cost of administration.

B.

(1) The LEA shall, not later than 30 days after the beginning of the school year, inform the parent or guardian of an English language learner (ELL) student in language that is understandable, and to the extent practicable, in the native language: a. the reasons for the identification of their child(ren) of English proficiency, b. the assessment used and the level of English proficiency, c. the type of program or instruction and how that program will assist in the development of English proficiency and meet the state content standards, d. the exit criteria for the program, e. how the program meets the objectives of the IEP for the ELL/Special Education student, f. the right that parents have upon request to remove or to refuse to enroll their ELL child(ren) in a program. (2) The LEA shall inform the parent or guardian of an ELL student of the failure of the program to make progress on the annual measurable achievement objectives set by the state, no later than 30 days after the failure occurs. (3) If a student registers after the beginning of a school year, the parent or guardian shall be informed of 1) (a) through (f) within two weeks of placement in a program.

C.

The LEA will inform the parents of English Language Learners in any given year when it has failed to meet the progress and/or attainment annual measurable achievement objective target.

D.

The LEA shall comply with Title IX, Part E, Section 9501, to provide consultation to private school officials in a timely and meaningful way to address services that can be provided under the Title III, Part A program.

E The LEA will annually assess the English proficiency of all identified English language learners (ELLs).



.

F. Title III LEAs will use the subgrant funds to meet measurable achievement objectives (AMAOs) as established in Delaware’s Title III Accountability Model. [Section 3116(b)(2)]


Documents

Delawar - DSCYFEducation - homedscyfeducation.wikispaces.com/file/view/...15-15.docx · Web viewThe Educational Leadership Team meets monthly to review academic data and establish