2015-18 title i school improvement section 1003(a) · 1/1/2017 · 1 2015-18 title i school...

1

2015-18 Title I School Improvement Section 1003(a)

SOCIOECONOMIC INTEGRATION PILOT PROGRAM GRANT

COVER PAGE

District: New York City Department of Education/

Community School District 1 BEDS Code: 310100010000

Address: NYCDOE Central Office: 52 Chambers St., Room 320, New York, NY 10007

CSD 1 Office: 166 Essex Street, Room 136, New York, NY 10002

Program Contact Person: Sharon Rencher (Central

NYCDOE) / Daniella Phillips (Superintendent, CSD 1) Telephone: 212-374-0557

Address of Contact: 52 Chambers Street, Room 320, New York, NY 10007

E-mail Address: [email protected];

[email protected] Fax: 212-374-5588

I hereby certify that I am the applicant’s chief school/administrative officer and that the information contained in this application is, to the best of my knowledge, complete and accurate.

I further certify, to the best of my knowledge, that any ensuing program and activity will be conducted in accordance with all applicable Federal and State laws and regulations, application

guidelines and instructions, Assurances, Certifications, Appendix A, and that the requested budget amounts are necessary for the implementation of this project.

I further certify that: All SES Integration programs will be school-wide programs.

At least 50% of the seats in innovative programs at targeted high poverty Title I Priority or Focus Schools will be reserved for students from the local school attendance area defined as the geographic area which had provided the highest level of admissions priority

to the school prior to the implementation of the SES Integration program. Only low income students from targeted high poverty Title I Priority or Focus Schools will

be eligible for transfers to low poverty schools in Good Standing.

It is understood by the applicant that this application constitutes an offer and, if accepted by the

NYS Education Department or renegotiated to acceptance, will form a binding agreement. It is also understood by the applicant that immediate written notice will be provided to the grant

program office if at any time the applicant learns that its certification was erroneous when submitted or has become erroneous by reason of changed circumstances.

Authorized Signature of Chief Administrative Officer (in blue ink)

Typed Name: Sharon Rencher, Senior Executive Director Office of State/Federal Education Policy & School

Improvement Programs, NYCDOE

Date: February 13, 2015

mailto:[email protected]

mailto:[email protected]

2

2015-18 Title I School Improvement Section 1003(a)

SOCIOECONOMIC INTEGRATION PILOT PROGRAM GRANT

SECTION A – PROGRAM DATA

Program Model (check one):

Individual “Magnet” School (Model A)

Coordinated Grants (Model B)

X Community Innovation (Model C)

Instructions for Poverty Data

These instructions apply to Tables 1-3. The tables are displayed in a suggested format, and applicants may provide the data in a different format if they choose to do so. However submitted, this data is needed for each targeted Title I Priority or Focus school and each school

in the district that serves the same or similar grade span.

Table 1: Determination of Poverty Measure

An LEA must use the same measure of poverty to identify all Title I eligible school building

attendance areas. If the free and reduced-price lunch percentage is chosen as the poverty measure, an LEA may select from any of the monthly figures from the previous spring (March–

June), as reported to the SED Child Nutrition Reimbursement Unit.

Poverty Percentage Methods: The LEA must identify the poverty measure used for Title I eligibility from the following options (all of which are based on counts of children ages 5-17):

PLEASE CHECK THE TITLE I POVERTY MEASURE USED:

Most recent census;

X

Children eligible for free or reduced-price lunch under the National Free School Lunch

Act (the default option; be sure to include all children who are automatically eligible for free lunch, even if there is no application submitted);

Children in families receiving assistance under the Aid to Families with Dependent Children (AFDC) program;

Children eligible to receive medical assistance under the Medicaid program;

A composite of any of the above measures.

3

TABLE 2: CSD 1 PRIORITY OR FOCUS SCHOOL POVERTY RATE AND TARGETS

Targeted School: P.S. 15 Roberto Clemente

School BEDS Code: 310100010015

Accountability Designation: Priority School

Current Enrollment Enrollment Targets Enrollment Targets Enrollment Targets

(2014-15) Year 1 (2015-16) Year 2 (2016-17) Year 3 (2017-18)

Base Year & Planning Period Start Up Full Implementation Full Implementation

Grade Level All Low Income % FRL All Low Income % FRL All Low Income % FRL All Low Income % FRL

Students Students Students Students Students Students Students Students

(FRL) (FRL) (FRL) (FRL)

PK 18 17 94% 18 17 94% 18 12 66% 18 12 66%

K 27 24 89% 27 24 89% 42 27 64% 42 27 64%

1 47 38 81% 47 38 81% 47 38 89% 42 27 64%

2 31 28 90% 47 38 81% 47 38 89% 47 38 89%

3 19 18 95% 31 28 90% 47 38 81% 47 38 89%

4 17 17 100% 19 18 95% 31 28 90% 47 38 89%

5 24 21 88% 17 17 100% 19 18 95% 31 28 90%

Total 183 163 89% 206 180 87% 251 199 79% 274 208 76%

2% increase in % FRL 10% decrease in % FRL 13% decrease in % FRL

Note: Table 2 data shown on this page is also provided in the accompanying Excel file: Attachment 1 – D 1 Proposal Tables

4

TABLE 3: CSD 1 FOCUS DISTRICT & COMPARABLE SCHOOL POVERTY RATES

CSD 1 PK - 5 ENROLLMENT Grade PK K 1 2 3 4 5 PK -5 FRL % FRL SES

2014-15 Span POVERTY VARIANCE

RATE PK -5

School BEDS Code School Name

310100010034 P.S. 034 Franklin D. Roosevelt PK to 8 18 40 32 29 35 32 44 230 223 97% 33%

310100010137 P.S. 137 John L. Bernstein PK to 5 18 23 22 21 32 41 29 186 179 96% 32%

310100010064 P.S. 064 Robert Simon PK to 5 33 35 39 44 43 46 42 282 265 94% 30%

310100010142 P.S. 142 Amalia Castro PK to 5 33 65 58 45 65 56 64 386 363 94% 30%

310100010134 P.S. 134 Henrietta Szold PK to 5 15 28 41 38 49 41 43 255 237 93% 29%

310100010015 P.S. 015 Roberto Clemente (Targeted PRIORITY SCHOOL) PK to 5 18 27 47 31 19 17 24 183 163 89% 25%

310100010188 P.S. 188 The Island School PK to 5 33 38 47 46 41 53 51 309 260 84% 20%

310100010063 The STAR Academy - P.S.63 PK to 5 25 35 34 38 25 21 21 199 165 83% 19%

310100010140 P.S. 140 Nathan Straus PK to 8 18 26 29 27 35 32 33 200 150 75% 11%

310100010019 P.S. 019 Asher Levy PK to 5 30 43 40 39 35 40 42 269 194 72% 8%

310100010184 P.S. 184m Shuang Wen PK to 8 36 76 79 76 73 75 79 494 341 69% 5%

310100010020 P.S. 020 Anna Silver PK to 5 51 102 108 100 98 104 70 633 399 63% -1%

310100010110 P.S. 110 Florence Nightingale PK to 5 35 54 68 80 54 72 56 419 218 52% -12%

310100010361 The Children's Workshop School PK to 5 34 44 40 34 27 41 35 255 117 46% -18%

310100010364 Earth School PK to 5 18 56 51 48 44 55 49 321 135 42% -22%

310100010363 Neighborhood School PK to 5 16 63 39 42 37 53 52 302 112 37% -27%

310100010315 The East Village Community School PK to 5 36 45 48 45 44 28 43 289 81 28% -36%

310100011539 New Explorations High School K TO 12 0 100 112 114 115 113 134 688 193 28% -36%

D1 TOTAL: PK TO 5 467 900 934 897 871 920 911 5900 3793 64%

Note: Table 3 data shown on this page is also provided in the accompanying Excel file: Attachment 1 – D 1 Proposal Tables

5

SECTION B - PROGRAM NARRATIVE

B1: SES INTEGRATION PLAN OVERVIEW:

In this section, the district must describe the overall guiding principles at the core of the

SES Integration plan, the strategy for executing the guiding principles, the key design

elements of the plan, and other unique characteristics of the plan (if any), and provide

evidence of the district’s capacity to effectively oversee and manage the plan as presented

over a three year period of time.

In response to the New York State Education Department’s Socioeconomic Integration

Pilot Program (SES) RFP, the New York City Department of Education (NYCDOE) and

Community School District 1 (CSD1) are submitting this proposal request for $1,250,000

in available Title I 1003(a) grant funding to support the planning, development, and

implementation of a Socioeconomic Integration Pilot Program for Public School 15

Roberto Clemente, that is designed to fulfill the socioeconomic integration, school

improvement, and community engagement purposes of this much needed and

groundbreaking program. Over the last ten years, the Community Education Council for

District One and the District’s Leadership Team have conducted numerous community

engagement and outreach activities that have involved all segments the community in

advocating for the integration of its public schools. This proposal creates the opportunity

to bring these efforts, which are still on-going, to fruition.

Community School District 1, located within the borough of Manhattan in New York City,

is a PK to 8 District with 25 schools that currently enrolls 8,312 students. The District

has 13 PK to 5 elementary schools, 4 PK-8 schools, one K-12 school, and 7 Grades 6 to

8 middle schools. There are also 6 Grades 9 to 12 high schools located in District 1 that

currently enroll over 2,100 students through the DOE centralized diversity-blind “open

choice” lottery assignment system that is beyond the scope of this proposal.

6

CSD1 is an unzoned community school district that serves a diverse elementary and

middle school student population from Chinatown, the East Village and Lower East Side

of Manhattan. The District serves an “at risk” student population that is 66% low-

income, 10% English Language Learners, 29% Students with Disabilities and 13%

Students in Temporary Housing. District 1 also has a diverse racial and ethnic student

enrollment that is 51% Hispanic, 19% Black, 15% Asian, 13% White and 2 % other or

multi-racial.

All of CSD1’s schools have been unzoned since 1991 when the District One Community

School Board abolished catchment zones and adopted a universal choice-based student

assignment policy that consciously aimed to promote diversity and avoid racial

segregation. Currently all CSD1 students are still being choice-assigned. However, the

District’s desegregative and equitable admissions lottery for oversubscribed schools was

rescinded in 2004 and, instead, the NYC Department of Education (DOE) centralized

student assignments and introduced a diversity-blind “open choice” lottery assignment

system.

An independent study that was commissioned by the Community Education Council for

District One in 2013 found increased “clustering,” or re-segregation, of nearly all of CSD

1’s schools and correlated that outcome with the Department of Education (DOE)’s

centralized, “open choice” lottery assignment system. This study, which was conducted

by the WXY research and educational evaluation firm, examined CSD 1 schools’

enrollments from 1999 to 2011 and concluded that the schools had become more

stratified by race and the assignment of low-income students and that there was

increased variability in CSD1 schools’ Math and ELA scores in the years following the

7

centralized implementation of the diversity blind “open choice” lottery assignment

system.

CSD1’s proposal is designed in accordance with the RFP’s Community Innovation Model C

program and incorporates the Model A program requirements by magnetizing the P.S. 15

Roberto Clemente elementary school, which is a Title I PreK through 5th grade school

serving 89% low-income students that has been identified by NYSED as a “priority”

school and is the target school for this SES integration program.

As Indicated in Table 3 (on page 4), the District’s 18 schools with PreK and K entry-

grades currently enroll a total of 5,900 students in Grades PreK through 5 that includes

467 PreK students and 900 Kindergarten students. Table 3 further indicates that these

18 schools enroll a total of 3,793 low-income students and have an overall Poverty Rate

of 64%, which ranges from a low of 28% at the East Village Community School to a high

of 97% at the Franklin D. Roosevelt School. This data also indicate that the 89% Poverty

Rate at the P.S. 15 Roberto Clemente target school is 25 percentage points higher than

the District’s 64% PreK through 5th grade Poverty Rate and that this school is

significantly under enrolled with only 183 students of which nearly 45% are Students in

Temporary Housing, 35% are Students with Disabilities and 15% are English Language

Learners. The P.S. 15 Roberto Clemente School is also severely segregated by race and

ethnicity as evidenced by the fact the school’s student enrollment was 93% Black and

Hispanic in the 2013-14 school year.

P.S. 15 will be demonstrably enhanced by using the Renzulli school wide enrichment

model (SEM), which uses differentiated instruction to identify and cultivate the strengths

and talents of all students. The Renzulli school wide enrichment model has been

8

selected for the Socioeconomic Integration Pilot Program’s target school because of the

model’s research-based and proven track record in improving the academic achievement

of low-income and at risk students and attracting higher socioeconomic status students

to schools with predominately low-income students. The Community Innovation Model is

well suited for CSD 1 in light of the “unusual circumstance” that all of its schools are

unzoned and choice assigned schools and District 1’s long standing commitment and

proven track record of conducting an authentic, inclusive and transparent community

engagement process on issues that impact all segments of the community.

During a six-month planning period to begin on March 1, 2015, CSD 1 will conduct a

comprehensive planning process and feasibility study for the District’s proposed

Socioeconomic Integration Pilot Program, with the goal of developing and implementing

1) the Renzulli school wide enrichment program at the Roberto Clemente P.S. 15

targeted elementary school; 2) a permissible, educationally sound, and equitable choice-

based socioeconomic integration policy for the school; and, 3) a community wide Family

Resource Center that will facilitate the equitable implementation of the District’s

Socioeconomic Integration Pilot Program. The planning process will entail an inclusive

community engagement process within District 1, and will be carried out in collaboration

with the New York City Department of Education’s Central Office with assistance and

guidance from outside experts who have years of experience in designing and

implementing diversity conscious, choice-based student assignment and magnet school

admissions policies.

The guiding principles that will underpin the District’s six-month planning process for this

initiative will be to ensure the proposed SES Pilot Program: 1) complies with the RFP’s

requirements for “a choice-based admissions policy that will promote socioeconomic

9

diversity in the [target] school’s entry-grade through consideration of at-risk factors for

each applicant”; 2) addresses the RFP’s concern “that increased socioeconomic

integration in the target school does not result in the increased socioeconomic isolation

in other schools within the district”; 3) will be designed in accordance with the Guidance

on the Voluntary Use of Race to Achieve Diversity and Avoid Racial Isolation in

Elementary and Secondary Schools that was jointly issued by the U.S. Department of

Justice and U.S. Department of Education’s Office for Civil Rights on December 2, 2011;

and 4) will promote socioeconomic diversity and avoid racial isolation in a way that is

equitable and fair to all students and practicable to implement.

An ultimate goal of this Pilot Program will be the development and implementation of a

race neutral choice-based socioeconomic integration admissions policy that will help

improve student outcomes at P.S. 15, and also positively impact student achievement in

all of the District 1’s schools.

Through the strategic use of program resources to enhance the academic program at the

targeted school, coupled with the development of the plan to address socioeconomic

diversity, District 1 anticipates that, if approved, the proposed Pilot SED Integration

Program will successfully achieve its goal of improving academic achievement at P.S. 15

Roberto Clemente and increasing socioeconomic integration at the school.

B2: PLANNING PROCESS & PLANNING TEAM:

a. Describe the process for creating the plan. Include information about public

outreach, stakeholder consultations and all meetings.

b. List the members of the Planning Team, their job title, the stakeholders they

represent and how they were selected for the planning team.

10

Planning Period: To fully develop the District’s proposed SES Integration Pilot Program,

CSD 1 will lead a comprehensive planning process and feasibility study during a six-

month planning period beginning on March 1, 2015, with the goal of developing and

implementing 1) a Renzulli school-wide enrichment program for the SES targeted

Roberto Clemente elementary school; 2) a permissible, educationally sound, and

equitable choice-based socioeconomic integration policy for the school; and, 3) a

community-wide Family Resource Center (FRC) that can facilitate the equitable

implementation of the District’s SES Integration Pilot Program.

The guiding principles that will underpin the District’s six-month planning process will be

to ensure the proposed SES Integration Pilot Program: 1) complies with the RFP’s











The planning process will entail an inclusive school and community-based engagement

process within District 1, and will be carried out in collaboration with the New York City

Department of Education’s Central Office with assistance and guidance from outside

11

experts who have years of experience in designing and implementing diversity

conscious, choice-based student assignment and magnet school admissions policies.

The planning process for CSD 1’s SES Integration Pilot Program will be transparent,

data-driven and informed by research-based best practices and the findings and

recommendations of CSD 1’s previous and on-going diversity planning and school

improvement efforts (see Attachment 2 “Overview of CSD 1 School Diversity and Equity

Initiatives”). The planning process will also be carried out and informed by an inclusive,

broad-based and extensive community engagement and outreach process that embraces

all segments of the community school district and includes a series of community

engagement and planning workshops for each of the key components of the District’s

SES Integration Pilot Program.

As required by the RFP, the planning process will be facilitated by a diverse SES

integration Planning Team that will be convened by Community Superintendent, Daniella

Phillips. The core members of the Planning Team that will serve as a subcommittee of

the District’s Leadership Council will include:

The principal and at least five teachers and five parents from the Roberto

Clemente SES target school; and

At least three principals, five teachers and five parents from other CSD 1 schools

that have the same entry grades as the SES target school and at least three other

community stakeholders.

The planning team will also utilize the services and expertise of a Renzulli (SEM)

program specialist and other district administrators, teachers, ELL and SPED program

12

specialists and community engagement facilitators as needed during the planning

process.

The activities of the Planning Team will be coordinated by Community Superintendent,

Daniella Phillips, assisted by the Superintendent’s appointment of a project manager who

will oversee the activities of the planning team and timely completion of the planning

process.

The activities of the Planning Team and the community engagement workshops will be

organized to facilitate the development of the following inter-related components of the

CSD 1 SES Integration Pilot Program:

1. The formulation and testing of an effective and equitable SES integration

conscious student assignment and target school choice-based admissions

policy.

2. The educational enhancement and magnetizing of the SES target school.

3. The creation of a community-wide Family Resource Center that will facilitate

the equitable implementation of the SES integration conscious student

assignment and choice-based target school admissions policy.

4. Program monitoring and evaluation.

The work products produced by the Planning Team and community engagement

workshops will be synthesized and formulated into a proposed comprehensive SES

socioeconomic integration and target school improvement plan that will be thoroughly

reviewed by the Community Superintendent, CEC President, the District’s Leadership

Team, the CEC President’s Council, the target school Principal, NYCDOE leadership, and

13

other key school and community stakeholders. Once this process is completed, the Plan

will be further reviewed though a districtwide community engagement process.

Upon completion of the comprehensive review and approval process, the proposed Plan

will be submitted by the Community Superintendent and NYCDOE to the NYSED for

approval of grant funding to support implementation of the CSD 1’s SES Integration Pilot

Program.

The proposed Plan will set measurable socioeconomic integration goals for P.S. 15, the

targeted Priority School, and will establish achievement benchmarks and goals for the

school’s ELL, low-income and other at risk students.

The Plan will be submitted to the NYSED on or before August 30, 2015 and will delineate

the specific activities that will be strategically and sequentially carried out during each

school year of the Plan’s thirty month implementation period that will end on February

28, 2018.

CSD 1 Key Planning Activities:

Organize the planning team into four working groups: 1) SES integration, 2)

Target School Improvement, 3) Family Resource Center, and 4) Program

Monitoring and Evaluation.

Conduct community-wide forums and informational meetings that explain the

purpose of the SES integration pilot program and how all segments of the

community will be fully informed and engaged during the planning process.

Create a link on the CSD 1 website that contains pertinent and accurate

information about the SES integration pilot program’s planning process.

14

Conduct monthly planning team meetings for the purpose of sharing information

on the status of the work groups’ activities, community engagement workshops

and the inter-group coordination of resources and assistance.

SES Integration Work Group and Community Engagement Workshops

Review the research on SES integration and identify the key factors that should be

taken into account in defining socioeconomic diversity.

Review the essential features and best practices of successful choice-based SES

conscious student assignment plans and identify the key elements and features

that should be replicated and included in the development of CSD 1’s SES

conscious choice-based student assignment policy.

Identify the “at risk” factors that should be used to define the socioeconomic

status of the entry-grade applicants and other newly enrolling students and

voluntary transfer applicants. Factors to be considered may include the

applicants’ family income, parents’ highest educational attainment level, the

number of adults in applicants’ household, the demographic characteristics of the

applicants’ residential neighborhood and other factors that would be determined

by the work group and community engagement workshops.

Identify unique factors and circumstances that should be taken into account in the

proposal for an SES conscious choice-based student assignment policy for CSD 1.

Examine how students are currently being assigned to the CSD 1’s target school

and other schools with the same entry-grade, and assess the extent to which

these schools are enrolling a SES integrated student body.

Set measurable entry-grade SES integration goals for the SES target school and

all of the other CSD 1 schools with the same entry-grade level.

15

Review the DOE’s current school choice application process and identify any

inequities and deficiencies that need to be addressed in order to make the

application process more transparent and parent friendly.

Review the DOE’s current computerized student assignment procedures and

identify how these procedures may need to be altered in order to effectively

implement the key elements and features of the CSD 1 Pilot Program’s SES

conscious choice-based student assignment policy, if approved.

Beta test the efficacy of the CSD 1 Pilot Program’s SES conscious choice-based

student assignment policy utilizing a best practices proven entry-grade SES

integration application and assignment software system.

Draft a written memorandum that sets forth the work group’s findings and

recommendations for the development and implementation of CSD 1’s SES

conscious choice-based student assignment policy.

SES Target School Work Group and School-Based Community Engagement

Review the research and best practices of the Renzulli school-wide enrichment

program that will be designed to magnetize the P.S. Roberto Clemente targeted

elementary school and improve the achievement of low-income and at risk

students and attract higher SES students.

Review the research on “turn around” schools and identify the lessons that should

inform the SES target school enhancement effort.

Plan intervisitations to NYC public schools that have already successfully

implemented the Renzulli SEM model, including at least one that has a district

Gifted & Talented program, so as to learn from experiences of similarly-configured

elementary schools as P.S. 15.

16

Convene a school-wide informational meeting that discusses the need for the SES

integration pilot program and how the program presents the opportunity to

enhance and improve the education of the school’s low-income and other at risk

students.

Assess the educational needs and achievement level of the target school’s low-

income and other at-risk students.

Identify and assess the measures that are currently being implemented to

improve the achievement of the target school’s low-income and other at risk

students.

Review the target school’s current student enrollment data and identify the

school’s under represented diverse student population groups that will be

recruited to voluntarily attend the school.

Conduct a facility use analysis and determine the target school’s actual enrollment

and the classrooms that will be needed for the Renzulli school wide enrichment

program.

Conduct focus groups on the attractiveness of the SES target school’s Renzulli

whole-school enhancement program with the parents of the entry-grade students

that will be recruited to enroll in the school.

Conduct focus groups with administrators and teachers and identify the

professional development and resources that will be needed to support and

sustain the successful implementation the Renzulli school-wide enhancement

program.

Draft a written memorandum that sets forth the work group’s findings and

recommendations for developing and implementing the Roberto Clemente Renzulli

school-wide enrichment program.

17

Family Resource Center Work Group

Review how Family Resource Centers are organized and operate in other school

districts that are implementing choice-based SES conscious student assignment

plans.

Conduct focus groups and an on-line survey that elicits community input on how

the FRC can best meet the needs of the District’s diverse families.

Define the mission and purpose of the District’s proposed Family Resource Center.

Determine a suitable location and space for the FRC.

Identify the information that will be made available to parents and how this

information will be made accessible to all parents (e.g., printed brochure, on-line

website, etc.).

Determine how the FRC should be staffed and organized to best meet the needs of

the District’s diverse families.

Determine how the FRC can assist the Roberto Clemente SES target school in

recruiting higher SES parents and students.

Identify and partner with other community agencies and organizations that are

providing assistance and education related services to low-income families and at

risk children.

Draft a written memorandum that sets forth the criteria and resources that will be

needed for the development and implementation of the Community District’s

Family Resource Center.

Monitoring and Evaluation Work Group

Identify the quantitative and qualitative data and information that will be needed

to document and assess the implementation of the SES Integration Pilot Program.

18

Identify the methodologies that will be used to gather and analyze the data and

information.

Determine the timeline for the dissemination of bi-annual progress reports.

Identify the metrics that will be used to determine whether the program achieved

its intended goals.

SES INTEGRATION PILOT PROGRAM IMPLEMENTATION

The implementation of the Community School District 1 SES integration and target

school improvement plan (SES Plan) will be carried out over a period of thirty months

starting on September 1, 2015 and ending on February 28, 2018.

In accordance with the RFP, the timeline for the implementation periods of the SES Plan

will conform to the beginning and ending of the following three school-years:

Implementation Period 1: 2015-16 SY (September 1, 2015 to June 30, 2016), 10

months.

Implementation Period 2: 2016-17 SY (July 1, 2016 to June 30, 2017), 12

months.

Implementation Period 3: 2017-18 SY (July 1, 2017 to February 28, 2018), 8

months with the Final Report being submitted by March 30, 2018.

While the specific activities that will be strategically and sequentially implemented during

each implementation period will be delineated in the operations section of the

Community School District 1’s proposed SES Plan that will be submitted to the NYSED at

of the end of the Planning Period, the following outlines the key activities that will be

proposed for each implementation period. These are based on the proven best practices

19

of SES integration and school improvement plans that have been successfully

implemented in other school districts.

PROGRAM START-UP

Implementation Period 1: 2015-16 SY

Family Resource Center

Staffing and in-service training.

Furnish and organize site to provide services for parents.

Determine days and hours of operation.

Information gathering and dissemination.

Create website.

Schedule opening for no later than December 1, 2015.

Provide outreach and support for SES integration application process and

recruitment of higher SES students to the P.S. 15 Roberto Clemente SES target

school.

SES Integration

Process and assign 2015-16 SY newly enrolling walk-in or over-the counter

students.

Process and assign 2015-16 SY voluntary transfers.

Establish timeline for 2016-17 SY entry-grades applications period.

Process 2016-17 SY entry-grade assignments.

Produce reports on the 2015-16 SY walk-in and voluntary transfers and 2016-17

SY entry-grade applicants and SES assignments.

Roberto Clemente Target School

Conduct professional development for Renzulli school-wide enrichment

program.

20

Set achievement goals for low-income and at risk students.

Collaborate with FRC and develop targeted recruitment strategies for higher

SES parents and students.

Fully operationalize Roberto Clemente Renzulli REM program by June 30, 2016

Monitoring and Evaluation

Produce and disseminate bi-annual progress reports on Year 1 implementation.

FULL IMPLEMENTATION


Review Year 1 progress reports and make necessary improvements and

adjustments for Year 2 implementation.

Assess and set achievement goals for P. S. 15 Roberto Clemente low-income and

other at risk students.

Conduct FRC community-wide parent outreach for the SES integration entry-grade

and voluntary transfer application process and the recruitment of higher SES

students to the P.S. 15 Roberto Clemente SES target school.


students.


Establish timeline for the 2017-18 SY entry-grade applications period.


Produce reports on 2016-17 SY walk-in and voluntary transfers and 2017-18

entry-grade applicants and SES assignments.



21

Review Year 2 progress reports and make necessary improvements and

adjustments for Year 3 implementation.

Assess the attainment of achievement goals and efficacy of differentiated

instruction for P.S. 15 Roberto Clemente’s low-income and at risk students

Conduct FRC community-wide parent outreach for the entry-grade and voluntary

transfer application process and the recruitment of higher SES students to the P.S.

15 Roberto Clemente target school.


students.


Establish timeline for 2018-19 SY entry-grade applications period.


Produce reports on 2017-18 SY walk-in and voluntary transfers and 2018-19 SY

entry-grade applicants and SES assignments.


Final Report: March 30, 2018

The Final Report will document how the CSD 1 SES Integration Pilot Program was

implemented and assess the extent to which the program achieved its SES integration

and targeted school improvement goals.

B3: NEEDS ASSESSMENT & PROGRAM SELECTION

a. Describe all data sources and stakeholder input used to select the program for

this school.

b. Explain how this program was selected.

c. If this is an innovative program, explain how the program will meet the needs

and interests of the targeted groups.

CSD 1’s decision to apply for a Socioeconomic Integration Pilot Program Grant is based is

based on the Community Education Council’s extensive analysis of the root causes of

22

socioeconomic and racial isolation that permeates District 1’s schools. The CEC’s analysis

also examined the NYC DOE District 1 demographic student enrollment data and

identified the diverse student population groups that were over-represented or under-

represented in each school. And, it examined each school’s disaggregated Math and ELA

achievement scores and identified the schools that had the lowest achievement scores

for low-income, ELLs, Students with Disabilities, Students in Temporary Housing and

Black and Hispanic students. CSD 1 selected the RFP’s Community Innovation Model C

program because this model was best suited for addressing these issues through a

districtwide community engagement process, and it affords the opportunity to

incorporate the RFP’s Model A requirements for magnetizing and enhancing the Roberto

Clemente elementary school, which is a low-achieving and disproportionately at risk Title

I priority school. And the decision to magnetize the Roberto Clemente target school

through the development of a “Renzulli school wide enrichment program was made

because of the SEM’s research-based and proven track record in improving the academic

achievement of low-income and other at risk students and in attracting higher SES

students to voluntary enroll in this program.

B4: RESEARCH BASE AND DISTRICT CAPACITY

a. Describe the research base for the program that has been selected.

b. Provide evidence to show that the district can successfully implement the

program.

CSD 1 conducted an extensive review of the research and published reports pertaining to

the design of the SES integration policy and the target school’s Renzulli schoolwide

enrichment program. The following are the major sources that provided the research-

basis and framework for the District’s race neutral choice-based SES integration policy

and the Roberto Clemente school wide enrichment program that will be further explored

23

during the six month comprehensive planning process and feasibility study to be led by

the District during the 6-month planning period commencing on March 1, 2015:

SES Integration

Guidance on the Voluntary Use of Race to Achieve Diversity and Avoid Racial

Isolation, U.S. Department of Justice and U.S. Department of Education,

2011.

New York State’s Extreme School Segregation: Inequality, Inaction and A

Damaged Future, The Civil Rights Project at U.C.L.A, 2014.

Richard D. Kahlenberg, Turnaround Schools That Work: Moving Beyond

Separate but Equal, Century Foundation, 2009.

Michael Alves, Charles Willie and Ralph Edwards, Student Diversity, Choice

and School Improvement, Greenwood Press, 2002.

Michael Alves, Charles Willie and George Haggerty, Multiracial, Attractive

City Schools, Equity and Excellence in Education. Vol. 29, no 2, pp. 493-

502, 1996.

Michael Alves, Recommendations on Implementing Effective School Choice

Plans, in Implementation Guide for Increasing Educational Achievement.

National Commission on Children, 1993.

A Long Range Student Assignment Plan for the Wake County Public School

System, Greater Raleigh Chamber of Commerce and Wake Education

Partnership. February 11, 2011.

Gerald Grant, Why There are no Bad Schools in Raleigh, Harvard University

Press, 2009.

24

The Future of School Integration: Socioeconomic Diversity as an Education

Reform Strategy, Chapter 7 “The Politics of Maintaining Balanced Schools”,

Richard D. Kahlenberg, Editor, Century Foundation, 2012.

Edward B. Fiske, Smart School, Smart Kids; Why Do Some Schools Work,

Simon and Schuster, 2002.

Gary Orfield and Erica Frankenberg, Educational Delusions? Why Choice Can

Deepen Inequality and How to Make Schools Fair, The Civil Rights Project at

U.C.L.A, 2013.

Renzulli Schoolwide Enrichment Model

CSD 1 reviewed the extensive research on the Renzulli Schoolwide Enrichment Model

provided by the National Center for Gifted Education and Talent Development at the

University of Connecticut. The review strongly suggests that the SEM is highly effective

at serving high-ability students in a variety of educational settings and is particularly

effective in schools serving a diverse socioeconomic student populations and high ability

students with learning disabilities from all racial and socioeconomic groups. The SEM

has been implemented in over 2,500 schools across the United States and the

effectiveness of the model has been studied for over twenty years.

As demonstrated in the B1 and B2 sections of the Program Narrative, CSD 1 has the

capacity and commitment to effectively implement its research-based and proven best

practices proposed SES Integration Pilot Program.

B5: DISTRICT ORGANIZATION AND POLICY CHANGES REQUIRED FOR PLAN

IMPLEMENTATION

a. Explain the changes, if any, which will occur as a result of this grant in terms of

district zoning, grade configurations, admissions policies, etc.

25

Potential changes to the NYCDOE’s current admissions policies for P.S. 15 and CSD 1 will

be determined as part of the comprehensive planning process and feasibility study that

will be led by the District in collaboration with the New York City Department of

Education’s Central Office over a six-month period beginning on March 1, 2015, with

assistance and guidance from outside experts who have years of experience in designing

and implementing diversity conscious, choice-based student assignment and magnet

school admissions policies.

B6: INTER-DISTRICT PROGRAM REQUIREMENTS

a. Provide detailed information about the SES status and student achievement for

all partner school districts and schools.

b. Explain the explicit agreements that have been reached between the applicant

district and the partner district.

c. Explain how multiple funding sources will be used to support the program.

1003(a) funds may only be used to support the transportation costs of eligible

students from Title I Priority and Focus Schools as well as costs for parent

outreach and assistance regarding public school choice. Transfers of non-Title I

students cannot be funded with 1003(a) or Title I.

Not applicable.

B7: STUDENT SECTION CRITERIA / PROCESS

a. Explain the selection process for recruiting students to participate in the

program.

b. Explain how low income students will receive equitable access to innovative

programs.

As set forth in the Program Narrative, CSD 1 is proposing the development of a

permissible, educationally-sound, and equitable choice-based socioeconomic integration

and Pre-K and K entry-grades admissions policy for P.S. 5 via a comprehensive planning

process and feasibility study that will be led by the District over a six-month period

beginning on March 1, 2015. The planning process will entail an inclusive community

engagement process within District 1 and will be carried out in collaboration with the

26

New York City Department of Education’s Central Office with assistance and guidance

from outside experts who have years of experience in designing and implementing

diversity conscious, choice-based student assignment and magnet school admissions

policies.

The guiding principles that will underpin the District’s six-month planning process will be

to ensure the proposed SES Integration Pilot Program: 1) complies with the RFP’s











An ultimate goal of this Pilot Program will be the development and implementation of a

race neutral choice-based socioeconomic integration admissions policy that will help

improve student outcomes at P.S. 15, and also positively impact student achievement in

all District 1 schools.

B8: TRANSPORTATION PLAN

a. Describe the transportation requirements for this program.

b. Explain how the district will address these needs.

27

In view of the fact that all of CSD 1’s schools are unzoned and choice-assigned schools,

no changes in the delivery of the NYCDOE’s current transportation plan will be required

for the effective and equitable implementation of the SES integration plan.

B9: RECRUITMENT & PROFESSIONAL DEVELOPMENT

a. Describe the staffing requirements for the program and the recruitment

process that will be uses to meet this need.

b. Describe the professional development that will be provided to staff that will be

implementing innovative programs or teaching more diverse students in this

program.

The recruitment of new staff and professional development for the Roberto Clemente

Renzulli school wide enrichment program will be determined during the school’s magnet

planning process as indicated in section B2 of the Program Narrative.

B10: STUDENT SOCIAL & DEVELOPMENTAL NEEDS

a. Describe the socio-developmental needs of students in this program and explain how they will be addressed in this program.

b. Describe how the district will promote parent involvement and engagement in this program.

CSD 1 strongly believes that the social and developmental needs of all its students and

especially the District’s low-income and other at risk students will best be addressed by

ensuring that these students are attending a high quality and instructionally effective

integrated school. And, as demonstrated throughout this proposal, CSD 1’s SES

Integration Pilot Program is strongly focused on engaging all segments of the community

in achieving this goal.

B11: PROGRAM SUSTAINABILITY & EXPANSION

a. Explain how the district will sustain this program after the implementation

grant ends.

b. Describe how the district will expand this program to other high needs schools.

28

CSD 1 is highly confident that its SES Integration Pilot Program will be effectively

implemented and will produce best practices that can be replicated throughout the

District.

CSD 1 expects that the Roberto Clemente Renzulli school-wide enrichment program will

serve as a model for other District elementary and middle schools. The Pilot Program’s

proposed choice-based SES integration student assignment policy will be carefully

studied, reviewed, and adapted during the three-year implementation period with the

goal of promoting the socioeconomic integration of all District 1 schools. And, the

District’s new Family Resource Center will be upgraded to meet the needs of all of CSD

1’s diverse families. CSD 1 will also pursue other City, State and national resources that

can sustain and expand the District’s SES integration and target school improvement

plan beyond the SES Integration Pilot Program’s end date.

29

SECTION C – WORK PLAN

Planning Period:

Key Activity Timeline Target and

Evaluation

Person/Are

a

Responsible

Resources District Cost

Define each key

activity/action step on

its own row. Define as

many key activities as

necessary by adding

rows to the table.

Identify the

expected

completion

date (month

and year) for

each key

activity.

Define the

expected

outcome and

evaluative

measure for

each key

activity.

Identify the

person

responsible

for each key

activity.

List all

resources

needed to

complete the

key activity.

Show all

district costs

and identify

1003(a)

funded items

with an *.

Implementation Period 1:


Evaluation

Person/Are

a

Responsible


Implementation Period 2:


Evaluation

Person/Are

a

Responsible


Note: A detailed work plan for the planning and

implementation periods is provided in Section B2,

which begins on page 9.

30

SECTION D – BUDGET NARRATIVE

(For Planning Period: March 1 – August 31, 2015)

School District New York City DOE/Community School District 1

BEDS Code 3 1 0 1 0 0 0 1 0 0 0 0

CODE/

BUDGET CATEGORY

EXPLANATION OF EXPENDITURES IN THIS CATEGORY

(as it relates to the program narrative for this grant)

Code 15 Professional Salaries

$16,000 will be budgeted for coverage (per session and per

diem) to allow P.S. 15 teachers and staff to attend inter-

visitations with other SEM schools, professional development

and Working Group planning sessions.

$24,000 will be budgeted for a * 0.4 of Community Associate

position (40% of $50,000 + fringe salary = $24,000) assisting

families for 4 hours/day.at the Family Resource Center.

Total Code 15 - Professional Salaries = $40,000

Code 16

Support Staff Salaries

Code 40

Purchased Services $85,000 will be budgeted for consultants with socioeconomic

integration experience and expertise who will provide planning

and technical assistance services to support implementation of

the following key activities that will be carried out during the

planning period at an hourly rate not to exceed $125. The

following is the estimated level of effort that will be required for

these services:

Provide in-service training to CSD 1 Planning Team: 8

days -$8,000

Coordinate and facilitate the SES Integration Work

Group and Family Resource Center Work Group’s

activities and related Community Engagement

Workshops as set forth in Section B2 of the Program

Narrative: 43 days - $43,000.

Preparation of the SES Integration and Family

Resource Center Work Group’s findings and

recommendations: 6 days - $6,000.

Synthesis and formulation of CSD 1 Socioeconomic

Integration and Targeted School Improvement Plan

31

and participation in the District’s comprehensive

review process: 28 Days - $28,000.

$20,000 will budgeted for a consultant who will help develop the

”Renzulli Schoolwide Enrichment Model” at P.S. 15 Roberto

Clemente targeted elementary school. The consultant will

provide the following services over a 20 week period and will be

compensated at a rate of $2,000 a week for these services.

Identify successful Renzulli Schoolwide Enrichment

Model programs that can be reviewed and examined

by the District’s Leadership Team and Target School

Work Group and Identify the professional and staff

development that are required to successfully

implement these model programs: 2 weeks - $4,000.

Assist the Target School Work Group in implementing

its SEM program planning activities and school-based

engagement workshops as set forth in Section B2 of

the Program Narrative: 6 weeks - $12,000.

Assist the District’s Leadership Team and Target

School Work Group in the preparation of their findings

and recommendations for the implementation of the

Renzulli Schoolwide Enrichment Model program: 2

weeks - $4,000.

$28,000 will be budgeted for Registration costs ($1,400/person)

for enrolling team of teachers and administrators (= 20 people)

from P.S. 15 at Confratute conference on July 12-17, 2015 at

University of CT

$4,000 will be budgeted for website and app design and

development to assist families in accessing information about

CSD 1 schools, providing resources on-line (e.g., calendar,

school directory, enrollment FAQs, etc.), and explaining student

enrollment choice policies and processes.

$8,000 will be budgeted for printing and typesetting costs of

CSD 1 school directory with meaningful information about each

school's pedagogic approach, qualitative and quantitative

measures of student learning, after school programs, and map

of all CSD 1 schools.

$18,000 will be budget for community engagement specialists

who will facilitate the District’s community engage process and

the Planning Team’s community engagement workshops that will

be carried out over the 26 weeks of the Planning Period. At

least 6 community engagement specialists will be retained to

provide these services and each specialist will be paid $3,000.

32

Total Code 40 - Purchased Services = $163,000

Code 45 Supplies and Materials

$27,000 will be budgeted to purchase materials (including

Renzulli Compass Learning on-line subscription for personalized

diagnostic and enrichment projects for students, class libraries

of books, and math/science manipulatives) and in support the

educational planning for the Roberto Clemente Renzulli

Schoolwide Enrichment program.

$17,000 will be budgeted for materials and supplies to support

parental outreach (including postage, paper for brochure and

flyers, banner signage) and participation in the District’s

community engagement process and community engagement

workshops.

Total Code 45: Supplies and Materials = $44,000

Code 46 Travel Expenses

$3,000 will be budgeted for reimbursed car mileage, tolls and

gas (@ $150/person) so that twenty (20) teachers, staff, and

administrators from P.S. 15 can attend Confratute conference on

July 12-17, 2015

Total Code 46: Travel Expenses = $3,000

Code 80

Employee Benefits

Code 90

Indirect Cost

Code 49 BOCES Services

33

Assurances

The following assurances are a component of your application. By signing the certification on the application

cover page you are ensuring accountability and compliance with state and federal laws, regulations, and grants

management requirements and certifying that you have read and will comply with the following assurances and

certifications.

Federal Assurances and Certifications, General:

Assurances – Non-Construction Programs

Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters

Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion – Lower Tier

Covered Transactions

General Education Provisions Act Assurances

Federal Assurances and Certifications, NCLB (if appropriate):

The following are required as a condition for receiving any federal funds under the Elementary and Secondary

Education Act, as amended by the No Child Left Behind Act of 2001.

NCLB Assurances

School Prayer Certification

General Federal Assurances

1. The program will be administered in accordance with all applicable statutes, regulations, program plans and

applications;

2. Each LEA shall assure its compliance with all supplement not supplant requirements;

3. (a) The control of funds provided under each program and title to property acquired with program funds will

be in a public agency or in a non-profit private agency, institution, organization, or Indian tribe, if the law

authorizing the program provides for assistance to those entities; (b) the public agency, nonprofit private

agency, institution or organization, or Indian tribe will administer the funds and property to the extent required

by the authorizing statutes;

4. The applicant will adopt and use proper methods of administering each such 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;

5. The applicant will cooperate in carrying out any evaluation of each such program conducted by or for the

State educational agency, the Secretary, or other Federal officials;

6. The applicant will use such fiscal control and fund accounting procedures as will ensure proper disbursement

of, and accounting for, Federal funds paid to the applicant under each such program;

7. The applicant agrees to comply with the following civil rights authorities, their implementing regulations, and

appropriate federal and State guidelines: Title VI of the Civil Rights Act of 1964, Title IX of the Federal

Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Age Discrimination

Act of 1975.

34

ASSURANCES - NON-CONSTRUCTION PROGRAMS

As the duly authorized representative of the applicant, and by signing the application cover page, I certify that the

applicant:

1. Has the legal authority to apply for Federal assistance, and the institutional, managerial and financial

capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper planning,

management, and completion of the project described in this application.

2. Will give the awarding agency, the Comptroller General of the United States, and if appropriate, the State,

through any authorized representative, access to and the right to examine all records, books, papers, or

documents related to the award; and will establish a proper accounting system in accordance with generally

accepted accounting standards or agency directives.

3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or

presents the appearance of personal or organizational conflict of interest, or personal gain.

4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding

agency.

5. Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C §§ 4728-4763) relating to

prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations

specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R. 900,

Subpart F).

6. Will comply with all Federal statutes relating to nondiscrimination. These include but are not limited to: (a)

Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race,

color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. §§1681-

1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation

Act of 1973, as amended (29 U.S.C. § 794), which prohibits discrimination on the basis of handicaps; (d) the

Age Discrimination Act of 1975, -6107), which prohibits discrimination on

the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, relating to

nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism

Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to

0 dd-3 and 290 ee 3), as amended, relating to confidentiality of

alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. § 3601 et

seq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing; (i) any other

nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being

made; and (j) the requirements of any other nondiscrimination statute(s) which may apply to the application.

7. Will comply, or has already complied, with the requirements of Titles II and III of the uniform Relocation

Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and

equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally

assisted programs. These requirements apply to all interests in real property acquired for project purposes

regardless of Federal participation in purchases.

35

8. Will comply, as applicable, with the provisions of the Hatch Act (5 U.S.C. §§1501-1508 and 7324-7328),

which limit the political activities of employees whose principal employment activities are funded in whole

or in part with Federal funds.

9. Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. §§ 276a to 276a-7), the

Copeland Act (40 U.S.C. §276c and 18 U.S.C. §§874) and the Contract Work Hours and Safety Standards

Act (40 U.S.C. §§ 327-333), regarding labor standards for federally assisted construction sub agreements.

10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster

Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in

the program and to purchase flood insurance if the total cost of insurable construction and acquisition is

$10,000 or more.

11. Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution

of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-

190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c)

protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance

with EO 11988; (e) assurance of project consistency with the approved State management program developed

under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq.); (f) conformity of Federal

actions to State (Clear Air) Implementation Plans under Section 176(c) of the Clear Air Act of 1955, as

amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of drinking water under the Safe

Drinking Water Act of 1974, as amended, (P.L. 93-523); and (h) protection of endangered species under the

Endangered Species Act of 1973, as amended, (P.L. 93-205).

12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. §§1721 et seq.) related to protecting

components or potential components of the national wild and scenic rivers system.

13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation

Act of 1966, as amended (16 U.S.C. §470), EO 11593 (identification and protection of historic properties),

and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. §§469a-1 et seq.).

14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development,

and related activities supported by this award of assistance.

15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131 et

seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or

other activities supported by this award of assistance.

16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. §§4801 et seq.), which prohibits

the use of lead-based paint in construction or rehabilitation of residence structures.

17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit

Act Amendments of 1996 and OMB Circular No. A-133, Audits of States, Local Governments, and Non-

Profit Organizations.

18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations and

policies governing this program.

Standard Form 424B (Rev. 7-97), Prescribed by OMB Circular A-102, Authorized for Local Reproduction,

as amended by New York State Education Department

36

CERTIFICATIONS REGARDING LOBBYING

Applicants should refer to the regulations cited below to determine the certification to which they are required to

attest. Applicants should also review the instructions for certification included in the regulations before

completing this form. Signature of the Application Cover Page provides for compliance with certification

requirements under 34 CFR Part 82, "New Restrictions on Lobbying," and 34 CFR Part 85, "Government-wide

Debarment and Suspension (Nonprocurement)." The certifications shall be treated as a material representation

of fact upon which reliance will be placed when the Department of Education determines to award the covered

transaction, grant, or cooperative agreement.

1. LOBBYING

As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part 82, for persons entering

into a grant or cooperative agreement over $100,000, as defined at 34 CFR Part 82, Sections 82.105 and 82.110,

the applicant certifies that:

(a) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any

person for influencing or attempting to influence an officer or employee of any agency, a Member of

Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with

the making of any Federal grant, the entering into of any cooperative agreement, and the extension,

continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement;

(b) If any funds other than Federal appropriated funds have been paid or will be paid to any person for

influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an

officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal

grant or cooperative agreement, the undersigned shall complete and submit Standard Form - LLL,

"Disclosure Form to Report Lobbying," in accordance with its instructions; and

(c) The undersigned shall require that the language of this certification be included in the award documents

for all sub awards at all tiers (including sub grants, contracts under grants and cooperative agreements, and

subcontracts) and that all sub recipients shall certify and disclose accordingly.

37

CERTIFICATION REGARDING DEBARMENT, SUSPENSION, INELIGIBILITY

AND VOLUNTARY EXCLUSION — LOWER TIER COVERED TRANSACTIONS

This certification is required by the Department of Education regulations implementing Executive Order 12549,

Debarment and Suspension, 34 CFR Part 85, for all lower tier transactions meeting the threshold and tier

requirements stated at Section 85.110.

Instructions for Certification

1. By signing the Application Cover Page, the prospective lower tier participant is providing the certification set

out below.

2. The certification in this clause is a material representation of fact upon which reliance was placed when this

transaction was entered into. If it is later determined that the prospective lower tier participant knowingly rendered

an erroneous certification, in addition to other remedies available to the Federal Government, the department or

agency with which this transaction originated may pursue available remedies, including suspension and/or

debarment.

3. The prospective lower tier participant shall provide immediate written notice to the person to whom this

proposal is submitted if at any time the prospective lower tier participant learns that its certification was erroneous

when submitted or has become erroneous by reason of changed circumstances.

4. The terms “covered transaction,” “debarred,” “suspended,” “ineligible,” “lower tier covered transaction,”

“participant,” “ person,” “primary covered transaction,” “ principal,” “proposal,” and “voluntarily excluded,” as

used in this clause, have the meanings set out in the Definitions and Coverage sections of rules implementing

Executive Order 12549. You may contact the person to which this proposal is submitted for assistance in

obtaining a copy of those regulations.

5. The prospective lower tier participant agrees by submitting this proposal that, should the proposed covered

transaction be entered into, it shall not knowingly enter into any lower tier covered transaction with a person who

is debarred, suspended, declared ineligible, or voluntarily excluded from participation in this covered transaction,

unless authorized by the department or agency with which this transaction originated.

6. The prospective lower tier participant further agrees by submitting this proposal that it will include the clause

titled “Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion-Lower Tier

Covered Transactions,” without modification, in all lower tier covered transactions and in all solicitations for

lower tier covered transactions.

7. A participant in a covered transaction may rely upon a certification of a prospective participant in a lower tier

covered transaction that it is not debarred, suspended, ineligible, or voluntarily excluded from the covered

transaction, unless it knows that the certification is erroneous. A participant may decide the method and frequency

by which it determines the eligibility of its principals. Each participant may, but is not required to, check the

Nonprocurement List.

8. Nothing contained in the foregoing shall be construed to require establishment of a system of records in order

to render in good faith the certification required by this clause. The knowledge and information of a participant

is not required to exceed that which is normally possessed by a prudent person in the ordinary course of business

dealings.

38

9. Except for transactions authorized under paragraph 5 of these instructions, if a participant in a covered

transaction knowingly enters into a lower tier covered transaction with a person who is suspended, debarred,

ineligible, or voluntarily excluded from participation in this transaction, in addition to other remedies available to

the Federal Government, the department or agency with which this transaction originated may pursue available

remedies, including suspension and/or debarment.

Certification

(1) The prospective lower tier participant certifies, by submission of this proposal, that neither it nor its principals

are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from

participation in this transaction by any Federal department or agency.

(2) Where the prospective lower tier participant is unable to certify to any of the statements in this certification,

such prospective participant shall attach an explanation to this proposal.

ED 80-0014, as amended by the New York State Education Department

39

GENERAL EDUCATION PROVISIONS ACT ASSURANCES

These assurances are required by the General Education Provisions Act for certain programs funded by the U.S.

Department of Education.

As the authorized representative of the applicant, by signing the application cover page, I certify that:

(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.

http://www4.law.cornell.edu/cgi-bin/htm_hl?DB=uscode&STEMMER=en&WORDS=1232e+&COLOUR=Red&STYLE=s&URL=/uscode/20/1232f.html

http://www4.law.cornell.edu/cgi-bin/htm_hl?DB=uscode&STEMMER=en&WORDS=1232e+&COLOUR=Red&STYLE=s&URL=/uscode/29/794.html

http://www4.law.cornell.edu/cgi-bin/htm_hl?DB=uscode&STEMMER=en&WORDS=1232e+&COLOUR=Red&STYLE=s&URL=/uscode/29/index.html

2015-18 title i school improvement section 1003(a) · 1/1/2017 · 1 2015-18 title i school...

Documents