north carolina statement of assurances the …...the elementary and secondary education act of 1965...
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NORTH CAROLINA STATEMENT OF ASSURANCES The Elementary and Secondary Education Act of 1965
The Every Student Succeeds Act Of 2015 (P.L. 114–95)
REVISED March 2017
TITLE I, PART A -- IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES SEC. 1112. [20 U.S.C. 6312] STATEMENT OF ASSURANCES Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) or Charter School will:
(1) ensure that migratory children and formerly migratory children who are eligible to receive services under this part are selected to receive such services on the same basis as other children who are selected to receive services under this part;
(2) provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1117, and timely and meaningful consultation with private school officials regarding such services;
(3) participate, if selected, in the National Assessment of Educational Progress in reading and mathematics in grades 4 and 8 carried out under section 303(b)(3) of the National Assessment of Educational Progress Authorization Act (20 U.S.C. 9622(b)(3));
(4) coordinate and integrate services provided under this part with other educational services at the local educational agency or individual school level, such as services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, and homeless children and youths, in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program;
(5) collaborate with the State or local child welfare agency to ensure the educational stability of children in foster care in accordance with section 1112(c)(5);
(6) make provisions to implement schoolwide and/or targeted assistance programs in accordance with sections 1114 and 1115;
(7) ensure that all teachers and paraprofessionals working in a program supported with funds under this part meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification;
(8) ensure that any school the local educational agency proposes to serve with funds received under section 1003 will receive all of the State and local funds it would have received in the absence of funds received under section 1003;
(9) use Federal funds received under this part only to supplement the funds that would, in the absence of such Federal funds, be made available from State and local sources for the education of students participating in programs assisted under this part, and not to supplant such funds; and
(10) in the case of a local educational agency that chooses to use funds under this part to provide early childhood education 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 (42 U.S.C. 9836a(a)).
I HEREBY CERTIFY that to the best of my knowledge, the information contained in this application is correct.
Dr. Sharon L. Contreras
Printed Name of Superintendent Signature of Superintendent Date
1
NORTH CAROLINA STATEMENT OF ASSURANCES The Elementary and Secondary Education Act of 1965
The Every Student Succeeds Act Of 2015 (P.L. 114–95)
REVISED March 2017
Title II, PART A—SUPPORTING EFFECTIVE INSTRUCTION SEC. 2101. [20 U.S.C. 6611] STATEMENT OF ASSURANCES Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) or Charter School will:
(1) Ensure compliance with section 8501 (regarding participation by private school children and teachers);
(2) Coordinate professional development activities authorized under this part with professional development activities provided through other Federal, State, and local programs;
(3) Develop the application with meaningful consultation with teachers, principals, other school leaders, paraprofessionals (including organizations
representing such individuals), specialized instructional support personnel, parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purpose of this title in accordance with Section 2103(b)(3);
(4) Ensure that the programs and activities implemented with funds under this part shall be in accordance with the purpose of this title;
(5) Ensure that the programs and activities implemented with funds under this part shall address the learning needs of all students, including children with disabilities, English learners, and gifted and talented students;
(6) Submit to the State educational agency such information as the State requires;
(7) Use the funds made available through the subgrant to develop, implement, and evaluate comprehensive programs and activities; and
(8) Use funds made available under this title to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under this title.
I HEREBY CERTIFY that to the best of my knowledge, the information contained in this application is correct.
Dr. Sharon L. Contreras
Printed Name of Superintendent Signature of Superintendent Date
2
NC Title III Application for the 2018-2019 School Year Page 1 of 1
Title III Statement of Assurances 2018‐2019
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) or Charter School will:
use payments to be received under Every Student Succeeds Act, Title III and its authorization (20 U.S.C. 6301 et seq., Sections § 3101, 3102, 3111‐3116, and 3121‐3128) solely for services benefiting English learners, consistent with the purposes, requirements, and other conditions of use as stipulated under this program.
§ 3115(b)not use more than 2 percent of allotted Title III funds for direct administrative expenses associated in administering this program.
§ 1112(c)(2) contact yearly, private elementary schools and secondary schools in the local education agency (LEA) in accordance with section § 1117, to have timely and meaningful consultation with private school officials regarding English learner services;
§ 3116(b)(4)(A) ‐ § (1112)(e)(3)(A‐B) provide the following information to parents of English learners not later than 30 days after the beginning of the school year, inform parents of an English learner identified for participation or participating in such a program via a uniform notification process in a language the parent can understand: 1. the reasons for the identification of their child as an English learner and in need of placement in a language instruction educational
program; 2. the child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement; 3. the methods of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other
available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction;
4. how the program in which their child is, or will be, participating will meet the educational strengths and needs of their child; 5. how such program will specifically help their child learn English and meet age‐appropriate academic achievement standards for grade
promotion and graduation; 6. the specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not
tailored for English learners, and the expected rate of graduation from high school (including four‐year adjusted cohort graduation rates and extended‐year adjusted cohort graduation rates for such program) if funds under this part are used for children in high schools;
7. in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child, as described in section 614(d) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)); and
8. information pertaining to parental rights that includes written guidance— ‘‘(I) detailing the right that parents have to have their child immediately removed from such program upon their request; ‘‘(II) detailing the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and ‘‘(III) assisting parents in selecting among various programs and methods of instruction, if more than 1 program or method is offered by the eligible entity.
SPECIAL RULE APPLICABLE DURING THE SCHOOL YEAR.—For those children who have not been identified as English learners prior to the beginning of the school year but are identified as English learners during such school year, the local educational agency shall notify the children’s parents during the first 2 weeks of the child being placed in a language instruction educational program consistent with subparagraph (A).
§ 3116(b)(4)(B) not be in violation of any State law, including State constitutional law, regarding the education of English learners, consistent with sections § 3125 and § 3126. The participation of this district or school in this program will be conducted in accordance with all federal, state, and local laws and all requirements set forth in policies and procedures as issued by the North Carolina Department of Public Instruction.
§ 3116(b)(4)(C) consult with teachers, researchers, school administrators, parents and family members, community members, public or private entities, and institutions of higher education, in developing and implementing the Title III program.
§ 3116(b)(4)(D) if applicable, coordinate activities and share relevant data under the plan with local Head Start and Early Head Start agencies, including migrant and seasonal Head Start agencies, and other early childhood education providers.
§ 3116(c) All teachers in a Title III language instruction educational program for English learners are fluent in English and any other language used for instruction. Each eligible entity receiving a subgrant under section § 3114 shall include in its plan a certification that all teachers in any language instruction educational program for English learners that is, or will be, funded under this part are fluent in English and any other language used for instruction, including having written and oral communications skills.
abide by all assurances published under the above law with regard to all statutes related to nondiscrimination and other compliance features listed in the federal Standard Form 424B as revised for Non‐Construction Programs, the federal Certification Regarding Lobbying, and the Federal Certification Regarding Drug‐Free and Tobacco‐Free Workplace Requirements.
§ EDGAR 76.730 maintain on file, all supporting documents for expenditures under Title III, in the business office of the school district in an orderly manner to permit expenditures audit and will be made available to appropriate officials upon request.
comply with Title VI, Section 601, of the Civil Rights Act of 1964 (race, color, national origin); Section 504 of the Rehabilitation Act of 1973 (handicapped); Title IX of the Education Amendments of 1971 (sex); the Americans with Disabilities Act of 1990 and the Age Discrimination Act of 1975.
*I hereby certify that all facts, figures, and representations made in this application are true and correct to the best of my knowledge, and the school board of the local school agency (or agencies if the application is for a consortium) named in this application has/have authorized me as its/their representative.
_____Dr. Sharon L. Contreras______ ______________________________ _______________
Typed name of Superintendent Signature of Superintendent Date
3
NORTH CAROLINA PRAYER CERTIFICATION AND SINGLE SET OF ASSURANCES The Elementary and Secondary Education Act of 1965 The Every Student Succeeds Act of 2015 (P.L. 114–95)
Revised August 2017
SEC. 8524. [20 U.S.C. 7904] SCHOOL PRAYER.
CERTIFICATION. -- As a condition of receiving funds under this Act, we hereby certify in writing to the State educational agency that no policy of the local educational agency prevents, or otherwise denies participation in, constitutionally protected prayer in public elementary schools.
SEC. 8306. [20 U.S.C. 7846] OTHER GENERAL ASSURANCES.
ASSURANCES.—Any applicant, other than a State educational agency that submits a plan or application under this Act, shall have on file with the State educational agency a single set of assurances, applicable to each program for which a plan or application is submitted, that provides that—
(1) each such program will be administered in accordance with all applicable statutes, regulations, program plans, and applications;
(2)(A) the control of funds provided under each such program and title to property acquired with program funds will be in a public agency or in a eligible private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; and (B) the public agency, eligible private agency, institution, or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing statutes;
(3) 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;
(4) 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;
(5) 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;
(6) the applicant will— (A) submit such 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 such 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; and
(7) before the application was submitted, the applicant afforded a reasonable opportunity for public comment on the application and considered such comment.
(8) the applicant will comply with the provisions of Section 427 of GEPA, enacted as part of the Improving America's Schools Act of 1994 (Pub. L. 103-382).
Agency Name: _____Guilford County Schools_____________________________
I HEREBY CERTIFY that to the best of my knowledge, the agency complies with aforementioned assurances; the agency named above has authorized me as its representative to file this application; and such action is recorded in the minutes of the agency’s meeting held on _09/13/2018______________. (Month/Day/Year)
Dr. Sharon L. Contreras
Printed Name of Superintendent Signature of Superintendent Date
4
North Carolina Debarment Certification – 2018-19
Revised June 2018
CERTIFICATION REGARDING DEBARMENT, SUSPENSION, INELIGIBILITY AND VOLUNTARY EXCLUSION - LOWER TIER COVERED TRANSACTIONS
This certification is required by the regulations implementing Executive Order 12549, debarment and suspension, 34 CFR Part 85, Section 85.510, Participants’ responsibilities. The regulations were published as Part VII of the May 26,1988 Federal Register (pages 160-19211). Copies of the regulations may be obtained by contacting the person to whom this proposal is submitted. By signing and submitting this proposal, the prospective lower tier participant is providing the certification set out below.
Website Reference for NC Debarred Vendors: http://www.doa.state.nc.us/PandC/actions.asp
THE AUTHORIZED REPRESENTATIVE IS THE SUPERINTENDENT.
1. 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.
2. The prospective lower tier participant shall provide immediate written notice to the person which 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.
3. 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.
4. 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.
5. 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 on all lower tier covered transactions and in all solicitations for all solicitations for lower tier covered transactions.
6. A participant in a covered transaction may rely upon a certification of a perspective participant in a lower tier covered transaction that 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 Non-procurement List.
7. 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.
8. Except for transactions authorized under number 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.
Dr. Sharon L. Contreras ______________________________________ ___________________
Typed Name of Superintendent Signature of Superintendent Date
5
Allo
catio
ns
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
- Con
solid
ated
- R
ev 0
- Al
loca
tions
(1
) I-AI-A
(2
) I-DI-D
(3
) II-
AII-
A (4
) III
-LA
III-L
A (5
) III
-LAS
IIII
-LAS
I (6
) I-CI-C
(7
) SR
SASR
SA
(8)
Title
IV-A
Title
IV-A
(9
) R
LIS
RLI
S (1
0) S
IG(a
)SI
G(a
) To
tal
Allo
tmen
t 26
,013
,558
.00
0.00
2,6
50,9
41.0
0 84
3,32
5.00
71
,125
.00
0.00
0.
00
1,63
7,03
5.00
0.
00
0.00
31,
215,
984.
00
Car
ryov
er
9,03
2,33
3.88
0.
00
865,
080.
12
535,
602.
47
78,3
68.1
6 0.
00
0.00
54
2,73
8.14
0.
00
0.00
11,
054,
122.
77
Tota
l 35
,045
,891
.88
0.00
3,5
16,0
21.1
2 1,
378,
927.
47
149,
493.
16
0.00
0.
00
2,17
9,77
3.14
0.
00
0.00
42,
270,
106.
77
Page 1 of 1 8/30/2018 9:39:02 AM6
Plan
Ove
rvie
w
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
Plan
Ove
rvie
w
Plan
Item
1) G
oal I
: Rea
ding
D
escr
iptio
n:
Incr
ease
Rea
ding
Pro
ficie
ncy
Perfo
rman
ce M
easu
re:
By 2
022,
the
perc
enta
ge o
f stu
dent
s w
ho w
ill re
ad p
rofic
ient
ly b
y th
e en
d of
third
gra
de w
ill in
crea
se to
63
perc
ent f
rom
53.
4 pe
rcen
t in
2017
.
Fisc
al R
esou
rces
Gra
nt
Not
es
2019
Con
solid
ated
Title
IA
$7,8
00,0
00
Title
II-A
$1
,590
,000
Title
III â
€“ L
angu
age
Acqu
isiti
on (P
RC
104)
$4
74,0
00
Title
IVA
– S
tude
nt S
uppo
rt an
d Ac
adem
ic E
nric
hmen
t (SS
AE)
$450
,000
Con
solid
ated
Tot
al:
$10,
314,
000
Gra
nd T
otal
: $1
0,31
4,00
0
1.1
) Per
sonn
el
Page 1 of 10 8/30/2018 11:59:22 AM7
Des
crip
tion:
Ad
ditio
nal F
TEs
will
be p
urch
ased
to s
uppl
emen
t sta
te a
nd lo
cal a
llotm
ents
. Fun
ds m
ay a
lso
be u
tiliz
ed fo
r ext
ende
d em
ploy
men
t con
tract
s an
d su
bs fo
r sup
plem
enta
l FTE
s.
Com
pone
nt
Item
Nam
e
Engl
ish
Lear
ner
Con
tent
-bas
ed E
SL
Engl
ish
Lear
ner
Dev
elop
men
tal B
ilingu
al M
odel
(Add
itive
Bilin
gual
ism
)
Engl
ish
Lear
ner
Her
itage
Lan
guag
e Pr
ogra
m (A
dditi
ve B
ilingu
alis
m)
1.2
) Qua
lity
Prof
essi
onal
Dev
elop
men
t D
escr
iptio
n:
Gui
lford
Cou
nty
Scho
ols
staf
f mem
bers
will
be p
rovi
ded
with
hig
h qu
ality
, on-
goin
g, re
sear
ch b
ased
pro
fess
iona
l dev
elop
men
t on
stra
tegi
es to
incr
ease
stu
dent
per
form
ance
in m
ath
and
engl
ish
lang
uage
arts
as
wel
l as
spec
ific
prof
essi
onal
dev
elop
men
t on
cul
tura
l rel
evan
ce a
nd e
quity
. Fun
ds w
ill be
use
d to
sup
port
activ
ities
suc
h as
stip
ends
for t
rain
ings
, sub
stitu
tes
for
prof
essi
onal
dev
elop
men
t, m
embe
rshi
ps to
pro
fess
iona
l org
aniz
atio
ns, a
nd c
ontra
cted
ser
vice
s.
Com
pone
nt
Item
Nam
e
Engl
ish
Lear
ner
Engl
ish
as a
Sec
ond
Lang
uage
[ESL
]
Engl
ish
Lear
ner
ESL
Co-
Teac
hing
Engl
ish
Lear
ner
Full
Imm
ersi
on M
odel
(Add
itive
Bilin
gual
ism
)
Engl
ish
Lear
ner
Parti
al Im
mer
sion
Mod
el (A
dditi
ve B
ilingu
alis
m)
1.3
) Sup
plie
s an
d M
ater
ials
D
escr
iptio
n:
Fund
s w
ill be
use
d to
sup
plem
ent t
he s
tate
and
loca
l ins
truct
iona
l allo
tmen
ts. F
unds
will
supp
ort p
urch
ases
suc
h as
libr
ary
book
s, c
ompu
ter e
quip
men
t, pr
intin
g an
d bi
ndin
g, c
lass
room
mat
eria
ls, e
tc.
1.4
) Par
ent a
nd F
amily
Eng
agem
ent
Des
crip
tion:
Page 2 of 10 8/30/2018 11:59:22 AM8
Fund
s w
ill be
use
d to
sup
port
activ
ities
to e
ngag
e an
d ed
ucat
e pa
rent
s in
Titl
e I s
choo
ls a
bout
mat
ters
that
will
help
them
su
ppor
t the
ir ch
ild's
lear
ning
.
Com
pone
nt
Item
Nam
e
Engl
ish
Lear
ner
New
com
er P
rogr
am
1.5
) Sup
plem
enta
l Act
iviti
es
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppl
emen
t reg
ular
edu
catio
n ac
tiviti
es b
y pr
ovid
ing
stud
ents
with
opp
ortu
nitie
s to
par
ticip
ate
in a
ctiv
ities
su
ch a
s fie
ld tr
ips
and
the
asso
ciat
ed tr
ansp
orta
tion.
2) G
oal I
I: M
ath
I D
escr
iptio
n:
Incr
ease
per
cent
age
of s
tude
nts
pass
ing
Mat
h I
Perfo
rman
ce M
easu
re:
By 2
022,
75
perc
ent o
f inc
omin
g si
xth
grad
e st
uden
ts w
ill pa
ss N
C M
ath
I (Al
gebr
a I)
with
a C
or b
ette
r by
the
end
of th
eir n
inth
gr
ade
year
from
69.
8 pe
rcen
t in
2017
.
Fisc
al R
esou
rces
Gra
nt
Not
es
2019
Con
solid
ated
Title
IA
$2,6
00,0
00
Title
II-A
$5
30,0
00
Title
IVA
– S
tude
nt S
uppo
rt an
d Ac
adem
ic E
nric
hmen
t (SS
AE)
$25,
000
Con
solid
ated
Tot
al:
$3,1
55,0
00
Gra
nd T
otal
: $3
,155
,000
2.1
) Per
sonn
el
Des
crip
tion:
Page 3 of 10 8/30/2018 11:59:22 AM9
Addi
tiona
l FTE
s w
ill be
pur
chas
ed to
sup
plem
ent s
tate
and
loca
l allo
tmen
ts. F
unds
may
als
o be
util
ized
for e
xten
ded
empl
oym
ent c
ontra
cts
and
subs
for s
uppl
emen
tal F
TEs.
Com
pone
nt
Item
Nam
e
Engl
ish
Lear
ner
Con
tent
-bas
ed E
SL
Engl
ish
Lear
ner
Dev
elop
men
tal B
ilingu
al M
odel
(Add
itive
Bilin
gual
ism
)
2.2
) Qua
lity
Prof
essi
onal
Dev
elop
men
t D
escr
iptio
n:
Gui
lford
Cou
nty
Scho
ols
staf
f mem
bers
will
be p
rovi
ded
with
hig
h qu
ality
, on-
goin
g, re
sear
ch b
ased
pro
fess
iona
l dev
elop
men
t on
stra
tegi
es to
incr
ease
stu
dent
per
form
ance
in m
ath
and
engl
ish
lang
uage
arts
as
wel
l as
spec
ific
prof
essi
onal
dev
elop
men
t on
cul
tura
l rel
evan
ce a
nd e
quity
. Fun
ds w
ill be
use
d to
sup
port
activ
ities
suc
h as
stip
ends
for t
rain
ings
, sub
stitu
tes
for
prof
essi
onal
dev
elop
men
t, m
embe
rshi
ps to
pro
fess
iona
l org
aniz
atio
ns, a
nd c
ontra
cted
ser
vice
s.
Com
pone
nt
Item
Nam
e
Engl
ish
Lear
ner
ESL
Co-
Teac
hing
2.3
) Sup
plie
s an
d M
ater
ials
D
escr
iptio
n:
Fund
s w
ill be
use
d to
sup
plem
ent t
he s
tate
and
loca
l ins
truct
iona
l allo
tmen
ts. F
unds
will
supp
ort p
urch
ases
suc
h as
libr
ary
book
s, c
ompu
ter e
quip
men
t, pr
intin
g an
d bi
ndin
g, c
lass
room
mat
eria
ls, e
tc.
2.4
) Par
ent a
nd F
amily
Eng
agem
ent
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppo
rt ac
tiviti
es to
eng
age
and
educ
ate
pare
nts
in T
itle
I sch
ools
abo
ut m
atte
rs th
at w
ill he
lp th
em
supp
ort t
heir
child
's le
arni
ng.
2.5
) Sup
plem
enta
l Act
iviti
es
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppl
emen
t reg
ular
edu
catio
n ac
tiviti
es b
y pr
ovid
ing
stud
ents
with
opp
ortu
nitie
s to
par
ticip
ate
in a
ctiv
ities
Page 4 of 10 8/30/2018 11:59:22 AM10
such
as
field
trip
s an
d th
e as
soci
ated
tran
spor
tatio
n.
3) G
oal I
II: C
aree
r Pat
hway
s D
escr
iptio
n:
Incr
ease
per
cent
age
of g
radu
atin
g se
nior
s co
mpl
etin
g a
care
er p
athw
ay
Perfo
rman
ce M
easu
re:
By 2
022,
the
perc
enta
ge o
f gra
duat
ing
seni
ors
who
com
plet
e a
rigor
ous
care
er p
athw
ay w
ill in
crea
se to
35
perc
ent f
rom
28.
6 pe
rcen
t in
2017
.
Fisc
al R
esou
rces
Gra
nt
Not
es
2019
Con
solid
ated
Title
IA
$2,6
00,0
00
Con
solid
ated
Tot
al:
$2,6
00,0
00
Gra
nd T
otal
: $2
,600
,000
3.1
) Per
sonn
el
Des
crip
tion:
Ad
ditio
nal F
TEs
will
be p
urch
ased
to s
uppl
emen
t sta
te a
nd lo
cal a
llotm
ents
. Fun
ds m
ay a
lso
be u
tiliz
ed fo
r ext
ende
d em
ploy
men
t con
tract
s an
d su
bs fo
r sup
plem
enta
l FTE
s.
3.2
) Qua
lity
Prof
essi
onal
Dev
elop
men
t D
escr
iptio
n:
Gui
lford
Cou
nty
Scho
ols
staf
f mem
bers
will
be p
rovi
ded
with
hig
h qu
ality
, on-
goin
g, re
sear
ch b
ased
pro
fess
iona
l dev
elop
men
t on
stra
tegi
es to
incr
ease
stu
dent
per
form
ance
in m
ath
and
engl
ish
lang
uage
arts
as
wel
l as
spec
ific
prof
essi
onal
dev
elop
men
t on
cul
tura
l rel
evan
ce a
nd e
quity
. Fun
ds w
ill be
use
d to
sup
port
activ
ities
suc
h as
stip
ends
for t
rain
ings
, sub
stitu
tes
for
prof
essi
onal
dev
elop
men
t, m
embe
rshi
ps to
pro
fess
iona
l org
aniz
atio
ns, a
nd c
ontra
cted
ser
vice
s.
3.3
) Sup
plie
s an
d M
ater
ials
D
escr
iptio
n:
Page 5 of 10 8/30/2018 11:59:22 AM11
Fund
s w
ill be
use
d to
sup
plem
ent t
he s
tate
and
loca
l ins
truct
iona
l allo
tmen
ts. F
unds
will
supp
ort p
urch
ases
suc
h as
libr
ary
book
s, c
ompu
ter e
quip
men
t, pr
intin
g an
d bi
ndin
g, c
lass
room
mat
eria
ls, e
tc.
3.4
) Par
ent a
nd F
amily
Eng
agem
ent
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppo
rt ac
tiviti
es to
eng
age
and
educ
ate
pare
nts
in T
itle
I sch
ools
abo
ut m
atte
rs th
at w
ill he
lp th
em
supp
ort t
heir
child
's le
arni
ng.
3.5
) Sup
plem
enta
l Act
iviti
es
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppl
emen
t reg
ular
edu
catio
n ac
tiviti
es b
y pr
ovid
ing
stud
ents
with
opp
ortu
nitie
s to
par
ticip
ate
in a
ctiv
ities
su
ch a
s fie
ld tr
ips
and
the
asso
ciat
ed tr
ansp
orta
tion.
4) G
oal I
V: E
xcee
d G
row
th
Des
crip
tion:
In
crea
se th
e nu
mbe
r of s
choo
ls th
at e
xcee
d gr
owth
Pe
rform
ance
Mea
sure
: By
202
2, in
crea
se b
y 50
per
cent
the
num
ber o
f sch
ools
that
exc
eed
grow
th fr
om 3
2.5
perc
ent i
n 20
17.
Fisc
al R
esou
rces
Gra
nt
Not
es
2019
Con
solid
ated
Title
IA
$7,8
00,0
00
Title
IVA
– S
tude
nt S
uppo
rt an
d Ac
adem
ic E
nric
hmen
t (SS
AE)
$100
,000
Con
solid
ated
Tot
al:
$7,9
00,0
00
Gra
nd T
otal
: $7
,900
,000
4.1
) Per
sonn
el
Des
crip
tion:
Page 6 of 10 8/30/2018 11:59:22 AM12
Addi
tiona
l FTE
s w
ill be
pur
chas
ed to
sup
plem
ent s
tate
and
loca
l allo
tmen
ts. F
unds
may
als
o be
util
ized
for e
xten
ded
empl
oym
ent c
ontra
cts
and
subs
for s
uppl
emen
tal F
TEs.
4.2
) Qua
lity
Prof
essi
onal
Dev
elop
men
t D
escr
iptio
n:
Gui
lford
Cou
nty
Scho
ols
staf
f mem
bers
will
be p
rovi
ded
with
hig
h qu
ality
, on-
goin
g, re
sear
ch b
ased
pro
fess
iona
l dev
elop
men
t on
stra
tegi
es to
incr
ease
stu
dent
per
form
ance
in m
ath
and
engl
ish
lang
uage
arts
as
wel
l as
spec
ific
prof
essi
onal
dev
elop
men
t on
cul
tura
l rel
evan
ce a
nd e
quity
. Fun
ds w
ill be
use
d to
sup
port
activ
ities
suc
h as
stip
ends
for t
rain
ings
, sub
stitu
tes
for
prof
essi
onal
dev
elop
men
t, m
embe
rshi
ps to
pro
fess
iona
l org
aniz
atio
ns, a
nd c
ontra
cted
ser
vice
s.
4.3
) Sup
plie
s an
d M
ater
ials
D
escr
iptio
n:
Fund
s w
ill be
use
d to
sup
plem
ent t
he s
tate
and
loca
l ins
truct
iona
l allo
tmen
ts. F
unds
will
supp
ort p
urch
ases
suc
h as
libr
ary
book
s, c
ompu
ter e
quip
men
t, pr
intin
g an
d bi
ndin
g, c
lass
room
mat
eria
ls, e
tc.
4.4
) Par
ent a
nd F
amily
Eng
agem
ent
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppo
rt ac
tiviti
es to
eng
age
and
educ
ate
pare
nts
in T
itle
I sch
ools
abo
ut m
atte
rs th
at w
ill he
lp th
em
supp
ort t
heir
child
's le
arni
ng.
4.5
) Sup
plem
enta
l Act
iviti
es
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppl
emen
t reg
ular
edu
catio
n ac
tiviti
es b
y pr
ovid
ing
stud
ents
with
opp
ortu
nitie
s to
par
ticip
ate
in a
ctiv
ities
su
ch a
s fie
ld tr
ips
and
the
asso
ciat
ed tr
ansp
orta
tion.
5) G
oal V
: Dec
reas
e G
aps
Des
crip
tion:
D
ecre
ase
achi
evem
ent g
ap b
etw
een
blac
k an
d La
tino
stud
ents
and
thei
r whi
te p
eers
Pe
rform
ance
Mea
sure
: By
202
2, d
ecre
ase
the
achi
evem
ent g
ap b
etw
een
blac
k an
d La
tino
stud
ents
and
thei
r whi
te p
eers
by
7 pe
rcen
tage
poi
nts
from
25
Page 7 of 10 8/30/2018 11:59:22 AM13
-37
perc
enta
ge p
oint
s in
read
ing
and
mat
h in
201
7.
Fisc
al R
esou
rces
Gra
nt
Not
es
2019
Con
solid
ated
Title
IA
$5,2
00,0
00
Title
I-D
$8
15,0
00
Title
III â
€“ L
angu
age
Acqu
isiti
on (P
RC
104)
$3
50,0
00
Title
III â
€“ S
igni
fican
t Inc
reas
e (P
RC
111)
$7
1,00
0
Con
solid
ated
Tot
al:
$6,4
36,0
00
Gra
nd T
otal
: $6
,436
,000
5.1
) Per
sonn
el
Des
crip
tion:
Ad
ditio
nal F
TEs
will
be p
urch
ased
to s
uppl
emen
t sta
te a
nd lo
cal a
llotm
ents
. Fun
ds m
ay a
lso
be u
tiliz
ed fo
r ext
ende
d em
ploy
men
t con
tract
s an
d su
bs fo
r sup
plem
enta
l FTE
s.
5.2
) Qua
lity
Prof
essi
onal
Dev
elop
men
t D
escr
iptio
n:
Gui
lford
Cou
nty
Scho
ols
staf
f mem
bers
will
be p
rovi
ded
with
hig
h qu
ality
, on-
goin
g, re
sear
ch b
ased
pro
fess
iona
l dev
elop
men
t on
stra
tegi
es to
incr
ease
stu
dent
per
form
ance
in m
ath
and
engl
ish
lang
uage
arts
as
wel
l as
spec
ific
prof
essi
onal
dev
elop
men
t on
cul
tura
l rel
evan
ce a
nd e
quity
. Fun
ds w
ill be
use
d to
sup
port
activ
ities
suc
h as
stip
ends
for t
rain
ings
, sub
stitu
tes
for
prof
essi
onal
dev
elop
men
t, m
embe
rshi
ps to
pro
fess
iona
l org
aniz
atio
ns, a
nd c
ontra
cted
ser
vice
s.
Com
pone
nt
Item
Nam
e
Engl
ish
Lear
ner
Shel
tere
d In
stru
ctio
n
5.3
) Sup
plie
s an
d M
ater
ials
D
escr
iptio
n:
Page 8 of 10 8/30/2018 11:59:22 AM14
Fund
s w
ill be
use
d to
sup
plem
ent t
he s
tate
and
loca
l ins
truct
iona
l allo
tmen
ts. F
unds
will
supp
ort p
urch
ases
suc
h as
libr
ary
book
s, c
ompu
ter e
quip
men
t, pr
intin
g an
d bi
ndin
g, c
lass
room
mat
eria
ls, e
tc.
5.4
) Par
ent a
nd F
amily
Eng
agem
ent
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppo
rt ac
tiviti
es to
eng
age
and
educ
ate
pare
nts
in T
itle
I sch
ools
abo
ut m
atte
rs th
at w
ill he
lp th
em
supp
ort t
heir
child
's le
arni
ng.
5.5
) Sup
plem
enta
l Act
iviti
es
Des
crip
tion:
Fu
nds
will
be u
sed
to s
uppl
emen
t reg
ular
edu
catio
n ac
tiviti
es b
y pr
ovid
ing
stud
ents
with
opp
ortu
nitie
s to
par
ticip
ate
in a
ctiv
ities
su
ch a
s fie
ld tr
ips
and
the
asso
ciat
ed tr
ansp
orta
tion.
Plan
Fun
ctio
n
Prin
t
Cha
nge
Log
View
All
Scho
ol P
lan
Actio
n St
eps
Page 9 of 10 8/30/2018 11:59:22 AM15
Nee
ds A
sses
smen
t
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
Inse
rt th
e O
rgan
izat
ion'
s m
ost r
ecen
t Nee
ds A
sses
smen
t:
Plea
se u
se th
is lin
kto
acc
ess
the
Gui
lford
Cou
nty
Scho
ols'
Com
preh
ensi
ve N
eeds
Ass
essm
ent
Page 10 of 10 8/30/2018 11:59:22 AM16
Guilford County Schools Comprehensive Profile 2016-17
Division of Accountability and Research Guilford County Schools
May 2018
17
1
GCS Comprehensive Profile
2016-2017
Guilford County Schools is the third-largest school district in North Carolina and is ranked 49th nationally based on student enrollment. The district in its current form was created by the merger of Greensboro City Schools, High Point City Schools, and Guilford County Schools in 1993. Dr. Sharon Contreras has been the superintendent since 2016. The district is divided into 13 learning areas, each supervised by a School Support Officer. Mission Guilford County students will graduate as responsible citizens prepared to succeed in higher education or in the career of their choice. Core Values
• We are committed to creating an educational organization where a variety of persons and perspectives are welcome. We are committed to providing an environment where students and staff from all cultures and backgrounds may succeed.
• We are committed to developing a culture where our employees identify with and understand the feelings of our students and parents as well as their colleagues.
• We are committed to creating a school system where everyone is appreciated
for who they are and evaluated solely on their contributions and performance. Through the work of this institution, we will create awareness of – and develop strategies to understand and eradicate – prejudice, discrimination, and racism on the individual and organizational levels.
• We are committed to fostering a work environment where the goal is not to
manage innovations, but to become innovative. Problems are identified, adults in the district assume ownership of the problems, and everyone works together as agents of the solution until the problems are solved. We will not stop until obstacles are removed, solutions are found, and clear and compelling goals are established.
• We are committed to creating a school district that acts with honesty and
forthrightness, holding ourselves to high academic and ethical standards and treating everyone with respect.
18
2
Dr. Contreras announced the district’s strategic plan, Ignite Learning, in March 2018. The strategic plan was created based on input from over 2,000 members of the community as well as findings of a transition team tasked with identifying challenges, inequities, and successes in the district. The plan includes six goals to be met by 2022. Goal I: To increase the percentage of students who will read proficiently by the end
of third grade to 63 percent (currently 53.4 percent) Goal II: To increase the percentage of incoming sixth-graders passing NC Math 1 with
a C or better by the end of their ninth grade year to 75 percent (currently 69.8 percent)
Goal III: To increase the percentage of graduating seniors who complete a rigorous
career pathway to 35 percent (currently 28.6 percent) Goal IV: To increase by 50 percent the number of schools that exceed growth
(currently 32.5 percent) Goal V: To decrease the achievement gap between black and Latino students and
their white peers by 7 percentage points (currently the gap ranges from 25-37 percent in reading and math)
Goal VI: To increase organizational efficiency and effectiveness to better support
student learning
Community Overview
Guilford County is located in North Carolina’s Piedmont region and is the third most
populous county in the state with 521,330 residents. The district covers an area of 645.7 square miles and includes 11 cities and towns. The county also has seven universities and colleges. Greensboro, the county seat, is the largest city in the county and the third largest city in the state with a population of 287,019 residents. High Point, the county’s
second-largest city has 108,982 residents. The county was established in the late 1700s and has played an important role as a commercial transport hub for roads and later railroads. The proximity to important natural resources such as cotton, timber, and tobacco led to its industrial development through the twentieth century, making it an important center of furniture and textile manufacturing. With downturns in traditional areas of manufacturing, the area has
19
3
diversified its economy by attracting companies in the areas of logistics, high-tech, nanotechnology, aviation, and financial services. Demographics
Based on data from the 2016 one-year American Community Survey (ACS), Whites make up the largest racial group in Guilford County at 55.8% (see Figure A), which is lower than both the state (68.9%) and the country (72.6%). Blacks comprise the next largest racial group in the county at 33.6% (21.5% state; 12.7% US), followed by Asians (5%) and Multiracial (2.2%). The proportion of Guilford County residents who are Hispanic is similar to the proportion of Hispanics in North Carolina, but lower than the national average (see Figure B). The age distribution of Guilford County is similar to both state and national age bands (see Figure C). The average household size has held fairly steady for the past four years. Household size in Guilford County has hovered near 2.5 people, which is slightly below the state and national levels (see Figure D). English is the most widely spoken language. As of 2016, more than 78% of people age 5 or older in the United States speak only English (see Figure E). North Carolina and Guilford County have even a higher proportion of English only speakers: 88.5% and 85.9%, respectively. However, the percentage of children for whom English is not spoken at home is increasing in Guilford County. Among residents 25 or older, Guilford County has a higher percentage of its population with college degrees (34.5%) than both the state (30.4%) and nation (31.3%). In comparing the proportion of residents with only a high school diploma or its equivalency, the county (24.7%) is lower than state (25.8%) and national (27.2%) levels (see Figure F). In 2016, Guilford County reported that 3.7% of the population aged 18 or below had a disability. This rate is below both the state and national levels of 4.5% and 4.3%, respectively (see Figure G).
20
4
GuilfordCounty NC US
Asian 5.0 2.7 5.4 Black or African American 33.6 21.5 12.7 White 55.8 68.9 72.6Two or more races 2.2 2.6 3.2All Others 3.4 4.3 6.1
0
20
40
60
80
100
Perc
ent o
f Pop
ulat
ion
Figure A. 2016 Population by Race
2013 2014 2015 2016Guilford County 7.5 7.6 7.8 7.9NC 8.8 9.0 9.1 9.2US 17.1 17.3 17.6 17.8
0
4
8
12
16
20
Perc
ent o
f Pop
ulat
ion
Figure B. Hispanic Population
21
5
Guilford County NC USUnder 5 years 5.9 5.9 6.15 to 19 20.1 19.7 19.420 to 34 21.0 19.7 20.635 to 54 26.2 26.6 25.855 or Older 26.9 28.2 28.0
0
20
40
60
80
100
Perc
ent o
f Pop
ulat
ion
Figure C. 2016 Age Distribution
2013 2014 2015 2016Guilford County 2.5 2.5 2.5 2.5NC 2.6 2.6 2.6 2.6US 2.7 2.7 2.7 2.7
2.0
2.2
2.4
2.6
2.8
Mem
bers
of H
oush
old
Figure D. Average Household Size
22
6
2013 2014 2015 2016Guilford County 12.5 12.6 12.2 14.1NC 11.0 11.2 11.5 11.5US 20.8 21.1 21.5 21.6
0
10
20
30
Perc
ent o
f Pop
ulat
ion
Figure E. Percent of Population 5 years of Age or OlderWho Speak a Language Other Than English
GuilfordCounty NC US
2016 Less than High School 19.4 22.2 20.92016 High School Graduate 24.7 25.8 27.22016 Some College, No
Degree 21.4 21.6 20.6
2016 Bachelor's Degree orHigher 34.5 30.4 31.3
0
20
40
60
80
100
Perc
ent o
f Pop
ulat
ion
Figure F. 2016 Educational Attainment of the Population over the Age of 25
23
7
Economic Indicators
The median household income for Guilford County is $47,262 which is lower than the median income for North Carolina ($50,584) and the United States ($57,617). While both the state and the nation have seen decreases in poverty levels over the past four years, Guilford County’s poverty levels increased in 2016 (see Figure H). While North Carolina and the nation witnessed corresponding drops in Food Stamp/SNAP Assistance rates, Guilford County had a higher proportion of residents participating in Food Stamps/SNAP programs in 2016 at 16.1% (see Figure I). Guilford County’s
unemployment rate has been about one percentage point lower than the state’s in
recent years. In 2016, the county and the state evened out at 6.2%, which is slightly higher than the national rate of 5.8% (see Figure J).
2013 2014 2015 2016Guilford County 2.8 4.1 3.8 3.7NC 4.7 4.5 4.5 4.5US 4.1 4.2 4.1 4.3
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Figure G. Percent of Population under 18 Years of Agewith a Disability
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2013 2014 2015 2016Guilford County 14.4 11.6 11.7 14.4NC 13.1 12.8 11.8 11.2US 11.6 11.3 10.6 10.0
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Figure H. Percent of Population Living in Poverty
2013 2014 2015 2016Guilford County 14.1 15.3 13.7 16.1NC 14.7 14.4 14.2 13.5US 13.5 13.2 12.8 12.4
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Figure I. Percent of Population Receiving Food Stamps/SNAP Assistance
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District Overview
The district has approximately 72,000 students enrolled in 125 schools with per-pupil spending of about $7,274. Guilford County Schools has 45 magnet and choice schools with 54 program options for students. The district offers 187 Career and Technical Education courses, 30 Advanced Placement Courses, and eight schools that participate in the International Baccalaureate program. Guilford County Schools employs over 10,000 people, including 4,795 classroom teachers. Guilford County Schools has a diverse student population: 40.7% of students are Black, 32.5% White, 15.7% Hispanic, 6.4% Asian, 4.2% Two or More Races, 0.4% American Indian, and 0.15% Pacific Islander. Students speak 112 languages and dialects other than English. Students participating in Special Education programs number 10,324, and 14,490 students are in the Academically Gifted program. Approximately 6,000 students are identified as English Learners (EL) and receive services from the English Learners Department. The poverty rate among students is 64.6%. Rates of student mobility have remained stable at both Title I and Non-Title I schools; however, the rates of mobility are noticeably higher at Title I schools, presenting a challenge for some of the district’s most high-need schools (see Figures K-M).
2013 2014 2015 2016Guilford County 8.9 7.1 5.7 6.2NC 9.7 8.3 6.9 6.2US 8.4 7.2 6.3 5.8
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Figure J. Unemployment Rate
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Figure K. GCS Student Mobility
Title I Non-Title I
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Figure L. K-5 Student Mobility
Title I Non Title I
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The 2016-2017 North Carolina READY Accountability Model combines measures of student performance and student growth. Every school receives an EVAAS School Accountability Growth Status indicating that they have Exceeded Expected Growth, Met Expected Growth, or Not Met Expected Growth. All schools also receive a Performance Composite based on percent of End-of-Grade (EOG) and End-of-Course (EOC) tests scored at the proficient level. Elementary schools administer reading and math EOGs in Grades 3-5 and a science EOG in Grade 5. Likewise, middle schools administer reading and math EOGs in Grades 6-8 and a science EOG in Grade 8; middle schools also administer the NC Math 1 EOC. High school students take EOCs in NC Math 1, Biology, and English II. There are additional READY indicators for high schools:
• ACT College Readiness - % of students meeting the UNC system admissions
minimum requirement of a composite score of 17
• Math Course Rigor - % of graduates taking and passing high-level math courses such as Math III
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Figure M. 6-8 Student Mobility
Title I Non Title I
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• ACT WorkKeys - % of graduates who are Career and Technical Education concentrators who earn a Silver Certificate or higher
• 4-Year Cohort Graduation Rate - % of students who entered high school four (4)
years prior and who graduated within four (4) years • 5-Year Cohort Graduation Rate - % of students who entered high school five (5)
years prior and who graduated within five (5) years
In 2012-2013, the state of North Carolina began implementation of the new Common Core curriculum in reading and math and new state curriculum in science and social studies. New EOG and EOC assessments were developed and administered to students. In October of 2013, the state board adopted college and career readiness Academic Achievement Standards and Academic Achievement descriptors for the EOGs and EOCs. In March of 2014, the board adopted a new five-level achievement scale that replaced the four-level scale in an effort to have more definitive discrimination for student achievement reporting. The new scale reports the percentage of students who are grade level proficient (GLP) and the percentage who are college and career ready (CCR). The GLP measure includes students who score at or above Level 3 and demonstrate at least sufficient command of the material. The CCR measure includes only students who scored at Level 4 or 5. These students demonstrate solid command of the material and are considered college and career ready. Students at Level 3 could be college and career ready with additional support. Non-Title I schools in the district performed similar to North Carolina across content areas in elementary, middle, and high schools, with roughly the same percentage of students demonstrating Grade-Level Proficiency. However, in all content areas and at all levels, there were noticeable gaps between the percentage of students who demonstrated proficiency at Title I schools in the district as compared to their Non-Title I counterparts (see Figures N-S). Graduation rates among GCS students have been consistently higher than North Carolina graduation rates from 2013 to 2017. In the 2016-2017 school year, a similar percentage of GCS students met ACT benchmarks in English, Math, and Reading compared to the percentage of students meeting ACT benchmarks in these areas statewide. A higher percentage of GCS students met the ACT Science benchmark than did statewide. Average subject scores for GCS students were similar to the North Carolina averages in all subjects. From 2013 to 2017, the percentage of GCS students who met University of North Carolina (UNC) minimum composite score of 17 on the ACT was similar to the percentage of students statewide. See Figures T-W for more detailed results.
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Figure N. 2016-2017 Elementary School Reading EOG Grade Level Proficiency by Title I Status
GCS Title I GCS Non-Title I GCS NC
0102030405060708090
100
Grade 6 Grade 7 Grade 8
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Figure O. 2016-2017 Middle School Reading EOG Grade Level Proficiency by Title I Status
GCS Title I GCS Non-Title I GCS NC
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0102030405060708090
100
Grade 3 Grade 4 Grade 5
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Figure P. 2016-2017 Elementary School Math EOG Grade Level Proficiency by Title I Status
GCS Title I GCS Non-Title I GCS NC
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Figure Q. 2016-2017 Middle School Math EOG Grade Level Proficiency by Title I Status
GCS Title I GCS Non-Title I GCS NC
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Figure R. 2016-2017 Science EOG Grade Level Proficiency by Title I Status
GCS Title I GCS Non-Title I GCS NC
0102030405060708090
100
Biology English II Math 1
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Figure S. 2016-2017 High School EOCGrade Level Proficiency by Title I Status
GCS Title I GCS Non-Title I GCS NC
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2013 2014 2015 2016 2017
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sFigure T. 2016-2017 Cohort Graduation Rates
Guilford County Schools North Carolina
0102030405060708090
100
English Math Reading Science
% M
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Figure U. 2016-2017 ACT% Meeting College Ready Benchmark Scores
GCS NC
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19.6
19.3
17.8
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19.2
19.3
17.7
0 5 10 15 20 25
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Reading
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English
Average Score
Figure V. 2016-2017 ACT Subject Scores
GCS NC
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% M
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Figure W. 2016-2017 ACT % With UNC Minimum Score of 17
Guilford County Schools North Carolina
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Achievement Gaps by Race/Ethnicity
In addition to the gaps between Title I and Non-Title I schools, there were gaps between race/ethnicity subgroup performance on 2016-2017 End-of-Grade and End-of-Course tests. For grades 3-8 Reading, there was minimal change in the gap between subgroups. The order of subgroup proficiency remained constant throughout all years with the highest performing group (White) scoring 1.7 percentage points higher in 2017 than in 2013 and the lowest performing group (Black) scoring 1.5 percentage points higher in 2017 than in 2013. Similarly, in grades 3-8 Math, every subgroup experienced an increase in GLP from 2013 to 2017 but with minimal changes to the gaps from year to year. The gap between the highest and lowest subgroups in 2013 was 37.2 percentage points, but in 2017 had decreased slightly to 37.0 percentage points. Grades 5 and 8 Science showed the largest reductions in achievement gap among both White/Hispanic students and White/Black students with the gap between White and Hispanic students reduced by 7.7 percentage points and the gap between White and Black students reduced by 4.1 percentage points (see Figures X-Z). For the three EOC courses, there were very small changes to the gap between the highest and lowest performing racial/ethnic groups. In English II, the overall difference increased from 32.7 to 35.0 percentage points between the highest and lowest performing groups during the same time interval. In NC Math 1, the gap between the highest and lowest subgroup decreased from 35.6 percentage points in 2013 to 34.6 percentage points in 2017. For Biology, the overall gap decreased by 3 percentage points (from 39.3 to 36.3 percentage points). In addition, all three EOC courses saw small decreases (<5 percentage points) in the gap between Black and Hispanic students, with the gap consistently favoring Hispanic students (see Figures AA-CC).
35
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Figure X. Grades 3-8 EOG Reading Grade Level Proficiency Over Time by Race-Ethnicity
Figure Y. Grades 3-8 EOG Math Grade Level Proficiency Over Time by Race-Ethnicity
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Figure Z. Grades 5 & 8 EOG Science Grade Level Proficiency Over Time by Race-Ethnicity
Figure AA. EOC English II Grade Level Proficiency Over Time by Race-Ethnicity
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Figure BB. EOC NC Math 1 Grade Level Proficiency Over Time by Race-Ethnicity
Figure CC. EOC Biology Grade Level Proficiency Over Time by Race-Ethnicity
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Dynamic Indicators of Basic Early Literacy (DIBELS)
Reading readiness for students entering kindergarten is assessed using the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Next Assessment. There is variability between kindergartners at Title I and Non-Title I schools. When considering readiness over time, in 2014-2015, 60% of Title I kindergarteners were at or above benchmark compared to 2017-2018 with 45% (see Figure DD). Non-Title I students showed a similar trend. In 2014-2015, 77% of kindergartners were at or above benchmark and 69% in 2017-2018. In 2017-2018 Title I schools had 45% percent of students at or above benchmark whereas Non-Title I schools had 69%, a 24-percentage point gap between the two school types. In past years, the gap has ranged between 16 and 19 percentage points. A consistent trend of a smaller proportion of students entering with reading readiness each year is apparent.
Title I Non-Title I Title I Non-
Title I Title I Non-Title I Title I Non-
Title I2014-2015 2015-2016 2016-2017 2017-2018
Above Benchmark 45% 63% 37% 57% 36% 55% 30% 54%Benchmark 15% 14% 16% 15% 16% 16% 15% 15%Below Benchmark 17% 13% 18% 15% 18% 14% 20% 16%Well Below Benchmark 23% 11% 29% 14% 30% 15% 35% 15%
0%10%20%30%40%50%60%70%80%90%
100%
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Figure DD. DIBELS Kindergarten Entrance Over Time
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Although there is a decrease in reading readiness at the beginning of kindergarten, students are consistently showing improvement throughout the kindergarten year. From 2014-2015 to 2016-2017, the percentage of students at or above benchmark increased about 20 percentage points over the course of the kindergarten year. And for each year, about 15% of kindergarten students were at benchmark on the beginning of year (BOY) administration. By the end of year (EOY) administration, about 28% of students were at benchmark. Between 2014-2015 and 2015-2016, there was a six-percentage point increase in the students above benchmark. In the 2016-2017 school year, there was an 11-percentage point increase for students at both the benchmark and above benchmark creating the largest gain over three years at 22 percentage points. By the end of the year, district-wide, 81% of kindergartners were at or above benchmark (see Figure EE).
BOY EOY BOY EOY BOY EOY2014-2015 2015-2016 2016-2017
Above Benchmark 50% 56% 44% 50% 43% 54%Benchmark 14% 27% 16% 29% 16% 27%Below Benchmark 16% 10% 17% 12% 17% 11%Well Below Benchmark 19% 7% 24% 9% 25% 8%
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Figure EE. DIBELS Kindergarten BOY to EOY Over Time
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However, the pattern is different for first grade (see Figure FF). For the three years from 2014–2015 to 2016–2017, there was little change from BOY to EOY in performance at or above benchmark. Similarly, the same is true for students below or well below benchmark.
BOY EOY BOY EOY BOY EOY2014-2015 2015-2016 2016-2017
Above Benchmark 57% 48% 53% 49% 52% 49%Benchmark 16% 22% 16% 20% 16% 21%Below Benchmark 12% 12% 13% 11% 13% 11%Well Below Benchmark 15% 17% 18% 20% 19% 19%
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sFigure FF. DIBELS First Grade BOY to EOY Over Time
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Second grade students showed a decrease in the proportion of students at or above benchmark from BOY to EOY each year. From 2014–2015 to 2016–2017, there was a 3 to 4 percentage point decrease in students at or above benchmark. There was a 2 to 3 percentage point increase in the students at the below benchmark level, while students at well below benchmark stayed about the same (see Figure GG).
DIBELS cohort data in Table 1 shows that the first-grade cohort from 2015-2016 made gains with more students at or above benchmark into the next year. Both the kindergarten and second grade cohort had a decrease in the number of students at or above benchmark in the next academic year.
Table 1. Cohort Data
2015-2016 2016-2017 Cohort Change
K Total 79% 81% 1 Total 69% 70% -9%
2 Total 69% 71% 2%
3 Total 66% 64% -5%
BOY EOY BOY EOY BOY EOY2014-2015 2015-2016 2016-2017
Above Benchmark 50% 52% 48% 48% 50% 51%Benchmark 26% 21% 25% 21% 25% 20%Below Benchmark 9% 12% 10% 12% 8% 11%Well Below Benchmark 15% 15% 18% 19% 17% 18%
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sFigure GG. DIBELS Second Grade BOY to EOY Over Time
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Text Reading and Comprehension (TRC)
The Text Reading and Comprehension (TRC) assessment administration involves oral and/or written responses to text to assess both reading skills and comprehension. At the middle of year (MOY) administration in 2014-2015, a lower percentage of kindergarten students were proficient or above proficient in reading (47%) and a higher percentage of kindergarten students were below or far below proficient (53%) compared with 2013-14. At the MOY administration in 2015-2016, an even lower percentage of kindergarten students were proficient or above proficient in reading (33%), and a higher percentage of kindergarten students were below or far below proficient (67%). Lastly, at the MOY administration in 2016-2017, the percentage of students who were proficient or above proficient in reading increased to 46%, and the percentage of students who were below or far below proficient decreased to 54% from the previous year (see Figure HH).
2013-2014 2014-2015 2015-2016 2016-2017Above Proficient 5% 5% 3% 3%Proficient 62% 42% 30% 43%Below Proficient 6% 6% 6% 13%Far Below Proficient 27% 47% 61% 41%
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Figure HH. TRC at Kindergarten MOY
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From 2014-2015 to 2017-2018, readiness figures varied widely by school: Non-Title I schools had a range from 18% - 22% of kindergarten students proficient at the MOY administration while Title I schools’ proficiencies ranged from 14%-19%. Data for kindergarten students above proficient were similar: Non-Title I schools had a range from 27% - 31% of kindergarten students above proficient on the MOY administration while Title I schools’ percentage above proficient ranged from 12% - 18% (see Figure II).
Title I Non-Title I Title I Non-
Title I Title I Non-Title I Title I Non-
Title IMOY MOY MOY MOY
2014-2015 2015-2016 2016-2017 2017-2018Above Proficient 17% 30% 12% 27% 18% 31% 16% 30%Proficient 19% 20% 15% 18% 15% 21% 14% 22%Below Proficient 26% 27% 26% 30% 27% 26% 29% 27%Far Below Proficient 38% 23% 46% 26% 40% 21% 41% 20%
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Figure II. TRC at Kindergarten MOY Over Time
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While many students are arriving in kindergarten below or well below proficient, over the course of the kindergarten year, they are making progress. From 2014-2015 to 2016-2017, the percentage of students proficient or above proficient increased between 22-27% over the course of the kindergarten year. In 2016-2017 district-wide, 61% of the students were proficient or above proficient at EOY. This represented an increase of 25% in students who were proficient or above proficient from the MOY administrations (see Figure JJ).
MOY EOY MOY EOY MOY EOY2014-2015 2015-2016 2016-2017
Above Proficient 20% 44% 16% 45% 16% 49%Proficient 15% 18% 19% 12% 20% 12%Below Proficient 55% 14% 56% 16% 57% 14%Far Below Proficient 10% 10% 9% 9% 6% 8%
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Figure JJ. TRC MOY to EOY for Kindergarten Over Time
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In 2016-2017 for first grade, there was an 8% decrease in students proficient or above proficient from the beginning of the year to the end of the year (see Figure KK).
BOY EOY BOY EOY BOY EOY2014-2015 2015-2016 2016-2017
Above Proficient 49% 14% 42% 13% 46% 14%Proficient 17% 29% 9% 32% 10% 34%Below Proficient 14% 19% 18% 25% 16% 24%Far Below Proficient 21% 37% 31% 30% 28% 28%
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Figure KK. TRC BOY to EOY Over Time for First Grade
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In 2014-2015 for second grade, there was little change for students either proficient or above proficient BOY to EOY. However, there was an increase in students proficient or above proficient from the beginning of the year to the end of the year with a 17% increase in 2015-16 and a 16% increase in 2016-17 (see Figure LL).
BOY EOY BOY EOY BOY EOY2014-2015 2015-2016 2016-2017
Above Proficient 23% 24% 8% 26% 11% 32%Proficient 29% 29% 23% 22% 29% 24%Below Proficient 21% 9% 33% 8% 29% 7%Far Below Proficient 26% 37% 37% 44% 31% 37%
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Figure LL. TRC BOY to EOY Over Time for Second Grade
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Third grade had similar results to second grade. In 2014-2015, there was little change for students either proficient or above proficient from beginning of the year (BOY) to end of the year (EOY) (see Figure MM). During 2015-2016 and 2016-2017, there was an increase in students proficient and above proficient from the beginning of the year to the end of the year for 3rd grade. In the last two years about 60% of the students were either proficient or above proficient on the TRC by the end of the year.
TRC cohort data shows that the Kindergarten cohort from 2015-2016 had a decrease in the percentage of students proficient or above proficient into the next year. Both the first and second grade cohort had gains in the number of students proficient or above proficient in the next academic year (see Table 2).
Table 2. Cohort Data
2015-2016 2016-2017 Cohort Change
Kindergarten 67% 71% 1st 45% 48% -19%
2nd 48% 56% 11%
3rd 56% 59% 11%
BOY EOY BOY EOY BOY EOY2014-2015 2015-2016 2016-2017
Above Proficient 28% 32% 25% 35% 29% 39%Proficient 27% 22% 15% 21% 17% 20%Below Proficient 12% 15% 7% 15% 7% 16%Far Below Proficient 33% 31% 53% 29% 47% 25%
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Figure MM. GCS TRC BOY to EOY Over Time for Third Grade
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GCS EVAAS Growth
For the 2016-2017 academic year, the percentage of schools across the district that Exceeded expected growth overall was higher than the state (32.8% vs. 26.3%). The percentage of schools that Met expected growth was also higher than the state (52.1% vs. 47.4%). The percentage that Did Not Meet expected growth was lower than the state (15.1% vs. 26.3%). A higher percentage of Title I elementary schools Did Not Meet expected growth (23.3%) compared with Non-Title I elementary schools (4.0%). However, at the secondary level, a lower percentage of Title I schools Did Not Meet expected growth compared with Non-Title I schools (5.0% vs. 19.4%). See Figure NN for more details.
Title I Non-Title I Title I Non-
Title I Title I Non-Title I GCS NC
Elementary Secondary All SchoolsExceeded 16.3% 16.0% 55.0% 54.8% 28.6% 37.5% 32.8% 26.3%Met 60.5% 80.0% 40.0% 25.8% 54.0% 50.0% 52.1% 47.4%Not Met 23.3% 4.0% 5.0% 19.4% 17.5% 12.5% 15.1% 26.3%
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Figure NN. 2016-17 GCS EVAAS Growth Status
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In 2014-2015, 26.2% of the Title I schools Did Not Meet expected growth. By 2016-2017, the rate was cut to only 17.5% of Title I schools that Did Not Meet expected growth, while the percent of these schools that Exceeded expected growth nearly doubled over that time span. For 2015-2016, the rate of Non-Title I schools that Exceeded expected growth was consistent with the previous year at about 48% of schools. In 2016-2017, the rate dropped to 37.5% of Non-Title I schools that Exceeded expected growth. The percent of Non-Title I schools that Did Not Meet expected growth has remained steady since 2014-2015 at 13% (see Figure OO).
District(N=119)
Title I(N=65)
Non-Title I
(N=54)
District(N=119)
Title I(N=63)
Non-Title I
(N=56)
District(N=119)
Title I(N=63)
Non-Title I
(N=56)
2014-2015 2015-2016 2016-2017
Exceeded 29.4% 15.4% 46.3% 37.8% 28.6% 48.2% 32.8% 28.6% 37.5%
Met 50.4% 58.5% 40.7% 44.5% 49.2% 39.3% 52.1% 54.0% 50.0%
Not Met 20.2% 26.2% 13.0% 17.6% 22.2% 12.5% 15.1% 17.5% 12.5%
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Figure OO. GCS EVAAS School Composites Over Time
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In 2016-2017, elementary level reading growth composites for the district indicate that 16% of schools Did Not Meet expected growth on Grade 4 EOG Reading while 100% of schools Met or Exceeded expected growth on Grade 5 EOG Reading. For both Grade 4 and Grade 5 Reading, Non-Title I schools performed similarly to Title I schools (see Figure PP).
District(N=70)
Title I(N=44)
Non-Title I(N=26)
District(N=71)
Title I(N=45)
Non-Title I(N=26)
ELA 4 ELA 5Exceeded 11.4% 11.4% 11.5% 15.5% 13.3% 19.2%Met 72.9% 72.7% 73.1% 84.5% 86.7% 80.8%Not Met 15.7% 15.9% 15.4% 0.0% 0.0% 0.0%
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Figure PP. 2016-2017 GCS EVAAS Elementary Reading Composites
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Of the Title I middle schools that Exceeded expected growth in EOG Reading, only 14.3% did so in Grade 6 and 21.4% in Grade 7. However, for Grade 8, the percentage that Exceeded expected growth was much higher at 57.1% (see Figure QQ).
District(N=24)
Title I(N=14)
Non-Title I
(N=10)
District(N=24)
Title I(N=14)
Non-Title I
(N=10)
District(N=24)
Title I(N=14)
Non-Title I
(N=10) ELA 6 ELA 7 ELA 8
Exceeded 29.2% 14.3% 50.0% 16.7% 21.4% 10.0% 41.7% 57.1% 20.0%Met 62.5% 71.4% 50.0% 75.0% 71.4% 80.0% 54.2% 42.9% 70.0%Not Met 8.3% 14.3% 0.0% 8.3% 7.1% 10.0% 4.2% 0.0% 10.0%
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Figure QQ. 2016-2017 GCS EVAAS Middle School Reading Composites
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In elementary EOG Math, a higher percentage of schools Exceeded expected growth than in EOG Reading. In Grade 4 EOG Math, 21.4% of elementary schools across the district Did Not Meet expected growth. However, 55.7% of schools Met expected growth, and 22.9% Exceeded expected growth. In Grade 5 EOG Math, Non-Title I schools outperformed Title I schools (see Figure RR).
District(N=70)
Title I(N=44)
Non-TitleI (N=26)
District(N=71)
Title I(N=45)
Non-TitleI (N=26)
Math 4 Math 5Exceeded 22.9% 20.5% 26.9% 38.0% 35.6% 42.3%Met 55.7% 61.4% 46.2% 50.7% 48.9% 53.8%Not Met 21.4% 18.2% 26.9% 11.3% 15.6% 3.8%
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Figure RR. 2016-2017 EVAAS Elementary Math Composites
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For middle school EOG math across the district, about 29% of schools Did Not Meet expected growth in Grade 6 and 7. In Grade 8, 33% of schools Did Not Meet expected growth. In Grade 6, 10.0% of Non-Title I schools Did Not Meet expected growth while 42.9% of Title I schools Did Not Meet (see Figure SS). In Grade 7, 40.0% of Non-Title I schools Did Not Meet expected growth compared to 21.4% of Title I schools. In Grade 8 Math, 60.0% of the Non-Title I schools Did Not Meet expected growth, while only 14.3% of Title I schools Did Not Meet.
District(N=24)
Title I(N=14)
Non-Title I
(N=10)
District(N=24)
Title I(N=14)
Non-Title I
(N=10)
District(N=24)
Title I(N=14)
Non-Title I
(N=10) Math 6 Math 7 Math 8
Exceeded 37.5% 35.7% 40.0% 37.5% 42.9% 30.0% 16.7% 21.4% 10.0%Met 33.3% 21.4% 50.0% 33.3% 35.7% 30.0% 50.0% 64.3% 30.0%Not Met 29.2% 42.9% 10.0% 29.2% 21.4% 40.0% 33.3% 14.3% 60.0%
0%
20%
40%
60%
80%
100%
Perc
ent o
f Sch
ools
Figure SS. 2016-17 EVAAS Middle School Math Composites
54
38
For Grade 5 Science across the district, 22.5% of schools Did Not Meet expected growth, nearly half Met expected growth (45.1%), and about one-third Exceeded expected growth (32.4%). A larger percentage of Title I schools Did Not Meet expected growth (26.7%) compared with Non-Title I schools (15.4%). For Grade 8 Science district-wide, 25% of middle schools Did Not Meet expected growth, 33.3% Met expected growth, and 41.7% Exceeded expected growth (see Figure TT). A higher percentage of Non-Title I schools (50.0%) Exceeded expected growth for Grade 8 Science than Title I schools (35.7%). See Figure TT for more details.
District(N=71)
Title I(N=45)
Non-TitleI (N=26)
District(N=24)
Title I(N=14)
Non-TitleI (N=10)
Science 5 Science 8Exceeded 32.4% 31.1% 34.6% 41.7% 35.7% 50.0%Met 45.1% 42.2% 50.0% 33.3% 35.7% 30.0%Not Met 22.5% 26.7% 15.4% 25.0% 28.6% 20.0%
0%
20%
40%
60%
80%
100%
Perc
ent o
f Sch
ools
Figure TT. 2016-2017 EVAAS Elementary and Middle Science Composites
55
39
In 2016-2017, 52.6% of the Title I schools Exceeded expected growth on the NC Math 1 EOC which was nearly 5% greater than the district average for all schools (47.9%). The district’s seven Title I high schools either Met or Exceeded expected growth in English II (see Figure UU).
District(N=48)
Title I(N=19)
Non-Title I
(N=29)
District(N=28)
Title I(N=7)
Non-Title I
(N=21)
District(N=28)
Title I(N=7)
Non-Title I
(N=21)Math 1 Biology English II
Exceeded 47.9% 52.6% 44.8% 42.9% 42.9% 42.9% 35.7% 28.6% 38.1%Met 37.5% 31.6% 41.4% 46.4% 42.9% 47.6% 57.1% 71.4% 52.4%Not Met 14.6% 15.8% 13.8% 10.7% 14.3% 9.5% 7.1% 0.0% 9.5%
0%
20%
40%
60%
80%
100%
Perc
ent o
f Sch
ools
Figure UU. 2016-17 EVAAS EOC Composites
56
Budg
et
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
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solid
ated
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ev 0
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tle IA
gfedc B
y ch
ecki
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is b
ox th
e LE
A is
wai
ving
allo
catio
n fo
r thi
s gr
ant a
nd a
ckno
wle
dges
that
doi
ng s
o co
uld
resu
lt in
the
real
loca
tion
of th
ese
fund
s, to
ano
ther
Pro
gram
Rep
ort C
ode
(PR
C) o
r LEA
/cha
rter.
All
Obj
ect
Cod
e
Purp
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Pr
ovid
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sfer
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.88
Page 1 of 34 8/30/2018 10:07:48 AM57
Gra
nt D
etai
ls
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
- Con
solid
ated
- R
ev 0
- Ti
tle IA
1. L
ocal
Edu
catio
nal A
genc
y (L
EA) P
lans
(SEC
. 111
2)
The
LEAâ
€™s
Con
solid
ated
Pla
n ha
s be
en d
evel
oped
with
tim
ely
and
mea
ning
ful c
onsu
ltatio
n w
ith (S
EC. 1
112(
a)(1
)):gfedcb
Tea
cher
s gfedcb
Prin
cipa
ls
gfedcb O
ther
sch
ool l
eade
rs
gfedcb P
arap
rofe
ssio
nals
gfedcb
Spe
cial
ized
Inst
ruct
iona
l Sup
port
Pers
onne
l gfedcb
Adm
inis
trato
rs (i
nclu
ding
adm
inis
trato
rs o
f pro
gram
s de
scrib
ed in
oth
er p
arts
of t
his
title
) gfedcb
Par
ents
of c
hild
ren
in s
choo
ls s
erve
d un
der t
his
part,
and
gfedcb
As
appr
opria
te, i
s co
ordi
nate
d w
ith o
ther
pro
gram
s un
der t
his
Act (
e.g.
, ID
EA, C
arl D
. Per
kins
) gfedc
Oth
er (e
.g.,
Trib
al o
rgan
izat
ions
) –
indi
cate
bel
ow
Ente
r the
dat
e(s)
for s
take
hold
er m
eetin
g(s)
(MM
/DD
/YYY
Y):
5/14
/201
8, 6
/28/
18, 7
/9/1
8, 8
/1/1
8
2. P
aren
t and
Fam
ily E
ngag
emen
t (SE
C. 1
116
(a)(2
))
The
LEA
has
a cu
rrent
LEA
Par
ent a
nd F
amily
Eng
agem
ent P
olic
y po
sted
on
thei
r web
site
. Ent
er th
e U
RL
(mus
t be
publ
icly
-acc
essi
ble)
for t
he L
EAâ€
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writ
ten
Pare
nt a
nd F
amily
Eng
agem
ent P
olic
y:ht
tps:
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rdpo
licyo
nlin
e.co
m/b
l/?b=
guilf
ord_
new
#&&h
s=37
4196
3. P
aren
t and
Fam
ily E
ngag
emen
t –
Use
of F
unds
(SEC
. 111
2 (b
)(7))
Page 2 of 34 8/30/2018 10:07:48 AM58
Fund
s re
serv
ed fo
r par
ent a
nd fa
mily
eng
agem
ent s
hall
be u
sed
to c
arry
out
act
iviti
es a
nd s
trate
gies
con
sist
ent w
ith th
e LE
A’
s pa
rent
and
fam
ily e
ngag
emen
t pol
icy,
incl
udin
g no
t les
s th
an o
ne (1
) of t
he fo
llow
ing
(SEC
. 111
6(a)
(3)(D
)):gfedcb
Sup
porti
ng s
choo
ls a
nd n
onpr
ofit
orga
niza
tions
in p
rovi
ding
pro
fess
iona
l dev
elop
men
t for
loca
l edu
catio
nal a
genc
y an
d sc
hool
per
sonn
el re
gard
ing
pare
nt a
nd fa
mily
eng
agem
ent s
trate
gies
, whi
ch m
ay b
e pr
ovid
ed jo
intly
to te
ache
rs,
prin
cipa
ls, o
ther
sch
ool l
eade
rs, s
peci
aliz
ed in
stru
ctio
nal s
uppo
rt pe
rson
nel,
para
prof
essi
onal
s, e
arly
chi
ldho
od
educ
ator
s, a
nd p
aren
ts a
nd fa
mily
mem
bers
. (SE
C. 1
116(
a)(3
)(D)(i
)) gfedcb
Sup
porti
ng p
rogr
ams
that
reac
h pa
rent
s an
d fa
mily
mem
bers
at h
ome,
in th
e co
mm
unity
, and
at s
choo
l. (S
EC. 1
116
(a)(3
)(D)(i
i))
gfedcb D
isse
min
atin
g in
form
atio
n on
bes
t pra
ctic
es fo
cuse
d on
par
ent a
nd fa
mily
eng
agem
ent,
espe
cial
ly b
est p
ract
ices
for
incr
easi
ng th
e en
gage
men
t of e
cono
mic
ally
dis
adva
ntag
ed p
aren
ts a
nd fa
mily
mem
bers
. (SE
C. 1
116(
a)(3
)(D)(i
ii))
gfedc C
olla
bora
ting,
or p
rovi
ding
sub
gran
ts to
sch
ools
to e
nabl
e su
ch s
choo
ls to
col
labo
rate
, with
com
mun
ity-b
ased
or o
ther
or
gani
zatio
ns o
r em
ploy
ers
with
a re
cord
of s
ucce
ss in
impr
ovin
g an
d in
crea
sing
par
ent a
nd fa
mily
eng
agem
ent.
(SEC
. 11
16(a
)(3)(D
)(iv)
) gfedcb
Eng
agin
g in
any
oth
er a
ctiv
ities
and
stra
tegi
es th
at th
e lo
cal e
duca
tiona
l age
ncy
dete
rmin
es a
re a
ppro
pria
te a
nd
cons
iste
nt w
ith s
uch
agen
cyâ€
™s
pare
nt a
nd fa
mily
eng
agem
ent p
olic
y. (S
EC. 1
116(
a)(3
)(D)(v
))
4. C
arry
over
(Est
imat
ed a
s of
Jun
e 30
th)
9,03
2,33
3.88
A. T
otal
Car
ryov
er fr
om p
revi
ous
year
’
s bu
dget
0.00
B. P
aren
t and
Fam
ily E
ngag
emen
t Car
ryov
er â
€“ F
unds
rem
aini
ng in
(1%
) Set
Asi
de fr
om p
revi
ous
year
’
s bu
dget
0.00
C. C
arry
over
for s
choo
l allo
catio
n â€
“ Am
ount
mus
t be
the
sam
e va
lue
as L
ine
16 o
n th
e Se
t Asi
des
Page
9,03
2,33
3.88
D. R
emai
ning
Car
ryov
er n
ot in
clud
ed in
B a
nd/o
r C (D
escr
ibe
use
of fu
nds
belo
w)
◾G
uilfo
rd C
ount
y Sc
hool
s w
ill bu
dget
car
ryov
er fu
nds
to s
uppo
rt st
rate
gies
suc
h as
:◾
Prov
ide
an a
dditi
onal
allo
tmen
t to
scho
ols
(Ban
ds 1
and
2)
Page 3 of 34 8/30/2018 10:07:48 AM59
◾Su
mm
er C
amps
in T
itle
I sch
ools
◾Su
mm
er C
amp
trans
porta
tion
◾Pr
ofes
sion
al d
evel
opm
ent f
or n
ew T
itle
I prin
cipa
ls◾
Prof
essi
onal
dev
elop
men
t for
all
Title
I pr
inci
pals
◾St
rate
gies
to re
crui
t, hi
re a
nd a
ttrac
t hig
hly
qual
ified
teac
hers
for T
itle
I sch
ools
◾St
rate
gies
and
reso
urce
s th
at w
ill he
lp tu
rn a
roun
d th
e lo
wes
t per
form
ing
Title
I sc
hool
s in
the
dist
rict
◾Tr
aini
ng a
ssis
tant
prin
cipa
ls fo
r prin
cipa
lshi
p in
Titl
e I s
choo
ls◾
Trai
ning
Mat
h I t
each
ers
in T
itle
I sch
ools
◾G
CS
will
use
care
er la
dder
s to
pro
vide
pro
gram
min
g to
ince
ntiv
ize
teac
hers
in th
e ar
eas
of s
cien
ce,
tech
nolo
gy, e
ngin
eerin
g an
d m
athe
mat
ics
(STE
M) a
t sch
ools
with
und
erre
pres
ente
d po
pula
tions
to im
prov
e in
stru
ctio
n an
d st
uden
t eng
agem
ent.
5. L
EA R
epor
t Car
d (S
EC. 1
111(
h)(2
))gfedcb
The
LEA
dis
tribu
tes
an A
nnua
l LEA
Rep
ort C
ard
in c
ompl
ianc
e w
ith T
itle
I req
uire
men
ts. D
escr
ibe
how
the
LEA
ensu
res
that
the
Annu
al L
EA R
epor
t Car
d is
dis
tribu
ted
in a
lang
uage
and
form
at th
at is
und
erst
anda
ble
to p
aren
ts a
nd fa
milie
s:
Gui
lford
Cou
nty
Scho
ols
diss
emin
ates
the
LEA
Rep
ort c
ard
in b
oth
Engl
ish
and
Span
ish.
Inte
rpre
ters
are
ava
ilabl
e fo
r use
by
sch
ool s
taff
to s
hare
this
info
rmat
ion.
6. M
etho
d fo
r Det
erm
inin
g Fu
ndin
g fo
r Titl
e I a
nd L
ow-In
com
e R
ank
Ord
er (S
EC. 1
113)
A. Id
entif
y th
e da
ta s
ourc
es u
sed
for l
ow-in
com
e an
d m
embe
rshi
p nu
mbe
rs a
nd d
ate(
s) c
olle
cted
. (SE
C. 1
113(
a)(2
))
gfedcb D
irect
Cer
tific
atio
n â€
“ Com
mun
ity E
ligib
ility
Prov
isio
n (C
EP)
Dat
e(s)
col
lect
edAp
ril 1
, 201
8
gfedc H
ouse
hold
App
licat
ion
Dat
e(s)
col
lect
ed
Page 4 of 34 8/30/2018 10:07:48 AM60
gfedcO
ther
(ple
ase
expl
ain
in te
xt b
ox, b
elow
)
B. D
escr
ibe
how
the
scho
ols
wer
e id
entif
ied
and
serv
ed in
rank
ord
er. (
SEC
. 111
3(A)
(3))
Gui
lford
Cou
nty
Scho
ols
used
the
April
1, 2
018
Com
mun
ity E
ligib
ility
Prov
isio
n da
ta th
at w
as c
ompi
led
by th
e di
stric
t's
Scho
ol N
utrit
ion
Dep
artm
ent t
o de
term
ine
perc
ent l
ow in
com
e. D
ata
for s
choo
l mem
bers
hip
was
sec
ured
from
Po
wer
Scho
ol d
ata
prov
ided
in th
e SN
S re
port.
7. P
artic
ipat
ion
of C
hild
ren
Enro
lled
in P
rivat
e Sc
hool
s (S
EC. 1
117)
Des
crib
e eq
uita
ble
serv
ices
pro
vide
d to
priv
ate
scho
ol c
hild
ren,
teac
hers
and
oth
er in
stru
ctio
nal s
taff.
(Upl
oad
(1)
Affir
mat
ion
of C
onsu
ltatio
n fo
rm w
ithin
Con
solid
ated
Rel
ated
Doc
umen
ts fo
r eac
h pr
ivat
e sc
hool
loca
ted
with
in th
e LE
A)gfedc
Che
ck if
you
are
a c
harte
r or d
o no
t hav
e pr
ivat
e sc
hool
s w
ithin
you
r LEA
Dur
ing
cons
ulta
tion
mee
tings
, the
priv
ate
scho
ol o
ffici
al a
nd L
EA d
esig
nee
dete
rmin
e th
e m
etho
d of
ser
vice
del
iver
y th
at
will
best
mee
t the
nee
ds o
f stu
dent
s in
thei
r sch
ool.
Met
hods
of s
ervi
ce c
an b
e be
fore
sch
ool t
utor
ing,
afte
r sch
ool
tuto
ring,
con
tract
ed s
ervi
ces,
and
sum
mer
pro
gram
min
g, a
s ex
ampl
es.
Pare
nt a
nd fa
mily
eng
agem
ent e
vent
s ar
e al
so
plan
ned
to u
tiliz
e th
e pa
rent
and
fam
ily e
ngag
emen
t por
tion
of th
e sc
hool
's pr
ivat
e sc
hool
's pr
o-ra
ta s
hare
.
8. H
omel
ess
Chi
ldre
n an
d Yo
uths
Ser
vice
s (S
EC. 1
112(
b)(6
))
Des
crib
e th
e se
rvic
es p
rovi
ded,
incl
udin
g se
rvic
es w
ith fu
nds
rese
rved
und
er S
EC. 1
113(
c)(3
)(A),
to s
uppo
rt th
e en
rollm
ent,
atte
ndan
ce, a
nd s
ucce
ss o
f hom
eles
s ch
ildre
n an
d yo
uth,
in c
oord
inat
ion
with
ser
vice
s th
e LE
A is
pro
vidi
ng
unde
r the
McK
inne
y Ve
nto
Hom
eles
s As
sist
ance
Act
.
GC
S id
entif
ied
3,24
7 ch
ildre
n an
d yo
uth
as e
xper
ienc
ing
hom
eles
snes
s du
ring
the
2017
-201
8 ac
adem
ic y
ear.
Annu
ally
, the
G
CS
Hom
eles
s Ed
ucat
ion
Prog
ram
relie
s up
on a
pro
gram
nee
ds a
sses
smen
t and
stu
dent
sur
veys
to e
nhan
ce
enro
llmen
t, at
tend
ance
, aca
dem
ic o
ppor
tuni
ties
and
serv
ice
prov
isio
ns fo
r the
se s
tude
nts.
The
resu
lts o
f the
nee
ds
asse
ssm
ent a
nd s
tude
nt s
urve
ys in
dica
te th
at th
e fo
llow
ing
serv
ices
are
nee
ded
in 2
018-
19 fo
r stu
dent
s ex
perie
ncin
g ho
mel
essn
ess
in g
rade
s Pr
e-K
thru
12:
aca
dem
ic tu
torin
g, c
ultu
ral e
xper
ienc
e fie
ld tr
ips,
col
lege
exp
osur
e fie
ld tr
ips
and
a su
mm
er a
cade
mic
pro
gram
. Stu
dent
s ex
perie
ncin
g ho
mel
essn
ess
will
also
hav
e th
e op
portu
nity
to re
ques
t bas
ic
nece
ssiti
es s
uch
as c
loth
ing,
bac
kpac
ks, s
choo
l sup
plie
s an
d pe
rson
al h
ygie
ne it
ems.
Page 5 of 34 8/30/2018 10:07:48 AM61
9. S
uppo
rt, C
oord
inat
ion
and
Inte
grat
ion
of S
ervi
ces
in E
arly
Chi
ldho
od E
duca
tion
Prog
ram
s (S
EC. 1
112(
b)(8
))
gfedcb C
heck
if th
e LE
A ha
s on
e or
mor
e Ti
tle I-
fund
ed p
resc
hool
cla
sses
.
Fund
ing
sour
ce:
gfedcb D
istri
ct S
et A
side
gfedc
Sch
ool R
eser
vatio
n
A. If
app
licab
le, d
escr
ibe
how
the
LEA
will
supp
ort,
coor
dina
te a
nd in
tegr
ate
serv
ices
pro
vide
d un
der t
his
part
with
ear
ly
child
hood
edu
catio
n pr
ogra
ms
at th
e LE
A or
indi
vidu
al s
choo
l lev
el, i
nclu
ding
pla
ns fo
r the
tran
sitio
n of
par
ticip
ants
in s
uch
prog
ram
s to
loca
l ele
men
tary
sch
ool p
rogr
ams.
◾W
e w
ork
clos
ely
with
the
Partn
ersh
ip fo
r Chi
ldre
n to
sup
port
plac
emen
ts th
at b
est a
ccom
mod
ate
fam
ilies
with
re
gard
to w
rap
arou
nd c
are,
tran
spor
tatio
n, s
iblin
g ca
re, e
tc.
◾W
e co
llabo
rate
with
Brin
ging
out
the
Best
at U
NC
G to
sup
port
the
soci
al e
mot
iona
l dev
elop
men
t of i
dent
ified
Pre
-K
child
ren.
Brin
ging
Out
the
Best
is a
n ea
rly in
terv
entio
n pr
ogra
m th
at p
rovi
des
fam
ily-c
ente
red,
com
mun
ity-b
ased
se
rvic
es ta
rget
ing
child
ren
ages
birt
h to
five
with
soc
ial a
nd e
mot
iona
l cha
lleng
es◾
Elem
enta
ry s
choo
ls h
ost v
isits
from
Hea
d St
art a
nd p
rivat
e cl
assr
oom
s as
par
t of t
he tr
ansi
tion
proc
ess.
◾
All t
each
ers
writ
e an
d im
plem
ent a
pre
-k to
k tr
ansi
tion
plan
in th
e sp
ring.
Thi
s in
clud
es a
ctiv
ities
suc
h as
: par
ent
orie
ntat
ion;
exp
erie
nces
in “s
peci
als”
the
cafe
teria
, kin
derg
arte
n cl
assr
oom
s; in
stru
ctio
nal a
ctiv
ities
abo
ut
kind
erga
rten;
tour
ing
the
bus;
etc
. ◾
Pre-
k te
ache
rs s
uppo
rt fa
milie
s in
com
plet
ing
Kind
erga
rten
regi
stra
tion
pack
ets
to e
nsur
e ch
ildre
n ar
e re
gist
ered
ea
rly.
Indi
cate
any
/all
partn
ers
that
ass
iste
d w
ith th
e de
velo
pmen
t of t
rans
ition
s pl
ans:
gfedcb N
C P
re-K
gfedc
Exc
eptio
nal C
hild
ren
gfedc H
ead
Star
t gfedc
Priv
ate
Chi
ldca
re
gfedcO
ther
(Des
crib
e be
low
)
Page 6 of 34 8/30/2018 10:07:48 AM62
B. F
ully
-fund
ed P
resc
hool
Cla
ssro
oms
gfedcb C
heck
if c
hild
ren
serv
ed in
the
pres
choo
l cla
ssro
oms
are
all T
itle
I
1224
Num
ber o
f Chi
ldre
n
4,40
0,00
0.00
Am
ount
of f
unds
allo
cate
d
gfedcb C
heck
if a
ny T
itle
I elig
ible
chi
ldre
n al
so q
ualif
y fo
r NC
Pre
-K
903
Num
ber o
f Chi
ldre
n
372,
036.
00 N
C P
re-K
Am
ount
per
mon
th
C. B
lend
ed P
resc
hool
Cla
ssro
oms
gfedcb C
heck
if c
hild
ren
are
serv
ed in
ble
nded
cla
ssro
oms
60 T
otal
Num
ber o
f chi
ldre
n
0.00
Am
ount
of f
unds
allo
cate
d
0 N
umbe
r of T
itle
I chi
ldre
n in
clud
ed in
num
ber a
bove
Indi
cate
the
prop
ortio
n of
pre
scho
ol fu
ndin
g by
pro
gram
:
0 %
Title
I
50 %
EC
50 %
Oth
er -
sour
ce
gfedcb C
heck
if a
ny T
itle
I elig
ible
stu
dent
s al
so q
ualif
y fo
r NC
Pre
-K
903
Num
ber o
f Chi
ldre
n
372,
036.
00 A
mou
nt o
f NC
Pre
-K p
er m
onth
Page 7 of 34 8/30/2018 10:07:48 AM63
D. O
ther
Pre
scho
ol P
rogr
ams
Che
ck to
indi
cate
oth
er L
EA P
resc
hool
Pro
gram
:gfedcb
Exc
eptio
nal C
hild
ren
gfedc H
ead
Star
t gfedc
NC
Pre
-K
gfedcO
ther
(Des
crib
e be
low
)
10. C
oord
inat
ion
Req
uire
men
ts (S
EC. 1
119(
a)-(b
))
Each
loca
l edu
catio
nal a
genc
y re
ceiv
ing
assi
stan
ce u
nder
this
par
t sha
ll ca
rry o
ut th
e ac
tiviti
es d
escr
ibed
in s
ubse
ctio
n (b
) w
ith H
ead
Star
t age
ncie
s an
d, if
feas
ible
, oth
er e
ntiti
es c
arry
ing
out e
arly
chi
ldho
od d
evel
opm
ent p
rogr
ams.
Eac
h lo
cal
educ
atio
nal a
genc
y sh
all d
evel
op a
gree
men
ts w
ith s
uch
Hea
d St
art a
genc
ies
and
othe
r ent
ities
to c
arry
out
suc
h ac
tiviti
es.
gfedcb C
heck
if L
EA h
as a
Mem
oran
dum
of U
nder
stan
ding
(MO
U) /
Agr
eem
ent (
MO
A) w
ith lo
cal H
ead
Star
t age
ncie
s an
d/or
ot
her e
ntiti
es.
11. S
trate
gies
to F
acili
tate
Effe
ctiv
e Tr
ansi
tions
(SEC
. 111
2(b)
(10)
(A)-(
B))
Des
crib
e ho
w th
e LE
A w
ill im
plem
ent s
trate
gies
to fa
cilit
ate
effe
ctiv
e tra
nsiti
ons
for s
tude
nts
from
mid
dle
grad
es to
hig
h sc
hool
and
from
hig
h sc
hool
to p
osts
econ
dary
edu
catio
n:
· F
acilit
ate
dist
rict r
egis
tratio
n m
eetin
gs w
hich
incl
ude
prin
cipa
ls, s
choo
l cou
nsel
ors,
gra
duat
ion
coac
hes,
car
eer
deve
lopm
ent c
oach
es a
nd d
ata
man
ager
s.
· T
hrou
ghou
t the
regi
stra
tion
proc
ess,
sch
ool c
ouns
elor
s w
ork
colla
bora
tivel
y w
ith a
nd a
re in
form
ed b
y va
rious
de
partm
ents
, suc
h as
the
Car
eer a
nd T
echn
ical
Edu
catio
n, A
cade
mic
ally
Gift
ed, E
xcep
tiona
l Chi
ldre
n’s,
Virt
ual
Lear
ning
,Stu
dent
Info
rmat
ion,
GTC
C C
aree
r and
Col
lege
Pro
mis
e de
partm
ent a
nd a
ll ot
her c
urric
ulum
are
as.
· T
each
ers
reco
mm
end
stud
ents
for t
heir
core
cla
sses
. Sch
ool s
taff
mem
bers
mak
e re
com
men
datio
ns b
y us
ing
seve
ral
crite
ria s
uch
as y
our p
revi
ous
perfo
rman
ce a
nd te
st s
core
s.
Page 8 of 34 8/30/2018 10:07:48 AM64
· C
ompl
ete
Hig
h Sc
hool
Fou
r-Yea
r Pla
ns, p
lans
that
map
out
cou
rses
to m
eet t
heir
post
-sec
onda
ry c
olle
ge a
nd/o
r car
eer
goal
s, in
clus
ive
ofea
rly c
olle
ge h
igh
scho
ol a
nd/o
r dua
l/ co
ncur
rent
enr
ollm
ent o
ppor
tuni
ties,
for e
very
risi
ng 9
th th
roug
h ris
ing
12th
gra
de s
tude
nt.
· P
rofe
ssio
nal d
evel
opm
ent s
essi
ons
focu
sed
on a
cces
s an
d eq
uity
, col
lege
and
car
eer r
eadi
ness
, clo
sing
the
achi
evem
ent g
ap, c
riter
ia fo
r cou
rse
plac
emen
t and
Adv
ance
d Pl
acem
ent.
· P
rofe
ssio
nal d
evel
opm
ent s
essi
ons
focu
sed
on s
ocia
l-em
otio
nal n
eeds
of s
tude
nts
and
cris
is p
reve
ntio
n/in
terv
entio
n.
· R
egis
tratio
n an
d Tr
ansi
tion
to M
iddl
e/H
igh
Scho
ol In
form
atio
nal m
eetin
gs fo
r par
ents
and
the
com
mun
ity.
· A
ll hi
gh s
choo
l cou
nsel
ors
wor
k w
ith s
tude
nts
durin
g C
olle
ge A
pplic
atio
n W
eek,
use
Fin
ish
the
FAFS
A to
mon
itor t
he
FAFS
A co
mpl
etio
n of
stu
dent
s, a
nd ta
ke s
tude
nts
on C
olle
ge T
ours
(mid
dle
scho
ol c
ouns
elor
s ho
st to
urs
as w
ell).
· H
ost a
dis
trict
-wid
e C
olle
ge N
ight
with
ave
rage
par
ticip
atio
n of
100
or m
ore
CAC
RAO
col
lege
s/un
iver
sitie
s.
·
·
incl
udin
g, if
app
licab
le:
A. th
roug
h co
ordi
natio
n w
ith in
stitu
tions
of h
ighe
r edu
catio
n, e
mpl
oyer
s, a
nd o
ther
loca
l par
tner
s; a
nd
Page 9 of 34 8/30/2018 10:07:48 AM65
Thro
ugho
ut th
e re
gist
ratio
n pr
oces
s, s
choo
l cou
nsel
ors
wor
k co
llabo
rativ
ely
with
and
/or a
re in
form
ed b
y:
·Th
e C
olle
ge F
ound
atio
n of
NC
(CFN
C.o
rg),
a “fr
ee s
ervi
ce o
f the
Sta
te o
f Nor
th C
arol
ina
free
serv
ice
of th
e St
ate
of
Nor
th C
arol
ina
prom
otes
acc
ess
to N
orth
Car
olin
a hi
gher
edu
catio
n an
d as
sist
s st
uden
ts w
ith e
duca
tion
plan
ning
, car
eer
plan
ning
, and
app
lyin
g an
d pa
ying
for c
olle
ge”(
http
s://w
ww
.cfn
c.or
g/ab
out/i
nfo_
abou
t.jsp
).
·G
uilfo
rd T
echn
ical
Com
mun
ity C
olle
ge C
aree
r and
Col
lege
Pro
mis
e de
partm
ent.
·Sa
y Ye
s to
Edu
catio
n a
com
mun
ity p
artn
er th
at h
elps
stu
dent
s at
tend
ing
our d
istri
ct’s
sch
ools
get
sup
port
need
ed to
gr
adua
te h
igh
scho
ol a
nd re
ady
for p
ost-s
econ
dary
suc
cess
.
·Th
roug
h pr
ofes
sion
al d
evel
op th
at in
clud
es tr
aini
ng fr
om u
nive
rsity
pro
fess
ors,
sch
olar
ship
repr
esen
tativ
es, a
nd
scho
ols
with
suc
cess
ful t
rans
ition
pro
gram
s in
oth
er s
tate
s.
·C
oord
inat
ion
with
Upw
ard
Boun
d (a
pro
gram
that
assi
sts
stud
ents
, par
ticul
arly
from
low
-inco
me
fam
ilies,
with
the
skills
and
mot
ivat
ion
nece
ssar
y fo
r suc
cess
in p
osts
econ
dary
edu
catio
n pr
ogra
ms)
and
the
Col
lege
Boa
rd (o
rgan
izat
ion
that
con
nect
s st
uden
ts to
col
lege
suc
cess
and
opp
ortu
nity
).
B. th
roug
h in
crea
sed
stud
ent a
cces
s to
ear
ly c
olle
ge h
igh
scho
ol o
r dua
l or c
oncu
rrent
enr
ollm
ent o
ppor
tuni
ties,
or c
aree
r co
unse
ling
to id
entif
y st
uden
t int
eres
ts a
nd s
kills
.
· S
choo
l cou
nsel
ors
and
teac
hers
par
ticip
ate
in th
e di
stric
t’s re
gist
ratio
n pr
oces
s (i.
e.: c
ours
e re
com
men
datio
ns a
nd
sele
ctio
ns fo
r ris
ing
9th, r
isin
g te
nth,
ele
vent
h an
d tw
elfth
gra
de s
tude
nts)
. The
regi
stra
tion
proc
ess
intro
duce
s st
uden
ts
to a
nd in
form
s st
uden
ts o
f way
s to
acc
ess
early
col
lege
hig
h sc
hool
and
/or d
ual/c
oncu
rrent
enr
ollm
ent o
ppor
tuni
ties.
· R
isin
g 9th
, ris
ing
tent
h, e
leve
nth
and
twel
fth g
rade
stu
dent
s co
mpl
ete
and
revi
ew (o
n an
ann
ual b
asis
) a H
igh
Scho
ol
Four
Yea
r Pla
n, m
appi
ng o
ut c
ours
es to
mee
t the
ir po
st-s
econ
dary
col
lege
and
/or c
aree
r goa
ls, i
nclu
sive
ofe
arly
col
lege
hi
gh s
choo
l and
/or d
ual/
conc
urre
nt e
nrol
lmen
t opp
ortu
nitie
s.
· S
tude
nts
parti
cipa
te in
car
eer c
ouns
elin
g se
ssio
ns. T
hese
ses
sion
s al
low
risi
ng 9
thgr
ade
stud
ents
to id
entif
y th
eir
inte
rest
s an
d sk
ills th
roug
h in
tere
st in
vent
ory
inst
rum
ents
.
· G
CS
prod
uces
a d
istri
ct re
gist
ratio
n bo
ok, i
n En
glis
h an
d Sp
anis
h, a
s w
ell a
s a
web
site
ded
icat
ed to
the
regi
stra
tion
proc
ess
(Reg
istra
tion
Tool
box)
. The
regi
stra
tion
book
con
sist
s of
all
enro
llmen
t opp
ortu
nitie
s in
clud
ing
acce
ss to
ear
ly
colle
ge h
igh
scho
ol a
nd d
ual/c
oncu
rrent
enr
ollm
ent.
Page 10 of 34 8/30/2018 10:07:48 AM66
· D
istri
ct R
egis
tratio
n m
eetin
gs a
re h
eld
on a
n an
nual
bas
is. I
n th
ese
mee
tings
, rep
rese
ntat
ives
from
Car
eer a
nd
Tech
nica
l Edu
catio
n, A
cade
mic
ally
Gift
ed, E
xcep
tiona
l Chi
ldre
n’s,
Virt
ual L
earn
ing,
Stud
ent I
nfor
mat
ion,
GTC
C C
aree
r an
d C
olle
ge P
rom
ise
depa
rtmen
t and
all
othe
r cur
ricul
um a
reas
pro
vide
cur
ricul
um u
pdat
es, c
urric
ulum
requ
ests
, re
gist
ratio
n be
st p
ract
ices
and
regi
stra
tion
proc
esse
s (u
pdat
es in
clud
e ac
cess
to e
arly
col
lege
hig
h sc
hool
and
du
al/c
oncu
rrent
enr
ollm
ent.
· C
aree
r Dev
elop
men
t Coo
rdin
ator
s (C
DC
s) a
re a
ssig
ned
to e
very
hig
h sc
hool
. In
thei
r rol
e, C
DC
s su
ppor
t Car
eer a
nd
Tech
nica
l Edu
catio
n (C
TE) a
nd c
oord
inat
e ca
reer
dev
elop
men
t ser
vice
s fo
r stu
dent
s pa
rtici
patin
g in
CTE
. CD
Cs
wor
ks
colla
bora
tivel
y w
ith a
dmin
istra
tors
, stu
dent
ser
vice
s pe
rson
nel,
and
teac
hers
to e
nsur
e th
e de
liver
y of
car
eer
deve
lopm
ent s
ervi
ces.
CD
Cs
faci
litat
e lin
kage
s w
ith p
aren
ts, b
usin
ess/
indu
stry
, pos
tsec
onda
ry in
stitu
tions
, and
co
mm
unity
org
aniz
atio
ns to
sup
port
stud
ents
’ tra
nsiti
on to
pos
tsec
onda
ry e
duca
tion
and
empl
oym
ent.
· U
NC
Col
lege
Adv
isor
s ar
e as
sign
ed to
a fe
w o
f our
hig
h ne
eds
high
sch
ools
. The
UN
C c
olle
ge a
dvis
ors
offe
r ad
vise
men
t to
and
mee
t with
stu
dent
s an
d pa
rent
s.
12. R
educ
e O
veru
se o
f Dis
cipl
ine
Prac
tices
(SEC
. 111
2(b)
(11)
)
Des
crib
e ho
w th
e LE
A w
ill su
ppor
t effo
rts to
redu
ce th
e ov
erus
e of
dis
cipl
ine
prac
tices
that
rem
ove
stud
ents
from
the
clas
sroo
m, w
hich
may
incl
ude
iden
tifyi
ng a
nd s
uppo
rting
sch
ools
with
hig
h ra
tes
of d
isci
plin
e, d
isag
greg
ated
by
each
of t
he
subg
roup
s of
stu
dent
s, a
s de
fined
in s
ectio
n 11
11(c
)(2).
Gui
lford
Cou
nty
Scho
ols
will
impl
emen
t dis
trict
-wid
e ef
forts
to re
duce
loss
inst
ruct
iona
l tim
e th
roug
h a
full-
scal
e im
plem
enta
tion
of re
stor
ativ
e pr
actic
es in
our
Titl
e I s
choo
ls, e
spec
ially
thos
e w
ith h
igh
disc
iplin
e ra
tes.
Res
tora
tive
Prac
tices
is a
rese
arch
bas
ed m
etho
d us
ed to
ach
ieve
last
ing
chan
ge th
at e
nhan
ces
and
build
s re
latio
nshi
ps b
etw
een
stud
ents
, sta
ff an
d pa
rent
s, im
prov
es s
tude
nt b
ehav
ior,
redu
ces
viol
ence
and
bul
lyin
g, a
nd c
reat
es a
sen
se o
f com
mun
ity.
Teac
hers
will
be a
ble
to a
ddre
ss a
cade
mic
and
soc
ial n
eeds
of s
tude
nts,
dec
reas
e th
e lik
elih
ood
of s
tude
nts
getti
ng
susp
ende
d, h
elp
stud
ents
dec
ided
how
to re
pair
harm
, and
hel
p cr
eate
a s
choo
l env
ironm
ent t
hat i
s sa
fe a
nd c
ondu
cive
to
prod
uctiv
e le
arni
ng. I
t enc
oura
ges
stro
ng p
artic
ipat
ion
from
prin
cipa
ls a
nd le
ader
ship
team
s, te
ache
rs, s
choo
l cou
nsel
ors
and
soci
al w
orke
rs in
impr
ovin
g ov
eral
l sch
ool c
limat
e an
d de
velo
ping
effe
ctiv
e pl
ans
to a
ddre
ss th
e va
ried
need
s of
di
vers
e an
d ch
alle
ngin
g st
uden
t pop
ulat
ions
.
In a
dditi
on, G
uilfo
rd C
ount
y Sc
hool
s w
ill be
wor
k w
ith c
omm
unity
par
tner
, Eng
agin
g Sc
hool
s, to
re-e
valu
ate
and
revi
se th
e
Page 11 of 34 8/30/2018 10:07:48 AM67
dist
rict’s
cur
rent
stu
dent
cod
e of
con
duct
. A re
vise
d co
de o
f con
duct
will
ensu
re fa
irnes
s an
d eq
uity
in o
ffice
refe
rrals
and
co
nseq
uenc
es a
s w
ell a
s es
tabl
ish
a m
ore
rest
orat
ive
envi
ronm
ent i
n sc
hool
s, u
sing
stra
tegi
es li
ke re
stor
ativ
e pr
actic
es.
This
will
requ
ire a
ssem
blin
g a
task
forc
e of
sch
ool-b
ased
sta
ff, p
aren
ts, s
tude
nts
and
com
mun
ity p
artn
ers
to e
nsur
e in
put
from
all
stak
ehol
ders
. An
exte
nsiv
e tra
inin
g pl
an w
ill be
dev
elop
ed fo
r sch
ool-b
ased
sta
ff in
clud
ing
scho
ol le
ader
s,
teac
hers
, and
stu
dent
sup
port
staf
f. Th
e di
stric
t will
also
pro
vide
com
mun
icat
ion
and
train
ing
to s
tude
nts,
par
ents
, and
fa
milie
s re
gard
ing
the
revi
sed
code
of c
ondu
ct.
13. C
ompa
rabl
e Se
rvic
es (S
EC. 1
113(
b)(1
)(D))
In a
ccor
danc
e w
ith fe
dera
l law
, an
LEA
may
ski
p an
d no
t ser
ve a
n el
igib
le a
ttend
ance
are
a or
sch
ool i
f
•
the
scho
ol m
eets
com
para
bilit
y re
quire
men
ts; a
nd
•
the
scho
ol is
rece
ivin
g su
pple
men
tal f
unds
from
oth
er S
tate
or l
ocal
sou
rces
that
are
spe
nt fo
r pro
gram
s th
at m
eet
the
requ
irem
ents
of T
itle
I and
thos
e fu
nds
are
at le
ast t
he s
ame
as w
ould
hav
e co
me
from
Titl
e I.
Com
para
ble
serv
ices
are
pro
vide
d fo
r (1)
sch
ools
that
are
ski
pped
with
in a
sel
ecte
d gr
ade-
span
; and
(2) s
choo
ls th
at a
re
skip
ped
in th
e di
stric
t as
a w
hole
. Com
plet
e th
e fo
llow
ing
tabl
e fo
r elig
ible
atte
ndan
ce a
reas
/sch
ools
, in
a se
lect
ed g
rade
-sp
an o
r in
the
dist
rict a
s a
who
le, t
hat w
ill be
ski
pped
and
will
not r
ecei
ve T
itle
I fun
ds. A
ttach
add
ition
al p
ages
as
need
ed.
Not
e: A
ppro
val f
or s
kipp
ing
scho
ols
is c
ontin
gent
upo
n th
e LE
A’
s pr
ovis
ion
on s
ubst
antia
l evi
denc
e th
at s
uppo
rts th
at
supp
lem
enta
l sta
te a
nd lo
cal f
unds
are
pro
vide
d. A
ppro
val i
s gr
ante
d on
a s
choo
l-by-
scho
ol b
asis
.
LEA
Per P
upil
Cos
t:
Cal
cula
te p
er p
upil
allo
catio
n (P
PA) b
ased
on
incl
usio
n of
the
scho
ols
liste
d be
low
in T
itle
I fun
ds to
be
allo
tted
to
scho
ols.
Nam
e of
sch
ool(s
) ski
pped
:PP
A Ba
sed
on
Incl
usio
n:N
umbe
r of
LIS*
:Am
ount
of f
unds
for
scho
ol:
Hay
nes
Inm
an E
duca
tion
Cen
ter
Hay
nes
Inm
an E
duca
tion
Cen
ter
-- 41
0464
4104
64
$
499.
18
57
$28
,453
.26
Her
bin
Met
z Ed
ucat
ion
Cen
ter
Her
bin
Met
z Ed
ucat
ion
Cen
ter
-- 41
0457
4104
57
$
499.
18
31
$15
,474
.58
Page 12 of 34 8/30/2018 10:07:48 AM68
*Low
-Inco
me
Stud
ents
Des
crip
tion
of C
ompa
rabl
e Se
rvic
es (D
escr
ibe
each
sch
ool s
epar
atel
y):
Prov
ide
a br
ief d
escr
iptio
n of
the
com
para
ble
serv
ices
to b
e of
fere
d. S
ectio
n 11
13(b
)(1)(D
)(ii)
allo
ws
an L
EA to
ski
p an
el
igib
le s
choo
l atte
ndan
ce a
rea
or s
choo
l tha
t has
a h
ighe
r per
cent
age
of p
over
ty if
the
area
or s
choo
l is
rece
ivin
g su
pple
men
tal f
unds
from
oth
er S
tate
or l
ocal
sou
rces
that
are
spe
nt a
ccor
ding
to th
e re
quire
men
ts o
f sec
tion
1114
or
1115
. A s
uppl
emen
tal S
tate
or l
ocal
pro
gram
mee
ts th
e re
quire
men
ts o
f Sec
tion
1115
if th
e pr
ogra
m:
•
Serv
es o
nly
child
ren
who
are
failin
g, o
r mos
t at r
isk
of fa
iling,
to m
eet t
he S
tate
's ch
alle
ngin
g st
uden
t aca
dem
ic
achi
evem
ent s
tand
ards
;
•
Prov
ides
sup
plem
enta
ry s
ervi
ces
desi
gned
to m
eet t
he s
peci
al e
duca
tiona
l nee
ds o
f the
chi
ldre
n w
ho a
re
parti
cipa
ting
in th
e pr
ogra
m to
sup
port
thei
r ach
ieve
men
t tow
ard
mee
ting
the
Stat
e's
stud
ent a
cade
mic
ach
ieve
men
t st
anda
rds;
and
•
Use
s th
e St
ate'
s as
sess
men
t sys
tem
des
crib
ed in
§2
00.2
of t
he T
itle
I reg
ulat
ions
to re
view
the
effe
ctiv
enes
s of
th
e pr
ogra
m
FTEs
and
reso
urce
s ar
e pr
ovid
ed to
sch
ools
in a
"wor
kboo
k" p
roce
ss.
Form
ulas
that
con
side
r pov
erty
dat
a, E
L po
pula
tion,
and
oth
er fa
ctor
s al
low
the
dist
rict t
o w
eigh
t allo
catio
ns b
ased
on
need
. Sc
hool
s th
e LE
A pr
opos
es to
sk
ip a
re a
lloca
ted
reso
urce
s ab
ove
and
beyo
nd th
ose
allo
cate
d us
ing
wei
ghte
d st
uden
t for
mul
as.
For b
oth
scho
ols:
The
sch
ools
that
will
be s
kipp
ed re
ceiv
e lo
cal E
C fu
nds,
sta
te E
C fu
nds,
and
Fed
eral
IDEA
-VI-B
fu
nds
that
are
use
d to
fund
the
scho
ols.
The
per
pup
il al
loca
tion
for s
tate
fund
ing
is h
ighe
r tha
n th
e pe
r pup
il am
ount
us
ed fo
r Titl
e I a
lloca
tions
. Al
l sch
ools
the
LEA
plan
s to
ski
p se
rve
only
chi
ldre
n w
ho a
re m
ost a
t ris
k of
failin
g to
m
eet t
he S
tate
's ch
alle
ngin
g ac
adem
ic a
chie
vem
ent s
tand
ards
; pro
vide
sup
plem
enta
ry s
ervi
ces
desi
gned
to m
eet
the
spec
ial e
duca
tion
need
s of
the
child
ren
who
are
par
ticip
atin
g in
the
prog
ram
to s
uppo
rt th
eir a
chie
vem
ent,
and
use
the
Stat
e's
asse
ssm
ent s
yste
m to
revi
ew th
e ef
fect
iven
ess
of th
e pr
ogra
m.
Exce
ptio
nal C
hild
ren
Sepa
rate
Set
ting
Scho
ols
serv
e st
uden
ts w
ho a
re s
ever
ely
and
prof
ound
ly d
isab
led
in a
n en
viro
nmen
t des
igne
d to
mee
t the
spe
cial
edu
catio
n ne
eds
of th
e en
rolle
d st
uden
ts to
sup
port
thei
r ach
ieve
men
t to
war
d m
eetin
g th
e St
ate'
s st
uden
t aca
dem
ic s
tand
ards
.
Page 13 of 34 8/30/2018 10:07:48 AM69
14. T
arge
ted
Assi
stan
ce S
choo
ls (p
leas
e m
ake
sure
this
alig
ns w
ith E
SSR)
(SEC
. 111
5)
If op
erat
ing
TAS
prog
ram
s, d
escr
ibe
the
proc
ess
for s
elec
ting
stud
ents
ser
ved
(111
2(b)
(9)):
15. I
f Titl
e I f
unds
are
iden
tifie
d as
Unb
udge
ted
Res
erve
as
a Se
t Asi
de, p
leas
e pr
ovid
e ju
stifi
catio
n.
The
dist
rict h
as b
udge
ted
to u
se a
ll ex
istin
g ca
rryov
er fu
nds
durin
g th
e 20
18-2
019
scho
ol y
ear.
The
refo
re, f
unds
bud
gete
d in
unb
udge
ted
rese
rve
for t
he 1
8-19
sch
ool y
ear w
ill be
use
d to
sus
tain
12
mon
th T
itle
I pai
d po
sitio
ns a
nd a
llow
sch
ools
to
have
acc
ess
to T
itle
I fun
ds p
rior t
o th
e be
ginn
ing
of th
e 20
19-2
020
scho
ol y
ear.
16. S
uppl
emen
t, No
t Sup
plan
t (SE
C. 1
118(
b)(1
)-(4)
)
A Lo
cal E
duca
tiona
l Age
ncy
(LEA
) sha
ll us
e Fe
dera
l fun
ds re
ceiv
ed u
nder
this
par
t onl
y to
sup
plem
ent t
he fu
nds
that
wou
ld,
in th
e ab
senc
e of
suc
h Fe
dera
l fun
ds, b
e m
ade
avai
labl
e fro
m S
tate
and
loca
l sou
rces
for t
he e
duca
tion
of s
tude
nts
parti
cipa
ting
in p
rogr
ams
assi
sted
und
er th
is p
art,
and
not t
o su
ppla
nt s
uch
fund
s. D
escr
ibe
the
met
hodo
logy
use
d to
al
loca
te S
tate
and
loca
l fun
ds to
eac
h sc
hool
rece
ivin
g as
sist
ance
und
er th
is p
art,
thus
ens
urin
g th
at s
uch
scho
ol re
ceiv
es
all t
he S
tate
and
loca
l fun
ds it
wou
ld o
ther
wis
e re
ceiv
e if
it w
ere
not r
ecei
ving
ass
ista
nce
unde
r thi
s pa
rt.
Alm
ost a
ll of
the
fund
ing
prov
ided
to s
choo
ls in
Gui
lford
Cou
nty
is c
alcu
late
d us
ing
per p
upil
base
d fo
rmul
as. T
he fo
rmul
as
are
wei
ghte
d so
add
ition
al fu
ndin
g is
pro
vide
d fo
r stu
dent
s th
at q
ualif
y fo
r fre
e or
redu
ced
mea
ls a
nd fo
r stu
dent
s th
at a
re
iden
tifie
d as
Eng
lish
lang
uage
lear
ners
. Whe
n al
lotti
ng th
ese
dolla
rs, n
o di
ffere
ntia
tion
is m
ade
betw
een
title
I sc
hool
s an
d no
n-tit
le I
scho
ols.
Som
e ad
ditio
nal f
undi
ng, s
uch
as fu
ndin
g fo
r ath
letic
s or
mag
net s
choo
ls, i
s al
lotte
d at
a fl
at a
mou
nt to
sch
ools
that
hav
e th
e sp
ecifi
c pr
ogra
ms.
The
se fu
nds
are
allo
tted
rega
rdle
ss o
f the
sch
ool’s
title
I st
atus
.
Addi
tiona
l res
ourc
es m
ay b
e pr
ovid
ed to
sch
ools
that
fall
into
cer
tain
loca
lly d
efin
ed c
ateg
orie
s su
ch a
s sc
hool
s w
ith th
e
Page 14 of 34 8/30/2018 10:07:48 AM70
low
est p
erfo
rman
ce c
ompo
site
, but
thes
e sc
hool
s ar
e ty
pica
lly ti
tle I
scho
ols.
A sa
mpl
e of
wei
ghte
d fo
rmul
as is
incl
uded
in th
e ch
art b
elow
:
ELEM
ENTA
RY
SCH
OO
L PL
AN
NIN
G A
LLO
TMEN
T FO
RM
ULA
S
DES
CR
IPTI
ON
FOR
MU
LA (S
EE N
OTE
S A
T B
OTT
OM
)
Tota
l AD
M P
er S
choo
l C
urre
nt Y
ear A
DM
Pro
ject
ions
(Inc
lude
s EC
)
CEP
Per
cent
M
ost R
ecen
t Ava
ilabl
e D
ata
(Uno
ffici
al)
Cla
ssro
om (C
ore)
Tea
cher
s G
rade
K =
20:
1, G
rade
1 =
20:
1, G
rade
2 =
20:
1, G
rade
3 =
20
:1, G
rade
s 4-
5 =
26.5
5:1;
tota
led,
then
roun
ded
to
near
est w
hole
num
ber.
Spec
ials
Tea
cher
s - A
rt, M
usic
, PE
&
Fore
ign
Lang
uage
Spec
ials
teac
hers
abl
e to
teac
h up
to 7
sec
tions
per
day
- 5
day
rota
tion
- allo
tmen
t to
cove
r 4 d
ays
(at l
east
1 d
ay a
rt,
at le
ast 1
day
mus
ic, a
t lea
st 1
day
PE,
and
1 d
ay o
f cho
ice
(art,
mus
ic o
r PE)
.
Page 15 of 34 8/30/2018 10:07:48 AM71
Teac
her A
ssis
tant
s Ba
sed
on d
istri
butin
g to
tal a
vaila
ble
(cal
cula
ted
as S
tate
D
olla
r allo
tmen
t div
ided
by
Aver
age
Sala
ry a
nd B
enef
its) a
t th
e ra
te o
f 1 p
er K
cla
ssro
om a
nd re
mai
nder
allo
cate
d ba
sed
on G
rade
s 1-
3 AD
M.
Cou
nsel
ors
Base
d on
Wei
ghte
d AD
MN
on-C
EP Id
entif
ied/
ESL
ADM
= W
eigh
t of 1
.0C
EP Id
entif
ied
ADM
= W
eigh
t of 1
.5LE
P Id
entif
ied
ADM
= W
eigh
t of 1
.25
SWD
Iden
tifie
d AD
M =
Wei
ght o
f 1.2
5
Less
than
800
Wei
ghte
d AD
M =
1.0
800
to 9
49 W
eigh
ted
ADM
= 1
.595
0 to
119
9 W
eigh
ted
ADM
= 2
.012
00 to
139
9 W
eigh
ted
ADM
= 2
.514
00 to
159
9 W
eigh
ted
ADM
= 3
.016
00 to
169
9 W
eigh
ted
ADM
= 3
.517
00 to
179
9 W
eigh
ted
ADM
= 4
.018
00 to
199
9 W
eigh
ted
ADM
= 4
.520
00 o
r mor
e W
eigh
ted
ADM
= 5
.0
Psyc
holo
gist
s Al
lotm
ent B
ased
on
Stud
ent C
ase
Load
as
dete
rmin
ed b
y Ps
ycho
logi
cal S
ervi
ces
Soci
al W
orke
rs
Allo
tmen
t as
dete
rmin
ed b
y SW
Ser
vice
s
Med
ia S
peci
alis
ts
1 pe
r Sch
ool
Page 16 of 34 8/30/2018 10:07:48 AM72
Assi
stan
t Prin
cipa
l As
sist
ant P
rinci
pal a
llotm
ents
will
rem
ain
the
sam
e as
this
sc
hool
yea
r with
a fe
w m
inor
adj
ustm
ents
.
ESO
L Te
ache
rs
ESO
L Te
ache
rs re
quire
d to
mee
t LEP
enr
ollm
ent
Curr
icul
um F
acili
tato
r .5
per
sch
ool
Trea
sure
r 1
per S
choo
l
Dat
a M
anag
er I
- Stu
dent
Info
rmat
ion
.5 p
er S
choo
l
Med
ia A
ssis
tant
No
ne A
llotte
d
Gen
eral
Ass
ista
nt
1 pe
r Sch
ool
Offi
ce S
uppo
rt II
.5
per
510
+
Offi
ce S
uppo
rt I
.5 p
er 1
020+
-
Page 17 of 34 8/30/2018 10:07:48 AM73
Note
: Sch
ools
with
Wei
ghte
d St
uden
t For
mul
a an
d/or
Titl
e I F
unds
may
use
sam
e to
pur
chas
e ad
ditio
nal p
ositi
ons
with
in a
ppro
ved
guid
elin
es.
Page 18 of 34 8/30/2018 10:07:48 AM74
Build
ing
Elig
ibilit
y
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
- Con
solid
ated
- R
ev 0
- Ti
tle IA
Org
aniz
atio
n C
ode
Scho
ol N
ame
(125
Bui
ldin
gs)
Gra
de S
pan
Tota
lR
esid
ent
Chi
ldre
n
Low
Inco
me
Stud
ents
To
tal
Low
Inco
me
NPS
Stu
dent
s
Sort
Ord
er(A
sc)
Elig
ibili
tyFo
rSe
rvic
e
Scho
ol S
erve
d G
rand
-fa
ther
Rul
e
Elig
ibili
ty -
Prog
ram
Mod
el
Orig
inal
Num
ber
Fina
l Num
ber
Orig
inal
Per
cent
Fin
al P
erce
nt
4105
98
Wile
y Ac
cel/E
nric
hmen
t PK
- 05
31
6 26
8 26
8 84
.81
%
84.8
1 %
gfedcb
gfedcb
gfedc
SW
-SW
4103
85
Gille
spie
Par
k El
emen
tary
PK
- 05
26
0 21
3 21
3 81
.92
%
81.9
2 %
1
gfedcb
gfedcb
gfedc
SW
-SW
4105
11
Park
view
Villa
ge E
lem
enta
ry
P3 -
05
323
255
255
78.9
5 %
78
.95
%
gfedcb
gfedcb
gfedc
S
W-S
W
4103
64
Fairv
iew
Ele
men
tary
P2
- 05
44
2 34
2 34
2 77
.38
%
77.3
8 %
gfedcb
gfedcb
gfedc
SW
-SW
4103
28
Bess
emer
Ele
men
tary
P2
- 05
47
1 36
4 36
4 77
.28
%
77.2
8 %
5
gfedcb
gfedcb
gfedc
SW
-SW
4103
66
Wal
do C
Fal
kene
r Sr E
lem
enta
ry
PK -
05
591
449
449
75.9
7 %
75
.97
%
6 gfedcb
gfedcb
gfedc
S
W-S
W
4103
49
Cea
sar C
one
Elem
enta
ry
P2 -
05
503
381
381
75.7
5 %
75
.75
%
10
gfedcb
gfedcb
gfedc
SW
-SW
4105
14
Cla
ra J
Pec
k El
emen
tary
P2
- 05
30
2 22
1 22
1 73
.18
%
73.1
8 %
gfedcb
gfedcb
gfedc
S
W-S
W
4104
02
Otis
L H
airs
ton
Sr M
iddl
e 06
- 08
66
4 48
0 48
0 72
.29
%
72.2
9 %
12
gfedcb
gfedcb
gfedc
SW
-SW
4105
33
SCAL
E Sc
hool
06
- 12
52
37
37
71
.15
%
71.1
5 %
gfedcb
gfedcb
gfedc
S
W-S
W
4103
31
Bluf
ord
Elem
enta
ry
KG -
05
275
194
194
70.5
5 %
70
.55
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
39
Kirk
man
Par
k El
emen
tary
PK
- 05
33
3 23
4 23
4 70
.27
%
70.2
7 %
gfedcb
gfedcb
gfedc
S
W-S
W
4105
32
Ran
kin
Elem
enta
ry
PK -
05
818
568
568
69.4
4 %
69
.44
%
5
gfedcb
gfedcb
gfedc
SW
-SW
4104
03
Ham
pton
Ele
m U
niv
Partn
ersh
ip
P2 -
05
332
229
229
68.9
8 %
68
.98
%
3
gfedcb
gfedcb
gfedc
SW
-SW
4104
15
Jack
son
Mid
dle
06 -
08
473
323
323
68.2
9 %
68
.29
%
3
gfedcb
gfedcb
gfedc
SW
-SW
4105
86
Was
hing
ton
Elem
enta
ry
P3 -
05
368
249
249
67.6
6 %
67
.66
%
gfedcb
gfedcb
gfedc
SW
-SW
4103
73
Juliu
s I F
oust
Ele
men
tary
PK
- 05
39
2 26
4 26
4 67
.35
%
67.3
5 %
gfedcb
gfedcb
gfedc
S
W-S
W
4104
09
Hun
ter E
lem
enta
ry
PK -
05
566
370
370
65.3
7 %
65
.37
%
3
gfedcb
gfedcb
gfedc
SW
-SW
4105
80
Uni
on H
ill El
emen
tary
PK
- 05
59
0 38
0 38
0 64
.41
%
64.4
1 %
gfedcb
gfedcb
gfedc
S
W-S
W
4104
69
Mon
tlieu
Aca
dem
y of
Tec
hnol
ogy
PK -
05
634
406
406
64.0
4 %
64
.04
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
78
Mur
phey
Tra
ditio
nal A
cade
my
P3 -
05
278
175
175
62.9
5 %
62
.95
%
gfedcb
gfedcb
gfedc
SW
-SW
4105
17
Peel
er O
pen
Elem
enta
ry
KG -
05
293
184
184
62.8
0 %
62
.80
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4105
38
Sedg
efie
ld E
lem
enta
ry
P3 -
05
549
344
344
62.6
6 %
62
.66
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4103
76
Cyr
us P
Fra
zier
Ele
men
tary
P2
- 05
34
2 21
3 21
3 62
.28
%
62.2
8 %
gfedcb
gfedcb
gfedc
S
W-S
W
4103
34
Brig
htw
ood
Elem
enta
ry
PK -
05
569
351
351
61.6
9 %
61
.69
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
99
Oak
Hill
Elem
enta
ry
PK -
05
474
288
288
60.7
6 %
60
.76
%
gfedcb
gfedcb
gfedc
SW
-SW
4105
05
Oak
Vie
w E
lem
enta
ry
P3 -
05
552
333
333
60.3
3 %
60
.33
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4105
92
Wel
born
Mid
dle
06 -
08
360
215
215
59.7
2 %
59
.72
%
3
gfedcb
gfedcb
gfedc
SW
-SW
4104
96
Nor
thw
ood
Elem
enta
ry
PK -
05
561
332
332
59.1
8 %
59
.18
%
gfedcb
gfedcb
gfedc
SW
-SW
4103
98
Dor
is H
ende
rson
New
com
ers
Sch
03 -
12
253
149
149
58.8
9 %
58
.89
%
gfedcb
gfedcb
gfedc
SW
-SW
4105
34
Prue
tte S
CAL
E Ac
adem
y 06
- 12
26
15
15
57
.69
%
57.6
9 %
gfedcb
gfedcb
gfedc
S
W-S
W
4103
10
Alle
n Ja
y El
emen
tary
PK
- 05
47
9 27
4 27
4 57
.20
%
57.2
0 %
gfedcb
gfedcb
gfedc
S
W-S
W
4103
67
Fern
dale
Mid
dle
06 -
08
743
421
421
56.6
6 %
56
.66
%
gfedcb
gfedcb
gfedc
SW
-SW
4103
55
Jam
es B
Dud
ley
Hig
h 09
- 12
13
54
760
760
56.1
3 %
56
.13
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4105
83
Vand
alia
Ele
men
tary
PK
- 05
26
6 14
9 14
9 56
.02
%
56.0
2 %
1
gfedcb
gfedcb
gfedc
S
W-S
W
4105
77
Sum
ner E
lem
enta
ry
P2 -
05
614
339
339
55.2
1 %
55
.21
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
27
John
son
Stre
et G
loba
l Stu
dies
KG
- 08
47
9 26
3 26
3 54
.91
%
54.9
1 %
gfedcb
gfedcb
gfedc
S
W-S
W
4103
19
T W
inga
te A
ndre
ws
Hig
h 09
- 12
76
0 41
7 41
7 54
.87
%
54.8
7 %
gfedcb
gfedcb
gfedc
S
W-S
W
4103
22
Arch
er E
lem
enta
ry
PK -
05
436
239
239
54.8
2 %
54
.82
%
gfedcb
gfedcb
gfedc
SW
-SW
4104
62
Ron
ald
E. M
cNai
r Ele
men
tary
PK
- 05
52
4 28
7 28
7 54
.77
%
54.7
7 %
1
gfedcb
gfedcb
gfedc
S
W-S
W
4103
16
Alle
n M
iddl
e 06
- 08
70
9 38
4 38
4 54
.16
%
54.1
6 %
4
gfedcb
gfedcb
gfedc
S
W-S
W
Page 19 of 34 8/30/2018 10:07:48 AM75
4105
44
Ben
L. S
mith
Hig
h Sc
hool
09
- 12
12
16
656
656
53.9
5 %
53
.95
%
gfedcb
gfedcb
gfedc
SW
-SW
4103
25
Swan
n M
iddl
e Sc
hool
06
- 08
60
0 31
9 31
9 53
.17
%
53.1
7 %
9
gfedcb
gfedcb
gfedc
S
W-S
W
4104
00
Gui
lford
Ele
men
tary
P3
- 05
54
1 27
6 27
6 51
.02
%
51.0
2 %
5
gfedcb
gfedcb
gfedc
S
W-S
W
4104
18
Jam
esto
wn
Elem
enta
ry
PK -
05
458
231
231
50.4
4 %
50
.44
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
36
Jam
es Y
Joy
ner E
lem
enta
ry
PK -
05
316
159
159
50.3
2 %
50
.32
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
87
Nor
thea
st G
uilfo
rd M
iddl
e 06
- 08
70
6 34
9 34
9 49
.43
%
49.4
3 %
6
gfedcb
gfedcb
gfedc
S
W-S
W
4103
07
Edw
in A
Ald
erm
an E
lem
enta
ry
PK -
05
456
221
221
48.4
6 %
48
.46
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4103
13
Sout
hern
Gui
lford
Mid
dle
06 -
08
768
368
368
47.9
2 %
47
.92
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
12
Irvin
g Pa
rk E
lem
enta
ry
PK -
05
584
276
276
47.2
6 %
47
.26
%
15
gfedcb
gfedcb
gfedc
S
W-S
W
4105
42
Geo
rge
C S
imki
ns J
r Ele
men
tary
P2
- 05
55
9 26
2 26
2 46
.87
%
46.8
7 %
2
gfedcb
gfedcb
gfedc
S
W-S
W
4105
30
Ree
dy F
ork
Elem
enta
ry
PK -
05
446
209
209
46.8
6 %
46
.86
%
7
gfedcb
gfedcb
gfedc
SW
-SW
4103
97
Wes
tern
Gui
lford
Mid
dle
06 -
08
643
298
298
46.3
5 %
46
.35
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
72
Mor
ehea
d El
emen
tary
P2
- 05
63
8 29
5 29
5 46
.24
%
46.2
4 %
8
gfedcb
gfedcb
gfedc
S
W-S
W
4104
30
Dav
id D
Jon
es E
lem
enta
ry
P3 -
05
723
332
332
45.9
2 %
45
.92
%
gfedcb
gfedcb
gfedc
SW
-SW
4105
78
Tria
ngle
Lak
e M
onte
ssor
i Ele
m
P1 -
05
515
233
233
45.2
4 %
45
.24
%
gfedcb
gfedcb
gfedc
SW
-SW
4103
40
Mon
ticel
lo-B
row
n Su
mm
it El
em
PK -
05
406
178
178
43.8
4 %
43
.84
%
gfedcb
gfedcb
gfedc
SW
-SW
4104
06
Hig
h Po
int C
entra
l Hig
h 09
- 12
13
78
602
602
43.6
9 %
43
.69
%
gfedcb
gfedcb
gfedc
SW
-SW
4104
23
Jeffe
rson
Ele
men
tary
PK
- 05
71
2 30
8 30
8 43
.26
%
43.2
6 %
1
gfedcb
gfedcb
gfedc
S
W-S
W
4104
42
Kise
r Mid
dle
06 -
08
892
382
382
42.8
3 %
42
.83
%
4
gfedcb
gfedcb
gfedc
SW
-SW
4103
61
Erw
in M
onte
ssor
i PK
- 05
30
0 12
8 12
8 42
.67
%
42.6
7 %
gfedcb
gfedcb
gfedc
S
W-S
W
4105
22
Pilo
t Ele
men
tary
PK
- 05
63
3 26
2 26
2 41
.39
%
41.3
9 %
gfedcb
gfedcb
gfedc
S
W-S
W
4104
84
Nor
thea
st G
uilfo
rd H
igh
09 -
12
996
412
412
41.3
7 %
41
.37
%
2
gfedcb
gfedcb
gfedc
SW
-SW
4104
60
East
ern
Gui
lford
Mid
dle
06 -
08
966
398
398
41.2
0 %
41
.20
%
1
gfedcb
gfedcb
gfedc
SW
-SW
4104
64
Hay
nes
Inm
an E
duca
tion
Cen
ter
P0 -
12
139
57
57
41.0
1 %
41
.01
%
gfedcb
gfedc
gfedc
S
W
4104
57
Her
bin
Met
z Ed
ucat
ion
Cen
ter
P0 -
08
76
31
31
40.7
9 %
40
.79
%
gfedcb
gfedc
gfedc
S
W
4104
54
Mad
ison
Ele
men
tary
KG
- 05
23
0 93
93
40
.43
%
40.4
3 %
gfedcb
gfedcb
gfedc
S
W-S
W
4103
79
Gat
eway
Edu
catio
n C
ente
r P0
- 12
15
1 59
59
39
.07
%
39.0
7 %
gfedcb
gfedc
gfedc
TAS
4105
35
Seda
lia E
lem
enta
ry
P3 -
05
474
185
185
39.0
3 %
39
.03
%
gfedcb
gfedc
gfedc
TA
S
4104
61
McL
eans
ville
Ele
men
tary
PK
- 05
35
3 13
7 13
7 38
.81
%
38.8
1 %
gfedcb
gfedc
gfedc
TAS
4103
91
Penn
-Grif
fin S
choo
ls
06 -
12
591
229
229
38.7
5 %
38
.75
%
gfedcb
gfedc
gfedc
TA
S
4104
51
John
Van
Lin
dley
Ele
men
tary
P2
- 05
51
9 19
7 19
7 37
.96
%
37.9
6 %
gfedcb
gfedc
gfedc
TAS
4105
53
Sout
hern
Ele
men
tary
PK
- 05
31
4 11
7 11
7 37
.26
%
37.2
6 %
gfedcb
gfedc
gfedc
TAS
4104
63
Men
denh
all M
iddl
e 06
- 08
72
1 26
7 26
7 37
.03
%
37.0
3 %
gfedcb
gfedc
gfedc
TAS
4105
41
Shad
ybro
ok E
lem
enta
ry
PK -
05
422
153
153
36.2
6 %
36
.26
%
gfedcb
gfedc
gfedc
TA
S
4105
56
Sout
hern
Gui
lford
Hig
h 09
- 12
10
82
389
389
35.9
5 %
35
.95
%
gfedcb
gfedc
gfedc
TA
S
4104
21
Jam
esto
wn
Mid
dle
06 -
08
1107
39
8 39
8 35
.95
%
35.9
5 %
gfedcb
gfedc
gfedc
TAS
4103
58
East
ern
Gui
lford
Hig
h 09
- 12
12
59
445
445
35.3
5 %
35
.35
%
gfedcb
gfedc
gfedc
TA
S
4104
08
Mid
dle
Col
lege
at G
TCC
-Hig
h Po
int
09 -
13
134
47
47
35.0
7 %
35
.07
%
gfedcb
gfedc
gfedc
TA
S
4104
07
Kear
ns A
cade
my
09 -
12
123
42
42
34.1
5 %
34
.15
%
gfedc
gfedc
gfedc
No
t Title
I
4103
11
Alle
n Ja
y M
iddl
e - A
Pre
para
tory
Aca
dem
y 05
- 08
38
1 12
4 12
4 32
.55
%
32.5
5 %
gfedc
gfedc
gfedc
Not T
itle I
4104
48
Linc
oln
Acad
emy
04 -
08
651
203
203
31.1
8 %
31
.18
%
gfedc
gfedc
gfedc
No
t Title
I
4105
08
Page
Hig
h 09
- 12
18
86
586
586
31.0
7 %
31
.07
%
gfedc
gfedc
gfedc
No
t Title
I
4103
82
Gib
sonv
ille E
lem
enta
ry
PK -
05
535
161
161
30.0
9 %
30
.09
%
gfedc
gfedc
gfedc
No
t Title
I
4105
29
Lucy
Rag
sdal
e H
igh
09 -
12
1447
43
4 43
4 29
.99
%
29.9
9 %
gfedc
gfedc
gfedc
Not T
itle I
4105
23
Plea
sant
Gar
den
Elem
enta
ry
PK -
05
451
134
134
29.7
1 %
29
.71
%
gfedc
gfedc
gfedc
No
t Title
I
4105
95
Wes
tern
Gui
lford
Hig
h 09
- 12
12
25
351
351
28.6
5 %
28
.65
%
gfedc
gfedc
gfedc
No
t Title
I
Page 20 of 34 8/30/2018 10:07:48 AM76
4104
58
C J
oyne
r Gre
ene
Educ
atio
n C
ente
r 08
- 12
85
24
24
28
.24
%
28.2
4 %
gfedc
gfedc
gfedc
Not T
itle I
4103
26
Mid
dle
Col
lege
Hig
h at
Ben
nett
09 -
12
103
29
29
28.1
6 %
28
.16
%
gfedc
gfedc
gfedc
No
t Title
I
4103
94
Grim
sley
Hig
h 09
- 12
17
10
478
478
27.9
5 %
27
.95
%
gfedc
gfedc
gfedc
No
t Title
I
4105
65
Sout
hwes
t Gui
lford
Mid
dle
06 -
08
1200
33
5 33
5 27
.92
%
27.9
2 %
gfedc
gfedc
gfedc
Not T
itle I
4104
66
Milli
s R
oad
Elem
enta
ry
PK -
05
537
147
147
27.3
7 %
27
.37
%
gfedc
gfedc
gfedc
No
t Title
I
4105
45
Acad
emy
at S
mith
09
- 12
20
3 55
55
27
.09
%
27.0
9 %
gfedc
gfedc
gfedc
Not T
itle I
4104
81
Nat
hana
el G
reen
e El
emen
tary
KG
- 05
25
6 67
67
26
.17
%
26.1
7 %
gfedc
gfedc
gfedc
Not T
itle I
4103
99
Mid
dle
Col
lege
at G
TCC
-Gre
ensb
oro
09 -
13
129
33
33
25.5
8 %
25
.58
%
gfedc
gfedc
gfedc
No
t Title
I
4103
43
Cla
xton
Ele
men
tary
KG
- 05
61
4 15
6 15
6 25
.41
%
25.4
1 %
gfedc
gfedc
gfedc
Not T
itle I
4104
83
Mid
dle
Col
lege
at N
C A
&T
09 -
12
120
30
30
25.0
0 %
25
.00
%
gfedc
gfedc
gfedc
No
t Title
I
4105
62
Sout
hwes
t Gui
lford
Hig
h 09
- 12
15
68
389
389
24.8
1 %
24
.81
%
gfedc
gfedc
gfedc
No
t Title
I
4105
50
Sout
heas
t Gui
lford
Mid
dle
06 -
08
952
233
233
24.4
7 %
24
.47
%
gfedc
gfedc
gfedc
No
t Title
I
4105
79
UN
CG
Ear
ly/M
iddl
e C
olle
ge
09 -
12
199
47
47
23.6
2 %
23
.62
%
gfedc
gfedc
gfedc
No
t Title
I
4103
88
Gen
eral
Gre
ene
Elem
enta
ry
KG -
05
491
112
112
22.8
1 %
22
.81
%
gfedc
gfedc
gfedc
No
t Title
I
4104
24
Jess
e W
harto
n El
em
KG -
05
525
114
114
21.7
1 %
21
.71
%
gfedc
gfedc
gfedc
No
t Title
I
4104
01
GTC
C M
iddl
e C
olle
ge H
igh
09 -
13
195
41
41
21.0
3 %
21
.03
%
gfedc
gfedc
gfedc
No
t Title
I
4103
70
Flor
ence
Ele
men
tary
PK
- 05
72
1 14
8 14
8 20
.53
%
20.5
3 %
gfedc
gfedc
gfedc
Not T
itle I
4103
46
Col
fax
Elem
enta
ry
P1 -
05
660
130
130
19.7
0 %
19
.70
%
gfedc
gfedc
gfedc
No
t Title
I
4103
04
Alam
ance
Ele
men
tary
PK
- 05
54
0 10
5 10
5 19
.44
%
19.4
4 %
gfedc
gfedc
gfedc
Not T
itle I
4105
47
Sout
heas
t Gui
lford
Hig
h 09
- 12
13
29
233
233
17.5
3 %
17
.53
%
gfedc
gfedc
gfedc
No
t Title
I
4103
90
GC
Mid
dle
Col
lege
Hig
h 11
- 12
11
5 20
20
17
.39
%
17.3
9 %
gfedc
gfedc
gfedc
Not T
itle I
4103
37
Broo
ks G
loba
l Ele
men
tary
KG
- 05
38
7 65
65
16
.80
%
16.8
0 %
gfedc
gfedc
gfedc
Not T
itle I
4104
88
Nor
ther
n G
uilfo
rd M
iddl
e 06
- 08
88
4 12
4 12
4 14
.03
%
14.0
3 %
gfedc
gfedc
gfedc
Not T
itle I
4105
69
STEM
Ear
ly C
olle
ge @
NC
A&T
SU
09
- 12
18
4 25
25
13
.59
%
13.5
9 %
gfedc
gfedc
gfedc
Not T
itle I
4105
74
Sum
mer
field
Ele
men
tary
KG
- 05
65
6 86
86
13
.11
%
13.1
1 %
gfedc
gfedc
gfedc
Not T
itle I
4104
37
Kern
odle
Mid
dle
06 -
08
771
98
98
12.7
1 %
12
.71
%
gfedc
gfedc
gfedc
No
t Title
I
4105
71
Stok
esda
le E
lem
enta
ry
P2 -
05
557
70
70
12.5
7 %
12
.57
%
gfedc
gfedc
gfedc
No
t Title
I
4104
91
EP P
earc
e El
emen
tary
KG
- 05
74
5 85
85
11
.41
%
11.4
1 %
gfedc
gfedc
gfedc
Not T
itle I
4105
59
Sout
hwes
t Ele
men
tary
KG
- 05
90
9 86
86
9.
46 %
9.
46 %
gfedc
gfedc
gfedc
Not T
itle I
4104
89
Nor
ther
n G
uilfo
rd H
igh
09 -
12
1340
11
7 11
7 8.
73 %
8.
73 %
gfedc
gfedc
gfedc
Not T
itle I
4105
68
Ster
nber
ger E
lem
enta
ry
P2 -
05
421
36
36
8.55
%
8.55
%
gfedc
gfedc
gfedc
No
t Title
I
4105
89
Philip
J W
eave
r Ed
Cen
ter
09 -
12
303
23
23
7.59
%
7.59
%
gfedc
gfedc
gfedc
No
t Title
I
4104
86
Nor
ther
n G
uilfo
rd E
lem
enta
ry
KG -
05
639
46
46
7.20
%
7.20
%
gfedc
gfedc
gfedc
No
t Title
I
4103
41
Brow
n Su
mm
it M
iddl
e 06
- 08
24
2 14
14
5.
79 %
5.
79 %
gfedc
gfedc
gfedc
Not T
itle I
4104
90
Nor
thw
est G
uilfo
rd H
igh
09 -
12
2064
11
9 11
9 5.
77 %
5.
77 %
gfedc
gfedc
gfedc
Not T
itle I
4104
93
Nor
thw
est G
uilfo
rd M
iddl
e 06
- 08
10
47
54
54
5.16
%
5.16
%
gfedc
gfedc
gfedc
No
t Title
I
4105
02
Oak
Rid
ge E
lem
enta
ry
PK -
05
768
36
36
4.69
%
4.69
%
gfedc
gfedc
gfedc
No
t Title
I
4103
95
Early
Col
lege
at G
uilfo
rd
09 -
12
197
6 6
3.05
%
3.05
%
gfedc
gfedc
gfedc
No
t Title
I
Tota
ls:
73,4
15
28,3
68
28,3
68
38.6
4 %
38
.64
%
130
Page 21 of 34 8/30/2018 10:07:48 AM77
Set A
side
s - 1
00%
Rul
e
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
- Con
solid
ated
- R
ev 0
- Ti
tle IA
Tota
ls
Amou
nt
1 To
tal T
itle
I Pla
nnin
g Al
lotm
ent
26,0
13,5
58.0
0
2 Pr
ivat
e Sc
hool
Pro
porti
onat
e Sh
are
Amou
nt
171,
346.
70
3 Ti
tle I
Allo
tmen
t for
LEA
use
25
,842
,211
.30
Set A
side
s Am
ount
4 Ad
min
istra
tive
(12%
max
imum
) 3,
121,
626.
96
5 Sc
hool
Impr
ovem
ent I
nter
vent
ions
(CSI
/TSI
sch
ools
) 0.
00
5.1
Fina
ncia
l Inc
entiv
es a
nd R
ewar
ds fo
r rec
ruitm
ent a
nd re
tent
ion
for C
SI/T
SI s
choo
ls
(opt
iona
l 5%
max
imum
) 0.
00
6 Pr
ofes
sion
al D
evel
opm
ent f
or T
each
ers
in T
itle
I Sch
ools
2,
479,
000.
00
7 Pa
rent
and
Fam
ily E
ngag
emen
t (1%
min
imum
for a
lloca
tions
abo
ve $
500,
000)
26
0,13
5.58
8 H
omel
ess
Chi
ldre
n an
d Yo
uth
Serv
ices
(Sec
tion
1113
(c)(3
)(A) -
com
para
ble
to T
itle
I PPA
) 26
0,13
5.58
9 Fo
ster
Car
e Tr
ansp
orta
tion
0.00
10
PreK
inde
rgar
ten
Prog
ram
s 4,
400,
000.
00
11
Neg
lect
ed, D
elin
quen
t or A
t-Ris
k Se
rvic
es
422,
569.
00
12
Dis
trict
-Wid
e In
stru
ctio
nal I
nitia
tive
640,
000.
00
13
Unb
udge
ted
Res
erve
(not
to e
xcee
d 10
%)
1,25
8,74
4.18
14 T
otal
Set
Asi
de
$12
,842
,211
.30
Per P
upil
Amou
nt (P
PA)
Amou
nt
Page 22 of 34 8/30/2018 10:07:48 AM78
All b
uild
ings
ser
ved
with
at l
east
35%
low
-inco
me.
15
Tota
l Titl
e I A
djus
ted
Allo
catio
n (T
itle
I Allo
tmen
t Rem
aini
ng A
fter P
rivat
e Sc
hool
Pr
opor
tiona
te S
hare
less
Set
Asi
des)
13
,000
,000
.00
16
Car
ryov
er/A
dditi
onal
Fun
ds to
be
avai
labl
e fo
r PPA
(opt
iona
l) +
17
Tota
l Allo
catio
n Am
ount
$
13,0
00,0
00.0
0
18
Tota
l LEA
Num
ber o
f Low
-Inco
me
Stud
ents
÷
28,3
68
100%
Fac
tor
x1.
00
19 M
inim
um P
PA
$45
8.26
Page 23 of 34 8/30/2018 10:07:48 AM79
Scho
ol A
lloca
tions
- PP
A Li
st -
100%
Rul
e
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
- Con
solid
ated
- R
ev 0
- Ti
tle IA
Scho
ol/A
ttend
ance
Are
a Al
loca
tion
Min
imum
Per
Pup
il Am
ount
(PPA
) $45
8.26
Org
aniz
atio
n C
ode
Scho
ol/
Atte
ndan
ce A
rea
Low
Inco
me
Min
. Allo
c Ac
tual
Allo
catio
n
%
# PP
A To
tal A
mt
AB
CD
PPA
x C
EF
E x
C
4105
98
Wile
y Ac
cel/E
nric
hmen
t 84
.81
268
122,
813.
68
995.
43
266,
775.
24
4103
85
Gille
spie
Par
k El
emen
tary
81
.92
213
97,6
09.3
8 99
5.43
21
2,02
6.59
4105
11
Park
view
Villa
ge
Elem
enta
ry
78.9
5 25
5 11
6,85
6.30
99
5.43
25
3,83
4.65
4103
64
Fairv
iew
Ele
men
tary
77
.38
342
156,
724.
92
995.
43
340,
437.
06
4103
28
Bess
emer
Ele
men
tary
77
.28
364
166,
806.
64
995.
43
362,
336.
52
4103
66
Wal
do C
Fal
kene
r Sr
Elem
enta
ry
75.9
7 44
9 20
5,75
8.74
99
5.43
44
6,94
8.07
4103
49
Cea
sar C
one
Elem
enta
ry
75.7
5 38
1 17
4,59
7.06
99
5.43
37
9,25
8.83
4105
14
Cla
ra J
Pec
k El
emen
tary
73
.18
221
101,
275.
46
995.
43
219,
990.
03
4104
02
Otis
L H
airs
ton
Sr
Mid
dle
72.2
9 48
0 21
9,96
4.80
99
5.43
47
7,80
6.40
4105
33
SCAL
E Sc
hool
71
.15
37
16,9
55.6
2 99
5.43
36
,830
.91
Page 24 of 34 8/30/2018 10:07:48 AM80
4103
31
Bluf
ord
Elem
enta
ry
70.5
5 19
4 88
,902
.44
995.
43
193,
113.
42
4104
39
Kirk
man
Par
k El
emen
tary
70
.27
234
107,
232.
84
995.
43
232,
930.
62
4105
32
Ran
kin
Elem
enta
ry
69.4
4 56
8 26
0,29
1.68
77
6.31
44
0,94
4.08
4104
03
Ham
pton
Ele
m U
niv
Partn
ersh
ip
68.9
8 22
9 10
4,94
1.54
77
6.31
17
7,77
4.99
4104
15
Jack
son
Mid
dle
68.2
9 32
3 14
8,01
7.98
77
6.31
25
0,74
8.13
4105
86
Was
hing
ton
Elem
enta
ry
67.6
6 24
9 11
4,10
6.74
77
6.31
19
3,30
1.19
4103
73
Juliu
s I F
oust
El
emen
tary
67
.35
264
120,
980.
64
776.
31
204,
945.
84
4104
09
Hun
ter E
lem
enta
ry
65.3
7 37
0 16
9,55
6.20
77
6.31
28
7,23
4.70
4105
80
Uni
on H
ill El
emen
tary
64
.41
380
174,
138.
80
776.
31
294,
997.
80
4104
69
Mon
tlieu
Aca
dem
y of
Te
chno
logy
64
.04
406
186,
053.
56
776.
31
315,
181.
86
4104
78
Mur
phey
Tra
ditio
nal
Acad
emy
62.9
5 17
5 80
,195
.50
776.
31
135,
854.
25
4105
17
Peel
er O
pen
Elem
enta
ry
62.8
0 18
4 84
,319
.84
776.
31
142,
841.
04
4105
38
Sedg
efie
ld E
lem
enta
ry
62.6
6 34
4 15
7,64
1.44
77
6.31
26
7,05
0.64
4103
76
Cyr
us P
Fra
zier
El
emen
tary
62
.28
213
97,6
09.3
8 77
6.31
16
5,35
4.03
4103
34
Brig
htw
ood
Elem
enta
ry
61.6
9 35
1 16
0,84
9.26
77
6.31
27
2,48
4.81
4104
99
Oak
Hill
Elem
enta
ry
60.7
6 28
8 13
1,97
8.88
77
6.31
22
3,57
7.28
4105
05
Oak
Vie
w E
lem
enta
ry
60.3
3 33
3 15
2,60
0.58
77
6.31
25
8,51
1.23
4105
92
Wel
born
Mid
dle
59.7
2 21
5 98
,525
.90
776.
31
166,
906.
65
Page 25 of 34 8/30/2018 10:07:48 AM81
4104
96
Nor
thw
ood
Elem
enta
ry
59.1
8 33
2 15
2,14
2.32
77
6.31
25
7,73
4.92
4103
98
Dor
is H
ende
rson
N
ewco
mer
s Sc
h 58
.89
149
68,2
80.7
4 77
6.31
11
5,67
0.19
4105
34
Prue
tte S
CAL
E Ac
adem
y 57
.69
15
6,87
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Page 26 of 34 8/30/2018 10:07:48 AM82
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Page 27 of 34 8/30/2018 10:07:48 AM83
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Page 28 of 34 8/30/2018 10:07:48 AM84
Plan Relationships
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title IA
Related Goals
1) Goal I: Reading Description:
Increase Reading Proficiency Performance Measure:
By 2022, the percentage of students who will read proficiently by the end of third grade will increase to 63 percent from 53.4 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $7,800,000
Title II-A $1,590,000
Title III – Language Acquisition (PRC104) $474,000
Title IVA – Student Support and Academic Enrichment (SSAE) $450,000
Consolidated Total: $10,314,000
Grand Total: $10,314,000
1.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
1.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
1.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
1.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
1.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
2) Goal II: Math I Description:
Increase percentage of students passing Math I
Page 29 of 34 8/30/2018 10:07:48 AM85
Performance Measure: By 2022, 75 percent of incoming sixth grade students will pass NC Math I (Algebra I) with a C or better by the end of their ninth grade year from 69.8 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $2,600,000
Title II-A $530,000
Title IVA – Student Support and Academic Enrichment (SSAE) $25,000
Consolidated Total: $3,155,000
Grand Total: $3,155,000
2.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
2.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
2.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
2.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
2.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
3) Goal III: Career Pathways Description:
Increase percentage of graduating seniors completing a career pathway Performance Measure:
By 2022, the percentage of graduating seniors who complete a rigorous career pathway will increase to 35 percent from 28.6 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $2,600,000
Consolidated Total: $2,600,000
Page 30 of 34 8/30/2018 10:07:48 AM86
Grand Total: $2,600,000
3.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
3.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
3.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
3.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
3.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
4) Goal IV: Exceed Growth Description:
Increase the number of schools that exceed growth Performance Measure:
By 2022, increase by 50 percent the number of schools that exceed growth from 32.5 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $7,800,000
Title IVA – Student Support and Academic Enrichment (SSAE) $100,000
Consolidated Total: $7,900,000
Grand Total: $7,900,000
4.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
4.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for
Page 31 of 34 8/30/2018 10:07:48 AM87
professional development, memberships to professional organizations, and contracted services.
4.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
4.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
4.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
5) Goal V: Decrease Gaps Description:
Decrease achievement gap between black and Latino students and their white peers Performance Measure:
By 2022, decrease the achievement gap between black and Latino students and their white peers by 7 percentage points from 25-37 percentage points in reading and math in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $5,200,000
Title I-D $815,000
Title III – Language Acquisition (PRC104) $350,000
Title III – Significant Increase (PRC111) $71,000
Consolidated Total: $6,436,000
Grand Total: $6,436,000
5.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
5.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
5.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
5.4) Parent and Family Engagement
Page 32 of 34 8/30/2018 10:07:48 AM88
Description: Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
5.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
Related Organization Plan Action Steps
Related School Plan Action Steps
Page 33 of 34 8/30/2018 10:07:48 AM89
Budg
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lford
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Page 1 of 7 8/30/2018 10:17:14 AM90
Grant Details
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title II-A
1. Activities (SEC. 2102(b)(2)(A))
Provide a description of the activities to be carried out by the LEA under this section and how these activities will be aligned with challenging North Carolina academic standards.
The Office of New Teacher Support provides a comprehensive program for Beginning Teachers (BT) based on the idea that learning to teach is a continuous cycle of planning, teaching and reflecting. The beginning teacher program provides support to assist teachers in learning new strategies to teach college and career ready standards as outlined by the NC Standard Course of Study. The program is designed to develop teacher capacity as defined by the North Carolina Professional Teaching Standards. Program activities are defined by the department of public instruction and include a formal beginning teacher orientation, a trained mentor, and a district induction specialist. Ongoing coaching and support is provided to beginning teachers in their first through third years of teaching.
The Office of Professional Learning collaborates across departments to ensure professional learning is aligned to the needs of educators in the district and aligned with the Learning Forward Standards for Professional Learning. Departments use student outcome data, teacher perception data and research to develop professional learning opportunities aligned to college and career standards as outlined in the NC Standard Course of Study.
2. Professional Growth and Improvement (SEC. 2102(b)(2)(B))
Provide a description of the LEA’s systems of professional growth and improvement, such as induction for teachers, principals, or other school leaders and opportunities for building the capacity of teachers and opportunities to develop meaningful teacher leadership.
New teachers receive a three-day orientation held prior to the start of school for beginning teachers with less than six months of experience. A two-day orientation make-up session is held monthly for teachers who begin teaching after the start of the school year.
During this orientation, teachers receive the following:
· Beginning teacher services including curriculum, human resources, and professional development
· Instructional technology support including work with Sharepoint, Canvas and SchoolNet which connect beginning teachers to best practices, instructional strategies, lesson plans, and resources
· Training in The North Carolina Teacher Evaluation Process and North Carolina Professional Teaching Standards
· Professional learning in diversity, equity and character development
· NC Standard Course of Study and local curriculum guides
· Training in ethical practices including the safe and appropriate use of seclusion and restraint of students
New school-based administrators attend an instructional Summer Leadership Institute as well as an Operational Institute. The Summer Leadership Institute focuses on strategic, school improvement planning. Communities of Practice are a continuation of the work begun at the Summer Leadership Institute and are held five times across the year. School Support Officers assigned to each of 13 learning areas provide another layer of support for new principals. The Office of Professional Learning and Leadership provides a variety of professional learning topics including, but not limited to, suicide intervention and teacher evaluation with a growth mindset.
3. Comprehensive and Targeted Support and Improvement Prioritization (SEC. 2102(b)(2)(C))
Provide a description of how the LEA will prioritize funds to schools served that are implementing comprehensive support and improvement activities and targeted support and improvement activities under section 1111(d) and have the highest percentage of children counted under section 1124(c).
Page 2 of 7 8/30/2018 10:17:14 AM91
A large amount of funds are used to pay personnel that focus their attention on helping improve instruction in all of our schools, especially for Induction and Support of new teachers. Our CSI, TSI, and Title I schools all have higher percentages of beginning teachers who receive this support.
4. Use of Data and Ongoing Consultation to Update and Improve Activities (SEC. 2102(b)(2)(D))
Provide a description of how the LEA will use data and ongoing consultation to continually update and improve activities supported under Title II Part A.
To ensure program quality, effectiveness, and efficient management of the Beginning Teacher Support Program, multiple data sources are utilized, including the following:
· Evaluations of the Right Start Orientation program
· North Carolina Teacher Working Conditions Survey
· Beginning of year, mid-year and year-end surveys
· New Teacher Focus Group
· Student achievement data
· Teacher evaluation data for BT1s and BT2s
An analysis of these data sources informs an annual New Teacher Support Program Report. The report is shared with stakeholders to inform continuous program improvement.
The GCS Professional Learning Department strives to improve student achievement through the creation of a professional learning community that provides high quality professional development opportunities by supporting the district's strategic plan, exploring current research in education, promoting more effective teaching and learning, and fostering personal and professional growth.
The Professional Learning Department of GCS oversees high quality professional development by:
· providing workshops based on effective teaching and learning strategies;
· ensuring that professional development reflects current research and best practices in education;
· Providing professional learning on the Standardsand,
· Support staff with choices of professional development activities for re-certification that tie to individual, school and district goals.
The Professional Learning Department utilizes various data sources to support professional learning in the district including but not limited to:
· Evaluations and surveys of professional learning offered in the district during the courese of the academic school year
· North Carolina Teacher Working Conditions Survey
· Teacher Focus Groups
· Principal Focus Groups
· Student achievement data
Page 3 of 7 8/30/2018 10:17:14 AM92
5. Equitable Expenditures
(LEAs only) Determine the amount required for Title II, Part A equitable services to private school teachers and other educational personnel now that this amount must be determined based on the LEA’s total Title II, Part A allocation.
Do you have Private school(s) participating?gfedcb YesYesgfedc NoNo
A. Number of Students
A1: LEA Enrollment (number should match ESSR) 73415
A2: Participating Private Schools Enrollment 2721
A3: Total Enrollment = A1 + A2 76136
B. Title II, Part A Allocation
B1: Total LEA Allocation 2,650,941.00
B2: Administrative Costs (for public and private school programs) 73,563.61
B3: LEA Allocation Minus Administrative Costs = B1 – B2 2,577,377.40
C. Per Pupil Rate
C1: B3 divided by A3 33.85
D. Equitable Services
Amount LEA must reserve for equitable services for private school teachers and other educational personnel = A2 multiplied by C1
92,105.85
Page 4 of 7 8/30/2018 10:17:14 AM93
Plan Relationships
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title II-A
Related Goals
1) Goal I: Reading Description:
Increase Reading Proficiency Performance Measure:
By 2022, the percentage of students who will read proficiently by the end of third grade will increase to 63 percent from 53.4 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $7,800,000
Title II-A $1,590,000
Title III – Language Acquisition (PRC104) $474,000
Title IVA – Student Support and Academic Enrichment (SSAE) $450,000
Consolidated Total: $10,314,000
Grand Total: $10,314,000
1.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
1.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
1.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
1.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
1.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
2) Goal II: Math I Description:
Increase percentage of students passing Math I
Page 5 of 7 8/30/2018 10:17:14 AM94
Performance Measure: By 2022, 75 percent of incoming sixth grade students will pass NC Math I (Algebra I) with a C or better by the end of their ninth grade year from 69.8 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $2,600,000
Title II-A $530,000
Title IVA – Student Support and Academic Enrichment (SSAE) $25,000
Consolidated Total: $3,155,000
Grand Total: $3,155,000
2.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
2.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
2.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
2.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
2.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
Related Organization Plan Action Steps
Related School Plan Action Steps
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Page 1 of 15 8/30/2018 10:21:59 AM96
Grant Details
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title III – Language Acquisition (PRC104)
1. Allowable Purposes for Title III Funds (SEC. 3115(a)(1-4))
Indicate below the activities the LEA will implement to improve the education of English learners and immigrant children and youth by assisting the children to learn English and meet the challenging State academic standards. Check each box that applies; check at least one item. gfedcb Developing and implementing new language instruction educational programs and academic content instructional programs for Developing and implementing new language instruction educational programs and academic content instructional programs for English learners and immigrant children and youth, including early childhood education programs, elementary school programs, English learners and immigrant children and youth, including early childhood education programs, elementary school programs, and secondary school programs.and secondary school programs.gfedcb Carrying out highly focused, innovative, locally designed activities to expand or enhance existing language instruction Carrying out highly focused, innovative, locally designed activities to expand or enhance existing language instruction educational programs and academic content instruction programs for English learners and immigrant children and youth.educational programs and academic content instruction programs for English learners and immigrant children and youth.gfedcb Implementing, within an individual school, schoolwide programs for restructuring, reforming, and upgrading all relevant Implementing, within an individual school, schoolwide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for programs, activities, and operations relating to language instruction educational programs and academic content instruction for English learners and immigrant children and youth.English learners and immigrant children and youth.gfedc Implementing, within the entire jurisdiction of a local educational agency, agency-wide programs for restructuring, reforming, Implementing, within the entire jurisdiction of a local educational agency, agency-wide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for English learners and immigrant children and youth.content instruction for English learners and immigrant children and youth.
Note: Approaches and methodologies must be effective for teaching English Learners, immigrant children and youth in meeting challenging State academic standards.
2. Supplement Not Supplant (SEC. 3115(g))
Explain the process that is used to ensure the Title III funds are "used so as to supplement the level of Federal, State, and local public funds that, in the absence of such availability, would have been expended for programs for English learners and in no case to supplant such Federal, State, and local public funds."
The programs funded by PRC 104 are designated for our second language parents and students. The English classes, bilingual tutors, rising kindergarten camp, Dual Language programs, and EL Professional Development are specifically tailored to meet the needs of our community. These programs enhance what is already provided by Guilford County Schools. Students and families are included in the general community offerings and Guilford County Schools pay interpreters out of local funds in order to provide opportunities for them to engage in the activities. ELs have equitable access to other services, school programs (tutors, extended learning, sports, summer school) and staff personnel. Communication about these services is distributed to all students in their native languages when possible.
3. Programs and Activities (SEC. 3115(c)(1)(A) & (B) and SEC. 3116(b)(1))
Describe the effective programs and activities, including language instruction educational programs, proposed to be developed, implemented, and administered under the subgrant that will help English learners increase their English language proficiency and meet the challenging State academic standards.
a) In elementary schools, ELs are pulled out for EL services, but spend most of their instructional day in their content classroom. In highly impacted schools, the EL and content teachers co-teach. To ensure that ELs are educated in the least segregated manner, students who attend the Doris Henderson Newcomers School are only enrolled at this school for one year before transitioning to their home base schools.
ELs in middle and high school are scheduled in both EL and content classes. The majority of their day is spent in content classes. In highly impacted schools, the EL and content teachers co-teach.
The Doris Henderson Newcomers School is designed for students in grades three through twelve who have recently arrived in the United States and are considered novices on the North Carolina language test. The goal of the school and its staff is to accelerate literacy skills and prepare English learners to bridge the gap between a newcomer setting and the assigned school. The capacity of the school is 500 students, and transportation is provided by GCS. The school operates on a 10-month schedule, with extended learning sessions scheduled throughout the year. Students generally attend the school for one year, but may attend for a longer or shorter time depending on individual achievement and progress. When students arrive at the school, they are assessed to determine their academic and language skills and are placed into classrooms that best meet their needs.
b) In addition to school sponsored tutoring, Title III funds provide English learners with first language tutoring, Saturday tutoring, and the opportunity for rising kindergarteners to attend a three-week summer camp. The EL department provides professional development for content teachers, administrators, support staff, and community stakeholders. In order to increase student
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academic achievement, the following assessments’ results are reviewed to determine the effectiveness of the EL program. These components are used to develop the EL professional development plan as well as the district and schools’ intervention plans.
1. ACCESS results (language growth; proficiency)
2. District Interim Assessment data
3. EOGs
4. EOCs
5. Common Exams
6. RTI (DIBELS/TRC) data
7. Retention data
8. ESL portfolios
9. ESL mid-year reflection survey
10. AMAOs
When the AMAO results are released, EL teachers meet by grade levels to identify strengths and weaknesses. The previous year’s AMAO data is compared to the current year’s data, and a plan is created. AMAO progress and target areas are discussed on a monthly basis. EL teachers discuss progress using district interim assessment results during bi-monthly EL staff development sessions. Administrators are given district results during their monthly in-service meetings.
4. English Language Proficiency Assessment and Professional Development (SEC. 3115(c)(2)(A-D) and SEC. 3116(b)(2))
The LEA must use funds to provide effective professional development of classroom teachers (including teachers in classroom setting that are not the setting of language instruction education program), principal and other school leaders, administrators, and other school or community-based organizational personnel.
A. Select all the following groups that will be providedgfedcb classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs),programs),gfedcb principals and other school leaders,principals and other school leaders,gfedcb administrators, andadministrators, andgfedcb other school or community-based organizational personnel.other school or community-based organizational personnel.
B. Describe how the effective professional development that the LEA shall provide to selected group(s) is -
1. designed to improve the instruction and assessment of English learners;
2. designed to enhance the ability of such teachers, principals and other school leaders to understand and implement curricula, assessment practices and measures, and instructional strategies for English learners;
3. effective in increasing children's English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers; and
4. of sufficient intensity and duration (which shall not include activities such as one-day or short-term workshops and conferences) to have a positive and lasting impact on the teachers' performance in the classroom; except that this subparagraph shall not apply to an activity that is one component of a long-term, comprehensive professional development plan established by a teacher and the teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher, as appropriate.
PD Development Process:
As a team, we analyzed our data and developed our needs assessment as a district. The needs assessment reflected a discrepancy between WIDA SCORES and benchmark, EOGs, and EOCs as well as a decline in Proficiency Level in speaking. In
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order to meet the needs of ELs, the EL Department provided all EL teachers professional development on the Council of Great City School’s framework. EL teachers and school principals completed an EL Reflection Survey in March and our assessment department conducted EL teacher interviews that gauged how well we were doing. Using the results from the survey and interviews we will determine how we proceed with the delivery of professional development.
The EL Reflection Survey and interviews are presented as a district-wide effort on behalf of the Guilford County Schools English Learners Department. Its purpose is not only to assess student progress, but also to alter methods and strategies being used to meet the needs of students who are not progressing satisfactorily. The Reflection Survey required EL teachers to analyze data sources which provide an indication of student progress, to reflect on changes being made to instruction in light of this data, and to provide feedback on the professional development delivered by the EL Department, GCS curriculum specialists, and external consultants. The EL Reflection Survey was designed based on the Guilford County Schools Strategic Plan, specifically, Area I – Improving Academic Achievement.
The Mid-Year Reflection Survey was distributed to all EL teachers electronically, and it contained open-ended as well as close-ended (multiple-choice) questions.
Analyses of the data collected and of the input from teachers suggest the following conclusions:
· Suggest options and acceptable ways for teachers to modify the framework with students who are novice English speakers (any grade level) or K-1 students, or for students who have limited time with their EL teacher (e.g. 20 minutes each day).
· Going forward in training new teachers, consider first providing an overall “big picture” and briefly discuss each framework component, then start the in-depth training for the first module. Many teachers shared they had wanted to see how everything fit together, instead of waiting to see what was next.
· Provide PD examples, including videos, that are more applicable to middle school and high school instructional practices.
· Offer full-length training videos of an entire lesson at each of the three school levels, so teachers can view all of the components in “real-time.”
· Consider scheduling the high school PD to three full days instead of six half-days. Teachers had difficulty getting subs to come in for a half-day.
This survey has provided the Guilford County Schools EL Department with valuable information for planning meaningful support and professional development for EL teachers.
◾ GCS has implemented reflection and interview process for EL teachers to reflect on their practices and needs.◾ EL PD has been streamlined and aligned to the needs of the EL teachers. We review our data to create targeted PD to
meet the needs of our ELs. We provide differentiated PD as much as possible for our EL teachers. The PD plan empowered teachers to analyze and use their data to drive instruction.
◾ GCS has focused on all our language domains; data reflect that we are improving in all domains.
4. Professional Development.
The Council of the Great City Schools has developed two frameworks: “Re-Envisioning English Language Arts and English Language Development for English Language Learners” and “A Framework for Re-Envisioning Mathematics Instruction for English Language Learners.” The Council has provided Guilford County Schools access to the Canvas platform that houses the professional development (PD) modules. EL teachers have participated in the 3Ls PD and will continue implementation for the 2018-2019 school year.
To support the Guilford County Schools K-12 English Learners (ELs) in the following areas: Reading and Math.
Objectives:
· Provide a culturally relevant and unbiased learning environment
· Provide content and language instruction to accelerate language acquisition
· Increase the percentage of students who perform at proficient and advanced levels on State and End-Of-Grade (EOG) Reading, Math, and Science tests
· Differentiate instruction and learning for ELs
Update/Analysis:
Current ACCESS data indicate that most of Guilford County Schools ELs are in the mid-range of overall language proficiency. Table I and Table II below indicate that the EL subgroup is performing below the All Students subgroup in all content areas. The
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proposed PD will address the proficiency gaps and student achievement in the content areas. This PD will ensure that students have access to grade-level content even if they are not performing at grade-level.
Table I.Disaggregated Grade Level Proficiency (GLP) Over Time for Elementary. GLP includes Levels 3, 4, and 5.
Subgroup Reporting Year Reading ALL (3-8) Math ALL (3-8) Science Grade 5
All students 2014 52.1 49.2 54.6
All students 2015 51.6 48.5 58.5
All students 2016 52.0 50.6 66.1
All students 2017 52.5 51.2 65.2
LEP 2014 16.3 25.0 19.1
LEP 2015 16.2 25.0 20.6
LEP 2016 15.8 25.1 25.1
LEP 2017 16.9 26.5 19.1
Table II.Disaggregated Grade Level Proficiency (GLP) Over Time for High School. GLP includes Levels 3, 4, and 5.
Subgroup Reporting Year Math 1 Biology English 2
All students 2014 60.0 56.3 61.8
All students 2015 62.2 53.3 58.8
All students 2016 62.8 54.1 59.2
All students 2017 66.9 54.0 61.1
LEP 2014 24.6 16.7 8.8
LEP 2015 22.1 8.1 <5
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LEP 2016 25.1 8.9 <5
LEP 2017 24.9 10.0 5.2
<5 indicates proficiency below 5%
Research:
Research on effective programs/practices for ELs include the following features:
· Access to academic content. Districts must ensure that ELs across all levels of language proficiency can access, fully engage with, and achieve rigorous grade-level academic content standards.
· English language development. Districts must ensure that ELs are developing advanced levels of English and closing the academic language gap.
· High expectations. All ELs can achieve at high levels and graduate ready for college and career.
· Asset based. Students’ home language and cultures are tremendous assets that add value.
· Shared ownership. All educators share responsibility and take ownership for student success.
Six-session continuation training in the fall on August 22 (all day), September (4 hours), October (4 hours), January follow-up and debrief (2 hours).
Program Vision:
Vision of the program:
· Train the Trainer Model: Selected EL teachers will be trained during the summer to deliver the EL PD Modules.
· Train all 125 EL teachers based on the Council of the Great City Schools English Language Development (ELD) Professional Development.
· A selected work group of EL teachers will be trained with the Math Professional Development developed by the Council of the Great City Schools.
· All English learners will have access to grade-level content that is rigorous and differentiated.
What does the course catalog look like?
· EL Foundation: Participants will acquire strategies to help all learners acquire academic language and identify elements of complexity in written language.
· ELD: Achieving through Learning, Language, and Literacy: How do teachers grapple with the big ideas, develop the essential questions, and use the text to help support an integrated unit of study?
· ELD: Choosing Complex and Compelling Texts: Teachers will use tools to examine texts qualitatively for relationships embedded and for the richness in which these relationships are described. They will read excerpts from each of the texts under consideration, sorting through and noticing which texts appear too basic or complex but not compelling. Texts selected for instruction should be both complex and compelling.
· ELD Frame Motivation and Word Play: Participants will learn about the ways they can motivate, connect, and build background knowledge on a theme or topic. Teachers will learn how to incorporate word play to expand academic language specific to the discipline and theme.
· ELD Using Juicy Sentences: Participants will learn how to deconstruct text as a strategy to access and process academic language.
· ELD: Designing and Differentiated Tasks: Participants will learn how to differentiate tasks for all language levels and reading proficiency levels. Teachers will create tasks for students to access grade-level content based on their unique needs.
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· Math Foundations: Participants will acquire strategies to help all learners acquire academic language and identify elements of complexity in written language.
· Math: Fortifying Language and Reasoning: Understanding of the interdependence of language and mathematics to facilitate teaching that values high expectations, develops grade-level content, and expands academic language.
· Examining reading and mathematics materials to support academic language
· Tying it together: implementing the PD strategies in the EL classroom.
GCS Employees and Community
Spanish I This course is designed to provide GCS employees with basic knowledge of Spanish to communicate with EL students and families.
TBD Spanish instructor will maintain email and phone communication with participants as needed. Participants will post assignment in a Wiki, specifically designed for the class.
Supplemental
GCS Employees and Community
Spanish I This course is designed to provide GCS employees with basic knowledge of Spanish to communicate with ESL students and families.
TBD Spanish instructor will maintain email and phone communication with participants as needed. Participants will post assignment in a Wiki, specifically designed for the class.
Supplemental
GCS Employees and Community
Spanish I This course is designed to provide GCS employees with basic knowledge of Spanish to communicate with EL students and families.
TBD Spanish instructor will maintain email and phone communication with participants as needed. Participants will post assignment in a Wiki, specifically designed for the class.
Supplemental
GCS Employees and Community
Spanish II This course is designed to provide GCS employees with basic knowledge of Spanish to communicate with EL students and families.
TBD Lead teachers will follow up with weekly classroom visits and will provide verbal and written feedback.
Supplemental
GCS Employees and Community
Spanish III This course is designed to provide GCS employees with intermediate knowledge of Spanish to communicate with EL students and families.
TBD Lead teachers will follow up with weekly classroom visits and will provide verbal and written feedback.
Supplemental
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EL Teachers K-12
Mentor/Mentee Mentor/mentee training sessions are provided each month for our new EL teachers. They receive training on basic EL documentation and procedures as well as professional development related to the WIDA standards and effective strategies for teaching reading, math, and writing.
TBD Lead teachers will follow up with weekly classroom visits and will provide verbal and written feedback.
Supplemental
EL Teachers K-12
Shadowing Program
All new EL teachers participate in our shadowing program. Other EL teachers are included upon request. In this program, teachers are scheduled to visit a seasoned EL teacher’s classroom for an entire morning. All of the teachers who have observed will then meet at the EL office in the afternoon and spend time reflecting on their experiences and sharing the best practices observed earlier that morning.
10/22/2018
10/23/2018
1/15/2019
1/16/2019
Lead teachers will follow up with weekly classroom visits and will provide verbal and written feedback.
Supplemental
Content Staff GCS-General: Introduction to EL for Classroom Teachers
This course is designed to raise awareness of ELs’ needs and how to implement effective strategies in the content classroom.
TBD Lead teachers will follow up upon request.
Supplemental
Content Staff GCS-General: Supporting English
This course is designed to provide content teachers
TBD Lead teachers will follow up upon request.
Supplemental
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Learners in the Classroom
with tools and strategies to teach English learners.
Content Staff GCS-Helping your ELs in the K-2 Classroom
Teachers will be able to incorporate EL strategies into their science lessons.
TBD Lead teachers will follow up upon request.
Supplemental
Content Staff GCS-Helping your ELs in the 3-5 Classroom
Teachers will be able to incorporate EL strategies into their science lessons.
TBD Lead teachers will follow up upon request.
Supplemental
5. Parent, Family and Community Engagement. (SEC. 3115(c)(3)(A) & (B) and SEC. 3116(b)(3))
Describe how your LEA/Charter will promote parent, family, and community engagement in the education of English learners that will enhance or supplement the EL program being used in your district.
The staff is committed in supporting the Guilford County Schools rising Kindergarten English Learners (ELs) in the following areas:
Objectives
◾ Provide content and language instruction to accelerate language acquisition◾ Provide enrichment experiences to build background knowledge and build academic and social language◾ Increase the percentage of students who perform at proficient and advanced levels on State and End-Of-Grade (EOG)
Reading, Math and Science tests◾ Differentiate instruction and learning for ELs
Background Information:
EL Pre-K data reflected that ELs were far below proficiency on both BOY DIBELS and TRC. Data review show that ELs in Kindergarten on BOY TRC were 50% far below proficient. ELs performed 29% well below proficient on BOY DIBELS.
Update/Analysis
Current data indicate that most of Guilford County Schools English learners are in the mid-range of proficiency. Data also show that third graders who are exiting the EL program are scoring proficient on the third grade EOGs and are doing better than non-exited counterparts. The number of students who exit is correlated to ELs language growth and language growth impacts EOG performance. Students who did not exit the EL program in third grade tended to score lower on the EOGs. Most ELs are in the middle bands of the language proficiency ACCESS test and in most cases as language growth increases the likelihood of scoring at higher EOG levels increases.
Research on early literacy supports a rising kindergarten summer camp due to the following areas of need:
1. Need for increased literacy rate of kindergartners
2. Need for increased parent involvement
3. Need for more kindergarteners to have educational opportunities prior to kindergarten since those who participate in pre-kindergarten prove to acquire English fluency
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Program Vision:
· Open to rising EL kindergarten students living in the attendance zones of the identified schools with priority given to those who qualified for pre-kindergarten services but did not attend
· Increase reading and early literacy proficiency
Logistics of program
· 3 weeks (Monday-Thursday)
· 8am – 2pm
· Mornings – literacy
· Afternoons – social practice skills, field trips, etc.
Parent program
· Two days per week
· Child care on the day parents attend the sessions
· First week – parents are observing the children’s instruction
· Parent orientation including registration, immunizations, etc.
· Assist families in securing appointments with the health department for health screening and immunizations
Curriculum for students
· Language infused
· Use the Kindergarten Beginning of Year curriculum
· PBIS
· Pre-screening using W-APT
· Potential partners: Backpack Beginnings, Teacher Warehouse, Greensboro Science Center, Greensboro Children’s Museum, Guilford County Fire Department, and Guilford County Police Department.
Areas addressed
· Social
· Emotional
· Language
· Pre-reading skills
· School routines
Dual Language Programs at Hunter Elementary and Allen Jay Elementary:
I. Rationale and Legislation
We have enough tutors, materials, and EL family programs. We assessed our data and needs and one of the gaps we keep coming back to is additional supports. We have investigated bilingual programs and are visiting schools with bilingual programs, in Wake, Alamance, Charlotte, Long Island New York and New Jersey. We are establishing two Dual Language Bilingual programs. We have the need across the county but have identified two highly impacted schools that could pilot this program.
Rationale: Dual Language Education programs are delivered in two languages for literacy and content instruction. Dual Language Education programs follow the same academic content and standards as other educational programs.
All Dual Language program models use the students' home language, in addition to English, for instruction. These programs are easily implemented in districts with a large number of students from the same language background. Students in Dual Language
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programs are grouped according the native and target languages. Ideally, there is a nearly 50/50 balance between content taught in Spanish and content taught in English. Two-way Dual Language classes may be taught by a single teacher or two teachers who are proficient in both languages.
II. Trend Data
The EL team reviewed the numbers of the highly impacted sites and determined that six elementary schools had at least 70 Spanish speakers, and two schools had 121 Spanish speakers. Data indicate that, based on the current enrollment, Hunter and Allen Jay Elementary would qualify for a Dual Language program.
Data reflect that Dual Language students have consistently outperformed non-Dual Language students. The NC Department of Public Instruction captured this data over a four-year period and stopped because the trend remained upwards.
I. Funding Source
Title III PRC 104 was identified as the funding source. Title III funds can be used for initiatives that supplement basic LIEP services. The Dual Language programs at Hunter and Allen Jay Elementary will enhance their current EL services and will not replace current EL instruction.
II. Planning Description
A GCS team comprised of two SSOs, two school principals, and EL staff visited Stough Elementary in Raleigh, East Lawn Elementary in Alamance, and Collinswood Language Academy in Charlotte. Two school principals, four content teachers, and EL staff visited Bayview in Freeport Long Island NY, and Hola Charter School in Hoboken, New Jersey.
After reviewing the information gathered during our learning and listening tours, the Dual Language team decided on the 50/50-time distribution and a combination of native speakers and speakers of the target languages. The Dual Language education team decided on the following language models: Hunter Elementary: Spanish, and Allen Jay Elementary: Urdu and Spanish.
The team reviewed Dual Language materials developed by McGraw-Hill, Benchmark Education, and Eureka Math and contacted a Pakistani elementary school to inquire about curriculum in Urdu. Principals have facilitated an overview meeting with their faculty and staff. Principals and EL staff have facilitated parent meetings at Hunter and Allen Jay Elementary. Potential students will be enrolled on a first come first serve basis until all 30 slots for English/Spanish per school and 30 slots for English/Urdu at Allen Jay Elementary are filled.
III. Growth Measures
Students’ academic growth will be measured with TRC, DIBELS, EL ACCESS Language Proficiency annual test, quarterly benchmarks, teacher assessments, and EOGs. To measure Spanish language academic growth teachers will administer the ACTFL or the IDEL. We are in the process of identifying the language test for Urdu.
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Community Tutors: Title III pays for the EL teacher tutors at the Glen Haven and Avalon communities.
EL Summer Community EL Instruction: The EL Department, in collaboration with The Center for New North Carolinians, offers a two-week summer program at the Glen Haven Center and a three-week summer program at the Avalon community. EL summer classes are offered Monday through Thursday from 9:00 am – 12:00 pm. The Center for New North Carolinians has converted two apartment units into classrooms, and we are able to use their facilities to provide summer instruction to our K-8 students.
EL Summer High School Tutors: EL teachers will be retained to focus on needed skills in reading, science, and math.
EL Parent Workshops: EL teachers and presenters will be retained to provide parent workshops in their native language. EL teachers will be retained to provide classes for parents. Classes in how to maneuver the school system, what to expect in kindergarten, how to help your child with homework, and how to prepare your child for college are some examples of the classes being offered. EL teachers will work with the community to provide the information.
Title III parent liaisons are split funded. Title III parent liaisons coordinate and execute many parent trainings. The following programs are examples, but do not include all the available sessions:
Saturday English Classes: Adult English classes will be provided across the district and include K-12 tutoring, and childcare for our little ones.
Our Spanish for Spanish Speakers program focuses on reading and writing in the first language. Native language literacy will heighten the importance and benefits of total family literacy.
Parent Homework Help: Parents of K-8 students attend morning or afternoon sessions and receive assistance with the week’s homework. Title III Parent Liaisons work with content teachers to create lessons and materials for all homework sessions.
Mother Read: Parents participating in the Mother Read Program:
· Parents will be able to differentiate three stages in the shared reading time – before, during, and after.
· Parents will be introduced to one strategy to use within each of the three stages.
· Parents will be encouraged to ask open-ended questions that foster the child’s creativity and ability to make inferences and make connections.
· Parents will receive books in Spanish (L1) to read at home with their children and continue to build their home library.
· Parents will be encouraged to put the taught strategies in action during the session.
Parent Citizenship Classes: Parents attend English classes that focus on vocabulary and integrate US history.
Newcomers Saturday Adult Literacy staff host workshops for parents. Parents learn about buying a home, domestic violence, health issues, and much more. The initiative was a result of requests from parents to learn more about the resources in Guilford County. All of the workshops will take place in the media center with coffee and a light breakfast or lunch being served. The school provides childcare.
Parent Classes in Native Languages: EL teachers and outside presenters will be retained to provide workshops to parents in Spanish, Vietnamese, French, Burmese, and Nepali. Workshops will focus on topics but not limited to: Understanding the USA School System, What Does Parent Involvement Mean?, Parent’s Rights, How to Prepare and Participate in a Parent/Teacher Conference, and High School Credits and Diplomas.
In order to remain compliant, all split-funded position employees complete the PAR form. EL Title III Parent Liaisons have been asked to submit flyers for classes that they have created for our EL parents. They have been asked to keep a calendar of events, sign-in sheets, photos, lesson plans, EL rosters, and any documentation that supports their classes or projects. They have been asked to submit this documentation at the end of the school year, and have it readily available to share upon request. For the Title I portion they are asked to submit any documentation for items that they have translated and conferences they have attended.
Conversational Spanish Classes
The EL Department offers conversational Spanish classes for GCS employees, community members, and parents. These classes focus on introducing oneself in Spanish, basic vocabulary, time telling, and how to interact with Hispanic students and their families. Students use a booklet designed by the instructor of this course and the book Spanish for Educators by William C. Harvey. Participants also have the opportunity to incorporate technology by completing a weekly online assignment that is posted on a wiki. This class has been offered for beginning, intermediate, and advanced students.
Schools offer parents many opportunities to participate in school functions throughout the year. To ensure that parents participate in activities, school personnel call the homes, send Connect-Ed messages, provide childcare, send translated flyers, and have
Page 12 of 15 8/30/2018 10:21:59 AM107
interpreters at each event. Activities may include: breakfast with parents, award ceremonies, multicultural festivals, make and take reading and math games, homework reading night at the library, EL achievement night, and EL program information nights. Guilford Parent Academy also advertises county-wide events for all students and families in Guilford County.
Page 13 of 15 8/30/2018 10:21:59 AM108
Plan Relationships
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title III – Language Acquisition (PRC104)
Related Goals
1) Goal I: Reading Description:
Increase Reading Proficiency Performance Measure:
By 2022, the percentage of students who will read proficiently by the end of third grade will increase to 63 percent from 53.4 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $7,800,000
Title II-A $1,590,000
Title III – Language Acquisition (PRC104) $474,000
Title IVA – Student Support and Academic Enrichment (SSAE) $450,000
Consolidated Total: $10,314,000
Grand Total: $10,314,000
1.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
1.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
1.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
1.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
1.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
5) Goal V: Decrease Gaps Description:
Decrease achievement gap between black and Latino students and their white peers
Page 14 of 15 8/30/2018 10:21:59 AM109
Performance Measure: By 2022, decrease the achievement gap between black and Latino students and their white peers by 7 percentage points from 25-37 percentage points in reading and math in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $5,200,000
Title I-D $815,000
Title III – Language Acquisition (PRC104) $350,000
Title III – Significant Increase (PRC111) $71,000
Consolidated Total: $6,436,000
Grand Total: $6,436,000
5.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
5.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
5.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
5.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
5.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
Related Organization Plan Action Steps
Related School Plan Action Steps
Page 15 of 15 8/30/2018 10:21:59 AM110
Budg
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Page 1 of 4 8/30/2018 12:03:35 PM111
Grant Details
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title III – Significant Increase (PRC111)
1. Activities for LEAs Experiencing Substantial Increases in Immigrant Children and Youth (SEC. 3115 (e)(1))
Indicate the activities the LEA will implement to provide enhanced instructional opportunities for immigrant children and youth.gfedcb Family literacy, parent and family outreach, and training activities designed to assist parents and families to become Family literacy, parent and family outreach, and training activities designed to assist parents and families to become active participants in the education of their childrenactive participants in the education of their childrengfedcb Recruitment of, and support for personnel, including teachers and paraprofessionals who have been specifically trained, Recruitment of, and support for personnel, including teachers and paraprofessionals who have been specifically trained, or are being trained, to provide services to immigrant children and youthor are being trained, to provide services to immigrant children and youthgfedcb Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youthProvision of tutorials, mentoring, and academic or career counseling for immigrant children and youthgfedcb Identification, development and acquisition of curricular materials, educational software, and technologies to be used in Identification, development and acquisition of curricular materials, educational software, and technologies to be used in the programs carried out with awarded fundsthe programs carried out with awarded fundsgfedcb Basic instructional services that are directly attributable to the presence of immigrant children and youth in the local Basic instructional services that are directly attributable to the presence of immigrant children and youth in the local educational agency involved, including the payment of costs of providing additional classroom supplies, costs of educational agency involved, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs as are directly attributable to such additional basic instructional servicestransportation, or such other costs as are directly attributable to such additional basic instructional servicesgfedcb Other instructional services that are designed to assist immigrant children and youth to achieve in elementary schools Other instructional services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in United Statesand secondary schools in United Statesgfedcb Activities coordinated with communities-based organizations, institutions of higher education, private sector entities, or Activities coordinated with communities-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents and families of immigrant children and youth by other entities with expertise in working with immigrants, to assist parents and families of immigrant children and youth by offering comprehensive community services.offering comprehensive community services.
2. Supplement, Not Supplant (SEC. 3115(g))
Explain how Title III funds will be "used so as to supplement the level of Federal, State, and local public funds that, in the absence of such availability, would have been expended for programs for immigrant children and youth and in no case to supplant such Federal, State, and local public funds."
These positions will be in addition to the support provided to the students. Data reflects that reading and interrupted education creates many challenges. With these additional support positions, we can individualize reading instruction and provide teachers with targeted reading assistance, modeling, and support with lesson planning that focuses on reading strategies that will positively impact student learning.
Page 2 of 4 8/30/2018 12:03:35 PM112
Plan Relationships
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title III – Significant Increase (PRC111)
Related Goals
5) Goal V: Decrease Gaps Description:
Decrease achievement gap between black and Latino students and their white peers Performance Measure:
By 2022, decrease the achievement gap between black and Latino students and their white peers by 7 percentage points from 25-37 percentage points in reading and math in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $5,200,000
Title I-D $815,000
Title III – Language Acquisition (PRC104) $350,000
Title III – Significant Increase (PRC111) $71,000
Consolidated Total: $6,436,000
Grand Total: $6,436,000
5.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
5.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
5.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
5.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
5.5) Supplemental Activities Description:
Page 3 of 4 8/30/2018 12:03:35 PM113
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
Related Organization Plan Action Steps
Related School Plan Action Steps
Page 4 of 4 8/30/2018 12:03:35 PM114
Budg
et
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
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ount
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100
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200
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0
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ls40
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tal
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1,84
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Page 1 of 9 8/30/2018 11:47:08 AM115
Grant Details
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title IVA – Student Support and Academic Enrichment (SSAE)
1. Consultation (SEC. 4106 (c)(1))
The LEA or Charter has consulted with the following in the development of the Title IV-A application:gfedcb ParentsParentsgfedcb TeachersTeachersgfedcb PrincipalsPrincipalsgfedcb Other school leadersOther school leadersgfedcb Specialized instructional support personnelSpecialized instructional support personnelgfedcb StudentsStudentsgfedcb Community-based organizationsCommunity-based organizationsgfedcb Local government representatives (i.e., law enforcement agency, juvenile court, child welfare agency, public housing Local government representatives (i.e., law enforcement agency, juvenile court, child welfare agency, public housing agency)agency)gfedc Indian tribes or tribal organizations located in region served by LEA (where applicable)Indian tribes or tribal organizations located in region served by LEA (where applicable)gfedcb Others with relevant and demonstrated expertise in programs and activities designed to meet the purpose of this Others with relevant and demonstrated expertise in programs and activities designed to meet the purpose of this subpartsubpart
2. Comprehensive Needs Assessment (SEC. 4106 (d))
Date(s) Comprehensive Needs Assessment was conducted (required only if receiving $30,000 or more).6/1/18 and Spring 2018
3. Partnership(s) (SEC. 4106 (e)(1)(A))
Describe any partnership(s) with an institution of higher education, business, nonprofit organization, community-based organization, or other public or private entity with a demonstrated record of success in implementing activities under this subpart.During this initial year, GCS will partner with Equal Opportunity Schools to serve up to 6 schools. The 6 schools will be selected based on an analysis of gaps of student participation in AP and IB courses, school readiness to receive and apply the strategies, and an analysis of current school-based initiatives.
We will also have a partnership with Harvard Proving Ground that will provide us with skills to address other complex problems that we wish to address at the district-level.
Harvard Proving Ground
is an initiative committed to helping education agencies meet their practical needs, by making evidence cheaper, faster, and easier to use. Their goal is to make evidence-gathering and evidence-use an intuitive part of how education agencies conduct their daily work.
The Proving Ground approach offers a more responsive, pragmatic, and agile analytic cycle that empowers education policymakers and administrators to:
◾ quickly and reliably assess the impact of investments,◾ continuously improve implementation by testing new strategies, and◾ incorporate new and better evidence into decision-making.
4. Activities (SEC. 4106 (e)(1)(B-D))
Page 2 of 9 8/30/2018 11:47:08 AM116
A. If applicable, describe how funds will be used for activities related to supporting well-rounded education under Section 4107. (SEC. 4106 (e)(1)(B))
Equal Opportunity Schools
Guilford County Schools has chosen to partner with Equal Opportunity Schools (EOS) in order to address Strategic Plan 2022 Priority II: Eradicate gaps in access, preparation and achievement. The results of working with EOS will influence outcome measured by the key performance indicators (KPIs) related to Strategic Plan 2022 Goal III: To increase the percentage of graduating seniors who complete a rigorous career pathway to 35 percent (currently 28.6 percent) and Goal V: To decrease the achievement gap between black and Latino students and their white peers by 7 percentage points (currently the gap ranges from 25-37 percent in reading and math).
Multi-Tiered Systems of Support
Guilford County Schools must prepare district and school-based staff to fully implement the North Carolina State Board of Education Policies related to identifying students with Specific Learning Disabilities. The Polices Governing Services for Children with Disabilities will be amended in the school year 2020-2021 and will change the practice/method for determining service eligibility for students with Specific Learning Disabilities. The practice/method will require all North Carolina LEAs to utilize a Multi-Tiered System of Support (MTSS) framework. The North Carolina MTSS is a multi-tiered framework which promotes school improvement through engaging, research-based academic and behavioral practices. NC MTSS employs a systems approach using data-driven problem-solving to maximize growth for all. The critical components of the NC MTSS framework include: leadership, data-based problem solving, data evaluation, three tiers instruction/intervention. Additional staffing will be required to implement the NC MTSS framework in a timely manner. The necessary staffing will include an MTSS executive director and 2 supervisors. The MTSS staff will create and execute a GCS MTSS implementation plan that will require professional learning and processes related to the critical components: leadership, data-based problem solving, data evaluation, three tiers instruction/intervention.
B. If applicable, describe how funds will be used for activities related to supporting safe and healthy students under Section 4108. (SEC. 4106 (e)(1)(C))
This plan was developed by coordinating the findings of Guilford County’s Collaborative on Academic and Social Emotional Learning (CASEL) Audit with the Guiding Principles: A Resource Guide for Improving School Climate & Discipline released in 2014 by the Department of Education. The goal of this plan is to establish a district foundation regarding a positive school climate and culture by addressing the findings of the CASEL audit, improving chronic absenteeism, and utilizing the DOE Guiding Principles.
The first step in the DOE Guiding Principles is to create the positive school climates that can help prevent and change inappropriate behaviors. Incorporating social emotional learning into a school system’s fabric is the key to a positive school climate. To address this step, we have chosen to partner with CASEL who is the national leader in social and emotional learning and a partnership with them will allow us to establish a solid foundation with the work of SEL in GCS because they work side by side with districts to develop implementation and monitoring plans.
To address chronic absenteeism, we would like to partner with Harvard’s Proving Ground which is an initiative committed to helping education agencies meet their practical needs, by making evidence cheaper, faster, and easier to use. Their goal is to make evidence-gathering and evidence-use an intuitive part of how education agencies conduct their daily work. A partnership with Proving Ground will provide us with skills to address other complex problems that we wish to address at the district-level.
C. If applicable, describe how funds will be used for activities related to supporting the effective use of data and technology in schools under Section 4109. (SEC. 4106 (e)(1)(D))
The Zearn Math programming, technology management suite and corresponding laptops and laptop carts will be used to address Guilford County Schools’ Math discrepancies. The data indicates that the passing rate for Math over the last 3 years has been approximately 50% with 20-30% gaps in subgroup performance. The objective is to increase the passing percentage of Guilford County students above 50% and decrease the gap amongst subgroups.
The American Reading Company School PACE program will be used to address the Guilford County Schools’ Reading outcomes. The data indicates that the passing proficiency for all sub groups over the last 4 years has been stagnant with approximately 30% gaps in subgroup performance. The objective is to increase the passing rate among all subgroups while decreasing the gaps between subgroups.
Traditionally, Advanced Placement (AP) and International Baccalaureate (IB) course enrollment has indicated low
Page 3 of 9 8/30/2018 11:47:08 AM117
enrollment and matriculation in minority sub groups. Equal Opportunity Schools (EOS) will focus on eradicating gaps in access, preparation and achievement. The results will influence outcome measured by the key performance indicators in Guilford County Schools’ Strategic Plan 2022. EOS’s mission is to identify students based on outlying indicators such as perseverance, school advocates and mentoring to increase enrollment among these subgroups over a three year period in six schools. All programs include professional development for teachers, materials, devices and assessments for students in order to implement thoroughly and for students to gain progress.
5. Program Objectives and Outcomes (SEC. 4106 (e)(1)(E))
Describe the program objectives and intended outcomes for activities under this subpart, and how the organization will periodically evaluate the effectiveness of the activities carried out under Section 4106, based on such objectives and outcomes.
SEL - The program objectives are to provide professional development to all school employees on the 5 SEL competencies and how they can be incorporated into the existing curriculum and used daily. The intended outcomes of this work is higher teacher retention, improved teacher working conditions surveys, reduced office referrals and suspensions.
Attendance – The program objectives are to collaborate with a national leader in attendance to push our thinking and provide strategies we can incorporate to reduce chronic absenteeism. The intended outcome is a reduction in chronic absenteeism.
6. Administrative Costs (SEC. 4105 (c))
If applicable, describe any proposed use of funds for the direct administrative costs of carrying out the Title IV – Part A grant responsibilities.Our budget indicates positions at the district level however these positions will need to be changed to the 5000 level because all positions (MTSS and SEL specialists etc.) will be to support all GCS schools.
7. Attestationgfedcb By checking this box, the LEA or Charter attests that it has complied with all stated assurances for Title IV – Part A as By checking this box, the LEA or Charter attests that it has complied with all stated assurances for Title IV – Part A as found on the Assurances page as the same. found on the Assurances page as the same. (SEC. 4106 (e)(2))(SEC. 4106 (e)(2))
8. Equitable Expenditures
(LEAs only) Determine the amount required for Title IV, Part A equitable services to private school teachers and other educational personnel now that this amount must be determined based on the LEA’s total Title IV, Part A allocation.
Do you have Private school(s) participating?gfedcb YesYesgfedc NoNo
A. Number of Students
73415 A1: LEA Enrollment (number should match ESSR)
373 A2: Participating Private Schools Enrollment
73788 A3: Total Enrollment = A1 + A2
B. Title IV, Part A Allocation
1,637,035.00 B1: Total LEA Allocation
42,448.32 B2: Administrative Costs (for public and private school programs)
1,594,586.70 B3: LEA Allocation Minus Administrative Costs = B1 – B2
C. Per Pupil RatePage 4 of 9 8/30/2018 11:47:08 AM
118
21.61 C1: B3 divided by A3
D. Equitable Services
8,060.53 Amount LEA must reserve for equitable services for private school teachers and other educational personnel = A2 multiplied by C1
Page 5 of 9 8/30/2018 11:47:08 AM119
Set A
side
s
Gui
lford
Cou
nty
Scho
ols
(410
) Reg
ular
Loc
al S
choo
l Dis
trict
- G
uilfo
rd C
ount
y - 2
019
- Con
solid
ated
- R
ev 0
- Ti
tle IV
A â€
“ Stu
dent
Sup
port
and
Acad
emic
Enr
ichm
ent (
SSAE
)
1,63
7,03
5.00 T
otal
Titl
e IV
–
Par
t A P
lann
ing
Allo
tmen
t
Set A
side
s
327,
407.
00 A
. Act
iviti
es to
Sup
port
Wel
l-Rou
nded
Edu
catio
nal O
ppor
tuni
ties
(SEC
. 410
6 (e
)(2)(C
)) (2
0% m
in fo
r al
loca
tions
>=
$30K
)
558,
218.
00 B
. Act
iviti
es to
Sup
port
Safe
and
Hea
lthy
Stud
ents
(SEC
. 410
6 (e
)(2)(D
)) (2
0% m
in fo
r allo
catio
ns >
= $3
0K) 70
6,96
2.73
C. A
ctiv
ities
to S
uppo
rt th
e Ef
fect
ive
Use
of T
echn
olog
y (S
EC. 4
106
(e)(2
)(E))
(a p
ortio
n of
the
allo
catio
n)
0.00
D. O
f tot
al re
serv
ed in
C.,
abov
e, th
e am
ount
use
d to
pur
chas
e te
chno
logy
infra
stru
ctur
e (1
5% m
axim
um)
(SEC
. 410
9 (b
))
0.00
E. A
dmin
istra
tive
(2%
max
imum
for d
irect
adm
inis
tratio
n) (S
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Plan Relationships
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Title IVA – Student Support and Academic Enrichment (SSAE)
Related Goals
1) Goal I: Reading Description:
Increase Reading Proficiency Performance Measure:
By 2022, the percentage of students who will read proficiently by the end of third grade will increase to 63 percent from 53.4 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $7,800,000
Title II-A $1,590,000
Title III – Language Acquisition (PRC104) $474,000
Title IVA – Student Support and Academic Enrichment (SSAE) $450,000
Consolidated Total: $10,314,000
Grand Total: $10,314,000
1.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
1.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
1.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
1.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
1.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
2) Goal II: Math I Description:
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Increase percentage of students passing Math I Performance Measure:
By 2022, 75 percent of incoming sixth grade students will pass NC Math I (Algebra I) with a C or better by the end of their ninth grade year from 69.8 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $2,600,000
Title II-A $530,000
Title IVA – Student Support and Academic Enrichment (SSAE) $25,000
Consolidated Total: $3,155,000
Grand Total: $3,155,000
2.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
2.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
2.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
2.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
2.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
4) Goal IV: Exceed Growth Description:
Increase the number of schools that exceed growth Performance Measure:
By 2022, increase by 50 percent the number of schools that exceed growth from 32.5 percent in 2017.
Fiscal ResourcesGrant Notes 2019
Consolidated
Title IA $7,800,000
Title IVA – Student Support and Academic Enrichment (SSAE) $100,000
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Consolidated Total: $7,900,000
Grand Total: $7,900,000
4.1) Personnel Description:
Additional FTEs will be purchased to supplement state and local allotments. Funds may also be utilized for extended employment contracts and subs for supplemental FTEs.
4.2) Quality Professional Development Description:
Guilford County Schools staff members will be provided with high quality, on-going, research based professional development on strategies to increase student performance in math and english language arts as well as specific professional development on cultural relevance and equity. Funds will be used to support activities such as stipends for trainings, substitutes for professional development, memberships to professional organizations, and contracted services.
4.3) Supplies and Materials Description:
Funds will be used to supplement the state and local instructional allotments. Funds will support purchases such as library books, computer equipment, printing and binding, classroom materials, etc.
4.4) Parent and Family Engagement Description:
Funds will be used to support activities to engage and educate parents in Title I schools about matters that will help them support their child's learning.
4.5) Supplemental Activities Description:
Funds will be used to supplement regular education activities by providing students with opportunities to participate in activities such as field trips and the associated transportation.
Related Organization Plan Action Steps
Related School Plan Action Steps
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North Carolina Title I Application – 2018-19
Revised June 2018
NEGLECTED AND DELINQUENT INSTITUTIONS Provide the following information for each institution for neglected and/or delinquent youth operating in the LEA with Title I funds.
Institution Name: Guilford County Juvenile Detention Type of Institution (should reflect original charter):
Neglected Delinquent
Institution Official: Douglas Logan Regular Educational Services provided by: LEA Schools Institution-based
Institution Address:
15 Lockheed Court Greensboro, NC 27409
LEA must attach a copy of the formal agreement if regular educational services are provided by the institution
336-641-2600 Percent of students that will reside outside the
boundaries served by the LEA upon leaving the facility:
More than 30%
30% or less
Institution Phone: If 30 percent or less, the LEA must use a portion of funds to operate a dropout prevention program within its schools.
Email: [email protected]
PROJECT NARRATIVE Participant Identification The population served is court-involved youth awaiting adjudication. Teachers refer to detainees as “students” rather than “juveniles.” (For the purpose of this application, detainees will be referred to as students). This allows teachers to maintain a teacher-student relationship that compliments rather than contradicts the duties of counselor technicians, who are responsible for the safety, well-being, and behavior of the detained. During the intake period, academic assessment tests are administered- DORA, DOMA. Instructional Program Students receive academic instruction in all core content areas, Math, English, Science and Social Studies. Upon arrival at JDC the transition coordinators contact the student’s home school and a schedule is created based on the active schedule on file for the student for the academic year. The teachers at the center work with students (some have been detained while others have dropped out) who can be described as academic underachievers (especially in the areas of math, writing skills and reading), have negative attitudes about school, and have low self-esteem. The Juvenile Detention Center is limited in CTE course offerings, due to software not being available for use by students while they are incarcerated. Students are however exposed to interest surveys and research links to explore Career and Technical certification programs that may be available to them both in the community and at their homeschool upon release. The overall academic plan for the 2018-2019 school year will be geared towards improving the transition back to the student’s homeschool upon release. Students will be instructed using Grade level material and pacing within the county. Students will also receive remedial instruction based on the baseline data gathered upon entry. ARC (American Reading Company) will also be implemented as the Literacy component for 2018-2019 school year. Types of Materials and Equipment Used Students will have access to text books, online line support programs, desk top computers, as well as Lenovo think pads. All students are provided with notebooks, paper and pencils, and the materials needed to complete assignments.
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North Carolina Title I Application – 2018-19
Revised June 2018
Monitoring of Progress/Other Assessments Used Students will be given daily written assignments in assigned subjects. Students will complete learning modules and assessment tests based on subjects taught. Students will have work journals and notebooks to follow their progress in mastering objectives. Student work will be displayed within in appropriate areas of the facility. End-of-Grade, End-of-Course, and teacher made tests will be administered. Professional Development for Staff Teachers will be encouraged to attend professional development offered by Guiford County Schools throughout the 2018-2019 school year and will join SCALE Greensboro staff on early release Professional Development days. Transition activities In order to provide a smooth transition back to the student’s home school, staff will share progress reports and dates of students’ detention at the time of re-entry. This is especially critical for Guilford County students in that they can receive credit for attending classes at the institution and be counted as present for the instructional day at their home school. A comprehensive progress report will be provided for each student and respective school. Additional academic support will be provided when students return to their home schools. - Computer assessments, student work, and daily log of academic achievement will be available for review for home-school teachers and administrators via Class Dojo. Guilford County Schools Transition Specialists are assigned to the Juvenile Detention Center and will coordinate students’ transitions in and out of the institution. Responsibilities include, but are not limited to: Communicate with the Exceptional Children’s Department to ensure that identified students receive the appropriate services. Develop relationships with home-school teachers to provide insight about the instructional program at the institute and how it relates to the work that student would have to complete if still at the home school. Follow up with students after they return to their home schools to ensure they are meeting academic and behavior expectations. Coordinate the exchange of information regarding academic work to/from the home schools so students receive appropriate credit for complete work.
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Title 1 Equity
Plan
2018
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LEA: Guilford County Schools DATE: June 2018
Equity Plan
In addition to requiring that all teachers of core academic subjects be highly qualified, NCLB requires that states and school systems ensure that low-wealth, minority, learning disabled and/or English language learners are taught by experienced and highly qualified teachers to the same extent as are students who do not fall into these categories. To this end, LEAs are expected to have a plan to ensure the equitable distribution of teachers. The plan is to include the following components: A. A description and analysis of the distribution of teachers in the LEA. Any inequities should be clearly identified.
Summary Information Regarding 2017-2018 Teacher Demographics for Equity Plan
• 125 Schools • 69 Title I Schools staffed with 2,596.06 FTE Teachers • 56 Non-Title I Schools staffed with 2183.69 FTE Teachers
Below is a comparison of the Teaching Staff at Title I Schools vs. Non-Title I Schools for
2016 – 2017 and 2017 – 2018.
Category Title I School Staff
2016-2017
Non-Title I School Staff 2016-2017
Title I School Staff
2017-2018
Non-Title I School Staff 2017-2018
% of Teachers with less than 3 years of Experience
20.89% 12.00% 17.92% 11.40%
% of Teachers with 3 to 10 years of Experience
34.50% 28.35% 34.05% 27.91%
% of Teachers with 10 to 20 years of Experience
29.14% 34.79% 30.29% 35.47%
% of Teachers with 20 or more years of Experience
15.00% 24.56% 17.12% 25.22%
% of Teachers with National Board Certification
4.54% 12.50% 4.50% 12.04%
% of Teachers with Master’s degrees or higher
35.24% 37.76% 33.80% 36.65%
% of Teachers with clear teaching licenses
86.88% 93.08% 84.50% 91.68%
% Caucasian Teachers 54.18% 77.58% 50.88% 74.92% % Teachers of Color 45.82% 22.42% 49.12% 25.08%
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Summary Information Regarding 2016-2017 School Performance for Equity Plan (We do not have performance data for 2017-18 at this time so this is the same as last year)
• 126 Schools • 65 Title I Schools of which 11 did not meet growth, 35 met growth, 17 exceeded growth,
and 2 that were not eligible to receive growth scores (HS Ahead and Newcomer’s) for
2016-17 • 61 Non-Title I Schools of which 5 did not meet growth, 28 met growth, 21 exceeded
growth, and 7 that did not receive growth scores (Gateway, Herbin-Metz, Joyner-Greene, Haynes-Inman, Scale Greensboro, Pruette Scale, and Greensboro College Middle College) for 2016-17
Below is a comparison of the Teaching Staff Performance at Title I Schools vs. Non-Title I Schools
Category Title I School Performance
Non-Title I School Performance
Did Not Meet Growth 16.92% 8.20% Met Growth 53.85% 45.90% Exceeded Growth 26.15% 34.43% Did Not Receive Growth Scores 3.08% 11.47%
Summary Information Regarding 2016-2017 Teacher Turnover
(March 2016 to March 2017)
• 126 Schools • 65 Title I Schools with 2,434.46 FTE Teachers in March 2016, of which 369.50 FTE
were no longer employed as Teachers in GCS in March 2017. • 61 Non-Title I Schools with 2,347.54 FTE Teachers in March 2016, of which 282.50 FTE
were no longer employed as Teachers in GCS in March 2017.
Summary Information Regarding 2017-2018 Teacher Turnover
(March 2017 to March 2018) for Equity Plan
• 125 Schools • 69 Title I Schools with 2,596.06 FTE Teachers in March 2017, of which 392.25 FTE
were no longer employed as Teachers in GCS in March 2018. • 56 Non-Title I Schools with 2,183.69 FTE Teachers in March 2017, of which 247.75 FTE
were no longer employed as Teachers in GCS in March 2018.
Below is a comparison of the Teacher Turnover from March 2016 to March 2017 and from March 2017 to March 2018 at Title I Schools vs. Non-Title I Schools
Category Title I Schools 2016-2017
Non-Title I Schools 2016-2017
Title I Schools 2017-2018
Non-Title I Schools 2017-2018
Teacher Turnover %
15.18% 12.03% 15.11% 11.35%
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B. Strategies to be implemented that address the inequities/needs as identified in the description of teacher distribution above. For each strategy, provide evidence for
the probable success of the strategy.
The Human Resources Department in collaboration with school and district leaders prioritize the
recruiting, retention and support efforts at Title I schools to promote the opportunity for students
to have access to educators qualified to meet their social and academic needs.
GCS prioritizes staffing allocations, recruitment efforts, placements and transfers, as well as
Central office administrative support to ensure students in Title I schools receive a high quality
education. The District also provides ongoing professional development to Title I principals that
emphasize recruiting, screening, selection, development and retention of highly effective staff.
The identified strategies were developed based on school level data, best practices and
research-based strategies. The components of the Equity Plan are divided into 3 sections. The
sections are as follows:
• Section 1: Recruitment, Retention, Selection and Staffing programs, procedures and
strategies
• Section 2: Principal and Teacher Performance Monitoring
• Section 3: Measurements of Success
The 2018 – 2019 District Equity Plan is a pathway to a multi-year and tiered strategic plan
designed to address the unique needs of our schools that are significantly impacted by poverty,
specifically our Title I schools. Guilford County Schools is committed to ensuring that students in
schools highly impacted by poverty are not disproportionately taught by teachers who are
inexperienced, ineffective or out of field.
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Section 1: Recruitment, Retention, Selection and Staffing
Programs • Opportunity Culture – The District will implement Opportunity Culture in select Title 1
schools for the 2018 – 2019 school year with the intention of expanding the program in
subsequent years. Opportunity Culture schools redefine classroom positions, allowing
the best teachers to have the greatest impact on some of our most vulnerable students.
It provides our high-performing teachers with leadership career pathways that will
expand their reach to many more students. It is a model designed to extend the reach of
excellent teachers and offer them more pay. In an independent study, multi-classroom
leaders have been shown to boost proficiency from 50th percentile in reading and math
to between 66th and 72nd percentile in reading and between 75th and 85th percentile in
math, in just two to three years. Principals will receive training in behavioral interviewing
and be supported by the Human Resources department in screening candidates for this
position.
• Incentive Schools – Select Title 1 schools will begin an incentive program for the
upcoming school year. These schools often experience difficulty in recruiting and
retaining highly effective staff. As a result, these schools will have recruitment, retention
and performance incentives to attract and retain highly effective staff. Incentives will
help us provide more students with access to great teachers.
• Teach for America – The District utilizes the services of Teach for America to identify
highly qualified educations for students at our schools impacted by Poverty. While many
of these candidates do not have the year of experienced used in the State’s definition for
the Title I Equity Plan, they do meet the other State criteria and are provided with
professional development before they begin and while they are teaching. Professional
development and support is provided by both Teach for America and the School District.
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Procedures
• Transfer Procedure – The District revised the internal licensed employee transfer
procedure to provide Title 1 schools with the opportunity to increase the percentage of
staff who demonstrate proficient or higher performance as demonstrated through
EVAAS and performance evaluation ratings. Low performing Title 1 schools may not
accept internal transfers of teachers who have three or more consecutive years of ‘Does
Not Meet Expected Growth’ on student growth measures. Further, principals are
expected to closely examine teacher effectiveness data of teachers who are newly hired
into the district. The district also revised the transfer procedure to ensure that no more
than 5% of a school’s staff may transfer out of the school, ensuring that no school
experiences a depletion of highly effective staff.
Human Resources, Data and Analytics, School Support Officers and principals reviewed
the performance data of all licensed staff, identify staff with consecutive years of
performance that fell below expectations. Among these staff members, principals
identified staff who needed to be transferred out of their school as well as staff who
needed to be placed on a growth plan for improvement. This strategy is designed to
create opportunities for principals to hire highly effective educators, remove staff who
have not demonstrated effective performance and develop staff who have shown the
potential for coaching and development.
Activities
• Targeted and Aggressive Recruitment and Retention Plan (TARRP) – Hiring trends
in Title I schools are examined by District and School leaders in an effort to understand
teacher attrition at the school. The principal, principal’s supervisor, and representatives
from curriculum and human resources develop a customized recruitment and retention
plan for each site. The plan includes early hiring, summer training opportunities for new
teachers and direct support from central office leaders.
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• Early Hiring – Principals of Title I schools may offer early contracts all year for
anticipated vacancies. Principals will be asked to identify licensed teachers for the
upcoming school year starting in December. If the Title I School does not have a
vacancy, the District will place the teacher at another location. The goal is to have
experienced teachers selected early so that principals can hire the most qualified
candidates as possible. Additionally, early contract offers were extended by Human
Resources and other school administrators throughout the school year. These
candidates were made available to Title 1 principals first to allow them an opportunity to
select from among the most highly qualified new teachers.
• Recruitment Events – Principals of Title I schools are scheduled to participate in
recruiting activities that expose them to experienced teachers throughout the country.
Recruitment trips, both locally and nationally, provide Title I principals with an
opportunity to screen candidates prior to vacancies arising. Additionally, the District
emphasizes to all principals who attend recruitment events, the importance of recruiting
and attracting top talent to our Title I schools. As such, each principal attending a
recruitment event is expected to screen candidates who may be suited for teaching at
our schools that are most impacted by poverty.
District recruitment events are open to Title I schools prior to being open to all other
schools in the District. During annual large-scale District recruitment events, candidates
are initially exposed to Title I principals only. By providing Title I principals with an
opportunity to screen and interview candidates before all other schools in the District,
Title I principals have the advantage of identifying suitable candidates from a larger pool
of qualified applicants.
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Section 2: Performance Monitoring
Teacher & Principal Performance
• A district-wide evaluation calendar of events will be created to guide principals and
principals supervisors in the observation and evaluation process of teachers and
principals, respectively.
• A district-wide non-renewal calendar will also be developed to ensure that principals and
teachers who are not performing at a satisfactory level are provided with the additional
support they need to improve or with appropriate notice such that low performers can be
removed and replaced with highly qualified educators.
• Principals will develop and implement an action plan for teachers identified as low
performing and who they elected to keep at their schools. Each teacher’s Monitored or
Directed Growth Plan will be developed based on the North Carolina Professional
Teaching standards, the teacher’s individual performance data and principal
observations. The Growth Plans will be monitored throughout the year.
• Principal supervisors use will use data on school performance, teacher performance and
principal performance to engage principals in critical conversations about strategies to
ensure every teacher is positively impacting student learning and that the principal is
taking appropriate action to improve student outcomes.
• Principal supervisors are working with principals to identify specific activities that will
result in a proficient or higher rating on the Human Resources standard on the Principal
evaluation tool. Activities include reviewing current staffing levels and projecting needs
for the upcoming school year, offering early contracts to viable candidates, completing
evaluations of all teachers according to District timelines, appropriately categorizing and
developing a recruitment/retention plan, setting and achieving hiring goals for the
upcoming school year. Data will include the licensure, experience, and degree level of
teachers as well as the student outcomes produced by teachers.
Teacher evaluation, retention of effective teachers, proper documentation of ineffective
teachers and recruiting of effective teachers is also used as means of demonstrating
proficiency or higher on the principal evaluation Human Resources standard.
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Section 3: Measures of Success
C. A description of how the LEA will evaluate the impact of the strategies.
• Principal supervisors will monitor the completion of evaluation, recruiting, retention and
professional development activities for their assigned schools throughout the year.
Through formal and information observations as well through submission of artifacts,
principal supervisors will provide principals with feedback on progress verbally and
through the use of the Principal evaluation process.
• Title I principals will offer early contracts and provide all teachers with support and
developmental opportunities. Beginning with the 2018 – 2019 school year, Human
Resources will track the early contract offers made by Title 1 principals and the
performance of those teachers, providing principals with feedback to improve the
recruitment and selection process.
• Title 1 schools will begin the school year with all classroom teachers filled with qualified
educators prepared to teach and grow students.
• Teacher retention and effectiveness data will be reviewed at the end of the school year
to determine effectiveness of strategies.
• The recruitment, selection, performance and student outcome data will be reviewed at
the end of the school year to identify any trends or reveal strengths and weaknesses in
the process to staff Opportunity Culture and Incentive schools with effective staff.
• Principal, teacher, student and overall school performance will be reviewed by each
Principal Supervisor with support from Research and Accountability and Human
Resources to identify effective programs, procedures and strategies as well as areas for
growth.
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Language Instruction Educational Program (LIEP) Services
2018-2019
LEA/Charter Name: ____Guilford County Schools__ LEA/ Charter Number: ___410___ Submission Date: ______July 2017__
Contact Name: _________Mayra Hayes___ Email: [email protected]________Phone: _____336-370-8982__________
CONTEXT
Guilford County Schools is the third largest district in North Carolina. There are 125 ESL teachers that serve 5687 ELs. ESL
teachers serve ELs in pull-out, push-in, Sheltered Classes, and The Doris Henderson Newcomers School serves first year
newcomers students in grades K-12.
CRITERIA
Category: Category: Category:
Direct Services Level I:
Proficiency levels – 1-3 in Reading and
Writing
Less than two years in US schools
One teacher may serve more than one
school.
LEP plan is developed at the school
level and for each LEP student.
LIEP services are provided in all
schools. GCS was able to identify local
funds to secure two additional ESL
teachers to serve 22 “cluster sites,” and
11schools have been divided among four
locally paid ESL teachers.
Direct Services Level II
Proficiency levels – 4-5 Reading and
Writing
Two or more years in US schools
Not meeting HS graduation requirements
or struggling academically
Long term ELLs LEP plan is developed at
the school level and for each LEP student.
Direct Services Level III
Proficiency level 5 or greater in Reading or
Writing.
Meeting some or most HS graduation
requirements, and/or succeeding
academically in most subject areas, or able
to participate in mainstream classrooms
with all or most language domains.
LEP plan is developed at the school level
and for each LEP student.
SERVICES: Elementary School
Category: Category: Category:
Small teacher-to-student ratio
K-5: Pull-out five days a week for a
minimum of 30-45 minutes. Some co-
teaching, appropriate instructional
modifications in place, afterschool
tutoring provided and some teacher
assistants (TAs) available for additional
support.
K: Dual Language Instruction
Dual Language Education programs are
delivered in two languages for literacy
and content instruction. Dual Language
Education programs follow the same
academic content and standards as other
educational programs.
One teacher may serve more than one
school.
K-5: Mostly co-teaching with some pull-
out to focus on specific skill sets
identified through data reflection. Some
content teachers are SIOP trained
appropriate instructional modifications in
place, and after school tutoring provided
in most schools.
One teacher may serve more than one
school.
K-5: Mostly served by SIOP trained
teachers or ESL co-teaching. ESL support
as needed for teachers (coaching, ELL
strategies). Small group student tutoring to
meet student language and academic needs
based on student data. Appropriate
instructional modifications in place.
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All Dual Language program models use
the students' home language, in addition
to English, for instruction. These
programs are easily implemented in
districts with a large number of students
from the same language background.
Students in Dual Language programs are
grouped according the native and target
languages. Ideally, there is a nearly
50/50 balance between content taught in
Spanish and content taught in English.
Two-way Dual Language classes may be
taught by a single teacher or two
teachers who are proficient in both
languages.
SERVICES: Middle School
Category: Category: Category:
6-8: Content-based ESL class for 45
minutes to 90 minutes per day
depending on the schools’ schedules.
ELL students strategically scheduled.
Appropriate instructional modifications
in place and after school tutoring
provided in most schools. SIOP trained
staff in most schools.
6-8: Some-content based ESL classes for
45 minutes per day, some co-teaching.
Some content with SIOP trained teacher
team, and students strategically
scheduled, appropriate instructional
modifications in place and after school
tutoring provided in most schools.
6-8: Mostly served by SIOP trained
teachers or ESL co-teaching. ESL support
as needed for teachers (coaching, ELL
strategies). Small group student tutoring to
meet student language and academic needs
based on student data. Appropriate
instructional modifications in place.
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SERVICES: High School
Category: Category: Category:
9-12: Content-based ESL class for 90
minutes per day. Appropriate
instructional modifications in place and
after school tutoring provided in most
schools. SIOP trained staff in some
schools.
3-12: Doris Henderson Newcomers
School is designed for students in grades
three through twelve who have recently
arrived in the United States and are
considered novices on the North Carolina
language test. The goal of the school and
its staff is to accelerate literacy skills and
prepare English language learners to
bridge the gap between a newcomer
setting and the assigned school. The
capacity of the school is 325 students, and
transportation is provided by GCS. The
school operates on a 10-month schedule,
with extended learning sessions
scheduled throughout the year. Students
generally attend the school for one year,
but may attend for a longer or shorter
time depending on individual
achievement and progress. When students
arrive at the school, they are assessed to
determine their academic and language
skills and are placed into classrooms that
best meet their needs.
ELL/EC: LIEP services are placed on the
IEP. ESL teachers are on the EC
committees and serve students according
to the IEP goals.
Mostly served by SIOP-trained ESL
teachers or in a co-teaching situation.
9-12: Some content-based ESL classes for
90 minutes per day, and some co-teaching.
Some content teachers are SIOP trained,
and student are clustered. Appropriate
instructional modifications are in place,
and after school tutoring is provided in
most schools.
ELL/EC: LIEP services are placed on the
IEP. ESL teachers are on the EC
committees and serve students according
to the IEP goals.
Mostly served by SIOP-trained ESL
teachers or in a co-teaching situation.
9-12: Mostly served by SIOP trained
teachers or ESL co-teaching. ESL support
as needed for teachers (coaching, ELL
strategies). Small group student tutoring
to meet student language and academic
needs based on student data. Appropriate
instructional modifications in place.
Tutors provide small group instruction
that is modified to meet the needs of
ELLs. Tutors specifically focus on the
language and vocabulary to assist
students.
ELL/EC: LIEP services are placed on the
IEP. ESL teachers are on the EC
committees and serve students according
to the IEP goals.
ELL/AIG: Mostly served by SIOP-
trained ESL teachers or in a co-teaching
situation.
Note: This is a template and can be modified to meet the needs of the LEA/Charter. See guidance documents for instructions and
examples.
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NC Title III Application for the 2018-2019 School Year Page 1 of 9
NORTH CAROLINA TITLE III BUDGET 2018-2019
PRC 054, PRC 104, PRC 111 Funds are available 2017-2019 (27 months)
THE NO CHILD LEFT BEHIND ACT OF 2001 (P.L. 107-110)
1) Use the table below or request submit your existing format to document Basic Language
Instruction Educational Program (LIEP) staff for 2018-2019. • Include ONLY staff paid with LEA/Charter funds. Do NOT include, special services provided by non-recurring funds, such as
project grants and collaborative pursuits hosted by other agencies.
• Title III funds cannot be used for Basic LIEP services.
BASIC (Core) Language Instruction Educational Program (LIEP) for ELLs
School Expected
# ELLs
# Staff for
BASIC LIEP (e.g., .25, .5, 1.5 etc.)
Role (e.g., ESL, DL, TBI, Heritage Language) Teacher; Interpreter; Teacher Assistant; Tutor
ALAMANCE
ELEMENTARY 37 .5 ESL Teacher
ALDERMAN
ELEMENTARY 77 2 ESL Teacher
ALLEN JAY
ELEMENTARY 145 3 ESL Teacher
ARCHER
ELEMENTARY 125 2 ESL Teacher
BESSEMER
ELEMENTARY 62 1 ESL Teacher
BLUFORD
ELEMENTARY 12 .1 ESL Teacher
BRIGHTWOOD
ELEMENTARY 56 1 ESL Teacher
BROOKS GLOBAL
ELEMENTARY 3 .1 ESL Teacher
CLAXTON
ELEMENTARY 39 .5 ESL Teacher
COLFAX
ELEMENTARY 29 .5 ESL Teacher
CONE
ELEMENTARY 50 1 ESL Teacher
ERWIN
MONTESSORY
2 .1 ESL Teacher
FAIRVIEW
ELEMENTARY
75 1.5 ESL Teacher
FALKENER
ELEMENTARY
151 2 ESL Teacher
FLORENCE
ELEMENTARY
43 .5 ESL Teacher
FOUST
ELEMENTARY
116 2 ESL Teacher
FRAZIER
ELEMENTARY
53 1 ESL Teacher
GENERAL GREENE
ELEMENTARY
5 .1 ESL Teacher
GIBSONVILLE
ELEMENTARY
19 .5 ESL Teacher
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GILLESPIE PARK
ELEMENTARY
11 .1 ESL Teacher
GUILFORD
ELEMENTARY
79 2 ESL Teacher
HAMPTON
ELEMENTARY
38 1 ESL Teacher
HUNTER
ELEMENTARY
174 3 ESL Teacher
IRVING PARK
ELEMENTARY
88 1.5 ESL Teacher
JAMESTOWN
ELEMENTARY
28 1 ESL Teacher
JEFFERSON
ELEMENTARY
103 2 ESL Teacher
JESSE WHARTON
ELEMENTARY
16 .3 ESL Teacher
JOHNSON STREET
GLOBAL STUDIES
44 .5 ESL Teacher
JONES
ELEMENTARY
4 .2 ESL Teacher
JOYNER
ELEMENTARY
36 .5 ESL Teacher
KIRKMAN PARK
ELEMENTARY
18 .1 ESL Teacher
LINDLEY
ELEMENTARY
43 .4 ESL Teacher
MADISON
ELEMENTARY
2 .2 ESL Teacher
MCLEANSVILLE
ELEMENTARY
75 1 ESL Teacher
MCNAIR
ELEMENTARY
92 2 ESL Teacher
MILLIS ROAD
ELEMENTARY
62 1 ESL Teacher
MONTICELLO-
BROWN SUMMIT
ELEMENTARY
35 .5 ESL Teacher
MONTLIEU
ACADEMY
ELEMENTARY
60 1 ESL Teacher
MOREHEAD
ELEMENTARY
124 2 ESL Teacher
MURPHEY
TRADITIONAL
ACADEMY
44 1 ESL Teacher
NATHANAEL
GREENE
ELEMENTARY
3 .2 ESL Teacher
NORTHERN
ELEMENTARY
8 .1 ESL Teacher
NORTHWOOD
ELEMENTARY
95 2 ESL Teacher
OAK HILL
ELEMENTARY
178 3 ESL Teacher
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OAK RIDGE
ELEMENTARY
9 .1 ESL Teacher
OAK VIEW
ELEMENTARY
49 1 ESL Teacher
PARKVIEW
VILLAGE
ELEMENTARY
47 1 ESL Teacher
PEARCE
ELEMENTARY
22 .5 ESL Teacher
PECK
ELEMENTARY
68 1.5 ESL Teacher
PEELER OPEN
ELEMENTARY
6 .1 ESL Teacher
PILOT
ELEMENTARY
60 1 ESL Teacher
PLEASANT
GARDEN
ELEMENTARY
12 .2 ESL Teacher
RANKIN
ELEMENTARY
169 3 ESL Teacher
REEDY FORK
ELEMENTARY
74 1 ESL Teacher
SEDALIA
ELEMENTARY
16 .5 ESL Teacher
SEDGEFIELD
ELEMENTARY
177 4 ESL Teacher
SHADYBROOK
ELEMENTARY
53 1 ESL Teacher
SOUTHERN
GUILFORD
ELEMENTARY
28 1 ESL Teacher
SOUTHWEST
GUILFORD
ELEMENTARY
27 .5 ESL Teacher
STERNBERGER
ELEMENTARY
6 .1 ESL Teacher
STOKESDALE
ELEMENTARY
1 .1 ESL Teacher
SUMMERFIELD
ELEMENTARY
30 .5 ESL Teacher
SUMNER
ELEMENTARY
99 1.5 ESL Teacher
TRIANGLE LAKE
MONTESSORI
ELEMENTARY
24 .5 ESL Teacher
UNION HILL
ELEMENTARY
71 2 ESL Teacher
VANDALIA
ELEMENTARY
9 .2 ESL Teacher
WASHINGTON
ELEMENTARY
6 .5 ESL Teacher
WILEY
ELEMENTARY
13 .2 ESL Teacher
ALLEN JAY MIDDLE 3 .1 ESL Teacher
ALLEN MIDDLE 40 1 ESL Teacher
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AYCOCK MIDDLE 57 1 ESL Teacher
EASTERN
GUILFORD MIDDLE
81 3 ESL Teacher
FERNDALE MIDDLE 117 2 ESL Teacher
GUILFORD MIDDLE 50 1 ESL Teacher
HAIRSTON MIDDLE 82 2 ESL Teacher
JACKSON MIDDLE 79 2 ESL Teacher
JAMESTOWN
MIDDLE
57 1 ESL Teacher
KERNODLE
MIDDLE
12 .5 ESL Teacher
KISER MIDDLE 41 .5 ESL Teacher
MENDENHALL
MIDDLE
41 1 ESL Teacher
NORTHEAST
GUILFORD MIDDLE
44 1 ESL Teacher
NORTHERN
MIDDLE
8 .5 ESL Teacher
NORTHWEST
GUILFORD MIDDLE
8 .1 ESL Teacher
PENN-GRIFFIN
SCHOOL FOR THE
ARTS
13 .3 ESL Teacher
SOUTHEAST
GUILFORD MIDDLE
15 .4 ESL Teacher
SOUTHERN
GUILFORD MIDDLE
81 2 ESL Teacher
SOUTHWEST
GUILFORD MIDDLE
54 1 ESL Teacher
WELBORN MIDDLE 27 .5 ESL Teacher
ANDREWS HIGH 46 .5 ESL Teacher
DUDLEY HIGH 110 1 ESL Teacher
EASTERN
GUILFORD HIGH
120 2 ESL Teacher
GRIMSLEY HIGH 56 1 ESL Teacher
HIGH POINT
CENTRAL HIGH
156 2 ESL Teacher
NORTHEAST
GUILFORD HIGH
51 .3 ESL Teacher
NORTHERN HIGH 22 .2 ESL Teacher
NORTHWEST
GUILFORD HIGH
19 .2 ESL Teacher
PAGE HIGH 156 3 ESL Teacher
RAGSDALE HIGH 62 1 ESL Teacher
SMITH HIGH 188 4 ESL Teacher
SOUTHEAST
GUILFORD HIGH
18 .4 ESL Teacher
SOUTHERN
GUILFORD HIGH
100 2 ESL Teacher
SOUTHWEST HIGH 40 1 ESL Teacher
WESTERN HIGH 25 1 ESL Teacher
DORIS HENDERSON
NEWCOMER
SCHOOL
356 17 ESL Teacher
Total 125 ESL Teachers
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2) Use the table below to document use of Title III funding in 2018-2019.
Title III Supplemental LIEP Services
Assigned Location(s) # of Staff Budget Code
Title III Role1
E.g., Title III Lead Teacher; Title III
Parent Liaison; Title III Tutor, Title III TA Purpose
Code PRC Code
104 or 111 Only
Object
Code
Extended Year 6 5350 104 121 ESL teachers 2 and 3 week summer
program Tutors for after-
school and Saturday
Adult Literacy
programs
12 5330 104 143 Tutors will be retained to work with
students who are struggling in specific
subjects after school and during
Saturday Literacy programs. In-school tutoring for
high school students 4 5330 104 143 In-school tutoring
Ferndale Middle 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Archer 1.5 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Foust Elementary 1 5880 104 144 Split funded
80% Title III Parent Liaison- with 20%
School Title I Frazier Elementary 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
School Title I Hunter Elementary 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I McLeansville .5 5880 104 144 Split funded
25% Title III Parent Liaison- with 25%
District Title I McNair Elementary 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Morehead
Elementary 1 5880 104 144 Split funded
20% Title III Parent Liaison- with 80%
School Title I Northwood
Elementary .5 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Falkener Elementary .5 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Guilford Elementary .5 5880 104 144 Full-time positions:
25% Title III Parent Liaison- with 25%
District Title I Newcomers School 2.5 5880 104 144 3 Full-time position:
Split funded
50% Title III Parent Liaison- with 50%
District Title I
Part-time position:
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NC Title III Application for the 2018-2019 School Year Page 6 of 9
25% Title III Parent Liasion
25% District Title I Oak Hill 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Page High School .5 5880 104 144 Part-time position:
25% Title III Parent Liasion
25% District Title I Rankin Elementary 1.5 5880 104 144 Full-time position: Oak Hill 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Page High School .5 5880 104 144 Part-time position:
25% Title III Parent Liasion
25% District Title I Rankin Elementary 1.5 5880 104 144 Full-time position: Oak Hill 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
District Title I Page High School .5 5880 104 144 Part-time position:
25% Title III Parent Liasion
25% District Title I Rankin Elementary 1.5 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
School Title I
Part-time position:
25% Title III Parent Liasion
25% District Title I Reedy Fork .5 5880 104 144 Part-time position:
25% Title III Parent Liasion
25% District Title I Sedgefield
Elementary 1 5880 104 144 Split funded
50% Title III Parent Liaison- with 50%
School Title I Smith High 2 5880 104 144 Full-time positions:
50% Title III Parent Liaison- with 50%
District Title I Bessemer .5 5880 104 144 Full-time positions:
25% Title III Parent Liaison- with 25%
District Title I Northern Region
Area Title III Parent
Liaisons
1 5880 104 144 Full-time position: 50% Title III Parent Liaison- with 50%
District Title I Southern Region
Area Title III Parent
Liaisons
3 5880 104 144 Full-time positions:
50% Title III Parent Liaison- with 50%
District Title I Dual Language CF 2 5270 104 135 Full-time positions
Dual Language
Teacher
3 5270 104 121 Full-time positions
Dual Language TA 3 5270 104 121 Full-time positions
SIFE Teacher 1 5270 111 135 100% SIFE Teacher
Tutor 1 5330 111 143 100% Tutor
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NC Title III Application for the 2018-2019 School Year Page 7 of 9
Title III
Supplemental
LIEP Expenses
Other than Staff Include clear
description of
supplemental nature
of all purchases.
Item
Substitutes 5270 104 163 This allotment will be used to retain
substitutes for the Shadowing Program.
All new teachers are required to
participate, and we have opened the
invitation to all ESL teachers. Contracted Services 5330 104 311 Greater City School Literacy
Professional Development. SIOP
trainers will be retained to work with
content teachers and ESL teachers to
supplement the training Extended Day 5270 104 198 Bilingual tutoring for high school
students Spanish for Spanish Speakers and
Saturday Adult Literacy Classes 5880 104 411 Supplies for parent classes
Christina’s Dental Clinic 6550 104 331 This allotment will be used to pay for
transportation for our LEP students to
attend our dental clinic. Transportation to the Doris
Henderson Newcomers School,
Saturday Adult Literacy Class, and
K-12 tutoring
6550 104 331 Our parent survey indicated that
providing transportation will increase
our parent participation.
Travel Reimbursement 5330 104 332 Mileage will be paid to the coaches. Transportation to the GCS Magnet
Fair 6550 104 331 Parents have requested transportation
to the GCS Showcase Fair that is held
in the spring. Providing transportation
will increase LEP parent participation. Rising Kindergarten EL Lead
Teacher 5330 413 00 The Rising EL Kindergarten Camp has
two EL Lead teachers that assist with
curriculum and coaching. Supplementary 5270 181 00
1 Title III PRC 104 and/or 111 funds may ONLY provide services and materials that are supplemental to the BASIC LIEP for ELLs.
Title III Carry-over Funds for Supplemental LIEP Services (If applicable)
Assigned Location(s) # of Staff Budget Code
Title III Role1
E.g., Title III Lead Teacher; Title III
Parent Liaison; Title III Tutor, Title III TA Purpose
Code PRC Code
104 or 111 Only
Object
Code
High Point Central
High School, Smith
High School, and
Page High School
6 5350 104 192 ESL Summer Tutors: ESL teachers
will be retained to focus on needed
skills in reading, science, and math.
ESL Parent Classes
in Native Languages 6 5330 104 121 ESL teachers and presenters will be
retained to provide parent workshops
in their native language. ESL teachers
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NC Title III Application for the 2018-2019 School Year Page 8 of 9
will be retained to provide classes for
parents. Classes in how to maneuver
the school system, What to expect in
Kindergarten, How to Help your
child with homework, How to
prepare your child for college are
some examples of the classes being
offered. ESL teachers will work with
the community to provide the
information.
ESL Rising
Kindergarten Camp 12 5350 104 192
ESL teachers and content teachers
will be retained to focus on the first
two months of Kindergarten with
rising Kindergateners for the month
of July.
Dual Language
Materials and
classroom
resources
3 5330 104 411 Purchase of readers and
supplemental materials for the Dual
Language classrooms.
Carry-over Funds forTitle III Supplemental LIEP Expenses Other than Staff (If applicable)
Item Purpose1 Snacks for parent classes and
Kindergarten camp 5880 104 411 Afternoon snacks
1 Title III PRC 104 and/or 111 funds may ONLY provide services and materials that are supplemental to the BASIC LIEP for ELLs.
3) Complete the two tables below to document that Supplement Not Supplant requirements will be
met. Verify existing Basic LIEP services provided in 2016-2017 will not be supplanted with Title III funds
2017-2018.
Existing BASIC (Core) Program and Title III (Supplemental) Services in 2017-2018
Number of Positions/Jobs by Role
e.g., 1.0 (1 full time staff in that cost objective) or .5 (50% in that cost objective)
Fund Source # ESL
Tchr(s)
#
ESL
TA(s)
#
Tutor(s)
#
Interpreter(s)
BASIC ESL
# Title III
Parent
Liaison(s)
Supplemental
Outreach
# Title III
Lead
Tchr(s)
#
Extended
Day or
Extended
Year
# Other
(List Role)
Total #
Positio
ns
State LEP
PRC 054
122 1 District-
wide
Interpreter
1 ESL
Auditor
1 ESL
Testing
Specialist
1 ESL
Database
Manager
126
*All Other Funds 4 9.3 13.3
Title III
PRC 104
6 9 6
(K-12
Summer
program)
12
(8 Saturday
ESL
Teachers;
4
In-school
tutors for
33
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NC Title III Application for the 2018-2019 School Year Page 9 of 9
high school
students)
Title III
PRC 111
3 .5
Reading
Lead
Teacher
Coach
.5
Reading
Teacher
1
Technolog
y Assistant
5
*Including, but not limited to local, state ADM, IDEA, and/or Title I funds.
Proposed BASIC (Core) Program and Title III (Supplemental) Services in 2018-2019
Number of Positions/Jobs by Role
e.g., 1.0 (1 full time staff in that cost objective) or .5 (50% in that cost objective)
Fund Source # ESL
Tchr(s)
#
ESL
TA(s)
#
Tutor(s)
#
Interpreter(s)
BASIC ESL
# Title III
Parent
Liaison(s)
Supplemental
Outreach
# Title III
Lead
Tchr(s)
# Extended
Day or
Extended
Year
# Other
(List Role)
Total #
Position
s
State LEP
PRC 054
125 1
District
Wide
Interpreter
1 ESL
Auditor
1 ESL
Testing
Specialist
1 ESL
Database
Manager
129
*All Other Funds
4 14 18
Title III
PRC 104
3 8 9 2 18
(K-12
Summer
program)
12
(8
Saturday
ESL
Teachers
4
In-school
tutors for
high
school
students)
52
Title III
PRC 111
2
Tutors
1 SIFE
teacher
3
*Including, but not limited to local, state ADM, IDEA, and/or Title I funds.
180
Professional Development Plan for 2018-2019
Use this table to add specific details about the professional development described in narrative form in the Grant Details question # 4.
Participants Title/Topic Goal Approximate Date(s) Follow Up (e.g. coaching,
metoring, walkthroughs, etc.)
Basic/
Supplemental
GCS Employees and
Community
Spanish I This course is designed to
provide GCS employees with
basic knowledge of Spanish to
communicate with EL students
and families.
TBD
Spanish instructor will maintain
email and phone communication with
participants as needed. Participants
will post assignment in a Wiki,
specifically designed for the class.
Supplemental
GCS Employees and
Community
Spanish I This course is designed to
provide GCS employees with
basic knowledge of Spanish to
communicate with ESL
students and families.
TBD
Spanish instructor will maintain
email and phone communication with
participants as needed. Participants
will post assignment in a Wiki,
specifically designed for the class.
Supplemental
GCS Employees and
Community
Spanish I This course is designed to
provide GCS employees with
basic knowledge of Spanish to
communicate with EL students
and families.
TBD
Spanish instructor will maintain
email and phone communication with
participants as needed. Participants
will post assignment in a Wiki,
specifically designed for the class.
Supplemental
GCS Employees and
Community
Spanish II This course is designed to
provide GCS employees with
basic knowledge of Spanish to
communicate with EL students
and families.
TBD
Lead teachers will follow up with
weekly classroom visits and will
provide verbal and written feedback.
Supplemental
GCS Employees and
Community
Spanish III This course is designed to
provide GCS employees with
intermediate knowledge of
Spanish to communicate with
EL students and families.
TBD
Lead teachers will follow up with
weekly classroom visits and will
provide verbal and written feedback.
Supplemental
EL Teachers K-12
Mentor/Mentee Mentor/mentee training
sessions are provided each
month for our new EL teachers.
They receive training on basic
EL documentation and
procedures as well as
professional development
related to the WIDA standards
TBD
Lead teachers will follow up with
weekly classroom visits and will
provide verbal and written feedback.
Supplemental
181
and effective strategies for
teaching reading, math, and
writing.
EL Teachers K-12
Shadowing Program All new EL teachers participate
in our shadowing program.
Other EL teachers are included
upon request. In this program,
teachers are scheduled to visit a
seasoned EL teacher’s
classroom for an entire
morning. All of the teachers
who have observed will then
meet at the EL office in the
afternoon and spend time
reflecting on their experiences
and sharing the best practices
observed earlier that morning.
10/22/2018
10/23/2018
1/15/2019
1/16/2019
Lead teachers will follow up with
weekly classroom visits and will
provide verbal and written feedback.
Supplemental
Content Staff
GCS-General:
Introduction to EL for
Classroom Teachers
This course is designed to raise
awareness of ELs’ needs and
how to implement effective
strategies in the content
classroom.
TBD
Lead teachers will follow up upon
request.
Supplemental
Content Staff
GCS-General: Supporting
English Learners in the
Classroom
This course is designed to
provide content teachers with
tools and strategies to teach
English learners.
TBD
Lead teachers will follow up upon
request.
Supplemental
Content Staff GCS-Helping your ELs in
the K-2 Classroom
Teachers will be able to
incorporate EL strategies into
their science lessons.
TBD
Lead teachers will follow up upon
request.
Supplemental
Content Staff
GCS-Helping your ELs in
the 3-5 Classroom
Teachers will be able to
incorporate EL strategies into
their science lessons.
TBD
Lead teachers will follow up upon
request.
Supplemental
[Rows may be added to this table. Click “Table”; add row.]
182
Assurances
Guilford County Schools (410) Regular Local School District - Guilford County - 2019 - Consolidated - Rev 0 - Assurances
The North Carolina Department of Public Instruction may make funds available to the SUBGRANTEE for programs operated by the SUBGRANTEE in accordance with requirements and regulations applicable to such programs.
1 TITLE I, PART A -- IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES SEC. 1112. [20 U.S.C. 6312] STATEMENT OF ASSURANCES
Assurances are hereby provided to the State Education Agency (SEA) that the Local Educational Agency (LEA) or Charter School will:
(1) ensure that migratory children and formerly migratory children who are eligible to receive services under this part are selected to receive such services on the same basis as other children who are selected to receive services under this part;(2) provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1117, and timely and meaningful consultation with private school officials regarding such services; (3) participate, if selected, in the National Assessment of Educational Progress in reading and mathematics in grades 4 and 8 carried out under section 303(b)(3) of the National Assessment of Educational Progress Authorization Act (20 U.S.C. 9622(b)(3));(4) coordinate and integrate services provided under this part with other educational services at the local educational agency or individual school level, such as services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, and homeless children and youths, in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program; (5) collaborate with the State or local child welfare agency to ensure the educational stability of children in foster care in accordance with section 1112(c)(5);(6) make provisions to implement schoolwide and/or targeted assistance programs in accordance with sections 1114 and 1115;(7) ensure that all teachers and paraprofessionals working in a program supported with funds under this part meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification; (8) ensure that any school the local educational agency proposes to serve with funds received under section 1003 will receive all of the State and local funds it would have received in the absence of funds received under section 1003; (9) use Federal funds received under this part only to supplement the funds that would, in the absence of such Federal funds, be made available from State and local sources for the education of students participating in programs assisted under this part, and not to supplant such funds; (10) in the case of a local educational agency that chooses to use funds under this part to provide early childhood education 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 (42 U.S.C. 9836a(a));(11) comply with Section 1116 – Parent and Family Engagement;(12) comply with Section 1114 and/or 1115 – TAS and SW program requirements; and(13) comply with section 1112(e) – Parents right to know.
2 Migrant Education
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) or Local Operating Agency (LOA) will:
1. Administer the Migrant Education Project in accordance with all applicable statutes, regulations, and Project Application as required by section 1302, 1303, and 1304.2. Make provisions for services to eligible children attending Non-Public elementary and secondary schools in accordance with section 1120.3. Use fiscal control and fund accounting procedures that will ensure proper disbursement of, and accounting for federal funds allotted to the LEA.4. Select those students as “priority for services†whose education has been interrupted during the school year, and who are failing or at risk of failing to meet the state or local content and student performance standards in accordance with the requirements of section 1304(d).5. Use state and local funds to provide services in project areas which, taken as a whole, are at least comparable to services being provided in areas which are not receiving funds under this Title.6. Annually review program effectiveness, in accordance with subsection 1116(a); and make provisions for the implementation of school improvement procedures consistent with subsection 1116(c) and section 1306. *
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7. Transfer student records for migrant students who migrate in accordance with the requirements of section 1308.8. Implement programs, activities and procedures for the involvement of parents consistent with provisions of section 1118.9. Provide high-quality professional development in accordance with section 1119.10. Maintain its fiscal effort in accordance with section 9521 of this Act.11. Retain title and control of property and equipment purchases under this title.12. Be responsible for repayment of MEP funds in the event of audit exception.13. Maintain a district-wide salary schedule, as specified in section 1120A(c)(2)(i).14. Comply with comparability requirements specified in sections 1120A(c)(2), 1114 and 1115.15. Use federal funds under this part to supplement, not supplant, State and local funds, consistent with section 1120a(b)(1). Note: Evidence of supplement not supplant.
3 Title I, Part D, Subpart I - State Agency
Assurances are hereby provided to the State educational agency (SEA) that the State agency will:
1. Comply with the supplement, not supplant requirement of section 1120A and consistent with section 1415(b).2. In making services available to children and youth in adult correctional institutions) give priority to such children and youth who are likely to complete incarceration within a 2-year period.3. Assist in locating alternative programs through which students can continue their education if the students are not returning to school after leaving the correctional facility or institution for neglected or delinquent children and youth.4. Work with parents to secure parents’ assistance in improving the educational achievement of their children and youth, and preventing their children’s and youth’s further involvement in delinquent activities.5. Work with children and youth with disabilities in order to meet an existing individualized education program.6. Notify the child’s or youth’s local school if the child or youth –
- is identified as in need of special education services while the child or youth is in the correctional facility or institution for neglected or delinquent children and youth; and
- intends to return to the local school.7. Work with children and youth who dropped out of school before entering the correctional facility or institution for neglected or delinquent children and youth to encourage the children and youth to reenter school once the term of the incarceration is completed or provide the child or youth with the skills necessary to gain employment, continue the education of the child or youth, or achieve a secondary school diploma or its recognized equivalent if the child or youth does not intend to return to school.8. Train teachers and other qualified staff to work with children and youth with disabilities and other students with special needs taking into consideration the unique needs of such students.9. Coordinate this program with any programs operated under the Juvenile and Delinquency Prevention Act of 1974 (42 U.S.C. 5601 et seq.) or other comparable programs, if applicable.10. Designate an individual in each affected correctional facility or institution for the neglected or delinquent children and youth to be responsible for issues relating to the transition of children and youth from such facility or institution to locally operated programs11. Reserve not less than 15 percent and not more than 30 percent of funds under this part for transition services consistent with section 1418.12. Be responsible for repayment of Title I funds in the event of an audit exception.
4 Title II-A
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) will:
1. Title II, Part A funds will be used to supplement and not supplant funds from non-federal sources.2. Non-public schools in the LEA have been contacted yearly and have been given an equitable opportunity to participate in the planning and development of the programs funded under Title II, Part A for the benefit of children attending non-public schools (LEAs only, N/A for charter schools and SOPs).3. The LEA, SOP, or charter school will keep records and provide information to the SEA as may be required for fiscal audit and program evaluation consistent with the responsibilities of the SEA under Title II, Part A.4. Local parents, teachers, administrators, supporting personnel, and other groups as may be deemed appropriate by the LEA, SOP, or charter school have participated systematically in the design, planning, and implementation of the Title II, Part A program.5. Through the implementation of various strategies, poor and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers.6. Funds are targeted to schools that have the lowest proportion of Highly Qualified teachers, have the largest average class size, or are identified for school improvement under Title I, Sections 1116(b), 2122(b)(3); and there is equity in the assignment of Highly Qualified teachers in very high poverty and low poverty schools . *
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7. All teachers paid with Title II, Part A funds for class size reduction are Highly Qualified.8. All new Title I hires are Highly Qualified.9. The LEA, SOP, or charter school has developed a plan to ensure that all teachers of core academic subjects within the district are Highly Qualified at the time of assignment (Section 1119).10. The LEA, SOP, or charter school has incorporated and will fully implement procedures if/when it is necessary to hire and/or reassign a teacher who is not Highly Qualified for the grade level(s) and/or subject(s) he or she is assigned to teach.11. The LEA, SOP, or charter school has established procedures for developing individual teacher plans in case of the assignment of a non-Highly Qualified teacher, mutually agreed upon between the school/district and the teacher, that provide for direct communication between the school/district and individual teachers. The Individual HQ Teacher Plan or a LEA/Charter Approved Form will be used in this process.12. Parents are informed of their right to request and receive information on the qualifications of their children’s teachers (LEAs that receive Title I funding).13. The applicant will comply with Title VI & VII of the Civil Rights Act of 1964 (race, color, national origin); Section 504 of the Rehabilitation Act of 1973 (handicapped); Title IX of the Education Amendments of 1971 (sex); the Americans with Disabilities Act of 1990 and the Age Discrimination Act of 1975.14. All materials and supplies are used strictly for instructional purposes and are used to implement programs, projects, and activities for specific staff/professional development.15. Programs, projects, and activities will be operated in compliance with Title II, Part A legislation and Non-Regulatory Guidance, and with policies and procedures issued by the North Carolina Department of Public Instruction.16. The LEA, SOP, or charter school is responsible for repayment of Title II, Part A funds in the event of an audit exception.â€
5 Title III – Language Acquisition (PRC104/PRC111)
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) or Charter School will:
1. use payments to be received under Every Student Succeeds Act, Title III and its authorization (20 U.S.C. 6301 et seq., Sections § 3101, 3102, 3111-3116, and 3121-3128) solely for services benefiting English learners, consistent with the purposes, requirements, and other conditions of use as stipulated under this program.2. § 3115(b) not use more than 2 percent of allotted Title III funds for direct administrative expenses associated in administering this program.3. § 1112(c)(2) contact yearly, private elementary schools and secondary schools in the local education agency (LEA) in accordance with section § 1117, to have timely and meaningful consultation with private school officials regarding English learner services; 4. § 3116(b)(4)(A) - § (1112)(e)(3)(A-B) provide the following information to parents of English learners not later than 30 days after the beginning of the school year, inform parents of an English learner identified for participation or participating in such a program via a uniform notification process in a language the parent can understand:
a) the reasons for the identification of their child as an English learner and in need of placement in a language instruction educational program;
b) the child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement;
c) the methods of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction;
d) how the program in which their child is, or will be, participating will meet the educational strengths and needs of their child;
e) how such program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation;
f) the specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for English learners, and the expected rate of graduation from high school (including four-year adjusted cohort graduation rates and extended-year adjusted cohort graduation rates for such program) if funds under this part are used for children in high schools;
g) in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child, as described in section 614(d) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)); and
h) information pertaining to parental rights that includes written guidance— ‘‘(I) detailing the right that parents have to have their child immediately removed from such program upon their request; ‘‘(II) detailing the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and ‘‘(III) assisting parents in selecting among various programs and methods of instruction, if more than
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1 program or method is offered by the eligible entity.
SPECIAL RULE APPLICABLE DURING THE SCHOOL YEAR.—For those children who have not been identified as English learners prior to the beginning of the school year but are identified as English learners during such school year, the local educational agency shall notify the children’s parents during the first 2 weeks of the child being placed in a language instruction educational program consistent with subparagraph (A).
5. § 3116(b)(4)(B) not be in violation of any State law, including State constitutional law, regarding the education of English learners, consistent with sections § 3125 and § 3126. The participation of this district or school in this program will be conducted in accordance with all federal, state, and local laws and all requirements set forth in policies and procedures as issued by the North Carolina Department of Public Instruction.6. § 3116(b)(4)(C) consult with teachers, researchers, school administrators, parents and family members, community members, public or private entities, and institutions of higher education, in developing and implementing the Title III program.7. § 3116(b)(4)(D) if applicable, coordinate activities and share relevant data under the plan with local Head Start and Early Head Start agencies, including migrant and seasonal Head Start agencies, and other early childhood education providers.8. § 3116(c) All teachers in a Title III language instruction educational program for English learners are fluent in English and any other language used for instruction. Each eligible entity receiving a subgrant under section § 3114 shall include in its plan a certification that all teachers in any language instruction educational program for English learners that is, or will be, funded under this part are fluent in English and any other language used for instruction, including having written and oral communications skills.9. abide by all assurances published under the above law with regard to all statutes related to nondiscrimination and other compliance features listed in the federal Standard Form 424B as revised for Non-Construction Programs, the federal Certification Regarding Lobbying, and the Federal Certification Regarding Drug-Free and Tobacco-Free Workplace Requirements.10. § EDGAR 76.730 maintain on file, all supporting documents for expenditures under Title III, in the business office of the school district in an orderly manner to permit expenditures audit and will be made available to appropriate officials upon request.11. comply with Title VI, Section 601, of the Civil Rights Act of 1964 (race, color, national origin); Section 504 of the Rehabilitation Act of 1973 (handicapped); Title IX of the Education Amendments of 1971 (sex); the Americans with Disabilities Act of 1990 and the Age Discrimination Act of 1975.
6 TITLE IV, PART A, SUBPART 1 – STUDENT SUPPORT AND ACADEMIC ENRICHMENT (SSAE)
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA), or Consortium of LEAs will:
A. Prioritize the distribution of funds to schools served by the LEA or consortium of such agencies, that – I. are among the schools with the greatest needs, as determined by such LEA or consortium;II. have the highest percentages or numbers of children counted under section 1124(c);III. are identified for comprehensive support and improvement under section 111(c)(4)(D)(i);IV. are implementing targeted support and improvement plans as described in section 1111(d)(2); orV. are identified as a persistently dangerous public elementary school or secondary school under section 8532;
B. comply with section 8501 (regarding equitable participation by private school children and teachers);C. use not less than 20 percent of funds received under this subpart to support one or more activities authorized under section 4107;D. use not less than 20 percent of funds received under this subpart to support one or more activities authorized under section 4108;E. use a portion of funds received under this subpart to support one or more activities authorized under section 4109(a), including an assurance that the LEA, or consortium of LEAs, will comply with section 4109(b); andF. annually report to the State for inclusion in the report described in section 4104(a)(2) how funds are being used under this subpart to meet the requirements of 4106(C) through (E).
7 SRSA
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) will:
1. Title VI, Part B funds will be used to supplement and not supplant funds from non-federal sources.2. The LEA will keep records and provide information to the SEA as may be required for fiscal audit and program evaluation consistent with the responsibilities of the SEA under Title VI, Part B.3. The applicant will comply with Title VI B & VII of the Civil Rights Act of 1964 (race, color, national origin); Section 504
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of the Rehabilitation Act of 1973 (handicapped); Title IX of the Education Amendments of 1971 (sex); the Americans with Disabilities Act of 1990 and the Age Discrimination Act of 1975.4. All federal resources under Title VI B will be used to effectively improve the quality of instruction and student academic achievement.5. Programs, projects, and activities will be operated in compliance with legislation and Non-Regulatory Guidance of the Title chosen to best assist in raising the district’s student academic achievement and/or quality of instruction, as well as any policies and procedures issued by the State Department of Public Instruction.6. The LEA is responsible for repayment of Title VI Part B funds in the event of an audit exception.7. An LEA that fails to meet AYP after three years may continue to receive RLIS or SRSA funds only if the LEA agrees to use the funds to carry out the requirements of section 1116 of the ESEA. *8. All requirements for the funds drawn down and used under this program have met the requirements under statute.
8 RLIS
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) will:
1. Title VI, Part B funds will be used to supplement and not supplant funds from non-federal sources.2. The LEA will keep records and provide information to the SEA as may be required for fiscal audit and program evaluation consistent with the responsibilities of the SEA under Title VI, Part B.3. The applicant will comply with Title VI B & VII of the Civil Rights Act of 1964 (race, color, national origin); Section 504 of the Rehabilitation Act of 1973 (handicapped); Title IX of the Education Amendments of 1971 (sex); the Americans with Disabilities Act of 1990 and the Age Discrimination Act of 1975.4. All federal resources under Title VI B will be used to effectively improve the quality of instruction and student academic achievement.5. Programs, projects, and activities will be operated in compliance with legislation and Non-Regulatory Guidance of the Title chosen to best assist in raising the district’s student academic achievement and/or quality of instruction, as well as any policies and procedures issued by the State Department of Public Instruction.6. The LEA is responsible for repayment of Title VI Part B funds in the event of an audit exception.7. An LEA that fails to meet AYP after three years may continue to receive RLIS or SRSA funds only if the LEA agrees to use the funds to carry out the requirements of section 1116 of the ESEA. *8. All requirements for the funds drawn down and used under this program have met the requirements under statute.
9 School Improvement Grant 1003(a)
Assurances are hereby provided to the State Education Agency (SEA) that the Local Education Agency (LEA) will:
1. Begin implementation of interventions aligned with the turnaround principles or implementation of a SIG model in the 2012-13 school year.2. Utilize the NC Indistar planning tool as a mechanism for continuous improvement aligned to the requirements of both SIG and the ESEA turnaround principles.3. Provide technical assistance for an identified Priority School focused on strengthening and improving the school’s instructional program and based on scientifically based research in the areas of data analysis, identification and implementation of strategies, and budget analysis.4. Use School Improvement 1003(a) funds as a part of a comprehensive strategy to improve the school(s) and not as an add-on or stand-alone activity.5. Use funds to supplement and not supplant funds from other non-federal sources.6. Not reduce other federal funding the school is eligible to receive (e.g., Title I, Part A).7. Maintain records and provide information to the SEA as may be required for fiscal audits and program evaluations consistent with the responsibilities of the SEA under this program.
10 * Beginning with the 2012-2013 school year, due to waivers granted to North Carolina by the US Department of Education to certain provisions of the Elementary and Secondary Education Act (ESEA), state education agencies (SEAs) and local education agencies (LEAs) are 1) no longer required to make determinations of adequate yearly progress (AYP) for schools and LEAs, and 2) no longer required to take certain improvement actions as outlined in ESEA section 1116. For more information on the waivers, see http://www.ncpublicschools.org/docs/program-monitoring/esea/waiver.pdf.
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