LIMITED ENGLISH PROFICIENT (LEP) STUDENTS And

TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM APPLICATION

LIMITED ENGLISH PROFICIENT (LEP) STUDENTS and IMMIGRANT CHILDREN and YOUTH

FY 2010-2011

Release Date: June 21, 2010 Due Date: July 21, 2010

Mississippi Department of Education Office of Innovative Support APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 TABLE OF CONTENTS

PART I

Overview

4 Submission of Applications

5 Acceptance of Applications

5 Rejection of Applications

5 Conditions of Solicitation

6 Application Requirements

6 Important Dates to Remember

7 Selection Process

7 Notice of Intent

8 Fiscal Information

9 Eligibility Requirements 2 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011

10 Private School Participation in Title III Programs

10 Maintenance of Records

11 Local Education Agency (LEA) Evaluations

11 Forming A Consortium

PART II

Section I – Cover Page

15 Section II - Assurances

16 Section III – Project Narrative

22 Section IV – Project Budget

PART III

Consortia Funding Forms

27 3 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 Title III Consortium Assurances

30 Sample Memorandum of Understanding

4 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011

PART I

5 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 OVERVIEW

The purpose of Title III of the No Child Left Behind Act of 2001 (NCLB) is to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and achievement standards required of all children. Schools must use these funds to implement language instruction educational programs which carry out activities that use a scientifically based research approach. The district’s plan for addressing the needs of LEP students and immigrant children and youth should be developed in consultation with teachers, researchers, administrators, parents, and the community.

Title III funding comes in two parts, LEP and Immigrant Children and Youth, and is allocated on a formula basis according to the number of LEP and immigrant students in the district. Grants will be based on the number of LEP and immigrant students reported to the Mississippi Department of Education (MDE) on the most recent Consolidated State Performance Report (CSPR) data collection.

LEP Grants  The minimum funding for a LEP grant is $10,000. The minimum number of students required to be eligible to receive a grant is 50. Eligible local educational agencies (LEAs) will receive a minimum of $198 per LEP student.  If LEAs do not have the minimum number of students to qualify for a grant, they can form a consortium and apply as a single entity. Directions for forming a consortium can be found in Part III of this document.

Immigrant Grants  LEAs that have experienced a significant increase of immigrant students on average over a two year period are eligible for immigrant funds.  There is no minimum funding level. Grants are formula based and given on a per pupil basis to eligible LEAs.

DEFINITIONS

The term “limited English proficient”, which is defined in Section 9101 of Title IX when used with respect to an individual, means an individual –

(A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and

6 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 (II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual - (i) the ability to meet the State’s proficient level of achievement on State assessments described in section 1111(b)(3); (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society.

No Child Left Behind Act, 2001

The term “immigrant child” as described in Section 3301 of NCLB is an individual who—

A. Is age 3 through 21; B. was not born in any State; and C. has not been attending one or more schools in any one or more States for more than 3 full academic years.

SUBMISSION OF APPLICATIONS

One (1) original and two (2) copies of the grant application for the Title III English Language Acquisition Program must be received by the Mississippi Department of Education (MDE) on or before 5:00 p.m. on July 21, 2010 at the following address:

Yvette Gilbert Mississippi Department of Education Office of Innovative Support P. O. Box 771, Suite 111 359 North West Street Jackson, MS 39205-0771

Upon receipt, the sealed application shall be opened and recorded in Suite 111 of the Central High School building. The applicant is responsible for ensuring that the application is delivered by the required time and assumes all risks of delivery. Applications may not be faxed, and incomplete applications will not be accepted and cannot be returned for revisions. The application must be signed by authorized officials (in blue ink) to bind the LEA to the application provisions. Applications received after the time set for receipt are considered late and may not be considered for the program. The MDE strongly recommends that you plan to submit early in order to allow for unforeseen circumstances.

ACCEPTANCE OF APPLICATIONS

7 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 The MDE reserves the right, in its sole discretion, to waive minor irregularities in applications. A minor irregularity is a variation from the application that does not affect the application, or give one applicant an advantage or benefit not enjoyed by other applicants, or adversely impacts the interest of the MDE. All applications become the property of the MDE.

REJECTION OF APPLICATIONS

Applications that do not conform to the requirements of the guidelines for submission may be rejected. Applications may be rejected for reasons that include, but are not limited to the following:

 The application contains unauthorized amendments to requirements.  The application is conditional.  The application is incomplete or contains irregularities that make the application indefinite or ambiguous.  The application is received late.  An authorized representative of the applicant did not sign the application.  The application contains false or misleading statements or references.  The application does not meet all requirements of the guidelines for submission.

CONDITIONS OF SOLICITATION

The MDE reserves the right to accept, reject, or negotiate regarding submitted applications on the basis of the criteria contained in this document. The final decision to award a grant rests solely with the MDE.

A. Before preparing the application, applicants should note that:

1. All applications, in their entirety, will become the property of MDE upon submission and will be available to the public upon request. 2. The award of a grant for any proposed program is contingent upon the following: a) favorable evaluation of the application, b) approval of the application by the Office of Innovative Support, MDE, and c) successful negotiation of any changes to the proposal as required by MDE. 3. The MDE will not be liable for any costs associated with the preparation of applications incurred by the applicant. 4. Any monies received, as an outcome of this application cannot be used to cover any costs associated with the preparation of the application. B. The MDE also reserves the right to accept any application as submitted for grant award, without negotiation. Therefore, applicants are advised to propose their most favorable terms initially. C. Applicants will be required to assume full responsibility for meeting all specified requirements stated in the application guidelines. D. Clarifying information may be obtained on or before July 1, 2010. Any person wishing to obtain clarifying information about any part of this application may contact: Yvette Gilbert, Title III State Program Coordinator, at (601) 359-3499 (phone), (601) 359-2587 (fax), and/or by e-mail at [email protected].

APPLICATION REQUIREMENTS

8 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 The following application components must be included, in the following order, in all applications that are submitted:

Section I: A complete Title III English Language Acquisition Program Cover Page, including all original required signatures.

Section II: Signed Title III English Language Acquisition Program Assurances with original signatures.

Section III: A complete Title III English Language Acquisition Program Project Narrative (see page 22 for details).

Section IV: A complete Title III English Language Acquisition Program Budget and Narrative including description of instructional and non-instructional services.

IMPORTANT DATES TO REMEMBER

July 1, 2010 Notice of Intent due July 9, 2010 Deadline for Questions July 21, 2010 Grant application due August 1, 2010 - December 31, 2011 Grant/Federal Funding Period No later than July 31, 2011 Budget amendments due No later than September 30, 2011 Obligate and expend funds No later than December 12, 2011 Liquidate funds August 1, 2011 Annual Evaluation of Program due

SELECTION PROCESS

The selection process is non-competitive. Title III subgrants are awarded to LEAs on a formula basis determined by the number of LEP students served by each eligible LEA in the State. Based on reported data from school year 2009-2010, eligible LEAs will receive a minimum of $ 198.88 per LEP student.

NOTICE OF INTENT

Enclosed is a Notice of Intent for the Title III English Language Acquisition Program Grant. School districts that intend to apply or decline subgrant funding must fax the notice to Yvette Gilbert, no later than July 1, 2010 to (601) 359-2587.

 The filing of this notice is intended to assist the MDE in anticipating the volume of applications in order to better expedite the review process and finalize awards.  Filing of this notice in no way binds the applicant in regards to its application for the Title III English Language Acquisition Program.

NOTICE OF INTENT

School District: ______Jackson County School District______

Superintendent: ______Dr. Barry Amacker______

Superintendent’s Signature (if declining funds): ______

Mailing Address: _____P.O. Box 5069______

_____Vancleave, MS 39565______

LEA Title III Contact: Susan Benson

Phone Number: (__228_)__826-1757 ext. 313_

Fax Number: (_228__)__826-1765______

E-mail Address: [email protected]__

Please check the appropriate box. The LEA hereby files a Notice of Intent to:

 Apply for the Title III English Language Acquisition Program subgrant funding.

 Decline the Title III English Language Acquisition Program subgrant funding. If declining funds, please explain: ______

 The filing of this notice is intended to assist the Mississippi Department of Education (MDE) in anticipating the volume of applications in order to expedite the review process and finalize awards.  Filing this notice in no way binds the applicant in regards to its application for the Title III English Language Acquisition Program.

Please submit this notice by fax no later than July 1, 2010 to:

Yvette Gilbert, Title III Program Coordinator (601) 359-2587 (fax)

10 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 FISCAL INFORMATION

1. Based on reported data from school year 2009-2010, eligible school districts will receive a minimum of $ 198.88 per LEP student. 2. Not more than two percent (2%) of the amount of an LEP or immigrant subgrant may be used by the local educational agency (LEA) for administrative costs. 3. Supplement not Supplant: Title III, Section 3115(g), states: “Federal funds made available under this subpart shall 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 limited English proficient children and immigrant children and youth and in no case to supplant such Federal, State, and local public funds.” In practice, the prohibition against supplanting under Title III means that recipients may not use those funds to pay for services that, in the absence of Title III funds, would be necessary to be provided by other Federal, State, or Local funds. (Go to: http://www.mde.k12.ms.us/innovative_support/TitleIII/SUPPLEMENT-NOT%20SUPPLANT-FINAL %20LETTER-10-2-08.pdf for complete Supplement Not Supplant Provision of Title III of the Elementary and Secondary Education Act (ESEA). 4. All expenditures must be made in accordance with the approved project narrative and budget. Budgets should be expended in a timely manner. All materials and equipment must be purchased in compliance with State purchasing laws. No funds may be obligated prior to receipt of approved application. 5. Grantees shall request reimbursement of funds through the School Payment System (SPS) as expenses are incurred. 6. The project may be revised at any time during the obligation period by submitting a completed Amendment Request Form for approval to the Office of Innovative Support. If an amendment is necessary, the request must be approved before transferring funds between line items, obligating, and/or expending funds. Please allow 15 business days for MDE approval.

USES OF FUNDS

Required LEP/Immigrant grantee activities (Section 3115(c)):  Provide high-quality language instruction programs based on scientific research for teaching LEP children.  Provide high-quality professional development that is designed to improve instruction and assessment of LEP children, scientifically based, and of sufficient intensity and duration.

Authorized LEP grantee activities (Section 3115(d)):  Upgrading program objectives and effective instructional strategies.  Identifying, acquiring, and upgrading curricula and materials.  Providing tutorials and intensified instruction.  Developing and implementing language instruction programs that are coordinated with other relevant programs and services.  Providing community participation programs, family outreach, and family literacy programs.  Improving instruction through educational technology, electronic networks for materials, training and communication, and incorporating resources into curricula and programs.

11 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 Authorized Immigrant Children and Youth grantee activities (Section 3115(e)):  Family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children.  Support for personnel, including teacher aides who are providing services to immigrant children and youth.  Provision of tutorials, mentoring, and academic or career counseling.  Identification and acquisition of curricular materials, educational software, and technologies to be used in the program.  Basic instructional services that are directly attributable to the presence in the LEA of immigrant children.  Other instructional services (i.e., introductory programs to the educational system in the United States and civics, government, history, etc).  Activities, coordinated with community-based organization or other entities with expertise in working with immigrant, to assist parents.

ELIGIBILITY REQUIREMENTS

To apply, LEAs must meet the following minimum eligibility requirements:

 Have a minimum number of fifty (50) LEP students enrolled in the LEA;  Be willing to work collaboratively with the MDE, through the Office of Innovative Support;  Agree to expend funds to increase the English proficiency of LEP students, including immigrant children and youth, by providing high-quality language instruction educational programs that are based on scientifically based research;  Agree to provide high-quality professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), principals, administrators, and other school or community-based organizational personnel;  Agree to improve the education of LEP students, by assisting the students to learn English and meet challenging State academic content and student academic achievement standards;  Use approaches and methodologies based on scientifically based research on teaching LEP students, including immigrant children and youth;  Agree to provide educational services to LEP students and educational personnel in private schools that are located in the geographic area served by the LEA; and  Submit a project narrative for education of LEP students, including immigrant children and youth.

PRIVATE SCHOOL PARTICIPATION IN TITLE III PROGRAMS

AUTHORITIES No Child Left Behind Act of 2001, Title IX, Part E, Sections 9501-9506; Education Department General Administrative Regulations (EDGAR), Part 76, Sections 76.650-76.662

STATUTORY/REGULATORY REQUIREMENTS  After timely and meaningful consultation with appropriate private school officials, local educational agencies (LEAs) receiving Title III funds must provide educational services to limited English proficient (LEP) children and educational personnel in private schools that are located in the geographic area served by the LEA.

 To ensure timely and meaningful consultation, the LEA must consult with appropriate private school officials during the design and development of the Title III program on issues such as:

1. how the LEP children’s needs will be identified; 2. what services will be offered; 3. how, where, and by whom the services will be provided; 4. how the services will be assessed and how the results of the assessment will be used to improve those services; 5. the size and scope of the services to be provided to the private school children and educational personnel; 6. the amount of funds available for those services; and 7. how and when the LEA will make decisions about the delivery of services, including a thorough consideration of the views of the private school officials on the provision of contract services through potential third-party providers.

 Title III services provided to children and educational personnel in private schools must be equitable, timely and address their educational needs.  Funds provided for educational services for private school children and educational personnel must be equal, taking into account the number and educational needs of those children, to the funds provided for participating public school children.  Title III services provided to private school children and educational personnel must be secular, neutral, and non-ideological.  LEAs may serve private school LEP children and educational personnel either directly or through contracts with public and private agencies, organizations, and institutions.  The LEA must retain the control of funds used to provide services and the title to materials and equipment purchased with those funds.  Services for private school children and educational personnel must be provided by employees of the LEA or through a contract made by the LEA with a third party.  Providers of services to private school children and educational personnel must be independent of the private school and of any religious organization, and the providers’ employment or contract must be under the control and supervision of the LEA.  Funds used to provide services to private school children and educational personnel must not be commingled with non-Federal funds.

MAINTENANCE OF RECORDS The following records must be maintained for three (3) years and must be available for review during on-site visits: 1. a copy of the approved project and modifications; 2. records of funds received; 3. invoices for equipment and supplies; 4. purchase orders for travel (to include dates of travel and purpose of travel), materials and supplies, consultant agreements, fees, and other expenditures; 5. records of specific release time funded for teachers, administrators, and related service personnel to participate in professional development opportunities (indicate the specific reasons for release time); 6. transcripts for courses completed, if applicable; 7. documentation of professional development activities funded by grant dollars and/or professional development, specifically for Title III teachers, tutors, and assistant teachers; 13 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 8. final request for funds with expenditure report attached; 9. annual Program Evaluation; and, 10. other records as needed.

FORMING A CONSORTIUM

Under Section 3114(b) of No Child Left Behind Act of 2001 (NCLB), a State educational agency shall not award a subgrant from an allocation made under subsection (a) if the amount of such subgrant is less than $10,000. As stated in the Non-Regulatory Guidance on the Title III State Formula Grant, March 26, 2002, LEAs that would not otherwise qualify for a subgrant because they do not qualify for an award of at least $10,000 may submit a joint application with one or more LEAs to qualify. The purpose of this document is to provide guidance for LEAs that wish to enter into or form a consortium.

WHAT IS A CONSORTIUM?

An LEA that receives a grant under Section 3111(a) may collaborate or form a consortium with one or more LEAs to carry out a program for limited English proficient (LEP) students.

HOW TO FORM A CONSORTIUM

 Contact the Title III Program Coordinator at the Mississippi Department of Education (MDE) to determine if a consortium already exists in your geographic area. Currently there is one consortium in Mississippi.  The LEA can take steps to form a consortium. Your MDE contact will provide you with contact information for LEAs in your geographic area.  The LEA interested in forming a consortium should contact LEAs to determine interest. The combined Title III allocations of all participating LEAs must meet or exceed $10,000.  One LEA must agree to serve as the lead LEA/fiscal agent in the consortium and all other participating LEAs should work together to discuss their programmatic needs.  The lead LEA must complete and submit the Title III application on behalf of the consortium. All participating LEAs must sign the consortium member certification page included in the Title III application and forward it to the lead LEA. The signed consortium certification is kept on file by the lead LEA.

WHAT ARE THE BENEFITS OF A CONSORTIUM?

 LEAs are able to access Title III funds for:

1. Programs that increase English language proficiency and student achievement in core content classes; and 2. High-quality professional development opportunities for classroom teachers, principals, administrators, and other school personnel.

WHAT IS THE RESPONSIBILITY OF THE LEAD/FISCAL AGENT IN A CONSORTIUM?

• The LEA that agrees to serve as the lead in a consortium becomes the fiscal agent. • The lead LEA is responsible for ensuring that LEAs that are part of the consortium fulfill their fiscal and programmatic responsibilities under Title III, including meeting the Annual Measurable 14 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 Achievement Objectives (AMAOs) requirements described in Section 3122 of the No Child Left Behind Act of 2001. • The lead LEA can seek technical assistance, both for itself and the LEAs in the consortium.

WHAT DETERMINES WHETHER A CONSORTIUM OF LEAs MEETS THE TITLE III ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs)?

Under Section 3122(a)(3), States receiving funds under the Title III State Formula Grant Program must develop annual measurable achievement objectives (AMAOs), which include three components:

 Annual increases in the number or percentage of children making progress in learning English,  Annual increases in the number of percentage of children attaining English proficiency, and  Making adequate yearly progress for limited English proficient children as described in Section 1111(b)(2)(B) of Title I, Part A.

The determination of whether a consortium of LEAs meets Title III AMAOs is done in the context of the consortium as a whole. Accountability for meeting the AMAOs as a consortium is determined by the overall performance of the whole entity or group of LEAs that collaborated to form a consortium (Sections 3114(a), 3122(b), and 3141). The educational performance of all the participating LEAs is aggregated at the consortium level to determine if the eligible entity meets the AMAOs.

An State Educational Agency must aggregate the data from all LEAs in a consortium to determine if the consortium as a whole met each of the Title III AMAOs.

WHEN DOES A CONSORTIUM NEED TO SUBMIT A TITLE III IMPROVEMENT PLAN

All Title III funded LEAs, including a consortium of LEAs that do not meet AMAO targets for two (2) consecutive years, must develop an improvement plan (Section 3122(b)(2)). This improvement plan must address the factors that prevented the subgrantee from meeting AMAO targets.

The Title III improvement plan should include the following components:

 Goals for improvement  How the goals will be implemented  Timeline for implementation  How the implementation will be monitored

HOW SHOULD PARENTS OF LEP STUDENTS BE NOTIFIED IF THE CONSORTIUM FAILS TO MEET THEIR AMAOs?

Under the parental notification requirements in Section 3302, an eligible entity that fails to meet the AMAOs in any year is required to notify the parents of LEP students served under Title III of that failure. In a consortium, the fiscal agent must ensure that such notice is provided to parents. The fiscal agent may either delegate this responsibility to each of the LEAs in the consortium, or the fiscal agent may choose to notify all the parents of the LEP children served by the consortium.

If you are interested in forming a consortium contact Yvette Gilbert, Title III State Program Coordinator, at (601) 359-3499 (phone) or [email protected] (e-mail)

PART II

16 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 SECTION I: COVER PAGE

LEA INFORMATION LEA APPROVAL

Jackson County School District ______LEA Name

_Dr. Barry Amacker______Superintendent’s Name

_Mr. Kenneth Fountain______Federal Program Director Signature Date Local School Board President’s Name

_Susan Benson______Superintendent’s Signature Date Federal Program Director’s Name

_Susan Benson______Title III Program Contact Board President’s Signature Date

_P.O. Box 5069______LEA Address

_Vancleave, MS 39565______City, State, ZIP Code

_Jackson______For MDE use only County Name

_228-826-1757______Number of LEP Students Enrolled SY 09-10 Telephone Number

_228-826-1765______APPROVED APPLICATION: Fax Number

[email protected] ______Program Coordinator Date Contact e-mail address

Division Director Date Title III – FY 10-11 LEP Allocation

Director $ $40,561 Federal Financial Management Date

Title III – FY 10-11 Immigrant Allocation Director $ Innovative Support Date

17 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 SECTION II: ASSURANCES

INSTRUCTIONS

STEP 1: Carefully read the Assurances below. They include the General Assurances for Federal Applications and the Supplementary Assurances for Title I and Title III.

STEP 2: At the end of the Assurance are signature lines. The LEA Superintendent and the LEA Business Manager must sign and date this page to verify the district’s commitment to the Assurances.

GENERAL ASSURANCES

THE APPLICANT HEREBY ASSURES THE MISSISSIPPI DEPARTMENT OF EDUCATION THAT:

1. The local educational agency (LEA) will administer each program covered under this application in accordance with all applicable statutes, regulations, program plans, and applications. 2. The control of funds provided under each program and title to property acquired with program funds will be in the local public education agency. 3. The LEA will administer funds received under grants from this application to the extent required by the authorizing statutes. 4. The recipient of funds shall adopt and use proper methods of administering each program including:

a. the enforcement of any obligations imposed by law on the LEA responsible for carrying out the programs; b. the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

5. The recipient of funds will cooperate in carrying out any evaluation of the programs conducted by or for the State education agency, the Secretary of the U.S. Department of Education, or other Federal officials. 6. The LEA will use such fiscal control and fund accounting procedures as will ensure proper reimbursement of, and accounting for, federal funds paid to such applicant under the applicable programs. 7. The LEA will:

a. make reports to the State education agency and the Secretary of the U.S. Department of Education as may be necessary to enable such agency and the Secretary to perform their duties under the programs; and b. maintain such records, provide such information, and afford access to the records as the State education agency or the Secretary of the U.S. Department of Education may find necessary to carry out their duties.

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

18 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 9. The applicant will repay to the State education agency with nonfederal funds or from federal funds for which no accountability is required to the federal government, any amounts which the U.S. Department of Education orders the State education agency to repay because of the applicant’s failure to comply with applicable statutes, regulations, and requirements. 10. The applicant will further repay to the State education agency with nonfederal funds or from federal funds for which no accountability is required to the federal government, any amounts determined by the State education agency to have been misspent or misapplied because of the applicant’s failure to comply with applicable statutes, regulations, and requirements. 11. To the extent consistent with the number of school-age children in the attendance area of a local educational agency receiving funds under the programs covered by this application, the LEA shall, after consultation with the appropriate representatives from eligible private nonprofit schools, make provisions for including services and arrangements for the equitable participation of children attending these schools and make provisions for including services and arrangements for the equitable participation of their teachers and other educational personnel in these programs. 12. The LEA will implement the approved programs described in the approved application. 13. The LEA will use funds from awards resulting from approval of this application to supplement current programs and activities, and that in no case will these funds be used to supplant local programs or activities already in place. 14. The grantee adheres to the applicable provisions of the Education Department General Administrative Regulations (EDGAR): 34 CFR Subtitle A, Parts 1-99. The grantee adheres to the applicable regulations of the Office for Civil Rights, U.S. Department of Education: 34 CFR Subtitle B, Parts 100-199. The grantee shall be an equal opportunity employee and shall perform to all applicable requirements; accordingly, the applicant shall neither discriminate nor permit discrimination in its operations or employment practices against any person or group of persons on the grounds of race, color, religion, national origin, handicap, or sex in a manner prohibited by law. Further, the applicant agrees to comply with the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and the Americans with Disabilities Act. 15. The grantee adheres to the Office of Management and Budget (OMB) Circular A-87 (Cost Principles for State, Local, and Indian Tribal Governments). The grantee assures that salary and wage charges will be supported by proper time reporting documentation that meets the requirements of OMB Circular A-87.

SUPPLEMENTARY ASSURANCE FOR GENERAL EDUCATION PROVISIONS ACT (GEPA)

The LEA will develop and describe the steps the LEA proposes to take to ensure equitable access to, and equitable participation in the project or activity to be conducted with such assistance by addressing the special needs of students, teachers, and other program beneficiaries in order to overcome barriers based on gender, race, color, national origin, disability, and age.

SUPPLEMENTARY ASSURANCE FOR SCHOOL PRAYER

The LEA certifies that it has no policy that prevents, or otherwise denies participation in, constitutionally protected prayer as set forth in Federal Guidance on Constitutionally Protected Prayer in Public Elementary and Secondary Schools.

SUPPLEMENTARY ASSURANCES FOR TITLE I, PART A

1. Eligible schools and parents will be informed of schoolwide project authority. 19 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 2. Technical assistance and support will be provided to schoolwide projects and schools in need of improvement. 3. The LEA will work in consultation with schools to develop and assist in the implementation of applications to ensure that each school will make adequate yearly progress toward meeting State content and student performance standards. 4. School improvement responsibilities will be fulfilled, including taking corrective actions. 5. Services will be provided to eligible children attending private schools allowing for timely and meaningful consultation with private school officials. 6. The LEA will consider model programs and relevant research indicating that services may be most effective in the earliest grades. 7. The programs and projects described in the Application for Funds:

a. were developed in consultation with teachers including vocational teachers, and pupil services personnel, where appropriate, and parents of children in schools served; b. reflect the shared responsibility of schools and teachers in making decisions regarding schoolwide and targeted assistance programs; and c. will be conducted in attendance areas in the LEA in rank order on the basis of the total number of children from low-income families in each area or school, using the same measure of poverty with respect to all school attendance areas in the LEA.

8. The programs and projects described in the Application for Funds include:

a. programs, activities and procedures for the involvement of parents, which are planned and implemented with meaningful consultation with parents of participating children, and b. a written parental involvement policy developed jointly with, agreed upon, and distributed to parents of participating children.

9. If the LEA uses Title I funds to employ instructional assistants, the applicant will ensure that such assistants:

a. possess the knowledge and skills sufficient to assist participating children in meeting the educational goals of Title I; b. meet the requirements listed in Section 1119 of Title I; and c. are under the direct supervision of a teacher who has primary responsibility for providing instructional services to eligible children.

10. The LEA will use State and local funds to provide services in project areas, including schoolwide projects, which, taken as a whole, are at least comparable to services provided in areas which are not receiving funds under Title I. Where all attendance is in project areas, the LEAs will use State and local funds to provide services that are subsequently comparable in each project area. The LEA further assures that it has:

a. established a district-wide salary schedule, a policy to ensure equivalence among schools in teachers, administrators, auxiliary personnel; and b. established and implemented other measures for determining competence.

SUPPLEMENTARY ASSURANCES FOR TITLE III, PART A

20 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 All district and school personnel (superintendent, principals, teachers, finance officers and support staff) shall be knowledgeable of the requirements below to comply with the No Child Left Behind Act of 2001 and the 1964 Civil Rights Act. LEAs shall:

1. Develop and implement a plan which will not be in violation of any State or federal laws regarding the education of English Language Learners (ELL) or Limited English Proficient (LEP) children. (Section 3126) 2. Be required to use funds to build capacity to continue to provide high-quality language instruction educational programs for ELL/LEP students once the sub grant is no longer available. [Section 3113(b)(3)(G)] 3. Include in its plan a certification that all teachers in a Title III language instruction educational program for ELL/LEP children are fluent in English and any other language used for instruction. [Section 3116(c)] 4. Ensure that students enrolled in this program participate in the English Language Proficiency Test (ELPT) Program. In those grades that students do not participate in the (ELPT), the public school district shall develop and implement an assessment and evaluation program. [Section 3113(b)(3)(C) 5. Assess students on an annual basis until proficiency in English is achieved. ELL students not participating in the program must also be assessed for English Language Proficiency and be served to meet their linguistic needs. [Section 3113(b)(3)(D)] 6. Notify parents of a child’s placement in a language instruction program not later than 30 days after the beginning of the school year, or for later enrollment, within two weeks of the student’s placement. The notification must be provided in an understandable and uniform format, and to the extent practicable, in a language that the parent can understand. The parent notification shall include: (Section 3302)

a. reasons for student’s placement; b. the child’s level of English Language proficiency, how such level was assessed, and the status of the child’s academic achievement; c. description of the range of program models available; d. description of how the program will meet the linguistic and academic needs of the child; e. specific exit requirements for the program; f. description of how the program meets the objectives of the Individualized Education Program of a child with a disability; and g. parents’ options to decline to enroll their child in the program or to choose another program, if available.

7. Ensure that the programs and projects described in the application for funds were developed in consultation with teachers including vocational teachers, school administrators, parents, charter school representatives, and where appropriate, private school representatives, pupil services personnel and other relevant external groups [Section 3116(b)(5)]. 8. Be required to use its funds to increase English language proficiency and academic achievement in the core academic subjects for ELL/LEP students with activities including: [Section 3115(c)]

a. language instruction programs supported by scientifically based research; and b. high-quality professional development for classroom teachers (including teachers not in language instruction settings), principals, administrators and other community based organizational personnel. Professional development activities shall be designed to improve instruction and assessment of ELL/LEP students; based on scientifically based [scientifically-

21 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 conducted] research models; of sufficient intensity and duration to have a positive and lasting impact on the teacher’s performance in the classroom.

9. Use funds for the following authorized (i.e., recommended) activities: [Section 3115(d)]

a. upgrading program objectives and instruction; b. improving instruction by upgrading or developing curriculum, assessment information, educational software, and instructional materials; c. providing tutorials, academic or vocational education, and intensified instruction; d. programs that are coordinated with other services; e. improving English proficiency and academic achievement; f. community participation that improves English language skills of ELL/LEP students and assists parents through family literacy programs and parent outreach training; g. improving instruction of ELL/LEP students through educational technology, instructional materials, access to and participation in electronic networks, and incorporating technology resources; and h. other activities that are consistent with the purposes of Title III.

10. Report accurate information in Mississippi Student Information System (MSIS), including:

a. the ELL/LEP student's classification as ELL/LEP; b. the ELL/LEP student's participation status in State Title III programs; and, c. professional development training on English as a Second Language, second language acquisition and related topics in ELL Education that was received by LEA staff members during the school year (i.e., teachers of ESL/ELD or teachers of other subjects, administrators, instructional support personnel, community members, etc.).

11. Evaluate the LEA’s program to determine effectiveness and needs for improvement. The evaluation will include: (Section 3121)

a. a description of activities conducted by the LEA with Title III funds; b. a description, number and percentage of ELL/LEP children making progress in learning English language and meeting challenging State academic content and student academic achievement standards; c. the number and percentage of ELL/LEP students in the program attaining English Language Proficiency by the end of each school year; and d. a description of the progress made by students who have been exited from ELL/LEP status for each of the two years after they are no longer served by a Title III program.

12. For any fiscal year, each school with ELL students that fail to meet the Annual Measurable Achievement Objectives (AMAOs) for English Language Proficiency (AMAOs 1 and 2) and AYP (must meet both) shall separately inform students' parents or guardians of this failure. (i.e., a school newsletter will not suffice; separate letters must be sent in the language most familiar to students’ parents/guardians.) 13. The LEA shall ensure that each of its schools with ELL students that fails to make progress toward meeting AMAOs and/or AYP for two consecutive years will be required to develop an improvement plan that will ensure that the school meets those objectives. This plan must be submitted to and approved by the MDE. [Section 3122(b)(2)(a)]

14. Include in the LEA’s plan a certification that all teachers - in any language instruction educational program for ELL/LEP children - are fluent in English and any other language used for instruction, including having written and oral communication skills. [Section3115(c)]

Federal Program Director Date

Superintendent Date

School Board President Date

SECTION III: PROJECT NARRATIVE

Each LEA applying for Title III grant funds must develop and implement a comprehensive plan, in accordance with Section 3116 of Title III of the No Child Left Behind Act of 2001, for serving students who are limited English proficient and/or immigrant children and youth. It should address each aspect of the LEA’s program for all ELL and/or immigrant children and youth, at all grade levels, and at all schools in the LEA. It should contain sufficient detail and specificity so that each staff person can understand how the plan is to be implemented.

Each LEA should establish a committee or work group that includes administrators, teachers (both English language instruction educational program teachers and regular classroom teachers), instructional assistants, school counselors, and others who work with the ELL student population. The committee should include parents, students, and community representatives who work with these students and their families in other settings. By working with a group that includes these stakeholders, the LEA can receive valuable input from those whose support and efforts may be important to the success of the English language instruction educational program. Inclusive approaches in program design and development tend to promote overall community awareness and support. In addition, these individuals will be valuable resources during program improvement and evaluation activities.

The need for implementing an English language instruction educational program depends on whether English language learners are able to participate effectively in the regular instructional program. In any case where one or more students are determined to need support, the LEA must implement a plan of appropriate English language instruction educational services. Each LEA is required to have a project plan approved by the LEA’s board.

Many factors affect the types of education programs that LEAs may offer, including the number of students and the variety of languages they speak. Consequently, the MDE allows LEAs broad discretion concerning how to ensure equal educational opportunities for LEP students. The MDE does not prescribe a specific intervention strategy or type of program that an LEA must adopt to serve English language learners, nor does the MDE require LEAs to teach students in their primary language. The law requires effective instruction that: (1) leads to the timely acquisition of proficiency in English and (2) provides teaching and learning opportunities so that each student can become proficient in the state’s academic content and student academic achievement standards within the specified time frame that is expected for all students.

At a minimum, the project narrative must:

1. Give a summary of the LEA’s needs assessment for English language learners, as well as immigrant children and Youth; 2. describe the project goals and activities that will be developed, implemented, and administered; 2. describe how the LEA will hold schools accountable for meeting proficiency and annual measurable achievement objectives; 3. describe how the LEA will hold schools accountable for measuring annually the English proficiency of LEP students and for their participation in the state-administered English language proficiency (ELP) testing program; 4. describe how the LEA will promote parental and community involvement; 5. describe how language instruction educational programs will ensure that limited-English proficient students develop English proficiency; 24 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 6. describe how the LEA will collect and submit data in accordance with MDE requirements; 7. describe the LEA procedures for consulting with teachers, school administrators, parents, and, if appropriate, education-related community groups and institutions of higher education in developing the project narrative; 8. describe how the LEA will ensure that all teachers in any language instruction educational program for LEP students, that is funded with any source of federal funds, are fluent in English, including having written and oral communication skills; 9. describe the LEA’s educational theory and goals for its program of services; 10. describe the LEA’s methods for identifying and assessing the students to be included in the English language instruction educational program; 11. describe the LEA’s procedures for designating individuals to include on the student evaluation team (SET), responsibilities of the team, and the person(s) responsible for oversight of the SET; 12. describe the specific components of the LEA’s program of English language acquisition and academic services for LEP students; 13. describe the specific staffing and other resources to be provided to LEP students under the LEA’s English language instruction educational program; 14. describe the LEA’s method and procedures for transitioning and/or exiting students from the English language instruction educational program and for monitoring their progress for a period of at least two years; 15. describe the LEA’s method for evaluating the effectiveness of its program for limited-English proficient students; 16. describe how the LEA will ensure that its methods for determining that translators/translations used are effective in communicating with parents of LEP students (i.e. check lists, observations, etc); and 17. describe how the LEA will serve LEP students enrolled in private schools, if applicable.

Please submit the project narrative, assurances and budget to:

Yvette Gilbert Mississippi Department of Education Office of Innovative Support P. O. Box 771 359 North West Street, Suite 111 Jackson, MS 39205

SECTION IV: BUDGET

As indicated in Title III, Section 3115(g), funds must be used to supplement, not supplant, instructional programs for LEP and Immigrant students, and this should be reflected in the budget. If you are applying for both LEP and Immigrant funds, please complete separate budget pages for each project. Please note that during the project period, an Amendment Request Form must be submitted for approval in order to transfer line item amounts in excess of 10%.

 LEP Program  Immigrant Program

CATEGORY DESCRIPTION AMOUNT

Salaries, Wages, Fees, Tutorial Services $21,219.96 and/or Fringe Benefits

Travel Professional Development, Mileage between schools $3,605.00

Contractual Services Consultants, Interpreters $300.00

Commodities Computer Software, Classroom Materials, license renewal $15,036.04

Equipment

Parent-Community Translation, interpretation for announcements for parent $300 Involvement nights, homework dictionaries for parents/students, school calendar, etc. Incentives Stickers, rewards for student accomplishments $100.00

Transportation

Indirect Costs

TOTAL (same as cover page) $40,561

Note: Administration costs cannot exceed 2% of total allocation.

FUNDS FROM OTHER SOURCES THAT MAY BE USED TO IMPLEMENT THE PROGRAM (i.e., Title I, Title II, etc.) $ 40,561

If applicable, please indicate source and amount in the space below:

1. District $46,067

26 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 3.

27 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011 PERSONNEL DETAIL

Name Grade Hours Total # Salary *Fringe *C/N Responsibilities level daily of days ($ per hour) Interpreting, teaching the English language and requisition Karen Henson K-12 4 187 $22.00 7.65% C skills.

Interpreting, teaching the English language and requisition Linda Gray K-12 2 74 $22.00 7.65% C skills.

Interpret for parent teacher conferences, translate forms, Nguyet Millam K-12 4 10 20.00 N letters, and parental involvement activities, etc.

* Fringe – FICA = Social Security 6.2% and Medicare 1.45 ** C – Certified N – Non-certified

Note: Please do not wait for application approval to begin identifying potential candidates.

BUDGET NARRATIVE FY 2010-2011

Administration (No more than 2% of allocation) $

Salaries, Wages, Fees, and/or Fringe Benefits

Salaries and benefits for assistant teachers Ex: 2 teachers x 8 hours per day x 5 days per week x 15 weeks @ $15.00 per hour x 17.4%= $ 21,132.00

Travel

In-state $ 1,186.00 Out-of-State $ 576.00

Contractual Services

Consultants 1 consultant x cost per day $300 x 5 days $ 1500.00

Commodities

Classroom materials and software $16,000.00

Equipment

Equipment for classrooms, parent center, etc. (Please list all equipment and actual cost.) 6 computers @ $1061 = $ 6,366.00

Parent Community Involvement $

Incentives $

Transportation $

Indirect Costs (District allowable indirect cost rate) $

Total $

BUDGET NARRATIVE FY 2010-2011

Administration 0% of the total budget will be taken for the administration of the program. $0

Salaries, Wages, Fees, and/or Fringe Benefits Salaries and benefits for assistant teachers 1 teacher x 4 hours per day x 187 days per year @ $22.00 per hour x 7.65%= $ 17,714.88 1 teacher x 2 hours per day x 74 days per year @ $22.00 per hour x 7.65%= $3505.08

Travel In-state Travel costs for teachers/ELL assistants/administrators to attend Professional development sessions/conferences Example: Federal Program Conference, MDE Workshops 1 vehicle x 450 miles x .50 $225.00 Mileage for tutors to travel between schools to service students. $600.00

Out-of-State SETESOL Conference in AR 1 vehicle x 920 x .50 $460.00 Lodging: 5 nights z $150.00 per room x 2 rooms $1,500.00 Meals: 4 people x 5 days @ 41.00/day $820.00

Contractual Services Consultants Interpreter: 3 hours per day x 5 days per year @ $20.00 per hou $300.00

Commodities Classroom material, computer software, license renewals $15,036.04

Equipment

Parent Community Involvement $300.00 Translation, interpretation for announcements for parent nights, open house, homework dictionaries for parents, school calendar interpreted, etc. Incentives Rewards for students, such as stickers $100.00

Transportation $ Indirect Costs (District allowable indirect cost rate) $ Other

Total $ 40,561

PART III

CONSORTIA FUNDING FORMS 2010-2011

CONSORTIA FUNDING FY 2010-2011

The superintendents or designees of each of the local educational agencies (LEA) listed on this certification document agree to form and participate in a Title III consortium of LEAs for the purpose of providing supplementary programs and services to eligible LEP students for the entire duration of the Project period. By affixing their signatures to the certification forms, the superintendents or designees certify that: (1) they will abide by all statutory and regulatory requirements of No Child Left Behind (NCLB) Act of 2001, Title III and (2) they will adhere to the legal assurances contained in Title III English Language Acquisition Program Application and Consortia Funding Certification.

Fiscal Agent of Consortium

Fiscal Agent::______District Number: ______

Print name of administrator/contact person for the Fiscal Agent District

Administrator/Contact: Title: Mailing Address: City: State: MS ZIP: Telephone: ( ) FAX: ( ) E-mail:

I certify that, to the best of my knowledge, the information contained in this application is complete and accurate.

______Printed Name of Superintendent or Designee

______Signature of Superintendent or Designee Date

LIST OF PARTICIPATING DISTRICTS The following Districts, including the fiscal agent, are applying to participate in this consortium. A Title III Consortium Member Application Form is attached for each of the District members included on this list (except the Fiscal Agent). The number of LEP students reported corresponds to the 2008-2009 CSPR data collection.

Name of DISTRICT District Number Number of Eligible LEP Students Fiscal Agent: Member 1. Member 2. Member 3. Member 4. Member 5. Member 6. Total Students: (Must be > 50 students)

Note: Add an additional sheet if there are more than six consortium members.

CONSORTIA FUNDING, 2010-2011 Participating District - Consortium Member APPLICATION

Member DISTRICT: District Number:

Print name of administrator/contact person for consortium member: Administrator/Contact: ______Title: ______Mailing Address: ______City, State, Zip: Telephone: (______)______FAX: (______)______E-mail: ______

I certify that, to the best of my knowledge, the information contained in this application is complete and accurate.

______Printed Name of Superintendent or Designee

______Signature of Superintendent or Designee Date

NOTES A properly constituted consortium must generate a grant of $10,000 at minimum. The estimated per pupil allocation for 2010-2011 is $198.88. This means that the number of eligible LEP students enrolled collectively in the consortium member districts must total 50 or more.

To determine the eligibility status of individual districts and the number of eligible LEP students enrolled in each district, contact Yvette Gilbert at 601 359-3499 or [email protected]

Complete and attach a copy of this page for each member of the consortium and submit it along with the application for the fiscal agent. Mail the fiscal agent and Consortium Member District forms via regular mail to:

Yvette Gilbert, Title III Program Coordinator Office of Innovative Support Mississippi Department of Education P. O. Box 771 359 N. West Street, Suite 111 Jackson, MS 39205

Due Date: July 15, 2010 33 APPLICATION: TITLE III ENGLISH LANGUAGE ACQUISITION PROGRAM FY 2011

TITLE III CONSORTIA ASSURANCES

Acceptance of the No Child Left Behind (NCLB) Act of 2001, Title III Limited English Proficient (LEP) funds binds the local educational agencies (LEAs) to all of the assurances listed below. The superintendents or designees of the LEAs have agreed to these assurances as part of the NCLB, Title III application process. Each consortium member must sign a copy of these assurances.

1. The consortium fiscal agent will serve as the grantee of NCLB, Title III funds. The consortium will plan to expend all Title III funds during the school year in which the funds were granted.

2. By August 1, 2010, the consortium fiscal agent, in conjunction with each member District in the consortium, will develop a Memorandum of Understanding (MOU), which outlines the services and products funded by NCLB, Title III that will be provided to limited English proficient (LEP) students in each of the participating Districts during the 2010-2011 school year.

3. The consortium fiscal agent will use NCLB, Title III funds according to the purposes described under Section 3114.

4. NCLB, Title III funds shall 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 LEP children and immigrant children and youth and in no case to supplant such Federal, State, and local public funds.

5. The consortium fiscal agent is responsible for ensuring the District Improvement Plan is developed and submitted to the MDE inclusive of all elements required by the State and Section 3122(b)(2).

6. The consortium fiscal agent is responsible for ensuring that parents of LEP students in each member District is notified if Annual Measurable Achievement Objectives (AMAOs) are not met. The consortium fiscal agent may delegate responsibility to each of the consortium members.

7. The consortium fiscal agent shall provide the MDE with an evaluation annually addressing all elements under Section 3121.

8. The consortium fiscal agent shall provide NCLB, Title III services to LEP students enrolled in private schools following procedures established by the State and federal regulations.

9. The fiscal agent and member Districts will comply with Section 3302 regarding parent notifications, prior to, and throughout, each school year.

10. The fiscal agent and member Districts annually will assess the English proficiency of all children with limited English proficiency participating in programs funded by Title III.

11. The fiscal agent and member Districts will base its proposed plan on scientifically based research on teaching LEP children.

12. The fiscal agent and member Districts ensures that the programs will enable children to speak, read, write, and comprehend the English language and meet challenging state academic content and student academic achievement standards.

13. The fiscal agent and member Districts are not in violation of any State law, including State constitutional law, regarding the education of LEP children, consistent with Sections 3126 and 3127.

14. The fiscal agent and member Districts will follow all statutory and regulatory requirements of Title III.

The District agrees to comply with all other statutory and regulatory requirements associated with NCLB, Title III.

Signature of District Program Coordinator Date

______Signature of Superintendent Date

SAMPLE MEMORANDUM OF UNDERSTANDING

XYZ Consortium Memorandum of Understanding FY 2010-2011

This Memorandum of Understanding represents the agreed-upon program, services and products to be provided to LEP students in the ABC School District, the DEF School District, the GHI School District and the XYZ School District, (Members), during the 2010-2011 project year. The XYZ School District will act as the lead local education agency (LEA) and member. The consortium shall be named the XYZ Consortium (the Consortium).

The XYZ County School District will be responsible for acting as the fiscal agent for the Consortium and will file the required expenditure reports and maintain fiscal records. The Consortium will plan to expend all Title III funds during the 2010-2011 project year. If all funds are not expended and there is carryover, those funds will return to MDE on January 1, 2010.

According to the 2009-2010 CSPR Data Collection submitted by the Members to the MDE, the XYZ Consortium has 150 enrolled LEP students, which results in a grant amount of approximately $30,546.00. In its role as the lead LEA, the XYZ Consortium will support a total amount of programs, services, and products as indicated below:

Date Program/Service/Product Approximate Cost

September 1, 2010 Lead LEA will claim 2% Administrative Costs ($30,546.00 X 2%) $ 610.00

September 15, 2010 Reimbursement for purchase of equipment. $2,971.00

October 1, 2010 Reimburse purchase of 100 Spanish/English bilingual dictionaries and 15 bilingual dictionaries in other languages $2,231.00

October 1, 2010 to Reimburse salary of Instructional Assistant for 1600 hours of June 1, 2011 service @ $10.00 hour. $16,000.00

October 1, to Reimburse costs of after school programs for materials/staff $4,734.00 June 1, 2011

November 15 to Provide professional development series regarding effective LEP June 30, 2011 student instructional practices to 40 consortium teachers @ $100 each. $4,000.00

Total $30,546.00

Changes regarding the dates of provision or the scope and/or nature of these services must be made by agreement of the Members.

In addition to the above services and products, the XYZ Consortium will coordinate quarterly meetings for the purpose of assessing the needs of the Consortium. In the event that the Consortium fails to meet the Annual Measurable Achievement Objectives (AMAOs) for one year, all parents of LEP students in the consortium must be notified.

 By the Consortium member LEAs  By the Consortium lead LEA (XYZ)

In the event that the Consortium fails to meet AMAOs for two consecutive years, the Consortium will meet to develop an LEA Improvement Plan Addendum. XYZ Consortium will coordinate the preparation of the LEA Improvement Plan Addendum and ensure its submission to the MDE. All members are responsible for the implementation of the LEA Improvement Plan Addendum.

Lastly, the XYZ Consortium will be responsible for completing and submitting the Annual Evaluation, expenditure reports, and any other requests of information from MDE. Signature of the LEA representative represents the consortium has met and conferred and the member LEAs are in agreement to all stated.

Signatures of Authorized Representatives: ______Print Name Print Name Consortium Lead LEA Representative Consortium Member LEA Representative (Superintendent or Designee) (Superintendent or Designee) ______Signature of Consortium Lead LEA Signature of Member LEA Representative Representative (ZCOE)

______Date Date

______Print Name Print Name Consortium Member LEA Representative Consortium Member LEA Representative (Superintendent or Designee) (Superintendent or Designee)

______Signature of Consortium Member LEA Signature of Member LEA Representative Representative ______Date Date

______Print Name Print Name Consortium Member LEA Representative Consortium Member LEA Representative (Superintendent or Designee) (Superintendent or Designee) ______Signature of Consortium Member LEA Signature of Member LEA Representative Representative ______

Date DateD:\Docs\2018-04- 06\03f695b7bf1cff809a3c1dda6de66b50.doc