BEDFORD PUBLIC SCHOOLS TITLE 1 HANDBOOK 2011-12 (click here for a printable version)

 

SECTION I: OVERVIEW

Title I Program Description

Title 1, Part A of the Elementary and Secondary Education Act (ESEAA), as amended by the No Child Left Behind (NCLB) Act of 2001, is designed to help disadvantaged children reach high academic standards. As part of the NCLB, states must use academic assessments and other indicators to annually review the progress of each school to determine whether the school makes adequate yearly progress.

Adequate yearly progress (AYP) is the measure a state uses to determine if a school is making continuous and substantial improvement. A school is determined to have made adequate yearly progress (AYP) for a school year if the school and all subpopulations of sufficient size:

1. Met annual measurable objectives (AMO) in reading and mathematics.
2. Showed progress (i.e., met requirements) on the "other academic indicator" based on:
   1. Prior year graduation rate at the high school
   2. b. Prior year MCAS classification at the elementary and middle school
3. Tested at least 95% of enrolled students and subpopulations of sufficient size.

The specific subpopulations required for reporting NCLB AYP determinations are: All Students; Race and Ethnicity: White (non-Hispanic), African-American, Hispanic, and Asian; Limited English Proficiency; Economically Disadvantaged (Free/Reduced Lunch); and Students with Disabilities.

If a Title 1 school or district does not make AYP for two (2) consecutive years, the school or district is identified for improvement and continues to be identified for improvement until it has made AYP for two (2) consecutive years. For complete information on school improvement guidelines and consequences, please refer to the Massachusetts Department of Elementary and Secondary Education website, www.doe.mass.edu/titlei/.

Purpose

The purpose of Title 1, according to Congress, continues to be to have substantially higher expectations for all students. The factors to accomplish this goal include high standards, enriched educational programs, school wide reform, effective professional development, coordination of services across agencies, involvement of parents, distribution of resources to areas where needs are greatest, improvement of accountability, and an increase of decision making authority and flexibility at the school level. The goal of Title I, Part A is to ensure that all children have the opportunity to obtain a high quality education and reach proficiency on challenging state academic standards and assessments.

This handbook was created to assist Title I administrators and school personnel in the understanding of the Title I law and in the procedural implementation of Title I programs.

SECTION II: TITLE I PROGRAM DESIGN MODELS

Title I, Part A of NCLB defines two program designs for delivery of Title I instructional services to students. The two design models are Targeted Assistance and Schoolwide, and the statute has clearly established the guidelines for schools and student eligibility, required program components, fiscal requirements, and record keeping regulations. Bedford Public Schools is a Targeted Assistance district providing services at the Lt. Eleazer Davis Elementary School, the Lt. Job Lane Elementary School, and the John Glenn Middle School.

This section of the handbook contains the Targeted Assistance model and has an additional section on implementation of RTI as part of the program design.

Targeted Assistance Programs

In all schools selected to receive Title I, Part A funds under the No Child Left Behind Act of 2001(NCLB) Section 1113 (c) that are ineligible for a schoolwide program or that choose not to operate such a schoolwide program, a local educational agency (LEA) serving such school may use funds received under this part only for programs that provide services to eligible children identified as having the greatest need for special assistance. The eligible population for services is:

• Children not older than age 21 who are entitled to a free public education through grade 12.
• Children who are not yet at a grade level at which the LEA provides a free public education.

Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school. Children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures. Children who are economically disadvantaged, children with disabilities, migrant children, homeless children, or limited English proficient children are eligible for services under this part on the same basis as other children selected to receive services under this part. In general, the following children are eligible for services under Title I, Part A:

• A child who, at any time in the two years preceding the year for which the determination is made, participated in a Head Start, Even Start, Early Reading First program, or in preschool services under Title I.
• A child who, at any time in the two years preceding the year for which the determination is made, received services under Title I, Part C, Education of Migratory Children.
• A child in a local institution for neglected or delinquent children and youth or attending a community day program for such children.
• A child who is homeless and attending any school served by the local educational agency.

Funds received under this part may not be used to provide services that are otherwise required by law to be made available to children described above but may be used to coordinate or supplement such services.

Student Selection Overview

In a Title I targeted assistance program, eligibility of students for Title I services must be determined using a multi-criteria approach. Each student is evaluated using the same criteria to determine which children have the greatest need for services.

Selection of Criteria:

Criteria should be selected that will provide the most accurate reflection of a student's academic and developmental ability. A minimum of two criteria must be used to determine student placement at all levels. Each criterion must be objective and educationally related. Teacher judgment may be used but should not be quantified on a rating scale or checklist. The criterion does not need to be the same for all grades. However, it should be consistent within each grade level served. In a multiple attendance area the criteria may vary from school to school.

Criteria for the selection of students may include standardized test scores, locally developed assessments, teacher checklist, grades, and other criterion such as homelessness. Each criterion should be weighted and an overall cutoff score established. The weighting and cutoff score should be such that no student may qualify for a single criterion.

Title I Eligibility Profile:

Once the criteria are determined, student eligibility profiles are completed for each student. A profile contains data about each student in relation to the multiple criteria. After these profiles are completed, the students may be ranked in the order of need.

Master List of Eligible Title I Students:

After the students are rank ordered by need using the eligibility profiles, this information is transferred to the master list. The master list contains the eligible students' names, the criteria used, the weighted points for each criterion, and the overall cutoff score. The points that each student received for each of the criteria are indicated next to the student's name. The first name on the list should be the child with the greatest need with the remainder of the students listed in descending order. Students must be served in order of greatest need. A master list should be completed for each grade level served.

Components of Targeted Assistance Programs

To assist targeted assistance schools and local educational agencies to meet their responsibility to provide for all their students served under this part the opportunity to meet the State's challenging student academic achievement standards in subjects as determined by the state. Each targeted assistance program under this section shall:

1. Use such program's resources under this part to help participating children meet the State's challenging student academic achievement standards expected for all children.
2. Ensure that planning for students served under this part is incorporated into existing school planning.
3. Use effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school and that:

• Give primary consideration to providing extended learning opportunities, such as an extended school year, before-school, after-school, and summer school programs.
• Help provide an accelerated, high-quality curriculum, including applied learning.
• Minimize removing children from the regular classroom during regular school hours for instruction provided under this part.
• Coordinate with and support the regular education program, which may include services to assist preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First or State-run preschool programs to elementary school programs.
• Provide instruction by highly qualified teachers.
• Provide opportunities for professional development with resources provided under this part, and, to the extent practicable, from other sources, for teachers, principals, and paraprofessionals, including, if appropriate, pupil services personnel, parents, and other staff, who work with participating children in programs under this section or in the regular education program.
• Provide strategies, such as family literacy services, to increase parental involvement, in accordance with Section 1118 of No Child Left Behind Act of 2001 (NCLB).
• Coordinate and integrate federal, state, and local services and programs, including programs supported under NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Needs Assessment

The district conducts an annual needs assessment for each Title I school. The needs assessment gathers and analyzes information from the following student data resources: SIMS report on the number of eligible Title I students in the district; student data including pre and post Title I service data, MCAS results (including AYP status), student grades, and general education teacher input. Additionally, the district conducts a survey of Title I parents for input into their perception of the program's effectiveness and any perceived needs that should be addressed in the next year's program.

The Assistant Superintendent and Title I Coordinators review the data and determine priorities based on identified needs, expected funding for the following year, and district goals. The final report is shared with Title I schools so they may incorporate recommendations into their School Improvement Plan. To meet the deadline for School Council Improvement Plans, the needs assessment should occur no later than March 1 of each school year.

Program Comparability

Districts are required to use district funds to provide educational services in Title I schools that are comparable to the services provided in non-Title I schools. Title I districts are required to demonstrate annually through appropriate documentation that they are in compliance with Title I comparability requirements. The Bedford Public Schools Title I office will complete by November 1 comparability calculations and provide written assurance. The October 1 census data on student enrollment and staffing will provide the data for the calculation. As the district has no comparison school in the same grade span, it is currently exempt from comparability reporting requirements.

Bedford Targeted Assistance Program

The district provides services via a combination of inclusion and pull-out models across grades K-8. Each building has a Title I coordinator and a Title I teacher. The building level Title I coordinator collaborates with the Title I teacher to plan services and the appropriate model based on student needs and distribution across grades and classrooms. Services are coordinated with regular education and special education instructional staff. Each student participates in pre and post testing using a nationally normed and standardized evaluation.

The Title I curriculum must be aligned with the state curriculum frameworks, local standards and expectations, and grade level class room instruction. To that end, the Title I coordinators and teachers collaborate with both general education and special education staff. Title I services may be considered part of the districts Targeted Intervention (Response to Intervention) model (please refer to Bedford Public Schools website, www.bedford.k12.ma.us/support-services/tiered-instructionrti.html, for more information regarding Targeted Instruction). To that end, students who are identified as needing Tier II interventions AND who meet the criteria for Title I may be included in Title I services.

Program Evaluation

At the end of each school year, the district will evaluate the Title I program in the following areas:

1. Improved student outcomes
2. Greater parental involvement
3. More high quality professional development
4. Effectiveness of instructional strategies, materials, and resources

In conducting the program evaluation the Title I office, coordinators, and teachers will review student data, and survey both parents and staff to ascertain actual and perceived impact on student achievement. The findings will be used to plan and improve the program for the next year, pending funding. A summary of the program evaluation detailing the program's strengths and weaknesses and providing recommendations for change will be kept by the Title I office.

SECTION III: FINANCE AND BUDGET

Budget Planning and Fiscal Expenditures

In order to maintain fidelity of the program, Title I requires that federal funds be used to supplement the educational program and not serve as a substitute for services that would be provided by other SEA and LEA funding sources. Once these requirements have been established, there are restrictions on the eligibility of expenditures that the district Title I department and the individual schools are allowed to select. Extreme caution must be used to ensure that all expenditures meet the required federal guidelines, or the system is at risk of losing program funding.

The Title I office reviews requests and maintains the integrity of the utilization of funds; however, there are requests that cannot be approved because they are in violation of program restrictions. The following suggestions and guiding questions will help eliminate denial of requests. When making decisions on expenditures of your individual school funds, the following questions and points will be invaluable in guiding your choices:

1. Do the funds supplant funds that would, if there were no Title I funds, be spent on the Title I students anyway? Would this money have come from a state or local fund if the school didn't have Title I money? If yes, Title I funds CANNOT be used.
2. Does the state or district require the materials, program, or services for Title I and non-Title I schools? If yes, Title I funds CANNOT be used.
3. Is the expenditure for incentives or rewards for Title I teachers? Incentives and rewards for teachers are NOT allowed.
4. Is the expenditure for student incentives or rewards? Is the program to encourage attendance or to reward participation? Funds CANNOT be used for student rewards or incentives of any type.
5. Is the purpose academic or non-academic? The purpose MUST be academic.
6. Is the request in line with your School Improvement Plan?
7. Does the request match the goals of your school plan?
8. Is this expenditure reasonable and NECESSARY?
9. Was this request or a very similar one denied in previous years?
10. Is the request for unapproved materials or services? Seek approval of the appropriate department prior to submitting the request. This should be done prior to placing the item in your budget.

Monitoring School Title I Budgets

It is necessary for the each coordinator to monitor the Title I budget on a continual basis.

• Begin utilization of funds as soon as your budget is approved.
• Plan to have most of your budget used or accounted for by January.
• Do NOT wait until April to attempt to spend large portions of your budget.
• If problems or question arise, resolve the issues as soon as possible with the Assistant Superintendent.
• Complete a budget range check in January and March.
• Complete a final budget review by May 15.

SECTION IV: TITLE 1/NCLB RULES AND REGULATIONS

NCLB Accountability

Adequate Yearly Progress Quick Reference Guide:

Adequate Yearly Progress under No Child Left Behind has three components:

• Participation: In the spirit of the law, each student is entitled to an annual assessment. The All Student group and each subgroup with 40 or more members must have at least 95% of its students who are continuously enrolled during the state test window participate in the test administration.
• Academic Performance: All students and each subgroup that meet the "full academic year" (FAY) definition and meet the minimum group size must meet the annual measurable objectives (AMO) or targets. For academic performance and Second Indicator (those systems that are using an academic content area), subgroup size (n) must be equal to or greater than 40 students or 10% of students enrolled in AYP grades, whichever is greater (with a 75 student cap). The AMO targets are the percent of students classified as proficient due to their test performance.
• Second indicator: The second indicator is always applicable to the school as a whole – All Student group. A group can meet the criteria set for the second indicator or show progress over the previous year. (Graduation rate is an exception.) The second indicator for high schools is graduation rate.

The NCLB report card is sent to each family in the district at the beginning of the school year as part of the Superintendent's Welcome Back letter. Additionally, both the NCLB newsletter and a link to the Massachusetts Department of Elementary and Secondary Educations are posted on the district's website (www.bedford.k12.ma.us/about-our-district/nclb-district/html) and highlighted in each principal's fall newsletter. The website has the ability to translate the Superintendent's newsletter. Translated and full hard copies are available to parents who request them.

Highly Qualified Staff

Recognizing the importance of effective teachers, the No Child Left Behind Act of 2001 (NCLB) requires that schools be staffed with highly qualified teachers and paraprofessionals.

Additionally, professional development activities must ensure that teachers and paraprofessionals meet the highly qualified provisions of NCLB. Local educational agencies (LEAs) must notify parents of their rights to request information regarding the professional qualifications of the student's classroom teachers.

Teacher Requirements

Teachers in Title I Programs, hired to teach core academic subjects must be highly qualified. To be considered highly qualified to teach in the Commonwealth of Massachusetts, teachers must be fully certified to teach by the Department of Elementary and Secondary Education AND be teaching in their field(s) of certification.

The No Child Left Behind Act of 2001 (NCLB) requires states to develop plans with annual measurable objectives that will ensure that all teachers teaching in core academic subjects are highly qualified. Beginning with the 2002-2003 school year, states and LEAs must report annually on their progress toward this goal.

Paraprofessional Requirements

Paraprofessional requirements are strengthened in the No Child Left Behind Act of 2001 (NCLB) and require that all paraprofessionals who work in an instructional program supported by Title I funds (schoolwide program or targeted assistance program) be highly qualified.

A paraprofessional is an individual with instructional duties. Individuals who work solely in non-instructional roles, such as food service, cafeteria or playground supervision, personal care services, and non-instructional computer assistance are not considered to be paraprofessionals for Title I purposes. However, beginning with the 2012-2013 school year, Bedford Public Schools will require all paraprofessionals to be highly qualified.

To be highly qualified, Paraprofessionals must have one of the following:

1. Completed at least two years of study at an institution of higher education.
2. Obtained an associate's degree (or higher) or
3. In lieu of completing at least two years of postsecondary study or an associate's degree to meet these requirements, a paraprofessional may complete an approved paraprofessional qualification assessment. If eligibility is established through the assessment, the applicant must also hold a high school diploma or a General Education Diploma (GED) equivalent.

Additionally, paraprofessionals may not provide instructional support to students unless they are under the direct supervision of a highly qualified teacher. A paraprofessional is deemed to work under the direct supervision of a teacher if the teacher plans the instructional activities for the paraprofessional, the teacher evaluates the achievement of students with whom the paraprofessional works, and the paraprofessional works in close and frequent proximity to the teacher.

Parent/Guardian Outreach and Involvement

Each Title I school must comply with the legal requirements of NCLB Section 1118, Parental Involvement. Each school must demonstrate evidence of implementation of the following:

1. Annual Title I Meeting – Your fall open house or first parents' meeting can serve to meet this requirement. Your school is required to conduct an annual Title I meeting and should clearly identify the meeting as the Title I Annual Meeting on announcements, agendas, and programs. Designated administrators, Title I representatives, or other appropriate personnel are required to present the following information in writing and verbally to the parents.
   1. Explanation of what it means to be a Title I school, whether the school has a Targeted Assistance or School wide Program, the benefits to the students, and the requirement and right of parental involvement.
   2. Student Academic Assessment – provide assistance to parents as is appropriate in understanding state and local assessments, including AYP.
   3. High Quality Curriculum – explain school's responsibility to provide high-quality curriculum and instruction and the parent's role in supporting their child's learning.
   4. Parental Communication and Training—to promote parental involvement
2. Parents Right to Know – Submit documentation to the Bedford Public School's Title I office

• Parent Involvement Plan
• Parental Notification
• Parent-Student Teacher Compact
• Title 1-School Choice

Parent's Right to Know

The school must inform parents of their rights and that the school/district will provide the information to each parent as requested. There are three requirements:

1. Inform the parents that they may request certain information on the professional qualifications of the student's classroom teachers and paraprofessionals providing services to their child. [Section 1111 (h)(6)(A), ESEA]
2.  Inform the parents that the school will provide to each parent timely notice that the parent's child has been assigned to, or taught, for four or more consecutive weeks by a teacher who is not highly qualified. [Section 1111 (h)(6)(B)(ii), ESEA]
3. Inform the parents that the school must provide, to each individual parent, information on the level of achievement of the parent's child in each of the state academic assessments. [Section 1111 (h)(6)(B)(i), ESEA}

Parental Notification:

At the beginning of each school year, local educational agencies (LEAs) must notify parents of their rights to request information regarding the professional qualifications of the student's classroom teachers, including:

1. Whether the teacher has met state qualifications for the grade levels and subject areas in which the teacher teaches.
2. Whether the teacher is teaching under emergency or other provisional status.
3. The baccalaureate degree of the teacher and any other graduate certification or degree held by the teacher and the field or discipline of the certification or degree.
4. Whether the student is provided services by paraprofessionals.

Parent notification is not required for the following:

1. For teachers who do not teach core academic subjects in Title I school wide or targeted assistance programs.
2. For paraprofessionals who are not highly qualified.

A school that participates under Title I must provide to each parent, information on the level of achievement of the parent's child in each of the State's academic assessments. Also, if a student has been assigned to or has been taught for four or more consecutive weeks by a teacher of a core academic subject who is not highly qualified, the parents must be provided a timely notice. All notices and information required must be in a uniform and understandable format, including alternative formats upon request and, to the extent practicable, in a language that parents understand.

School/Parent Compact:

Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent compact jointly with parents for all children participating in Title I, Part A activities, services, and programs. That compact is part of the school's written parental involvement policy developed by the school and parents under section 1118(b) of the ESEA. The compact must outline how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards.

Title 1 School Choice:

Public School Choice in the Elementary and Secondary Education Act 1965 (ESEA) provision that provides parents with the choice option to transfer their child from a "Needs Improvement" (NI) school to another school in the district that is not in NI status.

• Parents are notified annually of the schools to which School Choice is applicable.
• Parents may select a school form a list of schools that the district provides as "receiving schools".

Parents have the option to send their child to another school when schools do not meet State targets for improving the achievement of all students. The ESEA allows parents of children enrolled in schools identified for "school improvement" the opportunity to transfer their children to a school that has not been identified as in "needs improvement." These provisions of the statute, along with other elements that focus new attention and resources on turning around schools identified for improvement, are critical mechanisms for achieving the vision embodied in ESEA, a high-quality education for all children. Parents are notified annually of their children's school's progress and IF Public School Choice is an option, a list of eligible" receiving" schools is provided.

School Improvement Activity Plans

In accordance with state regulations, the School Council at each school participates in writing an annual School Improvement Plan that incorporates both the school and district goals and objectives for the upcoming school year. If a school has been identified for improvement, that school must revise its school improvement plan to address the subjects, grade levels and student groups in which the school did not make AYP. In developing or revising its plan, the school must consult with parents, school staff, and others. The plan must be revised NO LATER than 3 months after the school has been identified for improvement. When a school has been identified for corrective action status, the district plans for and implements corrective action steps stipulated in NCLB, as appropriate. When schools are identified for restructuring status, the district plans for and implements restructuring steps stipulated in NCLB, as appropriate.

Staff Requirements

Time and Effort Distribution Logs: Districts must maintain auditable "time and effort" records that show how each Title I employee spends his/her compensated time. These records are written, after-the-fact documentation of how the time was spent. Time and effort records must be prepared by any Title I staff with salary charged (1) directly to a federal grant, (2) directly to multiple federal grants, or (3) directly to any combination of a federal grants and other federal, state or local fund sources. This requirement applies to both full time Title I and 'split-time" Title I staff. Stipends must also be reported. These forms will need to be distributed as soon as possible and completed for twice a month from September to June. Time and effort records are submitted to the Title I office.

Periodic Certification: Periodic certification is required when LEAs use federal funds to pay employees' compensation. When LEAs pay employees' compensation using one federal grant (for example, Title I Part A) those employees must sign a form called a "periodic certification". If the LEA pays employees from more than one funding source (for example, State QBE, Title I Part A and Title II Part A), the employees must complete a form with more detailed information, commonly referred to as a time log. Periodic certification must be completed at least semiannually.

The district's business office will send forms and instructions for periodic certification to the schools on December 1, 2011, and May 2, 2012. Follow the instructions and submit the periodic certification documents to the Title I office by the December 15, 2011 and May 15, 2012.

SECTION V: SUPPLEMENTAL EDUCATIONAL SERVICES

Supplemental Educational Services are additional, free, academic instruction designed to increase the academic achievement of students in schools identified for improvement, corrective action or restructuring under NCLB. Students from low-income families attending Title I schools who have been deemed Needs Improvement Year 2, Corrective Action, or Restructuring are eligible to receive SES. The district will identify eligible students at such school(s) and send letters of notification with a list of approved SES providers to the parents/guardians of identified students. Once a parent has indicated interest and identified an SES vendor of their choice, the district will send a contract to the provider. The SES contract will outline all terms of service, including student learning plans, hours of instruction, billing requirements, and any other terms of agreement the district requires

SECTION VI: MCKINNEY-VENTO HOMELESS ACT

Identification

In compliance with state and federal requirements concerning the McKinney-Vento Homeless Assistance Act, the district will designate a Title I homeless liaison to coordinate services to eligible children and youth. The liaison will coordinate services for homeless children and youth through collaboration with system and school personnel and community organizations in order to identify children and youth experiencing homelessness in the district, both in and out of school. The liaison will coordinate identification of children and youth in a timely manner to minimize the impact of homelessness on educational opportunities and services. The liaison will inform principals, guidance counselors, and other appropriate school personnel of the McKinney-Vento Homeless Assistance Act and the local educational agency (LEA) homeless policies and procedures.

The homeless liaison will train appropriate and selected school personnel on possible indicators of homelessness, sensitivity and confidentiality in identifying families and youth as experiencing homelessness, and in procedures for completion of the system Homeless Residency form and for relaying the information to the liaison. The system liaison will instruct school secretaries, counselors, and/or other designated personnel to inquire about possible homelessness upon the enrollment and withdrawal of every student and to forward the system homeless residency form to the liaison. The liaison will maintain communication with the town's social service agency and collaborate to promote identification of homeless children and youth. Community partners in identification of homelessness may include: family and youth shelters, soup kitchens, motels, campgrounds, drop-in centers, welfare departments, social service agencies, faith-based organizations, truancy and attendance officers, and legal service agencies.

The liaison will keep data on the number of children and youth experiencing homelessness in the district, where they are living, their academic achievement (including performance on statewide and districtwide assessments), and the reasons for any enrollment delays and or interruptions in their education or school transfers.

School Selection

Each child or youth experiencing homelessness has the right to remain at his or her school of origin, or to attend any school that housed students, who live in the attendance area in which the child or youth is actually living, are eligible to attend. Maintaining a student in his/her school of origin is important for both the student and the school district. Students who change schools have been found to have lower test scores and overall academic performance than peers who do not change schools. High mobility rates have been shown to lower test scores for schools and systems. Keeping students in their school of origin promotes academic and social growth, while allowing the schools to maintain more stable test scores and achievement resulting from student continuity.

To the extent feasible, children and youth experiencing homelessness will remain at their schools of origin. If this policy is against the parent's or the youth's wishes or not in the best interest of the child, appropriate school placement will be established to meet the needs of the family and student. Students may remain at the school of origin the entire time they are experiencing homelessness and until the end of the year in which they become permanently housed. The same guidelines will apply if a child or youth becomes homeless between academic school terms.

Feasibility shall be a child-centered determination, based on the needs and interests of the particular student and the parent's and youth's wishes. Feasibility considerations include:

• Safety of the student
• Continuity of instructional services
• Potential family's or youth's future housing
• Time remaining in the current academic term
• Anticipated length of stay in temporary housing or living situation
• School placement of siblings
• Special needs that limit placement due to commute issues or facilities

Services that are required to be provided, including transportation to and from the school of origin and services under federal and other programs, shall not be considered as factors of feasibility.

Enrollment

Consistent, uninterrupted education is essential to academic achievement. Because of the complicating issues related to homelessness and mobility, students who are victims of homelessness are likely not to have required school enrollment documents readily available when they seek to enroll in a different school or system. Regardless of the availability, or the lack thereof, of required documents, the selected school of enrollment must immediately and without restriction enroll the child or youth experiencing homelessness. Enrollment may not be denied on the basis of lack of any document normally required for enrollment, including:

• Proof of residency
• Transcripts/school records (The enrolling school must contact the student's previous school to obtain school records. Initial placement of students for whom records are not immediately available can be made based on the student's age and information gathered from the student, parent, guardian, and previous schools and/or teachers.)
• Immunizations or immunization/health/physical records (If necessary, the school must refer students to the liaison to assist with obtaining immunizations and/or immunization/ other medical records. Health records may often be obtained from previous schools or state registries, and school-based or community-based clinics can initiate immunizations when needed.)
• Proof of guardianship
• Birth certificate
• Any other document requirements
• Unpaid school fees
• Lack of uniforms or clothing that conforms to dress codes
• Any factor related to the student's living situation

Unaccompanied youth must also be immediately enrolled in school. They may either enroll themselves or be enrolled by a parent, non-parent caretaker, older sibling, or the LEA homeless liaison.

Transportation

Without appropriate transportation, a student may not be able to continue attending his/her school of origin. To avoid such forced transfers, at a parent's request, transportation shall be provided to and from the school of origin for a child or youth experiencing homelessness. Transportation shall be provided for the entire time the child or youth has a right to attend that school, as defined above, including during pending disputes. The LEA homeless liaison shall request transportation to and from the school of origin for unaccompanied youth. The length of the commute will only be considered in determining the feasibility of placement in the school of origin based on potential harm to the student, as discussed above. Parents and unaccompanied youth must be informed of this right to transportation before they select a school for attendance.

Schools and the homeless liaison shall use the district transportation form to process transportation requests. Requests shall be processed and transportation arranged without delay. If the student experiencing homelessness is living and attending school in this district, the homeless liaison or other designee shall arrange transportation. If the student experiencing homelessness is living in this district but attending school in another district, or attending school in this district but living in another, this district will follow the McKinney-Vento Homeless Assistance Act statute to determine who must arrange transportation. It is this district's policy that inter-district disputes shall not result in a student experiencing homelessness missing school. If such a dispute arises, this district will arrange transportation and immediately bring the matter to the attention of the State Coordinator for the Education of Homelessness Children and Youth.

In addition to receiving transportation to and from the school of origin upon request, children and youth experiencing homelessness shall also be provided with other transportation services comparable to those offered to housed students.

Services

Children and youth experiencing homelessness shall be provided services comparable to services offered to other students in the school selected, including:

• Transportation (as detailed above)
• Title I, Part A (as described above)
• Educational services for which the student meets eligibility criteria, including special education and related services and programs for English Language Learners
• Vocational and technical education programs
• Gifted and talented programs
• School nutrition programs
• Before-school and after-school programs

The district recognizes that children and youth experiencing homelessness suffer from disabilities at a disproportionate rate, yet frequently are not evaluated or provided appropriate special education and related services. To address this problem, evaluations of children and youth experiencing homelessness and suspected of having a disability, shall receive priority and shall be coordinated with students' prior and subsequent schools to ensure timely completion of the necessary/complete evaluation. When required, the district shall expeditiously designate a surrogate parent for unaccompanied youth suspected of having a disability. In order to prevent any disruption to appropriate educational services, if a student has an existing Individualized Education Program (IEP), the enrolling school shall immediately implement it. All necessary IEP meetings or re-evaluations shall be conducted expeditiously after the plan implementation is begun and adjustments/rewriting of IEP completed as indicated on the basis of the new data. If complete records are not readily available, IEP teams must use good judgment to determine the best course of action, balancing procedural requirements and the provision of services. In all cases, the goal is to provide appropriate services while avoiding any disruption to such services.

When applying the district policy regarding tardiness or absences, any tardiness or absence related to a child or youth's living situation shall be excused. Our district will follow state procedural policies and guidelines to ensure that youth experiencing homelessness and youth who are out of school are identified and accorded equal access to appropriate secondary education and support services. School personnel shall refer children and youth experiencing homelessness to appropriate health care services, including dental and mental health services. The social workers and homeless liaison shall assist in making such referrals, as is necessary on an individual basis.

School personnel must also inform parents of all educational and related opportunities available to their children and provide parents with meaningful opportunities to participate in their children's education. To the extent feasible, all parent information required by any provision of this policy must be provided in a form, manner, and language understandable to each parent.

Disputes

If a dispute arises over any issue related to homelessness of children and youth as covered in the district's Policies and Procedures for Implementation of the McKinney-Vento Homeless Act, the child or youth experiencing homelessness shall be immediately admitted to the school in which enrollment is sought, pending final resolution of the dispute. The student shall have the rights of a student experiencing homelessness, including all appropriate educational services, transportation, free meals, and Title I services, while the dispute is pending.

The school where the dispute arises shall provide the parent or unaccompanied youth with a written explanation of its decision and the right to appeal and shall immediately refer the parent or youth to the homeless liaison. The liaison shall ensure the student is enrolled in the school of his/her choice and is receiving other services to which he/she is entitled and shall resolve the dispute as expeditiously as possible. The parent or unaccompanied youth shall be given every opportunity to participate in a meaningful manner in the resolution of the dispute. The homeless liaison shall keep records of all disputes in order to identify particular issues or schools that are repeatedly delaying or denying the enrollment of children and youth experiencing homelessness.

The parent, unaccompanied youth, or school district may appeal the LEA homeless liaison's decision as provided in the state's dispute resolution process.

Free Meals

Hunger and poor nutrition are preventable barriers to learning. To ensure that children and youth experiencing homelessness are available for learning and have adequate nutrition, the U.S. Department of Agriculture has determined that all children and youth experiencing homelessness are automatically, upon enrollment, eligible for free meals. On the day the child or youth experiencing homelessness enrolls in the school, the enrolling school must immediately submit the student's name and a residency form to the district nutrition office for immediate processing. The homeless liaison will sign the residency form to expedite the eligibility process. The child is immediately eligible to receive free meals.

Title I, Part A

Children and youth experiencing homelessness are automatically eligible for Title I, Part A services, regardless of the school they attend, whether or not the school is a Title I school. The trauma and instability of homelessness places students at risk of academic regression to warrant additional support. The district shall reserve such funds as are necessary to provide services to children and youth experiencing homelessness that are comparable to those provided to Title I, Part A students. The amount reserved shall be determined by a formula based on the per-pupil Title I, Part A expenditure and developed jointly by the liaison and the Title I director. Reserved funds will be used to provide educationally related support services to the children and youth experiencing homelessness, both in school and outside of school, and to remove barriers that prevent regular attendance.

Our district's Title I, Part A plan will be coordinated with our McKinney-Vento services, through the Assistant Superintendent's Office who is the Title 1 Director and the Homeless Liaison. Children and youth experiencing homelessness shall be assessed, reported on, and included in accountability systems as required by federal legislation and the U.S. Department of Education regulations and guidance.

Coordination of State and Local Services

The LEA homeless liaison shall coordinate with and seek the assistance and support of the State Coordinator for the Education of Homeless Children and Youth, public and private services, providers in the community, housing and placement agencies, the pupil transportation department, liaisons in neighboring districts, and any other such organizations or agencies that provide needed support. Coordination will include conducting outreach and training to those agencies and participating in the local continuum of care, homeless coalition, homeless steering committee, Mentor's Project, and other relevant groups. Both public and private agencies will be encouraged to support the homeless liaison and our schools in implementing this policy.

Preschool

Preschool education is an integral component of and provides an essential element of the educational foundation for a child's future academic success. Children experiencing homelessness have encountered many difficulties accessing preschool opportunities. To facilitate preschool enrollment and attendance, the provisions of this policy will apply to preschools. Our district will ensure that children experiencing homelessness receive priority enrollment in preschool programs operated by the district, including exempting children experiencing homelessness from waiting lists and documentation requirements as herein described.

Children with disabilities, who are experiencing homelessness, will be referred for preschool services under the Individuals with Disabilities Educational Act (IDEA). Children experiencing homelessness under age three will be referred for at-risk services under the Title I VI, Part C of IDEA and will be screened to determine if referrals for additional Title VI, Part C of IDEA services are appropriate. The LEA homeless liaison will coordinate with Head Start and Even Start programs and other preschool programs to ensure that children experiencing homelessness have access to those programs.