A r c h i v e d  I n f o r m a t i o n

APPENDIX A

Consolidated charts

Consolidated CHART 1

TITLE I PARTS A and C STUDENT PARTICIPATION IN SCHOOLWIDE PROGRAMS

AND

TARGETED ASSISTANCE SCHOOLS / PARTICIPATION IN PUBLIC SCHOOL TITLE I

PROGRAMS BY SPECIAL SERVICE CATEGORY

A. Participation in public schools by gender and racial/ethnic group

Instructions: Enter the number of Title I participants in both TAS programs and SWP schools during the regular school year by gender and designated racial/ethnic/special service group. For Migrant Education give the unduplicated number of Migrant children during the regular, and summer/intersession terms.

 

Participants by gender

TITLE I A.

TITLE I C.

 

TAS

SWP

TAS

SWP

Male

 

 

 

 

Female

 

 

 

 

Participants by special services / programs

TITLE I A.

Number of Students

 

 

TAS

SWP

Title IA.

Students with Disabilities

 

 

 

 

Limited English Proficiency

 

 

 

 

Pre-School

 

 

 

 

Homeless

 

 

 

 

Neglected Children

 

 

 

 

Participants by racial/ethnic group

TITLE I A.

TITLE I C.

 

TAS

SWP

TAS

SWP

American Indian/Alaskan Native

 

 

 

 

Asian/Pacific Islander

 

 

 

 

Hispanic

 

 

 

 

Black (not of Hispanic origin)

 

 

 

 

White (not of Hispanic origin)

 

 

 

 

Other (what is other to cover?)

 

 

 

 

B. Participation in Schoolwide programs by site.

Number of Schoolwide Program Sites

MEP Funded Services

Non-MEP Funded Services

 

 

 

Consolidated CHART 2

 

Participation in Titles IA, IC, and ID by type of service.

 

 

Instructions:

Title IA: Enter the number of participants who received each category of service during the regular school year from public TAS and nonpublic schools

Title IC: Enter the number of migrant students who received designated instructional services. Include those instructional services provided in whole or in part with MEP funds. Count each child once for each term in which he or she participated in each instructional category. Do not count the number of service interventions per child such as the number of tutorial sessions in a given subject. Do not count children in a term during which they were served only in school wide programs that were supported with MEP funds/services.

Title ID: Enter the number of participants who received each category of service during the regular school year under Part D, Subpart 2.

 

 

Title IA

Title IC

Title ID

 

Public TAS

Nonpublic

Regular Term

Summer/Inter.

 

Service

Number of students

Number of students

Number of students

Number of students

Number of students

Instructional

 

 

 

 

 

Reading/language arts

 

 

 

 

 

English for LEP children (ESL)

 

 

 

 

 

Mathematics

 

 

 

 

 

Science

 

 

 

 

 

Social Studies

 

 

 

 

 

Vocational/Career

 

 

 

 

 

Other (specify)________________

 

 

 

 

 

Supporting Guidance/counseling,

 

 

 

 

 

social work (Title 1A & 1D only)

 

 

 

 

 

Social Work (Title 1C only)

 

 

 

 

 

Health / Dental / Nutrition

 

 

 

 

 

Transportation

 

 

 

 

 

Other (specify)________________

 

 

 

 

 

Consolidated CHART 3

TITLE IA and TITLE IC STAFF INFORMATION

 

Number of staff employed with Title I funds in targeted assistance programs during the regular school term.

Instructions:

Title IA - Enter the number of full-time equivalent staff funded by Title I during the regular school year by job category. Note that staff providing support services should only include non-clerical staff providing the support services listed in Part II Subpart D of this data collection form.

Title IC - Enter the number of staff whose salaries are paid by the MEP by job classification and by regular, summer, and intersession terms. Report in full-time equivalents. Define what constitutes 1 FTE for each term in your State. Do not include staff employed in schoolwide programs that combined MEP funds/services with those other programs.

 

 

Job Classification

Title I TAS

Full-time equivalents

TITLE IC Migrant Education

Regular Term FTE

Summer Term FTE

Intersession Term FTE

Administrators (non-clerical)

 

 

 

 

Teachers

 

 

 

 

Teacher Aides

 

 

 

 

Staff providing support services

(non-clerical)

 

 

 

 

Staff providing support services

(clerical)

 

 

 

 

Recruiters

 

 

 

 

Records transfer

 

 

 

 

Counselors

 

 

 

 

Linker/Advocates

 

 

 

 

Other (specify)

 

 

 

 

Consolidated CHART 4

Title II , ESEA - Dwight D. Eisenhower Professional Development Program

State Educational Agency & State Agency for Higher Education

Performance Data

A Aligning professional development and state policy

A-1. Provide the number of local, SEA and SAHE Eisenhower activities* that focused on each of the following professional development needs during the reporting period. List activities only under their major focus. (Unduplicated count) Note: An activity is defined as a distinct event or an integrated set of events. A single activity could be one meeting or workshop. A single activity could be a series of related meetings or workshops, or cohesive, on-going in service professional development, with the same set of participants. (See the Definition Sheet.)

# of LEA # of SEA # of SAHE

Activities *

 

 

 

 

 

a) Recruiting potential teachers and

administrators into pre-service

professional development

 

 

 

 

 

b) In service professional development

for teachers to improve their skills and knowledge (including specialization

in a new discipline)

 

 

 

 

 

c) Professional development for school

administrators and other

school staff*

 

 

 

 

 

d) Other combination (e.g., creating

networks and supporting

certification efforts)

 

 

 

 

 

e) Total Number of SEA Grantee

Activities

 

 

 

 

 

A-2. Provide the number of Activities* that concentrated on the following subject areas: (Unduplicated count)

# of School and # of SEA State- District Formula Level Activities Grant Activities*

a)Mathematics

b) Science

c) English (Reading/Language Arts)

d) Civics and government

(History/Geography/Economics)

e) Foreign Languages

f) Arts

g) Integrated subjects (specify)

h) Total (Should equal A-1 totals)

 

# of SAHE

Activities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A3.Because of the importance of sustained and intensive professional development, the Department is tracking the duration of Eisenhower activities. Please provide the number of school and district Formula Grant activities? that had the following contact hours per participant, including follow-up during the reporting period. (Unduplicated count)

 

a) Less than 3 hours

b) 3-6 hours

c) 7-18 hours

d) 19-30 hours

e) 31-40 hours

f) 41-80 hours

g) More than 80 hours

h) Total

 

 

# of School and District

Formula Grant

Activities*

 

 

 

 

 

 

 

 

A-4.Provide the number of participations* in the SAHE grantee activities receiving each of the following types of credit after participating in the activity: (List all types of credit received. This will be a duplicated count.)

 

 

# of Participations*

in Grantee Activities

 

 

 

 

a) Graduate credit

 

 

 

 

 

b) Undergraduate credit

 

 

 

 

 

c) Credit toward salary increase

 

 

 

 

 

d) Credit toward continuing education

 

 

 

 

 

e) Credit toward certification

 

 

 

 

 

f) No credit given

g) Other (Specify_____________________)

 

 

 

 

 

B.Providing professional development to target populations

B-.1Provide the number of participation* during the reporting period by each of the positions listed below. (Use only the category that is the participant?s main function.) It is expected that the "participation" figure will count some individuals more than once if they anticipated more than one activity. (See the Definition Sheet for further explanation.)

Include information ONLY about participants who are educators or education policy decision makers. Do NOT include students, parents, or community members. Also, you do not have to include information about participants for whom counts may be impossible to determine, such as people who only received materials through Eisenhower support.

 

 

# of Participation*

in School and District

Formula Grant

Activities

 

 

# of Participation*

in State-Level

Activities

 

# of Participation

 

 

 

 

 

 

 

a) in SAHE Activities Teachers

b) Pre-service teacher candidates

c) Teacher aides and assistants

d) Other school staff *

e) School and district administrators

/supervisors

f) State level administrators/supervisors

g) Policy makers

h) Other(Specify

_______________)

I) Total Number of Participation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B-2.Provide the number of participation* in each of the following poverty categories: (Refer to your State?s Title I classification information). Poverty level is calculated as the percentage of students approved for free or reduced-price lunch. For consortia, calculate the average poverty level.) (Unduplicated count)

 

 

# of Participation*

in School and District

Formula Grant

Activities

 

# of Participation*

in State-Level

Activities

 

 

 

 

 

a) From LEAs classified as low poverty

(poverty levels below 25%)

 

 

 

 

 

 

 

 

 

b)from LEAs classified as medium

poverty (poverty levels from 25% to less

than 50%)

 

 

 

 

 

 

 

 

 

c)from LEAs classified as high poverty

(poverty levels from 50% to less than 75%)

 

 

 

 

 

 

 

 

 

 

d)from LEAs classified as very high poverty

(poverty levels of at least 75%)

 

 

 

 

 

 

 

 

 

 

 

e)Total (Should equal C-2 total)

 

 

 

 

 

 

 

 

 

C. Managing the Eisenhower Program effectively to improve teaching and learning

C-1.How many of your State?s LEAs have completed development of indicators?

Please provide an explanation of the number of LEAs who have not met this requirement and the revised timeline for completion

.

C-2.By the end of the reporting period, how many of your State LEAs had any integrated performance indicators for professional development across programs (e.g., across Title 11 and Title I)?

C-3. For the reporting period, provide the number of LEAs, including area education agencies and other intermediate units, that: (Unduplicated count)

# of LEAs

a) Participated in the Eisenhower formula grant program

b) Did not participate in the Eisenhower formula grant program

c) Total number of LEAs (Should equal D-2 total )

d)Total number of LEAs that participated in SAHE-administered

grant activities

C-4. Of the FY97 funds, only, provide the number of Eisenhower formula grants distributed to LEAs or consortia of the following amounts: (Unduplicated count)

Grant Amount

# of Grants # of Consortia for a) and b)

a)Less than $6,000____________

b) 6,000-9,999

____________

c)$10,000-24,999

____________

d)$25,000-49,999

____________

e)$50,000-99,999

____________

f)$100,000 and over

____________

g)Total Number of Grants

____________

C-5.Provide the number of Eisenhower SAHE grants awarded to each of the following types of grantees: (Unduplicated count)

 

 

# of Grants

 

 

 

 

a) Public 4-year universities and colleges

 

 

 

 

 

b) Public 2-year junior and community colleges

 

 

 

 

 

c) Private 4-year universities and colleges

 

 

 

 

 

d) Private 2-year junior and community colleges

 

 

 

 

 

e) Non-profit organizations

 

 

 

 

 

f) Combination (e.g., joint application) (Specify______________________)

 

 

 

 

 

 

g) Total Number of Grants

 

 

 

 

 

C-6.How many of the SAHE grants indicated in C-5a were continuations of awards from prior years?

C-7. Of the FY97 funds only, provide the number of Eisenhower SAHE grants awarded to grantees of the following amounts: (Unduplicated count)

Grant Amount# of Grants

a)Less than $10,000

____________

b)$10,000-24,999

____________

c)$25,000-49,999

____________

d)$50,000-99,999

____________

e)

$100,000 and over____________

f)Total (Should equal C-5a total)

____________

D. If you wish, please include any additional information that may provide a better description of the Eisenhower Formula Grant Program implemented at the State (SEA and SAHE) and LEA levels and what it has accomplished during the reporting period.

Consolidated CHART 5

Support For Private School Students And Teachers

 

Program

$ Made Available for Services

# Students Served

# Teachers Served

Title I, A

 

 

 

Title I, C

 

 

 

Title I, D

 

 

 

Title II

 

 

 

Title VI

 

 

 


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Last update April 21, 1998 (bsf)