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

APPENDIX B

Individual Program charts

TITLE IA CHART 1

USES OF TITLE I STATE ADMINISTRATION FUNDS

A. If the State is not consolidating its administrative funds, indicate the proportion of Title I State administrative funds expended for specified activities.

Instructions: For the 1996-97 please provide two years of data: 1995-96 and 1996-97.

Activity

Proportion of funds (%) *

1995-96 1996-97

Basic program operation and compliance monitoring

 

 

Statewide program services such as development of standards and assessments, curriculum development, and program evaluation

 

 

Technical assistance and other direct support to local educational agencies and schools

 

 

*Note: For subsequent years, only one year?s data will need to be provided.

TITLE IC CHART 1

MIGRANT Participants by Grade and Term

Instructions:

Enter the number of migrant children participating in each age or grade by the term in which they participated in services. See instructions for counting students who participated at more than one grade level during the reporting period. Students who participated in both regular and summer/intersession terms should be counted twice--once for each term in which they participated. Count students in both non-schoolwide and schoolwide programs that were supported with MEP funds/services.

GRADE

REGULAR TERM

SUMMER/INTERSESSION

Ages 0-2

 

 

Ages 3-5*

 

 

K

 

 

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

6

 

 

7

 

 

8

 

 

9

 

 

10

 

 

11

 

 

12

 

 

Out-of-school**

 

 

Ungraded***

 

 

TOTALS

 

 

Of the total in the summer/intersession column, enter the number of students served in INTERSESSION programs only:

 

* Do not include children in the 3-5 category who are counted in kindergarten or other grades.

** Out-of-school youth may include, for example, drop-out students or those working on a GED in a non-K-12 institution. Exclude preschoolers.

*** Ungraded students may include, for example, special education children, transitional bilingual students, students working on a GED in a K-12 institution, or those in a correctional setting.

TITLE IC CHART2 **

Number of Migrant Education Project Sites

- See Glossary for definition of "project site."

Instructions Item 1:

Enter the number of sites that operated a migrant education program, by term. Include both sites that operated schoolwide programs and non-schoolwide MEP sites. "Regular-Term Only Projects" means a project site that operated during only the regular term of either traditional or year-round calendars, and not during the summer or intersession periods. "Summer-Term Only Projects" means a project site that operated during only the summer term and not during the regular term of a traditional school-year calendar. "Intersession Only Projects" means a project site that operated during only the intersession periods of a year-round school calendar. "Multi-Term Projects" means a project that operated during both the regular portion of a traditional or year-round calendar, and the intersession or summer periods.

Regular-Term Only Projects

Summer-Term Only Projects

Intersession Only Projects

Multi-Term Projects

TOTAL

 

 

 

 

 

Regular-Term Extended-Time Instructional Approaches

Instructions Item 2:

Aside from intersession and summer programs already noted in ITEM D.1, enter the number of regular-term project sites (including both traditional and year-round calendars) that used after-school, Saturday, or other extended-time instructional strategies. Count both schoolwide and non-schoolwide MEP sites. See Glossary for definitions.

Number of Regular-Term MEP Extended-Time Project Sites TOTAL

 

** Candidate for possible deletion

TITLE IC CHART 3

COUNTS OF MIGRANT STUDENTS ELIGIBLE FOR FUNDING PURPOSES

ITEM 1 Twelve-Month Count of Children Eligible for Funding Purposes

Instructions:

Enter the unduplicated number of eligible children ages 3 - 21 who, within three years of making a qualifying move, resided in the State for one or more days during the period September 1 - August 31 of this reporting year. A child who resided in more than one district in the State during the reporting period should be reported only once. [This figure is different from the data reported in the remainder of this report, since ITEM A.1 includes eligible students who may not have participated in services, and excludes participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, or children ages 0-2. In Parts B and C of this report, you should report those participants who receive services but are not eligible for funding purposes.]

12-Month Count of Students Eligible for Funding Purposes TOTAL

 

ITEM 2 Summer/Intersession Count of Participants Eligible for Funding Purposes

Instructions:

Enter the unduplicated number of eligible children ages 3 - 21 who, within three years of making a qualifying move, were served for one or more days in an MEP-funded project conducted during either the summer term or an intersession period that occurred within the period September 1 - August 31 of this reporting year. Count a child who moved to different schools in your State and was served in both traditional summer and year-round school intersession programs only once. [This figure is different from the data reported in the remainder of this report, since ITEM A.2 excludes participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, or children ages 0-2.]

Summer/Intersession Count of Participants Eligible for Funding Purposes TOTAL

 

NOTE: This page should be used to report only those children or participants who are eligible for funding purposes. Parts B and C of the report may include participants who can be served but are not eligible to be counted for funding purposes. Such students to be reported in Consolidated Charts Title IC Chart 1 and Title IC Chart 2, but not on this page would include children ages 0-2, students whose period of eligibility has expired but who may continue to participate for the remainder of a term or for an additional year if other services are not available, and secondary students who were eligible for services in secondary school and who may be served through credit accrual programs through graduation.

TITLE ID CHART 1

STATE AGENCY PROGRAMS FOR NEGLECTED AND DELINQUENT CHILDREN (AND YOUTH)

A. Numbers of institutions

Instructions: Enter the number of State operated or supported institutions or community day programs receiving Title I funds that serve (a) neglected children and youth, (b) delinquent children and youth, and © persons up to age 21 in adult corrections institutions. For each of these categories, also enter the number of students served in these institutions.

 

Neglected

Delinquent

Adult

correctional

Number of institutions providing Title I services during the school year

 

 

 

Number of participants

 

 

 

B. Number of institutions operating institution-wide programs authorized by Title I Part D, Subpart 1

________

TITLE III CHART 1

Technology Literacy Challenge Fund (TLCF)

Technology Literacy Challenge Fund (TLCF)

Performance Report

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is 1810-xxxx. The time required to complete this information collection is estimated to average 40 hours per response, including time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please write to: US Department of Education, Washington, DC 20202-4651. If you have comments or concerns regarding the status of your individual submission of this form, write directly to: Technology Literacy Challenge Fund, US Department of Education, Washington, DC 20202-6100.

The authority for requesting a performance report is contained in the Education Department General Administrative Regulations (EDGAR, 34 CFR Part 76.720-722 and 80.40) which requires States to file reports on program performance annually.

Consistent with the common reporting deadline for Elementary and Secondary Education Act (ESEA) formula grant programs, TLCF reports are due the December 1 following the end of the reporting period.

The Companion Document provides instructions, additional examples, and directions for the report. Underlined words are defined in the glossary at the end of the companion document. The Performance Report and the Companion Document are intended to be read side-by side.

Technology Literacy Challenge Fund

Performance Report

The Technology Literacy Challenge Fund (TLCF) is one important part of a range of public and private sector resources available to help States and communities achieve their educational technology goals. The TLCF offers States an opportunity to provide school districts -- especially those with high rates of poverty and a great need for technology -- with funds that will help them meet their most important technology needs. The intent of the TLCF is to help States, at whatever stage in education reform, to effectively increase the capacity of schools to integrate educational technology into daily teaching and learning. Ultimately, the goal is to make a connection between the State goals for educational technology and integrating technology into teaching and learning to transform and change learning opportunities that will lead to increased student achievement.

This performance report is intended to collect annual information that is reliable and of high-quality regarding the use of funds under the Technology Literacy Challenge Fund and the progress of each State towards meeting its goals for educational technology. We intend this performance report to serve as one instrument to collect information that will inform and provide an understanding of the national picture of educational technology as well as the impact of the TLCF. The explicit purposes for the performance report are:

1. REPORTING PERIOD

October 1,_______ to September 30,_______

NOTE: Responses in this report should pertain only to the above reporting period.

2. INFORMATION ON STATE GOALS AND ASSISTANCE

2a. State Plan. Please respond to the following items regarding the State?s plan for educational technology.

i.Please briefly describe how the State goals for educational technology relate to State learning goals and benchmarks.

ii. What substantial updates or revisions, if any, have been made to the State technology plan on which the State?s TLCF grant is based?

iii. Please enter information about progress on the educational technology goals for your State in Table 1. Please list each State goal under the national goals to which it is most closely related.

TABLE 1: Educational Technology Goals for the State

National Goal: All teachers will have the training and support they need to help all students learn through computers and the information superhighway.

State Goal(s)

 

Measure/Method of collection and source

Date and baseline status

Date and current status

Five-year State goal (09/30/02)

EXAMPLE: Fifty percent of the teachers in every school building in the State will be trained on instructional applications of the Internet.

Mandatory biannual technology census. Reported by building principals.

1997 census. Twenty-seven percent of buildings met goal.

Due 1999.

All buildings meet goal.

National Goal: All teachers and students will have modern computers in their classrooms.

State Goal(s)

 

Measure/Method of collection and source

Date and baseline status

Date and

current status

Five-year State goal

(09/30/02)

 

 

 

 

 

National Goal: Every classroom will be connected to the information superhighway.

State Goal(s)

 

Measure/Method of collection and source

Date and baseline status

Date and

current status

Five-year State goal

(09/30/02)

 

 

 

 

 

National Goal: Effective and engaging software and on-line resources will be an integral part of every school curriculum.

State Goal(s)

 

Measure/Method of collection and source

Date and baseline status

 

Date and

current status

Five-year State goal

(09/30/02)

 

 

 

 

 

2b. State Evaluations. Please submit the report of each State-sponsored evaluation conducted that include consideration of the TLCF.

2c. Financial Plan. Please provide information in the table below regarding the State?s strategies for financing educational technology.

TABLE 2: State-level financial support for educational technology

Source

Amount

Period available

Status

Purpose and Restrictions

Example:

Public Utility Commission

$7,500,000

3 years beginning fall 1996

$2.5 million remains

one-time funding, school wiring only

Legislature

$35,000,000

annual, beginning 1998

proposed for 1998, 1997 proposal not passed.

ongoing, professional development, ADA-based @ $450/teacher

Note: Please list any non-monetary state-level support below.

2d. Technical Assistance. Please provide information regarding the technical assistance offered to LEAs.

3. INFORMATION ON STATE TLCF SUBGRANT COMPETITION

3a. Strategy. Please list the priorities for the subgrant competition(s) for this reporting period. Please explain how the priorities, and the size, scope, and duration of awards called for in the State?s RFP were designed to accomplish State goals.

3b. Targeting Assistance. Please respond to the following items regarding high-poverty and greatest need of technology.

i.Provide the definition or criteria (e.g., student to computer ratio, number of classrooms connected) the State used to determine the greatest need for educational technology, and the definition or criteria (e.g. free and reduced lunch, AFDC) the State used to determine numbers or percentages of children in poverty.

ii.Describe how the State used the information about poverty and need for technology to target the TLCF subgrant competition.

3c. Subgrant Awards. Please complete the table below for all TLCF subgrants:

TABLE 3: Subgrant Awards

(1)

Name of subgrantee

 

(2)

Common Core of Data Identifier Number

(3)

Amount Awarded for one fiscal year

(4)

Consortium

(5)

Number of students impacted by subgrant and at what level

(6)

Number of teachers impacted

(7)

Identified by State as high- poverty?

(8)

Identified by State as having the greatest need for technology?

(9)

Received a TLCF subgrant in previous fiscal year?

EXAMPLE: ABC School District

#XXXXX

$75,000

no

2,500

(K-6)

100

yes

no

yes

Note: Please expand on any noteworthy features of the State?s subgrantees that are not otherwise captured in this report.

4. SUMMARY INFORMATION ON TLCF SUBGRANTS:

4a. LEA Administrative Data.

Subgrantee name ___________________ NCES subgrantee code_________________

Amount of TLCF award______________ Reporting period of award ______________

4b. LEA Technology Plan. Please enter information about progress on the educational technology goals for the subgrantee in Table 4.

TABLE 4: Educational Technology Goals for the Subgrantee

(1)

Goal(s)

 

(2)

Measure

(3)

Date

and baseline

status

 

(4)

Date

and

current

status

(5)

Five-year Subgrantee goal

(09/30/02)

 

EXAMPLE: Fifty percent of the teachers in every school building in the district will be trained on instructional applications of the Internet.

Mandatory biannual technology census. Reported by building principals.

1997 census. Twenty-seven percent of buildings meet goal.

Due 1999.

All buildings meet goal.

4c. State Technology Plan. How are the subgrantee?s educational technology goals aligned with the State?s educational technology plan?

4d. Subgrantee Learning Goals. How do the subgrantee?s educational technology goals support the subgrantee?s learning goals?

4e. Use of Funds. Please complete the table below regarding the district?s TLCF subgrant award.

TABLE 5: Use of Funds

(1)

Primary use(s) of TLCF award

(2)

Grade level(s) primarily impacted

(3)

Content area(s) primarily impacted

(4)

Number of students impacted

(5)

Number of teachers impacted

Professional Development

6-8

Science

750

15

4f. Strategy. Please explain how the use(s) of the TLCF award helps the subgrantee accomplish its goals.

4g. Four Pillars. Please circle the appropriate number on the scales below to indicate the subgrantee?s progress toward the 4 pillars for educational technology as a result of all funding sources (federal, State, and local).

Under "COMMENT," please provide a narrative of the progress the subgrantee has made toward the four pillars as a result of the funds awarded through the TLCF.

All teachers in the nation will have the training and support they need to help students learn using computers and the information superhighway.

1 2 3 4 5

Range:

1 = No members of teaching workforce participating in ongoing training & receiving support

3 = Half of the teaching workforce participating in ongoing training & receiving support

5 = Entire teaching workforce participating in ongoing training & receiving support

COMMENT:

All teachers and students will have modern multi-media computers in their classrooms.

1 2 3 4 5

Range:

1 = All classrooms with a student to multi-media computer ratio greater than 21:1

3 = All classrooms with a student to multi-media computer ratio of 13:1

5 = All classrooms with a student to multi-media computer ratio at or less than 5:1

COMMENT:

Every classroom will be connected to the information superhighway.

1 2 3 4 5

Range:

1 = Less than 14% of classrooms connected to the information superhighway

3 = 55% of classrooms connected to the information superhighway

5 = All classrooms connected to the information superhighway

 

 

COMMENT:

Effective and engaging software and on-line learning resources will be an integral part of every school?s curriculum.

1                       2                      3                      4                      5

Range:

1 = Effective and engaging software and on-line learning resources not in use in any core content areas

3 = Effective and engaging software and online learning resources in use in half of the content areas

5 = Effective software and on-line learning resources in use in all core content areas

COMMENT

4h. Evaluation. Describe the process for the ongoing evaluation of technology integration and its affect on student achievement and progress toward meeting the National Education Goals and challenging State content and performance standards.

TITLE VI CHART 1

TITLE VI STATE INNOVATIVE PROGRAMS

PARTICIPATION AND PLANNED ALLOCATION OF FUNDS

STATE

Innovative Assistance Programs

(Section 6301 of ESEA, Title VI)

LEAs

Planned

Allocation

Number

of

Students

Staff

Training

Number of Staff

1. Technology and telecommunication, including computer software and hardware used in:

$

 

 

a. Classroom instruction.

 

 

 

b. Professional development, including the use of technology to promote better teaching.

 

 

 

c. Promoting School Leadership.

 

 

 

2. Acquisition and use of instructional and educational materials, including curricular materials which are tied to high academic standards and which will be used to improve student achievement as part of an overall education reform program.

 

 

 

3. Developing and implementing standards and assessments .

 

 

 

4. Professional development (not included in 1., above)

 

 

 

5. Programs, including extended-time programs (before- and after-school and summer), to combat illiteracy in the student and adult population.

 

 

 

6. Other programs to improve the higher-order thinking skills of disadvantaged elementary and secondary school students.

 

 

 

7. Programs to prevent students from dropping out of school.

 

 

 

8. Programs to provide for the educational needs of gifted and talented children.

 

 

 

9. Title I School improvement programs or activities (sections 1116 and 1117 of ESEA, Title I).

 

 

 

10. Library services and materials (including books and other reference and media materials).

 

 

 

11. Parental and community involvement.

 

 

 

12. Technical Assistance and Program Administration (Direct and Indirect Costs).

 

 

 

13. Other innovative education reform project that are consistent with Goals 2000, including effective schools and magnet schools. NOTE: (Please attach a brief description of the three most common activities in this category among LEAs in the State.)

 

 

 

Totals

 

 

 

* NOTE: The section of the chart on Private Schools might be replaced by a single request for data on funding made available, number of students served, and staff training and number of staff served throughout the State under Title VI. made available, number of students served, and staff training and number of staff served throughout the State under Title VI.


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Last update April 21, 1998 (bsf)