FLORIDA DEPARTMENT OF EDUCATION

Request for Application (RFA Entitlement)

Bureau / Office
K-12 Schools/Bureau of Federal Educational Programs/Title I Programs and Academic Intervention Services

Program Name
Title I, Part C, Improving the Academic Achievement of the Disadvantaged, Education of Migratory Children

Specific Funding Authority (ies)
CFDA #84.011A, Public Law 107-110, No Child Left Behind Act of 2001, Title I, Part C, Education of Migratory Children

Funding Purpose/Priorities
Funds for this project will be used to ensure that all eligible migratory children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging Next Generation Sunshine State Standards and the Florida Comprehensive Assessment Test (FCAT), and have access to the appropriate support services to ensure their continued education.

Type of Award
Discretionary, Non-Competitive/Based on formula developed by Migrant Allocation Committee

Total Funding Amount 
$19,577,206.00 (Preliminary allocation for each school district is included as an attachment to this Request for Application) 

Budget Period  
July 1, 2011 – August 31, 2012

Program Performance Period 
July 1, 2011 – August 31, 2012

Target Population
Migratory Children and Youth, ages 3 to 21

Eligible Applicant(s)
Local Educational Agencies (LEAs) and Consortia of LEAs

Application Due Date
On or before July 1, 2011

The due date refers to the date of receipt in Grants Management. For Federal programs, the project effective date will be the date that the application is received within DOE meeting conditions for acceptance, or the date of receipt of the Federal Award Notification, whichever is later.  For State programs, the project effective date will be no earlier than the effective date of the legislative appropriation, usually July 1. The ending date can be no later than June 30, of the fiscal year unless otherwise specified in statute or proviso. 

Contact Persons
1.	Program Administrator: Carol Gagliano, Program Director/Migrant Programs, (850)245-0709, Carol.Gagliano@fldoe.org
2.	Office of Grants Management: Gwendolyn Jackson, Program Specialist IV, Grants Management Unit A, (850)245-0496, Gwendolyn.Jackson@fldoe.org 

Assurances

The Department of Education has developed and implemented a document entitled, General Terms, Assurances and Conditions for Participation in Federal and State Programs, to comply with:

A.	34 CFR 76.301 of the Education Department General Administration Regulations (EDGAR) which requires local educational agencies to submit a common assurance for participation in federal programs funded by the U.S. Department of Education;
B.	applicable regulations of other Federal agencies; and
C.	State regulations and laws pertaining to the expenditure of state funds.

In order to receive funding, applicants must have on file with the Department of Education, Office of the Comptroller, a signed statement by the agency head certifying applicant adherence to these General Assurances for Participation in State or Federal Programs. The complete text may be found at http://fldoe.org/comptroller/doc/gbsectiond.doc.

Use one or both of the following statements as applicable to the eligible recipient(s); Delete statements that do not apply. 

School Districts, Community Colleges, Universities and State Agencies
The certification of adherence filed with the Department of Education Comptroller’s Office shall remain in effect indefinitely unless a change occurs in federal or state law, or there are other changes in circumstances affecting a term, assurance, or condition; and does not need to be resubmitted with this application..

No Child Left Behind Assurances (Applicable to All Funded Programs)
By signature on this application, the LEA certifies it will comply with the following requirements of the No Child Left Behind Act of 2001:

The LEA assures that, under Sec. 9528, it will comply with a request by a military recruiter or an institution of higher education for secondary students' names, addresses, and telephone numbers, unless a parent has "opted out" of providing such information. 

The LEA assures that, under Sec. 9528, it will provide military recruiters the same access to secondary school students as it generally provides to postsecondary institutions or prospective employers. 

Persistently Dangerous Schools
The LEA hereby assures that, under Sec. 9532, if the State of Florida identifies any school within the LEA as “persistently dangerous,” it will offer students attending that school, as well as students who are victims of a violent criminal offense while on school property, the opportunity to transfer to a safe school. 

Program Specific Assurances

Title I, Part C – Education of Migratory Children

Local educational agencies (LEAs) will ensure that: 

Funds received under this part will be used only– 

A.	For programs and projects, including the acquisition of equipment, in accordance with section 1306; and
B.	To coordinate such programs and projects with similar programs and projects within the state and in other states, as well as with other Federal programs that can benefit migratory children and their families;

Such programs and projects will be carried out in a manner consistent with the objectives of section 1114, subsections (b) and (d) of section 1115, subsections (b) and (c) of section 1120A, and part I.

In the planning and operation of programs and projects at both the state and local operating level, there is consultation with parent advisory councils for programs of 1 (one) school year in duration, and that all such programs and projects are carried out– 

A.	In a manner that provides for the same parental involvement as is required for programs and projects under section 1118, unless extraordinary circumstances make such provision impractical; and
B.	In a format and language understandable to the parents.

In planning and carrying out such programs and projects, there has been, and will be, adequate provision for addressing the unmet educational needs of preschool migratory children.

The LEA will conduct the transfer of migrant student records according to state required policies and procedures including actively participate with and meet all Migrant Student Information Exchange System requirements. [NCLB Act of 2001, Section 1308(b)(2)]

The effectiveness of such programs and projects will be determined, where feasible, using the same and standards approaches that will be used to assess the performance of students, schools, and local educational agencies under Part A. 

To the extent feasible, such programs and projects will provide for— 

A.	Advocacy and outreach activities for migratory children and their families, including informing such children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services;
B.	Professional development programs, including mentoring, for teachers and other program personnel;
C.	Family literacy programs, including such programs that use models developed under Even Start;
D.	The integration of information technology into educational and related programs; and/or
E.	Programs to facilitate the transition of secondary school students to postsecondary education or employment.

Migratory children are not penalized in any manner by academic disparities among States and that they receive appropriate educational and supportive services that address their special needs. [NCLB Act 2001, Section 1301 (2)(3)].

Migrant Program personnel will be actively involved in committees/meetings where decisions are made that may affect migrant students. This participation includes but is not limited to English Language Learners (ELL) Committees, Exceptional Student Education Individual Educational Plan (IEP) Meetings, Student Success Team (SST), Discipline/Expulsion Hearings, Attendance Hearings, Health Meetings, etc. [NCLB Act of 2001, Section 1304 (b)(1)(a)(b)(c)].

PRIORITY FOR SERVICES—In providing services with funds received under this part, each recipient of such funds shall give priority to migratory children who are failing, or most at risk failing, to meet the state’s challenging state academic content standards and challenging state student academic achievement standards and whose education has been interrupted during the regular school. The State has determined that the following indicators shall be used to identify the children who should receive Priority for Services: 

A migratory child who:

A.	Scored at Level 1 or Level 2 on the FCAT; or
	B. 	Is an English Language Learner (ELL); or
C.	Has an age/grade discrepancy; or
D.	Was retained; or
E.	Is at risk of failing to meet state graduation requirements in one of the following areas:
	i.	Has an unweighted GPA of 2.0 or below, or
	ii.	Has insufficient credits for promotion or graduation;

AND

Whose education has been interrupted during the regular school year. 

CONTINUATION OF SERVICES—Not withstanding any other provision of this part— A child who ceases to be a migratory child during a school term shall be eligible for services until the end of such term; A child who is no longer a migratory child may continue to receive services for 1 (one) additional year, but only if comparable services are not available through other programs; and secondary school students who were eligible for services in secondary school may continue to be served through credit accrual programs until graduation.

Funding Method 

CARDS - Cash Advance and Reporting of Disbursements System – Web-Based Reporting required monthly to record expenditures. Federal cash advances will be made by state warrant or electronic funds transfer (EFT) to a recipient for disbursements. For federally funded projects, requests for federal cash advance must be made on the CARDS - Cash Advance and Reporting of Disbursements System. If at times it is determined that disbursements are going to exceed the amount of cash on hand plus cash in transit, an on-line amendment can be made prior to the due date of the next Federal Cash Advance distribution on the CARDS System.

Fiscal Requirements
Supporting documentation for expenditures is required for all funding methods. Examples of such documentation include: invoices with check numbers verifying payment, and/or bank statements; all or any of which must be available upon request.

Indirect Costs shall only apply to federal projects.  School districts are not required to develop an indirect cost proposal, but if they fail to do so, they will not be allowed to recover any indirect costs.  Restrictions to the amount or percentage that can be charged to a project’s administration which may include indirect costs will be specified in the approved project award notification or amendment approval where applicable.

Monthly Disbursements are to be reported by the 20th of the month following the month of disbursements from each agency receiving these federal funds.  The recipients must report disbursements electronically on the On-Line Disbursement Reporting System.

Final Disbursement Report, DOE 399 form, must be submitted by the date specified on the DOE 200 form, Project Award Notification.

NARRATIVE SECTION

Project Design-Narrative
The applicant will use funds to provide instructional and supportive services to increase the academic achievement of eligible migrant students as compared to non-migrant students, measured by: a decrease in the number of migrant students scoring at Level 1 or 2 on the Florida Comprehensive Achievement Test (FCAT); a decrease in the retention rate; an increase in the graduation rate; and an increase in the number of migratory kindergarten children demonstrating readiness as measured by the Florida readiness assessment; as well as to meet the unique identified needs of eligible migrant children served by the project. 

Applicant is asked to respond to the following program directives:

A.	Collaborative Partners
Identify federal, state, and local collaborative partners. For each partner briefly describe in a simple narrative, (1) the type and benefit of collaborative activities (e.g. facilities, resources, support services, etc.); (2) the type of program (e.g. federal, state, local partner, etc.); and (3) primary target groups to be served (e.g. migrant child, family, parent, out-of-school youth, etc.) [NCLB Act of 2001, Section 1304]
B.	Migrant Education Program (MEP Annual Needs Assessment Process
Briefly describe the local Migrant Education Program annual needs assessment process. The needs assessment process in this section would include a description of how data from multiple sources such as educational data (state assessment, GPA, annual learning gains, graduation, school readiness, etc.), survey data (parent, staff, student, community, other stakeholders), private schools/student request for services data, pre-kindergarten children data, Out-of-School Youth identification/recruitment/service data, Priority for Services student data, etc. is used to develop an overall picture of the needs of the migrant service population of the local MEP.  In the description, include reference to the method(s) used to determine and prioritize the unique needs of migratory children. [NCLB Act of 2001, Section 1306]
C.	Needs Statements and Activities 
For Title I, Part C, the following Performance Indicators are required: 1.4, 1.6, 1.10, 1.12, 1.13, 5.3 and 5.9. Activities must include, but not be limited to activities that are designed to address the areas of need identified by the State and LEA needs assessment processes. Provide evidence of the need for activities that will be funded through this application. Include information on the identified performance indicator/goals, need/required focus and target population, the strategic imperatives and to which each is tied, the data sources, actual outcomes, and anticipated outcome for 2011-2012. (See Sample Responses for Migrant Specific Prioritized Needs and Activities chart in the MEP Project Application Technical Assistance document.) Indicate if activities are coordinated with or funded by other programs funded under NCLB (i.e.; Title I, Part A, Title I, Part C, Title I, Part D, Title I, Part F, Title III, Part A, Title V, Part A, and/or Title VI, Part B, Subpart 2)
D.	Consultation with Private Schools
To ensure timely and meaningful consultation, the local education agency shall consult with appropriate private school officials for the design and development of equitable services [NCLB: section 9501] for 2012-2013. Include the timeline and frequency of activities that outline the detailed plan of action for providing timely and meaningful consultation, and equitable services to eligible children, teachers, and parents in private schools within the local education agency (ies’) service area. Address the private school/student needs identified in the local MEP needs assessment. For details, refer to the US Department of Education’s Non-Regulatory Guidance for Private Schools:
Title I Tool Kit: http://www.fldoe.org/bsa/title1/titleitoolkit.asp
http://www.ed.gov/policy/elsec/leg/esea02/pg111.html
E.	Priority for Services Action Plan
Describe a Priority for Services Action Plan that identifies which migratory children must receive services prior to migrant funds being used for other migrant children. The plan should detail how the subgrantee will use Migrant Education Program funds and other resources to address the unique needs of children who meet the definition of Priority for Services, and document the services that these children receive. This plan should also include a component to evaluate the impact of services provided on student achievement. For additional guidance, please refer to the Priority for Services Technical Assistance Paper (PDF). [NCLB Act of 2001, Section 1304 (d)]

F.	Early Childhood Component 
Describe the instructional and/or supportive services provided to migratory prekindergarten children. Also, describe how the project will develop or enhance efforts to increase the number of migrant prekindergarten children demonstrating readiness for kindergarten. Identify the program type and/or name, sites (schools, community centers, individual homes), indicating the number of children being served at each site by age span (ages 3 and 4) and the amount of Title I, Part C funds expended or other non-MEP fund source per program that will be used to provide services to prekindergarten children. Identify plan of action for instructional/supportive services even if the MEP currently does not have any prekindergarten children in the service population, i.e., identify how the MEP would serve/facilitate services to these students if they were to arrive in your district.
G.	Efforts to Raise Graduation Rates
Describe how the project will develop or enhance efforts to raise graduation rates by addressing the unique needs of migrant secondary children due to their mobility and migratory lifestyle. Emphasis should be given to hiring or utilizing an existing secondary advocate who will address factors related to educational discontinuity, credit accrual and school engagement. Examples of programming might include the following: transition support (elementary to middle school and 8th grade to high school), mentoring, FCAT preparation, use of technology, strategic, content-based tutoring, drop-out prevention and/or recovery and credit make-up opportunities (PASS, mini-PASS, summer school). In your description identify how the project will document/track services and student outcomes.
H.	Out-of-School Youth (OSY)
For this section an Out-of-School Youth is a youth who is a single (not traveling with parents/legal guardians) farmworker, younger than 22 years old, and without a high school diploma. The OSY migrant population is composed of two groups: “here-to-work” and “recovery youth.”  The here-to-work group includes youth who last attended school outside the U.S. (generally Mexico) and have not obtained a high school diploma or GED in either country. The other group of OSY, “recovery youth,” last attended school in the U.S. and have more English literacy skills than the “here-to-work” population. Generally, the goal is to help the OSY earn a GED or high school diploma. In this section, describe the strategies the local MEP will implement to identify and recruit OSYs. Identify the educational/supportive services the local MEP will provide to or facilitate for this population. In the description, address the use of technology and OSY needs identified in the local MEP needs assessment, where applicable.
I.	Reading Strategies
Describe reading strategies that the project will facilitate or implement to decrease the achievement gap between migrant and non-migrant children. Description must clearly document that the proposed activities are supplementary and do not supplant existing state and locally funded activities and required services. Reading strategies shall include implementing literacy programming or facilitating access to existing literacy programming with a recommended focus on vocabulary and fluency development. In the description address the use of technology, where applicable. Emphasis should be given to hiring or consulting with a reading advocate or specialist (e.g., a certified teacher with experience in second language acquisition, who is well-versed in recent research, can implement differentiated instruction and is able to work with adult learners) or with qualified professional staff or specialist from local universities, community colleges, and/or industries.
J.	Mathematics Strategies
Describe mathematics strategies that the project will facilitate or implement to address the special and unique needs of migrant children, with a recommended focus on rigor and cultural relevance and the use of manipulatives in instruction. Description must clearly document that the proposed activities are supplementary and do not supplant existing state and locally funded activities and required services. In the description address the use of technology, where applicable. Emphasis should be given to hiring or consulting with a math advocate or specialist (e.g., a certified math teacher with experience in second language acquisition, who is well-versed in recent research, can implement differentiated instruction and is able to work with adult learners) or with qualified professional staff or specialist from local universities, community colleges, and/or industries.
K.	Special Areas of Concern
Describe how the project will address the unique needs of eligible migrant children in the following areas: educational continuity, instructional time, school engagement, English language development, educational support in the home, health and access to services.
L.	Effective Parental Involvement
Describe how the project will implement an effective parental involvement component that includes the establishment of and consultation with a local Migrant Parent Advisory Council (MPAC). Indicate the proposed number of MPAC meetings that will be held during the school year. Parental involvement, advocacy, outreach, and family literacy should be conducted in a format and language understandable to parents. Describe how the project will ensure that migrant parents of students attending Title I schools understand the implications of NCLB Public School Choice with Transportation and/or Supplemental Educational Services (SES). [NCLB Act of 2001, Section 1304 (c)(3)(A)(B)]
M.	Annual Evaluation Process
Describe the project's annual program evaluation process in addition to state reporting requirements. [NCLB Act of 2001, Section 1304 (c)(5)] The description must clearly state that the LEA will address and complete the evaluation and reporting requirements of the mandatory Florida MEP mid-year and annual evaluation.
N.	Dissemination/Marketing
Describe methods/strategies you will use to disseminate and market information about the project to appropriate populations. In your description, include how the project will report the progress made in attaining the LEA’s goals and objectives. Also, identify the steps to be taken by the LEA to disseminate general information regarding the Title I, Part C Program, including the dissemination of information to parents/guardians whose native language is not English.

Support for Reading/Strategic Imperatives
Incorporate one or more of the Areas of Focus included in Florida’s Next Generation PreK-20 Education Strategic Plan. 
URL: http://www.fldoe.org/Strategic_Plan/pdfs/StrategicPlanApproved.pdf

Reporting Outcomes
Local Educational Agencies (LEAs) are required to submit a report that details the outcomes of the project’s annual program evaluation process within 90 days of the end of the project.  Outcomes will be reported via a template/online system prescribed by the Florida Migrant Education Program (FMEP).  Summer Program outcomes will be reported via a separate template and separate reporting cycle also prescribed by the FMEP.  LEAs are also required to disseminate student progress and adequate yearly progress reports to parents of Title I/Migrant students and other district stakeholders.

For Federal Programs - General Education Provisions Act (GEPA)
Provide a concise description of the process to ensure equitable access to, and participation of students, teachers, and other program beneficiaries with special needs. For details refer to URL: http://www2.ed.gov/fund/grant/apply/appforms/gepa427.pdf 

Equitable Services for Private School Participation
In accordance with P.L. 107-110, Title IX, Part E Uniform Provisions, Subpart 1, Section 9501, the applicant must provide a detailed plan of action for providing consultation for equitable services to private school children and teachers within the local education agency(ies) service area.   For details, refer to URL: http://www.ed.gov/policy/elsec/leg/esea02/pg111.html.
 
Conditions for Acceptance
The requirements listed below must be met for applications to be considered for review:
1)	Application is received in DOE within the timeframe specified by the RFA
2)	Application includes required forms:  DOE 100A or 100B Project Application Form and DOE 101 - Budget Narrative Form
3)	All required forms must have the assigned TAPS Number included on the form
4)	All required forms have original signatures by an authorized entity
5)	Application must be submitted to:

Office of Grants Management
Florida Department of Education
325 W. Gaines Street, (Room 332)
Tallahassee, Florida 32399-0400

NOTE: Applications signed by officials other than the appropriate agency head identified above must have a letter signed by the agency head, or documentation citing action of the governing body delegating authority to the person to sign on behalf of said official. Attach the letter or documentation to the DOE 100A when the application is submitted.

Method of Review 
All project applications, including budget forms shall be reviewed by FDOE staff in accordance with established project application review checklists and requirements set forth in the No Child Left Behind Act of 2001; applicable non-regulatory guidance and other applicable federal regulations and guidelines.

Title I, Part C, Education of Migratory Children

2011-2012 project application

FLORIDA MIGRANT ALLOCATION FORMULA

As required by Section 1304 (b) (5) “a description of how the State will determine the amount of any subgrants the State will award to local operating agencies, taking into account the number and needs of migratory children, the requirements of subsection (d) PRIORITY FOR SERVICES, and the availability of funds from other Federal, State and local programs;” these funds shall be allocated to LEAs based on the following formula.

FLORIDA’S SUB-GRANTING FORMULA WITH 2009-2010 DATA SOURCES

      2009-2010 Survey 5 Student Demographics 
      Data element – Migrant Status Term
o       Codes – D or E or S or B or X 
o       Qualifying Arrival Date (QAD) for Migrant Program Eligibility > 08/31/06
o       Date of Birth = 09/02/87 through 08/31/07 inclusive

FORMULA FACTORS	DATA SOURCES	WEIGHT	
1) Number of Students - Total of:
•	Served during Regular School Year
•	Served during the Summer
•	Migrant Eligible, not served. 
	•	Survey 5 Student Demographic Format
Students coded as Migrant Status Term B (Both) are counted once as Regular and then again as Summer.	80%	
2) Student Needs – Total* of:
•	Level 1 or 2 on FCAT Reading and/or Math
•	Retained during the school year
•	Non-attenders (School # 9997)
•	Limited English Proficient (LEP Codes of LY+LP)
•	GPA of 2.0 or lower

* Total may exceed number of migrant students	•	FCAT data
•	Survey 5 Student Demographic Format
•	Student End of Year Status

Migrant Status Term codes used: 
   D or E or S or B or X
	8%	
3) Priority of Services – 
•	Data element
	Migrant Status Term codes used: 
   D or E or S or B.	11%	
4) Availability of Other Funds:
•	State Average Per Pupil Expenditure (PPE) compared to the District’s PPE	•	Prior year’s PPE for both district and the State
Weight is added if district’s PPE is considerably lower (defined as 5% or more difference) than the State’s average. 
	1%	

2011-2012 Title I, Part C Preliminary Allocation
	
DISTRICT NUMBER	DISTRICT 
NAME	PRELIMINARY ALLOCATION AMOUNT
	
01	ALACHUA	$808,992 	
03	BAY	$47,035 	
04	BRADFORD	$21,079 	
06	BROWARD	$115,622 	
07	CALHOUN	$2,542 	
09	CITRUS	$26,862 	
10	CLAY	$5,927 	
11	COLLIER	$3,813,772 	
12	COLUMBIA	$9,152 	
13	DADE	$879,627 	
14	DESOTO	$383,982 	
15	DIXIE	$3,089 	
17	ESCAMBIA	$139,953 	
18	FLAGLER	$571 	
19	FRANKLIN	$0 	
20	GADSDEN	$160,300 	
21	GILCHRIST	$10,080 	
22	GLADES	$71,841 	
23	GULF	$2,009 	
24	HAMILTON	$66,557 	
25	HARDEE	$822,591 	
26	HENDRY	$1,244,903 	
28	HIGHLANDS	$773,471 	
29	HILLSBOROUGH	$2,833,018 	
30	HOLMES	$584 	
31	INDIAN RIVER	$53,778 	
32	JACKSON	$10,893 	
33	JEFFERSON	$4,997 	
34	LAFAYETTE	$14,920 	
35	LAKE	$65,786 	
36	LEE	$435,500 	
37	LEON	$9,569 	
38	LEVY	$72,183 	
39	LIBERTY	$1,055 	
40	MADISON	$101,707 	
41	MANATEE	$725,762 	
42	MARION	$44,873 	
43	MARTIN	$73,372 	
45	NASSAU	$521 	
47	OKEECHOBEE	$574,935 	
48	ORANGE	$300,849 	
49	OSCEOLA	$33,302 	
50	PALM BEACH	$1,677,922 	
51	PASCO	$106,622 	
53	POLK	$1,518,879 	
54	PUTNAM	$260,521 	
55	ST. JOHNS	$13,740 	
56	ST. LUCIE	$193,722 	
57	SANTA ROSA	$8,288 	
58	SARASOTA	$3,278 	
60	SUMTER	$23,955 	
61	SUWANNEE	$242,587 	
63	UNION	$15,003 	
64	VOLUSIA	$247,629 	
66	WALTON	$2,694 	
67	WASHINGTON	$493,317 	
73	FSU - LAB SCHOOL	$1,488 	
TOTAL	$19,577,206 	

TAPS Number
12A022

Florida Department of Education          
Project Application

Please return to:
Florida Department of Education
Bureau of Grants Management
Room 332 Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
Telephone:  (850) 245-0498
Suncom: 	A) Program Name:

Title I, Part C, Education of Migratory Children and Youth On-Line Application
2011-2012
	DOE USE ONLY

Date Received      

	
B) Name and Address of Eligible Applicant:
	Project Number (DOE Assigned)	

		

C)	Total Funds Requested:

	$  

DOE USE ONLY

	Total Approved Project:

	$

	D)
Applicant Contact Information	
	Contact Name:	Mailing Address:	
	Telephone Number:	SunCom Number:	
	Fax Number:	E-mail Address:	

CERTIFICATION
	
I, ______________________________________________, (Please Type Name) do hereby certify that all facts, figures, and representations made in this application are true, correct, and consistent with the statement of general assurances and specific programmatic assurances for this project.  Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of funds on this project.  All records necessary to substantiate these requirements will be available for review by appropriate state and federal staff.  I further certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the project.  Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project, where prohibited.

Further, I understand that it is the responsibility of the agency head to obtain from its governing body the authorization for the submission of this application.

E)	________________________________________________
	Signature of Agency Head

	

DOE 100A
Revised 12/07                                                       	Dr. Eric J. Smith, Commissioner                                                                                                            
	
Instructions for Completion of DOE 100A

A.	If not pre-printed, enter name of the program for which funds are requested.

B.	Enter name and mailing address of eligible applicant.  The applicant is the public or non-public entity receiving funds to carry out the purpose of the project.

C.	Enter the total amount of funds requested for this project.

D.	Enter requested information for the applicant’s contact person.  This is the person responsible for responding to all questions regarding information included in this application.

E.	The original signature of the appropriate agency head is required.  The agency head is the school district superintendent, university or community college president, state agency commissioner or secretary, or the president/chairman of the Board for other eligible applicants.

C.	Note:  Applications signed by officials other than the appropriate agency head identified above must have a letter signed by the agency head, or documentation citing action of the governing body delegating authority to the person to sign on behalf of said official.  Attach the letter or documentation to the DOE 100A when the application is submitted.

TITLE I, PART C, EDUCATION OF MIGRATORY CHILDREN AND YOUTH
2011-2012 PROJECT APPLICATION

A)
 Name of Eligible Recipient:

TAPS Number
12A022

B)	

Project Number: (DOE USE ONLY)

Florida Department of Education
Budget Narrative Form
(1)
FUNCTION	(2)
OBJECT	(3)
ACCOUNT TITLE AND NARRATIVE	(4)
FTE POSITION	(5)
AMOUNT	

	

	

	

					

	

	

					

	

	

	

	

					

	C)  TOTAL	$	

Instructions
Budget Narrative Form

This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request for Proposal (RFP) or Request for Application (RFA).

A.	Enter Name of Eligible Recipient.

B.	(DOE USE ONLY) 
Column 1

Function: 	School Districts Only:
Use the four digit function codes as required in the Financial and Program Cost  Accounting and Reporting for Florida Schools Manual.

Column 2

Object:	School Districts:
	Use the three digit object codes as required in the Financial and Program Cost Accounting and Reporting for Florida Schools Manual.

Community Colleges:
Use the first three digits of the object codes listed in the Accounting Manual for Florida’s Public Community Colleges.  

	Universities and State Agencies:
	Use the first three digits of the object codes listed in the Florida Accounting Information Resource Manual. 

	Other Agencies:
	Use the object codes as required in the agency’s expenditure chart of accounts.

Column 3	- All Applicants:

Account Title: Use the account title that applies to the object code listed in accordance with the agency's accounting system.

Narrative: 	Provide a detailed narrative for each object code listed.  For example:

•	Salaries - describe the type(s) of positions requested.  Use a separate line to describe each type of position. 
•	Other Personal Services – describe the type of service(s) and an estimated number of hours for each type of position. OPS is defined as compensation paid to persons, including substitute teachers not under contract, who are employed to provide temporary services to the program.
•	Professional/Technical Services - describe services rendered by personnel, other than agency personnel employees, who provide specialized skills and knowledge.
•	Contractual Services and/or Inter-agency agreements - provide the agency name and description of the service(s) to be rendered.
•	Travel - provide a description of each type of travel to be supported with project funds, such as conference(s), in district or out of district, and out of state. Do not list individual names. List individual position(s) when travel funds are being requested to perform necessary activities. 
•	Capital Outlay - provide the type of items/equipment to be purchased with project funds.  
•	Indirect Cost - provide the percentage rate being used.  Use the current approved rate. (Reference the DOE Green Book for additional guidance regarding indirect cost.)

Column 4 – Must be completed for all Salaries and Other Personal Services.

FTE - Indicate the Full Time Equivalent (FTE based on the standard workweek for the type of position) number of positions to be funded. Determine FTE by dividing the standard number of weekly hours (e.g., 35 hours) for the type of position (e.g., teacher aide) into the actual work hours to be funded by the project.

Column 5

Amount - Provide the budget amount requested for each object code.

C.	TOTAL - Provide the total for Column (4) on the last page. Must be the same amount as requested on the DOE-100A or B.

ATTACHMENT A 

Program Design Using Performance Goals and Indicators

Performance Goal 1:  By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

1.1 Performance indicator:  The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading/language arts on the state’s assessment.  [Note:  These subgroups are those for which the Elementary and Secondary Education Act (ESEA) requires state reporting, as identified in Section 1111(h)(1)(C)(i).]  
1.2 Performance indicator:  The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the state’s assessment.  [Note:  These subgroups are those for which the ESEA requires state reporting, as identified in section 1111(h)(1)(C)(i).]
1.3 Performance indicator:   The percentage of Title I schools that make adequate yearly progress.
1.4 District-derived Performance Indicator: The percentage of migrant students who score at or above the proficient level in reading/language on the state's assessment. 
1.5 District-derived Performance Indicator: The percentage of migrant students who demonstrate growth in reading/language as measured by adequate annual learning gains (GAIN) on the state's assessment.
1.6 District-derived Performance Indicator: The percentage of migrant students who score at or above the proficient level in mathematics on the state's assessment.
1.9 District-derived Performance Indicator: The percentage of migrant students who demonstrate growth in mathematics as measured by adequate annual learning gains (GAIN) on the state's assessment.
1.10 District-derived Performance Indicator: Of the kindergarten children, who received migrant funded or facilitated Pre-K services, the percentage demonstrating school readiness as measured by the state’s assessment.
1.11 District derived Performance Indicator: The percentage of migrant students participating in summer and/or extended learning programs.
1.12 District derived Performance Indicator:  The gap between the percentage of migrant students and the percentage of non-migrant students who score at or above the proficient level in reading/language on the state's assessment.
1.13 District derived Performance Indicator:  The gap between the percentage of migrant students and the percentage of non-migrant students who score at or above the proficient level in mathematics on the state's assessment.
1.14 District derived Performance Indicator: The percentage of migrant parents reporting (via survey) being involved in their child’s education.
1.15 District derived Performance Indicator: The percentage of middle and secondary migrant students participating in PASS/Mini PASS or other credit accrual/retrieval programs.

Performance Goal 2:  All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1 Language Proficiency Performance Indicator:  The percentage of ELLs, determined by cohort, who have attained English proficiency by the end of the school year. [It is expected that LEAs will include baseline data from 2006 administration of Comprehensive English Language Learning Assessment (CELLA).]
2.2 Making Progress Performance Indicator:  The percentage of students making progress in learning English. [It is expected that LEAs will identify the percentage of ELLs moving from one proficiency level to the next; data on percentages of ELLs at the beginning, intermediate and advanced levels should be included.]
2.3 Annual Measurable Achievement Objectives Performance Indicator: The percentage of schools that have met Florida’s Annual Measurable Achievement Objectives (AMAOs).  [It is expected that the LEA will address the additional services that will be provided to schools that have not met Florida’s AMAOs.]
2.4 Content Achievement Performance indicator:  The percentage of ELLs who are at or above the proficient level in reading/language arts, mathematics and science on the state’s assessment, as reported for performance indicator 2.1.
2.5 District-derived Performance Indicator [It is expected that LEA will identify performance goal(s) that focus on either increasing the language proficiency of ELLs; the academic achievement of ELLs; increasing the effectiveness of professional development activities for teachers assigned to teach ELLs, or increasing parental involvement].

Performance Goal 3:  All students will be taught by highly qualified teachers.

	3.1 Performance indicator:  The percentage of classes being taught by “highly qualified” teachers (as the term is
 	 defined in Section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is
	 defined in Section 1111(h)(1)(C)(viii) of the ESEA).
	3.2 Performance indicator:  The percentage of teachers receiving high-quality professional development [as the
 term “professional development” is defined in Section 9101(34)].
	3.3 Performance indicator:  The percentage of paraprofessionals (excluding those with sole duties as translators
 and parental involvement assistants) who are qualified.  [See criteria in Section 1119(c) and (d).]
3.4 District-derived Performance Indicator:*

	Performance Goal 4:  All students will be educated in learning environments that are safe, drug free, and conducive to learning.
	4.1 District-derived violence prevention Performance Indicator:*
4.2 District-derived alcohol, tobacco, and other drug (ATOD) Performance Indicator:*

Performance Goal 5:  All students will graduate from high school.
	
5.1 Performance Indicator: The percentage of students who graduate from high school each year with a regular diploma 1) disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged; 2) calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.
5.2 Performance Indicator:  The percentage of students who drop out of school, 1) disaggregated by race,
ethnicity, gender, disability status, migrant status, English proficiency, and status as economically
disadvantaged; and 2) calculated in the same manner as used in National Center for Education Statistics
reports on Common Core of Data.
5.3 District-derived Performance Indicator: The percentage of 12th grade migrant students who graduate from high school with a standard diploma or regular GED (excludes Adult GED).
5.4 District-derived Performance Indicator: The percentage of migrant students in grades 9-12 who increase their GPA over the prior year.
5.6 District-derived Performance Indicator: Of the 10th to 12th grade students who participate in at least 3 months of MEP funded or facilitated tutoring, and/or academic services the percentage who pass the FCAT.
5.9. District-derived Performance Indicator:  The gap in graduation rate (standard diploma or regular GED not including Adult GED) between migrant students and non-migrant students.

	Performance Goal 6:  All students will be technology literate by the end of the 8th grade.

	6.1 District-derived Performance Indicator:*

	Performance Goal 7: LEAs shall select one or more of the 27 innovative programs to implement services to students

	7.1 District-derived Performance Indicator:*

* LEA Derived Performance Indicator(s)