Consolidated Federal Programs - Hamilton County Schools

Consolidated Federal Programs 

Guidelines Manual 

2012-13 

Hamilton County Department of 

Education 

Making a Difference in Hamilton County 

Rick Smith., Superintendent 

Robert Sharp, Assistant Superintendent of Education & Leadership Support 

Preston Gonter, Director of Federal Programs 

Alvena Kauffman, Federal Programs Coordinator 

1

Title Mission Statement 

The Federal Program supports the Hamilton County School System's mission to educate all 

students to their highest potential. Federal funds ensure a quality and equitable learning 

environment, enhanced staff development, and increased community support. In doing so, we 

are investing in the future of Chattanooga and Hamilton County. 

Title Goal and Purpose 

E.S.E.A. (Elementary and Secondary Education Act) federal Programs strives to provide a 

program that allows each student to achieve his/her fullest potential. In order for achievement 

to occur, teachers must ensure that students have positive self-concepts and a sense of selfworth. 

Title provides flexible funding that may be used to provide additional instructional 

staff, professional development, extended-time programs, and other strategies for raising 

student achievement in high poverty schools. 

2

TABLE OF CONTENTS 

1) General Information 

a) Hamilton County Schools Consolidated Federal Programs………………….......5 

b) Overview………………………………………………….…………………………..…6 

c) Federal Programs Staff ……………………………………………………………..…8 

d) Title I School Wide Project……………………………………………………………9 

e) The Role of Planning Committee Members…………………………………….…10 

f) HCDE Federal Programs Calendar………………………………………………….11 

g) Federal Programs Monitoring ……………………………………………………….13 

h) Title I Schools, Principals, Phone and Fax Numbers ……………………….……18 

i) Title I Staff Responsibilities………………………………………………………....19 

j) Tennessee Benchmark Targets………………………………………………………20 

k) Title in a Nutshell………………………………………………………………….….22 

2) Financial Guidelines 

a) Financial Requirements and Procedures………………………………………...…25 

b) Supplement / Supplant………………………………………………………….……26 

c) Purchasing………………………………………………………….……………..……27 

d) Instructions for Using HCDE Commodity Database………………………….….29 

e) Budget Code.…………………………………………………………………………...30 

f) Instructions For Travel Reimbursement……………………………………………39 

3) Pre-Kindergarten 

a) Overview……………………………………………………………………...………...41 

b) Application Information…………………………………………….…………….......45 

c) Hamilton County Voluntary Pre-Kindergarten Progam……………………….…46 

d) Pre-Kindergarten Curriculum and Instructional Components…………………..47 

e) Frequently Asked Questions……………………………………………...…………..48 

4) Parental Involvement 

a) Hamilton County Family Engagement Plan……………………………….……….54 

b) Parent Involvement Policy and School-Parent Compact………………..…...……59 

5) Private Schools Funding 

a) Private School Funding……………………………………………………….…...…..67 

b) Frequently Asked Questions……………………………………………………….....68 

6) Job Descriptions………………………………………………………………..……..….…70 

7) Form 

a) School-Wide Planning Committee…………………………………………….……115 

b) Daily Schedule………………………………………………………………….……..116 

c) Extended Contracts……………………………………………………………………117 

d) Consultant Request……………………………………………………………………119 

e) Conference Attendance……………………………………………………………….120 

f) Stipends…………………………………………………………………………………122 

3

GENERAL 

INFORMATION 

4

HAMILTON COUNTY SCHOOLS CONSOLIDATED FEDERAL PROGRAMS 

Title I - Improving the Academic Achievement of the Disadvantaged 

Director – Preston Gonter 

Title II Part A –Training and Recruiting High Quality Teachers and Principals 

Director – Preston Gonter 

Title III, Part A - English Language Learners 

Director – Julie Legg 

Coordinator – Angelica Riano 

Title X – Homeless 

Director of Student Assignment - Sheryl Randolph 

Coordinator - TBA 

Pre-K Program 

Director - Dr. Brenda Benford 

Private Schools 

Director - Preston Gonter – Title I-A, Title II-A 

Parental Involvement 

Coordinator - Lakweshia Tibbs Ewing 

*Note: The expenditures of all federal funds MUST be approved by the assigned director of that 

program. 

5

OVERVIEW 

TITLE I: IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED 

The purpose of Title I is to provide flexible funding that may be used to provide additional 

instructional staff, professional development, extended-time programs, and other strategies for 

raising student achievement in high poverty schools. 

Information which addresses Title I is available at: U.S. Department of Education website: 

http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html 

Hamilton County Title I: 

Schools: 47 public schools, 3 charter schools and 1 private school 

Directors (Gonter, Benford, Hollis) 

Coordinator (Kauffman, TBA) 

Administrative assistants (Phillips, Ecton) 

Staff accountant (Craigmiles) 

Bookkeeper (West) 

Coaches: 28 elementary coaches, 2 middle school coaches, 2 high school coaches 

Part time coordinator (King, Moore- Smith,) 

School-Based Funds: Teachers, Interventionists, Graduation Coaches, Extended Contracts, 

Educational Assistants, Parent Coordinators, Family Partnership Specialists, Guidance Counselors, 

Instructional Materials, Equipment, Educational Incentives or Field Trips, Consultants, Stipends, 

Meeting Expenses, Staff Development, Registration Fees, Conferences, Travel to Conferences 

TITLE II PART A- ACADEMIC IMPROVEMENT AND TEACHER QUALITY 

PROGRAM 

The purpose of the program is to increase academic achievement by improving teacher and principal 

quality. 

Information which addresses Title II Part A is available at: U.S. Department of Education website: 

http://www2.ed.gov/programs/teacherqual/index.html 

Hamilton County Title II Part A 

Content Directors (Roddy, Parris, Pagano-Fuller, Moore) 

Directors: (Warren, Glenn) 

Others: (Ladd, Robinson, Noseworthy) 

Coaches: (7 secondary coaches, 2 curriculum specialists) 

Part time Coordinators: (Davidson, Danzler) 

Professional Development (stipends, materials, consultants, etc.) 

Data Analysis 

6

TITLE III A – ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND 

ACADEMIC ACHIEVEMENT ACT 

The purpose of Title III is to help ensure that limited English proficient students master English and 

meet the same challenging State academic achievement standards that all children are expected to 

achieve. 

Information which addresses Title III Part A is available at: U.S. Department of Education website: 

http://www2.ed.gov/policy/elsec/leg/esea02/pg40 

Hamilton County Title IIIA 

Director: (Legg) 

Coordinator (Riano) 

Tutors 

Materials, equipment, staff development 

TITLE X-HOMELESS (MCKINNEY-VENTO HOMELESS EDUCATION ASSISTANCE 

IMPROVEMENT ACT OF 2001) 

The purpose of the Homeless Education Program is to develop educational programs that meet the 

unique needs of homeless children and youth. Because homeless children face many obstacles to an 

appropriate education, such as lack of transportation and resources, frequent school changes, loss of 

school records, and emotional stress, special programs are necessary. 

Information which addresses Title X is available at Tennessee Department of Education website: 

http://www.tennessee.gov/education/fedprog/fphomeless.shtml 

Hamilton County Homeless 

Tutors 

Coordinator (TBA) 

Materials, Clothes, Transportation, Housing 

7

FEDERAL PROGRAMS – STAFF 

2012-13 

Director of Federal Programs – Preston Gonter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8571 

Director of Pre-Kindergarten – Dr. Brenda Benford . . . . . . . . . . . . . . . .. . . . . . . . . 209-8563 

Federal Program Title I Coordinator – Alvena Kauffman . . . . . . . . .. . . . . . . . . . . 209-8584 

Federal Program Title I Coordinator – TBA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8438 

School Improvement Grant Coordinator – Linda Darden . . . . . . . . . . . . . . . . . . . 209-8579 

Part-time Coordinators: . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .209-8571 

Dr. Lonita Davidson 

Mike King 

Freda Moore Smith 

Pamela Danzler (Teacher Quality Education Coordinator) 

Administrative Assistant – Gail Phillips . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . 209-8571 

Staff Accountant – Barbara Craigmiles . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . 209-8577 

Federal Program Bookkeeper – Mary West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8578 

Federal Programs Financial Accountant – Rachel Elliott . . . . . . . . . . . . . . . . . . . . .209-8692 

Pre-K Administrative Assistant – Sonya Ecton . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8563 

Pre-K Social Worker – Evelyn Sims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .874-4238 

Fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209-8572 

8

Principal Information 

TITLE I SCHOOL-WIDE PROJECT 

All of Hamilton County Title I schools are School-Wide Title I (SWP) programs. 

School-Wide programs are designed to implement a school reform plan aimed at improving overall 

education, while still focusing on students at risk of not meeting standards. Ongoing assessments to 

track student progress must be used. School-wide projects may use funds to implement reform 

strategies that will extend learning time and raise expectations for achievement. 

Principals must: 

� Understand and articulate the rules, policies, and regulations of federal funds to all 

stakeholders of the school community 

� Consolidate title, state and local funds and be reflected in the Tennessee School Improvement 

Plan 

� Identify school-wide committee members who are representative of all stakeholders 

� Attend Title I principals’ meetings which are important for implementation. 

� Schedule or assist in scheduling school-wide planning committee meetings 

� Provide leadership in developing and writing the school-wide TSIP plan 

� Facilitate the collection of needs assessment data, such as parent and staff surveys 

� Assign or select personnel included in the school-wide program committee 

� Review and approve all justifications and requisitions for materials, equipment, supplies, and 

staff development 

� Provide or arrange for changes in the physical plant needed for the Title program 

� Meet with the person in charge of maintaining Title I documentation, the coordinator and 

other system personnel, as needed. 

� Help facilitate parent involvement activities 

� Oversee all components and assurances of the school-wide program 

� Respond appropriately to communications from the Federal Programs office 

� Ensure that required Title I documentation is maintained 

9

THE ROLE OF PLANNING COMMITTEE MEMBERS 

The planning committee’s support for the school-wide program is essential to its success in the 

school. Primary responsibilities are: 

� To attend all school-wide planning committee meetings 

� To distribute and collect all surveys and other required data 

� To analyze the data for periodic evaluation and provide feedback to teachers and parents 

� To bring suggestions and recommendations to the committee 

� To report the discussions and decisions from the committee meetings to the group that they 

represent (parents, teachers, community, other) 

� To assist in writing the school-wide plan for the following year 

Committee members should represent all stakeholders in the process of providing education for the 

children of your school: 

Teachers Community Representatives 

Parents and Parent coordinator 

Students (middle and high schools) 

Administrative Support/Leadership 

Team 

Central Office Support 

Support staff: Guidance, Custodian, 

Secretary, Instructional assistant, 

Bookkeeper, Title I Coordinator 

10

HCDE FEDERAL PROGRAMS CALENDAR 2012-2013 

As of August 2012 

Check for updates on the website: 

http://www.hcde.org/inside-hcde/divisions/federal-programs/title-1 

MONTH EVENT CONTACT 

June Central Office - FY13 Consolidated 

Application funds available with approved 

applications (Can start spending next fiscal 

year funding as of July 1sy) 

Barbara Craigmiles 

New Title I Schools - Compliance and 

documentation updates and requirements; 

Preston Gonter 

August 2012 Schools 

Assigned 

1. Parental Involvement Policy (Include date of 

policy developed, revised or reviewed) 

Coordinators 

2. Parent School Compact (Include date of 

developed, revised or reviewed) 

3. Sign-in sheet (scanned) of the committee that 

developed, revised or reviewed the Compact 

and Policy 

4. Date of the Annual Meeting/Open House. 

Include: 

-Parental Involvement Policy 

-Tell your parents about Title I them the – 

Provide booklet “Parents’ Rights in Education – 

A guide to the No Child Left Behind Act” and 

“School Parent Compacts” and “Title I 

Schoolwide Programs.” 

August 22 

5. Flyer (draft) developed inviting parents and 

community members to the Open House- 

Annual Meeting. File in documentation 

notebook. 

Schools - First Principals Meeting for principals 

and contact/IFAS person. 

Title I Team 

TBA 

September 

Private School Meeting (Webinar) Title I Team 

1 – 30 

October 

Schools - ANNUAL MEETINGS/OPEN 

HOUSE 

All Title I Schools 

Central Office - Gather Comparability Report 

Data – Principal may be contacted for school 

Title I Team 

11

MONTH EVENT CONTACT 

personnel clarification questions 

31 Central Office - Comparability Report Preston Gonter 

November 

13 Schools - Budget Amendments (Transfer of 

Funds) Submitted to Staff Accountant 

December 

12 Title I Principals’ Meeting Webinar 

19 Schools – Plan for final purchases of 

Instructional Materials & Equipment. 

January 

31 

February 

Schools – Send in all other requisitions for the 

2012-2013 school year – consultants, field trips, 

etc. From this point on, the only things that will 

be submitted will be stipends and extended 

contracts. 

Schools - continue to file parental involvement 

documentation & leadership team 

documentation. 

March 

1 Schools - Preliminary Budget Planning --Meet 

with Coordinator. Leadership Team must 

include parents in the budget decision making 

process 

1 Schools - Budget Amendments (Transfer of 

Funds) Submitted to Staff Accountant 

6 Title 1 Principals Meeting/SIG Cohort 1 

Meeting 


Entered in IFAS or 

submitted to Mary 

West for processing 

Assigned 

Coordinator 


Title I Team 

30 Schools - Updates & Revisions to the School 

Parent Involvement Policy & School Parent 

Compacts—Parents must be on these 

committees. E-mail documentation to 

coordinators 

Alvena Kauffman 

1-30 

April 

Central Office - Financial Planning Title I Team 

30 

May 

June 

Schools - School Budgets Due 

Schools – Continue to file documentation. 


1-30 Central Office – District Initiatives (Summer 

School Programs) 

1-30 Schools – Summer Programs 

12

FEDERAL PROGRAMS MONITORING DOCUMENT 

All Title I Schools 

2012-2013 SY 

The Title I Red Documentation Notebook combines the federally required 10 Components of the School 

Improvement Plan with the Tennessee School Improvement Plan. When the federal programs coordinators 

monitor for documentation, the TSIP and the Title I Documentation Notebook need to be available. When the 

state monitors visit your school, these are required documentation. The red Title I Documentation Notebook 

must be completed by the principal designee and available upon request at each Title I School. 

Month Areas Monitored Documentation 

September Component 1 – Needs Assessment – 1114.b.1.A 

Test Data, Non-Academic Data (attendance, suspension, 

expulsions, discipline referrals,) minutes from leadership team 

meetings, parent surveys, teacher surveys, students surveys (at 

secondary level) 

Consolidated Application 

Financial Documentation 

October Component 2 - 1114.b.1.B– Effective Schoolwide Reform 

Strategies Identified 

� provide opportunities for all students to meet 

proficiency (Extended Learning Opportunities 

supported by Career Ladder and Extended Contracts) 

� use effective, research-based methods and 

instructional strategies (Research to verify that 

strategies are effective.) 

� include strategies to address the needs of all students 

in the school, but particularly the needs of low 

achieving students and those at-risk of not meeting 

the State’s student academic achievement standards. 

(Identify what is for all students – field trips, 

instructional materials, equipment, etc. Identify what 

is for at-risk students such as extended learning, 

software, Gateway coaches, graduation coaches, etc.) 

� address how the school will determine if such needs 

have been meet 

� strategies are consistent with, and are designed to 

implement the school improvement plans. 

Component 3 - 1114.b.1.C – Highly Qualified Teachers & 

Paraprofessionals - List all teachers, educational degrees, 

paraprofessionals and how they have become highly 

qualified. Include the daily schedules of everyone paid by 

Title I. 

Component 4 - 1114.b.1.D – Professional Development 

Description of research-based, on-going professional 

Date:____________ 

Designee:________ 

Coordinator:_____ 

Location in 

TSIP: ___________ 

Date:____________ 



Location in 

TSIP: ___________ 

13

development that has taken place throughout the 2012-2013 

school year; sign-in sheets from sessions; copies of stipend 

sheets sent to the Title I office, copies of consultant 

agreements sent to Title I office, lists of conferences attended 

and how it met needs of teachers and/or students. Have the 

documentation to prove that the staff development is indeed 

research based. 

Component 9 1114.b.1.I - Tutoring/Extended Learning 

Opportunities Provide a description of the activities in-class, 

after school, Saturdays, and during the summer for students 

who are having difficulty mastering standards. Describe the 

resources (personnel, materials and equipment.) 

November Component 2 - 1114.b.1.B– Effective Schoolwide Reform 

Strategies Identified 

� provide opportunities for all students to meet 

proficiency (Extended Learning Opportunities 

supported by Career Ladder and Extended Contracts) 

� use effective, research-based methods and 

instructional strategies (Research to verify that 

strategies are effective.) 

� include strategies to address the needs of all students 

in the school, but particularly the needs of low 

achieving students and those at-risk of not meeting 

the State’s student academic achievement standards. 

(Identify what is for all students – field trips, 

instructional materials, equipment, etc. Identify what 

is for at-risk students such as extended learning, 

software, Gateway coaches, graduation coaches, etc.) 

� address how the school will determine if such needs 

have been meet 

� strategies are consistent with, and are designed to 

implement the school improvement plans. 

Component 5 - 1114.b.1 – Strategies to Attract and Retain 

Highly Qualified Teachers. List the strategies in place to 

recruit and retain teachers in your building. For example – 

(1) Stipends paid in Title I schools are $15/hour as compared 

to $10/hour for district professional development. (2) 

Teachers in Title I schools have extra opportunities to work 

extended contracts than their counterparts in non-Title I 

schools. (3) Teachers in Title I schools have access to 

technology that exceeds their non-Title I counterparts, (4) 

Teachers in Title I schools have more access to professional 

development than their counterparts in non-Title I schools. 

Component 9 1114.b.1.I - Tutoring/Extended Learning 

Opportunities Provide a description of the activities in-class, 

after school, Saturdays, and during the summer for students 

who are having difficulty mastering standards. Describe the 

Date:____________ 



Location in 

TSIP: ___________ 

14

esources (personnel, materials and equipment.) 

December Financial Documentation Date:____________ 



January Component 4 - 1114.b.1.D – Professional Development 








research based 

Date:____________ 



Location in 

TSIP: ___________ 

February Financial Documentation Date:____________ 



April Equipment Inventory Date:____________ 



May Component 4 - 1114.b.1.D – Professional Development 








research based 

Consolidated Application 

Equipment Inventory 

Date:____________ 



Location in 

TSIP: ___________ 

Monitoring Document: Completed, dated and signed by principal and coordinator. The original 

document will be housed in the Title I office. A copy will be left in the notebook. 

_____________________________________ _______________________________ 

Principal Signature Date Coordinator Signature Date 

15

Title I Schools – Schoolwide and Targeted Assistance Yes No N/ 

69. Each Title I School has a written parent involvement 

policy/ plan, which includes all of the following (a-p), that 

was developed jointly with parents, agreed on with parents, 

and distributed to parents, and the plan is being 

implemented. NCLB Section 1118 School PI plan is required 

evidence for items a-p. 

A 

(a) Parents are notified of the policy in an understandable and 

uniform format and, to the extent practicable, provided in a 

language the parents can understand. 

(b) The school’s parent involvement policy/plan is made 

available to the local community and updated periodically to 

meet the changing needs of parents and the school. 

(c) The school has convened an annual parent meeting to inform 

parents about the school’s parental involvement programs and 

right of parents to be involved; 

(d) The school offers a flexible number of meetings- mornings or 

evenings; 

(e) Parents, or an adequate representation of parents, are involved 

in an organized, ongoing, and timely way in planning, review, 

and improvement of the school parental involvement policy and 

joint development of the schoolwide program plan (TSIPP); 

(f) The school provides parents with timely information about 

school programs under NCLB section 1118; 

(g) The school provides parents a description and explanation of 

the curriculum the school uses, forms of academic assessment 

used to measure student progress, and the proficiency levels 

students are expected to meet; 

(h) Per parent request, opportunities for regular meetings to 

formulate suggestions and to participate, as appropriate, in 

decisions relating to the education of their children, and respond 

to any such suggestions as soon as practically possible; 

(i) A process is in place to submit parent comments on the 

schoolwide program (TSIPP) if it is not satisfactory to the parents 

when the school makes the plan available to the district / LEA. 

(j) Building capacity for involvement- Assistance is provided to 

parents in understanding topics such as the State’s academic 

content standards, State student academic achievement standards, 

State and local academic assessments, how to monitor a child’s 

progress and work with educators to improve student 

achievement; 

(k) Building capacity for involvement- Materials and training are 

provided to help parents work with their children to improve 

their achievement, such as literacy training and using technology 

to foster parental involvement; 

Evidence 

School parent 

involvement policy/plan 

Attendance rosters 

Agendas / Surveys 

Newsletter/Sch website 

School PI policy/plan 

Simple clear English 

Translated forms 


Website/newsletters 

Other______________ 


Agendas/minutes 

Sign-in sheets 



Sign in sheets 




Surveys 


Notification examples 

with dates of activity 

Other______________ 






Parent-teacher meeting 

Other______________ 


Parent letters 

Other______________ 








Example of materials 

provided 

Description to access 

materials 

16

Title I Schools – Schoolwide and Targeted Assistance 

(con.) 

(l) Building capacity for involvement- Staff are educated with 

the assistance of parents in the value and contributions of 

parents, and in working with parents-how to reach out to, 

communicate with, and work with as equal partners, implement 

and coordinate parent programs, build ties between parents and 

the school; 

(m) Building capacity for involvement-Title I-A parental 

involvement strategies are coordinated and integrated with parent 

involvement strategies under other programs, such as Head Start, 

Reading First, Early Reading First, Even Start, Parents as 

Teachers, Home Instruction Program for Preschool Youngsters, 

State-run preschool programs, and Title III language instructional 

programs; 

(NA for State Special Schools) 

(n) Building capacity for involvement- Ensure that information 

related to school and parent programs, meetings, and other 

activities is sent to the parents in a format and , to the extent 

practicable, in a language the parents can understand; 

(o) Building capacity for involvement- Provide other reasonable 

support for parent involvement activities per parent request; 

(Example: transportation, childcare) 

(p) Accessibility-Local educational agencies and schools, to the 

extent practicable, shall provide full opportunities for the 

participation of parents with limited English proficiency, parents 

with disabilities, and parents of migratory children, including 

providing information and school reports in a format and, to the 

extent practicable, in a language parents understand. 

70. As a component of the school level parental involvement 

policy/plan, the parent-school compact, jointly developed 

with parents, describes how parents, the entire school staff, 

and students will share the responsibility for improved 

student academic achievement and how the school and 

parents will build a partnership to help children achieve the 

State’s high standards. NCLB Section 1118(d) (1) 

(a) The compact describes the school’s responsibility to provide 

high quality curriculum and instruction in a supportive and 

effective learning environment to meet the State’s student 

academic achievement standards. 

(b) The compact describes the ways parents will be responsible for 

supporting their children’s learning, such as monitoring 

attendance, homework completion, and television watching; 

volunteering in their child’s classroom, and participating, as 

appropriate, in decisions relating to their children’s education, 

and positive use of extracurricular time; 

(c) The compact addresses the importance of communication 

between teachers and parents on an ongoing basis. At minimum, 

the compact has been discussed with parents at parent/teacher 

conferences, frequent reports have been provided to parents on 

their children’s progress, and parents have reasonable access to 

staff, opportunities to volunteer and participate in their child’s 

class and to observe classroom activities. 

Yes No N/ 

A 

Evidence 





Other______________ 





Other______________ 












Parent-Student-School 

Compact 

School-Parent 

Compact 


Compact 


Compact 

17

TITLE I SCHOOLS –- 2012-2013 SCHOOL YEAR 

Title I School Principal Phone Fax 

Alpine Crest Elementary Randy Bell 874-1921 874-1939 

Annoor Academy Private School Debbie Die 894-1637 894-1638 

Barger Academy Greg Bagby 493-0348 493-0354 

Battle Academy for Teaching & 

Learning 

Saunya Goss 209-5747 209-5748 

Birchwood Elementary * Sharon Watts 961-2444 961-2069 

Brainerd High School Uras Agee 855-2615 855-2628 

Brown Academy for Classical Studies Dr. Jennifer Spates 209-5760 209-5761 

Brown Middle Jane Reynolds 344-1439 344-1471 

Central High School Finley King 344-1447 344-1470 

Chattanooga Charter School of 

Excellence 

Marcia Griffin 521-0402 402-8012 

Chattanooga Girls Leadership 

Academy 

Dr. Elaine Swafford 664-5723 386-3005 

Clifton Hills Elementary Ray Evans 493-0357 493-0362 

Calvin Donaldson Elementary * Becky Coleman 825-7337 825-7335 

Daisy Elementary Katrina Gravitte 332-8815 332-8816 

Dalewood Middle Christian Earl 493-0323 493-0327 

Dupont Elementary Janice Scott 870-0615 870-0615 

East Brainerd Elementary Dr. Bryan Stewart 855-2600 855-2610 

East Lake Academy LaKesha Carson 493-0334 493-0343 

East Lake Elementary * Joyce Lancaster 493-0366 493-0370 

East Ridge Elementary * Carol Langston 493-9296 493-9298 

East Ridge High Zacery Brown 867-6209 867-6220 

East Ridge Middle Steve Robinson 867-6214 867-6226 

Eastside Elementary Stephanie Hinton 493-7780 493-7784 

Falling Water Elementary Lee Ann Burk 843-4711 843-4732 

Hardy Elementary * Anetta Ferguson 493-0300 493-0302 

Harrison Elementary Stacy Johnson 344-1428 344-1430 

Hillcrest Elementary * Angelia Askins 855-2602 855-2604 

Hixson Elementary Danna Thorne 870-0621 870-0628 

Hixson Middle LeAngela Rogers 870-0600 870-0623 

Howard School of Academics & 

Technology 

Dr. Paul Smith 209-5868 209-5869 

Ivy Academy (Targeted Assistance) Angela Markum 305-7497 305-7496 

Lakeside Academy of Math, Science, 

& Tech. * 

Marsha Drake 855-2605 855-2607 

Lookout Valley Elementary Regina Brock 825-7370 825-7371 

Lookout Valley Middle/High Rick Rushworth 825-7352 821-7951 

North Hamilton Elementary Jacqueline Hault 332-8848 332-8850 

Ooltewah Middle Chrissy Easterly 238-5732 238-5735 

Orchard Knob Elementary LaFrederick Thirkill 493-0385 493-0388 

Orchard Knob Middle Crystal Sorrels 493-7793 493-7795 

Red Bank Elementary Haley Brown 874-1917 874-1918 

Red Bank High Dr. Justin Robinson 894-1900 874-1924 

18

Red Bank Middle John Pierce 874-1938 874-1938 

Rivermont Elementary * Marthel Young 870-0610 870-0611 

Sequoyah High Todd Jackson 843-4707 843-4719 

Bess T. Shepherd Elementary Valerie Brown 855-2611 855-2668 

Soddy Elementary Kimberly Roden 332-8823 332-8843 

Soddy Daisy Middle Blake Freeman 332-8800 332-8810 

Spring Creek Elementary Paula Burgner 855-6138 855-6150 

Tyner High Academy Carol Goss 855-2635 855-9417 

Tyner Middle Academy Wendy Jung 855-2648 855-2699 

Wolftever Creek Elementary Penny Leffew 238-7300 238-6502 

Woodmore Elementary * Cheri Grant 493-0394 493-0396 

*These schools also have pre-kindergarten classes partially or fully funded by Title I. 

Title Staff Responsibilities 

COORDINATOR: Compliance monitoring, teacher evaluations, e-documentation, asset tags & professional 

development 

PART-TIME COORDINATOR: monitor for Title I compliance, assist with formal/informal observations, and 

provide assistance as needed. 

BOOKKEEPER : IFAS Training and Technical Assistance, Requisitions, Stipends, Extended Contracts, Travel, Reimbursements, 

Consultant Agreements 

STAFF ACCOUNTANT: Prepare budget templates for schools and department, keep accurate records of 

expenditures of schools and departments, ensure that schools and departments are spending in the correct line 

item, submit amendments to the Finance Department, act a liaison for schools with Finance Department 

19

The Tennessee State Board of Education (SBE) has approved new cut scores, proficiency levels and 

AMOs(Annual Measurable Objectives) that were established pursuant to the mandated formula based on the 

20thpercentile calculation for schools and student subgroups for the 2009-10 school year. The four levels of 

performance are: below basic, basic, proficient, and advanced. 

Tennessee set state benchmarks for improvement that increase incrementally toward meeting the NCLB 

goal of 100 percent of students proficient/advanced in math and reading/language arts by 2014. Likewise, 

each Tennessee school has its own track for improvement based on how the school was performing when 

the law passed and how far it had to go in each category to reach 100 percent proficiency. 

Tennessee’s Targets for Reading/Language Arts and Math 

Determined by the Percent of Students at the Proficient or Above Levels 

Elementary/Middle School Level Benchmarks 

School Year Reading/Language Arts Target Math Target Attendance Rate 

2002-2003 through 

2003-2004 

2004-2005 through 

2006-2007 

2007-2008 through 

2008-2009 

77% 72% 93% 

83% 79% 93% 

89% 86% 93% 

2009-2010 32% 20% 93% 

2010-2011 49% 40% 93% 

2011-2012 66% 60% 93% 

2012-2013 83% 80% 93% 

2013-2014 

100% 100% 93% 

20

High School Level Benchmarks 

School Year Reading/Language Arts Target Math Target Graduation Rate 

2002-2003 through 

2003-2004 

2004-2005 through 

2006-2007 

2007-2008 through 

2009-2010 

86% 65% 90% 

90% 75% 90% 

93% 83% 90% 

2009-2010 49% 25% 90% 

2010-2011 61% 44% 90% 

2011-2012 74% 63% 90% 

2012-2013 87% 81% 90% 

2013-2014 

100% 100% 90% 

http://edu.reportcard.state.tn.us/pls/apex/f?p=200:500:3823688742999 

21

“Title in a Nutshell” 

1. Title I Parent Information meeting with flyer, agenda, sign-in sheets, and minutes 

2. All meetings documented: sign-in-sheets, agenda, minutes (all grade level, faculty, PD, 

etc) 

3. The school’s Title I planning committee has determined how funding will be used 

a. How is it decided to use the funds this way 

b. Who decided 

c. How will the effectiveness be measured 

4. Principal approves all expenditures 

5. Supplement not supplant 

6. All funds expended by January 31 (except for personnel and conferences) 

7. Complete Conference Request form and have Operation Director and Federal Programs 

approval before registering and making travel plans 

8. Have all central office personnel sign in (may want a separate sign-in notebook) for 

support documentation 

9. Keep Red Title Notebook up to date 

10. When in doubt - call 

22

FINANCIAL 

GUIDELINES 

23

The 2012-2013 federal funds are to impact 

student achievement for the 2012-2013 

school year. These school based funds for 

instructional materials and equipment 

should be spent or encumbered by 

January 31, 2013 

24

FINANCIAL REQUIREMENTS AND PROCEDURES 

The expenditures of all federal funds MUST be approved by the assigned director of 

that program. 

Hamilton County Title I school allocations: 

� Based on the free and reduced lunch counts of the schools 

� Each school receives a per pupil amount (See page 2 of the Consolidated Federal 

Programs Application located in Section 11 of the red documentation notebook). 

� The 2012-2013 federal funds are to impact student achievement for the 2012- 

2013 school year. ALL MONEY SHOULD BE SPENT OR ENCUMBERED BY 

JANUARY 31, 2013. 

SCHOOL BUDGETS: 

� The Director of Federal Programs keeps a line item budget account 

� Two sets of accounting records must be maintained, one in the Federal Programs 

office and one at the school site 

� A line item budget is used at each school site to outline allowable expenditures. 

� The Federal Programs staff accountant, Barbara Craigmiles, will assist school 

personnel with accounting and bookkeeping procedures 

� Requests for budget changes/line item transfers should be submitted by e-mail 

to Preston Gonter and Barbara Craigmiles. 

� The line item budget should be on file in the principal’s office and with the Title I 

documentation. 

� Principals should approve all expenditures, after the school’s planning 

committee has determined how funding will be used 

o How is it decided to use the funds this way 

o Who decided 

o How will the effectiveness be measured 

� Supplemental instructional materials, equipment, and services are purchased 

from the Title I budget, assuring a collaboration of funds from the LEA (Local 

Education Agency) and other sources. 

TITLE I – FISCAL REQUIREMENTS 

� Schools in school improvement must use 10% of the school allocation for staff 

development that directly addresses the academic achievement problems that 

caused the school to be identified for improvement. 

� Priority Title I schools have implemented a teacher mentoring program. 

� Paraprofessionals in Title I schools work under the direct supervision of a highly 

qualified teacher. If a substitute is not highly qualified, a paraprofessional can 

not work under their supervision 

25

SUPPLEMENT / SUPPLANT 

The Title I/Chapter I/Title I program was created in 1969 to assist educationally 

deprived children through SUPPLEMENTAL services. 

Federal Regulation 200.44 states: “funds may not be used to provide a project or 

service that is a responsibility of the state or school district. A school district shall maintain 

the level of services in Title I schools it would have maintained had Title I not been 

available. 

� A school district may only use Title I funds to supplement 

� In no case may Title I funds be used to supplant non-federal funds 

� School districts are not required to provide Title I services through use of a particular 

instructional method or in a particular setting.” 

Definitions: 

SUPPLANT – Take the place of what is expected as part of the basic 

education consistent from building to building 

SUPPLEMENT – Anything “extra” (instruction, innovation) that is 

beyond what would normally be provided 

Examples: 

1. Replacement of daily instruction from the district-adopted reading series 

for the state required number of minutes – SUPPLANT 

2. Schedule block of time to extend instruction - SUPPLEMENT 

3. Provide professional development beyond scheduled system activities - 

SUPPLEMENT 

26

PURCHASING 

Effective July 1, 1995, Chapter 179, Public Acts of 1995 permits boards of education to 

make purchases of any amount up to $10,000 without advertising for bids in the local 

newspaper or taking sealed bids. At the June 19, 1997 Hamilton County Board of 

Education meeting, the Board adopted the State bid limit for purchases. In order to 

comply with this Act and Board policy, the following guidelines for purchasing supplies, 

materials, equipment, etc. have been established: 

Purchases from $.01 to $1,000 

� For vendors not listed in the HCDE Commodities Database, it is recommended 

that schools get three quotes select the vendor with the lowest bid. 

� All quotes are to be attached in IFAS and submitted through IFAS to the Director 

of Federal Programs. 

� For all vendors that are located in the Commodities Database, supporting 

documentation is required. (Print out and attach the shopping cart as the price 

listing) 

� Remember to check the Commodities Database to ensure that all discounts have 

been applied. 

Purchases from $1,000 to $10,000 

� Purchases within these dollar limits shall require at least three quotations to be 

taken and recorded. Such records shall be retained for audit purposes. 

Purchases above $10,000 

� Purchases require sealed bids to be taken after public advertisement in the local 

newspaper at least ten (10) days prior to opening of the bid, and the School Board 

shall approve the bid. 

� Schools should forward request for bids to the District Purchasing Department. 

� An item must be submitted to Ann Bates, Executive Assistant to the Hamilton 

County School Board, by the first of month to be included on the agenda for the 

Board meeting that month. 

Sole Source or Proprietary Item 

� “Sole source” products are rarely approved in Hamilton County. Please make an 

effort to get quotes on similar items. 

� Written documentation supporting the reason a sole source or proprietary product 

was applicable to the purchase must be prepared and filed with the purchase order 

in lieu of quotations required for the particular dollar volume of the purchase. 

� Sole source or proprietary purchases exceeding $10,000 must be approved by the 

Board of Education prior to procurement. Contact the Purchasing Department to 

schedule sole source or proprietary purchases for Board approval. 

27

Equipment 

� All equipment purchased with federal funds should be labeled. Do not mark with 

permanent marker. This negates the warranty. (All Title I schools have a stamp to 

mark purchases) 

Example: ABC Elementary School 

Hamilton County Dept. of Education 

Title I Schoolwide Funds 

2011-2012 

� An inventory of equipment purchased with federal funds must be maintained in 

schools receiving federal funds. Refer to Section 11 of the Title I Monitoring 

Documentation. This inventory should include: 

1. Date 8. % Federal Part in cost 

2. Vendor Source 9. Location in building 

3. P.O.# 10. Condition 

4. Description of item 11. Use of equipment 

5. Cost 12. Disposition day 

6. Serial Number 

7. Asset Tag Number 

Bi Lo Blanket Purchase Order 

� Schools will be allowed to open a blanket purchase order for up to $1,000 

� When purchasing with a blanket purchase order take a copy of the purchase 

order with you, sign and print your name, and write the purchase order number 

on the Bi Lo Charge Sale Invoice. 

� Submit the charge ticket with the attached register receipt to the Federal 

Programs office as soon as possible for processing. 

General Information About Purchase Orders 

� Purchase Orders will be printed and mailed to the vendor by the Purchasing 

Department. Schools needing to verify that a purchase order has been issued 

may check in IFAS or contact Mary West at 209-8578. 

� When orders have been received, the person who requisitioned in IFAS will need 

to receive on the purchase in IFAS and file the packing slip for auditors. If the 

school did not requisition for the order, then the packing slip must be sent to Gail 

Phillips who will receive in IFAS for the school. 

� If there is a problem with the items shipped, contact the vendor 

28

INSTRUCTIONS FOR USING THE HCDE COMMODITY DATABASE TO 

COMPLETE A REQUISITION FOR PURCHASE 

To obtain vendor and commodity information visit the HCDE intranet site. This site is 

only accessible from a HCDE school/building. 

Home.hcde.org � Click on the link�HCDE Purchasing Commodity Database Online 

Click �Search Database for Commodities 

Example: Commodity Area�Instructional 

Commodity Type�Supplies CLICK�START SEARCH 

Now you will be prompted for a username and password. 

Leave the username BLANK 

The password is view 

The page will display: 

Commodity Description Vendor Name Commodity Manufacturer Bid Status 

�Choose the Instructional Supplies link for Office Max 

Now you will see the following information: 

IFAS Product Code: 785E0066 

Commodity Description: Instructional Supplies 

Commodity Model: 

Commodity Manufacturer: 

Vendor Information: 

Unit Price: 

Office Max Inc 

ERIN NEWELL 

4800 HIGHLANDS PKWY 

SMYRNA, GA 30082 

800-829-0789 X 6054 OR 423-802- 

2224 

770-438-5475 

$ 0 

Unit of Measure: Contract 

Bid File: E & I 

Discount: 40 

Bid File Effective Date: 7/1/2006 

Bid File Expiration Date: 6/30/2009 

Bid Status: Active - Bid 

In description 

Vendor Information 

Call vendor for price list and/or quotes. Have 

vendor send you an email with price so that you can 

attach to requisition in email to your bookkeeper. 

Place in description 

29

BUDGET CODES 

Planning is ESSENTIAL to spending federal funds. The purpose of federal funds is 

to impact student achievement for the current school year. These school based funds 

should be spent or encumbered by January 31, 2013. 

5110 – REGULAR INSTRUCTION PROGRAM (Impacts Students) 

Notes: 

*Personnel who are paid by Title I and do not finish the school year, a replacement 

person will be needed, or the money can be moved to another line item 

*Upon receipt of the requisition, the Purchasing Department will send the Purchase 

Order to the vendor at least 4 weeks prior to the event. 

*Title I Funds may not be used to buy supplies for a concession stand. 

1409 – Teacher Extended Day 

� $2000 contract based on Career Ladder = 100 hours = 1 month. 

� Teacher Extended Day form is located in the FORMS section of this manual. 

� Teachers are paid up to $20 per hour plus fringe benefits to work with students 

before and/or after school or during a summer school program. 

� For a partial contract, he/she will be paid for the number of hours worked. 

� Submit contract to the Federal Programs office 

� It will then be sent to the payroll department 

� If they receive it during the week that teachers are regularly paid, the teacher will 

receive the extended contract check on the “off pay week”. 

� A teacher can only receive two extended day contracts per fiscal year. 

Please remember that there are a number of things that administrators (assistant 

principals) are required to do outside of the school day. DO NOT HIRE ASSISTANT 

PRINCIPALS TO WORK EXTENDED CONTRACTS WITHOUT PRIOR 

APPROVAL FROM THE DIRECTOR OF FEDERAL PROGRAMS. 

5221 Job Code 1894 – Part-Time Interventionists / Tutors / Gateway Coaches / 

Graduation Coaches 

� Certified teachers are hired through the HCDE to work with students during the 

school day at a maximum of 20 hours per week and 36 weeks per year. 

� The school is responsible for ensuring that part-time interventionists do not 

exceed their approved contract. 

� Tutors/Interventionist/Gateway Coaches are paid a base rate of $20 per hour 

plus social security, Medicare, and long term disability. Graduation coaches who 

are retired school administrators are paid $31/hour. A contract must be signed 

by the teacher and kept on file in the Personnel office. All interventionists must 

pass a background check. 

30

1161 – Teacher 

� Salary, including all fringe benefits: health insurance, life insurance, matching 

social security, disability insurance, Medicare, dental insurance - Any teaching 

position in a Title I school-wide project can be funded by Title I. 

� A school cannot save money by hiring a teacher who declines health 

insurance. Title I is required to pay $10,000 per person for health insurance, 

whether the employee accepts or declines health insurance. 

1631 – Educational Assistant 

� Educational Assistants must work under the direct supervision of a classroom 

teacher. 

� If a substitute teacher is not highly qualified, the educational assistant cannot 

report to that substitute. 

1631 – Educational Assistant Extended Day 

� The employee number and hourly rate (refer to check stub to figure this 

amount) must be included on the time sheet (Title I Extended Contract – School 

Budget – Classified Employees Only - see page 113). 

� Any classified employee working over 40.0 hours/week must be paid time + 

half based on their hourly rate. Recommended for summer work only – 

Recommended that Educational Assistants do not tutor before/after school, 

because of the overtime requirement. 

3999 – Consultant 

Storyteller or speaker for children. 

The procedures for hiring consultants are as follows: 

� Make sure that your Title I budget will support the expenditure. 

� Submit all of the following to your Operations Director at least eight weeks 

before you need the consultant. 

o Consultant Request Form (See FORMS section of this manual.) 

o Independent Contractor Agreement 

o Vendor Information Form and Substitute IRS Form W9 (if a new vendor) 

� The original forms will be filed by Purchasing. 

� Copies of all forms will be returned to the school by the Finance Department 

with the signatures of the superintendent, Asst. Superintendent, Federal 

Programs Director, and the principal. 

� The Finance Department will be responsible for obtaining board approval, if 

necessary. However, the Director of Federal Programs will secure board 

approval for all consultants early in the school year, if the school submits the 

31

consultants early. Submitting the names of consultants in advance can avoid 

delays. 

� The school person designated to enter into IFAS will attach all documentation 

and requisition for the consultant as “C”, which means Contract. Because 

consultants do not need to be received on in IFAS. The school will send a signed 

invoice (principal’s signature) to the Title I office where final authorization for 

payment will be made. 

� If board approval is needed, the school person designated to enter into IFAS 

should put the date of board approval on the requisition. 

� If schools are sharing a consultant, each school needs to complete a consultant 

agreement and specify how many days each school will pay the consultant and 

the cost per day. 

3361 – Equipment Repair 

� This line item also refers to repair for printers, digital cameras, camcorders, etc. 

Follow requisition and purchase order procedures. 

4291 – Instructional Materials 

� Supplemental instructional materials include supplies, supplemental books, etc 

� This account is not for the purchase of library books; however, the library can be 

supplemented to accommodate a reading program (Accelerated Reader, etc.). 

� Title funds may not be used to stock the book store at the school with supplies to 

be sold. 

� The approved commodity list may be found @ http://home.hcde.org . 

� All white copy paper must be ordered from the HCDE warehouse. 

� No furniture purchases – This is the responsibility of the Hamilton County school 

system. 

� On all requisitions, attach a current quote from the vendor. Specify on the 

requisition item numbers, vendor, date materials are needed, and person to receive 

the order. 

5999 – Other Charges : This account is for educational student incentives and 

educational field trips. Follow requisition procedures. 

Student Incentives: 

� It is appropriate to purchase books, pencils, erasers, paper, notepads, agendas, 

calculators, etc. 

� It is inappropriate to purchase incentives that are not educational, such as 

bracelets, bicycles, candy, toys, etc. 

32

Field Trips: 

� Educational field trips should be directly linked to the School Improvement Plan. 

It is inappropriate to use Title I funds for skating parties, amusement parks, or 

movies that are not educational. 

� Send a requisition for a Purchase Order to be opened for any field trip a 

minimum of two weeks before the event. The Federal Programs office must 

receive a copy of the signed field trip request form that was sent to the director 

for approval. 

Field Trips that require long distance travel: 

1. Educational field trips should be directly linked to the School Improvement Plan. 

2. To obtain bus transportation vendor information visit the commodities database 

located online at: 

Home.hcde.org �Click on Commodities Database; directions to use the 

commodities database is on page 35 of this Guidelines Manual. 

3. Send a requisition for a Purchase Order to be opened for any field trip a 

minimum of two weeks before the event. The Federal Programs office must 

receive a copy of the signed field trip request form that was sent to the director 

for approval. 

4. All transportation providers must accept a purchase order. If a 25% deposit is 

required to secure the field trip, contact Barbara Craigmiles. The balance will be 

paid at the conclusion of the trip(s). Call Barbara Craigmiles before contacting 

the vendor for any pre-payments. 

5. Provider shall invoice school(s) by purchase order only. Advance payments 

shall not be made. DO NOT SIGN ANY PREPAYMENT AGREEMENTS. If a 

vendor does not take a PO then submit an estimate from the vendor for prepayment 

then call Barbara Craigmiles before contacting the vendor for any prepayments. 

7221 – Equipment 

� Equipment is requested in the same way instructional materials are ordered 

through IFAS. The commodity list is available @ 

http://10.0.10.26/ifas7/workflowcustom/ISQuotes.asp. Please use this website to 

save time. If the item cannot be found on bid, go to IFAS and click on “Request For 

Quote” and follow the procedure for getting a quote. 

� Any single purchase over $5000 must have approval from the State Department of 

Education. 

� When budgeting Title I funds for equipment, keep in mind that the school system 

now classifies many items as equipment, which were considered instructional 

materials in the past (software or anything with a plug). 

� If you have any questions contact your federal programs bookkeeper. 

33

5213 – OTHER STUDENT SUPPORT (Impacts Parents) At least 1% of total budget 

1231 – Guidance Personnel 

� Some elementary schools choose to pay ½ the salary of their guidance counselor, 

who provides or schedules monthly parenting classes and provides extra guidance 

classes and/or counseling for students. 

1891 – Other Salaries – Parent Coordinator 

� The parent coordinator is a full-time employee who organizes the parent 

involvement program in the school; coordinating parent volunteers, scheduling 

and organizing parent classes, and acting as liaison between the school and 

community. 

1891 – Parent Coordinator working 20 hours/week 

3081 – Speaker for Parent Meeting 

The procedures for hiring speakers / consultants are as follows: 









with the signatures of the superintendent, CFO, Asst. Superintendent, and 

Federal Programs Director, and the principal. 





delays. 



34

3551 – Parent Coordinator Travel 

� Food, lodging and transportation – Expenses should be paid by the individual 

traveling, then reimbursed. 

5241 – Parent Coordinator Registration 

� This account pays registration fees for workshops and training. 

� Individuals should register and file for reimbursement. There will be no prepayments. 

� Proof of attendance at a workshop should be provided with a name badge, 

certificate, and/or other proof of attendance. 

� If vendor accepts PO, follow standard requisition directions. 

� – Parent Supplies and Materials 

� To use Title I funds for postage, bring the materials to the Federal Programs office. 

They will be taken to the mail room, sent from there, and the school will be billed. 

� This account may also be used to pay for outsourced copy expenses, and to 

purchase materials for a parent workroom or class. 

5999 – Parent Transportation and Meeting Expenses 

� This account can be used to pay for buses to transport parents to and from 

meetings and/or on field trips with their children. 

� Refreshments may be purchased. Describe in DETAIL as much as possible on the 

blanket purchase orders for food. Blanket purchase order to Bi Lo may be opened 

for up to $1,000. If more than $1,000 is needed, another purchase order must be 

opened. 

5221 – SUPPORT INSTRUCTION (Impacts Teachers) 

Note: If a school is in Program Improvement, 10% of the total school allocation must be 

used for staff development. 

1381 – School Level Technician (10 months) 

1621 – Clerical Extended Day 

� The employee number and hourly rate (refer to check stub to figure this amount) 

must be included on the time sheet for Title I Extended Contracts, School Budget 

and Classified Employees only. 

� Any classified employee working over 40.0 hours per week must be paid time + 

half based on their hourly rate. 

35

1961 – In-Service Stipend 

� Teachers and classified personnel to attend professional development outside the 

school day or to participate in scheduled curriculum planning approved by the 

principal outside the school day (cannot be on paid holiday, in-service or vacation 

day). 

� Each participant in a professional development activity must fill out a Stipend 

Sign-in Sheet (pages 113-114). 

� Assistant Principals off contract time may receive stipends. Principals do not 

receive stipends. 

� Teachers working in their Title I school receive $15 per hour for participating in 

workshops as part of Hamilton County’s Differentiated Pay Plan. 

� Teachers in the system conducting workshops will be paid $20/hr. for 

Presentation Time and $20/hr. for prep Time not to exceed 50% of total 

presentation time. 

Example: Saturday morning training session: 4 hours 

4 hours X $20 = $ 80 

2 hours X $20 = $ 40 

$120 

� Teachers preparing presentations for in-service training may receive pay for prep 

time at the same rate, but not for actual presentation time, since the training is 

conducted during regular working hours. 

� Classified personnel receive hourly rate of pay (refer to check stub to figure this 

amount) 

3081 – Consultants’ Fees and Expenses 

The procedures for hiring consultants are as follows: 








36


with the signatures of the superintendent, CFO, Asst. Superintendent, and 

Federal Programs Director, and the principal. 





delays. 

� The school person designated to enter into IFAS will attach all documentation 

and requisition for the consultant as “C”, which means Contract. Because 

consultants do not need to be received on in IFAS. The school will send a signed 

invoice (principal’s signature) to the Title I office where final authorization for 

payment will be made. 



� This account is to pay consultants who provide staff development for teachers 

(all fees, food, and travel). (forms on website http://home.hcde.org) 

Remember This!!! 

� DO NOT SIGN ANY FORM THAT IS NOT THE HCDE CONSULTANT 

AGREEMENT. The consultant must sign the Hamilton County Consultant 

agreement. We do not sign their agreement, they sign OUR agreement. 

� Reimbursement may be paid for food and travel - Invoice should be submitted 

unless included in consultant fee. 

3551 – Travel ALL TRAVEL EXPENSES ARE 100% REIMBURSEMENT 

� Travel Voucher Checklist (http://home.hcde.org) may be completed by the school 

bookkeeper and submitted with all expense vouchers. 

� All other expenses (airline, hotel, ground transportation, registration fees, mileage, 

car rentals, etc.) are to be paid by the individual who will file for reimbursed. 

� Instructions for travel reimburse claims are located at http://home.hcde.org 

o Travel authorization 

o Allowable expenses 

� Overnight travel is required for this reimbursement 

37

5241 – Professional/Staff Development 

� This account pays registration fees for workshops and training. Proof of 

attendance at a workshop should be provided with a name badge, certificate, or 

other proof of attendance. 

� The Conference Attendance Request form MUST be submitted to operational 

directors prior to making arrangements to attend a conference. When filing for 

reimbursement, please attach the signed Conference Attendance Request form 

with receipts. 

� There are no pre-payments for registration fees, hotel expenses, or transportation 

expenses. The person traveling is responsible for making all arrangements and 

filing for reimbursement. 

� When the event is over, submit the proper documentation to clearly show what 

expenses are to be reimbursed. 

� Anyone applying for travel reimbursement must do so within 30 days of the last 

date of travel. 

Request for Professional Leave 

� Professional Leave form (NCR form provided by school’s Director – check in 

school office) – should be sent to the operational directors who approve all 

professional leave. If the leave is approved by the operational director, he/she will 

forward the form to the federal programs office if a substitute is needed. 

� Your bookkeeper, will code the form, and a copy will be sent to the school. 

� School personnel should keep a copy of this form on file. 

� Once the substitute has worked, the person responsible for submitting the 

substitute’s payroll sheet should then match the Request for Professional Leave to 

the timesheet and copy the codes from that form onto the timesheet. This will 

ensure that the substitute is paid from the appropriate account. The timesheet will 

then be submitted to the Payroll Department. 

5999 – Other Charges 

� Payment for training materials (notebooks, folders, highlighters, pens, etc.,) 

� Refreshments: 

o Light refreshments for staff development after school 

o Modest continental breakfast (if training is scheduled at the school) 

o Reasonable expenses for lunch or dinner (if training extends into the lunch 

and dinner hour and beyond) 

� Reasonable Lunch = Less than $10/Person 

� Reasonable Dinner = Less than $12/Person 

� Follow requisition and purchase order procedures in regards to securing a vendor 

for food and/or refreshments. When requesting a Purchase Order, verify the 

number of people to be served and the amount charged per serving. ALWAYS 

GET THREE QUOTES FOR FOOD PURCHASES 

38

INSTRUCTIONS FOR TRAVEL REIMBURSEMENT CLAIMS 

Hamilton County Board of Education 

All claims for travel must be filed on the form entitled, HAMILTON COUNTY 

DEPARTMENT OF EDUCATION EXPENSE VOUCHER available to print at: 

http://home.hcde.org/hcdeforms/default.htm --> Click on Expense Voucher Form. 

This form is to be used only for expenses related to overnight travel. 

Notes: 

All invoices/receipts submitted to Accounts Payable must be originals. The auditors 

mandate this. Receipts should be taped to a sheet of 8 ½ x 11 paper. 

Reimbursement will be made only for travel expenses filed on an HCDE Expense 

Voucher approved by the appropriate authority, and including all required original 

receipts. All reimbursement requests must be filed within 30 days of the date of travel. 

High cost travel locations – Los Angeles, San Diego, San Francisco, Santa Monica, 

Washington, DC, Key West, Baltimore, New York City, Philadelphia, Providence, RI, 

and Seattle. 

Tips paid to hotel personnel and transportation personnel are not directly 

reimbursable, but are included in the per diem allowance. 

39

Pre-Kindergarten 

40

Pre-Kindergarten Overview 

“A Great Beginning Lasts a Lifetime” 

Pre-Kindergarten Eligibility Criteria 2012-2013 

The following criteria determine eligibility into the pre-kindergarten program for the 

2012-2013 school year. All programs are designed to serve “at risk” students. 

Title I Funded Pre-K Sites 

Preference is given to students who: 

� score in the red and yellow areas of the FirstStep screening instrument 

� are zoned for a Title I school, especially to a school that is identified as “on notice”. 

“On notice” schools were identified by the Tennessee State Department of 

Education as schools that had not made significant gains on standardized test 

scores. [Section 1115(b), ESEA 

� meet federal income guidelines for free and reduced lunch. 

In addition, children who participate in Head Start preschool programs, homeless 

children, and children in institutions for neglected or delinquent children are eligible for 

Title I preschool [Section 1115(b)(2), ESEA]. Information must be documented. 

In all Title I preschool programs, students MUST be zoned for a Title I school. 

State Funded and Lottery Funded Sites 

Target first those children who are considered to be at risk, with family income that 

meets the U.S. Department of Health and Human Services (HHS) federal income 

guidelines begin the first at-risk factor for consideration. 

Students must be zoned for a Hamilton County Public School. 

Other criteria to be considered after at risk students are enrolled are students who are 

closest to qualifying for free and reduced meals. Students who are within the $5,000 

range of qualifying for free or reduced means and increments of $5,000 thereafter. 

Other criteria include but are not limited to students who are ELL and in state custody. 

After these criteria have been satisfied other students may be considered. 

Head State Sites 

Students must be income eligible first and meet other Head Start criteria. 

41

Hamilton County Voluntary Pre-Kindergarten Sites (2012-2013) 

Title I Funded Sites (9) 

Students must be zoned for a Title I school and meet Title I eligibility requirements. 

Birchwood Elementary – 1 class 

Calvin Donaldson Elementary – 2 classes 

Hardy Elementary – 2 classes 

Hillcrest Elementary – 2 classes 

Rivermont Elementary – 2 classes 

State and Head Start Collaboration and Expansion Sites (11) 

Students must be income eligible first by Head Start guidelines and 

meet other Head Start criteria 

Avondale Head Start Center – 3 classes 

Cedar Hill Head Start Center – 2 classes 

Daisy Head Start Center – 2 classes 

East Ridge Elementary School – 1 class 

North Chattanooga Head Start Center – 2 classes 

Woodmore Elementary School – 1 class 

State Funded Sites (24) 

Students must first meet income criteria, reside in Hamilton County 

and/or meet other eligibility requirements. 

Battle Academy for Teaching and Learning – 1 class 

Tommie Brown Academy for Classical Studies – 2 classes 

Chattanooga Human Services – 1 class 

Children’s Home/Chambliss Shelter – 2 classes 

Daisy Elementary - 1 class 

Calvin Donaldson Elementary – 1 class 

East Lake Elementary – 2 classes 

East Ridge Elementary – 1 class 

Lakeside Academy of Math, Science, & Technology – 2 classes 

Lookout Valley Elementary – 1 class 

Orchard Knob Elementary – 2 classes 

Red Bank Elementary – 1 class 

Signal Centers – 1 class 

Snow Hill Elementary – 1 class 

Soddy Elementary – 1 class 

Spring Creek Elementary 1 class 

Wolftever Creek Elementary – 2 classes 

Woodmore Elementary - 1 class 

42

"A Great Beginning Lasts a Lifetime" 

HAMILTON COUNTY DEPARTMENT OF EDUCATION 

3074 Hickory Valley Road, Building 200-1 Chattanooga, TO 37421 

423/209-8563 

TO: Pre-Kindergarten Parent/Guardian Applicants 

FROM: Dr. Brenda L. Benford, Director of Pre-Kindergarten Programs 

Sheryl Rogers, RN Manager of School Health Programs 

RE: Requirements for Students Entering Pre-Kindergarten 

Date: 2012-2013 School Year 

The Hamilton County Department of Education Department of Pre-Kindergarten Programs and School 

Health Program Office would like to welcome your child to the Hamilton County Voluntary Pre-K 

Program. All Pre-Kindergarten students who enroll in the Hamilton County Voluntary Pre-K Program 

are required to have the five (5) documents listed below at registration time: 

1. An Original CERTIFIED COPY OF BIRTH CERTIFICATE (Child must be 4 years old by 

September 30) 

2. SOCIAL SECURITY CARD (We will make a copy of your original) 

3. PROOF OF INCOME 

4. PROOF OF RESIDENCY (Examples: a lease, electric bill, gas bill or water bill in the parents(s) or guardian's name) 

5. NEW TENNESSEE IMMUNIZATION CERTIFICATE WITH CURRENT PHYSICAL 

EXAM 

The Tennessee Department of Health (TDOH) has issued new immunization rules and is issuing a new 

Immunization Certificate that is required for entry into school effective July 1, 2010. All newly required 

vaccines are routinely recommended for all children. Most children should have already received them. 

Children entering Pre-School or Pre-Kindergarten: 

Current immunization requirements: 

� Diphtheria-Tetanus-Pertussis (DTaP, or DT if appropriate) 

� Poliomyelitis (IPV or OPV 

� Measles, Mumps, Rubella (I dose of each, usually given together as MMR) 

� Varicella (1 dose or history of disease) 

New additional immunization requirements: 

Hepatitis B (HBV) 

� Haemophilus influenza type B (Hib): age younger than 5 years only (this 

requirement is 

� resumed following suspension during a national Hib vaccine shortage in 

2008-2009) 

� Pneumococcal conjugate vaccine (PCV): age younger than 5 years old. 

� Hepatitis A (I dose by 18 months of age) 

43

If your child is in need of any immunizations listed above or in need of a physical exam, please 

contact your child's medical provider for these. You may contact the Hamilton County Health 

Department for a certified copy of your child's birth certificate. Please do not wait to obtain 

any of these documents. Taking time now to obtain these documents will help decrease the 

waiting time during the application process. Please present the school with all five (5) of these 

documents when your child registers. 

Thank you in advance for your cooperation. We want your child to have a successful academic 

year. 

Bib 3/12 

44

Pre-Kindergarten Application Information 

To apply, bring the following: 

� Original birth certificate 

� (Child must be 4 years old on or before September 30) 

� Social security card (original) 

� Current immunization record 

� Current physical record 

� Proof of residency 

� Proof of income 

Children entering Pre-School or Pre-Kindergarten; 

Current immunization requirements: 

� Diphtheria-Tetanus-Pertussis (DTaP, or DT if appropriate) 

� Poliomyelitis (IPV or OPV) 

� Measles, Mumps, Rubella (1 dose of each, usually given together as 

MMR) 

� Varicella (1 dose or history of disease) 

New additional immunization requirements; 

� Hepatitis B (HBV) 

� Haemophilus influenza type B (Hib): age younger than 5 years only 

(this requirement isresumed following suspension during a national Hib 

vaccine shortage in 2008-2009) 

� Hepatitis A (1 dose by 18 months of age) 

� Pneumococcal conjugate vaccine (PCV): age younger than 5 years 

old. 

Physical Exam (Must be done within one year of registration) 

In addition to the documentation above please complete: 

The Pre-Kindergarten Application Sheet 

The Student Health History form 

Hamilton Co, Dept of Education Registration Form 

The Income Eligibility Form 

Home Language Survey 

Upon entrance into kindergarten, parents whose children attend a pre-kindergarten 

program must register at their zoned elementary school. 

45

Hamilton County Voluntary Pre-Kindergarten Program 

Curriculum and Assessment and Developmental Appropriate Practices 

A daily schedule should be posted in the classroom. 

The Hamilton County Voluntary Pre-Kindergarten Program will: 

1. Provide an educational program that ensures all developmental areas - language, 

cognitive, social-emotional and physical - are addressed, with a balance between 

direct instruction, individualized instruction, group activities, and choice of centerbased 

activities. The program will provide materials and equipment that support 

the curriculum and offer concrete and relevant experiences. Appropriate learning 

experiences with technology may be included in the developmental learning 

program. 

2. Provide an educational program, which includes educational experiences to meet 

the wide range of developmental interests, abilities, and cultural diversity found 

among children. 

3. Ensure that the organization and delivery of the daily activities and the 

developmental learning program is based upon teacher observations and 

assessment of each child's development. 

The Hamilton County Voluntary Pre-K program has outlined the following 

procedures for curriculum and assessment: 

1. Each teacher is to complete lesson plans and have them available to site 

administrators, the licensing coordinator and central office staff. Lesson plans for 

the week are to be completed and available at the beginning of the school day on 

the first day of the week (or as designated by the site director). Lesson plans are to 

document the use of Opening the World of Learning (curriculum), Theme 10- 

Getting Reading for Kindergarten, Talking about Touching, the Tennessee Early 

Childhood Education - Early Learning Developmental Standards, and appropriate 

assessments. 

2. Math curriculum is Everyday Mathematics. This scientifically researched program 

taps into early mathematical thinking in preschoolers. Units include Number Sense 

and Enumeration, Arithmetic Reasoning, Spatial Sense and Geometric Reasoning, 

Pattern Sense and Pattern Construction, Measurement and Data Representation, and 

Logical Relations. 

3. Each teacher to complete the following assessments—administer Bracken Basic 

Concepts Scale—Revised (pre-and post assessments) within 7 days of enrollment 

and conduct OWL progress monitoring. 

4. Each teacher is to keep a portfolio for each student which should include but is not 

limited to student work, assessments, evaluations, checklists, and notes. 

5. The Head Start classes may administer additional assessments and evaluations. 

46

Pre-Kindergarten Curriculum and Instruction Components 

Curriculum—Opening the World of Learning by Pearson Early Learning 

Theme 10—Getting Ready for Kindergarten by Houghton 

Mifflin 

Talking About Touching by Committee for Children Everyday 

Mathematics by Wright Group McGraw-Hill 

Student Assessments and Screening -Bracken Basic Concepts Scale— 

Revised 

Progress Monitoring—Opening the World of Learning 

Pre-Kindergarten Assessments and Evaluations 

Bracken Basic Concepts Scale-Revised (BBCS-R) is used to assess the basic concept 

development of children in the age range of 2 years 6 months through 7 years 11 

months. It is used to measure comprehension of 308 foundational and functionally 

relevant educational concepts in 11 subtests or concept categories: colors, letters, 

numbers/counting, sizes, comparisons, shapes, direction/position, self/social 

awareness, texture/material, quantity, and time/sequence. The test is individually 

administered, and the concepts are presented orally within the context of complete 

sentences and visually in a multiple-choice format. 

For progress monitoring, we will use Opening the World of Learning (OWL) progress 

monitoring. OWL progress monitoring assessments are conducted during each unit of 

study and they are curriculum based. 

47

Frequently Asked Questions 

When can you apply for Pre-K? Application for pre-k begins on May 2, 2012. After applying 

you will be notified if your child qualified and is accepted into the program. Once classes are filled, 

students are placed on the waiting list. 

Where do you apply for Pre-K classes? Application for pre-k classes are made at the pre-k location 

that you would like your child to attend. 

How old does your child have to be in order to apply for a Pre-K program? Your child must 

be four on or before September 30. 

What are the guidelines, curriculum, and assessments for Pre-K? Hamilton County will provide 

an appropriate, research-based educational curriculum, aligned with the Tennessee Early Childhood 

Education Early Learning Developmental Standards. The pre-k programs use "Opening the World of 

Learning" as the designated curriculum. All students are administered the FirstStep Screening 

Assessment. 

How many children are in a classroom? Each classroom has a maximum of 20 students, with one 

teacher and one instructional assistant. Each pre-k teacher in all programs are certified teachers and are 

employees of the Hamilton County School System. 

Is Pre-K an all day program? Yes, students are to attend for 6.5 hours (one hour for rest time and 5.5 

hours of instructional time). Pre-kindergarten programs follow the Hamilton County Department of 

Education calendar. The pre-k program is not a drop in, part time program. Students are expected to 

be in attendance on time and everyday. 

What is free or reduced lunch? Free or reduced lunch is the National School Lunch Program that is 

intended to direct benefits to those children most in need. The guidelines are revised annually to account 

for changes in the Consumer Price Index. 

Is there a waiting list for Pre-K? Yes, you can be put on the pre-k waiting list, if there are no slots 

available at the site. You still must complete all required paperwork. 

Is there transportation for Pre-K? No, parents are asked to transport their child to and from their 

pre-k site each day. Upon arrival and dismissal, parents (or a designated adult) MUST sign their child in 

and out each day. Students can ride the bus for field trips. 

Will my child stay at the same school when they attend kindergarten? Upon entrance into 

kindergarten, parents whose children attend a pre-kindergarten program must register their child at their 

zoned elementary school for kindergarten 

48

STATE OF TENNESSEE 

Preschool in Tennessee 

TN Voluntary Pre-K, Head Start, Title I Pre-K, 

Community Pre-K & Child Care, and Special Education 

Frequently Asked Questions 

1. What are the entrance requirements for preschools in Tennessee? 

Tennessee's Voluntary Pre-K - First priority for enrollment is all children who meet free or 

reduced price lunch income guidelines, and are four years old by September 30th. If space is 

available after enrolling children who qualify for free or reduced lunch, the program may enroll 

children who have disabilities, are English Language Learners, are in state custody, or who are at 

risk due to abuse or neglect, regardless of income. If space is still available after the first 20 days of 

the new school year, the LEA can submit a request to the Office of Early Learning to enroll all other 

children at that time. 

Head Start - Head Start is a federal program for preschool children from low-income families, 

according to the poverty guidelines published by the federal government. Children who attend 

Head Start participate in a variety of age-appropriate educational activities, receive medical and 

dental care, have healthy meals and snacks, and enjoy playing indoors and outdoors in a safe 

setting. A minimum of ten percent (10%) of enrollment opportunities are offered to children with 

disabilities. Children in state custody or are homeless are given enrollment priority. 

Title I Pre-K - Title I Pre-K programs generally serve Title I designated schools, and can serve any 

preschooler in the specific school zone, regardless of income. Check with your local school system 

for entrance requirements. 

Community Child Care and Preschools - There are many different requirements for entrance into 

child care and preschool programs, depending upon the program. Contact your area Child Care 

Resource and Referral Center for more information. 

http://www.tennessee.gov/humanserv/adfam/ccr&r-numbers.pdf 

11/30/07 1 

Special Education - Children who are determined to have disabilities under the Individuals with 

Disabilities Education Act (IDEA) are eligible for services from birth through 21. Preschool children, 

generally children aged three through five, are eligible to receive a free appropriate public 

education on their third birthday. Services for children with disabilities are individually 

determined based on the needs of each child. 

2. Do children with disabilities receive preference to attend Head Start, TN Voluntary 

Pre-K, or Title I Pre-K's? 

Children with disabilities who otherwise meet the entrance requirements for any preschool 

program, can be considered for enrollment but do not receive preference in the enrollment 

process. Head Start is mandated by federal law to enroll at least 10% of their total enrollment 

numbers with children with disabilities. 

49

3. Can an Individual Education Plan Team (IEP team) guarantee placement of a child with a 

disability into a particular preschool program? 

Children with disabilities must meet entrance requirements for any program considered. An IEP 

cannot necessarily guarantee a placement into a particular program. Programs may be full, or 

have entrance requirements which have to be met. IEP teams should work with Pre-K 

representatives to discuss appropriate placement opportunities for children to receive special 

education services that may be appropriate for a particular child. A representative from that 

program may be included in the development of the IEP by providing information, or by 

attending the meeting. It is important that programs and agencies work together to ensure 

appropriate placements for all preschool children. 

4. If a child lives in a Title I school zone with a Title 1 Pre-K classroom, does 

he have to meet income requirements to attend? 

Title I Pre-K programs generally serve Title I designated schools, and can serve any preschooler 

in the specific school zone, regardless of income. 

5. If my child is not ready for kindergarten can my child stay in Pre-K? 

If a child is kindergarten age, then kindergarten must be the first consideration for placement for 

any children. Many children who may not seem ready for kindergarten do very well there. Some 

children may attend a transition classroom after kindergarten which offers more opportunities to 

learn before moving to the first grade. Children who are kindergarten age are not eligible for Title 

I Pre-K, Voluntary Pre-K, or Head Start, unless the child has an EEP that supports continued 

preschool placement 

6. What are the attendance requirements for Pre-kindergarten programs? 

TN Voluntary Pre-K (VPK) - Pre-k enrollment is limited at this time due to funding. Because 

statute requires a minimum of 5.5 hours a day five days a week, funding is provided accordingly. 

Clearly, full-time enrollment is required for entry into this program. It was not meant to be a dropin 

or part-time program. All children are enrolled on a full time basis only. Participation in the TN 

VPK is voluntary and parents may withdraw their child at any time. Excessive unexcused 

absences could result in dismissal from the program. 

Head Start- Every Head Start Center strives for enrollment of children on a full time basis which is 

based on the hours of operation of the program. Excessive unexcused absences could result in 

dismissal from the program. 

Community Child Care- Each child care program is required to take attendance. Each child care 

center establishes its own attendance criteria. 

Special Education- An IEP identifies the services, the length of time, and where a child will receive 

these services. 

7. Can children attend Tennessee's VPK program on a part-time or limited basis? 

The Tennessee VPK program is required by state statue to operate 5 days a week with a minimum 

5.5 hour day. Children are expected to attend every day. A child with disabilities can be enrolled 

full time in the VPK classroom and receive special education services on a part-time basis. 

8. My first child was in a program, will my other children be able to attend? 

All children must meet entrance requirements, even if they have siblings in certain programs. 

50

Check with your local program. 

9. What will my child learn in pre-kindergarten? 

All Tennessee VPK and Head Start programs provide learning environments that support 

development of the whole child across all developmental domains. These standards are listed in 

the Tennessee's Early Learning Developmental Standards, which can be viewed on line at: 

http://www.state.tn.us/education/ci/standards/eailvchildhood/. These standards describe age 

appropriate developmental skills for children birth to age 5. Head Start also follows the Head Start 

National Performance Standards which can be viewed at: www.headstartinfo.org. Children with 

disabilities have Individual Education Plans which are developed to meet their unique needs, and 

are based on the early learning developmental standards. 

10. What curricula are used in Pre-K? 

Tennessee's VPK and Head Start programs choose a curriculum from a list of approved curricula 

that are research based, reliable, age-appropriate and aligned with the TN Early Learning 

Developmental Standards. The list of approved curricula for the TN VPK can be found at: 

http://www.tennessee.gov/education/prek/. Other programs may make those decisions at the 

local level. 

11. Is transportation provided to the preschool? 

Transportation is provided by some programs, but not all. These are local decisions. In the case of a 

child with a disability, transportation may be provided as a related service. IEP teams make this 

determination, depending on the individual needs of the child. 

12. How much time can my child spend on the bus? 

Children in Tennessee can spend no more than 90 minutes on a bus either to school, or on the 

return trip home. Children with disabilities should spend time on a bus that is comparable to nondisabled 

peers. 

13. If no transportation is available for my child are there other options? 

Some programs may reimburse parents for transporting children, or for arranging for others 

to transport their children. Check with your local programs. 

14. What do I do if my child is having difficulty in preschool? 

First talk to the child's teacher. Remember, young children learn many different skills at different 

times. If the issue is not resolved, schedule a conference with the building level administrator, 

which might include the pre-k teacher and/or supervisor. If concerns persist, a referral to your local 

school for an evaluation of your child may be recommended. Call your local elementary school, or 

the special education department in the school system in which you live to make a referral. 

15. How is discipline handled in preschool? 

Behaviors that are interfering with a child's learning, or the learning of others need to be 

addressed. There are many ways to support children who have difficult behavior. Individual 

programs may have specific rules to address this issue. The preschool program and the family 

51

should work together to collect data to identify the cause of the behavior, and to develop a plan for 

changing the behavior. Behavior plans should be developed on the principals of research based 

positive behavioral supports, with an understanding that negative behaviors must be replaced by 

appropriate positive behaviors. It is important to teach appropriate positive behaviors and to 

reinforce and reward the child for using those behaviors. Positive supports and consequences are 

determined on an individual basis. It is important for everyone to follow the agreed upon plan 

consistently for a period of time before evaluating the effectiveness of the plan, usually for two to 

three weeks. Children's behaviors usually get worse instead of better right after a plan is put into 

place, as the child is often trying to "test" or get around the plan. 

16. Can a child in preschool be dismissed because of inappropriate behavior? 

Tennessee's Voluntary Pre-K - Participation in the TN VPK program is voluntary. Parents can 

withdraw their child at any time. The TN VPK programs cannot dismiss a child due to 

inappropriate behavior without submitting documentation of the attempted behavioral 

interventions to the TN Department of Education, Office of Early Learning. Children with 

Individual Education Plans (IEP's), being served by the TN VPK may not be dismissed, however, 

the IEP Team may convene to discuss a change to provide a more appropriate program or services. 

Head Start - Parents may withdraw a Head Start child at any time. Local programs may only 

dismiss children under dire circumstances which are documented and monitored. 

Special Education - Participation in special education services is voluntary, parents may withdraw 

their children at any time. School systems may not dismiss children but an IEP team can convene to 

discuss a change to provide a more appropriate program or services . Any suspensions or expulsion 

of preschool children with disabilities in special education programs must follow IDEA 

52

Parental 

Involvement 

53

Hamilton County Department of Education 

Family Engagement Plan (Revised January 26, 2012) 

Studies show that when parents are actively engaged in the school life of a child, that 

child performs better. Consequently, the Hamilton County Department of 

Education has adopted the following goals: 

Goal #1 - Break down all barriers to parent involvement. 

■ Ensure that parents feel welcome in the schools and at the district level. 

■ Involve parents in all aspects of decision-making at the school and district level. 

■ Keep parents informed of their children's academic achievement. 

■ Provide notifications in other languages for non-English speaking parents. 

■ Provide ongoing and updated information on the HCDE website. 

Goal #2 - Involve the community in family engagement. 

■ Invite agencies to participate in district and school level activities 

■ Make referrals to parents for family needs 

■ Include the community in aspects of decision-making at the school and district 

level 

Goal #3 - Each school will have an active PTA, PTO, parent support group, and/or a 

family engagement program. 

■ Title I schools shall develop a family engagement plan. 

■ Title I schools shall implement, and evaluate their policy and plan to promote 

family engagement activities with emphasis on student learning. 

■ All schools are encouraged to develop a family engagement plan 

Goal #4 - Each school shall provide opportunities for parents to volunteer in the schools. 

Goal #5 - Evaluate the effectiveness of the Family Engagement Plan on a regular basis. 

■ Schools shall report their parent volunteer hours to a central location. 

■ Monitoring of Family Engagement Plans at the district and school level shall be 

done annually by the Tennessee Department of Education annually. 

2a. The Hamilton County Department of Education shall involve parents in the joint 

development of its district-wide engagement plan under section 1112 of the (Elementary 

and Secondary Education Act) ESEA by using the following strategies. 

• The Superintendent shall conduct family and community forums to address issues 

and concerns from the community, as well as provide information about current 

school policies, procedures, and updates. 

■ Parent Engagement Specialists, who meet monthly, shall review and execute the 

district's Family Engagement Plan. 

■ PTA presidents and parent coordinators shall share the information with parents at 

the school level. 

54

The Hamilton County Department of Education shall require the following actions to 

involve parents in the process of school review and improvement under section 1116 of 

the ESEA. 

■ Each school shall be required to include parents on its Tennessee Comprehensive 

Systemwide Planning Process (TCSPP) committee. 

■ Parents will be represented on the Family Community Engagement Advisory 

Council. 

■ Parents will be represented on the Consolidated Federal Programs Advisory 

Committee where data are reviewed regularly. 

■ Parents will be encouraged to give suggestions for improvements at the school 

and district levels. 

■ The district shall require that all schools have an annual Open House/Annual 

Meeting. Title I schools shall inform their parents about Title I support during the 

Open House/Annual Meeting. 

2b. The necessary coordination, technical assistance and other support to assist Title I 

schools in the planning and implementation of effective parental involvement activities to 

improve student academic achievement and school performance will be done as follows: 

■ All Title I schools shall be required to reserve 1% of its Title I allocation into 

parental involvement. The funds will be used to provide materials and to carry out 

family engagement activities at each school. 

■ The district shall reserve 1% of the Title I budget for parental involvement/family 

engagement activities. 

■ Family Resource Centers shall provide training and support to the schools. 

■ All Title I schools shall be associated with a Family Resource Center to receive 

support in the areas of parental involvement. 

■ The Federal Programs technology coordinators shall act as liaisons to the Family 

Resource Centers and provide technical assistance to the Title I schools in the 

area of family engagement. 

2c. The Hamilton County Department of Education shall build the schools' and 

parent capacity for strong parent involvement by 

■ Providing training for administrators and teachers in parent engagement activities. 

Involving the community in the training of parent coordinators and district 

personnel. 

■ Including family engagement strategies in Title I Principals' meetings. 

■ Encouraging parents and teachers to attend state or local conferences on family 

engagement. 

2d. The Hamilton County Department of Education shall coordinate and integrate 

parent involvement strategies and programs with the following agencies in the 

following ways: 

■ Pre-Kindergarten Initiative - Title I Schools, Head Start, Chambliss Children's 

Home, Chattanooga Human Services, Signal Centers, and Chattanooga Human 

Services (Head Start) shall work together to ensure that the parents of the prekindergarten 

program receive proper training. Family Resource Centers (Piney 

Woods. Westside, and Allen) shall provide hands-on parent involvement 

training, GED classes, wellness, computer training, as well as other appropriate 

activities. 

55

■ The Hamilton County Council of PTAs shall promote parental involvement 

throughout the district. 

■ Parents Are First Teachers Inc. (PAFT) shall work in conjunction with the Family 

Resource Centers in providing home visits, developmental screenings and 

referrals. 

■ The Restart Center shall provide Families First GED classes for parents. 

■ Families First Department of Human Services shall provides family counseling 

and support services. 

■ Fortwood Mental Health Services shall provide services at the Piney Woods 

Family Resource Centers to meet the needs on families with mental illnesses. 

■ Signal Centers will continue to help parents become self-sufficient and assist 

clients with finding employment and helping them improve job skills and 

parenting skills. 

2e. The Hamilton County Department of Education will annually evaluate the Family 

Engagement Plan at its Consolidated Federal Programs Advisory Committee meeting. At 

that time, the district will review Family Resource Center usage, parent volunteer hours, 

and other school-related activities. Parents are to be included on this review. 

2e(i) The Hamilton County Department of Education shall make a realistic assessment of 

how services are meeting the needs of parents in the district and how the district has 

identified barriers to greater participation by parents in parental involvement 

activities (with particular attention to parents who are economically disadvantaged, are 

disabled, have limited English proficiency and have limited literacy or are of any racial 

or ethnic minority background) by using the following strategies. 

• Parents shall be surveyed using the Family Friendly Schools survey (or other 

appropriate survey) to determine the barriers to greater participation. 

1. Barriers to parent involvement participation will be addressed in districtwide 

Title I meetings, Family Resource Center staff meetings, PTA 

meetings and Family Engagement meetings. Samples of barriers cited by 

parents are as follows: Lack of time 

2. Lack of communication between the school and parents 

3. Feeling unwelcome in the school setting 

4. Feeling they have nothing to contribute 

5. Lack of child care 

6. Language and cultural differences 

7. Lack of transportation 

8. Scheduling conflicts 

To address the perceived barriers 

• Title I schools shall use portions of their funds reserved for parental involvement 

to address the specific needs of their schools. 

• Non-English speaking parents shall be provided with district-wide services to 

assist them using Title III-A funds. 

• The Consolidated Federal Programs Advisory Committee shall review survey 

results on the involvement of parents in the spring of each year and discuss 

funding to address perceived barriers. 

56

2e(ii) The Hamilton County Department of Education will evaluate the district's 

findings of strategies to improve stronger parental involvement in the following manner. 

• Title I schools will keep a roster of parent volunteers. These reports will be 

sent to a central location and will be compiled at the district level. The 

information will be shared with the Consolidated Federal Programs Advisory 

Committee where strategies and funding will be developed to address any 

need. 

• The Family Report Card (K-12) -This report is a family evaluation that will 

assist families with evaluating how strong the family life is. This is a resource 

for parent to evaluate their families. 

• The Family Resource Centers will survey families they serve in the district to 

plan for the next year's program. 

2g. The Hamilton County Parent Advisory Department will design improvement 

strategies such as homework, attendance and discipline. 

• All parents are provided with Hamilton County's "Code of Acceptable Behavior 

and Discipline." This document outlines the discipline policy for the district. 

• All students receive a Student Handbook that details the homework and 

attendance requirements of the district. 

• The HCDE website contains the board policy which outlines all policies. 

• The Family Resource Centers provides attendance notices on good attendance. 

• Parents in Title I "Program Improvement'* schools are notified of tutoring 

opportunities (Supplemental Educational Services.) 

• GED classes are available at all Family Resource Centers 

Hamilton County Department of Education shall develop strategies for more effective 

parent involvement in the district to improve student academic achievement, 

through the following activities. 

• The district shall provide each school with two days/year for parent teacher 

conferences. These days will be used to discuss strategies for academic success. 

• The district shall require all schools to have (l)"Family Math Night" for the 

purpose of providing parents strategies to help their children in math, (2)"Family 

Literacy Night" for the purpose of providing parents with strategies to help their 

children with reading/language arts, and (3) other Family Nights, as appropriate. 

• The district shall require all Title I schools to include parents in the development 

of (1) parent school compact and (2) a family engagement plan. 

• The district shall provide training to parents on (1) the State's academic content 

standards, (2) how to monitor their child's progress, (3) how to work with 

educators, and (4) how to receive services that are available (Homework Hotline, 

Lending Libraries, Active Parenting Classes, Family Health Services, Adult High 

School, Virtual Schools, Family Resource Centers, etc.) 

• Family Report Cards shall be sent to schools to disseminate and will be posted on 

the website. 

• Workshops shall be provided on how to use and interpret the Family Report Card. 

• Homework Hotline information shall be made available to parents. 

• Information on Virtual Schools shall be made available to parents of students who 

are in need of credit recovery and Gateway tutoring. 

• Adult High School will provide non-traditional teaching and a flexible 

environment to meet the needs of students who are unsuccessful in the traditional 

setting. 

57

• Workshops conducted by parent coordinators. Family Resource Center Staff and 

Parent Engagement Specialist will be offered at each school site, family resources 

centers, Partnership for Families, Children and Adults and at the central office. 

• Each school's handbook will contain a grading scale 

• Each school will inform parents about the curriculum being taught during the 

district-scheduled Parent Conference Days 

• Each school will give parents access to all learning materials during the district 

scheduled Parent Conference Days. 

• Each school's description will be posted on the website 

• Each school will have two parents as a member of the superintendent's Parent 

Advisory Council, where strategies will be shared for family engagement and 

academic success. 

• A copy of the districts' Family Engagement Plan will be made available at each 

school 

6. Hamilton County Department of Education has built into its calendar two days for 

parent-teacher conferences for each school. 

7. Hamilton County Department of Education has a website with a plethora of 

information including the following: 

Family Engagement Plan 

School Report Cards/Assessment Data (School Performance) 

Consolidated Federal Programs Application 

Homework Hotline Information 

District Calendar 

Meetings and Upcoming Activities 

Link to Individual School Webpages 

E-mail Address of All Principals 

8. Hamilton County Department of Education requires that all Title I schools have school level 

family engagement plans that are developed with the input of parents and reviewed annually. 

The Title I office and the office of Parent, School, and Community Involvement provides 

assistance in the development of these plans. 

9. Hamilton County Department of Education requires that the Title I budget reflects a minimum 

of 1% of the total budget on parental involvement activities. The Consolidated Federal Programs 

Advisory Committee determines how the district funds are to be spent. 

10. The Hamilton County Department of Education requires that all Title I schools set aside 1% of 

each Title I budget for parental involvement activities Resources 

58

PARENT INVOLVEMENT POLICY & SCHOOL-PARENT COMPACT 

Each school must have a Parent Involvement/Engagement Policy and each 

school is required to develop, with parents, a school-parent compact. 

A Parent Compact is a signed commitment of the learning community to 

encourage and support students, helping them to succeed. Goals and 

expectations are defined, action statements are developed, and ongoing 

communication is established. The School-Parent Compact is located in the 

FORMS section of this manual. A copy of a signed compact should be filed in 

the red Title I Notebook. The remaining copies should be filed in the front 

office. 

PARENT MEETING DOCUMENTATION must be placed in the Title I 

Documentation Notebook. 

� Announcement 

� Sign-In Sheets 

� Agenda 

� Minutes 

Note: Each school’s Family Engagement Plan and Parent Compact should be 

completed with the input of parents. 

Provided below is a template. This template ensures that each school has met 

federal guidelines in regards to the Parent Involvement/Engagement Policy. 

The template for the school level parent involvement policy begins on the 

next page. 

59

PARENT INVOLVEMENT/ENGAGEMENT POLICY TEMPLATE 

(Revised 1/2011) 

School Name 

It is the policy of this school to: 

� Ensure that all students achieve high academic standards 

� Welcome parents into the building (Standard 1 – Welcoming All Families) 

� Have an organized PTA, PTO, or parental organization 

� Include parents in the decisions that affect their children by(Standard 5 – 

Sharing Power): 

o Conducting a needs assessment survey each spring 

o Including parent members in leadership committees 

o Maintaining open communication between teachers and parents 

(Standard 2 – Communicating) 

� Report student progress to parents on a regular basis (Standard 3- 

Supporting Student Success) by: 

o mid-term progress reports 

o report cards 

o ½ day parent conference days 

o phone calls 

o informal dialogue 

� Provide parents with opportunities to strengthen their knowledge and 

parenting skills by offering monthly meetings for parents to discuss 

ways to help their children. (Standard 3- Supporting Student Success) 

� Build capacity for parental involvement by: 

o Convening an annual meeting to inform parents of 

responsibilities and encourage participation 

o Offering meetings at flexible times 

o Involving parents in planning, review, and improvement 

o Working together with community members to connect students, 

families, and staff to expand learning opportunities, community 

services, and civic participation. (Standard 6 – Collaborating with 

Community) 

� Provide assistance to children at risk of not meeting high standards by: 

o Providing individual intervention with certified teacher(s) 

o Informing parents of how they can help their children achieve. 

o Teaching families how to be advocates for their own and other 

children. (Standard 4 – Speaking Up for Every Child) 

60

� Describe how the school jointly develops, with the input of parents, the 

written parent involvement plan. 

Parental Involvement Expectations 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

g) Describe the annual meeting where parents receive information 

concerning being a Title I school. (Attach documentation) 

h) Describe how parents are explained the requirements of Title I, and the 

rights of parents to be involved in the school. 

Parents receive the following Channing Bete literature: 

“Parents’ Rights In Education – A guide to No Child Left Behind Act.” 

“Schoolwide Title I Programs – How and why they work” 

“About School-Parent Compacts” 

The documents are also available for Spanish-speaking parents. 

i) Describe the schedules of school parent meetings.(Attach 

documentation) 

j) Describe how parents are involved in an organized, ongoing, and 

timely way. (Attach documentation) 

PTA/PTO - _________________ 

61

k) Describe how the school provides parents timely information about 

programs under parent involvement. (Attach documentation) 

i) Describe how the school will provide parents a description and 

explanation of the curriculum used in the school, forms of academic 

assessment used to measure student progress, and the proficiency 

levels students are expected to meet. (Attach documentation) 

ii) Describe how the school provides parents with opportunities for 

regular meetings. (Attach documentation) 

l) Describe how the school develops, with the input of parents, its schoolparent 

compact. (Attach compact and documentation) 

Parents receive the Channing Bete literature “About School-Parent Compacts.” 

� Describe how parents, teachers, and administrators share the 

responsibility of improving student achievement and meeting the 

state’s high standards. 

o Describe the school’s responsibility to provide to provide highquality 

curriculum in a supportive and effective learning 

environment. 

o Describe the ways in which each parent is responsible for 

supporting their children’s learning. 

o Address the following 

� Parent teacher conferences 

� Student progress reports 

� Opportunities for parents to volunteer and observe 

classrooms. 

62

3. Describe when and how the school distributes the written school level 

parent involvement plan. 

4. Describe how the school notifies parents of the written school-level plan in a 

way that is easy for parents to understand. 

5. Describe how the school makes the school level plan available to the local 

community. Include the website link. 

6. Describe how the school periodically updates the Parental Involvement plan 

to meet the needs of the parents and the school. 

7. Describe how the school gets feedback from parents on needed changes of 

the plan throughout the school year. 

8. Describe how the school provides assistance to parents in understanding 

achievement standards, assessments, and how to monitor progress and 

provide assistance to their children. 

9. Describe the materials and training that the school will provide to parents. 

10. Describe the type of training that the school receives to reach out to, 

communicate, and work with parents as equal partners. 

11. Describe the way the school will integrate and coordinate services for 

parental involvement. Include the grants that provide parental support. 

12. Describe the types of information that is provided to parents in a language 

they can understand. 

63

13. Describe the types of support that is provided at the request of parents. 

14. If applicable, describe the opportunities provided for parents with limited 

English proficiency, disabilities, and migrant status. 

15. Provide examples of how your school demonstrates the following: 

Standard 1 – Welcoming All Families 

Standard 2 – Communicating 

Standard 3 – Supporting Student Success 

Standard 4 – Speaking Up for Every Child 

Standard 5 – Sharing Power 

Standard 6 – Collaborating With Community 

64

PARENT COMPACT SAMPLE-- for Secondary Schools 

Parent Name:_____________________ Student Name:________________________ 

PARENT / GUARDIAN AGREEMENT 

Any person interested in helping this student may sign in place of the parent. 

I want my child to achieve; therefore, I will encourage him/her by doing the 

following: 

1. See that my child is punctual and attends school regularly 

2. Support the school in its efforts to maintain proper discipline 

3. Establish a time for homework and review the work regularly 

4. Provide a quite, well-lighted place for study 

5. Encourage my child’s efforts and be available for questions 

6. Stay aware of what my child is learning 

7. Provide a library card for my child 

8. Read with my child and let him/her see me reading 

Signature _____________________________ Date ___________________ 

STUDENT AGREEMENT 

It is important that I work to the best of my ability; therefore, I will do the following: 

1. Attend school regularly 

2. Come to school each day with necessary supplies 

3. Complete and return homework assignments 

4. Observe regular study hours 

5. Conform to rules of student conduct 

Signature _____________________________ Date ___________________ 

TEACHER AGREEMENT 

It is important that students achieve, therefore, I shall do the following: 

1. Ensure that students are actively engaged in learning 

2. Provide reasonable homework assignments for students as practice 

3. Provide information to parents about students’ learning and achievement 

Signature _____________________________ Date _________________________ 

PRINCIPAL AGREEMENT 

I will provide an environment that encourages positive communication and set high 

expectations for learning. 

Signature _____________________________ Date _______________________ 

65

Private School 

Funding 

66

Title I-A, Title II-A, Title III-A 

PRIVATE SCHOOL FUNDING 

How does a private school qualify for federal funding? 

Your school will receive a registered letter inviting participation in federal 

programs. You only need to fill out the information. 

Title I-A – Improving the Academic Achievement of the Disadvantaged 

Title II-A – Teacher Professional Development (travel, registration fees, etc.) 

*Charter schools will also receive Title II-A funds that are comparable to the private 

school allocations. 

67

FREQUENTLY ASKED QUESTIONS 

� Who is the private school contact person for each grant? 

o Improving the Academic Achievement of the Disadvantaged – Title I 

209-8571 

o Professional Development for Teachers – Title II Part A 209-8571 

o English as a Second Language – Title III Part A Julie Legg 209-8480 

� If I want to make a purchase using federal money, what should I do? 

� Fill out a requisition form (page 6 of this packet) and submit it to the 

contact person for the grant 

o Requisitions for Title I-A (materials, equipment, parental 

involvement, and staff development) should be sent to Preston 

Gonter. 

o Requisitions for Title II-A professional development should be 

sent to Preston Gonter 

o Requisitions for materials for ESOL should be sent to Dr. Julie 

Legg 

� Make the requisition as clear as possible (name of vendor, phone, fax, 

etc.) 

� Do I need to label equipment? 

Yes. All equipment that you receive is the property of the Hamilton County 

Department of Education. You will receive metal labels which must be affixed to 

the equipment. You will also be responsible for affixing Avery labels on equipment 

that says: 

Property of: 

Title I-A (2012-2013) 


Chattanooga, Tennessee 

Materials purchased with Title III-A funds should be labeled as: 

Property of: 

Title III-A (2012-2013) 


Chattanooga, Tennessee 

68

� What procedures should be followed when using federal funds for 

professional development? 

CONSULTANTS FOR TITLE II-A 

When a new consultant works with a school, the following forms must be 

submitted to the contact person: 

- Consultant Agreement (See FORMS Section) 

- W-9 Form 

- Vendor Information Form 

- Requisition Form – explaining when the consultant will serve and the 

amount of money needed for payment (including travel expenses, if 

applicable) 

If a consultant has worked with HCDE previously, only the Consultant Agreement 

and Requisition Form will be necessary. 

After services are completed, the school should send the signed invoice to the 

contact person to verify, referencing the Purchase Order number. This information 

will be forwarded to the appropriate bookkeeper so that payment can be released. 

The vendor should also send an invoice to: 

Amelia Jarvis, Accounts Payable 


3074 Hickory Valley Road 

Chattanooga, Tennessee 37421 

CONFERENCES—WORKSHOPS—TRAINING 

Reimbursement can be paid for conference or workshop registration and travel 

expenses. The Expense Voucher should be submitted to the contact person - 

Preston Gonter. 

1. Proof of attendance at a workshop or conference should be provided with 

a name badge, certificate, or other proof of attendance 

2. Original receipts must be attached (taped on a full sheet of paper) 

3. Each traveler must apply for his/her own travel expenses 

4. Travel expenses for each person are submitted separately 

5. Travelers must file for reimbursement within 5 days of their return from 

the event 

6. The Travel Voucher Check Sheet (located in the Forms section) should be 

completed and submitted to Preston Gonter 

69

JOB DESCRIPTIONS 

The following pages contain the job descriptions for all positions in the 

Hamilton County Department of Education totally or partially funded by Title 

during the 2012-2013 school year. 

� DIRECTOR OF FEDERAL PROGRAMS 

� DIRECTOR OF PRE-KINDERGARTEN PROGRAMS 

� DIRECTOR OF URBAN SCHOOLS 

� DIRECTOR OF WORKFORCE DEVELOPMENT 

� SCHOOL IMPROVEMENT GRANT COORDINATOR 

� TITLE I COORDINATOR 

� PART-TIME TITLE I COORDINATOR 

� TEACHER QUALITY EDUCATION COORDINATOR 

� FEDERAL PROGRAMS STAFF ACCOUNTANT 

� FEDERAL PROGRAMS BOOKKEEPER 

� FEDERAL PROGRAMS ADMINISTRATIVE ASSISTANT 

� PRE – KINNDERGARTEN PROGRAM ADMINISTRATIVE ASSISTANT 

� PRE-KINDERGARTEN SOCIAL WORKER 

� DIRECTOR OF STARS/HEALTHY SCHOOL CLIMIATE 

� STARS ADMINISTRATIVE ASSISTANT 

� TEACHER 

� LITERACY AND NUMERACY LEADERS/COACHES 

� GRADUATION COACH 

� TRANISTION/MENTOR COACH 

� PART-TIME INTERVENTIONIST 

� CURRICULUM DIRECTORS 

� EDUCATIONAL/INSTRUCTIONAL ASSISTANT 

� ELEMENTARY GUIDANCE COUNSELOR 

� HOMELESS/HOMEBOUND LIAISON 

� SCHOOL SITE PARENT COORDINATOR 

� FAMILY PARTNERSHIP SPECIALIST 

� BEHAVIORAL SPECIALIST 

� COMMUNITY OUTREACH SPECIALIST 

� SCHOOL STATISTICIAN 

� TECHNICIAN 

� POWER SCHOOL COORDINATOR 

� STATISTICAL COORDINATOR 

� DIRECTOR OF I-ZONE 

� I-ZONE ADMINISTRATIVE ASSISTANT 

� I-ZONE DATA AND COMMUNICATION SPECIALIST 

70

DIRECTOR OF FEDERAL PROGRAMS 


DIVISION: Education and Leadership Support TITLE: Director of Federal Programs 

JOB GOAL: To coordinate the resources of Title I, Title II, Title III, and Title X of the Elementary and 

Secondary Education Act to ensure that: 

� students living in poverty attain high academic standards 

� teachers in the district are provided with high-quality staff development 

� teachers and students in the system benefit from innovative programs that address the needs 

of the district 

QUALIFICATIONS: 

� Valid Tennessee teacher’s license 

� Master’s Degree with endorsement in Administration & Supervision 

� Experience as a Title I teacher or Title I Coordinator 

� Knowledge of budget preparation 

� Knowledge of ESEA Guidelines and Regulations 

REPORTS TO: Assistant Superintendent of Education and Leadership Support 

DUTIES: 

� Supervise the following staff positions: 2 coordinators, 4 part-time coordinators, 1 

administrative assistant, 1 staff accountant, 1 bookkeeper 

� Administer Title I programs and facilitate implementation of Title II-A, Title III-A, School 

Improvement Grant, and other federal grants that may fall under ESEA 

� Provide support to schools (public, charter, and private) receiving federal dollars 

� Monitor school programs to ensure continuing state and federal compliance 

� Plan and provide professional development activities for teachers and administrators to 

support the teaching and learning environment of the schools 

� Ensure that parental involvement activities are an ongoing part of all Title I school-wide 

projects 

PHYSICAL DEMANDS: This job may require pushing, pulling, climbing, stooping, kneeling, 

reaching, talking, hearing, seeing, and driving. 

TEMPERAMENT: 

� Adaptability to perform a variety of duties, changing from one task to another without loss of 

efficiency or composure and to deal with people in a diverse environment 

� Adaptability of accepting responsibility for the direction, control, or planning of an activity 

� Adaptability to making generalizations, evaluations, or decisions based on sensory or 

judgmental criteria 

� Adherence to confidentiality 

CAPACITY AND ABILITY REQUIREMENTS: 

� Intelligence: General abilities to adequately learn or perform a task or duty; to reason and 

make judgments 

� Verbal: Ability to understand word meanings and associated ideas 

� Numerical: Ability to perform arithmetic operations quickly and accurately 

� Manual Dexterity: Ability to move hands and fingers easily 

WORK CONDITIONS: Normal working conditions 

GENERAL REQUIREMENTS: The above are intended to describe the general nature and level of 

work being performed and are not intended to be a complete list of responsibilities, skills, and duties 

71

DIRECTOR OF PRE-KINDERGARTEN PROGRAMS 


DIVISION: Education and Leadership Support Title: Director of Pre-Kindergarten 



� Master’s Degree with endorsement in Administration & Supervision 

� Experience as a Title I teacher or Title I Coordinator 

� Knowledge of budget preparation 


DUTIES: 

� Coordinate all Pre-K programs located in schools and community based centers 

� Plan and conduct professional development for Pre-kindergarten program 

� Coordinate and plan “Great Beginnings” – summer school programs for at risk pre - 

kindergarten students 

� Serve as liaison for Head Start collaboration and expansion sites and other community based 

programs 

� Serve as chairperson of the Pre-K Advisory Council 

� Write state and federal grants for Pre-K district funding 

� Supervise off campus (community based) Pre-K classes 

� Hire and recruit Pre-K staff 

� Work with school and site Pre-K administrators 

� Evaluate Pre-K teachers and teaching assistants both formally and informally 

� Supervise Pre-K support staff, facilitator, social worker, nurse, and office staff 



TEMPERAMENT: 


efficiency or composure and to deal with people in 

� a diverse environment 














72

DIRECTOR OF URBAN SCHOOLS 


DIVISION: Education and Leadership Support Title: Director of Urban Schools 

JOB GOAL: To lead a school reform effort in Title I elementary schools by providing direction, 

assistance and support to improve student achievement so that every student is promoted from 5 th 

grade to middle school as a strong reader, a good writer, and skilled to solved of a wide range of 

math problems. 



� Master’s degree with endorsement in Administration/Supervision 

� Experience as a school principal 

� Knowledge of school reform 


DUTIES: 

� Working with principals to develop professional learning communities in their schools 

� Providing support to schools in the planning and writing of school reform proposals 

� Planning and providing professional development activities for teachers and administrators 

to enhance student achievement 

� Collaborating with foundations to expand opportunities for teacher and administrator 

growth 

� Monitoring school reform work in the schools 

PHYSICAL DEMANDS: This job may require lifting, pushing, pulling, climbing, stooping and/or 

kneeling, reaching, walking, talking, hearing, and seeing. 

TEMPERAMENT: 

� Ability to perform a variety of duties, often changing from one task to another of different 

nature without loss of efficiency or composure 


� Adaptability of dealing with people in a diverse environment beyond giving and receiving 

instruction 

� Adaptability to make generalization, evaluations, or decisions based on sensory or 

judgment criteria 

� Adheres to confidentiality 


� Intelligence: General learning abilities; the ability to understand instructions and underlying 

principles; ability to reason and make judgments. 

� Verbal: Ability to understand meanings of words and ideas associated with them. 

� Numerical: Ability to perform arithmetic operations 

� Manual Dexterity: Ability to moves the hands and fingers easily 


GENERAL REQUIREMENTS: The above listed statements are intended to describe the general 

nature and level of work being performed by people assigned to this position. They are not intended 

to be a complete list of responsibilities, duties, and skills required of personnel so assigned. 

73

DIRECTOR OF WORKFORCE DEVELOPMENT 


DIVISION: Education and Leadership Support Title: Director of Workforce Development 


� Valid Tennessee teaching license REQUIRED. 

� Master’s degree in Human Resources, administration/supervision, or related education 

field REQUIRED 

� Minimum of 5 years education-related leadership REQUIRED. 

� Knowledge of teacher licensure, course code correlations, and highly qualified teacher 

requirements 

� Ability to compile, disaggregate, interpret, and analyze employee-related data 

DUTIES: 

� District administrator for SearchSoft online application system 

� Develop and implement a mentor program for new teachers 

� Develop and implement a district-wide Teacher Induction Program 

� Research and develop a teacher retention plan 

� Maintain the State website for highly qualified teacher information 

� Establish a working relationship with universities for recruitment of highly qualified 

� teachers 

� Collaborate with the University of Tennessee at Chattanooga and other universities to 

administer alternative licensure programs 

� Coordinate and manage all activities associated with new teachers including the Teacher Job 

Fair, New Teacher Network, and the New Teacher Orientation 

� Manage Teacher Equity Plan 

� Research and develop a Teacher Quality Report 

� Maintain accurate Federal budget records 

PHYSICAL DEMANDS: This job may require lifting, pushing, pulling, climbing, stooping and/or 

kneeling, reaching, walking, talking, hearing, and seeing. 

TEMPERAMENT: 

� Ability to perform a variety of duties, often changing from one task to another of different 

nature without loss of efficiency or composure 


� Adaptability of dealing with people in a diverse environment beyond giving and receiving 

instruction 

� Adaptability to make generalization, evaluations, or decisions based on sensory or 

judgment criteria 

� Adheres to confidentiality 


� Intelligence: General learning abilities; the ability to understand instructions and underlying 

principles; ability to reason and make judgments. 

� Verbal: Ability to understand meanings of words and ideas associated with them. 

� Numerical: Ability to perform arithmetic operations 

� Manual Dexterity: Ability to moves the hands and fingers easily 


GENERAL REQUIREMENTS: The above listed statements are intended to describe the general 

nature and level of work being performed by people assigned to this position. They are not intended 

to be a complete list of responsibilities, duties, and skills required of personnel so assigned 

74

SCHOOL IMPROVEMENT GRANT COORDINATOR 


DIVISION: Education and Leadership Support TITLE: School Improvement Grant Coordinator 

JOB GOAL: The School Improvement Grant Coordinator works cooperatively with principals and 

teachers to ensure that School Improvement Grant guidelines are being followed carefully, monitored, 

and supported at the classroom level, to achieve student success in schools receiving the School 

Improvement Grant. This person provides leadership direction to facilitate change in the instructional 

program. 


� Successful school level administrator, preferably in a high priority school. 

� Certification as a teacher and school administrator 

� Master’s Degree or above in school administration & supervision and/or educational 

leadership or curriculum and instruction 

� Five or more years of successful experience as a school level administrator. 

� Must possess experience in federal compliance documentation and procedures, researchbased 

instructional strategies, and grant management. 

� Such alternatives to the above qualifications as the superintendent may find appropriate 

REPORTS TO: Assistant Superintendent of Education and Leadership Support and the Director of 

Federal Programs 

DUTIES: 

� Provide clarification of SIG guidelines, while supporting implementation 

� Participate in the development, revision, and implementation of the Tennessee School 

Improvement Plan in eligible schools. 

� Prepare SIG schools for milestone meeting with the Tennessee Department of Education. 

� Participate in all milestone meetings. 

� Assist faculties in the review of data. 

� Sit on committees of the school level Leadership Team/SIG Team. 

� Prepare reports for the superintendent to submit to the Board of Education 

� Report to the Consolidated Federal Programs Advisory Committee on the 

progress/strategies of the SIG schools. 

� Participate in the planning for bringing about success in the Turnaround and 

Transformation schools. 

� Monitor instruction and make recommendations about instructional resources 

� Assist in determining the staff development needs of teachers, recommend activities according 

to need, and plan appropriately 

� Encourage and support parental and community involvement in schools receiving Title I 

funds 

� Assist SIG schools in adhering to budget constraints, updating student and faculty handbooks 

and TSIP. 

� Monitor and assess job-embedded professional development 

� Participate in walk-through and review walkthrough summaries with the Leadership Team. 

� The SIG coordinator will address policies and procedural barriers throughout the 

implementation of the grant 

� School visit will be made weekly for the purpose of monitoring instruction and strategies 

used, meet with the curriculum coaches, attend staff development/faculty meetings and 

community-related meetings, track expenditures, and check on the progress toward meeting 

the SIG milestones. 

� Using the rubric provided by the TDOE, the SIG coordinator will, with the input of the 

75

principals, develop a report that includes the following (1) outcomes, (2) indicators, (3) 

source of data, (4) method to collect data – I.E. interviews, questionnaires, (5) who collects 

data, (6) when collected data (7) where, when and who reports to what group. The SIG 

coordinator will summarize the findings and submit the report to the Tennessee Department 

of Education. 

� Submit all addenda and amendments for approval to the TDOE. 

� Engage in personal and professional renewal, to stay abreast of current methods, trends, and 

techniques. 



TEMPERAMENT: 


efficiency or composure and to deal with people in 














work being performed and are not intended to be a complete list of responsibilities, skills, and duties. 

76

TITLE I COORDINATOR 


DIVISION: Education and Leadership Support (Federal Programs) TITLE: Coordinator 

JOB GOAL: The Federal Programs Coordinator works cooperatively with principals and teachers to 

ensure that guidelines are being followed carefully, monitored, and supported at the classroom level, 

to achieve student success in schools receiving Title I funds. 


� Certification as a teacher and school administrator experience 



� Five or more years of successful experience as a classroom teacher 


REPORTS TO: Director of Federal Programs 

DUTIES: 

� Provide clarification of federal guidelines, while supporting implementation of Title programs 

� Ensure that each Title I school’s TSIP clearly indicates the 10 Required Components of 

Schoolwide Projects. 

� Participate in leadership team revision of its TSIP 

� Ensure that federally purchased equipment is inventoried, labeled appropriately, and 

disposed of in accordance with HCDE and federal guidelines. 


� Assist in determining the staff development needs of teachers, recommend activities according 

to need, and plan appropriately 


funds 

� Assist Title I schools (public and private) in adhering to budget constraints 


techniques 

PHYSICAL DEMANDS: This job may require pushing, pulling, climbing, stooping, kneeling, reaching, 

talking, hearing, seeing, and driving. 

TEMPERAMENT: 
















77

PART-TIME TITLE I COORDINATOR 


DIVISION: Education and Leadership Support TITLE: Part-Time Coordinator 

JOB GOAL: The Federal Programs Coordinator works cooperatively with principals and teachers to 

ensure that guidelines are being followed carefully, monitored, and supported at the classroom level, 

to achieve student success in schools receiving Title I funds. 


� Certification as a teacher and school administrator experience 






DUTIES: 

� Provide clarification of federal guidelines, while supporting implementation of Title programs 

� Ensure that each Title I school’s TSIP clearly indicates the 10 Required Components of 

Schoolwide Projects. 

� Participate in leadership team revision of its TSIP 

� Ensure that federally purchased equipment is inventoried, labeled appropriately, and 

disposed of in accordance with HCDE and federal guidelines. 



funds 

� Assist Title I schools (public and private) in adhering to budget constraints 


techniques 



TEMPERAMENT: 
















78

TEACHER QUALITY EDUCATION COORDINATOR 


DIVISION: Education and Leadership Support TITLE: Teacher Quality Education Coordinator 

JOB GOAL: The part time Teacher Quality Education Coordinator works cooperatively and directly 

with and supports principals and teachers ensure that all students achieve success in schools receiving 

Title I funds. This person provides leadership direct to facilitate success in the instructional program. 





� Five or more years of successful experience as a classroom teacher and a school administer 


DUTIES: 

� Collaborative coordination of student teaching/observation field placement with local 

colleges / universities for HCDE. 

� Recommend student teacher for “early hire” in the HCDE hard-to-staff areas. 

� Participate in the development, revision, and implementation of the TSIP in schools receiving 

Title I funds. 

� Assists building level administrators with monitoring teacher performance. 

� Assist principals in determining the professional development needs of teachers, recommends 

activities according to need, and plan appropriately for core academic subject areas. 

� Participate/lead in the job embedded professional development needs of teachers. 

� Model best practices for core academic classroom teachers. 



techniques 

� Assist in teacher/school level administration recruitment and retention 



TEMPERAMENT: 
















79

FEDERAL PROGRAMS STAFF ACCOUNTANT 


DIVISION: Education and Leadership Support (Federal Programs) TITLE: Staff Accountant 

JOB GOAL: To provide support to the Federal Programs department in the budgetary requirements 

of the Consolidated Federal Programs grant 


� High school diploma or equivalent 

� Knowledge of federal and state coding 

� Word processing, database, and spreadsheet skills 


DUTIES: 

� Set up federal budgets; keep accurate balances for all budgets; reconcile accounts from Finance 

Department 

� Assist with state financial reporting (Completion Report, ordering of monies, release of funds, 

etc.) 

� Send accurate monthly budgets to schools receiving Title I funds 

� Send copies of schools’ monthly budget statements to Director of Finance 

� Make journal entries, as needed 

� Receive training to serve as backup for purchasing bookkeeper 

PHYSICAL DEMANDS: This job may require lifting, pushing, pulling, climbing, stooping, kneeling, 

reaching, walking, talking, hearing, seeing, and driving. 

TEMPERAMENT: 

� Adaptability to work collegially with Title I staff, principals and teachers 

� Adaptability to work independently 










80

FEDERAL PROGRAMS BOOKKEEPER 


DIVISION: Education and Leadership Support (Federal Programs) TITLE: Federal Programs 

Bookkeeper 

JOB GOAL: To provide support to the Federal Programs department in the purchase of materials, 

processing of payment vouchers, and verifying purchase orders 



� Knowledge of federal and state coding 

� Word processing, database, and spreadsheet skills 


DUTIES: 

� Code and requisition all expenditures of federal funds 

� Process all payment vouchers, stipends, and extended contract requests 

� Occasionally make travel arrangements for staff development 

� Ensure that purchasing processes are completed 

� Maintain a good working relationship with the Purchasing Department 

� Assist in setting up school and operating budgets 

� Receive training to serve as backup for financial bookkeeper 



TEMPERAMENT: 

� Adaptability to work collegially with Title I staff, principals, and teachers 



� Intelligence: General abilities to adequately learn or perform a task; to reason and make 

judgments 







81

FEDERAL PROGRAMS ADMINISTRATIVE ASSISTANT 


DIVISION: Education and Leadership Support (Federal Programs) TITLE: Administrative Assistant 

JOB GOAL: Provide support to the Director of Federal Programs and the Federal Program 

department 



� Minimum typing skills of 40 WPM 

� Good telephone skills 

� Basic computer skills 


DUTIES: 

� Maintain calendar and schedule for Director of Federal Programs 

� Log in requisitions 

� Copy and file records for the department 

� Disseminate mail to appropriate personnel 

� Serve as a backup for bookkeepers during absences 

� Assist with typing of reports 

� Prepare mail-outs from Federal Programs department 

� Copy materials as requested 

� Maintain catalog file 

� Answer telephone as needed 

� Act as courier between Federal Programs Department and appropriate department office 

(Purchasing, Finance, Mail Room, etc.) 


reaching, walking, talking, hearing, and seeing. 

TEMPERAMENT: 



CAPACITY AND ABILITY REQUIRMENTS: 









82

PRE – KINDERGARTEN PROGRAM ADMINISTRATIVE ASSISTANT 


DIVISION: Education and Leadership Support TITLE: Administrative Assistant 

JOB GOAL: Provide support to the Director of Pre-Kindergarten Program and the Pre- K department 






REPORTS TO: Director of Pre-Kindergarten Program 

DUTIES: 

� Maintain calendar and schedule for Director of Pre-Kindergarten Program 

� Log in requisitions 

� Copy and file records for the department 

� Disseminate mail to appropriate personnel 

� Assist with typing of reports 

� Prepare mail-outs from Pre-Kindergarten department 

� Copy materials as requested 

� Maintain catalog file 

� Answer telephone as needed 

� Act as courier between Pre- K Department and appropriate department office (Purchasing, 

Finance, Mail Room, etc.) 



TEMPERAMENT: 












83

PRE-KINDERGARTEN SOCIAL WORKER 


DIVISION: Education and Leadership Support TITLE: Pre-kindergarten Social Worker 

JOB GOAL: To function as a liaison between home, school, and community by providing casework 

services to address the problems of students, parents, and schools 

QUALFICATIONS: 

� Tennessee certification as a school social worker 

� Work experience leading to certification or equivalent training or experience 

REPORTS TO: Director of Federal Programs & Director of Student Assignment 

DUTIES: 

� Protect the rights of all children to obtain an education by: 

o making home visits to contact parents of students with attendance problems 

o counseling with students and families to determine reasons for nonattendance 

o helping school personnel to develop programs to encourage regular attendance 

o making known to school personnel causes of nonattendance 

o cooperating with the juvenile courts systems in cases which involve chronic truancy 

� Conduct parent conferences to assist parents in understanding: 

o child growth and development, as they relate to the child’s school progress 

o the relationship between achievement and expectancy Required Components of a 

School-wide Program 

o grading and promotion practices 

o the goals and practices of the school 

� Assist schools with students who exhibit severe behavior or adjustment problems in the 

classroom, through casework services, consultation with school staff, and re-entry staffing for 

suspended students 

� Facilitate psychological evaluation of referred students through: 

o involvement in initial referral procedures 

o assistance to parents in understanding reasons for referral 

o participation in M-Team meetings, staffing recommendations, and placement plans 

� Maintain open communications with community agencies and resources in order to: 

o exchange ideas on individual students 

o refer students and parents to appropriate agencies and resources for assistance 

o coordinate the efforts of school, home, and agency to help deal with the problems of 

students 

� Conduct voluntary parent education group meetings - Strategies to increase parental 

involvement, such as family literacy services regarding child management and development 

� Interpret services to the community through PTA, service clubs, etc. Plans for assisting 

preschool children in the transition from early childhood programs, such as Head Start, Even 

Start, Early Reading First, or a State-run preschool program, to local elementary school 

programs 

� Assist families with a child needing glasses, dental work, medical care, clothes, or financial aid 

� Perform other duties, as they may be delegated by the Director of Federal Programs and the 

Director of Student Assignment 



84

TEMPERAMENT: 

� Ability to relate to people 

� Ability to be proficient in conducting parent conferences 

� Thorough knowledge of community referral agencies 


� 

CAPACITY AND ABILITY REQUIREMENTS: Intelligence-General abilities to adequately learn or 

perform a task or duty; to reason and make judgments; Manual Dexterity: Ability to move hands and 

fingers easily 




85

DIRECTOR OF STARS/HEALTHY SCHOOL CLIMIATE 


DIVISION: Education and Leadership Support TITLE: Director of STARS/Healthy Schools Climate 

JOB GOAL: The STARS/Healthy Schools Climate Coordinator provides professional development to 

Core teachers and support staff in creating and maintaining classroom conducive for educational 

success. This coordinator also supervises a staff of full and part-time personnel who will provide on 

going training, coaching, and support throughout the district. 


� Successful experience as a classroom teacher. 

� Certification in research-based programs to include COMP, Olweus, SWPBIS, Peaceable 

Schools Conflict Resolution, etc. 

� Master’s Degree or above 


DUTIES: 

� Conduct formative assessment and collect school data for professional development needs. 

� Provide direction and support to subordinates in accomplishing overall objectives. 

� Provide training schedule for core teachers and support staff in research-based strategies as 

follows: 

o School-Wide Positive Behavior Intervention and Support 

o COMP (Classroom Organization and Management Program) 

o Olweus Bullying Prevention Program 

o Conflict Resolution 

� Report professional development training and progress to Assistant Superintendent of 

Curriculum and Instruction and Consolidated Federal Programs Advisory Committee. 

� Conduct walk-through assessments and review summaries with the Leadership Team. 


techniques. 



TEMPERAMENT: 
















86

STARS ADMINISTRATIVE ASSISTANT 



JOB GOAL: Provide support to the Director of STARS 






REPORTS TO: Director of STARS 

DUTIES: 

� Extracting and compiling information from school data for professional development needs. 

� Complete reports for professional development 

� Prepare mail-outs for professional development from department 



TEMPERAMENT: 












87

TEACHER 


DIVISION: Education and Leadership Support (Federal Programs) TITLE: Teacher 

Note: A teacher paid by Title I is sometimes asked to be responsible for organizing and maintaining 

Title I documentation. As a teacher, however, the primary goal of serving children does not change. 

JOB GOAL: To provide the richest learning experience for all students, moving them toward meeting 

high academic standards 


� Valid teacher’s certificate with one or more of the following endorsements/codes: 

o K-3 (002), K-8 (402), PreK-3 (403), PreK-4 (497), 

o 1-9 (001), Reading K-8 (075), 1-8 (101), 

o Middle/High teachers must have endorsement in all core subjects areas taught. 

� Bachelor’s Degree or equivalent 

� At least 2 – 3 years experience in teaching at the appropriate assigned level 

� Highly Quality 

� Such alternatives to the above qualifications as the board may find appropriate and acceptable 

REPORTS TO: School Principal 

DUTIES: 

� Create and maintain appropriate learning environment to encourage active student 

participation and success 

� Conduct ongoing formative assessment to determine students’ needs 

� Work with faculty and staff to support the Tennessee School Improvement Plan 

� Maintain thorough, ongoing assessment records, especially with targeted high risk students 

� Attend professional development focused on the improvement of the school-wide 

instructional plan 

PHYSICAL DEMANDS: This job may require lifting, pushing, pulling, climbing, stooping , kneeling, 


TEMPERAMENT: 

� Adaptability to work collegially with staff, to work independently, to perform a variety of 

duties, changing from one task to another without loss of efficiency or composure, and to deal 

with people in a diverse environment 











88

LITERACY AND NUMERACY LEADERS/COACHES 


DIVISION: Education and Leadership Support TITLE: Literacy and Numeracy Leaders/Coaches 


� Valid Tennessee teaching license with certification in K-8, K-6, 1-8, or 1-9 

� Minimum of Bachelor’s degree in education, Master’s degree preferred 

� Minimum five (5) years of successful classroom teaching required 

(as evidenced by Project COACH evaluations and student achievement data) 

� Thorough understanding of the Hamilton County, State and Common Core Standards 

� Knowledgeable about formative and diagnostic assessments and research based 

instructional practices 

� Experience in workshop presentation required (adult learning) 

REPORTS TO: School Principal and Content Directors 

DUTIES: 

� Assist classroom teachers with planning and implementing State standards and HCDE 

Framework 

� Assist classroom teachers with the interpretation of student needs and progress in the 

academic setting 

� Work with principal and teacher committees in order to effect horizontal and vertical 

continuity and articulation of the instructional program at the school site 

� Assist classroom teachers in organizing classrooms and choosing appropriate and 

meaningful materials for effective learning 

� Serve as a content advisor to teachers 

� Work closely with school principal to develop teacher support plan 

� Develop and maintain weekly schedules of support to teachers 

� Develop and implement professional development plan 

� Coach teachers in effective classroom assessments and instruction 

TEMPERAMENT: 














89

GRADUATION COACH 


DIVISION: Education and Leadership Support TITLE: Graduation Coach 


� Valid Tennessee teaching license with certification 




� Thorough understanding of the State graduation requirements 


DUTIES: 

� Identify students at-risk of not completing graduation requirements 

� Develop and implement individual intervention strategies to increase the likelihood that atrisk 

students will stay in school and graduate 

� Work with students to develop a Personalized Education Plan (PEP) to include the best 

program to meet academic and post-secondary goals 

� Coordinate a transition program for 9th graders to successfully adapt to the high school 

� Collaborate with the Intervention Team and specialists in the school building to connect 

individual students and their parents with programs throughout the community 

� Develop a mentor/mentee program that will help meet the individual needs of the students 

� Track the progress of individual students as they progress towards graduation 

� Work with faculty and administration to adapt the curriculum and/or differentiate 

instruction to meet the needs of students 

� Work with appropriate personnel to address attendance issues 

� Conduct individual and group counseling with at-risk students 

TEMPERAMENT: 














90

TRANISTION/MENTOR COACH 


DIVISION: Education and Leadership Support TITLE: Transition Coach 


� Valid Tennessee teaching license with certification 




� Thorough understanding of the State graduation requirements 


DUTIES: 

� Identify students at-risk of academic success 

� Develop and implement individual intervention strategies to increase the likelihood that atrisk 

students will stay in school and graduate 

� Work with students to develop a Personalized Education Plan (PEP) to include the best 

program to meet academic and post-secondary goals 

� Coordinate a transition program for 9th graders to successfully adapt to the high school 

� Collaborate with the Intervention Team and specialists in the school building to connect 

individual students and their parents with programs throughout the community 

� Develop a mentor/mentee program that will help meet the individual needs of the students 

� Track the progress of individual students as they progress towards graduation 

� Work with faculty and administration to adapt the curriculum and/or differentiate 

instruction to meet the needs of students 

� Work with appropriate personnel to address attendance issues 

� Conduct individual and group counseling with at-risk students 

TEMPERAMENT: 














91

PART-TIME INTERVENTIONIST 


DIVISION: Education and Leadership Support TITLE: Part-time Interventionist 

JOB GOALS: To provide small group and/or individual instruction in the areas of reading, language 

arts, and/or mathematics. To provide interventions as needed in non-academic areas such as 

graduation rate, behavior and attendance. 



� Appropriate certification in the area where service will be provided 

� Highly Qualified 

REPORTS TO: Building principal where services will be provided 

DUTIES: 

� Provide supplemental instruction and support to at-risk students 

� Attend training in the appropriate model(s) implemented in the school 

� Keep accurate records of student work and interventions 

� Provide classroom teacher(s) and/or administration with regular progress reports on students 

TEMPERAMENT: 

� Adaptability of providing supplemental instruction/support and planning appropriate 

activities for children in a diverse environment 

� Adaptability to work collegially with faculty, staff, and parents 








WORK CONDITIONS: 

� The part-time interventionist is an hourly employee who works for a maximum of 20 

hours/week in a school setting. 

� No benefits (sick leave, health insurance, life insurance, etc.) will accrue. 

� Pay = $20.00/hour for small group intervention 

� Pay = $31/hour for retired administrators who are Graduation Coaches or bring 

specialized training to the position. 



92

CURRICULUM DIRECTORS 

(Math, Literacy, Humanities) 


DIVISION: Education and Leadership Support TITLE: Content Area Director 

JOB GOAL: To plan and facilitate staff development for the district. To supervise and direct the 

professional development work of district literacy and/or numeracy leaders. Content areas include: 

Reading/Language Arts, English, Numeracy, ELL, Humanities, and foreign language teachers. 


� Certification as a teacher 






DUTIES: 

� Provide leadership and guidance in researching, planning, developing, implementing, 

supervising, and evaluating quality programs for the district and individual schools 

� Collaborate with Central Office administrators, school principals, instructional coaches, 

teachers, and others to build staff development plans that address the academic needs of 

students 

� Investigate, introduce, and plan implementation of best instructional strategies for particular 

content areas in terms of curriculum development in content area reading and writing 

� Promote professional growth, collegiality, and collaborations though an atmosphere of trust 

and collaboration among all staff members. 

� Manage and evaluate district initiatives to ensure high quality implementation and attention 

to necessary adjustments or changes 

� Evaluate program and teacher effectiveness through systematic monitoring of available 

data, qualitative and quantitative. 

� Implement district and school-wide systems to enable teachers to evaluate effectiveness of 

instruction in relation to student achievement 

� Evaluate student achievement in individual school and conference with school 

administration, teachers, and support staff to address student need 

� Adhere to all state-level mandates, standards, and other initiatives 



TEMPERAMENT: 







93










94

EDUCATIONAL/INSTRUCTIONAL ASSISTANT 


DIVISION: Education and Leadership Support TITLE: Educational/Instructional Assistant 

JOB GOAL: To assist with the instructional program of the school receiving Title I funds 


� At least one of the following 

o Two years of college credit 

o Associate of Arts Degree 

o Passed State Approved Para-Pro Assessment 

REPORTS TO: School principal; must be under the direct supervision of the classroom teacher 

DUTIES: 

� Assist supervising classroom teacher by serving small group settings, utilizing the teacher’s 

lesson plans 

� Assist in monitoring student performance during classroom instruction 

� Assist in preparing classroom materials 



TEMPERAMENT: 


duties, changing from one task to 

� another, without loss of efficiency or composure, and to deal with people in a diverse 

environment 











95

ELEMENTARY GUIDANCE COUNSELOR 


DIVISION: Education and Leadership Support TITLE: Elementary Guidance Counselor 

JOB GOAL: To provide pro-active and intervening guidance services to ensure all students have an 

Equal opportunity to achieve and reach their goals 

QUALIFICATIONS: Valid Tennessee teacher’s license 


DUTIES: Works with individual students, small groups, and classes to facilitate student opportunities 

for success both inside and outside the school 


reaching, talking , hearing, seeing, and driving. 

TEMPERAMENT: 


duties, changing from one task to 

� another without loss of efficiency or composure, and to deal with people in a diverse 

environment 











96

HOMELESS/HOMEBOUND LIAISON 


DIVISION: Student Services TITLE: Homeless/Homebound Liaison 

JOB GOALS: To coordinate and enhance communication among the Department of Student 

Services, parents of the homeless/homebound students, the Department of Federal Programs, and 

the Tennessee Department of Education. The purpose of this classification is to provide services to 

students in need of educational assistance during medical leave as well provide assistance to 

Families in Transition with resources and services needed. 


� Four-year college degree in a relevant area to education, guidance, student services or 

criminal justice. 

� Three (3) or more year’s relevant experience with prevention or intervention programs 

related to education support. 

� Professional and personal characteristics for working effectively with students, parents, 

school personnel, community and court systems. 

� Or, any equivalent combination of education, training, and experience, which provides the 

requisite knowledge, skills, and abilities for this job. 

� May require possession and maintenance of a valid Tennessee driver’s license. 

REPORTS TO: Director of Student Services 

DUTIES: 

� Provide coordination of services between the schools and agencies to meet the varied needs 

of the student and their families. 

� Provide information to parents or guardians regarding their children’s rights as homeless 

individuals and the resources available. 

� Confers regularly with teachers, counselors, principals, and other staff to identify problems of 

tardiness, attendance, and student truancy. 

� Confers with and works closely with counselors, teachers, and other staff to identify and 

counsel students at risk of dropping out, as well as their parents. 

� Works closely with school personnel concerning students who are frequently tardy and who 

have not responded to normal efforts. 

� Complies with all district and campus routines, and regulations. 

� Maintains confidentiality. 

� Serve as an effective liaison with various social agencies to which students may be referred. 

� Moves about area, when necessary, during school hours and provides immediate service to 

pupils. 

� Makes home visits or community contacts when necessary to provide appropriate 

intervention. 

� Maintains good public relations and diplomacy whenever entering the home of a student. 

� Submits a written report to the supervisor on a monthly basis, or as requested by the 

supervisor, concerning student referrals, investigations, and outcome of each. 

� Submits mileage documentation to the supervisor. 

� Performs other duties as assigned. 



97

TEMPERAMENT: 

� Adaptability to work collegially with faculty and staff 

� Adaptability to plan appropriate activities for parents 











98

SCHOOL SITE PARENT COORDINATOR 


DIVISION: Education and Leadership Support TITLE: School Site Parent 

Coordinator 

JOB GOALS: To increase parent participation in the overall school program and to enhance 

Communication between parents and School. To coordinate with all faculty and staff to meet the 

needs of students and families 

QUALIFICATIONS: High school diploma or equivalent 


DUTIES: 

� Facilitate activities in the operation of the Parent Involvement program, in coordination with 

the Tennessee School Improvement Plan 

� Seek input from parents for training and activities to meet family needs 

� Coordinate parent meeting needs: secure materials, supplies, and refreshments; make room 

arrangements; procure child care services; arrange transportation 

� Facilitate parent volunteer program 

� Act as a liaison between school/home; arrange conferences/visits to school 

� Conduct parent workshops, including how to help children succeed in school 

� Meet on a regular basis with teachers to keep parents informed of students’ academic skills 

and projects 

� Maintain communication with parents (newsletter, parent handbook, phone calls, home visits, 

conferences, notes) 

� Assist in school-wide parent lending library; seek appropriate materials 



TEMPERAMENT: 













99

FAMILY PARTNERSHIP SPECIALIST 


DIVISION: Education and Leadership Support TITLE: Family Partnership Specialist 

JOB GOALS: To increase parent participation in the overall school program and to enhance 

Communication between parents and school. To coordinate with all faculty and staff to meet the 

needs of students and families. 

QUALIFICATIONS 

� A Bachelor’s Degree with a minimum of two years experience working in public education 

is strongly preferred 

� Strong presentation, written and oral communication skills 

� Outstanding organizational skills (organize and schedule various activities designed to 

compliment school curriculum and focus) 

� Competency in Microsoft Word, Excel, Outlook and PowerPoint 

� Ability to work with various data elements to direct the program initiative, including but 

not limited to locating, disaggregating, assessing, communicating data with families and 

school staff 

� Action oriented with high energy level and the ability to multi-task 

� Proven track record of success with quantifiable results 

� Ability to work flexible hours 


DUTIES 

� Be an integral part of the Leadership Team by engaging families and communities in 

meaningful ways that improve student performance and by helping them understand the 

school’s expectations and goals. 

� Engage families and the community in the education process of their children to support the 

school 

� Conduct surveys of parents and teacher satisfaction 

� Provide support to ensure student attendance 

� Facilitate the development and implementation of a School-Family-Community Partnership 

Plan that is directly connected and completely interwoven with the school improvement 

plan; 

� Identify and organize a representative mix of community members and school staff to make 

up an Action Team that will develop and carryout the School-Family-Community 

Partnership Plan 

� Coordinate an extended-day tutorial program utilizing community-based organizations, 

teachers and other community resources that yields measurable academic improvement; 

� Plan and/or conduct workshops and trainings for parents 

� Remain abreast of school issues by attending school improvement team, grade level team 

and faculty meetings; 

� Conduct home visits with identified families to discuss progress, issues and concerns; 

� Maintain on-going communication of successes and concerns with the administrative team; 

� Document family and community involvement utilizing tracking tools. 



100

TEMPERAMENT: 













101

BEHAVIORAL SPECIALIST 


DIVISION: Education and Leadership Support TITLE: Behavioral Specialist 

JOB GOAL: To assist with the instructional program of the school receiving Title I funds 


� Trained in at least one research-based strategy for classroom management and/or student 

behavior such as COMP, Conflict Resolution, and/or Peer Mediation. 

� Successful experience working in urban schools 

� 4-year degree from an accredited college of higher learning 

� Able to work positively with administration, teachers parents, and students 

REPORTS TO: School principal 

DUTIES: 

� Assist administration in maintaining the research-based classroom management/student 

behavior strategies. 

� Assist in monitoring student behavior in the classroom, cafeteria, halls, and school grounds. 

� Attend and provide input on IEP meetings with teachers, parents, and administrators. 

� Work positively with students, parents, teachers, and administration 

� The Behavioral Specialist DOES NOT TUTOR OR TEACH CHILDREN!!! 



TEMPERAMENT: 


duties, changing from one task to another, without loss of efficiency or composure, and to deal 












102

COMMUNITY OUTREACH SPECIALIST 


DIVISION: Education and Leadership Support TITLE: Community Outreach Specialist 

JOB GOAL: Promote parental involvement in school activities through coordination of volunteer 

projects and to work to promote the school in the community as well as seek community 

resources to support the school's vision and mission. 


� Bachelor's degree in education preferred; 

� Supplemented by three (3) years previous experience and/or training that includes grant writing, 

volunteer project coordination, public relations, human/family development, school office 

administration, and personal computer operations; or any equivalent combination of education, 

� Experience which provides the requisite knowledge, skills, and abilities for this job. 

� May require possession and maintenance of a valid Tennessee driver's license. 

REPORTS TO: School principal 

DUTIES: 

� Develops and maintains parent involvement program 

� Serves as liaison and parent advocate for parents, students, and school administration 

� Forms a link and facilitates communication and commitment between school and home 

� Increases community involvement 

� Connects classroom teachers and curriculum with community by publicizing school events, 

accomplishments, and progress; develops brochures, posters, displays, etc; conducts tours of 

the school and grounds for families. 

� Establishes and maintains database and hardcopy records of all families/students; maintains 

records family talents, work schedules, and other data. 

� Seeks financial opportunities for the school for the purpose of funding a variety of 

educational programs for students. 

� Coordinates volunteer activities 

� Completes required forms, informs the appropriate school officials of proposals for review, and 

delivers the necessary copies to funding agencies 

� Coordinates educational workshops and training opportunities for parents and family members; 

� Operates a computer to enter, retrieve, review or modify data 

� Attends various meetings, serves on committees, and makes speeches or presentations 

PHYSICAL DEMANDS: This job may require lifting, pushing, pulling, climbing, stooping, kneeling 


TEMPERAMENT: 


duties, changing from one task to another, without loss of efficiency or composure, and to deal 












103

SCHOOL STATISTICIAN 


DIVISION: Education and Leadership Support TITLE: School Statistician 

JOB GOAL: The statistician presents information relating to assessments and guides the principal and teachers 

to analyze, disaggregate and address students’ academic needs based on current data to increased student 

achievement. 


� Valid Tennessee teaching certificate 

� Successful teaching experience 

� Experience in data analysis 

� Effective interpersonal and communications skills 

� Demonstrate ability and experience with technology 

REPORTS TO: Principal 

DUTIES: 

� Presenting information for state-mandated assessments 

� Creation reports for school workshops. 

� Conduct data workshops for faculty 

� Workshops topics include NCLB results, TCAP test results, and value added reports from State website. 

� Assisting school administrators and guidance personnel with data for school improvement plans (SIPs). 

� Creating reports which analyze test scores 

PHYSICAL DEMANDS: This job may require lifting, pushing, pulling, climbing, stooping, kneeling, reaching, 

walking, talking, hearing, seeing, and driving. 

TEMPERAMENT: 




� Intelligence: General abilities to adequately learn or perform a task or duty; to reason and make judgments 





GENERAL REQUIREMENTS: The above are intended to describe the general nature and level of work being 

performed and are not intended to be a complete list of responsibilities, skills, and duties. 

104

TECHNICIAN 


DIVISION: Education and Leadership Support TITLE: Technician 

JOB GOAL: To provide technical support 

QUALIFICATIONS: Two year degree or equivalent 

Experience in basic computer repair 

Experience various computer programs and systems 

Knowledgeable about Outlook/Exchange E-Mail System 

REPORTS TO: Principal 

DUTIES: 

� Maintain, troubleshoot, and repair networked computer systems including classrooms, labs, and 

administrative offices 

� Provide user support for software, hardware, and telecommunications in classroom/office installations 

� Assist in maintaining telecommunications hardware 

� Setup/installation/upgrades of new equipment, software, and peripherals 



TEMPERAMENT: Adaptability to work collegially with staff, to work independently, to perform a variety of 

duties, changing from one task to another, without loss of efficiency or composure, and to deal with people in a 

diverse environment 




105

POWER SCHOOL COORDINATOR 


DIVISION: Education and Leadership Support TITLE: Power School Coordinator 

JOB GOAL: The Power School Coordinator works cooperatively with principals and teachers to ensure that 

Power School guidelines are being followed carefully, monitored, and supported at the classroom level, to provide 

accurate data. 


� Valid Tennessee teaching certificate & five years teaching experience with in the last seven years 

� Strong background and working knowledge of computer equipment 

� Must be familiar with Power School program 

� Familiar with Hamilton County Schools operating procedures 

� Effective interpersonal and communications skills required 

� Demonstrate ability and experience with technology integration in the classroom setting 


DUTIES: 

� Provide clarification of state and federal guidelines 

� Participate in the development, revision, and implementation of the Tennessee School Improvement Plan in 

schools receiving Title I funds 

� Assist in determining the staff development needs of teachers to ensure accurate data is submitted 

� Encourage and support parental and community involvement in schools receiving Title I funds 

� Engage in personal and professional renewal, to stay abreast of current methods, trends, and techniques 

PHYSICAL DEMANDS: This job may require pushing, pulling, climbing, stooping, kneeling, reaching, talking, 

hearing, seeing, and driving. 

TEMPERAMENT: 

� Adaptability to perform a variety of duties, changing from one task to another without loss of efficiency or 

composure and to deal with people in 



� Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria 










106

STATISTICAL COORDINATOR 


DIVISION: Education and Leadership Support TITLE: Statistical Coordinator 

JOB GOAL: The coordinator presents information relating to assessments and guides principals and teachers to 

analyze, disaggregate and address students’ academic needs based on current data to increased student 

achievement. 







REPORTS TO: Director of Testing and Accountability 

DUTIES: 

� Presenting information for state-mandated assessments 

� Creating, pre-slugging and scoring of all Hamilton County District special End-of-Course exams for 

math, English and geography. 

� Creation reports for school workshops. 

� Conducting data workshops for faculty and administrations at various schools. Workshops topics 

include NCLB results, TCAP test results, and value added reports from State website. 

� Assisting school administrators and guidance personnel with data for school improvement plans (SIPs). 

� Creating reports which analyze test scores for district and schools 



TEMPERAMENT: 











107

DIRECTOR OF I-ZONE 


DIVISION: Education and Leadership Support TITLE: Director of I-Zone 

JOB GOAL: The I-Zone Director works cooperatively with principals and teachers to ensure that I-Zon 

guidelines are being followed carefully, monitored, and supported at the 

classroom level, to achieve student success in schools supported by the I-Zone grant. This person provides 

leadership direction to facilitate change in the instructional program. 


� Successful school level administrator, preferably in a high priority school. 


� Master’s Degree or above in school administration & supervision and/or educational leadership or 

curriculum and instruction 

� Five or more years of successful experience as a school level administrator. 

� Must possess experience in federal compliance documentation and procedures, research-based 

instructional strategies, and grant management. 



DUTIES: 

� Provide clarification of I-Zone guidelines, while supporting implementation 

� Participate in the development, revision, and implementation of the I-Zone. 

� Assist faculties in the review of data. 

� Sit on committees of the school level Leadership Team 

� Prepare reports for the superintendent to submit to the Board of Education 

� Report to the Consolidated Federal Programs Advisory Committee on the progress/strategies 


� Assist in determining the staff development needs of teachers, recommend activities according to need, and 

plan appropriately 

� Encourage and support parental and community involvement in schools receiving Title I funds 

� Monitor and assess job-embedded professional development 

� Engage in personal and professional renewal, to stay abreast of current methods, trends, and techniques. 

PHYSICAL DEMANDS: This job may require pushing, pulling, climbing, stooping, kneeling, reaching, talking, 

hearing, seeing, and driving. 

TEMPERAMENT: 

� Adaptability to perform a variety of duties, changing from one task to another without loss of efficiency or 

composure and to deal with people in 



� Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria 


108









109

I-ZONE ADMINISTRATIVE ASSISTANT 



JOB GOAL: The Office Manager will manage the day-to-day operations of the Innovation Zone office and 

communication efforts, ensuring the Innovation Zone is proactive in sharing its message and vision with all 

stakeholders. The Office Manager will also complete special projects, as necessary, and work with director of the 

Innovation Zone on all matters related to the Innovation Zone office. 







REPORTS TO: Director I-Zone 

DUTIES: 

� Oversee day‐to‐day office workload for the purpose of ensuring the completion of activities in an accurate and 

timely manner. 

� Effectively uses various software programs (IE: Microsoft Office) to prepare a wide variety of reports, 

charts/graphs, documents and correspondence for the purpose of documenting activities, professional 

development, providing written reference, and/or conveying information. 

� Maintains office by organizing office operations and procedures; controlling correspondence; designing filing 

systems; reviewing and approving supply requisitions; assigning and monitoring clerical functions. 

� Maintains office efficiency by planning and implementing office systems, and procurement. 

� Keeps management informed by reviewing and analyzing special reports; summarizing information; identifying 

trends 

� Composes a variety of documents (e.g., correspondence, agendas, minutes, newsletters, bulletins, reports) for the 

purpose of communicating information and/or creating documentation in conformance with established 

guidelines 

� Monitors a variety of activities on behalf of the Director of the iZone for the purpose of achieving goals and 

meeting target dates. 

� Supports Director of the iZone and other assigned administrative personnel for the purpose of providing assistance 

with their functions and responsibilities. 

� Coordinates district events for the purpose of recognizing exemplary achievements and/or promoting excellence in 

education. 

� Utilizes strong communication skills to participate in a variety of meetings for the purpose of networking, 

conveying and/or gathering information required to perform functions. 

� Promotes a positive image of the Innovation Zone with, the public and media, including press conferences, 

newsworthy events, story ideas, district benefits and programs for the purpose of creating cooperative working 

relationships. 

� Responds to inquiries from various internal and external parties (e.g. district personnel, schools, public, media, 

etc.) for the purpose of providing information and/or direction. 

� Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the 

work unit. 

110


walking, talking, hearing, and seeing. 

TEMPERAMENT: 











111

I-ZONE DATA AND COMMUNICATIN SPECIALIST 



JOB GOAL: The Data and Communications Specialist will create and maintain data systems and conduct data 

analysis that will help make the Innovation Zone a data-driven organization. This position also requires one to 

conduct community communication/networking functions and complete special projects as necessary. The Data 

and Communication Specialist will work under the direct supervision of the Director of the Innovation Zone on 

all other matters related to the Innovation Zone office. 


� High school diploma or GED; supplemented by college level course work or vocational training in business 

administration, basic accounting, office administration, and personal computer operations 

� Three (3) years previous experience and/or training involving work in area of assignment, office management, 

bookkeeping, customer service, and personal computer operations; or any equivalent combination of education, 

training, and experience which provides the requisite knowledge, skills, and abilities for this job. 

� May require possession and maintenance of valid Tennessee Appointment of Notary Public certification. 

� May require possession and maintenance of valid Tennessee driver’s license. 

REPORTS TO: Director I-Zone 

DUTIES: 

� Constantly gathering quantitative and qualitative data to compile into a useable format and present to the iZone 

Director on a frequent and timely basis. 

� Designs reports, options and/or database applications for the purpose of providing iZone personnel with 

information customized to their specific needs. 

� Ensure school data is accurately and consistently maintained and troubleshoot inconsistencies or errors. 

� Create and prepare written reports and oral presentations for various stakeholders that summarize the analysis of 

data, interpret the findings, and provide conclusions and recommendations. 

� Professionally represent iZone and the District in interactions with parents, community, business partners, staff 

and students. 

� Collaborate with others to develop internal and external communication goals (e.g. district and iZone personnel, 

board members, local media, etc.) for the purpose of networking, identifying audiences for marketing efforts and 

ensuring district‐wide objectives are achieved in the most efficient and timely manner. 

� Designs electronic and printed media products (e.g. websites, publications, newsletters, booklets, brochures, 

posters, presentations, etc.) for the purpose of communicating and promoting the Innovation Zone goals and 

objectives and fostering cooperative partnerships. 

� Participates in a variety of meetings for the purpose of presenting, conveying and/or disseminating information. 

� Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the 

work unit. 


walking, talking, hearing, and seeing. 

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TEMPERAMENT: 











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FORMS 

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SCHOOL-WIDE PLANNING COMMITTEE 

This committee, making decisions about the use of Title I funds, should include: teachers, parents, 

students, administrative support, central office support, community representatives, support staff (ex: 

guidance counselor, custodian, instructional assistant, parent coordinator, social worker, secretary, 

bookkeeper). 

List committee members below and indicate each person’s position/role: 

Title I Planning Committee 

Date: 

Print Name Signature Position 

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School: 

DAILY SCHEDULE 

Personnel Paid by Title I and All Educational Assistants (regardless of funding) 

Name: Position: 

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Consultant Request Form 

School/Principal/CO Dept: _________________ Request Date: __________________ 

Consultant Name: _________________________________________________________ 

Consulting Dates: __________________________________________________________ 

Attach original signed consultant agreement and W-9 forms. 

Expected outcomes: (Attach credentials of consultant.) 

Explain how this consultant aligns with your School Improvement Plan, TCSPP or Strategic 

Plan: 

Plans for using/sharing acquired skills and knowledge: 

No. of persons participating/position(s): 

Number of substitutes required: _______________________________________________ 

Cost: 

Daily Rate _____________________X __________ Days = ____________ 

Hotel _______________________ 

Transportation _______________________ 

Meals _______________________ 

Materials cost _______________________ 

Total Estimated Cost: _______________________ 

**Funding Source: General Fund School-based fund Career/Tech 

Ex Ed Title Grant ______________________________ 

Approved by: ___________________ ________________ _________________ 

Curriculum & Instruction Operations Finance 

Canary Copy Pink Copy Gold Copy 

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Conference Attendance Request Form 

School/Principal/CO Dept: ________________ Request Date: ____________________ 

Conference Name: _________________________________________________________ 

Conference Dates: ________________________________________________________ 

City/State: _________________________________________________________________ 

Expected outcomes: (Attach copy of flyer) 

___________________________________________________________________________ 

___________________________________________________________________________ 

___________________________________________________________________________ 

___________________________________________________________________________ 

Explain how this conference aligns with your School Improvement Plan, TCSPP or Strategic 

Plan: 

__________________________________________________________________________________________ 

__________________________________________________________________________________________ 

__________________________________________________________________________________________ 

Plans for sharing acquired skills and knowledge: 

___________________________________________________________________________ 

___________________________________________________________________________ 

___________________________________________________________________________ 

No. of persons attending/position(s): 

__________________________________________________________________________________________ 

__________________________________________________________________________________________ 

Number of substitutes required: None 

Cost per person: 

Registration ___________________________________ 

Hotel ___________________________________ 

Transportation ___________________________________ 

Meals ___________________________________ 

Subtotal cost per person ___________________________________ 

Total Estimated Cost: ____________________________________ 

**Funding Source: General Fund School-based fund Career/Tech 

Ex Ed Title I Grant 

Approved by: ___________________ ________________ _________________ 

Curriculum & Instruction Operations Finance 

Canary Copy Pink Copy Gold Copy 

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ADDITIONAL FORMS 

REQUEST FOR PROFESSIONAL LEAVE 

THIS IS AN NCR FORM (white copy to Director, yellow copy to 

principal/secretary, pink copy to teacher) located in the school office. Copies 

may be obtained from the Director’s office. 

http://home.hcde.org/ Go to HCDE Forms Library 

Expense Voucher 

Independent Contractor Agreement 

Independent Contractor Form 

Travel Voucher Check Sheet 

Vendor Information Form 

W – 9 

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HAMILTON COUNTY DEPARTMENT OF EDUCATION 

FEDERAL PROGRAMS 

STIPEND SIGN – IN SHEET 

FOR STAFF DEVELOPMENT USE ONLY. DO NOT USE FOR EXTENDED CONTRACTS 

2012-13 

Name of School/Department ____________________________________________ FUNDING SOURCE (Please check one) 

Description of Activity: ______________________________________________ 

Date of Activity: ______________________________________________________ 

Return to the office of Federal Programs, Attention: Gail Phillips 

Date Name (as in payroll) Employee Certified Classified Position # Hours Signature 

ID # Position with Hourly Rate 

Classified personnel must record the hourly rate. Teachers are paid $15/hour with school Title I funds only. 

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Consolidated Federal Programs - Hamilton County Schools

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