Which Florida Statute authorizes Differentiated Accountability (DA)?
Section 1008.33, Florida Statutes, provides the State Board of Education with the authority to enforce public school improvement through a statewide system of supports and intervention, and authorizes Rule 6A-1.099811, Florida Administrative Code, which establishes differentiated intervention and support strategies for traditional public schools, delineates the responsibilities of the school, district, and Department of Education, sets timelines for intervention and support strategies, prescribes reporting requirements to review and monitor progress of schools, and sets forth submission and approval criteria for turnaround implementation plans.
Does the Florida Department of Education have the discretion to modify a requirement of the Turnaround Option Plan (Form TOP-2)?
1. The request is made on this form.
2. The request includes evidence that the modification will not impede school improvement.
What is the timeline for submission of turnaround option plans (TOPs)?
Pursuant to Rule 6A-1.099811, F.A.C., the following timeline provides dates of deliverables required in 2017 for districts with schools identified on the 2016-17 DA Support List with a Turnaround Status of Planning (Year 1) or Implementing (Year 2 and 3 only).
May 1, 2017: Submit TOP Phase 1 to bsi@fldoe.org. Districts must work with their regional executive director (RED) to review the needs assessment and turnaround options prior to submitting Phase 1.
June 5-14, 2017: Complete survey to provide baseline data for subsequent progress monitoring data reviews. More details will be emailed to district contacts in mid-May.
Two weeks after 2017 school grades are posted or by July 31, 2017, whichever comes first: Submit TOP Phase 2 to bsi@fldoe.org on behalf of all schools included in Phase 1 that do not improve the school grade in 2017. Note: A TOP Companion Guide is available to support this process. Districts must work with their RED on the development of Phase 2 prior to its final submission.
The above dates and deliverables are subject to change based upon the timing of the 2017 school grades release and requests by the State Board of Education. District contacts will be notified of any changes.
Are districts without Targeted or Comprehensive Support and Intervention (TS&I or CS&I) schools required to complete the DIAP?
No. The District Improvement and Assistance Plan (DIAP) is only required of districts with Targeted or Comprehensive Support and Intervention schools schools. However, all districts are welcome to complete it if they choose.
When is the District Improvement and Assistance Plan (DIAP) due?
Submission deadlines are important milestones for auditing purposes; however, the DIAP is intended to be used and refined throughout the year.
Where can I find FAQs related to Step Zero?
FAQs related to Step Zero can be located in the Problem Solving tab of the CIMS FAQ.
Where can I find FAQs related to 8-step planning and problem solving?
FAQs related to 8-step planning and problem solving can be located in the Problem Solving tab of the CIMS FAQ.
How can I ensure my school is considered for nomination?
All Florida public schools are automatically considered for nomination and checked against the eligibility criteria.
How do Florida schools qualify for nomination?
Each state must develop a nomination plan annually that includes, at a minimum, the eligibility criteria outlined by the U.S. Department of Education (USED), which can be found at http://www2.ed.gov/programs/nclbbrs/eligibility.html. Additional USED-established criteria can be found in the front matter of the application itself. Schools are nominated by the Florida Department of Education based on the criteria outlined in the USED-approved nomination plan.
The Florida Department of Education (FDOE) nominates eligible schools in the winter and then nominated schools receive a formal invitation from the U.S. Department of Education (USED) to apply for the award. The application deadline is in the spring. After a rigorous application review process by USED and certification by the FDOE, award recipients are announced in the fall by the Secretary of Education. The detailed timeline, which varies slightly each year, can be found at http://www2.ed.gov/programs/nclbbrs/applicant.html.
Are private schools eligible for nomination? If so, how are these nominations determined?
Yes, the Council for American Private Education (CAPE) nominates schools that meet the criteria for recognition. Non-public schools interested in being nominated should contact CAPE directly at brs@capenet.org; additional information can be found at www.capenet.org/brs.html.
Why does Read-Only mode turn on each time I navigate to a new page of the District Problem Solving module?
The District Problem Solving module is a shared repository of strategic goals for the district, which can be used in fulfillment of the DIAP, TIPA, and/or SIG. For this reason, it is possible that multiple district users could be working within District Problem Solving at the same time. To avoid accidentally overwriting someone else's work, district beta testers requested an added layer of security. District Problem Solving now defaults to Read-Only mode when navigating. When you are ready to enter information, simply click the red Edit Mode Off button so that it turns gray and reads Edit Mode On.
What does the gray key icon with an alphanumeric code (e.g., M248096) represent?
This icon is called a Quick Key and each is unique to a field in the Problem Solving module. Registered users can use the Quick Key to go directly to the point of entry for any given goal, barrier, strategy, action step, or monitoring activity within the Problem Solving module. Simply enter the key in the search field at the top-right corner of any page in Problem Solving. Each Quick Key begins with a letter, which provides a clue regarding the field it represents; for example, if the key begins with a "M," then that key is connected to a monitoring activity (captured in Step 6, 7, or 8).
The Quick Key is most useful when referencing a printed export of a SIP or DIAP and trying to locate its content in CIMS. Although the numbering in a source code (e.g., G1.B2.S1) may change over time as items are added, removed, or reordered, the Quick Key will remain the same.
How can I print the data charts from Step Zero?
Look for the small gray menu icon (three horizontal stacked lines) in the corner of each chart. When you click on the icon it will give you a quick print option as well as a menu of download formats.
As a district user, when I access Step Zero through a school improvement plan, why don't I automatically see the data visualizations for that particular school?
A district user has access to school grades data in Step Zero for all schools in the district that receive a school grade. Therefore, regardless of how a district user accesses the Step Zero module, they will always find the full list of schools in the district that fit within the parameters established by the teal filters at the top of the Academic Outcomes page.
What are the requirements for setting targets in Step 1b of Problem Solving?
The Department does not require a specific number of or emphasis for targets. Rather, districts and schools are encouraged to review available state and local data through a needs assessment (problem identification and root cause analysis), consider each of the five domains that research demonstrates are conditions necessary for successful schools (Effective Leadership, Ambitious Instruction, Collaborative Teaching, Safe/Supportive Environment, and Family/Community Engagement), and focus on the highest priority areas of strength and weakness for the school or district.
The exhaustive list of indicators in CIMS allows teams to set targets that are relevant to the strategic goals they have identified in Step 1a as a result of the needs assessment. Keep in mind that Step 1a and Step 1b together create a theory of action – that is, by realizing the strategic goal (1a), the set targets would also be reached (1b). Thus, the purpose for setting targets in problem solving is not to predict results but rather to ensure the team is considering from the beginning the conditions for success and examining results objectively to determine if strategies are working, with systematic and urgent focus on how students are learning.
Why is a separate writing indicator not included as an option in Step 1b?
Although the Florida Standards Assessment (FSA) in English language arts will include a writing component, only one score will be provided; there will not be a separate writing component score. As such, we have not included writing as a separate indicator in CIMS.
While you cannot set an FSA target for writing alone in Step 1b, you can certainly address writing as part of a strategic goal. In Steps 4 and 5, writing-specific strategies and action steps can be added, along with accompanying monitoring activities in Steps 6 and 7.
What is the denominator for calculating middle school performance on high school end-of-course (EOC) assessments and industry certifications?
The denominator of the middle school acceleration performance measure is the unduplicated count of students from the numerator of the participation component who have a valid score. Students are included in the numerator for performance if they score at Achievement Level 3 or higher on an EOC assessment or have a passing industry certification outcome. For students with more than one successful outcome, an additional 0.1 points are credited to the student for each successful outcome beyond the first, which is weighted at 1.0 points. As with the acceleration performance component for high school grades, middle schools can earn additional successful completions for students who achieve industry certifications that result in credit for more than one college course through Statewide Articulation Agreements.
Does the college ready target address only the Postsecondary Education Readiness Test (P.E.R.T.) or does it also include the equivalent students (e.g., those who have taken the SAT or ACT)?
This includes on-time graduates scoring "college ready" in reading or mathematics on the P.E.R.T. or any college placement test authorized under Rule 6A-10.0315, F.A.C.
What is the definition of "on-time graduates"?
The number of on-time graduates is the count of students who earn diplomas within four years of the first time they entered grade 9. GED diploma recipients in high school exit option programs, as well as special diploma recipients, are not counted as graduates. However, students in the cohort who received a standard high school diploma through an adult education program are counted as graduates.
There is an indicator in Step 1b of Problem Solving for four year and five year graduation rates. The five-year graduation rate is a follow-up to the prior year's four-year cohort.
Why do I have to add each point person responsible for carrying out action steps or monitoring activities as users in CIMS?
The field type for the Who in Steps 5-8 of Problem Solving changed in 2014-15 from a text box to a drop-down menu, which is populated with all Level 1 and 2 users for school problem solving, and with all Level 3 and 4 users for district problem solving. This change was made both to encourage the inclusion of multiple stakeholders in the planning and implementation processes, and in preparation for upcoming project management features that will be incorporated into CIMS, such as automated reminder messages to point persons identified in Problem Solving. Note: Many times, these point persons are also members of a leadership team within the school or district. If a user was already added to the system during the completion of Part I of the SIP or DIAP, their name will appear in all drop-down menus throughout the plan; they will not need to be added again.
Who is required to complete the Mid-Year Reflection?
Any school that is required to complete Florida's SIP template pursuant to Rule 6A-1.099811, F.A.C., which includes Focus, Priority, and Former F schools, is also required to complete the Mid-Year Reflection for all goals in the SIP. SIG Cohort 3 schools, regardless of DA category, are required to complete the Mid-Year Reflection for all goals in the SIP in order to earn participation points for the annual renewal process.
Districts with Focus or Priority schools are required to complete the Mid-Year Reflection for any goals in District Problem Solving that are tagged to the DIAP. Districts with SIG Cohort 3 schools are required to complete the Mid-Year Reflection for any goals in District Problem Solving that are tagged to SIG in order to earn participation points for the annual renewal process.
Does CIMS have an end-of-year closeout/reflection tool?
The Reflection module can be used multiple times throughout the year, if desired. For example, a school may wish to complete an end-of-year reflection to close out the year before starting on the next year's School Improvement Plan. To do this, make sure the previously entered Reflection for each goal listed has been been marked Complete and the entire Reflection recorded (by using the green Record button). If the responses have been recorded you will see a date in the Last Recorded column of the Reflection Index page. You will also find a PDF version of the recorded Reflection saved on the plan's Tracking page.
Once recorded to the Tracking page, users may overwrite the responses in the Reflection module without fear of losing the old information. Simply click the View button for each goal and change the green Complete status at the top-right corner back to Editing. Then you may change the responses and toggle back to Complete. After all goals are marked Complete, make sure to click that Record button again so a new PDF is saved to the plan's Tracking page.
A detailed Reflection How-to Guide for Schools is available at https://www.floridacims.org/downloads/149 and a Reflection How-to Guide for Districts is available at https://www.floridacims.org/downloads/150.
What is a School Advisory Council (SAC)?
The School Advisory Council (SAC) is a school-based group intended to represent the school, the community, and those persons closest to the students. The group shares responsibility for guiding the school toward continuous improvement. The district school board is responsible, by Florida law, for establishing an advisory council for each school in the district and shall develop procedures for the election and appointment of advisory council members. Each SAC shall include in its name the words "school advisory council." For further information, please see Section 1001.452(1)(a), Florida Statutes.
The School Advisory Council is responsible for final decision making at the school relating to the implementation of the provisions of the annual School Improvement Plan (SIP). The SAC assists in the annual preparation and evaluation of both the SIP and the school's annual budget. For further information, please see Section 1001.452(1)(a), Florida Statutes.
How much funding is allotted to each SAC?
The annual General Appropriations Act provides each SAC with up to $5.00 per unweighted, full-time enrolled (FTE) student to be used for implementing the School Improvement Plan. If funds are insufficient to provide $5.00 per student after the distribution of school recognition funds, the available funds will be prorated. The money is sent by FDOE to each district, which forwards allocations to each local school's SAC. For further information, please see Section 1001.42(18)(d), Florida Statutes and s. 24.121(5)(c), F.S.
How many districts/schools submitted the Intent to Apply?
As of March 31, 2014, 25 districts have indicated an intent to apply for a total of 58 targeted schools.
Who are the grantees in SIG Cohort 3?
Where can I find SIG 1003(g) guidance from the United States Department of Education?
All guidance documents published by the U.S. Department of Education are available at http://www2.ed.gov/programs/sif/legislation.html#guidance.
Where can I find SIG proposals for Cohorts 1 and 2?
SIG proposals from Cohort 1 and 2 can be accessed through www.fldoe.org/bsa/title1/parta-1003a-1003g.asp.
Where can I find the presentations and materials from the SIG workshops held in February 2014?
All workshop presentations and materials have been posted to the SIG 1003(g) Toolkit at https://www.flsiponline.com/downloads?category=sig-1003-g.
What is required of a school and its district that receives a SIG 1003(g) award, but improves its school grade during the funding period?
All SIG-awarded schools and their districts are required to fully implement the SIG model for three years, as well as accept support, monitoring and technical assistance from the Differentiated Accountability team and use CIMS for planning and monitoring throughout the life of the grant, regardless of future school grades.
What happens if a district uses the SIG proposal to meet the requirements of TOP-1 and TOP-2, but does not receive an award for that school?
Any district with a SIG-targeted school that is required to implement a turnaround model in 2014-15 pursuant to Rule 6A-1.099811, F.A.C., but is not awarded SIG funds for that school will be allowed to amend the plan accordingly prior to the 2014-15 school year.
Any district with a SIG-targeted school that is not required to implement a turnaround model in 2014-15 pursuant to Rule 6A-1.099811, F.A.C., and is not awarded SIG funds for that school will not be required to implement the plan.
Are charter schools eligible to apply?
A charter school on the SIG4 eligibility list may be included in the district's proposal. Charter schools may not apply separately from the district.
When is the deadline for the SIG4 Intent to Apply?
The SIG4 Intent to Apply (ITA) must be completed and submitted in CIMS by 5:00 p.m., Eastern Time, on Thursday, December 22, 2016, in order to maintain eligibility for the SIG4 competition. As a requirement of the ITA, the district must reach out to their regional executive director for a consultation on the site selection and methodology for the needs assessment. The consultation must occur prior to the ITA deadline.
The SIG4 Intent to Apply requires the district to have a Risk Analysis (DOE 610) on file. What is this form?
To apply for SIG4, an eligible district must have an approved Risk Analysis (DOE 610) on file with the Florida Department of Education in order to be eligible for federal funding. Districts deemed "High Risk" according to the DOE 610 form are disqualified from the SIG4 competition. More information is available in Section C of the Green Book. Or, contact the Bureau of Contracts, Grants and Procurement at CGPmailbox@fldoe.org.
Can a district apply for multiple schools under a single proposal?
A district may only submit one proposal, and may select one or more implementation sites from the list of eligible schools to include in that proposal. The district must be able to demonstrate capacity to implement the selected intervention fully and effectively in each school included in the proposal. It is worth noting that given the limited amount of funds and the department's goal of awarding a cohort that is diverse in both district size and geographic location, a district is unlikely to be awarded for a proposal that includes more than 3-5 schools.
What criteria must we use to determine whether to select or exclude an eligible school as an implementation site in the SIG4 Intent to Apply and Proposal?
The district must select only the implementation site(s) in which the district has the capacity to implement a SIG intervention fully and effectively.
If a district intends to serve one or more Focus schools, it must first serve all of its Priority schools, including charters. See also https://www.floridacims.org/faqs/270.
The district is already implementing a SIG intervention model or an intervention aligned with all of the ESEA flexibility turnaround principles in that school using funds other than SIG funds.
The district lacks sufficient capacity to implement an intervention in the Priority school.
For charter Priority schools only, the district has provided an opportunity to the school to participate in the SIG4 proposal, and the charter school has declined.
Note: An LEA might demonstrate that it lacks sufficient capacity to serve one or more of its Priority schools by documenting efforts such as its unsuccessful attempts to recruit a sufficient number of new principals to implement the turnaround or transformation model in that school or the unavailability of CMOs or EMOs willing to restart schools in the LEA. An LEA may not demonstrate that it lacks capacity to serve one or more Priority schools based on its intent to serve Focus schools or the fact that it is currently serving Focus schools.
Can you clarify the differences in the four questions found in Part III.C. Selection Rationale of the SIG4 Intent to Apply?
While there is some overlap in the questions related to the selection rationale, each question requests that the district consider and provide distinct pieces of information.
This question is asking about district capacity, meaning how the district has determined it will be able to support a full and effective implementation of a SIG intervention in all selected sites. A formal rubric or criteria list is not required but may be uploaded in Question 4 if it helps to support the description; otherwise, a description will suffice.
This question is applicable only if the district is proposing to serve more than one eligible site. (If not applicable, type N/A in the text field.) Even if the district finds it has the capacity to support a SIG intervention in multiple sites, why does the district find it necessary to do so? A response might include what the district hopes to improve reliably at scale through the implementation of SIG at the selected sites and/or the specific characteristics or circumstances at the sites that together will contribute to the desired learning objectives of the project.
This question is applicable only if the district is not serving all of its eligible sites. (If not applicable, type N/A in the text field.) If choosing to exclude one or more sites, the district should provide a description of why the decision was made. The response may be related to the district's capacity, or may address other reasons determined by the district, such as school-level data showing an intervention is not needed or because of other initiatives already in place at the site. For more information on the rationale for excluding sites, please see https://www.floridacims.org/faqs/270 and https://www.floridacims.org/faqs/284.
This question is optional. The district should upload files only as needed to support the responses provided in Questions 1-3.
Should the description of the needs assessment methodology describe what we plan to do, or what we have already done?
The description of the needs assessment methodology in the Intent to Apply (ITA) can include what the district has done already, and/or what the district will do to determine the needs of the implementation site(s) in order to select appropriate interventions in the proposal.
The proposal will require the district to document the results of the needs assessment, so the ITA is asking only for a summary of the methodology.
How many districts will receive awards?
Without knowing how many districts will submit proposals or how much money will be requested by each, we can only estimate that approximately 10-15 districts will receive SIG4 awards.
When will SIG4 grant recipients be announced?
Review of district SIG4 proposals began on Monday, September 12, 2016. The Bureau of School Improvement anticipates the four rounds of the competitive review process concluding in mid-November, followed by award decisions in mid-December, and district notification by January 2017.
A PowerPoint presentation that includes the SIG4 projected timeline is available in the CIMS Toolkit at https://www.floridacims.org/downloads/237.
If our district is already receiving School Improvement Grant (SIG) 1003(a) funds, can the district still compete for a SIG 1003(g) in Cohort 4?
Yes, a district receiving SIG 1003(a) funds with schools on the SIG 1003(g) eligibility list may apply for SIG 1003(g). The two fund sources complement each other; therefore, the district should coordinate so that SIG 1003(g) funding is used in addition to, rather than instead of, 1003(a) funding.
What is the revised timeline for the SIG4 competition?
Should Part V (i.e., Executive Summary) focus on the district's five-year vision or address only plans for Year 1?
Part V serves as the place where the district pulls all the pieces together to ensure the reviewers have a clear understanding of the proposal. Think of this as a high-level overview. The summary and PowerPoint presentation should address where you want your implementation site(s) to be in five years, what you want to learn as a district, and what you want to know how to scale up, sustainably, by the end of the grant. Keep in mind, that awarded districts will build upon the PowerPoint presentation annually to share lessons learned to a cross-district group (see Part II: B.3.b.).
When referencing the 5Essentials framework, why is the term "Professional Capacity" used instead of "Collaborative Teachers" in the SIG4 Proposal?
When adopting the 5Essentials as an organizational framework for district-level work, we use "Professional Capacity" because it goes beyond the scope of the indicators measured by the school-level survey for "Collaborative Teachers."
Can the word limit for individual text fields in the proposal be increased?
To encourage districts to be concise and refrain from repeating content throughout the proposal, the majority of text fields in the SIG4 Proposal have a default limit of 150 words. Some exceptions are the Needs Assessment Results (Part I: A.), Intervention Rationale (Part I: B.2.), and Families and Communities (Part II: A.4.), which have higher word limits due to the scope of information requested.
As you adjust your responses to fit within the established word limits, keep in mind that the proposal will be reviewed holistically. Therefore, you may be able to find another spot in the SIG4 Proposal where it makes sense to provide some of the detail, such as the Strategy Rationale text field in Step 4 of District Problem Solving.
Should you desire for the BSI team to consider an increase in word limit for a specific question, you may submit a request via Intercom. Given the reviewers will each read up to 24 proposals, please use this option sparingly.
Are we required to label each section of the online proposal with the intervention checklist component(s) that are addressed by the response?
Districts are not required to label each section of the proposal narrative or implementation plan to indicate which intervention criteria is met by each response, though some find it helpful for their own purposes. However, districts must use the appropriate intervention checklist (e.g., Transformation, Early Learning) to identify the location in the proposal (e.g., Part II: A.1.d.1.-2., G1.B2.S1) where each item (e.g., TRAN 1, TRAN 2) has been addressed, whether in a narrative response and/or in the implementation plan. Completed checklists must be uploaded to Part V:C. of the proposal, and will be referenced during the Round 1 review process.
Do districts have a choice of intervention options?
*Districts meeting USED eligibility requirements for RLIS may use the Rural Accommodation to modify one requirement of the Turnaround or Transformation interventions.
Where can I find the "final requirements" for School Improvement Grants authorized under section 1003(g) of Title I of the ESEA?
The final requirements, published February 9, 2015, can be found at https://www.federalregister.gov/articles/2015/02/09/2015-02570/final-requirements-school-improvement-grants-title-i-of-the-elementary-and-secondary-education-act.
Which developers meet the requirements of the evidence-based, whole-school reform model for SIG4?
The list will be updated if additional developers are found to meet the requirements. More information can be found at http://www2.ed.gov/programs/sif/sigevidencebased/index.html.
Is there flexibility in the requirement to replace the principal for Transformation, Turnaround and Early Learning?
The current principal has the experience and skills needed to implement the SIG plan.
USED Guidance emphasizes that this flexibility is not intended to protect the job of that principal, but rather to permit the district to continue a previously implemented intervention aimed at turning around a low-achieving school that included hiring a new principal for that purpose.
Note: An LEA eligible for services under subpart 1 or 2 of part B of title VI of the ESEA may modify one element of the turnaround or transformation model so long as the modification meets the intent and purpose of the original element.
What is the definition of "operational flexibility"?
Operational flexibility is a requirement of the Turnaround, Transformation and Early Learning interventions. USED does not define operational flexibility but requires it to be "sufficient" to implementing the intervention fully and effectively, and provides examples, such as staffing, calendars/time, and budgeting. In determining where to offer flexibility to the school, the district should consider what changes in decision-making policies and mechanisms or in operational practice will be needed for the implementation site to implement the site-level responsibilities of the selected intervention.
Consider engaging stakeholders such as the current leadership team at the intervention site(s), union representation, and/or district staff who provide direct support to the site(s), in determining where additional flexibility would be beneficial.
Citation: Redding, S., Dunn, L., & McCauley, C. (2015). School Improvement Grants: Guidance and tools for the 2015 amended regulations: Maximizing the optional planning/pre-implementation year. San Francisco: WestEd.
Where can I find SIG information and guidance offered by USED?
The SIG 1003(g) website contains a wealth of resources published by the U.S. Department of Education: http://www2.ed.gov/programs/sif/index.html.
May the early learning intervention be selected for any school type?
No, only schools serving early grades (i.e., elementary or combination) may select the early learning intervention.
It is worth noting that any of the requirements of early learning (e.g., principal replacement) apply to the implementation site, not to the preschool if the preschool is provided through a community-based provider with which the school contracts.
The SIG 1003(g) website also contains a wealth of resources published by the U.S. Department of Education, including the final requirements.
Is "pay for performance" required for the Early Learning intervention?
The SIG4 Proposal requires a district that selects the Transformation or Early Learning intervention to use its evaluation system to identify and reward implementation site leaders, teachers, and other staff who, in implementing the selected intervention for three years, have increased student achievement and, when applicable, high school graduation rates.
If a district is starting a Prekindergarten program for four-year-old students, would the district be required to use state-provided Voluntary Pre-kindergarten (VPK) funds/programming before using SIG4 funds?
In accordance with Guidance on School Improvement Grants Under Section 1003(g) of the Elementary and Secondary Education Act of 1965 (March 2015), district must provide a Title I school operating a schoolwide program all of the non-Federal funds the school would have received were it not a schoolwide school; like Title I, Part A and other Federal education funds, SIG funds must supplement those non-Federal funds.
For more information, see Section F-4 of http://www2.ed.gov/programs/sif/sigguidance032015.doc.
Can a district serve students under the age of three in the Early Learning intervention?
The federal regulations for SIG 1003(g) do not set an age limit on the Early Learning intervention. If an intervention site already has a Voluntary Pre-kindergarten (VPK) Education Program for four-year-olds, an Early Learning intervention may expand the program to younger children.
Can we provide transportation for Voluntary Pre-kindergarten (VPK) under the Early Learning intervention?
What is the requirement for increased learning time in SIG4?
For the Turnaround and Transformation interventions, the district must review and modify the master schedule in each implementation site to make more efficient use of time for core instruction and enrichment activities, and if applicable, extend the school day, week, or year. The number of hours in an extended day, week, or year is not specified in the final requirements.
For the Early Learning intervention, the district must offer full day preschool and kindergarten.
What is the difference between SIG 1003(g) and SIG 1003(a)?
SIG 1003(g) is a competitive grant awarded to districts for implementing one of six interventions designed to reform an entire school. Districts with specific questions regarding SIG 1003(g) should contact the Bureau of School Improvement at bsi@fldoe.org or 850-245-0426.
SIG 1003(a) is a formula-based, entitlement grant awarded to districts for implementing strategies designed to improve targeted needs. Districts with specific questions regarding SIG 1003(a) should contact Pamela Godwin in the Bureau of Federal Educational Programs at 850-245-0726 or Pamela.Godwin@fldoe.org.
Is it allowable to enroll students in a SIG 1003(g)-funded preschool program who are not zoned for a SIG-awarded elementary school but are zoned for a SIG-awarded middle or high school?
No, a district may not enroll students in a preschool program supported with SIG 1003(g) funds who are not zoned for a SIG-awarded elementary school, even if they may eventually attend a SIG-awarded middle school.
How is the SIG Cohort 4 continuous improvement director (CID) position funded?
Are districts expected to hire one CID per district or one per implementation site?
Districts that opt to include the CID position in the grant are expected to hire one CID per district, regardless of the number of implementation sites.
Does the CID oversee the SIG 1003(g) grant?
No, the continuous improvement director (CID) does not oversee the grant nor supervise the work of grantees. The CID position is supplemental and may not supplant the role of current district administrators.
Each district must assign one district-level point person to communicate with BSI, manage deliverables, amendments, and the annual renewal process. This person cannot be a CID or school-level administrator.
For more information on the role and responsibilities of the CID, see the SIG4 CID Hiring Process and Position Description and the following FAQ: https://www.floridacims.org/faqs/293.
Will a CID be assigned to work in other districts to conduct work previously done by the differentiated accountability (DA) regional teams?
A CID may participate in research and learning opportunities in other schools and districts across the state for the purpose of fulfilling the action research mission and building capacity within a CID's own district. For more information, see https://www.floridacims.org/faqs/293 and the SIG4 CID Hiring Process and Position Description.
Is a district that already hired a CID using SIG3 funds allowed to hire a second CID using SIG4 funds?
A district may budget for a second CID if they think it will be necessary to carry out the mission and will need to include the rationale in the proposal. See https://www.floridacims.org/faqs/293 for more information.
Can a district earn SIG4 bonus points by agreeing to maintain their SIG3 CID position throughout the SIG4 program period?
Yes. Budget lines for additional expenses related to travel and supplies associated with supporting more implementation sites should be included in the SIG4 Proposal. During the budget negotiation phase of the Year 1 award process, BSI and the district will discuss a stipend for the SIG3 CID to compensate for increased work associated with additional implementation sites. When SIG3 funds end, all budget items would need to be paid out of SIG4 and should be included in the Year 4 and 5 estimates.
To earn bonus points for the CID position in the SIG4 proposal, must a district budget for a CID for all 5 years of the grant?
To earn bonus points in SIG, the district must either assure they will hire and fund the salary, benefits, travel, and supplies for one FTE administrator who will serve as continuous improvement director (CID) dedicated to studying and supporting the implementation of SIG throughout the program period, which ends July 31, 2022. The candidate must be recruited and placed early in Year 1, according to the hiring process stated in the CID Position Description. The district must also assure the CID will participate in the Commissioner's Leadership Academy (CLA) with the full intention of becoming a facilitator.
Alternatively, the district may petition for bonus points without hiring a CID by describing how the district is able to fulfill the qualifications and responsibilities of the CID Position Description without using the hiring process or reporting structure described therein, and assure the candidate will be in place early in Year 1. The district must disclose whether the position will have responsibilities additional to those outlined in the position description and describe the reporting structure and, where applicable, supplemental funding sources. The district must also assure the candidate will participate in the CLA with the full intention of becoming a facilitator.
Is participation in the Commissioner's Leadership Academy required for SIG4-awarded districts? If so, who participates?
For SIG4-awarded districts that included the Commissioner's Leadership Academy (CLA) as a bonus strategy in the SIG4 Proposal (see Part II:A.1.f.), one instructional leader of each implementation site and one instructional leader from the district must participate in the CLA starting in Year 2 of the grant with the full intention of becoming facilitators by Year 4.
For awarded districts that included the hiring of a continuous improvement director (CID) as a bonus strategy in the SIG4 Proposal (see Part II:B.2.), the CID or district representative who will be fulfilling the responsibilities of the CID Position Description must participate in the CLA starting in Year 1 of the grant with the intention of becoming a facilitator by Year 3.
Will instructional leaders at the implementation site(s) and/or at the district who have previously participated in the CLA be required to participate in again in order to earn bonus points?
If the district has CLA graduates who will be supporting the SIG4 implementation at the school or district level, the district may earn bonus points by agreeing to send one or more of the graduates to the CLA as facilitators-in-training with the intention of becoming facilitators.
Does each district need to include the cost of the 5Essentials Survey, or comparable survey(s), in the SIG4 budget? If so, what are the associated costs?
Yes, each district must include the cost of the 5Essentials Survey, or comparable evidence-based survey(s), in their budget for Year 1 and factor the cost into the budget estimates for Years 2-5, unless the survey(s) will be administered districtwide. If administered districtwide, SIG4 funds cannot be used as that would be considered supplanting.
Remember, regardless of the survey instrument(s) being used, feedback must be collected annually from, at a minimum, students in grades 4-12, teachers, and parents.
For districts that will administer the 5Essentials Survey in their implementation site(s), the annual cost will not exceed $1,748 per school. This cost includes preparation, administration, scoring, and reporting. District leaders, principals, and school leadership teams must complete a two-part, online training program, but this will be provided free of charge through the e-Learning section of the CIMS Toolkit.
For any proposed comparable survey, the district must determine the cost and ensure all associated budget lines are included for Year 1 and factored into the estimates for Years 2-5.
What are the annual budget caps for SIG4?
For the SIG4 Proposal survey, the district must enter specific budget lines for Year 1 (August 1, 2017 - July 31, 2018) and estimated budget amounts for Years 2-5. The estimates provided will be adjusted as needed during each annual planning and renewal process.
For Years 1 and 2 combined, the district budget is not to exceed $2,500,000.
For Year 3, the district budget is not to exceed $750,000.
For Year 4, the district budget is not to exceed $500,000.
For Year 5, the district budget is not to exceed $250,000.
It is also worth noting that the annual district budget may not be less than $50,000.
Are there any requirements pertaining to categorical expenses (e.g., technology) in the district's annual SIG4 budget?
Keep in mind, all budget items will be evaluated to determine if they are allowable, reasonable, and necessary.
How do we ensure expenditures are grouped correctly in the 5-Year Budget table? For example, should salaries for teachers, salaries for custodians to support afterschool events, pay for substitutes, and stipends for teachers to attend professional development be grouped together in the Salaries row?
We recommend using the Financial & Program Cost Accounting & Reporting for Florida Schools, Red Book 2015 function and object codes as a guide for grouping expenditures. Using your example, salaries for teachers and custodians, pay for substitutes, and teacher stipends, no matter the subcategory (i.e., professional development, student enrichment) would be included in the Salaries row.
Are districts required to upload a budget to the SIG4 Proposal?
Budgets cannot be uploaded to the SIG4 Proposal. All budget lines for Year 1, except the budget line for indirect costs, must be entered via the SIG4 Proposal Budget page, under the District Problem Solving tab; the budget line for indirect costs should be entered under the Administrative Costs tab (see https://www.floridacims.org/faqs/302). After budget lines are saved, a CSV file can be downloaded for district reference through the Summary/Reports tab. However, any changes needed to the budget prior to submission must be made by editing the individual budget lines in CIMS; a file cannot be uploaded.
Individual budget lines should not be entered for Years 2-5; however, districts must enter estimated amounts needed for each year across the categories listed on the 5-Year Budget page.
Can a district spend SIG 1003(g) funds in schools that are not included in the proposal?
Generally, no. SIG 1003(g) funds must be used to implement the SIG intervention(s) in the school(s) identified in the approved proposal as "implementation sites."
However, if the district is using SIG 1003(g) funds in one or more implementation sites for a service that it does not provide to all schools in the district, and it does not cost the grant to allow other schools to benefit, it may be allowable to do so. Districts with specific questions regarding allowable uses of SIG 1003(g) funds should email bsi@fldoe.org.
If a SIG4-eligible school that is on the "Lowest 300 Performing Elementary Schools" list during the SIG4 proposal process comes off the list in a subsequent year, is it allowable for the district to use SIG 1003(g) funds to continue providing an additional hour of reading instruction in that school?
Pursuant to section 1011.62(1)(f), F.S., districts with one or more of the 300 lowest-performing elementary schools based on state reading assessments must use supplemental academic instruction categorical funds, together with the funds provided in the district's research-based reading instruction allocation and other available funds, to provide an additional hour of intensive reading instruction each day of the entire school year.
If a SIG4 implementation site that is on the 2016-17 "Lowest 300" list comes off the list for 2017-18, it would be allowable to use non-federal funds in 2016-17, and then SIG 1003(g) funds in 2017-18 and for the duration of the project period, if the district can document that the additional hour would not otherwise be provided in the absence of SIG 1003(g) or other federal funds. Evidence of this intention is necessary to avoid a presumption of supplanting.
Any changes that are necessary to the district's SIG proposal can be made during the annual renewal process or through a project amendment, depending on the timing of the release of future Low 300 lists. Districts with specific questions regarding allowable uses of SIG 1003(g) funds should email bsi@fldoe.org.
How does ESSA impact SIG 1003(g)?
Cohort 4 of SIG 1003(g) will continue to be regulated by NCLB throughout the project period (through 2021). The department will monitor any changes to state statute or rule that come as a result of ESSA and will provide technical assistance as needed to ensure alignment is maintained with the SIG 1003(g) grant requirements.
Is the 5Essentials Survey timeline for SIG4 implementation sites the same as that for non-SIG schools across the state?
Yes, SIG4-awarded districts and their implementation sites must follow the survey timeline posted annually at https://www.floridacims.org/downloads?category=5essentials.
Would only staff who were at an implementation site for three full years receive performance bonuses? Does it matter which three years of the five year grant?
The assurance found in Part II:A.2.h.4. for the Early Learning and Transformation interventions states, "the district must use the evaluation system to identify and reward implementation site leaders, teachers, and other staff who, in implementing the selected intervention for three years, have increased student achievement and high school graduation rates." The intention is that site leaders, teachers, and eligible staff would have been on board for all three years to receive the bonus at the end of Year 4, however, exceptions may arise such as replacing the principal and hiring new coaches or teachers.
What is the implementation timeline for SIG Cohort 4?
What are examples of planning and other pre-implementation activities?
The following response is compiled from the Guidance on School Improvement Grants posted by the U.S. Department of Education in March 2015.
The following activities are examples of possible planning and pre-implementation activities that an LEA may carry out using SIG funds, depending on the needs of particular SIG schools. This is not an exhaustive list, nor are all activities necessarily appropriate for all LEAs or schools. Rather, they represent activities that might be appropriate if they are directly related to the selected intervention, are reasonable and necessary for full and effective implementation, are designed to address specific needs identified through the needs assessment, represent a meaningful change that could help improve student achievement, are research-based, and represent a significant reform that goes beyond the basic educational program.
Family and Community Engagement: Hold community meetings to review school performance, discuss the school intervention model to be implemented, and develop school improvement plans in line with the intervention model selected; survey students and parents to gauge needs of students, families, and the community; communicate with parents and the community about school status, improvement plans, choice options, and local service providers for health, nutrition, or social services through press releases, newsletters, newspaper announcements, parent outreach coordinators, hotlines, and direct mail.
Rigorous Review of External Providers: Conduct the required rigorous review process to properly recruit, screen, and select any external providers that may be necessary to assist in planning for the implementation of an intervention model (see H-19a).
Staffing: Recruit and hire the incoming principal, leadership team, instructional staff, and administrative support; or evaluate the strengths and areas of need of current staff.
Instructional Programs: Provide remediation and enrichment to students through programs with evidence of raising achievement; identify and purchase instructional materials that are research-based and aligned with State academic standards, and have data-based evidence of raising student achievement; or compensate staff for instructional planning, such as examining student data, developing a curriculum that is aligned to State standards and aligned vertically from one grade level to another, collaborating within and across disciplines, and devising student assessments.
Professional Development and Support: Train staff on the implementation of new or revised instructional programs and policies that are aligned with the school's comprehensive instructional plan and the school's intervention model; provide instructional support for returning staff members, such as classroom coaching, structured common planning time, mentoring, consultation with outside experts, and observations of classroom practice, that is aligned with the school's comprehensive instructional plan and the school's intervention model; or train staff on the new evaluation system and locally adopted competencies.
Preparation for Accountability Measures: Develop and pilot a data system for use in SIG-funded schools; analyze data on leading baseline indicators; or develop and adopt interim assessments for use in SIG-funded schools.
What are examples of activities related to sustaining reforms under SIG 1003(g)?
In order to ensure that improvements made as a result of the grant are sustained after SIG 1003(g) funding ends, the department has instituted annual budget caps that taper over Years 3, 4, and 5.
As provided by Guidance on School Improvement Grants posted by the U.S. Department of Education in March 2015, "Sustainability plans should place an emphasis on building structures, systems, and processes to support reform efforts, including the creation of formal mechanisms and feedback loops to capture data from the field to inform continuous professional development and effective program implementation; shifting existing resources to support activities that have demonstrated success; and creating and sustaining strategic partnerships with community stakeholders that assist in maintaining community support and leveraging resources after the grant period ends.
"Some examples of activities to sustain reforms include training trainers within the LEA or school to develop staff capacity; developing performance management and continuous improvement processes; creating SIG budgets that invest funds strategically and gradually decrease each year; developing leadership pipelines, including distributed leadership strategies; creating ongoing, meaningful family and community engagement opportunities on planning committees, advisory boards and work groups; and involving students in age-appropriate leadership opportunities to increase self-direction and responsibility."
Is it possible for districts to receive funds for implementation prior to August 1, 2017?
No, project funds for Year 1 will not be issued until August 1, 2017. As a result of lessons learned and district feedback during implementation of prior SIG cohorts, it was determined that an August 1–July 31 grant year would be more advantageous for this program. For example, in prior SIG implementations it created a barrier for districts to have summer program funding split between two fiscal years. Additionally, districts were frequently requesting no-cost extensions during the summer months as they awaited data needed to pay out performance bonuses.
By extending the SIG4 competition to December 29, 2016, the resulting review process for the second cycle of proposals will not conclude until Spring 2017; an August 1 start date allows all SIG4-awarded districts to operate on the same implementation timeline. Districts will be notified as soon as possible of their award status so they can begin planning and pre-implementation activities that do not incur costs prior to the award being issued on August 1. For examples of planning and pre-implementation activities, including some that do not incur costs, please review this FAQ.
Can districts begin full implementation prior to the start of Year 2, or must Year 1 be reserved for planning and pre-implementation activities?
Districts that are prepared to begin full implementation during Year 1 may certainly do so, if the activities are written into the Year 1 plan. If the district is ahead of schedule, an amendment may need to be submitted.
Are all public schools in Florida required to have a school improvement plan (SIP)?
No. Section 1001.42, Florida Statutes (F.S.), requires districts to annually approve and require implementation of a SIP for each school in the district which has a school grade of "D" or "F". This includes virtual schools and alternative centers such as DJJ or ESE facilities.
Charter schools are exempt from this requirement, pursuant to section 1002.33(16), Florida Statutes, unless they have a grade of D or F, in which case they must follow the requirements of Rule 6A-1.099827, Florida Administrative Code.
Are all public schools in Florida required to use the department's SIP template in CIMS?
No. Some school districts require their schools to complete the department's SIP using CIMS. Otherwise, only schools identified for Differentiated Accountability (DA) support and/or recipients of the school improvement grant 1003(g) are required to complete the department's template.
Who approves school improvement plans?
Pursuant to Section 1001.42(18), Florida Statutes, it is the responsibility of each district school board to approve school improvement plans. "D" or "F" schools are required to submit their school improvement plans through CIMS for the review and feedback of a regional executive director (RED) in advance of the SIP publication deadline; however, the RED does not formally approve the plan.
Who is required to complete a SIP Mid-Year Reflection?
All schools are welcome to use the Reflection module in CIMS to complete a Mid-Year Reflection. However, a Mid-Year Reflection for each SIP goal is required for "D" or "F" schools (as identified on the DA List), and SIG 1003(g) Cohort 3 and 4 schools. Check out this FAQ for information on the Mid-Year Reflection deadline.
For step-by-step instructions on completing and recording a Reflection, please review the Reflection How-to Guide for Schools located in the Navigation Guides tab of the Toolkit.
When is a mid-year Reflection due?
Once a plan has been published, the Reflection module opens for use. Schools on the Differentiated Accountability (DA) List, and/or schools that are members of the School Improvement Grant 1003(g) Cohort 3, must log-in to CIMS, complete the Reflection questions for each SIP goal, and Record the Reflection within 30 days of the release of the district's mid-year assessment data, or by March 15, 2018, whichever comes first.
What type of assistance is provided by the department to help schools complete the school improvement plan (SIP)?
Since no trashcan button is available, how do I delete the first name in the list of SAC or leadership team members?
By default, the first set of fields in a membership list cannot be deleted. Therefore, if the person identified first in the list is no longer an active member, then you should simply overwrite that listing to reflect a current member. If that current member is already identified further down on the list, then use the red trashcan button to delete the duplicate entry.
What should I do if team members are not appearing in the drop-down menu in the School Leadership Team and Literacy Leadership Team sections?
In order for the members to appear in the drop-down menu, they must be registered CIMS users. To add new users, click the Manage Users button at the top-right corner of the screen. If that button is not displayed, you may also click Account > Manage Users and then the green + New User button. Enter the information requested, including a temporary password, and then click the blue Update button. Note: If a user does not need editing rights, you may set them as a Level 1 user and click the Read Only slide bar to display the check mark.
Why do I have to add each member of the School Leadership Team and Literary Leadership Team as users in CIMS?
The field type for these questions, as well as the Who in Steps 5-8 of Problem Solving, changed in 2014-15 from a text box to a drop-down menu, which is populated with all Level 1 and 2 users registered for the school. This is to acclimate Level 2 users to the user management process in preparation for upcoming project management features that will be incorporated into CIMS, such as automated reminder messages to point persons identified in Problem Solving. Many times, these point persons are also members of a leadership team within the school so it seemed a logical decision to change the field type of these questions as well. Note: Once a user is added to the system, their name will appear in all drop-down menus throughout the SIP; they will not need to be added again.
How do I print the SIP if it isn't published to the public site?
Logged in users may print an unpublished SIP through its Plan Dashboard. Click Plans in the main menu bar, click the teal Dashboard button next to the plan you wish to print, and then click the green PDF Export button. This will generate a PDF file that may be saved to your computer and/or printed. If you recently worked in the plan, then you can quickly access the Plan Dashboard by clicking the link in the Recently Accessed pod on My Dashboard.
How do the early warning systems (EWS) requirements, passed in Senate Bill 850, affect the school improvement plan?
Description of the specific strategies used by the school to implement the instructional practices emphasized by the district's professional development system.
More information on the implementation of EWS requirements can be found on pages 6-9 and 12-13 of the department's Senate Bill 850 Technical Assistance Paper.
Are all schools required to complete the Early Warning Systems (EWS) section of the school improvement plan?
What early warning systems (EWS) data are schools required to provide in the school improvement plan?
Schools should also report data for any indicators included in their EWS that are not listed above.
Does the department's school improvement plan (SIP) template fulfill all requirements of the Title I schoolwide and targeted assistance plans?
Yes, the Bureau of School Improvement collaborates with the Bureau of Federal Educational Programs to ensure all components required under Sections 1114(b) and (c), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314 are embedded. More specific references to NCLB are included for each component within CIMS. Additionally, a crosswalk may be found at https://www.floridacims.org/downloads?category=sip.
Are charter schools required to have a school improvement plan (SIP)?
Only charter schools (including virtual charter schools) that have received a grade of D or F in the most recent grades release are required to develop and submit a school improvement plan to the sponsor, following the requirements of Rule 6A-1.099827, Florida Administrative Code.
What is required to be in the SIP for charter schools with a current grade of D or F?
Does the department have a SIP template for charter schools?
No, the department does not provide a separate SIP template for charter schools. Districts may develop their own template for charter schools or use the standard SIP survey provided in CIMS.
Are charter schools with a current grade of D or F required to submit their school improvement plan by the DA deadlines?
No, unless the district has required the same deadline. While charter schools are required to have a school improvement plan, they are not subject to the requirements of Differentiated Accountability. If a charter school has a current grade of D or F, they must follow the accountability requirements of Rule 6A-1.099827, Florida Administrative Code.
Are Department of Juvenile Justice (DJJ) programs required to have a school improvement plan (SIP)?
Yes. Section 1001.42, Florida Statutes (F.S.), requires districts to annually approve, and require implementation of, a SIP for each school in the district, which includes alternative centers such as DJJ or exceptional student education (ESE).
Who is the department's primary contact for DJJ programs?
For additional information regarding DJJ programs, please contact Curtis Williams in the Bureau of Exceptional Education and Student Services at 850-245-0928 or Curtis.Williams@fldoe.org.
Are virtual schools required to have a school improvement plan (SIP)?
Yes, some virtual school types are required to develop and submit a SIP pursuant to section 1001.42, Florida Statutes (F.S.). Florida Virtual School (FLVS) Full-Time K-8 and FLVS Full-Time 9-12 as well as FLVS district franchises and full-time district virtual instruction programs are required to have a SIP. Virtual instruction programs managed by an approved provider, as described in section 1002.45 F.S., are only required to submit a SIP if the school has received a grade of D or F in the most recent grades release.
Why is my school's FRL rate showing a lower number than expected?
Community Eligibility Provision (CEP) schools were eligible for this meal option for first time in 2013-14 (pilot year). The poverty rate of schools participating in CEP only includes students who are identified as eligible for free meals based upon the Direct Certification determination (or the extension of eligibility to the household due to eligibility of an identified direct-certified student). This causes the school's poverty rate to appear lower than in previous years when the rate included students eligible for free and reduced-priced lunch. For more information about the CEP, see http://www.fns.usda.gov/school-meals/community-eligibility-provision.
Where do I find information about Step Zero?
Please go to https://www.floridacims.org/faqs?category=problem-solving#faqSub3-0 for information about Step Zero.
My school's information is listed incorrectly in CIMS. How can I correct this?
To correct information on the MSID file, please email askeias@fldoe.org to make the request.
What is the maximum file size I can upload in CIMS?
The maximum file size allowed for uploads is 10MB.
Which file formats are supported for uploads in CIMS?
Although PDF is preferred, the following formats can be uploaded in CIMS.
Why is the content in my PDF running off the right side of the page?
It's important to remember that PDF documents generated by CIMS are really just PDF renderings of specific HTML pages. When you click the PRINT PREVIEW button for a particular document, you are seeing the same HTML page on-screen that will ultimately become the PDF document when you get the PDF export.
Unlike a word processor, which will cut content right in the middle in order to wrap to the specific size settings that you have specified, a web browser will generally only line-break content at recognized end-of-content markers: spaces, punctuation marks, etc. If a string of content does not have any of the normal end-of-content markers, then the web browser will instead usually expand the box wrapping the content to fit the content. When that happens, you can get a ripple effect throughout the document such that all content expands to match the one box that has been outsized.
Very long URLs for links are a common source of content that runs to multiple lines without any of the normal end-of-content markers, and are the most common cause of PDF layout in CIMS going awry and running off the right side of the page.
To fix this problem, find any very long URLs in your content and, using a link shortening service such as http://bit.ly or http://tinyurl.com, substitute a shorter URL for the original one. Once you have done this, refresh the Print Preview and you should see everything line up correctly. Then you can generate your PDF and it, too, will be laid out without the run-off issues.
How do I delete a user from CIMS?
If you have Level 2, 4 or 6 access, you may remove users from your list by going to Account > Manage Users. Click the teal Edit User button beside the name of the user you need to remove. Next, un-check all schools, districts, or regions for which they currently have access. Then, set the user's Role to Level 0 and click the blue Update button. This will limit the user to the level of access of a public visitor and remove them from your lists. See related FAQ: https://www.floridacims.org/faqs/170.
Why am I receiving an "email has already been taken" error message when I try to add a new user?
If you receive this error message, it means that the user you are trying to add already has an account. However, because the user is not assigned to your school, you cannot see him/her in your Manage Users list.
It is likely that the user was previously assigned to a different school and his/her access has been deactivated, or set to Level 0. If this is the case, you can locate the account by navigating to Account > Manage Users and changing the Access Level filter to Level 0. This will display all Level 0 users in the system alphabetically, so you can scroll down and find the account you need to update.
If the user's name appears on the Level 0 list, click the Edit button for that account, set the user's access to the appropriate level, and attach them to your school. If the user's name does not appear on the Level 0 list, then the account is still active and attached to another school. In this case, you will need to reach out to your district school improvement contact (found on your SIP's Tracking page) to change the account, as they have access to all schools in your district and will be able to make the necessary changes.
What should I do if a drop-down menu does not contain the job title I need? Can new titles be added to the menu?
The job title menus in CIMS are populated with data from Appendix J: Equal Employment Opportunity (EEO) Line Numbers of DOE Information Data Base Requirements: Volume II - Automated Staff Information System. Since the options in the list cannot be altered, please select the job title that most closely matches.
In the Needs Assessment section, will data uploaded by the user using the Upload File feature be converted to and displayed as graphs or charts on the page?
No, for each data upload, the hyperlink to the file and description entered by the user will be displayed. Only data captured in a Portfolio from the Step Zero module and pulled into the Title I, Part A survey will display as graphs and charts embedded within the Needs Assessment page.
Is an LEA required to add activities in each subsection of I.D. Title I, Part A Program Requirements?
No, the LEA is not required to add activities for all of the Program Requirements. Although the Activities feature is available in 10 of the 12 subsections, the LEA should add activities aligned to the needs identified in II. Needs Assessment within the relevant Program Requirement subsection(s). It is worth noting that LEAs may also choose to add activities using the District Problem Solving module.
For an activity that could fit under multiple Program Requirements, should the LEA record that activity in each applicable subsection?
If we opt to use the District Problem Solving module to add strategies (i.e., activities), should we also add those activities to relevant subsections of I.D. Title I, Part A Program Requirements?
No, the LEA should record each activity only once to avoid duplication in the application.
What should I do if the plan to monitor fidelity requires selection of more than one person responsible?
Often times when multiple people are assigned to oversee an activity, deadlines are missed because one point person assumed the other point person was handling that aspect of the project, compromising the fidelity of implementation. For this reason, CIMS only allows users to identify one point person from the drop-down menu for each monitoring activity in a district-level application.
However, when creating a district-level plan, there will be instances where multiple people will be monitoring the fidelity of implementation or effectiveness of a strategy (e.g., an activity that is to be monitored locally by the principal of each school in the district). In cases such as these, you may find that it works best to select a main district point person to serve as the "central contact" for that monitoring activity, with the intent that that person would be knowledgeable of and oversee the monitoring being done by the other internally-noted point persons (e.g., school principals).
Do LEAs have the ability to enter budget lines that are not associated with activities?
Yes, an LEA can add direct and indirect costs under the Administrative Costs tab of the TIPA Budget page. For more information on the Budget, review the Title I, Part A Survey How-to Guide located in the TIPA tab of the CIMS Toolkit.
How can I ensure that my Private School Eligibility Survey data file uploads correctly?
The template is specific to the selection you made under Form Type and, therefore, will not upload if you change the selection. For example, if you download the CSV template when Form A – Free and Reduced Price Lunch is selected and then try to upload that file after changing your selection to Form B – Proportionality, then the upload functionality will not work.
If you change your selection under Form Type after downloading and populating the CSV file, then you must download a new CSV template, copy-and-paste the data from the old CSV file into that new template, and upload the new CSV file.
The FAQ page contains the most commonly asked questions, organized by category and then subcategory. Select a category followed by a subcategory; then, click the desired question to reveal the answer. You will also see the last updated date for the FAQ.
Tip: To quickly search available resources for a keyword or set of words, use the search field at the top-right corner. This will yield results from both FAQ and Toolkit.