FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal/Application
Bureau/Office
Division of Public Schools/Bureau of Educator Recruitment, Development, and Retention
Program Name
Title II, Part A - Teachers and Principals Training and Recruiting Fund
Specific Funding Authority (ies)
Federal, No Child Left Behind Act, 2001, P. L. 107-110, CFDA 84.367A
Title II, Part A- Teacher and Principal Training and Recruiting Fund, Section 2103(a)
Funding Purpose/Priorities
“Florida’s mission is to increase the proficiency of all students within one seamless, efficient system, their knowledge and
skills through learning opportunities and research valued by students, parents and communities. Our goals are:
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Highest Student Achievement
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Seamless Articulation and Maximum Access
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Skilled Workforce and Economic Development
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Quality Efficient Services”
The general purpose is to provide entitlement projects to local educational agencies. The projects are intended to increase
student academic achievement through strategies such as improving teacher and principal quality and increasing the
number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools.
An additional purpose is to hold local educational agencies and schools accountable for improvements in student
academic achievement. An appropriate use of the funds consistent with the purpose supporting statewide education
reform efforts is to provide professional development on the components and implementation of Florida’s Continuous
Improvement Model.
Type of Award
Entitlement
Total Funding Amount
$
125,277,425 (
preliminary
)
Budget Period
Effective July 1, 2006 or date received in substantially approvable form, whichever is later, through June 30, 2007
Program Performance Period
Effective July 1, 2006 or date received in substantially approvable form, whichever is later, through June 30, 2007
Target Population
Target populations include educators, administrators and staff.
Eligible Applicant(s)
Local Educational Agencies (LEAs)
DOE 900E
Revised 01/2006
3/15/2006
1
Application Due Date
Entitlement projects will be effective on the date received or July 1, 2006 whichever is later and will remain in effect
through June 30, 2007. Projects should be submitted as soon as possible and
not later than December 8
th
, 2006.
The due date refers to the date of receipt in Grants Management. For Federal programs, the project effective date
will be the date that the application is received within DOE meeting conditions for acceptance, or the date of
receipt of the Federal Award Notification, whichever is later. For State programs, the project effective date will be
no earlier than the effective date of the legislative appropriation, usually July 1. The ending date can be no later
than June 30, of the fiscal year unless otherwise specified in statute or proviso.
Contact Persons
Peggy L. Primicerio 850-245-0734 Fax: 850-245-0543 Email:
Peggy.Primicerio@fldoe.org
Kynder Crossner 850-245-0722 Fax: 850-245-0737 Email: Kynder.Crossner@fldoe.org
Assurances
Assurances specific to Title II, Part A are listed on page three of the LEA application, which is attached.
The Department of Education has developed and implemented a document entitled, General Terms, Assurances
and Conditions for Participation in Federal and State Programs, to comply with:
•
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34 CFR 76.301 of the Education Department General Administration Regulations (EDGAR) which requires
local educational agencies to submit a common assurance for participation in federal programs funded by the
U.S. Department of Education;
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applicable regulations of other Federal agencies; and
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State regulations and laws pertaining to the expenditure of state funds.
In order to receive funding, applicants must have on file with the Department of Education, Office of the
Comptroller, a signed statement by the agency head certifying applicant adherence to these General Assurances
for Participation in State or Federal Programs. The complete text may be found at
http://www.firn.edu/doe/comptroller/gbook.htm
School Districts, Community Colleges, Universities and State Agencies
The certification of adherence filed with the Department of Education Comptroller’s Office shall remain in effect
indefinitely unless a change occurs in federal or state law, or there are other changes in circumstances affecting a
term, assurance, or condition; and does not need to be resubmitted with this application.
Funding Method
This entitlement program is formula driven; the preliminary allocation chart is attached. Allowable expenditures are in
accordance with the NCLB federal legislation, section 2123.
Unallowable expenditures are listed in the Education
Department General Administrative Regulations (EDGAR); these are also listed in the attached application as assurances,
e.g., supplement not supplant, etc.
Federal Cash Advance –On-Line Reporting required monthly to record expenditures.
Federal cash advances will be made by state warrant or electronic funds transfer (EFT) to a recipient for
disbursements. For federally funded projects, requests for federal cash advance must be made on the Electronic
Federal Cash Advance Request System. If at times it is determined that disbursements are going to exceed the
amount of cash on hand plus cash in transit, an on-line amendment can be made prior to the due date of the next
Federal Cash Advance distribution on the Electronic Federal Cash Advance Request System.
Fiscal Requirements
Supporting documentation for expenditures is required for all funding methods. Examples of such documentation
include: invoices with check numbers verifying payment, and/or bank statements; all or any of which must be
available upon request.
DOE 900E
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3/15/2006
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NARRATIVE SECTION
Project Design-Narrative
Allowable activities under Title II, Part A are on pages five and six. These activities are chosen by the applicant based on
a needs assessment described on page four of the LEA application.
The description of planned program activities, based on stated needs assessment are within pages seven through ten of the
LEA application.
The district must incorporate into the needs assessment the results of annual performance appraisals for teachers and
principals. In addition, data must be presented to show how many teachers meet the Highly Qualified requirements of
section 1119 of No Child Left Behind (NCLB), how many do not meet these requirements and how many are not yet
required to meet the requirements but are in process. Districts shall demonstrate how the proposed activities in this
application assure priority will be given to teachers not meeting the Highly Qualified requirements.
State and local resources are available through various avenues to assist in accomplishing these Imperatives for all
teachers. In particular, staff development appropriations, teacher training initiatives and numerous grant opportunities
may be brought to bear on these needs. Title II, Part A funds are specifically allocated to assist school districts in
preparing, training and recruiting high quality teachers and principals. These funds may be used to assist LEAs both in
meeting the current requirements and in being prepared to meet the 2006-07 requirements. Doing so will also ensure that
the LEA is positioned to meet the Strategic Imperatives.
Through the implementation of the funding priorities the reading needs of students will be addressed within each district
that applies for these funds. A minimum of 10 percent of each applicant’s allocation must be focused on training and
support of Florida’s reading initiative, Just Read, Florida! Proposed expenditures for the reading initiative will be
reflected on the DOE 102 Budget form.
New Requirement:
Based on the 2005-06 School Performance Grading System, LEAs with schools receiving an F must
hire a school-based mathematic coach for each identified F school. Coaches employed with these funds must have a
minimum of a bachelor’s degree with appropriate Florida teacher certification, preferably with advanced coursework at
the Master’s degree level or higher, and in-depth mathematics content knowledge. The coach(s) will serve as a stable
resource for professional development, progress monitoring, and student data analysis throughout the school to generate
improvement in mathematics instruction and achievement. Mathematics coaches will be expected to offer professional
development on a variety of high quality mathematics instructional strategies, moving from concrete instructional
strategies to abstract, and data management skills. The coach shall provide support and provide initial and ongoing
professional development to teachers in each of the Sunshine State Standards mathematics Benchmarks, administration
and interpretation of instructional assessments, and differential instruction. The coach will model effective instructional
strategies for teachers, facilitate study groups, train teachers in data analysis, and coach and mentor colleagues. And in
general, provide daily support to classroom teachers to ensure high fidelity implementation of comprehensive mathematic
programs. Professional Development in-service activities provided by the coach should include but not limited to the
following:
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Examination and discussion of teacher knowledge relative to high quality mathematic instruction;
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Delivery and scaffolding of instruction in each mathematic strand of number sense, measurement, geometry,
algebraic thinking and data analysis;
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Administration and use of instructional assessment to include screening, diagnosis testing, progress monitoring
and outcome measures;
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Data analysis for planning instruction and effective use of time;
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Methods for providing differentiated instruction in the classroom, including meeting the needs of students with
disabilities and limited English proficient students; and
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Increasing instructional density.
The district will provide a marketing plan that describes how information about the project(s) will be disseminated and
marketed to appropriate populations.
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Strategic Imperatives:
1.
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Increase the Supply of Highly Effective Teachers
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Every public school classroom is led by a highly effective teacher.
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2.
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Set, Align and Apply Academic Curricular and Testing Standards
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Every student progresses and advances to the next educational level based on proficiency.
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3.
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Improve Student Rates of Learning
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Every student is proficient on grade level in reading, writing, and mathematics.
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4.
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Improve the Quality of Instructional Leadership
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Every educational institution is led by a quality instructional leader.
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5.
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Increase the Quantity and Improve the Quality of Education Options
Every student and parent has reasonable access to a choice of quality public or private education.
6.
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Align Workforce Education Programs with Skill Requirements of the New Economy
Every workforce education program graduate has competencies required to succeed in his or her field.
7.
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Align Financial Resources with Performance
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All resources are allocated and used solely to improve student and institutional performance.
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8.
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Coordinate Efforts to Improve Higher Student Learning
The State Board of Education and Board of Governors collaborate to provide world-class higher education
opportunities.
Florida’s Strategic Imperatives are congruent with the direction and intent of the No Child Left Behind statute; in
particular, “Imperative 1: Increasing the supply of highly qualified K-12 instructors” and “Imperative 4: Improving the
quality of school leadership at all levels.” The federal and state requirements in this area support each other to focus
objectives and funds.
Support for Reading/Strategic Imperatives
Each applicant will describe how, through the implementation of the funding priorities, the reading needs of students will
be addressed within each district that applies for these funds (see application form, item 17). A minimum of 10 percent of
each applicant’s allocation must be focused on training and support of Florida’s reading initiative, Just Read, Florida!
Describe how the proposed project will incorporate reading initiatives and one or more of the Florida State Board
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of Education (SBE) strategic imperatives.
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URL: http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf
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Dissemination/Marketing
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Each applicant will provide a marketing plan that describes how information about the project(s) will be disseminated and
marketed to appropriate populations (see application form, item 18).
Describe methods /strategies you will use to disseminate and market information about the project to appropriate
populations.
Reporting Outcomes
Each applicant is required to evaluate annually; the evaluation will be used to make decisions about appropriate changes
in programs for the subsequent year; the evaluation will describe how program(s) affected student academic achievement
and will include, at a minimum, information and data on the use of funds, the types of services furnished, and the students
served; and the evaluation will be submitted to the state annually (assurances).
DOE 900E
Revised 01/2006
3/15/2006
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For Federal Programs - General Education Provisions Act (GEPA)
All applicants for federal funds must address the provision of Section 427 of the General Education Provisions Act
(GEPA), enacted as part of the Improving America’s Schools Act, P.L. 103-382, 1994: This provision requires each
school district to provide a description of the steps the school district proposes to take to ensure equitable access to, and
participation in, its federal assisted program(s) for students, teachers, and other program beneficiaries with special needs;
The provision allows applicants discretion in developing the required description(s); The statute highlights six types of
barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age; Section
427 is not intended to replace the requirements of civil rights statutes, but rather to ensure that, in designing programs,
applicants for federal funds address equity concerns that may affect the ability of certain potential beneficiaries to fully
participate in the program and to achieve to high standards; and consistent with the program requirements and its
approved application, an applicant may use the federal funds awarded it to eliminate barriers it identified.
Equitable Services for Private School Participation
The following requirements are embodied within the application (see assurance number four on page three, description of
collaboration with private school personnel in item one, page seven and the rest of the application will include activities
conducted pertaining to the public and private school implementation to meet the needs assessed).
In accordance with P.L. 107-110, Title IX, Part E Uniform Provisions, Subpart 1, Section 9501, the applicant must
provide a detailed plan of action for providing consultation for equitable services to private school children and
teachers within the local education agency (ies) service area. For details, refer to URL:
http://www.ed.gov/policy/elsec/leg/esea02/pg111.html.
Conditions for Acceptance
The requirements listed below must be met for applications to be considered for review:
1)
Application is received in DOE within the timeframe specified by the RFA
2)
Application includes required forms: DOE 100A or 100B Project Application Form and DOE 101 -
Budget Narrative Form
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3)
All required forms must have the assigned TAPS Number included on the form
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4)
All required forms have original signatures by an authorized entity
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5)
Application must be submitted to:
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Office of Grants Management
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Florida Department of Education
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325 W. Gaines Street, (Room 344)
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Tallahassee, Florida 32399-0400
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NOTE: Applications signed by officials other than the appropriate agency head identified above must have a letter
signed by the agency head, or documentation citing action of the governing body delegating authority to the person
to sign on behalf of said official. Attach the letter or documentation to the DOE 100A when the application is
submitted.
Method of Review
Department staff will review for federal requirements, state initiatives and professional development goals.
DOE 900E
Revised 01/2006
3/15/2006
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