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:
•
Highest Student Achievement
•
Seamless Articulation and Maximum Access
•
Skilled Workforce and Economic Development
•
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
3/20/2006
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:
•
?
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;
•
?
applicable regulations of other Federal agencies; and
•
?
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
Revised 01/2006
3/20/2006
2
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:
•
?
Examination and discussion of teacher knowledge relative to high quality mathematic instruction;
•
?
Delivery and scaffolding of instruction in each mathematic strand of number sense, measurement, geometry,
algebraic thinking and data analysis;
•
?
Administration and use of instructional assessment to include screening, diagnosis testing, progress monitoring
and outcome measures;
•
?
Data analysis for planning instruction and effective use of time;
•
?
Methods for providing differentiated instruction in the classroom, including meeting the needs of students with
disabilities and limited English proficient students; and
•
?
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.
DOE 900E
Revised 01/2006
3/20/2006
3
Strategic Imperatives:
1.
?
Increase the Supply of Highly Effective Teachers
?
Every public school classroom is led by a highly effective teacher.
?
2.
?
Set, Align and Apply Academic Curricular and Testing Standards
?
Every student progresses and advances to the next educational level based on proficiency.
?
3.
?
Improve Student Rates of Learning
?
Every student is proficient on grade level in reading, writing, and mathematics.
?
4.
?
Improve the Quality of Instructional Leadership
?
Every educational institution is led by a quality instructional leader.
?
5.
?
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.
?
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.
?
Align Financial Resources with Performance
?
All resources are allocated and used solely to improve student and institutional performance.
?
8.
?
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
?
of Education (SBE) strategic imperatives.
?
URL: http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf
?
Dissemination/Marketing
?
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
3/20/2006
4
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
?
3)
All required forms must have the assigned TAPS Number included on the form
?
4)
All required forms have original signatures by an authorized entity
?
5)
Application must be submitted to:
?
Office of Grants Management
?
Florida Department of Education
?
325 W. Gaines Street, (Room 344)
?
Tallahassee, Florida 32399-0400
?
NOTE: Applications signed by officials other than the appropriate agency head identified above must have a letter
signed by the agency head, or documentation citing action of the governing body delegating authority to the person
to sign on behalf of said official. Attach the letter or documentation to the DOE 100A when the application is
submitted.
Method of Review
Department staff will review for federal requirements, state initiatives and professional development goals.
DOE 900E
Revised 01/2006
3/20/2006
5
Title II,
NCLB
2006-2007
Alachua
Baker
Bay
Bradford
Brevard
Broward
Calhoun
Charlotte
Citrus
Clay
Collier
Columbia
Dade
DeSoto
Dixie
Duval
Escambia
Flagler
Franklin
Gadsden
Gilchrist
Glades
Gulf
Hamilton
Hardee
Hendry
Hernando
Highlands
Hillsborough
Holmes
Indian River
Jackson
Jefferson
Lafayette
Lake
Lee
Leon
Levy
Liberty
Madison
Manatee
Marion
Martin
Monroe
Nassau
Okaloosa
Okeechobee
Orange
Osceola
Palm Beach
Pasco
Hold Harmless
Req. II & CSR
Total 06-07
October 1st
Totals 2001-02
Allocation
July 1st
Remaining
1,195,793
1,530,353
765,176
765,176
165,328
211,022
105,511
105,511
1,006,406
1,319,811
659,906
659,906
191,234
243,725
121,863
121,863
2,159,821
2,808,756
1,404,378
1,404,378
7,362,720
10,248,428
5,124,214
5,124,214
105,411
136,895
68,448
68,448
507,896
680,526
340,263
340,263
581,441
794,268
397,134
397,134
652,770
821,644
410,822
410,822
1,015,389
1,384,590
692,295
692,295
453,344
613,835
306,917
306,917
16,165,999
22,628,700
11,314,350
11,314,350
224,637
324,130
162,065
162,065
119,390
158,891
79,446
79,446
4,498,466
5,996,204
2,998,102
2,998,102
2,035,136
2,708,735
1,354,368
1,354,368
212,132
286,952
143,476
143,476
75,314
96,427
48,213
48,213
456,017
590,571
295,286
295,286
106,992
143,179
71,590
71,590
57,719
77,752
38,876
38,876
98,278
124,449
62,225
62,225
127,238
165,470
82,735
82,735
239,047
340,795
170,397
170,397
331,022
462,218
231,109
231,109
649,089
895,340
447,670
447,670
455,495
635,780
317,890
317,890
5,812,409
7,982,158
3,991,079
3,991,079
174,736
227,349
113,675
113,675
476,654
634,265
317,132
317,132
335,490
430,478
215,239
215,239
115,480
144,485
72,243
72,243
49,524
66,979
33,490
33,490
1,050,055
1,429,285
714,642
714,642
1,917,152
2,600,689
1,300,345
1,300,345
1,058,218
1,362,666
681,333
681,333
263,772
360,065
180,032
180,032
51,497
67,197
33,598
33,598
165,474
215,254
107,627
107,627
1,209,544
1,634,901
817,450
817,450
1,583,808
2,209,220
1,104,610
1,104,610
465,646
609,871
304,936
304,936
322,192
408,079
204,039
204,039
284,564
361,752
180,876
180,876
848,095
1,125,429
562,714
562,714
288,682 384,988
192,494
192,494
4,834,940
6,768,300
3,384,150
3,384,150
1,017,533
1,502,854
751,427
751,427
4,800,495
6,479,194
3,239,597
3,239,597
1,674,516
2,315,179
1,157,590
1,157,590
DOE 900E
Revised 01/2006
3/20/2006
6
Pinellas 3,761,445
5,066,613
2,533,306
2,533,306
Polk 3,123,474
4,229,006
2,114,503
2,114,503
Putnam 627,484
848,416
424,208
424,208
St. Johns
526,837
656,272
328,136
328,136
St. Lucie
1,157,965
1,567,440
783,720
783,720
Santa Rosa
682,179
887,776
443,888
443,888
Sarasota 1,009,702
1,312,423
656,211
656,211
Seminole 1,666,066
2,124,517
1,062,258
1,062,258
Sumter 325,150
430,143
215,071
215,071
Suwannee 260,729
354,525
177,263
177,263
Taylor 171,971
220,874
110,437
110,437
Union 85,386
109,514
54,757
54,757
Volusia 2,175,923
2,924,549
1,462,274
1,462,274
Wakulla 136,558
180,133
90,066
90,066
Walton 287,642
397,694
198,847
198,847
Washington 172,446 227,487
113,744
113,744
Correctional 6,871
27,916
13,958
13,958
Dozier 2,919
18,771
9,385
9,385
Eckerd 1,519
13,997
6,999
6,999
FAMU*
14,630
21,208
10,604
10,604
FAU* 1,407
6,821
3,410
3,410
FSU* 22,381
38,214
19,107
19,107
UF* 20,609
27,027
13,514
13,514
Sch D & B*
31,693
45,116
22,558
22,558
DRAFT
86,322,987
125,277,425
62,638,713
62,638,713
2/1/06
125,277,425
DOE 900E
Revised 01/2006
3/20/2006
7
________________________________________________
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
Please return to:
Florida Department of Education
Office of Grants Management
Room 344
Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
Telephone: (850) 245-0734
Suncom: 205-0734
A)
Program Name:
Title II, Part A – Teacher and
Principal Training and Recruiting
Back to top
Fund
Back to top
2006-2007 LEA Application
DOE USE ONLY
Date Received
B) Name and Address of Eligible Applicant:
Project Number (DOE Assigned)
C
)
Total Funds Requested:
$
DOE USE ONLY
Total Approved Project:
$
D
)
Applicant Contact Information
Contact Name:
Mailing Address:
Telephone Number:
SunCom Number:
Fax Number:
E-mail Address:
CERTIFICATION
I, ______________________________________________, (
Please Type Name)
do hereby certify that all
facts, figures, and representations made in this application are true, correct, and consistent with the statement
of general assurances and specific programmatic assurances for this project. Furthermore, all applicable
statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for
fiscal control and maintenance of records will be implemented to ensure proper accountability for the
expenditure of funds on this project. All records necessary to substantiate these requirements will be
available for review by appropriate state and federal staff. I further certify that all expenditures will be
obligated on or after the effective date and prior to the termination date of the project. Disbursements will be
reported only as appropriate to this project, and will not be used for matching funds on this or any special
project, where prohibited.
Further, I understand that it is the responsibility of the agency head to obtain from its governing body the
authorization for the submission of this application.
E)
Signature of Agency Head
DOE 100A
Revised 01/03
Page 8 of 2
John L. Winn, Commissioner
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
Instructions for Completion of DOE 100A
A.
?
If not pre-printed, enter name of the program for which funds are requested.
B.
?
Enter name and mailing address of eligible applicant. The applicant is the public or non-
public entity receiving funds to carry out the purpose of the project.
C.
?
Enter the total amount of funds requested for this project.
D.
?
Enter requested information for the applicant’s contact person. This is the person responsible
for responding to all questions regarding information included in this application.
E.
?
The original signature of the appropriate agency head is required.
The agency head is
the school district superintendent, university or community college president, state agency
commissioner or secretary, or the president/chairman of the Board for other eligible
applicants.
•
?
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.
DOE 100A
Revised 01/03
Page 9 of 2
John L. Winn, Commissioner
Assurances
1.
?
The local educational agency (LEA) assures that the program(s) described in this application is based on the
need assessment; and the activities are tied to academic content standards, student achievement standards
and state assessments [Section 2122(b)(1)(A)].
2.
?
The LEA assures that it will target funds to schools within the jurisdiction of the LEA that have the lowest
proportion of highly qualified teachers, have the largest average class size, or are identified for school
improvement under section 1116(b) [Section 2122(b)(3)(A-C)].
3.
?
The LEA assures that the needs assessment will be carried out with the involvement of teachers, including
teachers in schools receiving assistance under Part A, Title I, and will take into account what activities need
to be conducted in order to give teachers and, where appropriate, administrators the means, including the
knowledge and skills, to provide students with the opportunity to meet challenging state or local student
performance standards [Section 2122(c)(1-2)].
4.
?
The LEA, after timely and meaningful consultation, will be provided the opportunity for children enrolled in
private, nonprofit schools, and the educational personnel of such schools equitable participation in the
activities and services funded by this application and the schools of these children have been so notified.
Educational services or other benefits, including materials and equipment, provided, shall be secular,
neutral, and non-ideological [Section 2122(b)(11) and 9501(a)(1-5)].
5.
?
The LEA assures that the professional development activities have been developed with extensive
participation of teachers, principals, parents, and administrators of schools to be served [Section
2122(b)(7)].
6.
?
Funds received will be used to supplement and, to the extent practical, increase the level of funds that would
be made available from nonfederal sources; in no case will such funds be used to supplant funds from
nonfederal sources [Section 2123(b)].
7.
?
The LEA assures that the control of funds will remain in the public agency and the public agency will
administer the funds and property to the extent required by the authorizing law [Section 9501(d)(1)].
8.
?
The LEA assures that accurate records will be kept and provide such information to the state, as may be
reasonably required for fiscal audit and program evaluation and shall demonstrate compliance with all state,
federal, and program requirements.
9.
?
The LEA assures that programs will be evaluated 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.
03/20/06
?
3
?
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
Needs Assessment
To be eligible for funds, an LEA shall conduct an assessment of local needs for professional development and
hiring, as identified by the LEA and school staff. The needs assessment shall be conducted with the
involvement of teachers, including teachers participating in programs under part A of Title I, and shall take into
account the activities that need to be conducted in order to give teachers the means including subject matter
knowledge and teaching skills, and to give principals the instructional leadership skills to help teachers, to
provide students with the opportunity to meet challenging state and local student academic achievement
standards [Section 2122 (b)(8)].
The district must incorporate into the needs assessment the results of annual
performance appraisals for teachers and principals.
The needs assessment must include an evaluation
component that measures the extent to which training activities accomplished the student performance gains
that were predicted to result from the training activities. In addition, data must be presented to show how
many teachers meet the Highly Qualified requirements of 1119, how many do not meet these requirements and
how many are not yet required to meet the requirements but are in process.
¾
Briefly summarize the process and results of the needs assessment.
03/20/06
4
?
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
Activities to Choose From:
Based on the needs assessment, an LEA that receives a subgrant shall use the funds to carry out one or more of
the following activities, including carrying out the activities through a grant or contract with a for-profit or
nonprofit entity:
(1) Developing and implementing mechanisms to assist schools in
effectively recruiting and retaining highly
qualified teachers
, including specialists in core academic subjects, principals, and pupil services personnel,
except that funds made available may be used for pupil services personnel only—
(A) if the LEA is making progress toward meeting the annual measurable objectives described in section
1119(a)(2); and
(B) in a manner consistent with mechanisms to assist schools in effectively recruiting and retaining
highly qualified teachers and principals.
(2) Developing and implementing initiatives to assist in
recruiting highly qualified teachers
(particularly
initiatives that have proven effective in retaining highly qualified teachers), and hiring highly qualified teachers,
who will be assigned teaching positions within their fields, including—
(A) providing scholarships, signing bonuses, or other
financial incentives
, such as differential pay, for
teachers to teach in academic subjects in which there exists a shortage of highly qualified teachers
within a school or within the LEA; and in schools in which there exists a shortage of highly qualified
teachers;
(B) recruiting and hiring highly qualified teachers to
reduce class size
, particularly in the early grades;
and
(C)
establishing programs that:
•
?
train and hire regular and special education teachers
(which may include hiring special
education teachers to team-teach in classrooms that contain both children with disabilities and
non-disabled children);
•
?
train and hire highly qualified teachers of special needs children
, as well as teaching
specialists in core academic subjects who will provide increased individualized instruction to
students;
•
?
recruit qualified professionals
from other fields, including highly qualified paraprofessionals,
and provide such professionals with alternative routes to teacher certification, including
developing and implementing hiring policies that ensure comprehensive recruitment efforts as a
way to expand the applicant pool, such as through identifying teachers certified through
alternative routes, and using a system of intensive screening designed to hire the most qualified
applicants; and
•
?
provide increased opportunities for minorities
, individuals with disabilities, and other
individuals underrepresented in the teaching profession.
(3)
Providing professional development activities
(A) that improve the knowledge of teachers and principals and, in appropriate cases,
paraprofessionals, concerning—
•
?
one or more of the core academic subjects that the teachers teach; and
•
?
effective instructional strategies, methods, and skills, and use of challenging State academic
content standards and student academic achievement standards, and State assessments, to
improve teaching practices and student academic achievement; and
(B) that improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals,
concerning effective instructional practices and that—
•
?
involve collaborative groups of teachers and administrators;
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
•
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provide training in how to teach and address the needs of students with different learning styles,
particularly students with disabilities, students with special learning needs (including students
who are gifted and talented), and students with limited English proficiency;
•
?
provide training in methods of improving student behavior in the classroom; and identifying
early and appropriate interventions to help students that have different learning styles learn;
•
?
provide training to enable teachers and principals to involve parents in their child’s education,
especially parents of limited English proficient and immigrant children; and
•
?
provide training on how to understand and use data and assessments to improve classroom
practice and student learning.
(4) Developing and implementing initiatives to
promote retention
of highly qualified teachers and principals,
particularly within elementary schools and secondary schools with a high percentage of low-achieving students,
including programs that provide—
(A)
teacher mentoring
from exemplary teachers, principals, or superintendents;
(B)
induction and support
for teachers and princi
pals during their first 3 years of employment as
teachers or principals, respectively;
(C)
incentives
, including financial incentives, to retain teachers who have a record of success in helping
low-achieving students improve their academic achievement; or
(D
) incentives
, including financial incentives, to principals who have a record of improving the
academic achievement of all students, but particularly students from economically disadvantaged
families, students from racial and ethnic minority groups, and students with disabilities.
(5) Carrying out programs and activities that are designed to improve the quality of the teacher force, such as—
(A
) innovative professional development programs
(which may be provided through partnerships
including institutions of higher education), including programs that train teachers and principals to
integrate technology into curricula and instruction to improve teaching, learning, and technology
literacy, are consistent with the requirements of section 9101, and are coordinated with activities carried
out under part D;
(B) development and use of
proven, cost-effective strategies
for the implementation of professional
development activities, such as through the use of technology and distance learning;
(C)
tenure reform
;
(D)
merit pay
programs; and
(E)
testing
of elementary school and secondary school teachers in the academic subjects that the
teachers teach.
(6) Carrying out professional development activities designed to improve the quality of principals and
superintendents, including the development and support of academies to
help talented aspiring or current
principals and superintendents become outstanding managers and educational leaders.
(7)
Hiring highly qualified teachers
, including teachers who become highly qualified through State and local
alternative routes to certification, and special education teachers, in order to reduce class size, particularly in the
early grades.
(8) Carrying out
teacher advancement initiatives
that promote professional growth and emphasize multiple
career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay
differentiation.
(9) Carrying out programs and activities related to
exemplary teachers
.
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
A response is required to each item whether Title II, Part A funds are used to implement the activity.
Program Descriptions
1.
?
Describe how the LEA has collaborat
ed with teachers, paraprofessionals, principals, other relevant school
personnel, private school officials, and parents in the planning of activities to be carried out and in the
preparation of this application [Section 2122 (b)(7)].
2.
?
Describe the activities to be carried out by the LEA and how these activities will be aligned with state
academic content standards, student academic achievement standards, and state assessments [Section 2122
(b)(1)(A)(i)].
Demonstrate how the proposed activities assure priority will be given to teachers not meeting
the Highly Qualified requirements.
3.
?
Describe how the curricula and programs are tied to the standards described above [Section 2122
(b)(1)(A)(ii)].
4.
Describe how the activities will be based on a review of scientifically based research and explain why the
activities are expected to improve student academic achievement [Section 2122 (b)(1)(B)].
5.
?
Describe the annual measurable outcome objectives for the activities that will have a positive impact on
student academic achievement [Section 2122 (b)(2)].
Identify the outcome measures that will be used to
demonstrate the accomplishment of those objectives.
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
6.
Describe how the activities will be used as part of a broader strategy to eliminate the achievement gap that
separates low-income and minority students from other students [Section 2122 (b)(2)].
7.
?
Describe how the LEA will coordinate professional development activities with professional development
activities provided through other federal, state, and local programs [Section 2122 (b)(4)].
8.
?
Describe the professional development activities, aligned with
the State Board of Education’s Strategic
Imperatives 1 and 4,
that will be made available to teachers and principals [Section 2122 (b)(5)].
9.
?
Describe how the LEA will ensure that the professional development (which may include teacher
mentoring) needs of teachers and principals,
provided in accordance with Florida’s Professional
Development System,
will be met using these funds [Section 2122 (b)(5)].
10. Describe how the LEA will integrate funds with funds received under Title II, Part D that are used for
professional development to train teachers to integrate technology into curricula and instruction to improve
teaching, learning, and technology literacy.
Title II, Part D, Enhancing Education through Technology,
entitlement portion
[Section 2122 (b)(6)].
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
11. Describe how the LEA will provide training to enable teachers to teach and address the needs of students
with different learning styles, particularly students with disabilities, students with special learning needs
(including students who are gifted and talented), and students with limited English proficiency [Section
2122 (b)(9)(A)].
12. Describe how the LEA will provide training to enable teachers to improve student behavior in the classroom
and identify early and appropriate interventions to help students (described in the above paragraph) learn
[Section 2122 (b)(9)(B)].
13. Describe how the LEA will provide training to enable teachers to involve parents in their child’s education
[Section 2122 (b)(9)(C)].
14. Describe how the LEA will provide training to enable teachers to understand and use data and assessments
to improve classroom practice and student learning
as part of the teacher’s Individual Professional
Development Plan
[Section 2122 (b)(9)(D)].
15. Describe how the LEA will use funds to meet the requirements of section 1119.
?
Title I, Part A,
Qualifications for Teachers and Paraprofessionals
[Section 2122 (b)(10)].
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
16. Describe proposed steps to ensure equitable access to, and participation in, federally assisted program(s)
included in this application for students, teachers, and other program beneficiaries with special needs as
listed in the instructions, GEPA, Section 427.
17. Describe how the activities in this project will support the reading initiative and are consistent with the
Reading Program Specifications
for the Just Read, Florida! Program which can be found at
http://www.justreadflorida.com. This item must include data to support the use of the application of at least
10% of the district allocation or show that the need has been met. Expenditures for reading initiatives must
be reflected on the budget page (DOE 102) under column 3, “Account Title and Narrative”. This may be
done by note with dollar amount specified for this initiative.
18. Describes how information about the project(s) will be
?
disseminated and marketed to appropriate
populations.
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
A)
Name of Eligible Recipient:
TAPS Number
B)
Project
Number:
(DOE
USE ONLY)
FLORIDA DEPARTMENT OF EDUCATION
(1)
FUNCTION
(2)
OBJECT
(3)
(4)
FTE
(5)
AMOUNT
$
ACCOUNT TITLE AND NARRATIVE
POSITION
C) TOTAL
DOE 101
Rev. 01/05
Page 2 of 2
John L. Winn, Commissioner
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2006-2007 LEA Application
Instructions Budget Narrative Form
This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request for Proposal (RFP) or Request
for Application (RFA).
A.
Enter Name of Eligible Recipient.
B.
(DOE USE ONLY)
COLUMN 1
FUNCTION:
SCHOOL DISTRICTS ONLY:
Use the four digit function codes as required in the Financial and Program Cost Accounting and Reporting for Florida
Schools Manual.
Column 2
OBJECT:
SCHOOL DISTRICTS:
Use the three digit object codes as required in the Financial and Program Cost Accounting and Reporting for Florida
Schools Manual.
COMMUNITY COLLEGES:
Use the first three digits of the object codes listed in the Accounting Manual for Florida’s Public Community Colleges.
UNIVERSITIES AND STATE AGENCIES:
Use the first three digits of the object codes listed in the Florida Accounting Information Resource Manual.
OTHER AGENCIES:
Use the object codes as required in the agency’s expenditure chart of accounts.
COLUMN 3
-
ALL APPLICANTS:
ACCOUNT TITLE:
Use the account title that applies to the object code listed in accordance with the
agency's accounting system.
NARRATIVE:
Provide a detailed narrative for each object code listed. For example:
•
?
SALARIES
- describe the type(s) of positions requested. Use a separate line to describe each type of position.
•
?
OTHER PERSONAL SERVICES
– describe the type of service(s) and an estimated number of hours for each type of position. OPS is
defined as compensation paid to persons, including substitute teachers not under contract, who are employed to provide
temporary services to the program.
•
?
PROFESSIONAL/TECHNICAL SERVICES
- describe services rendered by personnel, other than agency personnel employees, who
provide specialized skills and knowledge.
•
?
CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS
- provide the agency name and description of the service(s) to be
rendered.
•
?
TRAVEL
- provide a description of each type of travel to be supported with project funds, such as conference(s), in district or out of
district, and out of state. Do not list individual names. List individual position(s) when travel funds are being requested to perform
necessary activities.
•
?
CAPITAL OUTLAY
- provide the type of items/equipment to be purchased with project funds.
•
?
INDIRECT COST
- provide the percentage rate being used. Use the current approved rate. (Reference the DOE Green Book for
additional guidance regarding indirect cost.)
COLUMN 4 – MUST BE COMPLETED FOR ALL SALARIES AND OTHER PERSONAL SERVICES.
FTE
- Indicate the Full Time Equivalent (FTE based on the standard workweek for the type of position) number of positions to be
funded. Determine FTE by dividing the standard number of weekly hours (e.g., 35 hours) for the type of position (e.g., teacher aide)
into the actual work hours to be funded by the project.
COLUMN 5 - AMOUNT -
Provide the budget amount requested for each object code.
C.
?
TOTAL -
Provide the total for Column (4) on the last page
.
Must be the same amount as requested on the DOE-100A or B.
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