FLORIDA DEPARTMENT OF EDUCATION
Request for Application
Bureau / Office
Bureau of Student Assistance
Program Name
2007-2008 Consolidated Application for Selected Federal Programs under No Child Left Behind
Specific Funding Authority (ies)
Federal No Child Left Behind Act of 2001 P.L. 107-110:
CFDA # 84.010A, Title I, Part A, Educational Disadvantaged Students
CFDA # 84.011A, Title I, Part C, Education of Migratory Children
CFDA # 84.013A, Title I, Part D, Subpart 2, Local Programs for Neglected and Delinquent
CFDA # 84.367A, Title II, Part A - Teacher and Principal Training and Recruiting
CFDA # 84.318X, Title II, Part D - Enhancing Education through Technology
CFDA # 84.365A, Title III, Part A, English Language Acquisition
CFDA # 84.186A, Title IV, Safe and Drug-Free Schools, section 4002
CFDA # 84.298A, Title V, Part A - Innovative Programs
CFDA # 84.358B, Title VI, Part B, Subpart 2 - Rural and Low Income
Funding Purpose/Priorities
As specified in each funding authority (ies) Request for Application.
Type of Award
As specified in each funding authority (ies) Request for Application.
Total Funding Amount
All funding amounts are
preliminary
until awards are received from the US Department of Education
Title I, Part A, Educational Disadvantaged Students:
$ 576,383,493.00
Title I, Part C, Education of Migratory Children:
$19,261,127.00
Title I, Part D, Subpart 2, Local Programs for Neglected and Delinquent:
$8,198,681.00
Title II, Part A - Teacher and Principal Training/Recruiting:
$123,433,024.00
Title II, Part D - Enhancing Education through Technology:
$5,599,881.88
Title III, Part A, English Language Acquisition:
$32,766,262.64
Title IV, Safe and Drug-Free Schools, Section 4002:
$12,261,007.00
Title V, Part A - Innovative Programs:
$4,446,203.00
Title VI, Part B, Subpart 2 - Rural and Low Income:
1,317,014.
00
Budget Period
Effective July 1, 2007 or date received in substantially approvable form, whichever is later, through
August 30, 2008.
Program Performance Period
Effective July 1, 2007 or date received in substantially approvable form, whichever is later, through
August 30, 2008.
Target Population
As specified in each funding authority (ies) Request for Application.
Eligible Applicant(s)
Local Educational Agencies
Application Due Date
Projects will be effective on the date of the DOE 100C is received or July 1, 2007 whichever is later
and will remain in effect through August 30, 2008. The effective date of the application will be
determined by the date on the original DOE 100C received by the Office of Grants Management.
Facsimile and email submissions of the DOE 100C will not be accepted. Projects should be
submitted as soon as possible and
no later than October 8, 2008
.
The due date refers to the date of receipt in Grants Management. For Federal program, 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.
Contact Persons
Cheryl L. Sattler, Bureau Chief, (850) 245-0414, Cheryl.Sattler@fldoe.org
Program Support:
Title I, Parts A, D, and Title VI
: Yalonda.Harris@fldoe.org or 850-245-0669
Title I, Part C
: Marinda.Liggans@fldoe.org or 850-245-9949
Title II, Part A
: Peggy.Primicerio@fldoe.org or 850-245-0734
Title II, Part D:
Charles.Proctor@fldoe.org or 850-245-9318
Title III, Part A:
Eduardo.Padilla@fldoe.org or 850-245-0687
Title IV, Part A:
Brooks.Rumenik@fldoe.org or 850-245-0416
Title V, Part A:
Tameka.Thomas@fldoe.org or 850-245-0845
Technical Support:
Felicia.Elliott@fldoe.org or 850-245-0672
Grants Management:
Kynder.Crossner@fldoe.org or 850-245-0722
DOE 900E
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Revised 03/07
Assurances
The Department of Education has developed and implemented a document entitled, General Terms, Assurances
and Conditions for Participation in Federal and State Programs, to comply with:
•
?
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.fldoe.org/comptroller/gbook.asp
School Districts, Community Colleges, Universities and State Agencies
The certification of adherence filed with the Department of Education Comptroller’s Office shall remain in
effect indefinitely unless a change occurs in federal or state law, or there are other changes in
circumstances affecting a term, assurance, or condition; and does not need to be resubmitted with this
application.
No Child Left Behind Assurances (Applicable to All Funded Programs)
By my signature on this application, I hereby certify that the ___________ District will comply with the following requirements
of the No Child Left Behind Act of 2001:
The LEA assures that, under Sec. 9528, it will comply with a request by a military recruiter or an institution of higher
education for secondary students' names, addresses, and telephone numbers, unless a parent has "opted out" of providing
such information.
The LEA assures that, under Sec. 9528, it will provide military recruiters the same access to secondary school students as it
generally provides to postsecondary institutions or prospective employers.
The LEA hereby certifies that, under Sec. 9524, it has no policy that prevents, or otherwise denies participation in,
constitutionally protected prayer in public schools. The LEA further certifies that ``among other things, students may read
their Bibles or other scriptures, say grace before meals, and pray or study religious materials with fellow students during
recess, the lunch hour, or other noninstructional time to the same extent that they may engage in nonreligious activities.'' The
LEA certifies that its public schools will not be hostile to the religious rights of their students and their families.
The LEA hereby assures that, under Sec. 9532, if the State of Florida identifies any school within the LEA as “persistently
dangerous,” it will offer students attending that school, as well as students who are victims of a violent criminal offense while
on school property, the opportunity to transfer to a safe school.
The LEA hereby certifies that, under Sec. 4141, it will expel from school for a period of not less than one year a student who
is determined to have brought a weapon to school.
The LEA hereby certifies that, under Sec. 4141, it has a policy requiring referral to the criminal justice or juvenile delinquency
system of any student who brings a firearm to a school under the control and supervision of the LEA.
Program Specific Assurances
Title I, Part A, Educational Disadvantaged Students
Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from
Federal State, and local sources.
Provide technical assistance and support to schoolwide programs.
Work in consultation with schools as the schools develop the schools' plans pursuant to section 1114 and assist schools as
the schools implement such plans or undertake activities pursuant to section 1115 so that each school can make adequate
yearly progress toward meeting the State student academic achievement standards.
DOE 900E
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Revised 03/07
Fulfill its school improvement responsibilities under section 1116, including taking actions under paragraphs (7) and (8) of
section 1116(b).
Provide services to eligible private elementary and secondary school children, their teachers and parents, in accordance with
section 1120, and ensure timely and meaningful consultation with private school officials regarding such services.
Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant
scientifically based research.
In cases when the LEA chooses to use Title I, Part A funds to provide early childhood development services to low-income
children below the age of compulsory school attendance, ensure that such services comply with the performance standards
established under section 641A(a) of the Head Start Act.
Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118 and
1119.
Comply with the requirements of section 1119 regarding the qualifications of teachers and paraprofessionals and
professional development.
Inform eligible schools of the requirement for each LEA's authority to obtain waivers on the school's behalf under Title IX.
Coordinate and collaborate, to the extent feasible and necessary as the LEA determines, with the State Educational Agency
and other agencies providing services to children, youth, and families with respect to a school in school improvement,
corrective action, or restructuring under section 1116.
Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other
effective strategies, that low-income students and minority students are not taught at higher rates than other students by
unqualified, out-of-field, or inexperienced teachers.
Use the results of the student academic assessments required under section 1111(b)(3), and other measures or indicators
available to the agency, to review annually the progress of each school served by the LEA and receiving Title I, Part A funds
to determine whether all of the schools are making the progress necessary to ensure that all students will meet the State's
proficient level of achievement on the State academic assessments described in section 1111(b)(3) by the 2013-2014 school
year.
Ensure that the results from the academic assessments required under section 1111(b)(3) will be provided to parents and
teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent
practicable, provided in a language that the parents can understand.
Assist each school served by the LEA and assisted under Title I, Part A in developing or identifying examples of high-quality,
effective curricula consistent with section 1111(b)(8)(D).
Participate, if selected, in the State National Assessment of Educational Progress (NAEP) in 4th and 8th grade reading and
mathematics carried out under section 411(b)(2) of the National Education Statistics Act of 1994.
Submit an amendment, as appropriate, to the State Educational Agency Plan as required under section 1112 of Title I, Part
A of NCLB Act of 2001.
Ensure that all activities and services described in this application address required activities and clearly document that the
proposed activities are supplementary and do not supplant existing State and locally funded activities and required services.
Reserve such funds as are necessary under Public Law 107-100, Section 1113(c)(3)(A) to provide children and youth
experiencing homelessness and who do not attend Title I schools services that are comparable to those provided to children
in Title I schools.
Reserve such funds as are necessary under Public Law 107-110, Section 1113(c)(3)(B) and (C) to provide services to
children in local institutions for neglected and delinquent children and youth that are comparable to those provided to
children in Title I schools.
Spend an amount equal to at least twenty percent (20%) of the LEA's Title I, Part A, allocation, unless a lesser amount is
needed, to implement Choice with Transportation and Supplemental Education Services (when applicable). Ensure that all
students enrolled in Schools Identified In Need of Improvement (SINI), Corrective Action, or Restructuring are offered no less
than two choice options.
DOE 900E
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Spend not less than five percent (5%) of the LEA's Title I, Part A, allocation to ensure that all teachers in Title I schools meet
the NCLB and FDOE definition of Highly Qualified personnel, unless data warrant that less funding is needed.
Reserve no less than one percent (1%) of the LEA's Title I, Part A, allocation for parental involvement; of which ninety-five
percent (95%) shall be distributed to schools to provide for parental involvement.
Spend not less than 10 percent of the funds made available to the school under Section 1113 for each fiscal year that the
school is in school improvement status, for the purpose of providing to the school's teachers and principal(s) high-quality
professional development that –
•
Directly addresses the academic achievement problem that caused the school to be identified for school
improvement
•
Meets the requirements for professional development activities under section 1119
•
Is provided in a manner that affords increased opportunity for participating in that professional development
[Section 1116 (b)(3)(A)(iii)&(I-III)].
Report all data to FDOE on time and in the format required.
Title I, Part C – Education of Migratory Children
Funds received under this part will be used only–
•
?
For programs and projects, including the acquisition of equipment, in accordance with section 1306; and
•
?
To coordinate such programs and projects with similar programs and projects within the state and in other states,
as well as with other Federal programs that can benefit migratory children and their families;
Such programs and projects will be carried out in a manner consistent with the objectives of section 1114, subsections (b)
and (d) of section 1115, subsections (b) and (c) of section 1120A, and part I.
In the planning and operation of programs and projects at both the state and local operating level, there is consultation with
parent advisory councils for programs of 1 (one) school year in duration, and that all such programs and projects are carried
out–
•
?
In a manner that provides for the same parental involvement as is required for programs and projects under section
1118, unless extraordinary circumstances make such provision impractical; and
•
?
In a format and language understandable to the parents.
In planning and carrying out such programs and projects, there has been, and will be, adequate provision for addressing the
unmet educational needs of preschool migratory children.
The effectiveness of such programs and projects will be determined, where feasible, using the same approaches and
standards that will be used to assess the performance of students, schools, and local educational agencies under Part A.
To the extent feasible, such programs and projects will provide for—
•
?
Advocacy and outreach activities for migratory children and their families, including informing such children and
families of, or helping such children and families gain access to, other education, health, nutrition, and social
services;
•
?
Professional development programs, including mentoring, for teachers and other program personnel;
•
?
Family literacy programs, including such programs that use models developed under Even Start;
•
?
The integration of information technology into educational and related programs; and/or
•
?
Programs to facilitate the transition of secondary school students to postsecondary education or employment.
District personnel will ensure that migratory children are not penalized in any manner by academic disparities among States
and that they receive appropriate educational and supportive serves that address their special needs. [NCLB Act 2001,
Section 1301 (2)(3)].
District and school personnel will actively involve Migrant Program personnel in committees/meetings where decisions are
made that may affect migrant students. This participation includes but is not limited to Limited English Proficient (LEP)
Committees, Exceptional Student Education Individual Educational Plan (IEP) Meetings, Student Success Team (SST),
Discipline/Expulsion Hearings, Attendance Hearings, Health Meetings, etc. [NCLB Act of 2001, Section 1304 (b)(1)(a)(b)(c)].
DOE 900E
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Revised 03/07
All activities and services described in this application address required activities and clearly document that the proposed
activities are supplementary and do not supplant existing State and locally funded activities and required services.
The LEA will report all data to FDOE on time and in the format required.
PRIORITY FOR SERVICES—In providing services with funds received under this part, each recipient of such funds shall
give priority to migratory children who are failing, or most at risk failing, to meet the state’s challenging state academic
content standards and challenging state student academic achievement standards and whose education has been
interrupted during the regular school. The State has determined that the following indicators shall be used to identify the
children who should receive Priority for Services:
A migratory child who:
Scored at Level 1 or Level 2 on the FCAT;
or
Is Limited English Proficient (LEP);
or
Has an age/grade discrepancy;
or
Was retained during the school year;
or
Is at risk of failing to meet state graduation requirements in one of the following areas:
Has an unweighted GPA of 2.0 or below,
or
Has insufficient credits for promotion or graduation;
AND
Whose education has been interrupted during the regular school year.
CONTINUATION OF SERVICES—Not withstanding any other provision of this part— A child who ceases to be a migratory
child during a school term shall be eligible for services until the end of such term; A child who is no longer a migratory child
may continue to receive services for 1 (one) additional year, but only if comparable services are not available through other
programs; and secondary school students who were eligible for services in secondary school may continue to be served
through credit accrual programs until graduation
Title I, Part D, Subpart II – Local Programs for Neglected and Delinquent
Funds will be used only to meet the intents and purposes of Title I, Part D, Subpart II, as specified in Federal statute,
guidance, and regulation.
The LEA will reserve, where appropriate, funds that are reasonable and necessary to provide services to children in local
institutions for delinquent children and neglected or delinquent children in community day programs.
Meet all evaluation and accountability requirements.
The Local Education Agency will ensure that educational programs in the correctional facility are coordinated with the
student's home school, particularly with respect to a student with an individualized education program under part B of the
Individuals with Disabilities Education Act.
If the child or youth is identified as in need of special education services while in the correctional facility, the Local Education
Agency will notify the local school of the child or youth of such need.
The Local Education Agency will provide transition assistance to help the child or youth stay in school, including coordination
of services for the family, counseling, assistance in accessing drug and alcohol abuse prevention programs, tutoring, and
family counseling.
The Local Education Agency will provide support programs that encourage children and youth who have dropped out of
school to reenter school once their term at the correctional facility has been completed, or provide such children and youth
with the skills necessary to gain employment or seek a secondary school diploma or its recognized equivalent.
The Local Education Agency will work to ensure that the correctional facility is staffed with teachers and other qualified staff
who are trained to work with children and youth with disabilities taking into consideration the unique needs of such children
and youth.
The Local Education Agency will ensure that educational programs in the correctional facility are related to assisting students
to meet high academic achievement standards.
The Local Education Agency will use technology to assist in coordinating educational programs between the correctional
facility and the community school.
DOE 900E
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Revised 03/07
The Local Education Agency will involve parents in efforts to improve the educational achievement of their children and
?
prevent the further involvement of such children in delinquent activities.
?
The Local Education Agency will coordinate funds received under this subpart with other local, State, and Federal funds
?
available to provide services to participating children and youth, such as funds made available under title I of Public Law
?
105-220, and vocational and technical education funds.
?
The Local Education Agency will coordinate programs operated under this subpart with activities funded under the Juvenile
?
Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable.
?
The Local Education Agency will work with local businesses to develop training, curriculum-based youth entrepreneurship
?
education, and mentoring programs for children and youth.
?
A Local Education Agency receiving Subpart 2 funds must use a portion of its funds to operate a dropout prevention program
?
for students returning from a locally operated correctional facility.
?
OR
?
Exception
?
If the Local Education Agency serves a school operated by a local correctional facility, in which more than 30 percent of the
?
children and youth attending the school will reside outside the boundaries served by the Local Education Agency upon
?
leaving the facility, the LEA is not required to operate a dropout prevention program within the school and may use all of its
?
Subpart 2 funds for programs in locally operated correctional facilities, provided that those facilities have a formal agreement
?
with the Local Education Agency. Check the exception if your district serves a correctional facility in which more than 30
?
percent of the children and youth attending school at the facility are not residents of your district
?
Title II, Part A – Teacher and Principal Training and Recruiting Fund
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)].
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)].
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)].
The LEA, after timely and meaningful consultation, will provide the opportunity for equitable participation by private school
educational personnel in the activities and services funded by this application and those schools 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)].
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)].
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)].
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)].
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.
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.
DOE 900E
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Revised 03/07
Title II, Part D – Enhancing Education through Technology
A minimum of 25 percent of project funds will be allocated to provide ongoing, sustained, intensive, high-quality professional
development (which is based on a review of relevant research and targets the integration of advanced and emerging
technologies into curricula and instruction). If this assurance is not provided, then the applicant must provide a detailed
narrative justification (see Attachment B: Professional Development Waiver Request). The narrative must explain in detail
how such training is already provided to all teachers in core academic subjects. Submission of a waiver request with regard
to this key program expectation may delay approval of an EETT application.
A comprehensive review of the LEA’s local long-range technology plan has been conducted to determine if all Department of
Education Essential Plan Components have been addressed in a detailed manner
(http://www.doe.firn.edu/edtech/it/tp/local.htm
l
). In addition, planning information provided in this application has been (or will
be) incorporated into the local strategic educational technology plan not later than 5/31/08.
Please select ONE of the following three CIPA (Children’s Internet Protection Act) related assurance options for the
proposed project.
Every "applicable school" has complied with the Children’s Internet Protection Act (CIPA) requirements in
Subpart 4 of Title II –Part D of the ESEA. An “applicable school” is an elementary or secondary school that does
not receive e-rate discounts and for which EETT funds will be used to purchase computers used to access the
Internet, or to pay the direct costs associated with accessing the Internet. Indicate NA if this assurance does not
apply. Not all “applicable schools” have yet complied with the requirements in Subpart 4 of Title II –Part D of the
ESEA. However, the LEA has received a one-year waiver from the U.S. Secretary of Education under Section
2441(b)(2)(C) of the ESEA for those applicable schools not yet in compliance. Indicate NA if this assurance does
not apply.
Not all "applicable schools" have yet complied with the requirements in Subpart 4 of Title II –Part D of the ESEA.
However, the LEA has received a one-year waiver from the U.S. Secretary of Education under Section
2441(b)(2)(C) of the ESEA for those applicable schools not yet in compliance. Indicate NA if this assurance does
not apply.
The CIPA requirements in the ESEA do not apply because no funds made available under the program are being
used to purchase computers to access the Internet, or to pay for direct costs associated with accessing the
Internet, for elementary and secondary schools that do not receive e-rate services under the Communications Act
of 1934, as amended. Indicate NA if this assurance does not apply.
Title III, Part A – English Language Acquisition
The Local Educational Agency (LEA) will use their subgrants to build their capacity to continue to provide high-quality
language instruction educational programs for English Language Learners (ELLs) once the project funds are no longer
available.
The LEA will include in its District LEP Plan a certification that all teachers in a Title III language instruction educational
program for limited English proficient children are fluent in English and any other language used for instruction.
The LEA will be of sufficient size and scope to support high-quality programs
The LEA consulted with teachers, researchers, school administrators, and parents, and if appropriate, with education-related
community groups and non-profit organizations, and institutions of higher education in developing this program plan.
The LEA will administer an annual reading or language arts assessment in English of all children who have been in the
United States for one or more consecutive years.
The LEA will assess annually the English proficiency of all students identified as English language learners.
The activities funded with this project will not be in violation of any State law, including State constitutional law, regarding the
education of English language learners.
LEA evaluations will be used to determine and improve the effectiveness of subgrantee programs and activities.
LEA evaluations will include a description of the progress made by children in meeting State academic content and student
academic achievement standards for each of the two years after these children no longer participate in a Title III language
instruction educational program.
DOE 900E
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Revised 03/07
An LEA that fails to make progress toward meeting annual measurable achievement objectives for two consecutive years will
be required to develop an improvement plan that will ensure the objectives are met.
The LEA will provide the following information to parents of English language learners selected for participation in a
language instruction educational program: How the educational needs of their children will be met. Available options of
various instructional delivery models. The right to comprehensive instruction cannot be waived. If applicable, the failure of
the subgrantee to make progress on the annual measurable achievement objectives for their children and what those
objectives are.
Title IV, Part A – Safe and Drug Free Schools
2% Cap on Administrative Costs: The district will not use more than 2 percent of its allocation for the administrative costs
(which include indirect costs) as defined by section 80.3 of EDGAR, in carrying out its responsibilities under this project
[NCLB 4114(a)(2)].
Program Development
:
A.
?
Timely and Meaningful Consultation - The district has developed its application through timely and meaningful
consultation with State and local government representatives, representatives of schools to be served (including
private, non-profit schools, teachers and other staff, parents, students, community-based organizations, and others
with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health,
and law enforcement professionals).
B.
?
Continued Consultation - The district will, on an ongoing basis, consult with above mentioned representatives and
organizations in order to seek advice regarding how best to coordinate activities with other related strategies,
programs, and activities being conducted in the community.
C.
?
Design and Development - To ensure timely and meaningful consultation, the district at the initial stages of design and
development of a program or activity shall consult with appropriate entities and persons on issues regarding the
design and development of the program or activity, including efforts to meet the Principles of Effectiveness [NCLB
4114(c].
Principles of Effectiveness
: The activities or programs in this project comply with the Principles of Effectiveness (POE)
described in subsection 4115(a) of NCLB and foster a safe and drug-free learning environment that supports academic
achievement [NCLB 4114(d)(1) and 4115(a)]. To comply with the standards set by the POE, programs and activities shall:
A.
?
Be based on an assessment of objective data about the drug and violence problems in the schools and
communities to be served, including an objective analysis of the current conditions and consequences regarding
said drug and violence problems that is based on ongoing local assessment or evaluation activities;
B.
?
Be based on performance measures aimed at ensuring that these schools and communities to be served have a
safe, orderly, and drug-free learning environment;
C.
?
Be based on scientifically based research that provides evidence that the program to be used will reduce violence
and illegal drug use;
D.
?
Be based on an analysis of the prevalence of risk factors, protective factors, buffers, assets; or other variables in
schools and communities in the State identified through scientifically based research;
E.
?
Include meaningful and ongoing consultation with and input from parents in the development of the application and
administration of the program or activity;
F.
?
Be evaluated periodically to assess its progress toward reducing violence and illegal drug use in schools to be
served based on locally established performance measures; results shall be used:
i.
to refine, improve, and strengthen the program
ii.
to refine the performance measures, and
iii.
shall also be made available to the public upon request, with public notice of such availability provided.
Public Review
: The project application includes a request for a waiver of the requirement that programs or activities be
based on scientifically-based research that provides evidence that the program will reduce violence and illegal drug use. The
waiver process is found in Section V of this application and will be available for public review after submission of the
application.
Wrong and Harmful
: The drug and violence prevention programs supported under this project convey a clear and
consistent message that acts of violence and the illegal use of drugs are wrong and harmful [NCLB 4114(d)(6)].
Comprehensive Plan
: The district has, or the schools to be served have, a plan for keeping schools safe and drug-free that
includes:
A.
?
Discipline policies
- Appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal
possession of weapons, and the illegal use, possession, distribution and sale of tobacco, alcohol, and other drugs
by students
DOE 900E
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Revised 03/07
B.
?
Security procedures
- Security procedures at school and while students are on the way to and from school
C.
?
Prevention activities
- Prevention activities that are designed to create and maintain safe, disciplined, and drug-
free environments
D.
?
Crisis management plan
- A crisis management plan for responding to violent or traumatic incidents on school
grounds; and
E.
?
Code of Conduct Policy
- A code of conduct policy for all students that clearly states the responsibilities of
students, teachers, and administrators in maintaining a classroom environment that —
i.
allows a teacher to communicate effectively with all students in the class;
ii.
allows all students in the class to learn;
iii.
has consequences that are fair, and developmentally appropriate;
iv.
considers the student and the circumstances of the situation; and
v.
is enforced accordingly. [NCLB 4114(d)(7)]
Gun-Free Schools Ac
t: The district is in compliance with section 1006.13(2), Florida Statutes, the State law required by
subsection 4141(b)(1) of the federal Gun-Free Schools Act, which requires district school boards to adopt a zero tolerance
policy requiring students found to have brought a firearm or weapon, as defined in chapter 790, Florida Statutes, to school,
to any school function, or onto any school-sponsored transportation or possessing a firearm at school to be expelled, with or
without continuing educational services, from the student’s regular school for a period of not less than 1 full year, and to be
referred to the criminal justice or juvenile justice system. [NCLB 4141(d) and 1006.13(2)(a), Florida Statutes]
Parent Input
: Parents were included in the development of this project application and programs and/or activities conducted
under this project will include meaningful and ongoing consultation with, and input from, parents in the administration of the
programs and/or activities. [NCLB 4116(b)(1) and 4115(a)(1)(E)]
Required Reports
: The district will submit to the Florida Department of Education such information, and at such intervals,
that the Department requires to complete the State Report required by the United States Secretary of Education including
information on the prevalence of drug use and violence by youth in the schools and the community. Such information shall
be made readily available to the public. [NCLB 4116(b)(1)]
To facilitate the prompt reporting of data, the District will assign a school-level staff member to complete all required forms
(implementation checklist, report form, or other monitoring instrument) to be used to access accountability of program
implementation at the classroom level.
To facilitate the prompt reporting of data, the District will complete and file the school-wide tracking form(s) with the Safe and
Drug-Free Schools Coordinator by 8/30/07.
Smoking within Indoor Facility
: No person permits smoking within any indoor facility owned or leased or contracted for,
and utilized by, such person for provision of routine or regular kindergarten, elementary, or secondary education or library
services to children or of regular or routine health care or day care or early childhood development (Head Start ) services.
[NCLB 4303(a) and (b)(1)]
Supplement not Supplant
: SDFS funds are used to increase the level of State, local, and other non-Federal funds that
would, in the absence of funds under SDFS, be made available for programs and activities authorized under SDFS, and are
in no case used to supplant such State, local, and other non-Federal funds. [NCLB 4114(d)(4)]
Title V, Part A – Innovative Programs
The LEA assures that the innovative programs described in this application are tied to promoting challenging academic
achievement standards; used to improve student academic achievement; and are a part of an overall education reform
strategy [Section 5131(b)(1-3)].
The LEA assures that, after consultation with appropriate private school officials, the LEA shall provide for the benefit of the
children secular, neutral, and non-ideological services, materials and equipment, including participation of teachers (and
other personnel serving such children) in training programs [Section 5142(a)(1)(A-B)].
The LEA will involve, through systematic consultation, the parents of children attending the school district's elementary and
secondary schools, teachers and administrators of these schools, and other groups involved in the planning, design, and
implementation (such as librarians, school counselors, and other pupil services personnel) as may be considered
appropriate [Section 5133(b)(7)].
The LEA assures that children enrolled in private, nonprofit schools, and the educational personnel of such schools will be
provided the opportunity for equitable participation in the activities and services funded by this application and the schools of
these children have been so notified [Section 5142(a)].
DOE 900E
10
Revised 03/07
The LEA assures that expenditures for programs shall be equal (consistent with the number of children to be served) to
expenditures for programs under Title V, Part A for children enrolled in the public schools of the local education agency.
[Section 5142(b)(1-2)].
The LEA assures that the provision of services from these programs shall be provided by employees of a public agency and
is independent of private schools and of any religious organizations, and the funds provided under this title shall not be
commingled with state or local funds [Section 5142(c)(2)].
The control of funds provided under this part, and title to materials, equipment, and property repaired, remodeled, or
constructed with such funds, shall be in a public agency for the uses and purposes provided in this part, and a public agency
shall administer such funds and property [Section 5142(c)(1)].
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; and not supplant, any other federal, state, or local education funds. [Section 5144].
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
[Section 5133(b)(6)].
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 [Section 5133(b)(8)(A-D)].
The LEA assures that a needs assessment be conducted and that funds be allocated among the innovative assistance
program areas based on those identified needs. [Section 5133(b)(1) and (2).
The LEA ensures equitable access to, and participation, in federally assisted program(s) included in this application for
students, teachers, and other program beneficiaries with special needs. Section 427 of GEPA, enacted as part of the
Improving America's Schools Act of 1994 [Public Law 103-382].
Title VI, Part B, Subpart II – Rural and Low Income
Program funds will be used only for the intents and purposes of Title VI of the No Child Left Behind Act of 2001, and to
supplement, and not supplant, local and state funding for these purposes.
The LEA will provide for equitable services for private school students and teachers relative to all applicable funding that is
used under the REAP-FLEX authority granted to the LEA by Federal statute.
Funding Method
As specified by each program included in consolidated application.
Federal Cash Advance –Online 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.
Indirect Costs
shall only apply to federal projects. School districts are not required to develop an
indirect cost proposal, but if they fail to do so, they will not be allowed to recover any indirect costs.
Restrictions to the amount or percentage that can be charged to a project’s administration which may
DOE 900E
11
Revised 03/07
include indirect costs will be specified in the approved project award notification or amendment
approval where applicable.
Monthly Disbursements
are to be reported by the 20
th
of the month following the month of
disbursements from each agency receiving these federal funds. The recipients must report
disbursements electronically on the On-Line Disbursement Reporting System.
Final Disbursement Report,
DOE 399 form, must be submitted by the date specified on the DOE
200 form, Project Award Notification.
DOE 900E
12
Revised 03/07
NARRATIVE SECTION
Project Design-Narrative
NEEDS ASSESSMENT
It is strongly recommended that responses to these questions be developed
collaboratively to ensure equitable representation of selected titles.
1.
Briefly provide evidence of need for each of the selected NCLB programs
(i.e.: Title I, Part A,
Title I, Part C, Title I, Part D, Title I, Part F, Title II, Part A, Title II, Part D, Title III, Part A, Title IV, Part
A, Title V, Part A, and/or Title VI, Part B, Subpart 2) that will be funded through this consolidated
application. In the description, include reference to the method used to conduct the needs
assessment for each of the NCLB programs included in the LEA’s consolidated application.
Summarize results.
Selected Priority
Problem(s)/
Populations Identified
During Needs
Assessment
Performance Goal(s)
Measurement
Tool/Method
Actual Outcomes from
2006 or Most Recent
Results
2007-08 Performance
Targets with
Measurable
Objectives
Description: Indicator(s): Description: Description: Description
NOTE: If you are consolidating Title I, Parts: A, C, and Title VI, One Performance Goal (Column 2)
must address High School Graduation. If you are consolidating Title II, Part A, you are required to
address Performance Indicators 3.1 and 3.2. If you are consolidating Title III, Part A, you are required
to complete Performance Indicators 2.1, 2.2, 2.3 and 2.4.
2.
?
Describe how the proposed consolidated application will incorporate reading initiatives.
It is expected that LEA will identify specific scientifically based programs and activities, including
quoting the research supporting the program or activity to be implemented.
ACTIVITIES
Describe the major 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. Please describe how these activities will contribute to closing the
achievement gap and are based on scientific research.
COORDINATION OF PROGRAMS
1.
?
Describe how the services provided under the programs in this application are integrated
with each other and coordinated with other programs funded under NCLB (i.e.: Title I, Part
A, Title I, Part C, Title I, Part D, Title I, Part F, Title II, Part A, Title II, Part D, Title III, Part A,
Title IV, Part A, Title V, Part A, and/or Title VI, Part B, Subpart 2).
DOE 900E
13
Revised 03/07
2.
?
Describe how these coordinated services will address the needs of each of the following
groups:
Students, including: migrant, homeless, English Language Learners (ELLs), neglected and
delinquent, youth at risk of dropping out, disabled, economically disadvantaged, early childhood, and
immigrant (description):
Staff, including teachers and paraprofessionals (description):
Parents (description):
3.
?
Describe how information about this application will be disseminated to school staff and
members of the community. Description should include how LEA will ensure that all
school-to-home communication will be in the parents’ home language, unless clearly not
feasible.
4.
?
Describe how the LEA will provide ongoing consultation with school staff and members of
the community throughout the project period.
5.
?
Describe the methods and processes that will be used to report student and program
outcomes to parents, school staff and members of the community. Description should
include how LEA will ensure that all school-to-home communication will be in the parents’
home language, unless clearly not feasible.
COLLABORATIVE PARTNERS
1.
Identify federal/state/local collaborative partners; briefly describe in a simple narrative, the
type and benefit of the collaborative activities; include the type of program(s) and the primary
target group(s).
CONSULTATION WITH PRIVATE SCHOOL OFFICIALS
1.
?
To ensure timely and meaningful consultation, the district shall consult with appropriate
private school officials during the design and development of equitable services.
Provide a
detailed plan of action for providing timely and meaningful consultation, and equitable services, to
eligible children, teachers and parents in private schools within the local education agency(ies)
service area.
For details, refer to the US Department of Education’s Non-Regulatory Guidance for Private
Schools:
Title IX – General Provisions:
http:/
/www.ed.gov/policy/elsec/guid/equitableserguidance.doc
?
Title I, Part A:
http://www.ed.gov/programs/titleiparta/psguidance.doc
?
Requirements: Upload or provide a web address to provide evidence of Private School Notification
and Consultation letters.
DOE 900E
14
Revised 03/07
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 the selected federal funds in
the Needs Assessment section of this application.
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 regarding the selected programs in the
Coordination of Programs section of this application.
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).
For Federal Programs - General Education Provisions Act (GEPA)
Provide a concise description of the process to ensure equitable access to, and participation of
students, teachers, and other program beneficiaries with special needs
.
For details refer to URL:
http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf
Please Note: Due to this being an on-line application, applicants are required to maintain
documentation at the local level which supports compliance with the requirements of the
GEPA.
Documentation must include a concise description of the process to ensure equitable access
to, and participation of students, teachers, and other program beneficiaries with special needs
.
Upon
completion of the on-line application, each applicant will be required to submit confirmation of
compliance with this requirement. Assurances, including GEPA requirements are part of the
print
application
function of the on-line application.
Equitable Services for Private School Participation
The following requirement is incorporated in the application through meaningful consultation,
description of collaboration during the design and development, and the programs that will be
conducted and does not need to be addressed separately.
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 with the local education agency(ies) service
area.
For details, refer to URL:
http://www.ed.gov/policy/elsec/leg/esea02/pg111.html
.
DOE 900E
15
Revised 03/07
Conditions for Acceptance
The online application requires applicants to complete all sections. Applicants must press the final
submit button in order for submit their project application to FDOE. The project will not be effective
until the DOE 100C is received by the Office of Grants Management with the original signature of the
Superintendent or an authorized designee. The DOE 100C is the only document required to be
mailed with original signature to DOE; please refrain from mailing hardcopies of the project
application.
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 100C, Project Application Form and
DOE 101 - Budget Narrative Form
?
3)
All required forms must have the assigned TAPS Number included on the form
?
4)
All required forms have original signatures by an authorized entity
?
5)
Application must be submitted to:
?
Office of Grants Management
?
Florida Department of Education
?
325 W. Gaines Street, Room 332
?
Tallahassee, Florida 32399-0400
?
NOTE: Applications signed by officials other than the appropriate agency head identified
above must have a letter signed by the agency head, or documentation citing action of the
governing body delegating authority to the person to sign on behalf of said official.
Attach the letter or documentation to the DOE 100C when the application is submitted.
Method of Review
All project applications, including budget forms shall be reviewed by FDOE staff in accordance with
established project application review checklists and requirements set-forth in the No Child Left
Behind Act of 2001; applicable non-regulatory guidance and other applicable federal regulations and
guidelines.
DOE 900E
16
Revised 03/07
Florida 2007-2008 Consolidated Application for Selected Federal Programs
Please return to:
Florida Department of Education
Bureau of Grants Management
Room 332
Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
Telephone: 850-245-0498
SunCom: 205-0498
A)
Name and Address of Eligible Applicant:
Consolidated Application for Selected Federal Programs
2007-2008 LEA Application
DOE USE ONLY
Date Received
Project Dates
:
____________________ - 6/30/08
B)
Applicant Contact Information
Contact Name:
Mailing Address:
Telephone Number:
E-mail Address:
Fax Number:
SunCom Number:
C) Select Programs
D) Requested Funds
E)
Approved Funding
F)
Project Number
G)
TAPs Number
Title I, Part A, Educational Disadvantaged Students
08A001
Title I, Part C, Education of Migratory Children
08A022
Title I, Part D, Subpart II, Local Programs for Neglected and
Delinquent
08A027
Title II, Part A – Teacher and Principal Training and Recruiting
08A052
Title II, Part D – Enhancing Education through Technology
08A058
Title III, Part A – English Language Acquisition
08C001
Title IV, Part A – Safe and Drug Free Schools, section 4002
08A071
Title V, Part A – Innovative
Programs
08A082
Title VI, Part B, Subpart 2 – Rural and Low Income
08A090
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.
G)
________________________________________________
Signature of Agency Head
17
LEA: ____________________
Florida 2007-2008 Consolidated Application for Selected Federal Programs
FLORIDA DEPARTMENT OF EDUCATION
Project Application
A.
?
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.
?
B.
?
Enter requested information for the applicant’s contact person;
one contact please
. This is the person responsible for coordinating the
?
response(s) to all questions regarding information included in this application.
?
C.
?
These are the selected federal programs eligible to be consolidated in this application.
D.
?
For the programs not included in this consolidated application, put and “NA” in the “D” column. Enter the total amount of funds requested
for each program that is intended to be included in this application.
E.
?
DOE use only
F.
?
DOE use only
G.
?
DOE use only
H.
?
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
appropriate 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 100C when the application is submitted.
18
LEA: ____________________
Florida 2007-2008 Consolidated Application for Selected Federal Programs
Program Design Using Performance Goals and Indicators
Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining
proficiency or better in reading/language arts and mathematics.
1.1 Performance indicator:
?
The percentage of students, in the aggregate and for each subgroup, who are at or
above the proficient level in reading/language arts on the State’s assessment. [Note: These subgroups are
those for which the Elementary and Secondary Education Act (ESEA) requires state reporting, as identified in
Section 1111(h)(1)(C)(i).]
1.2 Performance indicator:
?
The percentage of students, in the aggregate and in each subgroup, who are
at or above the proficient level in mathematics on the state’s assessment. [Note: These subgroups
are those for which the ESEA requires state reporting, as identified in section 1111(h)(1)(C)(i).]
1.3 Performance indicator: The percentage of Title I schools that make adequate yearly progress.
1.4 District-derived Performance Indicator:
*
Performance Goal 2: All limited English proficient students will become proficient in English and
reach high academic standards, at a minimum attaining proficiency or better in reading/language
arts and mathematics.
2.1 Language Proficiency Performance Indicator:
?
The percentage of ELLs, determined by cohort, who
have attained English proficiency by the end of the school year. [It is expected that LEAs will include
baseline data from 2006 administration of Comprehensive English Language Learning Assessment
(CELLA).]
2.2 Making Progress Performance Indicator:
?
The percentage of students making progress in learning
English. [It is expected that LEAs will identify the percentage of ELLs moving from one proficiency
level to the next; data on percentages of ELLs at the beginning, intermediate and advanced levels
should be included.]
2.3 Annual Measurable Achievement Objectives Performance Indicator: The percentage of schools that
have met Florida’s Annual Measurable Achievement Objectives (AMAOs). [It is expected that the
LEA will address the additional services that will be provided to schools that have not met Florida’s
AMAOs.]
2.4 Content Achievement Performance indicator:
?
The percentage of ELLs who are at or above the
proficient level in reading/language arts, mathematics and science on the state’s assessment, as
reported for performance indicator 2.1.
2.5
District-derived Performance Indicator
[It is expected that LEA will identify performance goal(s)
that focus on either increasing the language proficiency of ELLs; the academic achievement of
ELLs; increasing the effectiveness of professional development activities for teachers assigned to
teach ELLs, or increasing parental involvement].
Performance Goal 3: All students will be taught by highly qualified teachers.
3.1 Performance indicator: The percentage of classes being taught by “highly qualified” teachers (as the
term is defined in Section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the
term is defined in Section 1111(h)(1)(C)(viii) of the ESEA).
3.2 Performance indicator: The percentage of teachers receiving high-quality professional development
[as the term “professional development” is defined in Section 9101(34)].
3.3 Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as
translators and parental involvement assistants) who are qualified. [See criteria in Section 1119(c) and
(d).]
3.4 District-derived Performance Indicator:*
19
LEA: ____________________
Florida 2007-2008 Consolidated Application for Selected Federal Programs
Performance Goal 4: All students will be educated in learning environments that are safe, drug
free, and conducive to learning.
4.1 District-derived Performance Indicator:*
4.2 District-derived Performance Indicator:*
Performance Goal 5: All students will graduate from high school.
5.1 District-derived Performance Indicator:*
5.2 District-derived Performance Indicator:*
5.3 District-derived Performance Indicator:*
HS Graduation Indicator
The percentage of students who graduate from high school each year with a regular diploma 1)
?
disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status
?
as economically disadvantaged; 2) calculated in the same manner as used in National Center for
?
Education Statistics reports on Common Core of Data.
?
The percentage of students who drop out of school, 1) disaggregated by race,
?
ethnicity, gender, disability status, migrant status, English proficiency, and status as economically
?
disadvantaged; and 2) calculated in the same manner as used in National Center for Education Statistics
?
reports on Common Core of Data.
?
* LEA Derived Performance Indicator(s).
20
LEA: ____________________
Florida 2007-2008 Consolidated Application for Selected Federal Programs
PLEASE SUBMIT A SEPARATE BUDGET PAGE FOR EACH SELECTED PROGRAM
A)
Name of Eligible Recipient:
B)
TAPS Number
08X000
Project Number:
(DOE USE ONLY)
FLORIDA DEPARTMENT OF EDUCATION
Budget Narrative Form
(1)
FUNCTION
(2)
OBJECT
(3)
ACCOUNT TITLE AND NARRATIVE
(4)
FTE
POSITION
(5)
AMOUNT
C) TOTAL
DOE 101
?
Rev. 01/05
Jeanine Blomberg, Commissioner
21
LEA: ____________________
Florida 2007-2008 Consolidated Application for Selected Federal Programs
PLEASE SUBMIT A SEPARATE BUDGET PAGE FOR EACH SELECTED PROGRAM
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, B
or C.
22
LEA: ____________________
Florida 2007-2008 Consolidated Application for Selected Federal Programs
Program Specific Requirements
Based upon your selection of title grants to be consolidated, the LEA is required to complete each program specific
requirement listed below online. Please review the individual program preapprovals for detailed descriptions,
budget narratives will be required for each program selected to be consolidated.
Title I – Educational Disadvantaged Students
Public School Eligibility Survey
Description of LEA Activities To Support Required Set-Asides
School Improvement
Support for Eligible Students in Private Schools
Early Childhood Component*
DOE 101
Title I, Part C – Education of Migratory Children
Priority of Services Action Plan
Early Childhood Component*
Annual Program Evaluation Process
DOE 101
*If the section is left blank, the LEA is required to provide documentation with this application to support why services are not
being provided through Title I, Part A to support early childhood programs.
Title I, Part D, Subpart II – Local Programs for Neglected and Delinquent
Program(s) to be Assisted
Formal Agreements
Transition Plans
DOE 101
Title II, Part A – Teacher and Principal Training/Recruiting
Program Description
Annual Measurable Outcome Objectives
Professional Development in Accordance with Florida’s Professional Development System
DOE 101
Title II, Part D – Enhancing Education through Technology
Access to Instructional Technology
Ongoing Sustained Professional Development
Evaluation Strategies/Accountability Measures
Program Planning and Evaluation
Program Planning Snapshot
DOE 101
Title III, Part A, English Language Acquisition
Descriptions must identify the activities to implement the goals and performance indicators selected in the Consolidated
NEEDS ASSESSMENT section. Consolidated applicants are NOT required to repeat the goals, objectives, outcomes and
performance targets identified already included in the NEEDS ASSESSMENT.
Supplementary Instructional Services to Increase English Proficiency of ELLs
Instructional Services to Increase the Academic Achievement of current and Former ELLs
DOE 101
Title IV, Part A – Safe and Drug Free Schools
Federal Gun-Free Schools Act Local Education Agency Activities Survey
Section V SDFS Program Activity Profile
DOE 101
Title V, Part A – Innovative Programs
Innovative Programs – Public Schools
Innovative Programs – Non Public Schools
DOE 101
Title VI, Part B, Subpart II – Rural and Low Income
Part 1
Part 2
DOE 101
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LEA: ____________________
