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”
Local Educational Agencies (LEAs) and schools are held accountable for improvements in student academic achievement.
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.
Type of Award
Entitlement
Total Funding Amount
$
126,640,909
(
preliminary
)
Budget Period
Effective July 1, 2007 or date received in substantially approvable form, whichever is later, through June 30, 2008
Program Performance Period
Effective July 1, 2007 or date received in substantially approvable form, whichever is later, through June 30, 2008
Target Population
Target populations include educators, administrators and staff.
Eligible Applicant(s)
Local Educational Agencies (LEAs)
Application Due Date
Entitlement projects will be effective on the date received or July 1, 2007 whichever is later and will remain in effect
through June 30, 2008. Projects should be submitted as soon as possible and not later than December 7
th
, 2007.
DOE 900E
Revised 01/2006
5/18/2007
1
DOE 900E
Revised 01/2006
5/18/2007
2
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.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.
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
5/18/2007
3
NARRATIVE SECTION
Project Design-Narrative
Allowable activities under Title II, Part A are on pages five and six of the attached application. These activities are
chosen by the applicant based on a need assessment described on page four of the LEA application.
The description of planned program activities, based on stated need assessments conducted are within the attached LEA
application.
The LEA 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) and how many do not meet these requirements If an LEA has failed to
make AYP for three consecutive years and has failed for three years to make progress toward meeting its annual
measurable objective of all teachers being highly qualified, the LEA must develop (in conjunction with the state through
this application, LEA teachers, and principals) professional development strategies and activities based on scientifically
based research that the LEA will use to meet the state’s annual measurable objectives for improving teacher quality
[Section 2141(c)(1)(2)(A-C); (d)(1&2)]. LEAs must describe how the proposed activities in this application will be
implemented to assist teachers not meeting the Highly Qualified requirements.
Districts (LEAs) that do not meet annual measurable objectives for three years in accordance with ESEA §2141 are
identified after the HQT report is compiled and submitted each year. After identification, the data collected from
monitoring reports; school report cards, especially with regard to student performance; and the new reports on reasons for
NHQT and the Title II spending report are analyzed and used in four ways:
1.
Results of the analysis are shared and reviewed with these districts in a formal consultation to create their next
plan for use of Title II funds; the next Title II application is reviewed to ensure that the plan is reflected therein
and revisions required for those areas that are omitted. Additionally during the consultation, a technical
assistance plan will be created through which the district will access FLDOE staff in recruitment, professional
development, certification and others as appropriate.
2.
Districts which continue to fall short of HQT requirements in subsequent years will be required to reduce the
percentage of Title II funds spent on equipment, technology and other administrative costs associated with
ensuring that their teachers are highly qualified while increasing the percentage of their funds dedicated to
activities that directly affect the HQ status of individual teachers through professional development and
certification assistance. The percentages will be based upon their most recent annual fiscal report of expenditures
in Title II not to exceed 10 percent.
3.
Aggregate data will be used to determine projects and uses for Title II SEA and SAHE funds as appropriate for
the coming year, and, if applicable, will be reflected in specific Request for Applications and Request for
Proposals that are subsequently published.
4.
Data will be presented to leadership for review and determination whether state level policy and/or regulation
changes need to be made to assist districts in this regard.
It should be noted that Florida is addressing issues related to staffing of schools that do not make AYP by focusing on
staffing issues in high poverty and high minority schools, which constitute the majority of NAYP schools. Specifically,
new legislation passed in June of 2006 establishes two significant changes:
1.
Beginning in 2007-08, school districts must include in their salary schedules differentiated pay for teachers that
work in challenging environments, including low performing, high minority, rural, urban, and/or high poverty
schools. With population shifts historically experienced in our state, this is a means of addressing the issue
statewide by putting systems in place to eliminate or reduce the difficulty in staffing schools with highly qualified
and effective teachers.
2.
School districts may not assign to schools graded “D” or “F” or schools with above the school district average of
minority and economically disadvantaged students a higher percentage than the school district average of first
time teachers, temporarily certified teachers, teachers in need of improvement, or out-of-field teachers (Florida
HQT Revised Plan 11.28.06).
DOE 900E
Revised 01/2006
5/18/2007
4
Percentage of Classes Taught by Highly Qualified Teachers, by District
State Objective
94.00%
97.00%
100%
2003 - 2004
2004 - 2005
2005 - 2006
LEA
% Highly
Qualified
% Highly
Qualified
% NOT
HQ
1 ALACHUA
96.7
98.3%
3.00%
2 BAKER
94.7
78.1%
16.80%
3 BAY
97.3
91.4%
12.20%
4
BRADFORD
85.1
91.1%
16.80%
5 BREVARD
99.0
98.8%
2.30%
6 BROWARD
99.6
99.4%
0.00%
7
CALHOUN
93.3
86.4%
35.40%
8 CHARLOTTE
85.2
99.0%
8.10%
9
CITRUS
93.6
80.3%
4.20%
10
CLAY
93.5
94.3%
6.40%
11 COLLIER
93.3
97.5%
0.70%
12
COLUMBIA
92.2
87.7%
6.50%
13
DADE
82.5
93.7%
9.80%
14 DESOTO
95.7
98.5%
3.60%
15
DIXIE
84.4
85.2%
18.40%
16
DUVAL
82.5
82.7%
26.00%
17
ESCAMBIA
89.7
94.8%
10.60%
18 FLAGLER
99.5
77.9%
6.80%
19 FRANKLIN
100.0
98.2%
2.50%
20
GADSDEN
82.7
85.9%
14.70%
21
GILCHRIST
76.8
71.4%
12.40%
22
GLADES
66.6
84.2%
31.80%
23
GULF
90.3
91.9%
12.50%
24
HAMILTON
80.1
73.1%
24.90%
25
HARDEE
87.7
91.9%
13.70%
26 HENDRY
98.0
59.9%
31.20%
27 HERNANDO
95.0
67.9%
2.40%
28
HIGHLANDS
91.9
87.2%
11.60%
29
HILLSBOROUGH
80.8
86.8%
15.90%
30 HOLMES
96.8
97.3%
8.70%
31
INDIAN RIVER
86.0
96.4%
4.80%
32
JACKSON
85.9
86.8%
17.40%
33
JEFFERSON
88.3
95.1%
7.20%
34 LAFAYETTE
93.7 98.4%
6.00%
35
LAKE
90.3
94.3%
5.20%
36
LEE
91.8
91.3%
10.80%
37 LEON
90.3
93.1%
18.30%
38 LEVY
96.4
94.2%
7.40%
39
LIBERTY
72.7
53.4%
46.60%
40 MADISON
97.7
88.9%
23.70%
41
MANATEE
90.6
95.0%
17.50%
42
MARION
82.7
88.3%
20.90%
43
MARTIN
85.6
87.5%
5.10%
44
MONROE
77.2
66.3%
18.70%
45
NASSAU
87.8
80.2%
17.40%
DOE 900E
Revised 01/2006
5/18/2007
5
Percentage of Classes Taught by Highly Qualified Teachers, by District
State Objective
94.00%
97.00%
100%
2003 - 2004
2004 - 2005
2005 - 2006
LEA
% Highly
Qualified
% Highly
Qualified
% NOT
HQ
46 OKALOOSA
95.9
97.6%
6.80%
47
OKEECHOBEE
73.4
73.8%
29.10%
48
ORANGE
66.2
88.0%
22.60%
49
OSCEOLA
92.2
95.2%
3.20%
50 PALM BEACH
95.1
95.9%
15.00%
51 PASCO
97.7
92.4%
5.80%
52
PINELLAS
87.9
92.6%
5.70%
53
POLK
78.3
84.9%
16.10%
54
PUTNAM
78.5
81.2%
30.70%
55
ST. JOHNS
83.6
87.8%
18.70%
56
ST. LUCIE
90.7
90.9%
12.40%
57 SANTA ROSA
97.7
68.3%
11.30%
58 SARASOTA
98.1
96.5%
11.20%
59
SEMINOLE
86.4
94.5%
7.10%
60
SUMTER
85.2
84.0%
14.60%
61 SUWANNEE
97.4
99.2%
1.90%
62 TAYLOR
97.8
85.9%
4.90%
63 UNION
77.2
97.0%
7.50%
64
VOLUSIA
88.7
92.9%
9.80%
65 WAKULLA
96.8
96.4%
1.70%
66
WALTON
88.3
91.8%
7.90%
67
WASHINGTON
87.9
95.4%
3.40%
68 DEAF/BLIND
99.0
100.0%
10.40%
69
DOZIER/OKEEC
36.0
66.0%
70 ECKERD
100.0
100.0%
72
FAU LAB SCHOOL
100.0
98.1%
73
FSU LAB SCH
96.9
86.4%
74
FAMU LAB SCH
96.6
95.9%
75
UF LAB SCH
97.1
94.0%
STATE
89.0
92.4%
42
LEAs w/ three consecutive years not
meeting AMO and NAYP
Made AYP
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 2007-08 requirements. Doing so will also ensure that
the LEA is positioned to meet the Strategic Imperatives.
DOE 900E
Revised 01/2006
5/18/2007
6
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.
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.
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
5/18/2007
7
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, Project Application, 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 100A when the application is
submitted.
Method of Review
Department staff will review for federal requirements, state initiatives and professional development goals.
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2006-2007 Bureau of Student Assistance Title Grant Preliminary Allocations
District #
District Name
Total 07-08 Allocation
ALACHUA
1,577,049
224,991
1,368,865
251,076
2,979,826
11,170,199
138,945
704,235
807,473
910,328
1,503,903
615,275
22,881,450
320,886
160,058
6,418,975
2,746,827
315,045
98,226
596,417
144,276
79,763
127,543
167,451
341,413
467,054
925,312
656,287
8,483,672
229,091
666,676
447,587
145,057
69,432
1,487,795
2,792,754
1,452,481
366,041
68,746
221,202
1,734,176
2,218,324
657,926
424,333
393,017
1,184,832
389,860
7,211,904
1,595,355
7,044,426
2,466,619
5,322,609
4,454,701
866,352
742,053
1,656,744
941,278
1,439,817
2,350,580
447,197
360,589
222,858
112,875
3,062,003
188,694
395,026
229,697
39,887
BAKER
BAY
BRADFORD
BREVARD
BROWARD
CALHOUN
CHARLOTTE
CITRUS
CLAY
COLLIER
COLUMBIA
MIAMI-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
PINELLAS
POLK
PUTNAM
ST. JOHNS
ST. LUCIE
SANTA ROSA
SARASOTA
SEMINOLE
SUMTER
SUWANNEE
TAYLOR
UNION
VOLUSIA
WAKULLA
WALTON
WASHINGTON
FLA SCH. DEAF & BLIND
Bureau of Student Assistance
1
5/18/2007
2006-2007 Bureau of Student Assistance Title Grant Preliminary Allocations
District #
District Name
Total 07-08 Allocation
69 DOZIER/OKEECHOBEE
21,646
10,182
5,877
36,983
18,570
28,510
39,886
70 ECKERD CHALLENGE PROGRAM
72 FAU - A.D.HENDERSON SCHOOL
73 FSU SCHOOL
74 FAMU SCHOOL
75 P.K. YONGE SCHOOL
76 DEPARTMENT OF CORRECTIONS
Bureau of Student Assistance
2
5/18/2007
2006-2007 Title I, Part D, Subpart I Preliminary Allocations
District Number
District Name
Amount
690011 OKEECHOBEE BOYS SCHOOL
690301 DOZIER II
699023 DOZIER TRAINING FOR BOYS
707006 DEPARTMENT OF CORRECTIONS
Bureau of Student Assistance
1
5/18/2007
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 LEA Application
FLORIDA DEPARTMENT OF EDUCATION
TAPS Number
PROJECT APPLICATION
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) 245-0734
Suncom: 205-0734
A)
Program Name:
Title II, Part A – Teacher and
Principal Training and Recruiting
Back to top
Fund
Back to top
2007-2008 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 1 of 2
John L. Winn, Commissioner
Title II, Part A – Teacher and Principal Training and Recruiting Fund
?
2007-2008 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 2 of 2
John L. Winn, Commissioner
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 LEA Application
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.
05/18/07
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 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 and how many do not meet these requirements.
¾
Briefly summarize the process and results of the needs assessment.
05/18/07
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 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;
05/18/07
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 LEA Application
•
?
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 principals 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)
mer
it 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
.
05/18/07
6
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 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 collaborated 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 proposed strategies and activities the LEA intends to implement that will assist in meeting the
requirement in section 2141of having all core subject area teachers highly qualified. Please refer to the
Project Design-Narrative (included in the DOE 900E) for LEAs that must complete this section of the
application as well as further information regarding this federal requirement.
3.
?
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.
4.
?
Describe how the curricula and programs are tied to the standards described above [Section 2122
(b)(1)(A)(ii)].
5.
?
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)].
6.
?
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 measur
es that will be used to
demonstrate the accomplishment of those objectives.
7.
?
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)].
8.
?
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)].
9.
?
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)].
10. 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)].
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 LEA Application
11. 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)].
12. 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)].
13. 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)].
14. Describe how the LEA will provide training to enable teachers to involve parents in their child’s education
[Section 2122 (b)(9)(C)].
15. 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)].
16. 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)].
17. 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.
18. 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.
19. Describe how information about the project(s) will be disseminated and marketed
?
to appropriate
populations.
05/18/07
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Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 LEA Application
A)
TAPS Number
Name of Eligible Recipient:
B)
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
Page 2 of 2
John L. Winn, Commissioner
05/18/07
9
Title II, Part A – Teacher and Principal Training and Recruiting Fund
2007-2008 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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?
10
?
