FLORIDA DEPARTMENT OF EDUCATION
Request for Application (RFA)
Bureau / Office
Academic Achievement through Language Acquisition/K-12 Public Schools
Program Name
Supplementary Instructional Support for English Language Learners
Specific Funding Authority (ies)
CFDA #84.365A, Public Law 107-110, No Child Left Behind (NCLB) Act 2001, Title III, Part A,
English Language Acquisition, Language Enhancement and Academic Achievement Act
Funding Purpose/Priorities
To improve the education of English language learners (ELLs) by assisting them in learning
English and meeting the challenging and rigorous state academic content and student
academic achievement standards.
Type of Award
Entitlement
Total Funding Amount
Preliminary amount
:
$32,766,262.64
Budget Period
July 1, 2007 through June 30, 2008
(The effective date will be the date the DOE 100A with original signature of the
Superintendent is received by the Bureau of Grants Management or the date of receipt by
FDOE of the Federal Grant Award Notification, whichever is later.)
Program Performance Period
July 1, 2007 through June 30, 2008
Target Population
English Language Learners (ELLs) in grades K to 12
DOE 900 E
Revised 05/2007
1
DOE 900 E
Revised 05/2007
2
Eligible Applicant(s)
Local Educational Agencies (LEAs) whose ELLs count equates to an allocation of $10,000 or
more are eligible to be funded under Title III of NCLB.
Application Due Date
On or before June 30, 2007
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
Technical Support with Online Application: Felicia Elliott, Program Specialist, Bureau of
Student Assistance, by phone at (850) 245-0672, or via e-mail at felicia.elliott@fldoe.org.
Project Application Support: Eduardo Padilla, Program Specialist, Academic Achievement
through Language Acquisition, by phone at (850) 245-0687, or via e-mail at
eduardo.padilla@fldoe.org.
Grants Management: Office of Grants Management, (850) 245-0498
.
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.
DOE 900 E
Revised 05/2007
3
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 Section 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 Section 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 Section 9524, it has no policy that prevents, or otherwise
denies participation in, constitutionally protected prayer in public schools. The LEA further certifies
that “[a]mong 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 non instructional time to the same extent that they may engage in non religious 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 Section 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 assures that, under Section 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 Section 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
School districts are required to submit additional assurances under Title III, No Child Left
Behind (NCLB), as part of the online application. Signature of the Superintendent on the
Project Application (DOE 100A) includes certification that LEA will also abide by additional
assurances.
DOE 900 E
Revised 05/2007
4
Funding Method
:
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 online 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.
SCHOOL DISTRICTS RECEIVING FUNDS UNDER TITLE III, NO CHILD LEFT BEHIND MAY NOT
USE MORE THAN TWO PERCENT (2%) OF SUCH FUNDS FOR THE COST OF ADMINISTERING
THIS PROGRAM.
NARRATIVE SECTION
Project Design-Narrative
Applicants are required to submit all program/project design sections included in the online
application. The project design must address the following activities and must clearly
document that the proposed activities are supplementary and do not supplant existing state
and local district-funded activities and required services. Applicants must provide goals,
objectives, and strategies to address the following:
Activities
Consultation with Private School Officials (Equitable Services for Private School
Participation)
Collaborative Partners
Needs Assessment
Collaboration and Coordination
Supplementary Instructional Services to Increase English Proficiency of ELLs
Instructional Services to Increase the Academic Achievement of Current and Former
ELLs
Increasing Professional Development for School Personnel
Increasing Parental and Community Participation in the Educational Experience of ELLs
Accountability for Schools with ELLs
DOE 900 E
Revised 05/2007
5
Support for Reading/Strategic Imperatives
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/strategic%5Fplan/pdfs/2005-07_StratPlan.pdf
A description of how this project will incorporate reading initiatives must be included in the
Supplementary Instructional Services to Increase English Proficiency of ELLs
and
Instructional Services to Increase the Academic Achievement of Current and Former ELLs
sections of the online application.
Dissemination/Marketing
Describe methods /strategies you will use to disseminate and market information
about the project to appropriate populations.
[See Dissemination/Marketing in the Project
Narrative]
Reporting Outcomes
Each applicant is required to describe the methods that will be used to report student
and program outcomes to parents and other district and school stakeholders.
[See
Reporting Outcomes in the Project Narrative]
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 the fact that this is an online application, applicants are required
to maintain documentation at the local level which supports compliance with the
requirements of the General Education Provisions Act.
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
.
NOTE: Upon
completion of the online 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 online application.
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 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:
9
PROGRAM SPECIFIC ASSURANCES
AGREE
[ ]
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.
AGREE
[ ]
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.
AGREE
[ ]
The LEA will be of sufficient size and scope to support high-quality
programs.
AGREE
[ ]
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.
AGREE
[ ]
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.
AGREE
[ ]
The LEA will assess annually the English proficiency of all students
identified as English language learners.
AGREE
[ ]
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.
AGREE
[ ]
LEA evaluations will be used to determine and improve the effectiveness
of subgrantee programs and activities.
AGREE
[ ]
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.
AGREE
[ ]
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 School District meets
those objectives.
AGREE
[ ]
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 comprehensible 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.
10
Activities
Briefly describe the major activities to be carried out by the LEA and how these activities will be
aligned to the state academic content standards, student academic achievement standards and
state assessments. Please describe how these activities will to continue to close the
achievement gap.
Consultation with Private School Officials (Equitable Services for Private School
Participation)
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.
Include a description and complete plan of action on how the consultation with private schools
has been and will continue to be implemented to address equitable services to eligible students
in private schools.
Collaborative Partners
Identify federal/state/local collaborative partners; briefly describe in a simple narrative, the type
and benefit of the collaborative activities; include the program(s) and the primary target
group(s).
Needs Assessment
Briefly provide evidence of need for each of the services that will be funded through this project
application. In the description, include reference to the method used to conduct the needs
assessment and the data and information analyzed to determine the need for supplementary
services
.
Summarize
results and prioritize
.
Collaboration and Coordination
Describe how the services provided under Title III, Part A, as funded 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).
Supplementary Instructional Services to Increase English Proficiency of ELLs
Identify the district goals, objectives, and strategies for increasing the English proficiency of
ELLs by the end of the 2007-08 school year at the elementary, middle, and high school levels.
Goals/objectives must include baseline data from the 2006 administration of the
Comprehensive English Language Learning Assessment (CELLA).
Performance Goal 2(a):
By 2013-2014, all English language learners will become
proficient in English.
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
12
Performance Goal 2(b):
By 2013-2014, all current and former English language
learners will reach high academic standards, at a minimum attaining proficiency or
better in reading/language arts, mathematics, and science.
2.4 Content Achievement Performance indicator: The percentage of current ELLs and
former 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 LEAs will identify
performance goal(s) that focus on either the academic achievement of current
ELLs and former ELLs; OR increasing the effectiveness of professional
development activities for teachers assigned to teach current ELLs; OR increasing
parental involvement]
.
Additional Performance Goal(s) 3: [Insert District Developed Performance goal].
3.1 District-derived Performance indicator:
(Repeat district-developed
Additional Performance Goals
as needed)
Increasing
Professional Development
for School Personnel
Identify specific, measurable, attainable, realistic, and time-bound goals and objectives for
increasing professional development opportunities for school personnel. When identifying
strategies, districts are required to describe the specific, research-based professional
development that will be offered to personnel that is
supplemental to state requirements
.
Professional development must be designed to increase English language proficiency or
substantially increase subject matter knowledge, pedagogy, or teaching skills of such personnel.
Personnel include teachers, administrators, and other support services.
Increasing Parental and Community Participation
in the Educational Experience of English Language Learners
Identify specific, measurable, attainable, realistic, and time-bound goals and objectives for
increasing parental and community involvement. When identifying strategies, describe the
specific activities that are
supplemental to state requirements
in terms of frequency and
duration that will be conducted to involve parents of ELLs in their education, including, but not
limited to, family literacy programs and/or training activities designed to improve English
proficiency and academic achievement.
Accountability for Schools with English Language Learners (ELLs)
Describe how the district will hold elementary and secondary schools accountable for meeting
the goals and objectives outlined in this proposal in terms of increasing the English proficiency
of current ELLs, and the academic achievement of all current ELLs and former ELLs.
Dissemination/Marketing
Describe how information about this application will be disseminated and advocated to
appropriate populations. The description should include how the LEA will ensure that all school-
to-home communication will be in the parents/guardians home language unless clearly not
feasible.
Reporting Outcomes
Each applicant is required to describe the methods that will be used to report student and
program outcomes to parents and other district and school stakeholders.
13
DOE 900 E
Revised 01/2006
15
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.
DOE 900 E
Revised 01/2006
16
District
Number
District Name
Preliminary 2007-08
Title III Allocation
01 ALACHUA
61,441.17
03 BAY
38,882.66
05 BREVARD
185,540.24
06 BROWARD
3,939,986.75
08 CHARLOTTE
24,127.61
09 CITRUS
17,164.73
10 CLAY
30,040.29
11 COLLIER
872,357.32
13 DADE
9,544,565.38
14 DESOTO
68,334.90
16 DUVAL
520,608.67
17 ESCAMBIA
48,792.22
18 FLAGLER
29,774.09
20 GADSDEN
66,471.26
22 GLADES
11,064.01
24 HAMILTON
13,257.31
25 HARDEE
59,069.95
26 HENDRY
106,512.80
27 HERNANDO
53,078.00
28 HIGHLANDS
87,585.29
29 HILLSBOROUGH
3,058,760.87
31 INDIAN RIVER
89,526.06
35 LAKE
292,891.49
36 LEE
1,094,709.02
37 LEON
47,531.30
38 LEVY
15,131.16
41 MANATEE
431,476.01
42 MARION
223,229.95
43 MARTIN
260,529.72
44 MONROE
82,268.52
46 OKALOOSA
61,878.47
47 OKEECHOBEE
68,470.85
48 ORANGE
4,202,053.92
49 OSCEOLA
1,204,227.53
50 PALM BEACH
2,770,226.48
51 PASCO
253,606.68
52 PINELLAS
465,430.33
53 POLK
916,507.57
54 PUTNAM
60,550.71
55 ST. JOHNS
14,013.00
56 ST. LUCIE
261,021.45
57 SANTA ROSA
16,245.93
58 SARASOTA
271,665.21
DOE 900 E
Revised 01/2006
17
59 SEMINOLE
403,656.88
60 SUMTER
49,204.57
61 SUWANNEE
17,395.86
64 VOLUSIA
342,696.24
66 WALTON
12,702.21
STATE
TOTALS
32,766,262.64
