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Grants and Funding

Finding federal and state entitlement and competitive grants for your school

What Kinds of Grant Funds are Out There?

• Federal Entitlement

• Federal Competitive

• State Entitlement

• State Competitive

• National Foundations

• Local Foundations

10% -- Who CARES????

Why should you care so much about 10% if that’s “all” the federal government supplies?

Represents $65 billion dollars Money used for “supplemental” programs

New programs Pilot programs

Very concerned with teacher quality issues Professional development

Money for Technology programs 25% for professional development

Federal Funding Review: NCLB

Four “Pillars” of No Child Left Behind

1. Accountability (AYP)

2. Proven education methods: Using scientifically-based research (SBR) Providing high-quality staff in every classroom Promoting high-quality professional development

3. Flexibility (spending)

4. Choices for parents (school choice, supplemental services)

Adequate Yearly Progress: (AYP)

NCLB report cards for districts and schools Do you have Schools in Need of Improvement

(INOP) additional professional development requirements

and funds What % of your staff are highly-qualified staff

in core areas?

Highly Qualified Staff

State certified At least Bachelor’s degree Demonstrate subject-matter competency

Advanced degree in appropriate major Pass subject-matter competency test

Core academic subjects State’s definition of HOUSSE

High Quality Professional Dev.

Components of High Quality Professional Development Programs(NCLB definition)

PBS TeacherLine

Improve teachers' knowledge of academic subjects.

More than 80 research-based courses for teachers at every grade level in reading, mathematics, science, technology integration, teaching strategies, and curriculum mapping. Developed in association with nationally recognized curriculum organizations

Are integral to broad school-wide educational improvement plans.

With an array of courses, teachers can select which course(s) best address their school’s needs for improvement

HQPD (cont.)

Give teachers and principals the knowledge and skills to help all students meet challenging state academic standards.

Standards-based, content-rich courses provide authentic tasks with real-class applications. Courses are “mapped” to identified needs

Improve classroom management skills

•Proven, scientifically-based teaching strategies and methods to help raise student achievement. •24-hour access to resources and training. •Interactive simulations, streaming video, animations and interactives•Modeling of research-based practices by master practitioners in real classrooms. •Practice and application of skills. •Coaching, feedback and reflection. •Free tutorials, tech tips, classroom management techniques, lesson plans

HQPD (cont.)

Are sustained, intensive, classroom-focused, and are not one-day or short-term workshops.

Most classes run for at least 6 weeks, providing ample opportunity for discussion, integration, and extended learning. Real class videos and examples embedded in each course.

Advance teacher understanding of effective instructional strategies that are supported by scientifically based research.

More than 80 research-based courses for teachers at every grade level in reading, mathematics, science, technology integration, teaching strategies, and curriculum mapping.

Are developed with extensive participation of teachers, principals, parents, and administrators.

Teachers select which course(s) to enroll in, based on their individual needs and school improvement plans. Schools and districts can customize courses to meet their goals.

HQPD (cont.)

Provide guidance to enhance parental involvement

PBS TeacherLine offers a course entitled Connecting Family, Community and Schools

Provide training on how to use data and assessments to improve classroom practice and student learning.

PBS TeacherLine reading, math, Capstone and some technology courses address this by asking teachers to work with students to try to identify skill levels and plan future instruction.

Title I - Entitlement

Schoolwide/Targeted Assistance Mostly elementary schools

Reading, Math Professional Development set aside $$

$ Supplement vs. Supplant Often considered “entrée” point for

change

Title I - Competitive

Reading First Provide scientifically based instructional

methods to improve reading in K-3 Professional development

Comprehensive School Reform School reform as an improvement strategy Research based Effective practices

Professional development

Title II - Preparing, Training, and Recruiting High-Quality Teachers

Part A – Improving Teacher Quality State Grants Given to districts using a formula

Part B – Math and Science Partnerships Districts partner with colleges and universities

to strengthen content expertise Part D -

Technology grants 50% formula 50% competitive

Title II - Competitive

Math and Science Partnerships Increase achievement in math and science Improve content knowledge Improve pedagogical skills

Enhancing Education Through Technology Integrate standards-aligned technology into

the curriculum Increase access to technology Support distance learning

EETT – Enhancing Education Through Technology

25% must be used for professional development

Half of the funding is used for competitive and half for formula grants

Districts must be “high need”

Titles IV and V

Title IV – Competitive 21st Century Community Learning Centers

Academic support in after school settings Professional development

Title V - Entitlement “Special” projects Flexible program that can be used for a myriad

of projects, including professional development.

Title IV Part B

Rural Education Achievement Program (REAP) Formula-driven: Small and Rural Schools

Achievement Program Direct from US DOE to districts w/600 or fewer

students Competitive to states: Rural and Low Income

Schools Program Funds used for variety of purposes, including

professional development

Perkins Vocational

Vocational-technical education programs Formula and competitive grants used for:

vocational curriculum materials materials for learning labs, curriculum

development or modification staff development efforts for academic-vocational integration

Your Turn

Think about your district: Do you qualify for grants? Which one(s)? Is there a culture of change? Are folks ready? Do you have the resources to pursue and

implement grant-funded programs? Will you be looking for assistance? Who is in charge? Who are “players” to involve?

Title One Director Director of Professional Development Assistant Superintendent Director of Technology Building Principal

Process Steps for Writing Proposals with School District Partners

CUSTOMER PARTNERSHIP PROCESS Implement and

evaluate successComplete a winning

proposalEvaluate optionsIdentify school needs

Determine requirements

GRANT WRITING TOOLS

Prospecting Qualifying Proposal Decision Deliver

Probe and assess needs with school/district

Create a presentation that maps product/service to school needs

Deliver proof to school/district that needs can be met

Initial school/district

identified

Partnership vision and access to administrators

OUTCOMES/GOALS

GRANT WRITING PROCESS STEPS

PROPOSAL PROCESS ACTIVITIES AND MILESTONES

Generate new prospects (via referrals, networking, conferences).

Look at existing customer base for eligibility

Identify willing administrator within target school/district

Evaluation plan to demonstrate to administrators your ability to meet their school needs

Assess potential (competitive and discretionary programs the school qualifies for)

Draft a grant proposal with the school

Negotiate terms and conditions

Complete the grant proposal

Complete the work (deliver the professional development)

Follow-up with the customer

Engage in ongoing evaluation

Agreement reached Grant proposal submitted

Successful grant program

High Needs LEAs list

NCLB report cards

Marketing Materials

Grants Presentation

SBR documents

NCLB requirements

Course syllabi

Grant narrative (boilerplate and customized)

Grants toolkit

Sales and Marketing materials

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Program evaluation materials

Ongoing communication with the school/district and the teachers involved in the program

Budget Considerations

# teachers # courses Teacher stipends Facilitator On-site face-to-face component Administrative costs Equipment/internet access Evaluation

Sample Enrollment Budget

# teachers # PBS TL courses

$$$($150/course)

7 2 $2,100

7 4 (2/yr, 2 years) $4,200

10 3 $4,500

The average elementary school has app. 500 students and maybe 20 teachers

Sample Budget (based on 7 teachers, 2 courses each)

Budget Line Item $

Enrollment $2,100

Stipends

e.g. $20/hr x 30 hours per course

$8,400 (7x60x$20)

On-Site meetings (2 2-hr per course)

Teacher stipends $1,120

On-site Facilitator (PBS or locally provided)

$2,000 ($500/mtg.)

Evaluation 10% of total = app. $1300

Administration 10% of total = app. $1450

TOTAL $16,370

Contact Info

Insert your contact info Insert a bullet or 2 about what help/service

you can provide audience in follow-up