company logo grants and funding helping schools pursue federal and state entitlement and competitive...
TRANSCRIPT
Company
LOGO
Grants and Funding
Helping schools pursue federal and state entitlement and competitive grants
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John Richards,Ph.D., President
[email protected] Renee Chandonnet, Director of Sales
[email protected] Amy Sosman, Director of Federal Programs
[email protected] Joe Walters,Ed.D., Vice President, Research
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On-line course Here today On-going technical support
Technical Assistance
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Purposes for Today
Review information from on-line course Extend that learning Get to know CS4Ed staff Discuss school and district-level sales Give you tools to use in your efforts Address your questions and concerns
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Topics
No Child Left Behind Recap No Child Left Behind Recap
Formula Grants Formula Grants
Competitive GrantsCompetitive Grants
Sample Presentation re: Title II-D Sample Presentation re: Title II-D
Private PartnershipsPrivate Partnerships
Major Pillars Major Pillars
What Can the Data Tell You? What Can the Data Tell You?
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What Kinds of Grant Funds are Out There?
• Federal Entitlement
• Federal Competitive
• State Entitlement
• State Competitive
• National Foundations
• Local Foundations
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10% -- Who CARES????
Why do we care so much about 10% if that’s “all” 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
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Federal Funding Review: NCLB
Four “Pillars” of NCLB
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)
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Adequate Yearly Progress: (AYP)
NCLB Report Cards States report progress
Schools in Need of Improvement (INOP) Have additional professional development
requirements and funds
Highly-qualified staff in core areas Find percentage that meet requirements –
may have extra $$ for professional development
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Highly Qualified Staff
State certified/licensed At least Bachelor’s degree Demonstrate subject-matter competency
Advanced degree in appropriate major Pass subject-matter competency test
Core academic subjects Each State’s definition of HOUSSE
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High Quality Professional Development
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
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HQPD - Continued
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
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HQPD - Continued
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.
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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.
HQPD - Continued
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Every State is Special
States receive money in competitive or block grants to the state DOE
Distribute money to LEAs using formula or competitive grant programs
Have established their own methods for complying with NCLB mandates Reporting Assessment/Accountability Teacher Licensure
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Title I - Entitlement
School wide/Targeted Assistance Mostly elementary schools
Reading, Math 5% Professional Development set aside
(10% if INOP) Supplement vs. Supplant Often considered “entrée” point for
change
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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
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Title II - Preparing, Training, and Recruiting High-Quality Teachers
Improving Teacher Quality State Grants (Part A) Given to districts using a formula
Math and Science Partnerships (Part B) District partner with colleges and universities
to strengthen content expertise Enhancing Education Through Technology
(Part D) Technology grants
50% formula 50% competitive
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Title II - Competitive
Math and Science Partnerships – Part B Increase achievement in math and science Improve content knowledge Improve pedagogical skills
Enhancing Education Through Technology – Part D Integrate standards-aligned technology into
the curriculum Increase access to technology Support distance learning
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EETT – Enhancing Education Through Technology (II-D)
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”
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Title IV Part A- Competitive
21st Century Community Learning Centers Academic support in after school settings
Professional development
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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
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Title V - Entitlement
“Special” projects Flexible program that can be used for a
myriad of projects, including professional development.
Allotments listed at state Web sites
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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
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So they want to move forward…
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# teachers # courses Teacher stipends Facilitator On-site face-to-face component Administrative costs Equipment/internet access Evaluation
Budget Considerations
# teachers # courses Teacher stipends Facilitator On-site face-to-face component Administrative costs Equipment/Internet access Evaluation
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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
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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