Company LOGO Grants and Funding Helping schools pursue federal and state entitlement and competitive grants

2  John Richards,Ph.D., President  Renee Chandonnet, Director of Sales  Amy Sosman, Director of Federal Programs  Joe Walters,Ed.D., Vice President, Research

3  On-line course  Here today  On-going technical support Technical Assistance

4 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

5 Topics No Child Left Behind Recap Formula Grants Competitive Grants Sample Presentation re: Title II-D Private Partnerships Major Pillars What Can the Data Tell You?

6 What Kinds of Grant Funds are Out There? Federal Entitlement Federal Competitive State Entitlement State Competitive National Foundations Local Foundations

7 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

8 No Child Left Behind (NCLB) Recap  Amy K. Sosman 

9 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)

10 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

11 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 HOUSSEHOUSSE

12 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

13 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

14 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.

15 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

16 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

17 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

18 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

19 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

20 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

21 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”

22 Title IV Part A- Competitive  21 st Century Community Learning Centers  Academic support in after school settings  Professional development

23 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

24 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

25 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

26 So they want to move forward…

27  # 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

28 Sample Enrollment Budget # teachers# PBS TL courses $$$ ($150/course) 72$2, (2/yr, 2 years)$4, $4,500 The average elementary school has app. 500 students and maybe 20 teachers

29 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.) Evaluation10% of total = app. $1300 Administration10% of total = app. $1450 TOTAL$16,370