Company LOGO 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 HOUSSEHOUSSE

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  21 st 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 success Complete a winning proposal Evaluate options Identify school needs Determine requirements GRANT WRITING TOOLS ProspectingQualifyingProposalDecision 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 reachedGrant 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 1Phase 2Phase 3Phase 4Phase 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) 72$2, (2/yr, 2 years)$4, $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.) Evaluation10% of total = app. $1300 Administration10% 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