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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