Teacher Quality Improvement Grant & Mathematics and Science Partnerships Grant

OSSE Division of Elementary, Secondary, and Specialized Education

Feb. 23, 2017

Pre-application Information Session

Agenda

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I. Grant Application Timeline

II. Overview of Title II Competitive Grants

III. General Provisions

IV. Program Scope

V. Focus Areas

VI. Partnership Funding Formula

VII. Review and Scoring of Application

VIII.Terms, Conditions, and Assurances

IX. EGMS Tutorial

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Please note: All information contained in this presentation applies to both grants listed below, unless otherwise specified.

• Title IIB – MSP FY 2017 Mathematics and Science Partnership Grant (MSP)

• Title IIA – SAHE-TQI FY 2017 Teacher Quality Improvement Grant (SAHE-TQI)

Title II Competitive Grants

Please note that pursuant to the Dec. 10, 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), the FY 2017 grant cycle will be the last cycle for both the MSP and SAHE-TQI grants.

Teacher Quality Improvement Grant Mathematics and Science Partnerships Grant

Grant Application Timeline

Grant Application Timeline

Feb. 10, 2017 Notice of Funding Availability (NOFA) published in DC Register and Funding Alert bulletin

Feb. 23, 2017 Pre-application Information Session (webinar)

Feb. 28, 2017 Application released in EGMS

March 30, 2017 Deadline for applications (5 p.m. EST)

Beginning March 31, 2017

OSSE internal review: Does grant meet requirements?

April 2017 Review and scoring by independent grant readers

April 2017 (tentative)

Awards announced

Program, Background & Purpose

Eligible Organizations/Entities

Available Funding

Partnership Funding Formula

Grant Award Payments

Overview of Title II Competitive Grants

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Title II Part A State Agency for Higher Education (SAHE) Teacher Quality Improvement (TQI) Grant Program

• The Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001 (ESEA), provides funds to States and districts to improve the quality of their teachers and administrators in order to raise student achievement.

• These funds are provided through NCLB Title II, Part A (“Improving Teacher Quality State Grants – Subgrants to LEAs”). Under NCLB, States can use funds for a variety of teacher quality activities in any subject area.

• The SAHE works in conjunction with the SEA to make competitive subgrants to partnerships of IHEs, high-need LEAs, and other entities (for competitive grants) through specific activities that focus on professional development for teachers, highly qualified paraprofessionals, and, if appropriate, principals.

– In the District of Columbia, the SAHE and the SEA are the same (OSSE).

Introduction to SAHE-TQI

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Purpose of SAHE-TQI

Learn more at: http://www2.ed.gov/programs/teacherqual/index.html

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SAHE-TQI supports projects to improve teacher quality and student learning through partnerships.

SAHE-TQI Eligibility

Required Partners Optional Partners

Private or State Institution of Higher Education (IHE) and the division of the institution that prepares teachers and principals

Additional LEAs, public charter schools, public or private elementary schools or secondary schools

IHE School of arts and sciences

Another IHE

High need LEA

Educational service agency, nonprofit, teacher or principal organization, or business

The lead applicant is considered the fiduciary agent and “grantee,” and is responsible for meeting all fiscal and programmatic requirements of the grant.

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The Mathematics and Science Partnerships (MSP) grant program is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers.

Partnerships between high-need school districts and the STEM faculty in institutions of higher education are at the core of these improvement efforts.

Introduction to MSP

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Implemented under the No Child Left Behind Act of 2001, Title II, Part B, the MSP program is strategically designed to improve the content and pedagogical knowledge of teachers and the academic performance of students in mathematics and science.

The MSP program is a formula grant program to the states, with the size of individual state awards based on student population and poverty rates. The states then award grants on a competitive basis to local partnerships that are made up of, at a minimum, high-need schools or school districts and science, technology, engineering, and mathematics departments in IHEs.

Introduction to MSP

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Introduction to MSP

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The MSP program is designed to improve the content knowledge of teachers and the performance of students in the areas of mathematics and science by encouraging programs that:

• Improve and upgrade the status and stature of mathematics and science teaching by encouraging IHEs to improve mathematics and science teacher education;

• Focus on the education of mathematics and science teachers as a career-long process;

• Bring mathematics and science teachers together with scientists, mathematicians, and engineers to improve their teaching skills; and

• Provide summer institutes and ongoing professional development for teachers to improve their knowledge and teaching skills.

Purpose of MSP

For more information visit: http://www2.ed.gov/programs/mathsci/index.html

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MSP supports projects to improve math and science education through partnerships, which include:

MSP Eligibility

Required Partners Optional Partners

High-need LEA Additional LEAs, public charter schools, public or private elementary schools or secondary schools, or a consortium of such schools

Mathematics, science, or engineering department of an IHE

Another engineering, mathematics, science or teacher training department of an IHE

A business, nonprofit, or for-profit organization of demonstrated effectiveness in improving the quality of mathematics and science teachers

The lead applicant is considered the fiduciary agent and “grantee,” and is responsible for meeting all fiscal and programmatic requirements of the grant.

A high-need LEA is defined as an LEA:

1. a. That serves not fewer than 10,000 children from families with incomes below the poverty line; or

b. For which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

2. For which more than 10 percent of teachers are not effective according to the LEA's Teacher Evaluation System.

High Need LEA

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SAHE-TQI

• Annually, DC receives approximately $280K

– Small amount for state activities and administrative costs

– Remainder of funds passed on to subgrantees

• FY 2017 available funding: $262,155

MSP

• Annually, DC receives approximately $750K

– Small amount for state activities and administrative costs

– Remainder of funds passed on to subgrantees

• FY 2017 available funding: $721,779

FY 2017 Available Funding

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No single primary partner (i.e., no single high-need LEA, no single IHE and its division that prepares teachers and principals, no single school of arts and sciences), may “use” more than 50 percent of the sub-grant.

The provision does not focus on which partner receives the funds (designated as the fiduciary agent), but on which partner directly benefits from the funding.

• For example, the primary partner may be an LEA and receives 100 percent of the funds from OSSE, but a portion of these funds are paid to an IHE partner.

• For examples of correct and incorrect funding formulas, please see Section V: Partnership Funding Formula in the Request for Application (RFA) document.

Partnership Funding Requirements

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• Grant award payments will be made on a reimbursement basis.

• Grant recipients shall receive payments for services that have been rendered and for costs that have been paid (not merely incurred) after they substantiate that the cost is allowable in accordance with the applicable cost principles.

• Reimbursement Requests must contain valid costs paid by the grant recipient.

• To request a cost reimbursement, a grant recipient shall submit the request to OSSE via EGMS.

Grant Award Payments

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FY 2016 MSP

• Center for Inspired Teaching

• Multicultural Career Internship Program

FY 2016 SAHE-TQI

• Center City Public Charter School

• Democracy Prep-Congress Heights Public Charter School

Current Subgrantees

Grant Award Period

Audits

Monitoring Activities

Nondiscrimination

Tax Liabilities

Conflicts of Interest

Certifications and Assurances

General Provisions

• LEAD APPLICANT: Plays a key role in the program’s implementation and is considered the fiduciary agent and “grantee” under applicable District of Columbia laws. The fiduciary agent is responsible for meeting all fiscal and programmatic requirements of the grant.

• PRINCIPAL PARTNERS: Applications must include letters of support from the principal partners. The letters must delineate key services that the partner will bring to the program.

General Provisions

Required Documents for Application

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Documents must be uploaded into EGMS as part of the application.

MSP SAHE

Partnership Identification Form (template provided)

Partnership Identification Form (template provided)

MOU (or letter of agreement) with all principal partners

MOU (or letter of agreement) with all principal partners

DC Tax Certification Affidavit (template provided)

DC Tax Certification Affidavit (template provided)

Resumes of all salaried positions Resumes of all salaried positions

Private School Consultation Form (only required for DCPS applicants)

Private School Consultation Form (only required for DCPS applicants)

Organizational chart for grant personnel

• Download Partnership Identification Form , provide a brief description of the Partnership and obtain signatures on the form. Then upload to EGMS.

• Upload a Memorandum of Understanding (MOU) with a full description of the Partnership responsibilities and activities.

• Both the signed Partnership Identification Form and the executed MOU (or Letter of Agreement) must be uploaded for the Partnership Identification Tab in EGMS to be completed.

Partnership Documentation in EGMS

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• The available funding spans two fiscal years: FY 2017 and FY 2018.

• The period for award funds will be from the date of the grant award to September 30, 2017, with a one year carryover period. The last date of the grant period is Sept. 30, 2018.

– Anticipated date of grant award: April 2017

• All funds must be spent and requested for reimbursement by Sept. 30, 2018.

Grant Award Period

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AUDIT: Awardees are required to maintain, for a minimum of 5 years after final payment, records that fully show:

• The amount of funds under the grant or subgrant

• How the applicant used the funds

• The total cost of project activities

• The share of the cost provided from other sources

• Other records to facilitate an effective audit

Audits

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MONITORING: OSSE is required to monitor subgrantee activities for compliance and performance in meeting goals:

• Annual OSSE monitoring visit

• Bimonthly progress reports (template provided by OSSE)

ADDITIONAL OSSE OVERSIGHT:

• Final report (template provided by OSSE) describing if objectives were met, project outcomes, lessons learned, and budget report.

• Full evaluation report (include in grant budget)

• Showcase the work of the grant, and any outcomes, during a 70-minute workshop presentation at the May 2018 LEA Institute

Monitoring Activities

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Please review the Request for Applications (RFA) and the EGMS application to learn about additional required provisions

• Nondiscrimination in the Delivery of Services

• Tax Liabilities

• Conflicts of Interest

• Certifications and Assurances

Additional Provisions

Budget Requirements

MSP Applicant Requirements

SAHE-TQI Applicant Requirements

Program Description

Program Scope

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Budget Requirements

The EGMS application must include a detailed budget expenditure plan, classified according to 6 budget categories and 8 program categories. Use the chart below (linked to the budget section in EGMS) for guidance.

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• EGMS must contain a full list of planned expenditures in all six budget categories

– Any changes to the budget must be submitted to OSSE for approval using the EGMS amendment process

• EGMS reimbursement requests must include sufficient documentation (uploaded) showing the expense fits within scope of approved budget

• Subgrantee must keep a separate budget tracker, outside of the EGMS application, throughout the grant cycle to track expenditures.

Budget Requirements

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• Salaries for staff persons involved in administering the grant program

• Indirect Costs—must get preapproval and specify rate

• Supplies and consumables

• Transportation and travel

• Contractual services related to implementing the grant

• Equipment—as long as the equipment is to be used only for the purpose of implementing the grant program and not for general school-wide activities)

• Food—when necessary to accomplish legitimate meeting or conference business (e.g., working lunch)

Allowable Use of SAHE-TQI and MSP Funds

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Certain items are specifically not allowable:

• Food costs (if not necessary to accomplish legitimate meeting or conference business)

• Alcoholic beverages

• Entertainment costs

• Fund raising and investment costs

• Housing and personal living expenses

• Memberships and subscriptions (except when deemed necessary to successfully administer the grant program)

If you are not sure if a specific budget item is allowable, contact your OSSE grant manager.

Unallowable Use of SAHE-TQI and MSP Funds

MSP Applicant Requirements

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• Statement of need for MSP

• Federal performance report

• Federal evaluation requirements

• Federal project design and implementation requirements

Please review the Request for Applications (RFA) for further details on these requirements.

MSP Applicant Requirements

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MSP Federal Requirements

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• Subgrantees must provide OSSE with a full evaluation report:

– To the extent possible the program evaluation produces data that are quantifiable and clearly show the degree to which the program has had a measurable impact on the quality of instruction and/or student learning.

• For MSP subgrantees, this evaluation report will be provided to the U.S. Department of Education (USDOE) as part of the annual performance report.

– Learn more: http://www.ed-msp.net/

Evaluation Requirements

SAHE-TQI Applicant Requirements

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Describe how professional development (PD) will:

• Ensure teachers, paraprofessionals, and principals have subject-matter knowledge

• Ensure principals have instructional leadership skills to work effectively with teachers to help students master content

Assist LEAs in providing sustained, high-quality PD

• Focus on state academic learning standards

• May include a program to train an individual to return to the school to provide PD

• May include partnerships between multiple LEAs, school campuses, and/or IHEs

SAHE-TQI Applicant Requirements

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Application must provide information on:

• Number of persons that will directly benefit

• How project can serve as a model for increasing student learning

• How activities will address the needs of teachers

• How the plan will have a positive and lasting impact on a teacher’s performance

• How the objectives will be accomplished and how they relate to the purposes of the Title IIA SAHE-TQI grant program

• How partners will collaborate to provide PD

• How resources and personnel will be used, including description of duties of key personnel

• DCPS-only: how program assures equitable participation, to the extent possible, of private school students and teachers

SAHE-TQI Applicant Requirements

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Describe the program and justify the need for program implementation, including:

1. Target populations to be served

2. Need for and proposed impact of the program

3. Specific, measurable program objectives for the service area of the application

4. Specific service(s) to be provided

5. Detailed work plan for activities

6. Quality assurance mechanisms.

MSP/SAHE Program Descriptions

OSSE Priority Grant Program Areas

Focus Areas

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1. Professional development programs aimed at supporting the creation of high-quality induction systems for new teachers of core subject areas.

2. Professional development programs aimed at supporting training of teachers through IHE-LEA teacher residency partnerships.

3. Professional development programs aimed at supporting LEA instruction to special populations.

4. Professional Development programs aimed at facilitating implementation of the Next Generation Science Standards (NGSS) in DC LEAs and schools.

OSSE Requirements—SAHE Priority Areas

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1. Professional development aimed at providing support to increase the proportion of effective and highly effective STEM teachers at high-need LEAs.

2. In-service collaboration with industry leaders.

3. Professional development programs aimed at supporting LEA instruction to special populations specific to STEM subjects.

OSSE Requirements—MSP Priority Areas

Review Panel

Scoring Criteria

Decision on Awards

Review and Scoring of Application

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• Three readers will score the application based upon specific criteria. The application will be scored and the total points will be recorded and averaged.

• Maximum number of points possible is 100.

• Neutral, qualified professionals with experience in relevant fields.

PLEASE NOTE: All applicants will be initially screened for compliance with federal requirements. If an application does not reflect an eligible partnership, and/or an allowable use of funds under the requirements of Title II, Part B, the OSSE reserves the right to reject that application at any point during the review process.

Review Panel

MSP Scoring Criteria Overview

Criteria Point Value

C 1 Abstract 2

C 2 Priority Points 20

C 3 Project Design and Implementation 40

C 4 Workplan 20

C 5 Detailed Budget 8

C 6 Staffing Plan 4

C 7 Logic Model 6

Scoring Total 100

Summary description of project vision, goals, activities and key features. Not to exceed 2000 words.

Criteria 1: Abstract

• This is related to the grant focus areas.

• Quasi-Experimental or Experimental Methodology

• Applicants will need to include an explanation justifying their selections.

Criteria 2: Priority Points

• Project Narrative

• Needs Assessment – Federal Requirement

• Program Goals

• Partnerships-

• Accountability Plan- Federal Requirement

• Evaluation Plan- Federal Requirement

• Sustainability Plan

Criteria 3:Project Design and Implementation

• Measureable Objectives

• Allowable Activities

• Supporting Documents

Criteria 4: Workplan

• Budget is clearly aligned with project goals.

• Costs are reasonable and allowable.

• Proposed budget allows for equitable/reasonable participation from all partners.

Criteria 5: Detailed Budget

• Organizational Chart

• Description of Roles and Responsibilities

• Resume’s from relevant staff.

• Reasonable salary associated with work on project.

Criteria 6:Management and Personnel Plan

• Please see guidance material for assistance with this product.

• Form entry in EGMS as well as an upload.

Criteria 7: Logic Model

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100 points total across all eight criterion.

SAHE-TQI Scoring Rubric Overview

Criterion Total Points

A. Program Narrative 25

B. Work Plan 15

C. Staffing Plan 10

D. Funding Accountability 5

E. Evaluation Plan 10

F. Budget 10

G. Sustainability 10

H. Logic Model 15

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SAHE-TQI Scoring Criterion

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SAHE-TQI Scoring Criterion

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SAHE-TQI Scoring Criterion

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SAHE-TQI Scoring Criterion

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SAHE-TQI Scoring Criterion

Logic model resources are available here: https://osse.dc.gov/node/1128446.

Terms & Conditions

Assurances

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Please review and become familiar with the following sections of the Request for Applications (RFA):

SECTION VIII—ADDITIONAL TERMS AND CONDITIONS

SECTION IX—ASSURANCES

Terms & Conditions/Assurances

Thank you!

MSP questions: Maya.Garcia@dc.gov or (202) 478-5939

SAHE-TQI questions: Annette.Thacker@dc.gov or (202) 72407779

For EGMS, visit http://egmsfe.osse.dc.gov/ to access a variety of resources.

Enterprise Grants Management System (EGMS) Tutorial