rbg3 ph iii rfa · web viewthis phase iv read by grade 3 grant opportunity constitutes the amount...

NDE RFA: Nevada K.I.D.S. Read – Nevada’s Read by Grade 3 Program - Phase IV

REQUEST FOR APPLICATION Nevada K.I.D.S. Read ~ Nevada’s Read by Grade 3 Program

Phase IV State Grant (2018-2019) Office of Student and School Supports

Nevada K.I.D.S. Read ~ Nevada’s Read by Grade 3 Program

Due Date: Submit Applications to:This application is due on or before:Friday, April 20, 2018by 5:00 p.m. (PST)(Pacific Standard Time)700 East 5th Street, Suite #110

Brandi Roberts, Administrative Assistant IINevada Department of EducationOffice of Student and School SupportsCarson City, Nevada 89701

Submission Requirements: Applicants are required to submit one (1) original paper application and eight (8) additional copies. These documents must be either hand-delivered or mailed. Applications received after the April 20, 2018 deadline will not be reviewed.

Total Funding Amount: In 2017 the Nevada State Legislature allocated a total of $20,500,000.00 for Read by Grade 3 competitive grants for the 2018-2019 academic year (SB 544, Section 21:1–4). By January, 2018, NDE made the determination to provide an initial partial continuation (P.C.) grant to Phase III programs that were previously awarded Read by Grade 3 funds during the prior 2017-2018 academic year. This Phase IV Read by Grade 3 grant opportunity constitutes the amount remaining in Read by Grade 3 funding after all partial continuation allocations have been approved. The approximate total amount available for this Read by Grade 3 Phase IV competitive grant opportunity is $5,000,000.00.

Restrictions/Conditions:This grant application process is open to all Nevada public school districts, district-sponsored charter schools, charter schools sponsored by the State Public Charter School Authority, and Achievement charter schools. Please address questions to: Northern SouthernDr. Kevin Marie LaxaltNevada K.I.D.S. Read ~Nevada’s Read by Grade 3 ProgramNorthern Nevada Program ProfessionalPhone: (775) [email protected]

Joan JacksonNevada K.I.D.S. Read ~Nevada’s Read by Grade 3 ProgramSouthern Nevada Program ProfessionalPhone: (702) [email protected]

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TABLE OF CONTENTSAPPLICATION GUIDANCEI. Phase IV RFA Overview

A. General Information about the Read by Grade 3 Grant ………………… 3

B. Technical Assistance………………………………………………………… 3

C. Funding Allocations ………………………………………………………… 3

II. Phase IV RFA Instructions & Requirements

A. Eligible Applicants ……………………………………………………........... 4

B. Use of Funds …………………………………………………………………. 4

C. Review Criteria ………………………………………………………………. 5

D. ESSA Evidence-Based Requirement ……………………………………… 5

E. Proposed Timeline …………………………………………………………… 6

F. Application Preparation ……………………………………………………… 7

G. Formatting Requirements ……………………………………………………. 8

APPLICATIONSection 1: Certification Page ……………………………………………………. 10

Section 2: Application Narrative ………………………………………………… 11-17

Section 3: Budget and Expenditure Summary ………………………………… 18-19

Section 4: Assurances …………………………………………………………… 20-25

Section 5: Required Appendices………………………………………………… 26

Appendix A: K-3 Local Literacy Plan Self-Assessment Profile ……………..... 27Appendix B: Template - Local Literacy Plan…………………………………… 28-29Appendix C: ESSA Evidence Support Document ........................................... 30-31Appendix D: Measurable Performance Objective (MPO) Tables…..………… 32-33Appendix E: Parent Notification Letter…………………………………………… 34Appendix F: Sample Individual Student Literacy Plan ………………………… 35

APPLICATION EVALUATIONSA. Application Review Process …………………………………………………….. 36B. Application Evaluation Form with Rubric ….. …………………………………. 37-41

RESOURCE DOCUMENTSResource Document #1: Learning Strategist Roles & Responsibilities ……….. 42Resource Document #2: K-3 Teachers’ Roles & Responsibilities ……………… 43Resource Document #3: Levels of ESSA Evidence……………………………… 44Resource Document #4: Resources for Verifying Levels of ESSA …………… 45

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APPLICATION GUIDANCE

I. RFA Overview

A. General Information about the Read by Grade 3 Grant:

On July 1, 2015, the Nevada State Legislature enacted Senate Bill 391, Nevada’s Read by Grade Three Act. A primary aim of this critical state statute is to promote effective literacy instruction in grades Kindergarten through 3rd grade across both public school districts and charter schools of Nevada in order to ensure that all K–3 students achieve a proficiency level of achievement in the subject area of reading (as measured by the MAPGrowth K-3 Reading Assessment that was approved by the Nevada State Board of Education).

Section 15 of SB 391 specifically requires the Nevada Department of Education (NDE) to distribute funding allocations in order to carry out Sections 1–14 of this act through a competitive grant process. It is critical that all applicants of this specific Request for Application (RFA) recognize that this opportunity solely applies to the Phase IV component of the Read by Grade 3 Grant. This grant opportunity is a stand-alone funding opportunity; it is not contingent on any prior activity with the Read by Grade 3 Program.

B. Technical Assistance:

NDE’s Read by Grade 3 Team will be providing several upcoming webinars to assist applicants in the preparation of their Read by Grade 3 Phase IV application. These technical assistance webinars will include step-by-step guidance through all of the required documents, a detailed description of how the NDE grant process works, and a complete review of the Early Childs Succeeds Act (ESSA) evidence-based requirements (required in the ESEA federal law).The schedule for these webinars is forthcoming. It will be posted on the NDE website.

C. Funding Allocations:

The 2017 Nevada Legislative session allocated $20,500,000 for the Phase IV Fiscal Year 2018–2019 of SB 391 (2015) to carry out the identified provisions the Nevada Read by Grade 3 Act. Actual funds were awarded via Senate Bill 544: 21:1–4. SB 544 mandated that the money appropriated must be done so in accordance with NRS 353.150 to 353.246. This Phase IV Read by Grade 3 grant opportunity constitutes the amount remaining in Read by Grade 3 funding after all partial continuation allocations have been approved. The approximate total amount available for this Read by Grade 3 Phase IV competitive grant opportunity is $5,000,000.00. All allocated funds must be committed for expenditure by June 30, 2019, of the respective fiscal year. Funds not committed for expenditures by June 30, 2019, will revert to the State General Funds after all payments of funds committed have been made. The Annual Final Financial Report will be due to NDE’s Fiscal Division during late summer of 2019 (the date has yet to be determined).

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II. Application Instructions & Requirements

A. Eligible Applicants:

Eligible applicants include all Nevada public school districts, district-sponsored charter schools, charter schools sponsored by the State Public Charter School Authority, and Achievement charter schools. Since the Read by Grade 3 grant specifically directs the work of the Kindergarten through 3rd grades respectively, such entities must offer coursework across the K–3 grade levels.

B. Use of Funds:

1. Alignment to the Nevada State Literacy Plan: All literacy objectives identified in the Phase IV Read by Grade 3 competitive grant application must demonstrate a direct alignment back to the Nevada State Literacy Plan. This will be accomplished through the local literacy plan requirement. All applicants for Phase IV will be required to identify the formal status of its local literacy plan (see page 12 for specific directions).The five key essentials of the Nevada State Literacy Plan will provide a sustainable framework for this work. They are noted below:

The 5 Key Essentials of the Nevada State Literacy Plan1. Leadership and Sustainability2. Data-Driven Standards-Based Instruction and Intervention3. Literacy Assessment Systems4. Professional Learning5. Family and Community Engagement

Phase IV applicants may access an electronic version of the 2015 Nevada State Literacy Plan to utilize as a reference guide to this work. The following link provides access to this document:

2015 NEVADA STATE LITERACY PLAN

2. Alignment to SB 391 (2015) – The Nevada Read by Grade 3 Act: SB 391 (2015) is comprised of sixteen separate sections. Applicants for Phase IV funds must align their work to 5 specific sections of the law: Section 5, Section 6, Section 8, Section 9, and Section 15. The following bulleted items describe each of these primary requirements.

Section 5 identifies the required components for all local literacy plans which SB 391 (2015) requires for all K–3 district and charter school programs across the entire state.

Section 6 identifies the responsibilities and training requirements of the Read by Grade 3 learning strategists and K–3 classroom teachers.

Section 8 identifies specific requirements for the school principal regarding procedures for notifying the parent or legal guardian of K–3 students who have been identified as “deficient” in reading.

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http://www.doe.nv.gov/RBG3/NSLP/


Section 9 identifies specific requirements for school sites to create and implement progress monitoring plans for K–3 students who have been identified as “deficient” in reading.

Section 15 identifies the competitive grant and reporting requirements for Read by Grade 3 programs.

It is recommended that all Phase IV applicants access an electronic version of the 2017 Read by Grade 3 Guidance Document for additional guidance on these elements of the law. The following link provides access to this document:

Read by Grade Three Guidance Document\

C. Review Criteria:

The review criteria for this grant can be found in the application rubric located in the Application Evaluation section of the RFA. An expert review team will review and score all applications according to this rubric. The Read by Grade 3 Phase IV Review Team will ultimately recommend: “total funding”, “partial funding”, or “no funding”. Final determinations on the review team’s recommendations will be made by NDE leadership.

D. ESSA Evidence-Based Component:

In 2017 the Nevada State Legislature passed Assembly Bill 7 (AB 7) which aligned state education programs with the federal Every Student Succeeds Act (ESSA) requirements. Nevada’s Read by Grade 3 Phase IV grant application requires applicants to provide research evidence that supports the implementation of proposed “programs, services, or curriculums”. The ESSA definition of “evidence-based” includes four levels of evidence: Level 1 (Strong), Level 2 (Moderate), Level 3 (Promising), and Level 4 (Demonstrates a Rationale).The top 3 levels of evidence require the documentation of study findings that demonstrate a statistically significant effect on improving student outcomes or other relevant outcomes. This grant application requires all applicants to support implementation efforts with evidence that meets ESSA evidence-based requirements at a Level 1, Level 2, or Level 3 level of evidence. These levels are defined in Resource Document #3 titled Levels of ESSA Evidence. Resource Document #4 provides applicants with a list of resources to aide in the verification of levels of ESSA evidence-based support. This document is titled Resources for Verifying Levels of ESSA Evidence. Applicants are required to provide documentation that demonstrates that the proposed implementation efforts meet the required levels of ESSA evidence on Appendix C: ESSA Evidence Support Document.

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http://www.doe.nv.gov/uploadedFiles/ndedoenvgov/content/Read_by_Three/RBG3GuidanceDocument.pdf

E. Proposed Timeline:

PHASE IV Read by Grade 3 Timeline Grant Application Process

2018 Dates Activity

March 16 RBG3 Phase IV applications are made available to all interested applicants

All documents are posted on the Grants Page on the NDE Website

March - April NDE RBG3 Team provides technical assistance webinars for all interested applicants (dates to be determined).

April 20 Applications are due to the Nevada Department of Education by 5:00 p.m. (PST)Applications documents must be in paper form and either hand-delivered or mailed (electronic submissions will not be accepted)

April 23 - 24 NDE Team prepares application review materials and disseminates to the RBG3 Phase IV Review Team members

April 26 - May 4 Independent application reviews are conducted by RBG3 Phase IV Review Team members

May 7 - 9 In-person group reviews are conducted by RBG3 Review Team members

Group consensus is established Budget line items are determined

May 10 -11 NDE RBG3 Team (including Grants Analyst) analyze and aggregate all funding allocations that are recommended by the formal review team

May 14 - 18 A final spreadsheet of all recommended funding allocations is submitted to NDE Leadership Team for final approval

May 21 Preliminary award announcements are emailed to all awardees

May 22 - 25 NDE RBG3 Grants Analyst prepares all NDE Budget Modification documents

May 28 – June 8 Awarded programs create final budgets and submit to NDE

June 11- 15 NDE approves final awarded budgets

June 18 Official award documents are disseminated to all awardees (official award letter, final approved budget, and formal award notification)

July NDE RBG3 Team provides “Start-Up” technical assistance to Read by Grade 3 Phase IV awarded districts and schools

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F. Document Preparation:

In preparing documents for this application, it is important to recognize that there are five separate sections required. These include:

Section I. The Certification Page: All sections of this page must be completed. This page must be signed and dated by the authorized school district or charter school representative.

Section II. The Application Narrative: All required components must be Included in the order presented.

Section III. Budget and Expenditure Summary Forms: Summary Section: Complete this form, as appropriate. Please take note that there are

three (3) separate tabs to this actual form (a Summary tab, an Instruction tab, and a Support tab). Please make sure that all figures and sums are accurate. The Budget/Expenditure Summary must have an original signature of a person who is authorized by the applicant.

Narrative Section: Complete this form, as appropriate. Please be certain that figures on the Budget Summary tab match those figures provided on the Instruction and Support tabs. For the narrative portion, provide information that supports and justifies that expenditures are appropriate. Make sure that major costs of the project are aligned with the program goals and objectives. The required budget forms are located on the NDE website. They are listed right below this RFA. You may access them by clicking on the link titled: Read by Grade 3 Budget Forms.

Section IV. The Assurances Page: This document must be signed and dated by the authorized school district/charter school representative and included in the application.

Section V. Required Appendices: This section of the application includes six additional documents that are required in this application. They include:

Appendix A: K-3 Local Literacy Plan Self-Assessment ProfileAppendix B: Template - Local Literacy PlanAppendix C: ESSA Evidence Support DocumentAppendix D: RBG3 Measurable Performance Objectives (MPO) TableAppendix E: Parent Notification LetterAppendix F: Sample Individual Student Literacy Plan

Applicants are required to complete and/or attach these documents in detail. Each document is to be labeled with the appropriate Appendix title. G. Formatting Requirements:

All applications must be prepared in accordance to the appropriate formatting requirements. These requirements must be met in order for an application to be considered for review. Please pay close attention to the following guidelines:

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o The application is required to be typed, double-spaced on 8 ½” x 11” white paper (without lines).

o The font-size is to be no less than 10 points.

o Required items are in the specified order.

o Collate applications with one staple in the upper left-hand corner of the page or with a large binder clip. Do not place any of your documents in binders.

o Each page of the application is to be numbered consecutively with the Certification Page as page 1.

o The Application Narrative may not exceed 20 pages (The Required Appendices are not included in the 20-page maximum).

o Applicants must submit an original copy with required signatures in BLUE INK, plus eight (8) additional copies (9 TOTAL SETS).

o The Required Appendices are the only allowable attachments. Unsolicited attachments will not be reviewed.

o NDE reserves the right to require awardees to amend any and all applications before formal awards are made.

Applications must be received in the NDE Office of School and Student Supports on or before Friday, April 20, 2018 at 5:00 P.M. (PST). Applications will not be accepted after this date. Faxed or electronic copies of applications will not be accepted. Submitted applications may not be changed and/or appended after submission. Please mail or hand-deliver applications to:

Brandi Roberts, Administrative Assistant IINevada Department of Education

Office of Student and School Supports700 East Fifth Street, Suite #110

Carson City, Nevada 89701

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APPLICATION

SECTION 1: Certification Page

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Certification PageApplication for Nevada K.I.D.S. Read –

Nevada’s Read by Grade 3 Phase IV Grant (2018–2019)Nevada Department of Education

Office of School and Student SupportsRead by Grade 3 Program

700 East Fifth Street, Suite #110Carson City, Nevada 89701

1. Legal Name of Agency: ______________________________________________________

2. Mailing Address: (Street, P.O. Box, City, State, Zip Code):

__________________________________________________________________________

3. Amount of Funding Requested: _________________________

4. Proposed Number of Phase IV Read by Grade 3 Participants to be served:

Number of Schools: ________Number of Students: ________Number of Teachers: ________

5. Name, Title, Phone Number andEmail Address of AuthorizedGrant Contact Person:

6. Name, Title, Phone Number andEmail Address of AuthorizedFollow-up Fiscal Contact Person:

Name:Title:Phone Number:Email Address:

Name:Title:Phone Number:Email Address:

7. CERTIFICATION STATEMENT:

I HEREBY CERTIFY that, to the best of my knowledge, the information contained in this application is correct.

The applicant designated below hereby applies for a sub-grant of State funds to provide instructional activities and services to meet the educational needs of the K–3 students as set forth in this application. The local Board of Trustees or governing board of the applicant’s organization has authorized me to file this application, and such action is recorded in the minutes of the agency's meeting held on _________________________________

(Date)This plan may remain in effect for the duration of the authorization of the project, except as amendments are determined necessary, and for parts that require annual revision or a district may annually reapply.Signature: ________________________________________________ Date: _____________

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APPLICATION

Section 2: Application NarrativeThe maximum number of pages allowed for the entire Application Narrative section is

twenty (20) pages (this does not include the Required Appendices). Please answer

each of the following lettered questions in the order of presentation.

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Application Narrative

Narrative Question A: What is the Status of Your Local Literacy Plan?

[Legal Requirement: SB 391, Section 5: “The board of trustees of each school district and the governing body of each charter school shall prepare a plan to improve the literacy of pupils enrolled in kindergarten and grades 1, 2 and 3. Such a plan must include, without limitation . . .”] NDE has also determined that all local literacy plans must be directly aligned to the 2015 Nevada State Literacy Plan. Status of Local Literacy Plan: In order to accurately respond to Narrative Question A, each applicant must first identify its status with regards to its prior history in the development and/or submission of its local K-3 literacy plan to the Nevada Department of Education. Utilizing the table below, each applicant is required to identify its local literacy plan status and record it at the top of the K-3 Local Literacy Plan Self-Assessment Profile (Appendix A). Depending on the status identified (Novice, Intermediate, or Experienced) each applicant will then be required to include any additional documents listed in Table 1 below under the “Narrative Requirements” column.

Table 1. PHASE IV RFA: Planning Guide for Local K-3 Literacy Plan

NOVICE Applicant has never submitted a local literacy plan to the Nevada Department of Education

Applicant is a charter school that is opening its doors for the first time during the 2018-2019 year

Completion of the K-3 Local Literacy Plan Self-Assessment Profile (Appendix A)

Utilizing the Local Literacy Plan Template (Appendix B), novice applicants are required to submit an entire local literacy plan as part of its application (including copies of the 5 Key Essential Self-Assessment Tools)

INTERMEDIATE Applicant has submitted a local literacy plan to NDE asan independent action (apart from the RBG3 application process)


EXPERIENCED

Applicant has submitted a local literacy plan to NDE for the Phase II Year: 2016-2017 and/or the Phase III Year (2017-2018)


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Narrative Question B: Describe Your Program’s Demonstrated Need [Legal Requirement: SB 391 – Section 15: “Grants must be awarded by the Department based on the demonstrated needs of the school districts and charter schools and will be awarded to school districts and to charter schools that have been approved by the State Public Charter School Authority”.]

QUESTION B. Describe the data that your organization analyzed in order to identify the needs of each school(s) to be included in your Read by Grade 3 grant. Please address the following:

1. Demonstrate that the area of need to be served has a high percentage or large number of

children and families in need of strategic early literacy instruction and intervention (K-3

levels). High need demographic indicators include: high levels of poverty, illiteracy,

homelessness, limited English proficiency, and/or other related data.

2. Provide a listing of your program’s selected school(s) categorized in order of priority of need

(i.e. listing the school highest in need first, etc.).

3. Provide a description of the data that has been used to determine the need for each

participating school. This data must be based on one or more of the following criteria:

i. Third Grade Smarter Balanced Performance in Reading (2017 scores)

ii. Evidence of a Performance Gap for one or more recognized subgroups indicating one or more was lagging far behind the average level of the district or charter school’s K–3 reading performance (as measured by K-3 MapGrowth Reading Assessment or other approved assessment) (2017-2018 year)

iii. Evidence of student performance utilizing the MAPGrowth Reading Indicator or other approved assessment indicator that was used to identify the number or percentage of district or charter school’s K-3 students who are in need of intensive support in reading instruction (2017-2018 year)

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Narrative Question C: Describe Your School-Based Implementation Efforts as Aligned to the 2015 Nevada Read by Grade 3 Act (SB 391) and the Nevada State Literacy Plan

Describe how your program plans to align its school-level literacy work back to the five key essentials of your K-3 Local Literacy Plan (2015 SB 391 – Section 5)

Essential 1: Leadership and Sustainability: i. What is your program’s overall framework for improving the literacy of all K-3 students?

ii. How are your “programs, services, and/or curriculum materials” supported by ESSAevidence-based requirements (as identified in Appendix C).

iii. Provide a brief summary on any 2017-2018 revisions you have made to your mostrecent local literacy plan.

Essential 2: Data-Driven Standards-Based Instruction and Intervention:

i. Identify the primary instructional methods that your program will use in order toimprove Tier 1 classroom-level literacy instruction. Indicate how these methodsmeet ESSA evidence-based requirements.

ii. Identify the primary instructional methods that your K-3 teachers will use in order todifferentiate literacy instruction in the regular classroom. Indicate how these methodsmeet ESSA evidence-based requirements. iii. Describe how your program plans to align K-3 literacy instruction to the Nevada Academic Content Standards (NVACS)

iv. Identify the primary instructional methods that will be used to provide intensiveliteracy instruction for K-3 students who have been identified as being “deficient” inreading. Indicate how these methods meet ESSA evidence-based requirements.

v. Explain how your Read by Grade 3 intensive literacy instruction will include: regularly scheduled reading sessions in small groups specific instruction on phonological and phonemic awareness, decoding

skills, and reading fluency specific instruction on reading comprehension (added by NDE) Indicate how these methods meet ESSA evidence-based requirements

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vi. Describe your program’s implementation of the required Read by Grade 3 progressmonitoring of all K-3 students who have been identified as “deficient” in reading.(Please attach a sample individual student literacy plan that your program ispresently using. Be sure to adhere to FERPA law by creating a plan that is based ona “mock” student). (2015 SB 391 – Section 9)

vii. Identify the instructional methods that your program plans to use to improve theproficiency of reading of K-3 students who have been identified as limited Englishproficient. Indicate how these methods meet ESSA evidence-based requirements.

viii. Describe the structure of your Read by Grade 3 data-based decision-making teams. Identify how this process is contributing to an improvement in student performance.

Essential 3: Literacy Assessment Systems:

i. Describe the procedures that your schools will use to administer the Brigance Kindergarten Entry Assessment for Read by Grade 3. Please address the following:

The protocols that your schools will use to conduct an initial screening of the kindergarten entry within the first 30 days in kindergarten

Your program’s plan for participating in Brigance professional development aimed at supporting all local educators with test administration, report-pulling, and data-based decision making (including the work of PLCs)

ii. What are the procedures that your schools will use to administer the K-3 MAPGrowthReading Assessments? Please address the following:

The testing windows that will be used for the Fall, Winter, and Spring testing benchmarks

Your program’s plan for participating in the MAP professional development support that is aimed at supporting all K-3 teachers with test administration, report-pulling, and data-based decision making (including the work of PLCs)

Describe your program’s technical capacity for administering the K-3 MAPGrowth Reading Assessments (technical capability, number of labs, laptop carts, iPads, etc.)

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Essential 4: Professional Learning (2015 SB 391 – Section 6)

i. Describe the procedures that your program will use for ensuring the establishment ofa collaborative relationship between the Read by Grade 3 learning strategist and the other school educators.

ii. Describe your professional learning plan aimed at ensuring that all learning strategistsare receiving the required RBG3 training as identified in Nevada State Regulations, Chapter 388 (Resource Document #1). Indicate how your professional learning planmeets ESSA evidence-based requirements. iii. Describe your professional learning plan aimed at ensuring that all classroomteachers are receiving the required RBG3 training as identified in Nevada StateRegulations, Chapter 388 (Resource Document #2. Indicate how your professionallearning plan meets ESSA evidence-based requirements.

Essential 5: Family and Community Engagement:i. Identify how your program is implementing the RBG3 required Parent Notification

Letter to the parents and/or legal guardians of students who have been identified as “deficient” in reading. Submit an example of your Read by Grade 3 Parent Notification Letter as Appendix E. (2015 SB 391 – Section 8)

ii. Describe the efforts that your schools are engaged in as they work to establish astrong level of family support for all K-3 students and teachers who are beingimpacted by the Read by Grade 3 Program.

iii. Describe the protocols that your schools are using to educate and inform the parent(s) of students identified as struggling in reading.

iv. Describe the efforts that your schools are using to increase the level of community understanding of Nevada’s Read by Grade 3 Program.

v. List the set of strategies that your program is providing for the parents and/or guardians of students identified as English learners in order to assist them in supporting their children in language and literacy.

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Question D: Measurable Performance Objective (MPO) Tables Directions:

Complete Appendix D:

The two Read by Grade 3 Measurable Performance Objective (MPO) Tables

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APPLICATION

Section 3: Budget and Expenditure Summary

Please access the required Budget forms on the NDE Website (listed directly under the

Phase IV RFA). Be sure to open all three (3) tabs.

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A. Budget Instructions:

Budget/Expenditure Summary: Complete this form,as appropriate. The Budget/Expenditure Summary must have an original signature of a person authorized by the applicant to do so.

Budget Detail/Narrative: Complete this form, as appropriate. Please take note that there are three (3) separate tabs to this form (a Budget Summary tab, an Instruction tab, and a Support tab). Please be certain that figures on the Budget Summary section match those figures provided on the Instruction and Support sections. For the narrative portion, provide information that supports and justifies that expenditures are appropriate. Make sure that major costs of the project are aligned with the program goals and objectives. As a reminder, listed below are the following budget items to be considered:

Budget emphasis should be placed on staff salaries and benefits and necessary classroom/curriculum/assessment materials that meet ESSA evidence-based criteria. Allocated Read by Grade 3 funds must not be used to remodel classrooms or facilities or for playground equipment.

Per Nevada statute, NDE has contracted with an external evaluator for the purpose of determining the effectiveness of the Read by Grade 3 Program. Do not include local program evaluation costs in your proposed Read by Grade 3 budget.

Indirect costs are not allowable for this grant.

Allocate for staff (at least one staff member) to travel to at least two Read by Grade 3 Program meetings. (Plan as if the meetings are to be held in Reno or Carson City or Las Vegas).

Allocate funding for the purchase of Brigance Screen III materials.

B. Read by Grade 3 Phase IV Budget/Expenditure Summary Form:

The required budget forms are located on the NDE website. They are listed right below this RFA. You may access them by clicking on the link titled: Read by Grade 3 Phase IV Application Budget Forms.

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APPLICATION

Section 4: Assurances

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GENERAL STATE GRANT ASSURANCESNAME OF DISTRICT/AGENCY:FISCAL YEAR:GRANT/PROGRAM NAME:PROJECT NUMBER:

I hereby certify that, to the best of my knowledge, the information in this application is correct. The applicant designated hereby applies for a grant of State funds. The local Board of Trustees/Organization has authorized me to file this application and such action is recorded in the minutes of the agency’s meeting.

The RECIPIENT assures, if awarded a grant or contract:

The State Agency shall hold all RECIPIENTS to the provisions within the applicable Nevada Revised Statute (NRS) that govern the funds passed through the STATE AGENCY to the RECIPIENT.

STATE REGULATIONSShall hold the RECIPIENT to the provisions established by the STATE AGENCY which govern the funds and program:

1. The RECIPIENT assumes full responsibility for the overall program which includes: fiscal administration, timely submission of required reports, program management including personnel, and meeting the goals and objectives in the approved grant application.

2. The RECIPIENT agrees to fully comply with the evaluation team that will evaluate the effectiveness of this grant. Noncompliance may affect the RECIPIENT’S eligibility in future sub-awards from NDE or result in forfeiture of remaining funds.

3. The RECIPIENT agrees that any funds not committed for expenditures by the end of the grant cycle will be deobligated to State general fund with the Annual Financial Report

4. The RECIPIENT will submit the Final Financials to the Nevada Department of Education (NDE) within 45 days or less from the end of the grant cycle. Noncompliance will result in ineligibility for future sub-grant cycles.

5. All requests for budget amendments must be made in writing and approved prior to expenditure of funds.

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6. Monthly requests for reimbursement are due to the NDE by the 15th of the month for the previous month of services.

7. The RECIPIENT agrees to comply with NDE’s requirement to submit supporting source documentation with reimbursement requests which will ensure that all costs charged to state grants are allowable.

8. The documentation for all transactions, controls and other significant events must be clear and readily available for examination upon request. All documentation such as invoices or contracts, etc. should be maintained at the RECIPIENT’s principal place of business. If they are not, the RECIPIENT must bear the cost of making original documents available for examination by the State.

9. Personnel employed as teachers and instructional aides by the RECIPIENT or personnel contracted to provide such service to the RECIPIENT shall be certified pursuant to the provisions of NRS 386.590 (as amended by Senate Bill 509 of the 2015 Session of the Nevada Legislature, Chapter 238, Statutes of Nevada (2015).

10. The RECIPIENT shall maintain effective control and accountability for all grant funds, property, and other assets. Good internal control necessitates that fiscal responsibilities be clearly established. Accounting functions should be separated to the fullest extent possible so that no one person authorizes, executes, and approves the same transactions. Policies covering personnel and accounting procedures and separation of duties must be documented in a policies and procedures manual or other similar document.

11. The RECIPIENT must maintain continuing responsibility for the overall program. This includes the establishment of written policies and procedures for program operations. The following areas must not be delegated to Recipients or persons who are not employees or officials of the RECIPIENT organization:

a. Being informed of and accountable for all program income and expenditures;b. Performance of timely written evaluations of the program, and monitoring of

established goals and objectives as written in the program’s grant award;c. Financial reports and all other reports required by NDE including monthly Requests for

Funds, required quarterly progress reports and final program reports (as applicable);d. Administration of the program in accordance with each agency’s administrative

practice.

12. If the RECIPIENT decides to establish a policy-making body (or is required either by law or by funding source to establish such a body), its roles and responsibilities must be clearly defined. This must be approved by the Program Director.

13. Any activities that deviate from the scope of work/goals and objectives identified in the grant agreement must receive prior written approval from the Education Programs Professional and may require an amendment to the grant agreement.

14. RECIPIENTS must notify the Education Programs Professional immediately regarding any legal action or negative publicity related to grant-funded events, activities, services, purchases, or outreach.

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NDE RFA: Nevada K.I.D.S. Read – Nevada’s Read by Grade 3 Program - Phase IV15. All instructions, requirements, rules and regulations for grants administered through the

RECIPIENT are applicable to Recipients, contracts or other mechanisms passing on these funds. It is the responsibility of the RECIPIENT to ensure compliance of Recipients through monitoring, reporting, site visits, fiscal reviews or other means. NDE may implement probationary measures with the RECIPIENT for noncompliance.

16. Indirect costs are not allowed on State grants or contracts to school districts, charter schools, non-profit organization, NSHE or other entities, which are funded in whole or in any part with State funds.

17. No organization may participate in the grant-funded project in any capacity or be a recipient of state funds designated for this project if the organization has been debarred or suspended or otherwise found to be ineligible for participation in federal assistance programs under Executive Order 12549, “Debarment and Suspension” (se 45 CFR 92.35). Prior to issuing subawards or contracts under this grant, the RECIPIENT must consult the Excluded Parties List System to ensure that organizations under funding consideration are not ineligible. The list may be accessed online through the System for Award Management (SAM) at https://www.sam.gov.

18. Decisions made by Education Program Professionals must be based on the grant agreements, approved budgets, grant assurance, written program policies and procedures, and written fiscal policies and procedures including those in the State Administrative Manual (SAM) and in any Nevada Revised Statute or state regulations and guidance that apply to the funding source. If a RECIPIENT disagrees with a decision, the RECIPIENT has the option to dispute the decision by taking the following steps:

a. Request in writing that the Education Programs Professional provide: 1. Documentation upon which a decision is based. Written response will be

made within seven (7) working days.

2. If the disagreement is still unresolved, request in writing that the matter be reviewed by the NDE Program Director, whose decision will be final and will not be open to further discussion or challenge.

3. All interactions will be conducted with honesty, courtesy, and respect. It is essential that a professional relationship be maintained in order to properly administer the grant and provide effective services in the community.

4. Conduct that interferes with the administration of the grant or negatively impacts the ability to provide effective program services may result in termination of the grant after NDE carefully reviews the circumstances.

5. Timeliness of report submission will be tracked and noted in the grant file. Any extensions or exceptions to requirements must also be noted in the grant file.

23

19. Assurances Specific to Nevada K.I.D.S. Read Grant (Nevada’s Read by Grade 3 Program):a. To receive services funded by this project, students must be enrolled in a Nevada public

school district, district-sponsored charter school, charter schools sponsored by the State Public Charter School Authority, and Achievement charter schools. Since the Read by Grade 3 grant specifically directs the work of the Kindergarten through 3rd grades respectively, such entities must offer coursework across K–3 grade levels.

b. Per the 2015 Nevada Read by Grade 3 Act, every Read by Grade 3 competitive grant recipient must adhere to the following: The designation of a Read by Grade 3 Learning Strategist

Participation in the Statewide Evaluation System, including participation in tracking Read by Grade 3 students and providing student data to identified independent evaluator

Provide required report information and data to the NDE (SB 391: Section 15) including, but not limited to:

Identification of the schools that received an allocation of money and the amount of funds received by each school;

Description of programs or services for which the money was used by each school;

Number of students who participated in a program or received services;

Average expenditure per pupil for each program or service;

Data regarding the academic and linguistic achievement and proficiency of pupils who participated in such a program or received such services.

c. Funds received under this program will be used solely for the purpose of supporting the activities as outlined in the attached proposal and RFA document in accordance with all applicable stated regulations and policy and procedures;

d. Each project must participate in the statewide program evaluation system (annual and longitudinal); this includes using the outcome indicators and providing required data e.g., pre/post test data, test data on longitudinal participants who are now in Kindergarten, 1st, 2nd, and 3rd grade, program data, etc.) to the NDE evaluator and the Department of Education. Recipients are required to use the Brigance Screen III as the Kindergarten Entry Assessment and the MAPGrowth K-3 Reading Assessment for grades 1, 2, and 3.

e. Funds must be appropriated in accordance with Nevada state laws (NRS 353.150 to 353.246);

f. All allocated funds must be committed for expenditure by June 30, 2019.

g. Funds not committed for expenditures by June 30, 2019, will revert to the State General Fund after all reimbursement payments have been made.

h. Project personnel will attend the entirety of all required meetings and training sessions as required by the Nevada Department of Education (NDE).

24


i. Project personnel will establish an effective communication system for ensuring that Read by Grade 3 information is disseminated by program leads to all Read by Grade 3 K-3 learning strategists, classroom teachers, and interventionists.

j. Funds received under this program will not be used for lobbying or to influence any federal or state agency or legislative staff involved in the award of such funding.

k. The applicant organization will provide or continue to provide a drug-free workplace.

l. A complete file will be established to include the approved application form, award document, approved revision (if any), verification of expenditures, logs of receipts and expenditures, correspondence, and final reports. This file shall be available for review by NDE project personnel or their authorized representatives upon request.

m. A bookkeeping system will be developed to monitor receipts and expenditures by line item. Expenditures cannot exceed the approved budget in any line item without prior written approval from the Nevada Department of Education (NDE).

n. Records shall be maintained in accordance with general accounting standards. Receipts, invoices, and/or computer printouts will be maintained to verify expenditures. Copies of this verification will be submitted to the NDE upon request.

o. Travel claims will be maintained for any travel reimbursement made with project funds. (Per diem, mileage, and lodging payment are allowable only at state-approved rates.)

p. All activities must take place within the funding period.

q. An inventory of materials and supplies purchased through Read by Grade 3 grant funds shall be maintained and made available upon request.

Failure to comply with the terms and conditions detailed above may result in the loss of state funds and may be considered grounds for the suspension or termination of this grant.

____________________________________ ___________________________Signature of Authorized Person Date

___________________________________ ______________________________Printed Name and Title District/Organization

25

APPLICATION

Section 5: Required Appendices

Continue down

Continue Down

26


27

APPENDIX ARBG3 Local Literacy Plan Self-Assessment Profile

District/Charter School: _________________________________________________

Identify Your Local Literacy Plan Status (see page 12): _____NOVICE – Submit Appendix B (page 27) and Complete Self-Assessment Profile

_____INTERMEDIATE - Complete Self-Assessment Profile

_____EXPERIENCED – Complete Self-Assessment Profile AVERAGE OVERALL SCORES ON

RBG3 Local Literacy Plan Self-Assessment Tools

NSLP Key Essentials

Phase I(2015-2016)

Phase II(2016-2017)

Phase III(2017-2018)

Phase IV(2018-2019)

Key Essential #1:Leadership and Sustainability(Range 1-5)

Key Essential #2:Data-Driven Standards-BasedInstruction & Intervention (Range 1-5)Key Essential #3:Literacy Assessment Systems(Range 1-5)

Key Essential #4:Professional Learning(Range 1-5)

Key Essential #5:Family & Community Engagement(Range 1-5)

28


2015 Nevada State Literacy Plan Levels of Sustainability

Level 1

No Planning or Implementation

Level 2

Strategic Planning is in Place

Level 4

Beginning Level of Implementation

Level 4

Expanded Level of Implementation

Level 5

Sustained Practice

*Documented scores reflect scores provided on the NSLP Self-Assessment Tools during each year of the Read by Grade 3 Program. Current March-April 2018 Self-Assessment scores are to be entered into the Phase IV column in preparation for the Phase IV year.

29

APPENDIX B (for Novices only) Template for a New Local K-3 Literacy Plan

District or Charter School Name:

Number of Sites Being Served:

Name and Title and Phone Number of Contact Person:

Members and Titles of District/Charter Literacy Team:

I. Title of Your Local Literacy Plan

II. Introduction

III. NSLP Key Essential Number 1: Leadership & Sustainability (supported by ESSA evidence-based practices)

A. Description of Baseline Score on Self-Assessment Tool

B. Description of Primary Plans of Action

C. Alignment to SB 391: Section 5, Section 6, Section 8, and Section 9

IV. NSLP Key Essential Number 2: Data-Driven Standard-Based Instruction & Intervention



C. Alignment to SB 391 (2015): Section 5 and Section 9

V. NSLP Key Essential Number 3: Literacy Assessment Systems



C. Alignment to SB 391 (2015): Section 5, Section 8, and Section 9

30


D. All local literacy plans must now include reference to Nevada’s new statewide K-3 Assessments (Brigance KEA and MAP K-3 Reading Assessment).

VI. NSLP Key Essential Number 4: Professional Learning



C. Alignment to SB 391 (2015): Section 5 and Section 6

VII. NSLP Key Essential Number 5: Family and Community Engagement



C. Alignment to SB 391 (2015): Section 5, Section 6, Section 8, and Section 9

VIII. All “programs, services, or curriculum materials” identified within your K-3 Local Literacy Plan must demonstrate that they have met ESSA evidence-based requirements (see

Resource Documents #3 and #4).

31

APPENDIX C

ESSA Evidence Support Document

ESSA Evidence Support Document For each item requested for funding, please list under the object code and mark (X) which ESSA level of evidence it meets. Include the citation for the study in the last column. (Please provide a link to each study and/or the actual study).

NDE Budget Object Code

Description of Funds Requested

Amount Requested

ESSALevel 1 Strong

ESSALevel 2 - Moderate

ESSALevel 3 Promising

ESSALevel 4 - Rationale

ESSAEvidence Citations(in APA or MLA format, or attach the study)

Example 1. Learning Strategists supported by ESSA Evidence- Based Provider

2. Purchased Professional Services

$65,000.00

$35,000.00

X

X

1. (cite at least one rigorous study)

2. (cite at least one rigorous study)

100/200Learning Strategists Salaries & Fringe (supported by ESSA evidence-based provider)

Description of Requested

Amount requested

Level 1 - Strong

Level 2 - Moderate

Level 3 Promising

Level 4 - Rationale

ESSA Evidence Citations(in APA or MLA format, or attach the study)

320/330 Purchased Professional Services(meets ESSA evidence-based requirements)


Amount requested

Level 1 - Strong

Level 2 - Moderate

Level 3 Promising

Level 4 - Rationale

ESSA Evidence Citations(in APA or MLA format, or attach the study)

400 Purchased property

500 (other)

580 Travel

600 (other)

610 supplies

32

NDE RFA: Nevada K.I.D.S. Read – Nevada’s Read by Grade 3 Program - Phase IVNDE Budget Object Code


Amount Requested

ESSALevel 1 Strong

ESSALevel 2 - Moderate

ESSALevel 3 Promising

ESSALevel 4 - Rationale

ESSAEvidence Citations(in APA or MLA format, or attach the study)

640 Books/periodicals

641 Textbooks

650 supplies: info tech

651 Software

652 Information Tech

653 Web-based programs

800 Dues/fees/miscellaneous700 Equipment

900 Other

33

APPENDIX DRead by Grade 3

Measurable Performance Objective MPO Tables

Question D: Identify Your Read by Grade 3 Student Performance Data

MPO Table 1. MPO TABLE – AGGREGATED DATA FROM PHASE II YEAR (2016-2017)

With Targeted 2019 Measurable Performance Objectives

(10 Points)

Grade Level Phase IIAssessment Used

Phase IITotal Number of Students in all Funded Read by Grade 3 Sites

Phase IITotal Number of Students Identified as Deficient in Reading

Phase IITotal Percentage (%) of Students Identified as Deficient in Reading (Read by Grade 3 Deficiency Rate)

Phase IVTargeted Measurable Performance Objectives(Anticipated reduction in deficiency rateat the end of the Phase IV funding cycle in June, 2019)

Kindergarten

First Grade

Second Grade

Third Grade

MAP or other approved assessment:

34

NDE RFA: Nevada K.I.D.S. Read – Nevada’s Read by Grade 3 Program - Phase IVGrade Level Phase II

Assessment UsedPhase IITotal Number of Students in all Funded Read by Grade 3 Sites

Phase IITotal Number of Students Identified as Deficient in Reading

Phase IITotal Percentage (%) of Students Identified as Deficient in Reading (Read by Grade 3 Deficiency Rate)

Phase IVTargeted Measurable Performance Objectives(Anticipated reduction in deficiency rateat the end of the Phase IV funding cycle in June, 2019)

Third Grade

2017 Smarter Balanced ELA Scores

MPO Table 2. MPO TABLE – DISAGGREGATED DATA FROM PHASE II YEAR (2016-2017)

With Targeted 2019 Measurable Performance Objectives

(10 Points)

35

Grade Phase IITotal % of EL Students Identified as Deficient in Reading(Read by Grade 3 Deficiency Rate)

Phase IVTargeted Measurable Performance Objectives for EL Students(Anticipated reduction in deficiency rateat the end of the Phase IV funding cycle in June, 2019)

Phase IITotal % of IEP Students Identified as Deficient in Reading(Read by Grade 3 Deficiency Rate)

Phase IVTargeted Measurable Performance Objectives for IEP Students(Anticipated reduction in deficiency rateat the end of the Phase IV funding cycle in June, 2019)

Phase IITotal % of FRL Students Identified as Deficient in Reading(Read by Grade 3 Deficiency Rate)

Phase IVTargeted Measurable Performance Objectives for FRL Students(Anticipated reduction in deficiency rateat the end of the Phase IV funding cycle in June, 2019)

Kindergarten

First Grade

Second Grade

Third Grade

MAP or other approved assessment:

2017 Smarter Balanced ELA Scores

APPENDIX ERead by Grade 3 Parent Notification Letter

36

NDE RFA: Nevada K.I.D.S. Read – Nevada’s Read by Grade 3 Program - Phase IV(Please attach)

Section 8 of SB 391 (2015): Read by Grade 3 Requirement of a Parent Notification Letter

The parent notification letter is required to include:

i. messaging that this notification letter is being provided within 30 days after the student’s deficiency in reading has been identified

ii. identification of the intervention services or programs that will be implemented for this student. (Indicate that they have met ESSA evidence-based requirements).

iii. an explanation that should the child not achieve a proficiency level of reading by the end of third grade, he/she may be retained (unless a good-cause exemption has been granted)

iv. a set of strategies for the parent or guardian to use at home to assist his/her child in his/her reading development

v. information regarding the English literacy development of limited English proficient students

vi. a set of strategies for the parent or guardian to use to assist the child in English literacy (with evidence-based support)

37

APPENDIX FSample Individual Student Literacy Plan

(Please attach)

Section 9 of SB 391 (2015): Read by Grade 3 Progress Monitoring for Identified Students

i. describe how a plan will be established by the student’s teacher and any otherrelevant school personnel

ii. methods for ensuring that the plan has been approved by the site administrator

iii. evidence that the plan has been approved by the student’s parent or legal guardian

iv. identification of any intervention services that are being provided to the student. (Indicate that these services have met ESSA evidence-based requirements).

v. a description of the programs or services that the student will receive .(Indicate that these programs and services have met ESSA evidence-based requirements).

vi. methods for ensuring that the plan has been created within 30 days after parent notification

38


APPLICATION EVALUATIONS

A. The Application Review Process: The Nevada Department of Education will establish a panel of local/national experts to review the Read by Grade 3 Phase III applications. Members of this review panel may include the following:

a K–3 literacy expert (NDE – Office of Student and School Supports)

an NDE Grants Analyst

an NSHE - Nevada System of Higher Education K–3 literacy expert

an internal NDE (from outside the Office of Student and School Supports) outside reviewer

an external (within the state of Nevada but from another agency) outside reviewer

a K–3 primary stakeholder

a K–3 national expert

Each section/item will be reviewed by this team. Members will utilize the following Application Evaluation Form with the RBG3 Application Scoring Rubric to make their determinations.

39

B. Application Evaluation Form Name of Reviewer: Date:

Name of Applicant: Total Number of Points Awarded by Reviewer:

Section I: Certification Page(0 Points Possible)

Although no points are allocated for this section, it is required that this section be properly completed by the applicant. All required signatures must be included.Points Earned: 0

Section II: Narrative(100 Points Possible)

The maximum number of pages for the narrative section is 20 pages. (This total does not include the MPO Tables or any of the Required Appendices).Points Earned:

Narrative Question

A

Narrative Question

B

Narrative Question CSchool-Based Implementation Efforts (Aligned to NSLP)

Narrative Question

DStatus ofLocal K-3 Literacy Plan

Evidence of Need

Essential 1:

Leadership &Sustainability

Essential 2:

Data-DrivenStandards-

Based Instruction

&Intervention

Essential 3:

Literacy Assessment

Systems

Essential 4:

ProfessionalLearning

Essential 5:

Family & Community Engagement

2 MPO Tables

(Document Submitted as Appendix D)

See Appendix

A

____/30 Points

____/10 Points

____/20 Points

____/5 Points

____/10 Points

____/5 Points

____/20 Points

TOTAL POINTS EARNED ON NARRATIVE SECTION _____/100Points

Section III: Budget & Expenditure Summary

There are 3 tabs to this form that must be completed. This form is located on the NDE website with the Phase IV RFA.

_____/10 Points

Section IV: Assurances Although no points are allocated for this section, it is required that this section be properly completed by the applicant. All required signatures must be included.

_____/0 Points

Section V: Required Appendices Appendix A – Local Literacy Plan Assessment Profile (5)

Appendix B – Template – Local Literacy Plan (0)

Appendix C – ESSA Evidence Support Document (5)

Appendix E – Parent Notification Letter (5)

Appendix F – Individual Student Literacy Plan (5)

_____/20 Points

TOTAL AWARDED POINTS _______/

40

NDE RFA: Nevada K.I.D.S. Read – Nevada’s Read by Grade 3 Program - Phase IV130 Points

APPLICATION RUBRIC – NARRATIVE SECTIONQUESTION A: Local K–3 Literacy Plan

Status Levels of Local Literacy Plan: (see page 12)

NOVICE LEVEL – Submit Complete Local Literacy Plan (Appendix B) and Complete Self-AssessmentProfile (Appendix A)

INTERMEDIATE LEVEL - Complete Self-Assessment Profile (Appendix A)

EXPERIENCED LEVEL – Complete Self-Assessment Profile (Appendix A)

41

Narrative SectionLevel I

0-10 Points

Question B:(30 Possible Points)

Level II11-20 Points

Evidence of Need and EligibilityLevel III

21-30 Points Selected schools demonstrate little

to no need. A list of selected sites has not been

included; None of the required criteria for

determining need were used to establish need

Selected schools demonstrate some need.

A list of selected sites is only partially complete; sites listed are not in order of priority.

Methods used for determining need have minimal to no alignment to required criteria.

Selected schools demonstrate great need that is based on required criteria.

A complete list of selected sites has been provided; list provided has been organized into a very clear order of priority

Methods used for determining need have been aligned to required criteria.

Comments: Total Points:

APPLICATION RUBRIC – NARRATIVE SECTIONQUESTION B: Evidence of Need

42


APPLICATION RUBRIC – NARRATIVE SECTIONQUESTION C: School-Based Implementation Efforts (50 Possible Points)

Narrative SectionLevel I

Question C: School-Based Implementation Efforts

(50 Possible Points)Level II

Literacy PlanLevel III

An ineffective plan for implementing requirements of Key Essential #1 of the Local Literacy Plan: Leadership & Sustainability. This plan is not aligned to the Nevada State Literacy Plan. Implementation efforts do not meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements. (0-3 points)

A somewhat effective plan for implementing requirements of Key Essential #1 of the Local Literacy Plan: Leadership & Sustainability. This plan is somewhat aligned to the Nevada State Literacy Plan. Implementation efforts meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements at a minimal level. (4-6 points)

A highly effective plan for implementing requirements of Key Essential #1 of the Local Literacy Plan: Leadership & Sustainability. This plan is very aligned to the Nevada State Literacy Plan. Implementation efforts meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements at a high level (7-10 points)

An ineffective plan for implementing requirements of Key Essential #2 of the Local Literacy Plan: Data-Driven Standards-Based Instruction & Intervention. This plan is not aligned to the Nevada State Literacy Plan. Implementation efforts do not meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements. (0-6 points)

A somewhat effective plan for implementing requirements of Key Essential #2 of the Local Literacy Plan: Data-Driven Standards-Based Instruction & Intervention. This plan is somewhat aligned to the Nevada State Literacy Plan. Implementation efforts meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements at a minimal level. (7-13 points)

A highly effective plan for implementing requirements of Key Essential #2 of the Local Literacy Plan: Data-Driven Standards-Based Instruction & Intervention. This plan is very aligned to the Nevada State Literacy Plan. Implementation efforts meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements at a high level. (14-20 points)

An ineffective plan for implementing requirements of Key Essential #3 of the Local Literacy Plan: Literacy Assessment Systems. This plan is not aligned to the Nevada State Literacy Plan. (0-1 point)

A somewhat effective plan for implementing requirements of Key Essential #3 of the Local Literacy Plan: Literacy Assessment Systems. This plan is somewhat aligned to the Nevada State Literacy Plan. (2-3 points)

A highly effective plan for implementing requirements of Key Essential #3 of the Local Literacy Plan: Literacy Assessment Systems. This plan is very aligned to the Nevada State Literacy Plan. (4-5 points)

An ineffective plan for implementing requirements of Key Essential #4 of the Local Literacy Plan: Professional Learning. This plan is not aligned to the Nevada State Literacy Plan. Implementation efforts do not meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements. (0-3 points)

A somewhat effective plan for implementing requirements of Key Essential #4 of the Local Literacy Plan: Professional Learning. This plan is somewhat aligned to the Nevada State Literacy Plan. Implementation efforts meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements at a minimal level. (4-6 points)

A highly effective plan for implementing requirements of Key Essential #4 of the Local Literacy Plan: Professional Learning. This plan is very aligned to the Nevada State Literacy Plan. Implementation efforts meet Level 1, Level 2, and Level 3 ESSA evidence-based requirements at a high level. (7-10 points)

An ineffective plan for implementing requirements of Key Essential #3 of the Local Literacy Plan: Family & Community Engagement. This plan is not aligned to the NSLP (0-1 point)

An ineffective plan for implementing requirements of Key Essential #3 of the Local Literacy Plan: Family & Community Engagement. This plan is somewhat aligned to the Nevada State Literacy Plan. (2-3 points)

A highly effective plan for implementing requirements of Key Essential #3 of the Local Literacy Plan: Family & Community Engagement. This plan is very aligned to the Nevada State Literacy Plan. (4-5 points)

43

APPLICATION RUBRIC – NARRATIVE & APPENDICES SECTIONSMPO Tables (20 possible points)/Required Appendices (20 possible points)

Narrative Section QuestionAppendix D

Level I0–6 Points

Measurable Performance(10 x 2 = 20 Possible Points)

Level II7–13 Points

Objectives TablesLevel III

14–20 Points

MPO Tables includes none or a minimal amount of the required components (including aggregated data and disaggregated data).

MPO Tables are not clear and are difficult to understand.

Identified measurable objectives do not align to the district/charter

school literacy plan. Identified measurable objectives

pose no challenges for this district/charter school.

Identified measurable objectives would be impossible to attain by this district/charter school.

MPO Tables includes some of the required components (including aggregated data and disaggregated data).

MPO Tables are fairly clearly labeled and is somewhat easy to understand.

Identified measurable objectives somewhat align to the district/charter school literacy plan.

Identified measurable objectives pose weak challenges for this district/charter school.

Identified measurable objectives would be difficult to attain by this district/charter school.

MPO Tables include all required components (including aggregated data and disaggregated data).

MPO Tables are clearly labeled and very easy to understand.

Identified measurable objectives clearly align to the district/charter school literacy plan.

Identified measurable objectives pose achievable challenges for this district/charter school.

Identified measurable objectives are clearly attainable by this district/charter school.

Appendices SectionLevel I

0–6 Points

4 Required(20 Possible Points)

Level II7–13 Points

AppendicesLevel III

14–20 Points

Appendix A: K-3 Local Literacy Plan Self-Assessment Record lacks clarity and is very incomplete

(0-1 point)

[Appendix B: Template - Local Literacy Plan (for Novices only – see Narrative Section #1) ]

Appendix C: ESSA Evidence Support Document lacks clarity and is very incomplete (0-1 point)

[Appendix D: MPO Tables (see above)]

Appendix E: Parent Notification Letter is very incomplete (0-1 point)

Appendix F: Sample Individual Student Literacy Plan is incomplete(0-1 point)

Appendix A: K-3 Local Literacy Plan Self-Assessment Record is somewhat clear and partially complete(2-3 points)


Appendix C: ESSA Evidence Support Document is somewhat clear and partially incomplete (2-3 points)


Appendix E: Parent Notification Letter is somewhat clear and partially complete (2-3 points)

Appendix F: Sample Individual Student Literacy Plan is somewhat clear and partially complete (2-3 points)

Appendix A: K-3 Local Literacy Plan Self-Assessment Record is very clear and totally complete(4-5 points)


Appendix C: ESSA Evidence Support Document is very clear and totally complete (4-5 points)


Appendix E: Parent Notification Letter is very clear and totally complete (4-5 points)

Appendix F: Sample Individual Student Literacy Plan is very clear and totally complete (4-5 points)

44


RESOURCE DOCUMENT # 1The Role & Responsibilities of the Read by Grade 3 Learning Strategist (9-16)

(as identified in SB 391 and the Nevada Administrative Code (NAC), Chapter 388, Sections 3-5)Completion of Required

Professional Development in the following areas:

Facilitation and/or Delivery of Required Professional Development for K-4Classroom Educators

Additional Duties

NSLP

Ess

entia

l 1Le

ader

ship

& S

usta

inab

ility

Components of Nevada State Literacy Plan (2015) [emphasis on the Elementary Section]

National standards for coaching concerning literacy

Methods for effectively delivering and receiving constructive feedback

Methods for assisting the board of trustees of a school district or the governing body of a charter school in preparing a plan to improve the literacy of pupils enrolled in K–3

Components of Nevada State Literacy Plan (2015) [emphasis on the Elementary Section]

How to effectively deliver and receive constructive feedback

Methods for maintaining collaborative and reflective communication

Provide leadership and support to the board of trustees of a school district or the governing body of a charter school in preparing a plan to improve the literacy of pupils enrolled in K–3

NSLP

Ess

entia

l 2Da

ta-D

riven

,St

anda

rds-

Base

dIn

stru

ctio

n &

Inte

rven

tion

Effective Implementation of the NVACS (Nevada Academic Content Standards) in the English Language Arts for K–3

Requirements of the Nevada State Educator Performance Framework (NEPF)

Evidence-based best practices for instruction and intervention concerning literacy

Methods for screening for and intervention concerning dyslexia and other reading disabilities


Using student data to improve instruction concerning literacy



Oversee the following assessment protocols:

the assessment of all kindergarten students in Reading within the first 30 days of school using State Board approved assessments

the assessment of all students in Reading for grades 1, 2, & 3 using State Board approved assessments

the development of a progress monitoring plan for every student identified as “deficient” in Reading

systematic progress monitoring for these students

the assessment of all identified students during winter and spring benchmarks

NSLP

Ess

entia

l 3Li

tera

cy A

sses

smen

t Sy

stem

s

Effective implementation of the RBG3 K-3 Reading Assessments per the July, 2015 policy list (2016-2017)

Effective implementation of the RBG3 Reading Assessments: Brigance Screener III (K) & MAP K–3 Reading Assessments (2017-2018)

Effective implementation of the RBG3 K-3 Reading Assessments per the July, 2015 policy list (2016-2017)

Effective implementation of the RBG3 Reading Assessments: Brigance Screener III (K) & MAPK–3 Reading Assessments (2017-2018)

Oversee an effective implementation of the RBG3 K-3 Reading Assessments per the July, 2015 policy list (2016-2017)

Oversee an effective implementation of the RBG3 Reading Assessments: Brigance Screener III (K) & MAPK–3 Reading Assessments (2017-2018)

NSLP

Esse

ntia

l 4

Prof

essi

onal

Lea

rnin

g See Essentials 1–3 for Professional Learning Topics

See Essentials 1–3 for Professional Learning Topics

Facilitate and/or deliver the professional learning topics required for RBG3 K–4 classroom teachers

Participate in all required professional development areas that have been identified in the Nevada Administrative Code, Chapter 388

NSLP

Esse

ntia

l 5Fa

mily

and

Com

mun

ity E

ngag

emen

t

Ensure that parents and/or legal guardians within 30 days of the determination that a K-3 student is struggling in the subject area of reading (SB 391)

Ensure that parents’ and/or legal guardians’ approve of progress monitoring plans for struggling students (SB 391)

Provide instruction and support for the parents and guardians of pupils who have been identified as struggling in the subject area of reading

45

RESOURCE DOCUMENT #2The Role & Responsibilities of the Nevada’s K-3 Classroom Teachers (9-16)

Completion of Required Professional Development

in the following areas (K-4):

Identified Responsibilities (K-3)

NSLP

Ess

entia

l 1Le

ader

ship

&

Sust

aina

bilit

y

Components of the Nevada State Literacy Plan (2015) [emphasis on the Elementary Section]

Methods for effectively delivering and receiving constructive feedback

Methods for maintaining collaborative and reflective communication

NSLP

Ess

entia

l 2Da

ta-D

riven

,St

anda

rds-

Base

dIn

stru

ctio

n &

Inte

rven

tion


Using student data to improve instruction concerning literacy



Create a progress monitoring plan for each student who has been identified as a Read by Grade 3 Intervention Student

Implement progress monitoring plans using current K–3evidence-based best practices in literacy instruction and intervention

Modify progress monitoring plans for students based on data as necessary

NSLP

Ess

entia

l 3Li

tera

cy A

sses

smen

t Sys

tem

s Effective implementation of the RBG3 K-3 Reading Assessments per theJuly, 2015 policy list (2016-2017)

Effective implementation of the RBG3 Reading Assessments: Brigance Screener III (K) & MAP K–3 Reading Assessments (2017-2018)

Assess all kindergarten students within the first 30 days of school using State Board approved assessments

(Based on current best practices) assess all students in grades 1,2, & 3 utilizing State Board approved assessments

Develop a progress monitoring plan for every student identified as “deficient” in the subject area of reading

Conduct systematic progress monitoring of these students’ progress in reading

Assess all students at identified winter and spring benchmarks

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See Essentials 1–3 for Professional Learning Topics

Participate in all required professional development areas that have been identified in the Nevada Administrative Code, Chapter 388

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Notify parents and/or legal guardians within 30 days of the determination that a K-3 student is struggling in the subject area of reading (SB 391)

Obtain parents’ and/or legal guardians’ approval of progress monitoring plan(SB 391)

Provide instruction and support for the parents and guardians of pupils who have been identified as struggling in the subject area of reading

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NDE RFA: Nevada K.I.D.S. Read – Nevada’s Read by Grade 3 Program - Phase IV (as identified in SB 391 and the Nevada Administrative Code (NAC), Chapter 388, Section 4)

RESOURCE DOCUMENT #3

ESSA Levels of Evidence[as required in federal Every Student Succeeds Law and Nevada Statute AB7 (2017)]

“Activities, programs, and interventions” noted demonstrate a statistically significant effect on improving student outcomes

LEVEL 1:

STRONG EVIDENCE

Evidence cited is based on:

at least 1 well-designed and well-implemented experimental study

LEVEL 2:

MODERATE EVIDENCE


at least 1 well-designed and well-implemented

quasi-experimental study

LEVEL 3:

PROMISING EVIDENCE


at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias

“Described programs, services, and/or curriculum” demonstrate a rationale that such activity, strategy, or intervention is likely to improve student outcomes

LEVEL 4:

DEMONSTRATES A RATIONALE

Evidence cited is based on: high-quality research findings or positive evaluation, and includes ongoing efforts to examine the effects of such activity, strategy, or intervention

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RESOURCE DOCUMENT #4

Recommended Resources for Verifying ESSA Levels of Evidence The following resources are available for Read by Grade 3 applicants to determine which level of ESSA-evidence has been met (i.e. Level 1, Level 2, or Level 3) in cited studies per federal guidelines.

The U.S. Department of Education issued non-regulatory guidance on Using Evidence to Strengthen Education Investment to help in school improvement planning.

Evidence for ESSA is a website developed by the Center for Research and Reform in Education at Johns Hopkins University School of Education to help educators identify programs and practices that meet the ESSA evidence standards.

The What Works Clearinghouse, developed by the Institute of Education Sciences (IES), is a user-friendly database organized by topic and content area to locate studies on specific intervention types to meet ESSA standards.

An LEA Guide for Identifying Evidence-Based Interventions for School Improvement, developed by the Florida Center for Reading Research (FCRR)

Best Evidence Encyclopedia, developed by the Center for Data-Driven Reform in Education at Johns Hopkins University School of Education (not categorized in ESSA evidence tiers)

CCSSO has a list of resources on ESSA evidence-based practices under the School Supports and Interventions section on its website, www.ccsso.org/ESSA.

Results First Clearinghouse Database, developed by the Pew Charitable Trusts (not categorized in ESSA evidence tiers; evaluates interventions as rated by eight national databases)

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