Grant Application: Title II Part A 414isd194.org/download/communications_master/academics... ·...

Grant Application: Title II Part A 414Organization: 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT Award Year: 2016

Table of Contents1. Funds Available and Budget Summary ...........................................................................................................................................................................................12. School Participation ........................................................................................................................................................................................................................ 23. Class Size Reduction ......................................................................................................................................................................................................................34. Manage Budget ...............................................................................................................................................................................................................................45. Summary of Comments .................................................................................................................................................................................................................. 56. Summary of Narrative .....................................................................................................................................................................................................................67. Contact Information .........................................................................................................................................................................................................................18

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Grant Application Title II Part A 414 11/30/2015

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SERVS Financial

Grant ApplicationStatus: Funded and Active

District:0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICTFinance Code: Formula - 414 - SFY 2016, Title II, Part A: Teacher and Principal Training and Recruitment, FFY 2015, CFDA 84.367A, S367A150022State Fiscal Year: 2016 Printed on: 11/30/2015

Primary MDE Contact Information - Email: [email protected] Phone: 651-582-857

Funds Available and Budget Summary

UFARS Course Code Carry Forward % Federal Obligate By Federal Expend By Funds Allocation Unexpended Funds000-414 2016 Award 100.0% 09/30/2017 11/14/2017 $129,971.01 $129,971.01

011-Balance forward from 414 2015 Award .0% 09/30/2016 11/14/2016 $33,135.39 $33,135.39012-Balance forward from 414 2014 Award .0% 09/30/2015 11/14/2015 $.00 $.00

$163,106.40

UFARS Report Period Budget Obligation Period Budget Draw Period Total Funds Budgeted Unbudgeted Funds07/01/2015 - 06/30/2016 07/01/2015 - 06/30/2016 07/01/2015 - 11/14/2016 $123,298.17 $39,808.23

Application Section: Funds Available and Budget Summary -- 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT

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School Participation

Nonpublic Schools

To Be Served StaffSchool School Name Consultation 2016 Enrollment Count001 0194-31-001 ALL SAINTS Y 348 25002 0194-31-002 SOUTHVIEW CHRISTIAN 48003 0194-31-003 GLORY ACADEMY 22TOTAL 418 25

Application Section: School Participation -- 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT

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Class Size Reduction

School Detail

Grade Subject FTE of CSR Enrollment # of Class Size Class SizeSchool School Name Assigned Assigned Teacher(s) In Grade Level Teachers w/o CSR with CSR Reason

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Manage Budget

Organizational ProposedObject Code Level Justification Budget

Professional Development

143-Licensed Instructional Support Personnel District Level Elementary Teaching and Learning $21,464.00Coordinator focused oni literacy, math, and multi-tiered systems of supportSecondary Teaching and Learning $11,211.00Coordinator focused on literacy, math, and multi-tiered systems of support

303-Federal Subawards and Subcontracts (amount District Level Consultants Direct coaching of leadership $25,000.00up to $25,000) Dr. Langford304-Federal Subawards and Subcontracts (excess District Level Consultants Training Quality Classroom $50,000.00amount over $25,000) Tools Dr. Langford366-Travel, Conventions and Conferences District Level SORLA South of the River Learning $11,765.92

Academy RegistrationsNonpublic Schools-( ) Registration and travel for $3,857.25

conferences/trainings for All Saints Catholic School

Total Budgeted Professional Development $123,298.17Total Budgeted Professional Development $123,298.17

Grand Total Budgeted $123,298.17

Application Section: Manage Budget -- 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT

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Comments - Manage Budget

Section When User Comment

General

GENERAL 09/28/2015 Dwayne Strand The 2016 Title II application for has been reviewed and is now Funded and Active.

Application Section: Comments -- 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT

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Narrative - Manage Budget

General

SubsectionDescription Question Answer

1.1 Description1.1.1 Briefly describe program highlights and As a result of our spring 2015 comprehensive survey, we are making

changes. minor adjustments to the current Title 2 plan. Noted below are three descriptions: what we will continue funding, what we will start funding, and what we will stop funding. Title 2 will continue to serve as the funding source for the following items: ISD 194 South of the River Summer Learning Academy with a focus on literacy, mathematics, equity and digital instructional strategies Elementary Literacy coach to support the teacher’s use of best practice in literacy and multi-tiered systems of support; Secondary training for math teachers in designing and creating quality formative and summative assessments K-5 Balanced Literacy training; Training in Multi-Tiered Systems of Support at the elementary level and secondary level Incorporation of ELA Common Core training into all core content areas; Langford Training on Quality Learning Practices with follow-up coaching to promote student engagement, incorporate future-ready skills, and personalize student learning to increase student achievement Training for the three middle level and two high school leadership teams on multi-tiered systems of support; and School Continuous Improvement Plan trainings We will start using Title 2 support for the following: Secondary Teaching and Learning Coach to to support the teacher’s use of best practice in literacy, math, multi-tiered systems of support, and decreasing the achievement gap. We will stop using Title 2 support for the following areas: ISD 194 Regional National Middle School Association with focus on best practice instructional strategies; Early Childhood/Kindergarten/First Grade Alignment of curriculum standards, strategies, and assessments in literacy and math Training in Culturally Responsive Learning

Application Section: Narrative -- 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT

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1.1.1 Environments Training elementary STEAM Specialists in standards and benchmarks, engineering, art design, culturally responsive science environments, and project-based learning

1.1.1.1 Will your district transfer funds into Title NoI?

1.1.1.2 Will your district transfer funds into Title NoIII?

1.1.1.3 Will your district utilize REAP Flex to Notransfer funds into Title I?


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2.1 Comprehensive Needs AssessmentA Comprehensive Needs 2.1.1 Taking into consideration the academic The greatest area of need is in literacy instruction. We need to have all Assessment (CNA) is a data driven needs of your students, describe your students grow a minimum of one grade level each year. Training in process focused on identifying LEA’s most pressing needs for quality core instruction practices and balanced literacy will be the focus student academic needs by linking professional development and hiring so on the elementary level. On the secondary level the focus will be on state accountability results, local as to ensure that your teachers have the aligning the standards with the assessments and level student achievement, means, including subject matter, creating/implementing/improving each site's plan for multi-tiered non-academic data, fidelity of knowledge, and teaching skills, and your systems of support. The second area of need is in math instruction. implementation and perception principals have the instructional Our scores are not consistent from year to year. If we plan to have all data to examine the root causes leadership skills, to provide students students competent in basic algebra by the end of eighth grade and be and set program targets for action. with the opportunity to meet the career and college ready, we have to make sure our staff know how to After a thorough analysis, the challenging State and local student provide high quality instruction, align assessments to the standards, implementation team should academic achievement standards. and provide multi-tiered systems of support. The third greatest summarize and prioritize the needs, area of need is to end the racial and economic predictability of the select the focus of improvement achievement disparities. Our achievement gap continues to hover and choose evidence based district-wide at the 25 per cent of the students not meeting proficiency. strategies for program Our teachers need training in culturally responsive teaching strategies. implementation. This information Following the work of Geneva Gay and the Culturally Proficient School, should be shared with staff, this will yield positive academic results for closing the achievement gap. parents and community members The Teaching and Learning Coordinators along with the site leadership to better understand the focus of will focus on this. This goal will also be supported through the general the Title II program. fund and Achievement and Integration funding.


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A Comprehensive Needs 2.1.2 Describe the process used to conduct Each year we conduct our needs assessment in the spring and then Assessment (CNA) is a data driven your LEA’s needs assessment for Title revisit it in the fall when we receive our disaggregated data from the process focused on identifying II, Part A. Be sure to include information state assessments and the data from our internal NWEA Measures of student academic needs by linking on the composition of the team involved Academic Progress. The needs assessment is an analysis of the Site state accountability results, local in the process and how the needs Continuous Improvement Plan and measuring where the students are level student achievement, assessment was conducted through a performing in each goal area. Simultaneously, we review the Board of non-academic data, fidelity of collaboration of teachers, Education’s strategic plan for the district In our spring need’s implementation and perception paraprofessionals, principals, other assessment, we meet with four core groups: 1.The District Shared data to examine the root causes relevant school personnel and parents. Leadership Team consisting of representatives from each campus Site and set program targets for action. Leadership Team (8 elementary, 3 middle level, 2 high schools, 1 Early After a thorough analysis, the Childhood Center, and 1 Area Learning Center). The council consists of implementation team should teachers, administrators, support staff and parents. 2. The 15 Site summarize and prioritize the needs, Leadership Teams consisting of representatives from across their select the focus of improvement buildings 3.The Superintendent’s Cabinet consisting of 5 Executive and choose evidence based Directors (Administrative Services, Business Services, Data and strategies for program Technology Services, Support Services, and Teaching and Learning implementation. This information Services) and 4 Directors (Community Education, Equity and should be shared with staff, Innovation, Special Education, and Communication). 4. The Board of parents and community members Education consisting of six members The members of the district to better understand the focus of Shared Leadership Team also serve on the building Shared Leadership the Title II program. Team and share the needs of their specific schools. These needs are

then grouped and prioritized on a district-wide basis. The annual Site Continuous Improvement Plans are referred to in this process. The Leadership Team reviews the recommendations and provides input. The Superintendent’s Cabinet and Board of Education focus on the disaggregated data from our dashboards to make adjustments to the district’s strategic plan. They meet again in the fall of the year to review state assessment data and the school improvement plans to


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A Comprehensive Needs 2.1.2 adjust priorities as needed. It is then the role of the Teaching and Assessment (CNA) is a data driven Learning Department to adjust the priorities based on any new process focused on identifying data. This year we added a survey to all elementary teachers student academic needs by linking regarding their practice in their delivery of literacy instruction and we state accountability results, local added elementary classroom walkthroughs to look for evidence of level student achievement, quality instruction. We will survey our students, staff, and parents non-academic data, fidelity of regarding the math practices at the middle level to finalize our implementation and perception professional development for the middle level math teachers. Our data to examine the root causes training will consist of direct instruction, modeling, coaching and and set program targets for action. classroom walkthroughs. This model is employs the research on After a thorough analysis, the job-embedded professional development. implementation team should summarize and prioritize the needs, select the focus of improvement and choose evidence based strategies for program implementation. This information should be shared with staff, parents and community members to better understand the focus of the Title II program.


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3.1 Program DescriptionCoordination of Professional 3.1.1 Describe the activities your LEA will Our Title 2 funds will support learning on the elementary level where we Development Activities. conduct using Title II, Part A funds. For need a strong foundation of high quality instructional skills to prepare

each activity, please include the our students for the middle level in reading, math and science. In following three areas in the explanation addition, in order to have every student reading at least at grade level of how the proposed activity will support by third grade we need to ensure high quality core instruction and implementation of challenging content effective multi-tiered systems of support. The same quality core and academic achievement standards, instruction is needed in mathematics-our second priority. We, as a be based upon scientifically based district, expect every student to complete Algebra 1 in eighth grade. research, and have a strong, This is a gateway course to future math and science success. We measurable, and positive impact upon need to guarantee that students have high quality access to each of the student achievement. standards and multiple methods for instruction to ensure successful

scaffolding to Algebra 1. The third priority is providing high quality instruction for all students in a culturally respectful environment. We will work collaboratively with the Equity department to support the professional development of our teachers in this area. Following the initial research of Joyce and Showers, coaching will increase the likelihood of implementation with fidelity. 1. Balanced Literacy and Multi-tiered Systems of Support Training: ISD194 will continue training our elementary Leadership Team over the course of this year and begin training our K-5 teachers. K-5 teachers will receive three trainings throughout the year from our consultants followed up by instructional coaching at the building level by our trained leadership team: Principals and Learning Specialists. We will conduct Literacy Classroom Walkthroughs by our principals. Both the Learning Specialist (instructional coach) and the principal will provide formative feedback. Simultaneously, our teachers will need to work collaboratively on the alignment of our instruction and assessments to ISD 194 essential


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Coordination of Professional 3.1.1 learnings to ensure challenging course content. Our work is based on Development Activities. Barbara Taylor’s work, Fountas and Pinnel work, and principles from

Reading Recovery. To support this learning in Balanced Literacy, our elementary teachers may self-select to participate in South of the River Learning Academy during June which will offer sessions directly related to the training during the year. The emphasis on the secondary level will be on alignment of literacy assessments and instruction to ISD 194 essential learnings. As noted in Marzano’s work and others, having a guaranteed and viable curriculum is a classroom factor that enhances achievement. We need to spend time on collaboration around this work so that the teachers provide the correct level of rigor for our students. 2. Math Training and Collaboration: ISD will continue to provide trainings for our Elementary Curriculum Grade Level representatives on alignment of assessments to essential learnings. Vertical articulation will be key so that we do not have gaps and redundancies in our curriculum. K-Algebra 2 will continue the work on creating common summative assessments to measure the level of student learning within their math classes. Reflection on the results of the common assessments during the Professional Learning Community time will determine which students need extra help. We know from the RtI research that students who are not proficient require extra time. Our buildings need to set up systems of support in the classroom and outside the classroom to give the students the extra time to accelerate their learning. The role of the elementary Teaching and Learning Coordinator will be critical in this area. The secondary training will consist of a needs assessment based on a survey of our students, parents, teachers and administrators and based on classroom walkthroughs looking for high quality math instruction as noted by


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Coordination of Professional 3.1.1 NCTM. Teachers will receive two formal trainings followed by three Development Activities. sessions of modeling followed by discussions with their colleagues.

Classroom walkthroughs looking for evidence of key instructional elements will continue throughout the year by the principals and the secondary Teaching and Learning Coach. This follows the research of Joyce and Showers,NCTM, and Learning Forward 3. Culturally Responsive Classrooms: As we review the data across our district, it is evident that we are not making consistent gains in closing the achievement gap. We need to provide training on analyzing our own views regarding all students, specific training on creating a culturally responsive environment, and then systems inside and outside the school day to support these students. We will work collaboratively with the Equity Department for guidance as we go on this journey. We intend to close the achievement gap from 2014 by 50% by 2017.

3.1.2 Describe how your LEA will coordinate The LEA will combine Title II, Part A funds with district-wide staff Title II, Part A professional development development funds, building level staff development funds, literacy aid, activities with other federal, state, and general fund monies from Teaching and Learning Services, and Equity local resources. funding to meet the goals of this plan and the World’s Best Workforce

plan


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4.1 Class Size Reduction (CSR)Title II, Part A funding and class 4.1.1 How will the LEA utilize Title II, Part A We will not use it for class size reduction this year. size reduction. funds for class size reduction?


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5.1 High Quality Professional DevelopmentOther Title II, Part A Activities 5.1.1 Describe your LEA’s overall plan for All our activities are directly related to professional development in the

professional development this school areas of improving student achievement in math and literacy . Our year. List each proposed activity professional development activities meet the criteria for high quality supported by Title II, Part A funds and professional development as defined by ESEA, the National Staff provide a description of how the activity Development Council, and MDE statutes. All professional development satisfies the definition of “high quality is in a series of learning opportunities related to the individuals current professional development” in Section practice, provides them an opportunity to practice, and sets a forum 9101(34) of ESEA, particularly by through professional learning communities and classroom demonstrating that it is not a one-time or walkthroughs to get feedback. All professional development follows the short-term activity disconnected from the principles of adult learning. All of these goals center around the rest of the professional development districts Teaching and Learning Progression following the belief that all plan. of our students can achieve excellence at high levels. There is direct

alignment among each aspect of our plan to the Board of Education Strategic Plan and the strategic priorities for the district. Our qualitative and quantitative data informs our professional development needs.

5.1.2 If your LEA plans to use Title II, Part A NA funds for any other authorized activity, include the following three areas in the description of each activity: who will benefit, the goal of the activity and the connection to your needs assessment.


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6.1 Nonpublic ParticipationSkip this section if no nonpublic 6.1.1 Are there nonpublic schools Yesschools partipate. participating?

6.1.2 Describe the consultation process with Through ongoing conversations, All Saints Catholic School and ISD the nonpublic and the process your LEA 194 discuss our current goals and professional development plans for has instituted to ensure that the LEA the next year and throughout the year. We determined where we can always retains administrative control of share professional development and where the non-public has different Title II, Part A funds. When and where needs. The final consultation occurred on August 21, 2015 at All did the consulation take place? Saint’s School. No funds are dispersed without prior approval. We will

connect throughout the year regarding the prior approval of professional development activities for their staff. More specifically, their professional development will focus on these three goals: -Provide training on digital solutions to provide quality core instruction and interventions to improve student learning -Improve classroom culture to increase student engagement and enhance student learning -Increase staff expertise to better meet the individualized needs of students in the core content areas.

6.1.3 Explain how the district maintains No funds are paid directly to the All Saints school. All professional administrative control of the Title II development must be pre- approved by the ISD 194 Executive Director nonpublic funds. of Teaching and Learning.


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Skip this section if no nonpublic 6.1.4 Describe the services the LEA will All Saint’s School professional development activities supported by schools partipate. provide with these funds. Title 2 for non-public staff will focus on these three goals: -Provide

training on digital solutions to provide quality core instruction and interventions to improve student learning -Improve classroom culture to increase student engagement and enhance student learning -Increase staff expertise to better meet the individualized needs of students in the core content areas More specifically, their training will focus on K-8 core content expertise, instructional strategies, professional learning communities work, the integration of digital tools in instruction, and the use of quality assessments. Training and training resources will be the focus. Funds may be used for registration, travel, consultants, subs, and training resources. The non-public staff will be invited to participate in ISD 194 trainings.


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Contacts For Application

Contact Type: School District or Agency AccountantName: Jill KoppelmanTitle: Accounting SupervisorOrganization Name: ISD 194,Lakeville Public SchoolsAddress Line 1: 8670 210th Street WestAddress Line 2City: LakevilleState: MNZip Code: 55044Phone Number: 952 232 2031Alternate Phone Number:Fax Number:Email Address: [email protected]

Contact Type: Authorized RepresentativeName: Barbara KnudsenTitle: Director of Teaching & LearningOrganization Name: ISD194 Lakeville Public SchoolsAddress Line 1: 8670 210th Street WestAddress Line 2City: LakevilleState: MNZip Code: 55044Phone Number: 952 232 2026Alternate Phone Number:Fax Number:Email Address: [email protected]

Appliation Section: Contacts -- 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT

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Contacts For Application

Contact Type: Not DefinedName: Renae OuilletteTitle: Executive Director of Student Support ServicesOrganization Name: ISD 194: Lakeville Area Public SchoolsAddress Line 1: 8670 210th Street WestAddress Line 2City: LakevilleState: MNZip Code: 55044Phone Number: 9522322017Alternate Phone Number: 9524355722Fax Number: 9524696054Email Address: [email protected]

Contact Type: Program Contact RepresentativeName: Barbara KnudsenTitle: Director of Teaching & LearningOrganization Name: ISD194, Lakeville Public SchoolsAddress Line 1: 8670 210th Street WestAddress Line 2City: LakevilleState: MNZip Code: 55044Phone Number: 952-232-2026Alternate Phone Number:Fax Number:Email Address: [email protected]

Appliation Section: Contacts -- 0194-01-000 LAKEVILLE PUBLIC SCHOOL DISTRICT

Grant Application: Title II Part A 414isd194.org/download/communications_master/academics... ·...

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