APPLICATION FOR Title II, Part AImproving Teacher Quality

APPLICATION FOR Title II, Part A
Improving Teacher Quality

Page 1 of 1

Transferring Funds (Must be reflected in the FGM System)

Title II, Part A Coordinator	Kim Slayton
Telephone Number	870-8453-425
E-mail	kim.slayton@nashvillesd.com

Please use the boxes to answer the following questions.

Describe the activities to be carried out by the LEA and how these activities will be aligned with challenging State academic standards.

Funds are targeted to Nashville Primary School for class size reduction specifically in Math and Language Arts. One Math teacher and one Language arts teacher, above the state required number of teachers, will be hired. Math and Language Arts areas were chosen because of the data from the ACT Aspire tests. The reduction of the teacher/student ratio will increase the skill acquisition of the students in Literacy, Math, and Science. Amber Michler second grade teacher and Jenny Schwope third grade teacher are used for this purpose. Both of these teachers teach literacy, math and science daily.

Describe the LEA’s systems of professional growth and improvement, such as induction for teachers, principals, or other school leaders and opportunities for building capacity of teachers and opportunities to develop meaningful teacher leadership.

Each teacher is required to attend professional development(PD) each year. The PD is coordinated between the teacher, building and district administration. At least 18 hours of the PD is dictated by the teachers Professional Growth Plan. This plan is developed between the teacher and building administration to address the need of the teacher's performance in the class room. If a teacher or principal is a novice they participate in the state mentoring program. They are also given a mentor from our veteran staff so they will have a local resource to discuss issues that they feel they need help with.

Describe how the LEA will prioritize Title II, Part A funds to serve Comprehensive Support Schools, Targeted Support Schools, and schools with a high percentage of children in poverty.

The Nashville School District Central Office Administration met with building principals, teachers, and parents to determine the needs to be addressed with Title II-A funds. Suggestions were taken, considered, and a plan was developed. As a district we are 73% free and reduced lunch. All buildings have a high poverty rate. We chose to target the lower grade levels for help with skill attainment. We felt that this was the best place to get our students "off to a good start."

Describe how the LEA will use data and ongoing consultation with stakeholders to continually update and improve activities funded by Title II, Part A.

The Nashville School District requires each school and district staff to study data collected each year. The data used is drawn from student achievement on summative and formative tests, survey data from students, parents, and staff, program data, and demographic data of students. The data is analyzed and needs are identified. Then, the decisions are made to best meet the needs of all students.

The LEA assures that consultation with private schools within the district will occur.

The LEA assures that professional development with Title II, Part A funds will be coordinated with professional development activities provided through other Federal, State, and local programs.

The LEA assures that districts will use Title II, Part A funds to provide equitable access to high poverty and high minority schools.

Section 427 of the United States Department of Education's General Education Provisions Act (GEPA) requires each applicant for funds to include in its application a description of the steps the applicant proposes to take in order to ensure equitable access to, and participation in, its Federally-assisted programs for students, teachers, and other program beneficiaries with special needs.

GEPA allows applicants discretion in developing and describing the activities that are occurring to meet this requirement. The statute highlights six types of barriers that may impede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, LEAs should determine whether these or other barriers may prevent their students, teachers, etc. from such access or participation in the Federally-funded project or activity. The LEA may use information they have obtained through their comprehensive needs assessment process. The description(s) provided need not be lengthy. Information to support as writing your statement may be found here: https://www2.ed.gov/fund/grant/apply/appforms/gepa427.pdf

Statement to ensure equitable access to and participation in Federally assisted programs should be described in the box below:

The LEA will use Title II funds in a way that addresses barriers to access and participation in the programs based on any federally protected categories, such as race, gender, national origin, socioeconomic status, disability, or age. The NSD will ensure that every eligible student regardless of race, gender, national origin, socioeconomic status, disability, or age will be given the same consideration and served to the best of our ability.

By typing my name in the space provided, I hereby certify that all facts, figures, and representations made are true and correct to the best of my knowledge.

Kim Slayton	8/20/2020
Signature and Title of Authorized Representative	Date

Once this form is complete, please click on the "Save & Send for Review" button located at the bottom of the form. Once ADE has reviewed the form, they will send it back to the district. Please review ADE feedback, make suggested updates, and submit a final copy on Tab 3(Submit Forms/Reports) of the ACSIP dashboard.

ADE Feedback:

Revision received 03/31/2021

04/01/2021 gb - Recommend approval. Please note that all classes in the affected grade level should comply with the guidelines set forth in Commissioner's Mem COM-19-106.

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