APPLICATION FOR Title II, Part AImproving Teacher Quality

APPLICATION FOR Title II, Part A
Improving Teacher Quality

Accepted: This form has been reviewed and little or no revisions need to be made. Please make any suggested revisions (if needed) and go to Submissions tab to submit.

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Transferring Funds (Must be reflected in the FGM System)

SRSA Eligible LEAs Only: Please check the box if you plan to exercise Alternative Use of Funds Authority for Title II, Part A funds.

Title II, Part A Coordinator	Kim Slayton
Telephone Number	870-845-3425
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 that will utilize Title II, Part A funds. Explain 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. One 2nd grade teacher- Ratio without would be 8 teachers with a total of 147 2nd grade students total, for 18.3 students each. With an additional teacher, 9 teachers with 16.3 students each.

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 74.34% free and reduced lunch. 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.

The LEA assures that meaningful consultation has been conducted with the required stakeholders described under Section 2102 (b)(3)(A): teachers, principals, other school leaders, paraprofessionals (including organizations representing such individuals), specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purpose of Title 11- Part A.

The LEA assures that stakeholders have been consulted to seek advice from the individuals and organizations described in subparagraph (A) regarding how best to improve the local educational agency's activities to meet the purpose of Title II-Part A. 2102(b)(3)(B)

The LEA assures that funds will be used to coordinate the local educational agency's activities under this part with other related strategies, programs, and activities being conducted in the community. 2102(b)(3)(C)

The LEA will maintain documentation [e.g. names, organizations or affiliations, role, and contact information for those consulted, agendas and minutes of consultation meetings, emails, survey results, phone logs, etc.] that will demonstrate that due diligence has been given to meet the consultation requirements of Title II- Part A. Remember that flexibility is encouraged when working toward meaningful consultation, and a variety of methods of contact are acceptable, if documented, as part of the consultation process. See U.S. Department of Ed Guidance for Title II, Part A pages 27-29. This documentation should be readily available to provide during the monitoring process.

The LEA assures that consultation with private schools within the district will occur as required in section 8501. [Documentation of consultation should be maintained by the LEA.]

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:

Our district will use SRSA grant funds for class size reduction in Kindergarten and third grade at Nashville Primary School, 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. Due to low math scores at the jr & sr high school level, our district will use funds to purchase math manipulative's, student workbooks, document cameras, to help fully implement our new math curriculum and ensure all students no matter gender, race, national origin, disability or age are denied the help needed to improve math levels.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. Additionally, our district will initiate professional development in these areas for all staff. NSD, has built a support team that includes community partners to ensure undeserved students get support outside of the classroom. We have a food pantry that supplies food on a weekly basis to families in need, a project Christmas Tree to provide Christmas meals and gifts, work study programs within the community, free monthly books to all students within our district from birth to age 5, and all students in grades k-6 are provided with back to school supplies each year. All students are provided with a personal Chromebook and taught how to download lessons at school to the device to ensure those without internet at home can continue to work on course work while at home. All students are provide access to diverse curriculum's, technology, guidance counselors, social workers, classroom-student supplies, tutoring, summer school, individualized intervention and highly qualified teachers, who are specialist in their content as well implementing culturally-relevant teaching practices and fully embracing the differences among their students. Due to low math scores at the jr & sr high school level, our district will use funds to purchase math manipulative's, student workbooks, document cameras, to help fully implement our new math curriculum and ensure all students no matter gender, race, national origin, disability or age are denied the help needed to improve math levels.

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/ Federal Coordinator	6/25/2021
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:

11/15/2021 - GB

NOTE: Authorization for the above was based upon the information contained in the LEA's submitted application/budgets relating to the identified programs. The materials have been reviewed and are subject to additional review; however, neither the approval of the application by the DESE nor the issuance of grant awards shall in any way relieve the LEA of its responsibility to comply with all applicable requirements.

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10/25/2021 - GB

The ratio of 19:1 is above the threshold outlined in the Commissioner's Memo. Class-size reduction expenditures for a ratio above 17:1 is not approvable.

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10/20/2021 - GB

Please see Commissioner's memo COM-21-139 (https://adecm.ade.arkansas.gov/ViewApprovedMemo.aspx?Id=4800). The required ratio to use Title II funds for Class-size reduction is 17:1, as verified by enrollment in Eschool. The ratio of 19:1 is above the threshold outlined in the Commissioner's Memo.

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09/14/2021 - GB Originally submitted 06/23/2021.

1. Please provide the class range affected and the ratio achieved by providing the class-size reduction teachers.

2. Please revise the GEPA statement to align with USED guidance.

NOTE: GEPA statements need to address how you are going to use Title II, Part A funds to address barriers to learning. See the following for more information.

• Example statements: GEPA - Office of Elementary and Secondary Education

[https://oese.ed.gov/gepa/]

• No minimum word count for a GEPA statement

• Must provide both:

1. the LEA's proposed use of Title II, Part A grant funds, AND

2. how the LEA will use Title II, Part A funds to address barriers to equal access and avoid discrimination on the basis of any federally-protected category.

Accepted: This form has been reviewed and little or no revisions need to be made. Please make any suggested revisions (if needed) and go to Submissions tab to submit.

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