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	Art Bell
Telephone Number	501-882-5463
E-mail	abell@beebeschools.org

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.

1. Our district Director of Instruction will provide support to all schools by attending PLCs and coordinating all school improvement plans. Her salary and benefits will be paid out of Title II. This person will provide support in data analysis and provide professional development to meet school needs to attain the goals in the school improvement plans. The Director of Instruction will oversee implementation of the Arkansas math and literacy standards and ensuring the standards are taught throughout the year. The Director of Instruction is also our district testing coordinator, who monitors instructional growth and proficiency in our district.

2. A small amount of funds have been set aside for technology supplies. These include the following:

a. add-ons for software programs, training (PD) to operate new programs and other necessary technology parts to supplement teacher devices to enhance student learning (i.e. showing teachers how to use these applications during professional development so they can implement in the classroom;

b. document cameras for presenters/teachers during professional development makes the presenting/attending experience more productive and enjoyable for the teachers;

c. "clickers" for professional development sessions for presenters, which allows for quicker transitions between slides and a more engaged audience because the presenter may move around during the session;

d. Unlimited Google Forms for district for teachers to fill out after professional development sessions to express concerns and highlight positives. This gives them, as stakeholders, a means to give convenient and meaningful feedback to improve the process, which will lead to increased student achievement.

3. Supplies for Curriculum Director and Assistant Directors including professional development sessions, instructional strategies books, and webinars that will be used to train teachers and building administrators during the summer of 2022.

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.

-K-3 teachers are being trained in the 3-year Cognitive Guided Instruction (CGI) to improve solving skills in math.

-4th and 5th grade math teachers are piloting the Illustrative Mathematics curriculum. (IM is the math curriculum being used in 6th-10th grade)

-A small group of K-1 teachers will attend the Math Quest training and will be supported by our K-4 Math coach.

-All K-12 teachers have received PD in the Science of Reading either by attending Rise Academy or an approved pathway listed by DESE. Professional development is being provided throughout the summer and through PLCs to assist teachers in effective strategies and implementation.

-Two of our Assistant Principals will attend the Assistant Principal Leadership Academy

-The district leadership team meets monthly to sustain systematic consistency and promote a collaborative environment for district leaders.

- New administrators will attend the Beginning Administrator training through the Arkansas Association of Educational Administrators (AAEA) and provide support through monthly District Leadership Team meetings.

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.

-Beebe Elementary has been identified as needing Additional Targeted Support for the Students with Disabilities sup population. There are meetings held every 6 weeks with the building administrators, Special Education Director, Curriculum Director, and Assistant Superintendent. These meetings are to review data and make any necessary changes in the building to ensure all students are being served.

- K-12 schools will be supported by a central office person who will analyze common assessment data, state data and work closely with our teachers in PLCs to improve student achievement. This person will also oversee the School Improvement Plans and Family and Community Engagement Plan.

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

-Surveys have been conducted and will be utilized to attain feedback from teachers and staff regarding professional development needs and the impact of professional development attended.

-Surveys will also be utilized to receive input from our parents and other stakeholders.

-Once a month the district leadership team will meet and discuss school improvement, classroom walk through evidence, PLC topics and results of any recent surveys.

- The Director of Instruction will provide ongoing support by analyzing and reporting data on student achievement and report the information during the District Leadership team to identify trends and areas of concern. When an area is identified, professional development will be provided as needed.

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:

The Beebe School District will ensure equitable participation in all Federally assisted programs. Teachers and staff have access to receive professional development opportunities based on data, the needs of the building, and district and state mandated requirements. We are committed to ensuring all teachers participate and have equitable access to professional development regardless of gender, race, color, national origin, disability, or age.

Funds will be used for the salary for our Director of Curriculum and Instruction who provides academic support for our building administrators, teaching staff and students. This includes overseeing the implementation of district-wide educational initiatives, implementing and continuing to monitor that our curriculum is being followed with fidelity, professional development during and after school hours, and during the summer. This person, who is paid out of Tittle II Part A funds also supervises two assistant directors for curriculum and instruction (one K-6 and one 7-12). The curriculum team meets monthly with each building administrators to track student progress and attend bi-monthly PLC meetings in all five buildings at Beebe Public Schools.

Once again, we are committed to ensuring all students and teachers have all curriculum and instruction assistance available to them; regardless of gender, race, national origin, disability or age. In doing so, this employee paid out of Title II Part A funds ensures that all material, resources, and technology used to drive instruction is just and equitable for all groups of students and staff in our district. With having three curriculum directors (only one paid out of Title II, Part A), this gives use more human resources to focus on all groups especially our subpopulations, and most importantly, if that group(s) traditionally struggles with student learning and achievement.

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.

Holly Glover	6/17/2021
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:

02/14/2022 - 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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02/02/2022 - GB

Regarding this statement: add-ons for software programs, training (PD) to operate new programs and other necessary technology parts to supplement student and teacher devices

Title II cannot be used for student technology and devices.

Please remove reference to student devices in the Title II, Part A application and adjust the budget as needed so that Title II expenditures will not include student devices or software for student use.

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12/20/2021 - GB

Please read the feedback given below on 11/30/2021.

11/30/2021 - GB

Please remove the statement "but are not limited to." In order to approve the application, specific details are needed. Title II is very limited with what technology can be purchased. Please provide specific details and justification for these items: technology supplies and other general supplies.

Specific detail about what is to be purchased and justification supporting how it aligns to Title II purposes is necessary.

Funds cannot be used for instructional technology that is to be used by or for students.
Instructional software as part of student curriculum and classroom instruction cannot be purchased with Title II funds.
Title II funds cannot be spent on student devices.
However, software for teacher training could possibly be purchased if part of an evidence-based program that will build teacher skill and capacity.

If Title II funds will not be used for numbered items 3 and 4, you can simply remove them from the application:

3. No amount of funds has been set aside for teacher mentors on the 2021-22 budget.

4. No amount of funds has been set aside for teacher recruitment in shortage areas.

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07/30/2021 - GB -

1. Please describe the specific uses of funds for recruitment activities.

2. The budget indicates supplies and technology supplies. Please describe and provide justification for these purchases in the application.

3. The application indicates funds will be used for teacher mentors, this is not reflected on the budget.

4. Please ensure that the budget aligns with the application details. Please do not include anything in the application that does not appear on the budget, nor on the budget that does not include a description/justification in the application. If additional purchases/changes are needed after the initial approval of the application and preliminary budget, prior approval for purchases is needed and can be made through an email.

06/21/2021 - GB - Originally submitted 06/17/2021.

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

• 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.

NOTE: Keeping allocability in mind, salaries paid for with federal funds must be allocated proportionately to the amount of time job duties are performed meeting the purpose of the program under which the salary is paid compared to time spend on non-program specific job duties (if applicable). In order to support the use of Title II, Part A funds for this purpose, in case of an audit, it is recommended that a job description outlining the duties of the salaried position is kept on file and readily available should this item be examined. Also, EDGAR 2 CFR § 200.430 requires documentation of time and effort. Time and effort documentation must be maintained for any person whose salary is paid for with federal funds.

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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