oklahoma state department of educationsde.ok.gov/sde/sites/ok.gov.sde/files/documents... · the...

Oklahoma Champions of Excellence Program 20182019

.

Oklahoma State Department of Education

Title IV, Part A 21st Century Schools: Student Support and Academic Enrichment Grants

Every Student Succeeds Act of 2015 (Public Law 114–95)

Oklahoma Champions of Excellence Program Request for Proposals (RFP)

20182019

RFP Published: February 26, 2018

Notice of Intent to Apply Due: March 15, 2018, by 5:00 p.m. at http://bit.ly/OK4AITA

Proposals Due to OSDE: May 6, 2018 by midnight

Grant Award Notification: June 2018

Grant Period: July 1, 2018 June 30, 2019

StateLed Team Meetings (see Section IV(2)): August 1, 2018; November 6, 2018; February 5,

2019; Thursday, June 6, 2019

Final Expenditure Reports Due to OSDE: July 31, 2019

Performance Report Due to OSDE: July 31, 2019

View all Oklahoma Title IV, Part A Resources at http://sde.ok.gov/sde/TitleIVA Create your own, editable copy of this RFP by clicking here.

The United States Department of Education (USDE) awarded Oklahoma State Department of Education $4,209,568 in formula funding under Title IV, Part A in 2017. The total cost, or 100%, of the Title IV, Part A competitive grant program in Oklahoma is

funded with these federal funds. The OSDE retains 5% of the funds for administrative costs and state activities related to the intent of Title IV, Part A. No nongovernmental funding sources are used to finance this program.

Oklahoma State Department of Education | http://sde.ok.gov/sde/TitleIVA | Top of 30

http://bit.ly/OK4A-ITA

http://sde.ok.gov/sde/TitleIVA

https://docs.google.com/document/d/1HHJt9DThFx0-koHtukz8Kv1rdpG35jWGQdF_eeTmdU0/copy#



Question and Answer Period Beginning February 23, 2018 and ending March 15, 2018, questions related to the Oklahoma Champions of Excellence grant may be submitted at http://bit.ly/OK4AQs . Questions and answers will be made available at http://bit.ly/OK4AQA . Additional questions regarding the grant program/application may be directed to:

Levi Patrick Assistant Executive Director of Curriculum and Instruction Oklahoma State Department of Education 4055223525 [email protected]

Technical Assistance Webinars Read more about the Evidencebased expectations and recorded webinars for this grant in Section III(3). Register and view recorded webinars are available at http://sde.ok.gov/sde/TitleIVA . Until posted on the OSDE site, recordings are also available here: https://www.dropbox.com/sh/g7asybnxnwaivzy/AACn3XXVpYJbar5OlkuPwojRa?dl=0

EvidenceBased Project Activities and Guidance

Session Title Date/Time

EvidenceBased Project Activities for Fine Arts February 27 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Advanced Mathematics February 27 @ 3:45 p.m. 4:15 p.m.

EvidenceBased Project Activities for Elementary Science February 28 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Safe Schools February 28 @ 3:45 p.m. 4:15 p.m.

EvidenceBased Project Activities for World Languages March 1 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Healthy Schools March 1 @ 3:45 p.m. 4:15 p.m.

EvidenceBased Project Activities for Technology March 2 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Social Studies March 2 @ 3:45 p.m. 4:15 p.m.

Regional Grant Planning and Management Workshops Read more about the Regional Grant Planning and Management Workshops in Section III(4).

Woodward High Plains Technology Center March 6 @ 9:00 a.m. 3:00 p.m.

Bartlesville (details forthcoming) March 7 @ 9:00 a.m. 3:00 p.m.

Lawton Great Plains Business Development Center March 13 @ 9:00 a.m. 3:00 p.m.

McAlester (details forthcoming) March 14 @ 9:00 a.m. 3:00 p.m.


http://bit.ly/OK4A-Qs

http://bit.ly/OK4A-QA


https://www.dropbox.com/sh/g7asybnxnwaivzy/AACn3XXVpYJbar5OlkuPwojRa?dl=0

https://zoom.us/meeting/register/65343d22292fc08b4ac87b605f06faf5

https://zoom.us/meeting/register/8b018d158f85386bc5b9141539e44ee6

https://www.eventbrite.com/e/title-iv-part-a-grant-planning-and-management-workshop-woodward-tickets-43611381817

https://www.eventbrite.com/e/title-iv-part-a-grant-planning-and-management-workshop-tulsabartlesville-area-tickets-43611996656

https://www.eventbrite.com/e/title-iv-part-a-grant-planning-and-management-workshop-lawton-tickets-43721488148



Table of Contents

Section I: Goals of the Oklahoma Champions of Excellence Program Section II: Eligibility for the Oklahoma Champions of Excellence Grant

Section III: Award Levels, Planning, and Project Activities Section IV: Awardee Expectations

Section V: Proposal Process Section VI: Proposal Components

Section VII: Proposal Review

Appendix A: Resources for Proposal Preparation Appendix B: Programs of Excellence Planning Template

Appendix C: Cover Page Appendix D: Partner List

Appendix E: Proposal Checklist Appendix F: Statement of Assurances

Appendix G: Budget Summary Appendix H: Partner Identification Form

Appendix I: NonPublic Schools Guidance

….……………. p.4 ….……………. p.5 ….……………. p.6 ….……………. p.10 ….……………. p.12 ….……………. p.13 ….……………. p.16

….……………. p.17 ….……………. p.19 ….……………. p.21 ….……………. p.22 ….……………. p.23 ….……………. p.24 ….……………. p.25 ….……………. p.28




Section I: Goals of the Oklahoma Champions of Excellence Program

(1) Introduction The Oklahoma State Department of Education (OSDE) is responsible for administering the Student Support and Academic Enrichment Grants (funded under Title IV, Part A of the Every Student Succeeds Act of 2015) and is authorized to award $3,999,089.60 in onetime competitive grants. The purpose of Title IV, Part A is to improve students’ academic achievement by increasing the capacity of States, local educational agencies (LEAs), schools, and local communities to—

(1) provide all students with access to a wellrounded education; (2) improve school conditions for student learning; and (3) improve the use of technology in order to improve the academic achievement and digital literacy of all students.

In Oklahoma, Title IV, Part A funds will be used as part of a comprehensive strategy known as the Oklahoma Champions of Excellence Program . This program will establish rubrics for Programs of Excellence that will supplement the existing accountability system by providing schools the option to celebrate aspects of their school programs. Title IV, Part A funds are not awards, but serve the role of investing into schools who are seeking to improve or advance student achievement by addressing wellrounded education, safe and healthy schools, and effective use of technology. Six focal areas have been identified for the statewide competitive grant process and the Oklahoma Champions of Excellence Program is poised to grant no less than $50,000 for LEAs and consortia of LEAs to develop and implement programs and activities that support access to one or more of the following focal areas , thus advancing the designation of the LEA or member LEAs according to the Programs of Excellence rubrics:

Focal Area 1. Fine Arts Focal Area 2. Mathematics (must focus on improving quality of and access to coursework beyond Algebra 2) Focal Area 3. Science (must focus on grades PK5) Focal Area 4. Social Studies and Civics Focal Area 5. World Languages Focal Area 6. Safe and Healthy Schools

Although individual LEA funding maximums are not defined, Oklahoma has set target funding levels that will inform the selection process (Read more about LEA award levels in Section III(1).):

Focal Areas 15 : Approximately $2,000,000 (50%) will be designated to the development and implementation of programs and activities that support access to a wellrounded education.

Focal Area 6: Approximately $1,200,000 (30%) will be designated to the development, implementation, and evaluation of comprehensive programs and activities that improve school conditions for student learning.

Additional Funding for Improving the Use of Technology: Approximately $800,000 (20%) will be designated to the improvement of the use of technology to improve the academic achievement, academic growth, and digital literacy of all students. To receive these funds, applicants must address one or more Focal Areas. If requesting funds for improving the use of technology, LEAs must spend no more than 15% of their funds for technology infrastructure.




Section II: Eligibility for the Oklahoma Champions of Excellence Grant

To be considered eligible for the Oklahoma Champions of Excellence Grant , an Oklahoma LEA or consortium of Oklahoma LEAs must meet each of the following requirements:

(1) coordination, (2) stakeholder consultation,

(3) comprehensive needs assessment, and (4) fiscal structures.

(1) Coordination LEAs (including charter school districts) who apply for the Oklahoma Champions of Excellence grant must use funds to develop and implement programs and activities that are coordinated with other schools and communitybased services and programs (see ESSA sections 4107.a.1 and 4108.1). Additionally, projects may be conducted in partnership with:

consortia of school districts; institutions of higher education; businesses; nonprofit organizations;

communitybased organizations; and other public or private entity with a

demonstrated record of success in implementing programs and activities relevant to the selected Focal Area(s).

(2) Stakeholder Consultation During the design and development of its application, an LEA or consortium of LEAs must engage in consultation with stakeholders in the area served by the LEA and be able to provide appropriate documentation (e.g., agendas, signin sheets, minutes) of such consultation. Together, stakeholders should examine relevant data to understand students' and schools' most pressing needs, including:

local needs and/or root causes; identification of system inequities, including marginalized or underrepresented students whose needs may not be

showing up in a survey or other data tools; and prioritization when several significant needs are identified.

Such stakeholders must include, but are not limited to, the following:

Parents Teachers Principals Students School leaders Charter and/or NonPublic school teachers,

principals, and other school leaders, when applicable

Specialized instructional support personnel Indian tribes or tribal organizations, when

applicable Local government representatives Others with relevant and demonstrated expertise Communitybased organizations

The OSDE has collected a few resources that may prove to be beneficial as LEAs and consortia begin their work of engaging stakeholders in their communities at http://sde.ok.gov/sde/fce , http://bit.ly/TribalConsultation , and http://bit.ly/OK4AStakeholderEngagement .


http://sde.ok.gov/sde/fce

http://bit.ly/TribalConsultation

http://bit.ly/OK4A-StakeholderEngagement



(3) Comprehensive Needs Assessment All projects must have a Title IV, Part A Comprehensive Needs Assessment completed within the last three years on file with the OSDE. Future revisions to the Comprehensive Needs Assessment will not invalidate those provided to the OSDE. If no Comprehensive Needs Assessment is on file for a given school or the school’s Comprehensive Needs Assessment is out of date, the school must use the most uptodate version of the Comprehensive Needs Assessment provided at http://sde.ok.gov/sde/TitleIVA . See Section VI Proposal Components. (4) Fiscal Structures The OSDE has determined that fiscal responsibility for the grant must rest with the lead district partner, which must have a Fund 11 established. Additionally, Interlocal Cooperatives may apply if all member LEAs agree they are acting on their behalf. In this case, a Fund 12 must be established [edit made Feb. 27, 2018].

Section III: Award Levels, Planning, and Project Activities

(1) Award Levels and Timeline As indicated in Section I(1), LEAs may apply for grants of no less than $50,000 . No maximum funding level has been set though efforts will be made to ensure geographic and schoolsize representation across the funded projects. Additionally, the OSDE will prioritize distribution of funds to LEAs or consortia of LEAs that have the highest percentages or numbers of children receiving Free/Reduced Lunch. See the Section VII(1) for more information about Competitive Priority Points. The stated funding minimum applies to all LEAs and consortia of LEAs. For those districts for whom such an amount may not be feasible for any reason, the development of a consortium is recommended as it may allow for fewer funds to be distributed to partner LEAs. For example, if five rural districts shared a need for improving instruction they could request $50,000, share equitably across the five districts, and provide professional learning experiences for their content teachers that might have not cost enough alone, but collectively costs more than $50,000. Such an arrangement must provide indication within the application that the consortia has identified shared needs and activities that it will collectively implement using Title IV, Part A funds. While the case here addresses small districts, consortia are not limited to districts of any size and may prove a useful structure for implementing programs and activities under Title IV, Part A. Grants are awarded for a period of 12 months (July 1, 2018 to June 30, 2019), subject to: (1) federal appropriations, (2) compliance with program requirements, (3) demonstration of effectiveness, and (4) timely reporting of progress and budgets. (2) Planning The fivestep planning process, which must be completed as the grant application is being developed, for the Champions of Excellence Program grant is designed to guide schools through a robust process that brings light to current successes and opportunities to create new programs and activities aligned to the intent of Title IV, Part A. Except for those components that are required (indicated with “ must ”), variations on the process, elaborated upon in Appendix B, are encouraged. See the Programs of Excellence resources for planning and Planning Template in Appendices A and B, respectively.





(3) Project Activities According to federal law ( Every Student Succeeds Act of 2015 ), an awarded LEA shall use funds provided under this part to engage in activities to support wellrounded educational opportunities, safe and healthy schools, and the effective use of technology. Oklahoma has deemed certain Focal Areas (see Section I) to be eligible. The table below provides an overview of activities LEAs may consider as they prepare for implementation of this program. Allowable uses of funds under each of the categories may include, but are not limited to: direct services for students, professional development for teachers and administrators, and supplemental educational resources and equipment. It is recommended to also become familiar with the particulars of each section of Title IV, Part A. Additionally, the activities are followed by guidance for EvidenceBased Activities, as required by federal law:

WellRounded Educational Opportunities

(ESEA section 4107 )

Safe and Healthy Students (ESEA section 4108 )

Effective Use of Technology 1

(ESEA section 4109 )

As it relates to Focal Areas 15 , LEAs shall use funds to develop and implement programs and activities that support access to a wellrounded education that may include programs and activities such as: college and career guidance and

counseling programs; using music and arts for

constructive student engagement, problem solving, and conflict resolution;

improving instruction and student engagement in STEM subjects;

efforts to raise student academic achievement through accelerated learning programs (dual/concurrent/AP/IB);

improving Social Studies education; improving foreign language

instruction; promoting volunteerism and

community involvement; or supporting integration of subjects

(such as combining arts and mathematics).

As it relates to Focal Areas 6 , LEAs shall use funds to develop, implement, and evaluate comprehensive programs and activities that that may include programs and activities such as: Promoting community and parent

involvement in schools; Providing schoolbased mental health

services and counseling; Promoting supportive school climates

to reduce the use of exclusionary discipline and promoting supportive school discipline;

Establishing or improving dropout prevention;

Supporting reentry programs and transition services for justiceinvolved youth;

Implementing programs that support a healthy, active lifestyle;

Implementing systems and practices to prevent bullying and harassment; or

Developing relationship building skills to help improve safety through the recognition and prevention of coercion, violence, or abuse.

As it relates to Focal Areas 16 , LEAs shall use funds to improve the use of technology to improve the academic achievement, academic growth, and digital literacy of all students by: Supporting highquality

professional development for educators, school leaders, and administrators to personalize learning and improve academic achievement;

Building technological capacity and infrastructure;

Carrying out innovative blended learning projects;

Providing students in rural, remote, and underserved areas with the resources to benefit from highquality digital learning opportunities; or

Delivering specialized or rigorous academic courses and curricula using technology, including digital learning technologies and assistive technology.

1 According to guidance issued by the United States Department of Education on June 30, 2017, “...an LEA receiving a formula subgrant and using funds to carry out activities to support the effective use of technology, or an LEA receiving a competitive subgrant and using funds to carry out these and other allowable activities, may use only up to 15 percent [emphasis added] of its funds for this purpose.” Read the full guidance at https://safesupportivelearning.ed.gov/sites/default/files/Subgranting_FY_2017_Title_IV_A_LEAs_QA.pdf .


http://bit.ly/ESSA-4A

https://safesupportivelearning.ed.gov/sites/default/files/Subgranting_FY_2017_Title_IV_A_LEAs_QA.pdf



EvidenceBased Project Activities Once the needs have been identified, stakeholders should select relevant evidencebased activities, when evidence is available, that will have the likelihood of working in the local context. Evidencebased activities are more likely to improve student outcomes but the effectiveness also depends on the local context (e.g., the alignment of that activity to other efforts underway, the population being served) and local capacity (e.g., funding, staff and staff skills, resources, buyin from stakeholders). The federal definitions of moderate and strong evidence of effectiveness include:

Moderate Evidence of Effectiveness to be supported by moderate evidence, there must be at least one welldesigned and wellimplemented quasiexperimental study on the intervention. The study must meet What Works Clearinghouse Evidence Standards with reservations or is of the equivalent quality for making causal inferences. Additionally, to provide moderate evidence, the study should:

Show a statistically significant and positive effect of the intervention on a student outcome; Not be overridden by statistically significant and negative evidence on that intervention from

other findings in studies; Have a large sample and multisite sample size (100+); and Have a sample that overlaps with populations (types of students served OR settings (e.g. rural,

urban) proposed to receive the intervention Strong Evidence of Effectiveness to be supported by strong evidence, there must be at least one

welldesigned and wellimplemented experimental study (e.g., randomized control trial) on the intervention. The study must meet What Works Clearinghouse Evidence Standards , without reservations or is of the equivalent quality for making causal inferences. Additionally, to provide strong evidence, the study should:

Show a statistically significant and positive effect of the intervention on a student outcome; Not be overridden by statistically significant and negative evidence on the same intervention in

other studies that meet What Works Clearinghouse Evidence Standards with or without reservations or are the equivalent quality of making causal inferences;

Have a large sample and multisite sample (100+) Have a sample that overlaps with the populations AND settings

Resources for identifying programs that meet moderate or strong evidence of effectiveness include, but are not limited to,:

What Works Clearinghouse : https://ies.ed.gov/ncee/wwc/FWW and https://ies.ed.gov/ncee/wwc/PracticeGuides .

Best Evidence : http://bestevidence.org ESSA : www.evidenceforessa.org USDE : https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

The Oklahoma State Department of Education will hold a series of webinars beginning February 26, 2018, to support applicants in identifying and evaluating evidencebased project activities for each Focal Area. Register and view recorded webinars are available at http://sde.ok.gov/sde/TitleIVA . Until posted on the OSDE site, recordings are also available here: https://www.dropbox.com/sh/g7asybnxnwaivzy/AACn3XXVpYJbar5OlkuPwojRa?dl=0


https://ies.ed.gov/ncee/wwc/FWW

https://ies.ed.gov/ncee/wwc/PracticeGuides

http://bestevidence.org/

http://www.evidenceforessa.org/

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf


https://www.dropbox.com/sh/g7asybnxnwaivzy/AACn3XXVpYJbar5OlkuPwojRa?dl=0



EvidenceBased Project Activities and Guidance

Session Title Date/Time

EvidenceBased Project Activities for Fine Arts February 27 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Advanced Mathematics February 27 @ 3:45 p.m. 4:15 p.m.

EvidenceBased Project Activities for Elementary Science February 28 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Safe Schools February 28 @ 3:45 p.m. 4:15 p.m.

EvidenceBased Project Activities for World Languages March 1 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Healthy Schools March 1 @ 3:45 p.m. 4:15 p.m.

EvidenceBased Project Activities for Technology March 2 @ 3:00 p.m. 3:30 p.m.

EvidenceBased Project Activities for Social Studies March 2 @ 3:45 p.m. 4:15 p.m.

(4) Planning Support Grant Planning and Management Workshops will be hosted in four regional locations during March 2018. The goals of the sessions include:

Gaining an understanding of the structure and intent of the Champions of Excellence Program; Develop a strategy for the planning process that engages stakeholders, ensures meaningful consultation, and

leverages the planning process outlined in Section III(3); Plan for thoughtful, systematic implementation aligned to program goals, supported by ongoing measures, that

has clear timelines, expectations, and responsible members; Establish a shared understanding of the state and federal requirements that are relevant to the grant; and Learn best practices for grant planning and grant management.

Grant Planning and Management Workshops

Session Location Date/Time

Woodward High Plains Technology Center March 6 @ 9:00 a.m. 3:00 p.m.

Bartlesville (details forthcoming) March 7 @ 9:00 a.m. 3:00 p.m.

Lawton Great Plains Business Development Center March 13 @ 9:00 a.m. 3:00 p.m.

McAlester (details forthcoming) March 14 @ 9:00 a.m. 3:00 p.m.


https://zoom.us/meeting/register/65343d22292fc08b4ac87b605f06faf5

https://zoom.us/meeting/register/8b018d158f85386bc5b9141539e44ee6

https://www.eventbrite.com/e/title-iv-part-a-grant-planning-and-management-workshop-woodward-tickets-43611381817

https://www.eventbrite.com/e/title-iv-part-a-grant-planning-and-management-workshop-tulsabartlesville-area-tickets-43611996656

https://www.eventbrite.com/e/title-iv-part-a-grant-planning-and-management-workshop-lawton-tickets-43721488148



Section IV: Awardee Expectations

Applicants for the Champions of Excellence Program should be fully aware of the following expectations that may require setting aside funding within the budget, providing assurances of compliance, and agreement to submit records for monitoring and reporting. (1) Project Management

Each grantee must designate one overall Project Director and one Project Leadership Team for each Focal Area that receives funding. Each leadership team must have representatives from all schools within the district served by the grant. The leadership may be the same or a subset of the advisory committee established in the planning process. Please note the maximum administrative costs, excluding indirect costs, are 2%.

If funded as a consortia, the Project Leadership Team for each Focal Area must have representatives from each participating school.

The Project Director and Project Leadership Teams should ensure that their projects are wellmanaged and that reports are provided back to the OSDE when key milestones are accomplished.

Monthly virtual meetings with OSDE Focal Area Team will be made available to discuss the progress of the project.

(2) StateLed Meetings

Each grantee must set aside funds and designate participants to attend the Project Management Teamwork session and three Focal Area Networked Improvement Community Meetings . All meetings are hosted by the Oklahoma State Department of Education and will be held in the Oklahoma City vicinity. Unless indicated otherwise, meetings will last from 9:30 a.m. to 3:00 p.m. with a onehour lunch break. Every effort should be made to send 35 members of the Project Leadership Team for each Focal Area that receives funding to each meeting.

Project Management Teamwork Session Wednesday, August 1, 2018 Focal Area Networked Improvement Community Meeting #1 Tuesday, November 6, 2018 Focal Area Networked Improvement Community Meeting #2 Tuesday, February 5, 2019 Focal Area Networked Improvement Community Meeting #3 Thursday, June 6, 2019

Reserve funds for travel, stipends if the event occurs outside of contract hours, and substitute teacher costs. (3) Monitoring

Grantees must ensure that the OSDE Focal Area Team is kept current as to when and where the professional learning sessions and/or other project activities will take place to allow for site visits for fiscal and programmatic monitoring from the OSDE Focal Area Team.

(4) Reporting

Upon request, grantees agree to provide images, anecdotes, and participant data for OSDE publications; Grantees must submit the following reports:

Evidence of regular Project Leadership Team meetings. Upon award notification of the grant, each partnership shall submit a proposal for meeting this requirement. Due 10 work days after the Project Management Teamwork Session (Wednesday, August 1, 2018).

Quarterly Budget Summary Reports detailing obligations (both encumbered and paid) and indicating progress toward the full drawdown of allocated funds. Due within 10 work days after October 1, 2018,




January 1, 2019 and April 1, 2019. All payments must be resolved by July 31, 2019 and should coincide with the final budget summary.

A Final Performance Report should be prepared for submission no later than July 31, 2019.

(5) Allowable Expenditures Funds must be spent exclusively on costs associated with meeting the stated purposes of the Champions of Excellence program. All costs must be reasonable and allocable (see 2 C.F.R §200.404405 ), and must abide by the Cost Principles set out in 2 C.F.R §200.E . Total administrative costs (excluding indirect costs) may not exceed 2 percent . Direct administrative costs would include a Project Director or other individuals who will support or oversee the program. Title IV, Part A funds must be used to provide additional services, programs, or materials that are not provided with State or local resources absent federal funds; federal funds cannot pay for resources that would otherwise be purchased with State and/or local funds. Teacher or classroom materials, supplies, and equipment purchased with project funds remain the property of the partner school district(s). Examples of allowable expenses include:

Professional development based on Oklahoma Academic Standards or professional educator standards and aligned with professional learning standards;

Salaries of personnel (not including OCAS Object 111 FullTime Certified Salaries) to carry out identified programs and services, when critical to initiation of an effort or when provided with sustainability plan;

Supplemental resources and equipment; and Leveraging resources of other federal and state funds to support a holistic approach to a wellrounded, safe and

healthy education (this is to supplement programs, not supplant). An LEA shall not use funds to:

Supplant funds that would otherwise come from state or local programs; Pay for costs associated with conference attendance without prior, written approval from the OSDE; Travel out of state, without prior, written approval from the OSDE; Purchase cell phones or cell phone plans; Acquire real property, rent space, obtain capital expenditures.


http://www.ecfr.gov/cgi-bin/retrieveECFR?gp=&SID=187dffb93b0579128e3411a6c7f86a9b&mc=true&n=pt2.1.200&r=PART&ty=HTML#sg2.1.200_1401.sg12

http://www.ecfr.gov/cgi-bin/retrieveECFR?gp=&SID=155d253d2da2aad3a0198246146b0113&mc=true&n=pt2.1.200&r=PART&ty=HTML#sp2.1.200.e



Section V: Proposal Process

Proposals submitted in response to this RFP must address all aspects of the Proposal Components provided in Section VI and be submitted in accordance with the following guidelines. (1) Proposal Limit For this competition, an LEA may submit only one proposal as the lead partner . Such an LEA may be included as a secondary partner on other proposals by other partnerships that do not seek funding in the same Focal Area(s) as identified in Section I. In other words, LEAs cannot compete against themselves within a given Focal Area. (2) Format Requirements Proposals should make every effort to comply with these formatting requirements. Please submit early to avoid technical complications that might lead to your proposal not being considered.

The proposal must be typewritten, doublespaced (tables and graphs may be singlespaced), Times New Roman or Arial font, and cannot be smaller than 11point.

The footer on each page must include the page number and lead LEA name. The proposal must include a cover page and a table of contents directly matching the headings and numberings as

the Proposal Components described in Section VI. Required forms that are to be included in the proposal are not subject to page limitations. Page limitations apply to

narrative sections only. These limits are clearly defined in Section VI. The proposal saved as a single PDF file (attachments must be included in the single file). The file name should be

descriptive of the contents and a form such as DISTRICT_TitleIVA_2018_Proposal.pdf . (3) Proposal Delivery Partnerships must submit one single, complete proposal file in PDF format via the link below.

All proposals must be received via Dropbox submission (link provided below) by 11:59 p.m. on Sunday, May 6, 2018 .

Incomplete or late proposals will not be scored or considered for funding. Faxed proposals will not be accepted.

Submit final applications here by 11:59 p.m. on Sunday, May 6, 2018.

If the link is not working, copy and paste the following link into your browser: https://www.dropbox.com/request/Fc2vs1YHncMpqo9KCUtv


https://www.dropbox.com/request/Fc2vs1YHncMpqo9KCUtv




Section VI: Proposal Components

The OSDE has identified Proposal Components to be addressed by ALL applicants. All proposals must include the following components, presented in the sequence specified below. In the application, the same headings should be used along with the numerical identification (i.e., 4. Project Abstract). The proposal must be typewritten, doublespaced (tables and graphs may be singlespaced), Times New Roman or Arial font, and cannot be smaller than 11point.

PART I: PROPOSAL INTRODUCTION NO POINTS

This components of Part I do not count toward the 15page narrative limit.

Grant Application Cover Page (see Appendix C)

Partner List (see Appendix D)

Abstract Provide a brief narrative description (500 words or less) of the proposed project. 1000 words is allowed for projects addressing multiple Focal Areas.

Table of Contents Place a table of contents after the abstract that references the page numbers of all required application components.

PART II: NARRATIVE 85 POINTS

Note: Review guidance for formatting in Section V(2). The Narrative must have the same headings and numbering as given below. The Narrative is limited to 15pages. Proposals addressing multiple Focal Areas can receive 3 additional

pages for each Focal Area beyond the first. In those cases, a clear Section A, B, and C for each Focal Area should be provided. The total 85 points will represent an average score across the separate Narratives.

All sources referenced in the Narrative need to have a full citation in the Reference Attachment.

Section A: Needs Assessment and Goals 35 Pts. Proposals must address one or more of the Focal Areas listed in Section I(1) on page 4. Proposals that do not clearly identify an intended Focal Area will not earn points in Section A of the Narrative. When completing the needs assessment, each of the following sections must be included. This table is to be completed in the application, not here in the instructions. Applicant is to determine the number of goals.




GOALS Needs Assessment: Learning gaps that determined this focus

Goals: Longterm Outcomes

Measures: Instruments used in tracking progress

Goal 1:

Goal 2:

Goal 3:

Needs Assessment In addition to submitting Comprehensive Needs Assessment Results (Attachment A), provide a narrative description of the results. Provide indication for why a given Focal Area was prioritized and an explanation for why other Focal Areas that demonstrate need were not prioritized if that is the case. Deeper investigation in the needs of a given Focal Area should be informed by the draft Programs of Excellence rubric, along with other relevant resources selected by the advisory committee. Root cause analysis should further support the development of a more comprehensive understanding of the needs and opportunities to advance learning opportunities for students.

Goals Address the identified needs and connect to the indicators provided in the draft Programs of Excellence rubric. The goals capture the overarching purposes of the project. Goals make clear the anticipated impact on systems or individuals. Goals imply gaps or deficits that will be remedied when the project produces its outcomes.

Measures This is the instrument or instruments to be used to measure progress toward the stated goal.

Section B: Evidencebased Practices 15 Pts. Describe the evidence that supports the modeled instructional strategies that provide teachers with methodologies to effectively improve WellRounded Educational Opportunities, Safe and Healthy Students, and Effective Use of Technology. The description must include how project activities are supported by evidencebased research and how they are expected to increase intended outcomes. Proposals will be evaluated based on how the proposed project takes previous research and extends it into new areas of research and application. This section of the application is recommended to be approximately two to three pages.

Section C: Work Plan 35 Pts. When completing the Work Plan, each of the following sections must be included. This table is to be completed in the application, not here in the instructions. Applicant is to determine the number of goals.

WORK PLAN Activity Timeline (Date) Roles/Responsibility for Activity

Frequency of Measurement toward stated goal




Goal 1:

Goal 2:

Goal 3:

Activities Write a description of the activities to be carried out and how these activities will address the following:

Needs assessment Goals and priorities Outcomes

Timeline Provide a detailed timeline for the activities.

Roles and Responsibilities Define the roles and responsibilities as well as the structure specific to decisionmaking, communication, and fiscal responsibilities.

Frequency of Measurement Provide a description that identifies the type of measurement(s) (experimental, quasiexperimental, or other) that will be used to measure goals identified in Section A: Needs Assessment and Goals.

PART III: BUDGET JUSTIFICATION 15 POINTS

In addition to completing the Budget Summary (Appendix G) as an attachment, provide a narrative description of the budget. The narrative clearly describes the proposed expenditures for the proposed project.

Provide sufficient details in the budget to clarify intended expenditures associated with the project budget. Provide a justification for each budget category. Describe any other nongrant funds that will be used to help support this Project (this is not required, but helps

demonstrate commitment). Budget must adhere to guidelines presented in Section IV(5) Allowable Expenditures.

PART IV: ATTACHMENTS NO POINTS

Attachment A: Comprehensive Needs Assessment Results

Attachment B: Budget Form

Attachment C: References

Attachment D: Partnership Identification Forms (if applicable) see Appendix H

Attachment E: Services to NonPublic Schools (if applicable) see Appendices I and J




Section VII: Proposal Review

The OSDE will review proposals as they are received for eligibility, completeness, and compliance with application requirements. If, in the judgment of the OSDE, a proposal is late or significantly incomplete, or if an applicant cannot establish its eligibility, the proposal will be omitted from consideration. In such cases, applicants will be notified of the decision in writing, and the decision of the OSDE is final. An expert review panel will evaluate eligible applications in light of the required application components and the established criteria. The review panel will review each eligible application and make recommendations in the areas of program, budget, and efficacy. The review panel's scores and recommendations will be the primary determinant of successful proposals and will form the basis for negotiation and final selection. Following the review, eligible Project Directors will be contacted by OSDE staff to discuss any modifications of the project plan that may be required. In order to maximize the effects of limited funds, applicants whose grants are recommended at less than the amount requested may be asked to revise the project budget and/or scope of work. (1) Review Criteria

Description Points Possible

Part II, Section A: Needs Assessment and Goals 35

Part II, Section B: Evidencebased Practices 15

Part II, Section C: Work Plan 35

Part III: Budget Justification 15

Application Total 100

Competitive Priority 1: Serving Disadvantaged Children All applicants will be reviewed for their Free and Reduced Lunch Count. The results will be divided into five groups with those serving the greatest percentage of disadvantaged students receiving 5 pts, the next group receiving 4 points, and so on.

5

Competitive Priority 2: Persistently and Potentially Dangerous Those LEAs identified as Persistently Dangerous will receive 10 points. Those LEAs identified by the OSDE as existing in Potentially Dangerous counties will receive 5 points. All LEAs identified as either Persistently or Potentially Dangerous will be contacted by the OSDE.

10

Grand Total 115




Appendix A: Resources for Proposal Preparation

Resource: Link IV.A Planning Evaluation WellRounded Safe & Healthy Effective Use of Technology

U.S. Department of Education https://safesupportivelearning.ed.gov/ESSATitleIVPartASSAE

X X X X X X

U.S. Department of Education Title IV, Part A NonRegulatory Guidance http://bit.ly/OK4AUSDE

X X X X X X

U.S. Department of Education’s WellRounded Guidance https://safesupportivelearning.ed.gov/wellroundededucationalopportunities

X X X

U.S. Department of Education’s Safe & Healthy Schools Guidance https://safesupportivelearning.ed.gov/safeandhealthystudents

X X X

U.S. Department of Education’s Effective Use of Technology Guidance https://safesupportivelearning.ed.gov/effectiveuseoftechnology

X X X

How Logical is Your Logic Model? Presentation and webinar availble at http://teams.mspnet.org/index.cfm/webinars/webinar_info?id=300

X X

The Oklahoma State Department of Education http://sde.ok.gov and http://www.ok.gov/sde/oklahomaacademicstandards

X X X X X

Learning Forward (Formerly the National Staff Development Council) http://learningforward.org

X

RELPacific Program Outcomes, Measures, and Targets (POMT) Application http://relpacific.mcrel.org/resources/pomtapp/

X X


https://safesupportivelearning.ed.gov/ESSA-TitleIVPartA-SSAE

https://safesupportivelearning.ed.gov/ESSA-TitleIVPartA-SSAE

http://bit.ly/OK4A-USDE

https://safesupportivelearning.ed.gov/well-rounded-educational-opportunities

https://safesupportivelearning.ed.gov/well-rounded-educational-opportunities

https://safesupportivelearning.ed.gov/safe-and-healthy-students

https://safesupportivelearning.ed.gov/safe-and-healthy-students

https://safesupportivelearning.ed.gov/effective-use-of-technology

https://safesupportivelearning.ed.gov/effective-use-of-technology

http://teams.mspnet.org/index.cfm/webinars/webinar_info?id=300

http://teams.mspnet.org/index.cfm/webinars/webinar_info?id=300

http://sde.ok.gov/

http://www.ok.gov/sde/oklahoma-academic-standards

http://www.ok.gov/sde/oklahoma-academic-standards

http://learningforward.org/



http://relpacific.mcrel.org/resources/pomt-app/

http://relpacific.mcrel.org/resources/pomt-app/



An Administrator’s Guide to High School Mathematics: Making Reasoning and Sense Making the Focus http://www.nctm.org/uploadedFiles/Standards_and_Positions/Focus_in_High_School_Mathematics/FHSM_AdminGuide.pdf

X X

Mathematics Menu of Best Practices and Strategies http://www.k12.wa.us/SSEO/pubdocs/MathMenu.pdf

X X

Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools https://www.nap.edu/read/10129/chapter/1

X X

College, Career, and Civic Life: Framework for Social Studies, National Council for Social Studies, 2016 https://www.socialstudies.org/sites/default/files/c3/C3FrameworkforSocialStudies.pdf

X X

New Directions in Assessing Historical Thinking, Mark Smith, Joel Breakstone, 2015

X X

Teaching, Learning, and Testing in U.S. History Classrooms , S.G. Grant,N.Y. State University, 2014

X X

Reading Like An Historian https://sheg.stanford.edu/about X X

High Leverage Teaching Practices http://www.teachingworks.org/workofteaching/highleveragepractices

X X


http://www.nctm.org/uploadedFiles/Standards_and_Positions/Focus_in_High_School_Mathematics/FHSM_AdminGuide.pdf



http://www.k12.wa.us/SSEO/pubdocs/MathMenu.pdf

http://www.k12.wa.us/SSEO/pubdocs/MathMenu.pdf

https://www.nap.edu/read/10129/chapter/1

https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf



https://sheg.stanford.edu/about

http://www.teachingworks.org/work-of-teaching/high-leverage-practices

http://www.teachingworks.org/work-of-teaching/high-leverage-practices



Appendix B: Programs of Excellence Planning Template

1. Partner For LEAs applying individually: It is recommended that an advisory committee is activated to ensure activities and programs are coordinated across other school and communitybased programs. In the case that the LEA is addressing multiple Focal Areas, these advisory committees may be integrated in order to ensure a more coherent approach to serving the whole child.

For consortia of LEAs: It is required that an advisory committee is activated to ensure activities and programs are coordinated across other school and communitybased programs. In the case that the LEA is addressing multiple Focal Areas, these advisory committees may be integrated in order to ensure a more coherent approach to serving the whole child. Key elements for a partnership:

partners are equal and make collaborative decisions; roles for researchers, if applicable, are clearly defined; consistent vision, values, goals and objectives are shared by all partners; communication is consistent and deliberate; there are benefits to teachers; there are benefits to students; and the partners are strategically selected for achieving the goals of the grant.

Review Section II(12) for guidance on possible partners and recommended members of the advisory committee. Not all those consulted must be on the advisory committee, though processes should be put in place to ensure meaningful and timely consultation with the necessary stakeholders occurs.

2. Needs Assessment

Comprehensive Needs Assessment Unless a current Comprehensive Needs Assessment (see Section II(3)) is on file, the planning team or advisory committee (hereafter, advisory committee will be used) must complete the Comprehensive Needs Assessment and provide documentation within their application. As determined appropriate by the advisory committee, additional components may be added to the Comprehensive Needs Assessment to increase the likelihood that the evidence is meaningful and actionable.




Programs of Excellence Rubrics Using insights from the Comprehensive Needs Assessment, the advisory committee determines which areas are of particular interest or need of improvement. By selecting one or more Focal Areas, the advisory committee must complete a targeted needs assessment of that Focal Area using the draft Programs of Excellence Rubrics provided at http://sde.ok.gov/sde/TitleIVA .

3. Root Cause Analysis In order to effectively identify evidencebased project activities that can advance efforts to provide wellrounded and safe and healthy learning environments for all students, the advisory committee may conduct a root cause analysis for those indicators identified on the Programs of Excellence Rubrics that are not yet at the highest tier.

4. Consult and Coordinate With the Comprehensive Needs Assessment, initial program evaluation(s) using the draft Programs of Excellence Rubric(s), and the Root Cause Analysis (or Analyses), the advisory committee must bring together stakeholders again to engage in conversations around the initial evaluations, those explanations uncovered during the root cause analysis, and the ideas for interventions. Opportunities to build upon and coordinate existing efforts, or to consider new strategic approaches, should be captured and indicated in the application process to highlight the integration of the new and improved projects and activities within the existing system.

5. Design Together, the advisory committee and stakeholders should compile an action plan for each Focal Area addressed. The interventions selected should be evidencebased and must align to those activities described in Title IV, Part A (see Section III(E)). All activities must also be connected to identified indicators in the Programs of Excellence Rubrics.





Appendix C: Oklahoma Champions of Excellence Program 20182019 Cover Page

Oklahoma Champions of Excellence Program 20182019 Cover Page Every Student Succeeds Act of 2015 (Public Law 114–95)

Applying LEA:

Project Title: Number of Partners (excluding lead LEA):

Program Director and Title:

Address:

Phone Number: Email:

Amount of Funds Requested: Total Teachers Served Directly:

Number of Contact Hours: Average Cost per Teacher per Hour:

Indicate (X) the Focal Areas You Plan to Serve:

1) Fine Arts ( ) 2) Mathematics ( ) 3) Science ( )

4) Social Studies and Civics ( ) 5) World Languages ( ) 6) Safe and Healthy Schools ( )

Funds Requested for WellRounded: $

Funds Requested for Safe and Healthy: $

Funds Requested for Effective Use of Technology: $

Certification by Authorized or Institutional Official The applicant certifies that to the best of his/her knowledge the information in this application is correct, that the filing of this application is duly authorized by the governing body of this organization or institution, and that the applicant will comply with the attached statement of assurances (see Appendix F).

Typed or Printed Name of Authorized Official (Lead LEA Superintendent)

Title

Signature of Authorized Official (Lead LEA Superintendent)

Date




Appendix D: Partner List

20182019 Partner List Every Student Succeeds Act of 2015 (Public Law 114–95)

Applying LEA:

Applying LEA Poverty Rate:

In the area below please list all partners including the higher education partner(s), school districts, business partners, and all other entities involved with your project. Please remember each partner is required to complete a Partner Identification Form (Appendix H) and a Letter of Commitment which will outline the roles and contributions of the partner and provide there is an understanding of the program intentions. If applicable , please list the school district poverty rate, which will be based on the most recent Free and Reduced Lunch Count.

Partner 1: District Poverty Rate:












* Use extra rows as needed.




Appendix E: Proposal Checklist

20182019 Proposal Checklist Every Student Succeeds Act of 2015 (Public Law 114–95)

The Proposal Checklist is provided only for the use by the applicant. Do not include this page with the submitted application.

Part I: Proposal Introduction ____ Cover/Assurances Pages ____ Partner List ____ Abstract (500 words or less). ____ Table of Contents – includes required headings and corresponding page numbers

Part II: Narrative ____ Provides full narrative for each Focal Area ____ Meets 15page limit (3 extra pages are allowed for each Focal Area targeted beyond one) ____ Section A: Needs Assessment and Goals ____ Section B: Evidencebased Research ____ Section C: Work Plan ____ Narrative meets all formatting requirements, including the headings and numbering.

Part III: Budget Justification ____ Includes Budget Summary (Appendix G) ____ Budget Justification

Part IV: Attachments ____ Attachment A: Comprehensive Needs Assessment Results ____ Attachment B: Budget Form ____ Attachment C: References ____ Attachment D: Partnership Identification Forms (if applicable) see Appendix H ____ Attachment E: Services to NonPublic Schools (if applicable) see Appendix I

Submit final applications here by 11:59 p.m. on Sunday, May 6, 2018.

If the link is not working, copy and paste the following link into your browser: https://www.dropbox.com/request/Fc2vs1YHncMpqo9KCUtv






Appendix F: Statement of Assurances

Should an award of funds from the the Oklahoma Champions of Excellence Program be made to the applicant in support of the activities proposed in this application, the authorized signature on the cover page of their application certifies to the OSDE that the authorized official will:

1. Upon request, provide the OSDE with access to records and other sources of information that may be necessary to determine compliance with appropriate federal and state laws and regulations.

2. Conduct educational activities funded by this project in compliance with the following federal laws: a. Title VI of the Civil Rights Act of 1964 b. Title IX of the Education Amendments of 1972 c. Section 504 of the Rehabilitation Act of 1973 d. Age Discrimination Act of 1975 e. Americans with Disabilities Act of 1990 f. Improving America’s Schools Act of 1994 g. Section 85018504, regarding equitable participation of private school children and teachers. (ESEA

section 4106(e)(2)(B)) h. Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99)

3. Use grant funds to supplement and not supplant funds from nonfederal sources.

4. Ensure program development focuses on underserved populations as identified in the needs assessment, including serving schools identified for comprehensive support and improvement and those schools who are implementing targeted support and improvement plans.

5. Abide by the General Provisions addressing Parental Consent, Prohibited Use of Funds, and Prohibition on Mandatory Medication provided in Section 4001 of this title.

6. Submit, in accordance with stated guidelines and deadlines, all program and evaluation reports required by the USDE and the OSDE.

7. Retain records of the program for five years and will allow access to those records for purposes of review and audit.




Appendix G: Budget Summary

BUDGET SUMMARY

Lead LEA : Project Name :

Description

Funding Requested for Well Rounded

Funding Requested for

Safe and Healthy

Funding Requested for Effective Use

of Tech

TOTAL FUNDING REQUEST

A. (100) Salaries B. (200) Employee Benefits C. (300) Purchased Professional & Technical Services D. (400) Purchased Property Service E. (500) Other Purchased Service F. (580) Travel G. (600) Supplies & Materials* H. (800) Other (Exclude Audit Costs) I. TOTAL DIRECT COSTS (Lines A through H)* J. Indirect Cost (I * Approved Indirect Cost Rate) L. TOTAL (Lines I through J)

Admin Costs Funding Requested M. Direct Administration Costs Represented in Rows A through H N. Total Costs (Row J) O. Percent of Costs for Direct Administration of the Grant (M/N * 100) ** % * It is recommended that all applicants ensure 20 percent of their total funds be spent on Effective Use of Technology. Only 15 percent may be used on infrastructure (likely included under object 600) according to guidance issued by the United States Department of Education on June 30, 2017. “...an LEA receiving a formula subgrant and using funds to carry out activities to support the effective use of technology, or an LEA receiving a competitive subgrant and using funds to carry out these and other allowable activities, may use only up to 15 percent [emphasis added] of its funds for this purpose.” Read the full guidance at https://safesupportivelearning.ed.gov/sites/default/files/Subgranting_FY_2017_Title_IV_A_LEAs_QA.pdf . See explicit guidance on what counts as technology infrastructure in Title IV, Part A Section 4109(a)(2)(B) and 4109(a)(4)(A): https://drive.google.com/file/d/0B0Khnkyfp3KtcGxaR25jNklLVE0/edit?disco=AAAABqbFqc4

** Cannot exceed 2%


https://safesupportivelearning.ed.gov/sites/default/files/Subgranting_FY_2017_Title_IV_A_LEAs_QA.pdf

https://drive.google.com/file/d/0B0Khnkyfp3KtcGxaR25jNklLVE0/edit?disco=AAAABqbFqc4



Appendix H: Partner Identification Form

Partner Identification Form Every Student Succeeds Act of 2015 (Public Law 114–95)

Include a Partnership Identification Form for each partner institution/organization. Appendix E will be a form of evidence that the proposed partnership activities are integral to the partner’s instructional mission and administrators agree to support participant participation in the project, meeting the requirement for consultation. 1. Name of Partner Institution/Organization: 2. Type of Partner (IHE; other LEA within consortia; or a profit or nonprofit organization): 3. Partnership Contact: 4. Address: 5. Phone: 6. Fax: 7. Email: 8. As a partner, are you expecting funds paid to you from this grant? Yes: No:

If yes, what services do you intend to provide for the funds you will receive?

Direct Cost Requested 20182019 1. Employee Stipends 2. Employee Fringe Benefits 3. Travel InState (include registration) 4. Materials and Supplies 5. Contract Services 6. Teacher Stipends 7. Substitutes 8. Other (Printing, Postage, Indirect if applicable etc.)

Total Funding to Partner from Grant Cost per Teacher per Contact Hour

Describe in detail the basis for determining each amount shown on the above budget form. The narrative should be aligned with the proposed work plan and should show evidence of effective, appropriate, and efficient use of funds. Describe services that will be provided to the project at no cost? Use additional sheets if more space is needed.




Confirmation of Collaboration

Every Student Succeeds Act of 2015 (Public Law 114–95)

Instruction to Lead Local Educational Agency (LEA): Please have each partner complete this form.

Instruction to Partner This document, along with a Letter of Commitment, is to be signed by an eligible partner and included with the application as evidence of the collaboration between the Lead LEA and the eligible partner in the planning and implementation of the Oklahoma Champions of Excellence grant. I, certify that a designated representative LEA Superintendent/Dean of Partner (Print)

of collaborated in the development of this application Name of Partner Agency (Print)

and furthermore, I attest that we agree to be a participating partner in the Oklahoma Champions of Excellence grant as described in the application.

Signature of LEA Superintendent/Dean of Partner Agency Date




Appendix I: NonPublic Schools Guidance

Equitable Participation of NonPublic Schools Every Student Succeeds Act of 2015 (Public Law 114–95)

Federal regulations require that timely and meaningful consultation occur between the local educational agency (LEA) and nonpublic school officials prior to any decision that affects the opportunities of eligible nonpublic school children, teachers, and other educational personnel to participate in federal programs, (EDGAR 76.65076.662). Consultation shall continue throughout the implementation and assessment of activities.

The following topics must be discussed during the ongoing consultation process: 1. Describe the consultation that took place including meeting date, those in attendance and agenda. (Attach agenda.) 2. Describe the needs of the eligible nonpublic school students/teachers and how these needs have been/and will

continue to be identified. 3. What identified services will be provided? Explain how, when, where, and by whom the services will be provided. 4. How and when will the services be assessed and how will the results of the assessment be used to improve the

services? 5. What is the amount of estimated grant funding available for the agreed upon services?

Response: The Lead LEA is to briefly respond to each of the five items above.

Indicate (X) that there are no eligible nonpublic schools located in this area. If you check the box, you do not need to complete the other items, but you must sign and date below.

WE AGREE that timely and meaningful consultation occurred before the district made any decision that affected the participation of eligible private school students/teachers under ESSA.

WE AGREE that we have participated in meaningful and timely discussion in this grant opportunity for the Oklahoma Champions of Excellence grant.

WE AGREE that timely and meaningful consultation shall continue throughout implementation and assessment of services provided under ESSA.

Lead LEA Superintendent Date Lead LEA District

Nonpublic School Administrator Signature Date Name of Nonpublic School

Please indicate clearly whether the Nonpublic School wishes to participate in the Oklahoma Champions of Excellence grant.

Yes No




NonPublic Schools: Declaration of Intent to Participate Every Student Succeeds Act of 2015 (Public Law 114–95)

For a nonpublic school to be eligible to participate in federal education programs administered by the local school district, all pages of this appendix must be completed, signed by the nonpublic school administrator and returned by the local private school district to the OSDE.

County:

Lead LEA School District:

Lead LEA School Program Director:

Lead LEA Program Director Phone:

Lead LEA Program Director Fax Number: Nonpublic school officials who desire their teachers and students to benefit from federal educational programs through collaboration with the local school district must be accredited either by the State Board of Education or by the Oklahoma Private School Accreditation Commission (OPSAC) which is an accreditation entity approved by the State Board of Education. Registration with the State Department of Education is an alternative to accreditation. Participating private schools must also have 501(c)(3) certification issued by the Internal Revenue Service. Indicate (X) the status of the private school:

Accredited by the Oklahoma State Board of Education (OSBE).

Accredited by the OSBE through the Oklahoma Private School Accreditation Commission.

Our school is not accredited, but we wish to register with the OSDE.

Provide the information requested below for use by the SDE in calculating federal program allocations for the district and each participating private school in the 20182019 school year. Nonpublic School Name:

Mailing Address:

Nonpublic School Program Director Phone:

Nonpublic School Program Director Fax Number:

Federal Tax Exempt Number (IRS Code Section 501(c)(3):

Total enrollment in K12 on October 1, 2017. ( Do not include preschool or homebound enrollment. ):

Indicate (X) Declaration of Intent to Participate in the Oklahoma Champions of Excellence Grant (funded under Title IV, Part A) during 20182019.




NonPublic Schools: Statement of Assurances Every Student Succeeds Act of 2015 (Public Law 114–95)

To be eligible to participate in federal programs under the Elementary and Secondary Education Act as administered by the local public school district, nonpublic schools must be organized according to the recognized patterns shown below.

MINIMUM CRITERIA FOR REGISTRATION AND ASSURANCES

1. School will be in session for 180 days. Five (5) days may be professional days. 2. School will be in session six (6) hours per day exclusive of lunch time. 3. Adequate and appropriate facilities, supplies, and equipment will be provided to carry out the educational

program. 4. A governing board will develop objectives and oversee program implementation. 5. Safe and sanitary conditions will be maintained in buildings where children receive instruction. 6. Compliance with Title VI of the Civil Rights Act, Title IX of Public Law 92318, Family Education Rights and

Privacy Act, Public Law 10517 (IDEA), Section 504 of the Vocational Rehabilitation Act of 1973, and with the rules and regulations thereunder governing the programs and funds is assured.

7. School officials will meet with local school district administration to provide suggestions, ideas, program options, etc., that meet the needs of their participants to help the local school district in planning, implementing, and evaluating programs, services, and activities supported by federal program allocations.

8. Services, materials, and equipment provided for the benefit of participating nonpublic school students must be secular, neutral, and nonideological. Control of federal funds and the title to any equipment and materials must remain with the public agency, i.e., the local educational agency (LEA). No federal funds may be paid to any nonpublic school and the title to equipment and materials may not be transferred to any nonpublic school.

9. If a student is attending a nonpublic school in one district and residing in the attendance area of another district, the school officials of the district where the nonpublic school is located is responsible for notifying the district in which the student resides.

The Organizational Patterns of Schools as specified by the State of Oklahoma are listed below. Please indicate (X) all that apply and enter enrollment figures. Do not include preschool or homebound enrollment.

Elementary School Middle School Junior High High School

K6 68 79 912

K8 67 78 1012

78 89

The state minimum school term length is 180 days. Indicate the length of your school term: The state minimum school day length is six (6) hours. Indicate the length of your school day:

Nonpublic School Administrator (signature) Date



oklahoma state department of educationsde.ok.gov/sde/sites/ok.gov.sde/files/documents... · the...

Documents