# Presentation: 492053

## School Leadership Program

**Pre Application Meeting**
**March 31, 2008**

- United States Department of EducationOffice of Innovation and Improvement

- Archived Information

**Notes:**
Welcome and Thank you for taking the time to attend this pre-application meeting.

## Agenda

- School Leadership Program Purpose & Overview
- Award Information
- Budget Information
- Application Priorities
- Selection Criteria
- Program Objectives & Performance Measures
- Application Highlights
- Q & A

**Notes:**
For the next hour I will attempt to walk you through the application process and provide some information that we believe will be useful in applying for the School Leadership Program.  We will review the following: (Read bullet points)

## SCHOOL LEADERSHIP PROGRAM:Purpose & Overview

**Notes:**
Read slide

## Program Purpose & Overview

**Program Purpose & Overview**

**School Leadership Program (SLP):**
- Designed to assist high-need local educational agencies (LEAs) in the development, enhancement, or expansion of innovative programs to recruit, train, and retain principals (including assistant principals) through such activities as:

**Notes:**
We understand that there is more to school leadership than the position of principals and assistant principals, but let me emphasize that the primary purpose of the program is to address the principal and assistant principal position in high-need LEAs.

## Program Purpose & Overview

- Providing financial incentives to aspiring new principals;
- Providing stipends to principals who mentor new principals;
- Carrying out professional development programs in instructional leadership and management; and
- Providing incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
- (Source: Sec. 2151 NCLB 2001)

**Notes:**
Please note that these are examples of what the program offers, your project design, while aligned to the purpose and statute should address what you’ve identified will work for your project.

## Program Goal

- To increase the number of new, certified principals including assistant principals and to improve the skills of current practicing principals including assistant principals, all serving in high-need LEAs.

**Notes:**
The goal of the program serves as the foundation for what every project should attempt to accomplish.  The goal or goals of each project design while specific to that project context should be aligned to the overall program goal.  

## Eligible Applicants

- High-Need LEAs
- Consortia of High-Need LEAs
- Partnerships of Institutions of Higher Education and a High-Need LEA/s
- Partnerships of Nonprofit organization (including faith based and community based) and a High-Need LEA/s
- Charter schools only when the charter school is designated by the State as an LEA and meets the definition of a High-Need LEA (Eligibility will be determined on a case by case)

**Notes:**
The following are the eligible applicants. (Read slide)

## High-need LEA  Definition

- (A) (i) that serves not fewer than 10,000 children from families with incomes below the poverty line; or
- (A) (ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

**Notes:**
All LEAs, whether the applicant, or those partnered with another eligible applicant MUST meet the definition of high-need.    One or more high-need LEA must be a partner in the application.

## High-Need LEA (continued)

- (B) (i) for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or
- B (ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

## High-Need LEA Definition (Continued)

- For (A) In order to determine poverty rate for a LEA we use census data.  The most current census data is 2005.
- www.census.gov/hhes/www/saipe/district.html
- _[www.ed.gov/programs/lsl/eligibility.html](http://www.ed.gov/programs/lsl/eligibility.html)_

**Notes:**
Read slide (The links are resources for you to use to determine edibility for the poverty factor.)

## High-Need LEA Definition (Continued)

- For (B) (i) Teacher data high need is defined as “a high percentage of teachers teaching out of field.” We will determine “high percentage” on a case-by-case.

**Notes:**
Read slide

## High-Need (continued)

- For (B) (ii) the percentage of teachers with emergency, provisional, or temporary certification or licensing are the data they provide to their States for inclusion in the reports as required by section 207 of the Higher Education Act of 1965, as amended (HEA). We consider 1.5% to be high percent

**Notes:**
 Read Slide

## High-Need (continued)

- Applicants must meet eligibility for **both Poverty (A) and Teacher Data (B)**

**Notes:**
Please note we need both  poverty (A) and teacher (B) data

## Award Information

## Award Information

- Estimated available funds:  $14,300,000
- Estimated award range:  $250,000 - $750,000  per year
- Estimated number of awards: 24-30
- Project period:  up to 5 years
- Estimated average award:  $500,000 (per year)

**Notes:**
Read Slide

## Title IX, Part E of the ESEA apply 

- Services for Private School Principals and Assistant Principals
- Equitable participation
- Timely and Meaningful Consultation

**Notes:**
The uniform provisions in Title IX, Part E of the ESEA, regarding the equitable participation of private school  children, teachers, and other educational personnel, apply to this program.  Among other things, this means that any  LEA receiving financial assistance under the School Leadership program must, after timely and meaningful consultation with officials of private schools located in the areas served by participating high-need LEAs, provide to staff of those private schools professional development that is equitable to professional development provided with program funds to public school principals and assistant principals (or other public school staff whom the project serves).  In providing equitable services, grantees must make expenditures for services that benefit private school staff that are equal, taking into account the numbers and educational needs of the children attending those private schools, to the expenditures for participating public school children.  See section 9501 of the ESEA.

## Reporting Requirements

- _Annual Performance Reports_—annual performance reports are required in order to receive continuation funding
- _Program Performance Measure_—all grantees must address the program Government Performance and Results Act (GPRA) measures as part of their annual performance report
- _Final Report_—a final report is required in order to close out the grant in compliance with ED requirements

**Notes:**
If awarded you will be required to meet the following reporting requirements.

## Eligible Services

- Examples:
- Conducting a needs assessment
- Activities to develop and implement or expand program leading to certification and placement of principals including assistant principals
- Professional development activities for mentor principals or coaches

**Notes:**
These are some examples of services that can be provided through the grant.

## Eligible Services

- Examples:
- Recruitment and selection activities
- Providing stipends or financial incentives
- Mentors and coaches for new principals
- Evaluation of project services, implementation, and outcomes

## BUDGET

## Budget: Annual Budget

**Budget: Annual Budget**

- Applicant should submit a budget request for up to 60 months.
- Budgets should be based on the individual project design.
- How much will it actually cost to implement the project?
- What are the budget needs of the proposed program?
- Is the budget aligned to the project implementation (activities)?
- Are the proposed costs allowable, allocable, and reasonable?

**Notes:**
Remember this is a 5 year grant program.  Therefore you must submit a 5- year plan of activities and a 5-year budget.

## Budget: Indirect Cost

- No cost sharing or match required
- Indirect cost is based on the negotiated rate between the applicant and Department.
- Typically LEAs negotiate their indirect cost rate through their State agency
- Additional information regarding indirect costs can be found at:
- www.ed.gov/about/offices/list/ocfo/fipao/abouticg.html

**Notes:**
Please refer to the handout on indirect costs in your package for more information.

## Budget Highlights Reviewed

**Budget Highlights Reviewed**

- Include detailed budget and budget narrative for lead applicant and each of the proposed partners for **each year** of the project
- Indirect costs (*check the instructions carefully and consult *_*your*_* business office)*
- Costs must be allowable, reasonable, and necessary **(*****please refer to the handouts addressing unallowable expenses, OMB Circulars and EDGAR Regulations)***

**Notes:**
Here is a review for you to think through as you develop your project budget requests.

## APPLICATION PRIORITIES

## Competitive Priority:

- 	School Districts with Schools in Need of Improvement, Corrective Action, or Restructuring.
- 	(up to 15 points)

**Notes:**
Projects that help school districts implement academic and structural interventions in schools that have been identified for improvement, corrective action, or restructuring under section 1116 of Title I, part A, of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001.

## Competitive Priority

**Competitive Priority**

- How will the project address the issue?
- How will the project recruit, select, train, and support school leaders to address the teaching and learning challenges identified in the schools to be served by the project?

**Notes:**
All Eligible applicants may but are not required to apply for the competitive priority.  In addressing the priority applicants are encouraged to describe how they will assess the specific instructional needs of the teachers and the academic needs of the student population in schools that have been identified for improvement, corrective action, or restructuring.

## Invitational Priority

**Invitational Priority**

- 	(No Additional Points)
- 	Projects that develop and implement or expand innovative programs that address the leadership needs specific to schools in the high-need LEA/s to be served by the project and that lead to the certification, hiring, and retention of principals or assistant principals in those schools.

**Notes:**
This is an invitational priority and does not carry additional points.  The decision to address the priority is up to the applicant.  How you address the priority is also up to you.  

## Invitational Priority (continued)

- Encourages the development and implementation of innovative strategies to retain effective school leaders in schools in need of improvement or corrective action
- Encourages the use of data to understand the school leadership needs in the LEA
- Encourages the development and implementation or expansion of school leaders leading to certification as principals and assistant principals.
- Encourages the development and use of evaluation for continuous improvement

**Notes:**
The invitational priority invites you, the applicant, to think through the project design, the services, the timeline, the evaluation that you will propose to increase the number of new certified principals and assistant principals or principals or schools to meet the specific needs of the LEA or LEAs you propose to serve.  How and if you choose to address the components of the invitational priority it is up to you.  

## Invitational Priority (continued)

- How will you know that the services proposed meet the needs of the LEA?
- How will you know that the project design and delivery is working?
- How will you measure change?

**Notes:**
Questions to consider if you should choose to respond to the invitational priority.

## SELECTION CRITERIA

## Selection Criteria

**Selection Criteria**

- Quality of the Project Design
- Quality of Project Evaluation
- Quality of Project Services
- Quality of Management Plan

**Notes:**
The selection criteria is what the reviewers will use as the rubric to score your application.  

## Quality of the project Design (40 points)

- 	The Secretary considers the quality of the design for the proposed project.  In determining the quality of the design of the project, the Secretary considers the following factors: (Describe a comprehensive plan)
**The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specific and measurable.**
**The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice.**

**Notes:**
Please read through the factors as reviewers will be instructed during their orientation to determine how well the application address the factors listed for each criterion.

## Project Design (continued)

**The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs.**
**The extent to which the proposed project is part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for students.**

**Notes:**
Again, be sure to address  each factor.

## Project Design (continued) 

**Project Design (continued) **

- Are the goals and objectives clear, specific, and measurable?
- How does the proposal reflect up-to- date knowledge from research and effective practice?
- How does the design appropriately address the needs of the target population or other identified needs?
- Is the project design part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for students?

**Notes:**
These are questions to consider as you address the factors.

## Quality of Project Evaluation- 25 points

**Quality of Project Evaluation- 25 points**

- 	The Secretary considers the quality of the evaluation to be conducted of the proposed project.  In determining the quality of the evaluation, the Secretary considers the following factors:
**The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible.**
**The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress towards achieving intended outcomes.**

## Project Evaluation (continued)

**Project Evaluation (continued)**

- How will you know if the project is successful (data collection tools, data analysis)?
- How will you measure progress toward goals and objectives?
- How will you report the project’s design and delivery?
- What would the design look like using a logic model?

**Notes:**
Questions to consider

## Project Evaluation (continued)

- Are long and short term objectives clear and measurable?
- How will the evaluation design inform the project’s stakeholders?
- How will the evaluation design be used to report progress?
- How will the evaluation be used to inform continuous improvement? What will you do with the information you collect?

## Quality of Project Services – 20 points

- 	The Secretary considers the quality of the services to be provided by the proposed project.  In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.  In addition, the Secretary considers one or more of the following factors:

## Project Services (continued)

**The extent to which the services to be provided by the proposed project are appropriate to the needs of the intended recipients or beneficiaries of those services.**
**The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to lead to improvements in practice among the recipients or those services. **

## Project Services (continued)

**The likelihood that the services to be provided by the proposed project will lead to improvements in the achievement of students as measured against rigorous academic standard.**
**The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services.**

## Project Services (continued)

- What types of services will be offered through the project?
- Who is the target audience?
- Who will benefit from the program services?
- Are the services aligned to the goals and objectives of the design?
- What is different or innovative and why?
- How will the proposed services address the needs of the school leadership needs of the high-need LEA/s?

**Notes:**
Again questions to consider as you respond to the criterion.

## Quality of Management Plan – 15 points

- 	The Secretary considers the quality of the management plan for the proposed project.  In determining the quality of the management plan for the proposed project, the Secretary considers the following factors:
**The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks.**
**The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project.**
**The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project..**

## Management Plan (continued)

- How will the project be managed?
- Who will manage the various components of the grant?
- What is the timeline for the project?
- How will you benchmark progress to ensure that the project is on time with meeting the goals and objectives?
- What are the time commitments of those working on the delivery of the proposed project?

## PROGRAM OBJECTIVES AND PERFORMANCE MEASURES

## Goals – Objectives – Measures

**Goals – Objectives – Measures**

**PROGRAM GOAL**

**Project Objectives:** **What your project is doing to support**
**	****      ****the overall program goal**

**Performance Measures:** **How can you measure your progress**
**toward meeting your objectives** (GPRA, Program, Project)

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

## Program Goal

- To increase the number of new, certified principals including assistant principals, and to improve the skills of current practicing principals and assistant principals, all serving in high-need LEAs.

**Notes:**
The goal of the program serves as the foundation for what every project should attempt to accomplish.  The goals of the individuals project design should be aligned to the program goal.  

## GPRA Program Performance Measures

- Performance Measure 1.1  The percentage of participants who become certified principals or assistant principals who are then placed and retained in schools in high-need LEAs.
- Performance Measure 2.1 The percentage of principals or assistant principals who participate in professional activities and show an increase in their pre-post scores on a standardized measure of principal skills and who are retained in their positions in schools in high-need LEAs for at least two years.

**Notes:**
These are the Government Performance Results Act (GPRA) measures that  I referenced earlier in the presentation.   These measures have more than one indicator that the program will use to demonstrate progress.  All project must respond to these indicators.

## Program Performance Indicators

- 1.1.1 The percentage of SLP participants seeking certification who meet certification requirement to become an assistant principal.
- 1.1.2 The percentage of SLP participants seeking certification who meet certification requirements to become a principal.

**Notes:**
For program objective 1.   We have identified one performance measure.  For performance measure one our intention is to have funded projects report on all or some of the performance indicators that are aligned to your individual proposed project.  For example, if your proposed project is concentrating on preparing assistant principals to become principals then the expectation is that that project will report on indicator 1.1.2  Along with reporting data for any of these indicators that are aligned to your project, you are expected to report to us on the progress made toward meeting your proposed project’s objectives.  For that reason we want you to think through the measurability of your objectives.  Ask yourself, how will I know if the project is making progress?  How will I know that what we are doing through the project’s services and delivery is working?

## Program Performance Indicators

- 1.1.3 The percentage of School Leadership Program participants certified through the funded project who are hired as an assistant principal of a school in a high-need LEA.
- 1.1.4 The percentage of School Leadership Program participants certified through the funded project who are hired as a principal of a school in a high-need LEA.

**Notes:**
Read slide

## Program Performance Indicators

- 1.1.5  The percentage of School Leadership Program participants who were placed as an assistant principal of a school in a high-need LEA and who remain in that position for at least two years.
- 1.1.6 The percentage of School Leadership Program participants who were placed as a principal of a school in a high-need LEA and who remain in that position for at least two years.

**Notes:**
For the SLP objective 2:  To train and support principals (including assistant principals) from schools in high-need local education agencies in order to improve their skills and increase retention.  We have outline one performance measure and for that performance measure we will be collecting data on two performance indicators.  Again, if and how you choose to align your project design to the program’s objectives is up to you.

## Program Performance Indicators

- 2.1.1 The percentage of principals or assistant principals who participate in professional activities and show an increase in their pre-post scores on a standardized measure of principal skills.
- 2.1.2 The percentage of principals including assistant principals from schools in high-need LEAs who participated in the School Leadership Program funded professional development activities and remained in the position for at least two years.

**Notes:**
Read Slide

## Project Objectives: Project Design

**Project Objectives: Project Design**

**What are you trying to accomplish?**

**Notes:**
The project design criterion requests that the applicant describe the project goals and objectives.  What is the project attempting to accomplish?  

## Features of High Quality Project Objectives

**Features of High Quality Project Objectives**

***Relevance***
***Applicability***
***Focus***
***Measurement***

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

**Notes:**
While you are required to incorporate the program’s objective’s with your project’s design, we expect that each design will have its own project objectives.  Therefore, these objectives should be relevant, applicable, focused, and measurable.  How will you know and report the progress made?

## Objectives

**RELEVANCE:** How relevant is the project objective to the _overall goal_ of the program and/or the goal of your project?
*What will change as a result of the project design and delivery?*

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

**Objectives**

**Notes:**
For the program objective we want recruitment, preparation, and support of principals and assistant principals in high-need LEAs to improve.

## Objectives

**Objectives**

**APPLICABILITY:** How applicable is the project objective to the _specific activities_ that are being conducted through your particular project?
*Increase the number of certified principals retained at XYZ high-need LEA.*
*	*

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

**Notes:**
What will the project activities lead to?  In this case, the objective focuses on retention, therefore, one would expect to see activities that support retention.  

## Objectives

**Objectives**

**FOCUS:** How focused is the project objective?
*To recruit, select, prepare, and support individuals from education or other fields to become assistant principals or principals of schools in XYZ  LEA.*

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

**Notes:**
When we look at the program objective the focus is, one to recruit, two to select, three to prepare individuals to take on the position of principal or assistant principal, and four to support them once in the position.  This objective can be more focused by looking at each component. Your project objectives should focus on what you intend to be the purpose of the proposed project.

## Objectives

**Objectives**

**MEASURABILITY:** Are there concepts in the project objective that lend themselves to measurement? If so, is measurement feasible?
*To build a professional collaborative culture. *
*	**(conceptually hard to measure)*
*To recruit and prepare teachers from the XYZ district to become certified as assistant principals. **(measurable)*

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

**Notes:**
The program measure for this objective is the percentage of School Leadership program participants seeking certification who meet certification requirements to become an assistant principal.  

## Performance Measures

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

**Performance Measures**

- 	In general terms, a **performance measure** is a measurable indicator used to determine how well objectives are being met.
- How will progress be assessed?
- How much progress will constitute success?
- How will it be known if an objective or part
- of an objective has been achieved?
- 	(Example) Seventy percent of the principals including assistant principals participating in SLP funded professional development activities will remain in leadership positions in their schools for a minimum of two years.

**Notes:**
Read slide

## Project Performance Measures

**Project Performance Measures**

**What to measure?**
- What will your project measure to evaluate success in meeting the proposed project’s goals?
- What is the project goal?

- Adapted from evaluation workshop training materials used by the Center for Evaluation and Education Policy at Indiana University

**Notes:**
Along with the program measures.  We ask that you think about the measures that will provide you with both summative and formative information to determine your project’s success.

## Example

_**Objective:**_** **
- To increase the number of teachers from XYZ
- high-need school district who become certified as
- assistant principals and are placed in XYZ schools.
_**Performance Measure:**_** **
- 	Certify and place as assistant principals a minimum of ten teachers from XYZ school district each year of the project.

**Notes:**
For example if your proposed project will recruit teachers from the high-need district identified in the application to become assistant principals in the high-need district identified because you noticed that many of the current assistant principals did not teach in the district then you might consider the following measure to determine if the proposed project is making a difference in the number of teachers from the identified district that become assistant principals in the identified district.

## Performance Measure Criteria

* **What** *will change?
* **When* will the change take place?
* **How much* change?

**Performance Measure Criteria**

**Notes:**
Read slide

## Who will achieve the change?

- Mentors
- Principals
- Assistant Principals
- Teachers

**Notes:**
For example: 

## What will change?

- Leadership skills of current principals
- Availability of qualified individuals for the job.
- School standing

**Notes:**
Will the leadership skills of the current principals change (improve) as a result of the proposed program?
Will the number of qualified individuals for to become assistant principals or principals change (increase)?
Will the school standing improve?  Will the school measure for student attendance improve (increase) once the participant has received services resulting from the proposed project?

## When will the change take place?

- By the end of the project
- Each year of the project
- After two years

**Notes:**
How will you know that change took place?  When will you be able to tell if change took place?

## How much change?

- What will be the percentage change?

**Notes:**
Will you measure the number?  Will you measure percent change?

*Who** *will achieve the change?		* *
*What** *will change?
*When* will the change take place?	* *
*How much* change?

**Notes:**
The goals and objectives you set for your proposed project is up to your project design.  You will need to report on one or more than one of the program measures based on your project design; however your project should meet the overall purpose of the program, that is to improve school leadership in high-need LEAs either through the people you choose to recruit, the way in which you select, the way in which you prepare, the way in which you provide professional develop or support for the purpose of retention.  

## APPLICATION HIGHLIGHTS

## Application Abstract 

- Program Abstract -  Attach Abstract to “ED Abstract Form”
- One page
- Overview of Proposed Program

## Project Narrative 

- Needs to include responses to selection  criteria.
- Needs to include response to competitive priority, if addressed.
- If the invitational priority is addressed should  include reference to it.

- Does the application address every factor within each criterion?
- Is the criterion easily identified?
- Is the project goal clear and objectives measurable?
- Provide headings so that  it  is easy for reviewers to identify the criterion.
-  Suggested 25 pages 12 point font

## Other Attachments

- Use the “other attachments form”
- Resumes
- High-Need eligibility data  (May use optional form)
- Letters of commitment
- Letters of support

## Grants.gov

**Grants.gov**

- Register early
- Use the application checklist
- Submit your application early
- Verify submission is OK
- If you resubmit an application, the most recent submittal will be logged as the official application submittal
**For technical assistance on Grants.gov,**
**contact the Grants.gov Customer Support at:**
**1-800-518-4726**

## Common Grants.gov Errors

- Applicant has not registered as user to grants.gov and its the application deadline
- Applicant submits the application at 4:30 p.m.  your time and not 4:30 p.m. DC time (**We are serious about the deadline.  Remember it is 4:30 p.m. DC time.)**
- Applicant submits the application at 4:30:01 DC time, 4:30:01 is considered late.
- Applicant submits the draft application on time and then submits the final application late
- Applicant’s DUNS number is already in the system by other party at the organization

**Notes:**
We are serious about the deadline.  We know things happen so remember to submit early.  Familiarize yourself with grants.gov   Also, if you submit the wrong application and then try to un submit it will not allow you.  You will have to submit a second time.  Please note that we will accept the last application submitted, provided it was submitted on time.  

## Questions

## Contact Information

**Primary Contact: Beatriz Ceja**
**Telephone: (202) 205 - 5009**
**Email:**** **_**SLP@ed.gov**_
**Program website:**
_**http://www.ed.gov/programs/leadership/index.html**_