Appendix A2 Hints for Determining the Root Cause Many times, in helping to determine the root cause, or the main factors that have impacted student achievement for the identified subgroup, it may be helpful to use “The Five Whys.” When a problem presents itself, ask "Why did this happen?" Then, don't stop at the answer to this first question. Ask "Why?" again and again until you reach the root cause. This exercise can be surprisingly insightful in helping you figure out what is really going on, and can help you avoid "quick fix" solutions Example: Our school has been identified as a Focus School because of the achievement gap with our special education students. In reviewing the data, the school discovered that over 75 percent of our students with IEPs are functioning far below grade level in reading. Pose a question: Why are the majority of students with IEPs functioning below grade level in reading? Ask “why?” this condition exists. Each time the question “Why?” is answered, ask “Why?” of that statement. Continue asking “Why?” you feel comfortable you have determined the root cause. Seek to verify your “root cause” with evidence. Possible Categories of Primary Concerns and/or Root Causes: Poor Programming – This issue reveals that there is a program and/or practice occurring within the school that directly leads to one or more concerns that the school may have related to the achievement of students. Procedural Issue – This issue describes a school or LEA policy or procedure or lack of policy or procedure that directly leads to one or more concerns that the school may have related to the achievement of students. Expertise Problem – This issue means that staff does not have the expertise to implement strategies that will address one or more concerns that the school may have related to the achievement of students. Curriculum Problem – This shows that the curriculum is absent or weak – standards, materials, instruction and assessment are not aligned. Limited Areas of Support – This issue means that the school is providing weak or no programs of support for students who are struggling. Professional Development Problem - This issue reveals that the staff has not had the appropriate professional development to meet the challenge the specific subgroup of students, or the students – lack of follow-up to training provided, little or no coaching, lack of time for staff reflection. Lack of Professional/Collaborative Learning Community - There are limited formalized opportunities for staff to interact for a focus on instruction. Appendix A3-1
Schools listing boxes of duplicating paper, construction paper, chart paper, index cards, Post-its, rulers, hole punchers, student workbooks, etc. as items for purchase will send a red flag that the grant funds may be used inappropriately. The grant funds are not to stock the school with supplies. Local funds or Title I, Part A should be used to purchase such supplies and materials to be used for delivering instruction. The grant will purchase reasonable and necessary supplies and materials for implementing strategies in their professional development plan. Charges: Equipment: Only purchases that are associated with activities outlined in the professional development plan will be allowable. The plan must provide an explanation of how purchasing Promethean Boards, clickers, tape recorders, flash drives, laptops, overheads, iPods, color printers, etc. are needed for training and/or instructional activities. The purchase of these items will be approved on a case-by-case basis. The plan must also describe how teachers and other staff will be trained to use equipment being purchased. The plan must provide a description of how the purchase relates to the training needs of the school. Appendix A5 SAMPLE School Budget Narrative Line Item Description Other Title I Funding Sources Salaries & Wages Example: Saturday training for teachers $24.00 (stipend per hour) x 6 hours x 24 teachers x 4 training sessions = $13,824 $13,824 $0 Total Salaries and Wages $13,824 $0 Fixed Charges FICA $928 Total Fixed Charges $928.84 $0 Total Salaries and Wages and Fixed Charges $14,752.84 $0 Contracted Services .5 FTE Coach (Retired Educator) for individualized professional development and coaching (See Contract with Consultant for specific information) [Note – before hiring this teacher, the school has checked with the LEA’s Resources Department, and received an approval for this hire] $41,000 I, Part A $41,000 from reservation for low-performing schools Total Contracted Services $41,000 $41,000
Supplies & Materials Book for PLC – “Raising the Bar for Special Education Students” - $27.13/each x 32 = $868 $868.16 $0 Total Supplies and Materials $868.16 $0 Other Charges Total Other Charges $0 Equipment $__ cost per item x #__ of items being purchased $__ cost per item x #__ of items being purchased $0 $0 $0 Total Equipment $0 $0 Total $58,444 $41,000 Appendix A6 Sample Consolidated LEA Budget Narrative Line Item Description Total Title I Funding Sources Salaries & Wages Example: Stipends for Staff: Initial Professional Development- East Elementary School - ($20.17/hr. x 6.5 hrs. x 11 staff members x 5 days) [Weekends] Substitutes: Initial Professional Development – West Middle School – ($90/day x 4 substitutes x 2 days) Example: $7,211 $720 $0 Fixed Charges Example: FICA ($7,931 x .0765) $607 $0 Total Fixed Charges $607 $0 Total Salaries and Wages and Fixed Charges $8,538 $0 Contracted Services Example: Consultant fees- East Elementary School Consultant fees – West Middle School $1,000 Title I, Part A $15,000 from reservation for low-performing schools Contracted Services $1,000 $15,000 Supplies & Materials Example: Materials to support the literacy development of LEP students – West Middle School- (50 books at $19.85 each + $7.50 shipping) Book to accompany professional development for teachers – East Elementary School – ($20.00/book x 15 teachers) “Implementing Tiered Instruction” Example: $1,000 $300.00 $0 Supplies and Materials $1,300 $0