School Leadership Program

1. United States Department of EducationOffice of Innovation and Improvement School Leadership Program Pre-Application Slides

2. Agenda • Purpose & Overview • Award Information • Budget Information • Application Priorities • Selection Criteria • Program Objectives & Performance Measures • Application Highlights • Q & A

3. PURPOSE & OVERVIEW

4. Purpose & Program 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:

5. Program 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)

6. Program Goal • To increase student achievement by investing in innovative projects that prepare aspiring principals and provide professional development to current principals (including assistant principals) to foster mastery of core leadership skills.

7. Eligible Applicants • High-Need LEAs • Consortia of High-Need LEAs • Partnerships of high-need LEA/s nonprofit organizations, and institutions of higher education

8. High-Need LEA Definition Poverty Requirement: • (A) (1) that serves not fewer than 10,000 children from families with incomes below the poverty line; or • (2) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

9. High-Need LEA Definition (continued) Teacher Data Requirement: • (B) (1) 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 • (2) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

10. 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 2011. • www.census.gov/hhes/www/saipe/district/html

11. High-Need LEA Definition (continued) • For (B) (1) 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.

12. High-Need LEA Definition (continued) • (B) (2) the percentage of teachers with emergency, provisional, or temporary certification or licensing.

13. High-Need LEA Definition (continued) • Applicants must meet eligibility for both Poverty (A) and Teacher Data (B)

14. Sample Table for Verification of High-Need LEA

15. AWARD INFORMATION

16. Award Information • Estimated available funds: $14,800,000 • Estimated award range: $750,000 - $1,000,000 per year • Estimated number of awards: 14-17 • Project period: up to 5 years • Estimated average award: $850,000 (per year)

17. BUDGET

18. Budget: Annual Budget • Applicant should submit a budget request for up to 60 months. • Budgets should be based on the individual project design. • Questions to consider when developing your budget: • What are the funding needs of the proposed project? • What is the cost of the services to be provided? • Are the proposed costs allowable, allocable, and reasonable?

19. Budget: Indirect Cost • No Cost sharing or match required • Indirect cost is based on the negotiated rate between the applicant and Department. • The State provides LEAs with their indirect rate • Additional information regarding indirect costs can be found at: www.ed.gov/about/offices/list/ocfo/fipao/abouticg.html

20. 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 (be sure to apply the correct rate) • Costs must be allowable, reasonable, and necessary (please refer to OMB Circulars and EDGAR Regulations)

21. APPLICATION PRIORITIES

22. Invitational Priority 1 Building Leadership Capacity Projects that implement professional development for current principals (including assistant principals), especially in schools that the State educational agency (SEA) has identified as persistently lowest-achieving schools, or in schools that the SEA has identified in accordance with its approved ESEA flexibility request as priority schools or focus schools to:

23. Invitational Priority 1 • Help them master essential school leadership skills, such as evaluating and providing feedback to teachers, analyzing student data, developing school leadership teams, and creating a positive school environment; and • enable them to support instruction in their schools aligned to college- and career-ready standards.

24. Supporting Practices and Strategies for Which There Is Moderate Evidence of Effectiveness. Projects that provide principal preparation, professional development, or both that are supported by moderate evidence of effectiveness. Invitational Priority 2

25. Moderate Evidence of Effectiveness (1) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed that meets the What Works Clearinghouse (WWC) Evidence Standards without reservations; finds a statistically significant favorable impact on a relevant outcome (as defined in this notice) (with no statistically significant unfavorable impacts on that outcome for relevant populations in the study or in other studies of the intervention reviewed by and reported on by the WWC); and includes a sample that overlaps with the populations or settings proposed to receive the process ,product, strategy, or practice.

26. Moderate Evidence of Effectiveness (2) There is at least one study of the effectiveness of the process, product, strategy, or practice being proposed that meets the WWC Evidence Standards with reservations; finds a statistically significant favorable impact on a relevant outcome

27. SELECTION CRITERIA

28. Selection Criteria • Project Design • Project Evaluation • Significance • Management Plan

29. Suggested Rubric for Reviewers

30. Quality of the Project Design (45 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) 1. The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable. 2. 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.

31. Project Design (continued) 3. 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. 4. The extent to which the design for implementing and evaluating the proposed project will result in information to guide possible replication of project activities or strategies, including information about the effectiveness of the approach or strategies employed by the project.

32. Quality of Project Evaluation (15 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: 1. 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.

33. Evaluation Plan (continued) 2. The extent to which the methods of evaluation provide for examining the effectiveness of project implementation strategies. 3. The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress towards achieving intended outcomes.

34. Significance (25 points) The Secretary considers the significance of the proposed project. In determining the significance of the proposed project, the Secretary considers the following factors: • The potential contribution of the proposed project to increased knowledge or understanding of educational problems, issues, or effective strategies. • The likelihood that the proposed project will result in system change or improvement.

35. Significance (continued) 3. The importance or magnitude of the results or outcomes likely to be attained by the proposed project, especially improvements in teaching and student achievement.

36. Significance (continued) • What are the potential contributions to the field? • What’s the likelihood that this project will result in change or improvement within the partner organization/s, the LEA/s, the school conditions? • If the project is successful what improvements should we expect to see in teaching and student achievement?

37. 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: 1. 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. 2. The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project.

38. Management Plan (continued) • How will the project be managed? • Who will manage the various components of the grant? • What is the time-line for the project? • How will you ensure that the project is on time with respect to meeting the goals and objectives of the project? • What is your plan for the implementation of this project and all its activities?

39. PROGRAM OBJECTIVES & PERFORMANCE MEASURES

40. Goals – Objectives – Measures PROGRAM GOAL Project Objectives: Measurable objectives pertaining to your individual project Performance Measures: Which of the SLP Performance Measures are aligned to your project design

41. Program Performance Measures • Performance Measure 1– The percentage of program graduates who are certified to become a principal or assistant principal. • Performance Measure 2-- The percentage of program graduates who are certified and hired as a principal or assistant principal in a high-need LEA. • Performance Measure 3– The percentage of program graduates certified through the program who are hired as a principal or assistant principal in a high-need local educational agency (LEA) and who remain in that position for at least two years.

42. Program Performance Measures • Performance Measure 4– The percentage of principals and assistant principals who complete the SLP-funded professional development program and whose schools demonstrate positive change, no change, or negative change based on pre- and post- school site measures, of which one measure must include, if available, student growth (e.g., at least one grade level in an academic school year). • Performance Measure 5– The percentage of program graduates who are rated “effective” or “highly effective” as measured by a U.S. Department of Education program approved principal evaluation system, if available.

43. Performance Measures • Whowill achieve the change? • Whatwill change? • Whenwill the change take place? • How muchchange?

44. APPLICATION HIGHLIGHTS

45. Title IX, Part E of the ESEA apply Services for Private School Principals and Assistant Principals…… • Equitable participation • Timely and Meaningful Consultation

46. 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) measure 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

47. Grants.gov Application forms • Abstract Narrative Form • Project Narrative Form • Budget Narrative Form • Other Attachment Form

48. Application Abstract • Program Abstract - Attach Abstract to “Abstract Form” • One page • Overview of Proposed Program • Include project title, goals, expected outcomes • Theory of Change • Partners

49. Includes responses to selection criteria. Includes response to invitational priorities, if addressed. 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. Project Narrative

50. Budget Narrative Form • Attach the ED 524 • Attach a detailed line item budget narrative