U.S. Department of Education Washington, D.C. 20202-5335
• '
APPLICATION FOR GRANTS UNDER THE
NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM
CFDA # 84.36SZ
PR/Award # T36SZ170126
Gramts.gov Trackiug#: GRANT12392005
0MB No. , Expiratiou Date:
PR/Award # T36SZl70!26 **Table of Contents**
Form Page
1. Application for Federal Assistance SF-424 e3
Attachment - 1 (1238-Project EMPOWER - Areas Affected) e6
Attachment - 2 (1239-Project EMPOWER - Districts) e7
2. Standard Budget Sheet (ED 524) e8
3. Assurances Non-Construction Programs (SF 4248) e10
4. Disclosure Of Lobbying Activities (SF-LLL) e12
5. ED GEPA427 Form e13
Attachment - 1 (1240-Project EMPOWER - GEPA Statement) e14
6. Grants.gov Lobbying Form e16
7. Dept of Education Supplemental Information for SF-424 e17
8. ED Abstract Narrative Form e18
Attachment - 1 (1237-Project EMPOWER - Abstract) e19
9. Project Narrative Form e20
Attachment - 1 (1235-Project EMPOWER - Narrative) e21
10. Other Narrative Form e57
Attachment - 1 (1234-Project EMPOWER - Letters and Personnel) e58
11. Budget Narrative Form e75
Attachment - 1 (1236-Project EMPOWER - Budget Narrative) e76
This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application. Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created bye-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for example, e t . e2, e3, etc.).
Page e2 0MB Number: 4040-0004 Expiration Date: 10/31/2019
Application for Federal Assistance SF-424
• 1. Type of Submission: • 2. Type of Application: • If Revision, select appropriate letter(s): 0 Preapplication ~New I I ~ Application D Continuation • Other (Specify): 0 Changed/Corrected Application D Revision I I
• 3. Date Received: 4. Applicant Identifier: 104/24/2017 I I I
5a. Federal Entity Identifier: 5b. Federal Award Identifier:
I I INA I
State Use Only: 6. Date Received by State: I I 17. State Application Identifier: I I 8. APPLICANT INFORMATION:
• a. Legal Name: IGrand Vi ew University I • b. Employer/Taxpayer Identification Number (EIN/TIN): • c. Organizational DUNS: 142-0681049 I 10834 937260000 I
d. Address:
• Street1: 11200 Grandview Avenue I Street2: I I • City: loes Moines I County/Parish: I I • State: I IA : Iowa I Province: I I • Country: USA : UNITED I STATES I * Zip / Postal Code: 150316-1599 I e. Organizational Unit:
Department Name: Division Name: !Academic Affairs I !Graduate and Adult Programs I
f. Name and contact information of person to be contacted on matters involving this application:
Prefix: IMs . I • First Name: lcindy I Middle Name: I I • Last Name: lschaffer I Suffix: I I
Title: loirec tor of Corporate and Foundation Relation I
Organizational Affiliation:
I I • Telephone Number: isis-263-2910 I Fax Number: I I • Email: lcschaffer@grandview . edu I PR/Award# T365Z170126 Page e3
Tracking Number: GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT Application for Federal Assistance SF-424
* 9. Type of Applicant 1: Select Applicant Type: 0 : Private Institution of Higher Education I Type of Applicant 2: Select Applicant Type: I Type of Applicant 3: Select Applicant Type: I * Other (specify): I
* 10. Name of Federal Agency: !Department o f Educati on I 11 . Catalog of Federal Domestic Assistance Number: 184 . 365 I CFDA Title:
English Language Acquisition State Grants
* 12. Funding Opportunity Number: IED - GRANTS - 022117- 001 I * Title:
Office o f English Language Acquisition (OELA) : National Prof essional Development (NPD) Program CFDA Number 8 4 . 365Z
13. Competition Identification Number: I84- 365Z2017- 2 I Title:
NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM
14. Areas Affected by Project (Cities, Counties, States, etc.):
Add Attachment Delete Attachment View Attachment 1238- Project EMPOWER - Ar eas Affec ted. pdf I I 11 1 1 I
* 15. Descriptive Title of Applicant's Project: IPrnjec, EMPQWe,
I
Attach supporting documents as specified in agency instructions.
Add Attachments Delete Attachments 11 View Attachments I II I
PR/Award# T365Z170126 Page e4
Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT Application for Federal Assistance SF-424
16. Congressional Districts Of: • a. Applicant II A-003 I • b. Program/Project IIA- 003 I Attach an additional list of Program/Project Congressional Districts if needed.
Add Attachment Delete Attachment View Attachment 11239- Projec t EMPOWER - Dist rict s . pdf I I 11 1 1 I 17. Proposed Project: • a. Start Date: !os101;201 7 I • b. End Date: 107/31 /20221
18. Estimated Funding ($):
• a. Federal I 550, ooo . ooi • b. Applicant I o.ool * c. State o.ooi • d. Local o.ooi • e. Other o.ooi • f. Program Income o. ool 'g.TOTAL 550, ooo . ooi
* 19. Is Application Subject to Review By State Under Executive Order 12372 Process?
D a. This application was made available to the State under the Executive Order 12372 Process for review on I I- D b. Program is subject to E.O. 12372 but has not been selected by the State for review. IZl c. Program is not covered by E.O. 12372.
• 20. Is the Applicant Delinquent On Any Federal Debt? (If "Yes," provide explanation in attachment.) o ves iZI No If "Yes", provide explanation and attach
Add Attachment Delete Attachment 1 1 View Attachment I I I 11 I 21 . *By signing this application, I certify (1) to the statements contained in the list of certifications** and (2) that the statements herein are true, complete and accurate to the best of my knowledge. I also provide the required assurances•* and agree to comply with any resulting terms if I acc,ept an award. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218, Section 1001) iZI *' I AGREE •• The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or agency specific instructions.
Authorized Representative: Prefix: IMs. I * First Name: lc i ndy I Middle Name: I I • Last Name: lschaffer I Suffix: I I * Title: !Direc t o r o f Cor por a t e and Founda tion Rela tion I • Telephone Number: ls is-263- 2910 I Fax Number: I I • Email: lcschaffer@grandview. e d u I • Signature of Authorized Representative: !Cindy Schatter I • Date Signed: 104/24/2017 I
PR/Award # T365Z170126 Page e5
Tracking Number: GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT Areas Affected by the Project (Cities, Counties, States)
Grand View University - Project EMPOWER
Applicant: Des Moines, IA (Polk County)
Project: Marshalltown, IA (Marshall County)
Postville, IA (Allamakee and Clayton Counties)
Columbus Junction, IA (Louisa County)
West Liberty, IA (Muscatine County)
Des Moines, IA (Polk County)
Iowa City, IA (Johnson County)
PR/Award# T365Z170126 Page e6 Additional Congressional Districts
Grand View University - Project EMPOWER
Applicant: IA-003
Project: IA-001
IA-002
IA-003
PR/Award# T365Z170126 Page e7 U.S. DEPARTMENT OF EDUCATION 0MB Number: 1894-0008 BUDGET INFORMATION Expiration Date: 06/30/2017 NON-CONSTRUCTION PROGRAMS
Name of Institution/Organization Applicants requesting funding for only one year should complete the column under "Project Year 1." Applicants requesting funding for multi-year grants should complete all View University !Grand I applicable columns. Please read all instructions before completing form. SECTION A - BUDGET SUMMARY U.S. DEPARTMENT OF EDUCATION FUNDS
Budget Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5 Total Categories (a) (b) (c) (d) (e) (f) 1. Personnel 87 , 300 . 001 I 68 , 817 . 001 70 , 036 . oo l 71 , 288 . oo l 72, 569 . ool 370, 010 . oo l
2. Fringe Benefits 23 , 427 . ool 18, 251. 001 1s , 593 . oo j 18, 943 .001 19 , 302 . 001 98, 516 . oo l
3. Travel 4, 500 . ool 2, ooo . ool 2, 000 .001 2, ooo . oo l 2, ooo . ool 12, 500 . oo l
4. Equipment o. ool o. ooj o. oo l o. oo l o. ool o. oo l 5. Supplies 1, 750 . 001 200 . ooj 200 . oo j I 200 . oo l 200 . ool 2, 550 . oo l 6. Contractual o . ool o. ool o. oo l o. oo l o. ool o. oo l
7. Construction o. ool o. ooj o. oo j o. oo l o. ool o. oo l
8. Other 230 , ooo . ool 204 , ooo . ooj 204 , ooo . oo l 204 , ooo . oo l 204, ooo . ool 1, 046, ooo . oo l 9. Total Direct Costs 346 , 977 . 001 293, 268 . ooj 294 , 829 . 001 296, 431 . oo l 298, 011 . ool 1, 529, 576 .001 (lines 1-8) 10. Indirect Costs• 27 , 758 . 001 23, 461. ooj 23, 586 .oo j 23, 71 4. oo l 23 , 846 . 001 122 , 365 .001
11. Training Stipends 175 ,2 65 . ool 233 , 21 1. ool 231, 585 . oo j 229, 855 . oo l 228, osJ . ool 1, 098 , 059 . oo l 12. Total Costs 550 , ooo . ool 550 , ooo . ool 550 , ooo . oo j sso, ooo . oo l 550, ooo . ool 2 , 7so, ooo .oo l /lines 9-11) *Indirect Cost Information (To Be Completed by Your Business Office): If you are requesting reimbursement for indirect costs on line 10, please answer the following questions: (1 ) Do you have an Indirect Cost Rate Ag reement approved by the Federal government? 0 Yes ~No (2) If yes, please provide the following information: Period Covered by the Indirect Cost Rate Agreement: From: I I To: I I (mm/dd/yyyy) Approving Federal agency: 0 ED D Other (please specify): I I The Indirect Cost Rate is I IO/o. (3) If this is your first Federal grant, and you do not have an approved indirect cost rate agreement, are not a State, Local government or Indian Tribe, and are not funded under a training rate program or a restricted rate program, do you want to use the de minimi s rate of 10% of MTDC? 0Yes 0No If yes, you must comply with the requirements of 2 CFR § 200.414(1). (4) If you do not have an approved indirect cost rate agreement, do you want to use the temporary rate of 10% of budgeted salaries and wages? 0 Yes 0 No If yes, you must submit a proposed indirect cost rate agreement within 90 days after the date your grant is awarded, as required by 34 CFR § 75.560. (5) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that: D Is included in your approved Indirect Cost Rate Agreement? Or, ~ Complies with 34 CFR 76.564(c)(2)? The Restricted Indirect Cost Rate is 8. oo l %. CC I A . • ,-. -J # T'l"C:7171\1"" I ED 524 Page e8
Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-00 I Received Date:Apr 24, 20 I 7 11:40:09 AM EDT Name of Institution/Organization Applicants requesting funding for only one year !Grand View Univers ity should complete the column under "Project Year I 1." Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all instructions before completing form.
SECTION B - BUDGET SUMMARY NON-FEDERAL FUNDS
Project Year 1 Project Year 2 Project Year 4 Project Year 5 Budget Categories Project Year 3 Total (a) (b) (c) (d) (e) (f) 1. Personnel I I 2. Fringe Benefits
3. Travel
4. Equipment
5. Supplies
6. Contractual
7. Construction
8. Other 9. Total Direct Costs /lines 1-81 11 10. Indirect Costs
11. Training Stipends 12. Total Costs (lines 9-11} SECTION C - BUDGET NARRATIVE (see instructions)
ED 524
PR/Award # T365Z170126 Page e9
Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-00 I Received Date:Apr 24, 20 I 7 11:40:09 AM EDT 0MB Number: 4040-0007 Expiration Date: 01 /31 /2019
ASSURANCES - NON-CONSTRUCTION PROGRAMS Public reporting burden for this collection of information is estimated to average 15 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the Office of Management and Budget, Paperwork Reduction Project (0348-0040), Washington, DC 20503.
PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY.
NOTE: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will be notified.
As the duly authorized representative of the applicant, I certify that the applicant:
1 . Has the legal authority to apply for Federal assistance Act of 1973, as amended (29 U.S.C. §794), which and the institutional, managerial and financial capability prohibits discrimination on the basis of handicaps ; (d) (including funds sufficient to pay the non-Federal share the Age Discrimination Act of 1975, as amended (42 U. of project cost) to ensure proper planning, management S.C. §§6101 -6107), which prohibits discrimination on and completion of the project described in this the basis of age; (e) the Drug Abuse Office and application. Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of drug 2. Will give the awarding agency, the Comptroller General abuse; (f) the Comprehensive Alcohol Abuse and of the United States and, if appropriate, the State, Alcoholism Prevention, Treatment and Rehabilitation through any authorized representative, access to and Act of 1970 (P.L. 91 -616), as amended, relating to the right to examine all records, books, papers, or nondiscrimination on the basis of alcohol abuse or documents related to the award; and will establish a alcoholism; (g) §§523 and 527 of the Public Health proper accounting system in accordance with generally Service Act of 1912 (42 U.S.C. §§290 dd-3 and 290 accepted accounting standards or agency directives. ee- 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h} Title VIII of the Civil 3. Will establish safeguards to prohibit employees from Rights Act of 1968 (42 U.S.C. §§3601 et seq.), as using their positions for a purpose that constitutes or amended, relating to nondiscrimination in the sale, presents the appearance of personal or organizational rental or financing of housing; (i) any other conflict of interest, or personal gain. nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being 4. Will initiate and complete the work within the applicable made; and, 0) the requirements of any other time frame after receipt of approval of the awarding nondiscrimination statute(s) which may apply to the agency. application. 7. Will comply, or has already complied, with the 5. Will comply with the Intergovernmental Personnel Act of requirements of Titles II and Ill of the Uniform 1970 (42 U.S.C. §§4728-4763} relating to prescribed Relocation Assistance and Real Property Acquisition standards for merit systems for programs funded under Policies Act of 1970 (P.L. 91 -646) which provide for one of the 19 statutes or regulations specified in fair and equitable treatment of persons displaced or Appendix A of OPM's Standards for a Merit System of whose property is acquired as a result of Federal or Personnel Administration (5 C.F.R. 900, Subpart F). federally-assisted programs. These requirements apply to all interests in real property acquired for 6. Will comply with all Federal statutes relating to project purposes regardless of Federal participation in nondiscrimination. These include but are not limited to: purchases. (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color 8. Will comply, as applicable, with provisions of the or national origin; (b) Title IX of the Education Hatch Act (5 U.S.C. §§1501 -1508 and 7324-7328) Amendments of 1972, as amended (20 U.S.C.§§1681 - which limit the political activities of employees whose 1683, and 1685-1686). which prohibits discrimination on principal employment activities are funded in whole the basis of sex; (c) Section 504 of the Rehabilitation or in part with Federal funds.
Previous Edition Usable Standard Form 424B (Rev. 7-97) Authorized for Local Reproduction Prescribed by 0MB Circular A-102
PR/Award # T365Z1 70126 Page e10
Tracking Number: GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT 9. Will comply, as applicable, with the provisions of the Davis 13. Will assist the awarding agency in assuring compliance Bacon Act (40 U.S.C. §§276a to 276a-7), the Copeland Act with Section 106 of the National Historic Preservation (40 U.S.C. §276c and 18 U.S.C. §874), and the Contract Act of 1966, as amended (16 U.S.C. §470), EO 11593 Work Hours and Safety Standards Act (40 U.S.C. §§327- (identification and protection of historic properties), and 333), regarding labor standards fo r federally-assisted the Archaeological and Historic Preservation Act of construction subagreements. 1974 (16 U.S.C. §§469a-1 et seq.).
1O. Will comply, if applicable, with flood insurance purchase 14. Will comply with P.L. 93-348 regarding the protection of requirements of Section 102(a) of the Flood Disaster human subjects involved in research, development, and Protection Act of 1973 (P.L. 93-234) which requires related activities supported by this award of assistance. recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of 15. Will comply with the Laboratory Animal Welfare Act of insurable construction and acquisition is $10,000 or more. 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131 et seq.) pertaining to the care, handling, and treatment of 11. Will comply with environmental standards which may be warm blooded animals held for research, teaching, or prescri bed pursuant to the following: (a) institution of other activities supported by this award of assistance. environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and 16. Will comply with the Lead-Based Paint Poisoning Executive Order (EO) 11514; (b) notification of violating Preventi on Act (42 U.S.C. §§4801 et seq.) which facilities pursuant to EO 11738; (c) protection of wetlands prohibits the use of lead-based paint in construction or pursuant to EO 11990; (d) evaluation of flood hazards in rehabilitation of residence structures. floodplains in accordance with EO 11988; (e) assurance of 17. Will cause to be performed the required financial and project consistency with the approved State management compliance audits in accordance with the Single Audit program developed under the Coastal Zone Management Act Amendments of 1996 and 0MB Circular No. A-133, Act of 1972 (16 U.S.C. §§1451 et seq.); (f) conformity of "Audits of States, Local Governments, and Non-Profit Federal actions to State (Clean Air) Implementation Plans Organizations." under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of 18. Will comply with all applicable requirements of all other underground sources of drinking water under the Safe Federal laws, executive orders, regulations, and policies Drinking Water Act of 1974, as amended (P.L. 93-523); governing this program. and, (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P .L. 93- 19. Will comply with the requirements of Section 106(g) of 205). the Trafficking Victims Protection Act (TVPA) of 2000, as amended (22 U.S.C. 7104) which prohibits grant award 12. Will comply with the Wild and Scenic Rivers Act of recipients or a sub-recipient from (1) Engaging in severe 1968 (16 U.S.C. §§1271 et seq.) re lated to protecting forms of trafficking in persons during the period of time components or potential components of the national that the award is in effect (2) Procuring a commercial wild and scenic rivers system. sex act during the period of time that the award is in effect or (3) Using forced labor in the performance of the award or subawards under the award.
SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL TITLE lcindy Schaffer I loirector of Corporate and Foundation Re l ation I
APPLICANT ORGANIZATION DATE SUBMITTED ~rand View Universit y I 104/24/2017 I
Standard Form 4248 (Rev. 7-97) Back
PR/Award# T365Z170126 Page e11
Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT DISCLOSURE OF LOBBYING ACTIVITIES Approved by 0MB Complete this form to disclose lobbying activities pursuant to 31 U.S.C.1352 4040-0013
1. * Type of Federal Action: 2. * Status of Federal Action: 3. * Report Type: D a. contract D a. bid/offer/application IZ! a. inilial filing IZ! b. grant IZI b. initial award D b. material change D c. cooperative agreement D c. post-award D d. loan D e. loan guarantee D f. loan insurance 4. Name and Address of Reporting Entity:
~Prime OsubAwardee
"Name IGral"ld Vl 6. * Federal Department/Agency: 7. * Federal Program Name/Description: ,U.S. Oepartment of Education !English Language Acquisition State Granes I I CFDA Number, if applicable: 184.365 I 8. Federal Action Number, if known: 9. Award Amount, if known: I I $I I 10. a. Name and Address of Lobbying Registrant: Prefix I • First Name IN/A Middle Name I I I I • Lasr Name I Suffix N1 A I I I ·street 1 I I Stree/2 I I "City I I State I I Zip I I b. Individual Performing Services (including address if different from No. 10a) Prefix IMiddle Name I 1· First Name IN/A I I • Last Name IN/A I Suffix I I • Street 1 I I Street 2 I I "City I State I I Zip I I I 11. Information requested through this form is authorized by title 3 1 U.S.C. section 1352. This disclosure of lobbying activities is a material representation of fact upon which reliance was placed by the tier above when the transaction was made or entered into. This disclosure is required pursuant to 31 U.S.C. 1352. This information will be reported to the Congress semi-annually and will be available for public inspection. Any person who fails to file the required disclosure shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure. • Signature: lcindy Schaffer I · Name: Prefix I • First Name I Middle Name I Ms . I Cindy I I "Las/Name Suffix ischaffer I I I Title: loirector of Corporate and ,oundacion Relation I Telephone No.: ls15-263·2910 !Date: 10412412011 I I Authorized tor Local ReproducUon Federal Use Only: Stanclard Form · LLL (Rev. 7-97) PR/Award# T365Z170126 Page e12 Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT 0MB Number: 1894-0005 NOTICE TO ALL APPLICANTS Expirati on Date: 03/31/2017 The purpose of this enclosure is to inform you about a new be discussed in connection with related topics in the provision in the Department of Education's General application. Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This Section 427 is not intended to duplicate the requirements of provision is Section 427 of GEPA, enacted as part of the civil rights statutes, but rather to ensure that, in designing Improving America's Schools Act of 1994 (Public Law (P.L.) their projects, applicants for Federal funds address equity 103-382). concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve To Whom Does This Provision Apply? to high standards. Consistent with program requirem ents and its approved application, an applicant may use the Federal Section 427 of GEPA affects applicants for new grant funds awarded to it to eliminate barriers it identifies. awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW What are Examples of How an Applicant Might Satisfy the PROVISION IN ORDER TO RECEIVE FUNDING UNDER Requirement of This Provision? THIS PROGRAM. The following examples may help illustrate how an applicant may comply with Section 427. (If this program is a State-formula grant program, a State needs to provide this description only for projects or (1) An applicant that proposes to carry out an adult literacy activities that it carries out with funds reserved for State-l evel project serving, among others, adults with limited English uses. In addition, local school districts or other eligible proficiency, might describe in its application how it intends applicants that apply to the State for funding need to provide to distribute a brochure about the proposed project to such th is description in their applications to the State for funding. potential participants in their native language. The State would be responsible for ensuring that the school district or other local entity has submitted a sufficient section 427 statement as described below.) (2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for What Does This Provision Require? students who are blind. Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of (3) An applicant that proposes to carry out a model the steps the applicant proposes to take to ensure equitable science program for secondary students and is concerned that girls may be less likely than boys to enroll access to, and participation in, its Federally-assisted program in the course, might indicate how it intends to conduct for students, teachers, and other program beneficiaries with special needs. This provision allows applicants discretion in "outreach" efforts to girls, to encourage their enrollment. developing the required description. The statute highlights six types of barriers that can impede equitable access or (4) An applicant that proposes a project to increase participation: gender, race, national origin, color, disability, or school safety might describe the special efforts it will take age. Based on local circumstances, you should determine to address concern of lesbian, gay, bisexual, and whether these or other barriers may prevent your students, transgender students, and effo rts to reach out to and teachers, etc. from such access or participation in, the involve the families of LGBT students. Federally-funded project or activity. The description in your application of steps to be taken to overcome these barriers We recognize that many applicants may already be need not be lengthy; you may provide a clear and succinct implementing effective steps to ensure equity of access and description of how you plan to address those barriers that are participation in their grant programs, and we appreciate your applicable to your circumstances. In addition, the information cooperation in responding to the requirements of this may be provided in a single narrative, or, if appropriate, may provision. Estimated Burden Statement for GEPA Requirements According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid 0MB control number. Public reporting burden for this collection of information is estimated to average 1.5 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit (Public Law 103-382). Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email [email protected] and reference the 0MB Control Number 1894-0005. Optional - You may attach 1 file to this page. 1240- Pro j ect EMPOWER - GEPA Stateme nt .pdf Add Attachment I Delete Attachment 11 View Attachment PR/Award# T365Z170126 Page e13 Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT GEPA Statement - Section 427 Grand View University - Project EMPOWER Grand View University will take focused steps to ensure equitable access to, and pa1ticipation in, its National Professional Development Program for students, teachers and other program beneficiaries. Grand View intends to implement the Family Leadership Institute which has been recognized by the office of English Language Acquisition (OELA) at the Department of Education as one of the three "Best Practices" parent programs in the country. This program was originally designed as a culture-specific program for parents of first- and second-generation children, and has evolved into a curriculum that helps families of diverse ethnic, racial and cultural backgrounds grow as individuals, parents and leaders. The implementation of this program will ensure that cultural components and equitable participation are addressed. Grand View has focused targeted effo11s on multiculturalism and gender in recruiting and retention. Grand View established a Multicultural Leadership Team in 2005 that seeks to address recruiting and retention issues that relate to multiculturalism and diversity. Membership on the team includes faculty and staff from a variety of areas across the university. Among the initiatives of this team was to create a diversity plan that began with an environmental scan, focus groups of diverse students, and research into a variety of areas. 1 The plan, in its second year of implementation, details tactics that support continued recruitment of diverse populations and better retention of those students. A review of the plan shows that it does not yet address tactics to help faculty and staff be more prepared to interact with diverse student populations, or how to assist faculty in dealing with the individual challenges of some of those students, such as language barriers. The team continues to examine plans to address these challenges. 1 Diversity Plan, VPEM, September 2012, ERR. PR/Award # T365Z170126 Page e14 One of the more challenging aspects of the diversity plan is the university's efforts to recruit more diverse faculty and staff. Efforts are being made, yet the pool of potential faculty and staff is limited by geographic location (for staff) and by intense competition (for faculty). Nationally, the National Center for Education Statistics reported that 21 % of faculty in 2011 were non-white (using the federal definition) with Grand View around one-third of that. Grand View is supportive of women being successful at the university; they comprise 60% of the benefit-eligible staff (not including part-time, seasonal assistant coaches) and 56% of the full time faculty. Furthermore, 56% of tenured faculty members are women, compared to the national statistic of 47% for private, nonprofit, undergraduate institutions.2 The Multicultural Leadership Team continues to identify strategies and best practices to recruit and retain diverse faculty and staff. Grand View University is dedicated to equal employment and advancement opportunities. It is Grand View's policy to hire and promote qualified individuals on the basis of their qualifications, interest and aptitude, without unlawful regard to race, religion, creed, color, sex, sexual orientation, gender identity, marital status, age, national origin, ancestry, disability, military status or any other classification protected by local, state or federal law. This policy applies to all terms, conditions and privileges of employment, including but not limited to recruiting, hiring, terminations, working conditions, compensation, training, transfers, promotions, benefits and other terms and conditions of employment. 2 Almanac 2013-14, Chronicle of Higher Education UX, no. 46 (August 23, 2013) 18; 2013-14 Faculty Profile, Office of the Provost, ERR. It should be noted that ratios of women at doctoral (30%), master's (45%), two-year (25%), and for-profit (31%) institutions are much lower. Also of note: Women make up 45% of the tenure-track, non-tenured faculty at GV. PR/Award# T365Z170126 Page e15 CERTIFICATION REGARDING LOBBYING Certification for Contracts, Grants, Loans, and Cooperative Agreements The undersigned certifies, to the best of his or her knowledge and belief, that: (1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influ encing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, "Disclosure of Lobbying Activities," in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure. Statement for Loan Guarantees and Loan Insurance The undersigned states, to the best of his or her knowledge and belief, that: If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, "Disclosure of Lobbying Activities," in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure. • APPLICANT'S ORGANIZATION IGrand View University I • PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE Prefix: JMs . I • First Name: Jcincty I Middle Name: I I • Last Name: ischaffer I Suffix: I I • Title: loirector of Corporate and Foundation Relation I * SIGNATURE: lcindy Schaffer I 'DATE:1 04/24/2017 I PR/Award# T365Z170126 Page e16 Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT 0MB Number: 1894-0007 U.S. DEPARTMENT OF EDUCATION Expiration Date: 08/31 /2017 SUPPLEMENTAL INFORMATION FOR THE SF-424 1. Project Director: Prefix: First Name: Middle Name: Last Name: Suffix: lor . 11.___P,c,ic-ia ____.II.____ _ II.___William-s _ ____,11 Address: Street1: 11200 Grandview Avenue Street2: Mo i nes County: State: ::======:IA: Iowa Zip Code: 150316-1599 Country: lusA : UNITED STATES Phone Number (give area code) Fax Number (give area code) 1515- 263- 2912 Email Address: lpw illiams@gr andvi ew . edu 2. Novice Applicant: Are you a novice applicant as defined in the regulations in 34 CFR 75.225 (and included in the definitions page in the attached instructions)? D Yes D No ~ Not applicable to this program 3. Human Subjects Research: a. Are any research activities involving human subjects planned at any time during the proposed Project Period? D Yes ~ No b. Are ALL the research activities proposed designated to be exempt from the regulations? D Yes Provide Exemption(s) #: D No Provide Assurance#, if available: !L ------' c. If applicable, please attach your "Exempt Research" or "Nonexempt Research'" narrative to this form as indicated in the definitions page in the attached instructions. Add Attachment I Delete Attachment I View Attachment PR/Award# T3652170126 Page e17 Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT Abstract The abstract narrative must not exceed one page and should use language that will be understood by a range of audiences. For all projects, include the project title (if applicable), goals, expected outcomes and contributions for research, policy, practice, etc. Include population to be served, as appropriate. For research applications, also include the following: • Theoretical and conceptual background of the study (i.e., prior research that this investigation builds upon and that provides a compelling rationale for this study) Research issues, hypotheses and questions being addressed • Study design including a brief description of the sample including sample size, methods, principals dependent, independent, and control variables, and the approach to data analysis. (Note: For a non-electronic submission, include the name and address of your organization and the name, phone number and e-mail address of the contact person for this project.) You may now Close the Form You have attached 1 file to this page, no more files may be added. To add a different tile, you must first delete the existing file. * Attachment: I1237-P roject EMPOWER - Abstract.pd/ I I Add Attachment IDelete Attachment I View Attachment PR/Award# T365Z170126 Page e18 Tracking Number:GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT Abstract Name of IHE: Grand View University Consortia Partners: This project is collaboration between Grand View University (GVU), 6 Local Education Agencies (Columbus Junction, Des Moines, Iowa City, Marshalltown, Postville, and West Liberty Districts), and affiliated community based organizations, as well as the Moderate Evidence Advisory Panel. Title of Program: Project EMPOWER Priorities: Project EMPOWER addresses the following National Professional Development Program Competitive Priorities (CP): CPl: Moderate Evidence of Effectiveness* and CP2: Improving Parent, Family and Community Engagement Project Description: Grand View University (GVU), in collaboration with 6 Local Education Agencies, and affiliated community based organizations, as well as the Moderate Evidence Advisory Panel, has developed an innovative program to provide pre-service and in-service teachers with GVU's state approved K-12 ESL Endorsement; and in-service classroom teachers with an annual Intensive Institute infused with IES Practice Guide Recommendations 1 and 4 to increase academic achievement of ELs. The project staff will can·y out a number of activities: a) identify research to determine best teaching and assessment practices for ELs in content areas designing instructional materials and assignments to improve teaching EL students, b) deliver training for pre and in-service teachers in content areas, and c) provide training to parents/families of EL students to engage them in their children's academics. Participants: 80 Preservice, 155 In-service Endorsement, and 250 Intensive Institute teachers, and 400 parents/families of ELs will be served by Project EMPOWER over the 60-month award period. Through EMPOWER 485 teachers will be trained to effectively serve ELs in their respective districts and serve as model teachers for the ongoing job embedded PD delivered through PLC collaboration. The project also systematically includes the training of 400 parents/families of ELs using the Family Leadership Institute (FLI) curriculum to strengthen the ability of the parents and families to support their children's education and increases the preparation of school and program staff to work with parents and families. Goals: Goal I is to improve the effectiveness of pre-service and in-service teachers working with EL students through ESL endorsement courses leading to K-12 ESL licensure for a cadre of teachers from each district and intensive annual training based on IES Practice guide recommendations 1 & 4 for a second cadre of teachers from the same Endorsement candidate schools. The objectives include revising and updating the coursework of the program, recruiting pre-service and in-service teachers, and analyzing data collected regarding completers. These steps will ultimately lead to research-based curriculum which best prepare teachers and meet the needs of ELs in Iowa. Goal 2 is to implement the FLI in the respective school districts to improve family and community engagement. The objectives include recruiting families to participate, delivering the curriculum, training staff, and measuring the results. The outcome will result in families and staff working together to impact EL achievement. Goal 3 is to collect, analyze, and use high-quality data to improve EL instructional practices in K-12 educational settings. The objectives include collaboration with Moderate Evidence Advisory Panel, examining the impacts of the project on project participants, and using the data to both replicate and revise the program. This goal ensures a continuous cycle of Project improvement. Contact: Dr. Patricia Williams, (5 15) 263-6135, [email protected] *Two citations were utilized to meet this CPI. They can be accessed through the JES practice guide: http://ies.ed.gov/ncee/wwc/pdf/practice guides/english learners pg 04011 4.pdf PR/Award# T365Z170126 Page e19 Project Narrative File(s) ~ Mandatory Project Narrative File Filename: i123s- Pro j ect EMPOWER - Narrative . pdf i Add Mandatory Proiect Narrative File I IDelete Mandatory Project Narrative File 1 1View Mandatory Project Narrative File I To add more Project Narrative File attachments, please use the attachment buttons below. i Add Optional Project Narrative File l i Delete Optional Project Narrative File ! i View Optional Pro1ect Narrative File I PR/Award # T365Z1 70126 Page e20 Tracking Number: GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT 0 Table of Contents (a) Quality of the project design ...... 1 (1) Goals, objectives, and outcomes ...... 6 (2) Design for implementing and evaluating ...... 12 (3) Project supported by strong theory ...... 14 (b) Quality of the project personnel ...... 19 (1) Encourages applications of underrepresented groups ...... 19 (2) Qualifications ...... 20 (c) Quality of the management plan ...... 21 (1) Adequacy of management plan to achieve objectives ...... 21 (2) Time commitment to meet proposed objectives ...... 24 (d) Quality of the project evaluation ...... 26 (1) Methods of evaluation for the proposed project...... 26 (2) Methods of evaluation related to evidence of project's effectiveness ...... 28 (3) Methods of evaluation providing performance feedback ...... 33 PR/Award# T365Z170126 Page e21 I (a) Quality of project design Project EMPOWER is designed to result in significant improvement in the academic achievement of English Learners (EL) by systematically changing the way EL students are taught and the way teachers in content area classrooms are prepared to address the unique needs of this at-risk population in Iowa. Grand View University (GVU), in collaboration with 6 Loca] Education Agencies (Columbus Junction, Des Moines, Iowa City, Marshalltown, Postville, and West Liberty), affiliated community based organizations, as well as the Moderate Evidence Advisory Panel (described below); has developed an innovative program to provide 80 pre service elementary and secondary education teacher candidates and 155 in-service teachers with GVU's state approved K-12 ESL Endorsement over the course of the 60 month award period. To further build capacity in partner districts, EMPOWER will also provide an annual Intensive 1 Day PD Institute, focused on IES Practice Guide recommendations 1 and 4, with follow-up monthly job-embedded Professional Learning Community (PLC) meetings. The Intensive Institute will be provided to 50 in-service teachers per grant year, for a total of 250 completers by the end of the 60 month award period. Intensive institute teachers will be recruited from the buildings that have ESL Endorsement candidates participating in the EMPOWER coursework. The project also systematically includes the training of 400 parents/families of ELs in the design in order to strengthen the ability of the parents and families to support their child's education and increases the preparation of school and program staff to work with parents and families. The LEA participating staff members, as well as GVU grant staff will also be trained by Consuelo Kickbush in conjunction with her nationally acclaimed Family Leader Institute (FLI) delivered to the 400 parent/fami ly completers. Project EMPOWER addresses ALL 6 GPRA Measures. EMPOWER focuses on three areas that research has shown positively impacts ELs academic PR/Award# T365Z170126 Page e22 2 and linguistic development: (1) language support in content area instruction (August et al., 2009); Vaughn, et.al. 2009); (2) small group instructional intervention (Burns 2011; Nelson et al., 2011); (3) parental, family, and community engagement (Gonzalez-DeHass et al., 2005; Carreon et al., 2005). EMPOWER implements a research based professional development model known in the research as authentic job-embedded professional development. (Vescio et al., 2008; Webster-Wright, 2009). EMPOWER addresses the Absolute Priority as well both Competitive Priorities (CP): CPJ: Moderate Evidence of Effectiveness; CP2: Improving Parent, Family, and Community Engagement For CPl, the project will draw from two research intervention studies 1 (August et al, 2009; Vaughn et al, 2009) focused on ELs in content area instruction (CAI) that have strong evidence of effectiveness without reservation based on IES What Works Clearinghouse (WWC) Standards. The What Works Clearinghouse (WWC) IES Practice Guide was updated in 2014 and presents 4 recommendations designed to include the unique instructional relationships that English learner's primary languages may have with their acquisition of academic English. The project will draw from Recommendation 1 and Recommendation 4 from the Practice Guide. );.> Recommendation 1: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities );.> Recommendation 4: Provide small-group instructional intervention to students struggling in areas of literacy and English language development. 1 August, D., Branum-Martin, L., Cardenas-Hagan, E., & Francis, DJ. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal ofResearch on Educational Effectiveness, 2, 345-376. Vaugh, S., Martinez, L.R., Linan-Thompson, S., Reutebuch, C.K., Carlson, C.D., & Francis, DJ. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2, 297-324. PR/Award# T365Z170126 Page e23 3 Based on Recommendation 1, Project EMPOWER will draw from two research studies (August et al., 2009; Lesaux et al., 2010) focused on rich, in-depth vocabulary instruction (VI) that were found to have strong evidence of effectiveness without reservation based on IES What Works Clearinghouse Standards as outlined in the IES Practice Guide (2014). The VI studies featured complex multi-component interventions that incorporated a variety of instructional features: ~ Selection of informational texts and target academic words ~ Explicit in-depth academic vocabulary instruction ~ Activities to promote word learning ~ Instruction in word-learning strategies Both studies employed a research design with a treatment group and control groups instructed in 'business-as-usual content'. One study included 562 participants (August et al., 2009) while the other, 476 participants (Lesaux et al., 2010). These studies reported positive impacts that were statistically significant based on student achievement on researcher developed measures. Based on Recommendation 4, Project EMPOWER will draw from two research studies focused on small group instruction (SGI) for struggling students found to have moderate evidence of effectiveness based on IES What Works Clearinghouse Standards as outlined in the IES Practice Guide (2014). The SGI research studies assessed the impact of small group interventions focused on various of aspects of literacy and language through: ~ Use of available assessment information to identify students who demonstrate persistent struggles with aspects of language and literacy development ~ Designing the content of SGI to target students' identified needs ~ Providing additional instruction in small groups consisting of three to five students struggling with language and literacy PR/Award# T365Z170126 Page e24 4 >- Spending time not only on basic foundational reading skills, but also on vocabulary development and listening and reading comprehension strategies Both studies employed a research design with a treatment group and a control group instructed in 'business-as-usual content'. One study included 78 participant.;; (Burns, 2011) while the other included 185 participants (Nelson et al., 2011). These studies reported positive impacts that were statistically significant or labeled as substantive impact. These findings, as well as the quasi-experimental design, will be incorporated into pre-service and in-service programs focused on content area instruction and modeled in the evaluation design of EMPOWER. The ESL Endorsement program at GVU will be revised to incorporate the 2 IES Recommendations and associated research studies. With this revision, pre-service students in elementary and secondary education majors, as well as in-service teachers in Project EMPOWER will be supported in earning their ESL Endorsement. Additionally, the annual Intensive Institute, with monthly job-embedded follow up PLC collaboration, will increase capacity in partner districts to meet the diverse needs of ELs and their families, and provide a model that can be replicated statewide and disseminated nationally. To address CP2, participating LEA staff members, as well as GVU grant staff will also be trained by Consuelo Kickbush in conjunction with her nationally acclaimed Family Leader Institute (FLI) delivered to the 400 parent/family completers to sustain FLI post grant award funding. FLI curriculum consists of ten modules delivered to parents. These can be tailored to meet specific needs of districts. To facilitate recruiting and retaining parent engagement each LEA will provide LEA Liaisons to ensure high levels of collaboration and support for the FLI. This will maximize the success of the FLI. The ten FU modules are: 1) Home: Where Leadership Begins; 2) Self-Identity: Past, Present, and Future; 3) Living in Two Worlds: PR/Award# T365Z170126 Page e25 5 Cultural and Generational Perspectives; 4) Storytelling and Journaling: Valuing Literacy through Family History; 5) Education: The Key to a Better Future; 6) College Field Trip: What Does Success Look Like?; 7) Improving Family and School Relationships: Partnerships for Success; 8) Facing Challenges at Home: Coping Strategies for Success; 9) Creating a Family Action Plan: Roadmaps to Success; 10) Celebrating Family Academic Excellence: Success as a Way of Life. This curriculum is presented in various ways through guest speakers, group activities, and field trips and translated into the home language of parent participants. Parents who graduate receive a certificate of completion at the end of the institute. To better understand the project design, it is important to understand the context in which the project is conceptualized. Grand View University, located in Des Moines, IA, serves approximately 2,000 students from 38 states and 22 countries. The full-time day student population is around 1,650, with about 800 living on campus. Typically, 75 percent of students come from Iowa. Grand View's undergraduate student body is roughly 40 percent first generation college students, with most from middle-income or lower-middle-income backgrounds. Its non-Caucasian population has grown to 20 percent over the past decade, so a new ELL curriculum was launched in the fall of 2015 to support this increasingly diverse group. With 40 undergraduate majors grounded in the liberal arts and five master's degrees, the university offers a broad array of academic options, the most popular being business, nursing, education, biology, kinesiology and health promotion, and art and design. The Grand View campus, which is located in the most ethnically and socioeconomically diverse part of the Des Moines metro area, has undergone a transformation in the past 10 years. It is an attractive blend of historic buildings - one on the National Register of Historic Places - and new, modern facilities. Four of six residential facilities are new, either suite-style or student PR/Award# T365Z170126 Page e26 6 apartments. A new Student Center, connected to a new academic building on the other side of a busy street by one of the longest skywalks in the state, is now the hub of campus, with modern dining facilities, a music performance hall, and a theatre. Grand View - and the campus itself - provides significant economic and cultural benefits not only to its immediate neighborhood but also to the capital city of Des Moines. This illustrates the quality of educational programming GVU possesses and attests that Project EMPOWER upholds high standards for academic excellence. (1) The extent to which the goals, objectives, and outcomes to be achieved are ... EMPOWER has three goals with multiple objectives that meet the criteria of being clear, specific, measureable, and attainable in the proposed time frame. For each objective, outputs and expected outcomes are outlined, and detailed in the subsequent logic model; based on the recommendations of Fitzpatrick, Sanders, and Worthen (2011). Goal 1: Improve the effectiveness ofpre-service and in-service teachers working with EL students through state-approved ESL endorsement courses leading to K-12 ESL licensure OBJECTIVE 1.1: Revise/update the ESL endorsement for undergraduate and graduate coursework to infuse Recommendations 1 and 4 from the IES Practice Guide (aligned with WWC standards) (Project Measure: CPI) (a) utilize relevant research from IES Practice Guide Recommendations 1 & 4 to determine best EL teaching and assessment practices, (b) design instructional activities and assignments to build deep understanding of best EL teaching and assessment practices, ( c) collaborate with consortium members to ensure broad based stakeholder input on course revisions and updates, (d) communicate the cunicular modifications to all stakeholders. Outputs: Revised syllabi for all ESL Endorsement Courses to infuse IES Practice Guide PR/Award# T365Z170126 Page e27 7 Recommendations 1 & 4; AssociatedActivities, Assignments, and Observation Protocols and Monitoring Tools Outcomes: Research-based coursework that reflects best practice for EL teaching and assessment, resulting in improved learning for ELs OBJECTIVE 1.2: Recruit pre-service and in-service teachers from elementary education and secondary education majors serving a high number of EL students to complete ESL endorsement coursework. (GPRA Measures 1, 2 & 3) (a) develop paper-based and web-based recruiting tools, (b) develop materials outlining expectations and requirements for program participants, (c) collaborate with consortium members to develop and implement a recruiting plan to attract pre-service and in-service candidates, (d) meet with potential scholarship awardees to provide an orientation to the overall goals, objectives, and outcomes related to their participation in the project, (e) collaborate with LEA partners to select scholarship candidates, (f) work with financial aid to ensure that scholarships funds are dispersed to individual student accounts, and (g) work with Professional Development Consultants to build program of study for infusion of ESL endorsement coursework into the candidates regular sequence of study. Outputs: Recruiting Plan; Materials for: (1) Recruiting, (2) Project Expectations, and (3) Application and Admissions Process for Scholarship Funding; Meeting Minutes from Consortium; Communication Documentation from Financial Aid; Communication Documentation from Project Staff; scholarship candidates for each cohort cycle. Outcomes: 85% of pre-service scholarship recipients will complete the State approved ESL Endorsement program resulting in improved EL instruction in content area classrooms; 85% of in-service participants will complete the State approved ESL PR/Award# T365Z170126 Page e28 8 Endorsement program resulting in improved EL instruction in content area classrooms OBJECTIVE 1.3: Recruit in-service teachers from the same buildings that are serving ESL endorsement candidates to complete the annual Intensive Institute in partnership with the Iowa Culture and Language Pre-Conference. (GPRA Measure 2) (a) develop paper-based and web-based recruiting tools, (b) develop materials outlining expectations and requirements for program participants, (c) collaborate with consortium members to develop and implement a recruiting plan to attract in-service candidates, (d) meet with potential scholarship awardees to provide an orientation to the overall goals, objectives, and outcomes related to their participation in the project, (e) collaborate with LEA partners to select# scholarship candidates per cohort cycle, and (f) work with Professional Development Consultants to create Intensive Institute focused on IES Recommendation 1 & 4. Outputs: Recruiting Plan; Materials; Meeting Minutes from Consortium; Communication Documentation from Financial Aid; Communication Documentation from Project Staff; scholarship candidates for each cohort cycle. Outcomes: 100% of in-service scholarship recipients will complete the annual Intensive Institute resulting in improved EL instruction in content area classrooms OBJECTIVE 1.4: Deliver high quality Project Training that results in higher levels of content teacher effectiveness with EL students. (Project Measure) (a) develop checklist to evaluate syllabi through the lens of research based EL best practice, (b) administer end of course surveys, (c) analyze end of course survey data through the lens of research based EL best practice, (d) collect data on EL instructional effectiveness during field experiences, and (e) record student grades for field experiences in Project database (f) collect data from annual ICLC Intensive Institutes (g) administer ICLC Intensive Institute survey (h) PR/Award# T365Z170126 Page e29 9 collect classroom observation data and study implementation of IES Practice Guide Recommendations 1 & 4 Outputs: Checklist; End of Course Survey Data; Field Experience Data; Final Grades; ICLC Intensive Institute Surveys; Classroom Observation Results Outcome: 100% of syllabi will receive rating of "high quality" on the checklist through the lens of research based EL best practice; 90% of Project courses will receive a rating of above average (3 or higher) on the End of Course Survey; 80% of pre-service Project candidates will receive a rating of above average on field experience evaluations; 90% of Project candidates will receive grades of B or better on Project coursework. Goal 2: Improve parent,family, and community engagement through the Family Leadership Institute in the 6 partner school districts OBJECTIVE 2.1: Recruit parents/families of EL students to participate in the FLI program (a) develop paper-based and web-based recruiting tools, (b) develop materials outlining expectations and requirements for program participants, (c) collaborate with consortium members to develop and execute a recruiting plan to attract parent candidates, (d) meet with interested parents to confirm their participation in the program. Outputs: Recruiting Plan; Materials for Recruiting and Project Expectations Outcomes: Recruit 400 parents/families of EL students to graduate from the FLT program OBJECTIVE 2.2: Deliver the series of 10 modules of the FLI curriculum to the parents/families of EL students (Project Measure: CP2) (a) set calendar dates for module trainings, (b) invite/confirm guest speakers to present various topics, (c) set up/confirm "field trips" to accompany applicable training modules, (d) PR/Award# T365Z170126 Page e30 10 send reminders to parents about upcoming training dates through email, group texts/calls, flyers, etc., and (e) create/duplicate any supplemental materials required for the 10 modules outlined through the FLI curriculum. Outputs: Confirmation of guest speakers and field trips, Calendar reminders, Supplemental materials Outcomes: Graduate at least 85% of the FLI participants with a certificate of completion OBJECTIVE 2.3: Train teachers and administrators of participating LEAs and GVU grant staff in FLI curriculum (a) set calendar dates for module trainings, (b) invite/confirm guest speakers to present va1ious topics, (c) set up/confom "field trips" to accompany applicable training modules, (d) send reminders about upcoming training dates through email, group texts/calls, flyers, etc., and (e) create/duplicate any supplemental materials required for the 10 modules outlined through the FLI curriculum. Outputs: Confirmation of guest speakers and field trips, Calendar reminders, Supplemental materials; Data from pre-post surveys, observation protocols, and monitoring tools Outcomes: Trained teachers, administrators, and partnering LEAs in the FLI curriculum as measured by pre-post surveys and observation protocols and monitoring tools Goal 3: Collect, analyze, and use high-quality and timely data to improve EL instructional practices in K-12 educational settings. OBJECTIVE 3.1: Collaborate with Project Partners and Outside Consultants to collect and analyze data to inform the decisions related to program improvement and overall effectiveness (a) Meet quarterly to develop, monitor, and refine the comprehensive data plan, (b) report meeting outcomes to stakeholders PR/Award# T365Z170126 Page e31 11 Outputs: Meeting minutes, list of Consortium members, Meeting Agendas, Recommendations and guidance documents Outcomes: Oversight and guidance regarding data collection designed to improve EL instructional practices in K-12 settings OBJECTIVE 3.2: Examine the impacts of the Project on developing pre-service and in service teacher knowledge and skills to improve EL teaching in the content area classrooms (a) Analyze end of program survey data, (b) analyze data on EL instructional effectiveness before and after training, and (c) analyze data regarding academic achievement of EL students Outputs: Annual Progress Reports, Data Reports, and Quarterly Monitoring Reports Outcomes: Data and reporting mechanisms reveal improvements in EL instructional practices OBJECTIVE 3.3: Measure the engagement of participating parents in actively supporting school and community efforts (a) develop pre-post surveys to measure effectiveness of program, (b) administer pre-post surveys to participants before and after completing the FLI program, (c) analyze survey data, and (d) determine the percentage of completers who became actively involved in school and community efforts Outputs: Pre-Post Survey Data Outcomes: 90% of pa1ticipating parent/families of the FLI program will report becoming actively engaged in their child's school and community. OBJECTIVE 3.4: Collect/analyze feedback from program completers to rate the program as effective in preparing them to serve EL students (a) develop pre-post surveys to measure effectiveness of program in preparation to serve EL students, (b) administer pre-post smveys to participants before and after completing the PR/Award# T365Z170126 Page e32 12 Professional Development trainings, (c) analyze survey data through the lens of research based EL best practice, and (d) determine the percentage of completers who rate the program as effective in preparing them to serve ELs Outputs: Pre-Post Survey Data Outcomes: 90% of program completers will report the program effective in preparing them to serveELs OBJECTIVE 3.5: Collect/analyze and disseminate feedback from school leaders, other educators, and employers of program completers (both administrators and in-service teachers) to rate the program as effective in preparing their in-service teachers to serve EL students or improve their abilities to serve ELs effectively (a) develop surveys for employers to measure effectiveness of program in preparation to serve EL students, (b) administer surveys to employers of program completers, (c) analyze survey data through the lens of research based EL best practice, and (d) determine the percentage of employers who rate the program as effective in preparing in-service teachers to serve ELs Outputs: Surveys Outcomes: 90% of supervisors and/or employers of administrators and in-service teachers who complete the Professional Development training will report this program to be effective in preparing project completers to serve ELs (2) The extent to which the design for implementing and evaluating the proposed project ... Because Every Student Succeeds Act (ESSA) is the first federal education law to define the term "evidence-based" and to distinguish between activities with "strong," "moderate," and "promising" support based on the strength of existing research, Project EMPOWER is well- PR/Award# T365Z170126 Page e33 13 poised to contribute to the overarching goals and anticipated outcomes of the new education law. Project EMPOWER meets the category of moderate evidence through the implementation of IES Practice Guide Recommendations 1 and 4, and by implementing a rigorous evaluation design to meet Competitive Priority 1. The partnership with the Moderate Evidence Advisory Panel to collaborate in the development of this proposal and the implementation and evaluation over the duration of the 60 month award period adds to the replicability and sustainability of the Project EMPOWER model beyond grant funding. A combination of local, state, and federal resources will contribute to the achievement of the project goals and objectives while building a capacity to maintain the program after the federal funding period ends. Through Project EMPOWER, courses will be revised and faculty and staff trained to deliver the evidence-based K-12 ESL Endorsement. Additionally, GVU and LEA staff will be trained and certified to deliver the FLI and will be able to deliver the program at a reduced cost with site licensing at the end of the grant period after they have been observers in Educational Achievement Services, Inc. training. There will be a strong system of recruiting and retaining participants in place at the end of the 60 month award period, which will allow for a continuous pipeline of trained administrators, content teachers, and parents/families in Iowa. As noted in the budget, although there is no minimum non-federal matching requirement, GVU has set aside in-kind funds to ensure the rigor and success of the Project. All resources provided by this grant and GVU will be used to achieve the goals, objectives, and outcomes outlined in this proposal. GVU has committed the following services: facilities, equipment, and supplies to the proposed project, space for central office staff, office equipment, utilization of University computers and repair services, as well as library and information research facilities. The multi-faceted approach to assessment of Project EMPOWER will ensure the overall success PR/Award# T365Z170126 Page e34 14 of the K-12 ESL Endorsement program and maximize the institutionalization of the program beyond the funding period. On-going analysis of progress toward achieving intended outcomes will be shared with Project stakeholders through the following dissemination activities: (1) Establishing a quarterly reporting system of objectives and activities implemented and outcomes obtained; (2) Posting results on the GYU website; (3) Presenting findings at meetings throughout the state; (4) Disseminating yearly outcomes as presented in the Annual Performance Report; (5) Presenting findings at national and state conferences; (6) Submitting results for publication in journals and newsletters. The proposed model builds the necessary capacity to continue Project EMPOWER well beyond the initial 60-month award period. (3) The extent to which the design of the proposed project is supported by strong theory ... Effective teaching and implementation of best educational practice involves the application of the findings of research. According to the Center for Research on Education, Diversity and Excellence (CREDE), the face of American education is changing radically (2013). Increasingly, students in K- 12 classrooms come from families with diverse linguistic and cultural backgrounds and Iowa is no different. In recent years, schools and teacher education programs have begun to rethink pre-service and in-service professional development to take into account the need for ALL teachers to work effectively with students learning English. New approaches to teacher education are based on the belief that English language learners' access to challenging content can be enhanced through teaching strategies that provide multiple pathways to the understanding of language and content. Because students must use language to acquire academic content in mainstream classes, English Language Learning must be integrated with the social, cultural, and political contexts of language use. Building on Cummins research regarding the need to help ELs build Cognitive Academic PR/Award# T365Z170126 Page e35 15 Language Proficiency rather than just Basic Interpersonal Communication Skills (1981), current theory in EL education holds that instruction for ELs in content areas should be a joint venture between ESL professionals and content area classroom teachers. The need for this cooperation is evidenced in the P-12 TESOL standards that require academic language goals at every level. However, in addition to this collaboration, content area teachers need preparation to work successfully with ELs in their classrooms (Reynolds, 2015), the lack of which is one explanation of the consistently lower scores for ELs than non-ELs on achievement tests (U.S. Department of Education, 2015). If content area teachers have training in ESL methodology, they will be better able to provide these learners with grade-level subject material using instructional strategies and resources to overcome language issues (based on Opportunity to Learn; Herman & Klein, 1997). GVU pre-service teachers who select to further their practice by including coursework that leads to the ESL endorsement, have within their program of study both university classes and clinical experiences which are research based and in concert with both INSTASC and TESOL standards for teacher preparation. The faculty involved with Project EMPOWER understand that in-service teachers in elementary and secondary classrooms use a variety of techniques to facilitate students' learning. In fact, most good teachers often incorporate aspects of TESOL instruction in their teaching, however, when it comes to helping ELs excel in content area classrooms conflicts between delivering subj ect matter and assessing ELs knowledge arise in instructional practice. Research-based coursework and clinical appropriate experiences for project participants will be crucial for pre-service teachers to develop methods of delivering .instruction for these disciplines as well as others. Siegel (2006) noted, "Teachers' understanding about the curriculum is essential to be assessed si nce it is related to how teachers design and manage their science (content) lessons. The curriculum stated explicitly that all students can learn; and it is required teachers to PR/Award# T365Z170126 Page e36 16 conduct equitable and assessable assessment for all students including the minority students such as English as a second Language Learners (ELs)" (p.866). Implementation of interesting content, along with supports to scaffold student learning such as realia (for example, manipulatives), investigations, and demonstrations can help provide the assistance ELs need to be successful in content areas (Kennedy, 2005 and Chamot and O'Malley 1994). GVU will review and adapt the principles suggested by Echevarria and Graves in 2007 and Echevarria et.al, 2008 to help our program completers strive for best practices in all aspects of theii- teaching. In an effort to address these challenges and infuse the new approach to teacher training, Project EMPOWER will draw on resources from second language acquisition best practices in the development of coursework included in the ESL endorsement. The Center for Applied Linguistics (CAL), National Clearinghouse for English Language Acquisition (NCELA), CREDE, and Joint OCR/DOJ Guidance, will be consulted for materials and course development. Key Project Personnel will attend national conferences such as OELA, TESOL, NABE, and other related conferences in order to stay abreast of current research and policy decisions related to EL research and practice. Family Leadership Institute (FLI): The engagement of parents in their child's education can directly impact their child's academic success. According to McNeal, parent-child involvement affects student attitudes, behaviors, and achievement (2014). This research also suggests implementing a program to get parents involved in their child's school and education with a goal of opening up communication lines throughout the child's academic career (McNeal, 2014). Family Leadership Institute (FLI) is a program that meets this goal. EMPOWER will use the FLI, a multifaceted educational curriculum, to engage families in the surrounding communities of partner LEAs. FLI focuses on providing knowledge, tools, and inspiration to parents in order to PR/Award# T365Z170126 Page e37 17 help students succeed in school and in life. This program has received national recognition and graduated over 2,000 parents across several different states. This program was originally designed as a culture-specific program for parents of first- and second-generation children, and has evolved into a curriculum that helps families of diverse ethnic, racial and cultural backgrounds grow as individuals, parents and leaders. The implementation of this program will ensure that cultural components and equitable participation are addressed. FLI is offered through Educational Achievement Services, Inc. (EAS). This human development company was founded by Consuelo Castillo Kiekbusch in 1994. Kiekbusch was born and raised in Laredo, Texas. Her immigrant parents taught her the importance of her cultural background and traditions even though they confronted the challenges of discrimination, poverty, and illiteracy. After serving in the military for 22 years, she decided to get back to her roots and become a leader in her community. Her experiences during her upbringing helped her understand the challenges faced by EL families, which is why she created EAS. This company ''strives to motivate, inspire, and develop the next generation of leaders" by serving several clients including corporations all the way to school districts. The FU is just one of the programs offered through EAS which is specifically geared toward parents and caregivers of students (Educational Achievement Services, 2016). Logic l\tlodel for EMPOWER: The EMPOWER logic model has been developed to guide the programming in the project. Ongoing evaluation and progress monitoring of the project, along with the final analyses of the entire grant period will be synthesized into this model. The model illustrates the anticipated relationship between the project resources, activities, and outputs to the desired outcomes. In addition, using the evaluation research to inform the model will result in a rigorous logic model that will promote transferability and replication into other settings. PR/Award# T365Z170126 Page e38 18 Resources Actil-ities Outputs Short-term Long- term Outcomes Outcomes Revise & BO pre· - deliver pre· service .servle2 ESL teachers fully Increased Resean:h based. Endorsement licensed content technology teacher enhanced, job- knowled,ge to Increased use embedded PD for Revise& 155 In-service support El.s, of researched Improved EL supporting ELs in deliver In• teachers fully in content based student content area effective service ESL llamsed area i---- achievement imuuction (CAI). .Endorsement instruction strategies and BasedonIES ·- related to lES - (CAI) educational Rec_ 1 &4 Practice outcomes Guide Rec.1 Develop & deliver 250 content &4 teachers I - content teacher CAI Intensive trained Institute a t ICLC Recruit EL parents for BOEL Family parent/family - Leadership ·- participants per year Increased Multifaceted Institute capadtyand educational knowledge of curriculum (FLI) Increased EL parents and for EL DellverFLl lOFU famJUesof parentand Increased parents/ families curriculum modules (1 family parentand - - characteristics to help their monthly engagement per month) - ofstudent family chUdren succeed with their success in ·--- - confidence In 1n school and life school child's school ability to advocate on Graduate FU 400 FLI behalf of their EL parents oompleters EL student - and famlUes over grant award period PR/Award # T365Z170126 Page e39 19 (b) Quality of project personnel (1) The extent to which the applicant encourages applications ... Grand View has focused targeted efforts on multiculturalism and gender in recruiting and retention. Grand View established a Multicultural Leadership Team in 2005 that seeks to address recruiting and retention issues that relate to multiculturalism and diversity. Membership on the team includes faculty and staff from a variety of areas across the university. Among the initiatives of this team was to create a diversity plan that began with an environmental scan, focus groups of diverse students, and research into a vaiiety of areas. The plan, in its second year of implementation, details tactics that support continued recruitment of diverse populations and better retention of those students. One of the more challenging aspects of the diversity plan is the university's efforts to recruit more diverse faculty and staff. Efforts are being made, yet the pool of potential faculty and staff is limited by geographic location (for staff) and by intense competition (for faculty). Nationally, the National Center for Education Statistics reported that 21 % of faculty in 2011 were non-white (using the federal definition) with Grand View around one-third of that. Grand View is supportive of women being successful at the university; they comprise 60% of the benefit-eligible staff (not including part-time, seasonal assistant coaches) and 56% of the full -time faculty. Furthermore, 56% of tenured faculty members are women, compared to the national statistic of 47% for private, nonprofit, undergraduate institutions. The Multicultural Leadership Team continues to identify strategies to recruit and retain diverse faculty and staff. Grand View University is dedicated to equal employment and advancement opportunities. It is Grand View's policy to hire and promote qualified individuals on the basis of their qualifications, interest and aptitude, without unlawful regard to race, religion, creed, color, sex, sexual orientation, gender identity, marital status, age, national origin, ancestry, disability, PR/Award# T365Z170126 Page e40 20 military status or any other classification protected by local, state, or federal law. This policy applies to all terms, conditions, and privileges of employment, including but not limited to recruiting, hiring, terminations, working conditions, compensation, training, transfers, promotions, benefits, and other terms and conditions of employment. Project EMPOWER employs a Project Director, External Evaluator, Moderate Evidence Advisory Panel members, and Instructional Designer representing groups who are traditionally unden-epresented. (2) The qualifications, including relevant training and experience, of the project director ... Each member of the project staff has unique expertise for the role and responsibilities associated with the program position. Key Project Personnel bring content expertise and experience in grant administration to Project EMPOWER. Principal Investigator, Dr. Patricia Williams is the Dean of Grand View University and received her Ph.D from Iowa State University, J.D. and M.A. both from the University of Iowa, along with her B.A. from the University of Northern Iowa. Williams has expertise as an overseer for Professional Adult Learners, including the Graduate Division. Students in this area generate $4.5 million in tuition revenue; approximately 12% of the institution's tuition revenue. She has been a Principal Investigator in two grants that have been funded, and a Participant in another. Williams has attended five Professional Workshops and/or Conferences. She has also been Chair of the Department of business, Graduate council, Faculty Welfare and Development committee, and many other University Services. Proiect Director, Rosyln Billy, has over 18 years teaching experience in the field of ELL/EIL, K-12 education, and higher education. Has a Ph.D. in Education with a focus in Cun-iculum and fnstruction, curriculum development, and educational leadership. Experience in the development of teacher training courses, institutional accreditation, grant proposals, creating a professional PR/Award# T365Z170126 Page e41 21 learning community, and educational research. External Evaluator, Nilda Aguirre has over 30 years of experience in the field of education, primarily working with EL and at-risk populations, especially the identification of gifted ELs. She has worked extensively throughout the United States and also internationally. She has worked as an external grant evaluator on over 50 grants, including NPD, FIPSE and FLAP grants. As President and Senior Consultant for Aguirre Consulting Services, LLC Ms. Aguirre provides technical assistance and implementation support for an intensive district-wide needs assessment and strategic planning process for school districts. She has also served as the Deputy Director for the National Association for Bilingual Education (NABE) since 2010. Moderate Evidence Advisory Panel: The Moderate Evidence Advisory Panel consists of Dr. Diane August, Dr. Kenji Hakuta, and Dr. Mark Hansen. August, a Managing Researcher at American Institute of Research (AIR), earned a Ph.D. in Education from Stanford University. Her area of expertise is the development of science and literacy in second-language learners in grades PK- 12. Hakuta, the Lee L. Jacks Professor of Education at Stanford University, earned a Ph.D. in Experimental Psychology from Harvard University. He is the author of many research papers and books on language, bilingualism, and education, including Mirror of Language: The Debate on Bilingualism. Hansen, an Assistant Professor of Education and Senior Researcher at UCLA CRESST, earned a Ph.D. in Social Research Methodology from UCLA. His work focuses on the use of latent variable models (item response theory and cognitive diagnosis models) to support the design of assessments used in educational, psychological, and related research. (c) Quality of the management plan (1) The adequacy of the management plan to achieve the objectives ... PR/Award# T365Z170126 Page e42 22 Activities (objectives) Milestones Timeline Personnel Responsible Obj 1.1: Revise/update the ESL Revised Syllabi-IES Rec. l & 4, August 2017-July 2018 GVU Faculty, Project Director, endorsement for undergraduate and Revised Course Outcomes and & Revised Annually and PD Consultants (PDCs) graduate coursework Assessments Obj 1.2: Recruit pre-service and in- 31 in-service teachers trained June and July Annually GVU Faculty, PI, LEA service teachers to complete ESL annually; (10, 20, 20, 20, 10) pre- Liaisons, and Project Director endorsement service teachers trained Yrs. 1-5 Obj 1.3: Recruit in-service teachers to 50 in-service teachers trained July and August PI, LEA Liaisons, and Project complete Intensive Institute annually Annually Director Obj 1.4: Improve effectiveness of 680 in-service content teachers July 2017 & ongoing Pl, Project Director, and PDCs content teacher effectiveness with ELs trained annually Obj 2.1: Recruit parents/families to 80 EL families trained annually; 400 June -August annuall y Project Director, participate in FLI total trained Parent/Community Liaison Obj 2.2: Deliver FLT parent/family 10 modules delivered- 1 per month Monthly September-June FLI Consultants and Trained training annually Project Staff Obj 2.3: Train Project Staff in FLI Training materials and activities July 2017 and as needed FLI Consultants PR/Award # T365Z170126 Page e43 23 delivered annually for new staff Obj 3.1: Implement data collection Quarterly monitoring reports, annual August 2017 and PI, Project Director, External plan data reports, complete data reports continuously thereafter Evaluator & Moderate Evidence Advisory Panel (MEAP) Obj 3.2: Examine Project impact Logic model for EMPOWER At the end of year I and PI, Project Director, External programming; revisions to program continuously thereafter Evaluator & Moderate Evidence based on data analysis Advisory Panel (MEAP) Obj 3.3: Measure engagement of Pre-Post surveys, documented Pre-Post Fall (Sept.) and PI, Project Director, FLI Staff, parents/families in school and changes in parent/family behavior spring (May) annually External Evaluator & Moderate community Evidence Advisory Panel (MEAP) Obj 3.4: Participants rate effectiveness Annual data reports, conference Pre-Post Fall (Sept.) and PI, Project Director, External of program and disseminate results programs, publications, website spring (May) annually Evaluator & Moderate Evidence Advisory Panel (MEAP) Obj 3.5: Employers rate effectiveness Annual data reports, conference Pre-Post Fall (Sept.) and PI, Project Director, External of program and disseminate results programs, publications, website spring (May) annually Evaluator & MEAP PR/Award # T365Z170126 Page e44 24 (2) The extent to which the time commitments of the Project Director and: The time commitments of the PI and other key project personnel are appropriate and adequate to meet the objectives of the proposed project and are funded at levels consistent with positions of similar qualifications in the GVU context as noted in the table in the management plan above. Project EMPOWER will be directed by Dr. Patricia Williams, Dr. Roslyn Billy, in collaboration with the Moderate Evidence Advisory Panel in collaboration with GVU Teacher Education Program teaching and learning faculty and the project consultants. The directors will be responsible for all project activities and will constantly assess progress in meeting project goals. They will work with the teacher education faculty, the LEAs, SEA, and affiliated community based organizations to make systemic changes in ESL Endorsement curricula so the instructional needs of ELs are addressed in instructional theory and practice. Project Staff will work closely with the faculty and staff in the Education Department to ensure project benchmarks are attained effectively and on time. The Business Office at GVU will provide assistance in the fiscal management and reporting of Project EMPOWER. The daily administration of project tasks in goal attainment will be the responsibility of the Principal Investigator and Project Director. (2) The extent to which the time commitments of the Project Director and: The time commitments of the Principal Investigator, Project Director and other key project personnel are appropriate and adequate to meet the objectives of the proposed project and are funded at levels consistent with positions of similar qualifications in the GVU context. To maximize the success of the Project, the PI is in a senior leadership position at GVU. This facilitates high a high level of collaboration amongst the grant partners with all stakeholders represented in the daily operations of the Project. The following chart documents the time PR/Award# T365Z170126 Page e45 25 commitment and funding levels of the Principal Investigator and other key project personnel: Position Title Funding Source % Time on Grant Principal Investigator Grant Funded 30% (yr l); 15% (yr. 2-5) LEA Partner Liaisons In-Kind 15% Moderate Evidence Advisory Panel Grant Funded 10% Project Director Grant Funded 75% Administrative Assistant In-Kind 30% External Evaluator Grant Funded 10% PD Consultants Grant Funded 8% Instructional Designer Grant Funded 10% (yr 1); 1% (yr 2-5) Faculty Release Time for Course Grant Funded I% (yr I) Revisions The Principal Investigator (Pl) and Project Director (PD) will supervise all activities being carried out under this management plan; organize Advisory committee meetings on a regular basis, stay in constantcontactwithLEA Partner Liaisons, PD Consultant,and the External Evaluator, coordinate professional development opportunities for teacher participants and instructors, and report results to appropriate agencies. The PD will coordinate activities with the Pl. During the first few months the PD will advertise for, recruit, and select participants in collaboration with the PI and with assistance from the participating LEAs. The PD will oversee the scheduling of courses and visit the sites with assistance from the LEAs and the appropriate school personnel. They will also be responsible for the evaluation of the student coursework and assignments and will gather data on the effectiveness of the program and improvement in student PR/Award# T365Z170126 Page e46 26 performance in the participating schools. The PD Consultant will provide expertise of professional development services, consisting of best practice implementation, observation and coaching, onsite services, technical assistance with dissemination activities at major conferences and oo-presentations at state and local levels. The External Evaluator for Project EMPOWER will work with the Project Director to implement the evaluation plan, by designing the data collection instruments, collecting qualitative and quantitative data, analyzing results, and interpreting findings to determine fidelity of the goals and objectives, and GRPA performance measures. These tools (listed under the Evaluation Section) will serve as measures to assess the effectiveness of the program's implementation and the degree to which outcomes are being realized. (d) Quality of the project evaluation. (1) The extent to which the methods of evaluation are thorough, feasible, an appropriate .. The evaluation for Project EMPOWER serves the following purposes: 1. monitoring and analyzing proposed activities and actions for effectiveness, improvement, and accountability and 2. investigating the characteristics of the outputs and outcomes of Project goals and objectives. The evaluation includes formative and summative evaluation data gathered over multiple years using multiple methods (both qualitative and quantitative) incorporating a quasi-experimental design with a non-equivalent comparison group. This comprehensive evaluation approach has the potential to dramatically improve instructional services to English learners throughout the grant award period as well as contributing to the research basis of moderately effective PD for ELs. Project EMPOWER focuses on ALL 6 GPRA Measures and addresses both Competitive PR/Award# T365Z170126 Page e47 27 Priorities: CPI: Moderate Evidence of Effectiveness; CP2: Improving Parent, Family and Community Engagement EMPOWER will evaluate the project in ways that are feasible and provide information regarding the achievement of project goals, objectives, and outcomes. The Evaluation Plan and the Management Plan outline the timeline and personnel responsible for each aspect of the needed data collection processes. Two approaches to program evaluation, objectives-based and theory-based, have been integrated in the Project in the most effective and efficient ways possible. The Evaluation Plan draws upon the Provus Discrepancy Evaluation Model by focusing on the activities and actions that must be carried out in order to achieve the project goals and objectives. This model is enhanced by a more contemporary theory-based approach to evaluation requiring development of a logic model, which includes inputs (budgets, staffing, materials), activities (coursework development and delivery), outputs (numbers of courses taught, participants, and completers), and outcomes (short-term and long-term results that lead to improved instruction for ELs) (Fitzpatrick, Sanders, & Worthen, 2011). This logic model, with its inputs, activities, outputs, and outcomes described throughout the grant narrative, enables project staff and the evaluator to understand the "inner workings" of Project EMPOWER and to better understand how the work to achieve the goals, objectives, and outcomes must proceed to be successful. The evaluation process focuses on the outputs and outcomes of this logic model, allowing for continuous improvement of grant-funded initiatives. This combination of the objectives-based and theory-based evaluation is superior to other evaluation approaches because it allows comprehensive evaluation of grant implementation, including the theory behind the grant, to serve the cycle of continuous improvement and lead to the ultimate success of Project PR/Award# T365Z170126 Page e48 28 EMPOWER. (2) The extent to which the methods of evaluation will if well implemented ... Project EMPOWER Evaluation Plan includes specific data collection and analyses processes that make use of both quantitative and qualitative measures. Each measure is focused specifically on the goal, objective, and/or outcome that it is designed to measure. The following chart outlines the comprehensiveness of the evaluation plan and provides evidence of that the project's effectiveness will meet the WWC Evidence Standards with reservations due to the focus on the continuous cycle of improvement and the quality of the Evaluation Team, which includes the Moderate Evidence Advisory Panel members. The alignment of methodology to performance measures that are directly related to the outcomes of Project EMPOWER will ensure a rigorous program evaluation that allows for continuous program improvement. Methods of Evaluation in the chart below are indicated as follows: (QT=Quantitative/QL=Qualitative) Goal 1: Improve the effectiveness ofpre-service and in-service teachers working with EL students through state-approved ESL endorsement courses leading to K-12 ESL licensure GPRA & Project Objectives Methods of Evaluation OBJECTIVE 1.1: Revise/update the ESL Tally of revised/updated syllabi per endorsement for undergraduate and semester (QT); Evaluation of graduate coursework to reflect the latest revised/updated syllabi for all ESL research and best practice related to EL Endorsement Courses (QL); Evaluation of teaching and assessment by infusing associated activities, assignments, and Recommendations 1 and 4 in the IES assessments (QL) Practice Guide (Project Measure) OBJECTIVE 1.2: Recruit pre-service and Evaluation of recruiting plan (QL); PR/Award# T365Z170126 Page e49 29 in-service teachers from elementary Evaluation of Materials for: (1) Recruiting, education and secondary education majors (2) Project Expectations, and (3) serving a high number of EL students to Application and Admissions Process for complete ESL endorsement coursework. Scholarship Funding (QL); Review of (GPRA Measure) Meeting Minutes from Consortium and Advisory Committee (QL); Review of Communication Documentation from Financial Aid (QL); Review of Communication Documentation from Project Director (QL); Tally of pre-service and in-service scholarship candidates for each cohort cycle (QL); 85 % of pre-service and in-service scholarship recipients will complete the State approved ESL Endorsement program resulting in improved EL instruction in content areas (QT). OBJECTIVE 1.3: Improve the Checklist tally (QT); Evaluation of effectiveness of 50 in-service content Classroom Observation Data (QT and teachers annually working with EL QL); Evaluation of classroom teaching students through intensive Professional video lesson captures (QT and QL); Post Development aligned with smvey data related to perceived Recommendations 1 and 4 of the IES effectiveness of training (QT and QL); PR/Award# T365Z170126 Page e50 30 Practice Guide (Project Measure) Pre-post survey data related to content of training (QT and QL); Evaluation of associated activities, assignments, and assessments (QL) OBJECTIVE 1.4: Deliver high quality Checklist tally (QT); Evaluation of Project coursework that results in higher Classroom Observation Data (QT and levels of content teacher effectiveness with QL); Evaluation of classroom teaching EL students. (Project Measure) video lesson captures (QT and QL); Post survey data related to perceived effectiveness of training (QT and QL); Pre-post survey data related to content of training (QT and QL); Evaluation of associated activities, assignments, and assessments (QL) Checklist tally (QT); Evaluation of End of Course Survey Data (QT and QL); Evaluation of Field Experience Data (QT and QL); Tally of Field Experience Grades (QT); Tally of Coursework Grades (QT) Goal 2: Improve parent,family, and community engagement through the Family Leadership Institute in the respective school districts GPRA & Project Objectives Methods of Evaluation PR/Award# T365Z170126 Page e51 31 OBJECTIVE 2.1: Recruit parents/families Evaluation of recruiting plan (QL); of EL students to participate in the FLI Evaluation of Materials for: (1) program Recruiting, (2) Project Expectations, and (3) Application and Admissions Process for Scholarship Funding (QL) OBJECTIVE 2.2: Deliver the series of Evaluation of End of Course Survey Data 10 modules of the FLI curriculum to the (QT and QL) parents/families of EL students OBJECTIVE 2.3: Train teachers and Evaluation of End of Course Survey Data administrators of participating LEAs and (QT and QL) GVU grant staff in FLI curriculum OBJECTIVE 2.4: Measure the engagement Evaluation of End of Course Survey Data of participating parents in actively (QT and QL) suppo1ting school and community efforts Goal 3: Collect, analyze, and use high-quality and timely data to improve EL instructional practices in K-12 educational settings GPRA & Project Objectives Methods of Evaluation OBJECTIVE 3.1: Establish a Project Review of Meeting minutes (QL), Review of Advisory Committee to for oversight and list of Advisory Committee members (QL), guidance in the collection of data to inform Review of Meeting Agendas (QL), Review decision-making related to the of Recommendations and guidance Project(Project Measure) documents (QL) OBJECTIVE 3.2: Collaborate with Review of Meeting minutes (QL), Review PR/Award# T365Z170126 Page e52 32 Project Advisory Committee to implement of list of Consortium members (QT), the comprehensive plan to collect and Review of Meeting Agendas (QL), Review analyze data to inform the decisions of Recommendations and guidance related to program improvement and documents (QL) overall effectiveness. (Project Measure) OBJECTIVE 3.3: Examine the impacts Annual Progress Reports, Complete Data of the Project on developing pre-service Reports, and quarterly monitoring and in-service teacher knowledge and reports (QT and QL) skills to improve EL teaching in the content area classrooms. (Project Measure) OBJECTIVE 3.4: Disseminate the data Evaluation/tally of Conference related to program participant outcomes of programs, publications, newsletters, the Project and assist in the replication of and website screenshots (QT and QL) the results on statewide and national levels. (Project Measure) OBJECTIVE 3.5: Integrate the data Evaluation of Units in ESL Methods related to program participant outcomes courses that present the results of the data of the Project into revisions of the ESL analysis (QL) Endorsement curriculum (Project Measure) OBJECTIVE 3.6: Collect/analyze Evaluation of End of Course Survey Data feedback from endorsement completers (QT and QL) PR/Award# T365Z170126 Page e53 33 (both undergraduate and graduate) to rate the program as effective in preparing them to serve EL students (GPRA Measure) OBJECTIVE 3.7: Collect/analyze Evaluation of End of Course Survey Data feedback from school leaders, other (QT and QL) educators, and employers of endorsement completers (both undergraduate and graduate) to rate the program as effective in preparing their pre-service and in-service teachers to serve EL students or improve their abilities to serve ELs effectively. (GPRA Measure) (3) The extent to which the methods of evaluation will provide performance feedback ... The Project team in collaboration with the evaluation consultants from the Moderate Evidence Advisory Panel and the External Evaluation Team from KCR2 Evaluation Consultants developed a comprehensive evaluation plan that will be used from the initiation of the grant period. This plan includes benchmarks to monitor progress toward specific project objectives and outcome measures to assess teaching and learning. Each measurable objective has an identified assessment tool that is thorough, feasible, and appropriate to the overall goal and outcomes of the project. The evaluation plan includes continuous formal and informal assessments, which will produce quantitative and qualitative data. Both ongoing and summative evaluation results will contribute to the program's effectiveness assuring that all participants meet the project outcomes. PR/Award# T365Z170126 Page e54 34 The design takes into account (1) what types of data will be collected; (2) when data will be collected; (3) what methods will be used; (4) what instruments will be developed and when; (5) how the data will be analyzed; (6) when reports of results and outcomes will be available; and (7) how the project will use the information collected through the evaluation to monitor progress of the funded project, make necessary changes, and provide accountability information both about success at the initial site and effective strategies for replication. The comprehensive evaluation plan provides for performance feedback and compels periodic assessment of progress toward achieving intended outcomes. The Moderate Evidence Panel will convene quarterly with the Evaluation Team and Grant Advisory Board to review progress and discuss modifications in implementation to ensure benchmarks are adequately met and adjusted to meet the overall goals, objectives and outcomes of the grant. This ensures that as soon as the results of regular progressing monitoring assessments are available, data will be analyzed and the results repo1ted to the responsible parties for the purpose of program improvement. The evaluation team will use the information to monitor progress, make changes, and provide accountability. The plan includes a Continuous Triangle ofAssessment and Evaluation that describes (a) how the data will be analyzed; (b) when reports of results and outcomes will be available; and (c) how the project will use the information collected through the evaluation to monitor progress of the funded project, make necessary changes and provide accountability information. Continuous Triangle ofAssessment and Evaluation Analyze the Data Report Outcomes in a Timely Manner Use Information to Monitor Progress, Make Changes, and Provide Accountability PR/Award# T365Z170126 Page e55 35 The methods of evaluation fall along a continuum from formal to informal assessments. Each stage of the process is evaluated in multiple ways so that the feedback will be continuous. The multiple perspectives on performance and learning will be integrated and modifications made as needed. Data results will be reported and disseminated to the appropriate personnel and agencies. The measurable objectives and enabling activities will be evaluated using a variety of formal and informal assessments in both formative and summative formats. The evaluation team working in conjunction with KCR2 will meet on a regular basis so that as soon as the results of the assessments are available data will be analyzed and the results reported to the responsible parties. The evaluation team will use the information to monitor progress, make changes, and provide accountability. The evaluation plan identifies qualitative data, such as surveys, and participant self-assessment. Quantitative data include (but not limited to): student achievement scores on state assessments, and teacher work samples, EL student attendance and drop-out rate. Appropriate levels of resources are allocated to project evaluation. Evaluation Consultants from KCR2 have extensive experience working with ESL and Bilingual programs. They will work with the project team to oversee the data collection, data analysis, periodic reporting, and preparation of the annual Performance Report. Data will be collected that meets the WWC Standards with reservations, which entails meeting requirements for quasi-experimental design, namely inclusion of a control group, a strategy for matching this group to the treatment group, and use of statistical analysis for data results and interpretation. To meet the design requirements for a WWC study, EMPOWER will establish a group of teachers from the 6 partner districts comparative to participating teachers who are willing to take EMPOWER measures and not receiving the PD, to determine a baseline as well as endpoint data to analyze for effect sizes. PR/Award# T365Z170126 Page e56 Other Attachment File(s) • Mandatory Other Attachment Filename: 1234 - Pro j ect EMPOWER - Letters and Personnel . pdf I Add Mandatory Other Attachment 1 1 Delete Mandatory Other Attachment 11 View Mandatory Other Attachment l To add more "Other Attachment" attachments, please use the attachment buttons below. I Add Optional Other Attachment 11 Delete Optional Other Attachmen! 11 View Optional Other Attachmenl PR/Award# T365Z170126 Page e57 Tracking Number: GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT GRAND VIEW ,fr U N IVER S ITY OFFICE OF THE PRESIDENT April 13, 2017 Samuel Lopez U.S. D epartment of Education, OELA Lyndon Baines Johnson Building 400 Maryland Avenue, S.W., Room SC152 Washington, DC 20202-6510 1200 Grandview Dear Mr. Lopez, Avenue Please accept the enclosed grant application from Grand View University, located in the Des 1,-\oloes capital city of Des Moines, Iowa, for the National Professional Development Program. Our IOWJ team has developed a rich and rigorous project plan to effectively implement professional 50316-'1599 development activities to improve .instruction for English Learners (ELs), assist education personnel working with ELs to meet high professional standards, and provide community S 15-263-2802 outreach to families of ELs. www.granJview.edu Grand View is committed to leading and managing these efforts in partnership with local educational agencies, including the Des Moines Community School District. Thank you for your consideration of our request. Sincerely (b)(6) Kent Henning, President I PR/Award# T365Z170126 Page e58 ,\ University of the Evangelical Lutheran Church in America ~,,111,., ~ - M~ ,- ( ~ Fields of Opportunities STATE OF 10\NA TERRYE.BRANSTAD.GOVERNOR DEPARTMENT OF EDUCATION KIM REYNOLDS, LT. GOVERNOR RYAN M. WISE, DIRECTOR April 14, 2017 Dr. Patty Williams Dean of Graduate and Adult Programs Grand View University 1200 Grandview Avenue Des Moines, IA 50316 Dear Dr. Williams, As the Title III Director at the Iowa Department of Education, I am pleased to collaborate with Grand View University and other grant partners in the proposal you are submitting to the U.S. Department of Education for a National Professional Development Program grant award. The project has the potential to advance knowledge about, and the practice of, implementing professional development activities intended to improve instruction for English Learners (ELs) and assists education personnel working with ELs to meet high professional standards and better serve EL families and community members. My ongoing contribution as a national expert in working with federal, state, and local officials, documents my commitment to finding ways to improve outcomes for English Learners and their respective families, and I strongly suppo1t the goals and objectives of this research based proposal. The focus on the What Works Clearinghouse Moderate Evidence of Effectiveness strengthens the potential outcomes for Iowa ELs. I am pleased to note that you are focusing on JES Practice Guide Recommendations 1 and 4 and look forward to the results related to implementation of Project EMPOWER in the partner school districts (Des Moines, Postville, Marshalltown, West Liberty, and Columbus Junction). The project will focus on providing professional development in areas of great need (content area instructor support of English Learns and family/community engagement). In Iowa, our ELL population has grown over 200 percent in the past decade, making professional development like Project EMPOWER paramount to assisting in research driven decisions and programming. As a partner on this project, I will keep the Project Staff apprised of changes in the State regarding ELs and schools relevant to the grant activities. I will also assist in dissemination effolis related to the Project outcomes. In relation to this, I will work with Project Staff to access data that is publically available via the State Department of Education. It will be my goal to assist in the sustainability and transferability of the professional development offered in this grant, beyond the funding period to build Grimes State Office Building - 400 E 14th St - Des Moines IA 50319-0146 PHONE (5!~) 281-5294 FAX (515) 242-5988 P~~icfuHF~WR.btt Championing Excellence for a/I ld~Slfd8ents through Leadership and Service statewide capacity. Best wishes in this endeavor and please do not hesitate to contact me at the Depat1ment should the need arise. Collaboratively, Jobi B. Lawrence, Ed.D. Director, Title IfI Iowa Depa11ment of Education PR/Award# T365Z170126 Page e60 Columbus CSD Home of the Wildcats 1208 Colton Street Phone: 319-728-2911 Columbus Junction, IA 52738 Fax: 319-728-8750 To: Patricia WIiiiam, Grand View University From: Gary D. Benda, Superintendent Columbus CSD Date: April 11, 2017 RE: Grant Participation Columbus Community School District would like to participate in the grant being offered through Grand View University and in which Des Moines Public School and other school districts are participating. Columbus Community School District has an enroflment of around 800 students with a teaching staff a slightly over 60· teachers. We are 60% Hispanic and 10% CHIN with well over 200 ELL students. We are also over 70% Free/Reduced lunch Status. We would like to be able to offer our teachers the opportunity to gain their ELL Certification for the purposes of better educating all students. We also suffer difficulty in finding ELL certified teachers, but our goal is to educate all teachers In educating Ell students. If you require additional Information, please do not hesitate to contact me. Gary D. Benda, Superintendent Columbus Community School District ------·-·- -·-··-·-··-·-·---- Mr. Benda, Superlntendent/6·12"' Ptlnclpal Mr. Hotz, 6th-12th Assistant Prlnclpal/Actlvltles Dir. Mrs. Laughlin, Elem. Prlnclpal/ESL Coordinator Mission: To inspire every learner to excel. Vlslon: Columbus CSO wlll create learners ready for Intellectual work and contributions to a global community, Non-Discrimination Polley Statement · lt Is the policy of the Columbus Community School District not to discriminate on the basis of race, color, creed, natlonal origin, religion, sex, disablllty, sexual ortentatlon, gender Identity, age, polltlcal party affiliation, socioeconomic status, or marital status In its programs, actMtles, or employment practices as required by the Iowa Code. There Is a grievance procedure tor procmlng complaints of discrimination. If you have an7i questions ~J.,i!levance related to this policy please contactthe district's Equity Coordinator, Mr. Tyler Hotz, 6·12 Mlstant Principal, 1004 Colton Street, Columbus Junctfo~ ~~2~s! j~li23l~. 3090, [email protected] Page e61 Des Moines Public School District Dr. Thomas Ahart Superintendent www .dmschools.org Brenda Edmundson-Colby, Chief Academic Officer 2323 Grand Avenue Bill Good. Chief Operations Officer Des Moin~-s, IA 50312 Thomas Hml)cr, Chief Financial Officer Matthew Smith, Chief Schools Ollicer l)r Amtt~ l:inllivsm <:hiP-fH11mnn RP.~011rr.1i~ Offi,:r.r 4/20117 Letter of Support TO: US Department of Ed.ucation National Professional Development Grant Evaluators FROM: Pablo Ortega, ELL Director SUBJECT: Letter of Support for Grand View University The Des Moines Public Schools serves over 32,000 students in grades Pre-Kindergarten through 12th • Nearly 7,000 of those students qualify to receive English Language Learning Services. English is not the first language of nearly in one in four students in any given classroom. Our students come from various parts of the globe and speak over 60 different languages and dialects. There is a high level of capacity bulldlng that needs to occur in order to appropriately serve these students. It is for this reason that the Des Moines Community School District is pleased to collaborate with Grand View University and other grant partners in the proposal you are submitting to the U.S. Department of •\ Education for a National Professional Development Program grant. The project has the potential to advance knowledge about, and the practice of, implementing professional development activities intended to improve instruction for English Learners and assists education personnel working with this population to meet high professional standards and better serve families In the community. Thank you in advance for your consideration. 6 Sincerely, l(b)( ) Pablo Ortega .....______ELL Director - Des Moines Public Schools Think. Learn. Grow. PR/Award# T365Z170126 The Des Moines Public Schools Exist So That Graduates P~~StMhe Knowledge, Skills nnd Abilities to Be Successful at the . Next Stnge o('I'f,ch· Lives. Iowa City Community School District Educational Services Center Stephen F. Murley Superintendent of Schools 1725 North Dodge Str.:el • Iowa City. IA 52245 • (319) 68&-1000 • Fax (319) 688-1009 • www.iowacityschools.org April 21st, 2017 Patty Williams Dean of Graduate and Adult Programs Grand View University 1200 Grandview Avenue Des Moines, IA 50316 Dear Ms. Williams, The Iowa City Community School District is pleased to collaborate with Grand View University and other grant partners in the proposal you are submitting to the U.S. Department of Education for a National Professional Development Program grant. The project has the potential to advance knowledge about, and the practice of, implementing professional development activities intended to improve instruction for English Learners and assists education personnel working with this population to meet high professional standards and better serve families in the community. This year the Iowa City Community School District is serving close to 14,000 students. Our student population includes: 35.7% of our students on free or reduced price lunch and 9.4% of our students receive special education support. In the past five years we have seen an explosion In our English Language learner population from around 400 students to over 1,400 students this year. We look forward to collaborating with Grand View University on this endeavor. Sincerely, Amy Kortemeyer Assistant Superintendent Iowa City Community School District 1725 North Dodge Street Iowa City, Iowa 52245 319-688-1000 PR/Award# T365Z170126 Page e63 District Administration 1002 South 3rd Avenue Marshalltown. Iowa 50168 Phone 641.764.1000 Facsimile 641.754.1003 www. marshatltown. k 12. la. us Date: April 18, 2017 To: Ms. Patty Wllllams Dean of Graduate and Adult Programs Grand View University 1200 Grandview Avenue Des Moines, IA 50316 .. from: Dr. Theron J. Schutte ---········-...... --~·-··········"" ·-·"·' ' .... - ...... 4-~---~··· Superintendent Marshalltown Community School District 1002 South 3rd Avenue Marshalltown, IA 50158 641-754-1000 [email protected] RE: Grand View University's Submission for the 2017 USD0E National Professlonal Development Program Dear IHE Contact, As the Superintendent of the Marshalltown Community School District, I am pleased to associate with Grand View University and other grant partners In the submittal of the National Professional Development Program grant proposal to the U.S. Department of Education. The project has the ablllty to further enhance knowledge about, and therefore, Improve education personnel professional development activities to Improve Instruction among English Learners. The Marshalltown Community School District has the 3rd highest Engllsh Language Learner count and 3rd highest percentage of English Learners In Iowa. Therefore, our large population of Engllsh Learner students and our community wou.ld undoubtedly prosper from ~he project. The Marshalltown Community School District Is committed to ensure that all components outlined In the project are realized to expand student achievement. The Marshalltown Community School District supports the grant proposal as It benefits, not only English Language students and staff of Marshalltown, but goes beyond to better other Iowa communities. We look forward to supporting you on this project once It Is funded\ Sincerely, Dr. Theron J. Schutte Superintendent Marshalltown Community School District PR/Award# T365Z170126 E d u c a ti o n f ~£geLe~, e , f o r A II Phone: 563-864-7651 Web.site: Fax: 563-864-7659 www.postvUle.k12.la.us Patty Williams Dean of Graduate and Adult Programs Grand View University · 12oo·Grandview Avenue Des Moines, IA 50316 Dear Patty Williams, The Postville Community School District is pleased to collaborate with Grand View University and other grant partners in the proposal you are submitting to the U.S. Department of Education for a National Professional Development Program grant. The project has the potential to advance knowledge about, and the practice of, implementing professional development activities intended to improve instruction for English Learners and assists education personnel working with this population to meet high professional standards and better serve families in the community. The Postville School district is 100% free and reduced lunch because our poverty level is so high. Postville currently has an ELL population of nearly 40% district-wide and growing. There is such a high percentage of newcomer students (student coming to the United States within t he last 2 years), that we have established our own Newcomer Program and foundation level classes to help with the la rge numbers. Our ELL department is the largest department in our district with six teachers K-12 and one ELL Instructional Coach K-12. _With this being said, very f~w of our content area teac~ers are ELL endorsed. ELL students spend the majority of their days with these teachers. There is an extremely high need in our district for further professional development in the area of ELL and effective ELL strategies. We look forward to having t he opportunity to serve as an LEA partner. Superintendent PR/Award # T365Z170126 A Nondiscdmlnalory School i~IISl;i Programs and Employment. West Liberty CSD 111 W 7th Street, West Liberty, IA 52776-1225 Phone: 319-627-2116 • Fax: 319-627-2963 www.wl.k12 .ia.us Patty Williams Dean of Graduate and Adult Programs Grand View University 1200 Grandview Avenue D.es. Moines,. IA 503.1.6 .... April 20, 2017 Dear Ms. Williams: As the Director of ESL for the West Liberty Community School District, I want to thank you for the opportunity to be a vital part of this proposed research study. English language learners are a growing population in West Liberty and throughout the state. Helping teachers become highly qualified in strategies to teach Ells is an important task for districts and the state of Iowa. The West Liberty Community School District is pleased to collaborate with Grand View University and other grant partners in the proposal you are submitting to the U.S. Department of Education for a National Professional Development Program grant. The project has the potential to advance knowledge about, and the practice of, implementing professional development activities intended to improve instruction for English Learners and assists education personnel working with this population to meet high professional standards and better serve families in the community. ·West Liberty Community School District has an ESL population of 23.4% and a poverty level of 60%. Because of the many challenges our students face, we are dedicated to employing high qualified, ESL certified teachers. Thank you. r(6) Brenda Arthur Miller Director of ESL/DUEquity Associate Principal 6-12 West Liberty High School 310 W Maxson Ave West Liberty, IA 52776 319.627.2115 ext 5003 [email protected] Our mission Is to provide a safe environment for students to become responsible, contributing members of a diverse and changing society. PR/Award # T365Z1 70126 Page e66 Stanford I~fiOCAtlbN 485 LASUEN MALL STANFORD, CA 94305-3096 Date: March 26, 2017 Dr. Patty Williams Dean of Graduate and Adult Programs Grai1d View University 1200 Grandview Avenue Des Moines, IA 50316 From: Kenji Hakuta, Lee L. Jacks Professor of Education, Stanford University [email protected] Re: Moderate Evidence Advisory Panel Membership for Submission for 2017 USDOE National Professional Development Program (NPD Competition) Dear Dr. Williams, I am pleased to suppo11 Grand View University, Iowa school district partners, and the additional grant pattners included in the proposal you are submitting to the U.S. Depattment of Education for a National Professional Development Program grant award. I am honored to be asked to serve as a member of the Moderate Evidence Advisory Panel on your grant, should it be funded under the 2017 National Professional Development competition. I am highly committed to my contribution as a Moderate Evidence Advisory Panel member as follows: participate in vittual meetings as deemed necessary by the Moderate Evidence Advisory ·Panel team lead, provide technical assistance in the development of the NPD application,work with the evaluation team to assist in annual progress reporting, and assist in the analysis of all necessary data in support of measuring grant outcomes as requested by Project Staff and Evaluation Staff members. I look forward to working with you on this very important project. Best wishes for the success of yom· proposal. Sincet'ely, Kenji Hakuta Lee L. Jacks Professor of Education PR/Award# T365Z170126 Page e67 . National Center for Research on Evaluation, Standards, & Student Testing • UCLA I Graduate School of Education & Information Studies April 10, 2017 Dr. Mark Hansen University of California, Los Angeles I GSE&IS 300 Charles E. Young Drive North Los Angeles, CA 90095-1522 Dr. Patty Williams Dean of Graduate and Adult Programs Grand View University 1200 Grandview A venue Des Moines, IA 50316 Dear Dr. Williams, I am writing to express my enthusiastic suppo1t for Grand View University's proposal to the National Professional Development Program. I understand that the goal of this project is to improve the educational outcomes of English Learners by building the capacity of educators to provide language support in content area instruction; to deliver small group interventions for struggling students; and to support parental, family, and community engagement. I am pleased that the project utilizes professional development strategies with demonstrated effectiveness and that a rigorous evaluation is planned. I am grateful for the invitation to suppott this work as a member of the project's Moderate Evidence Advisory Panel. I would of course be delighted to serve in this capacity. I understand the responsibilities of panel members are to participate in project meetings and provide technical assistance throughout all stages of the project, particularly in the design and conduct of the project evaluation. If the project is funded, I agree to serve on the advisory panel for the five-year duration of the project. Good luck with this proposal! I look forward to working with you on this important endeavor. Sjncecc!v Mark Hansen, PhD Assistant Professor-in-Residence Social Research Methodology 300 Charles E. Young Drive North I GSEIS Bldg. Mailbox 951522 I Los Angeles, CA 90095-1522 PR/Award# T365Z170126 Page e68 Center for ENGLISH LANGUAGE Learners at American Institutes for Research • 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 202.403.5000 I TTY: 887.334.3499 Date: April 14, 2017 Dr. Patty Williams Dean of Graduate and Adult Programs Grand View University l 200 Grandview A venue Des Moines, IA 50316 From: Diane August, Managing Researcher, American Institutes for Research [email protected] Re: Moderate Evidence Advisory Panel Membership for Grand View University Submission for 2017 USDOE National Professional Development Program (NPD Competition) Dear Dr. Williams, I am pleased to collaborate with Grand View University, Partner School Districts (Des Moines, Marshalltown, Postville, Columbus Community, and West Liberty) and other grant partners in the proposal you are submitting to the U.S. Department of Education for a National Professional Development Program grant award. The project has the potential to advance knowledge about, and the practice of, implementing professional development activities intended to improve instruction for English Learners (ELs) and assists education personnel working with ELs to meet high professional standards and better serve EL families and community members. My ongoing contribution as a national expert in working with federal, state, and local officials, documents my commitment to finding ways to improve outcomes for English Learners and their respective families, and I strongly suppo1t the goals and objectives of this innovative and groundbreaking proposal. I am highly committed to my contribution as a Moderate Evidence Advisory Panel member as follows: paiticipate in virtual meetings as deemed necessary by the Moderate Evidence Advisory Panel team lead, provide technical assistance in the development of the NPD application, work with the evaluation team to assist in annual progress repoi·ting, and assist in the analysis of all necessary data in support of measuring grant outcomes as requested by Project Staff and Evaluation Staff members. I look forward to working with you on this very important project. Best wishes for the success of your proposal. Sincerely, Diane August Managing Researcher PR/Award# T365Z170126 iilAIR Page e69 www.air.org Educational Achievement Services, Inc. Preparing Tomorrow's Leaders Today/ 7528 Stray Horse Avenue. • Las Vegas, Nevada • 89113 Toll Free: 1 (888) 354-4747 • www.EASleadership.com April 3, 20 l 7 Consuelo Evans Operations Manager Educational Achievement Services, Inc. Dr. Patty Williams Dean of Graduate and Adult Programs Grand View University 1200 Grandview Avenue Des Moines, JA 50316 Subject: Submission for 20 17 USDOE National Professional Development Program (NPD Competition) Dear Dr. Williams, Educational Achievement Services, Inc (EAS Inc.) is pleased to collaborate with Grand View University and other grant partners in the proposal you are submitting to the U.S. Depa11ment of Education for a National Professional Development Program grant award. As a leading family engagement provider, EAS is poised to add value to your proposal and we look forward to the opportunity to expand our service to Iowa school districts. We have worked with several schools in Iowa and have documented positive outcomes for students. EAS Inc. has a vested interest in finding ways to improve outcomes for English Learners and their respective families, and we strongly support the goals and objectives of this innovative and groundbreaking proposal. EAS Jnc.'s contribution will be as follows: providing one or more members for the grant adviso1y team, support implementation of the Family Leadership Institute (FLI) through recruitment of district staff for training and parent patticipation in the FLI sessions and events, and provide all necessary data in support of measuring grant outcomes as requested by Project Staff and Evaluation Staff members. We look forward to working with' you on this very impo1tant project. Best wishes for the success of your proposal. Sincerely, Consuelo Evans Chief Operating Offic.er Educational Achievement Services, Inc. PR/Award# T365Z170126 Page e?O IOWA Cu!h.1r9 ~nd . Language Conference ., . Date: Ap~il i1, 2017 ·.. Dr. Patty Wl.lllarhs Dean of Gr~duate and }\duli·Prc;,grains ·. · : ! ... · Gr.an~ View Uniy~rsl_ty . : . . \: 1200 Gran_d~lew Ayenue 'Des l'v1oln~s, IA 50~1~ . .. . ., ...... -·· ''."'"-··.··i:·i::<:·.' l,,'',· .·-·...... ~ .· ...... -.~------~-·.. :.~; .. .--·~ F[Qm; .. ~"\ NUd~ M.')Agh..(rre _.~ ._· ...... -~... ::,.;M::· '~· : M':'..,,. •. •, :.:,: ··:., ' --:·.-;·: .• , :•-:: .. -:.--- •, ' ...... Iowa Cultµre:~nd Language Conf_~rence Coordinator's Offi_ce P.9: Box, 15_6t· . · · ' ·= • · · . · •· Albany, LA 7071_1 · ·._· ·.. , . . ., .. :. ·... . : R~: · co~mltment ofPartnersh_ip for t,he 2017 USDOE National Profession~l peveiop~ef'1t Program (NP:o -Compe~ition) · =: · · · · · · · · · · ' .. ,. .. .,. ... ·-·- . . Oea,(Pr.',Wiilla,ms, . . , · .': ... ·._ • ·, . :. .. ·. On Qehalf_qf the io.wa C1,1ltur~ and Lal"lguage ,Cor.,fere,nce Plaru1i.ng Commi_tt,ee, I am wrl.t!.ng to ~xp ~es·s_o ·ur.c91hmltment : · fo yo"i.tr pfoposai being submitted to th~ O.s·. Department ofEdu<;atio~ fQt a'Nailonal Prof~ssion·~, Developm~nt Program . . grant award. We und_ers~al)d ihe sp~_9iflc goals bf Project EMPOWER includj? ~he pr~visloriiand ~valuatlo11 gf ·.... :_- ' . prof~s.slonal (lev.~l9pment activitie·s intended -~b in,proye lns_truction for ~ngllsh Leatners (Els), to.assist.education =.-: ·per~onnel who_w 9i-k ~ith Els.to m·ee~ high prot~ss1ona1 st~ndard_~~ ar:ia to prQv!d~ ~igh .qµality _;€!rvtce t·o taniuies ot.ELs . and memb~rs of the.lr'surrounding conimuri'i.ty .tc>'b¢tt~r prepare them to en'gag~ In _tbe educatioh of El children. We . understand that ou·r role will Qe to colli;!ppra~e'Wlth memQers of yo.ur grant team toJ>lan an int~nslv~ lns,ti~yte that i·s I .. .9ff~ r~~ ~nn~allv durl('lg our tull dav pr~~corite.i-ence s~ss1on -s_chect~1i W¢ w)1i ~s~tst -v9u 111 ~e~urlng nationally recognizeq . . presenters t9 de.liy~r hi~h qu,all~ profess(ona(le~roin~ align~-~ viith IE~ Pra~tice Golde ~~cp_mmendatlons -1 and 4: We .: . have weil"'.established rela.tlon·shlps.)vith ·a_i.ith;or~ who.~ave co~Vlbu~ed to the evid.ence base fo·r these fecomm!;!ndatlpns · and will \9qk tQrward tg providing t~E; support necessary tQ. en~,ure high q11~lftv_anru 'a·r 1qj_~ns1ve_!nstlt~te~ to meet the goals, objectives, and fntended outcomes of Proje_ct EMPOWER. . -· :_ . . .. :...... ·;· , . · - . . . .,. . . ., ::- -· w~·are ·ho~ored ,to ha~-~ b~eh selected as a partner in this ~rant ~nd rec~gnlze the c:ontribution that Pr~ject Ety1Po"WER. will .ma!<~.fo th.e .it~t~ i:>:£ low~ should I~ be selectec;t f<>r flJnding. We pledge ·our full s11ppoct:foJ th.e durat~on qf t~e ij07 m.on_th ~ward peri()d and a,:ly subseqlJ_entno~cost exteasloris, ana look f9_rwar.d !9 our <;ci°H_c3poration , · . Tha~k yoq lo~r .the -OPPC>~lJnlty to P.~f'.\ner Wl~h ;o·µ :~n.t.his :;r~Jec~: :.~~ e~t~n~:OU -~ b~st Wis.he$ t~r- a suc.ce.ssf~I prop~s~I. ·./" : :_:·: :.:· ···.::···· ··>.. ,.--/: ·.. :...·. ~: .... ·...:.. :- ...... , . . . ·._. _:.-, . . :. ~-/: ·. ·. . . -~.. : :-_ ...... ::. .. -: .. r - ·:· ..· ·_: ~--: . _.: ·.: ', ... , , ... ···... · .B< esoectf1/1 fv l-(b) 6;) I ·' -·: . " · L---.--:.~.. -:--. ~----:"1- orr----:"."'."""'.~--:--~- Nilda M. Aguirre .. · · ' r"'<•l I ... ' . . • ·· ...... - ! . : .j PR/Award# T3~5Z1 70126 · Page e71 Position Descriptions for Key Personnel Grand View University- Project EMPOWER Each member of the project staff has unique expertise for the roles and responsibilities associated with his/her program position. Position titles, duties and their impo11ance to this grant are briefly discussed below: .. "" ... ' ...... -· ·· -·· --·--··-··· - ····- - ··--·----·------Principal Investigator (PI) This position is responsible for the administration and management of the grant, and will execute project activities and constantly assess progress in meeting project goals. The PI will work closely with the faculty and staff at GVU and the participating school districts to ensure project benchmarks are attained effectively and on time. The PI will work with the teacher education faculty to help them make systemic changes in their curricula so all pre-service and in-service teachers receive increased modeling and support in the instructional needs of ELs. This position is funded by the grant heavier in the first year, when much of the development and course modifications will occur. GVU will contribute a larger percentage of the PI cost, in-kind, as the grant progresses. Project Director The Project Director is a full-time faculty member at GVU who specializes in ELL. This position will focus on carrying out the day-to-day functions and tasks ofthe grant, working closely with and under the direction of the PL This role is imperative to the grant as the Project Director is responsible for recruiting pre-service and in-service teachers to participate in the ESL endorsement program, and assisting with the implementation of the Family Leadership Institute (FLI) program. The Project Director will also assist in evaluating the quality of the coursework, PR/Award# T365Z170126 Page e72 suppo1t programs for students, and develop faculty and staff. The Project Director will repo1t directly to the PI on all grant related activities. Administrative Assistant This position will handle a variety of duties including screening phone calls; word . processing, creating spreadsheets and presentations; managing calendars, making travel ···--·-··---"·---.. ·--·arrangements, meeting and event inanagement; preparing reports and financial data; and many other tasks to execute the day-to-day functions of the grant. The Administrative Assistant position is contributed in-kind and will support all members of the staff and repo1t directly to the Principal Investigator. School District Partner Liaisons The liaisons will serve as the main connections between the project staff from GVU and the pre-service and in-service teachers working within their respective school districts. They will help with the recruiting process, assist the Professional Development Consultant in identifying training needs, and serve the prnject pa11icipants where necessary. They will help keep open lines of communication between the project participants and staff. They will also serve an essential role in evaluating the effectiveness of the program. Instructional Designer The Instructional Designer is a critical team member for this program. The grant requires the redesign of the ESL endorsement courses in two ways. First, the evaluation portion requires the infusion of evaluation and instructional methods that meet best practice standards. Second, the grant will serve teachers who need access to the endorsement courses, unable necessarily to take traditional face-to-face courses; thus, the courses will be in a highly blended format during the first year, and move to online courses in subsequent years. The Instructional Designer is critical to the 2 PR/Award # T365Z1 70126 Page e73 reshaping of the courses, to meet best practices and reflect the evaluation methods, and then to move them to online formats. The Instructional Designer will work intensively with the faculty subject matter experts in the initial stages of the grant and then continue to work with the faculty throughout the duration of the grant, supporting course changes and pedagogical shifts, etc. Student/Outside Research Assistant · The student and/or research assistant will assist the project director with data collection for · ··· - ······-· --······· ····· the evaluation process. This position will be responsible for organizing and delivering the data requested by the External Evaluator and the Moderate Evidence Advisory Panel as deemed appropriate by the Project Director. This position will also assist in the day-to-day ·collection of data as requested by the Principle Investigator or Project Director. Faculty (Release Time for Course Revisions) During the first year of the grant, the faculty subject matter experts will dedicate substantial course planning time with the Instructional Designer to implement the evaluation methods and best practices into the courses and move the pedagogical learning activities to online formats. Faculty to Teach Courses Offering the endorsement requires faculty to instruct the courses. Courses will begin to be offered in the spring of Year 1. During the first year, 14 credit hours of courses will be offered. During Year 2, 26 credit hours of courses will be offered ( one full coho1t starting in the fall, and the last part of the endorsement for the cohort that began in spring of Year 1). Years 3 through 5 will offer 20 credits hours of courses per year. GVU will provide faculty time and education in-kind to teaching the courses for the ESL endorsement. 3 PR/Award # T365Z1 70126 Page e74 Budget Narrative File(s) • Mandatory Budget Narrative Filename: 1236-Project EMPOWER - Budget Na rrative . pdf Add Mandatory Budget Narrative 11 Delete Mandatory Budget Narrative I I View Mandatory Budget Narrative I To add more Budget Narrative attachments, please use the attachment buttons below. Add Optional Budget Narrative 11 Delete Op11onal Budget Narrative 11 View Optional Budget Narrative PR/Award# T365Z170126 Page e75 Tracking Number: GRANT12392005 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 20 I 7 11:40:09 AM EDT Budget Narrative Grand View University - Project EMPOWER The following budget narrative describes the nature and amount of the proposed expenditures. The purpose of the program, in accordance with the National Professional Development program request for proposals guidelines, is twofold. First, Project EMPOWER is designed to serve participants to improve instruction for English Learners (ELs); improve parent, family and community engagement; and assist educational personnel working with children to meet high professional standards. Second, Project EMPOWER is designed for intensive research to benefit future ELs across the country by identifying and documenting best practices and Moderate Evidence of Effectiveness (section 75.226 of EDGAR). 1. Personnel The staff positions specified in the budget are necessary for the effectiveness of Project EMPOWER. The number of personnel selected is essential to the successful implementation of this program's objectives. It is standard practice for Grand View University (GVU) to pay salaries commensurate with the experience and expertise required. The following chart depicts the breakdown of the federal and non-federal contributions to the personnel that are necessary to ensure an effective National Professional Development program. Although matching funds are not required in this competition, GVU is committed to devoting in-kind resources to ensure the success of Project EMPOWER. In as much as GVU has demonstrated a high level of commitment to the inclusion of ESL professional development, a number of quality personnel already employed by GVU are being assigned to support the newly proposed National Professional Development program, in addition to new positions that will be dedicated to the program. 1 PR/Award# T365Z170126 Page e76 Each member of the project staff has unique expertise for the role and responsibilities associated with his/her program position. Position titles, duties and their importance to this grant are briefly discussed below: • Principal Investigator (Pl)- This position is responsible for the administration and management of the grant, and will execute project activities and constantly assess progress in meeting project goals. The PI will work closely with the faculty and staff at GVU and the participating school districts to ensure project benchmarks are attained effectively and on time. The PI will work with the teacher education faculty to help them make systemic changes in their curricula so all pre-service and in-service teachers receive increased modeling and support in the instructional needs of ELs. This position is funded by the grant heavier in the first year, when much of the development and course modifications will occur. GVU will contribute a larger percentage of the PI cost, in-kind, as the grant progresses. • Project Director - This position will focus on carrying out the day-to-day functions and tasks of the grant, working closely with and under the direction of the Pl. This role is imperative to the grant as the Project Director is responsible for recrujting pre-service and in-service teachers to participate in the ESL endorsement program, and assisting with the implementation of the Family Leadership Institute (FLI) program. The Project Director will also assist in evaluating the quality of the coursework, support programs for students, and develop faculty and staff. The Project Director will report directly to the PI on all grant related activities. • LEA and AEA Partner Liaisons - The liaisons will serve as the main connections between the project staff from GVU and the pre-service and in-service teachers working within their respective school districts. They will help with the recruiting process, assist the Professional Development Consultant in identifying training needs, and serve the project participants where 2 PR/Award# T365Z170126 Page e77 necessary. They will help keep open lines of communication between the project participants and staff. They will also serve an essential role in evaluating the effectiveness of the program. • Instructional Designer - The Instructional Designer is a critical team member for this program. The grant requires the redesign of the ESL endorsement courses in two ways. First, the evaluation portion requires the infusion of evaluation and instructional methods that meet best practice standards. Second, the grant will serve teachers who need access to the endorsement courses, unable necessarily to take traditional face-to-face courses; thus, the courses will be in a highly blended format during the first year, and move to online courses in subsequent years. The Instructional Designer is critical to the reshaping of the courses, to meet best practices and reflect the evaluation methods, and then to move them to online formats. The Instructional Designer will work intensively with the faculty subject matter experts in the initial stages of the grant and then continue to work with the faculty throughout the duration of the grant, supporting course changes and pedagogical shifts, etc. This position is funded by the grant heavier in the first year, when much of the development and design modifications will occur. GVU wi11 contribute a larger percentage of the Instructional Designer cost, in-kind, as the grant progresses. • Student/Outside Research Assistant- The student and/or research assistants will assist the project director with data collection for the evaluation process. This position will be responsible for organizing and delivering the data requested by the External Evaluator and the Moderate Evidence Advisory Panel as deemed appropriate by the Project Director. This position will also assist in the day to day collection of data as requested by the Principle Investigator or Project Director. 3 PR/Award# T365Z170126 Page e78 • Faculty Release Time for Course Revisions - During the first year of the grant, the faculty subject matter experts will need to dedicate substantial course planning time with the Instructional Designer to implement the evaluation methods and best practices into the courses and move the pedagogical learning activities to online formats. This budgetary item covers a portion of faculty time (6.25%) allowing them to dedicate it to the course design. • Faculty to Teach Courses - Offering the endorsement requires faculty to instruct the courses. Courses will begin to be offered in the spring of Year 1. During the first year, 14 credit hours of courses will be offered. During Year 2, 26 credit hours of courses will be offered ( one full cohort starting in the fall, and the last part of the endorsement for the cohort that began in spring of Year 1). Years 3 through 5 will offer 20 credits hours of courses per year. GVU will provide faculty time and education in-kind to teaching the courses for the ESL endorsement. The following chart provides the proposed personnel, salary, and percentage of time to be expended by each position: Personnel Year 1 Year2 Year3 Year4 Years A. Principal Investigator (30% $25,000 $15,000 $15,000 $15,000 $15,000 first year and 20 % thereafter) B. Project Director (100% grant $40,500 $48,263 $49,469 $50,706 $51,973 funded; 2.5% annual increase) C. LEA and AEA Partner In-Kind In-Kind In-Kind In-Kind In-Kind Liaisons (15% of time) D. Instructional Designer (2.5% $10,800 $554 $567 $582 $596 annual increase; 20 % first year and 1 % thereafter) E. Student/Outside Research Assistant (flat rate annually) $5,000 $5,000 $5,000 $5,000 $5,000 4 PR/Award# T365Z170126 Page e79 F. Faculty Release Time for Course Revisions (20 credits at $6,000 - - - - 300/credit in first year) G. Faculty to Teach Courses In-Kind In-Kind In-Kind In-Kind In-Kind Total for Personnel $87,300 $68,817 $70,036 $71,288 $72,569 2. Fringe Benefits A fringe benefits package is an employment incentive to attract and retain highly qualified staff members. This includes such benefits as: health insurance, dental insurance, retirement, etc. The costs associated with the package reflect the actual rates of GVU figuring the cost of such services (28% fixed for Full-time and 7.65% for adjunct). Fringe Benefits Year 1 Year2 Year3 Year4 Years A. Principal Investigator (30% $7,000 $4,200 $4,200 $4,200 $4,200 first year and 20% thereafter) B. Project Director (100% grant $ 11,340 $13,514 $13,851 $14,198 $14,552 funded; 2.5% annual increase) C. LEA and AEA Partner In-Kind In-Kind In-Kind In-Kind In-Kind Liaisons (15% of time) D. Instructional Designer (2.5% $3,024 $154 $159 $162 $167 annual increase; 20 % first year and 1 % thereafter) E. Student/Outside Research Assistant (flat rate annually) $383 $383 $383 $383 $383 F. Faculty Release Time for Course Revisions (20 credits at $1,680 - - - - 300/credit in first year) G. Faculty to Teach Courses In-Kind In-Kind In-Kind In-Kind In-Kind 5 PR/Award# T365Z170126 Page e80 I Total for Fringe Benefits $23,427 $18,251 $18,593 $18,943 $19,302 3. Travel Out-of-state travel funds have been delineated for the Principal Investigator or Project Director to attend the USED Required Annual Grantee Meeting. The Instructional Designer will attend the Blackboard software conference in the first year of the grant for training on the learning management system. It is important that project staff attend regional/state/national conferences to (a) infuse local efforts to serve ELL students with innovative ideas, latest research findings, and effective programs/materials; (b) expand vision for the local program by incorporating state/national/global challenges; (c) report local grant efforts to allow other schools/communities in the United States to reap the benefits of federal tax dollars provided to fund the project; and (d) network with leaders in the field and with schools doing an excellent job serving students and parents. This important travel will be provided by In-Kind funds. In-state travel is also included in the In-Kind portion of the budget to provide travel from GVU to the local schools and partner institutions to maximize the success of the project. The Instructional Designer will attend a training during the first year of the program to become familiar with the specialized software, in order to effectively convert courses into online courses. Travel Year 1 Year2 Year3 Year4 Years 1. USED Annual Grantee $2,000 $2,000 $2,000 $2,000 $2,000 Meeting ( 1 attendee) 2. In-State Travel In-Kind In-Kind In-Kind In-Kind In-Kind 3. Instructional Designer $2,500 - - - - Software Training 6 PR/Award# T365Z170126 Page e81 I Total for Travel $4,500 $2,000 $2,000 $2,000 $2,000 4. Equipment No allocation. 5. Supplies The supplies requested in this proposal are necessary to maximize the success of the innovative activities. A majority of supply costs will be incurred by GVU in order to ensure sustainability of the grant after the grant funding period. The costs incurred by a similar, fully operational project serving 485 teachers and 400 parent participants at any university would likely be much higher than what is being contributed by grant-funding. This shows a high level of commitment on the part of GVU to the success and sustainability of the program beyond grant funding. These budgeted items will be used for computer software to be used with teachers and additional resources as needed. All related supply costs for the newly proposed program that are requested from the federal funds are outlined below: Supplies Year 1 Year2 Year3 Year4 Years 1. Departmental Supplies $500 $200 $200 $200 $200 2. Software $1,250 In-Kind In-Kind In-Kind In-Kind Total for Supplies $1,750 $200 $200 $200 $200 6. Contractual No allocation. 7 PR/Award# T365Z170126 Page e82 7. Construction No allocation. 8. Other The primary allocation in this area is to underwrite the cost of consultants for Project EMPOWER, including fees for an expert professional development consultant, consulting fees for a Moderate Evidence Panel and external evaluator fees. The allocation also includes funding for expenses associated with the Family Leadership Institute (FLI) and Blackboard technology. In order to meet the requirements of the National Professional Development program, we have identified consultants whose expertise lie in ESL and EL education. The consultants will provide faculty and teachers with training in developing curriculum and maximizing the achievement of EL students using models that have been successful with this population, staff development, parent training, on-site visits to monitor implementation, coordination with the evaluator for gathering data; help determine the extent to which project goals were realized; and develop and prepare forms, manuals and curriculum materials for distribution. The Professional Development (PD) Consultant will be responsible for providing technical assistance in the development, implementation, monitoring, and coaching related to the grant model. The lead Professional Development consultant will be coordinating the Moderate Evidence Advisory Panel to ensure that the project meets the What Works Clearinghouse standards and maintains alignment with the requirements outlined in the grant application. The PD will report to the PI and assist with the process of making curriculum changes within the ESL endorsement program based upon their observations and professional expertise. Project EMPOWER's Professional Development Consultant has strong content expertise, experience and leadership with ELs. Dr. Jobi Lawrence currently serves as the Title ill Director at the Iowa Department of 8 PR/Award# T365Z170126 Page e83 Education. In her ctm-ent position she is responsible for establishing and implementing policy and monitoring Title III and Language Instruction Education Programs for English Learners, and she has served as the Project Director on three National Professional Development grants prior to her tenure at the Iowa Department of Education. The Moderate Evidence Advisory Panel has collaborated in the development of this proposal and will be directly involved in project implementation and evaluation over the duration of the 60- month grant award period which will ensure replicability and sustainability of the Project EMPOWER model beyond grant funding. The Moderate Evidence Advisory Panel brings content expertise and experience in grant administration to Project EMPOWER. The panel consists of three national experts: Dr. Diane August, a Managing Researcher at the American Institute of Research (AIR); Dr. Kenji Hakuta, the Lee L. Jacks Professor of Education at Stanford University; and Dr. Mark Hansen, Assistant Professor of Education and Senior Researcher at UCLA CRESST. The External Evaluator will determine the quality of the project implementation and the appropriateness of the project methodology; interpret data from the project to determine, to the extent possible, that data collected are quantifiable; and report to all authorizing agents the results of the evaluation and associated recommendations. The External Evaluator is also responsible for suggesting program improvements, assisting the project staff in further defining the program's goals and objectives, and determining the overall effectiveness of the proposed program. Project EMPOWER will include delivery of the Family Leadership Institute (FLI), a multifaceted educational curriculum, to engage families in surrounding communities of the Southeast Polk, Johnston and Des Moines Community School Districts, as well as Mississippi Bend and Grant Wood Area Education Agencies in eastern Iowa. FLI expenses include printing costs to be incurred for cmriculum development, staff development workshops, intensive summer 9 PR/Award# T365Z170126 Page e84 institutes, etc. FLI focuses on providing knowledge, tools and inspiration to parents in order to help students succeed in school and in life. This program has received national recognition and graduated more than 2,000 parents across several different states. The allocation for Blackboard is a one-time fee during Year 1 to facilitate costs incurred to transition existing Blackboard services and functionality to the cloud. Blackboard is the company that developed the learning management system used by thousands of academic institutions. Blackboard builds education technologies and engaging interfaces focused on the development of learners. The company offers services, analytics and communication tools to support students and teachers. This learning management system will allow GVU to create an effective learning system by moving endorsement coursework online starting in Year 2. Other Year l Year2 Year3 Year4 Year5 A. PD Consultant $44,000 $44,000 $44,000 $44,000 $44,000 B. Moderate $30,000 $30,000 $30,000 $30,000 $30,000 Evidence Panel C. External $40,000 $40,000 $40,000 $40,000 $40,000 Evaluator D. Family $90,000 $90,000 $90,000 $90,000 $90,000 Leadership Institute $26,000 In-Kind In-Kind In-Kind In-Kind 10 PR/Award# T365Z170126 Page e85 E. Blackboard Cloud Fee Total for Other $230,00 $204,000 $204,000 $204,000 $204,000 9. Total Direct Costs Yearl Year2 Year3 Year4 Years Total Direct Costs $346,977 $293,268 $294,829 $296,431 $298,071 (Lines 1-8) 10. Indirect Costs Indirect costs will be incurred at the anticipated rate of 8% of a modified total direct cost base, as required for training grants under 34CFR75.562. Indirect Costs Year 1 Year2 Year3 Year4 Years Total Indirect $27,7S8 $23,461 $23,S68 $23,714 $23,846 Costs (8%) 11. Training Stipends This allocation includes in-service participant tuition scholarships and stipends related to the intensive staff development necessary to institutionalize the National Professional Development program beyond federal funding. Training is an integral part of Project EMPOWER and much consideration was given to determining the topics that would provide project participants with effective strategies for maximizing students' potential. Tuition scholarships will be provided to teachers in an effort to maximize participation. A portion of the grant will support the cost of the 11 PR/Award# T365Z170126 Page e86 tuition and fees for the ESL endorsement students. Currently, the tuition cost is $470 per credit plus technology fees of $75 per semester. GVU will waive the technology fees for students participating in this program. The tuition scholarships will cover the full amount of tuition until the scholarship funding is exhausted, and then GVU will contribute the balance of the tuition in kind. This is a 20 credit hour endorsement, so over the life of the grant, the grant contribution will average to $234 to $298 per credit per student. If during the grant period, expenses in other categories are less than anticipated, then funds will be shifted to tuition scholarships to provide additional support for students. This allocation also includes pre-service book scholarships and in-service participant books to assist students to help maximize participation. Grant funding will cover a portion of textbook expenses and other instructional materials for ESL endorsement students. These expenses are normally incurred by students directly and are not part of tuition charges. Supporting these expenses through the grant will prevent ESL endorsement students from having to purchase textbooks for courses which can be a financial barrier to participating in the program. Training Stipends Year 1 Year2 Year3 Year4 Year5 A. Pre-Service $1,000 $2,000 $2,000 $2,000 $1,000 participant book scholarships (10 year 1, 20 years 2- 4, 10 year 5= 80 total) B. In-service $151,593 $198,151 $202,715 $200,503 $199,249 participant ESL 12 PR/Award# T365Z170126 Page e87 Endorsement tuition scholarships 31 students per year for a total of 155 total $12,672 $23,120 $16,870 $17,352 $17,834 In-Service participant books C. In-service $10,000 $10,000 $10,000 $10,000 $10,000 participant Intensive Institute Stipends (50 teachers per year for a total of 250) Total $175,265 $233,271 $231,585 $229,855 $228,083 12. Total Costs Yearl Year2 Year3 Year4 Years Total Costs $550,000 $550,000 $550,000 $550,000 $550,000 (Lines 9-11) 13 PR/Award # T365Z170126 Page e88