American Recovery and Reinvestment Act (ARRA) s1

Alabama 21 Alabama Department of Education American Recovery and Reinvestment Act (ARRA) Competitive Grant Guidance District Application Due: September 15, 2009 through eGAP System

The Title II, Part D-Enhancing Education through Technology (EETT) Program was signed into law with the No Child Left Behind Act of 2001(P.L. 107-110). The American Recovery and Reinvestment Act (ARRA) became law in 2009.

The EETT program’s design is to achieve the following three goals: 1) To improve student academic achievement through the use of education technology, 2) To ensure that every student is technologically literate by the eighth grade, and 3) To encourage the effective integration of technology in teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices.

Title II, Part D, Subpart 1 (EETT) requires that the competitive grant be awarded to high-need Local Education Agencies (LEAs) (or partnerships that include a high-need LEA and at least one entity that can assist the high-need LEA) to integrate technology effectively into classroom instruction. A high- need LEA: (1) serves concentrations of high poverty students; and (2) has a substantial need for assistance in acquiring and using technology. A list of eligible school districts for the EETT Competitive Grant is available from the Alabama Department of Education. EETT requires priority be given to LEAs receiving a formula allocation too small to carry out the purpose of the program. To meet this requirement, five extra points will be added to the grant score for those LEAs that will be allocated $25,000 or less in ARRA EETT Formula funds.

21 st Century School Reform Research

Restructuring our nation’s struggling schools is critical to America’s success in the global economy. Approximately 1.23 million students fail to graduate from high school each year (Alliance for Excellent Education, 2007). Forty-seven percent of students surveyed stated that a major reason for dropping out of school was that classes were not interesting (Gates, 2006).

Approaching school reform through a systemic look at 21st Century classrooms enables educators to seek new ways to engage students using technology to transform teaching and learning. According to research, a lack of student engagement is a predictor for dropping out of school even after accounting for student background and academic achievement (Rumberger, 2004). Research also shows that engaged students learn, retain information, and enjoy learning at a higher rate than students who are not engaged (Dowson & McInerney, 2001; Hancock & Betts, 2002; Lumsden, 1994; Voke, 2002).

1Competitive Grant Guidance Schools should be equipped with the same futuristic technology tools (computer hardware, software, interactive whiteboards, and digital and online curricular resources) as those used in business and industry. Evidence clearly shows that districts that have implemented comprehensive, technology-rich educational reform programs have made significant progress in student engagement, achievement, and discipline, as well as teacher quality, retention, and preparation. Technology-rich high school reform programs are essential for reducing the dropout rate and preparing our students for the 21st Century workforce.

21st Century Learning Environment

Classrooms with 21st Century learning environments have a variety of tools for collaboration, presentation of information, and research. Upon entering a 21st Century learning environment, the visitor will see that interactive learning, higher-level thinking skills, and student engagement are pervasive, whether students are learning math, science, reading, or history. Using digital cameras, interactive whiteboards, robust courseware, digital content, and computers provides students with opportunities to collaborate and connect to the rich and relevant content that would not usually be available to the highest-need students served by traditional education programs. (See detailed list of components on page 7.)

However, 21st Century learning is more than just placing hardware and software in a classroom. The Partnership for 21st Century Skills, a coalition of business, education, and policy leaders, emphasizes that it is what the teacher DOES with the technology that transcends learning beyond traditional 20th Century learning, and prepares the student for success in today’s world. While teaching content using 21st Century tools is still vital, today’s graduate must also be able to collaborate, think critically, problem-solve, use the latest technologies, and understand global and civic issues in a personal way. Teaching in this new environment requires teachers to be facilitators of learning embedding the use of the appropriate 21st Century tools in the learning process seamlessly (Partnership for 21st Century Skills, 2006).

Alabama’s State Technology Plan Goals

2Competitive Grant Guidance Alabama Department of Education Vision for the ARRA Competitive Grant

It is the vision of the Alabama Department of Education (SDE) that school systems, state educators, and leaders leverage the unique powers of technology to provide challenging and stimulating learning opportunities for students. The SDE believes that seamless integration into the teaching and learning process and equitable access to the most up-to-date technology tools and applications will benefit students by equipping them with the knowledge, skills, and dispositions essential to success in 21st Century life and work.

The Alabama Department of Education through the American Recovery and Reinvestment Act (ARRA) creates the 21st Century Classroom Initiative, Alabama 21. Alabama’s ARRA Competitive Grant 21st Century Classroom Initiative will help provide Alabama’s students (Grades 7–12) with the knowledge and engagement in learning and skills needed to succeed in school and work. Alabama 21 reforms the traditional classroom instruction and student learning by using 21st Century technologies as tools in classroom instruction and provides high quality professional development for classroom teachers. By ensuring that students are engaged in learning using 21 st Century technology tools, and teachers are trained to provide high quality instruction for the improvement of student achievement, this project expects to increase the number of students who continue their education from one grade to the next until graduation.

Purpose and Mission of the ARRA Competitive Grant

The intent of the American Recovery and Reinvestment Act (ARRA) is to transform the instructional methods by training teachers to use 21st Century tools in order to increase the graduation rates and reduce dropout rates of Alabama students.

The LEA will identify curriculum subject and instructional needs in the 7–12 grade range and describe how grant funds will be used to apply 21st Century technology in these classrooms. The overall purpose is to reduce discipline referrals, increase graduation rates and attendance, as well as improve student learning and teacher instruction.

The mission of this grant program is to ensure that the infrastructure needed to meet the 21 st Century Classroom requirements is provided. Additionally, emerging technologies should be in place, training provided, and technology components implemented for the purposes of improving student achievement. It is expected that these innovations will improve graduation rates and reduce dropout rates.

Goal of the ARRA Grant and the Competitive Grant

The goal of the Alabama Department of Education through the American Recovery and Reinvestment Act (ARRA) Competitive Grant is to increase graduation rates by providing 21st Century Classrooms in Grades 7-12 to positively impact instruction, teacher training, and improve student achievement.

3Competitive Grant Guidance Focus of the Alabama 21 Project – 21 st Century Environment Targeted to Improve Graduation Rate

EETT ARRA Competitive funds will be targeted: a) to show a difference statewide and nationally, b) to specific schools, grades, teachers and/or subject areas, and c) to model the 21st Century Classroom in Grades 7-12.

Eligibility Requirements for LEA Applicants (See Appendix A for approved Eligibility List)

Applicants for the ARRA Competitive Grant must meet eligibility requirements:  LEA serves over 1,400 or more poverty students, or  LEAs that serve above the state poverty average based on the 2007 Census Data, and  LEA has a substantial need for assistance in acquiring and using technology.

Professional Development (Minimum of 25% of ARRA Competitive Allocation)

The 21st Century Classroom not only has modern tools, equipment, and content; but it includes a teacher trained to use the tools effectively. A well-trained teacher uses innovative teaching approaches that integrate the interactivity and deep engagement that technology brings to curriculum. Professional development is a critical factor in the success of the Alabama 21 project. The Alabama 21 project incorporates training at the statewide project level for all Alabama 21 grant recipients, as well as requiring ongoing professional development to be provided at the local Alabama 21 team level. On-going professional development supports the life-long growth of a teacher and helps maximize the potential of each teacher and ultimately each student. On-going professional development should not only train teachers how to use technology, but also how to integrate technology into the curriculum.

The local Alabama 21 Professional Development Team should include the district professional development coordinator, school media specialists, the district technology coordinator, and school level instructional technology coaches or mentors for collaboration in planning and co- teaching to help teachers utilize new practices and resources. Local Alabama 21 team training professional development is an integral and critical part of supporting the Alabama 21 teachers (teachers who receive 21st Century Classroom equipment) in this grant project. A set scope and sequence will be followed; however, the school district will have some flexibility in order to meet the needs of their teachers.

Teachers can engage in ongoing, job-embedded professional development through access to online courses, professional learning communities, web conferencing, and education portals with resources and lesson plans. Alabama 21 teachers should agree to minimum hours of ongoing professional development as defined by the school district in this grant application.

4Competitive Grant Guidance Grant Requirements

1. Grant project must be: a. Consistent with State and District Technology Plan. b. Developed in consultation with other LEA Plans, such as the Continuous Improvement Plan (CIP). c. Developed with parental involvement in the utilization of innovative strategies for the delivery of specialized or rigorous academic courses and curriculum through the use of technology including distance learning technologies. d. Aligned with state academic content and student academic achievement standards.

2. Need for the Project: a. The needs must be aligned with the 21st Century classroom model. b. The magnitude or severity of the problem to be addressed by the proposed project (including identified gaps, barriers, or weaknesses) must be significant in nature. c. The needs of high poverty students must be addressed. d. The need for acquiring and/or using technology must be established for targeted classrooms and Alabama 21 teachers.

3. The LEA must show compliance with the Child Internet Protection Act (CIPA) including educating minors about appropriate online behavior including cyberbullying awareness and response, and interacting with other individuals on social networking sites and in chat rooms.

4. The LEA cannot transfer ARRA Competitive Grant funds to other federal programs and cannot amend the original grant application or budget to cover activities not outlined in the original grant application.

5. Professional Development: a. Twenty-five percent of the original allocation must be expended on professional development activities as stated in grant. b. The LEA must identify a local Alabama 21 Professional Development Team that includes staff such as the district professional development coordinator, the district technology coordinator, school level instructional technology coaches or mentors, and school library media specialists. c. The local Alabama 21 Professional Development Team must participate in professional development to be able to train teachers for using the equipment and for integrating 21st Century Classroom tools in core academic curriculum and instruction based upon clearly identified need. d. The local Alabama 21 Professional Development Team must participate in training at the statewide project level provided by the Alabama Department of Education. e. The local Alabama 21 Professional Development Team will implement a local professional development scope and sequence as outlined or approved by the Alabama Department of Education. f. The principal of the targeted schools must agree to attend a one-day leadership technology training session provided by the Alabama Department of Education for the

5Competitive Grant Guidance implementation of the grant to support teacher effectiveness to improve student achievement. g. Alabama 21 teachers must agree to attend training for using the equipment and professional development for integrating 21st Century classroom tools in core academic curriculum and instruction.

6Competitive Grant Guidance h. Professional development for the Alabama 21 teachers must: h.i. Include project-based learning in the classroom h.ii. Comply with the Child Internet Protection Act (CIPA) h.iii. Provide a system for ongoing collaboration using networking technologies h.iv. Align with the Alabama Standards for Effective Professional Development h.v. Target the needs and the goals of the Alabama 21 classroom teachers in terms of content area, technology literacy/integration, instructional resources and tools. h.vi. Address student content area needs as identified through state-administered assessments. 6. Evaluation: a. The LEA must review the effectiveness of the action steps and activities schools are carrying out with respect to integrating technology into curriculum and instruction, increasing the ability of teachers to teach, and enabling students to meet challenging state academic content and student achievement standards. b. The LEA must submit required data throughout the grant as requested by the Alabama Department of Education to assure grant integrity and to comply with ARRA requirements. c. The LEA must agree to complete a nationwide survey prepared by the State Educational Technology Director’s Association for collecting data in a timely manner. d. Alabama 21 teachers must agree to plan and teach units using ALEX (Alabama Learning Exchange Web portal) for research and to develop student- created projects. e. The LEA must participate in a state-led evaluation program of the Alabama 21 project for which 2% of the award must be budgeted for state evaluation. f. The LEA must submit to the Alabama Department of Education an Evaluation/Expenditure Report at the completion of the grant. 7. The LEA must: a. Plan for sustainability when these funds are gone and state how the LEA will continue implementing the 21st Century Classroom concept in other schools, grades, and/or core subjects, listing planned funding sources. b. State succinctly and convincingly, strategies that will be implemented to promote school-wide reform by expanding the Alabama 21 concept into every classroom in the participating school. 8. Private Schools: a. The LEA must engage in timely and meaningful consultation with private school officials during the design and development of programs. b. The LEA must continue the consultation throughout the implementation of the project. c. The LEA must provide equitable participation in the funding of the grant if private schools elect to participate. d. The LEA must retain the title to equipment as well as track all equipment on the LEA inventory that is purchased for private schools through this grant funding. e. The LEA must monitor, evaluate, and document services funded to private schools. 9. Timeline:  ARRA Competitive Grant Due: September 15, 2009 by 5:00 p.m. through the e- GAP system.  ARRA Competitive Grant Interviews via IVC for grants scoring in the top band will be scheduled October 15-16, 2009, and must include the District Technology Coordinator, 7Competitive Grant Guidance Principal(s), and District Professional Development Coordinator. If one of these persons is not available on the date and time assigned for the interview, the LEA Superintendent or Assistant Superintendent may be substituted for the interview process.  The LEA must provide a detailed timeline listing objectives, strategies, activities, and desired results, i.e., increased retention rates (students staying in school from one grade to the next) and graduation rates, of the project with targeted start and completion dates. This grant timeline must be uploaded into the e-GAP document library in an individual folder and carefully titled so that readers can easily identify it.

8Competitive Grant Guidance 10. Budget Process: All of the following must be completed: o e-GAP Budget o e-GAP Assurances o e-GAP CIPA Assurance o Core Equipment Checklist

The Core Equipment Checklist (page 10) must be uploaded into the e-GAP document library in an individual folder and carefully titled so that readers can easily identify it.

Application Levels Available to LEAs (see eligibility list)

Based upon the number of students in poverty an LEA serves, an LEA is eligible for either of the following. Applicants eligible for Level 2 may choose to apply for either Level 1 or Level 2 but not both.

1. Level 1 $160,000

2. Level 2 $250,000

Alabama’s 21 st Century Classroom Core Equipment Components

Grant Options: The applicant must follow one of the following 21st Century classroom equipment models for implementation in targeted 7–12 grade classrooms: 1. Mobile set of classroom computers for a one-to-one computer model shared among a maximum of three classrooms or a minimum of 3:1 student-to-computer ratio in targeted classrooms plus core components. 2. One-to-one computer model for all students in targeted classrooms with 24/7 access plus core components. 3. One-to-one computer model for all students in targeted classrooms without 24/7 access plus core components.

Core Equipment Components:  Teacher Laptop & Productivity Tools  Presentation Device ‐ Collaborative Learning System (Interactive Whiteboard), LCD or Plasma TV  Projector (if needed for the presentation device or collaborative learning system)  Learner Response Devices for Formative Assessment & Individualized Instruction or equivalent software on student computers  Document Camera  Digital Camera and/or Video Camera  Robust Software & Digital Content  Printer or availability to networked printer 9Competitive Grant Guidance 10Competitive Grant Guidance Additional Elements to Consider Based Upon Location and Curricular Goals:  Webcam for Teacher Computer  Flashdrives for each Student  Audio System  Courseware and Content Aligned to Standards and Curricular Goals  Safe and Secure Communication & Community Building Tools with Web 2.0 Functionality for Teacher and Administrator Cadres as well as Home/School Connections  Formative Assessment for Individualization of Learning  Student, Classroom, & School Data Collection, Management, & Reporting

SDE-Led Evaluation Items

Intervention Implementation Questions 1. To what extent has the Alabama 21 Professional Development Model affected teacher practices in the classroom? 2. To what extent has the implementation of 21st Century tools and skills affected teacher practices in the classroom? 3. To what extent has the implementation of 21st Century tools and skills in the classroom increased student engagement in learning? 4. To what extent has the implementation of 21st Century tools and skills in the classroom increased student performance? 5. To what extent has the implementation of 21st Century tools and skills decreased selected student at-risk factors: a.) attendance, b.) discipline referrals, c.) retention rates?

Outcome Questions 1. Did the participating schools make adequate yearly progress, or move to delay status? 2. Did the participating schools move out of improvement status? 3. To what extent did the Alabama 21 Professional Development Model improve teacher confidence (efficacy) with the use of technology in the learning environment? 4. To what extent has the implementation of 21st Century tools and skills influenced teachers using project-based learning in the learning environment? 5. What is the percentage of increase of student engagement in the learning process and what are the factors that significantly contribute to engagement? 6. To what extent has involvement in the 21st Century Classroom model increased student confidence (efficacy) in learning? 7. To what extent has involvement in the 21st Century Classroom model increased student confidence (efficacy) in the use of 21st Century tools and skills within the learning process? 8. To what extent has the implementation of 21st Century tools and skills decreased selected student at-risk factors: a.) attendance, b.) discipline referrals, c.) retention rates?

Suggested Project Design Components

11Competitive Grant Guidance Certain components, such as those listed below, are design elements that are included in high- quality grant projects. Incorporating these components will make your grant application more competitive. These elements are:

 The proposed grant project is appropriate to, and will successfully address the needs of increasing the graduation rate for the targeted population and could address additional identified needs.  The design of the proposed grant project is to build capacity and yield results that will extend beyond the grant period to ensure the technology longevity (sustainability).  The expansion plans for the Alabama 21 concept are realistic and innovative.  The program activities directly relate to the program goals, local objectives, and requirements so that school systems can leverage technology to provide challenging and stimulating learning opportunities for students.  The objectives, strategies, activities, and desired results of the project are clearly specified and measurable and are of sufficient scope to provide ongoing, sustained professional development for teachers, school principals, administrators, and library media personnel to further the effective use of technology in the classroom and media center.  The infrastructure needed to meet the 21st Century classroom requirements; emerging technologies and trainings to increase graduation for the LEA are ensured.  Designated minimum number of session topics that will be offered that address the major achievement gaps as identified through Continuous Improvement Plan.  Each school designates school-level instructional technology coaches or mentors who will participate in a minimum number of specified professional development activities and coordinate the project at the school level.  Collaboration, communication, and support such as: o Weekly collaboration time among Alabama 21 teachers. o Regular involvement/guidance/encouragement from principal(s). o Regular staff updates for all school staff to stay informed. o Opportunities to share with other schools in LEA. o Local Administration and Board of Education updates.

12Competitive Grant Guidance Core Equipment Checklist

The following table should be completed and uploaded into the e-GAP document library in individual folders and carefully titled so that readers can easily identify sources.

Equipment Quantity Funded with Already in Not Grant Classroom Applicable Yes No Yes No

13Competitive Grant Guidance 14Competitive Grant Guidance Appendix A

LEAs Eligible for only Level 1 ALBERTVILLE CITY SCHOOL DISTRICT Level 1 ANDALUSIA CITY SCHOOL DISTRICT Level 1 ANNISTON CITY SCHOOL DISTRICT Level 1 BARBOUR COUNTY SCHOOL DISTRICT Level 1 BOAZ CITY SCHOOL DISTRICT Level 1 BREWTON CITY SCHOOL DISTRICT Level 1 BULLOCK COUNTY SCHOOL DISTRICT Level 1 BUTLER COUNTY SCHOOL DISTRICT Level 1 CHEROKEE COUNTY SCHOOL DISTRICT Level 1 CHOCTAW COUNTY SCHOOL DISTRICT Level 1 CLARKE COUNTY SCHOOL DISTRICT Level 1 CONECUH COUNTY SCHOOL DISTRICT Level 1 COVINGTON COUNTY SCHOOL DISTRICT Level 1 DEMOPOLIS CITY SCHOOL DISTRICT Level 1 ELBA CITY SCHOOL DISTRICT Level 1 EUFAULA CITY SCHOOL DISTRICT Level 1 FRANKLIN COUNTY SCHOOL DISTRICT Level 1 GENEVA CITY SCHOOL DISTRICT Level 1 GREENE COUNTY SCHOOL DISTRICT Level 1 HALE COUNTY SCHOOL DISTRICT Level 1 HALEYVILLE CITY SCHOOL DISTRICT Level 1 HENRY COUNTY SCHOOL DISTRICT Level 1 LOWNDES COUNTY SCHOOL DISTRICT Level 1 MACON COUNTY SCHOOL DISTRICT Level 1 MARENGO COUNTY SCHOOL DISTRICT Level 1 MARION COUNTY SCHOOL DISTRICT Level 1 MONROE COUNTY SCHOOL DISTRICT Level 1 OPELIKA CITY SCHOOL DISTRICT Level 1 OPP CITY SCHOOL DISTRICT Level 1 OZARK CITY SCHOOL DISTRICT Level 1 PERRY COUNTY SCHOOL DISTRICT Level 1 PICKENS COUNTY SCHOOL DISTRICT Level 1 PIEDMONT CITY SCHOOL DISTRICT Level 1 PIKE COUNTY SCHOOL DISTRICT Level 1 ROANOKE CITY SCHOOL DISTRICT Level 1 RUSSELLVILLE CITY SCHOOL DISTRICT Level 1

15Competitive Grant Guidance SHEFFIELD CITY SCHOOL DISTRICT Level 1 SUMTER COUNTY SCHOOL DISTRICT Level 1 SYLACAUGA CITY SCHOOL DISTRICT Level 1 TALLADEGA CITY SCHOOL DISTRICT Level 1 TARRANT CITY SCHOOL DISTRICT Level 1 THOMASVILLE CITY SCHOOL DISTRICT Level 1 TROY CITY SCHOOL DISTRICT Level 1 WILCOX COUNTY SCHOOL DISTRICT Level 1 LEAs Eligible for Level 1 or 2 BALDWIN COUNTY SCHOOL DISTRICT Level 1 or Level 2 BESSEMER CITY SCHOOL DISTRICT Level 1 or Level 2 BIRMINGHAM CITY SCHOOL DISTRICT Level 1 or Level 2 BLOUNT COUNTY SCHOOL DISTRICT Level 1 or Level 2 CALHOUN COUNTY SCHOOL DISTRICT Level 1 or Level 2 CHILTON COUNTY SCHOOL DISTRICT Level 1 or Level 2 CULLMAN COUNTY SCHOOL DISTRICT Level 1 or Level 2 DALLAS COUNTY SCHOOL DISTRICT Level 1 or Level 2 DECATUR CITY SCHOOL DISTRICT Level 1 or Level 2 DEKALB COUNTY SCHOOL DISTRICT Level 1 or Level 2 DOTHAN CITY SCHOOL DISTRICT Level 1 or Level 2 ELMORE COUNTY SCHOOL DISTRICT Level 1 or Level 2 ESCAMBIA COUNTY SCHOOL DISTRICT Level 1 or Level 2 ETOWAH COUNTY SCHOOL DISTRICT Level 1 or Level 2 FLORENCE CITY SCHOOL DISTRICT Level 1 or Level 2 GADSDEN CITY SCHOOL DISTRICT Level 1 or Level 2 HUNTSVILLE CITY SCHOOL DISTRICT Level 1 or Level 2 JACKSON COUNTY SCHOOL DISTRICT Level 1 or Level 2 JEFFERSON COUNTY SCHOOL DISTRICT Level 1 or Level 2 LAUDERDALE COUNTY SCHOOL DISTRICT Level 1 or Level 2 MADISON COUNTY SCHOOL DISTRICT Level 1 or Level 2 MARSHALL COUNTY SCHOOL DISTRICT Level 1 or Level 2 MOBILE COUNTY SCHOOL DISTRICT Level 1 or Level 2 MONTGOMERY COUNTY SCHOOL DISTRICT Level 1 or Level 2 PHENIX CITY SCHOOL DISTRICT Level 1 or Level 2 SELMA CITY SCHOOL DISTRICT Level 1 or Level 2 SHELBY COUNTY SCHOOL DISTRICT Level 1 or Level 2 TALLADEGA COUNTY SCHOOL DISTRICT Level 1 or Level 2 TUSCALOOSA CITY SCHOOL DISTRICT Level 1 or Level 2 TUSCALOOSA COUNTY SCHOOL DISTRICT Level 1 or Level 2 WALKER COUNTY SCHOOL DISTRICT Level 1 or Level 2

16Competitive Grant Guidance