U.S. Department of Education Washington, D.C. 20202-5335
• '
APPLICATION FOR GRANTS UNDER THE
NATIONAL PROFESSIONAL DEVELOPMENT PROGRAM
CFDA # 84.36SZ
PR/Award # T36SZ170138
Gramts.gov Trackiug#: GRANT12392037
0MB No. , Expiratiou Date:
PR/ A ward # T36SZ 170 J38 **Table of Contents**
Form Page
1. Application for Federal Assistance SF-424 e3
2. Standard Budget Sheet (ED 524) e6
3. Assurances Non-Construction Programs (SF 424B) e8
4. Disclosure Of Lobbying Activities (SF-LLL) e10
5. ED GEPA427 Form e1 1
6. Grants.gov Lobbying Form e12
7. Dept of Education Supplemental Information for SF-424 e13
8. ED Abstract Narrative Form e14
Attachment· 1 (1236-LesleyAbstract84.365) e15
9. Project Narrative Form e16
Attachment - 1 (1235-LesleyApp/Narr84.365) e17
10. Other Narrative Form e61
Attachment - 1 (1237-BrocktonLesleyLOS84.365) e62
Attachment - 2 (1238-lndlrect Rate Agmnt FY15-FY18) e63
11. Budget Narrative Form e68
Attachment- 1 (1234-LesleyBudgNarr84.365) e69
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 by a-Application's PDF functionality. Page numbers created by the a-Application PDF functionality will be preceded by the letter e (for example, et , 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 I I
State Use Only: 6. Date Received by State: I I 17. State Application Identifier: I I 8. APPLICANT INFORMATION:
• a. Legal Name: !Lesley University I • b. Employer/Taxpayer Identification Number (EIN/TIN): • c. Organizational DUNS: 1042 103589 I 1001 7689100000 I
d. Address:
• Street1: 129 Everett Street I Street2: I I • City: lcambridge I County/Parish: I I • State: I MA : Massachusetts I Province: I I • Country: I USA : UNITED STATES I * Zip / Postal Code: 102138-2702 I e. Organizational Unit:
Department Name: Division Name: !Graduate School of Educati on I I I
f. Name and contact information of person to be contacted on matters involving this application:
Prefix: I I • First Name: lcharles I Middle Name: I I • Last Name: !Eaton I Suffix: I I Title: !senior Grants Officer I Organizational Affiliation: !Lesley Univer sity I • Telephone Number: 1617-349- 8964 I Fax Number: 1617-349-8197 I • Email: lceaton@lesley . edu I PR/Award# T365Z170138 Page e3
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM 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 I I 11 1 1 I
* 15. Descriptive Title of Applicant's Project: English Language Parent/Teacher Training Certif icate Pr o j ect
Attach supporting documents as specified in agency instructions.
Add Attachments Delete Attachments 11 View Attachments I II I
PR/Award# T365Z170138 Page e4
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM EDT Application for Federal Assistance SF-424
16. Congressional Districts Of: • a. Applicant 15th I • b. Program/Project 18th I Attach an additional list of Program/Project Congressional Districts if needed.
Add Attachment Delete Attachment View Al1achrnent I I I 11 1 1 I
17. Proposed Project: • a. Start Date: !1010112017 I • b. End Date: 109130;2022 I
18. Estimated Funding ($):
• a. Federal 2, 732, 410 . 001 I • b. Applicant I o.ool * c. State o.ooi • d. Local o.ooi • e. Other o.ooi • f. Program Income o. ool 'g.TOTAL 2, 732, 410 . 001
* 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: IMr . I * First Name: lcharles I Middle Name: I I • Last Name: IEaton I Suffix: I I * Title: !seni or Gr ants Offi cer I ' Telephone Number: 1617- 349- 8964 I Fax Number: 1617 - 34 9- 8197 I • Email: lceaton@les ley . edu I • Signature of Authorized Representative: !Charles F Eaton I • Date Signed: 104/24/2017 I
PR/Award # T365Z1 70138 Page e5
Tracking Number: GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM EDT 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 University l1esl ey 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 172 , ooo . ool I 172 , 000 . 001 172 , 000 . 001 1 n , ooo . oo l 1 72 , ooo . ool 860, ooo . oo l
2. Fringe Benefits 43 , ooo . ool 43 , ooo .ooj 43 , ooo . oo j 43, 000 .001 43 , ooo . ool 215, ooo . oo l
3. Travel 5, 000 . 001 5, ooo . ool 5, 000 .001 5, ooo . oo l s, ooo . ool 25, ooo . oo l
4. Equipment o. ool o. ooj o. oo l o. oo l o. ool o. oo l 5. Supplies 8, 000 . 001 s, ooo . ooj 8, 000 .001 I s, ooo . oo l 8, ooo . ool 40, ooo . oo l 6. Contractual 75 , ooo . ool 75, ooo . ool 75, ooo . oo l 75, ooo . oo l 75 , ooo . ool 375, ooo . oo l
7. Construction o. ool o. ooj o. oo j o. oo l o. ool o. oo l
8. Other 8, ooo . ool 8, ooo . ooj 8, ooo . oo l 8, ooo . oo l 8, ooo . ool 40, ooo . oo l
9. Total Direct Costs 311 , 000 . 001 311 , ooo . ooj 311 , ooo . oo j 311 , 000 .001 311, ooo . ool 1, 555, 000 .001 (lines 1-8) 10. Indirect Costs• 24 , 880 . 001 24 , 880 . ooj 24 , 880 . oo j 24 , 880 . oo l 24 , 880 . ool 124 , 400 .001
11. Training Stipends 210 , 602 . 001 210 , 602 . 001 210 , 602 . 001 210, 602 . oo l 210, 602 . ool 1, 053, 010.001
12. Total Costs 546 , 482 . 001 546, 482 . ool 546, 482 . oo j 546, 482 .001 546 , 482 . 001 2, 732 , 410 .001 /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? ~ Yes 0 No (2) If yes, please provide the following information: Period Covered by the Indirect Cost Rate Agreement: From: !0110112014 I To: 106/30/2018 I (mm/dd/yyyy) Approving Federal agency: D ED ~ Other (please specify): !Health and Human Services I The Indirect Cost Rate is I 39 .001%. (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, D Complies with 34 CFR 76.564(c)(2)? The Restricted Indirect Cost Rate is e. oo l %. CC I A . •• - . -J # T'l"C:7171\1'>0 I ED 524 Page e6
Tracking Number:GRANT12392037 Funding Opportun ity Number:ED-GRANTS-022 11 7-00 I Received Date:Apr 24, 2017 12:23:23 Pl'vl EDT Name of Institution/Organization Applicants requesting funding for only one year !1esley University 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 0 . 001 0 . 00 0 . 001 o.ooj 0 . 001 0 . 001 2. Fringe Benefits o.oo l 0 . 00 o. ool o.ooj o.ooj o.oo l
3. Travel o.oo j 0 . 00 0 . 001 o.ooj o.ooj o. oo j 4. Equipment o.oo l 0 . 00 o. ool o.ooj o.ooj o.oo l
5. Supplies o.oo l 0 . 00 0 . 001 o.ooj 0 . 001 o. ool
6. Contractual 0 . 001 0 . 00 0 . 001 o.ooj 0 . 001 0 . 001
7. Construction o.oo l 0 . 00 0 . 001 o. ooj 0 . 001 o. ool
8. Other 0 . 001 0 . 00 o. ool o.ooj I o.ool 0 . 001 9. Total Direct Costs o.oo l 0 . 00 0 . 001 001 o. ooj o. ool /lines 1-81 o. I 10. Indirect Costs 0 . 001 0 . 00 0 . 001 o.ooj I 0 . 001 0 . 001 11. Training Stipends o.oo l 0 . 00 o. ool 0 . 001 I o. ool o. ool 12. Total Costs 0 . 001 0 . 00 o. ool o. ooj (lines 9-11} o.ool I o.ool SECTION C - BUDGET NARRATIVE (see instructions)
ED 524
PR/Award # T365Z170138 Page e7
Tracking Number: GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-00 I Received Date:Apr 24, 2017 12:23:23 Pl'vl 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 70138 Page e8
Tracking Number: GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM 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
lc harles F Eaton I lse ni or Grant s Offic e r I APPLICANT ORGANIZATION DATE SUBMITTED !Le s ley Un ivers ity I 104/24/2017 I
Standard Form 4248 (Rev. 7-97) Back
PR/Award# T365Z170138 Page e9
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24, 2017 12:23:23 PM 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 !Lesley University I ·street t Street 2 I 129 Everett Street I I 'City State lcambridge I lt'1/\: Massachusetts I Zip lo213a- 2102 I Congressional DiSllicl, if known: lsth I 5. If Reporting Entity in No.4 is Subawardee, Enter Name and Address of Prime:
6. * Federal Department/Agency: 7. * Federal Program Name/Description: joepartment of Education I !English Language Acquisition State Granes I CFDA Number, if applicable: 184 . 365 I 8. Federal Action Number, if known: 9. Award Amount, if known: I I $1 2,132,410 . 001 10. a. Name and Address of Lobbying Registrant:
Prefix I • First Name INA Middle Name I I I I "LasrName Suffix INA I I I ·street 1 I Stree/2 I NA I I "City I State I Zip I 'NA I I
b. Individual Performing Services (including address if different from No. 10a) Prefix I 1· First Name INA I Middle Name I I 'Last Name I Suffix NA I I I • Street 1 Street 2 I INA I I
"City I State I ' Zip 'NA 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: lcha.rles F Eaton I · Name: Prefix I • First Name I Middle Name I I Charles I I "Las/Name Suffix IEaton I I I Title: !senior Grants Officer I Telephone No.: 1617-349-8964 !Date: 104124;2011 I I Authorized tor Local ReproducUon Federal Use Only: Stanclard Form • LLL (Rev. 7-97)
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Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM 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.
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PR/Award# T365Z170138 Page e1 1
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM EDT 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 !Lesley University I
• PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE Prefix: JMr . I • First Name: Jcharles I Middle Name: I I • Last Name: !Eaton I Suffix: I I • Title: !senior Grants Officer I
* SIGNATURE: lcharles E' !:at.on I 'DATE:1 04/24/2017 I
PR/Award# T365Z170138 Page e12
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM 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: IDr. 11.____""'' _ II.______,ll'----Pachm __l1 Address:
Street1: 11 Davel Square Street2: ::======~ City: !P rovidence County: ::======: State: !RI : Rhode I sl and
Zip Code: !02 903- 4102
Country: lusA: UNITED STATES
Phone Number (give area code) Fax Number (give area code)
1617- 34 9- 8964
Email Address: lma ria .pacheco@b r own . 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.
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PR/Award# T3652170138 Page e13
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM 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.
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Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM EDT Abstract
IHE: Lesley University (ESL Teacher Training). Partners: Brockton Public Schools. Title of Proposed Project: EL Teacher/Parent Training Certificate Project (ELTPTC). Priorities: The proposed plan addresses: The Absolute Priority: Providing Professional Development to Improve Instruction for ELs; Competitive Preference Priority 1: Moderate Evidence of Effectiveness: The ELTPTC will develop a sequence of courses to: 1. Provide both EL students and their parents with extensive and varied English vocabulary instruction (strong evidence) as found in Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D., et al. (2004). Competitive Preference Priority 2: Improving Parent, Family, and Community Engagement as addressed by Tierney, W.G., Bailey, T., Constantine, J, Finkelstein, N, & Hur, N. F. (2009). Helping students navigate the path to college: What high schools can do: A Practice guide (NCEE #2009-4066). Brief Project Description: The ELTPTC will offer a 4 course graduate certificate program to EL and mainstream K-12 teachers of ELs with a parent involvement focus. It will also provide ESL classes to EL parents. ESL Teacher Training Program and NPD staff will train up to 70 teachers from urban Brockton Public Schools via graduate-level coursework to improve teachers' knowledge of English language acquisition, the role and importance of parent participation, approaches for teaching academic English to both parents and EL students, strategies for improving parent/community involvement, and ways to increase teacher leadership with support from the MA Association of Bilingual Educators (MABE) and Parents for a Global Education Association (PANGEA) and the Capeverdean Association Community Agency. Parent ESL classes and teacher training in parent involvement will strengthen EL parent/community involvement and improving EL student academic achievement. Evaluation uses a Quasi-Experimental non-randomized design. Number and Type of Participants Served Each Year: 14 in-service teachers and 30 parents; & At the End of the Project: 70 in-service teachers and 150 parents. Project, Goals, Objectives, and Performance Outcomes: Goal 1: To improve the academic success of EL students in Brockton Public Schools by increasing the capability of EL teachers to more effectively work with parents as a means to meet EL students' academic needs. Objective 1.1 As a result ofparticipating in the certificate project, 14 consortium school teachers each year (for a total of70 over five years) will acquire a EL Teacher/Parent Training Certificate that can lead to endorsement in EL license with a focus on parent education. Goal ~: Increase the participation of EL parents by establishing EL classes and parent training so they can become more effective in helping their children learn and seek college education. Objective 2.1 Expand outreach efforts to recruit and provide EL and parent training to 30 each year for a total of 150 EL parents in collaboration with consortium schools and the Capeverdean Association community agency. Goal 3: To improve the EL language and literacy acquisition of EL students as demonstrated by a substantial increase in EL students' verbal scores in the required State mandated MCAS and ACCESS tests by training EL teachers and parents on the importance of parent involvement in their children's education. Objective 3.1: Fourteen EL teachers each year (for a total of 70 teachers over 5 years) will experience a 50% increase of their knowledge of parent and community resources that could be used to enhance EL students' English academic verbal scores by 25% as measured by MCAS and ACCESS. Goal 4: To conduct a quasi-experimental research study on using Teachers Involve Parents in Schoolwork (TIPS) Program to engage educators with EL parents and families in home-school learning activities by enrolling a total of 48 teachers, 24 treatment (T) and 24 Controls (C) from elementary and secondary schools from the Brockton Public School District. This study will meet WWC standards with reservations. Project Director: Dr. Maria Pacheco - (617) 349-8964.
PR/Award# T365Z170138 Page e15 Project Narrative File(s)
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PR/Award # T365Z170138 Page e16
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM EDT LESLEY UNIVERSITY
English Language Parent/Teacher Training Certificate Project
CONTENTS
A. Quality of Project Design ...... 2
B. Quality of the Project Personnel...... 20
C. Quality of Management Plan ...... 24
D. Quality of the Evaluation...... 27
PR/Award# T365Z170138 1 Page e17 A. QUALITY OF PROJECT DESIGN
The proposed EL Teacher/Parent Certificate Project plan addresses: The Absolute
Priority: Providing Professional Development to Improve Instruction for English Learners;
Competitive Preference Priority 1: Moderate Evidence of Effectiveness; and Competitive
Preference Priority 2: Improving Parent, Family, and Community Engagement. The problem that this proposal addresses is the development of an EL Teacher/Parent Literacy Training
Project designed to train the desperately needed EL teachers who can more effectively address the linguistic and academic needs of EL students. The Project is also conceived to train EL literacy teachers who can meet the identified needs of EL parents who, because of English
barriers and lack of familiarity with schools, are not able to effectively participate in the education of their children. Most of these individuals are not able to contribute to the development of their children's English language and academic development. In fact, EL English
parents typically participate very little in the overall educational development of their children.
The low level of EL parents' literacy in English and, sometimes, in their native language as well, contributes to their lack of participation in their children's education which may lead to the low academic achievement of EL students. Hence, the proposed Project is designed to prepare both
EL teachers and parents to "engage and assist students in completing critical steps for college entry" (moderate evidence).
The proposed EL Teacher and Parent Certificate Project (ELTPCP) is designed in such a way to "ensure EL students prepare for, and take, the appropriate college entrance admissions
PR/Award# T365Z170138 2 Page e18 exam early." EL teachers, EL parent literacy teachers, and parents will be prepared to: (1) assist students in their college search; (2) coordinate college visits; (3) assist students in completing college applications; and (4) increase EL families financial awareness; and (4) help EL students apply for financial aid (moderate evidence) Reference: Tierney, W.G, Bailey, T., Constantine,
J., Finkelstein, N, & Hurd, N.F. (2009). Helping students navigate the path to college: What high schools can do: A practice guide (NCEE #2009-4066). Washington, DC: National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/wwc/publications/practiceguides/.)
Although when bilingual education programs were in effect in Massachusetts (it is now abolished), EL parents were encouraged to participate more fully in their children's education; their participation, however, typically took place within a deficit orientation model where both
parents and children are believed to be deficient in certain essential ways. For example, "the child comes to school with deficiencies that preclude success at the school, but which schools can resolve. This view, by its very nature, fails to acknowledge the worth of the child; the rich store of experience that the child brings to the school building; and the potential resource of the child's home" (R. Nunez, 1997). This view also fails to acknowledge the potential resource of EL
parents and their "funds of knowledge" in the support of their children's education (Moll, 2005).
This proposal presents a model of teacher/parent training where teachers will (1) become intimately familiar with the values and skills learned in the EL students' home; (2) appreciate the
uniqueness of the bicultural child: 3) embrace the relationship with EL parents as one of learning from and sharing with; (4) help parents in their understanding of how schools work in the United
States; and to help EL parents increase their literacy ski11s in English, and (5) engage in adult
English literacy for parents who, in tum, will use the acquired English skills to participate more
PR/Award# T365Z170138 3 Page e19 fully in the education of their children. This teacher/parent training model represents an ongoing two-way conduit between the school, the parents, and the community that will promote the all- around well-being of the [EL] child (R. Nunez, 1997).
The purpose of this Project is to prepare 14 teachers each year in Brockton Public
Schools which is a majority-minority school district serving a very high percentage of EL students (for a total of 70 teachers during the five year duration of the project) to specialize in EL language and literacy development and parent education through a Certificate Project.
The extent to which the goals, objectives, and outcomes to be achieved are clearly specified and measurable.
The ELTPCP is guided by four attainable goals and objectives and corresponding project research-based activities that have been selected from best practice research, WWC moderate to strong evidence standards, recommendations from the Center of Applied Linguistics, and guidance from the Lesley University ESL Teacher Training Program fa cu 1t y, the
Graduate School of Education faculty, and educational administrators who are currently working with EL populations. Coursework and project activities are based on effective
instruction supported by What Works Clearinghouse moderate/strong evidence standards and comply with MA General Laws 71A and Every Student Succeeds Act (ESSA, 2015). The purpose of the ELTPCP is to prepare 14 EL teachers each year in collaboration with the Brockton Public
School District and the Capeverdean Association Community Agency in Brockton. Each cohort of 14 teachers will complete each year a sequence of four courses (12 graduate credits total) that lead to completion of a Certificate Project composed of the following courses (Students take the required 4 courses):
1. EECLD 6001 First and Second Language Acquisition, Reading & Writing for Urban
PR/Award# T365Z170138 4 Page e20 Mainstream Teachers (this course addresses K-12 and Adult issues)
2. EECLD 6015 Sheltered English Instruction (3 credits)
3. EDUC 5035 Parent and Community Education (3 credits)
4. EL Parent, Schools, and Community Relations (course to be developed - see description).
Description: This last course to be developed will explore effective ways to ensure that
parents/community are fully participatory in the EL Teacher/Parent Training Certificate
Project. Teachers in the course will work with parents to create activities at their schools
based on the socio-cultural, political, and linguistic implications for teaching students for
whom English is not their first language. Parents of current EL students will come to the
ESL classes and share their points of view and recommendations for improving home/school
collaborations. Issues arising from EL parents will be incorporated into the EL TPCP
courses. Teachers will co-design a comprehensive and collaborative lesson plan along with
parents that will bring parents into the classroom to discuss/share their experience and
knowledge on a relevant topic.
In addition to the professional development offered through the ELTPCP Certificate
Program, teachers will participate in a rigorous study of an interactive homework project,
Teachers Involve Parents in Schoolwork (TIPS) (Van Voorhis, 2011). This will be a quasi- experimental study of TIPS as a structured approach to interactive homework to engage parents and families with schools and increase student learning. The study methods are aligned with the goals and objectives of the ELTPCP and will provide teacher participants with another tool to use in helping EL parents to be actively involved in their child's schoolwork.
Progress toward the study objectives will be measured by a rigorous evaluation conducted by an external evaluator as is described in the evaluation section of this proposal. This study will meet
PR/Award# T365Z170138 5 Page e21 the WWC evidence standards with reservations.
The ELTPCP is designed also to provide specialized ESL classes to 30 parents each year for a total of 150 parents over five years. The EL TPCP will teach academic English to EL
parents in ways that will improve their language and literacy skills as well as train them to effectively assist their own children's English language and literacy development and help
prepare their children to seek college education. The EL TPCP will also provide EL literacy classes for parents and their children to interact via English language and literacy activities that focus on ELs schoolwork. These EL classes will be based in the Capeverdean Association in
Brockton, which is located at the heart of the immigrant community. The training is designed for
EL literacy teachers to teach parents both EL language and literacy as well as to train them to effectively assist their own children's English language and literacy development as well as assist and prepare them for college. A cohort of 14 EL in-service teachers will be selected each year from a pool of candidates who work in the Brockton Public Schools (henceforth consortium schools) for a total of 70 over five years. All EL participating teachers will complete the
Parent/Teacher Project and will be encouraged to pursue the Massachusetts State endorsement in
EL license in pK-12 with a focus on parent education. The project design is sequential and the goals, objectives, and outcomes are clearly specified and measurable. Evaluation uses a Quasi-
Experimental non-randomized design that uses "disaggregate instruction" to promote English literacy for ELs, building on a study by Brown, Ryoo, and Rodriguez (2010) which meets What
Works Clearinghouse Evidence Standards wi thout reservations, thereby expanding the knowledge base on effective EL practices to ultimately enable all ELs to achieve postsecondary and career success. The project has four major goals. Each objecti ve is measurable quantitatively and qualitatively. Each objective gives a description of the change (added knowledge, newly
PR/Award# T365Z170138 6 Page e22 acquired EL competencies, increased positive dispositions, etc.) that each participant will accomplish within a time frame. Activities are designed as guides, some may be modified or changed or other activities may be substituted that yield more effective results. Each objective
includes a timeline that indicates when activities will be completed. A documentation section identifies the documents that will be collected in order to demonstrate the success of the objective. The outcomes describe the result of a successfully achieved objective.
Goal 1: To improve the academic success of EL students in Brockton Public Schools by
increasing the capability of EL teachers to more effectively work with parents as a means to meet
EL students' academic needs. Objective 1.1 As a result ofparticipating in the certificate project,
14 consortium. school teachers each year (for a total of 70 over five years) will acquire a EL
Teacher/Parent Training Certificate that can lead to endorsement in EL license with a focus on parent education. Activities 1.1 •Establish comprehensive in-service structures in EL teacher training linked with parent involvement and training; •Sequence the EL teacher training to comply with MA DOE EL licensure requirements and competencies in second language acquisition, methodologies, and parent education; •Establish program articulation and agreement
with designated Brockton schools; •Create an Advisory Council comprised of respective school
principals, state department personnel, parent/community representatives, and university personnel. Documentation 1.1: Certificates of Title III Parent/Teacher training completion, GPA and satisfactory progress as certified by students' transcripts, list of EL endorsed students and/or receipt of EL Teacher/Parent Training Certificate. Outcome 1.1: By Fall 2022, 70 teachers in
Brockton Public Schools will have earned an EL Teacher/Parent Training Certificate through the
Lesley University EL Teacher Training Program. Objective 1.2 Expand the capacity and com.m.itm.ent for continuing the Program. after federal funding is no longer available. Activities
PR/Award# T365Z170138 7 Page e23 1.2 •Review program capacity and commitment for continuing the collaboration between the
University and Brockton consortium schools; •Review program capacity and commitment for continuing collaboration with the Capeverdean Association; •Implement gap analysis of the capacity and commitment to continue project elements at each stage of the project; •Conduct ongoing action-planning sessions with the Advisory Council and respective collaborating schools. •Make necessary modifications as needed on advice of the Advisory Council.
•Implement capacity-building plan. Documentation 1.2: Keep minutes of planning sessions with the Advisory Council; certification of specific plans to expand and institutionalize the project; list of new courses designed and integrated in the university general course offerings; maintain documentation of parent literacy principles infused curriculum; certification of MA DOE approval of ESL licensure. Outcome 1.2: By fall 2022 Lesley University will have fully implemented a well articulated parent education component in the EL teacher education program that includes MA DOE mandated licensure competencies. At least 90% of participating teachers and school administrators will rate the quality and capacity of the program as very successful;
90% of consortium teachers trained will work directly with EL students and immigrant parents.
Goal 2: Increase the participation of EL parents by establishing ESL classes and parent training so they can become more effective in helping their children learn and seek college education.
Objective 2.1 Expand outreach efforts to recruit and provide EL and parent training to 30 EL parents ( 150 over 5 years) in collaboration with consortium schools and the Capeverdean
Association Community Agency. Activities 2.1: •Identify and collaborate with potential EL
parent project participants in Brockton: •Target the recruitment of 30 parents each year for a total of 150 parents over five years; •Provide orientation to participating parents; Create EL literacy activities for parents and their children to interact with a focus on children's school work.
PR/Award# T365Z170138 8 Page e24 •Develop ongoing advising for participating parents; •Design effective plan for parent retention
in the project. Documentation 2.1: Keep minutes of orientation sessions; Catalog recruitment materials; Maintain copies of parent training curriculum; Document and evaluate the advising structure; Administer pre-post parent involvement questionnaire. Outcome 2.1: A cohort of 30
EL parents will enroll in EL Teacher/Parent training each year for a total of 150 over five years.
The project will hold ongoing information meetings for interested prospective parents. The recruitment and retention plan will be evaluated at the end of each operational year of the
program. Objective 2.2 As a result of parent educational activities and programs, 90% of parents of EL students' enrolled in consortium schools will acquire a basic understanding of the
EL Language arts curriculum designed for their children. 90% ofparents will understand their
role in the educational process of their children and will actively help their children seek college admission. Activities 2.2: •The project will provide one orientation session at the beginning of fall and spring semesters; •Design a parent handbook concerning project requirements, EL classes and other training activities; •Provide parent ESL classes based on their children's own
English language literacy curriculum; •Develop ongoing activities to teach parents their rights and how to negotiate the school system and learn about college opportunities for their children.
Documentation 2.2: Keep minutes of orientation session; Maintain copies of brochures;
Document and evaluate the parent advising structure; Administer parent pre-post ESL skill tests.
Keep record of parents' work with their children on school assignments: Administer pre-post
parent questionnaire concerning their rights and knowledge about college education. Outcome
2.2: The project will offer a sequence of three-level ESL classes for parents each semester.
Parents' class evaluation will be analyzed at the end of each semester; Changes and modification to the curriculum will take place to incorporate parents' suggestions and input. At least 85% of
PR/Award# T365Z170138 9 Page e25 participating parents will express satisfaction with the training received and the experiences provided. At least 80% of participating parents will progress according to agreed upon schedule and plan. Objective 2.3: As a result ofthe EL Teacher/Parent training, 80% of parents will recognize and capitalize on the interrelationship among the home, thefamily, and school success and will increase their participation in their children's education by 50%. Activities 2.3:
•Design a course of study for parent involvement in education; •Provide an advising structure to assist parents interpret their children's school procedures and requirements; Provide classes that lead to US citizenship. Offer GED opportunities for parents; •Provide ongoing parent mentorship; •Design and implement a process for parents to debrief, reflect, and modify aspects of their learning that were effective; •Provide support material •Create structures that will enable
parents to become instructional aides in the consortium schools. Documentation 2.3: Keep minutes of advising sessions; Maintain copies of US citizenship curriculum; Document and evaluate the parent GED rate of success; Administer pre-post ESL skill tests. Keep records of
parents that pass the citizenship exams; Maintain list of parents who secured. Outcome 2.3: By summer 2022, 80 % of EL parents will increase their participation in their children's education.
At least 35% of EL parents will receive their GED. At least 50% of participating parents will
become more involved and effective in the education of their children. Goal 3: To improve the
EL language and literacy acquisition of EL students as demonstrated by a substantial increase in
EL students' verbal scores in the required State mandated MCAS and ACCESS test by training
EL teachers and parents on the importance of parent involvement in their children's education.
Objective 3.1: Fourteen EL teachers each year (for a total of 70 teachers over 5 years) will experience a 50% increase of their knowledge of parent and community resources that could be used to enhance EL students' English acquisition by 25%. Activities 3.1: •Prepare and
PR/Award# T365Z170138 10 Page e26 administer a pre-test to determine EL teachers' level of knowledge of parent involvement.
•Design a sequence of courses and activities to train EL teachers to infuse parent and community resources into EL language and literacy instruction; •Develop a sequential plan that will help EL teachers and parents support EL students gradually by stressing their talents; •Prepare EL teachers to capitalize on the potential of using community and cultural resources as a means to strengthen both reading and writing in English; •Design activities using the features of English family literacy that are designed to "break the intergenerational cycle of poverty and low literacy
(B. Anderson, 2003, Tierney, W.G et al, 2009). •Incorporate cultural and community resources that can help lower the affective filters of students while increasing their motivation; •Highlight to teachers how to use family stories about their lives as a means to emich the curriculum and lower students' resistance to learning; • Administer post-test to measure increase of knowledge regarding the importance of parent involvement. Documentation 3.1: Documentation will consist of pre- and post-test results; offer a sequence of courses that combines principles of
parent and community involvement; certification of infusion of cultural and community resources in English curriculum; a list of available literature, trade books, and conferences dealing with the role of parents in education: Record EL students' test scores. Outcome3.1: At the end of each year, at least 85% EL language and literacy teachers who participated in the
ELTPCP will show a 50% increase in their effectiveness of teaching English to EL students due to their involvement with parents as attested by 25% increase in EL students' English verbal scores as measured by the MCAS and ACCESS. "All K-ACCESS scale scores are measured
within the same continuum of scale scores (100-600) as the ACCESS for ELs for grades 1 to 12, allowing educators to compare scores from year to year as students' progress through their educational experience."
PR/Award# T365Z170138 11 Page e27 https:www.wida.us/assessment/access/scorereports/access_interpretive_guidell .pdf
Goal 4: To conduct a quasi-experimental research study on using Teachers Involve Parents in
Schoolwork (TIPS) Program to engage educators with EL parents and families in home-school learning activities by enrolling a total of 48 teachers, 24 treatment (T) and 24 Controls (C) from elementary and secondary schools from the Brockton Public School district. This study will
meet WWC standards with reservations. EL teacher participants, 12 each year over 4 years
(total 48) of the project will receive training on Teachers Involve Parents in Schoolwork (TIPS) to support the goals of promoting parent involvement in their children's learning while studying the effectiveness of the implementation of the TIPS method.
2.) The extent to which the design for implementing and evaluating the proposed project will result in information to guide possible replications of project activities or strategies in including information about the effectiveness of the approach or strategies employed by the project
The ELTPCP will be fu lly evaluated on the process and results of the 4 goals, and LEA and state organization partners will give insights and feedback as well. The proposed Project is a much-needed coherent course of study that will be replicable for other IHEs. The 4 courses listed above that make up the EL Teacher/Parent Certificate Project are essential elements critical to the success of EL educational programs and represent the core components of
bilingualism, biliteracy, biculturalism, methodologies, and interventions for content area teaching in English, teacher-leadership, and the emphasis on strong parent/community involvement.
Recruitment efforts will focus on K-12 teachers of ELs in dual language, Sheltered
English Immersion, mainstream classrooms, and EL pullout programs in the partnering
PR/Award# T365Z170138 12 Page e28 Brockton schools and the Capeverdean Association Community Agency. Each teacher will create an Individualized Strategic Success Plan (ISSP) with a university advisor to ensure success in completion of the program. Coursework will prepare all teachers to provide EL students with comprehensive and comprehensible instruction aligned with the Massachusetts
Common Core Curricular Frameworks and the World Class Instructional Design and
Assessment (WIDA), the system of standards, curriculum and instruction for ELs adopted by
MA Board of Education in 2010 and developed through a multi-state consortium. Student results of the English language proficiency state assessment - ACCESS will be used for comparative and growth purposes. Courses will be held through various venues: online, hybrid, on public school LEA 's campus and at Lesley University. Cohorts of 14 teacher- participants will be added each year to reach a total of 70 teachers over the 5-year grant period to be trained to better serve EL students in their classrooms. To ensure that the coursework meets the What
Works Clearinghouse (WWC) moderate or strong evidence of standards, coursework syllabi will emphasize and adopt explicit IES studies and target interventions that have been designated as moderate to strong on the WWC website.
Information to Guide Possible Replication of Project Design and Activities: The ELTPTCP has 4 factors that enhance its potential replication. (1) The project will employ a quasi experimental non-randomized evaluation design of the TIPS protocol to determine project effectiveness in impacting EL student language proficiency in treatment groups as compared to controls that will be equated demographically, socio-economically, linguisticall y, and geographically using equated baseline data comparing yearly ACCESS scale score data; (2)
Coursework is based on WWC moderate to strong evidence and the latest literature in the field;
(3) Strong partner collaborations with LEAs and parent organizations will increase the feedback
PR/Award# T365Z170138 13 Page e29 and critical insights from multiple stakeholders; and (4) Collaboration between our SEA and the
NPD Project will focus on the following agreed-upon points of mutual interest: Reaching out to district schools to share practical, research-based information and to offer PD to create and strengthen EL programs and support educators; Ensuring collaboration and coherence between the university and the state for common messaging; Sharing expertise and opportunities for feedback for course development, certification requirements, and state guidance; and Sharing EL educational resources with other universities and districts and building capacity across the state.
Quasi-Experimental Non-Randomized Design Evaluation: The strong project evaluation design will reveal the degree to which the goals and objectives are being met in relation to
intended outcomes. The project will employ a quasi-experimental non-randomized evaluation design to determine if professional development is having an effect on parent engagement in the homework process and student achievement. Based on the review of 1,300 studies, Yoon, K. S.,
Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007) found that only 9 met WWC evidence standards establishing a link between professional development and student achievement in mathematics, science, and reading and English/language arts. While not specific to ELs, there are important take-aways for professional development in general, because across the 9 studies, it was found that professional development had a moderate effect on raising student achievement. These 9 studies focused on elementary school teachers, and we are basing our study on elementary teachers as well. The reviewers caution that it is important for future quasi experimental designs to provide baseline data of equivalence of the treatment and comparative groups. It is the intention of this project to address this need in the design of the project evaluation.
Ensuring 49 Plus Hours for Professional Development: The Yoon et al. (2007) review found
PR/Award# T365Z170138 14 Page e30 that effective professional development took on average 49 hours to boost student achievement
by approximately 21 points. Our 4 course ELTPTCP will provide teacher-participants with a total of 200 hours of course time. Each of the 4 courses as a stand-alone will require 37.5 contact hours plus an average of 12.5 hours of out of class time totaling an expected 50 hours of dedication to each course. Reference: Yoon, K. S., Duncan, T., Lee, S. W.-Y. , Scarloss, B., &
Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007- No. 033). Washington, DC: U.S.
Department of Education, Institute of Education Sciences, National Center for Education
Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs
Coursework will be supported by WWC moderate to strong evidence
Teachers will design and implement lesson plans using 2 specific interventions cited in
WWC's Effective Literacy and English Language Instruction.for English Learners in the
Elementary Grades: A Practice Guide and Helping students navigate the path to college: What high schools can do: A practice guide (NCEE #2009-4066). Certificate participants will implement these interventions consistently with their students by keeping a log of and videotaping lessons to demonstrate and share evidence of the practice.
First Intervention: (Met WWC standards with reservations) Carlo, M. S. et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188- 215
(https://ies.ed.gov/ncee/wwc/pdf/intervention reports/WWC VJP 101906.pdf).,__Thi s study will
be used by our instructors in the following ways: (1) Theoretically: as part of the framework supporting the relationship between vocabulary and reading comprehension, in particular for
PR/Award# T365Z170138 15 Page e31 English Language Learners' and English-Only students' school achievement. The questions guiding the class are: What does it mean to learn a word? What kind of words are essential to learn in their classes? (2) Discussion-starter: As a discussion-starter about the advantages and disadvantages of teaching vocabulary explicitly by asking teachers, "How do we teach the meaning of a word?" (3) Pedagogically: by presenting teacher-participants with vocabulary learning strategies (followi ng the format of the Word Wizard technique by Beck, McKeown, and
Kucan, 2002) that involve acquiring general-purpose academic words in different contexts; relevant cultural "funds of knowledge"; depth of meaning, polysemy, morphological structure, cross-language relationships, spelling and pronunciation; and explicit instruction. We will also complement the vocabulary component with a 15-week program called VIP that includes vocabulary activities and lessons, and stresses targeted words from a weekly reading assignment.
ELs are given weekly reading assignments in English academic language and their teacher leads whole-groups lesson to review the text and define the target vocabulary by linking them with
parent and community "funds of knowledge." Students are divided into different levels of language competency to complete cloze activities such as word association, synonym/antonym, and semantic feature analysis activities. Parents who will be also learning academic English also engage these activities. Finally, teachers lead activities that include analysis of root words and knowledge of multiple meanings of words. These words are generative and part of students and
parents' "funds of knowledge."
Second Intervention: (Meets WWC evidence standards) Saenz, L. M., Fuchs, L. S., & Fuchs, D.
(2005). Peer-assisted learning strategies for English language learners with learning disabilities.
Exceptional Children, 7 1, 231- 247. This study will be used by our instructors in the following ways: (1) Theoretically: as part of the theoretical framework about the characteristics of passive
PR/Award# T365Z170138 16 Page e32 and active readers, as well as the importance of contextual cues and the distinction between
BICS and CALP (Cummins, 1980) when learning a second language; (2) Discussion-starter: as a discussion-starter about what it means to know how to read and the cognitive processes involved;
They will start the discussion by asking teachers: How do we learn to read? How can we help
ELs' reading comprehension for both EL students and their parents? (3) Pedagogically: Our
instructors who will be trained in PALS procedures will present teacher-participants with reading comprehension strategies that involve active participation in reading; strategic paring according
to students' level of achievement in reading; and text predicting activities. See additional information on the Peer-Assisted Learning Strategies website (http://kc.vanderbilt.edu/pals). http://ies.ed.gov/ncee/wwc/pdf/intervention reports/wwc pals 092910 .pdf)
3.) The extent to which the proposed project is supported by strong theory
A Theory of Action captures the need to improve effective teaching practices and interventions to ensure improved outcomes for ELs, while our logic model demonstrates the dynamic components of the EL Teacher/Parent Certificate Project matching activities with outcomes. Our Theory of Action asks the question: What must be done at the IHE graduate course level for teachers that will impact positively on student learning in the classroom? By starting with the needs of urban EL students, we acknowledge that their learning is lagging
behind their non-EL peers, and we determine that EL student learning needs to be improved.
Therefore, we understand that teacher-practices need to be improved and based on strategies and interventions that will result in a positive impact on student learning. In turn, we look toward effective courses at the IHE level to support teachers' capacity to deliver instruction that will lead to higher English language proficiency in listening, speaking, reading, and writing, as that
will enable students to higher performance levels in all academic areas. The ELTPTCP
PR/Award# T365Z170138 17 Page e33 participants analyze how the Project courses will directly impact participating teachers, their relationship with EL parents and the community, and how they wi11 affect students through the
Theory of Action. Our logic model shows all the components of the project: Resources,
Activities, Outputs, short-term outcomes, Mid-term Outcomes, and Long-term Outcomes and helps everyone including stakeholders to see the project at glance and the inter-relationships of the basic categories that drive the outcomes. Our logic model modified from Shakman, K., &
Rodriguez, S. M. (2015) serves as a road map as to how will operationalize our Certificate
Project and how there is an inter-relationship between and among the various components of the logic model below:
Table 1: EL Teacher Training and Parent Certificate Project (ELTPTCP) Logic Model
Problem statement: Increase EL and mainstream Teachers' skills in teaching
Teachers
Lesley Design Preliminary eachers & University valuation evaluation acuity Faculty ith wwc findings for ncrease standards feedback apacity on EL nglish cademic eaching
PR/Award# T365Z170138 18 Page e34 Table 1: EL Teacher Training and Parent Certificate Project (ELTPTCP) Logic Model
Problem statement: Increase EL and mainstream Teachers' skills in teaching
emonstrate Parents ·ncreased nglish Brockton nglish anguage and Public iteracy iteracy Schools lasses to L
The El Teacher/Parent Training Certificate Project course offerings are intended to develop the ESL competencies as required by MA DOE and TESOL Guidelines for Adult ESL
Competencies. In order to meet the stated goals and objectives of this proposal and to effectively address the specified objectives, participants will follow a course of study that consists of 4 courses for a total of 12 credit hours. (1) Language Acquisition - Second Language Reading and Writing Component: EECLD 6001 First and Second Language Acquisition, Reading &
Writing for Urban Mainstream Teachers (this course addresses K-12 and Adult issues); (2) EL
Methods Component: EECLD 6015 Sheltered English Instruction; (3) Parent/Community
Involvement Component (Students must take 2 courses): EDUC 5035 Parent and Community
Education; Parents, Schools, and Community Relations (this last course to be developed).
The Lesley University ESL Teacher Education Program has as its major goal the
professional development of EL teachers who are responsive to parent and community needs.
This Certificate Project proposes to offer additional teacher training in parent training, which will enable teachers to work more effectively with EL parents and the community as a means to
PR/Award# T365Z170138 19 Page e35 increase EL students' English language and literacy skills and academic development. The goals, objectives, and outcomes are clearly defined and measurable. The evaluation section demonstrates the extent to which the goals and objectives are measurable. The proposed project design is based on student outcomes written as competencies. The objectives of the project are directly related to the purpose of the project to the extent that it will increase substantially the number of qualified EL personnel who can effectively address the English language and cultural needs of the EL student population. Work arrangements are made that allow student teachers to
participate in a full range of experiences, responsibilities and learning opportunities apart from their duties as a participant teacher. In addition, as part of their on-site teaching experience,
participant teachers will spend a minimum of 25 hours (as part of courses' requirements) of documented work with parents and their children at the Capeverdean Association Community
Agency in Brockton to provide parent training in English literacy and in ways to help their children with school tasks as well as to build rapport between teachers, parents, and their children. This will also enable the EL teacher to become familiar with EL parent and community issues and to use this knowledge as resource for their classroom teaching.
B. QUALITY OF THE PROJECT PERSONNEL
1. The extent to which the applicant encourages applications for employment from persons who are members of groups that have been traditionally been underrepresented based on race, color, national origin, gender, age, or disability.
The program has sought faculty members who have, in addition to ESL expertise, the ability to work effectively with culturally diverse students. It is important to note that the majority of the faculty members participating in the project hold doctoral degrees, are fu ll-time employees of the University, and all are speakers of Capeverdean, French, Italian, Portuguese
PR/Award# T365Z170138 20 Page e36 and Spanish. Two are members of ethnic minority groups and four are women. Lesley University encourages the recruitment of faculty members from the various linguistic groups it serves. The
University's policy in reference to recruitment of new faculty members for the ESL Teacher
Training Program is to encourage applications for employment from persons who are members of groups that have been traditionally underrepresented. When positions become available,
Lesley Minority Recruitment Office, as well as the Affirmative Action Program, is contacted to help the program recruit qualified minority candidates. The Affirmative Action Director must approve the final pool of candidates and the finalists before a contract is issued. In addition, the
Lesley University ESL Training Program widely advertises in a) local newspapers, b) local service agencies, and c) newspapers targeted for racial and ethnic minority groups, women, and disabled candidates.
2. The qualifications relevant training and experience of the project director.
Name: Dr. Maria F. Pacheco - 100% time. The Principal Investigator and Director
position requires experience in program development and supervision, as well as deep knowledge of the research in EL education and in family engagement in cross-cultural settings. The Pl/Director will provide oversight of all facets of the project and serve as liaison to Lesley University, SEA and LEAs. Dr. Maria Pacheco's extensive expertise in current research and teaching in EL education makes her highly qualified to serve as PI and Director.
Her career includes 23 years as Assistant Professor at Brown University, 17 years as a teacher and administrator in Massachusetts urban schools, one year as a Civil Rights Specialist at the
SEA, and 30 years experience in personnel supervision, budget management, evaluation, and collaboration with SEAs and LEAs as Executive Director of Equity and Diversity Programs at
The Education Alliance at Brown University. For ten years, she was National Leadership Area
PR/Award# T365Z170138 21 Page e37 Coordinator for the Northeast and Islands REL, whose leadership area was English language learner education. In that capacity, she was part of the REL research team, responsible for developing tools for educators of ELs. The work included extensive PD on parent and family engagement for English learner families in the New England region. She has also conducted
parent/family needs assessments in several schools and districts. She holds masters degrees in
Bilingual/Bicultural Education and in School Administration, and a doctorate in Leadership in
Schooling with a focus on Culturally Responsive Practice from the University of
Massachusetts Lowell. Dr. Pacheco speaks French, Portuguese and Spanish.
3. The qualifications, including relevant training and experience of key personnel.
Mr. Benvindo Leitao, ESL Adult Literacy Specialist - 100% time. Mr. Leitao received his B.A. and M.A. in Theology and Philosophy from the Catholic University in
Portugal. He also holds a M.A. in Bilingual Education from Rhode Island College. He worked as an ESL and bilingual teacher for 15 years in the Brockton Public Schools. He also worked for Brown University as a bilingual curriculum specialist for four years. He has over 15 experience teaching adult ESL and literacy in Capeverdean and Portuguese. He has published numerous didactic books on ESL education and adult literacy. Mr. Leitao speaks Capeverdean,
Portuguese, and Spanish.
Dr. Meg Burns, Bilingual Literacy, Parent Involvement Expert - 50% time.
Dr. Burns is an Assistant Professor in the ESL and Bilingual Education MA Program.
She received her Ph.D. in Bilingual Multicultural Studies with a minor concentration in
Educational Equity and Cultural Diversity from the University of Colorado, Boulder. She also holds an MA in Applied Linguistics from the University of Massachusetts Boston. Dr. Burns was a Dual Language teacher in Framingham Public Schools for many years. At Lesley
PR/Award# T365Z170138 22 Page e38 University, she teaches courses in Parent and Community Involvement, Language and Literacy
Development, and Culturally Responsive Teaching. Dr. Burns has presented her research findings at major conferences nationally. She is currently the Principal Investigator in "Art as a
Way of Talking with Emergent Bilingual Students. She speaks English and Spanish.
Dr. Amanda Wager, Language and Bi-literacy Expert- 50% time.
Dr. Wager holds a MAT from Dominican Universi ty and a Ph.D. in Language and
Literacy from the University of British Columbia, Canada. She teaches courses in Language and in Sheltered English Language Instruction, Community Literacy Curriculum Design, and
Adolescent Literacies: Processes and Practices. Dr. Wagner has extensive experience in ESL and Literacy education and has published widely in Curriculum Design, Community
Engagement, and ESL Practicum Supervision. She speaks English, Spanish, and Portuguese.
Project Assistant Director (to be hired) - 100% time. Position requires (1) successful experience in educational program management (2) teacher professional development, and (3) extensive knowledge of current research and best practice for engagement of EL families and communities. The person to be hired must have an MA or equivalent in EL education or related areas. Responsibilities: the Assistant Director(AD) will work in close collaboration with the Dr.
Pacheco, the Principal Investigator/Director of the Project. The AD will assistant the Director in all aspects of Project implementation and supervision, will serve as facilitator of cross-cultural family education activities, will assistant with outreach activities in Brockton schools, and will assistant with professional development tools for teachers of ELs, and ELs parents.
Dr. Elizabeth Brach, Project Evaluator. Dr. Brach has extensive experience evaluating and providing technical assistance to teacher training and research projects as well K-12 school
programs. She is the President Brach Evaluation and Consulting. This firm has evaluated
PR/Award # T365Z170138 23 Page e39 multiple federally funded education programs over 15 years, including regional TA Centers,
Magnet School Assistance Programs, statewide Even Start Programs, NPD programs, and statewide mentoring initiatives. Currently, Dr. Brach is conducting quasi-experimental research for the Title III Project at Brown University, R.I.
C. QUALITY OF MANAGEMENT PLAN
1. The adequacy of the management plan to achieve the objectives within budget including responsibilities, timetables, and milestones.
The following table lists the milestones to be accomplished, the timeline for targeted completion, and the staff person(s) responsible for each milestone.
Table 2: Milestones, Date, and Responsible Parties
Milestones Date Responsible Parties
Recruit and admit 14 students each year for a August 1, 2017- Project Director,
total of 70 2022 Project staff
14 participants each year will receive training August 1, 2017- Director and Project staff
in Parent and Community Involvement 2022
14 participants each year will receive the June 20, 2017- Director; Project staff
Teacher/Parent Training Certificate for a total 2022
of 70 over 5 years
Recruit and train 30 EL parents in ESL and September 1, Director; Consortium
parent involvement in education each year for a 2017-2022 Community Agencies
total of 150 directors
At least 80% of EL students taught by Project Ongoing Director; Project staff;
PR/Award# T365Z170138 24 Page e40 trained teachers will show 25% English verbal Evaluator
score increase as measured by MCAS and
ACCESS tests
Institutionalization of the Project by the June 30, 2022 Director; Graduate
assumption of costs by the university School Dean: Vice-
President
Academic Affairs
Within budget - Each objective is clearly related to the budget item that supports it. The costs are reasonable for the area in which the university operates. Each item in the project is covered
by the budget with realistic budget amounts.
2. The extent to which the time commitments of project director and principal investigator and other key personnel are appropriate and adequate to meet the objectives of the proposed project.
Project Director, Dr. Pacheco will devote 100 % of her time to the project and will be responsible for the overall implementation of the program, including day-to-day administration, oversees the budget, supervises project activities and supervises Project faculty and staff. Dr.
Elizabeth Brach, Project Evaluator will devote a total of 57 days evaluating, overseeing the quasi-experimental research, and providing technical assistance to Project Director, Dr. Pacheco, and members who are part of the Title Ill Parent/Teacher training team. Dr. Burns and Dr.
Wagner will each dedicate dedicate 50% time to the Project teaching, advising students, and supervising Parent/Community Curriculum Development. Project Assistant Director, (to be hired) will devote 100% time assisting the Project Director in all phases of implementation and
PR/Award# T365Z170138 25 Page e41 supervision of project activities.
The project is well designed to ensure that it will be implemented and carried out on
predetermined timelines. The Adult ESL specialists, Mr. Leitao will devote 100% of his time to the Project teaching ESL to parents at the Capeverdean Association Community Agency.
The Project relies on the adequacy of procedures for ensuring feedback and continuous improvements as indicated in the flow chart under Figure 1 below:
The flow chart under Figure 1 Leslev Universitv demonstrates responsibilities designed to
Grad. School of Education ensure that each objective is met in
accordance to its own timeline and the
relationships among key collaborating
Literacy Division Chair units. The collaborative design maximizes
administrative effectiveness while open
channels for communication and feedback. Secretary / Grad Assistants This provides the Director and Project staff with opportunities to make in-course adjustments so that each objective will be successfully accomplished given the continuous feedback inherent in the project design to effect in-course
improvements. Dr. Pacheco will serve as the Director of the project. She is responsible for the overall administrative and academic requirements of the project that, in turn, will be overseen by
Dr. Valerie Shinas who is the Chair of the Language and Literacy Division within which
ELTPTCP is housed. Dr. Jack Gillette, the Dean of the Graduate School of Education, supervises her. 1n financial matters, Dr. Pacheco initiates and signs check requests in order for the controller to release funds. The university grants accountant provides the EL Parent/Teacher
PR/Award# T365Z170138 26 Page e42 Training Certificate Project with a formal chart of accounts. At the beginning of the fiscal year, the grants accountant also provides monthly printouts of each account activity. Dr. Pacheco will
be responsible for supervision of in-service training at the Brockton Public Schools. She will also supervise the community based ESL parent-training site (Capeverdean Association Community
Agency in Brockton). She will conduct observations of classroom teacher progress; supervise in- service training at each school and parent training at each community site. As a program liaison with Brockton schools and the community agency, Dr. Pacheco will maintain the flow of communication between Lesley University, Brockton schools, and the community agency on a regular basis regarding the needs and progress of program activities. Our close coordination with
Brockton Public Schools and the community agency enables us to receive feedback regarding the extent to which each trained participant achieves the desirable success in meeting the needs of
EL students. The feedback will be received mainly through a questionnaire designed to ascertain the effectiveness level of the participating teachers. A parent questionnaire will also be administered to evaluate the effectiveness of parent training, including their participation in schools and their acquisition of English. The teacher and parent questionnaires will be sent out to local schools and community agencies at the end of every school year. Results wi11 then be shared with the Project Director, Project staff and the Project Evaluator. The data of the completed questionnaires and feedback from local schools will be used to modify and strengthen our curriculum.
D. QUALITY OF THE EVALUATION PLAN
1. The extent to which the methods of evaluation are thorough, feasible, and appropriate to goals, objectives, and outcomes of the proposed project.
PR/Award# T365Z170138 27 Page e43 The evaluation design will implement both formative and summative data collection. The objective of the evaluation will be to monitor and document project's activities, outputs, and short- and mid-term outcomes to produce evidence about the project's effectiveness as described
in the Logic Model. The evaluator and Research Team will collect and analyze quantitative and qualitative data for 3 purposes: (i) to measure progress towards meeting NPD Program Goal and
GPRA indicators, (ii) to measure progress towards meeting the objectives, benchmarks, and targets as stated in the proposal, (iii) to conduct a rigorous evaluation of "Teachers Involve
Parents in Schoolwork" (TIPS) homework program that will meet the WWC standards with reservations.
The Evaluation is designed around 2 domains of inquiry: the delivery of products and services through the professional development for teachers and parents on EL language and literacy development, and the rigorous implementation of the TIPS study. The evaluation is designed to study the effect of the comprehensive PD on the development of partnerships with
parents, teachers, and school leaders that result in sustained initiatives for parent engagement within their schools. Data will be derived from primary sources such as LEA records, attendance sheets, and surveys and interviews with parents and project participants. To triangulate evaluation data, multiple sources will be used to answer most evaluation questions.
The evaluation plan for the rigorous study will investigate the effect of the TIPS homework program on parent engagement, student achievement, and teacher satisfaction. Data collected will include pre-implementation measurement of homework for the Treatment (T) and
Control (C) classrooms, TIPS implementation data from T classes, multiple types of student achievement data from T and C students, surveys and interviews from T and C parents, teachers, and students.
PR/Award# T365Z170138 28 Page e44 The evaluation will be directed by Dr. Elizabeth Brach, President of Brach Evaluation &
Consulting, LLC, a hi ghly experienced independent evaluation firm that is federally certified as a
Woman Owned Small Business. This firm has evaluated multiple federally funded education
programs over 15 years, including regional TA Centers, Magnet School Assistance Programs, statewide Even Start Programs, NPD programs, and statewide mentoring initiatives.
Dr. Brach will lead the evaluation, including a Research Team to implement the ri gorous study of the TIPS strategy. The evaluation will be a cooperative effort between the evaluator, research methodologists, faculty, project staff, and partners. Data generated from both the PD
program and the rigorous study will be explicitly linked to the purpose of NPD program.
Methods described below are feasible because project staff have extensive experience with the development and implementation of tools for documenting their work including tracking relational databases, large scale data collection for coding and analysis, survey and interview
procedures. The Research Team, a group of educators, methodologists, and SEA/LEA partners, will implement the research protocol for the TIPS study.
Goal 1: To improve the academic success of EL students in Brockton Public Schools by
increasing the capability of EL teachers to more effectively work with parents as a means to meet
EL students' academic needs.
Objective 1 As a result ofparticipating in the certificate project, 14 consortium school teachers each year (for a total of 70 over five years) will acquire an EL Teacher/Parent
Training Certificate that can lead to endorsement in EL license with a focus on parent education.
Evaluation Question 1. How many elementary and secondary schoolteachers and leaders have participated in and completed the CRP professional development as specified in
PR/Award# T365Z170138 29 Page e45 the proposal? How many have received MA Endorsement as a result of their participation in
ELTPTCP.
Data Source: LEA records describing each participant, Lesley University course
syllabus/dates, attendance sheets, GPA and satisfactory progress from student
transcripts, Certificates of Title III awards and MA Endorsement.
Evaluation Method: A database describing participants and tracking attendance,
completion, and endorsement. Quantitative analysis will document completion. (GPRA
Measure 1)
Evaluation Question 2. To what extent do participants, teachers and school leaders, report that the program was effective in preparing them to serve EL students and increasing their knowledge and skills relating to family and community involvement?
Data Source: Participant surveys, interviews, recorded and transcribed.
Evaluation Method: Participants will complete surveys with both Likert scaled items
and open ended questions. A sample will be interviewed. The evaluator will conduct
analysis and summary of quantitative and qualitative data. (GPRA Measures 4, 5, and
6)
Evaluation Question 3. To what extent do participants, teachers and school leaders, report that they have improved specific practices regarding engagement with their EL students' families and communities as a result of the ELTPTCP implementation?
Data Source: Records documenting participant implementation such as events
initiated, policies changed, attendance at parent-teacher conferences, final surveys
PR/Award# T365Z170138 30 Page e46 and interviews with participants, recorded and transclibed. Mid-year interviews
with teachers.
Evaluation Method: Analysis of implementation data to document short-term
outcomes; Analysis and summary of quantitative and qualitative data from surveys
and interviews. Mid-year interview will assess level of implementation by each
participating teacher to help inform student/family outcomes, measured as
desclibed below. (GPRA Measures 4, 5, and 6)
Evaluation Question 4. To what extent do teachers and leaders report improved short term outcomes for ELs, progress in homework, grades, achievement, attendance, and behavior?
Data Source: School records
Evaluation Method: The evaluator will review classroom data from teachers to
investigate progress in homework, attendance, student behavior, grades, and other
measures.
Evaluation Question 5. Is there evidence indicating that Lesley University has expanded their capacity and commitment for continuing the ELTPC program after funding has ended?
Data Source: Records of planning sessions with the Advisory Council; documents
indicating new courses and curriculum infused with parent literacy principles.
Evaluation Method: The evaluator will review process matelials from Advisory
Council deliberations and documents related to the creati.on of permanent academic
structures and collaborations as a result of the ELTPTCP intervention.
PR/Award# T365Z170138 31 Page e47 Goal 2: Increase the participation of EL parents by establishing ESL classes and parent training so they can become more effective in helping their children learn and seek co1le2:e education.
Objective 2.1 Expand outreach efforts to recruit and provide EL and parent training to 30 EL parents ( 150 over 5 years) in collaboration with consortium schools and the Capeverdean
Association Community Agency.
Evaluation Question 6. How many EL parents participate in the ESL classes and parent training?
Data Source: LEA records describing each participant, class schedules, parent training
curriculum and syl1abi, advising schedules, and attendance sheets. Data documenting
completion of citizenship exams, GED.
Evaluation Method: Create a database describing participants and tracking attendance at
classes and advising sessions. Quantitative analysis will document completion (5 or
more sessions attended) and achievement of citizenship or GED. (GPRA Measure 1)
Evaluation Question 7. To what extent do participants, report that the ESL classes and
parent training were effective in preparing them to assist their children and increasing their knowledge and skills relating to family and community engagement?
Data Source: Participant journals, pre-post participant ESL ski11 tests
Evaluation Method: Participants will complete brief entries after each meeting of the ESL
classes and parent training describing knowledge and ski11 s accrued and actions planned.
Analysis and summary of journal data will be conducted. Analysis of ESL skill tests will
document gains in English literacy. (GPRA Measures 4, 5, and 6)
PR/Award# T365Z170138 32 Page e48 Objective 2.2 As a result ofparent educational activities and programs, 90% ofparents of EL
students' enrolled in consortium schools will acquire a basic understanding of the EL language arts curriculum designed for their children. 90% of parents will understand their role in the educational process of their children and will actively help their children seek college admission.
Evaluation Question 8. To what extent do participants report that the ESL classes and
parent training were effective in helping them to develop a basic understanding of the language arts curriculum preparing them to serve their children and actively seek college admission?
Data Source: Parent handbook, Pre-post parent involvement surveys.
Evaluation Method: EL parents, 1 per child, will complete surveys with both Likert.
scaled items and open-ended questions, translated as needed. The evaluator will analyze
survey results to determine if there are differences in parent awareness of their children's
school curriculum, their own lights and responsibilities, and plans to seek college admission.
Objective 2.3: As a result of the EL Teacher/Parent training, 90% ofparents will recognize and capitalize on the interrelationship among the home, the family, and school success and will
increase their participation in their children' s education by 50%.
Evaluation Question 9. To what extent do participants report that they have a new systemic family engagement initiative that they revise yearly, as a result of the ESL classes and
parent training implementation?
Data Source: LEA records on the parent/family initiative each year of the project.
Evaluation Method: Analysis of implementation data to document short-term outcomes.
Evaluation Question 10. To what extent do EL families report that they are increasingly engaged in the education of their student as a result of new policies, practices or
PR/Award# T365Z170138 33 Page e49 initiatives implemented at their child's school from both the ELTPTCP and the ESL classes and
parent training initiatives?
Data Source: Parent surveys, interviews with a sample of parents
Evaluation Method: EL parents, 1 per child, wi11 complete surveys with both Likert.
scaled items and open-ended questions, translated as needed. (Evaluation Question 8
above) A randomized sample of parents wi11 also be interviewed. Analysis and summary
of quantitative and qualitative data will document parent perspectives on the enhanced
outreach activities by teachers and school leaders. Reliability analysis will be conducted
and Cronbach's Alpha reported.
Goal 3: To improve the EL language and literacy acquisition of EL students as demonstrated
by a substantial increase in EL students' verbal scores in the required State mandated MCAS and ACCESS test by training EL teachers and parents on the importance of parent involvement in their children's education.
Objective 3.1: Fourteen ( 14) EL teachers each year (for a total of 70 teachers over 5 years) will experience a 50% increase of their knowledge of parent and community resources that could be used to enhance EL students' English acquisition by 25%.
Evaluation Question 11. How many elementary and secondary school teachers report a
50% increase of their knowledge of parent and community resources that could be used to enhance EL students' English acquisition?
Evaluation Question 12: To what degree did EL students' English acquisition increased due to the Teacher/Parent training?
Data Source: Participants surveys, interviews, recorded and transcribed, and EL
students' English verbal scores as measured by the MCAS and ACCESS. "All K-
PR/Award# T365Z170138 34 Page e50 ACCESS" scale scores are measured within the same continuum of scale scores (100-
600) as the ACCESS for ELs for grades 1 to 12.
Evaluation Method: Participants will complete surveys with both Likert scaled items and
open ended questions. A sample will be interviewed. The evaluator will conduct analysis
and summary quantitative data from MCAS and ACCESS test scores.
Goal 4: To conduct a quasi-experimental research study on using Teachers Involve Parents in
Schoolwork (TIPS) Program to engage educators with EL parents and families in home-school learnjng activities by enrolling a total of 48 teachers, 24 treatment (T) and 24 Controls (C) from elementary and secondary schools from the Brockton Public School district. This study will
meet WWC standards with reservations.
TIPS is a longitudinal intervention designed to involve parents in schoolwork by requiring them to assist in the completion of their child's homework once per week. As described in Van Voorhis, F.L. (2011), teachers were randomly assigned to the Tor the C condition in 4 elementary schools. Results documented higher levels of parents' involvement with TIPS homework and higher levels of satisfaction with the experience by both the parents and students. Standardized test scores of the participating students in the 2-year intervention were elevated.
Although the results were encouraging, there were limitations to the study that will be
addressed in the Teacher/Parent Certificate Program thereby enabling it to meet WWC
standards with reservations. The baseline equivalence of the T and C classrooms will be
established prior to the training and intervention of the T teachers. Statistical models will be
employed that will be sensitive to any baseline non-equivalency discovered. In addition, the
fidelity of the TIPS implementation will be monitored over the 9-month implementation. To
PR/Award# T365Z170138 35 Page e51 address the goals of the ELTPTCP, the analysis will focus on clarifying the effects of increased
EL parent engagement in their child's English language schoolwork.
Research Question 1: Does the TIPS Interactive Homework Program increase EL
parent involvement in their child's homework when compared to the business as usual condition? ls increased parent engagement associated with higher English language homework results?
Research Question 2: Does the TIPS Program improve ELs and families' response to the homework experience? Is the level of parent engagement associated with improved response?
Research Question 3: Does the TIPS Program increase teacher satisfaction with
improved parent engagement in their child's schoolwork? Are teachers who are satisfied with
TIPS likely to continue to use this homework strategy to teach English and related content areas?
Research Question 4: To what extent do EL families report that they are increasingly engaged in the education of their child as a result of a new homework practice in their child's classroom?
Research Question 5: Is enhanced parent involvement associated with increases in student achievement on short and mid-term outcome measures?
In the summer of 2018 the evaluator will convene the Research Team consisting of 2 methodologists, PI, ELTPCP Principal Administrator from Lesley University, collaborators from the Brockton School District and the Capeverdean Association, and site- based educators. This
PR/Award# T365Z170138 36 Page e52 advisory team will assist in the logistics and implementation of the study, consult on its quality/relevance and the degree to which the goals have been met or could be improved.
Participants: Teachers and Classrooms. In total, the TIPS study will include 48 teachers from Brockton schools, 24 T and 24 C, involving approximately 1,200 students, 600 assigned to
T classrooms, and their families over 4 years. Each year, cohorts of 14 teachers will be selected from elementary and secondary schools in Brockton for participation in ELTPTCP. Each spring,
beginning in 2018, 2 schools will be identified and 6 teachers will be selected from each school for a total of 12 teachers per year. The first year of TIPS implementation will be 2018 -2019, with 1 study implemented each year for the 3 remaining years of the project. In each school, 6 teachers will be selected such that there are at least 3 or 4 teachers per grade level. Teachers in each grade level cluster will be randomly assigned to either the TIPS or control condition. There will be at least 2 TIPS teachers and l C teacher cluster that will be matched by grade level and school. Each participating teacher will teach only one class included in the study and the subject area will be math. The final number of teachers participating and the grade levels will be determined by the configuration of each participating school and the size of the grade clusters,
but the target number will be 6 per school, resulting in 2, 3 teacher clusters.
Students. Each year approximately 300 elementary students will participate in the analytic sample, 150 students per school. As described above, the grades of the students will vary depending largely on the configuration of each school. Approximately 60% to 80% of students will come from homes were English is not the first language. This study will meet the
Lesley University IRB standards.
PR/Award# T365Z170138 37 Page e53 Measures: (1) Student, Parent, and Teacher Demographic Characteristics. Brockton
Schools will provide demographic data - student age, gender, ethnicity, free/reduced lunch and
EL status. Parent demographic information including, language at home, and highest level of schooling will be collected. Teacher level demographic information will also be collected including race, gender, age, certification, highest degree earned, and number of years teaching.
(2) Parent, Student, Teacher Surveys. As described by Voorhis (2011) the Research Team will assist in the development of the TIPS Student and Parent Surveys focusing on student and
parent attitudes about homework, average time spent on math homework per night and parent involvement in the math assignments. TIPS Teacher Surveys will explore how each teacher uses homework, document patterns in homework compliance by students, report on current levels of
parent engagement in their child's schoolwork, and describe their satisfaction with the current level of parent involvement. Surveys will be administered before and after TIPS implementation to the T and C teachers, students and their parents. In the Parent post-implementation survey an additional section will be included to explore family attitudes about involvement in their students' schoolwork through the TIPS assignments. Similarly, the Teacher post
implementation survey will include a section where they will be asked about outcomes observed in the students following TIPS. Reliability analysis will be conducted and Cronbach's Alpha reported. (3) The ACCESS test. The nationally normed ACCESS test will be used as an indicator of student's proficiency in English skills. The ACCESS test tracks student development in two domains namely verbal and written language proficiency. The ACCESS test will be administered as pre-tests in early fall 2018 and each year after that at the same time for both T and C students to establish baseline equivalency. The ACCESS test, will document language levels of the students across T and C classes. (4) Homework Compliance Measure.
PR/Award# T365Z170138 38 Page e54 Prior to TIPS implementation, math homework given every Thursday night for 6 weeks will be collected from both T and C classrooms to establish the baseline equivalence on math homework compliance. Variables will include percent of homework returned, feedback on each assignment, and for students in the T condition percent of homework signed by parents. This will yield approximately 6 assignments returned pre- implementation and 24 from the
intervention phase for each of the 150 students in each school.
Fidelity of Intervention. An assessment protocol will be developed to examine consistent fidelity of TIPS implementation. The protocol will include a checklist of features of the required homework such as the teacher's introduction of the homework, reminders of sections that require parent involvement, and opportunities for home-school communication
(for TIPS students) and clarifying homework assignments (both conditions). Two trained observers will use this protocol to code the T and C teachers three times during the 7-month implementation period. In the homework, assignment will be coded for themes including degree of difficulty of homework assignment. Inter-observer agreement as well as fidelity implementation will be calculated. This measure will allow the researchers to document treatment fidelity and will stratify the T teachers by level of implementation if possible, to help inform outcomes.
Student Achievement Measures. Multiple student achievement measures will be collected throughout the year including student scores on classroom English tests, homework feedback, content or language based leveling tests, and standardized English achievement tests.
Structured Interviews. T teachers will be interviewed post implementation with a structured protocol to learn their satisfaction with TIPS, suggestions for improvement, and if
PR/Award# T365Z170138 39 Page e55 they are likely to use TIPS in the future. Similarly, a sample of parents will be interviewed to document their response to the new homework procedure, and increased engagement in their child's schoolwork. Interviews will be recorded, transcribed, coded, and inter-observer agreement calculated.
Procedure. In the summer 2018, the groups of teachers will be identified and randomly assigned to Tor C groups. In fall 2018 (and for each consecutive fall of the program year) the evaluator will administer the teacher, student, and parent surveys to both T and C groups. To establish pre- implementation levels of math homework compliance, beginning at the first week of school T and C teachers will set aside English language homework that was assigned every
Thursday for 6 weeks. Project staff will collect it once per month. In addition, the ACCESS test will be administered to T and C groups to document English language performance prior to
intervention. During the last 2 weeks of October, T teachers will be trained in the implementation of TIPS. They will create interactive homework assignments on 2 sides of 1
page aligned with content standards and focused on a student-led interactive activity that will require the parents' signature.
For the C classrooms, the teachers will be asked to give their regularly assigned math homework that do not include any instructions for the student regarding parent involvement, home to school communications, or parent signatures. Teachers will collect homework weekly from November through May. Assignments will be coded and classrooms will be observed at 3
points during this time to document fidelity. In June parent, student, and teacher post surveys will be implemented in both T and C groups and teachers and a sample of parents from the T group interviewed. The ACCESS test will be administered to students a second time and achievement data collected.
PR/Award# T365Z170138 40 Page e56 Analysis. The current study will execute a clustered quasi-experimental design within 2 schools in the Brockton School district for every year of the study. Classrooms will be stratified
by grade level and school.
Then classrooms were randomly assi!,YJ1ed to either the T (2 classrooms) or C (1 classroom) groups. This helps improve the power of the study as well as reduce potential confounds (i.e. a minimum of two teachers in both T and C groups, pre- and post-tests administered at the same time, classroom observations to ensure fidelity of treatment). Attrition will be careful1y tracked and attrition at both cluster (teachers) and sub-cluster (students) levels will be reported.
Quantitative Analysis. The final sample for data analysis wi l1 be constructed after
attrition is taken into consideration (i.e. a complete case analysis). Baseline equivalency will be
assessed using two-way ANOV As i.e. group x grade (for continuous outcomes) and chi-square
tests (for dichotomous outcomes) to examine differences between teacher and student
demographics in the T and C groups. ln addition effect size differences, as set out in the WWC
Procedures and Standards Handbook v. 3.0 (March, 2014), will be calculated for each of the
baseline characteristics. In addition, baseline equivalency will also be established between the
T and C groups on the MCAS test, English language homework compliance, math homework
feedback, and ACCESS tests. Al1 tests will use a two-tailed independence t-test with an alpha
level of .05.
For each year of the study, the following analysis wi l1 be conducted. Two-way ANOV A
(group by grade) will be used to test differences in homework compliance between the T and C groups. In case of non-equivalency, ANCOVAs will be performed including the variables the groups differed by as covariates to increase precision of estimation. To examine the effect of
PR/Award# T365Z170138 41 Page e57 TIPS on parent involvement in math homework, student and parent attitudes towards homework, teacher's satisfaction with improved parent engagement, student achievement, and number and accuracy of assignments returned, a series of ordinary least squares (OLS) regressions will be employed. The general model will be as follows: yi =a+ BTi + cp 'Xi + 0'Si + si where yi is the outcome of interest for student i at follow-up; Ti is a binary indicator variable equal to 1 for the T group and Ofor the C group; Xi is a vector of student, parent, or teacher covariates including the outcome at baseline, baseline English language test scores, and any critical student,
parent, or teacher demographic variables; Si is a vector of binary indicators for the student's grade and school campus which helps to control for any potential differences between grades or school campus; and si is an error term. In addition to the OLS analysis, correlational analysis will be done to explore the relationships between variables of interest, such as parent attitudes towards TIPS intervention and homework feedback, level of teacher satisfaction and of parent engagement, or level of homework compliance and higher grades. The models will be run with the full sample of students and then with a subsample of students identified as ELs. Baseline equivalency will be indexed on the EL subsample prior to any statistical analysis.
Qualitative Analysis. Parent, teacher, and student surveys from both the pre-treatment and post treatment condition will be scored by 2 groups of coders with a rubric as in Van
Voorhis (2011) to measure variables of interest such as student and parent attitudes about homework, and teacher satisfaction with parent engagement, in the pre- and post-tests of both the T-groups. Once variables have been coded, they will be analyzed to answer research questions. Coders will be blind as to the treatment status of each test. Disagreements between coders will be resolved by discussion and the consensus scores will be used. Inter-observer agreement will be analyzed and reported. Analyses will also be conducted for the parent and
PR/Award# T365Z170138 42 Page e58 teacher interviews, which will be recorded, transcribed and scored by 2 coders that will reach
consensus on items of disagreement. Qualitative data will be triangulated with quantitative data
when possible to strengthen the results and describe the experiences through multiple
perspectives.
Short-te1m outcomes such as the enhanced acquisition of English academic language
knowledge will be tested using difference in student performance on pre-and post-tests to
establish the causality of the intervention in enhanced conceptual understanding and
communication.
Mid-term outcomes will be investigated through an analysis of classroom grades and
school- wide leveling tests for both the T and C students. Achievement data will be analyzed
each year of the study for each cohort of students to track any mid- to long-term outcomes that
may be stable across time, including student performance on Massachusetts mandated
achievement tests.
The methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes.
Evaluation Question 13: How wi ll data be used to provide performance feedback and
support assessment of progress towards achieving project objectives?
Evaluation Method: The extensive data collection proposed has enabled several
forms of assessment and feedback to stakeholders on every aspect of the project:
l) Ongoing informal communication with project staff.
2) Annual presentations by the evaluator for project staff and collaborators will summarize
benchmarks, results on outputs, proposed short and mid-term outcomes, and teacher and
PR/Award# T365Z170138 43 Page e59 parent feedback on program improvement. Results will infonn program implementation in subsequent years.
3) Presentation of the TIPS Research Data will take place following implementation of the first intervention after Project Year 2 and after the data have been analyzed. Research Team members and stakeholders will discuss the findings and improvements to the protocol for the second implementation in Project Year 3, 2019- 2020, and the 2 years following.
Dissemination will be discussed including publication in a peer-reviewed journal, and presentations to Massachusetts schools.
PR/Award# T365Z170138 44 Page e60 Other Attachment File(s)
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PR/Award # T365Z170138 Page e61
Tracking Number:GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM EDT City of B~ ckton BROCKTON PUBLIC SCHOOLS Kathleen A Smith JD • Superintendent of Schools
Office of the Superintendent of Schools Phone (508) 580-7511 Fax (508) 580-7013 [email protected] April 11, 2017
Lesley University 29 Everett Street Cambridge, MA 0213 8
To whom it may Concern:
The Brockton Public School District enthusiastically supports and is excited to partner with the Lesley University in the proposal of the National Development Program for Educators of English language learners. This grant proposal will provide an in-service training structure to train ESL teachers, as well as mainstream teachers to become more effective in the teaching of English to English learners, as well as engagement and professional development opportunities for parents of English learners.
Brockton is a very diverse community with an enrollment of 17,102 students in the school system. Of those numbers, 36.9% of the youth do not have their first language as English, in comparison to the state rate of 19%. In addition, 19. 7% of those youth are identified _as English language learners verses that of the state at 9%.
In order to provide a comprehensive program of services that address the language development needs of English learners and provide the necessary skills for the 21st century, all teachers need to be equipped with knowledge of language acquisition, of the academic language embedded in complex texts, and of the vocabulary development techniques. This program would provide professional development that would prepare its English learners for success in colleges and chosen careers.
In addition, the structure of this grant is designed to incorporate greater involvement of EL parents in the education of their children in the Brockton Public Schools. The four course graduate certificate program focuses on parent involvement, with leadership from state and local experts, including MABE (Massachusetts Association of Bilingual Education) and the Cape Verdean Association. This proposal also support ESOL classes, which serves a great need in our community, as our current adult ESOL program has a waiting list of 18 months.
This grant application is aligned with The Strategic Plan of Brockton Public Schools. TI1e district fully supports this initiative and looks forward to working collaboratively on the project.
,r,w..Lu.P.nl ent of Schools C osuy ....,u 1 , ,11su·atron Building •43 Crescent Street· Brockto11 Massachusetts 023014376 w1,vw.brocktonpubltcschools.com
PR/Award# T365Z170138 Page e62 . ,,_'<' ~,.11vrr,-4.~, P1·ogl'am Support Center DEPARTMENT OF HEALTH & HUMAN SERVICES Flnnnei:\I Mnnngemeut Portfolio (" .•:.i... . . Cost Alloc11Cio11 Services
~,.~1-~~ 26 Federnl PIA1.a, Room 41-122 'llf~~l : ~. : + : Mr. Eric Wilshusen Associate Director of Finance Lesley University 29 Everett Street Cambridge, MA 02138 Dear Mr. Wilshusen: A copy of an Indirect cost rate agreement Is being sent to you for signature. This agreement renects an understanding reached between your organization and a member of my staff concerning the rate(s) that may be used to support your claim for Indirect costs on grants and contracts with the Federal Government. Please have the agreement signed by an authorized representative of your organization and returned to me by email, retaining the copy for your files. Our email address Is [email protected]. We will . : · reproduce and distribute the agreement to the appropriate awarding organizations of the Federal · Government for their use. An Indirect cost rate proposal, together with the supporting Information, Is required to substantiate your clalm for Indirect costs under grants and contracts awarded by the Federal Government. Thus, your next proposal based on actual costs for the fiscal year ending 06/30/2017 ls due In our office by 12/31/2017. Sincerely, Darryl W. ~~~--.'r.t.~~••'1t.•...... Mayes-S ·,...... "{:;~;=- Darryl W. Mayes Deputy Director Cost Allocation Services PR/Award # T365Z1 701 38 Page e63 COLLEGES. AND UNIVERSITIES RATE AGREEMENT .. i EIN: 042103589 DATE:10/27/2014 :ORGANIZATION: FILING REF.: The preceding tesley University agreement ·was dated ' 29 Everett Street 09/14/?.0ll . Cambridge, MA 02138 '.'; The rates approved in this · agreement · are for use on grants, .: qontracts and other ) agreements with the Federal Government, subject to the conditions in Section III. SECTION I: INDIRECT COST RATES RATE TYPES: FIXED FINAL PROV. (PROVISIONAL) PRED. (PREDETERMINED} EFFECTIVE PERIOD .l'.XEE_ ~ IQ RATE(%) LOCATION APPLICABLE TO -PRED. 07/01/2014 06/30/2018 68. 00 On-Campus All Programs ·pRED. 07/01/2014 06/30/2018 39 , oo Off-Ca~pus All Programs PROV. 07/01/2018 Until Use same rates Amended and conditions as those cited for fiscal year ending June 30, 2018, ' ! . *BASE Direct salaries and wages including vacation, holiday, sick pay and other paid ab,sences but excluding all other fringe benefits. '.!." Page 1 of 4 U70831 PR/Award # T365Z170138 Page e64 ·oRGANIZATION: Lesley University _AGREEMENT DATE: 10/27/2014 !SECTION I; FRINGE BENEFIT RATES** ,UQM _TO RATE(%) LOCATION APPLICABLE TO 7/1/2014 6/30/2018 25. 00 All Benefit ' . Eligible ; _· j PRED; 7/1/2014 6/30/2018 7. 70 All Non-Benefit } . '•.! . •:, ' '' Eligible :PROV. 7/1/2018 Until Use same rates amended and conditions as those cited . ) . for fiscal year ending June 30, 2018. ** DESCRIPTION OF FRINGE BENEFITS RATE BASE: Salaries and wages. ·:.,. Page 2 of 4 PR/Award# T365Z170138 Page e65 ;ORGANIZATION: Lesley University ,·. -' '. AGREEMENT DATE: 10/27/2014 'SECTION II: SPECIAL REMARKS . ; ' TREATMENT OF FRINGE BENEFITS ; .: ...i . ;The fringe benefits are cha:rned using the rate (a) list_ed in the Fringe · · :aenefi ts Section of this Agreement. The fringe benefits included in the '. rate(s) are listed below. :', \/ ·~r ;IREA'l'MENT OF PAID ABSENCES ·v~cation, holiday, sick leave pay and other paid absences a;~ included in .· sa.la:dea and wages and are claimed on grants, contracts·. and other agreements ' . :;as part of the normal cost for salaries and wages. Separate claims are not ,made for the cost of these paid absences . OFF-CAMPUS DEFINITION: For all activities performed in facilities not owned ,by the institution and to which rent is directly allocated to the project(s) the off~campus rate will apply. Grants or contracts will not be subject to .more than one F&A cost rate. If more than 50% of a project is performed off- campus, the off-campus rate will apply to the entire project. _The' following fringe benefits are included in the fringe benefit rate: FICA, Dental Insurance, Health Insurance, Life Insurance, Disability Insurance, i Un.employment Compensation, Worker I s Compensation, 403 (~), . Tuition Remission : (E:mployee Only) and Massachusetts Unemployment Health Insurance. Equipment means an article of 'nonexpendable, tangible personal property having a useful life of more than one year and an acquisition cost of $1,000 ·or more per unit . . •\:• ,. ,::· Page 3 of 4 PR/Award # T365Z1 70138 Page e66 ORGANIZATION : Lesley University ,AGREEMENT DATE: 10/2 7/2014 \ ·.-·,;:. , • . . , : '~ SECTION I I I i GENERAL A.· X1JHI',l'ATJOBS1 The nteo in thio Agreement aro oubject-to any otiltutory or a D , , USE DX OTHSR P»PBBM I\Ol!NCrRS• The ratee in thla Agreement ware approved in accordance with the authoxity in Of fice of Management and Budget Circular A- 21, and should be applied to grants, contracts and other agreeMents covered by this circular, subject to any limitations in A above. The organization may provide copies of t~e Agreement to other Pederal Agencio~ to give them early notification of· the Agreement. E • IUlWll. If any Pederal contract, grant or other agreement is reimburuing facilities and administrative coots by a ~eans other than the approved rate(al in this Agreement, tho organiiation should (1) credit such cost9 to tho affactad prograT11S, and (2) 1111ply tha approved ratels) to the appropriate baae to identify the proper amount of faoilitios and administrative coat» ailooable to·thesa programs. BY '111B IN8TlTUTION1 011 81'1IAL1' OF 'II-!£ PBDERAL GOVERNMENT: 'Lesl ey Vniversity ::: .. OEPARTMBNT OF HEALTK l\NI> IIUMAN SllRVICB9 ( INS TI TOTI ON) (I\GBNCY) 6 Darryl w.·Mayes - ....) ...... r...(B... IO)....( NATURB) ------'L (SIONATURB) ;, /3eYrti u. 8r-adin Darryl W. Mayes (NAMB) (NIIMF.) r. Deputy Director, coat Allocation Services (TlTLB) (Tl'fLE) 10/27/2014_ (!>ATE) OUl IIRS REPRBS_BNTATIVE, Michael J..eonard , i Telephone, (212) 2 6-l-2069 ; , Page 4 of 4 ·:I., · PR/Award# T365Z170138 Page e67 Budget Narrative File(s) • Mandatory Budget Narrative Filename: l1 234- LesleyBudg Na rr84 . 365 . pdf Add Mandatory Budget Narrative 1 1Delete 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 # T365Z1 70138 Page e68 Tracking Number: GRANT12392037 Funding Opportunity Number:ED-GRANTS-022117-001 Received Date:Apr 24,2017 12:23:23 PM EDT LESLEY UNIVERSITY EL Parent/Teacher Training Project YEAR ONE -Academic Year October 1, 2017 -September 30, 2018 1. Personnel - $ 172,000 Project Coordinator (1.0 FTE) - $85.000 The Director the grant, Dr. Maria Pacheco, will be the overall manager responsible for all aspects of the project, including both internal and external activities - recrniting, admissions, advising, developing curriculum, identification and supervision of instrnctors. The Project Coordinator will be paid at an annual rate of $85,000. Parent Training Specialist (.50 FTE) - $18,000 A Parent Specialist (to be hired) will serve as the Parent Specialist working closely with Dr. Maria Pacheco and parents in-training during the academic year and each summer, when special institutes and other professional development activities are planned such as, the professional development of EL and mainstream content of K-12 teachers. The Parent Specialist will be paid at an annual rate of $18,000. Project Assistant Coordinator (1.0 FTE) - $39,000 Project Assistant Coordinator (to be hired) will provide technical support, serve as liaison with various units within the University and assist the Coordinator on all project activities. The Project Assistant Coordinator will be paid at a rate of $39,000. ESL Adult Literacy Specialist, Benvindo Leitao (.50 FTE) - $30,000 Benvindo Leitao, the ESL Adult Literacy Specialist will provide ESL literacy classes to parents, recruit parents for the Project, serve as liaison between the parents, Brockton schools, and Project personnel. Also, he will develop a parent curriculum design to encourage their engagement with their children's school homework. This Adult Literacy Specialist will be paid at an annual rate of $30,000. 2. Fringe Benefits @ 25 % of salaries - $43,000 Lesley's 25% benefits rate includes FICA; Health, Dental, Life and Disability Insurance; Workers Compensation; Unemployment Compensation; Pension; and Tuition Remission. The 25% fringe rate is applicable to the total ($172,000) senior personnel salaries above. 3. Travel - $5,000 Travel to the OFLA Summit V/Conference, mandated by the U.S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA). This line item will enable project staff to travel to the states where annual bilingual education conferences will be conducted. The cost of conference attendance (including airfare, taxi fares, hotel feels, conference fees, food, and other related expenses) is based on past travel by school system staff and estimated to be $5,000. 1 PR/Award# T365Z170138 Page e69 LESLEY UNIVERSITY 4. Supplies, $8,000 Instructional and administrative materials and activities, including expenses for books, articles, telephone, postage, and printing at an estimated yearly cost of $8,000. 5. Contractual Services - $75,000 All procedures for procurement will follow 34CFR Parts 74.40-74.48 and Part 80.36 to provide maximum extent practical, open and free competition with clearly established requirements that the bidder shall fulfill. The grant will only contract responsible contractors such as experts in terms of contractor integrity, compliance with public policies, record of past performance, and financial and technical resources. External services will be contracted for research and program evaluation. Research and Evaluation ($75,000): An external evaluator, Brach Evaluation & Consulting, LLC, will be contracted to serve as a Consultant on Evaluation and Research. The external evaluator will employ a Quasi-Experimental Design without randomization to determine student progress. We will use the results of yearly progress evaluations to ascertain if changes need to be made to any program activities. A yearly update on preliminary highlights/findings will be shared with all stakeholders. The evaluator will assure that the evaluation is aligned with What Works Clearinghouse Standards and Procedures, this design calls for ongoing pre-intervention measurements that establish an appropriate baseline equivalence of the intervention and comparison groups. The data will be interpreted in order to confirm the difference between pre and post intervention scores and the significance (Effect Size). Data collected are ACCESS scale scores in listening, speaking, reading, and writing. ACCESS is part of the WIDA (World-Class Instructional Design and Assessment Consortium) administered yearly to all ELs in MA. 6. Other - $8,000 Operational expenses: estimated administrative expenses (telephone, postage, printing) $8,000. 7. Training Stipends/Scholarships - $210,602 The project will cover tuition and fees for 14 students at $15,043 each per academic year for a total of $210,602 each year. 8. Indirect Costs - Per the RFP, the project is using an indirect rate of eight percent applied against the modified total direct costs because it is less than the University's negotiated rate. Total Direct Costs $521,602 Stipends $210,602 Mod. Total Direct Costs (MTDC) $311,000 Indirect Costs @ F &A rate of 8.0 % of MTDC $24,880 Total Budget, Year 1 $546,482 2 PR/Award# T365Z170138 Page e?O LESLEY UNIVERSITY Lesley University - · EL Teacher/Parent Trainin2 Bud2et year I - 2017-2018 Bud2et Personnel Professional Dr. Maria Pacheco, Project Director $85,000.00 100% time for one year@ $85,000.00 per year Faculty Parent Specialist (to be hired) - 50% time@ $18,000.00 per year $18,000.00 Benvindo Leitao, ESL Adult Literacy $30,000.00 50% time for one year @ $30,000.00 -Staff· Assistant Director 100% time for one year@ $39,000.00 $39,000.00 $172,000.00 Frin2e Benefits 25 % $43,000.00 $75,000.00 Contractual Services - ·- External Evaluation: Conduct QED non-randomized experiment design and implementation in consortium schools, data collection pre/post scores for controls, intervention groups, statistical analyses, interim updates and preliminary reports, final report, on-site meetings at schools and university. Training Stipends Scholarship: for 14 students @ $15,043.00 per year for tuition and fees $210,602.00 Other Charges Travel (TESOL conference, 90 trips averaging 40 miles each @ $0.33) $5,000.00 Operational Expenses : Administrative Expenses (telephone, postage, printing) $8,000.00 Supplies: Operational Expenses (supplies, instructional materials) $8,000.00 $21,000.00 Total Direct Costs $521,602.00 Training Stipends $210,602.00 Mod. Total Direct Costs $311,000.00 F&A Rate 8.0% ofMTDC $24,880.00 Total Cost of Project for Year 1 $546,482.00 3 PR/Award# T365Z170138 Page e71 LESLEY UNIVERSITY EL Parent/Teacher Training Project YEAR TWO - Academic Year October 1, 2018 - September 30, 2019 1. Personnel - $ 172,000 Project Coordinator (1.0 FTE) = $85,000 The Director the grant, Dr. Maria Pacheco, will be the overall manager , who will be responsible for all aspects of the project. These include both internal and external activities - recruiting, admissions, curriculum development and approval, identification and supervision of instructors, advising, and team supervision. The Project Coordinator will be paid at the annual rate of $85,000. Parent Training Specialist (.50 FTE) - $18,000 A Parent Specialist (to be hired) will serve as the Parent Specialist working closely with Dr. Mruia Pacheco and parents in-training during the academic year and each summer, when special institutes and other professional development activities are planned such as, the professional development of EL and mainstream content of K-12 teachers. The Parent Specialist position will be paid at the annual rate of $18,000. Project Assistant Coordinator (1.0 FTE) - $39,000 Project Assistant Coordinator, (to be hired) will provide technical support, serve as liaison with various units within the University, and assist the Coordinator on all project activities. The Project Assistant Coordinator position will be paid at the annual rate of $39,000. ESL Adult Literacy Specialist, Benvindo Leitao (.50 FTE) - $30,000 Benvindo Leitao, the ESL Adult Literacy Specialist, will provide ESL literacy classes to parents, recruit parents for the Project, serve as liaison between the parents, Brockton schools, and Project personnel. He will also be responsible to develop a parent curriculum design to encourage their engagement with their children's school homework. The Adult Literacy Specialist position will be paid at the annual rate of $30,000. 2. Fringe Benefits @ 25 % of salaries - $43,000 Lesley's 25% benefits rate includes FICA; Health, Dental, Life and Disability Insurance; Workers Compensation; Unemployment Compensation; Pension; and Tuition Remission. The 25% fringe rate is applicable to the total salaries ($172,000) of all senior personnel above. 3. Travel - $5,000 Travel to the OFLA Summit V/Conference, mandated by the U.S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA). This line item will enable project staff to travel to the states where annual bilingual education conferences will be conducted. The cost of conference attendance (including air-fare, taxi fares, hotel feels, conference fees, food, and other related expenses) is based on past travel by school system staff and estimated to be $5,000. 4 PR/Award# T365Z170138 Page e72 LESLEY UNIVERSITY 4. Supplies, $8,000 Instructional and administrative materials and activities, including expenses for books, articles, telephone, postage, and printing at an estimated yearly cost of $8,000. 5. Contractual Services - $75,000 All procedures for procurement will follow 34CFR Parts 74.40-74.48 and Part 80.36 to provide maximum extent practical, open and free competition with clearly established requirements that the bidder shall fulfill. The grant will only contract responsible contractors such as experts in terms of contractor integrity, compliance with public policies, record of past performance, and financial and technical resources. External services will be contracted for research and program evaluation. Research and Evaluation ($75,000): An external evaluator, Brach Evaluation & Consulting, LLC, will be contracted to serve as a Consultant on Evaluation and Research. The external evaluator will employ a Quasi-Experimental Design without randomization to determine student progress. We will use the results of yearly progress evaluations to ascertain if changes need to be made to any program activities. A yearly update on preliminary highlights/findings will be shared with all stakeholders. The evaluator will assure that the evaluation is aligned with What Works Clearinghouse Standards and Procedures, this design calls for ongoing pre-intervention measurements that establish an appropriate baseline equi valence of the intervention and comparison groups. The data will be interpreted in order to confirm the difference between pre and post intervention scores and the significance (Effect Size). Data collected are ACCESS scale scores in listening, speaking, reading, and writing. ACCESS is part of the WIDA (World-Class Instructional Design and Assessment Consortium) administered yearly to all ELs in MA. 6. Other - $8,000 Operational expenses: estimated admjnistrati ve expenses (telephone, postage, printing) $8,000. 7. Training Stipends/Scholarships - $210,602 The project will cover tuition and fees for 14 students at $15,043 each per academic year for a total of $210,602 each year. 8. Indirect Costs - Per the RFP, the project is using an indirect rate of eight percent applied against the modified total direct costs because it is less than the University's negotiated rate. Total Direct Costs $521,602.00 Stipends $210,602.00 Mod. Total Direct Costs (MTDC) $311,000.00 Indirect Costs @ F &A rate of 8.0 % of MTDC $24,880.00 Total Budget, Year 2 $546,482.00 5 PR/Award# T365Z170138 Page e73 LESLEY UNIVERSITY Lesley University EL Teacher/Parent Training Budget year 2 - 2018 - 2019 Budget Personnel Professional Dr. Maria Pacheco, Project Director $85,000.00 100% time for one year @ $85,000.00 per year Faculty - Parent Specialist (to be hired) - 50% time @ $18,000.00 per year $18,000.00 Benvindo Leitao, ESL Adult Literacy $30,000.00 50% time for one year @ $30,000.00 Staff Assistant Director 100% time for one year@ $39,000.00 $39,000.00 $172,000.00 Fringe Benefits 25 % $43,000.00 Contractual Services $75,000.00 External Evaluation: Conduct QED non randomized experiment design and implementation in consortium schools, data collection pre/post scores for controls, intervention groups, statistical analyses, interim updates and preliminary reports, final report, on-site meetings at schools and university. - Training Stipends Scholarship: for 14 students @ $15,043.00 per year for tuition and fees $210,602.00 Other Charges Travel (TESOL conference, 90 trips averaging 40 miles each @ $0.33) $5,000.00 Operational Expenses : Administrative Expenses (telephone, postage, printing) $8,000.00 Supplies: Operational Expenses (supplies, instructional materials) $8,000.00 $21,000.00 Total Direct Costs $521,602.00 Training Stipends $210,602.00 Mod. Total Direct Costs $311,000.00 F &A Rate 8.0% of MTDC $24,880.00 Total Cost of Project for Year 2 $546,482.00 6 PR/Award# T365Z170138 Page e74 LESLEY UNIVERSITY EL Parent/Teacher Training Project YEAR THREE - Academic Year October 1, 2019 - September 30, 2020 1. Personnel - $ 172,000 Project Coordinator (1.0 FTE) - $85.000 The Director the grant, Dr. Maria Pacheco, will be the overall manager responsible for all aspects of the project's internal and external activities - recruiting, admissions, curriculum development and approval, identification and supervision of instructors, advising, and team supervision. This full-time position will be paid at a rate of $85,000 per year. The Project Coordinator will be paid at the annual rate of $85,000. Parent Training Specialist (.50 FTE) - $18,000 The project will now focus on the professional development of EL and mainstream content of K- 12 teachers. A Parent Specialist (to be hired) will serve as a Parent Specialist working closely with Dr. Maria Pacheco and parents in-training during the academic year and each summer, when special institutes and other professional development activities are planned. The Parent Specialist will be paid at the annual rate of $18,000. Project Assistant Coordinator (1.0 FTE) - $39,000 Project Assistant Coordinator, (to be hired) will provide technical support, serve as liaison with various units within the University, and assist the Coordinator on all project activities. The Project Assistant Coordinator position will be paid at the annual rate of $39,000. ESL Adult Literacy Specialist. Benvindo Leitao (.50 FTE) - $30.000 Benvindo Leitao, the ESL Adult Literacy Specialist, will provide ESL literacy classes to parents, recruit parents for the Project, serve as liaison between the parents, Brockton schools, and Project personnel. He will be also responsible to develop a parent curriculum design to encourage their engagement with their children's school homework. The Adult Literacy Specialist position will be paid at the annual rate of $30,000. 2. Fringe Benefits @ 25 % of salaries $43,000 Lesley's 25% benefits rate includes FICA; Health, Dental, Life and Disability Insurance; Workers Compensation; Unemployment Compensation; Pension; and Tuition Remission. The 25% fringe rate is applicable to all senior personnel salaries ($172,000) above. 3. Travel - $5,000 Travel to the OFLA Summit V/Conference, mandated by the U.S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA). This line item will enable project staff to travel to the states where annual bilingual education conferences will be conducted. The cost of conference attendance (including air-fare, taxi fares, hotel feels, conference fees, food, and other related expenses) is based on past travel by school system staff estimated to be $5,000. 7 PR/Award# T365Z170138 Page e75 LESLEY UNIVERSITY 4. Supplies, $8,000 Instructional and administrative materials and activities, including expenses for books, articles, telephone, postage, and printing at an estimated yearly cost of $8,000. 5. Contractual Services - $75,000 All procedures for procurement will follow 34CFR Parts 74.40-74.48 and Part 80.36 to provide maximum extent practical, open and free competition with clearly established requirements that the bidder shall fulfill. The grant will only contract responsible contractors such as experts in terms of contractor integrity, compliance with public policies, record of past performance, and financial and technical resources. External services will be contracted for research and program evaluation. Research and Evaluation ($75,000): An external evaluator, Brach Evaluation & Consulting, LLC, will be contracted to serve as a Consultant on Evaluation and Research. The external evaluator will employ a Quasi-Experimental Design without randomization to determine student progress. We wi11 use the results of yearl y progress evaluations to ascertain if changes need to be made to any program activities. A yearly update on preliminary highlights/findings will be shared with all stakeholders. The evaluator will assure that the evaluation is aligned with What Works Clearinghouse Standards and Procedures, this design calls for ongoing pre-intervention measurements that establish an appropriate baseline equivalence of the intervention and comparison groups. The data will be interpreted in order to confirm the difference between pre and post intervention scores and the significance (Effect Size). Data collected are ACCESS scale scores in listening, speaking, reading, and writing. ACCESS is part of the WIDA (World-Class Instructional Design and Assessment Consortium) administered yearl y to all ELs in MA. 6. Other - $8,000 Operational expenses: estimated administrative expenses (telephone, postage, printing) $8,000. 7. Training Stipends/Scholarships - $210,602.00 The project will cover tuition and fees for 14 students at $15,043 each per academic year for a total of $21 0,602 each year. 8. Indirect Costs - Per the RFP, the project is using an indirect rate of eight percent applied against the modified total direct costs because it is less than the University's negotiated rate. Total Direct Costs $521,602.00 Stipends $210,602.00 Mod. Total Direct Costs (MTDC) $311 ,000.00 Indirect Costs @ F &A rate of 8.0 % of MTDC $24,880.00 Total Budget, Year 3 $546,482.00 8 PR/Award# T365Z170138 Page e76 LESLEY UNIVERSITY Lesley University - · EL Teacher/Parent Trainin2 Bud2et year 3 - 2019-2020 Bud2et Personnel Professional Dr. Maria Pacheco, Project Director $85,000.00 100% time for one year@ $85,000.00 per year Faculty Parent Specialist (to be hired) - 50% time @ $18,000.00 per year $18,000.00 Benvindo Leitao, ESL Adult Literacy $30,000.00 50% time for one year @ $30,000.00 -Staff· Assistant Director 100% time for one year @ $39,000.00 $39,000.00 $172,000.00 Frin2e Benefits 25 % $43,000.00 $75,000.00 Contractual Services - ·- External Evaluation: Conduct QED non randomized experiment design and implementation in consortium schools, data collection pre/post scores for controls, intervention groups, statistical analyses, interim updates and preliminary reports, final report, on-site meetings at schools and university. Training Stipends Scholarships: 14 students @ $15,043.00 per year for tuition and fees $210,602.00 Other Charges Travel (TESOL conference, 90 trips averaging 40 miles each @ $0.33) $5,000.00 Operational Expenses : Administrative Expenses (telephone, postage, printing) $8,000.00 Supplies: Operational Expenses (supplies, instructional materials) $8,000.00 $21,000.00 Total Direct Costs $521,602.00 Training Stipends $210,602.00 Mod. Total Direct Costs $311,000.00 F&A Rate 8.0% ofMTDC $24,880.00 Total Cost of Project for Year 3 $546,482.00 9 PR/Award# T365Z170138 Page e77 LESLEY UNIVERSITY EL Parent/Teacher Training Project YEAR FOUR-Academic Year October 1, 2020-September 30, 2021 1. Personnel - $ 172,000 Project Coordinator (1.0 FTE) - $85.000 The Director the grant, Dr. Maria Pacheco, will be the overall manager , who will be responsible for all aspects of the project. These include both internal and external activities - recruiting, admissions, curriculum development and approval, identification and supervision of instructors, advising, and team supervision. The Project Coordinator position will paid at the annual rate of $85,000. Parent Training Specialist (.50 FTE) - $18,000 A Parent Specialist (to be hired) will serve as the Parent Specialist working closely with Dr. Mruia Pacheco and parents in-training during the academic year and each summer, when special institutes and other professional development activities are planned such as, the professional development of EL and mainstream content of K-12 teachers .. The Parent Specialist will be paid at the annual rate of $18,000. Project Assistant Coordinator (1.0 FTE) - $39,000 Project Assistant Coordinator, (to be hired) will provide technical support, serve as liaison with various units within the University, and assist the Coordinator on all project activities. The Project Assistant Coordinator will be paid at the annual rate of $39,000. ESL Adult Literacy Specialist. Benvindo Leitao (.50FTE) - $30.000 Benvindo Leitao, the ESL Adult Literacy Specialist, will provide ESL literacy classes to parents, recruit parents for the Project, serve as liaison between the parents, Brockton schools, and Project personnel. He will also be responsible to develop a parent curriculum design to encourage their engagement with their children's school homework. The Adult Literacy Specialist position will be paid at the annual rate of $30,000. 2. Fringe Benefits @ 25 % salaries - $43,000 Lesley's 25% benefits rate includes FICA; Health, Dental, Life and Disability Insurance; Workers Compensation; Unemployment Compensation; Pension; and Tuition Remission. The 25% fringe rate is applicable to all senior personnel. 3. Travel - $5,000.00 Travel to the OFLA Summit V/Conference, mandated by the U.S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA). This line item will enable project staff to travel to the states where annual bilingual education conferences will be conducted. The cost of conference attendance (including air-fare, taxi fares, hotel feels, conference fees, food, and other related expenses) is based on past travel by school system staff, estimated at $5,000. 10 PR/Award# T365Z170138 Page e78 LESLEY UNIVERSITY 4. Supplies, $8,000 Instructional and administrative materials and activities, including expenses for books, articles, telephone, postage, and printing at an estimated yearly cost of $8,000. 5. Contractual Services - $75,000 All procedures for procurement will follow 34CFR Parts 74.40-74.48 and Part 80.36 to provide maximum extent practical, open and free competition with clearly established requirements that the bidder shall fulfill. The grant will only contract responsible contractors such as experts in terms of contractor integrity, compliance with public policies, record of past performance, and financial and technical resources. External services will be contracted for research and program evaluation. Research and Evaluation ($75,000): An external evaluator, Brach Evaluation & Consulting, LLC, will be contracted to serve as a Consultant on Evaluation and Research. The external evaluator will employ a Quasi-Experimental Design without randomization to determine student progress. We will use the results of yearly progress evaluations to ascertain if changes need to be made to any program activities. A yearly update on preliminary highlights/findings will be shared with all stakeholders. The evaluator will assure that the evaluation is aligned with What Works Clearinghouse Standards and Procedures, this design calls for ongoing pre-intervention measurements that establish an appropriate baseline equivalence of the intervention and comparison groups. The data will be interpreted in order to confirm the difference between pre and post intervention scores and the significance (Effect Size). Data collected are ACCESS scale scores in listening, speaking, reading, and writing. ACCESS is part of the WIDA (World-Class Instructional Design and Assessment Consortium) administered yearly to all ELs in MA. 6. Other - $8,000 Operational expenses: Administrative Expenses (telephone, postage, printing) 7. Training Stipends/Scholarships - $210,602 The project will cover tuition and fees for 14 students at $15,043 each per academic year for a total of $210,602 each year. 8. Indirect Costs - Per the RFP, the project is using an indirect rate of eight percent applied against the modified total direct costs because it is less than the University's negotiated rate. Total Direct Costs $521,602.00 Stipends $210,602.00 Mod. Total Direct Costs (MTDC) $311,000.00 Indirect Costs @ F &A rate of 8.0 % of MTDC $24,880.00 Total Budget, Year 4 $546,482.00 11 PR/Award# T365Z170138 Page e79 LESLEY UNIVERSITY Lesley University - · EL Teacher/Parent Trainin2 Bud2et year 4 - 2020-2021 Bud2et Personnel Professional Dr. Maria Pacheco, Project Director $85,000.00 100% time for one year@ $85,000.00 per year Faculty Parent Specialist (to be hired) - 50% time @ $18,000.00 per year $18,000.00 Benvindo Leitao, ESL Adult Literacy $30,000.00 50% time for one year @ $30,000.00 -Staff· Assistant Director 100% time for one year @ $39,000.00 $39,000.00 $172,000.00 Frin2e Benefits 25 % $43,000.00 $75,000.00 Contractual Services - ·- External Evaluation: Conduct QED non randomized experiment design and implementation in consortium schools, data collection pre/post scores for controls, intervention groups, statistical analyses, interim updates and preliminary reports, final report, on-site meetings at schools and university. Training Stipends Scholarships for 14 students @ $15,043.00 per year for tuition and fees $210,602.00 Other Charges Travel (TESOL conference, 90 trips averaging 40 miles each @ $0.33) $5,000.00 Operational Expenses : Administrative Expenses (telephone, postage, printing) $8,000.00 Supplies: Operational Expenses (supplies, instructional materials) $8,000.00 $21,000.00 Total Direct Costs $521,602.00 Training Stipends $210,602.00 Mod. Total Direct Costs $311,000.00 F&A Rate 8.0% ofMTDC $24,088.00 Total Cost of Project for Year 4 $546,482.00 12 PR/Award# T365Z170138 Page e80 LESLEY UNIVERSITY EL Parent/Teacher Training Project YEAR FIVE - Academic Year October 1, 2021 - September 30, 2022 1. Personnel - $ 172,000 Project Coordinator (1.0 FTE) - $85.000 The Director the grant, Dr. Maria Pacheco, will be the overall manager , who will be responsible for all aspects of the project. These include both internal and external activities - recruiting, admissions, curriculum development and approval, identification and supervision of instructors, advising, and team supervision. The Project Coordinator position will be paid at the annual rate of $85,000. Parent Training Specialist (.50 FTE) - $18,000 A Parent Specialist (to be hired) will serve as the Parent Specialist working closely with Dr. Mruia Pacheco and parents in-training during the academic year and each summer, when special institutes and other professional development activities are planned such as, the professional development of EL and mainstream content of K-12 teachers. The Parent Specialist will be paid at the annual rate of $18,000. Project Assistant Coordinator (1.0 FTE) - $39,000 Project Assistant Coordinator, (to be hired) will provide technical support, serve as liaison with various units within the University, and assist the Coordinator on all project activities. The Project Assistant Coordinator position will be paid at an annual rate of $39,000. ESL Adult Literacy Specialist. Benvindo Leitao (.50 FTE) - $30.000 Benvindo Leitao, the ESL Adult Literacy Specialist, will provide ESL literacy classes to parents, recruit parents for the Project, serve as liaison between the parents, Brockton schools, and Project personnel. He will also be responsible to develop a parent curriculum design to encourage their engagement with their children's school homework. The Adult Literacy Specialist will be paid at an annual rate of $30,000. 2. Fringe Benefits @ 25 % of salaries - $43,000 Lesley's 25% benefits rate includes FICA; Health, Dental, Life and Disability Insurance; Workers Compensation; Unemployment Compensation; Pension; and Tuition Remission. The 25% fringe rate is applicable to all senior personnel salaries ($172,000) above. 3. Travel - $5,000 Travel to the OFLA Summit V/Conference, mandated by the U.S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA). This line item will enable project staff to travel to the states where annual bilingual education conferences will be conducted. The cost of conference attendance (including air-fare, taxi fares, hotel feels, conference fees, food, and other related expenses) is based on past travel by school system staff and estimated to be $5,000. 13 PR/Award# T365Z170138 Page e81 LESLEY UNIVERSITY 4. Supplies, $8,000 Instructional and administrative materials and activities, including expenses for books, articles, telephone, postage, and printing are estimated to be $8,000. 5. Contractual Services - $75,000 All procedures for procurement will follow 34CFR Parts 74.40-74.48 and Part 80.36 to provide maximum extent practical, open and free competition with clearly established requirements that the bidder shall fulfill. The grant will only contract responsible contractors such as experts in terms of contractor integrity, compliance with public policies, record of past performance, and financial and technical resources. External services will be contracted for research and program evaluation. Research and Evaluation ($75,000): An external evaluator, Brach Evaluation & Consulting, LLC, will be contracted to serve as a Consultant on Evaluation and Research. The external evaluator will employ a Quasi-Experimental Design without randomization to determine student progress. We will use the results of yearly progress evaluations to ascertain if changes need to be made to any program activities. A yearly update on preliminary highlights/findings will be shared with all stakeholders. The evaluator will assure that the evaluation is aligned with What Works Clearinghouse Standards and Procedures, this design calls for ongoing pre-intervention measurements that establish an appropriate baseline equivalence of the intervention and comparison groups. The data will be interpreted in order to confirm the difference between pre and post intervention scores and the significance (Effect Size). Data collected are ACCESS scale scores in listening, speaking, reading, and writing. ACCESS is part of the WIDA (World-Class Instructional Design and Assessment Consortium) administered yearly to all ELs in MA. 6. Other - $8,000 Operational expenses: estimated administrative expenses (telephone, postage, printing) $8,000. 7. Training Stipends/Scholarships - $210,602 The project will cover tuition and fees for 14 students at $15,043 each per academic year for a total of $210,602 each year. 8. Indirect Costs - Per the RFP, the project is using an indirect rate of eight percent applied against the modified total direct costs because it is less than the University's negotiated rate. Total Direct Costs $521,602.00 Stipends $210,602.00 Mod. Total Direct Costs (MTDC) $311,000.00 Indirect Costs @ F &A rate of 8.0 % of MTDC $24,880.00 Total Budget, Year 5 $546,482.00 14 PR/Award# T365Z170138 Page e82 LESLEY UNIVERSITY Lesley University - · EL Teacher/Parent Trainin2 Bud2et year 5 - 2021-2022 Bud2et Personnel Professional Dr. Maria Pacheco, Project Director $85,000.00 100% time for one year@ $85,000.00 per year Faculty Parent Specialist (to be hired) - 50% time@ $18,000.00 per year $18,000.00 Benvindo Leitao, ESL Adult Literacy $30,000.00 50% time for one year @ $30,000.00 -Staff· Assistant Director 100% time for one year@ $39,000.00 $39,000.00 $172,000.00 Frin2e Benefits @ 25 % $43,000.00 $75,000.00 Contractual Services - ·- External Evaluation: Conduct QED non randomized experiment design and implementation in consortium schools, data collection pre/post scores for controls, intervention groups, statistical analyses, interim updates and preliminary reports, final report, on-site meetings at schools and university. Training Stipends Scholarship: for twenty five (14) students @ $15,043.00 per year for tuition and $210,602.00 fees - Other Charges Travel (TESOL conference, 90 trips averaging 40 miles each @ $0.33) $5,000.00 Operational Expenses : Administrative Expenses (telephone, postage, printing) $8,000.00 Supplies: Operational Expenses (supplies, instructional materials) $8,000.00 $21,000.00 Total Direct Costs $521,602.00 Training Stipends $210,602.00 Mod. Total Direct Costs $311,000.00 F &A Rate 8.0 % of MTDC $24,880.00 Total Cost of Project in Year 5 $546,482.00 GRAND TOTAL COST OF PROJECT OVER FIVE YEARS: $2,732,410 15 PR/Award# T365Z170138 Page e83