1. Title III in the FY19 ESSA Consolidated Grant Application
Federal Grant Programs Conference
May 30, 2018

2. FY19 is a consolidated application. One tab is labeled TIII Narrative.
Narrative lines must include all requested information.
Choose from the drop down menu carefully.
If you choose Other you must add a description.
District wide strategies tab impacts how you complete the narrative
Massachusetts Department of Elementary and Secondary Education 2

3. Signature page required for EACH fund code
Massachusetts Department of Elementary and Secondary Education STANDARD CONTRACT FORM AND APPLICATION FOR PROGRAM GRANTS
UPLOAD A SCANNED, SIGNED COPY OF THIS PAGE DATED WITH THE DATE OF SUBMISSION TO EDGRANTS WITH THE BUDGET FOR EACH FUND CODE
District staff with the role of “control user” in EdGrants have been provided user log-in names and passwords and have been trained to submit a grant application via EdGrants. Provide all required application materials to your district control user with access to EdGrants to submit budgets and attachments on behalf of the district for each fund code for which the district is applying Applications are due by September 28, 2018
District Name:
Code:
0430
Address:
201 Forest Street
ESE Federal Grant Liaison
Russ Fleming
Marlborough, MA 01752
Phone number: `
I CERTIFY THAT THE INFORMATION CONTAINED IN THIS APPLICATION IS CORRECT AND COMPLETE; THAT THE APPLICANT AGENCY HAS AUTHORIZED ME, AS ITS REPRESENTATIVE, TO FILE THIS APPLICATION; AND THAT I UNDERSTAND THAT FOR ANY FUNDS RECEIVED THROUGH THIS APPLICATION THE AGENCY AGREES TO COMPLY WITH ALL APPLICABLE STATE AND FEDERAL GRANT REQUIREMENTS COVERING BOTH THE PROGRAMMATIC AND FISCAL ADMINISTRATION OF GRANT FUNDS.
AUTHORIZED SIGNATURE:
TITLE:
PRINTED NAME:
SUBMISSION DATE:
FY2019 Allocation
FEDERAL ALLOCATION GRANT
PROJECT DURATION
TOTAL ALLOCATION
Title I, Part A Fund Code 305
FROM TO
$1,000
UPON APPROVAL
6/30/2019
Title II, Part A Fund Code 140
$2,000
Title III, Part A Fund Code 180
$3,000
Title IV, Part A Fund Code 309
$4,000
UPLOAD A SCANNED, SIGNED COPY OF THIS PAGE DATED WITH THE DATE OF SUBMISSION TO EDGRANTS WITH THE BUDGET FOR EACH FUND CODE BY SEPTEMBER 28, 2018

4. Consolidated Plan Overlay impacts the narrative
From Tab 5: District Activities and Strategies Columns A & B will populate automatically from Tab 5, Step 5.6 for any activity that you indicate includes Title III, Part A funding. Starting with Column C, describe only those activities from each strategy/activity that will be funded in whole or in part with Title III, Part A funds. REFER to your CPO when completing the narrative 1
Equity and Access
1.1 Student Goal Setting: Create a district-wide system for setting goals with students that support their postsecondary success and aspirations. Connect students to supports within and outside of school, and reflect on and monitor progress with students, teachers, families, and partners. 2
Engaging Learning
2.2 Rigorous, Joyful Learning: Expand rigorous, joyful, culturally responsive learning experiences 2.3 Professional Learning: Establish student-centered, collaborative, and transformative professional learning that supports the CPS vision

5. Describe TIII activities not in the CPO Step 10.2
Use bullet points to describe. Be succinct, brief but accurate.
Title III-funded activities not listed on the Consolidated Plan Overlay: Describe activities not listed on the CPO that will be funded in whole or in part with Title III funds.
Details previously requested (per hr. costs, for example) are now required in the budget pages.
Describe activities or aspects of activities funded by Title III
Supplemental to federal, state, and local funding?
This activity is intended to help English Learners increase their English language proficiency
This activity is intended to help English Learners meet standards in Massachusetts Curriculum Frameworks
What data/evidence prompted this activity? (Select at least one source for each activity; report additional sources/explanation in "Other" box at row's end) 1
Select One 2

6. Why a Private School page?
Private school students are counted in the allocation of public school districts
Equitable Services must be offered for eligible Private School Students, Teachers, and Other Educational Personnel
Every TIII district must consult with every private school that is geographically located in the district to inform them of the services for which TIII can offer support
Massachusetts Department of Elementary and Secondary Education 6

7. Instructions
Instructions: List the private schools located in the district boundaries and the number of students enrolled in each. The listing represents the private schools that have been contacted regarding interest in participation in the district’s Title IIA, Title III and/or Title IVA programs. Indicate whether each listed school has chosen to participate by selecting from the drop-down menu. Columns A-C: Indicate whether the private school has elected to participate in the program identified in the column heading (yes or no) Column D: Indicate the number of children attending the listed school. Column E: Indicate the number of children attending the private school who are English learners. Columns F-H: These columns will automatically populate based on your Title IIA, Title III and/or Title IVA funding after flexing and subtracting administrative expenses. Columns I-K: These columns will automatically populate based on the number of eligible students for each program multiplied by the per pupil amount for each program. Note: For schools that will participate in any or all Title IIA, Title III and Title IVA, columns F through K will be populated according to the school's choice to participate, and, in the case of Title III, the number of eligible students. Responses to questions 1and 2 for each Title IIA and Title IVA and questions 1 through 3 for Title III are required, respectively, for only those districts that have eligible private schools that have chosen to participate in those programs.

8. Private school worksheet District expenses
Step 4.1 Fill in the amount that the district will reserve for administrative expenses for Titles IIA, III and IVA. The remainder of the grid will populate automatically once you have completed all steps of this worksheet.
District enrollment, March 2018
190
District EL population, March 2018 34
Title I, Part A
Title II, Part A
Title III, Part A
Title IV, Part A
Provide total funding being used for district's direct administrative expenses
N/A
$56
$18 $4
Total district funds per program after any flexing between programs and minus the amount reserved for program administration for Titles IIA III & IVA.
$1,070
$1,877
$2,993
$3,982
Total amount that must be reserved for equitable services. See below for allocations for each private school.
$12
$5,600
$6,380
$6,307

9. Private schools
Step 4.4 Complete for all private schools in district boundaries electing to participate in each program
Title IIA, III & IVA: Supporting Effective Instruction, Support for English Learners & Student Support and Academic Enrichment
Title IIA, Title III & Title IVA: Private Schools Serving Eligible Children Residing in District
List private schools located within district boundaries
Will this Private School Participate in Title IIA? (Yes or No)
Will this Private School Participate in Title III? (Yes or No)
Will this Private School Participate in Title IVA? (Yes or No)
Number of Students Enrolled in Private School
Number of Eligible English Learners Enrolled in Private School
Title IIA: Amount Per Pupil
Title III: Amount Per Pupil
Title IVA: Amount Per Pupil
Title IIA: Total Allocation for Private School Services, by School
Title III: Total Allocation for Private School Services, by School
Title IVA: Total Allocation for Private School Services, by School A B C D E F G H I J K
Yes No 18 3
$9.02
$0.00
$14.39
$162.43
$259.01
278 37
$4.01
$42.15
$6.40
$1,114.97
$1,559.73
$1,777.89
555
112
$2.52
$20.50
$1,398.30
$2,296.00 82 19
$56.47
$11.00
$1,072.96
$902.30 76 32
$7.06
$45.35
$11.25
$536.29
$1,451.15
$855.14
TIP: Districts must select "Yes" for each program in which the private school will participate in order for funds to be calculated for that program.

10. Private school page continued
Step 4.5 Answer questions about Title IIA, Title III and/or Title IVA services for private schools
Has the district contacted all private schools located within district boundaries to inquire about their participation in Title II, Part A, Title III, Part A, and/or Title IV, Part A services with evidence of such outreach on file? (select yes/no)
Select one
Complete the drop down

11. Answer the private school questions in section 4D
1. What Title III services will be provided to participating private schools? (Select primary service from dropdown menu; list additional services in "Other").
Select One
Other:
2. How will the district assess the impact of Title III services on participating private school students? (Select primary source from dropdown menu; list additional sources in "Other").
3. How were private school English Learners identified? (Select primary means of identification from dropdown menu; list additional means in "Other").
Each of these are drop down menus

12. Budget pages (optional)
New form has a drop down menu on the right for you to select Title III.
Which Title? Title III, Part A (select from the drop down)
All expenditures must be accounted for, including costs for the private schools. Give rates, FTE’s and in the comment line give details relating expenditures back to activities on each narrative tab.
This is a drop down

13. 20% supplies and materials including supplemental software
Budget Pages
2% for administration
20% supplies and materials including supplemental software
15% total for travel (no longer cumulative)
All costs should be allowable, reasonable and allocable.
These are the limits for the TIII grant. Admin is in Line 1 – 2% of the grant is the limit for admin.
Three required activities are Instruction, Professional Development for teachers of ELs only, Parent Engagement.
Supplies and Materials is Line 7 – 20% of the total grant amount is the limit for this. Instructional software for the TIII program goes in this line.
Travel is in Line 8 – there is a 15% (of total grant award) limit Remember that expenses are to be reasonable, allowable and allocable.
Massachusetts Department of Elementary and Secondary Education 13

14. New for TIII consortia – Schedule A
MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
STANDARD APPLICATION FOR PROGRAM GRANTS
FY19 SCHEDULE A - Assignment Schedule 1
Schedule A is to be completed if the applicant agency operates and administers a grant project using funds from more than one grant recipient. 2
Agency operating and administering the project:
Advanced Math and Science Academy Charter (District)
0430 3
Name of grant program/ Fund Code:
Name of Participating Agency
Amount of Assigned Funds
* Authorized Signature $0
Total of Assigned Funds
*I/We assign the identified funds to the project described in the accompanying grant application. The indicated agency is authorized to receive and disburse funds for the purpose of operating the project.

15. Federal Grant Programs Conference May 30, 2018
LOOK Act
Federal Grant Programs Conference
May 30, 2018

16. LOOK Act and Title III Preschool Services
The LOOK Act requires services to be provided for preschool students in public preschools that are part of a public elementary or secondary school.
Because services to preschool students are required, Title III cannot be used to supplant such services. Supplemental services (professional development for teachers, instruction for preschool ELs, and preschool parent engagement) may be provided using Title III funds.

17. LOOK Act and Parent Advisory Councils
Parent advisory councils are required:
if the district or charter school has at least 100 ELs or if the EL population is at least 5% of the student population (whichever is less)
A school or district is underperforming or chronically underperforming
Parent advisory councils:
advise on matters that pertain to English learners
meet regularly with school officials to participate in the planning and development of programs designed to improve educational opportunities for English learners
participate in the review of school improvement plans and district improvement plans as the plans relate to English learners.

18. LOOK Act Parent Advisory Councils and Parent Engagement
Effective parent engagement will be important to successful Parent Advisory Council
All activities for parent engagement do not have to be focused on the Parent Advisory Council
Title III funded parent engagement activities can focus on what parents can do to engage in their child’s education at home or with the school (outside of the Parent Advisory Council)
Parent Advisory Council serves the district/school, parent engagement serves the student/parents

19. LOOK Act Benchmarks and Title III Reporting Elements
Benchmarks are progress indicators for individual ELs
Reporting Elements consist of five indicators for EL/ELSWD/FEL students in the aggregate
RE1: # and % making progress toward proficiency (EL/ELSWD)
RE2: # and % attaining proficiency (EL)
RE3: # and % who exit based on proficiency (EL)
RE4: # and % meeting academic standards for each of the four years after exit (FEL/FELSWD)
RE5: # and % who have not attained proficiency within five years (EL/ELSWD)
Benchmarks:
Students have 5 years to establish proficiency (after baseline year)
Progress toward proficiency identified through SGP calculations:
Annual Target: Expressed in ACCESS Proficiency Levels
Annual Difficulty Level: The amount of growth needed to make a target, Expressed on the SGP scale (1-99 – the higher the number the greater the difficulty)
Adjustments:
Censored data: Substitute nearest grade value
Retained: Substitute with average value for grade, prior proficiency level, years in MA OR with value from SGP package for skipped years
Missing test scores (ABS, INV, etc.) Substitute using value for prior ACCESS scaled score or with value for scaled score = 120
Missing Targets: ALT in the past two years
For RE 5, ESSA only requires us to report EL, but it may be helpful for districts and schools to understand what portion of that group is EL SWD.

20. LOOK Act Benchmarks and Student Success Plan
Benchmarks will be provided for all ELs taking the ACCESS
ELs who do not meet their benchmarks are required to have a Student Success Plan
The Student Success Plan is a useful tool used to document the supports and services the student is receiving in order to realize better progress toward proficiency

21. Purpose of the Reporting Elements
Use the Reporting Elements to improve programs and activities for ELs
Is your school/district meeting targets?
Which elements are challenges for your program?
What supports can be offered to ensure better success? How will you use your grant money for this?
What services or programs should be further evaluated to determine possible changes?
What changes to your program or funded activities will help ensure better outcomes?

22. Alignment Efforts – Progress Toward Proficiency
Benchmarks for individual ELs
ELs not making targets will have a Student Success Plan
Reporting Elements for districts
Used to improve programs, especially districts not making targets
Key Performance Indicators
Used to determine tiers for Tiered Focus Monitoring
Accountability for EL subgroup
Used for Accountability
Common thread is progress toward English proficiency
Action steps/goals written into plans