Texas High School Completion and Success Grant Program

1
Texas High School Completion and Success Grant
Program

• Reviewer Training
• From
• Geraldine Kidwell, Grant Resource Specialist,
• Division of Discretionary Grants
• Texas Education Agency
• December 8-17, 2003

2
Table of Contents

• Packet Contents and Electronic Materials
• Preparation of Review
• Technical Assistance
• Materials
• Reviewer Expectations
• Review of RFA
• Completing the Basic Review Forms
• Submission of Completed Review Forms

3
Packet Contents

• Reader number (3 Digit Number)
• List of applications assigned
• Copy of the RFA
• Instructions for Reviewer Scoring and Quality
  Standards
• Tips for Reviewers
• Return Mailing Instructions

4
Electronic Materials to be Downloaded

• Non-Disclosure/Conflict of Interest Statement for
  each grant assigned
• Basic Review Form Score Chart
• PowerPoint Training

5
Expectations for Reviewers

• Do not discuss the applications until official
  notification of the grants that are awarded is
  sent from Texas Education Agency. Also, do not
  discuss the applications with any one.
• Do not write anywhere on the application. Use
  post-it notes to place comments or questions
  within the application that will facilitate
  scoring procedures. Please remove the notes
  prior to returning the applications to TEA

6
Expectations for Reviewers

• To prepare for review through a careful study of
  the Request for Application, Reviewer Scoring and
  Quality standards, and the Reviewer PowerPoint
  Training in order to submit an informed
  assessment of the applications assigned.

7
Expectations for Reviewers

• Independently review and consistently use the
  criteria and information from the RFA to consider
  the quality response for each indicator under
  each criterion on the Reviewer Score Sheet.

8
Expectations for Reviewers

• If questions of clarification arise during the
  review, please contact Geraldine Kidwell at TEA
  by telephone or e-mail.

9
Expectations for Reviewers
10
Preparing for Review Step 1 Checking for
Conflict of Interest

• 1. Immediately scan each application upon receipt
  and determine if an application needs to be
  replaced due to Non-disclosure/Conflict of
  Interest.
• 2. Notify Sharon Evans (512-463-9269 or
  sevans_at_tea.state.tx.us ) immediately if a
  conflict exists so that an exchange can be made
  and the application in question can be reassigned
  to a different reviewer.

11
Preparing for Review Step 2 Downloading the
Non-Disclosure/Conflict of Interest Form

• Using a Save As download the Non-Disclosure /
  Conflict of Interest Statement for each
  application assigned.
• Save as Reviewer name, Mail Review 12 8 17
  2003. Do not enter the reader number assigned to
  you or the name of the applications that you are
  assigned to read.
• Print as many hard copies as you have assigned
  grants to review.
• Sign and date each Non-Disclosure/Conflict of
  Interest Statement and place one copy with each
  application.
• Failure to do so may result in disqualification
  of scores and reassignment of applications.

12
Preparing for ReviewStep 3 Sort materials into
a working application packet containing

• 1) One assigned application
• 2) Signed and dated the Non-disclosure / Conflict
  of Interest Statement
• 3) Download the Basic Review Form for each
  application saving it to your harddrive. When the
  review is completed, print one copy and add this
  to the single application packet of materials to
  return to TEA not later than December 17, 2003.

13
Preparing for ReviewStep 4 Download the Basic
Form Score Chart

• Using the Basic Review Form Template
• Perform a Save As saving the template to review
  each application assigned.
• Use Name Identification Process in Step 5

14
Preparing for ReviewStep 5 Name Identification
Process

• Prepare a Basic Review Form Score Chart for each
  application to be reviewed. For each
  application
• 1. Perform a Save As using the following
• Reader Number ____ (Example 037) Remains the
  same for each grant.
• DCC _____ use the last 3 digits as indicated in
  red (Example 711/11/25/03-001) Changes with each
  application to be reviewed.
• SAS A428-04 Remains the same for each grant
• 2. To read 037 001 SAS A428-04 037 015 SAS
  A428-04 etc.

15
Preparing Basic Review Basic Review Form

• Open the Form Template. Using the name
  identification process, save to your computer the
  first grant that you plan to review.
• In the tool bar at the top of the screen Activate
  View. Scroll to Header and Footer and double
  click.

16
Basic Review Form Header

• Select and highlight each line following the
  for each item in the Heading.
• Find the information for the Heading on Schedule
  1 of each application to be reviewed.

17
Basic Review Form HeaderSchedule 1- General
Information

• The organization name is found in Block 1
• If the applicant is a district or charter school
  (LEA) enter the County District Number from the
  top right hand corner. (6 digit Number)

18
Basic Review Form HeaderSchedule 1- General
Information

• Enter the complete Document Control Number from
  the label centered in the middle of the lower
  part of Schedule 1 General Information..
• (Example 711/11/25/03-001) The last 3 digits
  were used in the Save As of the Name
  Identification Process Step 5
• Each application has a unique number defined by
  the last three digits.
• The 711 will be identical for all.
• The date may or may not be identical.

19
Basic Review Form HeaderSchedule 1- General
Information

• Enter your reader number issued by TEA and
  included in the hard copy materials you received
  by mail.
• Never use your initials or name on the Basic
  Review Form. Always use the reviewer number.

20
Basic Review Form HeaderSchedule 1- General
Information

• Save and Close the Header and Footer tool bar.
• The heading will appear on each page of the Basic
  Review Form. Review the entry to be sure all
  information is accurate.
• As you complete each application be sure that the
  name in the heading correctly identifies the
  application being reviewer.

21
Preparing for ReviewDownload a Reference Copy
of the Basic Review Form

• You may wish to print a Hard copy Basic Review
  Form to reference during Part II, Review of the
  RFA .

22
Preparing for ReviewComments

• Comments
• Place the indicator on the left edge of the text
  box.
• Double click to open. The box will expand as you
  enter your comments.
• When completed click on OK to close.

23
Preparing for ReviewComments

• Reviewers are required to enter comments for
  each domain. Submission of the Review Form
  without the required comments is not acceptable.
• Be sure to review your work to ensure that the
  required comments are entered in each application
  and in each Domain prior to submitting material
  to TEA.

24
Preparing for ReviewComments Continued

• The reviewers comments should address the
  applications strengths and/or areas of weakness.
  
• The reviewer is not required to enter both
  strengths and weakness but must enter comments
  that support the indicator responses entered in
  the basic review form.

25
Preparing for ReviewComments Continued

• Copies of the Basic Review Forms and Computer
  Scored Summaries will be sent to each applicant
  and are available for open records requests.
• Applicants use the reviewer comments for self
  analysis to improve grant preparation.

26
Preparing for ReviewComments Continued

• Reflect an honest assessment when making
  comments. Address the strengths and/or
  weaknesses, something that could be improved to
  make a stronger application, when preparing a
  constructive critique.

27
Errata

• Risky Behaviors (Page 32 Part II Instructions)
• Instructions for completing Chart 3 should read
  as follows
• Complete Chart 3 Enter the composite data to
  represent only the eligible campuses entered in
  Part 2 Participating campuses.

28
Preparing for ReviewTable of Contents Basic
Review Form

• Page 1 Enter the information in the heading that
  will be duplicated on each page automatically.
  (Save and Close)
• Page 2 Domain Indicators for Budget Schedules
  3A, 3B, 3C, 3D, 3E, and 3G (Criteria 1 and
  2)
• Page 3 Criterion 1 Local Objectives Page 3
  Domain Indicators Relevant SAS Schedules 4A-
  Program Abstract (Including Needs and Objectives)
  

29
Preparing for ReviewTable of Contents Basic
Review Form

• Criterion 2 Diagnostic Assessment and
  Intervention
• To be addressed on Schedule 4B
• Program Description, Part 2-Program Strategies
  and Activities - 10 points
• The extent to which
• Diagnostic and assessment instruments will
  provide in-depth information about student skills
  and instructional needs which will be utilized to
  assist teachers in planning instruction for
  individual students.
• Diagnostic data will be used to plan intervention
  support for students to ensure that benchmarks
  are being achieved.
• A process will be implemented to identify
  baseline data, establish individual student group
  targets, and evaluate student achievement based
  on the established program goals.
• An annual assessment schedule for the four
  foundation content areas (i.e. English Language
  Arts, mathematics, science, and social studies)
  including the name of the assessment, its
  purpose, and the skills being assessed is
  provided.

30
Preparing for ReviewTable of Contents Basic
Review Form

• General Instructions The applicant should refer
  to the Program Goals, Project Description, and
  Project Requirements of Section II of the RFA, if
  applicable, in completing this schedule. The
  applicant should also refer to the "Local Program
  Objectives" identified on Schedule 4A - Program
  Abstract and to the strategies identified on
  Schedule 4A - Part 2 - Program Strategies.
• To the degree of specificity practical, the
  applicant will list the major activities to be
  undertaken to accomplish each of the items under
  each criterion listed above under Program
  Strategies. Each item under each criterion must
  be addressed by at least one activity. Copy the
  necessary pages of Schedule 4B, Part 2, Program
  Activities, to complete each criterion.

31
Preparing for ReviewTable of Contents Basic
Review Form

• In general, the activities must
• relate directly to the stated program goals,
  local program objectives, and strategies
• address all of the required components outlined
  in the RFA
• be sufficient to carry out the proposed program
• be designed to provide measurable outcomes
• be clearly stated and
• address the identified needs of the targeted
  population.

32
Preparing for ReviewTable of Contents Basic
Review Form

• Look back to Slide 29.
• How many indicators are listed under Criterion
  2?
• Yes, you are correct. There are four indicators.
  There must be not less than 4 activities for
  this criterion.
• To the degree of specificity practical, the
  applicant will list the major activities to be
  undertaken to accomplish each of the items under
  each criterion listed above under Program
  Strategies. Each item under each criterion must
  be addressed by at least one activity. The
  strategies are limited to a specified number of
  pages.
• Copy the necessary pages of Schedule 4B, Part 2,
  Program Activities, to complete each criterion.
  The Activity pages are not limited.

33
Preparing for ReviewTable of Contents Basic
Review Form

• This is an example to demonstrate how each
  Criterion must be addressed.

34
Preparing for ReviewTable of Contents Basic
Review Form

• In Criterion 8 Evaluation, The Required
  Performance Measures are indicated on your score
  sheet as a Yes- meaning the applicant enter
  information for all columns. Remember for Number
  1 and 5, the information on the errata sheet.

35
Preparing for ReviewTable of Contents Basic
Review Form

• Page 4 Relevant SAS Schedule 4B, Part 2-
  Program Strategies and Activities
• Criterion 2Diagnostic Assessment and
  Intervention

36
Preparing for ReviewTable of Contents Basic
Review Form

• Page 4 Relevant SAS Schedule 4B, Part 2-
  Program Strategies and Activities
• Criterion 3 Individualized Graduation Plan
• See Appendix 1 Glossary 1. Part 1 Page 29.

37
Program Components

• Individualized Graduation Plan (IGP) for each
  student
• The authorizing rider requires that schools
  receiving funds under this grant program ensure
  that all students on each participating campus
  have an individualized graduation plan. Through
  this grant, the development and implementation of
  an IGP is considered an indirect (support)
  service to students.

38
Program Components

• IGPs must ensure that students at-risk of not
  graduating from high school
• are afforded instruction from highly qualified
  teachers
• have access to online diagnostic and assessment
  instruments and
• are provided accelerated instruction in areas of
  academic weakness.

39
Preparing for ReviewTable of Contents Basic
Review Form

• Page 4 Relevant SAS Schedule 4B, Part 2-
  Program Strategies and Activities
• Criterion 4 Instructional Strategies and
  Innovative Programs Pages 6 and 7

40
Preparing for ReviewTable of Contents Basic
Review Form

• Relevant SAS Schedule 4B, Part 2- Program
  Strategies and Activities Criterion 5 Teacher
  Quality

41
Preparing for ReviewTable of Contents Basic
Review Form

• Relevant SAS Schedule 4B, Part 2- Program
  Strategies and Activities
• Criterion 6 Leadership
• Management
• Internal Communication, Coordination, and
  Reporting
• Resource Management and
• Instructional

42
Preparing for ReviewTable of Contents Basic
Review Form

• Relevant SAS Schedule 4B, Part 2- Program
  Strategies and Activities
• Criterion 7 Community Engagement

43
Program Components

• Community engagement is a required criterion.
  Applicants must develop activities to accomplish
  the intent of this requirement in their own
  schools and communities. Letters of endorsement
  are not, by themselves, evidence that
  collaborations have been established or
  maintained. A full description of those involved
  and the nature of the partnership will be
  included in Part III, SAS, Schedule 4B, and
  addressed in Program Description Part 2
  Program Strategies and Activities. Refer to Part
  II, instructions for additional information.

44
Program Components

• Community engagement is a required criterion.
  Applicants must develop activities to accomplish
  the intent of this requirement in their own
  schools and communities. Letters of endorsement
  are not, by themselves, evidence that
  collaborations have been established or
  maintained.

45
Program Components

• A full description of those involved and the
  nature of the partnership will be included in
  Part III, SAS, Schedule 4B, and addressed in
  Program Description Part 2 Program Strategies
  and Activities. Refer to Part II, instructions
  for additional information.

46
Program ComponentsMentor Training

• Mentor training is a required activity of the
  community engagement criterion. Mentoring
  programs that connect students with a caring
  adult or peer in the school can positively impact
  student achievement.

47
Program ComponentsMentor Training

• Applicants must develop activities to accomplish
  the intent of this requirement in their own
  schools and communities. Grant participants have
  the opportunity to participate in mentor training
  that will be provided by the TEA and the
  Governors Mentoring Initiative.

48
Program ComponentsMentor Training

• A description of the mentoring program that will
  be implemented and the training that will be
  provided for mentors will be included in Part
  III, SAS, Schedule 4B, and addressed in Program
  Description Part 2 Program Strategies and
  Activities. Refer to Part II Instructions, for
  additional information.

49
Principles of Effectiveness

• In order for programs and activities developed
  for this grant to meet the Principles of
  Effectiveness, the program or activity will be
  based on
• an assessment of objective campus and student
  data regarding the need for innovative programs
  and activities
• an established set of performance measures aimed
  at ensuring the availability of high quality
  academic enrichment opportunities and
• if appropriate, scientifically based research
  that provides evidence that the program or
  activity will help students meet the State and
  local student academic achievement standards.

50
Guiding Principles

• Additionally, in designing programs, applicants
  must consider the following guiding principles
• High expectations and performance-based
  accountability THSCS schools will adhere to the
  Texas accountability system while also monitoring
  college-readiness indicators, such as advanced
  placement and dual credit courses, and clearly
  stated benchmarks for improved student
  achievement and attainment, including graduation
  rates.

51
Guiding Principles

• Small and personalized Each student will have a
  meaningful relationship with at least one adult
  in the high school.
• Common focus and shared values The school and
  its community will share the value of high
  academic expectations, accountability and a
  student-focus.

52
Guiding Principles

• Staff development and time to collaborate As
  part of the district and campus integrated
  improvement process, schools will establish clear
  benchmarks that measure links between teacher
  training and student achievement.
• Learning partnerships with parents and the
  community Parents and the community will be
  meaningfully engaged in the daily lives of
  students and the school. Through internships and
  mentorship, students will be involved in the
  community.

53
Guiding Principles

• Support and networking Schools will have
  clearly-defined support systems for innovative
  programs, strategies and models and will seek out
  networking opportunities for staff and teachers.

54
Guiding Principles

• Technology and support, and provide appropriate
  access to computers, graphing calculators,
  4-function scientific calculators, the internet,
  and digital and web-based instructional
  resources.
• Coordinated resources Schools will eliminate
  duplication of resources and ensure coordination
  of federal, state, and local programs.

55
Preparing for ReviewTable of Contents Basic
Review Form

• Relevant SAS Schedule 4C Program Evaluation and
  Activities
• Criterion 8 Applicants must describe
  specifically how the following will be
  determined
• The extent to which the activities of the project
  were implemented as planned
• The effectiveness of the activities in achieving
  the goals and objectives of the project
• The impact of the project activities on the
  participants and
• The extent to which the performance targets were
  met.

56
Preparing for ReviewTable of Contents Basic
Review Form

• Part 2 Evaluation Activities
• General Instructions The applicant should refer
  to the Program Evaluation Design in completing
  this schedule.
• The applicant should also refer to the Assessment
  of Program Impact.
• To the degree of specificity practical, the
  applicant will list the major activities to be
  undertaken to accomplish each of the items under
  Criterion 8.
• Each item under Criterion 8 must be addressed by
  at least one activity. Copy the necessary pages
  of Schedule 4C, Part 2, Evaluation Activities,
  to address each item.

57
Review of RFAEvaluation

• In the column "Effectiveness Indicators", for
  each major objective and activity, provide the
  indicators) that will be used to assess the
  effectiveness of the project activities.
• Effectiveness indicators provide information on
  the condition or status of a program in producing
  the intended or desired results. They are used to
  measure and document the accomplishment of, or
  progress toward, the stated goals, objectives,
  and activities, and to plan program improvement
  strategies.

58
Review of RFAEvaluation

• Ensure that Effectiveness Indicators meet the
  criteria of the Principles of Effectiveness from
  the authorizing legislation, as described in the
  RFA, Part I, Section II.G Project Requirements.

59
Review of RFAEvaluation

• 4. Required Performance Measures entered in
  Column A, Column B, and Column C
• (Must be included. Circle the correct response.)
• YES NO
• Failure to complete this section will be a major
  factor in viewing the quality of the application.
  

60
Errata Sheet Evaluation

• 2. Part II Instructions, page 43, number 2 should
  read
• In lines 1 and 5, on Schedule 4C-Part3-Performanc
  e Targets, enter NA in Baseline Performance
  2002-2003. No district had funds from this
  grant in 2002-2003.
• ____________________________________________
• In lines 2, 3, and 4, enter data specific to the
  identified eligible campuses indicated on SUPPORT
  SCHEDULE 4AProgram Abstract Part 2
  Participating Campuses.

61
Review of RFAEvaluation

• The TEA will collect campus-specific information
  for use in reviewing periodic activity/progress
  reports and the final statewide evaluation of the
  program. Information will include
• A survey of randomly-selected grant participants
  and
• Disaggregated PEIMS data, including but not
  limited to -
• TAAS/TAKS testing,
• Course credit accrual,

62
Review of RFAEvaluation

• Advanced Placement (AP)/International
  Baccalaureate (IB) courses,
• Disciplinary records,
• Course credit via distance learning, and
• Attendance.

63
Review of RFAEvaluation

• Districts will be required to submit the
  following additional data
• 1. Number and percent of students in grades 9-12
  who were served through grant funds who enrolled
  in AP/IB classes (NA no schools had grant
  funds 2002-2003)
• 2. Number and percent of students who fail
  courses due to the 90 attendance rule

64
Review of RFAEvaluation

• 3. The number and percent of students who
  participated in an out of school learning
  opportunity
• 4. The number and percent of students who
  participated in an augmented school schedule such
  as extended hours, Saturday school, and summer
  school and
• 5. The number and percent of students served
  through grant funds who participated in mentoring
  programs. (NA no schools had grant funds in
  2002-2003)

65
Review of RFAEvaluation

• In the design of programs, the applicant must
  reflect a strong "strategic alignment" between
  the grant program goals and performance measures.
  This alignment between goals and performance
  measures is essential for informing periodic
  evaluation and effective project management to
  optimize impact on students.

66
Review of RFAEvaluation

• The applicant must describe how it will conduct
  periodic evaluations to assess its progress
  toward achieving its stated goals and objectives
  and achieving the desired results based on the
  established performance indicators of providing
  high quality opportunities for academic
  enrichment. The results of these evaluations will
  be used to refine, improve, and strengthen the
  program or activity, and to refine the
  performance measures.

67
Review of RFAEvaluation

• Refer to the instructions for Schedule 4C-
  Program Evaluation Design, for additional
  information pertaining to program evaluation. By
  submitting this application, the applicant agrees
  to comply with any reporting and evaluation
  requirements that may be established by the Texas
  Education Agency and agrees to submit the reports
  in the format and time requested by the Agency.

68
Review of RFAEvaluation

• Relevant to entire RFA Application Criterion 9
  
• Quality of Application

69
Review of RFAProject Description

• The THSCS grant program will target those high
  school students in grades 9-12 who are
• Deficient in credits and appears to be in danger
  of not graduating within 4 years after entering
  9th grade and/or
• In the 11th grade and have not passed the
  Exit-level TAAS.

70
RFA ReviewRider 67 Requirements

• Rider 67 requires that funds be expended on
  programs that
• Show the most potential to improve high school
  success and completion
• Encourage students toward post-secondary
  education and training, including basic skills
  grants to districts implementing
• Special programs for high school students who
  have not earned sufficient credit to advance to
  the next grade
• After-school programs designed to prevent high
  school dropouts and

71
RFA ReviewRider 67 Requirements

• Middle-college programs that encourage at-risk
  students and students who wish to accelerate
  their education by undertaking courses of study
  that allow both high school and college level
  work.
• NOTE Middle college programs will be implemented
  through partnerships between grantees and
  community colleges.

72
RFA ReviewAllowable Uses

• THSCS grant program intervention strategies and
  activities may include
• High quality tutoring services
• Supplemental activities relevant to State Board
  of Education (SBOE)-approved high school courses
  in English Language Arts, mathematics, science,
  and social studies
• Programs to improve student academic achievement
  by providing assistance to students who have been
  truant, suspended, or expelled

73
RFA ReviewAllowable Uses

• Credit recovery programs consisting of
  SBOE-approved high school courses in English
  Language Arts, mathematics, science, and social
  studies, to assist students who are behind in
  credit accrual
• Direct instruction by highly qualified teachers
• Acceleration with structured academic enrichment
  learning programs, including additional
  assistance to students to improve academic
  achievement

74
RFA ReviewAllowable Uses

• Additional counselors to assist students in the
  development of their individualized graduation
  plans
• Transportation for students receiving services
  through this grant
• Assistance from highly qualified
  paraprofessionals or teacher assistants
• Innovative and/or intensive intervention
  strategies

75
RFA ReviewAllowable Uses

• Participation in conference on innovative campus
  redesign grants1
• 1 Each grantee should budget funds that will be
  used to defray expenses to send a team of people
  representing appropriate grant personnel critical
  for implementation of the grant (including
  personnel from collaborative partnerships, if
  appropriate) to a 1-day conference on
  privately-funded grants for innovative campus
  redesign and/or other topics relevant to
  increasing student achievement in high school.
  The exact time, date and location are unknown at
  this time but applicants must budget for this
  specific event.

76

• Trailer courses
• Expansion of the Ninth Grade Success Initiative
  grant programs
• Flexible scheduling and work/study programs
• Activities that extend learning opportunities to
  after-school, evening, and summer classes for
  students who are academically at-risk

77
RFA ReviewAllowable Uses

• Early intervention programs targeting at-risk
  students
• Online diagnostic assessment
• Online high school courses essential for
  Exit-level TAKS, limited to Algebra I, Geometry,
  Biology, Physics, Chemistry, Integrated

78
RFA ReviewAllowable Uses

• Online high school courses essential for
  Exit-level TAKS, limited to Algebra I, Geometry,
  Biology, Physics, Chemistry, Integrated Physics
  and Chemistry, English III, U.S. History, World
  History, and World Geography1
• 1 If the district chooses to subcontract
  online high school courses for students, the
  Quality of Service Guidelines for Online Courses
  shall be used (See Appendix 1 Glossary).

79
RFA ReviewAllowable Uses

• Essential instructional strategies to meet the
  needs of diverse learners including students
  identified as limited English proficient,
  students with disabilities, migrant students,
  etc
• Technology integration as appropriate to the
  content
• Flexible entry/exit courses and
• Mentoring programs, including training for
  mentors.

80
Review of RFAProject Requirements

• The THSCS grant is an intervention grant focused
  on positively impacting student performance.
  Campuses will examine their student performance
  data and identify campus and student needs such
  as high quality professional development,
  innovative instructional strategies, and direct
  and indirect (support) services to students
  at-risk of not graduating from high school.

81
Review of RFAProject Requirements

• The implementation design will include programs
  that show the most potential to improve high
  school success and completion and that encourage
  students toward postsecondary education and
  training. High school campuses awarded a THSCS
  grant will be required to attend a conference on
  privately-funded grants for innovative campus
  redesign and/or other topics relevant to
  increasing student achievement in high school.
  THSCS grant recipients may have the opportunity
  to apply for these privately-funded grants if
  they are available.

82
Review of RFAEligibility

• In Texas, a local educational agency (LEA) that
  has one or both of the following is eligible to
  apply for THSCS funds
• One (1) or more high schools that were identified
  as Low-Performing in 2001-2002 under the Texas
  Accountability Rating System
• and/or
• One (1) or more high schools identified as under
  performing (an overall campus passing rate of 50
  or lower for all tests taken on the 10th grade
  TAKS during the spring 2003 administration).

83
Review of RFAEligibility

• A shared services arrangement (SSA) of two or
  more public school districts or open enrollment
  charter schools is also eligible to apply. Only
  public school districts and open enrollment
  charter schools will be eligible to serve as
  fiscal agents for an SSA. Each member district
  of an SSA must meet the eligibility criteria for
  both the LEA and for each campus identified for
  participation. An SSA is limited to no more than
  four (4) member districts.

84
Review of RFAEligibility

• An application must designate the specific campus
  or campuses that meet eligibility requirements of
  the grant in order to indicate the students to be
  served.

85
Review of RFAEligibility

• Districts that identify one (1) or more campuses
  that meet the criteria for funding will be
  eligible to submit only one application for
  multiple campuses.

86
Review of RFA Campus Eligibility

• School districts and charter schools qualifying
  for THSCS funding will be required to provide TEA
  with a list of campuses that meet the eligibility
  criteria for campus selection. This submitted
  list will be cross-checked against the TEA
  database to ensure that identified campuses are
  eligible.
• Reference Part I Request for Applications,
  Section II. Application Information, B.
  Eligible Campuses page 2

87
Review of RFAEligible Campuses

• LEAs will use the following criteria to select
  eligible campuses
• 1. Identified as a Low-Performing campus during
  the 2001-02 school year in the Texas
  Accountability System AND had an overall campus
  passing rate of 50 or lower for all tests taken
  on the 10th grade TAKS during the spring 2003
  administration or

88
Review of RFAEligible Campuses

• 2. Identified as a Low Performing campus during
  the 2001-02 school year in the Texas
  Accountability System or
• 3. An overall campus passing rate of 50 or lower
  for all tests taken on the 10th grade TAKS during
  the spring 2003 administration.

89
Review of RFAEligible Applicants

• For campuses that do not meet the eligibility
  criteria, districts awarded a THSCS grant may
  augment services for students on non-eligible
  campuses who are in the 11th grade and have not
  yet passed all sections of the TAAS exit-level
  test or who are in 10th grade and have failed to
  pass two or more sections of TAKS.

90
Review of RFATargeted Students

• Grantees will target primarily students on
  eligible campuses who are
• At-risk (including students who are deficient in
  credits and appear to be in danger of not
  graduating within 4 years after entering 9th
  grade, and/or students in the 11th grade who have
  not passed the Exit-level TAAS)
• Limited English Proficient and/or
• Economically disadvantaged.

91
Review of RFAProject Starting Date

• Applicants shall plan for a project starting date
  of no earlier than February 1, 2004, and an
  ending date of no later than August 31, 2005, if
  selected for funding. All obligations of funds
  for activities and services conducted shall occur
  within these dates. All goods must be received
  and all services must be provided/delivered by
  the ending date of the grant.
• The application submitted will cover a five-term
  grant period (Spring 2004, Summer 2004, Fall
  2004, Spring 2005, and Summer 2005).

92
Review of RFAProgram Goals and Funding

• The goals listed below reflect overall
  expectations arising from the purpose of the
  THSCS grant
• Increase student achievement, such as
  demonstrated through improved TAKS scores and
  increased credit accrual
• Increase the number of students who graduate in 4
  years after entering 9th grade

93
Review of RFAUse of Funds

• Applicants may elect to use additional resources
  and other sources of financial support to help
  maximize the effectiveness of the project goals
  and objectives. A district may contract with
  community organizations to supplement district
  activities to accomplish the purpose of the
  grant.

94
Review of RFAUse of Funds

• Funds may be requested only for those items that
  are reasonable and necessary for accomplishing
  the objectives of the program as defined in this
  RFA and for implementing activities as described.
  Refer to the instructions to the specific SAS
  schedules for additional guidance pertaining to
  allowable and unallowable costs.

95
Review of RFAUse of Funds

• In general, the budget schedules must evidence
  that
• 1. project costs are reasonable in relation to
  expected outcomes
• (a) the amount requested might realistically be
  expected to have an impact on the stated needs
  and
• (b) the expected outcomes are sufficient to
  justify the amounts requested.
• 2. the program will identify and coordinate
  funding from several sources.
• 3. all expenditures are pertinent to and
  appropriate for the objectives/activities
  stated.

96
Unallowable Uses

• Although this is not an exhaustive list, examples
  of ways in which funds from this grant may not be
  used include
• the construction of new buildings
• the renovation/remodeling of existing structures
• fundraising activities of any kind

97
Unallowable Uses

• fees for services to participants (except for
  fees related to student participation in distance
  learning courses in Algebra I, Geometry, Biology,
  Physics, Chemistry, Integrated Physics and
  Chemistry, English III, U.S. History, World
  History, and World Geography)
• grantees may not charge participants a fee to
  participate in grant activities
• students who are being tutored or mentored may
  not be paid for receiving such services

98
Unallowable Uses

• any student that has not completed high school
  shall not be paid with grant funds to tutor,
  mentor, or instruct students
• lease/purchase agreements (i.e., debt service)
• field trips
• purchase of vehicles
• purchase of portable buildings

99
Unallowable Uses

• training on grant writing
• reimbursement and payment of tuition for students
  and/or teachers and
• professional development activities.

100
Review of RFA LIMITATION ON ADMINISTRATIVE
EXPENDITURES

• The Texas Education Agency limits the amount of
  funds that may be expended to administer the
  program to no more than 5 percent () of the
  total grant awarded for any fiscal year. Funds
  requested for administrative use must be
  requested in the application on the appropriate
  budget schedules.
• Allocation from State Funds therefore no indirect
  may be charged.

101
Review of RFA Supplement Not Supplant

• In addition, funds must be used to supplement and
  not supplant existing programs established to
  address the same purpose. Applicants must
  describe in the application on Schedule
  4B-Program Description-Part 2 Program Strategies
  how program funds will supplement and not
  supplant state mandates, SBOE rules, or
  activities previously conducted with state or
  local funds.

102
Review of RFAPart II Instructions

• The Instructions for Completing the Standard
  Application (SAS) and Guidelines of Allowable
  Costs assist in determining the guidelines for
  implementation in regard to each schedule.

103
Review of RFAPart II Instructions

• See the Hard Copy of the Reviewers Guidelines for
  reference page numbers related to parts 1, 2 and
  3 of the RFA

104
Completing the Basic Review FormsStep 1 Page 1

• Page 1 A. Complete heading information
• b. Displayed are the possible points for each
  domain and the total number of points that may be
  accumulated.
• Page 2To score the Selection Criteria, the
  reviewer will enter a 1 to indicate the extent
  to which the proposed grant application addresses
  each component Minimal, Little, Considerable,
  Great, or Not Addressed. The computer will score
  the responses by a formula based on the number of
  points indicated for each scored schedule.

105
Completing the Basic Review FormsStep 1 Example
Page 2
Use the Quality Standards in assist in deciding
the most appropriate indicator response for each
Domain Indicator. Your selection indicates the
extent to which the application content addressed
the criterion relevant to the Domain Indicator
The indicator response of 1 indicated will be
copied into the computer and will generate a
predetermined point score.
The indicator response of 1 indicated will be
copied into the computer and will generate a
predetermined point score.
Reminder Do not enter a 1 response in more
than 1 cell per row.
Indicator Responses per page 2 Checking the work
2 responses were entered. Be sure to check each
page to ensure you have completed the review
accurately in regard to entering a response for
each Domain Indicator.
106
Completing the Basic Review FormsStep 2 Check
your Basic Review Form

• Ensure that you have entered your response on
  each indicator response row. Failure to check an
  indicator in a row will result in the loss of
  computer generated points for the applicant. TEA
  cannot return any basic score forms for
  corrections.

107
Completing the Basic Review FormsStep 1 Example
Page 2
Do not exceed the space provided in entering your
comments. Use the text box as indicated in the
instructions on each form on page 2.
Enter the comments that support your indicator
responses for Criterion 1 and Criterion 2.
108
Submitting Completed Review Step 1

• After Completing each Basic Review Form Complete
  this checklist
• Check the Header on each page to ensure
• Organization, County District number or Applicant
  Name, Document Control and Reader Number are on
  every page of each completed basic Review Form
  for each application reviewed.

109
Submitting Completed Review Step 2

• For each assigned application
• 1) Bind together with a rubber band
• A. Completed hard copy of the Basic Review Form,
  
• B. Signed and dated the Non-disclosure /
  Conflict of Interest Statement and
• C. Application reviewed.
• 2) Return to TEA upon completion of the review.

110
Submitting Completed Review Step 3

• After Completing each Basic Review Form
• Count the cells in which you entered 1.
• Each page has the numbers of cells that must have
  the indicator response entered.
• 3. A total of 48 cells must have responses in
  each application.
• 4. If you do not have that total, review your
  work.
• 5. After re-checking each application Basic
  Review Form sheet, make a hard copy that will be
  returned with the final submission packet.

111
Submitting Completed Review Step 4

• Submit all Electronic basic score forms at the
  same time. To include
• 1) Basic Review Form for each application
  (Usually 7)
• 2) Send as an Attachment in an e-mail to the
  following address
• HighSchool_at_tea.state.tx.us

Do not submit duplicate electronic forms.
112
Thank You!

• The Texas Education Agency greatly appreciates
  the time and the effort you have put into the
  fulfillment of this assignment. The reviewer is
  the link that is essential to the discretionary
  grant process. Your experience and expertise are
  an invaluable asset to the process.