California SUMS Initiative Request for Applications (RFA) Cohort 3 - - PowerPoint PPT Presentation
v v California SUMS Initiative Request for Applications (RFA) Cohort 3 Edgar Montes, Director, California Scale-Up MTSS Statewide Welcome Jami Parsons, Ed.D, Administrator, Learning Support Services Lauren Duran, Program Specialist,
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California SUMS Initiative Request for Applications (RFA) Cohort 3
Edgar Montes, Director, California Scale-Up MTSS Statewide Jami Parsons, Ed.D, Administrator, Learning Support Services Lauren Duran, Program Specialist, Evaluation, Assessment & Data Center Stacy-Deeble-Reynolds, Director, Community & Student Support Services
box to ask a question to the group
The California Department of Education (CDE) released a Request for Applications for a new project titled Developing, Aligning, and Improving Systems of Academic and Behavioral Supports (ISABS).
In April 2016, Orange County Department of Education, in partnership with Butte County Office of Education and SWIFT Education Center, was awarded a large grant to implement MTSS statewide. California Scale-Up MTSS Statewide (SUMS) provides a process for Local Education Agencies (LEA) to assess their strengths, coordinate supports to their Local Control Accountability Plans (LCAP), and align their MTSS efforts with the eight state priorities.
Outcomes:
for students in low-income households, youth in the foster care system, and English Learners (ELs)
support student success in the least restrictive environment and foster greater inclusion
and community resources
data-driven districtwide and schoolwide systems of academic and behavioral supports Outcomes 1-4 incorporated into LCAP
Decreases in:
▪ Suspension and expulsion rates ▪ Discipline referrals ▪ Referrals to special education ▪ Chronic absenteeism ▪ Incidents of bullying or harassment ▪ Dropout rates ▪ Risk factors
Increases/Improvements in:
▪ Pupil attendance ▪ Graduation rates ▪ Measures of student academic achievement ▪ School climate ▪ Students’ social-emotional competence ▪ Protective factors
PATIENCE PERSEVERANCE INTUITION CONCLUSION
TA Plan KDS Cohort 1 Cohort 2 Cohort 3
Regional/COE leadership and training Knowledge Development Sites April 2017 Cohort 1 RFA Awarded 106 LEAs December 2017 Cohort 2 RFA Awarded 160 LEAs April 2018 Cohort 3 RFA Awarded up to 300+ LEAs
Addressing academic, behavioral, and social- emotional learning in a fully integrated system
Grant Information
expended through June 30, 2020.
through June 30, 2020
Eligibility Requirements
Eligible applicants include:
public independent charter schools (up to $25,000)
jointly (one application) but one LEA must act as the lead (up to $50,000)
received by OCDE, Instructional Services Division by 5:00 p.m. on March 30, 2018.
Consortium Applications
Examples of Consortium Applications:
○ COE & COE Operated Schools ○ COE & District(s) – Especially districts in Differentiated Assistance status ○ District & Dependent Charter School(s) ○ Two or more Independent Charter Schools (If Independent Charter Schools are part of the same Charter Management Organization)
MTSS Training
Allowable Activities and Costs
applicant and educators in design, development, and implementation meetings and trainings to facilitate the work
steps, funds may be used for service agreements between the successful applicant and external service providers.
needed, and instructional materials to scale MTSS efforts.
Non-Allowable Activities and Costs
to provide reasonable accommodations to students with disabilities
program
Fiscal Agent
The fiscal agent will:
initiative plan.
through funds awarded under this grant.
SUMS Leadership Staff
All applicants must include at least two LEA leadership members who have related knowledge, skills, and experience commensurate with leading systems transformation. Suggested team members may include: District LEA Team (Single LEA Application)
SUMS Leadership Staff
Suggested team members may include: Independent Charter School
SUMS Leadership Staff
Consortium Application District LEA Team (Consortium Application with one or more dependent charter schools)
Independent Charter Schools (Part of a Charter Management Organization)
Program Outcome Measures, Data Reporting & Performance Period
to:
· Technical assistance feedback · SWIFT-Fidelity Integrity Assessment (FIA) results · SWIFT-Fidelity Implementation Tool (FIT) results · LEA Self-Assessment results · District Local Control and Accountability Plan (LCAP) · Numbers of unduplicated educators and unduplicated pupils served by the activities and resources · Numbers of discipline referrals (not resulting in suspension or expulsion) for fighting or aggression, theft, cheating, disruption or defiance, and all other categories · Numbers of incidents of bullying and harassment (not resulting in suspension or expulsion) · The number of students referred to special education · The number of students who qualified for special education after referral and assessment · School Safety Survey (SSS) reports/results (PBIS Assessment) · Measure of school climate as determined by the LEA · Measure of students’ social-emotional competence as determined by the LEA
Reporting Requirements
PATIENCE PERSEVERAN CE INTUITION CONCLUSION
RFA Release Submissions Due Scoring
by Regional Teams
by OCDE
Monies Release
Feb 2 March 30 April End of April/Early May May/June
Submission of Application
Website Review
Online Submission
Application Review and Award Process
Statewide (SUMS) Initiative web page: http://ocde.us/SUMS.
Evaluation Criteria
Each applicant will be evaluated in the following areas:
ADVANCED ADEQUATE LIMITED INADEQUATE
Completely and clearly describes the LEA’s need to participate in Technical Assistance that will develop, align, and improve standards-based, universally designed instruction and academic and behavioral* interventions using an MTSS Framework. Satisfactorily and sufficiently describes the LEA’s need to participate in Technical Assistance that will develop, align, and improve standards-based, universally designed instruction and academic and behavioral* interventions using an MTSS Framework. Minimally describes the LEA’s need to participate in Technical Assistance that will develop, align, and improve standards-based, universally designed instruction and academic and behavioral* interventions using an MTSS Framework. Incompletely and/or unclearly describes the LEA’s need to participate in Technical Assistance that will develop, align, and improve standards-based, universally designed instruction and academic and behavioral* interventions using an MTSS Framework.
Section 1: Need 1.1 Describe the LEA’s need to participate in Technical Assistance that will develop, align, and improve standards- based, universally designed instruction and academic and behavioral* interventions using an MTSS Framework.
Appeals Process
applicant’s County Superintendent(s) or designee no later than 5:00 p.m. ten (10) calendar days after scores are emailed to applicants. Fax or letters submitted via e-mail will not be accepted.
apply the evaluation rubric in its review of an application as specified in this RFA.
date that appeals are due to OCDE.
For additional questions, please contact us at camtss@ocde.us
2018 National MTSS Professional Learning Institute July 24 & 26, 2017