ࡱ>  bjbj ;_2!##00111dO2O2O223< O2:T=(7=M=M=M=lll0F1mDllmm00M=M=.pppmr0M=1M=pmppF1J}M=z/O2nT 0:vpvv}}v18lmpm *mYlllplll:mmmmvlllllllll# /:  New Jersey School Improvement Grant COHORT 3 14-SG07-H03 7/1/2014 8/31/2017 School Application for Transformation Model Application Due Date: April 1, 2014 New Jersey Department of Education P.O. Box 500 Trenton, NJ 08625-0500 HYPERLINK "http://www.state.nj.us/education"http://www.state.nj.us/education Form S-1 NEW JERSEY DEPARTMENT OF EDUCATION TITLE PAGE - **SCHOOL APPLICATION** SECTION I: NGO# 14-SG07-H03 Title: School Improvement GrantSECTION II, PART A: School Name School Address School City, State, Zip Grade Span of SchoolInternal use only__ __ __ __ __ ____ __ __ School Code Type Region Sequence _________________________________________________ School Principal Name Phone # School Program Director Name _________________________________________________ School Program Director Telephone _________________________________________________ School Program Director Fax/email  Total amount of funds requested for school application: Year 1 $_________ Year 2 $________ Year 3 $__________ Duration of the Year 1 project: 7/1/14 to 8/31/15 To the best of my knowledge and belief, the information contained in the application is true and correct. I further certify the school application information is complete. _______________________________________ ___________ Certification of Chief School Administrator Date SECTION II Part B The school application has been duly authorized by the governing body of the _____________________________ school district (county code __ __, District Code __ __ __ __, School Code _______). ________________________________________ ______________________________ ____________ Signature of Chief School Administrator Title Date Business Manager: ______________________ Phone:______________________ Fax:__________  Form S-2 SCHOOL STATEMENT OF ASSURANCES On behalf of the LEA and the applicant School, the undersigned hereby assure the New Jersey Department of Education that under this School Improvement Grant program: Each schools principal and appropriate staff agrees to participate in the Leadership Academy. A State Turnaround Coach is assigned to each school. Each school agrees to participate in an external evaluation and accountability process that includes rigorous objectives that measure the impact of the activities. Each school is fully committed to the implementation of all project activity plans as outlined in the approved grant application, to include fulfillment of all relevant SIG model requirements. ___________________________________ ___________________________________ Applicant LEA Signature: Chief School Administrator ___________________________________ Applicant School ___________________________________ Date Form S-3 Documentation of Federal Compliance (DUNS/SAM) Form Note: this form must be completed and returned by the applicant school prior to any award being made. Part I Applicant Organization Organizational Name of Applicant __________________________________ Address (including zip + 4 code) __________________________________ DUNS number __________________________________ Expiration Date of SAM registration __________________________________ Congressional District __________________________________ Part II Primary Place of Performance under this award City __________________________________ County __________________________________ I certify that this information is complete and correct. Furthermore, the applicant certifies that it has completed its registration on the System for Award Management (SAM) website, found at HYPERLINK "http://www.sam.gov"www.sam.gov and shall maintain a current registration throughout the grant period. _____________________________________________ Signature of Chief School Administrator _____________________________________________ Name and Title Form S-4 Date: ________________ Page ____ of ____ PROJECT ABSTRACT LEA : ____________________________________ Name of School: _______________________________ MissionVision Project Implementation Summary  Form S-5 Date: ________________ Page ____ of ____ REPORTING METRICS LEA : _________________________________ Name of School: __________________________ Metric2012-2013 DataSchool DataWhich intervention the school used (i.e., turnaround, restart, closure, or transformation ) Number of minutes within the school yearStudent Outcome/Academic Outcome DataPercentage of students at or above each proficiency level on state assessments in reading/language arts and mathematics (e.g., Partially Proficient, Proficient, Advanced), by grade and by student subgroupStudent participation rate on state assessments in reading/language arts and in mathematics, by student subgroupAverage scale scores on state assessments in reading/language arts and in mathematics, by grade, for the all students group, for each achievement quartile, and for each subgroupPercentage of limited English proficient students who attain English language proficiency Graduation rateDropout rateStudent attendance rateNumber and percentage of students completing advanced coursework (e.g., AP/IB), early-college high schools, or dual enrollment classesCollege enrollment ratesStudent Connection and School ClimateDiscipline incidentsTruantsTalentDistribution of teachers by performance level on LEAs teacher evaluation systemTeacher attendance rate Form S-6 Date: ________________ Page ____ of ____ STATEMENT OF NEED LEA : _________________________________________________ Name of School: ______________________________________ If the Quality School Review (QSR) rubric was used to assess needs of the school, please indicate the results in the SIG School Improvement Plan template in the tab labeled QSR Summary. Areas List Multiple Measures AnalyzedOverall Results & Outcomes & (2) Root Cause of Lack of AchievementAcademic Achievement Reading - to include indicators of students 2 or more grade levels behind, and K-2 literacy (in elementary schools)Academic Achievement WritingAcademic Achievement Math - to include indicators of students 2 or more grade levels behindSubgroup: Homeless Subgroup: Students with Disabilities Subgroup: English Language Learners Subgroup: Economically DisadvantagedParent InvolvementProfessional DevelopmentExtended Learning OpportunitiesSchool CultureLeadershipHighly Qualified StaffOther: Evaluation & Needs Assessment Summary Describe the process and techniques used in the needs assessment. Describe methods used to collect and compile data for student subgroups. Explain how the data from the collection methods are valid and reliable. What did the data analysis reveal regarding classroom instruction?What did the data analysis reveal regarding professional development implemented in the previous year(s)?How are educationally at-risk students identified in a timely manner?How are educationally at-risk students provided with effective assistance?How does the needs assessment address migrant student(s) needs?How does the needs assessment address homeless student(s) needs?How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?Describe the transition plan for preschool to kindergarten, if applicable. Describe the process used to select the priority problems and root causes for this plan?What did the data analysis reveal regarding the root causes of lower subgroup performance?How did the needs assessment results and evaluation of current programs lead to the selection of the SIG model (Transformation, Turnaround, Restart or Closure)?What is the process for removal of staff members deemed to be ineffective?Describe the incentive for Nationally Board Certified Teachers and Principals. Form S-7 Use only one model template for each school Date: ________________ Page ____ of ____ TRANSFORMATION PROJECT DESCRIPTION LEA : _________________________________________________ Name of School: __________________________ Transformation SIG Required Activity 1 Replace the principal who led the school prior to commencement of the transformation model.Implementation Guidance Establish clear criteria that describe the leadership behaviors needed to implement reform. These criteria should guide recruiting, hiring, supporting, and evaluating leaders. LEAs have the flexibility of retaining recently hired principals who have the experience and skills to successfully implement the SIG model.Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe LEA identifies behaviors that leaders need to improve instruction and promote necessary school change. The LEA selects and hires a principal with the necessary competencies to be a transformation leader. The LEA establishes a pipeline of potential turnaround leaders.The LEA creates the expectation that the principal will develop staff instructional capacity and provide opportunities for sharing authority to guide the learning agenda. Transformation SIG Required Activity 2 Use rigorous, transparent, and equitable evaluation systems for teachers and principals that (a) take into account data on student growth as a significant factor, as well as other factors, such as multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and (b) are designed and developed with teacher and principal involvement. Implementation Guidance Although we expect an LEA that receives SIG funds and decides to implement the transformation model in a Priority School to implement that model beginning in the 2014-2015 school year, we recognize that certain components of the model may need to be implemented later in the process. For example, because an LEA must design and develop a rigorous, transparent, and equitable staff evaluation system with the involvement of teachers and principals, implement that system, and then provide staff with ample opportunities to improve their practices, the LEA may not be able to remove staff members who have not improved their professional practices until later in the implementation process. Evidence of Implementation IndicatorsImplementation Description TimelineThe SEA and/or LEA establish a transparent system of procedures and protocols for evaluating staff growth.  The LEA evaluates teacher and administrator skills and knowledge, using a variety of valid and reliable tools that can be used to guide PD, teacher support, and personnel decisions.The SEA and LEA document and provide training regarding the evaluation process.The SEA and LEA periodically assess the quality and usefulness of the evaluation process.The LEA monitors the evaluationprocess and reviews results.  Transformation SIG Required Activity 3 Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates, and identify and remove those who have not improved their professional practice after having been afforded ample opportunity to do so. Implementation Guidance The LEA may develop a performance-based incentive system. Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe SEA and/or LEA develop a valid, fair, and transparent method for deciding whether performance-based incentives have been met. A performance-based incentive system is developed in partnership with teachers, teachers unions, and other relevant stakeholders. The SEA and LEA develop policies that facilitate performance-based dismissals. LEA hiring procedures and budget timelines support the recruitment and hiring of high-quality teachers. LEAs and schools provide targeted assistance to underperforming teachers. Transformation SIG Required Activity 4 Provide staff ongoing, high-quality, job-embedded professional development (PD) that is aligned with the schools comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.Implementation Guidance Effective PD: (1) occurs on a regular basis (e.g., daily or weekly); (2) is aligned with academic standards, school curricula, and school improvement goals; (3) involves educators working together collaboratively, and is often facilitated by school instructional leaders, school-based PD coaches, or mentors; (4) requires active engagement rather than passive learning by participants; and (5) focuses on understanding what and how students are learning, and how to address students learning needs (e.g., reviewing student work and achievement data; collaboratively planning, testing, and adjusting instructional strategies, formative assessments, and materials based on such data). Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe LEA and school provide PD that is differentiated based on teacher experience and expertise, and student data. Professional development does not interfere with the classroom schedule. The LEA and school provide PD that equips teachers with the competencies needed to apply evidence- and standards-based practices effectively.The LEA and school define high levels of implementation of practices and monitor changes in teacher practice and student outcomes. The LEA and school promote professional learning communities and a school culture of continuous learning. The LEA has a system to evaluate PD providers and select only those providers considered to be of high quality. The LEA provides approval oversight to PD providers selected by the school. Transformation SIG Permissible Activity: A transformation model may also implement other strategies.Implementation Guidance An LEA may also implement other strategies to develop teachers and school leaders effectiveness, such as-- Providing additional compensation to attract and retain staff with the skills necessary to meet the needs of the students in a transformation school; Instituting a system for measuring changes in instructional practices resulting from professional development; or Ensuring that the school is not required to accept a teacher without the mutual consent of the teacher and principal, regardless of the teachers seniority.Evidence of Implementation IndicatorsImplementation DescriptionTimeline  Transformation SIG Required Activity 5 Implement strategies that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation model. Implementation Guidance Strategies to recruit, place, and retain staff may include financial incentives or non-financial incentives, such as increased opportunities for promotion and career growth, and more flexible work conditions.Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe SEA and LEA secure funding for long-term program sustainability. The SEA and LEA ensure that students have equal access to high-quality teachers.The LEA has an intensive long-term investment in developing instructional leadership capacity at the school, as well as at the LEA levels. The LEA delegates leadership to principals, instructional program leaders, and administrators.The LEA provides leadership PD that is job-embedded and focused on evidence-based decision making. The LEA includes non-monetary incentives for performance. Transformation SIG Required Activity 6 Comprehensive instructional reform strategies. The LEA must (a) use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next, as well as aligned with state academic standards; and (b) promote the continuous use of student data (such as from formative, interim, classroom, and summative assessments) to inform and differentiate instruction in order to meet the academic needs of individual students.Implementation Guidance If an LEA determines, based on a careful review of appropriate data, that the instructional program currently being implemented in a particular school is research-based and properly aligned, it may continue to implement that instructional program. However, it is expected that most LEAs with Priority Schools will need to make at least minor adjustments to the instructional programs in those schools to ensure that those programs are, in fact, research-based and properly aligned. Evidence of Implementation IndicatorsImplementation DescriptionTimelineSEA and LEA data systems facilitate the collection, interpretation, and use of data to drive instructional change.  SEA, LEA, and school provide access to timely data that includes disaggregated statewide assessment scores, and school performance and aggregated classroom observation data. LEA and school ensure that school aligns instruction with standards and benchmarks. LEA and school dedicate structured time for PD and staff collaboration around data interpretation.LEA and school demonstrate use of data to guide instructional change, and the school defines a process where teacher and administrator teams meet to review data and plan improvement.  Transformation SIG Permissible Activity: A transformation model may also implement other strategies.Implementation Guidance An LEA may also implement comprehensive instructional reform strategies, such as-- Conducting periodic reviews to ensure that the curriculum is being implemented with fidelity, is having the intended impact on student achievement, and is modified if ineffective; Implementing a schoolwide response-to-intervention model; Providing additional supports and professional development to teachers and principals in order to implement effective strategies to support students with disabilities in the least restrictive environment and to ensure that limited English proficient students acquire language skills to master academic content; Using and integrating technology-based supports and interventions as part of the instructional program; and In secondary schools-- Increasing rigor by offering opportunities for students to enroll in advanced coursework such as Advanced Placement; International Baccalaureate; or science, technology, engineering, and mathematics courses, especially those that incorporate rigorous and relevant project-, inquiry-, or design-based contextual learning opportunities), early-college high schools, dual enrollment programs, or thematic learning academies that prepare students for college and careers, including by providing appropriate supports designed to ensure that low-achieving students can take advantage of these programs and coursework; Improving student transition from middle to high school through summer transition programs or freshman academies; Increasing graduation rates through, for example, credit-recovery programs, re-engagement strategies, smaller learning communities, competency-based instruction and performance-based assessments, and acceleration of basic reading and mathematics skills; or Establishing early-warning systems to identify students who may be at risk of failing to achieve to high standards or graduate. Evidence of Implementation IndicatorsImplementation DescriptionTimeline  Transformation SIG Required Activity 7a Increasing learning time and creating community-oriented schools. The LEA must (a) establish schedules and strategies that provide increased learning time for all students Implementation Guidance Increased learning time means using a longer school day, week, or year schedule to significantly increase the total number of school hours to include additional time for: (a) instruction in core academic subjects, including English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography; (b) instruction in other subjects and enrichment activities that contribute to a well-rounded education, including, for example, physical education, service learning, and experiential and work-based learning opportunities that are provided by partnering, as appropriate, with other organizations; and (c) teachers to collaborate, plan, and engage in PD within and across grades and subjects. Research supports the effectiveness of well-designed programs that expand learning time by a minimum of 300 hours per school year. Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe SEA and LEA are familiar with evidence-based practices to provide increased learning time. The LEA identifies community needs and partnership opportunities.The LEA allocates funding for extended-learning programs. The LEA supports school leadership in developing and sustaining community partnerships.The LEA provides PD to ensure that extended-learning programs are aligned with the school curriculum. The LEA has a system of assessing the progress of the extended-learning program and using data to guide instructional changes.  Transformation SIG Required Activity 7b Increasing learning time and creating community-oriented schools. The LEA must (b) provide ongoing mechanisms for family and community engagement.Implementation Guidance In general, family and community engagement means strategies to increase the involvement and contributions, in both school-based and home-based settings, of parents and community partners that are designed to support classroom instruction and increase student achievement. Examples of mechanisms that can encourage family and community engagement include the establishment of organized parent groups, holding public meetings involving parents and community members to review school performance and help develop school improvement plans, using surveys to gauge parent and community satisfaction and support for local public schools, implementing complaint procedures for families, coordinating with local social and health service providers to help meet family needs, and parent education classes (including GED, adult literacy, and ESL programs).Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe LEA ensures each school has a strong academic program, with all other services complementing the central academic mission. The LEA supports sustainable and effective community partnerships (e.g., requires partnering organizations to designate an employee at school site to operate as a contact point for school, family, and community; and develops joint financing of facilities and programs with community and local government).Schools involve a broad representation of parents, community members, school staff, and other stakeholders in planning and implementing services offered at the school site.Schools provide PD to ensure that staff members work effectively with partnering organizations.LEA and school leaders periodically report to, and solicit input from, the school committee, staff, families, and community on school improvement  Transformation SIG Permissible Activity: A transformation model may also implement other strategies.Implementation Guidance An LEA may also implement other strategies that extend learning time and create community-oriented schools, such as--Partnering with parents and parent organizations, faith- and community-based organizations, health clinics, other state or local agencies, and others to create safe school environments that meet students social, emotional, and health needs; Extending or restructuring the school day so as to add time for such strategies as advisory periods that build relationships between students, faculty, and other school staff; Implementing approaches to improve school climate and discipline, such as implementing a system of positive behavioral supports or taking steps to eliminate bullying and student harassment; or Expanding the school program to offer full-day kindergarten or pre-kindergarten.Evidence of Implementation IndicatorsImplementation DescriptionTimeline  Transformation SIG Required Activity - 8 Providing operational flexibility and sustained support. The LEA must (a) give the school sufficient operational flexibility (such as staffing, calendars/ time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates; and (b) ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or an EMO).Implementation Guidance - N/A Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe LEA has systems and processes for anticipating and addressing school staffing and instructional and operational needs in timely, efficient, and effective ways.  The LEA cultivates a pipeline of school transformation leaders, as well as external providers. The LEA has established annual goals for student achievement. The LEA has ongoing diagnostic programs in place to assess annual goals for student learning and effective practice. The LEA and school share student progress data with parents and students.   Transformation SIG Permissible Activity: A transformation model may also implement other strategies.Implementation Guidance The LEA may also implement other strategies for providing operational flexibility and intensive support, such as-- Allowing the school to be run under a new governance arrangement, such as a turnaround division within the LEA or SEA; or Implementing a per-pupil school-based budget formula that is weighted based onEvidence of Implementation IndicatorsImplementation DescriptionTimeline  Transformation SIG Required Activity 9 Establish a system to collect data for the required leading indicators for schools receiving SIG funds.Implementation Guidance The nine metrics that constitute the leading indicators for the SIG program include (1) the number of minutes within the school year, (2) student participation rate on state assessments in reading/language arts and in mathematics by student subgroup, (3) dropout rate, (4) student attendance rate, (5) number and percentage of students completing advanced coursework (e.g., AP/IB, early-college high schools, or dual enrollment classes), (6) discipline incidents, (7) truants, (8) distribution of teachers by performance level on an LEAs evaluation system, and (9) teacher attendance rate. Evidence of Implementation IndicatorsImplementation DescriptionTimelineThe SEA has established a process to collect and analyze data, preferably at key points during the year so the SEA may provide support to help the LEA and school make needed corrections. The LEA and school have established a data system that can collect and report information on all nine leading indicators. Form S-8 Date: ________________ Page ____ of ____ ANNUAL STUDENT TARGETS LEA : _________________________________________________ Name of School: ___________________________ LANGUAGE ARTSMATHName of Measurement2013 Baseline2014 Target2015 Target2016 TargetName of Measurement2013 Baseline2014 Target 2015 Target2016 TargetTotal StudentsStudents with DisabilitiesLimited English Proficient StudentsWhiteAfrican-AmericanAsian/Pacific IslanderAmerican Indian/Native AmericanHispanicOthersEconomically Disadvantaged Form S-9 Date: ________________ SIG SCHOOL IMPROVEMENT PLAN PLEASE NOTE: The SIG School Improvement Plan template is a Microsoft Excel document. Please download and complete the SIG School Improvement Plan template that corresponds to the model you have chosen. The SIG School Improvement Plan must be submitted in accordance with the Application Submission section of the NGO. Form S-10 Date: ________________ Page ____ of ____ THREE-YEAR BUDGET AMOUNTS AND NARRATIVE LEA : _________________________________________________ Name of School: ________________________________________ BUDGET AMOUNTS SchoolYear 1Year 2Year 3TotalLEATotal Budget Budget Narrative  Form S-11 BUDGET DETAIL FORM A Personal Services - Salaries Function & Object Codes 100-100 and 200-100 NGO TITLE: School Improvement GrantSCHOOL NAME: NOTES: Copy this form. Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for a single entry if necessary.  PROGRAM GOAL/ OBJECTIVE/ ACTIVITYFUNCTION & OBJECT CODE POSITION/NAMECOST CALCULATION For full-time positions: total annual salary x percent of time to the grant project = total For part-time positions: rate ($) per hour x number of hours per week x number of weeks per year = totalGRANT REQUEST AMOUNT Form S-12 BUDGET DETAIL FORM B Personal Services Employee Benefits Function & Object Code 200-200 NGO TITLE: School Improvement GrantSCHOOL NAME: NOTES: Copy this form. Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for a single entry if necessary.  POSITION/NAMEGRANT REQUESTED SALARY AMOUNTFICA 7.65%TPAF ------------%PERS ------------%WRKRS COMP ------------ %UNEMPLY. ------------ %DISABIL. ---------- %HEALTH ----------%OTHER SPECIFY: _________ ----------%TOTAL % OF BENEFITSGRANT REQUEST AMOUNT (BENEFITS ONLY) Form S-13 BUDGET DETAIL FORM C Purchased Professional and Technical Services Function & Object Codes 100-300 and 200-300 NGO TITLE: School Improvement GrantSCHOOL NAME: NOTES: Copy this form. Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for a single entry if necessary. PROGRAM GOAL/ OBJECTIVE/ ACTIVITYFUNCTION & OBJECT CODEDESCRIPTION/PURPOSERATE: HOURLY, DAILY, FLAT FEETIME REQUIREDGRANT REQUEST AMOUNT Form S-14 BUDGET DETAIL FORM D Supplies and Materials Function & Object Codes 100-600 and 200-600 NGO TITLE: School Improvement GrantSCHOOL NAME: NOTES: Copy this form. Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for a single entry if necessary. PROGRAM GOAL/ OBJECTIVE/ ACTIVITYFUNCTION & OBJECT CODEITEM DESCRIPTIONUNIT COST (UC)QUANTITY (Q)GRANT REQUEST AMOUNT (GR) Form S-15 BUDGET DETAIL FORM E Equipment Function & Object Codes 400-731 and 400-732 NGO TITLE: School Improvement GrantSCHOOL NAME: NOTES: Copy this form. Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for a single entry if necessary. PROGRAM GOAL/ OBJECTIVE/ ACTIVITYFUNCTION & OBJECT CODEITEM DESCRIPTIONUNIT COST (UC)QUANTITY (Q)GRANT REQUEST AMOUNT (GR) Form S-16 BUDGET DETAIL FORM F Other Purchased Services, Other Objects, Purchased Property Services, Travel, Indirect Costs, Buildings Function & Object Codes 100-500, 100-800, 200-400, 200-500, 200-580, 200-800, 200-860, 400-720 NGO TITLE: School Improvement GrantSCHOOL NAME: NOTES: Copy this form. Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for a single entry if necessary. PROGRAM GOAL/ OBJECTIVE/ ACTIVITYFUNCTION & OBJECT CODEDESCRIPTION/COST CALCULATIONGRANT REQUEST AMOUNT Form S-17 NJ DEPARTMENT OF EDUCATION APPLICATION FOR FUNDS - BUDGET SUMMARY LEA Name: School Name: County/LEA/School Code: __ __ / __ __ __ __ / __ __ NGO Title: School Improvement Grant (Cohort 3 Year 1) NGO#: 14-SG07-H03 BUDGET CATEGORY FUNCTION & OBJECT CODE GRANT FUNDS REQUESTED STATE FEDERAL SIG FUNDS FUNDS FUNDS (Column 1) (Column 2) (Column 3) SIG ADMIN COST SUMMARY (Column 4) SIG TOTAL Sum of columns 3 &4 (Column 5)INSTRUCTIONPersonal Services - Salaries100-100Purchased Professional & Technical Services100-300Other Purchased Services100-500Supplies and Materials100-600Other Objects100-800SUBTOTAL - INSTRUCTIONSUPPORT SERVICESPersonal Services - Salaries200-100Personal Services Employee Benefits200-200Purchased Professional & Technical Services200-300Subgrant Cost Summary200-320Purchased Property Services200-400Other Purchased Services200-500Travel200-580Supplies and Materials200-600Other Objects200-800Indirect Costs200-860SUBTOTAL - SUPPORT SERVICESFACILITIES ACQUISITION & CONSTR. SVCSBuildings 400-720Instructional Equipment400-731Noninstructional Equipment400-732SUBTOTAL - FACILITIESTOTAL COST_________________________________________ ___________ Business Administrator/Chief Fiscal Officer Date APPENDIX I: COMPLETING THE BUDGET INSTRUCTIONS The budget section of your grant application should be as specific and detailed as the narrative section of your application. It should reflect the estimated costs of activities outlined in your Project Activity Plan, and contain no surprises or unjustified requests. This information does not supersede the rules and regulations for procurement purposes. Note that grant funds provided through any discretionary grant program may not be expended for costs prohibited by federal OMB circulars A-87, A-21, or A-122, as applicable The School Improvement Grant (SIG) has specific components that are required to be completed for example: Extended Learning Time and Incentives/Rewards. Please be aware that salaries and benefits for extended learning times must be for hours outside of the employees normal contract hours. Additionally, incentives/rewards may not have any personal value for the recipient. For example, disallowed costs may include but are not limited to: gift cards to restaurants or book stores, IPADS, IPods, or personal computers to mention a few. However, grants can be awarded to a teacher to buy supplies to do something different or creative in a classroom; IPADS/IPODS may be purchased by the school for staff to sign out and use but not own. STEP 1: COMPLETING THE BUDGET DETAIL FORMS The budget detail forms are designed to link project activities to requested costs and to provide the cost basis for each estimated cost. The clearer the link between the project and a proposed expenditure, the less likely it is that the proposed expenditure will be questioned or removed from the budget. Itemization and/or detail are required to ensure that the cost is eligible generally under the Federal Cost Principles, specifically under the NGO, and that it is budgeted in the appropriate line. NOTE: The same set of forms is used for the applicant (lead) agency as for each subgrant agency where subgrant agreements are a necessary part of the budget. There is a space on each form to identify a specific subgrant agency as opposed to the applicant (lead) agency. General Instructions Complete all identifying information at the top of each budget detail form and complete all columns on each form. (Check the subgrantee box and enter the subgrantee name when the forms are used for subgrant partners.) Show on the budget detail forms the cost basis for each proposed expenditure. The cost basis shows how you arrived at the estimate you have provided. In most cases it includes a calculation (e.g., 50 notebooks @ $1.00 = $50.00). If any cost is unusual, you may be asked to provide documentation or an explanation to support your estimate. Itemized List: Where the instructions here and/or on the budget detail form call for an itemized list, provide the following information for each item: Item name and/or description, if the name does not readily describe the purpose or use for the item Unit cost (the cost of one unit of the item, as packaged) Quantity of the item to be purchased Total Cost (unit cost x quantity) Grant request amount for this item. Check all calculations for accuracy. Show all entries in whole dollars only. Cents will be deleted if included; therefore, your approved budget may reflect money lost through rounding errors. Link each proposed expenditure to the Project Activity Plan by entering in the Project Goal/Objective/Activity column the codes for all goals, objectives and activities that provide direct programmatic support for each proposed expenditure. Form A: Personal Services Salaries 100-100: Full-Time & Part-Time Salaries Instruction 200-100: Full-Time & Part-Time Salaries Support Services Use Form A for the salaries of all employees whose duties include grant-related activities. List separately the title of each position and the name of the staff person who holds the position, or enter vacant after the position title if the position is unfilled at the time of application. If the duties of the position are not clear from the title, enter enough information to make the duties of the staff person clear and/or the reason for requesting the funds evident. Example: Teacher/Smith for curriculum development, or 4 substitutes for teachers attending professional development workshops. If a staff member serves in more than one capacity, enter that staff member in each applicable Function & Object Code. For example, if a staff member serves as a teacher and as a counselor, enter that staff member in two separate budget lines under the appropriate Function & Object Codes, i.e., 100-100 (SalariesInstruction) for Teacher/ Murphy, and 200-100 (Salaries Support Services) for Counselor/ Murphy. Show in the Cost Calculation column how the total cost for the position was determined. Example - Part-Time Salary: 2 teachers x $75/day x 5 days each = $750 Example - Full-Time Salary: 1 math teacher at $50,000/yr annual salary x 50% time on the grant = $25,000. Enter in the Grant Request Amount column the amount of grant funds being requested for this salary. If only a portion of the salary for this position is to be paid from grant funds, enter the amount to be paid from grant funds in the Grant Request Amount column. Form B: Personal Services Employee Benefits 200-200: Personal Services - Employee Benefits Use Form B for fringe benefits for all employees whose salaries will be wholly or partially funded by the grant. Ensure that all fringe benefits calculations are based on the correct corresponding grant -requested salaries. Ensure that the percentage of an individuals fringe benefits charged to the grant does not exceed the corresponding percentage of that individuals salary charged to the grant. Example: If 25% of a staff members salary is charged to the grant project, up to 25% of his/her fringe benefits can be charged to the grant project. Complete the heading on each column by filling in the appropriate % for each fringe benefit. NOTE: The standard FICA rate is already entered on the form. Enter in the Position/Name column the title and persons name (where known) for each position. Make certain that this entry matches the Budget Detail Form A entry for the same staff position/staff member. NOTE: If a staff member has been entered more than once on Budget Detail Form A, the staff member should be entered more than once on Budget Detail Form B. Enter in the Salary Grant Request Amount column the amount of the staff members salary that is being requested from the grant. Complete each column by multiplying the total salary requested from the grant for the position by the appropriate percentage of the fringe benefit. Example: For a staff member whose salary from the grant equals $15,000: to enter requested FICA amount, multiply $15,000 x 7.65%. which equals $1,147.50. Add all the fringe benefits for the position entered in this line. Calculate the total percentage of fringe benefits by dividing the total fringe benefits by the grant-funded salary (Salary Grant Request Amount column). Enter this percentage in the Total % of Benefits column. NOTES: FICA/TPAF 7.65% has already been entered in the FICA column. This percentage includes both Social Security (6.20%) and Medicare (1.45%). For grant projects funded with federal funds, you must charge to the grant FICA and Teacher Pension and Annuity Fund (TPAF) benefits calculated on the base salary for any employee of a Local Education Agency (LEA) who holds a New Jersey teaching certificate, if grant funds are requested for the employees salary. For grant projects funded with state funds, you may not charge to the grant FICA or TPAF benefits calculated on the base salary for any employee of an LEA who holds a New Jersey teaching certificate. For grant projects funded with both state and federal funds, you must use the federal funds for FICA and TPAF costs for all full-time employees whose salaries are fully or partially funded with federal funds and who hold New Jersey teaching certificates unless otherwise instructed in the NGO. Health Benefits Health benefits are frequently determined by the coverage chosen by the employee rather than by percentage of salary. Where this is the case, enter a phrase such as Varies or Employee Choice to provide an explanation for the costs. The percentage of such benefits requested from grant funds may not exceed the percentage of the employees salary charged to the grant. Health benefits are sometimes fixed (the coverage is the same for every employee). In this case enter Fixed and the fixed amount in the column heading. Example: If your agency pays $8,000 in health benefits for each employee, you would enter Fixed: $8,000" at top of the column. The percentage of such benefits requested from grant funds may not exceed the percentage of the employees salary charged to the grant. Form C: Purchased Professional and Technical Services 100-300: Purchased Professional and Technical Services (instructional) 200-300: Purchased Professional and Technical Services (noninstructional/support) Use Form C for purchased professional and technical services, i.e., consultant costs. Consultants are paid on an hourly, daily, or flat fee basis, and are not employees of the applicant (lead) agency. Group all costs in the same Function & Object Code together. Enter the Function & Object Codes sequentially, e.g., enter all costs for 100-300 before entering costs for 200-300. Provide a description of the type(s) of consultants to be engaged (an individual and/or company) and the purpose for which the consultant(s) will be hired. Identify, where possible, the services and/or products to be purchased. Identify the rate of compensation, e.g., $10/hour or $200/workshop or $300/day. NOTE: If a flat fee is used as the cost basis, you must identify the specific products or services to be provided for that fee and an approximate number of hours or days the consultant will spend on the project. Enter the time for which you are contracting with the consultant. The time should refer to the fee basis, e.g., if the fee shown in the Rate column is $10/hour, show the number of hours (e.g., 15 hours) in the Time Required column. Form D: Supplies and Materials 100-600 Instructional Supplies and Textbooks 200-600 Noninstructional Supplies and Materials Use Budget Detail Form D for classroom/instructional supplies and materials, noninstructional supplies and materials, and textbooks. Identify the specific supplies to be purchased, e.g., paper, notebooks, printer toner cartridges, envelopes, etc. NOTE: In some cases, it may be acceptable for you to identify only the types of supplies to be purchased, rather than provide an itemized list of the supplies. However, for all entries, you must provide as much detail as necessary for the DOE to accurately determine the necessity for the proposed expenditure. In the case of textbooks, workbooks, reference or library books, software programs, etc., it is not necessary to identify the specific titles of the books or software programs to be purchased. However, it is necessary to identify the course(s) or subjects for which the books or software programs will be purchased. Where itemization is required, enter in the Unit Cost column the cost for one item as the item is priced for purchase (i.e., by individual item, by the box, case, carton, etc.). Enter the number of items (i.e., individual items, boxes, cases, cartons, etc.) in the Quantity column for each particular supply to be purchased. Form E: Equipment 400-731: Instructional Equipment 400-732: Noninstructional Equipment Use Budget Detail Form E for instructional and noninstructional equipment. An item to be purchased is categorized as equipment if it meets ALL of the following criteria: 1. It retains its original shape, appearance and character with use; 2. It does not lose its identity through fabrication or incorporation into a different or more complex unit or substance; 3. It is nonexpendable; that is, if the item is damaged or some of its parts are lost or worn out, it is more feasible to repair the item than to replace it; 4. Under normal conditions of use, including reasonable care and maintenance, the item can be expected to serve its primary purpose for at least one year; 5. The unit cost is more than $2,000. Provide a clear description in the Item Description column of the item to be purchased (e.g., the number of desktop computers, along with any peripherals that are included). Include in the Item Description column information on how and by whom the equipment will be used (e.g., for student instructional use in computer lab). This will help the reviewer to assess the appropriateness of the funds requested. You may also include any additional information that will clarify the relevance to the grant project of the proposed costs that will help the reviewer determine whether the costs have been entered into the correct Function & Object Code. Where equipment is purchased from a single vendor as a package, identify the full package price and the package components (e.g., computer packaged with software, printer, etc.). Do not show the cost of the components separately if they are not purchased separately. Form F: Other Costs 100-500 Other Purchased Services 100-800: Other Objects 200-400: Purchased Property Services 200-500: Other Purchased Services 200-580: Travel 200-800: Other Objects 200-860: Indirect Costs 400-720: Buildings Use Budget Detail Form F for all Function & Object Codes that are not properly entered on Budget Detail Forms A through E. When requesting mileage costs for staff travel, identify the staff member who will be traveling and the purpose for which the travel will be undertaken. Example: Project director round trip from Anytown to Trenton for meeting with DOE Program Officer, 100 miles round trip. Enter the description of the requested cost and the cost calculation. Both the description and the cost calculation must provide enough detail to clarify the relevance of the requested cost to the grant project and to enable the reviewer to assess the reasonableness of your request. Special Cost Considerations on Form F: Purchased Property Services For all rentals (property, vehicles, equipment) please be aware that you may be requested to provide a copy of a lease agreement or a written quote from the prospective leaser. However, it isnt necessary to provide this documentation as part of your proposed budget. Indirect Costs Many DOE discretionary grant programs do not allow grant funds to be used for indirect costs. (Indirect costs are costs incurred for support services that are not readily identifiable as direct program costs.) Check the Budget Considerations section of the NGO to determine whether indirect costs are allowable for your grant project. Where indirect costs are allowed, the Department of Education reserves the right to limit the percentage charged, in order to ensure that the majority of discretionary grant funds are allocated to direct program costs. NOTE: Local education agencies (LEAs) receive approved indirect cost rates from the NJDOE. Other agencies receive approved indirect cost rates from their cognizant federal agency. Documentation of the approved indirect cost rate must be submitted with the application. (For more information on indirect costs see http://www.ed.gov/about/offices/list/ocfo/intro.html) To calculate restricted indirect costs, multiply the total direct costs (minus equipment and subgrant costs) by the approved restricted indirect cost rate. STEP 2: COMPLETING THE APPLICATION FOR FUNDS BUDGET SUMMARY FORM The Application for Funds - Budget Summary is prepared only after all appropriate lead agency and subgrant budget detail forms have been completed. The purpose of the form is to provide a summary of all planned expenditures for the lead agency, which includes a summary of total subgrantee costs (where applicable) under line 200-320. The Application for Funds Budget Summary is for use by all applicants and shows the total of all grant funds requested. Required for All Applicants: Complete the Applicant (Lead) Agency and CO/Lead Agency Code, NGO Title and NGO # lines at the top of the form(s). Enter a total for each Function & Object Code in the appropriate column. (Refer to the Statutory/Regulatory Source and Funding section of the NGO for the correct funding source information, i.e., state, federal, other, and use the appropriate column.) Verify all figures for accuracy. Ensure that funds requested are shown on the correct Function & Object Code line, and that the amounts and assignments (by Function & Object Code) are consistent with those shown on the corresponding set of budget detail forms. Verify that the total in each line equals the sum of the amounts for that line entered on the budget detail forms. Amounts requested on the Application for Funds - Budget Summary and on the Subgrant Budget Summary must be fully supported by information provided on the corresponding set of budget detail forms. Show all entries in whole dollars only. Cents will be deleted. Required Only Where Directed by the NGO: (In addition to the above) Complete the Administrative Cost Summary Column: Enter a total for each Function & Object Code based on the grant funds requested under the Subgrant Budget Summary that represents administrative costs. Enter subtotals in the lines shaded and titled: Subtotal Support Services and Subtotal Facilities. NOTE: Instructional costs will never be considered administrative. Therefore, these rows have been blocked out so that figures are not inadvertently entered into them. Complete the Total Cost line.      PAGE \* MERGEFORMAT 11 Date: ________________ Page _____ of _____ Date: ________________ Page _____ of _____ Date: ________________ Page _____ of _____ Date: ________________ Page _____ of _____ Date: ________________ Page _____ of _____ Date: ________________ Page _____ of _____ *3>?@U\bct  - . 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