iGrants FP-740: Alternate Route Block Grant The following is a table of contents and a copy of the online iGrant FP 740 Alternate Route Block Grant application. Visit the PESB website for additional grant information and updates. PESB Alt Route Block Grant Site
Contents iGrants: Page 1 ........................................................................................................................................................................ 2 General Information ........................................................................................................................................................... 2 Assurances .......................................................................................................................................................................... 2 Partnership Guidelines ........................................................................................................................................................ 4 Memorandum of Agreement .............................................................................................................................................. 5 iGrants: Page 2 ........................................................................................................................................................................ 5 General Contact Information .............................................................................................................................................. 6 PESB-Approved Alternative Route Teacher Preparation Program Provider(s)................................................................... 6 Block Grant Partner(s)......................................................................................................................................................... 6 iGrants: Page 3 ........................................................................................................................................................................ 6 Project Narrative Executive Summary ................................................................................................................................ 7 iGrants: Page 4 ........................................................................................................................................................................ 8 A: Project Description and Design...................................................................................................................................... 8 iGrants: Page 5 ...................................................................................................................................................................... 10 B: Absolute Priority Goals: Strategies and Evaluation .................................................................................................... 10 iGrants: Page 6 ...................................................................................................................................................................... 13 C: Key Activities Timeline ................................................................................................................................................. 13 iGrants: Page 7 ...................................................................................................................................................................... 14 D: Recruitment and Partnership ...................................................................................................................................... 14 iGrants: Page 8 ...................................................................................................................................................................... 16 E: Innovative Design Elements ......................................................................................................................................... 16 iGrants: Page 9 ...................................................................................................................................................................... 18 F. Budget .......................................................................................................................................................................... 18 Budget Template ............................................................................................................................................................... 20 In-Kind and/or Direct Cost Table....................................................................................................................................... 21
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740 Alternate Routes Block Grant Fiscal Year: 15-16 Milestone: Not Initiated Organization: Office of Superintendent of Public Instruction
iGrants: Page 1 General Information Only one application per block grant partnership should be submitted online. The approved teacher preparation program provider and partnering school district(s) should only submit one application representing the partnering block grant program and all the partners. Applicants are strongly encouraged to access the following links for guidance materials available on the Educator Pathways website to assist in preparation of your proposals.
PESB Alt Route Block Grant Site
Block Grant Application Information
Assurances Before completing the Program Assurances, please read them carefully. The undersigned partnership assures the following for the Alternate Route to Teaching Certification Block Grant Project period of March 1, 2016 - June 30, 2018: 1. To the best of your knowledge and belief, information provided in this application is true and correct, the document has been duly authorized by the governing bodies of the eligible entity
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partnership applicants, and the applicants agree to comply with the assurances and the terms of the proposal if the proposal is approved for a grant award. 2. This project will be carried out in accordance with Washington State legislation authorizing the Alternate Route Program RCW 28A.660.040, Findings-Declaration RCW 28A.660.005, ProposalFunding RCW 28A.660.020, and Conditional Loan Scholarship- Requirements- Recipients RCW 28A.660.050 3. The partnering programs specified in this grant meet the requirements of an eligible partnership as outlined in the eligible partnership information below. 4. The proposed program was developed, and will be carried out; in active collaboration with the teacher preparation program and district(s). 5. Staff time paid through the Alternate Route to Teaching Block Grant funding is fully dedicated to the implementation of this project. 6. Will use fiscal control and fund accounting procedures that will ensure proper disbursement of, and accounting for grant funds received and in the event of an audit exception, shall repay funds upon completion of audit resolution. 7. Indirect funds/charges will not be requested, as they are not permitted in this grant application. A request to PESB can be made to assist in how to identify support for funding distribution. 8. The following items will not be funded through this grant: political campaigns for candidates or electoral processes/activities; projects already completed or reimbursement dollars for prior expenditures (retroactive funding); funding for general operating expenses not directly related to the awarded project; and alcoholic beverages. 9. Will adhere to carrying out the following required services of the grant: o o o o o o o
Collaborative recruitment and selection amongst partners to recruit candidates in underrepresented groups and district high need areas Flexible program design to meet district(s) need(s) Provide prior learning assessment and credit to support student completion Provide extensive support services to candidates with all partners engaged Commitment by the district to hire and/or place candidates upon completion of program Commitment by candidates to serve for two years as a teacher in Washington State serving a high need area. Engagement of mentor teachers in professional learning communities with candidates
10. Ongoing evaluation of the program will take place during the grant period to monitor the effectiveness of the project and organizations agree to participate in any quality program assessment required by OSPI and/or PESB. 11. Yearly reports will take place during the grant period: o o
First Year Annual Report Due: August 31, 2017 Second Year Annual and Final Outcomes Report Due: August 31, 2018: Grantees will be asked to share results of the project with peer programs and will be required to submit an outcomes report.
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12. While the initial grant application outlines the proposed budget and design, if approved, the actual amount received will be based on the actual number of candidates reported annually per partnering district, and funding will be provided based upon submittal of actuals through an additional form package. 13. A memorandum of understanding and if applicable data sharing agreements between all partners identified in the grant will be provided outlining the specific obligations of each partnering organization upon submittal of the grant. 14. All “approved grants” will be required to comply with the general assurances. The General Assurances will be provided to all who are approved. 15. That any substantial programmatic changes which result in altering the intent of the originally funded proposal must be first team approved and then submitted in writing to PESB for formal review and approval. 16. Budget expenditure changes above ten percent of the total budget must be preapproved by PESB. This grant is awarded on a competitive basis after thorough review by a committee, with approval based on the quality of proposal. Therefore, any substantial programmatic changes which result in altering the intent of the originally funded proposal must be first team approved and then submitted in writing to PESB for review and formal approval.
Partnership Guidelines Please read the following guidelines as this is how we define partnership for the grant. These items can be addressed in the Memorandum of Agreement (MOA) below. An eligible partnership is a requirement for consideration for funding and to be considered as a viable eligible partnership, there must be evidence that: 1. The partnership includes at least one approved Alternate Teacher Route Preparation Program and a public school district. 2. The teacher preparation program and the school district collaborated extensively in the planning and design of the program. 3. Each partner organization has substantial roles to play in the implementation of the program; delivery of services, program evaluation, and program improvement plans over the duration of the project. 4. All partner organizations share program resources to carry out their roles, and contributions are reflected in the budget narrative as in kind or direct support. 5. All partners have significant and ongoing involvement in the management and oversight of the program.
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6. The Memorandum of Agreement also identifies all partner obligations and contributions for cash, direct service, or in-kind, as well as roles and responsibilities for oversight supervision and management of the project. 7. Priority for funding will be given to partnerships that provide evidence of collective planning, implementation, evaluation, substantial candidate support, innovative programming, and planning for sustainability. 8. Applications submitted without evidence of an eligible partnership, a formal Memorandum of Agreement will not be considered for funding.
The primary organization representative has read, understands and agrees with all applicable assurances and partnership guidelines stated above. Authorized Representative Name: Authorized Representative Title: Date (MM/DD/YY):
Memorandum of Agreement Please see the Sample MOA Template. To provide evidence of the agreed-upon assurances, please upload a signed formal Memorandum of Agreement among the partners. The Memorandum of Agreement must identify all partner obligations, as well as roles and responsibilities for oversight supervision and management of the project and timelines. Upload signed MOA here. File names may not include symbols. Uploaded Files
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iGrants: Page 2
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General Contact Information Please list and provide detail of partnering organizations for this grant application.
PESB-Approved Alternative Route Teacher Preparation Program Provider(s) Preparation Provider(s): Coordinator Name: Coordinator Title: Coordinator Email: Coordinator Phone: Other Faculty/Staff Involved (add as many records as necessary): To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again.
Block Grant Partner(s) Block Grant Partner(s) (add as many records as necessary): To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again.
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Project Narrative Executive Summary Applicants are strongly encouraged to access the Powerpoint Presentation and other guidance materials available on the Educator Pathways website to assist in preparation of your proposals. Below is the overview of the defining questions to be addressed in the Project Narrative Executive Summary. The questions should assist in providing the executive summary outline as you pull from the corresponding sections of the grant. In 10 pages or less, complete the executive summary and upload a pdf file below. 1. Describe the project and design. (See page 4, A: Project Description and Design.)
2. What are the key goals and objectives of your Block Grant partnership project, and how will you measure and evaluate the success of the project to meet the goals and objectives? Explicitly address how the grant will address ALL SIX of the Absolute Priority areas listed under the Block Grant Overview section, and any additional innovative program design elements. (See page 5, B: Absolute Priority Goals.)
3. In describing the program design, provide the timeline for activities and specify the responsibilities of each partner related to the activities. If the applicant partnership has previously enrolled candidates in an Alternative Route Program, include lessons learned from previous experience and how they will inform your program moving forward Timeline. (See page 6, C: Key Activities Timeline.)
4. Discuss how this project will succeed in community involvement, recruitment, and selection of Route Block Grant priority populations to ensure that all who might benefit from the project are provided an opportunity to participate. (See page 7, D: Recruitment and Partnership.)
5. How will the design of this Alternative Route Partnership contribute to the Board’s goal of Alternative Routes as an innovation lab? (See page 8, E: Innovative Design Elements.)
6. Describe and outline your project budget. (See page 9, F: Budget.)
7. Describe your evaluation and strategies for gathering data. (See Program Data Collection and Evaluation Template.)
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UPLOAD DOCUMENT IN PDF FORMAT. File names may not include symbols. Uploaded Files
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iGrants: Page 4 A: Project Description and Design 1. Current Status of the Project (Select one)
The Teacher Prep Program is new to offering an Alternate Route to Teaching Program The Teacher Prep Program had enrolled students in their Alternate Route to Teaching Program in FY14 or FY15.
2. Number of candidates to be served by the project during the term of the grant: NOTE: This is based on the expected number of candidates to be served if the State funds your project for the requested amount. Applicants may propose a combination of the two options below. (Select one and fill in the corresponding information.)
1-year program twice (Expectation is that you will offer 2 different cohorts each year during the biennium. This is the anticipated duration for Routes 2, 3 and 4.) a. b. c. d.
Projected Projected Projected Projected
number number number number
of of of of
candidates for the first cohort. candidates for the second cohort. mentors for the first cohort. mentors for the second cohort.
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2-year program once (ROUTE 1 ONLY - Expectation is that the same cohort will go through the program for both years of the biennium.) e. f.
Projected number of candidates for the first cohort. Projected number of mentors.
3. Provide program design details per candidate: a. b. c. d.
Hours Hours Hours Hours
of of of of
face-to-face instruction time provided per year. online instruction time provided per year. internship/residency provided per each year. support services provided per each year.
4. Provide program design details per mentor: a. b. c.
Hours of face-to-face professional development provided to mentor each year. Hours of online instruction time provided to mentor per year. Hours of face-to-face time mentor is expected to provide candidate per year.
5. Routes to be offered with Block Grant funds RCW 28A.660.040: o
o
o o
Route 1: Alternative routes for currently employed classified instructional employees, with at least one year of instructional experience, and who hold at least transferable Associate Arts of Science degree. Route 2: Alternative routes for classified staff who hold a minimum of a Bachelor of Arts or Sciences Degree from a regionally accredited institution and are currently employed by a district for at least one year. Route 3: Alternative route for individuals with subject-matter expertise in shortage areas currently employed outside the school system. Route 4: Alternative route for individuals teaching with conditional or emergency substitute certificate, who are currently employed by a district.
Route(s) Focus and Explanation Template Use the template below to provide a general explanation of the focus and goals of your designs for each route offered with Block Grant funds. Include the number of candidates and how the route aligns with the key goals of prioritizing target populations including paraprofessionals becoming teachers, special education teachers, bilingual teachers, underrepresented candidates, high school teacher academy students/ Careers in Education and Recruiting Washington Teacher students. EXAMPLE: Route #
# of Candidate Slots
Endorsement (s)
Program Narrative- Explanation
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Route 1
16
K-8 w/ ELL and Bilingual
Our three district partners have examined their current workforce and project enrollment, as well as student learning needs and have as a goal developing and hiring more bilingual teachers that are ELL endorsed. We proposed to offer an upside-down degree program for experienced bilingual paraeducators with transferrable AA degrees, with particular focus supports on their academic success.
Route 4
10
Math, Designated Sciences
We intend to focus our alternate route on engaging the most diverse students. Our recruitment will focus on at least 10 of our candidates being students of color. We will be providing support services that exceed our traditional programs by working with districts in a collaborative selection process and providing support services for candidates.
Fill in the template below: Route #
# of Candidate Slots
Endorsement (s)
Program Narrative- Explanation
Route 1 Route 2 Route 3 Route 4
iGrants: Page 5 B: Absolute Priority Goals: Strategies and Evaluation For each of the six absolute goals of your Block Grant partnership project identify the primary project strategies, the specific alignment to the required and/or preferred project service, and the intended impact. Add records as necessary to accommodate multiple strategies.
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EXAMPLE: Absolute Priority Goal 1 - Engage the most diverse students to serve high need communities Refer to Section G Program Data Collection and Evaluation for a definition of all goals. Strategy: What is the approach you will take to reach your goals? Identify district staff that have a BA and are interested in becoming a special education teacher. Alignment to Required or Preferred Project Services: See Listing of Required Project Services and Preferred Deliverables; indicate which and associated number and/or letter. Collaborative recruitment amongst partners, to recruit candidates in underrepresented groups and district high need areas.(required 1). Intended Impact: How will you design and measure the success of the project goals the evaluation? The intended impact should include measurable steps you determine to achieve the strategy. Refer to Section G: Program Data Collection and Evaluation for more information. Survey classified staff and identify at least 60 qualified candidates to screen, interview, and select the top 10 to participate.
Add as many strategy sections as needed for each Absolute Priority Goal. Absolute Priority Goal 1: Engage the most diverse students to serve high need communities To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again. Strategy: Alignment to Required or Preferred Project Services: Intended Impact:
Absolute Priority Goal 2: Support a “Grow Your Own” teacher model by districts, consortia of districts or regions, reflecting a tight pipeline from recruitment to preparation to employment. To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again. Strategy: Alignment to Required or Preferred Project Services: Intended Impact:
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Absolute Priority Goal 3: Create prestige in residency learning for teachers – where residency sites are professional learning communities for preservice and in-service teachers, and residents are an integral part of the school and student learning improvement strategy. To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again. Strategy: Alignment to Required or Preferred Project Services: Intended Impact:
Absolute Priority Goal 4: Provide support services to candidates to ensure their success and retention. To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again. Strategy: Alignment to Required or Preferred Project Services: Intended Impact:
Absolute Priority Goal 5: Aggressive marketing and collaborative recruitment and selection, targeting candidates in shortage areas and candidate populations that have been underserved. To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again. Strategy: Alignment to Required or Preferred Project Services: Intended Impact:
Absolute Priority Goal 6: Evaluate and provide “credit” and/or early program completion for prior learning and experience. To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again. Strategy: Alignment to Required or Preferred Project Services: Intended Impact:
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iGrants: Page 6 C: Key Activities Timeline 6.1 Key Activities Timeline: Provide key activities with an estimated timeline for project implementation and evaluation. Include work for pre-planning as well as once the grant is awarded; program and cohort projected start date and end dates; and yearly progress reports. Add as many Activity sections as needed. To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again.
Activities
Start/End Dates (mm/dd/yy)
Activity # (e.g., 1, 2, 3) Describe Activity
Start Date End Date
Responsible Indicate if prep program, district, partner, mentor, student and indicate the name, org, title.
1. 2. 3.
6.2 If the applicant partnership has previously enrolled candidates in an Alternative Route Program, include lessons learned from previous experience and how they will inform your program moving forward.
6.3 If applicable, describe your partnership’s experience in managing and operating projects or activities through the PESB’s Alternative Routes to Teaching program or similar projects/activities.
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6.4 Please provide the names and qualifications of the person(s) that will be primarily responsible for the implementation and completion of the proposed project.
6.5 What evidence is there of a long-term commitment to the proposal? Describe how you plan to continue the work (project) after the Alternate Route Block Grant funds are expended?
iGrants: Page 7 D: Recruitment and Partnership The following guidelines should assist in providing supporting evidence of the district(s) high needs in specific endorsed areas and underrepresented groups. Adapt as needed for your specific program. See Program Data Collection and Evaluation for resource materials. 1. Provide Summary Briefing Identifying the content shortage areas to the degree to which a district, or consortia of districts, are currently experiencing teacher shortages in math, science, special education and/or bilingual education/English Language Learner. In addition to the high need teaching areas include other priority population focus, such as, underrepresented groups; first generation college students; employed paraeducators becoming teachers; students becoming teachers; and individuals on a conditional or emergency substitute certificate. Other locally identified shortage areas may be documented. Include in summary how the priority needs of the district(s) the route(s) for the block grant were determined by considering any or all of the following: a. b. c. d.
District employment data to help determine hiring needs. Projections of at least five years using retirement and retention analysis. District strategic plan program growth information. Staff survey results to identify how many people might be interested in the program now or in the future. e. Other college of education programs operating in the region and how the proposal addresses areas of the state that are experiencing a shortage of certification programs to serve school districts within the region. f. Address specific information related to critical needs of regional school districts, the degree to which those needs are (or are not) currently being met, and the
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demographics of the region. Also include any seasonal or cyclical trends which may impact the program. g. For each partner district: Indicate specific district schools/sites if applicable, identify candidates’ priority grade level(s) and endorsement focus area(s). Upload document here. File names may not include symbols. Uploaded Files
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2. District Needs: For each partnering district click on “New” and add district(s), grade level(s) and endorsement area(s) the project will focus on developing. Add as many District Needs sections as needed. To avoid losing data, press the "Save" button after completion of each record. Allow save to complete before pressing the “New” button again.
3. Describe your recruitment strategy to identify candidates eligible for this program.
4. Describe your plan to engage your regional community in the recruitment process.
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iGrants: Page 8 E: Innovative Design Elements Block Grant Applications must reflect innovative program designs beyond the base requirements for Program Approval, which may include varying combinations of the following innovative elements. Please select all that apply, provide a description of each activity in 350 words or less. Add additional innovative elements in the other category below. Indicate the absolute priority goal(s) associated with the innovative activity as it relates to the program design. See page 5 of this iGrant for the listing of priority goals, indicate #1, 2, 3, etc. Select All That Apply
#
Innovative Design Activity
Relationship to Program Design Priority Goals
A Preservice formalized learning opportunities extended as inservice opportunities/ continuing education for existing teachers/staff at the residency site.
B Programs that connect/integrate their high school teaching academy or Recruiting Washington Teacher or Careers in Education programs with the Alternative Route Residency Program.
C Innovative assessment processes during the summer teaching academy to assess candidate prior learning and competency and inform their Teacher Development Plan.
D Innovative design elements that enable flexible design and needed support services to support candidates and meet district needs.
E
Collaborative recruitment, selection and induction of candidates amongst all partners engaged.
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F
Commitment by districts and teacher preparation programs to identify high need areas that fall under the Block Grant program requirements and utilize alternate route programs as a niche hiring strategy.
G Integrated research components related to clinical practice.
H Program development or use of integrated preservice and beginning teacher mentor training that emphasizes the continuum of educator development.
I
Leveraging and supporting mutual goals of district Title II and other educator effectiveness project activities and funds.
J
Partnerships that provide combined formalized learning opportunities for certified teachers in the Educator Retooling program adding endorsements in shortage areas with those provided for preservice candidates seeking endorsements in those same areas.
K Other
Create a new record for each “Other.” To avoid losing data, press the “Save” button after completion of each record. Allow save to complete before pressing the “New” button again.
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iGrants: Page 9 F. Budget Template Budgetary guidelines include: There must be a minimum of 10 students per grant. The numbers indicated in the budget of your block grant application are awarded solely based off of the projected slots estimating the number of candidates enrolled in your program. If your application indicates you will enroll 25 candidates, however you actually enroll 21, the award will be adjusted to reflect the actual number of candidates in the program. Per the cost structure below, we will take proposed budgets of up to $420,000 for the maximum of 30 candidates per year. Funding is candidate centric and will be adjusted accordingly with a change in the number of candidates. Indicated in the RCW, a mentor stipend of $500 is a required provision. District or preparation program dollars can go to providing additional funds to support mentor teachers through participating in additional activities, for example, Professional Learning Communities with Alternate Route Candidates. Districts and preparation programs should indicate which partner will receive funds for the mentor teacher stipends and are contractually obligated to disburse those funds to indicated mentor teachers. If there are unused funds after the specified grant period, grant recipients shall return the funds to PESB within 60 days as specified in contract. Extensions may be granted upon request. Budget expenditure changes above ten percent of the total budget must be preapproved by PESB. The Grant does not fund the following:
Projects already completed with prior expenditures (retroactive funding). Funding for general operating expenses not directly related to the awarding project.
Example Cost Structure Template Sample Cost Structure per candidate (Funding Formula per year) # of Candidate Slots # between 1-30 Funds for up to 30 will be awarded per year. Minimum of
Scholarship to Candidate
Preparation Program
Districts
$8000 this is required by the RCW 28A.660.040
$3000-$3500 activities must include being utilized recruitment, navigation and support
$2500$3000 Activities must include mentoring, navigation
Mentor Stipend
Total Funds per Candidate
Total Block Grant per year
$500 required by the state at minimum. Dollars for mentor teacher
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10 candidates per application.
services for candidates
and support services for candidates
stipend to be distributed by the district or preparation program. (This is written intoRCW 28A 660.005)
10-20
$8,000
$3,500/year
$3,000
$500
$15,000
21-30
$8,000
$3,000/year
$2,500
$500
$14,000
Ex. 15
$8,000
$3,500/year
$3,000
$500
$15,000
$225,000/year
***Cost Proposal must look the same for both years of biennium. Your proposed number of candidates should be the same both year. If you apply for Route 1, candidates in your program will receive the scholarships twice. All other routes are required to have a new cohort year 2 and candidates can only receive the scholarship one time. 1. Please fill out the template below indicating the cost structure for your program. The funding formula is per year. By applying, you are requesting funding for both years of the biennium 2016-17, 2017-18. For those awarded, you will be funded for both years of the biennium with the funding indicated in your cost structure below. We will take proposed budgets of up to $420,000 for the maximum of 30 candidates per year.
# of Candidate Slots # between 1-30 Funds for up to 30 will be awarded per year. Minimum of 10 candidates per application.
Scholarship to Candidate
Preparation Program
Districts
$8000 this is required by the RCW 28A.660.040
$3000-$3500 activities must include being utilized recruitment, navigation and support services for candidates
$2500$3000 Activities must include mentoring, navigation and support services for candidates
Mentor Stipend
Total Funds per Candidate
Total Block Grant per year
$0
$0
$500 required by the state at minimum. Dollars for mentor teacher stipend to be distributed by the district or preparation program. (This is written into RCW 28A 660.005)
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2. Please provide a Budget Narrative that provides additional details for your budget. a. Total Cost for candidates to attend program (Alternative Route programs must be packaged priced to reflect lower cost per candidate price than traditional programs per RCW 28A.660.040: b. If applicable: Cost for Traditional Route: c. Include additional dollars if any you intend to use to support this work: d. Indicate if teacher prep provider or district will be accepting and distributing mentor teacher stipends from the state. 3. Please provide a Budget Narrative that describes in detail additional any proposed use of the Alternate Route Block Grant funds. Use the Budget Overview Template and ensure the following is in the budget narrative. a. b. c. d. e.
Include Include Include Include Include
funding funding funding funding funding
for for for for for
teacher program recruitment (i.e., Title dollars or other grants). support services of candidates. scholarship of candidates. district professional development, support and navigation. district mentor teachers.
See the 2015-16 Accounting Manual for School Districts, Expenditure Coding, Chapter 6, page 32 for more information.
Budget Template Note: The budget narrative below does not replace the official budget matrix to be completed at a later date after finalists have been notified. Be specific in the budget narrative if budget item is related to Teacher Prep Program or District. Object (cite activities in narrative text)
Estimated Cost
Object 0 (Debit Transfer)
Object 2 (Salaries Certificated)
Object 3 (Salaries Classified)
Object 4 (Benefits)
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Object 5 (Supplies Instructional Resources)
Object 7 (Purchased Services)
Object 8 (Travel)
Object 9 (Capital Outlay)
Indirect Costs
Total
$0
In-Kind and/or Direct Cost Table IN-KIND and/or DIRECT: All partner organizations should share program resources to carry out their roles, and contributions. Provide a budget narrative that indicates each partners’ in-kind or direct support. Be specific in the budget narrative if budget item is related to Teacher Prep Program, District or Other.
Estimated Cost (not required)
TEACHER PREP PROGRAM: Indicate budget object code and narrative
DISTRICT: Indicate budget object code, and narrative
OTHER: Indicate budget object code, other partner description, and narrative
OTHER: Indicate budget object code, other partner description, and narrative
Total
$0
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