Frequently Asked Questions and Answers
Ninth Grade Success Initiative
October 28, 1999
Clarifying Information
Schedule 4A Program Abstract: To identify actual numbers, screen all information to eliminate duplicate reporting of students. For the purpose of this RFA, reported numbers should reflect one number for one student.
The completed chart on page 74 of the RFA referring to needs may be clarified as follows:
- Columns A and B: Number of 9th grade at risk reported in 1998-99 PEIMS.
- Columns C and D: Number of 9th grade dropouts reported in 1998-99 PEIMS. Page 5, D. Project Description: 3, The number of the district's ninth grade dropouts for the school year 1997-98 is recorded on the 1998-99 PEIMS data. Dropout data is always a year behind. To calculate the 9th grade dropout percentage: the number of 9th grade students recorded as dropouts must be divided by the total number of district dropouts indicated in the report.
- Columns E and F: Percentage rate of Economically Disadvantaged Students in the district reported in 1998-99 PEIMS. A student identified in more than one category should be reported only once.
- Columns G and H: District Passing Rate in 8th Grade TAAS (Reading, Writing, Mathematics)
*To isolate an actual number count, the number of students passing the three identified TAAS areas, reading, writing, mathematics, will need to be identified.
Bonus Points: Determine the percentage of 9th graders to be served in the initial term of direct student services by dividing the number of eligible students to be served in the initial period of direct student services by the total number of eligible ninth grade students for the campuses represented in the application.
Questions and Answers
1. In Schedule 4A, Needs on page 74, how can the percentage of students passing reading, writing, mathematics be calculated?
The report on this data cites a percentage rate of the 8th grade students who passed all sections of the TAAS. *This RFA is addressing only the number of students who passed the three identified sections of reading, writing, mathematics; therefore the identified number of students meeting this criterion will be divided by the total number of 8th graders taking the TAAS. That calculation will represent the requested percentage to be used in the chart.
2. If students are exempt from TAAS, how may they be counted as need?
If the student was exempt from TAAS in the 8th grade, then mastery of all 5 sections of the eighth grade level TAAS has not been met (student eligibility criterion c); therefore, the student is eligible if eligibility is established in (a) or (b). (Eligibility of students, RFA, page 6)
3. Is the TAAS passing rate requested in the application district or campus, especially if only one campus is represented in the application?
The passing rate for TAAS is district because the application is a district application. In the application narrative, reference could be made to the campus specifics, if appropriate.
4. Please clarify "supplement, but not supplant:" Pages 8 and 9 in the RFA:
This is a standard statement in the RFA that addresses required program activity required by state law, State Board of Education rules, or local policy. The RFA states "Any program activity required by state law, State Board of Education rules, or local board policy may not be paid with these funds. State or local funds may not be decreased or diverted for other uses merely because of the availability of these funds. Grantees must maintain documentation which clearly demonstrates the supplementary nature of these funds." The definitive word is "required." The terms set within the RFA apply in the process of this competitive application.
5. If a district wants to coordinate funding but wants to show in-kind contributions, can this be done? For example, instead of coordinating funding with Title I, which is already committed, can a district show how Title I is helping other areas?
Yes, that kind of reporting would be in-kind reporting. It is not supplanting but supplementing. In working with multiple resources from federal, state, or private sectors, be mindful of all guidelines and requirements for guidance on compliance issues. Consult with your district business department to ensure consistency and confirm accuracy. A document, "Resource Guide for Coordinating Funding and Programs," developed by Coordinating Funding State Initiative, Education Service Center 2, is available in each service center.
6. When using multiple sources of funding, should all sources be shown or identified?
Yes, all funding sources should be identified. Use of funds should be in accordance with requirements stipulated by each source and in compliance with local, state, and federal regulations.
7. Clarify the discrepancy of page numbers when downloading the RFA from the website.
In the downloading of the RFA from the website, Section III page numbers are not accurate. It is the same copy from which the RFA was printed, but for unknown reasons, numbering jumps from 61 to 79 and remains there until the end of the document.
8. Should there be a concern among the small districts with a small number of dropouts and/or a low retention rate and acceptable TAAS scores that elimination could happen by default due to the emphasis on data in schedule 4A?
Indeed, the need factor is important; however, the quality of the application is an equally important component. Page 22 of the RFA, "Organization of Program Description in the SAS" may serve as a guide in the preparation and review of the RFA. The concerning budget funding reinforces the comprehensive appraisal of the entire application. On pages 9 and 10, the statement that begins, "In general the budget schedules should provide evidence that:" is another passage that may be of assistance.
9. In Schedule #4A - page 74, does the district use 1998-1999 PEIMS data, or 1999-2000 data, or a compilation of data?
In the RFA when requested information is as of October 15, 1999 (page 73), that data will not be available through PEIMS. When the 1998-99 data is requested, the RFA will state the information.
10. If a district has had a 6% increase in enrollment since the last year, how can this be addressed?
Address and explain special circumstances in the application narrative. The narrative gives the district an opportunity to provide additional information. Supplementary data that is relevant may be submitted.
11. How many grant application reviewers will be needed?
A large number of applications are expected to be submitted. It is entirely possible that 140-150 reviewers may be required. Please volunteer to read and score applications on November 29, 30, and December 1, 1999 in Austin. You may do this by faxing or mailing the following information to Cindy Mokry, Statewide Initiatives, Region XIII Education Service Center, 5701 Springdale Road, Austin, Texas 78723-3675. Fax: (512) 919-5315. E-mail: cindy.mokry@esc13.txed.net.
Selected readers will be notified and details about specific arrangements will be sent from Region XIII Education Service Center. In the initial submission of a individual's interest and availability on these stated dates, please include Name, telephone numbers for work and home telephone number, and fax number, if available. E-mail addresses can also be of assistance for quick transmission of information. Your willingness to assist with this important task is appreciated.
12. How can an RFA be obtained?
Call Document Control at Texas Education Agency, (512) 463-9304; fax (512) 463-9811, e-mail dcc@tea.state.tx.us. Please refer to the Title, Ninth Grade Success Initiative, RFA # 701-99-026. The documents may also be downloaded from the Texas Education Agency website: http://www.tea.state.tx.us/grant/announcements/grants2.cgi. It is recommended that each district get a hard copy from the Document Control Office for verification purposes.
13. What type of documentation must be submitted with the application regarding to TEKS/TAAS correlation?
Submit concise information relevant to program description that demonstrates alignment. Refer to Project Requirements on page 8 of the RFA.
14. Are exemplary schools eligible to apply if needs in the 9th grade can be shown?
Yes.
15. If the number of eligible students decreases or increases during the biennium, will funds be adjusted accordingly?
Progress reports submitted at the specified times aligned with instructional periods are indicative of the status of the program. A decrease in funding might be possible, but unlikely, if documentation supports successful implementation.
16. Regarding student eligibility, how is the term "excessive absences" defined?
Excessive absences are determined by local policies regarding attendance, grading, promotion, and retention issues.
17. If the student is identified as "At-Risk" by the criteria identified in this RFA during the first six-weeks, does the student remain eligible throughout the year?
Yes. Districts may serve eligible students until they are promoted to the tenth grade.
18. Does the 8th grade TAAS apply to current and repeating ninth grade students?
Yes, the eligibility requirement of meeting criterion a, or criterion b, but not meeting criterion c applies. Read the section on Eligibility of Students, page 6, RFA.
19. Must a district do all three, create a new program, expand a program currently in place, or enhance an existing program?
No. A district may design a program to use the funding in any or all of the above categories. If a district has multiple high schools, the same strategies and implementation may be varied to meet the purpose of the program and address the student needs in each participating campus. That is a district decision.
For further information on this topic, contact Geraldine Kidwell at 512/463-9581.