1 CCR 301-90-5.0 - APPLICATION REQUIREMENTS AND TIMELINE FOR PROFESSIONAL DEVELOPMENT GRANTS

5.1 On an annual basis, any local education provider interested in obtaining funding shall submit an Early Literacy Professional Learning Grant application electronically to the Department, using the application form provided by the Department. A local education provider may apply individually or as part of a group of local education providers.

5.2 Each Early Literacy Professional Learning Grant application submitted shall include, but need not be limited to, the following:

5.2(A) Information concerning the percentage of kindergarten and first-, second-, and third-grade students enrolled in the applying local education provider or group of local education providers who have Significant Reading Deficiencies and the percentage of kindergarten and first-, second-, and third-grade students who do not have Significant Reading Deficiencies but who are not meeting the grade-level expectations in reading adopted by the State Board;

5.2(B) Identification of the Evidence-Based or Scientifically-Based universal instruction and intervention programs that the applicant(s) are currently implementing;

5.2(B.3) Whether the applicant(s) employ reading coaches or plan to use all or a portion of the grant money to employ reading coaches who are trained in the science of reading and in teaching the foundational reading skills of phonemic awareness, phonics, vocabulary development, reading fluency including oral skills, and reading comprehension to provide educator professional development in teaching foundational reading skills. Preference will be given to the grant applicant(s) who propose to implement an embedded instructional coaching model to enhance teacher effectiveness in teaching foundational reading skills;

5.2(B.5) The degree to which the instructional program incorporates the effective use of technology, including software, to assist in assessing and monitoring student progress toward reading competency and how the grantee(s) will regularly use progress monitoring data to inform instructional decision-making;

5.2(C) Identification of the professional development program(s) that are evidenced-based or scientifically based and that the applicant(s) plan to implement for educators to assist students in kindergarten and first, second, and third grades to achieve reading competency;

5.2(D) A description of how acquiring these additional funds will support positive student achievement outcomes over time to ensure that students in all tiers, including those who move out of the Significant Reading Deficiency designation are able to sustain their improvement;

5.2(E) An explanation of the cost of the identified professional development plan that the applicant(s) requests to implement using the grant money and an explanation of how grant funding will be used to supplement and not supplant any funding currently being used;

5.2(F) The measurable student outcomes that the applicant expects to achieve as a result of implementing the proposed professional development plan and a description of the method that will be used to monitor and evaluate outcomes; and

5.2(G) Any other necessary information, as identified by the Department.

5.3 Annually, the Department shall review each grant application received and recommend to the State Board whether to award the grant and the duration and amount of each grant.

5.4 On or before June 15 of each year, based on the recommendations of the Department, the State Board shall award grants to applying local education providers or groups of local education providers.

Notes

1 CCR 301-90-5.0

41 CR 21, November 10, 2018, effective 11/30/2018 42 CR 19, October 10, 2019, effective 10/30/2019 43 CR 06, March 25, 2020, effective 4/15/2020