P-12

Prekindergarten through Grade 12 Education

2011 Title I Audit of Curriculum (AOC) Grant Application for Districts in Need of Improvement (DINIs) – Corrective Action Year 1


Application in PDF PDF icon (111 KB) | Application in Word Word document icon (91 KB)


Description:

This grant is for Title I DINIs newly identified for Corrective Action in November 2010 to undertake and implement an AOC. The AOC must target the identified accountability measure(s) and subgroup(s) not making Adequate Yearly Progress (AYP) and assess:
  • the alignment of the district’s curriculum with the NY State Learning Standards;
  • the implementation of that curriculum; and
  • the alignment of the curriculum to instruction.

Grant Period:

January 24, 2011 to August 31, 2011

Eligible Applicants:

NYC District #5 --- $1,114,750
NYC District #16 --- $813,050
Roosevelt Union Free School District --- $187,600

Grant amounts are equal to $350 times the number of non-proficient students in the identified subject area.

Due Date:

Postmarked by January 21, 2011

Grants will begin 1/24/11 and end 8/31/11.

Submit one original and three (3) copies of completed application to:

Grants Management
Room 674 EBA
New York State Education Department
Albany, NY 12234
Attn: Title I Audit of Curriculum (AOC) Grant Application for DINI Corrective Action Year 1

Questions:

For additional information or assistance, please contact:

Schools in New York City (NYC): Nydia Mennuti at (718) 722-2743 or nmenutti@mail.nysed.gov

Schools in the Rest of State (ROS): Jonathan Jones at (518) 473-0295 or jjones2@mail.nysed.gov

Date Posted

December 28, 2010

Purpose of Grant

The purpose of this grant is to support districts (DINIs) newly identified for Corrective Action (year 1), to undertake an Audit of their Written, Tested, and Taught Curriculum (AOC). The AOC must target the identified accountability measure(s) and subgroup(s) not making Adequate Yearly Progress (AYP) and assesses:

  • the alignment of the school’s curriculum with the NY State Learning Standards;
  • the implementation of that curriculum; and
  • the alignment of the curriculum to instruction.

The AOC must result in a report by August 31, 2011. The recommendations in the report must be incorporated into the district’s Corrective Action Plan (CAP). The district must implement the recommendations during the 2011-12 school year. The district must provide any supports required to implement the recommendations in the audit report.

Grant funds must be used for any activities related to conducting the audit.

If the district has a school that has had an Audit of Curriculum (AOC), the school’s audit report must be considered when developing recommendations for the district’s audit report.

Eligibility

Each Title I DINI newly identified in November 2010 as Corrective Action (year 1) is eligible for a grant to conduct the AOC. Grant amounts are equal to $350 per the number of non-proficient students in the identified subject content area.

The following are newly identified Corrective Action (year 1) DINIs and their grant amounts:

NYC District # 5 --- $1,114,750

NYC District # 16 --- $813,050

Roosevelt UFSD --- $187,600

Grant Period

January 24, 2011 to August 31, 2011. No extension or carryover of funds is allowed.

Requirements of the District Curriculum Audit Report

The District Curriculum Audit Report must:

  • address the accountability measure(s), grade level(s) and subgroup(s) for which the district has failed to make AYP;
  • analyze the learning environment and culture including the district policies to provide a safe, equitable and orderly learning environment, the social emotional atmosphere of the learning environment, and the supports for students;
  • make recommendations for improvement that:
    • meet all applicable State Education Department (SED) regulations and requirements, including addressing mastery of all learning standards in the identified area(s);
    • are actionable in light of district fiscal constraints; and
    • are both long and short-term

The District Curriculum Audit Report must include the following elements:

  1. Introduction
    1. profile of the community including socio-economic data and a profile of the district’s student population;
    2. philosophical statement of approach to the audit
  2. Critical Analysis of the Curriculum
    1. written curriculum;
    2. taught curriculum;
    3. tested curriculum;
    4. effect of policy, planning and organizational control on curriculum delivery;
    5. vertical (across grades) and horizontal (across subject areas and classrooms within a grade) alignment with State standards;
    6. consistency of written and taught curriculum;
    7. alignment of the curriculum with NYS Learning Standards;
    8. alignment of textbooks and resources with the NYS Learning Standards;
    9. equity of access and opportunity for all students in the building;
    10. availability and use of instructional technology; and
    11. adequacy of the school building and facilities.
  3. Instruction - the degree to which:
    1. written curriculum is taught and tested by highly qualified teachers;
    2. pedagogical strategies are implemented based on student needs;
    3. pedagogical strategies meet research-based standards;
    4. lesson plan objectives are aligned with NYS Learning Standards;
    5. grading is based the use of rubrics and other objective criteria;
    6. strategies are implemented consistently for all students;
    7. culture and the learning environment, including safety, equity, etc., affect and support the physical, cultural, socio-economic, and intellectual needs of the students;
    8. instruction and support services are available during school, before/after school, weekends and summers;
    9. teachers identify and provide appropriate additional instruction for students who are not at proficient levels;
    10. district policies ensure that all students attend the entire school day regularly;
    11. policies ensure that time out of class is minimized;
    12. school strategies ensure that teachers and teacher assistants’ attendance is optimal;
    13. strategies actively engage students in learning; and
    14. learning activities are relevant and rigorous.
  4. Professional Development
    1. strategies for ensuring consistent, continuous, research-based professional development across all classrooms;
    2. strategies for ensuring that professional development translates into effective classroom strategies;
    3. strategies for supporting new teachers, uncertified teachers and any other teachers needing additional support/mentoring;
    4. strategies for building both content knowledge and pedagogical knowledge;
    5. presenters who are knowledgeable in research-based instructional strategies and are expert in their use;
    6. consistency of administration in supporting and evaluating professional development;
    7. the degree to which staff participate in professional development and show evidence of implementation of new strategies;
    8. focus on curriculum alignment with State and district standards and sound educational research and practice; and
    9. the degree to which professional development reflects a commitment to both equity and diverse needs of the students and families of the community.
  5. Assessment/Data Analysis
    1. use of assessments and other student work for monitoring of curriculum and instruction;
    2. use of classroom, school, district, State and other assessments and data to determine program/curriculum effectiveness and efficiency;
    3. use of item analysis to inform instruction on proficiency levels on NYS Learning Standards;
    4. use of multiple assessments for diagnostic and re-teaching purposes; and
    5. frequency of data analysis conducted by teachers, grade levels, subject area specialists.
  6. Management/Administrative Staff Support
    1. leadership practices that promote student achievement and support and evaluate teachers’ instructional practices such as regularly scheduled teacher evaluations, informal walk-through visits to classes, timely feedback to teachers; and monitoring the implementation of a curriculum aligned with NYS Learning Standards.
    2. communication and collaboration between teachers of the content area identified for improvement and:
      • other content area teachers;
      • other teachers;
      • pupil personnel services staff;
      • special education and/or English as a second language (ESL) staff;
      • department chairperson, principal and other administrators;
      • school and district administration; and
      • parents, critical stakeholders and community members
    3. accountability policies;
    4. curriculum-centered budget;
    5. resources targeted to most at-risk students;
    6. staff assignments based on student needs;
    7. resource allocation focused on curriculum priorities and areas of greatest need; and
    8. support for positive climate and environment.
  7. Compliance
    1. State and federal mandated requirements; and
    2. District goals/objectives.

Submission Instructions

A complete application consists of:

  • Cover page (completed and signed);
  • Audit of Curriculum Plan;
  • Assurances and Certification Regarding Lobbying, etc.
  • FS-10 Budget Form

Submit one original and three copies postmarked by January 21, 2011 to:

Grants Management
Room 674 EBA
New York State Education Department
Albany, NY 12234
Attn: Title I Audit of Curriculum (AOC) Grant Application for DINI Corrective Action Year 1


Application in PDF PDF icon (111 KB) | Application in Word Word document icon (91 KB)


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Last Updated: December 28, 2010