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Indian Education Professional Development Grants

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  1. Is the new absolute priority about Data-based Decision-Making related to the data that grantees must report as Performance Measures?
  2. If students participate full time in the program during the summer and take vacation or a leave of absence from their full-time employment are they eligible for stipends during that summer session?
  3. Can an application target both teacher and administrator training?
  4. Is it acceptable if the Bachelor’s degree program takes three years to complete and to start induction services in year 4?
  5. I have included participants in accordance with the RFP statement to “provide training to qualified Indian individuals to become … teacher aides, social workers and ancillary educational personnel.” Some of these will not receive a bachelor’s degree; are
  6. If a proposal targets specific school districts in need of participants to teach in, can more districts be added after awarded the funds? And, are Letters of Commitments from these districts required to include in the proposal?
  7. Will the grant program consider 2-year institutions if the college has the capacity to assist with the transfer to a 4-year?
  8. Should recruitment of participants be geared to individuals already attending college (juniors)?
  9. Can a 4-year university establish transfer arrangements with a tribal college in order to transfer students after a 2-yr diploma?
  10. Are individuals that have previously served in an administrative position, prior to gaining their Master’s degree, eligible to participate?
  11. Are individuals that have previously served in an administrative position, prior to gaining their Master’s degree, eligible to participate?
  12. We have teachers who have a Master’s degree but are not certified to be administrators. The certification training is considered a specialist degree at the Master’s level and is required to be an administrator. Does this specialist training qualify?
  13. Do those students participating in an administrator (Master’s level) program need to be full-time students and work no more than 20 hours per week?
  14. If a person is a certified teacher but working in an administrative position will he or she be eligible for administrator training?
  15. In the selection criteria for “Adequacy of Resources,” (10 points), how does an applicant show that “costs are reasonable?”
  16. Can mileage needed to attend school be funded under stipends?
  17. Can a proposal be submitted to primarily support part-time students?
  18. Can we use some of the funding for tutoring costs?
  19. PAYBACK REQUIREMENTS: What do grantees have to do to notify participants about the payback requirements?
  20. PAYBACK REQUIREMENTS: Are grantees responsible for tracking how long a participant works as a teacher or administrator after the project ends in order to determine if a participant needs to payback money?
  21. What is the average number of participants in the program?
  22. Whom should I contact if I have any additional questions?

1. Is the new absolute priority about Data-based Decision-Making related to the data that grantees must report as Performance Measures?

In addressing this priority, applicants may choose to use the data that must be collected and reported to the US Department of Education (see Reporting and Accountability in application package, or Performance Measures in the Notice Inviting Applications), but they could also use different data for this criterion. The priority emphasizes not the collection of data but the use to which it is put by the grantee. Applicants must explain how they will use data to improve their outcomes relating to participant enrollment, persistence, completion, and career success. An applicant could choose to analyze data with a more short-term focus than the data in the performance measures; for example, a college that applies under the pre-service teacher training priority might choose to analyze its project drop-out rate data and create a plan to reduce that rate. An applicant may use preexisting data, e.g., college or university-collected data, to inform its goals, rather than collecting new data.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY REGARDING DATA-BASED DECISION MAKING

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2. If students participate full time in the program during the summer and take vacation or a leave of absence from their full-time employment are they eligible for stipends during that summer session?

Students are eligible for stipends during the summer session if they are enrolled as a full-time student and work 20 hours or less a week.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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3. Can an application target both teacher and administrator training?

Yes, an applicant can target both teacher and administrator training. Applicants must specify the number of individuals who will participate in the teacher and administrator training.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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4. Is it acceptable if the Bachelor’s degree program takes three years to complete and to start induction services in year 4?

Yes, students must be able to finish the degree and begin induction services within the grant period of 4 years; however, the applicant should not plan on recruiting students who are not ready to start their degree-specific coursework.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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5. I have included participants in accordance with the RFP statement to “provide training to qualified Indian individuals to become … teacher aides, social workers and ancillary educational personnel.” Some of these will not receive a bachelor’s degree; are

The absolute priority limits project services to pre-service teacher or administrator training. Training for teacher aides, social workers, and ancillary educational personnel is not permitted under the absolute priority.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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6. If a proposal targets specific school districts in need of participants to teach in, can more districts be added after awarded the funds? And, are Letters of Commitments from these districts required to include in the proposal?

Yes, districts can be added after funds are awarded, and Letters of Commitment are not required but can be included.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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7. Will the grant program consider 2-year institutions if the college has the capacity to assist with the transfer to a 4-year?

Two year tribal community colleges are eligible entities and may apply in consortium with an IHE that can provide a Bachelor’s degree. If the fiscal agent for the grant is the tribal college, the application will receive 5 competitive preference points in addition to 5 competitive preference points for being an Indian IHE. Participants being recruited should already have completed their general requirements and be enrolled or be eligible to enroll in degree-required coursework.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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8. Should recruitment of participants be geared to individuals already attending college (juniors)?

Yes, recruitment of participants should be geared to students who have completed their general requirements, be enrolled in or be eligible to enroll in degree required coursework, and who can graduate and be fully certified or licensed within the time frame required.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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9. Can a 4-year university establish transfer arrangements with a tribal college in order to transfer students after a 2-yr diploma?

Applicants are not prohibited from working with a tribal college that only has a 2-year program, and with a consortium agreement they would be eligible for 5 competitive preference points.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE TRAINING FOR TEACHERS

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10. Are individuals that have previously served in an administrative position, prior to gaining their Master’s degree, eligible to participate?

Yes, individuals who have previously served in an administrative position are eligible to participate, as long as the end result is a Master’s degree in educational administration and full State certification or licensure as an education administrator.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE ADMINISTRATOR TRAINING

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11. Are individuals that have previously served in an administrative position, prior to gaining their Master’s degree, eligible to participate?

Yes, individuals who have previously served in an administrative position are eligible to participate, as long as the end result is a Master’s degree in educational administration and full State certification or licensure as an education administrator.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE ADMINISTRATOR TRAINING

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12. We have teachers who have a Master’s degree but are not certified to be administrators. The certification training is considered a specialist degree at the Master’s level and is required to be an administrator. Does this specialist training qualify?

Specialist training or licensure does not qualify. The final outcome must be a Master’s degree in educational administration, not just certification. The outcome can be a second Master’s degree.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE ADMINISTRATOR TRAINING

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13. Do those students participating in an administrator (Master’s level) program need to be full-time students and work no more than 20 hours per week?

Part-time students may participate. However, only students who are enrolled as full-time students and who work no more than 20 hours per week are eligible to receive a stipend.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE ADMINISTRATOR TRAINING

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14. If a person is a certified teacher but working in an administrative position will he or she be eligible for administrator training?

Yes, but he or she must obtain a Master’s degree in educational administration and full State certification or licensure as long as the final outcome of the training.

THIS Q&A RELATES TO THE ABSOLUTE PRIORITY FOR PRE-SERVICE ADMINISTRATOR TRAINING

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15. In the selection criteria for “Adequacy of Resources,” (10 points), how does an applicant show that “costs are reasonable?”

The selection criteria states that costs must be reasonable “in relation to the design of the program, program objectives, number of persons to be served, and the anticipated results and benefits.” Costs are a crucial part of an application. Training costs should make up a large percentage of total costs. After the applications are placed in rank order according to the selection criteria, the Department can take into consideration other factors, including the applicant’s budget and costs, in selecting the grantees. See 34 CFR 75.217.

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16. Can mileage needed to attend school be funded under stipends?

Yes, mileage may be an allowable cost if reasonable and necessary for the project; however, the applicant must justify this cost in the grant application. Stipends are for room, board, and living expenses for full-time students.

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17. Can a proposal be submitted to primarily support part-time students?

Yes, but part-time students will not receive stipends and must still complete the program within the timeframe required for the award.

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18. Can we use some of the funding for tutoring costs?

Yes, additional services can be provided to participants to assist them in completing their required coursework and exams required for certification or program completion. However, applicants must justify this cost in the grant application as reasonable and necessary. For guidance on costs generally, see the links in the instructions for Part 5, “Budget Narrative,” in the application package.

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19. PAYBACK REQUIREMENTS: What do grantees have to do to notify participants about the payback requirements?

Grantees must ensure that all participants sign a payback agreement at the time they are selected for training, i.e., before they receive funds from the grantee. Participants must agree to perform work related to the training received and that benefits Indian people; the work time period is equal to the total amount of time that training is received. The participants must agree that if they do not perform the payback work, they must pay back the grant money.

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20. PAYBACK REQUIREMENTS: Are grantees responsible for tracking how long a participant works as a teacher or administrator after the project ends in order to determine if a participant needs to payback money?

Payback begins with a participant’s induction year and payback obligations of participants are tracked by OIE. However, grantees must submit complete and accurate semi-annual forms to OIE (“Semi-annual Participant Reports”) so that OIE has the correct contact and status information for all participants.

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21. What is the average number of participants in the program?

There is no limit on participants, and the number varies by applicant. One applicant may have 10 participants, while another has 40-60 participants. Reviewers will evaluate an application based on how well the applicant has addressed the selection criteria for the program. Absolute numbers on a minimum or maximum number served are not established but the costs in the budget must be reasonable per the number of participants anticipated to benefit from the grant.

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22. Whom should I contact if I have any additional questions?

Please contact Lana Shaughnessy at Lana.Shaughnessy@ed.gov

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Last Modified: 03/02/2012