Michigan Department of Education (PDF)

PR/Award# T365Dl60007

U.S. Department of Education

Washington, D.C. 20202-5335

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APPLICATION FOR GRANTS UNDER THE

The Asian American Pacific Islander Data Disaggregation Initiative Program

CFDA # 84.3650

PR/Award #T3650160007

Gramts.gov Tracking#: GRANT12223799

OMB No. , Expiration Date:

Closing Date: Au.JLQ4.2016

**Table of Contents**

Form

1. Application for Federal Assistance SF-424

2. Standard Budget Sheet (ED 524)

3. Assurances Non-Construction Programs (SF 4248)

4. ED GEPA427 Form

Attachment· 1 (1236-StatementforSection427ofGEPA)

5. Grants.gov Lobbying Form

6. Dept of Education Supplemental Information for SF-424

7. ED Abstract Narrative Form

Attachment· 1 (1235-AbstractNarrative)

8. Form Project· V1. 1.pdf

9. Form SFLLL-V1.1.pdf

10. Form Budget-V1.1.pdf

11. Form Other-V1.1.pdf

Attachment· 1240-AAP/ProjectNarrative.pdf

Attachment· 1237-Appendix A · Letters of Support.pd!

Attachment· 1234-AAP/BudgetNarrative.pdf

Attachment · 1238-Appendix B - PositionDescriptions.pdf

Attachment· 1239-Appendix C- Indirect Cost Rate.FY15·16.pdf

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This application was generated using the PDF functionality. The PDF functionality automatically numbers the pages in this application. Some pages/sections of this application may contain 2

sets of page numbers. one set created by the applicant and the other set created by e·Application's PDF functionality. Page numbers created by the e·Application PDF functionality will be

preceded by the letter e (for example, e t , e2, e3, etc.).

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Application for Federal Assistance SF-424

• 1. Type of Submission: * 2. Type of Application: ·If Revision, select appropriate letter(s):

0 Preapplication ~New I

~Application O Continuation • Other (Specify):

0 Changed/Corrected Application 0 Revision I

• 3. Date Received: 4. Applicant Identifier:

10810112016 I I I

5a. Federal Entity Identifier: 5b. Federal Award Identifier:

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State Use Only:

6. Date Received by State: I I 17. State Application Identifier: I

8. APPLICANT INFORMATION:

• a. Legal Name: !Michigan Department of Education

• b. Employer/Taxpayer Identification Number (EIN/TIN): • c. Organizational DUNS:

138 - 6000 134 I 10053366410000 I d. Address:

• Street1 : IP.O. Box 30008

Street2: I

•City: !Lansing I County/Parish: I I

· State: I MI : Michigan

Province: I I •Country:

I USA : UNITED STATES

* Zip I Postal Code: 148909-7508 I e. Organizational Unit:

Department Name: Division Name:

!Educat i on I !Education Improvement and In no

f. Name and contact information of person to be contacted on matters involving this application:

Prefix: IMs . I • First Name: !Mi c helle

Middle Name: I I

•Last Name: IRibant

Suffix: I I

Title: !Assistant Director I Organizational Affiliation:

!Education Improvement and Innovation

•Telephone Number: 1517-373- 8480 I Fax Number: Isl 7-241-0247

• Email: IRibantM@Michigan . gov

PR/Award# T365D160007

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OMB Number: 4040-0004

Expiration Date: 8/31/2016

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Tracking Number:GRANT12223799 Funding Opportunity Number:ED-GRANTS-050416-001 Received Date:Aug OJ, 2016 04:09:59 PM EDT


* 9. Type of Applicant 1: Select Applicant Type:

IA: State Government

Type of Applicant 2: Select Applicant Type:

Type of Applicant 3: Select Applicant Type:

* Other (specify):

I * 10. Name of Federal Agency:

lu .s. Department o f Education I 11 . Catalog of Federal Domestic Assistance Number:

184 . 365 I CFDA Title:

English Language Acquisition State Grants

* 12. Funding Opportunity Number:

IED- GRANTS-050416- 001 I *Title:

Office o f English Language Acquisition (OELA) : Data Disaggregation Initiative Program CFDA Number 84 . 3650

13. Competition Identification Number:

184- 365D2016- l I Title:

14. Areas Affected by Project (Cities, Counties, States, etc.):

I I Add Attachment 11

Delete Attachment 1 1

View Attachment

* 15. Descriptive Title of Applicant's Project:

Michigan Department of Education ' s Asian American Paci f i c Islander Data Disaggregation I nitiative

Attach supporting documents as specified in agency instructions.

I Add Attachments II Delete Attachments J I View Attachments I

PR/Award# T365D 160007

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Tracking Number:GRANT12223799 Funding Opportunity Number:ED-GRANTS-050416-001 Received Date:Aug 01, 2016 04:09:59 PM EDT


16. Congressional Districts Of:

• a. Applicant IMI - 008 I • b. Program/Project jMr - all I Attach an additional list of Program/Project Congressional Districts if needed.

I I I Add Attachment 11


View Altachrnent I 17. Proposed Project:

• a. Start Date: 109/30/20161 • b. End Date: 109/30/20181

18. Estimated Funding ($):

•a. Federal I 312, 537.ooi

• b. Applicant I o.ool

* c. State o.ooi

• d. Local o. ooi • e. Other o.ooi

• f. Program Income o. ool

'g.TOTAL 312, 537.ooi

* 19. Is Application Subject to Review By State Under Executive Order 12372 Process?

D a. This application was made available to the State under the Executive Order 12372 Process for review on I I· D b. Program is subject to E.O. 12372 but has not been selected by the State for review.

IZl c. Program is not covered by E.O. 12372.

• 20. Is the Applicant Delinquent On Any Federal Debt? (If "Yes," provide explanation in attachment.)

o ves iZI No

If "Yes", provide explanation and attach

I I I Add Attachment 11


View Attachment I 21 . *By signing this application, I certify (1) to the statements contained in the list of certifications** and (2) that the statements herein are true, complete and accurate to the best of my knowledge. I also provide the required assurances•* and agree to comply with any resulting terms if I acc,ept an award. I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218, Section 1001)

iZI *' I AGREE

•• The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or agency specific instructions.

Authorized Representative:

Prefix: IMr . I Middle Name: IJ. •Last Name: lwhiston

Suffix: I I * Title: !state Superi ntendent

•Telephone Number: 1517-335- 3672

• Email: lsurgessL @mi ch i gan . gov

• Signature of Authorized Representative: !Brian Whiston

* First Name: lsrian

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I I Fax Number: 1517- 373- 1233

I • Date Signed:


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10810112016

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Tracking Number:GRANT12223799 Funding Opportunity Number:ED-GRANTS-050416-001 Received Date:Aug OJ , 2016 04:09:59 PM EDT

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U.S. DEPARTMENT OF EDUCATION OMB Number: 1894-0008

BUDGET INFORMATION Expiration Date: 06/30/2017

NON-CONSTRUCTION PROGRAMS

Name of Institution/Organization Applicants requesting funding for only one year should complete the column under

!Michigan Department of Education I "Project Year 1." Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all instructions before completing form.

SECTION A - BUDGET SUMMARY U.S. DEPARTMENT OF EDUCATION FUNDS

Budget Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5 Total

Categories (a) (b) (c) (d) (e) (f)

1 . Personnel 8 , 100 . 001 1 8 , 100 . 001 16, 200 . ool

2. Fringe Benefits 6, 480 . 001 6, 480 .ooj 12 , 960 .ool

3 . Travel 1, 642 . 001 1, 641.001 3, 283 . ool

4. Equipment o . ool o . ooj o . ool

5. Supplies 16, ooo . ool 4, 500 . ooj 20, soo . ool

6. Contractual 134 , 021 . ool 114 , 021 . ool 249, 654 . ool

7. Construction o . ool o . ooj o . ool

8. Other 370 . 001 310 . ooj 740 . ool

9. Total Direct Costs 167, 419 . 001 135, 918 . ool 303, 337 . ool (lines 1-81

10. Indirect Costs• 5 , 100 . 001 4 , l OO . ooj 9, 200 . ool

11. Training Stipends o. ool I o. ool o . ool

12. Total Costs 172, 519 . ool I 140, 018 . ool 312 , 531 . ool (lines 9-11)

*Indirect Cost Information (To Be Completed by Your Business Office) :

If you are requesting reimbursement for indirect costs on line 10, please answer the following questions:

(1) Do you have an Indirect Cost Rate Agreement approved by the Federal government? ~ Yes 0No

(2) If yes, please provide the following information:

Period Covered by the Indirect Cost Rate Agreement: From: !1010112015 I To: 109/30/2016 I (mm/dd/yyyy)

Approving Federal agency: ~ ED D Other (please specify): I I The Indirect Cost Rate is I 8.801%.

(3) If this is your first Federal grant, and you do not have an approved indirect cost rate agreement, are not a State, Local government or Indian Tribe, and are not funded under a training rate program or a restricted rate program, do you want to use the de minim is rate of 10% of MTDC? 0Yes 0No If yes, you must comply with the requirements of 2 CFR § 200.414(f).

(4) If you do not have an approved indirect cost rate agreement, do you want to use the temporary rate of 10% of budgeted salaries and wages?

0 Yes 0No If yes, you must submit a proposed indirect cost rate agreement within 90 days after the date your grant is awarded, as required by 34 CFR § 75.560.

(5) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that:

~ Is included in your approved Indirect Cost Rate Agreement? Or, D Complies with 34 CFR 76.564(c)(2)? The Restricted Indirect Cost Rate is I I %. nr:HA ·~•rl H T'lt:<:n1 i::nnn7

ED 524 Page e6

Tracking Ntunber:GRANT12223799 Funding Opportunity Number:ED-GRANTS-050416-001 Received Date:Aug 01, 2016 04:09:59 Pl'vl EDT

Name of Institution/Organization

!Michigan Department of Education

Budget Categories

1. Personnel I 2. Fringe Benefits

3. Travel

4. Equipment

5 . Supplies

6. Contractual

7. Construction

8. Other

9. Total Direct Costs !lines 1-81

10. Indirect Costs

11. Training Stipends

12. Total Costs (lines 9-11}

ED 524

Tracking Ntunber:GRANT12223799

Applicants requesting fund ing for only one year

I should complete the column under "Project Year 1." Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all instructions before completing form.

SECTION B - BUDGET SUMMARY NON-FEDERAL FUNDS

Project Year 1 Project Year 2 Project Year 3 Project Year 4 (a) (b) (c) (d)

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SECTION C - BUDGET NARRATIVE (see instructions)

PR/Award # T365D160007

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Project Year 5 Total (e) (f)

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Funding Opportun ity Number:ED-GRANTS-050416-00 1 Received Date:Aug 01, 2016 04:09:59 Pl'vl EDT

OMB Number: 4040-0007 Expiration Date: 01 /31 /2019

ASSURANCES - NON-CONSTRUCTION PROGRAMS

Public reporting burden for this collection of information is estimated to average 15 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the col lection of information. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the Office of Management and Budget, Paperwork Reduction Project (0348-0040), Washington, DC 20503.

PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY.

NOTE: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will be notified.

As the duly authorized representative of the applicant, I certify that the applicant:

1 . Has the legal authority to apply for Federal assistance and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper planning, management and completion of the project described in this application.

2. Will give the awarding agency, the Comptroller General of the United States and, if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award; and will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives.

3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain.

4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency.

5. Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. §§4728-4763} relating to prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R. 900, Subpart F).

6. Will comply with all Federal statutes relating to nondiscrimination. These include but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C.§§1681-1683, and 1685-1686). which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation

Previous Edition Usable

Act of 1973, as amended (29 U.S.C. §794), which prohibits discrimination on the basis of handicaps ; (d) the Age Discrimination Act of 1975, as amended (42 U. S.C. §§6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255) , as amended, relating to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91 -616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) §§523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. §§290 dd-3 and 290 ee- 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. §§3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing ; (i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and, 0) the requirements of any other nondiscrimination statute(s) which may apply to the application.

7. Will comply, or has already complied, with the requirements of Titles II and Il l of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91 -646) which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally-assisted programs. These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases.

8. Will comply, as applicable, with provisions of the Hatch Act (5 U.S.C. §§1501 -1508 and 7324-7328) which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds.

Authorized for Local Reproduction Standard Form 4248 (Rev. 7-97)

Prescribed by OMB Circular A-102

Tracking Number:GRANT12223799


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Funding Opportunity Number:ED-GRANTS-050416-00 1 Received Date:Aug OJ, 2016 04:09:59 PM EDT

9. Will comply, as applicable, with the provisions of the DavisBacon Act (40 U.S.C. §§276a to 276a-7), the Copeland Act (40 U.S.C. §276c and 18 U.S.C. §874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. §§327-333), regarding labor standards for federally-assisted construction subagreements.

1 O. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more.

11. Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq.) ; (f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 197 4, as amended (P .L. 93-523); and, (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P .L. 93-205).

12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. §§1271 et seq.) related to protecting components or potential components of the national wild and scenic rivers system.

SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL

lsrian Whiston

APPLICANT ORGANIZATION

!Michigan Depart ment of Education

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13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. §470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. §§469a-1 et seq.).

14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance.

15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance.

16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. §§4801 et seq.) which prohibits the use of lead-based paint in construction or rehabilitation of residence structures.

17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133, "Audits of States, Local Governments, and Non-Profit Organizations."

18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations, and policies governing this program.

19. Will comply with the requirements of Section 106(g) of the Trafficking Victims Protection Act (TVPA) of 2000, as amended (22 U.S.C. 7104) which prohibits grant award recipients or a sub-recipient from (1) Engaging in severe forms of trafficking in persons during the period of time that the award is in effect (2) Procuring a commercial sex act during the period of time that the award is in effect or (3) Using forced labor in the performance of the award or subawards under the award.

TITLE

lstate Superintendent I DATE SUBMITIED

I los10112016 I Standard Form 4248 (Rev. 7-97) Back


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NOTICE TO ALL APPLICANTS OMB Number: 1894-0005

Expiration Date: 03/31/2017

The purpose of th is enclosure is to inform you about a new provision in the Department of Education's General Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This provision is Section 427 of GEPA, enacted as part of the Improving America's Schools Act of 1994 (Public Law (P.L.) 103-382).

To Whom Does This Provision Apply?

Section 427 of GEPA affects applicants for new grant awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM.

(If this program is a State-formula grant program, a State needs to provide this description only for projects or activities that it carries out with funds reserved for State-level uses. In addition, local school districts or other eligible applicants that apply to the State for funding need to provide th is description in their applications to the State for funding. The State would be responsible for ensuring that the school district or other local entity has submitted a sufficient section 427 statement as described below.)

What Does This Provision Require?

Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally-assisted program for students, teachers, and other program beneficiaries with special needs. This provision allows applicants discretion in developing the required description. The statute highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, you should determine whether these or other barriers may prevent your students, teachers, etc. from such access or participation in, the Federally-funded project or activity. The description in your application of steps to be taken to overcome these barriers need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances. In addition, the information may be provided in a single narrative, or, if appropriate, may

be discussed in connection with related topics in the application.

Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing their projects, applicants for Federal funds address equity concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies.

What are Examples of How an Applicant Might Satisfy the Requirement of This Provision?

The following examples may help illustrate how an applicant may comply with Section 427.

(1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language.

(2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for students who are blind.

(3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it intends to conduct "outreach" efforts to girls, to encourage their enrollment.

(4) An applicant that proposes a project to increase school safety might describe the special efforts it will take to address concern of lesbian, gay, bisexual, and transgender students, and efforts to reach out to and involve the families of LGBT students.

We recognize that many applicants may already be implementing effective steps to ensure equity of access and participation in their grant programs, and we appreciate your cooperation in responding to the requirements of this provision.

Estimated Burden Statement for GEPA Requirements

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 1.5 hours per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obl igation to respond to this collection is required to obtain or retain benefit (Public Law 103-382}. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or email [email protected] and reference the OMB Control Number 1894-0005.

Optional - You may attach 1 file to this page .

... ls_t_a_t_e_m_e_nt_fo_r_s_e_c_t_i_o_n_4_2_7_o_f_G_E_P_A_. p_d_f ____ _.l I Add Attachment 11 Delete Attachment J I View Attachment


PR/Award# T365D 160007

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Funding Opportunity Number:ED-GRANTS-050416-001 Received Date:Aug OJ, 2016 04:09:59 PM EDT

The Michigan Department of Education

2016 - 2018

GEPA STATEMENT For Asian American Pacific Islander Data Disaggregation (D2) Initiative Grant

Statement for Section 427 of GEPA

The Michigan Department of Education (MDE) believes that barriers to equitable access to or participation in activities undertaken with funds from this program (title noted above) are being addressed through practices and strategies implemented to ensure equity in all programs. The Michigan State Board of Education has adopted Vision and Principles for Universal Education - an overarching set of guidelines to ensure that all educational opportunities are readily available and easily accessible to all children and families .

For the activities and partners associated with this Grant, the following potential barriers and related solutions to equal access are presented:

• Any participant in this grant, and programmatic intervention, training, meeting, or program administrations with a need for special accommodation due to health status, language barrier, visual or hearing impairment, other physical disability, or age will be assisted through reasonable accommodation and meeting sites being held in publicly accessible buildings. MDE has included resources for translation services to provide materials in numerous languages other than English.

• Any published reports, training, plans or materials will be made available through a variety of means to meet the access needs of constituents. Materials will be available via the MDE, and W or website, by request through written mail, or by calling a main phone number.

Historically, Michigan has been sensitive to equity needs and has responded with practices as listed below.

• Through the programs administered by MDE, there exist a variety of assurances, in different forms and at numerous levels, which guarantee equitable access for all participants, and other key stakeholders in the state, which apply to all state and federal programs.


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• All participants submitted to the MOE will contain a statement assuring the applicant/contractors will take steps to provide equitable access to, all participation in this grant addressing special needs of participants to overcome barriers based on gender, race, color, national origin, limited English proficiency, disability, and age.

• MOE has worked to ensure the most diverse pool of candidates for employment or contracted services are considered.

The MOE website at www.michigan.gov/mde has been established to ensure that barriers to equitable participation resulting from geographic isolation are overcome.


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CERTIFICATION REGARDING LOBBYING

Certification for Contracts, Grants, Loans, and Cooperative Agreements

The undersigned certifies, to the best of his or her knowledge and belief, that:

(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.

(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form·LLL, "Disclosure of Lobbying Activities," in accordance with its instructions.

(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

Statement for Loan Guarantees and Loan Insurance

The undersigned states, to the best of his or her knowledge and belief, that:

If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, "Disclosure of Lobbying Activities," in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

•APPLICANT'S ORGANIZATION

!Michigan Department of Education

•PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

Prefix: JMr . I • First Name: Jsrian

• Last Name: lwhiscon

•Title: Jstate Superintendent

*SIGNATURE: lsrian Whi ston

I Middle Name: IJ ·

I Suffix: I I

I 'DATE: Jos10 1; 2016


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1. Project Director:

Prefix: First Name:

U.S. DEPARTMENT OF EDUCATION SUPPLEMENT AL INFORMATION

FOR THE SF-424

Middle Name: Last Name:

OMB Number: 1894-0007 Expiration Date: 08/31/2017

Suffix:

1l.____Jill _ II.____ ____,ll.____G""" __ l1 Address:

Street1: le .o. Box 30008

Street2: ::=============================================~

City: !Lans i ng

County:

:::::==========================================: State: IMI : Mi chi gan

Zip Code: 148 9 09- 7508

Country: lu sA : UNITED STAT ES

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1517- 335- 3064

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lgri ffi nj9@mi ch i gan . gov

2. Novice Applicant:

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151 7- 24 1- 0247

Are you a novice applicant as defined in the regulations in 34 CFR 75.225 (and included in the definitions page in the attached instructions)?

D Yes D No ~ Not applicable to this program

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a. Are any research activities involving human subjects planned at any time during the proposed Project Period?

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Abstract

The abstract narrative must not exceed one page and should use language that will be understood by a range of audiences. For all projects, include the project title (if applicable). goals, expected outcomes and contributions for research, policy, practice, etc. Include population to be served, as appropriate. For research applications, also include the following:

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ABSTRACT

The Michigan Department of Education, together with community partner Asian and Pacific Islander American Vote - Michigan, and local education agencies (LEA), Farmington Public Schools and Northville Public Schools have identified a need to further develop the student information systems within their districts so that student profiles are more comprehensive. In Michigan, Asian Americans1 represent the fastest growing racial demographic, with close to 70% of the Asian American community living in southeastern part of the state. More specifically, students statewide who identify as Asian Americans have increased 5% since 2013; second only to the fastest growing Hispanic population at 7.33% over the same time period. Additionally, the state's English Language (EL) subpopulation has increased 17% in just three years. Unfortunately, current state education agency (SEA) data systems do not currently reflect the vast cultural diversity within the Asian American/Pacific Islander racial category thereby overlooking targeted supports to close educational opportunity gaps and possibly increasing inequitable distribution of resources to students and families. Therefore, the Asian American Pacific Islander Data Disaggregation (AAPID2 ) project is designed as an Absolute Priority 1 to work with LEAs and Asian American/Pacific Islander (AAPI) nonprofits to improve systems of data collection to allow for further disaggregation beyond the seven racial and ethnic categories. The goals for this project are: a) to develop and implement a communications and data collection process in consortia with LEAs and nonprofit community based organizations, b) to analyze, evaluate, and report the achievement and opportunity gaps that emerge from data collection efforts and identify opportunities for data collection replication with other LEAs, and c) utilize the data findings to develop a plan for addressing achievement and opportunity gaps and/or share best practices across LEAs to better serve students and families. Upon implementation of the project activities, performance outcomes will include: student information systems that have the ability to disaggregate and intersect AAPI student data with other indicators to understand achievement and opportunity gaps within LEAs, and the Michigan Department of Education (MDE), LEAs and APIAVote-Michigan will develop a comprehensive plan to address achievement and opportunity gaps for AAPI students in Michigan. Finally, the APIAVote-Michigan community partner is designated as the one of the managing partners for the project. Specifically, APIAVote-Michigan's Managing Community Organizer, Sana Khan, will serve as the project director. Her contact information is [email protected] - (313)914-1030.

1 The term Asian American is intentionally used throughout this proposal. According to U.S. Census data, Michigan's Native Hawaiian and Pacific Islander population in the Detroit Metro area is 0.10% of the total population. There are currently no organized groups to know where these subgroups reside, however, an option for such identifications will be available in our data collection efforts to better uncover groups ..


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Funding Opportunity Number:ED-GRANTS-050416-001 Received Date:Aug 01, 2016 04:09:59 PM EDT

DISCLOSURE OF LOBBYING ACTIVITIES

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"Name !Michigan Department of Education I

·Street 1 1P.O. Sox 30008 I Street 2 I I

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State IMI : Michigan I

Zip 148909 I

Congressional District, if known: IMI-008 I 5. If Reporting Entity in No.4 is Subawardee, Enter Name and Address of Prime:

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Title : I state Superintendent I Telephone No.: 1517-335-3672 loate: los10112016

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Funding Opportunity Number:ED-GRANTS-050416-00 1 Received Date:Aug OJ, 2016 04:09:59 PM EDT

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PR/Award # T365D1 60007

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Funding Opportunity Number:ED-GRANTS-050416-00 1 Received Date:Aug 01, 2016 04:09:59 PM EDT

The Michigan Department of Education's Asian American Pacific Islander Data Disaggregation Initiative (AAPID21) Grant

As part of the State Superintendent's vision to make Michigan a top 10 state,

data to drive state level policies and equitable practices is one of the guiding principles.

In particular and according to the state board of education's newly adopted framework,

"data and accountability will be used to help drive resources and focus improvement

activities for students and educators(Michigan Department of Education, 2016),"

indicates a commitment to ensure policy and practice changes produce equitable

outcomes for all students, especially those considered to be marginalized within the

state.

It is well documented that culturally proficient system, organization, and educator

supports that are aligned to educational outcomes for all students indicate a strong

value towards inclusive policies and practices. However, a lack of appropriate

responses to cultural differences has contributed to cultural gaps due to race, ethnicity,

gender, language, and social class and continues to have an impact on student

achievement. Moreover, culturally competent organizations or individuals who

understand their own culture and experiences as well as their own implicit biases are

also more sensitive to, and thoughtfully respond to the varying cultures of others.

(Swan, French, & Norman-Major, 2012). Finally, educators as well as the organizations

in which they practice need to recognize cultural differences, understand their impact

within the educational process, and to adapt policies and practices to reflect culturally

responsive, competent, and proficient organizations (Landa, 2011 ).

It is incumbent upon the state of Michigan to assist local educational agencies advocate

for more sensitive student information systems that aid in the identification of underserved

PR/Award# h65D160007

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populations in order to reduce the marginalization and disparate treatment of diverse students

and their families.

Background on Michigan's AAPI Community

In the state of Michigan, Asian Americans 1 represent the fastest growing racial

demographic in the state, with close to 70% of the State's Asian American community

living in Metropolitan Detroit's seven counties.

As a result of changes to the 2000 U.S. Census, comparative Asian

American/Pacific Islander (AAPI) ethnic level data was made available for the first time

after the 2010 Census. According to the 2012 Midwest AAPI demographic report that

looked at disaggregated US Census data, Asian American subgroups varied widely in

terms of English language proficiency, education and income. In the Detroit Metro

area2, while some Asian Americans are among the most educated, Hmong,

Vietnamese, and Bangladeshi Americans 25 years and older are among those least

likely to hold a high school degree, with only 62%, 73%, and 73% having graduated

high school, respectively. In comparison, 69% of Latinos and 82% of African Americans

25 years and older hold a high school degree. More than 52,000 Asian Americans were

limited English proficient (LEP) in 2010, a 22% increase from 2000. The number of LEP

Asian American increased faster than any other racial group in the Detroit Metro area

over the past decade. On average, 29% of Asian Americans in the Detroit Metro area

are LEP. However, disaggregated data shows varying experiences across Asian ethnic

1 The term Asian American is intentionally used throughout this proposal. According to U.S. Census data, Michigan's Native Hawaiian and Pacific Islander population in the Detroit Metro area is 0.10% of the total population. There are currently no organized groups to know where these subgroups reside, however, an option for such identifications will be available in our data collection efforts to better uncover group. 2 Includes the following seven counties: Livingston, Macomb, Monroe, Oakland, St. Claire, Washtenaw, and Wayne.

PR/Award# ?3650160007

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groups: 54% of Bangladeshi, 48% of Hmong, 43% of Japanese, 42% of Vietnamese,

and 35% of Chinese in the Metro Detroit area are identified as LEP.

In terms of poverty, aggregate data again masks major inequities across Asian

ethnic groups. Only 12% of Asian Americans aggregated in the Detroit metro area live

in poverty, and 24% are low-income. Compared to the total population in Metro Detroit

averaging 15% in poverty and 30% low-income, Asian Americans appear to be doing

quite well. However, disaggregation of the data tells a very different story. Unlike the

Asian American aggregate, 69% of Bangladeshi's in Metro Detroit are low-income, with

41 % living in poverty. For Hmong Americans in metro Detroit, the numbers are 61 %

and 16% respectively. As Bangladeshis are one of the fastest growing ethnic group

within the AAPI community in Metro Detroit, growing by 230% between 2000 and 2010,

a proactive approach to collecting data in Michigan schools will allow Local Education

Agencies (LEAs) , to better understand and serve these ethnic groups as demographics

continuously shift across the state. Community based organizations such as Asian &

Pacific Islander American Vote - Michigan (APIAVote-MI), a non-partisan community-

based organization serving Michigan's AAPI community, note that Asian Americans are

migrating from urban cities like Detroit and Hamtramck to inner-ring suburbs, where

educator notions of Asian American students are challenged.

Though educational attainment in the traditional sense is important, also

important is the social development of our State's children. According to a 2012 needs

assessment report published by APIAVote-Michigan, 35.9% of South Asians, 37.3% of

East Asians, and 73.2% of Southeast Asian families reported facing discrimination in

their K-12 education experiences. Subsequent focus groups highlighted two major

PR/Award# tJ65D160007

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reasons for this sense of discrimination in schools: 1) being teased for ethnic foods in

the cafeteria, and 2) microaggressions from both peers and teachers related to model-

minority-myth expectations, the perception that all Asians are succeeding academically,

and economically. This implicitly suggests that Asian students do not struggle, and

therefore do not require supports, creating a barrier to requesting support when it is

needed.

In other words, treatment of all students in the same way and neglecting racial or

ethnic disparities results in marginalizing racial minorities who have only limited access

to resources (Ladson-Billings, 1994). The differences among the Asian American/Pacific

Islander subpopulation alone illustrate the need for better data collection efforts at the local level

in order to develop policies and practices that address these opportunity and achievement gaps.

Therefore, designing a more sensitive data system would allow for school districts to better

understand and serve their changing communities and address the educational, social,

and economical opportunity gaps for students and their families.

In the state of Michigan, the Asian American sub-demographic is the 2nd fastest

growing student population, immediately following the Hispanic population. The Asian

American student enrollment has increased nearly 5% since 2013. Meanwhile, all other

student demographics in Michigan have seen a decrease in student enrollment over the

same time period. In addition, the English Learners (EL) student demographic has

grown 17% between 2013 and 2016.

Though race level data is available in limited capacity at the state level, there

exists a demand to accurately reflect student level outcome information. The outcome

indicators for the many ethnicities identified within the Asian American/Pacific Islander

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subpopulation varies significantly when it comes to indicators of success.

Unfortunately, the state's current data collection system is not sensitive enough to allow

for the disaggregation of subgroup data to meet the diverse needs within the AAPI

community. This project would help to reconfigure local educational agency data

systems to include various fields for parents and families to culturally self-identify in

more diverse ways.

Project Design

To adequately understand and serve the Asian American population in Michigan,

it is necessary to maintain databases that can easily disaggregate data. As previously

mentioned, Michigan's current state data system does not allow for the disaggregation

of data to be culled beyond the seven existing racial and ethnic categories as required

by federal law. Therefore, state-level data does not accurately reflect the number of

students who have multiple identifiers such as economically disadvantaged, English

Learner (EL), gender, or ethnicity; which presumes that all students in Michigan are not

provided equitable access to services or educational opportunities. It is also imperative

to recognize and value the cultural aspects of other ethnicities in the state, not just the

seven federally required. Consequently, there is a need to make improvements to the

state education agency's system to collect data by furthering the disaggregation into

multiple, intersecting categories.

The commitment to this project by the Michigan Department of Education (MOE),

community partner Asian & Pacific Islander American Vote - Michigan (APIAVote-MI),

and the Farmington Public School district (LEA partner) indicates a desire and a need

for data system modifications to be more sensitive to student identification of various

PR/Award# ~650160007 Page e25

ethnicities in order to more effectively provide supports to increase educational

outcomes. Beginning this pilot with one district will also allow the state to reconfigure

data schema in such a way that provides baseline readiness indicators for districts and

data systems to complete this work for the future.

The goal of this pilot project is to work with LEAs and AAPI non-profits to improve

systems of data collection to allow for further disaggregation beyond the seven racial

and ethnic categories. However, in the first pilot year of this project, there will be three

main objectives:

1) to develop and implement a communications and data collection process with

LEAs, parents/families, and non-profit community based organizations;

2) to analyze, evaluate, and report the achievement and opportunity gaps that

emerge from data collection efforts; and

3) to identify opportunities for data collection replication with other LEAs and

modifications to other data systems.

From the technical perspective, this project will build on Michigan's current

infrastructure for data collection and use. As a local control state, districts select and

use a variety of student information and data warehouses that best suit their needs and

are most affordable. In some regions of the state, local intermediate school districts

(ISDs) maintain systems for use by the districts in their service areas. There are

currently six dominant Student Information Systems (SIS) in wide use by local education

agencies throughout the state. The local districts are the "authoritative source" on the

collection and reporting of ethnicity data. As such, it is critical that whatever SIS


districts utilize has the capability to readily collect ethnicity data at a smaller grain size to

more accurately understand the composition of students in a school.

The State of Michigan has been working with ISD partners for four years to

establish regional data hubs which enable data from multiple local district systems to

freely flow into the data hubs with the express purpose of improving data quality and

enabling a more streamlined flow of information from local districts to the hubs and state

and from the state to local districts. With the hubs now in place, there is a unique

opportunity to enhance this project by modifying the intake fields for ethnicity at the hub

level which will enable rapid scaling up of future data collections that are more specific

with regard to ethnicity. The student information system in use by the pilot district is one

of the six dominant SISs and is used by districts representing over a third of the state's

overall student population. Once the modifications to the SIS and the data hubs are

completed in year one of this project, any of the districts using the MiStar SIS could

participate. In addition, the process used to make these modifications for this SIS can

be applied to the other vendors in the second year of the project. At the hub level, once

the initial modification is made to receive more granular ethnicity data for the pilot, those

changes will be in place for all future SISs. In addition, because the data in the data

hubs is in the nationally recognized Ed- Fi compliant format for educational data, the

modifications made at the hub level could be shared with the 20+ EdFi Alliance states

providing even more potential for scaling up over time . Ed-Fi creates a common

language for data. The alliance further describes this as: "The Ed-Fi Data Standard is

the leading free educational data standard that builds a secure bridge between

disparate data systems, empowering state agencies, districts and educators with up-to-

PR/Award# t365D160007

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date, actionable insights so they can better understand the individual needs of every

student in their classroom". This project exemplifies the use of data for this purpose.

Timeline and Activities

September 2016 Notice of Award

October 2016

Nov-Dec 2016

Jan-Mar 2017

Develop and Finalize MOUs with LEAs and have project staff

identified

APIAVote-MI selects and hires project evaluator

Project team meet with evaluator to design evaluation

Monthly stakeholder meeting

Identify ethnic data options to include in data collection efforts

Work with data vendors to develop backend for data collection

Develop appropriate evaluation tools


Develop parent/family engagement strategy

Develop and review communications documents

Enact parent/family engagement strategy to collect new student

subpopulation information

Conduct pre-evaluation activities


Collect student subpopulation data based upon parent/family


engagement strategy and enter into student information system

(SIS)

On-going evaluation of program

April 2017 Monthly stakeholder meeting

Review the preliminary disaggregated data with LEA, MOE, and

community stakeholders

Develop data reporting formats and guidelines

Develop communication plan to disseminate data to

parents/families/community/LEA


May-July 2017 Monthly stakeholder meeting

Revise data reporting formats as state summative data is reported

Engage parent/family/community in conversation about data

collection processes and reporting of information

Establish year 2 plan to scale up and identify new LEAs for

participation


July - August 2017 Recruit LEA candidates for year 2 replication

Develop and Finalize MOUs with LEAs and have project staff

identified

Project team meet with evaluator to revise evaluation, as necessary

PR/Award# ~36501 60007 Page e29

Identify subpopulation data categories to include in data collection

efforts for new SISs and year 2 LEAs

Work with data vendors to develop backend for data collection

Develop/review/revise parent/family/community engagement

strategy

Develop/review/revise communications documents

Revise parent engagement strategy, as necessary

Revise communications documents, as necessary

Support year 1 LEAs with continued implementation of

parent/family/community communication and data collection

Sept - Oct 2017 Monthly stakeholder meeting

Implement data collection effort for year 2 LEAs

Continue support of data collection for participating year 1 LEAs


Nov 2017 - Apr 2018 Monthly stakeholder meeting

Review the preliminary disaggregated data with LEA, MOE, and

community stakeholders

Develop/revise data reporting formats and guidelines, as necessary

Develop/revise communication plan to disseminate data to

parents/families/community/LEA, as necessary


Continued support and guidance for participating year 1 LEAs

PR/Award# ~6501 60007 Page e30

May - July 2018 Monthly stakeholder meeting

Engage year 2 parent/family/community in conversation about data

collection processes and reporting of information

Establish plan to scale up statewide

Final evaluation of program

Continued support of participating year 1 LEAs

August2018 Final report to MOE State Board of Education

Over the two years of the initial grant, MOE, LEA, and APIA Vote-Ml will meet on

a monthly basis to develop and implement a communications and data collection plan.

MOE and LEAs will provide state and district-specific expertise, while APIAVote-MI non-

profit community partners will provide cultural expertise and guidance. We anticipate

that engaging parents and families to include this new data point will be a sensitive

matter, and a holistic approach with input from a variety of stakeholders will be

important to the success of the project. Therefore, the project includes a timeline for

developing and disseminating communications, a plan for community groups to work

with parents to encourage participation, and creating evaluation tools designed to

collect parent feedback around the purpose and processes used in the project.

The data collection technology aspects of the project will be completed by

working with the student information system (SIS) vendor, which supports the tool

currently in use in the pilot LEAs and modifying the connectors from that tool to the

regional data hubs that support all districts in Michigan. The specifics of the work will

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Page e31

include working with the SIS vendor to add a field or fields to the current system to

include specific specialty population data beyond the initial ethnicity category of Asian

American. Technical staff from the Intermediate School District (ISO) that supports the

pilot schools and the SIS vendor will work with project staff to determine the specialty

populations that should be available for selection in the newly added field. Once the

new field has been added and is available to LEA staff to populate, ISO and/or LEA

technical staff will train LEA personnel on use of the modified tool. Project staff will work

with school administrators and staff on the protocol that will be used to collect accurate

data from student families.

Simultaneous to the modification of the SIS, the current Ed-Fi schema of the data

hubs will be extended to include the new field and specific code values representing

each of the specialty populations. Once the data hub schema has been modified to

accept the new field and associated data, ISO technical staff will add the new field to the

current export protocol and ensure that it loads properly into the data hubs. This is a

daily exchange of data and modifications to this component of the system will allow for

rapid scaling up of the project for all statewide users of this particular SIS system and

will also serve as a pilot for the other SIS vendors currently servicing school in

Michigan. This will be a critical element of all scale up efforts.

The completion of the three technical steps delineated will allow data to begin

flowing into the system:

Modification of the data hub schema

Addition of the new data field and associated data to the export protocol

Addition of the field to the SIS


Once the data is in the system, reports can be generated within the SIS for use

by LEA staff and aggregate data shared with project staff.

Outcomes

Upon implementation of the activities, the following outcomes will be achieved:

• Ability to collect, disaggregate, and intersect AAPI student data with other

indicators to understand achievement and opportunity gaps within LEAs.

• MOE, LEAs and APIAVote-MI will collaboratively develop a plan to address

identification of year 2 schools with the same SIS vendor

• MOE, LEAs and APIAVote-MI will collaboratively develop an implementation

scale up plan to include other SIS vendors and LEAs in Michigan.

Personnel

The following individuals will provide staff support for this project:

Theresa Tran, Consultant, APIA Vote-Michigan - Ms. Tran is the first and former

executive director of APIAVote-Michigan. During her time with APIAVote-Michigan, Ms.

Tran managed the 2012 needs assessment research study, created the Asian American

Engagement Coalition, helped to launch the Asian Pacific American Legislative Caucus,

and directed a variety of advocacy and education initiatives. Ms. Tran continues to

consult with APIA Vote-Michigan, contributing her expertise in project management

having worked in Michigan's AAPI community for over a decade. Ms. Tran holds her

master of social work from the University of Michigan in community organization with

children, youth and families. She is a fellow of the W.K. Kellogg Foundation's

Community Leadership Network.

PR/Award# ~6501 60007 Page e33

Sana Khan, Managing Community Organizer, APIA Vote-Michigan. Ms. Khan has

been with APIAVote-Michigan since 2012. Her primary responsibilities are managing

APIAVote-Michigan's team of community organizers and consultants on their

implementation of campaigns and projects to better the lives of vulnerable AAPI

communities in Michigan. Ms. Khan is responsible for supporting the coordination of our

coalitions and partner organizations, and coordinating our partnership with staff from

various Michigan State departments. Ms. Khan has her Master of Public Administration

from the University of North Carolina at Chapel Hill.

Brendan Wu, Community Organizer, Education Initiatives, APIA Vote-Michigan -

Mr. Wu has worked with APIAVote-Michigan to organize and engage community

members in a variety of civic activities. His work includes providing leadership training

community members, developing communications to educate and engage residents,

and working with community leaders to increase awareness on initiatives and projects

that address inequities in the AAPI community. Mr. Wu also supports education

initiatives working with community leaders and professors at state academic institutions

to develop culturally relevant lesson plans for students and cultural competency

trainings for educators. Brendan holds a bachelor's degree in political science from the

University of Michigan.

Jill Griffin, Urban Education Consultant, Michigan Department of Education

(MOE) - Dr. Griffin has been with the Michigan Department of Education (MOE) for the

past 4 years. The majority of her work focuses on providing cultural competency

supports to the internal MOE offices as well as external partners and local education

agencies in Michigan. As project manager for a recently concluded 3-year African

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Page e34

American Young Men of Promise Initiative (AAYMPI) designed to close the

achievement gap for African American young men in Michigan, Dr. Griffin brought

cultural awareness and understanding of self-reflective practices and implicit biases to

educators in the participating initiative schools. In addition to her work in AAYMPI, she

continues to work closely with others at MOE to review, modify, and change state level

policies and practices to ensure equitable distribution of human, financial, and social

capital to reduce educational gaps within marginalized student subgroups. Dr. Griffin

continues to infuse the work of cultural proficiency into all aspects of the Michigan

Department of Education's instructional model for deeper learning.

Project Management

APIA Vote-Michigan staff will provide the project management for this AAPI Data

Disaggregation effort. APIAVote-Michigan has extensive experience and a track record

of success in managing coalitions for collective projects, including non-partisan voter

mobilization efforts, and a racial equity project to address cultural insensitivity in

schools.

The following roles will be assigned APIA Vote-Michigan staff for the

implementation of this project:

Sana Khan - Project Director (0.5FTE) - Ms. Khan will be responsible for directing

the project based on the goals, objectives, timeline and outcomes of the project. Ms.

Khan will supervise staff as well as recruit and manage consultants, including the

project evaluator. As part of her direction on the project, Ms. Khan will develop work

plans and provide guidance to ensure cultural competence on engaging AAPI

communities and attend monthly stakeholder meetings with MOE and LEA staff. Ms.


Khan will also manage memorandums of agreement for the project to ensure delivery of

agreed upon roles and responsibilities.

Brendan Wu - Project Coordinator (0.5FTE) - Mr. Wu will provide support for the

project, including coordination of logistics for participating stakeholders, and work with

LEAs to develop and implement communications and engage AAPI families in data

collection efforts. Mr. Wu will provide MOE and LEA staff with any additional supports

required to implement the project.

Theresa Tran - Project Administration (0.2FTE) - Ms. Tran will ensure activities

and administration of the grant are in alignment with the grant requirements. Ms. Tran

will work with MOE staff to track milestones and meet the reporting requirements, and

ensure the project goal and objectives are met within the budget and the deliverables

outlined in memorandums of agreement.

The Michigan Department of Education will support the work of the APIA Vote-

Michigan staff, the data contractor, local educational agencies (LEA), as well as provide

guidance for data hub activity and data disaggregation.

Jill Gr{ffin - MDE Project Liaison (0.1 FrE) - Dr. Griffin will serve as the MDE project

liaison. She will serve as a member of the management team, attend management team

meetings, work with Ms. Tran to track milestones and meet the reporting requirements. In

addition, Dr. Griffin will work with APIA Vote-MI project director to ensure the project goals

and objectives are met within the budget constraints and the deliverables outlined in

memorandums of agreement. She will also be responsible for connecting APIA Vote-MI staff

with the data contractors. Finally, Dr. Griffin will be responsible for bi-weekly progress reports

to internal MOE management staff for the duration of the project.


Participating LEAs will assign a staff person (minimum of 1 x 0.5FTE), to work

with MOE and APIAVote-MI staff to:

1 . Attend monthly meetings to develop and implement a communications and data

collection strategy to collect this new data point from parents within the district.

2. Disseminate/communicate AAPD21 goals and objectives to LEA community members.

3. Analyze data to identify the achievement and opportunity gaps between students

in the AAPI subgroups, including gaps between EL and non-EL students.

4. Participate in evaluation efforts to determine the likely cause(s) of the identified

achievement and opportunity gaps.

5. Assist in reporting, both publicly and to the US Department of Education, on the

identified achievement and opportunity gaps and causes.

6. Develop a plan for how the LEA will use the information to eliminate the identified

achievement and opportunity gaps, and/or share best practices with other

participating LEAs.

Project Evaluation

The evaluation will look at both the technical and community-based processes of

the grant project. The technology evaluation will primarily focus on whether

modifications to existing data fields works as intended whereas the community-based

evaluation will focus on the impact of the processes implemented to engage parents

and families as well as the educational system that will be collecting and using the data.

The proposed evaluation plan using the project goals as a frame are as follows:

Goal Technology Measures

PR/Award# 1r~65D160007 Page e37

Community Impact

Goal 1 : Communications

and data collection

process

Goal 2: To analyze,

evaluate, and report

the achievement and

Could the extra fields for

disaggregation of the

AAPI data be added?

How were these extra

fields added?

Was a process for adding

the extra fields identified

so that it can be applied

to other SIS systems?

Were the pilot schools

able to upload more

specific demographic

data into the SIS?

Were the SIS system and

hubs able to

communicate the

disaggregated data back

and forth?

Were reports able to be

generated?

Were emerging


Measures

How were AAPI parents

informed of the purpose

of the project?

Were AAPI parents

willing participants in

providing the information

necessary to further

disaggregate the AAPI

category?

How did the extra data

collection impact central

office personnel?

What lessons were

learned in this pilot

process?

How were any emerging

achievement and

opportunity gaps

opportunity gaps that

emerge from data

collection efforts.

Goal 3: To identify

opportunities for data

collection replication

with other LEAs and

modifications to other

data systems.

achievement and

opportunity gaps able to

be identified and

analyzed?

Were reports furnished to

the districts in a time and

manner that supports

adjustments to

instructional

programming?

What barriers were

encountered when

modifying the existing

data collection system?

How easily can the

process be replicated

with other LEAs that have

different student

information systems?


identified communicated

to the AAPI parents?

How did parents/families

respond to the initial

communication to modify

data collection for AAPI

ethnicities?

How did AAPI parents

and families respond to

these identified gaps?

What opportunities can

be gleaned from the

interactions with

community members,

non-profits, or other

partnerships to replicate

the processes in other

communities?

Are there readiness

indicators to determine

What readiness whether a school

indicators can be community is ready to

identified to suggest an implement data system

LEA modifications to data modifications?

collection systems?

An external evaluator will be hired by APIA Vote-Ml and tools specifically

designed to answer the questions listed above will be developed and/or utilized. In

addition, the evaluator will be an integral part of the monthly stakeholder meetings,

providing formative data to guide decisions around next steps. The tools, protocols,

readiness indicators, communication, or other materials directly related to, developed,

or disseminated on behalf of this project will be used for implementation efforts in year 2

scale up with other LEAs and data systems.

We believe that through the grant assistance from the US Department of

Education, the Michigan Department of Education wi ll create policies and practices that

help local educational agencies, schools, community partners become more aware and

sensitive to the diverse and ever-changing student demographics. In addition, this grant

will become the catalyst for schools to intentionally support English Learners and also

provide an urgency for culturally competent educators.

PR/Award ~650160007 Page e40

References

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American

children. San Francisco, CA: Jossey-Bass.

Landa, C. (2011). Cultural proficiency in education: A review of the literature focused on

teachers, school leaders, and schools. Gaston Institute Publications, 143, 1-53. Retrieved from

http://scholarworks.umb.edu/gaston _pubs/143

Michigan Department of Education. (2016). Top JO in JO years: Goals and strategies.

Lansing, Ml: Author.

Swan, W. , French, M., & Norman-Major, K. (2012). Cultural competency around sexual

and gender orientation and identity. In K. Nonnan-Major & S. Gooden (Eds.), Cultural

competency for public administrators. New York, NY: M. E. Sharpe.

PR/Award tA-1650160007

Page e41

PR/Award ~650160007 Page e42

George C. Heitsch Superintendent

Howard I. Wallac11 President

Sheilah P. Clay Vice President

Jessica B. Cummings Secretary

Terry L. Johnson Treasurer

Murray J. Kahn Trustee

David N. Turner Trustee

Terri A. Weems Trustee

August 1, 2016

U.S. Department of Education Office of English Language Acquisition Washington, D.C. 20202-6510

Dear Sir or Madam:

High achievement by all students, where learning is our most important work

On behalf of Farmington Public Schools, we are writing to express our support and commitment as a partner with the Michigan Department of Education (MDE)'s pilot project proposal for Asian American Pacific Islander American data disaggregation.

Farmington Public Schools is a diverse district, with Asian American students making up 14-16% of the student population. However, we do not currently collect ethnic subgroup population data to know whether or not there may be groups within the Asian American category that may be facing opportunity gaps. As a member of the Minority Student Achievement Network (MSAN), a national coalition of multiracial, suburban-urban school districts that have come together to study achievement gaps that exist in our districts, the added ability to disaggregate our data would directly align with our MSAN goal of disaggregating achievement data to uncover and address the achievement outcomes between students of color and their peers.

As a partner, Farmington Public Schools is prepared to commit a part-time staff person to participate in monthly meetings over the next year with representatives from the MDE as well as community-based organizations that work on behalf of Michigan's Asian American Pacific Islander American community, including Asian & Pacific Islander American Vote -Michigan. Together, this team with our respective expertise on the local school district, local AAPI community, and student information systems, will work together to best implement strategies to ensure a successful pilot. Our staff will also participate in the analysis and communications of the data findings, as well as provide insights for the evaluation of the project. It is our hope that with better disaggregated data, we will be able to strengthen our commitment to addressing achievement and opportunity gaps for our students, and also create a pathway for other school districts in the state of Michigan to replicate.

Farmington Public Schools is well positioned to be a partner on this pilot with MDE and I urge the U.S. Department of Education to strongly consider this proposal. We look forward to the opportunity to work with the U.S. Department of Education, MDE and AAPI community groups on this important initiative. Should you have any questions or concerns, please do not hesitate to contact me.

Sincerely,

~ (,)L;mJ__ George C. Heitsch, Ed.D. Suoerintendent

Office of the Superintendent

32500 Shiawassee Street Farmington, Ml 48336

P~{i~'g:a.2U41Jfi~1B\P0007 E-mail: [email protected] Fax: 21?§~§.~34 www.farmington.k12.mi.us

July 28, 2016

U.S. Department of Education

Asian & Pacific Islander American Vote Michigan

Office of English Language Acquisition Washington, D.C. 20202-6510

To Whom It May Concern:

I am thrilled to support the Michigan Department of Education (MDE)'s proposal for the U.S. Department

of Education's data disaggregation initiative. At Asian & Pacific Islander American (APIA) Vote-Michigan,

our team is keenly aware of the importance of this initiative for our local Asian American Pacific Islander

(AAPI) community and believe the MDE is well prepared to take on this project.

APIAVote - Michigan is a non-partisan non-profit organization dedicated to justice and equity for

Michigan's AAPI community. Our work includes increasing civic engagement among Michigan's AAPls,

leadership development, research, advocacy and coalition building that better serves Michigan's AAPI

people. One of our greatest challenges in serving Michigan's AAPI community is the lack of good data to

make the case for services that address the needs of some of our most vulnerable children and families.

However, with the U.S. Census beginning to capture some of this ethnic data in the past few decades, we

are better able to looks more closely at disaggregated Asian American data to uncover some of the great

inequities faced by particular parts of our community, but due to being masked by aggregated data, have

not been addressed.

We are ecstatic to be working as a partner with the MDE and local education agencies like Farmington

Public Schools, to develop this proposal. APIAVote-Michigan is committed to continuing this work with

MDE through the process to ensure that AAPI community voices and experiences are considered in order

to develop a culturally appropriate intervention. Though the data field can easily be created, we recognize

that groups like APIAVote-Michigan need to help guide the process in order to ensure that AAPI families

opt in to providing that level of data - this means producing culturally sensitive communications among

other things. APIAVote-Michigan is committed to leading much of this project in partnership with MDE in

hopes of turning the initiative into one that has statewide impact. With good data, we can work together

to create good policy that uplifts our AAPI ethnic communities that may be struggling in school.

APIAVote-Michigan is proud to be a partner on this proposal with MDE. With State Superintendent, Brian

Whiston's full support, we are confident that Michigan can be a leader in collecting disaggregated data to

ensure we are addressing achievement and opportunity gaps for all of Michigan's children. We look

forward to any questions about the proposal, and strongly urge the U.S. Department of Education to

award the grant to the State of Michigan.

(b)(6)

P.O. Box 44613 •Detroit, Ml 48244 • [email protected] PRtAwaw,,.l~&PcRoafffiP.3r9

Page e44

U.S. Department of Education Office of English Language Acquisition Washington, D.C. 20202-6510

July 27, 2016

Re: U.S. Department of Education Asian American Pacific Islander Data Disaggregation Initiative

Dear Sir or Madam,

The members of the Michigan Asian Pacific American Legislative Caucus (APALC) write today to give our full support to the Michigan Department of Education's application for the United States Department of Education {USDOE) grant to pilot the collection and evaluation of disaggregated data on Asian American Pacific Islander (AAPI) English language learners and AAPI subpopulations. The Michigan APALC is a bicameral, bipartisan caucus comprised of members of the Michigan legislature who either identify as Asian Pacific American or represent districts with large concentrations of Asian Pacific American residents.

One tenet of our mission statement pledges to address the needs and concerns of the AAPI community. Asian Americans represent the fastest growing racial demographic in Michigan and the MDE has a unique opportunity to work with local school districts to collect and evaluate data in a way that better serves its young people and families. This disaggregated data would help the Michigan DOE and other groups to target outreach and resources where they are most needed within the ethnically and socioeconomically diverse AAPI community.

The AAPI community is not monolithic. Disaggregated data demonstrates that some AAPI subgroups face greater challenges than aggregated data suggests, severely masking underserved communities. For example, in Metro Detroit, educational attainment varies widely among AAPI subgroups. While some are among the most educated, Hmong, Vietnamese, and Bangladeshi Americans 25 years and older are among those least likely to hold a high school diploma, with only 62%, 73%, and 73% having graduated respectively1. In comparison, 69% of Latinos and 82% of African Americans 25 years and older hold a high school degree. The AAPI community is also a fast-changing demographic as a whole, during the 2012-2013 school year, Bengali and Vietnamese were among the top five languages spoken by limited English proficient students in Michigan's public schools; not even ten years earlier, neither language fell in the top five.

We hope the DOE will grant the MDE these funds to help Michigan honor its commitment to equity, access, and quality education for all students, especially the underserved. This program will help the MDE to work hand in

1 2012 Needs Assessment Study available from APIA Vote-Michigan http://www.apiavotemi.org/community-needsassessment-report.html


Page e45

hand with local school districts to obtain and evaluate disaggregated data on AAPI English learners and AAPI subpopulat ions beyond the existing seven racial and ethnic categories to address achievement and opport unity gaps among different AAPI subgroups.

The Michigan Asian Pacific American Legislative Caucus fully supports the MOE in its endeavors, and requests that the MOE proposal be approved. If you have any questions, please feel free to contact State Representative Stephanie Chang at {517) 373-0823 or via email at [email protected] or State Senator Hoon-Yung Hopgood at {517) 373-7800. Your consideration is greatly appreciated.

Sincerely,

5~ ~ Stephanie Chang State Representative HD 6

~-~ Martin Hawrylak State Representative HD 41

~ Jeff Irwin State Representative HD 53

,4z_ Adam Zemke State Representative HD 55

Marty Knollenberg State Senator SD 13

L# Sam Singh State Representative HD 69

- ~'\.~, X°"o~ .. Kristy Pagan State Representative HD 21

{!L.;,u, ~ Christine Greig State Representative HD 37

~~ Kathy Crawford State Representative HD 38

Cc: Theresa Tran, Asian & Pacific Islander American Vote - Michigan

~~~ Hoon-Yung Hopgood State Senator SD 6

~UbwtO Rebekah Warren State Senator SD 18

/f..L~ Mike Kowall State Senator SD 15

Jf~, Henry Yanez State Representative HD 25

Jamie Hsu and Denise Yee Grim, Michigan Asian Pacific American Affairs Commission


Page e46

The Michigan Department of Education submits the following budget narrative to support the budget information contained in this application. The Asian American Pacific Islander Disaggregated Data Initiative (AAPID21) project will span 2 years.

1. Personnel

MOE Project Director (internal) - liaison between MOE and APAIVote-MI non-profit partner helping to keep the project a priority for MOE to become a top 10 in 10 state and to ensure statewide policies and practices are focused on equitable distribution of resources for underserved students and families in Ml.

Jill Griffin, Urban Education Consultant, Michigan Department of Education (MOE)

2 years x (0.1 FTE@ $8, 100) = $16,200 • attend monthly stakeholder meetings; • work with project administrator to track milestones and meet the reporting

requirements; • work with project director to ensure the project goals and objectives are met

within the budget constraints and the deliverables outlined in memorandums of agreement;

• deliver bi-weekly progress reports to internal MOE management staff for the duration of the project.

• Complete final report to MOE State Board of Education, internal MOE staff, LEAs, and external community partners

2. Fringe Benefits Fringe benefits for APIAVotes staff (non-MOE) are calculated at 30% of salary: 0.30 x $76, 790=$23,037

Fringe benefits for MOE Staff are calculated at 80% of salary 0.8x $8100 = $6480

3. Travel Travel - $3,283 The project team, or stakeholders, will come together monthly throughout the year to discuss logistics, problem solve, and discuss next steps. All salaried stakeholders will attend these meetings. The community meetings are critical to the success of the project because parents/families will need to understand the importance of the disaggregation of data based on these subgroups to supports for their students. 10 stakeholder meetings x 2 years x 6 staff x 40 miles x .54 = $2592 4 community meetings x 2 years x 4 staff x 40 miles x .54 = $691

4. Equipment Not applicable.


Page e47

5. Supplies Office supplies - $12,500 This includes paper, envelopes, postage for parent recruitment, engagement, and updates including copies of data reports. Much communication will have to be done to educate parents around the purpose and process for collecting AAPI student subgroup data. Once the data is collected, analyzed and reported, parents will need to be educated on how to read the reports and engaged in discussions around the implications of the data for their students. Cost of supplies is determined by anticipating 2000 parents and allocating $5/parent the first year ($10,000). The second year would be less intensive communication so the year 2 amount is anticipated to be about a quarter of the first year ($2500).

Refreshments - $8000 Year 1 - Water and cookies for parent meetings: 2000 parents X 3 meetings X $1=$6000 Year 2 - Water and cookies for parent meetings: 2000 parents X 1 meetings X $1=$2000

6. Contractual The project will have 2 contracts; one to handle the modification to data collection systems, one for the program development within the partner districts and evaluation of the project.

Data - Kalamazoo RESA

Kalamazoo RESA will be contracted to complete the necessary modifications to data collection systems to meet the needs of the project. They manage the TRIG Data Integration Activity which serves as the interconnectors for the 5 state data hubs. As such their staff are in a position to coordinate and sub contract with Double Line Partners (the data hub software developers who will make modification of the Ed-Fi schema to include new field and speciality codes) - $10,000; Oakland Schools and Wayne RESA (SIS systems supports to pilot schools who will modify the export protocol from student information systems (SIS) to data hubs) -$5000/SIS system for a total of $10,000; Each SIS that will need to be modified to collect the student subgroup information -$5000/system for a total of $10,000. Kalamazoo RESA already has a contractual relationships with both Double Line Partners and Oakland Schools as part of ongoing data hub operations so the work to make the modifications necessary for this project will only require an adjustment of those contracts for this work. The modifications to the hubs to build the changes into the existing EdFi and the modifications of the export protocol will be one time costs in year 1. The costs associated with bringing on additional student information systems over time will be $5000 per system and will extend into year 2.


Page e48

Total for this contract will be $30,000 over 2 years.

Making the modifications throughout the system; SIS level, hub level, will pave the way for rapid scale up of districts interested in participating beyond the pilot.

Program Development (external) - APIA Vote-Michigan

APIAVote (External) Project Director - responsible for directing the project based on the goals, objectives, timeline and outcomes of the project. Sana Khan, Managing Community Organizer, APIA Vote-Michigan 2 years x (0.5 FTE @ $25,000)=$50,000

• develop work plans and provide guidance to ensure the project attends to the goals, objectives, timeline and outcomes set forth in the proposal;

• supervise staff as well as recruit and manage consultants, including the project evaluator;

• develop work plans and provide guidance to ensure cultural competence on engaging AAPI communities;

• attend monthly stakeholder meetings with MOE and LEA staff, data contractor, and evaluator;

• obtain and manage memorandums of agreement and contracts for the project to ensure delivery of agreed upon roles and responsibilities.

• Provide cultural competency guidance for parent/family/community engagement • Facilitate monthly stakeholder meetings

Project Coordinator - coordinate of logistics for participating stakeholders Brendan Wu, Community Organizer, Education Initiatives, APIA Vote-Michigan 2 years x(0.5 FTE @ $22, 100) = $44,200

• work with LEAs to develop and implement communications and engage AAPI families in data collection efforts;

• provide MOE and LEA staff with any additional supports required to implement the project.

• attend monthly stakeholder meetings

Project Administrator - liaison between MOE and APAIVote-MI non-profit partner helping to keep the project a priority for students and their families in the school communities. Theresa Tran, Executive Director, APIA Vote-Michigan 2 years x (0.2 FTE@ $14,690) = $29,380

• ensure activities are aligned to grant requirements; • assist in recruitment of local education agencies (LEAs); • collaborate with MOE liaison to track milestones and project outcomes; • liaison between MOE and Asian American/Pacific Islander (AAPI)

parents/family/community; • ensures timeline goals are met for project • attend monthly stakeholder meetings.


Page e49

LEA Project liaisons - responsible for ensuring the new data subgroup collection and

analysis meets the needs of their students and school community. To be determined 2 years x 2 LEAs x (0.1 FTE @$7500) = $30,000

• develop and implement a communications and data collection strategy to collect this new data point from parents within the district;

• disseminate/communicate AAPD21 goals and objectives to LEA community members;

• analyze data to identify the achievement and opportunity gaps between students in the AAPI subgroups, including gaps between EL and non-EL students;

• participate in evaluation efforts to determine the likely cause(s) of the identified achievement and opportunity gaps;

• assist in reporting , both publicly and to the US Department of Education, on the identified achievement and opportunity gaps and causes;

• develop a plan for how the LEA will use the information to eliminate the identified achievement and opportunity gaps, and/or share best practices with other participating LEAs;

• attend monthly stakeholder meetings.

Evaluation - $20,000: An evaluator will be contracted by APAIVote-MI and will be paid $10,000 per year to design and implement the evaluation. The contract would include cost of any tools used to col lect the qualitative and quantitative data needed for the evaluation, as well interim

and final reports documenting lessons learned. Contracts will follow the procedures under the Uniform Guidance (2 CFR § 200.317-200.326, formerly 24 CFR Parts 74.40-74.48 and Part 80.36).

Total for this contract: $173, 580 over 2 years.

7. Construction. Not applicable.

8. Other MDE Rental (10% of MDE FTE) 0.1 x $3700 = $370 This charge is automatically associated with MDE FTE.

9. Total Direct Costs - $312,537 This total direct cost is calculated for two years of level 1 (absolutely priority 1) grant.

10. Indirect Costs The current rate for indirect costs is 8.8% of direct costs.


Page e50

11. Training Stipends Not applicable.

12. Total Costs


Page e51

MOE Project Director (internal)- liaison between MOE and APAIVote-MI non-profit partner helping to keep the project a priority for MOE to become a top 10 in 10 state and to ensure statewide policies and practices are focused on equitable distribution of resources for underserved students and families in Ml. Jill Griffin, Urban Education Consultant, Michigan Department of Education (MOE)

• attend monthly stakeholder meetings; • work with project administrator to track milestones and meet the reporting

requ irements; • work with project director to ensure the project goals and objectives are met

within the budget constraints and the deliverables outlined in memorandums of agreement;

• deliver bi-weekly progress reports to internal MOE management staff for the duration of the project.

• Complete final report to MOE State Board of Education, internal MOE staff, LEAs, and external community partners

Project Director (external) - responsible tor directing the project based on the goals, objectives, timeline and outcomes of the project. Sana Khan, Managing Community Organizer, APIA Vote-Michigan

• develop work plans and provide guidance to ensure the project attends to the goals, objectives, timeline and outcomes set forth in the proposal;

• supervise staff as well as recruit and manage consultants, including the project evaluator;

• develop work plans and provide guidance to ensure cultural competence on engaging AAPI communities;

• attend monthly stakeholder meetings with MOE and LEA staff, data contractor, and evaluator;

• obtain and manage memorandums of agreement and contracts for the project to ensure delivery of agreed upon roles and responsibilities.

• Provide cultural competency guidance tor parent/family/community engagement • Facilitate monthly stakeholder meetings

Project Coordinator (external) - coordinate of logistics tor participating stakeholders Brendan Wu, Community Organizer, Education Initiatives, APIA Vote-Michigan

• work with LEAs to develop and implement communications and engage AAPI families in data collection efforts;

• provide MOE and LEA staff with any additional supports required to implement the project.

• attend monthly stakeholder meetings

Project Administrator (external)- liaison between MOE and APAIVote-MI non-profit partner helping to keep the project a priority for students and their families in the school communities. Theresa Tran, Executive Director, APIA Vote-Michigan


Page e52

• ensure activities are aligned to grant requirements; • assist in recruitment of local education agencies (LEAs); • collaborate with MOE liaison to track milestones and project outcomes; • liaison between MOE and Asian American/Pacific Islander (AAPI)

parents/family/community; • ensures timeline goals are met for project • attend monthly stakeholder meetings.

LEA Project Liaisons (external) - responsible for ensuring the new data subgroup collection and analysis meets the needs of their students and school community. To be determined 2 years x 2 LEAs x (0.1 FTE @$7500) = $30,000

• develop and implement a communications and data collection strategy to collect this new data point from parents within the district;

• disseminate/communicate AAPD21 goals and objectives to LEA community members;

• analyze data to identify the achievement and opportunity gaps between students in the AAPI subgroups, including gaps between EL and non-EL students;

• participate in evaluation efforts to determine the likely cause(s) of the identified achievement and opportunity gaps;

• assist in reporting, both publicly and to the US Department of Education, on the identified achievement and opportunity gaps and causes;

• develop a plan for how the LEA will use the information to eliminate the identified achievement and opportunity gaps, and/or share best practices with other participating LEAs;

• attend monthly stakeholder meetings.


Page e53

Organization.

INDIRECT COST RATE AGREEMENT STATE EDUCATION AGENCY

Michigan Department of Education PO Box 30008

Date: NOV 1 3 2015 AgreementNo: 2015-218

Lansing, MI 48909 Filing Reference: Replaces previous Agreement No. 2014-159 · Dated: 9/30/2014

The approved indirect cost rates herein are for use on grants, contracts, and other agreements with the Federal Government. The rates are subject to the conditions included in Section II of this Agreement and regulations issued by the Office of Management and Budget (OMB) Uniform Administrative Requirements, Cost PTinciples, and Audit Requirements for Federal Awards under 2 CFR200.

Section I - Rates and Bases

fuQ Fixed

From 10/01/2015

To 09/30/2016

Rate 8.8%

Base MTDC

Applicable To APwR

Distribution Base:

MTDC

Applicable To: APwR

Modified Total Direct Cost -Total direct costs excluding equipment, capital expenditures, participant support costs, pass-through funds and the portion of each subaward (subcontract or subgrant) above $25,000 (each award; each year).

The rates herein are applicable to All Programs including those that require a restricted rate per 34 CFR 75.563 and 34 CFR 76.563.

Treatment of Fringe Benefits: Fringe benefits applicable to direct salaries and wages are treated as direct costs. Pursuant to 2 CFR 200.431 , (b), (3), Paragraph (i), unused leave costs for all employees are allowable in the year of payment. The treatment of unused leave costs should be allocated as an indirect cost except for those employee salaries designated as a direct cost for the restricted rate calculation.

Capitalization Policy: Items of equipment are capitalized and depreciated if the initial acquisition cost is equal to or greater than $5,000. .


Page e54

! f

Section Il - Particulars

Limitations: Application of the rates contained in this Agreement is subject to all statutory or administrative limitations on the use of funds, and payments of costs hereunder are subject to the availability of appropriations applicable to a given grant or contract. Acceptance of the rates agreed to herein is predicated on the following conditions: (A) that no costs other than those incurred by the Organization were included in the indirect cost pools as finally accepted, and that such costs arc legal obligations of the Organization and allowable under the governing cost principles; (B) the same costs that have been treated as indirect costs are not claimed as direct costs; (C) that similar types of information which are provided by the Organization, and which were used as a basis for acceptance of rates agreed to herein, are not subsequently found to be materi~lly incotnplete or inaccurate; and (D) that similar types of costs have been accorded consistent accounting treatment.

Accounting Changes: The rates contained in this agreement are based on the organizational structure and the accounting systems in effect at the time the proposal was submitted. Changes in organizational structure or changes in the method of accounting for costs which affect the amount of reimbursement resulting from use of the rates in this agreement, require the prior approval of the responsible negotiation agency. Failure to obtain such approval may result in subsequent audit disallowance.

Provisional/Final/Predetermined Rates: A proposal to establish a final rate must be submitted. The awarding office should be notified if the final rate is different from the provisional rate so that appropriate adjustments to billings and charges may be made. Predetermined rates are not subject to adjustment.

Fixed Rate: The negotiated fixed rate is based on an estimate of the costs that will be incurred during the period to which the rate applies. When the actual costs for such period have been determined, an adjustment will be made to a subsequent rate calculation to compensate for the difference between the costs used to establish the fixed rate and the actual costs.

Notification to Other Federal Agencies: Copies of this document may be provided to other Federal agencies as a means of notifying them of the agreement contained herein.

Audit: All costs (direct and indirect, federal and non-federal) are subject to audit. Adjustments to amounts resulting from audit of the cost allocation plan or indirect cost rate proposal upon which the negotiation of this agreement was based may be compensated for in a subsequent negotiation.

Reimbursement Ceilings/Limitations on Rates: Awards that include ceiling provisions and statutory/ regulatory requirements on indirect cost rates or reimbursement amounts are subject to the stipulations in the grant or contract agreements. If a ceiling is higher than the negotiated rate in Section I of this agreement, the negotiated rate will be used to determine the maximum allowable indirect cost.

ORGANIZATION: Michigan Department of Education

PR/Award# T3650160007

Page e55

Page 2

(b)(6)

Section III - Special Remarks

Alternative Reimbursement Methods: If any federal programs are reimbursing indirect costs by a methodology other than the approved rates in this agreement, such costs should be credited to the programs and the approved rates should be used to identify the maximum amount of indirect costs allocable.

Submission of Proposals: New indirect cost proposals are necessary to obtain approved indirect cost rates for future fiscal years. The next indirect cost rate proposal is due six months prior to the expiration dates of the rates in this agreement.

Section IV - Approvals

For the State Education Agency: ·

Michigan Department of Education PO Box 30008 Lansing, MI 48909

For the Federal Government:

U.S. Department of.Education OCFO I FIO I ICG 550 12th Street, SW Washjugton DC 20202-4450 r ........... )(-6) ___ -IL

Signature

Frances Outland Name Name

~=.i..u.z:...,_,,__::;.....:...:...=..;:;...;..;""'"---'-", .:...p--=Q~:....i...;::u:;;:· ;......::._()_,_{ Director, Indirect Cost Group :/111ane-ttt~l )./{;/ Title NOV 1 3 2015

I/ - /'/ - ;l/J I ':::) I

Date Date

ORGANIZATION: Michigan Department of Education

Negotiator: Andre Hylton Telephone Number: (202).245-7568


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Michigan Department of Education (PDF)

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