Name of Grant Program: Academic Support Services Allocation Grant
Program
Fund Code: 632 (School Year)
625 (Summer)
FY2013 DISTRICT/VENDOR GUIDELINES FOR USE OF ACADEMIC SUPPORT FUNDS
INTRODUCTION
The focus of the Academic Support grants administered by the Massachusetts Department of Elementary and
Secondary Education is on improving teaching and learning. When looked at in this light, grant services can
make a difference in the lives of students and teachers. School officials are accountable for demonstrating that
the dollars spent are being used effectively. The Department’s Academic Support programs were developed to
enhance the learning opportunities for students with the greatest need for instructional support. For the past
decade, districts have planned and implemented programs to meet the gaps in knowledge for those students
with the greatest need. The need to meet the Competency Determination for students in the classes of 20032017 is of particular concern to districts. One issue facing many districts/schools/collaboratives is the difficulty in
finding qualified staff for their Academic Support programs and consequently, support from outside vendors may
be the best, or only, option. In many situations, the students most in need of services have specific deficits in
their content knowledge. Therefore, the individualization of instruction rather than a one size fits all approach is
paramount. To assist you in this process, the Learning Support Services Unit has provided the following chart
that outlines expectations for both schools/collaboratives and vendors.
SCHOOL
1. Prior to contracting with the vendor, school
personnel have identified the individual areas
of content need for each student. For
students with disabilities or for limited English
proficient students, the school has ensured
that the vendor staff who will be working with
their students has expertise in these areas.
2. Students are grouped according to their
instructional needs as identified in their
Educational Proficiency Plans (EPPs).
3. Clear expectations of the results from the
program are established.
4. Due to confidentiality issues, the district/
school has appointed a person from its staff
to handle the program data.
5. The district/school has designated a person
from its staff to document individual student
progress on EPPs as a result of the program.
6. The district/school has ensured proper
supervision of vendor staff.
VENDOR
1. Meets with the school liaison to become familiar with
the school environment.
2. Analyzes individual areas of need as indicated by the
school.
3. Designs an instructional program that is targeted to
meet the individual student needs as identified in
EPPs, rather than move all students through the
same curriculum; embeds test-taking skills in content
instruction rather than presenting them in isolation.
4. Provides a description of the qualifications of the
specific staff person(s) who will be delivering
instruction. Qualifications should include specific
state licenses, not simply licensure to teach the
proposed vendor-designed program.
5. Provides evidence of the ability to address alternative
learning styles (e.g., learning through manipulatives,
and other alternative styles).
6. Establishes a communication loop with school staff,
which should include a specific schedule of meetings
that will take place during which the vendor will
update the school on student progress.
7. At least every three weeks, provides written
individual documentation of student progress to be
included in the next update of EPPs.
Name of Grant Program: Academic Support Services Allocation Grant
Program
Fund Code: 632 (School Year)
625 (Summer)
BUDGET GUIDELINES
1. There is a $100/hour and $750/day limit for consultants. This limit applies to vendor consultants contracted
to provide training or professional development.
2. Not more than 25 percent of the total amount of funding available to the district may be budgeted for
supplies plus any contractual services for licenses related to computer software.
3. Not more than 15 percent of the total amount to the district may be used for program coordination costs
(stipends for a program coordinator, bookkeeper, secretary, evaluator, etc.). Programs must supplement
currently funded local, state, and federal programs at the school or district.
FINAL NOTES
Recognizing the difficulty of the task of planning and implementing effective supplementary educational
programs, we ask you to examine sustainability when considering a vendor. In your discussions with potential
vendors, consider the following questions:
1. What service can they provide that is more beneficial than current school staff could provide?
2. How will they adapt their programs to target established areas of student need, rather than deliver a brief
overview of all framework learning standards?
3. How is time allocated (and in what percentages) to provide opportunities for direct instruction, technology,
and personal/social interactions?
4. What data can they provide that indicate they have proven effectiveness with your specific population of
students (including age, grade, learning needs, learning styles, etc.)?
5. How well does their material address the needs of students with disabilities or students who are limited
English proficient?
6. What academic expectations do they have for the students they are being contracted to serve?
7. What are the qualifications of the specific staff who will provide instruction to your students? Are they
state licensed and have significant prior experience with students? Is their licensure limited to the vendordesigned programs?
8. How will they work with school staff to navigate the confidentiality issues associated with MCAS results
and other confidential pieces of information?
9. Who from the district/school will take responsibility for handling the program data requirements and other
program elements that involve confidential information?