District and School Assistance Grant Appendix D
Berkshires+ DSAC Regional Projects 2015-16
Regional Project Descriptions
Three regional DSAC grant priorities have been identified for the Berkshires+ DSAC region:
(1) Supporting the creation and expansion of capacity for Instructional Leadership
Teams (Professional Learning Communities)
(2) Supporting Career Vocational Technical Education (CVTE) educators in
Instructional Leadership Network participation
(3) Supporting Career Vocational Technical Education educators in mathematics
professional development: “Weights and Measures”
Funds for Regional Priority activities are in addition to the district’s DSAC Grant allotment.
Priority #1: Berkshire+ DSAC Instructional Leadership Teams (Professional Learning
Communities): There is a need to build and expand capacity for ILT/PLCs in Level 3 schools
in order to address the four ESE Turnaround Practices1 and understand how the Conditions
for School Effectiveness relate to school improvement.
a. Objective: The DSAC will organize and assist with the facilitation of team building
in order to strengthen the operation, collegiality, and effectiveness of
collaborative teams.
b. Outcomes: Teams will design an action plan to address needs identified through
data analysis, and engage the PLC team in activities that impact classroom
practice. Where appropriate, the Action Plan will build on the plans initiated in the
Berkshires+ DSAC 2014-15 Analysis to Action Regional Priority.
c. Participants: Educators in Level 3 schools served by the Berkshires+ DSAC.
The teams from each participating school will attend a total of 3 regional meetings: 2
planning/learning sessions and a culmination session (a common location to be set in the
Berkshires and one in Pioneer Valley) to develop their PLC skills and protocols. At the
concluding session, findings will be presented by the teams, the DSAC, and the
facilitator, best practices shared, and action plan steps set. All work will remain focused
on the 4 Turnaround Practices and aggregated within the applicable Conditions of School
Effectiveness.
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Each participating school will include a minimum of 5 members of an ILT who will
be responsible to analyze the data trends in their schools in both Math and ELA
and to design an Action Plan to implement the Cycle of Inquiry for the school.
Each participating team will support training in the protocols and expectations of
a PLC to allow for an extension of the data work initiated in the 2014-2015
Summer Data Institutes and Analysis to Action Regional Priority focus work.
The teams will bring a focused student learning problem of practice that
addresses at least one of the Turnaround Practices and the descriptive CSE
Indicators and Evidence. This “problem of practice” will be determined by data
from the 2015 MCAS in Math and ELA.
Turnaround practices in action: A three-year analysis of school and district practices, systems, policies and use of
resources contributing to successful turnaround efforts in Massachusetts Level 4 schools
1
District and School Assistance Grant Appendix E: Berkshires+ Priorities ~ Page 1 of 5
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Teams will be expected to attend all regional trainings.
Teams will be expected to attend all school-based PLC meetings.
Participating teams will present their progress at each of their regional meetings,
to include but not limited to:
o Student Learning Problem of practice as identified by data
o CSE conditions that address the problem (outlined in the “Providing
Column” on the CSE Assessment Document)
o Plans for impacting classroom practice and monitoring change:
 Learning Walkthroughs
 Faculty meeting presentations and trainings
 Assessment data analysis to monitor change on a weekly basis
 Identification of both student and adult behaviors that are
changing as a result
Funding: $5,870 for Lead Agency + additional funds for Honorariums and Resources – see
below.
Priority #2: Supporting Career Vocational Technical Education Educators in Instructional
Leadership Network Participation: There is a need in Level 3 CVTE schools for educators to
build teams within schools that are focused on rigorous integration of vocational and academic
learning. Structures will be created for school-based teams to share strategies and best practices
with their colleagues across the region. Opportunities will be provided to pilot innovative teaching
and assessment strategies for CVTE students. This priority addresses the ESE Turnaround
Practices.
a. Objective: Increase rigorous integration of vocational and academic learning in
CVTE schools. This priority will target academic and vocational instructors,
supporting a collegial approach to developing a common understanding of what
rigorous instruction looks like in all classrooms.
b. Outcomes: CVTE educators will share best practices and strategies, and
capacity is increased to integrate vocational and academic learning.
c. Participants: Educators in Level 3 CVTE schools served by the Berkshires+
DSAC.
The teams from each building will attend a total of 5, 3 hour regional meetings. Each
meeting will take place at a CVTE High School.
Funding: Funds available for Honorariums and Resources – see below
Priority #3: Supporting Career Vocational Technical Education Educators in Mathematics
Professional Development: “Weights and Measures”: There is a need for job embedded
follow-up support for educators who participated in the Summer 2015 “Weights and Measures”
workshop. Participants will be provided with opportunities to observe and be observed by other
instructors implementing workshop strategies in order to give and receive constructive feedback
in support of effective implementation. This priority addresses the ESE Turnaround Practices.
a. Objectives:
o Technical teachers will (by technical program) identify and describe
critical measuring and computation skills students are expected to
master by the end of 9th grade.
District and School Assistance Grant Appendix E: Berkshires+ Priorities ~ Page 2 of 5
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Technical teachers will develop end-of-year 9th grade assessments for
their CVTE students, focusing on critical embedded math skills,
especially those related to measuring and computation. Assessments will
be aligned with actual use ‘on the job’ in specific technical areas.
o Technical teachers, with the help and guidance of math and special
education teachers, will develop effective methods for helping students
master those critical skills by the end of 9th grade.
b. Outcomes: CVTE educators, through classroom observation and reflection with
peers, will share best practices and strategies. Teacher methodology and
pedagogy involving embedded math skills in teacher instructional area will
improve.
c. Participants: Educators in Level 3 CVTE schools who participated in the summer
2015 Weights and Measures course.
CVTE Support Facilitator and Math Specialist from the Berkshire+ DSAC Team will visit
each school. There will be four collaborative sessions.
Funding: Funds available for Honorariums and Resources – see below.
Funding for Berkshires+ Regional Priority Honorariums and Resources:
A total of $19,130 is available for all three Berkshires+ Regional Priority projects. The
amount of funding awarded to each district will depend upon the number of districts
requesting funding. Funds can be used for:
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Stipends for participants working outside of contracted hours
Substitute teachers to allow participants to attend project activities
Travel to attend meetings and participate in project activities
Other expenses immediately related to regional priority projects as approved by
the Berkshires+ DSAC Regional Assistance Director
INSTRUCTIONS FOR APPLYING FOR REGIONAL FUNDS
GENERAL GUIDANCE AND INSTRUCTIONS
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All Level 3 schools in the Berkshire+ DSAC region are eligible to participate in Priority #1.
Level 3 CVTE schools in the Berkshires+ DSAC region are eligible to participate in
Priority #2 and Priority #3.
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District participation in regional priority projects is optional.
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Eligible districts may apply to participate in one or more priority projects.
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Districts may not repurpose unused Regional Priority fund allotments funds for other uses
(i.e., they cannot be directed to other district projects via a DSAC Grant Amendment).
District and School Assistance Grant Appendix E: Berkshires+ Priorities ~ Page 3 of 5
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Single districts, acting as lead agency for the partnership of districts for Priority #1, will
apply for funds on behalf of the partnerships. If your district is acting as lead agency,
please see the instructions below for specific guidance on applying for these funds.
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Districts may submit a single grant application that includes both their base district DSAC
grant allotment and funds for the Berkshire+ Regional Priorities. Additional instructions on
preparing the narrative and budget workbook for each priority area are detailed below.
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Districts may also choose to submit partial applications. That way a district or partnership
has the flexibility to get school year activities funded immediately and make decisions
about how any remaining funds will be used at a later date. Districts exercising this option
will subsequently amend the appropriate budget workbook(s) and need to do so by the
DSAC grant deadline of March 16, 2016.
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The actual amount of funding awarded for each priority project will depend upon the
number of districts and partnerships submitting applications that meet the criteria for
funding.
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If you have questions about completing the application materials, please e-mail or call
Abigail Slayton, the Regional System of Support Program Specialist, for assistance
(aslayton@doe.mass.edu; 781-338-3517).
REGIONAL PRIORITIES: APPLYING FOR INDIVIDUAL DISTRICT PARTICIPATION FUNDS
Individual districts may apply for funds related to participation in these opportunities.
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Proposed budget expenditures for Regional Priorities may be incorporated into the same
220-E budget workbook you are using for your district’s DSAC grant allotment.
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Complete the Regional Priorities worksheet in the 220-E School Year workbook:
o Select Instructional Leadership Teams and/or CVTE Instructional Leadership
Network and/or CVTE Weights and Measures
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Provide details on proposed expenditures in the Budget Summary worksheet.
 Wherever possible, use the designated spaces for Regional Priorities
categories within the line items in the budget worksheet
REGIONAL PRIORITIES: APPLYING FOR FUNDS AS THE LEAD AGENCY
Districts planning to apply as the lead agency for regional Priority #1should note the following
expectations and funding priorities for this project.
Applicants will be expected to:
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Work in partnership with the regional District and School Assistance Center (DSAC) to
facilitate professional learning across the partnership and region; and
If relevant, identify and contract with a vendor to coordinate and facilitate achievement of
all objectives articulated above for the project.
Guidance on completing 220E budget workbooks for district acting as Lead Agency for Regional
Priority #1:
District and School Assistance Grant Appendix E: Berkshires+ Priorities ~ Page 4 of 5
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Proposed budget expenditures may be incorporated into the same 220E budget
workbook(s) you are using for your district’s base DSAC grant allotment (i.e., School
Year and/or Summer).
Complete the Regional Priorities worksheet in the 220E workbook.
o Select Instructional Leadership Teams Lead Agency from the dropdown menu for
Projects.
Indicate the amount of funding you are requesting on the appropriate line.
Add the proposed expenditures to the Budget Summary worksheet in the appropriate
220E budget workbook(s).
o Wherever possible, use the designated spaces for Regional Priorities categories
within the line items in the budget worksheet.
District and School Assistance Grant Appendix E: Berkshires+ Priorities ~ Page 5 of 5