Application for Quality Compensation Aid

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1 Page 1 Quality Compensation 1500 Highway 36 West Roseville, MN APPLICATION FOR QUALITY COMPENSATION AID ED School Districts Page One GENERAL INFORMATION: The information requested on this application is necessary for processing as authorized under First Special Session Laws 2005, Chapter 9, Article 2, Section 32; Minn. Stat. 122A.413, 414 and 415 (see attachment). Submit the completed application (per instructions) to the above address, attention: Linda Trevorrow, MDE contact person. DISTRICT IDENTIFICATION INFORMATION District Name Hopkins Public Schools Name of Person Completing Report Michael Kremer, Superintendent Nik Lightfoot, Human Resources Administrator John Schultz, Director of Teaching and Learning Address Title Telephone Number (952) District Number #270 Fax Number (952) INSTRUCTIONS Transitional Planning Year: If a school district is interested in applying for professional pay aid during the school year, two things are required: 1) Letter of intent indicating the amount of up to two percent of basic revenue set aside for staff development needed to develop the alternative professional pay system and 2) a draft of plan listing the alternative professional pay components with the dates of activities and the activities/events planned. (See pages 2 and 3) Once the transitional year is completed, the district or school site will be expected to fill out application and Final Submission Verification with appropriate information. Check box to waive Transition Planning Year. Implementation Year: Start date no later than October 1, 2005: Pre-Approval is required for district without a current ratified master agreement. If a school district is in the process of negotiating a master agreement that includes a professional pay system, two things are required: 1) a Memorandum of Understanding indicating that negotiations are underway with inclusion of a professional pay system and 2) pre-approval of the application (begins Page 4). Fill out the verification information on page four. After you receive pre-approval of your application, funds will be encumbered for your district until the master agreement is ratified. Once the master agreement is ratified, fill out Final Submission Verification (Page 5) with appropriate information. No pre-approval is required for: District with a current ratified master agreement that includes a professional pay system: If a school district has a ratified teacher master agreement with a professional pay system in accordance with the statute, no pre-approval is needed. Skip this section and go to page 5, Final Submission. OR Districts with a current ratified master agreement that does not include a professional pay system: If a school district has a ratified teacher master agreement without a professional pay system (notwithstanding Minnesota Statutes, section 179A.20 or other law to the contrary) a school board and exclusive teacher bargaining unit may enter into a supplemental agreement solely for the purpose of complying with the alternative teacher pay provisions. The school district will need to complete a Final Submission application and attach the supplemental agreement in the form of a Memorandum of Understanding. OR

2 Page 2 For districts with individual sites implementing a professional pay system, a Memorandum of Understanding must be submitted with the application explaining how the salary schedule is amended for those site(s). LETTER OF INTENT QUALITY COMPENSATION AID Alice Seagren, Commissioner C/O Linda Trevorrow, Q Comp Director Department of Education 1500 Highway 36 West Roseville, MN Dear Commissioner Seagren: On behalf of the district and the exclusive representative of the teachers in the (District Name) (District Number) school district, this is notification of our intent to apply for Quality Compensation aid authorized under Minn. Stat. 122A A.415 for the school year. During the transitional planning year, we have agreed to set aside up to two percent or $ of basic revenue for staff development purposes, consistent with sections 122A.60 and 122A.61, to develop an alternative teacher professional pay system. Our application will be for: All teachers in the district All of the teachers at a school site (Name) Other sites (ex. ALCs): Superintendent/Board Chair President of the Exclusive Representative of the Teachers As stipulated in Minn. Stat. 122A.414, Subd. 1a and to better help the Department of Education plan trainings during the transitional planning year to support our efforts, our plan includes the following activities (see next page):

3 Page 3 Quality Compensation Components (s) Activity Designate one of two IN = In Place Career Ladder N = Need training or assistance Job Descriptions Recruitment & Hiring Leadership Training Release time & Salary Job-Embedded Professional Development Team Assignments Team Schedule (time) Data Driven Focus Research on Focus Strategies Indicators of Progress Objective Comprehensive Evaluation System Standards and Rubric Forms Training for Evaluation Team Individual Professional Growth Process Alternative Teacher Professional Pay Student measures Teacher measures Linkages between teacher and student measures Alternative Teacher Professional Pay Schedule Estimated Cost (use budget worksheet on last page for calculations) SUBMISSION FOR PRE-APPROVAL STATUS

4 Page 4 VERIFICATION OF INFORMATION The undersigned hereby certify on behalf of the district that this application is jointly submitted by the school district and the exclusive representative of the teachers. Attached are the following documents: 1. A copy of the proposed master agreement, memorandum of understanding or other binding agreement that implements the alternative teacher professional pay system consistent with Minn. Stat. 122A The Statement of Assurances of the district s Educational Improvement Plan 3. Completed application Pre-approval is being requested for our application that will include: All teachers in the district All teachers at a school site (s) (Name of Site(s)) Superintendent/Board Chair President of Exclusive Representative of the Teachers APPLICATION PRE-APPROVAL STATE AUTHORIZED SIGNATURE Pre-approval status is hereby granted to this application as submitted. MDE Responsible Authority

5 Page 5 FINAL SUBMISSION OF COMPLETE APPLICATION FOR QUALITY COMPENSATION AID AFTER RATIFICATION Instructions: Complete the verification information in the box below, attach the three documents listed in the verification, and send the entire completed application with the required signatures to the MDE agency contact person. VERIFICATION OF INFORMATION This application includes: All teachers in the district Check the appropriate box below. If site only, all teachers at a school site 66% % voting for Q Comp implementation 810 Actual number of teachers participating 8114 Number of Students Name of Site The undersigned hereby certify on behalf of the district that this completed application is jointly submitted by the school district and the exclusive representative of the teachers. Attached is 1) a copy of the formally adopted collective bargaining agreement, memorandum of understanding or other binding agreement that implements the Quality Compensation Program consistent with Minn. Stat. 122A. 414; 2) a copy of the official school board resolution; 3) a copy of the teachers union vote certification or licensed staff vote for individual sites applying for Q Comp and 4) by signing this document, the information submitted to the Minnesota Department of Education is accurate and complete representation of the school site s or district s Q Comp plan. Any changes to the plan will be reported to the Minnesota Department of Education. Superintendent/School Board President of Exclusive Representative of the Teachers

6 Page 6 STATEMENT OF ASSURANCES OF THE SCHOOL SITES AND DISTRICT S EDUCATIONAL IMPROVEMENT PLAN SCHOOL SITE ACCOUNTABILITY STATEMENT OF ASSURANCES The district assures that: 1. Each school site has developed an Educational Improvement Plan that is aligned with the district educational improvement plan. 2. Site teachers were involved in the process for developing the site plan. 3. Each site plan has been approved by the School Board. STATEMENT OF ASSURANCES OF THE SCHOOL SITES AND DISTRICT S EDUCATIONAL IMPROVEMENT PLAN (Continued) DISTRICT S EDUCATIONAL IMPROVEMENT PLAN STATEMENT OF ASSURANCES The district assures that the District s Educational Improvement Plan and aligned staff development plan meet the following criteria: NOTE: Having an educational improvement plan alone does not qualify for Q Comp. 1. Includes measurable goals and objectives for improving school district performance, school site performance, teacher performance and individual student performance, has been developed with the involvement of district teachers and has been approved by the school board. 2. Identifies assessments that will be used to measure school site(s) achievement gains on Minnesota Comprehensive Assessments II (see Minnesota Statute 120B.35), or locally selected standardized assessments or both and student achievement gains, where applicable, that will be used to measure student performance and progress. 3. Includes measures of student attendance and completion rates. 4. Includes an integrated, ongoing, site-based professional development plan with activities held during the individual employment contract day that are aligned with goals and objectives listed in number Includes career advancement options for teachers who will be responsible for implementing professional development activities. 6. Includes measures of student, family and community involvement and satisfaction. 7. Includes a data system with information about students and their academic progress. 8. Includes an objective and comprehensive teacher evaluation system, based on the educational improvement plan and multiple evaluations of a teacher s instructional performance that include classroom observations by a locally selected evaluation team during the school year.

7 Page 7 9. Includes a teacher induction and mentoring program for probationary teachers that provides for continuous learning and sustained teacher support. 10. Submit District s Educational Improvement Plan CERTIFICATION OF STATEMENT OF ASSURANCES FOR DISTRICT S EDUCATIONAL IMPROVEMENT PLAN AND SCHOOL SITE ACCOUNTABILITY The undersigned hereby certify on behalf of the school district the above Statements of Assurances and the requirements of Minn. Stat. 122A.413, Subd. 3 and further certify that documents developed to meet the requirements of Minn. Stat. 122A.413 as listed in numbers 1 9 above are on file in the district for review by MDE request. Superintendent/Board Chair President of the Exclusive Representative of the Teachers DISTRICT QUALITY COMPENSATION PROGRAM To qualify for Quality Compensation Aid under Minn. Stat. 122A.415, a school district is required to have an educational improvement plan as described in Minn. Stat. 122A.413 and have an alternative teacher professional pay system as described in Minn. Stat. 122A.414. The requirements that the alternative pay system must meet are specified in subd. 2. To apply, districts must complete the following sections ( ) describing the district s design of a Quality Compensation Program. You may reference specific sections of the master agreement, if appropriate, and may attach additional pages for your response as needed. COMPONENTS: QUALITY COMPENSATION SYSTEM (NOTE: A Quality Compensation Manual will be available by August 17, The manual explains each component and gives examples of how to implement the systems). 1. Career Ladder describing how teachers can achieve career advancement and additional compensation. 1.1 List teacher position, responsibilities, qualifications, and salary augmentation for teacher leaders who retain primary roles in student instruction and facilitate site-focused professional development that helps other teachers improve their skills. Teacher position Master Teacher Responsibilities (job description) Provide Professional Development Opportunities Collaborate with Site Level Q-Comp Support Teams, Mentor Teachers, and Classroom Teachers Coach and Provide Feedback to Tenured Teachers on Q-Comp Goals and Individual Teacher Professional Growth Plan Model Instructional Strategies to Support Attainment of Q-Comp and Other Professional or Instructional Goals Salary Augmentation Contracted Position Part-Time Teacher Additional Days

8 Page 8 Provide Peer Observation of Classrooms and Instructional Strategies Related to Q Comp Goals Collaborate with Administration to Provide Feedback on Q-Comp Goal Progress and Release Time Site Instructional Leader Site Content Leader Individual is Chosen Annually based on the Site s Q-Comp Goal for that School Year Brings Classroom Expertise to the Modeling, Evaluations, and Professional Development of Instructional Strategies in Q-Comp Professional Development Goal Collaborate with Site Level Q-Comp Support Teams, Mentor Teachers, and Classroom Teachers Facilitate, Coach, and Monitor Implementation of Instructional Strategies Related to Q-Comp and other Student Achievement Goals Provide Curriculum and Instructional Expertise in Specific Content Area to Classroom Teachers Brings Classroom Expertise to the Modeling, Evaluations, and Professional Development of Instructional Strategies in Q-Comp Professional Development Goal Collaborate with Site Level Q-Comp Support Teams, Mentor Teachers, and Classroom Teachers Facilitate, Coach, and Monitor Implementation of Instructional Strategies Related to Q-Comp and other Student Achievement Goals Release Time or Contracted Position, as deemed by the nature of Staff Development indicated Stipend and Release Time 1.2 Give ratio of teacher position (give title) as part of career ladder, to career teachers. (Example: 1 Master Teacher/ 6-8 career teachers). Job Embedded Prof. Dev Related to Q-Comp Student Achievement Goals: 1 Master Teacher to 4 Classroom Teachers (Elementary) 1 Site Instructional Leaders to 4 Classroom Teachers (Elementary) 1 Site Content Leader to 20 Classroom (Elementary) 1 Master Teacher to 11 Classroom Teachers (Secondary) 1 Site Instructional Leader to 11 Classroom Teachers (Secondary) 1 Site Content Leader to 14 Classroom Teachers (Secondary) 1.3 Lead teacher position. Criteria required to become a teacher leader (ex. Master teacher, mentor teacher, instructional coach, etc.) and relationship to career ladder (ex. How will the teacher leader s expertise and service be compensated?) Job Descriptions for Career Ladder Positions are in Appendix A. Teacher Leaders expertise and service is compensated through Hopkins Education Association Master Agreement. Compensation is based on teacher performance based salary, stipends, and/or release time.

9 Page 9 2. Integrated, ongoing, site-based and teacher-led professional development activities to improve instructional skills and learning that are aligned with student needs under section 122A.413 and 122A.60 and led during the day by trained teacher leaders. Directions: Select one main goal from the district s education plan that will be the Q Comp focus. More than one goal may be selected with the understanding that each goal must link student achievement to teacher instruction, professional development and teacher evaluation. If two goals are selected, duplicate table below and fill out one table for each goal. If not all schools in the district have common goals because of disaggregated student data and different grade level needs, then each site should submit a separate table. Note: a school site s or district s goals should be updated annually if necessary. Based on the selected focus, each school site will use their student data to develop a narrower focus for their site with a measurable objective. 2.1 District goal for Q Comp focus Accelerate reading, mathematics, and language arts achievement for all students as measured by performance in reading, math, and writing on the Minnesota Comprehensive Assessments. School site goal for Q Comp focus (Structure of Alice Smith System is Representative of All 7 Hopkins Elementary Schools. Alice Smith Elementary will improve Math Computation Scores on the Iowa Test of Basic Skills by 10% each year. Disaggregated student data used to determine each measurable objective Disaggregated Student Data: Computation Achievement Results on Fall 2004 ITBS: Percent Students in Top Quartile for Computation: Asian: 100% Hispanic: 0% Black: 0% White: 34.5% Free and Reduced: 0% ELL: 0% Measurable objective based on student achievement gains (Site-targeted goal) By May 2006, 85% of 6th grade students who were below 50% proficiency on Math Computation Subtest of Iowa Test of Basic Skills as 5th graders will increase their scores to be categorized in the top two quartiles. Number of Students 540 Number of Teachers 47 Team configuration at elementary, middle school, high school and other school sites Master Teacher, Site Instructional Leader, Site Content Leader and Classroom Teachers tied to Q-Comp Goal. Number of teachers on team 3 Classroom Teachers and 3 Q-Comp Support Teachers Number of Lead teachers (see career ladder) 10 (Each Q Comp Team has 3 Career Ladder Teachers) Team meeting length and frequency Weekly Meetings and Length varies by Agenda

10 Page 10 Professional Development Activities: (What types of activities will be included?) Check all that apply and add others if needed. Appendix G provides Secondary Chart Team Meetings Modeling of Instructional Strategies Demonstration teaching Team Teaching Mentoring Content Coaching Lesson Study Analysis of Student Work Peer or Cognitive Coaching Other Other See Appendix B: Flow Charts for Elementary and Secondary that demonstrate alignment of Achievement Goals, Teaching Teams, and Professional Development. 2.2 Describe how ongoing, site-based, and teacher-led professional development activities will be scheduled during the individual employment contract day for teachers at each site. (Attach a staff development calendar for school year with professional development activities mapped out and a typical weekly schedule of team meetings). See example in Sample Q Comp Application. See Appendix C: Professional Development Calendar 2.3 Describe how the professional development model will ensure teachers continuous improvement in content knowledge, instructional strategies, and the use of best practices. Professional Development Program Evaluation Framework Worksheet (see Killion, manual references) Objective: What is the goal of the professional development offered and how will it change teachers knowledge and skills? Change in Teacher s knowledge and skills Measure of Teacher Success Ex. Teachers will demonstrate proficiency in implementing graphic organizer (ex. Hyerle s thinking map for double bubble) to increase student achievement in writing compare and contrast essays. Hopkins Elementary: Teachers will demonstrate proficiency in teaching and modeling the lattice method, algorithm, and factorization as outlined in the Everyday Math Product Game. Hopkins Secondary: Teachers will demonstrate proficiency in three NUA Instructional Strategies, Classifying, Bubble Maps, and Circle Maps. Ex. Teachers will model using thinking strategy. Teachers will develop teacher-made assessments to measure student progress. Teachers will model the lattice method, algorithm, and factorization as outlined in the Everyday Mathematics Product Game. Teachers will model Classifying, Bubble Maps, and Circle Map, as demonstrated by NUA Strategy Coaches. Ex. Classroom Observation Rubric Individual Growth Plan with documentation of changes in teacher practice and pre/post student assessments using local standardized assessment. Teachers success will be determined by Observation Rubric, attainment of goals in Individual Growth Plan, and pre-post assessments like Iowa Test of Basic Skills. Teacher s success will be determined by Observation Rubric, attainment of goals in Individual Growth Plan, and pre-post assessments like Minnesota Comprehensive Assessments.

11 Page Describe how at least 60 percent of teacher compensation increases within a performance pay system aligns of teacher performance measures with student academic achievement and progress as outlined in Section 122A.414, clause 4. Use table below and add narrative to describe how each of the checked items will be used as evidence and linked to performance pay. Evaluation Plan Components: Evaluation of Strategy (formative and summative) Alternative Pay System 1. Whole School (site-based) student gains 2. Student achievement 3. Multiple Evaluations of Teacher Performance What evidence will be used to document effect on instructional practice? Research-based Professional Standards (with Rubric) Attach copy. Types of Classroom Observations (formal/informal) Attach form. Professional Growth Plan based on teacher observation. Student Achievement Gains or other measures as applicable. School-wide Student Gains What evidence will be used to document effect on student learning? Master Teacher Observations with Pre and Post Conferences Teacher and Student Artifacts. Formal Observations (See Appendix D) Evaluation and Observation Tools as determined by Q-Comp Support Team Teachers will demonstrate attainment of goals determined by Master Teacher Observations. Artifacts evident in Hopkins Indicators of Effective Instruction as tied to Observation Rubric (See Appendix E) Standardized Tests like MCAs, Iowa Test of Basic Skills, ACT s Explore and Plan. How is evidence tied to performance pay? 80% of Performance Pay will be determined by teacher being proficient in all boldfaced components in the Framework s Domains. (See Appendix D) Supports the 80% Performance Pay Supports the 10% School Wide Achievement Performance Pay. Vehicle to demonstrate the 80% Performance Compensation. 10% of Performance Pay is tied to Individual Student Achievement using artifacts and components of Hopkins Indicators. 10% of Performance Pay is tied to Q-Comp goal achievement, as identified by achievement test used to measure individual growth of student groups.

12 Page 12 Other 4. Objective and comprehensive teacher evaluation system based on the educational improvement plan, the staff development plan and multiple evaluations of a teacher s performance conducted by the locally selected and trained evaluation team that includes classroom observations of instructional practice. 4.1 Objective evaluation that includes an instructional performance tool. Describe how this instructional performance tool is comprehensive and aligned with the educational improvement plan and the staff development plan. Classroom observations will be scheduled according to the professional development calendar provided in Appendix C. Classroom observations of teachers working on Q-Comp school wide achievement goals will be scheduled differently than other staff members to ensure that modeling and coaching of instructional strategies to meet Q-Comp goals are maximized. 4.2 Classroom observations Describe how the performance tool focuses on instructional practice and how the evaluation process is aligned to teacher compensation in the teachers salary schedule. Classroom observations are based on the Hopkins Framework for Effective Teaching. The evaluation tool and rubric for teachers to understand how proficiency is attained can be found in Appendix D. Hopkins Schools modified the tool to narrow the focus of observations to instructional practice. These are boldfaced on the evaluation tool. 80% of Performance Pay will be allocated to teachers based on 100% proficiency in bolded items at the end of the second formal observation or evaluation. 4.3 Multiple evaluations by a trained team Describe who will be on the team, how many observations each member of the team will be responsible for over the course of the year, and any other responsibilities related to evaluation process. Use table below and add additional explanation. Team member position Number of observations per year Other evaluation responsibilities Master Teachers Site Instructional Leader Content and Instructional Coaches (Content and NUA)) 2 formal observations per Staff Member As Determined by Q-Comp and Teaching Teams (See Professional Development Calendar, Appendix C) As Determined by Q-Comp and Teaching Teams (See Professional Development Calendar, Appendix C) As Determined by Q-Comp and Teaching Teams (See Professional Development Calendar, Appendix C) 4.4 Equitable, feasible, valid, and transparent Describe process for selecting the evaluation team and the training module(s) required of each evaluation team member? How will inter-rater reliability be ensured? Will teacher self-analysis/reflection be an option? How will the site/district ensure the observation cycle will be done in a timely and appropriate manner? How will post-observation conferences be scheduled? How will score inflation be monitored? The process for selecting the evaluation team was a competitive interview process involving tenured teaching staff. Interview teams that selected each Master Teacher were district teachers and site administrators. Master Teachers, Site Content Leaders, and Site Instructional Leaders will participate in training for conducting effective classroom observations and providing feedback. This training will be provided by external and internal facilitators. Observers will observe each other s classrooms and do paired observations to ensure high inter-rater

13 Page 13 reliability. Other training to control for reliability will be to review observation process weekly and observe videotaped instruction as a large group to discuss evaluations. Observations will be conducted as identified on professional development calendar. District will ensure cycle is completed by monitoring completion and storage of electronic evaluations on district computer server. Pre- and post-observation conferences are required by the negotiated agreement with HEA and will be scheduled with each observation. It is expected that each teacher reflect on his or her teaching and discuss insights, ideas, and professional growth as a result with Master Teachers. This is outlined in the Framework evaluation tool. 5. Alternative teacher professional pay schedule. 5.1 If an alternative compensation system was not implemented in the previous master agreement, describe how the plan in this application accomplishes the transitions from steps and lanes to a new salary schedule. Under the Hopkins Compensation Model (HCM) steps and lanes and automatic salary increases have been eliminated and replaced with a performance appraisal system for all faculty members. (See Appendix D, Hopkins Compensation Model Regulations) 5.2 Describe salary schedule with at least 60% of teacher compensation increase based on a) school achievement gains under section 120B.35, or locally selected standardized assessments, or both; b) student achievement gains, where available under section 120B.35, or locally selected standardized assessments, or both; and c) results of individual teacher evaluations by a locally selected evaluation team. The HCM allows all faculty members to move in the traditional manner at the beginning of the school year. Each staff member will have an established base salary at this point in time. No new additional compensation dollars will be delivered to any staff member who has not met the established performance expectations. Performance expectations are determined by observations, Q-comp goal attainment and student achievement. Student achievement measures outlined in HCM Regulations under Performance Bonus section will be reviewed by negotiating team to attempt to refine list to Hopkins Indicators of Effective Classroom Instruction. The HCM provides the opportunity for an additional performance pay during the school year. During the school year certain staff members will be eligible for performance increments, and all staff members will be eligible for a 2% base adjustment and performance pay. No new additional compensation dollars will be delivered to any staff member who has not met the established performance expectations. (Please see Appendix D HCM Regulations: Master Agreement, ) Teacher observations (80% Performance Pay) will be completed by a team of teachers using the evaluation tool and rubric associated with the Hopkins Framework for Effective Teaching (See Appendix D). Q-Comp goals (10% Performance Pay) will be measured by student Achievement gains on Iowa Test of Basic Skills and MCAs. Individual student achievement (10% Performance Pay) will be measured using artifacts and components outlined in Hopkins Indicators for Effective Practice. 5.3 Salary augmentation for teacher advancement options. Describe the conditions that must be met for career advancement and additional compensation under the alternative compensation pay system. Teacher advancement options are filled through a rigorous, open competitive process, which includes the

14 Page 14 ability to demonstrate a proficient or distinguished level of performance. Definitions of Basic and Proficient for each component of each domain are provided on Rubric for Hopkins Framework for Effective Instruction. (See Appendix D). 5.4 Attach new salary schedule. See Appendix F: Hopkins Compensation Model, Sections Professional Pay, Additions to Base, and Performance Bonus

15 Page Budget Complete the anticipated budget allocated for the implementation of the Q Comp Program. Category Expenditure Q Comp $260/student Staff Dev. 2% Set Aside* General Fund Revenues Beginning Balance 2,109, Career Ladder: Salary Augmentation (Hiring Lead Teachers) $70,000 x 6.5 FTE Master Teacher General Fund: Curriculum Coordinators Secondary Department Leaders Elementary Department Leaders High School Teachers in Leadership Team Leaders $455, $860,000 Professional Development Time: 1. Reserve Teachers 2. Extended Time 3. Other Other Professional Development Activities (See Minn. Stat. 122A.60.) $70,000 x 5.0 Site Initiative Leadership $350, Curriculum, Teaching and Learning Leadership in all *$ skill and content areas: **$ Equity Leadership Resources for Reserve Teachers Extended Time Curriculum Writing Mentorship Program Building Staff Development Programming Curriculum Leadership at all Sites Training for Master Teachers* Bargaining Unit Oversight of Q Comp** Alternative Salary Schedule 1. Professional Pay Formula for incentives: 640 FTE x $2000 $1,280, Data Collection and Analysis $2100 for Students $ Student 2. Teacher $ for Teacher Data Analysis $ $330,000 Other Mileage $ Sub Total $2,109, $330, $860, GRAND TOTAL = $3,299, *If applicable please check state law for potential exemptions.

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