West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
WEST VIRGINIA
MATHEMATICS AND SCIENCE
PARTNERSHIPS PROGRAM
No Child Left Behind Act of 2001
Title II, Part B
COMPETITIVE GRANT APPLICATION
Partnership Applications Due:
March 22, 2007
Issued by the
West Virginia Department of Education
Division of Curriculum & Instructional Services
Building 6, Room 304
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
For more information, contact John Putnam, MSP Science Coordinator at
304-558-5325 or jputnam@access.k12.wv.us.
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
General Information
Eligible Applicants:
Partnerships that consist of a mathematics, science or engineering department of
a West Virginia Institution of higher education and a high-need K-12 local
education agency (LEA) are eligible to apply. A high-need LEA is defined as one
that has:
• Annual or trend data from the WESTEST, norm-referenced tests
and/or criterion-referenced tests showing that district student achievement in
mathematics and/or science is not sufficient (see requirements in the RFP).
• Percentage of the children served by the eligible local educational agency is
from families of poverty (see specifics in the RFP).
• Teacher quality issues, such that not all mathematics and science teachers hold
full certification or appropriate endorsement, or are placed in teaching
assignments that are beyond their expertise and experience levels.
Eligible partnerships may include other mathematics, science, engineering, or
teacher training departments of institutions of higher education; additional school
districts; public charter schools; public or private elementary schools or
secondary schools or consortia of such schools; RESA’s; businesses; or
nonprofit or for-profit organizations of demonstrated effectiveness in improving
the quality of mathematics and science teachers. Each partnership must
designate a member of the partnership to serve as the fiscal/administrative agent
for the grant.
Grant Award: It is anticipated that four new awards of approximately
$189,000.00 each per year for three years will be awarded. Continuation of
funding will be determined on an annual basis through annual reporting and
availability of funds. Individual grant awards will not exceed $189,000 for each
funding cycle of the program.
Application Availability: Application will be available online at
http://wvde.state.wv.us on or before January 17, 2007.
Application Deadline: Mail the original and three copies to:
John Putnam, MSP Science Coordinator
West Virginia Department of Education
Building 6, Room 304
1900 Kanawha Boulevard East
Charleston, West Virginia
25305-0330
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Ensure WVDE’s receipt of the application no later than March 22, 2007.
Proposals also may be hand-delivered to the West Virginia Department of
Education, room 304.
Technical Assistance Conference: At this conference, staff from the West
Virginia Department of Education will thoroughly describe each segment of the
application, explain the grant requirements and provide ample time for questions
and answers. An advantage in participating in the meetings is listening to
questions and answers from other applicants considering the design of their
proposals. Applicants interested in applying for grants are encouraged to
participate in the conference.
The West Virginia Title IIB Mathematics Science Partnership conference will be
held February 12-14, 2007 from 8:00 a.m. to 4:00 p.m., at the Holiday Inn
Express at Charleston, WV. If you are interested in participating, you must preregister by email to John Putnam jputnam@access.k12.wv.us or call
304-558-5325 before February 6, 2007. You may reserve a sleeping room for a
rate of $77.00 per night at the Holiday Inn Express by calling 304-345-0600.
January 17, 2007
February 6, 2007
February 12-14, 2007
March 22, 2007
April 3-4, 2007
April 6, 2007
April 17, 2007
Timeline
Grant Application Online
Pre-Registration Technical Assistance
Conference
Technical Assistance Conference
Holiday Inn Express, Charleston, WV
Application postmarked or received by
West Virginia Department of Education
by 4:00 p.m.
Scoring of Applications
Grant Awards Announced
Required project director and core
team meeting, West Virginia
Department of Education (room 044)
Building Six, Charleston, WV
Background
The Improving Teacher Quality Grant Programs (Title II), a major component
of the No Child Left Behind Act of 2001 (NCLB), are designed to encourage
scientifically based professional development as a means for improving student
academic performance. Since schools are responsible for improving student
learning, it is essential they have highly qualified teachers leading the way.
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Title II, Part B of NCLB authorizes the Mathematics and Science Partnerships
(MSP) program as a means to improve teacher quality in these curricular areas.
MSP is intended to increase the academic achievement of students in
mathematics and science by enhancing the content knowledge and teaching
skills of classroom teachers. Partnerships between high-need school districts and
the science, technology, engineering, and mathematics (STEM) faculty in
institutions of higher education are at the core of these improvement efforts.
Other partners may include public charter schools, public or private elementary
or secondary schools, or consortia of such schools, businesses, and nonprofit or
for-profit organizations concerned with mathematics and science education.
The West Virginia Department of Education Board has allotted approximately
$756,000 (4 grants X $189,000 each) this year for the Mathematics and Science
Partnerships (WVMSP) program. Funds available for the WVMSP program will
be awarded on a competitive basis to eligible partnerships to provide programs to
improve the content expertise and teaching skills for West Virginia educators.
The intent of the legislation for the MSP program is to bring mathematics and
science teachers in elementary schools and secondary schools together with
scientists, mathematicians, and engineers to increase the subject matter
knowledge of mathematics and science teachers and improve teaching skills
through the use of sophisticated laboratory equipment and work space,
computing facilities, libraries, and other resources that institutions of higher
education are better able to provide than the elementary and secondary schools.
This legislation directs partnerships to improve and upgrade the status and
stature of mathematics and science teaching by encouraging institutions of
higher education to assume greater responsibility for improving mathematics and
science teacher education through the establishment of a comprehensive,
integrated system of recruiting, training, and advising. Partnerships are required
to engage in activities that focus on the education of mathematics and science
teachers as a career-long process that continuously stimulates teachers’
intellectual growth and upgrades teachers’ knowledge and skills.
Furthermore, the legislation supports programs that develop more rigorous
mathematics and science curricula that are aligned with challenging state and
local academic content standards and with standards expected for postsecondary study in engineering, mathematics, and science. Programs should be
designed to improve and expand professional development opportunities for
mathematics and science teachers, including training these teachers in the
effective integration of technology into curricula and instruction.
The intent of this legislation is to encourage the formation of partnerships
among institutions of higher education and local school districts, elementary
schools, and secondary schools to provide professional development activities
that increase the subject matter knowledge and teaching skills of mathematics
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
and science teachers who teach in kindergarten through grade 12. These
professional development experiences must include two-week summer institutes
and ongoing school-year follow-up sessions.
Professional development activities must:
• Be sustained, intensive, classroom-focused, and aligned with the West Virginia
Content Standards and Objectives;
• Result in an increase in the quality and quantity of professional development
experiences for teachers of mathematics and science;
• Result in demonstrable and measurable improvement in student academic
achievement in mathematics and science; and
• Focus on the concepts, principles and processes of these essential elements
of mathematical inquiry and problem-solving, scientific inquiry and
technological (engineering) design as described in the West Virginia Content
Standards and Objectives, the 21st Century Skills and the West Virginia
Frameworks, and explore these in disciplinary contexts of mathematics and the
sciences.
Each partnership must include the collaboration of post-secondary partners
and teaching partners (LEA members) and may include additional partners with
content expertise and resources that contribute to the partnership design. Postsecondary partners MUST include departments of mathematics, science, and/or
engineering. Additional partners may include those who will draw upon the strong
disciplinary expertise of the mathematicians, scientists, and engineers in
professional and other academic settings.
The design of the partnerships will require thoughtful considerations about the
individual responsibilities and mutual benefits of the partners. The Technical
Assistance Workshop will provide additional resources associated with defining,
building, and sustaining healthy educational partnerships.
Program Specifications
The goals of the West Virginia Mathematics and Science Partnerships
program are:
• To increase the content expertise of mathematics and science teachers (with
the state focus on 21st Century principles and processes associated with
mathematical inquiry and problem-solving, scientific inquiry and technological
(engineering) design);
• To increase teaching skills through access to the expertise of mathematicians,
scientists, engineers and other such professionals, their technologies and
resources; and
• To increase the understanding and application of educational research pertinent
to mathematics and science teaching and learning.
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
The primary audience focus will be secondary mathematics teachers in grades 712. However, partnerships may be funded that propose to serve participants
who are assigned to other grade levels.
An authorized activity in the MSP legislation includes encouraging
underrepresented individuals interested in mathematics and science careers
(including engineering and technology) to pursue postsecondary degrees in
majors leading to such careers. Such activities should be directed toward
developing a deeper awareness of careers in mathematics, science and
engineering for all students at late elementary and middle grade settings so that
better choices may be made by students entering programs of study at the high
school level. Special attention toward helping these teachers develop content
expertise in career cluster applications that directly require mathematics and
science knowledge and skills may be considered. This focus may include
developing or redesigning more rigorous mathematics and science curricula that
are aligned with the West Virginia Content Standards and Objectives and with
expectations for post-secondary study in mathematics and science.
The overall design plan for one funding cycle should incorporate summer
institutes, school year follow-up sessions, and evaluation summation. It is
anticipated that successful applicants will use the initial grant year in the funding
cycle to refine the proposed design. Revisions may be required for each year
based on more informed data related to program needs and participation.
Each funding cycle is tentatively for a three year period with annual performance
reviews to determine continued funding each year of the cycle. Funding in the
second and third years will be contingent upon satisfactory completion of the
current activities and sufficient federal appropriation for the program.
The following information provides applicants with an overview of the
requirements for the WVMSP program and suggests a sequence to follow
in designing the program. The sequence begins with data-based
identification of teacher and classroom needs, then the incorporation of
teaching and learning standards and scientifically based educational
research foundations to respond to those needs. The process should
continue with the identification of the proposed design elements and
delegation of responsibility for each, and planning for the program
evaluation and budget.
Comprehensive Needs Assessment
Legislation requires that proposals submitted in response to this RFP must be
based on the results of a comprehensive assessment of teacher quality and
professional development needs regarding teaching and learning of mathematics
and science of the schools and local education agencies that comprise the
eligible partnership.
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
The needs assessment should include information associated with teacher
quality and professional development needs as they relate to West Virginia
teachers. The data should be sorted by grade level, counties and LEA’s for
partnerships to use as they develop their proposals. WESTEST, WV ACT
Scores, ACT Plan, NAEP Assessment and other local needs assessment
findings shall be used to substantiate further the needs at the building or district
level.
Eligibility for Funding
Eligibility for funding as a “High Need LEA” has been determined as counties
identified for improvement under the NCLB guidelines. It is required that the
professional development be provided in an indicated County Needing
Improvement as determined by the WVDE under NCLB guidelines.
Questions concerning the eligibility of counties can be directed to John Putnam
at 305-558-5325. A list of twenty-three qualifying counties will be made available
as soon as the results are made public.
Additional Points
Ten additional points may be added when evaluating proposals for each of
the following criteria:
 Counties identified for improvement and corrective action by the WVDE.
 Counties identified for improvement that have a percentage above the
state average of math or science teacher’s not meeting the highly qualified
status.
 Proposals integrating mathematics and science instruction in middle
and/or high school.
 Proposals identified by the evaluation team as a “Lessons Learned”
proposal that builds upon research from a previous MSP grants. These
grants are not merely repeat proposals, but match innovative
improvements with effective methodologies employed in a previous MSP
project.
Standards Alignment
The MSP legislation also requires that all proposed activities must be aligned
with the challenging state teaching and learning standards in mathematics and
science and with other educational reform activities that promote student
academic achievement in mathematics and science. The West Virginia Content
Standards and Objectives for mathematics and science found at
(http://wvde.state.wv.us/) must be the primary focus of the design of partnership
activities. The newly adopted WV CSOs effective for school year 2008
should be utilized when developing professional development for teachers.
Successful proposals will identify specific standards as part of the project
objectives. Direct connections must be made to the classroom applications of
the WV CSO’s and their associated Performance Descriptors. Applicants should
document alignment to applicable national standards for teaching and learning
mathematics (see http://standards.nctm.org/) and science (see
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
http://www.nap.edu/readingroom/books/nses/) as they apply to the
responsibilities of WVMSP participants and professional development providers.
Scientifically Based Research
The partnership design must be based on a review of scientifically based
research on improving student academic achievement and strengthening the
quality of mathematics and science instruction. The research should be
incorporated within the professional development activities so that participants
can understand and apply pertinent scientifically based educational research in
practice. This research may include findings associated with the science of
learning, disaggregated socio-economic and cultural contexts, etc. It may also
include projections for future mathematics, science and engineering trends and
technologies.
The term “scientifically based research” means research that involves the
application of rigorous, systematic, and objective procedures to obtain reliable
and valid knowledge relevant to education activities and programs and includes
research that:
• Employs systematic, empirical methods that draw on observation or experiment
and involve rigorous data analyses that are adequate to test the stated
hypotheses and justify the general conclusions drawn;
• Relies on measurements or observational methods that provide reliable and
valid data across evaluators and observers, across multiple measurements and
observations, and across studies by the same or different investigators;
• Is evaluated using experimental or quasi-experimental designs in which
individuals, entities, programs, or activities are assigned to different conditions,
with appropriate controls to evaluate the effects of the condition of interest and
with a preference for random-assignment experiments or other designs to the
extent that those designs contain within-condition or across-condition controls;
• Ensures that experimental studies are presented in sufficient detail and clarity
to allow for replication or, at minimum, to offer the opportunity to build
systematically on their findings; and
• Has been accepted by a peer-reviewed journal or approved by a panel of
independent experts through a comparably rigorous, objective, and scientific
review.
Action Research: All partnerships must incorporate Action Research
requirements by its participants. Partnership designs should include instruction
and guidance in the components associated with Action Research. The general
format for Action Research required for all partnerships will be discussed and
refined (for consistency) at the Technical Assistance Workshop. The collection,
compilation and analysis of the partnership participants’ Action Research should
become a part of the partnership portfolio. This requirement has been
established so that teachers can professionally test and reflect on the
applications from their WVMSP activities in their own classrooms. While Action
Research products should not be considered scientifically based educational
research, the utility of the strategy is a scientific research-based tool that is
widely and highly regarded as an effective professional development mechanism
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
for realizing and documenting implementation challenges and successes at a
personal level, and promoting ongoing professional reflective practice.
Partnership Professional Development Design Elements
The MSP legislation requires partnerships to use funds to create opportunities
for ongoing professional development of mathematics and science teachers that
improves the subject matter knowledge while promoting strong teaching skills.
Activities should include integrating reliable scientifically based research teaching
methods and technology-based teaching methods into the curriculum.
The professional development activities (summer institute) must be offered for at
least 10 days (5 of these days must be consecutive days). A workshop day must
consist of at least 6 clock-hours of participation. Grantees must also provide
ongoing (follow-up) professional development opportunities during the school
year: four days of training in addition to the 10 day summer institute. There must
be an articulated plan of action, grounded in evidence from data of the
partnership’s progress, to inform ongoing work.
The proposed program of activities must:
• Directly relate to the curriculum and academic areas in which the teacher
provides instruction and focus secondarily on pedagogy; and
• Enhance the ability of the teacher to understand and use scientifically based
educational research and the WV CSO’s and performance descriptors to select
appropriate curricula that are object-centered, experiment-oriented, and conceptand content-based.
Develop a Professional Development Plan for 21st Century Skills: To
promote 21st century learning, teachers need to be competent in 21st Century
Skills. They need to use instructional strategies that reflect current research.
Recent evaluation data indicates that sessions addressing content and pedagogy
in the context of instructional materials results in higher quality classroom
instruction.
For purposes of meeting the intent of the legislation, the use of the term
“professional development” means instructional activities that:
• Are based on scientifically based research and state academic content
standards, student academic achievement standards, and assessment;
• Improve and increase teachers’ knowledge of the academic subjects they
teach;
• Enable teachers to move toward becoming highly qualified with necessary
endorsements; and
• Are sustained, intensive, and classroom-focused in order to have a positive and
lasting impact on classroom instruction and the teacher’s performance in the
classroom.
All partnerships must focus on the concepts, principles and practices of the
three essential elements for the WVMSP (i.e., mathematical inquiry and problemsolving, scientific inquiry and technological (engineering design) in mathematics,
engineering and the sciences. Combinations of the essential elements may be
allowed, depending on the selected content and context.
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
The design elements of the partnership may also include:
• Establishing distance-learning programs for mathematics and science teachers
using curricula that are innovative, content-based, and based on scientifically
based research that is current as of the date of the program involved;
• Designing programs to prepare partnership participants to provide professional
development to other mathematics or science teachers at the school and to
assist beginning and other teachers at the school or consortia of schools,
including a mechanism to integrate the teachers’ experiences from a summer
institute into the provision of professional development and assistance; and
• Establishing and operating programs to bring mathematics and science
teachers into contact with working mathematicians, scientists, and engineers to
expand teachers’ subject matter knowledge of and research in mathematics and
science.
Other authorized activities include:
• Recruiting mathematics, engineering, and science majors into the teaching field
through the use of programs that the West Virginia Department of Education has
determined to be effective in recruiting and retaining individuals with strong
mathematics, engineering, or science backgrounds; and
• Designing programs to identify and develop exemplary mathematics and
science teachers in kindergarten-through-grade-8 classrooms.
The designs may also include instruction in the use of data and assessments to
inform and instruct classroom practice with professional development activities in
curriculum alignment and the use of technologies in the classroom. Distancelearning may be effectively incorporated. The ongoing opportunities through the
school year should complete or reinforce the summer sessions with deeper
content focus and/or broader pedagogical applications.
Partnership Responsibilities
Post-secondary Partners: Each partnership must include participation within
departments of mathematics, sciences and engineering at public and/or
nonpublic institutions of higher education (including community colleges).
Participants from other departments, particularly from departments of education,
are encouraged to participate, and teacher educators may be included as
participants in the summer institutes. Staff networking opportunities among and
between colleges of mathematics, sciences and engineering with colleges of
education at the local and state levels are encouraged. Post-secondary partners
are expected to provide significant engagement and meaningful experiences in
mathematical inquiry and problem-solving, scientific inquiry, and technological
(engineering) design in content and process settings with access to sophisticated
equipment and facilities. Partnerships will be required to include the expertise
and direct interaction of faculty mathematicians, scientists and engineers.
Post-secondary partners also may:
• Develop cohorts for partnership participation which may lead to endorsements
or specialized degrees in multi-year sequences;
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
• Incorporate content mentoring by staff members, including graduate and postgraduate students;
• Expand the established community service and outreach goals of the institution
to include partnership design components;
• Explore and test research-based improvements in standards-based teacher
preparation programs; and
• Provide waivers or vouchers for graduate credits for WVMSP participants.
LEA Partners: At least one high-need school building/district must participate in
the partnership. Each LEA partner must identify the individual teachers or
consortia of building and district staff who will commit to participate in all of the
summer institute and follow-up professional development activities.
When making a determination of who should participate, the LEA partner should
consider the number and composition of staff necessary to ensure successful
implementation at the local level. Since the WVMSP program focus is for grades
7 through 12, partnerships may focus specifically on this band in a consortium of
schools. However, the LEA or consortia could identify different combinations of
teachers, such as a kindergarten-through-grade-12 teams to focus on
longitudinal content sequencing or current WESTEST or NCLB grade-band
groupings.
Teachers participating in the partnership activities will be required to complete
the Survey of Enacted Curriculum (SEC) as an initial professional baseline and
annually for each cycle, to gather data regarding the impact of participation in the
WVMSP (Anonymity is assured for participation). Completion of the survey
requires on-line access and approximately 1½ hours of uninterrupted focus.
Principals of participating teachers will be required to complete the
administrators’ component of this survey. All costs associated with this survey
shall be covered by the grant award. Information about the survey is available
on-line at: www.SECsurvey.org and www.SEConline.org. This baseline data will
be required for evaluation of the progress of the West Virginia Mathematics and
Science Partnerships over time and contribute to informed decision-making for
mathematics and science education issues at the state and regional levels.
Teachers will be required to conduct Action Research based on partnership
activities and applications of scientifically based educational research in their
classroom. Instruction and guidance for this requirement must be provided
through the partnership. This requirement has been established so that teachers
can professionally test and reflect on the applications from their WVMSP
activities in their own classrooms. The partnership evaluation design should
include the compilation, coordination, and analysis of participant research. In this
way, teachers will become a part of scholarly engagement that builds and
extends the educational research base for improving mathematics and science
teaching and learning.
LEAs are encouraged to leverage local Title II, Part A, Teacher Quality
professional development funds for the school year to help pay for the costs of
the partnership activities. These funds may be used for teacher stipends, travel
costs, substitute reimbursements, and professional development materials and
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
supplies. Additional sources of funding should be pursued, as well. Postsecondary partners are encouraged to leverage resources, such as possible
course credits; use of sophisticated equipment, facilities and resources;
innovative program design or redesign; or other endorsement considerations.
Partnerships are encouraged to coordinate and leverage their efforts with
other existing, innovative, successful federal, state and local initiatives and
programs with similar purposes, goals, and audiences. Partnerships may include
scientists, mathematicians, engineers and other such professionals from
business or nonprofit or for-profit organizations of demonstrated effectiveness in
improving the quality of mathematics and science teachers. These partners also
may provide connections to an established network of teachers; on-line
capabilities for networking, expertise and resources; and content mentoring by
professionals from their organizational settings.
Continuation, Scale and Sustainability
Issues of scale and sustainability are important factors that should be
considered early in the design of partnerships. Proposals should include design
elements that encompass how the impact of the partnership intervention will be
deepened, broadened and sustained in successive years of the funding cycle or
beyond the term of the funded partnership. Applicants must describe options for
continuing the impact at the classroom level from ongoing implementation of
partnership activities or resources, as well as the possible options for ongoing
leverage of local, state and federal funds and resources beyond the term of the
current funding cycle. Partnerships must include strong commitments of
participation by its partners. Partnerships should include elements which respond
to data trends resulting from progressive needs assessments, the Survey of
Enacted Curriculum participation, and other continuous improvement data
sources.
Coordination with Other Programs
The Secretary’s Mathematics and Science Initiative: The U.S. Department of
Education has begun a focused, simultaneous initiative that has three
interdependent goals:
• Engage the public in recognizing the need for better mathematics and science
education for every child in our nation’s schools;
• Initiate a campaign to recruit, prepare, train, and retain teachers with strong
backgrounds in mathematics and science; and
• Develop a research base to improve our knowledge of what increases student
learning in mathematics and science.
In anticipation of the interrelationships associated with the Secretary’s
Mathematics and Science Initiative and the WVMSP, applicants should
incorporate design elements that will contribute to a broad based, campaign to
value a high-quality mathematics and science education in schools across the
state. The anticipated national focus on scientifically based educational research
about teaching and learning mathematics and science could be reinforced in the
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
design elements of the WVMSP as well. Further information about the initiative
can be found at the following website:
http://www.ed.gov/rschstat/research/progs/mathscience/index.html
Evaluation
The evaluation plan must measure the impact of the activities on the
population to be served and must include:
• Measurable objectives to increase the number of mathematics and science
teachers who participate in content-based professional development activities;
and
• Measurable objectives for improved student academic achievement on the
state’s mathematics and science assessments.
The legislation allows the inclusion of objectives and measures that address
whether there has been increased participation by students in advanced courses
in mathematics and science; increased percentages of elementary school
teachers with academic majors or minors, or group majors or minors, in
mathematics, science, or engineering; and increased percentages of secondary
school classes in mathematics and science taught by teachers with academic
majors in mathematics, science, and engineering.
The proposed evaluation plan shall be based on the hypothesis that access to
the content expertise, resources and opportunities affects participating teachers
positively (e.g., through the summer institutes, school-year follow-up sessions).
The impact should be expressed in terms of the improvement of teacher content
expertise and the stimulated or accelerated improvement of student interest and
achievement. The former should be derived, in part, from valid pre- and postassessments of content knowledge of the participating teachers and the
compilation and analysis of participants’ Action Research efforts. The evaluation
plan must include baseline and trend data from the teachers, schools and
districts participating in the West Virginia Mathematics and Science Partnerships
on student mathematics and science achievement from the past two to three
years (e.g., WESTEST, local criterion-referenced test data, as applicable), and
previous professional development experiences (e.g., information about duration,
dates, funding sources, content focus, providers).
The impact of the partnerships on informed decision-making processes and
the development and sustained implementation of policies within the continuum
of individual or organizational continuous improvement shall be explored. The
design plan must also include measures that can define and assess the value
and significance of engagement by the post-secondary partners.
The potential impact of the promising policies and practices derived from
evidence collected in the partnership should be projected. The evaluation
findings may be utilized in state-level decisions for recognition of teachers,
classrooms, buildings, districts, and partnerships, as well as identifying promising
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
policies and practices derived from the evidence collected from the WVMSP
work.
It is expected that the evaluation will include formative and summative design
elements. Partnerships should describe specific procedures for formative
evaluation data collection and analysis, and include specific steps they will take
to apply formative evaluation findings to the continuous improvement of their
partnerships.
To provide scientifically based evidence of the partnership’s impact on
participating teachers and students, an evaluation design incorporating quasiexperimental methodologies may be implemented. This element includes the
assignment of non-participating teachers (and students) to matched comparison
groups. Comparison groups should be tested along the same content knowledge
and achievement measures as participating teachers (and their students) and
should be matched to partnership participants by generalized demographic
variables, including school and/or district, subjects and grade levels taught, years
teaching experience, and other characteristics.
Partnerships must also commit to participation in all program-related state and
federal evaluations that are conducted. West Virginia partnerships will be
required to incorporate costs associated with participation in an external
statewide evaluation into their proposed budgets; the amount required equals 2
percent of the final grant award. These funds will be used for evaluation
coordination and technical assistance within and between the West Virginia
partnerships for evaluation design refinements to approved partnerships. WVDE
staff will provide technical assistance for portfolio development, common
evaluation elements and methodologies, control group decisions, and other
partnership design elements. All funded partnerships must commit to providing
data sets, reports, and other artifacts and materials to the WVDE. Site visits by
the external statewide evaluator and WVDE staff will be scheduled. A final
summary report of all West Virginia partnerships will be compiled by the
statewide evaluator annually; therefore, each partnership will be required to
submit a July evaluation report draft for inclusion in the state summary.
Each of the West Virginia Mathematics and Science Partnerships are required
to submit original reports to the U.S. Department of Education and copies to
WVDE (this requirement is being revised and notification will be sent to each
partnership upon receipt from Washington, DC.). Funded partnerships will
receive timely notification of these requirements.
Partnership Portfolio
Each successful applicant must develop a partnership portfolio as an annual
partnership product. This portfolio should include the collection and summary of
data to document the effectiveness of the partnership in the individual
classrooms, buildings, districts, and post-secondary settings. It must include the
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
evaluation of the program. The portfolio also must include information about the
roles of the partners and their impact on the learning community of the
partnership. All partners must participate in the development of this portfolio. The
portfolio will be submitted to the West Virginia Department of Education in July
and will contribute to the program evaluation described above. The portfolio will
be displayed at an autumn State Board of Education meeting.
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West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Other Requirements
Interactive participation in the online WVLearns Site discussions with partner,
participants and other MSP Projects is required. The cost associated with this
site ($4.00 per participant per year for three years) should be listed as part of the
proposed budget.
West Virginia MSP Program Coordination: All partnership leaders must attend
three directors meeting each year of the funding cycle, tentatively scheduled for
early November, April and July to provide the common foundations required for
institute design, Action Research, partnership portfolio development, evaluation,
the autumn presentation to the State Board of Education, and program
management. Expenses for attendance should be included in the proposed
budget.
The U.S. Department of Education organizes regional meetings for
partnerships throughout the country; WV partnerships should budget for one outof-state coordination meeting. No other details are available at the time of the
release of this RFP. As soon as such details are announced, partnerships will be
notified.
Autumn State Board Meeting: All partnerships are required to participate in
the annual presentation for the WVMSP at the State Board Meeting in
Charleston. Representatives from the partnerships will display artifacts from their
partnership portfolios and make presentations about the impact of the
partnerships. Expenses for participation should be included in the proposed
budget.
Design a plan for Dissemination of Project Results. Ensure the results of the
MSP evaluation are widely accessible through presentations at conferences, in
published peer reviewed journals, and electronic means. Participation in Survey
of Enacted Curriculum is required. The costs associated with the participation in
the required baseline survey must be assumed by the individual partnerships.
Proposed budgets must include the cost per participating teacher, for both preand post intervention assessment.
While no matching funds are required for this program, partners should
designate in-kind and leveraged funds to be used during each funding cycle
included in the proposal. District Title II, Part A, Teacher Quality funds may be
used for costs associated with teacher participation such as travel
reimbursements, stipends, and substitute teacher costs. Funds received shall be
used to supplement, and not supplant, funds that would otherwise be used for
proposed activities.
16
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Budgeting Issues will be addressed at the Technical Assistance Workshop.
Indirect Cost has been one area of question. For clarification, Indirect Cost is
the cost to a county (LEA) to operate a program that they would not have if that
program did not exist. It is called indirect cost because it cannot be calculated in
a direct manner. When the cost cannot be directly calculated, the program (e.g.
Title I/Title II, others) allows the LEA to calculate a cost indirectly using a rate
determined by the SEA. If the fiscal agent is determined to be an institution of
Higher Education, they too must follow the indirect cost rate for the county or
RESA in which they are partnering.
All activities for a project must be completed within the project beginning date
and the ending date. Liquidation of all obligations should be completed no later
than 90 calendar days after the project ending date.
Preference for Random Assignment/Mathematics/Mathematics and Science
Integration
Mathematics/Mathematics Science Integration This Request for Proposal
encourages projects to focus on one of two areas. The first is Advanced and
Pre-Advanced High School Mathematics as indicated by current legislative
language. The second area of focus is on the integration of mathematics and
science in the middle and/or high school.
The AP and Pre-AP professional development initiatives support teachers'
content and pedagogical knowledge development so that all students, regardless
of whether or not they take AP, will receive rigorous, challenging math and
science instruction. The AP math and science initiative has the primary objective
of increasing the number of AP opportunities, AP participation rates, and postsecondary acceptance and success rates for disadvantaged students. The
priority emphasis of West Virginia’s program on teachers of mathematics is
based on analysis of longitudinal statewide assessment data in mathematics and
science from reports such as the WV ACT scores, ACT Explore, ACT Plan,
NAEP Assessment, the Southern Regional Education Board High School
Assessment in Reading, Math, and Science, The Nations Report Card, and the
WV Higher Education Policy Commission Report on the Performance of High
School Students Enrolled in Public Colleges and Universities. The use or
incorporation of technology to support the partnership proposal is encouraged if
the proposed use of technology is supported by scientifically based research that
provides evidence that its use may increase student achievement.
Preference is given to projects that employ experimental design with
random assignment in their proposal. If random assignment is not feasible,
the project may employ a quasi-experimental design with carefully matched
comparison conditions. For experimental design, depending on the partners and
the scope of the project, random assignment may occur at the level of teachers,
schools or districts participating in the project. Alternatively, in a quasi-
17
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
experimental design, teachers, schools, or districts that are participating in the
project would be matched with comparable teachers, schools, or districts that are
not participating in the project. Student and teacher outcome data and other
relevant indicators of project success should be collected before, during, and
after participation in the project.
Proposal Format
FAXED APPLICATIONS WILL NOT BE ACCEPTED
 Applications should be double-spaced, 12 point font.
 Do not attach additional support materials, school profiles or
appendices. Excess materials will be discarded.
 Send loose leaf, do not bind or staple in any manner. Use only
temporary fasteners.
 Electronically submitted applications will be accepted as a Word
document attached to email. It is the applicant’s responsibility to contact
John Putnam to verify receipt of document. Pages requiring original
signatures must be postmarked or received no later than March 22,
2007.
Application Checklist
Please include the information in the following order with page numbers at
the bottom of the each page.
 Step 1. Cover Page [Including Statement(s) of Assurances]. Required in
order to qualify for funding (p. 17-19). Please include one page with a list
of all core partners and contact information.
 Step 2. Abstract. (1-page maximum, double-spaced, 12-pt font, no more
than 30 lines per page, one-inch margins). Required in order to qualify for
funding.
 Step 3. Partnership Narrative. (15-page maximum, double-spaced, 12-pt
font, no more than 30 lines per page, one-inch margins). (60 points)
 Needs Assessment…………………………………20 points
 Research Base……………………………………...10 points
 Plan of Work………………………………………...20 points
 Commitment and Capacity of Partnerships………10 points
 Step 4. Evaluation Plan. (5-page maximum) (20 points). Complete the
evaluation planning template-management plan worksheet in addition to the
plan narrative.
 Step 5. Budget Narrative. (4-page maximum, double-spaced, 12-pt font, no
more than 30 lines per page, one-inch margins). (15 points)
18
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
 Step 6. Budget Worksheet. Required in order to qualify for funding. Use
the sample budget worksheet, change amounts to meet the needs of the
partnership (page 30).
 Be sure to number consecutively at the bottom of every page.
 Mail one original of the completed grant application to the West Virginia
Department of Education. Electronically submitted applications will be
accepted as a Word document attached to email. It is the applicant’s
responsibility to contact John Putnam to verify receipt of document. Pages
requiring original signatures must be received postmarked no later than
March 22, 2007. Plan early enough so that those responsible for signing
the documents have time to review them prior to the application due
date.
19
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
APPLICATION COVER PAGE FOR FISCAL AGENT
REQUESTED FUNDING
$____________________
TOTAL # OF TEACHERS THAT WILL BE SERVED:
__________
TEACHER-DISCIPLINARY-FACULTY CONTACT TIME (per TEACHER): __________
ORGANIZATION THAT WILL SERVE AS FISCAL AGENT: ____________________
OTHER REQUIRED PARTNER:
____________________
Project Director__________________________
Mailing Address
City________________________State_____Zip
Phone_________________FAX_________________E-mail
Grant Accountant Name and Title
Phone_________________FAX_________________E-mail
Superintendent
Mailing Address (if different from above)___________________________
City________________________State
Zip
____
2006-2009 Fiscal Agent Statement of Assurances








The Grantee assures and certifies compliance with the regulations, policies and
requirements as they relate to the acceptance and use of federal funds for programs
included in this application.
The Grantee assures and certifies compliance with the Children’s Internet Protection Act
(CIPA) regulations, policies and requirements.
The Grantee assures that timely and meaningful consultation with appropriate private
school officials during the design and development of programs has occurred and that
continued consultation throughout the implementation of these programs will occur.
The Grantee agrees to carry out the project as proposed in the application.
None of the monies received through Mathematics and Science Partnerships Program
(West Virginia Title IIB MSP) Grants shall be used to replace funds for existing programs
that are a responsibility of the school system. West Virginia Title IIB MSP Funds may be
used to supplement not supplant regular education programs.
Annually, the district will submit an evaluation report to the West Virginia Department of
Education. Reports will include the submission of data requested by US Department of
Education.
The Grantee assures that the director and at least one core team member will attend all
required meetings as published in the application timeline, and a national meeting in
Washington, DC.
Sanctions may include but are not limited to reduction or revocation of grant award.
Signature of Chief Administrator/Date
Signature of Project Director/Date
___________________________________________________________________
Print Name of Chief Administrator
Print Name of Project Director
20
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
STATEMENT OF ASSURANCES FOR PARTNERSHIP MEMBERS
(Each Partner must complete one Statement of Assurances/Commitment form)
Applicant District (Fiscal Agent)
Partner Organization
Contact Name
Mailing Address
City
Phone
FAX
__
__
__
__
__
__
Title
State
E-mail
Zip
2006-2009 District/RESA/Partner Statement of Assurances







The partnership member assures and certifies compliance with the regulations, policies
and requirements as they relate to the acceptance and use of federal funds for programs
included in this application.
The partnership member assures and certifies compliance with the Children’s Internet
Protection Act (CIPA) regulations, policies and requirements.
The partnership member assures that timely and meaningful consultation with
appropriate private school officials during the design and development of programs has
occurred and that continued consultation throughout the implementation of funded
activities will occur.
The partnership member agrees to carry out the project as proposed in the application.
None of the monies received through Mathematics and Science Partnership Program
(West Virginia Title IIB MSP) Grants shall be used to replace funds for existing programs
that are a responsibility of the school district. West Virginia Title IIB MSP Funds may be
used to supplement not supplant regular education programs.
Annually, the partnership members will cooperate in collecting data a final evaluation
report to the West Virginia Department of Education. In addition, the partnership
member will submit data requested by US Department of Education.
All requested information related to grant activities will be provided to WVDE in a timely
manner.
Signature of Authorized Agent
Title
Date
Print Name of Authorized Agent
Title
Date
__
________
21
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
STATEMENT OF COMMITMENT
Applicant District (Fiscal Agent)
Partner Organization
Contact Name
Mailing Address
City
Phone
FAX
Title
State
Zip
E-mail
Describe the specific and definitive role for this partner in the MSP Program.
What will this partner do? What contributions will this partner make to the
partnership? Provide evidence that the proposed activities are integral to this
partner’s educational plan:
Signature of Authorized Agent
Title
Date
Print Name of Authorized Agent
Title
Date
22
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
WEST VIRGINIA TITLE IIB MSP
COMPETITIVE APPLICATION SCORING RUBRIC
Required for Reading/Funding
(0-2 points each)
______Cover Page is complete including Statement of Assurances
for each partnership member with all required signatures.
______List of Core Partner Districts includes name of a contact
person for each district along with their phone number
and email address.
______Abstract of the Proposed Project. 1 page maximum
(double-spaced, 12-pt. font, no more than 30 lines per
page, one-inch margins). The project outlined in the
abstract briefly describes the project vision, goals,
activities, key features, and beliefs.
______Budget Worksheet reflects the same amount of funds
described in the Budget Narrative.
______Partnership meets the eligibility criteria for at least one
high need LEA and one partner from the faculty of the
math, science, or engineering departments of a Higher
Education Institution.
Additional Points for Eligibility: It is required that each “High Need LEA”
has been determined as counties identified for improvement under the
NCLB guidelines. (0-10 points each)
______ Counties identified for improvement and corrective action by
WVDE
______Counties identified for improvement that have a percentage above the
state average of math or science teacher’s not meeting the highly
qualified status.
______Proposals integrating mathematics and science instruction in middle
and/or high school.
______Proposals identified by the evaluation team as a “Lessons Learned”
proposal that builds upon research from a previous MSP grant. These
proposals must not be merely repeat proposals, but match innovative
improvements with effective methodologies employed in a previous MSP
project.
23
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Partnership Narrative
The partnership narrative is limited to a 15 page maximum; double-spaced; 12-point font,
no more than 30 lines per page, one-inch margins. Single spaced tables are allowed.
A. Needs Assessment: The needs assessment should indicate a clear statement of needs
derived from a comprehensive needs assessment and how the goals and objectives of the
program are directly related to those needs.
Points: 0-5
The needs assessment:
 Provides no evidence
that eligible teachers
participating in both
the experimental and
comparison group are
currently teaching in
districts where less
than 98% of self
contained elementary
teachers, or less than
98% of science or
mathematics courses
are taught by teachers
who do not meet high
quality teacher status.

Provides no evidence
of using the school
partners’
WV
Statewide Assessment
data
to
provide
evidence of need for
Professional
Development in the
selected content area.

The
partnership’s
goals and objectives
are
built
on
an
analysis of a single or
limited data sources,
but strategies or action
steps are written to
help achieve the goals
and objectives without
connection
to
the
goals or objectives by
research.
Points: 6-10
Points: 11-15
The needs assessment:
The needs assessment:
 Provides some evidence that  Provides
clear
and
eligible teachers participating
convincing evidence that
in both the experimental and
eligible
teacher
comparison
group
are
participating in both the
currently teaching in districts
experimental
and
where less than 98% of self
comparison group are
contained
elementary
currently
teaching
in
teachers, or less than 98%
districts where less than
of science or mathematics
98% of self contained
courses are taught by
elementary teachers, or
teachers who do not meet
less than 98% of science
high quality teacher status.
or mathematics courses
are taught by teachers who
do not meet high quality
 Provides some evidence of
teacher status.
using the school partners’
WV Statewide Assessment
data to provide evidence of  Provides
clear
and
need
for
Professional
convincing evidence of
Development in the selected
using the school partners’
content area.
WV Statewide Assessment
data to provide evidence of
need
for
Professional
 The partnership’s goals and
Development
in
the
objectives are built on an
selected
content
area.
analysis of several student
outcome data sources, and
strategies or action steps are  The partnership’s goals
written
based
on
the
and objectives are built on
expectation that they will
a
broad
analysis
of
help achieve the goals and
multiple student outcome
objectives.
data sources, from which a
summary of priorities are
stated, and strategies and
action steps are written
based on the informed
(from
research)
expectation that they will
help achieve the goals and
objectives.
24
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Score________Comments:________________________________________________
______________________________________________________________________
B.
Scientifically Based-Research: The literature review should discuss and cite
the current state of knowledge relevant to the program. This brief literature review should
clearly indicate why the proposed activities were selected or designed. If the proposal
builds on prior work, lessons learned are described and how these lessons are
incorporated in the program is included.
Points: 0-3
The literature reviewed:
 does not support the
program.
 vaguely states lessons
learned from prior work.
 does not provide
references that employ
sound research
methods.
 does not cite research
from peer reviewed
journals.
Points: 4-7
The literature reviewed:
 supports some of the
proposed activities
selected or designed in the
program.
 states some lessons
learned from prior work.
 provides references that
employ some sound
research methods.
 cites some accepted
research sources from
peer reviewed journals.
Points: 8-10
The literature reviewed:
 clearly defines and
supports the
proposed activities
selected or designed
in the program.
 supports and clearly
states lessons
learned on prior
work.
 provides references
that employ sound
research methods.
 cites strong accepted
research sources
from peer reviewed
journals.
Score:_______Comments:________________________________________________
______________________________________________________________________
______________________________________________________________________
25
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
C. Work Plan: A proposal must clearly describe the program activities based on the
measurable goals, objectives and the responsibility of each of the partners. The program
description should indicate a timeline and an estimated number, type, duration and
intensity of professional development activities.
Points: 0-6
Points: 7-14
Points: 15-20
The work plan:
The work plan:
The work plan:






does
not
describe 
specific
program
activities that link the
goals and objectives
stated in the program or
the data provided by the
needs assessment.

the responsibilities of
the partners are not
defined
and
they
account for few goals
and objectives.
does not
timelines
program.
define
for
the 
the
does not describe how 
activities will increase
the number of teachers
who participate in the
professional
development.

does not explain how
professional
development activities
are linked with state

content standards and
21st century skills.
provides some program 
activities that link the goals
and objectives stated in the
program and the data
provided by the needs
assessment.
provides specific and clear
program activities that link the
goals and objectives stated in
the program and the data
provided
by
the
needs
assessment.
Describes
some 
responsibilities
of
the
partners and accounts for
how some of the goals and
objectives in the program will
be met.

provides general timelines
as to when activities will
occur.

describes how the activities
will increase the number of
teachers who will participate
in
the
professional
development.

links
the
professional
development activities with
state content standards and
21st century skills.

links
professional
development activities with
teacher standards.
clearly
defines
the
responsibilities of partners and
fully accounts for how all the
goals and objectives in the
program will be met.
provides definitive timelines as
to when activities will occur
and their duration.
clearly describes how the
activities will increase the
number of teachers who will
participate in professional
development.
clearly aligns professional
development activities with
state content standards and
21st century skills.
clearly aligns professional
development activities with
teacher standards.
does not explain how
professional
development activities
linked
with
teacher
standards.
Score_____________Comments___________________________________________
______________________________________________________________________
______________________________________________________________________
26
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
D. Commitment and Capacity of Partnership: The program description must clearly
demonstrate the submitting partnership has the capability of managing the program,
organizing the work, and meeting deadlines.
Points: 0-3
The partnership:
 does not provide
information about how
the program will be
managed.




Points: 4-7
The partnership:
 demonstrates the ability to
manage the program.

describes a general
process for meeting critical
needs and deadlines.

outlines a clear process for
meeting identified needs and
deadlines.
describes a general
explanation for making
decisions.

describes a clear process for
making decisions.

describes specific and definitive
roles for each partner in the
program.

provides a projected plan and
timeline for how the program will
continue beyond the three year
grant funding.
does not describe a
process for meeting
critical needs and/or
deadlines.

does not describe an
explanation for making
decisions.

describes roles for each
partner in the program.

explains in general terms
how the partnership will
continue beyond the three
year grant.
does not describe roles
for each partner in the
program.
does not explain how
the partnership will
continue beyond the
three year grant.
Points: 8-10
The partnership:
 provides a management plan
outlining the ability to manage
the program.
SCORE:_________Comments:____________________________________________
______________________________________________________________________
______________________________________________________________________
27
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Evaluation Plan: The evaluation plan narrative is limited to a 5-page maximum, doublespaced, 12-point font, and no more than 30 lines per page, one-inch margins. Single
spaced tables are allowed. Evaluation planning template, management plan must be
complete.
E. Evaluation: Each application should identify process and outcome research and
evaluation methods that the program will use and explain why those methods are
appropriate to the identified needs the proposal addresses. A proposal must make a
compelling case for the activities of the program and describe how the activities will help
the MSP program build a rigorous, cumulative, reproducible, and usable body of
findings.
Points: 0-6
The evaluation plan:
 is not based on the
use of scientific
methods or
comparison groups.



has no measurable
objectives or annual
targets which
describe progress
towards meeting the
goals and objectives
established in
response to the
identified needs.
does not measure
activities and the
number and
characteristics of
teachers
participating in
professional
development.
does not measure
student academic
achievement or
compare with
baseline data.
Points: 7-14
The evaluation plan:
 is based on the use of a
comparison group of
students, schools, or districts
utilizing experimental or
quasi-experimental design.
Description of comparison
group(s) is vague or
incomplete.

has some measurable
objectives and targets which
may indicate progress
towards meeting the goals
and objectives in response
to the identified needs.

measures some of the
activities and the number
and characteristics of
teachers participating in
professional development.

measures student academic
achievement on WESTEST
and or other achievement
tests in mathematics and/or
science assessments
compared to baseline data.
Points: 15-20
The evaluation plan:
 provides an evaluation plan
based on an experimental
design. Description of
comparison group(s)
construction is thorough and
clear.

has clear measurable
objectives and annual
targets which describe
progress toward meeting the
goals and objectives in
response to the identified
needs.

clearly measures all
activities and the number
and characteristics of
teachers participating in
professional development.

clearly measures the student
academic achievement on
WESTEST and or other
norm reference and/or
criterion reference
mathematics and/or science
assessments compared to
baseline data.
Score:________________Comments:________________________________________
______________________________________________________________________
______________________________________________________________________
28
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Budget Narrative
F. Budget Justification: The budget justification should clearly be tied to the scope
and requirements of the program. The budget narrative should describe the basis for
determining the amounts shown on the program budget page. All proposals should
include provisions for evaluation of the activities in an annual performance report and a
hardcopy of the budget.
Points: 0-5
Points: 6-10
Points: 11-15
The budget provides:
The budget provides:
The budget provides:
 no justification or
 justification of costs
 strong justification of costs of
justification is vague
of the program are
the program are reasonable
for the program
reasonable and the
and clearly show the budget is
costs.
budget meets the
sufficient to meet the program
program needs.
needs.
 no description about
how all available
 a description about
 a specific description about
federal, state, local
how all available
how all available federal, state,
and private
federal, state, local
local and private resources will
resources will be
and private resources
be used to coordinate services
used to coordinate
will be used to
to support and sustain the
services to support
coordinate services
program.
and sustain the
to support and
program.
sustain the program.
 strong evidence that each
partner will reduce indirect
 no evidence that
 some evidence that
costs in order to meet
each partner will
each partner will
restricted indirect cost rates of
reduce indirect costs
reduce indirect costs
partnering LEA or RESA.
in order to meet the
in order to meet the
restricted indirect
restricted indirect
 a clear description of the plans
cost rates of the
cost rates of
for financial support for the
partnering LEA or
partnering LEA or
partnership’s participation in
RESA.
RESA.
statewide professional
development: West Virginia
 no financial support
 some financial
State Math Conference or
for the partnership’s
support for the
West Virginia State Science
participation in
partnership’s
Conference for the purpose of
statewide
participation in
dissemination of progress and
professional
statewide
results.
development: West
professional
Virginia State Math
development: West
Conference or West
Virginia State Math
Virginia State
Conference or West
Science Conference
Virginia State
for the purpose of
Science Conference
dissemination of
for the purpose of
progress and
dissemination of
results.
progress and results.
29
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Score:___________________Comments:_____________________________________
______________________________________________________________________
Overall comments/concerns
The following comments highlight the overall positive aspect(s) of the application
The following comments / questions highlight overall concerns with the grant application:
Total Score_________________________________________
Fund 
Fund with revision 
Do not Fund 
30
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
31
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Appendix A: Partnership Narrative
Key Steps
Timeline
Who is involved?
Point Person
Required
resources
Evaluation
1
2
3
4
32
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Appendix B: Sample
MSP Budget Worksheet
Fiscal Agent: ____________
Program: Title IIB MSP: Competitive Application. Project Code: 4042X
Instruction
Instructional
Regular
Staff Develop
11111
12213
(Expenditures NOT (Instructional
Related to
Staff
Object
Staff Development) Development)
111
Salaries
112
Supplemental Salary
25,000
114
Stipends
25,000
136
Substitutes, Staff Dev. 25,000
211
Health Insurance
221
Social Security
3,825
231
Defined Benefit Ret.
241
Defined Contrib. Ret.
2,500
261
Workers Comp.
230
331
58X
Employee Training
Travel
591
Interagency Purchased
Services – In State
3,500
611
Supplies & Materials
5,000
614
Computer Software
5,000
734
Technology Hardware
xxx
Other (specify)
Administrative Costs @
________ %
No more than restricted
rate of LEA allowed
5,000
Total by Function
25,000
Date:
__________
Community
Services
52213
(Staff Dev.
Private
Schools)
Total by Object
$25,000
$26,000
$25,000
1,000
3,825
$2,500
$230
$100,000
$29,000
100,000
4,000
$3,500
$6,000
1,000
$5,000
$5,000
5,000
$100,055
$5,000
$130,000
$6,000
$236,055
11111 Instruction Regular: Activities dealing directly with the teaching of students.
12213 Instructional Staff Development:
Activities that contribute to the professional
growth and competence of instructional staff.
52213 Non-public School Student Services: Activities that contribute to the professional
growth and competence of instructional staff of private schools.
33
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Appendix C: INSTRUCTIONS FOR PROSPECTIVE GRANT READERS
Reading and scoring Title IIB MSP grants is an excellent opportunity to take an active
role in the awarding of grant funds. A half-day training is provided on Tuesday April 3,
2007, followed by grant reading and scoring that afternoon and Wednesday, April 4,
2007. Because of the importance of reliability in scoring the applications, it is
necessary that every reader be present for the complete session on both days.
WVDE will reimburse participants at state rates for travel, meals, and accommodations
while in attendance. The number of readers will be selected from those registering and
will include readers proportionate to the number of grant applications received.
Many people who are interested in being grant readers have a connection in one
form or another with one or more of the districts or partnerships applying for funds. This
WILL NOT disqualify you from participating in the grant reading. However, we do want
to assure that you are not assigned to read any grants that might be seen as conflicting
with your impartiality. To save time at the reading itself, we will have all of the grant
reading teams organized prior to your arrival.
To assist us in this effort, please register by calling John Putnam at 304-558-5325.
You will be asked to indicate any school, district, or partnership which you or your
organization:
1.
Have assisted in the preparation of an Title IIB MSP formula or competitive grant
proposal
2.
Have supported in their efforts to obtain Title IIB MSP formula or competitive
grant funding
3.
Intend to participate in any way in either proposed Title IIB MSP formula or
competitive grant activities
34
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Appendix D: Five Critical Levels of Professional Development Evaluation
Evaluation
Level
1. Participants’
Reactions
2. Participants’
Learning
3. Organization
Support &
Change
4. Participants’
Use of New
Knowledge &
Skills
5. Student
Learning
Outcomes
Adapted from Evaluating Professional Development by Dr. Thomas Guskey, Corwin Press, 2000, p 79
What Questions Are Addressed?
How Will Information
What is Measured or
How Will Information
be Gathered?
Assessed?
Be Used?

Did they like it?

Was their time well spent?

Did the material make sense?

Will it be useful?

Was the leader knowledgeable and helpful?

Were the refreshments fresh and tasty?

Was the room the right temperature?

Were the chairs comfortable?

Did participants acquire the intended
knowledge and skills?

What was the impact on the organization?

Did it affect organizational climate
/procedures?

Was implementation advocated, facilitated,
and supported?

Was the support public and overt?

Were problems addressed quickly and
efficiently?

Were sufficient resources made available?

Were successes recognized and shared?

Did participants effectively apply the new
knowledge and skills?

How are participants using what they
learned?

What challenges are participants
encountering?

What was the impact on students?

Did it affect performance or achievement?

Did it influence physical or emotional
health?

Are students more confident as learners?

Is attendance improving?

Are dropouts decreasing?

How does the new learning affect other
aspects of the organization?

Questionnaires
administered at the end of
the session

Initial satisfaction with the
experience

To improve
program design and
delivery

Paper and pencil

Simulations

Demonstrations

Participant
reflections

Participant portfolios

District and school
records

Minutes from followup meetings

Questionnaires

Structured interviews
with participants and
district or school
administrators

Participant portfolios

Questionnaires

Structured interviews
with participants and their
supervisors

Participant
reflections

Participant portfolios

Direct observations

Video or audio tapes

Student records

School records

Questionnaires

Structured interviews
with students, parents,
teachers, and/or
administrators

Participant portfolios

New knowledge and skills of
participants

To improve
program content,
format, and
organization

The organization’s advocacy,
support, accommodation,
facilitation, and recognition

To document and
improve organizational
support

To inform future
change efforts

Degree and quality of
implementation

To document and
improve the
implementation of
program content

Student learning outcomes:

Cognitive – Performance &
Achievement

Affective – Attitudes &
Dispositions

Psychomotor – Skills &
Behaviors

Student work samples

Performance assessments

To focus and
improve all aspects of
program design,
implementation, and
follow-up

To demonstrate the
overall impact of
professional
development
35
West Virginia Mathematics and Science Partnership Program (NCLB Title IIB MSP)
Competitive Application 2007-2008
Evaluation Activities
What evaluation activities
will occur?
Appendix E: Evaluation Planning Template-Management Plan
Description/Data Source
Timeframe
Person Responsible
What data collection tools When will the evaluation
Who will be responsible
will be used?
activity occur?
for ensuring the activity
occurs?
Resources
What resources do you
need to do the evaluation?
Note: This evaluation management plan template is adapted from Planning for Evaluation by SEIR*TEC www.seirtec.org 2005
36