WEST VIRGINIA
MATHEMATICS AND SCIENCE
PARTNERSHIPS PROGRAM
No Child Left Behind Act of 2001
Title II, Part B
COMPETITIVE GRANT APPLICATION
Partnership Applications Due:
October 30, 2015
Issued by the
West Virginia Department of Education
Department of Teaching and Learning
Building 6, Room 603
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
For more information, contact
Teresa B. Hammond
Assistant Director, Office of Early Learning
304-558-9994 or thammond@k12.wv.us
West Virginia Board of Education
2015-2016
Michael I. Green, President
Lloyd G. Jackson II, Vice President
Tina H. Combs, Secretary
Thomas W. Campbell, Member
Beverly E. Kingery, Member
L. Wade Linger, Jr., Member
Gayle C. Manchin, Member
William M. White, Member
James S. Wilson, Member
Paul L. Hill, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
Sarah A. Tucker, Ex Officio
Interim Chancellor
West Virginia Community and Technical College Education
Michael J. Martirano, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
Table of Contents
Timeline......................................................................................................................................................... 2
General Information....................................................................................................................................... 3
Background................................................................................................................................................... 6
Professional Learning Activities.................................................................................................................... 7
Program Specifications................................................................................................................................. 8
Rationale and Specifications......................................................................................................................... 9
Comprehensive Needs Assessment..................................................................................................... 9
Eligibility for Funding............................................................................................................................. 9
Additional Points.................................................................................................................................... 9
Standards Alignment........................................................................................................................... 10
Scientifically Based Research............................................................................................................. 10
Action Research.................................................................................................................................. 11
Partnership Professional Learning Design Elements.......................................................................... 11
Design Elements of the Partnership.................................................................................................... 12
Other Authorized Activities.................................................................................................................. 12
Partnership Responsibilities................................................................................................................ 13
Continuation, Scale and Sustainability................................................................................................ 14
Coordination with Other Programs...................................................................................................... 14
Evaluation............................................................................................................................................ 15
Partnership Portfolio............................................................................................................................ 16
Other Requirements............................................................................................................................ 17
Preference for Random Assignment........................................................................................................... 18
Proposal Format.................................................................................................................................. 18
Application Checklist................................................................................................................................... 19
Application cover page (for Fiscal Agent), Assurances, and Commitments.............................................. 20
Appendix A: Eligibility................................................................................................................................. 25
Appendix B: Scoring Rubric....................................................................................................................... 29
Appendix C: Partnership Narrative............................................................................................................ 37
Appendix D: Sample Budget Worksheet................................................................................................... 38
Appendix E: Instructions for Prospective Grant Readers.......................................................................... 39
Appendix F: Five Levels of Professional Learning Evaluation.................................................................... 40
Appendix G: Evaluation Planning Template-Management Plan................................................................. 42
Competitive Application Fiscal Year 2015-2016
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Timeline
2
September 1, 2015
Grant application sent to all RESAs, colleges, universities and others
requesting information.
September 15, 2015
Nonbinding letter of intent to submit proposal. Submit to Teresa
Hammond (thammond@k12.wv.us). (E-mails Preferred)
October 6, 2015
Technical Assistance Webinar for Partnership Grant Writing Please
contact Teresa Hammond for login information. 9:00-11:00 am
October 30, 2015
Applications should be submitted electronically to Teresa Hammond
by October 30, 2015. Original copies of assurances (pages 21-23) with
original signature must be received by the WVDE by 4:00. (Applications
with signature pages not received in time will not be considered for
review presentation.)
December 7-11, 2015
Presentation of grant proposal at the West Virginia Department of
Education
January 4, 2016
Grant awards announced
January 25, 2016
Required project directors and core team meeting via Skype
September 30, 2016
Final Obligation Date for first year funding and Report due to United
States Department of Education
October 31, 2016
Final Liquidation Date for first year funding
West Virginia Partnership for Providing Mathematics and Science Teachers
General Applicant Information
Applications should be e-mailed to Teresa Hammond and identified forms requiring
original signatures must be received by 4:00 pm on December 10, 2015
Who do we contact for assistance?
For additional assistance or questions related to West Virginia Mathematics and Science
Partnership applications, please contact:
Application Process Questions
Teresa Hammond, Assistant Director, Office of Early Learning
Office Teaching and Learning
Building 6, Room 603
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
304-558-9994
thammond@k12.wv.us
FAXED APPLICATIONS WILL NOT BE ACCEPTED
Directions for Electronically Submitted Applications to Teresa Hammond (thammond@k12.wv.us)
• Applications should be double-spaced, 12 point font.
• Electronically submitted applications WILL be accepted as a Word document or PDF file attached
to an e-mail.
• It is the applicant’s responsibility to contact Teresa Hammond to verify receipt of document.
• Forms requiring original signatures must be received by WVDE no later than October 30, 2015.
Address your application packets to:
Teresa Hammond, Assistant Director, Office of Early Learning
Office Teaching and Learning
Building 6, Room 603
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
Competitive Application Fiscal Year 2015-2016
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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 Pre-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 WV General Summative Assessment, 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 are from families of
poverty (data available on request.)
• 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,
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: Continuation of funding will be determined on an annual basis through annual reporting
and availability of funds. Please note there is no guarantee of continued funding from the USDOE.
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West Virginia Partnership for Providing Mathematics and Science Teachers
Application Availability: Application will be available online at
http://wvde.state.wv.us/oel/math-science-partnership.php
Application Deadline: October 30, 2015
Submitted Electronically: thammond@k12.wv.us
Pages containing Assurance Statements (pages 21-23) with original signatures
should be mailed to
Teresa Hammond, Assistant Director, Office of Early Learning
Office Teaching and Learning
Building 6, Room 603
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
Ensure WVDE’s receipt of the proposal no later than October 30, 2015
Forms requiring original signatures may also be hand-delivered to the West Virginia Department of
Education, Room 603.
Technical Assistance: Technical assistance will be provided through a Technical Assistance Skype
webinar. This webinar will describe each segment of the application, explain the grant requirements and
provide ample time for questions and answers. An advantage in participating in the webinar 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 webinar. Please contact Teresa
Hammond at thammond@k12.wv.us for webinar login information.
Competitive Application Fiscal Year 2015-2016
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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 learning 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.
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 is awarding 3 year grants 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 post-secondary study in engineering, mathematics, and science. Programs
should be designed to improve and expand professional learning 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
learning activities that increase the subject matter knowledge and teaching skills of mathematics and
science teachers who teach in kindergarten through grade 12. These professional learning
experiences must include two-week summer institutes and ongoing school-year
follow-up sessions.
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West Virginia Partnership for Providing Mathematics and Science Teachers
Professional Learning Activities
• Be sustained, intensive, classroom-focused, and aligned with the West Virginia Next Generation
Content Standards and Objectives, and the West Virginia Board of Education Professional
Learning Goals;
• Result in an increase in the quality and quantity of professional learning 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 Next Generation Content Standards
and Objectives, and the 21st Century Learning Skills and Technology Tools, 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. Post-secondary 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 Webinar will provide additional resources associated
with defining, building, and sustaining healthy educational partnerships.
Competitive Application Fiscal Year 2015-2016
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Program Specifications
The goals of the West Virginia Mathematics and Science Partnerships (WVMSP) 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.
An authorized activity in the (Math Science Partnerships) 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 Next Generation
Content Standards and Objectives and with expectations for post-secondary study in mathematics and
science.
The overall design plan for one funding cycle shall 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 granted 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 databased 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.
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West Virginia Partnership for Providing Mathematics and Science Teachers
Rationale and Specifications
Partnerships formed as a result of this RFP are to mutually benefit both the institution of higher education,
and the LEA. Research should be tied to current projects at the IHE and address the educational
requirements/needs of the LEA by promoting best practices, Next Generation Content Standards and
Objectives, and the WVBE Professional Learning Standards. The partnership should focus specifically
on promoting mathematics and science teacher preparation programs for pre-service teachers,
enriching and developing pedagogy of pre-service and in-service teachers, and as an end result,
positively impact student achievement in mathematics and/or science and STEM related courses. The
RFP should benefit pre-service and in-service educators by incorporating endorsements in mathematics,
science and/or STEM.
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 learning needs regarding the teaching
and learning of mathematics and science in the schools and local education agencies that comprise the
eligible partnership.
The needs assessment should include information associated with teacher quality and professional
learning 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. West Virginia General
Summative Assessment, 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 with a greater percentage
of students at the poverty level than the state average, counties identified for improvement under
the Elementary and Secondary Education Act (ESEA) guidelines or counties where the percent of
classrooms instructed by highly qualified teachers is below the state average. It is required that
the professional learning be provided in an indicated County Needing Improvement
as determined by the WVDE under ESEA guidelines. Questions concerning the eligibility of
counties can be directed to Teresa Hammond at 304-558-9994.
Additional Points
Ten additional points may be added when evaluating proposals for each of the following criteria:
• Participation of counties identified for improvement and corrective action by the WVDE.
• Participation of counties/schools identified for improvement that has a percentage above the state
average of math or science teacher’s not meeting the highly qualified status.
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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 Next
Generation 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. Successful
proposals will identify specific standards as part of the project objectives. Direct connections must
be made to the classroom applications of the WV Next Generation Content Standards and Objectives.
Applicants should document alignment to applicable national standards for teaching and learning
mathematics (see http://standards.nctm.org/) and science (see http://www.nap.edu/openbook.
php?record_id=4962&page=55 and http://www.nextgenscience.org/next-generation-science-standards)
as they apply to the responsibilities of WVMSP participants and the professional learning they provide.
Proposals must clearly define the mathematical and/or science content for the first year including the
justification for selecting the identified content. Procedures and strategies for developing teacher
content knowledge must be clearly described. The process for identifying content for future years must
be articulated.
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 learning 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.
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West Virginia Partnership for Providing Mathematics and Science Teachers
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)
during the Technical Assistance Webinar. 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. Detailed plans for action research may be submitted by the
partnership after the awarding of the grant. These plans will be revised annually to reflect the focus
for each year’s content. 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 learning mechanism for realizing and documenting implementation
challenges and successes at a personal level, and promoting ongoing professional reflective practice.
Partnership Professional Learning Design Elements
The MSP legislation requires partnerships to use funds to create opportunities for ongoing professional
learning 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 learning 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 the equivalent of four days of ongoing (follow-up) professional
learning opportunities during the school year 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. The proposed plan must provide a detailed description of this
content along with the rationale for selecting the content. The delivery of mathematical content
should model appropriate classroom instruction.
• Enhance the ability of the teacher to understand and use scientifically based educational research
and the WV Next Generation Content Standards and Objectives and performance descriptors
to select appropriate curricula that are object-centered, experiment-oriented, and concept- and
content-based.
Develop a Professional Learning 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.
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For purposes of meeting the intent of the legislation, the use of the term “professional learning” 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 problem-solving, 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. Proposals must define the focus
of the content and context.
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 learning 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 learning 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
Pre-K-8 classrooms.
• Designs may also include instruction in the use of data and assessments to inform and instruct
classroom practice with professional learning activities in curriculum alignment and the use of
technologies in the classroom.
• Distance-learning may be effectively incorporated.
• Ongoing opportunities through the school year should complete or reinforce the summer sessions
with deeper content focus and/or broader pedagogical applications.
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West Virginia Partnership for Providing Mathematics and Science Teachers
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;
• 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 who are interested in pursuing the elementary
mathematics specialist endorsement. Teachers participating in the partnership activities are required to
complete all identified components of the partnerships evaluation plan.
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. Plans for action research will be submitted annually to the WVDE Office of Early Learning
Assistant Director, Teresa Hammond. Detailed plans for year 1 may be submitted after the awarding
of the grant to the partnership. LEAs are encouraged to leverage local Title II, Part A, Teacher Quality
professional learning 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
learning materials and 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.
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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.
Coordination with Other Programs
Federal STEM Initiative:
The United States has become a global leader, in large part, through the genius and hard work of
its scientists, engineers and innovators. Yet today, that position is threatened as comparatively few
American students pursue expertise in the fields of science, technology, engineering and mathematics
(STEM)—and by an inadequate pipeline of teachers skilled in those subjects.
This initiative is designed achieve the following objectives:
Increase access to and improve the quality of PreK-12, postsecondary, and informal STEM education.
Literacy and Proficiency Objective 1: Increase interest and engagement in STEM among children
and adults, especially those from groups traditionally underrepresented in STEM, so that learners are
motivated to explore and participate in STEM throughout their lives.
Literacy and Proficiency Objective 2: Increase opportunities for children and adults, especially for
members of groups traditionally underrepresented in STEM, to develop deeper STEM knowledge,
skills, and abilities.
Literacy and Proficiency Objective 3: Improve STEM educator and leader preparation, induction,
and professional learning programs, especially for those individuals from groups traditionally
underrepresented in STEM, to improve the quality of STEM instruction.
Literacy and Proficiency Objective 4: Improve the capacity of U.S. education institutions to support
effective STEM education and learning programs.
Literacy and Proficiency Objective 5: Increase the STEM learning research base and widespread
use of evidence-based STEM education practices to improve STEM education in formal and informal
learning environments.
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West Virginia Partnership for Providing Mathematics and Science Teachers
In anticipation of the interrelationships associated with the Federal Science, Technology, Engineering,
and Mathematics Initiative, 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 design elements of the
WVMSP as well. Further information about the initiative can be found at
http://www.ed.gov/category/keyword/stem
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 learning 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 post-assessments 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., West Virginia General Summative
Assessment, local criterion-referenced test data, as applicable), and previous professional learning
experiences (e.g., information about duration, dates, funding sources, content focus, providers).
Assessment of student achievement should be based on currently available resources (West Virginia
General Summative Assessment or other assessments currently being used by identified schools).
Projects shall refrain from using additional formal assessment of students. The only
assessment data for students required by the United States Department of Education
are the results on the official state assessment (West Virginia General Summative
Assessment).
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.
Competitive Application Fiscal Year 2015-2016
15
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 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 quasi-experimental methodologies may be implemented.
This element includes the assignment of nonparticipating 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. Once again,
partnerships should use existing data on student achievement and refrain from using
additional formal assessment of students.
Partnerships must also commit to participation in all program-related state and federal evaluations
that are conducted. 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 an evaluation report draft for inclusion in
the state summary.
Each of the West Virginia Mathematics and Science Partnerships are required to submit reports using
the on-line Annual Performance Review (APR) system. Reports must be submitted within 60 days of the
completion of the annual funding cycle. Additional information may be requested by the West Virginia
Department of Education.
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 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 September and will contribute to the program evaluation described above.
16
West Virginia Partnership for Providing Mathematics and Science Teachers
Other Requirements
West Virginia MSP Program Coordination: All partnership leaders must attend director’s meeting each
year of the funding cycle, to provide the common foundations required for institute design, action
research, partnership portfolio development, evaluation. 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 out-of-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.
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. Proposed budgets must include the cost per participating teacher, for both pre- and postintervention 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.
Budgeting Issues will be addressed at the Technical Assistance Webinar. 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.
Competitive Application Fiscal Year 2015-2016
17
Preference for Random Assignment/
Elementary Mathematics
Elementary Mathematics and Science
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, and NAEP Assessment. 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-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 or PDF file attached to
email. It is the applicant’s responsibility to contact Teresa Hammond to verify receipt of document.
Forms requiring original signatures must be postmarked or received no later than October 30,
2015.
18
West Virginia Partnership for Providing Mathematics and Science Teachers
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)
†† 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.
†† Applications must be submitted electronically to Teresa Hammond (thammond@k12.wv.us).
Electronically submitted applications will be accepted as a Word document or PDF file attached to
email. It is the applicant’s responsibility to contact Teresa Hammond to verify receipt of document.
Forms requiring original signatures must be received postmarked no later than October 30, 2015.
Plan early enough so that those responsible for signing the documents have
time to review them prior to the application due date.
Competitive Application Fiscal Year 2015-2016
19
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
CityStateZip
PhoneFAXE-mail
Grant Accountant Name and Title
PhoneFAXE-mail
Superintendent
Mailing Address (if different from above)
CityStateZip
20
West Virginia Partnership for Providing Mathematics and Science Teachers
2015-2018 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
Competitive Application Fiscal Year 2015-2016
21
Statement of Assurances for
Partnership Members
(Each Partner must complete one Statement of Assurances/Commitment form)
Applicant District (Fiscal Agent)
Partner Organization
Contact Name Title
Mailing Address
CityStateZip
Phone 22
E-mail
West Virginia Partnership for Providing Mathematics and Science Teachers
2015-2018 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
Competitive Application Fiscal Year 2015-2016
23
Statement of Commitment
Applicant District (Fiscal Agent)
Partner Organization
Contact Name Title
Mailing Address
CityStateZip
Phone 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? Each partner should describe their role in
their own words. 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
24
West Virginia Partnership for Providing Mathematics and Science Teachers
Appendix A
ELIGIBILITY
Percentage of Highly Qualified Teachers
Information on a school-by-school basis is available upon request
County
WV State
Barbour
Berkeley
Boone
Braxton
Brooke
Cabell
Calhoun
Clay
Doddridge
Fayette
Gilmer
Grant
Greenbrier
Hampshire
Hancock
Hardy
Harrison
Institutional Programs
Jackson
Jefferson
Kanawha
Lewis
Lincoln
Logan
Marion
Marshall
Mason
McDowell
Mercer
Mineral
Mingo
Monongalia
Monroe
Self Contained
91.5
100
95.8
87.3
99.7
99.8
96.7
98.7
97.8
99.0
99.0
100
100
99.8
98.4
100
100
95.3
100
95.7
94.9
95.8
100
97.6
91.4
98.9
100
99.0
95.5
98
99.1
89.0
97.7
92.4
Competitive Application Fiscal Year 2015-2016
Math
86.5
90.5
81.4
77.4
97.9
94.7
93.6
93.5
75.2
82.5
88.4
96.6
100
90.0
81.7
100
97.3
88.5
89.3
79.4
62.0
81.7
96.5
63.2
88.3
99
97.5
88.9
91.6
91.3
100
74.7
87.2
86.7
Science
86.1
67
73.9
70.2
100
96.8
89.6
58.9
100
92.7
99.1
100
83.7
98.7
84.1
100
100
90.5
95.1
67.4
71.6
77.1
100
61.5
73.1
99.0
91.3
91.5
82.2
92.3
100
76.2
91.6
95.8
25
County
Morgan
Nicholas
Ohio
Pendleton
Pleasants
Pocahontas
Preston
Putnam
Raleigh
Randolph
Ritchie
Roane
Summers
Taylor
Tucker
Tyler
Upshur
Wayne
Webster
Wetzel
Wirt
Wood
Wyoming
WV School for Deaf/Blind
Self Contained
98.6
98.9
100
100
96.7
100
97.3
98.7
90.3
100
96.1
94.2
100
99.7
100
92.6
95.1
97.3
97.4
99.7
78.8
97.2
91.8
71.6
Math
85.5
90.8
100
100
100
96.1
95.6
95.6
78.5
88.7
71.7
89.2
95.8
97.8
87.2
91.7
90.6
87.5
63.9
93.3
100
85.7
97.2
66.7
Science
86.4
97.4
100
100
100
100
78.5
78.5
81.5
98.8
71.0
97.1
95.5
97.4
83.9
100
89.8
85.8
67.8
93.5
88.8
85.4
89.9
55.6
Data source: WVDE, 2011
26
West Virginia Partnership for Providing Mathematics and Science Teachers
Needy: Poverty Levels, Free & Reduced Lunch
Information on a school-by-school basis is available upon request
Local
Education
Agency
(LEA)
Barbour
Berkeley
Boone
Braxton
Brooke
Cabell
Calhoun
Clay
Doddridge
Fayette
Gilmer
Grant
Greenbrier
Hampshire
Hancock
Hardy
Harrison
Jackson
Jefferson
Kanawha
Lewis
Lincoln
Logan
McDowell
Marion
Marshall
Mason
Mercer
Mineral
Mingo
Monongalia
Monroe
Morgan
Census
Poverty
Percentage
(2008)
21.3
11.2
21.3
21.1
11.8
20.6
21.3
24.7
21.3
20.2
24.3
15.8
17.6
14.9
14.6
13.9
17.9
15.8
9.9
15.8
19
24.4
23.1
32.8
18.8
16.9
18.1
22
13.8
24.6
16.3
17
12.1
Children
ages 0-17 in
Poverty
(2008)
31.9
14.9
27.5
30.2
18.1
25.9
32.8
35.4
31.4
30.6
29.1
22.6
23.8
22.9
21.2
19
25.5
22.6
11.1
23.5
27.1
33.7
31.6
16.3
24.8
24.4
25.7
28.9
20.4
33.7
15.2
22.7
16.7
Competitive Application Fiscal Year 2015-2016
Needy
(2011-2012)
1399
8042
2345
1199
1549
6299
699
1286
622
3897
503
939
2766
2067
2127
1147
4753
2332
3188
13186
1297
2281
3369
2583
3623
2222
2239
5755
1714
2829
3712
993
1363
Enrollment
(2010-2011)
2272
16897
4221
1994
3087
11857
1043
1805
1053
6402
862
1752
4915
3338
4046
2125
10208
4610
8389
26523
2423
3389
5978
3242
7436
4358
3986
8971
3948
4141
18157
1737
2429
Percent
Needy
(2010-2011)
61.58
47.59
55.56
60.13
50.18
53.12
67.02
71.75
59.07
60.87
58.35
53.60
56.28
61.92
52.57
53.98
46.56
50.59
38.00
49.72
53.58
67.31
56.36
79.67
48.72
50.99
56.17
64.15
46.53
68.32
36.55
57.17
56.11
27
Local
Education
Agency
(LEA)
Nicholas
Ohio
Pendleton
Pleasants
Pocahontas
Preston
Putnam
Raleigh
Randolph
Ritchie
Roane
Summers
Taylor
Tucker
Tyler
Upshur
Wayne
Webster
Wetzel
Wirt
Wood
Wyoming
West Virginia
State
Averages
Census
Poverty
Percentage
(2008)
18.1
15.7
14
13.2
16.8
16.6
9
19.6
17.7
17.1
21.6
25.4
17.2
15.9
16.6
20.8
17.6
27.9
17.6
19.1
16.2
22.3
Children
ages 0-17 in
Poverty
(2008)
26.7
21.1
19.4
17
25.2
24.5
11.8
28
25
24.6
31.3
35.1
25.4
24.6
24.9
29.1
24.2
42.3
26.5
30.9
27
31.6
17.4
23.9
Needy
(2011-2012)
2163
2405
535
573
647
2055
3372
5971
2186
784
1402
981
1114
569
732
2030
4062
932
1292
571
6358
2311
Enrollment
(2010-2011)
3765
5092
959
1154
1064
4281
9194
11591
3942
1420
2298
1447
2223
980
1292
3622
6950
1365
2649
935
12566
3905
Percent
Needy
(2010-2011)
57.45
47.23
55.79
49.65
60.81
48.00
36.68
51.51
55.45
55.21
61.01
67.80
50.11
58.06
56.66
56.05
58.45
68.28
48.77
61.07
50.60
59.18
Data source: WVDE, 2011
28
West Virginia Partnership for Providing Mathematics and Science Teachers
Appendix B
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. 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. (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 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.
Competitive Application Fiscal Year 2015-2016
29
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
Points: 6-10
Points: 11-15
The needs assessment:
The needs assessment:
The needs assessment:
• provides no evidence
• provides some evidence
• provides clear and
that evidence that eligible
that evidence that eligible
convincing evidence
teachers participating
teachers participating
that eligible teachers
in both the experimental
participating in both
in both the experimental
and comparison group
and comparison group
the experimental and
are currently teaching in
are currently teaching in
comparison group are
high need LEAs.
high need LEAs.
currently teaching in high
need LEAs.
• provides clear and
• provides some evidence
• provides no evidence
of using the school
convincing evidence
of using the school
of using the school
partners’ WV Statewide
partners’ WV Statewide
Assessment data to
partners’ WV Statewide
Assessment data to
Assessment data to
provide evidence of need
provide evidence of need
for Professional Learning
provide evidence of need
for Professional Learning
for Professional Learning
in the selected content
in the selected content
area.
in the selected content
area.
area.
• the partnership’s goals
• the partnership’s goals
• the partnership’s goals
and objectives are built
and objectives are built
and objectives are built
on a broad analysis of
on an analysis of a single
on an analysis of several
multiple student outcome
or limited data sources,
student outcome data
data sources, from which
but strategies or action
sources, and strategies
steps are written to
or action steps are written
a summary of priorities
help achieve the goals
based on the expectation
are stated, and strategies
and action steps are
and objectives without
that they will help achieve
written based on the
connection to the goals or
the goals and objectives.
informed (from research)
objectives by research.
expectation that they will
help achieve the goals
and objectives.
Score Comments:
30
West Virginia Partnership for Providing Mathematics and Science Teachers
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:
Competitive Application Fiscal Year 2015-2016
31
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 learning
activities.
Points: 0-9
Points: 10-19
Points: 20-25
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 work plan:
• provides some program
activities that link the goals
and objectives stated in
the program and the data
provided by the needs
assessment.
The work plan:
• 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 mathematical
content in general terms.
•
describes mathematical
content and addresses
some aspects of
mathematics instruction
(pedagogy, formative
assessment, and support for
struggling learners).
•
clearly defines mathematical
content important to
elementary mathematics
including pedagogy,
formative assessment
and support for struggling
learners.
•
the responsibilities of the
partners are not defined and
they account for few goals
and objectives.
•
describes some
responsibilities of the
partners and accounts for
how some of the goals and
objectives in the program
will be met.
•
clearly defines the
responsibilities of partners
and fully accounts for how
all the goals and objectives
in the program will be met.
•
does not define the timelines
for the program.
•
provides general timelines
as to when activities will
occur.
•
provides definitive timelines
as to when activities will
occur and their duration.
•
does not describe how
activities will increase
the number of teachers
who participate in the
professional learning.
•
describes how the activities
will increase the number of
teachers who will participate
in the professional learning.
•
clearly describes how the
activities will increase the
number of teachers who will
participate in professional
learning.
•
does not explain how
professional learning
activities are linked with
state content standards and
21st century skills.
•
links the professional
learning activities with state
content standards and 21st
century skills.
•
clearly aligns professional
learning activities with state
content standards and 21st
century skills.
•
does not explain how
professional learning
activities link with teacher
standards.
•
links professional learning
activities with teacher
standards.
•
clearly aligns professional
learning activities with
teacher standards.
Score Comments:
32
West Virginia Partnership for Providing Mathematics and Science Teachers
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.
• does not describe a
process for meeting
critical needs and/or
deadlines.
• does not describe an
explanation for making
decisions.
• does not describe roles
for each partner in the
program.
• does not explain how the
partnership will continue
beyond the three year
grant or if funding for
subsequent years in not
provided by the USDOE.
Points: 4-7
The partnership:
• demonstrates the ability
to manage the program.
Points: 8-10
The partnership:
• provides a management
plan outlining the ability
to manage the program.
• describes a general
process for meeting
critical needs and
deadlines.
• describes a general
explanation for making
decisions.
• describes roles for each
partner in the program.
• outlines a clear process
for meeting identified
needs and deadlines.
• explains in general terms
how the partnership will
continue beyond the
three year grant or if
funding for subsequent
years in not provided by
the USDOE.
• 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 or if funding
for subsequent years
in not provided by the
USDOE.
Score Comments:
Competitive Application Fiscal Year 2015-2016
33
Evaluation Plan: The evaluation plan narrative is limited to a 5-page maximum, double-spaced,
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
Points: 7-14
Points: 15-20
The evaluation plan:
• is not based on the use
of scientific methods or
comparison groups.
The evaluation plan:
• is based on the use of
a comparison group
of students, schools,
or districts utilizing
experimental or quasiexperimental design.
Description of comparison
group(s) is vague or
incomplete.
The evaluation plan:
• provides an evaluation plan
based on an experimental
design. Description of
comparison group(s)
construction is thorough and
clear.
•
has no measurable
objectives or annual targets
which describe progress
towards meeting the goals
and objectives established
in response to the identified
needs.
•
has some measurable
objectives and targets which
may indicate progress
towards meeting the goals
and objectives in response
to the identified needs.
•
has clear measurable
objectives and annual
targets which describe
progress toward meeting
the goals and objectives in
response to the identified
needs.
•
does not measure activities
and the number and
characteristics of teachers
participating in professional
learning.
•
measures some of the
activities and the number
and characteristics of
teachers participating in
professional learning.
•
clearly measures all
activities and the number
and characteristics of
teachers participating in
professional learning.
•
does not measure student
academic achievement
or compare with baseline
data. Does not use existing
sources of student data.
•
measures student academic
achievement on WESTEST2
and or other achievement
tests in mathematics and/
or science assessments
compared to baseline data.
Uses existing sources of
student data.
•
clearly measures the
student academic
achievement on WESTEST2
and or other norm reference
and/or criterion reference
mathematics and/or science
assessments compared
to baseline data. Uses
existing sources for student
data.
Score Comments:
34
West Virginia Partnership for Providing Mathematics and Science Teachers
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
The budget provides:
The budget provides:
• no justification or justification
• justification of costs of the
is vague for the program
program are reasonable
costs.
and the budget meets the
program needs.
Points: 11-15
The budget provides:
• strong justification of
costs of the program are
reasonable and clearly show
the budget is sufficient to
meet the program needs.
•
no description about how
all available federal, state,
local and private resources
will be used to coordinate
services to support and
sustain the program.
•
a description about how
all available federal, state,
local and private resources
will be used to coordinate
services to support and
sustain the program.
•
a specific description about
how all available federal,
state, local and private
resources will be used
to coordinate services to
support and sustain the
program.
•
no evidence that each
partner will reduce indirect
costs in order to meet the
restricted indirect cost rates
of the partnering LEA or
RESA.
•
some evidence that each
partner will reduce indirect
costs in order to meet the
restricted indirect cost rates
of partnering LEA or RESA.
•
strong evidence that each
partner will reduce indirect
costs in order to meet
restricted indirect cost rates
of partnering LEA or RESA.
•
no financial support for the
partnership’s participation
in statewide professional
learning: West Virginia
State Math Conference or
West Virginia State Science
Conference for the purpose
of dissemination of progress
and results.
•
some financial support
for the partnership’s
participation in statewide
professional learning:
West Virginia State Math
Conference or West
Virginia State Science
Conference for the purpose
of dissemination of progress
and results.
•
a clear description of the
plans for financial support
for the partnership’s
participation in statewide
professional learning:
West Virginia State Math
Conference or West
Virginia State Science
Conference for the purpose
of dissemination of progress
and results.
Score Comments:
Competitive Application Fiscal Year 2015-2016
35
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
36
†† Fund with revision
†† Do not Fund
West Virginia Partnership for Providing Mathematics and Science Teachers
Appendix C
Competitive Application Fiscal Year 2015-2016
4
3
2
1
Key Steps
Timeline
Who is involved?
Point Person
Required
resources
Evaluation
PARTNERSHIP NARRATIVE
37
Appendix D
SAMPLE MSP BUDGET WORKSHEET
Fiscal Agent: ____________ Date: __________
Program: Title IIB MSP: Competitive Application. Project Code: 4042X
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.
38
West Virginia Partnership for Providing Mathematics and Science Teachers
Appendix E
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. WVDE will reimburse participants at state rates for travel, meals, and
accommodations. 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,
proposals will be provided to the readers prior to date for reviewing proposals.
If you would like to participate by reviewing grants please contact Teresa Hammond at 304-558-9994
or thammond@k12.wv.us . 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
Competitive Application Fiscal Year 2015-2016
39
40
• Did they like it?
1. Participants’
Reactions
• Minutes from follow-up
meetings
• Did it affect
organizational climate /
procedures?
• Were successes
recognized and shared?
• Were sufficient resources
made available?
• Were problems
addressed quickly and
efficiently?
• Was the support public
and overt?
• Was implementation
advocated, facilitated,
and supported?
• District and school
records
• What was the impact on
the organization?
3. Organization
Support & Change
• Participant portfolios
• Questionnaires
Structured interviews with
participants and district
or school administrators
• Participant portfolios
• reflections
• Participant
• Demonstrations
• Simulations
• Did participants acquire
the intended knowledge
and skills?
• Paper and pencil
• Questionnaires
administered at the end
of the session
How Will Information
Be Used?
• The organization’s
advocacy, support,
accommodation,
facilitation, and
recognition
• New knowledge and
skills of participants
• To inform future change
efforts
• To document and
improve organizational
support
• program content, format,
and organization
• To improve
• Initial satisfaction with the • To improve program
experience
design and delivery
How Will Information What is Measured or
be Gathered?
Assessed?
2. Participants’
Learning
• Were the chairs
comfortable?
• Was the room the right
temperature?
• Were the refreshments
fresh and tasty?
• Was the leader
knowledgeable and
helpful?
• Will it be useful?
• Did the material make
sense?
• Was their time well
spent?
What Questions Are
Addressed?
Evaluation
Level
Appendix F
FIVE CRITICAL LEVELS OF PROFESSIONAL DEVELOPMENT EVALUATION
Adapted from Evaluating Professional Development by Dr. Thomas Guskey, Corwin Press, 2000, p 79
West Virginia Partnership for Providing Mathematics and Science Teachers
Competitive Application Fiscal Year 2015-2016
41
5. Student Learning
Outcomes
• Did participants
effectively apply the new
knowledge and skills?
4. Participants’ Use
of New Knowledge
& Skills
• How does the new
learning affect
other aspects of the
organization?
• Are dropouts
decreasing?
• Is attendance improving?
• Are students more
confident as learners?
• Did it influence physical
or emotional health?
• Did it affect performance
or achievement?
• What was the impact on
students?
• What challenges
are participants
encountering?
• How are participants
using what they learned?
What Questions Are
Addressed?
Evaluation
Level
• Participant portfolios
• Structured interviews
with students, parents,
teachers, and/or
administrators
• Questionnaires
• School records
• Student records
• Video or audio tapes
• Direct observations
• Participant portfolios
• Participant reflections
• Structured interviews with
participants and their
supervisors
• Questionnaires
• Performance
assessments
• Student work samples
• Psychomotor – Skills &
Behaviors
• Affective – Attitudes &
Dispositions
• Cognitive – Performance
& Achievement
• Student learning
outcomes:
• Degree and quality of
implementation
How Will Information What is Measured or
be Gathered?
Assessed?
• To demonstrate
the overall impact
of professional
development
• To focus and improve
all aspects of program
design, implementation,
and follow-up
• To document
and improve the
implementation of
program content
How Will Information
Be Used?
42
Description/Data
Source
What data collection
tools will be used?
Timeframe
When will the
evaluation activity
occur?
Person
Responsible Who
will be responsible
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
Evaluation
Activities
What evaluation
activities will occur?
Appendix G
EVALUATION PLANNING TEMPLATE-MANAGEMENT PLAN
West Virginia Partnership for Providing Mathematics and Science Teachers
Notes
Competitive Application Fiscal Year 2015-2016
43
Notes
44
West Virginia Partnership for Providing Mathematics and Science Teachers
Notes
Competitive Application Fiscal Year 2015-2016
45
Michael J. Martirano, Ed.D.
State Superintendent of Schools