WEST VIRGINIA
PARTNERSHIPS FOR
PROVIDING
CHEMISTRY OR PHYSICS
TEACHERS
tudents deserve it The world demand it
COMPETITIVE GRANT
APPLICATION
Partnership Applications Due:
June1,2009
Partnership timeline listed on page 2
High Need districts are listed on page 4-5
Issued by the
West Virginia Department of Education
Office of Title II, School & School System Improvement
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
'
.
West Virginia
Department of Education
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Timeline
Mayn, 2009
June1,2009
June 2-3, 2009
June4, 2009
August 30, 2010
September 30, 2010
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Grant application sent to all school systems, RESAs
colleges, universities, and others requesting
information
Applications due at the West Virginia
Department of Education by 5:00 p.m. (Hand
deliver, email or mail early enough to meet
the deadline. Those applications not
received in time will not be read.)
Applications will be reviewed and scored at the West
Virginia Department of Education
Grant awards announced
Final Obligation Date for first year funding
Final LiQuidation Date for first year funding
5-07-2009
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Table of Contents
Page
Timeline ........................................................................................................................................................... 2
Table 1: High Need Local Education Agencies ........................................................................................... 4-5
General Applicant Information ...................................................................................................................... 6
);>
Submitting Application Packets ............................................................................................................... 6
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Who Do We Contact for Assistance? ....................................................................................................... 6
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Background of the Partnership For Providing Mathematics And Science Teachers ............................ 7
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What are the purposes of the program? .................................................................................................. 8
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Key Features of the West Virginia Partnership for Providing Mathematics and Science Teachers .... 9
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Who may apply ....................................................................................................................................... 10
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Core Partners
•
Other Eligible Partners
•
Fiscal Agent
•
Stakeholders
•
Writing Team
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How will eligibility be determined? ........................................................................................................ 11
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How will applications be reviewed and scored? ..................................................................................... 11
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How much money is available and to whom will recipients report? ................................................... 12
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Will funds be awarded to all regions of West Virginia? ........................................................................ 12
);>
Required activities .................................................................................................................................. 12
);>
Encouraged and Allowable activities ..................................................................................................... 13
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When can the money be used? ............................................................................................................... 13
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Accountability ......................................................................................................................................... 13
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Resources ................................................................................................................................................ 16
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Application Checklist- What should be included in a proposal? ......................................................... 17
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Application Cover Page (for Fiscal Agent), Assurances, and Commitments .................................. 18-21
Appendices:
Appendix A: Scoring Rubric .................................................................................................................... 22-30
Appendix B: Technical Assistance ................................................................................................................ 31
Appendix C: Partnership Narrative ............................................................................................................. 32
Appendix D: Sample Budget Worksheet ...................................................................................................... 33
Appendix E: Definitions ................................................................................................................................ 35
Appendix F: Research Summary for Applicant ..................................................................................... 37-42
Appendix G: Five Levels of Professional Development Evaluation ........................................................... 43
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5-07-2009
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Table 1
LEAs (Local Educational Agencies) Identified for Improvement/Corrective Action FY09
Based on NCLB Data from School Year 2007-2008 and
LEAs Identified with a lower than average percentage of science classes taught by teachers that are "highly
qualified"
County
Identified
High Need LEA
Based on 2008-2009
Highly Qualified Teacher Data
for Science
(<89.3%)
Eligible Partner LEAs
Identified for Improvement
and have less that the state
average of science classes
taught by "highly qualified"
teachers
x
x
x
x
x
x
x
x
x
x
Identified for NCLB
LEA
Improvement 20082009
Barbour
Berkeley
Boone
Braxton
Brooke
Cabell
Calhoun
Clay
Doddridge
Fayette
Gilmer
Grant
x
x
x
Greenbrier
Hampshire
Hancock
x
Hardy
Harrison
x
Jackson
Jefferson
Kanawha
Lewis
Lincoln
Logan
Marion
Marshall
Mason
Mercer
Mineral
Mingo
Monongalia
Monroe
Morgan
McDowell
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Nicholas
Ohio
Pendleton
Pleasants
Pocahontas
Preston
Putnam
Raleigh
Randolph
Ritchie
Roane
Summers
Taylor
Tucker
Tyler
Upshur
Wayne
x
x
x
x
x
x
x
x
x
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x
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Webster
Wetzel
Wirt
Wood
Wyoming
x
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WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
GENERAL APPLICANT INFORMATION
Only one original of the completed Grant Application must be
RECEIVED by email, hand delivery, or mail by
June1,2009
Who do we contact for assistance?
For additional assistance or questions related to West Virginia Partnership for Providing
Chemistry or Physics Teachers applications, please contact:
Robin Anglin, Science Coordinator
Office of Instruction
Building 6, Room 608
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
304-558-5325
ranglin@access.k12. wv. us
Richard Lawrence, Executive Director School Improvement
Office of Title II- School and System Improvement
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
304-957-9833
rlawrenc@access.k12.wv.us
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.
Faxed applications will not be accepted.
Electronically submitted applications will be accepted as a Word document attached
to email. It is the applicant's responsibility to contact Robin Anglin to verify receipt of
document. Pages requiring original signatures must be received by WVDE no later
than June 1, 2009.
Address your application packets to:
Robin Anglin, Science Coordinator
ranglin@access.k12. wv. us
Office of Instruction
Building 6, Room 608
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
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WV Partnerships for Providing Chemistry or Physics Teachers
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Background of the Partnership for Providing Chemistry or Physics Teachers
In January of 2002, the No Child Left Behind Act of 2001 (NCLB) became law. The Improving
Teacher Quality Grant Programs (NCLB Title II) are a major component of the No Child Left
Behind legislation. Title VI, Part B, Subpart 2, the Rural and Low Income Schools program are
also part of NCLB. These two programs provide funds which may be used for helping teachers
become highly qualified.
These programs encourage scientifically based professional
development as a means for improving student academic performance. As schools are responsible
for improving student learning, it is essential to have highly qualified teachers leading the way.
NCLB authorizes unspent funds recovered from LEAs in the two programs mentioned above to be
redistributed to LEAs in a competitive grants program within each state. This competitive grant
program must be targeted at needs determined by the State Education Agency within the scope of
the allowable activities within these programs. All NCLB funds are intended to increase the
academic achievement of students. Additionally, these three programs have as an allowable
activity the increase of highly qualified teachers. The state of West Virginia has a need for
increasing the percentage of classes taught by highly qualified teachers of science. West Virginia
is responsible for conducting this competitive grant program and make awards to partnerships of
high-need school districts (Table 1) [For purposes of this grant, a high need school
district is defined as a school district who has been identified for improvement or
corrective action under NCLB and has less than the state average of science classes
taught by "highly qualified" teachers according to WVDE 2008-2009 data.] and
science departments within institutions of higher education. A majority of school district partners
involved in this application must come from the high-need school districts listed in Table 1. Other
districts from around the state are also encouraged to participate. The overall goal is to give
districts and arts-and-science faculty joint responsibility for increasing the percentage of classes
taught by highly qualified chemistry or physics teachers.
Partnerships between high-need school districts, consortia of those districts represented by
Regional Educational Service Agencies and the science faculty in institutions of higher education
are at the core of these improvement efforts. Other partners may include other public schools,
businesses, and nonprofit or for-profit organizations or informal chemistry or physics
organizations concerned with science education.
Each partnership's plan must describe how they will evaluate the success of their partnerships.
Specifically, applicants must explain how they will determine whether partnership activities have
increased the percentage of chemistry classes or the percentage of physics classes taught by highly
qualified teachers of science. In addition, partnerships must explain how they will determine
success on related partnership outcomes such as numbers of teachers who attain high-quality
teacher status, increased participation by students in advanced courses in science, and increased
percentages of secondary school (grades 9-12) classes in science taught by teachers with academic
majors, minors, or their equivalent in science.
The project may employ a quasi-experimental design with carefully matched comparison
conditions. 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. Teacher outcome data and other relevant indicators of project
success should be collected before, during, and after participation in the project.
The West Virginia Department of Education will award one grant to a RESA to facilitate the grant
administration for a partnership to provide a program for teachers to become certified in
Chemistry or a program for teachers to become certified in Physics.
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This grant will include:
•
8% of $250,000 ($20,000) for each of three years for the facilitation of the grant;
•
8% of $250,000 ($20,000) for the rigorous evaluation using either the random control
group or the matched control group;
•
Small cost of getting the partnership administrators, facilitators, evaluators, and any other
grant managers together to meet as they implement the grant. (These costs need to
outlined in the budget for the grant.)
All other costs must be paid from other sources. Partner counties may use funds from Title II,
RLIS. Step z. Professional Development, or other funds counties get to support professional
development to support teachers who participate in a cohort whose focus to become certified in
Science. Institutions of higher education (IHE) may contribute the cost of the program
development and any tuition reduction costs as part of their contribution.
What are the Purposes of the West Virginia Partnership for Providing
Chemistry or Physics Teachers?
The purposes of the West Virginia Partnership are to:
•
•
•
Support cohorts of individuals wanting to become chemistry or physics teachers. These
individuals might include teachers who are currently certified in general science, biology,
or chemistry if the grant is written to provide opportunities for physics certifications, or
general science, biology, or physics if the grant is written to provide opportunities for
chemistry certifications. (These are examples of some certifications that teachers may
have who could be considered for the program; others may be included as well. Check with
institutions of higher education to determine the parameters of the certifications of
individuals to be included.) A cohort may be made up of individuals within one eligible
school district (Table 1, Page 4). Or, a cohort may be made up of individuals selected from
throughout a Regional Education Service Agency's region, or from throughout the state.
Each cohort will engage with higher education science faculty in 2-week summer
institutes, classes, and other experiences that directly relate to the high school chemistry
or physics underlying West Virginia's academic content standards and objectives and
become highly qualified teachers in order to enhance the ability of these teachers to teach
students these standards. A cohort size should be restricted enough to concentrate
resources to ensure a high quality professional development experience leading to
becoming a highly qualified high school chemistry or physics teacher.
Increase the number of teachers prepared to teach students to understand more than
basic competency in chemistry or physics by promoting understanding of academic
content at higher levels by integrating the Global21 interdisciplinary themes of Global
Awareness, Financial, Economic and Business Literacy, Civic Literacy and Health and
Wellness into these subjects. Additionally, these teachers emphasize the integration of
learning skills, and the 21st century tools of information technology and communication
literacy and present the information within the 21st century context. These teachers would
also use a 21st century balanced assessment system including summative and benchmark
assessments, and create and use classroom assessments for learning.
Support the rigorous evaluation of programs regarding the impact of West Virginia
partnership awards on the academic achievement of the students of teachers in these
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•
programs. And ensure the results are widely accessible through presentations at
conferences, in published peer reviewed journals, and electronic means.
Develop a process for producing highly qualified high school teachers of chemistry or
highly qualified high school teachers of physics that will be sustainable after the funds for
this partnership are no longer available.
The priority emphasis of West Virginia's program on producing high school teachers of
mathematics based on analysis of statewide data on the percentage of classes taught by nonhighly qualified teachers.
Key features of the West Virginia Partnership for Providing Chemistry or
Physics Teachers
Partnerships:
Applications are designed and implemented by partnerships that include:
•
Eligible middle and high school teachers of science in participating eligible school
districts.
•
Science faculty and administrators in higher education organizations.
•
School district
administrators.
administrators
and/ or
Regional
Educational
Service
Agency
•
In an advisory capacity, institution of higher-education, education faculty, and/or RESA
or school district educators with expertise in teacher professional development
Other stakeholders are encouraged and may include businesses and nonprofits or informal
science organizations. These partners and other stakeholders may engage in the effort at both the
institutional and individual levels, and share goals, responsibilities and accountability for the
project.
Content Based Professional Development:
Application should focus professional development on the deep chemistry or physics content that
teachers need to understand for instruction of West Virginia's content standards and objectives
(CSOs).
Needs Assessment:
The application must address the results of a comprehensive assessment of the teacher quality
and professional development needs with respect to the teaching and learning of chemistry or
physics of any school districts that comprise the eligible partnership.
Scientifically Based Research:
The activities to be carried out by the partnership must be based on a review of available
scientifically based or evidence-based research. An explanation of how the activities are
anticipated to strengthen the quality of chemistry or physics instruction and improve student
academic achievement must be included.
Evaluation:
Each eligible partnership receiving an award shall develop an evaluation and accountability plan
for activities of the project that include rigorous objectives that measure the impact of the
activities. Measurable objectives to increase the number of chemistry teachers or physics teachers
who participate in content-based professional development activities must be included.
Additionally, elements of randomization that provide information regarding the progress of
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teachers involved in the partnership compared to teachers in the same local education agency(ies)
who are not involved in the project with respect to improved student academic achievement are
required. The partnership shall report annually to the Program Director at the West Virginia
Department of Education regarding progress in meeting the objectives described in the
partnership's accountability plan.
Who May Apply?
Core Partners engage in the partnership to share goals, responsibilities and accountability for
the sub-grant award. Following are organizations that may/must be core partners:
•
•
•
•
A majority of the school district partners involved in this application must come from the
high need school districts listed in Table 1 and be included as core partners.
One or more institution of higher education must be a core partner and must contribute a
faculty member(s) from the mathematics and/or education departments.
Additional school districts may also be core partners, if they have non-highly qualified
teachers that wish to become highly qualified chemistry or physics teachers.
One or more Regional Education Service Agencies must be a core partner representing
LEAs.
Higher education institutions may include any college or university, public or private that also
operates a teacher preparation program.
Fiscal Agent
Only Local Education Agencies can be fiscal agents of the partnership.
Stakeholders
Stakeholders are other types of organizations that support K-12 students and/or teachers, and
who share partnership goals. Stakeholders may include professional organizations, centers of
informal chemistry or physics learning, and other non-profit or for-profit organizations
concerned with chemistry or physics education.
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Core Writing Team
The West Virginia Partnership Core Writing Team must be involved from the conception of the
application and be at a minimum, composed of:
•
•
•
•
•
a school district administrator or counselor from one of the school districts in the
partnership,
a chemist or physicist from a core-partner higher education institution,
an experienced chemistry or physics teacher from a stakeholder RESA, or higher
education faculty,
business officer from the fiscal agent, and
a project evaluator .
How is eligibility for "High Need LEAs" determined?
1.
Need to increase number of teachers meeting West Virginia's state goal for NCLB Highly
Qualified Teacher criteria. Eligibility is based on the following: a high need school
district is defined as a school district who has been identified for improvement
or corrective action under NCLB and has less than the state average of science
classes taught by "highly qualified" teachers according to WVDE 2008-2009 data
as reported by the West Virginia Department of Education from data entered by the LEA in
WVEIS. - Highly Qualified Teacher: The term means the teacher has obtained full state
certification and endorsements in chemistry or physics, and passed the state teacher licensing
examinations and holds a license to teach in West Virginia, and has not had certification or
licensure requirements waived on an emergency, temporary, or provisional basis.
How will the applications be reviewed and scored?
Proposals will be reviewed by staff for completeness and compliance with the requirements set
forth in the application to determine grant award. Any questions about significant omissions
from a proposal or about applicant eligibility will be referred to the proposing organization. If, in
the judgment of the Department, a proposal is late, significantly incomplete, or an applicant
cannot establish its eligibility, the proposal will be omitted from the competition. The decision of
the Department is final.
Applicants submitting proposals that are withdrawn due to
incompleteness or ineligibility will be notified in writing.
The West Virginia Department of Education (WVDE) will set a mm1mum qualifying score.
Funded proposals must meet or exceed this score. Expert review teams will score eligible
applications. Review will be based on specific criteria listed in this application and scored using
the attached rubric (Appendix A, pg. 20-28).
Preference is given to projects that employ a full range of evaluation as explained in the chart in
Appendix H, pg. 39 and 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.
Applications will be reviewed and scored by review teams June 2-3, 2009.
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WV Partnerships for Providing Chemistry or Physics Teachers
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Selection of successful proposals will be based on consideration of:
• final score assigned each proposal by the review team
• eligibility to participate
• available funds
Partnerships must explain how they will determine success on the outcomes of the number of
middle and high school teachers who attain high-quality teacher status. Other outcomes such as
increased participation by students in advanced courses in mathematics, increased percentages of
middle and high school teachers with majors, minors, or their equivalent in mathematics may
also be included.
The West Virginia Department of Education may require revision of grant proposals and budget
prior to approval, award, or release of funds. Decisions of the West Virginia Department of
Education on funding and awarding of grants shall be final.
How much money is available and to whom will recipients report?
The size of partnership awards will be $40,000 a year for 3 years based on the expected total
partnership expenditures of $250,000 per year, regardless of the actual expenditure and
expenditures tied to the plan of work and plan of evaluation.
The West Virginia Department of Education anticipates awarding one grant of approximately
$40,000 per year for three years. A district's RLIS, Title II funds, other NCLB Title funds, and/or
local funds may be used to support the partnership's activities to demonstrate progress towards
meeting Adequate Yearly Progress and highly qualified teacher goals.
Applicants should note that second and third year awards are contingent upon this program
having funds that are available from unspent funds recovered from LEAs and upon the State's
review of the funding proposals. It is expected that the grant will be continued for 3 years.
Each partnership receiving a grant must report annually to the West Virginia Department of
Education regarding the eligible partnership's progress in meeting the objectives and annual
targets described in the partnership's accountability plan.
Will funds be awarded to all regions of West Virginia?
With only one grant being awarded the West Virginia Department of Education will ensure all
eligible LEAs applying for funds will have an equal opportunity for the award based on the criteria
explained in the application.
Required activities include:
All organizations who are considered to be participants by a partnership must provide a contact
person who will participate in:
1)
Supporting the higher education institution who is delivering the program. This may
include but not limited to working with the higher education institution to provide
reduced cost of tuition, helping schedule summer institutes, working to support cohort
members.
2)
Assisting individual counties in providing support for teachers who are participating in
the cohort.
3)
Evaluating the project, including publishing and disseminating results.
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Encouraged and allowable activities:
1)
Stipend and travel reimbursement and other incentives for teachers attending summer
institutes and project participation.
2)
Project Director Expenses to coordinate teacher recruitment, teacher support, faculty
retention and support, coordination with West Virginia Department of Education, and
regional, state, or national meetings.
3)
LEAs federal funds may be used to supplement the grant activities and participation of
teachers in all activities.
When can the money be used?
Grant funds will be awarded by the West Virginia Department of Education on or about June 4,
2009. Funded applicants may begin using funds following the distribution of funds which will
occur after the awarding of the grant on June 4, 2009.
Accountability
Do the equitable participation requirements for private school students and
personnel apply to this program?
Yes. The equitable participation requirements (EDGAR section 74, 76, 77, Bo, 81, 82, 85, 86, 98,
99) apply to the program. LEAs and eligible local entities must engage in timely and meaningful
consultation with appropriate private school officials during the design and development of
programs and continue the consultation throughout the implementation of these programs.
Therefore, the consultation should begin during the development of the partnership applications.
What should be included in the application?
The criteria used to score each question and points possible are in Appendix A. The narrative
evaluation sections (excluding appendices) of the proposal must be double-spaced and the font
used must not be smaller than 12-point and shall not exceed a total of 20 pages. Proposals must
contain the following sections:
A. Cover Page and Assurances (p. 17-21):
The fiscal agent must complete the Application Cover Page for Fiscal Agent (p. 18). Each
core partner, other partner, and stakeholder must complete a Statement of Assurances for
Partnership Members, Teacher Commitment Form.
B. Abstract:
Provide a one-page summary that briefly describes the project vision, goals, activities, and key
features that will be addressed and expected benefits of the work.
C. Partnership Narrative:
The partnership narrative should contain the following elements:
Needs Assessment: The partnership narrative shall indicate a clear understanding of a
needs assessment and how the goals and activities of the partnership's proposed programs are
directly related to those needs.
Research Base: The partnership narrative shall discuss and cite the current state of
knowledge relevant to the partnership program. This brief literature review should clearly
indicate why the proposed activities were selected or designed. If the proposal builds on prior
work (such as an MSP Grant), the narrative should indicate what was learned from this work
and how these lessons learned are incorporated in the partnership's proposed program.
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Appendix G provides a research summary that may provide assistance to the partnership as
they prepare their research base.
Plan of Work: The partnership narrative must clearly describe the goals and objectives for
the program and the responsibility of each of the partners. The partnership narrative should
include timeframe, resources, responsible persons and evaluation. In addition, provide
description of the number, type, duration and intensity of professional development work,
and class work, including the number of participants engaged. One table depicting the action
plan may be single-spaced.
Alignment with West Virginia Content Standards: The partnership narrative should
clearly explain the tie between professional development work, and the 21st Century West
Virginia Academic Content Standards and Objectives. The proposal must link the
professional development proposed to state academic standards and assessment data from
standards assessments.
Develop a Professional Development Plan for 21st Century Skills: To promote
Global21 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. Therefore, the proposal must also incorporate the six
elements of 21st century learning.
Management Capability: The partnership narrative must clearly demonstrate that the
partnership has the capability of managing the partnership's program, organizing the work
and meeting deadlines. This is critically important for the duration of grant. If clear evidence
of management capability is not demonstrated in the first year, it will not be extended
additional years.
Sustainability: The project description should contain evidence that the partnership
program can be sustained beyond the life of the sub-grant award. Sustainability is more than
a discussion of how funding will contribute to continuing this proposal's activities.
Sustainability should discuss how the activities of this proposal would change the culture of
the participating organization so that the change in culture will be sustained in the future
absence of this funding.
D. Evaluation:
Each partnership's plan must describe how they will evaluate the success of their partnerships.
Specifically, applicants must explain how they will determine whether partnership activities will
measure success on partnership outcomes such as numbers of middle and high school teachers
who attain high-quality teacher status as high school chemistry or physics teachers, increase in
participant knowledge of the required chemistry or physics subject matter knowledge, increase in
capability of teachers to teach advanced concepts to underrepresented groups and increase
participation by a diverse student population in advanced courses in chemistry or physics.
Partnerships must describe clear objectives that specify how partnership outcomes
will be measured and the degree of improvement they expect on each outcome. Annual
reports on progress related to these outcomes will be reviewed by the project evaluator and
provided to the West Virginia Department of Education on an annual basis.
Partnerships must measure progress towards increasing the number of middle and
high school classes taught by teachers earning highly qualified teacher status. Annual reports
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WV Partnerships for Providing Chemistry or Physics Teachers
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on progress related to this outcome will be reviewed by the project evaluator and provided to
the West Virginia Department of Education on an annual basis.
Partnerships must propose an evaluation design that will provide rigorous evidence
that program activities actually result in gains in participant knowledge and other related
partnership outcomes. Annual reports regarding progress related to these outcomes will be
reviewed by the project evaluator and provided to the West Virginia Department of Education
on an annual basis.
The project may employ a quasi-experimental design with carefully matched comparison
conditions. 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. Teacher outcome data and other relevant indicators of project
success should be collected before, during, and after participation in the project.
E. Budget Narrative:
The budget narrative should clearly be tied to the plan of work and evaluation plan. The budget
narrative should describe the basis for determining the amounts shown on the project budget
page (See Appendix D, p. 29). Include a budget for each of the three years of the proposed
program. Use multiple copies of the Budget Worksheet for each year. The amounts in the Sample
Budget Worksheet should be modified according to the partnership project's needs. All proposals
will include budgetary provision for evaluation of the activities in an annual performance report.
The Budget Narrative must also include the amount of each partners' contribution toward the
total project cost. List the WVDE contribution as $40,000. In addition, a Partner Funding
Request for each partner must be included in the application appendix. The budget narrative may
be single-spaced.
F. Appendices:
The appendices should include Partnership Agreements.
This section shall include a narrative of the roles of the partners and their duties and
responsibilities related to the goals and objectives of the project (refer above to Plan of Work).
This section shall also describe the partnership's governance structure specific to decisionmaking, communication, and fiscal responsibilities. This narrative section is in addition to the
signed Statement of Commitment (page 18) that is included with the Cover Page (page 16).
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What resources are available to help complete this application?
Please contact Robin Anglin ranglin@access.k12.wv.us
or Richard
rlawrenc@access.k12.wv.us if you need assistance in completing this application.
Lawrence
The following documents are provided to assist you in completing this application:
•
•
•
•
•
•
•
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Scoring Rubric .................................................................... p. 22-30
Technical Assistance ................................................................. p. 31
Partnership Narrative Template .............................................. p. 32
Sample Budget Worksheet ................................................. p. 33-34
Definitions ........................................................................... p. 35-36
Research summary for applicants ....................................... p. 37-42
Five Levels of Professional Development Evaluation .............. p. 43
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Application Checklist
What should be included in a complete application?
D Step 1. Cover Page for Project Director and Fiscal Agent [Including Statement of
Assurances]. Required in order to qualify for funding (p. 17) (2 points)
D Step 2. Statement of Assurance and Commitment for each partner. Required in
order to qualify for funding (p. 17 & 18) (2 points for completeness + 2 points if all
required partner names and email included)
D Step 3. 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. (2 points)
D Step 4. Partnership Narrative. (15-page maximum, double-spaced, 12-pt font, no more
than 30 lines per page, one-inch margins). (55 points)
1> Needs Assessment ................................................................................... 15 points
1> Research Base .......................................................................................... 10 points
1> Plan of Work ........................................................................................... 20 points
1> Commitment and Capacity of Partnerships ............................................. 10 points
D Step 5. Evaluation Plan. (5-page maximum) (20 points)
D Step 6. Budget Narrative. (4-page maximum, double-spaced, 12-pt font, no more than 30
lines per page, one-inch margins). (15 points)
D Step 7. Budget Worksheet. Required in order to qualify for funding. Use the
sample budget worksheet, change amounts to meet the needs of the partnership (page 29). (2
points if this worksheet matches the Budget Narrative in amount and content.)
D Total points available
= 100
D 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 Robin Anglin to verify receipt
of document. Pages requiring original signatures must be received no later than May 29,
2009. Plan early enough so that those responsible for signing the documents
have time to review them prior to the application due date.
Address your application packets to:
Robin Anglin, Science Coordinator
Office of Instruction
Building 6, Room 608
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
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WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
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._ _ _ _ _ _ _ _ _ _ _ __
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 offederal 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 Partnership for Providing Mathematics and Science Teachers Grants shall
be used to replace funds for existing programs that are a responsibility of the school system. West Virginia's
NCLB federal funds may be used to supplement not supplant regular education programs.
On or before August 30, 2012 the district will submit a final evaluation report to the West Virginia Department
of Education. Reports will include the submission of data requested by the West Virginia 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 and others as the project is implemented.
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
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WV Partnerships for Providing Chemistry or Physics Teachers
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STATEMENT OF ASSURANCES FOR PARTNERSHIP MEMBERS
(Each Partner must complete one Statement of Assurances/Commitment form)
Applicant District (Fiscal Agent) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Partner Organization_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
ContactName_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Title_ _ _ _ _ _ _ _ _ _ __
Mailing Address_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
City_ _ _ _ _ _ _ _ _ _ _ _ _State._ _ _ _.Zip_ _ _ _ _ _ _ _ _ _ _ _ _ __
Phone_ _ _ _ _ _ _ _ _FAX._ _ _ _ _ _ _E-mail _ _ _ _ _ _ _ _ _ _ _ _ __
Institution of Higher Education (IHE) Partner Information:
Math/Science Faculty Name_ _ _ _ _ _ _ _ _ _ _ Email_ _ _ _ _ _ _ __
Education Faculty Name
Email _ _ _ _ _ _ _ __
District/RESA/IHE 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 Partnership for Providing Mathematics and Science Teachers
Grants shall be used to replace funds for existing programs that are a responsibility of the school
system. West Virginia's NCLB federal funds may be used to supplement not supplant regular
education programs.
On or before August 30, 2012 the partnership members will cooperate in collecting data and
completing a final evaluation report to the West Virginia 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
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WV Partnerships for Providing Chemistry or Physics Teachers
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STATEMENT OF COMMITMENT
Applicant District (Fiscal Agent), _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Partner Organization_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Contact Name._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Title_ _ _ _ _ _ _ _ __
Mailing Address._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
City_ _ _ _ _ _ _ _ _ _ _ State._ _ _Zip,_ _ _ _ _ _ _ _ _ _ _ __
Phone._ _ _ _ _ _ _ _FAX._ _ _ _ _ _ E-mail,_ _ _ _ _ _ _ _ _ _ __
Each participating LEA must list the chemistry classes (if the grant is written to provide
chemistry certifications) or physics classes (if the grant is written to provide physics
certifications), by school, which are taught by Non Highly Qualified teachers, the
qualifications of the non-highly qualified teachers, and whether or not each of these
classes has a teacher participating in the project.
Please explain the role of this partner in the proposed WV Partnerships for Providing
Chemistry or Physics Teachers, contribution that this partner will make, and evidence
that the proposed activities are integral to this partner's educational plans:
Signature of Authorized Agent
Title
Date
Print Name of Authorized Agent
Title
Date
20
of 42
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
TEACHER STATEMENT OF COMMITMENT
Applicant District (Fiscal Agent)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Teacher Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
County _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
School
------------------------------~
Mailing Address_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
City_ _ _ _ _ _ _ _ _ _ _ _.State____.Zip_ _ _ _ _ _ _ _ _ _ _ _ __
Phone_ _ _ _ _ _ _ _FAX_ _ _ _ _ _E-mail_ _ _ _ _ _ _ _ _ _ _ __
•
The teacher will participate in all scheduled classes and activities of the project.
•
The teacher will participate in the on campus summer institutes.
[The project and LEA's may add additional statements to this Commitment Form. The Teacher
Commitment Forms may be submitted following the first meeting of the first class.]
Signature of Teacher
Title
21of42
Date
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Appendix A
WV PARTNERSHIP FOR PROVIDING
CHEMISTRY OR PHYSICS TEACHERS
COMPETITIVE APPLICATION SCORING RUBRIC
Required for Reading/Funding
( 0-2 points each)
_ _ _ Cover Page is complete including Statement of Assurances for each partnership
member, signed by the Superintendent and Project Director.
_ _ _ List of Core Partner Districts includes name of a contact person for each district along
with their phone number and email address.
_ _ _Partnership meets the eligibility criteria of at least a majority of the participating LEAs
being from high need LEAs and one higher education institution partner represented by
one faculty of the math or science departments and one faculty member from the
education department.
_ _ _Abstract of the Proposed Project is 1 page maximum (double-spaced, 12-pt. font, no more
than 30 lines per page, one-inch margins). The projects outlined in the abstract briefly
describe the project vision, goals, activities, key features, and beliefs.
_ _ _Budget Worksheet reflects the same amount of funds described in the Budget Narrative.
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WV Partnerships for Providing Chemistry or Physics Teachers
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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 that
participants in both the
experimental and comparison
group are recruited from high
need districts as defined for
this program.
•
Provides some evidence that
participants in both the
experimental and comparison
group are recruited from high
need districts as defined for
this program.
•
Provides clear and convincing
evidence that participants in
both the experimental and
comparison group are
recruited from high need
districts as defined for this
program.
•
Provides no evidence of the
partnerships capacity to
implement a sustained
professional development
program in the areas of
chemistry or physics.
•
Provides some evidence of the
partnerships capacity to
implement a sustained
professional development
program in the areas of
chemistry or physics.
•
Provides clear and convincing
evidence of the partnerships
capacity to implement a
sustained professional
development program in the
areas of chemistry or physics.
•
Provides no evidence of using
the school partners' WV
Highly Qualified Teacher data
to provide evidence of need
for Professional Development
in the selected content area.
•
Provides some evidence of
using the school partners' WV
Highly Qualified Teacher data
to provide evidence of need
for Professional Development
in the selected content area.
•
Provides clear and convincing
evidence of using the school
partners' WV Highly Qualified
Teacher data to provide
evidence of need for
Professional Development in
the selected content area.
•
Majority of participants are
from high need district LEA's.
•
100% of participants are from
eligible High Need Districts
•
100% of participants from
eligible high need districts
and a majority of those from
districts with double or more
the state average of classes
taught by non HQT
Score: _ _ _ __
Comments: _________________~
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WV Partnerships for Providing Chemistry or Physics Teachers
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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: 4-7
Points:
The literature reviewed:
The literature reviewed:
The literature reviewed:
•
Does not support the program.
•
Supports some of the proposed
activities selected or designed
in the program.
•
Clearly defines and supports
the proposed activities
selected or designed in the
program.
•
Vaguely states lessons learned
from prior work.
•
States some lessons learned
from prior work.
•
Supports and clearly states
lessons learned on prior work.
•
Does not provide references
that employ sound research
methods.
•
Provides references that
employ some sound research
methods.
•
Provides references that
employ sound research
methods.
•
Does not cite research from
peer reviewed journals.
•
Cites some accepted research
sources from peer reviewed
journals.
•
Cites strong accepted
research sources from peer
reviewed journals.
Points:
0-3
Score=~~~~~
24 of 42
8-10
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
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 and classwork.
Points: o-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.
•
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.
•
Does not define the
responsibilities of the partners
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
development leading to Highly
Qualified status.
•
Describes how the activities
will increase the number of
teachers who will participate
in the professional
development leading to Highly
Qualified status.
•
Clearly describes how the
activities will increase the
number of teachers who will
participate in professional
development leading to Highly
Qualified Status.
•
Does not explain how
professional development
activities are linked with state
content standards and 2ist
century skills.
•
Links the professional
development activities with
state content standards and
21st century skills.
•
Clearly aligns professional
development activities with
state content standards and
21st century skills.
•
Does not explain how
professional development
activities linked with teacher
standards.
•
Links professional
development activities with
teacher standards.
•
Clearly aligns professional
development activities with
teacher standards that go
beyond the standards
delineated in policy 5100,
Appendix A2 & As and relative
Praxis II content standards.
•
Proposed program does not
include a curriculum that
introduces and reinforces all
21st century content areas
(Global Awareness, Financial,
Economic and Business
•
Proposed program includes a
curriculum that introduces all
21st century content areas OR
the proposed program
introduces and reinforces only
a portion of the 21st century
•
Proposed program introduces
all 2ist century content areas
and reinforces them
throughout the program.
25 of 42
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Literacy, Civic Literacy and
Health and Wellness).
content areas.
•
Proposed program does not
include a curriculum that
introduces and reinforces all
21st century thinking and
reasoning skills (Critical
Thinking, Systems Thinking,
Problem Solving and Creating
& Innovating).
•
Proposed program includes a
curriculum that introduces all
21st century thinking and
reasoning skills OR the
proposed program introduces
and reinforces only a portion
of the 21st century thinking
and reasoning skills.
•
Proposed program introduces
all 21st century thinking and
reasoning skills and reinforces
them throughout the program.
•
Proposed program is not
structured to utilize
information and
communication technology
(JCT) literacy to deliver
content, access information or
develop a 21st century context.
•
Proposed program has limited
structure for utilizing 21st
century JCT literacy skills to
deliver content, access
information and foster an
understanding of 21st century
context.
•
Proposed program employs a
variety of information and
communication technologies
to deliver the content and
allow participants to access
vital information. By
integrating these technologies,
participants are better able to
grasp the true nature of 21st
century context.
•
The proposed program does
little to make learning relevant
to real world scenarios and
relate the content to current
global events.
•
The proposed program links
its content to real world
scenarios on a limited basis.
•
The proposed program creates
opportunities for learning by
putting participants in contact
with other knowledgeable
experts and makes the
learning relevant by relating
the content to current global
context.
•
The proposed program limits
assessment strategies and does
not include the participant in
the assessment of his/her own
learning.
•
The proposed program
provides little opportunity for
the participant to assess
his/her own learning and
make appropriate adjustments
to the curriculum to better
his/her understanding of the
content.
•
The proposed program allows
participants to assess his/her
own learning and make
appropriate individual
adjustment to the curriculum
to better facilitate learning,
understanding and application
of the content.
Score=~~~~~
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WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
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
Points: 4-7
Points: 8-10
The partnership:
The partnership:
The partnership:
•
Does not provide
information about how the
program will be managed.
•
Demonstrates the ability to
manage the program.
•
Provides a management plan
outlining the ability to manage the
program.
•
Does not describe a
process for meeting critical
needs and/or deadlines.
•
Describes a general process
for meeting critical needs and
deadlines.
•
Outlines a clear process for meeting
identified needs and deadlines.
•
Does not describe an
explanation for making
decisions.
•
Describes a general
explanation for making
decisions.
•
Describes a clear process for
making decisions.
•
Does not describe roles for
each partner in the
program.
•
Describes roles for each
partner in the program.
•
Describes specific and definitive
roles for each partner in the
program.
•
Does not explain how the
partnership will continue
beyond the three year
grant.
•
Explains in general terms
how the partnership will
continue beyond the three
year grant.
•
Provides a projected plan and timeline for how the program will
continue beyond the three year
grant funding.
Score=~~~~~
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WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
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.
A. 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 program build a
rigorous, cumulative, reproducible, and usable body of findings.
Points: o-6
Points:
The evaluation plan:
The evaluation plan:
The evaluation plan:
•
Is not based on the use of
scientific methods or
comparison groups.
•
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.
•
Provides an evaluation plan
based on an experimental
design. Description of
comparison group(s)
construction is thorough and
clear.
•
Has no measurable
objective or annual target
which describes 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
individuals participating in
professional development
leading to Highly Qualified
Status.
•
Measures some of the activities
and the number and
characteristics of individuals
participating in professional
development leading to Highly
Qualified Status.
•
Clearly measures all activities
and the number and
characteristics of individuals
participating in professional
development leading to Highly
Qualified Status.
•
Does not measure teacher
knowledge gained or
compare with baseline
data.
•
Measures teacher knowledge
gained compared to baseline
data.
•
Clearly measures teacher
knowledge gained compared to
baseline data.
Points:
7-14
Score:~~~~~
28 of 42
15-20
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Budget Narrative
A. 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
The budget provides:
Points:
6-10
The budget provides:
Points:
11-15
The budget provides:
•
No justification or
justification is vague for
the program costs.
•
Justifications of costs of
the program are
reasonable and the budget
meets the program needs.
•
Strong justifications 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 LEA
or RESA.
•
Some evidence that each
partner will reduce
indirect costs in order to
meet the restricted
indirect cost rates of LEA
or RESA.
•
Strong evidence that each
partner will reduce
indirect costs in order to
meet restricted indirect
cost rates of LEA or RESA.
No financial support for
the partnership's
participation in statewide
professional development:
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 development:
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 development:
West Virginia State Math
Conference or West
Virginia State Science
Conference for the
purpose of dissemination
of progress and results.
Score:~~~~~
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WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
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 D
Fund with revision D
Do not Fund D
~~~~~~~~~~~~~~~~~~~~~~-
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WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
AppendixB
Technical Assistance
Technical assistance will be provided by Robin Anglin.
Contact information for Robin Anglin
E-Mail: ranglin@access.k12.wv.us
Telephone: (304) 558-5325 ext 53007
Technical Assistance During Implementation
Additional technical assistance will be provided by Robin Anglin as the winning proposal is
implemented. This technical assistance will take the form of phone support, face to face
participation in project meetings, and online support of the project through a wiki with the
address http: //wiki.kl2.wv.us/mathscience/doku.php?id =wvde ms:start.
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WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
AppendixC
Partnership Narrative
Key Steps
Timeline
1
2
3
4
32 of 42
Who is
involved?
Point Person
Required
resources
Evaluation
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
AppendixD
Sample
Budget Worksheet
Date: _ _ _ _ __
Fiscal Agent: _ _ _ _ _ __
p ro2ram: p artners h"IP £or T each ers:
competitive Alpp.I"1cat1on. p roJect co d e:
Instructional
Staff Develop
Instruction
Regular
Object
111
112
114
136
211
221
231
241
261
Salaries
Supplemental Salary
Stipends
Substitutes, Staff Dev.
Health Insurance
Social Securitv
Defined Benefit Ret.
Defined Contrib. Ret.
!Workers Comp.
Community
Services
11111
12213
52213
(Expenditures NOT
Related to
Staff Development)
(Instructional
Staff
Development)
(Staff Dev.
Private
Schools)
Total bv Obiect
$25,000
$26,ooo
$25,000
25,000
1,000
25,000
25,000
o,,,,.
~.82!';
2,500
$2,500
$230
I<>
2~0
331
58X
Employee Training
tTravel
25,000
591
lnteragency Purchased
Services - In State
3,500
611
Supplies & Materials
5,000
614
Computer Software
5,000
734
'fechnolol!V Hardware
xxx
Other (specify)
Administrative Costs @
$100,000
$29,000
100,000
4,000
$3,500
$6,ooo
1,000
$5,000
$5,000
5,000
%
No more than restricted rate
of LEA allowed
5,000
Total bv Function
11111
Instruction Regular:
12213
Instructional Staff Development:
52213
Non-public School Student Services:
$5,000
$100,055
$130,000
$6,ooo
Activities dealing directly with the teaching of
students.
Activities that contribute to the professional growth
and competence of instructional staff.
Activities that contribute to the professional growth
and competence of instructional staff of private
schools.
33 of 42
$236,055
WV Partnerships for Providing Chemistry or Physics Teachers
Competitive Application 2009
Sample
Budget Source Summary:
Budget Source
WVDE-Title II
Institution of Himer Education
Amount
$40,000
LEA (specify each county)
LEA
LEA
LEA
LEA
Participants
TOTAL
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Project Code
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Competitive Application 2009
AppendixE
Definitions - The following definitions are based on the definitions included in the No Child
Left Behind Act of 2001.
A. Highly Qualified Teacher: The term "highly qualified teacher" means the teacher has not
had certification or licensure requirements waived on an emergency, temporary, or
provisional basis. The teacher has obtained full state certification and endorsements in
science or mathematics, or passed the state teacher licensing examinations and holds a
license to teach in West Virginia.
B. Professional Development: The term "professional development" means instructional
activities that:
i.
Are based on scientifically based research and state academic content standards,
student academic achievement standards, and assessment;
ii.
Improve and increase teachers' knowledge of the academic subjects they teach;
m.
Enable teachers who fall under the designation of not highly qualified to become
highly qualified; and
iv.
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.
C. Scientifically Based Research: 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:
1.
Employs systematic, empirical methods that draw on observation or experiment
and involve rigorous data analyses that are adequate to test the state hypotheses
and justify the general conclusions drawn;
ii.
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;
m.
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;
iv.
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
v.
Can be submitted to a peer-reviewed journal or gain approval from a panel of
independent experts through a comparably rigorous, objective, and scientific
review.
D. High Need School District: The term "high need school district" means a school district:
[For purposes of this grant, a high need school district is defined as a school
district who has been identified for improvement or corrective action under
NCLB and has less than the state average of science classes taught by "highly
qualified" teachers according to WVDE 2008-2009 data.]
E. Summer Institute: The term "summer institute" means an institute, conducted during
the summer, that:
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i.
ii.
m.
Is conducted for a period of not less than 2 weeks, not necessarily consecutive
days or weeks;
Includes, as a component, a program that provides direct interaction between
teachers and current or retired disciplinary Arts and Sciences faculty; and
Provides for follow-up training during the academic year that is conducted in the
classroom for a period of not less than three consecutive or nonconsecutive days.
F. Additional Definitions:
i.
Core Writing Team: Composed of the Project Director, and at least one
representative from each of the following: fiscal agent, evaluator, disciplinary
faculty, higher education and/or RESA education advisor, and ten percent of
teachers engaged in the funded project.
IL
WVDE Partnership for Providing Math & Science Teachers Wiki: An established
Internet site for communicating among and between partnerships which may be
accessed by going to the following URL:
http: //wiki.k12. wv. us/mathscience/ doku.php
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AppendixF
Overview of the Research Base for the U.S.
Department of Education Title IIB MSP
The research base for the Title IIB MSP program includes review of relevant evidence-based
programs that were developed with NSF MSP dollars, and reviews of research from IES regarding
mathematics and science education, teacher preparation, effective professional development
strategies, and evaluation design for education research.
Partners may wish to review the following reports, programs, and confer with faculties who have
developed this body of research while developing their own programs as the U.S. Department of
Education will require periodic reports that will seek data regarding the partnership's progress in
light of the research that was used to develop the Title IIB MSP program.
Title IIB Mathematics and Science Partnership Program - Background
Research
The Title IIB MSP program encourages higher education disciplinary faculty and K-12 teachers to
collaboratively design a two-week content based summer workshop that can lay the foundation
for a set of courses that allow elementary and secondary school teachers that do not have a
mathematics or science background to learn mathematics or science in depth. The goal is to
provide teachers the content-specific knowledge that will allow them to help students master the
knowledge and skills necessary for engaging in higher levels of learning once the students arrive
in high school. If successful, a greater number of students from all backgrounds may access
advanced topics in high school including Advanced Placement classes and academically rich
Professional Technical Apprenticeships. This approach creates conditions in which students can
demonstrate advanced levels of knowledge through their performance on the West Virginia
Statewide Assessments.
While the Title IIB MSP program focuses on teacher content acquisition, other challenges
teachers face include; achieving high quality teacher status, closing the achievement gap, effective
planning for student mastery, recognizing student mastery through the use of classroom
assessments, using objective measures to communicate and learning how to measure the value of
instructional strategies and programs against student learning. Many of these challenges require
systems-based solutions and do not lend themselves easily to appropriate experimental designs.
However, evidenced-based programs that increase the content knowledge of teachers have
translated into increased student performance and use elements of experimental design, like
random selection of teacher participants and teacher control groups to provide evidence of
success.
At a June 13-14, 2003 Title IIB Meeting Sponsored by the Department of Education, Dr. Grover
Whitehurst from the IES (formerly OERI) presented findings from a national-level study of
research in mathematics and science education and teacher quality. In general, the research that
was reviewed found that there is not enough evidence-based research. For the Title IIB MSP
program, evidence-based research must support the activities of the grant. For this project the
term "evidenced based" will mean the best available research to support the design of each
program.
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A synopsis of the data can show practices that are not promising, and practices that are
promising. For science education, IES determined there is not currently enough high-quality
research to make any conclusions regarding any practices. For mathematics, the practices that
appear to have potential negative effects include elementary ability grouping based on student
test scores or by student age, and emphasizing a singular curriculum or instructional strategy to
demonstrate increased student performance.
Promising practices in mathematics education include the alignment of assessment and
instruction, structured peer-feedback, and developing conceptual understanding. The following
paragraphs summarize the information shared by Dr. Whitehurst, and can be found at the IES
website:
Assessment for Instruction: The emphasis was not on high stakes tests, but using weekly
assessments that provide teachers indicators of how the class and each student are progressing.
Includes measurement tools like performance graphs and encompasses the use of instructional
material keyed to each child's success. These programs have demonstrated positive effects on
student achievement. The best program indicator was the degree to which the weekly assessment
aligned to the end of year assessments.
Structured Peer Feedback: Not all forms are equal. The design that has shown the most
success through several studies contains students working in pairs, or in groups of 4 or 5. In each
grouping students take turns in the role of teacher or student, and are rewarded for the group's
performance.
Conceptual Understanding: IES acknowledges that more research is needed in this area.
Findings from several studies support that conceptual understanding is important, but it is not
necessary to only use the constructivist approach to achieve it. In addition, emphasis on
discovery type activities can hinder the development of some students. Conceptual
understanding is developed when methodologies vary. The constructivist method should be
supported by direct instruction, exposure, solving authentic non-routine problems, and routine
practice. Conceptual or standards-based curricula: There are currently no head-to-head largescale controlled studies that compare traditional and standards-based curricula. Current studies
do not control for volunteer and control groups of teachers (to measure the effect of teacher
motivation on the studies.) IES states that these studies can provide useful information if they
cause large effects. A recent three state study matched participants by reading score and poverty
level. Statistically, this study showed support for standards-based curricula, but as the sample
size increased the test detects smaller significance. IES has found that the research on the effects
of standards-based curricula show they are not worse, but they are also not better than other
curricula.
Teacher Quality: One method of measuring the effects of high quality teachers in the
classroom is the value-added approach, (Ted Sanders.) Subtract the beginning of year scores
from the end of the year scores to get annual value-added for each student. This also serves to
diminish the impact of students who start way above average as compared to students who come
in low, and helps measure the effectiveness of teacher quality on all students.
Research on Effective Teachers and Professional Development in Mathematics:
The most significant indicator of effective teachers shows that the higher level of general
knowledge and cognitive ability inherent in the teacher, the better students perform. Research on
the best time in a teacher's career to invest money in their development is after three years in the
classroom to five years from retirement.
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Research findings for Pre-service Preparation: There is no evidence to support that the
type of certification (or endorsement) matters. The best evidence is a major in mathematics or
science, (particularly at high school). The number of math courses taken as an undergraduate is
also an indicator. After 4/5 courses, there is no value-added in relationship to student
performance. Masters degrees also show no added value. The movement from the idea of
teacher training to produce competent managers of kids and their learning to training teachers as
skilled, academically prepared professionals that tackle the intellectual rigor of questioning and
reflecting upon the evidence of student learning as they impart curriculum to all children in
classroom is a significant focus of the Title IIB MSP program if pre-service preparation is
included in the local partnership's plan.
Research findings for Professional Development: Professional development programs
should be significantly longer, content rich, and more intense to engage teachers intellectually.
The focus on content contributes to gains in student performance. Coherence is critical, and the
most effective forms of professional development include coaching by higher education
disciplinary faculty, learning communities, and didactic learning. IES is expecting the Title IIB
MSP two-week summer institutes to contain all three forms of professional development.
Also at the June meeting, Dr. Kenneth Gross from the Vermont Mathematics Initiative provided
an overview of his program which demonstrates the success of evidence-based programs
developed with National Science Foundation MSP dollars and supports the basis for the Title IIB
MSP program.
The Vermont Mathematics Initiative is the result of a collaborative effort between Dr. Ken Gross
and K-6 teachers. This initiative developed from a summer workshop to a three-year certification
program and includes rich mathematical content courses to meet the intellectual needs of the
participating teachers - from Number Theory, Functions and Algebra to Research and Inquiry
into Effective Practice I-IV and Calculus for Elementary Teachers I & II. The Initiative goal was
to train enough teachers to ensure at least one teacher from each school in participating district
completed this certification program.
On the topic of the content preparation of middle school mathematics teachers, Dr. James
Milgram provided a paper, "Commonly Assessed Middle School Standards at Eighth Grade or
Outcome Level", which provides a summary of the seven key mathematical topics that students
should have learned as demonstrated in an analysis of several state assessment exams. Each of
these topics is covered extensively in West Virginia's Grade-level Content Standards and
Objectives. The cognitive demand placed on teachers as they develop a deeper understanding of
the topics Dr. Milgram describes in his paper also support the demands the standards describe for
students.
When planning around the research base to design a program keep in mind one goal is to help
teachers who have not yet demonstrated high quality teacher status attain that status. The
summer institutes that partnerships design should contain elements that allow teachers to reach
this status. For example, using PRAXIS pre- and post-test data to demonstrate value-added
knowledge allows teachers the opportunity to meet high-quality teacher criteria as does offering
teachers course credits from the mathematics or science departments from the institution that is
supporting the higher education partner.
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Information regarding the inclusion of evidenced-based elements of a partnerships
evaluation plan:
At the Department of Education Title IIB MSP meeting in June 2003, information was presented
that provides guidance to potential partnerships for planning the evaluation of their projects.
Tom Loveless, Director of the Brown Center on Education Policy at the Brookings Institute
presented information regarding the evaluation of the results of the MSP. The following
information may be useful to partners as they plan for the evaluation of the activities, as the U.S.
Department of Education will require periodic updates that reflect the principals and practices
described by Dr. Loveless.
Dr. Loveless reported that randomized field trials provide researchers with a "gold standard" for
evaluating projects. Randomization can take many forms - see research base appendix for more
details. Randomization equalizes treatment and control groups and controls for unobserved
characteristics, like teacher motivation. He reported that the short-term evaluation goal was
measuring the increase in teacher knowledge. The long-term goal is the increase in student
achievement.
To create comparison groups Dr Loveless recommends the following strategies be employed;
randomized field trials, matched pairs, participant vs. everyone else, or pre- and post-treatment
change over time (or value-added.)
To design the evaluation the recommendations are; use lottery to assign over-subscribed institute
slots to set-up randomized trials, pre- and post-testing of teachers and students, and express
learning gains in effect sizes (include the standard deviation units of the pre-test.)
To design teacher pre- and post-tests he recommends matching the content of the institute
materials to the content of the tests; do not include pedagogy or extraneous topics, use criterionreferenced indicators to determine whether minimal levels of content knowledge are attained.
(For more information refer to the Research Base Appendix G.)
Dr. Lynn Okagaki and Dr. Heidi Schweingruber from IES provided information about the
components of an evaluation. An evaluation provides clear and measurable objectives,
documentation of program implementation and progress, and a design that clearly shows
whether the program activities actually change the target outcome. An example of a measurable
goal is "80% of teachers who complete the institute and a year of follow-up will pass the state test
for teacher certification in mathematics." Another example was "By the end of year two the
number of students achieving a passing score on the 8th grade state mathematics exam will
increase by 30%"
Other measures to consider include high school mathematics exit exam, Praxis exams, course
specific content tests, or standardized achievement tests given by the state (WESTEST).
Optional objectives include increased participation by students in advanced courses in
mathematics and science, increased percentages of elementary school teachers with academic
majors, minors (or their equivalent) or group majors or minors in mathematics, sciences, or
engineering. Or the increased percentages of secondary school (6-12) mathematics and sciences
classes taught by teachers with academic majors or minors (or their equivalent) in mathematics,
science, or engineering.
Evaluation design should include baseline data, a comparison group, and random assignment.
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An example of effective random assignment is a group of districts each have four middle schools.
Two of the four are randomly assigned to participate in the initial project. After two years the
remaining schools are eligible to participate.
Options to random assignment include use of a comparison group of students, schools or districts
that are carefully matched to the target population. Another option is the use of several years of
data prior to the intervention and several years of data after the intervention.
Use of outside evaluators to help partnerships with the evaluation design is highly recommended,
especially where random assignment is planned. (Bonus points are awarded for the use of outside
evaluators to review the design of the project.)
Key questions guide the usefulness of the data to the partnerships: Is there a plan to collect
evaluation data throughout the project and to use the data to inform project activities? Is the
timeline for collection of evaluation data integrated with the overall project timeline? Will the
data they plan to collect provide information about various components of the project? Will the
design allow the partnership to determine the observed changes in outcomes are due to the
program?
Lastly, it is recommended that partnerships reach out to non-traditional sources for help with
evaluation. University faculty with expertise in quantitative program evaluation can be of
assistance (i.e. public policy, public health, and prevention science.
Resources from Department of Education June 2003 meeting:
IES
What Works Clearing House -Curriculum Based Interventions for Increasing K-12 Mathematics
Achievement http://ies.ed.gov/ncee/wwc/
What Works Clearing House - Peer-Assisted Learning in Elementary Schools: Reading,
Mathematics, and Science Gains http://ies.ed.gov/ncee/wwc/
Wu, Hung-Hsi. "Professional Development of Mathematics Teachers" Notices of the AMS, Vol.
46, Number 5, May 1999. (p. 535-542)
Ma, Liping, Knowing and Teaching Elementary Mathematics: Teacher's Understanding of
Fundamental Mathematics in China and the United States, Lawrence Erlbaum Associates, 1999,
Mahwah, NJ.
Clotfelter, Charles T., Ladd, Helen F., Vigdor, Jacob L. "How and Why Do Teacher Credentials
Matter for Student Achievement?
http://www.caldercenter.org/PDF /1001058 Teacher Credentials.pdf
Hammond, Linda Darling and Prince, Cynthia D. "Strengthening Teacher Quality in High-Need
Schools Policy and Practice." http://www.ccsso.org/publications/details.cfm?PublicationID=3s4
Ingersoll, Richard M. "A Comparative Study of Teacher Preparation and Qualification in Six
Nations." http://www.cpre.org/images/stories/cpre pdfs/sixnations final.pdf
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Appendix G: Five Critical Levels of Professional Development Evaluation
Adapted from Evaluating Professional Development by Dr. Thomas Guskey, Corwin Press,
Evaluation
Level
1.
Participants'
Reactions
2.
Participants'
Learning
•
•
•
•
•
•
•
•
•
2000,
p. 79
What Questions Are Addressed?
How Will Information be
Gathered?
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?
• Questionnaires
administered at the end of the
session
•
Initial satisfaction with the
experience
•
•
•
•
•
•
•
• New knowledge and skills of
participants
• To improve program
content, format, and
organization
Did participants acquire the intended knowledge
and skills?
Paper and pencil
Simulations
Demonstrations
Participant reflections
Participant portfolios
How Will Information
Be Used?
What is Measured or Assessed?
To improve program
design and delivery
3. Organization
Support &
Change
•
•
•
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?
District and school
records
• Minutes from follow-up
meetings
• Questionnaires
• Structured interviews
with participants and district
or school administrators
• Participant portfolios
•
The organization's advocacy,
support, accommodation, facilitation,
and recognition
• To document and
improve organizational
support
• To inform future
change efforts
4. Participants'
Use of New
Knowledge &
Skills
• Did participants effectively apply the new
knowledge and skills?
• How are participants using what they learned?
• What challenges are participants encountering?
•
•
Questionnaires
Structured interviews
with participants and their
supervisors
• Participant reflections
• Participant portfolios
• Direct observations
• Video or audio tapes
• Degree and quality of
implementation
•
5. Student
Learning
Outcomes
•
•
•
•
•
•
•
•
•
•
•
•
•
• To focus and improve
all aspects of program
design, implementation, and
follow-up
• To demonstrate the
overall impact of
professional development
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?
Student records
School records
Questionnaires
Structured interviews
with students, parents,
teachers, and/or
administrators
• Participant portfolios
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Student learning outcomes:
Cognitive - Performance &
Achievement
• Affective - Attitudes &
Dispositions
• Psychomotor - Skills & Behaviors
• Student work samples
• Performance assessments
To document and
improve the implementation
of program content