WEST VIRGINIA
PARTNERSHIPS FOR
PROVIDING MATHEMATICS
TEACHERS 5-ADULT
tudents deserve it The world demand it
COMPETITIVE GRANT
APPLICATION
Partnership Applications Due:
May13, 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
'
'
Wc!tl: Virginia
Department 0£ Education
WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
Timeline
April 28, 2009
May12, 2009
May 14-15, 2009
May 15, 2009
30, 2009
September 30, 2009
Au~ust
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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
4-27-2009
WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
Table of Contents
Page
Timeline ........................................................................................................................................................... 2
Table
1:
High Need Local Education Agencies ........................................................................................... 4-5
General Applicant Information ...................................................................................................................... 6
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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
What are the purposes of the program? .................................................................................................. 8
Key Features of the West Virginia Partnership for Providing Mathematics and Science Teachers .... 9
Who may apply ....................................................................................................................................... 10
•
Core Partners
•
Other Eligible Partners
•
Fiscal Agent
•
Stakeholders
•
Writing Team
>
>
>
>
Will funds be awarded to all regions of West Virginia? ........................................................................ 12
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Required activities .................................................................................................................................. 12
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Encouraged and Allowable activities ..................................................................................................... 13
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>
>
>
>
When can the money be used? ............................................................................................................... 13
How will eligibility be determined? ........................................................................................................ 11
How will applications be reviewed and scored? ..................................................................................... 11
How much money is available and to whom will recipients report? ................................................... 12
Accountability ......................................................................................................................................... 13
Resources ................................................................................................................................................ 16
Application Checklist- What should be included in a proposal? ......................................................... 16
Application Cover Page (for Fiscal Agent), Assurances, and Commitments .................................. 17-18
Appendices:
Appendix A: Scoring Rubric .................................................................................................................... 22-30
Appendix B: Technical Assistance ................................................................................................................ 31
Appendix C: Partnership Highlights ........................................................................................................... 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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4-27-2009
WV Partnerships for Providing Mathematics Teachers 5-Adult
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 math classes taught by teachers that are "highly qualified"
County
Identified for NCLB
LEA
Improvement 20082009
Identified
High Need LEA
Based on 2008-2009
Highly Qualified Teacher Data
for Mathematics
{<89.5%)
Eligible Partner LEAs
Identified for Improvement
and have less that the state
average of mathematics
classes taught by "highly
qualified" teachers
x
x
x
x
x
Barbour
Berkeley
Boone
x
x
Braxton
Brooke
Cabell
x
Calhoun
Clay
Doddridge
Fayette
x
x
Gilmer
Grant
Greenbrier
Hampshire
Hancock
x
x
x
x
x
x
x
x
x
x
x
x
Hardy
Harrison
x
Jackson
Mercer
x
x
x
x
x
x
x
x
x
Mineral
Mingo
Monongalia
x
x
Jefferson
Kanawha
Lewis
Lincoln
Logan
Marion
Marshall
Mason
Monroe
Morgan
McDowell
Nicholas
Ohio
Pendleton
Pleasants
Pocahontas
Preston
Putnam
Raleigh
Randolph
Ritchie
Roane
Summers
Taylor
Tucker
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
Tyler
Upshur
Wayne
Webster
Wetzel
Wirt
Wood
Wyoming
x
x
x
x
x
x
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x
x
WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
GENERAL APPLICANT INFORMATION
Only one original of the completed Grant Application must be
RECEIVED by email, or hand delivery, or mail by
May13. 2009
Who do we contact for assistance?
For additional assistance or questions related to West Virginia Partnership for Providing
Mathematics Teachers 5-Adult applications, please contact:
Lynn Baker, Coordinator Math/Science Partnerships
Office of Title II, School & School System Improvement
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
304-558-5325
lhbaker@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 Lynn Baker to verify receipt of
document. Pages requiring original signatures must be received by WVDE no later
than May 12, 2009.
Address your application packets to:
Lynn Baker, Coordinator Math/Science Partnerships or email to
lhbaker@access.k12.wv. us
Office of Title II, School & School System Improvement
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
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Background of the Partnership for Providing Mathematics 5-Adult
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 mathematics. 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
mathematics classes taught by "highly qualified" teachers according to WVDE 20082009 data.] and mathematics departments within institutions of higher education. The
partnership must include at least one qualifying district. 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 mathematics
and science teachers.
Partnerships between high-need school districts, consortia of those districts represented by
Regional Educational Service Agencies and the mathematics 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 mathematics and
science organizations concerned with mathematics 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 middle and high school classes taught by highly qualified teachers of
mathematics and/or 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 mathematics increased
percentages of elementary teachers with majors, minors, or their equivalent in mathematics; and
increased percentages of secondary school (grades 6-12) classes in mathematics taught by
teachers with academic majors, minors, or their equivalent in mathematics.
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
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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
Mathematics 5-Adult.
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, I
Step 7. 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
Mathematics 5-Adult. 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
Mathematics Teachers 5-Adult?
The purposes of the West Virginia Partnership are to:
•
•
Support cohorts of individuals wanting to become mathematics teachers. These
individuals might include teachers who are currently certified in Mathematics -Algebra I.
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 mathematics faculty in 2-week summer institutes, classes, and other
experiences that directly relate to the middle school and high school mathematics
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 mathematics teacher.
To increase the number of teachers prepared to teach students to understand more than
basic competency in mathematics 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
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•
•
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
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 math 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 Mathematics 5Adult Teachers
Partnerships:
Applications are designed and implemented by partnerships that include:
•
Eligible middle and high school teachers of mathematics in participating eligible school
districts.
•
Mathematics faculty and administrators in higher education organizations.
•
School district administrators and/or Regional Educational Service Agency
administrators.
•
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
mathematics 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 mathematical 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 mathematics 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 mathematics instruction and improve student academic
achievement must be included.
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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 mathematics teachers who participate
in content-based professional development activities must be included. Additionally, elements of
randomization that provide information regarding the progress of 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 mathematics teachers.
• One or more Regional Education Service Agencies may 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 mathematics learning, and other non-profit or for-profit organizations concerned with
mathematics education.
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Core Writing Team
The West Virginia Partnership Care 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 mathematician from a core-partner higher education institution,
• an experienced mathematics 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
mathematics 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 mathematics, 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 minimum 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.
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Applications will be reviewed and scored by review teams May 14-15, 2009.
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,ooo per year for three years. A district's Title I or 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 ofWestVirginia?
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 to 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.
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2)
3)
Assisting individual counties in providing support for teachers who are participating in
the cohort.
Evaluating the project, including publishing and disseminating results.
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 May 15, 2009.
Funded applicants may begin using funds following the distribution of funds with will occur after
the awarding of the grant on May 15, 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 the
results of a needs assessment and how the goals and activities of the partnership's proposed
programs are directly related to those needs.
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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.
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 mathematics teachers, increase in
participant knowledge of the required math and science subject matter knowledge, increase in
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capability of teachers to teach advanced concepts to underrepresented groups and increase
participation by a diverse student population in advanced courses in mathematics and sciences.
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
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.
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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).
What resources are available to help complete this application?
Please contact Lynn Baker if you need assistance in completing this application.
lhbaker@access.k12. wv. us
The following documents are provided to assist you in completing this application:
• Appendix A: Scoring Rubric .................................................................... p. 22-30
• Appendix B: Technical Assistance ................................................................. p. 31
• Appendix C: Partnership Narrative Template .............................................. p. 32
• Appendix D: Sample Budget Worksheet ................................................. p. 33-34
• Appendix F: Definitions ................................................................................. p. 35
• Appendix G: Research summary for applicants ...................................... p. 37-42
• Appendix H: 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 (p17 & 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)
r> Needs Assessment ................................................................................... 15 points
r> Research Base .......................................................................................... 10 points
r> Plan of Work ........................................................................................... 20 points
r> 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 Lynn Baker to verify receipt of
document. Pages requiring original signatures must be received no later than May 12, 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:
Lynn Baker, Coordinator Math/Science Partnerships
Office of Title II, School & School System Improvement
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
304-558-5325
lhbaker@access.k12.wv.us
WV Partnerships for Providing Mathematics Teachers 5-Adult
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- - - - - - - - - - - - - - - - - - - - - - - - - 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 of federal funds for programs included in this application.
The Grantee assures and certifies compliance with the Children's Internet Protection Act (CIPA) regulations,
policies and requirements.
The Grantee assures that timely and meaningful consultation with appropriate private school officials during
the design and development of programs has occurred and that continued consultation throughout the
implementation of these programs will occur.
The Grantee agrees to carry out the project as proposed in the application.
None of the monies received through 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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STATEMENT OF ASSURANCES FOR PARTNERSHIP MEMBERS
(Each Partner must complete one Statement of Assurances/Commitment form)
Applicant District (Fiscal Agent) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Partner Organization_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Contact Name__________________Title_ _ _ _ _ _ _ _ _ _ __
Mailing Address_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
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
WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
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 math classes, 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
Mathematics Teachers 5-Adult 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
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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
21of43
Date
WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
Appendix A
WV PARTNERSHIP FOR PROVIDING MATH AND
SCIENCE 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.
22
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WV Partnerships for Providing Mathematics Teachers 5-Adult
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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 some evidence that
participants
m both the
experimental and comparison
group are recruited from high
need districts as defined for this
program.
•
Provides some evidence of the
partnerships
capacity
to
implement
a
sustained
professional
development
program in the area of
mathematics and/or science.
•
•
•
Provides no 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 m the area of
mathematics and/or science.
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.
Majority of participants are
from high need district
•
•
•
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 clear and convincing
evidence of the partnerships
capacity to implement a
sustained
professional
development program in the
area of mathematics and/or
science.
•
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.
•
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
Provides some evidence of
using the school partners' WV
Highly Qualified Teacher data
to provide evidence of need for
Professional Development m
the selected content area.
100% of participants are from
eligible High Need Districts
LEA's.
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WV Partnerships for Providing Mathematics Teachers 5-Adult
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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: 0-3
Points: 4-7
Points:
The literature reviewed:
The literature reviewed:
The literature reviewed:
8-10
the •
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.
•
Does not
program.
•
support
24 of 43
WV Partnerships for Providing Mathematics Teachers 5-Adult
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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:
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
responsibilities of partners
fully accounts for how all
goals and objectives m
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 21st 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 includes a
curriculum that introduces all
21st century content areas OR
•
Proposed program introduces all
21st century content areas and
•
Proposed program does
not include a curriculum
that
introduces
and
reinforces all 21st century
content areas
(Global
Awareness,
Financial,
25 of 43
15-20
the
and
the
the
WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
•
•
•
•
Proposed program does
not include a curriculum
that
introduces
and
reinforces all 21st centucy
thinking and reasoning
skills (Critical Thinking,
Systems
Thinking,
Problem
Solving
and
Creating & Innovating).
Proposed program is not
structured
to
utilize
information
and
communication technology
(ICT) literacy to deliver
content,
access
information or develop a
21st centucy 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
limits
assessment
strategies and does not
include the participant in
the assessment of his/her
own learning.
reinforces them throughout the
program.
the
proposed
program
introduces and reinforces only a
portion of the 21st centucy
content areas.
Economic and Business
Literacy, Civic Literacy and
Health and Wellness).
•
Proposed program includes a
curriculum that introduces all
21st centucy thinking and
reasoning
skills
0 R the
proposed program introduces
and reinforces only a portion of
the 21st centucy thinking and
reasoning skills.
•
Proposed program has limited
structure for utilizing 21st
centucy ICT literacy skills to
deliver
content,
access
information and foster an
understanding of 21st centucy
context.
•
•
•
Proposed program introduces all
21st
centucy
thinking
and
reasoning skills and reinforces
them throughout the program.
•
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 centucy context.
•
The proposed program creates
opportunities for learning by
putting participants m contact
with other knowledgeable experts
and makes the learning relevant
by relating the content to current
global context.
•
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.
The proposed program links its
content to real world scenarios
on a limited basis.
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.
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WV Partnerships for Providing Mathematics Teachers 5-Adult
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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:
The partnership:
The partnership:
The partnership:
8-10
•
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
explanation
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.
a
for
general
making
SCORE: _ _ _ _ _Comments: _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
270£ 43
WV Partnerships for Providing Mathematics Teachers 5-Adult
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.
B.
Points: o-6
Points: 7-14
Points: 15-20
The evaluation plan:
The evaluation plan:
The evaluation plan:
•
Is not based on the use •
of scientific methods or
comparison groups.
•
Has no measurable
objectives or annual •
targets which describe
progress
towards
meeting the goals and
objectives established in
response
to
the
identified needs.
Is based on the use of a •
comparison
group
of
students, schools, or districts
utilizing experimental or
quasi-experimental design.
Description of comparison
group(s)
is
vague
or
incomplete.
Provides an evaluation plan
based on an experimental
design.
Description
of
comparison
group(s)
construction is thorough and
clear.
•
Has
clear
measurable
objectives and annual targets
which describe progress
toward meeting the goals
and objectives in response to
the identified needs.
•
Clearly
measures
all
activities and the number
and
characteristics
of
individuals participating in
professional
development
leading to Highly Qualified
Status.
•
Clearly measures teacher
knowledge gained compared
to baseline data.
Has
some
measurable
objectives and targets which
may
indicate
progress
towards 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.
•
Does
not
measure •
teacher
knowledge
gained or compare with
baseline data.
Measures teacher knowledge
gained compared to baseline
data.
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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
h ardcopyofth e b ud ge.
t
Points:
0-5
The budget provides:
• No justification or
justification is vague
for the program costs.
•
No 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
LEAorRESA.
•
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.
Points:
6-10
The budget provides:
• Justification of costs of
the program are
reasonable and the
budget meets the
program needs.
Points: 11-15
The budget provides:
• Strong justification of costs of the
program are reasonable and
clearly show the budget is
sufficient to meet the program
needs.
•
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.
•
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.
•
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.
•
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.
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WV Partnerships for Providing Mathematics Teachers 5-Adult
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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
FundO
Fund with revision D
Do not Fund D
~~~~~~~~~~~~~~~~~~~~~~
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WV Partnerships for Providing Mathematics Teachers 5-Adult
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AppendixB
Technical Assistance
Technical Assistance
Technical assistance will be provided by Lynn Baker.
Contact information for Lynn Baker
E-Mail: lhbaker@access.k12.wv.us
Telephone: (304) 558-5325 ext 53215
Technical Assistance During Implementation
Additional technical assistance will be provided by Lynn Baker 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.k12.wv.us/mathscience/doku.php?id=wvde ms:start.
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AppendixC
Partnership Highlights
Key Steps
Timeline
1
2
3
4
32 of 43
Who is
involved?
Point Person
Required
resources
Evaluation
WV Partnerships for Providing Mathematics Teachers 5-Adult
Competitive Application 2009
AppendixD
Sample
Budget Worksheet
Date: ______
Fiscal Agent: _ _ _ _ _ __
p rogram: p artners h.IP £or T each ers:
Object
111
112
114
136
211
221
231
241
261
comuet1tive A,ppr1cahon. p ro_1ect co d e:
Instruction
Regular
11111
(Expenditures NOT
Related to
Staff Development)
Salaries
Suuulemental Salary
Stipends
Substitutes, Staff Dev.
Health Insurance
Social Security
Defined Benefit Ret.
Defined Contrib. Ret.
!Workers Comp.
Community
Services
52213
(Staff Dev.
Private
Schools)
Total by Ob_ject
$25,000
$26,ooo
$25,000
25,000
1,000
25,000
2!),000
l~.8~
3,825
2,500
$2,500
$230
230
Employee Trainim~
331
58X
ifravel
25,000
591
Interagency Purchased
Services - In State
3,500
611
Suuulies & Materials
5,000
614
Computer Software
5,000
734
ifechnolo2Y Hardware
xxx
Instructional
Staff Develop
12213
(Instructional
Staff
Development)
$100,000
$29,000
100,000
4,000
$3,500
$6,ooo
1,000
$5,000
$5,ooo
5,000
Other (specify)
~dministrative
Costs @
%
No more than restricted rate
of LEA aJlowed
Total by Function
11111
$5,000
5,000
Instruction Regular:
12213
Instructional Staff Development:
52213
Non-public School Student Services:
$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.
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$236,055
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Sample
Budget Source Summary:
Bud2et Source
WVDE-Title II
Institution of Hit!her Education
Amount
$40.000
LEA (specify each county)
LEA
LEA
LEA
LEA
Participants
TOTAL
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AppendixE
Definitions - The following definitions are based on the definitions included in the No Child
Left Behind Act of 2001.
A. Hi&hly 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:
i.
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;
11.
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 mathematics classes taught by
"highly qualified" teachers according to WVDE 2008-2009 data.]
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E. Summer Institute: The term "summer institute" means an institute, conducted during
the summer, that:
i.
Is conducted for a period of not less than 2 weeks, not necessarily consecutive
days or weeks;
ii.
Includes, as a component, a program that provides direct interaction between
teachers and current or retired disciplinary Arts and Sciences faculty; and
m.
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.
11.
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 faculty 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 JES (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
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term "evidenced based" will mean the best available research to support the design of each
program.
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.
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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.
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. Jam es
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
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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.
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).
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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.
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 recommend 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:
JES
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.
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Clotfelter, Charles T., Ladd, Helen F., Vigdor, Jacob L. "How and Why Do Teacher Credentials
Matter for Student Achievement?
http: //www.caldercenter.org/PD F /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?PublicationlD=354
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
Aaaptea irom ..l!,Vatuanng rro.1ess1onat vevetopment bY ur. Tnomas u-usKey, t;ol"Wln .t"ress, 2000, ) 79
Evaluation
Level
1. Participants'
Reactions
2.
Participants'
Leaming
.•
.••
.•
.•
What Questions Are Addressed?
Did they like it?
Was their time well spent?
Did the material make sense?
Will it be useful?
Was the leader knowledgeable and helpful?
Were the refreshments fresh and tasty?
Was the room the right temperature?
Were the chairs comfortable?
Did participants acquire the intended knowledge
and skills?
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?
4. Participants'
UseofNew
Knowledge&
Skills
• Did participants effectively apply the new
knowledge and skills?
• How are participants using what they learned?
What challenges are participants encountering?
5. Student
Learning
Outcomes
•
•
•
.
•
•
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?
..
.
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How Will Information be
Gathered?
• Questionnaires
administered at the end of the
session
What is Measured or Assessed?
•
Initial satisfaction with the
experience
.••
•
.
.
Paper and pencil
Simulations
Demonstrations
• Participant reflections
• Participant portfolios
District and school
records
• Minutes from follow-up
meetings
• Questionnaires
• Structured interviews
with participants and district
or school administrators
• Particioant portfolios
• Questionnaires
• Structured interviews
with participants and their
supervisors
Participant reflections
• Participant portfolios
• Direct observations
• Video or audio tapes
• Student records
• School records
• Questionnaires
• Structured interviews
with students, parents,
teachers, and/or
administrators
Participant portfolios
New knowledge and skills of
participants
The organization's advocacy,
support, accommodation, facilitation,
and recognition
.
• To improve program
content, format, and
organization
•
To document and
improve organizational
support
To inform future
change efforts
.
•
Degree and quality of
implementation
•
•
•
• To focus and improve
all aspects of program
design, implementation,
and follow-up
To demonstrate the
overall impact of
professional development
.
.
How Will Information Be
Used?
To improve program
design and delivery
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
.