FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal/Application
I. GRANT OVERVIEW
Division/Office Just Read, Florida! Office
Title Research-Based Reading Grant
Specific Funding
Authority(ies)
Funding Purpose
State Appropriation 69
To provide funds for Florida school districts to implement, enhance, or maintain an instructional design based upon scientifically based reading research that supports high quality reading instruction for students in grades 6-12 that require an academic improvement plan (AIP).
Funding Priorities A comprehensive instructional design and systemic plan for middle and high school reading classrooms that includes a research-based comprehensive core reading program (CCRP), research-based supplementary reading programs and strategies (SRPs), an assessment structure, reading professional development, and school-based support.
Support for Reading
Initiative
Delivery of high quality reading instruction in grades 6-12 reading courses as a means to reach
Governor Bush’s goal that all students will read on grade level or higher by the year 2012.
Reporting on Outcomes
Dissemination and
Marketing Plan
Target Population
Year-end report of outcome measures regarding student reading progress
Applicant will submit quarterly reports of student achievement to the Just Read, Florida!
Office for DOE publication
Eligible Applicants
Florida students in grades 6-12 with academic improvement plans (AIP) that receive reading instruction in middle or high school reading courses.
All Florida School Districts
Type of Award Discretionary Competitive
Total Funding Amount
Funding Period
$7, 000, 000.
July 1, 2003 – June 30, 2004
(It is anticipated that awards will range between $75,000 and $125,000)
Technical Support Ruth Gumm-Shearon. 850-245-0503. Ruth.Gumm-Shearon@fldoe.org
Required Forms
Application Due Date
Project Application Summary (DOE 100A)
Budget Forms (DOE 101)
Authorization Letter, if the signature on the DOE 100A is other than that of the superintendent or president/chairman of the board, a letter authorizing that individual to sign MUST be submitted.
July 24, 2003

II.
FEDERAL REQUIREMENTS
No federal requirements apply to this project.
III.
STATE REQUIREMENTS
The Department of Education has developed and implemented a document entitled, General Terms,
Assurances and Conditions for Participation in Federal and State Programs, to comply with:

34 CFR Part 76.301 of the Education Department General Administration Regulations (EDGAR) which requires local educational agencies to submit a common assurance for participation in federal programs funded by the U.S. Department of Education;
 applicable regulations of other Federal agencies; and
 state regulations and laws pertaining to the expenditure of state funds.
In order to receive funding, applicants must have on file with the Department of Education, Office of the Comptroller, a signed statement by the agency head certifying applicant adherence to these
General Assurances for Participation in State or Federal Programs. The complete text of may be found at http://www.firn.edu/doe/bin00007/gbook.htm. (A hard copy is available upon request.)
This is the key section of the grant application. Each proposal must include the required information specified in the sections below.
ABSTRACT
The proposal must include a brief description of how the needs of students, teachers, administrators, and other educators will be met through this project as they relate to the reading needs of students at the secondary level. Please identify the schools to be served, the participating grade levels, and the criteria that will be used to select students for services. Indicate the expected numbers of students to be served at each school and grade level. The proposal must include both district and school data of student reading performance, and any district funding requests to implement, enhance, or maintain the instructional design for reading must relate to this data. Additionally, districts must briefly describe plans for submitting quarterly reports to the Just Read, Florida!
Office and evaluating the attainment of the project goals and objectives.
NARRATIVE
In concise terms, the proposals should provide answers to the essential components and questions regarding a) the instructional design for high quality reading instruction and b) the district’s and school’s systemic plan to support the instructional design for high quality reading instruction.
A. Instructional Design
Proposals should address the following specific information to adequately describe the instructional design that will support high quality reading instruction in middle school and/or high school reading classrooms.


Research Base – An effective instructional design includes programs, strategies, and structures that are research-based in development and have been validated in their use. In requesting funding for implementation in reading classrooms, each district should carefully review the research basis and validation information for any program, strategy, or structure. Districts must include information to the following question in their proposals:
Does the research evidence validate the effectiveness of the program, strategy, or structure requested for implementation, enhancement, or maintenance in the district’s instructional design?

Comprehensive Core Reading Program (CCRP) - An effective instructional design includes a comprehensive core reading program in order to build independent student capacity for both fluent word reading skills and construction of meaning. A research-based CCRP includes an instructional plan that is both explicit and systematic with focus upon each of the following major reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For students at the secondary level, reading diagnostics results will determine both the appropriate combination of the major reading components and use of the CCRP in order to meet specific student instructional needs.
Each proposal is required to briefly describe the CCRP to be used in your district/school(s) for reading instruction with the target student population of this grant. If the grant proposal requests funding for a CCRP, the district proposal must also include information for the following question:
Will these resources be used to implement, to enhance, or to maintain a research-based
reading program as part of the instructional design?

Supplementary Reading Programs (SRPs) - An effective instructional design includes a set of supplementary reading programs (SRPs) that can be used as resources for immediate, intensive intervention for the following major reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each proposal is required to briefly describe any SRPs to be used in your district/school(s) for reading instruction with the target student population of this grant. If the grant proposal requests funding for one or more SRPs, the district proposal must also include information for the following questions:
Will these resources be used to implement, to enhance, or to maintain a research-based reading program as part of the instructional design?

Assessment Structure – An effective instructional design includes a set of assessments that provide the following assessment functions: screening, diagnosis, progress monitoring, and outcome measuring. Proposals must briefly describe the assessments to be used in the reading classroom for screening, diagnosis, and progress monitoring. Additionally, proposals must briefly describe what assessment instrument will be used as an outcome measure to show annual student reading growth and district evaluation. District proposals must also include information for the following question:
Does the instructional design include an assessment structure that informs instruction for screening reading difficulties, diagnosing reading deficiencies, and monitoring student reading

progress that meets psychometric standards, informs instruction, and guides district decisionmaking?
 Florida’s Sunshine State Standards – Describe how the instructional design will build student capacity to meet Florida’s Sunshine State Standards. Districts must consider the following question:
How is the instructional design aligned with the Sunshine State Standards?

Professional Development
– An effective instructional design includes a plan for providing teacher training in reading. Professional development needs to be comprehensive in nature and to focus on each of the major reading components. Please briefly describe what the district will provide those teachers assigned to teach reading to the target student population in the way of professional development. District proposals must also include information for the following question:
What specific professional development will be provided to those teachers assigned to teach reading to the target student population in the reading classroom?
What are the expected results of this professional development, and over what timeframe will this professional development occur?
B.
District’s and School’s Systemic Plan
Proposals should address the following specific information to adequately describe the systemic plan throughout the district that will support effective implementation and continuous improvement of the instructional design for reading in middle school and/or high schools.

Consolidated Coordination
– An effective systemic plan maintains a focus upon the delivery of high quality reading instruction. Resources and activities focusing on high quality reading instruction should be complimentary of each other and should maximize efforts of district, school, and classroom personnel. Conflicting and uncoordinated approaches should be eliminated.
Describe how your district/school(s) will address this coordination. Districts must consider the following question:
How will district and school personnel provide coordinated, high quality reading services throughout the school year?

School Improvement Plans
– An effective systemic plan will include objectives and activities from the instructional design as part of both the School Improvement Plan and the District
Assistance and Intervention Plan. Sufficient specificity should be contained therein to ensure both coordination of efforts and validation of the instructional design. Describe how your district/school(s) will address School Improvement Plans and the District Assistance and
Intervention Plan. Districts must consider the following questions:
How do the School Improvement Plans address and support research-based practices of the instructional design?
How does the District Assistance and Intervention Plan address and support research-based practices of the instructional design?


Evaluation of Student Performance
– The focus of instructional decisions should be based upon evidence of improved student reading performance. In the incorporation of instructional design, the continuous goal of the district, school, and teacher must be student improvement in independent reading and reading comprehension. Alignment of monitoring instruments and instructional reading components are vital to the collection and accurate analysis of student reading data. Describe how your district/school(s) will address this goal at the secondary level. Districts must consider the following question:
What indicators from the reading assessment structure will be used to evaluate reading improvement for validation of the instructional design?
ASSURANCES
Improved instruction and academic outcomes for participating students will be ultimate accountability for these grants. The proposal must include a brief description regarding the following assurances:

Reporting – Districts must agree to submit quarterly reports consisting of the following information: implementation status to date (i.e., order and purchase of materials, specific coordination activities, etc.) demonstration through data of student achievement to date, a list of professional development activities to date, and any other pertinent information as it relates to both priorities of instructional design and systemic plan. Reports will be due on or before October 1,
2003; January 1, 2004; April 1, 2004; and July 1, 2004.
FISCAL REQUIREMENTS

Potential developers should provide a detailed narrative of all costs associated with the program
on the sheets provided.

Funds will be transferred quarterly via Electronic Fund Transfer (E.F.T.)

The RFP must include the DOE 100A form signed by the superintendent, and the DOE101.
These are attached hereto. No other forms are requested.
APPLICATION REVIEW CRITERIA
Proposals will be reviewed and evaluated by each of the criteria listed under the following two categories: a) Instructional Design b) Systemic Plan
The staff of the Just Read, Florida! Office will convene a committee including Department of Education,
Florida Center for Reading Research, and Project CENTRAL to review district applications. A maximum total of 100 points can be earned. No project application scoring less than 80% per category will be approved for funding. In order to be funded, proposals must be awarded at least the following point configurations: a) Instructional Design: 52 points or higher out of 65 total possible points

b) Systemic Plan: 28 points or higher out of 35 total possible points
A. TOTAL for INSTRUCTIONAL DESIGN: 65 POINTS
To earn points toward the first category of instructional design, each of the following categories will be reviewed and evaluated by the following criteria and possible point values.

Research Base: 10 points
An effective instructional design includes programs, strategies, and structures that are researchbased in development and have been validated in their use. In requesting funding for implementation in reading classrooms, each district should carefully review the research basis and validation information for any program, strategy, or structure.

Comprehensive Core Reading Program (CCRP) : 20 points
An effective instructional design includes a comprehensive core reading program in order to build independent student capacity for both fluent word reading skills and construction of meaning. A research-based CCRP includes an instructional plan that is both explicit and systematic with focus upon each of the following major reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. For students at the secondary level, reading diagnostics results will determine both the appropriate combination of the major reading components and use of the
CCRP in order to meet specific student instructional needs.

Supplementary Reading Programs (SRPs) : 5 points
An effective instructional design includes a set of supplementary reading programs (SRPs) that can be used as resources for immediate, intensive intervention for the following major reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each proposal is required to briefly describe any SRPs to be used in your district/school(s) for reading instruction with the target student population of this grant.

Assessment Structure: 10 points
An effective instructional design includes a set of assessments that provide the following assessment functions: screening, diagnosis, progress monitoring, and outcome measuring.
Proposals must briefly describe the assessments to be used in the reading classroom for screening, diagnosis, and progress monitoring. Additionally, proposals must briefly describe what assessment instrument will be used as an outcome measure to show annual student reading growth and district evaluation.
 Florida’s Sunshine State Standards: 10 points
Describe how the instructional design will build student capacity to meet Florida’s Sunshine State
Standards.

Professional Development: 10 points
An effective instructional design includes a plan for providing teacher training in reading.
Professional development needs to be comprehensive in nature and to focus on each of the major

reading components. Please briefly describe what the district will provide those teachers assigned to teach reading to the target student population in the way of professional development.
B. TOTAL for DISTRICT’S and SCHOOL’S SYSTEMIC PLAN: 35 POINTS
To earn points toward the second category of systemic plan, each of the following categories will be reviewed and evaluated by the following criteria and possible point values.

Consolidated Coordination: 10 points
An effective systemic plan maintains a focus upon the delivery of high quality reading instruction.
Resources and activities focusing on high quality reading instruction should be complimentary of each other and should maximize efforts of district, school, and classroom personnel. Conflicting and uncoordinated approaches should be eliminated. Describe how your district/school(s) will address this coordination.

School Improvement Plans: 10 points
An effective systemic plan will include objectives and activities from the instructional design as part of both the School Improvement Plan and the District Assistance and Intervention Plan.
Sufficient specificity should be contained therein to ensure both coordination of efforts and validation of the instructional design. Describe how your district/school(s) will address School
Improvement Plans and the District Assistance and Intervention Plan.

Evaluation of Student Performance: 15 points
The focus of instructional decisions should be based upon evidence of improved student reading performance. In the incorporation of instructional design, the continuous goal of the district, school, and teacher must be student improvement in independent reading and reading comprehension. Alignment of monitoring instruments and instructional reading components are vital to the collection and accurate analysis of student reading data. Describe how your district/school(s) will address this goal at the secondary level.
IV.
APPLICATION PROCEDURES
What to Submit

One application with original signatures

Three copies
Conditions for Acceptance
To be accepted for further consideration, all applications submitted to the Department of Education must include a completed form DOE 100A with the original signature of the appropriate institution head, and must be received no later than the close of business on July 24, 2003.

Where to Submit
Grants Management Office
Florida Department of Education
325 West Gaines Street
Turlington Building, Suite 332
Tallahassee, Florida 32399-0400
Due Date
July 24, 2003
Other
In addition, a project proposal narrative should NOT exceed twelve pages to include Project Design and
Description Project /Evaluation, and Budget Narrative.
The project narrative portion should be on single-sided pages, stapled, and the DOE 100A used as the cover page, followed by the DOE 101 Budget page. All applicants should use 10 or 12 point fonts and the margins similar to that they would use for business letters and memoranda to help our review panel read and score the proposals. Further, applicants should not submit their proposals in folders, binders, or other presentation formats.
Attachments:
DOE 100A
DOE 101