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WEST VIRGINIA MATHEMATICS AND SCIENCE PARTNERSHIPS PROGRAM

No Child Left Behind Act of 2001 Title II, Part B

COMPETITIVE GRANT APPLICATION Partnership Applications Due:October 30, 2015

Issued by the West Virginia Department of Education Department of Teaching and Learning Building 6, Room 603 1900 Kanawha Boulevard, East Charleston, WV 25305-0330

For more information, contact Teresa B. Hammond

Assistant Director, Office of Early Learning 304-558-9994 or [email protected]

West Virginia Board of education

2015-2016

Michael I. Green, PresidentLloyd G. Jackson II, Vice President

Tina H. Combs, Secretary

Thomas W. Campbell, MemberBeverly E. Kingery, MemberL. Wade Linger, Jr., MemberGayle C. Manchin, MemberWilliam M. White, MemberJames S. Wilson, Member

Paul L. Hill, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

Sarah A. Tucker, Ex OfficioInterim Chancellor

West Virginia Community and Technical College Education

Michael J. Martirano, Ex OfficioState Superintendent of Schools

West Virginia Department of Education

1Competitive Application Fiscal Year 2015-2016

Timeline ........................................................................................................................................................ 2

General Information ...................................................................................................................................... 3

Background .................................................................................................................................................. 6

Professional Learning Activities ................................................................................................................... 7

Program Specifications ................................................................................................................................ 8

Rationale and Specifications ........................................................................................................................ 9Comprehensive Needs Assessment .................................................................................................... 9Eligibility for Funding ............................................................................................................................ 9Additional Points ................................................................................................................................... 9Standards Alignment .......................................................................................................................... 10Scientifically Based Research ............................................................................................................ 10Action Research ................................................................................................................................. 11Partnership Professional Learning Design Elements ......................................................................... 11Design Elements of the Partnership ................................................................................................... 12Other Authorized Activities ................................................................................................................. 12Partnership Responsibilities ............................................................................................................... 13Continuation, Scale and Sustainability ............................................................................................... 14Coordination with Other Programs ..................................................................................................... 14Evaluation ........................................................................................................................................... 15Partnership Portfolio ........................................................................................................................... 16Other Requirements ........................................................................................................................... 17

Preference for Random Assignment .......................................................................................................... 18Proposal Format ................................................................................................................................. 18

Application Checklist .................................................................................................................................. 19

Application cover page (for Fiscal Agent), Assurances, and Commitments ............................................. 20

Appendix A: Eligibility ................................................................................................................................ 25

Appendix B: Scoring Rubric ...................................................................................................................... 29

Appendix C: Partnership Narrative ........................................................................................................... 37

Appendix D: Sample Budget Worksheet .................................................................................................. 38

Appendix E: Instructions for Prospective Grant Readers ......................................................................... 39

Appendix F: Five Levels of Professional Learning Evaluation ................................................................... 40

Appendix G: Evaluation Planning Template-Management Plan ................................................................ 42

Table of Contents

2 West Virginia Partnership for Providing Mathematics and Science Teachers

September 1, 2015 Grant application sent to all RESAs, colleges, universities and others requesting information.

September 15, 2015 Nonbinding letter of intent to submit proposal. Submit to Teresa Hammond ([email protected]). (E-mails Preferred)

October 6, 2015 Technical Assistance Webinar for Partnership Grant Writing Please contact Teresa Hammond for login information. 9:00-11:00 am

October 30, 2015 Applications should be submitted electronically to Teresa Hammond by October 30, 2015. Original copies of assurances (pages 21-23) with original signature must be received by the WVDE by 4:00. (Applications with signature pages not received in time will not be considered for review presentation.)

December 7-11, 2015 Presentation of grant proposal at the West Virginia Department of Education

January 4, 2016 Grant awards announced

January 25, 2016 Required project directors and core team meeting via Skype

September 30, 2016 Final Obligation Date for first year funding and Report due to United States Department of Education

October 31, 2016 Final Liquidation Date for first year funding

Timeline


Applications should be e-mailed to Teresa Hammond and identified forms requiring original signatures must be received by 4:00 pm on December 10, 2015

Who do we contact for assistance? For additional assistance or questions related to West Virginia Mathematics and Science Partnership applications, please contact: Application Process Questions

Teresa Hammond, Assistant Director, Office of Early Learning Office Teaching and Learning Building 6, Room 603 1900 Kanawha Boulevard, East Charleston, WV 25305-0330 304-558-9994 [email protected]

FAXED APPLICATIONS WILL NOT BE ACCEPTED Directions for Electronically Submitted Applications to Teresa Hammond ([email protected])

• Applications should be double-spaced, 12 point font. • Electronically submitted applications WILL be accepted as a Word document or PDF file attached

to an e-mail. • It is the applicant’s responsibility to contact Teresa Hammond to verify receipt of document. • Forms requiring original signatures must be received by WVDE no later than October 30, 2015.

Address your application packets to:

Teresa Hammond, Assistant Director, Office of Early Learning Office Teaching and Learning Building 6, Room 603 1900 Kanawha Boulevard, East Charleston, WV 25305-0330

General Applicant Information

mailto:thammond%40k12.wv.us?subject=


Eligible Applicants: Partnerships that consist of a mathematics, science or engineering department of a West Virginia Institution of higher education and a high-need Pre-K-12 local education agency (LEA) are eligible to apply. A high-need LEA is defined as one that has:

• Annual or trend data from the WV General Summative Assessment, norm-referenced tests and/or criterion-referenced tests showing that district student achievement in mathematics and/or science is not sufficient (see requirements in the RFP).

• Percentage of the children served by the eligible local educational agency are from families of poverty (data available on request.)

• Teacher quality issues, such that not all mathematics and science teachers hold full certification or appropriate endorsement, or are placed in teaching assignments that are beyond their expertise and experience levels.

Eligible partnerships may include other mathematics, science, engineering, or teacher training departments of institutions of higher education, additional school districts, public charter schools, public or private elementary schools or secondary schools or consortia of such schools, RESA’s, businesses, nonprofit or for-profit organizations of demonstrated effectiveness in improving the quality of mathematics and science teachers. Each partnership must designate a member of the partnership to serve as the fiscal/administrative agent for the grant. Grant Award: Continuation of funding will be determined on an annual basis through annual reporting and availability of funds. Please note there is no guarantee of continued funding from the USDOE.

General Information


Application Availability: Application will be available online at http://wvde.state.wv.us/oel/math-science-partnership.php

Application Deadline: October 30, 2015 Submitted Electronically: [email protected] Pages containing Assurance Statements (pages 21-23) with original signatures should be mailed to

Teresa Hammond, Assistant Director, Office of Early Learning Office Teaching and Learning Building 6, Room 603 1900 Kanawha Boulevard, East Charleston, WV 25305-0330

Ensure WVDE’s receipt of the proposal no later than October 30, 2015Forms requiring original signatures may also be hand-delivered to the West Virginia Department of Education, Room 603. Technical Assistance: Technical assistance will be provided through a Technical Assistance Skype webinar. This webinar will describe each segment of the application, explain the grant requirements and provide ample time for questions and answers. An advantage in participating in the webinar is listening to questions and answers from other applicants considering the design of their proposals. Applicants interested in applying for grants are encouraged to participate in the webinar. Please contact Teresa Hammond at [email protected] for webinar login information.

http://wvde.state.wv.us/oel/math-science-partnership.php

mailto:thammond%40k12.wv.us?subject=

mailto:[email protected]


The Improving Teacher Quality Grant Programs (Title II), a major component of the No Child Left Behind Act of 2001 (NCLB), are designed to encourage scientifically based professional learning as a means for improving student academic performance. Since schools are responsible for improving student learning, it is essential they have highly qualified teachers leading the way. Title II, Part B of NCLB authorizes the Mathematics and Science Partnerships (MSP) program as a means to improve teacher quality in these curricular areas. MSP is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Partnerships between high-need school districts and the science, technology, engineering, and mathematics (STEM) faculty in institutions of higher education are at the core of these improvement efforts. Other partners may include public charter schools, public or private elementary or secondary schools, or consortia of such schools, businesses, and nonprofit or for-profit organizations concerned with mathematics and science education. The West Virginia Department of Education is awarding 3 year grants for the Mathematics and Science Partnerships (WVMSP) program. Funds available for the WVMSP program will be awarded on a competitive basis to eligible partnerships to provide programs to improve the content expertise and teaching skills for West Virginia educators. The intent of the legislation for the MSP program is to bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary and secondary schools. This legislation directs partnerships to improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving mathematics and science teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising. Partnerships are required to engage in activities that focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers’ intellectual growth and upgrades teachers’ knowledge and skills. Furthermore, the legislation supports programs that develop more rigorous mathematics and science curricula that are aligned with challenging state and local academic content standards and with standards expected for post-secondary study in engineering, mathematics, and science. Programs should be designed to improve and expand professional learning opportunities for mathematics and science teachers, including training these teachers in the effective integration of technology into curricula and instruction. The intent of this legislation is to encourage the formation of partnerships among institutions of higher education and local school districts, elementary schools, and secondary schools to provide professional learning activities that increase the subject matter knowledge and teaching skills of mathematics and science teachers who teach in kindergarten through grade 12. These professional learning experiences must include two-week summer institutes and ongoing school-year follow-up sessions.

Background


• Be sustained, intensive, classroom-focused, and aligned with the West Virginia Next Generation Content Standards and Objectives, and the West Virginia Board of Education Professional Learning Goals;

• Result in an increase in the quality and quantity of professional learning experiences for teachers of mathematics and science;

• Result in demonstrable and measurable improvement in student academic achievement in mathematics and science; and

• Focus on the concepts, principles and processes of these essential elements of mathematical inquiry and problem-solving, scientific inquiry and technological (engineering) design as described in the West Virginia Next Generation Content Standards and Objectives, and the 21st Century Learning Skills and Technology Tools, and explore these in disciplinary contexts of mathematics and the sciences.

Each partnership must include the collaboration of post-secondary partners and teaching partners (LEA members) and may include additional partners with content expertise and resources that contribute to the partnership design. Post-secondary partners MUST include departments of mathematics, science, and/or engineering. Additional partners may include those who will draw upon the strong disciplinary expertise of the mathematicians, scientists, and engineers in professional and other academic settings. The design of the partnerships will require thoughtful considerations about the individual responsibilities and mutual benefits of the partners. The Technical Webinar will provide additional resources associated with defining, building, and sustaining healthy educational partnerships.

Professional Learning Activities


The goals of the West Virginia Mathematics and Science Partnerships (WVMSP) program are: • To increase the content expertise of mathematics and science teachers (with the state focus on

21st Century principles and processes associated with mathematical inquiry and problem-solving, scientific inquiry and technological (engineering) design);

• To increase teaching skills through access to the expertise of mathematicians, scientists, engineers and other such professionals, their technologies and resources; and

• To increase the understanding and application of educational research pertinent to mathematics and science teaching and learning.

An authorized activity in the (Math Science Partnerships) MSP legislation includes encouraging underrepresented individuals interested in mathematics and science careers (including engineering and technology) to pursue postsecondary degrees in majors leading to such careers. Such activities should be directed toward developing a deeper awareness of careers in mathematics, science and engineering for all students at late elementary and middle grade settings so that better choices may be made by students entering programs of study at the high school level. Special attention toward helping these teachers develop content expertise in career cluster applications that directly require mathematics and science knowledge and skills may be considered. This focus may include developing or redesigning more rigorous mathematics and science curricula that are aligned with the West Virginia Next Generation Content Standards and Objectives and with expectations for post-secondary study in mathematics and science. The overall design plan for one funding cycle shall incorporate summer institutes, school year follow-up sessions, and evaluation summation. It is anticipated that successful applicants will use the initial grant year in the funding cycle to refine the proposed design. Revisions may be required for each year based on more informed data related to program needs and participation.

Each funding cycle is tentatively granted for a three year period with annual performance reviews to determine continued funding each year of the cycle. Funding in the second and third years will be contingent upon satisfactory completion of the current activities and sufficient federal appropriation for the program. The following information provides applicants with an overview of the requirements for the WVMSP program and suggests a sequence to follow in designing the program. The sequence begins with data-based identification of teacher and classroom needs, then the incorporation of teaching and learning standards and scientifically based educational research foundations to respond to those needs. The process should continue with the identification of the proposed design elements and delegation of responsibility for each, and planning for the program evaluation and budget.

Program Specifications


Partnerships formed as a result of this RFP are to mutually benefit both the institution of higher education, and the LEA. Research should be tied to current projects at the IHE and address the educational requirements/needs of the LEA by promoting best practices, Next Generation Content Standards and Objectives, and the WVBE Professional Learning Standards. The partnership should focus specifically on promoting mathematics and science teacher preparation programs for pre-service teachers, enriching and developing pedagogy of pre-service and in-service teachers, and as an end result, positively impact student achievement in mathematics and/or science and STEM related courses. The RFP should benefit pre-service and in-service educators by incorporating endorsements in mathematics, science and/or STEM. Comprehensive Needs Assessment Legislation requires that proposals submitted in response to this RFP must be based on the results of a comprehensive assessment of teacher quality and professional learning needs regarding the teaching and learning of mathematics and science in the schools and local education agencies that comprise the eligible partnership.

The needs assessment should include information associated with teacher quality and professional learning needs as they relate to West Virginia teachers. The data should be sorted by grade level, counties and LEA’s for partnerships to use as they develop their proposals. West Virginia General Summative Assessment, WV ACT Scores, ACT Plan, NAEP Assessment and other local needs assessment findings shall be used to substantiate further the needs at the building or district level. Eligibility for Funding Eligibility for funding as a “High Need LEA” has been determined as counties with a greater percentage of students at the poverty level than the state average, counties identified for improvement under the Elementary and Secondary Education Act (ESEA) guidelines or counties where the percent of classrooms instructed by highly qualified teachers is below the state average. It is required that the professional learning be provided in an indicated County Needing Improvement as determined by the WVDE under ESEA guidelines. Questions concerning the eligibility of counties can be directed to Teresa Hammond at 304-558-9994. Additional PointsTen additional points may be added when evaluating proposals for each of the following criteria:

• Participation of counties identified for improvement and corrective action by the WVDE. • Participation of counties/schools identified for improvement that has a percentage above the state

average of math or science teacher’s not meeting the highly qualified status.

Rationale and Specifications


Standards Alignment The MSP legislation also requires that all proposed activities must be aligned with the challenging state teaching and learning standards in mathematics and science and with other educational reform activities that promote student academic achievement in mathematics and science. The West Virginia Next Generation Content Standards and Objectives for mathematics and science found at (http://wvde.state.wv.us/) must be the primary focus of the design of partnership activities. Successful proposals will identify specific standards as part of the project objectives. Direct connections must be made to the classroom applications of the WV Next Generation Content Standards and Objectives. Applicants should document alignment to applicable national standards for teaching and learning mathematics (see http://standards.nctm.org/) and science (see http://www.nap.edu/openbook.php?record_id=4962&page=55 and http://www.nextgenscience.org/next-generation-science-standards) as they apply to the responsibilities of WVMSP participants and the professional learning they provide.

Proposals must clearly define the mathematical and/or science content for the first year including the justification for selecting the identified content. Procedures and strategies for developing teacher content knowledge must be clearly described. The process for identifying content for future years must be articulated. Scientifically Based Research The partnership design must be based on a review of scientifically based research on improving student academic achievement and strengthening the quality of mathematics and science instruction. The research should be incorporated within the professional learning activities so that participants can understand and apply pertinent scientifically based educational research in practice. This research may include findings associated with the science of learning, disaggregated socio-economic and cultural contexts, etc. It may also include projections for future mathematics, science and engineering trends and technologies.

The term “scientifically based research” means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs and includes research that:

• Employs systematic, empirical methods that draw on observation or experiment and involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;

• Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;

• Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions, with appropriate controls to evaluate the effects of the condition of interest and with a preference for random-assignment experiments or other designs to the extent that those designs contain within-condition or across-condition controls;

• Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at minimum, to offer the opportunity to build systematically on their findings; and

• Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

http://wvde.state.wv.us/

http://standards.nctm.org/

http://www.nap.edu/openbook.php?record_id=4962&page=55

http://www.nap.edu/openbook.php?record_id=4962&page=55

http://www.nextgenscience.org/next-generation-science-standards


Action ResearchAll partnerships must incorporate action research requirements by its participants. Partnership designs should include instruction and guidance in the components associated with action research. The general format for action research required for all partnerships will be discussed and refined (for consistency) during the Technical Assistance Webinar. The collection, compilation and analysis of the partnership participants’ action research should become a part of the partnership portfolio. This requirement has been established so that teachers can professionally test and reflect on the applications from their WVMSP activities in their own classrooms. Detailed plans for action research may be submitted by the partnership after the awarding of the grant. These plans will be revised annually to reflect the focus for each year’s content. While action research products should not be considered scientifically based educational research, the utility of the strategy is a scientific research-based tool that is widely and highly regarded as an effective professional learning mechanism for realizing and documenting implementation challenges and successes at a personal level, and promoting ongoing professional reflective practice. Partnership Professional Learning Design Elements The MSP legislation requires partnerships to use funds to create opportunities for ongoing professional learning of mathematics and science teachers that improves the subject matter knowledge while promoting strong teaching skills. Activities should include integrating reliable scientifically based research teaching methods and technology-based teaching methods into the curriculum.

The professional learning activities (summer institute) must be offered for at least 10 days (5 of these days must be consecutive days). A workshop day must consist of at least 6 clock-hours of participation. Grantees must also provide the equivalent of four days of ongoing (follow-up) professional learning opportunities during the school year in addition to the 10 day summer institute. There must be an articulated plan of action, grounded in evidence from data of the partnership’s progress, to inform ongoing work. The proposed program of activities must:

• Directly relate to the curriculum and academic areas in which the teacher provides instruction and focus secondarily on pedagogy. The proposed plan must provide a detailed description of this content along with the rationale for selecting the content. The delivery of mathematical content should model appropriate classroom instruction.

• Enhance the ability of the teacher to understand and use scientifically based educational research and the WV Next Generation Content Standards and Objectives and performance descriptors to select appropriate curricula that are object-centered, experiment-oriented, and concept- and content-based.

Develop a Professional Learning Plan for 21st Century SkillsTo promote 21st century learning, teachers need to be competent in 21st Century Skills. They need to use instructional strategies that reflect current research. Recent evaluation data indicates that sessions addressing content and pedagogy in the context of instructional materials results in higher quality classroom instruction.


For purposes of meeting the intent of the legislation, the use of the term “professional learning” means instructional activities that:

• Are based on scientifically based research and state academic content standards, student academic achievement standards, and assessment;

• Improve and increase teachers’ knowledge of the academic subjects they teach; • Enable teachers to move toward becoming highly qualified with necessary endorsements; and • Are sustained, intensive, and classroom-focused in order to have a positive and lasting impact on

classroom instruction and the teacher’s performance in the classroom. All partnerships must focus on the concepts, principles and practices of the three essential elements for the WVMSP (i.e., mathematical inquiry and problem-solving, scientific inquiry and technological (engineering design) in mathematics, engineering and the sciences. Combinations of the essential elements may be allowed, depending on the selected content and context. Proposals must define the focus of the content and context.

The design elements of the partnership may also include: • Establishing distance-learning programs for mathematics and science teachers using curricula

that are innovative, content-based, and based on scientifically based research that is current as of the date of the program involved;

• Designing programs to prepare partnership participants to provide professional learning to other mathematics or science teachers at the school and to assist beginning and other teachers at the school or consortia of schools, including a mechanism to integrate the teachers’ experiences from a summer institute into the provision of professional learning and assistance; and

• Establishing and operating programs to bring mathematics and science teachers into contact with working mathematicians, scientists, and engineers to expand teachers’ subject matter knowledge of and research in mathematics and science.

Other authorized activities include:

• Recruiting mathematics, engineering, and science majors into the teaching field through the use of programs that the West Virginia Department of Education has determined to be effective in recruiting and retaining individuals with strong mathematics, engineering, or science backgrounds; and

• Designing programs to identify and develop exemplary mathematics and science teachers in Pre-K-8 classrooms.

• Designs may also include instruction in the use of data and assessments to inform and instruct classroom practice with professional learning activities in curriculum alignment and the use of technologies in the classroom.

• Distance-learning may be effectively incorporated. • Ongoing opportunities through the school year should complete or reinforce the summer sessions

with deeper content focus and/or broader pedagogical applications.


Partnership ResponsibilitiesPost-secondary Partners: Each partnership must include participation within departments of mathematics, sciences and engineering at public and/or nonpublic institutions of higher education (including community colleges). Participants from other departments, particularly from departments of education, are encouraged to participate, and teacher educators may be included as participants in the summer institutes. Staff networking opportunities among and between colleges of mathematics, sciences and engineering with colleges of education at the local and state levels are encouraged. Post-secondary partners are expected to provide significant engagement and meaningful experiences in mathematical inquiry and problem-solving, scientific inquiry, and technological (engineering) design in content and process settings with access to sophisticated equipment and facilities. Partnerships will be required to include the expertise and direct interaction of faculty mathematicians, scientists and engineers. Post-secondary partners also may:

• Develop cohorts for partnership participation which may lead to endorsements or specialized degrees in multi-year sequences;

• Incorporate content mentoring by staff members, including graduate and postgraduate students; • Expand the established community service and outreach goals of the institution to include

partnership design components; • Explore and test research-based improvements in standards-based teacher preparation programs;

and • Provide waivers or vouchers for graduate credits for WVMSP participants.

LEA Partners: At least one high-need school building/district must participate in the partnership. Each LEA partner must identify the individual teachers who are interested in pursuing the elementary mathematics specialist endorsement. Teachers participating in the partnership activities are required to complete all identified components of the partnerships evaluation plan.

Teachers will be required to conduct action research based on partnership activities and applications of scientifically based educational research in their classroom. Instruction and guidance for this requirement must be provided through the partnership. This requirement has been established so that teachers can professionally test and reflect on the applications from their WVMSP activities in their own classrooms. The partnership evaluation design should include the compilation, coordination, and analysis of participant research. In this way, teachers will become a part of scholarly engagement that builds and extends the educational research base for improving mathematics and science teaching and learning. Plans for action research will be submitted annually to the WVDE Office of Early Learning Assistant Director, Teresa Hammond. Detailed plans for year 1 may be submitted after the awarding of the grant to the partnership. LEAs are encouraged to leverage local Title II, Part A, Teacher Quality professional learning funds for the school year to help pay for the costs of the partnership activities. These funds may be used for teacher stipends, travel costs, substitute reimbursements, and professional learning materials and supplies. Additional sources of funding should be pursued, as well. Post-secondary partners are encouraged to leverage resources, such as possible course credits; use of sophisticated equipment, facilities and resources; innovative program design or redesign; or other endorsement considerations.


Partnerships are encouraged to coordinate and leverage their efforts with other existing, innovative, successful federal, state and local initiatives and programs with similar purposes, goals, and audiences. Partnerships may include scientists, mathematicians, engineers and other such professionals from business or nonprofit or for-profit organizations of demonstrated effectiveness in improving the quality of mathematics and science teachers. These partners also may provide connections to an established network of teachers; on-line capabilities for networking, expertise and resources; and content mentoring by professionals from their organizational settings. Continuation, Scale and Sustainability Issues of scale and sustainability are important factors that should be considered early in the design of partnerships. Proposals should include design elements that encompass how the impact of the partnership intervention will be deepened, broadened and sustained in successive years of the funding cycle or beyond the term of the funded partnership. Applicants must describe options for continuing the impact at the classroom level from ongoing implementation of partnership activities or resources, as well as the possible options for ongoing leverage of local, state and federal funds and resources beyond the term of the current funding cycle. Partnerships must include strong commitments of participation by its partners. Partnerships should include elements which respond to data trends resulting from progressive needs assessments.

Coordination with Other ProgramsFederal STEM Initiative:The United States has become a global leader, in large part, through the genius and hard work of its scientists, engineers and innovators. Yet today, that position is threatened as comparatively few American students pursue expertise in the fields of science, technology, engineering and mathematics (STEM)—and by an inadequate pipeline of teachers skilled in those subjects. This initiative is designed achieve the following objectives:

Increase access to and improve the quality of PreK-12, postsecondary, and informal STEM education. Literacy and Proficiency Objective 1: Increase interest and engagement in STEM among children and adults, especially those from groups traditionally underrepresented in STEM, so that learners are motivated to explore and participate in STEM throughout their lives. Literacy and Proficiency Objective 2: Increase opportunities for children and adults, especially for members of groups traditionally underrepresented in STEM, to develop deeper STEM knowledge, skills, and abilities. Literacy and Proficiency Objective 3: Improve STEM educator and leader preparation, induction, and professional learning programs, especially for those individuals from groups traditionally underrepresented in STEM, to improve the quality of STEM instruction. Literacy and Proficiency Objective 4: Improve the capacity of U.S. education institutions to support effective STEM education and learning programs. Literacy and Proficiency Objective 5: Increase the STEM learning research base and widespread use of evidence-based STEM education practices to improve STEM education in formal and informal learning environments.


In anticipation of the interrelationships associated with the Federal Science, Technology, Engineering, and Mathematics Initiative, the WVMSP applicants should incorporate design elements that will contribute to a broad based, campaign to value a high-quality mathematics and science education in schools across the state. The anticipated national focus on scientifically based educational research about teaching and learning mathematics and science could be reinforced in the design elements of the WVMSP as well. Further information about the initiative can be found at http://www.ed.gov/category/keyword/stem

Evaluation The evaluation plan must measure the impact of the activities on the population to be served and must include:

• Measurable objectives to increase the number of mathematics and science teachers who participate in content-based professional learning activities; and

• Measurable objectives for improved student academic achievement on the state’s mathematics and science assessments.

The legislation allows the inclusion of objectives and measures that address whether there has been increased participation by students in advanced courses in mathematics and science; increased percentages of elementary school teachers with academic majors or minors, or group majors or minors, in mathematics, science, or engineering; and increased percentages of secondary school classes in mathematics and science taught by teachers with academic majors in mathematics, science, and engineering. The proposed evaluation plan shall be based on the hypothesis that access to the content expertise, resources and opportunities affects participating teachers positively (e.g., through the summer institutes, school-year follow-up sessions). The impact should be expressed in terms of the improvement of teacher content expertise and the stimulated or accelerated improvement of student interest and achievement. The former should be derived, in part, from valid pre- and post-assessments of content knowledge of the participating teachers and the compilation and analysis of participants’ action research efforts. The evaluation plan must include baseline and trend data from the teachers, schools and districts participating in the West Virginia Mathematics and Science Partnerships on student mathematics and science achievement from the past two to three years (e.g., West Virginia General Summative Assessment, local criterion-referenced test data, as applicable), and previous professional learning experiences (e.g., information about duration, dates, funding sources, content focus, providers). Assessment of student achievement should be based on currently available resources (West Virginia General Summative Assessment or other assessments currently being used by identified schools). Projects shall refrain from using additional formal assessment of students. The only assessment data for students required by the United States Department of Education are the results on the official state assessment (West Virginia General Summative Assessment). The impact of the partnerships on informed decision-making processes and the development and sustained implementation of policies within the continuum of individual or organizational continuous improvement shall be explored. The design plan must also include measures that can define and assess the value and significance of engagement by the post-secondary partners.

http://www.ed.gov/category/keyword/stem


The potential impact of the promising policies and practices derived from evidence collected in the partnership should be projected. The evaluation findings may be utilized in state-level decisions for recognition of teachers, classrooms, buildings, districts, and partnerships, as well as identifying promising policies and practices derived from the evidence collected from the WVMSP work. It is expected that the evaluation will include formative and summative design elements. Partnerships should describe specific procedures for formative evaluation data collection and analysis, and include specific steps they will take to apply formative evaluation findings to the continuous improvement of their partnerships. To provide scientifically based evidence of the partnership’s impact on participating teachers and students, an evaluation design incorporating quasi-experimental methodologies may be implemented. This element includes the assignment of nonparticipating teachers (and students) to matched comparison groups. Comparison groups should be tested along the same content knowledge and achievement measures as participating teachers (and their students) and should be matched to partnership participants by generalized demographic variables, including school and/or district, subjects and grade levels taught, years teaching experience, and other characteristics. Once again, partnerships should use existing data on student achievement and refrain from using additional formal assessment of students. Partnerships must also commit to participation in all program-related state and federal evaluations that are conducted. WVDE staff will provide technical assistance for portfolio development, common evaluation elements and methodologies, control group decisions, and other partnership design elements. All funded partnerships must commit to providing data sets, reports, and other artifacts and materials to the WVDE. Site visits by the external statewide evaluator and WVDE staff will be scheduled. A final summary report of all West Virginia partnerships will be compiled by the statewide evaluator annually; therefore, each partnership will be required to submit an evaluation report draft for inclusion in the state summary. Each of the West Virginia Mathematics and Science Partnerships are required to submit reports using the on-line Annual Performance Review (APR) system. Reports must be submitted within 60 days of the completion of the annual funding cycle. Additional information may be requested by the West Virginia Department of Education. Partnership Portfolio Each successful applicant must develop a partnership portfolio as an annual partnership product. This portfolio should include the collection and summary of data to document the effectiveness of the partnership in the individual classrooms, buildings, districts, and post-secondary settings. It must include the evaluation of the program. The portfolio also must include information about the roles of the partners and their impact on the learning community of the partnership. All partners must participate in the development of this portfolio. The portfolio will be submitted to the West Virginia Department of Education in September and will contribute to the program evaluation described above.


Other Requirements West Virginia MSP Program Coordination: All partnership leaders must attend director’s meeting each year of the funding cycle, to provide the common foundations required for institute design, action research, partnership portfolio development, evaluation. Expenses for attendance should be included in the proposed budget. The U.S. Department of Education organizes regional meetings for partnerships throughout the country; WV partnerships should budget for one out-of-state coordination meeting. No other details are available at the time of the release of this RFP. As soon as such details are announced, partnerships will be notified. Design a plan for Dissemination of Project Results. Ensure the results of the MSP evaluation are widely accessible through presentations at conferences, in published peer reviewed journals, and electronic means. Proposed budgets must include the cost per participating teacher, for both pre- and post- intervention assessment. While no matching funds are required for this program, partners should designate in-kind and leveraged funds to be used during each funding cycle included in the proposal. District Title II, Part A, Teacher Quality funds may be used for costs associated with teacher participation such as travel reimbursements, stipends, and substitute teacher costs. Funds received shall be used to supplement, and not supplant, funds that would otherwise be used for proposed activities. Budgeting Issues will be addressed at the Technical Assistance Webinar. Indirect Cost has been one area of question. For clarification, Indirect Cost is the cost to a county (LEA) to operate a program that they would not have if that program did not exist. It is called indirect cost because it cannot be calculated in a direct manner. When the cost cannot be directly calculated, the program (e.g. Title I/Title II, others) allows the LEA to calculate a cost indirectly using a rate determined by the SEA. If the fiscal agent is determined to be an institution of Higher Education, they too must follow the indirect cost rate for the county or RESA in which they are partnering. All activities for a project must be completed within the project beginning date and the ending date. Liquidation of all obligations should be completed no later than 90 calendar days after the project ending date.


Elementary Mathematics and Science The priority emphasis of West Virginia’s program on teachers of mathematics is based on analysis of longitudinal statewide assessment data in mathematics and science from reports such as the WV ACT scores, ACT Explore, ACT Plan, and NAEP Assessment. The use or incorporation of technology to support the partnership proposal is encouraged if the proposed use of technology is supported by scientifically based research that provides evidence that its use may increase student achievement. Preference is given to projects that employ experimental design with random assignment in their proposal. If random assignment is not feasible, the project may employ a quasi-experimental design with carefully matched comparison conditions. For experimental design, depending on the partners and the scope of the project, random assignment may occur at the level of teachers, schools or districts participating in the project. Alternatively, in a quasi-experimental design, teachers, schools, or districts that are participating in the project would be matched with comparable teachers, schools, or districts that are not participating in the project. Student and teacher outcome data and other relevant indicators of project success should be collected before, during, and after participation in the project. Proposal Format FAXED APPLICATIONS WILL NOT BE ACCEPTED

• Applications should be double-spaced, 12 point font. • Do not attach additional support materials, school profiles or appendices. Excess materials will be

discarded. • Send loose leaf, do not bind or staple in any manner. Use only temporary fasteners. • Electronically submitted applications will be accepted as a Word document or PDF file attached to

email. It is the applicant’s responsibility to contact Teresa Hammond to verify receipt of document. Forms requiring original signatures must be postmarked or received no later than October 30, 2015.

Preference for Random Assignment/Elementary Mathematics


Please include the information in the following order with page numbers at the bottom of the each page.

� Step 1. Cover Page [Including Statement(s) of Assurances]. Required in order to qualify for funding (p. 17-19). Please include one page with a list of all core partners and contact information.

� Step 2. Abstract. (1-page maximum, double-spaced, 12-pt font, no more than 30 lines per page, one-inch margins). Required in order to qualify for funding.

� Step 3. Partnership Narrative. (15-page maximum, double-spaced, 12-pt font, no more than 30 lines per page, one-inch margins). (60 points)

» Needs Assessment ..................................................... 20 points » Research Base ........................................................... 10 points » Plan of Work ................................................................ 20 points » Commitment and Capacity of Partnerships ................ 10 points

� Step 4. Evaluation Plan. (5-page maximum) (20 points). Complete the evaluation planning template-management plan worksheet in addition to the plan narrative.

� Step 5. Budget Narrative. (4-page maximum, double-spaced, 12-pt font, no more than 30 lines per page, one-inch margins). (15 points)

� Step 6. Budget Worksheet. Required in order to qualify for funding. Use the sample budget worksheet, change amounts to meet the needs of the partnership (page 30).

� Be sure to number consecutively at the bottom of every page.

� Applications must be submitted electronically to Teresa Hammond ([email protected]). Electronically submitted applications will be accepted as a Word document or PDF file attached to email. It is the applicant’s responsibility to contact Teresa Hammond to verify receipt of document. Forms requiring original signatures must be received postmarked no later than October 30, 2015. Plan early enough so that those responsible for signing the documents have time to review them prior to the application due date.

Application Checklist



Requested Funding $

Total # of Teachers that will be Served:

Teacher-Disciplinary-Faculty Contact Time (Per Teacher):

Organization that will Serve as Fiscal Agent:

Other Required Partner:

Project Director

Mailing Address

City State Zip

Phone FAX E-mail

Grant Accountant Name and Title

Phone FAX E-mail

Superintendent

Mailing Address (if different from above)

City State Zip

Application Cover Page for Fiscal Agent


• The Grantee assures and certifies compliance with the regulations, policies and requirements as they relate to the acceptance and use of federal funds for programs included in this application.

• The Grantee assures and certifies compliance with the Children’s Internet Protection Act (CIPA) regulations, policies and requirements.

• The Grantee assures that timely and meaningful consultation with appropriate private school officials during the design and development of programs has occurred and that continued consultation throughout the implementation of these programs will occur.

• The Grantee agrees to carry out the project as proposed in the application. • None of the monies received through Mathematics and Science Partnerships Program (West

Virginia Title IIB MSP) Grants shall be used to replace funds for existing programs that are a responsibility of the school system. West Virginia Title IIB MSP Funds may be used to supplement not supplant regular education programs.

• Annually, the district will submit an evaluation report to the West Virginia Department of Education. Reports will include the submission of data requested by US Department of Education.

• The Grantee assures that the director and at least one core team member will attend all required meetings as published in the application timeline, and a national meeting in Washington, DC.

• Sanctions may include but are not limited to reduction or revocation of grant award.

Signature of Chief Administrator/Date Signature of Project Director/Date

Print Name of Chief Administrator Print Name of Project Director

2015-2018 Fiscal AgentStatement of Assurances


(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 E-mail

Statement of Assurances for Partnership Members


• The partnership member assures and certifies compliance with the regulations, policies and requirements as they relate to the acceptance and use of federal funds for programs included in this application.

• The partnership member assures and certifies compliance with the Children’s Internet Protection Act (CIPA) regulations, policies and requirements.

• The partnership member assures that timely and meaningful consultation with appropriate private school officials during the design and development of programs has occurred and that continued consultation throughout the implementation of funded activities will occur.

• The partnership member agrees to carry out the project as proposed in the application. • None of the monies received through Mathematics and Science Partnership Program (West

Virginia Title IIB MSP) Grants shall be used to replace funds for existing programs that are a responsibility of the school district. West Virginia Title IIB MSP Funds may be used to supplement not supplant regular education programs.

• Annually, the partnership members will cooperate in collecting data a final evaluation report to the West Virginia Department of Education. In addition, the partnership member will submit data requested by US Department of Education.

• All requested information related to grant activities will be provided to WVDE in a timely manner.

Signature of Authorized Agent Title Date

Print Name of Authorized Agent Title Date

2015-2018 District/RESA/Partner Statement of Assurances


Applicant District (Fiscal Agent)

Partner Organization

Contact Name Title

Mailing Address

City State Zip

Phone E-mail

Describe the specific and definitive role for this partner in the MSP Program. What will this partner do? What contributions will this partner make to the partnership? Each partner should describe their role in their own words. Provide evidence that the proposed activities are integral to this partner’s educational plan.

Signature of Authorized Agent Title Date

Print Name of Authorized Agent Title Date

Statement of Commitment


ELIGIBILITY

Percentage of Highly Qualified Teachers Information on a school-by-school basis is available upon request

County Self Contained Math Science WV State 91.5 86.5 86.1 Barbour 100 90.5 67 Berkeley 95.8 81.4 73.9 Boone 87.3 77.4 70.2 Braxton 99.7 97.9 100 Brooke 99.8 94.7 96.8 Cabell 96.7 93.6 89.6 Calhoun 98.7 93.5 58.9 Clay 97.8 75.2 100 Doddridge 99.0 82.5 92.7 Fayette 99.0 88.4 99.1 Gilmer 100 96.6 100 Grant 100 100 83.7 Greenbrier 99.8 90.0 98.7 Hampshire 98.4 81.7 84.1 Hancock 100 100 100 Hardy 100 97.3 100 Harrison 95.3 88.5 90.5 Institutional Programs 100 89.3 95.1 Jackson 95.7 79.4 67.4 Jefferson 94.9 62.0 71.6 Kanawha 95.8 81.7 77.1 Lewis 100 96.5 100 Lincoln 97.6 63.2 61.5 Logan 91.4 88.3 73.1 Marion 98.9 99 99.0 Marshall 100 97.5 91.3 Mason 99.0 88.9 91.5 McDowell 95.5 91.6 82.2 Mercer 98 91.3 92.3 Mineral 99.1 100 100 Mingo 89.0 74.7 76.2 Monongalia 97.7 87.2 91.6 Monroe 92.4 86.7 95.8

Appendix A


County Self Contained Math Science Morgan 98.6 85.5 86.4 Nicholas 98.9 90.8 97.4 Ohio 100 100 100 Pendleton 100 100 100 Pleasants 96.7 100 100 Pocahontas 100 96.1 100 Preston 97.3 95.6 78.5 Putnam 98.7 95.6 78.5 Raleigh 90.3 78.5 81.5 Randolph 100 88.7 98.8 Ritchie 96.1 71.7 71.0 Roane 94.2 89.2 97.1 Summers 100 95.8 95.5 Taylor 99.7 97.8 97.4 Tucker 100 87.2 83.9 Tyler 92.6 91.7 100 Upshur 95.1 90.6 89.8 Wayne 97.3 87.5 85.8 Webster 97.4 63.9 67.8 Wetzel 99.7 93.3 93.5 Wirt 78.8 100 88.8 Wood 97.2 85.7 85.4 Wyoming 91.8 97.2 89.9 WV School for Deaf/Blind 71.6 66.7 55.6

Data source: WVDE, 2011


Needy: Poverty Levels, Free & Reduced LunchInformation on a school-by-school basis is available upon request

Local Education Agency (LEA)

Census Poverty

Percentage (2008)

Children ages 0-17 in

Poverty (2008)

Needy (2011-2012)

Enrollment (2010-2011)

Percent Needy

(2010-2011) Barbour 21.3 31.9 1399 2272 61.58 Berkeley 11.2 14.9 8042 16897 47.59 Boone 21.3 27.5 2345 4221 55.56 Braxton 21.1 30.2 1199 1994 60.13 Brooke 11.8 18.1 1549 3087 50.18 Cabell 20.6 25.9 6299 11857 53.12 Calhoun 21.3 32.8 699 1043 67.02 Clay 24.7 35.4 1286 1805 71.75 Doddridge 21.3 31.4 622 1053 59.07 Fayette 20.2 30.6 3897 6402 60.87 Gilmer 24.3 29.1 503 862 58.35 Grant 15.8 22.6 939 1752 53.60 Greenbrier 17.6 23.8 2766 4915 56.28 Hampshire 14.9 22.9 2067 3338 61.92 Hancock 14.6 21.2 2127 4046 52.57 Hardy 13.9 19 1147 2125 53.98 Harrison 17.9 25.5 4753 10208 46.56 Jackson 15.8 22.6 2332 4610 50.59 Jefferson 9.9 11.1 3188 8389 38.00 Kanawha 15.8 23.5 13186 26523 49.72 Lewis 19 27.1 1297 2423 53.58 Lincoln 24.4 33.7 2281 3389 67.31 Logan 23.1 31.6 3369 5978 56.36 McDowell 32.8 16.3 2583 3242 79.67 Marion 18.8 24.8 3623 7436 48.72 Marshall 16.9 24.4 2222 4358 50.99 Mason 18.1 25.7 2239 3986 56.17 Mercer 22 28.9 5755 8971 64.15 Mineral 13.8 20.4 1714 3948 46.53 Mingo 24.6 33.7 2829 4141 68.32 Monongalia 16.3 15.2 3712 18157 36.55 Monroe 17 22.7 993 1737 57.17 Morgan 12.1 16.7 1363 2429 56.11


Local Education Agency (LEA)

Census Poverty

Percentage (2008)

Children ages 0-17 in

Poverty (2008)

Needy (2011-2012)

Enrollment (2010-2011)

Percent Needy

(2010-2011) Nicholas 18.1 26.7 2163 3765 57.45 Ohio 15.7 21.1 2405 5092 47.23 Pendleton 14 19.4 535 959 55.79 Pleasants 13.2 17 573 1154 49.65 Pocahontas 16.8 25.2 647 1064 60.81 Preston 16.6 24.5 2055 4281 48.00 Putnam 9 11.8 3372 9194 36.68 Raleigh 19.6 28 5971 11591 51.51 Randolph 17.7 25 2186 3942 55.45 Ritchie 17.1 24.6 784 1420 55.21 Roane 21.6 31.3 1402 2298 61.01 Summers 25.4 35.1 981 1447 67.80 Taylor 17.2 25.4 1114 2223 50.11 Tucker 15.9 24.6 569 980 58.06 Tyler 16.6 24.9 732 1292 56.66 Upshur 20.8 29.1 2030 3622 56.05 Wayne 17.6 24.2 4062 6950 58.45 Webster 27.9 42.3 932 1365 68.28 Wetzel 17.6 26.5 1292 2649 48.77 Wirt 19.1 30.9 571 935 61.07 Wood 16.2 27 6358 12566 50.60 Wyoming 22.3 31.6 2311 3905 59.18 West Virginia State Averages

17.4 23.9

Data source: WVDE, 2011


WEST VIRGINIA TITLE IIB MSP COMPETITIVE APPLICATION SCORING RUBRIC Required for Reading/Funding (0-2 points each) _____ Cover Page is complete including Statement of Assurances for each partnership member with all

required signatures.

_____ List of Core Partner Districts includes name of a contact person for each district along with their phone number and email address.

_____ Abstract of the Proposed Project. 1 page maximum. The project outlined in the abstract briefly describes the project vision, goals, activities, key features, and beliefs.

_____ Budget Worksheet reflects the same amount of funds described in the Budget Narrative.

_____ Partnership meets the eligibility criteria for at least one high need LEA and one partner from the faculty of the math, science, or engineering departments of a Higher Education Institution.

Additional Points for Eligibility: It is required that each “High Need LEA” has been determined as counties identified for improvement. (0-10 points each)

_____ Counties identified for improvement and corrective action by WVDE

_____ Counties identified for improvement that have a percentage above the state average of math or science teacher’s not meeting the highly qualified status.

_____ Proposals identified by the evaluation team as a “Lessons Learned” proposal that builds upon research from a previous MSP grant. These proposals must not be merely repeat proposals, but match innovative improvements with effective methodologies employed in a previous MSP project.

Appendix B


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: 11-15The needs assessment:

• provides no evidence that evidence that eligible teachers participating in both the experimental and comparison group are currently teaching in high need LEAs.

The needs assessment: • provides some evidence

that evidence that eligible teachers participating in both the experimental and comparison group are currently teaching in high need LEAs.

The needs assessment:• provides clear and

convincing evidence that eligible teachers participating in both the experimental and comparison group are currently teaching in high need LEAs.

• provides no evidence of using the school partners’ WV Statewide Assessment data to provide evidence of need for Professional Learning in the selected content area.

• provides some evidence of using the school partners’ WV Statewide Assessment data to provide evidence of need for Professional Learning in the selected content area.

• provides clear and convincing evidence of using the school partners’ WV Statewide Assessment data to provide evidence of need for Professional Learning in the selected content area.

• the partnership’s goals and objectives are built on an analysis of a single or limited data sources, but strategies or action steps are written to help achieve the goals and objectives without connection to the goals or objectives by research.

• the partnership’s goals and objectives are built on an analysis of several student outcome data sources, and strategies or action steps are written based on the expectation that they will help achieve the goals and objectives.

• the partnership’s goals and objectives are built on a broad analysis of multiple student outcome data sources, from which a summary of priorities are stated, and strategies and action steps are written based on the informed (from research) expectation that they will help achieve the goals and objectives.

Score Comments:


B. Scientifically Based-Research: The literature review should discuss and cite the current state of knowledge relevant to the program. This brief literature review should clearly indicate why the proposed activities were selected or designed. If the proposal builds on prior work, lessons learned are described and how these lessons are incorporated in the program is included.

Points: 0-3 Points: 4-7 Points: 8-10The literature reviewed:

• does not support the program.

The literature reviewed: • supports some of the

proposed activities selected or designed in the program.

The literature reviewed:• 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.

Score Comments:


C. Work Plan: A proposal must clearly describe the program activities based on the measurable goals, objectives and the responsibility of each of the partners. The program description should indicate a timeline and an estimated number, type, duration and intensity of professional learning activities.

Points: 0-9 Points: 10-19 Points: 20-25The work plan:

• does not describe specific program activities that link the goals and objectives stated in the program or the data provided by the needs assessment.

The work plan: • provides some program

activities that link the goals and objectives stated in the program and the data provided by the needs assessment.

The work plan:• provides specific and clear

program activities that link the goals and objectives stated in the program and the data provided by the needs assessment.

• describes mathematical content in general terms.

• describes mathematical content and addresses some aspects of mathematics instruction (pedagogy, formative assessment, and support for struggling learners).

• clearly defines mathematical content important to elementary mathematics including pedagogy, formative assessment and support for struggling learners.

• the responsibilities of the partners are not defined and they account for few goals and objectives.

• describes some responsibilities of the partners and accounts for how some of the goals and objectives in the program will be met.

• clearly defines the responsibilities of partners and fully accounts for how all the goals and objectives in the program will be met.

• does not define the timelines for the program.

• provides general timelines as to when activities will occur.

• provides definitive timelines as to when activities will occur and their duration.

• does not describe how activities will increase the number of teachers who participate in the professional learning.

• describes how the activities will increase the number of teachers who will participate in the professional learning.

• clearly describes how the activities will increase the number of teachers who will participate in professional learning.

• does not explain how professional learning activities are linked with state content standards and 21st century skills.

• links the professional learning activities with state content standards and 21st century skills.

• clearly aligns professional learning activities with state content standards and 21st century skills.

• does not explain how professional learning activities link with teacher standards.

• links professional learning activities with teacher standards.

• clearly aligns professional learning activities with teacher standards.

Score Comments:


D. Commitment and Capacity of Partnership: The program description must clearly demonstrate the submitting partnership has the capability of managing the program, organizing the work, and meeting deadlines.

Points: 0-3 Points: 4-7 Points: 8-10The partnership:

• does not provide information about how the program will be managed.

The partnership: • demonstrates the ability

to manage the program.

The partnership:• provides a management

plan outlining the ability to manage the program.

• does not describe a process for meeting critical needs and/or deadlines.

• describes a general process for meeting critical needs and deadlines.

• outlines a clear process for meeting identified needs and deadlines.

• does not describe an explanation for making decisions.

• describes a general explanation for making decisions.

• describes a clear process for making decisions.

• does not describe roles for each partner in the program.

• describes roles for each partner in the program.

• describes specific and definitive roles for each partner in the program.

• does not explain how the partnership will continue beyond the three year grant or if funding for subsequent years in not provided by the USDOE.

• explains in general terms how the partnership will continue beyond the three year grant or if funding for subsequent years in not provided by the USDOE.

• provides a projected plan and timeline for how the program will continue beyond the three year grant funding or if funding for subsequent years in not provided by the USDOE.

Score Comments:


Evaluation Plan: The evaluation plan narrative is limited to a 5-page maximum, double-spaced, 12-point font, and no more than 30 lines per page, one-inch margins. Single spaced tables are allowed. Evaluation planning template, management plan must be complete.

E. Evaluation: Each application should identify process and outcome research and evaluation methods that the program will use and explain why those methods are appropriate to the identified needs the proposal addresses. A proposal must make a compelling case for the activities of the program and describe how the activities will help the MSP program build a rigorous, cumulative, reproducible, and usable body of findings.

Points: 0-6 Points: 7-14 Points: 15-20The evaluation plan:

• is not based on the use of scientific methods or comparison groups.

The evaluation plan: • is based on the use of

a comparison group of students, schools, or districts utilizing experimental or quasi-experimental design. Description of comparison group(s) is vague or incomplete.

The evaluation plan:• provides an evaluation plan

based on an experimental design. Description of comparison group(s) construction is thorough and clear.

• has no measurable objectives or annual targets which describe progress towards meeting the goals and objectives established in response to the identified needs.

• has some measurable objectives and targets which may indicate progress towards meeting the goals and objectives in response to the identified needs.

• has clear measurable objectives and annual targets which describe progress toward meeting the goals and objectives in response to the identified needs.

• does not measure activities and the number and characteristics of teachers participating in professional learning.

• measures some of the activities and the number and characteristics of teachers participating in professional learning.

• clearly measures all activities and the number and characteristics of teachers participating in professional learning.

• does not measure student academic achievement or compare with baseline data. Does not use existing sources of student data.

• measures student academic achievement on WESTEST2 and or other achievement tests in mathematics and/or science assessments compared to baseline data. Uses existing sources of student data.

• clearly measures the student academic achievement on WESTEST2 and or other norm reference and/or criterion reference mathematics and/or science assessments compared to baseline data. Uses existing sources for student data.

Score Comments:


Budget Narrative

F. Budget Justification: The budget justification should clearly be tied to the scope and requirements of the program. The budget narrative should describe the basis for determining the amounts shown on the program budget page. All proposals should include provisions for evaluation of the activities in an annual performance report and a hardcopy of the budget.

Points: 0-5 Points: 6-10 Points: 11-15The budget provides:

• no justification or justification is vague for the program costs.

The budget provides: • justification of costs of the

program are reasonable and the budget meets the program needs.

The budget provides:• strong justification of

costs of the program are reasonable and clearly show the budget is sufficient to meet the program needs.

• no description about how all available federal, state, local and private resources will be used to coordinate services to support and sustain the program.

• a description about how all available federal, state, local and private resources will be used to coordinate services to support and sustain the program.

• a specific description about how all available federal, state, local and private resources will be used to coordinate services to support and sustain the program.

• no evidence that each partner will reduce indirect costs in order to meet the restricted indirect cost rates of the partnering LEA or RESA.

• some evidence that each partner will reduce indirect costs in order to meet the restricted indirect cost rates of partnering LEA or RESA.

• strong evidence that each partner will reduce indirect costs in order to meet restricted indirect cost rates of partnering LEA or RESA.

• no financial support for the partnership’s participation in statewide professional learning: West Virginia State Math Conference or West Virginia State Science Conference for the purpose of dissemination of progress and results.

• some financial support for the partnership’s participation in statewide professional learning: West Virginia State Math Conference or West Virginia State Science Conference for the purpose of dissemination of progress and results.

• a clear description of the plans for financial support for the partnership’s participation in statewide professional learning: West Virginia State Math Conference or West Virginia State Science Conference for the purpose of dissemination of progress and results.

Score Comments:


Overall comments/concernsThe following comments highlight the overall positive aspect(s) of the application:

The following comments / questions highlight overall concerns with the grant application:

Total Score

� Fund � Fund with revision � Do not Fund


PARTNERSHIP NARRATIVE

Appendix C

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SAMPLE MSP BUDGET WORKSHEET

Fiscal Agent: ____________ Date: __________

Program: Title IIB MSP: Competitive Application. Project Code: 4042X

11111 Instruction Regular: Activities dealing directly with the teaching of students.12213 Instructional Staff Development: Activities that contribute to the professional growth and competence of instructional staff. 52213 Non-public School Student Services: Activities that contribute to the professional growth and competence of instructional staff of private schools.

Appendix D


INSTRUCTIONS FOR PROSPECTIVE GRANT READERS Reading and scoring Title IIB MSP grants is an excellent opportunity to take an active role in the awarding of grant funds. WVDE will reimburse participants at state rates for travel, meals, and accommodations. The number of readers will be selected from those registering and will include readers proportionate to the number of grant applications received. Many people who are interested in being grant readers have a connection in one form or another with one or more of the districts or partnerships applying for funds. This WILL NOT disqualify you from participating in the grant reading. However, we do want to assure that you are not assigned to read any grants that might be seen as conflicting with your impartiality. To save time at the reading itself, proposals will be provided to the readers prior to date for reviewing proposals. If you would like to participate by reviewing grants please contact Teresa Hammond at 304-558-9994 or [email protected] . You will be asked to indicate any school, district, or partnership which you or your organization:

1. Have assisted in the preparation of an Title IIB MSP formula or competitive grant proposal

2. Have supported in their efforts to obtain Title IIB MSP formula or competitive grant funding

3. Intend to participate in any way in either proposed Title IIB MSP formula or competitive grant activities

Appendix E



FIVE CRITICAL LEVELS OF PROFESSIONAL DEVELOPMENT EVALUATION Adapted from Evaluating Professional Development by Dr. Thomas Guskey, Corwin Press, 2000, p 79

Appendix FE

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ere

the

chai

rs

com

fort

able

?

• Q

uest

ionn

aire

s ad

min

iste

red

at th

e en

d of

the

sess

ion

• In

itial

sat

isfa

ctio

n w

ith th

e ex

perie

nce

• To

impr

ove

prog

ram

de

sign

and

del

iver

y

2. P

artic

ipan

ts’

Lear

ning

• D

id p

artic

ipan

ts a

cqui

re

the

inte

nded

kno

wle

dge

and

skill

s?

• Pa

per a

nd p

enci

l •

Sim

ulat

ions

•

Dem

onst

ratio

ns

• Pa

rtic

ipan

t •

refle

ctio

ns

• Pa

rtic

ipan

t por

tfolio

s

• N

ew k

now

ledg

e an

d sk

ills

of p

artic

ipan

ts•

To im

prov

e •

prog

ram

con

tent

, for

mat

, an

d or

gani

zatio

n

3. O

rgan

izat

ion

Supp

ort &

Cha

nge

• W

hat w

as th

e im

pact

on

the

orga

niza

tion?

•

Did

it a

ffect

or

gani

zatio

nal c

limat

e /

proc

edur

es?

• W

as im

plem

enta

tion

advo

cate

d, fa

cilit

ated

, an

d su

ppor

ted?

•

Was

the

supp

ort p

ublic

an

d ov

ert?

•

Wer

e pr

oble

ms

addr

esse

d qu

ickl

y an

d ef

ficie

ntly

? •

Wer

e su

ffici

ent r

esou

rces

m

ade

avai

labl

e?

• W

ere

succ

esse

s re

cogn

ized

and

sha

red?

• D

istri

ct a

nd s

choo

l re

cord

s •

Min

utes

from

follo

w-u

p m

eetin

gs

• Q

uest

ionn

aire

s St

ruct

ured

inte

rvie

ws

with

pa

rtic

ipan

ts a

nd d

istri

ct

or s

choo

l adm

inis

trato

rs

• Pa

rtic

ipan

t por

tfolio

s

• Th

e or

gani

zatio

n’s

advo

cacy

, sup

port

, ac

com

mod

atio

n,

faci

litat

ion,

and

re

cogn

ition

• To

doc

umen

t and

im

prov

e or

gani

zatio

nal

supp

ort

• To

info

rm fu

ture

cha

nge

effo

rts


Eva

lua

tio

n

Le

vel

Wh

at

Qu

est

ion

s A

re

Ad

dre

sse

d?

Ho

w W

ill In

form

ati

on

b

e G

ath

ere

d?

Wh

at

is M

ea

sure

d o

r A

sse

sse

d?

Ho

w W

ill

Info

rma

tio

n

Be

Use

d?

4. P

artic

ipan

ts’ U

se

of N

ew K

now

ledg

e &

Ski

lls

• D

id p

artic

ipan

ts

effe

ctiv

ely

appl

y th

e ne

w

know

ledg

e an

d sk

ills?

•

How

are

par

ticip

ants

us

ing

wha

t the

y le

arne

d?

• W

hat c

halle

nges

ar

e pa

rtic

ipan

ts

enco

unte

ring?

• Q

uest

ionn

aire

s •

Stru

ctur

ed in

terv

iew

s w

ith

part

icip

ants

and

thei

r su

perv

isor

s •

Part

icip

ant r

eflec

tions

•

Part

icip

ant p

ortfo

lios

• D

irect

obs

erva

tions

•

Vide

o or

aud

io ta

pes

• D

egre

e an

d qu

ality

of

impl

emen

tatio

n•

To d

ocum

ent

and

impr

ove

the

impl

emen

tatio

n of

pr

ogra

m c

onte

nt

5. S

tude

nt L

earn

ing

Out

com

es•

Wha

t was

the

impa

ct o

n st

uden

ts?

• D

id it

affe

ct p

erfo

rman

ce

or a

chie

vem

ent?

•

Did

it in

fluen

ce p

hysi

cal

or e

mot

iona

l hea

lth?

• A

re s

tude

nts

mor

e co

nfide

nt a

s le

arne

rs?

• Is

atte

ndan

ce im

prov

ing?

•

Are

dro

pout

s de

crea

sing

? •

How

doe

s th

e ne

w

lear

ning

affe

ct

othe

r asp

ects

of t

he

orga

niza

tion?

• St

uden

t rec

ords

•

Scho

ol re

cord

s •

Que

stio

nnai

res

• St

ruct

ured

inte

rvie

ws

with

stu

dent

s, p

aren

ts,

teac

hers

, and

/or

adm

inis

trato

rs

• Pa

rtic

ipan

t por

tfolio

s

• St

uden

t lea

rnin

g ou

tcom

es:

• C

ogni

tive

– Pe

rfor

man

ce

& A

chie

vem

ent

• A

ffect

ive

– A

ttitu

des

&

Dis

posi

tions

•

Psyc

hom

otor

– S

kills

&

Beh

avio

rs

• St

uden

t wor

k sa

mpl

es

• Pe

rfor

man

ce

asse

ssm

ents

• To

focu

s an

d im

prov

e al

l asp

ects

of p

rogr

am

desi

gn, i

mpl

emen

tatio

n,

and

follo

w-u

p •

To d

emon

stra

te

the

over

all i

mpa

ct

of p

rofe

ssio

nal

deve

lopm

ent


EVALUATION PLANNING TEMPLATE-MANAGEMENT PLAN

Appendix G

Eva

lua

tio

n

Ac

tivi

tie

s W

hat

eva

luat

ion

ac

tivi

ties

will

occ

ur?

De

scri

pti

on

/Da

ta

So

urc

e

Wh

at d

ata

colle

ctio

n

too

ls w

ill b

e u

sed

?

Tim

efr

am

e

Wh

en w

ill t

he

eval

uat

ion

act

ivit

y o

ccu

r?

Pe

rso

n

Re

spo

nsi

ble

Wh

o

will

be

resp

on

sib

le

for

ensu

rin

g t

he

acti

vity

occ

urs

?

Re

sou

rce

s W

hat

res

ou

rces

do

yo

u n

eed

to d

o t

he

eval

uat

ion

?

Not

e: T

his

eval

uatio

n m

anag

emen

t pla

n te

mpl

ate

is a

dapt

ed fr

om P

lann

ing

for E

valu

atio

n by

SEI

R*T

EC

ww

w.s

eirt

ec.o

rg 2

005


Notes

Michael J. Martirano, Ed.D.State Superintendent of Schools

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