No child left behind act of 2001

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Content: No Child Left Behind Act of 2001 Public Law 107-110 Title II, Part B-Mathematics and Science Partnership A Federal Science, Technology, Engineering and Mathematics Initiative California Mathematics and Science Partnership professional development Program Cohort 13
Request for Applications
Fiscal Year 2015­16 Awards Deadline for Applications: Postmarked by September 1, 2015
California Department of Education CaMSP RFA
April 2015
California Mathematics and Science Partnership Cohort 13 TABLE OF CONTENTS Program Funding ............................................................................................................ 3 Background ..................................................................................................................... 3 The Vision of this Initiative............................................................................................... 4 Purpose ........................................................................................................................... 4 Calendar of Key Dates .................................................................................................... 7 I. PROGRAM ELIGIBILITY ......................................................................................... 7 A. Eligibility Information ....................................................................................... 7 B. Partnerships May Also Include:....................................................................... 8 C. Authorized Professional Development Activities ............................................. 9 D. Annual Minimum Hours ................................................................................. 10 E. Intensive Versus Classroom Follow-up ......................................................... 10 F. Key Features................................................................................................. 11 II. PARTNERSHIP RESPONSIBILITIES.................................................................... 11 A. Lead LEA Responsibilities............................................................................. 11 B. Project Director/Co-Principal Investigator...................................................... 11 C. Principal Investigator ..................................................................................... 12 D. Leadership Team .......................................................................................... 12 E. Community Expansion Collaborative ............................................................ 13 F. Participation Limit .......................................................................................... 13 G. Partners......................................................................................................... 14 H. Teacher Participants ..................................................................................... 14 I. Learning Networks ........................................................................................ 14 J. Project Evaluation ......................................................................................... 15 III. APPLICATION PREPARATION AND SUBMISSION INSTRUCTIONS ................. 15 A. Format........................................................................................................... 15 B. Delivery of Application................................................................................... 17 C. Application Composition................................................................................ 17 IV. APPLICATION REVIEW PROCESS...................................................................... 35 V. AWARD ADMINISTRATION .................................................................................. 35 A. Notification .................................................................................................... 35 B. Appeal Process ............................................................................................. 35 VI. PROJECT ADMINISTRATION............................................................................... 36 A. Monitoring ..................................................................................................... 36 B. Changes........................................................................................................ 37 C. Amendments ................................................................................................. 38 D. Travel ............................................................................................................ 38 E. Audit .............................................................................................................. 39 VII. ADDITIONAL INFORMATION................................................................................ 40 VIII. CHECKLIST, FORMS, TEMPLATES, SAMPLE LETTERS, AND APPENDIX....... 40
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THE CALIFORNIA MATHEMATICS AND SCIENCE PARTNERSHIP PROGRAM FOR PROFESSIONAL DEVELOPMENT
Funding Source:
No Child Left Behind, Title II, Part B, Federal Catalog Number 84.366B
Program Funding The California Department of Education (CDE) will award funding based on diversity of professional development models, geographic region, demographics, grade levels targeted, and availability of funding. Grant proposals meeting the scoring threshold will be funded to the extent possible.
In accordance with the Cash Management Improvement Act, disbursements of federal funds must be limited to the minimum amounts needed and must be timed to the actual, immediate cash requirements of the grantee in carrying out the project. In other words, funding should be provided as close as possible to the actual disbursement of funds for the direct project costs by the grantee. The CDE is responsible for ensuring that grantees do not accrue federal funds in excess of immediate needs. In addition, grant recipients are required to report amounts of interest exceeding $100 for federal grant funds, and remit interest over $100 to the CDE Accounting Office.
Background In January of 2002, the No Child Left Behind (NCLB) Act of 2001 became law. The Mathematics and Science Partnership ­ Part B of Title II, Improving Teacher Quality Grant Programs ­ is an important component of the NCLB legislation. These programs provide funds for professional development for teachers using scientifically-based and researched teaching methods to improve the mathematics and science achievement and Academic Performance of students. Student academic achievement is to be measured by state and local assessments and enrollment in advanced courses.
The California Mathematics and Science Partnership (CaMSP) program seeks to improve student academic achievement in mathematics and science by targeting mathematics and science (kindergarten through grade eleven). As overall student academic achievement rises, CaMSP projects are expected to reduce achievement gaps in the mathematics or science performance of diverse student populations.
These funds shall be used to:
· Encourage Institutions of Higher Education (IHEs) to assume greater responsibility for improving mathematics and science teacher education and to bring together kindergarten through grade eleven teachers and IHE faculty for mutual professional growth.
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· Encourage local educational agencies (LEAs) and IHEs to form partnerships that focus on long-term professional development of in-service mathematics and science teachers to enhance their content knowledge, pedagogical content knowledge, and instructional strategies. · Align instructional strategies to support State Board of Education (SBE) adopted California Common Core State Standards in Mathematics (CA CCSSM) and California Next Generation Science Standards (CA NGSS), frameworks, and SBE-adopted kindergarten through grade eight instructional materials. · Ensure that students are prepared for challenging mathematics and science courses. · Develop evidence-based outcomes that contribute to the understanding of how students effectively learn mathematics and science. · Develop evidence-based outcomes that contribute to the understanding of effective professional Learning Strategies. · Ensure sustainability by redirecting resources, designing and implementing new policies and practices that are well-documented, inclusive, and coordinate institutional change among the project's partners, including IHEs, LEAs, and professional development providers. The Vision of this Initiative This initiative is intended to support LEAs, in partnership with IHEs, in researching, developing, and providing professional development models focused on the integration of science, technology, engineering, and mathematics (STEM) through a variety of strategies. Integration can occur within one or more courses, through a program of study of integrated STEM courses, through a whole-school approach, or through other structures and strategies that achieve the goal of effective professional development in integrated STEM education. More specifically, projects must: · Choose science or mathematics as the primary content discipline. o They must then choose a secondary discipline, either engineering and/or technology, or they may choose to integrate the two primary disciplines, science and mathematics. · Identify specific grade levels, kindergarten through grade eleven, to be served. · Show how they are addressing California's mathematics and science standards. Purpose The primary purpose of the CaMSP request for applications (RFA) Cohort 13 is to increase the body of research on professional development models that:
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· Impact teachers' content knowledge, pedagogical content knowledge, and instructional strategies.
· Improve student achievement in the content areas of mathematics and science.
· Result in change to the institutions involved in the project, including change to the IHEs and professional development providers.
· Train mathematics and science teachers to develop differentiated instructional strategies to prepare and encourage young women and other underrepresented individuals, English language learners, and students with special needs to pursue:
o Secondary mathematics, science, engineering, and technology courses of study. o Mathematics and science careers (including engineering and/or technology) and/or postsecondary degrees in majors leading to such careers.
· It is required that technology be integrated into all projects as it is a fundamental component of teaching and learning in the 21st century.
A goal of the CaMSP program is to build capacity within LEAs to institutionalize effective mathematics, science, engineering, and/or technology professional development practices in order to impact student achievement. Teacher participants of these grants are expected to integrate their enhanced content knowledge and newly acquired instructional teaching skills into their classroom practice. As a result, teacher participants will be able to stimulate student interest and achievement in mathematics and science that may motivate students to pursue careers in mathematics and science (including engineering and/or technology).
Table 1: Project Limits and Requirements
Limits and
Type of Project
Requirements
Funding Maximum $1 million.
per Cycle
Maximum Number Up to three cycles pending performance.
of Cycles
Target
In-service mathematics, science, engineering, and/or technology teachers committing
to significantly integrating mathematics and/or science, kindergarten through grade
eleven.
Retention Minimum 30 teacher participants.
Project Design
Partnerships must maintain a minimum of 30 teacher participants throughout the project. If at any time the number of teacher participants falls below 30, the project will be defunded. Same for all participants.
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Annual Minimum Hours
Each cycle must have at least 60 intensive hours and 24 classroom follow-up hours. Each cycle must end with classroom follow-up hours.
Orientation or Intro Day Summer Institute or Intensive Start Date 30 Hours of Summer Institute or Intensive Cohort of Teacher Participants
All hours must be completed within each Performance Period (July 1 to June 30). May be scheduled for any date after the grant start date. However, these hours will not count toward intensive nor classroom follow-up hours. Cycle 1 may begin prior to July 1. Cycles 2 and 3 must begin no earlier than July 1. Must be completed by August 31 of each cycle. It is strongly encouraged that as many of the required intensive hours be completed as early in the cycle as possible. It is expected that teacher participants are from schools with the greatest academic and instructional needs.
Teachers who will be directly engaged in the project must agree to participate for the entire funding period. This commitment must be obtained prior to submission of the grant application and updated annually. Teacher commitment forms are not required to be submitted with the application to the CDE, but they must be kept on file at the Lead LEA.
New teacher participants may not be added after August 31 of the first cycle.
Teachers completing a minimum of 30 hours by August 31 of each cycle comprise the project's Cohort of participants.
Make-up Hours Local Evaluation Recruitment
All annual minimum hours (60/24) must be completed by June 30 of each cycle in order for a teacher participant to continue for the following cycle. Any missed intensive or classroom follow-up hours must be made up and completed within 60 days of when the hours were offered. All projects must allocate 5 percent of the Total (not the Subtotal) CaMSP grant amount requested in their budgets ($50,000 for a $1,000,000 grant) for the statewide evaluator's oversight of and assistance with the local evaluation. Partnerships are encouraged to recruit 20 percent more than their target numbers of participating teachers at startup to account for possible attrition over the life of the grant.
This grant will fund up to $1,000,000 per year for up to three years, at the rate of $10,000 per participating teacher for up to 100 teachers. More than 100 teachers may participate, but CaMSP funding is limited to $1,000,000 per year. Continued funding is dependent upon funding availability and performance evaluations.
An LEA may be the Lead LEA for only one CaMSP project at a time. For example, any Lead LEA currently funded for a CaMSP Cohort 10, 11, or 12 grant may not apply as a Lead LEA for a CaMSP Cohort 13 grant. The Lead LEA must meet all eligibility criteria including the 40 percent free and reduced meals. The criteria is outlined in Sections I.A and I.B.
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Calendar of Key Dates Application due date Grant Reading Notification of Intent to Award Grant Award Start Date
Postmarked by September 1, 2015 September 2015 November 2015 January 1, 2016
I. PROGRAM ELIGIBILITY
A. Eligibility Information Partnerships applying for a CaMSP grant must meet the following requirements:
· The application is submitted by a high-need LEA identified as the Lead LEA
o The term "high-need LEA" refers to an LEA that serves a student population where at least 40 percent of the students qualify for the free and reduced meals. At least 50 percent of the participating schools must be a high-need LEA.
o The term "Lead LEA" refers to a school district, county office of education (COE), or direct-funded charter school.
o If a COE applies as the Lead LEA, they are not required to be high-need.
o Only existing directly funded charter schools may apply as a Lead LEA for the CaMSP grant. Schools must have at least one year of student baseline data and, as with any LEA, meet all eligibility criteria including the 40 percent free and reduced meals.
· A targeted number of classroom teachers committed to participate throughout the entire life of the grant funding are identified prior to the submission of the grant application.
o Initial commitment forms from participating teachers must be on file with the Lead LEA before submitting a grant application to the CDE, but are not required to be included with the grant application.
o The signed forms will be reviewed by the CDE Project Monitor during a CDE site visit.
· A mathematics, science, engineering, and/or appropriate technology department of an IHE in California must be a partner. Only an accredited California IHE is eligible to be the primary IHE partner. The primary IHE must have a teacher education department in the STEM discipline(s) targeted by the application. In addition, the IHE must provide degree-producing coursework in the STEM content areas of mathematics, science, engineering, and/or a technology-focused major as appropriate for each application.
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· An additional IHE partner may include a California State University, a University of California, an accredited private university or college, or a California Community College. Each discipline reflected in the work of the project must be represented by a STEM IHE faculty member. · Partnerships are strongly encouraged to include other faculty who are involved with mathematics, science, engineering, or technology education. · Prior to submitting a grant request, each LEA in the partnership must engage in timely and meaningful consultation with representatives of private schools regarding the needs of their teachers related to improving mathematics, science, or engineering teaching. In accordance with NCLB Section 2201, nonprofit private schools may be members (partners) of these partnerships. The CaMSP program is governed by the Uniform Provisions and requires the equitable participation of teachers who teach in nonprofit private schools located in districts where grants are awarded. Projects are strongly encouraged to have written documentation of all private school contacts. Projects must document their contact with each private school to include the private schools' response regarding whether or not they wish to participate in the partnership/grant. This documentation must be on file before submitting a grant application to the CDE, but is not required to be included with the grant application. Signed letters/documentation of contact with local private schools should not be included in the grant application. Using Form D, the partnership certifies that, "Each partner LEA has contacted all private schools within its boundaries to determine if any private schools want their teachers to participate in the CaMSP program and evidence of this contact is on file at each LEA partner." B. Partnerships May Also Include: · Additional LEAs that may or may not qualify as high-need, including COEs, public or private elementary schools or secondary schools, charter schools, or a consortium of such schools: o Partnering districts must be located within a reasonable distance or travel time from each other unless distance learning is a major part of the program model. o As partners, private schools are subject to the same rules, policies, and procedures as all other partner LEAs. Private schools must submit all student and teacher data required of all partners and work cooperatively with the statewide evaluator. See page 11 for Partnership Responsibilities.
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· Another mathematics, science, or engineering department of an IHE; · Community colleges are strongly encouraged to participate in CaMSPs because of the strong role they play in the preparation and professional development of a diverse mathematics and science teacher workforce; · A business or industry organization; · A nonprofit or for-profit organization of demonstrated effectiveness in improving the quality of mathematics and science teachers; · Public or private organizations, agencies, and foundations; and/or · Local parent organizations. C. Authorized Professional Development Activities · Professional development must include all six of the following requirements: o Improve teachers' subject matter knowledge. o Directly relate to the curriculum and academic areas in which the teacher provides instruction. o Teach in the primary discipline (science or mathematics) of the grant or commit to significantly integrating the primary discipline into their instruction in the grant's secondary discipline. o Enhance the ability of the teacher to understand and use challenging California mathematics or science content standards. o Provide instruction and practice in the effective use of content-specific pedagogical strategies. o Provide instruction in the use of data and assessments to inform classroom practice. · Professional Development Opportunities may also include: o Opportunities for teachers to work collaboratively with experienced teachers, college faculty, or business professionals. o Leadership development activities to identify, develop, and employ exemplary mathematics, science, engineering, and/or technology inservice teachers that have committed to significantly integrate mathematics and/or science as professional development providers.
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o Activities such as curriculum alignment, distance learning, and use of technology in the classroom. D. Annual Minimum Hours All eligible CaMSP projects must provide intensive as well as classroom follow-up and support activities each cycle. The planning and delivery of the professional development activities must be based on a local needs assessment. · Intensive: 60 hours of intensive professional development opportunities per participant in the areas of mathematics, science, or engineering. · Classroom follow-up and support: 24 hours of classroom follow-up and support per participant in the areas of mathematics, science, or engineering. Each teacher participant must complete at least the annual minimum hours each cycle. All annual minimum hours must be completed within each Performance Period (July 1 to June 30). Successful partnerships are able to provide make-up activities to ensure that all teacher participants within the cohort meet the minimum hours each cycle. An orientation or introduction day may be scheduled for any date after the grant start date. However, these hours will not count toward intensive nor classroom follow-up hours. The first offering of each Performance Period must be intensive and the final offering must be classroom follow-up. E. Intensive Versus Classroom Follow-up Intensive as well as classroom follow-up and support activities are necessary, interdependent components of a CaMSP project design. While the content of each component is similar, it is the relationship between the professional development activities that determines which type of training it is. Intensive, targeted learning is delivered to participants in a concentrated timeframe and followed up with classroom practice and implementation. The intent of the "intensive" label is any protracted (two or more hours) instruction or demonstration regarding content or pedagogical process required to fully implement a lesson. Intensive training is intended to improve the content knowledge and teaching skills of teachers while classroom follow-up and support is intended to infuse the knowledge and skills gained directly into the classroom to benefit students. Teachers apply their newly acquired pedagogical content knowledge and pedagogical strategies to the classroom through classroom follow-up and support. Classroom follow-up and support must be directly related to the focus of the intensive training. It is important to structure the classroom follow-up and support activities so that there is a clear link to the implementation of the knowledge and skills gained through the intensive hours of the project. Classroom follow-up and support activities must build on the intensive hours rather than introduce a new focus.
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Example of classroom follow-up: If the activity is actual lesson follow-up ­ be it debriefing, analysis of student performance, coaching notes on a lesson implemented ­ then the activity is classified as classroom follow-up. All IHE partners and professional development content facilitators are strongly encouraged to actively participate in both the classroom follow-up and support as well as the intensive hours of the project. F. Key Features Applications must address the following Key Features using the application composition beginning on page 19: Partnership Driven, Teacher Quality, Challenging Courses and Curricula, Evidence-Based Design and Outcomes, and Institutional Change and Sustainability. A detailed description of the Key Features is located in Appendix A. II. PARTNERSHIP RESPONSIBILITIES All partner organizations share responsibility and accountability for the partnership. All LEAs and schools, including private schools, are subject to the same rules, policies, and procedures. All LEA partners must provide teacher participation/ attendance data to the statewide evaluator. Each partner organization is required to provide evidence of its commitment to undergo the coordinated institutional change necessary to build local capacity and sustain the partnership effort beyond the funding period. A. Lead LEA Responsibilities The Lead LEA must be a high-need LEA, submit the application, accept management and fiduciary responsibility for the partnership, and provide a full-time Project Director. B. Project Director/Co-Principal Investigator A single full-time Project Director/Co-Principal Investigator (Co-PI) is an employee of the Lead LEA and may not be assigned to other projects, duties, or agencies at the expense of the CaMSP project, e.g., a full-time college instructor or LEA administrator. The Project Director/Co-PI is a full-time position, whether funded full or in part by the CaMSP. The Project Director/Co-PI may serve as a coach, facilitator, evaluator, or professional development provider to the CaMSP project. A percentage of the Project Director/Co-PI's salary may be paid for using in-kind funding. The Project Director/Co-PI is responsible for the day-to-day management, administration of the partnership, and is the CDE's primary project contact. It is recommended that the Project Director/Co-PI be involved in the writing of the grant application.
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Management and administrative duties may include, but are not limited to: · Communications · Complete and submit quarterly, state, and federal final reports · Ensure timely completion and maintenance of data entry for statewide evaluator · Coordinate and facilitate partnership activities and events · Serve on Leadership Team · Coordinate Leadership Team Meetings · Observe partnership's professional development offerings · Assist in scheduling observation days and setting up summer/intensive professional development C. Principal Investigator The Principal Investigator (PI) role is dependent upon the needs of the partnership and its project design. They may help design the professional development activities, serve as a content facilitator, coach, or advisor. An individual with the authority to commit their institution must be named PI of the grant and must serve on the Leadership Team. The PI must be a mathematics, science, engineering, or technology faculty member from a partnership IHE and they are typically the primary professional development provider. D. Leadership Team A Leadership Team must be convened at least quarterly to oversee the development, implementation, and administration of the CaMSP. Agendas and minutes from the Leadership Team meetings are to be sent to the CDE Project Monitor as part of the Year-to-Date Expenditure and Progress Reports (YTDs). Membership must include: · The Project Director/Co-PI from the Lead LEA. · One PI from the IHE. · A representative from each partner institution. · Although neither a partner nor a member of the Leadership Team, public works (the Local Evaluator) shall at least attend meetings of the Leadership
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Team to develop the project's local evaluation plan in the spring and follow-up in the fall. E. Community Expansion Collaborative The Community Expansion Collaborative serves in an advisory and supportive role for the Leadership Team. The goal of the Community Expansion Collaborative is to extend the benefits of the project's work to involve a regional array of partners such as: regional kindergarten through grade sixteen education providers; representatives from business and industry, legislature and government, chambers of commerce, COE, community based organizations, and other community members with a stake in STEM education. Together the Leadership Team and the Community Expansion Collaborative determine the STEM focus and the grade level(s) to be addressed in this project. Over the three years of this grant, the Leadership Team will be responsible for the following: · Holding quarterly meetings of the Leadership Team with the Community Expansion Collaborative. · Creating new integrated STEM education content and programs. · Determining the professional development needed by participating teachers, implementing a pilot program within their respective LEAs. · Assessing the progress of the project and its impact on teaching and learning in participating LEAs and provide recommendations for continuous improvement. · Expanding the program to other schools and districts by Year Three. F. Participation Limit High-need LEAs may be the Lead LEA for only one CaMSP project at a time. For example, any Lead LEA currently funded for a CaMSP Cohort 10, 11, or 12 grant may not apply as a Lead LEA for a CaMSP Cohort 13 grant. The Lead LEA must meet all eligibility criteria including the 40 percent free and reduced meals. The criteria is outlined in Sections I.A or I.B. While LEAs (districts, COEs, and schools) may be included in more than one application, individual teachers may participate in only one partnership. No duplicate teacher participation is allowed. For districts or schools involved in more than one partnership, a letter from the participating school is required and must: · Be signed by the school's principal. · Acknowledge that teacher participants are involved in only one project.
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· Commit to maintaining teacher participants within their existing grade level and discipline(s) to the extent possible. See Sample Teacher Participant Letter on page 74. G. Partners Districts, private schools, or IHE partners may not be added or deleted once the grant application has been submitted. All LEAs providing teacher participants must be listed in the application. H. Teacher Participants The key to determining which teachers may participate is whether or not the teachers have their own class of students. Participating teachers must be from LEA partners that are listed in the application. Portions of the local evaluation, the statewide evaluation, and the federal report are dedicated to student achievement. In order to show a correlation between a teacher participant and his/her students' achievement, each teacher must have a class of students. For this reason, administrators, principals, coaches, subject matter specialists, teachers on special assignment, student/pre-service teachers, and teachers who do not have a consistent student population are not considered teacher participants. The focus and intent of the funding is to provide professional development for teachers who are currently teaching in the classroom. Teachers must be: o Mathematics, science, engineering, and/or technology in-service teachers committed to significantly integrate mathematics and/or science. o Currently employed by the district in the targeted grades. o Count toward the partnership's target number of participating teachers. Teacher participants may be concurrently involved in non-CaMSP funded professional development activities as long as the 60 hours of intensive and 24 hours of classroom follow-up required for the CaMSP grant are met and there are no scheduling conflicts. No transfer/substitution of logged hours from non-CaMSP professional development activities is allowed. I. Learning Networks Funded partnerships must contribute to and participate in CaMSP Learning Network meetings and Federal Regional Mathematics and Science Partnership Conferences (Federal Learning Network). Both the California and Federal Learning Networks support a cycle of discovery and application in kindergarten through grade eleven educational reform. Partnerships are linked through these network meetings with researchers and practitioners in the study and evaluation of educational innovations designed to improve student academic achievement in mathematics and science. The Mathematics and Science Partnerships (MSP) Learning Networks contribute to the education community's capacity to engage in and understand large-scale
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innovation in education. By participating in the California Learning Network Meetings and Federal Regional MSP Conferences, partnerships broadly disseminate their research findings and successful evidence-based strategies, thereby assisting in improving educational practice while collectively contributing to the knowledge base on teaching and learning. Funding for the Project Director/Co-PI and two additional key project staff to attend an initial Orientation Meeting and up to two CaMSP Learning Network meetings per year must be included in the grant application budget. The CaMSP Project Director/Co-PI and an additional representative are required to attend a federal MSP Regional Conference if offered in California. The Project Director/Co-PI and an additional representative may travel to attend one Federal MSP Regional Conference per year outside of California if they are a presenter or if there is not a federal meeting scheduled for California. J. Project Evaluation Through a separate process, the CDE has selected Public Works as the statewide evaluator to conduct the research activities and reporting associated with the grant. They will support state and federal reporting requirements and determine the extent to which each regional grantee meets its identified outcomes by conducting site visitations; phone, internet, and in-person interviews; and through selected case studies. The visitations, interviews, observations, and case studies will be based on protocols approved in advance by the STEM Office. Public Works will work with each partnership to collect and analyze required local evaluation data including teacher content knowledge assessments and student outcome data. Public Works will also support the evaluation of classroom implementation of effective mathematics, science, engineering, and/or technology education practices, incorporating methodologies appropriate for the project design which will be customized to understand the project's impacts on mathematics and/or science. Although neither a partner nor a member of the Leadership Team, the partnership will contract with Public Works for the local evaluation and to provide progress reports to help expedite and implement changes as necessary. These reports are to be included along with the agendas and minutes from each meeting to the CDE Project Monitor as part of the YTD reports. III. APPLICATION PREPARATION AND SUBMISSION INSTRUCTIONS Applications submitted in response to this RFA should be prepared and submitted in accordance with the following guidelines: A. Format Applications that do not comply with these formatting requirements will not be reviewed or considered for funding.
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· Use the forms/templates provided to complete the application. · Application narrative is limited to 26 pages, typed. · 1.5 line spacing (does not apply to forms or supporting documentation). · 12-point type, using an easy-to-read font such as Arial or Times New Roman. · Address each section by its number and title as presented in this RFA; i.e., Section I: Rationale. · A Table of Contents (Form B) which references page numbers corresponding to each section is required. · Charts and graphs may be single spaced and use no smaller than 10-point type. · 1" side, top, and bottom margins. · Footer on each page with page number and the Lead LEA name on all copies. · Do not attach additional pages or information not requested in the application. · Stapled in upper left corner. Do not use binders or folders when submitting application. · Required forms are to be included in the body of the application, but are not subject to page limitations. Page limitations apply to narrative sections and Supporting Documents. There are no page limitations for Forms or Letters of Commitment. · Required forms and Supporting Documentation are to be included in the body of the application immediately following the corresponding narrative section. For example, when putting together Section Five ­ Partnership Management Plan, the narrative should be immediately followed by Form F and Form G, which should be immediately followed by the supporting documentation which includes the biographical sketches and Letters of Commitment. · Form D and all Letters of Commitment require an original signature in blue ink. · By signing Form D, the partnership agrees to comply with all Project Certifications of the CaMSP Grant Program. · Examples of supporting documentation includes but is not limited to the following: o Student and Teacher Data Tables.
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o Biographical sketches of key project personnel (individual biographical sketches may not exceed two pages). o Information about previous CaMSP projects. o Teacher participant list, and o Letters of Commitment. B. Delivery of Application · Send one signed original, two copies, and a Microsoft Word copy of the application on a CD or flash drive. The CD or flash drive should contain all narrative sections, forms, and attachments. · All application components must be postmarked by September 1, 2015. · Incomplete, late, or incorrectly formatted applications will not be scored or considered for funding. · Applicants are urged to use a delivery method that provides tracking and verification such as express, certified, or registered mail. · Transmission by electronic mail (e-mail) or facsimile (fax) will not be accepted. · Mail applications to: Science, Technology, Engineering, and Mathematics Office Attention: CaMSP Cohort 13 Application California Department of Education 1430 N Street, Suite 4309 Sacramento, CA 95814 C. Application Composition · Cover Sheet (Form A) · Table of Contents (Form B) · Project Summary (Form C-1) Complete a one-page summary that includes the following: · The name of the Lead LEA. · A list of all partners involved (IHEs and partner LEAs).
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· A brief description of the project's: o Goals and objectives based on local need. o Research-based professional development activities planned to address the local need for all participants. · LEA Partner Information (Form C-2) Complete a form for each participating school that will be participating in the partnership. Each Form C-2 accommodates two schools. · Evaluation and Research Form (Form C-3) Form C-3 lists Public Works support as well as the partnerships responsibilities and deliverables. Each project must complete the intensive and follow-up section and describe the outcomes, measures, and instruments on the Evaluation and Research Form. · General Assurances and Certifications (Form D) The Superintendent of the Lead LEA, acting as the fiscal agent, must sign Form D Proposed Project Certifications. The official general assurances and certifications that apply to all programs are posted on the Funding Forms Web site at http://www.cde.ca.gov/fg/fo/fm/. Applicants must download general assurances and certifications, sign them, and keep them on file to be available for compliance reviews, complaint investigations, or audits. Applicants do not need to return them with the application. · Application Sections It is important for both the writer and the reader to ensure the application addresses and incorporates: o Each aspect of the overall Purpose (on page 5.) o Authorized Professional Development Activities in accordance with section I, C on page 9. o Each of the CaMSP Key Features described in Appendix A. A list of Writer and Reader Guiding Questions is included at the beginning of each section description to help the writer and reader thoroughly address each application section. Please consider the point value assigned when responding to each question. Application Forms and Section Templates are provided beginning on page 41 of this packet. These forms and templates provide the format to be used when submitting a completed application.
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The following table summarizes the requirements for each section of the application as well as the order in which the application should be constructed. For example, the Partnership Management Plan is the fourth section and requires a narrative followed by Form F and Form G, followed by the biographical sketches and Letters of Commitment. Page references are listed below each section in the table to help applicants locate section specific requirements provided within the RFA.
The following lists the Key Features and their acronym used in the table below:
· Partnership Driven (PD) · Teacher Quality (TQ) · Challenging Courses and Curricula (CCC) · Evidence-Based Design and Outcomes (EDO) · Institutional Change and Sustainability (ICS)
SECTION 1. Rationale: Need and Response page 19 2. Work Plan page 22
KEY NARRATIVE REQUIRED
FEATURES page limits
FORMS
no page limits
· PD
Five pages None
· TQ
· CCC
· EDO
· TQ · CCC · EDO
Ten pages
Form E-1 Form E-2 Form E-3
SUPPORTING DOCUMENTATION (SD) Student and Teacher Data Sample Teacher Commitment Letter Bibliography of Research No additional documentation is needed for this section
SD page limits Five pages Three pages
Project Design Diagram 3. Communication and Dissemination page 26 4. Evaluation and Research page 28 5. Partnership Management Plan page 30
· ICS · TQ · CCC · EDO · ICS · PD · TQ · CCC · EDO · ICS
One page None Two pages None Three pages Form C-3 Five pages Form F Form G
Total:
26 pages
No additional documentation is needed for this section
None
Biographical Sketches Letter of commitment from each partner, including the Lead LEA
Two pages each, sixteen pages total One letter per partner
The following describes the guidelines specific to each section.
a. Section One: Rationale ­ Need and Response This section must clearly describe the partnership's need and planned response.
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A local needs assessment must provide the basis of the rationale. Include an explanation of the conceptual foundation and scientifically-based research on which the proposed project design and activities are built. It is expected that students and teachers in partnership schools with the greatest academic and instructional needs will be the primary participants in the CaMSP. Rationale: Writer and Reader Guiding Questions Your application must address the following questions (five-page limit). Five points per question. 1. What are the overall goals for the design of the proposed professional development project? 2. How will this proposed project respond to the local needs assessment of the teachers (given within the last nine months)? · What strategies or data were collected to identify the major areas of teacher need? · What was the response rate? 3. How well does the application objectively describe and analyze the specific needs and challenges of the LEA partner organizations relative to student performance and teacher workforce in mathematics or science? 4. How well does the application objectively describe and analyze the specific needs and challenges of the IHE partner organizations relative to improving the teacher workforce in mathematics or science? 5. Is the project's response informed by current research (no more than ten years old) on teaching and learning that involve the application of rigorous, systematic, and objective procedures to obtain knowledge relevant to educational activities and programs? This research base should provide the rationale for the chosen professional development model. 6. How will the proposed professional development model produce better student outcomes relative to current educational practices? 7. Does the application include a Sample Teacher Commitment Letter? 8. Does the application include a Teacher Participant List? The list must contain: a) Teacher's name b) Content area (mathematics or science; secondary engineering or technology if commitment to significant integration of mathematics or science)
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c) Grade level(s) d) District e) School SUPPORTING DOCUMENTATION: Student and Teacher Data Tables ­ Five-page maximum Bibliography of Research ­ Three-page maximum Student Achievement Data Table: Current disaggregated local benchmark assessment, and student enrollment/participation in mathematics or science from all partner LEA(s). · The data should identify the type of test (norm- or criterion-referenced) and indicate each of the grade levels in which system-wide mathematics or science assessments were administered. · They should include achievement scores disaggregated by race/ethnicity, socioeconomic status, gender, disability, English language learner, and the percentage of students tested against grade-level enrollment. · Data should also include, where appropriate, course enrollment and completion rates. Teacher Workforce Narrative and Data Table(s): Current data describing the availability of teachers of mathematics or science in all partner LEA(s) including each private school partner. The data should provide: · A description of the placement and support of teachers entering the teaching profession by the IHE and/or the LEA. · The quantity, diversity, and quality (e.g., baccalaureate/masters/doctorate degrees, national certification, teaching out of the certification field, retention, and professional development hours) of teachers in the system(s). · Participating teachers must agree to continue their participation for the entire grant period, and this commitment must be obtained prior to submission of grant application. o The Lead LEA must keep all Letters of Teacher Commitment on file. Provide a sample of the Teacher Commitment Letter with the application. o A list of teacher participants must be included with the application. The bibliography of research must include current (less than ten years old) scientifically-based research citations which provide the foundation for the proposed project.
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b. Section Two: Work Plan The Work Plan serves as the statement of work for the proposed project and provides a coherent set of strategic actions that illustrate how the project supports the mathematics or science curricula. It is broken down into three parts: a Narrative response to questions (ten-page limit), a Project Design Diagram (one page), and a Work Plan Summary Forms (E-1, E-2, and E-3). There are no page limits for the Work Plan Summary Forms. The Work Plan Narrative will address the following: · Integrating: The content, skills, and processes of science, technology, engineering, and mathematics (depending on the disciplines targeted in the application) are integrated in a multi-disciplinary approach that is used to solve authentic, real WORLD PROBLEMS. Teachers learn content, pedagogy, and strategies of each discipline through integrating and applying multiple disciplines. · Creating: Teachers will create modules, courses, curriculum, and programs using an integrated model, based on the knowledge and skills learned through the professional development provided in content, pedagogy, and interactive teaching strategies. Products developed will encourage young women and other underrepresented individuals to pursue: o Secondary mathematics, science, engineering, and technology courses of study. o Mathematics and science careers (including engineering and technology) and/or postsecondary degrees in majors leading to such careers. · Piloting: Teachers will pilot the courses, curriculum, and programs developed. This pilot will be implemented with the students of participating teachers. During the project, electronic media should be used to capture best practices, resources, and classroom demonstrations of strategies for sharing by Year Three. · Implementing New Standards in a STEM Context: Teachers will understand and produce supporting curricula and teaching materials, and creatively implement the CA CCSSM and/or the CA NGSS appropriate for each grade level. · Becoming Teacher Trainer/Leader: By Year Three, participating teachers will take on the expanded role of teacher trainer/leader. The expectation is that the teacher trainer/leader will provide professional development and mentoring for additional teachers and schools interested in implementing integrated practices.
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· Facilitating Improved Student Performance in STEM Disciplines: Teachers will learn new content and teaching strategies, empowering them to facilitate improved student performance in the STEM disciplines. Work Plan: Writer and Reader Guiding Questions Your application must address the following questions (ten-page limit). Five points per question. Teacher Quality 1. Does the Work Plan describe how the project design is the same for all teacher participants? 2. How well does the evidence show that the project provides instruction in the use of data and assessments to inform classroom practice? 3. How well does the Work Plan describe teacher recruitment? The Lead LEA is required to recruit a cohort of participating teachers who will engage in a sequence of professional development and ultimately serve in the role of teacher trainer/leader. · Describe the multiple strategies the project will use to recruit participating teachers and provide a rationale as to why these recruiting strategies will be successful. · Participating teachers must agree to continue their participation for the entire grant period (three years), and this commitment must be obtained prior to submission of grant application. The Lead LEA must keep all Letters of Teacher Commitment on file. 4. How well does the Work Plan describe teacher selection? · Provide a description of the qualifications desired in teacher participants, and a rationale for the teachers selected. 5. How well does the Work Plan describe teacher retention strategies? · Describe the expected compensation and other incentives that will be offered to participating teachers. · Describe the project's retention strategies and assurances obtained from school and district administration for participating teachers to remain assigned to the same grade levels for the duration of the project. This assurance must be in writing and approved by the district administration. A Sample Teacher Commitment Form is provided on page 76. · In a project that provides a sequence of training to a single cohort of teachers over three consecutive years, attrition will occur. Describe the
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strategies for retaining the cohort of participating teachers over time and a rationale as to why these retention strategies will be successful. Note: If the number of teacher participants in a project drops below 30, the project will be defunded. Due to attrition and unforeseen circumstances, the CDE strongly encourages projects to over-recruit teacher participants. Further, the CDE advises grant applicants to find matching/in-kind funds to accommodate as many interested teacher participants as possible. Having additional teachers trained using matching/in-kind funding is a proven strategy to avoid budget reductions due to attrition. 6. How well does the Work Plan include strategies that encourage and support participation of teachers in the pursuit of the Presidential Awards for Excellence in Mathematics and science teaching (PAEMST)? Information on the PAEMST is available on the CDE PAEMST Web page at http://www.cde.ca.gov/ta/sr/pa/. Challenging Courses and Curricula Challenging courses and curricula applies to classroom students at all levels. This includes students in kindergarten through postsecondary. Challenging courses and curricula are aligned with CA CCSSM and/or CA NGSS resulting in a greater number of students participating and succeeding in advanced courses as they transition to college or career. Teachers need content knowledge, pedagogical content knowledge, and instructional strategies. CaMSP partners need to ensure that challenging course content becomes embedded in the teachers' classrooms. As a result of their involvement with the CaMSP project, IHE(s) will be better able to provide challenging courses and curricula to future pre-service teachers who will be their students. 7. How well does the Work Plan clearly describe the IHE partner and professional development content facilitators' participation in classroom follow-up and support, as well as the intensive hours of the project? 8. How well does Form E provide evidence that mathematicians, scientists, and engineers from IHEs are playing substantial roles in the proposed activities? 9. How well does the application clearly describe how the project supports challenging mathematics curricula aligned with CA CCSSM or science curricula aligned with CA NGSS? 10. What content products will emerge from this project?
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11. How well does the evidence provided show that the application will contribute to ensuring that all students have access to, are prepared for, and are encouraged to participate and succeed in challenging mathematics or science courses? 12. How well will the strategies developed address the differentiated needs of special populations, including English language learners, special education, underrepresented youth, and young women? 13. How well will the strategies developed encourage special populations, including English language learners, Special Education, underrepresented youth, and young women to pursue: a. Secondary mathematics, science, engineering, and/or technology courses of study. b. Mathematics and science careers (including engineering and technology) and/or postsecondary degrees in majors leading to such careers. Evidence-based Design and Outcome 14. How well does Form E provide measurable performance outcomes of the project's activities? 15. Is there a clear link between the current research on teaching and learning and the proposed professional development activities? 16. Is there evidence that the project links assessment to their design and outcomes? This includes classroom, local, and state level assessments for all projects. 17. Is the project designed to provide evidence-based outcomes that contribute to the learning and teaching knowledge base to inform our understanding of how students effectively learn mathematics, science, engineering, and/or technology? Applicants may consider having eligible teachers begin to plan for the PAEMST 2015­16 and 2016­17 education competitions. Project Design Diagram (one-page limit): 18. The Project Design Diagram is a visual display of the 60 hours of intensive as well as 24 hours of classroom follow-up and support required by the grant. · Professional development activities must end with classroom follow-up. See the Sample Project Design Diagram on page 56.
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· Each application must customize the template provided and include a detailed description of the professional development plan. Example: Each box would have enough detail for the grant reader to determine when the training is being held (month), what type of training (PLC, lesson study, coaching, or other) is offered, plus a description of when it is being held (during school day, after school, Saturday, or other). Work Plan Summary Forms E-1, E-2, E-3: By specifically addressing the Teacher Quality key feature only, the Work Plan Summary Forms provide an abbreviated view of the 60 hours of intensive and 24 hours of classroom follow-up the project will provide its participants. Provide the timelines, sequence of activities, performance outcomes, and responsible persons for each entry. · Timelines: Provide projected beginning and ending dates (month/year) for listed activities for the entire funding period. · Activities: Project activities are the scope of tasks that need to be completed in order to implement the project and achieve results. Major activities and tasks should be outlined in the activities section of the Work Plan form and linked to performance outcomes. · Performance Outcomes: Outcomes must be measurable and relate to the Project Design and its activities. The application should identify the type of documentation to be used as evidence of achievement. · Responsible Persons: Individuals responsible for completing activities must be identified by name and position. This column will be used to determine the level of each partners' involvement and commitment to the project. c. Section Three: Communication and Dissemination Each project must develop a plan to share effective professional development practices, strategies, and challenges beyond the project's LEA and IHE partners. Communication and Dissemination: Writer and Reader Guiding Questions Your application must address the following questions (two-page limit). Five points per question. 1. How well does the project describe actively communicating with a wide variety of audiences about its professional development activities? Some of these audiences may include: · Students, teachers, and administrators within the region
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· Students, teachers, and administrators across California (and potentially across the nation) · Potential funders · Educational researchers · Business and industry leaders · Political decision-makers · News media 2. How well does the project describe the dissemination of information about its activities, modules, and programs throughout the region and across the state. The CaMSP funding priority is the delivery of the required 60/24 professional development hours each year. Funding for dissemination is secondary and may be paid for using match/in-kind funding. Dissemination activities may include: · Face-to-face "live" training activities using experienced trainers and Webbased professional development product(s). These might include: o Intensive content-specific training o Series of "how-to" classes o Abbreviated institute training o Regional Learning Networks o Coaching demonstrations o Lesson Study sessions o Trainer of trainers o Facilitator-led sessions o On-site coaching o Workshops o Presentations at conferences: o Year One: CaMSP Orientation Meeting, California Learning Network Meetings, and Federal Regional MSP Conferences. o Years Two and Three: up to three key Leadership Team staff may request authorization from their CDE Project Monitor to present on the project at STEM-related conferences using CaMSP funds. 3. Online Web-based training products must use a distance learning format and proven distance learning teaching strategies. · The online Web-based dissemination activities may include:
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o Synchronous (live) professional development offering, to be recorded and archived in order to make it available on-demand. o Developed to be solely an on-demand (asynchronous) product. Note: Creating video, webcasts, and/or distance learning modules of intensive and classroom follow-up training allows for effective and timely makeup for lessons missed by participating teachers and provides a means for sharing effective training with others in Year Three of the project. d. Section Four: Evaluation and Research Plan Through a separate process, the CDE has selected Public Works as the statewide evaluator to conduct the research activities associated with the grant. They will determine the extent to which each regional grantee meets its identified outcomes by conducting site visitations; phone, internet, and in-person interviews; and through selected case studies. The visitations, interviews, observations, and case studies will be based on protocols approved in advance by the STEM Office. The CaMSP incorporates both state and local level evaluations in order to administer the state program and report annually to the U.S. Department of Education (ED) through the Annual Performance Reporting (APR) system. Each partnership is required to complete an APR in the fall. In addition to quantitative and narrative descriptions of project activities and evaluation information, the APR requires reporting on two project Government Performance and Results Act measures including student outcomes and teacher content assessment outcomes. The APR also requires that an annual evaluation report be attached. Public Works will work with each partnership to collect and analyze required data including teacher content knowledge assessments and student outcome data. Public Works will also support the evaluation of classroom implementation of effective mathematics, science, or integrated STEM education practices, incorporating methodologies appropriate for the project design which will be customized to understand the project's impacts on mathematics and science. Each project will be studied by Public Works over time, through detailed, in-depth data collection involving multiple sources of information, such as surveys, artifacts, interviews, and observations. Funded projects must administer California Assessment of Student Performance and Progress (CAASPP) assessments. During the cohort's orientation, the regional grantees who are funded will receive additional information about the state and local evaluation data-gathering and reporting requirements from Public Works and the CDE.
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All projects must allocate five percent of the Total (not the Subtotal) CaMSP grant amount requested in their budgets ($50,000 for a $1,000,000 grant) for the statewide evaluator's oversight of, and assistance with, the local evaluation. Projects will be evaluated by incorporating a quasi-experimental design to measure impact on state student assessments and all funded projects must commit to actively assisting and participating in the research and evaluation activities, including the following: · Measuring, analyzing, documenting, and reporting the changes in student academic achievement and attitudes in mathematics, science, engineering, and/or technology. Assessments, such as state assessments and local formative assessment, may be used and can include performance-based, project-based, or research-based. This will include trend data for comparison to a baseline. · Measuring, analyzing, documenting, and reporting changes in the participating teachers' content knowledge. This will include trend data with a baseline. Public Works will select appropriate assessments to measure growth in teacher content knowledge. · Collecting evidence about how teachers implement newly acquired pedagogical content knowledge and instructional strategies into the classroom. · Measuring, analyzing, documenting, and reporting the impact of contributions made by the IHE faculty. This includes the effect of changes to LEA and IHE institutional policies and practices used to inform the continuous refinement of the project and general (non-project) practices. Public Works will also work with each project to develop a local evaluation plan. The Project Director/Co-PI will be responsible for working with the statewide evaluator and overseeing the implementation of, and providing data reports on, the local assessment process. Evaluation and Research Plan: Writer and Reader Guiding Questions Your application must address the following (three-page limit). Five points per question. 1. How clearly does the proposal describe project goals for performance outcomes for teachers and students? 2. How well does the application describe existing systems and/or measurement tools used by the partner LEAs that will be continued or adapted for use by the partnership? These include student assessment, coaching, classroom
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observation, lesson study, and other strategies that can be used to develop a local evaluation plan customized to the goals of the partnership. 3. How well does the application describe the outcomes, measures, and instruments on the Evaluation and Research Form, Form C-3? FORMS: Evaluation and Research Form (Form C-3) e. Section Five: Partnership Management Plan The CDE strongly encourages that staff be dedicated to one project at a time. Further, the CDE does not advise using the same IHE individual to facilitate content or instructional strategy training for more than one cohort or project. If there is any overlap of partners in the grant application, the application must explain how those partners will ensure they are not over committed. Additionally, district or county staff must have very focused roles and responsibilities assigned in relation to a particular Grant Project. Grant projects are evaluated by grant readers and ultimately by the CDE Project Monitors based on the capacity of the partners to meet the requirements of the grant. Writer and Reader Partnership Management Guiding Questions Your application must address the following (five-page limit). Ten points per question. 1. How well does the plan provide details on the capacity, readiness, strategies of the partners, and how the partners will work together to address the local need? This includes describing how each partner's existing staff and resources will meet the requirements and objectives of the application. If necessary, provide a detailed description of the need for additional staff or subcontractor(s). 2. How well does the application: · Provide clear information regarding the relationships among partners and how the expertise of each partner will contribute to the achievement of the project's goals? · Describe the partnership's governance structure with regard to decisionmaking, communication, and fiscal responsibilities? 3. How well does the application explicitly describe how: · The partnership's plan will effect institutional change within partner organizations? · Partner organizations plan to develop and implement policies and practices necessary to ensure sustainability? 4. How well does the application identify and describe the project's capacity and leveraging of other funding sources, e.g., NCLB, Title II, Part A; Beginning Teacher Support and Assessment, and how resources within partner
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organizations will be leveraged? This should be reflected in the budget as inkind funding or Amount from Other Source(s). 5. If prior work is described, how well does the evidence support what the partnership has learned from this work and is incorporating lessons learned in the proposed project? 6. Does the proposed Calendar of Leadership Team Meetings and Community Expansion Collaborative meetings appear to be sufficient in terms of frequency and issues addressed? FORM F: Complete Form F to detail the specific roles and responsibilities of each partner institution and key individuals, including each member of the Leadership Team. FORM G: Include a calendar of the partnership's Leadership Team Meetings for the first year of funding. There should be a minimum of one meeting each reporting period. SUPPORTING DOCUMENTATION: Biographical Sketches ­ 16 page maximum (individual biographical sketches may not exceed two pages). Letters of Commitment ­ one letter per partner, including the Lead LEA (no page limitation). The biographical sketches must include the Project Director/Co-PI, PI, and no more than four additional individuals with major administrative, instructional, or consulting responsibility. Letters of Commitment (one letter from each partner) provide evidence of institutional commitment to change. These letters must be addressed to the Lead LEA and signed by: · The dean of each academic discipline and, if participating as an additional partner, the dean of the education department within the IHE partner(s). · The district superintendent in each participating LEA partner(s). · A senior official in all other partner organizations. The Letter of Commitment from the Lead LEA must be included in the application and addressed to:
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Karen Shores, Education Administrator I Science, Technology, Engineering, and Mathematics Office California Department of Education 1430 N Street, Suite 4309 Sacramento, CA 95814 The letters should describe partner organizations' specific plans to leverage resources and to develop and implement policies and practices critical to the work of the partnership and necessary to ensure sustainability. This should be reflected on the budget as in-kind. f. Section Six: 2015­19 Budget (Forms H, I-1, I-2, and I-3) Budget: Writer and Reader Guiding Questions The following questions should be addressed when developing the budget. Five points per question. 1. How well do the expenditures reflect the objectives, activities, and outcomes of your proposal? 2. Does the budget reflect that five percent of the Total (not the Subtotal) CaMSP grant amount requested in their budgets ($50,000 for a $1,000,000 grant) for the statewide evaluator's oversight of and assistance with local evaluation? 3. If funding is requested to support the purchase of technological tools, are these essential to realize the proposed project outcomes? 4. Are books and classroom materials purchased with CaMSP funds only for use in classrooms where teachers are the students? These may include e-books or other electronic materials. 5. Does the proposed budget for the project indicate a transition from reliance on CaMSP funding to other funding sources for continuation after the project funding ends? 6. Writer question only: Is the indirect cost rate used based upon the Lead LEA's current rate? Funding Only Cycle One funding, fiscal year (FY) 2015­16, will be granted at this time; however, the application shall describe all potential cycles of the project. Note that there is an overlap in funding. Professional development activities must be completed on or before June 30 of each cycle leaving the remainder of the fiscal year funding for administrative-type expenses such as data collection and
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reporting. June 30 of each cycle marks the end of the Performance Period while September 30 of each cycle marks the end of the Reporting Period. · The Cycle One funding for FY 2015­16 will begin January 1, 2016, through September 30, 2017. · All intensive and classroom follow-up hours must be completed on or before June 30, 2017. All cycles must end with classroom follow-up hours. · All Cycle One expenditures must be expended by September 30, 2017. · The Cycle Two and Cycle Three funding will be sent out as two separate grant awards. The Cycle Two grant for FY 2017­18, pending (a) evidence of project effectiveness, (b) compliance to program requirements including the final report to the CDE, (c) availability of federal funds, and (d) state budget spending authority will start July 1, 2017. · All intensive and classroom follow-up training must be completed on or before June 30, 2018. All cycles must end with classroom follow-up hours. · All expenditures must be expended by September 30, 2018. The Cycle Three grant for FY 2018­19, pending (a) evidence of project effectiveness, (b) compliance to program requirements including the final report to the CDE, (c) availability of federal funds, and (d) state budget authority will start July 1, 2018. · All intensive and classroom follow-up training must be completed on or before June 30, 2019. All cycles must end with classroom follow-up hours. · All expenditures must be expended by September 30, 2019. CaMSP Program funds must be used to supplement and not to supplant funding that would otherwise be used to support proposed activities. Grant recipients are required to report amounts of interest exceeding $100 for federal grant funds, and remit these funds to the CDE Accounting Office. Complete a Budget Summary (Form H) and a Budget Narrative for each fiscal year (Forms I-1, I-2, and I-3) for the entire funding period (January 2016 through September 2019) of the program. The Budget Narratives should present detailed justification of all expenditures and should be tailored with regard to the number of students and teachers impacted by the proposed activities. If applicable, indicate any additional funding sources and amounts that will contribute to the project.
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There is no provision for a no-cost extension of the CaMSP funding. A project must either use the funds within the project reporting period or the funding will revert to the ED.
When including other resources (in-kind or leveraged resources) on Forms I-1, I-2, and/or I-3 ­ Budget Narratives, be sure to differentiate from grant funded personnel or activity. For example, if the Project Director/Co-PI's salary is being paid 50 percent from the grant and 50 percent from district general fund, it would be shown as:
Object Code Detailed Explanation of Expenditure
1000­1999
Project Director/Co-PI 50% CaMSP / 50% district general fund
CaMSP Funding $42,500
Other Funding $42,500
Please note that, although it is appropriate to use program funds to purchase books and materials that will be used in classrooms where teachers are the students, funds may not be used to purchase classroom materials for kindergarten through grade twelve students.
For the IHE and/or professional development providers: salary and expenses not to exceed $1,500 per day, per provider including travel.
Lead LEAs may use an indirect cost rate (not to exceed their CDE-approved indirect cost rate) to budget and claim indirect costs in the 7300­7399 Object Code in the project budget (Forms H, I-1, I-2, and I-3). Current LEA rates are available on the CDE Web site at http://www.cde.ca.gov/fg/ac/ic/.
According to 34 CFR, EDGAR §76.564, non-LEA subgrantees may use:
· An indirect cost rate using the following formula: restricted indirect cost rate = (general management costs + fixed costs) / (other expenditures), or
· An indirect cost rate not to exceed eight percent to budget and claim indirect costs.
When budgeting and claiming indirect costs, costs in objects 1000-5999 (except Object 5100, Subagreements for Services) may be included in the pool of eligible program expenditures to which indirect costs are charged. Further information on object codes and their definitions may be found in Procedure 330 of the California School Accounting Manual, located on the CDE Web site at http://www.cde.ca.gov/fg/ac/sa/.
The Lead LEA is responsible for ensuring adherence to these indirect cost criteria.
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IV. APPLICATION REVIEW PROCESS
It is the responsibility of the CDE staff charged with program oversight to select a review panel of experts in the targeted area(s) of the proposed project to review applications submitted. Care is taken to ensure that reviewers have no conflicts with the applicants. Guiding questions are included for each section. These guiding questions will be used by reviewers during the scoring process. The following points will be given to the six sections:
Section One ­ Rationale Two ­ Work Plan Three ­ Communication and Dissemination Four ­ Evaluation and Research Plan Five ­ Partnership Management Plan Six ­ Budget
Points 40 90 20 15 60 25
All applications must include both an adequate budget summary and narrative to be considered for funding. Although it is not a requirement, in-kind contributions are taken into positive consideration during the review for project funding.
In order to impact students in a variety of learning situations throughout California, the CDE staff will attempt to fund a CaMSP in each of the eleven superintendents regions. Although scores from the review of the applications are important, they are not the sole determiners for funding.
V. AWARD ADMINISTRATION
A. Notification Within six weeks of the application review process completion, the CDE will post a notification of intent to award on the CDE Web site at http://www.cde.ca.gov/pd/ca/ma/camspintrod.asp. Once the appeal process is completed, the final results will be posted on the CDE Web site and Lead Partners will be contacted by STEM staff.
B. Appeal Process Appeals must be received within ten business days of the notice of intent to fund and shall be limited to the application review process as specified in this document. Only the Lead Partner may file a letter of appeal with the Director of the Professional Learning Support Division of the CDE. Letters of appeal must be solely based on the premise that the CDE failed to properly apply the application review process as specified in Section IV. Application Review Process. An applicant may not use the appeal process to present new information. Individual appeals will receive a response within 30 days. Mail appeal letters to:
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Carrie Roberts, Director Professional Learning Support Division California Department of Education 1430 N Street, Suite 4309 Sacramento, CA 95814
VI. PROJECT ADMINISTRATION
A. Monitoring 1. Objectives: The LEA must meet its stated objectives as indicated in its RFA as approved by the CDE. The CDE staff shall monitor evidence of progress in accordance with the funded application. This includes serving the project's target number of teacher participants.
2. Reporting Requirements: For all grants, the Lead Partner, acting as the fiscal agent, must submit:
· Periodic YTD and Progress Reports to the CDE.
· Cycle 1 dates:
YTD Report 1 2 3 4
Reporting Period 1/1/16 - 8/31/16 1/1/16 - 2/28/17 1/1/16 - 6/30/17 1/1/16 - 9/30/17
Due Date Due 9/30/16 Due 3/31/17 Due 7/31/17 Due 10/15/17
· Minutes from each Leadership Team meeting and Local Evaluator Progress Reports to the CDE Project Monitor.
· Updated Development Activity page submitted to the statewide evaluator.
o The due dates for the Updated Development Activity page to the statewide evaluator are the same as the due dates listed above for the Periodic YTD Expenditures and Progress Reports.
· A copy of the ED final report to the CDE by October 15 each cycle (see details below).
· A final report (Annual Performance Report ­ APR) to the ED online system at the end of the grant performance period.
· The APR is not considered complete until the Local Evaluation report is included.
Specific reporting conditions will be detailed at the time of award notification.
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Federal APR Timeline
DATES
GRANTEE REQUIRED ACTIONS
PUBLIC WORKS (PW) ACTIONS
Year 1: Due on October 15
Completed APR to the CDE for review, approval, and final submittal to the ED (this first APR will not include teacher or student achievement data).
Year 2: Due on July 15 Due by August 1 Due on August 15 Due by September 2 Due by October 3 Due on October 15
Attendance data must be updated in the PW database to include ALL activities through June 30, 2017.
PW will send data requests including control and treatment lists for partnerships.
Student roster data to PW.
2016­17 CAASPP data matched to partnership rosters.
The partnerships should have all the necessary information to complete Sections I, II, III, VI, and VII parts A­F. For remaining sections, PW will complete.
PW will help with the student outcome analysis portion of Section IV, the contact hours in Section V Part A, and additional narrative required for evaluation.
Based on partnership's consultation with the Local Evaluator (due September 2), complete all APR Sections.
PW will provide any pre- or posttesting results for students and teachers as required in Section VIII Government Performance and Results Act Reporting Part A and Part B.
Completed APR to the CDE for review, approval, and final submittal to the ED.
Continued funding will be predicated on the aforementioned items, along with the partnership's YTD Expenditure and Progress Reports, and participation in Learning Network Meetings. B. Changes All change requests must be made in writing via e-mail, submitted to the STEM Office, and approved by the CDE Project Monitor prior to making any changes in the key staff, performance, or expenditures under this grant. · Project Director/Co-PI and Key Personnel: The Project Director/Co-PI is designated by the Grantee on the Grant Award Notification. Key personnel are identified in the application. The Grantee may change the Project Director/Co-PI or other key personnel, but the Grantee shall immediately notify the CDE Project Monitor in writing via e-mail of any such changes. · Statement of Work (Work Plan): The Grantee may modify the Work Plan so long as the project objectives and activities are not materially affected. All such changes must be reported in writing via e-mail to the CDE Project Monitor. If the CDE Project
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Monitor determines that the change would materially affect project objectives and activities, a grant amendment will be required. · Budget Revision Request: All funds spent must comply with the requirements specified in the RFA under which the grant is awarded. For any line item changes over 10 percent per line item (either an under expenditure or over expenditure), a Budget Revision Request (BRR) form and a Revised Budget Justification form must be completed and sent to the CDE Fiscal Monitor. The Lead LEA Superintendent or his/her designee must sign the BRR, preferably in blue ink. The BRR form may be found at http://www.publicworksinc.org/pw/camsp/projsupp/cdetools/cdedocs/. C. Amendments All change requests must be made in writing via e-mail, submitted to the STEM Office, and approved by the CDE Project Monitor prior to making any changes in the performance or expenditures under this grant. · Project Amendment: When the Grantee wishes to make a significant change in the work plan and/or budget which materially affect the agreement, a project amendment must be requested. E-mail all project amendment requests to the STEM Office for the CDE Project Monitor to review. The Grantee will be notified if the request is approved, disapproved, or if additional information is required. In any event, the Grantee shall implement changes only upon written notification of approval by the CDE Project Monitor. · Budget Amendment: When there are changes in the total dollar amount of the grant and/or the outcome of the grant project is materially affected, a budget amendment must be requested. Due to time limitations with regard to federal funds, requests for amendments received after March 31 for each fiscal year of funding, may not be approved or processed. Questions regarding amendments should be directed to the CDE Fiscal Monitor at [email protected] The STEM Office will provide the Grantee any forms necessary to process the amendment. Mail all budget amendment requests to the STEM Office for review by the Fiscal Monitor. The Grantee will be notified if the request is approved, disapproved, or if additional information is required. In any event, the Grantee shall implement changes only upon written notification of approval by the CDE Fiscal Analyst and the CDE Project Monitor. D. Travel Project's budget must include travel for a team representing segments of the project to attend an initial Orientation Meeting in Sacramento. Project also agrees to contribute to and participate in the CaMSP Learning Network meetings each year,
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providing a presentation to share successes, and may send up to three project participants. This travel may be funded using the grant award or in-kind funding. Travel outside the State of California shall not be reimbursed without the prior written authorization of the CDE Project Monitor. Reimbursement claims for travel and related expenses incurred by the Grantee shall be governed by the travel policy and procedures adopted by the Grantee's district governing board. Travel and other expenses shall be limited to those necessary for the performance of this grant only. Reimbursement shall be limited to the amount of the most cost effective mode of travel. The CaMSP Project Director/Co-PI and an additional representative are required to attend a federal MSP Regional Conference if offered in California. The Project Director/Co-PI and an additional representative may travel to attend one federal MSP Regional Conference per year outside of California if they are a presenter or if there is not a federal meeting scheduled for California. Additional out-of-state travel must be pre-approved by the CDE Project Monitor and is limited to conferences not available in California and to be attended by no more than two partnership members, e.g., Project Director/Co-PI or IHE representative. Travel outside the State of California shall not be reimbursed without the prior written authorization of the CDE Project Monitor. All partner travel and meeting costs associated with attending Leadership Team or Community Expansion Collaborative meetings will be paid by the participating district(s) and may not be charged to the grant. CaMSP funding may be used to cover travel and meeting costs associated with attending Leadership Team or Community Expansion Collaborative meetings for Leadership team members that reside or work more than 50+ miles one way to attend such meetings. By using online collaboration tools this type of travel will be kept to a minimum. E. Audit · Grant Audit: The parties entering into this grant agree to be subject to the examination and audit of the State Auditor for a period of five years after final payment under the grant. Grantee agrees to obtain a timely audit where required in accordance with applicable audit guidelines. In the case of grants supported with federal funds, this shall include audit requirements of the applicable federal Office of Management and Budget (OMB) Circular. · Subcontract/Subgrant Audit: All subcontracts or subgrants entered into pursuant to this grant shall be subject to the examination and audit by the State Auditor for a period of five years after the final payment under the grant (see Article II, Section 7).
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VII. ADDITIONAL INFORMATION For additional information about the CaMSP grant program, please review the Frequently Asked Questions (FAQs) on the CDE Web site at http://www.cde.ca.gov/pd/ca/ma/camspintrod.asp.
General inquiries regarding the CaMSP program should be made to the STEM Office at 916-323-5847 or via e-mail to [email protected]
VIII. CHECKLIST, FORMS, TEMPLATES, SAMPLE LETTERS, AND APPENDIX
Page
Form A
Application Cover Sheet................................................................ 41
Form B
Application Table of Contents/Writer Checklist ............................ 42
Form C-1
Application Project Summary ........................................................ 43
Form C-2
LEA Partner Information................................................................ 44
Form C-3
Evaluation and Research Plan ................................................. 45-46
Sample Form C-3 Evaluation and Research Plan ................................................. 47-48
Form D
Application Proposed Project Certifications ............................. 49-51
Templates for Application Sections One and Two.................................................... 52-55
Sample Design Project Design Diagram ................................................................ 56
Form E-1
2015­16 Work Plan Summary ...................................................... 57
Form E-2
2017­18 Work Plan Summary ...................................................... 58
Form E-3
2018­19 Work Plan Summary ...................................................... 59
Sample Form E-1 2015­16 Work Plan Summary ...................................................... 60
Templates for Application Sections Three, Four, and Five....................................... 61-64
Form F
Partnership Management Roles and Responsibilities ................... 65
Sample Form F Partnership Management Roles and Responsibilities ................... 66
Form G
Calendar of Leadership Team Meetings ....................................... 67
Sample Form G Calendar of Leadership Team Meetings ....................................... 68
Template for Application Section Six............................................................................. 69
Form H
2015­19 Project Budget, Proposed Budget Summary.................. 70
Form I-1
2016­17 Proposed Budget Narrative ............................................ 71
Form I-2
2017­18 Proposed Budget Narrative ............................................ 72
Form I-3
2018­19 Proposed Budget Narrative ............................................ 73
Sample Letter
Teacher Participation Letter .......................................................... 74
Sample Letter
Teacher Commitment Letter ......................................................... 75
Sample Form
Teacher Commitment Form .......................................................... 76
Appendix A
Key Features............................................................................ 77-78
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California Mathematics and Science Partnership (CaMSP) Cohort 13 Application Cover Sheet
FORM A
Lead LEA:
County-District (CD) Code:
Contact Person:
Project Office:
Address (including city, state, and zip code):
Telephone:
E-mail:
1
Region (select one):
7
Institute of Higher Education (IHE):
Professional Development Provider(s) (if applicable):
Ext.:
2
3
8
9
Cycle One
Fax: 4 10 Cycle Two
CaMSP Funds Requested:
$
$
Cost per Teacher Participant per year (CaMSP funds only):
$
5
6
11
Cycle Three $
Subject Matter/Grades Targeted:
Mathematics K 1 2 3 4 5 6 7 8 9 10 11
(circle all that apply)
Science K 1 2 3 4 5 6 7 8 9 10 11
Number of Teachers who will complete 60
hours and 24 hours of training:
Number of Students directly impacted by teachers trained in this program:
Total Number of Partners, including the Lead LEA: ************************************************************************ Completed CaMSP applications must be postmarked by September 1, 2015. Mail one signed original, two copies, and an electronic copy (see page 17) to:
Science, Technology, Engineering, and Mathematics Office Attention: CaMSP Cohort 13 Application California Department of Education 1430 N Street, Suite 4309 Sacramento, CA 95814
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FORM B California Mathematics and Science Partnership (CaMSP) Application Table of Contents/Writer Checklist Please insert the page numbers and use this list as the Table of Contents for your application. 1. COVER SHEET (Form A) 2. TABLE OF CONTENTS (Form B) 3. PROJECT SUMMARY (Form C-1) 4. LEA PARTNERSHIP INFORMATION (Form C-2) 5. EVALUATION AND RESEARCH PLAN (Form C-3) 6. CERTIFICATIONS AND GENERAL ASSURANCES (Form D) 7. APPLICATION SECTIONS a) Rationale o Narrative o Student Achievement Data Table(s) o Teacher Participant List o Sample Teacher Commitment Letter o Bibliography of Research b) Work Plan o Narrative o Project Design Diagram o Forms E-1, E-2, E-3 c) Evaluation and Research Plan o Narrative d) Partnership Management Plan o Narrative o Partnership Management Roles and Responsibilities (Form F) o Calendar of Leadership Team Meetings (Form G) o Biographical Sketches o Teacher Participation Letter(s), if applicable see page 74 o Letters of Commitment 8. BUDGET a) Budget Summary (Form H) b) Budget Narratives (Forms I-1, I-2, and I-3)
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FORM C-1 California Mathematics and Science Partnership (CaMSP) Project Summary
Lead LEA:
See pages 17-18 for instructions
List of All Partners Involved in the Project Institute of Higher Education (IHE) Mathematics, Partner LEAs: Science, or Engineering Departments:
IHE Education Department:
Intensive: Summer Hours 30 40 50 Other_____ During School Day After School Saturday Session Other _________________________________
Professional Development Design (including classroom follow-up): Professional learning community (PLC) Lesson Study Coaching Other _________________________________
Project Description:
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FORM C-2
California Mathematics and Science Partnership LEA Partner Information
Provide the following information for each school involved in the project. Make copies as necessary to include all schools involved in the project.
CDS Code: District Name:
County Name: School Name:
Groups of Students in LEA Students in Poverty (FRPM) English Learners students with disabilities Migrant Students Gender: Female Gender: Male
Number of Students
% of Total Enrollment
LEA Geographic Information (Check only one)
Urban, Inner City
Suburban
Urban
Rural
Rural, Geographically Remote Other: describe
_____________________________________________________
CDS Code: District Name:
County Name: School Name:
Groups of Students in LEA Students in Poverty (FRPM) English Learners Students with Disabilities Migrant Students Gender: Female Gender: Male
Number of Students
% of Total Enrollment
LEA Geographic Information (Check only one)
Urban, Inner City
Suburban
Urban
Rural
Rural, Geographically Remote Other: describe
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California Mathematics and Science Partnership Evaluation and Research Plan
FORM C-3
Lead LEA:
Intensive: Follow-up:
Professional Development Model
Statewide Evaluation
Public Works (PW) will serve as the state and local evaluator for (name of Lead LEA) from January 1, 2016 to September 30, 2017, the first grant cycle for the CaMSP Cohort 13 grant. Thereafter, PW will serve as local evaluator in Year 2 (October 1, 2017 to September 30, 2018), and Year 3 (October 1, 2018 to September 30, 2019).
Public Works will support this partnership by: · Assisting with setting up the attendance database and activities · Administrating of the statewide partner and teacher surveys · Assisting with responding to data requests related to statewide student outcome study (SBAC and CST) · Coordinating the teacher content assessment: LMT and/or Science · Measuring institutional change at the involved Institution for Higher Education partners · Conducting the local evaluation including: 1) Create local evaluation plan and provide technical assistance; 2) Develop instruments, process and report data; and 3) Complete the local evaluation report that is attached to the APR due annually October 15.
Partnership is responsible for: · Data collection per local evaluation plan including surveys, observations and/or interviews · Administration of teacher content assessment and data requests · Completion of the Year to Dates and Annual Progress Report (APR)
Deliverables for Year 1: Local Evaluation Plan developed by June 30, 2016 Instruments developed by August 30, 2016 Progress Report #1 Local Evaluation Results by March 31, 2017 Progress Report #2 Local Evaluation Results by July 31, 2017 Final Local Evaluation Report by October 15, 2017
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Local Evaluation and Research Plan
Desired program, teacher, and student outcomes for each year of the grant.
Outcomes
Measures/Instruments
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Sample FORM C-3
California Mathematics and Science Partnership Evaluation and Research Plan
Lead LEA: XYZ School District
Intensive: Follow-up:
Professional Development Model Summer Intensive (40 hours), Staff Development Days (6 hours x 2 = 12), After School (2 hours x 4 = 8) Professional Learning Community/During School Day (4 hours x 6 = 24)
Statewide Evaluation
Public Works (PW) will serve as the state and local evaluator for (name of Lead LEA) from January 1, 2016 to September 30, 2017, the first grant cycle for the CaMSP Cohort 13 grant. Thereafter, PW will serve as local evaluator in Year 2 (October 1, 2017 to September 30, 2018), and Year 3 (October 1, 2018 to September 30, 2019).
Public Works will support this partnership by: · Assisting with setting up the attendance database and activities · Administrating of the statewide partner and teacher surveys · Assisting with responding to data requests related to statewide student outcome study (SBAC and CST) · Coordinating the teacher content assessment: LMT and/or Science · Measuring institutional change at the involved Institution for Higher Education partners · Conducting the local evaluation including: 1) Create local evaluation plan and provide technical assistance; 2) Develop instruments, process and report data; and 3) Complete the local evaluation report that is attached to the APR due annually October 15.
Partnership is responsible for: · Data collection per local evaluation plan including surveys, observations and/or interviews · Administration of teacher content assessment and data requests · Completion of the Year to Dates and Annual Progress Report (APR)
Deliverables: Local Evaluation Plan developed by June 30, 2016 Instruments developed by August 30, 2016 Progress Report #1 Local Evaluation Results by March 31, 2017 Progress Report #2 Local Evaluation Results by July 31, 2017 Final Local Evaluation Report by October 15, 2017
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Local Evaluation and Research Plan
Desired program, teacher, and student outcomes for each year of the grant.
Outcomes
Measures/Instruments
90% of participating teachers will
Participant NGSS Self-Reflection
improve their knowledge of NGSS
Survey
standards
90% of participating teachers will
Completed Lesson Plans
develop and implement NGSS-aligned Lesson Observations
project-based learning (PBL)
PBL Performance Rubrics
Videos/Photos of PBL lessons
60 hours of Intensive Professional
Professional development evaluations
Development will be effective and
Professional development end of year
relevant to 90% of participants
survey
24 hours of Classroom Follow-up will Professional development evaluations
be effective and relevant to 90% of
Professional development end of year
participants
survey
Needs Assessment Results
90% of teachers will acquire inquiry- Teacher completed Cycle of
based formative assessment strategies Inquiry/Analysis forms
to drive instruction
PBL Performance Rubrics
Measurement of Academic Progress
for Mathematics Results
Professional development will produce Completed Lesson Plans
NGSS-aligned, differentiated science
instruction for 1500 diverse learners
20% increase in the number of
California Standards Tests science
students in participating teachers'
results
classrooms meeting grade level
Student scores on PBL rubrics
expectations for science instruction
Science Extended Response Scores
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California Mathematics and Science Partnership (CaMSP) Proposed Project Certifications
FORM D
I support the proposed project and commit my organization to completing all of the tasks and activities that were described in the application. I also certify that each of the following requirements of the Cohort 13 CaMSP program application has been met: 1. Project will employ a full-time Project Director/Co-PI whose sole responsibilities, throughout the duration of the project, will be to conduct the day-to-day management and administration of the project. The Project Director/Co-PI is an employee of the Lead LEA and may not be assigned to other projects, duties, or agencies. The Project Director/Co-PI is responsible for the operation of the partnership, and will be the CDE's primary point of contact. 2. If a funded Grantee seeks to make a significant change in the work plan and/or budget, a project amendment must be requested and approved by the CDE Project Monitor and the STEM Office prior to making any changes in the activities or expenditures of the project. 3. Project's budget must include travel for a team representing the Project Director/CoPI, IHE and/or project development provider to attend an initial Orientation Meeting in Sacramento. Project also agrees to contribute to and participate in the CaMSP Learning Network meeting each year, providing a presentation to share successes, sending at least three project participants. This travel may be funded using the CaMSP grant award or in-kind funding. Travel outside the State of California shall not be reimbursed without the prior written authorization of the CDE Project Monitor. 4. All of the parties entering into this grant agree to be subject to the examination and audit of the State Auditor for a period of five years after final payment under the grant. Grantee agrees to obtain a timely audit where required in accordance with applicable audit guidelines. In the case of grants supported with federal funds, this shall include audit requirements of the applicable federal Office of Management and Budget Circular. 5. All subcontracts or subgrants pursuant to this grant must be approved by the CDE prior to execution of the agreement and shall be subject to the examination and audit by the State Auditor for a period of five years after the final payment under the grant. 6. The proposed project supports mathematics curricula that are aligned to the CA CCSSM or science curricula that are aligned to the CA NGSS. 7. The proposed project provides a minimum of 60 hours of intensive professional development opportunities and a minimum of 24 hours of classroom follow-up during
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the school year in the area of mathematics, science, or engineering per participant. This professional development is provided each year that the project is funded. Each teacher who is directly engaged in the project has agreed to participate in the project for the entire three year performance period and has agreed to complete the required number of hours (60/24). Evidence of the agreement is on file with the Lead LEA and subject to review by the CDE. Projects that fail to maintain an eligible, active cohort of at least 30 teachers will be defunded. 8. Prior to submitting a grant request, each LEA in the partnership must engage in timely and meaningful consultation with representatives of private schools regarding the needs of their teachers related to improving mathematics, science, or engineering teaching. In accordance with NCLB Section 2201, nonprofit private schools may be members (partners) of these partnerships. The CaMSP program is governed by the Uniform Provisions and requires the equitable participation of teachers who teach in nonprofit private schools located in districts where grants are awarded. 9. According to Code of Federal Regulations (CFR) Education Department General Administrative Regulations (EDGAR), Title 34 CFR, EDGAR §75.621 Copyright policy for grantees: "A grantee may copyright project materials in accordance with 34 CFR Part 74 or 80, as appropriate." §80.34 Copyrights: "The Federal awarding agency reserves a royalty-free, nonexclusive, and irrevocable license to reproduce, publish or otherwise use, and to authorize others to use, for Federal Government purposes: (a) The copyright in any work developed under a grant, subgrant, or contract under a grant or subgrant; and (b) Any rights of copyright to which a grantee, subgrantee or a contractor purchases ownership with grant support." 10. Grantees commit to actively participating in and assisting in the research and evaluation activities specified by the CDE. This includes all aspects of the local evaluation conducted by Public Works. 11. Grantees commit to reviewing and adhering to the Family Educational Rights and Privacy Act (FERPA) in relation to the proposed project. Information on FERPA is available at the U.S. Department of Education FERPA Web page at http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html. 12. The Project Director/Co-PI commits to gathering teacher and student release forms for videos, interviews (which may include focus groups), and observations. The Project Director/Co-PI must gather agendas and minutes for meetings of the Leadership Team. 13. Timely Reporting: Grantees commit to providing all reports according the predetermined reporting schedule.
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a. If reporting is not received by the due date, a letter will immediately be sent to the Lead LEA. b. A second late report will result in holding of project funds until a meeting with Lead LEA's Superintendent and resolution of problem(s). c. A third infraction will result in defunding of the project. Grantee shall comply with the General Assurances (http://www.cde.ca.gov/fg/fo/fm/) that are kept on file at the district office.
Superintendent's Signature Superintendent's Printed Name Lead LEA Date
Dean's Signature (must be from mathematics, science, or engineering discipline) Dean's Printed Name Institution of Higher Education Date
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California Mathematics and Science Partnership (CaMSP) Application Section One: Rationale ­ Need and Response Enter your responses after each of the following questions. This is part of your official application (five-page limit). Five points per question. 1. What are the overall goals for the design of the proposed professional development? 2. How will this proposed project respond to the local needs assessment of the teachers (given within the last nine months)? · What strategies or data were collected to identify the major areas of teacher need? · What was the response rate? 3. How well does the application objectively describe and analyze the specific needs and challenges of the LEA partner organizations relative to student performance and teacher workforce in mathematics or science? 4. How well does the application objectively describe and analyze the specific needs and challenges of the IHE partner organizations relative to improving the teacher workforce in mathematics or science? 5. Is the project's response informed by current research (no more than ten years old) on teaching and learning that involve the application of rigorous, systematic, and objective procedures to obtain knowledge relevant to educational activities and programs? This research base should provide the rationale for the chosen professional development model. 6. How will the proposed professional development model produce better student outcomes relative to current educational practices? 7. Does the application include a Sample Teacher Commitment Letter? 8. Does the application include a Teacher Participant List? The list must contain: a) Teacher's name b) Content area (mathematics or science; secondary engineering or technology if commitment to significant integration of mathematics or science) c) Grade level(s) d) District e) School
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California Mathematics and Science Partnership (CaMSP) Application Section Two: Work Plan Enter your responses after each of the following questions. This is part of your official application (six-page limit). Five points per question. Teacher Quality 1. Does the Work Plan describe how the project design is the same for all teacher participants? 2. How well does the evidence show that the project provides instruction in the use of data and assessments to inform classroom practice? 3. How well does the Work Plan describe teacher recruitment? The Lead LEA is required to recruit a cohort of participating teachers who will engage in a sequence of professional development and ultimately serve in the role of teacher trainer/leader. · Describe the multiple strategies the project will use to recruit participating teachers and provide a rationale as to why these recruiting strategies will be successful. · Participating teachers must agree to continue their participation for the entire grant period (three years), and this commitment must be obtained prior to submission of grant application. The Lead LEA must keep all Letters of Teacher Commitment on file. 4. How well does the Work Plan describe teacher selection? · Provide a description of the qualifications desired in teacher participants, and a rationale for the teachers selected. 5. How well does the Work Plan describe teacher retention strategies? · Describe the expected compensation and other incentives that will be offered to participating teachers. · Describe the project's retention strategies and assurances obtained from school and district administration for participating teachers to remain assigned to the same grade levels for the duration of the project. This assurance must be in writing and approved by the district administration. A Sample Teacher Commitment Form is provided on page 76. · In a project that provides a sequence of training to a single cohort of teachers over three consecutive years, attrition will occur. Describe the strategies for retaining the cohort of participating teachers over time and a rationale as to why these retention strategies will be successful.
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Note: If the number of teacher participants in a project drops below 30, the project will be defunded. Due to attrition and unforeseen circumstances, the CDE strongly encourages projects to over-recruit teacher participants. Further, the CDE advises grant applicants to find matching/in-kind funds to accommodate as many interested teacher participants as possible. Having additional teachers trained using matching/in-kind funding is a proven strategy to avoid budget reductions due to attrition. 6. How well does the Work Plan include strategies that encourage and support participation of teachers in the pursuit of the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST)? Information on the PAEMST is available on the CDE PAEMST Web page at http://www.cde.ca.gov/ta/sr/pa/. Challenging Courses and Curricula Challenging courses and curricula applies to classroom students at all levels. This includes students in kindergarten through postsecondary. Challenging courses and curricula are aligned with CA CCSSM and/or CA NGSS result in a greater number of students participating and succeeding in advanced courses as they transition to college or career. Teachers need content knowledge, pedagogical content knowledge, and instructional strategies. CaMSP partners need to ensure that challenging course content becomes embedded in the teachers' classrooms. As a result of their involvement with the CaMSP project, IHE(s) will be better able to provide challenging courses and curricula to future pre-service teachers who will be their students. 7. How well does the Work Plan clearly describe IHE partner and professional development content facilitators' participation in classroom follow-up and support, as well as the intensive hours of the project? 8. How well does Form E provide evidence that mathematicians, scientists, and engineers from IHEs are playing substantial roles in the proposed activities? 9. How well does the application clearly describe how the project supports challenging mathematics curricula aligned with CA CCSSM or science curricula aligned with CA NGSS? 10. What content products will emerge from this project? 11. How well does the evidence provided show that the application will contribute to ensuring that all students have access to, are prepared for, and are encouraged to participate and succeed in challenging mathematics or science courses?
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12. How well will the strategies developed address the differentiated needs of special populations, including English language learners, Special Education, underrepresented youth, and young women? 13. How well will the strategies developed encourage special populations, including English language learners, Special Education, underrepresented youth, and young women to pursue: a. Secondary mathematics, science, engineering, and/or technology courses of study. b. Mathematics and science careers (including engineering and technology) and/or postsecondary degrees in majors leading to such careers. Evidence-based Design and Outcome 14. How well does Form E provide measurable performance outcomes of the project's activities? 15. Is there a clear link between the current research on teaching and learning and the proposed professional development activities? 16. Is there evidence that the project links assessment to their design and outcomes? This includes classroom, local, and state level assessments for all projects. 17. Is the project designed to provide evidence-based outcomes that contribute to the learning and teaching knowledge base to inform our understanding of how students effectively learn mathematics, science, engineering, and/or technology? 18. The Project Design Diagram is a visual display of the 60 hours of intensive as well as 24 hours of classroom follow-up and support required by the grant. · Professional development activities must end with classroom follow-up. · Each application must customize the template provided and include a detailed description of the professional development plan. Example: Each box would have enough detail for the grant reader to determine when the training is being held (month), what type of training (PLC, lesson study, coaching, or other) is offered, plus a description of when it is being held (during school day, after school, Saturday, or other).
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Legend
NOTE: These are only examples. While projects may opt for all years to follow the same project design, this is not a requirement. Each application must customize this sample and include a detailed description of the professional development plan. Example: Each box should have enough detail for the grant reader to determine when the training is being held (month), what type of training (PLC, lesson study, coaching, or other) is offered, plus a description of when it is being held (during school day, after school, Saturday, or other).
60 hrs**
Sample Project Design Diagram January 2016 ­ June 30, 2017
Intensive hours** Classroom follow-up hours*
4 hrs* 4 hrs* 4 hrs* 4 hrs* 4 hrs* 4 hrs*
July
August October November January March May
Summer Intensive PLC/After School (Aug, Nov, Mar), PLC/Staff Development Days (Oct, Jan, May)
30 hrs**
July 1, 2017 ­ June 30, 2018
6 hrs*
6 hrs*
15 hrs**
6 hrs*
15 hrs**
6 hrs*
August
September November January March April
May
Summer Intensive
Coaching/Saturday Sessions (Sep, Nov, Mar, May)
July 1, 2018 ­ June 30, 2019
Follow-up must be the last professional development activity offered.
32 hrs**
8 hrs*
8 hrs**
8 hrs*
12 hrs**
8 4 hrs* hrs**
4 hrs*
August
Sept
Oct Nov January Feb March May
Summer Intensive Lesson Study/During School Day (Sep, Nov, Feb, May)
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CaMSP Project: KEY FEATURE* Teacher Quality Timelines
California Mathematics and Science Partnership (CaMSP) 2015­16 Work Plan Summary (January 1, 2016 ­ June 30, 2017)
FORM E-1
Activities
Performance Outcome
Responsible Persons
* Use additional pages as needed. See page 22 for instructions.
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CaMSP Project: KEY FEATURE* Teacher Quality Timelines
California Mathematics and Science Partnership (CaMSP) 2017­18 Work Plan Summary (July 1, 2017 ­ June 30, 2018)
FORM E-2
Activities
Performance Outcome
Responsible Persons
* Use additional pages as needed. See page 22 for instructions.
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CaMSP Project: KEY FEATURE* Teacher Quality Timelines
California Mathematics and Science Partnership (CaMSP) 2018­19 Work Plan Summary (July 1, 2018 ­ June 30, 2019)
FORM E-3
Activities
Performance Outcome
Responsible Persons
* Use additional pages as needed. See page 22 for instructions.
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California Mathematics and Science Partnership (CaMSP) 2015­16 Work Plan Summary (January 1, 2016 ­ June 30, 2017)
Sample FORM E-1
CaMSP Project: Sample District Mathematics Partnership
KEY FEATURE* Teacher Quality Timelines May 2015 ­ June 2016 July 16-20, 2015 August 2015 ­ June 2016
Activities · Standards-based subject matter content developed by IHE mathematics faculty for the 60-hour summer/intensive professional development · After school sessions to review and deepen discussions and direct experience activities. Summer Intensive · Offers standards-based content and pedagogy in Algebra integrated with Number Sense, Mathematical Reasoning, and Problem Solving. · Classroom lessons modeled with specific, research-based instructional strategies demonstrated by expert instructors. · Participants develop skills to identify and address common mathematics errors made by students. · Teachers design and implement lessons aligned with standards and frameworks.
Performance Outcome · 10% increase in teacher subject matter content knowledge based on pre-post teacher assessments. · Increased teacher subject matter content knowledge is reflected in lesson delivery as observed by mathematics coaches.
Responsible Persons Project Director/Co-PI, J. Grant PI, M. Dorris IHE Faculty Mathematics coaches
· 10% increase in teacher subject matter content knowledge based on pre-post teacher assessments. · Increase in teacher confidence, mathematics knowledge, and pedagogical knowledge reflected in lessons observed by project staff using observation tool aligned to project protocol. · Strengthened understanding by teachers of how students learn mathematics. · Increased math achievement of students in participants' classrooms as reflected in CAASPP and local benchmark assessments. · Lessons reflect an increase in the use of instructional strategies as demonstrated in teacher portfolios, student work and assessment, classroom observation and videos.
Project Director/Co-PI, J. Grant PI, M. Dorris IHE Faculty Mathematics coaches Project Director/Co-PI, J. Grant IHE Faculty Mathematics coaches Teacher participants
* Use additional pages as needed. See page 22 for instructions. This form is not complete. The entries provide an illustration of the type of information to be included on this form.
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California Mathematics and Science Partnership (CaMSP) Application Section Three: Communication and Dissemination Enter your responses after each of the following questions. This is part of your official application (two-page limit). Five points per question. 1. How well does the project describe actively communicating with a wide variety of audiences about its professional development activities? Some of these audiences may include: · Students, teachers, and administrators within the region · Students, teachers, and administrators across California (and potentially across the nation) · Potential funders · Educational researchers · Business and industry leaders · Political decision-makers · News media 2. How well does the project describe the dissemination of information about its activities, modules, and programs throughout the region and across the state? The CaMSP funding priority is the delivery of the required 60/24 professional development hours each year. Funding for dissemination is secondary and may be paid for using match/in-kind funding. Dissemination activities may include: · Face-to-face "live" training activities using experienced trainers and Web-based professional development product(s). These might include: o Intensive content-specific training o Series of "how-to" classes o Abbreviated institute training o Regional Learning Networks o Coaching demonstrations o Lesson Study sessions o Trainer of trainers o Facilitator-led sessions o On-site coaching o Workshops o Presentations at conferences:
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Year One: CaMSP Orientation Meeting, California Learning Network Meetings, and Federal Regional MSP Conferences. Years Two and Three: up to three key Leadership Team staff may request authorization from their CDE Project Monitor to present on the project at STEM-related conferences using CaMSP funds. 3. Online Web-based training products must use a distance learning format and proven distance learning teaching strategies. 4. The online Web-based dissemination activities may be either: · Available initially as a synchronous (live) professional development offering, but it must also be archived in order to make it available on-demand, or · Developed to be solely an on-demand (asynchronous) product. Note: Creating video, webcasts, and/or distance learning modules of intensive and classroom follow-up training allows for effective and timely makeup for lessons missed by participating teachers and provides a means for sharing effective training with others in Year Three of the project.
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California Mathematics and Science Partnership (CaMSP) Application Section Four: Evaluation and Research Enter your responses after each of the following questions. This is part of your official application (three-page limit). Five points per question. 1. How clearly does the proposal describe project goals for performance outcomes for teachers and students? 2. How well does the application describe existing systems and/or measurement tools used by the partner LEAs that will be continued or adapted for use by the partnership? These include student assessment, coaching, classroom observation, lesson study, and other strategies that can be used to develop a local evaluation plan customized to the goals of the partnership. 3. How well does the application describe the outcomes, measure, and instruments on the Evaluation and Research Form, Form C-3?
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California Mathematics and Science Partnership (CaMSP) Application Section Five: Partnership Management Plan Enter your responses after each of the following questions. This is part of your official application (five-page limit). Ten points per question. 1. How well does the plan provide details on the capacity, readiness, strategies of the partners, and how the partners will work together to address the local need? This includes describing how each partner's existing staff and resources will meet the requirements and objectives of the application. If necessary, provide a detailed description of the need for additional staff or subcontractor(s). 2. How well does the application: · Provide clear information regarding the relationships among partners and how the expertise of each partner will contribute to the achievement of the project's goals? · Describe the partnership's governance structure with regard to decision-making, communication, and fiscal responsibilities? 3. How well does the application explicitly describe how: · The partnership's plan will effect institutional change within partner organizations? · Partner organizations plan to develop and implement policies and practices necessary to ensure sustainability? 4. How well does the application identify and describe the project's capacity and leveraging of other funding sources, e.g., NCLB, Title II, Part A; Beginning Teacher Support and Assessment, and how resources within partner organizations will be leveraged? This should be reflected in the budget as in-kind funding or Amount from Other Source(s). 5. If prior work is described, how well does the evidence support what the partnership has learned from this work and is incorporating lessons learned in the proposed project? 6. Does the proposed Calendar of Leadership Team Meetings and Community Expansion Collaborative meetings appear to be sufficient in terms of frequency and issues addressed?
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California Mathematics and Science Partnership (CaMSP) Partnership Management Roles and Responsibilities
FORM F
Detail the specific roles and responsibilities of key individuals from each of the partners in the project. Indicate members of the Leadership Team with an X. Use additional pages as needed. Note: Composition of the Leadership Team must be representative of the entire partnership.
Partner Organization
Contact Person/Key Individual
Role and Responsibilities Project Director/Co-PI ­
Leadership Team X
Address Phone/FAX E-mail
Principal Investigator ­
X
Not a Partner
Local Evaluator ­
NO
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California Mathematics and Science Partnership (CaMSP) Partnership Management Roles and Responsibilities
Sample FORM F
Detail the specific roles and responsibilities of key individuals from each of the partners in the project. Indicate members of the Leadership Team with an X. Use additional pages as needed. Note: Composition of the Leadership Team must be representative of the entire partnership. The Principal Investigator (PI) must be from the IHE and the Co-PI must be from the Lead LEA.
Partner Organization Lead LEA DCBA District IHE HIJK University California State University, LMNO County Office of Education PQRS District Not a Partner (Note: although not a partner nor part of the Leadership Team, the Local Evaluator is to be informed of meetings.)
Contact Person/Key Individual Jenny Grant, Project Director/Co-PI Allan Smart, Ph.D., Mathematics Professor Dr. James Sullivan, Associate Dean Natural Sciences and Mathematics Celia Wazowski, Mathematics Coordinator Roz Maynard, Mathematics Works Coordinator Public Works, Local Evaluator
Role and Responsibilities Project Director/Co-PI ­ The Lead LEA will provide the Project Director/Co-PI to oversee the fiscal/overall management, recruit participant teachers, allow access to their summer school program, complete and submit CaMSP reports, provide data for evaluation, and serve on the Leadership Team. Principal Investigator ­ The IHE will provide the mathematics professors; involve mathematics education professors; be directly involved in the Summer Institutes and classroom follow-up including school-site visits; administer the evaluation tools; and serve on the Leadership Team. The CSU will provide mathematics professors, involve mathematics education professors, be directly involved in the institutes and classroom follow-up including school site visits; and serve on the Leadership Team. The COE will provide the services of its Mathematics Coordinator (in-kind), Mathematics Programs Specialist, and leadership training in fundamentals of lesson study. The district will recruit teachers for the project, provide access to summer school, and implement the evaluation plan. The Local Evaluator works with the project to design, collect, and analyze trend data on teacher content knowledge and classroom practice as well as changes in student academic achievement and enrollment in advanced courses.
Leadership Team X X X X X NO
Address Phone/FAX E-mail 123 District Way Hometown, CA 90000 916-555-1234 / 916-555-4321 - fax [email protected] 234 University Boulevard Hometown, CA 90000 916-555-2345 / 916-555-5432 ­ fax [email protected] 345 College Drive Hometown, CA 90000 916-555-3456 / 916-555-6543 - fax [email protected] 456 County Avenue Hometown, CA 90000 916-555-4567 / 916-555-7654 ­ fax [email protected] 678 District Way Hometown, CA 90000 916-555-5678 / 916-555-8765 ­ fax [email protected] Public Works 90 North Daisy Avenue Pasadena, CA 91107 626-564-9890 / 626-564-0657 ­ fax [email protected]
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California Mathematics and Science Partnership (CaMSP) Calendar of Leadership Team Meetings Minutes and Progress Report are to be sent to CDE Project Monitor after each meeting.
FORM G
Date (Month/Day/Year)
Meeting Topic
Location including room number
All Leadership Team represented (Yes/No)
Additional organizations being represented
CDE anticipates more meetings in Cycle 1. CDE CaMSP RFA
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Sample FORM G California Mathematics and Science Partnership (CaMSP) Calendar of Leadership Team Meetings Minutes and Progress Report are to be sent to CDE Project Monitor after each meeting.
Date (Month/Day/Year)
Meeting Topic
January 5, 2016 May 31, 2016 June 5, 2016
Review plan for project implementation and roll out. Discuss and develop Summer Institute agenda/sessions Approve Summer Institute agenda/sessions
September 16, 2016 January
Debrief project activities to date e.g., summer institute and discuss/determine schedule for school year.
Location including room number DCBA District, Room 400 PQRS District, Room 300 CSU LMNO, Building 123, Room 200 County Office of Education, Room 100
All Leadership Team represented (Yes/No) Yes Yes Yes Yes
Additional organizations being represented Mathematics Center Chamber of Commerce
April
September
January
April
September
November
CDE anticipates more meetings in Cycle 1. This form is not complete. The entries provide an illustration of the type of information to be included on this form.
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California Mathematics and Science Partnership (CaMSP) Application Section Six: Budget Enter your responses after each of the following questions. This is part of your official application. Five points per question. 1. How well do the expenditures reflect the objectives, activities, and outcomes of your proposal? 2. Does the budget reflect that five percent of the Total (not the Subtotal) CaMSP grant amount requested in their budgets ($50,000 for a $1,000,000 grant) for the statewide evaluator's oversight of and assistance with local evaluation? 3. If funding is requested to support the purchase of technological tools, are these essential to realize the proposed project outcomes? 4. Are books and classroom materials purchased with CaMSP funds only for use in classrooms where teachers are the students? These may include e-books or other electronic materials. 5. Does the proposed budget for the project indicate a transition from reliance on CaMSP funding to other funding sources for continuation after the project funding ends?
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California Mathematics and Science Partnership (CaMSP) 2015­19 Project Budget
FORM H
Name and Address of Lead LEA
See pages 32-34 for instructions
As Superintendent (or designee) of the Lead LEA, I accept management and fiduciary responsibility for the project.
Superintendent's Printed Name
Telephone:
FAX:
Superintendent's Signature E-mail:
Date
County Code:
District Code:
The budget should reflect the proposed expenditures for all partners and various line items to implement the complete CaMSP program. This budget should reflect all expenditures from January 1, 2016, through September 30, 2019. For the definitions of expenditures, please refer to the California School Accounting Manual on the CDE Web site at http://www.cde.ca.gov/fg/ac/sa/index.asp.
*Note: Indirect Costs are based on the SUBTOTAL.
PROPOSED BUDGET SUMMARY
Object Code
Object of Expenditure
Proposed Expenditures ­ CaMSP Funds
FY 2015­16 FY 2017­18 FY 2018­19
(1-1-16 to (7-1-17 to (7-1-18 to
9-30-17)
9-30-18)
9-30-19)
1000­1999 Certificated Salaries/Stipends
2000­2999 Classified Salaries
3000­3999 Employee Benefits
4000­4999 Books and Supplies
5000­5999 Services and Other Operating
(excluding Expenditures, Travel
5100, 5800)
5800
Professional/Consulting Services
& Op. Exp.
SUBTOTAL
7300­7399 *Indirect Costs (___%)
(excluding
5100, 6000,
7000)
5100
Subagreement for Services
6000­6599 Capital Outlay
TOTAL
Total Proposed Expend.
Amount from Other Source(s) (In-Kind)
CDE use only CDE Fiscal Analyst:
Reviewed and Approved by: Title:
Date:
CDE Project Monitor:
CDE Administrator:
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FORM I-1
Lead LEA:
PROPOSED BUDGET NARRATIVE January 1, 2016 through September 30, 2017
Provide a narrative to explain the calculations that led to the budget figures in the Proposed Budget Summary on Form H and how the funds link to the Work Plan. Use additional pages of this form as necessary.
Object Code
Detailed Explanation of Expenditure
1000­1999
CaMSP Funding
Amount from Other Source(s) (In-Kind)
2000­2999
3000­3999
4000­4999
5000­5999 (excluding 5100, 5800) 5800
SUBTOTAL
7300­7399 (excluding 5100, 6000, 7000) 5100
6000­6599
TOTAL
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FORM I-2
Lead LEA:
PROPOSED BUDGET NARRATIVE July 1, 2017 through September 30, 2018
Provide a narrative to explain the calculations that led to the budget figures in the Proposed Budget Summary on Form H and how the funds link to the Work Plan. Use additional pages of this form as necessary.
Object Code
Detailed Explanation of Expenditure
1000­1999
CaMSP Funding
Amount from Other Source(s) (In-Kind)
2000­2999
3000­3999
4000­4999
5000­5999 (excluding 5100, 5800) 5800
SUBTOTAL
7300­7399 (excluding 5100, 6000, 7000) 5100
6000­6599
TOTAL
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FORM I-3
Lead LEA:
PROPOSED BUDGET NARRATIVE July 1, 2018 through September 30, 2019
Provide a narrative to explain the calculations that led to the budget figures in the Proposed Budget Summary on Form H and how the funds link to the Work Plan. Use additional pages of this form as necessary.
Object Code
Detailed Explanation of Expenditure
1000­1999
CaMSP Funding
Amount from Other Source(s) (In-Kind)
2000­2999
3000­3999
4000­4999
5000­5999 (excluding 5100, 5800) 5800
SUBTOTAL
7300­7399 (excluding 5100, 6000, 7000) 5100
6000­6599
TOTAL
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Please use district or school letterhead
Sample Teacher Participation Letter
Date
Karen Shores, Education Administrator I Science, Technology, Engineering, and Mathematics Office California Department of Education 1430 N Street, Suite 4309 Sacramento, CA 95814 Dear Ms. Shores: This letter is to document that _____________________ (name of district or school) teachers who participate in the California Mathematics and Science Partnership (CaMSP) grant through the ______________________ (name of first partnership) will not participate in the ________________________ (name of second partnership) grant. Although our district/school is participating in both grants, we understand that it is important, for evaluation and research purposes, that the participating teachers from each grant be completely separate groups. Sincerely,
Thomas A. Smith, Director Educational Services (superintendent or assistant superintendent may also sign)
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Sample Teacher Commitment Letter California Mathematics and Science Partnership (CaMSP) Grant The DCBA Unified School District Math Partnership was designed to provide teachers deeper content knowledge and additional instructional strategies for optimal student understanding and increased student achievement. Professional development opportunities offered during the academic year will provide ongoing support and classroom follow-up to the summer/intensive. We hope that your XX-month commitment to the program is only the first step in a long relationship to promote student learning. Participants must commit to 60 hours of intensive professional development and 24 hours of classroom follow-up and will be paid (a $X,XXX.00 stipend, $XX.00 per hour). Stipends will be paid (in two installments, after the summer/intensive professional development and after the last classroom follow-up session). Stipends are determined by your daily attendance at the summer/Intensive professional development and classroom follow-up sessions and are limited to $X,XXX per teacher. Course credit is also available through XXXXX. Additionally, participation in professional development activities may be applied toward No Child Left Behind High, Objective, Uniform State Standard of Evaluation or HOUSSE certification. Prior to participating in the program, we ask that you consider all aspects of the program, including your ability to commit to: 1. At least 60 hours or X-days of summer/intensive professional development. 2. At least 24 hours or X Saturday or afternoon sessions of classroom follow-up. a. Participate in classroom support activities, including: i. Meetings with program staff or Leadership Team to create, refine, and implement lessons in your classroom. ii. A modified lesson study where program staff and teacher collaborate on a chosen inquiry lesson to implement in the classroom. 3. Participate in project evaluation to document the effects of the program on teacher practice and student achievement. Your role in evaluation includes: a. Administering student level pre- and post-assessments. b. Share student assessment data. c. Participating in teacher pre- and post-assessments. d. Complete surveys with respect to teacher beliefs and practices. 4. Complete and return all project-related paperwork (forms, evaluations, etc.). 5. Participate in release time, if necessary, for collaboration and lesson study, paid for by the grant. 6. Maintain accessible e-mail for communication with program staff. Please join us in this effort to improve teaching and support student learning.
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Sample Teacher Commitment Form Please complete and return this form by DAY, MONTH DATE, 2015 by e-mail or fax to: Jenny Grant, [email protected], 916-555-1234 office, 916-555-4321 fax
Name:
E-mail: (you use most)
Best address to receive mail
Home Phone:
Address:
City:
Zip:
Present teaching assignment:
Grade(s) taught:
Years of experience:
Credentials/ Degrees held:
District Name:
School Name:
School Principal:
School Phone:
Textbook currently used (including publication date):
I,
, fully support this teacher's involvement in the
DCBA Unified School District Math Partnership.
I,
, have considered all program aspects of the
DCBA Unified School District Math Partnership and agree to participate.
Teacher's Signature
Date
Principal's Signature
Date
You and your principal must sign, indicating that you have read the benefits and agree to fulfill all program commitments. Please return this completed form by DAY, MONTH DATE, 2015 to:
DCBA Unified School District ATTN: Jenny Grant, DCBA Unified School District Math Partnership 123 District Way Hometown, CA 90000
Questions? Please contact Jenny Grant, Program Director at DCBA Unified School District 916-555-1234 or [email protected]
We will be providing program specific details to you by DAY, MONTH DATE, 2015.
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Appendix A ­ Key Features 1. Partnership-Driven: · Projects are designed and implemented by partnerships that unite administrators, teachers, and guidance counselors in participating LEA partner organizations and disciplinary faculty and administrators in IHE partner organizations. · Partnerships draw upon the expertise of all members to meet the purposes of this program. · Mathematicians, Teacher Educators, and individuals from other partner organizations, including COEs, shall play significant roles in project activities. · Partners are deeply engaged in the effort at both the institutional and individual levels, and share goals, responsibilities, and accountability for the project. 2. Teacher Quality: · Professional development activities are provided for in-service teachers. · Projects enhance the quality and expertise of teachers who teach mathematics, science, engineering, and/or technology teachers committed to significantly integrating mathematics and/or science. · Drawing upon the expertise of mathematics or science faculty in the IHE partner organizations, teachers are engaged in professional development activities to develop strong mathematics, science, engineering, and/or technology content knowledge, and related pedagogical strategies. · Project activities ensure that educators develop the necessary knowledge and skills to teach challenging courses effectively using state mathematics or science content standards and frameworks, and SBE-adopted instructional materials. 3. Challenging Courses and Curricula: · Projects ensure that students are prepared for, have access to, and are encouraged to participate and succeed in challenging mathematics or science courses. · Challenging courses and curricula are aligned with state mathematics or science content standards and frameworks, resulting in a greater number of students participating and succeeding in advanced courses. 4. Evidence-Based Design and Outcomes: · Project design is informed by current research.
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· Project is designed to deliver ongoing professional development, both intensive professional development activities and classroom follow-up, to a cohort of teachers for a sustained period of time. · One project design, rather than a menu of options, is implemented for all teacher participants. · An annual minimum of 60 hours of intensive, as well as 24 hours of classroom follow-up and support must be provided for each teacher participant in Cycle One, Cycle Two, and Cycle Three. · Project outcomes should contribute to the knowledge base of teaching and learning. · Project links assessment (classroom, local, and state) and accountability measures to its design and outcomes. · Indicators that measure the effectiveness of the partnership, the impact of contributions made by faculty, the effect of new institutional policies and practices, are developed, collected, and analyzed to inform the continuous refinement of the project at the LEA, IHE and professional development provider level. 5. Institutional Change and Sustainability: · To ensure project sustainability, partner organizations leverage resources and design and implement new policies and practices leading to well-documented, inclusive, and coordinated institutional change at the IHE, LEA and professional development provider level. · IHE partner organizations commit to engaging mathematics or science faculty in activities that strengthen their teaching practices and their roles in mathematics education, including teacher preparation and professional development. · Partner organizations commit to providing environments for teachers, guidance counselors, and administrators that support an evidence-based approach and that recognize and reward exemplary contributions, to mathematics learning and teaching. · Other partner organizations commit to engaging mathematicians, scientists, engineers, and other individuals in activities that strengthen their roles in longterm mathematics, science, or engineering education.
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File: no-child-left-behind-act-of-2001.pdf
Title: RFA-15: Math & Science PD (CA Dept of Education)
Author: CDE
Subject: California Mathematics and Science Partnership (CaMSP) Professional Development application for 2015-16.
Keywords: math, mathematics, science, teacher professional development, NCLB, Title II, Part B, partnership, IHE
Published: Thu May 28 09:02:02 2015
Pages: 78
File size: 0.49 Mb


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