FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal
for Competitive Grants
Bureau/Office
K-12 Education, Bureau of Instructional Support and Community Services (BISCS),
Exceptional Student Education (ESE) Program Development and Services
Title
Technical Assistance System for Programs Serving Prekindergarten Children with
Disabilities
Specific Funding
Authority
Federal: Public Law 105-17, Individuals with Disabilities Education Act (IDEA), Part B,
Section 619, CFDA #84.173, Preschool Grants for Students with Disabilities, Ages 3-5
Funding Purpose
Funding will provide for the implementation of a system of technical assistance and training
that promotes high quality programs which lead to and support positive outcomes for
prekindergarten children with disabilities and their families.
Funding Priorities
The technical assistance system will address areas identified by state and district
assessments of needs and resources. Although the project has discretion to target specific
locations and issues based on assessments, five state priority areas must be considered and
addressed. A mechanism must be established to provide feedback to the state on these
statewide priority areas with annual recommendations within these five priority areas.
•
Program Effectiveness
– District programs evaluate effectiveness and use data to
inform program improvements.
•
Inclusion
– Opportunities are expanded for serving children with disabilities in settings
with typically developing peers. Funding issues, staff training, and policy implications
are addressed.
•
Evaluation and assessment
– Children with disabilities receive evaluation services in a
timely manner based on sound principles of practice for young children and are
respectful of cultural diversity.
•
Curriculum and Instruction
– Research-based curriculum models are used in a variety
of settings with a variety of populations of prekindergarten children with disabilities
(including, but not limited to, culturally and linguistically diverse populations). A focus
on language and early literacy skills must be considered and is a critical component of
activities related to curriculum and instruction.
•
Transition
– Children exiting IDEA, Part C, Section 631 services, successfully
transition into prekindergarten services for children with disabilities and from
prekindergarten services into kindergarten.
Support for Reading
Initiative
All applicants are required to address how the project will support and link to Just Read,
Florida! and the federally funded Early Reading First Programs in the state. See Project
Narrative requirements for the Project Participation and Coordination section of the
proposal and the corresponding scoring criteria.
Dissemination and
Marketing Plan
All applicants are required to address how information about the project will be
disseminated and marketed to appropriate populations. See Project Narrative requirements
for the Project Implementation section of the proposal and the corresponding scoring
criteria.
1
Reporting Outcomes
The project outcomes are to be reported through
•
the training database (see State Requirements, Section F);
•
monthly updates with the BISCS program staff member;
•
quarterly written reports on project activities and outcomes; and,
•
the results of needs assessment and other documents developed.
Target Population
Primary recipients of the technical assistance system will be the district-level
prekindergarten coordinators, who may be the ESE director or his or her designee. These
individuals have the responsibility for implementing programs at the district-level that serve
prekindergarten children with disabilities. The prekindergarten coordinator will be the
primary contact in a district for the services of this project.
Prekindergarten children with disabilities include children served in the following ESE
programs:
•
Speech and Language Impaired
•
Developmental Delay
•
Mentally Handicapped
•
Visually Impaired
•
Deaf and Hard-of-Hearing
•
Physically Impaired
Emotionally Handica
•
pped
Specific Learning Disabilit
•
ies
•
Dual Sensory Impaired
•
Autism
Secondary recipients of the technical assistance system will be administrators, teachers, and
private
ties ages three through five and their families will benefit from the
oups,
service providers, in both public school and contracted community-based settings, serving
prekindergarten children with disabilities and their families. These recipients may also
include principals, student services coordinators, Head Start disabilities services
coordinators, school psychologists, social workers, family and parent liaisons, and
child care providers.
Children with disabili
technical assistance system. While they are the primary beneficiaries, other children not
meeting this eligibility category may receive “incidental benefit” because of the intent to
facilitate inclusive services and expand the utilization of community-based settings.
Additionally, other beneficiaries may include other specialized technical assistance gr
statewide projects, or early childhood initiatives.
Eligible Applicants
n with disabilities;
t and
•
en children with
•
cies and their prekindergarten
•
ork of projects and resources available to
•
l assistance, training, and staff development;
Public and private universities and community colleges located in Florida.
Preferred qualifications for the project manager and staff have
•
extensive, hands-on experience with prekindergarten childre
•
expertise within the five priority areas of program evaluation, student assessmen
evaluation, curriculum and instruction, inclusion, and transition;
knowledge of research and best practices in serving prekindergart
disabilities, especially within the five priority areas;
experience and understanding of local education agen
programs and services in Florida;
familiarity with the extensive netw
prekindergarten programs in Florida;
experience in the provision of technica
2
•
experience coordinating projects in multiple sites;
•
experience in meeting the diverse needs of school districts in the state;
•
strong communication and fiscal management skills;
•
ability to travel frequently throughout the state; and,
•
ability to provide services on a twelve-month basis.
Total Funding Amount
,000. In subsequent years, an
ing
Range of Awards
For the initial year, project funding will not exceed $650
increased funding level is anticipated based on full implementation of the project. Fund
is subject to availability and continued federal appropriation.
Not applicable to this project. A single award will be made.
Program Period
The project is expected to begin by March 1, 2004, and continue through December 31,
2004.
Budget Period
dget period corresponds to the program period. Please see the information noted
The bu
above.
Additional Years of
licable to this project.
Funding, if Known to
be Available
Not app
Funding Method
Federal funds are distributed using the Federal Cash Advance Request System to state
ur
universities and community colleges by electronic fund transfer for disbursements.
Expenditures for projects funded by federal cash advance are to be reported as they occ
until the 20th of each month, using the On-Line Disbursement Reporting System. Private
universities or colleges must submit the DOE 399 form, Project Disbursement Report, for
reimbursement of expenses incurred.
Local Match
Not applicable to this project.
Application Due Date
ry 23, 2004.
This deadline refers to receipt of the proposal
On or before 5:00 p.m. Janua
by the Florida Department of Education (DOE). The postmarked date is not used to
determine date of receipt.
Notice of Intent to
the program contact person (Cathy Bishop) of intent-to-apply is
Apply
The deadline date to notify
on or before Friday, December 19, 2003.
When notifying the contact person regarding
the intent-to-apply, include an e-mail address. Providing the intent-to-apply is not required
for an application to be considered, but assists the applicant by assuring receipt of answers
to frequently asked questions and competition updates. Conversely, eligible organizations
that file an intent-to-apply are not required to apply.
Contact Person
850/ 245-0478; Suncom: 205-0478;
Program Issues:
Cathy Bishop, Program Specialist,
Fax: 850/ 245-0955; E-mail: Cathy.Bishop@fldoe.org
Technical/Fiscal Issues
: Kay Arnold Caster, Program Specialist, 850/ 245-0479; Suncom:
205-0479; Fax: 850/ 245-9957; E-mail: Kay.Caster@fldoe.org
Delivery Address
m 325
Bureau of Grants Management, Unit C
Florida Department of Education
325 West Gaines Street
Turlington Building, Roo
Tallahassee, Florida 32399-0400
(Phone: 850/ 245-0498)
3
Conditions for
Acceptance and
Required Attachments
All applications submitted to the DOE by the application due date must include the
following completed items:
•
Project Application Form
(DOE 100A) – This form must include an original signature
of the university or community college president. An application signed by an official
other than the president must include a letter signed by the president, or documentation
citing action of the governing body delegating authority to the person to sign on behalf
of the president.
•
Budget Narrative Form
(DOE 101) – Provide a specific description for each type of
expenditure and the budget amount requested for each line item with a subtotal or grand
total at the bottom of the budget pages.
•
Additional Assurances (All Projects)
– This page specifies the applicant's adherence
to additional project requirements. These assurances must be submitted without
modification as part of the completed application document. Applications submitted
without this page will not be recommended for funding. Adherence to assurances is
subject to monitoring by the DOE/BISCS.
•
Additional Assurances (This Project)
– This page specifies the applicant’s adherence
to additional requirements unique to this project. These assurances must be submitted
without modification as part of the completed application document. Applications
submitted without this page will not be recommended for funding. Adherence to
assurances is subject to monitoring by the DOE/BISCS.
•
Project Narrative
(see section Project Narrative)
Additionally, the following items are required from private institutions of higher learning
only:
•
General Assurances for Participation in State or Federal Programs
– (see
section
General Terms, Assurances and Conditions for Participation in Federal and State
Programs)
•
Copy of the organization’s current budget
•
List of its Board of Directors
•
Copy of its most recent annual audit report prepared by an independent certified public
accountant
licensed in this state, if available
General Terms,
Assurances and
Conditions for
Participation in Federal
and State Programs
The DOE has developed and implemented a document entitled,
General Terms, Assurances,
and Conditions for Participation in Federal and State Programs
, to comply with:
•
34 CFR 76.301 of the Education Department General Administration Regulations
(EDGAR) which requires local educational agencies to submit a common assurance for
participation in federal programs funded by the U.S. Department of Education;
applicable regulations of other federal agencies; and
•
state regulations and laws pertaining to the expenditu
•
re of state funds.
To receive funding, applicants must have on file with the DOE, Office of the Comptroller, a
signed statement by the agency head certifying applicant adherence to these General
Assurances for Participation in State or Federal Programs. The complete text may be found
in section D of the DOE document,
Project Application and Amendment Procedures for
Federal and State Programs
(Green Book), which can be accessed at
http://www.firn.edu/doe/comptroller/pdf/section-d.pdf. A hard copy is available upon
request.
School Districts, Community Colleges, Universities and State Agencies: The certification
of adherence filed with the DOE Comptroller’s Office shall remain in effect indefinitely
unless a change occurs in federal or state law, or there are other changes in circumstances
affecting a term, assurance, or condition; and does not need to be resubmitted with this
4
application.
Private Colleges, Community-based Organizations, and Other Agencies: Applicants must
lso
ied
submit with the application the certification page signed by the agency head certifying
applicant adherence to the general terms, assurances, and conditions. Please note that
private colleges, community-based organizations, and other non-public agencies must a
submit copies of the organization’s current budget, a list of its board of directors, and if
available, a copy of its most recent annual audit report prepared by an independent certif
public accountant licensed in this state.
State Requirements
art B, Section 619 Preschool funds, Florida agrees to provide services to
and
es and
•
y of natural settings so the least restrictive
he DOE has a long history of supporting projects that enhance statewide services to
nsitions.
ansition
art C,
s
espite these efforts, a comparison of Florida’s data on placement of prekindergarten
ments
dditionally, a recent survey of school district prekindergarten ESE coordinators, conducted
their
ritical concerns for school districts in providing services to prekindergarten children with
te services and programs and seek quality improvements;
to services
•
rk in isolation on common issues
A. Introduction
To receive IDEA, P
prekindergarten children with disabilities and their families. To utilize these resources,
•
school districts need to develop services and programs within their district;
•
services (e.g. evaluation, specially designed instruction and related services,
transition services) need to be available and accessible for children with disabiliti
their families in all communities; and,
services need to be available in a variet
environment is available to the child and family.
T
prekindergarten children with disabilities. The Preschool Evaluation and Assessment
Project (PEAP) was established to increase functional, authentic, transdisciplinary
evaluation and assessment for children birth to age 5, with an emphasis on age 3 tra
The Sequenced Transition to Education in the Public Schools (STEPS) project was
established to develop an interagency, systematic, statewide approach to improved tr
for children birth to 5 at the community level. The Florida Birth-to-Kindergarten
Collaboration Project was established to support the common goals of the IDEA, P
Section 631, Early Intervention Program and the school district prekindergarten disabilitie
program in developing a coordinated, family-centered system of services for infants and
young children with disabilities, birth to age 5.
D
children with disabilities in settings primarily designed to serve “typical children” to
national data indicates that Florida has significantly fewer opportunities for such place
than many states. These data support our need to focus attention on expanding
opportunities for providing services in inclusive settings.
A
by the University of Central Florida for the DOE/BISCS, revealed that respondents
identified training, staff development, and assistance in creating inclusive settings as
primary needs. Lastly, anecdotal feedback and informal “reports from the field” support a
need on the part of districts for a systematic approach to technical assistance.
C
disabilities include
•
a need to evalua
•
assistance with the application of current research, policy, and best practice
for young children with disabilities and their families, including ways to promote the
acquisition of language and early literacy skills;
a need to learn from other’s successes and not wo
5
related to developing and/or implementing services and programs; and,
a need to identify and resolve critical challenges common across districts
•
that hinder
herefore, to ensure attainment of Florida’s state improvement goals and address district
or
summary, a statewide technical assistance system is needed to
, Goal 5;
a analysis and observation; and
ng
State Improvement Plan Goals
rograms Serving Prekindergarten Children with
fective
•
ort positive outcomes for
•
C. Outcomes
als and objectives of the Technical Assistance System for Programs
by
•
sider
tional
oject;
•
dars of
itiatives.
policy and/or service development or implementation.
T
needs, a coordinated technical assistance system is needed to respond to district requests f
technical support in the provision of services to young children with disabilities and their
families.
In
•
support the requirements of IDEA;
•
support the State Improvement Plan
•
address statewide needs identified through dat
•
support districts and other providers in the provision of quality services to you
children.
B.
The Technical Assistance System for P
Disabilities project will assist in furthering the following State Improvement Goals:
•
Goal 3:
Sufficient numbers of qualified personnel will be available to provide ef
instructional and related services to students with disabilities.
Goal 4:
School, family, and community partnerships will supp
students with disabilities.
Goal 5:
Young children with disabilities will have increased access to and participation
in natural learning environments and will enter school ready to learn.
In meeting the go
Serving Prekindergarten Children with Disabilities project, the outcomes are indicated
the following:
•
Hire or contract
staff
with expertise in the five priority areas and with capabilities to
serve the entire State of Florida.
•
Within the first sixty days,
convene a meeting
of the coordinators of prekindergarten
programs for children with disabilities and establish a list serve group for the
coordinators. Work directly with the coordinators to establish a way of work and meet
regularly with them to develop and maintain the technical assistance system.
Establish an
Advisory Committee
. Select and convene an Advisory Committee
meeting with staff within the first six months. The Advisory Committee must con
representation from: State Advisory Committee (SAC) for the Education of Excep
Students; parents of children with disabilities; Florida Diagnostic and Learning
Resources System (FDLRS); Florida Children’s Forum; Florida Partnership for School
Readiness; Sequenced Transition to Education in the Public Schools (STEPS) Pr
Institute for Small and Rural Districts (ISRD); Florida Inclusion Network (FIN);
Comprehensive System of Personnel Development (CSPD) Project; Positive
Behavioral Support (PBS) Project; IDEA, Part C, Infants and Toddlers Early
Intervention Program; and Head Start.
Establish a
Calendar
for the activities of this project correlated with the calen
related federal and state projects and in
6
•
d Technical Assistance Center
entral
f projects and
rs
sessment of needs
comparatively across school districts in Florida.
•
Pro
r Inventories
determined useful in the Assessment of Needs
•
nce to
•
sistance (TA) Marketing Plan
with a one to three year
f
•
ate,
•
•
D.
valuation Measures and Criteria
The Technical Assistance System for Programs Serving Prekindergarten Children with
In collaboration with the National Early Childhoo
(NECTAC) and BISCS, and using information gathered from the University of C
Florida survey, conduct an
Assessment of Needs and Resources.
Conduct an assessment of resources
in the statewide system o
services available for technical assistance to district prekindergarten coordinato
and programs.
Conduct an as
Produce baseline of information on comparative district needs and resources
relative to desired outcomes for prekindergarten programs and services. Focus the
assessment in the five priority areas. Facilitate participation from the numerous
projects and initiatives available to prekindergarten programs, deeply involving the
coordinators of prekindergarten programs for children with disabilities and the
Advisory Committee in the design, execution, and reporting of the results. Ensure
parent and family involvement in the assessment and the development of the
baseline information.
duce
Directories and/o
and Resources such as, but not limited to: best practices in Florida, national research-
based resources, and curriculum, evaluation, and assessments currently used in Florida.
In collaboration with NECTAC and BISCS, develop a
State
Technical Assistance
Action Plan
based on a conceptual framework and the results of the Assessment of
Needs and Resources. In consultation with the Advisory Committee and the
coordinators of prekindergarten programs for children with disabilities, address
opportunities for leveraging statewide resources and methods for offering assista
all districts in the state.
Develop a
Technical As
timeframe. This must include multiple contact and communication strategies for
recipients and beneficiaries. Initiate activities in the plan and disseminate information
about the TA system. Present at the Administrators’ Management Meeting in the fall o
2004 and other venues determined appropriate in consultation with Bureau staff.
Develop a
Technical Assistance Evaluation Plan
based on immediate, intermedi
and long-term outcomes. Initiate evaluation activities. Include plans for annual
updating of the baseline information collected in the initial Assessment of Needs and
Resources.
Design an
Approach to Technical Assistance Provision to Districts
that establishes
how to contact school districts,
conduct a local needs assessment, set priorities, develop
a district technical assistance plan, implement appropriate strategies for technical
assistance, track and follow-up activities, and evaluate technical assistance services and
outcomes. The
Approach to Technical Assistance
should be planned in advance,
tested, refined through implementation, and documented in writing. This document
should be continuously refined and updated.
Develop, initiate, and internally evaluate at least three
District Technical Assistance
Action Plans
.
•
Identify and analyze
Emerging Issues
related to district and state implementation of
IDEA and/or challenges faced by families of young children with disabilities. With the
BISCS, determine strategies for addressing emerging issues. Within the first year, the
project must visit all the districts and make direct contact with primary recipients in
their districts. This may be done in conjunction with the Assessment of Needs and
Resources, the marketing activities, or other tasks.
E
7
Disabilities project will measure accomplishments by the following evaluation
he
ng
d,
•
•
The Technical Assistance System for Programs Serving Prekindergarten Children with
ntribute to training activities by the following:
Part
•
rojects and initiatives.
r technical assistance to IDEA, Part B,
•
ntories
determined useful in the Assessment of Needs and
•
nical Assistance Action Plan
based on a conceptual framework and the
•
ssistance Marketing Plan
with a one to three year timeframe.
nd long-
•
Technical Assistance Provision to Districts
in collaboration with
requirements:
•
Initial Data: The needs assessment or baseline data and the timelines for collecting t
initial data.
•
Identified Activities: The priority activities that were identified based on the needs
assessment results or baseline data.
•
Intermediate Outcomes: The short-term, concrete, measurable results of implementi
an activity. For example, for each activity, what are the demographic data for the
participants or recipients (type of personnel, number of participants, school districts
represented, etc.); what were the participants’ responses to the activity (training
evaluations, ratings, etc.); what are the product data (number of products disseminate
hits on a web site, etc.).
Implementation and Utilization: The actual implementation or use of content received
through an activity. For example, what facilitated the implementation of the activity?
What impeded the implementation of the activity? What changes need to be made to
facilitate effective implementation? Are the training, services, and/or products used by
the participants? If not, why not? What factors contributed to the use of the training,
services and/or product? What factors detracted from the use of the training and/or
product? What factors will support the use of the training, services, and/or product?
Impact: The systemic changes or long-term effects that result from the implementation
of the activities.
E. Products/Training
Disabilities project will co
•
Through hands-on technical assistance with districts, identify gaps in resources or
training available in Florida.
•
Link resources and training available in the state with district and program needs.
•
Select nationally recognized resources or training which may be piloted in a district.
•
Develop customized training necessary for the effective implementation of IDEA,
B, Preschool Programs in Florida.
The project will develop the following products:
alendar
of technical assistance activities correlated with related federal and state
C
p
•
State
Assessment of Needs and Resources
fo
programs.
Directories and/or Inve
Resources.
State Tech
results of needs assessments.
Technical A
•
Web Site
for Florida’s IDEA, Part B, Prekindergarten Programs for Children with
Disabilities.
•
Technical Assistance Evaluation Plan
based on immediate, intermediate, a
term outcomes.
Approach to
selected districts.
8
•
al Assistance Action Plans
in at least three districts.
or
families of young children with disabilities.
Dat
in the BISCS
Discretionary Projects Training Database throughout the year. All equipment (computers,
ill be maintained in proper working order and
District Technic
•
Emerging Issues Paper
related to district and state implementation of IDEA and/
challenges faced by
F.
Reporting Requirements for Training
a reflecting training activities will be maintained and kept current
servers, modems, phone lines) and software w
upgraded as necessary to ensure efficient operation and transmission of the database. The
database will be accessible to the BISCS upon request and will be transmitted in the manner
and timeframe requested. The Bureau contact for management of the database is Rachael
Spanjer who can be contacted at 850/922-3731 or by E-mail at spanjer_r@popmail.firn.edu.
G. Coordinated or Related Initiatives/Activities
The Technical Assistance System for Programs Serving Prekindergarten Children with
Disabilities project will coordinate with other projects and initiatives, including, but not
limited to:
Bureau Projects
•
Florida Diagnostic and Learning Resources System (FDLRS)
•
FDLRS Specialized centers provide services for specific populations statewide
Technology Educational Network (ATEN) Regional Centers
aired (FIMC) Resource
•
•
Sequenced Transition to Education in the Public Schools (STEPS) Project
•
Assistive
Florida Instructional Materials Center for the Visually Imp
Materials Center for the Hearing Impaired (RMCHI)
Instructional Technology Training Resource Unit (FDLRS/Tech)
Children’s Registry and Information System (CHRIS)
Institute for Small and Rural Districts (ISRD)
•
Florida Inclusion Network (FIN)
•
Comprehensive System of Personnel Development (CSPD) Project
•
Positive Behavioral Support (PBS) Project
Other projects and Initiatives
•
IDEA, Part C, Infants and Toddlers Early Intervention Program
•
lorida School for the Deaf and the Blind
F
•
Head Start
•
Universal Prekindergarten
•
Florida Partnership for School Readiness
Technical/Format
Requirements
t submit and
original and four copies
of the completed application. One of
mended that the
or other than black to help reviewers determine which is the
es may be stapled,
but no other binding will
Applicants mus
the five copies submitted must bear an original signature. It is recom
signature be made in an ink col
original signature copy. The original and copi
be acceptable
. The project narrative must be prepared using a
12-point font size, 1”
margins, and single-sided typed 8.5 x 11-inch sized pages.
Applications should be
assembled with the required attachments first, and the project narrative in the same order as
described in the following section. A checklist is attached to this document to assist
applicants in ensuring that all required components have been addressed.
9
Project Narrative
s, activities, and
um score achievable: 1)
n,
score achievable:
•
,
ect will provide.
3.
o
e used by the project.
•
outcomes, including any of the Additional
4.
Pro
Target Populations
–
Describe project objectives, activities,
ill
(ma
t
As a courtesy to reviewers in helping them score the proposal, please use the same reference
numbers for the narrative sections noted below. The maximum achievable score appears at
the end of the description of each section.
1. Project
Abstract
–
In 200 words or less, summarize project objective
expected outcomes. Documentation should include the source of needs assessment
data, key activities related to the implementation of the outcomes of the project, and
specific indicators of progress. (maxim
2.
Participation and Coordination
–
Describe, in both manner and extent, how the
project proposes to meet the following requirements for participation and coordinatio
as described in State Requirements, Section G. Letters of support from cooperating
agencies should be attached at the end of the proposal. (maximum
15)
•
Reasonable opportunities were provided for the participation by teachers, parents,
representatives of community-based services providers, and other interested
agencies, organizations, and individuals in the design, development, operation, and
evaluation of the project.
•
Coordination of the project with other activities takes place.
The relationship of the project to the reading initiative, specifically, Just Read
Florida! and Early Reading First grantees in the state; and the kinds of support and
linkages the proposed proj
Pr
ject
Design
–
Describe the proposed theoretical approach to b
Include the following information. (maximum score achievable: 18)
In no more than 500 words, describe your theoretical and philosophical approach to
early childhood special education.
•
In no more than 250 words, describe your theoretical and philosophical approach to
technical assistance.
•
In no more than 250 words, describe how this foundation and your existing program
capabilities support meeting project
Assurances for this project.
ject Implementation/
timelines, and target populations. A description of how information about the project
w
be disseminated and marketed to the appropriate populations must also be included.
ximum score achievable: 24)
5.
Comprehensive System Of Personnel Development –
Describe how the project will
collaborate with the comprehensive system of personnel development. The description
should reflect how linkages will be made to existing resources and training
opportunities. The project’s approach to training should reflect how the training will be
customized to be responsive to unique district needs. (maximum score achievable: 9)
6. Project
Products
– For each product to be developed either in full or part under the
auspices of this project (see State Requirements, Section E), or for which development
was initiated under a prior year project, provide a title, description, and a statement of
status (e.g., new, in draft form, or being field-tested). Outline the plan for evaluation,
field-test, or validation of the product and the plan for dissemination including the target
population and method of distribution. Specify whether the target population is within
the local service region or statewide. Provide timelines for completion of an initial draf
and the distribution of the final product; specify the date when the product will be
submitted for the DOE/BISCS content and policy review only if the product is intended
for statewide dissemination. All product development activities must be undertaken in
consideration of the following requirements: (maximum score achievable: 9)
•
Any proposed product development activity must be described in the original
10
application or subsequent program amendment and is subject to prior approval from
the DOE.
•
To ensure consistency with local policies and procedures, products developed or
7. Pro
ation
– Describe both quantitative and qualitative strategies that will be
s,
imp
(ma
for the allocation of funds within the budget and a
n a cost-
•
9.
Pro
garding all personnel who will
con
•
r the project,
cted
adapted for use only in the local project service region must be reviewed and
approved by appropriate district personnel prior to any dissemination.
ject
Evalu
used to determine the project’s initial data, identified activities, intermediate outcome
lementation and utilization, and impact (see State Requirements, Section D).
ximum achievable score: 6)
8.
Project Resources (Budget) Description
–
(maximum achievable score: 6)
•
Existing physical, material, and personnel resources, to be contributed by the
applicant or other entity, which will directly support project implementation.
•
The overall plan and rationale
specific description of how the fiscal and material resources will be used i
effective manner to support project implementation.
Steps for coordinating with other statewide resources and with staff of the
DOE/BISCS. These might include products and services available through state
agencies, other funded projects, and national organizations.
ject Resources (Personnel) –
Provide information re
be employed by the project, and other key personnel who will make significant
tributions to the implementation of the project. (maximum achievable score: 12)
Project Staffing Plan
– Describe the staff organization plan fo
including line and staff relationships with existing programs and other district staff.
Specify by position the personnel who have administrative responsibility for this
project.
•
Personnel Projections
– List by position title all personnel, including contra
personnel, to be employed by this project. If there are key personnel making
significant contributions to the implementation of the project who are not employed
by the project (e.g., a project director or evaluation personnel), these persons should
also be listed by position title. The amount of time to be spent on project activities
should be stated as a portion of a full-time equivalent (FTE) for a specific amount
of time (e.g., .5 FTE for 12 months, 1.0 FTE for 3 weeks, or 2 FTE for 10 months
each). Specify whether or not each will be paid out of project funds. For each
person to be employed by the project (including those providing services under a
contract), state the responsibilities of the proposed position and the required
qualifications. For key personnel not employed by the project, describe the
proposed contributions to project implementation.
Method of Answering
Frequently Asked
Questions or Providing
Changes or Addenda
Respon
intent-to
2004.
se to frequently asked questions will be emailed to those entities that have filed an
-apply.
The last date that questions will be answered is Friday, January 16,
Method of Selection
The BISCS will establish a committee of reviewers that will include, but not be limited to;
bureau staff members; selected coordinators of school district programs for children with
disabilities; selected member(s) including parent representation from the State Advisory
Committee for the Education of Exceptional Students; selected representatives from related
,
bureau projects such as CSPD, FDLRS, and the ISRD; and representatives of other
agencies. The technical review of all proposals received will include a review of submitted
forms for appropriate signatures, a review of budget to determine accuracy of computation
and a review to ensure receipt of all required assurances.
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