
FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Competitive Projects
Bureau / Office
K-12 Education, Bureau of Exceptional Education and Student Services (BEESS)
Program Name
Governor’s Summer Program
Specific Funding Authority
2005 General Appropriation Act, Line Item #100, Exceptional Education; CSFA #48.040
Funding Purpose/Priorities
The purpose of this project is to provide an opportunity for outstanding middle school and high school
gifted and high-achieving students to participate in and use the resources of the universities and
colleges in the state of Florida.
Total Funding Amount
$215,575.00
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No more than $25,000.00 awarded per project.
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It is estimated that nine awards will be presented.
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Budget Period
July 1, 2005 through June 30, 2006
For state funded programs, the project effective date will be no earlier than the effective date of the
legislative appropriation, usually July 1. The ending date can be no later than June 30, of the fiscal
year unless otherwise specified in statute or proviso
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Program Performance Period
October 28, 2005 through September 30, 2006
Target Population
Institutions of higher education, public or private, may submit proposals to provide day or residential
summer programs for students who have been identified as gifted or are high-achieving students. Each
program must be designed for students entering grades 8-12 for the 2006-07 school year. A program
may serve students across all of these grades or may focus on students in a narrower range of grades
who have common instructional needs.
Eligible Applicants
Public or private institutions of higher education in Florida.
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Proposals are due in Grants Management by the close of business on October 28, 2005.
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Facsimile and email submissions will not be acceptable.
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Contact Persons
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Program Issues
: Donnajo Smith, (850) 245-0478; Suncom: 205-0478; E-mail:
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Technical/Fiscal Issues
: Michael Binitie, (850) 245-0498, Suncom: 205-0498, E-mail:
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Donnajo.Smith@fldoe.org.
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Application Due Date
Michael.Binitie@fldoe.org
Assurances
The Department of Education has developed and implemented a document entitled, General
Terms, Assurances and Conditions for Participation in Federal and State Programs, to comply
with:
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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;
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applicable regulations of other Federal agencies; and
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State regulations and laws pertaining to the expenditure of state funds.
In order to receive funding, applicants must have on file with the Department of Education,
Office of the Comptroller, a signed statement by the agency head certifying applicant adherence
to these General Assurances for Participation in State or Federal Programs. The complete text
may be found at http://www.firn.edu/doe/comptroller/gbook.htm
School Districts, Community Colleges, Universities and State Agencies
The certification of adherence filed with the Department of Education 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 application.
Private Colleges, Community-based Organizations, and Other Agencies
In order to complete requirements for funding, applicants must submit 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 also 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 certified public accountant
licensed in this state.
These items must be submitted prior to the issuance of a project
award.
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NARRATIVE SECTION
Narrative Components
A. Project Abstract:
Summarize your program features in no more than 100 words. Specify the
program title, whether this is a day or residential program, number of students and grade level(s)
targeted, beginning and ending dates for the program, project highlights, student costs, and options for
dual enrollment or college credit. Information about programs selected for 2006 Governor’s Summer
Program will be sent to all Florida school districts to encourage the participation of outstanding
secondary students from all of the state’s 67 school districts.
B. Project Need and Design:
1.
Need for Project:
Describe the
rationale
for offering the proposed program.
What particular needs of identified gifted and high achieving students is this program intended to
address? What educational programs for participating students will be provided typically not
available at their schools?
2. Project Design:
Describe the intent of the project in meeting the specified outcomes,
including any general or special conditions, needs assessment activities, and existing program
capabilities.
a.
Identify the particular academic strengths and unique resources of the sponsoring
institution. In what ways will this program use those strengths and unique resources to offer
opportunities for advanced levels of achievement?
b.
Include a description of
existing physical facilities, equipment, and educational
materials
to be used in the program including provisions for student use of high technology
and automated systems. Provide a description of the use of
existing resources
in the
implementation of this program.
c.
Identify cooperating agencies and clearly describe their
cooperation and involvement
in
the activities proposed under this proposal. Attach
letters of commitment
as appropriate.
C. Program Implementation:
1. Program objectives:
Each proposal must cite the measurable program goals and objectives
and describe the general strategies to be used in accomplishing them. What knowledge, skills, and
abilities do you expect students to acquire by the end of the program? How will that be
documented? Potential strategies include, but are not limited to:
a.
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investigation of a significant problem or issue;
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b.
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expansion of program options available to students who are gifted;
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c.
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offering an opportunity for a program that is different from the regular curriculum, such as
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with a faster pace or greater depth and/or complexity.
2.
Program content:
Specify the curriculum content to be addressed in the project. What will be
taught? Explain how it is appropriate for gifted and high-achieving students. Specify the priority
curriculum area and content to be included: Mathematics, Science, Humanities, Arts, or Social
Science. References to appropriate literature and Sunshine State Standards may be used to justify
curriculum.
3. Timelines:
Describe the instructional outline and schedule of the program with as much detail
as possible. Provide a proposed project timeline. Specify dates when students will arrive and leave.
Identify the number of program days and hours per day. Attaching an outline of the planned
instructional time in a daily plan, calendar, timeline, or syllabus will meet this requirement.
4.
Activities and Learning Experiences:
Specify the activities and learning experiences that
will be carried out to accomplish the objectives for the project.
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5. Teaching strategies:
Explain how the proposed program will reflect curriculum design
modifications appropriate for students. Reference plans for curriculum compacting, inductive
teaching, or Socratic techniques, for example.
6.
Instructional Strategies:
Discuss the general instructional strategies to be used. How will the
content be taught? The discussion may focus on techniques the teacher will be using in instruction
of the students. Examples of the approach may be included. Provide such instructional activities
as laboratory research, distance learning opportunities, field trips, seminars, cooperative groups, or
discovery learning.
7. Learning activities
: Techniques designed for gifted and high achieving students should
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incorporate the following modifications:
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a.
Authentic tasks:
Educators should look beyond the classroom to the roles students will
play when they leave school to become workers, parents, and citizens. Performing these roles
as they learn will enable students to see the connections between what they learn in class to the
world outside of school.
b.
Authentic environments:
As students are working on problems, they should be
encouraged to do some of their investigations in as authentic a context as possible.
c.
Multidisciplinary approaches:
Using broad concepts, issues, and themes as organizers,
traditional content areas such as Mathematics, Science, Language Arts, or Social Science
should enable students to find solutions to problems or issues being studied.
d.
Use of technology:
In order for students to become information managers and effective
communicators, they will have to become skilled in using technology. In addition, students
must understand the proposals of technology for use in their learning.
e.
Process skills:
Students must learn process skills such as research skills, cooperative
learning, conflict resolution, and problem solving strategies in order to work effectively at
home, on the job, and in the community.
f. Student reflections/metacognition:
Students should be involved in consciously planning,
monitoring, and assessing their learning; and need time to reflect on their learning and see
connections, how different disciplines interrelate, and how their learning relates to what
happens outside of school and what they will do later in life.
8. Student Products:
Describe how students will show evidence of their learning. How will
students demonstrate and apply new skills? What products/performances will be developed?
Examples may include, but are not limited to, models, lab reports, essays, exams, performances,
poems, videotapes, diagrams, or portfolios.
9. Supplemental Services:
Provide a brief description of ancillary or supportive service, such as
for counseling and individual tutoring, assistance in registration, campus orientation, and recreation
activities, as appropriate to the target population. Include the specific nature of such services, the
cooperating agencies providing the services, and the financial and administrative responsibility for
the services.
10.
Specify the
provisions for housing
including facilities to be used and the number and type of
personnel provided for students. For residential programs, be sure to address evening and weekend
activities, if applicable, as well.
D. Student Population:
Describe the student population intended as participants and information
about all personnel who will be employed by the project or who will make significant contributions.
1.
Student Population:
Describe the
target student population.
Participation is limited to
gifted and high-achieving secondary students who are entering grades 8-12 and who have not
graduated from high school. These students must have demonstrated outstanding academic
achievement or be identified as gifted in accordance with Rule 6A-6.03019, FAC., which states
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that a student is eligible for special instructional programs for the gifted if the student meets the
following criteria:
a.
The student demonstrates a need for a special program; a majority of characteristics of
gifted students according to a standard scale or checklist; superior intellectual development as
measured by an IQ of two standard deviations or more above the mean on an individually
administered standardized test of intelligence,
OR
b.
The student is a member of an under-represented group and meets the criteria specified in an
approved school district plan for increasing the participation of under-represented groups in
programs for gifted students. The determination of eligibility is based on the student’s
demonstrated ability or potential in specific areas of leadership, motivation, academic
performance, and creativity.
Specify the following:
(1)
Number of students to be served
(2)
Grade level(s) of students to be served
(3)
Student application deadline and notification date
2.
Student Selection Criteria:
A minimum of three items must be used to select students for
program participation. Selection may be based on items such as verification of meeting state
criteria for gifted, scores on nationally normed achievement tests, grades, courses completed,
teacher or school recommendations, interviews, essays, past awards, or accomplishments.
Selection criteria should be appropriate to the program offered.
3. Transportation:
Describe the transportation plan to ensure access to the program for students
from rural areas.
E. Program Personnel:
1. Staff Qualifications:
Describe all program personnel regardless of the source of funding for
salaries or contracts.
a.
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Program Responsibility: identify primary program responsibility (e.g. instructor, chaperone,
coordinator, etc.)
b.
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If a particular person has been recruited for a specific position, without naming the person,
provide the following information: highest degree earned, current position held, current
employer, and prior experiences with gifted and high-achieving students.
2.
Staff Organizational Plan:
Briefly describe or diagram the staff organizational plan including all
personnel (by position) who will have supervisory, administrative, or instructional responsibility for
the program.
3.
Staff Orientation Plan:
Describe the procedures to ensure that personnel receive appropriate
staff development and orientation for the education of gifted and high-achieving students in the
proposed program.
F.
Support for Strategic Imperatives: Describe how the proposed project will address reading
initiatives and incorporate one or more of the Florida State Board of Education (SBE) strategic
imperatives. URL: http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf
G. Dissemination / Marketing: Describe the methods /strategies you will use to disseminate and
market information about the project to appropriate populations.
a.
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Strategies for Recruitment:
Identify the specific strategies that will be used to recruit
students for the program including dissemination of information and timelines. Describe the
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methods to be used to disseminate information about the project to appropriate populations.
Consider contacting school district administrators, gifted coordinators (or other persons
responsible for gifted/high-achievers programs), ESE directors, middle school and high school
principals, curriculum coordinators, guidance counselors, and superintendents to help
disseminate information. Also, consider newspaper ads, radio spots, brochures, etc.
b.
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Participation of Students Traditionally Underrepresented in Gifted Programs:
Strategies
must address participation of students from groups that are traditionally underrepresented in
programs for gifted and high-achieving students. Underrepresented groups are defined as those
who are limited in English proficiency or those who are from low socio-economic status
households. Describe strategies that will be used to attract and recruit members of this target
student population.
H. Program Evaluation and Follow-Up:
1.
Program Evaluation:
Describe both quantitative and qualitative strategies that will be used to
measure the accomplishment of project goals and objectives.
2. Project Outcomes:
Information may include anticipated systemic changes or effects resulting
from implementation of project activities and goals. Describe the evaluation procedures, both
quantitative and qualitative, which will determine the success or impact of the program,
accomplishment of project goals and objectives, and to make improvements in subsequent
programs.
3.
Student Evaluation Measures and Criteria:
Applicants should describe provisions for direct
assessment of student academic performance using objective and subjective measures using the
following evaluation requirements:
a.
Each student participating in the Governor’s Summer Program, 2006 must complete the
Student Program Evaluation Form at the end of the program (See Attachments).
b.
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A summary of students’ forms must be submitted to the DOE by the sponsoring institution.
4. Plans for Sharing Program Results
-Describe plans for sharing evaluation results (surveys,
program materials, and/or audio/ videotape, etc.) in your report. Provide samples of evaluation
instruments if appropriate.
5. Follow-up Strategies:
How will you ensure that real learning has taken place? Describe the
plans for follow-up during the 2006-07 school year to determine if the goals of the program have
made an impact on the students and any revisions for future programs. Plans may include such
items as a survey, narrative, focus group, or questionnaire.
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Program Budget:
1.
Budget Narrative:
Describe the total budget for the proposed program and discuss how
budget items clearly reflect the proposed project objectives. What expenses will program funds
support? What other financial support has been secured, including funding support from the
sponsoring institution, cooperating agencies, other grants, and student fees?
2.
Student Costs:
Specify student costs including tuition, room and board, and other costs.
Describe the number of
scholarships
to be provided, the approximate amount of each scholarship,
and the basis for awarding scholarships. Scholarships may not be included as an additional cost.
Programs offering dual enrollment credit may not charge any costs to students.
J.
Overall Program Design:
Describe the way the program offers an innovative approach that
appears to offer gifted and high ability students a highly effective program.
K. Appendix:
An optional appendix may be added at the back of the application to include
verification of assertions made in the proposal, explanatory maps, photographs, and illustrations. Note:
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If this program has been previously funded, please attach copies of the most recent Basic Program
Data forms and Student Program Evaluation summary in the Appendix.
Scoring Criteria
The scoring criteria for each section of the project narrative are described below. The reviewer will
score each section based on the maximum possible points for each section. The total number of points
attainable is 100. To receive funding, a proposal must attain a minimum of 70 points.
A. Project Abstract (Not Scored)
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Project is described in a brief summary (no more than 100 words).
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Project abstract identifies:
Program title
Whether program is a day or residential program
Number of students and grade level(s) targeted
Beginning and ending dates
Project highlights
Student costs
Options for dual enrollment or college credit
B. Need for Project and Project Design (15 points)
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Project objectives are measurable, achievable, and are aligned with project need; activities
are aligned with objectives; and the timeline is feasible.
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Rationale identifies sufficiently the specific needs of gifted and high-achieving students which the
proposed program is designed to meet.
Proposal clearly describes opportunities for advanced levels of achievement.
Emphasis is clearly on learning experiences and instructional resources not typically available in
secondary schools of participating students.
Evidence is provided of effective use of academic strengths and unique resources of the sponsoring
institution including appropriate use of high technology and automated systems.
Proposal provides sufficient description of existing physical facilities, equipment, educational
materials, and resources to be used for the program.
Clear description of cooperating agency involvement with letters of commitment as appropriate.
C. Program Implementation (30 points)
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Proposal provides sufficient measurable program goals, objectives, and strategies for meeting
needs of gifted and high achieving secondary students.
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Curriculum content and curriculum design modifications for gifted and high-achieving students are
appropriate and inclusive on a priority area of Mathematics, Science, Humanities, Arts, or Social
Science.
Timeline is clear, realistic, and outlines intended instruction.
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Activities and learning experiences are directly aligned to accomplish the objectives of the project.
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Clear and appropriate description of teaching strategies for gifted and high-achieving students.
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Clear and appropriate description of instructional strategies that evidence teaching with high level
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thinking skills.
Clear and appropriate description of learning activities.
Appropriate use of student products for meaningful demonstration of learning.
Clear description of supplemental services.
Housing and/or facility provisions are well described and appropriate for the students participating
in the program.
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D. Student Population (9 points)
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Provides a clear description of target student population.
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Describes high quality and appropriate student selection criteria, with a minimum of three criteria
for selection.
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Daily transportation plan is addressed and is appropriate for the program.
E. Program Personnel (9 points)
Identifies appropriate staff qualifications for working with identified student population.
Clarity and appropriateness of staff organization plan suits program design and curriculum focus.
Effective staff orientation plan which addresses the needs of gifted and high achieving students.
F.
Support for Strategic Imperatives (3 points)
Project clearly and feasibly addresses reading initiatives and incorporates one or more of the
Florida State Board of Education (SBE) strategic imperatives in an effective manner.
G. Dissemination /Marketing (6 points)
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Methods/strategies to disseminate and market information about the project are thorough
and effective.
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Describes effective strategies for recruitment and methods of disseminating information to students
with strong interest and potential for the program.
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Describes effective strategies to ensure participation of students identified as gifted by the school
district and those from traditionally underrepresented groups.
H. Evaluation - Program Evaluation and Follow-Up (15 points)
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Evaluation methods are comprehensive and likely to be effective.
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Clearly stated program evaluation plan including quantitative and qualitative strategies to measure
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accomplishment of program goals.
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Project outcomes reflect measurable project activities and goals.
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Quality of evaluation measures to determine success of the program and to encourage
improvements in subsequent programs.
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Includes effective plans for sharing program results.
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Adequacy and usefulness of follow-up activities in determining if goals of the program have made
an impact on students.
I.
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Program Budget (9 points)
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Project budget presents items that are realistic, appropriate, and clearly reflect proposed
project objectives.
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Matching fund sources are described (minimum of $5,000).
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Clear description of student costs with indication of scholarship amount and basis for awards, if
any, or rationale for not needing them.
J.
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Overall Program Design (4 points)
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Comprehensive description of how the project offers an innovative approach for highly effective
program.
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K. Appendix (Not Scored):
Optional appendix for verification of assertions made in the proposal
with maps, photographs, illustrations, and letters of support or information for previously funded
programs.
Reporting Outcomes
Submission of the Basic Program Data Form and Student Program Evaluation Forms and Summary is
required. These forms are attached in the proposal instructions packet. Evaluations are due by
September 30, 2006
. Submit the individual student forms, Program Evaluation Form summary and the
Basic Program Data Form to:
ESE Program Development and Services/Governor’s Summer Program
Bureau of Exceptional Education and Student Services
Florida Department of Education
325 West Gaines Street, Room 614
Tallahassee, FL 32399-0400
Funding Method
Quarterly Advance to Public Entity
(public institutions) - For quarterly advances of non-federal
funding to state agencies and LEAs made in accordance within the authority of the General
Appropriations Act. Expenditures must be documented and reported to DOE at the end of the
project period. If audited, the recipient must have expenditure detail documentation supporting
the requested advances.
Advance Payment
(private institutions) – Upon receipt of the Project Award Notification, up to
25% of the total award may be advanced for the first payment period. To receive subsequent
payments, 90% of previous expenditures must be documented and approved by the Department.
All funds will be encumbered and released by the end of the budget period of June 30, 2006.
However, the DOE will certify forward funding and provide no-cost extensions to awarded recipients
through September 30, 2006.
Fiscal Requirements
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Supporting documentation for expenditures is required for all funding methods. Examples
of such documentation include: invoices with check numbers verifying payment, and/or bank
statements; all or any of which must be available upon request.
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All private non-profit recipients of DOE grants (including CBOs, FBOs, and other private non-
profit entities)
are required to attend
fiscal management training
prior to submission of invoice
for payments
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All funded projects and any amendments are subject to the procedures outlined in the Project
Application and Amendment Procedures for Federal an State Programs (Green Book) and the
General Assurances for Participation in Federal and State Programs
. These procedures and
documents can be accessed on-line at http://www.firn.edu/doe/comptroller/gbook.htm.
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Expenditures must be documented and reported to DOE at the end of the project period. If audited,
the recipient must have expenditure detail documentation supporting the requested advances.
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Note that institutions are required to show a minimum of $5,000.00 in matching funds
. These
funds may be from the sponsoring institution, school districts, cooperating agencies, institutions,
foundations, and/or businesses. In-kind contributions may be used to meet the matching
requirements.
Tuition paid by students may not be considered as part of the matching fund
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requirements.
Attach letters of support verifying intent to make the contributions available for
support of the program. Specifics for grantee match are the same as for the granted funds.
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The DOE, upon completion of the project, may reclaim equipment purchased with Governor’s
Summer Program funds.
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The Governor’s Summer Program funds are to be used for provision of instruction and special
services only. No expenditures are allowed for food, social, or promotional activities, or materials
such as tee shirts, certificates, social events, group photographs, refreshments, plaques, and with
certain exceptions for residential programs meals.
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Student application or audition fees are not allowed.
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Indirect costs may not be charged to the Governor’s Summer Program budget.
Notice of Intent-to-Apply
The due date to notify the contact person of intent-to-apply is October 13, 2005
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Send the
notification by e-mail to Donnajo.Smith@fldoe.org and 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 which file an intent-to-apply are not required to apply.
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Any questions, changes in dates,
Method of Answering Frequently Asked Questions or Providing Changes
The last date that questions will be answered is October 19, 2005
clarifications or addenda to the Request for Proposals will be addressed via e- mail contact to all who
file an intent-to-apply.
Conditions for Acceptance
1)
Application is received within DOE by the close of business on the due date.
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2)
Application includes required forms: DOE 101-Budget Narrative and DOE 100A-
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Application
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3)
All required forms have original signatures by authorized entity
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4)
Application must be submitted to:
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Office of Grants Management
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Florida Department of Education
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325 W. Gaines Street, Room 325
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Tallahassee, Florida 32399-0400
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NOTE: Applications signed by officials other than the appropriate agency head must have a
letter signed by the agency head, or documentation citing action of the governing body
delegating authority to the person to sign on behalf of said official. Attach the letter or
documentation to the DOE 100A when the application is submitted.
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Private institutions of higher learning in Florida must additionally submit the following:
¾
a signed statement by the agency head certifying applicant adherence to General Assurances for
Participation in State or Federal Programs (see attached).
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¾
copy of the organization’s current budget.
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¾
a list of its board of directors.
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¾
a copy of its most recent annual audit report prepared by an independent certified public
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accountant licensed in this state, if available.
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Note:
Please indicate the title of the program and school district in Box A of the DOE 100A.
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Applicant must submit
one original and four copies
of a project proposal that consists of the
required forms and narrative.
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The project proposal must consist of the required forms and the narrative description as explained
in Narrative Components. The project narrative should be prepared using a 12-point font size, 1”
margins, and single-sided typed 8.5 x 11-inch sized pages. As a courtesy to reviewers in helping
them score your proposal, proposals should be assembled in the same order as described in
Narrative Components. Pages must be numbered. As an aid to the review process, consider
including a Table of Contents.
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Grants forms DOE 100A and DOE 101 may be accessed in PDF format at the following BEESS
web link: http://www.firn.edu/doe/commhome/granhome.htm. If using the forms from this web
link, applicant must insert the correct TAPS Number on the DOE 100A and on the DOE 101 inside
the top, right box of each form.
Method of Review
Proposals will be subject to technical review by the Department of Education and content review by a
committee representing district programs, university personnel, and personnel familiar with the special
needs of gifted and high achieving students.
Program proposals will be evaluated and recommended for funding based on
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the criteria included in the Reviewer’s Rating Sheet (attached);
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the geographic distribution of programs across the State;
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the accessibility to students from small/rural districts;
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the inclusion of strategies to recruit students who are traditionally underrepresented in gifted and high-
achieving programs;
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first-time submission of at least one new program to be funded regardless of region; and
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the timely receipt of evaluation data from previously funded Governor’s Summer programs.
Applicants funded in prior years must have met the terms and conditions of prior grants to be
recommended for funding for the 2006 Governor’s Summer Program.
It is anticipated that applicants will be notified of the review outcomes during March 2006.
Attachments to the RFP
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Project Application Form (DOE 100A) and instructions
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Budget Narrative Form (DOE 101) and instructions
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Additional Assurances – All Projects
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General Assurances for Participation in Federal and State Programs-Certification Page (required
for private institutions)
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Basic Program Data
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Student Program Evaluation
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Reviewer’s Rating Sheets
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________________________________________________
TAPS Number
06C056
FLORIDA DEPARTMENT OF EDUCATION
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Project Application
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Please return to:
DOE USE ONLY
A) Program Name:
Date Received
Bureau of Grants Management
Florida Department of Education
Governor’s Summer Program
Room 325, Turlington Building
325 West Gaines Street
Title:
Tallahassee, Florida 32399-0400
Telephone: (850) 245-0498
Suncom: 205-0498
B) Name and Address of Eligible Applicant:
Project Number (DOE Assigned)
C
)
Total Funds Requested:
D
)
Applicant Contact Information
$
Contact Name:
Mailing Address:
DOE USE ONLY
Telephone Number:
SunCom Number:
Total Approved Project:
Fax Number:
E-mail Address:
$
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E)
CERTIFICATION
I, ______________________________________________, (Please Type Name) do hereby certify that all facts, figures, and
representations made in this application are true, correct, and consistent w th the statement of general assurances and specific
programmatic assurances for this project. Furthermore, all applicable statutes, regulations, and procedures; administrative and
programmatic requirements; and procedures for fiscal control and maintenance of records w ll be implemented to ensure proper
accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements w ll be
available for review by appropriate state and federal staff. I further certify that all expenditures w ll be obligated on or after the
effective date and prior to the termination date of the project. Disbursements w ll be reported on y as appropriate to this project,
and w ll not be used for match ng funds on this or any specia project, where prohibited.
Further, I understand that it is the respons bility of the agency head to obtain from its governing body the authorization for the
submission of this application.
Signature of Agency Head
DOE 100A
Revised 08/04
John L. Winn, Commissioner
12
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Instructions for Completion of DOE 100A
A.
?
If not pre-printed, enter name of the program for which funds are requested.
B.
?
Enter name and mailing address of eligible applicant. The applicant is the public or non-public entity
receiving funds to carry out the purpose of the project.
C.
?
Enter the total amount of funds requested for this project.
D.
?
Enter requested information for the applicant’s contact person. This is the person responsible for
responding to all questions regarding information included in this application.
E.
?
The original signature of the appropriate agency head is required.
The agency head is the school
district superintendent, university or community college president, state agency commissioner or
secretary, or the president/chairman of the Board for other eligible applicants.
•
?
Note:
Applications signed by officials other than the appropriate agency head identified above must
have a letter signed by the agency head, or documentation citing action of the governing body
delegating authority to the person to sign on behalf of said official. Attach the letter or documentation
to the DOE 100A when the application is submitted.
DOE 100A
Revised 08/04
John L. Winn, Commissioner
13
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A)
?
Name of Eligible Recipient:
B)
Project Number:
(D
OE USE ONLY)
Florida Department of Education
TAPS Numbers
06C056
ject
(1)
FUNCTION
(2)
(3)
(4) FTE
POSITION
(5)
$
DOE 101
i
ioner
Budget Narrative Form
Challenge Grant Collaborative Curriculum Pro
OBJECT
ACCOUNT TITLE AND NARRATIVE
AMOUNT
C) TOTAL
Rev. 01/05
John L. W nn, Commiss
14
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Instructions
Budget Narrative Form
This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request for
Proposal (RFP) or Request for Application (RFA).
A.
Enter Name of Eligible Recipient.
B
.
(DOE USE ONLY)
?
COLUMN 1
?
FUNCTION: SCHOOL DISTRICTS ONLY:
?
Use the four digit function codes as required in the Financial and Program Cost Accounting and Reporting for
Florida Schools Manual.
Column 2
OBJECT: SCHOOL DISTRICTS:
Use the three digit object codes as required in the Financial and Program Cost Accounting and Reporting for
Florida Schools Manual.
COMMUNITY COLLEGES:
Use the first three digits of the object codes listed in the Accounting Manual for Florida’s Public Community
Colleges.
UNIVERSITIES AND STATE AGENCIES:
Use the first three digits of the object codes listed in the Florida Accounting Information Resource Manual.
OTHER AGENCIES:
Use the object codes as required in the agency’s expenditure chart of accounts.
COLUMN 3
-
ALL APPLICANTS:
ACCOUNT TITLE:
Use the account title that applies to the object code listed in accordance with the agency's accounting
system.
NARRATIVE:
Provide a detailed narrative for each object code listed. For example:
•
?
SALARIES
- describe the type(s) of positions requested. Use a separate line to describe each type of position.
•
?
OTHER PERSONAL SERVICES
– describe the type of service(s) and an estimated number of hours for each type of
position. OPS is defined as compensation paid to persons, including substitute teachers not under contract, who are
employed to provide temporary services to the program.
•
?
PROFESSIONAL/TECHNICAL SERVICES
- describe services rendered by personnel, other than agency personnel
employees, who provide specialized skills and knowledge.
•
?
CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS
- provide the agency name and description of the
service(s) to be rendered.
•
?
TRAVEL
- provide a description of each type of travel to be supported with project funds, such as conference(s), in
district or out of district, and out of state. Do not list individual names. List individual position(s) when travel funds are
being requested to perform necessary activities.
•
?
CAPITAL OUTLAY
- provide the type of items/equipment to be purchased with project funds.
•
?
INDIRECT COST
- provide the percentage rate being used. Use the current approved rate. (Reference the DOE Green
Book for additional guidance regarding indirect cost.)
COLUMN 4 – MUST BE COMPLETED FOR ALL SALARIES AND OTHER PERSONAL SERVICES.
FTE
- Indicate the Full Time Equivalent (FTE based on the standard workweek for the type of position) number of
positions to be funded. Determine FTE by dividing the standard number of weekly hours (e.g., 35 hours) for the type
of position (e.g., teacher aide) into the actual work hours to be funded by the project.
COLUMN 5
AMOUNT -
Provide the budget amount requested for each object code.
C.
?
TOTAL -
Provide the total for Column (4) on the last page
.
Must be the same amount as requested on the DOE-100A
or B.
15
?
Fiscal Agent:
(name
of University)
ADDITIONAL ASSURANCES – ALL PROJECTS
Submission of this application hereby assures that the applicant and all participating districts
will implement the project consistent with the following requirements:
•
?
Assurance is hereby provided that project funds will not be used to purchase furniture or
equipment without prior written approval from the BEESS. Upon termination of the project,
at the option of the BEESS, all equipment purchased with project funds will be transferred
to the location(s) specified by the BEESS, and all necessary property records actions will
be taken to transfer ownership to the DOE or its designee.
•
?
Assurance is hereby provided that the fiscal agent for this project accepts responsibility for
implementing all project activities as specified in this application or subsequent
amendments, specifically including those of a regional or statewide nature. The fiscal
agent will ensure that activities essential to project effectiveness including, but not limited
to, reimbursement of travel expenses for persons from other districts/agencies,
employment of substitutes for teachers in other school districts, or payment of consulting
fees for persons to provide services to other school districts will be implemented in an
efficient and timely manner.
•
?
Assurance is hereby provided that the project agrees to collaborate with other entities (i.e.,
other agencies, districts, organizations, and other projects) during the project year under
the direction of BEESS staff.
•
?
Assurance is hereby provided that products developed for statewide dissemination will be
submitted to content and policy review by the BEESS prior to any distribution for other than
awareness, field-test, or validation purposes. This fiscal agent will ensure that product
developers adhere to policies and procedures set forth in “Guidelines for Project
Publications,” available from the BEESS Clearinghouse Information Center. The applicant
will allow a minimum of four weeks for the BEESS to complete the content and policy
review of any product, and will also allow sufficient time to make required revisions, have
the revisions verified by the BEESS, and have the final document reproduced.
•
?
Assurance is hereby provided that any products produced by or developed in connection
with these projects remain the exclusive property of the State of Florida, unless ownership
has been explicitly waived. Products include all print, audio-visual, computer programs,
and Internet websites fully or partially developed with project resources (fiscal and
personnel resources). Such products must be pre-approved by the designated contact
person and must contain a funding statement acknowledging the use of federal funds for
development and dissemination. Questions regarding product development, ownership, or
funding statements should be directed to Arlene Duncan, Supervisor, Clearinghouse
Information Center at 850/ 245-0477; or E-mail: Arlene.Duncan@fldoe.org.
•
?
Assurance is hereby provided that fees will not be charged for any service provided under
the auspices of the project without prior written approval of the BEESS.
16
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Florida Department of Education
General Assurances for Participation in Federal and State Programs
Authority for Data Collection:
20 USC 1232e.
Planned Use of Data:
The requirements established in United States Code Annotated, Title 20,
Education, Chapter 31, Subchapter III, Section 1232 (e) stipulate that “[e]ach local education agency
which participates in an applicable program under which federal funds are made available to such agency
through a State agency shall submit, to such an agency, a general application containing the assurances set
forth in subsection (b).” The application shall cover the participation by the local education agency in all
federal programs administered by the U.S. Department of Education.
Instructions:
The Florida Department of Education has developed the document,
General Assurance,
Terms, and Conditions for Participation in Federal and State Programs
, which must be signed by all
agencies and organizations that receive federal or state funds. The complete document regarding these
general assurances can be accessed from the department’s
Project Application and Amendment
Procedures for Federal and State Programs
(Green Book), and can be accessed at
http://www.firn.edu/doe/comptroller/pdf/section-d.pdf. These general assurances will be in effect for the
duration of participation in federal and state programs until such time as the requirements change. The
agency head or other authorized officer must sign the certification and include with the submission of the
original project application. Payment for applications and contracts cannot be made by this agency until
the general application is received. For further information, contact the Florida Department of Education,
Comptroller’s Office at (850) 245-0401, Suncom 205-0401.
Certification:
I, the undersigned authorized official for the named agency of the State of Florida, hereby apply for
participation in federally funded and state funded education programs.
Agency Number
(Agency Head)
Signature (must be original)
Typed Agency Name
Typed Name and Title of Authorized Official
I certify that the agency will adhere to each of the assurances contained in this set of General Assurances
for Participation in Federal and State Programs.
Date Area Code / Telephone Number
17
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______________________________________________________
FLORIDA OF EDUCATION
K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
Governor’s Summer Program - 2006
Basic Program Data
Program Administration
Name of Program: _____________________________________________________
Dates of Program: ____________________ Amount of Funding: ________________
Institution & Address:
______________________________________________________
______________________________________________________
______________________________________________________
Contact Person: ______________________________________________________
Phone & e-mail: ______________________________________________________
Student Information
_____ 1.
?
Number of students initially targeted in proposal.
_____ 2.
?
Total number of students enrolled in program. If fewer students enrolled than were
targeted, explain why.
_____ 3.
?
Number of applicants who were not accepted.
Major reason for not admitting
applicants:
_____ 4. Number of residential students (students who were housed on campus during the
program).
_____ 5. Number of day students.
_____ 6. Number of male students.
_____ 7. Number of female students.
_____ 8. Number of students from rural areas.
_____ 9. Number of participants entering:
_____ 8th grade _____ 11th grade
_____ 9th grade _____ 12th grade
_____ 10th grade
18
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_______________
_______________
_______________
_______________
_______________
__________
__________
__________
__________
__________
_____ 10.
?
Total number of students.
11.
?
Racial/Ethnic Composition
Number of Students
White/non-Hispanic __________
?
Black/non-Hispanic __________
?
Hispanic
__________
?
Multiracial
__________
?
Asian-Pacific Islander __________
?
American Indian/Alaskan Native __________
?
_____
?
12. Number of students who have been identified as gifted according to State Board of
Education Rule 6A-6.03019, FAC.
_____
?
13.
?
What method was used to verify eligibility of gifted students included in #12
?
_____ 14.
?
Number of students who received scholarships.
_____ 15.
?
Amount of tuition, fees, and other program expenses charged to each student.
?
(Please explain.)
?
16.
?
List counties represented by participating students.
County
?
Number of Students
?
?
?
?
?
This is to verify that the above information is accurate and true.
Signature: ____________________________________ Date: _______________
Title: _________________________________________________________________
Note: Each program participating in the Governor’s Summer Program 2006 must submit the individual
student forms and complete this form. The sponsoring institution must submit forms and a summary of
this data to the Florida Department of Education by
September 30, 2006
.
19
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FLORIDA DEPARTMENT OF EDUCATION
K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
Governor’s Summer Program - 2006
Student Program Evaluation
Instructions to students: Place an X on the appropriate line to indicate the degree to which you
agree or disagree with each statement.
SA - Strongly Agree
MA - Mildly Agree
N - Neither Agree or Disagree
MD - Mildly Disagree
SD - Strongly Disagree
1.
?
The instruction provided through this program was far more advanced, accelerated
and/or complex than the instruction currently available in my school.
___ SA ___ MA
___ N
___ MD
___ SD
2.
?
The topics of study, types of learning experiences, and resources available to me were
different from those offered in my school.
___ SA ___ MA
___ N
___ MD
___ SD
3,
?
The academic experiences were a good match for my interests and a challenge to my
abilities.
___ SA ___ MA
___ N
___ MD
___ SD
4.
?
The opportunity to interact with students of similar interests and abilities in both academic
and non-academic settings contributed to the value of this program for me.
___ SA ___ MA
___ N
___ MD
___ SD
5.
?
I would recommend that a student similar to myself participate in this program if it is
offered again.
___ SA ___ MA
___ N
___ MD
___ SD
Note: Each student participating in the Governor’s Summer Program 2006 must complete this
form. The sponsoring institution must
submit this form and a summary of this data
to the
Florida Department of Education by
September 30, 2006
.
20
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________________________________________
FLORIDA DEPARTMENT OF EDUCATION
K-12 EDUCATION
BUREAU OF EXCEPTIONAL EDUCATION AND STUDENT SERVICES
GOVERNOR’S SUMMER PROGRAM - 2006
REVIEWER’S RATING SHEET
Prior Funding: Yes No
humanities arts social science
Reviewer:
Date: ___________
Priority Curriculum Area: mathematics
Title: _____________________________________________________________
Applicant: __________________________ DOE Geographic Region: __________
science
A. Project Abstract and Cooperative Efforts
Circle Yes or No for each criterion (indicating whether or not the criterion is present in the proposal).
Circle N/A if the item is not applicable.
Yes No N/A
Yes No N/A
Yes No N/A
Yes No N/A
Yes No N/A
Yes No N/A
Yes No N/A
Yes No N/A
Yes No N/A
Program abstract provided (no more than 100 words) with all
required information as described in narrative.
Program addresses one or more of the following areas:
mathematics, science, humanities, arts, and/or social science.
Program integrates curriculum design modifications.
Program addresses the needs of students in small or rural districts.
Program addresses students traditionally underrepresented in gifted
and high-achieving programs.
Target student population meets GSP requirements.
Students earning dual enrollment credit do not incur any costs.
Matching fund sources are described (minimum of $5,000.00).
Prior program evaluation forms are attached (will not consider
program if missing).
Please be sure that rating points are assigned for each criterion and that comments are
provided to support the ratings.
Rate each project application criteria on a scale of 0-3 using these guidelines for scoring
:
3 (highly evident) 2 (apparent) 1 (minimally addressed) 0 (not evident)
21
B. NEED FOR PROJECT and PROJECT DESIGN – 15 points
3 2 1 0
Rationale
identifies the specific needs of gifted and high-achieving students the
program is designed to meet
3 2 1 0
?
Application clearly describes
opportunities for advanced levels of achievement
.
3 2 1 0
?
Emphasis is clearly on
learning experiences and instructional resources
not
typically available in secondary schools of participating students.
3 2 1 0
?
Evidence is provided of effective use of
academic strengths and unique resources
of sponsoring institution
including appropriate use of high technology and automated
systems.
3 2 1 0
?
Clear description of
cooperating agency involvement
with letters of commitment as
appropriate attached.
Total score for Need for Project and Project Design _________________ (15 maximum)
Project Need Design Strengths:
Project Design Weaknesses:
C. PROGRAM IMPLEMENTATION 30 points
3 2 1 0
Evident
links
between appropriate
measurable program goals and objectives
for
meeting needs of gifted and high achieving secondary students.
3 2 1 0
Appropriateness of
curriculum content and curriculum design modifications
for
gifted and high-achieving students.
3 2 1 0
Timeline
is clear, realistic, and outlines intended instruction.
3 2 1 0
Activities and learning experiences
are aligned to accomplish the objectives of the
project.
3 2 1 0
Appropriateness of
teaching strategies
for gifted and high-achieving students.
3 2 1 0 Clear description of
instructional strategies
that evidence teaching with high level
thinking skills.
3 2 1 0 Clear description and appropriateness of
learning activities.
3 2 1 0
Appropriateness of
student products
for meaningful demonstration of learning.
3 2 1 0
Clear description of
supplemental services
.
3 2 1 0 Clear description of
facilities/housing
as appropriate for program.
22
?
Total score for Program Implementation __________ (30 maximum)
Program Implementation Strengths:
Program Implementation Weaknesses:
D. STUDENT POPULATION 9 points
3 2 1 0
Provides a clear description of
target student population
.
3 2 1 0
Describes high quality and appropriate
student selection criteria
, with
a minimum of
3 criteria for selection.
3 2 1 0
Daily
transportation
plan is addressed and is appropriate for program.
Total score for Student Population __________ (9 maximum)
Student Population Strengths:
Student Population Weaknesses:
E. PROGRAM PERSONNEL 9 points
?
3 2 1 0
Identifies appropriate
staff qualifications
for working with identified student population.
?
3 2 1 0
Clarity and appropriateness of
staff organization plan
suits program design and
?
curriculum focus.
3 2 1 0
Effective
staff orientation plan
which addresses the needs of gifted and high
achieving students.
Total score for Program Personnel ___________ (9 maximum)
Program Personnel Strengths:
Program Personnel Weaknesses:
23
F.
SUPPORT FOR STRATEGIC IMPERATIVES 3 points
3 2 1 0 Clearly states how the project will address reading initiatives and will incorporate one or
more of the SBE strategic imperatives into the project.
Support for Strategic Imperatives Strengths:
Support for Strategic Imperatives Weaknesses:
G. DISSEMINATION / MARKETING 6 points
3 2 1 0
?
Describes effective strategies for
recruitment
and methods of disseminating
information to students with strong interest and potential for the program.
3 2 1 0
?
Describes strategies to ensure
participation
of students identified as gifted by the
school district and those from traditionally under-represented groups are explained
clearly.
Dissemination and Marketing Strengths:
Dissemination and Marketing Weaknesses:
H. PROGRAM EVALUATION AND FOLLOW-UP 15 points
3 2 1 0
Clearly stated
program evaluation plan
including quantitative and qualitative
strategies to measure accomplishment of program goals.
3 2 1 0
Project outcomes
reflect measurable project activities and goals.
3 2 1 0
Quality of
evaluation measures
to determine success of the program and to
encourage improvements in subsequent programs.
3 2 1 0 Includes plans for sharing program results.
3 2 1 0
Adequacy and usefulness of
follow-up activities
in determining if goals of the
program have made an impact on students.
Total score for Program Evaluation and Follow-up ________________ (15 maximum)
Program Evaluation and Follow-up Strengths:
Program Evaluation and Follow-up Weaknesses:
24
_________
_________
_________
I
.
PROGRAM BUDGET - 9 points
?
3 2 1 0
Budget and expenditures
are clearly explained and reasonable.
?
3 2 1 0
Appropriateness of
budget
for the program design.
?
3 2 1 0 Clear description of student costs with indication of
scholarship
amount and basis for
?
awards, if any, or rationale for not needing them.
Total score for Program Budget ________________ (9 maximum)
Program Budget Strengths:
Program Budget Weaknesses:
J. OVERALL PROGRAM DESIGN 4 points
Rate the overall intent of the proposed project with four being the highest score.
4 3 2 1 0
Overall quality
of the project indicates an innovative approach that appears to
offer a highly effective program for the intended student population.
Total score for Overall Program Design __________________ (4 maximum)
General Project Strengths:
General Project Weaknesses:
Total point scoring:
B. Need for Project and Project Design 15 points
_________
C. Program Implementation 30 points
_________
D.
Student Population 9 points _________
E. Program Personnel 9 points
_________
F. Support for Strategic Imperatives 3 points
_________
G. Dissemination/Marketing 6 points
H. Program Evaluation and Follow-up
15 points
I. Program Budget
9 points
_________
J. Overall Program Design
4 points
Overall Rating Points
(Add numerical ratings for criteria listed above).
_________/100
25