FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
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John L. Winn
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
DONNA G. CALLAWAY
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
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Contact Information:
Donnajo Smith
(850) 245-0478
MEMORANDUM
Donnajo.Smith@fldoe.org
TO:
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Directors, Exceptional Student Education
K12: 2006-140
FROM:
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Bambi J. Lockman
DATE:
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September 20, 2006
SUBJECT:
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2007-08 CHALLENGE GRANTS FOR THE GIFTED COLLABORATIVE
CURRICULUM PROJECTS: CALL FOR APPLICATIONS
We are pleased to inform you that in support of the Florida Department of Education’s
imperatives to coordinate efforts to improve higher student learning, the Department has
allocated $100,000 for this year’s Challenge Grant, Collaborative Curriculum Projects. This
grant is available on a competitive basis to school districts. The attached guidelines and request
for applications provide detailed information.
We appreciate your interest in this program and look forward to the implementation of
outstanding programs for Florida’s gifted students.
BJL/dsm
Attachments
cc:
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University Lab School Directors
Contact Persons, Programs for the Gifted
Renee Speisman, ISRD
2005-06 Collaborative Curriculum Project Grant Recipients
BAMBI J. LOCKMAN
Chief
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Bureau of Exceptional Education and Student Services
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325 W. GAINES STREET • SUITE 614 • TALLAHASSEE, FL 32399-0400 • (850) 245-0475 • www.fldoe.org
Guidelines for Application for the Collaborative Curriculum Challenge Grants
The Collaborative Curriculum Projects are intended to promote an innovative redesign of
instruction and improved academic performance of students who are gifted through collaboration
among gifted students or teachers and other students, colleagues, mentors, or agencies. It is
expected that this collaboration will enhance instruction and the academic performance of gifted
students. Collaboration may be with general education classrooms, classrooms for students with
disabilities, other gifted classes, other schools or school districts, professionals in a particular
field who are willing to become mentors and share expertise, colleges or universities, museums,
and laboratories. These collaborative projects may involve face-to-face interaction and
coordination through the use of technology such as the Internet. Projects involving general
education students need to ensure the collaboration will support the achievement of the gifted
learners. Your district, or teachers in your district, is invited to submit an application.
Applications must
•
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contain the original signature of the superintendent
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be submitted with the original and four copies (Faxes will not be accepted. It is not
necessary to include copies of the instructions or appendices.)
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be received at the Florida Department of Education by the close-of-business on or before
January 26
,
2007
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be prepared following the guidelines in the 2007-08 Challenge Grant Collaborative
Curriculum Projects Proposal Instructions
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be typewritten or word processed using a font size no smaller than 12
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include correct spelling, grammar, and punctuation
Each district may submit a maximum of five applications. Applications will be reviewed using
criteria specified in the application instructions. We anticipate notifying applicants of the review
outcome in May 2007. The effective dates for all approved projects will be July 1, 2007, through
June 30, 2008.
Applicants are encouraged to file a notice of intent to apply. Frequently asked questions,
clarifications, changes or addenda will be provided to those filing notice of intent.
The amount of funding awarded to any one project will be based on the estimated costs of the
proposed program; however, a maximum of $10,000.00 will be awarded to each project.
Funding will be competitive and based on the recommendations of a review team, contingent
upon the Governor’s signature of approval on the General Appropriations Act. Consideration
will be given to geographical distribution throughout the state, with a minimum of 20 percent of
the funds allocated to the 34 districts that participate in the Institute for Small and Rural Districts
(ISRD).
Applications should be submitted by
January 26, 2007
, to:
Grants Management/Challenge Grants
Florida Department of Education
Turlington Building, Room 325
325 West Gaines Street
Tallahassee, Florida 32399-0400
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
Challenge Grant Collaborative Curriculum Project
Specific Funding Authority (ies)
State Appropriations: Appropriations Act, Line Item #117.
Funding Purpose / Priorities
The purpose of this project is to coordinate efforts to improve higher student learning and enhance the
academic performance of students who are gifted through the innovative redesign of instruction and
collaboration to develop greater knowledge and intellectual skills through challenging activities. Twenty
percent of the funds will be allocated to recommended applicants from the thirty-four districts that
participate in the Institute for Small and Rural Districts (ISRD) Project.
Target Population(s)
Florida public schools and school districts serving students who are gifted.
Eligible Applicant(s)
Florida public school districts may submit up to five applications from the school teacher(s),
administrators, or district administrators.
Application Due Date
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January 26, 2007. The due date refers to the date of receipt in Grants Management.
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Facsimile and email submissions are not acceptable.
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Total Funding Amount / Approximate Number of Awards
$100,000.00
No more than $10,000 awarded per project. Approximately 10 awards.
Budget / Performance Period
July 1, 2007, through June 30, 2008
For State 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.
Contact Persons
BEESS:
Donnajo Smith, (850) 245-0478; Suncom: 205-0478; e-mail: Donnajo.Smith@fldoe.org.
Grants Management:
Michael Binitie, (850) 245-0720; Suncom: 205-0720; e-mail:
Michael.Binitie@fldoe.org.
DOE 905
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Assurances
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The Florida Department of Education has developed and implemented a document entitled,
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General Terms, Assurances and Conditions for Participation in Federal and State Programs, to
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comply with:
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•
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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 (USDOE);
•
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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 Florida 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.
Narrative Components
/
Scoring Criteria
The standard scoring criteria are based on a 100 point scale, with a minimum score of 70 points
necessary for an application to be considered for funding.
The instructions follow each narrative component. The bulleted statements are the criteria that
will be used by proposal reviewers to score each component.
1.
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Project Abstract or Summary
_N/A
points
Provide a brief summary of the project.
The project is described in a brief summary of no more than 100 words. Specify the program
title, the project intent and expected outcomes. Identify whether this is a school or district
proposal. The abstract should be free from abbreviations, acronyms, and organization-
specific terminology. Indicate whether this project has previously received Challenge Grant
funds. Include the grade level and number of gifted and non-gifted students to be served or
total faculty. This summary should consist of clear, concise statements that can be used by
the DOE for a number of purposes.
2. Project
Need
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15
points
Describe the need for the project and provide supporting data as evidence.
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The need is evident, compelling, and clearly linked to the outcome(s) of the project.
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The need for the project is strongly justified through supportive data with sufficient
information about how the school or district is currently serving students who are gifted.
What particular needs of the gifted students and/or teachers is this program designed to
meet? How will this program provide opportunities for advanced levels of achievement?
What learning opportunities and instructional resources not currently available will be
provided?
DOE 905
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3.
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Project Design and Implementation
45
points
Describe the measurable objectives, activities, and timeline for the project. Describe how
the proposed program will be structured and how it facilitates an innovative redesign of
instruction, including any necessary training for teachers.
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The objectives are measurable, qualitative, challenging, yet achievable, and address all
outcomes of the project. Clearly state what students will be expected to accomplish in
terms of new knowledge, skills, and abilities.
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The primary Sunshine State Standards that will be addressed with the project are cited.
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The curriculum content to be addressed is appropriate for the specific needs of gifted
learners.
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It is evident that activities/methods are comprehensive and likely to result in
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achievement of objectives.
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Instructional strategies reflect curriculum design modifications and could incorporate
authentic tasks, authentic environments, multidisciplinary approaches, use of
technology, process skills, student reflection/metacognition, and/or student products.
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The collaboration is clearly described showing how the collaborators will work together
in a joint intellectual effort. Evidence is provided that the collaboration will enhance the
academic achievement of the gifted students.
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Letters of support for the collaboration are provided in the appendix as appropriate.
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Program personnel are described with a staff organization plan for the project indicating
who will have administrative responsibility for the project.
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Project personnel are identified by position title and with qualifications for their role,
including media specialists, Florida Diagnostic and Learning Resources System (FDLRS)
staff, etc. Letters of support or commitment are provided in the appendix as appropriate.
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The timelines are specific, realistic, and consistent with measurable objectives and
outcomes. The instructional outline and schedule for the program are described. An
outline of the instructional plan in a calendar, timeline, or syllabus will meet this
requirement.
4. Evaluation
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10
points
Describe the instruments and method(s) for evaluating the project.
Discuss plans for
frequent and on-going assessment of academic growth and accomplishment including data
to be collected and compiled to determine accomplishment of the project.
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The evaluation instruments are appropriate to effectively measure program success.
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Provisions for assessment strategies and criteria using quantitative and qualitative
measures for evaluation of the program objectives are clear and will assess student
academic performance.
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The evaluation methods are comprehensive, likely to result in a successful project, and
include an effective approach for using evaluation results to guide necessary
adjustments to the project.
DOE 905
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Rev. 01/06
5.
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Support for Strategic Imperatives
7 points
Describe how the proposed project will address the reading initiative. 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.
•
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The project utilizes a comprehensive plan for integrating pertinent aspects of the Just
Read, Florida! initiative.
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The applicant has included effective methods for incorporating one or more of the SBE
Strategic Imperatives.
6. Dissemination
Plan
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8
points
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Describe the methods/strategies to disseminate and market information about the project
to other educators and appropriate populations. Dissemination must include a written
narrative about the project for inclusion in a DOE publication geared to practitioners. By
June 30, 2008, project coordinators must complete and submit the written narrative using
the format provided in the application packet, which will include a project evaluation.
•
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The applicant’s dissemination plan will use effective and realistic means to reach the
appropriate target populations.
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The methods/strategies used to share services provided by the project are innovative
and will clearly benefit the target population. Describe plans to share the results with
other groups at workshops, meetings, conferences, or posting information on a Web site.
7. Budget
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15
points
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Present a budget that reflects objectives and proposed costs of the project. The intent of
the program is a redesign of instruction, thus any materials or technology in the budget
must be clearly aligned to the project intent, and not a plan to add technology to a
current program.
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The project budget presents expenses that are realistic, accurate, clearly relate to and
reflect project activities, objectives, and outcomes.
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The justifications for expenditures are reasonable and clearly explained.
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The required personnel, professional and technical services, and/or travel for the project
are clearly and adequately explained. The amount of time to be spent specifically 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 6 months, 1.0 FTE for 3 weeks). Specify whether
this will be paid out of project funds.
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.
Funding Method
Quarterly Advance to Public Entity
For quarterly advances of non-federal funding to state agencies and local education agencies
(LEAs) made in accordance within the authority of the General Appropriations Act.
Disbursements must be documented and reported to FDOE at the end of the project period. The
recipient must have detailed documentation supporting all requests for advances and
disbursements that are reported on the final FDOE financial report.
DOE 905
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Fiscal Requirements
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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The Challenge Grant Collaborative Curriculum funds are intended primarily for curriculum
development, instructional planning, and the implementation of redesigned, innovative curriculum.
Funds may also be used for professional development and instructional resources not currently
provided by the school district that are necessary to meet instructional objectives. No expenditures
are allowed for food, social, or promotional activities, or materials such as tee shirts, certificates,
social events, group photographs, refreshments, or plaques.
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Indirect costs may not be charged to the Challenge Grant Collaborative Curriculum budget.
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Funding amounts are subject to change based on the legislative approval of general revenue
appropriations and the Governor’s signature of approval on the Legislative Appropriations Act.
Funds shall be obligated no earlier than the effective date of the legislative appropriation, usually
July 1.
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FDOE grant recipients must attend the annual Grant Fiscal Management Training, offered by the
Department.
Project Performance Accountability and Reporting Requirements
The Department’s program managers will track each project’s performance based on the
information provided in the Performance Expectation section, pages 14-25.
Select those pages
that are most significant to the intent of the proposal.
Grantee must send at least one person to a
meeting to review the expectations for evaluation and
dissemination.
It will be beneficial to send the person responsible for compiling the narrative and
arranging for dissemination. Grant funds may be directed to cover the cost of travel and housing, if
necessary, for one contact person to attend the mandatory one day state meeting to review guidelines
as described in the application packet. Failure to have a representative attend may impact future
Challenge Grant funding to the district.
Notice of Intent-to-Apply
The due date to notify the program contact person, Donnajo Smith, of Intent-to-Apply is
January 12, 2007. This notification may be sent as an e-mail to Donnajo.Smith@fldoe.org or fax
to (850) 245-0955 message should include a return 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 Intent-to-Apply are not required to apply.
Method of Answering Frequently Asked Questions or Providing Changes
The last date that questions will be answered is January 19, 2007. Any changes in dates,
clarifications, or addenda to the Request for Proposals will be addressed via e-mail contact to
all who file an intent-to-apply.
Method of Review
Proposals will be subject to technical review by the DOE and content review by a committee
representing school district programs and personnel understanding the special needs of gifted
students. It is anticipated that applicants will be notified of the review outcomes before or during May
2007. Program proposals will be evaluated and recommended for funding based on:
DOE 905
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•
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Criteria cited under Narrative Components
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Geographic distribution across the state
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An allocation of 20% to applicants from the ISRD
Conditions for Acceptance
The requirements listed below must be met for applications to be considered for review:
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Application is received within the FDOE by the close of business on the due date
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Application includes required forms:
o
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DOE 100A Application Form bearing the original signature of the Superintendent for
the school district or the agency head for other agencies and this page should be the
cover or first page of your project application
o
DOE 101-Budget Narrative
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.
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Signed certification signifying compliance with the “General Assurances for Participation in
Federal and State Programs,” (if not already on file in the FDOE Comptroller’s Office).
Other Requirements
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For State Programs
Local school districts or other eligible applicants that apply to the FDOE for non-federal
program funding need to provide this description of the steps proposed by the District or
other entity to ensure equitable access to, and participation of students, teachers, and other
program beneficiaries with special needs in their applications. A sufficient section
427 statement is described in OMB Control No. 1890-0007 (Exp. 11/30/2007).
See: http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf.
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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 narrative must be prepared using a 12 point font, 1” margins, and single-sided typed 8.5
X 11-inch papers. Proposals should be assembled in the order described above. Pages
should be numbered and a Table of Contents is recommended.
Application must be submitted to:
Office of Grants Management
Florida Department of Education
325 W. Gaines Street, Room 325
Tallahassee, Florida 32399-0400
Attachments
Project Application Form (DOE 100A)
Budget Narrative Form (DOE 101)
Additional Assurances – All Projects
Project Summary
Project Performance Accountability
DOE 905
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TAPS Number
FLORIDA DEPARTMENT OF EDUCATION
Project Application
Please return to:
Florida Department of Education
Bureau of Grants Management
Room 325, Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
Telephone: (850) 245-0498
Suncom: 205-0498
A
)
Program Name:
Challenge Grant Collaborative
Curriculum
Title:
DOE USE ONLY
Date Received
B) Name and Address of Eligible Applicant:
School district:
Project Number (DOE Assigned)
C
)
Total Funds Requested:
$
DOE USE ONLY
Total Approved Project:
$
D
)
Applicant Contact Information
Contact Name:
Mailing Address:
Telephone Number:
SunCom Number:
Fax Number:
E-mail Address:
CERTIFICATION
______________________________________________, (Please Type Name) do hereby certify that all facts, figures, and
representations made in this application are true, correct, and consistent with 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 will be implemented to ensure proper
accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be available
for review by appropriate state and federal staff. I further certify that all expenditures will be obligated on or after the effective date
and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be
used for matching funds on this or any special project, where prohibited.
urther, I understand that it is the responsibility of the agency head to obtain from its governing body the authorization for the
submission of this application.
E)
Signature of Agency Head
________________________________________________
DOE 100A
Revised 08/04
John L. Winn, Commissioner
7
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
8
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TAPS Number
A)
Name of Eligible Recipient:
B)
Project Number:
(DOE USE ONLY)
Florida Department of Education
Budget Narrative Form
(1)
FUNCTION
(2)
OBJECT
(3)
ACCOUNT TITLE AND NARRATIVE
(4)
FTE
POSITION
(5)
AMOUNT
C) TOTAL
$
DOE 101
Rev.
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L.
Winn,
Commissioner
9
Instructions
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Budget Narrative Form
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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.
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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
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OBJECT:
SCHOOL DISTRICTS:
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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:
•
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SALARIES
- describe the type(s) of positions requested. Use a separate line to describe each type of position.
•
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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.
•
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PROFESSIONAL/TECHNICAL SERVICES
- describe services rendered by personnel, other than agency personnel employees, who provide specialized
skills and knowledge.
•
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CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS
- provide the agency name and description of the service(s) to be rendered.
•
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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.
•
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CAPITAL OUTLAY
- provide the type of items/equipment to be purchased with project funds.
•
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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
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AMOUNT -
Provide the budget amount requested for each object code.
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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.
DOE 101
Rev.
01/05
John
L.
Winn,
Commissioner
10
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ADDITIONAL ASSURANCES – ALL PROJECTS
Fiscal Agent:
Submission of this application hereby assures that the applicant and all participating districts
will implement the project consistent with the following requirements:
•
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Assurance is hereby provided that project funds will not be used to purchase furniture or
equipment without prior written approval from the DOE/BEESS. Upon termination of the
project, at the option of the DOE/BEESS, all equipment purchased with project funds will
be transferred to the location(s) specified by the DOE/BEESS, and all necessary property
records actions will be taken to transfer ownership to the DOE or its designee.
•
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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.
•
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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 DOE/BEESS staff.
•
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Assurance is hereby provided that products developed for statewide dissemination will be
submitted to content and policy review by the DOE/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.
•
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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 Kathy Dejoie, Supervisor, Clearinghouse
Information Center at 850/ 245-0477; or E-mail: Kathy.Dejoie@fldoe.org.
•
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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 DOE/BEESS.
DOE 900D
11
Rev. 01/06
Challenge Grant for the Gifted
Collaborative Curriculum Projects
2007-08 Project Summary
As stated in the Request for Proposals for the Collaborative Curriculum Projects Challenge Grant, each
Project Coordinator must submit to the DOE a written narrative about the project. This narrative must
describe the project components as outlined below, to be included in a DOE publication for
dissemination to Florida’s school districts. Please submit your project summary upon completion of the
project but no later than
June 30, 2008,
to ESE Program Development and Services/Gifted Challenge
Grants, Florida Department of Education, 601 Turlington Building, 325 W. Gaines Street, Tallahassee,
FL 32399-0400.
School District: ________________________________________________________________
Project Title: ___________________________________________________________________
Project Rationale & Goals
Project Implementation
¾
Program Content and Activities (What was taught? How was it taught? What learning experiences
were provided? How was this a redesign of instruction?):
¾
Sunshine State Standards Addressed (List and cite only specific Sunshine State Standards that were
the
primary
focus of the project)
Nature of the Collaboration
(Collaboration is defined by The American Heritage Dictionary [1985,
2
nd
edition] as working together in a joint intellectual effort. This requires intellectual engagement
beyond audience participation. What were the collaborative activities? What was the purpose for the
collaboration?):
¾
Participants (Who participated in the project?):
Participants Number Participants Number
Gifted students
Gifted teachers
General education students
General education teachers
ESE students
ESE teachers
Administrators
Parents
Florida Assistance Plus
participants
Other
participants
Community members
Total number of participants
¾
Student Population
(How many gifted students? At what grade level(s)?
DOE 900D
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¾
Personnel
(Describe the staff involved in the project ):
Strategic Imperatives
– Describe how the project related to the reading initiative and how the Florida
State Board of Education strategic imperatives were incorporated.
Program Evaluation
¾
Assessment of
student performance
(
How
were students assessed? What were the assessment
results
and how did they align to measurable goals? What was the impact on participants?):
¾
Project evaluation
(
How
was the project evaluated? What were the evaluation
results
? Identify
why or why not outcomes were achieved. Describe any continuation plan.):
Budget
(What was the total program budget and how was it used?):
Dissemination Activities:
(How and when will (or was) information and results of the program be
shared?
Contact Person
:
Name:
Position:
Phone:
Address:
E-mail:
DOE 900D
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APPLICANT INSTRUCTIONS: PERFORMANCE ACCOUNTABILITY
?
Project Performance Accountability
The Florida Department of Education has developed a standardized format for applicants to use in preparing their proposals /
?
applications for discretionary funds. The intent of this process is to assure proper accountability for the use of federal and state
?
funds. The Department has implemented a web-based Grants Management System and the information provided about each
?
funded project will be entered into this system. The Department’s program managers will track each project’s performance based on
?
the information provided in this section of the approved project.
?
This information will:
?
9
Provide a centralized capability for retrieving information about various discretionary projects awarded by the Department.
?
9
Assist policy-makers and managers in monitoring discretionary funds and the impact they are having.
?
9
Provide baseline information that can be used in assessing the alignment of funding to goals and strategic imperatives and in
?
allocating available funding to priority needs.
9
Facilitate effective project monitoring.
Types of project performance have been organized into four categories. These are:
9
Deliverables:
Category Includes: Documents such as manuals, reports, videos, CD ROMs, training materials, brochures, and
any other tangible product to be developed by the project.
9
Training, Technical Assistance, and Dissemination:
Category Includes: All training and technical assistance (TA) activities
whether provided onsite, through distance learning media, conferences, workshops, or other delivery strategies.
9
Student Performance: Category Includes:
Any measure that is specific to student performance (e.g., test scores, attendance,
behavior, award of diplomas, certificates, etc. “Students” may include pre-k, K-12, and adult learners as well as parents.
9
Service Delivery:
Category Includes: Delivery of intended services to target population (e.g., adult literacy services, child find
services, student evaluation services, etc.)
For each type of performance for which a project will be held accountable, the applicant must complete the information specified in
the attached forms. Use only those forms and types of performance applicable to the project. Instructions are provided for the
completion of each form.
Selected projects are required to obtain independent, formal, third-party evaluations. Other projects elect to obtain such evaluations.
If the proposal or application includes a required or optional third-party evaluation, a form and instructions for describing the proposal
evaluation are provided.
DOE 900D
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DELIVERABLES FORM
Deliverables: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible product to be developed by the
project
(1) Name of Deliverable and Brief Description
(2) Standard(s) for Acceptance
(3) Due Date(s)
DOE 900D
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APPLICANT INSTRUCTIONS: DELIVERABLES FORM
Deliverables: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible product to be developed by the
project
(1) For each deliverable to be completed by the project, enter in Column (1), the name of the deliverable and provide a brief description. The
name should be identified from the following list. The description should indicate the purpose of the deliverable, including the target audience
and should indicate the type of content to be provided in the deliverable. For example, “Brochure for parents of retained students explaining
options for assistance.” Any required reports should also be included in this section.
Announcement
Brochure
CD Rom
Curriculum
Database
Database Analysis
Display
DVD
Evaluation Instrument
Guidelines
Instructional Materials
Lesson Plans
Manual
Needs Assessment
Newsletter
Policy Paper
Poster
Public Service Announcement
Report
Report Format
Screening Device
Software
Survey
Teacher’s Guides
Technical Assistance Paper
Training Materials – Handout
Training Materials – Presentation
PowerPoint)
Training Modules - Online
Video
Website
Workbook
Other
(2) For each deliverable identified in Column (1), specify all of the proposed standards that should be used to determine whether the deliverable
meets the expectations for the project. The standards should be selected from the following list and any additional detail appropriate to each
standard should be provided. For example, if one of the standards is “Meets technical specifications,” the descriptions should outline the
proposed technical standards.
ADA Compliant
Format Consistent with Content and
Review by DOE Staff
Appropriate for Duplication
Intended Audience
Review by Other Entity
Appropriately Organized
Grammatically Correct
Sufficient Copies Provided
Attractive
Includes Copyright and Funding Information
Translated into Appropriate Languages
Content Accurate
Meets technical specifications
User-Friendly
Content Complete
Peer Review
Other
Design and Content Appropriate to
Readability Level is Appropriate to
Intended
Audience
Audience
DOE 900D
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TRAINING, TECHINCAL ASSISTANCE, AND DISSEMINATION FORM
Provide in Column (3), the date when the deliverable will be complete. Interim dates for drafts, review, etc., should also be provided as
applicable.
Training, Technical Assistance, and Dissemination: All training and technical assistance (TA) activities whether provided onsite,
through distance learning media, conferences, workshops, or other delivery strategies
(1) Name of Activity and Brief
Description
(2) Quantity and Quality
Standards for Acceptance
(3) Method of Documentation
(4) Critical
Timelines
DOE 900D
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APPLICANT INSTRUCTIONS: TRAINING, TECHNICAL ASSISTANCE AND DISSEMINATION FORM
Training, Technical Assistance, and Dissemination: All training and technical assistance (TA) activities whether provided onsite,
through distance learning media, conferences, workshops, or other delivery strategies
(1) For each training, technical assistance or dissemination activity to be completed by the project, enter in Column (1), the name of the activity
and provide a brief description. The name should be identified from the following list. The description should indicate the purpose of the activity,
including the target audience and should indicate the type of content to be provided. For example, “Training for third grade teachers of reading in
use of multiple instructional strategies.”
Coaching
Distribution of Printed Material
On-Site Technical Assistance
Conference
Exhibits
Preservice Training
Coursework at Institutions of Higher
Follow-up to Training Activities
Seminars
Education
In-service Training
Telephone Technical Assistance
Dissemination though the Media
Mentoring
Workshop(s)
Dissemination Through Internet
One-On-One Training
Other
Distance Learning
Distribution of Media (Software, Videos, CD
ROMs,
etc.)
(2) For each activity identified in Column (1), specify all of the proposed standards that should be used to determine whether the activity meets
the expectations for the project. The standards should be selected from the following list and any additional detail appropriate to each standard
should be provided. For example, if one of the standards is “Participant Feedback Indicative of Usefulness,” the descriptions should outline how
participant feedback will be gathered and assessed.
Appropriately Organized
Design and Content Appropriate to
Grammatically Correct
Content Accurate
Intended Audience
Meets Technical Specifications
Content Complete
Use of Consultants
Participant Feedback Indicative of
Delivery Appropriate to Content and
Follow-up Data Indicative of Effectiveness
Usefulness
Audience
Format Consistent with Content and
Replicable
Intended Audience
User-Friendly
Other
(3) Provide in Column (3), the information/materials which will be provided (or otherwise available) to document the performance of the project.
Agreements
Analysis of Requests and Responses
Anecdotal Data
Contracts
Evaluation Summaries
List of Participants
NRS Report
Observation by DOE Staff
Participant Competency Evaluations
Participant Feedback Summaries
Peer Review
Purchase Orders
Self-Reporting
Sign-in Sheets
Travel Itineraries
Verification of Dissemination to Target
Audiences
Other
(4) Provide in Column (4), the critical timelines for completion of each activity taking into consideration announcements of training availability,
delivery of training, completion of follow-up, etc.
DOE 900D
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STUDENT PERFORMANCE FORM
Student Performance: Any measure that is specific to student performance; e.g., test scores, attendance, behavior, award of diplomas,
certificates, etc. Students may include pre-k, K-12, and adult learners
(1) Name of Performance and Brief
Description
(2) Method of Evaluating Performance
(3) Method of DOE Verification
(4) Timelines for
Data Collection
DOE 900D
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APPLICANT INSTRUCTIONS: STUDENT PERFORMANCE FORM
Student Performance: Any measure that is specific to student performance; e.g., test scores, attendance, behavior, award of diplomas,
certificates, etc. Students may include pre-k, K-12, and adult learners
(1) For each type of student performance to be impacted by the project, enter in Column (1), the name of the performance from the following list
and provide a brief description. The description should describe the student population and provide detail about the expected student
performance. For example, “Academic Achievement – Reading: Low-performing 3
rd
grade students in Smith Elementary School will increase by
1 level on the FCAT.”
Academic Achievement – Language Arts
Diploma
Participation in Assessment
Academic Achievement – Math
Enrollments
Participation in Least Restrictive
Academic Achievement – Reading
GED
Environment (LRE)
Academic Achievement – Science
High School Credential
Placements, Retention, Completions
Academic Achievement – Social Studies
Job Placement
(postsecondary JOBS)
Academic Achievement – Writing
Job Retention
Postsecondary Education Placement
Achievement – Arts
Improvement in Behavior
Postsecondary Education Completion
Achievement – Other
Increased Self-Sufficiency Through Use of
Program Completion
Achievement – Vocational Education
Technology
Promotion to Next Grade
Attendance
Literacy Completion Points
Satisfactory Completion of Coursework
Award of Certificate
Non-Traditional Enrollments
Secondary Credential
Career Advancement Retention
Occupational Completion Points
State-Adopted Assessment
Decrease in Disciplinary Actions
Parental Involvement in Education of
Workplace Readiness Completion
Decrease in Drop-out Rate
Dependent Children
Other
Decrease in Suspensions/Expulsions
Parental Involvement in Literacy Activities
of Dependent Children
(2) For each student identified in Column (1), specify all of the proposed standards from the following list that should be used to determine
whether the performance meets the expectations for the project. Any additional detail appropriate to each standard should be provided. For
example, if one of the standards is “Graduation Data,” the description should outline how the data will be gathered and what level of graduation
rate is expected.
Anecdotal Data
Graduation Data
Progress Monitoring
AYP Determination
Observation
Promotion Data
Disciplinary Referrals
Participation Records
School Grades
FCAT
Placement Data
Standardized Tests
GED Data
Portfolios
Suspension/Expulsion Data
Other
DOE 900D
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Rev. 01/06
APPLICANT INSTRUCTIONS: STUDENT PERFORMANCE FORM
Student Performance (continued)
(3) Provide in Column 3, the information/materials which will be provided (or otherwise available) to document the performance of the project.
Agreements
Analysis of Requests and Responses
Anecdotal Data
Contracts
Evaluation Summaries
List of Participants
NRS Report
Observation by DOE Staff
Participant Competency Evaluations
Participant Feedback Summaries
Peer Review
Purchase Orders
Self-Reporting
Sign-in Sheets
Travel Itineraries
Verification of Dissemination to Target
Audiences
Other
(4) Provide in Column (4), the critical timelines for completion of each activity taking into consideration announcements of training availability,
delivery of training, completion of follow-up, etc.
DOE 900D
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SERVICE DELIVERY FORM
Service Delivery: Delivery of intended services to target population; e.g., adult literacy services, child find services, student evaluation
services, etc.
(1) Name of Service and Brief
Description
(2) Standard(s) for Acceptance
(3) Method of DOE Verification
(4) Timeline for
Service Delivery
DOE 900D
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APPLICANT INSTRUCTIONS: SERVICE DELIVERY FORM
Service Delivery: Delivery of intended services to target population; e.g., adult literacy services, child find services, student evaluation
services, etc.
(1) For each type of service to be delivered by the project, enter in Column (1), the name of the performance from the following list and provide a
brief description. The description should describe the service and provide detailed information about the nature of the service to be delivered.
For example, “Mentoring—The project will provide trained adult mentors to work at least once per week with elementary students who have
scored Level I or II on the FCAT in reading or math.”
Adult Literacy Activities
Career, Technical Education
Interagency Collaboration
Mentoring
Neighborhood Self-Sufficiency Through
Collaboration
Participation in Defined Program (e.g.,
After-School)
Referrals for Other Services
Statewide Leadership Activities
Student Evaluation/Assessment
Adult Literacy Activities
Career, Technical Education
Interagency Collaboration
Mentoring
Neighborhood Self-Sufficiency
Through
Collaboration
Participation in Defined Program (e.g.,
After-School)
Referrals for Other Services
Statewide Leadership Activities
Student Evaluation/Assessment
Other
(2) For each service identified in Column (1), specify from the following list all of the proposed standards that should be used to determine
whether the performance meets the expectations for the project. Any additional detail appropriate to each standard should be provided. For
example, if one of the standards is “Mentoring is appropriate to identified needs,” the description should specify of the identified needs and
indicate of how the project will determine that mentoring is appropriate.”
Mentoring Is Appropriate to Identified
Quantity of Evaluations/Assessments Meet
Specified Agencies Collaborate
Needs
Established Minimums Quantity of
Students Evaluations/Assessments Are
Participation Rate Meets Established
Mentoring Meets Established Minimums
Administered
Appropriately
Minimums
Quantity of Service Meets Established
Units of Service Meet Established
Quality of Service Meets Generally
Minimums
Minimums
Accepted
Guidelines
Referrals Are Appropriate to Identified
Other
Needs
(3) Provide in Column (3), the information/materials which will be provided (or otherwise available) to document the performance of the project.
Agreements
Meeting Agendas
Purchase Orders
Anecdotal Data
Meeting Minutes
Sign-in Sheets
Attendance Records
NRS
State-Approved Assessments
Case Records
Observation by DOE Staff
Travel Itineraries
Contracts
Participant Feedback Summaries
Other
List of Participants
(4) Provide in Column (4), the critical timelines for service delivery including initiation and termination dates, for example.
DOE 900D
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FORMAL THIRD PARTY EVALUATION FORM
Formal Third-Party Evaluation: A formal evaluation conducted by a party not employed by the fiscal agent either under contract with
the project recipient or under the auspices of the FDOE
(3) Date(s) Evaluation
(1) Scope of Evaluation and Brief Description
(2) Type of Entity Conducting Evaluation
to Be Conducted
DOE 900D
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Rev. 01/06
INSTRUCTIONS: FORMAL THIRD PARTY EVALUATION
Formal Third-Party Evaluation: A formal evaluation conducted by a party not employed by the fiscal agent either under contract with
the project recipient or under the auspices of the FDOE
If a formal third-party evaluation is required or proposed for this project the following information must be provided.
(1) In column (1), specify the scope of the evaluation using one or more of the descriptors provided below. Provide additional information
regarding the nature of the evaluation. For example, if the evaluation will cover only selected elements of the project, specify the elements to be
evaluated.
All Aspects of Project
Compliance Review
Formative Evaluation
Outcome Assessment
Process Review
Selected Elements of Project
Summative Evaluation
(2) In column (2) indicate the type of entity from the following list which will be conducting the third-party evaluation. Provide any additional
information which may be available about the entity to conduct the evaluation such as selection criteria or qualifications.
Board/Commission/Task Force
Governmental Agency
Institution of Higher Education
Consultant Firm
Independent Entity Selected by Project
Selected Peer Reviewers
DOE Funded Project
Individual Consultant
Other
(3) Provide in Column (3), the date(s) when the evaluation will be conducted including the date for completion of reports.
DOE 900D
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