FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Competitive Projects
Bureau / Office
Just Read, Florida!
Program Name
Intervention Research Grant
Specific Funding Authority (ies)
2006 General Appropriation
Funding Purpose / Priorities
To provide funding for districts to conduct research evaluating the impact of reading interventions in
direct support of Florida’s goal that all children will read on grade level or higher by 2012. Funds may
only be used to cover those costs associated with the evaluation.
Target Population(s)
Students in Title I eligible middle and high schools served by Florida schools and districts.
Eligible Applicant(s)
Florida school districts and consortia (may be in partnership with universities to conduct evaluation).
Application Due Date
Close of business on April 23, 2007.
The due date refers to the date of receipt in Grants Management.
Facsimile and email submissions are not acceptable.
Total Funding Amount / Approximate Number of Awards
$3,000,000/ Top performing awards will receive allocation based on requested funding amounts.
•
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The review committee and/or the Commissioner may recommend an amount greater of less
than the amount requested in the proposal.
Matching Requirement
None
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Budget / Performance Period
May 1, 2007-June 30, 2007
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
Evan Lefsky, Ph.D., Executive Director, Just Read, Florida!
850-245-0503
Evan.Lefsky@fldoe.org
Sue Wilkinson
Florida Department of Education
Grants Management
Sue.Wilkinson@fldoe.org
850-245-0712
Assurances
The Florida 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:
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);
Applicable regulations of other Federal agencies; and
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.
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Narrative Components
/
Scoring Criteria
As the state moves toward identifying the instructional conditions that need to be in place to help
struggling readers (students performing at level 1 or level 2 on the FCAT) in middle and high school
“close the gap” toward grade level reading skills, we need two types of information. First, we need
information about which instructional approaches are most effective for which types of students under
which conditions. Second, we need to know how much growth in reading we can reasonably expect if
we make an investment to implement specified instructional conditions with specific types of students.
The first type of information requires a carefully controlled comparison between two or more
interventions, and the second type of information requires that we adequately document the amount of
growth students experience from a single or multiple interventions.
Evaluation studies proposed in response to this RFP can be designed to provide either of these two
types of information, although priority will be given to funding proposals that can provide unambiguous
information of both.
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.
Project Abstract or Summary
Fixed
Requirement
•
The project is described in a brief summary.
Project Need
5
points
Describe the need for the project and provide supporting data as evidence.
•
The need is evident, compelling, and clearly linked to the outcome(s) of the project.
•
The need for the project is strongly justified through supportive data.
DESCRIBE SETTING(S) IN WHICH THE PROPOSED PROJECT WILL BE IMPLEMENTED AND
DEMONSTRATE SPECIFIC LITERACY NEEDS OF STUDENTS. INCLUDE:
A) The names and instructional level of each of the schools to be included in the project.
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B) Information that addresses schools eligibility to Receive Title I Funds. Include information
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confirming each participating school’s eligibility for Title I, Part A funding.
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C) The demographics of the population of each of the schools to be included in the project.
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Include at a minimum data on poverty, ethnicity, number of English language learners, and
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children with special needs.
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D) Information regarding the qualification of the schools’ teachers and instructional staff.
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Include information regarding the percentage of highly qualified teachers and teachers who are
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reading endorsed and/or K-12 reading certified.
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E) Information regarding the overall level of achievement in reading for the entire school
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population, the number of struggling readers, and any information related to the school’s AYP
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status.
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F) The current reading instructional program(s) implemented at each school, including
supplemental intervention reading programs (SIRP) and comprehensive intervention reading
programs (CIRP).
G) Any recent or current initiatives undertaken by district or each school to raise reading
achievement in each of the schools to be included in the project.
H) Any federal, state, or local programs with which the proposed project will coordinate or
collaborate.
While applicants are not required to do so, this information may be provided in chart format.
3.
Project Design and Implementation
30
points
Describe the measurable objectives, activities, and timeline for the project.
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The objectives are measurable (both quantitative and qualitative data are acceptable, but at
least some reading outcomes must be quantitative), challenging, yet achievable, and
address all outcomes of the project.
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It is evident that activities/ methods are comprehensive and likely to result in achievement
of objectives.
The timelines are specific, realistic, and consistent with measurable objectives and outcomes.
Acceptable project designs include (for further details see appendix):
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True experiments involving random assignment to well specified instructional
conditions
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Quasi-experiments involving comparison of non-randomly assigned groups
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Studies that evaluate the impact of a single intervention without a control group
A) DESCRIBE THE OVERALL PROGRAM DESIGNED TO INCREASE READING
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ACHIEVEMENT THROUGHOUT THE SCHOOL BY IMPROVING THE QUALITY OF
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LITERACY INSTRUCTION ACROSS THE CURRICULUM. INCLUDE:
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1) The assessment process that the proposed project will use to inform the planning
and implementation of the program designed to increase reading achievement
throughout the school.
2) The goals of the proposed program designed to increase reading achievement
throughout the school. Describe the extent to which program will address:
a) Reading comprehension – Understanding, remembering, and communicating
with others about what has been read. Comprehension strategies are sets of
steps that purposeful, active readers use to make sense of text.
b) Reading fluency, including oral reading skills – Fluency is the ability to read
text accurately, quickly, and with prosody. It provides a bridge between word
recognition and comprehension. Fluent readers recognize words and
comprehend at the same time.
c) Vocabulary – Development of stored information about the meanings and
pronunciation of words necessary for communication. There are four types of
vocabulary: listening, speaking, reading and writing.
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d) Motivation and self directed learning – building motivation to read and learn
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and providing students with the instructions and supports needed for continued
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independent learning.
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e) Phonemic awareness and phonics if necessary.
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3) An outline of the instructional strategies of the proposed research-based program
designed to increase reading achievement throughout the school. Describe the extent
to which the program will include:
a) Explicit instruction.
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b) Reading instruction that uses texts and content from student’s content-area
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courses.
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4) A description of the professional development for the teachers or other instructional
staff providing instruction designed to increase reading achievement throughout the
school. Include:
a) An outline of the goals for the project’s proposed professional development
program.
b) The expected participants.
c) A description of the content and scope and sequence of the professional
development to be provided.
d) An explanation of the strategies and materials that will be implemented in the
professional development that will ensure that it will be classroom focused and
will enhance the implementation of the curricula, materials and instructional
strategies adopted.
e) The number of hours, the frequency, and the method of delivery of the
professional development for each teacher and the extent to which the
professional development will be high quality, sustained and intensive.
f) If literacy coaching is provided as part of the professional development plan,
detail the qualifications and responsibilities of the literacy coach(es) and explain
the link between the literacy coaching and any professional development
delivered in a classroom or workshop setting.
5) A description of the process that the proposed project will use to monitor the
progress of the research-based program designed to increase reading achievement
throughout the school.
B) DESCRIBE THE RESEARCH-BASED LITERACY INTERVENTION DESIGNED TO
ACCELERATE THE DEVELOPMENT OF LITERACY SKILLS FOR STRUGGLING
ADOLESCENT READERS. INCLUDE:
1) A description of the process that the proposed project will use to identify struggling
readers.
2) The assessment process that the proposed project will use to plan instruction for each
struggling reader.
3) The goals of the proposed literacy intervention designed to accelerate the development
of literacy skills for struggling adolescent readers. Describe the extent to which the
intervention will address:
a) Reading comprehension – Understanding, remembering, and communicating with
others about what has been read. Comprehension strategies are sets of steps that
purposeful, active readers use to make sense of text.
b) Reading fluency, including oral reading skills – Fluency is the ability to read text
accurately, quickly, and with prosody. It provides a bridge between word recognition
and comprehension. Fluent readers recognize words and comprehend at the same
time.
c) Vocabulary – Development of stored information about the meanings and
pronunciation of words necessary for communication. There are four types of
vocabulary: listening, speaking, reading and writing.
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d) Phonics - The understanding that there is a predictable relationship between
phonemes – the sounds of spoken language – and graphemes – the letters and
spellings representing those sounds in written language. Readers use these
relationships to recognize familiar words accurately and automatically and to decode
unfamiliar words.
e) Phonemic Awareness – The ability to hear, identify and manipulate the individual
sounds – phonemes – in spoken words. Phonemic awareness is the understanding that
the sounds of spoken language work together to make words.
f) Motivation and self directed learning – Building motivation to read and learn and
providing students with the instructions and supports needed for continued independent
learning.
4) An outline of the instructional strategies of the proposed intervention for struggling
readers. Describe the extent to which the proposed intervention for struggling readers will
include:
a) Extended instructional time.
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b) Explicit instruction.
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c) Intensive, individualized instruction.
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d) Reading instruction that utilizes texts and content from student’s content-area
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courses.
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5) A description of the professional development for the teachers or other instructional staff
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providing the intervention to struggling readers. Include:
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a) An outline of the goals for the project’s proposed professional development program.
b) The expected participants.
c) A description of the content and scope and sequence of the professional
development to be provided.
d) An explanation of the strategies and materials that will be implemented in the
professional development that will ensure that it will be classroom focused and will
enhance the implementation of the curricula, materials and instructional strategies.
e) The number of hours, the frequency, and the method of delivery of the professional
development for each teacher and the extent to which the professional development will
be high quality, sustained and intensive.
f) If literacy coaching is provided as part of the professional development plan, detail the
qualifications of the literacy coach(es) and explain the link between the literacy
coaching and any professional development delivered in a classroom or workshop
setting.
6) A description of the process that the proposed project will use to monitor the progress of
struggling readers and how instructional decisions will be made based on data.
C)
DESCRIBE EVIDENCE THAT THE PROPOSED INTERVENTION AND PROGRAM SHOW
PROMISE IN SUBSTANTIALLY RAISING STUDENT ACHIEVEMENT IN READING. INCLUDE:
1) A description of evaluations or research studies that have been conducted of the proposed
intervention and school level program.
2) Information about the design and methodology of these studies, such as the use of random
assignment versus a comparison group, the sample sizes, and the analysis techniques
employed.
3) Information about the results from the studies, including the evidence of effectiveness or
successful outcomes and any implementation lessons that would be useful for the applicant to
take into account.
4) Include, as needed, full endnote citations supporting the research basis.
5)
Explain the extent to which the body of research on which the project is based meets the
definition of scientifically based reading research.
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4.
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Evaluation
3
5
points
Describe the instruments and method(s) for evaluating the project. (Please see the
Appendix for a description of the characteristics of each type of acceptable evaluation)
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The evaluation instruments are appropriate to effectively measure program success.
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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.
Describe a project evaluation that will evaluate the effectiveness of the intervention for
struggling readers and an evaluation of the program designed to increase reading
achievement throughout the school by improving the quality of literacy instruction across
the curriculum. In the description of the evaluations, include:
A) The extent to which the evaluation will employ systematic, empirical methods consistent
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with a rigorous design.
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B) How schools and/or students will be recruited to participate in the evaluation.
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C) When applicable, the number of schools or students that will be randomly assigned and
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the extent to which the numbers provide sufficient statistical power to detect reasonable
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effect sizes or impacts.
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D) When applicable, the procedures that will be used to randomly assign schools or
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students to the treatment or the control group and any procedures that will be instituted to
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prevent undermining of the randomization process.
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E) The baseline data that will be collected before the intervention.
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F) A description of the valid and reliable assessments that will be used to measure the
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extent to which the proposed project attained each of its goals.
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G) The timing of assessments and who will administer them.
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H) A description of the extent to which the evaluation involves rigorous data analyses
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adequate to test the stated hypotheses and justify the conclusions drawn.
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I) The extent to which the trial will evaluate long-term student outcomes.
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J) The procedures that will be used to reduce attrition of students from both the program
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and the evaluation’s data collection.
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5.
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Dissemination Plan
5
points
Describe the methods /strategies to disseminate and market information about the
project to appropriate populations.
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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.
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6.
Budget
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5
points
Present a budget that reflects objectives and proposed costs of the
project. Funds may only
be used to cover those costs associated with the evaluation.
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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.
7.
Quality of Project Personnel
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5
points
A) Demonstrate the leadership experience of the proposed project director, including his/her
past success with implementing large projects, bringing together different entities to work
together towards a common goal, and building capacity for sustained improvement within an
organization.
B) Demonstrate the qualifications of the project director to serve as the instructional leader for a
project grounded in scientifically based reading research and adolescent literacy practices.
C) Discuss the training, qualifications, and experience of the principal investigator/evaluator,
including his/her experience in designing and conducting these types of experiments in the
education field.
D) Discuss the training, qualifications, and experience of any other key personnel, including
any professional development providers.
E) Discuss the training, qualifications, and experience of all entities with whom the proposed
project will contract, especially those providing the professional development and evaluation
services, if applicable.
8.
Adequacy of Resources
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5
points
A) Demonstrate the support of the application by those stakeholders who would implement it,
particularly teachers, principals and their local professional organizations. The Department
considers “partners” in the context of this factor to mean those stakeholders. If the successful
implementation of the application requires the involvement or commitment of individuals or
entities (for example, attending a certain number of hours of professional development,
implementing new curriculum, or providing a certain number of release hours, etc.), then
demonstrate their understanding of the proposed project and the willingness of the individuals
and entities involved to carry it out.
B) Some LEAs require that any research activities carried out in the district be reviewed and
approved by their research office or an Institutional Review Board (IRB). Districts must submit
letters of approval from these offices or boards in support of their applications.
C) Explain the adequacy of the proposed costs in relation to the proposed activities, the
number of persons to be served, and the anticipated results and benefits.
D) Explain the adequacy of the proposed costs in relation to the significance of improvements
of the proposed project over the existing school program.
E) Explain the adequacy of the proposed costs in relation to the increases in student
achievement that would likely be attained by adolescents who are served by the proposed
project.
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F) Explain the adequacy of the proposed costs in relation to the scope and scale of the
evaluation to be conducted, particularly the randomized control trial.
9.
Quality of Management Plan
5
points
A) Provide a management plan for achieving the proposed project’s goals.
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B) Include benchmarks for each goal, project activities that support each benchmark, and a
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timeline that indicates when each of the activities will begin and target dates for completion.
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C) Specify objective indicators of achievement for each benchmark.
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D) Assign responsibility for each activity.
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E) Specify the number of hours per week each key person will dedicate to project activities.
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Applicants may consider anyone who has oversight or project-wide responsibilities a key
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person, including when applicable, the project director, the principal investigator/evaluator, the
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project manager or coordinator, and the provider(s) of the professional development.
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10. Significance
5
points
A) Demonstrate that the proposed project is likely to result in significant improvement in
adolescent literacy and that the materials, programs, and procedures implemented could be
replicated.
B) Demonstrate that the implementation of the proposed project has the potential to suggest
new best practices and effective strategies in the field of adolescent literacy that are tied to
scientifically based reading research.
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.
Fiscal Requirements
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Funds may be used to cover costs associated with the evaluation only.
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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.
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].
Notice of Intent-to-Apply
N/A
Method of Answering Frequently Asked Questions or Providing Changes
The last date that questions will be answered is April 16, 2007.
All questions will be addressed via
email, phone or through the Q&A posted at http://www.justreadflorida.com/. No changes to the
submitted grant will be allowed after April 23, 2007.
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Method of Review
The Just Read, Florida! staff shall review the application. The agency may be asked to supply
additional information for clarification of the project or to meet state and/or DOE guidelines.
Process Description:
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The department will allocate funds utilizing a statewide competitive process for awarding
projects to eligible recipients.
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All recipients must meet the minimum score of 70 to be considered for funding.
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This funding model does not automatically award funds to any particular agency.
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Project proposals will be read, evaluated and scored by a team of qualified reviewers.
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Reviewer teams will consist of a minimum of three individuals with knowledge and experience
in intervention instruction.
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Proposals will be ranked in order of highest to lowest scores.
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Funding will be recommended for the applicant with the highest score followed in succession
by the next highest score until funds are exhausted.
Conditions for Acceptance
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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 or 100B Application Form bearing the original signature of the
Superintendent for the school district or the agency head for other agencies.
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-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.
Application must be submitted to:
Office of Grants Management
Florida Department of Education
325 W. Gaines Street,
(
Room 325)
Tallahassee, Florida 32399-0400
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APPLICANT INSTRUCTIONS: PERFORMANCE ACCOUNTABILITY
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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:
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9
Provide a centralized capability for retrieving information about various discretionary projects awarded by the Department.
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9
Assist policy-makers and managers in monitoring discretionary funds and the impact they are having.
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9
Provide baseline information that can be used in assessing the alignment of funding to goals and strategic imperatives and in allocating
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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.
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)
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DELIVERABLES FORM
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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
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APPLICANT INSTRUCTIONS: DELIVERABLES FORM
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
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
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TRAINING, TECHNICAL ASSISTANCE, AND DISSEMINATION FORM
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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
NRS Report
Observation by DOE Staff
Participant Competency Evaluations
Participant Feedback Summaries
Peer Review
Self-Reporting
Sign-in Sheets
Travel Itineraries
Verification of Dissemination to Target
Audiences
DOE 905
15
Jan. 2006
APPLICANT INSTRUCTIONS: TRAINING, TECHNICAL ASSISTANCE, AND DISSEMINATION FORM
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List of Participants
Purchase Orders
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.
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 905
16
Jan. 2006
STUDENT PERFORMANCE FORM
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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
AYP Determination
Disciplinary Referrals
FCAT
GED Data
Graduation Data
Observation
Participation Records
Placement Data
Portfolios
Progress Monitoring
Promotion Data
School Grades
Standardized Tests
Suspension/Expulsion Data
DOE 905
17
Jan. 2006
APPLICANT INSTRUCTIONS: STUDENT PERFORMANCE FORM
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Other
DOE 905
18
?
Jan. 2006
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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 905
19
Jan. 2006
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 905
20
Jan. 2006
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
Anecdotal Data
Attendance Records
Case Records
Contracts
List of Participants
Meeting Agendas
Meeting Minutes
NRS
Observation by DOE Staff
Participant Feedback Summaries
Purchase Orders
Sign-in Sheets
State-Approved Assessments
Travel Itineraries
Other
DOE 905
Jan. 2006
21
APPLICANT INSTRUCTIONS: SERVICE DELIVERY FORM
(4) Provide in Column (4), the critical timelines for service delivery including initiation and termination dates, for example.
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 905
22
Jan. 2006
FORMAL THIRD PARTY EVALUATION FORM
?
DOE 905
23
?
Jan. 2006
?
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 905
24
Jan. 2006