FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Discretionary, Competitive Projects
Bureau / Office
K-12 Education, Bureau of Instruction and Innovation
Program Name
Governor’s Summer Program
Specific Funding Authority(ies)
State Appropriations: 2007 Appropriations Act, Line Item #109 and Catalog for State Assistance
(CFSA) number 48.004
Funding Purpose / Priorities
The purpose is to provide an opportunity for outstanding middle school and high school gifted
and high-achieving students to participate in and use the resources of the universities and
colleges in the state of Florida to expand choices and options for quality education.
The program supports Strategic Imperative 8 to coordinate efforts to improve higher student
learning.
Total Funding Amount / Approximate Number of Awards
$215,575
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A range of $25,000 - $40,000 awarded per project.
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It is estimated that six to ten awards will be presented.
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Matching Requirement
Institutions are required to show a minimum of $5,000 in matching or in-kind funds.
Budget / Program Performance Period
Budget period: July 1, 2007 through June 30, 2008
Performance Period: March 1, 2008 through September 30, 2008
State programs:
the project effective date will be no earlier than the effective date of the
legislative appropriation, usually July 1.
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Target Population(s)
Gifted and High-achieving students rising into grades 8-12
Eligible Applicant(s)
Community Colleges, Colleges and Universities
Application Due Date
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November 21, 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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Contact Persons
Program Contact
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Grants Management Contact
Donnajo
Smith Wanda
Akisanya
Program Specialist, Gifted
Program
Specialist
(850) 245-0830; Suncom: 205-0830
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850/245-0782;
Suncom:
205-0782
E-mail: Donnajo.Smith@fldoe.org
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E-mail:
Wanda.Akisanya@fldoe.org
Assurances
The Florida Department of Education developed and implemented a document entitled General
Terms, Assurances and Conditions for Participation in Federal and State Programs, to comply
with:
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34 CFR 76.301 of the Education Department General Administration Regulations
(EDGAR) which requires Local Educational Agencies (LEAs) 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.
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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://fldoe.org/comptroller/doc/gbsectiond.doc
School Districts, Community Colleges, Universities, and State Agencies
The certification of adherence, currently on file with the Department of Education Comptroller’s
Office, shall remain in effect indefinitely. The certification does not need to be resubmitted with
this application, unless a change occurs in federal or state law, or there are other changes in
circumstances affecting a term, assurance, or condition.
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Private Colleges, Community-Based Organizations, and Other Agencies
In order to complete requirements for funding, applicants must certify adherence to the General
Terms, Assurances, and Conditions by submitting the certification of adherence page, signed by
the agency head.
Private colleges, Community and Faith-Based Organizations, and other non-public agencies
must also submit:
(1) A copy of the organization’s current budget,
(2) A list of the board of directors, and if available,
(3) A copy of the institution or agency’s most recent annual audit report prepared by an
independent Certified Public Accountant licensed in this state
. [These items must be submitted,
with the application, prior to the issuance of a project award.]
Narrative Components
/
Scoring Criteria
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The
Instructions
describe what the applicant is to include in each Narrative
Component.
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Following the
Instructions,
within each Narrative Component, are
Criteria
.
The bulleted,
italicized statements are used by proposal reviewers to assess and score each
Narrative Component.
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The standard scoring
Criteria
are based on a 100 point scale, with a minimum score of
70 points required for an application to be considered eligible for funding.
1. Project Abstract or Summary
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3
points
Provide a brief summary of the proposed project in no more than 100 words.
Specify whether this is a day or residential program, number of students to be
served and grade level(s) targeted, beginning and ending dates for the program,
project highlights, student costs, and options for dual enrollment or college credit.
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The proposed project is described in a brief summary including general purpose,
specific goals, brief program design, and significance (contribution and rationale).
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It is clear that the proposed project aligns with the intended Funding Purpose /
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Priorities.
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2. Project
Need
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15 points
Describe the need for the proposed project and provide supporting data as
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evidence.
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Students must have demonstrated outstanding academic achievement or be
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identified as gifted in accordance with Rule 6A-6.03019, FAC.
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A minimum of three criteria must be used to select students for participation.
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The magnitude or severity of the problem is evident, compelling, and clearly linked to
the outcome(s) of the proposed project.
•
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The magnitude of the need for the services to be provided or the activities to be
carried out is apparent.
•
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The proposed project focuses on the identified needs of the targeted population(s).
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It is evident that the proposed project is focused on those with greatest needs.
•
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Gaps or weaknesses in services are explained, including the nature and magnitude of
the gaps and / or weaknesses.
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The need for the proposed project is strongly justified through supportive data.
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Criteria for eligibility are clearly stated.
3.
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Project Design and Implementation
45 points
Describe the measurable objectives, activities, and timeline for the proposed
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project.
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Learning experiences and instructional resources make effective use of the
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sponsoring institution and unique resources and clearly present opportunities for
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advanced levels of achievement.
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Describe the way the program offers an innovative approach that appears to offer
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gifted and high-achieving students a highly effective program.
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The goals, objectives, and outcomes are clearly specified and measurable.
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The intent of the project is clearly stated and identifies the particular academic
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strengths and unique resources of the sponsoring institution.
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The instructional outline is described in detail including when students will arrive and
leave, number of program days and hours per day. (Attached outline of the planned
instructional time in a daily plan, calendar, or syllabus will meet this requirement).
•
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The curriculum content to be addressed is appropriate for gifted and high-achieving
students in Mathematics, Humanities, Arts, or Social Science. Note: References to
the Sunshine State Standards may be used to justify curriculum.
•
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The design of the proposed project aligns with, and will successfully address, the
needs of the target population or other identified needs.
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The objectives are measurable, qualitative, challenging, yet achievable, and address
all expected outcomes of the proposed project.
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It is evident that activities / methods are comprehensive, likely to be effective, and
result in achievement of the objectives.
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Instructional strategies reflect curriculum design modifications and should incorporate
authentic tasks, authentic environments, multidisciplinary approaches, use of
technology, process skills, student reflection/metacognition, and/or student products.
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The methodology reflects up-to-date knowledge from research and best practices.
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The timelines are specific, realistic, and consistent with measurable objectives and
outcomes.
•
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If needed, a transportation plan is described to ensure access to the program for
students from large urban or rural areas.
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Provisions for housing, if applicable, are addressed.
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Program responsibility is clear, citing highest degree earned, current position held,
current employer, and prior experience working with gifted and high-achieving
students.
4.
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Evaluation
12 points
Describe the instruments and method(s) for evaluating the proposed project.
Describe any plans for follow-up during the 2008-09 school year to determine if the
goals of the program have made an impact on students and any revisions
indicated for future programs.
Include plans for sharing evaluation requirements including having each student
complete the Student Evaluation Form at the end of the program (see
Attachments), and a summary of the students’ forms to be submitted to the DOE
by the sponsoring institution.
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The methods are thorough, feasible, and appropriate to the goals, objectives, and
outcomes of the proposed project.
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The evaluation methods provide for examining the effectiveness of project
implementation strategies and are appropriate to the context within which the project
operates.
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The methods include the use of objective performance measures that clearly relate to
the intended outcomes of the proposed project and will produce quantitative and
qualitative data.
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The methods are likely to produce timely guidance for quality assurance.
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The evaluation process is comprehensive, likely to result in a successful project, and
includes an effective approach for using evaluation results to guide necessary
adjustments to the proposed project.
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The evaluation instruments are designed to effectively measure program progress
and success.
5. Support for Strategic Imperatives
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5
points
Incorporate one or more of the Florida State Board of Education (SBE) Strategic
Imperatives.
URL: http://www.fldoe.org/strategic%5Fplan/pdfs/2005-07_StratPlan.pdf
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Describe how the proposed project will address the reading and math / science
initiatives of the Department of Education.
Just Read Florida
URL:
http://www.justreadflorida.com/
Math / Science Initiative
URL: http://www.fldoestem.org/center13.aspx
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The applicant has included effective methods for incorporating one or more of the
SBE Strategic Imperatives.
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The proposed project utilizes a comprehensive plan for integrating pertinent aspects
of the Just Read, Florida! and the Math / Science initiatives.
6. Dissemination
Plan
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5 points
Describe the methods / strategies to disseminate and share information about the
proposed project to appropriate populations.
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The applicant’s dissemination plan will use effective and realistic means to reach the
appropriate audiences, including the target population(s), the local community, and
other organized entities, if / when indicated. (Contacts might include school district
administrators, gifted coordinators for local school districts, curriculum coordinators,
and superintendents).
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The methods and strategies used to share services provided by the proposed project
are innovative.
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The dissemination plan reflects a thorough grasp of the proposed project and the
positive impact on the targeted population(s).
7. Budget
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15
points
Present a budget that reflects objectives and proposed costs of the project.
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Specify student costs including tuition, room and board, and other costs.
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Describe the number of scholarships to be provided, the approximate amount of
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each scholarship, and the basis of awarding scholarships.
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Providing dual enrollment credit may not charge any costs to students.
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The budget is thorough, specific, and supports the proposed project.
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The proposed project budget presents expenses that are allowable, realistic,
accurate, and clearly relate to and reflect project activities, objectives, and outcomes.
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The costs are reasonable in relation to the objectives, design, and potential
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significance of the proposed project.
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The costs are reasonable in relation to the number of persons to be served and to the
anticipated results and benefits.
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The required personnel, professional and technical services, and / or travel for the
proposed project are clearly and adequately explained.
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The justifications for expenditures are reasonable and clearly explained.
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Funding should be appropriate to the length of the program in terms of student
contact hours as well as varied services.
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
that may be of help to the reviewers.
Funding Method
Advance Payment (State Grants Only) (Q)
Upon receipt of the Project Award Notification, up to 25% of the total award may be advanced
for the first payment period. To receive subsequent payments, at least 90% of amount
advanced must be reported on the DOE 399 and supported by appropriate documents,
including copies of invoices, timesheets, receipts, etc.
Quarterly Advance to Public Entity (S)
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 DOE 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 DOE financial report.
Fiscal Requirements
Supporting documentation for expenditures is required for all funding methods. Examples of
such documentation include but are not limited to: payroll records, contracts, invoices with check
numbers verifying payment, and / or bank statements; all or any of which must be available
upon request.
Funded projects and any amendments are subject to the procedures outlined in the Project
Application and Amendment Procedures for Federal and State Programs (Green Book) and the
General Assurances for Participation in Federal and State Programs.
URL: http://www.fldoe.org/comptroller/gbook.asp
Note that all institutions are required to show a minimum of $5,000 in matching funds.
These funds may be from the sponsoring institutions, foundations, and/or businesses. In-kind
contributions may be used to meet the matching requirements.
The project award notification (DOE 200) will indicate:
o
Project budget
o
Program periods
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Timelines:
Last date for receipt of proposed budget
Program
amendments
Incurring expenditures and issuing purchase orders
Liquidating
all obligations
Submitting final disbursement reports.
Project recipients do not have the authority to report disbursements before or after these
specified dates.
Allowable Expenses
: Project funds must be used for activities that directly support the
accomplishment of the project purpose, priorities, and expected outcomes. All expenditures
must be consistent with applicable state and federal laws, regulations, and guidance.
Unallowable Expenses
: Project funds may not be used to supplant existing programs and / or
funding. No expenditures are allowed for food, social or promotional activities, or materials such
as tee shirts, certificates, social events, group photographs, refreshments, plaques, and with
certain exceptions for residential programs, meals.
Administrative Costs including Indirect Costs:
For State funded projects, when permitted by
the Florida Legislature, the maximum allowed for indirect costs is 10% or the negotiated rate.
Administrative costs must be documented and directly related to the conditions of the grant.
Grants Fiscal Management Training Requirement
Community-Based Organizations (CBOs), Faith-Based Organizations (FBOs), and other private
not-for-profit organizations that are recipients of DOE grants are required to attend, annually,
Grant Fiscal Management Training offered by the DOE. Failure to attend an initial or update
session can have a negative impact on the ability of the Florida Department of Education to
provide future funding to the organization.
Public agencies including school districts, other Local Education Agencies (LEAs), and
institutions of higher education that are recipients of DOE grants are strongly encouraged to
attend, annually, Grants Fiscal Management Training offered by DOE.
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 11-20.
Notice of Intent-to-Apply
The due date to notify the Program Contact person Donnajo Smith of Intent-to-Apply is
November 9, 2007.
This notification should be sent as an e-mail (Donnajo.Smith@fldoe.org) or
fax (850-245-0826) message and must 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 submit an application.
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Method of Answering Frequently Asked Questions (FAQs) or Providing Changes
All Frequently Asked Questions will be answered by e-mail contact to all who file Intent to Apply
form.
The last date that questions will be answered is November 15, 2007
.
Method of Review
A peer review process will be used to evaluate the Governor’s Summer Program competitive
proposals. Reviewers are selected to reflect a balance of backgrounds, experience, race,
ethnicities, and geographic locations within Florida.
Project proposals are screened by DOE program staff to ensure that federal regulations and
state requirements (as conditions for acceptance) in the RFP are addressed (see next section
for conditions).
Proposals that meet all state and federal requirements are evaluated and scored according to
the following process:
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Each proposal meeting the conditions for acceptance is reviewed and scored by three to
five qualified reviewers representing experienced and educational professionals and
stakeholders from Florida understanding the special needs of gifted and high-achieving
students.
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The Program Office ranks the proposals in order from highest to lowest score.
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DOE staff will review recommended proposals for compliance with the programmatic and
fiscal policies of the project.
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The Department will allocate funds utilizing a statewide competitive process for awarding
projects to eligible recipients, beginning with the application earning the highest score
followed, in succession, by the applications with the next highest scores until funds are
exhausted.
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Awards are subject to the availability of funds.
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Proposals with a final score of less than 70 are not eligible for funding consideration.
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It is anticipated that applicants will be notified of the review outcomes before or during
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March, 2008.
Conditions for Acceptance / Substantially Approvable Form
The requirements listed below must be met for applications to be considered in Substantially
Approvable form and thus eligible for review:
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Application is received within DOE
no later than 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.
o
DOE 101- Budget Narrative.
NOTE: Applications signed by officials
other than the appropr
iate 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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Submission of the signed certification signifying compliance with the “General
Assurances for Participation in Federal and State Programs,” (if not already on file in the
DOE Comptroller’s Office).
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Other Requirements - State Programs
Local school districts or other eligible applicants that apply to the DOE for non-federal
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program funding
must submit
a one page summary description of the plan proposed by
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proposed by the District or other entity to ensure equitable access to, and participation of
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students, teachers, and other program beneficiaries with special needs in their applications.
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A sufficient section 427 statement is described in OMB Control No. 1890-0007 (Exp.
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11/30/2007).
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For details, refer to URL: http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf
.
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Technical / Formatting and Other Application Submission Requirements
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Four copies plus original.
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Font Type / Size Arial 12
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Margin
size:
1” – both side and top / bottom margins
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1.5 or Double Spacing
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Single sided pages
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No Bound Copies
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Application should be prepared on 8.5 X 11 inch plain paper identifying the agency in the
upper right hand corner of the page.
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Narrative sections should be labeled by subject area being discussed.
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Number the pages of the application packet, for example, “Page 1 of 25, page 2 of 25…”
Attachments
Project Application Form (DOE 100A)
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Budget Narrative Form (DOE 101)
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Basic Program Data
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Student Program Evaluation
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Grant forms DOE 100A and DOE 101 may be accessed in PDF format at the following URL:
http://www.firn.edu/doe/commhome/granhome.htm
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
Project Performance Accountability
The Florida Department of Education has a standardized process for preparing proposals / applications for discretionary funds. This
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section of the RFP, Project Performance Accountability, is to assure proper accountability in the use of federal and state funds.
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Using the following forms and instructions, applicants is to select Project Performance data for each proposed project. If funded, the
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data is entered into the DOE web-based Grants Management System; data entry continues through the life of the grant. The
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Department’s program managers will track each project’s performance based on the information provided.
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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
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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.
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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.
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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 in the proposed project, enter in Column (1), the name of the deliverable and a brief description. Use only the following
list to identify each deliverable. Indicate the purpose of the deliverable, the target audience, and the type of content to be provided in the
deliverable. For example, “Brochure for parents of retained students explaining options for assistance.” Include any required reports in this
section.
Name of Deliverable and Brief Description
Announcement
(1)
Lesson
Plans
Survey
Brochure
Manual
Teacher’s
Guides
CD
Rom
Needs
Assessment
Technical Assistance Paper
Curriculum
Newsletter
Training Materials – Handout
Database
Policy
Paper
Training Materials – Presentation
Database
Analysis
Poster
(PowerPoint)
Display
Public Service Announcement
Training Modules - Online
DVD
Report
Video
Evaluation
Instrument
Report
Format
Website
Guidelines
Screening
Device
Workbook
Instructional
Materials
Software
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.
(2) Standard(s) for Acceptance
ADA Compliant
Appropriate for Duplication
Appropriately Organized
Attractive
Content Accurate
Content Complete
Design and Content Appropriate to
Intended Audience
Format Consistent with Content and
Intended Audience
Grammatically Correct
Includes Copyright and Funding
Information
Meets technical specifications
Peer Review
Readability Level is Appropriate to
Audience
Review by DOE Staff
Review by Other Entity
Sufficient Copies Provided
Translated into Appropriate Languages
User-Friendly
Other
(3) In the third column, provide the date when the deliverable will be complete
. If applicable, include interim dates for drafts, review, etc.
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DELIVERABLES FORM
(Examples: 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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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.”
(1) Name of Activity and Brief Description
Coaching
Conference
Coursework at Institutions of Higher
Education
Dissemination though the Media
Dissemination Through Internet
Distance Learning
Distribution of Media (Software, Videos,
CD ROMs, etc.)Distribution of Printed
Material
Exhibits
Follow-up to Training Activities
In-service Training
Mentoring
One-On-One Training
On-Site Technical Assistance
Pre-service Training
Seminars
Telephone Technical Assistance
Workshop(s)
Other
(2)
For each activity identified in Column (1), specify all of the proposed standards that will be used to determine whether the activity meets the
expectations for the project. Select the standards from the following list and provide any additional detail appropriate to each standard.
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.
(2) Quantity and Quality Standards for Acceptance
Appropriately Organized
Content Accurate
Content Complete
Delivery Appropriate to Content and
Audience
Design and Content Appropriate to
Intended Audience
Use of Consultants
Follow-up Data Indicative of Effectiveness
Format Consistent with Content and
Intended Audience
Grammatically Correct
Meets Technical Specifications
Participant Feedback Indicative of
Usefulness
Replicable
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.
(3) Method of Documentation
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)
In the fourth column provide the critical timelines for completion of each activity
(taking into consideration announcements of training
availability, delivery of training, completion of follow-up, etc.).
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TRAINING, TECHNICAL ASSISTANCE, AND DISSEMINATION FORM (
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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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 .”
(1) Name of Performance and Brief Description
Academic Achievement – Language Arts
Academic Achievement – Math
Academic Achievement – Reading
Academic Achievement – Science
Academic Achievement – Social Studies
Academic Achievement – Writing
Achievement – Arts
Achievement – Other
Achievement – Vocational Education
Attendance
Award of Certificate
Career Advancement Retention
Decrease in Disciplinary Actions
Decrease in Drop-out Rate
Decrease in Suspensions / Expulsions
Diploma
Enrollments
GED
High School Credential
Job Placement
Job Retention
Improvement in Behavior
Increased Self-Sufficiency Through Use
of Technology
Literacy Completion Points
Non-Traditional Enrollments
Occupational Completion Points
Parental Involvement in Education of
Dependent Children
Parental Involvement in Literacy Activities
of Dependent Children
Participation in Assessment
Participation in Least Restrictive
Environment (LRE)
Placements, Retention, Completions
(postsecondary JOBS)
Postsecondary Education Placement
Postsecondary Education Completion
Program Completion
Promotion to Next Grade
Satisfactory Completion of Coursework
Secondary Credential
State-Adopted Assessment
Workplace Readiness Completion
Other
(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.
(2) Method of Evaluating Performance
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
Other
DOE 905
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June 2007
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.
(3) Method of DOE Verification
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)
In the fourth column, provide 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
17
June 2007
STUDENT PERFORMANCE FORM (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
18
June 2007
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. 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
Neighborhood Self-Sufficiency Through
Other
Career, Technical Education
Collaboration
Statewide Leadership Activities
Interagency Collaboration
(1) Name of Service and Brief Description
Participation in Defined Program (e.g.,
Student Evaluation / Assessment
Mentoring
After-School)
Referrals for Other Services
(2)
For each service identified in Column (1), specify from the following list all of the proposed standards that will 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.”
(2) Standard(s) for Acceptance
Mentoring Is Appropriate to Identified
Needs
Participation Rate Meets Established
Minimums
Quality of Service Meets Generally
Accepted Guidelines
Quantity of Evaluations / Assessments
Meet Established Minimums Quantity of
Mentoring Meets Established Minimums
Quantity of Service Meets Established
Minimums
Referrals Are Appropriate to Identified
Needs
Specified Agencies Collaborate
Students Evaluations / A
ssessments Are
Administered Appropriately
Units of Service Meet Established
Minimums
Other
(3)
Provide in Column (3), the information / materials which will be provided (or otherwise available) to document the performance of the project.
(3) Method of DOE Verification
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
(4)
Provide in Column (4), the critical timelines for service delivery including initiation and termination dates, for example.
DOE 905
19
June 2007
SERVICE DELIVERY FORM (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
June 2007
DOE 905
21
June 2007
