FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Competitive Projects
Bureau / Office
K-12 Education, Bureau of Instruction and Innovation (BII)
Program Name
Collaborative Curriculum Challenge Grant
Specific Funding Authority (ies)
State Appropriations: Appropriations Act, Line Item #109 and Catalog for State Assistance
(CFSA) number 48.040
Funding Purpose / Priorities
The purpose of this project is to enhance the academic performance of students who are gifted
through the innovative redesign of instruction and collaboration to develop greater knowledge
and intellectual skills through challenging activities. The program supports Strategic Imperative
8 to coordinate efforts to improve higher student learning.
Total Funding Amount / Approximate Number of Awards
$100,000
No more than $10,000 will be awarded per project.
It is estimated that at least ten awards will be presented.
Matching Requirement
None
Budget / Performance Period
July 1, 2008 through June 30, 2009.
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.
Target Population(s)
Gifted; Grades K-12; Schools and School Districts
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Eligible Applicant(s)
Teachers, Principals, District Administrators
Application Due Date
January 25, 2008
.
The
due date refers to
the date of receipt in Grants Management.
Facsimile and email submissions are not acceptable.
Contact Persons
BII Program Contact Grants Management Contact
Donnajo Smith Wanda Akisanya
Program Specialist, Gifted Program Specialist
(850) 245-0830; Suncom: 205-0830
850/245-0782; Suncom: 205-0782
E-mail: Donnajo.Smith@fldoe.org E-mail:
Wanda.Akisanya@fldoe.org
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://fldoe.org/comptroller/doc/gbsectiond.doc
* * *
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
- The
Instructions
describe what the applicant is to include in each Narrative
Component.
- 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.
-
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 1 point
Provide a brief summary of the proposed project in no more than 100 words.
Specify the program title, the project intent and expected outcomes. Identify whether
this is a school or district proposal. The abstract should be free from abbreviations,
acronyms, and organization-specific terminology. Indicate whether this project has
previously received Challenge Grant funds. Include the grade level and number of
gifted and non-gifted students or educators to be served. This summary should
consist of clear, concise statements that can be used by the DOE for a number of
purposes.
•
The project is described in a brief summary including specified information.
•
It is clear that the proposed project aligns with the intended purpose/priorities
2. Project Need
12 points
Describe the need for the proposed 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.
•
Supportive data clarifies how the school or district is currently serving students who
are gifted. How will this program provide opportunities for advanced levels of
achievement? What learning opportunities and instructional resources not currently
available will be provided?
•
Service for students who are gifted is provided during school hours and addresses
academic skills, learning experiences, and instructional resources that present
opportunities for advanced levels of achievement.
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3. Project Design and Implementation 40 points
Describe the measurable objectives, activities, and timeline for the proposed
project.
Describe how the proposed program will be structured and how it facilitates an
innovative redesign of instruction, including any necessary training for
educators.
The objectives are measurable, qualitative, challenging, yet achievable, and
address all outcomes of the project. Clearly state what students will be
expected to accomplish in terms of new knowledge, skills, and abilities. The
primary Sunshine State Standards and Frameworks for Gifted that will be
addressed with the project are cited. The curriculum content to be addressed is
appropriate for the specific needs of gifted learners.
•
The objectives are measurable, qualitative, challenging, yet achievable, and
address all outcomes of the project.
•
It is evident that activities / methods are comprehensive and likely to result in
achievement of objectives.
•
Instructional strategies reflect curriculum design modifications and should
incorporate authentic tasks, authentic environments, multidisciplinary approaches,
use of technology, process skills, student reflection/metcognition, and/or student
products.
•
The collaboration is clearly described showing how the collaborators will work
together in a joint intellectual effort. Evidence is provided that the collaboration will
enhance the academic achievement of the gifted students. Letters of support from
administration, community resources, college contacts, or other collaborators are
provided in the appendix as appropriate.
•
Program personnel are described with a staff organization plan for the proposed
project indicating who will have administrative responsibility for the project. Project
personnel are identified by position title and with qualifications for their role,
including media specialists, Florida Diagnostic and Learning Resources System
(FDLRS) staff, etc. Letters of support or commitment are provided in the appendix
as appropriate.
•
The timelines are specific, realistic, and consistent with measurable objectives and
outcomes. The instructional outline and schedule for the program is described. An
outline of the instructional plan in a calendar or syllabus will meet this requirement.
4. Evaluation
12 points
Describe the instruments and method(s) for evaluating the project.
Discuss plans for frequent and on-going assessment of academic growth and
accomplishment including data to be collected and compiled to determine
accomplishment of the project and clear evidence of student academic gains.
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•
The evaluation instruments are appropriate to effectively measure program
success.
•
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.
•
Provisions for assessment strategies and criteria using qualitative and quantitative
measures for evaluation of the program objectives are clear and will assess student
academic performance.
5. Support for Strategic Imperatives 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
Describe how the proposed project will address the reading and math/science
initiatives of the Department of Education.
Just Read Florida
URL: http://www.justrreadflorida.com/
Math/Science Initiative
URL:
http://www.fldoestem.org/center13.aspx
•
The project utilizes a comprehensive plan for integrating pertinent aspects of the
Just Read, Florida! and the Math/Science initiatives.
•
The applicant has included effective methods for incorporating one or more of the
SBE Strategic Imperatives.
6. Dissemination Plan
15 points
Describe the methods /strategies to disseminate and share information about the
project to appropriate populations.
Describe plans to share the results with other groups at workshops, meetings,
conferences, posting information on a website or other effective means.
Dissemination must include a written narrative about the project for inclusion in
a DOE publication geared to practitioners. By June 30, 2008, project
coordinators must complete and submit the narrative using the format provided
in the application packet, which will include a project evaluation.
•
The applicant’s dissemination plan will use effective and realistic means to reach
the appropriate target populations.
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•
The plan for dissemination of the project accomplishments describes strategies for
sharing results for other schools or districts who may choose to replicate the intent
of the project beyond the required report.
•
The methods/strategies used to share services provided by the proposed project
are innovative and will clearly benefit the target population.
7. Budget
15 points
Present a budget that reflects objectives and proposed costs of the project.
The intent of the program is a redesign on instruction, thus any materials or
technology in the budget must be clearly aligned to the project intent and not a
plan to add technology to a current program.
The amount of time to be spent specifically on project activities should be stated
as a portion of a full time equivalent (FTE) for a specific amount of time (e.g. .5
FTE for 3 months, 1.0 for 3 weeks). Specify whether this will be paid out of
project funds.
•
The proposed project budget presents expenses that are realistic, accurate, clearly
relate to and reflect project activities, objectives, and outcomes.
•
The justifications for expenditures are reasonable and clearly explained.
•
The required personnel, professional and technical services, and/or travel for the
project are clearly and adequately explained.
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, letters of
support and illustrations.
Funding Method
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 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
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.
The Challenge Grant Collaborative Curriculum funds are intended primarily for curriculum
development, instructional planning, and the implementation of redesigned, innovative
curriculum. Funds may also be used for professional development and instructional resources
not currently provided by the school district that are necessary to meet instructional objectives.
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Funding amounts are subject to change based on the legislative approval of general revenue
appropriations and the Governor’s signature of approval on the legislative Appropriations Act.
Funds shall be obligated no earlier than the effective date of the legislative appropriation,
usually July 1.
The project award notification (DOE 200) will indicate:
o
Project budget
o
Program periods
o
Timelines:
Last date for receipt of proposed budget
Program amendments
Incurring expenditures and using purchase orders
Liquidating all obligations
Submitting final disbursement reports
Project recipients do no 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 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, or plaques.
Administrative costs including Indirect Costs:
No indirect costs may be charged to the
Challenge Grant budget. Administrative costs must be documented and directly related to the
conditions of the grant.
Grants Fiscal Management Training Requirement
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.
Grantee must send at least one person to a
meeting
to review the expectations for
evaluation and dissemination. It will be beneficial to send the person responsible for
compiling the summary report and arranging for dissemination. Grant funds may be directed
to cover the cost of travel and housing for one contact person to attend the mandatory one
day state meeting to review project evaluation guidelines as described in the application
packet. Failure to have a representative attend may impact future Challenge Grant program
funding to the institution.
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 10-19.
Notice of Intent-to-Apply
The due date to notify the Program contact person Donnajo Smith of Intent-to-Apply is
January 11, 2008. This notification can 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 apply.
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Method of Answering Frequently Asked Questions or Providing Changes
The last date that questions will be answered is January 18, 2008.
Any changes in dates,
clarifications, or addenda to the Request for Proposals will be addressed via e-mail contact to
all who file an intent-to-apply.
Method of Review
A peer review process will be used to evaluate the Collaborative Curriculum Challenge Grant
competitive proposals.
o
Proposals are screened by DOE program staff to ensure that all state requirements in
the RFP are addressed.
o
Proposals will be subject to content review by a committee representing school district
programs and personnel understanding the special needs of gifted students.
o
Each proposal meeting the conditions for acceptance is reviewed and scored by five
qualified reviewers.
o
The Program Office ranks the proposals in order from highest to lowest score.
o
DOE staff will review recommended proposals for compliance with the programmatic
and fiscal policies of the project.
o
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.
o
Awards are subject to the availability of funds.
o
Proposals with a final score of less than 70 are not eligible for funding consideration.
o
It is anticipated that applicants will be notified of the review outcomes before or during
May, 2008.
Conditions for Acceptance / Substantially Approvable Form
The requirements listed below must be met for applications to be considered for review:
•
Application is received within the FDOE by the close of business on the due date;
•
Application includes required forms:
o
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 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.
•
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.
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R
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echnical/Formatting and Other Application Submission Requirements
T
00A Project Application
•
tapled, but no other binding will be acceptable.
ottom
eets of paper identifying the district/agency name in the upper
•
be labeled appropriately by subject area that is being
•
Attachments
tion Form (DOE 100A)
rant forms DOE 100A and DOE 101 may be accessed in PDF format at the following URL:
•
One original and four copies of the completed proposal.
•
The original must bear an original signature on the DOE 1
Form.
May be s
•
Pages should be numbered.
•
Margin size: 1” sides, top and b
•
Font Type /Size Arial 12
•
Single sided pages
•
8.5 X 11-inch plain sh
right hand corner of the page.
1.5 or double spacing
•
Narrative pages should
addressed.
Project Applica
Budget Narrative Form (DOE 101)
Project Summary
G
http://www.fldoe.org/ese/granhome.asp.
Application must be submitted to:
F
Office of Grants Management
lorida Department of Education
325 W. Gaines Street,
(
Room 325)
Tallahassee, Florida 32399-0400
APPLICANT INSTRUCTIONS: PERFORMANCE ACCOUNTABILITY
Project Performance Accountability
The Florida Department of Education has developed a standardized format for applicants to use in preparing their proposals /
applications for discretionary funds. The intent of this process is to assure proper accountability for the use of federal and state
funds. The Department has implemented a web-based Grants Management System and the information provided about each
funded project will be entered into this system. The Department’s program managers will track each project’s performance based on
the information provided in this section of the approved project.
This information will:
9
Provide a centralized capability for retrieving information about various discretionary projects awarded by the Department.
9
Assist policy-makers and managers in monitoring discretionary funds and the impact they are having.
9
Provide baseline information that can be used in assessing the alignment of funding to goals and strategic imperatives and in
allocating available funding to priority needs.
9
Facilitate effective project monitoring.
Types of project performance have been organized into four categories. These are:
9
Deliverables:
Category Includes: Documents such as manuals, reports, videos, CD ROMs, training materials, brochures, and
any other tangible product to be developed by the project.
9
Training, Technical Assistance, and Dissemination:
Category Includes: All training and technical assistance (TA) activities
whether provided onsite, through distance learning media, conferences, workshops, or other delivery strategies.
9
Student Performance:
Category Includes: Any measure that is specific to student performance (e.g., test scores, attendance,
behavior, award of diplomas, certificates, etc. “Students” may include pre-k, K-12, and adult learners as well as parents.
9
Service Delivery:
Category Includes: Delivery of intended services to target population (e.g., adult literacy services, child find
services, student evaluation services, etc.)
For each type of performance for which a project will be held accountable, the applicant must complete the information specified in
the attached forms. Use only those forms and types of performance applicable to the project. Instructions are provided for the
completion of each form.
Selected projects are required to obtain independent, formal, third-party evaluations. Other projects elect to obtain such evaluations.
If the proposal or application includes a required or optional third-party evaluation, a form and instructions for describing the proposal
evaluation are provided.
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DELIVERABLES FORM
Deliverables: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible product to be developed by the
project
(1) Name of Deliverable and Brief Description
(2) Standard(s) for Acceptance
(3) Due Date(s)
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APPLICANT INSTRUCTIONS: DELIVERABLES FORM
Deliverables: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible product to be developed by the
project
(1) For each deliverable to be completed by the project, enter in Column (1), the name of the deliverable and provide a brief description. The
name should be identified from the following list. The description should indicate the purpose of the deliverable, including the target audience
and should indicate the type of content to be provided in the deliverable. For example, “Brochure for parents of retained students explaining
options for assistance.” Any required reports should also be included in this section.
Announcement
Brochure
CD Rom
Curriculum
Database
Database Analysis
Display
DVD
Evaluation Instrument
Guidelines
Instructional Materials
Lesson Plans
Manual
Needs Assessment
Newsletter
Policy Paper
Poster
Public Service Announcement
Report
Report Format
Screening Device
Software
Survey
Teacher’s Guides
Technical Assistance Paper
Training Materials – Handout
Training Materials – Presentation
PowerPoint)
Training Modules - Online
Video
Website
Workbook
Other
(2) For each deliverable identified in Column (1), specify all of the proposed standards that should be used to determine whether the deliverable
meets the expectations for the project. The standards should be selected from the following list and any additional detail appropriate to each
standard should be provided. For example, if one of the standards is “Meets technical specifications,” the descriptions should outline the
proposed technical standards.
ADA Compliant
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
Provide in Column (3), the date when the deliverable will be complete. Interim dates for drafts, review, etc., should also be provided as
applicable.
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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) Name of Activity and Brief
Description
(2) Quantity and Quality
Standards for Acceptance
(3) Method of Documentation
(4) Critical
Timelines
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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
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
Preservice Training
Seminars
Telephone Technical Assistance
Workshop(s)
Other
(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
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.
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.
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STUDENT PERFORMANCE FORM
Student Performance: Any measure that is specific to student performance; e.g., test scores, attendance, behavior, award of diplomas,
certificates, etc. Students may include pre-k, K-12, and adult learners
(1) Name of Performance and Brief
Description
(2) Method of Evaluating Performance
(3) Method of DOE Verification
(4) Timelines for
Data Collection
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APPLICANT INSTRUCTIONS: STUDENT PERFORMANCE FORM
Student Performance: Any measure that is specific to student performance; e.g., test scores, attendance, behavior, award of diplomas,
certificates, etc. Students may include pre-k, K-12, and adult learners
(1) For each type of student performance to be impacted by the project, enter in Column (1), the name of the performance from the following list
and provide a brief description. The description should describe the student population and provide detail about the expected student
performance. For example, “Academic Achievement – Reading: Low-performing 3
rd
grade students in Smith Elementary School will increase by
1 level on the FCAT .”
Academic Achievement – Language Arts
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.
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
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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.
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SERVICE DELIVERY FORM
Service Delivery: Delivery of intended services to target population; e.g., adult literacy services, child find services, student evaluation
services, etc.
(1) Name of Service and Brief
Description
(2) Standard(s) for Acceptance
(3) Method of DOE Verification
(4) Timeline for
Service Delivery
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APPLICANT INSTRUCTIONS: SERVICE DELIVERY FORM
Service Delivery: Delivery of intended services to target population; e.g., adult literacy services, child find services, student evaluation
services, etc.
(1) For each type of service to be delivered by the project, enter in Column (1), the name of the performance from the following list and provide a
brief description. The description should describe the service and provide detailed information about the nature of the service to be delivered.
For example, “Mentoring—The project will provide trained adult mentors to work at least once per week with elementary students who have
scored Level I or II on the FCAT in reading or math.”
Adult Literacy Activities
Career, Technical Education
Interagency Collaboration
Mentoring
Neighborhood Self-Sufficiency Through
Collaboration
Participation in Defined Program (e.g.,
After-School)
Referrals for Other Services
Statewide Leadership Activities
Student Evaluation/Assessment
Adult Literacy Activities
Career, Technical Education
Interagency Collaboration
Mentoring
Neighborhood Self-Sufficiency
Through Collaboration
Participation in Defined Program (e.g.,
After-School)
Referrals for Other Services
Statewide Leadership Activities
Student Evaluation/Assessment
Other
(2) For each service identified in Column (1), specify from the following list all of the proposed standards that should be used to determine
whether the performance meets the expectations for the project. Any additional detail appropriate to each standard should be provided. For
example, if one of the standards is “Mentoring is appropriate to identified needs,” the description should specify of the identified needs and
indicate of how the project will determine that mentoring is appropriate.”
Mentoring Is Appropriate to Identified
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/Assessments 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.
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
Revised 03/07
19
