FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Discretionary, Competitive Projects
Bureau/Office
Bureau of Educator Recruitment, Development and Retention
Program Name
Title II-A, Higher Education Agency Partnerships
Florida’s Assistance Systems to Provide All Certified Teachers Knowledge of Sunshine State
Standards
(“Fast Packs”)
Specific Funding Authority (ies)
CFDA: 84.367B, No Child Left Behind, Title II-A, Subpart 3
Funding Purpose/Priorities
To increase student academic achievement by helping schools and school districts improve
teacher quality. To increase the number of core subject area highly qualified teachers in the
classrooms through the design and development of competency packages based on Florida’s
revised Sunshine State Standards. Development of these packages will lead to certification in
the subject area coupled with follow-up support using coaches/mentors to promote teacher
effectiveness in their new core subject area(s) of certification/content knowledge. Teacher
effectiveness will be included in the design through the evaluation of improved teaching
practices and student learning in core subject areas (Please see Attachment B for definition of
“core subject areas.”).
Total Funding Amount/Approximate Number of Awards
$4,050,279 (individual grant awards will range from $250,000 to $750,000)
Matching Requirement
Not applicable
Budget / Program Performance Period
April 1, 2008, through June 30, 2009
Federal Programs:
The project effective date will be the date that the application is received within Florida
Department of Education (FDOE) in Substantially Approvable Form, or the effective date of the
Federal Award Notification, whichever is later.
Not applicable for this competitive program,
please see below Application Due Date.
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Target Population(s)
Teachers in high need local educational agencies (LEAs) and postsecondary educational
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institutions as well as teachers from other LEAs that are in low performing schools so long as
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the principle partner is a high need LEA.
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Eligible Applicant(s)
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An eligible partnership is
required
and
must
include:
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•
A private or state institution of higher education and the division of the institution that
delivers a state-approved teacher preparation program pursuant to F.S. 1004.04;
•
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The school college of arts and science of the above institution, and
•
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A high need local education agency (Please see Attachment A – List of High Need
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LEAs).
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An eligible partnership may include (Please see Attachment B – definitions):
•
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An educational service agency such as a consortium of school districts, another local
educational agency, a public charter school, an elementary school or secondary school,
an educational service agency, a nonprofit educational organization, another institution of
higher education, a school of arts and sciences within such an institution, the division of
such an institution that prepares teachers and principals, a nonprofit cultural organization,
an entity carrying out a pre-kindergarten program, a teacher organization, a principal
organization, or a business.
Partners must collaborate and submit
one
application.
Applicants will be selected based upon ability to deliver and geographic areas within the state in
order to ensure equitable distribution.
No single applicant in an eligible partnership will receive more than 50 percent of the total funds
made available.
Application Due Date
April 1, 2008
The due date refers to the date of receipt in the Office of Grants Management. Facsimile and
email submissions are not acceptable.
Contact Persons
Program Contact
Grants Management Contact
Peggy L. Primicerio
Kynder Crossner
Bureau of Educator Recruitment,
325 W. Gaines Street, Room 332
Development and Retention
Tallahassee, Florida 32399
325 West Gaines Street, Room 126
850/245-0722
Tallahassee, Florida 32399
Fax: 850/245-0737
850/245-0734
Kynder.Crossner@fldoe.org
Peggy.Primicerio@fldoe.org
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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 Florida Department of Education
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Comptroller’s Office, shall remain in effect indefinitely. The certification does not need to be
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resubmitted with this application, unless a change occurs in federal or state law, or there are
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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.]
1.
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Project Abstract or Summary
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FIXED REQUIREMENT
Instructions
Provide a brief summary of the proposed project including general purpose, specific goals,
brief program design, and significance (contribution and rationale).
Overarching Mission:
•
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To supplement efforts of high need LEAs and higher education institutions in the
preparation and ongoing professional development of qualified and effective core subject
area teachers; in each section of the proposal, the application must reflect the
establishment of collaboration among the LEAs, the colleges of arts and sciences and
colleges of education within higher educational institutions, and how the collaboration will
be sustained beyond the scope of this project.
•
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To address the unique characteristics of the region in which the partners reside; where
applicable, each proposal should address the goal statements in terms of the audience
served: teachers, K-20 educators, paraprofessionals, and/or LEA staff.
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The narrative should describe the proposed
project goals herein
including the following
information:
•
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Project Design – describe a clear relationship between the project objectives and overall
project goals based upon an assessment of needs being addressed.
•
?
Project Implementation – describe activities intended to support the project goals and
objectives, including measurable outcomes, timelines and target populations.
•
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Project Evaluation – describe qualitative and quantitative strategies that will be use to
measure the accomplishments of project goals and objectives, including impact on
student achievement.
Criteria
•
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The proposed project is described in a brief summary, including general purpose,
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specific goals, brief program design, and significance (contribution and rationale).
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•
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It is clear that the proposed project aligns with the intended funding purpose/priorities.
2.
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Project
Need
?
20
points
Instructions
Describe the need for the proposed project and provide supporting data as evidence.
Criteria
•
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The magnitude or severity of the problem is evident through supportive data.
•
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The need is clearly linked to the outcome(s) in the proposed project.
•
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The proposal increases the number of core subject area highly qualified teachers in the
classroom through the development of competency packages that focus on:
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services or otherwise addresses the identified needs of the targeted population(s)
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teachers in high need LEAs;
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teacher candidates in postsecondary educational institutions;
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teachers from other LEAs that are in low performing schools;
9
area of the greatest need; and
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gaps or weaknesses in services to core subject area teachers.
3.
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Project Design and Implementation
25
points
Instructions
Describe the measurable objectives, activities, and timeline for the proposed project.
Goal 1: Communication, Coordination and Delivery
Implement a systematic approach for effective communication and coordination of core
subject area competency packages with all education stakeholders including postsecondary
intuitions, LEA and schools, service providers and Florida Department of Education (FDOE).
In addressing this goal, describe how the project will:
•
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Build greater support and synergy for the core subject area competency packages
through establishing partnerships with existing education associates, especially working
with colleges of arts and sciences and colleges of education within the higher educational
institutions;
•
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Participate in stakeholder meetings/presentations on competency packages;
•
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Articulate school district (LEA) needs, statewide school improvement initiatives and
university educator pre-service program offerings modeling best practices;
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•
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Enhance communication within the educational community;
•
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Provide requested data to the Bureau of Educator Recruitment, Development and
Retention; and
•
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Act as a broker of services and resources between postsecondary institutions and K-12.
Goal 2: Design and Develop Core Subject Area Competency Packages and Technical
Assistance (TA)
Design and develop competency packages based on Florida’s Sunshine State Standards
through collaboration with the colleges of arts and science and the colleges of education to
create a streamlined version of courses or professional development/in-service activities for
current highly qualified teacher/educators to become highly qualified in an additional certified
area. Develop follow-up procedures working with existing and new coaches/mentors across
the geographic area to support the new highly qualified educators after completing such
competency packages to ensure content skills are implemented. All professional
development and technical assistance must be grounded in scientifically-based-research for
school leadership teams and small learning communities to increase student achievement.
Competency packages and technical assistance specifically related to mathematics and
science will be coordinated with FDOE Office of Mathematics and Science.
Describe how the project will:
•
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Improve and increase teacher content knowledge of core subject areas so that the
educators teaching out-of-field will become highly qualified after going through the new
competency packages; thus, enabling educators to become highly qualified and certified
in multiple fields;
•
?
Build capacity for core subject matter content based on the Competencies and Skills for
Teacher Certification or on the new Sunshine State Standards;
•
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Provide research-based professional practices in the core subject areas based on the
Education Accomplished Practices;
•
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Provide
timely
technical assistance through existing or new coaches/mentors for practice
and demonstration of skills through follow-up that assists educators after completing the
competency package and are certified in the new core subject area;
•
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Coordinate with post-secondary institutions to facilitate improvements in student
achievement through improving teacher preparation programs to produce highly qualified
teachers in multiple areas of study and improving articulation between K-12 and post-
secondary institutions to ensure development of highly qualified and effective teachers;
and
•
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Coordinate with the FDOE Office of Mathematics and Science for implementation of the
above objectives specifically related to K-12 Mathematics and Science.
Goal 3: Assistance for Low Performing Schools
Coordinate and plan with high need LEAs and state bureaus/agencies to provide support
and technical assistance for teachers in low performing schools.
Describe how the project will:
•
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Provide timely technical assistance to high need LEAs with identified low performing schools
with a focus on educators who are assigned to teach core subject areas for which they are
out-of-field or not highly qualified; and
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•
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Provide on-going high quality professional development to educators in low performing
schools.
Criteria
•
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The goals, objectives, and outcomes are clearly specified and measurable.
•
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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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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
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outcomes.
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4.
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Evaluation
25
points
Instructions
Describe the instruments and method(s) for evaluating the proposed project
.
Goal 4: Data Collection and Evaluation
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Describe how the project will Implement the evaluation of the proposal activities, deliver to
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FDOE trimester reports and a final report to assist FDOE in refining competency packages,
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and improve professional development and technical assistance provided.
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The evaluation will include:
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•
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Qualitative and quantitative data, and analysis of the same;
•
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Input/feedback from audiences/participants;
•
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Tool(s) for evaluating activities (surveys, instruments, etc); and
•
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Data that show the effectiveness of professional development for teachers via evaluation
of teachers’ improved practices and the impact on student achievement.
Criteria
•
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The methods are thorough, feasible, and appropriate to the goals, objectives, and
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outcomes of the proposed project.
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•
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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.
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5.
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Support for Strategic Imperatives
FIXED
REQUIREMENT
Instructions
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 Florida Department of Education.
Just Read Florida
URL: http://www.justreadflorida.com/
Math/Science Initiative
URL: http://www.fldoestem.org/center13.aspx
Criteria
•
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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 and science initiatives.
6.
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Dissemination
Plan
1
0
points
Instructions
Describe the methods/strategies to disseminate and share information about the proposed
project to appropriate populations.
Goal 5: Statewide Dissemination
Describe how the project will coordinate in a timely manner with FDOE and other educational
entities to assist the state in expansion, continuation and dissemination of successful
competency packages with statewide impact.
Criteria
•
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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.
•
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The methods 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.
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Budget
20
points
Instructions
Present a budget that reflects objectives and proposed costs of the project.
Goal 6: Project Budget Narrative
Present a budget that reflects objectives and costs of the proposed project. The project
proposal must include a budget that is reasonable and appropriate related to the proposed
activities. All expenditures proposed on the
“Fast Packs”
project budget narrative form must
be documented effectively using the “Account Title and Narrative” section provided. A
budget overview is to be included in addition to the required DOE101 documentation. The
budget overview should include the share of the cost provided from other sources if
applicable (in-kind services, etc.).
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Criteria
•
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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 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 and only what is necessary for the
proper implementation of the project.
•
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The justifications for expenditures are reasonable and clearly explained.
•
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Indirect costs are limited to the negotiated rate for the LEA determined by the
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Comptroller’s Office at FDOE.
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Funding Method(s)
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Federal Cash Advance (Public Entities Only) (C)
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On-line reporting required monthly to record expenditures. Federal cash advances will be made
by state warrant or Electronic Funds Transfer (EFT) to a recipient for disbursements. For
federally funded projects, requests for federal cash advance must be made on the Electronic
Federal Cash Advance Request System. If at times it is determined that disbursements are
going to exceed the amount of cash on hand plus cash in transit, an on-line amendment can be
made prior to the due date of the next Federal Cash Advance distribution on the Electronic
Federal Cash Advance Request System.
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
The Project Award Notification (DOE 200) Will Indicate:
o
Project budget
o
Program periods
o
Timelines:
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Last date for receipt of proposed budget
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Program
amendments
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Incurring expenditures and issuing purchase orders
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Liquidating
all obligations
Submitting final disbursement reports.
Project recipients do not have the authority to report disbursements before or after these
specified dates.
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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.
Indirect Costs:
For federally funded projects, indirect costs are capped at 10 percent or at the
applicant’s approved negotiated rate, whichever is lower.
Grants Fiscal Management Training Requirement
Community-Based Organizations (CBOs), Faith-Based Organizations (FBOs), and other private
not-for-profit organizations that are recipients of FDOE grants are required to attend, annually,
Grant Fiscal Management Training offered by the FDOE. 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 FDOE grants are strongly encouraged to
attend, annually, Grants Fiscal Management Training offered by FDOE.
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, beginning on page 12
.
Notice of Intent-to-Apply
The due date to notify the program contact person (Peggy.Primicerio@fldoe.org) of Intent-to-
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Apply is
March 17, 2008.
This notification is sent as an e-mail or fax message and should
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include a return e-mail address. Providing the Intent-to-Apply is not required for an application
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to be considered, but assists the applicant by assuring receipt of answers to Frequently Asked
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Questions and competition updates. Conversely, eligible organizations which file Intent-to-Apply
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are not required to submit an application.
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Method of Answering Frequently Asked Questions (FAQs) or Providing Changes
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All Frequently Asked Questions will be posted on the Program Office website by
March 17,
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2008.
Frequently Asked Questions will be answered and posted through the following URL:
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http://www.fldoe.org/profdev/titleii.asp under the header
Subgrants to Eligible Partnerships,
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section 2131-2134.
The last date that questions will be answered is
March 17, 2008.
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Method of Review
A peer review process will be used to evaluate the
“Fast Pack”
competitive proposals. Proposal
evaluations will be conducted by professional educators who have considerable experience in
the following areas: Sunshine State Standards, professional development and in-service
training, curriculum development, research, mathematics, science, technology, project
management and evaluation. Reviewers will be selected to reflect a balance of racial, ethnic,
and geographic regions of Florida.
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Project proposals are screened by FDOE 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 and around the country (only when applicable.)
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The program office ranks the proposals in order from highest to lowest score.
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FDOE staff will review recommended proposals for compliance with the programmatic
and fiscal policies of the project.
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The FDOE will allocate funds utilizing a statewide competitive process for awarding
projects to eligible recipients.
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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.
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 FDOE
no later than the close of business on the due
date of April 1, 2008
.
•
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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 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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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
FDOE Comptroller’s Office).
Other Requirements for Federal Programs
•
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General Education Provisions Act (GEPA)
In accordance with the requirements of Section 427 of the GEPA Public Law 103-382, a
current fiscal year General Education Provisions Act (GEPA) plan is required. The applicant
must submit
, with this application, a one page summary description of the plan proposed by
the District or other entity to ensure equitable access to, and participation of students,
teachers, and other program beneficiaries with special needs.
For details, refer to URL: http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf
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Equitable Services for Private School Participation
In accordance with P.L. 107-110, No Child Left Behind (NCLB) Title IX, Part E Uniform
Provisions, Subpart 1, Section 9501, the applicant
must submit
a detailed plan of action for
providing consultation for equitable services to private school children and teachers within
the Local Education Agency(ies) service area.
For details, refer to URL: http://www.ed.gov/policy/elsec/leg/esea02/pg111.html.
•
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Title II of The Higher Edcuation Act
In accordance with section 203 of the higher education act, the applicant is required to
coordinate activities if the eligible partnership receives both a subgrant under No Child Left
Behind and an award under the Partnership Program for improving teacher preparation.
Technical/Formatting and Other Application Submission Requirements
•
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Number of copies plus original : six
•
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Font Type / Size: Arial 12
•
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Margin size: one inch
•
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Single / Double Spacing: double spacing
•
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Single or Two-sided pages: single-sided pages
•
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No Bound Copies
•
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Other: Narrative is not to exceed ten pages; letters of support are permitted though will
not be considered in the awarding of neither points nor will they count for the ten page
limitation in the narrative.
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.
Application Must be Submitted to:
Office of Grants Management
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Florida Department of Education
?
325 W. Gaines Street, Room 332
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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.
?
Using the following forms and instructions, applicants are to select Project Performance data for each proposed project. If funded,
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the 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:
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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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12
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.
DOE 905
Revised December 2007
13
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)
DOE 905
Revised December 2007
14
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.).
DOE 905
Revised December 2007
15
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
DOE 905
16
June 2007
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
17
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
18
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
19
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
Interagency Collaboration
(1) Name of Service and Brief Description
Collaboration
Participation in Defined Program (e.g.,
Statewide Leadership Activities
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 / 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.
(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
20
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
21
June 2007
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 DOE
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.
(1) Scope of Evaluation and Brief Description
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.
(2) Type of Entity Conducting Evaluation
Board / Commission / Task Force
Consultant Firm
DOE Funded Project
Governmental Agency
Independent Entity Selected by Project
Individual Consultant
Institution of Higher Education
Selected Peer Reviewers
Other
(3)
Provide in Column (3), the date(s) when the evaluation will be conducted including the date for completion of reports.
DOE 905
22
June 2007
FORMAL THIRD-PARTY EVALUATION FORM (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 DOE.)
(3) Date(s) Evaluation
(1) Scope of Evaluation and Brief Description
(2) Type of Entity Conducting Evaluation
to Be Conducted
DOE 905
23
?
June 2007
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