Florida Department of Education
GOVERNOR’S SUMMER
PROGRAM
SUMMER 2003
APPLICATION
INSTRUCTIONS
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FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal
I. GRANT OVERVIEW
Division/Office
Division of Public Schools and Community Education, Bureau of Instructional Support and
Community Services, ESE Program Development and Services
Title
Governor’s Summer Program for Gifted and High Achieving Students
Funding
State
Authority
2002 General Appropriations Act, Line Item #131
Funding Purpose
Provide an opportunity for outstanding gifted and high-achieving students to participate in and
use the resources of the universities and colleges in the State of Florida.
Funding Priorities
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Applicants are required to show a minimum of $5,000.00 in matching funds. These funds
may be from the sponsoring institution, school districts, cooperating agencies, institutions,
foundations, and businesses. In-kind contributions may be used to meet the matching
requirements. Tuition paid by students may not be considered as part of the matching fund
requirements. Letters of support verifying intent to make the contributions available for
support of the program should be attached.
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Proposals in the areas of mathematics, science, humanities, the arts, or social studies that
integrate the following curriculum design modifications: engagement in authentic tasks, use
of authentic environments, multidisciplinary approaches, use of technology, integration of
process skills, student reflections/metacognition, and meaningful demonstrations of learning
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Proposals that include strategies to ensure participation of students from small or rural
districts and from groups that are traditionally underrepresented in programs for gifted or
high-achieving students
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At least one new (not previously funded) program
Target Population
Institutions of higher education, public or private, may submit proposals to provide day or
residential summer programs for gifted and high-achieving students. Each program must be
designed for students entering grades 8-12 for the 2003-04 school year. A program may serve
students across all of these grades or may focus on students in a narrower range of grades who
have common instructional needs. Proposals should emphasize experiences that are not
commonly available in secondary school programs, use of strengths of the sponsoring
institution, and coordination with local school districts.
Eligible Applicants
Public or private institutions of higher education in Florida
Type of Award
Discretionary Competitive
Total Funding Amount
Total Funding Allocation: $215,575.00
Funding Period
April 1, 2003 - September 30, 2003
Technical Support
Program Issues:
Donnajo Smith, 850/488-1106; Suncom: 278-1106; Fax: 850/922-7088;
E-mail: smithd5@mail.doe.state.fl.us
Technical/Fiscal Issues:
Kay Arnold Caster, 850/413-9004; Suncom: 993-9004; Fax: 850/
488-9840; E-mail: casterk@mail.doe.state.fl.us
Required Forms
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Project Application Form (DOE 100A)
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Budget Narrative Form (DOE 101)
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Additional Assurance – All Projects
Application Due Date
December 6, 2002
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II. FEDERAL REQUIREMENTS
There are no federal requirements that must be addressed by this proposal.
III. STATE REQUIREMENTS
A.
Required Assurances
In order to receive funding, applicants must have on file with the Florida Department of Education, (DOE)
Office of the Comptroller, a signed statement by the agency head certifying adherence to general terms,
assurances, and conditions for participation in federal and state programs. The DOE has developed and
implemented a form,
General Application of Assurance for Federal and State Programs
, that addresses
compliance with the following:
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34 CFR 76.301 of the Education Department General Administration Regulations (EDGAR) which
requires local educational agencies to submit a common assurance for participation in federal programs
funded by the U.S. Department of Education;
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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.
This form is located in Section G of the
Project Application Amendment Procedures for Federal and State Grant
Programs
(Green Book), and at the following website: http://www.firn.edu/doe/bin00007/gbook.htm. A hard
copy is available upon request.
The certification of adherence filed by school districts, community colleges, Florida public universities and state
agencies with the DOE 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.
Note
: Applicants from private colleges, community-based organizations, and other agencies must submit with
the application the certification page signed by the agency head certifying applicant adherence to the general
terms, assurances, and conditions. Also, private colleges and universities, community-based organizations,
and other non-public agencies must submit copies of the organization’s current budget, a list of its board of
directors, and if available, a copy of its most recent annual audit report prepared by an independent certified
public accountant licensed in this state. These items must be submitted prior to the issuance of a project
award.
B. Background Information
The Governor’s Summer Program began in 1980 with the selection of eight programs located at institutions of
higher education throughout the State. The 1981 Legislature further recognized the program and appropriated
funds in the amount of $223,000.00 for program support. Since then, the program has been funded annually
except for 1987 and 1991 when budget reductions required cancellation. For 2003, the DOE has allocated
$215,575.00. It is anticipated that this amount will be sufficient to support eight to ten projects.
Institutions of higher education, public or private, may submit proposals to provide day or residential summer
programs for gifted and high-achieving students. Each program must be designed for students entering grades 8-
12 for the 2003-04 school year. A program may serve students across all of these grades or may focus on
students in a narrower range of grades who have common instructional needs. Proposals should emphasize
experiences that are not commonly available in secondary school programs, use of strengths of the sponsoring
institution, and coordination with local school districts.
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Applicants should work with local school districts and/or other area agencies to develop program proposals in the
areas of mathematics, science, humanities, the arts, or social studies that integrate the following curriculum design
modifications:
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engagement in authentic tasks
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use of authentic environments
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multidisciplinary approaches
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use of technology
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integration of process skills
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encouragement of student reflections/metacognition
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meaningful demonstrations of learning
Applications submitted under the Governor’s Summer Program should describe how program activities will
improve or expand the educational opportunities for gifted and high-achieving secondary students. Depending
upon the priority areas being addressed, the program may include the following:
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advanced level study with faculty in a selected academic area
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fieldwork, laboratory research, studio experiences, or simulations
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specially designed credit or noncredit courses
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directed independent study and individual research
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distance learning opportunities
Additionally, institutions are requested to design strategies to ensure participation of students from small/rural
districts and from groups that are traditionally underrepresented in programs for gifted and high-achieving
students. Groups traditionally underrepresented in gifted programs include those whose racial/ethnic
backgrounds are other than white non-Hispanic or Asian/Pacific-Islander, those who are limited in English
proficiency, or those who are from a low socio-economic status household.
In selecting programs for funding, consideration will be given to geographical distribution; a minimum of one
project will be funded in each DOE region. Additionally, at least one new (not previously funded) program will
be funded regardless of region. Special consideration will be given to projects providing accessibility to students
from small and rural districts and which ensure the participation of students who are traditionally
underrepresented in gifted and high-achieving programs. Information about programs selected for 2003
Governor’s Summer Program will be sent to all Florida school districts to encourage the participation of
outstanding secondary students from all of the State’s 67 school districts.
IV. PROJECT APPLICATION
The project application must consist of the signed DOE 100A Project Application Form, the DOE 101 Budget
Narrative Form, the Assurances statement, and the narrative description as explained in this section. The project
narrative should be prepared using a 12-point font size, 1” margins, double line spacing and single sided typed 8.5
x 11-inch sized pages. Appendices must be limited to documents that specifically relate to the required
information. Applications should be assembled in the same order as described in this section.
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Project Application Form
(DOE 100A) – This form should be the cover or FIRST page of your project
application, identifying the project by the fund source,
General Revenue
. Identify the fund source(s) with
the correct DOE tracking number.
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Budget Narrative Form
(DOE 101) – Budget forms for fund source
General Revenue
should be
assembled NEXT. Applications must include a Budget Narrative Form (DOE 101). The total may not
exceed $25,000. Each budget page must be labeled with the name of the appropriate fund source, and the
DOE tracking number at the top of the page and a subtotal or Grand Total at the bottom of the budget
pages for each fund source.
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Additional Assurances – All Projects
– This page specifies the applicant's adherence to additional
project requirements. These assurances must be submitted without modification as part of the completed
application document. Applications submitted without this page will not be recommended for funding.
Adherence to assurances is subject to monitoring by the DOE/BISCS.
A. DEVELOPING YOUR PROPOSAL: COMPONENT ONE – Program Design
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Summary of Proposed Program
- Summarize your program features in
100 words or less
. Specify the
program title, day or residential program, number of students and grade level(s) targeted, beginning and
ending dates for the program, project highlights, student costs, and options for dual enrollment or college
credit. This summary may be used to advertise those programs awarded with Governor’s Summer
Program funds.
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Rationale for Program
- Describe the rationale for offering the proposed program. What particular needs of
gifted and high-achieving students is this program designed to meet? How will this program provide
opportunities for advanced levels of achievement? What learning experiences and instructional resources
will be provided that are not available in the secondary education programs of participating students?
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Strengths of the Institution that Contribute to this Program
- Identify the particular academic strengths
and unique resources of the sponsoring institution. In what ways will this program utilize those strengths and
unique resources? Include a description of the physical facilities, equipment, and educational materials to be
used in the program. Specify provisions for student use of high technology and automated systems.
Provide a description of the use of existing resources in the implementation of this program.
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Cooperating Agencies -
Identify cooperating agencies and clearly describe their cooperation and
involvement in the activities proposed under this application. Attach letters of commitment as appropriate.
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Student Goals and Objectives
- List the goals and objectives for the students. What knowledge, skills, and
abilities do you expect students to acquire by the end of the program?
B. DEVELOPING YOUR PROPOSAL: COMPONENT TWO – Program Implementation
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Program Content
- Specify the priority curriculum area and curriculum content to be included in the
program: Mathematics, Science, Humanities, Arts, or Social Science. What will be taught? References to
appropriate literature and Sunshine State Standards may be used to justify curriculum.
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Teaching Strategies -
Identify the teaching strategies to be used. How will the content be taught? Explain
how the proposed program will reflect the curriculum design modifications described below and how the
curriculum design modifications will support achievement of the goals and objectives. Include such
instructional activities as laboratory research, studio experiences or simulations, directed independent study,
individual research, distance learning opportunities, field trips, seminars, cooperative groups, or discovery
learning. Learning experiences designed for gifted students should incorporate the following modifications:
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Authentic tasks:
educators should look beyond the classroom to the roles students will play when they
leave school to become workers, parents, and citizens. Performing these roles as they learn will enable
students to see the connections between what they learn in class to the world outside of school.
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Authentic environments:
as students are working on problems, they should be encouraged to do some
of their investigations in as authentic a context as possible.
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Multidisciplinary approaches:
using broad concepts, issues, and themes as organizers,
traditional
content areas such as Mathematics, Science, Language Arts, or Social Science should enable students to
find solutions to problems or issues being studied.
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Use of technology:
in order for students to become information managers and effective communicators,
they will have to become skilled in using technology. In addition, students must understand the
applications of technology for use in their learning.
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Process skills:
students must learn process skills such as research skills, cooperative learning, conflict
resolution, and problem solving strategies in order to work effectively at home, on the job, and in the
community.
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Student reflections/metacognition:
students should be involved in consciously planning, monitoring,
and assessing their learning; and
need time to reflect on their learning and see connections, how
different disciplines interrelate, and how their learning relates to what happens outside of school and
what they will do later in life.
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Student Products
- Describe how students will show evidence of their learning. How will students
demonstrate and apply new skills? What products/performances will be developed? Examples include, but
are not limited to, models, lab reports, essays, exams, performances, poems, videotapes, diagrams, or
portfolios.
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Instructional Outline -
Describe the instructional outline and activity schedule of the program with as much
detail as possible. Specify the date students arrive and leave. Identify the number of program days and
hours per day. Attaching an outline of the planned instructional time in a daily plan, calendar, timeline, or
syllabus will meet this requirement. For residential programs, be sure to address evening and weekend
activities, if applicable.
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Supplemental Services -
Provide a brief description of ancillary or supportive services to the target
population, as appropriate. Include the specific nature of such services, the cooperating agencies
providing the services, and the financial and administrative responsibility for the services.
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Specify the provisions for housing, including the facilities to be used and the number and type of
personnel provided for students requiring a residential program.
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Describe provisions for counseling and individual tutoring, assistance in registration, campus
orientation, and recreation activities, as appropriate.
C. DEVELOPING YOUR PROPOSAL: COMPONENT THREE – Student Population
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Student Population Description -
Describe the target student population by the number of students to be
served, the grade level(s) of students to be served, and whether students may participate for more than one
year. Also, indicate the student application deadline and notification date.
Participation is limited to students who are gifted and high-achieving secondary students entering grades 8-
12 and who have not graduated from high school. These students must have demonstrated outstanding
academic achievement or be identified as gifted in accordance with Rule 6A-6.03019, FAC. This rule states
that a student is eligible for special instructional programs for the gifted if the student meets the following
criteria:
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The student demonstrates a need for a special program, a majority of characteristics of gifted students
according to a standard scale or checklist, superior intellectual development as measured by an IQ or
two standard deviations or more above the mean on an individually administered standardized test of
intelligence, OR
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The student is a member of an under-represented group and meets the criteria specified in an approved
school district plan for increasing the participation of under-represented groups in programs for gifted
students. The determination of eligibility is based on the student’s demonstrated ability or potential in
specific areas of leadership, motivation, academic performance, and creativity.
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Student Selection Criteria -
A
minimum of three items
must
be used to select students for program
participation. Selection may be based on items such as verification of meeting state criteria for gifted,
scores on nationally normed achievement tests, grades, courses completed, teacher or school
recommendations, interviews, essays, past awards, or accomplishments. Selection criteria should be
appropriate to the program offered.
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Strategies for Recruitment -
Identify the specific strategies that will be used to recruit students for the
program including dissemination of information and timelines. Consider contacting school district
administrators, gifted coordinators (or other persons responsible for gifted/high-achievers programs),
Exceptional Student Education Directors, middle school and high school principals, curriculum
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coordinators, guidance counselors, and superintendents to help disseminate information. Also consider
newspaper ads, radio spots, brochures, etc.
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Strategies to Ensure Participation of Students Traditionally Underrepresented in Gifted Programs -
Strategies must address participation of students from groups that are traditionally underrepresented in
programs for gifted and high-achieving students. Underrepresented groups are defined as groups whose
racial/ethnic backgrounds are other than white non-Hispanic or Asian/Pacific-Islander, those who are limited
in English proficiency, or those who are from low socio-economic status households. Describe strategies that
will be used to attract and recruit members of this target student population. Note: For previously funded
programs, describe prior recruitment activities as well as planned recruitment activities.
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Daily Transportation Provisions -
Describe the transportation plan to ensure access to the program for
students from rural areas.
D. DEVELOPING YOUR PROPOSAL: COMPONENT FOUR – Program Personnel
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Staff Qualifications -
Describe all program personnel regardless of the source of funding for salaries or
contracts. Identify the primary program responsibility for all program personnel (e.g. instructor,
chaperone, coordinator, etc.). If a particular person has been recruited for a specific position,
without
naming the person
, provide the following information:
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Degree: highest degree earned
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Current Position: identify current position held
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Employer: identify current employer
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Experiences with gifted & high-achieving students: list prior experiences with gifted & high-achieving
students
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Staff Organizational Plan -
Briefly describe or diagram the staff organizational plan including all personnel
(by position) who will have supervisory, administrative, or instructional responsibility for the program.
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Staff Orientation Plan
- Describe the procedures to ensure that personnel receive appropriate staff
development and orientation
for the education of gifted and high-achieving students
in the proposed
program.
E. DEVELOPING YOUR PROPOSAL: COMPONENT FIVE – Program Evaluation and Follow-Up
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Program Evaluation
- Describe the evaluation procedures, both quantitative and qualitative, which will
be used to determine the success of the program and to make improvements in subsequent programs.
Identify specific student outcomes and how these will be measured. Describe your plans for sharing
evaluation results (survey results, videotape, etc.) in your report. Provide samples of evaluation
instruments if appropriate.
If this program has been previously funded, please attach copies of the
most recent Basic Program Data forms and Student Program Evaluation summary.
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Follow-up Strategies
- Indicate the plans for follow-up during the 2003-04 school year to determine if the
goals of the program have made an impact on the students. Address and how to ensure that real learning has
taken place and any revisions for future programs. Plans may include such items as a survey, narrative, focus
group, or questionnaire.
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Budget Narrative -
Describe the total budget for the proposed program. What expenses will Governor’s
Summer Program funds support? If the project is not funded, will it still be offered, and, if so, at what cost
to the student? What other financial support has been secured, including funding support from the
sponsoring institution, cooperating agencies, other grants, and student fees? Note that institutions are
required to show a minimum of $5,000.00 in matching funds. These funds may be from the sponsoring
institution, school districts, cooperating agencies, institutions, foundations, and/or businesses. In-kind
contributions may be used to meet the matching requirements. Tuition paid by students may not be
considered as part of the matching fund requirements. Attach letters of support verifying intent to make the
contributions available for support of the program.
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Student Costs -
Specify student costs including tuition, room and board, and other costs. Describe the
number of scholarships to be provided, the approximate amount of each scholarship, and the basis for
awarding scholarships. Scholarships may not be included as an additional cost. Programs offering dual
enrollment credit may not charge any costs to students.
V. FISCAL REQUIREMENTS
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Each student participating in the 2003 Governor’s Summer Program, must complete the
Student Program
Evaluation Form
(Page 16). A summary of students’ forms must be submitted to the DOE by the sponsoring
institution. Submission of the Basic Program Data Form and Student Program Evaluation Form summary are
required. These forms are attached in the application instructions packet and are due by
September 30,
2003
. Future consideration of applications will be contingent upon timely submission of the Basic Program
Data Form and Student Program Evaluation Form summary, pages 14-16. Submit the Program Evaluation
Form summary and the Basic Data Form to:
ESE Program Development and Services/Governor’s Summer Program
Bureau of Instructional Support and Community Services
Florida Department of Education
Turlington Building, Room 614
325 West Gaines Street
Tallahassee, Florida 32399-0400
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Funds are to be used for provision of instruction and special services only. 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, and meals.
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No fees may be charged to students earning dual enrollment credit.
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Indirect costs may not be charged to the governor’s summer program budget.
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Project recipients are required to submit monthly expenditure reports and final project disbursement
reports to the DOE Comptroller’s Office.
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Funds will be distributed upon issuance of the project award or on a reimbursement basis depending upon the
nature of the fiscal agency (public or private).
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Any unexpended funds must be returned via a check to the Florida Department of Education Comptroller’s
Office, on or before November 20, 2003 and clearly identify the project for which funds are being returned.
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Proposals may be submitted for one summer period only. The amount of funding awarded to each project
will be based on the estimated costs of the proposed program; however, a maximum of $25,000.00 will be
awarded to any one project. Institutions may submit separate applications for more than one program but
should note that one of the considerations in funding is that of geographical distribution of programs
across the State.
VI. APPLICATION PROCEDURES
What to Submit
Applicants must submit four copies of the completed application. Faxed applications will not be accepted.
One of the four copies submitted must bear an original signature. It is recommended that the signature be
made in an ink color other than black to help reviewers determine which is the original signature copy. The
original and copy may be stapled, but no other binding will be acceptable.
Conditions for Acceptance
To be accepted for further consideration, all applications submitted to the DOE must include a completed
Project Application Form DOE 100A with the original signature of the agency head. A letter of authorization
Page 8 of 21
to sign on behalf of said official must accompany applications signed by an official other than the agency
head.
Where to Submit
Bureau of Grants Management
Florida Department of Education
Turlington Building, Room 325
325 West Gaines Street
Tallahassee, Florida 32399-0400
Due Date
December 6, 2002, by 5:00p.m.
The due date is absolute. Any application received after the identified date and time shall be deemed
disqualified and will not be reviewed.
Attachments
Project Application Form (DOE 100A), Page 10
Project Narrative Form (DOE 101), Page 12
Assurances-All Projects, Page 13
Basic Program Data, Pages 14-15
Student Program Evaluation, Page 16
Reviewer’s Rating Sheet, Pages 17-21
Application Review Procedures
Applications will be subject to technical review by the DOE and content review by a committee representing
entities such as the Department of Education and district programs. Program proposals will be evaluated and
recommended for funding based on:
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the criteria included in the Reviewer’s Rating Sheet
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the geographic distribution of programs across the State
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the accessibility to students from small/rural districts
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the inclusion of strategies to recruit students who are traditionally underrepresented in gifted and high-
achieving programs
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the timely receipt of evaluation data from previously funded programs. For applicants funded in prior years,
consideration will also be given to evidence of program effectiveness as described in reports and other
documents submitted to the DOE. Please attach copies of the most recent Basic Program Data forms and
Student Program Evaluation summary.
Applicants who have not met the terms and conditions of prior
grants will not be recommended for funding for the 2003 Governor’s Summer Program.
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first-time submission (at least one new program will be funded regardless of region)
It is anticipated that applicants will be notified of the review outcomes during March, 2003.
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Instructions for Completion of DOE 100A
A.
If not pre-printed, enter name of the program for which funds are requested.
B.
Enter name and mailing address of eligible applicant. The applicant is the public or non-
public entity receiving funds to carry out the purpose of the project.
C.
Enter the total amount of funds requested for this project.
D.
Enter requested information for the applicant’s contact person. This is the person responsible
for responding to all questions regarding information included in this application.
E.
The original signature of the appropriate agency head is required.
The agency head is
the school district superintendent, university or community college president, state agency
commissioner or secretary, or the president or the chairman of the Board for other eligible
applicants.
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Note:
Applications signed by officials other than the appropriate agency head identified
above must have a letter signed by the agency head, or documentation citing action of the
governing body delegating authority to the person to sign on behalf of said official. Attach
the letter or documentation to the DOE 100A when the application is submitted.
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FLORIDA DEPARTMENT OF EDUCATION
Project Application
Please return to:
Florida Department of Education
Bureau of Grants Management
Room 325 Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
Telephone: (850) 488-6304
Suncom:278-6304
A
)
Program Name:
2003 Governor’s Summer Program for Gifted and
High Achieving Students
DOE USE ONLY
Date Received
B) Name and Address of Eligible Applicant:
Project Number (DOE Assigned)
D
)
Applicant Contact Information
Contact Name:
Mailing Address:
Telephone Number:
SunCom Number:
C
)
Total Funds Requested:
$
DOE USE ONLY
Total Approved Project:
$
Fax Number:
E-mail Address:
CERTIFICATION
I, ______________________________________________, (
Please Type Name)
do hereby certify that all facts,
figures, and representations made in this application are true, correct, and consistent with the statement of general
assurances and specific programmatic assurances for this project. Furthermore, all applicable statutes, regulations,
and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance
of records will be implemented to ensure proper accountability for the expenditure of funds on this project. All
records necessary to substantiate these requirements will be available for review by appropriate state and federal
staff. I further certify that all expenditures will be obligated on or after the effective date and prior to the
termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be
used for matching funds on this or any special project, where prohibited.
Further, I understand that it is the responsibility of the agency head to obtain from its governing body the
authorization for the submission of this application.
DOE 100A
Revised 03/02
Charlie Crist, Commissioner
TAPS Number
E) ________________________________________________
Signature of Agency Head
TAPS Number
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Instructions - Budget Narrative Form
This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request for Proposal
(RFP) or Request for Application (RFA).
A.
Enter Name of Eligible Recipient.
B.
(DOE USE ONLY)
COLUMN 1
OBJECT:SCHOOL DISTRICTS:
Use the three digit object codes as required in the Financial and Program Cost Accounting and Reporting for Florida
Schools Manual.
COMMUNITY COLLEGES:
Use the first three digits of the object codes listed in the Accounting Manual for Florida’s Public Community Colleges.
UNIVERSITIES AND STATE AGENCIES:
Use the first three digits of the object codes listed in the Florida Accounting Information Resource Manual.
OTHER AGENCIES:
Use the object codes as required in the agency’s expenditure chart of accounts.
COLUMN 2
-
ALL APPLICANTS:
ACCOUNT TITLE:
Use the account title that applies to the object code listed in accordance with the agency's accounting
system.
NARRATIVE:
Provide a detailed narrative for each object code listed. For example:
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SALARIES
- describe the type(s) of positions requested. Use a separate line to describe each type of position.
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OTHER PERSONAL SERVICES
– describe the type of service(s) and an estimated number of hours for each type of
position. OPS is defined as compensation paid to persons, including substitute teachers not under contract, who are
employed to provide temporary services to the program.
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PROFESSIONAL/TECHNICAL SERVICES
- describe services rendered by personnel, other than agency personnel
employees, who provide specialized skills and knowledge.
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CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS
- provide the agency name and description of
the service(s) to be rendered.
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TRAVEL
- provide a description of each type of travel to be supported with project funds, such as conference(s), in
district or out of district, and out of state. Do not list individual names. List individual position(s) when travel funds are
being requested to perform necessary activities.
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CAPITAL OUTLAY
- provide the type of items/equipment to be purchased with project funds.
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INDIRECT
COST
- provide the percentage rate being used. Use the current approved rate. (Reference the DOE Green
Book for additional guidance regarding indirect cost.)
COLUMN 3 – MUST BE COMPLETED FOR ALL SALARIES AND OTHER PERSONAL SERVICES.
FTE
- Indicate the Full Time Equivalent (FTE based on a 40 hour workweek) number of positions to be funded.
Determine FTE by dividing the standard number of weekly hours (40) for the position into the actual work hours to be
funded by the project.
COLUMN 4
AMOUNT -
Provide the budget amount requested for each object code.
C. TOTAL -
Provide the total for Column (4) on the last page
.
Must be the same amount as requested on the DOE-100A
or B.
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Name of Eligible Recipient:
A)
B)
FLORIDA DEPARTMENT OF EDUCATION
Budget Narrative Form
Governor’s Summer Program for Gifted and High Achieving Students
(1)
OBJECT
(2)
ACCOUNT TITLE AND NARRATIVE
(3)
FTE
POSITION
(4)
AMOUNT
C)
TOTAL
$
DOE 101
Rev. 03/02 Charlie Crist, Commissioner
TAPS Number
Project Number:
(
DOE USE ONLY)
Page 13 of 21
ADDITIONAL ASSURANCES - ALL PROJECTS
Fiscal Agent:
Submission of this application hereby assures that the applicant and all participating districts will
implement the project consistent with the following requirements:
?
Assurance is hereby provided that project funds will not be used to purchase furniture or equipment
without prior written approval from the DOE/BISCS. Upon termination of the project, at the option of
the DOE/BISCS, all equipment purchased with project funds will be transferred to the location(s)
specified by the DOE/BISCS, and all necessary property records actions will be taken to transfer
ownership to the DOE or its designee.
?
Assurance is hereby provided that the fiscal agent for this project accepts responsibility for
implementing all project activities as specified in this application or subsequent amendments,
specifically including those of a regional or statewide nature. The fiscal agent will ensure that
activities essential to project effectiveness including, but not limited to, reimbursement of travel
expenses for persons from other districts/agencies, employment of substitutes for teachers in other
school districts, or payment of consulting fees for persons to provide services to other school districts
will be implemented in an efficient and timely manner.
?
Assurance is hereby provided that products developed for statewide dissemination will be submitted to
content and policy review by the DOE/BISCS prior to any distribution for other than awareness, field-
test, or validation purposes. This fiscal agent will ensure that product developers adhere to policies
and procedures set forth in “Guidelines for Project Publications,” available from the BISCS
Clearinghouse Information Center. The applicant will allow a minimum of four weeks for the BISCS
to complete the content and policy review of any product, and will also allow sufficient time to make
required revisions, have the revisions verified by the BISCS, and have the final document reproduced.
?
Assurance is hereby provided that any products produced by or developed in connection with these
projects remain the exclusive property of the State of Florida, unless ownership has been explicitly
waived. Products include all print, audio-visual, computer programs and internet websites fully or
partially developed with project resources (fiscal and personnel resources). Such products must be
pre-approved by the designated contact person and must contain a funding statement acknowledging
the use of federal funds for development and dissemination. Questions regarding product
development, ownership, or funding statements should be directed to Arlene Duncan, Supervisor,
Clearinghouse Information Center at 850/488-1879; Suncom: 278-1879; Fax: 850/921-8246; or E-
mail: DuncanA@mail.doe.state.fl.us.
?
Assurance is hereby provided that fees will not be charged for any service provided under the auspices
of the project without prior written approval of the DOE/BISCS.
Page 14 of 21
FLORIDA DEPARTMENT OF EDUCATION
DIVISION OF PUBLIC SCHOOLS AND COMMUNITY EDUCATION
BUREAU OF INSTRUCTIONAL SUPPORT AND COMMUNITY SERVICES
Governor’s Summer Program - 2003
Basic Program Data
Program Administration
Name of Program: _____________________________________________________
Dates of Program: ____________________ Amount of Funding: ________________
Institution & Address:
______________________________________________________
______________________________________________________
______________________________________________________
Contact Person:
______________________________________________________
Phone & e-mail:
______________________________________________________
Student Information
_____ 1. Number of students targeted in initial proposal.
_____ 2. Total number of students enrolled in this program. If fewer students enrolled
than were targeted, explain why.
_____ 3. Number of applicants who were not accepted.
Major reason for not admitting
applicants:
_____ 4. Number of residential students (students who were housed on campus during the
program).
_____ 5. Number of day students.
_____ 6. Number of male students.
_____ 7. Number of female students.
_____ 8. Number of students from rural areas.
_____ 9. Number of participants entering:
_____ 8th grade
_____ 11th grade
Page 15 of 21
_____ 9th grade
_____ 12th grade
_____ 10th grade
_____ 10. Total number of students.
11. Racial/Ethnic Composition Number of Students
White/non-Hispanic __________
Black/non-Hispanic __________
Hispanic __________
Multiracial __________
Asian-Pacific Islander __________
American Indian/Alaskan Native __________
_____ 12. Number of students who have been identified as gifted according to SBER 6A-
6.03019, FAC.
13. What method was used to verify eligibility of gifted students included in #12?
_____ 14. Number of students receiving scholarships.
_____ 15. Amount of tuition, fees, and other program expenses charged to each student.
(Please explain.)
16. List counties represented by participating students.
County Number of Students
_______________ __________
_______________ __________
_______________ __________
_______________ __________
_______________ __________
This is to verify that the above information is accurate and true.
Signature:
____________________________________ Date: _______________
Title: _________________________________________________________________
Page 16 of 21
FLORIDA DEPARTMENT OF EDUCATION
DIVISION OF PUBLIC SCHOOLS AND COMMUNITY EDUCATION
BUREAU OF INSTRUCTIONAL SUPPORT AND COMMUNITY SERVICES
Governor’s Summer Program - 2003
Student Program Evaluation
Instructions to students: Place an X on the appropriate line to indicate the degree to which you
agree or disagree with each statement.
SA - Strongly Agree
MA - Mildly Agree
N - Neither Agree or Disagree
MD - Mildly Disagree
SD - Strongly Disagree
1. The instruction provided through this program was far more advanced, accelerated
and/or complex than the instruction currently available in my school.
___ SA ___ MA ___ N ___ MD ___ SD
2. The topics of study, types of learning experiences, and resources available to me were
different from those offered in my school.
___ SA ___ MA ___ N ___ MD ___ SD
3. The academic experiences were a good match for my interests and a challenge to my
abilities.
___ SA ___ MA ___ N ___ MD ___ SD
4. The opportunity to interact with students of similar interests and abilities in both
academic and non-academic settings contributed to the value of this program for me.
___ SA ___ MA ___ N ___ MD ___ SD
5. I would recommend that a student similar to myself participate in this program if it is
offered again.
___ SA ___ MA ___ N ___ MD ___ SD
Note: Each student participating in the Governor’s Summer Program 2003 must complete this
form. The sponsoring institution must submit a summary of this data to the Florida Department
of Education by
September 30, 2003
.
Page 17 of 21
FLORIDA DEPARTMENT OF EDUCATION
DIVISION OF PUBLIC SCHOOLS AND COMMUNITY EDUCATION
BUREAU OF INSTRUCTIONAL SUPPORT AND COMMUNITY SERVICES
GOVERNOR’S SUMMER PROGRAM - 2003
REVIEWER’S RATING SHEET
Title: _____________________________________________________________
Applicant: __________________________ DOE Geographic Region: __________
Prior Funding: Yes No
Priority Curriculum Area: mathematics science humanities arts social science
Overall Rating Points: _________ Ranking Within Region: _________
Reviewer: ________________________________________ Date: ___________
Program Abstract and Cooperative Efforts
Circle Yes or No for each criterion (indicating whether or not the criterion is present in the application).
Circle N/A if the item is not applicable.
Yes
No
N/A
Program summary provided (100 words or less) with all required
information.
Yes
No
N/A
Program addresses one or more of the following areas:
mathematics, science, humanities, arts, and/or social science.
Yes
No
N/A
Program integrates curriculum design modifications.
Yes
No
N/A
Program addresses the needs of students residing in small or rural
districts.
Yes
No
N/A
Program addresses students traditionally underrepresented in gifted
and high-achieving programs.
Yes
No
N/A
Target student population meets GSP requirements.
Yes
No
N/A
Students earning dual enrollment credit do not incur any costs.
Yes
No
N/A
Matching fund sources are described (minimum of $5000.00).
Yes
No
N/A
Prior program evaluation forms are attached (will not consider
program if missing).
Please be sure that rating points are assigned for each criterion and that comments are
provided to support the ratings.
Page 18 of 21
PROGRAM DESIGN
3 2 1 0
Rationale
identifies the specific needs of gifted and high-achieving students the
program is designed to meet.
3 2 1 0
Rationale
describes opportunities for advanced levels of achievement.
3 2 1 0 Emphasis on
learning experiences and instructional resources
not typically
available in secondary schools of participating students.
3 2 1 0 Effective use of
academic strengths and unique resources
of sponsoring
institution.
3 2 1 0 Appropriate use of
high technology and automated systems
.
3 2 1 0 Clear description of
cooperating agency
involvement with letters of support
attached.
3 2 1 0 Appropriateness of
goals and objectives
for meeting needs of gifted and high
achieving secondary students.
Program Design Strengths:
Program Design Weaknesses:
PROGRAM IMPLEMENTATION
3 2 1 0 Appropriateness of
program content
for gifted and high-achieving students.
3 2 1 0 Appropriateness of
teaching strategies
for gifted and high-achieving students.
3 2 1 0 Evident
links
between program, goals and objectives, and curriculum design
modifications.
3 2 1 0 Clear description and appropriateness of
authentic tasks
and
authentic
environments
.
3 2 1 0 Clear description and appropriateness of
multidisciplinary approaches
including
technology
.
3 2 1 0 Clear description and appropriateness of integration of
process skills
including
student
reflection/metacognition
.
3 2 1 0 Appropriateness of
student products
for meaningful demonstration of learning.
3 2 1 0
Instructional outline
indicates effective and realistic use of time.
3 2 1 0 Clear description of
supplemental services
.
Page 19 of 21
3 2 1 0
Overall Program Implementation
Program Implementation Strengths:
Program Implementation Weaknesses:
STUDENT POPULATION
3 2 1 0 Clear description of
target student population
.
3 2 1 0 Quality and appropriateness of the
student selection criteria
, with a minimum of 3
criteria for selection.
3 2 1 0 Effective strategies for
recruitment
.
3 2 1 0 Quality of strategies to ensure
participation of students from traditionally under-
represented groups
.
3 2 1 0 Daily
transportation
plan included.
Student Population Strengths:
Student Population Weaknesses:
PROGRAM PERSONNEL
3 2 1 0 Satisfactory
staff qualifications
for working with identified student population.
3 2 1 0 Clarity and appropriateness of
staff organization plan
for program design and
curriculum focus.
3 2 1 0 Effective
staff orientation plan
which addresses the needs of gifted and high
achieving students.
Program Personnel Strengths:
Page 20 of 21
Program Personnel Weaknesses:
PROGRAM EVALUATION AND FOLLOW-UP
3 2 1 0 Clearly stated
program evaluation plan
including quantitative and qualitative
measures.
3 2 1 0 Quality of
evaluation measures
to determine success of the program and to
encourage improvements in subsequent programs.
3 2 1 0 Adequacy and usefulness of
follow-up activities
in determining if goals of the
program have made an impact on students.
Program Evaluation and Follow-up Strengths:
Program Evaluation and Follow-up Weaknesses:
PROGRAM BUDGET
3 2 1 0
Budget and expenditures
are clear.
3 2 1 0 Appropriateness of
budget
for the program design.
3 2 1 0 Reasonable
costs to students
.
3 2 1 0 Clear description of
scholarship
amount and basis for awards.
Program Budget Strengths:
Program Budget Weaknesses:
Page 21 of 21
OVERALL PROGRAM DESIGN
4 3 2 1 0
Overall quality
of the program.
________/100
Overall Rating Points
(Add numerical ratings for criteria listed above).
General Project Strengths:
General Project Weaknesses:
