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OREGONMATHEMATICS AND SCIENCE

PARTNERSHIPS PROGRAM(ESEA Title IIB MSP)

Elementary and Secondary Education Act of 2001Public Law 107-110

Title II, Part B

COMPETITIVE GRANT APPLICATION INSTRUCTIONSAND

INFORMATION ON SCORING

Partnership Applications Due:October 1, 2014

This Request for Proposals and support materials are available on the Oregon Department of Education’s Title IIB website: www.ode.state.or.us/search/results/?id=103

Issued by theOregon Department of Education

Office of Learning | Instruction, Standards, Assessment, and Accountability Unit255 Capitol Street NE

Salem, OR 97310-0203

http://www.ode.state.or.us/search/results/?id=103

Oregon Mathematics and Science Partnerships Program (ESEA Title IIB MSP)Competitive RFP –2014-2017

Table of ContentsPage

I. Background Information.......................................................................................................3

A. Title IIB Mathematics and Science Partnerships.....................................................................3B. Purpose of Title IIB Program...................................................................................................3C. Goals of Oregon Title IIB Program..........................................................................................4D. Contacts....................................................................................................................................6

II. General Information..............................................................................................................7

A. Eligibility..................................................................................................................................7B. Program Requirements.............................................................................................................7C. Authorized Activities.............................................................................................................10D. Reporting Requirements.........................................................................................................11E. Funding...................................................................................................................................12

III. Application Process..............................................................................................................14

A. Application Review and Scoring............................................................................................14B. Application Requirements......................................................................................................14

1. Required Documentation...................................................................................................142. Partnership Narrative.........................................................................................................153. Evaluation Plan..................................................................................................................164. Budget Narrative and Worksheet......................................................................................175. Bonus Points......................................................................................................................17

C. Timeline and Important Dates................................................................................................19D. Application Requirements......................................................................................................20E. Instructions for Submission....................................................................................................20

IV. Appendices............................................................................................................................21

Appendix A: Definitions...............................................................................................................21Appendix B: Required Documentation - List and Forms.............................................................23Appendix C: Budget Worksheets..................................................................................................28Appendix D: Scoring Rubric.........................................................................................................32Appendix E: Resources.................................................................................................................36

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I. Background Information

A. TITLE IIB MATHEMATICS AND SCIENCE PARTNERSHIPS

In January of 2002, the Elementary and Secondary Education Act (ESEA) of 2001 became law. The Improving Teacher Quality Grant Programs (Title II) are major components of the Elementary and Secondary Education legislation. These programs encourage scientifically-based professional development as a means for improving student academic performance. As schools are responsible for improving student learning, it is essential to have highly qualified teachers leading the way.

Title II, Part B of the ESEA authorizes a Mathematics and Science Partnerships competitive program within each state. The Oregon Department of Education (ODE) is responsible for the administration of this program. The program is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Title I and Title IIA funds may be used to support the partnership’s activities to demonstrate progress towards meeting the district partner’s Title I Adequate Yearly Progress goals.

The ODE is responsible for conducting this competitive grant program and will make awards to partnerships of high-need school districts and science, mathematics, and engineering departments within institutions of higher education. The overall goal is to give districts, and mathematics and science higher education faculty, joint responsibility for improving mathematics and science instruction through the process of implementing high-quality professional development.

B. PURPOSE OF TITLE IIB PROGRAM

The purpose of this program is to improve the academic achievement of students in the areas of mathematics and science by encouraging State educational agencies (SEAs), institutions of higher education, local educational agencies (LEAs), elementary schools, and secondary schools to participate in programs that [ESEA, sec. 2201]:

(a)(1) Improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving mathematics and science teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers;

(a)(2) Focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers' intellectual growth and upgrades teachers' knowledge and skills;

(a)(3) Bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers' teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools;

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http://www2.ed.gov/policy/elsec/leg/esea02/pg26.html


(a)(4) Develop more rigorous mathematics and science curricula that are aligned with challenging state and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science; and

(a)(5) Improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction.

C. GOALS OF OREGON TITLE IIB PROGRAM

The Oregon Department of Education will award the 2014-2017 Title IIB MSP funding to improve student achievement and teacher content knowledge in either mathematics and/or science education.

All Title IIB proposals must be designed to help support connections to Oregon’s Education Initiatives including: The Oregon Diploma, Oregon Mathematics Standards (CCSS), Oregon Science Standards (NGSS), Next Generation of Accountability, Educator Effectiveness, Oregon Technology Standards, Career and Technology Education Skill Sets, Credit for Proficiency, and School Improvement which all have connections to math and science education in Oregon.

Specific areas of focus for each of 2014-17 grant options are provided below:

1. Option 1: Provide Access to rigorous College- and Career-Ready Curricular Materials

Proposals written to Option 1 need to describe professional development opportunities in mathematics and/or science that help educators to meet the following two imperatives for instruction and assessment:

Identification, modification, and/or development of more rigorous curricular materials (e.g. lessons, units, and assessments) aligned to Oregon mathematics or science standards [ESEA, sec. 2202(c)(5)]

Implementation of research based effective instructional and formative assessment practices

Partnerships may also consider supporting additional imperatives for instruction and assessment, including:

Student support structures including differentiation and intensification strategies Ensure the effective use of summative assessment data

This may include training for educators to find, evaluate, adapt, or develop relevant Open Education Resources (OER) to support innovative courses aligned to Oregon Mathematics or Science content standards.

All applicants shall use the criteria adopted by the Oregon State Board of Education for the Review and Adoption of Instructional Materials in the development and evaluation of materials during the grant. All professional development resources and project artifacts developed using grant funds shall be made available to all educators under a Creative Commons (CC-BY) license.

Recommended supporting documents for consideration include: National Council of Supervisors of Mathematics (2014). It’s time: Themes and imperatives for mathematics

education. Solution Tree Press. In science, programs should strive to develop and support secondary programs to align to new course designs,

such as NGSS Appendix K: Model Course Mapping in Middle and High School for the Next Generation Science Standards.

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http://www.nextgenscience.org/sites/ngss/files/Appendix%20K_Revised%208.30.13.pdf

http://www.nextgenscience.org/sites/ngss/files/Appendix%20K_Revised%208.30.13.pdf



http://www.ode.state.or.us/search/page/?id=1628







http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=MA



2. Option 2: Provide professional development that supports the expansion of programs to develop subject specific content specialists in kindergarten through grade 8 level.

Proposals written to Option 2 would need to describe how they would design programs to identify and develop exemplary mathematics and science teachers in the kindergarten through grade 8 classrooms [ESEA, sec. 2202(c)(9)]. Applicants need to include how they will improve access to K-8 content specific instructional specialists in mathematics and/or science.

This would need to be done by both increasing the quantity and quality content specialists, coaches, and/or teachers on special assignment (TOSAs) in either math or science.

Additionally, applicants aiming to target K-8 mathematics content specialists will need to describe how their program would align and support the AMTE Standards for Elementary Mathematics Specialists as well as support the expansion of Elementary Mathematics Instructional Leader (EMIL) Specializations (OAR 584-066-0015) in Oregon.

All professional development resources and project artifacts developed using grant funds shall be made available to all educators under a Creative Commons (CC-BY) license.

3. Bonus Points:

Additional consideration will be given to proposals that provide examples of leveraging ESEA and for Digital Teaching and Learning. Specific examples are given below in ways grantees could use Title IIB funds to support teaching and learning with technology through professional development, acquisition of digital materials and resources, and educator communication.

3.1 Professional Development – Program funds may be used by grantees to support teachers as they implement digital learning tools effectively, and use technology to personalize professional development. Specific areas of consideration include:

Supporting Teachers To Use Digital Learning Toolso Applicants are encouraged to consider how to help educators learn to use selected

devices, platforms, online assessments, or digital materials or to implement technology supported content-specific instructional practice, based on areas identified for improvement.

Provide Online Professional Development o Applicants are encourage to consider creating personalized digital learning

opportunities for teachers that help move districts away from one-size-fits-all professional development. This may take the form of “blended” professional learning, webinars, simulations, online conferences, massive open online courses (MOOCs), or online communities of practice.

3.2 Student Materials, Resources, and Support – Federal funds may also be used by grantees to provide access to digital materials to better support students.

Provide Access to high quality College- and Career-Ready Open Educational Resources (OER)

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http://tspc.oregon.gov/support/News_Item_Supplemental.asp?id=%20486&vid=%201&sid=1

http://amte.net/news/12-13-13/standards-elementary-mathematics-specialists

http://amte.net/news/12-13-13/standards-elementary-mathematics-specialists


o Applicants are encouraged to consider training to help educators find, adapt, or develop high quality Open Educational Resources aligned with Oregon College- and Career-Ready standards, and made available with a CC-BY license.

Enhance Instruction with Digital Resources to support all studentsO Additional consideration will be given to applicants that describe how Title IIB funds

would be used to improve instruction for students both above average and below state academic averages through digital resources. In particular, applicants should describe how the use of such resources can reduce academic achievement gaps for student groups. The could include helping English Learners by acquiring digital learning resources and software, including materials in languages other than English.

3.3 Educator Communication and Collaboration – Federal funds may be used by grantees for technology to enhance collaboration among educators, experts, and parents.

Evidence of regional or statewide impact o Projects that provide evidence a wide reach to educators across the state of Oregon are

strongly encouraged. Especially projects that reach educators in rural or remote regions through innovative use of collaborative technologies.

Use Technology to Connect Educators with STEM Professionalso Applicants may use Title II-B Math Science Partnership funds to purchase software

and devices that are an essential component of a grantee’s plan to create and provide digital professional learning communities (PLCs) with practicing scientists or engineers. ESEA, sec. 2202(c)(8).

D. CONTACTS

For assistance related to the Oregon Mathematics and Science Partnerships Program (ESEA Title IIB) applications, please contact:

Mark R. Freed | Mathematics Education Program SpecialistOffice of Learning | Instruction, Standards, Assessment and Accountability [email protected] 503.947.5610

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mailto:[email protected]


II. General Information

A. ELIGIBILITY

Eligible partnerships must include as core partners a high-need school or district (LEA), and the mathematics, science, and/or engineering faculty in institutions of higher education (IHE).

The term “high-need” means a school, district, or regionally-based consortium of small rural schools:• that has a lower than statewide average percentage of students performing at or above meets

in mathematics and/or science on the Oregon statewide Assessment of Knowledge and Skills (OAKS).

-and/or-

• that has a lower than median state graduation rate.

To be eligible for a Title IIB MSP Grant, an applicant LEA must demonstrate a need for improvement in student performance in mathematics and/or science and a need for improving STEM learning opportunities for students. An analysis of Oregon Assessment of Knowledge and Skills (OAKS) student achievement data must be part of the needs assessment. In addition, the proposal must demonstrate that participating teachers serve a sufficient number of students exhibiting this need.

B. PROGRAM REQUIREMENTS

1. Projects are designed and implemented by partnerships that include:

• One or more high-need school(s) or district(s) (see definition in Appendix A).

• K-12 teachers of mathematics and/or science, and/or guidance counselors in participating eligible high-need school districts.

• Mathematics, science and/or engineering faculty, and administrators in higher education organizations (may serve as principal investigator). Arts and Sciences faculty at institutions of higher education MUST be a partner.

• School district administrators and/or Educational Service District (ESD) administrators.

• Education faculty, and/or ESD or school district educators with expertise in teacher professional development may serve as co-principal investigator.

• A business officer from the fiscal agent (An ESD, school district, or IHE may serve as the fiscal agent.);

• IHE Education faculty and/or ESD or school district educators with expertise in teacher professional development (may serve as co-principal investigator); and

• an External Evaluator who is an active partner from the planning stages through completion of the final reports. The evaluator designs and manages an evaluation and accountability system that includes measurable objectives related to BOTH process evaluation (implementation) and outcome evaluation. The external evaluator may be affiliated with the partnering IHE, but must not be working in the same department as the participating IHE faculty nor take an active role in the program delivery.

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2. Other stakeholders are encouraged and may include businesses and nonprofits or informal science and mathematics organizations. These partners and other stakeholders engage in the effort at both the institutional and individual levels, and share goals, responsibilities and accountability for the project.

Examples of other Title IIB partners may include:• public charter schools;• education department faculty in an institution of higher education;• private career schools;• apprenticeship programs;• additional schools or districts; and/or • one or more Education Service Districts, professional organizations, centers of informal

mathematics and/or science learning, and other non-profit or for-profit organizations concerned with mathematics and/or science education.

All partners must engage in the partnership to share goals, responsibilities, and accountability for the grant award. There must be an active and well-defined partnership between the IHE faculty and LEAs in all aspects of the grant, including planning, delivery, and evaluation of the professional development.

3. Additional guidance on Core Partnerships:

Core Partners engage in the partnership to share goals, responsibilities and accountability for the sub-grant award. Core partners must include the Project Director, and at least one representative of the fiscal agent, an evaluator, higher education disciplinary faculty, higher education and/or ESD education advisor, and ten percent of teachers engaged in the funded project.

• One or more eligible school districts MUST be a core partner.• One or more higher education institution(s) with engaged mathematics, science, and/or

engineering faculty MUST be a core partner. Higher education institutions may include community colleges, or 4-8 year public or private colleges or universities.

• Education department faculty may play an advisory role.• Additional school districts may also be core partners.• One or more Education Service Districts may be core partners.• An Education Service District, an eligible school district, or institution of higher education

may serve as the fiscal agent.• Stakeholders may include professional organizations, centers of informal mathematics and/or

science learning, and other non-profit or for-profit organizations concerned with mathematics and/or science education.

Core Planning Team for new partnerships:The Oregon Title IIB MSP Planning Team must be at minimum, composed of:• A K-12 team of elementary, middle, and high school teachers from at least one of the eligible

school districts in the partnership.• A school district administrator from one of the school districts in the partnership.• A mathematician, scientist, or engineering faculty from a core-partner higher education

institution.

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• An experienced community college or university-level mathematics or science education faculty.

• A business officer from the fiscal agent. • A project evaluator.

4. Equitable participation for private schools:

Section 9501 of the ESEA requires equitable participation for private schools. LEAs and eligible local entities must engage in timely and meaningful consultation with appropriate private school officials, in private schools located in areas served by the grant recipient, during the design and development of programs and continue the consultation throughout the implementation of these programs. This consultation must take place during the development of the partnership application to ensure that it occurs before any decision is made that affects the opportunities of eligible private school children, teachers, and other educational personnel to participate. Evidence must be included in the application showing that private schools in the areas served by the grant applicant were invited to participate.

5. Education Department General Administrative Regulations (EDGAR):

EDGAR sections 74, 76, 77, 80, 81, 82, 85, 86, 98, 99 apply to this program (http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html).

6. Institutional Review Board (IRB) requirements apply to the Title IIB MSP program.

An institutional review board (IRB) is a committee that has been formally designated to approve, monitor, and review biomedical and behavioral research involving humans with the aim to protect the rights and welfare of the research subjects. An IRB performs critical oversight functions for research conducted on human subjects that are scientific, ethical, and regulatory. The IHE must work with the partner LEAs to ensure that IRB requirements are met. For more information, see EDGAR (34 CFR Part 97) (http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html)

7. Family Educational Rights and Privacy Act applies to the Title IIB MSP program.

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. The partner school districts must ensure the FERPA regulations are met. For additional information and to view the related laws visit www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

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http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html

http://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html


C. AUTHORIZED ACTIVITIES

An eligible partnership shall use funds for one or more of the following activities related to elementary or secondary schools [ESEA, sec. 2202(c)]:

1. Creating opportunities for enhanced and ongoing high-quality professional development to improve mathematics/science subject matter knowledge that is aligned with the Oregon mathematics and/or science academic content standards, including pedagogical content knowledge, for a total of no less than 80 contact hours during each year of the project.

2. Promoting strong teaching skills for mathematics and science teachers and teacher educators, including integrating reliable evidence-based teaching methods and technology-based teaching methods into the curriculum.

3. Establishing and operating mathematics and science summer workshops or institutes, including follow-up training, for elementary and secondary school mathematics and science teachers that:

a) shall:

(i) directly relate to the instructional materials and academic areas in which the teacher provides instruction, and support best pedagogical practices;

(ii) enhance the ability of the teacher to understand and use Oregon’s academic content standards for mathematics and/or science and to select appropriate curricula; and

(iii) train teachers to use instructional materials that are:

a) based on scientific and/or evidence based research;

b) aligned with the Oregon mathematics and/or science academic content standards and prepares students to meet the Oregon Diploma requirements; and

c) object-centered, experiment-oriented, and concept- and content-based; and

b) may include:

(i) programs that provide teachers and prospective teachers with opportunities to work under the guidance of experienced teachers and college faculty;

(ii) instruction in the use of data and assessments to inform and instruct classroom practice; and

(iii) professional development activities, including supplemental and follow-up activities, such as curriculum alignment, distance learning, and activities that train teachers to utilize technology in the classroom.

4. Recruiting mathematics, engineering, and science majors to teaching through the use of:

a) signing and performance incentives that are linked to activities proven effective in retaining teachers, for individuals with demonstrated professional experience in mathematics, engineering, or science;

b) stipends provided to mathematics and science teachers for certification through alternative routes;

c) scholarships for teachers to pursue advanced course work in mathematics, engineering, or science; and/or mathematics and science education specializations and endorsements;

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d) other programs that the State educational agency determines to be effective in recruiting and retaining individuals with strong mathematics, engineering, or science backgrounds.

5. Developing or redesigning more rigorous mathematics and/or science curricula that are aligned with Oregon’s state academic content mathematics and science standards, prepare students to meet the Oregon Diploma requirements, and are aligned with the standards expected for postsecondary study in mathematics and science.

6. Establishing distance learning programs for mathematics and science teachers using curricula that are innovative, content-based, and based on scientifically based research that is current as of the date of the program involved.

7. Designing programs to prepare a mathematics or science teacher at a school to provide professional development to other mathematics or science teachers at the school and to assist beginning and other teachers at the school, including (if applicable) a mechanism to integrate the teacher's experiences from a summer workshop or institute into the provision of professional development and assistance.

8. Establishing and operating programs to bring mathematics and science teachers into contact with working scientists, mathematicians, and engineers, to expand such teachers' subject matter knowledge of and research in science and mathematics.

9. Designing programs to identify and develop exemplary mathematics and science teachers in the kindergarten through grade 8 classrooms.

10. Training mathematics and science teachers and developing programs to encourage young women and other underrepresented individuals in mathematics and science careers (including engineering and technology) to pursue postsecondary degrees in majors leading to such careers.

D. REPORTING REQUIREMENTS

1. The U.S. Department of Education

All partnerships are required to complete the online Annual Performance Report (APR) http://apr.ed-msp.net/users/login providing project information and reporting the partnership's progress in meeting the objectives described in the evaluation and accountability plan. These objectives must include measures of student and teacher content knowledge in mathematics and/or science. The last five percent of funds will be withheld annually and released when the APR has been submitted and approved.

2. Monitoring

The Oregon Department of Education Title IIB Math Science Partnership Program State Coordinators will monitor all projects on an ongoing basis to ensure compliance with all requirements. Monitoring will include project professional development activity site visits at least twice a year, once during the planned summer events and once during the school year follow-up events.

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http://apr.ed-msp.net/users/login


E. FUNDING

1. Amount of Grant Awards

The Oregon Department of Education will award approximately five new three year Title IIB grants in 2014. Funding for each individual partnership will be dependent on the number of teachers involved in the STEM Partnership. The final number of partnerships will be subject to the size of the grant requests that are received. A variety of grant size activities are encouraged to apply, and funding should appropriately reflect the size and scope for the proposed work. The following guidelines are recommended, but not required by applicants:

Local grants – up to $200,000 per year average (~$600,000 total) o Approximately 1-2 school districts & 20-30 teacher participants

Regional grants – up to $300,000 per year average (~$900,000 total)o Multiple regional districts (~e.g. 2-5) and at least 30-60 teacher participants

Statewide grants – up to $400,000 per year average (~$1,200,000 total)o Many districts statewide (~e.g. more than 4) and 60 or more teacher participants

Overall, a total of $4,500,000 over three years will be awarded for 2014-17 grantees (~$1,500,000 per year average). The Oregon Department of Education reserves the right to negotiate final award amounts to reflect the scope of the work reflected, and to accommodate as many quality proposals as possible. The Department may also fund fewer than five applications if they are not of high quality or do not adhere to the outlined criteria. In this case, the RFP would be opened for a second round of grant applications in Fall 2014.

Projects will need to submit a multiyear budget showing how funds would spent over the three year grant period. Use of local funds will also strengthen the application and can be identified within the budget worksheet. Applicants do not need to budget the exact same amount each year, and can submit budgets that accurately reflect the scope of work. In fact, since Year 1 funds will not be awarded until November 2014, it is recommended that the first year budget would be less than subsequent years that reflects the reduced time period for possible grant activities (Nov 2014-Sept 2015).

Future funding for each grant is contingent upon the Oregon Department of Education receiving funding from the U. S. Department of Education in federal budget cycles.

2. Duration

First year grant funds are to be used between November 2014 and September 2015. Second year grant funds must be used between October 2015 and September 2016, and third year funds must be used between October 2016 and September 2017.

3. Use of Funds

Grant funds shall be used to supplement, and not supplant, state and/or local funds that would otherwise be used for proposed activities. Grantees must be able to spend funds correctly and provide evidence of this (Section 76.702 of EDGAR). Accounting records must be supported by cancelled checks, paid invoices, payroll, time, and attendance records. Costs must be necessary and reasonable, be allocable, and be authorized or not prohibited under State or local laws or federal grant regulations.

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Reasonable costs will not exceed that which would be incurred by a prudent person, are ordinary, and necessary for the operation of the program, and represent sound business practices.

Lack of documentation is a primary reason for audit findings. Documentation must be available to support each expenditure. Funds may be used for the following:

• Stipend and travel reimbursement for teachers attending summer institute(s).• Release time during school year for planning activities that connect project activities to

district curriculum, lesson planning, and student assessment.• Stipend and travel reimbursement for teachers attending approved professional development

opportunities with a strong alignment to the project goals.• Higher education faculty summer salary reimbursement, travel reimbursement, and other

project-related costs.• Materials for classroom implementation related to the content of project activities by teachers

in the cohort.• Project Director expenses to coordinate teacher recruitment, teacher support, faculty retention

and support, and coordination with the Oregon Department of Education.• Evaluation service expenses.• Education consultation services.• Support of professional development programs and content development in mathematics

and/or science.

It is acceptable for the partnership to charge indirect costs (up to 8%). Please refer to the following regulations for guidance: EDGAR Sec. 75.562 - Indirect cost rates for educational training projects, EDGAR 80.30 - Changes, and EDGAR Section 80.36 - Procurement. Projects are strongly encouraged to maximize the use of grant funds for direct services. All budgets and budget descriptions must be aligned with the activities described in the proposal narrative and reflect any coordinated uses of resources from other sources. All LEAs who receive federal funds (including Title IIB MSP funds) must maintain time and effort documentation.

Funds may not be used for:

• costs associated with writing the proposal• materials for general classroom use, such as computers, projectors, smart boards, or other

similar equipment • supporting the research of individual scholars or faculty members• purchase of food, beverages, and snacks. [see federal guidance documentation for more

information] There is a very high burden of proof to show that paying for food and beverages with Federal funds is necessary to meet the goals and objectives of a Federal grant and unique circumstances will be considered on a case-by-case basis.

• supporting travel to out-of-state professional meetings/conferences (other than the U.S. Department of Education’s Title IIB Mathematics and Science Partnership Conferences), unless it is demonstrated that attendance will directly and significantly advance the project.

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http://www.ode.state.or.us/opportunities/grants/nclb/title_i/a_basicprograms/schoolimprovement/supplementalservices/faqs-grantee-conferences-may-2013.pdf


III. Application Process

A. APPLICATION REVIEW AND SCORING

Proposals will be reviewed by ODE staff for completeness and compliance with the requirements set forth in Title II, Part B of ESEA (NCLB) to determine applicant eligibility. Any questions about significant omissions from a proposal or about applicant eligibility will be referred to the proposing organization. If, in the judgment of the Department, a proposal is late, significantly incomplete, or an applicant cannot establish its eligibility, the proposal will be omitted from the competition. The decision of the Department is final. Applicants submitting proposals withdrawn due to incompleteness or ineligibility will be notified.

Expert review teams will score eligible applications. Review will be based on specific criteria listed in this application and scored using the attached scoring guide (Appendix D, pg. 32-35.)

Applications will be reviewed and scored by review teams October 2-9, 2014.

Applicants must explain how they will determine whether partnership activities have improved the academic achievement of students in mathematics and/or science. Preference is given to projects that employ experimental design with random assignment in their proposal. If random assignment is not feasible, the project may employ a quasi-experimental design with carefully matched comparison conditions. For experimental design, depending on the partners and the scope of the project, random assignment may occur at the level of teachers, schools or districts participating in the project. Alternatively, in a quasi-experimental design, teachers, schools, or districts participating in the project would be matched with comparable teachers, schools, or districts not participating in the project. Student and teacher outcome data and other relevant indicators of project success should be collected before, during, and after participation in the project.

The Oregon Department of Education may require revision of grant proposals and budget prior to approval, award, or release of funds. Decisions of the Oregon Department of Education on funding and awarding of grants shall be final.

B. APPLICATION REQUIREMENTS The application must include the following sections and information.

1. Required Documentation

Applications will be scored only if they contain these documents:1a. Cover Page - Use the form provided in Appendix B of this request for proposals.

1b. Abstract - Provide a one-page summary briefly describing the project vision, goals, activities, key features that will be addressed, and expected benefits of the project.

1c. List of Partners - Use the form provided in Appendix B of this request for proposals.

1d. Statement of Commitment - Must be completed by the fiscal agent and school district student assessment data provider. Use the form provided in Appendix B of this request for proposals.

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1e. Signed Statement of Assurances - Each partner must complete and sign the two-sided Statement of Assurances and Statement of Commitment form. Use the form provided in Appendix B of this request for proposals.

1f. Equitable Participation - Documentation showing that equitable participation in grant activities was offered to private schools in the area served by the partner school districts.

1g. Evidence that the partnership meets the eligibility requirements - The partnership must include one or more “high-need school or district and one or more higher education institutions with engaged mathematics, science, and/or engineering faculty as core partners. See page 8 or 22 for definition of “high-need” school or district.

1h. Partner Vitae or Resume (Optional): You may choose to include the vitae or resume of the personnel responsible for planning delivery of the professional development activities. Each vitae or resume must include the LEA or department affiliation (for higher education Arts and Sciences faculty.)

2. Partnership Narrative (65% of score)

The Partnership Narrative sections (excluding appendices) of the proposal must be double-spaced and Times New Roman font used must not be smaller than 12-point and shall not exceed a total of 25 pages.

The project narrative must include the following sections:

2a. Needs Assessment (10% of score)

Each application submitted shall include the results of a comprehensive assessment of the teacher quality and professional development needs of any schools and local educational agencies that comprise the eligible partnership with respect to the teaching and learning of mathematics and/or science aligned with the Oregon mathematics and science academic content standards. The demonstration of need must be built upon a needs assessment including Oregon Statewide student assessment data (OAKS) and teacher professional development needs.

2b. Research Base (10% of score)

A description of how the activities to be carried out by the eligible partnership are based on a review of scientifically-based research, meet the goals and objectives detailed in the plan of work, and provide an explanation of how the activities are expected to improve student academic achievement, teacher content knowledge, and strengthen the quality of mathematics and science instruction.

Discuss and cite the current state of knowledge relevant to the results of the needs assessment. This brief literature review should clearly indicate why the proposed activities were selected or designed. If the proposal builds on prior work, the narrative must indicate what was learned from this work and how these lessons learned are incorporated in the partnership’s proposed program. Appendix D provides resources that may assist the partnership to prepare their research base.

2c. Plan of Work (15% of score)

Indicate a clear understanding of the results of the needs assessment and how the goals and activities of the partnership’s proposed program of activities are directly related to those needs. Clearly describe the responsibility of each partner. The Plan of Work must include a

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logic model or theory of action that is linked to the goals and objectives of their project, a timeline, list of resources, responsible persons, and gathering, reporting, and evaluation of data during grant activities. In addition, provide description of the number, type, duration, and intensity of professional development work, including the number of teachers engaged and the number of professional development contact hours (no less than 80 hours per year) provided to participants.

2d. Alignment with Oregon Academic Content Standards and Diploma Requirements (20% of score)

Include a description of how the activities to be carried out align to the Oregon mathematics (CCSS) and/or science academic content standards (NGSS) and with other educational reform activities that promote student academic achievement in mathematics and science, and prepare students to meet the Oregon Diploma requirements. Alignment to the Oregon mathematics and/or science standards must be well defined.

Clearly explain the tie between professional development provided and the Oregon mathematics and/or science academic content standards. The proposal must link the professional development proposed to state academic content standards, data from Oregon’s statewide assessments, and preparation of students to meet the Oregon Diploma requirements.

2e. Management Capabilities (5% of score)

Clearly demonstrate the management capabilities of the partnership’s proposed program, organization of the work, fiscal responsibilities, and meeting deadlines. If clear evidence of management capability is not demonstrated in the first year, the grant will not be extended additional years.

2f. Sustainability (5% of score)

The project description should contain evidence that the partnership program can be sustained beyond the life of the grant award. Describes a plan to cycle teachers in both experimental and control groups through the project over time, includes a plan that recruits new partners to the project over time, and how the partners will modify project goals in response to changes in measurable data.

3. Evaluation Plan (20% of score)The Evaluation Plan sections of the proposal must be double-spaced and Times New Roman font used must not be smaller than 12-point and shall not exceed a total of 5 pages. Each partnership’s plan must describe how they will evaluate the success of their project. Specifically, applicants must explain how they will determine whether project activities have improved the academic achievement of students in mathematics and/or science and the content knowledge of teachers. 3a. Partnerships must describe clear objectives (10% of score)

Specify how teacher content knowledge, students’ achievement, and related project outcomes will be measured and the degree of improvement expected on each outcome. Oregon statewide assessment data (e.g. OAKS or Smarter Balanced) is a required source for measuring student outcomes when available. The proposed plan shall include:

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Measureable objectives to increase the number of mathematics and science teachers who participate in content-based professional development activities. [ESEA, sec. 2202(e)(2)(A)]

Measurable objectives for improved student academic achievement on state mathematics and science assessments, or standardized alternative when scores are not available. [ESEA, sec. 2202(e)(2)(B)]

Additionally, projects will need to identify how they will measure: (1) teacher content knowledge; (2) teacher pedagogical content knowledge; and (3) teacher curricular content knowledge. Specific quantitative and/or qualitative measures will be determined by each partnership. Reports on progress related to these outcomes will be reviewed by the project evaluator and provided to the Oregon Department of Education quarterly and the U.S. Department of Education annually.

3b. Partnerships must propose an evaluation design (10% of score)Provide rigorous evidence whether project activities result in higher student achievement, increased teacher content knowledge, and improvement on related partnership outcomes. Annual reports regarding progress related to these outcomes will be reviewed by the project evaluator and provided to the Oregon Department of Education and the U.S. Department of Education.

4. Budget Narrative and Worksheet (15% of score)The budget narrative should describe how the funds will be used and must be clearly tied to the plan of work and evaluation plan. The budget narrative should describe the basis for determining the amounts shown on the budget worksheet (a sample budget worksheet is provided in Appendix C).

The Budget Narrative section of the proposal (not including budget worksheets) must be double-spaced and Times New Roman font used must not be smaller than 12-point and shall not exceed a total of 5 pages. Considerations for this section need to include:

The figures on the budget worksheet MUST match the budget narrative. Include a three-year budget. All proposals shall include provision for evaluation of the activities in an annual

performance report. None of the grant funds may be used to replace (supplant) expenditures that are the

responsibility of the school district. All projects must include costs related to project staff participating in the bi-annual project

meeting at the ODE in the fall and spring of the project years. Costs related to project staff participating in the annual regional meetings held by the U.S.

Department of Education which are generally held in the Washington DC metro area in the fall.

Indirect Costs MUST be limited to 8 %.

5. Bonus Points (up to +20% of score):

Bonus points are awarded for projects that demonstrate commitment to the goals of the Title IIB MSP by infusing non-required elements into the plan, design, and evaluation of the project.

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Bonus points will be awarded to projects that incorporate one or more of the following elements See section 3, pages 5-6 for more information):

5.1 Professional Development (up to +6%) Support Teachers Using Digital Learning Tools (3 points) Provide Online Professional Development (3 points)

5.2 Student Materials, Resources, and Support (up to +8%) Provide Access to high quality College- and Career-Ready Open Educational Resources

(OER) (5 points) Enhance Instruction for English Learners with Digital Resources (3 points)

5.3 Educator Communication and Collaboration (up to +6%) Evidence of regional or statewide impact (3 points) Use Technology to Connect Educators with STEM Professionals (3 points)

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C. TIMELINE AND IMPORTANT DATES

August 12, 2014 Request For Proposals posted on ODE website and disseminated statewide.

August 20, 2014Technical assistance WebEx session for interested parties, on 8/20/14 from 3:00-4:30 PM PDT. Connection information posted on the ODE website.

October 1, 2014 All applications must be RECEIVED at ODE by Noon (12:00 PM PDT). October 2-16, 2014 Application scoring process conducted.October 17, 2014 Grant awards announced via email and news release.November 2014 Feedback provided to non-funded grant applicants. November 15, 2014 Grant funds released to grantees.

Nov. 2014-June 2015 Each MSP provides at least 40 hours of professional contact time to plan and/or carry out partnership activities

November 2014 Fall MSP Directors Meeting May 2015 Spring MSP Directors Meeting

Summer 2015 Each MSP provides at least 40 hours of professional contact time to plan and/or carry out partnership activities

October 31, 2015 Year 1 Annual Performance Reports (APR) Due.Fall 2015 National MSP meeting (Washington, DC)

September 2015-June 2016 Each MSP provides at least 40 hours of professional contact time to plan and/or carry out partnership activities



October 31, 2016 Year 2 Annual Performance Reports (APR) Due.Fall 2016 National MSP meeting (Washington, DC)

September 2016-June 2017 Each MSP provides at least 40 hours of professional contact time to plan and/or carry out partnership activities



September 30, 2017 Final Grant Activities Completed.October 31, 2017 Final Annual Performance Reports (APR) Due.November 14, 2017 Final claims for Year 3 due in EGMS grant management system.

This is a federally-funded program. Project timeline, reporting dates, and requirements are contingent upon the Oregon Department of Education receiving future funding from the U. S. Department of Education and are subject to change as federal requirements change.

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D. APPLICATION REQUIREMENTS

Appendix B details the required components of an application, in the order they must be submitted. Narrative sections (excluding appendices) must be typed, double-spaced, and type no smaller than Times New Roman 12 point font must be used. There must be one inch side, top, and bottom margins. Charts, graphs, and tables may be single spaced with type no smaller than Times New Roman 12 point. Any supporting charts, graphs, and tables must be placed in the Appendix and referenced in the narrative. Excluding the number of pages within Required Documentation and Appendix, the application narrative shall not exceed a total of 25 pages, the evaluation design shall not exceed 5 pages, and the budget narrative shall not exceed 5 pages. Application must be submitted in Rich-Text (RTF), Word (.doc or .docx), or PDF format. The specific criteria used to score each section and points possible are listed in Appendix C.

E. INSTRUCTIONS FOR SUBMISSION

The Title IIB Application must be received NO LATER THAN 12:00 P.M. October 1, 2014.

1. An envelope containing the original and three copies of the completed grant application must physically arrive at the Oregon Department of Education by 12:00 PM on October 1, 2014.

AND

2. An electronic version of the completed grant application in Rich Text (RTF), Word (.doc or .docx), or PDF format must be received by 12:00 PM on October 1, 2014. It is the applicant’s responsibility to contact Joy Blackwell to verify receipt of documents. Due to the size of the applications please use the Secure File Transfer Process outlined below to submit the electronic version of the grant application.

BECAUSE OF THE POSSIBILITY OF FACSIMILE FAILURE, FAXED APPLICATIONS WILL NOT BE ACCEPTED.

Address your application packets to:

Joy BlackwellOffice of Learning | Instruction, Standards, Assessment, and Accountability Unit Oregon Department of Education255 Capitol Street NESalem, OR 97310-0203Email: [email protected]

Secure File Transfer Process

An electronic version of the complete application must be submitted to Joy Blackwell ([email protected]) using the online Secure File Transfer application available on the ODE district web site https://district.ode.state.or.us/apps/xfers/. Follow the instructions provided at the bottom of the page to complete the submission of the file.

Contact the ODE helpdesk at 503-947-5715 if you need assistance with the Secure File Transfer Process.

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https://district.ode.state.or.us/apps/xfers/




Appendix ADefinitions

The following definitions A-C are based on the definitions included in the Elementary and Secondary Act of 2001 and Oregon educational priorities.

A. High-Need: The term “high-need” means a school, district, or regionally-based consortium of small rural schools:

i. that has a lower than statewide average percentage of students performing at or above meets in mathematics and/or science on the Oregon statewide Assessment of Knowledge and Skills (OAKS).

-and/or-

ii. that has a lower than median state graduation rate.

B. High Quality Professional Development: The term “professional development” means instructional activities that:

i. Are based on scientifically-based research and align with the Oregon Mathematics Standards (CCSS), science academic content standards, technology standards, engineering skills sets, Oregon Science Standards (NGSS), and enable teachers to prepare students to meet the Oregon Diploma requirements, teach students at different developmental levels, and/or effectively teach students with various demographic backgrounds;

ii. Improve and increase teachers’ knowledge of the academic subjects they teach;iii. Enable teachers who fall under the designation of not highly qualified to become highly

qualified; andiv. Are sustained, intensive, and classroom-focused in order to have a positive and lasting

impact on classroom instruction and the teacher’s performance in the classroom.

C. Scientifically-Based Research: The term “scientifically-based research” means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs and includes research that:

i. Employs systematic, empirical methods that draw on observation or experiment and involve rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;

ii. Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;

iii. Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions, with appropriate controls to evaluate the effects of the condition of interest and with a preference for random-assignment experiments or other designs to the extent that those designs contain within-condition or across-condition controls;

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iv. Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at minimum, to offer the opportunity to build systematically on their findings; and

v. Can be submitted to a peer-reviewed journal or gain approval from a panel of independent experts through a comparably rigorous, objective, and scientific review.

D. *Science is the study of the natural world, including the laws of nature associated with physics, chemistry, and biology and the treatment or application of facts, principles, concepts, or conventions associated with these disciplines. Science is both a body of knowledge that has been accumulated over time and a process—scientific inquiry—that generates new knowledge. Knowledge from science informs the engineering design process.

E. *Technology comprises the entire system of people and organizations, knowledge, processes, and devices that go into creating and operating technological artifacts, as well as the artifacts themselves. Throughout history, humans have created technology to satisfy their wants and needs. Much of modern technology is a product of science and engineering, and technological tools are used in both fields.

F. *Engineering is both a body of knowledge—about the design and creation of human-made products—and a process for solving problems. This process is design under constraint. One constraint in engineering design is the laws of nature, or science. Other constraints include such things as time, money, available materials, ergonomics, environmental regulations, manufacturability, and repairability. Engineering utilizes concepts in science and mathematics as well as technological tools.

G. *Mathematics is the study of patterns and relationships among quantities, numbers, and shapes. Specific branches of mathematics include arithmetic, geometry, algebra, trigonometry, and calculus. Mathematics is used in science and in engineering.

* STEM subjects definitions from: National Academy of Engineering and National Research Council (2009). Engineering in K-12 Education: Understanding the Status and Improving the Prospects.

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Appendix BRequired Documentation - Lists & Forms

Applications will be scored only if they contain these documents.

Application Cover Page - Complete and include the form provided in this appendix.

List of Partners - Complete and include the form provided in this appendix.

Statement of Commitment – Fiscal Agent and School District Student Assessment Data Provider complete and sign the forms provided in this appendix and include in the application.

Signed Assurances - Each partner must complete and sign the Statement of Assurances and Statement of Commitment two-sided form provided in this appendix and include in the application.

Documentation showing that equitable participation in grant activities was offered to private schools in the area served by the partner school districts.

Evidence that the partnership meets the eligibility requirements - The partnership must include one or more “high-need school or district and one or more higher education institutions with engaged mathematics, science, and/or engineering faculty as core partners. See Appendix A for the definition of a “high-need” school or district.

Abstract - Provide a one-page summary briefly describing the project vision, goals, activities, key features, and expected benefits of the project.

Narrative - Narrative sections must be typed, double-spaced, and type no smaller than Times New Roman 12 point font must be used. There must be one inch side, top, and bottom margins. Charts, graphs, and tables may be single spaced with type no smaller than Times New Roman 12 point. The narrative, not including the Appendix, shall not exceed a total of 25 pages.

Evaluation Plan - The Evaluation Plan section of the proposal must be double-spaced and Times New Roman font used must not be smaller than 12-point and shall not exceed a total of 5 pages.

Budget Worksheet and Budget Narrative - The budget worksheet should clearly reflect activities in the grant and represent reasonable costs associated with the activities. Budget worksheets are provided in Appendix C. The budget narrative should provide clarity to the budget worksheet by describing how the amounts in the worksheet were determined. Major single expenditures should be itemized and linked to specific grant activities.

Appendix – Not required, however, any supporting charts, graphs, and tables must be placed in the Appendix and referenced in the narrative.

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APPLICATION COVER PAGE (Please Print or Type – All Fields Must Be Completed)

REQUESTED FUNDING

TOTAL # OF TEACHERS THAT WILL BE SERVED:

TEACHER-DISCIPLINARY-FACULTY CONTACT TIME (per Teacher):

DISTRICT:

COUNTY:

Project Name:

Project Director:

Mailing Address:

City: State: Zip:

Phone: FAX: E-mail

Grant Fiscal Agent Name and Title:

Phone: FAX: E-Mail

Superintendent

Mailing Address (if different from above):

City: State: Zip:

2014-2017 Statement of Assurances

The district assures and certifies compliance with the regulations, policies, and requirements as they relate to the acceptance and use of federal funds for programs included in this application.

The district assures and certifies compliance with the Children’s Internet Protection Act (CIPA) regulations, policies and requirements. The district assures that timely and meaningful consultation with appropriate private school officials during the design and development

of programs has occurred and that continued consultation throughout the implementation of these programs will occur. The district agrees to carry out the project as proposed in the application. None of the monies received through Mathematics and Science Partnerships Program (Oregon Title IIB MSP) Grants shall be used to

replace funds for existing programs that are a responsibility of the school district. Oregon Title IIB MSP Funds may be used to supplement not supplant regular education programs.

On or before October 31, 2015, 2016, and 2017, the district will submit a final evaluation report to the Oregon Department of Education as outlined in the RFP. Reports will include the submission of data requested by US Department of Education.

The District assures that the project director will attend all required meetings as published in the application timeline. Violations of the rules or laws may result in sanctions which may include but are not limited to reduction or revocation of grant award. The applicant certifies that to the best of his/her knowledge the information in this application is correct; that the filing of this application

is duly authorized by the governing body of this organization, or institution, and that the applicant will comply with the general statement of assurances.

The applicant certifies to the best of his/her knowledge the guidelines for Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) are being followed. It is a Federal law that protects the privacy of student education records. The law applies to all schools/districts that receive funds under an applicable program of the U.S. Department of Education.

Please Print Name of Superintendent Signature of Superintendent Date

Please Print Name of Project Director Signature of Project Director Date

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Mathematics and Science (MSP) PartnershipList of Partners

The following individuals and/or organizations have reviewed, discussed, and agreed to their part in implementing the MSP plan proposed in this grant application:

Name Title Organization Role/Responsibilities

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

A signed commitment form is required for each individual listed.

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STATEMENT OF COMMITMENT(Note: This is the first side of the two-sided form)

(Please Print or Type)

Applicant Project Name:

Partner Organization:

Contact Name: Title:

Mailing Address:

City: State: Zip:

Phone: FAX: E-mail:

Please explain the role of this partner in the proposed Mathematics and Science STEM Partnership, contributions that this partner will make, and evidence that the proposed activities are integral to this partnership’s plan:

Describe what supports the institution will provide to enhance partnership activities; such as: faculty to plan, present, and evaluate professional development, onsite support for teachers during school year, etc. (Note: expand narrative box as necessary)

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STATEMENT OF COMMITMENT(Note: This is the second side of the two-sided form)

Partner Name

The partnership member assures and certifies compliance with the regulations, policies and requirements as they relate to the acceptance and use of federal funds for programs included in this application and for those items that the partner is responsible.

The partnership member assures and certifies compliance with the Children’s Internet Protection Act (CIPA) regulations, policies and requirements.

The partnership member assures that timely and meaningful consultation with appropriate private school officials during the design and development of programs has occurred and that continued consultation throughout the implementation of funded activities will occur.

The Partnership member agrees to carry out the project as proposed in the application.

None of the monies received through Mathematics and Science Partnership Program (Oregon Title IIB MSP) Grants shall be used to replace funds for existing programs that are a responsibility of the school district. Oregon Title IIB MSP Funds may be used to supplement not supplant regular education programs.

On or before October 31, 2015, 2016, and 2017, the partnership member will cooperate in collecting data for a final evaluation report to the Oregon Department of Education as outlined in the RFP. In addition, the partnership member will submit data requested by the US Department of Education.

All requested information related to grant activities will be provided to ODE in a timely manner.

Violations of the rules or laws may result in sanctions which may include but are not limited to reduction or revocation of grant award.

The applicant certifies that to the best of his/her knowledge the information in this application is correct; that the filing of this application is duly authorized by the governing body of this organization, or institution, and that the applicant will comply with the general statement of assurances.

The applicant certifies to the best of his/her knowledge the guidelines for Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) are being followed. It is a Federal law that protects the privacy of student education records. The law applies to all schools/districts that receive funds under an applicable program of the U.S. Department of Education.

Print Name of Authorized Agent Signature of Authorized Agent Date

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Appendix C

Budget Worksheets and Scoring Rubric

2014-17 Title IIB MSP BUDGET WORKSHEETYear 1 August 15, 2014 – September 30, 2015

Project: Date:

Object Description

InstructionRegular

1XXX

InstructionalStaff

Development2240

Evaluation, Research and

Statistical Services 2620

CommunityServices

33XX

District/Local Contributions

Total by Object Code

(InstructionalStaff

Development)

(Evaluator and Evaluation

Costs)

(Services toPrivate

Schools)1XX Salaries 2XX Benefits

31X

Instructional, Professional & Technical Services

34X Travel

34X

Travel for Evaluation Leadership Meeting (See Requirements)

390

Other general Professional & Technical Services

310Evaluation Services

4XXSupplies & Materials

460

Non-Consumable Items

690

Administrative Costs @ ________ %No more than 8% allowed

Total by Function $ $ $ $ $ $

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2014-17 Title IIB MSP BUDGET WORKSHEETYear 2 September 1, 2015 – September 30, 2016

Project: Date:

Object Description

InstructionRegular

1XXX

InstructionalStaff

Development2240



CommunityServices

33XX



(InstructionalStaff

Development)


Costs)

(Services toPrivate

Schools)

1XX Salaries 2XX Benefits

31X


34X Travel

34X


390




460


690



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2014-17 Title IIB MSP BUDGET WORKSHEETYear 3 September 1, 2016 – September 30, 2017

Project: Date:

Object Description

InstructionRegular

1XXX

InstructionalStaff

Development2240



CommunityServices

33XX



(InstructionalStaff

Development)


Costs)

(Services toPrivate

Schools)


31X


34X Travel

34X


390




460


690



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2014-17 Title IIB MSP BUDGET WORKSHEETCombined Budget Years 1, 2, and 3: August 15, 2014 – September 30, 2017

Project: Date:

Object Description

InstructionRegular

1XXX

InstructionalStaff

Development2240



CommunityServices

33XX



(InstructionalStaff

Development)


Costs)

(Services toPrivate

Schools)


31X


34X Travel

34X

Travel for Evaluation Meeting (See Requirements)

390




460


690



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Appendix DOREGON TITLE IIB MSP COMPETITVE APPLICATION SCORING RUBRIC

Part 1: Required Documentation Yes No

1a. Cover Page is complete and signed by the District Superintendent and Project Director

1b. Abstract of the proposed project. 1 page maximum (double-spaced, font no smaller than 12-pt Times New Roman, one-inch margins). Briefly describes the project vision, goals, activities, key features and expected

benefits of the project.

1c. List of Partners and their roles and responsibilities

1d. Statement of Commitment (fiscal agent and school district data provider)

1e. Signed Statement of Assurances (includes a signed form for each partner)

1f. Documentation showing that equitable participation in grant activities was offered to private schools in the area covered by the partner districts.

1g. Evidence that the partnership meets the eligibility requirements that include: One or more eligible high-need* schools or districts must be a core partner. One or more higher education institutions with engaged mathematics, science,

and/or engineering faculty must be a core partner.* See page 7 or 21 for definition of “high-need”.

1h. (Optional) - Partner Vitae or Resumes

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SCORING SCALE0 None of the criteria are addressed.1 Some of the criteria are met but there are many areas that are incomplete or underdeveloped.2 Most of the criteria are met but there are some areas that are incomplete or underdeveloped.3 Meets criteria.4 Exceeds criteria.

Part 2: Partnership Narrative65% of Score

Provide explanations that are clear, concise, and thorough.25-page maximum; double-spaced; no smaller than 12-pt New Times Roman font, one-inch margins.2a. Needs Assessment Criteria: (10%)

A1.Provides evidence a needs assessment was conducted.A2.Provides evidence of the alignment of the projects goals and objectives with the results of the

needs assessment.A3.Uses the school partner’s Oregon Statewide Assessment data (OAKS) to provide evidence of need

for professional development in the selected content areas.2b. Research Base Criteria: (10%)

B1.Cites and discusses current state of knowledge relevant to the partnership program.B2.Literature review clearly indicates how the proposed work was selected or designed.B3. If proposal builds on previous work, the narrative indicates what was learned from this work and

how the lessons learned are incorporated2c. Plan of Work Criteria: (15%)

C1.Clearly describes the goals and objectives for the program that are based on the needs assessment and the responsibility of each of the partners. Includes a logic model or theory of action that is linked to the goals and objectives of the project

C2.A timeline shows the work of the partners leading up to the grant activities, including acquiring necessary resources and evaluation services, and development and delivery of annual reports.

C3. Provides information about the gathering and evaluation of data during grant activities, including:C3a. An explanation of how the proposed indicators demonstrate the project outcomes.C3b. The rigor and validity of the proposed indicators and their appropriateness for the

targeted teachers and students.C3c. The degree to which the project plan uses data for improvement of the project over time.C3d. The plan for reporting the data.

C4. Describes the duration, type, and intensity of the professional development opportunities, including the number of teachers engaged and students served.

2d. Alignment with Oregon Academic Content Standards and Diploma Requirements: (20%)D1. Clearly describes the connection between the academic content selected for the professional

development activities and alignment to preparing students to meet the Oregon Diploma requirements and in improvement of student performance in mathematics and/or science academic content standards as evidenced in the partner schools and/or districts’ Oregon Assessment of Knowledge and Skills (OAKS) data.

D2. Describes the process the partnership will use to determine the alignment of the academic content of the professional development activities to the academic content and cognitive demands defined in the Oregon mathematics and/or science academic content standards.

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2e. Management Capabilities: (5%)E1. Provides evidence of capability to manage the project and organize the work by describing past

grant management experience, or similar experience.E2. Provides evidence that the partnership is willing to manage the project for at least three years

should funds become available.E3. Provides evidence of meeting reporting deadlines.

2f. Sustainability: (5%)F1. Describes the activities that will provide evidence of sustainability over time.F2. Provides evidence the partnership can be maintained beyond the life of the grant.F3. Describes a plan to cycle teachers in both experimental and control groups through the project

over time.F4. Includes a plan that recruits new partners to the project over time.F5. Describes how the partners will modify project goals in response to changes in measurable data.

Part 3: Evaluation Plan20% of Score

Provide explanations that are clear, concise, and thorough.5-page maximum; double-spaced; no smaller than 12-pt New Times Roman font, one-inch margins.Evaluation Plan Criteria:Each partnership’s plan must describe how they will evaluate the success of their project. Specifically, The proposed plan shall include:

Measureable objectives to increase the number of mathematics and science teachers who participate in content-based professional development activities. [ESEA, sec. 2202(e)(2)(A)]

Measurable objectives for improved student academic achievement on state mathematics and science assessments, or standardized alternative when scores are not available. [ESEA, sec. 2202(e)(2)(B)]

Additionally, proposals need to include plans how they will measure and monitor: Teacher Content Knowledge Teacher Pedagogical Content Knowledge Teacher Curricular Knowledge

3a. Partnerships must describe clear objectives: (10%)A1. Specifies how teacher participation and student academic achievement will be measured and the

degree of improvement they expect on each outcome. Includes, when applicable, student achievement on state mathematics and science assessments; and identifies alternative when state achievement scores are not available.

A2. Specifies how teacher content knowledge, pedagogical content knowledge, and curricular content knowledge will be measured and the degree of improvement they expect on each outcome.

3b. Partnerships must propose an evaluation design: (10%)B1.Projects describe the evaluation design chosen, such as experimental or quasi-experimental design,

and provides a rational for their choiceB2.Proposal describes how evidence would be collected to analyze changes in student achievement

and teacher content knowledge.B3. Proposal describes how related partnership outcomes would be measured over the course of the

project activities.

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Part 4: Budget Narrative and Worksheet 15% of Score

How will you use your funds? Please list the amount requested by object code and describe the expenditures listed on the budget worksheet in the budget narrative. The grant readers should be able to clearly connect the described expenditures with expenses identified on the Budget Worksheet and proposed grant activities. Expenditures described in the Budget Narrative MUST match the expenditures detailed on the Budget Worksheet. It is generally better to be more specific than less specific. Limit the budget narrative to five pages, double- spaced, no smaller than 12-point New Times Roman font.Criteria:There is evidence that:

The budgeted items support all project activities Expenditures are clearly described The costs are reasonable in relation to the project's goals Work described in the project plan is reflected in the budget narrative Sufficient FTE has been dedicated to this project in order to ensure effective coordination and

administration of all grant activities None of the grant funds will be used to replace (supplant) expenditures for existing programs that

are the responsibility of the school district. Indirect costs MUST be limited to 8%.

Part 5: Bonus Points Up to +20% additional points

Bonus points are awarded for projects that demonstrate commitment to the goals of the Title IIB MSP by infusing non-required elements into the plan, design, and evaluation of the project. Bonus points will be awarded to projects that incorporate one or more of the following elements (p.5-6):5a. Professional Development – Program funds may be used by grantees to support teachers as they

implement digital learning tools effectively, and use technology to personalize professional development. (up to 6 points total)

A1. Supporting Teachers To Use Digital Learning Tools (3 points)

A2. Provide Online Professional Development (3 points) 5b. Student Materials, Resources, and Support – Federal funds may also be used by grantees to provide

access to digital materials to better support students. (up to 8 points total)

B1. Provide Access to high quality College- and Career-Ready Open Educational Resources (OER) (5 points)

B2. Enhance Instruction with Digital Resources to support all students (3 points)

5c. Educator Communication and Collaboration – Federal funds may be used by grantees for technology to enhance collaboration among educators, experts, and parents.(up to 6 points total)

C1. Evidence of regional or statewide impact (3 points)

C2. Use Technology to Connect Educators with STEM Professionals (3 points)

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Appendix EResources

U.S. Department of Education Title IIB Mathematics and Science Partnerships Program Description - www.ed.gov/programs/mathsci/index.html

MSPNet Library - http://hub.mspnet.org/index.cfm/libraryMSPNet Resources - http://hub.mspnet.org/index.cfm/resourcesNational Council of Supervisors of Mathematics (2014). It’s time: Themes and imperatives for mathematics

education. Solution Tree Press. National Council of Teachers of Mathematics (2014). Principals to action: Ensuring mathematical success for

all. Oregon Diploma - http://www.ode.state.or.us/search/results/?id=368Oregon Common Core State Standards in Mathematics -

http://www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=CCSSM Oregon Science Standards - http://www.ode.state.or.us/search/page/?id=1577Oregon Technology Standards - http://www.ode.state.or.us/search/page/?id=1880Oregon Industrial and Engineering Systems Skill Sets - http://www.ode.state.or.us/search/results/?id=311International Technology and Engineering Educators Association ITEA - http://www.iteaconnect.org/What Works Clearing House – http://ies.ed.gov/ncee/wwc/Center on Instruction Scientifically-based Research and Resources - www.centeroninstruction.org/index.cfmLearning Forward Standard for Professional Learning - http://learningforward.org/standards-for-professional-

learning#.U-FvIONdXTo Council of Chief State School Officers: Improving Evaluation of Professional Development Project -

http://programs.ccsso.org/projects/improving_evaluation_of_professional_development/

Open Education Resource (OER) Resources for considerationAlphabetical by resource

Better Lesson: http://betterlesson.com/ Brokers of Expertise: http://www.myboe.org/ CK-12: http://www.ck12.org/Creative Commons: http://creativecommons.org/ Curriki: http://www.curriki.org/welcome/Edmodo: https://www.edmodo.com/Google Classroom: https://www.google.com/intl/en-US/edu/classroom/ Gooru Learning: http://www.goorulearning.org/#homeIllinois Shared Learning: http://ioer.ilsharedlearning.org/ Khan Academy, Common Core: https://www.khanacademy.org/commoncore Learning Registry: http://learningregistry.org/ OER Commons: https://www.oercommons.org/

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https://www.oercommons.org/

http://learningregistry.org/

https://www.khanacademy.org/commoncore

http://ioer.ilsharedlearning.org/

http://www.goorulearning.org/#home

https://www.google.com/intl/en-US/edu/classroom/

https://www.edmodo.com/

http://www.curriki.org/welcome/

http://creativecommons.org/

http://www.ck12.org/

http://www.myboe.org/

http://betterlesson.com/

http://programs.ccsso.org/projects/improving_evaluation_of_professional_development/

http://learningforward.org/standards-for-professional-learning#.U-FvIONdXTo

http://learningforward.org/standards-for-professional-learning#.U-FvIONdXTo

http://www.centeroninstruction.org/index.cfm

http://ies.ed.gov/ncee/wwc/

http://www.iteaconnect.org/




http://www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=CCSSM


http://hub.mspnet.org/index.cfm/resources

http://hub.mspnet.org/index.cfm/library

http://www.ed.gov/programs/mathsci/index.html

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