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Title II, Part B Mathematics & Science Partnership (MSP)Competitive Grant Application


No Child Left Behind Act of 2001

Title II, Part B1

Mathematics and Science Partnership GrantRequest for Applications

Essential information guiding application for and award of this

grant is contained in this Request forj Applications (RFA)..

Applications are due at the Department of Education & Early Development

no later than May 14, 2010, 4:30 p.m. Alaska Daylight Time

For additional information about this RFA or thkis grant, contact:Sondra Meredith, MSP Program Manager

E-mail: sondra .meredith @ alaska .gov

Voice: (907) 465-8663

Form # 05-10-052 Title II-B MSP Competitive Grant Application

Alaska Department of Education & Early Development page 1Form # 05-10-052 Title II-B MSP Competitive Grant Application

Alaska Department of Education & Early Development page 1Form #05-09-005

Alaska Department of Education & Early Development page 1
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

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FAX: (907) 465-2441

Copies of this RFA are available electronically at

http :// www .eed .state .ak .us /forms /home .cfm




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Table of Contents

Section I: RFA Summary

Program Overview 1

Grant Focus 1

Project Design 2

Eligible Partnerships 3

Available Funding and Award Considerations 4

Application Review Process 4

Award Process 5

Assurances and Required Forms 6

Continuation of Funding 6

Fiscal Procedures 6

Required Reporting 8

Appeals Process 8

Assurance of Nondiscrimination 8

Disallowable Costs 8

Subcontracts 9

Ownership of Copyright and Patents9

News Releases and Publications 9

Indemnification 9

Insurance 10

Timeline 10

Technical Assistance 10

Section II: Application

Application Procedures 11





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Application Cover Page 16

Program Abstract 17

Partner Contributions and Commitments 18Teacher Assurance Form 21

Certificate of Assurances 22

Non-Profit Organization Effectiveness Document 23

General Education Provisions Act (GEPA) Statement 24

Private School Participation Form 25

Section III: Attachments

Definitions 26

Resources 28

Application Scoring Rubric 29

Application Rating Sheet 37





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Section I: RFA Summary

Program Overview

In January of 2002, the No Child Left Behind Act of 2001 (NCLB) became law. The ImprovingTeacher Quality Grant Programs (Title II) are a major component of the No Child Left Behindlegislation. NCLB programs encourage scientifically-based professional development as a means forimproving student academic performance.

Title II, Part B of NCLB authorizes a Mathematics and Science Partnership (MSP) competitive grantprogram. The intent of this program is to increase academic achievement of students in mathematicsand science by enhancing the content knowledge and teaching skills of classroom teachers. Corepartners in these grants must include mathematics, science, and/or engineering

departments/faculty from institutions of higher education (IHE), including community colleges.

Partnerships of higher education, high-needs Local Education Agencies (LEAs), and other stakeholderswill draw upon the strong disciplinary expertise of the mathematicians, scientists, and engineeringfaculty from higher education institutions to develop professional development activities that willincrease student achievement by providing teachers with strong mathematics and/ content knowledge.

The Alaska Department of Education & Early Development (EED) is responsible for the administrationof the MSP Program. Available funds will be awarded by EED to support successful proposalssubmitted by eligible partnerships comprised of high-need LEAs and departments/faculty ofmathematics, science, or engineering at Alaska institutions of higher education.

TheMathematics and Science PartnershipProgram supports improved academic achievement of

students in the areas of mathematics and science by encouraging state educational agencies, institutionsof higher education, local educational agencies, elementary schools, and secondary schools to partner inhigh-quality professional development programs, including programs that:

Improve and upgrade the status and stature of mathematics and science teaching by encouraginginstitutions of higher education to assume greater responsibility for improving mathematics andscience teacher education through the establishment of a comprehensive, integrated system ofprofessional development that continuously stimulates teachers intellectual growth and upgradesteachers knowledge and skills;

Focus on ways to deepen teachers content knowledge, increase teachers knowledge of howstudents learn particular content, provide opportunities for engaging learning, and establishcoherence in teachers professional development experiences.

Grant Focus





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After careful review of the state standard-based assessments and the number of mathematics creditsnecessary for K-8 teacher certification, the Alaska Department of Education & Early Development(EED) has targeted the area of elementary & middle school mathematics (K-8). Each project will be

required to implement a model of professional development which includes a minimum of 120 contacthours over 18 months. The professional development may be designed with sessions occurring bothduring the academic year and summer, or another comparable structure. The selected structure mustdedicate significant time and intensity to deepening teacher content knowledge. Projects may focus onthe same cohort of teachers and may add additional cohorts during the life of the grant.

A cohort may be made up of K-8 teachers within one eligible school district. Alternatively, a cohort maybe made up of teachers selected from throughout the state. Up to 10% of the cohort may be teachersfrom non-eligible schools if the LEA uses other funding sources to support those teachers participationin grant activities. A cohort should contain at least 30 teachers. Each cohort will engage with highereducation mathematics faculty in professional development that directly relates to the mathematics that

form the foundation for Alaskas academic standards and enhances the ability of K-8 teachers to teachstudents these standards.

Project Design

Projects must also meet the following requirements: Projects must focus on mathematics (K-8). Projects must address the results of a comprehensive assessment of the teacher quality and

professional development needs of selected schools that comprise the eligible partnership withrespect to the teaching and learning of mathematics.

Participating schools must not be involved in a mathematics school reform initiative; or the

proposal must clearly articulate how this program will integrate with ongoing reform efforts. The six components of scientifically-based research must be employed (see definitions). Alignment to the Alaska Mathematics Content and Performance Standards, Alaska Professional

Teaching Standards, and the National Staff Development Council Standards (see resources) mustbe well defined.

Projects must provide opportunities for enhanced and ongoing professional development toimprove mathematics subject matter knowledge, including pedagogical content knowledge, for atotal of 120 contact hours over 18 months.

The professional development design must incorporate the following four elements: Learn theContent, Reinforce the Content Learning, Consolidate the Content, and Implement the Content(see definitions).

There must be an active and well-defined partnership between IHE faculty and LEAs in allaspects of the grant, including planning, delivery, and evaluation of the professionaldevelopment.





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Each project must include an evaluation and accountability system that includes measurableobjectives. These measures should address the effect of the activities on student achievement andteacher performance. Local evaluation must include tools that will be used to assess the

programs progress and measure the effect of professional development. Each project is requiredto use measurement tools selected by the state so projects can be compared statewide. Teachercontent knowledge will be pre-assessed by using the Applied Mathematics WIN or Key Trainprogram. ACT WorkKeys in Applied Mathematics will be used as the post assessment.Teachers will also be required to submit pre and post self-assessments of their teachingperformance. Growth in student content knowledge will be evaluated using Standards BasedAssessment results.

Individual projects are required to report to EED and the U.S. Department of Educationregarding progress in meeting the objectives described in the evaluation plan.

Projects will electronically compile and deliver a professional development packet to EED at theconclusion of the grant. The professional development packet will include all participant

materials (e.g. handouts, activities, and references), instructor notes, and any other necessarycomponents that would enable replication of all professional development sessions.

Eligible Partnerships

Partnerships must include an Alaska high-needs LEA, as defined below, and the mathematicsdepartment/faculty of an IHE. The partnership must focus on teachers who teach grades K-8. Otherpartners may include businesses, colleges of teacher education, additional local educational agencies,public charter schools, public or private elementary or middle schools, a consortium of such schools,local parent organizations, and nonprofit or for-profit organizations with demonstrated effectiveness inimproving the quality of mathematics teachers. All parties involved share responsibility, goals, and

accountability for project implementation and outcomes. Grantees need to adhere to regulations 76.652and 76.656 of the U.S. Department of Educations General Administration requirements (EDGAR) andSection 9501 of ESEA as reauthorized by NCLB. These regulations state that meaningful consultationmust occur between the LEA and any private schools within that LEAs attendance area. Thisconsultation must occur prior to submitting a grant proposal. The purpose of this regulation is to ensurethat teachers of all students (public or private) are able to benefit from the provision of federal funding.Special Note: The fiscal agent must be a high-needs LEA.

High-Need Local Education Agency: A school district is designated as a high-needs local educationagency if the districts school(s) selected for this projected is an eligible school for the purpose of theMSP grant. In addition, the school(s) must meet one set of the criteria listed in the definition of an

eligible school.

Eligible School: A school is designated as an eligible school if--




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1. There is evidence of teachers with limited mathematics content knowledge or who are notendorsed in mathematics and the school has not achieved the annual measurable objective(AMO) for mathematics composite scores school-wide for the purpose of AYP during the last

two years.OR

2. There is evidence of teachers with limited mathematics content knowledge or who are notendorsed in mathematics and the school has a history of low test scores in mathematics (SBAs)and 35% or more of students identified in the proposal scored below proficient on assessments ofstudent achievement in mathematics (SBAs).

The evidence used to establish eligibility must use recent data on student academic achievement andteacher qualifications. Mathematics assessment data must be used.

Individual Schools and Classrooms: Each competitive grant is funded at the district level. Individual

schools and classrooms must apply as part of the district competitive grant.

Charter Schools: Alaska charter schools are classified as public schools and are part of the districtgranting the charter. Districts with charter schools that meet the criteria of a district's competitive grantapplication may include those charter schools in the federal competitive grant.

Private Schools: Private schools are eligible to participate if they are part of an Eligible LocalPartnership. Districts must contact private schools in their area about participation.

Available Funding and Award Considerations

1. Projected Total Amount Available for Awards

Approximately $960,000 is the available funding amount for the Title II, Part B Mathematics andScience Partnership Grant program. The state anticipates awarding three to six grants. The grantamounts will be based on the number and quality of applications submitted. The state reserves theright to award a smaller or larger amount of grant funds than requested based upon available fundingand the recommendations of the review panel.

2. Grant Amounts

The maximum amount of an eligible partnership award is $150,000 for the duration of each grantperiod. Eligible Partnerships involving both rural and urban high-needs districts may apply for amaximum amount of $350,000 for the duration of the grant period. The level of funding will dependupon the number of teacher participants and the number of students who will benefit. (If funds

requested by the original application are decreased upon award, the eligible partnership may adjustaccordingly.)

3. Grant Period





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Duration of the first competitive grant period will be July 1, 2010 to June 30, 2011. Continuation ofthe grant is possible depending on success of activities, compliance with grant procedures, and theavailability of federal funding for two additional years.

4. Fund Use

Funds received shall be used to supplement, and not supplant, state and/or local funds that wouldotherwise be used for proposed activities. Funds may be used for the following:

support of professional development programs and content development in mathematics administrative costs stipends for participating teachers, control-group teachers, and substitutes (a minimum of

$20/instructional hour for teacher participants is recommended for summer and weekendsessions)

materials for professional development use, program evaluation, etc.

travel costs and expenses to attend in-state MSP technical assistance meetings andregional USDOE MSP meetings.

No more than 10% of the project budget should be allocated to project evaluation, which mayinclude stipends to control or comparison teachers for their time and effort in evaluation. It isacceptable for the partnership to charge indirect costs. Please refer to the following regulations forguidance: EDGAR Sec. 75.562 - Indirect cost rates for educational training projects, EDGAR 80.30- Changes, and EDGAR Section 80.36 - Procurement. However, institutions are strongly encouragedto maximize the use of grant funds for direct services. All budgets and budget descriptions must bealigned with the activities described in the proposal narrative and reflect any coordinated uses ofresources from other sources. All LEAs who receive federal funds (including MSP funds) must

maintain time and effort documentation. This requirement is included in the General Assurances andthe MSP Assurances that LEAs must submit.





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5. Ineligible Costs:

costs associated with writing the proposal materials for classroom use

space rental expenditures for food at professional development sessions supporting the research of individual scholars or faculty members computers, projectors, SMART Boards, or other similar equipment supporting travel to in- or out-of-state professional meetings/conferences (other than the

in-state MSP technical assistance meetings and USDOE Mathematics and SciencePartnership Meetings and/or Conferences as specified), unless it is demonstrated thatattendance will directly and significantly advance the project

Application Review Process

Proposals will be reviewed by EED staff for completeness and compliance with the requirements setforth in Title II, Part B of NCLB to determine applicant eligibility. If, in the judgment of the EED, aproposal is significantly incomplete, or an applicant cannot establish its eligibility, the proposal will beomitted from the competition.

Grants will be awarded through a competitive review process. The review and scoring of eachapplication will be based on criteria that support sustained and intensive high-quality professionaldevelopment, based on the most current research. Using a numerical scoring system, this process isintended to identify the applications that meet the needs of Alaskas eligible schools.

A panel of reviewers composed of a minimum of three department staff and/or other educators will read

all grants submitted and received by the deadline. Applications will be scored independently using thescoring form and rubric included in this RFA. Reviewers will then conference to clarify the accuracy ofreviewers understanding. Each reviewer will assign a rating to each of the components published in thisRFA. The reviewer may, for each section, use the entire range of scores including zero. The reviewerstotal scores will be averaged to determine the order by which applications will be considered forfunding; funds will be awarded to the highest average scoring application(s).

Review panelists will be asked for recommendations for improving the application and commenting onthe feasibility of the budget. These comments may form the basis for adjustments negotiated to theapplication prior to issuance of the grant award.

Award Process

The state retains the right to refrain from making any awards if it determines that to be in its bestinterest. This RFA does not, by itself, obligate the state. The state reserves the right to add terms and





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conditions during grant negotiations. These terms and conditions will be within the scope of the RFAand will not affect the application reviews.

By May 24, 2010, the state will issue a written Notice of Intent to Award (NIA) and send copies to allapplicants. The NIA will identify the application(s) selected for award. The NIA will be followed by anintent to award letter with any changes recommended by the review panel.

Assurances and Required Forms

Each of the assurances and forms referenced in this application must be completed. The cover page andthe assurances specific to this grant must be signed by the projects fiscal agent and each memberinvolved in the partnership.

All applicants need to take the necessary actions for this grant application to complete both the GEPA

427 Statement (page 24) and Private School Participation Form (page 25).

Continuation of Funding

In awarding the grant, the state expects the grantees to conduct all activities and evaluation measures aswritten or negotiated in the approved grant application. Failure to provide the requested performancereports; report and evaluate on all activities as proposed; and implement the grant as written, could resultin the loss of funding. Any changes to the original funded application must receive prior approval by thestate.

The state reserves the right to withhold funding, reduce funding, or terminate funding if the applicationis not meeting program reporting requirements, performance goals, and measures. This includes accessto carry over (unexpended funds at the end of the fiscal year) funds.

After it has been awarded, the Alaska Department of Education & Early Development may terminate agrant by giving the grantee written notice of termination. In the event of termination after award, theAlaska Department of Education & Early Development shall reimburse the grantee for approved grantexpenses incurred up to the notification of termination. This grant is subject to federal appropriationsand may be reduced or terminated based on federal appropriated funds in any given fiscal year.

Fiscal Procedures

All federal funds for the Mathematics and Science Partnership grants must be assigned to individual

accounts that can be readily identified and verified.

All payments will be made on a reimbursement basis for expenditures incurred by the grantee.Reimbursement requests must be submitted to EED at least quarterly and be listed on Form 165d





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(supplied by EED) and a computer printout indicating the date of obligation, vendor name, accountingobject code, and exact amount of the transaction. Form 165b may be used for reporting transactionsinstead of computer printouts. The final payment will not be made until after the grant activity has been

concluded and the required end-of-year report has been submitted to EED. Expenditures in excess ofapproved budget amounts will be the responsibility of the grantee.

Eligible expenditures will be limited to those directly necessary and essential to the accomplishment ofthe proposed grant activity. These will customarily include personnel salaries, benefits, consultant fees,materials and supplies, travel, telephone and postage. Indirect expenses may be charged only by thefiscal agent provided the applicant has a state-approved indirect cost rate. The eligibility of any disputeditem shall be determined by EED, and the sponsoring school district or agency shall be responsible forany disputed expenditure. Changes in budgets for approved grant applications shall be conditional onwritten approval from the department.

The authorization to encumber grant monies will expire at the scheduled conclusion of the approvedgrant. The final financial statement should be submitted not later than 60 days after the grant expirationdate.

School district grantees are responsible for ensuring that audit and accounting procedures are incompliance with OMB Circular A133. Nonprofit agencies and school districts regular audit mustinclude a separate schedule of receipts and expenditures by expense object codes for each grant.

Reimbursement RequestsSend reimbursement requests to Melissa Bell, Grants Manager, Alaska Department of Education &Early Development, 801 West 10th Street, Suite 200, P.O. Box 110500, Juneau, AK 99811-0500.

Grant Year One Due Date

July 1 July 31 August 31, 2010

August 1 August 31 September 30, 2010

September 1 September 30 October 31, 2010

October 1 December 31 January 31, 2011

January 1 March 31 April 30, 2011

April 1 June 30 Final Report August 31, 2011

Grant Years Two & Three Due Date

July 1 September 30 October 31

October 1 December 31 January 31

January 1 March 31 April 30





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April 1 June 30 Final Report August 31

Special note: Monthly billing for the first quarter is required. Final payment will be withheld until

all reports, including project, have been submitted.





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Required Reporting

USDOE reporting requirements change periodically as the federal grant funding legislation changes.Competitive grant awardees will receive a reminder of required reports approximately four to six weeksprior to the report due date. The reminder will include required reporting forms and requests for thelatest information required by the grantor.

Grant Year One Due Date

Interim progress report September 30, 2010

Interim progress report April 30, 2011

Final report August 31, 2011

Grant Years Two & Three Due Date

Interim progress report October 31

Interim progress report April 30

Final report August 31

Send narrative reports to Sondra Meredith, MSP Program Manager, at sondra .meredith @ alaska .govAlaska Department of Education & Early Development, 801 West 10th Street, Suite 200, P.O. Box110500, Juneau, AK 99811-0500

Appeals Process

Chapter 40 of the Alaska Administrative Code governs the process of appeals. This information isavailable on the Alaska Legislative website at http :// www .legis .state .ak .us /folhome .htm.

a. Scroll down to Alaska Information and select The Alaska Administrative Code,b. Select Title 4 Education and Early Development,c. Scroll down to and select Chapter 40. Review and Appeals of Actions and Decisions

Regarding Funding. (4 AAC 40.010 - 4 AAC 40.050).

Assurance of Nondiscrimination

The Alaska Department of Education & Early Development is an equal opportunity employer and will

not discriminate in the Department employment, supervision, practices, services, or educationalprograms on the basis of race, religion, color, national origin, age, sex, handicap, marital status, changesin marital status, pregnancy, parenthood, veterans status, veterans disability, or political affiliation.




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Disallowable Costs

The following are costs not allowed under OMB Circular A-87. Bad debts, contingencies, contributions

and donations, entertainment costs, fines and penalties, interest and other financial costs, expenses oflocal governmental bodies such as school boards and city councils, undercover of costs under grantagreements, and/or application preparation costs.

Items that may be considered to be educational incentives for students or staff are assumed to beextraneous to the conduct of a federally funded program. If an applicant plans to use these federal fundsfor items such as t-shirts, banners, stickers, pencils, pizza parties, gift certificates, or other similarpurposes, a written justification must be filed with MSP Program Manager and approved prior toreimbursement.

Subcontracts

The Department of Education & Early Development retains the right to establish the followingprocedures for subcontracting within a project resulting from this RFA.

a. A grantee may sub-contract for services up to $15,000 without prior approval from EED.b. A copy of sub-contracts of $15,000 or more must be sent to the MSP Program Manager.

Ownership of Copyright and Patents

Ownership of any copyrights, patents, or other proprietary interests that may result from grant activitiesshall be governed by applicable federal regulations. EED retains the rights for no-cost use or replicationof any materials, designs, or programs developed through the use of these funds.

News Releases and Publications

The State of Alaska encourages agencies to publicize approval of these projects and their activities.Every local recipient of funds under this RFA must, in any publication or public announcement, clearlyidentify any program assisted under this title as a federally funded program under the No Child LeftBehind Act, Title II funded through a grant from the Alaska Department of Education & EarlyDevelopment. All press releases concerning this project must be approved by the MSP ProgramManager prior to release.

The following disclaimer must be printed on materials resulting from work supported by the grant:"The contents of this publication (or book, report, film, etc.) were developed with the assistance of Mathematicsand Science Partnership Grant, Title II, Part B federal funds from the Alaska Department of Education & Early

Development. However, these contents do not necessarily represent the policy of the Department of Education &Early Development, nor endorsement by the Federal Government."





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Indemnification

Any contractor shall indemnify, save harmless and defend the state, its officers, agents and employees

from all liability, including costs and expenses, for all actions or claims resulting from injuries ordamages sustained by any person or property arising directly or indirectly as a result of any error,omission or negligent act of the contractor, subcontractor or anyone directly employed by them in theperformance of this contract.

All actions or claims including costs and expenses resulting from injuries or damages sustained by anyperson or property arising directly or indirectly from the contractors performance of this contract,which are caused by the joint negligence of the state and the contractor, shall be apportioned on acomparative fault basis. Any such joint negligence on the part of the state must be a direct result ofactive involvement by the state.

Insurance

During the life of this grant, any contractor shall purchase and maintain insurance with a carrier orcarriers satisfactory to the Department of Administration, Division of Risk Management, covering injuryto persons or property suffered by the State of Alaska or a third party, as a result of errors or omissionsor operations which arise both out of and during the sub-contractor engaged in work under this grant. A30-day prior notice to the Contracting Officer is required before cancellation, non-renewal or breach andground for termination of the contractors services.

Timeline

RFA Released April 16, 2010Audio for Applicants April 26, 2010, 3:30-4:30 p.m.Intent to Apply Received by EED April 30, 2010, by 4:30 p.m.Applications Received by EED May 14, 2010, by 4:30 p.m.Notice of Intent to Award May 24, 2010, by 4:30 p.m.Grant Award Issuance July 1, 2010Grant Periods

Year One July 1, 2010 June 30, 2011Year Two July 1, 2011 June 30, 2012Year Three July 1, 2012 June 30, 2013

Technical Assistance





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EED personnel are available to provide technical assistance and answer questions about the Title II, PartB program and the competitive grant application. Please contact Sondra Meredith at (907) 465-8663 orsondra .meredith @ alaska .gov.

An audio conference for all applicants will be held April 26, 2010, from 3:30 to 4:30 p.m.Representatives of your partnership may participate, though participation is not required. To register forthe audio conference, please contact Maureen Leiter at (907) 465-6459 ormaureen .leiter @ alaska .gov nolater than 3 p.m., April 23, 2010.




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Section II: Application

Application Procedures

Each eligible partnership must complete all of the following steps:

Step 1:Please send a letter stating your intent to submit an application for an MSP grant by April 30,2010. In this letter, please provide a brief description of the proposal. In addition, list the anticipatedprojects partners, targeted schools/districts, the anticipated number and grade levels of teachers whowill receive the intervention, the approximate number of students who will be affected, and an estimateof the funds needed. Notification of intent to apply is required by April 30, 2010 at 4:30 p.m. Submityour intent to apply by via e-mail to tech .plan @ alaska .gov.

Step 2:Meet with members of the partnership and identify the high-needs LEA that will act as the fiscal

agent for the subgrant. Also, determine who will act as the project director. The project director will bethe main EED contact during the grant program and be responsible for completing all required reports.

Step 3:Assemble the application. The following (A-L) lists the required components of an application inthe order they must be submitted. Narrative sections must be type written, double-spaced and the fontused must not be smaller than 12 point. There must be one-inch side, top, and bottom margins. Charts,graphs, and tables may be single spaced with type no smaller than 10 point. Any supporting charts,graphs, and tables must be placed in an appendix and referenced in the narrative.

A. Application Cover Page

B. Project Abstract

Provide an abstract of the proposal that briefly and concisely describes the partnership, projectgoals, activities, key features, and its intended results. The abstract should not be longer than onepage.

C. Partnership Needs Assessment (Rubric Section 1)

This section shall include a description and the results of a comprehensive assessment (multiplesources) of teacher quality and professional development needs with respect to the teaching andlearning of mathematics from selected schools in the partnership. Partners must collectivelyidentify and prioritize the baseline professional development needs of involved teachers and theacademic needs of their students, including:

The number and percentage of teachers in the schools that comprise the partnership who

have sufficient and insufficient mathematics knowledge. This data should bedisaggregated by grade level; Specific student learning needs in the schools that comprise the partnership based on

student achievement data from multiple sources; and The number and percentage of students to be affected by this partnership.




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This baseline data must be determined using a current assessment of teacher quality andprofessional development needs. This section will include a description of the methods used to

collect this information. The results of this comprehensive assessment must be used in theestablishment of the goals and objectives for this proposal.

D. Partnership Project Goals and Objectives (Rubric Section 2)

Describe the specific long-term and short-term goals and objectives of the program. Link thesegoals and objectives to the professional development needs of the teachers. This section mustinclude time-sensitive measurable objectives that will be accomplished and indicate progresstoward:

Reducing the number of teachers who are not adequately prepared to teach mathematics,while increasing the number of teachers who are adequately prepared to teachmathematics; and

Increasing the academic achievement of students taught by the teachers involved in theprogram.

E. Research/Evidence Base and Efficacy of Plan to Increase Student Achievement (Rubric

Section 3)

Partnership implementation plans must include: A description of prior efforts to improve teacher content knowledge and student

achievement in mathematics, lessons learned from these prior efforts, and how thisproject will relate to and build on those efforts;

Evidence that the planned activities will address identified measurable outcomes throughclear strategies that provide roadmaps to achieving both the long- and short-term goalsand objectives of the project;

A description of how the activities to be carried out by the eligible partnership will be based on a review of scientifically based research, and an explanation of how theactivities are expected to improve student academic achievement and strengthen thequality of mathematics instruction;

A description of the targeted concepts and a timeline of all the professional developmentactivities including the number, types, duration, intensity, and responsible party;

An explanation of how these activities will be aligned with the targeted AlaskaMathematics Content & Performance Standards, the Alaska Professional TeachingStandards, and the National Staff Development Council Standards;

A description that illustrates how the design of the professional development provides for

work-embedded application of new learning, continuous reflection, and ongoing support; Evidence that the professional development is rigorous and challenging in academic

content and also develops pedagogical content knowledge (evidence of rigor andchallenge should be present in the sample lesson plan, description, and timeline); and





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Evidence that the design includes the following elements: Learn the Content, Reinforcethe Content Learning, Consolidate the Learning, and Implement the Content. Include asample activity plan that addresses all four elements.





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F. Partnership Evaluation and Accountability Plan (Rubric Section 4)

The federal program requires that each partnership develop and implement an evaluation planthat serves both formative and summative functions. Rigorous evaluations and accountability

have become central aspects of programs funded by the United States Department of Education(USDOE). In particular, the USDOE strongly encourages the use of random assignmentevaluation designs in which intervention and comparison groups are constructed by randomlyassigning some teachers to participate in the program activities and others to not participate.Random assignment from a pool of volunteers to intervention and comparison groups (at least 30participants in each group) is an acceptable form of randomization for the purposes of thisevaluation. Adequate recruitment must take place to compensate for attrition rates.

In cases where random assignment is not practical, USDOE suggests the use of a comparisongroup of teachers that are carefully matched (prior to the implementation of the intervention) tothe targeted population. Matching characteristics should include academic achievement levels,

demographics, and other characteristics thought to be relevant to the intervention (e.g. teachersyears of classroom experience). Comparison groups should not be comprised of teachers that hadthe opportunity to participate in the intervention but declined.

Each partnership will report at least annually to EED and to the USDOE regarding its progress inmeeting the objectives and annual targets described in the partnerships accountability plan.Local evaluation must include tools that will be used to assess the programs progress andmeasure the effect of the professional development. The annual report will include documentsand tools developed by the partnership.

Grantees are expected to participate in EEDs overall evaluation of Alaskas MSP Program.

Participation includes meeting at designated times during the year and working with the statesMSP Program Manager (e.g. using common data tools, providing data, submitting reports). Eachproject must use the required state instruments. Teacher content knowledge will be pre-assessedby using the Applied Mathematics WIN or KeyTrain program. ACT WorkKeys in AppliedMathematics will be used as the post assessment. This requirement includes pretesting and posttesting both intervention and comparison groups. The submission of a self-assessments of pre-and post- videotaped classroom mathematics lessons by the intervention group is required.Growth in student content knowledge will be evaluated using standards-based assessment results.In addition, each grantee must provide required data to the USDOE.

Describe the experimental design in detail, including the implementation. The plan will include

evaluation procedures that measure: Student academic achievement in mathematics; Teacher content knowledge and implementation efforts;




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Progress toward meeting the goals and objectives established in response to the identifiedneeds.

Include plans for both formative and summative evaluation. In the formative sense, evaluationshould provide evidence of the strengths and weaknesses of the project, informing the partnerships understanding of what works and what does not in order to guide projectmodifications as needed. The evaluation should also be designed to respond to the summativeneed for an objective analysis of data in order to determine the effectiveness of the project incontributing to student and teacher growth.

Identify and describe the qualifications of the organization and/or individuals responsible forexecuting the evaluation plan both internally and externally. The evaluation plan must alsoclearly articulate how the activities will help the MSP Program build a rigorous, cumulative,reproducible, and usable body of findings. Due to the significance of this section, if any

indicators are scored below Meets Standard (see rubric), the grant proposal may be rejected.

G. Commitment and Capacity of Partnership (Rubric Section 5)

This section must show evidence of meaningful partnerships that exhibit characteristicsincluding, but not limited to, the following:

Evidence that all partners participated in long-term planning for and development of thisproposal;

Evidence that all partners will play a role in the ongoing planning, delivery, andevaluation of the proposed project;

Identification of all staff who will carry out the proposed activities and the specificinstitutional resources to support the activities. Vitas for each key partners staff will be

submitted along with a completed Partner Contributions and Commitments for EachParticipating Partner Form. Include a narrative of the roles of the partners and theirduties and responsibilities related to the goals and the objectives of the project;

Recruitment of teacher participants must begin by the LEA before submitting the proposal. Evidence of a good-faith effort of recruitment by the partners must besubmitted using the Teacher Assurance Form;

Description of the partnerships governance structure specific to decision-making,communication, and fiscal responsibilities;

Description included on the Private School Participation Form how the private schoolswere consulted; and

A detailed description of how the partnership will continue the activities funded under

this proposal after the grant period has expired. This description must include a plan forbuilding leadership capacity both at the principal and teacher levels.

H. Partnership Budget and Cost Effectiveness (Rubric Section 6)





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Submit one budget and narrative for the partnership showing how the funds will be spent duringthe first grant period. The budget should be tied to the scope and requirements of the project andprovide sufficient detail for each partner. A 12-month project budget (7/1/10 through 6/30/11)

must be submitted on the form available at http :// www .eed .state .ak .us /forms /Grants /05-07-071.xls.

The budget must include detailed line-item descriptions. The amount contained in each budgetcategory must be commensurate with the services or goals proposed, and the overall cost of theproject must match the professional development provided and the number of teachers served.The budget must fund an evaluation and key partnership staff to participate in at least two statetechnical assistance meetings in Anchorage and one regional MSP meetings. A brief summary ofthe budget outlining the costs of each category with totals for each partner must be provided inthe narrative portion. Matching and in-kind contributions are taken into positive considerationduring review for project funding. Include descriptions of all such contributions in the narrative.

I. Certification of Assurances

J. Non-Profit Organization (NPO) Demonstrated Effectiveness Document (if appropriate)

K. General Education Provisions Act (GEPA) 427 Statement

L. Private School Participation Form

Step 4:Submit theapplication electronically as an e-mail attachment in PDF format. Electronicapplications are due by 4:30 p.m., Alaska Daylight Time, on May 14, 2010.Send e-mail with attachedapplication to tech .plan @ alaska .gov.

Alternatively, applicants may submit one original application for receipt at the Alaska Department of

Education & Early Development by 4:30 p.m., Alaska Daylight Time, on May 14, 2010.Send ordeliver hard copy application items to:

Maureen LeiterDivision of Teaching & Learning SupportAlaska Department of Education & Early Development801 West Tenth Avenue, Suite 200 PO Box 110500Juneau, Alaska 99811-0500

Step 5: Complete and sign the Mathematics and Science Partnership Application AssuranceSheet included in this application package. Complete and submit both the GEPA 427 and Private SchoolParticipation Forms. The original signed Application Assurance Sheet must be faxed in time for receiptat EED by 4:30 p.m. on May 14, 2010.A hardcopy can follow in the regular mail.




http://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlsmailto:[email protected]://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlshttp://www.eed.state.ak.us/forms/Grants/05-07-071.xlsmailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

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Note: Applications, either hard copy or electronic, that are received after this time/date will not be considered

unless applicant can provide an independent verification from U.S. Post Office or delivery service that thedelivery would have met the required deadline, but was unavoidably detained by weather, the carriers mechanical

failure, or unavoidable catastrophe. It is strongly recommended that applicants use a delivery method thatproduces a dated delivery receipt. The Department of Education & Early Development is not responsible for thefailures of transmission, either to occur or to occur correctly, of electronically submitted applications. It is theresponsibility of the applicant to verify that an electronic application has been received at the Alaska Departmentof Education & Early Development by the due date and time.





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Application Cover Page

Project Title:

Project Director:

District Fiscal

Agent for the

Partnership:

Address:

Phone: Fax:

E-mail:

Principal Partners:

School of Arts &

Sciences:

High-Needs LEA:

Funds requested for year

one of this project:

$

Anticipated Number of Participants:

Year 1 Year 2 Year 3 Total

Teachers to be served directly

Students to be served

Title I-A students to be served

Postsecondary faculty

Signatures by Authorizing Officials:

Dean of School of Arts & Sciences Signature Date





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Superintendent of High Needs Local Education Agency Signature Date





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Program Abstract

Project Title:

Project Director:

District Fiscal

Agent for the

Partnership:

In one page or less, please state the goals and objectives of the project, the major activities, the plannedparticipants, and the anticipated outcomes.





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Partner Contributions and Commitments

REQUIRED PARTNERS

High-Needs LEA (Required):

District (Schools):

Primary Contact:

Title:

Mailing Address:

Phone:

Fax:

E-mail:

Describe how the high-needs LEA will support the partnership activities, such as: assist with identifying andrecruiting teachers who need to increase content knowledge, provide detailed teacher and/or student data to thepartnership for purposes of analysis/evaluation, supply materials for classroom use, link MSP content work toindividual teachers professional development plans, provide time for teachers to meet and plan, or arrange for

release time for teachers to take pre-tests and post-tests, meet with other administrators and teacher partners toassess future professional development needs, etc.

Printed Name and Signature of Superintendent of High-Needs LEA

Signature Date

Printed Name Title

Department





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Phone Number Fax Number

E-mail Address





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REQUIRED PARTNERS continued

Mathematics Department/Faculty of an Institution of Higher Education (Required)

Institution:

Department:

Primary Contact:

Title:

Mailing Address:

Phone:

Fax:

E-mail:

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.

Printed Name and Authorized Signature of Chairperson of the Mathematics Department of partner

institution:

Signature Date

Printed Name Title

Department






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E-mail Address





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ADDITIONAL PARTNERS (Duplicate this form for each additional partner)

Partner:

Primary Contact:

Title:

Mailing Address:

Phone:

Fax:

E-mail:

Describe the role of this partner and describe specific ways that this partner will support the partnershipactivities.

Printed Name and Authorized Signature of partner organization:

Signature Date

Printed Name Title

Department


E-mail Address





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Teacher Assurance Form

Please complete one form for each selected school meeting high-needs criteria. (Expand or duplicate formas needed.)

School Name: LEA Name:

The following teachers have reviewed, discussed, and agreed to their part in implementing the MSP Plan that

is being proposed by their LEA:

Name Title Signature

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.





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19.

20.

21.

22.





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Certificate of Assurances

The Certificate of Assurances must be completed by the Chief Executive Officer of each member of the

partnership applying.

I hereby provide assurances to the Alaska Department of Education & Early Development (EED) that ifthe partnership receives an award under the terms of the Title II, Part B Mathematics and SciencePartnership competitive grant program of the No Child Left Behind Act 2001, my organization will:

1. Conduct the professional development activities as described in this proposal;2. Provide institutional/organization funding and resources as stated in this application;3. Comply with state requirements regarding the audit of a grant-funded program;4. Keep all records necessary for fiscal and program auditing and give EED, the Federal

Agency, or the State Auditor access to and the right to examine all records, books, papers, ordocuments, related to this grant;

5. Retain all fiscal records for a period of seven years;6. Comply with all regulations and requirements of the No Child Left Behind Act;7. Comply with the administrative procedures and fiscal guidelines of EED and the United

States Department of Education, including submission of final performance reports;8. Use grant funds to supplement, and not supplant, funds from non-federal sources;9. Comply with Title IV of the Civil Rights Act of 1964 (42 USC 2000d) prohibiting

employment discriminatory practices will result in unequal treatment of persons who are orshould be benefiting from the grant aided activity; and

10. Ensure equitable participation of personnel from non-public schools to the extent feasible.

Partner Organization

Name

Title

Signature Date





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Non-Profit Organization Effectiveness Document

If a non-profit organization (NPO) is part of the Eligible Partnerships Grant, then under federal

regulations, each NPO must furnish the following written evidence: 1) past demonstrated effectivenessin providing professional development for teachers, paraprofessionals, and/or principals 2) financialstability as outlined below.

1. Documentation of Past Effectivenessa. Name of Projectb. Dates of Operationc. City/State of Operationd. Number of Participantse. One-Page Summary of Course/Workshop Content and Activitiesf. Evidence of Project Outcomes, e.g., such as a final evaluation report of project effectiveness

or documentation of improved student outcomes2. Documentation of Financial Stability

a. Complete Copy of Organizations most recent independently reviewed financial statementb. Evidence of nonprofit corporate status from the Alaska Secretary of State.

I hereby provide assurances that the attached evidence accurately reflects the fiscal stability anddemonstrated effectiveness of this organization.

Organization

Name of Chief Executive Officer

Signature/Date





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General Education Provisions Act (GEPA) Statement

A new provision, Section 427, in the General Education Provisions Act (GEPA) applies to applicants for

new grant awards under federal programs. This provision requires each application for funds to include adescription of the steps the applicant proposes to take to ensure equitable access to, and participation in,its federally-assisted program for students, teachers, and other program beneficiaries with special needs.The statute highlights six types of barriers that can impede equitable access or participation: gender,race, national origin, color, disability, or age.It allows applicants discretion in developing the requireddescription. Examples that may help illustrate how an applicant may comply with Section 427 can befound at http :// www .ed .gov /fund /grant /apply /appforms /gepa 427.doc.

The following two questions are provided to assist applicants in developing this statement:

1. What are the identified barriers from the six types above or others preventing access orparticipation in the federally funded project based on local circumstances?

2. What actions are planned to overcome these identified barriers (this need not be lengthy; aclear, succinct description to address those barriers as applicable to local circumstances isanticipated)?




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Private School Participation Form

Under NCLB, districts must conduct timely and meaningful consultations with appropriate officials of

private schools in order to determine what services, if any, will be provided to eligible children, families,and teachers in those schools under the Mathematics and Science Partnership program funded by thisapplication.

Districts must maintain a written record, signed by the private school official, of the requiredconsultations with participating private schools. Private schools refusing participation should be asked todo so by written response. Records declining participation must be kept on file in the district office. Therecords must be made available to the state for monitoring purposes.

The Title IX Guidance on Equitable Services to Eligible Private School Students, Teachers, and OtherEducational Personnel is located on the U.S. Department of Educations website at

http :// www .ed .gov /policy /elsec /guid /equitableserguidance .doc.

1. Are any nonpublic schools in your district participating in federal program(s) covered by thisapplication?

Yes No N/A

2. Describe how the district consulted with private school representatives during all phases of thedevelopment and design of projects covered by the application. For those schools choosing toparticipate, describe how the children to receive benefits were identified, how the childrensneeds will be identified, and what benefits will be provided.

3. If the answer to #1 is yes, list all the private schools in your district and the number of students

who have been identified as eligible to benefit from projects included in this application (low-achieving students, not necessarily low-income students).

Name/LocationWilling to

Participate

Total Number

Enrolled K-12

# of Students

Identified to

Benefit

# of Teachers

Identified to

Benefit

4.




http://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.dochttp://www.ed.gov/policy/elsec/guid/equitableserguidance.doc

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During Consolidate the Learning, teachers experience different ways of learning the content inthe context of doing mathematics so they understand the different learning styles of theirstudents. Journal writing can be used as a means to experience quiet introspection. Participants

reflect and write about their learning. In addition to individual introspection, learning isenhanced through acknowledgement of content that remains unclear and continued discussionsabout the content. Alternative ways of thinking about the content are also explored during thistime.

During Implement the Content, teachers are given the opportunity to experience teacher-tested,age-appropriate classroom demonstrations and/or lessons on the topics they just learned, and todiscuss other ways of bringing the content into their classrooms. Teachers may examine theiradopted mathematics program during this time to determine how their new contentknowledge/materials will integrate with their required teaching materials. Connections to othersstrands and concepts and curricular areas can also be explored at this time.

High-Quality Professional Development: The term high-quality professional development meansinstructional activities that

1. are based on scientifically based research and state academic content standards, studentacademic achievement standards and assessment;

2. improve and increase teachers knowledge of the academic subjects they teach;3. enable teachers to become highly qualified; and4. are sustained, intensive, and classroom-focused in order to have a positive and lasting impact

on classroom instruction and the teachers performance in the classroom.High-Needs Local Education Agency: A school district is designated as a high-needs local educationagency if the districts school(s) selected for this projected is an eligible school for the purpose of theMSP grant. In addition, the school(s) must meet one set of the criteria listed in the definition of an

eligible school.

Scientifically Based Research: The term scientifically based research means research that involvesthe application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledgerelevant to education activities and programs and includes research that:

Employs systematic, empirical methods that draw upon observation or experiment; Involves rigorous data analyses that are adequate to test the stated hypotheses and justify

the general conclusions drawn; Relies on measurements or observational methods that provide reliable and valid data

across evaluators and observers, across multiple measurements and observations, and acrossstudies by the same or different investigators;

Is evaluated using experimental or quasi-experimental designs in which individuals,entities, programs, or activities are assigned to different conditions, with appropriate controlsto evaluate the effects of the condition of interest and with a preference for random-





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assignment experiments or other designs to the extent that those designs contain within-condition or across-condition controls;

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; Has been accepted by a peer-reviewed journal or approved by a panel of independent

experts through a comparably rigorous, objective, and scientific review.





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Title II, Part B Mathematics &am

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