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Successful Grant Example

Grant Writing Guide

 

Indiana Cadre 3 Technology Funding

 

Introduction to Grant Writing Guide:  This Indiana Cadre 3 “Grant Writing Guide” has been organized to improve the quality of your grant application and increase the chance of funding.  Each section of the online application form is described in this document.  You will be able to cut and paste text from this form to the online application.  Anything that is in black text is from the online RFP at http://www.doe.in.gov/olr/LearningTechnologiesGrants.htm

 

My writing tips are in Red.  Since this particular “Grant Writing Guide” includes example text from a successful grant applicant, my tips are minimal. You should be able to see the relationship between the example text and the RFP information pretty clearly.

 

Rubric Criteria for each section are in Blue.  I have included the highest end of the evaluation rubrics for each section of the narrative so you can see bold faced terms that should be considered in your writing. 

 

The grant writing system we are using is called “Grant Success.” I developed “Grant Success.” over a decade of technology grant application in Ohio.  The core element of Grant Success is the Grant Writing Guide.  It is organized to give you maximum and continuous access to the RFP expectations for each section of the narrative.  This immediate access to expectations and vocabulary will increase the focus and quality of your grant application.  My work with CIM Solutions has been 100% successful in Indiana. We met like this last spring with three school districts. All three were funded consistent with their applications.  Over $300,000 total, if memory serves. 

 

One Caution:  You will be introduced to “Grant Success” today.  If you have grant writing experience, you should see the advantage of the process for novice grant writers and grant applications that need to be completed on very short timelines.  Allow yourselves to be immersed in “Grant Success” for today.  If you have a better system, you may be able to work some of my ideas into that system in the future.  As it stands, you have less than a week to create this grant application.  My shortest timeline on this system was one day and they were funded. My broadest application was 26 Columbus schools at the same time.  They were all funded in excess of $3.5 million.

 

 

 

LETS GET STARTED!

 

 

 

Grant Proposal Application:  The application has 6 sections with 7 sections to be included within the Grant Narrative.  You are asked to describe how you intend to use local or matching funds in the online application.

 

Section I, General Information: The online application requires you to list all management team members for the proposed grant. Include the teachers, technology personnel, library media specialists, principals and other personnel both from the eligible school corporation and from partner corporations/schools. Participating private/non-public school information shall also be listed in this section.

 

There is a 4000 character maximum for each of the following seven online text boxes.  This is 4000 spaces NOT 4000 letters.  A space is a character. The Electronic Version of this grant application is online.

 

****There are two (2) areas of rubric evaluation that DO NOT appear on the online application form. They are Academic Focus and Overall Cohesion.  These combine for 25 points in the evaluation process.  You want to wear out the use of the terms “cohesion” and “academic focus” as you write.  You will see how “Grant Success” increases focus and cohesion.

 

 

Academic Focus (15 Points)

 

Critical Questions:  What is the academic focus of the grant proposal?  Describe how the proposed project will address the following priorities in how technology is used to promote student achievement and access to advanced academic content.  The focus should be on student  learning through the use of technology.     Note:  This should be addressed throughout the grant proposal.

 

 

• Outlines a robust plan for to boost student achievement in the area of AP, including but not limited to courses beyond the core

 

• Identifies a specific model for delivering AP instruction (e.g. blended or supplemental)

 

• Project targets all students, including those who traditionally do not enroll in AP course work

 

• Provides data and rationale showing the anticipated increase in AP exam participation and course  enrollment

 

Overall Cohesion (10 Points)

 

Critical Question:  This is an overall assessment of the grant proposal. Are all of the elements of this grant proposal are connected and focused on the  integration of technology into classroom teaching and learning?

 

Criteria  Points 8-10

 

• Application presents compelling rationale and logical plan of execution

 

• Collaborative efforts are demonstrated by the entire project management team

 

• Embraces innovation

 

• Web 2.0 technology integration

 

 

Abstract

 

Section II, Abstract: (500 words maximum) The project abstract should offer a clear and concise summary of the learning needs addressed in the project and the proposed solution.  It should provide a strong rationale for funding this project. You can access the project abstracts for Cadre 1 and 2 funded grants on the state website.  The Franklin and Sullivan school grants were created using this “Grant Success” system.

 

Project Abstract (10 Points)

 

Critical Questions:  Provide a clear overview of what the proposed project will accomplish. Describe the student outcomes to be achieved through this  project.  Objectives and goals must be strongly and clearly linked to student learning, Indiana Academic Standards, School

Improvement Plan and the school technology plan as appropriate.

 

8-10  Point Criteria

 

• Strong rationale for the project

 

• Project is clearly focused on measurable outcomes

 

• Project goals are realistic and directly support the needs described in the proposal

 

• All of the goals are attainable within the framework of this project

 

Writing Tip:  Write this section LAST using sentences from text within the Narrative.  You can use the structure of the sections and simply insert your district information.

 

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The vision of Project Continuity is increased county-wide collaborative capacity, technology supported instructional design and student-focused technology classroom engagement.  Wabash County is a predominately rural county in northeastern Indiana with three school districts. Wabash City Schools is a small town school with 1464 students in grades K - 12. MSD of Wabash County is largest of the three corporations, encompassing the majority of the county.  The district has 2410 students and 230 instructional staff located in six buildings. Manchester Community Schools are located in the city of North Manchester.  MSC has 1533 students located in four buildings with 95 instructional staff. Project Achieve has identified four (4) measurable and attainable educational goals and eleven (11) related objectives that directly support the instructional and curriculum needs described in the project. These goals and objectives describe student outcomes that are clearly linked to student learning, Indiana Academic Standards, School Improvement Plan, and the schools’ technology plans. Project  Continuity’s professional development will proceed in four (4) phases and be organized by the project’s methods and activities. In addition to expenditures from the Capital Projects Fund and General Fund, Wabash City Schools have been complemented by funding from several external grants. The evaluation of Project Continuity will be organized consistent with the methods and activities of the project. The awarding of this grant will allow for a fully operationally, county-wide partnership to expand to the sharing of successful instructional methods for the full integration of classroom-based, student-focused technologies.  The high-risk, highly mobile student population of the area will be able to experience increased curricular and technology supported instructional continuity.

 

 

Section III, Grant Narrative:  

 

1. Needs & Baseline Data

 

The needs section must address improvement in instructional practices related to current technology use in the classroom and its impact on student achievement and teacher practices.  Be specific in describing the academic need as determined by student performance on ISTEP+, CORE 40 End-of- Course exams or as identified in the LEA’s PL221 plans. Tell about the at-risk population that will be served by this grant. (Which students in which schools will be served?)

 

Description of Need and Baseline Data (10 Points)

 

Critical Questions: The need section must address improvement in instructional practices related to current technology use in the classroom and its impact on student achievement. Include any relevant data to substantiate the need(s).

 

8-10  Point Criteria

 

• Describes thoroughly which schools and population of students will be served

 

• Data is provided to substantiate the need that is being addressed

 

 

Location/Description:

 

Wabash County is a predominately rural county in northeastern Indiana.  The three partner school corporations are the only public school districts in the county. 

 

Wabash City Schools is a small town school district located in central northern Indiana with 1464 students in grades K - 12.  The district has 112 instructional staff. Four schools serve a student population that contains 62% free or reduced lunch students. The special education population is 19.7% ( 2.2% above the 17.5% state average).  

 

MSD of Wabash County is largest of the three corporations, encompassing the majority of the county.  The district has 2410 students and 230 instructional staff located in six buildings.  MSD of Wabash County has a 34 % of free or reduced lunch students.  The special education population is 15% of the student population. 

 

Manchester Community Schools is the third district in the county.  The district is located in the northern part of Wabash County in the city of North Manchester.  The district has 1533 students located in four buildings with 95 instructional staff. Manchester Community Schools has a free or reduced lunch population of 54.36%.  15.3% receive special education services.  The 2009-2010 school year has seen an increase in the free or reduced lunch population.  This is the result of an unemployment rate of 12.8% according to the Economic Development Group of Wabash County.

 

 

Partnership Student Achievement Profile:

 

In the three partner districts, the achievement gap is increasing between the general education students who pass ISTEP and the Free or Reduced students who pass.  The overall average difference in passing rates between the two groups is 10.6% or an average of 573 students who need additional support to be meet the state’s minimum standard.  Wabash City Schools has maintained an overall achievement in Adequate Yearly Progress for the third year in a row, but two schools are not making AYP.  O.J.Neighbours is a K-3 building with 466 students and is a Title I school. Seventy-one percent are on free or reduced lunch. O.J.Neighbours has not made Adequate Yearly Progress for the second consecutive year. Mathematics and English performance in the free and reduced lunch category was below the state average. The categories of Overall and White categories was below the state standard in Mathematics.  W.C.Mills is a 4-5 building with 205 students. Seventy percent of students are on free or reduced lunch. W.C.Mills has made Adequate Yearly Progress and is a Title I school. Wabash Middle School is a  6 – 8 building and has 342 students. Sixty percent are on free or reduced lunch. Wabash Middle School  has never made Adequate Yearly Progress. Last year they missed in two categories of English ( Free or Reduced) and both English and Mathematics for special education. They receive no Title I monies. Wabash High School contains grades 9 – 12 and has 451 students. Of those students, 50% are on free or reduced lunch. In 2008-2009, Wabash High School made AYP for the first time.

 

MSD of Wabash County has attained Adequate Yearly Progress at the district level, but there are concerns with the Special Education and Free or Reduced populations not achieving at the same level as the general population. Southwood Elementary School, Northfield Jr/Sr High School, and Southwood  Jr/Sr High School have not consistently made AYP in the last few years due to lower performance by the Special Education and Free and Reduced subsets.  None of these schools receive Title 1 funding. 

 

Manchester Community Schools has also attained AYP at the district level, but at Manchester Jr/Sr High School, both in English and Math, Free or Reduced populations did not make AYP. 

 

 

Partnership Technology Systems/ Needs Profile:

 

The vision of Project Continuity is continuous, K-12 student and teacher access to common classroom technologies is the vision of this project. Systemic upgrading of classroom technologies across the partnership will help address the harsh reality of a highly mobile student population. Student performance deficiencies in Math and Science are systemic and county-wide. Curriculum initiatives such as “Project Lead the Way” need the complement of systemic classroom technology integration. “Project Lead the Way” is a pre-engineering curriculum program that has been piloted at Wabash Middle School and is designed continue through Wabash High School. The increased systemic integration of emerging classroom-based, student-focused technologies promises increased student engagement and achievement in this programs and others like it. While computer labs have been established in all buildings, emerging technologies such as Smart Boards, Student Response Systems, and Polycom units are needed to encourage K-12 systemic integration across partners.

 

 

2. Goals and Objectives

 

Describe the student outcomes to be accomplished through this project.  Objectives and goals should be strongly and clearly linked to student learning, Indiana Academic Standards, the School Improvement Plan and the needs as stated in Needs & Baseline Data.  The objectives should be clearly measurable and describe how the goals will be met. Describe the student outcomes (e.g., achievement, motivation, engagement) to be accomplished through this project.

 

Goals and Objectives (10 Points)

 

Critical Questions: Provide a clear overview of what the proposed project will accomplish. Describe the student outcomes to be achieved through this project.  Objectives and goals must be strongly and clearly linked to student learning, Indiana Academic Standards, School

Improvement Plan and the school technology plan as appropriate. 

 

8-10 Point Criteria

 

Measurable, attainable educational goals that directly support the needs described in the proposal

 

• All of the goals are attainable within the framework of this project

 

 

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Project Continuity has identified four (4) measurable and attainable educational goals and eleven (11) related objectives that directly support the needs described in the project. These goals and objectives describe student outcomes that are clearly linked to student learning, Indiana Academic Standards, School Improvement Plan, and the schools’ technology plans.  The four goals target student achievement, systemic instructional design, district-wide technology integration, embedded on-site professional development, and a commitment to state-wide leadership.  The eleven objectives are measurable and attainable within the framework of the project.

 

Goal #1   Increase K-8 student language arts and mathematics achievement to meet or exceed AYP requirements.

 

Objective 1.1 Increase student-centered and learner-focused instructional design and classroom instruction.

 

Objective 1.2 Increase student access to web-based digital curricular content and selected online educational resources.

 

Objective 1.3 Increase stakeholder/partner technology supported communication, collaboration and shared best practice.

 

Goal #2  Develop systemic instructional design guidelines and strategies that increase the integration of selected technologies into classroom, building, district, and community learning culture characterized by more engaged learning environments.

 

Objective 2.1 Implement systemic instructional design guidelines and strategies.

                                     

Objective 2.2 Identify proven and promising classroom technologies to increase student access to emerging classroom technologies that support more engaged learning environments.

                                     

Objective 2.3  Increase K-8 student access to selected classroom technologies to support the systemic learning culture.

 

Objective 2.4  Increase parental and community engagement in instructional goals, classroom strategies, and student assessment systems.

 

Goal #3  Provide embedded faculty professional development to implement a district-wide culture for learning characterized by technology-rich classrooms, systemic instructional design, and student focused classroom instruction.

 

Objective 3.1 Provide faculty with innovative strategies for technology integration and instructional design.

 

Objective 3.2 Provide faculty with continuous, on-site professional development to support a systemic district learning culture.

 

Goal #4  Contribute to a county-wide and state-wide culture of academic excellence, school governance and educational leadership

 

Objective 4.1 Become a model site for technology supported instructional design and classroom instruction

 

Objective 4.2 Participate in state, regional and national professional meetings/internet outlets targeting technology integration, improved student performance and increased parental engagement.

 

 

 

 

3. Methods and Activities

 

 

Methods and Activities (10 Points)

 

Specifically identify curricula and teaching strategies for using technology to enhance student achievement.  Activities need to be developmentally appropriate and student-centered. Identify and describe the curricula and teaching strategies that will be used to integrate technology effectively into classroom instruction.

 

Critical Questions: Specifically identify curricula and teaching strategies for using technology to enhance student achievement.  Activities need to be developmentally appropriate and student-centered.

 

8-10 Point Criteria

 

• Clearly defined activities and complete description of how the activities tie into the project’s educational goals

 

High likelihood that project methods and activities will lead to successful program implementation

 

 

 

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The Methods and Activities of Project Continuity are organized within the project’s four goals and eleven objectives.  Each method or activity has been developed to increase the likelihood of successful implementation and systemic impact.  Curricula and teaching strategies have been indentified and described that will be used to integrate technology effectively into classroom instruction.

 

 

Goal #1   Increase K-8 student language arts and mathematics achievement to meet or exceed AYP requirements.

 

Objective 1.1 Increase student–centered and learner–focused instructional design and classroom instruction.

 

Method and Activity 1.1.1   Introduction of Alternative Instructional Models (2/1/2010 to 6/1/2010) Faculty will be introduced to alternative technology models of lesson and strategy design that are proven to increase student achievement.

 

Method and Activity 1.1.2 Development of Student Centered and Learner Focused Activities.  (2/1/2010 to 6/1/2011) Faculty will design and develop student-centered and learner-focused lessons and activities.

 

Objective 1.2 Increase student access to web-based digital curricular content and selected online educational resources.

 

Method and Activity 1.2.1 Introduction to Content Resources (2/1/2010 to 6/1/2010) Faculty will be introduced to grade level and content specific web – based curriculum and online resources with assistance from the district technology integration specialist and technology director.

 

Method and Activity 1.2.2 Ongoing Curriculum Design (8/15/2010 to 6/1/2011) Faculty will receive continuous, embedded professional development scheduled and organized to advance applications of web-based curriculum and online resources with assistance from the curriculum director, technology integration specialist, and technology director.

 

Objective 1.3 Increase stakeholder/partner technology supported communication, collaboration and shared best practice.

 

Method and Activity 1.3.1Communication Through Website (2/1/2010 to 6/1/2011) Faculty will receive ongoing embedded professional development focusing on using district web-based resources to keep parents and community informed of district events, instructional tools and resources for two-way communication.

 

Method and Activity 1.3.2Communication Through Student Management Systems (2/1/2010 to 6/1/2011)Faculty will receive ongoing embedded professional development focusing on using district student information systems to keep parents informed of ongoing student achievement.

 

Goal #2  Develop systemic instructional design guidelines and strategies that increase the integration of selected technologies into classroom, building, district, and community learning culture characterized by more engaged learning environments.

 

Objective 2.1 Implement systemic instructional design guidelines and strategies.

 

Method and Activity 2.1.1 Review and Purchase Smart Boards, Student Response Systems and Polycom units (2/1/2010 to 4/1/2010)Technology Director and Achieve Advisory Team will review and select Smart Boards, Student Response Systems and Polycom units, necessary hardware and software.                                                      

Method and Activity 2.1.2 Functionality and Readiness (4/1/2010 to 8/15/2010) Technology Director and Building and Grounds Director will confirm the functionality and readiness of technologies purchased for classroom instructional use.

 

Objective 2.2 Identify proven and promising classroom technologies to increase student access to emerging classroom technologies that support more engaged learning environments.

 

Method and Activity 2.2.1 Design and Develop Differentiated Lessons (2/1/2010 to 6/1/2011)Faculty will design differentiated lessons that increase student engagement through the integration of classroom technologies.

 

Method and Activity 2.2.2Implement Faculty Use of Media Rich Technology (4/1/2010 to 6/1/2011 Faculty will practice effective strategies for using Smart Boards, Student Response Systems, and Polycom Units. 

 

Objective 2.3  Increase K-8 student access to selected classroom technologies to support the systemic learning culture.

 

Method and Activity 2.3.1 Implement Classroom Use of Media Rich Technology( 8/15/2010 to 6/1/2011) Faculty will use lessons developed for students in classrooms to provide engaging student centered learning environment for maximum achievement.

 

Objective 2.4  Increase parental and community engagement in instructional goals, classroom strategies, and student assessment systems.

 

Method and Activity 2.4.1 Implement District Web-Based Designed Curricula (8/15/2010 to 6/1/2011) Faculty will receive ongoing instructional training on the use of current available technologies with the addition of new educational lessons and strategies to communicate district goals, strategies and assessment systems.

 

Goal #3  Provide embedded faculty professional development to implement a district-wide culture for learning characterized by technology-rich classrooms, systemic instructional design, and student focused classroom instruction.

 

Objective 3.1 Provide faculty with innovative strategies for technology integration and instructional design.

 

Methods and Activities 3.1.1 Develop and introduce alternative instructional models that complement technology integration.

 

Methods and Activities 3.1.2 Involve District Integration Specialist in Technology Training

(2/1/2010 to 2/15/2010) District team members will be trained on Smart Boards, Student Response Systems, and Polycom Units

 

Objective 3.2 Provide faculty with continuous, on-site professional development to support a systemic district learning culture.

 

Methods and Activities 3.2.1 Plan and Host

 (4/1/2010 to 6/1/2011) Technology Integration Specialist will plan and host professional development sessions that support alternative instructional models and district technology initiatives.

 

Goal #4  Contribute to a county-wide and state-wide culture of academic excellence, school governance and educational leadership

 

Objective 4.1 Become a model site for technology supported instructional design and classroom instruction

 

Methods and Activities 4.1.1 Internal Review (6/12010 to 6/1/2011) Internally evaluate project development and progress.

 

Methods and Activities 4.1.2 External Review 6/1/2010 to 6/1/2011) Invite external evaluators to review project development and progress.

 

Objective 4.2 Participate in state, regional and national professional meetings/internet outlets targeting technology integration, improved student performance and increased parental engagement.

 

Methods and Activities 4.2.1Plan and Host(6/1/2010 to 6/1/2011)Plan and host on-site visitations and web-supported information for interested school districts.

 

Methods and Activities 4.2.2 Dissemination 6/1/2010 to 6/1/2011) Identify and participate in appropriate state, regional and national conferences.

 

 

4. Professional Development

 

 

Professional Development (15 Points)

 

 

Twenty-five (25%) of the grant funds received must be used for professional development activities that will support the integration of technology into teaching and the curriculum. Identify professional development needs and the specific plan for meeting those needs that ensures that the methods and activities you have described will be successful in reaching the project objectives. Describe the ongoing/sustained professional development for teachers, principals, administrators, and school library media personnel serving the LEA. How will the capacity of the eligible school to integrate technology in the classroom be expanded through professional

development?

 

Professional Development (15 Points)

 

Critical Questions: Describe how you will provide high-quality, ongoing/sustained professional development for teachers, principals, administrators, and/or school library media personnel serving the LEA.  How will the capacity of the eligible school to integrate technology in the classroom be expanded through professional development? Include a list of partners instrumental in the delivery of the professional development and the resources involved. 

 

11-15  Point Criteria

 

• Strong commitment to building classroom level capacity to integrate technology in instruction

 

• Specific details listing the target audience, facilitators, the types of activities, and the timeline for which these activities will occur   

 

Writing Tip:  Goals and Objectives can be organized into project phases or stages.  Cut and Paste them to this section, give them names and dates.

 

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Project Continuity’s professional development will proceed in four (4) phases and be organized by the project’s methods and activities. It has been organized to provide high-quality, ongoing/sustained professional development for faculty, principals, administrators, and/or school library media personnel serving the partnership. The collaborative capacity of the partnership will be increased and synchronized.

 

Phase One Professional Development for Methods and Activities:

Planning, Selection and Purchasing

 

                       2.1.1 Review and Purchase  (2/1/2010 to 4/1/2010) Technology Director and Achieve Advisory Team will review and select Smart Boards, Student Response Systems and Polycom units, necessary hardware and software. 

 

                       3.1.2 Involve District Integration Specialist in Technology Training (2/1/2010 to 2/15/2010) District team members will be trained on Smart Boards, Student Response Systems, and Polycom Units

 

                        

 

Phase Two Professional Development for Methods and Activities: Orientation to Running Equipment

 

1.2.1 Introduction to Content Resources (2/1/2010 to 6/1/2010) Faculty will be introduced to grade level and content specific web – based curriculum and online resources with assistance from the district technology integration specialist and technology director.

 

2.1.2   Functionality and Readiness (4/1/2010 to 8/15/2010) Technology Director and Building and Grounds Director will confirm the functionality and readiness of technologies purchased for classroom instructional integration.

 

 

Phase Three Professional Development for Methods and Activities:

Embedded Activities Around Implementation of Curriculum Design

 

                       1.1.1 Introduction of Alternative Instructional Models

                       (2/1/2010 to 6/1/2010) Faculty will be introduced to alternative technology models of lesson and strategy design that are proven to increase student achievement.

 

                       3.1.1  Develop and introduce alternative instructional models that complement technology integration. 

 

1.2.1   Introduction to Content Resources (2/1/2010 to 6/1/2010) Faculty will be introduced to grade level and content specific web – based curriculum and online resources with assistance from the district technology integration specialist and technology director.

 

                       1.1.2   Development of Prototype Student-Centered Lessons (2/1/2010 to 6/1/2011) Faculty will design and develop student-centered and learner-focused instructional lessons and activities. 

 

3.2.1   Plan and Host  (4/1/2010 to 6/1/2011) Technology Integration Specialist will plan and host professional development sessions that support alternative instructional models and district technology initiatives.

 

1.3.1   Communication Through Website (2/1/2010 to 6/1/2011) Faculty will receive ongoing embedded professional development focusing on using district web-based resources to keep parents and community informed of district events, instructional tools and resources for two-way communication.

 

1.3.2   Communication Through Student Management System (2/1/2010 to 6/1/2011) Faculty will receive ongoing embedded professional development focusing on using district student information systems to keep parents informed of ongoing student achievement.

 

1.2.3   Ongoing Curriculum Design Support 

 (8/15/2010 to 6/1/2011) Faculty will receive continuous, embedded professional development scheduled and organized to advance applications of web-based curriculum and online resources with assistance from the curriculum director, technology integration specialist, and technology director.

 

                       2.2.1 Design and Facilitate Differentiated Lessons

(2/1/2010 to 6/1/2011)Faculty will design differentiated lessons that increase student engagement through the integration of classroom technologies.

 

2.2.2 Implement Faculty Use of Media Rich Technology (4/1/2010 to 6/1/2011 Faculty will practice effective strategies for using Smart Boards, Student Response Systems, and Polycom Units.

 

                       4.2.1   Plan and Host (6/1/2010 to 6/1/2011) Plan and host on-site visitations and web-supported information for interested school districts.

 

                        4.2.2   Dissemination (6/1/2010 to 6/1/2011) Identify and participate in appropriate state, regional and national conferences.

 

Phase Four Professional Development for Methods and Activities: Assessment

 

                       4.1.1   Internal Review (6/1/2010 to 6/1/2011)  Internally evaluate project development and progress.

 

4.1.2   External Review (6/1/2010to 6/1/2011) Invite external evaluators to review project development and progress.

 

 

5. Formative and Summative Evaluation

 

The project evaluation must measure results, not efforts.   Describe

how you will measure progress and success during the  implementation of this project.  IDOE will conduct a  summative evaluation for the conclusion of the project. How will you measure progress and success during the  implementation of this project? (IDOE will conduct a summative evaluation of the project).

 

Writing Tip:  You evaluate the phases and stages of a project.  Bring the timeline to this section and describe the evaluation process.

 

Formative and Summative Evaluation (5 Points)

 

Critical Questions:   Detail the process and accountability measures that you will use to evaluate the extent to which this project’s activities are effective in increasing the ability of teachers to teach and of students to meet challenging academic achievement standards through the effective integration of technology into the curricula.

 

8-10  Point Criteria

 

Clear presentation of how progress toward project goals and objectives will be monitored at the local level including, where appropriate, information on instrumentation, methodology, and timeline

 

 

 

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Project Continuity will demonstrate progress toward project goals and objectives through local level monitoring.  Formative and summative  evaluations will be done by the project’s leadership team within project phases and chronological methods and activities.  The overall objective of the evaluation plan is to increase the ability of faculty and students to meet challenging academic standards through the effective integration of technology into the curricula.

 

Phase One Evaluation Criteria:  Planning, Selection and Purchasing:

 

Successful selection and training of Project Achieve Leadership Team on identified technologies. (2/1/2010 to 2/15/2010)

 

                      

Phase Two  Evaluation Criteria:  Orientation to Equipment Operation:

 

Confirmation will be made by the partnership Technology Director and Building and Grounds Director on the readiness of the selected technologies for professional development phase. (4/1/2010 to 8/15/2010)

 

 

Phase Three  Evaluation Criteria:  Embedded Activities Targeting the Implementation of Curriculum Design

 

Evaluation will be conducted to assess the introduction of alternative instructional models to faculty and continuous support of faculty for content resource identification and technology integration. Prototype, student-centered lessons will be evaluated for the frequency and quality of faculty collaboration. (8/15/2010 to 6/1/2011)

 

 

Phase Four Evaluation Criteria:  Assessment

An internal evaluation will be conducted at each phase of the project to determine readiness for the next phase.  An external team of professional educators will be invited to assess the Project Achieve. (6/1/2010 to 6/1/2011)

                      

 

 

 

 

6. Local Matching funds

 

Please describe how local fund contributions will be leveraged to support the program purposed in this application.  This information will come from your budget computations on the application form. 

 

Local Matching Funds (5 Points)

 

Critical Question: Have you listed  all matching funding sources that will be used to help finance this project. 

 

 

8-10 Point Criteria 

 

20%+  of Base Award

 

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Local Matching Funds

 

In addition to expenditures from the Capital Projects Fund and General Fund, Wabash City Schools has been able to secure funds for Smart Board technology through the following grants:  Community Foundation of Wabash County, Sundheimer Grant, Guynn Grant, Title 1 Grant, and High Ability Grant.  With these funds and grants, Wabash City Schools has received the money to purchase 16 Smart Boards for classrooms at a cost of approximately $48,000.   Wabash City Schools is currently using corporation funds to pay the salary of a newly created position of Technology Software Integration Specialist. The Technology Software Integration Specialist provides on-site, embedded training to faculty so they can engage students with classroom  technology  through multi-media lesson plans and further their academic achievement.  In addition to paying the salary of the Specialist, Wabash City Schools is paying for her to attend the Smart Board training in January 2010, thus providing Wabash City Schools with a certified Smart Board trainer.  As the need grows for more training, another technology person will sent for the Smart Board training. 

 

 

See  Example Budget Provided

 

 

 

 

7. Partnerships

 

Describe the partner school and the expertise that they will provide in the area of classroom use of educational technology.  Discuss the provisions that will be made to ensure collaboration between teachers, parents, students, and community members for improved teaching and learning through technology. If a partner corporation/school is part of this project, describe the expertise/collaboration that the partner will provide to the eligible school in the area of classroom use of educational technology.

 

Partnership (10 Points)

 

List the partner LEA or school.  Discuss the provisions that will be made to ensure collaboration between teachers, parents, students and community members for improved teaching and learning through technology 

 

Criteria Points  8-10

 

Critiical Questions:  Demonstrated that teachers are effectively integrating technology and proven teaching practices into instruction

 

A thorough description of partner school staff members’ roles and how they will contribute to the success of the project.

 

 

 

Write Text Here

 

 

A collaborative partnership structure currently exists between Wabash City Schools, MSD of Wabash County, and Manchester Community Schools. This partnership has existed since the awarding of the CAPE grant from the Lilly Foundation in 2000. Currently, faculty  from the three corporations gather together to map out curricular ideas per grade level for the elementary grades or by department for the secondary level.  This funding will extend the partnerships capacity to collaborate and share technology supported lesson plans and student- focused instructional activities characterized by Smart Board and Student Response System technologies. 

 

The Directors of Curriculum and Instruction for each school corporation will continue to coordinate the collaboration days and the logistics supporting the days (i.e. topics for the day, location of the workshop, and subs).   The Directors will also target and prioritize appropriate Smart Board and Student Response System technology topics.  These administrators will also verify that faculty are following through with commitments to integrate targeted technologies and receive ongoing, embedded support.

 

Since all three school corporations are within the boundaries of Wabash County, there are many opportunities to share among the corporations. The awarding of this grant will allow this curricular process to expand to the sharing of successful methods for the full integration of classroom-based, student-focused technologies. The technology grant will allow the purchase of Smart Boards and Student Response Systems for the other two school corporations.

 

1. NAME /ROLE/CONTRIBUTION   JUST LIST THESE…THIS IS YOUR PROJECT LEADERSHIP TEAM.

 

 

 

 

 

 

 

 

 

Section IV, Budgets: 

 

There are two parts to the budget section: 1) an Activities Budget and 2) a Federal Budget. 

 

The Activities Budget is a listing of all your expenditures by activity.  List each activity/acquisition on a separate line.  If there is a partnership, list all partner activities separate from the eligible corporation activities. 

 

The Federal Budget is a listing of your purchases by categories of activity defined by the Title II legislation.  Round all figures to the nearest dollar.  Your totals on both of the budgets should be the same. 

 

Funds up to 5% of the total grant may be used for administration and/or technical assistance.  Funds may not be used to supplant existing programs or other funding commitments. 

 

Hardware funds must be expended by September 30, 2009. 

 

The balance of the project including all professional development activities must be completed by September 30, 2010 and payment for services must be completed by December 31, 2010.

 

 

Sections V & VI, Assurances & Signatures: 

 

Signatures are required from the Superintendent and the Project Contact Person.  Please read the Assurances section before signing.  

 

** This document was created by Dr. Douglas Brooks for CIM Solutions.  This document is not for distribution without the consent of JR Gayman, Vice President CIM Technology Solutions  4660 Progress Dr
Columbus, IN 47201  www.cimtechsolutions.com <http://www.cimtechsolutions.com>
 
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