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.
Write Text
Here
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
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.
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.
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.
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
Write
Text Here
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.
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.
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 1.3.2Communication
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.
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.
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.
Write Text
Here
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.
1.3.2 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
Write Text
Here
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
Write Text Here
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>
P:
800.742.5036 F: 812.376.3557 C: 317.506.8343