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RIMS CTAP Presents

RIMS CTAP Presents. Enhancing Education. Through Technology EETT Competitive Grant Round 7 All presentation materials available at: http://ctap10.org/EETT08. Workshop Agenda. Grant Overview Eligibility Funding Grant Goals Scoring Process Format & Submission Timeline Next Steps

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RIMS CTAP Presents

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  1. RIMS CTAP Presents Enhancing Education Through Technology EETT Competitive Grant Round 7 All presentation materials available at: http://ctap10.org/EETT08

  2. Workshop Agenda • Grant Overview • Eligibility • Funding • Grant Goals • Scoring Process • Format & Submission • Timeline • Next Steps • Q & A • Meet with CTAP liaisons

  3. Program Goals • Increase students’ technology literacy and academic achievement of content standards • Increase teachers’ technology literacy and curriculum integration • Expand access to technology and provide technical support • Enhance communication and collaboration (RFA pages 1-5)

  4. EETT C Eligibility • Serve grades 4-8 • Top third in percentage of students statewide below the poverty line using federal census data AND • Identified for improvement or corrective action under No Child Left Behind. OR • Technology poverty greater than 10:1 (RFA page 5)

  5. EETT C Eligibility • Have a current CDE approved technology plan as of June 30, 2008 • http://www.cde.ca.gov/ls/et/rs/ap/county.asp • Have completed the 2007 and 2008 California School Technology Survey • http://www.cde.ca.gov/ls/et/rs/techsurvey.asp

  6. Round 7 Funding

  7. Round 7 Funding • Two year grant program: July 2008 – June 2010 • $300 per 4th– 8th grade student at applicant schools (2006 CBEDS) • Maximum allocation = 60% of RIMS CTAP regional allocation = $1,306,290 = 4354 students (RFA pages 8- 9)

  8. Application Scoring (RFA pages 72 - 88)

  9. EETT C Scoring Process • Minimum 50 points to be eligible for award • Grouped by decile bands based on scores • 100–90 points • 89 – 80 points • 79 – 70 points • 69 – 60 points • 59 – 50 points (RFA pages 9-10)

  10. Funding Priorities • Within each decile: • Small school districts are ranked at the top of the list in the decile in which they scored • Applicants that receive less than $6,000 in annual EETT Formula grant funds are ranked below eligible small school districts in the same decile range • All other applicants are ranked below the two scoring priorities (RFA page 10)

  11. Application Submission • One signed (blue ink), unbound original print copy of the application • Three stapled print copies (must lay flat - no binders). • One digital copy of the complete application on CD with LEA name on it. (The digital copy of the application does not require signatures). (RFA pg.16)

  12. Format Requirements • Include all application components (RFA pg. 18) • Project Narrative • 8 1/2 x 11 paper, 1” margins • Pages numbered • 25 page maximum • Section headings and subheadings • Line numbers: 36 lines per page maximum (RFA pages 18-19)

  13. Application Components • Form 1: Application Title Page • Form 2: Project Summary • NEW Form 2a: Program Profile & School Data • Form 2b: Small School District Addendum • Project Narrative: six sections - 25 page maximum • Optional Bibliography / Citations page (RFA pg.18)

  14. Application Components • Form 3: GOBs and Data Collection • Form 4: Strategies and Timeline • Form 5: Projected Budget and Narrative • Form 6: Priority List of Schools • Form 7: Consortium and/or Partnership Applicants & Signed Letter(s) of Support • Form 8: Competitive Application Checklist • Signed Assurances and Certifications (RFA pg. 18)

  15. Application Components Project Narrative

  16. Project Narrative • Six required sections • Program for Students • Professional Development Program for Teachers • Expand Access to Technology and Provide Technology Support • Communication and Collaboration Among Home, School, and Community. • Evaluation and Program Management • Follow-up Grant & Sustainability (RFA pg 21)

  17. Program for Students • Research-based program • Designed by district to match student needs • Partnership with research-based program • EAST • GenYes • ISTE NETS Aligned Programs • eMints • Include relevant research citations • Technology literacy and academic learning needs of target students • How program meets students’ learning needs (RFA page 22, Appendix E page 71)

  18. Program for Students • Technology literacy proficiencies aligned to CDE definition • Integration activities aligned to CDE definition • How students will access and use technology described in application • Administrative support • Partner role in supporting Program for Students (RFA page 22-24)

  19. Technology Literacy • Ability to use appropriate technology responsibly to communicate, to solve problems, and to access, create, integrate, evaluate and manage information to improve learning of state content standards in all subject areas and to acquire lifelong knowledge and skills in the 21st century

  20. Curriculum Integration • Infusion of technology as a tool to enhance the learning of state content standards in a content areas or multidisciplinary setting. Technology integration enables students to learn in ways not previously possible. Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally

  21. Professional Development • Research-based program • Designed by district to match teacher needs • Partnership with research-based program • CTAP • EAST • Intel Teach to the Future • eMints • Include relevant research citations • Technology literacy and integration needs of target teachers • How program meets teachers’ learning needs (RFA page 24, Appendix E page 71)

  22. Professional Development • How teachers will use technology to support Professional Development Program and Program for Students • Administrative support • Partner role in supporting Professional Development Program (RFA pages 24-26)

  23. Expanded Access • Current student-to-computer ratio • Used by students and teachers in target group • New electronic learning resources, hardware, infrastructure, and peripherals to be acquired • Detail how new resources support comprehensive program • Where and when target students will have access to program tools and resources • How adequate technical support will be provided • Administrative support • Partner role in supporting Expanded Access (RFA page 26)

  24. Communication/Collaboration • How technology will establish or improve communication and collaboration among home, school and community • How students’ learning needs will be supported through the use of technology for communication and collaboration • How partnerships listed on Form 7 help to improve communication and collaboration among home, school, and community • How successful strategies will be shared • Administrative support (RFA page 27)

  25. Communication/Collaboration • Provide email accounts, expanded web access for teachers, students, parents, and community • Develop communication channels for partners and stakeholders to support learning opportunities • Using multiple media for school / home communications…i.e., school web postings, student grades and attendance online, informational e-mails, voice-mail, newsletters • Sponsor parent/community events that promote involvement in student learning and technology.

  26. Evaluation and Management • Evaluation plan • Lead evaluator • Who? What? When? Why? and How? • EVERY required and optional objective • Student tech literacy • Student academic achievement • Classroom observation instruments • ETP for teachers • Student to computer ratio • Communication/collaboration measurement • Other measurement instruments in Form 3 (RFA pages 29-30)

  27. Evaluation and Management • Synthesis of multiple measure data • Process for gathering data and writing and submitting required reports • Continuous data-driven improvement process for monitoring impact of program on all goals • Program management or advisory group by job title, roles, and responsibilities • Meeting schedule and how ongoing communications with stakeholders takes place

  28. Evaluation and Management • Technology’s role to support timely, continuous data-driven decision making • Existing or to be acquired • Partner role in supporting Evaluation and Management (RFA pages 29-30)

  29. Follow-Up Grant • How Follow-Up grant ($45 per student based on original grant award) will sustain or expand the EETT-C Round 7 program • Other funding sources or partnerships that may contribute to the sustainability or expansion program, at the conclusion of the two-year grant program (RFA page 30)

  30. Form 3: GOBs • Goals 1, 2, and 3: Applicants enter the projected growth target for each objective and the annual benchmark data • Goal 4: Applicants enter their own measurable performance objective(s) and annual benchmarks as well as enter the projected growth target for the objective(s) and the annual benchmark data (RFA pages 31 & 46)

  31. Form 3: GOBs • Applicant may not change the original text or intent of Form 3 but may add text to clarify a required objective if focusing on different target groups in Year One and Year Two of the program

  32. Form 3 Growth Targets • Growth Target = amount of projected improvement during a specified time frame. (baseline data + growth target = end data) • Growth targets may not be modified after the application is approved for funding • Set challenging yet realistic growth targets for each objective. • EETT C Follow-up Grant eligibility is contingent on meeting 70% of target for each objective (RFA pages 31-32)

  33. Form 3 Baseline Data • Target Students’ Tech Literacy Data • Target Students’ Achievement Data • Target Teachers’ Tech Literacy Data • Target Teachers’ Curriculum Integration Data • Target Classroom Observation Data • Target Classroom Student to Computer Ratios • Communication & Collaboration Data • Data for any additional objectives applicant includes

  34. Baseline Data • Establish baseline percentages, project growth targets, and end of year percentages on Form 3 • Establish consistent data instruments, items, and calculation methods for each objective • Data for objectives measured by multiple instruments must be collected and aggregated to determine baseline figures and subsequent growth • Consistent aggregation strategy

  35. Form 3: Goal 1 • Technology Literacy (1a and 1c) • Student Survey • ETP Online Student Survey • LEA developed Tech Literacy Survey • Commercial Tech Literacy Survey • Classroom Observations • Other measures as desired • Academic Achievement (1b) • LEA-specific benchmark assessment • Adopted textbook benchmark assessment • Targeted subject • Targeted grade levels

  36. Form 3: Goal 2 • EdTechProfile Survey • Create ETP project group comprised of Target Teachers and have them complete the Technology Assessment Profile survey to collect data (www.edtechprofile.org) • Classroom Observations • Develop or use a readymade classroom observation instrument • Add other measures as desired

  37. Form 3: Goal 3 • Determine data instrument(s) to track targetclassrooms’ student to computer ratios • Complete CSTS annually for schoolwide ratios to meet grant assurances (RFA page 51)

  38. Form 3: Goal 4 • Determine data instrument(s) to track growth toward objectives • Data Instrument: Aeries SIS • Data Collected: % of target teachers posting homework & grades an average of twice per week • Data Collection Frequency: Pre & post data collected annually in September and May (RFA page 53)

  39. Form 4: Strategies/Timeline • Specific strategies or actions that will be implemented to achieve each of the performance goals, objectives, and benchmarks specified on Form 3 and in the Project Narrative. • Beginning and ending dates • Title of the person responsible for implementation (RFA pages 33 & 55)

  40. Form 5: Budget & Narrative • Identify total budget • Number of students (< 4354) x $300 • Identify Y1 and Y2 expenditures • Amount and detailed narrative of expenditures by category • Leveraged funding amounts if applicable • Minimum 25% professional development • NOTE: 10% change in spending by category requires Budget Modification request (RFA pages 33 & 59)

  41. Form 5: Professional Development • Teacher stipends for work outside of contract hours • Costs for substitute teachers • Salaries and benefits, stipends, or contracts for trainers, facilitators, and mentors • Professional development workshops and conferences specified in grant application • Materials and supplies necessary to carry out the professional development (RFA pages 11-12)

  42. Form 5: Allowable Expenses • Hardware • Infrastructure • Technical Support • CLRN reviewed Electronic Learning Resources • Supplies and materials • Expenses related to fostering communication among parents, students, teachers, and community. • Grant management, coordination, evaluation, and reporting (RFA pages 33 & 59)

  43. Form 6: Priority School List • List eligible applicant schools in rank order • Use the 4-8 2006 CBEDS to determine the program budget. • If the LEA’s application is partially funded the CDE will fund schools in the order in which the LEA prioritizes them on Form 6. (RFA pages 34 & 62)

  44. Form 7: Partnerships/ Consortiums • Partnerships • Mutually beneficial • Support comprehensive program • Proven experience with technology literacy and curriculum integration • Evidence the partnership will have a positive impact on student academic achievement • Work, products, strategies or services are aligned with or based upon relevant research • One-page letter on letterhead detailing partnership (RFA pages 6, 35, 63 & 89)

  45. Form 7: Partnerships/ Consortiums • Consortiums • Group of school districts and/or direct-funded charter schools • A minimum of one school district or direct funded charter within the consortium must be eligible to apply for the EETT C Grant and be the designated LEA • Only students in grades 4-8 at eligible districts and direct funded charters within a consortium are funded at $300 per student (RFA Pg. 7)

  46. Application Submission • One signed (blue ink), unbound original print copy of the application • Three stapled print copies (must lay flat - no binders). • One digital copy of the complete application on CD with LEA name on it. (The digital copy of the application does not require signatures). (RFA pg.16)

  47. Application Submission DUE April 23, 2008 by 5 pm Submit EETT C Grant Application to: Education Technology Office EETT C Round 7 Application California Department of Education 1430 N Street, Suite 6308 Sacramento, CA 95814

  48. Next Steps The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one. • Mark Twain

  49. Next Steps • Planning Team • District Stakeholders • Curriculum Coordinator • Data Collection / Analysis Coordinator • Categorical Programs Coordinator • Staff Development Coordinator • Technology Director • Administrators & Teachers from eligible schools • Teachers’ Union representation • Private Schools in the district

  50. Next Steps • Assemble program planning / writing team • Carefully review RFA and Scoring Criteria • Contact Private Schools in district to participate in planning • Backwards map what needs to be done, by whom, and by when to submit by the April 23 deadline • Identify academic and technology literacy priorities

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