Tips and strategies
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Tips and Strategies. For A Successful CTAP Application January 31, 2012. First Step: READ!!!. The application in entirety

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Tips and Strategies

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Tips and strategies

Tips and Strategies

For A Successful CTAP Application

January 31, 2012


First step read

First Step: READ!!!

  • The application in entirety

  • Details of 21st Century Learning. The FAQ is useful, and the segment on Student Outcomes should remain on your mind as you move forward. Take some time with this, as it is central to CTAP thinking. Underline phrases that link with what you plan.

  • The ISTE standards (online)

  • The RUBRIC!! Read it twice before you write. Pay attention to the column headed “Excellent,” as that is the goal for your product.


Get blessings from above

The Principal – Present the idea, and the need driving the idea

The District Tech Support (District Tech Leader) if available and necessary. They can be helpful.

Seek ideas – vendors, OCDE, peers

Others could be impacted by changes this grant encourages in lesson delivery, assessment, content, etc. in your classroom. Informing them could be important…but not a grant requirement.

GET BLESSINGS FROM ABOVE


Backup your need and your purpose with hard data if you can

Backup Your Need and Your Purpose with Hard Data if you can

  • Data Talks: test results, Socioeconomic levels as defined by AFDC (free and reduced lunch),

  • Equipment poverty (as compared to what?)

  • Review of research in the content area. (Online, CUE magazine, Section Nine of CA Tech Plans) But don’t get hung up…keep it simple.

  • Define your purpose and your outcomes in two or three sentences before you begin so you know where you are going as you write.


Tips for the writing process

Tips for the writing process

  • Watch out for useless phrasing at the beginning of sentences (There is….We believe that….I have found that….)

  • Don’t forget -- there is a word counter at the bottom of the Word doc screen on the left!

  • Active voice always!

  • Vary sentence length for easier reading with more punch.

  • Descriptive VERBS (i.e. decrease, enrich, reduce, augment, engage, inspire, deliver, develop, establish, enhance, improve, increase, produce, provide, excite)


Lets look at each section

Description –10 points. Identify several outcomes that link directly to the need(s) in your classroom. (Equipment poverty is probably not enough.) The goal is the main emphasis. The objectives, and there should be several, narrowly define the outcomes.

Lets look at each section


Goals objectives

GOALS…Objectives

  • All students will access and routinely complete timed reading assignments that research from the U of Texas shows increases both speed and comprehension.

  • Students will complete three small group research reports that develop critical thinking and collaboration skills in projects delivered through social studies textbook technology extensions aligned to standards.

  • Measurements include District interim testing, state testing in English/Language Arts, and homework completions. (That’s 63 words and three sentences)

  • Sample: Students will use PEDS to support continuing growth in reading and comprehension skills and access enhanced content in Social Studies. (GOAL)


Think about the smart formula as you write the description

Think about the SMART formula as you write the description

S Goals are broad…Objectives are SPECIFIC. In this application you need several objectives – at least three.

M Measureable – assessing the outcome of your activities. (not the activity itself!)

A Attainable

R Realistic and Relevant to your stated need, and, are YOU comfortable enough with this technology to manage it in addition to everything else you do?

T Timeline – When are things happening? How often?


Innovation 10 points

Innovation – 10 points

You read and made notes on the ISTE materials and the 21st Century information. See also www.ictliteracy.info/ for more thoughts, research and commentary. This section is an “IQ test” on whether you absorbed this information completely enough to cite it where it should be. Do not copy and paste, but DO use the terminology and the rationales from these sites to support your application. Just 200 words -


Contribution to learning

This should be easy…You know the standards. Pull out 3 or 4 most directly aligned to what you plan, and tie each to specific applications of the tech as it will be used in the student’s hand and relates to your objectives.

This is 10 points and is geared to making sure you are not wanting technology for any reason other than student achievement. (Not for “the stuff” itself because it’s so much fun to use.)

Contribution to learning


A thought on the word authentic

A thought on the word “Authentic”…

If you are stopped here, substitute the word “meaningful” in the context, and you will get it.

EXAMPLE:- having students’ handwritten work transposed to a word processor so it can be printed and put on a wall is NOT an authentic use of technology. Creating a story using Paint or Pixie for artwork, and Word for text manipulation IS authentic use.


Evaluation another 10 points what gets measured gets done

Evaluation – Another 10 Points(What Gets Measured Gets Done)

Student learning outcomes: test scores, number of below average, number above proficient, number reclassified to FEP, discipline referrals, homework completion, etc - all these are measureable.

Quality and completion of assigned work, on-task behaviors, extra credit provided, timeline smoothness ,completion of technology related tasks, student and parent surveys, and development of student tech showcase portfolios if appropriate,– all these are useful gauges.

Did you use it as you promised: logs, lesson plans filed, principal observations, student surveys, hit counters, District reports on use, your own blog, student wikis, etc.


Impact

Only 50 words. Count up the kids using it, how long do you expect it to last, how many times a year will it be used, etc….

Five Points

Impact


Budget

Review what is included and not included in approved purchases. Note here if there are “matching funds” or school funds coming to this project from other sources (not required but adds to the impact of what is being planned) Good idea too!

Check pricing with the District

Add it in a spreadsheet and check math

BUDGET


Timeline

Common sense item. Can you do this in a timely manner? When will YOU learn to use the “stuff” and prepare it for classroom use? How will you involve the District to help you here (mention it) and where/when you get training and from whom? See the list of items to include in the rubric and don’t miss a single one.

Timeline


Let s agree

Let’s agree:

Student learning outcomes or SLOs are statements that specify what students will know, be able to do or be able to demonstrate when they have completed or participated in your program/activity/project. Outcomes are usually expressed as knowledge, skills, attitudes or values, but they should be measurable in some way.


At least five days before it s due

At least five days before it’s due….

  • Ask “Grandma” to read it . Are there: acronyms she doesn’t get? (NO!) clear enough that she understands it? (yes) If she has to ask a bunch of questions, give it to another person to decide if your writing needs work. Other critiques are useful too.

  • Get it proofread by the best error-catcher in the school.

  • The principal must “certify” and sign a separate cover sheet before submission (see URL on page one of the application). Make sure he/she will be in town to sign it!


Watch out for small mistakes

Watch out for small mistakes…

  • Accidently leaving “identifying footprints”

  • Forgetting title page or any other section

  • Not proofreading; exceeding word count

  • Waiting for the signatures, and then he or she is out on submission day

  • Not asking the question…guessing wrong

  • Requesting old technology (even if it’s new to you)


Who can apply

Who Can Apply

Any K12 teacher, administrator, or other certificated staff currently employed by an OC public school district.

Teams must be within a school or schools within a district.

Substitute teachers may not apply.

Educators on shared or part-time contracts are eligible.

2011 grant winners may not apply.

An individual may only apply for one grant -- either an individual OR a team grant -- in the same grant year.

Any K12 teacher, administrator, or other certificated staff currently employed by an OC public school district.

Teams must be within a school or schools within a district.

Substitute teachers may not apply.

Educators on shared or part-time contracts are eligible.

2011 grant winners may not apply.

An individual may only apply for one grant -- either an individual OR a team grant -- in the same grant year.


Timeline1

Timeline

An "Intent to Apply" was not required this year

Grants must be submitted via Email to [email protected] by February 17, 2012 (4:00 p.m.)

Cover sheets must also be postmarked by February 17, 2012 or hand carried to OCDE by 4:00 p.m.

Winners will be announced on March 21, 2012.

Funding will be released to the recipients' district within three months following the announcement of grant recipients.

Each recipient’s district MUST invoice OCDE by June 10, 2012, to ensure grant funds are disbursed to the district - this is the grant recipient's responsibility!

2012 grants should be completed by June 30, 2013.


Important reminders

Important Reminders

NO identifying information other than on cover sheet - that means no school, district, mascot or teacher names. 

Do not use a "grant template” OCDE does not encourage the hiring of grant writers.

Grant funding given to schools and districts must only be spent on grant activities within the implementation year.

When grant recipients leave a school:

If they remain in the district, the equipment/software will move with them

If they leave the district, the equipment/software will remain at the original school site

Team grants will remain at the school(s) for which they were written, regardless of movement


Grant application

Grant Application

Cover Sheets

Print and complete using blue ink

Cover sheets must be hand carried to OCDE or postmarked by February 17, 2012 by 4:00 p.m.

Team cover sheets must include the following signatures:

LEAD teacher

Other teachers' principals, if different than the LEAD teacher's

Commitment statements:

I agree to participate in the Student Technology Showcase, if my grant project is selected

I attest that this Grant Submission is my own original work, and not that of others.


Grant application continued

Grant Application, continued

Grant Application

You may download the application directly from our website.

The application is a WORD document and should be submitted as a WORD document.

Once submitted via Email, you will receive a confirmation email within approximately 72 hours.

The WORD document must be previewed by both your District Technology Leader and Principal prior to obtaining their signatures and Emailing your submission.


Overall quality

Overall Quality

Ask several people to read your completed application and have them check for:

Spelling or grammatical errors!

Clear and concise writing

Exclusion of acronyms

Exclusion of identifying information (school, mascot, ...)

Can someone not familiar with your idea understand the concepts you have written about?


Questions

Questions

For any questions regarding the process, please contact

Vivian Goldschmidt, Project Specialist

[email protected] or 949.412.2926

or 

Carey Arias, Administrative Assistant

[email protected] or 714.966.4416


Website and webinar archive

Website and Webinar Archive

For more information, please visit:

http://www.ocde.us/EdTech/Pages/CTAP-Educational-Technology-Grant.aspx

Webinar archive

Contact Vivian Goldschmidt ([email protected])

for an archive of 

today's webinar

and/or the January 17th webinar


Good luck

Good Luck!!!


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