Enhancing Education Through Technology (EETT) Competitive Grant
Illinois State Board of Education
100 North First Street • Springfield, Illinois 62777-0001 Jesse H. Ruiz
Rod Blagojevich Dr. Randy J. Dunn
Governor State Superintendent of Education
TO: Eligible Applicants
FROM: Randy J. Dunn
State Superintendent of Education
SUBJECT: Request for Proposals (RFP): Enhancing Education Through Technology
(EETT) Competitive Grant: TECH-IL Program
Eligible Applicants: An eligible applicant is either a high-need local education agency
(LEA) or an eligible local partnership.
A “high-need local educational agency” is a school district that:
• has at least one school in which 40 percent or more of the children are from low-income
• serves one or more schools identified for improvement or corrective action under section
1116 of the Elementary and Secondary Education Act (ESEA), or has a substantial need for
assistance in acquiring and using technology.
An “eligible local partnership” is a partnership that includes at least one high-need LEA
and at least one of the following:
• A school district that can demonstrate that teachers in its schools are effectively integrating
technology and proven teaching practices into instruction, based on a review of relevant
research, and that the integration results in improvement in classroom instruction and in
helping students meet challenging academic standards; or
• An institution of higher education that is in full compliance with the reporting requirements of
section 207(f) of the Higher Education Act of 1965, as amended, and that has not been
identified by the State as low-performing under that act; or
• A for-profit business or organization that develops, designs, manufactures, or produces
technology products or services or has substantial expertise in the application of technology
in instruction; or
• A public or private nonprofit organization with demonstrated expertise in the application of
educational technology in instruction.
Printed by AFL-CIO (AFSCME Local #2811 and IFSOE Local #3236) Employees
The partnership may also include other school districts, regional offices of education, libraries,
or other educational entities appropriate to provide local programs. In any partnership, all of the
activities funded by an EETT grant must be designed to address the needs of the high-need
LEAs, and not the needs of other LEAs or members of the partnership. The grant funds must
be used to benefit the high-need LEAs in the partnership.
A school district can submit and/or participate in only one application. A list of high-need LEAs
can be found at http://www.isbe.net/curriculum/elearning/html/nclb_titleIID_tech.htm. If your
district does not appear on this list and you believe it meets the eligibility criteria outlined above,
please send an email to firstname.lastname@example.org.
Grant Awards: The EETT program has the potential to be a two-year program to ensure that
funded programs are of sufficient scope and quality to effectively meet the purposes of the No
Child Left Behind Act of 2001 (NCLB). To further that goal, Illinois is granting awards
considered to be of sufficient size and duration. It is anticipated that grant awards will range
from $250,000 to $800,000 per grant period. Grants are awarded for two years contingent upon
a sufficient appropriation for the program. Grant recipients will be funded for one year at a time
and will be required to submit a budget prior to year 2 of the grant that reflects the activities
prescribed by ISBE. The actual number of grants awarded will not be known until the
application scoring and ranking process is completed.
Grant Period: The initial grant period will begin no sooner than February 1, 2006, and will
extend from the execution date of the grant until August 31, 2006. Funding in year 2 will be
contingent upon a sufficient appropriation for the program and satisfactory progress in the
preceding grant period, including full participation in all EETT grant activities and compliance
with reporting requirements outlined in the Enhancing Education Through Technology Program-
Specific Terms of the Grant (Attachment 8). Funds must be expended during the approved
grant period and may not be expended or obligated prior to approval and the execution of a
grant agreement between ISBE and the LEA/fiscal agent.
Application Deadline: Mail the original and three copies (total of four documents) to Kristy
Harvell, Illinois State Board of Education, 100 North First Street, C-215, Springfield, Illinois
62777-0001, to ensure receipt no later than 4 p.m., December 23, 2005. Faxed copies or
other electronic submissions will not be accepted. Do not submit proposals using
folders, 3-ring binders, etc.
Proposals also may be hand-delivered to the following locations:
Springfield Office Chicago Office
Information Center Reception Area
1st Floor Suite 14-300
100 North First Street 100 West Randolph Street
Bidders’ Conference: No bidders’ conference will be held. All questions should be submitted
to the following e-mail address: email@example.com. A Frequently Asked Questions (FAQ’s)
document, to include responses to any questions submitted, will be posted at the following URL
until December 19, 2005, and will be updated on a daily basis:
Conditions of this RFP can change daily. It is advisable to check the website often. No new
information will be posted to the website after December 19, 2005; therefore, applicants are
advised to check this site before submitting their proposals.
Should the conditions of this RFP materially change as a result of the FAQ’s, the State Board of
Education will announce changes at the following ISBE website address:
Contact Person: For more information on this RFP, contact Glenda S. Bequette, 217/557-
7323, or by e-mail at firstname.lastname@example.org.
RFP Website: Information that relates to this RFP can be accessed at the following URL:
The reauthorized ESEA establishes the Enhancing Education through Technology (EETT)
Program, which consolidates the Technology Literacy Challenge Fund (TLCF) Program and the
Technology Innovative Challenge Grant Program into a single state formula grant program
(ESEA Title II, Part D, Subpart 1). A portion of the funds that the state receives are provided to
eligible applicants on a competitive basis.
The primary goal of the EETT program is to improve student academic achievement through the
use of technology in schools. It is also designed to assist every student in crossing the digital
divide by ensuring that every student is technologically literate by the end of eighth grade, and
to encourage the effective integration of technology with teacher training and curriculum
development to establish and use successful research-based instructional methods.
The purposes of the EETT program are to:
• assist states and localities in implementing and supporting a comprehensive system that
effectively uses technology in elementary and secondary schools to improve student
• encourage the establishment or expansion of initiatives (including those involving public-
private partnerships) that are designed to increase access to technology, particularly in
schools served by “high-need local educational agencies”;
• assist states and localities in the acquisition, development, interconnection, implementation,
improvement, and maintenance of an effective educational technology infrastructure in a
manner that expands access of technology to students (particularly disadvantaged students)
• support initiatives that enable school personnel and administrators to integrate technology
effectively into curriculum and instruction that are aligned with state standards, through such
means as high-quality professional development programs;
• enhance ongoing professional development for teachers, principals, and administrators by
providing constant access to training and updated research in teaching and learning through
• support the development and use of electronic networks and other innovative methods, such
as distance learning, to provide specialized or rigorous courses or curricula to students who
would not otherwise have access to such information, particularly to those in geographically
• support local efforts to use technology to promote parent and family involvement in
education and to enhance communication among students, parents, teachers, principals,
and administrators; and
• support the rigorous evaluation of programs funded under the EETT Program, particularly
regarding the impact of these programs on student academic achievement, and ensure that
the results are widely accessible through electronic means.
Research has shown that effective integration of technology into the curriculum can be used as
a catalyst for change in the learning environment. Technology has been positively linked to
increasing student motivation, learner engagement, communication/collaboration, and problem-
solving skills. Technology can have a positive influence on student academic achievement
when certain educational conditions are in place. These conditions include having teachers
who are adequately and appropriately trained to effectively integrate technology into the
curriculum and to focus on clear, meaningful educational goals to improve student learning. In
addition, the way in which technology is used is important. Teachers must prepare students for
a world where being educated requires skills related to finding and making sense of information.
When technology is used to perform tasks applying higher order concepts and when teachers
are proficient in directing students toward productive uses, technology is associated with
learning gains that can be significant. (See Appendix A for citations to supporting research.)
ISBE is targeting the competitive portion of Enhancing Education Through Technology funds
available to Illinois schools through the Technologies that Work in Illinois Classrooms (TECH-IL)
Program. TECH-IL grants will assist schools with student and teacher empowerment to infuse
technology into an engaging and active environment that enables the learner to become a
technologist, problem-solver, researcher, and communicator. The purpose of the TECH-IL
Program is to provide evidence that technology, when integrated into a technology-rich learning
environment and supported by strong, ongoing professional development, can produce positive
change in the classroom that results in improved student learning.
The TECH-IL Program’s instructional model requires conscious alignment of curriculum,
professional development initiative, and school vision. Collaborative leadership practice and a
team approach to the implementation of the TECH-IL instructional model are required for
Further information about the EETT program can be found at
• show a personnel commitment to the intensive TECH-IL Program;
• show a commitment to make the appropriate resources available for the teachers and
• show a commitment to follow the established rules and timelines of the program (and not
include software or hardware outside the scope of the TECH-IL Program); and
• utilize 25 percent of requested funds to address staff professional development in the areas
of technology skills, integration, leadership, standards, curriculum, etc., as prescribed by
Applicants must have an approved three-year technology plan by the time the EETT application
is submitted to ISBE. All applicants (school district and school district consortium members)
must present evidence of having an approved plan by submitting a copy of their technology plan
approval letter as part of their applications. The approval letter should include the expiration
date of the technology plan.
The ISBE criteria for the technology plan is located at the following sites:
ISBE believes that powerful technology integration strategies cannot emerge without hands-on,
"real" learning opportunities for students and teachers. Technology is a powerful tool, but it is
only a tool. Effective teaching practices must first be in place before technology can be utilized
to its fullest potential. Through the power of technology, learning can happen anytime and
anywhere. Educators need to provide realistic and meaningful learning opportunities both in
and outside the classroom.
In implementing its local technology plan through the TECH-IL Program, a successful applicant
may support activities such as:
• establishing or expanding initiatives, particularly initiatives involving public-private
partnerships, designed to increase accessibility to technology for students and teachers,
with special emphasis on accessibility for high-need schools;
• adapting or expanding applications of technology to enable teachers to increase student
academic achievement, including technology literacy:
o through the use of teaching practices that are based on the review of relevant research
and designed to prepare students to meet the Illinois Learning Standards, particularly
those in reading and math; and
o by the development and use of innovative distance-learning strategies to deliver
specialized or rigorous academic courses and curricula to areas that would not
otherwise have access to such courses and curricula;
• acquiring proven and effective courses and curricula that include integrated technology and
that are designed to help students achieve the Illinois Learning Standards, particularly those
in reading and math;
• using technology to connect teachers with parents and students in order to promote
meaningful parental involvement and foster communication among students, parents, and
teachers about curricula, assignments, and assessments, and to help parents understand
the technology being applied in their children’s education so that they can reinforce at home
the instruction received at school;
• preparing one or more teachers in schools as technology leaders who will assist other
teachers, and providing bonus payments to the technology leaders;
• acquiring, adapting, expanding, implementing, repairing, and maintaining existing and new
applications of technology to support school reform efforts and to improve student
achievement, including technology literacy of students;
• acquiring connectivity linkages, resources, and services (e.g., hardware and software, other
electronically delivered learning materials) for use by students and school personnel to
improve academic achievement;
• using technology to collect, manage, and analyze data to inform and enhance teaching and
school improvement efforts;
• implementing enhanced performance measurement systems to determine the effectiveness
of education technology programs funded through the TECH-IL Program; and
• developing, enhancing, or implementing information technology courses.
All EETT grant recipients must use at least 25 percent of their funds to provide ongoing,
sustained, and intensive, high-quality professional development in the integration of advanced
technologies, including emerging technologies, into curricula and instruction and in using those
technologies to create new learning environments.
In order to provide leadership and promote support and understanding of the instructional
changes that the TECH-IL Program will bring to their buildings, school administrators must
participate in the Administrators’ Academy, Implementing the Technology Standards, which will
be a key factor in the success of the TECH-IL grants. For this reason, the building principal is
required to participate in the Administrators’ Academy. Additional district administrators may
ISBE will coordinate the Orientation Meeting, Illinois Technology Leadership Institute, and all
professional development activities for all participants associated with the TECH-IL Program.
ISBE will provide professional development for the Lead Classroom Teacher identified on
Attachment 3. Each Lead Classroom Teacher will receive student-centered, technology-rich
activities to share with participating teachers. A set scope and sequence will be followed;
however, each Lead Classroom Teacher will have some flexibility in order to meet the needs of
his or her teachers/schools. When writing for this grant, applicants should plan for the following
Activity Who’s Involved Length
TECH-IL Program Orientation Meeting Leadership Team 1 day*
Administrators’ Academy – Implementing the Administrators 9 hours; $10.00
Technology Standards for School Administrators per administrator
Illinois Technology Leadership Institute Leadership Team 3 days*
Release Days during School Year (Professional Lead Classroom 10 days
Development with ISBE Facilitator) Teacher
Site Visit to St. Louis, MO (substitute costs)* Leadership Team, 1 day
Professional Development Lead Classroom 100 hours per
Teacher & participant
Activity Who’s Involved Length
Online Course Lead Classroom $25.00 per
Teacher & participant
End-of-Year Meeting Leadership Team 1 day*
*Travel and lodging may be necessary
Please note that there will be additional events and activities in which successful applicants will
be required to participate. Some of these will include, but are not limited to professional
development offerings, targeted assistance/training, external evaluation on-site visits and data
collection requests, as well as other necessary program components.
The professional development requirement does not apply, however, if the successful applicant
demonstrates, to the satisfaction of ISBE, that it already provides to all teachers in core
academic subjects professional development as described above and that is based on a review
of relevant research.
Technology Literacy Standards
ISBE has adopted as its technology literacy standards those delineated in the International
Society for Technology in Education’s (ISTE) National Technology Education Standards (see
http://www.isbe.net/curriculum/elearning/html/nclb_titleIID_tech.htm under “Additional
Resources.”) The State Board of Education at its May 2002 meeting endorsed the use of these
standards for students in kindergarten through grade 12. These standards will be used to
determine whether or not schools are meeting the goal of students being technology literate by
the end of eighth grade. Therefore, applicants proposing to serve grades 5 and/or 8 will be
required to assess their students’ technology literacy by administering the TechPOINT® 8th
Grade Technology Literacy Assessment and/or TechPOINT® 5th Grade Technology Literacy
Assessment as a pre- and post-test. The cost is $2.00 per student and should be included in
the budget proposal.
ISBE has also identified seven system conditions that address specific and essential aspects of
technology improvement that will be required for success in achieving the larger goals of the
EETT program. These conditions are described below.
• Knowledgeable, Competent Educators. Illinois students learn under the guidance of
educators who routinely and effectively use technology in teaching, learning, leading, and
administrating. The environment is led and staffed by educators who are informed about,
highly competent in, and who model effective uses of technology for learning, teaching, and
• Commitment to Digital Age Learning. Students, educators, and community members
acknowledge the mission-critical role of technology in the education of today’s learners,
allowing students to learn in ways and at levels never before possible. The environment is
characterized by high expectations for all students across academic achievement,
technological literacy, and 21st century skills.
• Effective Learning Practices. Illinois students are educated in environments conducive to
learning in a technological, knowledge-based age. The use of technology for learning is
student-centered based on current research, grounded in sound instructional practice, and
consistent with the North Central Regional Education Laboratory’s engaged learning model.
Students are engaged in intellectually stimulating and relevant work, constructing products
that reflect learning. They actively participate in the assessment of their own learning.
• Learning Opportunities. Illinois students have equitable access to rich, diverse, and high-
quality learning opportunities through technology. Students, especially those in high-need
areas, have their learning needs met in part through their engagement in higher quality
learning through virtual courses, access to resources, interactions with peers, and access to
• Digital Equity. All children have access to contemporary, robust technology and
communication networks during and outside the school day, and use such technology
access effectively and efficiently regardless of the student’s race, ethnicity, gender, family
income, geographic location, or disability.
• Robust Technology Access. Illinois students have access to contemporary and high-
speed technologies and communication networks. The environment provides contemporary
digital technologies and high-speed, robust access to high-quality resources, high-quality
eLearning, and communication networks.
• Digital Age Policy, Leadership, and Accountability. Policies, leadership, and budgets
are aligned to and support a statewide school system that makes appropriate use of
technology in teaching, learning, leading, and administrating. The school culture is open to
innovation and is influenced, informed, and balanced by research, high-quality professional
development, rigorous standards and assessments, accountability, and strong home-school
connections. Leaders are informed and knowledgeable about learning and technology.
Technology budgets are sufficient to support infrastructure, technical support, curriculum,
instruction, assessment, communication needs, student and staff access both inside and
outside the school, and professional development.
Equitable Participation of Private, Nonpublic Schools
The equitable participation requirements in Subpart 1 of Part E of Title IX of the ESEA apply to
the Title II, Part D, EETT programs. Private school participation requirements cannot be
satisfied simply by inviting private schools to participate in programs and/or activities designed
for public school students, teachers or other educational personnel. Consultation must occur
before the state education agency (SEA) or LEA makes any decision that affects the
opportunities of eligible private school children, teachers, and other educational personnel.
Further, each EETT applicant must provide ISBE with a written affirmation signed by officials of
each participating private school that such consultation has occurred (Attachment 7).
School districts and eligible local entities must engage in timely and meaningful consultation
with appropriate private school officials during the design and development of programs and
continue the consultation throughout the implementation of these programs. School districts
and local entities must provide, on an equitable basis, special educational services or other
benefits that address the needs under the program of children, teachers, and other educational
personnel in private schools in areas served by the districts and local entities. Expenditures for
educational services and other benefits for private school children, teachers, and other
educational personnel must be equal, taking into account the number and educational needs of
the children to be served, to the expenditures for participating public school children.
The law requires the consultations to address:
• How children’s needs will be identified;
• What services will be provided;
• How, where, and by whom services will be offered;
• How services will be assessed and how results of the assessment will be used to improve
• The size and scope of the equitable services to be provided to the eligible private school
children, teachers, and other education personnel and the amount of funds available for
• The method or sources of data used to determine the number of children from low-income
families in participating school attendance areas who attend private schools; and
• How and when the agency will make decisions about the delivery of services, including a
thorough consideration and analysis of views of private school officials on the provision of
contract services through potential third-party providers. If the district disagrees with the
private school officials on the provision of services by third-party providers, the district must
provide to private school officials a written explanation of the reasons why the district has
chosen not to use a contractor.
A list of nonpublic/private schools is available at the following website by clicking on the
nonpublic tab: http://www.isbe.net/research/xls/dir_ed_entities_05.xls. The Enhancing
Education Through Technology (EETT) Equitable Participation of Private, Nonpublic Schools
form (Attachment 7) must be completed/signed by all nonpublic/private schools within the
school district boundaries and consortia member school districts. Additional information can be
found at http://www.ed.gov/policy/elsec/guid/equitableserguidance.doc and
ISBE will coordinate the program evaluation. A team of evaluators will be trained in data
collection techniques and will conduct on-site visits to randomly selected classrooms during the
school year. On-site and telephone interviews will also be conducted with participants. Data
collected will be reflective of the classroom environment as a result of the TECH-IL Program
intervention and will be reported in aggregate form only. All participating teachers and
administrators will be required to complete a series of surveys on a variety of topics. These
surveys will provide baseline and impact data. Completion of the survey instruments requires
on-line access and should be conducted outside of the school day. The time to complete these
surveys is built into the professional development requirements outlined on pages 6 and 7.
All successful applicants will be required to report pre- and post-data in the core academic
areas as identified by ISBE.
For FY 2006, approximately $9 million will be available to support new EETT competitive grant
awards. A school district can submit and/or participate in only one application. The fiscal agent
must be an LEA; however, any LEA within the eligible local partnership may serve as the fiscal
agent for EETT competitive grant funds. In any partnership, all of the activities funded by an
EETT grant must be designed to address the needs of the high-need LEAs, and not the needs
of other LEAs or members of the partnership. The grant funds must be used only to benefit the
high-need LEAs in the partnership.
A recipient of a TECH-IL grant must use at least 25 percent of its funds to provide ongoing,
sustained, and intensive high-quality professional development as prescribed and provided by
ISBE. The remaining funds are to be used to carry out other activities consistent with the
purposes of the TECH-IL Program. Funded projects must ensure that students and teachers in
schools served by the school district and/or consortia members, particularly those students and
teachers in schools with the greatest need, have access to technology and professional
development. (See Proposal Narrative Requirements, starting on page 14 for additional
information.) Funds must be expended during the approved grant period and may not be
expended or obligated prior to approval. Grantees must obligate all funds by August 31, 2006.
Matching funds are not required for competitive grants. However, systemic school reform
requires time and effort, and grant proposals that demonstrate creative uses of multiple program
resources (state, federal and local) will be more competitive.
Only costs associated with implementing the TECH-IL Program will be approved. Costs will
vary depending on the size of the applicant, the scope of the TECH-IL program, and the kinds
and numbers of participants involved in the TECH-IL Program. Applicants should include in
their budgets, the costs for professional development fees, stipends, substitute pay, travel costs
for site visits, travel for required meetings, student technology assessment fees, online classes,
and appropriate teacher and classroom hardware and software. When determining the costs for
professional development, refer to the information provided on pages 6 and 7 under
Professional Development. In order to help you budget effectively, a TECH-IL Budget
Worksheet is available at: http://www.isbe.net/curriculum/elearning/html/nclb_titleIID_tech.htm.
The following hardware/software should be budgeted for each TECH-IL classroom.
Mandatory equipment for each participating TECH-IL classroom:
• 1 Teacher Laptop with wireless card and docking station (see minimum requirements);
• 1 Teacher Workstation (see minimum requirements);
• 5 to 7 student computers per classroom (see minimum requirements);
• Interactive White Board – permanently mounted (see minimum requirements);
• Digital Projector - permanently mounted from the ceiling (see minimum requirements);
o filtering software (if needed to meet CIPA requirements);
o Microsoft Office Suite Pro (teacher workstation and laptop),
o Microsoft Office Suite Standard (student computers in TECH-IL classrooms);
o Microsoft Office Publisher (teacher workstation and laptop);
o Web browser (Internet Explorer, Netscape, Safari, etc.);
o Kidspiration (kindergarten through grade 2) or Inspiration (grades 3 through 8)
• Digital Still Camera (consider at least a camera with a digital video option);
• Color Laser Jet Printer (see minimum requirements);
• Scanner (see minimum requirements); and
• Computer furniture (chairs, carts, and tables for teacher and student use).
A list of the minimum requirements for the equipment listed above is available at the RFP
Laptop computers for the participating teachers and Lead Classroom Teacher must be ordered
by February 15, 2006, and delivered no later than March 3, 2006. Installation of the classroom
equipment must be completed prior to March 31, 2006.
Grant funds may not be used to:
• construct, remodel, or prepare the site except for air conditioning and/or to prepare wiring or
electrical service to support the TECH-IL Program requirements;
• pay administrative or indirect costs;
• pay fees for college credit;
• supplant existing positions, programs, or services (i.e., salaried positions); or
• purchase computers for a computer lab.
Each program has allowable and non-allowable costs. Grant funds may not supplant programs,
services, or expenditures that are already a function of the district. Capital projects such as
remodeling and/or indirect costs are non-allowable.
Capital outlay costing $500 or more per unit is subject to inventory management and control.
Inventory must be current and available for review and audit. Adequate safeguards must be in
effect to protect the property. Any loss, damage, or theft must be investigated and fully
documented. The district is responsible for replacing or repairing the property. Adequate
maintenance procedures must be implemented. A physical inventory of items must be taken
and results reconciled with the inventory records at least once every two years.
The following information must be included on the inventory:
• date of inventory;
• description of property, including manufacturer’s model number;
• manufacturer’s serial number or other identification number;
• identification of the funding source;
• acquisition date;
• place of purchase (company name);
• present location;
• condition of the property; and
• unit cost.
For purposes of compliance with Section 511 of P.L. 101-166 (the “Stevens Amendment”),
applicants are advised that 100 percent of the funds for this program are derived from federal
sources. The total amount of federal funding involved is $9 million.
Each proposal must be submitted in the format outlined below. Please use the following as a
checklist in assembling your completed proposal. Incomplete proposals will not be
reviewed. Applicants will not be allowed to correct deficiencies and resubmit their
application for consideration. All forms are available as interactive *.pdf files at the RFP
Please ensure that all pages requiring a signature(s) are signed by the appropriate individual(s).
Blue ink is recommended. Assemble the proposal in the order each section is requested below,
and number pages (starting with the cover page) sequentially. When completed, staple the
proposal in the upper left corner (no covers or bindings). Official ISBE forms are required
and are available at http://www.isbe.net/curriculum/elearning/html/nclb_titleIID_tech.htm
___ 1. Cover Page (Attachment 1): This completed form constitutes the cover page of the
application, and no other cover page may precede it. The cover page must be signed
by the school district superintendent or fiscal/administrative agent authorized to submit
the proposal. Indicate whether the proposal is a single-district or consortia application.
___ 2. Consortia Member Information (Attachment 1A: Consortia Applicants Only): This
completed form should include each participating consortia member, including the
LEA/fiscal agent. Duplicate as needed.
___ 3. School Building/Consortia Information (Attachment 2): This completed form
should include each participating school building/consortia member, including the
LEA/fiscal agent. Duplicate as needed.
___ 4. School Building/Consortia Participant Information (Attachment 3): Submit a
separate form for each school building/consortia member participating in the TECH-IL
• Building Information – provide school district/building/consortia member
• Participant Information – provide the names of participants, grade level, e-mail
address, number of classroom computers and subject area details. Possible
participants include administrator, principal, technology director, education
technology specialist, library media specialist, and other teachers such as off-
grade or off-subject classroom teachers, gifted teacher, special education
teacher, LEP teacher, etc. The participants should commit to participating in all
professional development and evaluation activities. The school district and/or
consortia members should consider the number and composition of staff
necessary to ensure successful implementation of the TECH-IL Program at the
___ 5. Proposal Narrative (Not to exceed 6 pages): Respond to each of the narrative
requirements in the order in which they are presented. See “Proposal Narrative
Requirements” on pages 14 and 15.
___ 6. Budget Summary and Payment Schedule and Budget Narrative (Attachments 4 &
5): Must be submitted on the form provided and signed by the school district
superintendent or fiscal/administrative agent authorized to submit the proposal. Blue
ink is recommended. A description of the specific budget categories can be found at
http://www.isbe.net/funding/pdf/fiscal_procedure_handbk.pdf. Budget information
should include all required items and any additional equipment being requested. The
proposed budget should be cost-effective and consistent with the TECH-IL program.
The total budget should include a minimum of 25 percent allocated for professional
The budget narrative must include detailed, descriptions of the anticipated
expenditures, correlated to the line items set forth on the Budget Summary and
Payment Schedule. Submit a separate budget narrative for each school
building/consortia member requesting funding. Include subcontract information, if
applicable (see item 7 of the document titled “Certification and Assurances, and
Standard Terms of the Grant,” Attachment 9).
___ 7. Commitment and Support Signature Page (Attachment 6): Submit a separate
Commitment and Support Signature Page for each building/consortia member
participating in the TECH-IL Program. Blue ink is recommended. Duplicate as
___ 8. Enhancing Education Through Technology (EETT) Equitable Participation of
Private, Nonpublic Schools (Attachment 7): This form must be completed/signed
by each nonpublic/private school within the school district boundaries of the district
and consortia member school districts. Duplicate as needed.
___ 9. Certifications and Assurances (Attachments 8, 9, 10 & 11): Each applicant is
required to submit the four certification forms attached. These forms must be signed
by the school district superintendent or fiscal/administrative agent legally authorized to
submit the proposal to bind the applicant to its contents.
• Enhancing Education Through Technology Program-Specific Terms of the Grant
• Certification and Assurances, and Standard Terms of the Grant (Attachment 9)
• Certification Regarding Debarment, Suspension, Ineligibility and Voluntary
Exclusion (Attachment 10)
• Certification Regarding Lobbying (Attachment 11)
___ 10. Disclosure of Lobbying Activities (Attachment 12 & 12a): OPTIONAL – Only
applicants who employ/contract lobbyists should complete these forms. These forms
must be signed by the school district superintendent or fiscal/administrative agent
authorized to submit the proposal to bind the applicant to its contents. Blue ink is
___ 11. Technology Plan Approval: Each applicant school district and each school district
that is a member of a consortium must submit a copy of its technology plan approval
letter. The approval letter should include the expiration date of the technology plan.
___ 12. General Education Provisions Act (GEPA) Requirements (Attachment 13):
Include a statement of how the EETT program will promote equity, including a
description of the steps the applicant proposes to take to overcome barriers to
equitable program participation for students, teachers, and other beneficiaries with
special needs, as required under Section 427 of the General Education Provisions Act.
___ 13. CIPA Requirements (Attachment 14): Complete the attachment.
Proposal Narrative Requirements
Applicants must provide the following in the order presented below. The narrative section
should be developed on a word processor following the approved format:
• be single spaced with black [or dark blue] print and printed on 8½ x 11 white paper, printed
only on a single side;
• use Arial 11 font;
• not exceed 6 pages;
• have left and right margins no less than one inch and top and bottom margins no less than a
• begin each section with the appropriate narrative header; and include a page footer detailing
the name of the LEA/fiscal agent and page number of the application (e.g., ABC School
District #1, page 8). The first narrative page will be page number 3 or higher, depending on
the number of School Building/Consortia Information and School Building/Consortia
Participant Information forms submitted.
Vision (24 points): The purpose of this section is to establish how the school district and/or
consortia members will implement the TECH-IL Program in their school(s).
The vision statement captures the expectations of the stakeholders involved in the TECH-IL
Program. The vision is realistic and based on research. It reflects an understanding of the
impact of intensive ongoing staff development. Respond to each of the following questions:
• What is the vision of what may be achieved through implementation of the TECH-IL
• What level of improvement is expected as a result of implementing the TECH-IL Program?
• How do you anticipate the intensive, ongoing professional development for the teachers
involved will result in this improvement?
• What level of impact would you expect the TECH-IL Program to have on the rest of the
school(s) and consortia members (if applicable)?
• How does the TECH-IL Program enhance and supplement the goals of the local technology
plan(s) and school improvement goals?
• How will the school district and/or consortia members sustain the TECH-IL Program if/when
funding is reduced or ended?
• How was the nonpublic/private schools included in the application discussion? (If there are
no eligible nonpublic/private schools within the school district boundaries of the district and
consortia member school districts, include a statement providing this information).
Educational Need (24 points): Explain how the school district and/or consortia members
involved in this application are eligible for the TECH-IL Program. Include appropriate statistical
information, including Title I, annual yearly progress, poverty and free/reduced price lunch, and
define the need for assistance in acquiring and using technology. Describe the student target
group(s) (in selected subject areas and grade levels) that will be the focus of the TECH-IL
Program upon implementation. Describe the educational need of the school(s) for the TECH-IL
Program and the current academic and technology literacy needs that will be addressed by this
Personnel (21 points): The purpose of this section is to describe who will comprise the
Leadership Team and Implementation Team and why.
The Leadership Team consists of the building principal, technology director/coordinator,
curriculum director/coordinator, and Lead Classroom Teacher. Applicants may add additional
members to the Leadership Team as necessary. The purpose of this section is to explain why
these individuals are uniquely capable/qualified to assume these roles on the Leadership Team
and how they will support the TECH-IL Program. Support should be evident from all district
leaders, including the superintendent, technology director/coordinator, and curriculum
director/coordinator, where applicable. It should be evident that the district is committed to the
TECH-IL Program and will do what is necessary, within CIPA regulations and budget
restrictions, to supply appropriate bandwidth, Internet access and communication tools, and
wireless access points to support these activities. Describe how each administrator and
principal will support and encourage the integration and growth of the TECH-IL Program.
The Implementation Team consists of the teachers who will implement the TECH-IL Program.
Describe the teachers chosen for participation in this program, and their level of commitment to
the project as well as how each individual’s “readiness” for this type of program was determined.
Include information regarding education, professional practice, instructional efforts and
professional development as well as statements of support and desire to participate from the
Dissemination (15 points): This section must include an explanation of what the school district
and/or consortia members expect to learn from participating in the TECH-IL Program, how they
will use this information/increased capacity locally in the future, and how they will share what
they have learned with others. Describe how technology will be utilized to establish or to
improve communication and collaboration among home, school, and community as part of the
Budget (16 points): Provide a narrative that describes how the applicant will leverage
resources. (Please note: The budget review will include this narrative response and
information provided on Attachments 4 and 5.)
Criteria for Review and Approval of Proposals
Priority Consideration: Proposals will be considered ineligible if not submitted in the format
set forth above. As stated previously, incomplete proposals will not be reviewed. Final
determinations will be made by ISBE based on the following criteria.
It is the intention of ISBE to fund proposals that would maximize the use of the grants funds.
Therefore, high priority will be given to:
• School districts that receive EETT formula funds that are of insufficient size to be effective
(i.e., formula grants of less than $20,000);
• High-need LEAs, as defined under the “Eligible Applicant” section of this RFP;
• School districts that are committed to implementing TECH-IL as outlined by ISBE; and
• School districts that target those students and teachers in schools with the greatest need.
ISBE staff will assign points to applicants determined to have received insufficient EETT formula
funds using the FY06 EETT Formula allocations. In the case of a consortium grant, points for
all districts are averaged (all scores added and the sum is then divided by the number of
districts). This information can be accessed at
FY06 EETT Formula Assigned FY06 EETT Formula Assigned
Funding Score Funding Score
$00.00 - $1,999.00 10 $10,000.00 - $11,999.00 5
$2,000.00 - $3,999.00 9 $12,000.00 - $13,999.00 4
$4,000.00 - $5,999.00 8 $14,000.00 - $15,999.00 3
$6,000.00 - $7,999.00 7 $16,000.00 - $17,999.00 2
$8,000.00 - $9,999.00 6 $18,000.00 - $20,000.00 1
Poverty points will be assigned by ISBE staff using data from the 2004 Illinois School Report
Card: http://www.isbe.net/research/htmls/report_card.htm. Poverty points are assigned based
on the applicant’s percentage of students eligible for the federal free and reduced price lunch
program, using the following table. In the case of a consortium grant, points for all districts are
averaged (all scores added and the sum is then divided by the number of districts).
District(s) – Assigned District(s) – Assigned
Free/Reduced Score Free/Reduced Score
Lunch Percentage Rate Lunch Percentage Rate
81.4% or higher 10 39.3 – 45.0% 5
66.4 – 81.3% 9 33.7 – 39.2% 4
58.1 – 66.3% 8 26.1 – 33.6% 3
51.3 – 58.0% 7 17.7 – 26.0% 2
45.1 – 51.2% 6 17.6% or lower 1
Review Process: Funding for the competitive grant process is projected at approximately $9
million. While this investment is substantial, it is insufficient to fund all eligible applicants. The
proposal review process consists of the following steps.
1. Each completed proposal will be reviewed by at least three external peer reviewers who will
be provided with training about how to review the proposals to insure inter-rater reliability
among the readers. If the readers’ scores for each section of the Scoring Criteria are the
same or if the difference of the scores falls within a predetermined limit, then the scores will
be considered to be “in agreement” and will be averaged to yield the total score from the
readers. If the difference between the readers’ scores exceeds the predetermined limit and
the readers cannot come to agreement, then the scores from these readers will be set
aside. The application will be read and rescored by a chief reader, who will make the final
2. Each proposal will be rank-ordered according to the overall score for the proposal.
3. Following the proposal review process, ISBE staff will assign the insufficient FY06 EETT
Formula funding and poverty points.
4. Each proposal will be rank-ordered and approved based on insufficient FY06 EETT Formula
funding and high-need.
A broad-based committee of peer reviewers with experience in educational technology
programs will review the proposals. No reviewer will be allowed to review a proposal submitted
by his/her institution or an institution in which the reviewer has a conflict of interest. The Review
Process is scheduled for the first or second week of January 2006.
Proposal Review will be based on the specific criteria listed in this application and scored using
the criteria in each section below. The maximum score for the established criteria is 100 points.
Vision (24 points): Preference will be given to proposals that:
Demonstrate a clear vision of what the school wishes to achieve through the
implementation of this TECH-IL Program.
Present a clear understanding of the impact that intensive, ongoing professional
development can have on improving student performance.
Extend the vision of the TECH-IL Program beyond the scope of implementation, to
include transformations that would affect the rest of the school(s) as part of the school
district and/or consortia.
Show strong evidence that the implementation of the TECH-IL Program will strengthen
the ability of the school to improve progress toward meeting measurable objectives that
already exist in the school improvement and technology plans.
Identify relevant and appropriate activities, aligned to the goals of the program that will
ensure success in the implementation of the TECH-IL Program.
Articulate a clear plan for sustaining the TECH-IL Program beyond this round of funding.
Educational Need (24 points): Preference will be given to proposals that:
Provide Title I information, poverty and free/reduced price lunch numbers for all
Clearly define and document the academic needs in core academic areas and
technology literacy using well-established data sources and trend data over time.
Document academic needs that are “critical” (below state averages, keeping schools
from making AYP, or keeping schools on needs improvement lists).
Document academic needs in terms consistent with the Illinois Learning Standards.
Thoroughly define the need for the assistance in acquiring and using technology.
Personnel (21 points): In determining the quality of this section, the following will be
Evidence that a complete team of project personnel has been assembled.
The academic background and educational experience of proposed project personnel in
relation to implementing a successful TECH-IL Program.
The evidence of past successes that can be attributed to proposed project personnel.
The selection of a high-quality Lead Classroom Teacher, with experience in school
improvement, curriculum/instruction, instructional technology and leadership, and
evidence that this teacher will be able to implement the grant activities.
The confidence the reader has in the ability of the selected teachers to succeed in their
implementation of the project.
Dissemination (15 points): Dissemination plans with the following qualities will receive
Clear descriptions of what the school district and/or consortia members hope to gain
from participating in the TECH-IL Program.
Specific plans to share and use acquired knowledge locally in the future.
Specific plans to share what is learned with others beyond the school district and/or
Strong focus on disseminating information that will improve student achievement.
The use of technology to aid dissemination activities.
A dissemination plan that benefits a broad audience.
High probability that others would respond to the school district and/or consortia
members’ dissemination plan.
Budget (16 points): In rating this section, the following will be considered:
Total budget does not exceed $800,000.
Budgeted items support the vision and activities outlined in the RFP.
Evidence in the budget narrative ensures that the Leadership Team and Implementation
Team intend to fully support the project funding throughout the funding period of the
All budget items are itemized and detailed.
Leveraging of other resources is appropriate and sufficient to ensure the program’s
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