Did you mean course for column 2 and not activity?
Slide 19 needs column for proposed course teacher will have in MSP program
What do you want for each of these points? Move evaluation strategies to own slide.
Formatting of last line is off.
Do we need to include the teachers’ content knowledge? Is it listed in the RFP?
Should a slide mentioning FAQ’s if received will be periodically added to the website (including link) and encouraging them to review for updates?
Illinois Math Science Partnership FY 2010 RFP Proposal Directives Illinois State Board of Education http://www.isbe.net/ Gil Downey, Principal Consultant Curriculum and Instruction Division http://www.isbe.net/curriculum/ 217/557-7323 [email_address]
This program is designed to improve student performance in the areas of mathematics and science.
The primary focus of this program is to improve the content knowledge and pedagogical skills of K-12 Math and Science Teachers.
IMSP also provides an excellent opportunity to bring K-12 teachers together with college professors, scientists, mathematicians and engineers in order to make marked improvements in teaching and learning.
Applicants that are awarded the FY 2010 IMSP grant are expected to successfully implement their innovative programs in the fall of 2009 with a cohort comprised of a minimum of 25 teachers with an Illinois teaching certificate who are assigned to K-12 math, science and/or engineering classes.
Each applicant must develop a proposal for a * specialized graduate teaching program that meets institutional and state requirements for teacher preparation programs, and federal requirements for IMSP. The proposal must integrate content knowledge of mathematics and science with appropriate and innovative pedagogical content knowledge. It must interweave leadership skills and educational research foundations with classroom applications. In order to receive an IMSP grant, the applicant must present evidence in its proposal that the IHE where the program will be implemented has approved the proposed project.
It is recommended that the proposed curriculum of specialized graduate degree program also include Science, Technology, Engineering and Math ( STEM ) concepts and objectives.
* Specialized graduate degree program refers to designing a degree that does not currently exist (i.e., Teaching HS Math offered in the Math Department).
The IMSP is designed to make a difference in the academic performance of students in a High-Need district / school.
The IMSP also provides an excellent opportunity to develop and integrate Science, Technology, Engineering and Math (STEM) concepts for new courses as well as existing middle and high school science and math courses.
Improve teacher’s subject matter knowledge, strengthen the quality of mathematics and science instruction and promote student academic achievement in math and science; and
Promote strong teaching skills through access to the expertise of mathematicians, scientists and engineers and their technologies and resources, including integrating reliable scientifically based research teaching methods and technologically-based teaching methods into curriculum; and
Increase the understanding and application of scientifically based educational research pertinent to mathematics and science teaching and learning.
Funding for the implementation of the IMSP will not exceed $250,000 per fiscal year with an additional $50,000 available in FY 2012 to refine the program for partnership sustainability and conclude the required evaluation.
The grant period will begin no sooner than September 1, 2009, and will extend from the execution date of the grant until August 31, 2010. Funding will be available for two additional fiscal years, contingent upon a sufficient appropriation for the program and satisfactory progress in the preceding grant period.
Mail the original and five copies to Illinois State Board of Education, 100 North First Street, C-215, Springfield, Illinois 62777-0001, Attn: Gil Downey, Illinois Math Science Partnership , to ensure receipt no later than 4:30 p.m. May 1, 2009 .
Proposals also may be hand-delivered to the following locations:
Indicate the composition of the partnership and the role of each member of the team in developing the project proposal, and in its implementation and evaluation. Provide resume or describe qualifications of participants.
Describe the process used to conduct the comprehensive assessment of teacher quality and professional development needs of the LEA(s) participating in the project. Indicate the data analyzed to determine need. Summarize the results of the needs assessment and how that information was used to develop the proposed project.
Provide a detailed description of the IMSP graduate teaching program to be implemented. Include all elements described in RFP.
It is an expectation of the IMSP that the teachers that graduate from the program will be prepared and confident to go back to their departments, schools and districts and lead quality professional development in order to affect positive change in student achievement beyond the boundaries of their classroom.
Describe how the program will be continued when federal funding ends. How will your program continue to prepare teachers with a program rich in high quality content and pedagogy?
A thorough description of the framework for expected evaluation of the program is available at the following portal:
“ Action Research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.” (Watts, 1985, p118)
An expected outcome of effective professional development is a change in practice. Action Research will be one activity that ensures professional educators will identify an instructional strategy to test its effectiveness in achieving gains in student learning.
There are several excellent resources providing thorough information about Action Research.
Budgets will need to be constructed based upon the size of the proposed cohort.
Maximum award is determined by size of cohort. In order to qualify for 100% of the award, the cohort has to have 25 or more participants.
Provide a cohort list with teacher name, school and teaching assignment on a separate page.
It is understood by ISBE that attrition will occur during the course of the program. It is recommended that a program recruit a cohort larger than 25 in order to maintain minimum requirements for cohort level.
If a proposal is awarded and continued funding is approved for a project, subsequent budgets (FY11 and FY12) will need to reflect the current number of cohort members at the time FY11 and FY12 budgets are submitted.
Complete all required information for the administrative agency: Region, County, District, Type Code; Submission date; Fiscal/Administrative Agency; City; Contact Person; Telephone and FAX numbers; and E-Mail address for the Contact.
Transfer budget information from budget narrative page (Attachment 6) to appropriate function and object cells.
Budget Summary and Payment Schedule - Attachment 4
5. Budget Summary and Payment Schedule - Attachment 4
Use only whole numbers
Add columns and lines
Complete payment schedule to evenly distribute salaries for the months they will be needed
Original signature of the Chief Administrative Officer is required on Attachment 4
Use ISBE’s State and Federal Grant Administration Policy and Fiscal Requirements and Procedures Handbook to place the expenditures on the proper line (function number) and in the proper column (object number).
Function: The action or purpose for which a person or thing is used or exists.
Function 2210 Improvement of Instruction Services: Activities which are designed primarily for assisting instructional staff in planning, developing and evaluating the instructional process.
Function 2300 General Administration: Activities concerned with establishing and administering policy in connection with operating the local education agency.
Function 2620 Planning, Research, Development & Evaluation Services: Those activities associated with conducting and managing programs of planning, research, development and evaluation.
Function 4000 Payments to Other Districts and Governmental Units: Payments to LEAs, generally for tuition, transportation and all other services rendered to pupils residing in the paying LEA.
Object: Service or commodity obtained as a result of a specific purpose.
Obj. 100: Salaries: Amounts paid to permanent, temporary or substitute employees on the payroll of the local education agency (LEA).
Obj. 200: Employee Benefits: Amounts paid by the LEA on behalf of employees; these amounts are not included in the gross salary, but are over and above.
Obj. 300: Purchased Services: Amounts paid for personal services rendered by personnel who are not on the payroll of the LEA and other services which the LEA may purchase.
Object: Service or commodity obtained as a result of a specific purpose.
Obj. 400: Supplies & Materials: Amounts paid for material items of an expendable nature that are consumed, worn out, or deteriorated in use or items that lose their identity through fabrication or incorporation into different or more complex units or substances.
Obj. 500: Capital Outlay: Expenditures for the acquisition of fixed assets or additions to fixed assets.
Obj. 700: Non-Capitalized Equipment: Items that would be classified as capital assets except that they cost less than the capitalization threshold adopted by the school board but more than the $500 minimum value established for purposes of calculating per capita costs .
Example of Explanation of Benefits This information may be provided on a separate form. ISBE’s Funding and Disbursement Division requires a breakout of benefits similar to the example shown. Also notice that Unemployment and Workman’s Comp are considered Purchased Services and are entered in Object 300. 34.66% Total Benefits .29% 34.37% Subtotal: 5.45% Tuition .28% Life Insurance 1.04% Disability Insurance .57% Dental Insurance .14% Workman’s Comp 9.58% Medical Insurance .15% Unemployment 9.8% Retirement 1.45% Medicare 6.20% FICA Purchased Services (Object 300s) Employee Benefits (Object 200s) Full Time Fringe Benefits Breakout (example)
Assessment of Need (20 points) The proposal adequately addresses a specialized, research-based, standards-led graduate program leading to a master’s degree designed to enable elementary and secondary mathematics and/or science teachers in high-need LEAs to meet the qualifications for applicable teaching endorsements in science and/or mathematics. The design of the program is based on the findings of an assessment of the needs of the LEA’s teachers and administrators.
Quality of Proposed Partnership (20 points) The proposed partnerships among institutions of higher education, high-need local education agencies and business, as applicable, bring mathematics and science teachers in high-need elementary and secondary schools together with scientists, mathematicians, engineers, LEAs, and business professionals, leading to improvements in teaching and learning. Proposed partners have sufficient expertise, experience, and commitments to the partnership to meet the goals of the Illinois MSP.
Quality of Proposed Program (25 points) The proposed design of the IMSP program has a high likelihood of being successfully implemented. The goals of the IMSP are clearly developed within the activities described in the proposal. The diversity and innovation of the design elements encompass and build upon existing mathematics and science education research and expertise. The proposed timeline for implementation meets the necessary IMSP timeline requirements.
Evaluation (20 points) Evaluation design will provide evidence of the impact of the IMSP program on the participating teachers’ content knowledge and instructional strategies as well as the mathematics and science achievement of students in their classroom. Evaluation must include ISAT / PSAE results as one measure of achievement. The proposed evaluation is aligned to and will provide required data for the state IMSP evaluation as indicated in Appendix B.
Cost-Effectiveness (15 points) The proposed budget and rationale are consistent with the proposed activities and appear to be a cost-effective investment for the implementation of the proposed program.
IMSP Timeline Grant Activities Begin September 1, 2009 Negotiation of FY2010 Final Budgets and Completion of Grant Agreements June 2009 New Awardees Webinar (tba) June 4, 2009 IMSP FY2010 Award Winners Announced May 30, 2009 Proposal Reading Process May 6, 2009 – May 8, 2009 IMSP FY2010 Proposal must be received by 4:30 pm Application Deadline information below May 1, 2009 Online Bidders’ Forum Questions can be submitted to ISBE via e-mail: [email_address] There will be an online forum about the RFP. This forum can be found at http://www.isbe.net/curriculum/html/math.htm The forum will be updated periodically throughout this period. All questions and answers will remain on the website until May 1, 2009. Please review questions and answers on the forum periodically. March 25, 2009 – May 1, 2009 IMSP FY2010 RFP (Dates subject to change) March 25, 2009