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Request for Proposal - Region 13 eLearning/e-Read Ohio ...

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  • 1. Region 13 State Support Team Updated Information! REQUEST FOR PROPOSAL Notice to Prospective Proposers December, 2009 You are invited to review and respond to this Request for Proposal (RFP), entitled: Region 13 eLearning/e-Read Ohio Professional Development The State Support Team for Region 13 has $40,000 in Part B funds available to be awarded to selected districts for eLearning modules. The eLearning modules are applicable to teachers of grades K-6/Elementary and Middle Grade Teachers for the expressed purpose of improving achievement results for students with disabilities. The following requirements for the RFP are still in place: • Funds can support course access, materials and/or facilitator costs • Funds cannot support teacher incentives or compensation, substitutes or meeting components (e.g., food, facilities or equipment) • Funds must be obligated by June 30, 2010 and expended by September 30, 2010. • Part B funds must be used to provide funding to teachers who work with students with disabilities which can include Intervention Specialists and regular education teachers who teach reading to students with disabilities in their classrooms • District can receive funding for the implementation of more than one of the eLearning modules • Districts are required to evaluate the effectiveness of the professional development provided with the use of the eLearning modules • All eLearning modules will be facilitated by an approved State Support Team Region 13 eRead facilitator and awardees will follow the protocols set forth in the eRead Memorandum of Understanding (MOU). • An individual building is eligible for one award amount • Multiple eLearning modules may be supported by awards within a single school district • D2L courses have a total cost of $4,000, which includes materials and site licenses. The Teachscape Marzano courses have a cost for materials only The following adjustments have been made to the RFP: • The professional development can be provided to less than 30 participants • SSTs can provide full funding ($4000) to the district for the implementation of the module (however all of the participants must be Intervention Specialists or regular education teachers who teach reading to students with disabilities In order to be eligible to submit your proposal to the Region 13 State Support Team (hereafter SST), your district must reside in ODE Region 13 which is comprised of Butler, Clermont, Hamilton and Warren counties. 1
  • 2. Prior to submitting your eLearning RfP: 1. Contact eRead to receive access to review the eLearning modules. Contact information: www.eReadOhio.org 2. Determine if the eLearning module(s) supports your district CCIP. 3. Identify your strategic cohort. Note: A strategic cohort may comprise of up to 30 participants. A Strategic Cohort should have cross- content representation (not only one content area) and may focus on a grade level or across a grade- span. 4. Identify a building/district manager. 5. Select a Region 13 eLearning facilitator from the approved list (see www.eReadOhio.org) for list of facilitators). 6. Contact eRead Ohio to complete a Memorandum of Understanding (MOU). You will later be asked to check a box on the RFP proposal document indicating that you have done so. The following ELearning courses are eligible for funding: High Yield Strategies; includes the work of Dr. Robert Marzano (K-12) Topics taught In this course: Setting Objectives and Providing Feedback; Reinforcing Effort and Providing Recognition; Cooperative Learning; Nonlinguistic Representations; Cues, Questions, & Advanced Organizers; Identifying Similarities and Differences; Summarizing and Note Taking Generating and Testing Hypotheses and Homework and Practice. • The Five Essential Components of Reading Instruction (K-6) This course consists of five online modules that focus on the five areas identified by the National Reading Panel (2000) as key to teaching students to read: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each module features expert commentary, and sections on building background knowledge, developing understanding on the focus area and then activities and video for teachers to demonstrate their understanding. • Assess-Plan-Teach in Action (K-6) This course consists of 1 online module that focuses on the Assess-Plan-Teach (APT) cycle as a key to effective teaching practices. The module features expert commentary, and sections on building knowledge, developing understanding of the assess-plan–teach cycle and then activities and video for teachers to demonstrate their understanding. • Early Language Learning (PreK-3) This course consists of three online modules that focus on research-based practices in oral language, phonemic awareness and phonics and strategies to put them into practice in the classroom. Each module features expert commentary, and sections on building background knowledge, developing understanding on the focus area and then activities and video for teachers to demonstrate their understanding. • Building Comprehension in Grades 4-6 This course consists of three online modules and three face-to-face sessions that focuses on three of the specific areas identified by the National Reading Panel (2000) as key to teaching students to read: fluency, vocabulary, and comprehension. Each module features expert 2
  • 3. commentary, and sections on building background knowledge, developing understanding on the focus area and then activities and video for teachers to demonstrate their understanding. • Adolescent Literacy in a Changing World (4-12) As a result of participating in this course, educators will be able to: distinguish between the basic and advanced literacy skills needed in a changing world; summarize the performance gap between 21st century skill demands & student achievement; define key terms of content literacy and describe best practices in literacy-embedded content instruction. • Scaffolding for Individual Instruction (K-5) In this hybrid course, teachers will learn to make data based decisions for all children. They will also learn to apply SBRR instruction in an Assess-Plan-Teach instructional cycle as well as how to differentiate and scaffold instruction. This will be accomplished by using on-line case studies that emphasize the development of diagnostic thinking and lesson design skills which are critical to differentiated reading instruction and research–based reading instruction. • Differentiating Instruction for Diverse Student Needs (K-5) This course consists of face-to-face sessions and one online module that focus on differentiating instruction. The module features expert commentary, and sections on building knowledge, developing understanding around (UDL) Universal Design for Learning and then activities and video for teachers to demonstrate their understanding. It is partnered with Tomlinson’s book, An Educator’s Guide to Differentiating Instruction. • Supporting English Learners in the Classroom (K-8) This course consists of two online sessions and three face-to-face sessions that focus on recognizing and meeting the needs of English language learners (ELLs). Each session will provide activities and opportunities to help teachers develop an understanding of (ELLs) in the classroom. • Literacy Coaching in the Schools (K-8) As a result of participating in this course, educators will be able to: describe the effects of literacy coaching, based on current research; explain the different roles a literacy coach can play for a school or school district; describe the four primary approaches to coaching and describe conditions that influence coaching activity. • Developing Adolescents’ Content Vocabulary and Word Power (4-12) As a result of participating in this course, educators will be able to: explain the importance of vocabulary in content learning; describe best practice in teaching content vocabulary; identify effective word-learning strategies and teaching techniques in vocabulary instruction; plan a vocabulary lesson on a content area; and describe resources for creating a rich environment for vocabulary learning. • Supporting the Adolescent Reader as a Strategist (4-12) As a result of participating in this course, educators will be able to: describe key features of strategic knowledge; identify purpose-for-reading statements in content areas; explain the use of graphic organizers in strategic reading; analyze instruction in strategic knowledge development; and plan for best practice in teaching strategic knowledge. • Fostering Students’ Comprehension of Texts (4-12) 3
  • 4. As a result of participating in this course, educators will be able to: explain the process of reading comprehension and factors that influence, such as prior knowledge; organize for CSI (Comprehension Strategy Instruction) by: assessing text, developing student’s background knowledge, and helping them set purpose for reading; summarize a before-during-after instructional framework for CSI; plan for CSI in their own practice. • School Leadership: Leadership for Learning (K-8) As a result of participating in this course, educators will be able to: identify challenges schools and districts face as linked with research; practice strategies and make decisions / plans for their building; examine the characteristics of school building culture and its impact on student learning; review data-gathering and analysis strategies; and apply the research in planning and implementing of a school improvement plan. • School Leadership: Professional Learning Teams (K-8) As a result of participating in this course, educators will be able to: describe and implement the (PLT) Professional Learning Teams process; identify effective data-driven decision making skills that promote high student achievement; and develop effective collaboration skills. Region 13 eLearning/e-Read Ohio Professional Development Part B Funds Proposal Award Submission Period: 2009 – 2010 School Year. Funding Award Period: Until funds are exhausted. Submission Process: Your proposal may be submitted via email attachment to: robin.vanover@hcesc.org,or, mail your proposal to: Region 13 State Support Team Attn: Robin Vanover Center for Regional Educational Support 1301 Bonnel Ave. – 3rd floor Reading, OH 45215 Please address the following items and limit your proposal to a maximum of four pages. 1. State how the eLearning module(s) support your district CCIP and address an area of need. (The area of need should be established and an explicit connection should be made between the goals of the module selected and the district’s area of need, as identified in the district’s CCIP.) 2. State how the eLearning modules will be implemented to ensure participants receive high quality, ongoing, job-embedded professional development. (State whether the PD will be delivered face to face (F2F) or blended (F2F and online) – see module descriptions to determine. Explain how you will ensure participants participate in the entire eLearning professional development and effectively implement their learning with students. How will the building/district determine effective implementation?) 3. State what specifically the funds will support (e.g. module, materials, approved Region 13 eRead facilitator). (Funding received may not be used to support: teacher incentive or compensation, substitutes, or meeting components (e.g., food, facility, and equipment).) 4
  • 5. 4. State how you plan to evaluate the effectiveness of this professional development. (Include your plan for monitoring and evaluating the impact of the course specifically addressing students with disabilities. Include a list of data sources that will be used to measure progress.) 5. Provide the name and contact information of the district/building site manager who will be participating in the eLearning cohort. 6. Include a participant list of your Strategic Cohort. The list should include each participant’s name, position and indicate whether or not they work directly with student with special needs. • (A strategic cohort may comprise of up to 30 participants and include teachers who work with students with disabilities, which can include Intervention Specialists and regular education teachers who teach reading to students with disabilities in their classrooms. A Strategic Cohort should have cross-content representation (not only one content area) and may focus on a grade level or across a grade-span.) 7. An “x” in the following box indicates that the district/building site manager who will be participating has contacted eRead Ohio to complete a Memorandum of Understanding (MOU). Yes, the district/building site manager has completed the MOU. 5

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