The document provides a sample grant proposal for a "Read to Succeed!" program at Orchard Middle School. The proposal requests $16,504 to purchase assistive reading software and hardware to help 59 at-risk students, who are at least two grade levels behind in reading, improve their reading skills. The proposal includes a cover letter, cover page, project description, goals and timeline, budget, and evaluation plan. If funded, the program aims to double students' reading speed and increase comprehension by one to two grade levels through use of Kurzweil 3000 assistive reading software.
The document discusses Short Message Service (SMS) and its strengths and architecture. It describes how SMS uses signaling channels to transmit short messages of up to 160 characters globally. SMS is stateless, asynchronous, and always connected. The document outlines the SMS architecture including Short Message Mobile Terminated (SMMT) and Short Message Mobile Originated (SMMO) processes. It also discusses how SMS can be used as an information bearer and for value-added services and location-based services.
This document summarizes Carrier Sense Multiple Access (CSMA) techniques for digital data communication systems. It describes four CSMA access modes: 1-Persistent, Non-Persistent, P-Persistent, and O-Persistent. It also discusses CSMA protocol modifications like CSMA with Collision Detection (CSMA/CD), CSMA with Collision Avoidance (CSMA/CA), and Virtual Time CSMA (VTCSMA). Applications of different CSMA techniques are provided. At the end, it mentions including a MATLAB code sample for CSMA/CD.
This document provides an overview of the Wireless Application Protocol (WAP) and WAP 2.0 standard. It discusses what WAP is, its development and objectives, and the architectures of WAP 1.0 and WAP 2.0. Key features of WAP 2.0 are summarized, including WAP Push, user profiles, wireless telephony applications, and support for high-speed 3G technology. Examples of real-life WAP applications are given such as checking bank balances on the go and making reservations without calls.
The document discusses unions in C programming. A union is like a structure that allocates space for its members equal to the largest member. Only one member can be accessed at a time. The document provides an example union for employee data and explains memory allocation. Unions allow different variable types to share the same memory space. Structures are used for database management and other applications while unions are useful when variables need to share the same memory location.
The document discusses performance management and appraisal in healthcare organizations. It explains that performance objectives should be linked to the organization's mission and cascaded down to individual employees. There are two main perspectives of performance appraisal - evaluative and developmental. Several performance appraisal techniques are described, including written reports, critical incidents, graphic rating scales, forced choice, field review, and 360 degree feedback. Effective performance appraisal in healthcare involves clinical audit, assessment, and surveillance to evaluate performance and improve patient care.
The document discusses Short Message Service (SMS) and its strengths and architecture. It describes how SMS uses signaling channels to transmit short messages of up to 160 characters globally. SMS is stateless, asynchronous, and always connected. The document outlines the SMS architecture including Short Message Mobile Terminated (SMMT) and Short Message Mobile Originated (SMMO) processes. It also discusses how SMS can be used as an information bearer and for value-added services and location-based services.
This document summarizes Carrier Sense Multiple Access (CSMA) techniques for digital data communication systems. It describes four CSMA access modes: 1-Persistent, Non-Persistent, P-Persistent, and O-Persistent. It also discusses CSMA protocol modifications like CSMA with Collision Detection (CSMA/CD), CSMA with Collision Avoidance (CSMA/CA), and Virtual Time CSMA (VTCSMA). Applications of different CSMA techniques are provided. At the end, it mentions including a MATLAB code sample for CSMA/CD.
This document provides an overview of the Wireless Application Protocol (WAP) and WAP 2.0 standard. It discusses what WAP is, its development and objectives, and the architectures of WAP 1.0 and WAP 2.0. Key features of WAP 2.0 are summarized, including WAP Push, user profiles, wireless telephony applications, and support for high-speed 3G technology. Examples of real-life WAP applications are given such as checking bank balances on the go and making reservations without calls.
The document discusses unions in C programming. A union is like a structure that allocates space for its members equal to the largest member. Only one member can be accessed at a time. The document provides an example union for employee data and explains memory allocation. Unions allow different variable types to share the same memory space. Structures are used for database management and other applications while unions are useful when variables need to share the same memory location.
The document discusses performance management and appraisal in healthcare organizations. It explains that performance objectives should be linked to the organization's mission and cascaded down to individual employees. There are two main perspectives of performance appraisal - evaluative and developmental. Several performance appraisal techniques are described, including written reports, critical incidents, graphic rating scales, forced choice, field review, and 360 degree feedback. Effective performance appraisal in healthcare involves clinical audit, assessment, and surveillance to evaluate performance and improve patient care.
In this file, you can ref useful information about confidential report in performance appraisal such as confidential report in performance appraisal methods, confidential report in performance appraisal tips, confidential report in performance appraisal forms, confidential report in performance appraisal phrases … If you need more assistant for confidential report in performance appraisal, please leave your comment at the end of file.
An annual performance review should be part of a wider goal-setting program tailored to individual employees. The review process includes encouraging self-assessment, providing an overview of the format, preparing well with feedback from colleagues, scheduling adequate time, comparing achievements to goals with examples, reviewing the job description, balancing positive and negative feedback, and agreeing on new goals. Done correctly, annual reviews can help motivate employees and develop skills.
This document provides information about what a report is and how to write an effective report. It defines a report as a formal document written to convey information to others. The objectives of reports are to record information, assist in decision making, and meet legal or other requirements. An effective report is precise, factual, relevant, reader-centric, objective, simple, brief, well-organized, comprehensible, and uses proper grammar. Reports can be oral or written, informal or formal. They include informational reports, analytical reports, routine reports, and special reports. A formal report follows a standard structure including an opening section, body, and closing section.
This document provides samples of comments and phrases to use in employee performance reviews for various categories, including attitude, attendance, communication, and cooperation. For each category, it gives examples of positive and negative phrases for employees who exceed expectations, meet expectations, and fail to meet expectations. It also provides additional context and explanations for evaluating employee performance in these key areas. The document aims to help managers write effective performance reviews by choosing the right phrases and comments for each employee's specific situation and level of performance.
The document is a sample grant proposal requesting $16,504 in funding from the ABC Foundation to implement a reading intervention program called "Read to Succeed!" at Orchard Middle School. The proposal summarizes that 59 of the school's 276 students are reading at least two grade levels below their peers. The program aims to provide these at-risk students access to assistive reading technology and software to improve their reading speed, comprehension, and attention. Specifically, the funding would be used to purchase Kurzweil 3000 software and hardware, including 5 computers, scanners, and a training session for teachers. The proposal outlines goals, objectives, timeline, budget, and evaluation plan to measure reading improvements over the school year.
This document discusses Read Naturally, an online reading program that individualizes instruction to improve reading proficiency. It analyzes how Read Naturally supports the goals of Buford Middle School by closing achievement gaps and ensuring students are college and career ready through differentiated instruction and data-driven practices. Research shows the techniques used in Read Naturally, such as teacher modeling, repeated reading, and progress monitoring, improve reading fluency. An implementation plan and funding sources are proposed.
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Using technology for teaching and learning in theqhambrite
This document discusses how teachers can use technology to help meet the needs of diverse students and enhance differentiated instruction. It notes that 96% of classrooms have students with learning disabilities, creating a need for varied teaching methods. Technology can help teachers efficiently cover content and keep special needs students engaged by minimizing slower pacing. The document then describes several apps and tools, like Google Docs, Calendars, and Talk that allow collaboration, organization, and live lectures. It also discusses LiveBinders and SlideShare for presenting information online in an engaging way. The conclusion reinforces that technology provides innovative solutions for teachers and varied, supportive learning for all students.
This document outlines a research project between Brigham Young University and the University of Costa Rica that aims to establish online collaborative environments to enrich research, teaching, and learning. Students from both universities will use videoconferencing and social media tools to collaborate on developing teaching resources in the field of teaching English as a second language, with a focus on reading skills. The project involves forming collaborative student groups, distributing topics, and having initial online communication between faculty and students from both universities.
The project aimed to provide online study skills resources for dyslexic and distance learning students by converting text-based materials into multimedia presentations and podcasts accessible through the university website and intranet. Ten presentations were created covering topics like essay writing, time management, and exam skills. Feedback was gathered through online surveys, focus groups, and website analytics, which showed the resources were well-used and appreciated for making study skills advice accessible in multiple formats. Areas for future improvement were also identified based on student feedback.
1. The document discusses the achievements and development plan of a middle school. It outlines the school's goals of ensuring students are prepared for their future and developing important academic behaviors.
2. The school's achievements include accreditations earned in recent years. The development plan focuses on providing a creative learning environment, high-quality teaching, and monitoring student performance.
3. The plan also outlines strategies for various subjects including project-based learning, global projects, and integrating technology into lessons. Teachers provide details on their approaches for the current academic year.
The document describes online parent information sessions for the Queensland Academies, which are state high schools offering an innovative educational program for highly capable students in Years 10-12. It provides details about the various academy programs in science, mathematics, technology, creative industries, and health sciences. It also outlines the benefits of attending the academies, including collaborative learning environments, preparation for diverse pathways, and emphasis on skills like critical thinking. Additionally, it provides an overview of course curriculums, expectations for online participation and work submission, and how to access course information and recordings of lessons.
This document discusses using technology to support differentiated instruction, especially for reading. It provides strategies for differentiating content, process, and product using tools like graphic organizers projected for all students. Commercially available ebooks and reading websites can expand materials. Projecting writing allows all students to participate in editing. Websites like Book Builder and ReadWriteThink include lesson plans and activities. In conclusion, technology should be integrated throughout the curriculum to prepare students for the 21st century.
The presentation discusses assistive technology for students with special needs. It defines assistive technology as tools used by individuals with disabilities to perform functions that may otherwise be difficult. The presentation outlines technologies that can help different types of students, including those with ADHD, auditory disabilities, and mild disabilities. It suggests technologies like computer software, brain training games, voice recognition software and screen magnifiers for ADHD students, and notes strategies like simplifying instructions and providing written notes for auditory disabled students. The presentation emphasizes the importance of understanding student needs, finding the right technology to meet those needs, and sharing findings with others.
Universal Design for Learning (UDL) provides principles for curriculum development that give all students equal opportunities to learn by presenting information and content in different ways, allowing for multiple means of student expression, and stimulating interest and motivation. UDL appeals to different learning networks in the brain related to recognition, strategic thinking, and emotion. It encourages teachers to use technology and flexible instructional methods to engage and support students with diverse cultural, ethnic, linguistic, and academic backgrounds.
This document provides an overview of Universal Design for Learning (UDL), including its principles and how it can be implemented using technology. UDL is an educational framework based on brain research that provides flexibility in how content is presented, how students demonstrate their knowledge, and student engagement. It aims to address the diverse needs of all learners by incorporating multiple means of representation, action and expression, and engagement. The document discusses UDL's three principles and potential tools teachers can use, such as the CAST website which contains lesson plans and strategies that follow UDL guidelines.
The document discusses diversity, culturally responsive teaching, assistive technology, and instructional strategies. It provides information on ISTE standards for using technology in education, key factors of culturally responsive teaching including understanding students' cultures and prior knowledge. Assistive technology is defined as tools that increase functional capabilities for those with disabilities. Examples of high-tech, mid-tech, and low-tech assistive technologies are given. Commonly available assistive technologies and uses of assistive technology in literacy are also outlined. The document provides a game plan for teachers to set goals in learning about instructional technologies to support personalized instruction.
Sheltered instruction technology integration plan for kindergarten Aprilmoe82
This presentation outlines a plan for integrating technology into a kindergarten sheltered instruction classroom to support English language learners. It proposes using websites and apps to help demonstrate concepts, build vocabulary, and provide feedback. Several classroom scenarios are described where tools like Starfall, Sight Words, and Learn English Kids could be used to help students with reading assignments, spelling, and receiving feedback on quizzes. The presentation concludes that the featured technology can assist English learners and support the Sheltered Instruction Observation Protocol model.
Theory and Practice of Online Learning Ch17Vasanta Akondy
This document discusses supporting online learners. It begins by explaining the importance of providing a supportive learning environment to ensure success and avoid dropouts. It then discusses various types of organizations that provide online learning and the different ways they support students. The rest of the document outlines specific types of support needed, including supports for prospective students to assess readiness, minimum computer requirements and provide career advising. It also discusses supports needed once enrolled, such as administrative, information/technological supports and metacognitive supports to help students develop learning skills.
The document discusses the benefits and challenges of using Open Educational Resources (OER). The main benefits are: global access to a variety of free resources saves instructors' and students' time and money; allows for more creative curriculum development; and fosters collaboration and continually updated materials. However, key challenges are: sifting through resources is time-consuming; quality can be hard to discern; funding risks end if OER use; onboarding new staff; and ensuring internet/computer access. Overall, the benefits outweigh the challenges for providing open resources.
In this file, you can ref useful information about confidential report in performance appraisal such as confidential report in performance appraisal methods, confidential report in performance appraisal tips, confidential report in performance appraisal forms, confidential report in performance appraisal phrases … If you need more assistant for confidential report in performance appraisal, please leave your comment at the end of file.
An annual performance review should be part of a wider goal-setting program tailored to individual employees. The review process includes encouraging self-assessment, providing an overview of the format, preparing well with feedback from colleagues, scheduling adequate time, comparing achievements to goals with examples, reviewing the job description, balancing positive and negative feedback, and agreeing on new goals. Done correctly, annual reviews can help motivate employees and develop skills.
This document provides information about what a report is and how to write an effective report. It defines a report as a formal document written to convey information to others. The objectives of reports are to record information, assist in decision making, and meet legal or other requirements. An effective report is precise, factual, relevant, reader-centric, objective, simple, brief, well-organized, comprehensible, and uses proper grammar. Reports can be oral or written, informal or formal. They include informational reports, analytical reports, routine reports, and special reports. A formal report follows a standard structure including an opening section, body, and closing section.
This document provides samples of comments and phrases to use in employee performance reviews for various categories, including attitude, attendance, communication, and cooperation. For each category, it gives examples of positive and negative phrases for employees who exceed expectations, meet expectations, and fail to meet expectations. It also provides additional context and explanations for evaluating employee performance in these key areas. The document aims to help managers write effective performance reviews by choosing the right phrases and comments for each employee's specific situation and level of performance.
The document is a sample grant proposal requesting $16,504 in funding from the ABC Foundation to implement a reading intervention program called "Read to Succeed!" at Orchard Middle School. The proposal summarizes that 59 of the school's 276 students are reading at least two grade levels below their peers. The program aims to provide these at-risk students access to assistive reading technology and software to improve their reading speed, comprehension, and attention. Specifically, the funding would be used to purchase Kurzweil 3000 software and hardware, including 5 computers, scanners, and a training session for teachers. The proposal outlines goals, objectives, timeline, budget, and evaluation plan to measure reading improvements over the school year.
This document discusses Read Naturally, an online reading program that individualizes instruction to improve reading proficiency. It analyzes how Read Naturally supports the goals of Buford Middle School by closing achievement gaps and ensuring students are college and career ready through differentiated instruction and data-driven practices. Research shows the techniques used in Read Naturally, such as teacher modeling, repeated reading, and progress monitoring, improve reading fluency. An implementation plan and funding sources are proposed.
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Using technology for teaching and learning in theqhambrite
This document discusses how teachers can use technology to help meet the needs of diverse students and enhance differentiated instruction. It notes that 96% of classrooms have students with learning disabilities, creating a need for varied teaching methods. Technology can help teachers efficiently cover content and keep special needs students engaged by minimizing slower pacing. The document then describes several apps and tools, like Google Docs, Calendars, and Talk that allow collaboration, organization, and live lectures. It also discusses LiveBinders and SlideShare for presenting information online in an engaging way. The conclusion reinforces that technology provides innovative solutions for teachers and varied, supportive learning for all students.
This document outlines a research project between Brigham Young University and the University of Costa Rica that aims to establish online collaborative environments to enrich research, teaching, and learning. Students from both universities will use videoconferencing and social media tools to collaborate on developing teaching resources in the field of teaching English as a second language, with a focus on reading skills. The project involves forming collaborative student groups, distributing topics, and having initial online communication between faculty and students from both universities.
The project aimed to provide online study skills resources for dyslexic and distance learning students by converting text-based materials into multimedia presentations and podcasts accessible through the university website and intranet. Ten presentations were created covering topics like essay writing, time management, and exam skills. Feedback was gathered through online surveys, focus groups, and website analytics, which showed the resources were well-used and appreciated for making study skills advice accessible in multiple formats. Areas for future improvement were also identified based on student feedback.
1. The document discusses the achievements and development plan of a middle school. It outlines the school's goals of ensuring students are prepared for their future and developing important academic behaviors.
2. The school's achievements include accreditations earned in recent years. The development plan focuses on providing a creative learning environment, high-quality teaching, and monitoring student performance.
3. The plan also outlines strategies for various subjects including project-based learning, global projects, and integrating technology into lessons. Teachers provide details on their approaches for the current academic year.
The document describes online parent information sessions for the Queensland Academies, which are state high schools offering an innovative educational program for highly capable students in Years 10-12. It provides details about the various academy programs in science, mathematics, technology, creative industries, and health sciences. It also outlines the benefits of attending the academies, including collaborative learning environments, preparation for diverse pathways, and emphasis on skills like critical thinking. Additionally, it provides an overview of course curriculums, expectations for online participation and work submission, and how to access course information and recordings of lessons.
This document discusses using technology to support differentiated instruction, especially for reading. It provides strategies for differentiating content, process, and product using tools like graphic organizers projected for all students. Commercially available ebooks and reading websites can expand materials. Projecting writing allows all students to participate in editing. Websites like Book Builder and ReadWriteThink include lesson plans and activities. In conclusion, technology should be integrated throughout the curriculum to prepare students for the 21st century.
The presentation discusses assistive technology for students with special needs. It defines assistive technology as tools used by individuals with disabilities to perform functions that may otherwise be difficult. The presentation outlines technologies that can help different types of students, including those with ADHD, auditory disabilities, and mild disabilities. It suggests technologies like computer software, brain training games, voice recognition software and screen magnifiers for ADHD students, and notes strategies like simplifying instructions and providing written notes for auditory disabled students. The presentation emphasizes the importance of understanding student needs, finding the right technology to meet those needs, and sharing findings with others.
Universal Design for Learning (UDL) provides principles for curriculum development that give all students equal opportunities to learn by presenting information and content in different ways, allowing for multiple means of student expression, and stimulating interest and motivation. UDL appeals to different learning networks in the brain related to recognition, strategic thinking, and emotion. It encourages teachers to use technology and flexible instructional methods to engage and support students with diverse cultural, ethnic, linguistic, and academic backgrounds.
This document provides an overview of Universal Design for Learning (UDL), including its principles and how it can be implemented using technology. UDL is an educational framework based on brain research that provides flexibility in how content is presented, how students demonstrate their knowledge, and student engagement. It aims to address the diverse needs of all learners by incorporating multiple means of representation, action and expression, and engagement. The document discusses UDL's three principles and potential tools teachers can use, such as the CAST website which contains lesson plans and strategies that follow UDL guidelines.
The document discusses diversity, culturally responsive teaching, assistive technology, and instructional strategies. It provides information on ISTE standards for using technology in education, key factors of culturally responsive teaching including understanding students' cultures and prior knowledge. Assistive technology is defined as tools that increase functional capabilities for those with disabilities. Examples of high-tech, mid-tech, and low-tech assistive technologies are given. Commonly available assistive technologies and uses of assistive technology in literacy are also outlined. The document provides a game plan for teachers to set goals in learning about instructional technologies to support personalized instruction.
Sheltered instruction technology integration plan for kindergarten Aprilmoe82
This presentation outlines a plan for integrating technology into a kindergarten sheltered instruction classroom to support English language learners. It proposes using websites and apps to help demonstrate concepts, build vocabulary, and provide feedback. Several classroom scenarios are described where tools like Starfall, Sight Words, and Learn English Kids could be used to help students with reading assignments, spelling, and receiving feedback on quizzes. The presentation concludes that the featured technology can assist English learners and support the Sheltered Instruction Observation Protocol model.
Theory and Practice of Online Learning Ch17Vasanta Akondy
This document discusses supporting online learners. It begins by explaining the importance of providing a supportive learning environment to ensure success and avoid dropouts. It then discusses various types of organizations that provide online learning and the different ways they support students. The rest of the document outlines specific types of support needed, including supports for prospective students to assess readiness, minimum computer requirements and provide career advising. It also discusses supports needed once enrolled, such as administrative, information/technological supports and metacognitive supports to help students develop learning skills.
The document discusses the benefits and challenges of using Open Educational Resources (OER). The main benefits are: global access to a variety of free resources saves instructors' and students' time and money; allows for more creative curriculum development; and fosters collaboration and continually updated materials. However, key challenges are: sifting through resources is time-consuming; quality can be hard to discern; funding risks end if OER use; onboarding new staff; and ensuring internet/computer access. Overall, the benefits outweigh the challenges for providing open resources.
This document outlines a vision for an excellent school with high expectations, rigorous and relevant curriculum, and stakeholder involvement. It proposes priorities like research-based practices, technology, data-driven assessment, and literacy strategies. Diverse programs are suggested to engage students alongside competitive salaries and appropriate funding. Cultural diversity, democratic values, and professional growth for faculty are also emphasized.
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
Culturally Relevant InspirationA number of important resourc.docxdorishigh
Culturally Relevant Inspiration
A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a presentation that you can use in the future to support your teaching efforts. The goal is to showcase schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for a model school or program. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice.
A listing of free tools you might choose to use as you develop a website or presentation is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as Animoto, Knovio, Prezi, or PowToon. Use your creativity and try something new!
Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. You will submit this assignment to two places in our course. First, submit the Assignment to Waypoint, as usual. Second, submit the Assignment to Doc Sharing. To access the Doc Sharing tool, select "Modules" in your left navigation menu. In the "Tools" module, you will find the Doc Sharing page.
Create a Presentation that includes each of the following items: (7 points)
A separate page/slide for each bullet point:
Name and location of the school with a link to the school or program
General demographic information about the students
A summary of why the school or program is innovative and/or unique
A description of the 21st century skills supported by the school or program.
Examination of how the learning experiences reflect culturally relevant pedagogy
Explanation of how the school and/or program promotes creativity in the classroom for both teachers and students
The presentation is well organized, formatted with.
This document introduces an updated Minnesota Common Grant Application form created by Minnesota grantmakers to simplify the grantseeking process for nonprofits. It provides guidance on using the form, which includes cover sheets and budget templates, and advises applicants to check each funder's guidelines. The document also provides tips for successful grantseeking, such as researching funder goals and securing initial contact before applying. Resources listed include ways to obtain funder guidelines and information on grants.
This document provides guidance on writing successful grant proposals, including what information to include in each section of the proposal such as the organization information, problem statement, work plan, outcomes, budget, and supplementary materials. The document outlines the key elements funders want to see in each section and tips for writing them effectively such as clearly describing the problem, intended impact, and evaluation plan while keeping the overall proposal under five pages.
The document contains 4 examples of budget proposals for research grants. Example 1 requests $136,868 for personnel costs including interviewers, a course release for the PI, and a graduate student assistant. It also includes costs for interview transcription, supplies, and travel. Example 2 includes $25,500 for participant incentives and $14,739 for a research assistant. It also includes $400 for an online survey tool. Example 3 spreads costs over 2 years, including salary for personnel, payments for project participants, materials/supplies, travel, and indirect costs. Example 4 requests a total of $31,646.86 to cover direct expenses like questionnaire production/printing, mailing, incentives, and funding a research assistant.
This grant application cover sheet requests basic information about an organization, including its legal name, address, executive director, and contact information. If the application is approved, it would provide funding for a specific project, as described in a one sentence purpose, and cover a defined timeframe and budget. The applicant organization must submit supporting documentation along with the completed cover sheet.
The document discusses The Corps Network and their special project on multiyear grants. It contains page numbers from 117 to 132 of a grantseeker's guide to winning proposals. The text provides information about applying for and managing multiyear grants from The Corps Network organization.
St. Luke's Chamber Ensemble is requesting funding for a special single year project. They are seeking support from pages 104 to 111 of a grantseeker's guide to winning proposals. The special project would be funded for just one year through the grant program outlined in the specified pages of the guide.
The document is a series of pages from "Grantseeker's Guide to Winning Proposals" that are attributed to Rush University Medical Center. Each page references the book title and notes the publisher as Rush University Medical Center followed by a page number. No other substantive information is included in the document.
This document discusses New Settlement Apartments and their efforts to build capacity. It contains repeated sections about grantseeking and winning proposals, with page numbers ranging from 262 to 271. The document focuses on strategies for capacity building efforts at New Settlement Apartments.
The document discusses a special multiyear project by the National Senior Citizens Law Center related to grantseeking and winning proposals. It includes page numbers ranging from 157 to 175 of a publication titled "Grantseeker's Guide to Winning Proposals" from the National Senior Citizens Law Center.
This document discusses LifeLong Medical Care and their grantseeking efforts. It provides information on evaluations and proposals related to winning grants. The document references sections of a guide for grantseekers on creating winning proposals and focuses on evaluation aspects.
The document requests general operating support from pages 187 to 200 for Higher Achievement Program, Inc. and discusses grantseeking and winning proposals. It provides information about the organization and its mission across 14 pages without any descriptive details.
The document discusses a multiyear special project proposal submitted by Easter Seals, Inc. (National Office) to an unknown funding source. It includes page numbers from 136 to 154 with the title "Grantseeker's Guide to Winning Proposals" at the bottom of each even numbered page. The proposal is for a multiyear special project with Easter Seals, Inc. listed as the applicant organization.
Outdoor Explorations is writing to request funding from the Carl and Ruth Shapiro Family Foundation. They operate a summer camp that provides outdoor experiences to underserved youth to develop self-confidence and leadership skills through activities like hiking, camping, and rock climbing. They are seeking a $50,000 grant to support their mission and help more children experience the benefits of their program.
The Tracy Department of Fire Protection is requesting $10,675 from FEMA to fund a Fire Awareness Program. The program will educate the public on fire safety through semi-annual seminars using new multimedia equipment. Its goals are to reduce fire risks and help the public handle emergencies independently. The department will evaluate the program's success based on participant numbers, feedback, reduced fire incidents, and increased preventative measures adopted.
Sunridge Support seeks $20,000 to fund a computer education program for 500 underprivileged high school students in Caloocan City, Philippines. The program will provide computer classes, internet access, and technical support through a computer cafe operated 60 hours per week within the schools. The funding would cover one-third of the total $65,000 budget to introduce the students to technology skills to improve their employment prospects upon graduation. Sunridge Support will evaluate the program through weekly attendance sheets and instructor diaries documenting lesson plans and activities.
The document requests funding from the Beth Israel Medical Center Foundation for a special single year project between the years of 15-19. It references the Grantseeker's Guide to Winning Proposals and includes line items with amounts requested less than 20 for an unspecified project at the Beth Israel Medical Center.
The document discusses a special project grant from the New Jersey Conservation Foundation for a single year. It references the Grantseeker's Guide to Winning Proposals and provides page numbers ranging from 60 to 67 related to a special project grant seeking funds for a single year from the New Jersey Conservation Foundation.
This document discusses Park Pride and their special multiyear project. It references a Grantseeker's Guide to Winning Proposals on pages 178, 180, and 182. The document also references Park Pride's special multiyear project on pages 179 and 181.
Instagram has become one of the most popular social media platforms, allowing people to share photos, videos, and stories with their followers. Sometimes, though, you might want to view someone's story without them knowing.
Ready to Unlock the Power of Blockchain!Toptal Tech
Imagine a world where data flows freely, yet remains secure. A world where trust is built into the fabric of every transaction. This is the promise of blockchain, a revolutionary technology poised to reshape our digital landscape.
Toptal Tech is at the forefront of this innovation, connecting you with the brightest minds in blockchain development. Together, we can unlock the potential of this transformative technology, building a future of transparency, security, and endless possibilities.
Bridging the Digital Gap Brad Spiegel Macon, GA Initiative.pptxBrad Spiegel Macon GA
Brad Spiegel Macon GA’s journey exemplifies the profound impact that one individual can have on their community. Through his unwavering dedication to digital inclusion, he’s not only bridging the gap in Macon but also setting an example for others to follow.
APNIC Foundation, presented by Ellisha Heppner at the PNG DNS Forum 2024APNIC
Ellisha Heppner, Grant Management Lead, presented an update on APNIC Foundation to the PNG DNS Forum held from 6 to 10 May, 2024 in Port Moresby, Papua New Guinea.
2. Sample Cover Letter for Grant Proposal
The cover letter should contain a summary of your proposal, introduce your organization and
summarize any recent communications you’ve had with the funding organization. Include the amount
of funding that you are requesting, the population it will serve, and the need it will help solve. Try to
bring your project to life in the cover letter and actively engage your reader.
10/06/02
Ms. Joan Atwater
Executive Director
ABC Foundation
13 Hill Street
Boston, MA 02116
RE: READ TO SUCCEED! PROJECT
Dear Ms. Atwater,
Orchard Middle School is pleased to present this proposal for your review. We look forward to
partnering with you to provide a reading intervention program for our students with poor reading
skills called Read to Succeed! Orchard Middle School has over 50 at risk students with a reading
performance of at least two years behind their current grade level. The objective of the Read to
Succeed! program is to help all students with poor reading skills learn to read at grade level and
increase their reading speed, comprehension, and reading attention span.
During the last year, we have been piloting the Read to Succeed! program with a small group of
students with poor reading skills and have seen dramatic improvements with most of the students
increasing their reading ability by one to two grade levels. The Read to Succeed! program provides
students with access to assistive reading systems, along with training for classroom teachers and
reading specialists.
We have seen measurable success and we are now seeking to expand our Read to Succeed! program
to address the needs of all the at risk students in the Orchard Middle School. Our proposal requests
$16,504 in funding to obtain the software, hardware, and training necessary to equip the Orchard
Middle School resource room with five assistive reading systems, each including a computer, scanner
and assistive reading software.
We appreciate ABC Foundation taking an interest in helping our students develop their reading skills
through our new reading program! Please give me a call at 703-555-1212 x342 if you require any
further information or have any questions concerning this proposal.
Thank you,
Jennifer Hazelton
Special Education Coordinator
Orchard Middle School
387 Pine Hill Road
Orchard, VT 02331
3. Sample Grant Proposal Cover Page
ReadtoSucceed! Improving
ReadingPerformanceforAtRisk
Students
Submitted to: The ABC Foundation
Date: October 6, 2002
Jennifer Hazelton
Special Education Coordinator
Orchard Middle School
387 Pine Hill Road
Orchard, VT 02331
703-555-1212 x342
4. Sample Grant Proposal
Read to Succeed! Improving Reading Performance for At Risk
Students
Project Abstract
The project abstract should present a concise summary of the project. It should be no longer than a
page and include the need for the project and the population it will serve, a brief description of the
project and its goals and objectives, as well as the applicant’s background and qualifications. Make
sure you include the amount of funding that is being sought. Finally, mention how the program will
be evaluated to measure the success of the programs. The abstract should be the last section you
write.
The Orchard Middle School, in Orchard, VT is seeking a grant to expand our Read to Succeed!
program with the objective of helping all of our at risk students increase their reading skills and to
read at grade level using the same classroom textbooks and materials as their peers. The objective is
that by the end of the year the students will have at least doubled their reading speed and will have
improved their reading skills by one to two grade levels. The Read to Succeed! program is based on
the latest research on effective reading instruction. Funding in the amount of $16,504 is requested for
staff training and to purchase the required software and hardware for the school’s resource room.
Statement of Need
The statement of need should describe the problem that the project will attempt to address. Also,
describe the population that will be served.
Orchard Middle School has 276 students, of which 59 have been determined to be at risk in their
reading performance for a variety of reasons including learning disabilities, such as attention deficit
disorder (ADD) and dyslexia, or other economic and language-based difficulties. Orchard Middle
School is eligible for Title 1 funds and if these students are not given an opportunity to improve their
reading skills they are, as studies show, more likely to be truant and drop out of school.
Program Description
Describe the project or program and provide information on how it will be implemented. Include
information on what will be accomplished and the desired outcome.
The Orchard Read to Succeed! project will enable at risk students to improve their reading skills
through utilization of five computers equipped with scanners and assistive reading software. Students
using this innovative reading system will be able to utilize all their classroom materials, including
textbooks providing them access to the general curriculum. The students will increase their reading
speed and comprehension, which will help them obtain classroom subject proficiency. Included in the
Read to Succeed! project will be a day of training for the reading specialist and classroom teachers on
the features and use of the Kurzweil 3000 software.
Kurzweil 3000 Assistive Reading Technology
Include information on any new assistive technology that you will be using, or attach a brochure from
the manufacturer to the Appendix section of proposal.
Kurzweil 3000 software, from Kurzweil Educational Systems, uses a multi-sensory approach to help
students with learning and reading difficulties. The Kurzweil 3000 was developed for people with
reading difficulties caused by learning disabilities, such as dyslexia, attention deficit disorder (ADD)
and other language based difficulties. The Kurzweil 3000 is research-based assistive reading software
5. developed with guidance from leading reading experts. It enables all children access to state and
national curricula and conforms to today’s research focused funding requirements.
With the Kurzweil 3000, a student with reading difficulties has access to textbooks and classroom
materials displayed as an exact image on the computer screen. The text is then read aloud using the
highest quality, most human sounding synthetic speech while highlighting words and sentences
visually on screen.
One of the benefits of using assistive reading technology, such as the Kurzweil 3000, is that students
are able access classroom textbooks for increased access to general curriculum materials. This means
they can use the same materials used in the classroom and the students are able to continue learning in
the least restrictive environment. In addition to reading tools, Kurzweil 3000 includes audible tools to
assist word decoding (syllabification and spelling), tools to assist with writing (spell-checking and
word-prediction), and a tool that speaks and highlights pages from the Internet, opening up a whole
world of knowledge. The Kurzweil 300 can also be used for classroom and standardized test-taking,
offering more independence for both the student and teacher.
Assistive reading technology has been shown (e.g., Heckler, L., Burns, L., Katz, L., Elkind, J., and
Elkind, K. 2002 ; Elkind 1998) to help poor readers increase reading speed and comprehension, as
well as increase attention.
References
Heckler, L., Burns, L., Katz, L., Elkind, J., and Elkind, K. 2002 Benefits of Assistive Reading
Software for Students with Attention Disorders. Annals of Dyslexia, To Appear December 2002
Volume 52
Elkind, J. 1998. A Study of the Efficacy of the Kurzweil 3000 Reading Machine in Enhancing Poor
Reading Performance. Portola Valley, CA: Lexia Institute
Wise, B. and Olson, R. 1995 Computer-based Phonological Awareness and Reading Instruction.
Annals of Dyslexia 45:99-122
Elkind, J., Cohen K., and Murray, C. 1993 Using Computer-based Readers to Improve Reading
Comprehension of Students with Dyslexia. Annals of Dyslexia, 46:159-186
Olson, R. and Wise, B. 1992. Reading on the Computer with Orthographic and Speech Feedback.
Reading and Writing 4:107-44
Olson R., Foltz G., and Wise, B. 1987 Reading Instruction and Remediation with the Aid of
Computer Speech. In D. Reinking (ed.) Computers and Reading: Issues for Theory and Practice,
New York: Teachers College Press, Columbia University.
Goals & Objectives
Describe the project objectives in measurable terms that address the academic and technology needs
of the students.
The goal of the Read to Succeed! Project is to enable at risk students and students with learning and
reading disabilities to improve their reading skills to the point where they can succeed in school and
develop the reading skills that will prepare them for high school and post secondary education.
6. Studies have shown that poor readers, who are reading at a grade level or more behind, are more
likely to be disruptive in the classroom, truant from school, and at risk of dropping out of high school.
The main objectives include:
1. Providing a measurable increase in reading speed, comprehension, and reading attention span.
The objective is that the students will double their reading speed and increase their reading skills
by one to two grade levels by the end of the school year.
2. Enabling poor readers to access the general curriculum through the use of assistive reading
technology to scan and read their textbooks and other classroom materials.
3. Providing learning disabled students with a multi-sensory reading alternative that will help them
increase their reading speed to the point they can read on their own.
4. Helping learning and reading disabled students stay in their regular classroom with their peers, so
they can continue learning in a least restrictive environment.
Timeline
Activities
Submit Grant Proposal October, 2002
Expected Grant Notification December, 2002
Obtain Hardware and Software January, 2002
Set up Kurzweil 3000 January, 2003
Training Session for Teachers February, 2003
Student Introduction February, 2003
Test Initial Reading Speed February, 2003
Begin First 12-week Phase March, 2003-May, 2003
Test Reading Improvement June, 2003
Prepare Results Report June, 2003
Budget
Include in the budget all expenses for your project, including necessary training costs. Mention any
co-funding that you are using from other sources. You may want to include a brief narrative of
expenses along with a table of individual cost components.
The budget includes funds for a Lab Pack containing five copies of Kurzweil Educational System’s
Scan/Read Color software, along with five computers and scanners. This will provide five
independent assistive reading workstations. This will give students the greatest flexibility in using
their textbooks and other classroom materials.
7. Price Quantity Total
Kurzweil Scan/Read Lab Pack
(Color) 5-Pack
$7,095 1 (5-pack) $7,095
Software Maintenance
Agreement (SMA)
$709 1 (5-pack) $709
Epson 300 Scanner $300 5 $1,500
Dell PC with Monitor $1200 5 $6,000
Training $1200 1 Day $1,200
$16,504 Total
*Note: Sample pricing is provided for demonstration purposes only. Please obtain current pricing
from Kurzweil Educational Systems or your local representative.
Evaluation
Provide information on the metrics that will be used to determine the effectiveness of the project or
program.
Standardized reading tests will be conducted at the start of the Read to Succeed! program and again at
the end of the school year to determine increases in reading speed and comprehension. Additionally,
those students with ADD will be tested to determine increased reading attention rates.
Staff and Organizational Information
Include the staff qualifications, certifications, and skills. Describe the organization and include
information indicating the organization’s capacity to implement and sustain the program.
Jennifer Hazelton, Special Education Coordinator, holds a Bachelor’s Degree in Special Education
from Lesley College. Jennifer Hazelton has extensive experience working with students with severe
reading difficulties and was responsible for implementing the successful pilot test program in 2001.
She is proficient with learning technology, including computer hardware and software.
Sue Amberson, Speech and Language Pathologist, holds a Bachelor’s degree from the University of
Vermont and a Master’s degree from Boston University. Sue Amberson is working with the students
with severe learning disabilities and will be responsible for coordinating participation with classroom
teachers.
Joan Freeman, Principal, holds a Master’s degree in Education from Colby College. Joan Freeman is
providing support for this program and has taken responsibility for parental and community
involvement.
Appendix
Include relevant items in the Appendix including letters of support, research support, organizational
collateral, proof of non-profit tax status, annual reports, and manufacturer’s brochure.
• Letter of Support
• Assistive Reading Software Efficacy Study
8. • Annual Report
• Manufacturer’s Brochure
Sample Letter Format Grant Proposal for Foundations
The letter format has traditionally been used for proposals to seek funds from private foundation
sources. Before sending a letter format proposal to a foundation, you should call or send them a letter
of inquiry to make sure that they fund the type of grant you are requesting, and to check on any
specific requirements they may have. Remember to attach supplemental materials such as brochures,
efficacy studies, annual reports, tax certificates, or letters of support to your proposal.
Orchard Middle School
387 Pine Hill Road
Orchard, VT 02331
703-555-1212
October 6, 2002
ABC Foundation
13 Hill Street
Boston, MA 02116
RE: READ TO SUCCEED! PROJECT
The Orchard Middle School in Orchard, Vermont is seeking a grant to provide help at risk students
improve their reading skills. These at risk students are currently reading at two or more grade levels
behind their peers. The objective of the Read to Succeed! program is to help at risk students improve
their reading speed, comprehension, and reading attention span to the point where they are reading at
grade level. Funding in the amount of $16,504 is requested to implement this program and for the
purchase assistive reading software and hardware for the school’s resource room.
Orchard Middle School has 276 students. Of those 276 students, 59 have been determined to be at
risk in their reading skills for a variety of reasons including learning disabilities, such as dyslexia and
attention deficit disorder (ADD), or other economic and language based difficulties. Additionally,
Orchard Middle School is eligible for Title 1 funds and if these students are not given an opportunity
to improve their reading skills, they are at greater risk of falling further behind their classroom
making truancy and dropping out of school more likely.
The Read to Succeed! project will provide students with access to five computers equipped with
scanners and assistive reading software. Students will be able to see their text books and classroom
materials on-screen with words and text highlighted, as it is read to them in a human-like voice.
Included in the Read to Succeed! project will be a day of training for the Special Education Specialist
and the classroom teachers on the features and use of Kurzweil 3000 software.
The goal of the Read to Succeed! project is to enable students with learning and reading disabilities to
improve their reading skills to the point where they can succeed in school and develop the reading
skills that will prepare them for high school and post secondary education.
9. The budget includes funds for a Lab Pack containing five copies of Kurzweil Educational System’s
Scan/Read Color software and five computers and scanners. This will enable five independent
assistive reading workstations. This will give students the greatest flexibility in using their textbooks
and other classroom materials. The Kurzweil 3000 is a research-based assistive reading program
developed with guidance from leading reading experts.
Standardized reading tests will be conducted at the beginning of the Read to Succeed! program to
determine reading speeds and comprehension and again at the completion of the school year to
determine the level of improvements. Additionally, those students with ADD will be tested for
increased reading attention spans.
We appreciate ABC Foundation taking an interest helping Orchard Middle School implement a
program that will help our students succeed! Please give me a call at 703-555-1212 x342 if you
require any further information.
Respectfully submitted,
Jennifer Hazelton
Special Education Coordinator
Attachments