lansing, mi april 11, 2011 title iia(3) technical assistance #2

LANSING, MIAPRIL 11, 2011

Title IIA(3) Technical Assistance #2

Proposal Development Suggestions

ALIGNING NEEDS, GOALS/OBJECTIVES,

ACTIVITIES, AND EVALUATION

Goals/Objectives/

I ntended Outcomes

Needs (identified needs

addressed by goals and objectives)

Activities [Plan of Operation] (intended to accomplish

goals/objectives)

Evaluation (assessing progress

toward goals)

Clearly describe relationships/ alignment in your proposal

ALIGNING PROPOSAL COMPONENTS

NEEDS SECTIONProvide a summary description of pertinent needs from pre-proposal needs survey (represents potential teacher participant perceptions of their needs)

From your needs survey data, identify your 3-5 primary needs; don’t try to address every need in the first phase (16 months) of the project

NEEDS SECTION

Report needs specific to partner school(s) gathered 1) from school staff (additional to pre-proposal

needs survey), 2) known by IHE partners, or 3) gathered from existing public data (curriculum

status, assessment needs, student achievement, professional development status, etc.).

Some of these may relate to the needs identified by participants; others may be additional needs to be addressed.

NEEDS SECTION

For Category #1 (“Returning Participants”) Proposals. Report evaluation results of previous projects, including effects on participants and needs still to be met (based on evaluation data and reflections on previous project)

Avoid generic or generalized needs statements, such as national needs—focus on needs pertinent to your project and partner schools

Only use state-level needs/priorities if they are pertinent to your proposal

NEEDS SECTION

If you used paper/pencil survey or any other survey not consistent with the MDE needs survey, be sure to attach a compilation of results of your survey (or submit individual completed surveys) as part of appendix.

BE SURE TO INCLUDE DESCRIPTION OF

OTHER PROJECT REQUIREMENTS AS OUTLINED IN THE RFP and ASSOCIATED SCORING RUBRIC RELATED TO NEEDS.

SAMPLE DISPLAY OF PRIORITY NEEDSBASED ON ANALYSIS OF NEEDS SURVEY DATA

Item % 3, 4, 5%Yes High

Priority

Numbers and operations 75% 75%

Measurement 83% 67%

Cut Off Point—75% or more identify as high needContent needs (need score of 3, 4, 5 combined by 75% or more)

Item% 3, 4, 5

%Yes High

PriorityUsing inquiry-based instructional strategies

75% 67%

Incorporating real-world applications into lessons

75% 75%

Encouraging and facilitating collaboration among students

75% 50%

Using a variety of classroom-level student assessment activities

74% 67%

Using computers as a tool and resource for teaching and learning

75% 67%

Learning about the requirements of the Common Core

90% 83%

Pedagogical needs (need score of 3, 4, 5 combined by 75% or more)

Item % 3 and 4Level and comfort with workshops (one-day or half-day sessions)

100%

Level of interest in participating in workshops 83%Level of comfort with conferences (usually one or two-day sessions)

91%

Level of interest in participating in conferences 59%Level of comfort with Professional Learning Communities

58%

Level of interest in participating in Professional Learning Community

75%

Professional Development format preferences (score of 3 and 4 combined by 75%

Interest in SB-CEU credits from this project Yes = 82%

GOALS/OBJECTIVES/ INTENDED OUTCOMES

Be sure to show the connections/relationships between your identified needs and your goals/objectives/intended outcomes.


There should be intended outcomes related to each of your priority needs

(Some needs may be combined for a single outcome or a strand of related needs could be combined for a single outcome—however, keep outcomes focused)


You may also have goals/objectives/intended outcomes that address aspects of your project not specific to identified needs, such as technology use to help you address an outcome or associated need

Avoid vague, generic, or universal goals/outcomes (such as “improve student achievement,” “provide professional development,” or improve classroom practice”)


Outcomes for teachers/other participants should relate to directly to identified needs

Intended outcomes for students should also relate to needs being addressed by your project (such as increased knowledge a algebraic functions or improved understanding of the U.S. election system or improved skills in conducting scientific research or improved descriptive writing skills)


BE SURE TO INCLUDE DESCRIPTION OF OTHER PROJECT REQUIREMENTS AS

OUTLINED IN THE RFP and

ASSOCIATED SCORING RUBRIC RELATED TO GOALS/OBJECTIVES/INTENDED

OUTCOMES.

ACTIVITIES/PLAN OF OPERATION

A plan of operation includes not only a schedule of activities, but a description of how those activities are designed (educationally) to make progress toward goals/objectives/intended outcomes—thus, activities are aligned with intended outcomes and their associated needs

Describe how you plan to address a particular outcome (that is based on an identified need)


You may describe a workshop, institute, series, or other professional development format you will use, but you must also indicate instructional strategies or methods (within those PD formats).

If use of content-related materials are a major part of your strategy (such as use of a text, module, on-line resource, etc.) that should be included in our intervention description.


For example, if you plan to train participants on use of a particular pedagogical strategy (such as use of a graphing calculator or use of a particular writing strategy), describe the strategy and how you plan to conduct the training.


Avoid vague and general strategies—describe how you plan to address the intended outcome and associated needs

BE SURE TO INCLUDE: Description of other project requirements as

outlined in the RFP and Associated scoring rubric related to plan of

operation.

EVALUATION

In the evaluation section, be sure you describe connections/relationships between evaluation and intended outcomes (which are related to both needs and activities).

EVALUATION

Evaluation is the way you measure progress toward goals/objectives/intended outcomes (and, thus, whether you have made progress in meeting identified needs).

In the evaluation process, you may also assess the effectiveness of your activities in addressing intended outcomes.

EVALUATION

Evaluation has both: formative (using data to improve the

program as it evolves) and summative components (determining

effects on participants and drawing conclusions about strengths and weaknesses of the project).

Most evaluation data can be used for both formative and summative purposes.

EVALUATION

Evaluation measures or indicators of accomplishment should be related directly to identified needs.

For example, if learning content related to algebraic functions is a need and there is an outcome addressing it, your measure should relate (for teachers) to improved understanding of algebraic functions.

EVALUATION

If the need is to learn technology-based strategies to facilitate student learning of algebraic functions, then the measure is about increased skills in the use of calculators to help students learn algebraic functions.

EVALUATION

The evaluation section also includes description of data collection procedures to gather information related to measures/indicators of accomplishment.

Lesson observation could focus on overall lesson with something like SAMPI Lesson observation system, with additional items specific to what you expect to see in classrooms as a result of your project.

EVALUATION

BE SURE TO INCLUDE DESCRIPTION OF OTHER PROJECT REQUIREMENTS AS

OUTLINED IN THE RFP and ASSOCIATED SCORING RUBRIC RELATED TO

EVALUATION.

lansing, mi april 11, 2011 title iia(3) technical assistance #2

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