Montana Office of theCommissioner of Higher Education

REQUEST FOR PROPOSALS

Improving Teacher Quality State GrantsTitle II, Part A

No Child Left Behind Act of 2001 (NCLB Act)

Grant Period: January 1, 2016 – December 15, 2016

Deadline for Proposals: October 30, 2015

Office of the Commissioner of Higher Education2500 Broadway, Helena, MT 59620-3201

Phone: (406) 444-6570Fax: (406) 444-1469

Email: titleIIgrantmanager@montana.edu

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Year 2016 Awards

Based upon the past NCLB award the anticipated total amount to be awarded for2015-2016 is $291,057. OCHE will award approximately three to six competitive grants, depending on the quality of the proposed projects and the amounts requested. The amountawarded for each project will reflect a judgment about the project’s potential to provide sustained, high-quality professional development. Key considerations in evaluating amounts requested are institutional financial support and the relative cost effectiveness of the proposals submitted in terms of the number of participants served, the cost perparticipants, priorities and assurances of participation by school districts. The grants will be examined based on the quality of the proposals submitted, the collaboration among partners, scientifically-based research, measurable objectives and final negotiated budget amounts within the constraints of the total funds available.

2016 Grant Timeline

October 30, 2015 Grant submission deadline December 1, 2015 Formal notification of grant awards Jan. 1, 2016-Dec. 15, 2016 Official funding periodMarch 15, 2017 End of fiscal year for 2016 grant awards

Eligibility

Basic Grant Project Requirements

In order to be eligible for the Improving Teacher Quality Grant provided by OCHE (theSAHE), a proposed grant project must achieve the following:

• Develop and maintain a significant and equitable partnership involving: one institution of higher education, including its division that prepares

teachers and principals; one school of arts and sciences; and one high-need school.

• Develop a project that focuses on helping the high-need school ensure its teachers are highly qualified and have the knowledge and teaching skills they need to help all students achieve to high standards.

• Develop a project that contributes to high-quality teaching and leadership throughout the state.

• Develop a project based on scientifically-based research (e.g. research involving the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs).

For detailed information on grant requirements and project development, please visit the T i t le II Im p r o v in g Te a c h er Qua l i t y G r a n t P rogr a m webs it e .

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Priorities for Funding

Montana’s Education Priorities

Working collectively with the Office of Public Instruction, the Governor's Office, and the Department of Labor and Industry, it is the mission of the Commissioner of Higher Education to

• Provide a lifetime continuum of quality education from preschool through adulthood;

• Graduate every high school student college- and workforce-ready;• Increase the number of Montanans who earn college degrees;• Increase academic access; and• Increase student success.

By implementing measures that increase educational access and success, the Commissioner of Higher Education can effectively

• Decrease the time it takes to earn a degree;• Decrease the overall cost of education;• Increase college completion; and• Ensure a workforce that is prepared to meet the dynamic needs of local economies.

ITQ Funding Priorities

Priority consideration is given to proposals that target one or more professional development opportunities for

• Low performing, “high-need” schools;• Professional development aligned to the CCSS;• Teacher recruitment and/or induction activities;• Partnerships that increase access for teachers and students from historically

underrepresented and underserved groups; and• Professional development linked to student achievement.

Pathways to Achievement

Improving Teacher Quality grant partnerships must increase their commitment to rigorous and systematic approaches to collaborative professional learning by partnering with programs already in place to help meet Montana's education goals. Successful grant projects will focus on improving academic achievement by developing projects that enhance the efforts described in the following links:

C ompl ete C ol lege Montana Montana D ual C redi t Incenti ve P rogram

M on t ana C o mm on C o r e S t anda r ds M a i n S tr eet M on t a n a P r o j ect

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Am erican Indi an / Mi nori ty A chievement P rogram Graduation Matters Montana

Indi an E ducation for Al l (IE FA ) C ol lege! Now

B ig Sk y P athways D evelopm ental E ducati on R ef orm

Montana C areer Inf ormation S ystem (MC IS ) Math-i n-C TE

C areer and Techni cal E ducati on (C arl D . P erki ns)

Proposal Elements

Successful proposals will contain the following elements:

• Collaboration among colleges of education and colleges of arts/sciences;

• A full and clear explanation about how the proposed project will address an identified need in the LEA;

• Content focused on mathematics, science, foreign languages, English, reading or language arts, civics and government, economics, arts, history and geography;

• Collaboration among K-12 schools and post-secondary institutions, including a letter of intent to collaborate and participate from each school or district and each post-secondary institution;

• An evaluation component grounded in scientifically-based research on the project content, pedagogy, and delivery method; and

• A specific assurance to make public all products (e.g., example capstone curricular materials including student assignments, tasks, prompts, and research and project ideas, assessment rubrics, performance exemplars, etc.) resulting from the project and in a format that can be posted to a web site and used by Montana school divisions and teachers.

In add i t i o n , p r i or i t y w i ll be g i ven t o p rojec t s th a t in cl ud e o n e or more of th e f ollow in g eleme n t s:

• Substantive participation and “vertical teaming” of teachers and administrators and higher-education faculty in the pre-planning, implementation, and evaluation of the project for private and public schools;

• Collaboration/partnerships involving two or more institutions of higher education;

• Multi-year projects focused on long-term, sustainable, and widely-disseminated models (note, project funding is not guaranteed and will always be contingent upon federal funds received; henceforth, project directors will have to apply each year);

• Development and/or dissemination of demonstrated models of success through partnerships with high-need schools;

• Focus on improving the percentage of highly-qualified teachers through coursework for endorsement for provisionally-certified and out-of-field teachers; and

• Assurance of teacher participation from school districts.

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Procedures for Submitting Proposals

One (1) electronic copy of the complete proposal must be received before midnight onFriday, October 30, 2015.

Proposals should be emailed to:

Title II, Part A ITQ State DirectorMontana Office of the Commissioner of Higher EducationTitleIIGrantM anager@ montana. edu

Proposals from ineligible applicants and incomplete proposals or late submissions w i l l n ot be reviewed.

Procedures and Criteria for New Proposals

Proposals will be reviewed and rated by a selection committee comprised of individuals with system-wide perspectives on K-16 education and by the federal accountant.

A total of 100 points may be awarded to each proposal. The maximum possible points for each criterion is based on:

Identification of local need 20 points Goals of the project 15 points Description of project activities 15 points Scientifically-based evaluation plan 20 points Role of key project personnel 10 points Adequacy of resources and 20 points

cost effectiveness

Procedures for Making Awards

Final confirmation letters will be sent on or before December 1, 2015. Further information about grant administration, the funding cycle, and reporting requirements will be provided to project directors at a mandatory project directors’ meeting in January 2015 (location, date and time to be determined).

Format for New Proposals

Each proposal must include the following five parts and three appendices:

Part One Cover Page (with signatures or e signatures)Part Two Project AbstractPart Three Project Director’s QuestionnairePart Four Proposal Narrative

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Part Five Budget Forms

Appendix A Statement of Assurances (with signatures) Appendix B Collaborating School Divisions (with signatures) Appendix C Key Project Personnel

In addition, nonprofit organizations must include an Addendum for Nonprofit Organizations, not to exceed an additional ten (10) pages. This requirement applies to museums, libraries, educational organizations, etc., NOT to institutions of higher education.

At the end of this Request for Proposals is a set of forms for use in preparing a proposal. Each proposal must include all five parts and three appendices to be considered. Detailed instructions for preparing each part of the proposal follow.

Part One: Cover Page. Please fill in all requested information on the form provided as Part One of the proposal. If a question is not applicable to your situation, please write “N/A” in the box rather than leaving it blank. Project titles in box number one should be brief, no more than eight words. Please list the principal project director (PI) first in box number three; this will be the person to whom all official correspondence about the grant will be mailed (please list his or her mailing address in box number four). The project director will be responsible for notifying the fiscal staff at his/her institution for budget and expenditures concerns or requests. No more than three project directors may be listed on any one application. Project Directors should notify the coordinator of any personnel changes and provide the necessary information for updating the records. E -mai l a d dr esses a r e v e r y im p o r tant , s i nce tha t is the p r e f e rr ed mo d e o f c ommunication w ith O C H E sta ff.

Or i g ina l si g natu r es or e si g natu r es a r e r e q ui r ed from the project director(s), the chief academic officer or (in the case of nonprofit organizations) the executive director, and the fiscal or grant administrator who would be responsible for the grant. (Please note that signatures from some of these same officers are required on the Statement of Assurances, which is Appendix A.) D o n o t s u bs t i t u t e t he sig n at u re of t h e d i re c tor of s pon s o red pro g r a ms or an y ot h e r a d mi n is t r a tor f or t h a t of t he c hi ef ac a d e mic o ffi c er.

Part Two: Project Abstract. Please fill in all requested information and furnish an abstract of the proposed project on the form provided as Part Two of the proposal. Abstracts should be a single paragraph of approximately 100 words, summarizing the project's goals, objectives, activities, target population(s), and expected number of participants. Please avoid highly specialized vocabulary and technical jargon; abstracts should be written so as to be understandable to a well-educated lay audience.

Part Three: Project Director’s Questionnaire. As Part Three of the proposal, a form is provided for project directors to fill out, with sufficient space provided for typical responses to each question. If a question is not applicable to your situation, please write “N/A” in the space provided rather than leaving it blank. Where there are as many as three project directors, or where answers require elaboration beyond the space provided, please attach an additional page and number it to correspond to the number of the question being answered.

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Part Four: Proposal Narrative. (No form is provided for Part Four. Please complete as a word document and insert after the director’s questionnaire.) The narrative must include the following sections:

• Identification of local need (20 points) Identify and describe the specific need for enhancement of content knowledge and improvement in pedagogical skills of teachers in the proposed service area(s):

Explain how the needs of the participating local school division(s) and nonpublic school(s) were determined and

Describe and include a summary of the needs assessment instrument,which must not be an interest inventory. Applicants may want to use information such as:

student achievement data; information about numbers of teachers who lack full teacher

licensure; assessments by administrators and mentor teachers who evaluate

teacher and student performance; teacher self-evaluations and information on gaps from pre-service

and past in-service training in the specific core academic subject.

Do n ot p r ovide s u mm a r ies of n eeds f r om n a t io n al s tu dies a n d r epo rt s; pr oposal author s an d r eviewer s pr esum abl y ar e awar e of these issues.

• Goal of the project (15 points) Describe how the project will meet the criteria and purposes as set forth in this document. Provide a clearly stated list of the specific goals of the project.

• Description of project activities (15 points) Provide a clearly stated list of specific goals and achievable objectives for the proposed project. Then describe project activities and how they relate to achievement of the goals and objectives. Details should be provided concerning the:

Type of activities planned; The schedule and time allotment for those activities; The responsible instructional staff; A description of follow-up activities; Evidence that the project will foster professional development that is of

high quality and of sufficient duration and intensity to have a positive,lasting effect on classroom instruction and student achievement;

Strategies to provide greater access to and participation in the core academic areas by students of diverse populations so that all students are able to achieve the state’s content and student performancestandards;

Description of the targeted schools or school divisions; A recruitment plan for participating teachers and specify recruitment

strategies to ensure participation of teachers from public and private

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schools, minority and female teachers, teachers of the underserved and underrepresented, and teachers from areas where there is a high concentration of low-income students and/or from sparsely populated areas;

Strategies to include hard-to-reach participants, e.g., teachers who fear mathematics, science, or any of the other core academic areas (Note that mailing brochures to principals is not an effective recruitment method;one-on-one interaction with potential participants is more effective.);and

A dissemination plan indicating how information about the project will be shared with other teachers within the participants’ school(s), withother schools within the local school district(s), and among school districts.

• Evaluation plan (20 points) Each proposal must have a formal evaluation plan that:

Adequately measures achievement of goals and effectiveness ofactivities;

Is rigorous and comprehensive in its identification of outcomes and in its objective determination of the project's effectiveness in accomplishingits goals and objectives; and

Includes a formal assessment of the project’s impact on classroom instruction and student achievement in the school year following theproject.

In order to assist project directors in carrying out this part of the evaluation, a standardized survey of participating teachers has been developed which must be administered either at the last session of follow-up activities or during the following summer. Project directors will be required to collect and tally information from these surveys and to submit a written summary of the results as part of their final project report. Evaluation plans that provide other effective ways of measuring the project's impact on classroom instruction and student achievement are especially welcomed.

• Role of key project personnel (10 points) describe the respective roles of each project director and identify other key personnel (including instructional staff) who will carry out project activities:

Specify the time commitment of each to this project and to other duties, in terms of percentage of time. The project director’s presence at and personal involvement in grant-supported activities is strongly encouraged and

Include any special qualifications or experience in providing professional development activities for teachers (especially information that does not appear on the curriculum vitae provided in Appendix C).

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• Adequacy of resources and cost effectiveness (20 points) as the final section of the Proposal Narrative, a detailed budget narrative must be provided relating expenditures to program objectives.

The amount awarded will reflect a judgment about the project’s ability to provide sustained, high-quality professional development with limited resources. A key consideration in evaluating amounts requested will be the relative cost effectiveness of the proposals submitted, in terms of the number of participants served and the cost per participant. Relatively high expenditures for consultants and evaluators, for example, will increase the overall cost per participant served and therefore will tend to make a proposal less competitive.

Please be aware that grant funds are intended to supplement, not supplant, existing funding sources. The provision of matching funds from institutions of higher education, nonprofit organizations, local school districts, and other public and private sources is strongly encouraged. The budget narrative should provide explanation concerning the source and extent of committed matching funds.

Note, any voluntary cost share that is quantified in a federal proposal is auditable by the federal government. In other words, once you commit a funding source in writing (i.e. a binding legally commitment), you must use those funds for the purpose intended.

Note also, any resources used for unallowable activities related to a federal project c ann o t be used to satisfy a cost sharing commitment.

Part Five: Allocation of Benefit by Partner Form. All proposals must include allocation of funds information on the Allocation of Benefit by Partner form that constitutes Part Five of the proposal. Federal regulations require that no one partner (Dept. of Ed, College of Arts and Science, LEA, or additional partner) benefit from more than 50% of the grant funds.The Allocation of Benefit by Partner form ensures that the grant monies received will be dispersed equitably among the grant project partners. This form is not a budget form.

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Procedures and Criteria for Second Year Proposals

An existing project may apply for a second year of funding if they have made significant progress towards their goals and plan to expand the scope of the research. A key consideration in evaluating requests for a second year of funding will be the documented outcomes from the first year and the relative cost effectiveness of the proposals submitted, in terms of the number of participants served and the cost per participant.

Proposals will be reviewed and rated by a selection committee comprised of individuals with system-wide perspectives on K-16 education and by the federal accountant.

A total of 100 points may be awarded to each proposal. The maximum possible points for each criterion are based on:

Expanded goals of the project 10 points Description of progress and documented

outcomes made in previous year 30 points Changes of key project personnel 10 points Description of project activities 20 points Scientifically-based evaluation plan 10 points Adequacy of resources and 20 points

cost effectiveness

Each proposal must include the following five parts and three appendices:

Part One Cover Page (with signatures)Part Two Project AbstractPart Three Project Director’s Questionnaire (Second year of funding) Part Four Proposal Narrative – condensed version (see below)Part Five Budget Forms

Appendix A Statement of Assurances (with signatures) Appendix B Collaborating School Divisions (with signatures) Appendix C Key Project Personnel

Part One: Cover PageSee page 6

Part Two: Project AbstractSee page 6

Part Three: Project Director’s QuestionnaireUse FORM 3A: PROJECT DIRECTOR QUESTIONNAIRE (SECOND YEAR OFFUNDING)

Part Four: Proposal Narrative• Expanded goal of the project (10 points)

See page 7

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• Description of the progress made towards previous year’s goals and outcomes(30 points)

Do the goals need to be altered or abandoned and why. Have you obtained any unexpected results? Describe any obstacles encountered in pursuit of the previous year’s goals

and how they can be overcome. What evidence do you have that the project has impacted classroom

instruction and student achievement? What evidence do you have that expanding the scope of the grant will impact

classroom instruction and student achievement?• List any changes, deletions or additions in key personnel (10 points)

Provide a description of any changes, deletions or additions of key personnel. For new personnel please provide curriculum vitae in Appendix C.

• Description of project activities (20 points) Provide a clearly stated list of specific goals and achievable objectives for the proposed project. Then describe project activities and how they relate to achievement of the goals and objectives. Details should be provided concerning the:

Type of activities planned; The schedule and time allotment for those activities; The responsible instructional staff; A description of follow-up activities; Evidence that the project will foster professional development that is of high

quality and of sufficient duration and intensity to have a positive, lasting effect on classroom instruction and student achievement;

Strategies to provide greater access to and participation in the core academicareas by students of diverse populations so that all students are able to achieve the state’s content and student performance standards;

Description of the targeted schools or school divisions; A recruitment plan for participating teachers and specify recruitment

strategies to ensure participation of teachers from public and private schools,minority and female teachers, teachers of the underserved andunderrepresented, and teachers from areas where there is a high concentration of low-income students and/or from sparsely populated areas;

Strategies to include hard-to-reach participants, e.g., teachers who fear mathematics, science, or any of the other core academic areas (Note that mailing brochures to principals is not an effective recruitment method; one- on-one interaction with potential participants is more effective.);

A dissemination plan indicating how information about the project will be shared with other teachers within the participants’ school(s), with other schools within the local school district(s), and among school districts.

• List any changes to the evaluation plan (10 points)See page 8

• Adequacy of resources and cost effectiveness (20 points) As the final section of the Proposal Narrative, a detailed budget narrative must be provided relating expenditures to program objectives.

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Appendices for New and Second Year Applications

Appendix A: Statement of Assurances. A form is provided that gives assurances to the State Council of Higher Education that certain legal and financial requirements will be met by the applicant institution of higher education or nonprofit organization. For institutions of higher education, the chief academic officer must sign this form. For nonprofit organizations, the executive director of the organization must sign this form. (Please note that signatures from these same officials are also required on the cover page, Part One of the proposal.)

Appendix B: Collaborating School Divisions. (No form is provided for Appendix B. Please complete as a word document and insert after appendix A.) If the applicant institution of higher education or nonprofit organization has a pre-existing agreement which is currently in effect with one or more local school divisions for providing professional development for teachers or teams of teachers (and appropriate school personnel) of that division, please provide a copy of the agreement/s (with signatures). If not, please provide letter(s) of agreement (with signatures) with one or more local school divisions indicating official support for the proposed project and assurance of teacher participation. (If there are alarge number of collaborating school districts, applicants may obtain signatures from multiple school districts on a single letter of support.)

Please note, if the local education agency supports the Title II, Part A training, they are expected to participate. If they cannot participate either partially or in full, the local education agency Principal or Superintendent shall provide the Title II, Part A State Director with written notification prior to the training that their teachers will not be participating.

Appendix C: Key Project Personnel. Please provide up-to-date, one-page curriculum vitae for each project director and for other key project personnel, including principal instructional staff.

Addendum for Nonprofit Organizations. (Institutions of higher education should not complete this section.) Each proposal from a nonprofit organization must include a document headed “Addendum,” which requires specific documentation of: (a) the organization’s legal status as a nonprofit corporation; (b) its financial stability; and (c) its past demonstrated effectiveness in providing professional development for core academic areas in Montana.

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FORM 1: COVER PAGE

1. Project title (maximum eight words):

2. Institution of higher ed. (or nonprofit organization):

Academic department:Address:City: State: Zip:

3. Project Director(s): (please list principal project director first)

Name Telephone (work) E-mail

1.

2.

3.

4. Mailing address of principal project director (if different from above):

5. Core content area(s): Grade level(s):Other:Number of participants:

6. Does this proposal constitute a continuation or expansion of a previously funded project?

YesNo

If yes, please give the year of the original grant(s):

7. List names of all collaborating school districts:

8. Proposed funding:

A. Title II-A Grant $ B. Institution of higher $

ed. or nonprofit org.C. Collaborating school $

districtsD. Other $

TOTAL $

9. Fiscal or grant administrator responsible for grant:

Name:

Title:

Telephone:

E-mail:

XProject Director

XChief Academic Officer

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FORM 2: PARTNERSHIP ELIGIBILITY

Project Title:

Project Director:

R eq u i r ed Me m be r s ( p l e as e l i s t as i n di ca t e d ) :

(1) A private or state institution of higher education (IHE) and the division of the institution that prepares teachers and principals

(2) A school of arts and sciences

(3) A high-need Local Education Agency (LEA)

A dditi o n al M e m b er s ( if a pp l i ca b l e ) : (This list may include another LEA, a public charter school, an elementary school or secondary school, an educational service agency, a nonprofit educational organization, another IHE, etc.).

Partner:

Partner:

Partner:

Partner:

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FORM 3: PROJECT DIRECTOR QUESTIONNAIRE

INSTITUTION OF HIGHER ED. / NONPROFIT ORGANIZATION:

PROJECT DIRECTOR(S):

PROJECT TITLE:

PRIORITY AREA(S): (Check applicable boxes)

Substantive participation and “vertical teaming” of teachers and administrators and higher education faculty

Collaboration/partnerships involving one or more IHE’s

Multi-year projects focused on long-term, sustainable, and widely-disseminated models

Development and/or demonstrated models of success through partnerships with high-need schools

Improving % of highly qualified teachers

GRADE LEVEL(S): 6-8 9-12

PROJECT FORMAT: (Check applicable boxes)

Summer workshop(s) with follow-up activities

Workshops or other activities during school year

Other (specify):

PROJECT SERVICE REGION(S):

INSTRUCTIONAL TIME FRAME (actual dates of instruction): From To

NUMBER OF CREDIT HOURS PER PARTICIPANT: Graduate Undergraduate CEU None

NUMBER OF CONTACT HOURS PER PARTICIPANT:

ABSTRACT: In a paragraph of approximately 100 words, please summarize the project's goals, objectives, activities, target population(s) and expected number of participants.

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1. Have any of the project directors for this proposal had previous grants through the Montana Office of theCommissioner of Higher Education?

YesNo

If yes, please give the following information:

o The name of the project director/s and the year of the grant/s:

o For each grant, the amount of the original award and the total amount expended:

o For each grant, the number of participants projected and the number who participated:

If yes, provide a brief description of the results of the evaluation of each grant. Evidence of improvement in classroom instruction or student achievement would be most significant.

2. For each project director, please list any other grants or other significant obligations (summer school teaching, consultancies, book contracts, etc.) during the period of proposed grant activity. Please describe how the project director’s time will be allocated between the Title II-A project and these other obligations.

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3. If the applicant is an institution of higher education, does it have a school or department of education?

YesNo

If yes, describe the joint efforts that were involved in preparing this proposal and planning project activities between the school or department of education and a core academic area department at the institution. (Please identify participants by name and title at the institution.)

4. Does the applicant institution of higher education or nonprofit organization have a pre-existing agreement with one or more local school districts for providing professional development for teachers or teams of teachers (and appropriate school personnel) of that district?

YesNo

If yes, in the space below give the name of each such local school district and provide documentation of the agreement/s (with signatures) in Appendix B of the proposal. If no, in the space below give the name of one or more local school districts that have provided a letter of agreement indicating official support of proposed project activities and provide the letter/s (with signatures) in Appendix B of the proposal.

5. Describe the participation of teachers and/or administrators of the local school district(s) named in question four in preparing this proposal and planning proposed project activities. LEAs must consult with private school officials during the design, development, and implementation of the professional development program to ensure equitable participation. Title IX, Section 9501 of ESEA requires that Title II, Part A services for professional development that are provided to private school teachers and other educational personnel be equitable in comparison to those provided to public school teachers. (Please identify participants by name and title within the school system.)

6. Describe any other involvements with K-12 schools any project director has had in the last five years(e.g., supervising student teachers, teaching on-site courses, judging nominations, etc.).

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FORM 3A: PROJECT DIRECTOR QUESTIONNAIRE (SECOND YEAR OF FUNDING)

INSTITUTION OF HIGHER ED. / NONPROFIT ORGANIZATION:

PROJECT DIRECTOR(S):

PROJECT TITLE:

PRIORITY AREA(S): (Check applicable boxes)

Substantive participation and “vertical teaming” of teachers and administrators and higher education faculty

Collaboration/partnerships involving one or more IHE’s

Multi-year projects focused on long-term, sustainable, and widely-disseminated models

Development and/or demonstrated models of success through partnerships with high-need schools

Improving % of highly qualified teachers

GRADE LEVEL(S): 6-8 9-12

PROJECT FORMAT: (Check applicable boxes)

Summer workshop(s) with follow-up activities

Workshops or other activities during school year

Other (specify):

PROJECT SERVICE REGION(S):

INSTRUCTIONAL TIME FRAME (actual dates of instruction): From To

NUMBER OF CREDIT HOURS PER PARTICIPANT: Graduate Undergraduate CEU None

NUMBER OF CONTACT HOURS PER PARTICIPANT:

ABSTRACT: In a paragraph of approximately 100 words, please summarize the project's N EW goals, objectives, activities, target population(s) and expected number of participants.

Describe the participation of teachers and/or administrators of the local school district(s) consulted in preparing the expanded proposed project activities. LEAs must consult with private school officials during the design, development, and implementation of the professional development program to ensure equitable participation. Title IX, Section 9501 of ESEA requires that Title II, Part A services for professional development that are provided to private school teachers and other educational personnel be equitable in comparison to those provided to public school teachers. (Please identify participants by name and title within the school system.)

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PROPOSAL PROJECTIONS AND PROGRAM REPORT: TEACHERS

Please complete first column in proposal; then complete other columns in year-end report.

Provide the number of participants in the program by each of the following categories:

Number Projected

in Proposal

Actual Number of

Participants

Sub-category Sub-category Comments

Number of K-12 districts served:Number of high-need districts served:Number of schools served:

Number of K-12 teachers served by school level:

Out of field or uncertified:

Without major in subject taught

1 Elementary2 Middle school3 High school

Number of administrators served:

4 Elementary5 Middle school6 High school7 Paraprofessionals

Total Number of K-12 StaffNumber of pre-service teacher candidates served:Number of higher ed faculty involved:Other (such as adjuncts):Total from Higher Ed:

Intensity of ProfessionalDevelopment

Projected in

Proposal

ActualNumber

Comments

Total Number of HoursTotal Number of EventsAverage Number ofParticipants Per Event

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FORM 4: NARRATIVE

Page left intentionally blank.

Insert narrative here.

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FORM 5: ALLOCATION OF BENEFIT BY PARTNER FORM

Federal regulations require that no one partner receive (i.e. benefit from) more than 50% of the grant funds. The Allocation of Benefit by Partner form ensures that the grant monies received are dispersed equitably among the grant project partners. This form is not a budget form. Your accounting system will most likely reflect a different method of handling the actual funds. For example, money that is used to pay for teacher stipends should be listed under that school district on this form. In your accountant’s budgeting system, this expenditure would most likely fall under your college’s expenses.

Instructions:

To edit the worksheet, double click on it. To exit edit mode, double click outside of the worksheet.

To edit the worksheet in Excel, right click on the worksheet and select Worksheet Object, then left click Open. To exit Excel edit mode, close Excel. You do not need to save your work in Excel. Your data is automatically addedto the Word document as you type in Excel.

Note, the Budgeted Amount column totals in green are pre-set to calculate. These cells are locked.

The budget sheet is formatted for legal size paper (8.5 x 14).

If you encounter any problems with the worksheet, please contact the Title II Grant Manager for assistance.

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A) C os ts for S ch ool of Edu cati on

Pe rs on n e l S e rvi ce s Cost Basis (salary, wage, it em cost )1 Salaries (Names: )2 Hourly Wages3 Employee Benefit s

Formula(.x FT E or # of hours = amount ) Budget ed Amount

4 Total Pe rs on n e l S e rvi ce s 0O pe rati n g Expe n s e s5 Cont ract ed/P rof Services6 St ipends7 Mat erials and Supplies8 Communicat ions9 Employee T ravel

10 Ot her (Specify)11 Total O pe rati n g Expe n s e s 012 Total Di re ct C os ts (Li n e s 4+11) 013 In di re ct C os ts (<8%)14 Total for S ch ool of Edu cati on 0

B ) C os ts for C ol l e ge of Arts an d S ci e n ce s

Pe rs on n e l S e rvi ce s Cost Basis (salary, wage, it em cost )1 Salaries (Names: )2 Hourly Wages3 Employee Benefit s

Formula(.x FT E or # of hours = amount )

4 Total Pe rs on n e l S e rvi ce s 0O pe rati n g Expe n s e s5 Cont ract ed/P rof Services6 St ipends7 Mat erials and Supplies8 Communicat ions9 Employee T ravel

10 Ot her (Specify)11 Total O pe rati n g Expe n s e s 012 Total Di re ct C os ts (Li n e s 4+11) 013 In di re ct C os ts (<8%)14 Total for C ol l e ge of Arts an d S ci e n ce s 0

C ) C os ts for LEA

Parti ci pan t C os ts Cost Basis (salary, wage, it em cost )1 Cont ract s (Names: )2 St ipends/Subst it ut es3 Mat erials and Supplies4 Communicat ions5 Non Employee T ravel6 College Credit s/T uit ion7 Ot her (Specify)

Formula(.x FT E or # of hours = amount ) Budget ed Amount

8 Total B u dge t for LEA 0

D) C os ts for Addi ti on al Partn e r(s )

Parti ci pan t C os ts Cost Basis (salary, wage, it em cost )1 Cont ract s (Names: )2 St ipends/Subst it ut es3 Mat erials and Supplies4 Communicat ions5 Non Employee T ravel6 College Credit s/T uit ion7 Ot her (Specify)

Formula(.x FT E or # of hours = amount ) Budget ed Amount

8 Total B u dge t for Partn e r S ch ool s 0

A) Total for S ch ool of Edu cati on (n ot to e xce e d 50%) Li n e A14

B) Total for C ol l e ge of Arts an d S ci e n ce s (n ot to e xce e d 50%) Li n e B 14

C) Total for LEA (n ot to e xce e d 50%) Li n e C 8

D) Total for Addi ti on al Partn e r (n ot to e xce e d 50%) Li n e D5

E) Gran d Total

#DIV/0! 0

#DIV/0! 0

#DIV/0! 0

#DIV/0! 0

0

Note: On the Budget Request forms used by the accounting officers, sections A through D are combined. However, for year-end fiscal and program reporting, these funds must be reported on this form, using sections A, B, C, and D (if relevant) to verify that no one partner received more than 50% of the total award.

Signature of Institutional Grants Officer/Fiscal Department

X

22

Institutional Grants Officer/Fiscal Department

23

APPENDIX A

STATEMENT OF ASSURANCES

The applicant hereby provides assurance to the Montana Office of the Commissioner of Higher Education that if a grant is received under the terms of the Improving Teacher Quality State Grant, Title II, Part A, it will:

Comply with audit requirements in accordance with the Federal Office of Management and Budget (OMB) Circular A-128 or A-133 as appropriate, and supply the Office of the Commissioner of Higher Education with a copy of the audit report for each fiscal year in which grant funds were expended within 60 days of the completion of the audit;

Comply with the administrative procedures of the Office of the Commissioner of Higher Education and all regulations, policies, and requirements, including Public Law 107-110; Education Department General Administrative Regulations (EDGAR) and the Office of Management and Budget Circulars No. A-102,A-110, A-133, and applicable cost principles (Circulars: A-21 Educational Institutions, A-87 Cost Principles for State and Local Governments, and A-122 Nonprofit Organizations) as they relate to the application, acceptance, and use of federal funds for this federally assisted project;

Comply with Title VI of the Civil Rights Act of 1964 (race, color, national origin), Section 504 of the Rehabilitation Act of 1973 (handicapped), Title IX of the Education Amendments of 1972 (sex) and the Age Discrimination Act of 1975 (age);

Retain all records for a period of five years and give the Office of the Commissioner of Higher Education, the Federal sponsoring agency or the State Auditor through any authorized representatives access to and the right to examine all records, books, papers, or documents related to the grant;

Comply with all provisions of the Title II, Improving Teacher Quality State Grants, Part A and make public all products (e.g., example capstone curricular materials including student assignments, tasks, prompts, and research and project ideas, assessment rubrics, performance exemplars, etc.) resulting from the project and in a format that can be posted to a web site and used by Montana school divisions and teachers.

Seek to provide greater access to all core academic disciplines to historically underrepresented and underserved groups;

Enter into agreement for professional development with school(s), school district or consortium of school districts or nonpublic schools in the area of proposed grant activity; and

Ensure equitable participation of personnel from nonpublic (private) schools to the extent feasible.

Institution/Organization

Name (Typed)

Title (Typed)

XChief Academic Officer/ Executive Director

24

APPENDIX B

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Insert letters of agreement as well as assurances of teacher participation with signatures here or contact the Title II Grant Manager for other allowable methods of submitting this

information.

25

Appendix C

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Insert one-page curriculum vitae for each project director and for other key project personnel, including principal instructional staff.