05-10-052

No Child Left Behind Act of 2001
Title II, Part B

Mathematics and Science Partnership Grant
Request for Applications

Essential information guiding application for and award of this
grant is contained in this Request for Applications (RFA).

Applications are due at the Department of Education & Early Development
no later than May 14, 2010, 4:30 p.m. Alaska Daylight Time

For additional information about this RFA or this grant, contact:
Sondra Meredith, MSP Program Manager
E-mail: sondra.meredith@alaska.gov
Voice: (907) 465-8663
FAX: (907) 465-2441

Copies of this RFA are available electronically at
http://www.eed.state.ak.us/forms/home.cfm

Title II, Part B Mathematics & Science Partnership (MSP)
Competitive Grant Application

Table of Contents

Section I: RFA Summary

Program Overview..........................................................................................................................1
Grant Focus.....................................................................................................................................1
Project Design..................................................................................................................................2
Eligible Partnerships.......................................................................................................................3
Available Funding and Award Considerations............................................................................4
Application Review Process............................................................................................................5
Award Process.................................................................................................................................5
Assurances and Required Forms...................................................................................................6
Continuation of Funding................................................................................................................6
Fiscal Procedures.............................................................................................................................6
Required Reporting.........................................................................................................................8
Appeals Process...............................................................................................................................8
Assurance of Nondiscrimination....................................................................................................8
Disallowable Costs...........................................................................................................................8
Subcontracts ...................................................................................................................................9
Ownership of Copyright and Patents............................................................................................9
News Releases and Publications.....................................................................................................9
Indemnification................................................................................................................................9
Insurance........................................................................................................................................10
Timeline..........................................................................................................................................10
Technical Assistance......................................................................................................................10
Application Procedures.................................................................................................................11
Partner Contributions and Commitments..................................................................................18
Teacher Assurance Form..............................................................................................................21
Certificate of Assurances..............................................................................................................22
Non-Profit Organization Effectiveness Document.....................................................................23
General Education Provisions Act (GEPA) Statement.............................................................24
Private School Participation Form..............................................................................................25
Application Scoring Rubric..........................................................................................................29
Application Rating Sheet..............................................................................................................36

Form # 05-10-052
Title II-B MSP Competitive Grant Application
Alaska Department of Education & Early Development
page i


Section I: RFA Summary
Program Overview
In January of 2002, the No Child Left Behind Act of 2001 (NCLB) became law. The Improving
Teacher Quality Grant Programs (Title II) are a major component of the No Child Left Behind
legislation. NCLB programs encourage scientifically-based professional development as a means for
improving student academic performance.

Title II, Part B of NCLB authorizes a Mathematics and Science Partnership (MSP) competitive grant
program. The intent of this program is to increase academic achievement of students in mathematics
and science by enhancing the content knowledge and teaching skills of classroom teachers. Core
partners in these grants must include mathematics, science, and/or engineering
departments/faculty from institutions of higher education (IHE), including community colleges.
Partnerships of higher education, high-needs Local Education Agencies (LEAs), and other stakeholders
will draw upon the strong disciplinary expertise of the mathematicians, scientists, and engineering
faculty from higher education institutions to develop professional development activities that will
increase student achievement by providing teachers with strong mathematics and/ content knowledge.

The Alaska Department of Education & Early Development (EED) is responsible for the administration
of the MSP Program. Available funds will be awarded by EED to support successful proposals
submitted by eligible partnerships comprised of high-need LEAs and departments/faculty of
mathematics, science, or engineering at Alaska institutions of higher education.

The Mathematics and Science Partnership Program supports improved academic achievement of
students in the areas of mathematics and science by encouraging state educational agencies, institutions
of higher education, local educational agencies, elementary schools, and secondary schools to partner in
high-quality professional development programs, including programs that:
• Improve and upgrade the status and stature of mathematics and science teaching by encouraging
institutions of higher education to assume greater responsibility for improving mathematics and
science teacher education through the establishment of a comprehensive, integrated system of
professional development that continuously stimulates teachers’ intellectual growth and
upgrades teachers’ knowledge and skills;
• Focus on ways to deepen teachers’ content knowledge, increase teachers’ knowledge of how
students learn particular content, provide opportunities for engaging learning, and establish
coherence in teachers’ professional development experiences.

Grant Focus
After careful review of the state standard-based assessments and the number of mathematics credits
necessary for K-8 teacher certification, the Alaska Department of Education & Early Development
(EED) has targeted the area of elementary & middle school mathematics (K-8). Each project will be
required to implement a model of professional development which includes a minimum of 120 contact
hours over 18 months. The professional development may be designed with sessions occurring both
during the academic year and summer, or another comparable structure. The selected structure must
dedicate significant time and intensity to deepening teacher content knowledge. Projects may focus on
the same cohort of teachers and may add additional cohorts during the life of the grant.

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A cohort may be made up of K-8 teachers within one eligible school district. Alternatively, a cohort
may be made up of teachers selected from throughout the state. Up to 10% of the cohort may be
teachers from non-eligible schools if the LEA uses other funding sources to support those teachers’
participation in grant activities. A cohort should contain at least 30 teachers. Each cohort will engage
with higher education mathematics faculty in professional development that directly relates to the
mathematics that form the foundation for Alaska’s academic standards and enhances the ability of K-8
teachers to teach students these standards.

Project Design
Projects must also meet the following requirements:
• Projects must focus on mathematics (K-8).
• Projects must address the results of a comprehensive assessment of the teacher quality and
professional development needs of selected schools that comprise the eligible partnership with
respect to the teaching and learning of mathematics.
• Participating schools must not be involved in a mathematics school reform initiative; or the
proposal must clearly articulate how this program will integrate with ongoing reform efforts.
• The six components of scientifically-based research must be employed (see definitions).
• Alignment to the Alaska Mathematics Content and Performance Standards, Alaska Professional
Teaching Standards, and the National Staff Development Council Standards (see resources) must
be well defined.
• Projects must provide opportunities for enhanced and ongoing professional development to
improve mathematics subject matter knowledge, including pedagogical content knowledge, for a
total of 120 contact hours over 18 months.
• The professional development design must incorporate the following four elements: Learn the
Content, Reinforce the Content Learning, Consolidate the Content, and Implement the Content
(see definitions).
• There must be an active and well-defined partnership between IHE faculty and LEAs in all
aspects of the grant, including planning, delivery, and evaluation of the professional
development.
• Each project must include an evaluation and accountability system that includes measurable
objectives. These measures should address the effect of the activities on student achievement and
teacher performance. Local evaluation must include tools that will be used to assess the
program’s progress and measure the effect of professional development. Each project is required
to use measurement tools selected by the state so projects can be compared statewide. Teacher
content knowledge will be pre-assessed by using the Applied Mathematics WIN or Key Train
program. ACT WorkKeys® in Applied Mathematics will be used as the post assessment.
Teachers will also be required to submit pre and post self-assessments of their teaching
performance. Growth in student content knowledge will be evaluated using Standards Based
Assessment results.
• Individual projects are required to report to EED and the U.S. Department of Education
regarding progress in meeting the objectives described in the evaluation plan.
• Projects will electronically compile and deliver a professional development packet to EED at the
conclusion of the grant. The professional development packet will include all participant
materials (e.g. handouts, activities, and references), instructor notes, and any other necessary
components that would enable replication of all professional development sessions.

Form # 05-10-052
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Eligible Partnerships
Partnerships must include an Alaska high-needs LEA, as defined below, and the mathematics
department/faculty of an IHE. The partnership must focus on teachers who teach grades K-8. Other
partners may include businesses, colleges of teacher education, additional local educational agencies,
public charter schools, public or private elementary or middle schools, a consortium of such schools,
local parent organizations, and nonprofit or for-profit organizations with demonstrated effectiveness in
improving the quality of mathematics teachers. All parties involved share responsibility, goals, and
accountability for project implementation and outcomes. Grantees need to adhere to regulations 76.652
and 76.656 of the U.S. Department of Education’s General Administration requirements (EDGAR) and
Section 9501 of ESEA as reauthorized by NCLB. These regulations state that meaningful consultation
must occur between the LEA and any private schools within that LEA’s attendance area. This
consultation must occur prior to submitting a grant proposal. The purpose of this regulation is to ensure
that teachers of all students (public or private) are able to benefit from the provision of federal funding.
Special Note: The fiscal agent must be a high-needs LEA.

High-Need Local Education Agency: A school district is designated as a high-needs local education
agency if the district’s school(s) selected for this projected is an eligible school for the purpose of the
MSP grant. In addition, the school(s) must meet one set of the criteria listed in the definition of an
eligible school.

Eligible School: A school is designated as an eligible school if--

1. There is evidence of teachers with limited mathematics content knowledge or who are not
endorsed in mathematics and the school has not achieved the annual measurable objective
(AMO) for mathematics composite scores school-wide for the purpose of AYP during the last
two years.

OR

endorsed in mathematics and the school has a history of low test scores in mathematics (SBAs)
and 35% or more of students identified in the proposal scored below proficient on assessments
of student achievement in mathematics (SBAs).

The evidence used to establish eligibility must use recent data on student academic achievement and
teacher qualifications. Mathematics assessment data must be used.

Individual Schools and Classrooms: Each competitive grant is funded at the district level. Individual
schools and classrooms must apply as part of the district competitive grant.

Charter Schools: Alaska charter schools are classified as public schools and are part of the district
granting the charter. Districts with charter schools that meet the criteria of a district's competitive grant
application may include those charter schools in the federal competitive grant.

Private Schools: Private schools are eligible to participate if they are part of an Eligible Local
Partnership. Districts must contact private schools in their area about participation.

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Available Funding and Award Considerations
1. Projected Total Amount Available for Awards
Approximately $960,000 is the available funding amount for the Title II, Part B Mathematics and
Science Partnership Grant program. The state anticipates awarding three to six grants. The grant
amounts will be based on the number and quality of applications submitted. The state reserves the
right to award a smaller or larger amount of grant funds than requested based upon available funding
and the recommendations of the review panel.

2. Grant Amounts
The maximum amount of an eligible partnership award is $150,000 for the duration of each grant
period. Eligible Partnerships involving both rural and urban high-needs districts may apply for a
maximum amount of $350,000 for the duration of the grant period. The level of funding will depend
upon the number of teacher participants and the number of students who will benefit. (If funds
requested by the original application are decreased upon award, the eligible partnership may adjust
accordingly.)

3. Grant Period
Duration of the first competitive grant period will be July 1, 2010 to June 30, 2011. Continuation
of the grant is possible depending on success of activities, compliance with grant procedures, and
the availability of federal funding for two additional years.

4. Fund Use
Funds received shall be used to supplement, and not supplant, state and/or local funds that would
otherwise be used for proposed activities. Funds may be used for the following:

• support of professional development programs and content development in mathematics
• administrative costs
• stipends for participating teachers, control-group teachers, and substitutes (a minimum of
$20/instructional hour for teacher participants is recommended for summer and weekend
sessions)
• materials for professional development use, program evaluation, etc.
• travel costs and expenses to attend in-state MSP technical assistance meetings and
regional USDOE MSP meetings.

No more than 10% of the project budget should be allocated to project evaluation, which may
include stipends to control or comparison teachers for their time and effort in evaluation. It is
acceptable for the partnership to charge indirect costs. Please refer to the following regulations for
guidance: EDGAR Sec. 75.562 - Indirect cost rates for educational training projects, EDGAR 80.30
- Changes, and EDGAR Section 80.36 - Procurement. However, institutions are strongly encouraged
to maximize the use of grant funds for direct services. All budgets and budget descriptions must be
aligned with the activities described in the proposal narrative and reflect any coordinated uses of
resources from other sources. All LEAs who receive federal funds (including MSP funds) must
maintain time and effort documentation. This requirement is included in the General Assurances and
the MSP Assurances that LEAs must submit.

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5. Ineligible Costs:
• costs associated with writing the proposal
• materials for classroom use
• space rental
• expenditures for food at professional development sessions
• supporting the research of individual scholars or faculty members
• computers, projectors, SMART Boards, or other similar equipment
• supporting travel to in- or out-of-state professional meetings/conferences (other than the
in-state MSP technical assistance meetings and USDOE Mathematics and Science
Partnership Meetings and/or Conferences as specified), unless it is demonstrated that
attendance will directly and significantly advance the project

Application Review Process
Proposals will be reviewed by EED staff for completeness and compliance with the requirements set
forth in Title II, Part B of NCLB to determine applicant eligibility. If, in the judgment of the EED, a
proposal is significantly incomplete, or an applicant cannot establish its eligibility, the proposal will be
omitted from the competition.

Grants will be awarded through a competitive review process. The review and scoring of each
application will be based on criteria that support sustained and intensive high-quality professional
development, based on the most current research. Using a numerical scoring system, this process is
intended to identify the applications that meet the needs of Alaska’s eligible schools.

A panel of reviewers composed of a minimum of three department staff and/or other educators will read
all grants submitted and received by the deadline. Applications will be scored independently using the
scoring form and rubric included in this RFA. Reviewers will then conference to clarify the accuracy of
reviewers’ understanding. Each reviewer will assign a rating to each of the components published in this
RFA. The reviewer may, for each section, use the entire range of scores including zero. The reviewers’
total scores will be averaged to determine the order by which applications will be considered for
funding; funds will be awarded to the highest average scoring application(s).

Review panelists will be asked for recommendations for improving the application and commenting on
the feasibility of the budget. These comments may form the basis for adjustments negotiated to the
application prior to issuance of the grant award.

Award Process
The state retains the right to refrain from making any awards if it determines that to be in its best
interest. This RFA does not, by itself, obligate the state. The state reserves the right to add terms and
conditions during grant negotiations. These terms and conditions will be within the scope of the RFA
and will not affect the application reviews.

By May 24, 2010, the state will issue a written Notice of Intent to Award (NIA) and send copies to all
applicants. The NIA will identify the application(s) selected for award. The NIA will be followed by an
intent to award letter with any changes recommended by the review panel.

Form # 05-10-052
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Assurances and Required Forms
Each of the assurances and forms referenced in this application must be completed. The cover page and
the assurances specific to this grant must be signed by the project’s fiscal agent and each member
involved in the partnership.

All applicants need to take the necessary actions for this grant application to complete both the GEPA
427 Statement (page 24) and Private School Participation Form (page 25).

Continuation of Funding
In awarding the grant, the state expects the grantees to conduct all activities and evaluation measures as
written or negotiated in the approved grant application. Failure to provide the requested performance
reports; report and evaluate on all activities as proposed; and implement the grant as written, could result
in the loss of funding. Any changes to the original funded application must receive prior approval by the
state.

The state reserves the right to withhold funding, reduce funding, or terminate funding if the application
is not meeting program reporting requirements, performance goals, and measures. This includes access
to carry over (unexpended funds at the end of the fiscal year) funds.

After it has been awarded, the Alaska Department of Education & Early Development may terminate a
grant by giving the grantee written notice of termination. In the event of termination after award, the
Alaska Department of Education & Early Development shall reimburse the grantee for approved grant
expenses incurred up to the notification of termination. This grant is subject to federal appropriations
and may be reduced or terminated based on federal appropriated funds in any given fiscal year.

Fiscal Procedures
All federal funds for the Mathematics and Science Partnership grants must be assigned to individual
accounts that can be readily identified and verified.

All payments will be made on a reimbursement basis for expenditures incurred by the grantee.
Reimbursement requests must be submitted to EED at least quarterly and be listed on Form 165d
(supplied by EED) and a computer printout indicating the date of obligation, vendor name, accounting
object code, and exact amount of the transaction. Form 165b may be used for reporting transactions
instead of computer printouts. The final payment will not be made until after the grant activity has been
concluded and the required end-of-year report has been submitted to EED. Expenditures in excess of
approved budget amounts will be the responsibility of the grantee.

Eligible expenditures will be limited to those directly necessary and essential to the accomplishment of
the proposed grant activity. These will customarily include personnel salaries, benefits, consultant fees,
materials and supplies, travel, telephone and postage. Indirect expenses may be charged only by the
fiscal agent provided the applicant has a state-approved indirect cost rate. The eligibility of any disputed
item shall be determined by EED, and the sponsoring school district or agency shall be responsible for
any disputed expenditure. Changes in budgets for approved grant applications shall be conditional on
written approval from the department.
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The authorization to encumber grant monies will expire at the scheduled conclusion of the approved grant.
The final financial statement should be submitted not later than 60 days after the grant expiration date.

School district grantees are responsible for ensuring that audit and accounting procedures are in
compliance with OMB Circular A133. Nonprofit agencies’ and school districts’ regular audit must
include a separate schedule of receipts and expenditures by expense object codes for each grant.

REIMBURSEMENT REQUESTS
Send reimbursement requests to Melissa Bell, Grants Manager, Alaska Department of Education &
Early Development, 801 West 10th Street, Suite 200, P.O. Box 110500, Juneau, AK 99811-0500.

Grant Year One Due Date
July 1 – July 31 August 31, 2010
August 1 – August 31 September 30, 2010
September 1 – September 30 October 31, 2010
October 1 – December 31 January 31, 2011
January 1 – March 31 April 30, 2011
April 1 – June 30 Final Report August 31, 2011
Grant Years Two & Three Due Date
July 1 – September 30 October 31
October 1 – December 31 January 31
January 1 – March 31 April 30
April 1 – June 30 Final Report August 31

Special note: Monthly billing for the first quarter is required. Final payment will be withheld
until all reports, including project, have been submitted.

Form # 05-10-052
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Required Reporting
USDOE reporting requirements change periodically as the federal grant funding legislation changes.
Competitive grant awardees will receive a reminder of required reports approximately four to six weeks
prior to the report due date. The reminder will include required reporting forms and requests for the
latest information required by the grantor.

Grant Year One Due Date
Interim progress report September 30, 2010
Interim progress report April 30, 2011
Final report August 31, 2011
Grant Years Two & Three Due Date
Interim progress report October 31
Interim progress report April 30
Final report August 31

Send narrative reports to Sondra Meredith, MSP Program Manager, at sondra.meredith@alaska.gov
Alaska Department of Education & Early Development, 801 West 10th Street, Suite 200, P.O. Box
110500, Juneau, AK 99811-0500

Appeals Process
Chapter 40 of the Alaska Administrative Code governs the process of appeals. This information is
available on the Alaska Legislative website at http://www.legis.state.ak.us/folhome.htm.
a. Scroll down to Alaska Information and select “The Alaska Administrative Code,”
b. Select “Title 4 Education and Early Development,”
c. Scroll down to and select “Chapter 40. Review and Appeals of Actions and Decisions
Regarding Funding. (4 AAC 40.010 - 4 AAC 40.050).”

Assurance of Nondiscrimination
The Alaska Department of Education & Early Development is an equal opportunity employer and will
not discriminate in the Department employment, supervision, practices, services, or educational
programs on the basis of race, religion, color, national origin, age, sex, handicap, marital status, changes
in marital status, pregnancy, parenthood, veteran’s status, veteran’s disability, or political affiliation.

Disallowable Costs
The following are costs not allowed under OMB Circular A-87. Bad debts, contingencies, contributions
and donations, entertainment costs, fines and penalties, interest and other financial costs, expenses of
local governmental bodies such as school boards and city councils, undercover of costs under grant
agreements, and/or application preparation costs.

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Items that may be considered to be educational incentives for students or staff are assumed to be
extraneous to the conduct of a federally funded program. If an applicant plans to use these federal funds
for items such as t-shirts, banners, stickers, pencils, pizza parties, gift certificates, or other similar
purposes, a written justification must be filed with MSP Program Manager and approved prior to
reimbursement.

Subcontracts
The Department of Education & Early Development retains the right to establish the following
procedures for subcontracting within a project resulting from this RFA.
a. A grantee may sub-contract for services up to $15,000 without prior approval from EED.
b. A copy of sub-contracts of $15,000 or more must be sent to the MSP Program Manager.

Ownership of Copyright and Patents
Ownership of any copyrights, patents, or other proprietary interests that may result from grant activities
shall be governed by applicable federal regulations. EED retains the rights for no-cost use or replication
of any materials, designs, or programs developed through the use of these funds.

News Releases and Publications
The State of Alaska encourages agencies to publicize approval of these projects and their activities. Every
local recipient of funds under this RFA must, in any publication or public announcement, clearly identify
any program assisted under this title as a federally funded program under the No Child Left Behind Act,
Title II funded through a grant from the Alaska Department of Education & Early Development. All press
releases concerning this project must be approved by the MSP Program Manager prior to release.

The following disclaimer must be printed on materials resulting from work supported by the grant:
"The contents of this publication (or book, report, film, etc.) were developed with the assistance of Mathematics
and Science Partnership Grant, Title II, Part B federal funds from the Alaska Department of Education & Early
Development. However, these contents do not necessarily represent the policy of the Department of Education &
Early Development, nor endorsement by the Federal Government."

Indemnification
Any contractor shall indemnify, save harmless and defend the state, its officers, agents and employees
from all liability, including costs and expenses, for all actions or claims resulting from injuries or
damages sustained by any person or property arising directly or indirectly as a result of any error,
omission or negligent act of the contractor, subcontractor or anyone directly employed by them in the
performance of this contract.

All actions or claims including costs and expenses resulting from injuries or damages sustained by any
person or property arising directly or indirectly from the contractor’s performance of this contract,
which are caused by the joint negligence of the state and the contractor, shall be apportioned on a
comparative fault basis. Any such joint negligence on the part of the state must be a direct result of
active involvement by the state.
Form # 05-10-052
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Insurance
During the life of this grant, any contractor shall purchase and maintain insurance with a carrier or
carriers satisfactory to the Department of Administration, Division of Risk Management, covering
injury to persons or property suffered by the State of Alaska or a third party, as a result of errors or
omissions or operations which arise both out of and during the sub-contractor engaged in work under
this grant. A 30-day prior notice to the Contracting Officer is required before cancellation, non-renewal
or breach and ground for termination of the contractor’s services.

Timeline
RFA Released April 16, 2010
Audio for Applicants April 26, 2010, 3:30-4:30 p.m.
Intent to Apply Received by EED April 30, 2010, by 4:30 p.m.
Applications Received by EED May 14, 2010, by 4:30 p.m.
Notice of Intent to Award May 24, 2010, by 4:30 p.m.
Grant Award Issuance July 1, 2010
Grant Periods
Year One July 1, 2010 – June 30, 2011
Year Two July 1, 2011 – June 30, 2012
Year Three July 1, 2012 – June 30, 2013

Technical Assistance
EED personnel are available to provide technical assistance and answer questions about the Title II, Part
B program and the competitive grant application. Please contact Sondra Meredith at (907) 465-8663 or
sondra.meredith@alaska.gov.

An audio conference for all applicants will be held April 26, 2010, from 3:30 to 4:30 p.m.
Representatives of your partnership may participate, though participation is not required. To register for
the audio conference, please contact Maureen Leiter at (907) 465-6459 or maureen.leiter@alaska.gov
no later than 3 p.m., April 23, 2010.

Form # 05-10-052
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Section II: Application
Application Procedures
Each eligible partnership must complete all of the following steps:

Step 1: Please send a letter stating your intent to submit an application for an MSP grant by April 30,
2010. In this letter, please provide a brief description of the proposal. In addition, list the anticipated
project’s partners, targeted schools/districts, the anticipated number and grade levels of teachers who
will receive the intervention, the approximate number of students who will be affected, and an estimate
of the funds needed. Notification of intent to apply is required by April 30, 2010 at 4:30 p.m. Submit
your intent to apply by via e-mail to tech.plan@alaska.gov.

Step 2: Meet with members of the partnership and identify the high-needs LEA that will act as the
fiscal agent for the subgrant. Also, determine who will act as the project director. The project director
will be the main EED contact during the grant program and be responsible for completing all required
reports.

Step 3: Assemble the application. The following (A-L) lists the required components of an application
in the order they must be submitted. Narrative sections must be type written, double-spaced and the
font used must not be smaller than 12 point. There must be one-inch side, top, and bottom margins.
Charts, graphs, and tables may be single spaced with type no smaller than 10 point. Any supporting
charts, graphs, and tables must be placed in an appendix and referenced in the narrative.

A. Application Cover Page
B. Project Abstract
Provide an abstract of the proposal that briefly and concisely describes the partnership, project
goals, activities, key features, and its intended results. The abstract should not be longer than one
page.
C. Partnership Needs Assessment (Rubric Section 1)
This section shall include a description and the results of a comprehensive assessment (multiple
sources) of teacher quality and professional development needs with respect to the teaching and
learning of mathematics from selected schools in the partnership. Partners must collectively
identify and prioritize the baseline professional development needs of involved teachers and the
academic needs of their students, including:

• The number and percentage of teachers in the schools that comprise the partnership who
have sufficient and insufficient mathematics knowledge. This data should be
disaggregated by grade level;
• Specific student learning needs in the schools that comprise the partnership based on
student achievement data from multiple sources; and
• The number and percentage of students to be affected by this partnership.

This baseline data must be determined using a current assessment of teacher quality and
professional development needs. This section will include a description of the methods used to
collect this information. The results of this comprehensive assessment must be used in the
establishment of the goals and objectives for this proposal.
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D. Partnership Project Goals and Objectives (Rubric Section 2)
Describe the specific long-term and short-term goals and objectives of the program. Link these
goals and objectives to the professional development needs of the teachers. This section must
include time-sensitive measurable objectives that will be accomplished and indicate progress
toward:
• Reducing the number of teachers who are not adequately prepared to teach mathematics,
while increasing the number of teachers who are adequately prepared to teach
mathematics; and
• Increasing the academic achievement of students taught by the teachers involved in the
program.

E. Research/Evidence Base and Efficacy of Plan to Increase Student Achievement (Rubric
Section 3)
Partnership implementation plans must include:
• A description of prior efforts to improve teacher content knowledge and student
achievement in mathematics, lessons learned from these prior efforts, and how this
project will relate to and build on those efforts;
• Evidence that the planned activities will address identified measurable outcomes through
clear strategies that provide roadmaps to achieving both the long- and short-term goals
and objectives of the project;
• A description of how the activities to be carried out by the eligible partnership will be
based on a review of scientifically based research, and an explanation of how the
activities are expected to improve student academic achievement and strengthen the
quality of mathematics instruction;
• A description of the targeted concepts and a timeline of all the professional development
activities including the number, types, duration, intensity, and responsible party;
• An explanation of how these activities will be aligned with the targeted Alaska
Mathematics Content & Performance Standards, the Alaska Professional Teaching
Standards, and the National Staff Development Council Standards;
• A description that illustrates how the design of the professional development provides for
work-embedded application of new learning, continuous reflection, and ongoing support;
• Evidence that the professional development is rigorous and challenging in academic
content and also develops pedagogical content knowledge (evidence of rigor and
challenge should be present in the sample lesson plan, description, and timeline); and
• Evidence that the design includes the following elements: Learn the Content, Reinforce
the Content Learning, Consolidate the Learning, and Implement the Content. Include a
sample activity plan that addresses all four elements.

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F. Partnership Evaluation and Accountability Plan (Rubric Section 4)
The federal program requires that each partnership develop and implement an evaluation plan
that serves both formative and summative functions. Rigorous evaluations and accountability
have become central aspects of programs funded by the United States Department of Education
(USDOE). In particular, the USDOE strongly encourages the use of random assignment
evaluation designs in which intervention and comparison groups are constructed by randomly
assigning some teachers to participate in the program activities and others to not participate.
Random assignment from a pool of volunteers to intervention and comparison groups (at least
30 participants in each group) is an acceptable form of randomization for the purposes of this
evaluation. Adequate recruitment must take place to compensate for attrition rates.

In cases where random assignment is not practical, USDOE suggests the use of a comparison
group of teachers that are carefully matched (prior to the implementation of the intervention) to
the targeted population. Matching characteristics should include academic achievement levels,
demographics, and other characteristics thought to be relevant to the intervention (e.g. teachers’
years of classroom experience). Comparison groups should not be comprised of teachers that had
the opportunity to participate in the intervention but declined.

Each partnership will report at least annually to EED and to the USDOE regarding its progress
in meeting the objectives and annual targets described in the partnership’s accountability plan.
Local evaluation must include tools that will be used to assess the program’s progress and
measure the effect of the professional development. The annual report will include documents
and tools developed by the partnership.

Grantees are expected to participate in EED’s overall evaluation of Alaska’s MSP Program.
Participation includes meeting at designated times during the year and working with the state’s
MSP Program Manager (e.g. using common data tools, providing data, submitting reports). Each
project must use the required state instruments. Teacher content knowledge will be pre-assessed
by using the Applied Mathematics WIN or KeyTrain program. ACT WorkKeys® in Applied
Mathematics will be used as the post assessment. This requirement includes pretesting and post
testing both intervention and comparison groups. The submission of a self-assessments of pre-
and post- videotaped classroom mathematics lessons by the intervention group is required.
Growth in student content knowledge will be evaluated using standards-based assessment
results. In addition, each grantee must provide required data to the USDOE.

Describe the experimental design in detail, including the implementation. The plan will include
evaluation procedures that measure:
• Student academic achievement in mathematics;
• Teacher content knowledge and implementation efforts;
• Progress toward meeting the goals and objectives established in response to the identified
needs.

Include plans for both formative and summative evaluation. In the formative sense, evaluation
should provide evidence of the strengths and weaknesses of the project, informing the
partnership’s understanding of what works and what does not in order to guide project
modifications as needed. The evaluation should also be designed to respond to the summative

Form # 05-10-052
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need for an objective analysis of data in order to determine the effectiveness of the project in
contributing to student and teacher growth.

Identify and describe the qualifications of the organization and/or individuals responsible for
executing the evaluation plan both internally and externally. The evaluation plan must also
clearly articulate how the activities will help the MSP Program build a rigorous, cumulative,
reproducible, and usable body of findings. Due to the significance of this section, if any
indicators are scored below “Meets Standard” (see rubric), the grant proposal may be rejected.

G. Commitment and Capacity of Partnership (Rubric Section 5)
This section must show evidence of meaningful partnerships that exhibit characteristics
including, but not limited to, the following:
• Evidence that all partners participated in long-term planning for and development of this
proposal;
• Evidence that all partners will play a role in the ongoing planning, delivery, and
evaluation of the proposed project;
• Identification of all staff who will carry out the proposed activities and the specific
institutional resources to support the activities. Vitas for each key partner’s staff will be
submitted along with a completed Partner Contributions and Commitments for Each
Participating Partner Form. Include a narrative of the roles of the partners and their
duties and responsibilities related to the goals and the objectives of the project;
• Recruitment of teacher participants must begin by the LEA before submitting the
proposal. Evidence of a good-faith effort of recruitment by the partners must be
submitted using the Teacher Assurance Form;
• Description of the partnership’s governance structure specific to decision-making,
communication, and fiscal responsibilities;
• Description included on the Private School Participation Form how the private schools
were consulted; and
• A detailed description of how the partnership will continue the activities funded under
this proposal after the grant period has expired. This description must include a plan for
building leadership capacity both at the principal and teacher levels.

H. Partnership Budget and Cost Effectiveness (Rubric Section 6)
Submit one budget and narrative for the partnership showing how the funds will be spent during
the first grant period. The budget should be tied to the scope and requirements of the project and
provide sufficient detail for each partner. A 12-month project budget (7/1/10 through 6/30/11)
must be submitted on the form available at
http://www.eed.state.ak.us/forms/Grants/05-07-071.xls.

The budget must include detailed line-item descriptions. The amount contained in each budget
category must be commensurate with the services or goals proposed, and the overall cost of the
project must match the professional development provided and the number of teachers served.
The budget must fund an evaluation and key partnership staff to participate in at least two state
technical assistance meetings in Anchorage and one regional MSP meetings. A brief summary of
the budget outlining the costs of each category with totals for each partner must be provided in
the narrative portion. Matching and in-kind contributions are taken into positive consideration
during review for project funding. Include descriptions of all such contributions in the narrative.
Form # 05-10-052
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I. Certification of Assurances
J. Non-Profit Organization (NPO) Demonstrated Effectiveness Document (if appropriate)
K. General Education Provisions Act (GEPA) 427 Statement
L. Private School Participation Form

Step 4: Submit the application electronically as an e-mail attachment in PDF format. Electronic
applications are due by 4:30 p.m., Alaska Daylight Time, on May 14, 2010. Send e-mail with attached
application to tech.plan@alaska.gov.

Alternatively, applicants may submit one original application for receipt at the Alaska Department of
Education & Early Development by 4:30 p.m., Alaska Daylight Time, on May 14, 2010. Send or
deliver hard copy application items to:

Maureen Leiter
Division of Teaching & Learning Support
801 West Tenth Avenue, Suite 200 • PO Box 110500
Juneau, Alaska 99811-0500

Step 5: Complete and sign the Mathematics and Science Partnership Application Assurance Sheet
included in this application package. Complete and submit both the GEPA 427 and Private School
Participation Forms. The original signed Application Assurance Sheet must be faxed in time for receipt
at EED by 4:30 p.m. on May 14, 2010. A hardcopy can follow in the regular mail.

 Note: Applications, either hard copy or electronic, that are received after this time/date will not be
considered unless applicant can provide an independent verification from U.S. Post Office or delivery service
that the delivery would have met the required deadline, but was unavoidably detained by weather, the carrier’s
mechanical failure, or unavoidable catastrophe. It is strongly recommended that applicants use a delivery
method that produces a dated delivery receipt. The Department of Education & Early Development is not
responsible for the failures of transmission, either to occur or to occur correctly, of electronically submitted
applications. It is the responsibility of the applicant to verify that an electronic application has been received at
the Alaska Department of Education & Early Development by the due date and time.

Form # 05-10-052
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Application Cover Page
Project Title:

Project Director:

District Fiscal Agent for the Partnership:

Address:

Phone: Fax:

E-mail:

Principal Partners:

School of Arts &
Sciences:

High-Needs LEA:

Funds requested for year one of this project: $

Anticipated Number of Participants:
Year 1 Year 2 Year 3 Total
Teachers to be served directly
Students to be served
Title I-A students to be served
Postsecondary faculty

Signatures by Authorizing Officials:

Dean of School of Arts & Sciences Signature Date

Superintendent of High Needs Local Education Agency Signature Date

Form # 05-10-052
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Program Abstract
Project Title:

Project Director:

District Fiscal Agent for the Partnership:

In one page or less, please state the goals and objectives of the project, the major activities, the planned
participants, and the anticipated outcomes.

Form # 05-10-052
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Partner Contributions and Commitments

REQUIRED PARTNERS

High-Needs LEA (Required):

District (Schools):

Primary Contact:

Title:

Mailing Address:

Phone:

Fax:

E-mail:

Describe how the high-needs LEA will support the partnership activities, such as: assist with identifying and
recruiting teachers who need to increase content knowledge, provide detailed teacher and/or student data to the
partnership for purposes of analysis/evaluation, supply materials for classroom use, link MSP content work to
individual teachers’ professional development plans, provide time for teachers to meet and plan, or arrange for
release time for teachers to take pre-tests and post-tests, meet with other administrators and teacher partners to
assess future professional development needs, etc.

Printed Name and Signature of Superintendent of High-Needs LEA

Signature Date

Printed Name Title

Department

Phone Number Fax Number

E-mail Address

Form # 05-10-052
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REQUIRED PARTNERS – continued
Mathematics Department/Faculty of an Institution of Higher Education (Required)

Institution:

Department:

Primary Contact:

Title:

Mailing Address:

Phone:

Fax:

E-mail:

Describe what supports the institution will provide to enhance partnership activities; such as: faculty to plan,
present, and evaluate professional development, onsite support for teachers during school year, etc.

Printed Name and Authorized Signature of Chairperson of the Mathematics Department of partner
institution:

Signature Date

Printed Name Title

Department


E-mail Address

Form # 05-10-052
page 19


ADDITIONAL PARTNERS (Duplicate this form for each additional partner)

Partner:

Primary Contact:

Title:

Mailing Address:

Phone:

Fax:

E-mail:

Describe the role of this partner and describe specific ways that this partner will support the partnership
activities.

Printed Name and Authorized Signature of partner organization:

Signature Date

Printed Name Title

Department


E-mail Address

Form # 05-10-052
page 20


Teacher Assurance Form

Please complete one form for each selected school meeting high-needs criteria. (Expand or duplicate form
as needed.)

School Name: LEA Name:
The following teachers have reviewed, discussed, and agreed to their part in implementing the MSP Plan
that is being proposed by their LEA:
Name Title Signature
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

Form # 05-10-052
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Certificate of Assurances
The Certificate of Assurances must be completed by the Chief Executive Officer of each member of the
partnership applying.

I hereby provide assurances to the Alaska Department of Education & Early Development (EED) that if
the partnership receives an award under the terms of the Title II, Part B Mathematics and Science
Partnership competitive grant program of the No Child Left Behind Act 2001, my organization will:
1. Conduct the professional development activities as described in this proposal;
2. Provide institutional/organization funding and resources as stated in this application;
3. Comply with state requirements regarding the audit of a grant-funded program;
4. Keep all records necessary for fiscal and program auditing and give EED, the Federal
Agency, or the State Auditor access to and the right to examine all records, books, papers, or
documents, related to this grant;
5. Retain all fiscal records for a period of seven years;
6. Comply with all regulations and requirements of the No Child Left Behind Act;
7. Comply with the administrative procedures and fiscal guidelines of EED and the United
States Department of Education, including submission of final performance reports;
8. Use grant funds to supplement, and not supplant, funds from non-federal sources;
9. Comply with Title IV of the Civil Rights Act of 1964 (42 USC 2000d) prohibiting
employment discriminatory practices will result in unequal treatment of persons who are or
should be benefiting from the grant aided activity; and
10. Ensure equitable participation of personnel from non-public schools to the extent feasible.

Partner Organization

Name

Title

Signature Date

Form # 05-10-052
page 22


Non-Profit Organization Effectiveness Document
If a non-profit organization (NPO) is part of the Eligible Partnerships Grant, then under federal
regulations, each NPO must furnish the following written evidence: 1) past demonstrated effectiveness
in providing professional development for teachers, paraprofessionals, and/or principals 2) financial
stability as outlined below.
1. Documentation of Past Effectiveness
a. Name of Project
b. Dates of Operation
c. City/State of Operation
d. Number of Participants
e. One-Page Summary of Course/Workshop Content and Activities
f. Evidence of Project Outcomes, e.g., such as a final evaluation report of project effectiveness
or documentation of improved student outcomes
2. Documentation of Financial Stability
a. Complete Copy of Organization’s most recent independently reviewed financial statement
b. Evidence of nonprofit corporate status from the Alaska Secretary of State.

I hereby provide assurances that the attached evidence accurately reflects the fiscal stability and
demonstrated effectiveness of this organization.

Organization

Name of Chief Executive Officer

Signature/Date

Form # 05-10-052
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General Education Provisions Act (GEPA) Statement
A new provision, Section 427, in the General Education Provisions Act (GEPA) applies to applicants
for new grant awards under federal programs. This provision requires each application for funds to
include a description of the steps the applicant proposes to take to ensure equitable access to, and
participation in, its federally-assisted program for students, teachers, and other program beneficiaries
with special needs. The statute highlights six types of barriers that can impede equitable access or
participation: gender, race, national origin, color, disability, or age. It allows applicants discretion in
developing the required description. Examples that may help illustrate how an applicant may comply
with Section 427 can be found at http://www.ed.gov/fund/grant/apply/appforms/gepa427.doc.

The following two questions are provided to assist applicants in developing this statement:
1. What are the identified barriers from the six types above or others preventing access or
participation in the federally funded project based on local circumstances?
2. What actions are planned to overcome these identified barriers (this need not be lengthy; a
clear, succinct description to address those barriers as applicable to local circumstances is
anticipated)?

Form # 05-10-052
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Private School Participation Form
Under NCLB, districts must conduct timely and meaningful consultations with appropriate officials of
private schools in order to determine what services, if any, will be provided to eligible children,
families, and teachers in those schools under the Mathematics and Science Partnership program funded
by this application.

Districts must maintain a written record, signed by the private school official, of the required
consultations with participating private schools. Private schools refusing participation should be asked
to do so by written response. Records declining participation must be kept on file in the district office.
The records must be made available to the state for monitoring purposes.

The Title IX Guidance on Equitable Services to Eligible Private School Students, Teachers, and Other
Educational Personnel is located on the U.S. Department of Education’s website at
http://www.ed.gov/policy/elsec/guid/equitableserguidance.doc.

1. Are any nonpublic schools in your district participating in federal program(s) covered by this
application?
Yes No N/A

2. Describe how the district consulted with private school representatives during all phases of the
development and design of projects covered by the application. For those schools choosing to
participate, describe how the children to receive benefits were identified, how the children’s
needs will be identified, and what benefits will be provided.

3. If the answer to #1 is yes, list all the private schools in your district and the number of students
who have been identified as eligible to benefit from projects included in this application (low-
achieving students, not necessarily low-income students).
Total # of Students # of Teachers
Willing to Number Identified to Identified to
Name/Location
Participate Enrolled Benefit Benefit
K-12

Form # 05-10-052
page 25


Section III: Attachments
Definitions
Eligible Partnership: This term includes a private or public institution of higher education school of
arts and sciences; and a high-needs local educational agency. It may include another LEA, a private
school, a public elementary or secondary school, a community or technical college, an educational
service agency, a nonprofit educational organization, another institution of higher education, a school of
arts and sciences within such an institution, the division of such an institution that prepares teachers and
principals, a nonprofit cultural organization, an entity carrying out a pre-kindergarten program, a
teacher organization, a principal organization, or a business.

Eligible School: A school is designated as an eligible school if--

endorsed in mathematics and the school has not achieved the annual measurable objective
(AMO) for mathematics composite scores school-wide for the purpose of AYP during the last
two years.

OR

endorsed in mathematics and the school has a history of low test scores in mathematics (SBAs)
and 35% or more of students identified in the proposal scored below proficient on assessments
of student achievement in mathematics (SBAs).

The evidence used to establish eligibility must use recent data on student academic achievement and
teacher qualifications. Mathematics assessment data must be used.

Four Elements of the Professional Development Design: The four elements are described below:

• During “Learn the Content,” teachers are actively engaged in doing mathematics. Teachers view
the content in terms of problem-solving and reasoning. Teachers are involved in a content-based
workshop each day of the professional development. The topics are chosen according to need
and are taught by college faculty or a combination of college faculty and other qualified
personnel. The workshop portion of the day involves a mixture of whole-group instruction and
small-group activity that provides teachers with a supportive learning environment.
• During “Reinforce the Content Learning,” teachers work in small groups on a set of problems or
an activity based on the topic of the workshop. Participants begin developing their discourse in
both spoken and written forms of communication. They learn precision in language as they are
expected to explain and defend their thinking among peers, and they experience that
mathematical or scientific thinking can occur without the instructor. Each small group is
expected to share some of their findings with the whole group.
• During “Consolidate the Learning,” teachers experience different ways of learning the content in
the context of doing mathematics so they understand the different learning styles of their
students. Journal writing can be used as a means to experience quiet introspection. Participants
reflect and write about their learning. In addition to individual introspection, learning is
enhanced through acknowledgement of content that remains unclear and continued discussions

Form # 05-10-052
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about the content. Alternative ways of thinking about the content are also explored during this
time.
• During “Implement the Content,” teachers are given the opportunity to experience teacher-
tested, age-appropriate classroom demonstrations and/or lessons on the topics they just learned,
and to discuss other ways of bringing the content into their classrooms. Teachers may examine
their adopted mathematics program during this time to determine how their new content
knowledge/materials will integrate with their required teaching materials. Connections to others
strands and concepts and curricular areas can also be explored at this time.

High-Quality Professional Development: The term “high-quality professional development” means
instructional activities that
1. are based on scientifically based research and state academic content standards, student
academic achievement standards and assessment;
2. improve and increase teachers’ knowledge of the academic subjects they teach;
3. enable teachers to become highly qualified; and
4. are sustained, intensive, and classroom-focused in order to have a positive and lasting impact
on classroom instruction and the teacher’s performance in the classroom.

High-Needs Local Education Agency: A school district is designated as a high-needs local education
agency if the district’s school(s) selected for this projected is an eligible school for the purpose of the
MSP grant. In addition, the school(s) must meet one set of the criteria listed in the definition of an
eligible school.

Scientifically Based Research: The term “scientifically based research” means research that involves
the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge
relevant to education activities and programs and includes research that:
• Employs systematic, empirical methods that draw upon observation or experiment;
• Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the
general conclusions drawn;
• Relies on measurements or observational methods that provide reliable and valid data across
evaluators and observers, across multiple measurements and observations, and across studies
by the same or different investigators;
• Is evaluated using experimental or quasi-experimental designs in which individuals, entities,
programs, or activities are assigned to different conditions, with appropriate controls to
evaluate the effects of the condition of interest and with a preference for random-assignment
experiments or other designs to the extent that those designs contain within-condition or
across-condition controls;
• Ensures that experimental studies are presented in sufficient detail and clarity to allow for
replication or, at minimum, to offer the opportunity to build systematically on their findings;
• Has been accepted by a peer-reviewed journal or approved by a panel of independent experts
through a comparably rigorous, objective, and scientific review.

Form # 05-10-052
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Resources
The following resources have been identified as containing information that may be beneficial when
developing MSP grant proposals. However, each partnership team will need to assess and select
resources/references that best align to the needs of their targeted population.

Alaska Career Ready for information concerning KeyTrain, WIN, and WorkKeys®
http://www.careerready.alaska.gov/

Alaska Mathematics Content and Performance Standards
http://www.eed.state.ak.us/standards/pdf/standards.pdf

Alaska Professional Teaching Standards
http://www.eed.state.ak.us/standards/pdf/teacher.pdf

Council of Chief State School Officers: Improving Evaluation of Professional Development Project -
http://www.ccsso.org/projects/Improving_Evaluation_of_Professional_Development/

Data Interaction for Alaska Student Assessments (DIASA)
https://solutions1.emetric.net/Alaska/Default.aspx

Ma, Liping Knowing and Teaching Elementary Mathematics: Teacher’s Understanding of Fundamental
Mathematics in China and the United States, Lawrence Erlbaum Associates, 1999, Mahwah, NJ.

MSPNet Library - http://hub.mspnet.org/index.cfm/library

MSPNet Resources - http://hub.mspnet.org/index.cfm/resources

National Staff Development Council Standards
http://www.nsdc.org/standards/

Title IIB Mathematics and Science Partnerships Program Description from the U.S. Department of
Education - http://www.ed.gov/programs/mathsci/index.html

What Works Clearing House – http://ies.ed.gov/ncee/wwc/

Wu, Hung-Hsi. “Professional Development of Mathematics Teachers” Notices of the AMS, Vol. 46,
Number 5, May 1999. (p. 535-542) Available at http://www.ams.org/notices/199905/fea-wu.pdf

Form # 05-10-052
page 28

Application Scoring Rubric
Incentive points: Although not a federally mandated requirement for the grant, Alaska will award incentive points to proposals submitted by
partnerships which include two or more high-needs districts representing both rural and urban. *Up to 4 points can be added at the
discretion of the review team based on the quality of the partnership which includes two or more high need districts representing
both rural and urban Alaska.
1. Partnership Needs Assessment
The needs assessment should indicate a clear statement of needs derived from multiple sources and multiple years, if available.
Criteria Exceeds Standard Meets Standard Below Standard
1a. Baseline data 5 points 4 points 0 points
There is clear evidence of baseline There is clear evidence of baseline Limited baseline data is given. Needs
data from 3 or more teacher and/or data from 2 teacher and/or student identified are not adequately supported
student sources (i.e., norm-referenced sources (i.e., norm-referenced by evidence.
assessments, SBA results, district assessments, SBA results, district
benchmark assessments, college benchmark assessments, college
transcripts) to support mathematics transcripts) to support mathematics
education needs of the school education needs of the school
population. Both teacher and student population. Both teacher and student
data are provided. Number and data are provided. Number and
percentage of students to be affected percentage of students to be affected
per site is indicated. Specific student per site is indicated. Specific student
learning needs are provided. Data is learning needs are provided. Data is
disaggregated by concept and school. disaggregated by concept and school.
1b. Identification of professional 4 points 3 points 0 points
development needs In addition to the criteria for “Meets Provides information on the number of Vague or limited information is given
Standard,” the needs assessment also teachers lacking sufficient content about the number of teachers lacking
includes a correlation between knowledge in mathematics. sufficient content knowledge in
teachers’ content knowledge in mathematics.
mathematics and student achievement.

1c. Prioritization of professional 3 points 2 points 0 points
development needs There is clear evidence included that Some evidence is provided to show Limited or no evidence is given to
partners have collectively determined that the targeted professional indicate why the partnership selected
which professional development needs development needs were selected with the targeted professional development
are of the highest priority and will be input from project partners. needs.
addressed by the project.

Form # 05-10-052
page 29

2. Partnership Project Goals and Objectives:
The project goals and objectives should be closely linked to the professional development needs of the teachers.
2a. Description of the project’s goals 5 points 4 points 0 points
and objectives Goals are clear and objectives are Goals and objectives are well defined Goals or objectives are poorly designed
specific, measurable, attainable, and measurable. and/or not measurable.
results-oriented, time bound.
2b. Project is designed to achieve goals 5 points 4 points 0 points
and objectives Goals and objectives are specifically Goals and objectives are linked to the Goals or objectives are poorly
linked to the individual professional professional development needs of the correlated with the needs assessment.
development needs of the teachers. teachers.

Form # 05-10-052
page 30

3. Research/Evidence Base and Efficacy of Plan to Increase Student Achievement:
The plan for professional development should be guided by research and the Alaska Content and Performance Standards, Professional
Teaching Standards and the National Staff Development Council Standards. The carefully designed activities should link to the goals and
objectives of the plan with emphasis on content knowledge and pedagogical content knowledge.
3a. Connecting prior professional 3 points 2 points 0 points
development efforts to proposed Provides detailed description of prior Describes prior efforts to improve Does not adequately address prior
project efforts to improve teacher content teacher content knowledge and student efforts to improve teacher content
knowledge and student achievement in achievement in mathematics and knowledge and student achievement in
mathematics, lessons learned from relates how this project will build on mathematic and/or how this project
these prior efforts, and how this those efforts. will build on those efforts.
project will build on those efforts.

3b. Activities are linked to goals and 5 points 4 points 0 points
objectives of proposal Provides specific and clear activities Evidence is provided that activities Little or no correlation is made
that link the goals and objectives will lead to achievement of the goals between activities and achievement of
stated in the project and the data and objectives. the project’s goals or objectives.
provided by the needs assessment.

3c. Supporting research linking 6 points 5 points 0 points
professional development strategies Clearly outlines how the professional Includes clearly documented evidence- Proposal includes references but
and increased student achievement in development strategies are valid and based research that the professional provides little evidence of research
mathematics reliable, based on cited evidence-based development strategies will improve linking professional development
research and how the project will instruction and increase student strategies to increased student
enable teachers to improve instruction achievement in mathematics. achievement in mathematics.
and increase student academic
achievement in mathematic.

3d. Description and timeline of 4 points 3 points 0 points
professional development activities Includes a clear and detailed Includes a general description and Includes an incomplete description
description and timeline of all the timeline of all the professional and/or timeline.
professional development activities development activities including the
including the number, types, duration, number, types, duration, intensity and
intensity and responsible partner. responsible partner.

3e. Planned activities are aligned with 5 points 4 points 0 points
Alaska Content and Performance Includes a clear and detailed Describes professional development Provides a limited description of how
Standards description of how the proposed that is aligned to the Alaska the professional development is
professional development will Mathematics Standards. aligned to the Alaska Mathematics
incorporate the targeted Alaska Standards.
Mathematics Standards.

Form # 05-10-052
page 31

3f. Planned activities are aligned with 3 points 2 points 0 points
Alaska Professional Teaching Describes a detailed plan that clearly Describes how the proposed Does not provide sufficient evidence
Standards and the National Staff illustrates how the proposed professional development is aligned describing how the proposed
Development Council Standards professional development is aligned with the Alaska Professional Teaching professional development is aligned
with the Alaska Professional Teaching Standards and the National Staff with the Alaska Professional Teaching
Standards and the National Staff Development Council Standards, and Standards and the National Staff
Development Council Standards, and provides for work-embedded Development Council Standards, or
provides for work-embedded application of new learning, does not provide for work-embedded
application of new learning, continuous reflection, and ongoing application of new learning,
continuous reflection, and ongoing support. continuous reflection, and ongoing
support. support.
3g. Planned activities contain rigor and 6 points 5 points 0 points
challenging content and develop Includes evidence that the professional Includes evidence that the professional Provides limited evidence that the
pedagogical content knowledge development is rigorous and development is rigorous and professional development is rigorous
challenging in academic content and challenging in academic content and or challenging in academic content
explicitly addresses knowledge of also develops pedagogical content and/or focuses mainly on pedagogy.
content and students and knowledge of knowledge. (Evidence of rigor and
content and teaching. (Evidence of challenge should be in the sample
rigor and challenge should be in the lesson plan, description and timeline.)
sample lesson plan, description and
timeline.)

3h. Design elements for planned 3 points 2 points 0 points
activities Proposed plan is aligned to a Proposed plan is aligned to a Proposed plan is aligned to a
professional development design that professional development design that professional development design that
fully develops these 4 elements (see includes these 4 elements (see is missing one or more of these 4
Definitions): Definitions): elements (see Definitions):
• Learn the Content • Learn the Content • Learn the Content
• Reinforce the Content Learning • Reinforce the Content Learning • Reinforce the Content Learning
• Consolidate the Learning • Consolidate the Learning • Consolidate the Learning
• Implement the Content • Implement the Content • Implement the Content
Provides within sample lesson plan Provides within sample lesson plan Or, sample lesson plan does not
evidence that all four elements are evidence that all four elements are provide evidence that all four elements
addressed. Description of activities addressed. Description of activities are addressed and/or do not indicate
and timelines demonstrate the and timelines demonstrate the that all sessions contain Learn the
implementation of the 4 elements and implementation of the 4 elements and Content and Reinforce the Content
indicate that all offerings (summer and indicate that some offerings contain Learning.
academic year) contain Learn the Learn the Content and Reinforce the
Content and Reinforce the Content Content Learning.
Learning.
*Up to 4 points can be added by the review team based on the quality and quantity of professional development activities planned for
summer and fall 2010.
Form # 05-10-052
page 32

05-10-052

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