1. LANSING, MI APRIL 11, 2011 Title IIA(3) Technical Assistance #2

2. Proposal Development Suggestions ALIGNING NEEDS, GOALS/OBJECTIVES, ACTIVITIES, AND EVALUATION

3. Clearly describe relationships/ alignment in your proposal

4. ALIGNING PROPOSAL COMPONENTS NEEDS SECTION Provide a summary description of pertinent needs from pre-proposal needs survey (represents potential teacher participant perceptions of their needs) From your needs survey data, identify your 3-5 primary needs; don’t try to address every need in the first phase (16 months) of the project

5. NEEDS SECTION Report needs specific to partner school(s) gathered  1) from school staff (additional to pre-proposal needs survey),  2) known by IHE partners, or  3) gathered from existing public data (curriculum status, assessment needs, student achievement, professional development status, etc.). Some of these may relate to the needs identified by participants; others may be additional needs to be addressed.

6. NEEDS SECTION For Category #1 (“Returning Participants”) Proposals. Report evaluation results of previous projects, including effects on participants and needs still to be met (based on evaluation data and reflections on previous project) Avoid generic or generalized needs statements, such as national needs—focus on needs pertinent to your project and partner schools Only use state-level needs/priorities if they are pertinent to your proposal

7. NEEDS SECTION If you used paper/pencil survey or any other survey not consistent with the MDE needs survey, be sure to attach a compilation of results of your survey (or submit individual completed surveys) as part of appendix. BE SURE TO INCLUDE DESCRIPTION OF OTHER PROJECT REQUIREMENTS AS OUTLINED IN THE RFP and ASSOCIATED SCORING RUBRIC RELATED TO NEEDS.

8. SAMPLE DISPLAY OF PRIORITY NEEDS BASED ON ANALYSIS OF NEEDS SURVEY DATA Item% 3, 4, 5 %Yes High Priority Numbers and operations75% Measurement83%67% Cut Off Point—75% or more identify as high need Content needs (need score of 3, 4, 5 combined by 75% or more)

9. Item % 3, 4, 5 %Yes High Priority Using inquiry-based instructional strategies75%67% Incorporating real-world applications into lessons 75% Encouraging and facilitating collaboration among students 75%50% Using a variety of classroom-level student assessment activities 74%67% Using computers as a tool and resource for teaching and learning 75%67% Learning about the requirements of the Common Core 90%83% Pedagogical needs (need score of 3, 4, 5 combined by 75% or more)

10. Item% 3 and 4 Level and comfort with workshops (one-day or half- day sessions) 100% Level of interest in participating in workshops 83% Level of comfort with conferences (usually one or two- day sessions) 91% Level of interest in participating in conferences 59% Level of comfort with Professional Learning Communities 58% Level of interest in participating in Professional Learning Community 75% Professional Development format preferences (score of 3 and 4 combined by 75% Interest in SB-CEU credits from this project Yes = 82%

11. GOALS/OBJECTIVES/ INTENDED OUTCOMES Be sure to show the connections/relationships between your identified needs and your goals/objectives/intended outcomes.

12. GOALS/OBJECTIVES/ INTENDED OUTCOMES There should be intended outcomes related to each of your priority needs (Some needs may be combined for a single outcome or a strand of related needs could be combined for a single outcome—however, keep outcomes focused)

13. GOALS/OBJECTIVES/ INTENDED OUTCOMES You may also have goals/objectives/intended outcomes that address aspects of your project not specific to identified needs, such as technology use to help you address an outcome or associated need Avoid vague, generic, or universal goals/outcomes (such as “improve student achievement,” “provide professional development,” or improve classroom practice”)

14. GOALS/OBJECTIVES/ INTENDED OUTCOMES Outcomes for teachers/other participants should relate to directly to identified needs Intended outcomes for students should also relate to needs being addressed by your project (such as increased knowledge a algebraic functions or improved understanding of the U.S. election system or improved skills in conducting scientific research or improved descriptive writing skills)

15. GOALS/OBJECTIVES/ INTENDED OUTCOMES BE SURE TO INCLUDE DESCRIPTION OF OTHER PROJECT REQUIREMENTS AS OUTLINED IN THE RFP and ASSOCIATED SCORING RUBRIC RELATED TO GOALS/OBJECTIVES/INTENDED OUTCOMES.

16. ACTIVITIES/PLAN OF OPERATION A plan of operation includes not only a schedule of activities, but a description of how those activities are designed (educationally) to make progress toward goals/objectives/intended outcomes—thus, activities are aligned with intended outcomes and their associated needs Describe how you plan to address a particular outcome (that is based on an identified need)

17. ACTIVITIES/PLAN OF OPERATION You may describe a workshop, institute, series, or other professional development format you will use, but you must also indicate instructional strategies or methods (within those PD formats). If use of content-related materials are a major part of your strategy (such as use of a text, module, on-line resource, etc.) that should be included in our intervention description.

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

19. ACTIVITIES/PLAN OF OPERATION Avoid vague and general strategies—describe how you plan to address the intended outcome and associated needs BE SURE TO INCLUDE:  Description of other project requirements as outlined in the RFP and  Associated scoring rubric related to plan of operation.

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

21. EVALUATION Evaluation is the way you measure progress toward goals/objectives/intended outcomes (and, thus, whether you have made progress in meeting identified needs). In the evaluation process, you may also assess the effectiveness of your activities in addressing intended outcomes.

22. EVALUATION Evaluation has both:  formative (using data to improve the program as it evolves) and  summative components (determining effects on participants and drawing conclusions about strengths and weaknesses of the project). Most evaluation data can be used for both formative and summative purposes.

23. EVALUATION Evaluation measures or indicators of accomplishment should be related directly to identified needs. For example, if learning content related to algebraic functions is a need and there is an outcome addressing it, your measure should relate (for teachers) to improved understanding of algebraic functions.

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

25. EVALUATION The evaluation section also includes description of data collection procedures to gather information related to measures/indicators of accomplishment. Lesson observation could focus on overall lesson with something like SAMPI Lesson observation system, with additional items specific to what you expect to see in classrooms as a result of your project.

26. EVALUATION BE SURE TO INCLUDE DESCRIPTION OF OTHER PROJECT REQUIREMENTS AS OUTLINED IN THE RFP and ASSOCIATED SCORING RUBRIC RELATED TO EVALUATION.