Through Technology

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Enhancing Education

• Through Technology

EETT Competitive Grant Round 6 2007 - 2009
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(No Transcript)
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EETT Competitive Workshop Agenda

• Grant Overview
• Eligibility
• Funding
• Scoring Process
• Format Submission
• Application
• Forms
• Project Narrative
• Next Steps
• Q A

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Purpose of EETT Competitive Program

• To enhance
• student achievement
• of the state academic content
• standards through
• significant and sustained
• integration of technology
• in grades four through eight.

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Purpose of EETT Competitive Program

• How?
• Through the achievement of the four core EETT
  Competitive program goals.

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EETT Competitive Program Goals

• Student grade level proficiency with technology
  literacy and use of technology as a tool to
  support meeting state academic content standards
  specified in the Project Narrative.
• Teacher proficiency with technology literacy and
  use of technology to improve student achievement
  in the academic content areas specified in the
  Project Narrative.

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EETT Competitive Program Goals

• Expanded access to up-to-date technology and will
  have access to the technical support necessary to
  implement the EETT Competitive program.
• Use of technology to establish and/ or improve
  communication and collaboration among home,
  school, and community to support student
  learning.

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EETT C Round 6 Baseline Eligibility (RFA pg. 5)

• A district or direct funded charter that serves
  grades 4-8.
• Among the districts in the state with the highest
  percentage of students living below the poverty
  line using federal census data.
• AND

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EETT C Round 6 Baseline Eligibility (RFA pg. 5)

• One or more schools identified for improvement or
  corrective action under No Child Left Behind.
• OR
• Technology poverty defined as greater than 101
  student to computer ratio, or less than 50 of
  classrooms connected to the Internet.
• (From 2006 CSTS data)

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EETT C Eligibility Requirements

• In addition, LEAs and direct funded charter
  schools must
• Have a current CDE approved technology plan as of
  June 30, 2007.
• http//www.cde.ca.gov/ls/et/rs/ap/county.asp
• Have completed the 2007 California School
  Technology Survey.
• http//www.cde.ca.gov/ls/et/rs/techsurvey.asp
• These two items are verified by the CDE during
  the grant compliance review which happens
  after an LEA submits an application and before
  it goes to readers to review.

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EETT C Round 6 Grant Funding (RFA pgs. 7-9)

• 11,646, 527 available in Round 6 to support
  technology integration in the curriculum for
  40,000 students statewide.
• A two year grant program - 300 per student in
  grades 4-8 based on 2006 CBEDS.
• Follow-up Grant - 45/student (Pending meeting
  Grant Conditions and Assurances and availability
  of Federal funding.)

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EETT C Round 6 Grant Funding

• As Per Berg AB 2706 legislation
• Grant awards may be not less than 25,000, nor
  more than 60 percent of the funds available in
  the region.

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EETT C Rubric Scoring
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EETT C Rubric Scoring

• How can a District Score Maximum Points?
• Answer all Project Narrative questions outlined
  for each of the six sections. (RFA pgs. 21-29)
• AND
• Write to the Rubric
• Write to the Rubric
• Write to the Rubric

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EETT C Scoring Process (RFA pgs. 9-10)

• All applications must score at least 50 points to
  be eligible for funds.
• All applications will be grouped into the
  following decile bands based on their rubric
  scores
• 10090 points
• 89 80 points
• 79 70 points
• 69 60 points
• 59 50 points

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EETT C Scoring Priorities

• Within each decile band
• First priority is given to small school
  districts.(See RFA pgs. 10-11)
• Second priority is given to school districts that
  received less than 6,000 in annual EETT Formula
  grant funds.

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EETT C Scoring Priorities

• All other eligible applicants will be ranked by
  their score, within applicable decile bands,
  below any prioritized district applicants in the
  same decile band.

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EETT C Application Submission (RFA pg. 16)

• All applicants are required to submit
• One signed (blue ink), unbound original print
  copy of the application.
• Three stapled print copies (must lay flat - no
  binders).
• One digital copy of the complete application on
  CD with LEA name on it. (The digital copy of the
  application does not require signatures).

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EETT C Application Submission

• DUE July 27, 2007 5 pm
• Mail EETT Competitive Grant Application to
• Education Technology Office
• Attn. EETT Competitive Application
• California Department of Education
• 1430 N Street, Suite 6308
• Sacramento, CA 95814

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EETT C Format Requirements

• Eligible applications will be prescreened for
  completeness and compliance with CDE
  requirements.
• Project Narrative pages must be numbered 25 page
  max. with headings and subheadings for each of
  the six sections that match the Scoring Criteria.
• Pages must include line numbers - no more than 36
  lines per page.

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EETT C Format Requirements

• Must be submitted in print, single sided, 8 1/2
  x 11 paper, portrait orientation (except for
  Forms), one inch margins.
• All Required Forms, Assurances, and
  Certifications are signed and included. (Use Form
  8.)
• Original copy has all required signatures - blue
  ink recommended.
• 12-point font recommended for readability.

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Application Forms
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Application Components

• Form 1 Application Title Page
• Form 2 Project Summary
• Form 2a Small School District Addendum
• Project Narrative Six sections 25 pages
• Form 3 GOBs and Evaluation
• Form 4 Strategies and Timeline

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Application Components

• Form 5 Projected Budget and Narrative.
• Form 6 Priority List of Schools.
• Form 7 Consortium and/or Partnership Applicants
  Signed Letter(s) of Support.
• Form 8 Competitive Application Checklist.
• Signed Certifications Grant Conditions
  Assurances.
• One original unbound, 3 print copies, and one e-
  copy of application on CD.

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Application Component Review

• First lets take a brief look at
• Forms 1, 2, 2a, 6, and 8 in the RFA
• Any Questions?

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EETT Competitive Workshop

• 10 Minute Break

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Application Component Review

• Now onto the heart of the program identified on
  Forms 3, 4, 5, and 7 and described in the
  corresponding sections of the Project Narrative
  beginning with
• Form 3
• Program Goals, Objectives, Benchmarks,
• Data Collection, and Evaluation

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Form 3

• First Lets Tackle Known Issues with Form 3
• Form 3 - Known Issue 1 Baseline data from
  actual student and teacher target groups will be
  difficult to obtain because the RFA was released
  on June 11, when school was out for the summer
  for most districts.

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Form 3

• Solutions for Known Issue 1
• Estimate baseline of target group from a sample
  of similar participants for the application. Get
  written approval from the CDE to revise baseline
  data with data from actual participants after
  they are identified in the fall 2007.
• Set realistic student and teacher growth targets,
  the achievement of which will determine whether
  the district will receive the 45 per student
  Follow_Up Grant.

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Form 3

• Form 3 - Known Issue 2 Given the fact that
  districts who are awarded the grant, will not
  receive their Award Letters until late September
  early October (see RFA pgs 14-15), the
  implementation time for the program in year one
  will be shorter than the year two program.

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Form 3

• Solutions for Known Issue 2
• In the fall 2007, plan to
• Establish record actual baseline data of
  participating teachers and students.
• Purchase and install equipment.
• Have the budget reflect the ACTUAL program
  implementation plan.
• Set realistic Year One growth targets that
  reflect the shortened implementation time.

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Form 3-Goal 1 Student Technology Use

• Required Program Objective 1a to be achieved by
  6/30/09 The percentage of students in the
  target group that meet grade-level proficiency
  with technology literacy, as specified in the
  standards-aligned Program for Students, will
  increase by a total of ____ points (annually.
  If Year 2 Target Group is different from the Year
  1).
• The required Performance Goals and Benchmarks may
  not be edited.

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Form 3-Goal 1 Student Technology Use

• Required Program Objective 1b to be achieved by
  6/30/09 The percentage of students in the
  target group who improve academic achievement of
  state content standards through the use of
  technology, as specified in the Program for
  Students, will increase by a total of ____
  points (annually. If Year 2 Target Group is
  different from the Year 1).
• The required Performance Goals and Benchmarks may
  not be edited.

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Form 3-Goal 1 Student Technology Use

• Required Program Objective 1c for projects that
  target students in multiple grade levels that
  include 8th grade to be achieved by 6/30/09
  The percentage of 8th grade target students
  that meet grade-level proficiency with technology
  literacy, as specified in the standards-aligned
  Program for Students, will increase by ____
  points annually.

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Form 3-Goal 1 Student Technology Use

• Districts must collect baseline Student Tech
  Literacy Data ASAP. Districts can use existing
  baseline data from annual data collection tool
  specified in their Tech Plans, such as
• Ed Tech Profile Online Student Survey
  www.edtechprofile.org
• OR
• An LEA developed Student Tech Literacy Survey
  (Online or paper-based)
• OR
• A Readymade Tech Literacy Survey(Online or
  paper-based)

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Form 3-Goal 1 Student Technology Use

• District must collect baseline Student
  Achievement Data for Target Group ASAP.
• Districts can use existing baseline data from
• An LEA developed benchmark assessment for
  targeted subject area(s) and grade levels.
• OR
• A standards aligned state adopted text benchmark
  assessment for targeted subject area(s) and grade
  levels.

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Form 3-Goal 2 Professional Development

• Required Program Objective 2a to be achieved by
  6/30/09 The percentage of teachers in the
  target group proficient with technology literacy
  as specified in the Project Narrative, will
  increase by a total of ____ points (annually.
  If Year 2 Target Group is different from the Year
  1).
• The required Performance Goals and Benchmarks may
  not be edited.

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Form 3-Goal 2 Professional Development

• Required Program Objective 2b to be achieved by
  6/30/09 The percentage of teachers in the
  target group who effectively integrate
  technology in the curriculum, to support
  student academic achievement as specified in the
  Project Narrative, will increase by a total
  of____ points (annually - if different target
  group in year 2).
• The required Performance Goals and Benchmarks may
  not be edited.

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Form 3-Goal 2 Professional Development

• District must collect sample baseline Teacher
  Technology Literacy and Curriculum Integration
  Data for Target Teacher Group ASAP.
• Use the data to establish baseline percentages
  and growth targets for Goal 2.0.

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Form 3-Goal 2 Professional Development

• Districts can
• Collect sample baseline Ed Tech Profile data from
  teachers at target sites, in target curricular
  areas and grade levels. (www.edtechprofile.org)
• Request Target staff complete Ed Tech Profile
  survey to collect baseline.

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Form 3-Goal 3 Expanded Access

• Required Program Objective 3a to be achieved by
  6/30/09 The average student-to-computer ratio
  for target students in target classrooms will
  decrease to ltinsert ratiogt by 6/30/09.
• Only include computers four years old or newer
  in the target classrooms of targeted students
  when determining your baseline ratios.

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Form 3-Goal 4 Communication Collaboration

• Required Performance Goal 4Technology will be
  used to establish and/ or improve communication
  and collaboration among home, school, and
  community to support student learning.
• Districts must enter their own measurable
  objective and benchmarks based on their program.

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Form 3 Communication Collaboration
Include a baseline and benchmark growth target
for each program year.

• For EXAMPLE
• Required Program Objective 4a to be achieved by
  6/30/09 The percentage of teachers using the
  districts online student information system to
  post student homework and grades for parent and
  student access will increase by a total of____
  points (annually. If Year 2 Target Group is
  different from the Year 1).

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Form 3 Evaluation

• For each objective, identify the data to be
  collected, the data collection instrument to be
  used, and the data collection frequency and
  schedule.
• A strong rating would include multiple measures
  of goal achievement, collected over time,
  including SETDAs Common Data Elements.

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Form 4 Strategies and Timeline

• List the specific strategies or actions that will
  be implemented to achieve each of the performance
  goals, objectives, and benchmarks from the
  Program Goals, Objectives, Data Collection, and
  Evaluation (Form 3).
• Include the beginning and ending dates for the
  strategies or actions and list the person
  responsible for implementation of the strategies
  or actions.

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Form 5 Projected Budget and Narrative

• Report what you are spending, when, and why.
  Include leveraged funding amounts, if applicable.
  
• A minimum of 25 percent of the total grant award
  must be allocated for high-quality professional
  development.

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Form 5 Projected Budget and Narrative

• Professional Development Budget
• A minimum of 25 of EETT C Grant Award MUST be
  spent on high quality professional development,
  focused on technology literacy and curriculum
  integration.

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Form 5 Projected Budget and Narrative

• Professional Development Budget
• Salaries and Benefits.
• Stipends for trainers, facilitators,
  participants.
• Costs for substitute teachers.
• Fees for online professional development.
• Contracted Professional Development Technology
  Integration Programs Services.
• Professional development incentives.
• Costs for Ed Tech related conferences and
  associated travel.

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Form 5 Projected Budget and Narrative

• Other Uses of Funds
• Hardware
• Infrastructure
• Technical Support
• CLRN approved Electronic Learning Resources
• Supplies and Materials
• Expenses related to fostering communication among
  parents, students, teachers, and community.
• Grant management, coordination, evaluation, and
  reporting.

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Application Component Review

• Form 7
• Partnerships and Consortiums
• The research evidence is beyond dispute
• When schools and communities work together with
  families to support learning, children tend to
  succeed not just in school, but throughout life.

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Form 7 Partnerships Consortiums (RFA pg 6)

• Partnership applications are encouraged and
  receive a competitive advantage in application
  scoring.
• Must have a one-page letter from each partner
  identified on Form 7 briefly summarizing how
  their partnership with the LEA is mutually
  beneficial and will support the comprehensive
  EETT program.

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Form 7 Partnerships Consortiums

• Partnerships Requirements (RFA pg 6)
• Proven experience with technology literacy and
  curriculum integration.
• Evidence the partnership will have a positive
  impact on student academic achievement.
• Work, products, strategies or services are
  aligned with or based upon relevant research.

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Four Types of Partnerships (continued)

• Student Centered Partnerships
• Partnership helps with student awards, student
  incentives, student hardware and peripherals,
  scholarships, student trips, tutors, mentors, job
  shadowing, and other services and products for
  students.
• Family Centered Partnerships
• Partnership supports parent workshops, family
  fun-nights, GED and other adult education
  classes, parent incentives and rewards,
  counseling and other forms of assistance.

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Four Types of Partnerships (continued)

• School Centered Partnerships
• Partnership helps with equipment and materials,
  school beautification and repair, professional
  development facilitation, mentors, incentives and
  awards, funds for school events and programs,
  office and classroom assistance.
• Community Centered Partnerships
• Partnership helps with community service
  learning, District and School / Teacher web
  sites, community student exhibits and
  performances, charity, community beautification,
  and other outreach.

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Examples of EETT Competitive Partners

• Corporate and Local Businesses
• Local Media
• Other LEAs
• Universities and Educational Institutions
• Health Care Orgs.
• Government and Military Agencies

• National Service and Non-profit Organizations
• Faith Organizations
• Senior Citizen Organizations
• Cultural and Recreational Institutions
• Community Organizations
• Individual Volunteers

Edutopias Big List on Community Partnerships
http//www.edutopia.org/partnerships
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Form 7 EETT Competitive Partnerships

• Of the four types of community partner
  activities, the LEA must decide which type(s) of
  partnerships they will form to meet Form 7
  Partnerships requirement.
• Develop partnerships and include letters of
  support from EACH Partner included in
  application.

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Form 7 EETT Competitive Consortiums

• A consortium is a group of school districts
  and/or direct-funded charter schools.
• A minimum of one school district within the
  consortium must be eligible to apply for the
  EETT C Grant.

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Form 7 EETT Competitive Consortiums

• One eligible district within the consortium must
  be designated as the lead district with
  responsibility for program and fiscal
  accountability.
• Only students in grades 4-8 at eligible districts
  within a consortium are funded at 300 per
  student.

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EETT Competitive Workshop

• 10 Minute Break

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EETT Competitive Project Narrative

• The Project Narrative needs to describe the
  research-based program, strategies, resources and
  timelines that will be used to achieve
• The goals and objectives on Form 3
• The activities on Form 4
• The expenditure of budget resources on Form 5
• The partnership and / or consortium support on
  Form 7

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EETT Competitive Project Narrative

• Six Sections of the Project Narrative (RFA page
  21)
• Program for Students
• Professional Development Program for Teachers
• Expand Access to Technology and Provide
  Technology Support
• Communication and Collaboration Among Home,
  School, and Community.
• Evaluation
• Follow-up Grant Sustainability

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EETT Competitive Project Narrative

• Project Narrative (RFA page 21)
• Answer ALL questions outlined in the RFA for EACH
  of the six sections of the Project Narrative.
• Ensure alignment of Project Narrative with
  related information provided on required forms.
• Write to the Rubric
• Write to the Rubric
• Write to the Rubric

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Project Narrative Program for Students

• Describe the LEAs research-based Program for
  Students. Include relevant research citations.
• Describe the technological literacy and academic
  learning needs of the students in the target
  group(s).
• Describe how the LEAs research-based Program for
  Students will meet the students identified
  learning needs.
• Take a few minutes to review all questions for
  this section in RFA pg 22.

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Project Narrative Program for Students

• Program for Students Options
• LEA designs their own program for students using
  research-based strategies and publisher or CLRN
  approved electronic learning resources.
• LEA partners with an organization such as CTAP to
  develop a comprehensive program suited to the
  specific learning needs of targeted students.

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Project Narrative Program for Students

• Program for Students Options
• LEA partners with an established research-based
  student program such as
• EAST
• GenYes
• Etc.

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Project Narrative Professional Development

• Describe the LEAs research-based Program for
  Teachers. Include relevant research citations.
• Describe the technology literacy and curriculum
  integration learning needs of the teachers in the
  target group(s).
• Describe how the LEAs research-based
  Professional Development Program will meet the
  target teachers identified learning needs.
• Take a few minutes to review all questions for
  this section in RFA pg 23

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Project Narrative Professional Development

• Professional Development Program Options
• LEA designs their own Professional Development
  program using research-based strategies.
• LEA partners with an organization such as CTAP to
  develop a comprehensive Ed Tech integration
  program suited to their needs.

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Project Narrative Professional Development

• Professional Development Program Options
• LEA partners with an established research-based
  programs such as
• EAST
• eMINTS
• GenYes
• Intel Teach to the Future
• Etc.

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Project Narrative Expand Access

• Identify the current student-to-computer ratio
  used by the students and teachers in the target
  group.
• Identify the new electronic learning resources,
  infrastructure, hardware and peripherals to be
  acquired and describe how the new resources will
  support the comprehensive program.

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Project Narrative Expand Access

• Describe how technology resources, either
  currently existing or to be acquired, will be
  used to support data-driven decision-making.
• Describe how adequate technical support will be
  provided to support the districts EETT
  Competitive program.
• Take a few minutes to review all questions for
  this section in RFA pg 25

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Project Narrative Communication Collaboration

• Describe how technology will be used to establish
  or improve communication and collaboration among
  home, school and community.

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Project Narrative Communication Collaboration

• Describe how students learning needs will be
  supported through the use of technology for
  communication and collaboration.
• Describe how the partnerships listed on Form 7
  will help to improve communication and
  collaboration among home, school, and community.
• Take a few minutes to review all questions for
  this section in RFA pg 26

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Project Narrative Communication Collaboration

• Possible areas to establish or improve on
• E-mail accounts, expanded web access for
  teachers, students, parents, and community
  promotes communication and sharing.
• Developing partnerships to support learning
  opportunities.

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Project Narrative Communication Collaboration

• Possible areas to establish or improve on
• Using multiple media for school / class
  communicationsi.e. school web postings, student
  grades and attendance online, informational
  e-mails, voice-mail, newsletters.
• Sponsoring parent/community events that promote
  involvement in student learning.

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Project Narrative Evaluation

• Describe the data to be collected over time and
  the data instrument(s) that will be used to
  evaluate each program objective, listed under
  each of the goals on Form 3.
• Identify how and when the data will be collected
  and reported.

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Project Narrative Evaluation

• Describe the continuous data-driven improvement
  process for monitoring the impact the
  comprehensive program is having on all goals.
• Take a few minutes to review all questions for
  this section in RFA pg 28

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Project Narrative Evaluation

• Semi-annual and Annual Performance Reports
• Purpose to evaluate program impact and progress
  in meeting annual benchmarks.
• Submitted to CDE twice a year during both
  implementation years.
• The CDE is in the process of revising the EETT
  Competitive semi-annual and annual reports. They
  will be posted on the CDE website in the fall
  2007.
• http//www.cde.ca.gov/ls/et/ft/eettcomp.asp

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Project Narrative Follow-Up Grant

• Describe how the Follow-Up grant (45 per student
  based on original grant award) will be used to
  help sustain or expand the EETT Competitive Round
  6 program.
• Describe other funding sources or partnerships
  that may contribute to the sustainability or
  expansion of the EETT Competitive Round 6
  program, at the conclusion of the two-year grant
  program.

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EETT Competitive Next Steps

• The secret of getting ahead is getting started.
• The secret of getting started is breaking your
  complex overwhelming tasks into small manageable
  tasks,
• and then starting on the first one.
• Mark Twain

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EETT Competitive Next Steps

• Who should be on the Planning Team?
• District Stakeholders
• Curriculum Coordinator
• Data collection/analysis Coordinator
• Categorical Programs Coordinator
• Staff Development Coordinator
• Technology Director
• Administrators Teachers from eligible 4-8
  schools.
• Teachers Union representation
• Private Schools in the district.

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EETT Competitive Next Steps

• Assemble program planning / writing team.
• Determine where you are at and develop a
  realistic vision of where you want to be at the
  conclusion of the two year program.
• Select or design a research-based EETT C Program
  that will bridge the gap.

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EETT Competitive Next Steps

• Determine target schools, teachers, students and
  curricular focus.
• Calculate your total EETT C budget set aside
  25 for professional development.
• Backwards map what needs to be done when over the
  two year program to reach objectives.
• Consult with CTAP.

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For More EETT Competitive Information

• EETT Competitive Round 6 Files
• http//www.cde.ca.gov/fg/fo/r5/eettc07rfa.asp
• EETT C FAQs
• http//www.cde.ca.gov/fg/fo/r5/eettc07faq.asp
• Regional CTAP Offices
• http//www.cde.ca.gov/ls/et/rs/ctapdirectors.asp
• CDE EETT Competitive Lead
• Nancy Silva, Consultant
• nsilva_at_cde.ca.gov

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Questions?

• Thank you for attending!