ࡱ> $' !"# bjbjVV W<<`+++++T-,-,-,,Y/-,r 3Zg4L44466j9:tQ+2[6"662[2[++44a&"lalala2[+4+4la2[lalaz4E4 /~E-,\jH<; P]hPEE*P+oP: D laKQ :::j_:::2[2[2[2[P::::::::: *: Notice of Grant Opportunity IMproving Partnerships and Active Collaboration for Teaching (IMPACT) Grants Year 3 of 3 12-ER08-G03 Christopher Cerf Acting Commissioner of Education Mary Jane Kurabinski Director, Office of Language Arts Literacy Education July 2011 Application Due Date: August 19, 2011 NEW JERSEY DEPARTMENT OF EDUCATION P.O. Box 500 Trenton, NJ 08625-0500 HYPERLINK "http://www.state.nj.us/education"http://www.state.nj.us/education STATE BOARD OF EDUCATION ARCELIO APONTE . Middlesex President DR. RONALD K. BUTCHER . Gloucester Vice President CLAIR CHAMBERLAIN Eckert. Somerset JACK A. FORNARO Warren EDITHE FULTON . Ocean ROBERT P. HANEY Monmouth ERNEST P. LEPORE .... Hudson FLORENCE McGINN .. Hunterdon ANDREW J. MULVIHILL... Sussex ILAN PLAWKER .. Bergen J. PETER SIMON.. Morris DOROTHY S. STRICKLAND .. Essex Christopher Cerf, Acting Commissioner Secretary, State Board of Education It is a policy of the New Jersey State Board of Education and the State Department of Education that no person, on the basis of race, color, creed, national origin, age, sex, handicap or marital status, shall be subjected to discrimination in employment or be excluded from or denied benefits of any activity, program or service for which the department has responsibility. The department will comply with all state and federal laws and regulations concerning nondiscrimination. TABLE OF CONTENTSWhen responding to this Notice of Grant Opportunity (NGO), applicants must use the Electronic Web Enabled Grant (EWEG) online application system. See  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/ to access this system. Please refer to the web page for the NGO at http://www.nj.gov/education/grants/discretionary/ (click on available grants) for information on when the EWEG application will be online. SECTION 1: GRANT PROJECT INFORMATION 2 1.1 DESCRIPTION OF THE GRANT PROJECT 2 1.1.1 State Rationale 2 1.1.2 Anticipated LEA Outcomes for the Grant Project 4 1.1.2.a. Outcomes after three year grant period 4 1.1.2.b. Goals for second grant period 4 1.1.3 IMPACT Project Design 5 1.2 ELIGIBILITY TO APPLY 7 1.2.1 Eligibility for Two-LEA Partnership 8 1.2.2 Partnerships 8 1.2.3 Nonpublic Participation 8 1.3 FEDERAL COMPLIANCE REQUIREMENTS (DUNS, CCR) 8 1.4 STATUTORY/REGULATORY SOURCE AND FUNDING 9 1.5 DISSEMINATION OF THIS NOTICE 9 1.6 TECHNICAL ASSISTANCE 9 1.7 APPLICATION SUBMISSION 9 1.8 REPORTING REQUIREMENTS 10 1.9 ASSESSMENT OF STATEWIDE PROGRAM RESULTS 11 1.10 REIMBURSEMENT REQUESTS 12 SECTION 2: PROJECT GUIDELINES 12 2.1 PROJECT DESIGN CONSIDERATIONS 12 2.2 PROJECT REQUIREMENTS 13 2.2.1 Completing the Application 13 2.2.1.a. Contact Tab 13 2.2.1.b Program Update Subtab 14 2.2.1.c Project Description Subtab 14 2.2.1.d Goals, Objectives, Indicators Subtab 14 2.2.1.e Project Activity Plan Subtab 15 2.2.2 Grant Application Nonpublic School Requirements 22 2.3 BUDGET DESIGN CONSIDERATIONS 22 2.4 BUDGET REQUIREMENTS 24 SECTION 3: COMPLETING THE APPLICATION 28 3.1 GENERAL INSTRUCTIONS FOR APPLYING 28 3.2 EVALUATION OF APPLICATIONS 28 3.3 APPLICATION COMPONENT CHECKLIST 29 APPENDICES 31 SECTION 1: GRANT PROGRAM INFORMATION DESCRIPTION OF THE GRANT PROGRAM The IMproving Partnerships and Active Collaboration for Teaching (IMPACT) Year 3 grant project is designed to offer opportunities to eligible partnerships among institutions of higher education (IHEs), high-need local education agencies (LEAs) and Educational Technology Training Centers (ETTCs) to conduct professional development and other activities that will result in: Expanding the number of teachers who are highly qualified; Building capacity to meet state adopted core standards (those adopted in 2009 and/or the Common Core State Standards adopted in June 2010) in Mathematics; and Increasing the degree of integration of 21st century skills, technology and global perspectives into instruction. The overarching goal is to raise student academic achievement in targeted core content areas based on the needs of each participating LEA. State Rationale The IMPACT grant supports both federal and state policies/initiatives. Federal Initiatives aligned with the goals of the IMPACT grant: NCLB Performance Goal 3 - All students will be taught by highly qualified teachers. The IDEA Act of 2004 and the NCLB Act of 2001 - mandate that all students be taught with the same high standards. Because students with disabilities, English language learners, and students that are at-risk may require additional support to achieve proficiency in core areas, teachers need to acquire instructional methodologies that will assist in meeting students diverse needs. The Higher Education Opportunity Act (Public Law 110315 of 2008) - defines Universal Design for Learning (UDL) as a scientifically valid framework for guiding educational practices that: Provides flexibility in the ways information is presented, in the ways students respond to or demonstrate knowledge and skills, and in the ways students are engaged; and Reduces barriers in instruction and provides appropriate accommodations, support, and challenges while maintaining high expectations for all students. The Higher Education Opportunity Act also requires each IHE funded by the Act prepare teachers to integrate technology effectively into curriculum and instruction, in a manner that includes activitiesconsistent with the principles of UDL. See the following link for additional information aboutPublic Law 100-315 of 2008. (HYPERLINK "http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf"http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf). This grant project provides continued support for current NJDOE efforts to build LEA capacity to effectively implement the UDL framework. State Initiatives aligned with the goals of the IMPACT grant: A. Meeting Highly-Qualified Requirements of NCLB Over 99% of all New Jersey teachers are currently highly-qualified. Yet, there remain teachers that need support to become highly-qualified in the area in which they teach. NJDOE survey data reveal there is a need for: Teachers certified in special education to be certified in mathematics at the middle and high school levels, specifically in grades five through twelve; and Teachers who hold special education endorsements who also need endorsements in content areas other than mathematics in grades five through twelve. B. 2009 New Jersey Core Curriculum Content Standards and the Common Core State Standards in Mathematics and English Language Arts The revised standards provide the foundation for the development of critical thinking, problem-solving and creativity skills with the goal of increased student achievement by focusing on: 21st century knowledge, skills and themes; Cross content integration; Technology integration; and Development of global perspectives in all content areas. C. Three-Year Local School District/Charter School Technology Plan The NJDOE supports an ongoing expectation that all districts meet or exceed the goals of their Three-Year Local School District/Charter School Technology Plan. Each technology plan is based on the four New Jersey Educational Technology State Plan goals for the integration of technology into the instruction: Goal 1: All students will be prepared to excel in the community, workplace and in our global society using 21st century skills. Goal 2: All educators, including administrators, will attain the 21st century skills and knowledge necessary to effectively integrate educational technology in order to enable students to achieve the goals of the Core Curriculum Content Standards and Common Core State Standards, and experience success in a global society. Goal 3: Educational technology will be accessible to students, teachers and administrators and utilized for instructional and administrative purposes in all learning environments, including classrooms, library media centers, and other educational settings such as community centers and libraries. Goal 4: New Jersey school districts will establish and maintain the technology infrastructure necessary for all students, administrators and staff to safely access digital information on demand and to communicate virtually. Activities under the IMPACT grant will assist the LEA in meeting its technology plan goals by providing resources to access technology, and by providing professional development opportunities that increase teacher competency in the use of technological tools and implementation strategies to effectively integrate technology into teaching and learning. Additionally, grant activities will assist the principals in obtaining and cultivating their instructional leadership skills, and support them in building the schools capacity to create and sustain an effective school vision, culture and instructional program that incorporates the use of technology, standards-based teaching and learning and the establishment of a 21st century learning environment. Anticipated LEA Outcomes for the Grant Project 1.1.2.a Outcomes after three year grant period The desired outcomes of the IMPACT grant at the end of the three-year grant period are as follows: Attainment of highly-qualified teacher status for participants; Alignment of LEA curricula to 2009 Core Curriculum Content Standards and the Common Core State Standards for Mathematics and English Language Arts & Literacy in History/ Social Studies, Science and Technical Subjects that include integration of 21st century skills, technology and global perspectives, Use of standards-based instructional and assessment strategies by participating teachers; Creation of a searchable web-based resource engine aligned with the revised standards in specific content areas as a tool for teachers. The search engine will contain a variety of digital resources, lesson plans, sample assessments and student activities; Replication of successful grant activities beyond the grant period that includes the adoption of policies and procedures to promote ongoing professional learning and growth and professional learning communities for teachers and administrators in the participating LEAs; and Submission of an evaluation report that depicts the successful completion of the grant goals. 1.1.2.b. Goals for third grant period Applicants are required to meet the following goals during the third grant period of this project. Continue to provide guidance in collaboration with the school-based planning team to ensure an effective virtual professional learning community; Ensure teachers and administrators participate in professional development activities designed to assist with the alignment of district curriculum to the targeted 2009 New Jersey Core Curriculum Content Standards (NJCCCS), and targeted Common Core State Standards: Provide a minimum of 30 participating teachers with professional development that results in increased content knowledge, and skills development related to implementing instructional practices that are aligned to the targeted 2009 NJCCCS and targeted Common Core State Standards. Provide professional development on the instructional/assessment strategies, needed to effectively integrate 21st century knowledge and skills, global perspectives, use of technology, and application of the UDL framework into the targeted content areas; and Offer IHE credit-bearing courses to participating teachers that will: Count towards the required 30 credit hours needed to obtain highly-qualified status, Increase content knowledge and knowledge of research-based instructional pedagogy, and facilitate successful completion of the Praxis exam. 6. Enhance the searchable web-based resource engine that was created in Year 2 that contains a variety of digital resources, lesson plans, sample assessments and student activities; 7. Continue the work plan that began in year 2 for revising various courses in the teacher preparation programs, as well as credit-bearing, in-service courses, to ensure alignment of coursework and professional development to the 2009 Science standards or the 2010 Common Core State Standards for Mathematics and 8. Implement the evaluation plan developed in Year 1. 1.1.3 IMPACT Project Design IMPACT is a three-year grant project. Year 1 was a seven and a half month planning period where an institution of higher education (IHE), in collaboration with one or more LEAs and an ETTC, designed an implementation plan for Year 2 and Year 3 of the grant project. Twenty teachers were chosen in Year 1, and will implement IMPACT grant activities for two consecutive in years 2010-2011 and 2011-2012. The 20 participating teachers met the following requirements: Ten teachers (Cohort I) hold certification in special education and are becoming highly-qualified to teach any grade (5 through 12) in the area of math or science based on the needs of the partner LEA. Ten additional teachers (Cohort II) hold certification or an endorsement in any content area in grades 5 through 12 and are becoming highly-qualified in one of the following humanities areas: social studies, language arts literacy, world languages or the visual and performing arts, also determined by the LEAs need. In the event teachers who were identified in Year 1, Year 2 and/or Year 3 to participate are unable to continue in the IMPACT grant program, the lead agency must make a concerted effort to add another teacher in that school building. If the lead agency is unable to have two participating teachers from the same building, or wishes to focus on another content area than first anticipated, an alternative plan for teacher participation must be developed and approved by the NJDOE IMPACT program officer prior to the implementation of the alternative plan. Teachers will receive professional development to assist them with implementing the program that was designed in Year 2. Professional development will help teachers increase content knowledge and implement research-based instructional pedagogy that incorporates: Effective integration of 21st century knowledge and skills, global perspectives; Use of technology to support and enhance learning; Application of the UDL framework into the targeted content areas; and New goals, content and skills found in the 2009 Core Curriculum Content Standards. In Year 3, the grant partners are to build upon the work completed in Year 2 related to alignment of the curriculum to the 2009 New Jersey Core Curriculum Content Standards (NJCCCS) and the Common Core State Standards for Mathematics. Partners will also use the search engine created in Year 2 that contains digital resources, lesson plans, sample assessments and engaging student activities for use in their classrooms and for turnkey training of district staff. Also in Year 3, the IHE is expected to continue the process that was developed in Year 2 for revising their courses in science and math content, and pedagogy offered in teacher preparation programs and credit-bearing, in-service courses to ensure alignment of coursework and professional development to current state P-12 student standards and the 2010 Common Core State Standards. During Year 3, the IHE and its partners will continue working with teacher Cohorts I and II to: Improve the search engine using the Classroom Application Documents (CADs), unit and lesson plan exemplars and other resources provided on the Academic Standards Website ( HYPERLINK "http://www.njcccs.org" www.njcccs.org); Facilitate and support teachers as they turnkey new knowledge and instructional strategies to non-participating teachers; Continue to support the LEA in replicating the grant activities by adding a minimum of ten additional teachers to be highly-qualified in one additional content area. Multiple districts may be needed to arrive at the required number of ten teachers. There will be a minimum of 30 teachers participating with each grantee; and Support three content areas in Year 3 (two content areas from Year 2 and the additional content area in Year 3). In Year 3, ten additional teachers will participate. The partnership must use the results of the needs assessment that was conducted in Year 1 to identify the humanities area that will be addressed in Year 3. The partnership must also identify the ten participating teachers for implementation of the grant activities in Year 3. These are all requirements of the Year 3 application. The table below outlines the cohort requirements; YearContent AreaParticipantsYear 1 2010 (1/15/2010 8/31/2010)Develop partnership; identify participating content areas, school teams, teachers and administrators.Identification of Teachers: Cohort I Ten (10) Special education teachers who want to earn highly-qualified status to teach any grade 5 through 12 in the area of math or science, depending on the needs of the LEA. Cohort II Ten (10) certified teachers in any grade 5 to 12 who will become highly-qualified in one of the following areas: social studies, English language arts literacy, world languages or the visual and performing arts.Year 2 2010 (9/1/2010-8/31/2011)Cohort I: Mathematics or Science* Cohort I Ten (10) Special education teachers who want to earn highly-qualified status to teach any grade 5 through 12 in the area of math or science depending on the needs of the LEA. Cohort II: First Humanities area*Cohort II Ten (10) certified teachers in any grade 5 to 12 who will become highly-qualified in one of the following areas: social studies, English language arts literacy, world languages or the visual and performing arts.*Minimum of the same 20 Teachers Participating in Year 2Year 3 2011 (9/1/2011- 8/31/2012)Continuation of Cohorts One & Two* *Cohort I Ten (10) Special education teachers who want to earn highly-qualified status to teach any grade 5 through 12 in the area of math or science depending on the needs of the LEA. Cohort II Ten (10) certified teachers in any grade 5 to 12 who will become highly-qualified in one of the following areas: social studies, English language arts literacy, world languages or the visual and performing arts. Cohort III: An additional Humanities area added for each LEA**Cohort III Ten (10) certified teachers in any grade 5 to 12 who will become highly-qualified in one of the following areas: social studies, English language arts literacy, world languages or the visual and performing arts.**Minimum of 30 Teachers Participating ELIGIBILITY TO APPLY Only the agencies that received awards through the competitive process under the originating Notice of Grant Opportunity (NGO) and who received funding in IMPACT Year 2 are eligible to apply for continuation funding in Year 3. Those agencies are listed in Appendix A. 1.2.1 Eligibility for Two-LEA Partnership The applicant must have at least one high-need partner LEA with the majority of teachers from one or more high-need LEAs. Each IHE has already partnered with one or more LEAs. However, if another LEA is needed to meet the 30 teacher minimum, the new LEA partner in Year 3 must certify the partnership through the completion of the New Partner Document of Collaboration Form found in Appendix B. 1.2.2 Partnerships The eligible applicants will have formed collaborative partnerships in Year 3 with 1) nonpublic schools (if participating), 2) one or more LEAs, and 3) an Educational Technology Training Center (ETTC). The applicant must upload to the EWEG system an updated articulation agreement with each of the Year 2 partners (including the nonpublic schools) that are continuing in Year 3. The applicant may choose another or an additional ETTC if the services provided from their current ETTC partner have not met their expectations or satisfied the grant objectives. Each ETTC partner that is new to the partnership in Year 3 must certify that it is an IMPACT grant partner through the completion of the New Partner Document of Collaboration Form found in Appendix B. 1.2.3 Nonpublic Participation The participation of nonpublic schools from Year 2 of a grant program is expected to continue and to remain in effect for the duration of the grant period. For those nonpublic school partners who participated in Year 2, on-going consultation is required for each subsequent year. The Documentation of Nonpublic School Participation form is to be completed as part of the EWEG system. Applicants are required to provide this information on the appropriate EWEG tab (Nonpublic) in the application. The Nonpublic Equitable Participation Summary And Affirmation Of Consultation form (Appendix D) is required to be completed, signed, scanned and uploaded for each participating nonpublic school as part of the EWEG application (see Upload tab). Signatures are paramount. The grantee is expected to complete the goals, objectives and activities established in its grant agreement and to make satisfactory progress toward the completion of its multi-year plan. Failure to do so may result in the withdrawal of certification by the Department of Education of the grantees eligibility for continuation funding. 1.3 FEDERAL COMPLIANCE REQUIREMENTS (DUNS, CCR) In accordance with the Federal Fiscal Accountability Transparency Act (FFATA), all grant recipients must have a valid DUNS number and must also be registered with the Central Contractor Registration (CCR) database. DUNS numbers are issued by Dun and Bradstreet and are available free to all entities required to register under FFATA. To obtain a DUNS number, go to HYPERLINK "http://fedgov.dnb.com/webform/"http://fedgov.dnb.com/webform/ To register with the CCR database, go to HYPERLINK "http://www.ccr.gov"www.ccr.gov Applicants are required to provide their DUNS number and expiration date of their CCR registration as part of the application using the appropriate EWEG tab (Contacts). No award will be made to an applicant not in compliance with FFATA. 1.4 STATUTORY/REGULATORY SOURCE AND FUNDING The applicants project must be designed and implemented in conformance with all applicable state and federal regulations. IMPACT grants are 100 percent federally funded from the Improving Teacher Quality Partnership (ITQP) Title II Part B Subpart 3 of the No Child Left Behind Act of 2001 (NCLB), P.L. 107-110. Grantees are required to comply with Sections 21312134 of NCLB as well as the Education Department General Administrative Regulations (EDGAR) 34 CFR Parts 76, 77, 79, 80, 81, 82, 85, 86, 97, 98, and 99. In this third, twelve-month year of the IMPACT funding, there will be approximately $1,750,000 in federal funding available in FY 2012 for the eligible partnership grants. Five awards will be granted, and each award can be funded at a maximum request of $350,000. The third grant period for IMPACT begins September 1, 2011 and ends August 31, 2012. 1.5 DISSEMINATION OF THIS NOTICE The Office of Academic Standards will make this notice available to only those IHEs that were awarded the IMPACT Year 2 grant funds and the Executive County Superintendents. Additional copies of the NGO are available on the NJDOE web site:  HYPERLINK "http://www.nj.gov/education/grants/discretionary/" www.nj.gov/education/grants/discretionary/ 1.6 TECHNICAL ASSISTANCE The Technical Assistance (TA) Workshop about IMPACT application preparation will be held online by Elluminate webconferencing at a convenient time for all of the IMPACT Year 2 grantees. IMPACT Year 2 grantees will be contacted by the program officer with the actual time of day and specific information concerning the session. All applicants and partners (including the nonpublic school partner(s)) are invited to participate. 1.7 APPLICATION SUBMISSION The New Jersey Department of Education operates discretionary grant programs in strict conformance with procedures designed to ensure accountability and integrity in the use of public funds and, therefore, will not accept late applications. The responsibility for a timely submission resides with the applicant. The Application Control Center (ACC) must receive the complete application through the online EWEG system at  HYPERLINK "http://homeroon.state.nj.us/" http://homeroom.state.nj.us/ NO LATER THAN 4:00 P.M. ON August 19, 2011. Without exception, the ACC will not accept, and the Office of Grants Management cannot evaluate for funding consideration, an application received after this deadline. Complete applications are those that include all elements listed in Section 3.3, Application Component Checklist of this notice. Applications received by the due date and time will be screened to determine whether they are, in fact, eligible for evaluation. The Department of Education reserves the right to reject any application not in conformance with the requirements of this NGO. Paper copies of the grant application will not be accepted in lieu of the electronic EWEG application submission. 1.8 REPORTING REQUIREMENTS Grant recipients are required to submit periodic project and fiscal progress reports. (For additional information about post award requirements see the Grant Recipients Manual for Discretionary Grants at: HYPERLINK "http://www.nj.gov/njded/grants/discretionary/management/manual.shtml"http://www.nj.gov/njded/grants/discretionary/management/manual.shtml). The reports will be reviewed to ascertain the degree of the grantees progress within the scope of work appropriate to the current agreement period, and its conformance with program regulations and enabling legislation. During the first two years of the contract period, the grantee was expected to complete all program requirements and to make satisfactory progress toward the completion of a comprehensive two-year plan to achieve the grant goals. Failure to do so may result in the withdrawal by the Department of Education of certification of the grantees eligibility for continuation funding. Reports for this program will be due as follows: Report Reporting Period _ Due Date_______ 1st Report Period September 1, 2011 November 30, 2011 December 16, 2011 2nd Report Period September 1, 2011 February 28, 2012 March 16, 2012 3rd Report Period September 1, 2011 May 31, 2012 June 15, 2012 Final Report Period September 1, 2011August 31, 2012 October 31, 2012 Additional Reporting Requirements In addition to the information that is required for all periodic project reports, the following additional narrative reports are required, and must be uploaded to EWEG as part of each periodic program report listed above: A summary of the projects accomplishments, challenges, and fiscal issues. Evidence of successful implementation of required project activities that include the following: Documentation of ongoingprofessional discussions and collaborations among participants; Documentation of teachers gains in knowledge and skills as demonstrated by observing the use of innovative instructional and assessment strategies that include the use of technology and student responses (work products, increased achievement); Documentation of progress toward aligning the LEA curriculum with the 2009 NJCCCS for Science and the Common Core State Standards for Mathematics; and Status of nonpublic participation, if applicable. Narrative of the results of modifications made regarding the implementation of the project after reviewing the program to ensure that the program meets the needs of the partner LEA and participating teachers. Update of the qualitative evaluative summaries of grant activities in meeting the grant outcomes at the end of Year 3. Final program reports must include all items above in addition to: A summary of teachers experiences with the professional development activities and coursework completed for credit, A copy of the final evaluation of the program, A link to access the newly-created search engine, and A copy of the completed work plan. The fiscal and program periodic reports are required of all grant recipients. It is the responsibility of the lead agency to collect reporting information from all partners. All program and fiscal reports are to be submitted through the online EWEG system at http://homeroom.state.nj.us/. 1.9 ASSESSMENT OF STATEWIDE PROGRAM RESULTS The grantee must secure an evaluator to implement the two-year comprehensive evaluation plan that was created in the first phase of the IMPACT grant program. The following items must be included in the evaluation plan design. 1. Baseline data and post-data that include the current: Number of teachers who receive professional development to allow them to meet the high-qualified requirement in the subject for which they teach; Number of teachers enrolled in courses for credit; Status of professional learning communities (e.g., in existence, active, inactive); Degree to which each teachers use of targeted instructional strategies is infused into classroom instruction; and Data on student performance in participating teachers classes. 2. Documentation of the extent to which the professional development that was provided during the grant period assisted teachers with effective integration of technology into instruction. 3. A comparative analysis each year that illustrates teacher progress on the effective integration of technology into instruction based on benchmarked data. The impact of grant activities on teaching and learning, and the satisfaction of teachers and LEA administrators regarding the effectiveness of the PD as a result of the grant program. The final lesson plan designed in year 2 and implemented in year 3. 6. Quarterly updates of the qualitative evaluative summaries of the overall grant project activities in meeting the grant outcomes at the end of Year 3. 1.10 Reimbursement Requests Payment of grant funds is now made through a reimbursement system rather than through scheduled monthly payments. Reimbursement requests for any grant funds the local project has expended are made through the Electronic Web-Enabled Grant (EWEG) system. Requests may begin once the grantee has received the grant agreement. Grantees must submit requests at least ten business days before the end of the month, but no later than the 15th of the month, in order to receive payment the following month. You may include in your request funds that will be expended through the last calendar day of the month in which you are requesting the reimbursement. If the grantees request is approved by the NJDOE program officer the grantee should receive payment around the 8th-10th of the following month. Grantees must request reimbursements every month. A tutorial of reimbursement requests may be found at  HYPERLINK "http://www.nj.gov//education/grants/rrt.htm" www.nj.gov//education/grants/rrt.htm. Please note that the tutorial does mention a $50,000 transfer threshold, which is the threshold amount for entitlement grants. The discretionary threshold is $10,000 or 10%, whichever is less. SECTION 2: PROJECT GUIDELINES The intent of this section is to provide the applicant with the program framework within which it will plan, design, and develop its proposed project to meet the purpose of this grant program. Before preparing applications, applicants are advised to review Section 1.1, Description of the Grant Program, of this NGO to ensure a full understanding of the states vision and purpose for offering the program. Additionally, the information contained in Section 2 will complete the applicants understanding of the specific considerations and requirements that are to be considered and/or addressed in their project. Please note that the passage of the School District Accountability Act (A5 or Chapter Law 53) places additional administrative requirements on the travel of school district personnel. The applicant is urged to be mindful of these requirements as they may impact the ability of school district personnel to participate in activities sponsored by the grant program. When submitting an application, the agency must use the EWEG online application system located at  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/. 2.1 PROJECT DESIGN CONSIDERATIONS Applicants should continue to support, encourage and provide incentives to the cohort teachers to ensure their commitment of time and effort to the IMPACT program in Year 3. The IHE may consider providing each new cohort teacher with 45 hours annually of professional development and in-class coaching. The project director should be aware of the needs of the cohort teachers and work with the professional developers to ensure the necessary number of hours of in-class coaching is provided to each teacher. Identified needs may be determined from multiple sources including, but not limited to, evaluation forms and focus groups. 2.2 PROJECT REQUIREMENTS School-based planning teams formulated a plan to implement the grant activities for Year 3 where a minimum of 30 teachers in each of the three chosen content areas were invited to participate in the grant activities. At least six teachers (two in each content area) are part of the school-based planning team. The grantee must continue to make a concerted effort to ensure 30 teachers participate. If extenuating circumstances arise that may require participation of fewer than 30 teachers, an alternative plan for teacher participation must be developed and approved by the NJDOE IMPACT program officer prior to the implementation of the alternative plan. In this third IMPACT grant period (September 1, 2011 to August 31, 2012), the grantee will implement the planned program activities for Year 3. All participating teachers must be listed in the application, and professional development will intensify for the 20 teachers, coaches and administrators who are implementing the grant program. Introductory level professional development will occur for the new cohort of ten (10) teachers. The grantee must partner with one LEA or multiple LEAs as long as the required total number of teachers for that grant period will be served. Although the intense professional development structure will target a limited group of teachers, other teachers within the LEA may participate in professional development offered through the IMPACT grant program. The majority of teachers must be from one or more high-need LEAs. Lead agencies developed a work plan in Year 2 for revising various courses in their teacher preparation programs, as well as credit-bearing in-service courses, to ensure alignment of coursework and professional development to current state P-12 student standards and the 2010 Common Core State Standards. Year 3 requires that the development or implementation of the work plan continues with vigor. The work plan outlines the process and corresponding timeline to change syllabi in teacher preparation courses in the targeted content area for Years two and three. The plan reflects how teachers will be prepared to effectively deliver instruction on the new standards and include: The content knowledge and skills found in the 2009 Core Curriculum Content Standards for Science and the 2010 Common Core State Standards for Mathematics; and Instruction on how to effectively integrate 21st Century skills, global perspectives and the use of technology to support and enhance learning in the targeted standards. Additional project requirements are found in the Project Activity Plan Subtab section below. 2.2.1 Completing the Application 2.2.1.a. Contact Tab Applicant information 2.2.1.b. Program Update Subtab In order to move forward with Year 3 of the grant program, it is necessary to assess and reflect upon the results of the activities that took place during Year 2. The applicant is required to provide a summary of the projects Year 2 outcomes and experiences: Describe the identified needs of the school-based planning team(s) that will be addressed in Year 3 of the grant program; and Provide the design and process for evaluating the success of grant outcomes and meeting the needs of the partner LEA, Provide a list of courses completed by each participating teacher as a result of the IMPACT grant program, his/her anticipated date of highly-qualified status in his/her chosen content area, and his/her building principals signature verifying the information provided. 2.2.1.c. Project Description Subtab In this section, applicants are to provide a summary of the project design and proposed plan to meet the grant outcomes in Year 3. The narrative will: Describe how the applicant will ensure that all the partners in the partnership will be actively involved in the implementation of the project, as well as how partnership activities will be coordinated; Provide information about the strategies that will be used to ensure consistent teacher participation throughout Year 3; Explain the process for ongoing collaboration with the partner nonpublic schools and the strategies that will be used to meet the needs of the nonpublic school teachers in relation to this grant project; Provide a detailed explanation as to how the Year 3 plan will assist all 30 participating teachers in becoming highly-qualified, and Provide a detailed description of the support that teachers will receive to incorporate deep content knowledge and the instructional pedagogies needed to implement the 2009 NJCCCS in Science, the Common Core State Standards in Mathematics or the Common Core State Standards in English Language Arts into instruction. It is also necessary to upload a list of titles and descriptions of the anticipated professional development offerings and coursework planned for the 2011-2012 school year. 2.2.1.d. Goals, Objectives, and Indicators Subtab Applicants are required to adopt the states goals and objectives noted below for the third year of the grant project. However, it is expected that additional goals will be included based on the action plan developed in Year 1. All applicants are required to construct the indicators (evidence of completion) that correspond with the given goals and objectives found in section 1.1.1.b of this NGO. The applicant must develop specific objectives and program indicators that support each of the Year 3 grant period goals. The indicators must provide measurable evidence of how objectives will be met. 2.2.1.e. Project Activity Plan Subtab The Project Activity Plan section of the grant application must include the details involved in implementing the activities for the grant period. Applicants must describe the proposed activities that will be implemented to achieve each mandated goal. The following section details the required activities for Year 3. Responsibility of the Partnerships The applicant must create and submit articulation agreements developed with all partners (not including nonpublic schools) through a collaborative process. The agreements must be signed by all partners involved in this grant project, must specify the responsibilities of each partner and must clearly indicate the expectations of each partner in the grant project. These agreements are uploaded to EWEG as part of the grant application process. The grantee is required to facilitate partner adherence to the signed agreements. The following activities are required: Collaboration that fosters strong relationships among the partners through ongoing communication and participation in regular meetings to review progress toward program goals and the effectiveness of each agencys participation in the grant project; Recognition of mutual accountability between the applicant and its partners (public and nonpublic schools) and/or collaborators to maximize progress towards achieving project goals; Collaboration to assist the LEA with the alignment of the curriculum to the standards; Collaboration with NJDOE Content Specialists for guidance and technical assistance in developing the work plan and professional learning opportunities that support implementation of the newly approved standards; Participation of six cohort teachers on the planning team to implement the grant in the third and final grant period, and provision of common collaboration time during the school day and collaboration support for the facilitation of online activities. The grantee must commit to initiating and maintaining meaningful and relevant collaborative activities that involve all IMPACT cohort teachers (public and nonpublic) throughout the Year 3; Attendance of the IMPACT Project Director and at least two other members of the partnership at the required quarterly meetings and one additional meeting facilitated by the NJDOEs Office of Academic Standards. Applicants may allocate funds for expenses related to travel and meals. The meetings will occur on the following days: September 7, 2011 December 7, 2011 March 7, 2012 June 6, 2012 August 8, 2012 Identification of current best practices by partner LEAs using educational technology including assistive technology to support participating teachers in implementing the grant goals and objectives; implementation of the work plan schedule designed in Year 2; Monitoring the implementation of the evaluation plan that includes gathering data from teachers and administrators and measuring the degree that each teachers use of 21st century skills and strategies are infused into classroom instruction; and Presentation by a teacher or team of teachers from each grantee and partner LEA at a culminating session to share successful lessons and/or strategies learned during the three-year grant period that led to increased teacher knowledge and student academic achievement. Additional individuals including school board member, principal, assistant principal, parents, students, etc., may attend if space is available. Date and location will be determined at a later date. Responsibility of the School-based planning teams (SPT) An integral part of the success of the IMPACT grant program is the collaborative and synergistic nature of the school-based planning team. The team must grow in its effectiveness to effectuate change for all participating teachers by helping them to improve their ability to strategically and effectively infuse technology into instruction and student learning in mathematics or science and a humanities area. During Year 3, the grantee will continue to strengthen its school-based planning teams (SPT). The teams will consist of teachers and administrators, will be located in each of the partner LEAs, and facilitate the implementation of Year 3 activities. The SPT must minimally consist of the following personnel: a representative from the IHE, a minimum of two teachers from the same content area (four total), a staff member who will provide in-class support/coaching for teachers, a student, the school principal and the staff member most responsible for coordinating the integration of educational technology within that school building. The SPT will continue to facilitate professional development activities that are targeted to support the identified content area curriculum and corresponding standards. Content specialists in the Offices of Academic Standards, Math and Science Education and Language Arts Literacy Education at the NJDOE, as well as other professional development providers and content and pedagogy experts, are to be utilized to meet this requirement. The SPT must commit to ensuring that technology, including Web 2.0 tools, is available and readily accessible by all LEA teachers. Responsibility of Professional Development Providers Professional development providers must conduct intensive professional development for all teacher participants, school-based coaches, administrators, and school-based teams that: Aligns the targeted content areas to the content and skills contained in the 2009 New Jersey Core Curriculum Content Standards for Science or the 2010 Common Core State Standards for Mathematics, and in the humanities content area chosen; Supports research and reform-based instruction and assessment strategies and meaningful and relevant learning experiences that incorporate 21st Century skills, global perspectives and the use of technology; Addresses the unique needs of students from underrepresented groups, including minorities, individuals with disabilities, English language learners, and economically disadvantaged students; Offers deep content knowledge and research-based pedagogy in science or mathematics and the humanities content area chosen that may count towards the required 30-credit hours needed for teachers to obtain highly-qualified status; Utilizes the support of leading experts in curriculum and instruction; Increases participants knowledge and skills about how to effectively integrate 21st century skills, technology and global perspectives in the targeted content area by a minimum of 30 participating teachers; Supports principals in enhancing instructional leadership skills, and the skills necessary for evaluating the effective integration of educational technology in instruction; Trains participants on how to implement the UDL framework in the targeted content area; Provides instruction on how to use various interactive technologies, specifically for professional networking and team-building for teachers, and also for in-class use with students; Minimizes teacher travel by offering multiple options to support the understanding of the content such as onsite support, online courses, web-conferencing, and virtual learning communities; Prepares teachers for successful performance on relevant Praxis exams; Facilitates peer mentoring where cohort teachers share lessons with colleagues in the same LEA, which can be enhanced through online and video-conferencing; Facilitates monthly updating and posting of sample lesson plans/projects on the IMPACT projects web site; and Assists cohort teachers in the development of an online professional portfolio. Responsibility of the In-class Coach The coach (a district employee or independent consultant) must possess the requisite knowledge and skills in the content areas chosen by the LEA. The coachs skill level is determined by the LEA. The coach is not expected to be trained for this position, but must already possess the expertise necessary to provide content-area guidance and leadership to the participating teachers. The coach is responsible to ensure effective integration of technology into the mathematics or science curriculum by participating teachers. The coach: works with teacher-teams and conducts in-class activities directly with teachers through team-teaching; assists with lesson plan preparation; and observes and recommends changes to the delivery of instruction. Coaches will collaborate with all partners to support participating teachers. The coach is required to work with each teacher each month. This time includes one-to-one assistance to the teacher during which the coach provides constructive, non-evaluative feedback by actively assisting and/or observing the teacher during class instruction. Responsibility of the Teacher Each implementing Cohort I teacher is a teacher of special education who will become highly-qualified to teach any grade 5 through 12 in the area of math or science depending on the needs of the LEA. Each participating Cohort II and Cohort III teacher teaches in any grade level 5 to 12 and will become highly-qualified in one of the following areas: Social Studies, English Language Arts, World Languages or the Arts. Cohort I, Cohort II and Cohort III teachers are expected to improve and enhance their method of delivering instruction by implementing the strategies acquired through the professional development they received through this grant program. Educational technology is to be infused effectively in the classroom including the understanding and usage of various interactive technologies, Web 2.0 tools (e.g., wikis, blogs, and podcasts) and online collaborative tools within the IMPACT teaching and learning environment. Sufficient bandwidth, the flexibility of current furniture to allow collaborative configurations, and the practicability of current acceptable use and filtering policies must be in place. Participating teachers must also commit to sharing their knowledge with other teachers in the district in a formal peer-training model. The intent is to impact more teachers and to replicate successful implementation strategies throughout the LEA. Grant activities must encourage collaboration, sharing, peer-mentoring and support for diverse learning styles. The lesson plans that were designed in year 2 must be implemented in year 3. Certified instructors in the targeted content area are to be identified within 30 days of the start of the grant program. They will implement one of the lessons designed in Year 2 of the IMPACT grant program in collaboration with the participating IMPACT teacher who designed the lesson. This may be done as a team teaching approach. After implementing the lesson, the involved teachers work together to modify the lesson to increase its effectiveness in increasing student knowledge of that content. The revised lesson is implemented with other students and revised again if necessary. The final lesson will be submitted to the NJDOE with the final report. By the end of Year 3, Cohort I and II participating teachers will demonstrate the knowledge and skills acquired through grant activities by showcasing and presenting at a district professional development event and a state or regional conference (onsite only) the final IMPACT lessons that were implemented and modified in Year 3. Each teacher may present as an individual or as part of a team. If a teacher cannot secure a venue for presentation, the NJDOE Program Officer must be contacted to discuss viable alternatives. Each participating IHE MUST submit at least one video presentation per targeted content area to the NJDOE IMPACT program officer. The video may be posted on the NJDOE web site. NOTE: Use of photographs or video clips of adults on the web site will be permitted only with written permission and for students, only with a photo release form for each student signed by his/her parent or guardian and filed at the NJDOE. The Student Release Form is found in Appendix F. The NJDOE recognizes the power of sharing ideas and problem solving through professional learning communities (PLCs). A PLC exists in each participating LEA and allows teachers to collaborate with other teachers in the grant program to plan ways to use knowledge and skills acquired within the UDL framework. All participating teachers must be actively involved in the PLC, participate in discussions, contribute to the online resources and provide their overall impressions of its impact on their teaching, as part of the data collection requirements. It is important that ongoing, sustained collaboration occurs among the teachers in a professional learning community that includes periodic review of progress toward meeting program goals. Each teacher is expected to establish a professional profile online and to build and share lesson plans, useful web resources and teaching materials. Teachers are required to participate and update their online presence at least once a month. Each teacher must add resources to the searchable web-based resource engine that was created in Year 2 that contains a variety of digital resources, lesson plans, sample assessments and student activities. Responsibility of the Principal The school-based principal is expected to provide release time for teacher teams to create and discuss lessons and to engage in professional development opportunities at least two times per month. It is important that the leadership facilitates both horizontal and vertical articulation meetings. The principal is also expected to evaluate teachers on how effectively technology is implemented into instruction through classroom visitations and walkthrough observations. Principals must ensure the necessary instructional materials are acquired in a timely fashion for the implementation of the grant project. The principal also commits to completion of necessary data collections for evaluative purposes. Responsibility of the Project Director The project director is responsible for: Coordinating the activities of every IMPACT grant participant to ensure the completion of all required activities that will accomplish the approved goals and objectives of the IHE. It is also the project directors responsibility to complete progress reports and attend quarterly statewide meetings facilitated by the NJDOE. Each year, meetings will be conducted online and face-to-face at various sites around the state; Providing ongoing support for participating teachers by offering resources and opportunities for professional learning collaborations among grant participants, and by monitoring the online professional learning community; and Facilitating implementation of the evaluative measures that are planned for Year 3 of the grant program. The evaluation process will be implemented in years two and three of the grant project. Providing Services to Eligible Nonpublic School Students, Teachers, and Other Personnel The No Child Left Behind (NCLB) legislation, Section 9501, requires all applicants for certain discretionary grant programs to include and provide services to eligible nonpublic school students and/or teachers. To determine if this grant program is governed by this requirement, check the Application Components chart in this document. If the chart includes the Nonpublic Equitable Participation Summary and Affirmation of Consultation form, then this grant program has a nonpublic school requirement. Nonpublic School Eligibility Nonpublic school eligibility is based on the location of the nonpublic school(s), the design of the specific grant program and the needs of the nonpublic school(s). The needs must be able to be met via the discretionary grant programs specific program design.** Generally, the nonpublic school must be located within the communities or geographic boundaries of the applicant agency or partner agency if applicable. According to the parameters of the grant program and available funding, the applicant agency determines the area to be served. **Example: If the design of the grant program is to provide supplemental math instruction for seventh and eighth grade students, then the nonpublic school(s) must serve seventh and eighth grade students who are in need of supplemental math instruction and must be in the geographic area served by participating public schools. Timely and Meaningful Consultation For assistance in identifying all of the nonpublic schools located within itsgeographicboundaries, the applicant should visit the Departments website at HYPERLINK "http://www.nj.gov/njded/nonpublic"http://www.nj.gov/njded/nonpublic which includes a list of nonpublic schools by locality as wellas Frequently Asked Questions (FAQ) with suggestions about how to contact the schoolsandhow to document those contacts. The applicant agency is responsible to identify all appropriate nonpublic schools and to contact the appropriate nonpublic school officials to begin the consultation process. The nonpublic school(s) must be given a genuine opportunity to participate in the grant program. The NCLB legislation requires all applicants to conduct timely and meaningful consultation with the appropriate nonpublic school officials prior to the development of the local projects grant application and prior to any decision being made regarding the design of the local project that could affect the ability of nonpublic school students, teachers and other education personnel to receive benefits. Consultation must continue throughout the implementation and assessment of activities Listed below are the considerations that must be taken into account by all applicants when assessing the needs of the nonpublic school students and teachers and when determining in consultation with the nonpublic school(s) whether those needs fit the grants program design. Consultation generally must include discussion on such issues as: Which children will receive benefits under the project and how their needs will be/have been identified; What services will be provided; How, when, where, and by whom the services will be provided; How the services will be assessed and how the results of the assessment will be used to improve those services; The amount of funds available for services; and How and when decisions about the delivery of services will be made. NOTE: A unilateral offer of services by an applicant agency with no opportunity for discussion on the part of the nonpublic school representative is not adequate consultation. Consistent and Comparable Services and Benefits The NCLB legislation requires that the participation and involvement of the nonpublic school partners and participants be consistent (closely parallel, be similar) with the number of eligible children enrolled in nonpublic elementary and secondary schools within the geographic boundaries of the applicant agency or partner agency if applicable. The grant-related services and benefits must be comparable (having a similar effect) to those provided to public school children and teachers participating in the program, and they must be provided in a timely manner. All services to nonpublic school students and teachers must be secular, neutral, and non-ideological. The Education Department General Administrative Regulations (EDGAR) 76.652 states that the applicant agency shall give appropriate representatives a genuine opportunity to express their views regarding each matter subject to the consultation requirements outlined above. By following this course of action a successful consultation will result in a well-matched agreement between the applicant and the eligible nonpublic school(s). This agreement should: Be appropriate for the specific grant program; Allow for the orderly and efficient integration of the services for the nonpublic school students/teachers into the operation of the local project; and Result in benefits which have similar effects for the applicant and the nonpublic school students and/or teachers. 2.2.2 Grant Application Nonpublic School Requirements Forms Applicants are required to complete the Documentation of Nonpublic School Participation form on the appropriate EWEG tab (Nonpublic) in the application. The Nonpublic Equitable Participation Summary and Affirmation of Consultation form (Appendix B) is required to be completed, signed, scanned, and uploaded for each participating nonpublic school as part of the EWEG application (see Upload tab). An applicant agency may be disqualified if it fails to include this form as part of its EWEG application. Program and Budget Requirements For program and budget requirements affecting the use of funds for nonpublic schools see the Program Requirements and Budget Requirements sections of this NGO. After Receiving the Grant Award and Throughout the Grant Program Comprehensive program planning must continue throughout the implementation and the assessment of the grant activities. A Note for Continuation Grant Applicants The participation of nonpublic schools from Year 2 of a grant program is expected to continue and remain in effect for the duration of the grant period. For those nonpublic school partners who participated in Year 2, consultation is required as described above for each subsequent year. Applicants are required to submit documentation of nonpublic school participation, through the EWEG system as outlined above. 2.3 BUDGET DESIGN CONSIDERATIONS Grant applications will be evaluated on their fiscal efficiency and a design that reflects a spending priority on instructional services that most directly impacts teachers content knowledge, pedagogy, and student achievement. The applicant's budget must be well-considered for the implementation of the project and must demonstrate prudent use of resources. Funds available through this grant project must have a clear and direct link to an educational program outcome. The actual amount awarded will be contingent upon the applicant's ability to provide support for its proposed budget, and ultimately will be determined by the Department of Education through the pre-award revision process. To reduce the number of pre-award revisions, detailed instructions on how to construct the budget and how to construct budget entries are provided in the DGA document, which is available at: HYPERLINK "http://www.nj.gov/njded/grants/discretionary/apps/"http://www.nj.gov/njded/grants/discretionary/apps/. Special Rule [NCLB Section 2132(c)] Title II Part A requires that no single participant in an eligible partnership, (i.e., no single high-need LEA, no single IHE and its division that prepares teachers and principals, no single school of arts and sciences, and no single other partner), may use more than 50 percent of the sub grant. The provision does not focus on which partner receives the funds, but which partner directly benefits from them. The following examples were adapted from the Improving Teacher Quality Non-Regulatory Draft Guidance, Revised January 16, 2004, and (Sections I-29 -- I-34): Special Rule Example 1 - Funds Distribution Jefferson University, its College of Education, and its College of Arts and Sciences form a partnership with the Lincoln high-need school district to provide professional development in instructional leadership for 20 principals. Jefferson Universitys Grants Office receives 100% of the Title II, Part A funds for the partnership. The Grants Office allocates to: The College of Education 25% of the funds to pay its faculty to deliver professional development in instructional leadership methodologies for 20 principals at Lincoln school district; The College of Arts and Sciences 25% of the funds to pay its faculty to deliver professional development content knowledge in instructional leadership for 20 principals at Lincoln School District; and Lincoln School District 50% of the funds to pay its principals to participate in the professional development offered by faculty from the College of Education and College of Arts and Sciences at Jefferson University. In this example, no partner uses more that 50% of the funds for its own benefit. Special Rule Example 2 - IHE-Sponsored Professional Development Costs may be allowed for an IHE-sponsored professional development opportunity where teachers attend who are employed by the LEA partner, since the expenditure is for the teachers professional development. Costs associated with developing professional development materials, IHE faculty time, and other expenses that the IHE incurs to conduct the professional development may be treated as funds used by the division of the IHE that bears these costs. Special Rule Example 3 - Salary Costs If IHE faculty members receive release time to serve LEAs, their salaries are to be attributable to the IHE in which the individuals are employed. A special summer faculty salary may be considered as required by the LEA partner, if the full-time IHE faculty member is on a 9 or 10-month contract, since the IHE would not otherwise pay the faculty members a salary for these summer months. Reimbursements made to IHE employees for traveling costs to LEA sites may be considered to be used by the LEA partner. Special Rule Example 4 - Indirect Costs Funds used to pay indirect costs are attributable to the partner that uses the corresponding funds as direct costs. Indirect costs cannot be charged against the 200-320, 400-731 or 400-732 lines. NOTE: Grantees must sign and upload with the application a Statement of Assurance Regarding Special Rule (see Appendix E). The grantee is responsible, in partnership with the high-need LEA and ETTC, for encouraging transparent and effective motivation for teacher participation. Grantees may consider provision of graduate credit to teachers for an equivalent of at least one graduate course per grant year, facilitating the completion of the Praxis exam (including paying of fees, registration and transportation reimbursements), participation stipends, impact on teacher Professional Improvement Plans (PIPs), classroom equipment and more time for collaboration and planning. The grantee and LEA must ensure that participation in this grant is perceived as an opportunity and not as an obligation. The following items should be considered for each cohort teachers classroom once equipment requirements stated in section 2.4 have been satisfied: Scanning capability; Document camera; Digital camera; Technological instructional tools, if applicable, such as graphing calculators, digital microscopes, probes, and/or video cameras; and Movable tables and desks to support both independent and group learning activities. Technical support services are critical as the access and infrastructure capabilities are established within a school. The grantee may consider the allocation of funds to ensure such support is available to the participating staff. A well-considered budget is one that implements cost-effective approaches to the development and delivery of programs and services. Commitment of in-house resources is strongly encouraged. 2.4 BUDGET REQUIREMENTS Budget Subtab For each staff member whose duties include both administration and direct services, provide a job description, which includes the percentage of time spent on each task or responsibility. The applicant must provide a direct link for each cost to the goals, objectives and activities in the project Activity Plan that provides programmatic support for the proposed cost. For each budget entry, applicants must include a brief description of the grant-related purpose for it. Applicants must be sure to construct an appropriate cost basis that makes sense and fits the timeline of the grant Grant award amounts will be based on the budget entries that are appropriately qualified and approvable after that one round. General guidance on how to construct the budget and how to construct budget entries are provided in the Discretionary Grants Application document, which is available at: HYPERLINK "http://www.nj.gov/njded/grants/discretionary/apps/dga.pdf"http://www.nj.gov/njded/grants/discretionary/apps/dga.pdf. The NJ Department of Education will remove from consideration all ineligible costs, as well as costs not supported by the Project Activity Plan. These funds will not be eligible for reallocation. The provisions of A-5/Chapter Law 53 contain additional requirements concerning prior approvals, as well as expenditures related to travel. It is strongly recommended that the applicants work with their business administrator when constructing the budget. The NJDOE applies the A-5 restrictions uniformly to all grantees. Unless otherwise specified, the following restrictions apply to all grant programs: No reimbursement for in-state overnight travel (meals and/or lodging); No reimbursement for meals on in-state travel; and Mileage reimbursement is capped at $.31/mile. Travel: Travel expense reimbursement is limited to the NJDOE approved rate per mile. Applicants must submit with the application the agency-approved rate per mile. Other travel arrangements should be made by the least expensive means available. In-state lodging is prohibited. A-5 Travel regulations apply to both project employees and participants. Indirect costs: Indirect costs are allowable with documentation of a federally approved indirect cost rate. Eight percent of the modified total direct cost for the project (total direct costs minus equipment and subgrants) is the maximum allowed. Institutions are strongly encouraged to maximize the use of grant funds for direct services. Clerical/support personnel salaries and wages: Salaries will be considered only in those instances where existing staff will not be adequate. Instructional equipment: Purchase of equipment will be considered only if the equipment is essential to the program and will be used primarily and extensively by participating LEAs. The IHE is required to allow the LEA continued use of the equipment after the project has ended. The 21st century classroom incorporates various technologies that will increase student motivation and therefore impact learning. These classrooms include: Teacher computers (laptops are generally preferred); Student computers/laptops; Projection/display capacity (projector, flat panel display, interactive digital whiteboard, and/or document camera); Speakers for teacher computer and classroom audio enhancement (sometimes supported with voice amplification systems); Age-appropriate software; On-demand access (24/7) to mobile computing resources and peripherals; and A combination of movable tables and desks to support both independent and group learning activities. Therefore, at a minimum, each participating teacher must have access to technology for daily instructional use. The following items must be purchased and made available for each cohort teacher for use in their classrooms, if not currently available: A portable computing device such as a laptop or tablet with a web camera and with sufficient power to participate in online and web conference events, and with at least 4 GB RAM memory, for teacher use; A classroom printer; An electronic and interactive whiteboard with attached projector and sound capability; and Sufficient bandwidth for reliable Internet access including wireless support. Maximum Eligible Costs Faculty salary/release time: Reimbursement for faculty release time will be provided on the basis of reduced coursework, at the rate of up to $2,500 per credit, up to a maximum of $30,000 (the equivalent of 12 credits) per semester. Reimbursement for release time from an institution for persons who provide lectures or other educational services for the project will be provided only if their contribution is the equivalent of one credit (15 hours) or more. Non-faculty salary/release time: Non faculty personnel will be reimbursed at a rate less than or equal to that of faculty; i.e., $60,000 is the maximum reimbursement for a person working fulltime on a project for two semesters; $30,000 is the maximum for a person working half-time on a project for two semesters, etc. IHE Credited Courses: Participating teachers must have at least two credit hours paid for by the IMPACT grant funds. Professional Development Providers and Consultants: Professional development providers and consultants must upload quotes that will justify the requested costs. The quotes must include the anticipated description of service. These costs must correspond to the uploaded list of planned professional development activities that was requested in the Program Activity Plan Subtab section of this NGO. Expenses should be calculated according to the state regulations governing travel and lodging expenses. Lodging and meal charges should be calculated according to the Federal Per Diem Rates schedule. Travel should employ the most economical means possible. Travel by private automobile is limited to the agency-approved rate of $.31 per mile. Evaluation costs: Applicants are required to include evaluation costs in their budget design, up to but not exceeding 15% of the total budget ($52,500 for the maximum grant award of $350,000). Reimbursements: The grantee must submit monthly reimbursement requests. A subgrantee may request reimbursement only for (a) expenditures that have already occurred or (b) will occur by the last calendar day of the month in which the request is made. Additional information is found at:  HYPERLINK "http://www.state.nj.us/education/grants/entitlement/reimbursement.pdf" http://www.state.nj.us/education/grants/entitlement/reimbursement.pdf Allowable Costs Trainer and consultant fees; clerical/support personnel salaries and wages. Salaries will be considered only in those instances where existing staff will not be adequate. Equipment purchases must be sufficiently justified, designed to meet the needs of the population being served, and directly related to grant activities. Technical support to ensure consistent and reliable operation of the digital tools in the classroom. IHE courses. Purchase of curricula, project materials, and supplies for grant-funded project activities, including computer software and on-line resources. Mileage reimbursement at $0.31/mile. Grantees or partners may not charge a higher mileage reimbursement rate, such as the IRS rate, to grant funds. Rental of space to present workshops (i.e. regional in-person workshops). Stipends for teachers to attend workshops outside of contracted hours. Stipends may not exceed $100 for half day workshop sessions, $200 for full day workshop sessions and cannot exceed the districts contracted amount for workshops outside of contracted hours. Motivational supportive peripherals for teachers (i.e., supplies, digital tools, reimbursement of PRAXIS fees) to facilitate grant implementation. Other grant related expenses (e.g., printing, telephones, postage, travel, and rent) that are necessary to perform grant administrative functions. Meals at professional development workshops and institute training sessions. NOTE: All travel-related costs are subject to the provisions of A-5/Chapter Law 53. Unallowable Costs Costs associated with writing the application; Supporting the research of individual scholars or faculty members; Supporting faculty leave - the support of release time for faculty to participate in the project is permissible as described under Maximum Eligible Costs; Providing funding for academic year salaries of current employees of the recipient institution submitting a proposal (Institutions/nonprofit agencies will be reimbursed for such services only on a releasetime basis.); Providing compensation for faculty attending workshops or conferences (Stipends will not be paid for persons other than stipulated under eligible costs.); Supporting travel to out-of-state professional meetings, unless it is demonstrated that attendance at a meeting will directly and significantly advance a project; Costs not directly related to the educational program and that are unsupported by the NGO; In-state overnight lodging; In-state per diem meals and expenses; Car or limousine rentals when traveling out-of-state; Salaries or compensation to teachers during regular school contracted days; Entertainment; and Construction, capital improvements, or renovations of any kind unrelated to the wiring for Internet access of the participating schools. NOTE: Ineligible costs as well as costs not supported by the activity plan will not be considered in the proposed budget. Supplement not Supplant These grant funds are to supplement, not supplant (replace), existing federal, state and/or local funds. Federal funds cannot be used to pay for anything that a school district would normally be required to pay for with either local funds or state aid. This requirement also covers job services previously provided by a different person or job title. The exceptions are for activities and services that are not currently provided or statutorily required, and for component(s) of a job that represent an expansion or enhancement of normally provided services. SECTION 3: COMPLETING THE APPLICATION 3.1 GENERAL INSTRUCTIONS FOR APPLYING To apply for a grant under this NGO, you must prepare and submit a complete application. You must submit the IMPACT Year 3 application using the online EWEG system found at  HYPERLINK "http://homeroom.state.nj.us/" http://homeroom.state.nj.us/. Please be aware that paper copies of the application will not be accepted. Please be advised that in accordance with the Open Public Records Act P.L. 2001, c. 404, all applications for discretionary grant funds received September 1, 2003 or later, as well as the evaluation results associated with these applications, and other information regarding the competitive grants process, will become matters of public record upon the completion of the evaluation process, and will be available to members of the public upon request. 3.2 REVIEW OF CONTINUATION APPLICATIONS Continuation funding for each eligible applicant for an award for the second grant period will be contingent upon: Certification by the Office of Academic Standards of satisfactory performance in Year 1 by the grantee as evidenced by the following: Timely and accurate submission of all reports required under this grant program, and Department of Education approval of those reports; A mid-year on-site monitoring visit and approval by the program office of the contractors progress in implementation of the grant application; Satisfactory progress toward the completion of any remediation identified as necessary by the program office as a result of (a), or (b) above; and Consistent attendance at the mandated IMPACT technical assistance sessions including those meetings facilitated by an NJDOE evaluator. Department staff will review each continuation grant application on the basis of quality and comprehensiveness, including consistency with the comprehensive project plan selected and approved in the application under the initiating multi-year NGO. Applications will also be reviewed for completeness, accuracy and appropriateness of response to each of the items identified in Section 2 and the DGA. 3.3 APPLICATION COMPONENT CHECKLIST The following components are required (see Required ( Column) to be included as part of your application. Failure to include a required component may result in your application being removed from consideration for funding. Use the checklist (see Included ( Column) to ensure that all required components have been completed. Required (() EWEG TAB/SUBTABIncluded (()(Contacts ((Budget (Narrative (Update, Description, Objectives, Activities) (Board Approval (Assurances(Documentation of Nonpublic School Participation  UPLOAD (*see below) (* LEA Partner Documentation of Collaboration (For new partners only - Appendix B) (Nonpublic Equitable Participation Summary and Affirmation of Consultation form (Appendix C)(* Documentation of Federal Compliance (DUNS/CCR) form (Appendix D)(* Statement of Assurance Regarding Special Rule form (Appendix E)(* Student Release Form (Appendix F)(* Professional Development Provider and Consultant Quotes of anticipated services Upload the documents in .pdf or WORD format only(* List of Titles and Descriptions of Professional Development Opportunities Completed in Years 1 and 2, with date for high-qualified status, signed by principal. Upload the documents in .pdf or WORD format only(* List of Titles and Descriptions of Anticipated Professional Development Opportunities for Year 3 Upload the documents in .pdf or WORD format only(* Articulation Agreement between lead agent and each partner, including the nonpublic partner(s) Upload the documents in .pdf or WORD format only APPENDICES A. Eligible IMPACT IHEs B. LEA Partner Document of Collaboration Form (New Partners Only) to be uploaded C Nonpublic Equitable Participation Summary and Affirmation of Consultation Form to be uploaded D. Documentation of Federal Compliance (DUNS/CCR) Form to be uploaded E. Statement of Assurance Regarding Special Rule Form to be uploaded F. Student Release Form Appendix A IMPACT Grant program (Year 3 of 3) Institutions of Higher Education (IHEs) Georgian Court University The Richard Stockton College of New Jersey Rowan University Rutgers University, New Brunswick Rutgers University, Center for Science and Mathematics Appendix B IMPACT Grant Program (Year 3 of 3) New Partner Documentation of Collaboration Form LEA/IHE/ETTC-Partner. (One form for each partner) Name of Applicant/Lead Partner Institution of Higher Education (IHE) with a School of Education: President of Lead IHE (Print): President of Lead IHE (Signature): _______________________________ Date: ___/____/___ This document is to be signed and uploaded as evidence of the collaboration between the applicant and the partner entity. The lead person (chief executive officer, president, chief school administrator) of the entity with which the applicant is collaborating in the planning and execution of services outlined in the grant application must sign. It is my understanding that the applicant listed above plans to submit an IMPACT grant project application, available through the New Jersey Department of Education to provide opportunities and support for teachers of special education in the areas of mathematics or science, and to teachers in one of the following humanities areas: Social Studies, Language Arts Literacy, World Languages or the Arts. I am committed to ensuring that my agency acts in full support of the proposed project through the provision of activities, services, and/or resources as a result of the collaborative effort between my agency and the aforementioned applicant agency. In addition, my agency will provide data or other information to the applicant for the purposes of documentation of services, student academic achievement and the state evaluation of the IMPACT Grant Program for grant years (September 2010 through August 2012). By submitting this form, I certify that a designated representative has and will continue to collaborate with the applicant in the development and implementation of this application. Furthermore, I attest that I am in full agreement with the articulation agreements that is uploaded in EWEG that specifies each partners roles and responsibilities CHECK ONE: % High-Need LEA %ETTC %IHE ( School of Arts & Sciences) %Nonpublic School %Other If  Other , please describe: Name of Partner Agency: ________________________________________________________________ Name of Lead Person of Partner Agency (Print): _____________________________________________ Signature of Lead Person of Partner Agency: _____________________________________________ Date: ___/____/___ Appendix C IMPACT Grant program (Year 3 of 3) Nonpublic Equitable Participation Summary and Affirmation of Consultation Form Complete and upload a form for EACH participating nonpublic school. In the space below, the applicant agency is to briefly respond to each of the five items listed. Please ensure that what is described on this form is directly related to the components of timely and meaningful consultation and the equitable participation of nonpublic school students/teacher(s) in this grant project, as required (EDGAR 76.650-76.662). For each nonpublic school, this Summary Form must be signed and dated by the applicant CSA/CEO and the nonpublic school official. The LEA/applicant agency must submit with the grant application a copy of this form for each nonpublic school. Describe the consultation process that took place including meeting date, those in attendance and agenda. Describe the needs of the eligible nonpublic school students/teachers and how these needs have been/and will continue to be identified? What identified services will be provided? Explain how, when, where, and by whom the services will be provided. How and when will the services be assessed and how will the results of the assessment be used to improve the services? What is the amount of estimated grant funding available for the agreed upon services? RESPONSES: By our signatures below we agree that timely and meaningful consultation occurred before the LEA/applicant agency made any decision that affected the participation of eligible nonpublic school children, teachers or other educational personnel in the IMPACT grant program. % Yes, we wish to participate in this grant opportunity % No, we do not wish to participate in this grant opportunity ___________________________________ ___________________________________ Name of LEA/Applicant Agency Name of Nonpublic School ___________________________________ ___________________________________ Official LEA/Applicant Agency Date Nonpublic School Representative Date __________________________________ ________________________________ Nonpublic School Address, City Nonpublic School Telephone Number Appendix D IMPACT GRANT PROGRAM Documentation of Federal Compliance (DUNS/CCR) form Note: this form must be completed and uploaded by the applicant prior to any award being made. Part I Applicant Organization Organizational Name of Applicant __________________________________ Address __________________________________ DUNS number __________________________________ Expiration Date of CCR registration __________________________________ Part II Primary Place of Performance under this award City __________________________________ County __________________________________ Part III Parent Organization Is the applicant owned or controlled by another entity? __________ Yes _________ No. If yes, please provide the following: Parent organization name __________________________________ Parent organization DUNS number __________________________________ I certify that this information is complete and correct. Furthermore, the applicant certifies that it has completed its registration on the Central Contractor Registration (CCR) website, found at  HYPERLINK "http://www.ccr.gov" www.ccr.gov. and shall maintain a current registration throughout the grant period. _____________________________________________ Signature of Chief School Administrator or equivalent ____________________________________________ Name and Title Appendix E IMPACT GRANT PROGRAM Statement of Assurance Regarding Special Rule Complete and upload this form. . This signed document is evidence and an assurance that we will abide by the Special Rule component of NCLB Title II Part A (Section 2132(c)) whereby no single partner in the IMPACT grant program (i.e., no single high-need LEA, no single IHE and its division that prepares teachers and principals, no single school of arts and sciences, and no single other partner), will use more than 50 percent of the sub grant for its own benefit. _____________________________________________ Signature of Chief School Administrator or equivalent ____________________________________________ Name and Title Date: ___________________  __________________________________________ Signature of IHE President or equivalent ____________________________________________ Name and Title Date: ___________________ Appendix F IMPACT GRANT PROGRAM STUDENT RELEASE FORM I, (please print full name neatly) , having previously given permission to my local school district to publish photos/images/videos of my child (please print full name of child) on the district/school web site, additionally give permission for the New Jersey Department of Education (NJDOE) to display photos/images/videos of this child on the NJDOE Web site  HYPERLINK "http://www.state.nj.us/education" www.state.nj.us/education. In granting this permission, I understand that the NJDOE may use photos/images/videos of my child for purposes such as celebrating achievements and publicizing education events, as deemed appropriate by the Public Information Office and Deputy Commissioner of Education, and that such use may include display in the NJDOE Photo Gallery  HYPERLINK "http://www.state.nj.us/njded/photos" www.state.nj.us/njded/photos. I further understand that, although school districts and/or schools associated with photos/images/videos will be identified, and that adults appearing in photos/images/videos may be named, my childs name or other personally identifiable information will not be used with any photo/image/video. I am signing this release form with the knowledge that any photos/images/videos posted on the NJDOE Web site can be downloaded and reprinted by various news organizations, including print, electronic and broadcast media, and I, therefore, release the NJDOE from any liability arising from use of my childs photos/images/videos in NJDOE Web postings. Additionally, as previously advised by the local school district, I understand that there are potential dangers associated with the posting of personally identifiable information on a Web site, since global access to the Internet does not allow for control of who may access such information. 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