ࡱ>  bjbj q(e" " g"g"g"$"""P"d?%\"a()4)))[@QALA(tvvvvvv?vg"A@@[@AAv""))HDDDAh"8)g")tDAtDDO")k"-D.`10aa[DFa ag"AADAAAAAvvDAAAaAAAAaAAAAAAAAA :  Notice of Grant Opportunity USING FORMATIVE ASSESSMENTS TO IMPROVE TEACHING AND LEARNING YEAR TWO OF TWO 15-ER11-C03 David Hespe Acting Commissioner of Education Peter Shulman Chief Talent Officer Division of Teacher and Leader Effectiveness Cathy Pine Director Office of Professional Development Division of Teacher and Leader Effectiveness May 2014 CFDA 84.367B Application Due Date: June 19, 2014 NEW JERSEY DEPARTMENT OF EDUCATION P.O. Box 500 Trenton, NJ 80625-0500 HYPERLINK "http://www.state.nj.us/education"http://www.state.nj.us/education STATE BOARD OF EDUCATION ARCELIO APONTE . Middlesex President JOSEPH FISICARO Burlington Vice President MARK W. BIEDRON....................................................................... Hunterdon DR. RONALD K. BUTCHER . Gloucester CLAIR CHAMBERLAIN ............... Somerset JACK A. FORNARO Warren EDITHE FULTON Ocean ERNEST P. LEPORE .... Hudson ANDREW J. MULVIHILL... Sussex J. PETER SIMON.. Morris DOROTHY S. STRICKLAND . Essex David Hespe, 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 CONTENTS   SHAPE \* MERGEFORMAT  SECTION 1: GRANT PROGRAM INFORMATION PAGE 1.1 Description of the Year Two Grant Program 4 1.2 Eligibility to Apply 5 1.3 Federal Compliance Requirements (DUNS, SAM) 6 1.4 Statutory/Regulatory Source and Funding Considerations 6 1.5 Dissemination of This Notice 6 1.6 Technical Assistance 7 1.7 Application Submission 7 1.8 Reporting Requirements 8 1.9 Reimbursement Requests 9 SECTION 2: PROJECT GUIDELINES Project Design Considerations 10 Project Requirements 10 Requirements for the EWEG Application 14 Budget Design Considerations 16 Budget Requirements 17 SECTION 3: COMPLETING THE APPLICATION 3.1 General Instructions for Applying 20 Review of Applications 20 Application Component Checklist 20 ATTACHMENTS TO BE COMPLETED, SCANNED AND UPLOADED TO EWEG Attachment A: Documentation of Participation Form 22 Attachment B: Affirmation of Partnership Form 23 Attachment C: Project Management Team Members Form 24 Attachment D: Documentation of Nonpublic School Participation Form 25 Attachment E: Nonpublic Equitable Participation Summary And Affirmation Of Consultation Form 26 Attachment F: Title II-A Statement Of Assurance Regarding Special Rule 27 Attachment G: Project-Specific Statement of Assurances 28 BIBLIOGRAPHY 29 APPENDICES Appendix A: Definitions 31 Appendix B: Participation of Students Enrolled in Nonpublic School 34 SECTION 1: GRANT PROGRAM INFORMATION USING FORMATIVE ASSESSMENTS TO IMPROVE TEACHING AND LEARNING: DESCRIPTION OF THE YEAR TWO GRANT PROGRAM Introduction Year Two of this competitive grant opportunity maintains the focus of Year One on leveraging school and university partnerships to build the capacity of teachers and school leaders in developing and using formative assessments. As explained in the Notice of Grant Opportunity (NGO) for Year One, the rationale for this focus derives from the proven value of formative assessment for indentifying individual student learning needs and for informing curricular and instructional decisions to address these needs as they arise. After conducting an extensive meta-analysis of studies of instructional practices which impact student achievement, researcher John Hattie concluded that formative assessment was the most influential practice (Hattie, 2012). Moreover, when teachers work collaboratively to create, implement and analyze common formative assessments addressing the curricular goals they share for their respective students, they have an opportunity to engage in a powerful professional learning activity that can positively impact their students learning (Ainsworth & Viegut, 2006). Purpose of This NGO Grantees of this program are expected to deliver high-quality professional development aligned to New Jerseys core curriculum content standards, professional standards for teachers, standards for professional learning and best practices in assessment literacy to: (1) Assist teachers in identifying and focusing on instructional objectives in a specific core content area (see Appendix A for the definition of grant-eligible core academic subjects); (2) Train and support teachers in designing formative assessments to measure their students achievement of these objectives; (3) Train and support teachers in their use of student formative assessment data to make instructional decisions tailored to students learning needs; (4) Foster collaboration among teachers to improve student achievement and build common formative assessments; and (5) Improve school leaders support of teachers implementation of the formative assessment and instructional intervention processes. Year Two grantees will be expected to continue the progress theyve made in Year One, building on their experience and lessons learned to extend the work on assessment literacy to a larger group of teachers in the content area selected in Year One. They will be expected to continue to utilize digital technologies in their efforts to develop educators assessment literacy and provide opportunities for collaboration and support. In addition, grantees work during the second year will supplement the focus on individual teachers and their classrooms with a broader focus on the school organization as a whole and, specifically, the knowledge and skills that school leaders need in order to develop school-level systems of academic intervention for struggling students identified through formative assessment results. Specifically, the goals for Year Two of the Using Formative Assessments grant are as follows: To continue Year One activities to build teachers capacity in designing formative assessments and using them to differentiate instruction tailored to students learning needs; To continue to use digital technologies to support their project goals and improve educator collaboration; To scale up Year One activities to more teachers and school leaders in the partner schools/district; To train school leaders in using formative assessment data to develop school-level strategies for academic interventions in support of struggling students; To work with district partners to build a plan for sustaining the work of the grant; and To contribute to the existing professional learning knowledge base with respect to improving educators formative assessment literacy. Partnerships between Institutions of Higher Education (IHEs) and high-need LEAs continue to be at the center of this grant opportunity, and it is expected that successful grantees will continue the partnerships they established in Year One. Additional partners may include other LEAs, businesses, and nonprofit or for-profit organizations concerned with supporting the improvement of teaching and learning. This program continues to have a nonpublic school participation requirement. Non-public schools within the boundaries of any high need LEA partner may participate directly in the program through the local school district. Other non-public schools may participate as a secondary partner with any partner LEA. Participant Benefits Participants in this program will continue to benefit from federal support through the Improving Teacher Quality Partnership (ITQP), Title II, Part A Subpart 3 of the No Child Left Behind Act of 2001 (NCLB), P.L. 107-110. The Improving Teacher Quality Grant programs encourage scientifically-based professional development as a means for improving student academic performance. Federal funds available for Year Two of this grant program will be awarded by the Department of Education to eligible partnerships for the period of September 1, 2014 to August 31, 2015. Awards for Year Two are contingent upon federal funds availability, fulfillment of all requirements of Year One implementation and a successful Year Two grant application. 1.2 ELIGIBILITY TO APPLY Eligibility for this continuation grant program is limited to those IHEs that were selected through a competitive process in Year One: The eligible agencies are: New Jersey City University, Richard Stockton College, Rowan University, and Rutgers Graduate School of Education. 1.3 FEDERAL COMPLIANCE REQUIREMENTS (DUNS, SAM) In accordance with the Federal Fiscal Accountability Transparency Act (FFATA), all grant recipients must continue to have a valid Data Universal Numbering System DUNS number and must also be registered with the federal System for Award Management (SAM), the successor to the federal Central Contractor Registration (CCR) database. DUNS numbers are issued by Dun and Bradstreet and are available for 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 SAM database, go to HYPERLINK "http://www.sam.gov"www.sam.gov Applicants are required to submi their DUNS number and expiration date of their CCR or SAM registration as part of the EWEG application using the appropriate EWEG tab (contacts) and must certify that they will ensure that their registration will remain active for the entire grant period. Applicants must also print the Entity Overview page from their HYPERLINK "http://www.sam.gov"www.sam.gov profile (which displays their DUNS number and street address with AIP+4 code), and upload a scan of the page using the UPLOAD tab. No award will be made to an applicant not in compliance with FFATA.s 1.4 STATUTORY/REGULATORY SOURCE AND FUNDING CONSIDERATIONS The Using Formative Assessments program is 100% federally funded from the Improving Teacher Quality Partnership (ITQP) Title II, Part A, Subpart 3, of the No Child Left Behind Act of 2001 (NCLB), P.L. 107-110, CFDA 84.367B. Grantees are required to comply with Sections 21312134 of NCLB as well as the Education Department General Administrative Regulations (EDGAR) as appropriate. The law requires any partnership receiving both a subgrant from this program and an award under the Partnership Program for Improving Teacher Preparation authorized in Section 203 of Title II of the Higher Education Act (HEA) to coordinate activities under the two awards. Grant recipients must continue to demonstrate effective fiscal management during Year Two of the program, which will run from September 1, 2014 through August 31, 2015. Approximately $1,293,896 in federal funding will be available for distribution among successful applicants in Year Two. It is expected that at least four projects will be funded through this grant opportunity, up to a maximum of $323,474 per project. Final awards are subject to the availability of Improving Teacher Quality Partnership funds. Partnerships will be awarded funding partially based on the required allowable costs detailed in Section 2.5 of this NGO. 1.5 DISSEMINATION OF THIS NOTICE The Department will make this notice available to the following four IHE lead agencies receiving Year One awards under this grant: New Jersey City University, Richard Stockton College, Rowan University, Rutgers Graduate School of Education. In addition, this notice will be made available to the executive county superintendents of the counties in which the eligible agencies are located. Important: This NGO constitutes the complete application package. Applicants may also refer to the Discretionary Grant Application (DGA) for additional guidance. The DGA is available at HYPERLINK "http://www.nj.gov/education/grants/discretionary/apps/"http://www.nj.gov/education/grants/discretionary/apps/ or by contacting the Application Control Center (ACC) at (609)-633-6974; fax (609) 777-1051. General grant information can be found at HYPERLINK "http://www.nj.gov/njded/grants/"www.nj.gov/njded/grants/. 1.6 TECHNICAL ASSISTANCE A technical assistance session will be held on Wednesday, May 21, 2014. The session will be held from 9:30 to 11:30 a.m. at the New Jersey Department of Education, Building #100, third floor conference room. Representatives from all partnering agencies are invited to participate. A document containing questions and answers from the technical assistance session will be distributed to participants during the week after the session. Attendance at the technical assistance session is not required, but applicants are encouraged to attend. 1.7 APPLICATION SUBMISSION The NJDOE administers 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 EWEG system at HYPERLINK "http://homeroom.state.nj.us/"http://homeroom.state.nj.us/ NO LATER THAN 4:00 P.M. on June 19, 2014. Without exception, the Office of Grants Management cannot evaluate for funding consideration, an application received after this deadline. An applicant agency will lose the opportunity to be considered eligible for an award if the application is not received prior to the due date and time. Please refer to the Using Formative Assessments NGO web page at http://www.nj.gov/education/grants/discretionary/ (click on available grants) for information about when the EWEG application will be available online. Paper copies of the grant application will not be accepted in lieu of the electronic submission. Applications submitted by fax cannot be accepted under any circumstances. Each eligible applicant must have a logon ID and password to access the system. Non-LEA applicants should send an email request for the EWEG help desk at eweghelp@doe.state.nj.us. Applicants are advised to plan appropriately to allow time to address any technical challenges that may occur. Additionally, applicants should run a consistency check at least 24 hours before the due date to determine any errors that might prevent submission of the application. Applicants are advised not to wait until the due date to submit the application online as the system may be slower than normal due to increased usage. PLEASE NOTE that the EWEG system will be closed at 4:00 PM on the due date. 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 consideration. The Department of Education reserves the right to reject any application not in conformance with the requirements of this NGO. 1.8 REPORTING REQUIREMENTS This section provides information on the reporting requirements for all grant recipients during the grant award period. These reports will be reviewed to ascertain the grantees progress within the scope of work appropriate to the current agreement period, for conformance with program regulations and enabling legislation and for eligibility for continued funding. The periodic reports will also inform the group information and feedback sessions conducted for the grant recipients by the NJDOE program office. 1.8.1 PROJECT REPORTS Grant recipients are required to submit periodic progress reports on their projects implementation. The lead agency is responsible for collecting and reporting information from all partners. Progress reports will be submitted through the EWEG system Information about post award requirements can be found in 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. In addition to the information required for all progress reports as described in the Grant Recipients Manual for Discretionary Grants referenced above, grant recipients are required to submit a narrative as part of each project report, which includes the following information: Brief summary of the projects accomplishments, challenges, and problematic fiscal issues to date, in accordance with the project plan; Status of nonpublic participation, if applicable; and Report of any modifications to the original plan and the reason for the modifications,. 1.8.2 REPORTS BY THE PROJECT EVALUATOR As explained in detail in Section Two, all grant recipients are required to implement a formal project evaluation. Therefore, in addition to the required progress reports, periodic evaluation reports by the program evaluator are required to be submitted through the EWEG system. 1.8.3 REPORT SUBMISSION SCHEDULE All project and evaluation reports are to be submitted through the Electronic Web-Enabled Grant (EWEG) system at HYPERLINK "http://homeroom.state.nj.us/"http://homeroom.state.nj.us/ according to the following schedule: Project Report TypeReporting PeriodReport Due Date (Submit via EWEG)1st Interim Lead Agency Progress ReportSept. 1, 2014 Nov. 30, 2014Dec. 15, 20141st Interim Project Evaluation ReportSept. 1, 2014 Nov. 30, 2014Dec. 15, 20142nd Interim Lead Agency Progress ReportSept. 1, 2014 Feb. 28, 2015Mar. 16, 20152nd Interim Project Evaluation ReportSept. 1, 2014 Feb. 28, 2015Mar. 16, 20153rd Interim Lead Agency Progress ReportSept. 1, 2014 May 31, 2015June 15, 20153rd Interim Project Evaluation ReportSept. 1, 2014 May 31, 2015June 15, 2015Final Lead Agency Summative Project ReportSept. 1, 2014 Aug. 31, 2015Sept. 30, 2015Final Summative Year Two Project Evaluation ReportSept. 1, 2014 Aug. 31, 2015Sept. 30, 2015 1.9 REIMBURSEMENT REQUESTS Payment of grant funds is made through a reimbursement system. 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 contract has been marked Final Approved in the EWEG system, and the grantee has accepted the award by clicking on the Accept Award button on the Application Select page and completing the Grant Acceptance Certificate information. Only one (1) request may be submitted per month. Grantees must submit requests no later than the 15th of the 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. NOTE: Payments cannot be processed until the award has been accepted in EWEG. _____________________________________________________________________________ SECTION 2: PROJECT GUIDELINES ______________________________________________________________________________ The intent of this section is to provide applicants with the framework within which they will plan, design, and develop a proposed project to meet the goals of the second year of the Using Formative Assessments to Improve Teaching and Learning grant program. Additionally, the information contained in Section 2 will complete the applicants understanding of the specific elements and requirements that are to be considered and/or addressed in their project. As in Year One, grantees will be expected to follow certain implementation requirements, but they be given more flexibility in Year Two to develop their own approaches to meeting program goals, provided those approaches remain within the parameters described in this NGO. 2.1 PROJECT DESIGN CONSIDERATIONS Successful grant applicants will propose a plan for the second year of grant activities to provide intensive, sustained and supported professional development for well-defined cohorts of teachers and school leaders. Successful grant applicants will provide a clear description of their proposed project and how it will meet program goals. The grant partners organizational commitment to quality planning, implementation and evaluation continues to be central to the success of this work. Content Area of Focus For Year Two of the grant, the content area of focus previously selected by each project team in Year One will remain the same, in order for the ongoing professional learning activities to have deeper impact. Grantees should continue to seek opportunities to focus on instructional objectives within the content area that are appropriate to student subgroups, such as those who are gifted and talented, those with special needs, and those with limited English proficiency. Because the teacher evaluation system requirements mandate the selection of annual student growth objectives, these grant funds may not be used to assist teachers in that activity or in building pre- and post-assessments for the student growth objectives. However, the grant funds may be used to develop formative assessments to help teachers track student progress on their student growth objectives during the school year. 2.2 PROJECT REQUIREMENTS This section delineates program requirements common to all applicants. The grantee is expected to complete all of the program requirements and to make satisfactory progress toward the completion of the comprehensive plan. Failure to do so may result in the withdrawal of funding by the New Jersey Department of Education. 2.2.1 PROJECT MANAGEMENT REQUIREMENTS Implementation Within the Designated Timeline Unless otherwise noted, all training, support and other implementation activities for Year Two of this program are to be conducted during the grant period, September 1, 2014 through August 31, 2015. The schedule for required program, fiscal and evaluation reports has been provided in Section 1.8 above. IHE and LEA Partnerships IHE lead agencies must maintain their current high-need LEA partnerships and the involvement of their division/unit that prepares teachers and principals and a school of arts and sciences. For Year Two additional LEA and organizational partners may be added, provided a rationale is provided for the expansion. The principal partners and any other additional LEA and agency partners must be named in the grant application (see Attachment A). The existing partners and any new partners must affirm their commitment to the grant partnership (see Attachment B). Project Management Team Grant recipients will be expected to continue the use of a project management team with, at minimum, a grant lead person from each principal partner and the grant lead person from any other LEA or agency partners. The grant lead person from the IHE lead agency will have the responsibility of coordinating the project management team. The project management team will be responsible for coordinating the project across all partners, ensuring that all aspects of the Year Two project requirements are fulfilled, documenting fulfillment of the project activities and compiling the periodic project reports submitted to the NJDOE. Project Management Team members for Year Two must be named in the grant application (see Attachment C). Quarterly Meetings on Project Implementation The NJDOE will continue to host meetings throughout the grant period to support grant recipients and provide a forum for addressing implementation best practices, challenges and successes. All grant- recipients will be expected to send appropriate representatives to these meetings, which will be held on a quarterly basis. Nonpublic School Participation In accordance with NCLB legislation, Section 9501, all applicants for this grant program must offer services to eligible nonpublic school educators who work in nonpublic schools that are: (1) located within the communities or geographic boundaries of the applicants LEA partner(s) and (2) have needs that can be met by participation in the required project activities. Inclusion of nonpublic school participants must be integrated into the project plan so as to provide benefits of a similar nature to those for public school participants. The applicant is expected to identify all appropriate nonpublic schools and 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 project. The NCLB legislation requires all applicants to conduct timely and meaningful consultation with the appropriate nonpublic school officials prior to the development of the grant application and prior to any decisions about the design of the local project that could affect the ability of nonpublic school educators and/or students to receive benefits. Consultation must continue throughout the implementation and assessment of project activities. Please note: a unilateral offer of services by an applicant IHE with no opportunity for discussion on the part of the nonpublic school representative does not meet the requirement for adequate consultation. Consultation will include discussions on such issues as: what group will benefit under the project and why; 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. Please visit the NJDOE website at HYPERLINK "http://www.nj.gov/njded/nonpublic"http://www.nj.gov/njded/nonpublic for a list of nonpublic schools by locality as well as a list of Frequently Asked Questions with suggestions on how to contact the schools and how to document those contacts. Additional information may be found in Appendix B: Participation of Students Enrolled in Nonpublic Schools. Applicants must complete, scan and upload the Documentation of Nonpublic School Participation form, (Attachment D), through the EWEG system (use the Nonpublic tab). Applicants are also required to scan and upload a Nonpublic Equitable Participation Summary and Affirmation of Consultation form (Attachment E) for each participating nonpublic school. Please note: The signature of a nonpublic administrator is required on the Summary form. 2.2.2 YEAR TWO PROJECT ACTIVITY REQUIREMENTS This section details the expectations for Year Two. Maintenance of Effort vs. Scaling-Up Professional Learning Applicants should review the plan and timeline for scaling up training on best practices in assessment literacy that was included in their Year One grant application to determine if it is still appropriate and to make adjustments as necessary. They are expected to assess their accomplishments against the goals of the grant in Year One and determine how they will allocate Year Two resources to: (a) continue to support the initial teacher cohort as necessary and (b) scale up efforts to a larger number of teachers in the school or district. Teachers of special student populations should continue to be considered in plans for expanding the number of participants. As noted in the Year One expectations, the plan to add additional teachers should include a turnkey training component, whereby successful Year One teacher participants serve as on-site or Web-based trainers and/or peer coaches to support project implementation across schools. School-level Support for Using Formative Assessments Building school leaders understanding of the important link between the use of formative assessments and high quality instruction for student achievement continues to be a priority focus for this grant and will be a central component in sustaining the professional learning gains made through this grant opportunity. In order to address the needs of struggling students, teachers efforts to differentiate instruction frequently need to be bolstered by school-level strategies for providing supplemental supports. Thus, in Year Two of this grant, project teams will be expected to provide professional learning opportunities to school leaders to build their capacity for developing academic intervention systems for struggling students at the school level. In Year Two, building-level leadership will be expected to: Foster a school culture focused on improved student achievement through the use of formative and summative data; Share appropriate formative assessment data with teachers in a timely and easily accessible way; Provide time for participating teacher teams in the same content/grade or who share a common cohort of students to collaborate around building common formative assessments; Maintain ongoing communication with formative assessment coaches to ensure that teachers receive the necessary assistance to successfully implement the project goals; Lead staff in designing a school-level academic intervention system or in assessing and improving an existing system; Provide opportunities for struggling students to receive high-quality instruction and supplemental academic supports in a timely manner. Content Supervisors are expected to work with school leaders, teachers and coaches to support the attainment of the project goals. Training of Teachers and School Leaders As before, grant recipients will be required to provide effective professional development (in accordance with the definition in Appendix A) aligned to New Jerseys Core Curriculum Content Standards and Common Core State Standards, professional standards for teachers and school leaders, professional development standards and best practices in assessment literacy. Collaboration continues to be a central theme in planning the training and coaching activities to ensure that professional development supports the achievement of project goals. The work of teacher teams in job-embedded professional learning structures should continue to be the primary strategy for effective, sustained implementation of the project goals. On-Site Support and Coaching Projects funded under this grant opportunity are required to continue to include intensive, ongoing coaching for participants. Based on their experiences with implementing the coaching component in Year One, grantees will determine the coaching models that will be used in Year Two. Teaching Portfolio Development Teacher participants from Year One are expected to continue to document their activities and add them to their portfolios, while teachers new to the project will begin their own portfolios. As before, the teaching portfolio will be used to promote implementation, monitoring and evaluation of the program as follows: Teachers will use the portfolio contents to evaluate their practice through reflection on the quality of their formative assessments, data analysis, instructional interventions and their impacts on students achievement of targeted instructional objectives; Coaches will use the portfolio artifacts to inform their support for teachers; School leaders may use the portfolios to support and direct the work of collaborative teams and to monitor student achievement goals; and The external evaluator may use anonymous portfolio data to assess project implementation and teachers progress toward achieving the project goals. Portfolio artifacts may be shared with full transparency only upon the consent of individual participants. Contributing to the Professional Knowledge Base The outcomes of this program will be used to inform the development of continuing opportunities for educators across the state to build their capacity for supporting student learning in core content areas through the use of formative assessment data and the design of appropriate instructional interventions. In addition to the submission of comprehensive program and external evaluator reports upon completion of the grant, participants will be expected to document and communicate their projects respective challenges and successes with a broader audience. In particular, grantees will be expected to present their projects during a higher education symposium to be planned in conjunction with the New Jersey Secretary for Higher Education, tentatively planned for the fall semester, 2015. 2.2.3 YEAR TWO PROJECT EVALUATION REQUIREMENTS Year Two grantees must continue to support an external evaluation to assess the projects implementation and impacts in relation to the goals of the grant and the individual grant projects specific measurable objectives. Requirements for the evaluation are: (1) the evaluation will make use of multiple data collection methods including site visits, interviews, surveys and analysis of teaching portfolio artifacts and (2) the data collection will be sustained across the full duration of the implementation period. Evaluation activities are expected to provide, at minimum, (1) descriptive data on the projects participants and implementation, including the content and quality of training and coaching; (2) formative data on the successes and challenges of implementation; and (3) summative data on impacts aligned with the stated project goals. The summative evaluation report should include examples of how the project activities changed teachers practice and, to the extent possible, how changes to teachers practice resulted in changes in student results. Any information about unintended impacts of the project should be included as well (e.g., on educator preparation programs; on school or district professional development implementation; on school or district use of student data). Submission of timely evaluation reports together with program and fiscal reports continue to be expected as a condition of funding reimbursement. The final evaluation report for Year Two should summarize the findings across both years of the grant. 2.3 REQUIREMENTS FOR THE EWEG APPLICATION The applicant must provide the following written components as a part of the EWEG application: (1) Project Update; (2) Project Description; (3) Goals, Objectives and Indicators; and (4) Activity Plan. 2.3.1 PROJECT UPDATE (not to exceed 500 words) The project update is a succinct summary of your projects progress in Year 1 together with the proposed purpose and intended outcomes for Year 2 that provides a snapshot of your application. 2.3.2 YEAR TWO PROJECT DESCRIPTION Successful grant applicants will propose a specific plan for the second year of professional development and support activities for this two-year grant. The plan should address the need for continued support to current teacher participants, scaling up the interventions to additional staff members and building organizational capacity to sustain implementation of the project in partner districts. Please address the following items as part of your project description: Partnership: Describe any additional partners or any changes to existing partners roles and responsibilities in the planning, administration, implementation, monitoring and/or evaluation of this project. Scaling up: (1) Explain your plan for increasing the number of teachers who will receive training and support in creating and using high quality formative assessments, including how many additional participants you will seek, what relationship they will have to the current cohort, how they will be recruited, and how they will be integrated into the project. (2) Explain the rationale behind your scaling-up strategy. Training: (1) Describe the professional development activities you will offer to teachers and school leaders. (2) In addition, describe who will be providing the training and (3) the providers backgrounds and qualifications. (4) Finally, describe your plans to monitor the quality of the training. Coaching Support: (1) Explain in detail the coaching model you will use to ensure that teacher participants receive high quality, ongoing coaching support during Year Two. (2) Why have you chosen this model? (3) Describe how you will monitor the quality of the coaching. Teaching Portfolios: Describe how you will implement the teaching portfolio requirement of this program in Year Two, your reasons for doing so and how you will use the portfolio to support teachers professional learning. Technology: Describe how you will use digital technologies during Year Two to support the goals of the grant, including building capacity for educator collaboration. Sustainability: Projects should intentionally increase each partners capacity to (1) sustain the continuous learning and growth of teachers and school leaders regarding assessment literacy and (2) provide timely, effective, school-based instructional interventions for struggling students. What is your partnerships plan for sustainability? 2.3.3 GOALS, OBJECTIVES, INDICATORS Each applicant must develop project-specific goals, objectives and indicators for Year Two of the Using Formative Assessments grant that are consistent with the broad goals stated in Section 1.1. For this part of your application: Clearly identify your Year Two project goals; For each goal, provide specific objectives that are results-oriented and prioritized; Establish measurable indicators of success for each project goal and corresponding objectives. 2.3.4 YEAR TWO PROJECT ACTIVITY PLAN Each applicant must provide a preliminary timeline for all key planning, training, implementation and evaluation activities to be completed for the project during the second year of the grant period. The timeline should include but not be limited to the following activities: (a) Meetings of the project management team; (b) Continued supports for Year One participants; (c) Recruitment, training and integration of a new cohort of participants; (d) Training of school leaders; (e) Coaching/follow-up support activities; (f) Sharing of key communications and reports; and (g) Project evaluator activities. 2.4 BUDGET DESIGN CONSIDERATIONS Program funds must be spent exclusively on costs associated with providing high quality, content-specific professional learning opportunities to teachers and school leaders according to the requirements set forth in this NGO. Applicants should refer to Sections 1 and 2 of this NGO to insure that proposed activities are within the scope of the required activities. The applicant's budget must be appropriate to the implementation of the grant program in Year Two and must demonstrate prudent use of resources. Specific expenditures must have a clear and direct link to the grant program outcomes. Eligible costs must relate to activities or services that will directly increase teachers effectiveness in developing and implementing formative assessments in the chosen content area. The intent of this grant project is for those teachers in school districts that have been identified as high-need to benefit substantially from the implementation of grant activities; thus, if grant activities in Year Two are scaled up to other school or district partners, the budget should ensure that the high-need district partner(s) continue to receive both necessary and sufficient resources to implement the project activities with fidelity. The total grant award amount available to applicants is based on the anticipated costs in specific areas to implement the grant program successfully. Therefore, the applicants budget must support expenditures in the allowable areas noted below. The amount budgeted is at the discretion of the IHE, unless specified, and must be based on realistic costs for implementing the grant program. Supplement Not Supplant These grant funds must be used to supplement, not supplant (replace), existing efforts of the organization. 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 or activity representing an expansion or enhancement of normally provided services. Note: If a district is already providing any of the activities or services required under this grant project, it may not cover any of the costs for those activities or services with federal funds available under this grant project. Special Rule Component of NCLB Title II Part A Applicants must abide by the Special Rule component of NCLB Title II Part A (section 2132(c)) whereby no single partner in the Using Formative Assessments to Improve Teaching and Learning 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 award for its own benefit. This provision focuses not on which partner received the funds, but on which partner directly benefits from them. A statement of assurance to this end must be uploaded as part of the EWEG application (see Attachment F). Retention of Equipment by Public School Partners The intent of this grant is to build skills and strategies that educators in the partner schools will sustain and refine beyond this grants limited duration. For this reason, the teachers and administrators from the grants public school partners who have been given supplies and equipment to support their implementation of the grants activities are expected to retain those supplies and equipment for their professional use after the closing date of this grant. However equipment must be for loan to the nonpublic school partners, if applicable, for the duration of the grant period. 2.5 BUDGET REQUIREMENTS The applicant must provide a direct link for each cost to a specific activity in the Activity Plan. All costs must have a budget entry on the approved budget detail TAB that includes a description of what the cost is, its purpose, how it is related to the grant, the time frame when it will be used (within the grant period), and an appropriate cost basis. The Department of Education will remove from consideration all ineligible costs, as well as costs not supported by the Project Activity Plan. A maximum of one formal round of pre-award revisions will be conducted. 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 Department of Education will disallow all ineligible costs, as well as costs not supported by the Project Activity Plan. These funds will not be eligible for reallocation. The New Jersey Department of Education reserves the right to transfer title to grant-funded equipment and all materials purchased and/or developed with grant funds in the event the third-party contract is terminated or the agency, for multi-year programs, is not selected to continue to receive funding. 2.5.1 YEAR TWO ALLOWABLE EXPENSES Grant funds may be expended for the following items: External Evaluator (required) - Up to but not exceeding $25,000 for the second year. Stipends - For participating teachers and at least one administrator (e.g., superintendent, principal or vice/assistant principal) per participating school to attend professional development activities related to the grant program outside of the contracted hours. Stipends cannot exceed the districts contracted amount for workshops outside of contracted hours. (Please note that supervisors and curriculum directors may not be compensated through these funds to attend professional development activities.) Professional Developers/Consultants - Including expenses, a single consultant may be paid up to $10,000 during each year of the project. This is based on full day (minimum of five hours) for professional development presentation/workshop services provided to grantee participants by professional development provider/consultants (not employees of the IHE or partner LEAs). Substitute Teachers - Costs related to acquiring substitute teachers for participating LEA teachers attending grant-related program activities. (Note: Costs for substitute teachers in the non-public partner schools may not be funded.) Coaching Supports to Participating Teachers - Coaching time will be logged as part of the project implementation requirements. Grant Staff Positions A resume, brief job description and rationale for each position proposed to assist in the management and implementation of the grant program must be provided. Enter the salary requests using the appropriate budget subtabs in the EWEG form. IHE-partner Credited Courses cost of for-credit courses taken by participating educators through IHE partners. Clerical/Support Personnel Salaries and Wages Applicants must provide a rationale for these salaries and why existing staff will not be adequate to support the project work. Travel - Travel expenses are to be calculated according to the state regulations governing travel and lodging expense. Lodging and meal charges should be calculated according to the federal per diem rates schedule. Travel should employ the most economical means possible. Travel costs are to be rolled into the consultants daily or hourly rate. Mileage reimbursement is capped at $0.31/mile. The provisions of A-5/Chapter Law 53 contain additional requirements concerning prior approvals, as well as expenditures related to travel. Applicants should work with their business administrator when constructing the budget. The NJDOE applies the A-5 restrictions uniformly to all grantees. Please note: A-5 Travel regulations apply to both project employees and participants. Meal Expenses - for professional development workshops and training sessions that include a lunchtime speaker or an agenda that precludes time off for lunch. Equipment - Grant funds budgeted for the purpose of maintaining equipment already owned by the district may be used only toward the prorated grant-use share and must be identified separately in the budget. Equipment must be for loan to the nonpublic school partner for the duration of the grant period, if applicable. 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. Applicants requesting indirect costs must scan and upload a copy of their current, federally negotiated indirect cost rate agreement with their application. Applicants who request indirect costs in their budget without providing this documentation may have such costs disallowed during pre-award revisions. Rental of Space to Present Workshops (i.e. regional in-person workshops). Participant Incentives and Materials (i.e., supplies, digital tools) to facilitate grant implementation. Other Grant-related Administrative Expenses (e.g., printing, telephones, postage). 2.5.2 INELIGIBLE EXPENSES Grant funds may not be expended for the following items: Costs associated with writing the application; Supporting the research of individual scholars or faculty members; Costs related to acquiring substitute teachers for participating non-public school teachers attending grant-related program activities; Costs for developing IHE courses related (or unrelated) to grant activities; Travel to out-of-state professional meetings, unless it is demonstrated that attendance at a meeting will directly and significantly advance a project; In-state overnight lodging; In-state per diem meals and expenses; Car or limousine rentals when traveling out-of-state; Stipends to teachers during regular school contracted days; and Costs not directly related to the educational program and that are unsupported by the NGO. _____________________________________________________________________________ SECTION 3: COMPLETING THE APPLICATION ______________________________________________________________________________ 3.1 GENERAL INSTRUCTIONS FOR APPLYING To apply for a grant under this NGO, applicants must prepare and submit a complete application. Your application must be a response to the States vision as articulated in Section 1: Grant Program Information of this NGO. It must be planned, designed and developed in accordance with the program framework articulated in Section 2: Project Guidelines of this NGO. 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 APPLICATIONS Because this is a continuation grant, there will be no external review panel. Applications will be reviewed by the program team for completeness and alignment with the program goals and expectations. 3.3 APPLICATION COMPONENT CHECKLIST The following components are required (see Required ( Column) to be included as part of the application. Failure to include a required component may result in the application being removed from consideration for funding. Use the checklist (see Included ( Column) to ensure that all required components have been completed. The * indicates forms which are provided as Attachments below. Required (() EWEG TAB/SUBTABIncluded (()(Contact Information(Budget(Narrative (Project Update; Project Description; Goals, Objectives and Indicators; Activity Plan)(Board Resolution to Apply(Assurances(Documentation of Non-Public Participation Required (()UPLOAD TAB (Please include as .pdf files). Included (()(NGO*Documentation of Partnership (Attachment A)(NGO*Affirmation of Partnership (Attachment B) (NGO*Project Management Team Members (Attachment C)(NGO*Nonpublic Equitable Participation Summary and Affirmation of Consultation Form (Attachment E)(NGO*Statement of Assurance Regarding Special Rule form (Attachment F)(NGO*Project-Specific Statement of Assurances (Attachment G)(ApplicantFederally Negotiated Indirect Cost Rate Agreement (if indirect costs are requested in the application)(ApplicantEntity Overview page from applicants HYPERLINK "http://www.sam.gov"www.sam.gov profile ATTACHMENT A (Please scan and upload as an attachment to the grant application.) Documentation of Partnership Using Formative Assessments to Improve Teaching and Learning Grant Program: Year Two LIST OF PARTNERS (print or type): Name of Applicant /Lead Agency (Institution of Higher Education with Unit of Teacher/Principal Preparation) __________________________________________________________ Name of School of Arts and Sciences Partner (and Name of Institution if different from Lead Agency IHE) _____________________________________________________________________ Name of High Need LEA Principal Partner _____________________________________________________________________ Name(s) of Additional Partner Agencies (as applicable) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ By submitting this application, the Lead Agency assures that the partner agencies listed above participated in the preparation and planning of the Using Formative Assessments Grant Program and will participate in the implementation of the grant and program activities. Signature of Applicant/Lead Agency President/CEO Date ATTACHMENT B AFFIRMATION OF PARTNERSHIP FORM IHE Lead Agency/School of Arts and Sciences/High-Need LEA/ Other Agency Partner(s) Using Formative Assessments to Improve Teaching and Learning Program Year Two: 2014-2015 Instruction to Applicant/Lead Agency: Please have each partner complete a separate copy this form, including the School of Arts and Sciences, LEA principal partner, and any other agencies or LEA partners. Submit all copies as uploaded attachments to the grant application. Instruction to Partner Agency: This document is to be signed by an eligible partner and included with the application as evidence of the collaboration between the applicant/lead agency and the eligible partner in the Using Formative Assessments to Improve Teaching and Learning grant program. The chief school administrator (CSA), Dean, chief executive officer (CEO) or other head of a partnering agency must complete and sign the statement below: I COMMIT to being a collaborative partner with ____________________________________, the applicant/lead agency and to ensure that my agency acts in full support of the proposed project through the provision of personnel, time, activities, information, data, services, and/or resources necessary to plan, implement, monitor and evaluate the grant project with fidelity. I AGREE to protect the confidentiality of individual students and/or educators as necessary when providing information to the applicant and the project evaluator to fulfill project requirements. I CERTIFY that a designated representative, my agencys grant lead person, will continue to collaborate with the applicant to meet the requirements of this grant opportunity as specified in the grant application. _____________________________________________________________________________ (Print Name) (Dean/CSA/CEO/Head from Partner Agency) of _________________________________________________________________________ (Print Name) (Partner Agency) ____________________________________________________________________________________ Signature of CSA/Dean/CEO/Head from Partner Agency ___/____/___ Date ATTACHMENT C PROJECT MANAGEMENT TEAM MEMBERS FORM Using Formative Assessments to Improve Teaching and Learning Program Year Two: 2014-2015 Grant recipients are expected to form a project management team with, at minimum, the grant lead person from each principal partner and the grant lead person from any other LEA or agency partners which form the collaborative team for the project. When completed, please scan and upload this list of project management team members using the upload tab to the application. Institution or Agency PartnerName of Partners Grant Lead PersonTitle/PositionEmail Address Phone No.Required: IHE - Unit of Teacher/Principal PreparationRequired: IHE -School of Arts and SciencesRequired: High Need LEA Principal PartnerAdd Additional Partners Below       ATTACHMENT D DOCUMENTATION OF NONPUBLIC SCHOOL PARTICIPATION Please note: This information is to be entered on the Nonpublic TAB in the EWEG application. It is not a separate upload but is given here for your information. Lead Agency Name: ____________________________ Application Amount: ____________ In accordance with federal requirements contained within the No Child Left Behind federal legislation, the following nonpublic school representatives were contacted. They were offered a genuine opportunity to express their interest in participating in the above program before any decision that affects the opportunities of those students, teachers, and other educational personnel in a nonpublic school became final as part of this application. ATTACHMENT E NONPUBLIC EQUITABLE PARTICIPATION SUMMARY AND AFFIRMATION OF CONSULTATION FORM (Complete a form for EACH participating nonpublic school. Copy this form as necessary.) 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 CEO and the nonpublic school official. The applicant agency must scan and upload 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 applicant agency made any decision that affected the participation of eligible nonpublic school children, teachers or other educational personnel in the grant program. % Yes, we wish to participate in this grant opportunity % No, we do not wish to participate in this grant opportunity ___________________________________ ___________________________________ Name of Applicant Agency Name of Nonpublic School ___________________________________ ___________________________________ Official Applicant Agency Date Nonpublic School Representative Date __________________________________ ________________________ Nonpublic School Address, City Nonpublic School Telephone Number ATTACHMENT F TITLE II-A STATEMENT OF ASSURANCE REGARDING SPECIAL RULE Using Formative Assessments to Improve Teaching and Learning Grant Program: Year Two (This form is to be completed, signed and uploaded in the application. Copy this form as necessary). This signed document is evidence and 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 Using Formative Assessments to Improve Teaching and Learning 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 award for its own benefit. This provision focuses not on which partner received the funds, but on which partner directly benefits from them. _________________________________________ Name of IHE _________________________________________ ______________________________ Signature of IHE President or Equivalent Name and Title *** _________________________________________ Name of School of Arts and Science Partner __________________________________________ ______________________________ Signature of Dean/Head of School Name and Title *** _________________________________________ Name of High-Need LEA Principal Partner __________________________________________ ______________________________ Signature of Chief School Administrator Name and Title *** __________________________________________ Name of other participating agency (if applicable) __________________________________________ ______________________________ Signature of Agency Head Name and Title ATTACHMENT G PROJECT-SPECIFIC STATEMENT OF ASSURANCES FORM (Please scan and upload as an attachment to the grant application.) As the chief administrator of the grant Lead Agency, I attest to the following: The IHE lead agency will be responsible for administrating the requirements of the grant in consultation with the grant partners. The IHE lead agency will be a full participant in the Using Formative Assessment to Improve Teaching and Learning: Year Two grant project. The IHE lead agency will provide all resources necessary to implement the grant project according to specifications in the NGO, including allocation of the necessary time for training of teachers and principals, necessary resources and supports for grant partners, and equitable resources to the nonpublic school partners. The IHE lead agency will supply to the New Jersey Department of Education all necessary data, artifacts, and other feedback upon request. The IHE lead agency will oversee a comprehensive external evaluation of the project. The IHE will meet with NJDOE grant project director a minimum of four times throughout the course of the grant period to discuss implementation, successes, obstacles and resources. The IHE will share project challenges and success with the broader education community. _____________________________________________ IHE Lead Agencys President or Designee Signature ______________________________________________ (IHE Lead Agency - print name and title) ______________________________________________ (date) BIBLIOGRAPHY USING FORMATIVE ASSESSMENTS TO IMPROVE TEACHING AND LEARNING Ainsworth, L., & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: putting it into practice. Berkshire, England and New York: Open University Press. Black, P., &Wiliam, D. (1998). Inside the Black Box: Raising standards through classroom assessment. London: Kings College. Chappuis, S., Stiggins, R. J., Arter, J., & Chappuis, J. (2004). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute. Coaching Approaches and Perspectives (2009). Jim Knight (Ed.). Thousand Oaks, CA: Corwin Press. Druckor, Brent (2014). Formative assessment in seven good moves. Educational Leadership, 71(6), 29-32. Alexandria, Va.: ASCD. DuFour, R., DuFour, R., Eaker, R., Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids dont learn. Bloomington, IN: National Educational Service. DuFour, R., DuFour, R., Eaker, R., (Eds.). (2005). On common ground: The power of learning communities. Bloomington, IN: National Educational Service. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. Holcomb, E. L. (1999). Getting excited about data: How to combine people, passion, and proof. Thousand Oaks, CA: Corwin Press. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge. Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development. McMillan, J. H. (2000). Essential assessment concepts for teachers and administrators. Thousand Oaks, CA: Corwin Press. OConnor, K. (2002). How to grade for learning: Linking grades to standards, 2nd edition. Glenview, IL: Pearson Education. Reeves, D. B. (2001). 101 questions & answers about standards, assessment, and accountability. Denver: Advanced Learning Press. Reeves, D. B. (2001). 101 more questions & answers about standards, assessment, and accountability. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). The case against the zero. Phi Delta Kappan, 86(4), 324-325. Shepard, L. A. (2000). The role of classroom assessment in teaching and learning. Los Angeles: National Center for Research on Evaluation, Standards and Student Testing. Stiggins, R. J. (1997). Student--centered classroom assessment. 2nd edition. Upper Saddle River: NJ: Prentice-Hall. Stiggins, R. J. (2001). Student--involved classroom assessment. 3rd edition. Upper Saddle River: NJ: Prentice-Hall. Stiggins, R. J., Arter, J., Chappuis, J., & Chappuis, S., (2004). Classroom assessment for student learning: Doing it rightusing it well. Portland, OR: Assessment Training Institute. Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Veen, K. v., Zwart, R., & Meirink, J. (2011). What makes teacher professional development effective? A literature review. In M. Kooy & K. v. Veen (Eds.), Teacher learning that matters: International perspectives (pp. 3-21). New York: Routledge. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. UK: Cambridge University Press. Wiggins, Grant. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. Wiggins, Grant. (1998). Educative Assessment: Designing assessments to inform and improve student performance. Jossey-Bass. Wylie, E. C. (2008). Formative assessments: examples of practice. A paper prepared for the Council of Chief State School Officers. Zmuda, A., Kuklis, R., & Kline, E. (2004). Transforming schools: Creating a culture of continuous improvement. Alexandria, VA: Association for Supervision and Curriculum Development. APPENDIX A USING FORMATIVE ASSESSMENTS TO IMPROVE TEACHING AND LEARNING: HELPFUL DEFINITIONS Coaching A non-evaluative, learning relationship between an experienced professional and a teacher (or team of teachers), both of whom share the expressed goal of learning together to improve instruction and student achievement. Coaches work with individuals and teams to design and facilitate appropriate learning experiences, provide feedback and support and assist with implementation challenges. A skilled coach will have content expertise, knowledge of pedagogy and interpersonal skills and competencies for working with adults. (Coaching Approaches and Perspectives (2009). Jim Knight (Ed.). Thousand Oaks, CA: Corwin Press.) Core Academic Subjects For the purposes of this NGO, the term core academic subjects means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography [Title IX, Section 9101(11)]. These are the content areas eligible to be addressed under this grant opportunity. Effective Professional Development Effective professional development must meet the criteria contained in the definition of professional development in Title IX, Section 9101(34) of ESEA. For the purpose of this grant program, professional development includes, but is not limited to, activities that: Improve and increase teachers and principal subject-matter knowledge in the academic subjects that the teachers teach (including knowledge of computer-related technology to enhance student learning); Give teachers and principals the knowledge and skills to use State academic content and achievement standards, State assessments and classroom assessments to improve instructional practices and student academic achievement; Increase instructional leadership skills of school administrators to serve as an effective school leader and work effectively with teachers; Improve classroom management skills; Are sustained, intensive, and classroom-focused and are not one-day or short-term workshops; and Advance teacher understanding of effective instruction strategies that are based on scientifically based research. High-Need LEA (Required Partner) According to federal regulations, the high-need LEA partner for this grant opportunity must meet both of two eligibility requirements, one pertaining to its student population and one pertaining to its teaching population: (1) The LEA serves not fewer than 10,000 children from families with incomes below the poverty line; or not less than 20 percent of the LEAs children come from families with incomes below the poverty line AND (2) The LEA has a high percentage of teachers not teaching in the academic subjects or grade levels for which they were trained to teach; or the LEA has a high percentage of teachers with emergency, provisional or temporary certification. Please note: The program office responsible for this grant opportunity has pre-determined the list of eligible high need LEA partners based on the federal requirements. Institution of Higher Education (IHE) and the Unit/Division of the Institution that Prepares Teachers and Principals (Required Lead Agency) According to federal regulations, this grant is awarded only to eligible partnerships which must include an institution of higher education and the division of the institution that prepares teachers and principals. This entity will be the lead agency for the grant partnership. An institution of higher education is defined by the Higher Education Act [HEA, Section 101(a)] as an educational institution in any State that: Admits as regular students only persons having a certificate of graduation from a school providing secondary education, or the recognized equivalent of such a certificate; Is legally authorized within such State to provide a program of education beyond secondary education; Provides an educational program for which the institution awards a bachelor s degree or provides not less than a 2-year program that is acceptable for full credit toward such a degree; Is a public or other nonprofit institution; and Is accredited by a nationally recognized accrediting agency or association or, if not so accredited, is an institution that has been granted pre-accreditation status by such an agency or association that has been recognized by the Secretary for the granting of pre-accreditation status, and the Secretary has determined that there is a satisfactory assurance that the institution will meet the accreditation standards of such an agency or association within a reasonable time. For the purposes of this grant opportunity, the division of the institution that prepares teachers and principals is the administrative unit(or units) of the IHE responsible for its state-approved programs leading to New Jersey state certification for teachers and principals, respectively. Please note: The program office responsible for this grant opportunity has pre-determined the list of eligible IHE lead agencies. Non-Public School A non-public school is defined in N.J.A.C. 18A:46A-1 as an elementary or secondary school within the state, other than a public school, offering education for grades kindergarten through 12, or any combination of them, wherein any child may legally fulfill compulsory school attendance requirements and which complies with the requirements of Title VI of the Civil Rights Act of 1964 (P.L. 88-352). A list of nonpublic schools by LEA district can be found in the New Jersey Department of Education School Directory or by calling the appropriate County Office of Education. School of Arts and Sciences (Required Partner) According to federal regulations, each eligible partnership must contain one partner which is a school of arts and sciences. For the purposes of this grant opportunity, a school of arts and sciences is (1) an organizational unit of an institution of higher education and (2), an academic unit that offers one or more academic majors in disciplines or content areas corresponding to the academic subjects in which teachers teach. (Higher Education Act, Section 2102(1)). APPENDIX B PARTICIPATION OF STUDENTS ENROLLED IN NONPUBLIC SCHOOLS In accordance with federal requirements (34 CFR, Part 76.650), an applicant for a subgrant under this appropriation must consult with the appropriate representatives (nonpublic school Chief School Administrator) of students enrolled in nonpublic schools* during all phases of the development and design of the project covered by this application, including consideration of: which children will receive benefits under the project; how the childrens needs will be identified; what benefits will be provided; how the benefits will be provided; and how the project will be evaluated.  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Use of Funds Requirements (EDGAR 76.650 - 76.662) When providing benefits to nonpublic school students with federal funds, the following must be addressed: The contractor must maintain administrative control over all funds and property. (No funds can flow directly to the nonpublic via a subgrant). The contractor may place equipment and supplies in the nonpublic school for the period of time needed for the grant. The contractor must ensure that the materials are used only for the purposes of the grant and can be removed from the nonpublic without remodeling the nonpublic school facility. Funds cannot be used for construction of nonpublic school facilities. Funds must be used to meet specific needs of students and staff. (Funds cannot supplant benefits normally provided by the nonpublic school). Funds may be used to pay for services of an employee of the nonpublic school if the employee performs the services outside of his or her regular hours and the employees performs the services under the supervision of the contractor. All benefits provided, including equipment and materials, must be secular, neutral and non-ideological. (IASA, Sec 14503)\ * A nonpublic school is defined in N.J.A.C. 18A:46A-1 as an elementary or secondary school within the State, other than a public school, offering education for grades kindergarten through 12, or any combination of them, wherein any child may legally fulfill compulsory school attendance requirements and which complies with the requirements of Title VI of the Civil Rights Act of 1964 (P.L. 88-352). A list of nonpublic schools by LEA district can be found in the New Jersey Department of Education School Directory or by calling your County Office of Education.  Please note: For purposes of this grant opportunity, a charter school is considered to be an LEA.      PAGE \* MERGEFORMAT 34 Using Formative Assessments to Improve Teaching and Learning PAGE  PAGE 35 When responding to this Notice of Grant Opportunity (NGO), applicants must use the Electronic Web-Enabled Grant (EWEG) online application system. 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