Title: Elementary,Secondary, and Informal Education
Date:  May 18, 2000



ELEMENTARY, SECONDARY, AND INFORMAL EDUCATION


Program Solicitation and Guidelines


Informal Science Education
   Preliminary, No Later Than-March 5;
   Full-May 31 Preliminary, No Later Than-August 2;
   Full-November 15 Except for the following:
      - ASCEND Projects
        Preliminary-August 14;  Full-November 15

Instructional Materials Development
   Preliminary-May 9; Full-August 15

   Teacher Enhancement
   Preliminary-April 4; Full-August 25
   Except for the following:
       - Pilot LSC Projects
       - Teacher Retention & Renewal
       - Mathematics & Science Courses for Improving Teacher
         Qualifications
      - Professional Development with Emerging Technologies
         Preliminary-August 14;  Full-October 23

  Applied Research (separate projects)
     Preliminary-August 14;  Full-October 23


NATIONAL SCIENCE FOUNDATION
DIRECTORATE FOR EDUCATION AND HUMAN RESOURCES
NSF 00-99


The National Science Foundation promotes and advances
scientific progress in the United States by competitively
awarding grants for research and education in the sciences,
mathematics and engineering.

To get the latest information about program deadlines, to
download copies of NSF publications, and to access abstracts of
awards, visit the NSF Web site at:

                      http://www.nsf.gov


  Location:                           4201 Wilson Blvd.
                                      Arlington, VA 22230

  For General Information                 703-292-5111
 (NSF Information Center):


  TDD (for the hearing-impaired):     703-292-5090


  To Order Publications or Forms:

     Send an e-mail to:                pubs@nsf.gov

      or telephone:			   301-947-2722

  To Locate NSF Employees:             703-292-5111


                       TABLE OF CONTENTS

New Program Opportunities
Preface
Introduction
Executive Summary of Program Activities
Informal Science Education
Instructional Materials Development
Teacher Enhancement
Proposal Submission and Award Statistics:   FY  1999
Cross-Cutting    Areas   of    Special    Interest
Applied Research
Technology Education
Related ESIE Program Efforts
Advanced Technological Education (ATE)
Presidential Awards for Excellence in Mathematics
& Science Teaching (PAEMST)
Guidelines for Proposal Development
Preliminary Proposal Requirement
Proposal Submission
General Eligibility Requirements
Coordination   with   NSF   Systemic   Initiatives
Informal Science Education (ISE) Program
Summary of Program Requirements
NSF  After School Centers for Explorations  and  New
Discovery(ASCEND) projects
ISE Supplements for Public Understanding of Research
Instructional Materials Development (IMD) Program
Summary of Program Requirements
Assessment Projects
Teacher Enhancement (TE) Program
Summary of Program Requirements
Local Systemic Change
Teacher Retention & Renewal
Mathematics & Science Courses for Improving  Teacher
Qualifications
Professional Development Materials
Professional Development with Emerging  Technologies
Proposal Preparation and Submission Requirements
Proposal Preparation Instructions
Preliminary Proposals
Full Proposals
Special Categories of Full Proposals
Conferences, Symposia, and Workshops
Planning Grants
Small Grants for Exploratory Research
Proposal Review Information
Award Administration Information
Notification of Award
Grant Award Conditions
Reporting Requirements
Other Programs of Interest

APPENDIX A  ESIE Data Sheet
APPENDIX B  Curricula Dissemination and
Implementation Projects

                  NEW PROGRAM OPPORTUNITIES
           INFORMAL SCIENCE EDUCATION (ISE) PROGRAM

NSF After School Centers for Exploration and		See ISE program
New Discovery (ASCEND):  Within its community-		description,
based efforts, ASCEND projects are expected to		section-ASCEND
provide innovative opportunities for engaging
middle- and high school youth in substantive
out-of-school activities.  Projects should
promote technological literacy by exploring
science, mathematics, and engineering in
creative after-school and weekend programs.

              TEACHER ENHANCEMENT (TE ) PROGRAM

Pilot Local Systemic Change (LSC):  Pilot      		See TE program
projects should provide districts              		description,
opportunities to explore strategies for        		section-Local
enhancing K-12 science and/or mathematics      		Systemic Change
programs.  Projects should investigate
exemplary instructional materials and
instructional strategies, as well as create
leaders who can support peers.  Pilot projects
may build a foundation for reform that will
lead to a Comprehensive LSC project.

Teacher Retention & Renewal:  Projects should  		See TE program
focus on efforts to retain effective teachers  		description,
in the SMT workforce and to increase the       		section-Teacher
probability that novice teachers will choose   		Retention &
to continue in the profession beyond the first 		Renewal
few years of service.   Projects should
develop cadres of teacher leaders within
districts who can, among other roles (1) serve
as mentors to novice SMT teachers during their
induction years and/or (2) act as change
agents for implementing standards-based SMT
programs that model standards-based teaching
and/or provide professional development
opportunities for peers.

Mathematics and Science Courses for Improving  		See TE program
Teacher Qualifications:  Projects create pilot 		description,
courses for teachers who are currently (1) SMT 		section-
teachers teaching courses out of their field   		Mathematics and
of certification, (2) teachers responsible for 		Science Courses
SMT training but with inadequate disciplinary  		for Improving
backgrounds, and (3) SMT teachers who wish to  		Teacher
move to another grade level.  Courses should   		Qualifications
be based on current research on teaching and
learning and should include instruments to
assess participant learning and provide
evidence of the effectiveness of the courses.

Professional Development with Emerging         		See TE program
Technologies:  Projects should push the        		description,
educational envelope, anticipating changes in  		section-
access to and capabilities of technology.      		Professional
Projects should develop technology tools to    		Development
improve teaching and support instructional     		with Emerging
delivery by offering teachers additional       		Technologies
capabilities, access to resources, or
opportunities to engage in interactions with
the education stakeholders (e.g., teachers,
teacher educators, scientists, mathematicians,
engineers, technologists, the informal science
community).

          APPLIED RESEARCH, related to ESIE projects

Applied Research:  Projects should provide     		See Executive
feedback for strengthening the ESIE portfolio  		Summary of
and suggesting new program directions.         		Program
Research must be based on clear theoretical    		Activities,
foundations; articulate questions that address 		section-Cross-
areas of interest fundamental to ESIE mission  		Cutting Areas
and goals; and have a high likelihood of       		of Special
generating data that contributes to the cycle  		Interest
of design, research, and redesign of ESIE
programs and portfolios.

                            PREFACE

EDUCATION MISSION OF THE NATIONAL SCIENCE FOUNDATION

The National Science Foundation (NSF) is mandated to ensure the
vitality  of  science and engineering research  in  the  United
States.   Given  the strong relationship between  research  and
education, the Agency's mission explicitly articulates  a  role
for strengthening the quality and effectiveness of the nation's
underlying   human   resource   base.    NSF's   cohesive   and
comprehensive  set of education and human resources  activities
addresses  every  level  of education, including  early  career
development.    Stimulating,  quality   science,   mathematics,
engineering,  and  technology  (SMET)  education   is   vitally
important  to  ensuring  a  diverse, scientific  and  technical
workforce,  as  well as a citizenry capable  of  mastering  the
scientific  and  technological concepts and  skills  needed  by
workplace, social, and home environments that are characterized
by increasing technological sophistication.

DIRECTORATE FOR EDUCATION AND HUMAN RESOURCES

Directorate  for Education and Human Resources  (EHR)  programs
promote  student, teacher, and faculty development, as well  as
improved  public  science  literacy,  through  the  support  of
projects that operate on national, regional, and local levels.

Five  long-term goals of EHR promote delivery of  quality  SMET
education  to  all students, especially those  from  population
groups  traditionally  underrepresented in  these  disciplines.
These goals ensure that:

  -  high-quality SMET education is available to every child in
     the United States, enabling all who have interest and talent to
     pursue  scientific and technical careers at any level  and
     supporting scientific literacy of all citizens;
  -  educational pipelines carrying students to SMET careers
     yield sufficient numbers of well-qualified individuals to meet
     the demands of the technical workplace;
  -  those  who  select  careers in science  or  engineering
     disciplines  have  high-quality educational  opportunities
     available;
  -  interested non-specialists have opportunities to broaden
     their scientific and technical knowledge; and
  -  the  public  has  opportunities  to  develop  a  better
     understanding of scientific and technological developments and
     processes.

While  all  NSF  research directorates support  SMET  education
activities, EHR has primary responsibility for NSF's  education
mission,  especially  in  elementary,  secondary,  and   lower-
division  undergraduate  levels,  as  well  as  public  science
literacy.   The  above-mentioned  goals  provide  the  foci  of
activities within EHR's organizational units:

Division of Elementary, Secondary, and Informal Education
(ESIE) ........................................... 703-292-8620
Division of Undergraduate Education (DUE)......... 703-292-8670
Division of Graduate Education (DGE).............. 703-292-8630
Division of Educational System Reform (ESR)....... 703-292-8690
Division of Human Resource Development (HRD)...... 703-292-8640
Division of Research, Evaluation,
and Communications (REC).......................... 703-292-8650
Office of Experimental Program To Stimulate Competitive
Research (EPSCoR) ................................ 703-292-8683

This  Solicitation covers all ESIE programs  and  replaces  the
previous  Program  Announcement  and  Guidelines  (NSF  99-92).
Brief supplements may be issued to announce relevant changes or
additions,  and  special solicitations may be issued  for  new,
developing initiatives.

                         INTRODUCTION

The  Division of Elementary, Secondary, and Informal  Education
(ESIE)  programs and funding decisions rely heavily on research
that informs the teaching and learning of science, mathematics,
and  technology  (SMT)  in both formal and  informal  education
settings.   Although  the  quality  and  quantity  of  research
findings  vary  by  academic  level,  disciplinary  area,   and
educational  setting,  an expanding body  of  knowledge  guides
development of new programs and the evolution of existing ones.
ESIE  is  placing greater emphasis on strengthening  assessment
and  applied  research  in  order to lay  a  stronger  research
foundation for its programming.

Considerable  research,  for  example,  exists  concerning  the
effectiveness  of  different  models  of  teacher  professional
development  that guides the Teacher Enhancement  (TE)  program
and  its  portfolio  of Local Systemic Change  (LSC)  projects.
Recent studies find that improved teacher content knowledge may
change teaching practice (Cohen and Hill, 1997).  When teachers
cover topics about which they are well prepared, they encourage
student questions and discussions, spend less time on unrelated
topics,  permit discussions to move in new directions based  on
student  interest,  and  generally present  topics  in  a  more
coherent way (Leder, 1990).

Other   studies   also  provide  evidence   that   professional
development  experiences  enhancing  teachers'  subject  matter
knowledge  and expanding their range of teaching practices  are
likely to improve student achievement (Chaney, 1995; Cohen  and
Hill,  1997;  Monk,  1994).   Monk has  found  that  additional
coursework  taken by teachers in specific areas  (e.g.,  number
and  kinds  of science and mathematics courses) has a  positive
effect  on  student  learning, while additional  coursework  by
teachers in unrelated subjects has no, or a negative, effect on
student  learning.  Further, Chaney found that better  prepared
teachers   are  more  likely  to  include  college  preparatory
subjects  such  as algebra for students in general  mathematics
courses.  Thus, research suggests that professional development
experiences should be solidly based on specific content areas.

Instructional Materials Development (IMD) efforts are  informed
by  the  findings of the recent TIMSS assessment.  A consortium
of  U.S.  districts  entitled, First in  the  World  Consortium
(FITWC),  involves multiple districts along the North Shore  of
Lake  Michigan.   Analyses of the materials and instruction  in
8th  grade  mathematics  across high achieving  countries,  the
U.S.,  and  the FITWC provide insights on effective  curricula.
Teachers   in  the  FITWC  taught  fewer  topics   than   their
counterparts in other U.S. districts (12 compared to 19).  Even
this  reduced number, however, was significantly more than  the
six  core  topics  taught in the Czech Republic  and  the  five
topics  taught  in  Japan  (two high  achieving  nations).   An
independent,   secondary  analysis   of   TIMSS   findings   in
mathematics  (Slowinski,  1999) concludes that the  success  of
students  in high-performing TIMSS nations, as well as  in  the
Consortium, strongly indicates that a shift from skill building
to mathematical understanding is needed.  The focus of teachers
in  the FITWC schools (and in Japan and the Czech Republic)  is
on  developing the ability to comprehend mathematical  concepts
rather  than  on  memorization and use of  procedural  methods.
ESIE's instructional materials development projects reflect the
importance of developing conceptual understanding.  New program
directions furthermore reflect research findings that speak  to
the power of providing professional development that is aligned
with    curricula    in    increasing   student    performance.
Increasingly,  professional development  activities  are  being
integrated  with  curricula development so  that  teachers  are
prepared to fully implement the new materials.

An  emerging  body  of research on NSF-supported  instructional
materials  also indicates that when those materials  are  fully
implemented   (consistently  taught,  using  all   components),
student   achievement  is  enhanced  in  comparison   to   when
traditional curricula are used (Briars, 2000).  Recent analyses
of  student  achievement in classes whose  teachers  used  NSF-
supported  physics curricula or whose teachers had participated
in  an  NSF-funded  professional development activity  indicate
that students in those classes achieve well above the level  of
students  in  comparable  classes on the  TIMSS  assessment  of
physics (Gregory, 1999).

People  of  all ages learn science, technology and  mathematics
from  experiences in science museums, from watching  films  and
other  media,  and from participating in community  activities.
The impact of informal experiences on science learning has been
studied  for  many  years and some studies  point  to  positive
outcomes  for  individual learners (Crane, 1974;  Bitgood,  et.
al.,  1994; Hein, 1998).  The Informal Science Education  (ISE)
program   encourages  use  of  those  findings  to   strengthen
supported  projects.   In  addition,  ISE  strongly  encourages
systematic  evaluation  of  its  projects,  as  well   as   the
incorporation  of research efforts that can identify  the  most
effective  strategies  for  delivering  informal  education  to
various audiences.

Goals.   ESIE programs support projects designed to enable  all
students,  pre-kindergarten  through  grade  12  (preK-12),  to
succeed in their SMT studies and to increase the scientific and
technological literacy of students of all ages.   Its  programs
provide  the  educational foundation for future generations  of
scientists,  engineers, and technologists; for  those  pursuing
post-secondary education in other disciplines;  and  for  those
who  enter the workforce directly from secondary school.   ESIE
programs  promote  the  achievement, competency,  and  literacy
considered  essential to inform citizens about the  SMT  issues
that impact their lives, providing effective advocacy for high-
quality education in these fields.

Objectives.   To provide leadership and promote development  of
the   infrastructure  and  resources  needed  to  improve   SMT
education throughout the United States, ESIE programs:

 -  Strengthen skills of the teacher workforce by:
   - expanding and deepening the understanding of  content,
     pedagogy, and educational technologies;
   - heightening awareness and deepening understanding of the
     diverse experiences and needs of students;
   - grounding  continued professional development  in  the
     context of the school structure and organization; and
   - developing a cadre of teachers and administrators who can
     effectively lead reform in these fields.

 - Develop  alternative models of instructional materials  that
   are  consistent  with  the national standards  for  content,
   teaching, and assessment that:
   - enhance  the knowledge, thinking skills, and  problem-
     solving abilities of all students;
   - incorporate the recent advances in disciplinary content,
     research   on   teaching  and  learning,  and  educational
     technologies; and
   - can be implemented broadly and in diverse settings.

-  Capitalize   on  educational  technologies  and   electronic
   networking   in   the  development  of  all  materials   and
   instructional   strategies  in   a   manner   that   ensures
   accessibility to a quality education for all students.

-  Promote   transitions  between  secondary  school  and   the
   workplace,  as  well  as transitions within  the  workplace,
   through   development   of   exemplary   materials,   varied
   instructional  environments,  and  other  activities.   And,
   facilitate  transitions  to higher  education  by  providing
   high quality SMT education for all students.

-  Provide stimulating opportunities outside school:
   - to increase understanding of, and participation in, SMT
     disciplines  by  individuals of all ages,  interests,  and
     backgrounds, informing them of its impact in their daily lives,
     and aiding them in making responsible decisions about science
     policy issues;
   - to establish linkages with formal education to improve
     education in all learning environments; and
   - to  stimulate  parents and others to  become  informed
     proponents for quality and universally available education in
     these fields and enabling them to support their children's
     science and mathematics endeavors.

To   achieve   its   objectives,  ESIE   provides   stimulating
opportunities   outside  of  school  to  promote  appreciation,
interest,  and  understanding  of  science,  mathematics,   and
technology  for  youth and adults through its Informal  Science
Education  (ISE)  program; supports the  development  of  high-
quality  course  and  curriculum  materials  for  all  students
through  its Instructional Materials Development (IMD) program;
and  strengthens  teachers' content knowledge  and  pedagogical
skills and creates an infrastructure of professional educators,
educational  researchers,  and administrators  to  support  SMT
education reform through its Teacher Enhancement (TE)  program.
In   addition,  its  Presidential  Awards  for  Excellence   in
Mathematics  and  Science Teaching (PAEMST) program  creates  a
national network of teacher leaders recognized for their career
achievement.


References
Bitgood,  S., Serrell, B., & Thompson, D.  (1994).  The  impact
of  informal education on visitors to museums.  In  Crane,  V.,
Nicholson,  H.,  Chen,  M., & Bitgood,  S.,   Informal  science
learning:    What  research  says  about  television,   science
museums,  and community-based projects.  Dedham, MA:   Research
Communications Ltd.

Briars,    D.J.   and   Resnick,   L.B.   (2000).    Standards,
assessments-and what else?  The essential elements of standards-
based  school improvement.  Pittsburgh, PA:  Pittsburgh  Public
Schools  (PPS)  Unit  of  Teaching, Learning,  and  Assessment,
Unpublished manuscript.

Chaney,  B.  (1995).   Student outcomes  and  the  professional
preparation   of   eighth  grade  teachers   in   science   and
mathematics.    Report  prepared  for  the   National   Science
Foundation.  Rockville, MD: Westat, Inc.

Cohen,  D.K.,  &  Hill,  H. (1997).  Instructional  policy  and
classroom  performance:  The mathematics reform in  California.
Unpublished manuscript.

Crane,  Valerie  (1994).  An introduction to  informal  science
learning and research.  In Crane, V., Nicholson, H., Chen,  M.,
&  Bitgood, S.,  Informal science learning:  What research says
about   television,   science  museums,   and   community-based
projects.  Dedham, MA:  Research Communications Ltd.

Gregory,  K.  (1999).   TIMSS Physics  Achievement  Comparison,
Unpublished  Paper: IEA's TIMSS & PIRIS International  Studies.
Chesnut  Hill,  MA: The International Study  Center  at  Boston
College (ISC).

Hein,  George  E. (1998).  Learning in the Museum.   New  York:
Routledge.

International   Technology   Education   Association    (2000).
Standards for technological Literacy: Content for the study  of
technology.  Reston,  VA:  International  Technology  Education
Association. [See URL:  http://www.iteawww.org]

Leder,   G.  (1990).   Teacher/student  interactions   in   the
mathematics classroom:  A different perspective.  In E. Fennema
&  G.  Leder (Eds.), Mathematics and Gender (pp.149-168).   New
York: Teachers College Press.

Monk,  D.H.  (1994).   Subject area  preparation  of  secondary
mathematics  and  science  teachers  and  student  achievement.
Economics of Education Review. 13, (pp. 125-145).

National Council of Teachers of Mathematics (2000).  Principles
&  Standards for School Mathematics.  Reston, VA:  The National
Council   of   Teachers  of  Mathematics,   Inc.    [See   URL:
http://www.nctm.org/standards/]

National  Research Council (2000).  Inquiry  and  the  national
science   education  standards:   A  guide  for  teaching   and
learning.   Washington, D.C.:  National  Academy  Press.   [See
URL: http://www.nap.edu/catalog/4962.html]

National  Research Council (1996).  National Science  Education
Standards.  Washington, D.C.:  National Academy Press.

Slowinski,  J.,  Laine,  S.,  &  van  der  Ploeg,  A.   (1999).
Benchmarking against the TIMSS lessons from first in the world,
(Policy  Issues  2).   Oak Brook, IL:  North  Central  Regional
Educational Laboratory (NCREL).




            EXECUTIVE SUMMARY OF PROGRAM ACTIVITIES

INFORMAL SCIENCE EDUCATION

Informal  Science Education (ISE) activities provide  rich  and
stimulating opportunities outside formal school settings  where
individuals  of  all ages, interests, and backgrounds  increase
their  appreciation and understanding of science,  mathematics,
engineering,  and  technology.   ISE  projects  take  place  in
diverse  environments (e.g., museums, zoos, aboreta,  community
centers,  homes)  and involve the use of various  media  (e.g.,
broadcast,  film,  interactive  technology,  print,  exhibits).
Projects typically are designed to reach large audiences or  to
have the potential for significant national or regional impact.
To  broaden  its  impact,  ISE  promotes  collaborations  among
organizations that have similar goals, especially when projects
can  bridge  the  informal  and formal  education  communities.
Through  collaborations, partners combine their  resources  and
expertise  to develop effective strategies for reaching  target
audiences.   A  special  class of projects,  NSF  After  School
Centers  for Exploration and New Discovery (ASCEND),  is  being
sought as part of ISE's community-based program activities.

INSTRUCTIONAL MATERIALS DEVELOPMENT

Instructional  Materials  Development  (IMD)  projects   create
instructional  materials  and student assessments  that  change
classroom   instruction  and  assessment  in  grades   preK-12,
enabling  students to acquire a sophisticated understanding  of
science,    mathematics,   and   technology.    The   materials
incorporate  investigative, inquiry-based science, mathematics,
and   technology  (SMT)  activities  and  align  with  national
standards for content, teaching, and assessment.  IMD-supported
materials  promote  the  success of all  students  and  promote
positive  student  attitudes toward science,  mathematics,  and
technology.   Projects  range from major revision  of  existing
materials to the creation of new ones; from a few modules at  a
single  instructional  level  to  comprehensive  curricula  for
several  school years; from a focus on a single  topic  to  the
integration  of  several SMT disciplines; and from  assessments
embedded  in classroom materials to the creation of  assessment
items  and  full  assessment  programs  that  may  be  used  by
districts and states.  All projects include comprehensive plans
for national dissemination and implementation to ensure the use
of the materials in numerous and diverse settings.

TEACHER ENHANCEMENT

Teacher   Enhancement   (TE)  projects   provide   professional
development   opportunities   to   broaden   and   deepen   the
disciplinary knowledge and pedagogical skills of teachers, thus
improving  their  ability to deliver rich and  challenging  SMT
education  to  all  students.  Through  active  involvement  of
administrators, projects address the need to provide  requisite
resources  to  support  SMT  education  reform.   TE   supports
projects  that:    (1)  develop the  capacity  of  schools  and
teachers  to  implement  a  high-quality,  standards-based  SMT
program  for  all  students; (2) develop  leaders  in  content,
pedagogy,  and professional development; (3) improve  retention
rates  of  novice  teachers  during  their  initial  years   of
teaching;  (4)  create professional development  materials  for
teachers; and (5) include innovative applications and effective
implementation of educational technologies.  Emphasis is placed
on  projects that focus on professional development of teachers
as a primary driver for implementing SMT education reform.



           Proposal Submission and Award Statistics
                       Fiscal Year 1999

    PROGRAM         FULL     NO. OF  FUNDIN    AWARD   DURATION
                  PROPOSALS  AWARDS  G RATE    RANGE    (years)
                  RECEIVED                   (thousan
                                                ds)

Informal Science     132       52      .39     $25-3,000  1-5
Education
Instructional                                             1-4
Materials            117       33      .28     $10-2,794
Development
Teacher              199       61      .31     $19-5,999  1-5
Enhancement



             ESIE Program Budget:  $182.6 Million
                       Fiscal Year 1999

                   IMD - Instructional Materials Development
                   ISE - Informal Science Education
                   PAEMST - Presidential Awards for Excellence in
                   Mathematics & Science Teaching
                   TE - Teacher Enhancement





CROSS-CUTTING AREAS OF SPECIAL INTEREST

Applied  Research.   ESIE has a strong  commitment  to  applied
research  that  assesses the effectiveness and  impact  of  its
programs  in  enhancing  learning and instruction  in  science,
mathematics,  and  technology  in  both  formal  and   informal
educational settings.  The purpose of this effort is to  ensure
that  all ESIE programs are firmly grounded in a solid research
base  and  that  their  projects benefit from  this  knowledge.
Applied  research provides important feedback for strengthening
ESIE's   portfolio   and  for  identifying   new   programmatic
directions.    Focused  applied  research   efforts   will   be
encouraged that:

-  are based on clear theoretical foundations and include a
   thorough review of relevant research and evaluation literature;
-  have  clear  research questions that  address  areas  of
   interest fundamental to ESIE's mission and goals;
-  employ appropriate methodologies; and
-  have  a  high  likelihood of generating data  that  will
   contribute to the cycle of design, research, and redesign of
   ESIE's programs and portfolios.

Questions  that  might  be addressed through  applied  research
include: Is enhanced student learning an outcome of using ESIE-
funded  instructional materials?  In what ways and  under  what
circumstances?  Do ESIE-funded instructional materials  enhance
other  desirable student outcomes (e.g., increased  enrollments
in  upper level science and mathematics courses)?  How can  the
degree   of   implementation  of  instructional  materials   in
classrooms  be assessed?  What kind of content and  pedagogical
experiences improve teachers' abilities to teach in  ways  that
lead   to   student   achievement   gains?    What   are    the
characteristics  of  teachers and classroom  environments  that
lead to student achievement gains?  How do exhibits, films, and
other media most effectively meet the needs of learners?

Applied  research  proposals must demonstrate familiarity  with
recent  literature,  identify  the  research  questions  to  be
addressed,   include   the  relevant  qualifications   of   key
personnel,  and discuss the potential for contributing  to  the
knowledge base.  The cost of the proposed research effort  must
be  clearly  delineated.  Studies may  be  of  three  different
types:
 - a  well-defined component of a proposed IMD, ISE, or  TE
   project;
 - a supplement to a current project for which the proposed
   research addresses questions that have arisen during the course
   of  implementation  (in this case, the proposed  study  must
   generate important feedback to the on-going project); and
 - a  separate  applied research effort that grows  out  of
   completed  projects  or from questions  that  arise  through
   analysis of an issue of priority to ESIE.

Principal  Investigators interested in supplementing a  current
project  with a related applied research effort should  contact
their  cognizant Program Officer.  Individuals seeking  support
for  a  separate research project (see bullet 3  above)  should
contact  Janice  Earle  at  703-292-8613.   Approximately  $1.5
million will be available for separate projects in fiscal  year
2001.   Stand-alone proposals will be reviewed in collaboration
with the EHR Division of Research, Evaluation and Communication
(REC).   ESIE  will not accept proposals being  considered  for
funding by REC.  Preliminary proposals are required for  stand-
alone  research projects and must be submitted  by  August  14;
full proposals are due October 23.

Technology Education.  Technology education in grades K-12  has
the goal of promoting technological literacy.  Its focus is the
human  built  environment with content ranging  over  practical
domains  such  as construction, transportation,  communication,
manufacturing,  power  and  energy, and  biotechnology.   These
content domains provide contexts for problem-solving and afford
opportunities for understanding SMT concepts.    Use  of  tools
and materials processing are essential and distinctive features
of technology education.

National  standards for technology, Content for  the  Study  of
Technology, developed by the International Technology Education
Association (ITEA) with support from NSF, have been  sanctioned
by  the  National  Research Council (NRC) and by  the  National
Aeronautics   and  Space  Administration  (NASA)    [See   URL:
http://www.iteawww.org].  Release of national standards  brings
new  opportunities  for  the  creation  of  K-12  instructional
materials; innovative approaches to professional development of
technology  teachers;  explorations of  technological  careers;
development   of   instruments  for  measuring   learning   and
technological  literacy;  informal learning  opportunities  for
youth  and  adults  that  promote technological  literacy;  and
research that focuses on effective strategies for teaching  and
learning   technology.   ESIE  invites  proposals  related   to
technology  education in the general areas of Informal  Science
Education (ISE), Instructional Materials Development (IMD), and
Teacher Enhancement (TE).  Priority will be placed on proposals
that address the following issues:

 - development,  pilot-  and  field-testing  of  exemplary
   instructional  materials  for  grades  K-6  and  10-12  that
   effectively integrate SMT disciplines;
 - development  of  innovative  professional   development
   programs that target elementary teachers and focus on teaching
   and learning technology in the early grades;
 - development and validation of grade-specific instruments
   that are aligned with standards for assessing student learning
   or technological literacy;
 - partnerships  that focus on technology through  informal
   education or through extra-curricula activities; and
 - development of exemplary materials that foster connections
   between technology education and scientific and technological
   careers.

RELATED ESIE PROGRAM EFFORTS

     Advanced  Technological  Education  (ATE)  program.    ATE
promotes   improvement  in  the  education   of   science   and
engineering  technicians  at  the  secondary  school  and   the
undergraduate  levels.  The program is managed jointly  by  the
Division  of  Undergraduate  Education  (DUE)  and  ESIE.   The
Program   supports  curriculum  development,  preparation   and
professional  development  of  secondary  school  teachers  and
college faculty, internships and field experiences for faculty,
teachers, and students, and other activities.  With an emphasis
on   two-year  colleges,  ATE  focuses  on  the  education   of
technicians  for  the  high-technology fields  that  drive  the
national  economy.  For additional information please refer  to
the    ATE    Program   Announcement:   http://www.nsf.gov/cgi-
bin/getpub?nsf0062.

     Presidential  Awards  for Excellence  in  Mathematics  and
Science Teaching.  NSF administers the Presidential Awards  for
Excellence in Mathematics and Science Teaching (PAEMST) program
on behalf of the White House.  PAEMST rewards career excellence
for  teachers  at both elementary and secondary  grade  levels.
Over  the  years, Awardees have come to constitute  a  national
network  of  outstanding  leaders in  science  and  mathematics
education  that  are  a rich resource for  the  improvement  of
science  and mathematics education throughout the nation.   See
details that follow.


            Presidential Awards for
            Excellence in Mathematics and
            Science Teaching

            The Presidential Awards for Excellence in
            Mathematics and Science Teaching
            (PAEMST) program was established in 1983 to
            recognize teachers who incorporate
            innovation and creativity into their classroom
            teaching, make significant
            contributions to curriculum development, and
            demonstrate leadership within the
            education community.  Administered for the White
            House by the National Science
            Foundation (NSF), the Presidential Awards are the
            nation's highest honor for
            mathematics and science teachers of grades K-12.

            There are four award categories-elementary science,
            elementary mathematics,
            secondary science, and secondary mathematics.
            Teachers working in public and
            private schools in all 50 states, the District of
            Columbia, Puerto Rico, U.S. territories,
            and schools of the Department of Defense Educational
            Activity are eligible for the
            Presidential Awards.  Each year up to 216
            outstanding teachers-one in each award
            category from every state and eligible
            jurisdiction-are selected as Presidential Awardees.

            Applications are reviewed first at the
            state/jurisdiction level and then by a
            distinguished committee of prominent scientists,
            mathematicians, educators,
            administrators, and past awardees, who pass on their
            recommendations to the
            White House.  Each Presidential Awardee receives a
            $7,500 grant, a special
            citation from the President of the United States,
            and a paid trip for the Awardee
            and one guest to Washington, D.C., to attend the
            awards ceremony and other
            special events.

            In the individual states and territories, the PAEMST
            program is aided by
            a corps of state coordinators who manage the
            application and preliminary
            screening process.  In addition, program
            sponsors-public, private, and nonprofit
            companies and organizations-provide significant
            support to the PAEMST
            program in a variety of ways; e.g., underwriting
            events during the week in Washington,
            lending promotional support throughout the year, and
            providing gifts and
            educational opportunities for Awardees.

            Anyone-principals, teachers, students, and members
            of the general public-may
            nominate a teacher for the Presidential Awards
            program.  Applications can be
            downloaded from the NSF Web site-www.nsf.gov/PA-or
            obtained from any state
            coordinator, whose contact address is listed on the
            Web site.  Applicants must
            submit a packet of material specified on the
            application to the state/jurisdiction
            coordinator.  All applications should be in English
            and postmarked no later than
            February 12, 2001.

            For further information, visit the PAEMST Web
            site-www.nsf.gov/PA-or
            write or call:

            NSF/PAEMST, Room 885
            4201 Wilson Boulevard
            Arlington, VA 22230
            703-292-5096

              GUIDELINES FOR PROPOSAL DEVELOPMENT


PRELIMINARY PROPOSAL REQUIREMENT
A preliminary proposal provides NSF staff with opportunities to
comment  on  its responsiveness to program goals and priorities
and  on  its  potential  to  compete  successfully  with  other
proposals   in  the  merit  review  process.   See  Preliminary
Proposal   section   under  General  Submission   Requirements.
Preliminary  proposals must be submitted  via  FastLane  on  or
before   the  listed  target  dates.  A  PI  should  submit   a
preliminary proposal as early as possible prior to  the  target
date  in  order to ensure adequate time to obtain staff reviews
that provide input for developing the final proposal.


PROPOSAL SUBMISSION
Requirements  for  proposal submission  in  response  to  these
Guidelines  are  detailed  in  the  section,  Preparation   and
Submission  of Proposals.  Unless otherwise specified  in  this
publication, proposals should follow requirements set forth  in
the  Grant  Proposal Guide (GPG) (NSF 00-2).  Single copies  of
the   GPG  are  available  at  no  cost  from  the  Forms   and
Publications  Unit,  via electronic mail  at  pubs@nsf.gov,  or
download    a    copy   from   the   World    Wide    Web    at
http://www.nsf.gov/cgi-bin/getpub?nsf002.



                  PROPOSAL SUBMISSION DATES*

                       Preliminary
      Program          Proposal no later  	   	Full Proposal
                       than

Informal Science      March 5, 5:00 PM local time    	May 31, 5:00 PM local
Education                       				time

       		    August 2, 5:00 PM local time  	November 15, 5:00 PM
                 							local time

ASCEND Projects       August 14, 5:00 PM  		November 15, 5:00 PM
                      local time          		local time

Instructional
Materials
Development,          May 9, 5:00 PM      		August 15, 5:00 PM
including Assessment  local time          		local time
Materials


Teacher Enhancement
Comprehensive LSC   April 4, 5:00 PM   			August 25, 5:00 PM
Pilot LSC           local time          		local time
Teacher Retention   August 14, 5:00 PM  		October 23, 5:00 PM
& Renewal           local time          		local time
Math & Science      August 14, 5:00 PM  		October 23, 5:00 PM
Courses for         local time          		local time
Improving
Teacher
Qualifications      August 14, 5:00 PM  		October 23, 5:00 PM
Professional        local time          		local time
Development
Materials           April 4, 5:00 PM    		August 25, 5:00 PM
Professional        local time          		local time
Development with
Emerging             August 14, 5:00 PM  		October 23, 5:00 PM
Technologies         local time          		local time


Applied Research,     August 14, 5:00 PM  	October 23, 5:00 PM
separate              local time          	local time

GENERAL ELIGIBILITY REQUIREMENTS

A PI may submit only one full proposal to each program for each
closing date.  Requests for exceptions must be directed to  the
program.     PIs  may,  however,  submit  multiple  preliminary
proposals to an individual program.

Eligible  Fields and Disciplines.  Proposals may  be  submitted
for projects in any field of science, mathematics, engineering,
and  technology that is typically supported by  NSF.   Projects
involving  fundamental concepts within technical, professional,
or  pre-professional programs are eligible.  Multi-disciplinary
and interdisciplinary proposals are encouraged.

NSF does not support projects that address clinical fields such
as   medicine,  nursing,  clinical  psychology,   or   physical
education,  nor ones that primarily address social  work,  home
economics,  business, the arts, or the humanities.   Innovative
projects  that  link scientific and technical  study  with  the
humanities  are  permissible.  For further information,  please
consult the GPG (NSF 00-2).

Eligible  Institutions and Departments.  Organizations  with  a
scientific  or  educational  mission  are  eligible  to  submit
proposals.    These   organizations   include:   colleges   and
universities,  state  and  local  education  agencies,   school
districts,    professional   societies,    museums,    research
laboratories,  media  producers, private  foundations,  private
industry,   publishers,   and   other   public   and    private
organizations whether for profit or not-for-profit.   Proposers
are  strongly encouraged to involve participation from  diverse
sectors.  See program descriptions for specific requirements.

COORDINATION WITH NSF SYSTEMIC INITIATIVES

To  the  extent  possible,  EHR seeks coordination  of  program
activities  in the field to ensure that projects reinforce  and
complement   each  other  whenever  possible.   Of   particular
interest  is coordination of projects with large-scale systemic
reform efforts, including, Local Systemic Change (LSC) projects
[TE program, ESIE]; Statewide Systemic Initiatives (SSI), Urban
Systemic  Initiatives (USI), Urban Systemic Program (USP),  and
Rural  Systemic  Initiatives (RSI)   [Division  of  Educational
System   Reform   (ESR)].    Prior  to   proposal   submission,
prospective  PIs  must  consult with PIs of  relevant  systemic
projects  if  they  intend to operate in the same  geographical
area.   Proposals should describe the character of  anticipated
interaction  between  the projects.  If  applicants  feel  that
interaction  with  systemic projects is not  appropriate,  they
must  provide an explanation to that effect in their  proposal.
Current listings of major systemic projects within ESIE and ESR
can   be   found  on  the  following  web  sites:   http://lsc-
net.terc.edu/    (for   Local   Systemic   Change    projects),
http://www.ehr.nsf.gov/ehr/esr/usp.asp  (for   Urban   Systemic
Initiative/Program projects), http://www.ehr.nsf.gov/ehr/esr/
ssi.asp (for Statewide Systemic Initiatives projects), and
http://www.ehr.nsf.gov/ehr/esr/rsi.asp (for Rural Systemic
Initiatives projects).

                SUMMARY OF PROGRAM REQUIREMENTS



GENERAL INFORMATION

Program Name:  INFORMAL SCIENCE EDUCATION (ISE)

Short  Description/Synopsis of Program:  ISE activities provide
rich   and  stimulating  opportunities  outside  formal  school
settings,  where  individuals  of  all  ages,  interests,   and
backgrounds  increase their appreciation and  understanding  of
science, mathematics, engineering and technology.

Cognizant  Program  Officer(s):  Barry  Van  Deman,  Room  885,
Division  of  Elementary,  Secondary  and  Informal  Education,
telephone 703-292-8620, e-mail:  bvandema@nsf.gov.

Applicable  Catalog of Federal Domestic Assistance (CFDA)  No.:
47.076 - Education and Human Resources

ELIGIBILITY INFORMATION

- PI eligibility limitations:  Any individual may serve as
  the Principal Investigator (PI) on no more than one proposal
  per round of competition.
- Disciplinary Limitations:  Proposals may be submitted for
  projects in any field of science, mathematics, engineering and
  technology typically supported by NSF.
- Limitation on the number of proposals that may be
  submitted by an organization:  None

AWARD INFORMATION

- Type of award anticipated:  Standard Grant or Continuing
  Grant

- Number of awards anticipated in FY 2001:  40-60

- Amount of funds available:  Approximately $24 million,
  pending availability of funds

- Anticipated date of award:  November and May

PROPOSAL PREPARATION & SUBMISSION INSTRUCTIONS

- Proposal Preparation Instructions
  -  Letter of Intent requirements:  None
  -  Preproposal requirements:  Preliminary Proposal Required
  -  Proposal preparation instructions:  Standard NSF Grant
     Proposal Guide (GPG) instructions
  -  Supplemental proposal preparation instructions:  None
  -  Deviations  from  standard (GPG)  proposal  preparation
     instructions:   Appendices can be submitted without  prior
     Program Officer approval.


- Budgetary Information
  - Cost-sharing/matching requirements:  For all ISE projects,
     except ASCEND, required cost-sharing is 10% of the requested
     total amount of NSF funds; for ASCEND projects 30% cost-sharing
     is required.  Proposed cost-sharing must be shown on line M on
     the  proposal  budget form (NSF 1030).  Please  note:  ISE
     typically contributes up to one third of total production cost
     and one half of outreach and evaluation costs for most media
     projects.  For museum and community/youth-based projects, ISE
     generally supports up to two-thirds of total project costs.
  -  Indirect cost (F&A) limitations:  None

-  FASTLANE REQUIREMENTS

  -  FastLane  proposal  preparation requirements:   Use  of
     FastLane  is required for preliminary and full  proposals.
     Fifteen copies of all supplemental materials (e.g., videos,
     exhibit plans, sample interactive materials) should be mailed
     to the ISE program.
  -  FastLane  point of contact:  Jeff Harris,  Division  of
     Elementary, Secondary and Informal Education,  Suite  885,
     telephone 703-292-8620, e-mail jsharris@nsf.gov; or FastLane
     Help Desk, telephone 1-800-673-6188, e-mail fastlane@nsf.gov.

-  DEADLINE/TARGET DATES

  -  Preliminary Proposal Deadline:     	Regular ISE--5:00 PM
     							local time, March 5 (FastLane)
                          			Regular ISE--5:00 PM local time,
  							August 2 (FastLane)
                           			ASCEND-5:00 PM local time, August 14
							(FastLane)

  -  Full Proposal Deadline:  		Regular ISE--5:00 PM, local time
     							May 31 (FastLane)
                          			Regular ISE--5:00 PM, local time
  							November 15 (FastLane)

PROPOSAL REVIEW INFORMATION

- Merit Review Criteria:  Standard National Science Board
  approved criteria, and special criteria listed under the Review
  Criteria section at the back of these Guidelines.

AWARD ADMINISTRATION INFORMATION

-  Grant Award Conditions:  GC-1 or FDP III
-  Special grant conditions anticipated:  None anticipated
-  Special reporting requirements anticipated:  None

              INFORMAL SCIENCE EDUCATION PROGRAM

                  Target Dates for Proposals

       Preliminary, No Later than--March 5;  Full-May 31
   Preliminary, No Later Than--August 2;  Full--November 15

                        ASCEND Projects
   Preliminary, No Later Than--August 14;  Full--November 15

                    Telephone: 703-292-8620


GOALS AND OBJECTIVES

Informal Science Education (ISE) supports projects designed  to
increase  public  understanding of  science,  mathematics,  and
technology.   All  ISE projects have as their primary  audience
the  informal  learner.   Informal  learning  is  the  lifelong
process  in  which  every  person acquires  knowledge,  skills,
attitudes,  and values from daily experiences and resources  in
his  or  her environment.  Informal learning, in contrast  with
formal  learning, occurs outside formal classroom settings  and
is  not  part  of  a school program, activity,  or  assignment.
Informal  learning is voluntary, self-directed,  lifelong,  and
motivated    mainly   by   intrinsic   interests,    curiosity,
exploration,  fantasy, task completion, and social interaction.
Informal learning can be linear or non-linear and often is self-
paced   and   visual-  or  object-oriented.   It  provides   an
experiential  base  and  motivation for  further  activity  and
learning.   The outcomes of an informal learning experience  in
science,  mathematics, and technology (SMT)  include  a  better
understanding of concepts, topics, processes, and  thinking  in
scientific  and  technical disciplines, as  well  as  increased
knowledge  about career opportunities in those  fields.   While
ISE  projects are aimed primarily at the informal learner,  the
ISE program encourages linkages to formal education.

The goals of the ISE program are to produce significant
positive changes that:
 - increase   the  number  of  youth,  particularly   from
   underrepresented groups (e.g., minorities, women and  girls,
   persons with disabilities) who are excited about SMT and who
   pursue SMT activities both in-and out-of-school;
 - promote  linkages between informal and formal education,
   creating  a synergy that strengthens SMT education  in  many
   learning environments;
 - stimulate  parents and other adults to become  effective
   proponents for higher quality and universally available  SMT
   education in both informal and formal settings;
 - encourage parents and other primary caregivers to support
   their children's SMT endeavors in the home and elsewhere;
 - bring informal science education programs and activities
   to areas that are currently without, or minimally reached by,
   SMT opportunities (e.g., rural and inner city environments);
 - improve  the  scientific and technological  literacy  of
   children  and  adults so that they are  informed  about  the
   implications of SMT in their everyday lives, are motivated to
   pursue further experiences in these areas, and are aided  in
   making informed, responsible decisions about SMT policies that
   have societal implications; and
 - strengthen SMT education, as well as the ISE program and
   its  supported  activities, through applied  research  about
   informal learning.

The  ISE  program especially encourages projects  that  provide
creative  and  innovative  informal  learning  activities  that
reflect  and apply recent research in SMT education.   Projects
should  contribute  to  strengthening  the  infrastructure   of
informal   science   education  through  activities   such   as
electronic  networking, technical assistance, and  professional
development  of  informal science educators.   Projects  should
conduct research on the informal education process to determine
the  effectiveness  of  innovative  techniques  for  motivating
interest in, and informing the public about, SMT topics.

PROJECT CHARACTERISTICS

ISE  projects  provide rich and stimulating opportunities  that
primarily  are not part of formal school programs,  activities,
or  assignments.  Through such opportunities individuals of all
ages,   interests,   and   backgrounds   may   increase   their
appreciation,  understanding and use of  science,  mathematics,
and  technology.   When appropriate, projects are  expected  to
align   with  national  science,  mathematics,  and  technology
standards to guide project content and to promote linkages with
formal  education.  Projects include, but are not limited,  to:
television  series and programs for youth or  for  the  general
public;  films on SMT topics; exhibits or educational  programs
at  science  and  natural  history museums,  science-technology
centers,  aquaria, nature centers, botanical gardens, arboreta,
zoological  parks, and libraries; and educational programs  and
activities through community/youth-based programs.

Most ISE projects are designed to reach large audiences and  to
have  a significant regional or national impact.  ISE does  not
support  local projects that reach relatively few  people,  nor
does   it   support  general  operating  expenses  or   capital
development  costs  for  informal  science  institutions.   The
Program  does, however, encourage development of projects  that
address  critical needs for informal science education in  less
populated regions of the country.  All projects are expected to
disseminate effective designs or materials in order to maximize
their  impact.   All  ISE  projects should  include  plans  for
rigorous  evaluation, based on comprehensive  quantitative  and
qualitative  information, in order to document  project  impact
and demonstrate potential for dissemination and replication.

AREAS OF SPECIAL EMPHASIS

ISE  encourages  the  field  to  strengthen  its  many  current
positive  approaches  to informal education  for  the  American
public.   The field is challenged also to expand the  scope  of
informal science education activities in order to have  greater
impact  in areas of particular need.  Specifically, ISE expects
informal  science education institutions to become  significant
players in the total science and mathematics education  of  our
nation's  youth.  To accomplish this, they must  establish  new
relationships  with  major  scientific  research  efforts  that
enable  them  to  inform  the public of the  latest  scientific
advances;  explore  new  ways  to  engage  the  public  in  SMT
activities;  and  inform the public about the  need  for  high-
quality, standards-based SMT education.  ISE will place special
emphasis in the following areas:

Collaborations  That  Link  Informal  and  Formal   Education
Communities.    Through   effective  combination   of   diverse
resources  and expertise, collaborations can promote creativity
and  significantly  broaden  project  impact.   ISE  encourages
development  of  collaborative  projects  that  bring  together
individuals  and  organizations from the  formal  and  informal
education   communities.   Where  informal  science   education
institutions  establish,  or have in  place  long-term,  formal
agreements with schools in their service area, ISE will support
the   informal  education  aspects  of  those  endeavors.   For
instance,   ISE  will  support  development  and  piloting   of
materials  and  educational programs that are complementary  to
ones  in  formal  education  and  that  are  aligned  with  the
curricula  and  teacher  professional  development   needs   of
schools.  Such materials and programs also must be designed and
used   to  inform  the  general  public,  parents,  and   other
caregivers about science, mathematics, and technology, as  well
as  about  curricula  and educational reform  in  the  schools.
Funds  for the on-going implementation, operation, and delivery
of such services to schools must be provided by the school, the
informal education institution, or other sources.

Increasing   Opportunities   for   Underrepresented   Groups.
Informal   science  education  plays  an  important   role   in
motivating   the   interest   and   participation   of   groups
traditionally  underrepresented in SMT and in increasing  their
access  to  quality materials.  ISE encourages  development  of
projects  across  a variety of agencies (e.g.,  community-based
organizations,    museums,   media)   for    development    and
implementation   of   new   and  innovative   strategies   that
demonstrate  promise of increasing participation of minorities,
girls  and  women,  persons with disabilities,  and  youth  and
adults  from  economically  disadvantaged  areas  (e.g.,  inner
cities, rural communities) in SMT disciplines.

Increasing Involvement of Parents in SMT.  Parents and  other
primary caregivers may be effective proponents for science  and
mathematics  education  reform.   Further,  they  may  play   a
critical  role  in promoting success through encouragement  and
involvement  in  their children's SMT activities  at  home,  in
school,  and  in  informal education settings.  ISE  encourages
development  of projects that improve parent understanding  of,
and attitudes toward, science, mathematics, and technology,  as
well  as  ones  that  increase awareness of new  approaches  in
teaching  and  assessment.   Materials  for  parents/caregivers
should  provide  effective ways to support children's  work  in
science  and mathematics and actively involve them as  partners
in inquiry-based, experiential activities.

Informing  the Public about Research.  ISE supports  projects
that   link  with  major  national  and  international  science
research  efforts  in  order to inform  the  public  about  the
purposes, progress, findings, and implications of cutting  edge
research.   Proposed  projects  should  be  designed  to  reach
significant segments of the American public.  Because of the on-
going  nature  of research, projects should be designed  to  be
updated periodically in order to incorporate new findings or to
report progress in the research endeavor.

Increasing  Public  Understanding  of  Mathematics.   ISE  is
interested  in  coordinated, wide-reaching  informal  education
efforts that promote key elements of the national standards  in
mathematics.   For instance, a relatively small public  exhibit
might explain one or more important areas of the standards  and
to  engage  the  public  in mathematical  activities.   If  the
exhibit   were  easily  replicated,  it  could  be  implemented
simultaneously at sites across the nation and be promoted by  a
coordinated  national and local campaign  as  a  cost-effective
means  of  informing parents and the public  about  mathematics
reform.

Innovative  High  Risk  Projects.   Innovative  and  creative
informal  education projects that develop innovative approaches
to delivering informal SMT education and/or delve into emerging
SMT  content areas have the potential to open new opportunities
in  the informal science education field.  Such projects should
test   its  approach  and  document  its  effectiveness  toward
reaching  SMT  learning  goals.  These  projects  must  propose
applied  research studies and strong evaluation  plans.   There
also should be specific dissemination activities to inform  the
informal science education field about findings.


NSF AFTER SCHOOL CENTERS FOR EXPLORATION
AND NEW DISCOVERY (ASCEND)

As  part  of its community-based programming effort,  ISE  will
accept proposals for innovative projects for engaging youth  in
substantive  out-of-school  activities  in  specific  areas  of
science,   mathematics,  and  engineering.   This   effort   is
established   by   NSF   in  accordance   with   the   American
Competitiveness and Workforce Improvement Act of 1998 (P.L. 105-
277).    The   Act  reflects  the  national  need  to   provide
"opportunities   for   enrollment   in   year-round    academic
enrichment,"   particularly  in   support   of   developing   a
technologically literate U.S. workforce.  ESIE is interested in
projects that would provide unique opportunities for middle and
high  school  students  to  explore science,  mathematics,  and
engineering  in creative after-school and/or weekend  programs.
Such  projects should not be extensions of the formal  programs
offered during the regular school day but rather should explore
new  content  and  strategies  to interest  youth  in  on-going
discovery   as   well  as  careers  in  science,   mathematics,
engineering, and technology fields.

Proposals should follow the general criteria of the ISE program
regarding  such  areas as staffing, advisors,  evaluation,  and
ancillary  materials.  The following additional parameters  and
criteria are specific to ASCEND activities.

 - Project goals.  Project goals should be stated in terms of
   intended student outcomes.
 - Level and depth of instruction.  Content and instruction
   should  reflect  relevant national  standards  for  science,
   mathematics, and/or technology appropriate to the age level(s)
   of targeted participants.
 - Minimum/maximum length of instruction/student involvement.
   Participants  must  become engaged in  meaningful  long-term
   experiences;  investigations  must  lead  to  knowledge  and
   understanding of complex scientific and technological concepts
   and processes; and activities must relate to the development of
   workplace skills.
 - Recruitment.   Proposals  must  include  a   plan   for
   identifying potential participants and for encouraging their
   participation.  Mechanisms to facilitate access by  students
   from underserved populations (including girls, underrepresented
   minorities,  and  persons  with  disabilities)   should   be
   incorporated into the project.
 - Type of institution eligible.  All institutions with  an
   education mission are eligible.  Such institutions include, but
   are  not  limited  to,  two-  and  four-year  colleges  and
   universities,   industries,   informal   science   education
   institutions,  professional societies, middle and  secondary
   schools, and community agencies.
 - Length of Project.  Projects are expected to be of two to
   three year duration.
 - Use   of  technology  and  scientific  instrumentation.
   Applicants  are  urged  to consider use  of  technology  and
   scientific  instrumentation as integral  parts  of  learning
   experiences, wherever appropriate.
 - Partnerships.   Partnerships with  industry,  the  local
   community, the scientific and/or business community, and others
   that might enhance the scope of the project and/or the ability
   of the project to serve participants effectively are strongly
   encouraged.  Partners may bring additional +experience  with
   real science, mathematics, and engineering endeavors in  the
   local community, in industry, and in the research laboratory.
   If  appropriate, projects may connect with, and build  upon,
   existing informal education projects that engage students in
   real-world science and technology experiences.
 - Parental  Involvement.  Whenever  possible,  parents  or
   primary caregivers should be included as partners in order to
   provide at-home continuity and support for students' learning
   experiences.
 - Scope.   Projects  are expected to be  either  local  or
   regional in scope.
 - Link  to  systemic reform efforts.  In those areas  with
   systemic reform projects, ASCEND projects should be linked with
   existing systemic reform projects.
 - Research and Evaluation.  Projects should include a plan
   to  track participation and assess effectiveness in order to
   determine  strengths  and weaknesses  and  to  make  interim
   adjustments.   A  plan  for summative evaluation  should  be
   developed  for  assessing  the  impact  on  the  youth  that
   participate in the project across such dimensions as enhanced
   performance and interest in formal SMET study, decisions  to
   pursue SMET careers, increased opportunities for summer  job
   opportunities related to SMET careers, etc.  The final report
   should  include documentation suitable for others to use  as
   guidance for project replication.
 - Student charges and/or support.  Activities may be free to
   students   or  projects  may  charge  reasonable  fees   for
   participation.  Especially for fee-based programs, scholarship
   arrangements for participants from low-income families must be
   built  into the project.  In many cases, local partners  may
   provide    such    support.    Cooperative   work/internship
   opportunities  with local organizations such as  industries,
   research  laboratories,  and government  agencies  have  the
   potential to provide participants with science, mathematics,
   and engineering experiences as well as with financial support.

Preliminary proposals are required.  ASCEND proposals should be
clearly  identified  and  succinctly address  all  of  the  key
project  components  so that reviewers understand  the  overall
plan  for  the proposed project.  Preliminary proposal  project
descriptions  are limited to six pages and should be  submitted
by  August 14th.   The deadline for full proposals is  November
15th. Questions should be addressed to: Marilyn Suiter, Program
Officer, at 703-292-8620.


OTHER CONSIDERATIONS

Cost-sharing.   All  proposals to ISE must  include  10%  cost-
sharing, with the exception of NSF ASCEND projects that require
30%.   The  listed cost-share becomes a condition of award  and
must  be  shown on line M on the proposal budget.   The  nature
(e.g.,  in-kind,  financial) and intended  use  of  cost-shared
resources  must be discussed in the budget narrative in  enough
detail  to  allow NSF to determine its impact on  the  proposed
project.   Documentation of availability of cost-sharing  funds
must  be  included in the proposal.   See section  on  Proposal
Preparation  and Submission Instructions found at the  back  of
these Guidelines for further information.

Please note:  ISE typically contributes up to one third of  the
total  production cost and one half of outreach and  evaluation
costs for most media projects.  For museum and community/youth-
based  projects,  ISE generally supports up  to  two-thirds  of
total project costs.  Additional resources can be obtained from
sources  not  allowable  as cost-share such  as  other  Federal
agencies.  These resources can be identified as leveraging, but
not listed as cost share.

Evaluation.   Competitive proposals must have a well-developed,
comprehensive evaluation plan.  When appropriate, ISE  projects
should   include  three  stages  of  evaluation  at   a   level
commensurate with the nature and scope of the proposed project:
baseline,  formative,  and summative  evaluations.   Applicants
must provide adequate time at the end of a project to conduct a
summative  evaluation.   The  evaluation  plan  should  clearly
detail evaluation goals, design, and methodologies, as well  as
indicate   individual(s)   responsible   for   conducting   the
evaluation  and  their  expertise.  The budget  should  clearly
reflect both internal and external evaluation costs.  A  letter
of commitment from external evaluators should include a summary
of  the  planned  work.  It should be clear what  the  external
evaluator is responsible for and to whom s/he reports.

PROPOSAL REQUIREMENTS

Preliminary Proposals.  A preliminary proposal is required  for
submission of a full proposal.  Preliminary proposal submission
requirements  are included under the section,  Preparation  and
Submission of Proposals, found at the back of these Guidelines.

Full  Proposals.   General information on  submission  of  full
proposals  (including planning grants, conference  grants,  and
Small  Grants for Exploratory Research (SGER)) is contained  in
the  section, Preparation and Submission of Proposals,  at  the
back  of  these  Guidelines.   For ISE,  the  narrative  should
include  results  from prior NSF support, a  project  overview,
goals    and    objectives,   general   project    description,
qualifications  of  key personnel who will  be  conducting  the
project,  anticipated results, and evaluation and dissemination
plans.  Substantive information essential to understanding  the
details of complex projects should be placed in appendices with
explicit  references  in the narrative.   For  example,  for  a
television series, the narrative would outline the scope of the
series, briefly describe the programs (outlines, treatments, or
scripts would be in an appendix); provide a general description
of  evaluation plans (detailed plans would be in an  appendix);
and  describe major elements of outreach plans (detailed  plans
would be in an appendix).

Proposers are required to prepare and submit proposals  through
the   FastLane  system.   Detailed  instructions  for  proposal
preparation  and  submission  via FastLane  are  available  at:
http://www.fastlane.nsf.gov/a1/newstan.htm.    Applicants   who
encounter  problems with FastLane should contact  Jeff  Harris,
Science Education and Technology Analyst, ESIE, at 703-292-5103
or  via  e-mail at jsharris@nsf.gov.  The signed  copy  of  the
proposal  Cover  Sheet (NSF Form 1207) must be  postmarked  (or
contain  a  legible  proof  of mailing  date  assigned  by  the
carrier)  within  five  days following proposal  submission  in
accordance   with   the  FastLane  proposal   preparation   and
submission   instructions  referenced  below.   Any   ancillary
materials  that  cannot  be submitted  electronically  must  be
mailed  directly  to the ISE program.  Fifteen  copies  of  any
ancillary  materials such as videocassettes or exhibit  layouts
are  required.  Although NSF does not require reviewers to read
appendices,  ISE  reviewers are asked  to  read  any  materials
explicitly  referenced in the proposal narrative.   Information
about Planning Grants, Conference Grants, and Small Grants  for
Exploratory  Research  may be found  in  the  section,  Special
Categories  of  Full  Proposals,  found  at  the  back  of  the
Guidelines.

RELATED OPPORTUNITIES

ISE Supplements for Public Understanding of Research.  ISE will
fund as many as 30 supplements (up to $50,000 each) to research
grants  supported by NSF.  Supplements are intended  to  inform
the general public about the content, process, and relevance of
state-of-the-art research.  Interested PIs with active research
grants should contact their Program Officers in the appropriate
directorates  for  information about special  requirements  and
procedures for submitting requests for supplements.  Additional
information about opportunities for supplements may be found in
Informal  Science  Education--Supplements  to  Active  Research
Awards     (NSF     97-70.).     See    http://www.nsf.gov/cgi-
bin/getpub?nsf9770 for further information.

References
International   Technology   Education   Association    (2000).
Standards for technological Literacy: Content for the study  of
technology.  Reston,  VA:  International  Technology  Education
Association. [See URL:  http://www.iteawww.org]
National Council of Teachers of Mathematics (2000).  Principles
&  Standards for School Mathematics.  Reston, VA:  The National
Council   of   Teachers  of  Mathematics,   Inc.    [See   URL:
http://www.nctm.org/standards/]
National  Research Council (2000).  Inquiry  and  the  national
science   education  standards:   A  guide  for  teaching   and
learning.   Washington, D.C.:  National  Academy  Press.   [See
URL: http://www.nap.edu/catalog/4962.html]

                SUMMARY OF PROGRAM REQUIREMENTS



GENERAL INFORMATION

Program  Name:   INSTRUCTIONAL MATERIALS  DEVELOPMENT
(IMD)

Short  Description/Synopsis of Program:  IMD  projects  create
comprehensive   curricula   and   supplemental   instructional
materials,  as  well  as  student  assessments  that   enhance
classroom   instruction  preK-12.   These  materials   reflect
national  standards for science, mathematics,  and  technology
education;  enhance  the ability of all  students  to  gain  a
fundamental   understanding  of  science,   mathematics,   and
technology; and lead to increased interest, further study, and
potential career preparation in these fields.

Cognizant  Program  Officer(s):  Dr. John Bradley,  Room  885,
Division  of  Elementary,  Secondary and  Informal  Education,
telephone 703-292-8620, e-mail: jbradley@nsf.gov

Applicable Catalog of Federal Domestic Assistance (CFDA)  No.:
47.076 - Education and Human Resources

ELIGIBILITY INFORMATION

- PI  eligibility limitations:  An individual may serve  as
  the Principal Investigator (PI) for no more than one proposal
  per round of competition.
- Eligible fields:  Proposals may be submitted for projects
  in   any  field  of  science,  mathematics,  engineering,  or
  technology, typically supported by NSF.
- Limitation  on  the  number  of  proposals  that  may  be
  submitted by an organization:  None

AWARD INFORMATION

- Type of award anticipated:  Standard Grant and Continuing
  Grant
- Number of awards anticipated in FY 2001:  20-25
- Amount of funds available:  Approximately $12 million,
  pending availability of funds
- Anticipated date of award:  February

PROPOSAL PREPARATION & SUBMISSION INSTRUCTIONS

- Proposal Preparation Instructions

  - Letter of Intent requirements:  None
  - Preproposal  requirements:   Preliminary  proposal  is
    required.
  - Proposal preparation instructions:  Standard NSF  Grant
    Proposal Guide (GPG) instructions.  Project description for
    comprehensive, multi-year curricula may be 20 pages in length.
  - Supplemental proposal preparation instructions:  None
  - Deviations  from  standard (GPG)  proposal  preparation
    instructions:   Appendices may be submitted  and  must  be
    referenced in the narrative.


-  Budgetary Information
  -  Cost- sharing/matching requirements:  Cost-sharing of 5%
     of the requested total amount of NSF funds is required for new
     materials; 20% of the requested total amount of NSF funds is
     required for revision of published materials.  Proposed cost-
     sharing must be shown on line M of the proposal budget (NSF
     Form 1030) and explained in the budget narrative.
  -  Indirect cost (F&A) limitations:  None

-  FASTLANE REQUIREMENTS

  -  FastLane  proposal  preparation requirements:   Use  of
     FastLane is required for preliminary and full proposals.
  -  FastLane  point of contact:  Jeff Harris,  Division  of
     Elementary, Secondary and Informal Education,  Suite  885,
     telephone 703-292-8620, e-mail jsharris@nsf.gov; or FastLane
     Help Desk, telephone 1-800-673-6188, e-mail fastlane@nsf.gov.

-  DEADLINE/TARGET DATES

  -  Preliminary Proposal Deadline:     5:00 PM local time, May
     9 (FastLane)
  -  Full Proposal Deadline:            5:00 PM, local time
     August 15 (FastLane)

PROPOSAL REVIEW INFORMATION

- Merit  Review Criteria:  Standard National Science  Board
  approved criteria and special review criteria, as appropriate
  for specific projects.

AWARD ADMINISTRATION INFORMATION

- Grant Award Conditions:  GC-1 or FDP III

- Special  grant conditions anticipated:  Additional  award
  conditions  may  be  made addressing  the  pilot-testing  and
  evaluation of materials on preK-12 students and, as applicable,
  the  distribution  or  commercial  publication  of  materials
  developed, a license for government use, and program income.

- Special reporting requirements anticipated:  None

              INSTRUCTIONAL MATERIALS DEVELOPMENT
                            PROGRAM

                  Target Dates for Proposals
      Preliminary, No Later Than--May 9; Full--August 15

                   Telephone:  703-292-8620


GOALS AND OBJECTIVES

The Instructional Materials Development (IMD) program supports
the  development  of  instructional materials  and  assessment
tools  to  improve science, mathematics, and technology  (SMT)
education for all students, pre-Kindergarten through grade  12
(preK-12).   Projects range from the substantial  revision  of
effective  materials  to  the  creation  of  new  ones;   from
development  of  a  single  module  for  one  grade  level  to
development  of  comprehensive curricula  for  several  school
years;  from  addressing a single topic to the integration  of
several  disciplines; and from the development of  assessments
embedded  in instructional materials to the creation of  items
and  assessment  programs  for use by  districts  and  states.
While  IMD  projects  focus  on  the  development  of  student
materials,  they  also  include  accompanying  materials   for
teachers,  administrators, parents  and  other  caregivers  in
order to promote the adoption and enhance the effectiveness of
the  implementation  of  student  instructional  materials  in
classrooms.  Development of materials designed solely for  the
professional  development of practicing teachers is  supported
by  the  Teacher  Enhancement (TE) program, see  the  section,
Professional Development Materials, in the TE section of these
Guidelines.

IMD   supports  projects  that  are  national  in  scope   and
significance.   These projects should have  the  potential  to
enhance student learning and make a significant and noticeable
impact  on  the  national market for instructional  materials.
IMD  also supports innovative, high-risk projects that develop
and  test  prototypes of instructional materials and  learning
technologies.   Proposals  for such  high-risk  projects  must
demonstrate   promise   for  advancing  the   state-of-the-art
development  of  curriculum and assessment materials  and  for
testing  the limits of instructional and assessment  materials
to   promote   student  understanding  of  SMT  concepts   and
processes.

The  goal of the IMD program as a whole is the development  of
high-quality instructional and assessment materials to enhance
SMT  content  knowledge, as well as the  thinking  skills  and
problem  solving  abilities  of all  students,  regardless  of
background, ability, or future education plans.  The materials
should  promote  positive  student attitudes  toward  SMT  and
positive perceptions of themselves as learners.  The materials
also  should  encourage a broad cross section of  students  to
pursue  SMT  education through the use of real-world  contexts
and/or  providing  an understanding of  role  of  SMT  in  the
workplace.    Achievement  of  these  goals   often   requires
improvement  of  teachers' content knowledge  and  pedagogical
strategies.   IMD projects, therefore, often need  to  provide
support   to  teachers  to  help  them  extend  their  content
knowledge and pedagogical skills.

PROJECT CHARACTERISTICS

Proposed   instructional  materials  must  exhibit  a  coherent
content  framework  that  is aligned with  national  standards;
fosters  inquiry, including critical thinking, problem solving,
decision  making,  and  communication at increasing  levels  of
complexity; and focuses on appropriate and important topics  at
each  grade  level.  Projects should be grounded in the  recent
research  in teaching and learning (e.g., Bransford,  Brown,  &
Cocking,  1999) and further an understanding of the connections
between science, mathematics, and technology.  Projects  should
be  planned  and implemented by teams consisting of appropriate
combinations  of  practicing  scientists,  mathematicians,  and
engineers,   SMT  educators,  classroom  teachers,   assessment
experts, and technology experts.

Incorporation   of   instructional   technologies   should   be
considered,  especially  when those technologies  are  used  to
provide    learning    experiences   that    enhance    student
understanding.  Strategies for ensuring equity in materials use
and  in student learning should be part of the development  and
implementation  process.  In addition,  when  appropriate,  IMD
projects  should  include  products designed  to  help  parents
understand  the  materials.   It  is  important  that  projects
include  strategies  and  tools to assess  the  impact  of  the
instructional   materials   on   student   learning.    Project
evaluation   should  document  changes  in  student   learning;
improvements in the SMT performance and participation of female
and  underrepresented minority students; and  modifications  in
instructional  approaches associated with the use  of  the  new
instructional  materials.  These data should  be  presented  in
ways  that  help  teachers,  administrators  and  parents  make
informed decisions about curriculum adoptions.

PROPOSAL REQUIREMENTS

Preliminary  Proposals.  A preliminary  proposal  to  the  IMD
program  is  required  for  submission  of  a  full  proposal.
Requirements for preliminary proposal submission are  included
in  the  section,  Preparation and  Submission  of  Proposals,
located toward the back of these Guidelines.

Full  Proposals.  For information on requirements for proposal
submission,   see  section,  Preparation  and  Submission   of
Proposals.

Duration.  Project duration is expected to be from two to five
years  with an award amount not to exceed $1.5 million in  any
individual year of the project.  The maximum total request  of
any project may not exceed $6 million.

Typical  Funding Levels.  The level of funding for IMD  grants
depends  upon  the scope of the project.  Amounts  range  from
$200,000 to $300,000 for the development of one or two modules
to  several  million dollars for projects seeking  to  develop
comprehensive materials that span several years.

Budget.   The majority of IMD project costs support  personnel
time  and personnel-related costs; modest requests to  support
acquisition  of materials, supplies, equipment, and  computing
services  are allowable.  Grantees are expected  to  have  the
computing facilities, most of the equipment, and the  physical
environment to achieve project goals.  IMD will not  fund  the
purchase  of  classroom equipment necessary to  pilot,  field-
test, or implement instructional materials.

Cost-sharing.    Cost-sharing of 20% of  the  requested  total
amount  of  NSF  funds is required for revision  of  published
materials; cost-sharing of 5% of the total amount of NSF funds
is  required  for all other proposals.  Proposed  cost-sharing
must  be  shown  on  line M on the proposal budget  (NSF  Form
1030).    For   information  on  requirements   for   proposal
submission,   see  section,  Preparation  and  Submission   of
Proposals.

Special  Projects.  Information about conference grants,  Small
Grants for Exploratory Research (SGER), and planning grants can
be  found in the section, Special Categories of Full Proposals,
located  toward the back of these Guidelines.  An  IMD  Program
Officer should be contacted before any such submission.

PROPOSAL PROJECT DESCRIPTION

The   project   description  should  present   the   following
information.

 - Goals and objectives.  Provide a description of project
   goals and objectives.
 - Anticipated  products.  Describe the  materials  to  be
   produced (e.g., workbooks, textbooks, software, videos, CD-
   ROMs, scholarly publications, monographs).
 - Need/content area.  Provide evidence that the  proposed
   materials meet the needs of students and teachers throughout
   the nation better than existing materials.  The proposal should
   reference  relevant  literature to  indicate  knowledge  of
   disciplinary  and pedagogical issues.  The proposer  should
   describe how the instructional materials build on and relate to
   previous and on-going efforts in the field.  (A search of the
   Eisenhower   National  Clearinghouse  (ENC)   database   is
   recommended.       It      can      be      found       at:
   http://enc.org/partners/fed/mfinder/nsf.htm).
 - Development process.  Explain how the materials will be
   created, reviewed, pilot-tested, field-tested, evaluated, and
   published.   In  virtually all cases, projects  should  (1)
   identify the desired learning outcomes for students, (2) create
   methods for determining whether students have attained those
   outcomes, and (3) design instructional materials and approaches
   that enable students to successfully demonstrate attainment of
   those outcomes.  Draft materials must be pilot-tested  with
   master teachers, and field-tests must include a broad range of
   teachers serving students from diverse backgrounds.  It  is
   expected that results of these trials will be used to inform
   revisions of the materials and that both the results and the
   revisions  will  be submitted to NSF.  The proposal  should
   contain a detailed plan of work, including a complete timeline.
   If the materials are modular or supplemental in nature, they
   must  have  a  clear  and  limited content  focus;  utilize
   appropriate   scientific,  computational,  and  educational
   technologies;  and demonstrate connections to comprehensive
   curricula.   If  the materials span one or  more  years  of
   instruction,  there must be an external  review  to  ensure
   accuracy of the content, appropriateness of the pedagogy, and
   suitability of the contexts, language, etc. for the intended
   audience.  External reviewers must be selected in consultation
   with the cognizant Program Officer at NSF.
 - Content and pedagogical strategies.  Describe  how  the
   materials' content and pedagogical strategies are aligned with
   national standards; how the materials will prepare and motivate
   students to continue to study SMT at higher grade levels; and
   how the materials will account for potential differences in
   students'  prior  knowledge.   Resources  (e.g.,   computer
   expertise)  that  will be needed at the  school  level  for
   implementation of the materials also must be specified.  The
   proposal  should provide a detailed description of specific
   learning activities to be developed, including experiments,
   student  projects, assessments, etc.  Reviewers often  find
   prototypes of materials to be useful in the review process;
   they may be included in appendices.
 - Assessment.    Describe the tools  and  strategies  for
   student assessment that will be included with the instructional
   materials.  It is critical that student assessments be clearly
   aligned with the desired student learning outcomes  and  be
   informed by the national standards in mathematics, science,
   and/or technology.  Assessments should address both formative
   and summative aspects of learning.  That is, assessments should
   include  not  only strategies for teachers  to  use  during
   instruction to determine what students are learning, but also
   tools (e.g., tests, performance tasks) for teachers to use at
   the end of a substantive "unit" of instruction to determine the
   depth  of student learning.  Development and validation  of
   assessment tools should occur in both the pilot-and  field-
   testing components of the project.  To the extent possible,
   there should be a variety of assessment strategies that are
   responsive  to the different ways that students communicate
   understanding of content.
 - Professional Development.  Describe the products  to  be
   developed  that will support teachers and administrators  to
   accurately  and  effectively implement the materials.   This
   component should include teaching guides (e.g., print, CD-ROM,
   web-based) to accompany the student materials, but may  also
   include  other products.  If the materials span one or  more
   years  of  instruction, there must be separate  professional
   development materials to help teachers learn more about  the
   content and pedagogy of the materials.  There should be plans
   for  sustaining  the  use  of the  professional  development
   materials  after  the end of the project and  for  informing
   teacher  educators  about  the new  materials  in  order  to
   incorporate them into preservice teacher education programs.
   The  creation of the professional development materials must
   meet  the  guidelines for Teacher Enhancement (TE) program's
   Professional Development Materials, see relevant sections of
   these Guidelines.
 - Parents,  caregivers,  and  other  community  members.
   Describe ways to communicate to the community how the materials
   are designed to enhance learning of significant subject matter
   content  and  to  increase  student  interest  in  science,
   mathematics, and technology.  Attention should be given  to
   communicating how the materials may differ from those  with
   which   community   members  may  be  familiar.    Further,
   parent/community materials should assist parents and caregivers
   in helping their children in SMT education.
 - Evaluation.  Describe the evaluation plan, including key
   questions  to be answered, methodologies, instruments,  data
   collection, and analysis frameworks.  At least two kinds  of
   evaluation are needed: first, and most important, is evaluation
   of the success of the materials in improving student content
   knowledge and conceptual understanding.  The instruments for
   this part of the evaluation might be the same as those used to
   assess  student  learning within the  materials  themselves.
   Second,  is  an evaluation of the process of developing  the
   materials; that is, whether the materials were produced in an
   effective  and  cost-efficient manner.  For  both  types  of
   evaluation, both internal and external evaluation plans may be
   needed.  The internal evaluation might be conducted by project
   staff  and  would be designed to affect continuing materials
   development.  External evaluation would be designed to ensure
   the  field that the project's work is of high quality.   The
   external evaluation should be reported in ways that  can  be
   easily  accessed  and  understood by potential  users.   The
   proposal should provide evidence of the qualifications of the
   internal and external evaluators.
 - Dissemination and Implementation.  Explain how information
   about the materials will be shared with professionals in SMT
   education  communities both during and  after  the  project.
   Instructional  materials typically  will  be  published  and
   distributed commercially, although in a few instances, "free"
   distribution (e.g., through a refereed and highly visible web
   site) might be an appropriate outlet.  Proposals should provide
   a  timeline for securing a publisher (or identifying another
   distribution outlet).  This step typically should occur within
   the first two years of the project. Distribution outlets must
   be  firmly  established (e.g., through  a  contract  with  a
   publisher or distributor) by the end of the third year of the
   project.   Dissemination plans that project potential  sales
   income during the duration of the grant should specify how that
   income will be used to support the implementation, revision or
   continued development of materials.
 - Personnel.  Describe the expertise and experience of the
   key personnel.  It is expected that the development team will
   include,  as  appropriate, scientists, mathematicians,  and
   engineers;  science  and mathematics  educators;  classroom
   teachers;  assessment  and evaluation  experts;  technology
   experts; and instructional and educational technologists.  The
   proposal should include a detailed description of the role and
   commitment level of each of the key personnel.
 - Results of prior NSF support.  Describe results of prior
   NSF support for educational projects in which senior personnel
   have been involved.  For projects that have developed materials
   related  to the proposed work, the proposal must include  a
   summary of the past project evaluation that provides compelling
   evidence  of the quality and effectiveness of the materials
   developed.

REPORTING

Annual reports.  Yearly reports are required for all materials
development  projects.   Each report  should  highlight  major
accomplishments,  document alignment with  the  proposed  time
line,  and  describe  the  status of the  development  of  the
materials.   Samples  of  completed materials,  or  drafts  of
materials, should be included.

Final  reports/materials submission.   Two  complete  sets  of
materials  must  be  submitted to  IMD  at  the  time  of  the
submission of the final report.  If materials are not  in  the
final, published form when the final report is submitted,  two
published  copies must be submitted to IMD  as  soon  as  they
become available; one published copy must be submitted to  the
Eisenhower  National Clearinghouse (ENC).  At  any  time,  IMD
staff  may  request  interim drafts of materials  for  review.
Refer  to  the  section,  Announcement and  Administration  of
Awards,  toward  the  back  of these  Guidelines  for  further
details.

ASSESSMENT PROJECTS

Goals  and Objectives.  Accurate assessment of student learning
is a critical for determining the effects of education reforms.
New  assessment  tools  must  be developed  that  are  tied  to
national  standards,  as  well as  to  specific  reform  goals.
Similarly, schools and districts may need support for new types
of assessment; for documenting the quality of new instructional
materials;  for assessing teacher knowledge and  practice;  and
for   assessing  learning  in  informal  settings.   Assessment
projects should provide accurate data that expand understanding
of   how  to  enhance  student  learning  and  how  to  improve
instructional practice.

IMD encourages development and implementation of new directions
in  the  assessment  of student and teacher  learning  in  both
formal  and informal settings.  Assessment projects  should  be
collaborations between those with appropriate content expertise
and   those  with  expertise  in  assessment  development   and
psychometrics.   Assessment  projects  should  be  regional  or
national  in  scope  and should address  one  or  more  of  the
following areas.

 - Development.   Comprehensive tests are needed  that  are
   consistent with national standards, cost effective, and easy to
   administer, score, and interpret.  Areas of critical assessment
   should be addressed, e.g., assessment instruments that focus on
   NSF-funded materials; for example, a test that focuses on key
   concepts or strands in middle school mathematics or one that
   develops various tools to assess and guide student learning.
   Comprehensive science assessments are particularly needed and
   encouraged.
 - Technical  Assistance.   New approaches  are  needed  to
   provide  technical assistance to schools  and  districts  in
   adapting and implementing available assessment items, tasks, or
   tests.
 - Communication.  Materials and strategies may be developed
   to  help schools and districts communicate effectively  with
   teachers, administrators, school board members, parents, and
   the general community about the role of assessment and how to
   be critical consumers of the assessment results.
 - Measuring Teacher Knowledge and Performance.  Information
   about  effective  ways  to measure teachers'  knowledge  and
   performance is needed, as well as instruments to collect that
   information.
 - Informal Education.  Assessment instruments that build on
   the current knowledge-base and examine children's learning in
   informal settings, such as museum exhibits, television, films
   are needed.  Projects should consider any connections (in terms
   of  both content and psychometric approaches) with classroom
   assessment efforts.
 - New Technologies.  Examination of effective applications
   of  technologies for assessment is needed; studies examining
   unique contributions of various technologies to assessment are
   encouraged.


References
Bransford, J. D., Brown, A. L., & Cocking, R. R.  (1999).   How
people learn: Brain, mind, experience, and school.  Washington,
DC: National Academy Press.
International   Technology   Education   Association    (2000).
Standards for technological Literacy: Content for the study  of
technology.  Reston,  VA:  International  Technology  Education
Association. [See URL:  http://www.iteawww.org]
National Council of Teachers of Mathematics (2000).  Principles
&  Standards for School Mathematics.  Reston, VA:  The National
Council   of   Teachers  of  Mathematics,   Inc.    [See   URL:
http://www.nctm.org/standards/]
National  Research Council (2000).  Inquiry  and  the  national
science   education  standards:   A  guide  for  teaching   and
learning.   Washington, D.C.:  National  Academy  Press.   [See
URL:                      http://www.nap.edu/catalog/4962.html]

                SUMMARY OF PROGRAM REQUIREMENTS

GENERAL INFORMATION

Program Name:   TEACHER ENHANCEMENT (TE)

Short    Description/Synopsis   of   Program:     TE   supports
professional  development projects to broaden  and  deepen  the
content  knowledge  and  pedagogical  skills  of  teachers   of
science, mathematics, and technology (SMT).  Projects typically
also  involve  administrators and others who  play  significant
roles  in  promoting learning environments  and  cultures  that
enable  teachers to engage all students in rich and challenging
learning activities.

TE encourages the following major categories of proposals:  (1)
Local  Systemic Change projects, both comprehensive  and  pilot
efforts; (2) Teacher Retention and Renewal; (3) Mathematics and
Science  Courses  for  Improving  Teacher  Qualifications;  (4)
Professional   Development  Materials;  and  (5)   Professional
Development with Emerging Technologies.  Proposals that  target
communities with the greatest need (e.g., geographic areas with
high    percentages   of   underrepresented   and   underserved
populations-urban, rural, and resource-poor  school  districts)
are  especially  encouraged.  It should be noted  that  the  TE
program  requires professional development to be  aligned  with
the   curriculum   and   instructional   materials   used    in
participating  schools  and  that the  instructional  materials
implemented  are  of  high quality and  aligned  with  national
standards.   TE does not support the development of  curriculum
or instructional materials for students.

Cognizant  Program  Officer(s):  Dr. Susan  Snyder,  Room  885,
Division  of  Elementary,  Secondary  and  Informal  Education,
telephone 703-292-8620, e-mail: ssnyder@nsf.gov

Applicable  Catalog of Federal Domestic Assistance (CFDA)  No.:
47.076-Education and Human Resources

ELIGIBILITY INFORMATION

- Limitation  on the categories of organizations  that  are
  eligible to submit proposals:  Local Systemic Change projects
  require establishment of partnerships among school districts or
  coalitions  of school districts and at least one organization
  with a scientific or educational mission.  Among the latter are
  the  following:  colleges and universities, state  and  local
  education   agencies,   professional   societies,    research
  laboratories, private foundations, and other public and private
  organizations  whether  for-profit or  not-for-profit.   NSF-
  supported  SSI, USI, USP, and RSI projects are ineligible  to
  apply for LSC Pilot projects.
- PI  eligibility limitations:  An individual may serve  as
  the  Principal Investigator (PI) on no more than one proposal
  per round of competition.
- Proposals may be submitted for projects in any  field  of
  science, mathematics, engineering, and/or technology, typically
  supported by NSF.
- Limitation  on  the  number  of  proposals  that  may  be
  submitted by an organization:  None

AWARD INFORMATION
- Type  of award anticipated:  Standard Grant or Continuing
  Grant
- Number of awards anticipated in FY 2001:   45 - 55
- Amount  of  funds available:  Approximately $30  million,
  pending availability of funds.
- Anticipated date of award:  February or April  (depending
  on submission date of full proposals, see below).

PROPOSAL PREPARATION & SUBMISSION INSTRUCTIONS
-  Proposal Preparation Instructions
  - Preproposal  requirements:   Preliminary  proposal  is
    required.
  - Proposal preparation instructions:  Standard NSF  Grant
    Proposal Guide (GPG) instructions.
  - Appendices:   Appendices are limited to  20  pages,  in
    addition to letters of support.  Appendices must be referenced
    in the proposal narrative.
  - Deviations  from  standard (GPG)  proposal  preparation
    instructions:  None
- Budgetary Information
 -  Cost-sharing/matching requirements:  Cost-sharing of 20%
    of the total amount of NSF funds is required in most categories
    of TE projects; for Professional Development Materials, cost-
    sharing of 10% is required.  Proposed cost-sharing must be
    shown on line M on the proposal budget (NSF Form 1030) and
    explained in the budget narrative.
  - Indirect cost (F&A) limitations:  None
  - Other budgetary limitations:  Award amounts up to  $1.5
    million per year with no more than $6 million over the duration
    of the project.

-  FASTLANE REQUIREMENTS
  -  FastLane  proposal  preparation requirements:   Use  of
     FastLane is required for preliminary and full proposal.
  -  FastLane  point of contact:  Jeff Harris,  Division  of
     Elementary, Secondary and Informal Education,  Suite  885,
     telephone 703-292-8620, e-mail jsharris@nsf.gov; or FastLane
     Help Desk, telephone 1-800-673-6188, e-mail fastlane@nsf.gov.

- DEADLINE/TARGET DATES
  For Comprehensive LSC and Professional Development Materials
  -  Preliminary Proposal Deadline:     5:00 PM local time,
     April 4 (FastLane)
  -  Full Proposal Deadline:            5:00 PM, local time
     August 25 (FastLane)

  For Pilot LSC, Teacher Retention & Renewal, Mathematics and
  Science Courses for Improving Teacher Qualification and
  Professional Development with Emerging Technologies
  -  Preliminary Proposal Deadline:     5:00 PM local time,
     August 14 (FastLane)
  -  Full Proposal Deadline:            5:00 PM, local time
     October 23 (FastLane)

PROPOSAL REVIEW INFORMATION
- Merit Review Criteria:  Standard National Science Board
  approved criteria, plus additional criteria detailed in the TE
  section of these Guidelines.

AWARD ADMINISTRATION INFORMATION
- Grant Award Conditions:  GC-1 or FDP III
- Special   reporting  requirements  anticipated:    Local
  Systemic   Change   projects  require  participation   in   a
  standardized evaluation.

                  TEACHER ENHANCEMENT PROGRAM

                   Target Date for Proposals
 For Comprehensive LSC and Professional Development Materials
      Preliminary, No Later Than-April 4; Full-August 25

  For Pilot LSC, Teacher Retention & Renewal, Mathematics and
   Science Courses for Improving Teacher Qualifications and
      Professional Development with Emerging Technologies
     Preliminary, No Later Than-August 14; Full-October 23

                   Telephone:  703-292-8620

Goals:   The Teacher Enhancement (TE) program has as its  broad
mission  improvement  of  science, mathematics  and  technology
(SMT)  teaching  and learning at pre K-12  grade  levels.   The
specific goals of the program are:

 - to strengthen the teacher workforce by
   -  expanding  and  deepening  understanding  of  content,
      pedagogy, curriculum, and assessment;
   -  increasing understanding of appropriate and  effective
      applications of educational technologies;  and
   -  heightening awareness of and deepening the understanding
      of the diverse experiences, strengths, and needs of students.
 - to  develop a cadre of teachers, administrators, teacher
   educators, and  professional  development providers who have an
   understanding of national SMT standards and who can lead reform
   in SMT education effectively;
 - to develop school, home, and community cultures supportive
   of teacher professional development and of the reform in SMT
   education with attention placed on helping teachers develop the
   strategies and backgrounds needed to communicate effectively
   with parents and community members;
 - to develop and strengthen the system components necessary
   to support implementation of  standards-based SMT curricula;
 - to support the use of technology in the teaching of SMT at
   the  preK-12  level and in the professional  development  of
   teachers; and
 - to encourage research and evaluation that will contribute
   to the design of future programs.

In order to accomplish its goals, TE encourages projects within
the   following   categories:  (1)  Local   Systemic   Change--
comprehensive  and  pilot projects, (2) Teacher  Retention  and
Renewal,  (3)  Mathematics and Science  Courses  for  Improving
Teacher Qualifications, (4) Professional Development Materials,
and (5) Professional Development with Emerging Technologies.

Proposals  are  encouraged that target areas of greatest  need,
including   geographical  areas  with   high   percentages   of
underrepresented and underserved populations, as well as urban,
rural,  and  resource-poor school districts.  All  professional
development activities must be research-based and aligned  with
standards-based   curricula,   instructional   materials,   and
assessments.



1.  LOCAL SYSTEMIC CHANGE

Local   Systemic   Change  (LSC)  initiatives  support   school
districts  and  their  partners  in  reforming  science  and/or
mathematics  education  in  grades  K-12.   Such  projects  are
expected  to make significant progress in implementing national
standards  for  content,  teaching, assessment,  programs,  and
systems.   Two  types  of LSC initiatives  will  be  supported:
Comprehensive  (full-scale projects) and  Pilot  efforts.   LSC
projects  should  be  coordinated with  existing  NSF  systemic
projects,  as appropriate.  Current listings of major  systemic
projects  within  ESIE and the Division of  Educational  System
Reform   (ESR)  can  be  found  on  the  following  web  sites:
http://lsc-net.terc.edu/ (for Local Systemic Change  projects),
http://www.ehr.nsf.gov/ehr/esr/usp.asp  (for   Urban   Systemic
Initiative/Program projects), http://www.ehr.nsf.gov/ehr/esr/
ssi.asp (for Statewide  Systemic Initiatives projects), and
http://www.ehr.nsf.gov/ehr/esr/rsi.asp  (for   Rural   Systemic
Initiatives projects).

         Comprehensive Local Systemic Change Projects

Comprehensive LSC projects represent a shift in focus from  the
professional development of individual teachers to professional
development  of  all teachers responsible for teaching  science
and/or   mathematics  within  an  entire  school  organization.
Projects should establish professional communities that empower
teachers  to  change  practice and  to  reflect  on  their  own
teaching  and  learning, and they should  result  in  increased
learning  by  students.  In LSC projects,  teachers  learn  and
adopt  new  beliefs, skills, and behaviors within a  supportive
school   district   culture.   As  a   systemic   approach   to
implementing  national standards, each  LSC  project  needs  to
consider  the  quality  and  amount  of  support  provided   to
administrators,  teachers, school board members,  parents,  and
community  members  in  order  to successfully  carry  out  the
changes proposed.

Project Characteristics

- Eligibility.   School districts or coalitions  of  school
  districts  in  partnership with at least one  institution  of
  higher education are eligible for a Comprehensive LSC project.
  1  Other partners may include two- and four-year colleges and
  universities, state and local education agencies, professional
  societies,  research  laboratories, informal science  education
  centers,  private foundations, and other public  and  private
  organizations whether for-profit or not-for-profit.
- Focus.  Although projects must clearly be placed  in  the
  context  of a comprehensive reform for grades K-12, they  may
  address one or more components of the educational system.  For
  example, Comprehensive LSC projects for grades K-8 could target
  all K-8 teachers of science and/or mathematics; all teachers of
  grades  K-5;  all  middle school mathematics  and/or  science
  teachers;  all  science  and/or  mathematics  teachers  in  a
  particular  set of schools within a large system.  Similarly,
  projects  for  grades 6-12 could target  all  mathematics  or
  science teachers at those grade levels or a subset (e.g., all
  mathematics teachers, grades 6-12, all science teachers, grades
  9-12) in a particular set of schools within a large system.
- Coverage.  LSC projects must include at least 100 teachers
  of science, mathematics and/or technology as participants.  To
  be considered a participant, a teacher must participate in no
  fewer than 130 contact hours of professional development.  If
  science and mathematics are both a focus of a K-6 project, then
  teachers must participate in no fewer than a total of 160
  contact hours across both areas.  The involvement and
  commitment of district administrators, school board members,
  and parents are essential to ensure long-term,
  institutionalized support for standards-based SMT education.
  Thus, projects should work with those groups to develop the
  goals of the LSC project and to ensure long-term, sustainable
  reform.
- Duration.  Comprehensive LSC projects are expected to  be
  of three to five years duration.

- Outreach.  During the later years of the LSC, one or more
  of the PIs may help another K-12 district(s) develop a plan for
  systemically implementing reform.  An LSC project is encouraged
  to  invite  teachers  and administrators from  a  neighboring
  district(s) to participate.  Those teachers and administrators
  may be from one or several schools interested in learning about
  standards-based reform of SMT education.
- Funding Levels.  Maximum level of funding allowable for a
  Comprehensive LSC is determined by multiplying the total number
  of  participating  teachers reached over the  course  of  the
  project by $4,500.  A further restriction is that Comprehensive
  LSC  projects  may request no more than $1.5 million  in  any
  individual year of the project and no more than $6 million over
  the  duration of the project.  Not all teachers may need  the
  same   type  of  professional  development,  nor   will   all
  professional  development require  the  same  amount  of  NSF
  support.  The allowable cost-per-teacher may, therefore, be an
  average across those participants who engage in at least  130
  contact hours of professional development within the duration
  of the grant.  For example, a project may invest heavily in the
  development of mentor or lead teachers, or it may  focus  its
  resources  on strengthening the content background of  under-
  prepared teachers.
- Budget  Requirements.  NSF funds are intended to  support
  teacher   enhancement  activities,  not  costs  of  providing
  classroom instructional materials.  Proposals must indicate the
  amount  and  source of funding for the purchase of  classroom
  instructional materials, equipment, and supplies (none of which
  may be supported with NSF funds); ongoing support for teachers
  beyond the NSF funding period; and long-term evaluation.   In
  situations  where  networking technology  will  help  sustain
  professional development opportunities for teachers, equipment
  purchase will be considered within the allowable funding level.
- Cost-sharing.   In  general, only items  allowable  under
  applicable cost principles, if charged to the project, may be
  included as the grantee's contribution to cost-sharing (see GPG
  (NSF  00-2)).   However,  purchase  of  classroom  materials,
  equipment,  and supplies, which may not be supported  by  NSF
  funds,  are allowed as cost-sharing.  Although other  federal
  funds are not an acceptable source of cost-sharing under  NSF
  reporting regulations, it is anticipated that LSC projects will
  leverage and complement activities with other federal  funds.
  Use  of  these  funds  should  be  described  in  the  budget
  explanation  and  be separate from cost-sharing  information.
  Documentation of actual cost-share, signed by the  authorized
  institutional  representative, must be  submitted  with  each
  annual report.

Evaluation.   All  Comprehensive LSC projects  must  include  a
project-specific evaluation component for examining the effects
of  the  professional  development and  the  implementation  of
instructional materials on student achievement.   Projects  are
encouraged  to add other components to their evaluation  plans.
While  a  project may choose a lead evaluator with  credentials
and experience primarily in program evaluation, it is important
that  the  lead  evaluator also have appropriate  expertise  in
science/mathematics and in K-12 education.  The project's  lead
evaluator must be competent to conduct some of the required NSF
Core  Evaluation (see below), and it may be desirable  to  have
one  or  two  additional individuals with expertise in  science
and/or mathematics education to conduct classroom observations.

Comprehensive  LSC projects must participate in a  standardized
Core Evaluation.  This set of instruments and procedures allows
NSF   to  monitor  individual  projects,  aggregate  data   and
information across projects, and produce cross-project analyses
for reporting on the quality and impact of the LSC program as a
whole.  The Core Evaluation ensures program accountability  and
provides  assessment  of  the  progress  upon  which  continued
funding  depends.  No continuing grant increments will be  made
for   LSC   projects  unless  the  PI  remains   current   with
requirements  of  the Core Evaluation.  The current  evaluation
design  requires approximately 50 days of staff  time  annually
and  includes  a number of project-level evaluation  activities
that   provide   information  for   formative   and   summative
evaluation.   These activities include project team interviews,
professional   development  and  classroom  observations,   and
principal and teacher interviews and questionnaires.   Specific
information on the Core Evaluation requirements can be found at
http://www.horizon-research.com/LSC/info.

Special Proposal Review Criteria.  The reform strategy employed
in  LSC  projects  must  be aligned with nationally  recognized
content,   teaching,  and  assessment  standards  for  science,
mathematics,  and technology education.  Projects must  address
alignment  of  district policies with the  national  standards.
Except  in  very unusual circumstances, districts will  not  be
eligible  for two LSC awards targeting the same SMT  discipline
at  the  same  grade levels.  If districts submit proposals  to
extend  efforts  to  different  SMT  disciplines  and/or  grade
levels, proposals must show that the new project (1) builds  on
the  infrastructure  created  by the  earlier  award;  (2)  has
modified project activities based on lessons learned;  and  (3)
is  more  cost effective than the prior effort.  Proposals  are
reviewed using the National Science Board review criteria  (see
section, Review Criteria, in these Guidelines), as well as with
the following specific criteria.

 - Vision.   The  project  must  be  based  on  a  shared,
   comprehensive  vision of SMT education  reform  among  major
   stakeholders and on a research-based professional development
   strategy.  The vision should include goals and objectives for
   student  and teacher learning that are consistent  with  the
   national  standards for curriculum, instruction, assessment,
   programs, and systems.  The project must encourage changes in
   the education system that are essential to support improved SMT
   education (e.g., district-wide assessment systems; procurement,
   distribution, replenishment of materials; equity  issues  in
   access  and  retention).  Comprehensive LSC projects  should
   address   science  and/or  mathematics  comprehensively   by
   articulating a coherent vision for K-12 SMT education.
 - Needs Assessment.  The proposed project must be based on
   an  accurate  assessment  of the district(s)  strengths  and
   weaknesses.   This assessment should identify teacher  needs
   based  on  the current status of instruction and the  chosen
   curriculum; administrative understanding of, and support for,
   reform-based  science or mathematics education;  parent  and
   community  support  for  reform in  science  or  mathematics
   education; staff, materials, and community resources available
   to support the reform effort; related activities (both NSF and
   others) impacting the district(s); and state and local policies
   directly influencing content, instruction, and assessment.
 - Instructional  Materials Implementation.   Participating
   school districts must delineate the curriculum framework for
   their LSC project.  Selected student instructional materials
   must  be  aligned  with  science and  mathematics  education
   standards and must demonstrate effectiveness based on extensive
   field-testing.  The proposal must identify the instructional
   materials to be implemented or submit a list of instructional
   materials  to  be  considered for adoption,  accompanied  by
   criteria for selection.  The materials selection process must
   be  completed during the first year of the grant.  If it  is
   likely that members of the review panels will not be familiar
   with  the identified instructional materials, representative
   samples  should  accompany the proposal.   The  professional
   development strategies, program support, and resource levels
   described and committed to in the proposal must be sufficient
   to implement the selected instructional materials throughout
   the project's schools.
- Strategic Plan.  The project design must be consistent
with its articulated vision for K-12 SMT education.  The
strategic plan should be grounded in the needs assessment of
the targeted district(s) and should be based on current
research on teacher and system change, effective teacher
enhancement models, and the exemplary instructional materials
and programs selected.  It should include appropriate student
assessments, effective use of technology for students and
teachers, follow-up and ongoing support for teachers,
involvement of administrators and parents, and strategies for
institutionalizing the new programs and sustaining the newly
established partnerships.
 - Cooperative  Relationships.  The  project  should  forge
   partnerships among higher education, business and  industry,
   informal science education centers, media, and other parts of
   the  private sector that will support quality SMT education.
   Reasonable  working  relationships must be  established  and
   clearly  evidenced  in the proposal.   The  project  should,
   whenever  possible, capitalize on, and coordinate with,  NSF
   investments in related education projects, e.g., other large-
   scale TE projects (current or recent past), State, Urban, or
   Rural Systemic awards, regional curricula implementation and
   dissemination centers, regional labs, and new NSF Centers for
   Learning and Teaching (CLT).  Lists of active systemic projects
   within ESIE and ESR may be found on the following web sites:
   http://lsc-net.terc.edu/ (for Local Systemic Change projects),
   http://www.ehr.nsf.gov/ehr/esr/usp.asp (for  Urban  Systemic
   Initiative/Program projects), http://www.ehr.nsf.gov/ehr/esr/
   ssi.asp (for Statewide Systemic Initiatives projects), and
   http://www.ehr.nsf.gov/ehr/esr/rsi.asp (for  Rural  Systemic
   Initiatives projects). A listing of curricula implementation
   and dissemination centers can be found in Appendix B of these
   Guidelines.    NOTE:   Prototype CLTs  will  be  awarded  in
   September 2000.


             Pilot Local Systemic Change Projects

Pilot  LSC  projects  provide opportunities  for  districts  to
explore directions for enhancing their K-12 mathematics  and/or
science  programs.   A  successful pilot  project  will  create
opportunities to try out exemplary instructional materials  and
effective instructional strategies, as well as to build a cadre
of  leaders  who can support their peers.  In particular,  such
projects should create platforms for:

 - teachers to explore exemplary instructional materials and
   identify the content knowledge and pedagogical skills needed to
   support implementation;
 - teachers and administrators to gain significant experience
   in  classroom use of materials and to acquire the leadership
   skills needed to serve as models and coaches for their peers
   beyond the life of the pilot project; and
 - districts to put together appropriate parent and community
   collaborations  to  support reform efforts  and  to  develop
   rigorous  applied  research  plans  for  future  large-scale
   implementation efforts.

A  Pilot  LSC  project is intended to build  a  foundation  for
systemic  reform that may lead to a Comprehensive LSC  project.
Thus,  projects  are  expected to exhibit strategies  consonant
with  the  nature of the LSC philosophy.  In particular,  Pilot
projects  are  expected  to  include  substantial  professional
development  for participating teachers built around  exemplary
instructional  materials for the discipline  and  grade  levels
targeted.  Professional development activities should focus  on
enhancing  teachers'  content knowledge in  mathematics  and/or
science,  as  well  as  support their  pedagogical  skills  and
strategies.   Administrators  are  expected  to  take  part  in
professional  development designed to acquaint  them  with  the
curriculum and instructional strategies utilized by  Pilot  LSC
teachers.

The  proposal  must  identify targeted  grade  levels  and  the
instructional   materials  to  be  piloted.   TE   particularly
encourages Pilot LSC projects that focus on secondary  science.
The  proposal should articulate a rationale for the  choice  of
materials to be piloted and grade levels to be targeted  within
the  context  of  the district's existing K-12 mathematics  and
science curriculum and learning goals.  Projects are encouraged
to   develop   connections   with  the   NSF-funded   Curricula
Implementation and Dissemination Projects (see Appendix B)  for
expertise  and guidance in these efforts.  Teacher  enhancement
activities  should  include development  of  leadership  skills
needed to coach and engage their peers in the implementation of
chosen instructional materials.  Proposals also are expected to
articulate  a strategy for working with parents and the  public
to  increase  understanding of the curricular and instructional
changes  being  considered in the district's  K-12  mathematics
and/or  science program(s).  In addition, models  that  address
issues of scale are encouraged.

Eligibility.   A  school district, coalition of  districts,  or
coalition of schools must form a partnership with a college  or
university.   Partnerships  may also include  informal  science
education  institutions, regional or state agencies, curriculum
developers and publishers, and the business community.

Duration.   A  Pilot LSC project is expected to be  of  two  to
three   years   duration;   subsequent   application   for    a
Comprehensive LSC project is seen as a likely outcome.

Coverage.   Pilot  projects  must  include  a  minimum  of   15
teachers,  each  receiving  at  least  200  hours  of   teacher
professional development over the life of the project.

Funding  Levels.  Funding will be dependent upon the number  of
teachers  involved,  but the total request  from  NSF  may  not
exceed  $200,000.  Funds may be used to purchase  instructional
materials  for  use  in  pilot  classrooms,  as  well  as   for
district/building  administrators and project  participants  to
travel  regionally to established LSC project  sites  and  NSF-
supported Curricula Implementation and Dissemination projects.

2.  TEACHER RETENTION AND RENEWAL

The  growing  number of teachers leaving the profession  before
retirement  is  a  significant cause of  teacher  turnover  and
subsequent  teacher vacancies.  Compounding this  situation  is
the  fact that top undergraduates (as measured by their  scores
on  college entrance tests) who become teachers are more likely
than  their  peers  to leave within three to  five  years.   In
addition, analysis of data from the five-year Baccalaureate and
Beyond study indicates that teachers, who have not participated
in induction or mentoring programs during their first few years
of teaching, are twice as likely as those who have participated
to  leave  after  their  first three years  of  teaching.   The
shortage  of  SMT teachers is more severe than it is  in  other
areas,  making  SMT  teacher  retention  a  national  priority.
Teacher  Retention  and Renewal projects focus  on  efforts  to
retain  effective teachers in the SMT workforce and to increase
the probability that novice teachers will choose to continue in
the profession beyond the first few years of service.

Creating  and maintaining a well-informed cadre of science  and
mathematics teachers requires that school districts have access
to  personnel who can support SMT teachers.  Teacher  Retention
and  Renewal projects will provide opportunities for  districts
to build cadres of science and mathematics teachers who can (1)
serve  as mentors to novice SMT teachers during their induction
years   and/or  (2)  act  as  change  agents  responsible   for
implementing  standards-based  SMT  programs  through  modeling
standards-based teaching or providing professional  development
opportunities for their peers.  Proposals may address either or
both of these categories.

Projects  should  afford  participants opportunities  to  learn
advanced  science  and/or mathematics content,  standards-based
instructional strategies, and leadership and adult  educational
skills.  In addition, projects should include opportunities  to
examine and use quality instructional materials and educational
technologies, as well as focus on the processes of  educational
change.   The  professional development provided  should  model
standards-based   approaches  to   teaching   and   assessment.
Projects also might provide participants with opportunities  to
take  part  in disciplinary research experiences or  to  expand
their  understanding of the workplace.  To  adequately  prepare
such  teachers,  there  is particular  interest  in  supporting
projects housed at institutions of higher education that  offer
opportunities for graduate degree programs and internships.

It    is   anticipated   that   mentor   teachers   will   have
responsibilities for guiding and supporting novice SMT teachers
during  their  induction  period.   The  participants  in   the
projects  will be highly successful, experienced  SMT  teachers
who will receive professional development in content, pedagogy,
and  mentoring  to prepare them to assist new teachers  in  the
implementation  of  standards-based  curricula  and   teaching.
Participants  should  both  learn  and  practice   the   skills
necessary   to  ensure  that  SMT  teachers  become   effective
professionals whose students are successful in learning science
and mathematics.

The  support requested from NSF should be commensurate with the
anticipated  involvement of teachers and the  commitment  of  a
school  district  or  community to  participate  in  subsequent
activities.  Each participant's school or district must provide
sufficient   time,  support,  and  resources  to   enable   the
participant to apply the knowledge and leadership skills gained
from  the project to support reform of SMT education.   Typical
Teacher  Retention  and  Renewal  projects  will  include   the
equivalent of six weeks of study/participation.  NSF encourages
long-term,  multiple-year activities through summer  institutes
and/or  academic year programs.  Projects must include adequate
time for in-depth study, reflection, and guided practice.

3.MATHEMATICS AND SCIENCE COURSES FOR
  IMPROVING TEACHER QUALIFICATIONS

Research shows that students achieve at higher levels  and  are
less  likely to drop out of school when taught by teachers with
strong disciplinary backgrounds and with teaching certification
in the appropriate discipline.  There is growing evidence of  a
SMT  teacher  shortage that has resulted in a large  number  of
teachers   teaching   classes  outside  of   their   field   of
specialization.  NSF is, therefore, interested in  funding  the
creation  of pilot courses for teachers who are currently:  (1)
SMT   teachers   teaching  courses  out  of  their   field   of
certification   (e.g.  biology  certified   teachers   teaching
physics);  (2)  teachers  with inadequate  backgrounds  in  SMT
(e.g.,  middle  school teachers with elementary certification);
and  (3)  SMT teachers who wish to move to another grade  level
(e.g.,  middle school SMT teachers who are preparing  to  teach
high school).

Courses should include relevant content and pedagogy, be  based
on  national  standards,  relate the content  and  pedagogy  to
student  learning, and use teaching strategies  effective  with
adult  learners.   The  courses  should  be  based  on  current
research   on   teaching  and  learning  and   should   include
instruments to assess participant learning and provide evidence
of  the  effectiveness  of courses.  Institutions  may  develop
alternative  approaches for delivering science and  mathematics
content,  as  long  as  the  approach  leads  to  the  teaching
certification appropriate for the position.

Proposals  should  be  based  on  a  needs  assessment  of  the
identified  geographic area and include recruitment  strategies
and  incentives for potential participants, a plan for  meeting
the state certification requirements, a mechanism for providing
on-site  support to newly certified teachers, a  plan  for  the
institutionalization  of  the  courses,  a  plan   for   course
dissemination to other institutions of higher education, and  a
comprehensive evaluation plan.

Projects may request funding for up to three years at a maximum
amount  of  $400,000  per year, dependent upon  the  number  of
courses   to  be  developed.   During  the  period  of   course
development and field testing, NSF funds may be used to deliver
courses  to  teachers.   After the period  of  development  and
revision,  colleges  and universities,  states,  districts,  or
teachers  will be expected to cover any tuition/fee costs.   It
is  expected  that there will be extensive collaboration  among
education  departments, relevant disciplinary departments,  and
school districts.

Eligibility.   Colleges and universities  that  grant  graduate
credit are eligible to apply.

4.  PROFESSIONAL DEVELOPMENT MATERIALS

Major  reform efforts in SMT education have increased the  need
for  professional development materials that  can  be  used  to
enhance  teachers' understanding, adoption, and  implementation
of  standards-based teaching practices and use of state-of-the-
art   instructional  materials,  assessment   strategies,   and
educational technologies.  The TE program, therefore,  supports
the  development  of such materials for K-12 SMT  teachers  and
instructional leaders.

Projects  should  address critical content  and/or  pedagogical
issues in SMT education.  For example, materials might focus on
critical  concepts  in a discipline (e.g., force  and  motion),
cross-discipline  concerns (e.g., biocomplexity  for  secondary
school),  pedagogical  strategies (e.g.,  using  technology  in
elementary  school  mathematics),  or  critical  issues  (e.g.,
equity   in  SMT  classes,  reducing  SMT  teacher  attrition).
Materials  also  might focus on content for a particular  grade
band (e.g., primary grade mathematics, middle school science).

Materials may be organized as courses, workshops, and/or  self-
study  units,  and  they may be produced in print/text,  video,
and/or  virtual  formats.   Materials  may  be  created   "from
scratch"  or  they may be revisions of existing materials  that
respond to innovations in student curricula and/or instruction.
Materials  may support specific comprehensive student materials
or  provide teacher enhancement for targeted SMT content and/or
pedagogy.   In all cases, however, the materials should  engage
teachers in significantly extending their knowledge of  content
and pedagogy.

Project  Characteristics.   Proposed  professional  development
materials/curricula are expected to be developed by experts  in
SMT   education   and  should  exhibit  the  following   design
characteristics.

 - Goals and Objectives.  The learning goals of the materials
   should be clearly defined and aligned with appropriate national
   standards not only for content, instructional strategies, and
   assessment, but also for professional development.  Because of
   the alignment with national standards, the materials should be
   national  in scope so teachers in many different educational
   environments may benefit from them.

 - Development Process.  The materials should be  developed
   with  input  from  experts in the academic  disciplines,  in
   pedagogy, and in adult learning. Likewise, teachers similar to
   those  who will ultimately be the audience for the materials
   should  be  included in development and field-testing.   The
   materials  must  specify learning goals  and  include  final
   assessments to determine the extent to which the  goals  are
   achieved.  The materials should be grounded in recent advances
   in research on teaching and learning and reflect the importance
   of  teachers'  motivation and prior  knowledge  as  ways  to
   stimulate adult interest and understanding.  Materials should
   incorporate information technologies as appropriate both  to
   support the learning of content by teachers and students and to
   serve  as  vehicles to deliver professional  development  to
   teachers.

 - Evaluation.  The materials should be subjected to careful
   evaluation at every stage and have a timeline generous enough
   to allow feedback to inform multiple revisions of materials.  A
   variety of techniques should be employed for obtaining feedback
   on  the quality of the materials (e.g., focus groups, small-
   scale trials, large-scale field-tests).  The evaluation must
   document  knowledge  acquisition  of  teachers  who  receive
   professional development with the materials.  Other components
   of  the  evaluation  plan may assess  changes  in  classroom
   practice,  changes in student learning, changes in  learning
   environments, etc.  In addition, the project itself should have
   an external evaluation to determine if the proposed materials
   have been produced in an effective and cost-efficient way.
 - Dissemination.  A clear plan should be presented for the
   long-term dissemination of materials.  This plan must include a
   strategy  for  publication  and  wide  distribution  of  the
   materials;  it also should include mechanisms for  educating
   professional development providers on the effective  use  of
   materials.   Dissemination  might include  commitments  from
   publishers to support use of materials and/or cooperation with
   professional organizations to develop mechanisms to use  the
   materials  in  professional  development  programs.    These
   techniques should be piloted during the life of the project,
   and  plans  for successful dissemination after  NSF  support
   terminates should be described.  The dissemination plan should
   address ways of informing SMT teacher education faculty about
   the  materials  for possible use in preservice  SMT  teacher
   education programs.

5.PROFESSIONAL DEVELOPMENT WITH
  EMERGING TECHNOLOGIES

NSF  seeks to support a small number of high-risk projects that
develop  and  test new paradigms for education.   Proposals  to
this  area  are expected to push the educational  envelope  and
anticipate changes in formal education brought about by changes
in  access and the capabilities of technology.  They may relate
to  preparing  teachers,  supporting  teaching  activities,  or
enhancing other professional activities.

Projects  involving emerging technologies may be combined  with
Teacher  Retention and Renewal, Mathematics and Science Courses
for  Improving Teacher Qualifications, or Local Systemic Change
projects.   Emerging technology projects  may  be  one  or  any
combination of the following three types.

 - Implementation   of  new  technologies   that   provide
   professional development experiences and on-going support for
   the  dissemination and adoption of innovative  instructional
   materials.  Eligible projects might deliver in-service courses
   and support teachers in isolated communities. They should be
   cost effective, sustain change, and extend teacher enhancement
   opportunities.
 - Use of innovative technologies to support new or changing
   areas of content or technologies that are used in the community
   and/or in the workplace.  Proposals could address new areas of
   content   (e.g.,   biotechnology,  computational   science);
   approaches to learning (e.g., data acquisition and analysis,
   computer modeling); or methodologies for learning (e.g., using
   data base resources, supporting student on-line collaboration).
   Projects  should  respond  to  specific  curricular   needs,
   demonstrate potential for broad impact, and be connected  to
   existing classroom instructional materials.
 - Development of technology tools or utilities for improving
   teaching.  Projects should support the delivery of instruction
   by  offering teachers additional capabilities (instructional
   tools), access to resources (mentors, databases, peers),  or
   collaboration tools which allow interactions with the  broad
   education  community  (e.g.,  teachers,  teacher  educators,
   scientists,  mathematicians, engineers,  technologists,  the
   informal science community, and the private sector).

Proposals  must carefully delineate the aspects of the  project
that make it original.  Proposals must define expected outcomes
in  comparison with traditional approaches, cite  relevant  and
related  work,  describe  the  techniques  of  evaluation,  and
formulate strategies for national impact.  Evaluation will be a
major component of these projects.

SPECIAL CONSIDERATIONS
FOR THE TE PROGRAM

Budget  Items  Affecting Participants.  The  policies  outlined
below apply to allowable participant expenses within a project.
Indirect   costs  cannot  be  applied  against   these   budget
categories.

 - Participant Stipends.  A direct stipend of up to $75 per
   day, prorated for partial days, (for participation in formal
   professional development activities occurring outside of paid
   school time) is allowable from NSF funds.  The total stipend
   may exceed that amount if supplemented from other sources.
 - Costs  for  Substitute Teachers.   The  cost  of  hiring
   substitute   teachers  is  allowable  under  the   following
   conditions:    (1)   it  is  necessary  to   the   project's
   administration, and (2) it can be certified that  substitute
   teachers are directly replacing teachers participating in the
   NSF-funded  project  during  their  time  on  the   project.
   Substitute  teachers  are  to be  paid  in  accordance  with
   established school district policies and in lieu of paying the
   teachers  participating  in the project.   Records  must  be
   maintained  by  the  accounting  office  on  the  hiring  of
   substitutes and their relationship to the project.
 - Other Support Costs.  Funds for tuition and/or fees may be
   requested from NSF or from participating teachers only if NSF
   funds  are  not  used  to  support  project  administration,
   instruction, or indirect costs.  If NSF funds are requested for
   any of the three above items, tuition and/or fee waivers may
   not count as institutional cost-sharing.  Indirect costs are
   not allowed on participant support costs.

Equipment  Purchase.  In general, funds should not be requested
to  purchase equipment.  Organizations conducting instructional
activities  are expected to provide laboratory, computing,  and
other  equipment  for  use  by  staff  and  participants.   The
purchase  and  maintenance of equipment for use by participants
and  their students in schools are the responsibility of  state
and local agencies.

Cost-Sharing.    Cost-sharing of 20%  of  the  requested  total
amount  of  NSF  funds is required for most  categories  of  TE
projects;   10%   is  required  for  Professional   Development
Materials   Projects.   Cost-sharing  information   should   be
detailed in the budget.  Cost-sharing per year should be  shown
on NSF Budget Form 1030, Line M.

Annual Reports.  Annual reports are required for all multi-year
awards.   In  addition to the requirements for  annual  reports
described  in  the section, Announcement and Administration  of
Awards, TE annual reports must include findings from evaluation
activities,   a   summary   of  the  professional   development
activities,  and  the  impact  of  the  project  on   classroom
instruction.   A  listing and explanation for  any  significant
changes  in  the  plan  for the upcoming  year,  including  any
changes  in the amount of PI and/or Co-PI time devoted  to  the
project,  are  required.   To  ensure  uniform  reporting,  LSC
projects  will be provided a reporting framework.  Continuation
of  LSC  funding depends upon submission of relevant evaluation
data  for the mandatory standardized Core Evaluation.   Teacher
Retention  and  Renewal, Mathematics and  Science  Courses  for
Improving  Teacher Qualifications, and Professional Development
and   Emerging  Technologies  projects  will  be  expected   to
participate  in  a  standardized data  collection  effort  that
requires  submission  of  program  and  participant  data.   In
addition,  all  participants will be  expected  to  complete  a
background  data  sheet when entering the  program.   PIs  will
receive  complete  instructions on all  requirements  after  an
award has been made.  Additional reporting requirements can  be
found in the section,  Award Administration Information.

Final  Project  Reports.   Submission  of  a  final  report  is
required  of all projects; see Award Administration Information
for  additional information.  As appropriate, all TE projects--
other than LSC projects--require submission of the following:

 - participant   list  complete  with  addresses,   school
   affiliations,  subject expertise, and levels  taught  (i.e.,
   elementary, middle, high school), if such lists have not been
   made available to NSF during the project; and
 - information  on summative evaluation efforts,  including
   evaluator reports, as available.

LSC projects, as part of NSF's Core Evaluation, must report  on
professional   development  activities;  teacher   involvement;
teacher    knowledge,   attitudes,   and   beliefs;   classroom
implementation; project sustainability; student achievement and
support   for   reform.   Projects  that  produce  professional
development  materials for teachers must submit two  copies  of
all  materials with their final report.  In addition, published
copies must be forwarded when available and one published  copy
must  be  submitted  to the Eisenhower National  Clearninghouse
(ENC).

        PROPOSAL PREPARATION AND SUBMISSION INSTRUCTIONS


PROPOSAL PREPARATION
INSTRUCTIONS

Proposals  submitted  in response to this program  solicitation
should be prepared and submitted in accordance with the general
guidelines contained in the Grant Proposal Guide (GPG), NSF 00-
2. The  complete text of the GPG (including electronic forms)
is   available   electronically  on  the  NSF  Web   site   at:
http://www.nsf.gov.  Paper copies of the GPG  may  be  obtained
from the NSF Publications Clearinghouse, telephone 301-947-2722
or by e-mail from paperpubs@nsf.gov.

Proposers are required to prepare and submit all proposals  for
this   program   solicitation  through  the  FastLane   system.
Detailed  instructions for proposal preparation and  submission
via          FastLane         are         available          at
http://www.fastlane.nsf.gov/a1/newstan.htm.

All ancillary materials that cannot be submitted electronically
must be  mailed directly to the appropriate program: IMD,  TE,
ISE, ASCEND,  National Science Foundation, 4201  Wilson  Blvd.
Room 885, Arlington, VA 22230.  Fifteen copies of any ancillary
materials are  required.  Proposals, including  any  ancillary
material, submitted to the ESIE Division  are  considered  the
property of the NSF and are not returned.

Proposers  are  reminded to identify the  program  solicitation
number (NSF  00-99) in the program announcement block  on  the
FastLane cover sheet form.  Compliance with this requirement is
critical to  determining  the  relevant  proposal  processing
guidelines. Failure  to  submit this  information  may  delay
processing.

PRELIMINARY PROPOSALS

All programs listed in this solicitation require submission  of
preliminary proposals.   In order to be eligible for submission
in  the  ISE, IMD, and TE programs, a full proposal must either
be  (1) based on a preliminary proposal and subsequent response
letter  from  an  NSF Program Officer or (2) a  revision  of  a
proposal  declined during the year or past  fiscal  year.   Any
exception  must  get written prior approval from  the  relevant
program.   [Note for ALL programs:  Preliminary  proposals  are
not  required for conference grants, most planning grants,  and
Small  Grants for Exploratory Research (SGER).  Planning Grants
to  the  ISE  program do require submission  of  a  preliminary
proposal.]

Preliminary   proposals   must  be  submitted   via   FastLane.
Preliminary proposals must be submitted via FastLane  no  later
than  5:00  PM  local  time on specified target  dates.   Staff
reviews will be returned as expeditiously as possible,  but  no
later than one month prior to the date for submission of a full
proposal.

Submission  of  preliminary  proposals  via  FastLane   require
completion of the following FastLane forms:

 - Cover  Sheet.  Be sure to check the preliminary proposal
   box.
 - Project Summary.  The summary should be no longer than 100
   words and describe the content and audience for the project.
 - Project Description.  The section is limited to six pages
   (or  equivalent).  The project narrative should address  the
   following  topics: (1) need for the project;  (2)  goals  or
   objectives of the project; (3) essential features of project
   design and a workplan that describes how the project will be
   accomplished and the goals achieved; (4) evaluation plans (both
   formative to inform project development and summative to assess
   the  impact of the project on the target audience); and  (5)
   dissemination  plans.  Page formats should be single-spaced,
   with  a  clear  and legible type size of  no  more  than  12
   characters per 2.5 cm, if using constant spacing, and no more
   than  an  average  of 15 characters per  2.5  cm,  if  using
   proportional spacing.
 - Budgets.   Preliminary  proposals  should  provide   an
   estimated budget for total cost being requested from NSF with
   information   on  salaries,  equipment  (where   allowable),
   participant costs, consultant costs, travel, indirect costs,
   and cost-share from other sources, including any partners and
   their contribution.  The budget should be entered as the Year 1
   budget  in  FastLane;  FastLane  automatically  creates  the
   cumulative budget.
 - Biographical  Sketches.   Preliminary  proposals  should
   provide a brief narrative description of the expertise relevant
   to  the  proposed project of key personnel (e.g., educators,
   researchers,  and evaluators) to be involved.   Biographical
   sketches should be complete enough to show that the expertise
   necessary to conduct the project is available.

In  addition  to  the  above, some programs  suggest  that  the
following  additional  points  be  addressed  in  the  six-page
project description, by program:

 - Informal Science Education.   (1) identification of target
   audience(s),  (2)  ancillary material to  be  produced,  (3)
   promotion plans, (4) plans for institutionalization  of  the
   project, (5) linkages with formal education, and (6) a list of
   advisors,  their qualifications related to the project,  and
   their contributions to the project;
 - Instructional  Materials  Development.   (1)  a  general
   description of the materials to be developed, including content
   and   pedagogical  characteristics,  and  (2)  timeline  for
   completion of deliverables; and
 - Teacher Enhancement.  (1) project strengths in terms  of
   content, available resources and partnerships and (2) design of
   the professional development model.

FULL PROPOSALS

Proposals  submitted  in response to this program  solicitation
should be prepared and submitted in accordance with the general
guidelines contained in the Grant Proposal Guide (GPG) [NSF 00-
2]. The complete text of the GPG (including electronic forms)
is available   electronically  on   the   NSF   website   at:
http://www.nsf.gov/.  Paper copies of the GPG may  be  obtained
from the NSF Publications Clearinghouse, telephone 301-947-2722
or by e-mail from pubs@nsf.gov.

Full proposal submitters should complete the following FastLane
forms:

 - Cover Sheet.  The cover sheet must contain all requested
   information.  One copy of the cover sheet should be submitted
   by mail directly to the appropriate program (i.e., ISE, IMD,
   TE,  ASCEND)  and must carry the original signature  of  the
   Principal  Investigator (PI), all co-PIs, and the authorized
   organizational representative.  The signed copy of the cover
   sheet must be postmarked (or contain a legible proof of mailing
   date  assigned  by the carrier) within five  days  following
   proposal submission in accordance with the FastLane proposal
   preparation and submission instructions.  If project funds are
   requested from another federal agency or another NSF program,
   it  must be indicated on the cover sheet.  If such funds are
   requested subsequent to proposal submission, a letter should be
   sent to the relevant program in ESIE, identifying the proposal
   by its NSF number.  In the program announcement/solicitation
   field, enter the program solicitation number NSF 00-99.

 - Project Summary.  A one-page (250 word) summary, suitable
   for  publication, should be prepared that presents  a  self-
   contained description of the activity that would result if the
   proposal  were funded.  It should be written  in  the  third
   person, in the present tense, and include an indication of the
   need being addressed, a statement of objectives, methods to be
   employed,  potential  contribution  to  the  advancement  of
   knowledge,  and  a description of the products  or  outcomes
   resulting from the project.  It should be informative to other
   persons working in the same or related fields and, as much as
   possible,  understandable to a scientifically or technically
   literate lay reader.

 - Project  Description (including results from  prior  NSF
   support and data sheet).  The description presents most of the
   information that determines whether or not a grant  will  be
   awarded.  It should be written to respond to criteria that will
   be used by reviewers in judging the merit of the proposal as
   described in this document.  In addition, it should communicate
   potential project impact and general project characteristics.
   The information provided should help to direct proposals  to
   appropriate reviewers.

   If  the  prospective  PI or co-PI(s)  received  support  for
   related  NSF activities within the past five years, a  brief
   description of the project(s) and outcomes must be  provided
   in  sufficient  detail  to enable reviewers  to  assess  the
   value   of  results  achieved.   Past  projects  should   be
   identified  by NSF award number, amount, period of  support,
   title,  summary  of results, and a list of publications  and
   formal presentations that acknowledge the NSF award (do  not
   submit  copies of the latter).  Descriptions of  results  of
   relevant prior NSF support (see below) should be limited  to
   five  pages  and  must  be included  as  part  of  the  page
   limitations listed below.  PIs must have submitted  a  final
   report for any completed NSF-funded project or no new  grant
   may  be  awarded.   Formatting  should  follow  requirements
   specified  in  the GPG, unless otherwise noted  in  the  box
   that  follows.  Note that the Project Description file  must
   be converted to PDF format before uploading to FastLane.

   The  maximum  number  of pages allowable  for  the  Proposal
   Description  is  15  pages  with the  following  exceptions:
   planning and conference grant proposals should be no  longer
   than  10 pages in length, including visual materials  (e.g.,
   charts,  graphs,  maps,  photographs,  and  other  pictorial
   presentations)   and  comprehensive,  multi-year   curricula
   materials  should  be  no longer than 20  pages  in  length.
   Type  size  must be clear and legible with no more  than  12
   characters  per  2.5 cm, if using constant  spacing  and  no
   more  than an average of 15 characters per 2.5 cm, if  using
   proportional  spacing.   All pages  must  be  single-spaced.
   See   the   section,  Supplementary  Documents,  below   and
   individual  program  sections for  any  exceptions  to  this
   limitation.

   Proposals  for  development of student, as well  as  teacher
   professional development materials, should include  examples
   of  proposed  materials and samples of past  work,  if  they
   exist.   Proposals seeking to implement curriculum in  Local
   Systemic Change must include a complete description  of  the
   materials;  samples of materials should be sent directly  to
   the  program for exhibit to reviewers.  Prospective PIs  are
   encouraged to contact NSF Program Officers if they have  any
   questions regarding submission of appendix materials.

   ISE   proposals  that  involve  exhibit  development,  film,
   television,  or  other  media  should  include  diagrams  of
   exhibits,   program   treatments/scripts,   or   any   other
   materials  that  may assist reviewers in  understanding  the
   specific  plans  for the proposed project.  Media  proposals
   should  also  include  samples of past work  to  demonstrate
   production skills of the proposers.  Fifteen copies  of  any
   ancillary  materials,  such  as  videocassettes  or  exhibit
   layouts, are required.

 - Supplementary Documents.  Reviewers are often  asked  to
   read and assess a substantial number of competing proposals.
   For this reason, the proposal description alone should provide
   sufficient information so that a reviewer unfamiliar with the
   context of the project can make an informed judgment.  In some
   cases, it may be critical to convey more detailed information
   to demonstrate levels of competence or expertise, to document
   commitment of personnel or other resources, to demonstrate the
   quality  of  instructional materials, or  to  provide  other
   relevant  information.  Such material  can  be  included  in
   appendices  that  are clearly referenced  in  the  proposal.
   Presentation  of  such materials should  be  thoughtful  and
   concise.   Reviewers  are not required to  read  appendices.
   Proposals  to the TE program are limited to 20 single-spaced
   pages  of appendices in addition to letters of support;  any
   exceptions must have prior written approval.  (See  the  ISE
   section for further information about appendices.)

   Notes  on  program  data sheets.  A completed  project  data
   sheet  must  accompany the proposal.   Data  sheets  may  be
   downloaded      from      the     ESIE      website      at:
   http://www.ehr.nsf.gov/ehr/esie/datasheet.doc.  Data  sheets
   should  be  included in the  supplementary document  section
   of FastLane.

 - Biographical Sketches.  Biographical information (no more
   than  two pages) must be provided for each person listed  as
   senior  personnel  on the budget form;  include  career  and
   academic  credentials and a mailing address.   See  specific
   program description for other requirements.

 - Budgets.  Proposals must contain a budget for each year of
   requested support.  The proposal may request funds under any
   budget category so long as the item is considered necessary to
   perform  the proposed work and is not precluded  by  program
   guidelines or applicable cost principles.  All budget requests
   must be documented and justified in the Budget Justification
   section.  Ordinarily, no funds are made available for equipment
   or facilities or for continued operational expenses.  Estimates
   of calendar months of activity must be reported for categories
   of  key personnel. Additional information on completing  the
   budget can be found in the GPG (NSF 00-2).

   Cost-Sharing--All  ESIE programs require cost-sharing.   The
   nature  (e.g.,  in-kind, financial) and use  of  cost-shared
   resources  must  be  discussed in the  budget  narrative  in
   enough  detail to allow NSF to determine its impact  on  the
   proposed  project.  Documentation of availability  of  cost-
   sharing   must  be  included  in  the  Budget  Justification
   section.   Only  items  that would be  allowable  under  the
   applicable  cost principles, if charged to the project,  may
   be  included  as the grantee's contribution to cost-sharing.
   Contributions  may  be  made from  any  non-Federal  source,
   including non-Federal grants or contracts, and may  be  cash
   or  in-kind (see OMB Circular A-110, Section 23).  It should
   be  noted that contributions counted as cost-sharing  toward
   projects  of  another  federal agency  may  not  be  counted
   towards  meeting  the specific cost-sharing requirements  of
   the  NSF  grant.   Funds  from non-federal  sources  may  be
   counted  as  cost-sharing against only one federal  project.
   All  cost-sharing amounts are subject to audit.  Failure  to
   provide  the level of cost-sharing reflected in the approved
   grant  budget  may result in termination of the  NSF  grant,
   disallowance  of grant costs, and/or refund of  grant  funds
   to NSF.

   Total non-federal cost-sharing should be shown in section  M
   of  the  budget  form.   The level of cost-sharing  that  is
   reported  in  section  M of the final negotiated  budget  is
   auditable  and  its  attainment becomes a  precondition  for
   future  funding  increments.  Funds  from  federal  agencies
   (e.g.,  Eisenhower  Funds  of  the  Education  for  Economic
   Security  Act)  should  not be included  in  section  M  but
   should be identified separately by source and amount in  the
   Budget  Justification.  Verification of  actual  cost-share,
   signed by the authorized institutional representative,  must
   be  submitted  with each annual report and will  affect  the
   decision  made  regarding the next increment.   The  grantee
   must  maintain records of all project costs that are claimed
   by  the grantee as cost-sharing as well as records of  costs
   to  be paid by the government.  Such records are subject  to
   audit.

 - Current  and Pending Support.  All current  and  pending
   externally-funded support (including that from non-NSF sources)
   to the PI and co-PIs must be listed on the form.  The proposed
   project  and  all other projects or activities  requiring  a
   portion of the time of the PI or other senior personnel should
   be  included, even if no salary support is received from the
   project.  The number of person-months per year to be devoted to
   the project must be stated, regardless of source of support.
   Similar information must be provided for all proposals already
   submitted or submitted concurrently to other possible sponsors,
   including NSF.  This information is needed to ensure that key
   personnel have time to carry out the project and that there is
   no duplication of support.

  - Letters  of  Support.  Letters of support for  proposed
    projects, if applicable, must be collected by the PI and mailed
    directly to the appropriate program attached to the  signed
    cover sheet.

SPECIAL CATEGORIES
OF FULL PROPOSALS

Conferences,    Symposia,   and   Workshops.    NSF    supports
conferences,  symposia, and workshops to assemble  experts  for
purposes  of  discussing recent research or education  findings
and  issues,  introducing others to new research and  education
techniques,  and  developing  action  plans.   Proposals   must
describe:   (1)  the rationale for selecting  participants  and
recruitment   strategies;  (2)  the   nature   of   participant
involvement  and  relevance of the conference to  their  normal
professional  activities;  and, (3)  the  "action  plan"  being
developed for participants and its anticipated impact.  Because
conference  proceedings are usually published  in  professional
journals,  requests  may  be made for publication  costs.   The
level of funding generally is determined by the size and nature
of  the  conference.  Conference proposals should  be  made  at
least nine months in advance of the scheduled date; one-year in
advance is preferable.

Proposals  should include:  (1) a summary (one  page  or  less)
indicating the objectives of the project and its potential  for
changing practice; (2) statement of need and a list of  topics;
(3)  names  and qualifications of key personnel organizing  the
activity;  (4) a list of participants; (5) information  on  the
location and probable date(s) of the meeting; (6) the method of
announcement  or invitation; and, (7) estimated  total  budget,
detailing  the requested NSF contribution and support requested
or  available from other sources.  Note that no indirect  costs
may  be  applied  to  participant support costs.   For  further
information,  see  GPG  (NSF 00-2).   These  proposals  may  be
submitted at any time and do not require prior submission of  a
preliminary  proposal,  though prior discussion  with  an  ESIE
Program Officer is encouraged.  Proposals should be transmitted
to NSF using the guidelines for full proposals described above.

Planning  Grants.  Planning grants are generally  intended  for
groups that need additional resources to develop critical areas
of  a  project.   Such groups may include those who  have  been
underrepresented in science or mathematics education activities
(e.g.,  minorities,  women,  persons  with  disabilities),  new
performers,   or   applicants  attempting  to  coordinate   the
activities  of  large  and complicated systems  and/or  develop
large-scale leadership activities.

The  proposal should specify why planning support is needed and
must  present  a clear description of the planning  activities,
goals,  and  methods.  Where appropriate, organizations  should
develop  a  vision of goals of a larger project; form necessary
partnerships  with  stakeholders; and  develop  strategies  for
bringing  outside  resources and expertise  into  the  planning
process.  Planning grant proposals should describe: (1)  names,
roles,  and  relevant expertise of planning team  members;  (2)
results  of  any self-study or identification of needs;  (3)  a
list  of names and roles of experts who may be involved; (4)  a
list   of   resources   (e.g.,  other   projects,   sites,   or
instructional materials) that the planning team will draw upon.
There  also  should  be  a discussion of  what  information  or
products  will result from the planning process, and how  these
results will be used in follow-up activities.

Planning  grant proposals may be submitted anytime  during  the
year  using  the same format as a full proposal,  although  the
project description may be less detailed.  Proposals should  be
submitted  via the FastLane system.  Preliminary proposals  for
planning grants are required for submission to the ISE program,
but not for other programs in ESIE.

ESIE   will   support  planning  grants  under  the   following
conditions: (1) they are small-scale or exploratory in  nature;
(2)  the award typically does not exceed $50,000 with a maximum
indirect cost rate of 10%; (3) the duration does not exceed two
years;  and (4) awards are non-renewable and continued  support
may be requested only through submission of a full proposal.  A
final  project report is required.  Full proposals that  result
from  planning grants require prior submission of a preliminary
proposal.

Small  Grants  for Exploratory Research (SGER).  Proposals  for
small-scale,  exploratory, high-risk  research  in  the  fields
normally supported by NSF in both research and education may be
submitted  to  appropriate individual programs.  Eligible  SGER
activities include:  (1) preliminary work on untested and novel
ideas;   (2)   ventures  into  emerging  research  areas;   (3)
application   of   new   expertise  and   new   approaches   to
"established"  research  topics;  (4)  research  having  severe
urgency  with  regard to availability of, or access  to,  data,
facilities, or specialized equipment; or (5) efforts of similar
character likely to catalyze rapid and innovative advances.  It
is  highly  recommended  that a Program  Officer  be  contacted
before submission of a SGER proposal.

Project  descriptions for SGER proposals should be two to  five
pages  in  length and include clear statements as  to  why  the
proposed  research  should be considered exploratory  and  high
risk,  the nature and significance of potential impact  on  the
field,  and  why  a SGER grant is suitable for  supporting  the
work.   SGER proposals are not subject to external peer review.
The budget request is not to exceed $100,000.  Project duration
will normally be one year, but no more than two years.  Renewed
funding  may only be requested through submission of a non-SGER
proposal,   which  will  be  subject  to  full  merit   review.
Additional information about this activity is included  in  GPG
(NSF  00-2) or can be obtained from NSF Program Officers.   The
box,  Small Grant for Exploratory Research, must be checked  on
the cover sheet form.

                  PROPOSAL REVIEW INFORMATION


NSF PROPOSAL REVIEW PROCESS

Reviews of proposals submitted to NSF are solicited from  peers
with expertise in the substantive area of the proposed research
or  education project.  These reviewers are selected by Program
Officers charged with the oversight of the review process.  NSF
invites the proposer to suggest, at the time of submission, the
names of appropriate or inappropriate reviewers.  Care is taken
to  ensure  that reviewers have no conflicts with the proposer.
Special efforts are made to recruit reviewers from non-academic
institutions,    minority-serving   institutions    and    from
disciplines  adjacent  to  that principally  addressed  in  the
proposal.

Proposals will be reviewed against the following general  merit
review  criteria  established by the  National  Science  Board.
Following each criterion are potential considerations that  the
reviewer  may employ in the evaluation.  These are  suggestions
and  not  all will apply to any given proposal.  Each  reviewer
will  be asked to address only those criteria that are relevant
to  the  proposal  and  for which s/he  is  qualified  to  make
judgments.

What is the intellectual merit of the proposed activity?

How  important is the proposed activity to advancing  knowledge
and  understanding within its field or across different fields?
How  well  qualified is the proposer (individual  or  team)  to
conduct  the  project?   (If  appropriate,  the  reviewer  will
comment on the quality of prior work.)  To what extent does the
proposed  activity  suggest and explore creative  and  original
concepts?   How  well conceived and organized is  the  proposed
activity?  Is there sufficient access to resources?

What are the broader impacts of the proposed activity?
How  well does the activity advance discovery and understanding
while  promoting  teaching and learning?   How  well  does  the
proposed activity broaden the participation of underrepresented
groups (e.g., gender, ethnicity, disability, geographic, etc.)?
To  what extent will it enhance the infrastructure for research
and  education, such as facilities, instrumentation,  networks,
and partnerships?  Will the results be disseminated broadly  to
enhance scientific and technological understanding? What may be
the benefits of the proposed activity to society?

PIs should address the following elements in their proposal  to
provide  reviewers  with the information necessary  to  respond
fully  to both NSF merit review criteria.  NSF staff will  give
these   factors   careful  consideration  in   making   funding
decisions.

Integration of Research and Education
One of the principal strategies in support of NSF's goals is to
foster  integration  of  research  and  education  through  the
programs, projects, and activities it supports at academic  and
research  institutions.   These institutions  provide  abundant
opportunities   where   individuals  may  concurrently   assume
responsibilities  as researchers, educators, and  students  and
where  all  can  engage in joint efforts that infuse  education
with  the  excitement of discovery and enrich research  through
the diversity of learner perspectives.



Integrating   Diversity  into  NSF  Programs,   Projects,   and
Activities
Broadening opportunities and enabling the participation of  all
citizens  --  women and men, underrepresented  minorities,  and
persons  with  disabilities - is essential to  the  health  and
vitality of science and engineering.  NSF is committed to  this
principle  of  diversity and deems it central to the  programs,
projects, and activities it considers and supports.

A  summary  rating and accompanying narrative will be completed
and  signed by each reviewer. In all cases, reviews are treated
as   confidential  documents.  Verbatim  copies   of   reviews,
excluding  the  names  of  the reviewers,  are  mailed  to  the
Principal   Investigator/Project  Director   by   the   Program
Director. In addition, the proposer will receive an explanation
of the decision to award or decline funding.

In addition to the above considerations, specific criteria used
in evaluating ESIE proposals include.

 - Impact.   The  potential  for  the  project  to  make  a
   significant impact in addressing a major national or regional
   problem.    Potential  of  the  project  for   significantly
   strengthening the nation's literacy and education in science
   and technology.  Use of a particularly creative approach that
   might serve as a model for others.
 - Plan.  Likelihood that the project will achieve results,
   is  cost-effective, and is appropriate relative to needs and
   anticipated impact.  The soundness of the approach with respect
   to   disciplinary  content  and/or  instructional   methods.
   Alignment  or  integration of the project with  other  major
   efforts  to improve the quality of science, mathematics,  or
   technology  education.  Reasonableness of evaluation  plans.
   Credibility of the plan for project continuation beyond  NSF
   support.  Reasonableness of mechanisms put in place that are
   expected to result in widespread dissemination of instructional
   materials, models or other project results.
 - Personnel.   The  expertise  and  background  of  senior
   personnel that will ensure success of the project.  Assurances
   that   those  levels  of  commitment  and  involvement   are
   commensurate with their anticipated contribution.
 - Products.   Clear  description of expected  products  or
   outcomes of the project and the likelihood that they will be of
   high quality.  Likelihood that the impact of the project will
   be broadened through dissemination or replication of products
   or outcomes in other locations or nationally.
 - Cooperative  Relationships.  Reasonableness  of  working
   relationships among collaborating parties and clear evidence of
   the  level  of  collaboration demonstrated in the  proposal.
   Likelihood   that   the  project  will  facilitate   greater
   interactions among professionals in museums, media, cooperating
   school systems, universities, and industry.  Evidence that long-
   term relationships are likely to be forged that can supplement
   and support the quality of science, mathematics, and technology
   education.
 - Evaluation  Plans.  Inclusion of appropriate  evaluation
   plans  to  assure  that:  (1) draft material  and  prototype
   activities will be tested during the development stages of the
   project, and (2) assessment will be conducted on the impact of
   the completed project on participants' knowledge, attitudes,
   interests, and/or behavior.
 - Contributions.   Evidence  that  the  proposal  includes
   appropriate contributions (intellectual and/or financial) from
   the   host  institution,  private  sector,  state  or  local
   educational agencies, colleges and universities, professional
   societies, and other sources.


REVIEW PROTOCOL AND ASSOCIATED
CUSTOMER SERVICE STANDARD

All  proposals are carefully reviewed by at least three persons
outside NSF who are experts in the particular field represented
by the proposal.

Reviewers  are  asked to formulate a recommendation  to  either
support  or decline each proposal.  A Program Officer  assigned
to  manage  the  proposal's  review  considers  the  advice  of
reviewers and formulates a recommendation.  NSF will be able to
tell  applicants whether their proposals have been declined  or
recommended  for funding within six months for  95  percent  of
proposals.   The time interval begins on the proposal  deadline
or  target  date or from the date of receipt, if  deadlines  or
target  dates  are not used by the program.  The interval  ends
when  the  division  director  accepts  the  Program  Officer's
recommendation.

In  all  cases, after programmatic approval has been  obtained,
proposals recommended for funding are forwarded to the Division
of   Grants  and  Agreements  (DGA)  for  review  of  business,
financial,  and  policy  implications and  the  processing  and
issuance  of  a  grant  or  other  agreement.   Proposers   are
cautioned  that  only  a Grants Officer may  make  commitments,
obligations,  or  awards  on behalf of  NSF  or  authorize  the
expenditure of funds. No commitment on the part of  NSF  should
be  inferred from technical or budgetary discussions with a NSF
Program Officer.  A Principal Investigator or organization that
makes  financial or personnel commitments in the absence  of  a
grant or cooperative agreement signed by the NSF Grants Officer
does so at their own risk.

               AWARD ADMINISTRATION INFORMATION


NOTIFICATION OF THE AWARD

Notification   of   the  award  is  made  to   the   submitting
organization by a Grants Officer in the Division of Grants  and
Agreements  (DGA).  Organizations whose proposals are  declined
will  be  advised as promptly as possible by the cognizant  NSF
Division   administering  the  program.   Verbatim  copies   of
reviews,  not including the identity of the reviewer,  will  be
provided to the Principal Investigator.

GRANT AWARD CONDITIONS

An NSF grant consists of:  (1) the award letter, which includes
any special provisions applicable to the grant and any numbered
amendments  thereto;  (2)  the  budget,  which  indicates   the
amounts,  by categories of expense, on which NSF has based  its
support  (or  otherwise communicates any specific  approval  or
disapproval   of  proposed  expenditures);  (3)  the   proposal
referenced  in  the  award  letter; (4)  the  applicable  grant
conditions,  such as Grant General Conditions  (NSF  GC-1)*  or
Federal  Demonstration Partnership Phase III  (FDP)  Terms  and
Conditions*   and   (5)  any  NSF  brochure,   program   guide,
announcement or other NSF issuance that may be incorporated  by
reference in the award letter.  Electronic mail notification is
the  preferred way to transmit NSF grants to organizations that
have  electronic  mail  capabilities and  have  requested  such
notification from the Division of Grants and Agreements.

More  comprehensive  information on  NSF  Award  Conditions  is
contained in the NSF Grant Policy Manual (GPM) Chapter II, (NSF
95-26)  available electronically on the NSF Web site.  The  GPM
also  is  available  in  paper copy by  subscription  from  the
Superintendent of Documents, Government Printing Office  (GPO),
Washington, DC 20402.  The GPM may be ordered through  the  GPO
Web  site at: http://www.gpo.gov. The telephone number  at  GPO
for subscription information is 202-512-1800.

REPORTING REQUIRMENTS

For   all  multi-year  grants  (including  both  standard   and
continuing grants), the PI must submit an annual project report
to  the  cognizant Program Officer at least 90 days before  the
end of the current budget period.

Within  90 days after expiration of a grant, the PI is required
to submit a final project report.  Approximately 30 days before
expiration,  NSF will send a notice to remind  the  PI  of  the
requirement  to  file  the final project  report.   Failure  to
provide   final  technical  reports  delays  NSF   review   and
processing  of  pending  proposals for  that  PI.   PIs  should
examine  the  formats  of the required reports  in  advance  to
assure availability of required data.

NSF  has  implemented an electronic Project  Reporting  System,
available  through  FastLane. This  system  permits  electronic
submission   and   updating  of  project   reports,   including
information   on:   project   participants   (individual    and
organizational);  activities  and findings;  publications;  and
other


*  These documents may be accessed electronically on NSF's  Web
site  at:  http://www.nsf.gov/.  Paper copies may  be  obtained
from the NSF Publications Clearinghouse, telephone 301-947-2722
or by e-mail from pubs@nsf.gov.
specific  products and contributions. PIs will not be  required
to  re-enter  information previously provided,  either  with  a
proposal  or  in  earlier updates using the electronic  system.
The    Project    Reporting   System   can    be    found    at
http://www.fastlane.nsf.gov/cgi-bin/NSF_PrjRpt.

OTHER PROGRAMS OF INTEREST
The  NSF  Guide  to Programs is a compilation  of  funding  for
research   and   education   in   science,   mathematics,   and
engineering.   General descriptions of NSF  programs,  research
areas, and eligibility information for proposal submission  are
provided in each chapter. Many NSF programs offer announcements
concerning specific proposal requirements. To obtain additional
information  about these requirements, contact the  appropriate
NSF  program  offices listed in Appendix  A  of  the  GPG.  Any
changes  in  NSF's fiscal year programs occurring  after  press
time  for  the Guide to Programs will be announced in  the  NSF
Bulletin,  available monthly (except July and August),  and  in
individual  program  announcements. The Bulletin  is  available
electronically via the NSF Web Site at http://www.nsf.gov.  The
direct   URL   for   recent   issues   of   the   Bulletin   is
http://www.nsf.gov/od/lpa/news/publicat/bulletin/bulletin.htm
Subscribers can also sign up for NSF's Custom News  Service  to
find out what funding opportunities are available.


                          APPENDIX A
                  Combined Project Data Sheet
   Division of Elementary, Secondary, and Informal Education

A  completed  project data sheet must accompany  the  proposal.
All  proposals to ESIE should include Section I.  In  addition,
all proposals should include one of the following sections:  II
(ISE)  or III (IMD) or IV (TE) depending on the section of  the
Guidelines  to  which the proposal responds.   (If  convenient,
unneeded  sections  may  be  deleted  from  this  form   before
submission.)    This   data  sheet  may   be   downloaded   at:
http://www.ehr.nsf.gov/ehr/esie/datasheet.doc.

Section I
A. Project Information
 Principal Investigator:
____________________________________________________________
 Project Title:
____________________________________________________________
 Institution:
____________________________________________________________

B. Sources of Funding  [Sum = Total budget in dollars]
 Total NSF Request $ _____________     Other (non-NSF) Federal
$ _____________
 Industrial Funds  $ _____________     Grantee Institution (s)
$ _____________
 State Funds       $ _____________     International Funds
$ _____________
 Local Government  $ _____________     Other Funds
$ _____________


C. Science/Mathematics Content  [Sum = 100%]
 Astronomy (11)__________%    Geography (88)__________%
 Biology (61)  __________%    General Science (99)__________%
 Chemistry (12)__________%    Mathematics (21)__________%
 Computer Science (31)__________%   Physics (13)__________%
 Earth Science (42)__________%     Psychology (70)__________%
 Engineering (50) __________% Social Sciences (80)__________%
 Environmental Science (40)  _______%Technology  Educ. (58)__________%

D. Scope  [Check one]
 National [check] ___  Local [# of Districts]____
 States [# of States, List below.] _______
 ___________________________________________________________________

E. Special Emphases  [Check all that apply]
 Minorities ___           Urban Environment ___
 Women ___
 Rural Environment ___         Persons with Disabilities ___
 Other (explain) ___________________________________________________

Section II.  [Informal Science Education projects only.]

F.  Type of Project  [Check one]
 Museum ___        Media ___ Youth/Community-based ___
ASCEND ___ Research ___      Prof. Develop. ___

G. Type of Participant/Target Audience  [List # of
 participants in each category.]
 Preschool _________         Secondary __________
 Family __________
 Elementary ________         Undergraduate _______
 Adult ___________
 Middle School ______        Graduate ____________
 Other (explain)
______________________________________________________________

Section III [Instructional Materials Development projects
only.]
H.Level of Materials Target  [Check all that apply]
  Preschool ___         Elementary ___      Middle ___
  Secondary ____        Undergraduate ___   Parents ___
  Other(explain) ____________________

Section IV [Teacher Enhancement projects only.]
I. Type of Project  [Check One]
 LSC, Comprehensive _____     LSC, Pilot ______  Teacher Retention & Renewal ____________
 Professional Development Materials ___   Professional Development w/ Technology Support ___

J. Local Systemic Change Projects:  Report data for all
 schools in all districts that participate in the project.

             Number     Total       Number of    Number of
               of      Number of       Math       Science
             Schools    Teachers     Teachers     Teachers

Elementary
Middle
High School
    Project Total

K. Teacher  Retention & Rewnewal Projects:  Estimate the  number
  of   participants  directly  involved  in  staff  development
  experiences  who  receive  at  least  130  hours  a  year  of
  professional development (including follow-up).

               Total     Number of   Number of   Number of
             Number of      Math      Science    Administra
              Teachers    Teachers    Teachers      tors
Elementary
Middle
High School
      Project Total

 Indicate the number years you will be providing services:
 ____________

L.Teacher Retention & Renewal Projects:  Estimate the number
  of teachers who will receive professional development and/or
  mentoring for at least 60 hours from the project's direct
  participants.

               Total     Number of   Number of   Number of
             Number of      Math      Science    Administra
              Teachers    Teachers    Teachers      tors
Elementary
Middle
High School
    Project
      Total


M. If the project provides professional development for
  implementing instructional materials, please list the
  instructional materials/curriculum used:
  _________________________________________________________
  _________________________________________________________

                          Appendix B
      Curricula Dissemination and Implementation Projects


Mathematics Implementation Centers

K-12  Mathematics Curriculum Center, EDC, Contact  Information:
1-800-332-2429
http://www.edc.org/mcc

Elementary   Grades  Implementation  Center,   COMAP,   Contact
Information: 781-862-7878, ext. 44
http://www.arccenter.comap.com

Show-Me Center (Middle Grades), University of Missouri, Contact
Information: 573-884-2029
http://showmecenter.missouri.edu

COMPASS  (Secondary), Ithaca College, Contact Information:
1-800-688-1829
http://www.ithaca.edu/compass



Science Implementation Centers

Leadership and Assistance for Science Education Reform (LASER),
K-8, Smithsonian Institution, Sally Shuler, sgshuler@nas.edu

IMPACT:  A  k-12  Regional  Curriculum  Implementation  Effort,
Northeastern  University, Marilyn Decker, mdecker@lynx.neu.edu,
Peg Bondorew, mbondore@lynx.neu.edu

EDC  K-12  Science  Curriculum Dissemination Center,  Education
Development Center, Judith Sandler, jsandler@edc.org

Biological Science Curriculum Study, Secondary Science  Center,
Rodger Bybee, rbybee@bscs.org




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Attention: Desk Officer for National Science Foundation (3145-
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OMB 3145-0058                                NSF 00-99(Replaces NSF 99-92)
PT 22, 25, 42, 44
KW  0502031, 0502023, 0502020,
         0502033, 0504000, 0506000


_______________________________
1  A site with an NSF Urban Systemic or Rural Systemic award is
eligible  to apply for an LSC project provided that it proposes
large-scale    professional   development   and   instructional
materials   implementation  integral  to  the  overall   reform
strategy; the proposal must be strongly endorsed by the  PI  of
the  systemic initiative.  NSF-supported SSI, USI, USP, and RSI
projects  are not eligible to submit planning grants  or  pilot
projects.