Spreadsheet: 0b996c3f-f81a-4ca8-bde2-d4af6c3996de
Sheet: Sheet1

 | Not evident | Evident but weak | Average Evidence | Strongly Evident | Weight | Total Points | Evidence: Please site page and provide quote from document as evidence.  To receive a score of not evident the proposal must lack any reference to the required information.  To receive strongly evident, the proposal must contain exceptional evidence of planned activities to accomplish the task.
For Yes/No statements select either 0 or 3 | 0 | 1 | 2 | 3
Program Goals: | 0
Increase teacher content knowledge in mathematics and/or science. | 0 |  |  |  | 10
Improve classroom connections to the real world (relevancy, inquiry, and problem-solving skills). | 0 |  |  |  | 5
Improve student achievement in mathematics and/or science. | 0 |  |  |  | 1
An eligible partnership must include
A target school listed as high as defined by OMSP - OSMP High Needs Definition and need science and/or mathematics professional development based on Ohio achievement data. | 0 |  |  |  | 10
Proof of Private School consultation | 0 |  |  |  | 2
80% or more of teachers in target school participation by or clear plan for trainers to train 80% of teachers in target school | 0 |  |  |  | 10
STEM faculty participation and leadership | 0 |  |  |  | 10
Supplemental partners (Optional) | 0 |  |  |  | 1
Selected Program
Proposal documents plan to adhere to ALL components, requirements and procedures for the selected Option. Fill in the score on the line of the program selected.
Option 1 | 0 |  |  |  | 20
Option 2 | 0 |  |  |  | 20
Option 3 |  |  |  |  | 20
The narrative sections (excluding appendices and attachments) of the proposal must be double-spaced, 11-point font and not exceed 10 pages in length | 0 |  |  |  | 1
Evidence of planned quantitative needs assessment (must identify specific teacher content needs)at the beginning of program | 0 |  |  |  | 10
Documentation of sustainable partnership (different from sustainable program) | 0 |  |  |  | 10
Internal evaluator | 0 |  |  |  | 10
Work Plan
Proposal includes a plan for ODE science/mathematics consultant sign-off on curriculum with date that occurs before the first meeting with teachers. For Option 2 the plan includes OBR sign off before beginning to meet with teachers. | 0 |  |  |  | 40
Specific program activities must be linked to identified teacher content needs. | 0 |  |  |  | 20
A detailed description of the responsibilities of each partner and how those responsibilities will help meet the goals of improved teacher content knowledge and increased relevancy of the content taught in the classroom. | 0 |  |  |  | 20
A timeline providing planned dates for program activities, who will lead the activities, how the activities are related to the selected program, and which Common Core Mathematics and/or Ohio Revised Science Standards are addressed and the duration of time for each activity. | 0 |  |  |  | 25
An explanation of how professional development activities of the program are aligned with the Common Core State Standards in Mathematics and/or the Revised Content Standards in Science. | 0 |  |  |  | 40
An assurance that teachers receive a minimum of 120 contact hours of professional development. The planned hours must match the requirements stated in the RFP for the option selected. | 0 |  |  |  | 20
If any of the primary partners are currently participating in Title II Improving Teacher Quality Program in the respective area, describe how the two programs supplement one another. | 0 |  |  |  | 1
Sustainability:
The project description must include information regarding the ability of the project model to continue beyond the funding period and to be replicated for a wider audience. The project model should be designed to build capacity and be flexible enough to use in other school settings. | 0 |  |  |  | 15
Partners and Partnerships
All partners are listed and evidence of eligibility have been provided | 0 |  |  |  | 5
Communication Plan
Describe how project partners will manage internal and external communications and how the planning process will be documented.  A communication tree example must be provided detailing who will communicate each type of information and when the information will be transmitted. | 0 |  |  |  | 5
Evaluation
Teacher content knowledge and instructional practices (pre and post) | 0 |  |  |  | 35
Classroom observations | 0 |  |  |  | 50
Additional programs at district or school levels that may impact mathematics and/or science teaching and learning. | 0 |  |  |  | 5
Level of teacher participation throughout the project will be monitored electronically. | 0 |  |  |  | 15
Budget Narrative
The budget must clearly document the estimated costs for implementing the chosen model (per participant cost). | 0 |  |  |  | 10
Budget explanations must accompany each budget entry and describe briefly how funds will be expended and by which partner | 0 |  |  |  | 15
The budget narrative must include estimated amount of requested funds per target school teacher and per non-target school teacher. | 0 |  |  |  | 15