Provisions for initial and ongoing online and face-to-face professional development for local teachers. Cost to local school districts or BOCES. Process for critical review and improvement. In addition, the following assurances are made the course components: The unit of analysis would be one (1) unit of credit toward the high school diploma, with course completion preparing a student to take and pass the corresponding Regents examination (or an approved alternative) where appropriate. The principles of universal design and accessibility are met for (but not limited to) students with disabilities, English language learners, incarcerated hospitalized students, homebound students, etc. There is an optional provision to offer courses in the languages in which Regents examinations may be taken (Chinese, English, Haitian Creole, Korean, Russian, and Spanish). For science courses, laboratories must be provided to satisfy the State regulation for 1,200 minutes of hands-on (not simulated) laboratory experience for courses culminating in a Regents examination, as outlined in section 100.5(b)(7)(iv)(d) of the Regulations of the Commissioner of Education. (See for information.) Course presentation must, at a minimum, be partially asynchronous. Eligible applicants must identify how teachers will be available to students for instruction and support, and the expectations for student course completion (e.g., time, location, duration). Technology purchases for components of VAP Program Round 2 must meet minimum standards in Smarter Balanced and PARCC Issue Guidance for New Instructional Technology Purchases and provide assurance that new devices will be compatible with next-generation assessments. All courses offered to satisfy general education and diploma requirements must satisfy all requirements outlined in section 100.5(d) (10) of the Regulations of the Commissioner of Education regarding credit for online and blended coursework. (See .) All materials developed for and within the course (e.g., video recordings of lectures and activities, teacher-created assignments and assessments, and student work samples) must be preserved for inclusion in a district, BOCES, or regional virtual learning repository, and/or aligned to the Common Core as appropriate and submitted for inclusion on the NYSED website. Proposed course development activities expenditures are limited to a total of 30% of the total grant funding. Conducting an Infrastructure Analysis to Provide Virtual Learning AP® Courses
Date Reviewed: Total Score: ______ out of 75 pts (Sections A – E) Total Score: ______ out of 100 pts Rating Guidelines Quality Indicator Description Very Good Comprehensive and thorough with exceptional detail. Submission is highly responsive and specific and of outstanding quality. Good Reasonably comprehensive and includes sufficient detail. It contains many of the characteristics of a response that is very good even though it may lack some specificity, support or elaboration in places. Fair Non-specific and lacks focus and detail. The response addresses some of the selection criteria, but not all. Some ideas presented are sound, but others are not responsive to the purpose of the RFP/performance task. Additional information would be needed in order to be reasonably comprehensive and meet the criteria of a response that is good. Poor Does not meet many criteria; provides inaccurate information or provides information that would require substantial clarification as to how the criteria are met; lacks meaningful detail; demonstrates lack of preparation; or otherwise raises substantial concerns about the applicant’s understanding of the issue in concept and/or ability to meet the requirement in practice. ELEMENTS OF THE PROPOSAL NARRATIVE Section A: Program Overview 0-5 6-10 11-13 14- 15
EQUAL EMPLOYMENT - STAFFING PLAN (Instructions on Page 2) Applicant Name: Telephone: Address: Federal ID No.: City, State, ZIP: Project No: Report includes: Work to be utilized on this contract OR Applicant’s work force Enter the total number of employees in each classification in each of the EEO-Job Categories identified. EEO - Job Categories Total Work Force Race/Ethnicity - report employees in only one category Hispanic or Latino Not-Hispanic or Latino Male Female Male Female White African-American or Black Native Hawaiian or Other Pacific Islander Asian American Indian or Native Two or More Races Disabled Veteran African-American Native Hawaiian or Other Pacific Islander Asian American Indian or Native Two or More Races Disabled Veteran Executive/Senior Officials and Managers First/Mid-Level Officials and Managers Professionals Technicians Sales Workers Administrative Support Workers Craft Workers Operatives Laborers and Helpers Service Workers TOTAL PREPARED BY (Signature): DATE: NAME AND TITLE OF PREPARER: