Notice of Grant Opportunity
IMPROVING TEACHER QUALITY PARTNERSHIP GRANTS
TITLE II PART A OF THE NO CHILD LEFT BEHIND ACT OF 2001 (NCLB)
YEAR ONE OF THREE
Lucille E. Davy
Acting Commissioner of Education
Jay Doolan, Ed. D.
Acting Assistant Commissioner
Division of Educational Programs and Assessment
Office of Academic and Professional Standards
Division of Educational Programs and Assessment
Application Due Date: April 27, 2006
NEW JERSEY DEPARTMENT OF EDUCATION
P.O. Box 500
Trenton, NJ 08625-0500
STATE BOARD OF EDUCATION
ARNOLD G. HYNDMAN ………………………………………… Warren
DEBRA CASHA…………………………………………………… Morris
ARCELIO APONTE ……….……………………………………… Middlesex
RONALD K. BUTCHER ………………………………………….. Gloucester
MAUD DAHME …………………………………………………... Hunterdon
KATHLEEN A. DIETZ ……………………………………………. Somerset
JOSEPHINE E. FIGUERAS ….……………………………………. Union
JOHN A. GRIFFITH ………….…………………………………… Essex
FREDERICK J. LAGARDE, JR. ..………………………………… Passaic
ERNEST P. LEPORE ……..………………………….……………. Hudson
THELMA NAPOLEON-SMITH …………………………….…….. Mercer
EDWARD M. TAYLOR…………………………………………… Camden
Lucille E. Davy, Acting Commissioner
Acting Secretary, State Board of Education
It is a policy of the New Jersey State Board of Education and the State Department of Education
that no person, on the basis of race, color, creed, national origin, age, sex, handicap or marital
status, shall be subjected to discrimination in employment or be excluded from or denied benefits
of any activity, program or service for which the department has responsibility. The department
will comply with all state and federal laws and regulations concerning nondiscrimination.
TABLE OF CONTENTS
When responding to this Notice of Grant Opportunity (NGO), applicants must also
access the "Discretionary Grant Application (DGA)" for additional information
governing the grant program. See www.nj.gov/njded/grants/ or call the Application
Control Center (ACC) at 609-633-6974.
SECTION 1: GRANT PROGRAM INFORMATION 4
1.1 Description of the Grant Program 4
1.2 Eligibility to Apply 5
1.3 Statutory/Regulatory Source and Funding 6
1.4 Dissemination of This Notice 6
1.5 Technical Assistance 7
1.6 Application Submission 7
1.7 Reporting Requirements 8
1.8 Assessment of Statewide Program Results 9
1.9 Providing Services To Nonpublic School Teachers 9
SECTION 2: PROJECT GUIDELINES 12
2.1 Project Design Considerations 12
2.1 Project Requirements 14
2.2 Budget Design Considerations 17
2.3 Budget Requirements 18
SECTION 3: COMPLETING THE APPLICATION 21
3.1 General Instructions for Applying 21
3.2 Evaluation of Year 1 Continuation Application 21
3.3 Application Component Checklist 22
Documentation of Eligibility 23
Documentation of Collaboration 24
Documentation of Nonpublic School Participation 25
Affirmation of Consultation with Nonpublic School Officials 26
Appendix A: Title II A Statement of Assurance Form
Appendix B: Glossary
Appendix C: Institutions of Higher Education
Appendix D: High Need LEAs
SECTION 1: GRANT PROGRAM INFORMATION
1.1 DESCRIPTION OF THE GRANT PROGRAM
The Improving Teacher Quality Partnership grant program (ITQP), Title II Part A, Subpart 3 of
the No Child Left Behind Act of 2001 (NCLB) provides subgrants on a competitive basis to
eligible partnerships comprised of institutions of higher education (IHEs) and high-need local
education agencies (LEAs). The purpose of these funds is to improve student academic
achievement by conducting professional development activities in the core academic subjects in
order to ensure that highly qualified teachers, highly qualified paraprofessionals and, if
appropriate, principals/assistant principals have the subject matter knowledge in the academic
subjects they teach, or in computer-related technology, to enhance instruction.
This Notice of Grant Opportunity (NGO) is for Year One of a three-year continuation grant
program. The Year One project period begins September 1, 2006 and ends August 31, 2007.
The intent of NCLB is that every child will meet state academic achievement standards to reach
his or her potential through improved programs. Title II Part A of NCLB provides the resources
for improving teacher, paraprofessional and principal quality and increasing the number of
highly qualified teachers, paraprofessionals and principals in classrooms and schools. Through
NCLB, the United States Department of Education (USDE) established, and the New Jersey
Department of Education adopted in June 2002, five national education performance goals and
supporting indicators. These goals are as follows:
1. Performance Goal 1: By 2013-2014, all students will reach high standards, at a
minimum attaining proficiency or better in reading/language arts and mathematics.
2. Performance Goal 2: All limited English proficient students will become proficient in
English and reach high academic standards, at a minimum attaining proficiency or better
in reading/language arts and mathematics.
3. Performance Goal 3: By 2005-2006, all students will be taught by highly qualified
4. Performance Goal 4: All students will be educated in learning environments that are
safe, drug free, and conducive to learning.
5. Performance Goal 5: All students will graduate from high school.
Activities funded by these grants will continue beyond 2005 – 2006 to focus on achieving Goal
3; that all students are taught by highly qualified teachers. To reach this goal, the state has set the
following annual Performance Indicators (PIs) for increasing:
(PI 3.1) the percentage of classes being taught by “highly qualified teachers”, as defined
in NCLB section 9101(23) of the ESEA/NCLB, in the aggregate and in “high poverty”
schools, as defined in Section 1111(h)(1)( c)(viii) of the ESEA/NCLB. (Please see
Glossary in Appendix B);
(PI 3.2) the percentage of teachers receiving high-quality professional development, as
the term “professional development” is defined in Section 9101(34). (Glossary);
(PI 3.3) the percentage of paraprofessionals who are qualified, excluding those with sole
duties as translators and parental involvement assistants, [NCLB Section 1119(c) and (d)]
As part of the grant process, applicants will include in the Year One application a three-year
comprehensive professional development plan for the three-year cycle. This plan will provide the
conceptual framework for the achievement of the Improving Teacher Quality Partnership
program goals that are described in Section 2 of this NGO, and are consistent with National Goal
3 and its corresponding performance indicators. The three-year plan will include a broad outline
of the proposed activities over the three-year cycle, with a detailed description of the proposed
Year 1 professional development activities, including the expected outcomes.
1.2 ELIGIBILITY TO APPLY
The Improving Teacher Quality Partnership (ITQP) Grant Program is a limited competitive grant
program open to consortia consisting of the following partners:
Applicant and Lead Agency – A two or four year institution of higher education (IHE)
with a teacher/principal preparation program that awards either a bachelor’s degree or
provides not less than a two-year program that is acceptable for full credit toward such a
degree – see list of eligible IHEs in Appendix C;
A two or four year institution of higher education (IHE) with a school of arts and
sciences. If the lead agency is an IHE that has a teacher/principal preparation program
and a school of arts and sciences, it may include its own school of arts and sciences and
does not need to seek an additional IHE to fulfill this partnership requirement;
A “high need” LEA – see list of “high need” LEAs in Appendix D; and
May include one or two other LEAs, a non-profit cultural organization, a non-profit
educational institution (e.g. a museum) or another IHE with a school of education and a
school of arts and sciences.
Each applicant partnership may submit no more than one application.
Applications must include Documentation of Eligibility for each of the partner LEAs and
partner institutions to establish eligibility in this limited-competitive grant program. In addition,
applications must include Documentation of Collaboration, verifying that the participants have
agreed to enter into this partnership. Collaborative partnership means all partners shall
participate with the applicant agency in the preparation of the application, and in the
implementation of the three-year plan contained therein. Both the Documentation of
Collaboration and Documentation of Eligibility forms are enclosed in this NGO document.
1.3 STATUTORY/REGULATORY SOURCE AND FUNDING
The applicant’s project must be designed and implemented in conformance with all applicable
state and federal regulations. The ITQP Grant is 100 percent federally funded under Title II Part
A of NCLB, P.L. 107-110. Grantees are required to comply with Sections 2131 – 2134 of
NCLB as well as the Education Department General Administrative Regulations (EDGAR) 34
CFR Parts 76, 77, 79, 80, 81, 82, 85, 86, 97, 98, and 99.
In this first year of the three-year continuation grant program, there will be approximately
$1,560,000 in federal funding available in FY 2007 for the eligible partnership grants.
New Jersey is geographically divided into three regions (North, South and Central), and further
divided into 21 counties. The chart below indicates the counties located within each of the three
Northern Region Central Region Southern Region
Bergen County Hunterdon County Atlantic County
Essex County Mercer County Burlington County
Hudson County Middlesex County Camden County
Morris County Monmouth County Cape May County
Passaic County Somerset County Cumberland County
Sussex County Union County Gloucester County
Warren County Ocean County
A total of 6 awards will be made, two per region, assuming each application achieves a passing
score of 65 or above. Each award will be funded at a maximum request of $260,000. Final
awards are subject to the availability of Improving Teacher Quality Partnership funds. If
balances are available, or if additional funds become available during the fiscal year, the next
highest scoring application(s) above 65 points may become eligible for an award, regardless of
region. The award period is September 1, 2006 – August 31, 2007.
1.4 DISSEMINATION OF THIS NOTICE
The Office of Academic and Professional Standards will make this notice available to all eligible
agencies identified in Section 1, subsection 1.2, to the regional assistant commissioners and to
the county superintendents of the regions and counties in which the eligible agencies are located.
Important: This NGO does not constitute the complete application package. All applicants
must use this NGO in combination with the Discretionary Grant Application (DGA), which
contains required guidance, application forms and instructions, necessary to prepare a complete
The DGA is available on the NJDOE web site at:
http://www.nj.gov/njded/grants/discretionary/apps/ or by contacting the Application Control
Center at the New Jersey Department of Education, River View Executive Plaza, Building 100,
Route 29, P.O. Box 500, Trenton, NJ 08625-0500; telephone (609) 633-6974; fax (609) 777-
Additional copies of the NGO are also available on the NJDOE web site (above) or by contacting
the Office of Academic and Professional Standards at the New Jersey Department of Education,
River View Executive Plaza, Building 100, Route 29, P.O. Box 500, Trenton, NJ 08625-0500;
telephone (609) 984-6031; fax (609) 292-7276.
1.5 TECHNICAL ASSISTANCE
The Technical Assistance (TA) Workshop about the ITQP program and application preparation
will be held on Thursday, March 9, 2006 in the 4th floor conference room, at the same NJDOE
address listed above. The workshop will take place from 8:00 – 12:30. Registration is required,
and the deadline for registering is Thursday, March 2. To register, please call or, preferably,
email Irma Camilo at (609)984-1805 or email@example.com. Please include in the email
the name of the applicant agency (IHE) and the names of the applicant agency representatives
who will be attending the workshop. It is suggested that both a fiscal and program person attend
the TA session. If special accommodations are required at the workshop, please identify these
needs when registering.
1.6 APPLICATION SUBMISSION
The Department of Education operates discretionary grant programs in strict conformance with
procedures designed to ensure accountability and integrity in the use of public funds and,
therefore, will not accept late applications.
The responsibility for a timely submission resides with the applicant. The Application Control
Center (ACC) must receive an original and four copies of the complete application NO LATER
THAN 4:00 P.M. ON April 27, 2006. Without exception, the ACC will not accept, and the
Office of Grants Management cannot evaluate for funding consideration, an application received
after this deadline. An applicant agency will lose the opportunity to be considered eligible for an
award if the application is received after the due date.
The original and four (4) copies of the application must be mailed or delivered to:
Application Control Center
New Jersey Department of Education
River View Executive Plaza, Building 100
P.O. Box 500
Trenton, NJ 08625-0500
Applicants are encouraged either to:
hand deliver the application to the address above which is located next to Mercer County
Waterfront Park on Route 29 in Trenton, between the hours of 8:30 a.m. and 4:00 p.m.,
Monday through Friday (excluding state holidays) and obtain a dated receipt; or
send the application by Certified Mail, Return Receipt Requested; or
arrange for delivery by an overnight delivery service to ensure timely delivery and receipt of
Postmarks are not acceptable evidence of timely submission. Receipt by the due date and time is
required. Applicants are encouraged to obtain a receipt or to sign in upon delivery to verify DOE
receipt. Complete applications are those that include all elements listed in Section 3.3,
Application Component Checklist of this NGO. Applications received by the due date and time
will be screened to determine whether they are, in fact, eligible for evaluation. The Department
of Education reserves the right to reject any application not in conformance with the
requirements of this NGO.
Applications submitted by fax cannot be accepted under any circumstances.
1.7 REPORTING REQUIREMENTS
Grant recipients are required to submit periodic project and fiscal progress reports, documenting
grant-related activities relevant to the current agreement period of the three-year grant program
(For additional information about post award requirements see the Grant Recipient’s Manual for
Discretionary Grants at http://www.nj.gov/njded/grants/discretionary/management.) The reports
will be reviewed to ascertain the degree of the grantee’s progress within the scope of work
appropriate to the current agreement period, and its conformance with program regulations and
At the end of the Year 1 grant agreement period, grantees will also be required to submit the data
outcome of the project performance indicators to evaluate and measure progress on the mandated
goals and objectives. The performance indicator data will be compiled into the department’s
Consolidated Performance Report and submitted to U.S. Department of Education. The
Performance Indicator Report form will be sent to grantees under separate cover at the beginning
of the Year 1 contract period.
During the Year 1 contract period, the grantee is expected to complete all of the ITQP program
requirements and to make satisfactory progress toward the completion of the comprehensive
three-year plan. Failure to do so may result in the withdrawal by the Department of Education
of certification of the grantee’s eligibility for continuation funding.
Reports for this program will be due as follows:
Report Reporting Period Due Date
1st Interim 9/1/06 – 11/30/06 12/28/06
2nd Interim 9/1/06 – 2/28/07 3/28/07
3rd Interim 9/1/06 – 5/31/07 6/28/07
Final 9/1/06– 8/31/07 11/29/07
1.8 ASSESSMENT OF STATEWIDE PROGRAM RESULTS
The ITQP program supports the department’s priorities for improving the knowledge and skills
of teachers through sustained, intensive, high quality professional development (see Glossary for
definition of this term) activities aligned with New Jersey’s Core Curriculum Content Standards
(CCCS) to help all students achieve high academic standards.
All projects that receive ITQP funding must comply with state and federal evaluations. The
Department of Education will summarize agency data submitted in the quarterly project and
fiscal reports, as well as the performance indicator report. The data will be analyzed to identify
areas of strengths, weaknesses, and progress toward anticipated outcomes or outcome results.
These reports will also be used as part of the data to determine the state’s progress toward
achieving the national NCLB Performance Goal 3 and its corresponding performance indicators
3.1, 3.2 and 3.3 (See Section 1.1).
Through their ITQP school-based, high quality professional development programs, grantees will
strive to achieve, the following outcomes: 1) an increase in the participant’s knowledge and
instructional skills in the core content area(s); 2) an increase in the number of skilled and
experienced mentor teachers in the partner LEA schools; 3) an increase in the number of pre-
service teachers engaged in high-quality, standards-based professional development through
opportunities to work under the guidance of experienced teachers and college faculty; and 4) an
increase in participants’ knowledge of the use of computers and other technology to enhance
classroom instruction and student learning.
1.9 PROVIDING SERVICES TO ELIGIBLE NONPUBLIC SCHOOL TEACHERS
The No Child Left Behind (NCLB) legislation, Section 9501, requires all applicants for certain
discretionary grant programs to include and provide services to eligible nonpublic school
students and/or teachers. To determine if this grant program is governed by this requirement,
check the Application Component Checklist, page 22 of this document. If the chart includes a
checkmark alongside the Documentation of Nonpublic School Participation form and the
Nonpublic Equitable Participation Summary and Affirmation of Consultation form, then this
grant program has a nonpublic school requirement.
Nonpublic School Eligibility
Nonpublic school eligibility is based on the location of the nonpublic school(s), the design of the
specific grant program and the needs of the nonpublic school(s). The needs must be able to be
met via the discretionary grant program’s specific program design. ** Generally, the
nonpublic school must be located within the communities or geographic boundaries of the
LEA partner agency(s) if applicable. According to the parameters of the grant program and
available funding, the applicant agency determines the area to be served.
**Example: If the design of the grant program is to provide professional development in
mathematics to eighth grade teachers, then the nonpublic school(s) eighth grade teachers, must
be in need of professional development in mathematics instruction and learning, and must be in
the geographic area served by participating public schools.
Timely and Meaningful Consultation
For assistance in identifying all of the nonpublic schools located within the geographic
boundaries of its LEA partner(s), the applicant should visit the Department’s website at
http://www.nj.gov/njded/nonpublic which includes a list of nonpublic schools by locality as well
as Frequently Asked Questions (FAQ) with suggestions on how to contact the schools and how
to document those contacts.
The applicant agency and its LEA partner(s) are responsible for identifying all appropriate
nonpublic schools and for contacting the appropriate nonpublic school officials to begin the
consultation process. The nonpublic school(s) must be given a genuine opportunity to
participate in the grant program. The NCLB legislation requires all applicants to conduct timely
and meaningful consultation with the appropriate nonpublic school officials prior to the
development of the local project’s grant application and prior to any decision being made
regarding the design of the local project that could affect the ability of nonpublic school teachers
and other eligible participants to receive benefits. Consultation must continue throughout the
implementation and assessment of activities.
Listed below are the considerations that must be taken into account by all applicants when
assessing the needs of the nonpublic school teachers and, when determining in consultation with
the nonpublic school(s), whether those needs fit the grant’s program design. Consultation
generally must include discussion on such issues as:
which teachers will receive benefits under the project and how their needs will be/have
what services will be provided;
how, when, where, and by whom the services will be provided;
how the services will be assessed and how the results of the assessment will be used to
improve those services;
the amount of funds available for services; and
how and when decisions about the delivery of services will be made.
NOTE: A unilateral offer of services by an applicant agency with no opportunity for discussion
on the part of the nonpublic school representative is not adequate consultation.
Consistent and Comparable Services and Benefits
The NCLB legislation requires that the participation and involvement of the nonpublic school
partners and participants be consistent (closely parallel, be similar) with the number of eligible
nonpublic school teacher participants within the geographic boundaries of the LEA partner
agency if applicable. The grant-related services and benefits must be comparable (having a
similar effect) to those provided to public school teachers participating in the program, and they
must be provided in a timely manner. All services to nonpublic school teachers must be secular,
neutral, and non-ideological.
The Education Department General Administrative Regulations (EDGAR) §76.652 states that
the applicant agency shall give appropriate representatives a genuine opportunity to express
their views regarding each matter subject to the consultation requirements outlined above. By
following this course of action a successful consultation will result in a well-matched agreement
between the applicant and the eligible nonpublic school(s). This agreement should:
be appropriate for the specific grant program;
allow for the orderly and efficient integration of the services for the nonpublic school
teachers into the operation of the local project; and
result in benefits which have similar effects for both the applicant and the nonpublic
Grant Application Nonpublic School Requirements
The applicant must submit the signed Documentation of Nonpublic School Participation
form (page 26), and the signed Nonpublic Equitable Participation Summary and
Affirmation Of Consultation (page 27) with the grant application. These two forms must
be signed and dated by both the applicant Chief School Administrator (CSA) and the
nonpublic school official where appropriate. An applicant agency may be disqualified
if it fails to include these forms in its grant application.
Program and Budget Requirements
For program and budget requirements affecting the use of funds for nonpublic schools
see the Program Requirements and Budget Requirements sections of this NGO.
After Receiving the Grant Award and Throughout the Grant Program
Comprehensive program planning must continue throughout the implementation and the
assessment of the grant activities.
Go to the department’s nonpublic website address: http://www.nj.gov/njded/nonpublic. There
you will find, among other things, links to frequently asked questions and a search of nonpublic
Use of Funds Requirements Regarding Private Schools (EDGAR 76.650 - 76.662)
When providing benefits to nonpublic school students and staff with federal funds, the following
must be addressed:
The grantee must maintain administrative control over all funds and property. (No funds
can flow directly to the nonpublic school via a subgrant).
The grantee may place equipment and supplies in the nonpublic school for the period of
time needed for the grant. The grantee must ensure that the materials are used only
for the purposes of the grant and can be removed from the nonpublic school
without remodeling the nonpublic school facility.
Funds cannot be used for construction of nonpublic school facilities.
Funds must be used to meet specific needs of staff. (Funds cannot supplant benefits
normally provided by the nonpublic school).
Funds may be used to pay for services of an employee of the nonpublic school if the
employee performs the services outside of his or her regular hours and under the
supervision of the grantee.
All benefits provided, including equipment and materials, must be secular, neutral and
non-ideological. (IASA, Sec 14503)
SECTION 2: PROJECT GUIDELINES
When developing an application, the agency must use the Discretionary Grant Application
(DGA). The DGA contains the requirements, forms, and instructions applicable to all grant
programs. The application selection process is based upon conformance with the application
requirements contained in the DGA and the project specific information contained in Sections 2
and 3 of this NGO.
2.1 PROJECT DESIGN CONSIDERATIONS
In designing the three-year comprehensive professional development program, applicants must
consider the following important characteristics: (1) Scientifically-based Research; (2) Needs
Assessment; and (3) High Quality Professional Development.
Professional development activities are to be crafted as a result of scientifically-based research.
For example, reading instruction for prospective teachers should be based upon the scientifically
-based research identified for the Reading First program. For information, go to
http://www.ed.gov/nclb/methods/reading/readingfirst.html. Additional information on
scientifically-based research can be found in the Glossary in the back of this NGO.
High Quality Professional Development
Includes activities that:
a. Improve and increase teachers' knowledge of the academic subjects the teachers teach,
and enable teachers to become highly qualified;
b. Are an integral part of broad school-wide and district-wide educational improvement
c. Give teachers, and where appropriate, principals, and administrators the knowledge and
skills to provide students with the opportunity to meet challenging state academic
content standards and student academic achievement standards;
d. Are high quality, sustained, intensive, and classroom-focused in order to have a positive
and lasting impact on classroom instruction and the teacher's performance in the
classroom and are not one-day or short-term workshops or conferences;
e. Advance teacher understanding of effective instructional strategies that are linked to
f. Are aligned with and directly related to state academic content standards, student
academic achievement standards, and assessments;
g. Are developed with extensive participation of teachers, principals, parents, and
administrators of schools to be served under this program;
h. Are designed to give teachers of limited English proficient children, and other teachers
and instructional staff, the knowledge and skills to provide instruction and appropriate
language and academic support services to those children, including the appropriate use
of curricula and assessments;
i. To the extent appropriate, provide training for teachers and principals in the use of
technology so that technology and technology applications are effectively used in the
classroom to improve teaching and learning in the curricula and core academic subjects
in which the teachers teach; and
j. As a whole, are regularly evaluated for their impact on increased teacher effectiveness
and improved student academic achievement, with the findings of the evaluations used
to improve the quality of professional development.
Please see the Glossary of this NGO, for additional information on high quality professional
2.2 PROJECT REQUIREMENTS
The professional development activities must be designed to meet the needs of the LEA partner
teachers and any participating nonpublic school teachers, student teachers, mentor teachers, as
well as paraprofessionals and principals/assistant principals, if appropriate. Therefore, a needs
assessment must be conducted and the project design must reflect the results of the needs
Mandated Performance Goals and Indicators
The overarching goal of the ITQP Grant Program is to improve student academic achievement
by conducting professional development activities tied to the core academic subjects in order to
ensure that highly qualified teachers, and, if appropriate, highly qualified paraprofessionals,
principals and/or assistant principals have the subject matter knowledge in the academic subjects
they teach, or in computer-related technology to enhance instruction.
The specific prescribed performance goals and indicators are as follows:
Performance Goal 1.
An increased number of LEA partner teachers will be engaged in sustained, intensive, high
quality school-based professional development activities in the Core Curriculum Content
Standards (as defined in Section 2.1 above).
Performance Indicator 1.1: Percentage of LEA partner teachers (new and experienced)
engaged in sustained, intensive, high quality, school-based professional development activities in
the core academic subjects.
Performance Indicator 1.2: Percentage of LEA partner teachers (new and experienced)
implementing grade-appropriate CCCS-based instruction in their classrooms to facilitate student
Performance Goal 2.
An increased number of experienced and knowledgeable mentor teachers are providing in-depth
content-based pedagogy support and appropriate guidance to novice teachers in the LEA partner
schools to facilitate student academic achievement, resulting in an increase in the retention rate
of novice teachers.
Performance Indicator 2.1: Percentage of mentor teachers participating in the ITQP grant
activities and receiving appropriate mentor training.
Performance Indicator 2.2: Percentage of novice teachers remaining in the LEA partner
schools by the end of Year 1 (retention rate increase).
Performance Goal 3
An increased number of pre-service teachers are engaged in sustained, intensive, high quality
school-based professional development activities in the Core Curriculum Content Standards (as
defined in Section 2.1 above), through increased opportunities to work under the guidance of
experienced teachers and college faculty.
Performance Indicator 3.1: Percentage of pre-service teachers engaged in high quality school-
based and standards-based professional development with opportunities to work under the
guidance of experienced teachers and faculty.
Performance indicator 3.2: Percentage of pre-service teachers demonstrating core content
knowledge of the subject(s) they intend to teach.
Performance Goal 4
An increased number of participating teachers will be proficient in the use of computers and
other technology, such as the use of the Internet to enhance instruction and student learning.
Performance Indicator 4.1: Percentage of participating teachers engaged in professional
development activities in the use of computers and other technology, such as the use of the
Internet to enhance instruction in student learning.
Performance Indicator 4.2: Percentage of participating teachers implementing technology-
based instruction in their classrooms to enhance student learning.
Although the performance goals and indicators are mandated, applicants shall set and describe
their own project-specific objectives for achieving the required goals and indicators.
Provide in the project description a three-year evaluation plan that will determine whether the
gap between the needs and desired outcomes has been closed. The plan must contain a
description of the methods that will be used to evaluate and track the progress toward reaching
the established goals, indicators and project objectives. The evaluation plan must also contain: a
description of the measures and instrumentation used; a description of the person or persons who
will develop and conduct the evaluation; and how the analyses of the first year assessment will
be used to further improve the project during the second year.
Project Description – A Multi-Year Plan
Applicants will include in the project description a three-year comprehensive professional
development plan. This plan will provide the conceptual framework and timelines for the
implementation of the proposed activities for the first year and the two subsequent grant periods.
In addition, please provide a response in the project description to each of the following
A description of how the applicant will ensure that all the partners in the partnership will
be actively involved in the development and implementation of the project plan and
activities, as well as how the partnership activities will be coordinated.
A description of the professional development activities that will be conducted for the
purpose of improving teaching and learning at low-performing schools in the partner
LEA(s). (see Glossary for definition of low-performing schools.)
A description of how the professional development activities will be tied to the Core
Curriculum Content Standards, are consistent with the needs assessment for professional
development and are consistent with the definition of “high quality professional
development” described in the “Project Design” section above.
A description of how the mentoring program is designed to prepare the mentor teachers to
work with novice teachers to ensure that the novice teachers can use the core content
standards and state assessments to improve instructional practices and student academic
A description of the project plans to engage pre-service teachers in sustained, intensive,
high quality school-based professional development activities in the Core Curriculum
Content Standards (as defined in Section 2.1 above), through increased opportunities to
work under the guidance of experienced teachers and college faculty.
A description of how the partnership will ensure that services are offered on an equitable
basis to nonpublic as well as public school teachers, where applicable.
A description of how the proposed professional development activities will incorporate
pedagogical strategies and techniques which will meet the educational needs of students
from historically underrepresented groups, including girls, minorities, individuals with
disabilities, individuals with limited English proficiency, and the economically
Goals, Objectives and Indicators as described above. For each performance indicator
of each of the four Performance Goals, provide the expected performance indicator
percentages to be reached at the end of the Year 1 project period. These percentages must
be based upon baseline data obtained from a needs assessment conducted while the
application is being developed. A Performance Indicator Report form will be transmitted
under separate cover by the end of September 2006 with instructions and a specific
deadline for the submission of this report.
An Evaluation Plan as described above.
An Activity Plan and Budget for Year 1 of the three-year plan. Please see the DGA for
Coordination with Grant Activities Under Section 203 of the Higher Education Act
If the IHE applicant has an award under the Partnership Program for improving teacher
preparation authorized in Section 203 of Title II (Teacher Quality) of the Higher Education Act
(HEA) of 1965, P.L. 105-244, it must coordinate activities carried out under the two awards.
The applicant must indicate whether or not any of its partners has an award under the
Partnership Program for improving teacher preparation. If yes, the applicant must describe
how the partnership will coordinate activities carried out under both of these grants.
Additional information regarding this act can be found at the following website:
http://www.ed.gov/policy/highered/leg/hea98/sec201.html If you scroll down past Section 201,
you’ll arrive at Section 203. Partnership Program.
Each applicant must designate as Project Director an employee of the applicant agency. The
Project Director will serve as the partnership’s primary point of contact. The Project Director
will be responsible for managing and implementing this project to ensure that all members of the
partnership meet their responsibilities under the grant program.
2.3 BUDGET DESIGN CONSIDERATIONS
Special Rule [NCLB Section 2132(c)]
Title II Part A requires that no single participant in an eligible partnership, (i.e., no single high-
need LEA, no single IHE and its division that prepares teachers and principals, no single school
of arts and sciences, and no single other partner), may “use” more than 50 percent of the sub
grant. The provision does not focus on which partner receives the funds, but which partner
directly benefits from them. The following examples were adapted from the Improving Teacher
Quality Non-Regulatory Draft Guidance, Revised January 16, 2004, and (Sections I-29 -- I-34):
Special Rule Example 1 - Funds Distribution:
Jefferson University, its College of Education, and its College of Arts and Sciences form a
partnership with the Lincoln high-need school district to provide professional development in
instructional leadership for 20 principals. Jefferson University’s Grants Office receives 100% of
the Title II, Part A funds for the partnership. The Grants Office allocates:
To the College of Education 25% of the funds to use to pay its faculty to deliver
professional development in instructional leadership methodologies for 20 principals at
Lincoln school district;
To the College of Arts and Sciences 25% of the funds to use to pay its faculty to deliver
professional development content knowledge in instructional leadership for 20 principals
at Lincoln School District; and
To Lincoln School District 50% of the funds to use to pay its principals to participate in
the professional development offered by faculty from the College of Education and
College of Arts and Sciences at Jefferson University.
In this example no partner uses more that 50% of the funds for its own benefit.
Special Rule Example 2 - IHE-Sponsored Professional Development:
IHE-sponsored professional development may be reasonably attributable to use by the
LEA partner that employs the teacher, since the expenditure is for the teacher’s
Costs associated with developing professional development materials, IHE faculty time,
and other expenses that the IHE incurs to conduct the professional development may be
treated as funds used by the division of the IHE that bears these costs.
Special Rule Example 3 - Salary Costs
If IHE faculty members receive “release time” to serve LEAs, their salaries are to be
attributable to the IHE in which the individuals are employed.
A special summer faculty salary may be attributed to the LEA partner, if the full-time
IHE faculty member is on a 9 or 10-month contract, since the IHE would not otherwise
pay the faculty members a salary for these summer months.
Title II, Part A, funds used to pay the salaries of mentor teachers may reasonably be
considered to have been “used” by the LEA.
Reimbursements made to IHE employees for traveling costs to LEA sites may be
considered to be “used” by the LEA partner.
Special Rule Example 4 - Indirect Costs:
Funds used to pay indirect costs are attributable to the partner that “uses” the
corresponding funds as direct costs.
NOTE: Grantees must sign and submit with the application a Statement of Assurance Regarding
Special Rule, Appendix A.
A well-considered budget is one that implements cost-effective approaches to the development
and delivery of programs and services. Commitment of in-house resources is strongly
1.2 BUDGET REQUIREMENTS
For each staff member whose duties include both administration and direct services, provide a
job description which includes the percentage of time spent on each task or responsibility.
MAXIMUM ELIGIBLE COSTS:
Faculty salary/release time: Reimbursement for faculty release time will be provided on the
basis of reduced course work, at the rate of up to $2,500 per credit, up to a maximum of $30,000
(the equivalent of 12 credits) per semester. Reimbursement for release time from an institution
for persons who provide lectures or other educational services for the project will be provided
only if their contribution is the equivalent of one credit (15 hours) or more.
Non-faculty salary/release time: Non faculty personnel will be reimbursed at a rate less than or
equal to that of faculty; i.e., $60,000 is the maximum reimbursement for a person working full-
time on a project for two semesters; $30,000 is the maximum for a person working half-time on a
project for two semesters, etc.
Clerical/support personnel salaries and wages: Salaries will be considered only in those
instances where existing staff will not be adequate.
Teachers’ Compensation: Institutions and nonprofit agencies are encouraged to seek funding
for teachers from sources other than this grant program for K-12 teachers participating in grant
program projects. In any case, the grant program's allowable contribution to teacher
compensation for time spent on program activities will be $900 for each participant who
completes the professional development training, regardless of whether or not funds are available
from other sources. Additional compensation of $900 will be allowed for each participant
involved as a turnkey trainer, a lead teacher, and or a mentoring teacher.
Consultant services: Excluding expenses, a consultant can be paid up to $8,000 in one fiscal
year. Consultant expenses should be calculated according to the state regulations governing
travel and lodging expenses. Lodging and meal charges should be calculated according to the
Federal Per Diem Rates schedule. Travel should employ the most economical means possible.
Travel by private automobile is limited to the agency-approved rate per mile.
Travel: Travel expense reimbursement is limited to the agency-approved rate per mile.
Applicants must submit with the application the agency-approved rate per mile. Other travel
arrangements should be made by the least expensive means available.
Instructional equipment: Purchase of equipment will be considered only if the equipment is
essential to the program and will be used primarily and extensively by participating LEAs. The
institution/nonprofit agency should consider allowing the LEAs continued use of the equipment
after the project has ended.
Software: Pricing should reflect standard educational and/or volume discounts and should not
be based on manufacturer’s suggested list prices. Project plans for the use of software must
comply with copyright laws.
Other instructional materials: Library and other materials directly related to instructional and
other objectives of the specific project can be supported if fully justified.
Indirect costs: Indirect costs are allowable with documentation of a federally approved indirect
cost rate. Eight percent of the modified total direct cost for the project (total direct costs minus
equipment and subgrants) is the maximum allowed.
Refer to the DGA, page 18 – Form F, for more information on requesting indirect costs.
However, institutions are strongly encouraged to maximize the use of grant funds for direct
Dissemination efforts: Funding may be requested to support dissemination of the project's
results in the form of print and non print publications and in the form of in-state faculty and
presentations by participants. Funding out-of-state dissemination efforts will only be considered
when fully justified. All materials, publications, and announcements developed and
disseminated as program activity must be acknowledged as supported by the federal
Improving Teacher Quality Partnership grant program.
Costs associated with writing the application;
Supporting the research of individual scholars or faculty members;
Supporting faculty leave. The support of release time for faculty to participate in the project
is permissible as described under Maximum Eligible Costs;
Providing funding for academic year salaries of current employees of the recipient institution
submitting a proposal; (Institutions/nonprofit agencies will be reimbursed for such services
only on a release-time basis.)
Providing compensation for faculty attending workshops or conferences; (Stipends will not
be paid for persons other than stipulated under eligible costs.)
Supporting travel to out-of-state professional meetings, unless it is demonstrated that
attendance at a meeting will directly and significantly advance a project;
Costs that are not directly related to the educational program and that are unsupported by the
Paying tuition costs, either of project participants or graduate students staffing a project;
Purchasing non-instructional equipment; and
Note: Expenditures are allowed for meals at professional development workshops and institute
SECTION 3: COMPLETING THE APPLICATION
3.1 GENERAL INSTRUCTIONS FOR APPLYING
To apply for a grant under this NGO, you must prepare and submit a complete application. Your
application will be a response to the state’s vision as articulated in Section 1: Grant Program
Information of this NGO. It will be planned, designed and developed in accordance with the
program framework articulated in Section 2: Project Guidelines of this NGO. Your application
package must also be constructed in accordance with the guidance, instructions, and forms found
only in the DGA. You must use the DGA in combination with this NGO to prepare a complete
3.2 EVALUATION OF YEAR 1 CONTINUATION APPLICATIONS
Evaluators will use the Selection Criteria found in Part I: General Information and Guidance, of
the DGA to review and rate your application according to how well the content addresses
Sections 1 and 2 in this NGO.
Please be advised that in accordance with the Open Public Records Act P.L. 2001, c. 404, all
applications for discretionary grant funds received September 1, 2003 or later, as well as the
evaluation results associated with these applications, and other information regarding the
competitive grants process, will become matters of public record upon the completion of the
evaluation process, and will be available to members of the public upon request
The following point values apply to the evaluation of applications received in response to this
Application Component Point Value
STATEMENT OF NEED 15
PROJECT DESCRIPTION 30
GOALS, OBJECTIVES AND INDICATORS 10
PROJECT ACTIVITY PLAN 20
ORGANIZATIONAL COMMITMENT AND CAPACITY 10
3.3 APPLICATION COMPONENT CHECKLIST
The following forms are required (see Required Column) to be included as part of your
application. Failure to include a required form may result in your application being removed
from consideration for funding. Use the checklist (see Included Column) to ensure that all
required forms are included in your application.
(Note: The Application Title Page and all special forms are attached to the NGO. All other
forms are part of the Discretionary Grant Application and can be downloaded from the Internet
Required Location Included
() Form ()
NGO Application Title Page
NGO Documentation of Eligibility
NGO Documentation of Collaboration
NGO Documentation of Nonpublic School Participation
NGO Nonpublic Equitable Participation Summary/Affirmation of
NGO Title II A Statement of Assurance “Special Rule” Section 2132(c)
DGA Board Resolution to Apply
DGA Statement of Assurances
DGA Project Abstract
DGA Statement of Need
DGA Project Description
DGA Goals, Objectives and Indicators
DGA Project Activity Plan
* DGA Budget Form A: Full-Time and Part-Time Salaries
* DGA Budget Form B: Personal Services – Employee Benefits
* DGA Budget Form C: Purchased Professional and Technical Services
* DGA Budget Form D: Supplies and Materials
* DGA Budget Form E: Equipment
* DGA Budget Form F: Other Costs
* DGA Subgrant Budget Summary
DGA Application for Funds – Budget Summary
DGA Matching Funds Summary and Expenditure Report
* Budget forms are required when applicable costs are requested.
TITLE II A – IMPROVING TEACHER QUALITY PARTNERSHIP
DOCUMENTATION OF ELIGIBILITY
2006 – 2007 YEAR 1 0F 3
LIST OF ELIGIBLE PARTNERS (Please print or type):
Applicant/Lead Partner Agency (Institution of Higher Education (IHE) and its School of
Partner Agency (IHE with a School of Arts and Sciences):
Partner Agency (High-Need LEA):
Partner Agency (LEA)
List Additional Partner Agencies (a nonprofit educational or cultural organization):
By submitting this application, the Lead Partner Agency assures that the partner agencies listed
above participated in the preparation and planning of the Improving Teacher Quality Partnership
(ITQP) Grant Program and will participate in the implementation of the three-year plan and
CEO/CSA of Lead Agency CEO/CSA Name and Signature Date
TITLE II A – IMPROVING TEACHER QUALITY PARTNERSHIP
DOCUMENTATION OF COLLABORATION
2006 – 2007 YEAR 1 0F 3
Applicant/Lead Partner Agency (Institution of Higher Education (IHE) and its School of
This document is to be signed and included with the application as evidence of the collaboration
between the applicant and the partner agency in the planning and implementation of the
Improving Teacher Quality Partnership Grant Program. The chief executive officer (CEO)/chief
school administrator (CSA) of the partner agency with which the applicant is collaborating must
sign the statement.
I, ________________________________________certify that a designated representative of
(CEO/CSA of Partner Agency. Please Print)
_________________________________________collaborated in the development of this
(Partner Agency. Please Print)
application, and furthermore I attest that_____________________________________
agrees to be a participating partner in the Improving Teacher Quality Partnership Grant
Program as described in the application.
(Signature of Partner Agency CEO/CSA) (Date)
Documentation of Nonpublic School Participation
Improving Teacher Quality Partnership Grant Program
2006 – 2007 Year 1 of 3
Applicant Name: ___________________________________________________________
In accordance with federal requirements, the following nonpublic school representatives were contacted. They were
offered a genuine opportunity to express their view regarding the above Notice of Grant Opportunity before any decision
that affects the opportunities of those students, teachers and other educational personnel in a nonpublic school became
final as part of this application.
(Note: Signature of the Chief School Administrator is required to certify eligibility to participate in the grant program.
The applicant is responsible to maintain documentation of nonpublic school contact and consultation, which is subject to
review by the SEA and awarding federal agency.)
NAME OF NONPUBLIC CONTACT PERSON’S NAME AND YES WILL/NO WILL
SCHOOL CONTACTED TELEPHONE NUMBER NOT PARTICIPATE
(use additional sheets as necessary)
Chief School Administrator/CEO Signature Date
NONPUBLIC EQUITABLE PARTICIPATION SUMMARY
and AFFIRMATION of CONSULTATION FORM
Improving Teacher Quality Partnership Grant Program
2006 – 2007, Year 1 0f 3
(Complete one form for each participating nonpublic school. Use additional pages as necessary.)
In the space below, the applicant agency is to briefly respond to each of the five items listed. Please
ensure that what is described on this form is directly related to the components of timely and meaningful
consultation and the equitable participation of nonpublic school teacher(s) in this grant program, as
required (EDGAR 76.650-76.662). For each nonpublic school, this Summary Form must be signed and
dated by the applicant CSA/CEO and the nonpublic school official. The LEA/applicant agency must
submit with the grant application a copy of this form for each nonpublic school.
1. Describe the consultation process that took place including meeting date, those in attendance and
2. Describe the needs of the eligible nonpublic school students/teachers and how these needs have
been/and will continue to be identified.
3. What identified services will be provided? Explain how, when, where, and by whom the services
will be provided.
4. How and when will the services be assessed and how will the results of the assessment be used to
improve the services?
5. What is the amount of estimated grant funding available for the agreed upon services?
By our signatures below, we agree that timely and meaningful consultation occurred before the
LEA Partner and Applicant agency made any decision that affected the participation of eligible
nonpublic school teachers or other educational personnel in the Improving Teacher Quality
Partnership Grant Program.
□ Yes, we wish to participate in this grant opportunity
□ No, we do not wish to participate in this grant opportunity
Official of Applicant Agency Date Nonpublic School Representative Date
Name of Applicant Agency Name of Nonpublic School
Title IIA, Improving Teacher Quality Partnership (ITQP) Program
2006 – 2007, Year 1 of 3
Statement of Assurance Regarding “Special Rule” NCLB Section 2132(c)
The Applicant hereby assures and certifies that, in compliance with Section 2132(c), no single
participant in the ITQP Partnership will use (benefit from) more than 50 percent of the Title II,
Part A funds made available to the Partnership.
Applicant Agency Representative Date Name of Applicant Agency
IMPROVING TEACHER QUALITY PARTNERSHIP
High-Need LEA: An LEA that serves not fewer than 10,000 children from families
with incomes below the poverty line; or for which not less than 20 percent of the children
served by the agency are from families with incomes below the poverty line; and for
which there is a high percentage of teachers not teaching in the academic subjects or
grade levels that the teachers were trained to teach; or for which there is a high
percentage of teachers with emergency, provisional, or temporary certification or
licensing. [Section 2102]
High Poverty Schools: Schools in the top quartile of poverty in the state.[Section
High Quality Professional Development: See definition of “Professional
Highly Qualified Teacher: Is one who has obtained full state certification as a teacher
(including certification obtained through alternative routes to certification) or passed the
state’s teacher licensing examination, and holds a license to teach in such state. Also, the
teacher has not had certification or licensure requirements waived on an emergency,
temporary or provisional basis.
The definition is then further broken down into the following subcategories:
Charter School Teachers -When used with respect to a public charter school, the
term means that the teacher meets the requirements set forth in the state’s public
charter school law.
New Elementary School Teachers -When used with respect to an elementary
school teacher who is new to the profession, it means that the teacher holds at
least a bachelor’s degree and has demonstrated, by passing a rigorous state test,
subject knowledge and teaching skills in reading, writing, mathematics, and other
areas of the basic elementary school curriculum (may consist of state-required
certification or licensing test, or tests in school curriculum areas).
New Middle School and High School Teachers -When used with respect to a
middle or secondary school teacher who is new to the profession, it means the
teacher holds at least a bachelor’s degree and has demonstrated a high level of
competency in each of the academic subjects in which the teacher teaches by: (1)
passing a rigorous state test in each academic area in which the teacher teaches
(may consist of state-required certification or licensing test, or tests in each
academic area in which the teacher teaches); or (2) successful completion, in
each subject area in which the teacher teaches, of an academic major, graduate
degree, coursework equivalent to an undergraduate academic major, or advanced
certification or credentialing. (This requirement also applies to
vocational education teachers who teach core academic courses.)
Teachers Not New To The Profession -When used with respect to an
elementary, middle or high school teacher who is not new to the profession, it
means the teacher holds at least a bachelor’s degree and meets the applicable
standard listed under the third bullet, with an option for a test or demonstrates
competence in all the academic subjects in which the teacher teaches, based on a
high objective uniform state standard of evaluation that:
1. Is set by the state for both grade appropriate academic subject matter
knowledge and teaching skills.
2. Is aligned with challenging state academic content and student academic
achievement standards and developed in consultation with core content
specialists, teachers, principals, and school administrators.
3. Provides objective, coherent information about the teacher’s attainment of
core content knowledge in the academic subjects in which the teacher
4. Is applied uniformly to all teachers in the same academic subject and the
same grade level throughout the state.
5. Takes into consideration, but is not based primarily on, the time the
teacher has been teaching in the academic subject.
6. May involve multiple, objective measures of teacher competency.
Highly Qualified Paraprofessional: A paraprofessional who has not less than 2
years of experience in a classroom; and post-secondary education or demonstrated
competence in a field or academic subject for which there is a significant shortage of
qualified teachers [Section 2102(4)].
Institution Of Higher Education - An educational institution in any State that:
Admits as regular students only persons having a certificate of graduation from a
school providing secondary education, or the recognized equivalent of such a
Is legally authorized within such State to provide a program of education beyond
Provides an educational program for which the institution awards a bachelor’s
degree or provides not less than a 2-year program that is acceptable for full credit
toward such a degree;
Is a public or other nonprofit institution; and
Is accredited by a nationally recognized accrediting agency or association or, if
not so accredited, is an institution that has been granted pre-accreditation status by
such an agency or association that has been recognized by the Secretary for the
granting of pre-accreditation status, and the Secretary has determined that there is
a satisfactory assurance that the institution will meet the accreditation standards of
such an agency or association within a reasonable time. [HEA, Section 101(a)]
The term “low-performing school” means an elementary school or secondary school that
is identified under Section 1116 of ESEA, and is based upon student academic
achievement of the standards.
Professional Development - Includes activities that:
Improve and increase teachers' knowledge of the academic subjects the teachers
teach, and enable teachers to become highly qualified;
Are an integral part of broad schoolwide and districtwide educational
Give teachers, principals, and administrators the knowledge and skills to provide
students with the opportunity to meet challenging State academic content
standards and student academic achievement standards;
Are high quality, sustained, intensive, and classroom-focused in order to have a
positive and lasting impact on classroom instruction and the teacher's
performance in the classroom and are not 1-day or short-term workshops or
Advance teacher understanding of effective instructional strategies that are:
1. Based on scientifically based research (except that this subclause shall not
apply to activities carried out under Part D of Title II); and
2. Strategies for improving student academic achievement or substantially
increasing the knowledge and teaching skills of teachers;
Are aligned with and directly related to state academic content standards, student
academic achievement standards, and assessments;
Are developed with extensive participation of teachers, principals, parents, and
administrators of schools to be served under this Act;
Are designed to give teachers of limited English proficient children, and other
teachers and instructional staff, the knowledge and skills to provide instruction
and appropriate language and academic support services to those children,
including the appropriate use of curricula and assessments;
To the extent appropriate, provide training for teachers and principals in the use of
technology so that technology and technology applications are effectively used in
the classroom to improve teaching and learning in the curricula and core academic
subjects in which the teachers teach;
As a whole, are regularly evaluated for their impact on increased teacher
effectiveness and improved student academic achievement, with the findings of
the evaluations used to improve the quality of professional development;
Provide instruction in methods of teaching children with special needs;
Include instruction in the use of data and assessments to inform and instruct
classroom practice; and
Include instruction in ways that teachers, principals, pupil services personnel, and
school administrators may work more effectively with parents; and
May include activities that:
Involve the forming of partnerships with institutions of higher education to
establish school-based teacher training programs that provide prospective teachers
and beginning teachers with an opportunity to work under the guidance of
experienced teachers and college faculty;
Create programs to enable paraprofessionals (assisting teachers employed by a
local educational agency receiving assistance under Part A of Title I) to obtain the
education necessary for those paraprofessionals to become certified and licensed
Provide follow-up training to teachers who have participated in activities
described in subparagraph (A) or another clause of this subparagraph that is
designed to ensure that the knowledge and skills learned by the teachers are
implemented in the classroom [Section 9101(34)] .
Scientifically-based Research: The term scientifically based research means
research that involves the application of rigorous, systematic, and objective procedures to
obtain reliable and valid knowledge relevant to education activities and programs. This
type of research is represented by the following criteria:
Employs systematic, empirical methods that draw on observation or experiment.
Involves rigorous data analyses that are adequate to test the stated hypotheses and
justify the general conclusions drawn.
Relies on measurements or observational methods that provide reliable and valid data
across evaluators and observers, across multiple measurements and observations, and
across studies by the same or different investigators.
Is evaluated using experimental or quasi-experimental designs in which individuals,
entities, programs, or activities are assigned to different conditions and with
appropriate controls to evaluate the effects of the condition of interest, with a
preference for random-assignment experiments, or other designs to the extent that
those designs contain within-condition or across-condition controls.
Ensures that experimental studies are presented in sufficient detail and clarity to allow
for replication or, at a minimum, offer the opportunity to build systematically on their
Has been accepted by a peer-reviewed journal or approved by a panel of independent
experts through a comparable rigorous, objective, and scientific review
INSTITUTIONS OF HIGHER EDUCATION (IHEs)
Atlantic Cape Community College ● Union County College
Bergen Community College ● Warren County Community College
Berkeley College ● William Paterson University of New Jersey
Brookdale Community College
Burlington Community College
Camden County College
The College of New Jersey
College of Saint Elizabeth
County College of Morris
Cumberland County College
Essex County College
Fairleigh Dickinson University
Georgian Court University
Gloucester County College
Hudson County Community College
Mercer County Community College
Middlesex County College
Montclair State University
Morris County College
New Jersey City University
New Jersey Institute of Technology
Ocean County College
Passaic County Community College
Ramapo College of New Jersey
Raritan Valley Community College
The Richard Stockton College of New Jersey
Rutgers University, New Brunswick
Rutgers University, Camden
Rutgers University, Newark
College of Saint Elizabeth
Saint Peter’s College
Salem Community College
Seton Hall University
Somerset Christian College
Stevens Institute of Technology
Sussex County Community College
Thomas Edison State College
HIGH NEED LEAS
LEAs with at least 20% of children from families with incomes below the poverty line
(1/1/05 USDE Title I Office)
Federal State USDE USDE USDE USDE %
LEA LEA Name of Population Enrollment Poverty Poverty
County Code Code Local Educational Agency (LEA)
ATLANTIC 3400960 0110 ATLANTIC CITY 42,259 7,626 2,137 28.02%
ATLANTIC 3413200 4180 PLEASANTVILLE 19,829 4,437 918 20.69%
CAMDEN 3402640 0680 CAMDEN CITY 80,685 20,113 7,681 38.19%
CAPE MAY 3417940 5790 WILDWOOD CITY 5,410 942 337 35.77%
CAPE MAY 3418090 5840 WOODBINE 2,703 453 96 21.19%
CUMBERLAND 3402250 0540 BRIDGETON 23,217 4,196 1,256 29.93%
CUMBERLAND 3416530 5300 UPPER DEERFIELD TOWNSHIP 7,704 1,145 279 24.37%
CUMBERLAND 3403960 1120 DOWNE TOWNSHIP 1,663 288 61 21.18%
CUMBERLAND 3410320 3230 MILLVILLE 27,373 5,529 1,161 21.00%
CUMBERLAND 3403480 0950 COMMERCIAL TOWNSHIP 5,362 1,094 229 20.93%
ESSEX 3411340 3570 NEWARK 273,916 55,852 17,150 30.71%
ESSEX 3404230 1210 EAST ORANGE 70,177 14,343 3,038 21.18%
ESSEX 3412270 3880 CITY OF ORANGE TOWNSHIP 32,965 6,394 1,294 20.24%
GLOUCESTER 3412720 4020 PAULSBORO 6,457 1,315 291 22.13%
HUDSON 3416380 5240 UNION CITY 66,917 12,089 3,272 27.07%
HUDSON 3407830 2390 JERSEY CITY 239,442 42,996 11,294 26.27%
HUDSON 3407350 2210 HOBOKEN 38,478 2,817 732 25.99%
HUDSON 3417580 5670 WEST NEW YORK 45,651 7,194 1,821 25.31%
MERCER 3416290 5210 TRENTON 88,135 17,598 4,018 22.83%
MIDDLESEX 3412930 4090 PERTH AMBOY 49,247 10,141 2,568 25.32%
MIDDLESEX 3411220 3530 NEW BRUNSWICK 50,588 6,668 1,660 24.90%
MONMOUTH 3400930 0100 ASBURY PARK 17,397 3,635 976 26.85%
OCEAN 3408220 2520 LAKEWOOD TOWNSHIP 64,506 12,715 3,479 27.36%
OCEAN 3414790 4710 SEASIDE HEIGHTS BOROUGH 3,372 336 85 25.30%
PASSAIC 3412690 4010 PATERSON 151,650 32,762 8,751 26.71%
PASSAIC 3412540 3970 PASSAIC CITY 68,965 14,800 3,554 24.01%
SALEM 3414550 4630 SALEM CITY 5,909 1,242 333 26.81%
UNION 3404590 1320 ELIZABETH 122,142 23,208 5,322 22.93%
UNION 3413140 4160 PLAINFIELD 48,453 9,741 2,170 22.28%
Data Source: U.S. Census Bureau Income Year 2002 Estimated Data
NEW JERSEY DEPARTMENT OF EDUCATION
NOTICE OF GRANT OPPORTUNITY - TITLE PAGE
SECTION I: 06 ER04 G03
FY NGO# WKL
TITLE OF NGO: Improving Teacher Quality Partnership Grants (Yr. 1/3)
DIVISION: Educational Programs and Assessment
OFFICE: Academic and Professional Standards
SECTION II: COUNTY:
CITY STATE ZIP
( ) ( )
AGENCY TELEPHONE NUMBER AGENCY FAX #
SCHOOL NAME (If applicable)
PREVIOUS FUNDING: Agency received funding from the NJ Department of Education within the last two years of submission of this application.
PROJECT DIRECTOR (Please print or type name): _________________________________________________________________
TELEPHONE NUMBER: (____)____________________ FAX#: (____)__________________ E-MAIL_______________________________
BUSINESS MANAGER: ________________________________ PHONE#: (____)___________ E-MAIL_____________________________
DURATION OF PROJECT: FROM: 09/01/06 TO: 08/31/07
TOTAL AMOUNT OF FUNDS REQUESTED: $__________________________________________
APPLICATION CERTIFICATION: To the best of my knowledge and belief, the information contained in the application is true and
correct. The document has been duly authorized by the governing body of this agency and we will
comply with the attached assurances if funding is awarded. I further certify the following is
AGENCY TITLE PAGE
SIGNED STATEMENT OF ASSURANCES
BOARD RESOLUTION TO APPLY
BUDGET SUMMARY AND BUDGET DETAIL FORMS*
ORIGINAL AND FOUR COPIES OF THE COMPLETE APPLICATION PACKAGE
___________________________________________________ _________________________________________ ________________
SIGNATURE OF CHIEF SCHOOL ADMINISTRATOR TITLE DATE
OR EQUIVALENT OFFICER
(Please print or type name)
*FAILURE TO INCLUDE A REQUIRED APPLICATION COMPONENT CONSTITUTES A VIOLATION OF THE NGO AND WILL RESULT IN THE
APPLICATION BEING ELIMINATED FROM CONSIDERATION (See NGO Section 3.3 for itemized list).
SEND OR DELIVER APPLICATIONS TO: APPLICATIONS MUST BE RECEIVED BY:
NEW JERSEY DEPARTMENT OF EDUCATION
APPLICATION CONTROL CENTER 4:00 P.M., ON 04/27/06
RIVER VIEW EXECUTIVE PLAZA
BLDG. 100, ROUTE 29 – PO Box 500
TRENTON, NJ 08625-0500
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