INTERIM REPORT FORM (FUNDED PROPOSALS ONLY)
The Board of Regents office will need the following information for project monitoring and to complete the annual federal reports for the Title II No Child Left Behind Improving Teacher Quality Program. This project data form is due November 1, 2015. Please submit it electronically to [email protected], with a copy to [email protected], or mail a hard copy to Title II, 1200 University Street, Unit 9504, Spearfish, SD 57799-9504.
You do not need to resubmit this form at the conclusion of your project unless the details have changed. Your final project report will be due September 30, 2016 and should include a narrative summary of the cumulative impact of the project and a report from the external evaluator.
1. PROJECT TITLE:
2. PROJECT DIRECTOR:
3. CORE ACADEMIC AREA:
4. WHO WERE YOUR PROJECT PARTNERS, AND WHAT WAS THE ROLE OF EACH IN DETERMINING, DEVELOPING, AND DELIVERING THE PROFESSIONAL DEVELOPMENT WORKSHOP(S):
College of Education (or Equivalent) Partner(s):
College of Arts and Sciences Partner(s):
High-Need District Partner(s):
5. NAMES OF 6-12 EDUCATION FACULTY WHO ASSISTED WITH THE PROJECT AND THE GRADE LEVEL AND SUBJECT THEY USUALLY TEACH:
6. HOW MANY HIGHER EDUCATION FACULTY WORKED ON THE GRANT? ______
7. NUMBER OF SCHOOL DISTRICTS INVOLVED IN THE PROJECT:
Public______BIA/Tribal _____ Private ______High Needs ______
8. ATTACH A COPY OF YOUR PARTICIPANT ROSTER, INCLUDING EACH PARTICIPANT’S NAME, TITLE (E.G., MIDDLE SCHOOL SCIENCE TEACHER, PRINCIPAL, ETC.), AND SCHOOL DISTRICT. 9. EXAMPLES OF GRANT-FUNDED ACTIVITIES:
Activities Serving Paraprofessionals: ______
Activities Serving Teachers: ______
Activities Serving Administrators: ______
10. INDICATE ANY LOCAL EDUCATION AGENCY (SCHOOL DISTRICT) TITLE II OR NON-TITLE II FUNDING THAT SUPPORTED THIS PROJECT (MATCHING FUNDS ARE NOT REQUIRED):
______Financial support from school districts for teachers (specify amount and source) ______Financial or in-kind support from institution of higher education (specify) ______Financial support from private organizations (specify) ______Other (specify)
11. THE PRIMARY PURPOSE OF THIS PROJECT IS TO PROVIDE:
Professional development for grades 6-12 math teachers Professional development for grades 6-12 science teachers Professional development for grades 6-12 math and science teachers Professional development for grades 6-12 math/science/special ed teachers Other (specify)
12. CHECK THOSE STATEMENTS THAT BEST DESCRIBE THE MAJOR FOCUS OF YOUR PROJECT.
a) Helping teachers become highly qualified in core content areas (please specify areas) b) Providing teacher professional development in core content areas (please specify areas) c) Providing administrator professional development in core content areas (please specify areas) d) Other direct professional development activity (please specify)
13. INDICATE THE AVERAGE NUMBER OF CONTACT HOURS PER PARTICIPANT, AND THE TIME PERIOD OVER WHICH CONTACT HOURS TOOK PLACE (MONTHS) FOR:
IN-SERVICE: Avg. Hours: ______Time Period: ______
WORKSHOP: Avg. Hours: ______Time Period: ______FOLLOW-UP SESSION(S): Avg. Hours: ______Time Period: ______
TOTAL NUMBER OF CONTACT HOURS WITH PARTICIPANTS (INCLUDE FOLLOW-UP SESSIONS): ______
14. HOW MANY SCHOOLS WERE SERVED THROUGH THE PROJECT: ______
15. HOW MANY K-12 SCHOOL DISTRICTS WERE SERVED THROUGH THE PROJECT? ______
16. HOW MANY HIGH-NEED SCHOOL DISTRICTS WERE SERVED THROUGH THE PROJECT?
What definition(s) are you using for high-need? NCLB/ESEA Title II, Part A, Section 2102 (3.A): Poverty (Census) ______NCLB/ESEA Title II, Part A, Section 2102 (3.B): Out-Of-Field Teachers: ______NCLB/ESEA Title I: Free and Reduced Lunch: ______Other (please specify:
17. HOW MANY IN-SERVICE K-12 TEACHERS WERE SERVED? ______TEACHERS SERVED BY SCHOOL LEVEL: Elementary: ______Middle School: ______High School: ______
18. HOW MANY TEACHERS PARTICIPATED IN THE PROJECT?
BY GENDER: ______Female ______Male BY ETHNICITY: ______African American ______Caucasian ______Hispanic ______Native American ______Asian ______Other BY GRADE LEVEL: ______K-6 ______7-12 ______Both BY SUBJECT MATTER: ______Math ______Science ______M&S BY TYPE OF SCHOOL: ______Public ______Private BY LOCATION: ______Urban (more than 50,000 pop.) ______Suburban (2,500 to 50,000 pop.) ______Rural (fewer than 2,500 pop.)
19. HOW MANY INDIVIDUALS OF THE FOLLOWING GROUPS PARTICIPATED?
______Total School Administrators (Principals and Other School Leaders) ______Elementary ______Middle School ______High School
______Total School Board or Community Members ______Elementary ______Middle School ______High School
______Total (Highly Qualified) Paraprofessionals ______Elementary ______Middle School ______High School BY GENDER: ______Female ______Male BY ETHNICITY: ______African American ______Caucasian ______Hispanic ______Native American ______Asian ______Other
20. HOW MANY PRE-SERVICE TEACHERS WERE IMPACTED? (REFERS TO THE NUMBER OF PRE-SERVICE TEACHERS THAT THE HIGHER EDUCATION FACULTY HAS IN HIS / HER CLASSES.) ______
21. HOW MANY K-12 STUDENTS WERE DIRECTLY IMPACTED BY THE PROJECT? (REFERS TO THE NUMBER OF K-12 STUDENTS ON WHICH THE INDIVIDUAL RECEIVING SERVICES THROUGH THE GRANT HAD DIRECT IMPACT. FOR EXAMPLE, FOR A TEACHER THIS WOULD BE THE NUMBER OF STUDENTS IN HIS / HER CLASS. FOR AN ADMINISTRATOR, IT WOULD BE THE NUMBER OF STUDENTS IN HIS / HER SCHOOL.)
BY GENDER: ______Female ______Male BY ETHNICITY: ______African American ______Caucasian ______Hispanic ______Native American ______Asian ______Other BY LOCATION: ______Urban ______Suburban ______Rural
22. HOW MANY 6-12 STUDENTS WERE INDIRECTLY IMPACTED BY THE PROJECT THROUGH THE IMPROVED ABILITIES OF THEIR TEACHERS?
BY GENDER: ______Female ______Male BY ETHNICITY: ______African American ______Caucasian ______Hispanic ______Native American ______Asian ______Other
23. HOW MANY COLLEGE-LEVEL CREDITS WERE EARNED BY TEACHERS AND ADMINISTRATORS AS A RESULT OF GRANT-FUNDED ACTIVITIES?
______Graduate ______Undergraduate ______Recertification ______No credit offered
24. HOW MANY TEACHERS MOVED FROM NON-HQ (NON-HIGHLY QUALIFIED) TO HQ (HIGHLY QUALIFIED) AS A RESULT OF GRANT-FUNDED ACTIVITIES? ______
25. HOW MANY TEACHERS EARNED EACH TYPE OF CREDIT?
______Graduate ______Undergraduate ______Recertification ______No credit offered
26. IN WHAT WAYS DID YOUR PROJECT INVOLVE COOPERATION AMONG EDUCATIONAL GROUPS AND/OR BETWEEN EDUCATIONAL GROUPS AND OTHER PUBLIC OR PRIVATE ORGANIZATIONS? 27. IN WHAT WAYS DID YOUR PROJECT ATTEMPT TO MEET THE UNIQUE NEEDS OF MINORITY, DISABLED, OR GIFTED CONSTITUENCIES?
28. HOW WAS THE PROJECT RATED BY THE PARTICIPANTS?
______%=Excellent ______%=Good ______%=Fair ______%=Poor
29. FROM THE FEEDBACK YOU HAVE RECEIVED, WHAT IS YOUR INITIAL SENSE OF WHETHER AND HOW THE PROFESSIONAL DEVELOPMENT WILL BE SUSTAINED BY PARTICIPATING TEACHERS/DISTRICTS? WHAT CHALLENGES DO THEY FACE IN IMPLEMENTING THE PROFESSIONAL DEVELOPMENT IN THEIR SCHOOLS?
30. WHAT SUGGESTIONS OR FEEDBACK DO YOU HAVE FOR THE BOARD OF REGENTS OR THE DEPARTMENT OF EDUCATION THAT MIGHT HELP IMPROVE THE IMPACT OR EFFECTIVENESS OF THE TITLE II PROGRAM?