OBTAINING GRANT FUNDING FOR THE CONNECTED CLASSROOM

Transcription

1 LEARN MORE us. panasonic.com/3e OBTAINING GRANT FUNDING FOR THE 2014 Panasonic Corporation of North America. All rights reserved. Connected Classroom Grant Brochure_06/14

2 THE. FOR TODAY S TECHNOLOGY-DRIVEN LEARNER. In a world of smart devices and short attention spans, keeping students engaged and inspired in the classroom is a major challenge. We offer Connected Classroom solutions that integrate a wide range of technologies, from personal computing with rich software to content display to professional video all designed to inspire collaborative learning and capture and sustain student s attention and engagement like never before. Connected Classroom solutions provide learning environments that strengthen college and career readiness by re-engineering how students and teachers interact with one another both in and out of the classroom. The inclusion of technology creates exciting opportunities for both wholegroup and personalized instruction and enhances the teacher s instructional objectives. Our K-12 solutions teach students to use technology capably and strategically, enabling interaction with your lesson plan by making it more dynamic, accessible and personalized. At Panasonic, our K-12 team partners with you to develop and execute a customized strategic plan based on your immediate and long-term goals. From the initial consultation, we will be your single point of contact to ensure a seamless integration and hassle-free deployment. IN K-12 EDUCATION, ONE SIZE DOESN T FIT ALL. We deliver end-to-end education classroom solutions that include custom system design, deployment and a full suite of services to address your specific educational goals. We put our best-matched, performancecertified education products and services into a customized solution for each Connected Classroom. SECURING FUNDING GRANT WRITING ASSISTANCE With budget cuts and districts struggling to pay for even the most basic learning programs, we understand how difficult it is to secure critical funds to deploy technology solutions. We can assist you with grant writing by helping you locate and produce content for proposals, providing supporting product information and offering case studies with proven examples of how our technology has improved learning programs. We offer support and advice every step of the way. To save you time and exhaustive research, we have compiled a list of the top six funders for Connected Classroom initiatives. The 3E 2-in-1 is represented each time this mobile device satisfies a grant requirement. WHY PANASONIC FOR CONNECTING CLASSROOMS n Initial planning and consultation up front for future-proof engineering n One-stop, single-provider product sourcing and accountability n Panasonic total system designed solutions with performance guarantees n Custom-selected, tested and Panasonic-certified partner products n Fully integrated, best-in-breed components for higher system performance n Bundled solutions that offer price breaks and total system warranties n Ongoing true partner collaboration, consultation and multimodal interaction n Single point person for all responsibility and total customer satisfaction The Connected Classroom is represented each time this solution or a solution component satisfies a grant requirement. 2 3

3 THE PANASONIC The 21st-century classroom delivers far more than Internet access and workstations. It opens the door to truly collaborative, student-centered learning with immediate feedback from teachers and peers that gives students hands-on experience and creates true mastery. PANABOARD Interactive electronic whiteboards with built-in speakers can connect to a PC for Internet access. They enable more effective and active, visual-based teaching and learning. PROJECTOR Panasonic multimedia projectors are the perfect way to provide visual educational content to engage students in the learning process. SECURITY CAMERA Panasonic megapixel cameras can be used as document cameras to view 3D objects, people and more. These network cameras can also interface as a security camera with the Security Alert System through the pendant microphone. INTERACTIVE DISPLAY AND HDVC This interactive, wireless-enabled HD plasma display offers multimedia inputs and whiteboardstyle collaborative functions, including HD video conferencing and presentation capabilities. Its electronic pen system enables high-speed, simultaneous multiple-input drawing. 3E 2-in-1 Engage students with an intuitive learning experience whether they are connecting in the classroom or at home. Flexible enough to be used as a laptop or a tablet, this rugged device can be fully customized to support any classroom setting at an affordable price point. VIDEO CAMERA Working with professional video production equipment gives students hands-on training fostering creativity and providing real-life skills that help prepare them for career success. ENHANCED AUDIO Enhanced classroom audio distributes the teacher s voice evenly throughout the learning environment, allowing all students to hear and understand. Research has shown improvements in student achievement, reduced teacher vocal fatigue and more. A pendant microphone has speakers designed to support the challenging and dynamic needs of the learning environment and an optional Security Alert System that allows teachers to signal for help with the touch of a button. SCANNER/FAX As image reproduction experts, Panasonic provides high-output, high-performance, highly reliable and cost-effective multi-function scanner/fax units that enable seamless document management integration and processing. 4 5

4 THE TOP FIVE FUNDERS FOR S n 21st Century Community Learning Centers (21st CCLC) n Investing in Innovation (i3) Development Grants 21 ST CENTURY COMMUNITY LEARNING CENTERS (21 ST CCLC) Department of Education (DOE); Academic Improvement and Teacher Quality Programs Office n Youth CareerConnect Program n YouthBuild Grants n Innovative Technology Experiences for Students and Teachers (ITEST) SUMMARY Each eligible entity that receives an award from the state may use the funds to carry out a broad array of before- and after-school activities (including those held during summer recess periods) to advance student achievement. These activities include: n Remedial education activities and academic enrichment learning programs, including those which provide additional assistance to students to allow the students to improve their academic achievement n Mathematics and science education activities n Arts and music education activities n Entrepreneurial education programs n Tutoring services, including those provided by senior citizen volunteers, and mentoring programs n Programs that provide after-school activities for limited English proficient (LEP) students and that emphasize language skills and academic achievement n Recreational activities n Telecommunications and technology education programs n Expanded library service hours n Programs that promote parental involvement and family literacy n Programs that provide assistance to students who have been truant, suspended or expelled to allow them to improve their academic achievement n Drug and violence prevention programs n Counseling programs n Character education programs 6 7

5 ELIGIBILITY n Awards are made to SEAs n Local education agencies (LEAs) and nonprofit organizations may apply to states for sub-grants n Formula grants are awarded to state educational agencies, which in turn manage statewide competitions and award grants to eligible entities n For this program, eligible entity means a local educational agency, community-based organization, another public or private entity, or a consortium of two or more of such agencies, organizations or entities n States must give priority to applications that are jointly submitted by a local educational agency and a community-based organization or other public or private entity n Consistent with this definition of eligible entities, faith-based organizations are eligible to participate in the 21st Century Community Learning Centers program n Regulations are available governing the participation of faith-based organizations in federal programs for which they are eligible This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children. INVESTING IN INNOVATION (I3) DEVELOPMENT GRANTS C, P U.S. Department of Education, Office of Innovation and Improvement SUMMARY The Department awards three types of grants under this program: Development grants, Validation grants, and Scale-up grants. These grants differ in terms of the level of prior evidence of effectiveness required for consideration of funding, the level of scale the funded project should reach, and, consequently, the amount of funding available to support the project. Development grants provide funding to support the development or testing of practices that are supported by evidence of promise or a strong theory and whose efficacy should be systematically studied. Development grants will support new or substantially more effective practices for addressing widely shared challenges. Development projects are novel and significant nationally, not projects that simply implement existing practices in additional locations or support needs that are primarily local in nature. All Development grantees must evaluate the effectiveness of the project at the level of scale proposed in the application. There are six absolute priorities under the FY14 Development Grants competition. Each of the six absolute priorities constitutes its own funding category. An applicant for a development grant must choose one of the six absolute priorities and one of the subparts under the chosen priority to address in its pre-application and full application, if the applicant is invited to, or chooses to, submit a full application. 8 9

6 2. IMPROVING LOW-PERFORMING SCHOOLS Projects should address one of the following priority areas: n Changing elements of the school s organizational design to improve instruction by differentiating staff roles and extending and enhancing instructional time n Implementing programs, supports or other strategies that improve students non-cognitive abilities (e.g., motivation, persistence or resilience) and enhance student engagement in learning or mitigate the effects of poverty, including physical, mental or emotional health issues, on student engagement in learning 3. IMPROVING ACADEMIC OUTCOMES FOR STUDENTS WITH DISABILITIES n Implementing coherent systems of support that appropriately coordinate and integrate programs to address the needs of children and youth with disabilities and improve the quality of service for those children and their families. 4. IMPROVING ACADEMIC OUTCOMES FOR ENGLISH LEARNERS Projects should address the following priority: n Increasing the number and proportion of ELs successfully completing courses in core academic subjects by developing, implementing, and evaluating new instructional approaches and tools that are sensitive to the language demands necessary to access challenging content, including technology-based tools n Preparing ELs to be on track to be college- and career-ready when they graduate from high school by developing comprehensive, developmentally appropriate, early learning programs (birth-grade 3) that are aligned with the state s high-quality early learning standards, designed to improve readiness for kindergarten, and support development of literacy and academic skills in English or in English and another language 5. EFFECTIVE USE OF TECHNOLOGY Projects should address one or more of the following priority areas: n Providing access to learning experiences that are personalized, adaptive and self-improving in order to optimize the delivery of instruction to learners with a variety of learning needs n Integrating technology with the implementation of rigorous college- and career-ready standards to increase student achievement (as defined in this notice), student engagement and teacher efficacy, such as by providing embedded, real-time assessment and feedback to students and teachers 6. SERVING RURAL COMMUNITIES The six absolute priorities are: 1. IMPROVING THE EFFECTIVENESS OF TEACHERS OR PRINCIPALS Projects must address one of the following priority areas: n Developing and implementing models for principal preparation that deepen leadership skills that have been demonstrated to improve student achievement n Increasing the equitable access to effective teachers or principals for lowincome and high-need students (as defined in this notice), which may include increasing the equitable distribution of effective teachers or principals for low-income and high-need students across schools n Under this priority the Department will provide funding to projects addressing one of the absolute priorities established for the 2014 Development i3 competitions and under which the majority of students to be served are enrolled in rural local educational agencies ELIGIBILITY Awards entities eligible to apply for i3 grants include either of the following: n An LEA n A partnership between a nonprofit organization and: (a) one or more LEAs or (b) a consortium of schools n (a) Have significantly closed the achievement gaps between groups of students described in section 1111(b)(2) of the ESEA (economically disadvantaged students, students from major racial and ethnic groups, students with limited English proficiency, students with disabilities); or (b) have demonstrated success in significantly increasing student academic achievement for all groups of students described in that section n Have made significant improvements in other areas, such as high school graduation rates or increased recruitment and placement of high-quality teachers or principals, as demonstrated with meaningful data The total amount anticipated under the i3 competition in FY14 is $138,800,000. Development grants will be made in amounts up to $3,000,000. Ten development grant awards are anticipated. The project period is up to 60 months. The i3 program includes a statutory requirement for a private-sector match for all i3 grantees. While an applicant must secure 15 percent of its federal grant award to be eligible for an i3 Development grant, the time frame in which an applicant must secure and submit evidence of the required private-sector matching funds has been expanded. In the past, the highest-rated applicants had only approximately 30 days to secure 100 percent of their required matches and become grantees, which proved difficult for both applicants and potential private-sector funders. While all of the past highest rated i3 applicants successfully secured their private-sector matches, the Department is eager to improve the matching process to facilitate deeper public-private partnerships. Therefore, for the FY 2014 i3 competition, each highest-rated applicant, as identified by the Department following peer review of full applications, must submit evidence of 50 percent of the required private-sector match prior to the awarding of an i3 grant. An applicant must provide evidence of the remaining 50 percent of the required private-sector match no later than six months after the project start date. The grant will be terminated if the grantee does not secure its private-sector match by the established deadline. By decreasing the amount of the required match that must be secured before the i3 award can be made, the burden for both applicants and private-sector funders will be reduced, which in turn will foster improved collaboration. n Demonstrate that it has established one or more partnerships with the private sector, which may include philanthropic organizations, and that organizations in the private sector will provide matching funds in order to help bring results to scale n In the case of an eligible applicant that includes a nonprofit organization, provide in the application the names of the LEAs with which the nonprofit organization will partner, or the names of the schools in the consortium with which it will partner. If an eligible applicant that includes a nonprofit organization intends to partner with additional LEAs or schools that are not named in the application, it must describe in the application the demographic and other characteristics of these LEAs and schools and the process it will use to select them 10 11

7 YOUTH CAREERCONNECT PROGRAM U.S. Department of Labor (DOL) Proposed program models must: n Use a small learning community approach n Integrate academic and career-focused curricula around one or more industry theme(s) n Demonstrate strong partnerships with employers n Result in a high school diploma and, where feasible and applicable, an industry-recognized credential n Ensure all students participate in post-secondary education and training that leads to credit toward a post-secondary degree or credit-bearing post-secondary certificate granted by an institution of higher education n Incorporate activities that will develop academic and social skills, competencies and behaviors demanded by the high-growth H-1B industry(ies) and occupation(s) targeted through the SGA and stated in the applicant s statement of need n Offer multiple educational and career pathways with a demonstrated track record of success in serving eligible participants n Blend educational and workplace environments to develop work readiness and technical skills that will lead to successful employment, entry into and successful completion of post-secondary education, long-term occupational skills training, or registered apprenticeship n Ensure that low-income students and other vulnerable youth, including students with disabilities and populations underrepresented in H-1B fields, such as females and minorities, benefit from this program and have the supports needed to be successful ELIGIBILITY Eligible lead applicants, who will serve as the fiscal agent, for grants under this program must be a public or non-profit local workforce entity, a local education agency or a non-profit entity. The grantee organization will be: n The point of contact with DOL to receive and respond to all inquiries or communications under this SGA n The entity with authority to withdraw or draw down funds through the Department of Health and Human Services Payment Management System (HHS-PMS) SUMMARY The Youth CareerConnect program is designed to strengthen college- and career-readiness by redesigning the high school experience to focus on providing students with challenging, relevant learning opportunities, and enabling schools to develop new partnerships with colleges and employers to support instruction and to help develop the skills students need to be prepared for jobs now and in the future. It will provide high school students with education and training that combines rigorous academic and technical curriculum focused on specific H-1B in-demand industries or careers that will increase participants employability in high-growth, in-demand occupations and industries and prepare them for post-secondary education. The ultimate goals for the program are to ensure that participants gain academic and occupational skills by completing the program and graduating from high school; move into a positive placement following high school that includes unsubsidized employment, post-secondary education, long-term occupational skills training, or registered apprenticeship; obtain an industry-recognized credential in an H-1B industry or occupation for those industries where credential attainment is feasible by program completion in addition to a high school diploma; and earn post-secondary credit toward a degree or credit- bearing certificate issued by an institution of higher education. n The entity responsible for submitting to DOL all deliverables under the grant, including all technical, financial and performance reports related to the program, regardless of which partner performed the work n The entity that may request or agree to a revision or modification of the grant agreement or statement of work n The entity with overall responsibility for carrying out the programmatic functions of the grant, as well as for the stewardship of all expenditures under the grant n The entity responsible for establishing sub-grant relationships with the identified program partners n The entity responsible for working with DOL to close out the grant Approximately $100 million is expected to be available to fund approximately 25 to 40 grants. DOL intends to fund grants ranging from $2 million to $7 million. Grants can be used to fund programs in a single site or to fund multi-site programs. Applicants should request a funding amount within this range that is commensurate with the complexity and scope of their proposed program model (e.g., multi-industry and multi-site programs would be more likely to warrant higher funding). Applicants are required to provide a match of 25 percent of the grant award

8 ELIGIBILITY Eligible applicants for these grants are public or private non-profit agencies or organizations including rural, urban or Native American agencies, but not limited to: n Faith-based and community organizations n An entity carrying out activities under the Workforce Investment Act (WIA), such as a local workforce investment board, One-Stop Career Center or local school board n A community action agency n A state or local housing development agency n An Indian tribe or other agency primarily serving American Indians n A community development corporation n A state or local youth service conservation corps YOUTHBUILD GRANTS U.S. Department of Labor (DOL), Employment and Training Administration (ETA) SUMMARY YouthBuild is a youth and community development program that simultaneously addresses several core issues facing low-income communities: n Affordable housing n Education n Employment n Crime prevention n Leadership development The YouthBuild model balances in-school learning that leads to the achievement of a high school diploma or passing the General Education Development (GED) test and occupational skills training that prepares youth for career placement. The in-school component is an alternative education program that assists youth who are often significantly behind in basic skills to obtain a high school diploma or GED credential. The target populations for YouthBuild are high school dropouts who may also be adjudicated youth, youth aging out of foster care, youth with disabilities and other at-risk youth populations. Under this program, ETA intends to fund approximately 75 grants of up to $1.1 million each from the FY 2014 appropriation (pending availability of funding). The period of performance for these grant awards will be three years and four months from the effective date of the grant. Applicants must provide new cash or in-kind resources equivalent to exactly 25 percent of the grant award amount as matching funds while additional cost sharing above 25 percent may be committed toward the grant as leveraged funds

9 SUMMARY INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) The ITEST program, through research and model-building activities, seeks to build understandings of best practice factors, contexts and processes contributing to K-12 students motivation and participation in the science, technology, engineering and mathematics (STEM) core domains along with other STEM cognate domains (e.g., information and communications technology (ICT), computing, computer sciences, data analytics, among others) that inform education programs and workforce domains. The ITEST program funds foundational and applied research projects addressing the development, implementation and dissemination of innovative strategies, tools and models for engaging students to be aware of STEM and cognate careers, and to pursue formal school-based and informal out-of-school educational experiences to prepare for such careers. ITEST supports projects that: n Increase students awareness of STEM and cognate careers n Motivate students to pursue the appropriate education pathways for STEM and cognate careers National Science Foundation (NSF), Directorate for Education and Human Resources (EHR) n Provide students with technology-rich experiences that develop disciplinary-based knowledge and practices, and non-cognitive skills (e.g., critical thinking and communication skills) needed for entering STEM workforce sectors ITEST projects may adopt an interdisciplinary focus on one or more STEM domains or focus on sub-discipline(s) within a domain. ITEST projects must involve students, and may also include teachers. ITEST is especially interested in broadening participation of student groups traditionally underrepresented in STEM and cognate intensive education and workforce domains. Strongly encouraged are projects that actively engage business and industry to better ensure K-12 experiences are likely to foster the skill-sets of emerging STEM and cognate careers. ITEST supports two types of foundational and applied research projects: n Strategies: projects that address the creation and implementation of innovative technology-related interventions n SPrEaD (Successful Project Expansion and Dissemination): projects that support the wider and broader dissemination and examination of innovative interventions ITEST supports projects that enhance students interest in and capabilities to successfully pursue STEM and STEM cognate careers. A number of DRL programs also address students STEM learning in K-12 formal and informal settings but with difference emphases. The programs include: the Discovery Research K-12 (DR K-12) program, the Advancing Informal STEM Learning (AISL) program and the EHR Core Research (ECR) program. The DR-K12 focuses on researching the development and implementation of innovative resources, models and tools for K-12 students and teachers, primarily in formal elementary, middle and high school settings. The AISL focus is on understanding design and engagement in out-of-school STEM learning and learning environments across all ages in the life span including cross-venue youth programs in grades K-12. The ECR emphases are on foundational research to advance our understandings of and methodologies for studying STEM learning, STEM learning environments, broadening participation in STEM and/or STEM workforce development. The research and development goals of the ITEST program are consistent with EHR s commitment to building and expanding research foundations in STEM learning and learning environments, workforce development and broadening participation in STEM. ITEST projects explore and test strategies and tools for fostering K-12 students motivations, interests and capacities in STEM learning. ITEST is especially interested in broadening participation of student groups from traditionally underrepresented STEM and cognate intensive education and workforce domains. Underrepresented groups may include, but are not limited to, women, underrepresented minorities (African-Americans, Hispanics, Native Americans, Alaska Natives, Native Hawaiian and other Pacific Islanders) and persons with disabilities. ITEST projects may provide students with authentic, contextual experiences from in- and/or out-of-school educational settings/ programs. Projects may also involve partnerships with higher education, and business and industry to enhance the development of authentic experiences that serve to build student interest in STEM. Successful ITEST projects will engage in foundational or model-based design applied research that seeks to understand conditions and contexts that improve K-12 students STEM learning pathways and STEM-focused career preparations and mentorships. The ITEST program is particularly interested in projects that examine the effectiveness of engaging adult volunteers with relevant disciplinary expertise from academia or industry to mentor and engage students in school, after school or out of school. Typically, proposals with a primary focus on workforce development for youth and on school-to-work transitions should be submitted to ITEST. Also encouraged are proposals that engage students in the use of cutting-edge technological tools, in computer sciences or in providing students with work/problem-based opportunities for innovative use of technology. ELIGIBILITY n All U.S. organizations with an educational mission are eligible for ITEST n All ITEST projects must demonstrate evidence of partnerships and collaboration in the formulation, implementation, and/or interpretation and dissemination of the project n Eligibility for Innovation through Institutional Integration (I3) is limited to institutions of higher education (including two- and four-year colleges) located and accredited in the U.S., acting on behalf of their faculty members Approximately Strategies awards with durations up to three years and total budgets up to $1,200,000 each will be made; and approximately 5-10 SPrEaD awards with durations of three to five years and total budgets up to $2,000,000 each will be made. Pending availability of funds, NSF anticipates having approximately $50,000,000 available for the two fiscal year period FY for support of the ITEST portfolio. Approximately $25,000,000 will be available for the FY 2014 competition and approximately $25,000,000 will be available for the FY 2015 competition. Cost sharing is not required