Absolute Priority

This application addresses Absolute Priority 3 Innovations that Complement the

Implementation of High Standards and High-Quality Assessments and includes a request to fund
practices, strategies, or programs that are designed to support efforts to transition to standards
and assessments that measure students progress toward college- and career-readiness, including
curricular and instructional practices, strategies, or programs in core academic subjects that are
aligned with high academic content and achievement standards and with high-quality
assessments based on those standards, to increase the success of under-represented student
populations in academically rigorous courses and programs (specifically the STEM framework
adopted by the Texas Education Agency) to students in small, rural schools in West Texas.
The project that is based on standards identified by the Texas Education Agency in
applications for funding STEM academies in larger school districts throughout Texas.

Competitive Preference
This application addresses Competitive Preference Priority 6--Innovations that Support
College Access and Success and includes practices, strategies, or programs for 6-12 students that
address students preparedness and expectations related to college by providing a more rigorous,
project-based curriculum in Science, Technology, Engineering, and Mathematics (STEM).
This application also addresses Competitive Preference Priority 8--Innovations that Serve
Schools in Rural LEAs and includes practices, strategies, or programs that are designed to
improve student achievement or student growth, close achievement gaps, and improve teacher
and principal effectiveness in ten rural LEAs.

Selection Criteria
This application is submitted by Everyones Common School District, a district of 118
students in rural West Texas. Everyones CSD has a 2009 state accountability rating of
Exemplary, which reflects outstanding academic achievement by all students. the district has
been commended for student achievement in Reading, Math, Science and Social Studies. The
high school graduation rate is 100% and all teachers in the district meet NCLB highly qualified
standards.
Need for the Project and Quality of the Project Design
The proposed project represents an exceptional approach to the priorities the eligible
applicant is seeking to meet (i.e., addresses a largely unmet need, particularly for high-need
students, and is a practice, strategy, or program that has not already been widely adopted).
The Science, Technology, Engineering, and Mathematics workforce grew from 731,000
in 1950 to 2,431,000 in 1980 and 5,680,000 in 2000 according to B. Lindsay Lowell and Mark
Regets report A Half-Century Snapshot of the STEM Workforce, 1950-2000, published by the
Commission on Professionals in Science and Technology, August 2006 and available online at
[https://www.cpst.org/STEM/STEM_White1.pdf]
At the same time, the United States has one of the lowest rates of first university degrees
awarded in STEM fields to that in non-STEM degree production in the world according to NSF
data. In 2002, STEM degrees accounted for 16.8% of all first university degrees awarded in the
United States compared to an international average of 26.4% according to CRS Report RL33434,
Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy,
and Legislative Action, by Jeffrey J. Kuenzi.

On August 2, 2007, Congress passed the America Creating Opportunities to

Meaningfully Promote Excellence in Technology, Education, and Science Act or the America
COMPETES Act (H.R. 2272), which the President signed into law (P.L. 110-69) on August 9,
2007. The America COMPETES Act had substantial bipartisan support passing 367-57 in the
House and by unanimous consent in the Senate.
The America COMPETES Act is intended to increase the nations investment in science and
engineering research, and in science, technology, engineering, and mathematics (STEM)
education from kindergarten to graduate school and postdoctoral education.
Texas has established 35 T-STEM academies including a mixture of charter schools,
traditional public schools and schools operated in conjunction with an institution of higher
education. Academies are non-selective with the majority of their populations being high-need
students. All academies either include 6th-12th grades or actively work with feeder middle
schools. Academies also include partnerships with employers to expose students to careers in
STEM fields, and will create university or college partnerships for mentoring, fostering a
college-going culture and the provision of college-level courses/dual credit. HOWEVER, all 35
academies are structured to include 80-100 students in each graduating class and are all located
in or very near urban areas. Students in small, rural school districts have not had the opportunity
to participate in STEM initiatives and do not have access to the more rigorous science,
technology, engineering (applied science and math) and math curriculum now available to their
counterparts served by T-STEM academies.
Across Texas, the San Angelo area (West Texas) had the smallest average school size
(246 K-12) and seventeen of the 20 regions in the state maintained an average school size
between 300 and 699 students according to 1997-1998 Texas Education data. Districts

participating in this application are significantly smaller than the average: Everyones, 118
students K-12 (18% Economically Disadvantaged); Jayton-Girard, 142 (42%); Motley County,
177 (64%); Paducah, 254 (70%); Patton Springs, 92 (64%); Spur, 291 (48%); Turkey-Quitaque,
224 (53%); Lorenzo, 296 (81%); Tahoka, 606 (59%), and Wilson 148 (75%). The total number
of students is approximately 2350. The fact that ten school districts collectively serve that
relatively small number of students (compared to urban districts) demonstrates the need to
expand rich curriculum resources using technology.
The school is the center of each community. The schools are 35-120 miles from the
nearest city. There is no business community with the exception of local farming and ranching
and, perhaps, convenience stores or small, locally-owned stores. Certainly there is no higher
education, commercial, medical or health-care, or industrial presence. With technology support
envisioned in this application, these communities can access higher education, business, medical
and industrial leaders.
The proposed project has a clear set of goals and an explicit strategy, with actions that are
(a) aligned with the priorities the eligible applicant is seeking to meet, and (b) expected to
result in achieving the goals, objectives, and outcomes of the proposed project.
The goals and objectives of the program are consistent with the Texas STEM initiative
goal: to align high school curriculum with postsecondary education and economic development
activities in science, technology, engineering (as applied science and math), and technology. To
meet the goal, participating districts will:

Provide a rigorous, well-rounded education implementing a 1:1 mobile computing

initiative in grades 6-12; introducing mobile computing in grades 4-5; providing
network upgrades where necessary to facilitate technology-rich environments;

requiring students to take four years of science and math; incorporating contextual
learning; expanding extra-curricular academic activities in science, math,
engineering, and technology; and requiring all seniors to complete and present a
senior project;

Establish a personalized, college- and work-ready culture expanding partnerships

with area colleges and universities; anticipating that students will have college credit
when they graduate from high school; creating partnerships with the community, area
businesses, and parents and families; and continuing to require individualized
graduation plans for all students; and

Provide teacher and leadership development investing in professional development

for teachers (with the support of onsite instructional specialists); supporting teachers
in efforts to gain additional certifications and advanced degrees; scheduling
opportunities for shared planning; encouraging teachers to attend state and national
conferences in their content area; and participating in the statewide STEM network.

To meet the objectives, the districts will partner with Local University and with the Texas
High School Project for professional development. In developing this proposal, we have
met with Rod Blackwood, Provost and Chief Academic Officer at Local University, and
talked with Dee Chambliss, T-STEM Coordinator at the Texas High School Project. Both
have assured their support for the proposal.
Local University is a four-year private liberal arts university, accredited by the Southern
Association of Colleges and Schools (SACS) and is an approved professional development
provider for the Texas Education Agency. Local University is an approved vendor for the
Mathematics Instructional Coaches Pilot Program. The Department of Education at LCU is

recognized for preparing educators who are ready for the classroom. Even though theory is at
the core, the majority of time is spent in very practical applications of current best practices in
the classroom. The overall design of the program stems from careful review, state and national
standards, and best practices defined in current research and application. Local University offers
approved certification programs as follows: Early Childhood Education Generalist (Grades P4); Middle School Education Generalist (Grades 4-8); Certification to teach grades 4-8 in a
particular teaching field: math, science, reading/language arts, and social studies; Secondary
Education (Grades 8-12) Certification to teach grades 8-12 in one or two teaching fields.
Teaching field options include business administration, computer information systems,
English/language arts, history, life science, mathematics, physical science, composite science,
composite social studies, Spanish, and speech communication; and All-Level Education (Grades
P-12).
The Texas High School Project Texas Science, Technology, Engineering and
Mathematics (T-STEM) Centers address the challenges of tomorrows technology-driven
economy by researching, developing, and supporting best practices in science, technology,
engineering, and mathematics (STEM) education for K-12 schools.
T-STEM Centers work with T-STEM Academies as well as all Texas schools to
transform teaching and learning methods, improve achievement in STEM education, and ensure
all students are college-ready, career-ready, and life-ready. The seven centers are part of the TSTEM Initiative, a component of the Texas High School Project. The T-STEM Initiative is an
$81 million project designed to improve instruction and academic performance in science and
mathematics related subjects in secondary schools across Texas. T-STEM Centers work to:

ensure alignment of high school courses, postsecondary education and economic

development activities across the areas of STEM and the broader high school curriculum;

transform teaching methods as well as teacher preparation and instruction in science,

technology, engineering, and math;

train administrators, principals, and educators in effective leadership strategies to support

STEM instruction in secondary schools;

disseminate promising practices and research-based strategies for integrated STEM

teaching and learning to all high schools; and

prepare Texas students for rewarding careers in the 21st Century economy by improving
students achievement outcomes in math and science and increasing the number of
students who pursue postsecondary studies and careers in science, technology,
engineering and math.

The proposed project is consistent with the research evidence supporting the proposed
project, taking into consideration any differences in context.

The schools will use the T-STEM Academy Design Blueprint as a planning and
evaluation tool. The Design Blueprint is used by TEA to evaluate STEM Academies and has
been adapted for use in rural school districts. The districts will offer a rigorous, well-rounded
course of study for all students, including the following:

Incorporating College Readiness Standards into the core curriculum;

Aligning all curriculum, instruction, and assessment to state standards, supporting the
success of students to take and pass four years of high school math and high school
science;
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Supporting a technology infrastructure plan for technology use across the discipline;

Providing an opportunity for each student to acquire a minimum of 12 hours of

college credit through dual-credit or AP courses;

Participating in curricular academic activities centered on applied science,

technology, engineering, and math, such as UIL competitions (robotics, math) or
science and technology fairs;

Providing curriculum that reflects todays postsecondary learning and work

environment;

Incorporating into the curriculum project- and work-based, contextual learning with a
global perspective;

Integrating technology into all aspects of the school culture, including the school
curriculum, co-curriculum, and daily operation;

Creating and using applied and team learning; and

Providing opportunities for alignment with the states economic development clusters
and for students to seriously consider careers in science, technology, engineering, and
math fields (such as teacher-externships; student internships, apprenticeships, co-ops,
service learning, conferences or capstone projects with a presentation and a defense).

Key to this program will be the development of curriculum resources (including full courses) that
can be delivered online. Mobile computing devices will be purchased for all students 4-12; the
specific devices will be consistent with individual district and student needs. This is critical to

provide the resources to students in small, rural districts where faculty is limited and business
partnerships are not readily available, particularly in the science, technology, engineering and
math professions.
The districts will provide teacher, school leadership, and school innovation development
by doing the following:

Providing new teachers with support and guidance through teacher mentoring and
induction programs available through the regional education service center by
cooperation among the districts Implementing a math and science teacher coaching-based
professional development model, supported by a full-time instructional technologist
(previously not available in these districts because of budget constraints)

Bringing together math and science high school teachers, higher-education faculty, and
private businesses (in particular, bringing together teachers from the several school
districts who often work in isolation because of their size and geographic location)

Providing common planning time for science, technology, engineering, and math content
teachers and providing training to ensure common planning time is well utilized

Serving as a math and science demonstration site as proof points for improved practices

Disseminating T-STEM outreach to elementary schools in the districts to support vertical

planning

Requiring external networking opportunities for teachers

Requiring school leadership participation in STEM professional development programs

Creating a distributive decision-making structure that is clear and understood by the

following stakeholders: students, teachers, academy design team, parent-community,
business, community partners and institutions of higher education partners
The districts will use this Design Blueprint as a guide to developing an implementation

plan for building a STEM program that addresses each of the following benchmarks:
1. Benchmark: Mission-Driven Leadership
1.1. Program Requirement: Mission and Vision The program develops a shared mission and
vision that reflects a consensus among staff and key stakeholders on how the program helps
diverse learners build the requisite skills and strategies to become highly-functioning, STEMliterate graduates.
1.2. Program Requirement: Leadership and Governance The program clarifies the
organizational structure for leadership and governance, demonstrating accountability and
collaboration for continuous improvement; plans for participation and leadership of students,
teachers, parents, business and community partners, and institutions of higher education; clarifies
the decision-making structure so that it is clear and understood by all stakeholders; and compiles,
analyzes, and uses data to inform all decisions.
1.3. Program Requirement: Program Review and Evaluation The program integrates datadriven decision-making into the daily work of the districts; and clarifies and implements a
process and feedback mechanism for program review and formative evaluation to determine
effectiveness of strategies used to improve teaching and learning.
1.4. Program Requirement: Leadership Development and Collaboration The program
collaborates with the STEM professional development providers to support the transformation of
teaching methods, teacher preparation, and instruction in science, technology, engineering and
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mathematics; participates in the STEM Leadership Coaching program that provides one-on-one
support for continuous development and achievement of long-term STEM goals; and participates
in the STEM Network, including collaborating with Texas T-STEM Academies and Centers,
promoting broad dissemination and adoption of promising practices to improve student
achievement.
2. Benchmark: T-STEM Culture and Design
2.1. Program Requirement: Personalization The program maintains class sizes that allow for
small, collaborative learning communities of students and provides for counseling support during
the school day that is non-graded and focuses on personalizing the student experience, builds
relationships with students and parents, and develops character; develops a process for hearing
and responding to student voice; allows for a flexible school day with blocks of time that support
student learning (e.g., tutorials, collaboration, meetings.); celebrates high quality student work
through student exhibits on-site, web-based, and/or in state and national forums; and provides
every student with an individual graduation plan that addresses Texas college readiness
standards.
2.2. Program Requirement: Culture The program collaborates with the community (i.e.,
school leaders, students, parents, and teachers) to develop a handbook with clear procedures,
discipline policies and consequences to be distributed to students, staff and families; involves all
stakeholders in developing a culture of respect and responsibility that includes older students
serving as peer mentors for entering students; fosters the development of positive student
identities through a responsive classroom atmosphere of respect, trust, and meaningful adult and
peer relationships; provides all students with an opportunity to assume roles of responsibility
within the school and the classroom; provides all students access and opportunities to engage in

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school-sponsored activities; ensures that attendance records reflect consistent student attendance
and participation in school.
2.3. Program Requirement: Postsecondary Success
The program prepares students who graduate ready to pursue postsecondary level coursework
and careers in science, technology, engineering, and mathematics; includes grades 6-12 or
actively works with elementary schools to develop student interest in STEM education; develops
a plan for student success on post secondary entrance exams; provides high-quality, college
preparation for students and families; creates higher education partnerships to provide mentoring,
college-level courses/dual credit, professional development and technical assistance, and to
foster a college going culture; makes available at least 12 college credits through multiple
educational pathways such as dual credit, concurrent enrollment, articulated credit, and/or
Advanced Placement; makes available courses that address the Texas Governors economic
workforce clusters: semiconductor industry, information and computer technology, microelectromechanical systems, manufactured energy systems, nanotechnology, and/or biotechnology.
3. Benchmark: Student Outreach, Access and Retention
3.1. Program Requirement: Recruitment The program develops a process for marketing to
and recruiting to reach underserved students; establishes structures to allow participation by
underserved students and families (e.g., transportation or plans for transportation to the school,
child care for family events, and translation of all recruitment and marketing materials.)
3.2. Program Requirement: Open Access The program will not be based on TAKS scores,
discipline history, teacher recommendation, minimum GPA, or other requirements that would be
used to limit participation; and consists of a population that is 50% or greater economically
disadvantaged and underrepresented students.

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3.3. Program Requirement: Student Support and Retention The program develops a strategy
for student support and retention; and creates programs that are both rigorous and relevant, and
encourage student engagement.
4. Benchmark: Teacher Selection, Development, and Retention
4.1. Program Requirement: Highly Qualified Teachers The program hand selects highly
qualified secondary and postsecondary faculty who possess extensive subject knowledge and
who have demonstrated success working with traditionally underrepresented students; designs or
employs innovative programs to support the recruitment and selection of highly qualified STEM
teachers; and develops teacher job descriptions and requirements that specify success with
underrepresented students.
4.2. Program Requirement: Teacher Support and Development The program develops a
plan for sustained professional development based on student performance and teacher needs;
adopts a professional development model that addresses prioritized needs as informed and
evaluated by multiple sets of data; provides ongoing opportunities for continuous learning for
teachers and administrators (i.e. research-based practices, content competence, new instructional
strategies, use of technology, job-embedded coaching and/or mentoring support, practice-focused
reflective inquiry, student work-based data analysis, and STEM-related externships); and ensures
that on-staff content coaches are available and accessible to support both teachers and students.
4.3. Program Requirement: Teacher Retention The program provides for flexibility in
instructional practices to promote creativity and innovation while maintaining accountability;
provides a common planning time for teachers to support results-driven, team-focused
professional learning, and collaboration; adopts and implements a plan for new teachers to
include orientation, induction, acculturation, mentoring, professional development, and

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administrative support; provides opportunities for ongoing professional development to improve

teachers content knowledge, instructional strategies, technology, and leadership skills; and
provides release time and other incentives for teachers contributing to and leading STEM
education efforts.
5. Benchmark: Curriculum, Instruction, and Assessment
5.1. Program Requirement: Rigor The program aligns curriculum, instruction and assessment;
develops a scope and sequence for the curriculum vertically aligned with state standards;
develops an assessment plan to provide feedback on gaps in student achievement; supports and
encourages all students to successfully complete four years of high school mathematics and four
years of high school science.
5.2. Program Requirement: STEM-Focused Curriculum
The program delivers innovative STEM programs that are well-defined and aligned to state
and/or national standards; develops performance-based assessments aligned to these innovative
programs; develops and implements a plan for supporting accelerated student achievement for
students with demonstrated deficiencies in mathematics and science; incorporates into the
curriculum work-based, contextual learning with a global perspective; participates in extracurricular academic activities centered on science, technology, engineering and mathematics; and
requires all students to complete a STEM-related senior capstone project, presentation, and
defense.
5.3. Program Requirement: Instructional Practices The program promotes data-driven
instruction; has a structure in place for shared teacher responsibility and accountability for
student learning across programs, content areas and classrooms; organizes instruction around
clear expectations for students and teachers on state performance standards; ensures teachers use

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of the aligned scope and sequence and the integration across the disciplines; ensures teachers
use of high-quality curricular materials aligned with state standards; and uses problem-based and
project-based learning with a set of specific learning outcomes.
5.4. Program Requirement: STEM Education Integration The program promotes
instructional strategies that challenge students to innovate and invent; requires students to
demonstrate their understanding of STEM disciplines in a work-based, contextual environment;
offers standards-based STEM programs that use innovative instructional tools; promotes applied
and collaborative learning; integrates technology into the culture, curriculum, teaching strategies
and daily operations; and promotes natural use of current technologies as tools to enhance
learning.
5.5. Program Requirement: Literacy The program focuses on the belief that all students must
become competent readers, writers, and speakers; provides opportunities for students to
demonstrate the relevancy of the content through speaking and writing; and selects appropriate
STEM curriculum and instruction materials that foster widespread use of literacy strategies
within the STEM curriculum.
5.6. Program Requirement: Assessment The program uses diagnostic, ongoing and end-ofsemester assessments for all students to drive instructional decisions; uses state standards to
develop minimum requirements for common benchmark assessments; employs student readiness
assessments to identify and address gaps in learning; tracks and reports student progress using
student information systems; and uses performance-based assessments that allow students to
demonstrate their understandings of STEM concepts.
6. Benchmark: Strategic Alliances
6.1. Program Requirement: Parent and/or Family Participation

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The program implements a strong school-family partnership plan; ensures ongoing

communication between teachers and parents; provides professional development to support
parents and students in attaining education goals; and promotes shared responsibility for the high
performance of students through parent education opportunities and involvement in school
decision-making.
6.2. Program Requirement: Business and School Community The program identifies and
secures key partners to support STEM efforts; develops a plan to introduce, inform, and engage
community partners; and develops partnerships with business and industry to provide STEMrelated experiences for students and teachers. (Because of the rural settings, students will
interact with business and industry leadership via interactive video.)
6.3. Program Requirement: Institutions of Higher Education The program develops a
Memorandum of Understanding (MOU) for dual credit with area colleges and universities; and
monitors and evaluates efforts with institutions of higher education.
6.4. Program Requirement: Communication with Alliance Members and Stakeholders
The program designs partner agreements with institutions of higher education, business, and
other community groups to support the implementation plan; and plans for ongoing exchanges
between district staff, design team and stakeholders.
7. Benchmark: Program Advancement and Sustainability
7.1. Program Requirement: Strategic Planning The program develops a plan that aligns
budget, year-by-year rollout of grade levels to be served, staffing needs, instructional technology
and resources, and appropriate space allocation through full enrollment; addresses sustainability
in the strategic plan; and plans and participates in opportunities to network and share experiences
related to the school design and implementation process.

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7.2. Program Requirement: Sustainability and Growth The program maintains a balanced
budget; makes continuous investments in professional development; develops a plan for
sustaining the program beyond the grant funding period.
7.3. Program Requirement: Continuous Improvement and Evaluation The program sets and
meets high expectations across a broad range of performance measures; develops an instructional
plan that addresses all of the required state accountability measures; develops internal indicators
to measure continuous improvement towards student performance goals; and measures and
documents progress toward meeting the stated goals of the STEM Design Blueprint.
Strength of Research, Significance of Effect, and Magnitude of Effect
The extent to which the eligible applicant demonstrates that there is moderate evidence (as
defined in this notice) that the proposed practice, strategy, or program will have a
statistically significant, substantial, and important effect on improving student achievement
or student growth, closing achievement gaps, decreasing dropout rates, increasing high
school graduation rates, or increasing college enrollment and completion rates.
Research: STEM and Public School/University Partnerships
Reports from the National Academy of Sciences and the National Commission on
Mathematics and Science Teaching for the 21st Century have highlighted the critical need for a
mathematically, technologically and scientifically literate work force, and the important role that
a high quality mathematics and science education plays in preparing citizens for an increasingly
competitive global society. Many agree that one of the most significant methods for increasing
Americas talent pool is to improve K-12 mathematics and science education. (National
Academy of Sciences. (2007). Rising above the gathering storm. Washington, DC: The National
Academies Press.) (National Commission on Mathematics and Science Teaching for the 21st
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Century. (2000). Before its too late: A report to the nation from the national commission on
mathematics and science teaching for the 21st century. Washington, DC: U.S. Department of
Education. Retrieved February 20, 2007 from http://www.ed.gov/inits/Math/glenn/ report.pdf)
The literature suggests that school-university partnerships are an effective way of
addressing a variety of issues in education (Fisler, J., & Firestone, W. (2006). Teacher Learning
in a School-University Partnership: Exploring the Role of Social Trust and Teaching Efficacy
Beliefs. Teachers College Record, 108(6), 1155-1185.) (Gut, D., Oswald, et al. (2003). Building
the foundations of inclusive education through collaborative teacher preparation: A university-school partnership. College Student Journal, 37(1), 111-127.) (Kersh, M. E., & Matszal, N. B.
(1998). An analysis of studies of collaboration between universities and K-12 schools. The
Educational Forum, 62, 218-225.), particularly improvement in mathematics and science
(Drayton, B., & Falk, J. (2006). Dimensions That Shape Teacher-Scientist Collaborations for
Teacher Enhancement. Science Education, 90(4), 734-761.) (Sutherland, L., Scanlon, L., &
Sperring, A. (2005). New directions in preparing professionals: Examining issues in engaging
students in communities of practice through a school-university partnership. Teaching and
Teacher Education, 21(1), 79-92.)
Recent federal and state initiatives (and funding opportunities) have increased the focus
on the potential role for STEM faculty in addressing K-12 education and influencing positive
change. Research suggests that partnerships between scientists and mathematicians and K-12
teachers can have benefits for teachers, in terms of increasing their content knowledge; and, they
can benefit mathematicians and scientists by providing opportunities for them to learn new
instructional techniques and develop a greater understanding of K-12 education. However, these
opportunities are limited for K-12 teachers in small, rural school districts; and universities can
18

more easily work with K-12 teachers in the larger communities where it is easy to build
partnerships. (Moyer-Packenham, P. S., et al (2009) Participation by STEM Faculty in
Mathematics and Science Partnership Activities for Teachers Journal of STEM Education: Vol
10, Issues 3 & 4 July-Dec 2009.)
Additional Related Research
A 2004 report for the Small School Project suggests that small schools must make a
variety of resources available to teachers to help them re-think their teaching strategies.
(Planning Resources for Teachers in Small High Schools. The Small Schools Project, Center on
Reinventing Public Education, University of Washington, 2004.)
Tom Vander Ark, Executive Director of Education at the Bill & Melinda Gates
foundation, offers a frank impression of the problems facing todays high schools and makes a
plea for change in a February 8, 2004 editorial (Fixing the Problem) for the Oregonian.
Vander Ark suggested that effective reform requires the commitment and effort of students,
teachers, parents, and leaders in business and education. He offered examples of successful
schools across the country that are making their schools more personalized, rigorous, and
engaged with the community. The small schools participating in this application, and others
throughout the country, are searching for ways to expand their communities.
The importance and magnitude of the effect expected to be obtained by the proposed
project, including the likelihood that the project will substantially and measurably improve
student achievement or student growth, close achievement gaps, decrease dropout rates,
increase high school graduation rates, or increase college enrollment and completion rates.
The evidence in support of the importance and magnitude of the effect would be the
research-based evidence provided by the eligible applicant to support the proposed project.

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The following is taken from a summary review of the 2009 publication, Engineering in
K-12 Education, Linda Katehi, Greg Pearson, and Michael Feder, Editors; Committee on K 12
Engineering Education; National Academy of Engineering and National Research Council>
Engineering education in K-12 classrooms is a small but growing
phenomenon that may have implications for engineering and also for the other
"STEM" subjects--science, technology, and mathematics. Specifically,
engineering education may improve student learning and achievement in science
and mathematics, increase awareness of engineering and the work of engineers,
boost youth interest in pursuing engineering as a career, and increase the
technological literacy of all students. The teaching of STEM subjects in U.S.
schools must be improved in order to retain U.S. competitiveness in the global
economy and to develop a workforce with the knowledge and skills to address
technical and technological issues.
http://www.nap.edu/catalog.php?record_id=12635#toc
This project will expand STEM education to students in small, rural high schools. The
success of the project will be measured in terms of increases in student achievement or student
growth, close achievement gaps, decrease dropout rates, increase high school graduation rates, or
increase college enrollment and completion rates as described in the research section of this
application.
Experience of the Eligible Applicant
The past performance of the eligible applicant in implementing complex projects.
Everyones CSD is a small, rural school district, with an Exemplary rating from the
Texas Education Agency; the district was commended in spring 2009 in Math and Science. The
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district is leading the way in implementing technology projects among the districts partnering in
this application. While it is a small school, the district identifies more than 22% of the students
as at-risk students yet the graduation rate is historically 100%.
Local University is a private, liberal arts institution with an outstanding reputation in
teacher education, especially in the areas of science and mathematics. The university is a Texas
Education Agency approved provider of professional development for teachers of mathematics.
Quality of the Project Evaluation
The extent to which the methods of evaluation will include a well-designed experimental
study or well-designed quasi-experimental study.
Evaluation will include, but not be limited to, a quasi-experimental study using data
available to the public from the Texas Education Agency Academic Excellence Indicator system
(AEIS). Each school district in the State of Texas is included in a campus grouping of 40
districts with similar demographics and student populations. Student performance on
standardized tests is reported annually; data is reported for the individual campus and for the
campus group. Student performance on the annual Texas Assessment of Knowledge and
Skills (TAKS) will be compared for each participating district to the campus group to which the
Texas Education Agency assigns the district, controlling for a school district in any campus
group that also has a structured STEM program.
The extent to which the methods of evaluation will provide high-quality implementation
data and performance feedback, and permit periodic assessment of progress toward
achieving intended outcomes.

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The extent to which the evaluation will provide sufficient information about the key
elements and approach of the project so as to facilitate replication or testing in other
settings.
Performance measures will also include those specified in the Request for Application:
(1) the extent to which the districts meet their annual target number of students as specified in
the application; (2) the extent to which programs, practices, or strategies supported by ongoing
well-designed and independent evaluations provide evidence of their effectiveness at improving
student outcomes; (3) the extent to which programs, practices, or strategies supported by ongoing
evaluations are providing high-quality implementation data and performance feedback that allow
for periodic assessment of progress toward achieving intended outcomes.
A comprehensive evaluation plan will be developed by the principal investigators with
the assistance of the external evaluator (vita attached as an appendix) when funding is available.
The evaluation plan will be closely aligned to the items below required by the Texas Education
Agency.
The extent to which the proposed project plan includes sufficient resources to carry out the
project evaluation effectively.
Data to be used in project evaluation is available from districts and the Texas Education
Agency online and does not identify individual students. An external (independent) evaluator
with experience in evaluating education programs will supported by the project manager as well
as district administrators in gathering additional information.
The budget includes funds for an independent evaluator.
The extent to which the proposed evaluation is rigorous, independent, and neither the
program developer nor the project implementer will evaluate the impact of the project.

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Following are performance measures required by the Texas Education Agency in

evaluating STEM programs. The applicant will use these same measures to ensure compatibility
with the rigorous standards of the Texas Education Agency.

Percentage of students enrolled in the T-STEM Program disaggregated by ethnicity,

economically disadvantaged status and first generation college goers;

Percentage of students in all grades passing all sections of the TAKS, disaggregated
by ethnicity and economically disadvantaged status;

Percentage of students in all grades achieving commended status on the TAKS,

disaggregated by ethnicity and economically disadvantaged status;

Percentage of students in all grades achieving commended status on Mathematics

section of the TAKS

Percentage of students in all grades achieving commended status on Science section

of the TAKS;

Percentage of all students on track to receive credit for four years of high school
math;

Percentage of all students on track to receive credit for four years of high school
science;

th

Percentage of students who, by the end of 9 grade, are passing Algebra I,

disaggregated by ethnicity and economically disadvantaged status;

Graduation rate disaggregated by ethnicity and economically disadvantaged status;

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Percentage of students in all grades taking at least one AP, IB, or dual credit course,
disaggregated by grade level, type of course, ethnicity and economically
disadvantaged status;

Percentage of students in grade 10 who take the PSAT; disaggregated by ethnicity

and economically disadvantaged status;

Percentage of students who scored at or above criterion on the SAT or ACT,

disaggregated by ethnicity and economically disadvantaged status;

Percentage of all students who participate in an internship or a capstone project;

Percentage of students who have met with an academic advisor at least twice during
the school year, disaggregated by grade level;

Percentage of all students who have an Individualized Graduation Plan;

Percentage of all students who participate in STEM competitions;

Percentage of teachers and administrators receiving training and materials specifically

regarding STEM instruction;

Number of teacher professional development activities offered in STEM content

and/or pedagogy;

Number of web contacts and phone calls received for the purpose of sharing STEM
best practices;

Number of site visits hosted; and

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Number of web contacts and phone calls received for the purpose of sharing STEM
best practices

Strategy and Capacity to Bring to Scale

The number of students proposed to be reached by the proposed project and the capacity
of the eligible applicant and any other partners to reach the proposed number of students
during the course of the grant period.
The districts participating in this program enroll a total of (approximately the exact
number changes daily) 2348 students K-12. While the introduction of mobile computing devices
will focus on 4-12 grade, all students will be directly reached by teachers who have the support
of a curriculum specialist and STEM educator funded by the grant.
The eligible applicants capacity (e.g., in terms of qualified personnel, financial resources,
or management capacity) to bring the proposed project to scale on a State or regional level
(as appropriate, based on the results of the proposed project) working directly, or through
other partners, either during or following the end of the grant period.
The principal investigators have a working relationship with both the Texas STEM
initiative (Stacy Avery at the Texas Education Agency is the state education department lead)
and the Texas High School Project (Dee Chambliss is the STEM project leader). Both are active
partners with the Texas Virtual School Network. One of the principal investigators (Williams) is
a member of the Board of Directors of the Texas Computer Education Association (TCEA) and a
regular presenter at the TCEA statewide conference with draws more than 10,000 participants
from Texas and neighboring states annually; TCEA also has a comprehensive professional
development program available to school districts throughout the State of Texas.

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Curriculum resources developed will be submitted to the Texas Virtual School Network
and to the Texas Virtual School (a collaborative of Texas Education Service Centers) to be
included in their catalogs.
The feasibility of the proposed project to be replicated successfully, if positive results are
obtained, in a variety of settings and with a variety of student populations. Evidence of this
ability includes the availability of resources and expertise required for implementing the
project with fidelity, and the proposed projects evidence of relative ease of use or user
satisfaction.
Current and continuing involvement of the principal investigators and the additional
project team members in state and national associations will provide access to resources (human
and financial) for successful replication of the program. The principal investigators are
experienced professional educators, each with 20 years or more experience in public education;
they are committed to and have demonstrated how collaboration is to the success of public
schools (especially small, rural schools).
The eligible applicants estimate of the cost of the proposed project, which includes the
start-up and operating costs per student per year (including indirect costs) for reaching the
total number of students proposed to be served by the project. The eligible applicant must
include an estimate of the costs for the eligible applicant or others (including other
partners) to reach 100,000, 250,000, and 500,000 students.
See the attached budget narrative for detail of annual costs estimated for this project.
The Texas educational community typically identifies small schools as those with fewer
than 700 students K-12. With an estimate that those same small schools would have

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approximately 350 K-12 students each, (high) cost estimates to reach 100,000 students (285
schools), 250,000 (714 schools) and 500,000 students (1425 schools) would be:
Rural School STEM Specialists at TEA, THSP, six T-STEM Centers: $600,000 annually
100,000 students

250,000 students

500,000 students

Curriculum Specialists

$ 14.25 M annually $ 35.7 M annually

$ 71.25 M annually

Conferences

$ 427,500 annually

$1,071,000 annually $2,137,000 annually

Additional technology

$ 200 M initial

$ 500 M initially

$ 1B initially

STEM coordinators are currently employed by the Texas Education Agency and the
Texas High School Project. Together they fund five T-STEM Centers in the State of Texas; and
a new round of applications for funding for new Centers is currently available from the Texas
Education Agency. The project proposed in this application will introduce STEM resources to
teachers and students who have not, to this point, had easy access. If the project is successful, it
would be appropriate for each of these entities to add additional personnel to serve small, rural
school districts. (The dynamics and cultures of small, rural districts are vastly different from
urban school districts.) The cost to add additional personnel would likely range from $60,000 to
$75,000 each, depending on the economic environment of the location.
Statewide STEM conferences for small, rural school districts (or, at a minimum, a strand
in existing conferences) would be critical to success of replication. The cost would be
approximately $1500 per district annually (plus the additional program cost of the sponsoring
agency). Districts should also plan in an investment of approximately $2000 per student for
technology resources to take full advantage of technology-rich curriculum.
Replication of the project in other small, rural districts (the great majority of school
districts in Texas) will be facilitated by the materials developed as a part of the project which

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will be available to school districts through the Texas Virtual School Network and the Texas
Virtual School. Online courses for students typically range from $250 to $400 each; professional
development programs from $150 to $3000.
The mechanisms the eligible applicant will use to broadly disseminate information on its
project to support further development, expansion, or replication.
The principal investigators, project manager, distance learning coordinator (and course
developers) and the STEM coordinator will maintain membership in TCEA, iNACOL, ISTE as
well as relevant curriculum organizations and will submit presentations for regional and national
conferences. In addition, they will be available to host site visits by districts interested in
replicating the program.
Sustainability
The extent to which the eligible applicant demonstrates that it has the resources, as well as
the support of stakeholders
Vitae are attached for the principal investigators as well as the proposed external
evaluator. Administrators in all school districts have reviewed the program goals and objectives
and understand the demands of the program; the principal investigators named in the application
personally visited with administrators from each district. One of the principal investigators
named in the application met personally with Rob Blackwood, Chief Academic Officer, and Dr.
Karl Mahan, Vice President for Technology Advancement, at Local University and visited with
Dee Chambliss, director of the STEM Project with The Texas High School Project.; they are
supportive of the program and understand what their role will be.

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The potential and planning for the incorporation of project purposes, activities, or benefits
into the ongoing work of the eligible applicant and any other partners at the end of the
Validation grant.
Small school districts do not have the luxury of partial implementation of any project. It
is impossible to piecemeal the implementation. Moreover, vertical alignment in smaller schools
is innate to the environment. Administrators understand that this program will fundamentally
change how their schools work.
Quality of the Management Plan and Personnel
The adequacy of the management plan to achieve the objectives of the proposed project on
time and within budget, including clearly defined responsibilities, timelines, and milestones
for accomplishing project tasks, as well as tasks related to the sustainability and scalability
of the proposed project.
The participating districts in this proposal have a continuing working relationship in
implementing shared programs. Administrators will meet as soon as grant funding is announced
to review the proposed timeline and make any adjustments required by individual calendars.
Responsibilities: The co-principal investigators will be responsible for implementation
of the program. A project manager will be identified as soon as grant funding is announced. The
project manager will coordinate all grant activities and will be responsible for all grant reporting.
He/she will work with the evaluation team to ensure all evaluation requirements are met. A
STEM Coordinator, with experience in the STEM program, will be hired to coordinate activities
among districts and between the districts and the statewide initiative and to ensure program
integrity. A distance learning coordinator will be hired to guide the development of online
courses and classroom resources and to provide training to teachers and students in the effective

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use of online curriculum. Four curriculum developers will be hired to develop online resources
(and courses) in science, math, applied engineering, and technology. They will complete Texas
Virtual School Network training to ensure their work meets statewide standards. Each district
will hire a curriculum specialist to provide direct support for classroom teachers in the
integration of technology in the classroom, including but not limited to the integration of
materials developed during the project and identified by the STEM coordinator. Each district
will hire a computer technician to support student computers. (These campus positions have not
been available in small, rural districts but are critical to the success of the project activities.)
Timeline: Following are beginning dates for project activities. Once begun, they will
continue throughout the grant period.
Late summer 2010

Hire project manager and STEM coordinator, and hire campus specialists
Meet with all partners to discuss implementation

Fall 2010

Hire distance learning coordinator and curriculum developers

Train curriculum developers
Support initial integration and begin discussions with classroom teachers
about STEM initiative
Begin teaching teachers and students effective online learning skills
Develop policies and procedures for 1:1 initiative
Begin developing contacts with education, business and industry leaders
who can support and interact with students at a distance

Spring 2011

Implement 1:1 initiative in 9-12 grades in all districts

Support implementation of 1:1 initiative, curriculum integration and
STEM project-based learning projects

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Begin curriculum development

Develop scope and sequence for STEM classes/resources
Attend STEM and STEM-related conferences
Continue curriculum development
Summer 2011

Coordinate local conference including teachers and administrators from

all participating districts

Fall 2011

Implement 1:1 initiative in 4-8 grades in all districts

Implement expanded curriculum

Spring 2012

Initiate student capstone projects

Begin hosting other rural schools from around the state/nation to
disseminate best practices
Record and post on the web student capstone demonstrations

Summer 2012

Begin demonstrating student products at state and national conferences

Begin submitting presentations to conferences

Fall 2012

Begin lending our teachers to other districts for on-site consulting

related to deploying/sustaining similar models in other districts

Throughout

Build in a continuous improvement review and reaction process (to ensure

appropriate adaptation)
Continue activities detailed above

Milestones:
January 2011

Hiring and training of all project personnel

Spring 2011

Development of policies and procedures and scope and sequence

Implementation of 1:1 initiative in grades 9-12

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Summer 2011

Completion of first curriculum resources

Fall 2011

Implementation of first curriculum resources

Implementation of 1:1 initiative in grades 4-8

Spring 2012

Initiation of capstone projects

Spring 2012

Initial site visits

Fall 2012

Initial presentations to state/national conferences

Fall annually

Introduction of additional curriculum resources

Summer annually

Review of student achievement data

The qualifications, including relevant training and experience, of the project director and
key project personnel, especially in managing complex projects.
Dr. Bob Jones served as grant manager of the High School Specialist Endorsement
Program, a partnership project between The Texas High School Project and the University of
Texas at Austin, during 2006-2007. The project was funded by the Communities Foundation of
Texas and the Bill and Melinda Gates Foundation. The innovative program was developed to
prepare and develop six assistant principals (who were tapped by their respective
superintendents) to serve in the challenging role of the urban high school principalship. Jones
designed, managed, and deployed the programming which targeted mentoring, leadership
experiences, and professional development to build the competencies and confidence of these
future high school principals. As well, Jones served (and still serves) as mentor of these campus
leaders. Of the five universities in Texas who were funded for similar endeavors, the UT project
has, to date, produced the highest yield of sitting principals. (Vitae attached)
Dr. Bruce Williams has more than 23 years experience in public education and more
than 17 years experience in grant management for public schools, coordinating technology,

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curriculum, and teacher incentive grants for districts throughout the West Texas area. She
currently is managing two technology grants which will provide approximately $2 million
dollars over the next year to 12 school districts, and is a consultant to 27 school districts
throughout the State of Texas in the areas of grants and funding. She served as grant manager
for a federal grant to seven school districts from the Foreign Language Assistance Program that
provided video courses for students in seven school districts. (Vitae attached)
The qualifications, including relevant expertise and experience, of the project director and
key personnel of the independent evaluator, especially in designing and conducting
experimental and quasi-experimental studies of educational initiatives.
The principal investigator, Dr. Bob Jones, received a doctorate in Educational Leadership
from Texas Tech University in 2006. His dissertation topic was The Development and Initial
Testing of a Model of Student Leadership in High Schools: An Exploratory Study.
He has 31 years experience in public education in Texas, including 16 years administrative
experience. Since 2004 he has served as a teaching consultant to the University of Texas
Principal Preparation Program and for five years during that time was lead mentor of assistant
principals in the University of Texas Principal Preparation Program. He is the author of
Leadership Tools for School Principals: Organizational Strategies for Survival and Success. As
noted in the previous response, Dr. Jones has served as grant manager of a major research
program at the University of Texas. (Vita attached)
The co-principal investigator, Dr. Bruce Williams, received a doctorate in Higher
Education Leadership from Texas Tech University in 1993. She has 22 years experience in
public education.

For ten years Dr. Williams was coordinator of planning and development at

the regional Education Service Center which served 60 independent school districts. She has

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written grants and managed grant projects totaling more than $20 million in the past ten years.
Dr. Williams has worked with the T-STEM program in Texas as an external evaluator for one of
the initial T-STEM Academies funded by the Texas Education Agency. (Vita attached)
Both Dr. Jones and Dr. Williams are experienced distance learning educators and have
the skills to coordinate the expansion of the STEM initiative to rural school districts in a distance
learning environment. They have completed distance learning instructor programs approved by
the Texas Education Agency and both regularly teach college courses in an online environment.
Both have K-12 and higher education experience and the knowledge and skills to support the
proposed project.
Dr. Jimmy Byrd, University of North Texas, will be the independent evaluator. Dr. Byrd
has served as the Chief Grant Evaluator for the Texas High School Project's Pilot Principal
Certification Project (Funded by the Bill and Melinda Gates' Foundation (Grant Amount - 2.4
Million Dollars); and the Texas High School Project's Data Diagnostic and Planning Project
Funded by the Bill and Melinda Gates' Foundation (Grant Amount - 2.0 Million Dollars)
He is currently serving as the Chief Grant Evaluator the Texas National Writing Project Grant
(Grant Amount 800,000.00). (Vita attached)

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