5. The
potential of the evaluation plan . .
.
It is difficult to provide meaningful evaluation results in the context
of a grant that runs for only a year. We feel we have an advantage because
we will build on the evaluation instruments designed during the past eighteen
months by the three evaluators hired by this "Initiative" through the 1998-'99
and 1999-2000 Targeted grants, and two Goals 2000 grants. The Office of
Rural Education at SUNY Potsdam, directed by Dr. Timothy Schwob will continue
the evaluative process it began in November, 1998 (see
appendix C). Pauline Baldauf of the Glasser Institute and St. Rose
College will continue to assess the aspect of our work that focuses on
students with disabilities (appendix
C). Retired school superintendent James Waterson, now Director of Administrator
Education for St. Lawrence University will focus, in depth, on one PGP
school (Lisbon) and the impact f our process on student achievement over
the next three years.
6. The involvement of institutions of higher learning.
. . .
Niagara University, St. Lawrence University, SUNY Potsdam and Syracuse
University are all active participants in this consortium and their major
roles are clearly defined throughout this narrative. All four universities
have been working with the consortium for at least a year and are increasing
their involvement through this proposal. From planning to facilitation,
to integrating course work for graduate and undergraduate students with
the teachers in this grant, the universities are part of the fabric of
this entire process.
7. The degree to which other funds will be used.
. . .
Goals 2000 funding, Title 1, 2, and 3 funds from participating schools
and half a million dollars in in-kind support are integrated with the funding
requested through this application. The major strength of this application
lies in how we are creating replicable activities and products that can
bring about systemic change. Our consortium is creating a focused long
range plan for professional development in which all training is funded
through a variety of sources and is directed toward what teachers
need to master in order to facilitate student learning which addresses
New York State standards. Some of the letters
of support also indicate the integration of this project funding with
funding from other sources.
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