• Project Rubrics
• Proposal Evaluation
• Final Report Evaluation

Rubrics for Educational Applied Research Project Grades

CONTENT FACTORS THAT MAY NEGATIVELY AFFECT THE FINAL GRADE

1. Violation of copyright laws
2. Incomplete documentation of the problem (baseline data)
3. Nonmeasurable objectives
4. Use of experimental/ control model
5. Vague description of the implementation
6. Incomplete reporting on results (statistics omitted)
7. Appendixes and implementation show use of "canned programs" or absence of innovation
8. Inappropriate topic for specialization
9. Strategies that do not require involvement of the implementor
10. Project verification form unsigned

PROJECT PROPOSAL EVALUATION

 The Advisor/Coach uses this form.

Students should consider these items in relation to the contents of their document.

Items are marked "Yes," "No," or "Unclear"

CHAPTER I.
Background
        1. The project setting (facility and community) has been adequately described.
        2. The writers’ assigned role at the setting has been explained.
        3. The specific program or classroom has been clearly described.
Problem
        4. The problem has been identified in operational terms.
        5. Statistics have been provided for each member of any target group.
        6. Probable causes and effects of the problem have been discussed.
        7. Currently used strategies related to the problem have been explained.
        8. The discrepancy statement explained "what is" and "what should be."
Objectives
        9. The objectives have been stated in measurable, behavioral terms.
        10. Process/product objectives (if any) includes identification of product evaluation.
        11. Each objective includes the four required elements. CHAPTER II.
Research Review
        1. Solutions to related problems implemented by others have been presented.
        2. A theoretical or philosophical frame of reference for the solution has been provided.
Planned Strategy
        3. The explained strategy was based on theory and/or research reviewed herein
                   and specifically cited.

CHAPTER III.
Implementation Plan
        1. The writer’s timeline and calendar have been provided.         2. The matrix includes teacher tasks, materials, and target group activities by weeks.

CHAPTER IV.
Evaluation/Assessment Plan
        1. Evaluation instruments and data collections have been explained in terms of the objectives.
        2. A copy of all evaluation/assessment instruments created for this project have been placed
                   in the Appendixes.

WRITING
        1. Writing style is clear and orderly.
        2. Citations have been accurately documented.
        3. Proofreading of typing, grammar, and syntax is evident.
        4. APA Form and Style Manual has been followed.
        5. Copyright laws have been observed.

_____ Institutional Review Board (IRB) form is enclosed

_____ Computer Search Completed

_____ Implementation approved

Advisor/Coach will sign on the official form

PROJECT REPORT/PROJECT EVALUATION

The Advisor/Coach uses an official copy of this form.
Students should consider these items in relation to the contents of their document.

Ratings _____ FAIL (1-2 average) _____ PASS (3-5 average)

Design and Execution:

1. The project setting has been described.
2. The student's assigned position at the facility has been explained.
3. The problem has been identified in operational terms.
4. Current practices regarding the problem have been explained.
5. Needs assessment instruments were well prepared.
6. The problem statement was supported by appropriate data.
7. Objectives were related to the problem statement.
8. Objectives were stated separately, in measurable performance terms.
9. The review of professional literature has addressed the stated problem.
10. The research reviews included theory, research, and practice.
11. Solution strategies were based on reviewed literature.
12. The solution strategy was appropriate for the setting.
13. Implementation activities have been presented with examples.
14. Changes from proposed implementation have been explained.
15. Evaluations have been provided for all stated objectives.
16. Complete resulting statistics were presented in terms of stated objectives.
17. Recommendations include suggestions for further development or use.

Manuscript:
       18. APA Form and Style was followed.

       19. Professional writing style
       20. Standard English

GRANTS
General Information

A grant is a contribution from an organization that supports a project through an award of money, materials, and/or personnel. Grant-supported education projects might provide additional resources for a range of activities including research, training, curriculum development, equipment, student/participant support, and community service, to name a few.

Grants are often available for graduate students who wish to enhance their project projects with additional equipment, materials, software, and so on. GTEP/IA students should consider writing for a grant prior to completing their proposal if they wish to use the funds for part of their implementation. A grant application is similar to a project proposal in many ways, but it is often a condensation of the full proposal.

Funding: District, Federal, Foundations and Corporations

SCHOOLS AND PRIVATE FACILITIES
In schools, district funding is available to for special projects. Districts send notification of the categories of funding available to principals, who distribute the notice or display on bulletin boards for professional staff. Oftentimes grants go unused, because teachers are unsure how to make application. Some grants can be obtained by making an initial phone call and following up with the paperwork requested by the granting department. They are frequently small grants, under $1,000.

For private facilities, public and university libraries contain information on available funds from local sources. The procedures are often the same as for local school grants, an initial phone call and follow up with paperwork.

FEDERAL GRANTS
The Federal Department of Education offers funding for a large variety of school needs. Grants are offered customarily with a three-month lead time or less to prepare a proposal. Federal applications have strict structure, not unlike the project proposal, and are applied for by people around the world. By calling the office that is offering a grant, one can get information on how to submit an application, how many applicants are expected, and how many awards will be given on a specific grant. Some are highly competitive. Usually, these moneys are available for the following school year, with applications required nine months to one year in advance of use. Grants can more or less range from $10,000 to $500,000 and up, depending on the timeline. Some cover a period of multiple years.

Federal grants for private facilities may involve the same period of time. Therefore, Moines must be applied for at least a year in advance, and then one must wait for approval. The project time may have expired by then. Long term projects fit with Federal grants much better.

FOUNDATION FUNDS
Funding may be available from a private foundation belonging to a cause, a family, a memorial, or such. Foundations usually have a certain area of education that they are interested in supporting. It is important to find a good match between the project and the foundation’s mission. Foundations usually have general guidelines for submitting proposals for grants. Most grant applications from foundations are initiated by a one- or two-page letter, to be followed up with a larger written document if the applicant’s project is accepted for the competition. Availability of funds can be immediate or long term, depending on the foundation’s policy. Amounts vary according to stated needs.

Corporation funding is usually available in a certain area of education and related to their business. Corporations can consider grants as donations.

Foundation Resources

1. Every large city has a foundations center
   Many school districts or departments offer grants.
   Some local or national merchants and religious institutions offer grants.
   
2. Core Publications:
   The Foundations Directory - lists all foundations that have assets of $1,000,000 and give away $100,000 in grants.
   Foundation Grant Index - tells who gave what grants and the geographic areas receiving them.
   National Data Book
   Source Book Profiles
   National Directory of Corporate Giving
   Foundation Directory
   
3. Other Important Publications:
   IRS 990's
   Directory of Research Grants
   Taft Corporate Giving Directory
   The Corporate 1,000
   The Corporate 500
   International Directory of Corporate Affiliates
   "Donor Briefs"
   Chronicle of Philanthropy
   Federal Grants and Contract Weekly
   Barron’s Index and Wall Street Journal Index
   Catalog of Federal Domestic Assistance
   Federal Funding Guide
   Federal Register
   Commerce Business Daily

Grant Proposals vs. Project Proposals

Basically, a project proposal is nearly a complete grant proposal. The points clearly match contents of the project proposal, even though some of the subsections may have different titles. It is likely that funders will expect a different order of subsections than the chapter titles used in the project proposal and/or additional information . However, there are certain general characteristics that apply to most proposals submitted for external funding contain:

• a statement of need for, and objectives of, the proposal,
• a statement of priorities that match those of the funding agency as closely as possible,
• a clear explanation of how the project is innovative, necessary, timely, and significant,
• a description of the project, including timelines, charts, and graphs as appropriate,
• an explanation of collaboration with other individuals, agencies, or organizations whenever possible,
• a clean copy of your curriculum vitae and biographical sketches of other key personnel, if requested,
• a budget for implementation that includes all expenses, including those paid for by your facility.

For proposals submitted to outside agencies, the Publications Manual of the American Psychological Association (APA) can be used for the standard format. A typical sequence of components follows:

Cover Letter: A business letter, one page

Title Page: Include title, author, facility, date, and name of project director, at least

Table of Contents: Starts with abstract, numbered page 1. Do not number title page or Table of Contents

Abstract: Summarizes entire proposal, one page maximum

Needs or Problem Statement: Describes community, facility, target population and the need or problem that is to be addressed through your project.
Include tables or figures to prove need for the project

Project description: Includes narration, goals, objectives, activities, timeline, anticipated outcomes.

Applicant Qualifications: Describes your assigned responsibilities at the facility, past performance and current resources, including qualifications of key personnel helping with implementation

Community Support: Describes outside commitments of support. Letters of commitment may be included in an Appendix.

Evaluation Plan: A concise, workable plan that will produce statistics showing that the project will have achieved its goals and objectives.
Include samples of evaluation forms in the Appendixes.

Budget: Provides cost details in a spreadsheet fashion, with a brief narrative explanation for each section of the budget and explain  what your setting is providing toward the project (in-kind or matching).

Reference List:  Same as for project proposal. Include only authors cited in the document.

Appendixes:  Information that is too lengthy to include in the text, but is necessary for support or extension of the narrative.
                              Place in the same order as they are cited in the text.