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Parent Project Application in Word format
If you are a parent you may choose to use:
A Parent Project. These grants are closed for 2007-2008.

The School Parent Organization Program is designed to provide funding for
parent organizations of up to $1,500. These grants support parent groups in creating
activities/projects to enhance the education of students.
A parent must be the main applicant, however teachers may be part of the grant.

Grants can be awarded to fund projects with the following purposes:

* To provide speakers or trainers for Parent Organization meetings or special events
* To support innovative methods for involving parents and teachers in school based activities
* To provide resources for parent organizations which would be used to assist parents in their role as educational resources for students

Applications should:

*Follow a professional presentation format
*Contain a clear description and indicate goals and objectives of the project
*Include information on how the grant project incorporates the NYS Learning Standards
*Include a plan for the project to be completed within the time schedule of November - May
*Outline clear steps for implementation of the project
*Describe outcomes that are consistent with the goals stated
*Describe clearly how the project will be assessed to evaluate if it was a success
*Contain a detailed budget with a list of expenditures appropriate to the project
* Parent/Teacher Stipends are no longer available

Applications will be available from the Mid-East Suffolk Teacher Center website at www.mestract.org
If you have any difficulties obtaining an application or if you would like to register for the
Mini-Grant Informational Workshop, please call the Teacher Center at (631) 345-3461.

School Parent Organization Mini-Grant Applications will be accepted during the 2006-2007 year on a rolling basis as funds allow. Applications must be submitted 6 weeks prior to the date of the grant event.

NO FAXES CAN BE ACCEPTED.

S A M P L E
School Parent Organization Mini-Grant Program 2006-2007
Raters Evaluation Form

Proposal #: _______ Amount Requested: __________ Score: _____________ Highest Total Score: 55
Proposal Narrative Items 5 4 3 2 1

1. Clear description of project - Clearly stated plans for the project

2. Project Objectives - Fully developed goals and objectives that reference specific NYS Standards

a. Procedures - Appropriate time schedule

b. Procedures - Clear steps for implementation with clearly stated procedures

3 a. Assessment - Clear statement of strategies to be used to evaluate this project

b. Assessment - Assessment shows connections to standards, goals, objectives, and student learning

4. Budget - Detailed list of expenditures with appropriate use of funds

5. Final Report Documentation - Proposal lists appropriate items to be submitted with the Final Report.

6. Dissemination - Describe how you will share the ideas from this project with other parents, teachers, etc.

7. Impact - Potential of this project to serve as an opportunity for student engagement/enrichment

8. Presentation - Grant Application adheres to directions

Rating Scale Score

Outstanding 5
Excellent 4
Good 3
Fair 2
Poor 1
Inadequate 0
Raters Comments:

Learning Standards for New York State

Health, Physical Education, and Home Economics

Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Standard 2: A Safe and Health Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management
Students will understand and be able to manage their personal and community resources.

Mathematics, Science, and Technology

Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.
Standard 2: Information Systems
Students will access, generate, process and transfer information using appropriate technologies.
Standard 3: Mathematics
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Standard 5: Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

English Language Arts

Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Languages Other Than English

Standard 1: Communication Skills
Students will be able to use a language other than English for communication.
Standard 2: Cultural Understanding
Students will develop cross-cultural skills and understandings.

The Arts

Standard 1: Creating, Performing, and Participating in the Arts
Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard 3: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Career Development and Occupational Studies

Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
Standard 3b: Career Majors
Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

Social Studies

Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live--local, national, global-including the distribution of people, places, and environments over the Earth's surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.