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21st CCLC Bidders ConferenceMay 22, 2015Heidi Schultz

Debra Williams-Appleton

Objectives

Review major components of the 2015-2016 21stCCLC grant

application.

Review important dates, submission timelines and requirements.

Follow up with Question and Answers

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Proposal Elements Timeline Available Funds Priority for Funds Purpose and Background Partnership Requirements Narrative

Profile Page

Need Statement

Quality of Project Design

Management Plan

Evaluation

Promise as a Model

Appendices

Budget Narrative/Allowable Costs YPQA iGrants Tutorial Question and Answers

Timeline

May 8, 2015, form package 727 became available in iGrants.

May 21, 2015, Bidders Conference 2-4 (will be recorded).

June 18, 2015, iGrants applications are due no later than

4pm.

August 7-14, 2015, Cohort 12 will be notified of grant award.

September 1, 2015, Funds will be available.

September 1, 2015, Program implementation may begin.

October 15, 2015, new afterschool program must be started.

September 1, 2015-August 31, 2016, First fiscal year.

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Available Funds

OSPI anticipates awarding approximately 1.5 million dollars.

Up to 3-5 projects, 10-12 sites

5 year grant award dependent upon availability of federal

funding, and annual program performance.

Estimated cost per site for 50-60 students is $120-$130

thousand per year.

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Priority for Funds

Will be awarded to:

Programs with the highest levels of poverty.

The highest percentage of struggling students.

Title 1 participating Schools.

Applications that target populations of students and families

with the highest percentage of racial and ethnic minorities (on

the OPSI report card).

Evidence of an unmet need for out-of-school time services in

the community.

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U.S. Department of Education

Title IV, Part B of the Elementary and Secondary Education Act

(ESEA), which was amended by the No child Left Behind Act of 2001

(NCLB)

http://www2.ed.gov/programs/21stcclc/index.html

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Purpose and Background

This program supports the creation of community learning centers

that:

Provide academic enrichment opportunities during non-school

hours for children who attend high-poverty and low-performing

schools.

Help students meet state and local student standards in core

academic subjects, such as reading and math;

Offer students a broad array of enrichment activities that can

complement their regular academic programs; and

Offer literacy and other educational services to the families of

participating children.

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Partnership Requirements

An eligible entity partnership is a requirement for

consideration for funding.

The partnership must include a school district(s) or Local

Education Agency (LEA) with designated high poverty schools

that are Title I eligible, and at least one community-based

organization, that is not primarily a contracted service provider.

For the purpose of this grant an Educational Service District

(ESD) is considered an LEA, and a partnership between an ESD

and a school district, or two or more school districts would not

be considered an eligible entity partnership, without the inclusion

of a community based organization as a primary partner.

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Allowable Activities Non-Regulatory Guidance

Remedial Education activities and academic enrichment learning programs,

including providing additional assistance to students to allow the students to

improve their academic achievement.

Mathematics and science education activities.

Arts and music education activities.

Entrepreneurial education programs.

Tutoring services (including those provided by senior citizen volunteers) and

mentoring programs.

Programs that provided after-school activities for limited English proficient

students that emphasize language skills and academic achievement.

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Allowable Activities

Recreational activities.

Telecommunications and technology education programs.

Expanded library service hours.

Programs that promote parental involvement and family literacy.

Programs that provide assistance to students who have been

truant, suspended, or expelled, to allow the students to improve

their academic achievement, and

Drug and violence prevention programs, counseling programs,

and character education programs.

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Pg. 8 of the RFP Example of Allowable Activities

Programming can be after-school, before school, summer (4 weeks required), Saturdays, and Holidays.

Academic Assistance Component

Math and Science education activities

STEM or STEAM activities

Tutoring services and mentoring programs

Educational Enrichment Component

Positive youth development skills

Youth leadership activities, included student engagement in the design and delivery the program.

Recreational activities, technology education , drug and violence prevention programs, etc.

Family Literacy Services Component

Services provided to participants on a voluntary basis that are of sufficient intensity in terms of

hours, and of sufficient duration, to make sustainable changes in a family. Examples on Pg. 10 of

the RFP

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Program Profile Page 35 PointsiGrants

School year program operates September through June, minimum of 2 hours/day, 12 hours a week, 4-days per week, for a minimum of 30 weeks accounting for school breaks.

Summer program meets a minimum of 20 hours week for a minimum of 4 weeks.

Differentiation in programming exists between sites. Programming provides support in academic contend areas, and enrichment activities, curriculum is specific to content area.

Percent of poverty is a minimum of 40% per site.

Points will be awarded for highest total percent of racial/ethnic minorities, and highest poverty level.

Title 1 serving, yes or no?

Appropriate services are provided to meet the identified need of adult family members, and program proposes to serve a minimum of 60% of enrolled students 30 days or more.

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Narrative: Need Statement 25 points

The application provides local, current, objective school and community data to identify at risk populations.

For each site number and % of students who are eligible for free and reduced lunch, below proficiency in math and reading by grade level, ELL and special education, at risk for not graduating on time, and H.S. dropout rate required.

The percent of targeted students that are proficient in reading and/or math demonstrates high need. Points will be awarded for lower proficiency levels.

The application describes current during school, out of school and summer school programming at the proposed sites and explains why current services are insufficient to meet the need described, and how the site will coordinate with existing services.

The application describes the specific needs of the target population and how this program intends to support the need described.

The application provides current, objective needs data for families to be service, including a summary of recent youth/family survey data that describes the need for out of school programming.

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Narrative: Quality of Project Design5 sections 50 points

Program Description

The program describes the global program goals, measurable objectives, and

activities and how they will meet the needs of the target population and their

families. The goals are specifically aligned to the state performance goals for 21st

CCLC (pg. 13 of RFP), regarding improvement in student behavior, academic

achievement, quality program implementation and community collaboration, and

family participation.

The application provides a table that outlines in detail each site’s goals, objectives,

activities, measurements and timelines.

Identify time and frequency of activities provided, for before and after school

hours, days each week weeks per year, and summer school.

The applicant provides a brief literature review or cites research that supports their

choice of curriculum and activities used for all sites, for the intended population.

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GoalsMeasurable Objectives

Measurement Tools

Activities Timeframe

Example:

1) Improve academic achievement

Example:

1.1) 80% of regularly participating students (attending the program 30 days or more) will meet or exceed state and local standards in reading.

Example:

CRCT scores, pre- and post-assessments, and report card grades.

 

Examples:

a) Homework Assistance

b) Learning Today reading computer based assessments/activities

c) Book Club

d) Individualized reading tutoring

Examples:

a) Daily throughout the school year

b) Weekly throughout the project year

c) Weekly throughout the project year

d) Twice per week throughout the school year

Narrative: Quality of Project Design5 sectionsRecruitment and Retention of Students and Family Members

Identifies effective strategies for recruiting and retaining the target population identified in the need statement

Provides strategies for involving private schools in the development of the proposed project, and ensuring equitable participation of private and homeschool students in the program, if applicable.

Family Engagement and Education

Culturally and linguistically appropriate outreach and recruitment strategies

Activities are goal oriented, sustained over time, relevant, and ensure improved educational attainment, connections to the community, and knowledge about child development and learning for families.

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Narrative: Quality of Project Design5 sections

Linkages to the School Day

Strategies for collaborating with school day staff and administration and linking to the school day

Strategies for aligning with WA State Learning Standards and school day curriculum to extend and expand learning opportunities

Strategies for using student assessment data for program planning and student progress monitoring

Shared use of space, equipment, and transportation in the school district

Transportation and Safety

Describes an adequate safety plan aligned with the school or organization

safety plan, and including safety procedures and practice drills

Describes a transportation plan that will ensure transportation is not a barrier to participation for the target population, and leverages existing resources of the partners if applicable.

Narrative: Management Plan 25 points

Outlines an operations, management and staffing framework with lines of authority, roles and supervision for all personnel. Submits Program Organizational Chart in Appendices

Meets requirements for FTE for program director and site coordinators with adequate salary and benefits

Job description qualifications and experience requirements for director, site coordinators, and direct service staff ensure high quality instructional programs and youth development services. Submits Job Descriptions in Appendices.

Describes how all staff fit into the existing staffing structures of the school or CBO

Effective recruitment and retention strategies for maintaining high quality personnel

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Narrative: Management PlanComprehensive Local Professional Development Plan

Ensure successful implementation of program goals and objectives

Support evidence based instructional practices

Delivery of academic content and project based learning aligned with the school day

Delivery of high quality services to promote student belonging, engagement, and leadership

Professional learning community with ongoing opportunities for staff collaboration, planning, reflection, and feedback on practice with coaching supports.

Detailed program implementation plan/timeline

Ensures full operation by October 15,

Establishes benchmarks for monitoring student, family and program progress, and partner collaboration throughout the year.

Narrative: Data/Evaluation Plan 20 points Evidence of qualifications of local evaluator demonstrate

capacity to fulfill evaluation obligations. See evaluation guidelines and guidance on designing a local 21st CCLC evaluation on the OSPI 21st CCLC website

Outlines effective methods, timelines, staff and data to measure participant and program performance or progress in meeting its goals and objectives

Outlines specific methods, timelines, and staff for federal data collection for PPICS data collection. See PPICS printable forms on OSPI 21st CCLC website

Outlines specific methods, timelines and staff dedicated to completion of the Youth or School Age Program Quality Assessment and Improvement Plans

Effective Strategies for using data and evaluation results and leading indicator reports monitoring progress, improving programs, informing stakeholders, and improving programs

Submission of Signed Data Sharing Agreement between all partners

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Narrative: Promise as a Model 25 points

Specific data and evidence of past success demonstrated for applicant and partners in operating quality OST programs with positive outcomes for youth

Specific evidence demonstrating experience or promise of success in providing educational and related activities that will enhance academic achievement and positive youth development

Signed Memorandum of Understanding between eligible entity partners, detailing partner commitments

Description of collaboration with other state and federal programs, detailing contributions to program

Sustainability plan includes strategies for sustaining the program when funding ends

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Narrative: Appendices

Job descriptions and required qualifications for program director, site coordinator(s), direct service staff, and local evaluator.

• A 21st CCLC program organizational chart showing primary partner responsibilities for fiscal authority, lines of operational authority, including supervision for directors, site coordinators, all direct service staff and data and evaluation staff participating in the provision of 21st CCLC program services, (directly or in-kind); Partner organizational charts will not be accepted.

• Current, signed Memorandums of Agreements between eligible entity partners (partners that are not contractors that will be making significant ongoing contributions to the project operations including design, implementation, evaluation, and continuous improvements for the duration of the project.) Provide details for Partner contributions, that match budget narrative.

*Signed Data Sharing Agreement (See evaluation Plan) can be in appendices or in the body of the Narrative Data and Evaluation Plan.

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Budget Narrative iGrants Web Application 25 points Includes costs/contributions for all budget categories identified in

the RFP

Includes detailed and itemized cost calculations for all categories to justify the total expenditure for each category

All costs are reasonable and necessary, and allocable

All costs are allowable under the new OMB Uniform Guidance

http://www.ecfr.gov/cgi-bin/text-idx?SID=8dbf420b13206b011b3a408e28560356&mc=true&node=sp2.1.200.e&rgn=div6

Allowable Direct vs Indirect costs, especially for administrative salaries

Includes all costs for YPQA services, materials, and travel associated with training and assessment activities.

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YPQA Services and Materials Costs

Boxed Sets of Services and Materials note required expenditures

Ala carte items Travel and lodging required Pay for staff/ substitutes for participation in training

required if outside regular work schedule

iGrants Tutorial

Gaining Access to iGrants

iGrants User Manual

Login Instructions

Pg. 1. Eligible Entity Partnership and Assurances Page- Also on pg. 6 & 7 of the RFP (no points required)

Pg. 2 Program Profile Page (35 points)

Pg. 3 Budget Narrative Page (25 points)

Pg. 4 Attachments

Pg. 5 General Assurances

Must check Completed and submit Request for OSPI Review by June 18, 2015 no later than 4pm.

http://www.k12.wa.us/ https://eds.ospi.k12.wa.us/iGrants/WebPages/GrantWriter.aspx

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29 Questions?

Contact Information

Heidi Schultz, heidi.Schultz@k12.wa.us, 360-725-6059

Debra Williams-Appleton, debra.Appleton@k12.wa.us, 360-725-6049

Ana Di Domenico ana.didomenico@k12.wa.us, 360-725-6049