21st CCLC Bidders Conference Recording

21st CCLC Bidders Conference Recording

November 8, 2019 0 By Luis Garrison


Hey good morning everybody, we’re going to get started and Deb and I are on the phone and I have the chat box up right now and
if you can hear me okay if one or two of you could go ahead and just type in yes
or okay and then we’ll go ahead and get started okay perfect so I’m seeing the
yeses come in. I have gone ahead and muted everybody that is on the phone and
around the computer and you can unmute yourself if you want to talk but at this
time I would ask that you all stay muted until we have a time to ask questions so
we’re going to go ahead and get started I know we’re a couple of minutes late but we’re going to go through the PowerPoint slide and just to let you
know who we are I’m Heidi Schultz and I’m here with Deb Appleton, OSPI 21st century Community Learning Center’s program and we want to welcome everyone to our British conference for a new grant application today yes so thank you
for joining me and we want to let everybody know that this webinar with
all the materials webinar will be recorded and all of the materials will
be posted on our 21st century website today. The 21st century RFP request for
applications is already on there the I grasp pages will be available today and
then the rubric will be available today and we will post the PowerPoint slides, and I just want to let everybody know that the slides are pretty wordy and
they really follow the RFP sequence in the first half and then the
second half it really follows the application / rubric sequence. So, we’re
going to go ahead and get started we’ll stop in the middle for questions and
then we’re going to finish out the second half and if there’s time at the
end to answer questions we can do that to today’s objectives are to
review the important dates submission timelines and the requirements for the
grant application we’re going to review major components of this year’s eighteen
nineteen twenty first century client grant application and then follow up
with questions the overview and the sequence of today’s webinar is the
introduction in timeline I’m just going to take a second here to mute everybody
because I’m hearing a little bit of background noise so please mute
yourselves to thank you if the first couple of slides are going to be about
the introduction timeline available funding the federal statutory provisions
as far as the purpose definitions the priorities or activities and evaluations
the Washington state program requirement and then the Washington State
performance goals and indicators application instructions and story
rubric and followed by the Q&A I think one thing that good to let you know too
right up front is there are some changes this year as a result of the s
implementation we made most of the changes last year in the application but
this year the rubric is different and the some of the requirements in terms of
the narrative and in the application are different so funding is made available
from the US Department of Education under title for Part B as authorized
under that every student succeeds act this year we anticipate awarding about
four million dollars to cohort 15 and about ten projects or ten grantees
no funds will be no grant will be awarded for less than $100,000 and no
more than $500,000 grants are awarded depending upon federal funding for up to
five years and past grantee performance the timeline for this competitive grant
competition is today May 1st 2018 the RFP is available in I grant today we’re
also doing the bidders conference proposals are due in I grant by 4:00
p.m. marked OSPI review and we will
definitely go over that in more detail further down the road as far as how to
access and navigate navigate by Grant July 2nd Colvard 15 will be notified and
also July 2nd funds available and program implementation may begin if you
are somebody who is familiar with 21st century this is a new date we’ve moved
up the timeline a bit to hopefully kick start programs to get programs started
earlier and recruiting and hiring and getting students and budgets approved
and all that kind of stuff that happens before program starts July 2nd through
August 31st 2019 is the first fiscal year and then here’s 2 through 5
dependent upon federal funding and past grantee performance the timeline is
going to move back a little bit to the original timeline which will be
September 1st through August 31st which is always the program grant cycle but
for the very first year just to get up and running July 2nd is what’s going to
be happening this year and just it’s a really really significant change from
the past so folks who really need to take the opportunity that we know led a
lot of school district budget cycles don’t start till the beginning of the
school year but we’re making this award so that early because we are starting
off with the rigorous training schedule for new grantees October 3rd
so all staff needs to be on board people need to be hired and services start
it is and ready to go and then lastly number seven is October 1st 2018 is the
first day of your one of your program we would expect that you are serving kids
on this day so this is more background information straight out of the statute
for 21st century title 4b which gives the purpose of the program which offers
opportunities for communities to establish or expand activities in
Community Learning Center’s and they have three objectives here which are to
provide opportunities for academic enrichment and offer a broad array of
additional services there are tons of activities that are allowable under this
statute such as youth development service-learning nutrition and health
literacy math science stem internship internships or princesses it’s all also
linked to Career and Technical Education activities for high school and beyond if
you can prove that in your application that is something that title four was
reauthorized for and then also families is a huge component of this program
which we will want to see in your application as well is how you’re
serving families your goals for families and it’s really something that’s
sustained and engaged over time that you can show growth in families in one area
or another which is a change this year we are actually requiring a minimum
number of hours for family participation and engagement so everyone who submits
must have that in their plan or them it would be considered an incomplete
application this is the definition from the Community Learning Center and now
that I think about it I’ll put the title for Part B statute on the website too so
you can follow along or look through it faster after the webinar if you’re
interested in this kind of stuff to just really read
it and look at it so really the term from Department of Ed about Community
Learning Center’s are for students to meet the challenging state academic
standards which is a new term under the reauthorization and to meet those
standards by offering a broad academic enrichment activities that are before
school after school or run school is not in session the activities reinforce and
complement the regular school day so how are they linked to the regular school
day they’re targeted to students academic means and in line with
instruction and also again you’ll see that family part if the Community
Learning Center offers families of students served opportunities for
engagement in their children’s education this is a second definition expanded
learning program activities just to tell you right up front this is something
that Washington State is not currently implementing it’s something that we’re
waiting for more non-regulatory guidance from the Department of Ed it’s a little
bit tricky to try to incorporate this portion into it into a 21st century
learning program if you’re interested in knowing more about what it is is this
additional enrichment and engagement activities that are an additional 300
adults 300 program hours either before school or after school it’s kind of an
extension of the school day and at the same time is something that you cannot
supplant the regular school day which is where it gets a little bit tricky and
it’s carried out by entities that meet the requirements of this language down
here subject I and so like I said again we’re putting it in the RFP
just to let you know what it is if you happen to read it into statute although
this year we are not implementing expanded learning program activities external
organizations is a new term it’s a nonprofit organization with a record of
success and running or working with before and after school programs in the
case of where there’s a community that there is no such organization a
nonprofit organization in the community that enters into a written agreement or
partnership within the organization describes to receive mentoring or
guidance and running or working with before and after school programs so this
is encouraged if you have an external organization in your community if you
have questions about whether or not it is an external organization please reach
out and ask it’s hard to give a really specific example about what an external
organization would be in your community because they may all look different yet
fall under this umbrella of an external organization so the rigorous peer review
process is what we use every year to read and score grants we do a
competitive procurement here at OSP I it’s basically a request for
qualifications or requests for applications and it has specific duties
or expertise that we’re looking for in persons to be a peer reviewer for
applications so Deb and I do not read and score the applications here we read
them for completeness and check off the box that everything was turned in that
was supposed to be turned in but at the end of the day these people are chosen
based off of their expertise and they receive quite a bit of training before
they read and score grants and the highest cumulative score of grants
become the selected grantees for this competition although we may not be the
people who are reading the grants we do read the grants I mean we’re not scoring
the grants and we facilitate the review of the grants and panels of reviewers
um so we are participating in the process but we’re not scoring grants
here are the statutory program priorities so this also comes straight
out of this statute that is recommended for states to put in their RFP to give
priorities for in applications and so it is applications that are proposing to
target services to students who primarily attend schools who are
implementing comprehensive support or targeted support activities that are for
improvement improvement activities or other schools determined by the local
education agency to be in need of intervention it’s also for schools that
are receiving Title one Part A which is the title one schools submitted jointly
by eligible entities consisting of not one not less than one title one school
and local Education Agency and another eligible entity partner and applications
demonstrating that the activities proposed in this application are not
accessible to students who would not otherwise be served so back back up to
the first point about implementing comprehensive support and improvement
activities we will talk about that a little bit later and what that means
because that’s new terminology in terms of our accountability framework used to
say priority in focused schools under ESEA and then the second part of that is
a priority for enrolling students who may be at risk of academic failure
dropping out of school involvement in criminal or delinquent activities and
the families of students served so that’s a really important piece because
that is what this program is meant to serve that’s who this program is meant
to serve according to the statute so it’s not a program for all kids it’s for
kids who are at risk of academic failure this next slide is the Washington State
priorities for funding and these are a little bit different from the past
couple of years there are seven priorities this year instead of I think
the past couple years there were 13 or 14 priorities and so our priorities for
funding where you can receive additional points in your application if you
propose to target services to highest levels of poverty which is 80% or more
based off of the free and reduced front lights free and reduced price lunch
eligibility the highest percentage of students not meeting proficiency and
literacy and mathematics local education agencies receiving funds under Part A of
title one schools who are implementing comprehensive support and improvement
activities or targeted support and improvement activities the highest
percentage of racial and ethnic minorities of the targeted students and
Families programs that target the highest percentage of students and
families identified as English learning and middle and high school programs that
build career readiness and workforce readiness skills and a few of these
priorities for funding in here that talk about serving that the highest
percentage those are percentages that we get from the OSP I student data
warehouse that we will figure out in your application especially if you’re
applying for more than one site it will give a weighted score and this is also
really important here at the very bottom of your screen it’s italicized and we
have to see evidence of these priorities in certain parts of your application
which are the profile page the narrative the needs statement and the quality of
project design and hopefully in your evaluation model this is a description
of comprehensive and targeted schools this is kind of a fairly new term OSPI
has been working on the analytics to identify the comprehensive and targeted
schools more than a year now and it’s something
that just became available at public on our website in March and so this is kind
of something that used to play off of the target and focus school but now
called comprehensive and targeted and according to es si it states must
annually meaningfully differentiate schools and specifies some measures that
must be included in gift flexibility on other measures each measure is mapped
from a percentage to a 1 to 10 score scores are combined to yield an overall
index score ranging from 1 to 10 so these are these must be all the
analytics from the OSP I know this is from the essa web the website under
federal programs that on the OSPI website go to federal programs under
programs and offices and then go to essa and this is called the accountability
framework this is a slide out of the presentation that’s on their their
website but they have this very cool graphic that explains how shows you kind
of an infographic on their website that we have provided a link to in the RFP
and you can actually go to that link and look up any school district and it will
show you all the schools available in that district and their designation
whether they’re targeted comprehensive or foundational national is kind of a
universal support so that is not what we’re targeting there are 14 authorized
activities in the SFA and under some of these activities it can be a little bit
broad about what that may be and so it’s important that you write in your
application the activities that you’re planning on doing in your after-school
program because if you have been to get awarded a grant those are the
activities that will be approved for you to be able to have in your program and
if you happen to sway too far away from something that’s way too broad and you
have to do an amendment for that and so of course there’s academic enrichment
learning programs that are aligned with challenging state academic standards and
local academic standards well-rounded education activities literacy programs
programs that support healthy and active lifestyles services for individuals with
disabilities programs that provide after-school activities for students who
are English learners that emphasize language skills and academic achievement
which is also a program priority for French cultural program telecommunications and technology
extended library parenting skills and parent involvement and Family Literacy programs that provide assistance to
students who have been truant suspended or expelled that will improve academic
achievement drug and violence prevention programs stem programs and then also
programs that partner with in devant in-demand fields of the local work
workforce that build career competencies and career readiness skills so family
engagement and educational services is something that we’ve been talking about
in this webinar and we’ve mentioned earlier that community learning centers
are required to offer a minimum of four hours per month to families of students
served in their program and this can include educational activities and
opportunities for literacy educational development and they’re really services
that are defined as ongoing have a sufficient duration they’re sustainable
and you can see changes in family and/or your goal is your struggle towards
making changes in the family according to what kind of educational
opportunities that you’re offering to them and then over here on the
right-hand side there’s nine topics that have been included in the
RFP that are allowable and give examples of activities that you can offer to
families that may be sustained sufficient ongoing and may make changes
in the sender and the family so things like leadership reading literacy GED
English language classes employment education engagement workshops that are
taught in the home language and program that supports the role of the community
and family may be a train-the-trainer model to empower parents and families so the evaluation section is more
informational in the RFP in the first half
I am the pro the program activities will undergo a periodic I’m sorry let me back
up this is a definition straight out of the SSA and it says that that the 21st
century which we learn centers programs shall undergo a periodic evaluation in
conjunction with the state education evaluation which is us to assess
programs progress toward achieving the goal providing high quality
opportunities for academic enrichment and overall student success although the
definition says periodic evaluation here in Washington State we do require an
annual evaluation from each program and it says that the evaluation results are
used to refine improve and strengthen the program and to refine the
performance measures made available to the public upon request with public
notice of such availability and also used by us to determine whether a
subgrant is eligible to be renewed for another
year so like I said in the beginning continued funding based off of available
funding and past grantee performance this is an area that we look at to
determine additional funding for following year if you’re doing
everything you said you did in your grant application so illogical entity
this is an area that we typically get the most questions about so I’ll try to
explain as best as I can the eligible entity term this whole side
right here is also straight out of tidal for Part B es si
and it means a local education agency in LA and or school districts a
community-based organization Indian tribe or tribal organization another
public or private entity or a consortium of two or more agencies organizations or
entities for example a local school district also referred to as a local
education agencies serving title one eligible schools a public or private
community-based organization a faith-based organization and in Indian
tribal tribal organizations so these one through four are all considered eligible
entities that may apply for 21st century grants so just to clarify this this
slide is according to the federal statute who is eligible to apply for a
grant meaning who is eligible to be the fiscal agent and receive the grant award
now how do you will go more in detail about what an eligible into the
partnership is which is a requirement for Washington State so a partnership
requirement yes is absolutely a requirement to apply for 21st century
grants and just to let you know if you apply without a partner or if you apply
with somebody who you may think is a partner but if not it could disqualify
you from getting your grant read and we’ll kind of go into more detail about
that too so a school district with designated
high poverty schools which is 40 percent or higher based off of free and Reed
lunch price lunch price rates that are providing title on services and at least
one community-based external organization can be considered an
eligible entity partnership and for the purposes of this grant an educational
agency and ESD is considered an L EA or a School District and the partnership
between a school district or ESD or two or more school districts would
not be considered an eligible entity partnership so for example if you’re an
ESD and you’re applying with the school district that wouldn’t work you would
have to apply as an ESD with a school district and a community-based
organization to be considered a partnership because in terms of this
application process and ESD is considered a school district so there
this is really important and I also want to let you know that this is straight
out of the RFP pages – if you want to study this and read this more and please
also ask questions if you have a partner lined up and you’re wondering or
considering them to apply with and you’re not really sure if it would be
strong and/or pass the review process please ask so um one thing that’s really
important to say up front this is a very the partnership piece of this makes you
eligible to apply if you do not pass the screening test on the application for
having primary partners that qualify under the criteria Heidi’s going to talk
about then you will be receiving a call from us possibly or you will be
eliminated from the application process we many years ago this program you could
just get a superintendent to sign a letter of support and say yeah they’ll
be there your partner but that is not what we’re looking for anymore we are
looking for meaningful engagement and support of
being kind dollars or so it needs to show up in your budget in a variety of
other places and providing evidence that there is a collaboration and an
extensive partnership so number one is summarizes kind of what the eligible
entity partnership said on the previous page about applying within le.a a school
district a high poverty school that’s title one serving or title one eligible
another really important piece of this is that the partnership and the primary
partner is making significant contributions to the program and we
would see that as evidence in your grant goals your outcomes and providing either
direct financial support or in-kind support which we will be able to see in
your budget narrative and it can’t be a primary contracted partner so we do have
folks who are contracted for some services and providing equal or more
resources as in-kind which would qualify them as an eligible partner but a
partner cannot be solely a contracted relationship that the grant is paying
for that’s a vendor or a provider we’ll want to see that the school district
administration at least one community based organization collaborated
extensively in the planning and design of the program and each partner
organization has substantial roles to play in the program implementation and
delivery of services program evaluation and program improvement plans so this is
a really important piece because sometimes there are grant writers
writing the grant and then they get awards a grant and they hand off the
project to somebody and it has to have validity
to the partnership not just yes I’m going to support you we really want to
be able to see in your narrows if that there is significant commitment
up front and the planning and design and also this remember this is a five-year
grant and so this is a five year up to a five year commitment that they’re saying
that they’re going to support you in certain areas that you write into your
into your grant application so that’s really important to remember and
organizations share resources to carry out their roles and contributions are
reflected in the budget narrative and partners have significant and ongoing
involvement in the management and oversight of the program a formal
memorandum of agreement or an MOA is also a requirement to apply and we’ll
get you past the screening if there’s no MOA then probably or you won’t get past
the screening and the MOA is among the partners and the fiscal
agent and the fiscal agent and purposes of this grant is the person who is
applying for the grant in I grant so either the school district the ESD or
community based organization that is actually going to be receiving the money
is the fiscal agent and we’ll want to see that your MOA is current and it’s
signed by all of these really important people who are going to have
responsibilities and oversight in this project and your MOA will identify
partner obligations and contributions for cash in kind or contracted services
applicable and as previously stated if the primary partner is contracted for
services that is an in an amount of funds that is a lot compared to what
you’re requesting in your application it won’t appear as if they’re a partner it
will appear as if they’re a contractor and would not be considered a primary
partner in terms of this project and this is pretty much outlined in
detail in the application so pay really close attention to this piece the MOA if
it’s not clearly outlined or designating the resources that each partner is
providing and and there’s evidence of that in the budget like Heidi said
that’s where we’ll be looking to see evidence and eligible entity partners
engaged in collective planning implementation evaluation and planning
for sustainability and again a fine data sharing agreement amongst all partners
and that will that will come up again towards the end of the slides in the
rubric we haven’t got this in the slide here but one thing that’s really
important to note is and it’s in the RFP and this is where we get a lot of
questions eligible entity partners which are the primary partners in a grant that
make you eligible to apply for it cannot apply for more than one grant in the
grant cycle so and what we get is there are large organizations in the state
that provide youth development services that have chapters in their own sub
chapters or organizations in different communities and we’re basically talking
about they would not be able to submit more than one project for that community
or that chapter that they have they like they might cover two counties like
Pearson kicked at County we would not expect to see that organization apply twice as a primary partner so we have
had that question already come up and folks just need to if you have two
communities that are close together using the same partners you might think
about collaborating on a single application or you might need to find
additional partners that would qualify as an eligible entity partner but you
definitely want to work with your if you decide not to collaborate on a grant you
would want to collaborate on the selection partners between you if you’re
both going to submit a grant so one of you doesn’t get um
deleted yeah so this is the program design part of the application which
lets you know about the staffing model that we want to see that is required and
so programs and program applications must employ at least a half time or
greater site coordinator per site responsible for overseeing a certain
site at least a half time director responsible for me and grant
requirements and supervising site coordinators a single site may employ
0.75 or greater combined site coordinator and director and so if
you’re a big project and if you’re applying for the full amount of money it
would make more sense for your project to have a full-time director and maybe
at least a half time or more than that site coordinators per site the intensity
and duration of services for the school year
all programs are expected to operate 35 weeks in a school year not inclusive of
school break from September through June or up to the last week of the regular
school day with a total of 12 hours in a typical week at least four per day and
two hours I’m sorry for four days per week and at least two hours per day and
when we say September you’re June that means operational staff are hired
serving kids having program Craig quite literally when school starts up again
because program are funded pretty much year-round
although we have a program start and end date you should be budget budgeting and
planning to start services when school starts and intensity of your and
duration of services for summer so all programs are required to have a summer
component and the summer program is a minimum of 20 hours a week for a minimum
of 4 weeks to the targeted population of students that are at risk of summer
learning loss and also to target those kids that you want to have come to your
after-school program so your so your first year September through June you
may want to or you will target those kids that you’re serving through the
school year and then also possibly targeting those kids that you get
referred to by teachers who may be at risk for summer learning loss and those
are also the kids that you can recruit and try to maintain for the following
school year – and this is an increase in the number of weeks that we’re requiring
this year for regular school programming and and and it’s really important to
think about what that piece about not inclusive of school breaks all school
calendars are available on the OSPI website I think it’s under the parents
link because it shows all of the vacations for every school district for
the year and if it’s not showing next year’s calendar yet it’s pretty
consistent year-to-year so you could get an idea of what what that looks like I
just kind of wanted to make a comment here – one of the main threads of the
new s statute is to think about braiding and funds and think about how you
deliver services by collaborating with our programs at the federal programs or
even other private or private for-profit programs so when we’re talking about
programs we’re expecting a collaboration and
coordination within you know the programs that you might
actually look at expanding the sources that are already available but that
doesn’t mean your standalone program you’re working with the other programs
to provide a continuum of services to all the kids in the community and the
same for summer programs you could work with title 1 title 3 migrant bilingual a
variety of other state programs lap there’s a new federal program called
title 4 a which is actually quite open it to flow through Grant to districts
and it allows for out-of-school time programming so just wanted to possess
plug in there these are some 21st century federal statute requirements
required at the federal level and at the state level that all centers have to be
safe and easily accessible transport students safely to and from school so
transportation cannot be a barrier to services and so that’s something you
really want to consider in your grant application it’s also an area that can
get very expensive and so really negotiating with your school district
about how you can share resources or share costs for transportation makes for
a higher-quality proposal – you must disseminate information about the center
to the wider community aligned with challenging state academic standards
coordinate with other federal state and local programs collaborate with the
schools the students attend you must have a sustainability plan intent in
text in anticipation of the grant expiration so your sustainability plan
can’t be we’re going to write another grant so this is really important this
is something that you’ll get points for in your rubric to really start thinking
about this now about what that will look like in year five and a half or six it’s
our sustainability or maybe even your two three four
how you can increase the community collaboration and your in-kind
partnerships over time so that by the time you get to your five you’re ready
to sail programs must provide equitable services and timely consultation to
private schools we have a new private school department here at OSP I and if
you’re thinking about applying use to meet with your district level federal
programs people and inform them that you’re thinking about applying and what
activities you’re going to offer and what students you’re going to target for
your program because for 21st century you have to offer the activities to
private school students that meet your targeted population that you’re
proposing to provide services to in your application and you are actually
required to consult with any private schools that have indicated an interest
in participating in the 21st TLC program that are in your region and our website
has a link to the private school page on the OSPI website and on that page
there’s a report about what districts are interested in participating so Heidi
and I that report just got finalized yesterday so we will be posting that
report on our website today hopefully in an Excel spreadsheet
there are about we review that yesterday there’s about 80 districts who have or
80 districts who have private schools who are interested in participating in
21st CCLC programs so it would be your responsibility and there is a question
in RFP how did you consult with private schools in the development of this
application we your responsibility to call them up tell them invite them to a
planning meeting and thinking about how you might work together and
number nine is condemned conduct an annual external evaluation of the
program’s effectiveness in meeting the program goals so this is kind of a skip
off of the last one the data and evaluation requirements at the local
level grantees must on an annual basis participate in the u.s. department
education 21 APR 18 to T’s must on an annual basis participate
in a local independent evaluation of the program on an annual basis you must
fully implement the youth program quality intervention and assessment it
is recommended to allocate up to ten percent of your budget based on the
scope of work for data reporting and local evaluation to your local evaluator
and local evaluation contracts need to be clearly outlined the scope of work
and cost calculations for local evaluation and that will be evident in
your budget narrative so in I put in the RFP this year there’s an RCW that says
that you have to have at least three informal bids for your local evaluator
so you can’t just if you’re if you’re somebody who is a returning person who
currently has a grant and you’re applying for another grant it’s not
recommended to write in the name of your evaluator unless you’ve already got
three informal fits and an informal bid can be an email a phone call it can be a
newspaper article it can be something you post on your school website it’s
just something that really has to be documented and it has to be fair and
equitable and put out there for others to apply for it if they’re interested in
plying to be your local evaluator and then at the statewide evaluation level
we contract with an independent evaluation firm to evaluate the
effectiveness of our programs statewide and annually staff site coordinators and
student surveys will be collected as part of the evaluation activities
and for your information there is an evaluation update that was posted in
spring just recently an evaluation update including new dates for the
federal timelines for data submission that will give you an idea because in
the RFP you’re asked to develop a an evaluation plan and timeline an
evaluation and data collection plan and timeline that accounts for data
collection for the federal data local evaluation YP Qi quality assessment and
data submission so that guidance or that calendar and timeline should help you a
lot in thinking about that so the 21st century policies these are kind of a mix
between federal policies and state policies and the first one the carry
over policy is something that we needed to put in writing it is in the I grass
pages but just to let everybody know starting fresh applying this year that
our carry over policy here is that you may carry over 5% of your total
allocation if you have that much remaining unspent the following year and
carry over dollars become available in November of the following program year
you have to fill out a budget revision and give a little bit of narrative about
where you plan or propose to implement these carry over dollars the
renewability of a work policy is a federal policy that is new in essa and
it’s new language in title for Part B that says an eligible entity somebody
receiving a grant may have their grant renewed based off of the preceding some
sub grant period and so what that means is if you’re a grantee in your fifth
year and if we determined if we had a way to
determine that you were eligible to be renewed for a subgrant that would mean
that you could possibly be renewed for an additional five years because the law
says that you can renew for it’s as many years of what you were awarded before so
at this time we are not implementing this policy just because we don’t really
have a rigorous way to evaluate programs to say yes you’re eligible to receive
renew ability and also there hasn’t been any guidance from Department of Ed about
the best practices or ways for state foo to safely and uniformly and we would
equitably award renewability of award and it’s in writing here in the RFP in
case you have questions about it this is not something currently that we’re doing
or considering at this time also the program income policy there this is a
sticky subject to and just to let you know up front if you’re a program that
plans on having an activity in your after-school program that may generate
funds that started with 21st century dollars then you absolutely have to get
it approved at the state level with some caveats and some other requirements of
information that we will have to have from you before this activity can take
place and that means everything from generating revenue from fundraising or
charging fees which you are allowed under the federal statute however fees
cannot be a barrier to children in poverty in terms of participating in the
program would have to be on a sliding scale but basically the
the bottom line is that any income generated outside the cost of your grant
would need to be you would need to be able to demonstrate that your program
all that money went back into your program and the cost of your program
exceeded your grant award to the amount of revenue that you generated or you
will have to make a refund to the state yeah there’s just a lot of to loose yes
Missy yeah there’s a lot of rules around this program income and so we’re not
saying that it cannot be done we’re just saying that we all want to do it safely
and in a way that it’s allowed for Washington State 21st century
performance goals and objectives are new this year oh well yeah revised pencils
new and is there in the RFP and so I suggest taking some time with your team
reviewing and reading them and the goals here are to establish community learning
centers provide opportunities for academic enrichment these are the same
as the purpose and so also to offer students a broad array of additional
services that align with a regular academic program and use of
participating students effective in meaningful engagement for families and
offer high-quality expanded learning opportunities so in the past our
Washington performance indicators and objectives
have been predominantly aligned with what’s called the gara or the federal
performance targets for the program they get reported on to Congress which was
primarily focused on academic and behavioral outcomes for students with a
couple of indicators about collaboration in partnership and timeliness of state
grants submitting their application to the federal government but we have
through consultation with an evaluation Advisory Committee that we have for the
21st CC LC program enhanced and expanded draft of our performance indicators over
the last few years and we have included them in the RFP this year so you it’s
important to pay attention to that because we ask each program to develop a
program design and plan of operation which includes goals objectives measures
of student success timelines and responsible staff and we would want we
require that you align those program plans with the intended performance
indicators and targets under the new SR rules we are required to align will
we’ve always been required to have performance targets or performance
indicators developed by each state and and we have expanded ours beyond the
gapper indicators this year and they include student outcomes and objectives
program attendance objective and program quality and implementation objectives so
we give on the pages in RFP page 13 through 15 a lot more detail about that
and I hope that you keep those indicators and objectives in mind as you
develop your program models and because we will be measuring that as part of all
the data collection throughout the year and those are those indicators are what
we are required to measure continuation funding again so how well you’re doing
and implementing your programs providing
quality services serving the students that you said you would target etc so
now we’re going to move well now we’re going to stop for a minute and see if
there are any questions I only see one question in the chat box so we given the
number of people we have on the phone we can’t it’s not feasible to open the
mics to everyone and have people be heard so if you could post your
questions in the chat box and we’ll answer the question that’s there now the
question we have is would starting the second week of September be allowed we
are not able to get busing until then they need time to get snacks and busting
situated in the art of PE for new grantees October 1st is the deadline for
all program services to start that means all staff keeps we hired transportation
worked out kids recruited families recruited and you are on all of your
staff and partners in place and you’re ready to roll
so second week off September would be great yeah and that’s a really good
point it takes time to get food services in place and busting in place to make
sure all of that comes together I also research the next question is is
a cop is a college an eligible community partner with an Ellie a and an SD yes
that is a lot of times we have colleges especially community colleges partnering
with an Ellie a or an ESP providing ESL and/or adult education to families and
or parenting programs you guys all decided to check
type your questions in really fast ok the next question is is it OK on the
narrative to write manager or should it be program director this is a good
question because we require two things SCI coordinators that’s an on-site
person per site and we require a director or in your mind that might be a
manager but we’re looking for a program director and I know some of our partners
like some of our other youth development partners might call their people a
manager but it’s all about their responsibilities and the role that
they’ll be providing which you will be required to post descriptions for jobs
and if the job matches what we have in our application that’s fine but they the
director will be Reese will be kind of like the buck stops here as I’ll be
responsible for all data collection they’ll be ultimately responsible to
ensure all staff are supervised and receive all the information they need to
run their programs and coaching to the site coordinators and providing
professional development and budget oversight so it’s a pretty big job and
so I suggest that you think about what your definition of manager is and put it
against what’s in our RFP for a director and see if it’s a match we have next
question is we have one school at 76% poverty and only foundational support or
that disqualifies the entire grant proposal no you just would have less
priority points you need to have minimum 46% poverty it
would be helpful if you had title one participating but title one eligible is
okay that means you have a high-performing program that’s not
that’s not going to disqualify you from applying it’s just you won’t get this
additional priority points next question in the RFP on page five under Washington
state’s priorities are you giving extra points for middle school and high school
yes we are middle school in high school that is providing college and career
readiness specifically so you have one of four centers it’s going to be a high
school program how would the point to be awarded you would get the extra point
for that priority for funding for that one site and it’s going to be I think
the way the rubric reads is all your sites you get full amounts partial you
get a lesser amount and none you get zero so you would get a reduction in
points but it’s equitable and it’s on the rubric which you’ll see later next
question the other schools are above 80 percent and comprehensive support oh
yeah so it that is going to be if you have a application that has five schools
that you’re providing services to or that you’re partnering with at five
different sites or you might be just serving five different schools at one
site depending on whether you’re a small community and it’s a community based
center but OSPI has a matrix that’s already been filled with
all of the critical data from each building regarding free and reduced
lunch percentage of poverty according to free and reduced lunch number of new ll
participating students and we have the ability to go in and select per site
your building code and your building that’s why it’s really important to put
your building codes in and the name of the school district and the buildings so
that we can easily identify who you are and the matrix that we have has been
created for us by the federal programs people will give you also with your percent of students who are not meeting
criteria for reading and math give you a weighted score so readers are not
determining you’re going to get an average weighted score across all of
your sites that you’re serving so you’ll get the points that way next question if
you have a cohort 10 grant and funds and August 31st would you be eligible to
receive funds July 2nd if you are writing to existing needs area how would
that work so these are written to obtain a term a here no this is Bryn right from
Walla Walla so my question is we have a cohort can grant that grant ends August
31st at the end of the school award but with this new deadline if we were to we
had to write a new grant to serve the schools being served under cohort 10
there would be overlap of funding technically with the July 2nd award
based on the first fiscal year plan so Mike why
is because we can’t have double up of 21st century funds would Serbia can this
even happen would there be a augmentation of the cohort ten funds to
end July 2nd would rewarded with a new grant be the fiscal the fund to be
awarded September 1st you know how would that work so I think that we will post a
response on our website about that but I don’t feel response I don’t feel
prepared to answer that question today just know that fiscally you’re correct
you cannot mingle them funds with your old project in a new project and the
funds can’t be dedicated to the same staff or the same activities so we would
have to think that through in terms of someone who is applying to serve the
same exact schools and have the same staff just pick up and carry on in the
fall my immediate response would be that you could use the funds for you know
getting everything ready and getting up and running and posting and interviewing
for new staff if you’re going to need to do that our programs oftentimes have a
lot of staff turnover and it takes people a while to get that up and going
so you definitely would be able to use it to fund activities all the activities
that would be necessary for the new award that I sent yes I make sense okay
but you definitely could not let’s say let’s give it an example of that so
program director might be fully funded to run the program until work
until August 31st and if you know that that program director would not want to
assign any time against this new grant unless you you know figured out how to
split yourself and ask for a budget revision to let your time between the
two projects and those activities would have to be very separate and directed
towards operating the current project and planning for the next one yeah we
would get some better guidance from our fiscal people about that and get that
out to you guys thank you you have anything want to add okay okay next
question let’s you next question in our p on page 13 on student outcomes 1 & 2
it indicated to increase student growth percentile for reading can you explain
what this means and can we use can we use here we’ll move no not anymore
so our outcomes we’re required to align our outcomes from with the OSPI student
outcome accountability framework and yes there is you know looking at moving from
not proficient to reading proficiency that’s a really hard thing to do so if
you think that’s a reasonable goal for you yeah we be happy to have you do that
if you’re going to say only 30% of your students will do that we’d have you we
would ask you to also include something for the remainder of your students who
will not be able to make that so it basically should be based on the needs
of your students and how much you think they’ll be able to demonstrate just make
your goals reasonable next question can the program director for cohort 11 be
listed as program director for a 15 application I think we just addressed
that not for the same activities and not for the same FTE I’m going out to bid
for the evaluator we’re using an evaluator on two other grants and would
like to use the same for this grant application do we still need to go out
to bid Onegin answers yes so you will need to do an informal bid get three
bids and have a documented set of criteria that you’re going to use to
evaluate this bitch like Heidi says it doesn’t have to be then and we have some
guidance that I think that is posted in their accounting manual which we provide
a link to that talks about contracting and this is all about following the
uniform guidance in terms of procurement for contracts it’s not just about
evaluators it’s about anything that you might contract for so if you’re going to
name contractors in your application who are providing services you might think
about the amount of the contract there are like three tiers in terms of the
amount of dollars that you want to contract for and there are different
requirements for that so I think it’s under $3500 you don’t need to do a
informal bid I know your evaluators should get paid way more than thirty
five hundred dollars so that’s not an option for you for evaluators but then
there’s a big band in the middle where you definitely have to get bit so
doesn’t have to be a really big process but there used to be federal guidance
that allows for if you named a contractor in a grant then you could use
them but that is no longer the case okay next question can you please give
more information on what it looks like to inform the wider community on the
program I’ll give you an example what it means
to inform the wider community on that you’re intending to apply that means
posting it in the newspaper announcing it in community newsletters so there are
two pieces to that one is informing the community about the program in ways that
creates opportunities for outreach in recruitment and information to the
community about your services and the other is informing the community about
your sins and to apply for a grant so we hope to see in your applications things that are culturally and culturally mostly culturally and
linguistically appropriate outreach to inform your communities about your
services and your programs so that folks are aware of what you have to offer them
there’s also another layer of communication to the community in terms
of informing potential stakeholders and partners about you know the
opportunities that you’re presenting and opportunities for partnership and
collaboration so hopefully that we’re in terms of
community outreach or helping not just see Flyers posted in laundromats
in communities that have low literacy rates and flyers that are not in primary
language of the people residing in that community next question for budgeting
purposes what will the wide qi box atcop be it’s in the RFP and we’re basically
asking you to think about twelve hundred dollars per site okay I think that’s the
end of our questions for now so I’m going to move on and if you
have any others write them down or just keep type putting them in the chat box
and we’ll come back to them later okay application instructions for these
applications including all required signatures and let me it’s really
important that your signatures are there or you will not be included in the pool
of applications to be screened or read must be submitted by 4:00 p.m. on May
24th 2018 after 4:00 p.m. or actually I should say at 4:00 p.m. on the dot the
system closes that means the I grant system the online web-based grant system
so I really would recommend that you get it in if you’re running after the last
minute plan to have it in no later than 12:00
noon just to account for anything that might go wrong where you are every year
we have hmm what do you think – – poor program – don’t get under the wire all
right we’re calling it 3:30 thing they can’t get in and can’t guarantee I grant
staff will be there to help you and Deb and I don’t have administrative access
to help you submit your application so it’s really important especially if
you’re brand-new to applying give yourself plenty of time then what and
read the instructions carefully because there are different receivers in the RFP
and we’ll talk about that in a minute but different procedures for school
district and community based entities applicants are required to submit
proposals using our online I grant system so don’t wait the system is
already launched today don’t wait you can get online and go to our I grant
system the link is in that application and learn how to get an access code and
inside the system there’s a tutorial and just to kind of explore the system and
then read carefully in the RFP what the process
is for requesting OSPI review and submitting a completed final application
so all new users will need to create their own what’s called EDS EDS is the
system where the I grant sits sorry for the acronym but it doesn’t probably make
sense to you but it’s our whole online system of a variety of different things
besides I brands so you go into that system you create an account follow the
instructions and submit some requested information you’ll and a password and
then you’ll have an account setup and here’s the different procedures for
school districts ESD college university and all other organizations which means
all other organizations faith-based and community-based organizations
so you see you will submit your first last name your email address the legal
name of your organization the street address business phone and you should be
all set up so I’m going to give a kind of an overview right now about the
proposal requirements and the pieces or parts and where they all come together
because it can be a little bit confusing parts of this application are web-based
there are some forms that are web-based and the majority of the of the
application is in the narrative so there’s a contact page that needs to be
completed in I grant and the person that needs to fill out the contact page is
the person you want to contact for anything about your grant award if you
think it’s if you already know who your program director is going to be and
they’re on board it can be that person if it’s a central
office person in the school district but that person is who we will call if
there’s an issue with your application or we need more information or we need
to contact you for any reason so make sure that is the right person the
eligible entity partnership and assurance page is very important we
already talked about the importance of the partnership ID I don’t know if
you’re going to show the I grant pages later so we’ll actually show you that
page so you can see it but that’s in I grant it needs to be signed by the
eligible entity partners and the partners what we’re asking for is the
CEO or the superintendent of an Ellie a is the or community-based organization
or their designated persons it’s really important especially if you’re in a
place like Keene Tommy or Seattle School District or Tacoma School District or an
ESD region to think about this idea of an entity eligible entity partner only
getting to submit one grant one year we had five applications from one of our
large school districts submitted and just know that if that happened only one
of the grants will be awarded and it will be the highest awarded point so
even if they’re all in the top ten scoring so it kind of up to you to put
out some feelers about other people who might be doing that if you’re working
with one of the bigger school districts ask them who else is interested in
partnering maybe you can submit a joint application and get but no longer is it
that a school just sign off or let’s say a school is putting themselves in
jeopardy if they sign off on four or five different applications program
profile page which includes profile information subjects and
curriculum information and partnership information grant amount requested
that’s also an eye grant so the top three things here all and I grants a
program abstract is the first thing that is part of your narrative it needs to be
an uploaded part of your application inside the I grant application there’s
an upload page and all of the things that you’ll be creating in your
narrative and uploading go to that I grant page so the proposal narrative is
the second piece that you’ll be uploading it’s 28 pages maximum and that
has the following pieces and parts that are pretty standard designed for an RFP
need for the program quality of design management plan we’re really looking in
the management plan to see a timeline and plan for how you will be up and
operating by October 1st and how you will be monitoring your implementation
and success as a program to the end of the sheriff so it needs to be an annual
management plan data collection and evaluation plan same thing promises a
model asks you to demonstrate that you have a good likelihood that you would be
a successful applicant in implementing the program you’re proposing a budget
narrative page is back to I grant and you’ll complete the budget narrative
page in I grants and then there’s not an actual budget page that’s presented to
you in I grants until after you are selected as to be awarded a grant and
then you have actually another budget piece that needs to be completed before
you get allocated the resources which can take up to a few weeks so and for that in your application
timeline required appendices there are three as before things that you need to
upload into the upload page besides your narrative and your abstract and we
called these the appendices and what we’re looking for here are drop
descriptions and and that those job descriptions are for program director
and and that’s in the application it’s clearly outlined – it’s looking for but
it’s the director the site coordinators the direct teaching staff and evaluator
number two is the program organizational chart and we are looking for the twenty
first CCLC program organizational chart not the fiscal agents organizational
chart so let’s say your ABC youth development program we’re not looking
for the ABC development organizational chart we’re looking for the partnership
organizational chart and they’re specific things we’re asking for in the
rubric Heidi suggested that the rubric is the second part of our application or
presentation today and it’s really important if you had to choose if
there’s a discrepancy and I can tell you there are a couple between our RFP and
text and our rubric you should follow the rubric and as you approach your
narrative and any elements that we’re asking you to submit there’s a couple of
redundancies in our narrative where we were trying to replace language with SS
SS requirement so it’s pretty clean but if you have to choose go with the rubric
okay current sign memorandum of agreement with eligible entity partners
we are to talk about that current sign data sharing agreement and between
evaluators school principals and eligible entity partners so what we want
to see here is a separate data sharing agreement not part of the MOA this year
if it is not a separate we’ve been a little bit lacks about it in the last
few years if it was clearly outlined in the MOA we would really like a separate
data sharing agreement and it needs to be specific about what kinds of data
will be required so you will want to read the evaluation update to see what
kinds of data we’re asking for because we are asking for more than ever
student identifiable data that meet the FERPA laws some school principals feel
that you are not especially community-based organizations that they
can’t share that but they can so all of that needs to be worked out up front and
in writing so that there are no questions later on so if you’ll just
bear with me for a minute and I’m going to pull up the I grant pages this is the EBS system that we talked
about a few minutes ago and our I grant is just one part of the
EDS system and I am in the development site and I’m pretty sure that when you
pull it up it will look similar but this is the only way that I have access to it
at this time this is the first page that you will come to it’s really important
that you search up here in the left-hand corner for the 1819 fiscal period and
then you’ll want to plug in form package number eight four five which will bring
up 21st century Community Learning Center’s cohort 15 in that fifth package
that you’re going to want to do all your application work in and it’s really the
only package that’s available in 1819 right now and the first page is the
contact page and so you’ll want to fill out the main contact which was said
previously maybe somebody different who’s filling out the application but
they’re going to be the person that we’re going to call if we have questions
and then the alternate contact that will be your preference
this seders contact not all of you will have that if you’re applying as a CBO or
a community based organization but if your school district has a ceders
contact person that they want you to fill in here that is your choice and
then there’s our contact information at the bottom if you just click on the
email button here it will bring up our email and it will send both of us an
email if you do have a question this page is required there’s no points
assigned to it just in terms of the seeders contact person what kind of win
over that quickly but seeders is the OSPI schoo district ESD data collection
system that collects all the data that you want to be able to share so I would
recommend you find out who your seeders de the person is and make them your next
best friend and talk with them about your data sharing agreement and what
kind of data that you’re hoping to share under the essa program there are new
requirements about designing your program based on student needs and that
means you need access to student data that’s generated at the building level
to know where your kids are and how to target and how to develop programs for
your kids and that’s not state state assessment data that we’re talking about
it’s building based data that school districts are using to identify kids at
risk and I mean you might be using the state stuff at first and then looking at
the local data but the local data is what you’ll be able to use to monitor
their progress throughout the year the next step that you’ll want to do is come
up to the competitive application tab and it will bring up page one which is
called eligible entity partnership and as you’ll notice on this page it has in
red read this first where it has the 21st century RFP request for
applications title one eligible school this is an excel sheet that will sort by
it has all kinds of features that you can sort by control by sort by district
school and you can sort by whether or not their title one serving whether or
not their title one eligible so this is an important resource to look at if
you’re looking at a school they have to be at least title one eligible and then
title one serving is where they you can receive additional points so it might be
a little misleading but when you get to the I grant profile page there is the
option under title one to say tunnel one serving yes
the serving eligible or no if you have a know your program will be eliminated
because they have to be either eligible or serving so don’t assume that that’s
it even though there’s a no option no is not
acceptable and then this next type or link is the comprehensive and targeted
school and this will also sort in many different fashions and you can sort by
targeted comprehensive foundational and then there’s also indicators within
those that give different levels of comprehensive and targeted and we’re not
assigning points if you are at a comprehensive level or a comprehensive
targeted level it’s really broadly comprehensive or targeted supports is
how a point will be assigned this year the object as you scroll down on this
page here first is G assurances and partnerships section this is also gives
all of the same requirements for a partnership and what it would count as
being eligible this right here you have to click on the new button and when and
when you click on the new button you’re allowed to option two people per thing
per box but it’s not meant to be in pairs it just comes up that way so we’re
not asking you to have one of your partners be in all the boxes we’re just
you’re allowed to pick new boxes but it’s not meant to be pairs of people
it’s just that two is minimum so and you will always get two new options every
time you push the new box and what’s really important to remember about this
specific section is right right here where it says signatures so you actually
have to after you fill it out type it in you have to print it and you your
partners have to sign it each signature and scan it and upload it on the upload
page on age of five which is super important
because that is a requirement to get past the screening process and if you
have more primary partners than you can fill in on this section then you can
click the new button again in the same exact box a mirror image will pop up
again the second new button that you can push
brings up other partners that you wish to include in your application so it
says in the space provided below provide any additional partners that will be
making contributions to this proposal grant project and this is informational
for us to see who else is contributing or making commitments to this project
and then this last box here is about external organizations and this is
really something that we’re also collecting information on about what
programs are proposing to partner with external organizations per this
definition right here that’s also in the RFP so it’s a nonprofit organization
with a record of success and running or working with before and after school
programs and the case where there is no organization that meets this then the
nonprofit organization the community can enter into a written agreement or
partnership with this person and so that’s what that means and then the last
section on here is the compliance with program regulations and assurances these
program regulations and insurances come from the state they come from ESS a they
come from the federal department please read all these carefully other things
that you will be accountable for these are things in the future that if you get
awarded a grant will be on the monitoring checklist that we’ll want to
see that you’re following these assurances
and at the bottom here in the nether are several new one from SR so pay close
attention and so it also has here at the bottom the authorized representatives
name and then this section you can type it in and put the date and again
authorized means the CEO or the superintendent or their designee we
wouldn’t expect to see different people there than upfront in your partnership
and we wouldn’t expect to see different people on your memorandum of
understanding they all need to be the same people and accept the building
principles page two is the program profile page it not only gets awarded
points and secondly it gives a ton of information to us and to the readers
about this program that you’re designing and building for after school the first
couple sections are about the program profile we want your name the grant
requests amount and I put a little note in there about how this amount must
match your budget narrative if they have to be the same because we take this
amount that you put on page two as the amount that you’re requesting for
funding and it’s really important that it’s just that you budget accordingly on
page three the budget narrative that they’re the same some people actually
well everyone needs to and is required to submit their contribution or partner
contributions but some people add their partner contributions to the grant to
the mount that they’re going to spend out of the grant and they put the
request in here for that instead which then creates we are looking for the
total of the amount of dollars that will be spent out of the grant award you want
to know if you are a previously funded project I’m going to scroll down here in
Annie here and for any site the answer would be yes and please
the boxes here if you are writing in your grant applications these priorities
for funding the readers will look at this profile page here or this page too
and compare it to the rubric because they’re going to be looking for evidence
in your application if you marked any of these so here we’re going to serve dll
students we would be looking for a robust program project design that will
be supporting increased language under C for e ll students not just providing
recreation activities to students who are coincidentally ll program address
where the program director or program administration has an office and this is
here because throughout the year we we need to collect addresses of where
people are located in difficulty to send you something in the mail and or if we
collect it for the data collection systems that we have we need to have
program offices and addresses so this new button here is new this year and
it’s strategically put here because we need to know specifically which school
districts on the left-hand side is going to be corresponding or serving the
schools therefore what we’re instructing people to do is put a school district on
the left-hand side and on the right-hand side where it says school served by the
corresponding school district in the left-hand column we need you to put all
of the schools over here that are going to be served by that school district and
it’s really important that we are able to differentiate that or for several
different reasons and in the past the way the pages were set up sometimes it
was challenging and or difficult to figure out what school went with what
school district and so this is why we’re doing it
play this year so what we’re hoping that you do is don’t list all of your skill
districts consecutively on the left-hand sides that we’ll be partnering with you
or that you’ll be serving if you’re a community based organization unless they
only have one school site per district what you need to do is allow for space
or check a new so if you’re going to serve four sites in one school district
and three sites in another school district that’s the extra too many sites
but say you’re going to have a total of four sites over two school districts
separate them in this list so we can actually tell they need to go follow
along Heidi suggests that you would put if you have three sites in Kennewick
school districts you’re going to put Kennewick school district in three times
and then you’re going to put the names of schools or that are going to be
served in those school districts this isn’t about sites it’s about schools and
buildings served and district served how many sites total is this program
proposing to serve which may be different than school districts and so
think really clearly about how a site is defined its where services are being
offered to kids and typically it would be one site per building is what we
would want to see well what we so let’s clarify that really quickly you would
not have typically what we get in our applications here’s some examples we get
applications that vary from a community-based center that is a single
site but it’s serving four school buildings all those kids live in
possibly a low-income housing development
and they come from a variety of different schools and the services are
at the community center that would be one site sometimes we get applications
that are going to serve for site and I think what Heidemann say is or what I
interpreted what you said is typically that’s one site per building if they’re
school-based sites yeah so and then we move down to the
site level and then there’s some more questions here about programs are
required to the operational September through the end of the school district
calendar programs are required to operate 35 weeks a year minimum 12 hours
per week a minimum of 2 hours per day and what month will your school year
program be in operation so we would assume or expect everybody’s kind of
research and course for each site a site profile this big green box here will
need to be filled out per set which includes the site name is it school
based community center base the address where services are provided name of the
school buildings to be served so for example if you are a community-based
site you may have more than one or two school buildings that you’re serving at
this one site the building address the names need to match the list you
provided a boat building address school district school district address and
building code so all of the building codes that you are proposing to serve
and you can find the building codes arrow there also on that title one
spreadsheet it has a list of building codes that go with all the buildings and
then the schools have their own codes too and if you are a single site that
that is too cool district we suggest just to lessen the confusion between all
the variety of names if you are at for a while at elementary school and
that is your own that that is the site just use the same just use the building
name in the site name Walla Walla Elementary and I apologize I was testing
this page so I just put in a bunch of random numbers and for student services
school year you’ll want to fill out all of these boxes these are super important
not only for the readers in the scoring rubric and also this is what this is
what you get held accountable for for your grant program about the kids
how many kids how many hours how many weeks degrades your your number of
enrolled students total average daily attendance served 30 days or more sixty
days or more where you have previously funded CCLC programs and then you’ll
notice that these last five boxes here have for OSP I use only although they’re
syllable boxes we would ask that you would not fill those out because we use
our average weighted score sheet to fill in the percentages here for the targeted
comprehensive although these will be yes/no or partial but percentage of al
students title one serving percent of free and reduced lunch all come from the
OSP I data warehouse as well as down here percentage of students not
proficient in reading and math we will also get those weighted scores for all
three of these here and we go in and fill these out after you submit your
application so that the readers know how to score score them and assign the
points accordingly then I don’t think you’ll be blocked blocked from putting
information in there and we will have to take it out before we can enter your the
real information that a weighted average so please if you are those text boxes
are open you please don’t submit anything there Adult Services is a
requirement for funding this year forget to fill that out if you have more
than one site where you’re serving students you press the new button right
here and all of this information that I just went over this big square box here
or the site price profile will pop up again and you’ll need to feel need to
fill it out for the new site so this exact page right here you’re looking at
will come up again make sure that you often click enter or save at the top
because if you haven’t get kicked out of the side or your computer guys it
doesn’t necessarily save it by itself you can mostly manual enter or press the
Save button where is the Save button it’ll see it oh the top of each page not
in a section er oh thank you important to know so don’t make the assumption
that just because you entered something and moved to a new page that it’s going
to be there and like Heidi said if you put you’re going to have four sites for
this project of love and and then we are going to be looking to see that you have
four site pages with all of this data per site and then when you get to the
activity pages which try these going to show you four activity pages one for
each site and including adults or services and this summary of site
profiles for school year is kind of an FYI for you and it will it will average
the hours the weeks and number of enrolled students it will add that it
will average the daily attendance per each site you put in it has the data in
the form package to go ahead and do that for us and so the student services and
the summary right here is something that you do not need to fill in it’s
something that we use for our purposes here to collect information and also for
purposes of reading the scoring grants so it tells calculate last year so if
you are in there and you it should show up for you you should see it it was a
self elation if you notice that it’s not
working please email is because we have some buses that weren’t working last
year this is the activities that will be provided to students and families and
you may notice that the authorized activities here on the left-hand side or
exactly from ESS a authorized activities that we went through earlier in the
slideshow and we’ll want to see here on the right-hand side the curriculum that
corresponds with the activities that is going to be for your targeted population
of students that aligns with any of these activities which ones that they’ll
go through and remembers under essa the new requirements are that your
instruction in your programs aligned with the instruction and curriculum of
school day and this would be a good place to demonstrate that we’re not
asking you to do the same activities that are being done during the school
day but this is really a good place in your program planning and thinking about
your program there might be materials or things that you and your partner’s
decides would be great supplementary pro things to the school day project-based
learning kinds of things that would extend the learning that’s happening
during the day but this is where we’ll look for thoughtful alignment plus later
on where we ask you to talk about your research-based or evidence-based
practices and so the first off here is for students and then the second half
here is a section for families and this is where we will want to see your
targeted population of students and families what you propose to be offering
for them and this will come up this box here for activities will come up for
school years and then when we get down here to the second half of the page
there’s a summer profile that will have to be filled out too
very similar to school years the the new button you’ll fill out your site
profile similar hours days weeks the grades number and roles how many you’re
going to serve and then it will average it for you in the summer profiles
because for each site again you’ll want to fill out another profile and then
this activity boxes down here don’t forget to fill it out for school year
and to fill it out for summer which is a new feature it is neora if you used to
fill out one activity per site one activity page and we couldn’t we didn’t
get enough information to really see what was going on in our summer programs
so where you decided to give you an opportunity to share with us in a
different way what you’re proposing for summer because it seems that’s a much
more intensive opportunity for learning and doing great things
so again students families and there’s a new button down here in the left-hand
corner if you need to fill it out for another site so I’m going to go back
here to the top of the page and we’re going to go to page three in I grant page three is the budget narrative so
this has all the categories in here where funds are allowed to be spent we I
know in the slides coming up – there’s more detail about what it looks like and
how so and so what we would want to see is cost calculations for each category
so that we know how the money is being used and spent and you’ll want to put in
all your certificated and classified staff and for example if you’re hiring a
site coordinator if you’re hiring them for 20 hours a week we
would want to see 20 hours a week times $18 an hour equals how much per week and
that’s so much per year so really detailed cost calculations give the
readers a better idea of what you’re proposing to do with your funds and also
here for us as well gives us a better idea to see how the program is being
managed and supplies the material for the program instructional resources and
travel which is more detailed than the RFP is travel assigned to staff so
travel assigned for for going to meet any in-state travel out state travel
those types of things and the transportation section is transportation
for students we would want to see boxing or if you have other means of
transportation that you’re thinking about we would want to see that there
too professional development or staff development opportunities that you’re
thinking about purchasing or offering and that really needs to this section
will be evident for part of the application that’s really important we
have a in the quality of project design or the management plan which one it is
right now but I think it’s quality that’s in the management plan so what we
ask you to do is to do to demonstrate your professional development plan at a
local level and what we’re looking for is ongoing sustained and regular
opportunities for staff together it could be incorporate your professional
development opportunities could be incorporated into staff development so
or it could be that you’re sending folks to targeted trainings based on their
needs and based on the areas that you’re trying to improve for your program but
it won’t be just a conference although it might include some
conferences so there is a section down below for conferences this professional
development box is really for any expenditures that you’re going to use to
paste that extra or you’re going to hire speakers to come in and do the training
for you for your staff and then also here in the evaluation section we’ll
want to see what you’re paying your evaluators to remember it’s a cap at ten
percent of your total allocation or total grant amount that you have
requested and we’ll want to see how what you’re paying them hourly how much time
you’re contracting with them for services if you’re planning on which is
encouraged to have allocated enough funds for your evaluator to attend some
professional development with you and or to come to some of the YP Qi training
that is also something that’s allowable well it’s required actually so you as a
program are required to pay for your evaluators on an annual basis to get
what’s called an external Assessor refresher so evaluators are required to
do external observations for every site they required to do to external
observations you as a program will be required to pay for their travel for
their time for their training to be re certified to do that so it’s not this a
recommendation it’s a requirement and we suggest that you also pay for your
evaluators to attend the director evaluator meetings or build that into
their contracts that you also build into their your contract with them time
travel and lodging to attend the planning with data meeting and
spring because they are a really valuable person on your assessment team
in terms of looking at where your strengths in your areas for improvement
are making plans for your improvement plans so we have some evaluators who
regularly attend every year and they’re your evaluator is one of the most
important people in your team in terms of helping you think through what all
the data means what where your areas are strengths are and they are required to
give you recommendations for improving the quality and outcomes for your
programs so you need to pay them for that and then conferences are allowed
also and we would want to see in here what conferences you’re proposing to
attend each year and if you’re planning on traveling out of state for example to
the booth conference which is happening right now we would want to see how much
the registration is and how many people that you’re proposing to sent to
conferences and really be mindful of the fact that that it needs to be something
that’s within reason and allocable for your program and not an exorbitant cost
to attend lots of conferences per year is what I would say and there are some
nice conferences out there that target you know just hands-on professional
development for folks who are really mostly engaged with youth at the service
delivery level there are other programs and conferences that target school
district staff and/or other folks that you might be collaborating with and then
there’s some programs that are like more for administrators and thinking about
program design and policies we suggest you really think about that and and
target the conferences that will really support what your goals
objectives are for your program and your staff development and facilities so you
can use funds to for example rent to space if you need to pay cleaning staff
those types of things it’s not for necessarily construction or remodeling
you can use it for that and facilities is usually an area that we see quite a
bit of partner contributions if you’re being housed at a school district or
community-based organization where they provide in-kind support such as the
janitorial staff the heat the electric and just the space in general they
provide that space for you to use and the ypqa box set of materials this is a
minimum of twelve hundred dollars per site and no additional funding will be
included in grants it’s something that you need to budget for in your grants
and in the RFP and also in the slides coming up there is a menu of things that
will be included in the ypqa box set of materials and then the indirect rates
down here yes you can claim indirect rates and it’s different for
community-based organizations and DSPs and community colleges than it is for
school districts and we use the federal restricted indirect rate so that’s the
column that you’ll want to look at when you’re looking for it in these
hyperlinks and remember that all of the things that would normally be considered
in direct indirect costs and an indirect cost is anything that is like charged to
an organization as a regular operating cost like the janitorial and the light
and the cleaning might be better served under indirect than a direct cost the
direct cost would be the fair market value for the space that you’re using
and try not to mingle in direct in your direct asks in your budget because we
let’s kind of double dipping so really try and help
try and think through with your partners what’s normally an indirect cost
calculation for any one of your partners and you don’t want to put that in a
direct charge against the grant page for is also a requirement although there are
no points assigned to it this is a federal requirement that we have some
way or some measure to assess the level of risk of grantees and the fiscal agent
will need to fill this out completely and press save I’m not going to go
through it it’s pretty much just yes or no and some of them if it’s yes for
whatever reason you may have to give some explanation and you might really
want to go through this with your partners because it’s not just about you it’s about your partnership page five is
the upload page and this is where you need to upload all your materials and
your narrative your abstract your job descriptions your organizational chart
your sign data sharing agreement and your science MOA and you’ll want to use
the upload feature here and it’s really helpful with us if you actually name
them what it’s named here program director or SCI coordinators
descriptions and so forth and so on and this is all the stuff that has to be
uploaded by May 24 by 4:00 p.m. because the system actually closes and it will
not allow you to submit anything else because it’s a competitive competition
it has to be set up like that to actually close down yeah the system
actually shuts down it won’t allow you to get in a port so those are the I
grants pages so if you have additional questions I see there are quite a few
here okay I’m gonna I see there are if you have
additional questions and we only have about 17 minutes left and we have
several things that we need to cover this no data presented to all users all
of your questions today which we hope to do we will need to post the question the
answers to your questions later on okay so what I’m going to go over now and
hopefully you all got a great orientation to the I Brant system I
think that’s remember I don’t know that we went through this what you do after
you give everything done but what you need to do theirs is to revisit that
process for submitting your grant application and and to how many steps
you have anyone who is a school district who’s going is applying for a grant has
a two step process I think and an ESD is the same way so what you have to do is
first check the program the application is completed and then it gets forwarded
on to another district level person so you want to make sure that district
level person you know who they are you have their phone number they know you’re
submitting a grant they know and do expected coming through they’re not
going to be on vacation and they’re going to be ready to then push the
button that says request OSPI approval because if it doesn’t get through that
second tier it won’t get submitted to us and they’ll just be sitting there as
unfinished and you and those grants will not be read or included in the and that
that’s a really a travesty for to do all that work two milligrams and then not
how it be forwarded for approval for community based organizations you have a
one step process but you have to do both pieces yourself so I mean you have a few
step process but you don’t have to forward it to anybody else you just have
to make sure you do both steps okay now here’s the narrative pieces of the
application are what we’re going to review right now and I’m going to
recommend that you goes strictly by the rubric that’s going to be published I
noticed there’s a couple of discrepancies between the rubric and
what’s in here not really big ones but this in general will give you an idea
and most of the details the need for the program is very specific tend to all the
requests about what we’re looking for but basically we’re looking for you to
be able to demonstrate at the community’s level not the county level
not the regional level but where the community where you’re going to provide
services the at-risk populations so we want very specific information the
percentage of students who are eligible for free and reduced lunch the number of
below proficiency in math and reading by grade level English language learners if
you’ve checked that box and special education even if you haven’t checked
that box it’s nice to know what your population in your at-risk population is
no matter how small students not at risk for not graduating on time which you’d
be able to get from your school district and then the high school dropout rate
which you can either get online at a school district report card a lot of
this information is available on the OSPI website per building the applicant
describes target population and criteria used to identify and recruit the target
population of students and families so this is a really critical piece so just
think about it this way there’s this larger pool of students in your
community that makes you eligible to apply
you will never probably be able to serve all of those students so how are you
going to develop a quite what your criteria are going to be specifically
for who gets targeted who gets invited who who are
the kids you really want to move the dialogue who are you wanting to work
with to support them because there are no other they really need additional
resources to be successful so we this is different than who’s eligible this is
who are you targeting and you need to have a specific set of criteria about
how you’re going to select say a hundred students out of 250
okay the applicant describes any during school program so we want you to think
about any other programs that are being conducted at your school either during
the day or after or out-of-school time that provides expanded learning
opportunities for kids and you’re going to have to name them talk about them
know who they are and how this program is going to add to
the services that are already there and meet and identify an unmet identified
meet so we’re looking to be additive to communities where there are already a
lot of services the applicant describes an academic social emotional cultural
asset to need the students and families to be to be served now this is says if
you conducted well in the app and this is where there’s a discrepancy in the
RFP it says if you conducted surveys please included in your needs assessment
but we suggest that you have youth and parents information about interest needs
and desires for programming and that you do that in your needs statement so
next section is quality of program design in the narrative and it has very
important separate pieces and each piece has its own set a point so just follow
all I suggest for this whole application you look through the rubric ahead of
time you think about all the different parts that we’re going to be asking
information about and we really this year tried to remove any duplication
except probably for the needs statement because we’re going to fulfill or fill
in a lot of the information that we’re asking you to provide in the profile
page but we’re asking you to know what that is ahead of time for your needs
statement so in the quality of project design there’s the need statement and
bullets that we just looked at I mean the need statement and the quality of
project design don’t it’s called program descriptions it
doesn’t really have that title in the application but it’s the first part of
the quality of project design and this is where we ask you to submit or develop
a matrix with your global goals objective measures of student success
all of the things that we talked about earlier in the presentation and this is
a new feature this year we’re asking for for program goals in this table or
matrix that are specifically aligned to the state performance targets that we
talked about earlier that are all listed on pages 13 through 15 in the RFP so the
first thing we’re there split into student outcomes quality services attendance and program implementation so
we’re looking for most across or looking for you to
reflect for goals and at least one has to be around adult
services so we’re going to ask you to put that matrix together and you can see
in the in the directions are in a rubric that you get a specific amount of points
for that matrix and then there are some narrative pieces that we want you to
include and that is describing how your activities are expected to improve
student academic achievement as well as overall student success and related
activities this is new as a language so these are new pieces in the application
we’ll ask you to talk about how what are the best practices including research or
evidence-based practices that you’re going to use and some information about
them and how those practices or activities
are activities that will complement and enhance the academic performance
achievement and post-secondary or workforce preparation and positively
development of students so know that what we’re looking for here is how this
is aligned what house is based on student needs how is this aligned with
what’s going on in the school day and what kind of research-based practices
are you using to target those needs okay so this next slide is kind of a sample
of what your goals measurable objectives measures of student success and you’ll
see those through local building based measures of student success we’re not
looking for state assessment data here we’re looking for how your vanilla says
the needs of your students at a local level and monitor their progress
throughout the year okay moving on another area of the quality of project
designing there attention students we have some
new bullets in here but again we’re looking for you to think about how
you’re going to identify and recruit your targeted students so it needs to be
going back to your needs statement your targeting and how you will engage
private schools and eligible private school students and home schoolers in
the services so your private school students and home school students need
to fit your targeted criteria also a lot to talk going to talk about how you’re
going to retain students over time we have data that shows that students who
remain in the program for two years or more have the best outcome and and that
for those outcomes lasts over time we’re asking you to describe how you’re going
to inform and engage private schools now this is in your class ID I think that we
have three different I think this type of sorry it was only supposed to be
there one hump once so number one is the describing how you identify and recruit
low-performing students and and that includes private schools and eligible
home schoolers but the third bullet down here is actually how are you going to
inform and engage private schools in the planning of this program and in the
provision of the services let’s see so this is all about the family engagement
it’s kind of a redundant they’ve already talked about all the different
opportunities for providing families but we asked you to specifically describe
the services in more detail rather than just checking the box and just talking
about a curriculum good place to talk about what your partners are providing
there to if they are linkages to the school day is then
next section in quality of project design this is a critical piece under
Esther there’s a lot of focus here so pay attention to the different things
that we’re asking for but we’re asking you to talk about the ways in which
you’ll be connected to the regular school day and give you a variety of examples to think about what we’re
looking for really close communication on an ongoing
basis with principals teachers school support staff and membership on school
improvement teams or other leadership groups use of space transportation
arrangements are more kind of like in-kind contributions but the other
pieces are required because under the new essa rules we are really required to
have really strong partnerships between schools and community-based
organizations so the next one is describe how your activities are aligned
to the challenging state academic standards the standards are available
under teaching and learning on the OSPI website think about the kids you’re
targeting what their educational needs are is think about the schools that you
want to work with are they behind in reading behind in math are they really
targeting for their school improvement plans or their targeted and
comprehensive supports whatever it is they’re targeting for improvement is
what you should be working towards also in terms of supporting the kids that
really need additional help so working together on that and thinking about what
their focus is is something you would want to align to I’m just so talking
again about describing how these activities that you’re going to be
providing will be targeted to the students needs and aligned to the
regular curriculum instructions of the school day transportation safety I think
we Heidi’s already kind of gone over that
but a little bit in terms of the requirements confront under the statute
but these give you specific items to address in detail in your application so
if I were writing for this grant I would follow this exact outline I would use
the headings per section in the narrative and then use the subheadings
and include all of the bullets that you want that are asked for in the rubric to
get the full points that’s the best way to get the highest-scoring grant and the
grant that enters all of the things who are looking for okay now looking at the management plan
the first part of the management plan is how you talked about before is the
staffing design and we’ll ask you to talk about your ft even though we asked
you to put it in the budget we’re going to look for consistency between your
narrative and your budget so make sure that you have the bottom or the minimum
requirements met and that is a point we’re looking for site coordinators to
have a point 5 program directors 0.5 or full-time equivalent if you have
program with one site it’s allowable for you have 0.8 FTE for a combined program
director in site coordinator let’s see it’s really important to if you’re a
applicant with several grants that the director can only be written into the
same person only want two grants right so you can be 0.5 on two grants
but if you write a third grant it has to be a different person who is identified
as the program director per the rules and instructions that are in the RFP
yeah so this next one the next bullet here that oh wait sorry can you go back
one this pay attention to what’s actually in the rubric not on the slide
because we reworked the words in the rubric basically what we’re asking for
here and number two is for you to submit all of the job descriptions for the
required staff and managers in your program as uploads deny grant and that’s
basically how you’ll get your points for this number two bullet number one you’re
just going to meet the requirements but you’re going to describe it
we actually don’t ask you to describe the qualification because we felt that
was redundant so we’re just asking you to provide the qualifications through
the job description we did ask you to do both last year so we do ask you to
identify the strategy she’s going to use to recruit recruit and maintain high
quality management and instructional staff that will facilitate the
implementation of student-focused high quality project-based learning that’s
aligned with challenging state academic standards that that goes beyond the
traditional classrooms so we know that staffing our programs is
one of the biggest challenges there are and keeping staff overtime is a
challenge too so we advocate that you pay your staff as well as you can and
and that you plan on paying for them for all additional meetings or staff
meetings or professional development opportunities that they’re going to need
to go to some of you working with school districts have like negotiated contract
salaries and hours that you can work with staff for that job category but you
can write in additional pay for additional work in those settings so we
encourage you to do that the next part of this management plan has to do with
the the professional development plan we want you to submit professional
development plan plan for staff that are going to be participating in your
program and we want to think about all the things that we’re asking you to do
from meeting the goals that you’re setting providing evidence-based
instruction delivering academic content that’s aligned with the school day and
think about all those things and how are you going to prepare your staff to do
that it’s this is like one of the most important pieces about what we’re hoping
will happen for students so think about all of these pieces and kind of where
your staff fits right now and where they really need support for improving in
certain areas and build that into your plan this is looks like the last bullet
of the management plan or the last indicator and we have four G’s Kelton
timeline for program implementation monitoring of your progress is a program
and implementing your program and kind of thinking about how you’ll reflect
towards the end of the year on on your success and how you plan for the next
year so and in this plan you’ll need to have as one of your benchmarks or when
your measurements that your program is up and running on October 1st so this is
an annual plan and what we mean by a plan is that you’ll have key benchmarks
to identify for yourself in terms of hiring staff recruiting students
recruiting staff contracting with program with partners or providers in
your community securing space you know all the things that are required for
launch and then kind of where you what would you be doing in a couple months
later a few months later in terms of monitoring the progress of your staff
and implementing what you want them to do providing coaching monitoring the
progress to your students towards the end of the year starting to collect the
data all the things that you need to do to see how you’re doing and then how
you’re going to use all that data and information to plan for the next year
that’s what we mean by a management plan data collection and evaluation it’s
pretty specific just look at our there are four different things here and if I
was you I would go through and identify the key words and thinking about how
these things are different because they have a lot of the same words in them but
the first one is basically identifying the qualifications and experience for
your evaluator we want you to prove that your evaluator is highly qualified and
saying that they’ve done after the last four years does not demonstrate that
so you could either incorporate in this bullet experience and preparation that
you know kind of build it like a job description or include your local
evaluators job description in the other job descriptions in the appendices especially if you don’t have one that’s
gone through an informal bid process that you’ve hired okay the second part
of this is we’re looking specifically for a plan for your local evaluation
this is the local evaluation piece and you’ll find local evaluation guidelines
on our website we’re looking for the this part of the data and evaluation
piece to be focused on program improvement at the local level
identified some key questions you want to answer about how well you’re doing as
a program and your intended goals for the program or the project this number
three is more about how what plan for collecting the data that’s required by
the federal government it’s called the 21 APR 18 all of these pieces are in our data and
evaluation update a really specific plan and dates for all of that I think it
would just make the assumptions that it will happen at the same time next year
that happens this year in terms of planning but what we’re really looking
for is thinking having you think about a plan for making sure that you’re
tracking all the data that you need to track and you have people in place to do
that you have people in place to submit it this next one is the same kind of
thing only it’s for the youth program quality assessment
intervention tools this is the quality assessment at the local level but again
there’s a requirement for conducting assessment collecting data and then
submitting data and an online reporting system number five is switching to thinking about how you’re going to use
all the results from your local evaluation your leading indicator
reports all the data that you’ve collected in the top four bullet how
even is what are your strategies for sharing that with staff and stakeholders
to promote program improvement and sustainability number six thinking about
this last item this is a point that will be awarded for submitting the data
sharing agreement that we suggested that you will be uploading in the I grants
and what needs to be in that data sharing agreement okay um we are past
our time ten minutes I apologize for that and we didn’t get
to the rest of the questions and we didn’t get all the way through so I
think I’m going to just get a last minute on this promise of the model and
not the promise of the model as a model ask for five different items I think you
should really take closer attention to them this is where you number one is
where you provide evidence of past performance and demonstrate your
capability for implementing the program that we’re asking for so and it’s not
just for you the person used submitting the application it’s for all of your
partners so let’s say you’re working at the YMCA I mean your school district
the school district has never had an after-school program before but but has
done some other kinds of youth development programs or participated in
some other opportunities or wants to use their own academic performance to
demonstrate their capacity to make progress for students but will be asking
for specific data to demonstrate your capacity here whether or not you’ve been
a prior 24 CCLC program a community-based youth development
program or a school district you can use your prior if you were a prior recipient
of a 21st t CLC program we highly suggest that you use all the data that
you’ve been collecting for the past 5 years usually if you don’t you will not
receive much credit for it number two we’re asking you to submit evidence demonstrating your ability in other ways
besides out-of-school time programming to provide educationally related
activities that enhance academic achievement and positive youth
development number three is your signed Memorandum of Understanding number four
where this is a really critical piece this is right out of the statute all
programs under 24 CCLC programs are required to collaborate with other state
and federal programs and as I said already under esta this is a really big
focus for not replicating services and duplicating and it’s really important
not to compete with other programs for the same students it’s better to join
hands and expand and enhance the opportunity for all students so
so we’ll be looking to see a description here of how you work with title 1 title
3 migrant and bilingual TANF which is Temporary Assistance for Needy Families
that provides other kinds of supports to families may be housing programs for
families in low-income communities working with the food nutrition program
any variety of programs that are available out there not just through the
schools that’s supporting the families in your community how are you going to
collaborate with them to coordinate services and reduce duplications so high they already went over the whole
budget narrative so we don’t really need to cover that and why PCI materials are
I’m going to suggest that that hiding thought we talked about by the $1,200
minimum which covers this is a change in our service packages this year it’s not
by individual slot to attend a training you basically get a site package that
allows for all the people in your site to go and it’s much more streamlined and
simplified and you should plan definitely for the points to $1200 to
cover all of your staff to attend I think that’s pretty much it I’m going to
go ahead and answer these questions online right now so that we have it
recorded on our heidi KeyArena Becca oh I’m going to go ahead and enter the
questions that are available I think that Heidi gave you a pretty good
overview of how to submit and how to get into AI grant and know that there are
narrated tutorials let me switch now to answering your questions so the last
question that we had submit that we talked about was find it had a lot of
questions let it happen okay so family event requirements of four hours minimum
per month does that apply to both the school year and the summer we did not
make that requirement that it be both the school years and the summer but it
needs to be at least the school year summer would not suffice because it
needs to be on going into st. and it needs to have specific goals and
objectives or you’re really trying to change learning and opportunities for
families no next question so do all of the partners on the maa need to be
listed on the assurances and sign both yes that’s true
you want to have think about who the primary partners are I’m the MOA the
people that you want to add is the principal’s you think of anybody else I
mean if you’re not going to get dinged for adding additional people but a
minimum it should include all the people that you have on your partnership page
MOA can include other people and other partners that you really wanna detail in
your plan but we don’t expect to see an MOA that doesn’t have a signature from
the CEO or the superintendent of the two primary minimum partners for eligibility
next if there are multiple grants from one
school district and they are the higher scoring grants who decides which grants
will be funded and how those decisions be made we really hope we aren’t
presented with that challenge so what I would do when you go to the school
district is ask if anyone else has asked to partner with the school district and
think about how you might collaborate together and create a bigger grant or let’s in order to answer your question
if we do get presented with that challenge the the peer reviewers will
decide who has which application meets the criteria for funding the best and
has the highest score and the highest potential and is recommended for funding
you know the things that come into our recommendations for funding there are
there are some written guidance about should we put close to a tie and I think
in the RFP it says we’ll go with the highest poverty community if there are –
that would be too close to call but in this situation it would be the highest
quality project would be funded and the additional pieces of geographic spread
for the state so those would be that would be the ultimate decision that
would be made in the recommendation is one of well I guess would be in the same
geographic region so that wouldn’t be probably make the tiebreaker okay next
question rick is not posted as of this minute but
we hope to have it posted by this afternoon or tomorrow on page 20 under
transportation Safety’s last sentence in the first paragraph stairs applicants
must include a written transportation plan between partners that includes it
is not listed to be posted in the required appendices that’s correct so
follow the rubric on this because we actually this is one of the areas where
there’s a little bit of discrepancy the rubric has three things that we asked
you to describe and that would be part of that plan so we’re not asking you to
actually submit a transportation plan we’re asking you to describe pieces of
your transportation safety plan correct yeah what are the crest requirements for
spacing and font sizes and tables that are included in the narrative it’s on
page 18 in the RFP and it’s 11-point Calibri ha when it has facing one in
charge in a maximum of 28 pages allowed and it isn’t which there’s no
requirement for the spacing of the tables just has a general requirement
for the proposal narrative and we have had people call and ask about that we
ask that you think about readability and because we reviewers get a little bit
cranky when you can’t read things so wouldn’t suggest going below a font size
that you’re comfortable reading for the next question it’s about family
engagement can we have the activities identified now but take the summer to
figure out the providers that we will bring in to perform the activities so what you’re going to be asked to do
is to think about what the needs of your families the needs and interests of your
families are and they will need to meet the identified needs you put in your
needs statement or match I should say and what we want you to do is the design
plan based on your goals that you’re going to have for your families we want
to see some intentionality here and that your activities are going to be
consistent and connected over time we realize you don’t have a lot of
resources to serve all the families so again you’re going to be targeting
specific families then I’m gonna maze that maybe you’re going to provide
services that maybe aren’t available to your families somewhere else or that or
services to your families that are very specific to your schools and think about
what those might be that’s we’re looking for predominantly and how they will
support the goals that we’ve outlined in RFP thinking about who’s going to
perform the activities in the matrix if under the staff responsible you might be
contracting with providers to do that or contract with partners to do that but
who in your program is going to be ultimately responsible for oversight to
ensure that those activities meet the needs and and the targets or objectives
that you’ve identified so it doesn’t have to be the provider specifically for
example that will be ensuring that it’s happening last year there’s an extra
three pages were added to the narrative specifically regarding al population
missions it was just a general extra three pages no we did not add three
pages for Al population’s last year no I said it was just a general extra three
pages to the narrative the whole narrative we didn’t yeah last year we
the pages that we added were flexible three extra pages for you to use how you
wanted because folks said that they didn’t really have enough they couldn’t
fit everything in that they wanted to include for you that may have been about
al populations but we’ve kept the same page restriction at 28 we’ve increased
page restrictions from 25 to 28 last year and we’re keeping it at 28 this
year so it’s not an extra it’s just giving you flexibility for more space is
there an MOA and data sharing agreement template or can we create you can look
at what’s required in there and create your own what we’re asking you to do is
not a matrix we do not want to see a matrix with very little detail in it one
page and everybody’s signature on it that is not a memorandum of agreement
that is a signature page I think that’s just if there are no more questions in
the chat oh shoot you have additional questions our
contact information is on the last slide here and I’m sorry it just exited out of
it please so people feel free to email the webinar will be recorded it won’t be
available until the end of the week or next week because it has to be converted
to a YouTube video and transcribed to be a VA compliant to post on our web
although if you email us we would be happy to email you the PowerPoint and
please go to our website to look for all the supporting documents and materials
which is RFP title one comprehensive targeted rubric and there’s also a link
to the I grant pages an additional link that we’ll be creating for you that is
not there now is the link to the school district who are interested in
participating I mean to the private schools who are interested in
participating and what school districts they’re in so I’m going to stop sharing
my screen and the recording will stop thank you for coming and good luck to
you all and don’t hesitate to contact us if you need help