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Florida Department of Education Workshop 2009-2010 21st CCLC Request for Proposal RFP PowerPoint Presentation
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Florida Department of Education Workshop 2009-2010 21st CCLC Request for Proposal RFP

Florida Department of Education Workshop 2009-2010 21st CCLC Request for Proposal RFP

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Florida Department of Education Workshop 2009-2010 21st CCLC Request for Proposal RFP

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    1. Florida Department of Education Workshop 2009-2010 21st CCLC Request for Proposal (RFP) Presented by: University of Florida 21st CCLC Leadership Team February 17, 2009 - Northwest Florida State College, Niceville, FL February 23, 2009 - University of Florida, Gainesville, FL February 24, 2009 - Mounts Botanical Gardens, West Palm Beach, FL February 25, 2009 - Jim Miles Professional Development Center, Lakeland, FL March 5, 2009 - Florida Department of Education, Tallahassee, FL

    2. 2 Introductions Florida Department of Education (FDOE) www.fldoe.org/curriculum/21century/ Joe Davis Family and Community Outreach Bureau Chief Lani Lingo 21st CCLC Program Director

    3. 3 Presentation Objectives Attendees will become more familiar with Floridas 21st Century Community Learning Centers (CCLC) Program and requirements of the 2009-2010 RFP Attendees will be provided relevant information to develop a proposal for the RFP KEY- indicates a form/document

    4. 4 Training Disclaimer Please be advised that the information presented during the RFP training may differ from what is stated in the Approved FDOE 2009-2010 RFP All potential applicants MUST follow the approved FDOE 2009-2010 RFP to be considered for funding www.fldoe.org/curriculum/21century

    5. 5 Overview of Floridas 21st CCLC Program There are currently 96 projects funded by the FDOE Of the 96 projects, there are 302 program sites By the end of the 2008-2009 project year, 34 projects will no longer be funded by 21st CCLC For the 2009-2010 project year, it is anticipated there will be 25-45 grant awards

    6. 6

    7. 7 Overview of Floridas 21st CCLC Program Operate during Non-School Hours Before School After School Weekend Summer Holiday breaks

    8. 8 Characteristics of Effective 21st CCLC Programs Strong management team and effective plan Open communication with participating schools Start the afterschool program on the first day of school and utilize strong marketing and promotion strategies Recruit, train, and retain qualified teachers & staff Active collaboration/partnerships Parental and volunteer involvement Strong academic focus through fun and engaging activities that reinforce learning

    9. 9 Funding Purpose/Priorities Provide academic enrichment to assist students attending low performing schools to meet State and local standards in core subject areas Offer a broad array of additional services, programs and activities that reinforce and complement the regular academic program of participating students Offers families of students opportunities for literacy and related educational development

    10. 10 Total Funding Amount/Approximate Number of Awards Approximately $25,000,000 available Anticipate 25-45 grants to be awarded May receive 21st CCLC funding for a maximum of five years: 100% funding in years 1 and 2 maximum of 80% funding in years 3, 4 and 5

    11. 11 Funding Request Guide Must use the guide for each site to calculate the total funding amount for the project Applicants may apply for an annual grant award of: A minimum of $62,500 A maximum of $700,000

    12. 12 Funding Request Guide May not propose to serve more students than attend the targeted schools on the Title I School table Should not propose to serve more than 35% of the targeted schools population Programs must meet the proposed daily student attendance (the highest number will be used) as indicated on the: Funding Request Guide Title I School Table Site Budget Worksheet- Site Profile Grant Narrative

    13. 13 Matching Requirement There is NO matching requirement, however: When grant funds decrease beginning in year 3, sub-grantees are expected to maintain both the size and scope of the program Must identify, and include in the sustainability plan, other funding sources that will be available in each year, particularly in years 3, 4 and 5

    14. 14 Budget/Program Performance Period July 1, 2009 - June 30, 2010 The project effective date is the date the application is received by FDOE that meets Conditions for Acceptance, or the date of the Federal Award Notification, whichever is later

    15. 15 Target Population- Students At-risk (high academic, social or behavioral needs) Pre-K through 12th grade Must attend schools eligible for Title I School-wide Programs, or living within district defined service areas of such schools where at least 40% receive free and reduced priced lunch (FRPL) May use the Weighted Feeder Pattern Concept to document the average number of students receiving FRPL at all schools directly feeding into the proposed target school to determine eligibility

    16. 16 Target Population- Students Applicants shall not propose to target student populations that will be targeted by another 21st CCLC program for the 09-10 project year Example: If Program A targets students in grades K-3 from Pond Elementary, Program B may target students in grades 4-5, but not K-3 Every participating student must be afforded 12 impact hours of after school programming each week Do not serve one group of students on Monday, Wednesday and Friday; and another group on Tuesday and Thursday Do not serve one group of students one week and another group the next week

    17. 17 Target Population- Families Only family members of regularly participating 21st CCLC students may participate Must offer one or more of the following: Parent involvement in childs education Family literacy to support childs learning Related educational development to support childs learning Services to family members cannot extend beyond the dates of student services

    18. 18 Minimum Hours of Operation 36 weeks of student services per project year (may include Summer if proposed) 4 after school and/or summer days per week 12 afterschool, impact hours per week Does not include Before School, Weekend, Holiday, and Adult Family Member services Every student must be afforded 12 impact hours of after school programming each week

    19. 19 Minimum Hours of Operation 2 impact hours per day for After School 1 impact hour per day for Before School, if proposed 4 impact hours per day for Weekend, Holiday and Summer services, if proposed Services to Pre-K and Adult Family Members may occur during regular school hours (documentation will be required)

    20. 20 Facilities May operate in a public school If an alternative facility is selected: Must be as available and accessible (comparable) to the students local school Must have sufficient resources to provide all proposed and required activities Must have appropriate equipment, security resources, and a clear strategy for safe student transportation

    21. 21 Eligible Applicants Non-profit agencies City or county government agencies Faith-based organizations Community-based organizations Local Education Agencies Institutes of higher education For-profit corporations Individual public schools may not submit an application, but may apply through an LEA or other eligible entity

    22. 22 Eligibility Criteria New Public Schools and Schools without Title I School-wide Program status may: Document 40% of students qualify for FRPL meals through the USDA Use the Weighted Feeder Pattern concept Use the most recent data from the US Census to document 40% of students are considered low-income http://aspe.hhs.gov/POVERTY/figures-fed-reg.shtml

    23. 23 Eligibility Criteria Private Schools may: Satisfy eligibility criteria described for Schools without Title I School-wide Program status Provide services to eligible private and/or public school students and families

    24. 24 Eligibility Criteria Partnerships or consortium are encouraged Designate one agency as applicant and fiscal agent who must: Be an eligible grant recipient Receive, administer and report on grant funds Have signed agreements with each partner or consortium member outlining services to be provided Be an active member of the consortium Not act as a flow-through for grant funds and sub-grant funds to other recipients Responsible for the performance of partners/consortium members and how each plans to participate

    25. 25 Targeting Student Populations Applicants shall not propose to target students that will be targeted by another 21st CCLC program Applications proposing to target a student population identified in a continuation 21st CCLC grant and/or a newly proposed 21st CCLC grant may not be reviewed

    26. 26 Contact Persons 21st CCLC Program Contact Lani Lingo 21st CCLC Program Director (850) 245-0852 lani.lingo@fldoe.org Grants Management Contact Gloria Smith Grants Management Office (850) 245-0718 gloria.smith@fldoe.org

    27. 27 Assurances (Part 1) General Terms and Conditions for Participation in Federal and State Programs Applicants must have signed statement by the agency head, on file at FDOE, certifying adherence www.fldoe.org/comptroller/doc/gbsectiond.doc

    28. 28 Assurances School Districts, Community Colleges, Universities, and State Agencies Certification on file at FDOE will remain in effect unless: A change occurs in Federal or State law Other changes in circumstances affecting a term, assurance or condition

    29. 29 Assurances Private Colleges, Community Based Organizations, and Other Agencies Certification of adherence must be submitted to FDOE each year of the 5 year grant award Must also submit: Agencys current budget List of current Board of Directors Agencys most recent audit report Agencys Chart of Accounts Proof of Eligibility to operate a business in Florida Articles of Incorporation

    30. 30 Preparing your Proposal Establish 21st CCLC Management Team and responsibilities Assess needs in the community and target population Determine if the targeted schools: Meet eligibility requirements and are not currently receiving 21st CCLC funding or being served by another 21st CCLC program Communicate with potential partners to: Seek buy-in to the 21st CCLC project Identify support and/or services to be provided Provide documentation of partnership Design activities and services to meet needs of the target population

    31. 31 Narrative Components Project Abstract or Summary Project Need (A-D) Operational Design Requirements (A-F) Project Design and Implementation: Academic Enrichment (A-C) Project Design and Implementation: Personal Enrichment (A-D) Project Design and Implementation: Adult Family Members Goals, Measurable Objectives, Activities and Timeframe (A-C) Coordination of Services and Sustainability Plan (A-G) Evaluation (A-G) Support For Strategic Imperatives Dissemination Plan Budget

    32. 32 Narrative Components Project Abstract or Summary

    33. 33 Project Abstract or Summary Provide a brief overview of the proposed project that must include: Who will the project directly impact What need(s) the project will address What the project will strive to ultimately accomplish Who will do what by when How the project will be carried out Abstract or Summary shall not exceed two pages

    34. 34 Narrative Components Project Need (A-D)

    35. 35 Project Need A. General Need of Community Evaluate community needs and available resources Describe how the program will address these needs Include full citations for all data used B. Target Population Identification Detail specific characteristics of student population Identify schools attended by targeted students Describe the Criteria for Student Selection

    36. 36 Title I School Table Number of students identified on table should match the number of students in the Project Need section, Funding Request Guide and Site Budget Worksheet- Site Profile Include documentation and justification after the table if proposing to serve New Public Schools, Schools without Title I School-wide Program status, or Private Schools Not included in 30 page limit http://schoolgrades.fldoe.org/default.asp

    37. 37 Project Need C. Specific Needs of Target Population Provide objective needs assessment data for targeted students and their family members Data must clearly establish need for targeted population Must explore academic, social, emotional, cultural and physical needs of target population Forms the basis of all proposed goals, objectives and activities Data information may be obtained through survey assessments and reliable databases

    38. 38 Project Need D. Evidence of Experience Demonstrate the agency has experience, or evidence of success, providing educational and related activities No previous experience- must describe the likelihood of successful implementation and capability to provide activities and services outlined in the proposal

    39. 39 Narrative Components Operational Design Requirements (A-F)

    40. 40 Operational Design Requirements A. Students with Special Needs Identify special needs in the target population Includes students who may be identified as Limited English Proficient, Homeless, Migrant, or those with physical, developmental, psychological, and sensory or learning disability Describe how students with special needs will be identified Describe how students will be appropriately and equitably served

    41. 41 Operational Design Requirements A. Students with Special Needs continued No child may be excluded from participating provided that they can be safely accommodated Council for Exceptional Children: www.cec.sped.org Bureau of Exceptional Education and Student Services: www.fldoe.org/ese

    42. 42 Operational Design Requirements B. Student Safety Describe how student safety will be maintained on site Describe how safety will be maintained during off-site activities and field trips (if applicable) Describe how personnel hired will meet requirements of the agency and personnel will have all required and current certifications, where applicable Indicate the distance between the participating students schools and the 21st CCLC center

    43. 43 Operational Design Requirements B. Student Safety continued Describe how safe transportation will be addressed and how participating students will travel safely to and from the center Successful applicants must submit a Detailed Safety Plan upon request

    44. 44 Operational Design Requirements C. Collaboration with Schools Describe the plan of communication between the 21st CCLC program, the schools students regularly attend, and the regular day teachers to address: Accessing student records Sharing of information on student progress with regular day teachers and families

    45. 45 Operational Design Requirements D. Recruitment and Retention Describe and detail the criteria for selecting 21st CCLC students Describe the process for recruiting targeted students to be enrolled Identify specific techniques and practices to ensure consistent and long term participation

    46. 46 Operational Design Requirements E. Professional Development Identify the projects plans for professional development to include all conferences/trainings All conferences/trainings must be pre-approved, in writing, by FDOE If funded, programs must send at least three people to the following required conference/training: Florida 21st CCLC State Conference All Project Directors must attend the State Conference

    47. 47 Operational Design Requirements E. Professional Development continued Florida 21st CCLC State Conference (Orlando) Registration- approx. $300/person x 3 people Hotel- approx. $145/night x 3 nights x 3 people Other related costs (i.e., transportation, per diem) If funded, participate in the FDOE Grant Fiscal Management Training No registration fee or anticipated costs

    48. 48 Operational Design Requirements F. Supplemental Meals Describe how the project will meet the nutritional needs of students based on when the program is open: Only afterschool (daily snack) Both before and after school (daily breakfast and snack) Non-School days (daily breakfast, lunch and/or snack- depending on operational hours) Describe the snacks/meals to be provided that meet USDA guidelines

    49. 49 Operational Design Requirements F. Supplemental Meals continued No 21st CCLC student shall be charged for costs associated with supplemental meals Funding for supplemental meals CANNOT be drawn from 21st CCLC funds (state in grant narrative) http://frac.org/afterschool/snacks.html www.flimpact.org/ Note: The Administrative Fee charged by Florida Impact (in partnership with Food Research and Action Center) may be charged to the 21st CCLC grant- LEAs are not eligible for this. This fee is NOT considered an administrative cost

    50. 50 Narrative Components Project Design and Implementation: Academic Enrichment (A-C)

    51. 51 Project Design and Implementation Academic Enrichment Each activity must be based on objective assessment data indicating the need of the activity and be based upon an established set of performance measures If appropriate, be based on scientifically based research Must propose academic enrichment activities to assist students in meeting Floridas Next Generation Sunshine State Standards http://www.floridastandards.org/index.aspx

    52. 52 Project Design and Implementation Academic Enrichment continued All academic services must be aligned with the curriculum in core subject areas All activities and services must: Align to specific objectives in the Goals, Measurable Objectives, Activities, and Timeframe table Address the needs of the target population Be continuously evaluated using performance measures

    53. 53 Project Design and Implementation A. Remedial Education and Academic Enrichment - Reading Describe the manner in which reading will be included and an integral part of the program Describe how the project will address Just Read Florida! http://www.justreadflorida.com Describe how the activities will complement the students regular academic program

    54. 54 Project Design and Implementation A. Remedial Education and Academic Enrichment - Reading continued Include the student to staff ratio State in grant narrative that services will be provided by certified teachers holding a valid FDOE teaching certificate Should be creative, fun, designed to foster a love of reading and outlined in lesson plans Should NOT mirror the regular day school

    55. 55 Project Design and Implementation B. Remedial Education and Academic Enrichment - Math and Science Describe how the proposed project will address the math and science needs of the target population Describe how the project will ensure math and science activities are creative, fun and engaging Describe how math and science activities will complement the students regular academic program

    56. 56 Project Design and Implementation B. Remedial Education and Academic Enrichment - Math and Science continued Include the student to staff ratio State in grant narrative that services will be provided by certified teachers holding a valid FDOE teaching certificate Should be creative, fun, engaging and outlined in lesson plans Should NOT mirror the regular day school www.fldoestem.org/center13.aspx

    57. 57 Project Design and Implementation C. Tutoring Services and Mentoring Program Describe how the program will provide tutoring and homework assistance to complement the students regular academic program Describe how mentoring will be provided to improve student performance Describe how the program will recruit and utilize qualified volunteers for tutoring When possible, tutoring should be delivered by certified teachers or paraprofessionals

    58. 58 Narrative Components Project Design and Implementation: Personal Enrichment (A-D)

    59. 59 Project Design and Implementation Personal Enrichment A broad array of additional activities to reinforce and complement the students regular academic program must be offered All activities and services must: Align to objectives in the Goals, Measurable Objectives, Activities, and Timeframe section Address needs of the target population Be continuously evaluated using performance measures

    60. 60 Project Design and Implementation A. Physical Education and Recreational Activities Reflect a variety of structured activities Encourage active student participation regardless of skill level Explain how the program will provide fun, age-appropriate physical education and/or recreational activities Describe alternative activities for inclement weather Include student to staff ratio

    61. 61 Project Design and Implementation B. Dropout Prevention and Character Education Describe and identify at least one activity from the National Dropout Prevention Center/Network that focuses on reducing dropout rates for targeted students www.dropoutprevention.org/effstrat/default.htm Describe how character education will be infused in the program www.fldoe.org/bii/curriculum/social_studies/ce.asp

    62. 62 Project Design and Implementation C. Service Learning Describe the type of service learning project(s) to be implemented and how the service learning project(s) will meet a recognized need in the local or global community Describe the plan to implement the project(s) Must describe how teachers, students, and community organizations will be working collaboratively to carefully plan, implement, and assess the service learning project(s) www.fsu.edu/~flserve/sl/sl.html www.servicelearning.org/

    63. 63 Project Design and Implementation D. Additional Personal Enrichment Activities In addition to the three required personal enrichment activities, applicants must propose at least one additional activity within the following categories: Arts and Music Education Entrepreneurial education Programs for LEP students Telecommunications and technology education Expanded library service hours Drug and violence prevention and/or counseling activities

    64. 64 Project Design and Implementation D. Additional Personal Enrichment Activities continued.. For each additional activity proposed: Describe the specific activities that will be included Must have a comprehensive curricula Must be designed to help improve student academic performance and success in life Align to the Goals, Measurable Objectives, Activities and Timeframe table

    65. 65 Narrative Components Project Design and Implementation: Adult Family Members

    66. 66 Project Design and Implementation Adult Family Members The project must propose services designed to increase the involvement of adult family members to support their childs learning Applicants must provide at least one of the following: Parent involvement in childs education Family literacy to support childs learning Related educational development activities to support childs learning

    67. 67 Project Design and Implementation Adult Family Members continued Describe how recruitment of adult family members will occur, including how dissemination of information about activities to adult family members will occur State in grant narrative that only adult family members of actively participating students will be served www.famlit.org

    68. 68 Narrative Components Goals, Measurable Objectives, Activities and Timeframe (A-C)

    69. 69 Goals, Measurable Objectives, Activities and Timeframe A. Table Complete the Goals, Measurable Objectives, Activities, and Timelines Table Each activity detailed in each of the three Project Design and Implementation sections (i.e., Academic Enrichment, Personal Enrichment and Adult Family Members) must be incorporated in the table and align to at least one proposed objective Included as a part of the required narrative

    70. 70 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Goals Must have at least four broad, realistic goals Planned outcomes derived from the needs assessment data Must be participant focused and encompass the entire population Must be the numbered (i.e., 1, 2, 3, 4) Example Goal: 1) Improve academic achievement

    71. 71 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives Must have at least two specific, annual objectives for EACH GOAL Objectives are measurable, quantitative, challenging, and can be assessed throughout the project year Within each objective, identify anticipated measurements that will be used to assess project performance

    72. 72 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives continued Student-based objectives must be assessed with non-participatory measurements Adult Family Member objectives may be assessed with performance and/or participatory measurements Objectives must be numbered (i.e., 1.1, 1.2, 2.1, 2.2)

    73. 73 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives continued Within the first objective ONLY, identify the standard to which regularly participating students is defined: Attending the program 30 days or more Attending the program for 40% of total operational days

    74. 74 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives continued Programs should use the 30 day criterion unless the objective focuses on activities that will not occur for more than 30 days For specific summer only objectives, must identify the 40% criterion

    75. 75 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives continued Four parts to each objective: 1. Threshold- single number at the beginning of the objective that states the threshold for demonstrating attainment and/or progress toward achieving the objective Must reflect an understanding of the target population and their needs 80% is the common threshold

    76. 76 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives continued 2. Objective Population- specific population for the objective (e.g., all students, regularly participating students, students with a history of behavioral problems, etc) Must reflect an understanding of the target population and their needs Each goal must encompass the entire population. If not, additional objectives may be needed

    77. 77 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives continued 3. Anticipated Change- identifies the direction (e.g., will increase, will decrease, will maintain) Impact on the target population Must not be too specific (unattainable) or too general (immeasurable) Must align with proposed activities and vice versa Focus is guided by the goal and will guide the selection of assessments

    78. 78 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Measurable Objectives continued 4. Assessment- identifies the type of assessments planned to demonstrate achievement and/or progress of the objective Will always begin, ..as demonstrated by such measures as.. and end with a list of anticipated measurements

    79. 79 Goals, Measurable Objectives, Activities and Timeframe Four Part Objective Example Threshold- 80% Objective Population- of regularly participating students with a history of behavioral problems Anticipate Change- will show improvement in pro-social behaviors Assessment- as demonstrated by such measures as weekly staff assessments, teacher surveys, parent surveys and school discipline records

    80. 80 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Activities and Timeframe Identify only those specific activities from the three Project Design and Implementation sections (i.e., Academic Enrichment, Personal Enrichment and Adult Family Members) Following each activity, indicate the timeframe in which each activity will occur (e.g., daily throughout the project year, monthly throughout the school year, daily during summer session) Activities and Timeframe must be identified using a letter system (i.e., a, b, c)

    81. 81 Goals, Measurable Objectives, Activities and Timeframe A. Table continued Follow format requirements for the table: 11 point Arial font Landscape view Leave a blank line after each objective and activity Align each timeframe with the corresponding activity Included as a part of the 30 page limit

    82. 82 Goals, Measurable Objectives, Activities and Timeframe B. Need Based Goals Following the table, describe how each of the identified goals is clearly linked to the needs Sample Format:

    83. 83 Goals, Measurable Objectives, Activities and Timeframe C. Weekly Schedule Describe program operational hours (e.g., services, days, hours) Tentative Weekly Schedules must be provided for each component proposed (i.e., after school, before school, weekend, summer, and holiday breaks) Activities identified on the Weekly Schedules must align to the three Project Design and Implementation sections (i.e., Academic Enrichment, Personal Enrichment, Adult Family Members) and those identified in the Goals, Measurable Objectives, Activities and Timeframe table Place Weekly Schedules in Appendices for each site

    84. 84 Narrative Components 8. Coordination of Services and Sustainability Plan (A-G)

    85. 85 Coordination of Services and Sustainability Plan Other Federal, State and local programs Identify programs that will be coordinated with the proposed program Partnership Summary Identifies current public/private partnerships and provides a description of the services/contributions from the partnerships

    86. 86 Coordination of Services and Sustainability Plan Partnership Summary continued Plan for documenting the value of in-kind contributions of goods and/or services provided Plan to maintain partnerships A community partner will actively contribute to the 21st CCLC project Partners are NOT sub-contractors Sub-contractors are NOT to be included in the grant narrative description of Partnership Summary

    87. 87 Coordination of Services and Sustainability Plan C. Summary of Partners and Contractors Table Must complete Summary of Partners and Contractors Table and place in Appendices For sub-contractors, identify all that are related to the 21st CCLC program, whether they are paid or NOT paid by 21st CCLC funds Not included in the 30 page limit

    88. 88 Coordination of Services and Sustainability Plan D. Commitment Letters (not included in 30 page limit) Include dated letters from EACH partner in the Summary of Partners and Contractors Table On the partners agencys letterhead Identify services or contribution will be provided for the 2009-2010 project year Identify specific services/contributions to be made by partner Identify the approximate value of the services/contributions Signed by the authorized agent of the partnering agency

    89. 89 Coordination of Services and Sustainability Plan E. Letters of Support (not included in 30 page limit) Letter of Support is required when the site location and/or targeted schools are not included as partners in the 21st CCLC program and, therefore, did not provide a Commitment Letter Letter of Support must indicate the proposed program was developed and will be carried out in active collaboration with the school (s) students attend during the 2009-2010 project year Submit a dated letter on the sites/schools letterhead indicating their support that is signed by an authorized agent from the site/school

    90. 90 Coordination of Services and Sustainability Plan F. Sustainability Narrative Applicants are not permitted to charge any fees associated with 21st CCLC programming without prior authorization from FDOE Describe: the plan to identify and develop new public/private partnerships How the program will evidence sustainability in years 3-5 and beyond to maintain the size and scope of the project

    91. 91 Coordination of Services and Sustainability Plan G. Five Year Budget Reflects additional support in years 1 and 2 Reflects necessary support to offset the 20% funding decrease in years 3-5 Place in Appendices (not included in 30 page limit)

    92. 92 Narrative Components 9. Evaluation (A-G)

    93. 93 Evaluation Must undergo periodic (formative) evaluations to assess progress Must submit a Summative Evaluation Report and Data Collection Worksheets by June 30, 2010 Must demonstrate adequate progress (continuous progress) towards achieving stated program objectives

    94. 94 Evaluation Evaluation Plan Assessment of progress toward each objective Anticipated methods for data collection (e.g., who, how, etc) Identify specific measures and data sources to measure progress towards each objective Timeline for data collection Benchmarks to monitor progress Methods for continuous and overall data analysis Written formative evaluation reports are required How information will be used to monitor progress and shared with stakeholders

    95. 95 Evaluation Evaluation Plan continued Describe how the results of the evaluation will be: Used to refine, improve and strengthen the program Made available to public upon request (process) Must provide all data being collected to FDOE upon request and/or during site visits by the UF 21st CCLC Leadership Team Programs must generate, maintain and provide written periodic (formative) evaluation reports to FDOE and/or UF upon request

    96. 96 Evaluation Evaluation Plan continued See Reporting Outcomes within the approved 2009-2010 RFP for more information

    97. 97 Narrative Components 10. Support for Strategic Imperatives

    98. 98 Strategic Imperatives Incorporate one or more of the Areas of Focus included in Floridas Next Generation PreK-20 Education Strategic Plan www.fldoe.org/Strategic_Plan/pdfs/StrategicPlanApproved.pdf

    99. 99 Narrative Components 11. Dissemination Plan

    100. 100 Dissemination Plan Describe the methods/strategies to disseminate and share information about the proposed project to appropriate/targeted populations to inform them of the availability of 21st CCLC services

    101. 101 Narrative Components 12. Budget

    102. 102 Budget Must use grant funds to supplement, not supplant Costs must be allowable, reasonable and necessary to carry out the programs purpose and objectives Budget and narrative must align Not permitted to propose a budget in excess of that allowed by the Funding Request Guide Successful applicants may use grant funds for allowable costs only during the grant award period

    103. 103 Budget The budget has two parts: Description in grant narrative (Fiscal Management Plan) Budget Narrative Form (DOE 101) Not included in 30 page limit

    104. 104 Budget (Grant Narrative) Fiscal Management Plan Describe the amount of funding required to effectively achieve the proposed performance target Clearly defined responsibilities, timelines and milestones for accomplishing project tasks Describe how the items within the budget support the goals of the project Describe the members of the project management team and indicate their responsibilities and credentials Describe background training, experience and qualifications for the Project Director

    105. 105 Budget (Grant Narrative) Fiscal Management Plan continued Explain the following: How total costs on the DOE101 are reasonable and necessary to the number of persons to be served, the scope of the project, and its anticipated benefits How the requested funds were allocated for accomplishing tasks and activities described in the application

    106. 106 Budget (Grant Narrative) Fiscal Management Plan continued How 21st CCLC funds will supplement and not supplant the after-school program How no more than 5% of budget will be spent on activities related to the administration of the grant (see Fiscal Requirements in the approved 2009- 2010 RFP for more information)

    107. 107 Budget (Grant Narrative) Fiscal Management Plan continued Proof must be submitted showing that salaries and hourly wages for all program staff are consistent with the demographic area of the proposed project (not included in 30 page limit) www.bls.gov/oes/current/oessrcma.htm#F www.bls.gov/bls/blswage.htm

    108. 108 Budget (DOE 101) Must provide a detailed budget narrative form that itemizes and details: how all grant funds will be used, how funds from other sources will be used Must provide a funding equation to describe how the budget line item amounts were derived If key personnel or items, needed to achieve the goals and objectives of the project, are paid 100% from other funding sources, an account title and description must be provided with a zero amount listed Budget must include funds for at least three active staff members, with one being the Project Director, to attend the 21st CCLC Statewide Conference

    109. 109 Fiscal Requirements Please review and utilize the following topics in the approved 2009-2010 RFP when developing the DOE 101 and Budget Narrative: Allowable Expenses (i.e., staffing, supplies, transportation) Unallowable Expenses (i.e., food, entertainment, furniture) Administrative Costs (including Indirect Costs)- 5% cap of total award amount Evaluation Costs- 5% cap of total award amount Procurement Services (i.e., contracts)

    110. 110 Narrative Components Priority Points

    111. 111 Priority Points Not included in 30 page limit May only receive priority points after the application has received a score of 70 points or more Priority 1: Joint Application Priority 2: Operation in rural county www.florida-arts.org/grants/RuralEconomicDevelopmentInitiative.htm

    112. 112 Other Requirements RFP Checklist 21st CCLC Program Assurances Equitable Services for Private School Participation www.ed.gov/policy/elsec/leg/esea02/pg111.html Must submit the Private School Participation Form signed by the Agency Head Must submit a detailed plan of action for providing consultation for equitable services to private school students and teachers

    113. 113 Other Requirements Statement of Assurance for Evaluation Data General Education Provisions Act www.ed.gov/fund/grant/apply/appforms/gepa427.pdf Provide a signed, one page summary description of the proposed plan to ensure equitable access to, and participation of students, teachers, and other beneficiaries with special needs

    114. 114 Other Requirements 21st CCLC Advisory Board Must provide a narrative description only if funded. Will be required to have a board composed of students, teachers, parents, community agencies and the private sector. Funding Request Guide Agency Profile Site Budget Worksheets Site Profile Site Expenditures

    115. 115 Performance Accountability Forms Deliverables - identify all deliverables to be developed by the project- review your narrative to see what you may have identified Training, Technical Assistance and Dissemination - identify all training and technical assistance, as well as other delivery strategies- see narrative sections for Professional Development, Recruitment & Retention and Dissemination Plan Student Performance - align with the Goals, Measurable Objectives, Activities and Timeframe table Service Delivery - aligns to Project Design and Implementation- Academic and Personal Enrichment, and Adult Family Members 3rd Party Evaluator - aligns to Evaluation, if applicable

    116. 116 Funding Contingencies If awarded, future funding will be contingent upon: Available funds from US Department of Education (USED) Satisfactory performance as evaluated by the 21st CCLC program office at FDOE Submission of next years RFA (continuation) Compliance with all grant requirements within the 21st CCLC RFP/RFA (i.e., programmatic, fiscal, reporting)

    117. 117 Project Deliverables Not required with the application Agencies receiving funds via Performance based Reimbursement are required to submit the Project Deliverables and Invoice Form ALL agencies must complete the Monthly Report Form Review forms to understand program timeline for deliverables and documentation

    118. 118 Project Performance Accountability and Reporting Requirements Each 21st CCLC sub-grantee is required to meet or exceed the following: Provide services to the proposed number of 21st CCLC students on a daily basis Operate official 21st CCLC program for the hours, days, and weeks in the approved application Provide all activities and services in the approved application and any approved amendments

    119. 119 Project Performance Accountability and Reporting Requirements Regardless of the originally approved funding amount, the FDOE is authorized to equitably reduce the amount of funding for any sub-grantee failing to meet daily attendance numbers, amount of operation, or activities

    120. 120 Reporting Outcomes USED- P.P.I.C.S. www.ppics.learningpt.org UF- Academic and Behavioral Impacts, Teacher Surveys, and Student and Parent Satisfaction Measures www.afterschoolflorida.hhp.ufl.edu/data_collection_information.html FDOE- Monthly Attendance Reports, Mid-Year Data Collection (1/30/10), End-of-Year Data Collection (6/30/10), and Summative Evaluation Report (6/30/10)

    121. 121 Notice of Intent to Apply Please notify Lani Lingo, 21st CCLC Program Director, via email or fax, of the agencys intent to apply by the date identified in the 2009-2010 RFP

    122. 122 Frequently Asked Questions Questions concerning the RFP process or the 21st CCLC program must be submitted on FDOEs 21st CCLC website located at: http://data.fldoe.org/21Century/questions/

    123. 123 Conditions for Acceptance / Substantially Approvable Form Be on time! Make sure your application is received within FDOE no later than the close of business on the due date Application includes all required forms, including: DOE 100A Application Form bearing the original signature of the Superintendent for the school district or the agency head for other agencies. NOTE: Applications signed by officials other than the appropriate agency head must have a letter signed by the agency head or documentation for authorization DOE 101 - Budget Narrative Form

    124. 124 Conditions for Acceptance / Substantially Approvable Form Submission of the signed certification signifying compliance with the General Assurances for Participation in Federal and State Programs, (if not already on file with FDOE) Private Colleges, Community Organizations, and Other Agencies must submit: A list of the current board of directors and Articles of Incorporation; A copy of the organizations current budget; A copy of the organizations Chart of Accounts; A copy of the institutions or agencys most recent annual audit report (if available); and Proof of eligibility to operate a business in Florida.

    125. 125 Technical/Formatting and Other Application Submission Requirements Proposal DOs Narrative responses MUST be: In the order of the RFP Checklist Double-spaced, Single-sided Page numbered Portrait setting (tables may be landscaped- see RFP instructions) 12-point Arial font (font sizes in tables may be different- see RFP instructions) Margins- 1 top, bottom, left and right Limited to 30 pages

    126. 126 Technical/Formatting and Other Application Submission Requirements Proposal DOs Submit one non-bound, non-stapled proposal with original signatures Submit SIX (6) STAPLED, COMPLETE COPIES of the proposal OR Submit one non-bound, non-stapled proposal with original signatures Submit ONE (1) COMPLETE COPY of the proposal Submit a complete proposal on a Compact Disc (CD) in a single, PDF document

    127. 127 Technical/Formatting and Other Application Submission Requirements Proposal DOs Mail your complete proposal to: Office of Grants Management Florida Department of Education 325 West Gaines Street Room 325 Tallahassee, FL 32399-0400 Submit your proposal on or before the due date

    128. 128 Technical/Formatting and Other Application Submission Requirements Proposal DONT BE LATE! Fax or hand-deliver your application Submit CDs, DVDs, newspaper clippings, other supplementary materials, and/or agency manuals Include tabs, covers, or other items Bind, staple, or spiral the original application Incomplete applications or those exceeding the page limit may not be reviewed

    129. 129 Technical/Formatting and Other Application Submission Requirements Review Contingencies Proposals submitted without the required copy(ies) may not be reviewed. Proposals submitted on CD that do not also submit the signed original and single hardcopymay not be reviewed. Proposals submitted with additional information in original, copies, and/or PDF file may not be reviewed. The FDOE will not reproduce and/or add missing information to submitted copies and/or PDF electronic submissions

    130. 130 Resources FDOE 21st CCLC www.fldoe.org/curriculum/21century Floridas 21st CCLC www.afterschoolflorida.hhp.ufl.edu/rfp 21st CCLC Program Listing www.afterschoolflorida.hhp.ufl.edu/program_listing.html 21st CCLC Program Highlights www.afterschoolflorida.hhp.ufl.edu/program_highlights.html

    131. 131 Resources Overview of Afterschool Programs Concept to Classroom: www.thirteen.org/edonline/concept2class/afterschool/index.html After School Program Toolkit: www.cisnet.org/working_together/after-school.asp High-Quality Complementary Learning Activities and Programs: www.learningpt.org/afterschool/hqactivities/

    132. 132