FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Competitive Projects
Bureau / Office
K-12 Public Schools/Student Achievement, Bureau of Student Assistance, Office of Title I Programs
and Academic Intervention Services.
Program Name
Title X, Education for Homeless Children and Youth Program.
Specific Funding Authority (ies)
CFDA # 84.196 P.L.107-110, No Child Left Behind Act, 2001. Title X, Education for Homeless Children
and Youth (Stewart B. McKinney-Bruce Vento Homeless Assistance Act).
Funding Purpose/Priorities
The Title X Homeless Education Program Project is for Local Education Agencies (LEAs) to provide
services that facilitate the enrollment, attendance, and success in school of children and youth
experiencing homelessness. These projects should supplement school district funding to ensure that
homeless children and youth have equal access to the same free, appropriate public education,
including preschool education, as provided to other children and youth.
Target Population
Pre-K to grade 12 homeless children and youth in Florida.
Eligible Applicant(s
All 67 LEAs with a population of homeless children and youth are eligible to apply for the Title X
Homeless Education Project.
Application Due Date
Application is due by the close of business on June 30, 2006. The due date refers to the date of receipt
in
Grants Management. Facsimile and email submissions are not acceptable.
For Federal programs, the project effective date will be the date that the application is received
within the Florida Department of Education (FDOE) meeting conditions for acceptance, or the
date of receipt of the Federal Award Notification, whichever is later. For State programs, the
project effective date will be no earlier than the effective date of the legislative appropriation,
usually July 1. The ending date can be no later than June 30, of the fiscal year unless otherwise
specified in statute or proviso.
DOE 905
1
REVISED Jan. 2006
Total Funding Amount / Approximate Number of Awards
Preliminary amount of $2,900,000 (range of awards from $50,000 to $ 150,000).
Matching Requirement
N/A
Budget Period
July 1, 2006 through June 30, 2007.
Program Performance Period
July 1, 2006 through June 30, 2009. Funding is available for a three year project period. Each year’s
funding will be based upon satisfactory achievement of previous year’s project reports and based on
receipt of federal funding.
Contact Persons
1)
Program questions may be submitted to Betty Applewhite, State Homeless Education Coordinator,
Bureau of Student Assistance, Office of Title I Programs and Academic Intervention Services @
(850) 245-0709 or via email @ betty.applewhite@fldoe.org.
2)
Questions regarding the grant application process may be referred to Rick Weinstein, Director, Unit
A, Office of Grants Management @ (850) 245-0497 or via email @ rick.weinstein@fldoe.org.
Assurances
The Florida Department of Education has developed and implemented a document
entitled, General Terms, Assurances and Conditions for Participation in Federal and
State Programs, to comply with:
?
34 CFR 76.301 of the Education Department General Administration Regulations
(EDGAR) which requires local educational agencies to submit a common
assurance for participation in federal programs funded by the U.S. Department of
Education;
?
Applicable regulations of other Federal agencies; and
?
State regulations and laws pertaining to the expenditure of state funds.
In order to receive funding, applicants must have on file with the Florida Department of
Education, Office of the Comptroller, and a signed statement by the agency head
certifying applicant adherence to these General Assurances for Participation in State or
Federal Programs. The complete text may be found at:
http://www.firn.edu/doe/comptroller/gbook.htm.
School Districts, Community Colleges, Universities and State Agencies
The certification of adherence filed with the Florida Department of Education
Comptroller’s Office shall remain in effect indefinitely unless a change occurs in federal
or state law, or there are other changes in circumstances affecting a term, assurance, or
condition; and does not need to be resubmitted with this application.
DOE 905
2
REVISED Jan. 2006
Narrative Components
/
Scoring Criteria
Follow the instructions below each narrative component. The bulleted statements are the
criteria that will be used by proposal reviewers to score each component.
The application will be evaluated and scored in accordance with the criteria. The standard
scoring criteria are based on a 100 point scale, with a minimum score of 70 points necessary to
be considered for funding.
The project must be based on the needs of the LEA as well as the quality of the program.
Proposals must follow the same order for the proposal narrative as outlined in this RFP. Failure
to meet the format requirements will result in a deduction of up to 10 points.
1.
Project Abstract or Summary
?
N/A
points
Provide a brief summary of the project; summarize the essential aspects pf the proposed
project. Sentences should be declarative and specific. Limit 1 page.
•
?
The project is described in a brief summary.
2. Project
Need
?
20
points
Describe the need for the project and provide supporting data as evidence.
•
?
The project goals are clearly linked to the quality of the program, the needs of the target
population(s), and the needs of the LEA.
•
?
The need is well justified and supported with baseline data that includes student academic
performance measures for homeless children and youth as compared to other students
within the district.
3.
Project Design and Implementation
?
30
points
Describe the project design, measurable objectives, activities/ methods and a timeline.
•
?
Objectives, strategies, activities, and timelines are specific and measurable. Design includes
effective strategies for identifying, recruiting, retaining, and providing transportation for
participating children.
•
?
An effective plan is in place that clearly assures participating children have the option to
attend their school of origin and ensures that transportation will be provided to and from the
child’s school of origin.
•
?
The plan for meeting the transportation needs of homeless children and unaccompanied
youth is feasible and thorough.
•
?
It is evident that activities/methods are practical and will result in achievement of objectives.
•
?
Strategies used to identify eligible homeless children and unaccompanied youth will clearly
and effectively assess immediate needs and provision of services (within 24 hours).
DOE 905
3
REVISED Jan. 2006
•
?
The person responsible for the program has appropriate qualifications in accordance with
paragraph 722 (2) (a) of PL 107-110 of Title X, Subpart B.
•
?
Strategies for collaboration and coordination with Title I, Part A., as well as the district’s Title
I Coordinator, are clear, well-defined, and comprehensive.
•
?
Provisions for homeless students attending Title I and non –Title I schools are feasible and
likely to be effective.
•
?
Procedures that will be used to meet the training requirements for liaisons, teachers, and
coordinators and other appropriate staff are comprehensive, likely to be effective, and utilize
scientifically-based strategies.
4.
?
Evaluation
15
points
Describe the instruments and method(s) for evaluating the project.
•
?
The evaluation instruments are appropriate to effectively measure program success.
Examples include, but are not limited to: a combination of surveys, enrollment forms,
baseline attendance data, pre- and post-reading assessment, data collected to compare the
number of homeless students identified compared to the number served.
•
?
Methods used to evaluate project activities are comprehensive, likely to result in a
successful project, and include an effective approach for using evaluation results to guide
necessary adjustments to the project.
•
?
The grantee will submit a brief report describing progress on implementing objectives of the
project by
December 31, 2006
. The grantee will submit an initial year report describing
progress on the activities undertaken to meet the objectives of the project by
June 30, 2007
.
Grantees will collect and provide requested data on homeless children and youth to the
FDOE as requested.
5.
?
Support for Strategic Imperatives
10
points
Describe how the proposed project will address the Just Read, Florida! Initiative and
incorporate one or more of the Florida State Board of Education (SBE) Strategic
Imperatives. URL: http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf.
•
?
The proposed project clearly addresses the Just Read, Florida! Initiative and incorporates
one or more of the Florida State Board of Education (SBE) Strategic Imperatives
.
The
Imperatives can be viewed at the following URL:
http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf.
•
?
The project describes a comprehensive professional development plan to include the Just
Read, Florida! Initiative, and other State and Federal programs.
6. Dissemination
Plan
?
10
points
Describe the methods /strategies to disseminate and market information about the
project to appropriate populations.
DOE 905
4
REVISED Jan. 2006
•
?
Methods used to share services provided by the McKinney–Vento Homeless Education
Program to other community services in their districts, schools, parents, public or private
shelters and businesses, are creative and likely to benefit the target population. Examples
include, but are not limited to: marketing through awareness of activities for school staff,
newspapers, outreach of posters where there is a frequent influx of low-income families and
youth.
7. Budget
?
15
points
Present a budget that reflects objectives and proposed costs of the project.
•
?
Project budget presents expenses that are realistic, accurate, clearly relate to and reflect
project objectives and activities.
•
?
Cost-basis (justification) for expenditures is explained and reasonable.
•
?
Any/all required personnel, professional and technical services and/or travel for the project
is clearly delineated.
•
?
All project funds must be spent according to the approved project proposal.
•
?
Capital outlay limited to
one percent
of the total proposed budget.
Funding Method
Federal Cash Advance - On-line reporting required monthly to record expenditures.
Federal cash advances will be made by state warrant or electronic funds transfer (EFT) to a
recipient for disbursements. For federally funded projects, requests for federal cash advance
must be made on the Electronic Federal Cash Advance Request System. If at times it is
determined that disbursements are going to exceed the amount of cash on hand plus cash in
transit, an on-line amendment can be made prior to the due date of the next Federal Cash
Advance distribution on the Electronic Federal Cash Advance Request System.
Fiscal Requirements
Supporting documentation for expenditures is required for all funding methods. Examples of
such documentation include: invoices with check numbers verifying payment, and/or bank
statements; all or any of which must be available upon request.
•
?
Recipients of FDOE projects are required to attend an annual ‘Grant Fiscal Management Training,’
offered by the Department. Check with the FDOE program office contact person for details.
•
?
Total Capital Outlay is limited to one percent of the total proposal budget. Proposed purchases of
Capital Outlay must be supported with descriptions/explanations of how the purchase of equipment
will impact services to homeless children and youth.
•
?
Services provided must not replace the regular academic program.
•
?
The sub-grant funds must be used to provide services that are not otherwise available through
state, local, or other resources.
Project Performance Accountability and Reporting Requirements
The Department’s program managers will track each project’s performance based on the
information provided in the Performance Expectation section, pages 8-19.
DOE 905
5
REVISED Jan. 2006
Notice of Intent-to-Apply
The due date to notify the program office contact person, Betty Applewhite, of Intent-to-Apply is
June 1, 2006. This notification can be sent as an e-mail or fax message and should include a
return e-mail address.
Providing the Intent-to-Apply is not required for an application to be considered, but assists the
applicant by assuring receipt of answers to frequently asked questions and competition
updates. Conversely, eligible organizations which file Intent-to-Apply are not required to apply.
Method of Answering Frequently Asked Questions or Providing Changes
Questions regarding the RFP will be accepted via email, to the State Homeless Coordinator,
?
Betty Applewhite @ Betty.Applewhite@fldoe.org.
?
The last date that questions will be accepted is June 14, 2006. Responses will be sent via email
?
to all LEAs.
?
Method of Review
A review committee, comprised of no less than three individuals, will read and score each application.
Applicant scores will guide the program office’s recommendation for funding. The standard scoring
criteria are based on a 100 point scale, with a minimum score of
70 points
necessary to be considered
for funding.
The fund allocation will be ranked on the highest scores.
Conditions for Acceptance
?
The requirements listed below must be met for applications to be considered for review:
?
•
?
Original application and three copies are received within the DOE by the close of business
on the due date;
•
?
Application includes required forms:
o
?
DOE 100A or 100B Application Form bearing the original signature of the agency head in
an ink other than black to distinguish it from the copies.
o
?
DOE 101-Budget Narrative.
•
?
All proposals are to be typed on 8.5 X11 inch sized paper, using a 12-point font, 1” margins,
single-spaced and single-sided.
•
?
The original and copies must be stapled, but no other binding will be acceptable.
•
?
Project summary is limited to one page. There are no limits on page number for all other
required sections of the proposal. However, eligible applicants are encouraged to provide
responses that briefly and adequately address each required component.
NOTE: Applications signed by officials other than the appropriate agency head must have a
letter signed by the agency head or documentation citing action of the governing body
delegating authority to the person to sign on behalf of said official.
•
?
Signed certification signifying compliance with the “General Assurances for Participation in
Federal and State Programs,” (if not already on file in the DOE Comptroller’s Office).
DOE 905
6
REVISED Jan. 2006
Other Requirements
For Federal Programs - General Education Provisions Act (GEPA).
A current fiscal year General Education Provisions Act (GEPA) plan is required; applicant must
submit a copy of their plan with this application. In accordance with the requirements of
Section 427 of the GEPA Public Law 103-382, a one-page description of the steps proposed by
the District or other entity to ensure equitable access to, and participation of students, teachers,
and other program beneficiaries with special needs must be submitted. See:
http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf.
Application must be submitted to:
Office of Grants Management
Florida Department of Education
325 W. Gaines Street,
(
Room 344)
Tallahassee, Florida 32399-0400
DOE 905
7
REVISED Jan. 2006
APPLICANT INSTRUCTIONS: PERFORMANCE ACCOUNTABILITY
?
Project Performance Accountability
The Department of Education has developed a standardized format for applicants to use in preparing their proposals/applications for
?
discretionary funds. The intent of this process is to assure proper accountability for the use of federal and state funds. The
?
Department has implemented a web-based Grants Management System and the information provided about each funded project will
?
be entered into this system. The Department’s program managers will track each project’s performance based on the information
?
provided in this section of the approved project.
?
This information will:
?
9
Provide a centralized capability for retrieving information about various discretionary projects awarded by the Department.
?
9
Assist policy-makers and managers in monitoring discretionary funds and the impact they are having.
?
9
Provide baseline information that can be used in assessing the alignment of funding to goals and strategic imperatives and in
?
allocating available funding to priority needs.
9
Facilitate effective project monitoring.
Types of project performance have been organized into four categories. These are:
9
Deliverables:
Category Includes: Documents such as manuals, reports, videos, CD ROMs, training materials, brochures, and
any other tangible product to be developed by the project.
9
Training, Technical Assistance, and Dissemination:
Category Includes: All training and technical assistance (TA) activities
whether provided onsite, through distance learning media, conferences, workshops, or other delivery strategies.
9
Student Performance:
Category Includes: Any measure that is specific to student performance (e.g., test scores, attendance,
behavior, award of diplomas, certificates, etc. “Students” may include pre-k, K-12, and adult learners as well as parents.
9
Service Delivery:
Category Includes: Delivery of intended services to target population (e.g., adult literacy services, child find
services, student evaluation services, etc.)
For each type of performance for which a project will be held accountable, the applicant must complete the information specified in
the attached forms. Use only those forms and types of performance applicable to the project. Instructions are provided for the
completion of each form.
Selected projects are required to obtain independent, formal, third-party evaluations. Other projects elect to obtain such evaluations.
If the proposal or application includes a required or optional third-party evaluation, a form and instructions for describing the proposal
evaluation are provided.
DOE 905
Jan. 2006
8
DELIVERABLES FORM
Deliverables: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible product to be developed by the
project
(1) Name of Deliverable and Brief Description
(2) Standard(s) for Acceptance
(3) Due Date(s)
DOE 905
Jan. 2006
9
APPLICANT INSTRUCTIONS: DELIVERABLES FORM
Deliverables: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible product to be developed by the
project
(1) For each deliverable to be completed by the project, enter in Column (1), the name of the deliverable and provide a brief description. The
name should be identified from the following list. The description should indicate the purpose of the deliverable, including the target audience
and should indicate the type of content to be provided in the deliverable. For example, “Brochure for parents of retained students explaining
options for assistance.” Any required reports should also be included in this section.
Announcement
Brochure
CD Rom
Curriculum
Database
Database Analysis
Display
DVD
Evaluation Instrument
Guidelines
Instructional Materials
Lesson Plans
Manual
Needs Assessment
Newsletter
Policy Paper
Poster
Public Service Announcement
Report
Report Format
Screening Device
Software
Survey
Teacher’s Guides
Technical Assistance Paper
Training Materials – Handout
Training Materials – Presentation
PowerPoint)
Training Modules - Online
Video
Website
Workbook
Other
(2) For each deliverable identified in Column (1), specify all of the proposed standards that should be used to determine whether the deliverable
meets the expectations for the project. The standards should be selected from the following list and any additional detail appropriate to each
standard should be provided. For example, if one of the standards is “Meets technical specifications,” the descriptions should outline the
proposed technical standards.
ADA Compliant
Format Consistent with Content and
Review by DOE Staff
Appropriate for Duplication
Intended Audience
Review by Other Entity
Appropriately Organized
Grammatically Correct
Sufficient Copies Provided
Attractive
Includes Copyright and Funding Information
Translated into Appropriate Languages
Content Accurate
Meets technical specifications
User-Friendly
Content Complete
Peer Review
Other
Design and Content Appropriate to
Readability Level is Appropriate to
Intended
Audience
Audience
Provide in Column (3), the date when the deliverable will be complete. Interim dates for drafts, review, etc., should also be provided as
applicable.
DOE 905
Jan. 2006
10
TRAINING, TECHNICAL ASSISTANCE, AND DISSEMINATION FORM
Training, Technical Assistance, and Dissemination: All training and technical assistance (TA) activities whether provided onsite,
through distance learning media, conferences, workshops, or other delivery strategies
(1) Name of Activity and Brief
Description
(2) Quantity and Quality
Standards for Acceptance
(3) Method of Documentation
(4) Critical
Timelines
DOE 905
11
Jan. 2006
APPLICANT INSTRUCTIONS: TRAINING, TECHNICAL ASSISTANCE, AND DISSEMINATION FORM
Training, Technical Assistance, and Dissemination: All training and technical assistance (TA) activities whether provided onsite,
through distance learning media, conferences, workshops, or other delivery strategies
(1) For each training, technical assistance or dissemination activity to be completed by the project, enter in Column (1), the name of the activity
and provide a brief description. The name should be identified from the following list. The description should indicate the purpose of the activity,
including the target audience and should indicate the type of content to be provided. For example, “Training for third grade teachers of reading in
use of multiple instructional strategies.”
Coaching
Distribution of Printed Material
On-Site Technical Assistance
Conference
Exhibits
Preservice Training
Coursework at Institutions of Higher
Follow-up to Training Activities
Seminars
Education
In-service Training
Telephone Technical Assistance
Dissemination though the Media
Mentoring
Workshop(s)
Dissemination Through Internet
One-On-One Training
Other
Distance Learning
Distribution of Media (Software, Videos, CD
ROMs,
etc.)
(2) For each activity identified in Column (1), specify all of the proposed standards that should be used to determine whether the activity meets
the expectations for the project. The standards should be selected from the following list and any additional detail appropriate to each standard
should be provided. For example, if one of the standards is “Participant Feedback Indicative of Usefulness,” the descriptions should outline how
participant feedback will be gathered and assessed.
Appropriately Organized
Design and Content Appropriate to
Grammatically Correct
Content Accurate
Intended Audience
Meets Technical Specifications
Content Complete
Use of Consultants
Participant Feedback Indicative of
Delivery Appropriate to Content and
Follow-up Data Indicative of Effectiveness
Usefulness
Audience
Format Consistent with Content and
Replicable
Intended Audience
User-Friendly
Other
(3) Provide in Column (3), the information/materials which will be provided (or otherwise available) to document the performance of the project.
Agreements
Analysis of Requests and Responses
Anecdotal Data
Contracts
Evaluation Summaries
List of Participants
NRS Report
Observation by DOE Staff
Participant Competency Evaluations
Participant Feedback Summaries
Peer Review
Purchase Orders
Self-Reporting
Sign-in Sheets
Travel Itineraries
Verification of Dissemination to Target
Audiences
Other
(4) Provide in Column (4), the critical timelines for completion of each activity taking into consideration announcements of training availability,
delivery of training, completion of follow-up, etc.
DOE 905
12
Jan. 2006
STUDENT PERFORMANCE FORM
Student Performance: Any measure that is specific to student performance; e.g., test scores, attendance, behavior, award of diplomas,
certificates, etc. Students may include pre-k, K-12, and adult learners
(1) Name of Performance and Brief
Description
(2) Method of Evaluating Performance
(3) Method of DOE Verification
(4) Timelines for
Data Collection
DOE 905
13
Jan. 2006
APPLICANT INSTRUCTIONS: STUDENT PERFORMANCE FORM
Student Performance: Any measure that is specific to student performance; e.g., test scores, attendance, behavior, award of diplomas,
certificates, etc. Students may include pre-k, K-12, and adult learners
(1) For each type of student performance to be impacted by the project, enter in Column (1), the name of the performance from the following list
and provide a brief description. The description should describe the student population and provide detail about the expected student
performance. For example, “Academic Achievement – Reading: Low-performing 3
rd
grade students in Smith Elementary School will increase by
1 level on the FCAT .”
Academic Achievement – Language Arts
Diploma
Participation in Assessment
Academic Achievement – Math
Enrollments
Participation in Least Restrictive
Academic Achievement – Reading
GED
Environment (LRE)
Academic Achievement – Science
High School Credential
Placements, Retention, Completions
Academic Achievement – Social Studies
Job Placement
(postsecondary JOBS)
Academic Achievement – Writing
Job Retention
Postsecondary Education Placement
Achievement – Arts
Improvement in Behavior
Postsecondary Education Completion
Achievement – Other
Increased Self-Sufficiency Through Use of
Program Completion
Achievement – Vocational Education
Technology
Promotion to Next Grade
Attendance
Literacy Completion Points
Satisfactory Completion of Coursework
Award of Certificate
Non-Traditional Enrollments
Secondary Credential
Career Advancement Retention
Occupational Completion Points
State-Adopted Assessment
Decrease in Disciplinary Actions
Parental Involvement in Education of
Workplace Readiness Completion
Decrease in Drop-out Rate
Dependent Children
Other
Decrease in Suspensions/Expulsions
Parental Involvement in Literacy Activities
of Dependent Children
(2) For each student identified in Column (1), specify all of the proposed standards from the following list that should be used to determine
whether the performance meets the expectations for the project. Any additional detail appropriate to each standard should be provided. For
example, if one of the standards is “Graduation Data,” the description should outline how the data will be gathered and what level of graduation
rate is expected.
Anecdotal Data
Graduation Data
Progress Monitoring
AYP Determination
Observation
Promotion Data
Disciplinary Referrals
Participation Records
School Grades
FCAT
Placement Data
Standardized Tests
GED Data
Portfolios
Suspension/Expulsion Data
Other
DOE 905
14
Jan. 2006
APPLICANT INSTRUCTIONS: STUDENT PERFORMANCE FORM
Student Performance (continued)
(3) Provide in Column 3, the information/materials which will be provided (or otherwise available) to document the performance of the project.
Agreements
Analysis of Requests and Responses
Anecdotal Data
Contracts
Evaluation Summaries
List of Participants
NRS Report
Observation by DOE Staff
Participant Competency Evaluations
Participant Feedback Summaries
Peer Review
Purchase Orders
Self-Reporting
Sign-in Sheets
Travel Itineraries
Verification of Dissemination to Target
Audiences
Other
(4) Provide in Column (4), the critical timelines for completion of each activity taking into consideration announcements of training availability,
delivery of training, completion of follow-up, etc.
DOE 905
15
Jan. 2006
SERVICE DELIVERY FORM
Service Delivery: Delivery of intended services to target population; e.g., adult literacy services, child find services, student evaluation
services, etc.
(1) Name of Service and Brief
Description
(2) Standard(s) for Acceptance
(3) Method of DOE Verification
(4) Timeline for
Service Delivery
DOE 905
16
Jan. 2006
APPLICANT INSTRUCTIONS: SERVICE DELIVERY FORM
Service Delivery: Delivery of intended services to target population; e.g., adult literacy services, child find services, student evaluation
services, etc.
(1) For each type of service to be delivered by the project, enter in Column (1), the name of the performance from the following list and provide a
brief description. The description should describe the service and provide detailed information about the nature of the service to be delivered.
For example, “Mentoring—The project will provide trained adult mentors to work at least once per week with elementary students who have
scored Level I or II on the FCAT in reading or math.”
Adult Literacy Activities
Career, Technical Education
Interagency Collaboration
Mentoring
Neighborhood Self-Sufficiency Through
Collaboration
Participation in Defined Program (e.g.,
After-School)
Referrals for Other Services
Statewide Leadership Activities
Student Evaluation/Assessment
Adult Literacy Activities
Career, Technical Education
Interagency Collaboration
Mentoring
Neighborhood Self-Sufficiency
Through
Collaboration
Participation in Defined Program (e.g.,
After-School)
Referrals for Other Services
Statewide Leadership Activities
Student Evaluation/Assessment
Other
(2) For each service identified in Column (1), specify from the following list all of the proposed standards that should be used to determine
whether the performance meets the expectations for the project. Any additional detail appropriate to each standard should be provided. For
example, if one of the standards is “Mentoring is appropriate to identified needs,” the description should specify of the identified needs and
indicate of how the project will determine that mentoring is appropriate.”
Mentoring Is Appropriate to Identified
Quantity of Evaluations/Assessments Meet
Specified Agencies Collaborate
Needs
Established Minimums Quantity of
Students Evaluations/Assessments Are
Participation Rate Meets Established
Mentoring Meets Established Minimums
Administered
Appropriately
Minimums
Quantity of Service Meets Established
Units of Service Meet Established
Quality of Service Meets Generally
Minimums
Minimums
Accepted
Guidelines
Referrals Are Appropriate to Identified
Other
Needs
(3) Provide in Column (3), the information/materials which will be provided (or otherwise available) to document the performance of the project.
Agreements
Meeting Agendas
Purchase Orders
Anecdotal Data
Meeting Minutes
Sign-in Sheets
Attendance Records
NRS
State-Approved Assessments
Case Records
Observation by DOE Staff
Travel Itineraries
Contracts
Participant Feedback Summaries
Other
List of Participants
(4) Provide in Column (4), the critical timelines for service delivery including initiation and termination dates, for example.
DOE 905
17
Jan. 2006
FORMAL THIRD PARTY EVALUATION FORM
Formal Third-Party Evaluation: A formal evaluation conducted by a party not employed by the fiscal agent either under contract with
the project recipient or under the auspices of the DOE
(3) Date(s) Evaluation
(1) Scope of Evaluation and Brief Description
(2) Type of Entity Conducting Evaluation
to Be Conducted
DOE 905
18
?
Jan. 2006
?
INSTRUCTIONS: FORMAL THIRD PARTY EVALUATION
Formal Third-Party Evaluation: A formal evaluation conducted by a party not employed by the fiscal agent either under contract with
the project recipient or under the auspices of the DOE
If a formal third-party evaluation is required or proposed for this project the following information must be provided.
(1) In column (1), specify the scope of the evaluation using one or more of the descriptors provided below. Provide additional information
regarding the nature of the evaluation. For example, if the evaluation will cover only selected elements of the project, specify the elements to be
evaluated.
All Aspects of Project
Compliance Review
Formative Evaluation
Outcome Assessment
Process Review
Selected Elements of Project
Summative Evaluation
(2) In column (2) indicate the type of entity from the following list which will be conducting the third-party evaluation. Provide any additional
information which may be available about the entity to conduct the evaluation such as selection criteria or qualifications.
Board/Commission/Task Force
Governmental Agency
Institution of Higher Education
Consultant Firm
Independent Entity Selected by Project
Selected Peer Reviewers
DOE Funded Project
Individual Consultant
Other
(3) Provide in Column (3), the date(s) when the evaluation will be conducted including the date for completion of reports.
DOE 905
19
Jan. 2006
___________________________________________________________________________________________________
___________________________________________________________________________________________________
TITLE I PROGRAMS AND ACADEMIC INTERVENTION SERVICES
?
SCORING RUBRIC FOR TITLE X EDUCATION OF HOMELESS & YOUTH
?
The following
rubric is provided as guidance
to eligible applicants for use in responding to the
2006-07
Title X, Education
of Homeless Children and Youth Request for Proposal (RFP), and is the rubric that will be used by the committee that will be
reviewing the proposals.
Applicant’s Name: _____________________________ Total
Score: ___________ Reviewer: __________________
Applicant Contact Information: ________________________________________________________________________
1) PROJECT SUMMARY
[LIMIT 1 PAGE] – (0 POINTS)
Provide a brief summary of the project; summarize the essential aspects pf the proposed project. Sentences should
be declarative and specific.
Not Scored
2) PROJECT NEED
(20 POINTS)
Describe the need for the project and provide supporting data as evidence.
•
The project goals are clearly linked to the quality of the program, the needs of the target population(s), and the needs of
the LEA.
•
The need is well justified and supported with baseline data that includes student academic performance measures for
homeless children and youth as compared to other students within the district.
0-20 Points
Total Possible Points:
20
Points
Awarded
for
this
Section:
__________________
Strengths:__________________________________________________________________________________________
?
Weaknesses:________________________________________________________________________________________
?
Bureau
of
Student
Assistance
FEB
2006
______________________________________________________________________________________________________
______________________________________________________________________________________________________
TITLE I PROGRAMS AND ACADEMIC INTERVENTION SERVICES
?
SCORING RUBRIC FOR TITLE X EDUCATION OF HOMELESS & YOUTH
?
3) PROJECT DESIGN AND IMPLEMENTATION
(30 POINTS)
Describe the project design, measurable objectives, activities/ methods and a timeline.
•
Objectives, strategies, activities, and timelines are specific and measurable. Design includes effective strategies for
identifying, recruiting, retaining, and providing transportation for participating children.
•
An effective plan is in place that clearly assures participating children have the option to attend their school of origin and
ensures that transportation will be provided to and from the child’s school of origin.
•
The plan for meeting the transportation needs of homeless children and unaccompanied youth is feasible and thorough.
•
It is evident that activities/methods are practical and will result in achievement of objectives.
•
Strategies used to identify eligible homeless children and unaccompanied youth will clearly and effectively assess immediate
needs and provision of services (within 24 hours).
•
The person responsible for the program has appropriate qualifications in accordance with paragraph 722 (2) (a) of PL 107-
110 of Title X, Subpart B.
•
Strategies for collaboration and coordination with Title I, Part A., as well as the district’s Title I Coordinator, are clear, well-
defined, and comprehensive.
•
Provisions for homeless students attending Title I and non –Title I schools are feasible and likely to be effective.
•
Procedures that will be used to meet the training requirements for liaisons, teachers, and coordinators and other appropriate
staff are comprehensive, likely to be effective, and utilize scientifically-based strategies.
0-30 Points
Total Possible Points:
30
Points
Awarded
for
this
Section:
______________
Strengths:_____________________________________________________________________________________________
?
Weaknesses:___________________________________________________________________________________________
?
Bureau
of
Student
Assistance
FEB
2006
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
TITLE I PROGRAMS AND ACADEMIC INTERVENTION SERVICES
?
SCORING RUBRIC FOR TITLE X EDUCATION OF HOMELESS & YOUTH
?
4) EVALUATION
(15 POINTS)
Describe the instruments and method(s) for evaluating the project.
•
The evaluation instruments are appropriate to effectively measure program success. Examples include, but are not limited to:
a combination of surveys, enrollment forms, baseline attendance data, pre- and post-reading assessment, data collected to
compare the number of homeless students identified compared to the number served.
•
Methods used to evaluate project activities are comprehensive, likely to result in a successful project, and include an effective
approach for using evaluation results to guide necessary adjustments to the project.
•
The grantee will submit a brief report describing progress on implementing objectives of the project by
December 31, 2006
.
The grantee will submit an initial year report describing progress on the activities undertaken to meet the objectives of the
project by
June 30, 2007
. Grantees will collect and provide requested data on homeless children and youth to the FDOE as
requested.
Points: 0-15
Total Possible Points:
15
Points
Awarded
for
this
Section:
___________________
Strengths:____________________________________________________________________________________________
?
Weaknesses:__________________________________________________________________________________________
?
Bureau
of
Student
Assistance
FEB
2006
______________________________________________________________________________________________________
______________________________________________________________________________________________________
TITLE I PROGRAMS AND ACADEMIC INTERVENTION SERVICES
?
SCORING RUBRIC FOR TITLE X EDUCATION OF HOMELESS & YOUTH
?
5) SUPPORT FOR STRATEGIC IMPERATIVES
(10 POINTS)
Describe how the proposed project will address the Just Read, Florida! Initiative and incorporate one or more of the
Florida State Board of Education (SBE) Strategic Imperatives. URL:
http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf.
•
The proposed project clearly addresses the Just Read, Florida! Initiative and incorporates one or more of the Florida State
Board of Education (SBE) Strategic Imperatives
.
The Imperatives can be viewed at the following URL:
http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf.
•
The project describes a comprehensive professional development plan to include the Just Read, Florida! Initiative, and other
State and Federal programs.
Points: 0-10
Total Possible Points:
10
Points
Awarded
for
this
Section:
__________________
Strengths:_____________________________________________________________________________________________
Weaknesses:___________________________________________________________________________________________
Bureau
of
Student
Assistance
FEB
2006
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
TITLE I PROGRAMS AND ACADEMIC INTERVENTION SERVICES
?
SCORING RUBRIC FOR TITLE X EDUCATION OF HOMELESS & YOUTH
?
6) DISSEMINATION PLAN
(10 points)
Describe the methods /strategies to disseminate and market information about the
project to appropriate populations.
•
Methods used to share services provided by the McKinney–Vento Homeless Education Program to other community services in
their districts, schools, parents, public or private shelters and businesses, are creative and likely to benefit the target population.
Examples include, but are not limited to: marketing through awareness of activities for school staff, newspapers, outreach of posters
where there is a frequent influx of low-income families and youth.
Points: 0-10
Total Possible Points:
10
Points
Awarded
for
this
Section:
________________
Strengths:________________________________________________________________________________________________
Weaknesses:_____________________________________________________________________________________________
Bureau
of
Student
Assistance
FEB
2006
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
TITLE I PROGRAMS AND ACADEMIC INTERVENTION SERVICES
?
SCORING RUBRIC FOR TITLE X EDUCATION OF HOMELESS & YOUTH
?
7) BUDGET
(15 POINTS)
Present a budget that reflects objectives and proposed costs of the project.
•
Project budget presents expenses that are realistic, accurate, clearly relate to and reflect project objectives and activities.
•
Cost-basis (justification) for expenditures is explained and reasonable.
•
Any/all required personnel, professional and technical services and/or travel for the project is clearly delineated.
•
All project funds must be spent according to the approved project proposal.
•
Capital outlay limited to
one percent
of the total proposed budget.
Points: 0-15
Total Possible Points:
15
Points
Awarded
for
this
Section:
_________________
Strengths:__________________________________________________________________________________________________
Weaknesses:________________________________________________________________________________________________
Bureau
of
Student
Assistance
FEB
2006
