FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Competitive Grants
Bureau / Office
Title
Specific Funding
Authorities
Funding Purpose
Funding Priorities
Support for Reading
Initiative
Dissemination and
Marketing Plan
Reporting Outcomes
K-12 Education, Bureau of Instructional Support and Community Services (BISCS), in
conjunction with the Florida Partnership for School Readiness
William F. Goodling Even Start Family Literacy Program (New Projects)
Federal: Part B of Title I of the Elementary and Secondary Education Act (ESEA)
authorized in 1988 and reauthorized under the “No Child Left Behind Act of 2001” Public
Law 107-110 and The Literacy Involves Families Together (LIFT) Act as entered by
Public Law 106-554, CFDA #84.231C.
New Even Start projects will be initiated to help break the cycle of poverty and illiteracy
by improving the educational opportunities of low-income families in Florida.
Funded projects will
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develop a program designed to integrate early childhood education, adult literacy or
adult basic education, and parenting education into a unified Family Literacy program;
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establish a program that shall be implemented through cooperative projects that build
on high-quality existing community resources to create a new range of services;
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promote the academic achievement of children and adults;
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assist children and adults from low-income families to achieve challenging State
content standards and State student achievement standards; and
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use instructional programs based on scientifically based reading research which
addresses the prevention of reading difficulties for children and adults; to the extent
such research is available.
Priority will be given to proposals designed to serve districts that are not currently being
served by an Even Start project, proposals that come from local school readiness coalitions,
and new proposals designed to serve populations or areas not currently served within
districts that have Even Start programs.
All applicants must address how the project will support Just Read, Florida! and the Early
Reading First Programs. See narrative requirements, referenced in Section V, and the
corresponding scoring criteria.
All applicants must address how information about the project will be disseminated and
marketed to the appropriate populations. See narrative requirements, referenced in Section
IV, and the corresponding scoring criteria.
implementing objectives of the project.
By December 30, 2004, or no later than 90 days after the end of the program year, projects
must submit a third party evaluation, which at a minimum shall describe the program and
the context in which the program has been developed and operates; includes the project’s
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Target Population
Eligible Applicants
Total Funding Amount
Range of Awards
Program / Budget
Period
Additional Years of
Funding, if Known to
be Available
Funding Method
Local Match
progress in meeting the 17 outcomes as measured in the 2003-04 State of Florida’s Even
Start Standards and Performance Indicators of Program Quality (Appendix F); identifies
outcomes and measures that go beyond required state indicators of program quality; and
provides recommendations for program improvement that are grounded in data about
outcomes.
Quarterly reports generated by Literacy Pro data collection software shall be submitted to
the Even Start Office within the Florida Partnership for School Readiness. These reports
will include information on numbers of participants, assessments of children and adult
participants, and hours of participation in the four core components of Even Start (adult
education, early childhood, parenting education, and parent and child interaction activities).
Eligible participants are
(1) a parent or parents who are
(a) eligible for participation in adult education and literacy activities under the Adult
Education and Family Literacy Act; or
(b) within the State’s compulsory school attendance age range, so long as a local
educational agency provides (or ensures the availability of ) the basic education
component required under this part, or attending secondary school; and
(2) the child or children, from birth through age seven, of any individual described in
paragraph (1).
Florida school districts, public universities, community colleges, and other state agencies
are referred to as public entities throughout the rest of this document. Private schools,
private universities and colleges, nonprofit, community, or faith based organizations,
private school readiness coalitions (incorporated as 501(3)(c) agencies), and other non-
public agencies and are referred to as private entities throughout the rest of this document.
School district applicants must have a co-applicant (partner). Non-school district
applicants must partner with a Local Educational Agency (LEA).
Up to $6,000,000 will be made available for new projects.
Awards will be a minimum of $75,000 and a maximum of $500,000. The average award
for a project is between $200,000 and $300,000.
April 1, 2004 through September 30, 2004
Projects may be continued for up to a four-year period, contingent upon the availability of
federal funds designated for this program, completion of a continuation application, and
adequate performance based on the performance indicators and monitoring review.
Federal Cash Advance for Public Entities:
Requests for federal cash advances must be
made on the electronic Federal Cash Advance Request System. Expenditures for projects
funded by federal cash advance should be reported as they occur until the 20th of each
month using the On-Line Disbursement Reporting System.
Reimbursement for Private Entities:
Reimbursements will be made upon receipt of a
DOE 399, Project Disbursement Report, by the 20
th
of the month following the month of
disbursement from each agency receiving these federal funds.
A recipient of funds under subpart (b)(1) of Section 1234 of the ESEA must provide the
remaining cost of a project in cash or in kind, fairly evaluated, and may be obtained from
any source, including other federal funds under this act.
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Application Due Date
Notice of Intent to
Apply
Contact Person
Delivery Address
Conditions for
Acceptance
The amount of local share in the first year of the local project’s grant award period must be
at least 10% of the TOTAL COST of the project. In the second year of federal funding, the
project must provide at least 20% of the total cost of the second-year budget; in the third
year, at least 30% of the third-year total budget; in the fourth year, at least 40% of the
fourth-year budget; in the fifth through the eighth year, at least 50% of each year’s total
budget, and in each subsequent year, at least 65% of each subsequent year’s total budget.
An Even Start project may only use allowable costs to satisfy the project’s local share (See
EDGAR, section 80.24 and OMB Circulars, A-87 for State Organizations and School
Districts; EDGAR, section 74.23, A-21 for Institutions of Higher Education; and A-122 for
nonprofit agencies).
Proposals must be received by the Florida Department of Education (DOE) by the close of
business day,
March 1, 2004
. This date refers to receipt by DOE and not a postmarked
date. Facsimile (faxed) copies or electronic mail (e-mail) proposals will not be accepted.
The deadline date to notify the contact person of intent-to-apply is
January 23, 2004.
Send the notification by e-mail to lilli.copp@schoolreadiness.org; and include an e-mail
address. Providing the intent-to-apply is not required for a proposal to be considered, but
assists the applicant by assuring receipt of answers to frequently asked questions and
competition updates. Conversely, eligible organizations that file an intent-to-apply are not
required to apply.
Florida Partnership for School Readiness, Even Start Office
:
Lilli Copp, 904/ 794-9112, E-mail: lilli.copp@schoolreadiness.org; or Natalie Katsaris,
850/ 922-4408, E-mail: natalie.katsaris@schoolreadiness.org
Florida Department of Education
:
Cathy Bishop, 850/ 245-0478, E-mail: Cathy.Bishop@fldoe.org; or Kay Arnold Caster,
850/ 245-0479; E-mail: Kay.Caster@fldoe.org
Bureau of Grants Management, Unit C
Florida Department of Education
325 West Gaines Street
Turlington Building, Room 325
Tallahassee, Florida 32399-0400
(850) 245-0498
To be accepted for consideration, all proposals submitted by the proposal due date must
include the following information. It is recommended that applicants prepare the proposal
in the same order as presented below.
Forms
The DOE forms 100B, 103, and 103A can be accessed on-line at
http://www.firn.edu/doe/comptroller/gbook.htm.
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Project Application Form (DOE 100B) with the appropriate original signature. If the
signature on the DOE 100B is other than the agency head, a letter authorizing that
individual to sign must be attached. If it is not possible to obtain board approval prior
to the due date, please submit the proposal according to the timelines written herein.
Notification of board approval must be received before the notification of grant award
can be finalized. The original signature of the agency head, or authorized designee, on
the DOE 100B is still required in this circumstance. Under item D of the DOE 100B,
indicate the total amount requested from Even Start and the total amount of matching
contributions reported.
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General Terms,
Assurances and
Conditions for
Participation in
Federal and State
Programs
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Budget Description Form (DOE 103) must be completed separately for the Even Start
funds requested and the matching funds reported.
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Personnel Schedule Form (DOE 103A) must be completed for all position types,
including Other Personnel Services, for personnel employed on a regular or temporary
basis. Provide a separate DOE 103A to reflect funded positions by the Even Start
funds requested and also the matching funds reported.
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Additional Assurances – All Projects should have the name of the fiscal agency
submitting the proposal labeled at the top of the page. This page specifies the
applicant's adherence to additional project requirements and adherence is subject to
monitoring by the DOE/BISCS. These assurances must be submitted without
modification as part of the completed application document. Applications submitted
without this page will not be recommended for funding.
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Additional Assurances – Even Start Projects (New) should have the name of the fiscal
agency submitting the proposal labeled at the top of the page. This page specifies the
applicant's adherence to additional Even Start requirements and adherence is subject to
monitoring by the DOE/BISCS. These assurances must be submitted without
modification as part of the completed application document. Applications submitted
without this page will not be recommended for funding.
Narrative
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Narrative addressing all components described in Sections I – VII
Attachments
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Local School Readiness Coalition Letter of Support
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Appendices A through F
Additional Requirements for All Private Entities:
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General Terms, Assurances, and Conditions for Participation in Federal and State
Programs certification page with original signature of the agency head.
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List of current Board of Directors and Articles of Incorporation
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Copy of current operating budget (nonprofit organizations)
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Copy of current audit report, if available (nonprofit organizations)
The DOE has developed and implemented a document entitled,
General Terms,
Assurances and Conditions for Participation in Federal and State Programs
, to
comply with:
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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;
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applicable regulations of other Federal agencies; and
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State regulations and laws pertaining to the expenditure of state funds.
To receive funding, applicants must have on file with the DOE, Office of the Comptroller,
a signed statement by the agency head certifying applicant adherence to these General
Assurances for Participation in State or Federal Programs. The complete text of may be
found at http://www.firn.edu/doe/comptroller/gbook.htm.
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Technical / Format
Requirements
Narrative
Requirements
Public Entities
The certification of adherence filed with the DOE 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 proposal.
Private Entities
In order to complete requirements for funding, applicants must submit the certification
page signed by the agency head certifying applicant adherence to the general terms,
assurances, and conditions. These agencies must also submit copies of the organization’s
current budget, a list of its board of directors, and if available, a copy of its most recent
annual audit report prepared by an independent certified public accountant licensed in this
state. These items must be submitted prior to the issuance of a project award.
One (1) original proposal with signature of the agency head and three (3) copies. It is
recommended that the signature be made in an ink color other than black. The original
may be stapled, but no other binding will be acceptable. There is a 20 page maximum for
the narrative. Forms, attachments, and appendices are not included in this 20 page
maximum. The project narrative should be prepared using a 12-point font size, 1” margins,
and single-sided typed 8.5 x 11-inch sized pages. Failure to meet the format requirements
may result in point deductions. In responding to the RFP, follow the order suggested by
the narrative format.
I.
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Abstract
Complete Appendix A to describe briefly the major components of the program design and
place in order with the appendices. The abstract should not to exceed one page.
II.
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Organization’s Background
Describe the background, purpose, experience, and success with regard to operating family
literacy programs of the applicant’s organization and partners. Describe how the project
will relate to the organization’s mission and the significant benefits that will occur as a
result of this project. The applicant should describe how the organization intends to
administer and implement the Even Start program.
III.
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Demographic, Target Population, and Statement of Need (Complete
Appendix B for description and place in order with Appendices)
Provide a narrative description and complete Appendix B to provide a demographic
description of the community and the target population to be served through this grant.
Demonstrate that the area to be served has a high percentage or large number of children
and parents in need of Even Start Family Literacy services as indicated by high levels of
poverty, illiteracy, unemployment, limited English proficiency, or other need-related
indicators, including a high percentage of children to be served by the program who reside
in a school attendance area eligible for participation in programs under Title I.
Show the unavailability of comprehensive family literacy services for the target population
in the area to be served.
If similar programs serve the same population, applicants may provide evidence of waiting
lists or other indicators showing that local demand exceeds the ability of existing programs
to meet the needs of the community. In districts where an Even Start program already
exists, describe
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how this program will serve a different target population or area;
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why the target population is unable to participate in the existing project; and
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how the proposed program will work with the existing Even Start project.
IV.
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Plan of Operation
The plan of operation must describe the proposed local program’s objectives, strategies to
meet these objectives, and how their objectives are consistent with the State’s program
indicators. The applicant must describe how the plan of operation provides for rigorous
and objective evaluation of the progress toward the program objectives and for continuing
use of evaluation data for program improvement. The plan should detail the extent to
which the proposed program will improve the educational opportunities of low-income
families by integrating early childhood education, adult literacy or adult basic education,
and parenting education into a unified family literacy program. Responses must address all
of the following elements:
a.
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How the four components of Even Start and home visits will be provided. Include
clear, attainable, and measurable objectives and strategies against which the progress
and success of the project will be measured.
b.
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Strategies for identification, recruitment, and screening of families most in need of
services provided by an Even Start Family Literacy program, as indicated by high
levels of poverty, illiteracy, unemployment, limited English language proficiency, and
other need-related indicators. Screening should include testing and referral to
necessary counseling and other developmental support and related services to enable
such parents to participate fully in the activities and services provided. Describe how
information will be disseminated and marketed to appropriate populations.
Local projects can serve teen parents, regardless of age, so long as the teen parent is
attending secondary school. If the teen parent is not attending secondary school, the
teen parent still is eligible if (1) the parent is within the State’s compulsory school
attendance age range and a local educational agency provides or ensures the
availability of the teen’s basic educational component; or (2) the teen is older that the
compulsory school attendance age range and is eligible for services under the Adult
Education and Family Literacy Act.
Local projects may allow children over the age of seven to participate in program
services if the local project collaborates with a program under Title I, Part A of the
ESEA, and Title I Part A funds and contribute to the cost of providing Even Start
program services to those children, as long as the focus of the program is on families
with young children.
c.
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Design of appropriate activities, support services (when unavailable from other
sources), and timelines to achieve each stated objective that are appropriate for the
participant’s work schedule and other responsibilities. Include strategies that will be
implemented to enable families to participate fully in all of the activities and services
long enough in the program to achieve learning gains and family goals. Include the
integration of services that meet the individual needs of all students, children, and
adults, which are culturally relevant, designed to accommodate persons with
disabilities, and are supportive of non-traditional roles. Services should
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focus on the child’s development and emerging language and literacy skills;
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provide early childhood services for at least a three-year age range, which may
begin at birth;
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locate and schedule services that allow joint participation by children and
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parents;
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include developmentally appropriate early childhood education for the period of
time parents are involved in the program; and
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provide transportation, when necessary, to enable parents and children to
participate in the program.
d.
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Designate responsibilities to specific personnel who are qualified to implement the
project and provide the professional development necessary to enable staff, including
early childhood staff, to develop the skills necessary to work with parents and young
children in the full range of instructional services offered. (See Section VI,
Management/Administration/Personnel, for additional information).
e.
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How the project will use sound research in the area of family literacy, early childhood
education, adult literacy, and parenting education.
Local projects must use
instructional programs based on scientifically based reading research as defined in
the Reading Excellence Act (REA) for children and adults, to the extent the research is
available.
f.
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High-quality intensive instructional activities that promote adult literacy, empower
parents to support the educational growth of their children, develop appropriate early
childhood educational services, and prepare children for success in regular school
programs.
Local projects must include reading readiness activities for preschool
children that are based on scientifically based reading research (as defined in the
REA in section 2252 of the ESEA), to the extent available, to ensure children enter
school ready to learn to read.
g.
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All new Even Start projects will complete the process and achieve accreditation by the
National Association for the Education of Young Children (NAEYC) by June 30,
2008.
h.
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Continuity of services to maintain progress and operation on a year-round basis.
Local projects must promote the continuity of family literacy to ensure that
individuals retain and improve their educational outcomes. Local projects must
provide both enrichment and instructional services during the summer months.
i.
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A description of the specific family literacy model that supports the applicability of
the model to the local site, and a detailed description of how the model will be
implemented. Reference the research, including qualitative data, supporting the
program model’s effectiveness for the targeted population.
j.
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Justification that the proposed program design is of sufficient intensity to create a
substantial impact on the family.
The federal Government Evaluation Performance &
Results Act (GEPRA) recommends 60 hours of adult education, 60 hours of early
childhood and 20 hours of parenting (Parenting and PACT) per month
. The
Sufficient Intensity and Duration Information Form detailing the proposed program
schedule, Appendix C, must be completed.
V.
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Cooperation, Coordination, and Collaboration
Coordination must exist with programs funded under the Elementary and Secondary
Education Act, the Adult Education and Family Literacy Act, the Individuals with
Disabilities Education Act, Title I of the Workforce Investment Act of 1998, Head Start,
Stewart B. McKinney Homeless Assistance Act, volunteer literacy, and other relevant
programs.
Describe how the partnership will build on the existing services of the community to
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Method of Answering
Frequently Asked
Questions or
Providing Changes or
Addenda
Method of Selection
develop a new range of services to families most in need in terms of poverty and illiteracy.
Responses must include the following:
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Evidence that firm agreements have been secured from various providers for specific
cooperative functions. They should include specific information delineating the roles
and responsibilities to be carried out by the collaborating agency(ies).
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Evidence that the plan of operation includes specific provision for additional
cooperative efforts with other service providers throughout the duration of the
project, including the transition of children from Even Start into other programs,
and adults into job training, employment, or higher education.
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Evidence that services offered by the applicant will build upon, and not duplicate,
those being provided to project participants or other service providers.
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Evidence of how the project will support Just Read, Florida! and federally funded
Early Reading First grantees.
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Signed Inter-agency Collaboration Letters of Agreement (Appendix D).
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Completed Even Start Family Literacy Co-Applicant form (Appendix E).
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Attached letter of support from the local School Readiness Coalition.
VI.
Management/Administration/Personnel
Include a statement that the applicant’s organization shall have complete management and
control of the grant. Describe how the project will be managed in order to achieve stated
objectives. Include an effective plan to ensure proper and efficient administration of the
project and the integration of instructional services.
The program must include the
provision and monitoring of integrated instructional services to participating parents and
children through a regular home-visitation program.
Include all cooperating agencies or
institutions that are providing services.
For staff paid with Even Start funds, identify project staff and the duties for each
position. Describe the qualifications of each staff member and the percentage of time
each staff member will devote to this project. If staff members have not been
identified, describe qualifications and time by position. If you will be using
volunteers, describe their roles. Also, provide the same information about staff
provided with matching funds with the name of the organization that will provide the
staff (i.e. Title I, Head Start).
VII. Budget Justification
Indicate how funds are assigned and how expenditures relate to the project goals and
objectives. The costs must be reasonable in relationship to the expected outcomes. The
applicant must describe how the project will access currently available resources. The
budget must provide sufficient information to support the requested amount of funds.
Provide a plan for accessing additional matching funds to sustain the project in future years
as matching requirements increase.
Frequently asked questions, changes in dates, clarifications or addenda to the RFP will be
conveyed via e-mail to the e-mail addresses and designated recipients filing a notice of
Intent-to-Apply. A teleconference will also be convened to answer technical questions.
The cut-off date for new questions to be answered is February 20, 2004.
The Florida Partnership for School Readiness will establish a review panel, minimally
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comprised of
•
an early childhood professional;
•
an adult education professional; and
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an individual with expertise in family literacy programs
.
All proposals received by the due date will be evaluated according to the federal selection
criteria specified in 34 CFR 212.21. Proposals will be scored based on the maximum
possible points for each section. The total number of points attainable is 100. In order to
receive funding, a proposal must attain a minimum of 70% of the available points, or 70.
Implementation
Project Evaluation
Requirements
Funded projects are required to participate in a national evaluation (if selected as part of
the sample) in order to identify promising practices and models for replication and research
information.
Funded projects will be required to purchase and implement Literacy Pro Systems’
FamilyPro v2.9 Software, or a similar data management and reporting software that may be
required by the Florida Partnership for School Readiness, to collect, manage, and report
program data to the State’s Even Start office. An IBM compatible computer, with zip or
compact disc drive, is required. Individual software, training, and annual maintenance to
support one program site is estimated to cost $10,500.
Funded projects must conduct a third party evaluation and describe how they will measure
the program’s progress and effectiveness in achieving its stated objectives. Each applicant
should budget for evaluation activities. Even Start legislation mandates an independent,
annual, outcome-oriented evaluation of local Even Start programs. As a result, all Even
Start grants should allow sufficient funds (from 6% to 10% of the total budget) for the
project to cooperate with the state data collection and to conduct an independent local
evaluation.
The evaluation plan should
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list goals and objectives for the local program;
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describe how the local goals and objectives will be measured;
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measure the effectiveness of all program component outcomes;
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analyze data collected from using the FamilyPro data collection and reporting system;
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indicate how program data will be used to plan for continuous improvement; and
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include the 2003-2004 State of Florida Even Start Performance Indicators of Program
Quality.
Projects must select and work with an evaluator within the first four months of operation.
Evaluation reports must be submitted by
December 30, 2004
to:
Lilli J. Copp, Office of the Even Start State Coordinator
Florida Partnership for School Readiness
600 South Calhoun Street
Holland Building, Suite 251
P.O. Box 7416
Tallahassee, FL 32314-7416
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Fiscal Requirements
Required Attachments
Training
Local Even Start project managers and staff shall be required to attend the following state
meetings:
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Project managers must attend the annual Florida Even Start coordinators training
meeting and Literacy Pro data collection training.
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Program staff must attend the annual state-sponsored Even Start Staff Development
Institute and any Even Start regional staff training.
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Projects must send the project manager and at least one other staff member to the
Literacy Pro data collection training.
Additionally, third party evaluators are encouraged to attend specific evaluator’s training as
offered.
Certifications
All instructional staff must have obtained an associate’s, bachelor’s, or graduate degree in
a field related to early childhood education, elementary or secondary school education, or
adult education; and if applicable, meet State qualifications for early childhood education,
elementary or secondary school education, or adult education provided as part of an Even
Start program or another family literacy program.
By December 2004, the individual responsible for local project administration must receive
training in the operation of a family literacy program.
By December 2004, paraprofessionals who provide support for academic instruction must
have a high school diploma or its recognized equivalent. They must also participate in 12
hours of professional development related to their position on an annual basis.
All funded projects and any amendments are subject to the procedures outlined in the
Project Application and Amendment Procedures for Federal and State Programs
(Green
Book) and the
General Assurances for Participation in Federal and State Programs
. The
Green Book may be found at http://www.firn.edu/doe/comptroller/gbook.htm.
The federal share requested must not exceed more than 90% of the total cost of the
program in the first year the applicant receives Even Start Family Literacy funds.
Indirect cost cannot be charged to a local Even Start project. This includes Even Start
funds and the required match.
The project recipient must submit a complete DOE 399 form, Final Project Disbursement
Report, by the date specified on the DOE 200 form, Project Award Notification.
DOE 100B – Project Application Form
DOE 103 – Budget Description Form
DOE 103A – Personnel Schedule
Additional Assurances – All Projects
Additional Assurances – Even Start Projects (new)
Appendix A – Abstract Page Format
Appendix B – Demographic Information
Appendix C – Sufficient Intensity and Duration Information Proposed Even Start Program
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Services and Schedule
Appendix D – Interagency Collaboration Letter of Agreement
Appendix E – Co-Applicant Signature Form
Appendix F – Appendix F – State of Florida Even Start Performance Indicators of Program
Quality
School Readiness Coalition Letter of Support
The scoring criteria for each section of the project narrative are described below. The
reviewer will score each section based on the maximum possible points for each section.
The total number of points attainable is 100. To receive funding, a proposal must attain a
minimum of 70 points.
Scoring Criteria
I.
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Project Abstract (Maximum Score – 1)
The abstract clearly summarizes objectives and concisely describes overall plan
design.
II.
Organization’s Background (Maximum Score – 5)
The organization’s mission and background is consistent with the objectives of an
Even Start Family literacy program.
The proposed administration of an Even Start project supports the objectives of Even
Start.
III.
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Demographic, Target Population, and Statement of Need (Maximum
Score – 9)
Community reflects a high percentage of families needing services and reflects target
population.
The narrative description cites statistics on poverty rates, literacy rates,
unemployment, and rates of limited English proficiency.
Evidence is provided that demonstrates a lack of comprehensive literacy services or
there is evidence of waiting lists or other indicators for an area where services
currently exist.
Where Even Start projects exist, proposal addresses a distinct population group,
describes gaps in services for this group, and identifies how the new project will work
with the existing Even Start projects.
IV.
Plan of Operation (Maximum Score – 55 Total)
a.
Implementation of Components (Maximum Score – 10)
Clearly describes how the four components will be implemented.
Includes strategies to improve family literacy with measurable outcomes.
b.
Recruitment, Dissemination, and Marketing (Maximum Score – 5)
Indicates strategies for identifying, recruiting, and screening families most in need
for other support services.
Describes a marketing strategy to disseminate information to those most in need.
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c.
Design for Activities (Maximum Score – 8)
Demonstrates a strategy for support services and timelines to enable full time
participation for families to achieve goals and gains.
Describes an integrated services plan that focuses on child literacy development,
provides early childhood services for at least a three-year age range, allows a
schedule for joint participation by parents and children, includes developmentally
appropriate early childhood education, and provides transportation.
d.
Staffing Structure (Maximum Score – 4)
Organizational staffing structure supports implementation of the four components
of the project and provides plans for professional development of staff for the full
range of services offered.
e.
Research-Based Family Literacy (Maximum Score – 6)
Cites use of appropriate scientifically research based reading instructional
program and curriculum for family literacy.
Includes curriculum for early childhood, adult, and parenting education.
f.
Instructional Activities (Maximum Score – 5)
Describes scientifically research based, intensive, and instructional activities that
promote adult literacy and lead to the empowerment of parents.
Creates a plan that promotes research based, and developmentally appropriate
activities that will lead to NAEYC accreditation within the required timeframe.
g.
Year Round Services (Maximum Score – 5)
Describes a plan that includes activities for all participants that ensures retention
and improves educational outcomes.
h.
Family Literacy Model (Maximum Score – 6)
Describes a specific family literacy model and how it will be implemented.
Plan includes specific qualitative data on the model’s effectiveness.
i.
Intensity and Duration of Services (Maximum Score – 6)
Appendix C is complete and comprehensive.
Describes a program model for family literacy that provides a schedule for the
recommended number of hours of instruction in early childhood, adult, and
parenting education.
V.
Cooperation, Coordination, and Collaboration (Maximum Score – 10)
Demonstrates that the project builds on existing services.
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Includes evidence of firm agreements, roles, and responsibilities that are clearly
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delineated.
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Outlines a transition plan for children to move from the early childhood program to
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public school.
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Clearly describes how the project will support and link to Just Read, Florida! and
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federally funded Early Reading First grantees.
Delineates the degree of agency and program collaboration and coordination initiated
and proposed in order to create and implement the Even Start Family Literacy project.
VI.
Management/Administration/Personnel (Maximum Score – 10)
Describes a management structure that supports the integration of instructional
services and stated objectives.
Develops a system for program monitoring including all cooperating agencies and
institutions providing services.
Descriptions of staff positions and qualifications include the percentage of time
devoted to the project.
Proposed plan describes how home visiting will be implemented for effective
instruction.
VII. Budget (Maximum Score – 10)
Expenditures are reasonable and consistent with outcomes.
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Plan delineates how matching funds will be accessed to sustain the project in future
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years as matching requirements increase.
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Project describes a system to record matching funds.
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Project Application Form (DOE 100B) and Instructions
Attachments to the
RFP
Budget Description Form (DOE 103) and Instructions
Personnel Schedule (DOE 103A) and Instructions
Additional Assurances – All Projects
Additional Assurances – Even Start Projects (new)
School Readiness Coalition Letter of Support
Appendix A – Abstract Page Format
Appendix B – Demographic Information Form
Appendix C – Sufficient Intensity and Duration Information: Even Start Program Services
and Schedule
Appendix D – Interagency Collaboration Letter of Agreement
Appendix E – Co-Applicant Signature Form
Appendix F – State of Florida Even Start Performance Indicators of Program Quality
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Instructions for Completion of DOE 100B
A.
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Enter name and mailing address of eligible applicant. The applicant is the public or non-public
entity receiving funds to carry out the purpose of the project.
B.
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Enter requested information for the applicant’s contact person. This is the person responsible
for responding to all questions regarding information included in this application.
C.
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If not pre-printed, enter name of program(s) for which funds are requested in this project.
D.
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Enter the total amount of funds requested for each program in this project.
E.
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The original signature of the appropriate agency head is required.
The agency head is the
school district superintendent, university or community college president, state agency
commissioner or secretary, or the president/chairman of the Board for other eligible applicants.
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Note:
Applications signed by officials other than the appropriate agency head identified
above must have a letter signed by the appropriate agency head, or documentation citing action
of the governing body delegating authority to the person to sign on behalf of said official.
Attach the letter or documentation to the DOE 100B when the application is submitted
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