FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Competitive Projects
Bureau / Office
Bureau of Family and Community Outreach
Program Name
Florida Learn and Serve
Specific Funding Authority
Corporation for National and Community Service, Learn & Serve America School-Based
Programs—CFDA #94.004. Title 1, Subtitle B, National Community Service Act of 1990 (as
amended), 42 U.S.C. 12521, et. seq.
Funding Purpose
Engage students in service learning—school and/or community service activities that apply
academic curricula and education standards—to improve academic performance, promote civic
engagement and career exploration, and address community needs.
Total Funding Amount
At least $318,800 total available. A single school or schools working together may receive from
$1,000-$12,000. 35-40 grant awards are anticipated.
Budget Period
Pending receipt of federal funds, September 1, 2005 – August 1, 2006.
Performance Period
•
?
Pending receipt of federal funds, September 1, 2005 – August 1, 2006.
•
?
Awardees can apply for renewal awards in 2006-07, contingent upon 2005-06
performance, the quality of the 2006-07 proposal, and availability of federal funds.
Target Population
All K-12 students.
Eligible Applicants
Individual or multiple public schools (including charter schools), applying through their school
districts or school district consortia (Heartland, NEFEC, PAEC). Public colleges and
universities.
Application Due Date
May 16, 2005. The due date refers to the date of receipt in Grants Management by the close of
business on May 16, 2005. Facsimile and e-mail submissions are not acceptable.
Florida Learn & Serve RFP Page 1 of 20
Contact Persons
Joe Follman, Florida Learn & Serve
Phone: 850-488-9661, SunCom: 278-9661, Fax: 850-922-2928
E-mail: jfollman@admin.fsu.edu web site www.fsu.edu/~flserve
Traci Phillips, Florida Department of Education
Phone: 850-245-0815, SunCom: 205-0815, Fax: 850-245-0849
E-mail: Traci.Phillips@fldoe.org
Phyllis White, Florida Department of Education, Grants Management
Phone: 850-245-0715, SunCom: 205-0715, Fax: 850-245-0719
E-mail: Phyllis.White@fldoe.org
A.
?
Assurances
The 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 Department of Education,
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
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 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.
General Education Provisions Act (GEPA) Requirements
In accordance with the requirements of Section 427 of the General Education Provisions Act
(GEPA) Public Law 103-382, each applicant must include a description of the steps the applicant
proposes to take to ensure equitable access to, and participation in, its program for students,
teachers, and other program beneficiaries with special needs. For details, refer to URL:
http://www.ed.gov/policy/fund/guid/gposbul/gpos10.html
B.
?
Narrative Components
Florida Learn & Serve is a federally funded initiative supporting school-based student service
learning to enhance academic performance and meet real needs. Awards are also designed to
improve student attendance and graduation rates, promote career exploration, increase civic
Florida Learn & Serve RFP Page 2 of 20
participation, expand the use of adult volunteers in schools, and build infrastructure for sustained
service-learning efforts. Program funds are from the Corporation for National and Community
Service.
Only one award will be issued per school, but that award may support multiple projects/activities
at a school. Awards are for one year, with an option to reapply for one- or three-year renewal
funding in 2006 if funds are available. Applicants may request up to $12,000.
Projects funded under Florida Learn & Serve must engage K-12 students in curriculum-based
service learning, or build infrastructure for doing so. In service-learning projects, students
practice/apply skills, knowledge, and behaviors they need to learn through service to others in
their school or community. Projects must address education standards and be tied to one or more
actual courses and the participating students’ course grades. Activities can occur during the
school day, or after school.
Effective projects include the elements of preparation, action, demonstration, reflection, youth
empowerment, collaboration, and recognition. Before writing and submitting a proposal under
this program, applicants need to understand the elements of service learning and integrate them
into proposed activities. Proposed service-learning activities must address at least one of the
following areas of critical need:
•
Reading (which also supports Florida’s “Strategic Imperatives” for education—see p. 4)
•
Civics/history
•
Drug/violence prevention
•
Intergenerational interaction
•
Environment
See Attachment 5 for detail on the elements of service learning as well as examples of activities
in the critical need areas.
Successful applicants use service learning as a strategy to reach specific academic and behavioral
goals for students. Such goals could include raising student academic performance, increasing
FCAT scores in specific areas, improving attendance, reducing conflict, fostering career
exploration, enhancing school/community collaboration, or as a prevention and intervention
strategy for at-risk students.
Activities should directly address identified needs for those serving and served, and apply needed
skills and behaviors. Having 10
th
graders who test poorly in math tutor 6
th
graders in math can
help students in both grades; having those 10
th
graders sing at a retirement center will not likely
improve math performance.
Effective projects include elements in which students demonstrate what they have learned
through teaching others—peers, younger students, or the community—about their efforts. This
teaching can take the form of presentations, lessons, products (brochures, videos, web sites, etc.),
advocacy, or performances. Every project should include some demonstration elements.
Projects should be at least a semester in duration, and students need to conduct an average
minimum of 20 service hours each semester. Time spent on elements of course- and curriculum-
based service learning—project preparation, action, demonstration, and reflection (celebrations
excepted) may be counted as service hours.
Florida Learn & Serve RFP Page 3 of 20
Proposals should detail how activities are tied to education standards (Sunshine State, Goal 3, or
Applied Technology)—see http://www.fsu.edu/~flserve/sl/standards.html for many examples.
Funds can support lesson planning and curriculum development.
Projects awarded to institutions of higher education can either directly engage K-12 students in
service-learning projects, or initiate or expand efforts to integrate service learning into teacher
preservice and inservice education programs, which will ultimately result in additional K-12
service-learning projects.
Dissemination/Marketing
Dissemination activities should be a part of proposals, as they expand service-learning
opportunities, promote the project, and help others interested in similar efforts. Such activities
may include producing and disseminating brochures, videos, manuals, guides, and how-to
booklets; creating displays or web sites; giving presentations and trainings at other schools; site
visits; providing tours of project efforts; assisting other schools; giving presentations and
trainings; offering mini-grants to other schools; and assigning students to assist other teachers.
Support for Strategic Imperatives
All proposals must include a description of how the proposed project will incorporate one or
more of the Florida State Board of Education (SBE) strategic imperatives into their project.
Information on the strategic imperatives can be found on the following web site
(http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf).
Key Application Questions
As a courtesy to reviewers who will score your proposal, please use the same alphanumeric
outline as in the following instructions. Sample mock proposals may be viewed on the Florida
Learn & Serve web site (www.fsu.edu/~flserve). Questions for all applicants:
A.
?
Needs to be Addressed (Note: Do not describe/include needs that will not be addressed by the
project.)
1.
?
What academic and/or behavioral needs of students will be addressed by the project?
2.
?
What needs of the community will be served?
B.
?
Activities, Elements, and Timeline
1.
?
What service-learning activities will be conducted to address identified needs?
2.
?
How will activities incorporate the element of service learning (see Attachment 5)?
3.
?
How will activities be integrated with curricula, standards, and course-based
?
assessments?
?
4.
?
What roles will students play in project design and implementation?
5.
?
What activities are planned to disseminate/market service-learning efforts?
6.
?
Provide a project timeline in the narrative or as one of the eight pages of attachments.
C.
?
Partnerships
1.
?
How will partners help with project design and implementation (attach letters from key
partners that detail and confirm partner roles and contributions)?
2.
?
What match (cash or in-kind) is proposed for the project, and does that match focus on
project goals and objectives? (See p.8 for match requirements.)
D.
?
Evaluation
1.
?
What is one quantitative academic or behavioral objective for student participants that
can be averaged/aggregated across the students serving, and how will this objective be
Florida Learn & Serve RFP Page 4 of 20
measured/assessed? (Examples include improvement in grades/in the course(s) involved,
pre- and post-GPA or FCAT scores, skill mastery, or meeting of standards.)
2.
?
What is one project service objective (not a number) for the people, sites, needs, or
organization(s) to be served by the project, and how will this objective be
measured/assessed? (Effective projects have students measure, or help measure, impacts
of their service through surveys, interviews, focus groups, observations, and reports.)
E.
?
Proposal Data Form (see Attachment 3)
Complete and submit the questions on Attachment 3, identifying details about the project
(number of servers and served, scale and scope of activities, etc.)
F.
?
Proposal Budget (see Attachment 2—Budget Narrative Form/DOE 101)
Complete the DOE 101. List requested budget items as well as calculations and narrative
justification/explanation of expenses needed to conduct the project (the boxes expand).
Additional questions for renewal applicants:
Renewal applicants received a Learn & Serve award in 2004-05, even if that award was a
planning grant. Renewals must also address the questions below, even if the 2005-06 proposal
involves new activities and/or staff.
Note: Address the elements below as well as/in addition to
the page 4 questions for new applicants.
A.
?
Needs to be Addressed
How will new efforts build on, evolve, expand, and consolidate current or past activities?
B. Activities, Elements, and Timeline
How will 2005-06 activities expand and improve service-learning efforts through new
programs, additional financial and technical support, creating dedicated service-learning
staff, and linking with school and district policies?
C. Partnerships and Match
What are some short- and long-term plans to strengthen or expand existing partnerships to
meet project objectives?
Scoring Criteria
New Applicants
A.
?
Needs to be Addressed—15% of Score
Applicant clearly describes the primary academic and/or behavioral needs of students to be
addressed by the project, as well as the needs of people or sites that will be served, and
provides back-up data on needs. Proposal does not list needs or issues that will not be
addressed.
B.
?
Activities, Elements, and Timeline—25%
1. Applicant clearly details planned activities and how they will incorporate the elements of
service learning and be integrated with curricula, standards, and course-based assessments.
Proposal includes detailed descriptions of student roles.
2. The proposal includes clear and detailed plans to disseminate/market service-learning
efforts.
3.
?
A clear and realistic project timeline is provided (in the narrative or as an attachment).
C.
?
Partnerships and Match—15%
1. The proposal describes substantive partnership to help with project design and
implementation, and tells how partners will contribute to project success. Attachments
include detailed letters from primary partners that confirm partner roles and contributions.
2. Applicant details required cash and/or in-kind match, and only includes contributions
focused on project goals and objectives.
Florida Learn & Serve RFP Page 5 of 20
D. Evaluation—20%
1. Applicant identifies a quantitative academic or behavioral objective for the project that
can be averaged/aggregated across the students serving, and describes how this objective will
be measured/assessed. Examples include improvement in grades/in the course(s) involved,
pre- and post-GPA or FCAT scores, skill mastery, or meeting of standards.
2. Applicant identifies a clear project service objective (not a number) for the people, sites,
needs, or organization(s) served by the project, and describe how this objective will be
measured/assessed. Effective projects have students measure (or help measure) impacts of
their service through surveys, interviews, focus groups, observations, and reports.
E. Proposal Data Form—10%
Proposal responds with sufficient detail and clarity to all applicable items.
F. Proposal Budget Narrative—15%
Budget Narrative Form (DOE 101–Attachment 2). In the boxes provided, applicant provides
a detailed, clear, and mathematically correct breakdown and calculation by category of the
resources needed for the project. The budget narrative also clearly justifies/explains major
requests (salary, materials, transportation, etc.).
Additional/Extra Criteria for Renewal Applicants
A. Needs to be Addressed
Applicant clearly describes how new efforts will build on, evolve, expand, and consolidate
current or past activities.
B. Activities, Elements, and Timeline
Applicant clearly describes how 2005-06 activities will expand and improve service-learning
efforts through new programs, additional financial and technical support, creating dedicated
service-learning staff, and linking with school and district policies.
C. Partnerships and Match
Applicant provides details and examples of plans to expand existing partnerships to meet
project objectives.
Reporting Outcomes
Applicants who receive a Florida Learn & Serve 2005-06 award will submit the following
information by the specified dates:
Requirement/Scale Due
Date
Student pre-service survey (1 page)
12/15/05
Mid-term match update (1 page)
1/06/06
Program data report to federal funder (online survey—federal
7/31/06
requirement)
Student post-service survey (1 page)
10/20/06
Final report on required objectives (1 page)
10/20/06
Final financial report (1 page, submitted by school district)
10/20/06
Final match report (1 page)
10/20/06
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
Florida Learn & Serve RFP Page 6 of 20
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.
Note: 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.
Additional (Separate) Funds Available
In the wake of the four hurricanes that struck Florida in 2004, Florida Learn & Serve is
partnering with State Farm Insurance to support the engagement of kindergarten-college students
in service learning that raises awareness about the importance of building codes and for activities
focused on home disaster preparation, mitigation, response, and recovery. This program and
application are structured very much like Florida Learn & Serve awards—go to
www.fsu.edu/~flserve for more information on how to apply for a project focused in these areas.
C.
?
Fiscal Requirements
Awards are designed to support service learning and build the infrastructure to initiate, improve,
expand, and sustain such activities. Allowable expenditures may support activities related to the
elements of service learning.
No more than 50% of the total request may support salaries and benefits (of all types).
Substitute, trainer, and consultant costs are counted as salary. Driver salary and benefits are
considered transportation expenses. Guidelines on expenditures include the following:
•
?
Travel/trips supported by grant funds can only be (1) to provide service, (2) to familiarize
students with service sites or prepare them for service-learning activities, (3) to attend
service-learning training or provide training or assistance to others interested in service
learning, and (4) to attend the required sub-grantee meeting—include up to $750 for
expenses associated with attending this meeting, to be held in fall 2005 in Orlando (per
diem, hotel, tolls, mileage, substitutes, etc.).
•
?
Award funds may not be used for general field trips, travel to conferences not related to
service learning, travel to recognition or award ceremonies, or reward trips.
•
?
Funds may not be used for indirect or administrative expenses. The applicant may claim
its district federal indirect cost rate as match for the project.
•
?
Funds cannot be spent on stipends, allowances, or other financial incentives for students
or service beneficiaries except to reimburse transportation, meals for out-of county travel
(see next item), or other reasonable out-of-pocket expenses directly related to the project.
•
?
Funds may not be used to pay for food or refreshments other than those associated with (1)
out-of-county travel at the state rate of $21 per day, or (2) training in remote locations
that would be disrupted if participants had to travel to procure food.
•
?
A small portion of funds may be spent on recognition/awards items such as badges,
nametags, certificates, and ribbons.
•
?
Funds cannot buy any clothing items or “off-the-shelf” gifts for service recipients (food,
flowers, cards, etc.).
•
?
Funds cannot pay for capital improvements on school property.
•
?
Florida Learn & Serve is not designed to purchase books for school libraries or to
?
supplant funding for regular school materials and supplies.
?
Florida Learn & Serve RFP Page 7 of 20
•
?
Proposals for school-site plant beautification, landscaping, ornamental gardens, outdoor
classrooms, nature trails, boardwalks, purchasing greenhouses, or similar projects cannot
be funded. On-site environmental projects such as growing food for the needy, plant/feed
areas for birds and butterflies being studied, energy audits, water testing (other than at
manmade holding ponds), and exotic removal may be funded.
•
?
Funds may support after-school activities—such as tutoring, coaching, or conflict
mediation—but only if the student service learning is conducted as part of or as an
assignment for a credit-bearing class.
Funds do not support the purchase of equipment (TVs, VCRs, computers, cameras, printers, etc.)
unless all three criteria below are met. These criteria are also applied to other permanent or large
budget items, including salary, supplies, materials, and transportation:
1.
?
The item is critical to the project; i.e., the project cannot meet its objectives without it.
2.
?
Evidence is provided that there is no other way to pay for, obtain, or use the item.
3.
?
The dedicated and permanent use of the item will be for service learning.
Match Requirements
All applicants must provide cash and/or in-kind match as part of their proposal. Cash match is
defined as funds contributed to the project. In-kind match is services, goods, or materials
contributed to the project. Match must be directly applied to the project. Cash match is valued
more highly than in-kind match. Requirements:
•
?
33% for first-time or previously unsuccessful Florida Learn & Serve (FL&S) applicants
(e.g., $3,000 for a $9,000 request)
•
?
50% for proposals receiving a second year of FL&S funding
•
?
100% for proposals receiving FL&S funding for a third year or more
Note: All recipients of Florida Department of Education grants are required to attend fiscal
management training prior to submission of any invoices for payment.
D.
?
Application Submittal and Review
Notice of Intent to Apply
Not required/applicable.
Method of Answering Frequently Asked Questions or Providing Changes
Applicants should refer to the Florida Learn & Serve web site (www.fsu.edu/~flserve) for
additional information. This site includes definitions of service learning, descriptions of
previously funded projects, sample proposals, links of service learning with Florida’s education
standards, and responses to frequently asked questions. Any changes in dates, clarifications, or
addenda to the RFP will also be posted on the project web site. The last date that questions will
be answered is May 12, 2005.
Free Workshops Offered
A series of introduction to service learning workshops will be provided around Florida in March
and April. See Attachment 6 for locations, dates, and times of these workshops.
Formatting Requirements
•
?
One single-sided original, and four two-sided copies. Clip original. Staple duplexed
copies. Do not submit proposals in binders, folders, or covers or use tabs or dividers.
•
?
Font and Margins—12 points or larger, margins at least 1 inch on all sides.
Florida Learn & Serve RFP Page 8 of 20
•
?
One side of a page equals one page. Only information within allowed page limits will be
reviewed; additional pages will be removed prior to review.
Conditions for Acceptance
The requirements listed below must be met for applications to be considered for review:
1)
Project Application Form (DOE 100A—Attachment 1), with original copy signed by an
authorized entity.
2)
Budget Narrative Form (DOE 101—Attachment 2). This information is worth 15% of the
overall proposal score.
3)
Proposal Data Form (Attachment 3). This information is worth 10% of the total score.
4)
Proposal Narrative—up to six (6) single-spaced, numbered pages.
5)
Letters from primary partners, and other attachments up to eight (8) pages.
6)
Applicant Checklist (Attachment 4)
Applications must be received at the following address by the close of business on May 16,
2005:
Bureau of Grants Management, Unit C
Florida Department of Education
325 West Gaines Street, Room 325
Tallahassee, FL 32399-0400
Phone: 850-245-0498
Note: Applications signed by officials other than the appropriate agency head identified above
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. Attach the letter or
documentation to the DOE 100A when the application is submitted.
Method of Review/Selection
A cadre of service-learning practitioners statewide will review proposals. Reviewers will be
instructed to review proposals based on the scoring criteria in this RFP. Every proposal will
have at least three reviewers, and proposals will be ranked based on average scores. A score of
70% is the minimum standard of the Florida Department of Education to approve a project for
funding. Applicant scores will determine the program office’s recommendations for funding to
the Commissioner of Education.
Program and budget recommendations are subject to modification. Not all proposals will be
funded. Proposed activities and budgets are subject to revision. Some proposals might be issued
a $1,000-$2,000 planning grant.
Attachments to the RFP
1.
?
Project Application Form (DOE 100A)
2.
?
Budget Narrative Form (DOE 101)
3.
?
Proposal Data Form
4.
?
Applicant Checklist
5.
?
Service-Learning Definitions, Elements, and Examples
6.
?
Introduction to Service Learning Workshop Schedule
Florida Learn & Serve RFP Page 9 of 20
________________________________________________
ATTACHMENT 1
?
FLORIDA DEPARTMENT OF EDUCATION
?
PROJECT APPLICATION
?
TAPS Number
06C081
Please return to:
Florida Department of Education
Bureau of Grants Management
Room 325, Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
Telephone: (850) 245-0498
Suncom: 205-0715
A
)
Program Name:
Florida Learn & Serve
2005-2006
Competitive Projects
School-Based
DOE USE ONLY
Date Received
B) Name and Address of Eligible Applicant:
Project Number (DOE Assigned)
C
)
Total Funds Requested:
$
DOE USE ONLY
Total Approved Project:
$
D
)
Applicant Contact Information
Contact Name:
Mailing Address:
Telephone Number:
SunCom Number:
Fax Number:
E-mail Address:
CERTIFICATION
I, ______________________________________________, (
Please Type Name)
do hereby certify that all facts, figures, and
representations made in this application are true, correct, and consistent with the statement of general assurances and specific
programmatic assurances for this project. Furthermore, all applicable statutes, regulations, and procedures; administrative and
programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper
accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be
available for review by appropriate state and federal staff. I further certify that all expenditures will be obligated on or after the
effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project,
and will not be used for matching funds on this or any special project, where prohibited.
Further, I understand that it is the responsibility of the agency head to obtain from its governing body the authorization for the
submission of this application.
E)
Signature of Agency Head
DOE 100A
Revised 01/03
Page 1 of 2
John L. Winn, Commissioner
Florida Learn & Serve RFP
Page 10 of 20
Instructions for Completion of DOE 100A
A.
?
If not pre-printed, enter name of the program for which funds are requested.
B.
?
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.
C.
?
Enter the total amount of funds requested for this project.
D.
?
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.
E.
?
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.
•
?
Note:
Applications signed by officials other than the appropriate agency head identified above
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. Attach the letter or
documentation to the DOE 100A when the application is submitted.
DOE 100A
Revised 01/03
Page 2 of 2
John L. Winn, Commissioner
Florida Learn & Serve RFP
?
Page 11 of 20
ATTACHMENT 2
A)
Name of Eligible Recipient:
B)
TAPS Number
06C081
Project Number:
(
DOE USE ONLY)
FLORIDA DEPARTMENT OF EDUCATION
BUDGET NARRATIVE FORM
(1)
FUNCTION
(2)
OBJECT
(3)
ACCOUNT TITLE AND NARRATIVE
(4)
FTE
POSITION
(5)
AMOUNT
C) TOTAL
$
DOE 101
REV. 01/05
PAGE 1 OF 2
JOHN L. WINN, COMMISSIONER
Florida Learn & Serve RFP
Page 12 of 20
Instructions
Budget Narrative Form
This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request for Proposal (RFP) or
Request for Application (RFA).
A.
Enter Name of Eligible Recipient.
B
.
(DOE USE ONLY)
COLUMN 1
FUNCTION:
SCHOOL DISTRICTS ONLY:
Use the four digit function codes as required in the Financial and Program Cost Accounting and Reporting for Florida Schools
Manual.
Column 2
OBJECT:
SCHOOL DISTRICTS:
Use the three digit object codes as required in the Financial and Program Cost Accounting and Reporting for Florida Schools
Manual.
COMMUNITY COLLEGES:
Use the first three digits of the object codes listed in the Accounting Manual for Florida’s Public Community Colleges.
UNIVERSITIES AND STATE AGENCIES:
Use the first three digits of the object codes listed in the Florida Accounting Information Resource Manual.
OTHER AGENCIES:
Use the object codes as required in the agency’s expenditure chart of accounts.
COLUMN 3
-
ALL APPLICANTS:
ACCOUNT TITLE:
Use the account title that applies to the object code listed in accordance with the agency's accounting
system.
NARRATIVE:
Provide a detailed narrative for each object code listed. For example:
•
?
SALARIES
- describe the type(s) of positions requested. Use a separate line to describe each type of position.
•
?
OTHER PERSONAL SERVICES
– describe the type of service(s) and an estimated number of hours for each type of position. OPS is
defined as compensation paid to persons, including substitute teachers not under contract, who are employed to provide temporary
services to the program.
•
?
PROFESSIONAL/TECHNICAL SERVICES
- describe services rendered by personnel, other than agency personnel employees, who provide
specialized skills and knowledge.
•
?
CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS
- provide the agency name and description of the service(s) to be rendered.
•
?
TRAVEL
- provide a description of each type of travel to be supported with project funds, such as conference(s), in district or out of
district, and out of state. Do not list individual names. List individual position(s) when travel funds are being requested to perform
necessary activities.
•
?
CAPITAL OUTLAY
- provide the type of items/equipment to be purchased with project funds.
•
?
INDIRECT COST
- provide the percentage rate being used. Use the current approved rate. (Reference the DOE Green Book for
additional guidance regarding indirect cost.)
COLUMN 4 – MUST BE COMPLETED FOR ALL SALARIES AND OTHER PERSONAL SERVICES.
FTE
- Indicate the Full Time Equivalent (FTE based on the standard workweek for the type of position) number of positions to be
funded. Determine FTE by dividing the standard number of weekly hours (e.g., 35 hours) for the type of position (e.g., teacher aide) into
the actual work hours to be funded by the project.
COLUMN 5
AMOUNT -
Provide the budget amount requested for each object code.
C.
?
TOTAL -
Provide the total for Column (4) on the last page
.
Must be the same amount as requested on the DOE-100A or B.
DOE 101
REV. 01/05
PAGE 2 OF 2
JOHN L. WINN, COMMISSIONER
Florida Learn & Serve RFP
?
Page 13 of 20
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
ATTACHMENT 3
Proposal Data Form
(10% of total score)
Respond to all applicable items; this form is a required component of the proposal.
# of students who will conduct service-learning activities:_____
?
# of adult volunteers:_____
?
# who will be served: Students_____ Adults_____
?
Grade level(s) of students serving:_____
?
Grade level(s) of students being served by other students, if applicable:_____
?
Name/Grade level of course(s) into which service will be integrated ___________________
?
Portion of grade(s) that will be based on student service learning activities: _____________
List of the primary (no more than five) Sunshine State, Goal 3, and/or Applied Technology
Standards the project will address: ______________________________________________
How will the achievement of standards be measured?_______________________________
Key need area(s) to be addressed in the project (reading, civics/history, drug/violence
prevention, intergenerational, or environment—can be more than one):_________________
Which Florida State Board of Education (SBE) strategic imperative(s) will be incorporated
into the project and how: _____________________________________________________
# of service activities to be conducted:___________________________________________
Frequency of service activities:_________________________________________________
Products to be made as part of the project:________________________________________
Average # service-learning hours students will provide (min. 20 per semester per
?
student):___________
?
Projected # of total service hours for the project (hours times number of students):_____
?
Florida Learn & Serve RFP Page 14 of 20
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Additional Data Required from Renewal Applicants Only
For your current (2004-2005) project, provide the requested information.
# of students who served:_____
?
# who were served by students: Students_____ Adults_____
?
200-word description of activities:______________________________________________
?
Products made as part of the project:____________________________________________
Projected academic impact(s) on students serving:__________________________________
Actual academic impact(s) on students serving, and how measured:____________________
Other projected impact(s) on students serving:_____________________________________
Actual other impact(s) on students serving, and how measured:_______________________
Projected impact(s) on those served:_____________________________________________
Actual impact(s) on those served, and how measured:_______________________________
Florida education standards addressed:___________________________________________
Course(s) involved in project:__________________________________________________
Portion of student’s course grade(s) based on their service learning:____________________
# of trainings____, site visits____, or public presentations____
Florida Learn & Serve RFP Page 15 of 20
ATTACHMENT 4
Applicant Checklist
PLEASE COMPLETE AND RETURN WITH PROPOSAL
DOE 100A – Project Application Form
DOE 101 – Budget Narrative Form
Proposal Data Form
Proposal Narrative (up to 6 single-spaced, numbered pages)
Attachments (up to 8 pages)
Applicant Checklist (this page)
A. School Contact Information
1.
Name of School:
2.
District:
3. Amt. Requested
4.
Project Title:
5. Project Coordinator at the School:
6.
E-mail
Address:
7. Phone:
8. Fax:
9.
Address:
B. District Contact Information
1. District Contact:
2. E-mail
Address:
3. Phone:
4. Fax:
5.
Address:
C. Other Information
1. How did you learn about Florida Learn & Serve?
2. How many years have you been awarded a Florida Learn & Serve grant?
First-time, or previously unsuccessful applicant.
My project or school was funded by Learn & Serve in 2004-2005. Amount
of award: _________
My project or school was funded by Learn & Serve in a previous year or
years: Year:_________
Amount: _________
Year:_________
Amount: _________
Year:_________
Amount: _________
Year:_________
Amount: _________
Florida Learn & Serve RFP Page 16 of 20
ATTACHMENT 5
Service-Learning Definition, Elements, and Examples
Definition
Service learning is a method by which students learn and develop through active participation in
thoughtfully organized service that
•
?
Is conducted in and meets real needs of a community (schools may be defined as communities),
•
?
Is integrated into and enhances the academic curricula of students,
•
?
Provides structured time for students to reflect on their service experiences and demonstrate
knowledge or skills they have gained, and
•
?
Helps foster civic responsibility.
In service-learning projects, students practice skills and behaviors they need to learn (i.e., that teachers
want them to learn) through the service they do. Service is a means and application of learning.
Elements
What distinguishes service learning from other service and volunteering? In a school context, the
service is directly related to curricula. Activities are design to address and apply specific learning
objectives, standards, and curriculum frameworks. Effective service-learning projects have the
following elements:
1.
•
Needs identification/
•
addressed.
•
Issue discussion and selection.
•
•
subsequently provide. The service that follows is
derived from this new knowledge, involves student
2. Action
•
Research- and knowledge-based
•
•
Activities are often fluid and evolve as
the proj
•
Students work collaboratively with
•
oral presentations, data collection,
writing, construction, etc.
•
It allows students
•
Journaling,
educating others about the issues they are
addressing.
learning projects in themselves—including
•
•
Preparation/Planning/Design
assessment—those being
served help define their needs and how to meet
them.
Learning the context for the need(s) to be
Examination of stakeholders, policies, and
systems impacting the need(s) to be addressed.
Designing activities to meet identified needs.
Teachers assign students work/projects/tasks to learn
about the context for the service the students will
voice and design, but remains within the curricular
framework the teacher has established.
service activities.
Student leadership in conducting and
leading project activities.
ect progresses, original needs
are addressed, and others are identified.
service recipients and partners.
Application of multiple learning styles
including individual work, teamwork,
using technology, tactile/manual work,
Activities flow from preparation and
are not wholly pre-planned by teachers.
3. Reflection
is integrated into successful projects
from beginning to end as students form and test
opinions, project outcomes, measure results and
impacts, discuss actions and reactions, and make
improvements and future plans.
to process and absorb what they have experienced
and is critical to meaningful learning. Reflective
activities include the following:
4. Demonstration
is another application of
service learning that involves students in
Demonstration takes various
forms—many of which are actual service-
the following:
Advocacy campaigns
Putting on public forums/presentations
Florida Learn & Serve RFP Page 17 of 20
•
Projecting project impacts,
•
Discussion,
•
Conducting formative and summative
evaluation,
•
Making project refinements, and
•
Conducting future planning.
•
Performance on the service issues
•
Teaching others about the project and
the issues behind it
•
Creating films, portfolios, books, web
sites, publications, works of art, etc.
5. Recognition/Celebration
Throughout the project but especially at the end, students should be recognized for their efforts. In
successful projects, all participants join together to reflect and to plan future efforts.
6. Youth Empowerment
An implicit or explicit component of the above elements, youth empowerment and leadership enrich
every aspect of service learning. The greater the voice students have in identifying needs and
designing activities, the more motivated they will be about the project. Having to demonstrate to (i.e.,
teach) others about the needs and issues being addressed requires a higher assimilation of learning.
Effective projects have students conduct much of the evaluation, saving teachers labor and making
students responsible for determining whether or not their efforts were successful. Strong student roles
are hallmarks of effective projects, in which students . . .
•
Are involved in project design and planning, with meaningful leadership roles (including needs
identification and helping to decide what service activities will be conducted). Teachers in
effective projects assign students organizing and logistical duties involved in arranging,
providing, measuring, evaluating, reporting, and celebrating service activities.
•
Conduct a lot of service over time. It is better to have fewer students doing a lot of service
learning than to have a lot of students conduct only surface-level efforts.
7. Reciprocity
Reciprocity (could also be defined loosely as collaboration) ensures that activities actually provide
service that is necessary, exposes student to people different from themselves, provides different
perspectives on the needs and service, and brings outside assistance, expertise, match, publicity, and
coordination to service-learning projects. In effective projects, teachers and students design activities
based on what they hear and learn from those in need and not based on preconceived notions.
When these elements are in place, the impacts of curriculum-based service learning go far beyond
those of traditional community service and volunteering. Service learning combines academic and
affective learning to engage students hands-on in the real world. This combination—not to mention
the incentive to get out of class—is what makes service learning such a powerful tool, pedagogy, and
strategy.
Examples of Service Learning in the Five Critical Need Areas
Proposals must address, through their service-learning activities, at least one of these areas that have
been identified as key needs for education and society in Florida. In addition, every project must
include some reading or writing elements to address Florida’s Reading Initiative.
•
?
Reading
—e.g., students serving as reading tutors for other students or for adults; creating
books or other written materials for other students, the public, or web sites; reading and writing
for seniors or the infirm; editing documents; teaching reading to young children; translating
documents for non-English speakers; promoting reading through advocacy campaigns, public
service announcements (PSAs), book drives, or public readings; designing and constructing
reading areas; and dramatic, artistic, or musical performances of texts and literature.
Florida Learn & Serve RFP Page 18 of 20
•
?
Civics/history
—e.g., conducting, compiling, recording, publishing, filming, or depicting
histories of a local community, individuals in a community, or historic locations (cemeteries,
buildings, natural features/sites, forts, Native American sites); advocacy campaigns on topics in
the public interest; gathering and disseminating information about services available to
residents and visitors; creating murals depicting local history; teaching peers about democratic
processes through events, student-made videos, performances (including puppet shows),
lessons, and hands-on activities; creating children’s history books; serving as museum docents;
reenacting historic events; restoring or recreating historic structures; forums on topics of public
interest; oral histories focusing on different eras; teaching about voting; producing tip sheets or
guidebooks on how to effect positive community change.
•
?
Drug/violence prevention
—e.g., teaching other students or the community how to
avoid/respond to conflict, drugs, STDs, teen pregnancy, alcohol, and other self-destructive
choices. Strategies could include lessons, presentations, dramatic performances, videos, artistic
displays, music, advocacy campaigns, PSAs, forums, coloring books, conflict mediation,
serving on Teen Courts, and safety presentations for the home, car, or neighborhood.
•
?
Intergenerational interaction
—e.g., service projects for and with seniors to include health
screenings, exercise programs, teaching use of computers, oral histories, pen pal programs,
concerts and dances with (not just for) seniors, creating art or gardens at senior centers,
working with seniors to put on public forums on important issues, and providing patients with
physical and mental stimulation (working on arts and crafts together, exercise, games, etc.).
Students can also teach others about seniors through lessons, publications, presentations,
performances, brochures, web sites, and advocacy campaigns.
•
?
Environment
—e.g., restoration of degraded areas; exotic plant removal; propagation and
planting of native plants; water, flora, and fauna testing/monitoring; research on endangered
species; erosion abatement efforts; management of public lands to include trail and outdoor
classroom design and maintenance; raise-and-release efforts; energy audits for homes, schools,
and communities; and mapping. Demonstration elements include teaching, presenting, creating
brochures and web sites, art representing the flora and fauna being studied, giving tours and
field days, making videos, composing information to place in kiosks and translating it into
foreign languages, performances, advocacy campaigns, public service announcements, web
sites, and fundraising to preserve natural areas.
For more information, go to the Florida Learn & Serve web site at the following address:
www.fsu.edu/~flserve
Florida Learn & Serve RFP Page 19 of 20
ATTACHMENT 6
Introduction to Service Learning Workshop Schedule
Ten workshops will be given during the application period providing an introduction and overview of
service learning. Potential applicants may learn useful information about the kinds of activities that are
supported by the Florida Learn & Serve program, and are strongly encouraged to attend. There is no cost
or advance registration. Call the number given for each site if you need directions. Times are Eastern.
Date
City
Time
Location/Address
Phone
3/31 Lakeland
3:00-5:00
pm
Lakeland High School, Media Center, 726
Hollingsworth Road, Lakeland
863-499-2900
4/4 Orlando
3:30-
5:00 pm
School Board of Orange County, Educational
Leadership Center, 445 W. Amelia Street, 1
st
Floor
407-317-3200
Conference Room A, Orlando
4/5 West Palm
Beach
4:45-6:15
pm
Fulton-Holland Education Services Building,
Training Rooms C-D, 3300 Forest Hills Blvd.
561-982-0923
4/6 Cocoa
Beach
4:15-5:45
pm
Hilton Hotel Oceanfront, Dune Room 1, 1550 N.
Atlantic Avenue, Cocoa Beach
321-799-0003
4/6 Ft.
Lauderdale
4:00-5:30
pm
Plantation High School, Multipurpose Room, 6901
NS 16
th
Street, Plantation
754-321-2619
4/7* Miami
3:15-4:45
Lindsey Hopkins Education Center, 251 E. 47th
305-324-6070
pm
Street, Miami
4/12 Jacksonville 3:00-4:30
School Board Building, 1701 Prudential Drive,
904-390-2617
pm
Room 307, Jacksonville
4/13 Ft. Myers
5:00-6:30
Adams Public Education Center, Modular Building
239-334-1102
pm
Waldo 3, 2055 Central Avenue, Fort Myers
4/18 Tallahassee 3:00-4:30
Howell-Aquilina Building, 3955 West Pensacola
850-487-4321
pm
Street, Library, Tallahassee
TBD Tampa
TBD
TBD—call 850-488-9661 for April or early May
TBD
date, time, location, and number for directions.
* There will be additional training provided earlier in the day at this location, primarily for teachers in
Miami-Dade Schools. For more information, call 305-995-4216 or e-mail
Edonaldson@sbab.dade.k12.fl.us
Note:
?
It is the policy of the Florida Department of Education to provide an equal level of assistance to all
applicants for competitive funding programs. Not all potential applicants are able to attend an
application workshop. For this reason, the above workshops will not provide direct proposal-
writing assistance to individual applicants or give answers to specific questions about applying that
are not already addressed in this Request for Proposals. Questions may be asked at workshops—
such questions will be recorded, and answers will be provided and posted on the program web site
at www.fsu.edu/~flserve.
Florida Learn & Serve RFP Page 20 of 20
