DOE 905
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1
FLORIDA DEPARTMENT OF EDUCATION
Request for Proposal (RFP) for Discretionary, Competitive Projects
Bureau/Office
Office of the Commissioner, Office of Early Learning, in conjunction with the Agency for Workforce
Innovation (AWI), Office of Early Learning
Program Name
William F. Goodling Even Start Family Literacy Program
Specific Funding Authority(ies)
Federal: Title I, Part B, Subpart 3 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 #84.213C.
Funding Purpose/Priorities
Even Start (ES) Projects help break the cycle of poverty and illiteracy by improving the educational
opportunities of low-income families in Florida.
Projects shall:
•
be designed to integrate the four
components of the Even Start family literacy program including
early childhood education, adult literacy or adult basic education, parent skill-building education, and
interactive literacy activities among parents and their children into a unified family literacy program;
•
be implemented through cooperative projects that build on high-quality existing community resources
to create a new range of services;
•
promote the academic achievement of children and adults;
•
assist adults and children from low-income families to achieve challenging state content standards
and challenging state student performance standards; and
•
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.
Target Population(s)
Eligible participants are families with a child or children birth through age seven, where
(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 to age eight, of any individual described in paragraph (1).
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Eligible Applicant(s)
The competitive grant proposal requires that a minimum of two agencies establish a partnership to
become an eligible entity. An eligible entity is the partnership between
both
of the following:
•
a local educational agency (LEA);
AND
•
a non-profit community-based organization, a public agency other than a local educational agency,
an institution of higher education, a public or private nonprofit organization (other than a local
educational agency) of demonstrated quality.
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 early learning coalitions
(incorporated as 501(3)(c)), and other non-public groups 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. All programs must include a letter of
support from their local Early Learning Coalition.
Application Due Date
July 9, 2009.
Applications must be received by the Department of Education (DOE), Office of Grants Management,
by the close of business on July 9, 2009.
Facsimile and e-mail submissions are not acceptable.
The
due date refers to
the date of receipt in Grants Management. For Federal programs,
the project effective date will be the date that the application is received within DOE
meeting conditions for acceptance, or the date of receipt of the Federal Award
Notification, whichever is later.
Total Funding Amount/Approximate Number of Awards
Up to a total of $3,000,000 will be available for awards. Awards may range from $75,000 to $300,000.
Approximately 12 to 15 projects may be funded. All applications must receive a score of 70 or above to
be eligible for funding consideration.
Matching Requirement
•
An Even Start Project is supported by a federal share of funds and 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. 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 Circular A-87 for State Organizations and School Districts;
EDGAR, section 74.23, OMB Circular A-21 for Institutions of Higher Education; and OMB Circular
A-122 for nonprofit agencies).
Projects which received prior funding must use the current year
of funding rather than the cycle year for determining local match, unless there was a break
in funding.
•
All fiscal requirements regarding allowable cost for federal Even Start funds also apply to the local
required match funds.
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The applicant’s share of an Even Start Project is according to the chart below:
Funding Year
Federal Even Start
Share
Local Match
1
st
year
90%
10%
2
nd
year
80%
20%
3
rd
year
70%
30%
4
th
year
60%
40%
5
th
, 6
th
, 7
th
, 8
th
years
50%
50%
9
th
and subsequent
years
35% 65%
Budget/Program Performance Period
July 1, 2009 through June 30, 2010
Federal programs:
The project effective date will be the date that the application is received within Florida Department of
Education (DOE) in Substantially Approvable Form, or the effective date of the Federal Award
Notification, whichever is later.
Contact Persons
Program Office Contacts
Grants Management Contact
Agency for Workforce Innovation,
Office of Early Learning/Even Start Office: Toshiba
Griffin, Even Start/Head Start Program Specialist ,
850/921-3481, Toshiba.Griffin@flaawi.com or
Florida Department of Education,
Office of Early Learning, Michelle Sizemore,
Educational Policy Consultant, 850/245-9658,
Michelle.Sizemore@fldoe.org
Florida Department of Education (DOE):
Margaret White, 850/245-0716,
Margaret.White@fldoe.org.
Assurances
The Florida Department of Education 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 (LEAs) to submit a common assurance for participation in
federal programs funded by the U.S. Department of Education (USDOE);
•
Applicable regulations of other Federal agencies; and
•
State regulations and laws pertaining to the expenditure of state funds.
In order to receive funding, applicants must have on file with the Florida Department of Education,
Office of the Comptroller, 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://fldoe.org/comptroller/doc/gbsectiond.doc
School Districts, Community Colleges, Universities, and State Agencies
The certification of adherence, currently on file with the Department of Education Comptroller’s Office,
shall remain in effect indefinitely. The certification does not need to be resubmitted with this
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application, unless a change occurs in federal or state law, or there are other changes in circumstances
affecting a term, assurance, or condition.
Private Colleges, Community-Based Organizations, and Other Agencies
In order to complete requirements for funding, applicants must certify adherence to the General Terms,
Assurances, and Conditions by submitting the certification of adherence page, signed by the agency
head.
Private colleges, Community and Faith-Based Organizations, and other non-public agencies must also
submit after the completion of the competitive process:
(1) A copy of the organization’s current budget,
(2) A list of the board of directors, and if available,
(3) A copy of the institution or agency’s most recent annual audit report prepared by an
independent Certified Public Accountant licensed in this state
.
[These items must be
submitted, with the application, prior to the issuance of a project award.]
Narrative Components and
Scoring Criteria
The
Instructions
describe what the applicant is to include in each Narrative
Component.
Following the Instructions, within each Narrative Component, are Criteria.
These
are the bulleted, italicized statements used by proposal reviewers to assess and
score each Narrative Component.
The standard scoring Criteria are based on a 100 point scale, with a
minimum score of 70 points required for an application to be eligible for
funding consideration.
Only proposals earning a minimum total score of 70 points are eligible for
Priority Point(s), if earned.
I.
Project Abstract or Summary FIXED REQUIREMENT
Instructions
Provide a brief summary of the proposed project including general purpose, specific
goals and objectives and a concise description of the overall Even Start plan, which is aligned with
the Even Start Funding Purpose and Priorities.
Criteria
•
The proposed project is described in a brief summary, including general purpose, specific goals,
brief program design, and significance (contribution and rationale).
•
It is clear that the proposed project aligns with the intended Even Start Funding
Purpose/Priorities.
II.
Project Need 10 points
Instructions
Describe the need for the proposed project and provide supporting data as evidence, including the
following Even Start requirements:
•
Describe the population to be served.
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•
Identify the number of families to participate in proposed project.
•
Identify the major demographic changes in the community within the last three-five years that
have had an impact on the student population.
•
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, and other need-related indicators.
•
Identify the Title I eligible school attendance areas and low performing schools identified in the
Florida Differentiated Accountability System which will be served by this grant.
•
Identify the number and age range of children to participate in proposed project.
•
Identify the number of adults to participate in adult education for more than 6 months.
•
Show the unavailability of comprehensive family literacy services for the target population in the
area to be served.
•
Describe the integration of the four Even Start components within the program.
•
List the collaborating community-based organizations, public agencies, institutions of higher
education, or other nonprofit organizations, 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:
•
how this program will serve a different target population or area;
•
why the target population is unable to participate in the existing project; and
•
how the proposed program will work with the existing Even Start project.
•
List the participating schools and school district/s for the Even Start program.
Criteria
•
The magnitude or severity of the problem is evident, compelling, and clearly linked to the
outcome(s) of the proposed project.
•
The magnitude of the need for the services to be provided or the activities to be carried out is
apparent.
•
The proposed project focuses on service or otherwise addresses the identified needs of the
targeted population(s).
•
It is evident that the proposed project is focused on those with greatest needs as indicated by a
low level of income, a low level of adult literacy or English language proficiency of the eligible
parent or parents, and other need-related indicators.
•
Gaps or weaknesses in services are explained, including the nature and magnitude of the gaps
and/or weaknesses.
•
The need for the proposed project is strongly justified through supportive data.
III.
Project Design and Implementation
60 points
Instructions
Describe the measurable objectives, activities, and timeline for the proposed project and include the
following Even Start requirements:
•
Provide strategies for identification, recruitment, and screening of families most in need of
services provided by an Even Start Family Literacy program. 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.
•
Provide a plan which shows the integration of the four components of Even Start
•
Provide a 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.
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•
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:
•
focus on the child’s development and emerging language and literacy skills by
improving young children’s oral language, phonological awareness, print awareness,
and alphabet knowledge;
•
provide early childhood services for at least a three-year age range, which may begin
at birth, while avoiding duplication of services in the community and the schools;
•
locate and schedule services that allow joint participation by children and parents;
•
include developmentally appropriate early childhood education for the period of time
parents are involved in the program; and
•
provide transportation, when necessary, to enable parents and children to participate
in the program.
•
Explain the designated responsibilities of personnel who are qualified to implement the project.
•
Describe 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. Outline the goals for the project’s proposed professional
development program, describing the content, scope and sequence, explain the strategies and
materials that will be implemented and delineate the number of hours, frequency and method of
delivery of the professional development.
•
Provide an explanation of how the project will use sound research in the area of family literacy,
early childhood education, adult literacy, and parenting education; specify the materials,
curricula, and instructional approaches that will be implemented for adults and children,
especially those with special needs and those with limited English proficiency.
•
Specify screening instruments that will be used for adults and children and how results will be
used to drive instruction to show the use of sound scientifically based research as defined in the
Reading Excellence Act (REA) for children and adults, to the extent the research is available.
•
Provide an explanation of the high-quality intensive instructional activities incorporated in the
program 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.
•
Provide a plan for the 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.
•
Provide justification that the proposed program design is of sufficient intensity to create a
substantial impact on the family.
Federal Government Evaluation Performance & Results Act
(GEPRA) recommends
60
hours of adult education,
60
hours of early childhood and
20
hours of
parenting (parenting skill-building and interactive literacy activities) per month.
•
Provide 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.
Even Start Program Notes
o
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,
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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 than the compulsory
school attendance age range and is eligible for services under the Adult Education and
Family Literacy Act.
o
Projects may allow children over the age of eight to participate in program services if the
local ES 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 primary focus of the program is on families with children younger
than eight years old.
Criteria
•
The local program goals, objectives, and outcomes are clearly specified and measurable,
including strategies to meet these objectives, and how the objectives are consistent with the
Even Start State’s Program Indicators of Quality (Appendix B is complete).
•
The design of the proposed project aligns with, and will successfully address, the needs of the
target population or other identified needs.
•
The objectives are measurable, qualitative, challenging, yet achievable, and address all
expected outcomes of the proposed project.
•
It is evident that activities/methods are comprehensive, likely to be effective, and result in
achievement of the objectives.
•
The methodology reflects up-to-date knowledge from research and best practices.
•
The timelines are specific, realistic, and consistent with measurable objectives and outcomes.
•
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 State of 2007-2008 Florida Even Start Standards and Performance Indicators must be
provided as outlined in Appendix F.
IV. Evaluation 10 points
Instructions
Describe the instruments and method(s) for evaluating the proposed project
and include the
following requirements for the Even Start project.
•
Funded projects will be required to implement the Florida Even Start Performance Indicator
Report System (FLESPIRS) data management to collect, manage, and report program data to
the state’s Even Start Office.
•
Projects must select and work with an evaluator within the first four months of operation to
provide technical assistance in the Even Start requirements.
•
Funded projects must conduct a third party evaluation to measure the program’s progress and
effectiveness in achieving its stated objectives.
•
Each applicant must 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 must allow sufficient funds (from 6% to 10% of the total budget) for the project
to cooperate with the state data collection and to conduct a third party local evaluation.
•
The evaluation plan will:
•
Include a list goals and objectives for the local program;
•
Describe how the local goals and objectives will be measured;
•
Measure the effectiveness of all program component outcomes;
•
Analyze data collected from using the FLESPIRS data collection and reporting
system created for the Florida Even Start program ;
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•
Indicate how program data will be used to plan for continuous improvement;
•
Include the 2007-2008 or current version of the State of Florida Even Start
Performance Indicators, and
•
Follow the requirements within the current year State of Florida Even Start
Family Literacy Program Toolkit for Conducting Even Start Annual Program
Evaluation.
Criteria
•
The methods are thorough, feasible, and appropriate to the goals, objectives, and outcomes of
the proposed project.
•
The evaluation methods provide for examining the effectiveness of project implementation
strategies and are appropriate to the context within which the project operates.
•
The methods include the use of objective performance measures that clearly relate to the
intended outcomes of the proposed project and will produce quantitative and qualitative data.
•
The methods are likely to produce timely guidance for quality assurance.
•
The evaluation process is comprehensive, likely to result in a successful project, and includes
an effective approach for using evaluation results to guide necessary adjustments to the
proposed project.
•
The evaluation instruments are designed to effectively measure program progress and success.
Even Start Project Evaluation
Evaluations must be submitted
by August 31, 2010
to:
Toshiba Griffin, Even Start/Head Start Program Specialist
Agency for Workforce Innovation, Office of Early Learning-Even Start
Caldwell Building, MSC# 140
107 East Madison Street
Tallahassee, FL 32399-4143
V. Support for Strategic Imperatives FIXED REQUIREMENT
Instructions
Incorporate one or more of the Areas of Focus included in Florida’s Next Generation PreK-20
Education Strategic Plan.
URL: http://www.fldoe.org/Strategic_Plan/pdfs/StrategicPlanApproved.pdf
Describe how the proposed project will address the reading and math/science initiatives
of the Department of Education.
Just Read Florida
URL: http://www.justreadflorida.com/
Math/Science Initiative
URL: http://www.fldoestem.org/center13.aspx
Criteria
•
The applicant has included effective methods for incorporating one or more of the Areas of
Focus from Florida’s Next Generation PreK-20 Education Strategic Plan.
•
The proposed project utilizes a comprehensive plan for integrating pertinent aspects of the Just
Read, Florida and the math/science initiatives.
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VI. Dissemination Plan
10 points
Instructions
Describe the methods/strategies to disseminate and share information about the proposed project
to appropriate populations including private schools within the applicant’s area.
Criteria
•
The applicant’s dissemination plan will use effective and realistic means to reach the
appropriate audiences, including the target population(s), the local community, and other
organized entities, if/when indicated.
•
The methods or strategies used to share services provided by the proposed project are
innovative.
•
The dissemination plan reflects a thorough grasp of the proposed project and the positive
impact on the targeted population(s).
VII. Budget 7 points
Instructions
•
Present a budget that reflects objectives and proposed costs of the project and includes the
required documentation for local match.
•
Allowable expenditures include the costs associated with appropriate staff for administering the
project, office materials and supplies, and all other relevant costs associated with the
administration of this project (travel reimbursement, meeting room rentals, consultant fees,
printing, conference registration fees, etc.).
•
Non-allowable expenditures include any capital or facility improvements, entertainment,
refreshments (food or beverages), and decorative items.
•
Indirect cost cannot be charged to a local Even Start project. This includes Even Start funds and
the required match.
•
Federal law requires compliance with
maintenance of effort
with respect to the provision of free
public education by the Local Education Agency (LEA) for the proceeding fiscal year.
•
Complete the DOE 101 Budget Narrative Form separately for the federal Even Start share and
the required Local Match share. Provide sufficient information to enable the reviewers to
understand the nature of and the reasons for the expenditures. Expenditures must correlate with
the narrative portion of the project application that describes the specific activities or tasks to be
implemented. Budgets will include descriptions of all personnel funded through the project. List
personnel by position, amount of salary, and number of FTE (full time equivalent) time.
•
The annual cost of a Teenage Parent (TAP) program may not exceed $5,200 per family, and
the annual cost of a program that is not a TAP may not exceed $7,500.
Criteria
•
The budget is thorough, specific, and supports the proposed project.
•
The proposed project budget presents expenses that are allowable, realistic, accurate, and
clearly relate to and reflect project activities, objectives, and outcomes.
•
The costs are reasonable in relation to the objectives, design, and potential significance of the
proposed project.
•
The costs are reasonable in relation to the number of persons to be served and to the
anticipated results and benefits.
•
The required personnel, professional and technical services, and/or travel for the proposed
project are clearly and adequately explained.
•
The justifications for expenditures are reasonable and clearly explained.
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VIII. Priority
3 Points
Priority will be given to proposals from currently funded Even Start Projects that have met the
required performance indicators for the 2007-08 project year, as indicated in the Even Start State
Plan, and/or proposals with prior experience in providing family literacy, adult education, early
childhood education or parenting.
Instructions
Provide evidence, on Appendix C or D, the applicant has succeeded in operating a literacy
program, an adult education or early childhood education program or a parenting program, based
upon prior program experience. Provide narrative explaining prior experience.
Criteria
•
The applicant provides documentation of prior performance in operating a literacy program, an
adult education or early childhood education program or parenting by completing the
appropriate appendix: Appendix C for a program with prior Even Start experience or Appendix D
for a new Even Start program which has had success in operating a literacy, adult education or
early childhood program.
Funding Method(s)
Federal Cash Advance (Public Entities Only) (C)
On-line reporting required monthly to record expenditures. Federal cash advances will be made by
state warrant or Electronic Funds Transfer (EFT) to a recipient for disbursements. For federally
funded projects, requests for federal cash advance must be made on the Electronic Federal Cash
Advance Request System. If at times it is determined that disbursements are going to exceed the
amount of cash on hand plus cash in transit, an on-line amendment can be made prior to the due
date of the next Federal Cash Advance distribution on the Electronic Federal Cash Advance
Request System.
Reimbursement with Performance (P)
Payment is rendered upon submission of documented allowable disbursements, plus
documentation of completion of specified performance objectives.
Fiscal Requirements
Supporting documentation for expenditures is required for all funding methods. Examples of such
documentation include but are not limited to: payroll records, contracts, invoices with check
numbers verifying payment, and/or bank statements; all or any of which must be available upon
request.
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.
URL: http://www.fldoe.org/comptroller/gbook.asp
Appropriate time distribution records must be kept that substantiate an equitable distribution of time
and effort by fund source. Employees working under multiple grant programs must maintain time
and effort reports reflecting after-the-fact distribution of actual activities at least monthly, to coincide
with pay periods. Employees working under one grant program must certify semi-annually that
he/she worked solely on the program for the period covered by the certification. For more
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information concerning required documentation, see
Cost Principles for State, Local, and Indian
Tribal Governments, OMB
Circular A-87
, which may be accessed using the following link:
http://www.whitehouse.gov/omb/circulars/a087/a087-all.html.
All project recipients must submit a completed DOE 399 form, Final Project Disbursement Report,
by the date specified on the DOE 200 form, Project Award Notification.
The project award notification (DOE 200) will indicate:
•
Project budget
•
Program periods
•
Timelines:
•
Last date for receipt of proposed budget
•
Program amendments
•
Incurring expenditures and issuing purchase orders
•
Liquidating all obligations
•
Submitting final disbursement reports.
Project recipients do not have the authority to report expenditures before or after these specified
dates.
Allowable Expenses
Project funds must be used for activities that directly support the
accomplishment of the project purpose, priorities, and expected outcomes. All expenditures must
be consistent with applicable state and federal laws, regulations, and guidance. Allowable
expenditures include the costs associated with appropriate staff for administering the project, office
materials and supplies, and all other relevant costs associated with the administration of this project
(travel reimbursement, meeting room rentals, consultant fees, printing, conference registration fees,
etc.).
Unallowable Expenses
Project funds may not be used to supplant existing programs and/or
funding. Unallowable expenditures include any capital or facility improvements, entertainment,
refreshments (food or beverages), and decorative items.
Administrative Costs including Indirect Costs
For Federally funded projects, indirect costs
are capped at the applicant’s approved negotiated rate.
Indirect cost cannot be charged to a local
Even Start Project. This includes Even Start funds and the required match.
Grants Fiscal Management Training Requirement
Community-Based Organizations (CBOs), Faith-Based Organizations (FBOs), and other private
not-for-profit organizations that are recipients or sub-recipients of DOE grants are required to
participate, annually, in Grants Fiscal Management Training offered by the DOE. Failure to obtain
the training can have a negative impact on the ability of the Florida Department of Education to
provide future funding to the organization.
Project Performance Accountability and Reporting Requirements
The Department’s program managers will track each project’s performance based on the
information provided in the Performance Expectation section, pages 41-51, Appendix G.
Notice of Intent-to-Apply
The due date to notify the Program contact person
Toshiba Griffin,
of Intent-to-Apply is
June 22,
2009.
This notification is sent as an e-mail or fax message and should include a return e-mail
address. Providing the Intent-to-Apply is not required for an application to be considered,
but assists the applicant by assuring receipt of answers to Frequently Asked Questions
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and competition updates. Conversely, eligible organizations which file Intent-to-Apply are not
required to submit an application.
Method of Answering Frequently Asked Questions (FAQs) or Providing Changes
All Frequently Asked Questions must be sent, via e-mail, to EarlyLearning@fldoe.org by
June 22th
.
Include the word Even Start in the subject line along with the program name.
Frequently
Asked Questions will be answered via email to all interested parties. The last date that questions
will be answered is
June 26, 2009
.
Method of Review
A peer review process will be used to evaluate the Even Start competitive proposals. Reviewers are
selected to reflect a balance of backgrounds, experience, race, ethnicities, and geographic
locations.
Project proposals are screened by DOE program staff to ensure that federal regulations and state
requirements (as conditions for acceptance) in the RFP are addressed (see next section for
conditions).
Proposals that meet all state and federal requirements are evaluated and scored according to the
following process:
•
Each proposal meeting the conditions for acceptance is reviewed and scored by three to five
qualified reviewers representing experienced early childhood professionals, adult education
professionals, and individuals with expertise in family literacy programs. Reviewers may include
other individuals, such as a representative from a parent-child education organization, a
representative of a community-based literacy organization, a member of a local board of
education, a representative of business and industry with a commitment to education, an
individual who has been involved in the implementation of programs under this title in the State
and educational professionals and stakeholders from Florida and, when applicable, around the
country.
•
The Program Office ranks the proposals in order from highest to lowest score.
•
DOE staff will review recommended proposals for compliance with the programmatic and fiscal
policies of the project.
•
The Department will allocate funds utilizing a statewide competitive process for awarding
projects to eligible recipients.
•
Awards are subject to the availability of funds.
•
Proposals with a final score of less than 70 are not eligible for funding consideration. Only
proposals earning a minimum total score of 70 points are eligible for Priority Point(s), if earned.
Conditions for Acceptance/Substantially Approvable Form
The requirements listed below
must
be met for applications to be considered in Substantially
Approvable form and thus eligible for review:
•
Application is received within DOE no later than the close of business on the due date.
•
Application includes required forms:
•
DOE 100A or 100B Application Form bearing the original signature of the
Superintendent for the school district or the agency head for other agencies.
NOTE: Applications signed by officials other than the appropriate agency head
must
have a
letter signed by the agency head or documentation citing action of the governing body
delegating authority to the person to sign on behalf of said official.
•
DOE 101- Budget Narrative.
DOE 905
Revised March 2009
13
•
Submission of the signed certification signifying compliance with the “General Assurances for
Participation in Federal and State Programs,” (if not already on file in the DOE Comptroller’s
Office).
Other Requirements
For Federal Programs
General Education Provisions Act (GEPA)
In accordance with the requirements of Section 427 of the GEPA Public Law 103-382, a current
fiscal year General Education Provisions Act (GEPA) plan is required. The applicant
must submit
,
with this application, a one page summary description of the plan proposed by the District or other
entity to ensure equitable access to, and participation of students, teachers, and other program
beneficiaries with special needs.
For details, refer to URL: http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf
Equitable Services for Private School Participation, if eligible
In accordance with P.L. 107-110, No Child Left Behind (NCLB) Title IX, Part E Uniform Provisions,
Subpart 1, Section 9501, the applicant
must submit
a detailed plan of action for providing
consultation for equitable services to private school children and teachers within the Local
Education Agency(ies) service area.
For details, refer to URL: http://www.ed.gov/policy/elsec/leg/esea02/pg111.html.
Technical/Formatting and Other Application Submission Requirements
•
Number of copies plus original: 4
•
Font Type/Size :Arial/12 pt
•
Margin size: 1” – both side and top/bottom margins
•
Double Spacing
•
Single sided pages
•
No Bound Copies
•
Appendix A must be completed for the outline of the project
•
All appendices must be completed
Application must be submitted to:
Office of Grants Management
Florida Department of Education
325 W. Gaines Street,
Room 325
Tallahassee, Florida 32399-04
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 (5) on the last page
.
Must be the same amount as requested on the
DOE-100A or B.
DOE 101
Revised 12/07
Dr. Eric J. Smith, Commissioner
19
ADDITIONAL ASSURANCES – ALL PROJECTS
Fiscal Agency:
Submission of this application hereby assures that the applicant and all participating districts will implement
the project consistent with the following requirements:
•
Assurance is hereby provided that project funds will not be used to purchase furniture or equipment
without prior written approval from the AWI Office of Early Learning and the DOE. Upon termination of
the project, at the option of the AWI Office of Early Learning and the DOE, all equipment purchased with
project funds will be transferred to the location(s) specified by the AWI Office of Early Learning and the
DOE, and all necessary property records actions will be taken to transfer ownership to the DOE or its
designee.
•
Assurance is hereby provided that the fiscal agent for this project accepts responsibility for implementing
all project activities as specified in this application or subsequent amendments, specifically including
those of a regional or statewide nature. The fiscal agent will ensure that activities essential to project
effectiveness including, but not limited to, reimbursement of travel expenses for persons from other
districts/agencies, employment of substitutes for teachers in other school districts, or payment of
consulting fees for persons to provide services to other school districts will be implemented in an efficient
and timely manner.
•
Assurance is hereby provided that the project agrees to collaborate with other entities (i.e., other
agencies, districts, organizations, and other projects) during the project year under the direction of the
AWI Office of Early Learning and the DOE.
•
Assurance is hereby provided that products developed for statewide dissemination will be submitted to
content and policy review by the AWI Office of Early Learning and the DOE prior to any distribution for
other than awareness, field-test, or validation purposes. This fiscal agent will ensure that product
developers adhere to policies and procedures set forth in “Guidelines for Project Publications,” available
from the BEESS Clearinghouse Information Center. The applicant will allow a minimum of four weeks for
the AWI Office of Early Learning to complete the content and policy review of any product, and will also
allow sufficient time to make required revisions, have the revisions verified by the AWI Office of Early
Learning, and have the final document reproduced.
•
Assurance is hereby provided that any products produced by or developed in connection with these
projects remain the exclusive property of the State of Florida, unless ownership has been explicitly
waived. Products include all print, audio-visual, computer programs, and internet websites fully or
partially developed with project resources (fiscal and personnel resources). Such products must be pre-
approved by the designated contact person and must contain a funding statement acknowledging the use
of federal funds for development and dissemination.
•
Assurance is hereby provided that fees will not be charged for any service provided under the auspices of
the project without prior written approval of the AWI Office of Early Learning.
20
21
ADDITIONAL ASSURANCES - EVEN START PROJECTS
Fiscal Agency:
Submission of this proposal hereby assures that the applicant will implement the project consistent with the
following requirements:
•
Assurance is hereby provided that a third-party evaluation will be conducted and the evaluator will
participate in FLESPIRS training and updates as provided by the Even Start program.
•
Assurance is hereby provided that project managers will attend the annual Florida Even Start
Coordinators training meeting, conference calls or webinar.
•
Assurance is hereby provided that program staff will attend the annual state-sponsored Even Start
Staff Development Institute or Adult and Community Educators of Florida Conference and any Even
Start regional staff training meetings as scheduled.
•
Assurance is hereby provided that the project manager and at least one additional staff member must
attend FLESPIRS data collection training and update sessions.
•
Assurance is provided that if selected as a part of the national sample, the project will participate in a
national evaluation in order to identify promising practices and models for replication and research
information.
•
Assurance is provided that children participating in Even Start programs needing child care outside of
the school district, will be placed in licensed centers or licensed family child care homes.
•
Private School Participation: Every effort will be made to include private schools, within the program’s
school district and/or county, in the notification of and the accessibility to the Even Start program.
22
APPENDIX A
TABLE OF CONTENTS FOR PROPOSAL
Instructions:
Complete the Table of Contents in alignment with your proposal
. Please insert page
numbers to indicate where these Document/Narrative sections can be found. All applicable forms should
be returned with the proposal.
Document/Narrative
RFP
Page/s
Application
Page/s
Project Application (DOE 100B)
14/15
Table of Contents Form (Appendix A)
22
Budget Narrative Form (DOE 101)
16/17
Budget Narrative Form (DOE 101) (Match)
18/19
Co-applicant Page (Appendix E)
27
Additional Assurances – All Projects
20
Additional Assurances – Even Start Projects
21
Early Learning Coalition Letter of Support (on ELC letterhead)
Section I – Project Abstract or Summary (Narrative)
4
Section II – Project Need (Narrative)
4-5
Section III – Project Design and Implementation (Include Narrative
and Appendices B, pg 23 and F, pgs 28-39.)
5/7
Section IV – Project Evaluation (Narrative)
7/8
Section V – Support for Strategic Imperatives (Narrative)
8
Section VI – Dissemination Plan (Narrative)
9
Section VIII – Priority (Include Appendix C, pg. 25 or D, pg 26)
10
Applicant Instructions: Performance Accountability (Appendix G)
41/51
Additional Requirements for All Private Entities to be provided once
the competition is completed:
•
General Terms, Assurances, and Conditions for Participation
in Federal and State Programs certification page with original
signature of the agency head
•
List of current Board of Directors and Articles of Incorporation
•
Copy of current operating budget (nonprofit organizations)
•
Copy of current audit report, if available (nonprofit
organizations)
THE STATE OF FLORIDA EVEN START PROGRAM
STANDARDS AND PERFORMANCE INDICATORS 2007-2008
39
STANDARD # 10
The program staff provides home visits that address each of the four primary components of Even Start.
EVIDENCE OF COMPLIANCE
MEASURE
MET
INDICATOR
(Yes or No)
Performance Indicator # 10.1
100% of Even Start families are
engaged in home-based instruction
(home visits) on a regular basis
1
,
dependent on the needs of the
individual families and/or program
model.
# of families served ________
# of families averaging at least
one home visit per month. ________
Home visit logs
1
Regular basis is defined as an average of one per month per family.
Appendix G
APPLICANT INSTRUCTIONS: PERFORMANCE ACCOUNTABILITY
40
Project Performance Accountability
The Florida Department of Education has a standardized process for preparing
proposals/applications for discretionary funds. This section of the RFP, Project Performance
Accountability, is to assure proper accountability in the use of federal and state funds. Using the
following forms and instructions, applicants are to select Project Performance data for each
proposed project. If funded, the data is entered into the DOE web-based Grants Management
System; data entry continues through the life of the grant. The Department’s program managers will
track each project’s performance based on the information provided.
This information will:
9
Provide a centralized capability for retrieving information about various discretionary projects
awarded by the Department.
9
Assist policy-makers and managers in monitoring discretionary funds and the impact they are
having.
9
Provide baseline information that can be used in assessing the alignment of funding to goals
and strategic imperatives and in allocating available funding to priority needs.
9
Facilitate effective project monitoring.
Types of project performance have been organized into four categories. These are:
9
Deliverables:
Category Includes: Documents such as manuals, reports, videos, CD ROMs,
training materials, brochures, and any other tangible product to be developed by the project.
9
Training, Technical Assistance, and Dissemination:
Category Includes: All training and
technical assistance (TA) activities whether provided onsite, through distance learning media,
conferences, workshops, or other delivery strategies.
9
Student Performance:
Category Includes: Any measure that is specific to student
performance (e.g., test scores, attendance, behavior, award of diplomas, certificates, etc.
“Students” may include pre-k, K-12, and adult learners as well as parents.
9
Service Delivery:
Category Includes: Delivery of intended services to target population (e.g.,
adult literacy services, child find services, student evaluation services, etc.)
For each type of performance for which a project will be held accountable, the applicant must
complete the information specified in the attached forms. Use only those forms and types of
performance applicable to the project. Instructions are provided for the completion of each form.
Selected projects are required to obtain independent, formal, third-party evaluations. Other projects
elect to obtain such evaluations. If the proposal or application includes a required or optional third-
party evaluation, a form and instructions for describing the proposal evaluation are provided
Appendix G
APPLICANT INSTRUCTIONS: PERFORMANCE ACCOUNTABILITY
41
Deliverables: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible
product to be developed by the project.
(1)
For each deliverable in the proposed project, enter in Column (1), the name of the deliverable and a brief description. Use only the following
list to identify each deliverable. Indicate the purpose of the deliverable, the target audience, and the type of content to be provided in the
deliverable. For example, “Brochure for parents of retained students explaining options for assistance.” Include any required reports in this
section.
(1) Name of Deliverable and Brief Description
Announcement
Survey
Brochure
CD Rom
Curriculum
Database
Database Analysis
Display
DVD
Evaluation Instrument
Guidelines
Instructional Materials
Lesson Plans
Manual
Needs Assessment
Newsletter
Policy Paper
Poster
Public Service Announcement
Report
Report Format
Screening Device
Teacher’s Guides
Technical Assistance Paper
Training Materials – Handout
Training Materials – Presentation
(PowerPoint)
Software
Training Modules - Online
Video
Website
Workbook
Other
(2)
For each deliverable identified in Column (1), specify all of the proposed standards that should be used to determine whether the deliverable
meets the expectations for the project. The standards should be selected from the following list and any additional detail appropriate to each
standard should be provided. For example, if one of the standards is “Meets technical specifications,” the descriptions should outline the
proposed technical standards.
(2) Standard(s) for Acceptance
ADA Compliant
Appropriate for Duplication
Appropriately Organized
Attractive
Content Accurate
Content Complete
Format Consistent with Content and
Intended Audience
Grammatically Correct
Includes Copyright and Funding
Information
Design and Content Appropriate to
Intended Audience
Meets technical specifications
Peer Review
Readability Level is Appropriate to
Audience
Review by DOE Staff
Review by Other Entity
Sufficient Copies Provided
Translated into Appropriate Languages
User-Friendly
Other
Appendix G
APPLICANT INSTRUCTIONS: PERFORMANCE ACCOUNTABILITY
42
(3) In the third column, provide the date when the deliverable will be complete
. If applicable, include interim dates for drafts, review, etc.
DELIVERABLES FORM
(Examples: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible
product to be developed by the project.)
(1) Name of Deliverable and Brief Description
(2) Standard(s) for Acceptance
(3) Due Date(s)
Training, Technical Assistance, and Dissemination: All training and technical assistance (TA) activities whether provided
onsite, through distance learning media, conferences, workshops, or other delivery strategies
(1)
For each training, technical assistance or dissemination activity to be completed by the project, enter in Column (1), the name of the activity
and provide a brief description. The name should be identified from the following list. The description should indicate the purpose of the activity,
including the target audience and should indicate the type of content to be provided. For example, “Training for third grade teachers of reading in
use of multiple instructional strategies.”
(1) Name of Activity and Brief Description
Coaching
Conference
Coursework at Institutions of Higher
Education
Dissemination though the Media
Dissemination Through Internet
Distance Learning
Distribution of Media (Software, Videos,
CD ROMs, etc.)Distribution of Printed
Material
Exhibits
Follow-up to Training Activities
In-service Training
Mentoring
One-On-One Training
On-Site Technical Assistance
Pre-service Training
Seminars
Telephone Technical Assistance
Workshop(s)
Other
(2)
For each activity identified in Column (1), specify all of the proposed standards that will be used to determine whether the activity meets the
expectations for the project. Select the standards from the following list and provide any additional detail appropriate to each standard.
For
example, if one of the standards is “Participant Feedback Indicative of Usefulness,” the descriptions should outline how participant feedback will
be gathered and assessed.
(2) Quantity and Quality Standards for Acceptance
Appropriately Organized
Content Accurate
Content Complete
Delivery Appropriate to Content and
Audience
Design and Content Appropriate to
Intended Audience
Use of Consultants
Follow-up Data Indicative of Effectiveness
Format Consistent with Content and
Intended Audience
Participant Feedback Indicative of
Usefulness
Replicable
User-Friendly
Grammatically Correct
Other
Meets Technical Specifications
(3)
Provide in Column (3), the information/materials which will be provided (or otherwise available) to document the performance of the project.
(3) Method of Documentation
Agreements
Analysis of Requests and Responses
Anecdotal Data
Contracts
Evaluation Summaries
List of Participants
NRS Report
Observation by DOE Staff
Participant Competency Evaluations
Participant Feedback Summaries
Peer Review
Purchase Orders
Self-Reporting
Sign-in Sheets
Travel Itineraries
Verification of Dissemination to Target
Audiences
Other
43
(4)
In the fourth column provide the critical timelines for completion of each activity
(taking into consideration announcements of training
availability, delivery of training, completion of follow-up, etc.).
TRAINING, TECHNICAL ASSISTANCE, AND DISSEMINATION FORM (
All training and technical assistance (TA) activities whether
provided onsite, through distance learning media, conferences, workshops, or other delivery strategies.)
(1) Name of Activity and Brief
Description
(2) Quantity and Quality
Standards for Acceptance
(3) Method of Documentation
(4) Critical
Timelines
44
STUDENT PERFORMANCE: Any measure that is specific to student performance; e.g., test scores, attendance, behavior,
award of diplomas, certificates, etc. Students may include pre-k, K-12, and adult learners
(1)
For each type of student performance to be impacted by the project, enter in Column (1), the name of the performance from the following list
and provide a brief description. The description should describe the student population and provide detail about the expected student
performance. For example, “Academic Achievement – Reading: Low-performing 3
rd
grade students in Smith Elementary School will increase by
1 level on the FCAT .”
(1) Name of Performance and Brief Description
Academic Achievement – Language Arts
Academic Achievement – Math
Academic Achievement – Reading
Academic Achievement – Science
Academic Achievement – Social Studies
Academic Achievement – Writing
Achievement – Arts
Achievement – Other
Achievement – Vocational Education
Attendance
Award of Certificate
Career Advancement Retention
Decrease in Disciplinary Actions
Decrease in Drop-out Rate
Decrease in Suspensions/Expulsions
Diploma
Enrollments
GED
High School Credential
Job Placement
Job Retention
Improvement in Behavior
Increased Self-Sufficiency Through Use
of Technology
Literacy Completion Points
Non-Traditional Enrollments
Occupational Completion Points
Parental Involvement in Education of
Dependent Children
Parental Involvement in Literacy Activities
of Dependent Children
Participation in Assessment
Participation in Least Restrictive
Environment (LRE)
Placements, Retention, Completions
(postsecondary JOBS)
Postsecondary Education Placement
Postsecondary Education Completion
Program Completion
Promotion to Next Grade
Satisfactory Completion of Coursework
Secondary Credential
State-Adopted Assessment
Workplace Readiness Completion
Other
(2)
For each student identified in Column (1), specify all of the proposed standards from the following list that should be used to determine
whether the performance meets the expectations for the project. Any additional detail appropriate to each standard should be provided. For
example, if one of the standards is “Graduation Data,” the description should outline how the data will be gathered and what level of graduation
rate is expected.
(2) Method of Evaluating Performance
Anecdotal Data
AYP Determination
Disciplinary Referrals
FCAT
GED Data
Graduation Data
Observation
Participation Records
Placement Data
Progress Monitoring
Promotion Data
School Grades
Standardized Tests
Portfolios
Suspension/Expulsion Data
Other
45
STUDENT PERFORMANCE (continued)
(3)
Provide in Column 3, the information/materials which will be provided (or otherwise available) to document the performance of the project.
(3) Method of DOE Verification
Agreements
Analysis of Requests and Responses
NRS Report
Observation by DOE Staff
Anecdotal Data
Contracts
Evaluation Summaries
List of Participants
Participant Competency Evaluations
Participant Feedback Summaries
Peer Review
Purchase Orders
Self-Reporting
Sign-in Sheets
Travel Itineraries
Verification of Dissemination to Target
Audiences
Other
(4)
In the fourth column, provide the critical timelines for completion of each activity taking into consideration announcements of training
availability, delivery of training, completion of follow-up, etc.
46
STUDENT PERFORMANCE FORM (Any measure that is specific to student performance; e.g., test scores, attendance,
behavior, award of diplomas, certificates, etc. Students may include pre-k, K-12, and adult learners.)
(1) Name of Performance and Brief
Description
(2) Method of Evaluating Performance
(3) Method of DOE Verification
(4) Timelines for
Data Collection
47
SERVICE DELIVERY: Delivery of intended services to target population; e.g., adult literacy services, child find services,
student evaluation services, etc.
(1)
For each type of service to be delivered by the project, enter in Column (1), the name of the performance from the following list and provide a
brief description. Describe the service and provide detailed information about the nature of the service to be delivered.
For example,
“Mentoring—The project will provide trained adult mentors to work at least once per week with elementary students who have scored Level I or II
on the FCAT in reading or math.”
(1) Name of Service and Brief Description
Adult Literacy Activities
Career, Technical Education
Interagency Collaboration
Mentoring
Neighborhood Self-Sufficiency Through
Collaboration
Participation in Defined Program (e.g.,
After-School)
Referrals for Other Services
Other
Statewide Leadership Activities
Student Evaluation/Assessment
(2)
For each service identified in Column (1), specify from the following list all of the proposed standards that will determine whether the
performance meets the expectations for the project. Any additional detail appropriate to each standard should be provided. For example, if one
of the standards is “Mentoring is appropriate to identified needs,” the description should specify of the identified needs and indicate of how the
project will determine that mentoring is appropriate.”
(2) Standard(s) for Acceptance
Mentoring Is Appropriate to Identified
Needs
Quantity of Evaluations/Assessments
Meet Established Minimums Quantity of
Mentoring Meets Established Minimums
Specified Agencies Collaborate
Students Evaluations/Assessments Are
Administered Appropriately
Participation Rate Meets Established
Minimums
Quantity of Service Meets Established
Minimums
Units of Service Meet Established
Minimums
Quality of Service Meets Generally
Accepted Guidelines
Referrals Are Appropriate to Identified
Needs
Other
(3)
Provide in Column (3), the information/materials which will be provided (or otherwise available) to document the performance of the project.
(3) Method of DOE Verification
Agreements
Anecdotal Data
Attendance Records
Case Records
Contracts
List of Participants
Meeting Agendas
Meeting Minutes
NRS
Observation by DOE Staff
Participant Feedback Summaries
Purchase Orders
Sign-in Sheets
State-Approved Assessments
Travel Itineraries
Other
(4)
Provide in Column (4), the critical timelines for service delivery including initiation and termination dates, for example.
48
SERVICE DELIVERY FORM (Delivery of intended services to target population; e.g., adult literacy services, child find
services, student evaluation services, etc.)
(1) Name of Service and Brief
Description
(2) Standard(s) for Acceptance
(3) Method of DOE Verification
(4) Timeline for
Service Delivery
49
FORMAL THIRD-PARTY EVALUATION: A formal evaluation conducted by a party not employed by the fiscal agent either
under contract with the project recipient or under the auspices of the DOE
If a formal third-party evaluation is required or proposed for this project the following information must be provided.
(1)
In column (1), specify the scope of the evaluation using one or more of the descriptors provided below. Provide additional information
regarding the nature of the evaluation. For example, if the evaluation will cover only selected elements of the project, specify the elements to be
evaluated.
(1) Scope of Evaluation and Brief Description
All Aspects of Project
Outcome Assessment
Selected Elements of Project
Compliance Review
Process Review
Summative Evaluation
Formative Evaluation
(2)
In column (2) indicate the type of entity from the following list which will be conducting the third-party evaluation. Provide any additional
information which may be available about the entity to conduct the evaluation such as selection criteria or qualifications.
(2) Type of Entity Conducting Evaluation
Board/Commission/Task Force
Governmental Agency
Institution of Higher Education
Consultant Firm
Independent Entity Selected by Project
Selected Peer Reviewers
DOE Funded Project
Individual Consultant
Other
(3)
Provide in Column (3), the date(s) when the evaluation will be conducted including the date for completion of reports.
50
FORMAL THIRD-PARTY EVALUATION FORM (A formal evaluation conducted by a party not employed by the fiscal agent
either under contract with the project recipient or under the auspices of the DOE.)
(3) Date(s) Evaluation
to Be Conducted
(1) Scope of Evaluation and Brief Description
(2) Type of Entity Conducting Evaluation
51
