Texas 21st Century Community Learning Centers, Cycle 3 Revised Grant Period Year 1 See Errata Inform

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Texas 21st Century Community Learning Centers,
Cycle 3Revised Grant Period Year 1See Errata
Information

• Applicants Conference
• Event 6020
• April 20, 2004
• Texas Education Telecommunications Network
• 100 PM- 400 PM
• Geraldine Kidwell,
• State Coordinator 21st Century Community Learning
  Centers
• Revised April 25, 2004 to include page
  references reflecting applicant conference verbal
  content.

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Texas 21st CCLC, Cycle 3 Revised Calendar
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Texas 21st CCLC, Cycle 3 Revised Calendar
continued
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Purpose

• The Request For Applications (RFA) solicits grant
  applications from eligible applicants to
  establish or expand community learning centers
  that provide students with academic enhancement
  activities, along with supplementary activities
  designed to complement the students regular
  academic program. Community learning centers also
  must offer eligible students families literacy
  and related educational development opportunities
  and resources.

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Overview

• The Basic Score Chart found in the RFA, Part I,
  VII. Review Criteria, pages 20-22 is the
  scaffolding upon which the Applicants Conference
  is based.

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Overview

• Within the total application- the Needs,
  Objectives, Strategies, Activities, Evaluation,
  Budget projection, and Collaboration/Coordination-
  communicate a holistic description of the
  project, address how the needs will be met, how
  the objectives and purpose will be achieved using
  strategies implemented through activities, the
  impact of coordination/ collaboration, and
  budgeted fiscal support.

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Categories

• Criterion 1 Need for the Project
• Criterion 2 Quality of Project Design, is
  reflected holistically by the review of the
  entire application.
• Criterion 3 Quality of Project Services
  identifies indicators that will reflect the
  degree that the strategies and activities address
  these concerns.

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Categories

• Criterion 4 Quality of Management Plan,
  identifies specific indicators to be identified
  that reflect grant implementation.
• Criterions 5 Quality of Project Evaluation is
  specific to the manner in which the impact of the
  project can be determined.

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Categories

• Criterion 6 Appropriateness of Budget is
  specific to how the budget schedules are
  appropriate, demonstrate support for the project,
  and do not supplant or duplicate, services
  currently provided.

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Categories

• Ability of the applicant to follow written
  directions and complete the application according
  to instructions.
• Collaboration/Coordination is an additional
  criteria for each application submitted and
  required by any applicant meeting the criteria
  for the Federal Priority Points.

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Reviewer Responses

• Review Responses for Indicators of Quality
• Clearly Outstanding
• Exceeds Expectations
• Meet Standards
• Needs Improvement
• Not Addressed
• Reference RFA Part I, Information, VII. Review
  Criteria, page 20.

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Criterion 1 Need for Proposed Project

• The magnitude or severity of the problem to be
  addressed by the proposed project is significant
  in nature.
• Specific gaps, barriers, or weaknesses related to
  the severity of the problem have been identified.

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Needs Assessment

• 1. Briefly describe the method(s)/strategies
  used to assess the needs
• 2. Identify the specific local need(s) that
  exist within the context of the program goals.
• Reference RFA, Part II, Instructions, page 37.

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Needs Assessment Includes

• a) Description of the magnitude or severity of
  the problem(s) to be addressed in the
  application and
• b) Substantiation of the need(s) with relevant
  data, including district and campus level
  demographic data and other relevant information.
  
• c) Identification the specific gaps, barriers, or
  weaknesses related to the severity of the
  problem(s).
• Reference RFA Part II, Instructions, page 37.

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Needs Assessment

• d) Must include a statement that the students
  attending the program are identified with
  specific participating campus (es) having not
  less than 40 or more students identified as
  meeting the criteria for economically
  disadvantaged.
• e) The statement should also establish the
  current and recent past status of academic
  achievement using as much data as appropriate.
• Reference RFA Part II, Instructions, page 37.

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Needs Assessment

• 3. Identify, describe, and discuss
• the assessment of objective data regarding the
  need for before and after school programs
  including summer recess periods and
• relevant activities for schools and communities.
  
• Include substantiating data as appropriate.
• Reference RFA Part II, Instructions, page 37.

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Communicate the Need

• TOOLS

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Eligible Applicants

• Local educational agencies (LEAs), including
  public school districts, open enrollment charter
  schools and regional education service centers
  community-based organizations (CBOs) and other
  public or private entities, non-profit or for
  profit or a consortium of two or more agencies,
  organizations, or entities are eligible to apply.
  
• Reference RFA Part 1, B. Eligible Applicants,
  Page 2

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Eligible Applicants

• Eligible applicants include city or county
  governments, faith-based organizations,
  institutions of higher education, and for-profit
  corporations. A shared services arrangement
  (SSA) of two or more LEAs is also eligible to
  apply.

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Center Requirement

• The 21st CCLC must be carried out in
  collaboration with eligible schools.
• An application must designate specific campus(es)
  that meet the eligibility requirements of the
  grant.
• Each Center may serve students from more than
  one eligible campus, but an eligible campus may
  not be served by more than one Center.
• Reference RFA Part 1, B. Eligible Applicants,
  Page 2

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Eligible Campuses

• Eligible campuses are schools eligible for
  schoolwide programs under Title I, section 1114
  or
• schools that have a high percentage of low-income
  families (40 of more students identified as
  economically disadvantaged) as indicated on the
  data submitted to PEIMS for School Year
  2003-2004.
• Reference RFA, Part 1, Page 3.

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Campus Information Data

• A public school, charter or private school campus
  must have 40 or greater economically
  disadvantaged to be eligible.
• If a school is a Title 1 Schoolwide program by
  waiver and does not have 40 or greater
  economically disadvantaged that can verified by
  Title 1 data or PEIMS snapshot report data
  submitted to TEA October 31, 2003 in the PEIMS,
  the school is not eligible to participate in this
  grant program. (Use data off of the EDIT
  reports for this year).
• Reference RFA Part 1, page 3.

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Eligible Campuses

• A private or non-profit school is eligible if the
  campus has 40 or more economically disadvantaged
  students in attendance.
• Reference RFA Part 1, page 3.

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Eligible Campuses

• A new school opening in the 2004-2005 School Year
  should not be included in an application. A
  school must have one-year of operation before
  submitting an application to participate in this
  grant program.
• Reference RFA Part 1, page 3.

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Center Definition

• A Center is the physical site at which the
  project activities will be implemented on a daily
  basis.
• Reference RFA, Part I, page 7.
• If there is an adjunct site to be used for
  occasional activities, do not enter it as a
  separate center.

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Center

• No campus may participate in more than 1 center
  and in more than 1 application. Do not enter the
  same campus in multiple applications or centers.
  Different grade levels from the same campus
  meeting at the campus physical address can not be
  divided into 2 centers.
• Reference RFA, Part II Instructions, Page 34.

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Center

• Example Primary and Intermediate
  non-concurrent activities meeting at the same
  physical site on a daily basis for program
  activities constitute one center. The program
  activities will take place at the same physical
  address but may or may not have concurrent hours.
  Such an arrangement will not count for two
  centers.
• (The campus 9 digit number is the same for all
  grades housed in the school.)
• Reference RFA, Part II Instructions, Page 34.

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Process of Submitting Application

• A campus(es)-based application must be submitted
  through a district/charter system or through the
  chief governing or executive officer of the
  entity submitting the application.
• Reference RFA, Part I, Number of Centers, page 3

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Centers Number of Centers

• The eligible applicants indicated in Section II,
  B. Eligible Applicants, may submit more than one
  application however, an eligible campus may only
  be served through one Texas 21st CCLC grant
  program awarded in any cycle.
• One application may contain up to five community
  learning centers (physical hosting sites).
• Grantees currently receiving Texas 21st Century
  funds can submit applications to serve additional
  eligible campuses not being served in Cycles 1
  and 2 through new centers.
• Reference RFA, Part I, Number of Centers, page 3

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Center Director Requirements

• A Center director may not direct activities at
  more than five Centers.
• Each Center may serve students from more than one
  eligible campus, but a campus may not be served
  by more than one Center.
• If more than one application is submitted from
  an eligible applicant, the applications will be
  in competition with each other as well as with
  all other applications submitted.
• Reference RFA, Part I, Number of Centers, page 3

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Center Site or Adjunct Site

• Part 1 Center Information
• A Center is the physical site at which the
  project activities will be implemented on a daily
  basis.
• If there is an adjunct site to be used for
  occasional activities, do not enter it as a
  separate center.
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part I Center Information,
  page 34.

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Center Reminders

• Part 1 Center Information
• No campus may participate in more than 1 center
  and in more than 1 application.
• Do not enter the same campus in multiple
  applications or centers.
• Different grade levels from the same campus
  meeting at the campus physical address can not be
  divided into 2 centers.
• (See Example, Slide 31)
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part I Center Information,
  page 34.

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Center Information

• Part 1 Center Information
• Example Primary and Intermediate non-concurrent
  activities meeting at the same physical site on a
  daily basis for program activities constitute one
  center. The program activities will take place
  at the same physical address but may or may not
  have concurrent hours. Such an arrangement will
  not count for two centers.
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part I Center Information,
  page 34.

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Requirement

• Each application must designate the specific
  participating campus(es) that meet the
  eligibility requirements of the grant in order to
  determine the students and families to be served
  in the 21st CCLC.
• To be considered for funding each Center included
  in the application must include and identify not
  less than one eligible secondary or elementary
  school.
• Reference RFA, Part I, Information, Page 3.
  (Boxed)

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Required Center Information

• Part 1 Center Information
• An application that does not identify and provide
  information as required for the Center and at
  least one eligible elementary or secondary campus
  is not eligible to be funded.
• The information for the Center(s) and
  Participating Schools must be entered on the
  correct schedules.
• Reference RFA Part II, Instructions Center
  Information, Part 1, Page 34, (Boxed middle of
  page)

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Entering Information

• Each Center may serve students on one or more
  campuses, but a campus may not be served by more
  than one Center or in more than one application.
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35-36

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Reminder Campus Eligibility

• A campus must have 40 or greater economically
  disadvantaged to be eligible. If a school is a
  Schoolwide program by waiver and does not have
  40 or greater economically disadvantaged that
  can verified by Title 1 data or PEIMS data
  2003-2004, the school is not eligible to
  participate in this grant program.
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35

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Participating Campuses

• Enter each campus by Center.
• Enter all the campus (es) in Center 1 before
  entering campuses in Center 2, etc.
• Count the number of participating campuses
  indicated in Part 1 Center Information in each
  center.
• The number of Participating Campus Names and
  Information charts must equal the sum of
  participating campus (es) designated on the
  Center Information Chart.
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35.

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Participating Campuses One form for each campus.

• 3. Total Enrollment
• Enter the enrollment as indicated in the TEA
  Directory 2003-2004 (2002-2003 data).
• Enter the enrollment for 2003-2004 as entered in
  the PEIMS submission on October 31, 2003,
  snapshot date. (Use data off of the EDIT
  reports for this year)
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35.

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Participating Campuses

• 4. Title 1 Schoolwide campus 2003-2004 Check Yes
  or No if the Campus will be a Title 1 Schoolwide
  Campus in 2003-2004. (The campus must have 40 or
  greater Economically Disadvantaged. A schoolwide
  campus by waiver with less than 40 economically
  disadvantaged on that campus is not eligible.)
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35.

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Participating Campuses

• 5. Title 1-Part A Campus in Need of Improvement
  in 2003-2004 Check Yes or No if the Campus will
  be a Title 1-Part A Campus in Need of Improvement
  in 2003-2004.
• 6. Campus will receive Title 1-Part A funds in
  2003-2004 Check Yes or No if the Campus will
  receive Title 1-Part A funds in 2003-2004.
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35.

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Participating Campuses

• 7. Percentage of students with Limited English
  Proficiency (LEP) Enter the percentage of LEP
  students enrolled at the campus in 2003-2004 as
  entered in the PEIMS submission on October 31,
  2003, Snapshot report. (Use data off of the
  EDIT reports for this year.)
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35.

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Participating Campuses

• 8. Academic Performance Spring 2004
  Administration of the TAKS.
• 8. A. Enter the percent of student that Met
  Standards on all tests taken.
• 8. B. Enter the percent of students that Met
  Standard in Reading/ELA.
• 8. C. Enter the percent of students that Met
  Standard in mathematics.
• 8. D. Enter the percent of students that Met
  Standard in science.
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35.

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Participating Campuses

• 9. Percentage Economically Disadvantaged
• Enter the 2003-2004 percentage of economically
  disadvantaged as entered in the PEIMS submission
  on October 31, 2003, Snapshot report. (Use data
  off of the EDIT reports for this year)
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 2. Participating
  Campus(es) Information, Page 35.

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Risky Behaviors

• Enter from the PEIMS 425 Report of 2002-2003.
  The information is always reported as of the
  prior year.
• Non Criminal A. Enter the number of incidents
  for the year indicated Non-Criminal and
• B. Enter the percentage of individual students
  involved.
• Criminal A. Enter the number of incidents for
  the year indicated Criminal and
• B. Enter the percentage of individual students
  involved

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Location of Centers

• TEA may approve an application for a center to be
  located in a facility other than an elementary or
  secondary school only if the center will be at
  least as available and accessible to the targeted
  students to be served as if the program were
  located in an elementary or secondary school.
• Applicants must provide an impact statement
  describing how the facility will accomplish this.
  (SAS 4A-Program Abstract, Part 3)
• Reference RFA Part II, Instructions, Schedule
  4A-Program Abstract, Part 3 Center Information,
  page 37.

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Program Requirements

• The local needs, local program objectives,
  strategies, activities, and evaluation plan
  described on Schedules 4A-4C must address the
  program purpose to be eligible for funding.
• (Reference Part I, Section II, C. PROGRAM GOALS
  AND FUNDING, page 4 RFA Part II, Instructions,
  Schedule 4B- Program Description- Part 1 Program
  Requirements RFA Part III, SAS, Pages 16-17)

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Program Requirements/Checklist

• Applicants should think of this schedule as a
  Table of Contents to help guide the reviewer and
  TEA staff through the program strategies and
  activities. The purpose is to determine if the
  applicant addressed all requirements as
  appropriate and to enable the reader to identify
  the location of the requirement on the following
  schedules. Although the information provided on
  this page will be reviewed and verified by a
  member of the review team, it will not be scored
  to receive any points. Rather, the
  strategies/activities used by the applicant to
  carry out these requirements, as described on the
  following narrative schedules, will be scored and
  assigned points by the reviewer.
• Reference RFA Part II Instructions, Page 39 2nd
  Paragraph)

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Criterion 2 Quality of the Project Design

• The proposed project is appropriate to, and will
  successfully address, the needs of the target
  population or other identified needs.
• The program activities directly relate to the
  program goals, local objectives, and strategies,
  as well as to the program description and project
  requirements.

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Criterion 2 Quality of the Project Design

• The objectives, strategies, activities, and
  desired results of the project are clearly
  specified and measurable.
• The design of the proposed project reflects
  up-to-date knowledge from scientifically-based
  research and effective practice.

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Needs /Objectives

• List the Local Program Objectives established to
  meet the stated program purpose of the Texas 21st
  Century Community Learning Centers grant and
  address the specific local needs identified in
  the "Statement of Need."

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Objectives

• At a minimum, objectives must be to
• increase the number and percent of students who
  participate in the 21st Community Learning
  Centers Activities who
• (1) pass all tests on TAKS
• (2) are promoted to the next year
• (3) are graduated
• Reference RFA Part II Instruction, Schedule
  4A-Program Abstract, Part 5 Local Program
  Objectives, Pages 37-38

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Objectives

• increase the percent of families of students
  attending eligible schools participating in
  family literacy activities and educational
  opportunities
• the number and percent of students who
  demonstrate increased proficiency in reading,
  mathematics, and science as demonstrated through
  pre-and post-testing
• Reference RFA Part II Instruction, Schedule
  4A-Program Abstract, Part 5 Local Program
  Objectives, Pages 37-38

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Objectives

• decrease in the number and percent of students
  participating in the 21st Century Community
  Learning Centers cited for non-criminal and
  criminal activities
• Reference RFA Part II Instruction, Schedule
  4A-Program Abstract, Part 5 Local Program
  Objectives, Pages 37-38

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Objectives

• increase in the number and percent of students
  participating in the 21st Century Community
  Learning Centers attending 80 or greater of the
  program time in the fall and spring semester
• Reference RFA Part II Instruction, Schedule
  4A-Program Abstract, Part 5 Local Program
  Objectives, Pages 37-38

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Criterion 3 Quality of Project Services

• Strategies and activities are of sufficient
  quality and scope to ensure equitable access and
  participation among all eligible program
  participants.
• Strategies and activities are of sufficient
  quality and depth to ensure accomplishment of the
  goals and objectives of the project.

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Strategies

• In the identification of the strategies,
  applicants must address all of the required
  information in the Program Goals, Program
  Description, and Project Requirements sections of
  the Request for Application (RFA) in order to be
  considered for funding.

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Strategies

• Applicants must also address each of the
  requirements listed on the previous schedule,
  Schedule 4B - Program Description - Part 1 -
  Program Requirements. Clearly identify each
  requirement by providing a subheading for each
  and then describing the strategies that will be
  used to carry out the requirement.

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Criterion 4 Quality of the Management Plan

• Qualifications, experience, and certifications of
  project personnel and external consultants are of
  sufficient quality to ensure successful
  implementation.

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Criterion 4 Quality of the Management Plan

• The management plan is designed to achieve the
  objectives of the proposed project on time and
  within budget, with appropriate timelines and
  milestones for accomplishing project tasks.

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Criterion 4 Quality of the Management Plan

• The procedures ensure feedback and continuous
  improvement in the operation of the proposed
  project through ongoing monitoring and
  adjustments as needed.

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Criterion 4 Quality of the Management Plan

• The proposed project will be coordinated with
  similar or related efforts utilizing existing
  resources and facilities and with other
  appropriate community, state, and federal
  resources, to maximize the effectiveness of grant
  funds.

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Criterion 4 Quality of the Management Plan

• The level of involvement and commitment to the
  project of all participants, including
  management, staff, collaborators and partners, is
  sufficient to ensure the successful
  implementation of the project goals, objectives
  and activities

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Information Strategies

• SCHEDULE 4B IS LIMITED TO NO MORE THAN NINE (9)
  PAGES (excluding those attachments submitted to
  provide evidence of the above (Grant Manager and
  Grant Personnel) that are included in an Appendix
  and the Sustainability of Centers Schedule),
  FRONT ONLY, FONT SIZE NOT LESS THAN 9 POINT,
  ARIAL OR TIMES NEW ROMAN.

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Supplement-Not-Supplant

• To demonstrate how services and activities
  provided by this grant program will be
  supplemental to existing state and local services
  and activities, describe any and all existing
  services or activities that are similar in nature
  to those proposed in this application. Then
  describe precisely how all program services and
  activities to be funded from this grant will be
  supplementary to existing services and
  activities.

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Management Plan

• (1) Partnership/Involvement of Others
  Applicants must demonstrate how a variety of
  individuals with diverse perspectives will be
  consulted in the design, planning, and
  implementation of the project. Identify
  specifically with whom the applicant will be
  partnering or involving in planning, designing
  and carrying out grant activities. Describe
  specifically how and when it will partner or be
  involved with other entities/organizations/groups
  in planning, designing and carrying out grant
  activities. Also specify the role(s) of each
  partner in planning, designing and carrying out
  grant activities.
• Reference RFA Part II Instructions, Page 40.

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Management Plan

• (2) Management of Grant Activities Describe
  the plan for how grant activities will be managed
  and monitored on a day-to-day basis to ensure
  successful implementation and operation of the
  grant program. Describe the processes for
  ensuring that activities will be conducted and
  completed according to the timeline proposed in
  the application. Included should be processes
  for soliciting feedback on an ongoing basis and
  for ensuring continuous improvement in the
  operation of the project.
• Reference RFA Part II Instructions, Page 40.

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Management Plan

• (3) Internal Communication, Coordination, and
  Reporting Describe the processes and activities
  that will be incorporated to provide for regular
  and frequent communication among stakeholders,
  including the administration the local project
  manager/contact person the business office and
  any major collaborators, including partners, as
  well as the staff implementing the program
  throughout the grant period. Also describe the
  process, including the frequency, for how the
  project manager will regularly report grant
  progress and problems encountered to the
  supervisor of the project manager and to the
  chain of management.
• Reference RFA Part II Instructions, Page 41.

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Management Plan

• 4. Grant Project Manager and Grant Personnel
  Specifically describe the experience and
  qualifications, including any background
  training, of the grant project manager (i.e., the
  person who will be managing grant activities on a
  day-to-day basis). This description must provide
  satisfactory evidence of the project managers
  capability to manage and coordinate the types of
  activities described in the Request for
  Application and to perform the activities and
  required program components according to the
  established timeline. Any supporting
  documentation evidencing such management
  capabilities should be contained in an appendix
  to the application.
• Reference RFA Part II Instructions, Page 41.

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Management Plan

• Qualifications and responsibilities of all grant
  personnel shall be described, including
• certifications and endorsements as appropriate
• amount and nature of professional experience
• supervisory responsibilities as appropriate and
• an appendix to the application must contain a
  vita for any major external consultant(s) to be
  used in the project.
• Reference RFA Part II Instructions, Page 41.

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Management Plan

• (5) Resource Management Describe the existing
  resources to be utilized and management of
  facilities to maximize the use of grant funds.
  Also explain the relationship and coordination of
  the proposed project with other programs in the
  district or on the campus and with other
  community, state, and federal resources. (One of
  the purposes of this description is to help
  illustrate the cost-effectiveness of the project,
  including coordination with other programs and
  resources.)
• Reference RFA Part II Instructions, Page 41.

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Collaboration/Coordination of a Jointly Submitted
Application

• Additional Criteria for each application
  submitted
• (Required to qualify for the Federal priority
  points if the applicant meets criteria based on
  student academic performance and percentage of
  economically disadvantaged students)
• Reference RFA Part 1 Information, VII. Review
  Criteria, Categories, Page 22.

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Additional Criteria Collaboration/Coordination

• (1)The collaboration/coordination is evidenced
  through formalized agreements,
• (2) inclusion of identified substantial roles to
  ensure the delivery of services,
• Reference RFA Part 1 Information, VII. Review
  Criteria, Categories, Page 22.

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Additional Criteria Collaboration/Coordination

• (3) joint participation of at least one or more
  organizations that collaborated tin the planning
  and design of the program, and
• (4) resource sharing and description of
  responsibilities, and significant involvement in
  the management of the program by senior level
  personnel at the applicant agency(ies).
• Reference RFA Part 1, Information, VII. Review
  Criteria, Categories, Page 22.

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Partnerships

• Collaboration and partnerships are encouraged in
  all applications as applicants design a plan to
  accomplish the intent of the legislation in their
  own schools and communities.
• Applications submitted jointly should clearly
  state and demonstrate that
• 1. at least one other organization collaborated
  in the planning and design of the program
• Reference RFA, Part I, Information,
  Partnerships, Page 4.

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Partnerships
2. all entities have identified substantial roles
to play in the delivery of services 3. there is
evidence of resource sharing and a description of
the resources to carry out these
responsibilities and 4. there will be
significant ongoing involvement in the management
and oversight of the program by senior level
personnel at the applicant agency (ies).
Reference RFA, Part I Information, Partnerships,
Page 4.
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Partnerships

• Letters of endorsement are not, by themselves,
  evidence that partners have been substantially
  involved in the planning and design of the
  program at the center.
• Reference RFA, Part I, Information,
  Partnerships, Page 4.

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Partnerships

• A full description of formal involvement and of
  the nature of the partnership will be reported in
  Part III, SAS, Schedule 4B, Program Description-
  Part 2- Program Strategies and addressed in
  Schedule 4B, Program Description- Part 3-
  Program Activities.
• Refer to Part II, Instructions for additional
  information (page 41).
• Reference RFA, Part I Information, Partnerships,
  Page 4.

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Management Plan

• (6) Jointly Submitted Applications between not
  less than one LEA and one CBO
• If this application is to be considered as an
  application jointly submitted by not less than
  one LEA(s) and one community-based
  organization(s), detailed and specific
  information as to the management of the project
  must be fully described in this section of the
  application. (Part I, Request for Application,
  Section II Application Information
  Partnerships, page 4.)
• Reference RFA Part II Instructions, Management
  Plan (6) Jointly Submitted Applications, page 41

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Jointly Submitted Applications

• Applications submitted jointly should clearly
  state and demonstrate that
• a. at least one other organization collaborated
  in the planning and design of the program
• b. all entities have identified substantial roles
  to play in the delivery of services
• Reference RFA Part II Instructions, Management
  Plan (6) Jointly Submitted Applications, page 41

81
Collaboration/Coordination of a Jointly Submitted
Application

• c. there is evidence of resource sharing and a
  description of the resources to carry out these
  responsibilities and
• d. there will be significant ongoing involvement
  in the management and oversight of the program by
  senior level personnel at the applicant
  agency(ies).
• Reference RFA Part II Instructions, Management
  Plan (6) Jointly Submitted Applications, page 41

82
Program Continuation

• One of the purposes of this program is to enable
  local education agencies to implement promising
  educational programs that can be supported by
  local sources of funding after such programs are
  demonstrated to be effective.
• Reference RFA Part II Instructions, Program
  Continuation, page 41

83
Sustainability of Center(s)

• Use the chart format to communicate your plan for
  sustaining the grant program over time. Grant
  funds should be used to put the infrastructure in
  place so that as funds diminish, the grantee is
  able to sustain the operation of the center from
  other funding sources.
• Reference RFA Part II Instructions,
  Sustainability of Centers, pages 41-42

84
Sustainability of Center(s)

• Ensure that all information contained in the
  chart format is addressed. Cite briefly major
  plans that will be implemented and funding
  sources that will be used during each successive
  year of program implementation that can
  contribute to sustaining the program when grant
  funds are reduced or no longer available.
• Reference RFA Part II Instructions,
  Sustainability of Centers, pages 41-42

85
Sustainability of Center(s)

• Page 1 of the Sustainability of Center(s) will
  address only the first three years of the grant
  program.
• Page 2 will address Year 4, Year 5, and Year 6
  and beyond.
• Continuation funding for year 4 will be reduced
  by 20 of the amount awarded in year one.
  Continuation funding for year 5 will be reduced
  by an additional 20 from the amount allocated in
  year four. Year 6 and beyond should address the
  plans for sustaining the funding after all grant
  funding has ended.
• Reference RFA Part II Instructions,
  Sustainability of Centers, page 42

86
Sustainability of Center(s)

• Part 1 Instructions for completing the columns
  Years 1, 2, and 3
• Column A. Infrastructure Provided with Grant
  Funds
• Year Pre-printed and identifies the year of the
  grant period
• Infrastructure means the underlying foundation or
  basic framework (as a system or organization) to
  also include the resources such as personnel,
  buildings, equipment required to support each
  center included in the grant application.
• Reference RFA Part II Instructions,
  Sustainability of Centers, page 42

87
Sustainability of Center(s)

• Column B Sustainability from Other Fund Sources
• (1) Identify the Major Activities/Expenditures/Hum
  an Resources from other fund sources utilized in
  the identified year.
• (2) Identify the strategies and potential
  resources to be sought during the identified
  year.
• Reference RFA Part II Instructions,
  Sustainability of Centers, page 42

88
Sustainability of Center(s)

• Page 2 Instructions for completing the columns
  Years 4, 5, and 6 and Beyond
• Column C Infrastructure Provided with remaining
  grant funds
• To maintain the program and continue to serve the
  projected number of students, identify the major
  activities they will continue to be supported
  through allocated grant funds.
• Reference RFA Part II Instructions,
  Sustainability of Centers, page 42

89
Sustainability of Center(s)

• Column D Identify the Major Activities that
  will need support from supplementary resources
• Identify the major activities that are part of
  the program serving the enrolled students that
  will need to seek new sources of funding/support
  to maintain and/or improve the program at or
  above the current status for the prior year of
  implementation.
• Reference RFA Part II Instructions,
  Sustainability of Centers, page 42

90
Sustainability of Center(s)

• Column E Identify the strategies and potential
  resources that will be in place to represent the
  indicated reduction in funds of the identified
  years.
• Identify potential partners, collaborators, and
  strategies that will be part of the plan for
  sustainability as funding is decreased in years
  4, 5, and 6 and beyond.
• Reference RFA Part II Instructions,
  Sustainability of Centers, page 42

91
Program Activities

• The applicant should refer to the Program Goals,
  Project Description, and Project Requirements of
  Section II of the RFA, if applicable, in
  completing this schedule.
• The applicant should also refer to the "Local
  Program Objectives" identified on Schedule 4A -
  Program Abstract and to the strategies identified
  on Schedule 4A - Part 2 - Program Strategies.
• To the degree of specificity practical, the
  applicant will list the major activities to be
  undertaken to accomplish each strategy.
• Reference RFA Part II Instructions, Schedule
  4B-Program Description- Part 3 Program
  Activities, page 44

92
Program Activities

• In general, the activities must
• a) relate directly to the stated program goals,
  local program objectives, and strategies
• b) address all of the required components
  outlined in this Request for Application
• c) be clearly stated and
• d) address the identified needs of the targeted
  population.
• Reference RFA Part II Instructions, Schedule
  4B-Program Description- Part 3 Program
  Activities, page 44

93
Program ActivitiesSpecific Instructions

• 2. To complete this schedule, copy the "Local
  Program Objectives" from Schedule 4A, beginning
  a new page for each local program objective.
• 3. For each Local Program Objective, copy the
  related strategies from Schedule 4B -- Program
  Strategies, beginning a new page for each
  strategy.
• Reference RFA Part II Instructions, Schedule
  4B-Program Description- Part 3 Program
  Activities, page 44

94
Program ActivitiesSpecific Instructions

• 4. For each strategy, list the activities to be
  carried out to accomplish the strategy. The
  activities must
• a) relate directly to the program goals, local
  program objectives, and strategies, as well as to
  the project description and project requirements
  sections of the RFA
• b) be sufficient to carry out the proposed
  program and
• c) be designed to provide measurable outcomes.
• Reference RFA Part II Instructions, Schedule
  4B-Program Description- Part 3 Program
  Activities, page 44

95
Program ActivitiesSpecific Instructions

• Continue until activities have been provided for
  each local program objective identified on
  Schedule 4A - Program Abstract and for each
  strategy identified on Schedule 4B -Part 2 -
  Program Strategies.
• Reference RFA Part II Instructions, Schedule
  4B-Program Description- Part 3 Program
  Activities, page 44

96
Effectiveness Indicators

• 7. In the column "Effectiveness Indicators", for
  each major objective and activity, provide the
  indicator(s) that will be used to assess the
  effectiveness of the project activities.
  Effectiveness indicators provide information on
  the condition or status of a program in producing
  the intended or desired results. They are used to
  measure and document the accomplishment of, or
  progress toward, the stated goals, objectives,
  and activities, and to plan program improvement
  strategies.
• Reference RFA Part II Instructions, Schedule
  4B-Program Description- Part 3 Program
  Activities, page 44

97
Effectiveness Indicators

• Ensure that Effectiveness Indicators meet the
  criteria of the Principles of Effectiveness from
  the authorizing legislation, as described in the
  RFA, Part I, Section II. G Project Requirements
  (page 11). Refer to the instructions for
  Schedule 4C, Part 2 Required Performance
  Measures for the performance measures that must
  be addressed (Page 48).
• Reference RFA Part II Instructions, Schedule
  4B-Program Description- Part 3 Program
  Activities, page 44

98
Criterion 5 Quality of Project Evaluation

• The methods of evaluation provide for examining
  the effectiveness of project strategies.
• Reference RFA Part I, Information, Page 21
• Part II Instructions, Schedule 4C-Program
  Evaluation Design, pages 47-49.

99
Criterion 5 Quality of Project Evaluation

• The methods of evaluation include the use of
  objective performance measures and indicators of
  program accomplishment that are clearly related
  to the intended results of the project and will
  produce quantitative and qualitative data to the
  extent possible.
• Reference RFA Part I, Information, Page 21
• Part II Instructions, Schedule 4C-Program
  Evaluation Design, pages 47-49.

100
Criterion 5 Quality of Project Evaluation

• The evaluation design includes processes for
  collecting data, including program-level (i.e.,
  program activities, number of students served,
  etc.) and student-level academic (e.g.,
  achievement results, attendance data, etc.).
• Reference RFA Part I, Information, Page 21
• Part II Instructions, Schedule 4C-Program
  Evaluation Design, pages 47-49.

101
Criterion 5 Quality of Project Evaluation

• The formative evaluation processes outlined in
  the application provide for the identification
  and correction of problems throughout the
  duration of the grant project.
• Reference RFA Part I, Information, Page 21
• Part II Instructions, Schedule 4C-Program
  Evaluation Design, pages 47-49.

102
Criterion 6 Appropriateness of Budget

• The cost per student (total grant request divided
  by the total number of students served) is
  appropriate for the results expected.
• Reference RFA Part I, Information, G. Program
  Goals and Funding, page 7 K Use of Funds,
  Unallowable Uses, page 12-13 VII. Review
  Criteria, Page 21
• Part II Instructions, Schedules 3Budget
  Summary-3E-Pages 4-33.

103
Criterion 6 Appropriateness of Budget

• The budget, including personnel, materials, and
  other identified expenses, adequately supports
  the activities outlined in the proposed project.
• Reference RFA Part I, Information, G. Program
  Goals and Funding, page 7 K Use of Funds,
  Unallowable Uses, page 12-13 VII. Review
  Criteria, Page 21
• Part II Instructions, Schedules 3Budget
  Summary-3E-Pages 4-33

104
Criterion 6 Appropriateness of Budget

• Expenditures and activities are supplemental to,
  and do not supplant or duplicate, services
  currently provided.
• Reference RFA Part I, Information, G. Program
  Goals and Funding, page 7 K Use of Funds,
  Unallowable Uses, page 12-13 VII. Review
  Criteria, Page 21
• Part II Instructions, Schedules 3Budget
  Summary-3E-Pages 4-33

105
Total Application

• In addition, the review committee and TEA staff
  will consider the ability of the applicant to
  follow written directions, as follows
• Application is organized and completed according
  to instructions.

106
Required Font Specification

• FONT SIZE NOT LESS THAN 9 POINT, ARIAL OR TIMES
  NEW ROMAN.

107
Information Strategies

• Any pages that exceed the specified page
  limitation will be removed prior to the review
  and scoring and will not be considered during the
  review.
• Any pages with a font size smaller than 9 point
  will not be reviewed and will receive a score of
  zero.
• Any schedules that do not conform to the
  specified format will not be reviewed and will
  receive a score of zero (0).

108
Information Strategies

• All narrative schedules must be typed. Any
  hand-written narrative schedules will not be
  reviewed and will receive a score of zero (0).

109
Basic Score Chart 120 Points Possible (Reference
RFA Part I, Pages 20-22)
110
To be considered for funding Reference RFA Part
I, Pages 20-22

• Only applications receiving 70 or greater of the
  total points on the basic score chart will be
  considered for funding. (Awards are contingent
  upon availability of funds.)
• Grant awards will be made starting with the
  highest scoring application and continue to the
  next highest score until funds are exhausted.
• However, no award will be made to any application
  scoring fewer than 70 of the available points on
  the basic score chart.

111
Federal Priority Points

• 120 Possible Point on the Basic Score Chart.
• 120 points times 70 84 points)
• Priority points may be added for competitive
  ranking to an application receiving 70 of the
  total available points on the basic score chart
• Reference RFA Part I, Page 20-22

112
Federal Priority Points

• Priority points may be added for competitive
  ranking to an application
• receiving 70 of the total available points on
  the basic score chart
• proposing to target services to students who
  attend school(s) that have been identified as in
  need of improvement under Title I, Section 1116
  School Improvement and
• is submitted jointly by eligible entities
  consisting of not less than one local
  educational agency receiving funds under Part A
  of Title I and a community-based organization or
  other public or private entity.
• Reference RFA Part I, Pages 20-22

113
Special Rule

• TEA will provide the same priority to an
  application submitted by a local educational
  agency if the local educational agency
  demonstrates that it is unable to partner with a
  community-based organization in reasonable
  geographic proximity and of sufficient quality to
  meet the requirements of this grant.
• Reference RFA Part I, Pages 20-22

114
Identification of Campuses Meeting Federal
Priority

• This is the link to the reports for 2003-2004
• http//www.tea.state.tx.us/nclb/titleia/sip/sip.ht
  ml

115
Information Verification

• All information entered will be verified using
  AEIS reports, PEIMS report, and Title I reports.
  
• The AEIS http//www.tea.state.tx.us/perfreport/aei
  s/index.html
• is available for easy access of information.
• The campus form is limited to the space provided.
  Retain the format.

116
Contact Information

• Geraldine Kidwell
• State Coordinator 21st Century Community Learning
  Centers
• Division of Discretionary Grants
• 1701 North Congress Avenue-
• Room 6-108
• Austin, Texas 78701-1494
• gkidwell_at_tea.state.tx.us
• Phone [phone] FAX [phone]