Attachment E - Capacity Sustaining Full Grant Application~3.docx

ATTACHMENT D

ATTACHMENT E

2025-2027 Farm to Child Nutrition Education Grant RFA Capacity Sustaining Full Grant Application

Background Information. This section is not scored.

Organization MUST be registered with the State of Oregon Business Registry before they can be awarded a Grant Agreement.

☐Educational Service District (ESD) ☐Nonprofit organizations (including but not limited to an institution of higher education if qualified as a nonprofit organization and/or nonprofit charter school if qualified as a nonprofit organization) ☐Commodity Commission or Commodity Council ☐Federally Recognized Indian Tribe. Please specify. Check all that apply.

☐Burns Paiute Tribe ☐Cow Creek Band of Umpqua Tribe of Indians ☐Confederated Tribes of Siletz Indians ☐Confederated Tribes of Coos, Lower Umpqua and Siuslaw Indians ☐Confederated Tribes of Grand Ronde ☐Confederated Tribes of the Umatilla Indian Reservation ☐Coquille Indian Tribe ☐Klamath Tribes ☐Confederated Tribes of Warm Springs ☐School overseen by the Bureau of Indian Education (Nixwa’aii or Chemawa) ☐Soil and Water Conservation District ☐Providers of center-based programs for children in the Child and Adult Care Food Program (CACFP) ☐Producers of food produced or processed in Oregon, including farmer, rancher, hunter, gatherer, seafood harvester and food manufacturer

Oregon Department of Education gets asked all the time “How many students benefit from or are engaged in grant-funded activities?” We know your proposed project is likely only funding a portion of your overall project.

Thinking just about the activities that will be funded by this grant, how many students do you anticipate will benefit from this proposed project?

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How did you arrive at that number?

In what county, counties, tribal, and/or statewide areas will these activities take place? List specific counties and tribal areas.

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APPLICATION – Questions for Points Awarded. Each section includes how many points will be scored.

A. Background: Successful projects and activities are supported by the principal, tribal leader, or other administrators. They are also integrated across the classroom, cafeteria, and community, and bring to life educational standards. Consider asking the principal, tribal leader, or other administrators how this project can align with their priorities for the school. Sample priorities principals, tribal leaders, or other administrators may have might include:

· Increasing attendance.

· Decreasing behavioral issues.

· Increasing meal participation because if students’ stomachs are full they are more ready to learn.

· Ensuring the school garden and the cafeteria provide educational experiences and are not just there to serve food.

B. Background: Effective activities are those that use evidence-based educational and/or social marketing materials. “Evidence-based” simply identifies activities that are effective at doing what they are meant to do. At their best, evidence-based materials are culturally relevant to the students being served and are those that were developed with the intended audience, reviewed by peers and youth, piloted, and refined.

Question to complete: Which evidence-based educational and social marketing materials will you be using. (Please check all that apply). (1 point)

☐ SB13 - Tribal History/Shared History ☐ Ag in the classroom ☐ A Taste of African Heritage ☐ Cooking Matters ☐ FoodCorps Lesson Plans ☐ Food Hero ☐ Food Hero Cultural Toolkits ☐ Grow This!

☐ Growing Healthy Kids ☐ Oregon Harvest for Schools ☐ Pre-K Harvest for Healthy Kids ☐ Tend, Gather, Grow ☐ USDA Grow It, Try It, Like It ☐ Other (please specify) Answer: Click or tap here to enter text.

☐ Not applicable (please explain) Answer: Click or tap here to enter text.

C. Background: Successful projects manage costs and submit timely reimbursements. We know costs change over time. Make your best effort now to anticipate costs. Be as specific as possible as this will help you more accurately scope your project and allow reviewers to determine if your proposed budget is reasonable, necessary, and allowable as defined in the Grant Guidelines (9 points).

Questions to complete: Submit Excel budget worksheet.

A. Background: Engaging, hands-on garden and agricultural education may positively influence students’ relationships with food. Successful projects are ones that provide a variety of experiences over time for youth to engage with a variety of foods in culturally affirming ways.

Each school and Early Childhood Education (“ECE”) site is unique and in a different phase of development. Please describe your program and what this grant will enable you to do. Check below if your project will develop or maintain physical infrastructure and/or provide hands-on, place-based, and/or experiential activities. Then describe in more detail how you will accomplish that.

Questions to complete:

1. Scored as Complete or Incomplete. One or both boxes must be checked:

☐ The project will develop and/or maintain the physical infrastructure for hands- on or experiential activities for students such as building or maintaining the school or indoor classroom gardens.

2. What is the impact your project seeks to have, and how will the grant funds enable you to achieve that impact? (6 points) Limit to two pages of text.

3. What is your plan for completing the proposed activities? (7 points) Limit to two pages of text.

2.A.2 What is the impact your project seeks to have, and how will the grant funds enable you to achieve that impact? (6 points) Limit to two pages of text.

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2.A.3. What is your plan for completing the proposed activities? (7 points) Limit to two pages of text.

A. Background: Effective educational activities provide multiple opportunities for youth to develop and practice skills related to food production, preparation, preservation, distribution, and/or consumption. For example, skills related to food production could include fishing, hunting, planting, soil testing, seed starting, transplanting, watering, composting, weed management, pruning, pest management, harvesting, canning, storing, seed saving, companion planting, permaculture, gathering, pollination, tool care, etc.

Question to Complete: How will youth in your program learn and/or practice specific skills related to food production, preparation, preservation, distribution, and/or consumption, and how often will they practice these skills (4 points)? Limit to one page of text

3.A How will youth in your program learn and/or practice specific skills related to food production, preparation, preservation, distribution, and/or consumption and how often will they practice these skills? (4 points) Limit to one page of text

A. Background: Effective food, agriculture, and garden-based education connects the classroom and community and makes it easy for lots of different people to participate. Programs for youth are improved when guided by multiple community voices. Caring adults, producers, local businesses, media, and so many others are ready and willing to support youth through your project if they know about it and are able to participate.

Questions to complete:

1. Please check off the outreach activities you intend to engage in and/or inform the community about this project (1 point) ☐Host garden Workdays ☐Host school garden “open house” ☐Invite chaperones ☐Invite guest speakers ☐Facilitate Garden Committee ☐Share at AgFest or agricultural event in your community ☐Share with Commodity Commissions ☐Share at farmers market booth ☐Share with PTO/PTA ☐Share with Tribal Council(s) ☐Share with Wellness Committee ☐Send home information in school/class newsletters ☐Other (please explain) Answer: Click or tap here to enter text.

2. Please check all the ways you are making it easy for community members to participate in your activities. Please check all that apply (2 points: 1 point per selection for 2 points maximum).

☐ Bilingual translators, such as Spanish language or American Sign Language, etc.

☐ Creating shared paper or electronic files based on what the community needs ☐ Listening sessions ☐ Mixing up meeting days and/or times ☐ Mixing up meeting locations ☐ Surveys ☐ Providing childcare ☐ Providing transportation ☐ Other (please explain) Answer: Click or tap here to enter text.

A. Background: Effective food, agricultural, and garden-based education connects the classroom and the cafeteria. It is important that those operating the Child Nutrition Program are aware of your proposed project. Consider asking Nutrition Services what their priorities are and how this project can align with their priorities.

Priorities Nutrition Services could include, but are not limited to:

· Buying local foods, such as maximizing ODE Reimbursement Grant dollars and other funding including USDA Pilot, Fresh Fruit and Vegetable.

· Decreasing plate waste.

· Ensuring the school garden and the cafeteria are integral parts of the education process.

· Farm field trips for youth and/or nutrition services.

· Generating positive perceptions of school food services within the schools and communities they serve.

· Highlighting local producers in cafeteria promotions and/or tasting tables

· Improving student consumption.

· Increasing meal participation.

Question to complete: Please collect the authorized signatory’s signature on the application below indicating they are aware of this project and support it (scored as Complete or Incomplete). If a signature is not applicable, please explain below.

· Nutrition Services Director or other lead nutrition administrator aware of application.

Director of Nutrition Services or other lead nutrition services administrator Name: Click or tap here to enter text.

Title: Click or tap here to enter text.

Signature:

(Electronic signatures acceptable)

If this question does not apply to your project, check this box and explain why.

· Not Applicable. Please explain why a principal or educational administrator's involvement in this project is not applicable. Click or tap here to enter text.