Basic Needs FY 2022 Pre-App Webinar Slides 081822.pdf

FY 2022

Basic Needs for Postsecondary Students Program

ALN: 84.116N

Pre-Application Webinar

§Beatriz Ceja, Director of Institutional Service, Office of Postsecondary Education

§Stacey Slijepcevic, Director of the Hispanic- Serving institutions Division

§Njeri Clark, Competition Manager

Welcome!

NOTE: THE FEDERAL

REGISTER IS THE OFFICIAL

GUIDE FOR SUBMITTING

YOUR GRANT

APPLICATION!

HTTPS://WWW.FEDERALREGISTER.GOV/

Agenda

Basic Needs Program Purpose

FY 2022 Competition At A Glance

Eligibility

Allowable Activities

Priorities

Selection Criteria and the Logic Model

Performance Measures

Planning and Submitting Your Grant Application

Using Grants.gov

Final tips

Resources

Q&A

Basic Needs for Postsecondary Students program On December 21, 2020, Congress passed the Consolidated Appropriations Act, 2021, which included the Department of Education Appropriations Act of 2021. This appropriations act included the Basic Needs for Postsecondary Students Program which is designed to provide grants to eligible institutions of higher education (IHEs) to support programs that address the basic needs of students and to report on practices that improve outcomes for students. The program held its first competition in 2021.

FY 2022

Competition At A Glance

Application available in Federal Register: August 2, 2022

Application deadline: October 3, 2022

Estimated available funds: $7,473,276

Maximum award: $950,000

Performance period: 36 months -Start date: TBD

Estimated number of awards: 8

Priorities 2 Absolute Priorities 1 Competitive Preference Priority

Unrestricted indirect cost rate

Eligibility

Eligible Applicants

* Community colleges (as defined in this Notice Inviting Applications)

* 2- and 4-year public and private Historically Black Colleges and Universities (as defined in this notice), Tribal Colleges and Universities (as defined in this notice), and other Minority-Serving Institutions (as defined in this notice).

For institutions other than community colleges, only institutions that the Department determines are eligible as Historically Black Colleges and Universities, Tribal Colleges and Universities, and other Minority-Serving Institutions, or which are granted a waiver under the process described in the December 16, 2021 notice, and that meet the other eligibility requirements described in this notice, may apply for a grant under those eligibility bases for this program.

Confirm your eligibility by going to the Eligibility Matrix here:

https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html

Examples of Allowable Supports and Services

1. housing voucher application assistance and other services to secure temporary housing for students

2. free or subsidized food

3. access to on-campus childcare

4. assistance with job placement

5. transportation subsidies

6. outreach to students to encourage participation in basic needs programs and services

7. assistance to eligible students to apply for and enroll in public assistance programs or coordinate and collaborate with government and/or community-based organizations

8. access to technology

9. access to physical and mental health services

10. other basic needs to eligible students

FY 2022 PROGRAM PRIORITIES

The Notice Inviting Applications (NIA) published in the Federal Register contains two absolute priorities and one competitive preference priority.

Absolute Priority #1

Absolute Priority (Required) -we consider only applications that meet this priority:

Absolute Priority 1--Strengthening Cross-Agency Coordination and Community Engagement to Advance Systemic Change Projects that are designed to take a systemic evidence-based approach to improving outcomes for underserved students through one or more of the following priority areas:

(a) Coordinating efforts with Federal, State, or local agencies, or community-based organizations, that support students, to address two or more of the following:

(1) Food assistance.

(2) Housing.

(3) Transportation.

(4) Health, including physical health, mental health, and behavioral health and trauma.

(5) Child care.

(6) Technology.

(b) Conducting community needs and asset mapping to identify existing programs and initiatives that can be leveraged and new programs and initiatives that need to be developed and implemented to advance systemic change.

(c) Establishing cross-agency partnerships, or community-based partnerships with local nonprofit organizations, businesses, philanthropic organizations, or others, to meet family well-being needs.

Absolute Priority #2

Absolute Priority 2--Promoting Equity in Student Access to Educational Resources and Opportunities

Under this priority, an applicant must demonstrate that the project will be implemented by one or more of the following entities:

(1) Community colleges (as defined in this notice).

(2) Historically Black colleges and universities (as defined in this notice).

(3) Tribal Colleges and universities (as defined in this notice).

(4) Minority-serving institutions (as defined in this notice).

Competitive Preference Priority

Meeting Student Social, Emotional, and Academic Needs (up to 10 points).

• Projects that are designed to improve students' social, emotional, academic, and career development, with a focus on underserved students through creating a positive, inclusive, and identity-safe climate at institutions of higher education through one or both of the following activities:

• (1) Fostering a sense of belonging and inclusion for underserved students.

• (2) Implementing evidence-based practices for advancing student success for underserved students.

Selection Criteria

Selection Criteria Maximum Points

Need for the Project 20

Quality of the Project Design 25

Quality of Project Services 30

Quality of the Management Plan 15

Quality of the Project Evaluation 10

Total Maximum Score for Selection Criteria 100

Competitive Preference Priority 10

Total Possible Score Per Application 110

Criterion a.

a. Need for the project. (Maximum 20 points)

The Secretary considers the need for the proposed project.

In determining the need for the proposed project, the

Secretary considers the following factors:

i. The magnitude of the need for the services to be provided or the activities to be carried out by the proposed project. (Up to 10 points)

ii. The extent to which specific gaps or weaknesses in services, infrastructure, or opportunities have been identified and will be addressed by the proposed project, including the nature and magnitude of those gaps or weaknesses. (Up to 10 points)

Questions to Consider- Need for the Project

How big is the problem to be addressed?

What are the specific issues the proposal is attempting to address?

How do the issues, needs, and proposed activities address the purpose of the basic needs program , the gaps and weaknesses at your institution, and the targeted population?

b.

b. Quality of the project design (maximum of 25 points)

The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers the following factors:

i. The extent to which the proposed project will integrate with or build on similar or related efforts to improve relevant outcomes (as defined in this notice), using existing funding streams from other programs or policies supported by community, State, and

Federal resources. (Up to 10 points)

ii. The extent to which the proposed project demonstrates a rationale (as defined in this notice). (Up to 5 points)

iii. The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs. (Up to 10 points)

Consider – Project design

Has the institution evaluated other programs and resources in the community, at other agencies, and within the institution?

How will the project be presented using a Logic Model?

How is the project addressing the unique needs of the target population?

What are the intended outcomes of the project?

Components of a Program Logic Model

Resources: raw materials needed to create the program, implement its activities, and attain desired outputs and outcomes. Sometimes called inputs --examples: teachers, coordinators, other staff, partners, instruction materials, facilities, funding, community support, equipment

Activities: processes, actions, and events through which the program resources achieve the intended outcomes --Examples: training; collaborating with partners; mentoring;

tutoring; stipends

Outputs: tangible, often process-oriented results or products typically expressed in numbers--Examples: number of students tested; number of teachers trained; number of books read

•Note: While outputs provide information derived from the completion of program activities, they cannot indicate whether a change has occurred.

Outcomes: changes in program participants’ knowledge, beliefs, and behavior due to their involvement in the program. Short-term outcomes: observable almost immediately after participation. Examples: higher student achievement scores, increased high school graduation rates, and greater college acceptance rates

*Impacts: a program’s lasting influences c.

c. Quality of project services. (Maximum 30 points)

The Secretary considers the quality of the services to be provided by the proposed project.

i. In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (Up to 10 points)

In addition, the Secretary considers the following factors:

ii. The likely impact of the services to be provided by the proposed project on the intended recipients of those services. (Up to 10 points)

iii. The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services. (Up to 10 points)

Project Services

How will you ensure that underrepresented students have equal access to project services?

What long term outcomes (impacts) are expected as a result of the project services?

What partners are appropriate to achieve maximum results?

Criteria d.

d. Quality of the Management Plan (Maximum 15 points)

The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks.

Management plan

How will the proposed project be managed and who will manage the various components?

Does the proposed project director have experience working with the target population, managing similar projects, and budgeting?

Is the project director well connected to various partners?

What level of effort or time commitment of the project director and other key staff is appropriate for the project?

e.

e. Quality of the Project Evaluation (maximum 10 points)

In determining the quality of the evaluation, the Secretary considers the following factors:

i. The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project. (Up to 5 points)

ii. The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data. (Up to 5 points)

Project Evaluation

Are long- and short-term objectives clear and measurable?

What metrics will be used to measure progress and are they clearly aligned to the objectives and intended outcomes of the project?

What are the performance measures for your project?

Do those performance measures directly relate to objectives and intended outcomes of the project?

What type of data will your evaluation methods produce?

Output vs. Outcome Can you distinguish the outputs from outcomes?

• 1140 students participated in Intensive Advising program.

{Output}

• Retention in the nursing program increased by 7% in the year after the Intensive Advising program was implemented.

{Outcome}

• 85% of freshmen pre-med students participated (attended three or more sessions) in learning communities. {Output}

• The number of Hispanic pre-med majors increased by 15% between academic years 2019 and 2020. {Outcome}

Performance Measures For purposes of Department reporting, the Department will use the following performance measures to evaluate the success of the Basic Needs for Postsecondary Students Program:

(1) The percentage of underserved students served by any direct student service supported by the grant.

(2) The annual persistence rate at grantee institutions for all students who are served by any direct student service supported by the grant.

(3) The annual rate of degree or certificate completion at grantee institutions for all students served by any direct student service supported by the grant.

(4) The level of basic needs insecurity among all students measured before and after implementation of the grant.

Planning Your Grant Proposal

Use Use the identified Performance Measures to build your project assessments.

Choose Choose metrics and evaluation methods that will produce evidence about the project’s effectiveness.

Analyze Analyze every proposed activity to ensure that it is attainable, meaningful, and measurable.

Identify Identify goals for your proposed project, especially how they will focus on the project recipients.

Planning Your Grant Proposal

Forecast and create

Forecast and create an implementation and management plan that is realistic.

Design Design activities and services that are manageable and directly address your identified challenges and issues.

Be Be realistic and straightforward about every aspect of your project design.

USING

GRANTS.GOV

Search using the

CFDA (ALN)

without alpha character.

U.S. DEPARTMENT OF EDUCATION

Office of Postsecondary Education Washington, DC 20202

Fiscal Year 2022

Application for Grants Under

Basic Needs for Postsecondary Students Program

CFDA # 84.116N

Form Approved OMB No. 1894-0006

Expiration Date: 02/29/2024

CLOSING DATE: OCTOBER 3, 2022

Application Instructions

Booklet

TABLE OF CONTENTS

Dear Applicant Letter

Grants.gov Submission Procedures and Tips for Applicants

Competition Highlights

Supplemental Information

Application Transmittal Instructions

Notice Inviting Applications for New Awards (Federal Register Notice)

Authorizing Legislation

Supplemental Definitions

General Education Provisions Act (GEPA)

Instructions for Completing the Application Package

Project Narrative Instructions

Government Performance and Results Act (GPRA)

Instructions for Standard Forms

Instructions for SF 424……………………………………………………………………….48

Instructions for U.S. Department of Education Supplemental Information for the SF-424…50

Definitions for U.S. Department of Education Supplemental Information for the SF-424….52

Instructions for ED 524………………………………………………………………………56

Notice to All Applicants (GEPA Provisions)………..……………………………………….59

Instructions for Completion of SF-LLL, Disclosure of Lobbying Activities………………...60

Instructions for Budget Summary Form and Itemized Budget

Application Checklist

Paperwork Burden Statement…………………….…………………………………………..66

Checklist can be found on page 66 of the Application Instructions Booklet.

APPLICATION CHECKLIST

Use This Checklist While Preparing Your Application Package. All items listed on this checklist are required unless noted as optional in Grants.gov.

Application for Federal Assistance (SF 424)

Department of Education Supplemental Information for SF 424

Department of Education Budget Information Non-Construction Programs Form

(ED 524)

One-page Program Abstract (Use “ED Abstract Form”)

Project Narrative – Responses to the Selection Criteria and Competitive Preference

Priority (Use “Project Narrative Attachment Form”)

Budget Narrative (Use “Budget Narrative Attachment Form”)

Other Attachments (Use “Other Attachments Form”)

� Response to Absolute Priorities must be uploaded to Other Attachments Form

Assurances and Certifications

Grants.gov Lobbying Form (ED 80-0013)

Disclosure of Lobbying Activities (SF-LLL) ED GEPA 427 Form

Final tips

Read the Notice Inviting Applications (NIA) carefully.

Go to Grants.gov immediately to register or confirm your registration.

Follow Grants.gov submission tips found in the program application booklet.

Develop a thoughtful Logic Model- It’s the road map for your entire project.

Write a comprehensive proposal that reviewers understand.

Consider the outcomes-what will change if the project is implemented?

Submit your application early!

Resources

Indirect Costs

Applicable Indirect Cost Rate Type unrestricted indirect cost rate

Cognizant Agencies for Indirect Cost Institutions of Higher Education Department of Health and Human Services (DHHS) (https://rates.psc.gov/) or Office of Naval Research (ONR) (https://www.onr.navy.mil/en/work-with-us/manage-your-award/manage-grant-award)

Regulation

Uniform Guidance

◦ 2 CFR 200 Subpart E

Departmental Regulations

Education Department General Administrative Regulations

◦ 34CFR 75.560 - 75.580

◦ 34 CFR 76.560 - 76.580

Guidance

OMB Uniform Guidance Frequently Asked Questions updated https://www.cfo.gov/assets/files/2CFR- FrequentlyAskedQuestions_2021050321.pdf

Regional Educational Laboratory (REL) Resources on Logic Models

Logic Models: A Tool for Effective Program Planning, Collaboration, and Monitoring https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=409

Logic Models: A Tool for Designing and Monitoring Program Evaluations https://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=404

Logic Models for Program Design, Implementation, and Evaluation: Workshop Toolkit https://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=401

Education Logic Model application for creating logic models:

https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=409 https://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=404 https://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=401 https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp

Sample Logic Model

Program Contacts

Njeri Clark, Competition Manager| Njeri.clark@ed.gov, 202-453-

Program website: https://www2.ed.gov/programs/basic-need/index.html mailto:Njeri.clark@ed.gov https://www2.ed.gov/programs/basic-need/index.html thank YOU!