DHSI 2020 Preapplication Webinar Presentation for grants.gov posting.pdf

DEVELOPING HISPANIC-SERVING

INSTITUTIONS PROGRAM (DHSI)

TITLE V, PART A

FY 2020 GRANT COMPETITION

PRE-APPLICATION

TECHNICAL ASSISTANCE

WORKSHOP

PURPOSE OF THE

WORKSHOP

• Familiarize applicants with the DHSI program purpose

• Breakdown of the NIA sections

• Familiarize applicants with Grants.gov system

• Familiarize applicants with how the competition works

• Ensure applicants are fully equipped with information needed to apply successfully

• Note! The Notice Published in the Federal Register is your official guide for submitting an application.

USEFUL DEFINITIONS AND ACRONYMS

• AOR- Authorized Organization Representative (submits the application)

• Application Package - (also called Application Booklet or Application Instructions) A package that contains the application notice for a grant program and all the information and forms needed to apply. It includes applicable regulations and statute.

• Application Package – The group of all required forms to be submitted via grants.gov by applicants for this competition (also called Grant Application or Grant Application Package).

• CFDA number -identifying number for a federal assistance program composed of a unique- two-digit prefix to identify the federal agency the makes the funds available. ED’s prefix is 84. DHSI is 84.031S. Search grants.gov using only 84.031.

• Continuation Award- A grant for a budget period subsequent to the first budget period. A grantee does not have to compete with other applicants to receive this award.

• DHSI- Developing Hispanic-Serving Institutions Program

• E-biz Point of Contact (POC)- Chief Financial Officer, Certifying Official, Grants Office, etc.

• ED – The acronym for the U.S. Department of Education also referred to as the Education Department or “Department.

• Federal Register- A daily compilation of proposed and final federal regulations, legal notices, presidential proclamations and executive orders, federal agency documents, etc. It is the publication of record for the federal government.

• Funding Priorities – A means of focusing a competition in the areas in which the secretary of Education is particularly interested in receiving applications - also called “Competitive Preference Priorities or CPPs.”

• Grant Award Notification (GAN) – The official document signed by a license holder at the Department stating the amount and conditions of a grant award.

• Grants.gov- a storefront Web portal for use in electronic collection of data (forms and reports) for federal grant making agencies through grants.gov website- www.grants.gov . The portal allows for streamlined electronic submission.

http://www.grants.gov/

• NIA- Notice Inviting Applications, commonly called RFP (Request for Proposals) or CDN (Closing Date Notice)

• PPOHA- Promoting Post-baccalaureate Opportunities for Hispanic Americans

• PR Award number – The identifying number for a discretionary grant. Example P031S200010.

• SAM- System for Award Management

• Substantial Progress- A level of accomplishment that a grantee must make in its project during a budget period, which produces measurable and verifiable evidence that the activities undertaken complied with those objectives to which the Department and the grantee have agreed.

• Title III, Part F- HSI STEM Program- Authorized under Title III, but administered by the HSI Division

AGENDA

• The FY 2020 Grant Competition

• Overview of the DHSI, Title V, Part A program

• Title V Eligibility

• The DHSI NIA

• Allowable Activities

• Selection Criteria & Competitive Preference Priorities

• Getting Started

• Grants.gov

• The Application Review Process

• Frequently Asked Questions

• Questions from Participants 6

FY 2020

GRANT COMPETITION

Notice Inviting Applicants published in Federal Register on Friday, December 27, 2019.

Applications due February 10, 2020 11:59:59pm EST.

Common Instructions published in Federal Register on published in the Federal Register on February 13, 2019 (84 FR 3768).

Institutions may submit and be awarded one (1) Individual Development Grant. No Cooperative grants awarded this year.

New CPPs- Respond to 1, both, or none Page limit and formatting Recommended, not required Notice of Intent to Apply Estimated available funds: $52.8 million

Estimated average size of awards: $500,000-$600,000 per year

Maximum amount for a grant is $600,000 per year.

Estimated number of awards: 90-96

Purpose of DHSI Title V, Part A

• To expand educational opportunities for, and improve the academic attainment of Hispanic students;

• To expand and enhance the academic offerings, program quality, and institutional stability of the colleges and universities that educate the majority of Hispanic students.

APPLICABLE REGULATIONS

1. Program Statute

2. EDGAR- 34 CFR Parts 75, 77, 79, 82, 84, 86, 97, 98, and 99

3. EDGAR- 34 CFR Part 606

4. The OMB Guidelines to Agencies on Government-wide Debarment and Suspension- 2CFR 180, as adopted and amended in 2 CFR part 3474

5. The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474 9

Title V Eligibility

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

HSI-DEFINITION

• HISPANIC-SERVING INSTITUTION. -- The term

“Hispanic-Serving institution” means an institution of higher education that—

• (A) is an eligible institution; and

• (B) has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students

1. Designation of Eligibility for Title III & V

– Announced in Federal Register on Dec. 16, 2019;

– Link to confirm Eligibility is provided in the Notice

– Enrollment and fiscal data based on 2017-2018 year;

– Deadline for submission of applications and exemptions (waivers) is

January 31, 2020.

2. HSI Assurance for Title V

– 25% Undergraduate Hispanic student FTE

– IPEDS final 2017-2018 school year data and IPEDS provisional data for

2018-2019 school year reviewed;

– Applicants provide HSI assurance on Program Profile Form in application

– Mandatory for Title V Program specific eligibility.

THE ELIGIBILITY PROCESS

Office of Postsecondary Education

If you met the HSI definition and have a current grant under one or more of these Title III, Parts A & B programs, you MAY NOT apply.

• Strengthening Institutions Program (SIP)

• Alaska Native and Native Hawaiian (ANNH)(84.031N and 84.031W)

• American Indian Tribally Controlled Colleges and Universities (TCCU) (84.031T)

• Asian American and Native American Pacific Islander-Serving Institutions Program (AANAPISI) (84.031L)

• Native American Serving Non-Tribal Institutions Program (NASNTI) (84.031X)

• Predominantly Black Institutions (PBI) (84.031P)

• Strengthening Historically Black Colleges and Universities (HBCU) (84.031B)

• Strengthening Historically Black Graduate Institutions Program (84.031B)

If you met the HSI definition and have a current grant under these programs, you MAY apply.

• Title V, Part A, DHSI

• Title V, Part B, PPOHA

• Title III, Part F programs including

HSI STEM

• Title III, Part E, MSEIP

• Title VII, Part A programs

INDIVIDUAL GRANT

WHO’S ELIGIBLE TO APPLY?

SECTIONS OF THE NIA

• I. Funding Opportunity Description-Program Overview, Background, CPPs, and Definitions, and Applicable Regulations

• II. Award Information- Funding amounts, number of awards, etc.

• III. Eligibility information

• IV. Application Submission Instructions – Common Instructions, recommended page limit and formatting, Notice of Intent to Apply

• V. Application Review Information-Selection Criteria to which you must respond; How applications will be reviewed; How tie-breakers are broken, Reporting requirements, etc.

• VI. Award information-Next steps for successful applicants; Open licensing, audit, Reporting requirements; Performance measures; and Continuation Awards

• VII. Other Information

Office of Postsecondary Education

Allowable Activities

•Faculty and staff development •Curriculum revision, expansion, development •Purchase of equipment for education or research •Improve instructional facilities (construction, maintenance, and renovation •Purchase books and other educational materials •Tutoring, counseling, and other student service programs •Strengthen administrative and funds management systems

• Establish or improve a development office to strengthen or improve private contributions

• Creating or improving facilities distance learning programs

• Establishing or enhancing a program of teacher education

• Community outreach programs

• Establish or improve an endowment fund

• Other proposed activities that carry out the purposes of this title and are approved by the Secretary

Office of Postsecondary Education

HIGHER EDUCATION ACT

(HEA) AMENDMENTS

The HEA of 2008 authorized additional activities to include:

1. Activities to improve student services, including innovative and customized instruction courses designed to help retain students.

2. Articulation agreements and student support programs designed to facilitate the transfer of students from 2-year to 4-year institutions.

3. Providing education, counseling services, or financial information designed to improve the financial and economic literacy of students or their families.

Title V Funds Cannot Be Used to Support:

•Activities inconsistent with applicable State higher education plans;

•Religious worship;

•Vocational programs and schools;

•Non-degree/Non-credit courses;

•Activities that are operational rather than developmental;

•Any portion of salary for President, VP, Chancellor or equivalent officer who has college-wide administrative authority;

•Costs of organized fundraisers;

•Costs for student recruitment; and •Costs of publications to promote the institution.

Office of Postsecondary Education

Selection Criteria & Competitive Preference

Priorities

Selection Criteria

• The order of the Selection Criteria as stated in the Notice Inviting Applicants (NIA) should determine the order of your application.

• Respond to the selection criteria and each factor in the appropriate section.

• Quality of the content is key.

• Readability Matters.

Office of Postsecondary Education

Eight (8) evaluation areas:

Total Possible Score

a. Comprehensive Development Plan 25

b. Project Design 15

c. Activity Objectives 10

d. Implementation Strategy 20

e. Project Management Plan 10

f. Key Personnel 5

g. Evaluation Plan 10

h. Budget 5

Total possible points = 100 Total possible points for Competitive Preference Priorities = 10 (5 points each)

TOTAL POSSIBLE SCORE =110

Office of Postsecondary Education

•A. Quality of Comprehensive Development Plan (CDP) (Total: Up to 25 points)

• Are the institutional strengths and challenges clearly and comprehensively analyzed? Did the analysis involve the institution’s major constituencies? (up to 5 points)

• Are the goals realistic and well-planned? (up to 5 points)

• Are the objectives measurable and related to institutional goals and will they contribute to the institution’s growth and self-sufficiency? (up to 5 points)

• Is there a clear plan to institutionalize project achievements?

(up to 5 points)

• Is there a clear and comprehensive 5-year plan to improve services to Hispanic and other low-income students. (up to 5 points)

B. Quality of Project Design (Total: Up to 15 points)

• To what extent does the proposed project demonstrate a rationale (up to 10 points)?

• To what extent is the project supported by promising evidence (up to 5 points)?

PROMISING EVIDENCE

STANDARD

To establish that projects “demonstrate a rationale,” applicants must use a logic model (as defined in the NIA). To establish that projects are supported by “promising evidence,” applicants should cite the supporting study or studies that meet the conditions in the definition of “promising evidence” and attach the studies as part of the application attachments.

In addressing “promising evidence,” applicants are encouraged to align the direct student services proposed in this application to evidence-based practices identified in the selected studies.

Office of Postsecondary Education

C. QUALITY OF ACTIVITY

OBJECTIVES

(TOTAL: UP TO 10 POINTS)

• Are the objectives for each activity realistic and defined in terms of measurable results? (up to 5 points)

• Are the objectives for each activity directly related to concerns/challenges and goals identified in the CDP?

(up to 5 points)

D. QUALITY OF IMPLEMENTATION

STRATEGY

(TOTAL: UP TO 20 POINTS)

• Is the proposed implementation strategy for each activity comprehensive? (up to 10 points)

• Is the rationale for the implementation strategy for each activity clearly described and supported by results of relevant studies or projects? (up to 5 points)

• Is the timetable for each activity realistic and likely to be attained? (up to 5 points)

E. Quality of Project Management Plan (Total: Up to 10 points)

• Are the procedures for managing the project likely to ensure effective and efficient project implementation? (up to 5 points)

• Is the Project Coordinator and Activity Director afforded sufficient authority to conduct the project effectively, including access to the President? (up to 5 points)

F. Quality of Key Personnel (Total: Up to 5 points)

• Are the past experience and training of key personnel directly related to the activity objectives? (up to 2 points)

• Are the key personnel time commitments realistic? (up to 3

G. Quality of Evaluation Plan (Total: Up to10 points)

• Are the data elements and collection procedures clearly described and appropriate to measure project outcomes? (up to 5 points)

• Are the data analysis procedures clearly described and are they likely to produce formative and summative results? (up to 5

YOUR EVALUATION PLAN

*A strong evaluation plan should be included in the application narrative and should be used, as appropriate, to shape the development and implementation of the project from the beginning of the grant period. The plan should include benchmarks to monitor progress toward specific project objectives and outcome measures to assess the impact of the grant funded activities. More specifically, the plan should respond to the factors listed in the evaluation plan section of the selection criteria.

H. Quality of Budget (Total: Up to 5 points)

• Are the costs proposed in your budget necessary and reasonable in relation to the project?

*A detailed budget must be provided in the Budget Narrative; and an overall summary budget for the project must be outlined on the ED 524 form within the application.

Competitive Preference Priorities

Competitive Preference Priority 1- Fostering Flexible and Affordable Paths to Obtaining Knowledge and Skills (up to 5 additional points)

Projects that are designed to address at least one of the following priority areas:

(a) Improving collaboration between education providers and employers to ensure student learning objectives are aligned with the skills or knowledge required for employment

(b) Providing work-based learning experiences (such as internships, apprenticeships, and fellowships) that align with in-demand industry sectors or occupations

(c) Creating or expanding opportunities for students to obtain recognized postsecondary credentials in science, technology, engineering, mathematics, or computer science

Office of Postsecondary Education

Competitive Preference Priority 2--Fostering Knowledge and Promoting the Development of Skills That Prepare Students To Be Informed, Thoughtful, and Productive Individuals and Citizens (up to 5 additional points).

Projects that are designed to support instruction in personal financial literacy, knowledge of markets and economics, knowledge of higher education financing and repayment (e.g., college savings and student loans), or other skills aimed at building personal financial understanding and responsibility.

Office of Postsecondary Education

PERFORMANCE MEASURES:

The Secretary has established the following key performance measures for assessing the effectiveness of the DHSI Program:

• The annual rate of degree or certificate completion for all students, and specifically for Hispanic students, at DHSI grantee institutions.

• The annual persistence rate at DHSI grantee institutions for all students, and for Hispanic students in particular, from one year to the next.

• The percent of all students, and of Hispanic students in particular, that transfer from a 2-year HSI to a 4-year institution.

• The annual percent change in the number of Hispanic students completing a teacher preparation program.

• The number of all students, and the number of Hispanic students in particular, served by any direct student service supported by the grant.

• Federal cost per undergraduate and graduate degree at institutions in the DHSI program. 33

Getting Started

PLANNING YOUR GRANT

APPLICATION

• Use analysis and evaluation to identify institutional challenges or issues.

• Focus on the most well analyzed challenges or issues that confront your institution.

• Ensure that those responsible for managing the grant will have sufficient authority to implement the proposed application activities effectively.

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

• Dedicate adequate resources and time to develop your grant application.

• Know your budget and ensure costs are justifiable, reasonable, and allowable.

Activity Development •What are possible solutions for the institutional challenges and opportunities identified?

–What is appropriate for your institution?

–Consider the Secretary’s Performance Measures.

–Is there a pilot project that could be expanded?

–Is there a model program that worked at another institution?

•Gather evidence to support the fact that your proposed objectives will actually address identified needs:

–How do you know that the activity will meet the needs of your project?

–Review relevant studies.

–Conduct surveys and interviews, if applicable.

Remember- “Teamwork makes the dream work!”

Managing the Grant

•What management activities will support the implementation, activities, and evaluation?

• Can key personnel be identified now?

• Knowledge, skills, and abilities (KSAs) of the key personnel identified in job descriptions

• Time commitment of the key personnel

• Organizational chart

• Consider communication, meetings, etc.

•Key personnel: Project Director, Activity Directors or Coordinators;

•Other Personnel: Be mindful of the KSAs required of other personnel in order to budget appropriately. 37

LOGIC MODELS

• Can help you plan and monitor program evaluations.

• Major components of education programs—resources, activities, outputs, and short-, mid-, and long-term outcomes

• Reveal the relationships among these components.

*These program components are often the focus of evaluation questions such as these:

• To what degree were the program resources sufficient to implement the program effectively?

• To what degree were the program activities conducted as intended?

• To what degree were the expected program outputs realized?

• To what degree did the program achieve its short-, mid-, and long-term outcomes?

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

• A third of the faculty reported integrating technology into all of their courses within a year of taking the Integration PD training. {Output}

• Retention in the nursing program increased by 3% in the years 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 2014 and 2015. {Outcome}

Results

• What is the expected outcome for each activity?

• What will change if the project is implemented?

• Can you measure this change?

• When will you see results for proposed activities?

• Your expected outcomes will lead to your evaluation plan for the project.

Project Evaluation

• Your project design should inspire your evaluation methods.

• Your evaluation methods should produce evidence about the project’s effectiveness.

• Identify outputs that will provide formative data to help you achieve substantial progress during your grant.

• Identify outcomes for each year that will provide benchmarks on the success of your grant. Be sure to:

– Quantify when possible;

– Establish baseline data; and

– Set meaningful outcomes and goals.

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

Institutional Buy-in •Do key institutional players (Chancellor or President, faculty, and staff) support the activities, goals, and objectives of the Title V proposal?

•Are there accountability measures in place for any partners named in the proposal?

•Have all the necessary stakeholders been informed, as applicable, about the activities, goals, and objectives in the proposal?

•Is this a “pet project” or an institutional project?

•Consider lasting improvements in the institution.

2020 Grant Application Electronic submission is required via www.Grants.gov

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

http://www.grants.gov/

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

BEFORE SUBMITTING YOUR APPLICATION, USE THE

APPLICATION CHECKLIST IN THE INSTRUCTIONS BOOKLET

Office of Postsecondary Education The Notice Published in the Federal Register is

10 Steps in the Application Review Process

1. Applications are received in electronic format via grants.gov.

2. Qualified Reviewers (readers) are selected by the Program Office to evaluate and score grant applications.

3. Each reviewer receives comprehensive training.

4. Panels consisting of 3 reviewer and a Panel Monitor are created.

5. Each reviewer is responsible for reading and evaluating up to 10 applications.

6. Reviewers read applications individually to assess quality of responses to Selection Criteria.

7. Panel discussions are conducted where reviewers discuss applications from their perspective and to gain an understanding of the panel member’s comments and scores. *Consensus is not required.

•8. Reviews are held virtually or may be held in person in Washington, DC.

•9. After all scores and comments are finalized, the Program Office develops a “Rank Order Slate of New Awards.”

•10. Notifications to Congress and to institutions are made.

Frequently Asked Questions

QUESTIONS FROM THE FIELD

1. What is the range of awards?

The estimated range of awards is $500,000-$600,000 per year. The maximum amount for an Individual grant award is $600,000 per year.

2. May an applicant request less than the average award size?

Yes.

3. What is the correct deadline date for application submission?

The deadline to submit applications for this competition is February 10, 2020 at 11:59:59 pm Eastern time. You should note that each application is time stamped. The time of submission is based upon the entire upload of the application and acceptance of the application in grants.gov and G5 interface.

4. Selection Criterion (e) Quality of Management Plan refers to the “Project Coordinator and Activity Director." Is the Project Coordinator the same as Project Director and/or Principal Investigator? Are projects expected to include both a Principal Investigator and a Project Director?

The titles are sometimes used interchangeably and while you do not need to have both, the overall management plan is up to you.

5. Can we pay students stipends for lab work, research?

Yes, stipends to students conducting research is allowable, but must be aligned to program purpose and goals as it relates to this program.

6. Can we pay students for tutoring and mentoring?

Yes.

7. Can I answer both Competitive Preference Priorities in order to recieve the maximum points possible?

Yes. Applicants have the option to answer none, one, or both CPPs.

8. Can I receive a new Title V award if I was a recipient of a Title V award in 2019?

Yes.

9. Can I receive a new Title V award if I am a current Title III, Part A or B grantee(i.e. the SIP program)?

No. Per legislation, «No Hispanic-serving institution that is eligible for and receives funds under this title may concurrently recieve other funds under parts A or B of Title III during the period for which funds under this title are awarded.» This applies to lead institutions only. 72

10. Is there an Absolute Priority that must be addressed for this competition?

No.

11. If an application is submitted late, is there a grace period for acceptance?

No. You must submit your application no later than 11:59:59 PM Eastern time on the deadline date. If it is a second late, it is ineligible.

12. Do I have to address all Performance Measures listed in the NIA?

No. Applicants should consider the measures applicable to their project.

13. The solicitation does not specifically mention the retention of an evaluator. Does the evaluator need to be external or can we use an in-house evaluator? What are the limitations in cost for such an evaluator?

It depends on your project. We do not stipulate what type of evaluation methods you propose or if you use an internal or external evaluator.

Develop your evaluation based on what makes sense for your institution and your project. The costs should correlate to the project and the deliverables from the evaluator.

14. Will my application be deemed ineligible if my charts are single spaced?

No. Formatting and page limits are only recommended.

15. How can I confirm my eligibility?

Please go the federal register notice and review the Eligibility Designations and Applications for Waiving Eligibility Requirements; Programs Under Parts A and F of Title III and Programs Under Title V of the Higher Education Act of 1965, as Amended (HEA). If you have questions, contact Jason Cottrell or Chris Smith at Jason.Cottrell@ed.gov or Christopher.smith@ed.gov.

16. How do I get an application package?

Almost all discretionary grant application packages are available online. The application notice specifies where the application package is available. The Department makes application packages available through Grants.gov, which can be accessed at http://www.grant.gov.

mailto:Jason.Cottrell@ed.gov mailto:Christopher.smith@ed.gov http://www.grant.gov/

17. Can for-profit schools apply to this program?

No.

18. Does the evidence standard have to apply to each component of my project?

No. You can cite a study for one or more of the components?

19. What do I need to know about using grant funds for procurement, particularly for services from potential partners, contractors, and evaluators?

As a grantee, when you procure goods and services for the purposes of a grant project, you are generally required to follow the procurement standards found in 2 CFR part 200.

20. Do I have to propose performance measures in my proposal?

Grantees should propose performance measures and specify the targeted outcome levels they expect to achieve. The application package specifies types of measure that you should propose. These measures are what the Department uses to assess the effectiveness of the program. For the project goals and objectives, you are encouraged to use performance measures that will produce data about the desired outcomes of your project.

Be mindful, only certain measures may apply to your specific project and you can propose additional measures if applicable.

As a grantee, you will submit a performance report that will provide information to the Department to track and evaluate your progress based on:

your project goals and objectives; program-specific measures; and performance targets in your approved application.

21. How and when will applicants be notified as to whether they will get a grant?

After the review and approval of the new awards slate by the Department, Congressional notifications will be made. Shortly after (1-5 days), all applicants (successful and unsuccessful) will be contacted via mail and email. Technical Review Forms will be sent along with an official notification letter. If necessary, applicants may contact Njeri Clark using the assigned PR award number, NOT the grants.gov tracking number.

22. What if I find an error or realize I have omitted something in my application after the deadline?

In order to ensure fairness to all applicants, under no circumstances will the Department permit, after the deadline, the submission of omitted information that is required for the application in accordance with the program’s selection criteria or other required information.

23. Can Title V support services to graduate students?

Yes. That is an allowable activity.

Title V FY 2020 competition:

Application deadline:

February 10, 2020

11:59:59 EST

SUBMIT EARLY TO ENSURE A SUCCESSFUL

SUBMISSION!!!

Visit www.ed.gov/hsi regularly for updates and news.

Office of Postsecondary Education The Notice Published in the Federal Register is your official guide for submitting an application.

http://www.ed.gov/hsi

Hispanic-Serving Institutions Division Contact Information

Beatriz Ceja, Division Director beatriz.ceja@ed.gov or 202-453-6239

Dr. Maria Carrington, PPOHA Program Lead maria.carrington@ed.gov 202-453-7339

Rick Gaona richard.gaona@ed.gov 202-453-6077

Dr. Stacey Slijepcevic, HSI STEM Program Lead stacey.slijepcevic@ed.gov 202-453-6150

Njeri Clark, DHSI Program Lead Njeri.clark@ed.gov 202-453-6224

Everardo Gil everardo.gil@ed.gov 202-453-7712

Kissy Chapman-Thaw Kissy.chapman-thaw@ed.gov 202-453-7627 mailto:beatrice.ceja@ed.gov

RESOURCES

• Office of Post-Secondary Education

• https://www2.ed.gov/about/offices/list/ope/index.html

• Developing Hispanic-Serving Institutions Program (DHSI)

• http://www2.ed.gov/programs/idueshsi/index.html

• Eligibility – https://www.federalregister.gov/documents/2019/12/16/2019-27048/eligibility-designations-and-applications-for-waiving-eligibility-requirements-programs-under-parts

Contact Jason Cottrell at jason.cottrell@ed.gov or Christopher Smith at christopher.smith@ed.gov

• Federal Register

• www.federalregister.gov

• Grants.gov

• www.grants.gov

• What Works Clearinghouse

• https://ies.ed.gov/ncee/wwc/

• Uniform Guidance

• https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html 80 https://www2.ed.gov/about/offices/list/ope/index.html http://www2.ed.gov/programs/idueshsi/index.html https://www.federalregister.gov/documents/2019/12/16/2019-27048/eligibility-designations-and-applications-for-waiving-eligibility-requirements-programs-under-parts mailto:%E2%80%93jason.cottrell@ed.gov mailto:Smith-christopher.smith@ed.gov http://www.federalregister.gov/ http://www.grants.gov/ https://ies.ed.gov/ncee/wwc/ https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html