DHSI 2023 Preapplication Webinar Presentation 050823.pdf

DEVELOPING HISPANIC-SERVING

INSTITUTIONS PROGRAM (DHSI)

TITLE V, PART A

FY 2023 GRANT COMPETITION

PRE-APPLICATION

TECHNICAL ASSISTANCE WEBINAR

WELCOME!

Njeri Clark, Program Lead for the DHSI Program

Dr. Stacey Slijepcevic, Director, Hispanic- Serving Institutions

Division

Beatriz Ceja, Director, Institutional Service

BEFORE WE BEGIN…

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

AGENDA

Purpose of the Workshop

The FY 2023 Grant Competition

The Review Process

Overview of the DHSI, Title V, Part A program

Eligibility

Planning your Project

Selection Criteria

Competitive Preference Priorities

Performance Measures

Applying via Grants.gov

Applicable Definitions and Acronyms

Frequently Asked Questions and Answers

Final Tips for Applicants

PURPOSE OF THE

WORKSHOP

To familiarize applicants with the DHSI program and its requirements

To ensure applicants understand the application process

To familiarize applicants with Grants.gov system

To familiarize applicants with how the competition works

To ensure applicants are fully equipped with information needed to apply successfully

FY 2023 DHSI Grant Competition

FY 2023

GRANT

COMPETITION

Notice Inviting Applications published in Federal Register on April 14, 2023.

Application deadline June 13,2023, 11:59:59pm EST.

Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 73264)

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

Estimated available funds: approx.

$38 million

Estimated number of awards: 65

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

Performance period is 5 years.

OTHER

COMPETITION

HIGHLIGHTS

One Invitational Priority;

Two CPPs- Respond to 1, both, or none

Page limit and formatting Recommended, not required

Notice of Intent to Apply

How The Review Process Works

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 non-federal reviewers 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 - Reviewers rate and score applications. *Full consensus is not required.

8. Review will be held virtually this year.

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.

Overview of the Program

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

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

Allowable Activities

1. Faculty and staff development

2. Curriculum revision, expansion, and development

3. Purchase equipment, books, other educational materials

4. Improve instructional facilities (construction, maintenance, and renovation

6. Tutoring, counseling, and other student service programs

7. Strengthen administrative and funds management systems

8. Expand Hispanic and underrepresented graduate and professional students served by expanding courses and resources

9. Establish or improve a development office to strengthen private contributions

10. Create or improving facilities for distance learning programs

11. Teacher education programs

12. Endowment fund

13. Community outreach programs to encourage elementary and secondary school students to pursue postsecondary education

14. Other proposed activities that are approved to carry out the purposes of title V

HIGHER EDUCATION ACT (HEA)

AMENDMENTS

The HEA of 2008 authorized additional activities to include:

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

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

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

ENDOWMENT FUND

Use up

Use up to 20% of total of annual budget

Match

Match dollar-for-dollar with non-federal funds before you can draw down Title V fund

Invest

Invest both grant and matching funds for 20 years.

• Note: Up to ½ of the interest may be spent during the 20 years.

TITLE V FUNDS CANNOT BE USED TO SUPPORT

Activities inconsistent with applicable

State higher education plans;

Activities or services that constitute religious instruction or religious worship;

Activities provided by a school or department of divinity. For the purpose of this provision, a “school or department of divinity” means an institution, or a department of an institution, whose program is solely to prepare students to become ministers of religion or to enter into some other religious vocation.

Activities that are operational rather than developmental (NO INDIRECT

COSTS);

Payment of any portion of the salary of a president, VP, or equivalent officer who has college-wide administrative authority and responsibility at an institution to fill a position under the grant such as project director, coordinator or activity director.;

Instruction in the institution's standard courses as indicated in the institution's catalog.

Purchase of standard office furniture for the Institution.

Developing or improving non-degree or non-credit courses other than basic skills development courses.

Costs of organized fund-raising, including financial campaigns, endowment drives, solicitation of gifts and bequests, and similar expenses incurred solely to raise capital or obtain contributions.

Costs of student recruitment such as advertisements, literature, and college fairs.; and

Costs of publications to promote the institution.

Services to high school students, unless they are services to encourage such students to develop the skills and the interest to pursue postsecondary education.

Developing or improving community-based services or programs, unless they provide academic-related experiences or academic credits toward a degree for degree students, or, unless it is a program or service to encourage elementary & secondary school students to develop the academic skills and the interest to pursue postsecondary education. 17

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 Jan. 17, 2023;

– There was a link in Notice to confirm Eligibility;

– Enrollment and fiscal data based on 2020-2021 year;

– Deadline for submission of applications and exemptions (waivers) was Feb. 27, 2023.

2. HSI Assurance for Title V

– 25% Undergraduate Hispanic student FTE

– IPEDS final 2020-2021 school year data and IPEDS provisional data for 2021-2022 school year reviewed;

– Applicants provide HSI assurance on Program Profile Form found in application booklet.

– Assurance is mandatory for Title V Program specific eligibility.

THE ELIGIBILITY PROCESS

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 (UNLESS THE GRANT CLOSES

ON 9/30/23)

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

WHO’S ELIGIBLE TO APPLY?

QUESTIONS

Invitational Priority, Selection Criteria, & Competitive Preference Priorities

Invitational Priority (Response is Optional.-0 points)

For FY 2023 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an invitational priority. Under 34 CFR 75.105(c)(1), we do not give an application that meets this invitational priority a competitive or absolute preference over other applications.

This priority is:

Addressing the Impact of COVID-19 on Students, Educators, and Faculty.

Projects that are designed to address the impacts of the COVID-19 pandemic, including impacts that extend beyond the duration of the pandemic itself, on the students most impacted by the pandemic, with a focus on underserved students and the educators who serve them, through one or more of the following priority areas:

(a) Providing resources and supports to meet the basic, fundamental, health and safety needs of students and educators.

(b) Addressing educator, faculty, and staff well-being.

(c) Using evidence-based instructional approaches or supports to assist individuals who did not enroll in, withdrew from, or reduced course loads in postsecondary education or training programs due to COVID-19 to enroll in, remain enrolled in, and complete credit-bearing coursework and earn recognized postsecondary credentials.

Eight (8) Selection Criteria:

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 Invitational Priority 0 Competitive Preference Priority 1 5 Competitive Preference Priority 2 5

Total possible points for CPPs 10

TOTAL POSSIBLE SCORE =110

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

PLEASE

CONSIDER…

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.

Quality of Comprehensive Development Plan (CDP) (Up to 25 points)

The Secretary evaluates each application for a development grant based on the extent to which--

(1) The strengths, weaknesses, and significant problems of the institution's academic programs, institutional management, and fiscal stability are clearly and comprehensively analyzed and result from a process that involved major constituencies of the institution (Up to 5 points);

(2) The goals for the institution's academic programs, institutional management, and fiscal stability are realistic and based on comprehensive analysis (Up to 5 points);

(3) The objectives stated in the plan are measurable, related to institutional goals, and, if achieved, will contribute to the growth and self-sufficiency of the institution (Up to 5 points);

(4) The plan clearly and comprehensively describes the methods and resources the institution will use to institutionalize practice and improvements developed under the proposed project, including, in particular, how operational costs for personnel, maintenance, and upgrades of equipment will be paid with institutional resources (Up to 5 points); and

(5) The five-year plan describes how the applicant will improve its services to Hispanic and other low-income students (Up to 5 points). 28

QUESTIONS TO CONSIDER –

COMPREHENSIVE DEVELOPMENT

PLAN

Have you involved major constituencies in the analysis of your institution’s strengths, weaknesses, and significant problems of the academic programs, institutional management, and fiscal stability?

For #2, did you state the goals of the institution’s academic programs, institutional management, and fiscal stability and do they directly relate to the objectives of your proposed project you have stated in #3?

Can you institutionalize at least 1 component of the proposed project?

Is your five-year plan clearly outlined and will the reader understand how services to Hispanic and low-income students will be improved year by year?

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

(1) The extent to which the proposed project demonstrates a rationale (as defined in this notice) (Up to 10 points);

(2) The extent to which the proposed project is supported by promising evidence (as defined in this notice) (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.

COMPONENTS OF A PROGRAM

LOGIC MODEL

(SAMPLE LOGIC MODELS ON GRANTS.GOV) 32

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. Quality of activity objectives (Total: Up to 10 points)

The extent to which the objectives for each activity are--

(1) Realistic and defined in terms of measurable results (Up to 5 points);

(2) Directly related to the problems to be solved and to the goals of the comprehensive development plan (Up to 5 points).

D. QUALITY OF IMPLEMENTATION

STRATEGY

(TOTAL: UP TO 20 POINTS)

The extent to which--

(1) The implementation strategy for each activity is comprehensive (Up to 10 points);

(2) The rationale for the implementation strategy for each activity is clearly described and is supported by the results of relevant studies or projects (Up to 5 points); and

(3) The timetable for each activity is realistic and likely to be attained (Up to 5 points).

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

The extent to which--

(1) Procedures for managing the project are likely to ensure efficient and effective project implementation (Up to 5 points);

and

(2) The project coordinator and activity directors have sufficient authority to conduct the project effectively, including access to the president or chief executive officer (Up to 5 points).

QUESTIONS TO CONSIDER –

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?

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

The extent to which--

(1) The past experience and training of key professional personnel are directly related to the stated activity objectives (Up to 2 points);

and

(2) The time commitment of key personnel is realistic (Up to 3 points).

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

The extent to which--

(1) The data elements and the data collection procedures are clearly described and appropriate to measure the attainment of activity objectives and to measure the success of the project in achieving the goals of the comprehensive development plan (Up to 5 points); and

(2) The data analysis procedures are clearly described and are likely to produce formative and summative results on attaining activity objectives and measuring the success of the project on achieving the goals of the comprehensive development plan (Up to 5 points).

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

The extent to which the proposed costs are necessary and reasonable in relation to the project's objectives and scope.

*A detailed budget must be provided in the Budget Narrative.

Competitive Preference Priorities

Competitive Preference Priority 1: Meeting Student Social, Emotional, and Academic Needs (Up to 5 points)

Projects that are designed to improve students' social, emotional, academic, and career development, with a focus on underserved students, in the following area:

(a) Creating a positive, inclusive, and identity-safe climate at institutions of higher education through one or more 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.

(3) Providing evidence-based professional development opportunities designed to build asset-based mindsets for faculty and staff on campus and that are inclusive with regard to race, ethnicity, culture, language, and disability status.

Competitive Preference Priority 2: Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success (Up to 5 points)

Projects that are designed to increase postsecondary access, affordability, completion, and success for underserved students by addressing one or more of the following priority areas:

(a) Increasing postsecondary education access and reducing the cost of college by creating clearer pathways for students between institutions and making transfer of course credits more seamless and transparent.

(b) Increasing the number and proportion of underserved students who enroll in and complete postsecondary education programs, which may include strategies related to college preparation, awareness, application, selection, advising, counseling, and enrollment.

(c) Establishing a system of high-quality data collection and analysis, such as data on persistence, retention, completion, and post-college outcomes, for transparency, accountability, and institutional improvement.

(d) Supporting the development and implementation of student success programs that integrate multiple comprehensive and evidence-based services or initiatives, such as academic advising, structured/guided pathways, career services, credit-bearing academic undergraduate courses focused on career, and programs to meet basic needs, such as housing, childcare and transportation, student financial aid, and access to technological devices.

5 MINUTE

BREAK

Performance Measures

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

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

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

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

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

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

YOUR PERFORMANCE

MEASURES-

WHAT TO CONSIDER

* As a grantee, you will submit a performance report each year to ED that will provide information to track and evaluate your progress based on your goals and objectives;

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

* Consider the Program’s performance measures as you develop performance measures for your project. *All may not apply to your project.

* For your project goals and objectives, you are encouraged to use performance measures that will produce data about the desired outcomes of your project.

* Propose additional measures if needed. 47

Planning Your Project

CONSIDER THE FOLLOWING… 49

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

Is your project aligned with your institution’s strategic plan?

Use analysis and evaluation to identify institutional challenges or issues to develop a strong

CDP

Consider who will manage the grant. Will they have sufficient authority to implement the proposed application activities effectively.

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

Have your partners and other stakeholders, if applicable, been informed about the activities, goals, and objectives in the proposal?

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

Can at least one component of the project be institutionalized?

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?

Key personnel may include other staff besides the Project Director. Describe all positions listed in the proposal.

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

• 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.

• Financial Management of the grant

Project Evaluation Tips

• 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.

FOCUS ON ACHIEVING

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.

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}

Applying using Grants.gov

2023 Grant Application Electronic submission is required 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.

NEW GEPA 427 FORM IN

Updates

1. Applicants respond to four questions with specificity

2. Flexibility to determine and define the barriers to “equitable access” and “equitable participation”

3. A timeline for meeting targeted milestones for removing identified barriers

PAGE 68 OF THE

INSTRUCTION BOOKLET

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 your official guide for submitting an application.

Definitions and Acronyms

AOR (grants.gov role)- Authorized Organization Representative who submits the application in grants.gov.

Application Package - (also called Application Booklet or Applications 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 –(now Assistance Listing 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 (Title V Program; Title V, Part A Program, or some may refer to it as the “HSI Program.”)

E-biz Point of Contact (Grants.gov role)- May be the Chief Financial Officer, Certifying Official, Grants Office staff, 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. 87 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 (Title V, Part B Program)

PR Award number – The identifying number for a discretionary grant. Example P031S220010.

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

Frequently Asked Questions

1. What is the range of awards?

The estimated range of award requests is $500,000-$600,000 per year. The maximum amount that you can request per year is $600,000 or $3,000,000 total for the 5-year performance period.

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 June 13, 2023, 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. What positions must be included for the project?

It is up to you to structure the project staff. All projects must, however, have a

Project Director who oversees the entire project along with a Certifying Official who will oversee the Project Director. The CO is usually the President, VP, Chancellor, or other senior level official with college-wide administrative authority.

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 presently have a Title V grant?

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.» AANAPISI (Title iII, Part A) Example:

if an institution has an AANAPISI grant, that institution may not simultaneously have another Title III or Title V grant. However, that same institution could participate in a cooperative arrangement grant, but not as the lead, only as a subgrantee.

Similarly, if the institutions already has a Title V grant, that same institution could only participate in the AANAPISI program as a subgrantee in a cooperative arrangement grant.

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.

Grantees will report on their measures annually after receiving the grant.

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

Notice Inviting Applications (or Federal Register Notice) and Common Instructions found in the Federal Register directs applicants where to go. The Department makes application packages available through Grants.gov, which can be accessed at http://www.grants.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. One of the unallowable activities for the program is “non-credit degrees/courses.” Can you provide an example?

Example #1: An IHE wants to improve to their academic program by offering a set a courses for which they charge tuition, but the students get no credit.

Example #2: Auditing a class- a student pays a fee to enroll in a college course for no grade and no credit. (Many students choose to audit courses to avoid negatively impacting their GPAs.)

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. 34.606.10 (b) (13)

24. We are submitting proposals for our branch campuses, which we obtain individual eligibility determinations for; however, IPEDS data is submitted for the college as a whole, not by branch campus. For 10a and 10b do we use the collegewide numbers? Or, do we put numbers for the specific campus?

Use information for your branch campus.

25. We are planning to submit a proposal and hope to include two of our community college partners as sub-grantees. Does that preclude them from submitting an independent proposal on their own?

No, your partners can still submit individual applications.

Resources

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

Office of Postsecondary

Education

•http://www2.ed.gov/programs/idueshsi/index.htmlDHSI Program

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

Eligibility Contacts https://www2.ed.gov/about/offices/list/ope/index.html http://www2.ed.gov/programs/idueshsi/index.html mailto:%E2%80%93jason.cottrell@ed.gov mailto:Smith-christopher.smith@ed.gov

•www.grants.govGrants.gov

•https://ies.ed.gov/ncee/wwc/ What Works

Clearinghouse

•https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html

Uniform Guidance http://www.grants.gov/ https://ies.ed.gov/ncee/wwc/ https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html

Final Tips for Applicants

FINAL TIPS FOR SUBMITTING A

SUCCESSFUL APPLICATION

Submit Submit early!

Write Write a narrative that is organized, thorough, and complete.

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

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

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

Register on Register on Grants.gov.

Download Download the Grant Application Instruction Booklet and read it thoroughly.

Read Read the NIA thoroughly.

Leverage Leverage resources on campus as you plan.

Hispanic-Serving Institutions Division Contact Information

Dr. Stacey Slijepcevic, Division Director Stacey.slijepcevic@ed.gov . 202-453-6150

Beatriz Ceja, Director, Institutional Service Beatriz.ceja@ed.gov . 202-453-6239

Kurrinn Abrams Kurrinn.abrams2@ed.gov 202-987-1920

Alexandra Bolden, Alexandra.Bolden@ed.gov 202-987-1918

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

Dr. Robin Dabney Robin.dabney@ed.gov 202-453-7908

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

Margarita Melendez Margarita.melendez@ed.gov 202-260-3548

Jymece Seward Jymece.seward@ed.gov 202-453-6138 mailto:Stacey.slijepcevic@ed.gov mailto:Beatriz.ceja@ed.gov mailto:Jymece.seward@ed.gov

Title V FY 2023 competition:

Application deadline:

June 13, 2023

11:59:59 EST

SUBMIT EARLY TO ENSURE A SUCCESSFUL

SUBMISSION!!!

FINAL