DHSI 2025 Preapplication Webinar PowerPoint FINAL VERSION 06112025.pdf

DEVELOPING

HISPANIC-SERVING

INSTITUTIONS (DHSI)

PROGRAM

FY 2025 GRANT

COMPETITION

DR. STACEY A. SLIJEPCEVIC

DIVISION DIRECTOR

MARGARITA L. MELÉNDEZ

COMPETITION MANAGER

BEFORE

WE

BEGIN…

Note! The information in this presentation is provided as technical assistance only. The official guide to all programs is the corresponding Federal Register Notice, to include all statutes, regulations, and other requirements referenced therein

PURPOSE OF THE

WEBINAR

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 2025 DHSI Grant Competition

FY 2025

GRANT

COMPETITION

Notice Inviting Application published in Federal Register on June 3, 2025.

Applications deadline Thursday, July 3, 2025, 11:59:59 PM EST.

Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December

23, 2024 (89 FR 104528)

An eligible HSI may only submit 1 Individual Development Grant application.

Estimated available funds:

$66,944,786.

Estimated number of awards:

116.

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

Performance period is 5 years.

OTHER COMPETITION

HIGHLIGHTS

2 CPPs- Respond to one, both, or none

1 Invitational Priority – Response optional

Page limit and formatting recommended, not required

Notice of Intent to Apply requested

How The Review Process Works

APPLICATION

REVIEW

PROCESS

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

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

3. Each Peer Reviewer receives comprehensive training.

4. Panels consisting of 3 non-Federal Peer Reviewers and a Federal Panel Monitor are created.

5. Each Peer Reviewer is responsible for reading and evaluating assigned applications.

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

7. Panel discussions are conducted - Peer 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 IHEs are made.

Overview of the DHSI Program

PURPOSE OF DHSI TITLE V, PART A

PROGRAM

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 colleges and universities that are educating the majority of Hispanic college students https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v

DHSI PROGRAM LAWS, REGULATIONS,

AND GUIDANCE

Title V, Part A of the Higher Education Act (HEA)(20

U.S.C. 1101-1101d), and Title V, Part C (20 U.S.C. 1103-

1103g)

34 CFR Part 606 applies to

DHSI.

Education Department General Administrative

Regulations (EDGAR), Parts 74, 75, 77, 79, 81, 82, 84, 85, 86, 97, 98, and 99

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

Office of Management and Budget (OMB) Grants

Management Circulars https://www.ecfr.gov/current/title-34/subtitle-B/chapter-VI/part-606 https://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html https://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html https://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html http://www.whitehouse.gov/omb/circulars_default http://www.whitehouse.gov/omb/circulars_default

ALLOWABLE ACTIVITIES FOR

TITLE V, PART A

(1) Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.

(2) Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities.

(3) Support of faculty exchanges, faculty development, curriculum development, academic instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow's field of instruction.

(4) Purchase of library books, periodicals, and other educational materials, including telecommunications program material.

(5) Tutoring, counseling, and student service programs designed to improve academic success.

(6) Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.

(7) Joint use of facilities, such as laboratories and libraries.

(8) Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.

ALLOWABLE ACTIVITIES FOR

TITLE V, PART A (CONT.)

(9) Establishing or improving an endowment fund, provided the grantee uses no more than 20 percent of its grant funds for this purpose and at least matches those grant funds with non-Federal funds.

(10) Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.

(11) Establishing or enhancing a program of teacher education designed to qualify students to teach in public elementary or secondary schools.

(12) Establishing community outreach programs that will encourage elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education.

(13) Expanding the number of Hispanic and other underrepresented graduate and professional students that can be served by the institution by expanding courses and institutional resources.

(14) Other activities that contribute to carrying out the purposes of this program.

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

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 5-year Title V funds

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.

UNAUTHORIZED ACTIVITIES FOR

(1) Activities that are not included in the grantee's approved application.

(2) Activities that are inconsistent with any State plan for higher education that is applicable to the institution, including, but not limited to, a State plan for desegregation of higher education.

(3) Activities or services that relate to sectarian instruction or religious worship.

(4) 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 specifically for the education of students to prepare them to become ministers of religion or to enter into some other religious vocation or to prepare them to teach theological subjects.

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

(6) Developing or improving community-based or community services programs, unless the program provides academic-related experiences or academic credit toward a degree for degree students, or, unless it is a program or services to encourage elementary and secondary school students to develop the academic skills and the interest to pursue postsecondary education.

(7) Purchase of standard office equipment, such as furniture, file cabinets, bookcases, typewriters, or word processors.

UNAUTHORIZED ACTIVITIES FOR

TITLE V, PART A (CONT.)

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

(9) 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.

(10) Costs of student recruitment such as advertisements, literature, and college fairs.

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

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

(13) Costs for health and fitness programs, transportation, and day care services.[[Page 70151]]

(14) Student activities such as entertainment, cultural, or social enrichment programs, publications, social clubs, or associations.

(15) Activities that are operational in nature rather than developmental in nature.

SCHOLARSHIPS UNDER

Regarding student scholarships under HSI, 2 CFR 200 applies: https://www.ecfr.gov/current/title- 2/section-200.466. Under this provision, costs of scholarships, fellowships, and student aid are generally not allowable except when the purpose of the Federal award is to provide training to participants, and the Federal agency approves the cost.

https://www.ecfr.gov/current/title-2/section-200.466 https://www.ecfr.gov/current/title-2/section-200.466

Title V, Part A Eligibility

IHE ELIGIBILITY FOR TITLE V,

PART A PROGRAM

The Department does not “designate” any IHE as an “HSI” or other “MSI.”

In order to receive funding under DSHI, IHEs must be designated eligible for Title V, Part A.

There is an annual application process to determine eligibility.

Complete information is available at the MSI eligibility webpage.

Technical questions about the process or an individual IHE’s data should be addressed to Nemeka.Mason@ed.gov.

IHEs are encouraged to download and keep a copy of their eligibility letter every year as the system does not keep letters year over year. The letter is available at hepis.ed.gov.

View the video on the eligibility process on the Division’s YouTube playlist.

https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html mailto:Nemeka.Mason@ed.gov https://hepis.ed.gov/ https://www.youtube.com/watch?v=soB60MqxsAM&list=PLNvZOA2puYOgpRJLkBvsobcMi6X041xrY&index=7&t=15s https://www.youtube.com/playlist?list=PLNvZOA2puYOgpRJLkBvsobcMi6X041xrY

1. Designation of Eligibility for Title V, Part A

– Announced in Federal Register on March 6, 2025;

– There was a link in the Notice to confirm eligibility;

– Enrollment and fiscal data based on 2022-2023 year;

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

April 7, 2025.

2. HSI Eligibility for Title V, Part A

– IPEDS final 2022-2023 school year data and IPEDS provisional data for

2023-2024 school year reviewed;

– Program Profile Form required for DHSI. We also encourage applicants to include a copy of their eligibility letter in their application package (eligibility letter may be accessed via HEPIS system at https://hepis.ed.gov/)

THE ELIGIBILITY PROCESS

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

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)

Tribally Controlled Colleges and Universities (84.031D)

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, DHSI Title III, Part F programs including:

HSI STEM, ANNH, NASNTI, and

AANAPISI

Title III, Part E, MSEIP Title VII, Part A programs

WHO IS ELIGIBLE TO APPLY?

Selection Criteria and Priorities

PLEASE

CONSIDER…

The order of the Selection Criteria as stated in the Notice Inviting Application (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.

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 Competitive Preference Priority 1 10 Competitive Preference Priority 2 10 Invitational Priority 0 Total possible points for CPPs 20

TOTAL POSSIBLE SCORE 120

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

A. 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; and (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)

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

B. Quality of Project Design (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).

DEMONSTRATES A RATIONALE AND PROMISING

EVIDENCE STANDARDS

To establish that their projects “demonstrate a rationale,” applicants must use a logic model (as defined in this notice) and identify research or evaluation findings suggesting that a key project component is likely to improve relevant outcome. To establish that their 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 provide a working URL link to the study or studies cited, as indicated in the ED Evidence Form. In addressing “promising evidence,” applicants are encouraged to align the direct student services proposed in the application to evidence-based practices identified in the selected studies. In addition, applicants should also consider how the cited promising evidence studies can be incorporated into their evaluation plan to produce evidence of project effectiveness.

Resources on creating a logic model are included in the NIA, posted on Grants.gov, and in this PowerPoint.

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).

Be sure to include baseline data!!!

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 3 points).

(3) Procedures for fiscal control and fund accounting procedures are likely to ensure proper disbursement of and accounting for funds made available to the applicant (up to 2 points). NEW!!

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. Budget (Total: Up to 4 points)

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

*A detailed budget justification for all 5 years of the project per line item (Personnel, Fringe, Travel, etc.) must be provided in the Budget Narrative section, and an overall summary budget for the project must be outlined on the ED 524 Budget Form within the application.

COMPETITIVE

PREFERENCE

PRIORITIES

Competitive Preference Priority 1: Rural Applications (10 points)

Under this priority, an applicant must demonstrate the following:

(a) The applicant is an IHE with a rural campus setting, or the applicant proposes to serve a campus with a rural setting. Rural settings include any of the following: Town-Fringe, Town-Distant, Town-Remote, Rural Fringe, Rural-Distant, Rural-Remote, as defined by the NCES College Navigator search tool. Note: Any rural campus served under this priority must be an eligible HSI (as defined in this notice).

In its response and the abstract, an applicant must include the relevant NCES locale code of the IHE and/or campus(es) proposed to serve with a rural setting by searching at the NCES Locale Lookup webpage. Enter the zip code of the campus address, click the magnifying glass, and then click on the button that appears on the map. In the left-hand corner, “Locale” box will update with the corresponding locale code for that address. Additional information on locale codes and classifications may be found at https://nces.ed.gov/programs/edge/Geographic/LocaleBoundarie s.

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

https://nces.ed.gov/programs/maped/LocaleLookup/ https://nces.ed.gov/programs/maped/LocaleLookup/ https://nces.ed.gov/programs/edge/Geographic/LocaleBoundaries https://nces.ed.gov/programs/edge/Geographic/LocaleBoundaries

Competitive Preference Priority 2: Applications for New Potential Grantees (10 points)

Under this priority, an applicant must demonstrate the following:

(a) The applicant has not had an active discretionary grant under the program from which it seeks funds, including through membership in a group application submitted in accordance with 34 CFR 75.127–75.129, in the following number of years before the deadline date for submission of applications under the program.

(i) Five years

NOTE: In its response and the abstract, an applicant that addresses Competitive Preference Priority 2 must affirm in the abstract that it has not had an active discretionary grant under the DHSI program for the past 5 years.

WHO QUALIFIES AS A NEW APPLICANT

UNDER CPP2?

A “new” applicant is an applicant who has not had an active grant either individually or as part of a consortium or group application under the DHSI program within the last 5 years. For purposes of this competition, an applicant may not have served as a lead applicant, a fiscal agent, nor as a member of a group application that was funded under the DHSI program.

With respect to “the last 5 years,” an applicant that has had an active grant on or after July 3, 2020, would not be eligible for CPP points. This would include applicants with grant projects on a no-cost time extension year (or portion thereof).

You must include a statement to this effect as part of your response to the priority and in the abstract of the application as part of your application package.

INVITATIONAL

PRIORITY

Invitational Priority 1: Expanding access to distance education, workforce-based options, or shortened time-to degree models, or recognized credentials.

Applicants should demonstrate how their projects, institutions, or proposals are designed to promote education choice in one or more of the following ways: Expand access to postsecondary distance education, competency-based or skills-based education, pre-apprenticeships, apprenticeships, part-time coursework and career preparation, work-based learning or shortened time-to-degree models, and programs or coursework that lead to high-wage, high-skilled, or in-demand, industry recognized credentials.

Performance Measures

PERFORMANCE

MEASURES FOR

THE DHSI

PROGRAM

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

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

(c) The percentage of all students, and of Hispanic students in particular, who transfer from a two-year HSI to a four-year institution

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

(e) The Federal cost per undergraduate and graduate degree at institutions in the DHSI program.

YOUR PERFORMANCE

MEASURES-

WHAT TO CONSIDER

Each year you will submit an Annual Performance Report (APR) that will provide information to track and evaluate progress based on your project-specific measures and any DHSI program performance (GPRA) measures that you include.

Consider the DHSI program’s performance measures as you develop your project-specific measures and design your evaluation plan.

For your project-specific goals and objectives, you are encouraged to use performance measures that will produce data about the desired outcomes of your project. 43

Applying using Grants.gov

2025 Grant Application Opportunity Number: ED-GRANTS-060325-003 www.Grants.gov http://www.grants.gov/

THE GEPA 427 HAS BEEN REVISED. FOR ASSISTANCE WITH COMPLETING THIS

FORM, PLEASE VIEW THIS TRAINING VIDEO.

https://www2.ed.gov/rms-training/ensuring-equitable-opportunities-under-the-gepa-section-427/story.html

BEFORE SUBMITTING

YOUR APPLICATION,

USE THE

APPLICATION

CHECKLIST IN THE

INSTRUCTIONS

BOOKLET

DEVELOPING A COMPETITIVE GRANT

Dedicate time and effort to the Comprehensive Development Plan (CPD) selection criterion, which is the heart of your application. The CDP is part of the Title V statute and regulations and does not change from year to year. In collaboration with your major stakeholders, you must conduct an analysis of your institution’s strengths and weaknesses regarding academic programs, institutional management, and fiscal stability. This analysis must be accompanied by a 5-year plan to address the weaknesses. Focus on strengthening your academic programming, as well as your financial and administrative management and fiscal stability, in addition to physical and virtual (technological) infrastructure, for lasting change. An endowment fund may be established.

Consider addressing challenges or issues that your institution will have to resolve regardless of grant funding and use analysis and evaluation to identify institutional challenges or issues, focusing on the most well-analyzed challenges or issues that confront your IHE

The Selection Criteria for Project Design (logic model and evidence studies), Activity Objectives, and Implementation Strategy are built directly on the CDP, so devote the greatest amount of time and effort to developing a competitive CDP, and the rest of the proposal will fall into place.

Identify goals for your proposed project, especially how they will focus on Hispanic student academic and career success

Incorporate 1or more of the Secretary’s Competitive Preference Priorities into your project design

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

Consider the DHSI program’s (GPRA) performance measures when developing your project-specific objectives and designing your evaluation plan

Design activities and services that are manageable, appropriate for your population, support your IHE’s identified challenges, and are evidence-based

Choose metrics and evaluation methods that will produce evidence about the project’s effectiveness (SMART [specific, measurable, achievable, relevant, and time-bound) objectives tied to goals)

Know your budget and ensure that all costs are allowable (2CFR 200.403), allocable (2CFR 200.405), and reasonable (2CFR 200.404) (for more information, including the Cost Principles, visit ED’s Uniform Guidance webpage) https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRea20080eff2ea53/section-200.403 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRea20080eff2ea53/section-200.405 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRea20080eff2ea53/section-200.404 https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html

Have in place or plan to hire well-qualified and experienced key personnel (especially the Project Director, Project Manager or Activities Director, and Evaluator) that will dedicate sufficient time to successful management of the project

Consider the Knowledge, Skills, and Abilities (KSAs) of the project staff you will need and include an organizational chart in the application

Make sure you have the support of senior leadership at your IHE

Ensure that your project narrative is well-documented and researched; include citations/references, where appropriate, and use the highest level of evidence that makes sense for your project

Present a well-organized, visually appealing application that conform to the page limit and follows the outline of the Selection Criteria in the Notice

Design your project with a competitive internal controls systems, including frequent monitoring and a sound financial management plan

Emphasize how your project, if funded, will make lasting change at your IHE by thoughtfully incorporating strategies for institutionalization of project impacts

LOGISTICAL ADVICE

Make sure you are properly registered in the Grants.gov system, your Authorized Organizational Representative (AOR) profile is current, and you are applying to the correct Grant Opportunity Number.

Ensure that your IHE’s Unique Entity Identifier (UEI) is up-to-date and registered in SAM. See here for more information on the transition from the DUNS numbers to the UEIs.

Become familiar with the Department’s grant application process. Review the How to Apply for an ED Grant brochure.

Submit your grant application EARLY!

https://www.grants.gov/ https://sam.gov/content/home https://www.gsa.gov/about-us/organization/federal-acquisition-service/office-of-systems-management/integrated-award-environment-iae/iae-systems-information-kit/unique-entity-identifier-update https://www.gsa.gov/about-us/organization/federal-acquisition-service/office-of-systems-management/integrated-award-environment-iae/iae-systems-information-kit/unique-entity-identifier-update

Developing a Competitive Grant Application (Evaluation)

• Your project design should inspire your evaluation methods.

• Use your logic model as a guide to design your evaluation plan.

• Your evaluation methods should produce evidence regarding the project’s effectiveness about outcomes associated with project activities.

• Include your evaluator in your project planning/management team.

• 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 for your objectives; and

– Set meaningful outcomes and goals.

• Use the identified performance measures (project-specific and DHSI program measures) to build your project assessments.

EVIDENCE DEFINITIONS USED IN

TITLE V PROGRAMS

NOTE: THESE DEFINITIONS ARE AN ABBREVIATED VERSION OF THE COMPLETE

DEFINITIONS IN EDGAR. FOR THE FULL DEFINITIONS, PLEASE SEE 34 CFR PART 77.

Demonstrates a rationale:

means a key project component included in the project’s logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes.

Logic model: (also referred to as a theory of action) means a framework that identifies key project components of the proposed project (i.e., the active ‘‘ingredients’’ that are hypothesized to be critical to achieving the relevant outcomes) and describes the theoretical and operational relationships among the key project components and relevant outcomes.

Promising Evidence: means that there is evidence of the effectiveness of a key project component in improving a relevant outcome, based on a relevant finding from a WWC practice guide or intervention report or a single study reviewed by the Department https://www.ecfr.gov/current/title-34/subtitle-A/part-77

Start thinking about your logic model now

ADDITIONAL

RESOURCES

Logic Models:

Theory and Fundamentals (video)

Logic Models 101 (video)

What Makes a Good Logic Model (video) https://www.youtube.com/watch?v=Sq2_c_V_ojw https://www.youtube.com/watch?v=Sq2_c_V_ojw https://www.youtube.com/watch?v=Sq2_c_V_ojw https://www.youtube.com/watch?v=ip6Br-Eh79o https://www.youtube.com/watch?v=ip6Br-Eh79o https://www.youtube.com/watch?v=Mvre_566ozI https://www.youtube.com/watch?v=Mvre_566ozI https://www.youtube.com/watch?v=Mvre_566ozI

WHAT WORKS

CLEARINGHOUSE

(WWC)

Mission of WWC is to be a central and trusted source of scientific evidence for what works in education.

Examines research about interventions that focus on improving educationally relevant outcomes, including those for students and educators.

The systematic review of educational studies is the core of its work.

THIS IS YOUR MAIN SOURCE OF

EVALUATION AND EVIDENCE

INFORMATION RELATED TO

YOUR ED-FUNDED GRANTS.

Link is here:

www.ies.ed.gov/ncee/wwc/ http://www.ies.ed.gov/ncee/wwc/

EVALUATION

& EVIDENCE

RESOURCES

Institute of Education Science (IES)

National Center for Education Statistics

(NCES)

Integrated Postsecondary Education Data System (IPEDS)

What Works Clearinghouse

(WWC)

National Library of Education https://ies.ed.gov/ https://ies.ed.gov/ https://nces.ed.gov/ https://nces.ed.gov/ https://nces.ed.gov/ https://nces.ed.gov/ipeds/ https://nces.ed.gov/ipeds/ https://nces.ed.gov/ipeds/ https://nces.ed.gov/ipeds/ https://ies.ed.gov/ncee/WWC https://ies.ed.gov/ncee/WWC https://ies.ed.gov/ncee/WWC https://ies.ed.gov/ncee/projects/nle/ https://ies.ed.gov/ncee/projects/nle/

Resources

Institutional Service, Group C https://www.ed.gov/a bout/ed-offices/ope/hispanic-serving-institutions-division--home-page

DHSI Program https://www.ed.gov/ grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v

Eligibility Information

Ms. Nemeka Mason- Clercin at

Nemeka.Mason@ed.gov Webpage https://www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs https://www.ed.gov/about/ed-offices/ope/hispanic-serving-institutions-division--home-page https://www.ed.gov/about/ed-offices/ope/hispanic-serving-institutions-division--home-page https://www.ed.gov/about/ed-offices/ope/hispanic-serving-institutions-division--home-page https://www.ed.gov/about/ed-offices/ope/hispanic-serving-institutions-division--home-page https://www.ed.gov/about/ed-offices/ope/hispanic-serving-institutions-division--home-page https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v https://www.ed.gov/grants-and-programs/grants-special-populations/grants-hispanic-students/developing-hispanic-serving-institutions-program--title-v mailto:Nemeka.Mason@ed.gov https://www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs https://www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs https://www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs https://www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs https://www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs https://www.ed.gov/grants-and-programs/grants-higher-education/eligibility-designations-higher-education-programs

Final Tips for Applicants

FINAL

TIPS

Submit Submit early!

Write Write a narrative that is organized, complete, and follows the order of the Selection Criteria.

Know Know your budget and ensure costs are allocable, 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 and make sure your AOR’s credentials are current.

Download Down the Application Package and read it thoroughly.

Read Read the NIA thoroughly.

Leverage Leverage resources on campus as you plan.

DHSI FY 2025 Competition:

Application Deadline

July 3, 2025 (Thursday) 11:59:59 PM Eastern Time

SUBMIT EARLY TO ENSURE A SUCCESSFUL

SUBMISSION!!!

Thank you! Please email your questions to hsi@ed.gov.