FY 2023 RPED Preapplication Webinar 4.27.23.pdf

FY 2023 RURAL POSTSECONDARY & ECONOMIC

DEVELOPMENT PROGRAM

PRE- APPLICATION WEBINAR

Kurrinn Abrams, Program Lead & Competition Manager

Dr. Stacey Slijepcevic, HSI Division Director

Beatriz Ceja – Williams, Senior Director, Institutional Service (IS)

Dates: April 27th at 12pm ET, May 10th at 2pm ET, May 16th at 2pm ET, and

June 6th at 3pm ET

DISCLAIMER

NOTE: THE FEDERAL REGISTER IS THE OFFICIAL

APPLICATION SUBMISSION GUIDE. THIS WEBINAR

PROVIDES TECHNICAL ASSISTANCE ONLY

AGENDA

General Information/FY 2023 Competition at a Glance

Purpose

Eligibility Information

Requirements

Priorities

Selection Criteria

Understanding Indirect Costs

Budget Tips

Performance Measures

Planning Your Grant Application

Application Review and Selection Process

Submission Information

Call for Peer Reviewers

Questions from the Field

Resources and Program Contacts

GENERAL INFORMATION

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

• Notice Inviting Applications (NIA) published in the Federal Register on April 18, 2023, with a deadline of June 20th, 2023.

• Download application package in Grants.gov by searching for the ALN 84.116W or Funding Opportunity Number ED-GRANTS-041823-003.

• Frequently Asked Questions (FAQ) will be posted on the RPED website following this webinar.

https://www.federalregister.gov/documents/2023/04/18/2023-08173/applications-for-new-awards-rural-postsecondary-and-economic-development-grant-program https://www.grants.gov/web/grants/view-opportunity.html?oppId=347515 https://www2.ed.gov/programs/rped/index.html

FY 2023 COMPETITION AT A GLANCE

• APPLICATION AVAILABLE: April 18, 2023

• APPLICATION DEADLINE: June 20, 2023, at 11:59pm ET

• ESTIMATED AVAILABLE FUNDS: $44,550,000

• ESTIMATED RANGE OF AWARDS: $1,782,000 to $2,227,500 (FOR 4

YEARS)*

• MAXIMUM AWARD: We will not make an award exceeding $2,227,500 for the entire project period of 48 months.

• PROJECT PERIOD: 48 MONTHS

• ESTIMATED NUMBER OF AWARDS: 23

* ALL AWARDEE FUNDS WILL BE FRONTLOADED.

• PRIORITIES

• 2 Absolute Priorities

• 1 Competitive Preference Priority

• 3 Invitational Priorities

• This program uses an unrestricted indirect cost rate. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see https://www2.ed.gov/about/offices/list/ocfo/intro.html

• Budgets may not exceed range cap but may be below the estimated range.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

https://www2.ed.gov/about/offices/list/ocfo/intro.html

PROGRAM PURPOSE

The purpose of the RPED grant program is to improve rates of postsecondary enrollment, persistence, and completion among rural students through development of career pathways aligned to high-skill, high-wage, and in-demand industry sectors and occupations in the region.

PROGRAM AUTHORITY

• The Rural Postsecondary & Economic Development program is authorized under 20 U.S.C. 1138-1138d; and the Explanatory Statement accompanying Division H of the Consolidated Appropriations Act, 2023 (Pub. L. 117-328).

• Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.

APPLICABLE REGULATIONS

• No program specific regulations, but you must adhere to the following regulations for all grants:

• The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99.

• The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.

• The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.

• The Administrative Priorities

• The Supplemental Priorities https://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html https://www.ecfr.gov/current/title-2/subtitle-A/chapter-I/part-180 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRed1f39f9b3d4e72/section-200.466 https://www.federalregister.gov/documents/2020/03/09/2020-04761/administrative-priorities-for-discretionary-grant-programs https://www.federalregister.gov/documents/2021/12/10/2021-26615/final-priorities-and-definitions-secretarys-supplemental-priorities-and-definitions-for

ELIGIBILITY

Institutions of Higher Education (IHEs) (as defined in section 101 of the HEA (20 U.S.C.

1001)) that are public or private nonprofit IHEs, and public and private nonprofit organizations and agencies that partner with IHEs.

COMPETITION PRIORITIES

Two (2) Absolute Priorities (Required)

1. Absolute Priority 1 -- Rural Applicants.

2. Absolute Priority 2 -- Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success.

One (1) Competitive Preference Priority (Optional for up to 10 additional points)

1. Competitive Preference Priority -- Strengthening Cross-Agency Coordination and Community Engagement To Advance Systemic

Change

Three (3) Invitational Priorities (Optional – no points awarded for addressing these priorities)

1. Invitational Priority 1 -- Supporting Secondary Students To Access Postsecondary Education

2. Invitational Priority 2 -- Supporting the Development of Academic Programs With Career Pathways

3. Invitational Priority 3 -- Supporting Transition From Community College to a 4-Year Institution of Higher Education

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

ABSOLUTE PRIORITY #1 (REQUIRED)

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

ABSOLUTE PRIORITY 1: Rural Applicants

Under this priority, an applicant must demonstrate one or more of the following:

a) The applicant proposes to serve a community that is served by one or more LEAs with a locale code of 32, 33, 41, 42, or 43;

b) The applicant proposes a project in which a majority of the schools served have a locale code of 32, 33, 41, 42, or 43;

c) The applicant is an institution of higher education (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: Applicants are encouraged to retrieve locale codes from the NCES School District search tool (https://nces.ed.gov/ccd/districtsearch/), where LEAs can be looked up individually to retrieve locale codes, and the Public School search tool (https://nces.ed.gov/ccd/schoolsearch/), where individual schools can be looked up to retrieve locale codes. Applicants are encouraged to retrieve campus settings from the NCES College Navigator search tool (https://nces.ed.gov/collegenavigator/) where IHEs can be looked up individually to determine the campus setting.

https://nces.ed.gov/%E2%80%8Bccd/%E2%80%8Bdistrictsearch/ https://nces.ed.gov/%E2%80%8Bccd/%E2%80%8Bschoolsearch/ https://nces.ed.gov/%E2%80%8Bcollegenavigator/%E2%80%8B

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

What do these locale codes mean?

• 32 - Town Distant

• 33 – Town Remote

• 41 – Rural Fringe

• 42 – Rural Distant

• 43 – Rural Remote

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Local Education Agencies (I.e., school districts)

• Where LEAs can be looked up individually to retrieve locale codes, and the

a) The applicant proposes to serve a community that is served by one or more LEAs with a locale code of 32, 33, 41, 42, or 43;

https://nces.ed.gov/ccd/districtsearch/

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Public School search tool

• Where individual schools can be looked up to retrieve locale codes.

b) The applicant proposes a project in which a majority of the schools served have a locale code of 32, 33, 41, 42, or 43;

https://nces.ed.gov/ccd/schoolsearch/

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

NCES College Navigator search tool

• Where IHEs can be looked up individually to determine the campus setting.

c) The applicant is an institution of higher education (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.

https://nces.ed.gov/collegenavigator/

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

General Locale Lookup by address https://nces.ed.gov/programs/maped/LocaleLookup/

ABSOLUTE PRIORITY #2 (REQUIRED)

ABSOLUTE PRIORITY 2: Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success.

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) 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, child care and transportation, student financial aid, and access to technological devices.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

ABSOLUTE PRIORITY #2 (REQUIRED)

ABSOLUTE PRIORITY 2: Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success.

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:

d) Supporting the development and implementation of high-quality and accessible learning opportunities, including learning opportunities that are accelerated or hybrid online; credit-bearing; work-based; and flexible for working students.

e) Supporting the development and implementation of evidence-based strategies to promote students' development of knowledge and skills necessary for success in the workforce and civic life.

f) Providing secondary school students with access to career exploration and advising opportunities to help students make informed decisions about their postsecondary enrollment decisions and to place them on a career path.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

COMPETITIVE PREFERENCE PRIORITY (OPTIONAL)

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

COMPETITIVE PREFERENCE PRIORITY -- Strengthening Cross-Agency Coordination and Community Engagement To Advance Systemic Change (Up to 10 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 a competitive preference priority. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 10 points to an application, depending on how well the application meets this priority, which encompasses up to 5 points per subcomponent described below.

Projects that are designed to take a systemic evidence-based approach to improving outcomes for underserved students in coordinating efforts with Federal, State, or local agencies, or community-based organizations, that support students, to address college readiness (Up to 5 points), workforce development (Up to 5 points), or both.

https://www.ecfr.gov/current/title-34/section-75.105p-75.105(c)(2)(i)

INVITATIONAL PRIORITY (OPTIONAL)

INVITATIONAL PRIORITY 1 -- Supporting Secondary Students To Access Postsecondary Education

Projects that are designed to provide long-term academic and career advising relationships, and exposure to postsecondary opportunities to students as early as 8th grade to support them through their transition to postsecondary education, including potential transitions from 2- to 4-year programs.

*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.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

https://www.ecfr.gov/current/title-34/section-75.105p-75.105(c)(1)

*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.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

INVITATIONAL PRIORITY 2 -- Supporting the Development of Academic Programs With Career Pathways

Projects that include partnerships with regional economic development or workforce agencies, regional employers, or other relevant nonprofit organizations and support alignment of academic programs with, and development of, high-quality career pathways aligned to high-skill, high-wage, and in-demand industry sectors and occupations in the region.

*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.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

INVITATIONAL PRIORITY 3 -- Supporting Transition From Community College to a 4-Year Institution of Higher Education

Projects that are designed to provide strategies for developing and maintaining long-term academic and career advising relationships with community college students to support them through their transition to a 4-year IHE.

SELECTION

CRITERIA

The selection criteria are the criteria against which the peer reviewers evaluate and score each application.

The Department selects grantees based on peer reviewer scores, so clearly addressing the selection criteria is critical.

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

The project narrative should be organized in 4 labeled sections that correspond to and follow the order of the seven selection criteria.

a. Quality of the Project Design

b. Quality of the Management Plan

c. Adequacy of Resources

d. Quality of the Project Evaluation

The maximum total score that any applicant may receive on the 4 selection criteria is 100 points.

Now remember you can also respond to the CPP in your application for up to a total of 10 additional points (although not required).

This would give your application a total of up to 110 points.The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Selection Criteria Maximum Points Selection Criteria Maximum Points

Quality of Project Design 35

Quality of Management Plan 35

Adequacy of Resources 10

Quality of Project Evaluation 20

Total Maximum Score for Selection Criteria

Competitive Preference Priority 10

Total Possible Score Per Application 110 The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Quality of Project Design (maximum 35 points)

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

1) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable. (Up to 10 points)

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

3) The extent to which the design of the proposed project includes a thorough, high-quality review of the relevant literature, a high-quality plan for project implementation, and the use of appropriate methodological tools to ensure successful achievement of project objectives. (Up to 5 points)

The Federal Register is the official application submission

Quality of Project Design (maximum 35 points)

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

5) The extent to which the proposed project is designed to build capacity and yield results that will extend beyond the period of Federal financial assistance. (Up to 3 points)

6) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services.

(Up to 2 points)

QUESTIONS TO

CONSIDER –

Project Design

• Have you identified the target population? Their challenges?

Needs?

• How does the proposed project expand or strengthen the institution’s capacity and ability to address the needs of the target population?

• Is there evidence that supports your approach to the design of the project? Does the application provide a thorough, high- quality review of literature that is relevant and connects to the project?

• Does the application identify clear goals, objectives, and outcomes to be achieved by the project? How do the objectives relate to the project goals and what are the anticipated outcomes? Are they measurable?

• How would the project be presented using a logic model?

• How will the project continue after the grant period?

• If the project is successful, what improvements or systemic changes are expected?The Federal Register is the official application submission

Quality of Management Plan (maximum 35 points)

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the following factors:

(1) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks. (Up to 10 points)

(2) The extent to which the costs are reasonable in relation to the number of persons to be served and to the anticipated results and benefits. (Up to 5 points)

(3) The adequacy of mechanisms for ensuring high-quality products and services from the proposed project. (Up to 5 points)

(4) The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project. (Up to 5 points)

(5) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project. (Up to 10 points)

Management Plan

• Does the management plan include clearly defined responsibilities, timelines, and milestones for accomplishing the project? What is the plan to ensure proper and efficient management of the project, including methods of coordination across organizational units, partners, stakeholders, etc.? Who is responsible for what?

• How will you ensure that the project is on schedule and within budget to meet the identified goals and objectives of the project?

• Have sufficient staff and time been committed to ensure that the identified goals and objectives are met?

• How will you determine that the costs were reasonable in relation to the number of students to be served and the anticipated results and benefits?

• How will you ensure that the project produces high- quality products and services?

• How will you ensure feedback and continuous improvement in the operation of the project?The Federal Register is the official application submission

Adequacy of Resources (maximum 10 points)

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

The Secretary considers the adequacy of resources for the proposed project. In determining the adequacy of resources for the proposed project, the Secretary considers the following factors:

(1) The adequacy of support, including facilities, equipment, supplies, and other resources, from the applicant organization or the lead applicant organization. (Up to 5 points)

(2) The relevance and demonstrated commitment of each partner in the proposed project to the implementation and success of the project. (Up to 5 points)

Adequacy of

Resources

• How are the resources related to the successful implementation of the project?

• How will you leverage support from other campus resources to enhance the project?

• Describe if these resources are available at your institution (or in partner institutions); or if you plan to acquire them.

• How does your application speak to how the project partners will support the project beyond the life of the grant?

• Are letters of commitment and support included to demonstrate level of commitment to the project.

• Are the requested funds reasonable in relation to the complexity and scale of The project?

• How does your application articulate buy- in and support from stakeholders and all others involved in the project?

Quality of Project Evaluation (maximum 20 points)

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

The Secretary considers the quality of the evaluation to be conducted of the proposed project. In determining the quality of the evaluation, the Secretary considers the following factors:

(1) The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project (up to 10 points).

(2) The extent to which the methods of evaluation provide for examining the effectiveness of project implementation strategies. (Up to 10 points)

Evaluation Plan

• Does the application include methods of evaluation for examining the effectiveness of the project?

• Are the metrics that will be used to measure progress identified?

• How will you determine that the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the project?

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

• Are the proposed activities/strategies appropriate to yielding the intended data?

• How will the evaluation be used to inform continuous improvement?

APPLICATION

TIEBREAKERS

1. First Tiebreaker: The first tiebreaker will be the highest average score for the selection criterion “Quality of the Project Design”. If a tie remains, the second tiebreaker will be utilized.

2. Second Tiebreaker: The second tiebreaker will be the highest average score for the selection criterion “Quality of the Management Plan.” If a tie remains, the third tiebreaker will be utilized.

3. Third Tiebreaker: The third tiebreaker will be the highest average score for the selection criterion “Quality of the Project Evaluation.” If a tie remains, the fourth tiebreaker will be utilized.

4. Fourth Tiebreaker: The fourth tiebreaker will be the applicant that serves the highest number of LEAs, schools, and/or institutions located in a rural area as identified by the rural locale codes outlined in Absolute Priority 1.

Please refer to the NCES locale lookup resources provided in the slides under Absolute Priority 1.

UNDERSTANDING

INDIRECT COST

INDIRECT COST

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

APPLICABLE INDIRECT COST RATE TYPE

• This program uses an unrestricted indirect cost rate.

• For more information regarding indirect costs, please see https://www2.ed.gov/about/office s/list/ocfo/intro.html or contact indirectcostdivision@ed.gov

REGULATIONS & GUIDANCE

UNIFORM GUIDANCE

• 2 CFR 200 SUBPART E

• FAQS: https://www.cfo.gov/wp-content/uploads/2014/11/2014-

11-26-Frequently-Asked-Questions.pdf

DEPARTMENTAL REGULATIONS

• EDUCATION DEPARTMENT GENERAL ADMINISTRATIVE

REGULATIONS

• 34CFR 75.560 - 75.580

• 34 CFR 76.560 - 76.580

https://www2.ed.gov/about/offices/list/ocfo/intro.html mailto:indirectcostdivision@ed.gov https://www.cfo.gov/wp-content/uploads/2014/11/2014-11-26-Frequently-Asked-Questions.pdf

Budget Tips

a. Budgets should reflect the scale and scope of the project.

b. Budgets may not exceed the estimated range of $1,782,000 to $2,227,500 but they may be below the estimated range.

c. Complete the ED standard form 524 and prepare a detailed budget narrative that includes the costs and justification of costs.

d. No cost share or matching requirements.

e. Scholarships and student financial assistance are only an allowable cost in certain circumstances. Please see the Uniform Guidance for all allowable costs/activities.

f. Unrestricted indirect cost rate.

g. Budgets will be evaluated by peer reviewers for relevance and appropriateness. Program staff will also review budgets to ensure that proposed costs are justifiable, reasonable and allowable. 25

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

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

Program Performance Measures

PERFORMANCE

MEASURES

• As required by GPRA, the Department of Education has prepared a strategic plan for 2022-2026.

This plan reflects the Department’s priorities and integrates them with its mission and program authorities and describes how the Department will work to improve education for all children and adults in the U.S. The Department’s goals, as listed in the plan.

• The performance measures for the Rural Postsecondary & Economic Development (RPED) Program are part of the Department’s plan for meeting Goal 4.

Goal 4: Increase postsecondary value by focusing on equity-conscious strategies to address access to high-quality institutions, affordability, completion, post-enrollment success, and support for inclusive institutions.

• Within every program in the Department, we identify measures that when aggregated help inform us and the public of progress and performance toward reaching the purpose of the program.

• The applicant should also propose performance measures that produce data about the desired outcomes.

• As a grantee, you will submit an annual performance report each year to ED that will provide information to track and evaluate your progress towards your goals and objectives; the performance-specific measures, and performance targets in your approved application.The Federal Register is the official application

PERFORMANCE

MEASURES

The performance indicators for the Rural Postsecondary & Economic Development Program are:

The number of rural students served by direct student services supported by the grant.

The change in the annual enrollment rate at grantee and partner institutions of rural students who are served by direct student services supported by the grant from one year to the next.

The number of rural students served by direct student services supported by the grant that transfer to a four-year institution or obtain a degree or certificate of completion.

The number of rural students served by the program who obtain a paid internship, apprenticeship, or employment

THE LOGIC MODEL

COMPONENTS OF A PROGRAM LOGIC MODEL

RESOURCES: MATERIALS TO IMPLEMENT THE PROGRAM

ACTIVITIES: STEPS FOR PROGRAM IMPLEMENTATION

OUTPUTS: PRODUCTS OF THE PROGRAM

IMPACTS ON OUTCOMES: CHANGES IN PROGRAM

PARTICIPANTS’ KNOWLEDGE, BELIEFS, OR BEHAVIOR

SAMPLE LOGIC MODEL

REGIONAL

EDUCATIONAL

LABORATORY

(REL)

RESOURCES

ON LOGIC

MODELS

• LOGIC MODELS: ATOOL FOR EFFECTIVE PROGRAM

PLANNING, COLLABORATION, AND MONITORING

https://ies.ed.gov/ncee/edlabs/projects/project.asp?projecti d=409

• LOGIC MODELS: ATOOL FOR DESIGNING AND MONITORING

PROGRAM EVALUATIONS

https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectid=404

• LOGIC MODELS FOR PROGRAM DESIGN, IMPLEMENTATION, AND

EVALUATION: WORKSHOP TOOLKIT

https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectid=401

• EDUCATION LOGIC MODEL APPLICATION FOR CREATING LOGIC

MODELS

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

Planning Your Grant Application

PLANNING

YOUR GRANT

APPLICATION

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

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

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

• Use the identified performance measures to build your project assessments.

APPLICATION

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

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

• Consider addressing challenges or issues that your institution will have to resolve regardless of funding.

• Dedicate adequate resources and time to develop your funding application and to the project, including clearly outlining the roles and responsibilities of your partners.

APPLICATION

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

• Design activities and services that are manageable and directly addressyour identified challenges and issues.

• Knowyour budget and ensure that all costs are allowable, allocable, and reasonable.

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

• Work towards sustainability of your project.

APPLICATION

• We recommend a limit to no more than 50 pages. This only applies to the application narrative and does not apply to the cover sheet, budget section and budget justification, assurances and certifications, one-page abstract, resumes/CVs, bibliography, or letters of support.

• We recommend that if you are addressing the optional priorities, include no more than 3 additional pages.

• Double space all text in the narrative, including titles, headings, footnotes, quotations, references, and captions.

• Use a readable 12-point font (e.g., Time New Roman, Courier, or Arial).

The Federal Register is the official application

STRUCTURING

APPLICATION

• We strongly recommend organizing your application according to the selection criteria, so that the information is easily found by the reviewers.

• Remember reviewers will determine the extent to which the applicant meets the criterion, so it is important to be clear and concise in your responses, and that reviewers don’t have to search through your application to find the information.

• Ensure reviewers know exactly which criteria you are responding to.

The Federal Register is the official application

Review and Selection Process

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Review and Selection Process

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

• Applications are screened to ensure that they meet all the requirements of the program.

• Peer reviewers have expertise in areas pertinent to the grant program.

• All reviewers are screened for conflicts of interest to ensure a fair and competitive review process.

• Reviewers will read and score applications for each selection criterion, the competitive preference priority, and invitational priority, if applicable.

• A rank order of all applications is developed based on the peer review score.

Submission Information

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Logistical Advice

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

• Register early: Grants.gov registration involves many steps including registration on SAM (www.sam.gov).

• Write clearly: Peer reviewers have only your writing to evaluate.

• Ensure that your IHE’s UEI number is up-to-date and active in SAM https://www.Sam.Gov/sam/.

• Submit Early: We strongly recommend that you do not wait until the last day to submit your application.

READ THE NIA. UNDERSTAND THE REQUIREMENTS. PLAN AHEAD.

https://www.sam.gov/SAM/

SUBMITTING

YOUR

APPLICATION

IN

GRANTS.GOV

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

HTTPS://WWW.GRANTS.GOV/

• SEACH GRANTS FOR

• ALN 84.116W or

• LOOK FOR THE OPPORTUNITY NUMBER: ED-

GRANTS-041823-003

• You will then see all of the application information and instructions, including the NIA and application booklet, which outlines the checklist and formsyou need to fill out.

https://www.grants.gov/ https://www.grants.gov/web/grants/view-opportunity.html?oppId=347515

SUBMITTING

YOUR

APPLICATION

IN

GRANTS.GOV

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

• Electronic submission required through grants.gov unless you have a waiver. The application uploading process is time consuming.

Please submit your application early.

• Grants.gov applicants can apply online using Workspace.

Workspace is a shared, online environment where members of a grant team may simultaneously access and edit different web forms within an application.

• Workspace, Adobe Forms and PDF Files Required

• For access to complete instructions on how to apply for opportunities, refer to:

https://www.grants.gov/web/grants/applicants/workspace-overview.html

• If you have problems submitting to Grants.gov, please contact Grants.gov Customer Support at 1-800-518-4726 or email at:

support@grants.gov or access the Grants.gov Self-Service Knowledge Base web portal at: https://grants-portal.psc.gov/Welcome.aspx?pt=Grants https://www.grants.gov/web/grants/applicants/workspace-overview.html mailto:support@grants.gov https://grants-portal.psc.gov/Welcome.aspx?pt=Grants

Navigating Grants.gov

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

NOTE: THE FEDERAL REGISTER IS THE OFFICIAL APPLICATION SUBMISSION

GUIDE. THIS WEBINAR PROVIDES TECHNICAL ASSISTANCE ONLY

Application Checklist

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Part I Application for Federal Assistance

(SF 424)

Department of Education Supplemental

Information for SF 424

Part III ED Abstract Form

Overview of how project meets priorities

Project Narrative Form Optional “Table of Contents” Responses to selection criteria

Other Attachments Form Curriculum Vitae (CV) Letters of commitment and support from all members of the consortium Bibliography

GEPA Section 427 Form

Part II Budget Summary (ED Form 524)

Sections A & B Section C “Budget Narrative

Attachment Form”

Part IV Assurances/Certifications

Disclosure of Lobbying Activities (SF- LLL)

Grants.gov Lobbying Form (ED-80- 0013)

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Application Checklist: Part 1

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Application Checklist: Part 2

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Application Checklist: Part 2

Required Abstract - Clearly indicate:

• Applicant institution, or nonprofit organization or agency, and partner institutions

• Project title

• Proposed partners for the purpose of meeting the priorities

• Target Population (e.g., faculty, staff, students)

• Services and Proposed Activities

• Anticipated Results (e.g., learning outcomes) and citations

• Absolute Priorities Addressed: Yes or No; Briefly describe how they are addressed

• Competitive Preference Priority Addressed: Yes or

No; Briefly describe how it is addressed and indicate the institution/s that the applicant is proposing to partner with for the purpose of meeting this priority.

• Invitational Priority or Priorities Addressed: Yes or No; Briefly describe how it is addressed

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Application Checklist: Part 3

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

Application Checklist: Part 3

Curriculum Vitae (CV) Letters of commitment and support from all members of the consortium

Bibliography

GEPA Section 427 Standard Form Changes

Original Form

1. One overall general requirement

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

3. Discretion in how to describe plans to address the identified barriers

4. Description may be provided in a separate narrative or in connection with related topics in the application

Updated Form

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

Updated GEPA Form Has Four Questions

Applicants must respond to each question on the standard form and submit the form with its grant application package or State plan.

For Grants.gov application submissions:

1. The updated form is integrated into Grants.gov and no longer needs to be uploaded as PDF.

2. The form is electronic and each text box response allows 4,000 characters.

3. An error message is received if a response is missing and the form can not be saved. (see next slide)

Question One – Response Example

1. Describe how your entity’s existing mission, policies, or commitments ensure equitable access to, and equitable participation in, the proposed project or activity.

Our organization has a contract with the city to operate a non-traditional high school in the local YMCA. As non-traditional, we will open earlier and remain open longer than a regular high and be open seven days a week to work with students living on their own, students that are homeless, and students expelled from a regular high school. One of the goals of our organization is to ensure homeless and other non-traditional students are able to obtain high school diplomas.

Question 2 – Response Example

2. Based on your proposed project or activity, what barriers may impede equitable access and participation of students, educators, or other beneficiaries?

Based on the population that is currently served our organization has identified homeless status or housing insecurity, pregnancy, and language as potential barriers.

Question 3 – Response Example

3. Based on the barriers identified, what steps will you take to address such barriers to equitable access and participation in the proposed project or activity?

We intend to offer core subjects of varying levels of math, reading, and science, several times throughout the day and evening in small group settings so that registered students are able to attend classes needed to graduate. Daily attendance will be required although not at any set time. Multi-lingual counselors will be on sight at various times to regularly engage with each student. A mobile health truck will be onsite bi-weekly to address health and safety issues.

Question 4 – Response Example

4. What is your timeline, including targeted milestones, for addressing these identified barriers?

Extensive outreach through posters and flyers posted at local community organizations and shops, support from the YMCA patrons, mobile health van team, and our counseling staff conducting daily foot patrols within a specific perimeter and in the hangout areas of targeted youth in order to share information and recruit targeted population.

The target population assigned through the system such as juvenile courts will also assist in the identification and recruitment of the target population.

Register five percent (50 students) of the target population (as documented by local standard statistical references), for core classes within 180 days of the opening of the school year.

GEPA Form Instructions

• Applicants may identify any barriers that may impede equitable access and participation in the proposed project or activity, including, but not limited to, barriers based on economic disadvantage, gender, race, ethnicity, color, national origin, disability, age, language, migrant status, rural status, homeless status or housing insecurity, pregnancy, parenting, or caregiving status, and sexual orientation.

• Applicants are not required to have mission statements or policies that align with equity in order to submit an application.

• Applicants may have already included some or all this required information in the narrative sections of their applications or their State Plans. In responding to this requirement, for each question, applicants may provide a cross-reference to the section(s) and page number(s) in their applications or State Plans that includes the information responsive to that question on this form or may restate that information on this form.

GEPA Form Instructions continued

• Applicants must respond to each question using the associated text box. Each text box allows approximately 4000 characters; therefore, if copying and pasting into the text box from another document be sure to check that everything copied.

• Applicants should use the “check for errors” button before they save the form. Applicants will receive an error message if any response is missing and will not be able to submit the application due to the missing information.

• Applicants that have already undertaken steps to address barriers must still provide an explanation and/or description of the steps already taken in each text box, as appropriate, to satisfy the GEPA Section 427 requirement.

• Applicants that believe no barriers exist must still provide an explanation and/or description to each question to validate that perception, as appropriate, to satisfy the GEPA Section 427 requirement.

GEPA Section 427 Resources

• Computer-based training, Ensuring Equitable Opportunities Under the GEPA Section 427

• The Department of Education Equity Action Plan at ED.gov/equity https://www2.ed.gov/fund/grant/about/training-management.html https://www.ed.gov/equity

Application Checklist: Part 4 Assurances/Certifications

Disclosure of Lobbying Activities (SF- LLL) Grants.gov Lobbying Form (ED-80- 0013)

CALL FOR PEER REVIEWERS

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

• Those interested in reading for this program must register or (if already registered) update their information in G5 at www.G5.Gov

• Please contact RPED@ed.gov to sign up and for more information.

http://www.g5.gov/ mailto:otp@ed.gov

Frequently Asked Questions

The Federal Register is the official application submission guide. This webinar only provides technical assistance.

QUESTIONS FROM THE FIELD

May an applicant request less than the average award size?

• Yes. An applicant may request less than the average award size but cannot exceed $2,227,500.

Can an institution submit more than one application?

• No.

Criterion 2 under quality of management plan refers to the "project director and principal investigator." Are projects expected to include both a principal investigator and a project director?

• No.

Can we hire students for tutoring or other peer to peer support services?

• Yes.

Can you please advise if the first year of the project can be a planning year for the RPED program?

• With the short time frame for the project (4 years), and the type of activities you are expected to accomplish, the entire first year should not be used as a planning year. Planning should begin as you are developing your application. However, we understand it may take some time to get your project off the ground and up and running, including conducting outreach, hiring project staff, developing activities, establishing partnerships, developing your evaluation plan and internal controls processes, etc.

Am I required to submit a logic model with my application?

• Yes.

What do I need to submit in the budget section?

• Applicants should prepare a 4-year budget request by filling out the ED524 Budget Form and preparing a budget narrative.

How will my grant funds be distributed?

• Successful applicants will receive their federal funds for all 4 years up front no later than December 31, 2023.

What population of students should this grant be geared towards?

• Your grant should meet the requirements of Absolute Priority 1, and serve LEA’s and/or public schools with locale code 32, 33, 41, 42, or 43, or be an IHE with a rural campus setting.

Can I hold a RPED grant at the same time as a Title V grant?

• Yes.

What is the best wayto find data to support our response to Absolute Priority 1?

• We recommend starting with the NCES resources provided, however you could also work with your institutional research office.

Can you focus on specific program enhancements as part of the grant - such as nursing pathways or teaching licensure?

• Yes, you can focus on specific career pathways, as long as your application meets the absolute priorities of the competition.

What can we use grant funds for/what is allowable?

• All activities and budget items must at least satisfy the absolute priorities as stated in the NIA. There are no program-specific regulations, but activities and budget items must directly align with project objectives and adhere to applicable EDGAR and uniform guidance citations that govern the program.

• In the big picture a program should be providing supports to students based on what is expected in the absolutely priority, but keep in mind to take an approach that is inclusive and creates systemic change.

• Think about what you can do to help rural students access, persist and succeed in college and in to a high- need occupation.

Are direct scholarships or stipends to students allowable?

• Costs of scholarships, fellowships, and other programs of student aid at IHEs are allowable only when the purpose of the

Federal award is to provide training to selected participants and the charge is approved by the Federal awarding agency.

However, tuition remission and other forms of compensation paid as, or in lieu of, wages to students performing necessary work are allowable provided that:

(1) The individual is conducting activities necessary to the Federal award;

(2) Tuition remission and other support are provided in accordance with established policy of the IHE and consistently provided in a like manner to students in return for similar activities conducted under Federal awards as well as other activities; and

(3) During the academic period, the student is enrolled in an advanced degree program at a non-Federal entity or affiliated institution and the activities of the student in relation to the Federal award are related to the degree program;

(4) The tuition or other payments are reasonable compensation for the work performed and are conditioned explicitly upon the performance of necessary work; and

(5) It is the IHE's practice to similarly compensate students under Federal awards as well as other activities.

What is the open licensing requirement, aka “open rule”?

Beginning with FY 2018 grant competitions, in accordance with the “open rule” published in early 2017, the Department is generally requiring that for competitive grants, grantees and subgrantees must openly license grant deliverables created wholly or in part with Department grant funds. This requirement will apply to new copyrightable works and any new modifications to pre-existing works that are separately identifiable and developed during the grant implementation.

This program is subject to the requirements of the open rule.

What is the requirement to disseminate final grant deliverables and program support materials?

• Under the open rule, grantees will be required to develop a plan to disseminate the final grant deliverables and any program support materials. The Department does not prescribe the format of the dissemination plan in order to allow grantees flexibility to develop a plan that is appropriate for the particular types of deliverables and support materials and for the individual timeline for implementation of grant activities. Dissemination plans can be developed throughout the course of the grant period in consultation with the Department project officer.

Does the open rule apply to all…