Gang Involved Pre-App Webinar Slides FINAL 6.2023.pdf

FY 2023

TRANSITIONING GANG-INVOLVED YOUTH TO HIGHER EDUCATION

PRE-APPLICATION WEBINAR

• JYMECE SEWARD, PROGRAM LEAD & COMPETITION MANAGER

• DR. STACY SLIJEPCEVIC, HSI DIVISION DIRECTOR

• BEATRIZ CEJA–WILLIAMS, SENIOR DIRECTOR, INSTITUTIONAL SERVICE

• DATES: JUNE 1ST AT 2 PM ET, JUNE 14TH AT 2 PM ET, AND JUNE 28TH AT 2 PM ET

AGENDA

WELCOME

PROGRAM PURPOSE

FY 2023 COMPETITION AT A GLANCE

ELIGIBILITY

PRIORITIES

SELECTION CRITERIA

THE LOGIC MODEL

PERFORMANCE MEASURES

UNDERSTANDING INDIRECT COSTS

BUDGET TIPS

PLANNING YOUR GRANT APPLICATION

APPLICATION REVIEW & SUBMISSION PROCESS

SUBMISSION INFORMATION

CALL FOR PEER REVIEWERS

QUESTIONS FROM THE FIELD

RESOURCES AND PROGRAM CONTACTS

DISCLAIMER

THE NOTICE PUBLISHED IN THE FEDERAL

REGISTER IS THE OFFICIAL APPLICATION

SUBMISSION GUIDE . THIS WEBINAR

PROVIDES TECHNICAL ASSISTANCE ONLY.

GENERAL INFORMATION

• THE NOTICE INVITING APPLICATIONS (NIA) WAS PUBLISHED IN THE FEDERAL

REGISTER ON MAY 17 , 2023 AND CLOSES ON JULY 17, 2023, AT 11:59 PM, ET.

• THE APPLICATION PACKAGE CAN BE DOWNLOADED FROM GRANTS.GOV UNDER

THE FUNDING OPPORTUNITY NUMBER: ED-GRANTS-051823-001.

• FREQUENTLY ASKED QUESTIONS (FAQS) WILL BE POSTED ON THE TGIY PROGRAM

PAGE FOLLOWING THIS WEBINAR AND UPDATED ON A CONTINUAL BASIS.

PROGRAM PURPOSE

• THE PURPOSE OF THIS PROGRAM IS TO PROVIDE A FUNDING OPPORTUNITY FOR

ORGANIZATIONS THAT WORK DIRECTLY WITH GANG-INVOLVED YOUTH TO HELP

SUCH YOUTH PURSUE HIGHER EDUCATION OPPORTUNITIES THAT WILL LEAD TO

CERTIFICATION OR CREDENTIALS.

• SUCH PROGRAMS CAN INCLUDE APPRENTICESHIPS OR OTHER WORKFORCE

PREPARATION PROGRAMS THAT PROMOTE JOB READINESS UPON COMPLETION OF

THE PROGRAM, WHILE SIMULTANEOUSLY PROVIDING ESSENTIAL WRAP AROUND

SERVICES THAT INCLUDE CULTURALLY COMPETENT SOCIAL AND EMOTIONAL

SUPPORT.

FY 2023 COMPETITION AT A GLANCE

• APPLICATION AVAILABLE: MAY 18, 2023

• APPLICATION DEADLINE: JULY 17, 2023, AT 11:59PM ET

• ESTIMATED AVAILABLE FUNDS: $4,950,000

• MAXIMUM AWARD: $990,000

• PROJECT PERIOD: 36 MONTHS

• ESTIMATED NUMBER OF AWARDS: 5

• ALL FUNDED AWARDS WILL BE FRONTLOADED

• PRIORITIES

• 1 ABSOLUTE PRIORITY (REQUIRED)

• 2 COMPETITIVE PREFERENCE PRIORITIES (OPTIONAL)

• 2 INVITATIONAL PRIORITIES (OPTIONAL)

• 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://WWW.2.ED.GOV/ABOUT/OFFICES/LIST/OCFO/INTRO.HTML

• BUDGETS MAY NOT EXCEED THE MAXIMUM AWARD AMOUNT

https://www.2.ed.gov/about/offices/list/ocfo/intro.html

ELIGIBILITY

• ELIGIBLE APPLICANTS ARE INSTITUTIONS OF

HIGHER EDUCATION (IHES) AS DEFINED IN

SECTION 101 OF THE HIGHER EDUCATION ACT OF

1965 , AS AMENDED (HEA) (20 U.S.C. 1001), THAT

ARE PUBLIC OR PRIVATE IHES

• PUBLIC AND PRIVATE NONPROFIT

ORGANIZATIONS AND AGENCIES THAT PARTNER

WITH INSTITUTIONS OF HIGHER EDUCATION.

ABSOLUTE PRIORITY

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 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

• B) SUPPORTING THE DEVELOPMENT AND IMPLEMENTATION OF STUDENT SUCCESS PROGRAMS THAT INTEGRATE MULTIPLE COMPREHENSIVE AND EVIDENCE-BASED SERVICES OR ENTITIES, 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.

• C) INCREASING THE NUMBER OF INDIVIDUALS WHO RETURN TO THE EDUCATIONAL SYSTEM AND OBTAIN REGULAR HIGH SCHOOL DIPLOMA, OR ITS RECOGNIZED EQUIVALENT FOR ADULT LEARNERS; ENROLL IN AND COMPLETE COMMUNITY COLLEGE, COLLEGE, OR CAREER AND TECHNICAL SHARED WORK, INCLUDING DIVERSE PERSPECTIVES AND THE COMBINED EXPERTISE OF ACADEMIC

PARTNERS AND COMMUNITY KNOWLEDGE.

COMPETITIVE PREFERENCE PRIORITIES

• COMPETITIVE PREFERENCE PRIORITY 1 -

MEETING STUDENT SOCIAL, EMOTIONAL,

AND ACADEMIC NEEDS (UP TO 10 POINTS)

• CREATING A POSITIVE, INCLUSIVE, AND

IDENTITY SAFE CLIMATE AT INSTITUTIONS OF

HIGHER EDUCATION THROUGH ONE OR

MORE OF THE FOLLOWING ACTIVITIES:

• FOSTERING A SENSE OF BELONGING AND

INCLUSION FOR UNDERSERVED STUDENTS

• IMPLEMENTING EVIDENCE-BASED

PRACTICES FOR ADVANCING STUDENT

SUCCESS FOR UNDERSERVED STUDENTS

• PROVIDING EVIDENCE-BASED

PROFESSIONAL DEVELOPMENT

OPPORTUNITIES DESIGNED TO BUILD

ASSET-BASED MINDSETS FOR FACULTY AND

STAFF

• COMPETITIVE PREFERENCE PRIORITY 2 -

STRENGTHENING CROSS-AGENCY

COORDINATION AND COMMUNITY

ENGAGEMENT TO ADVANCE SYSTEMIC

CHANGE (UP TO 10 POINTS)

• PROJECTS DESIGNED TO TAKE A SYSTEMIC

EVIDENCE-BASED APPROACH TO IMPROVING

OUTCOMES FOR UNDERSERVED STUDENTS BY

COORDINATING EFFORTS WITH FEDERAL,

STATE, OR LOCAL AGENCIES, OR COMMUNITY-

BASED ORGANIZATIONS, THAT SUPPORT

STUDENTS, TO ADDRESS ONE OR BOTH OF

THE FOLLOWING:

• JUSTICE POLICY

• COLLEGE READINESS

INVITATIONAL PRIORITIES (OPTIONAL)

• ORGANIZATIONS WITH A DEMONSTRATED

RECORD OF HELPING GANG-INVOLVED YOUTH

ACCESS POSTSECONDARY EDUCATION

• PROJECTS PROPOSED BY ENTITIES WITH PRIOR

EXPERIENCE WORKING DIRECTLY WITH GANG-

INVOLVED YOUTH TO HELP SUCH YOUTH PURSUE

HIGHER EDUCATION OPPORTUNITIES

• GANG-INVOLVED YOUTH MEANS AN INDIVIDUAL

BETWEEN THE AGES 14 AND 24 WHO MAY

PARTICIPATE IN ACTIVITIES OF A VIOLENT GANG

OR WHO MAY FACE AN INCREASED RISK OF

GANG EXPOSURE DUE TO PROXIMITY TO

COMMUNITIES WITH GANG ACTIVITY AND/OR

GANG RELATED CONDITIONS OR OTHER RISK

FACTORS.

• PROMOTING EQUITY AND STUDENT ACCESS TO

EDUCATIONAL RESOURCES AND

OPPORTUNITIES

• PROJECTS DESIGNED TO PROMOTE

EDUCATIONAL EQUITY AND ADEQUACY AND

RESOURCES AND OPPORTUNITY FOR GANG-

INVOLVED YOUTH

SELECTION

CRITERIA

Selection Criteria Maximum Points

Quality of the Project Design 20

Quality of Project Services 20

Significance 20

Quality of Project Personnel 20

Quality of the Management Plan 10

Quality of the Project Evaluation 10

Total Maximum Score for Selection Criteria 100

Competitive Preference Priorities 20

Total Possible Score Per Application 120

• 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 EACH SELECTION CRITERIA AND EACH SUB-

CRITERIA IN THE APPROPRIATE SECTION.

• THE PROJECT NARRATIVE SHOULD BE ORGANIZED IN

LABELED SECTIONS THAT CORRESPOND TO AND FOLLOW

THE ORDER OF THE SELECTION CRITERIA.

• THE MAXIMUM TOTAL SCORE THAT ANY APPLICANT MAY

RECEIVE ON THE SELECTION CRITERIA IS 100 POINTS.

• REMEMBER YOU CAN ALSO RESPOND TO THE CPPS IN YOUR

APPLICATION FOR UP TO A TOTAL OF 20 ADDITIONAL

POINTS, ALTHOUGH NOT REQUIRED.

• THE TOTAL POSSIBLE SCORE PER APPLICATION IS 120

POINTS.

A. QUALITY OF THE PROJECT DESIGN (MAXIMUM 20 POINTS)

THE SECRETARY CONSIDERS THE QUALITY OF THE DESIGN OF THE

PROPOSED PROJECT. IN DETERMINING THE QUALITY OF THE

DESIGN OF THE PROPOSED PROJECT, THE SECRETARY CONSIDERS

THE FOLLOWING FACTORS:

i. THE EXTENT TO WHICH THE DESIGN OF THE PROPOSED

PROJECT DEMONSTRATES A RATIONALE. (UP TO 5

POINTS)

ii. 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)

iii. THE EXTENT TO WHICH THE PROPOSED PROJECT WILL

ESTABLISH LINKAGES WITH OTHER APPROPRIATE

AGENCIES AND ORGANIZATIONS PROVIDING SERVICES

TO THE TARGET POPULATION. (UP TO 5 POINTS)

QUESTIONS

TO

CONSIDER-

PROJECT

DESIGN

• WHAT ARE THE ISSUES THE PROPOSAL IS ATTEMPTING TO ADDRESS?

• HOW DOES THE PROPOSED PROJECT EXPAND OR STRENGTHEN THE

INSTITUTION’S CAPACITY AND ABILITY TO ADDRESS THE NEEDS OF

THE TARGET POPULATION?

• 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 ANTICIPATED

OUTCOMES ? ARE THEY MEASURABLE?

• HOW WILL THE PROJECT CONTINUE AFTER THE GRANT?

• IF THE PROJECT IS SUCCESSFUL, WHAT IMPROVEMENTS OR SYSTEMIC

CHANGES ARE EXPECTED?

• HOW DO THE ISSUES, NEEDS, AND PROPOSED ACTIVITIES RELATE TO

THE PURPOSE OF THE PROGRAM AND THE TARGETED POPULATION?

• HOW WILL YOU USE DATA TO ENGAGE IN CONTINUOUS

IMPROVEMENT?

• HOW WILL THE APPLICANT ADDRESS THE PRIORITIES?

• HOW WOULD THE PROJECT BE PRESENTED USING A LOGIC MODEL?

B. QUALITY OF PROJECT SERVICES (MAXIMUM OF 20 POINTS)

1. THE SECRETARY CONSIDERS THE QUALITY OF THE SERVICES TO BE

PROVIDED BY THE PROPOSED PROJECT. IN DETERMINING THE

QUALITY OF THE SERVICES TO BE PROVIDED BY THE PROPOSED

PROJECT, THE SECRETARY CONSIDERS THE QUALITY AND

SUFFICIENCY OF STRATEGIES FOR ENSURING EQUAL ACCESS AND

TREATMENT FOR ELIGIBLE PROJECT PARTICIPANTS WHO ARE

MEMBERS OF GROUPS THAT HAVE TRADITIONALLY BEEN

UNDERREPRESENTED BASED ON RACE, COLOR, NATIONAL ORIGIN,

GENDER, AGE, OR DISABILITY. (UP TO 5 POINTS)

2. IN ADDITION, THE SECRETARY CONSIDERS THE FOLLOWING

FACTORS:

i. THE EXTENT TO WHICH THE SERVICES TO BE PROVIDED BY THE

PROPOSED PROJECT ARE APPROPRIATE TO THE NEEDS OF THE

INTENDED RECIPIENTS OR BENEFICIARIES OF THESE SERVICES.

(UP TO 5 POINTS)

ii. THE LIKELY IMPACT OF THE SERVICES TO BE PROVIDED BY THE

PROPOSED PROJECT ON THE INTENDED RECIPIENTS OF THOSE

SERVICES. (UP TO 5 POINTS)

iii. THE EXTENT TO WHICH THE SERVICES TO BE PROVIDED BY THE

PROPOSED PROJECT INVOLVE THE COLLABORATION OF

APPROPRIATE PARTNERS FOR MAXIMIZING THE EFFECTIVENESS

OF PROJECT SERVICES. (UP TO 5 POINTS)

CONSIDER –

PROJECT

SERVICES

• WHAT ARE THE SERVICES AND WHAT IS THE INTENDED

OUTCOME/IMPACT OF THOSE SERVICES?

• TO WHAT EXTENT ARE SERVICES SUFFICIENT TO ADDRESS THE

UNIQUE NEEDS OF THE TARGET POPULATION?

• IS THE INSTITUTION CONSIDERING NEW AND PROVEN SERVICE

MODELS THAT WILL ENSURE THAT THE GOALS OF THE

PROPOSED SERVICES/PROJECT ARE ACHIEVED?

• WHAT GAINS ARE EXPECTED AS A RESULT OF THE PROPOSED

SERVICES/PROJECT?

C. SIGNIFICANCE (MAXIMUM 20 POINTS)

1. THE SECRETARY CONSIDERS THE SIGNIFICANCE OF THE

PROPOSED PROJECT. IN DETERMINING THE SIGNIFICANCE

OF THE PROPOSED PROJECT, THE SECRETARY CONSIDERS

THE FOLLOWING FACTORS:

i. THE POTENTIAL CONTRIBUTION OF THE PROPOSED

PROJECT TO INCREASED KNOWLEDGE OR

UNDERSTANDING OF EDUCATIONAL PROBLEMS, ISSUES,

OR EFFECTIVE STRATEGIES. (UP TO 10 POINTS)

ii. THE LIKELIHOOD THAT THE PROPOSED PROJECT WILL

RESULT IN SYSTEM CHANGE OR IMPROVEMENT. (UP TO

10 POINTS)

QUESTIONS TO

CONSIDER –

SIGNIFICANCE

• HOW WILL THE PROJECT HELP THE GRANTEE BUILD UPON

EXISTING EFFECTIVE STRATEGIES IN THE FIELD?

• HOW WILL THE PROJECT HAVE AN IMPACT BEYOND THE

GRANTEE OR THE COMMUNITY IT SERVES?

• WHAT MECHANISM WILL THE PROJECT DESIGN TO LEVERAGE

SUCCESSES AND LESSONS LEARNED TO SIMILAR

ORGANIZATIONS OR TARGET POPULATIONS?

D. QUALITY OF PROJECT PERSONNEL (MAXIMUM 20 POINTS)

1. THE SECRETARY CONSIDERS THE QUALITY OF THE PERSONNEL

WHO WILL CARRY OUT THE PROPOSED PROJECT. IN

DETERMINING THE QUALITY OF PROJECT PERSONNEL, THE

SECRETARY CONSIDERS THE EXTENT TO WHICH THE

APPLICANT ENCOURAGES APPLICATIONS FOR EMPLOYMENT

FROM PERSONS WHO ARE MEMBERS OF GROUPS THAT HAVE

TRADITIONALLY BEEN UNDERREPRESENTED BASED ON RACE,

COLOR, NATIONAL ORIGIN, GENDER, AGE, OR DISABILITY. (UP

TO 8 POINTS)

2. IN ADDITION, THE SECRETARY CONSIDERS THE FOLLOWING

FACTORS:

i. THE QUALIFICATIONS, INCLUDING RELEVANT TRAINING AND

EXPERIENCE, OF THE PROJECT DIRECTOR OR PRINCIPAL

INVESTIGATOR. (UP TO 6 POINTS)

ii. THE QUALIFICATIONS, INCLUDING RELEVANT TRAINING AND

EXPERIENCE, OF KEY PERSONNEL. (UP TO 6 POINTS)

CONSIDER –

PROJECT

PERSONNEL

• DOES THE PROPOSED PROJECT DIRECTOR HAVE EXPERIENCE

OR SUBJECT MATTER EXPERTISE WORKING WITH THE TARGET

POPULATION?

• HOW WILL THE PROJECT ENSURE EQUITY AND INCLUSION IN

HIRING?

• DOES THE PROJECT DIRECTOR HAVE EXPERIENCE OR

TRAINING MANAGING SIMILAR PROJECTS AND

COLLABORATING WITH MULTIPLE PARTNERS?

• DO THE PROPOSED KEY PERSONNEL HAVE RELEVANT

EXPERIENCE OR TRAINING WORKING WITH THE TARGET

POPULATION OR PROVIDING SERVICES IN SIMILAR PROGRAMS

OR PROJECTS?

E. QUALITY OF THE MANAGEMENT PLAN (MAXIMUM 10 POINTS)

1. THE SECRETARY CONSIDERS THE QUALITY OF THE MANAGEMENT

PLAN FOR THE PROPOSED PROJECT. IN DETERMINING THE QUALITY

OF THE MANAGEMENT PLAN, THE SECRETARY CONSIDERS THE

FOLLOWING FACTORS:

i. 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 5 POINTS)

ii. HOW THE APPLICANT WILL ENSURE THAT A DIVERSITY OF

PERSPECTIVES ARE BROUGHT TO BEAR IN THE OPERATION OF

THE PROPOSED PROJECT, INCLUDING THOSE OF PARENTS,

TEACHERS, THE BUSINESS COMMUNITY, A VARIETY OF

DISCIPLINARY IN PROFESSIONAL FIELDS, RECIPIENTS OR

BENEFICIARIES OF SERVICES, OR OTHERS, AS APPROPRIATE.

(UP TO 5 POINTS)

QUESTIONS TO

CONSIDER –

MANAGEMENT

PLAN

• HOW WILL THE PROPOSED PROJECT BE MANAGED AND WHO

WILL MANAGE THE VARIOUS COMPONENTS?

• WHAT IS THE PLAN TO ENSURE PROPER AND EFFICIENT

MANAGEMENT OF THE PROJECT, INCLUDING METHODS OF

COORDINATION ACROSS ORGANIZATIONAL UNITS, PARTNERS,

STAKEHOLDERS, ETC.?

• WILL THE MANAGEMENT PLAN ENABLE THE INSTITUTION TO

ACHIEVE THE GOALS AND OBJECTIVES OF THE PROPOSED

PROJECT ON TIME AND WITHIN BUDGET , INCLUDING CLEARLY

DEFINED RESPONSIBILITIES, TIMELINES, AND MILESTONES FOR

ACCOMPLISHING PROJECT TASKS?

F. QUALITY OF THE PROJECT EVALUATION (MAXIMUM 10 POINTS)

1.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:

i. THE EXTENT TO WHICH THE GOALS, OBJECTIVES, AND

OUTCOMES TO BE ACHIEVED BY THE PROPOSED PROJECT ARE

CLEARLY SPECIFIED AND MEASURABLE. (UP TO 5 POINTS)

ii. THE EXTENT TO WHICH THE METHODS OF EVALUATION ARE

THOROUGH, FEASIBLE, AND APPROPRIATE TO THE GOALS,

OBJECTIVES, AND OUTCOMES OF THE PROPOSED PROJECT.

(UP TO 5 POINTS)

CONSIDER –

PROJECT

EVALUATION

• WHAT METRICS WILL BE USED TO MEASURE PROGRESS AND

ARE THEY CLEARLY ALIGNED TO THE GOALS OF THE PROJECT?

• DOES THE APPLICATION INCLUDE METHODS OF EVALUATION

FOR EXAMINING THE EFFECTIVENESS OF THE PROJECT?

• HOW WILL YOU DETERMINE THAT THE METHODS OF

EVALUATION ARE THOROUGH, FEASIBLE, AND APPROPRIATE

TO THE GOALS, OBJECTIVES, AND OUTCOMES OF THE

PROJECT?

• ARE OBJECTIVES CLEAR AND MEASURABLE?

• HOW WILL THE EVALUATION BE USED TO INFORM

CONTINUOUS IMPROVEMENT?

ADDRESSING THE PROJECT DESIGN:

DEMONSTRATES A RATIONALE &

THE 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

COMPONENTS OF A PROGRAM LOGIC MODEL

NOTE: THE FEDERAL REGISTER IS THE OFFICIAL APPLICATION SUBMISSION GUIDE. THIS WEBINAR PROVIDES TECHNICAL ASSISTANCE ONLY.

SAMPLE

LOGIC

MODEL

REGIONAL EDUCATIONAL LABORATORY (REL)

RESOURCES ON LOGIC MODELS

• HSI DIVISION LOGIC MODEL WEBINAR – PART 1 (ENCORE): THEORY AND FUNDAMENTALS (MARCH 23, 2023), HTTPS://YOUTU.BE/SQ2_C_V_OJW

• LOGIC MODELS: A TOOL FOR EFFECTIVE PROGRAM PLANNING, COLLABORATION, AND MONITORING

HTTPS://IES.ED.GOV/NCEE/EDLABS/PROJECTS/PROJECT.ASP?PROJECTID=409

• LOGIC MODELS: A TOOL FOR DESIGNING AND MONITORING PROGRAM EVALUATIONS

HTTPS://IES.ED.GOV/NCEE/EDLABS/PROJECTS/PROJECT.ASP?PROJECTID=404

• LOGIC MODELS FOR PROGRAM DESIGN, IMPLEMENTATION, AND EVALUATION: WORKSHOP TOOLKIT

HTTPS://IES.ED.GOV/NCEE/EDLABS/PROJECTS/PROJECT.ASP?PROJECTID=401

• EDUCATION LOGIC MODEL APPLICATION FOR CREATING LOGIC MODELS:

HTTPS://IES.ED.GOV/NCEE/EDLABS/REGIONS/PACIFIC/ELM.ASP

https://youtu.be/Sq2_c_V_ojw 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

UNDERSTANDING

INDIRECT COSTS

INDIRECT COST

• THIS PROGRAM USES AN UNRESTRICTED

INDIRECT COST RATE.

• FOR MORE INFORMATION REGARDING

INDIRECT COSTS, PLEASE SEE:

HTTPS://WWW2.ED.GOV/ABOUT/OFFICES/LIST/O

CFO/INTRO.HTML OR CONTACT

INDIRECTCOSTDIVISION@ED.GOV

• 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

• BUDGET SHOULD REFLECT THE SCALE AND SCOPE OF THE PROJECT.

• BUDGETS MAY NOT EXCEED THE ESTIMATED RANGE OF $990,000.

• COMPLETE THE ED STANDARD FORM 524 AND PREPARE A DETAILED BUDGET NARRATIVE THAT

INCLUDES THE COSTS AND JUSTIFICATION OF COSTS.

• NO COST SHARE OR MATCHING REQUIREMENTS.

• PLEASE SEE THE UNIFORM GUIDANCE FOR ALL ALLOWABLE COSTS/ACTIVITIES.

• THIS PROGRAM USES AN UNRESTRICTED INDIRECT COST RATE.

• 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.

GPRA PERFORMANCE MEASURES

THE GPRA PERFORMANCE INDICATORS FOR THIS PROGRAM ARE:

1. NUMBER OF PROJECT PARTICIPANTS ENROLLED IN THE POST-SECONDARY EDUCATION

PROGRAM.

2. NUMBER OF PROJECT PARTICIPANTS EARNING A CERTIFICATE, DEGREE, OR OTHER

CREDENTIALS.

3. NUMBER OF PROJECT PARTICIPANTS ACTIVE IN PAID INTERNSHIPS, APPRENTICESHIPS, OR

OTHER WORK EXPERIENCES.

PLANNING

YOUR GRANT

APPLICATION

• IDENTIFY GOALS FOR YOUR PROPOSED PROJECT AND THEIR

FOCUS ON THE PROJECT RECIPIENTS.

• ANALYZE EVERY PROPOSED ACTIVITY TO ENSURE THAT IT IS

ATTAINABLE, MEANINGFUL, AND MEASURABLE.

• CHOOSE METRICS AND EVALUATION METHODS THAT WILL

PROVIDE YOU WITH ROBUST FEEDBACK TO MAKE CONTINUOUS

IMPROVEMENTS TO THE PROJECT.

• BE REALISTIC AND STRAIGHTFORWARD ABOUT EVERY ASPECT OF

YOUR PROJECT DESIGN.

• DESIGN ACTIVITIES AND SERVICES THAT ARE MANAGEABLE AND

DIRECTLY ADDRESS YOUR IDENTIFIED CHALLENGES AND ISSUES.

• FORECAST AND CREATE AN IMPLEMENTATION AND

MANAGEMENT PLAN THAT IS REALISTIC.

APPLICATION

• USE ANALYSIS AND EVALUATION TO IDENTIFY CHALLENGES OR ISSUES.

• DEDICATE ADEQUATE RESOURCES AND TIME TO DEVELOP YOUR

FUNDING APPLICATION AND TO THE PROJECT, INCLUDING CLEARLY

OUTLINING THE ROLES AND RESPONSIBILITIES OF YOUR PARTNERS.

• WORK TOWARDS SUSTAINABILITY OF YOUR PROJECT.

• KNOW YOUR BUDGET AND ENSURE THAT ALL COSTS ARE ALLOWABLE,

ALLOCABLE, AND REASONABLE.

• IDENTIFY GOALS OF YOUR PROPOSED PROJECT, ESPECIALLY HOW

THEY WILL FOCUS ON POSITIVE STUDENT OUTCOMES.

• ANALYZE EVERY PROPOSED ACTIVITY TO ENSURE THAT IT IS

ATTAINABLE, MEANINGFUL, AND MEASURABLE.

• CHOOSE METRICS AND EVALUATION METHODS THAT WILL PRODUCE

EVIDENCE ABOUT THE PROJECTS EFFECTIVENESS.

• USE THE IDENTIFIED PERFORMANCE MEASURES TO BUILD YOUR

PROJECT ASSESSMENTS.

APPLICATION

• WE RECOMMEND A LIMIT OF NO MORE THAN 60 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).

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.

REVIEW AND

SELECTION PROCESS

REVIEW AND SELECTION PROCESS

• 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

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). Make sure you are properly registered, your profile is current, and you are applying to the correct grant opportunity number (ED-GRANTS-051823-001).

• 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: Do not wait until the last day to submit your application.

READ THE NIA. UNDERSTAND THE REQUIREMENTS. PLAN AHEAD.

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

SUBMITTING

YOUR

APPLICATION

IN

GRANTS.GOV

HTTPS://WWW.GRANTS.GOV/

• SEACH GRANTS FOR

• ALN 84.116Y or

• FUNDING OPPORTUNITY NUMBER: ED-GRANTS-051803-001

• You will find all the application information and instructions, including the NIA and application booklet,which outlinesthe checklist and formsyou are required to complete.

• After submitting an application in Grants.gov, you cannot “un-submit” to correct an error or add any documents inadvertently omitted. If you discover changes or additions are needed after submitting your application, you must resubmit the entire application.

NOTE: If the Department receives a duplicate application, the Department will accept and process the application with the latest date/time received validation.

https://www.grants.gov/

SUBMITTING

YOUR

APPLICATION

IN

GRANTS.GOV

• 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 are 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

APPLICATION CHECKLIST

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)

Application Checklist: Part 1

Application Checklist: Part 2

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

Application Checklist: Part 3

Presenter Notes Presentation Notes *tie breaker

Application Checklist: Part 3

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

Bibliography

CALL FOR PEER REVIEWERS

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

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

http://www.g5.gov/ mailto:Jymece.Seward@ed.gov

GENERAL OVERVIEW OF GEPA SECTION

PURPOSE: TO ENSURE EQUITABLE

ACCESS TO, AND PARTICIPATION IN,

FEDERALLY-ASSISTED PROGRAMS

FOR ALL BENEFICIARIES.

Section 427 highlights, but is not limited to, six barriers that can impede equitable access or participation:

Gender Race

National origin Disability

Color Age

An applicant must determine and define:

• The participants and community to serve

• The local circumstances

• Barriers that may inhibit participation

Presenter Notes Presentation Notes Screen ID: 01020_00

Audio Narration:

Let’s start by reviewing the GEPA Section 427 law. The General Education Provisions Act, or GEPA, Section 427 titled, Equity for Students, Teachers, and Other Program Beneficiaries, was enacted as part of the Improving America’s Schools Act of 1994. Its purpose is to ensure equitable access to, and participation in, Federally-assisted programs for all beneficiaries.

[Fade on text in orange banner] The six barriers highlighted in Section 427 are gender, race, color, national origin, disability, and age.

[Fade on bottom paragraph] An applicant must determine and define, at the outset and based on the design of their proposed grant project, the participants and community the project proposes to serve and local circumstances, what barriers may inhibit the full and effective participation of all who might benefit from the program.

Graphics Notes:

Production Notes:

User will select next to advance to next screen when ready.

GEPA SECTION 427 STANDARD FORM CHANGES

1. ONE OVERALL GENERAL REQUIREMENT

2. FLEXIBILITY TO DETERMINE AND 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

Original Form 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.

Presenter Notes Presentation Notes Screen ID: 02030_00

Audio Narration:

The Section 427 standard form, created in 1995, consisted of one overall requirement allowing an applicant to define and determine its barriers. Each applicant had discretion with addressing barriers identified and either provided an overall general narrative or in connection with related topics in the application.

[Fade in text in right column] ED updated the Section 427 form by requiring responses to four questions. Each applicant still maintains flexibility in determining and defining barriers, but the questions prompt responses to be focused on equity and specific questions in addition to a timeline to meet targeted milestones for removing the identified barriers.

Graphics Notes:

Alt tag:

User will select next to advance to next screen when ready.

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.)

Presenter Notes Presentation Notes Screen ID: 02040_00

Audio:

The Section 427 standard form is required to be completed and submitted with an applicant’s grant application package or State plan submission. Each text box allows 4,000 characters, so ensure if copying from another document that all content copied properly. Applicants that have already undertaken steps to address barriers must provide an explanation or description of the steps already taken in response to each question, as appropriate. Applicants that believe no barriers exist must provide an explanation or description to each question, as appropriate, which confirms this position and satisfies GEPA Section 427 requirement.

One-page instructions are included in the application package for how to complete GEPA Section 427 standard form. The Notes on the form also outline additional details necessary for completing the form. A copy of the form is included in the Job Aid found at the end of this course.

Select each icon to learn more.

Graphic Notes:

Alt tag: Section 427 standard form with the questions and notes. All text for this information is included in the job aid.

SAMPLE ERROR MESSAGE

GRANT PROGRAM EXAMPLE

• GRANT PROGRAM GOAL: TO PROVIDE GRANTS TO ALTERNATIVE HIGH SCHOOLS, NON-PROFIT

ORGANIZATIONS, AND COMBINATIONS OF THOSE INSTITUTIONS TO PROVIDE ACADEMICS AND

OTHER SUPPORT SERVICES TO PREPARE LOW-INCOME, FIRST-GENERATION COLLEGE STUDENTS, AND

OTHER UNDERREPRESENTED STUDENTS FOR A COLLEGE EDUCATION.

• ED STRONG INTEREST IN: ENSURING LOW-INCOME STUDENTS, FIRST-GENERATION COLLEGE

STUDENTS, STUDENTS WHO ARE ENGLISH LEARNERS, STUDENTS WITH DISABILITIES, HOMELESS STUDENTS, STUDENTS WHO ARE IN FOSTER CARE, AND OTHER DISCONNECTED STUDENTS, RECEIVE THE NECESSARY SUPPORT TO ASSIST THEM IN SUCCESSFULLY PURSUING A COLLEGE EDUCATION.

• THE SEVERAL SLIDES THAT FOLLOW PROVIDE AN EXAMPLE RESPONSE TO EACH QUESTION ON THE

NEW SECTION 427 FORM FROM A FICTITIOUS ORGANIZATION APPLYING FOR FEDERAL FUNDS.

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

• PDF VERSION OF SECTION 427 FORM AND INSTRUCTIONS (ADD WEBSITE LINK)

• COMPUTER-BASED TRAINING, ENSURING EQUITABLE OPPORTUNITIES UNDER THE GEPA SECTION 427

• GEPA SECTION 427 FORM FREQUENTLY ASKED QUESTIONS (FAQS)

• THE DEPARTMENT OF EDUCATION EQUITY ACTION PLAN AT ED.GOV/EQUITY

• COMMENTS OR CONCERNS REGARDING THE STATUS OF YOUR INDIVIDUAL FORM MAY BE ADDRESSED TO THE PERSON LISTED IN THE FOR FURTHER INFORMATION CONTACT SECTION IN THE COMPETITION NOTICE

INVITING APPLICATIONS.

https://www2.ed.gov/fund/grant/about/training-management.html https://www.ed.gov/equity

FREQUENTLY

ASKED

May an applicant request less than the average award size?

• Yes. An applicant may request less than the average award size but cannot exceed $990,000.

Can an institution submit more than one application?

• No. If we receive more than 1 application from a single IHE, we will review the application with the latest date/time validation.

Can a PD/PI be multiple individuals?

• Yes, but please be sure to outline their experience/qualifications, responsibilities, and level of effort to the grant.

If we have not hired a project director, whose CV do we upload?

• You may want to include a job description if this person has not yet been hired.

Should we include letters of support for our partners?

• Yes. You also want to outline their responsibilities to the grant.

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

• With the short time frame for the project (3 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.

Does the program require an external evaluation, or can we propose an internal one? If either are appropriate, is there an advantage in terms of scoring criteria to have an external evaluation?

• You can use either an external or internal evaluator. We do not give an applicant preference or additional points for the type of evaluator they choose to use.

Can you explain how the invitational priorities work and/or their purpose?

• These priorities speak to the Congressional language set forth for the program in the explanatory statement of the FY 2023 Congressional Appropriations.

• These priorities are also important because they speak to important realities and needs of gang-involved youth as evidenced in the NIA purpose and background section.

• Applicants can respond to any or all Invitational Priorities, but they are not required, and we do not give additional points or preference to applicants for responding to these priorities.

What is the performance period for this grant?

• We don’t have an exact start date established just yet, as that will depend on the peer review and approval process. Successful applicants will receive their federal funds for all 3 years up front no later than December 31, 2023.

Is there an evaluation set-aside or a suggested budget amount for evaluation in the grant?

• You ideally want to set aside funds for evaluation purposes, but we don’t prescribe the amount. Please be sure it is reasonable, allocable, and allowable.

Are there any evidentiary standards or suggestions for sample size, methods, or research questions in the evaluation portion?

• This grant does not require evidence standards, other than a logic model. We don’t prescribe the sample size, methods, or research questions, as that would be up to the applicant and their evaluation team.

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 3-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 3 years up front no later than December 31, 2023.

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 gang-involved students access, persist and succeed in college and into a high- need occupation.

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.

Q&A

RESOURCES

• NIA - Federal Register :: Applications for New Awards; Transitioning Gang-Involved Youth to

Higher Education Program

• TGIY Program Page - Transitioning Gang-Involved Youth to Higher Education Program

• Open Licensing Requirement for Competitive Grant Programs 2 C.F.R. §3474.20 Final Regulations

• Technical Assistance for ED Grantees

• https://grants.gov/

• www.sam.gov https://www.federalregister.gov/documents/2021/10/29/2021-23788/applications-for-new-awards-transitioning-gang-involved-youth-to-higher-education-program https://www2.ed.gov/programs/giyp/index.html https://www.federalregister.gov/documents/2017/01/19/2017-00910/open-licensing-requirement-for-competitive-grant-programs https://www2.ed.gov/policy/fund/guid/uniform-guidance/index.html https://grants.gov/ http://www.sam.gov/

UPCOMING PRE-APPLICATION TA WEBINARS

ALL WEBINARS HELD VIA MICROSOFT TEAMS

• WEDNESDAY, JUNE 14TH FROM 2PM – 3:30PM, ET

• WEDNESDAY, JUNE 28TH FROM 2PM-3:30PM, ET

*REFER TO THE TGIY PROGRAM PAGE AND GRANTS.GOV FOR MORE

INFORMATION.

MORE QUESTIONS?

• PLEASE REFER TO THE FAQ DOCUMENT FOR ADDITIONAL QUESTIONS/INFORMATION

PROGRAM CONTACTS

• JYMECE SEWARD| JYMECE.SEWARD@ED.GOV, 202-453-6138

• PROGRAM WEBPAGE:

HTTPS://WWW2.ED.GOV/PROGRAMS/GIYP/INDEX.HTML

• PROGRAM EMAIL: TGIY-HEP@ED.GOV

mailto:Jymece.Seward@ed.gov https://www2.ed.gov/programs/giyp/index.html mailto:TGIY-HEP@ed.gov

THANK YOU!

SUBMITTING YOUR APPLICATION IN GRANTS.GOV�

SUBMITTING YOUR APPLICATION IN GRANTS.GOV�