PPOHA 2024 Preapplication Webinar PowerPoint Revised 05092024 PDF.pdf

PROMOTING

POSTBACCALAUREATE

OPPORTUNITIES FOR

HISPANIC

AMERICANS (PPOHA)

PROGRAM

FY 2024 GRANT

COMPETITION

DR. STACEY SLIJEPCEVIC

HSI DIVISION DIRECTOR

MARGARITA L. MELÉNDEZ

COMPETITION MANAGER

BEFORE

WE

BEGIN…

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

PURPOSE OF THE

WORKSHOP

To familiarize applicants with the PPOHA program and its requirements

To ensure applicants understand the application process

To familiarize applicants with Grants.gov system

To familiarize applicants with how the competition works

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

FY 2024 PPOHA Grant Competition

FY 2024

GRANT

COMPETITION

Notice Inviting Application published in Federal Register on March 14, 2024.

Applications deadline Monday, May 13, 2024, 11:59:59 PM EST.

Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 (87 FR 75045)

An IHE may not submit more than 1 application for a PPOHA grant as the lead. An IHE that has submitted an application as the lead may be a partner in another application.

Estimated available funds:

$11,393,020

Estimated number of awards: 11 Individual and 5 Cooperative

Maximum amount for a grant is $600,000 per year for Individual and $1,500,000 per year for Cooperative

Performance period is 5 years.

OTHER COMPETITION

HIGHLIGHTS

1 Absolute Priority

2 CPPs- Respond to one, both, or none

3 Invitational Priorities – Respond to 1 or more or none

Page limit and formatting recommended, not required

Notice of Intent to Apply (April 29, 2024)

WHAT’S NEW

FOR THIS YEAR

Cooperative Arrangement Development grants

Additional factor for the Evaluation Plan (14 points)

3 Invitational Priorities

Scoring rubric has been revised

Competition brochure developed

How The Review Process Works

APPLICATION

REVIEW

PROCESS

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

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

3. Each Peer Reviewer receives comprehensive training.

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

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

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

7. Panel discussions are conducted - Peer Reviewers rate and score applications. *Full consensus is not required.

8. Review will be held virtually this year.

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

10. Notifications to Congress and to IHEs are made.

Overview of the PPOHA Program

PURPOSE OF DHSI TITLE V, PART B

PROGRAM

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

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

https://www2.ed.gov/programs/ppoha/index.html https://www2.ed.gov/programs/ppoha/index.html

APPLICABLE

STATUTE AND

REGULATIONS

1. Program Statute (Title V, Part of B of the HEA of 1965, as amended – 20 USC 1102-1102c)

2. EDGAR- 34 CFR Parts 74, 75, 77, 79, 82, 84, 86, 97, 98, and 99

3. EDGAR- 34 CFR Part 606

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

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

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

(2)Construction, maintenance, renovation, and improvement of classrooms, libraries, laboratories, and other instructional facilities, including purchase or rental of telecommunications technology equipment or services.

(3)Purchase of library books, periodicals, technical and other scientific journals, microfilm, microfiche, and other educational materials, including telecommunications program materials.

(4)Support for low-income postbaccalaureate students including outreach, academic support services, mentoring, scholarships, fellowships, and other financial assistance to permit the enrollment of such students in postbaccalaureate certificate and postbaccalaureate degree granting programs.

(5)Support of faculty exchanges, faculty development, faculty research, curriculum development, and academic instruction.

(6)Creating or improving facilities for Internet or other distance education technologies, including purchase or rental of telecommunications technology equipment or services.

(7)Collaboration with other institutions of higher education to expand postbaccalaureate certificate and postbaccalaureate degree offerings.

(8)Other activities proposed in the application submitted pursuant to section 1102c of this title that—(A)contribute to carrying out the purposes of this part; and (B)are approved by the Secretary as part of the review and acceptance of such application.

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

https://www.law.cornell.edu/uscode/text/20/1102b https://www.law.cornell.edu/definitions/uscode.php?width=840&height=800&iframe=true&def_id=20-USC-733505853-1672252135&term_occur=999&term_src=title:20:chapter:28:subchapter:V:part:B:section:1102b https://www.law.cornell.edu/uscode/text/20/1102c https://www.law.cornell.edu/uscode/text/20/1102c https://www.law.cornell.edu/definitions/uscode.php?width=840&height=800&iframe=true&def_id=20-USC-1264422296-300208764&term_occur=999&term_src=title:20:chapter:28:subchapter:V:part:B:section:1102b

HIGHER EDUCATION ACT (HEA)

AMENDMENTS

The HEA of 2008 authorized additional activities to include:

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

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

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

ENDOWMENT FUND

Office of Postsecondary Education

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

Use up

Use up to 20% of total 5-year Title V funds

Match

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

Invest

Invest both grant and matching funds for 20 years.

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

TITLE V,

PART B

FUNDS

CANNOT

BE USED TO

SUPPORT:

Activities inconsistent with applicable State higher education plans;

Religious worship;

Vocational programs and schools that do not align with the PPOHA program’s purpose as set forth in Section 511-514 of the HEA Non-degree/Non-credit courses;

Activities that are operational rather than developmental in nature Any portion of salary for President, VP, Chancellor or equivalent officer who has college-wide administrative authority;

Costs of organized fundraisers;

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

Title V Eligibility

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

HSI DEFINITION

HISPANIC-SERVING INSTITUTION. -- The term “Hispanic-Serving institution” means an institution of higher education that—

(A) is an eligible institution; and

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

PPOHA-ELIGIBLE IHES

Must meet the eligibility requirements for Titles III and V (i.e., the definition of an HSI) and

Must offer a postbaccalaureate degree or certificate program at the time of application

1. Designation of Eligibility for Titles III & V

– Announced in Federal Register on January 22, 2024;

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

– Enrollment and fiscal data based on 2021-2022 year;

– Deadline for submission of applications and exemptions (waivers) was February 27, 2024.

2. HSI Eligibility for Title V

– IPEDS final 2021-2022 school year data and IPEDS provisional data for 2022-2023 school year reviewed;

– Program Profile Form not required for PPOHA; however, applicants should include a copy of their eligibility letter in their application package (eligibility letter may be accessed via HEPIS system at https://hepis.ed.gov/)

THE ELIGIBILITY PROCESS

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

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

IF YOU MET THE HSI DEFINITION AND HAVE A

CURRENT GRANT UNDER ONE OR MORE OF

THESE TITLE III, PARTS A & B PROGRAMS, YOU

MAY NOT APPLY.

Strengthening Institutions Program (SIP)

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

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

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

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

Predominantly Black Institutions (PBI) (84.031P)

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

Strengthening Historically Black Graduate Institutions Program (84.031B)

Tribally Controlled Colleges and Universities (84.031D)

IF YOU MET THE HSI DEFINITION AND HAVE A

CURRENT GRANT UNDER THESE PROGRAMS,

YOU MAY APPLY.

Title V, Part A, DHSI Title V, Part B, PPOHA Title III, Part F programs including:

HSI STEM, ANNH, NASNTI, and

AANAPISI

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

WHO IS ELIGIBLE TO APPLY?

Selection Criteria and Priorities

PLEASE

CONSIDER…

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

Respond to the Selection Criteria and each factor in the appropriate section.

Quality of the content is key.

Readability matters.

Eight (8) Selection Criteria:

Total Possible Score

a. Comprehensive Development Plan 25

b. Project Design 15

c. Activity Objectives 10

d. Implementation Strategy 20

e. Project Management Plan 8

f. Key Personnel 4

g. Evaluation Plan 14

h. Budget 4

Total possible points 100 Competitive Preference Priority 1 10 Competitive Preference Priority 2 5 Invitational Priority 0 Total possible points for CPPs 15

TOTAL POSSIBLE SCORE 115

Office of Postsecondary Education

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

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

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

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

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

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

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

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

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

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

• (2) The extent to which the proposed project is supported by promising evidence (as defined in this notice) (up to 5 points).

DEMONSTRATES A RATIONALE AND PROMISING

EVIDENCE STANDARDS

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

Resources on creating a logic model are included in the NIA, posted on Grants.gov, and at https://ies.ed.gov/ncee/rel/products/resource/100677.

Office of Postsecondary Education

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

https://ies.ed.gov/ncee/rel/products/resource/100677

C. Quality of activity objectives (Total:

Up to 10 points)

The extent to which the objectives for each activity are-- (1)Realistic and defined in terms of measurable results (up to 5 points);

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

D. QUALITY OF IMPLEMENTATION

STRATEGY

(TOTAL: UP TO 20 POINTS)

The extent to which--

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

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

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

E. Quality of Project Management Plan (Total: Up to 8 points)

The extent to which--

(1) Procedures for managing the project are likely to ensure efficient and effective project implementation (up to 4 points);

and

(2) The project coordinator and activity directors have sufficient authority to conduct the project effectively, including access to the president or chief executive officer (up to 4 points).

F. Quality of Key Personnel (Total: Up to 4 points)

The extent to which--

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

• (2) The time commitment of key personnel is realistic (up to 2 points).

G. Quality of Evaluation Plan (Total: Up to14 points)

The extent to which--

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

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

(3) The methods of evaluation will, if well implemented, produce promising evidence (as defined in this notice) about the project’s effectiveness (up to 4 points).

H. Budget (Total: Up to 4 points)

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

*A detailed budget justification for all 5 years of the project must be provided in the Budget Narrative section, and an overall summary budget for the project must be outlined on the ED 524 Budget Form within the application.

ABSOLUTE

PRIORITY

Expanding the number of Hispanic and other underrepresented graduate and professional students that can be served by the institution by expanding courses and institutional resources (Title V - Section 503 (b)(14) [Authorized Activities]).

Note: In responding to this absolute priority, consider how you can expand your academic offerings to prepare your students for the workforce. You may do this by developing or enhancing current course offerings in an existing graduate degree, certificate, or credentialing program, or you may establish new graduate degree, certificate, or credentialing programs. We encourage you to partner with other IHE and workforce entities to leverage resources and opportunities for your students through apprenticeships, internships, workplace learning, or similar experiences.

Applicants that do not respond to this priority (i.e., do not design their projects to address this requirement) will be marked as ineligible and will not be reviewed.

https://www2.ed.gov/programs/idueshsi/title5legislation.pdf https://www2.ed.gov/programs/idueshsi/title5legislation.pdf https://www2.ed.gov/programs/idueshsi/title5legislation.pdf

COMPETITIVE

PREFERENCE

PRIORITIES

Competitive Preference Priority 1: Meeting Student Social, Emotional, and Academic Needs (up to 10 points).

(a) Creating education or work-based settings that are supportive, positive, identity-safe and inclusive with regard to race, ethnicity, culture, language, and disability status, through supporting students to engage in real-world hands-on learning that is aligned with classroom instruction and takes place in community-based settings, such as apprenticeships, pre-apprenticeships, work-based learning, and service learning, and in civic activities, that allow students to apply their knowledge and skills, strengthen their employability skills, and access career exploration opportunities. (up to 2 points)

(b) Creating a positive, inclusive, and identity-safe climate at institutions of higher education through one or more of the following activities:

(1) Implementing evidence-based practices for advancing student success for underserved students. (up to 4 points)

(2) Providing evidence-based professional development opportunities designed to build asset-based mindsets for faculty and staff on campus and that are inclusive with regards to race, ethnicity, culture, language, and disability status. (up to 4 points)

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

Competitive Preference Priority 2:

Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success (up to 5 points).

Projects that are designed to increase postsecondary access, affordability, completion, and success for underserved students by 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.

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

INVITATIONAL

PRIORITIES

PROJECTS THAT ARE SUPPORTED BY A CONSORTIUM OF HSIS, INCLUDING NO

FEWER THAN 3 HSIS THAT AWARD PH.D.S, AND ARE DESIGNED TO IMPROVE THE

HISPANIC PH.D. PIPELINE AND INCREASE THE NUMBER OF HISPANIC PH.D.S.

UNDER THIS PRIORITY, WE ARE PARTICULARLY INTERESTED IN PROJECTS DESIGNED

TO ADDRESS THE LOW PERCENTAGE OF HISPANICS WHO BOTH ENROLL IN PH.D.

PROGRAMS AND ATTAIN THE PH.D. DEGREE BY ESTABLISHING, IMPROVING, OR

EXPANDING PROGRAMS THAT—

(A) INCREASE THE HISPANIC STUDENT PIPELINE FOR PH.D.S;

(B) IMPROVE THE ACADEMIC PREPARATION OF POSTBACCALAUREATE STUDENTS

THROUGH COURSE OFFERINGS, RESEARCH OPPORTUNITIES (INCLUDING STUDY

ABROAD OPPORTUNITIES), MENTORSHIP, AND LEARNING COMMUNITIES;

(C) COMBINE TRADITIONAL ACADEMIC TRAINING WITH INDUSTRY-STANDARD

SPECIALIZED KNOWLEDGE AND SKILLS THAT WILL IMPROVE STUDENT EDUCATIONAL

OUTCOMES; AND

(D) EVALUATE THE ASSOCIATION BETWEEN THE CONSORTIUM’S ACTIVITIES AND

PH.D. ATTAINMENT BY HISPANIC STUDENTS.

Invitational Priority 1: Improving the Hispanic Ph.D. Pipeline through Collaboration 40

PROJECTS THAT ARE DESIGNED TO ESTABLISH OR EXPAND ENTRY POINTS

INTO THE EDUCATOR PIPELINE, TO INCREASE THE NUMBER OF

HISPANIC EDUCATORS, THE NUMBER OF HISPANIC STUDENTS EARNING

POSTGRADUATE DEGREES IN PREPARATION FOR EMPLOYMENT

AS AN EDUCATOR, OR BOTH.

UNDER THIS PRIORITY, WE ARE PARTICULARLY INTERESTED IN PROJECTS

DESIGNED TO ESTABLISH, IMPROVE, OR EXPAND PROGRAMS THAT

ADDRESS ONE OR MORE OF THE FOLLOWING—

(A) RECRUIT RACIALLY, ETHNICALLY, AND LINGUISTICALLY DIVERSE

EDUCATORS;

(B) RETAIN DIVERSE EDUCATORS BY STRENGTHENING SUPPORT

NETWORKS AND PROVIDING PROFESSIONAL DEVELOPMENT; AND

(C) COMBINE TRADITIONAL ACADEMIC TRAINING WITH SPECIALIZED

KNOWLEDGE AND SKILLS THAT WILL PREPARE STUDENTS FOR

ENTRY INTO THE EDUCATOR PROFESSION.

Invitational Priority 2: Supporting the Hispanic Educator Pipeline

PROJECTS THAT ARE DESIGNED TO INCREASE THE NUMBER OF HISPANIC

POSTBACCALAUREATE STUDENTS AND EDUCATORS IN STEM.

UNDER THIS PRIORITY, WE ARE PARTICULARLY INTERESTED IN PROJECTS

DESIGNED TO ESTABLISH, IMPROVE, OR EXPAND PROGRAMS THAT—

(A) IDENTIFY AND IMPLEMENT INSTRUCTIONAL STRATEGIES, SYSTEMS, AND

STRUCTURES THAT IMPROVE POSTSECONDARY LEARNING AND

RETENTION THAT LEADS TO COMPLETION OF A MASTER’S, PH.D. OR

TERMINAL DEGREE IN STEM;

(B) COMBINE TRADITIONAL ACADEMIC TRAINING WITH SPECIALIZED

KNOWLEDGE AND SKILLS THROUGH RESEARCH, APPRENTICESHIPS, AND

TECHNOLOGY APPLICATIONS THAT WILL PREPARE STUDENTS

FOR STEM FIELDS; AND

(C) PROVIDE PATHWAYS FOR ENTRY INTO THE STEM WORKFORCE.

Invitational Priority 3: Increasing Hispanics in Science, Technology, Engineering, and Mathematics (STEM) 42

Performance Measures

The Secretary has established the following program performance measures for assessing the effectiveness of the PPOHA program:

The percentage change, over the 5-year grant period, of the number of full-time degree-seeking graduate and professional students enrolled at HSIs currently receiving an award under this program.

The percentage change, over the 5-year grant period, of the number of master’s, doctoral, and first-professional degrees and postbaccalaureate certificates awarded at HSIs currently receiving an award under this program

Cost per successful outcome: The Federal cost per master’s, doctoral, and first-professional degree and postbaccalaureate certificate awarded at HSIs currently receiving an award under this program.

YOUR PERFORMANCE

MEASURES-

WHAT TO CONSIDER

* As a grantee, you will submit an Annual Performance Report (APR) each year to ED that will provide information to track and evaluate your progress based on your goals and objectives; program-specific measures (or GPRA measures);

and performance targets in your approved application (project-specific measures).

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

* For your project-specific goals and objectives, you are encouraged to use performance measures that will produce data about the desired outcomes of your project. 45

Applying using Grants.gov

2024 Grant Application Opportunity Number: ED-GRANTS-031424-002 www.Grants.gov

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

http://www.grants.gov/

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

official guide for submitting an application. 51

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

FORM, PLEASE VIEW THIS TRAINING VIDEO.

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

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

BEFORE SUBMITTING

YOUR

APPLICATION, USE

THE APPLICATION

CHECKLIST IN THE

INSTRUCTIONS

BOOKLET

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

DEVELOPING A COMPETITIVE GRANT

Dedicate time and effort to the Comprehensive Development Plan (CPD) selection criterion, which is the heart of your application. The CDP is part of the Title V statute and regulations and does not change from year to year. In collaboration with your major stakeholders, you must conduct an analysis of your institution’s strengths and weaknesses regarding academic programs, institutional management, and fiscal stability. This analysis must be accompanied by a 5-year plan to address the weaknesses. Focus on strengthening your academic programming, as well as your financial and administrative management and fiscal stability, in addition to physical and virtual (technological) infrastructure, for lasting change. Endowment funds may be established, and up to 20% of your funds may be used for financial assistance for students.

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

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

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

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

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

Use the identified Government Performance and Results Act (GPRA) program performance measures to build your project assessments

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

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

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

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

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

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

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

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

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

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

LOGISTICAL ADVICE

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

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

Become familiar with the Department’s grant application process. Watch this video on applying for a grant at ED.

Submit your grant application EARLY!

https://www.grants.gov/ https://sam.gov/content/home https://www.gsa.gov/about-us/organization/federal-acquisition-service/office-of-systems-management/integrated-award-environment-iae/iae-systems-information-kit/unique-entity-identifier-update https://www.gsa.gov/about-us/organization/federal-acquisition-service/office-of-systems-management/integrated-award-environment-iae/iae-systems-information-kit/unique-entity-identifier-update https://edstream.ed.gov/webcast/Play/506cae3950b242cfb0e319370970480d1d?catalog=82d9933c12564cb2878389599eb97fd821

Developing a Competitive Grant Application (Evaluation)

• Your project design should inspire your evaluation methods.

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

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

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

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

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

– Quantify when possible;

– Establish baseline data; and

– Set meaningful outcomes and goals.

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

EVIDENCE DEFINITIONS USED IN

TITLES III & V/HSI PROGRAMS

NOTE: THESE DEFINITIONS ARE AN ABBREVIATED VERSION OF THE COMPLETE

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

Demonstrates a rationale:

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

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

Promising Evidence:

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

Start thinking about your logic model now

ADDITIONAL

RESOURCES

Logic Models:

Theory and Fundamentals (video)

Logic Models 101 (video)

What Makes a Good Logic Model (video)

ELM Application (downloadable)

REL various resources https://www.youtube.com/watch?v=Sq2_c_V_ojw https://www.youtube.com/watch?v=Sq2_c_V_ojw https://www.youtube.com/watch?v=Sq2_c_V_ojw https://www.youtube.com/watch?v=ip6Br-Eh79o https://www.youtube.com/watch?v=ip6Br-Eh79o https://www.youtube.com/watch?v=Mvre_566ozI https://www.youtube.com/watch?v=Mvre_566ozI https://www.youtube.com/watch?v=Mvre_566ozI https://ies.ed.gov/ncee/rel/products/resource/100677 https://ies.ed.gov/ncee/rel/products/resource/100677 https://ies.ed.gov/ncee/rel/Products/Publication/3570 https://ies.ed.gov/ncee/rel/Products/Publication/3570

WHAT WORKS

CLEARINGHOUSE

(WWC)

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

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

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

THIS IS YOUR MAIN SOURCE OF

EVALUATION AND EVIDENCE

INFORMATION RELATED TO

YOUR ED-FUNDED GRANTS.

Link is here:

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

EVALUATION

& EVIDENCE

RESOURCES

Evidence-based policy resources, including ED’s Data Strategy and ED’s evaluation policy

Institute of Education Science (IES)

National Center for Education Statistics (NCES)

Integrated Postsecondary Education Data System

(IPEDS)

What Works Clearinghouse

(WWC)

Regional Educational Laboratories

National Library of Education

OSEP Ideas that Work (Grantees)

OESE Resources for Project Evaluators and Directors

Office of Postsecondary Education https://www.ed.gov/data https://www.ed.gov/data https://www.ed.gov/data https://www.ed.gov/data https://ies.ed.gov/ https://ies.ed.gov/ https://nces.ed.gov/ https://nces.ed.gov/ https://nces.ed.gov/ipeds/ https://nces.ed.gov/ipeds/ https://nces.ed.gov/ipeds/ https://ies.ed.gov/ncee/WWC https://ies.ed.gov/ncee/WWC https://ies.ed.gov/ncee/rel/ https://ies.ed.gov/ncee/rel/ https://ies.ed.gov/ncee/projects/nle/ https://osepideasthatwork.org/evaluation https://osepideasthatwork.org/evaluation https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/building-evidence/ https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/supporting-effective-educator-development-grant-program/building-evidence/

FEDERAL EVIDENCE

CLEARINGHOUSES

Additional evidence resources at GSA’s Office of Evaluation Sciences https://oes.gsa.gov/resources/

Resources

• https://www.youtube.com/playlist?list=PLNvZOA2puYOgpRJLkBvsobcMi6X041xrY

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

HSI Division

•https://www2.ed.gov/programs/ppoha/index.html

PPOHA

Program

•Dr. Jason Cottrell at jason.cottrell@ed.gov, Ms. Nemeka Mason at Nemeka.Mason@ed.gov , or Mr. Christopher Smith at christopher.smith@ed.gov

•Webpage is https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html

Eligibility Information https://www.youtube.com/playlist?list=PLNvZOA2puYOgpRJLkBvsobcMi6X041xrY https://www2.ed.gov/about/offices/list/ope/idues/hsidivision.html https://www2.ed.gov/programs/ppoha/index.html mailto:jason.cottrell@ed.gov mailto:Nemeka.Mason@ed.gov mailto:Smith-christopher.smith@ed.gov https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html

Final Tips for Applicants

FINAL

TIPS

Submit Submit early!

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

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

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

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

Register on Register on Grants.gov and make sure your AOR’s credentials are current.

Download Down the Application Package and read it thoroughly.

Read Read the NIA thoroughly.

Leverage Leverage resources on campus as you plan.

HISPANIC-SERVING INSTITUTIONS

(HSI) DIVISION

DR. STACEY SLIJEPCEVIC, DIVISION DIRECTOR

STACEY.SLIJEPCEVIC@ED.GOV, 202-453-6150

Dr. Robin Dabney

Robin.Dabney@ed.gov

202-453-7908

Rick Gaona

Richard.Gaona@ed.gov

202-453-6077

Njeri Clark, DHSI Program Lead

Njeri.Clark@ed.gov

202-453-6224

Jymece Seward, HSI-STEM Lead

Jymece.Seward@ed.gov

202-453-6138

Kurrinn Abrams

Kurrinn.Abrams2@ed.gov

202-987-1920

Margarita Meléndez, PPOHA Program Lead

Margarita.Melendez@ed.gov

202-987-0408 mailto:Stacey.Slijepcevic@ed.gov mailto:Robin.Dabney@ed.gov mailto:Richard.Gaona@ed.gov mailto:Njeri.Clark@ed.gov mailto:Jymece.Seward@ed.gov mailto:Kurrinn.Abrams2@ed.gov mailto:Margarita.Melendez@ed.gov

PPOHA FY 2024 Competition:

Application Deadline

May 13, 2024 (Monday) 11:59:59 PM Eastern Time

SUBMIT EARLY TO ENSURE A SUCCESSFUL

SUBMISSION!!!

Office of Postsecondary Education

Thank you! Please contact Margarita.Melendez@ed.gov with any questions.

mailto:Margarita.Melendez@ed.gov