competitive - federal - striving readers comprehensive ... · cfda 84.371c award entitled...

1

Striving Readers Comprehensive Literacy Grant Opportunity Instructions

Competitive – Federal – Striving Readers Comprehensive

Literacy (SRCL) Program

Instructions – Introduction Memo

To: Minnesota local education agencies (LEAs) and nonprofit early childhood education providers

From: Doug Paulson, Director, Academic Standards

Bobbie Burnham, Director, Early Learning Services

Action: Applications must be submitted into the designated email site by: Wednesday March 7, 2018,

3:30 p.m., Central Time (refer to the submission instructions)

Purpose of Funding

Federal funding for sub-grants to eligible applicants is available in the amount of $20,000,000 from the

CFDA 84.371C award entitled “Striving Readers Comprehensive Literacy” (SRCL). This funding is available

to advance literacy skills, including pre-literacy skills, reading and writing, for children from birth to

grade 12, with an emphasis on disadvantaged children, including children living in poverty, English

learners, and children with disabilities.

Coaching Delivery Model to Support Implementation of Evidence-based Literacy Practices

Minnesota’s SRCL grant targets improvement of core instruction by building staff capacity to deliver

evidence-based literacy practices through literacy coaching and continuous improvement. Grant funds

provide for the hiring of local sub-grantee literacy coaches. State literacy coaches will support sub-

grantee literacy coaches to:

1. Construct a coaching service delivery system based on the comprehensive needs assessment,

local literacy plan, and school and district improvement goals.

2. Identify and prioritize, from a specified list, the evidence-based practices staff will be coached to

implement using results of the needs assessment.

3. Establish baseline data on the delivery of targeted literacy practices, set improvement goals, and

gather and analyze data to improve delivery of practices.

4. Provide coaching that includes planning, modeling, observing, and giving specific feedback.

2


5. Establish and facilitate teacher team meetings with the express purpose of increasing knowledge

and skills in data analysis, interpretation of assessment data, planning differentiated lessons, and

increasing adherence to evidence-based practices.

6. Facilitate data analysis and interpretation to support decision making by leadership and

implementation teams.

7. Grantees may also receive funds for supplies to provide a literacy rich environment and software

to support data collection, reporting, and coaching.

A separate application must be submitted for each age band which are listed below. There are

application templates for each age band. If applying for funding for more than one age band you may

submit as one submission but you MUST insert a page break between each application. You must

complete the Excel budget worksheet specific to each age band.

Applicants must complete and submit a draft local literacy plan with their application. Applicants will

utilize the SRCL Local Literacy Plan template included in each application template provided and refer to

the links for instructions in completing the template. Plans will align with the state’s literacy plan. The

narrative within the application and the local literacy plan submitted must be specific to the selected age

band.

An applicant may apply with a partner, if necessary, to share a full-time literacy coach or coaches but

both must agree to the plan submitted for the selected age band. Refer to the applicants and eligibility

header.

Summer Literacy Program (Optional)

There is $1,500,000 set aside from the $20,000,000 available for sub-grants to support those applicants

wishing to offer literacy programs over the summers of 2019 and 2020. The summer program each year

must run at least 120 hours. Applicants are limited to $25,000 for each summer program year from their

requested total award. Applicants must be selected for the standard school year awards to be

considered for summer literacy program funding.

Applicants not opting for summer literacy programs will not be penalized.

Grant Awards and Grant Period

We estimate offering 30-45 grant awards with a maximum grant award of $900,000 by application band

for the proposed grant period of July 1, 2018 through September 30, 2020. The recommended minimum

award is $250,000. The maximum amount includes the $25,000 limit for each year of the two year

optional summer literacy program. If there is a partner, the maximum remains the same. Funds that

remain from the initial budgeted year will remain available during the second year.

If the $1,500,000 set aside for summer literacy programs is not awarded in entirety, remaining funds will

be used towards funding standard school year applications.

3


The state reserves the right to award more or fewer grant awards and in amounts that differ from the

amount requested by the applicant or the maximum identified. The state also reserves the right to grant

awards in a manner that provides geographic diversity. If a partner application is submitted, only the

primary applicant’s (the organization receiving and administering the funds on behalf of both)

geographic area should be provided on the application coversheet.

Award Considerations

The state must ensure that:

15 percent of the funds serve children from birth through age 5

40 percent of the funds serve students in kindergarten through grade 5

40 percent of the funds serve students in middle school grades 6-8 and high school grades 9-12 with an equitable distribution of funds between middle and high school

Applicants and Eligibility

Eligible applicants must select an age band for which they are applying in response to this grant

opportunity. Age band selections are:

1. Birth through age 5

2. Kindergarten through grade 5

3. Middle school grades 6-8

4. High school grades 9-12

Note: If an applicant wishes to apply for funding for more than one age band, a separate application

must be submitted. Each application is reviewed as it aligns with the selected age band.

Local Educational Agency (LEA) and Early Childhood Nonprofit Program Applicants

Local Education Agencies and nonprofit early childhood programs requesting funding may apply:

1. As one LEA or nonprofit program applicant

2. Apply with one other LEA (district or charter schools) or nonprofit program if they do not think that

on their own they need or can sustain one full-time literacy coach. However, the following must be

evident:

A. The same age band must be the focus of each agency/program. B. The partner in the application must identify the school/program sites to be served. C. The partner must provide the data requested for priority point determination. D. The partner must have the same literacy plan. E. The application must identify which partner will be the fiscal agent (receipt of grant funds –

grantee) on behalf of both agencies.

4


F. Both partners must sign the application confirming they read the application, are aware of the commitment, collaboration and compliance with the terms and conditions.

Additional Eligibility - Birth through Age 5 LEA and Nonprofit Program Applicants

Applicants applying for funding for the birth through age 5 age band must submit a response to the

following federal requirements. We provided space for a narrative in the application section to

demonstrate how the LEA/Nonprofit Program meets this eligibility requirement. Department staff will

review the response to confirm eligibility.

If applying singly:

1. The applicant must have a demonstrated record of effectiveness in improving language and early

literacy development of children from birth through age 5 and,

2. The applicant must have a demonstrated record in providing professional development in

language and early literacy development.

3. The applicant must demonstrate a history of consistently providing a minimum of three years of early childhood education direct services to children birth through age 5 and parent coaching for parents of children birth through age three.

If an applicant is applying with a partner:

1. The applicant must have a demonstrated record of effectiveness in improving language and early

literacy development of children from birth through age 5 and,

2. The applicant must have a demonstrated record in providing professional development in

language and early literacy development.

3. The applicant must demonstrate a history of consistently providing a minimum of three years of early childhood education direct services to children birth through age 5 and parent coaching for parents of children birth through age three.

Priority Points

In selecting among eligible sub-grantees, the state must give priority to eligible sub-grantees serving the greatest percentage of disadvantaged children. In the application section, all applicants are required to provide the data requested for each site involved in the grant project; this includes a partnering applicant.

When providing the percentages to determine priority points, applicants must use the latest reported data available. Most data available will be from October 2017.

If requested, applicants must be able to demonstrate how the percentage of disadvantaged children was calculated. Refer to the section in these instructions under the Application Components header for more information.

5


State’s Right to Cancel

This grant opportunity does not obligate the state to award a contract and the state reserves the right to

cancel the solicitation if it is considered to be in its best interest due to lack of funding, agency priorities

or other considerations.

General Information Section

State Grant Objectives

Objectives 1 and 3 are overarching objectives to consider in your local literacy plan. Objectives 2 and 4

are goals applicable to the MDE, which will require collaboration between MDE staff and sub-grantees

and should be considered in your estimated timelines.

Objective #1:

As a result of the effective use of local literacy coaches and increasing fidelity to identified evidence-

based literacy practices, SRCL sub-grantees will demonstrate improved student outcomes in literacy.

Objective #2:

The Minnesota Department of Education (MDE) will support local literacy coaches who in turn support

educators and families.

Objective #3:

The sub-grantees will develop sustainable processes and supports to maintain and build upon results.

Objective #4:

The department will support SRCL sub-grantees to build infrastructure and capacity in order to implement and sustain identified evidence-based literacy practices.

State Education Agency Supports to Sub-grantees

The department will provide support in the following areas: 1. Implementing a standards-based education system. o Ensuring students receive evidence-based practices that increase their proficiency in the

state standards. o Supporting LEAs/Nonprofits in developing processes and support structures.

Develop a continuous improvement process (effective plan, do, study, and act cycles using effort, fidelity, and outcome data).

Conduct needs assessments and root cause analyses to prioritize adoption of targeted practices.

Develop effective teacher teams to implement practices.

6


Establish policies, procedures, and organizational supports that support teachers’ use of the practices.

Develop a professional learning system to strengthen teachers’ competent use of the practices.

o Supporting LEAs/nonprofits in engaging families in literacy outreach and education. Develop communication and outreach plans.

2. Building sub-grantee’s capacity to support coaching by developing organizational supports, defining, building, and measuring capacity for effective coaching, and evaluating and improving coaching practices and systems to support coaches.

3. Building educator competency around literacy, assessment, and data. o Understand standards and benchmarks/indicators o Understand developmental processes of learning to read o Using data to inform daily instructional practices

4. Supporting educators in implementing effective literacy practices to foster student achievement. o Professional Learning Communities (PLCs), evidence-based best practices, coaching and

job-embedded training and supports o Fidelity data on practices to further target and differentiate ongoing professional

development o Fidelity of systems and organizational supports to enable educators to effectively

implement the practices

5. Developing capacity for continuous improvement of a standards-based education system that will persist beyond the duration of the grant.

6. Assisting sub-grantees to maintain funding, organizational, and competency supports as a result of using effort, fidelity, and student outcome data.

Sub-grantees must agree to implement practices from the list below that is limited in number, appropriate to the age band selected (birth through age 5, kindergarten through grade 5, middle school, grades 6-8 and high school, grades 9-12), based on strong or moderate evidence as defined by the U.S. Department of Education, and written to allow for local implementation flexibility.

Practices will focus explicitly on Tier 1 core instruction that may include class-wide and small group intervention classroom processes. In the case of birth to 3 programs, all core instruction will be individualized for the child and family. Practices identified are appropriate for English Learners and those receiving special education services (that is, learners on standards-based individualized education programs or individualized family services plans).

7


Practices

Evidence-based Practices

The following lists of evidence-based practices are drafts of ongoing work as the department continues

to research the evidence bases and development resources. While applicants are encouraged to use

these lists in drafting their SRCL Local Literacy Plans, final lists will be provided later. All Local Literacy

Plans will be reviewed and modified as appropriate over time and should be considered living

documents of continuous improvement.

Instructional Practices for Infants & Toddlers:

1. Foster intentional, planned reading between a parent or caregiver and a child within the context of a relationship.

2. Increase the quantity and quality of parent and early educator talk to support development of language sounds, vocabulary, and comprehension.

3. Increase children’s books in the home and coach on their use and availability. 4. Support home language development for dual language learners and coach for strategies.

Instructional Practices for Pre-Kindergarten:

1. Provide intentional, culturally sustaining English language instruction to children who are dual language learners.

2. Ensure that reading and writing materials are used in dramatic play and throughout the classroom.

3. Foster higher order thinking and understanding of words and usage through interactive read alouds and discussions focused on comprehension and vocabulary.

4. Frequently use alliteration and rhyming to support phonological awareness, especially phonemic awareness.

5. Provide brief, clear, and explicit instruction on letter sound(s) and how letters are shaped and formed.

6. Provide ample opportunities for children to write their names and other pieces that are personally meaningful to them using a variety of support techniques.

7. Utilize intentional and unplanned opportunities for initiating and extending talk with and between children, including oral storytelling.

8. Provide abundant and diverse reading material, including texts that are multimodal and of a variety of languages, and opportunities to read in the classroom.

9. Utilize ongoing observation and assessment of students’ language and literacy development to inform instruction.

10. Collaborate with families in promoting literacy, including supporting home language development for dual language learners and coaching for strategies.

Applicants may access the Early Childhood Indicators of Progress at

http://education.state.mn.us/MDE/dse/early/ind/ (by content area) or

http://education.state.mn.us/MDE/dse/early/ind/

8


https://edocs.dhs.state.mn.us/lfserver/Public/DHS-7596A-ENG (in booklet format)

Instructional Practices for Kindergarten through Grade 5:

1. Make deliberate, research-informed, and culturally sustaining efforts to foster literacy motivation and engagement within and across lessons.

2. Provide intentional, research-informed instruction using increasingly complex texts and tasks that build comprehension, knowledge, and strategic reading activity.

3. Instruct using a variety of grouping strategies, including frequent use of flexible groups and instruction targeted to students’ observed and assessed needs in specific aspects of literacy development.

4. Utilize activities and explicit instruction to develop phonological awareness and word study, including knowledge of letter-sound relationships (K-1 and as needed thereafter) and word recognition. Utilize activities that build fluency and stamina with increasingly complex texts.

5. Provide opportunities for students to learn and practice how to discuss the ideas in texts and construct text meaning across texts and disciplines.

6. Provide research-informed and standards-aligned writing instruction. 7. Make intentional and ambitious efforts to build vocabulary, academic language, and content

knowledge. 8. Provide abundant and diverse reading material, including texts that are multimodal and of a

variety of languages, and opportunities to read in the classroom. 9. Utilize ongoing observation, assessment, and self-evaluation of students’ language and literacy

development to provide feedback and inform instruction. 10. Collaborate with families in promoting literacy, including supporting home language

development for English learners and coaching for strategies.

Instructional Practices for Grades 6 through 12:

1. Make deliberate, research-informed, and culturally sustaining efforts to foster literacy motivation and engagement within and across lessons.

2. Provide intentional, research-informed instruction using increasingly complex texts and tasks that build comprehension, knowledge, and strategic reading activity.

3. Instruct using a variety of grouping strategies, including frequent use of flexible groups and instruction targeted to students’ observed and assessed needs in specific aspects of literacy development.

4. Provide opportunities for repeated close reading using increasingly complex text. 5. Provide opportunities for students to learn and practice how to discuss the ideas in texts and

construct text meaning across texts and disciplines. 6. Provide research-informed and standards-aligned writing instruction. 7. Make intentional and ambitious efforts to build vocabulary, academic language, and content

knowledge. 8. Provide abundant and diverse reading material, including texts that are multimodal and of a

variety of languages, and opportunities to read in the classroom. 9. Utilize ongoing observation, assessment, and self-evaluation of students’ language and literacy

development to provide feedback and inform instruction.

https://edocs.dhs.state.mn.us/lfserver/Public/DHS-7596A-ENG

9


10. Collaborate with families in promoting literacy, including supporting home language development for English learners and coaching for strategies.

Pre-K, kindergarten through grade 5, and grades 6-12 lists are adapted from:

Michigan Association of Intermediate School Administrators General Education Leadership Network Early Literacy Task Force. (2016). Essential Instructional Practices in Early Literacy: Prekindergarten, Essential Instructional Practices in Early Literacy: K-3, and Essential Instructional Practices in Literacy: Grades 4-5. Lansing, MI,Authors.

Applicant SRCL Local Literacy Plans

The Minnesota Department of Education sub-grant applicants must submit a draft of a SRCL Local

Literacy Plan that:

1. Is informed by a comprehensive needs assessment.

2. Provides for professional development.

3. Includes practices that are supported by moderate evidence or strong evidence, where evidence

is applicable and available.

4. Includes a plan to track the specific age group’s outcomes consistent with all applicable privacy

requirements.

A template for completing the draft of the Local Literacy Plan is provided within each application for

each age band.

Federal Definitions

Please note that some of the following definitions apply only to the state agency disseminating the

federal funds and not always the sub-grantee awarded funds from the state.

Continuous Program Improvement

The state must use data, including results of monitoring and evaluations and other administrative data,

to inform the program’s continuous improvement and assist in decision-making, to improve program

participant outcomes, and to ensure that disadvantaged children are served. Results of the evaluations

conducted on the effectiveness of the program must be shared with sub-grantees, educators, families

and other stakeholders.

Applicants must provide data to the state or a designee of the state or federal office of education as

requested to assist the state in conducting evaluations.

10


Definitions Applicable to All Applicants

Moderate Evidence

This means a statistically significant effect on improving student outcomes or other relevant outcomes

based on at least 1 well-designed and well-implemented quasi-experimental study. Applicants for this

funding must use practices supported by moderate or strong evidence.

Strong Evidence

This means a statistically significant effect on improving student outcomes or other relevant outcomes

based on at least 1 well-designed and well-implemented experimental study. Applicants for this funding

must use practices supported by moderate or strong evidence.

Universal Design for Learning

As defined under section 103 of the Higher Education Act of 1965, as amended means a scientifically

valid framework for guiding educational practices that provide flexibility in ways information is

presented, in the ways students respond or demonstrate knowledge and skills and in ways that students

are engaged and reduces barriers in instruction, provides appropriate accommodations, supports and

challenges and maintains high achievement expectations for all students, including students with

disabilities and students who are limited English proficient.

Child with a Disability

(A) In general, the term “child with a disability”, means a child:

I. with mental retardation, hearing impairments (including deafness), speech or language

impairments, visual impairments (including blindness), serious emotional disturbance

(referred to in this title as emotional disturbance), orthopedic impairments, autism, traumatic

brain injury, other health impairments, or specific learning disabilities; and

II. who, by reason thereof, needs special education and related services.

(B) Child aged 3 through 9 – The term “child with a disability” for a child aged 3 through 9 (or any subset

of that age range, including ages 3 through 9 (or any subset of that age range, including ages 3

through 5), may, at the discretion of the state and the local educational agency, include a child

(C) (i) experiencing development delays, as defined by the state and as measured by appropriate

diagnostic instruments and procedures, in one or more of the following areas: physical development;

cognitive development; communication development; social or emotional development; or adaptive

development

Comprehensive Literacy Instruction

Comprehensive literacy instruction means instruction that:

a) Includes developmentally appropriate, contextually explicit and systematic instruction and frequent practice in reading and writing across content areas

11


b) Includes age-appropriate, explicit systematic and intentional instruction in phonological awareness, phonic decoding, vocabulary, language structure, reading fluency, and reading comprehension;

c) Includes age-appropriate, explicit instruction in writing, including opportunities for children to write clear purposes, with critical reasoning appropriate to the topic and purpose, with specific instruction and feedback from instructional staff;

d) Makes available and uses diverse, high-quality print materials that reflect reading and development levels, and interests, of children:

e) Uses differentiated instructional approaches, including individual and small group instruction and discussion;

f) Provides opportunities for children to use language with peers and adults in order to develop language skills, including developing vocabulary;

g) Includes frequent practice of reading and writing strategies; h) Uses age-appropriate, valid and reliable screening assessments, diagnostic processes, and

summative assessments to identify a child’s learning needs to inform instruction, and to monitor the child’s progress and effects of instruction;

i) Uses strategies to enhance children’s motivation to read and write and children’s engagement in self-directed learning;

j) Incorporates the principles of Universal Design for Learning; k) Depends on teacher’s collaboration in planning, instruction and assessing a child’s progress and

on continuous professional learning; and l) Links literacy instruction to the state’s challenging academic standards, including standards

relating to the ability to navigate, understand and write about complex subject matters in print and digital formats.

Disadvantaged Child

This means a child from birth to grade 12 who is at risk of education failure or otherwise in need of

special assistance and support, including a child living in poverty, a child with a disability, or a child who

is an English learning.

This term also includes infants and toddlers with development delays or a child who is far below grade

level, who has left school before receiving a high school diploma, who is at risk of not graduating with a

diploma on time, who is homeless, who is in foster care or who has been incarcerated.

English Learner

This is an individual:

a) Who is aged 3 through 21 b) Who is enrolled or preparing to enroll in an elementary school or secondary school c) Who was not born in the United States or whose native language is a language other than English

I. Who is a Native American or Alaska Native, or a native resident of the outlying areas; and

12


II. Who comes from an environment where a language other than English has had a

significant impact on the individual’s level of English language proficiency; or

III. Who is migratory, whose native language is a language other than English and who comes

from an environment where a language other than English is dominant; and

d) Whose difficulties in speaking, reading, writing or understanding the English language may be sufficient to deny the individual

I. The ability to meet the challenging state academic standards

II. The ability to successfully achieve in classrooms where language of instruction is English

or

III. The opportunity to participate fully in society

Evidenced-based

This is when an activity, strategy, or intervention that demonstrates a statistically significant effect on

improving student outcomes or other relevant outcomes based on:

I. Strong evidence from at least 1 well-designed and well-implemented experimental study

II. Moderate evidence from at least 1 well-designed and well-implemented quasi-experimental

study or

III. Promising evidence from at least 1 well-designed and well-implemented correlational study with

statistical controls for selection bias; or

IV. Demonstrates a rationale based on high-quality research findings or positive evaluation that such

activity, strategy or intervention is likely to improve student outcomes or other relevant

outcomes; and

V. Includes ongoing efforts to examine the effects of such activity, strategy or intervention

Professional Development – Identified, Adapted State Priorities from the Federal Definition

This means activities are:

(a) an integral part of school and LEA/nonprofit program strategies for providing educators

(including teachers, principals, other school leaders, specialized instructional support personnel,

early childhood educators) with the knowledge and skills necessary to enable students to

succeed in a well-rounded education and to meet the state’s challenging academic standards;

(b) Advance educators’ understanding of strategies for improving student academic achievement or

substantially increasing the knowledge and teaching skills of educators;

(c) Provide follow-up training to educators who have participated in activities described in this

paragraph (c) that are designed to ensure that the knowledge and skills learned by the educators

are implemented in the classroom, home, or other educational setting and address the

educator’s specific needs identified in observation or other feedback;

13


(d) As a whole, are regularly evaluated for their impact on teacher effectiveness and student

academic achievement, with the findings of the evaluations used to improve the quality of

professional development;

(e) Advance teacher understanding of effective instructional strategies that are evidence-based and

(1) designed to give teachers of English learners, and other teachers and instructional staff, the

knowledge and skills to provide instruction and appropriate language and academic support

services to those children, including the appropriate use of curricula and assessments;

(2) designed to give teachers of children with disabilities or children with developmental delays,

and other teachers and instructional staff, the knowledge and skills to provide instruction and

academic support services to those children;

Specific Program Expectations

Sub-grantees must use funds under this program to supplement and not supplant.

The applicant must commit to:

1) Hiring or contracting with one or more literacy coaches that are competent in: a) Coaching practices such as planning, observing, modeling, providing feedback, and facilitating

team meetings. b) Data collection, analysis and interpretation. c) Establishing rapport, facilitating goal setting and action planning.

2) Having organization and site leaders actively support and participate in training of coaches. 3) Ongoing development of a coaching service delivery plan as provided and supported by the

Striving Readers coach upon award of the grant. This includes building readiness among staff to actively participate in a coaching and continuous improvement process for the duration of the grant.

4) Selecting and prioritizing implementation of evidence-based literacy practices based on a needs assessment.

5) Maintaining a data system and generating reports of professional development efforts, fidelity of practices, student outcomes, and all required measures, as requested.

6) Sustaining focus on targeted grant activities which includes: a) Protecting the coaches’ time to deliver coaching services; refraining from assigning other

non-coaching duties to the coach. b) Supporting collection, use and reporting of fidelity data using the same measure for the

duration of the grant. c) Limiting SRCL training and coaching to the targeted list of literacy practices or requisite

knowledge and skills for delivering the practices. d) Convening regular implementation meetings which include examination of student progress,

fidelity (a measure of adult implementation of the critical features of literacy instruction and intervention delivered to students in the target schools), and capacity data.

e) Completing capacity measures and carrying out action planning activities as described in the evaluation plan.

14


7) Budgeting for and participation in the following professional development activities held at the Minnesota Department of Education unless otherwise noted:

a. Grant Manager – 1 webinar b. Leadership Team (organizational leader(s), site leader(s), grant-funded literacy Coach(es),

additional local coach(es), etc.) – 1 training c. Site Leader(s) – 1 training per year d. Sub-grantee literacy coach(es) and local coaches – 3 trainings per year

8) Budgeting for sustainability of training due to turnover.

Nonprofit Early Childhood Education Provider Applicants

Early childhood provider applicants must have a partnership agreement with a local school district for purposes of assignment of a unique child identifier through the Minnesota Automated Reporting Student System (MARSS) and the ability to provide required data sharing agreements and child assessment data using an assessment from a list provided by the state to a secure online database.

Evaluation of SRCL Program

All sub-grantees must agree to cooperate with both state and national/federal collection of data related

to their SRCL programs, including sharing student literacy data if applicable.

Literacy Coach or Coaches

Each sub-grantee must use funds to hire one or more literacy coaches. The number of teacher full time

equivalents (FTEs) to be supported by the grant will determine how many literacy coaches are

necessary. In addition, if you are an applicant applying with another LEA/nonprofit program, you would

consider both LEA school/nonprofit program site environments and the combined number of supported

teacher FTEs. An estimate of $100,000 a year for hiring a full-time literacy coach is considered

reasonable, but we understand that these amounts vary slightly depending on the geographic area and

school district.

If you determine it is necessary to contract with a literacy coach rather than hire a person as an

employee or have a less than full-time literacy coach, you must provide a justification statement in the

application narrative under the Capacity Section.

Literacy Coaches’ Responsibilities

The responsibilities of a literacy coach or coaches will include but not be limited to:

Collecting and analyzing data for progress towards defined achievement goals.

Collaborating with administrators, leadership teams, and trainers to focus goals and sustain

attention on improving fidelity to a targeted set of literacy practices.

Providing training on targeted literacy practices as needed.

15


Coaching educators who have completed training in targeted literacy practices to deliver them with

fidelity. Literacy coaches will meet with each teacher at least bi-weekly. Coaches will support

teachers by:

o Co-planning lessons: including selecting practice tasks/texts, anticipating learner responses,

forming sequencing of tasks, questioning, feedback, and interpreting formative assessments.

o Modeling: demonstrating how to use specific practices within the classroom or home with the

educator recording learner responses and personal observations.

o Observing: gather data on practitioner’s delivery of practices and learner response.

o Providing feedback: coach reflects with educator on the instruction, core components, learner

response, and learner performance data. Planning of next steps or lesson is included.

Facilitating study groups to use problem solving and data to support effective instruction,

organizational and system supports.

Co-developing action plans with educators to increase their fidelity to literacy practices and

corresponding leaner response to instruction.

Continuously increasing educators’ depth and breadth of skills and competencies to improve

individual and team performance.

General Expectations of Sub-Grantees

All sub-grantees must submit financial reporting forms reflecting expenditures and program progress

reports by the dates indicated in the Official Grant Award Notification.

They must maintain a ledger to track the grant budget expenditures and payment reimbursements plus

all documents that support the budget line item expenses.

Minnesota public school districts and charter schools must use the Uniform Financial Accounting and

Reporting Standards (UFARS). School districts and charter schools will use the generic UFARS finance

code of 01F499.

All sub-grantees will complete financial reporting forms provided to them that are based on approved

budgets when seeking reimbursement.

If subcontracting is an allowable expenditure in your budget, grantees must follow applicable state and

federal procurement laws and select "responsible vendors" who are not debarred or suspended, not

engaged in unlawful practices and who are qualified.

Sub-grantees will provide the state with information that is necessary and within the timelines specified

so MDE may conduct their reporting as required under the Federal Funding Accountability and

Transparency Act (FFATA) (access at https://www.fsrs.gov/). The department will contact you if

additional information is necessary.

http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE059263&RevisionSelectionMethod=latestReleased&Rendition=primary

http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE059263&RevisionSelectionMethod=latestReleased&Rendition=primary

https://www.fsrs.gov/

https://www.fsrs.gov/

16


For a grant over $50,000, a financial reconciliation and monitoring of a sub-grantee’s expenditures

during the grant period will be conducted and you will be expected to provide supporting

documentation.

Resources for Applicants

UFARS Reporting

Minnesota school districts and charter schools must report their expenditures under the guidelines in

the Uniform Financial Accounting and Reporting System

(http://education.state.mn.us/MDE/dse/schfin/fin/UFARS/). Scroll down to view the manual on the left

hand side.

Additional information and guidance will be provided to nonprofit early childhood education programs.

Capital Assets

If you are a Minnesota public school district or charter school and plan to purchase capital items, please refer to

Minnesota's Capital Assets Guide (access at

http://www.osa.state.mn.us/other/GASBTools/capital_asset_guide.pdf)

Federally Funded Grants

Federal Guidance

Please refer to Code of Federal Regulations (CFR) Title 2, Parts 200, for uniform guidance, crosswalks and

cost principles for state, local, and Indian tribal governments, institutions of higher education and

nonprofit organizations. Refer to the electronic code of federal regulations (http://www.ecfr.gov/cgi-

bin/text-idx?tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl).

Indirect Rates for Minnesota Public Schools plus Charter Schools and Education Cooperatives

Information on school district and local education agency (LEA) current fiscal year federal indirect cost

rates. Refer to the School Finance spreadsheets.

State Travel Plan

Commissioner’s Travel Reimbursement Plan (access at

http://www.mmd.admin.state.mn.us/commissionersplan.htm)

Application Components

In the application section, you will find an application form for the birth through age five age band and

application templates for kindergarten through grade 5, middle school grades 6-8 and the high school

http://education.state.mn.us/MDE/dse/schfin/fin/UFARS/

http://www.osa.state.mn.us/other/GASBTools/capital_asset_guide.pdf

http://www.ecfr.gov/cgi-bin/text-idx?tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl

http://w20.education.state.mn.us/MDEAnalytics/Data.jsp

http://w20.education.state.mn.us/MDEAnalytics/Data.jsp

http://www.mmd.admin.state.mn.us/commissionersplan.htm

17


Grades 9-12 age band. A separate application must be submitted for each selected age band. However,

they may be submitted together. You must include a page break between each.

This section describes what must be included in the application. Each application will include an

application coversheet with space for contact information and signatures, the assurances and narrative

responses for each section to be scored. If you opt for a summer literacy program, you must provide a

narrative for that component.

Application Coversheet

Please select the application template for the age band for which you are seeking funding. Also indicate

whether you intend to submit any additional applications and for which age band(s).

The coversheet must include:

1. The name of the applicant organization who will receive grant funds.

2. The name of the partner applicant (if applicable).

3. An original signature from the identified official with authority (IoWA) who will sign on behalf of

the applicant. This is often a superintendent if a school district or an executive director if a

nonprofit organization.

4. If you are submitting the application with a partner, the partner’s identified official must also sign

the application.

Signatures applied from both partners are considered confirmation that the two parties:

are entering into a partnership.

have reviewed and approved the shared application.

are jointly applying for the same age band and implementing a shared literacy plan.

commit to the success and support of the literacy coach(es) and to working towards

common goals of fidelity, collaboration, sustainability, and compliance with the

assurances and requirements of the grant.

5. Contact information and the address must be provided for the primary applicant’s organization.

6. The primary applicant’s agency head, program contact and business manager must be provided.

Make sure to include email addresses.

7. The partnering applicant (if applicable), must include the identified official’s and primary

program contact information.

8. The sites that will be served through the grant. If there is a partner, that information must be

provided as well.

9. Select which geographic location best aligns with the applicant’s (not the partner’s geographic

location) primary district or organization location.

10. Grant amount requested for the entire grant years. (Maximum of $900,000, minimum of

$250,000).

18


11. Total amount requested for the 2 summer literacy program (if applicable, shouldn’t exceed

$50,000).

12. The required identification numbers.

13. Responses to the Federal Funding Accountability and Transparency Act questions.

Identification Numbers

It is likely your organization already has these numbers; check with your business office. Only the

primary applicant (fiscal agent) needs to provide the numbers.

1. Minnesota Statewide Integrated Financial Tool System (SWIFT) Vendor Number.

If you are a fiscal agent applicant, the SWIFT vendor number must be for the fiscal agent who will be

receiving and administering the grant funds.

Get a SWIFT Vendor Number

https://supplier.swift.state.mn.us/psp/fmssupap/SUPPLIER/ERP/h/?tab=SUP_GUEST

2. Data Universal Numbering System (DUNS) number.

All organizations applying for federal funding must have a Data Universal Numbering System (DUNS). A

DUNS is a unique nine-character I.D. number that is used to track how the federal grant is allocated.

To verify or register for a DUNS number, access the Dun and Bradstreet website

(http://fedgov.dnb.com/webform/displayHomePage.do).

Assurances

Signatures must be applied from the applicant and if there is a partner, also from the partner. This

confirms that the application has been reviewed, there is an understanding of the commitment, fidelity,

collaboration and compliance with the terms and conditions. If a partnering applicant, it must be clear

who will receive the grant funds and administer the funds on behalf of both organizations.

Early Literacy Applicants Only (Birth through Age 5)

Applicants applying for funding Birth through Age 5 must provide additional narrative demonstrating

prior effectiveness information in order to be eligible for consideration. If there is a partner, they must

also provide this information.

Priority Points

All applicants must provide information in order for the department to determine priority points

assigned based on percentages for Free and Reduced-Price Meals, Number of Children/Students with



http://fedgov.dnb.com/webform/displayHomePage.do

19


Disabilities, and English Learners for each site represented in the application including the partnering

applicant.

Application Narrative Components

In the application section, develop a clear and complete narrative response for each component below

for the specified age band. Refer back to the goals, evidence-based practices and definitions as well as

the draft of your local literacy plan to assist you in developing a response. If you are applying with a

partner, the narrative must apply to both applicant organizations.

The summer literacy program is an optional component. The summer program must be offered during

both the summers of 2019 and 2020 and be at least 120 hours each summer.

Statement of Need

In the application section, under this component, respond to the following:

1. Identify the learner population targeted to benefit from the grant for all sites represented in the

application.

2. Describe current barriers and challenges faced by the targeted learner population with regards to

language and literacy development.

3. Provide any additional supporting data about identified barriers beyond that provided in the

priority point section.

4. How do you think this grant project will remove barriers or respond to these challenges?

Points Possible: 20 Recommended Page Limits: not more than 2

Capacity and Sustainability of the Applicant(s)

Please provide a clear and complete response to each question below. If this is an application with a

partnering organization, the response should reflect both organizations.

1. Identify current staff and their roles in supporting the grant project. If there is a partnering applicant, identify their staff that might be involved and their roles. Note: These are in-kind positions already in place

2. Identify the total SRCL Literacy Coach FTEs to be funded if awarded this grant application. Refer to the chart provided on page 24 that outlines the recommended number of literacy coaches to support specific numbers of FTEs. Describe each of the following:

a. How you arrived at the number of literacy coaches to be hired or subcontracted.

20


b. If there is a partnering applicant, how will a coach or coaches be shared between both parties.

c. If you determine it is necessary to contract with a literacy coach rather than hire a person as an employee or have a less than full-time Literacy Coach, you must provide a justification statement in the application narrative under the Capacity Section.

Consider the following when determining the number and use of coaches:

Coaches are expected to spend at least 80% of their time engaged in coaching activities

including preparation for coaching, reviewing data, delivering coaching services, etc.

o Coaches are expected to meet with targeted staff being supported in implementation

of selected evidence-based literacy practices every two weeks.

Coaches will need protected time (6-10 hours per month, reasonably) to prepare for,

lead/participate, and support monthly team meetings (site team, organizational

leadership team, professional learning/coaching team, etc.) which may include:

o Providing training

o Supporting data analysis

o Preparing and communicating progress reports

Necessary travel time.

Future sustainability of the coaching model and coach(es).

3. How many educators are anticipated to be coached by grant-funded coaches, and how do these staff connect to the targeted population identified in your statement of needs?

A. Have staff received or participated in literacy coaching before? Are there or will there be issues with buy-in for coaching? This model of coaching is not the same as pay for performance.

B. What steps have been taken to prepare staff for coaching? Is this something you will need help with?

C. What issues do you anticipate needing to address (such as, policy, staff support, community support, time, contract requirements, etc.) in order to ensure staff engage in a coaching model?

4. Describe your current capacity and needs for data collection, analysis, and reporting as it applies to

the anticipated requirements to fulfill this grant.

5. If awarded a grant, when would you be ready to install critical components of a coaching model? Some milestones for consideration include:

Completing the hiring process.

Communicating with staff and engaging their buy-in for coaching.

Verifying policies and procedures in your organization and sites to support a model of

coaching.

Developing the coaching service system that includes who will be coached, on which

practices, frequency of coaching, content of coaching, data and feedback.

21


Data collection and reporting capacity: Do you have the data system ready to collect

and report learner progress data?

Baseline data collection on educators’ use of practices.

Training on practices which staff have not yet implemented.

6. If more than one site will be served or if you are partnering with another organization, how will you collaborate on hiring, planning and grant project implementation?

7. Have you and your administration and/or partnering applicant (if applicable), discussed sustainability of this project beyond the grant period?

Points Possible: 20 Recommended Page Limits: not more than 2 pages

Parent and Community Member Outreach

Respond to the following questions as they relate to this application for parent or guardian collaboration

towards home support to improve literacy outcomes and or any community organizations that may

contribute to the project.

1. How will parents or guardians be engaged in this project?

Consider the following when discussing parent/guardian engagement:

Have or will any parents or guardians be involved in the planning of this effort?

What is your approach for reaching out to parents or guardians in a culturally inclusive

format?

How will you inform parents/guardians of opportunities to receive coaching, if available?

Many of the evidence-based practices involve attending to supporting home language

development and utilizing culturally-sustaining pedagogy. Implementing these practices will

likely necessitate outreach to diverse stakeholders.

Reading Well by Third Grade Local Literacy Plans require parent notification and engagement.

How will this grant connect to and leverage those efforts, if awarded?

2. How will community organizations be involved in the project?

Consider the following when discussing community engagement:

Have or will any community organizations be involved in the planning of this effort? If so,

who do you expect to involve?

What is your approach for reaching out to these organizations in a culturally inclusive

format?

What contributions will community organizations make to this effort?


22


Project Plan based on Local Literacy Plan

In the application, outline your plan with estimated timelines as it aligns with the draft of your SRCL

Local Literacy Plan. You must attach the draft of your local literacy plan. A template is provided in the

application section. We understand that plans will be revised over time as a living document of

continuous improvement; this plan is considered a draft. Refer back to the objectives, instructional

practices and your local literacy plan.

The project plan should include all of the following:

The key goals of the plan.

The key activities to be undertaken and the rationale for how the activities support the key goals.

A realistic timeframe, including key milestones for implementing each key activity.

The party or parties responsible for implementing each activity and other key personnel assigned

to each activity.

Performance measures to be used to evaluate goals and monitor progress.

Appropriate financial resources to support successful implementation of the plan.

The project plan must:

Be specific, measurable and aligned with the grant period.

Be informed by a comprehensive needs assessment.

Provide professional development to support implementation of instructional practices.

Apply practices that are supported by moderate evidence or strong evidence, where evidence is

applicable and available.

Include a plan to track the specific age group’s outcomes consistent with all applicable privacy

requirements.

Include at least one (1) goal that measures fidelity of the evidence-based practices

implementation.

Include at least one (1) goal that monitors and improves effectiveness of the coach to support

educators delivering evidence-based practices to disadvantaged learners.


Evaluation Plan

The state will be required to provide data to the U.S. Department of Education (ED) as it relates to the Striving Readers Comprehensive Literacy Project. Sub-grantees would need to submit individual student-level data for SRCL-funded schools and possibly non-funded comparison schools, consistent with federal, state and local privacy laws.

Based upon the proposed data to be collected below, describe who will be overseeing the progress of

the grant, what methods will be used to collect this data, and how you will measure student progress

23


and outcomes and adult effort and fidelity (a measure of adult implementation of the critical features of

literacy practices delivered to students in the target schools).

Student data to be collected may include, but is not limited to:

1. Demographic information, including participants’ gender, race, age, school, grade level, student ID, LEP/English Language Learner status, special education/Individual Education Program status, and poverty code (free and reduced-price meal eligibility), Title I status and other poverty measures).

2. Academic information, including performance on state achievement exams, performance on national achievement exams, and standardized end of grade and end of course test scores.

3. Attendance information, including days enrolled, days absent, and days present.

4. Discipline information, including number of disciplinary referrals, in-school suspensions, and out-of-school suspensions.

Neither the state nor the federal government will publicly report any personally identifiable information.

More information will become available in the future with regard to data submission and reporting.


Excel Budget with Descriptions

Complete the Excel budget worksheet for the specific age band and complete for each state fiscal year including the summer literacy program budget, if applicable. Enter the total budget expenses per summer year in the column provided for the entire summer session in each summer even if it crosses into the next fiscal year.

Specify the grant amount requested each year and detail a budget plan that reflects necessary and reasonable expenditures anticipated during the project which align with the project goals and activities using the budget codes available. Necessary means it is important to the success of the project. Reasonable means you are paying fair market price for the item or services.

1. Descriptions must be provided for each line item. If you opt for a summer program, please distinguish budget descriptors for those expenses from the standard school year.

2. If you have a partner, the budget must reflect how the applicant who is assigned to receive the funds (fiscal agent) will administer and track funds to expend the dollars on behalf of both organizations.

3. If you intend to subcontract for a literacy coach position(s), rather than hire, be sure that you provided a justification statement in the Capacity Section as to why this approach is more appropriate than hiring.

4. If subcontracting, follow applicable state or federal procurement policies and use responsible vendors. If hiring, follow all applicable state and federal hiring practices.

The budget line item descriptions must provide:

24


Sufficient narrative description for budget line item entries for Salaries/Benefits, Contracted Services, Instructional Supplies, Non-instructional Supplies, Instate Travel, Capital Expenditures (if $5,000 or over capitalization threshold) and Indirect. Local education agencies must use their restricted indirect rates.

Reviewers the ability to determine if the budget aligns with the purpose, goals and activities. Reviewers should also be able to determine if proposed expenditures are necessary, reasonable and relevant for the success of the project.

Budget estimates for hiring employee (100 series) should correspond with the length of the grant period for each year and align closely with the suggested amounts. Salary line item descriptions must identify whether each position will be full-time or part-time while considering the number of teacher FTEs the literacy coach position(s) will support.

If you propose contracting (303/304) for a literacy coach or coaches, rather than hiring, you should have provided a justification statement in the Capacity Section within the application as to why this is a preferred option over hiring. Please indicate if part-time, full-time, etc. Consider their instate travel costs.

Budgeting for participation in the following professional development activities held at the Minnesota Department of Education unless otherwise noted:

o Grant Manager – 1 webinar o Leadership Team (organizational leader(s), site leader(s), grant-funded literacy Coach(es),

additional local coach(es), etc.) – 1 training o Site Leader(s) – 1 training per year o Sub-grantee literacy coach(es) and local coaches – 3 trainings per year

Budgeting for sustainability of training due to turnover.

Consider instate travel expenses for organization-level coaching service delivery planning and trainings. Primary administration must be involved to ensure fidelity and sustainability.

If you are requesting funding for summer literacy programs, complete the summer budget columns for a maximum of $25,000 per summer program year is available. In the budget descriptions for summer expenses, please distinguish those from the standard school year descriptions.

Points Possible: 5 Recommended Page Limits: Not applicable

The state has determined that a full-time Literacy Coach position could cost around $100,000 per year

(salary and benefits) but understand this may vary from organization to organization. An applicant

submitting a joint application may share the full-time position if it is reasonable to do so based on the

chart below and it helps with sustainability.

There may be a need to hire more than one coach per year depending on the number of Full-time

Equivalents (FTEs) to be supported by the literacy coach positions. The following table provides

guidelines for determining the number of coaches to be hired at each age band to adequately support

educators.

25


Age Band Suggested Number of

Literacy Coaches

Suggested Number of

Literacy Coaches

Suggested Number of

Literacy Coaches

Birth through

Age 5

1-7 FTEs – 1 Literacy

Coach


Coaches

More than 15 FTEs – 3

Literacy Coaches

Kindergarten

through Grade 5


Coach


Coaches


Literacy Coaches

Middle School,

Grades 6-8 or

High School,

Grades 9-12


Coach


Coaches


Literacy Coaches

Supplies for Literacy Rich Environment

Sub-grantees may apply for up to $50,000 per literacy coach hired for supplies (therefore, up to a

possible total of $150,000) to provide a literacy rich environment and software to support data

collection, reporting, and coaching. These recommended amounts are for the entire grant period, not a

per year amount.

Please be reasonable and determine what is necessary rather than what is desired to achieve the results

and goals identified. Make sure to provide a clear description of the items to be purchased.

Summer School Literacy Program Applicants – Optional Component

Applicants may apply for up to $25,000 per summer for the two-year 2019/2020 and 2020/2021

summer literacy program towards enhancing, expanding or developing a new summer literacy program.

Only those applicants considered for regular school year grants would be considered for summer school

grants.

Each summer literacy program must be at least 120 hours per summer.

For the purpose of this grant, learners between age bands are considered to participate in a summer

program associated with the age or grade most recently completed.

In the application section, please respond to the following:

1. A brief description of the summer literacy program.

2. The estimated timeline of the summer program (example: mid-June to mid-July or July-mid-

August).

3. Whether it is an enhanced, expanded or new summer literacy program.

26


4. Describe how literacy coaches will be involved in the summer literacy program?

5. If you are representing multiple sites or have a partner with your application, indicate the site of

the program (if determined at the time of application).

Points possible: 10 Recommended page limits: 1 – 1.5 pages

Priority Points

Applicants serving a high percentage of disadvantaged children will earn priority points based on the

percentages for 3 categories. If an applicant’s project will represent more than one school site, the

percentages must be provided for each site. The name of the site must be provided at least once. The

percentages will then be added together for each category and divided by the number of sites to

determine the average and then the points.

Partnering applicants must also provide percentages for each site represented in their application. Both

organization’s percentages will then be considered. No one application’s (one application means a single

organization or an application with a partner) priority points will exceed the 18 points possible.

Applicants will complete the table provided in the application section. Each applicant may add in

additional rows if necessary depending on the number of sites represented by the organization or delete

rows. Each site name must be provided at least once in the table. The department will perform the

calculations to determine the applicable priority points.

Refer to the examples in the tables below.

Free and Reduced-Price Meal Percentages

Districts in rural Minnesota who have all students in their district in one building and only have one

school site number may just have one Free and Reduced-Price Meal Percentage.

Some districts may house all elementary in one building in their district and all secondary in one building

in their district and may have two school site numbers. They would use the Free and Reduced-Price Meal

percentage applicable to the age group selected (elementary or secondary).

A nonprofit early childhood provider that does not usually collect or report individual family Free and

Reduced-Price status will need to collect this information. To identify the number and percentage of

children that meet the free and reduced price definition, nonprofit programs may use individual

family/child participation in the specific income-support programs listed in this area of Minnesota

statutes, section 124D.165, subdivision 2, paragraph (a), clause (2) which can be found

at https://www.revisor.mn.gov/statutes/?id=124D.165

https://www.revisor.mn.gov/statutes/?id=124D.165

27


Free and Reduced-Price Meal Priority Points

Point Ranges

0-40% - 0 points

Over 40% through 60% - 2 points

Over 60% - 80% - 4 points

Over 80% - 6 points

Percentage of Students with Disabilities Priority Points

Birth through Age 5

0-10% – 0 points



Over 50% - 6 points

Point Ranges for Kindergarten-Grade 5, Middle School, Grades 6-8 or

High School, Grades 9-12

0-20% – 0 points



Over 60% – 6 points

Percentage of English Learners Priority Points

Point Ranges

0-20% – 0 points

Over 20% through 40% – 2 points

Over 40% through 60%- 4 points

Over 60% – 6 points

EXAMPLES

Example 1: Applicant (no partner and 1 site)

You must identify the site at least once in the second column; even if there is only one site.

Applicant Organization Name School of Innovative Learning

Free and Reduced-Price Meal Rate 25% - George Washington

28


Applicant Organization Name School of Innovative Learning

Percentage of Students with Disabilities 3%

Percentage of English Learners 10%

Example 2: Applicant (Primary applicant with partner, one has 2 sites, the other 1 site)

The name of each site must be provided at least once in the second column.

Applicant Organization 1 (2 sites) School of Hard Knocks

Free and Reduced-Price Meal Percentage – Site 1 25% - Hayward

Percentage of Students with Disabilities – Site 1 8%

Percentage of English Learners – Site 1 15%

Free and Reduced-Price Meal Percentage – Site 2 15% - Middleton

Percentage of Students with Disabilities – Site 2 8%

Percentage of English Learners – Site 2 10%

Applicant Partner Organization (one site) School of Traditional Learning

Free and Reduce-Price Meal Percentage 42% - Lilydale

Percentage of Students with Disabilities 9%

Percentage of English Learners 8%

APPLICANT QUESTIONS AND APPLICATION INFORMATION WEBINAR

The following Program Contact Representative will facilitate an applicant information webinar and

respond to questions. Submit the questions through email with a subject line of “SRCL question.”

29


Minnesota Striving Readers Comprehensive Literacy (SRCL) Program Grant Administrator

Jennifer Wazlawik, Literacy Specialist, at [email protected]

An Application Information Webinar will be offered on Thursday, February 8, 2018, at 1:30 p.m., Central

Time. Staff from other divisions will be available during the webinar as additional resources to the

person below. Register below.

Topic: SRCL Grant Application Webinar

Date and Time: Thursday, February 8, 2018 1:30 p.m., Central Time (Chicago, GMT-06:00)

Event number: 809 583 671

Event password: This event does not require a password.

Panelist password: The Event has no Panelist Password

Host key: 711337 (Use this to reclaim host privileges.)

Event address for attendees:

https://mde.webex.com/mde/onstage/g.php?MTID=ed38cb5c2b51690e0bb543922ac9721c1

A Question and Answer document will be published on the grant opportunity site after February 14,

2018.

View the questions and answers document

(https://w1.education.state.mn.us/EGMS/SearchAllActiveGrants.do)

Questions related to the grant opportunity may only be answered by MDE’s Program Contact

Representative identified above or her successor. Information received from an unauthorized source is

not binding and could result in misinformation.

APPLICATION SUBMISSION AND SIGNATURE

Applications must be submitted into the designated email site by Wednesday March 7, 2018, 3:30 p.m.,

Central Time. Faxed applications will not be accepted. Google documents will not be accepted.

Submit the signed application(s) in Word or PDF. Please include the draft of your local literacy plan with

each application. Submit the budget in Excel. There must be a separate application completed for each

age band. However, if applying for more than one, you may submit all applications within one

submission. You must place a page break between each application. Please be sure to complete the

Excel budget worksheet for each age band.

Submit the application into: [email protected]

In the subject line of the email, please identify the initiative and the name of your organization (or part

of the name). Example: Striving Readers Osseo

Save the documents that you attach to your email using part of the name of your organization.

Example: Osseobud, Osseoapp

mailto:[email protected]

https://mde.webex.com/mde/onstage/g.php?MTID=ed38cb5c2b51690e0bb543922ac9721c1

https://w1.education.state.mn.us/EGMS/searchAllActiveGrants.do


30


Call Pamela Jones at 651-582-8651 or email her at [email protected] if you have submission

questions. Costs associated with preparing the application must be borne by the applicant. The burden

of proof of timely submission is on the applicant.

REMINDER: Please read through your application carefully before submitting it into the designated

email.

APPLICATION SCREENING AND REVIEW

PHASE 1: Screening and Priority Points

Screening will be conducted by internal staff from the department. Staff will also determine the priority

points based on the percentages. Applicants may need to provide the method used to determine

percentages.

Applications that meet the following criteria will be forwarded for review.

1. Received in the designated email box by the due date and time from an eligible applicant.

2. Application includes a coversheet, assurances, the narrative response with the draft of their local

literacy plan and the Excel budget for the specific age band.

3. Applicants requesting funding for the birth through age 5 age band must respond to the information

related to demonstration of effectiveness questions to be eligible. Department staff will review the

response to confirm eligibility.

4. The age range is identified.

PHASE 2: Application Components Reviewed and Scored

Applications meeting the screening and eligibility criteria will be separated into age specific group. Total

points possible for all applicants without considering optional summer literacy program is 100. The

summer literacy program component will be reviewed separately. Those opting for summer programs

could receive up to 10 points. Only those applicants considered for awards for the standard school year

would be considered for summer school funding.

Statement of Need – 20 points

Capacity and Sustainability – 20 points

Parent and Community Outreach and Collaboration – 10 points

Literacy Work Plan and Draft of Local Literacy Plan – 30 points

Evaluation – 15

Budget – 5 points

Total 100 points

Summer Literacy Program – Optional – 10 points


31


PHASE 3: Review of Outcomes

Agency program staff and management review the recommendations and outcomes resulting from the

review. Programs may offer grant award amounts that differ than the applicant’s grant request or the

maximum grant amount identified by the department.

During this phase, agency program staff or grant services staff may contact an applicant to obtain

clarification to one or more sections of their application. Grant Services may contact reviewers to obtain

clarification of their feedback.

The following will also be considered when making funding decisions:

1. 15 percent of the sub-granted funds serve children from Birth through age 5

2. 40 percent of the sub-granted funds serve students in kindergarten through grade 5

3. 40 percent of the sub-granted funds serve students in middle school, grades 6-8 and high school,

grades 9-12 with an equitable distribution of funds between middle and high school

The state also reserves the right to grant awards in a manner that provides geographic diversity.

Applicants must select which geographic area best reflects their local education agency’s or

organization’s primary location on the application coversheet. If a partner application is submitted, only

the primary applicant’s (organization receiving grant funds) should be provided, not the partner’s

geographic location.

Pre-Award Risk Assessment

Before executing grants, if awards exceed $25,000, a pre-award risk assessment to determine financial

capacity and consider prior performance will be conducted.

Appeals

If a state agency disapproves an application under applicable federal programs, the applicant may

submit an appeal to the state with regard to the disapproval by filing a notice and stating the state or

federal statutes violated. Refer to Title 34, CFR 76.401 for more information.

Applicants should contact the Grant Services coordinator, Pamela Jones, if they have questions about

the process or wish to appeal the process.

Notifications to Applicants

The agency anticipates the review to be completed by late April, 2018. Applicants are expected to be

notified within 2 weeks after the review has been completed. Review feedback is considered public, but

not until all grant awards have been negotiation and executed.

Applicants recommended for an award must wait until they receive the signed Official Grant Award

Notification (OGAN) or other award documentation, before providing any services and incurring

32


expenditures. Any expenses incurred prior to the full execution of the OGAN, or other award

documentation, are not reimbursable and are the responsibility of the applicant/grantee.

MINNESOTA DEPARTMENT OF EDUCATION

1500 Highway 36 West

Roseville, MN 55113-4266

T: (651) 582-8200

TTY: (651) 582-8201

http://education.state.mn.us

Information on this website can be made available in alternative formats by calling 651-582-8651.

Persons with a hearing or speech disability may contact the Minnesota Relay Service by dialing 711 or

1.800.627.3529.

The state of Minnesota is an Equal Opportunity Employer

competitive - federal - striving readers comprehensive ... · cfda 84.371c award entitled...

Documents