New York State Even Start Family Literacy
2009-2013 Request for Proposals
Questions and Answers
Eligibility
Question #1: What is a local education agency (LEA)? Do Chapter 853 schools or preschool special education providers who receive payment from public schools qualify as LEAs? Is a public library considered an LEA? Are BOCES an LEA?
In New York State, the term LEA includes public school districts, Board of Cooperative Educational Services (BOCES) and charter schools. Non-public schools, preschool special education providers who receive purchase of service payments from public schools and public libraries do not qualify as LEAs. However, such organizations may be the non-LEA partner needed to form an “eligible entity.”
Question #2: In New York City, can the LEA be an individual school? Or is it the Community School District?
While the project can be focused on a specific school building, the LEA is the Community School District.
Question #3: One questioner identified a discrepancy between the definition of “eligible entity” on the Even Start website and the definition in the RFP. Which is correct?
Applicants should apply the definition found in the RFP. An eligible entity is a partnership comprised of:
- one or more local educational agencies (LEA); and
- one or more nonprofit community-based organizations, public agencies other than an LEA, institutions of higher education, or public or private nonprofit organizations of demonstrated quality other than an LEA.
Question #4: Is eligibility for Even Start funding restricted (or is priority given to) high needs agencies?
The grant review process will give priority to applications that target services to federally designated empowerment and enterprise communities (identified by the U.S. Department of Housing and Urban Development), or high need communities (defined as school districts with 20% or more of its children living in poverty on the database used to calculate the Title I allocations), or that serve a special population. A program is considered to be serving a special population if 51% or more of the enrolled participants are in one of the following categories: migrant; Native American, incarcerated or teen parents.
Question #5: Where does one find out what districts are at 20% poverty on the database for Title I? Is it the free and reduced lunch count or just free or something else? What year is needed?
The 2008-2009 child count data used by the U.S. Department of Education to apportion Title I monies between states, then amongst local educational agencies will be used to identify high need school districts. If the percent of poverty for an LEA is 20 percent or higher that school district will be considered “high need.” Applicants that are serving families residing in such districts will be given a priority for funding as described in the RFP. The 2008-2009 child count data used to calculate districts’ Title I allocations can be accessed at http://www.emsc.nysed.gov/funding/cladcep/0809/Childcount08-09.html.
Question #6: Would it be appropriate to consider applying for an Even Start Family Literacy grant to support Reading First schools and/or other low-performing schools?
It is permissible for an LEA that is in receipt of a federal Reading First grant to apply for an Even Start Family Literacy grant to supplement services in a Reading First designated school and/or other low-performing schools in the district. Such application must be made in partnership with one or more nonprofit community-based organizations, public agencies other than an LEA, institutions of higher education, or public or private nonprofit organizations of demonstrated quality other than an LEA.
Question #7: The median family income in my district is high – about three times the poverty level index – but there is a high level of illiteracy. Are we eligible to apply?
Any eligible entity (as defined in the RFP) may apply. However, the families served must meet the federal eligibility guidelines of being low income (at or below 100% of the federal poverty level) and low literacy. Your proposal will need to document that there is a sufficient eligible population to be served.
Section II: Need for the Project
Question #1: Is there a recommended source for the local data pertaining to the percentage of children living in poverty in column 6 of the required chart? School districts determine poverty by using free lunch percentages, but those percentages are to be reported in column 8 of the chart. Census data reflects county poverty rates, which may be very different from individual community poverty rates. If no other community poverty data is available, should poverty rates determined by percentage eligible for free lunch be used in column 6?
Any other sources of community data may be used. Some community organizations such as Head Start routinely conduct community needs assessments that may include information that could be helpful in documenting the need for the proposed project. The U.S. Department of Education data used for Title I calculations could be another source (see Eligibility, question #3).
Question #2: Is there a minimum number of families who must be served during the four-year grant cycle? Is there a minimum or maximum number of families who must be enrolled at any given time during the program year? Is there a minimum number of families that must be served each program year?
Projects are expected to serve a minimum of 25 families in all four components each month. The number of families who must be enrolled in order to meet this expectation will vary by community. There is no minimum number of families who must be served during a four-year grant cycle or during each program year.
Section III: Project Design
Question #1: Under Section III, Project Design, the RFP states that "Applicants must address how they will meet the Even Start Performance Indicators." However, the Proposal Evaluation Rubric for Section III gives no points for this. Is this still a necessary requirement of the proposal?
The use of data should inform project design, implementation and on-going operation of an Even Start program. Performance indicator data is related to all of the components enumerated in Section III of the Proposal Evaluation Rubric. Therefore, although it is not a separate section for scoring, an applicant’s response to this section must address how the proposed project design will ensure that they meet the Even Start Performance Indicators.
Question #2: Under Section III, Project Design, the RFP states that "Previously funded partnerships must include data analysis from Even Start Performance Indicators and ES-STAR as evidence." However, the Proposal Evaluation Rubric for Section III gives no points for this. Is this still a necessary requirement of the proposal? Must this be done in chart form, or can the data be woven throughout Section III, as appropriate? Must ES-STAR data for all 14 indicators be reported?
As stated previously, the use of data should inform project design, implementation and on-going operation of an Even Start program. Previously funded partnerships should use Even Start Performance Indicator and ES-STAR data as evidence to support the various components of the program design. This information can be woven throughout Section III. It is not necessary to provide a thorough analysis of all 14 performance indicators.
Question #3: Does the 60 hours of instruction per month refer to the class/program design of the adult education component that the adult must attend? Or does the 60 hours of instruction per month refer to the target of every participating adult?
The 60 hours of instruction refers to the hours of adult education offered each month at a time and location that meets the needs of participating adult learners. We recognize that every participating adult will not be able to attend 60 hours of adult education instruction on a monthly basis.
Question #4: Current distance learning regulations prohibit an adult from being in a distance learning class and a regular adult education class at the same time. Distance learning adults can attend for tutoring of up to three hours per week. Is the Even Start program gong to accept the current SED adult education model?
Yes. Applicants should design their adult education component in a manner that is consistent with current SED adult education requirements.
Question #5: For adult education, can there be multiple 100 hour marks in a school year? If an adult Even start participant attends a 60 hour program for 10 months they would accumulate 500 hours in a year. That would exceed the post-test of three times a year. Are there exceptions?
Adult learners cannot be post-tested more than three times a year. All students should be tested at intervals necessary to determine status and progress. The following intervals are recommended:
- Students in a class that meets for nine (9) hours or less per week should be post-tested at the end of each 100 instructional hours.
- Students in a class that meets for 10 (10) hours or more per week should be post-tested at the end of each 200 instructional hours.
- Students in a tutorial program should be post-tested at least every fifty- (50) instructional hours.
- Is the parent curriculum prescribed by the State or are LEAs at liberty to select a scientifically-based curriculum?
Question #6: Is the parent curriculum prescribed by the State or are LEAs at liberty to select a scientifically-based curriculum?
There is not a State prescribed curriculum for parenting education. Partnerships may select a scientifically-based curriculum that they believe will best meet the needs of participating parents.
Question #7: Working with teen parents through the summer months is challenging. Is there a greater degree of flexibility in how we meet the hours for instruction, such as with more home-based work?
The Partnership has a great deal of flexibility in how it designs the summer program. It is admissible for the hours of instruction to vary from that which is offered during the regular school year and to provide more literacy enrichment activities during the summer months.
Section V: Project Personnel and Staff Development
Question #1: Which member of the Partnership, if any, will be required to attend the state technical assistance meetings and/or conferences? What about the National Even Start Conference?
All projects must be represented at the statewide Fall Institute. Partnerships also are expected to participate in other state-sponsored technical assistance opportunities, such as WebEx sessions, conference calls, and regional meetings. The determination of which partners and collaborators attend or participate should be guided by the topic of the session. To the maximum extent possible, Partnerships should include those staff persons (both grant paid and in-kind) who are most involved in providing the component(s) that are the focus of the meeting. The National Even Start Association has disbanded so there is no longer a national conference.
Question #2: Are there required numbers of hours per month designated for joint planning sessions and staff development?
Partnerships must ensure that there are monthly opportunities for joint planning for the integration of Even Start core component services and that staff receive professional development necessary to develop the skills they need to fulfill their job responsibilities. There is no minimum number of required hours.
Question #3: Do programs have to employ a full-time coordinator?
No. As stated in the guidance, each program must have at least a half-time program coordinator paid in part or in full by Even Start grant funds or as in-kind.
Question #4: Do home visitors have to meet the qualifications of instructional staff OR can they be paraprofessionals supervised by instructional staff?
Either could be acceptable depending on your program design and how you structure the purpose and content of the home visits.
Question #5: Do all instructional staff need to be certified?
Teachers for child and adult learners must be certified in early childhood education, elementary education, secondary education or adult education as appropriate for the group of learners.
Question #6: Does someone who has an Associate’s degree in infants and toddlers and a BA in early childhood, but not a teaching certificate meet the qualifications to be a early childhood infant-toddler teacher? Can she do home visits as an instructional staff?
An instructor for infants and toddlers should be certified in early childhood education (Birth – Grade 2). She could provide instruction in the classroom or on home visits under the supervision of a certified individual.
Question #7: Questions regarding the required staff positions chart in the RFP:
- FTE column – Should total time dedication to Even Start be reflected here?
Yes. This column should reflect the total time an individual is assigned to the Even Start program – both time paid by the grant and time contributed as in-kind.
- Federal/In-Kind column – Are you looking for the FTE breakout here? Dollar breakout? Other?
We are looking for whether the funding for this position is federal (from the Even Start grant), in-kind (from another source) or both (a combination of grant and in-kind).
Fiscal Issues
Question #1: School District A is thinking about applying for an Even Start grant in partnership with a community-based organization (CBO) that promotes school readiness. The District had a previous Even Start program in partnership with different CBO that ended in 2001. On page 8 of the guidance, in the local share section, it states that "The local share for a new partnership that includes an agency that was a partner in a previous Even Start program will be 50% in the first through eighth year." Would this apply to District A if they submit a proposal for a new program?
Yes. Whenever either the LEA or the partner agency has been part of a previously funded partnership the local share requirement will be 50%.
Question #2: Would an LEA that had been in a partnership for eight years with one CBO, now entering into a partnership with a new CBO be in the first year of a new partnership (at the 50% share) or would we be considered in the 9th year?
You would be considered in the first year of a new partnership with a 50% local share.
Question #3: Why does the RFP request that the LEA be the sole fiscal agent?
At this time there can be only one grant awarded per project. To facilitate timely processing of the awards and to ensure that projects are able to commence on September 1st, the RFP requires that the LEA be designated as the sole fiscal agent.
Question #4: The RFP requires that the LEA must be designated at the sole fiscal agent for this grant. How does this impact existing partnerships that have the CBO as the fiscal agent and want to reapply? Can an applicant that previously operated an Even Start project with the CBO partner as the fiscal agent designate the CBO as the fiscal agent for the new project?
All applicants, including those at the end of a four-year cycle, must designate the LEA as the fiscal agent for the project.
Question #5: What is the contract cycle year – 10 months or 12 months?
Even Start is a twelve month program. The funding cycle is September 1st through August 31st.
Question #6: Can administrative costs for preparation of the proposal submitted in response to this RFP be written into the program budget?
No.
Question #7: Once programs have been selected for funding, what is the timeline for the initial disbursement of funds and start-up?
We strive to disburse the money as soon as possible. Generally projects can expect receive the first payment within four to five weeks after the budget has been approved and processed by SED.
Question #8: What are the specifics of indirect costs?
Indirect costs are broadly defined as central administrative costs and certain other organization wide costs that are incurred in connection with a project but that cannot readily be identified with the project. Indirect Costs include:
- costs of operating and maintaining facilities;
- general administration and general expenses, such as budgeting, accounting, human resources, legal, and purchasing;
- centralized services, such as motor pools and information systems; and
- personnel and accounting administration.
For more information on indirect costs, please refer to the Guidance for the William F. Goodling Even Start Family Literacy Programs and Section 80.22 of the Education Department General Administrative Regulations (EDGAR). Grantees that have an LEA as the fiscal agent, and Indian tribes and tribal organizations, must use the cost principles in OMB Circular A-87.
Question #9: May grant money be used to pay for space?
Space is an allowable expenditure within the parameters established in OMB Circular A-87. This document can be accessed at http://www.whitehouse.gov/omb/circulars/a087/a087-all.html.
Question #10: Please provide a more precise explanation of page seven, VII Local Share.
This section documents the amount of local share required (based on the amount of federal funds requested) and how the applicant anticipates meeting that requirement. Applicants should complete the chart to show what core program component will be support by the identified item, the source of funding (for example: Head Start, UPK, WIA, etc.) and the value of the contribution.
Question #11: Explain “annualized salary.”
The term annualized salary refers to the amount a salaried individual makes in a year. It is not applicable if one is referring to an hourly employee.
Memoranda of Understanding and Letters of Support
Question #1: Must a Memorandum of Understanding (MOU) or letter of support be submitted from collaborating agencies, such as an organization providing space for the project? May we attach letters of support from private funders, such as banks and foundations, indicating their possible provision of funding in the future?
An MOU clearly delineating the respective roles and functions of the LEA and the partner agency in planning, implementing, administering and monitoring the project must be submitted. Applicants also must submit letters of support from any collaborators that will provide goods, services or other support that will contribute to the operation of the project. This could include agencies, organizations or individuals that are providing additional fiscal support.
Question #2: Applicants must submit a chart documenting meaningful consultation with private schools. Should signed MOUs with each private school also be included in the grant application?
A signed MOU with a private school is required only if such school will be collaborating with proposed project, that is providing goods, services or other support that will contribute to the operation of the project.
General
Question #1: How many of the existing Even Start projects are at the end of their four-year cycle and therefore eligible to reapply for this round of awards?
There are 11 existing projects that are eligible to submit a proposal in response this RFP.
Question #2: May an LEA submit multiple proposals? For example, may a BOCES propose one program with one subset of component school districts and another for another subset of component school districts? The partners will be different but the BOCES would serve as LEA/Fiscal Agent for both projects.
There is nothing that precludes an LEA from being a partner in more than one partnership that responds to the RFP.
Question #3: How does a not-for-profit community based organization get an agency code?
An agency code is only required when an organization will be receiving funds directly from SED. Since the LEA must be designated as the fiscal agent for this RFP, applicants may leave the agency code section blank for non-LEA partners.
Question #4: If we haven’t had an Even Start program since August 2006, do we qualify as a program entitled to start-up time for planning, preparation and implementation?
Yes. Any Partnership that is in the first year of its first cycle can have up to three months start-up time.
Question #5: Who administers the PALS Pre-K and PPVT 4 assessments?
Partnerships are responsible for ensuring that the PALS Pre-K and PPVT 4 assessments are administered as required. The assessments can be administered by Even Start staff, as in-kind by the LEA or other entity the conducts assessments, or through a purchase of service contract.
Question #6: May Partnerships make data available to corporate fund providers?
Partnerships may provide data to outside entities to the extent that the privacy of families is not violated or participants give permission for their information to be shared.
Question #7: Will SED provide a list of local evaluators?
There is no state list of recommended or approved local evaluators. It is the applicant’s responsibility to identify an individual or firm that can meet its local evaluation needs.