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DIVISION OF FAMILY AND STUDENT SUPPORT SERVICES
Bureau of HEALTH/NUTRITION, FAMILY SERVICES AND ADULT EDUCATION
Request for Proposals
2010-11
Purpose: To provide intensive family literacy services that help break the cycle of poverty and illiteracy by improving the educational opportunities of low income families by integrating early childhood education, adult literacy or adult basic education and parenting education into a unified family literacy program.
Even Start is Title I, Part B, Subpart 3 of the Elementary and Secondary Education Act of 1965 (ESEA), as re-authorized and amended by the No Child Left Behind (NCLB) Act of 2001 (20 U.S.C. 6381 et seq.).
Applications Due: June 8, 2010
Published: May 10, 2010
RFP # 084
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Mark K. McQuillan
Commissioner of Education
The State of Connecticut Department of Education is committed to a policy of equal opportunity/ affirmative action for all qualified persons and does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, national origin, sex, disability, age, religion or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws. Inquiries regarding the Department of Educations nondiscrimination policies should be directed to the Equal Employment Opportunity Manager, State of Connecticut Department of Education, 25 Industrial Park Road, Middletown, Connecticut 06457, 860-807-2071.
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
TABLE OF CONTENTS
PageI. General InformationA.Introduction and Overview of Even Start Family Literacy Program ..1B.Eligible Applicants 1C.Eligible Participants . 2D.Available Federal Funding and Required Local Contributions 2E.Evaluation3F.Preparing and Submitting the Application..3G.Selection Criteria and Review Process.3H.Questions and Further Information.4I.Disposition of Applications..4J.Grant Awards4K.Start-Up Period.4L.Obligations of Grantees4M.Freedom of Information Act.4N.Utilization of Minority Business Enterprises5II. Proposal Guidelines and Requirements for Even Start Family Literacy ProposalsA.Cover Page5B.Table of Contents.5C.Abstract..5D.Demographic and Target Population Information5E.Organizations Background..5F.Statement of Demonstrated Need.5G.Plan of Operation and Continuous Improvement.6H.Cooperation, Coordination and Collaboration. 8I.Promise As a Model/Program Evaluation.9J.Management/Administration/Personnel..9K.Program Site..10L.Presenters/Subcontractors10M.Miscellaneous (Narrative)..10N.Matching Funds10O.Budget and Program Continuation.10P.Budget Justification. 11Q.Disclosure of Federal Funding in Public Announcements..11R.Certifications 11S.Statement of Assurances..11T.Affirmative Action Packet11U.Date of Local Board Acceptance.11V.Reporting..11W.Use of Facsimile (Faxed) Copies.11X.Annie E. Casey Foundation .11 Table of Contents (cont.)
III.AppendicesPageCover Page ......12Table of Contents for Proposal ...13Abstract Page Format ..............14Demographic Information ...16Indicators of Program Quality 17Performance Indicators Part I and II ..19Prior Program Performance/Accomplishments ..23Sufficient Intensity and Duration Information/Even Start Program Services and Schedule .....
26Interagency Collaboration Letter of Agreement ....28Matching Funds Data/Future Funding.....29Budget (ED114)...30Budget Justification.....31Master Code Budget Description.32Evaluation Criteria...35Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion-Lower Tier Covered Transactions...
40Statement of Assurances..41Affirmative Action Packet...44Annie E. Casey Foundation ..54Resources Existing Even Start Sites in Connecticut ..55
I. GENERAL INFORMATION
Introduction and Overview of Even Start Family Literacy Program
Even Start Family Literacy (ESFL) programs provide intensive family literacy services that involve parents and children in an effort to help parents become full partners in the education of their children and to assist children in reaching their full potential as learners. Programs must be operated in compliance with the statute governing Even Start Family Literacy programs (20 U.S.C. 6381 et seq.). The federal legislative requirements can be found at HYPERLINK "http://www.ed.gov/programs/evenstartformula/ legislation.html" www.ed.gov/programs/evenstartformula/ legislation.html.
Applicants must propose programs that build on existing community resources of high quality to create intensive family literacy services. The term family literacy services means services provided to participants on a voluntary basis that are of sufficient intensity in terms of hours and of sufficient duration to make sustainable changes in a family. Family literacy services integrate all of the following activities:
interactive literacy activities between parents and their children;
training for parents regarding how to be the primary teacher for their children and full partners in the education of their children;
parent literacy training that leads to economic self-sufficiency; and
age-appropriate education to prepare children for success in school and life experiences.
Thus, an integrated program must include adult education, early childhood education, parenting education and interactive literacy activities for parents and children together. Even Start also requires that some services be provided to participants through home-based programs.
The Connecticut State Department of Education (CSDE) has chosen to take steps to align the Even Start programs with other Department initiatives serving young children and families. Even Start is intended to serve the state's most disadvantaged families; therefore, areas designated as Priority School Districts by the CSDE will be targeted for assistance under this program.
Section 6381i of the statute requires states to develop indicators of program quality (also known as performance indicators). States must use the indicators to evaluate Even Start programs performance and improvement for the purpose of continued funding. The Connecticut State Performance Indicators can be found in Appendix F, and applicants are required to complete the table found there.
Eligible Applicants
The competitive grant application requires that a minimum of two agencies (as described below) establish a partnership to become an eligible entity. The application must clearly demonstrate the partnership as a relationship between the agencies and specify roles and responsibilities in the planning, implementation and evaluation of the program. An eligible entity is the partnership between both of the following:
a local educational agency; AND
a nonprofit community based organization, a public agency other than a local educational agency, an institution of higher education or a public or private nonprofit organization (other than a local educational agency) of demonstrated quality with a history of successful implementation of programs similar to the ESFL program.
The partnership will designate one agency to act as fiscal agent.
A local educational agency or other organization may submit, or be included in, no more than one proposal.
Priority will be given to applications that target families in need of Even Start services who reside in areas of the state, such as Priority School Districts, with high levels of poverty, illiteracy, unemployment, limited English proficiency, or other similar need related factors including a high percentage of children to be served by the program who reside in a school attendance area eligible for participation in programs under Title 1 of the ESEA.
Eligible Participants
Eligible participants are families with a child or children from birth through age seven (services must be provided for a minimum of a three year age range such as ages birth to three years old) and a parent who meets the following criteria:
eligible for participation in adult education and literacy activities under the Adult Education and Family Literacy Act (20 U.S.C. 9201 et.seq.);
within the States compulsory school attendance age range (if LEA provides or ensures the availability of the basic education component required under this part); or
attending secondary school.
Adults eligible for services under the Adult Education and Family Literacy Act are those individuals
who are at least 16 years of age;
who are not enrolled or required to be enrolled in secondary school under State law; and
who--
(i) lack sufficient mastery of basic reading, writing, speaking and math skills to enable the individuals to function effectively in society;
(ii) do not have a secondary school diploma or the General Equivalency Diploma (GED) (including recognized alternative standards for individuals with disabilities) and have not achieved an equivalent level of education; or
(iii) are unable to read, write, or speak the English language.
In applying the above criteria, applicants should use the same standards for Even Start as are used for their adult education programs. Special rules for eligibility of certain other participants can be found in the Even Start statute (20 U.S.C. 6381e(b)).
Available Federal Funding and Required Local Contributions
Connecticut's 2010-11 local program awards are expected to be between $75,000- $110,000 per year for each funded project, contingent upon the availability of federal funds. It is anticipated that two (2) programs will be funded.
Note the following:
Funding period will be July 1, 2010 through June 30, 2011.
The Department will award grants to applicants for a period not to exceed four (4) years.
After successfully completing the four-year cycle, an eligible entity may compete again in the open pool for an additional four-year cycle of funding. See Appendix S for existing Even Start sites in Connecticut. Two existing programs are eligible to compete again during 2010-11. The amount of funding in any subsequent grant period is based on the availability of federal funds.
The eligible applicant's share may be obtained from any source, including funds made available for programs under Title I and may be provided in cash or as in-kind goods and services.
Documentation verifying that the amounts from the identified sources were dedicated to Even Start must be kept on file locally.
Funds may not be used for indirect costs or construction.
An Even Start program is supported by a federal share of funds and the remaining cost of the program is contributed by the applicant. The applicant's share of the total cost of an Even Start program is listed in the table below.
Funding YearFederal Even Start ShareLocal Share1st year90%10%2nd year80%20%3rd year70%30%4th year60%40%5th, 6th, 7th, 8th years50%50%9th year and any subsequent year 35%65%
E. Evaluation
Programs are required to participate in national, state and local evaluations in order to identify promising practices and models for replication and research information. In addition, programs are required to conduct an independent local evaluation. Programs must describe how they will measure the programs progress and effectiveness in achieving its stated objectives. Outcome measures for each objective should be provided. Plans for measuring the long-term effects of the program should also be included.
Preparing and Submitting the Application
The proposals must be prepared in accordance with the Proposal Guidelines and Requirements for ESFL programs. Six (6) copies must be received by the deadline date. One of the six copies must bear original signatures of the authorized officials of the submitting agencies on the cover page, the Statement of Assurances and all other official forms. All proposals submitted become the property of the CSDE and a part of the public domain.
Applicants must complete all parts of the Request for Proposals.
Proposals IRRESPECTIVE OF POSTMARK DATE and means of TRANSMITTAL must be received by 5:00 p.m. on June 8, 2010. Facsimile (Faxed) copies of proposals/applications will not be accepted. Only proposals with the original signatures will be accepted as having been timely filed. EXTENSIONS SHALL NOT BE GIVEN. The address for mailing or delivery is:
Judy Carson
Bureau of Health/Nutrition, Family Services and Adult Education
Connecticut State Department of Education
25 Industrial Park Road
Middletown, CT 06457-1543
Phone: 860-807-2122 Email: HYPERLINK "mailto:judy.carson@ct.gov" judy.carson@ct.gov
G. Selection Criteria and Review Process
The CSDE must establish an independent review panel, minimally composed of:
an early childhood professional;
an adult education professional; and
an individual with expertise in family literacy programs.
All applications received by the due date will be evaluated according to the federal criteria specified in Section 6381g of the ESEA.
Complete proposals will be reviewed and rated by the committee of professionals described above and according to the criteria presented in Section II Proposal Guidelines and Requirements for Even Start Family Literacy Proposals of this announcement. Applicants are advised to review the evaluation criteria, (Appendix N) when developing and writing their proposal. After being rated by the review panel, applicants will be considered for funding to the level that Even Start funds are available. The CSDE will use the same grant announcement process and application process for all eligible providers. Applicants will be notified in writing as to the final disposition of their proposals.
Questions and Further Information
All questions must be e-mailed to Judy Carson no later than May 28, 2010. All questions and responses will be distributed to all inquirers. E-mail address is: HYPERLINK "mailto:judy.carson@ct.gov" judy.carson@ct.gov.
Disposition of Applications
Applicants will be notified of the acceptance or rejection of their proposals within approximately four weeks of the submission deadline date. If a proposal is selected for funding, a grant will be initiated by the Bureau of Health/Nutrition, Family Services and Adult Education. The content and cost of proposals are subject to negotiation prior to the final contract. Notification of the grant award will be issued by the Associate Commissioner of the Division of Family and Student Support Services. The level of funding and effective dates of the program will be set forth in the notification of the grant award.
Grant Awards
THE STATE DEPARTMENT OF EDUCATION RESERVES THE RIGHT TO MAKE GRANT AWARDS UNDER THIS PROGRAM WITHOUT DISCUSSION WITH THE APPLICANTS. THEREFORE, PROPOSALS SHOULD REPRESENT THE APPLICANTS BEST EFFORT FROM BOTH A TECHNICAL AND COST STANDPOINT. THE DEPARTMENT RESERVES THE RIGHT TO REJECT ALL PROPOSALS AND TO CONDUCT A MORE EXTENSIVE PROPOSAL SOLICITATION, AND TO REJECT A LOWER COST PROPOSAL IF IT BELIEVES THAT A HIGHER COST PROPOSAL MORE APPROPRIATELY MEETS THE STATED OBJECTIVES. ALL AWARDS ARE SUBJECT TO AVAILABILITY OF FEDERAL FUNDS. GRANTS ARE NOT FINAL UNTIL THE AWARD LETTER IS EXECUTED.
K. Start-Up Period
Funds may be provided for a three to six month start-up period during the first year of a grant period before full implementation of the program is required.
L. Obligations of Grantees
All bidders are hereby notified that the grant to be awarded is subject to contract compliance requirements as set forth in Connecticut General Statutes Sections 4a-60, 4a-60a and Sections 4a-68j-l et seq. of the Regulations of Connecticut State Agencies. Furthermore, the grantee must submit periodic reports of its employment and subcontracting practices in such form and in such manner as required.
M. Freedom of Information Act
All of the information contained in a proposal submitted in response to this RFP is subject to the provisions of the Freedom of Information Act Section 1-200 et seq. of the Connecticut General Statutes. The Freedom of Information Act declares that except as provided by federal law or state statute, records maintained or kept on file by any public agency (as defined in the statute) are public records and every person has the right to inspect such records and receive a copy of such records.
N. Utilization of Minority Business Enterprises
All grantees shall make good faith efforts to employ minority business enterprises as subcontractors and suppliers of materials on programs subject to contract requirements. Contractors shall certify under oath to the Commission on Human Rights and Opportunities and the state agency that the minority businesses selected as subcontractors and suppliers of materials comply with the criteria of Connecticut General Statutes.
PROPOSAL GUIDELINES AND REQUIREMENTS FOR EVEN START FAMILY LITERACY PROPOSALS
The proposal must be typewritten, double spaced and on one side of standard size (8 x 11), un-ruled, white paper and stapled. The font must be set at 12-point size.
Use the proposal format only. The proposal narrative should be organized in accordance with the following headings and should address the key questions under each heading. A table of contents must be included that references the responses to the required information.
The proposal criteria have specific points to be used in the rating of applications. The total possible points equal 210 (plus a possible 10 priority points).
Cover Page: (Form Provided in Appendix A)
A model for the format of the cover page is provided with this Request for Proposals (RFP). The cover page must contain all required information.
B. Table of Contents: (Form Provided in Appendix B)
C. Abstract: (Form Provided in Appendix C) (5 points)
A model for the format of the program abstract is provided. The abstract should briefly describe the major components of the program design, not to exceed one page.
D. Demographic and Target Population Information: (Form Provided in Appendix D) (5 points)
Provide a demographic description of the community and the target population to be served through this grant. Areas to be served by an Even Start program must have a high percentage or a large number of children and families who are in need of such services as indicated by high levels of poverty, illiteracy, unemployment, limited English proficiency, or other need related indicators.
Private school students are eligible to participate in Even Start projects on an equitable basis. An applicant must consult with private school officials to determine their desire to participate and how to provide Even Start services to eligible families that have children enrolled in private elementary schools or parents enrolled in private secondary schools.
E. Organizations Background: (Narrative) (5 points)
Describe the applicant organizations background, purpose, experience and success with regard to operating family literacy programs. Describe how the program will relate to the organizations mission and the significant benefits that would occur as a result of this program. The applicant organization should describe how it intends to administer and implement the Even Start program.
F. Statement of Demonstrated Need: (Narrative) (10 points plus possible 10 priority points)
Provide a description of the local educational needs or problems the program addresses.
1. Each applicant must demonstrate that the area to be served has a high percentage or large number of children and parents in need of Even Start Family Literacy services (5 points).
2. The need for ESFL services must be demonstrated by describing the following (5 points):
The existence of high levels of poverty, illiteracy, unemployment, limited English proficiency, or other need related indicators. High levels of need may be shown by comparison with other areas of the state.
The unavailability of comprehensive family literacy services for the target population in the area to be served. If similar programs serve the same population, applicants may provide evidence of waiting lists or other indicators showing that local demand exceeds the ability of existing programs to meet the needs of the community.
3. Priority will be given to applicants that are located in Priority School Districts, "empowerment zones" or "enterprise communities" (0 or 10 additional points).
G. Plan of Operation and Continuous Improvement: (Narrative and Forms Provided in Appendices E, F, G and H) (85 points)
The plan of operation and continuous improvement must describe the proposed local programs objectives, strategies to meet those objectives and how their objectives are consistent with the States program indicators. The applicant must describe how the plan of operation provides for rigorous and objective evaluation of the progress toward the program objectives and for continuing use of evaluation data for program improvement. The plan should detail the extent to which the proposed program will improve the educational opportunities of low-income families by integrating early childhood education, adult literacy or adult basic education and parenting education into a unified family literacy program. Responses must address all of the following program elements detailed below.
Describe clear, attainable and measurable objectives against which the progress and success of the program will be measured. (5 points)
Identify strategies for identification and recruitment of families most in need of services including parents and children in private schools. (5 points)
NOTE: Local programs can serve teen parents, so long as the teen parent is attending secondary school. If the teen parent is not attending secondary school, the teen parent is still eligible if: (1) the parent is within the States compulsory school attendance age range and a local educational agency provides or ensures the availability of the teens basic educational component; or (2) the teen is older than the compulsory school attendance age range and is eligible for services under the Adult Education and Family Literacy Act.
NOTE: Local programs may allow children over the age of eight to participate in program services if the local program collaborates with a program under Title 1, Part A of the ESEA and Title 1 Part A funds contribute to the cost of providing Even Start program services to those children, as long as the focus of the program continues to remain on families with young children.
Describe screening and preparation of participants. Each project must screen and prepare parents (including teenage parents) and children to ensure they can participate fully in Even Start activities and services, which includes testing of parents to ensure eligibility for services, referral to necessary counseling, other developmental and support or related services. A project should ensure that each member of an eligible family is fully ready to commit to the entire four-component Even Start program prior to considering them for program participation. (5 points)
Explain the design of appropriate activities, support services (when unavailable from other sources) and timelines to achieve each stated objective that are appropriate for the participants work schedule and other responsibilities. Include strategies that will be implemented to enable families to participate fully in all of the activities and services in order to achieve learning gains and family goals. Include the integration of services that meet the individual needs of all eligible students, children and adults that are culturally relevant, are designed to accommodate persons with disabilities and are supportive of nontraditional roles. (5 points)
Programs must:
provide early childhood services for at least a three year age range, which may begin at birth;
schedule and locate services to allow joint participation by children and parents; and
provide child care for the period of time parents are involved in the program.
Include flexible scheduling and support services. (Section 1235(3)) Each project must be designed to accommodate participants work schedules and other responsibilities. Accommodations include providing support services, when such services are unavailable from other sources, which are necessary for full participation in the Even Start program. Flexibility in scheduling classes in order to optimize family participation and retention is especially critical given the demands of work participation requirements for public assistance, as is providing support services such as transportation, child care and meals. However, the Even Start program should remain focused on providing high quality instructional services and ensuring that participants make literacy gains. If sibling care is provided, describe how it is used as a support service including number of children served and number of hours per month. (5 points)
Designate responsibilities for specific personnel who are qualified to implement the program and identify the provision of professional development necessary to enable staff to develop the skills necessary to work with parents and young children in the full range of instructional services offered. (See Section J Management/Administration/Personnel for additional information and requirements.) (5 points)
Provide an effective plan to ensure proper and efficient administration of the program and the integration of instructional services. A program must include the provision and monitoring of integrated instructional services to participating parents and children through a home-based program. (5 points)
Explain the research basis for the program using research in the area of family literacy, early childhood education, adult literacy and parenting education. Local programs must use instructional programs based on scientifically based reading research as defined in ESEA Section 2252 for children and adults, to the extent the research is available. (5 points)
Describe the high quality intensive instructional activities that promote adult literacy and empower parents to support the educational growth of their children, developmentally appropriate early childhood educational services and preparation of children for success in regular school programs. Local programs must include reading readiness activities for preschool children that are based on scientifically based reading research to the extent available, to ensure children enter school ready to learn to read. (5 points)
Address attendance and retention. Each project must encourage participating families to attend regularly and remain in the program for a sufficient time to meet their goals. (5 points)
Provide a description of the specific family literacy model (including quantitative data on a model's effectiveness) that supports the applicability of the model to the local site and a detailed description of how the model will be implemented. An Indicators of Program Quality form outlining the proposed program (Appendix E) must be completed. (5 points)
Provide objective evidence, including quantitative data, on the educational and related outcomes of the program. Complete Performance Indicators Form (Appendix F) for both the Early Childhood and Adult Education components. Applications must demonstrate how the program activities relate to the performance measures and the anticipated outcomes. Since the FY 2010-11 performance targets have yet to be negotiated, they are not included in this RFP. However, you can find past state performance levels, along with the FY 2010-11 performance levels, when established, under State Plan Revisions at the following website: HYPERLINK "http://www.sde.ct.gov/sde/cwp/view.asp?a=2620&Q=321914"http://www.sde.ct.gov/sde/ cwp/view.asp?a=2620&Q=321914. Successful applicants will be required to exceed the minimum requirements. (5 points)
Provide evidence that the applicant has had past success in operating a literacy program, an adult education program, an early childhood education program, or a parenting program. The appropriate Prior Performance form should be completed based upon the applicants prior funding status. (Appendix G) (5 points)
Describe the continuity of services to maintain progress and how the program will operate on a year round basis. Local programs must promote the continuity of family literacy to ensure that individuals retain and improve their educational outcomes. Local programs must provide both enrichment and instructional services during the summer months. (10 points)
Provide evidence that the proposed program design is of sufficient intensity to create a substantial impact on the family. The federal Government Evaluation Performance & Results Act (GEPRA) recommends 60 hours of adult education, 60 hours of early childhood and 20 hours of parenting (parenting, interactive literacy and home visiting) per month. A completed Sufficient Intensity and Duration Information form (Appendix H) and a program schedule must be attached. (10 points)
H. Cooperation, Coordination and Collaboration: (Narrative and Form Provided in Appendix I) (30 points)
Coordination must exist with programs funded under the ESEA, the Adult Education and Family Literacy Act, the Individuals with Disabilities Education Act, Title I of the Workforce Investment Act of 1998, Head Start, McKinney-Vento Homeless Assistance Act, volunteer literacy services and other relevant programs.
Describe how the partnership will build on the existing services of the community to develop a new range of services to families most in need in terms of poverty and illiteracy. Responses must include the following items.
Provide evidence that the applicant has conducted a survey of all relevant providers and is fully aware of similar and related services being provided to eligible children and adults. (5 points)
Provide evidence that firm agreements have been secured from various providers for specific cooperative activities. The application should include interagency collaboration letters of agreement found in Appendix I. They should include specific information delineating the role and responsibilities to be carried out by the collaborating agency(ies). One of the letters of agreement must be with Adult Education and must include their willingness to collect and share data on Even Start students. (10 points)
Provide evidence that the plan of operation includes specific provision for additional cooperative efforts with other service providers, throughout the duration of the program including the transition of children from Even Start to other programs, and adults into job training, employment or higher education. Arrangements with the Workforce Investment Boards and One-Stop Centers are recommended. (5 points)
Provide evidence that services offered by the applicant will build upon and not duplicate those being provided to program participants by other service providers. (10 points)
I. Promise as a Model/Program Evaluation: (Narrative) (20 points)
In addition to participating in the national evaluation, programs are required to conduct a local evaluation. The provision of an independent local evaluation of the program must measure, report and analyze program results in order to demonstrate continuous improvement and success of the program. Plans for measuring the long-term effects of your program should also be included (to be coordinated in conjunction with the CSDE). Participation in national, state and local evaluation activities include the following points detailed below.
1. The local evaluation plan must measure the progress and success of the program in achieving its clearly stated and attainable objectives through a concrete and quantifiable means of measurement. Outcome measures for each objective should be provided as well as positive outcomes and successes for each component. The evaluation design should include, if possible, comparisons with appropriate control groups. (5 points)
The general components of the program must be understandable and usable by other entities and be based on research or models that have proven to be adaptable. (5 points)
Proposals should describe a process for using the independent local evaluation for program improvement. (5 points)
4. The applicant should describe how the program shows promise as a model for potential dissemination and replication. (5 points)
J. Management/Administration/Personnel: (Narrative) (20 points)
Programs should describe the administrative structure, including the fiscal agent, program staff, advisory committees and outside consultants, if any. Describe how the program will be managed in order to achieve stated objectives. Include all cooperating agencies or institutions that are providing services. Identify program staff and duties for each position, the percentage of time each staff member will devote to this program and the qualifications of each program member. If sibling care is provided, describe staffing and qualifications. If you will be using volunteers, describe their roles.
Note: All personnel must have obtained an associates, bachelors, or graduate degree in a field related to early childhood education, elementary or secondary school education, or adult education; and if applicable, meet state qualifications for early childhood education, elementary or secondary school education, or adult education provided as part of an Even Start program or another family literacy program. Information on certification regulations is available at http://www.ctcert.org/.
Early childhood personnel in Connecticuts ESFL programs follow the state requirements for School Readiness programs. An individual meeting at least one of the following criteria must be present in each ESFL early childhood classroom (or sibling care room):
Child Development Associate (CDA) credential plus 12 credits in early childhood education or early childhood development;
Child Development Credential (CDC) with 30 credits from an approved institution;
Associate degree with 12 credits in early childhood education or early childhood development;
Four-year degree with 12 credits in early childhood education or early childhood development; or
Certification pursuant to section 10-145b with an endorsement in early childhood education or special education.
The individual responsible for local program administration must have training in the operation of a family literacy program.
Paraprofessionals who provide support for academic instruction must have a high school diploma or its recognized equivalent and 12 hours of professional development related to their position on an annual basis.
K. Program Site: (Narrative) (20 points)
Describe the physical space that will be used for serving adults and children. If multiple sites are used, describe each classroom. If sibling care is provided, describe that space as well. Efforts must be made to secure public facilities, which incur no cost to the state. If you are proposing to use facilities other than your own, a letter of support must be included indicating agreement and site availability by the program start date. NOTE: ALL PROGRAM AND INSTRUCTIONAL SITES MUST BE ACCESSIBLE TO PERSONS WITH DISABILITIES.
The program site must have adequate and appropriate physical facilities for conducting high quality programs for both adults and children.
Existing Even Start programs are required to maintain accreditation by the National Association for the Education of Young Children (NAEYC). Newly funded programs must attain NAEYC accreditation within three years of the first year of funding. Additionally:
all early childhood sites must at least meet the licensing standards of the Connecticut Department of Public Health (CDPH); and
all sites must participate in an Early Childhood Environmental Rating Scale (ECERS) or Infant-Toddler Environmental Rating Scale (ITERS) review.
Presenters/Subcontractors: (Narrative)
If presenters and/or subcontractors are hired, they must be secured through an open and competitive process with selection based on qualifications, demonstrated ability, prior experience and fees charged. State how you encourage participation of minority contractors.
M. Miscellaneous: (Narrative)
Provide a brief statement about each of the following:
whether or not this or a similar proposal has been submitted to this division or any other division of the CSDE and/or to any other agency or organization;
whether or not this proposal is an extension of, or addition to, a previous or existing program. If yes, give details; and
whether or not the writer of this proposal will be involved in the operation of the program.
Matching Funds: (Form Provided in Appendix J) (2 points)
The purpose of this section is to meet the requirement that the federal share of the total cost of the program may be no more than 90 percent in the first year of the program, 80 percent in the second year, 70 percent in the third year, 60 percent in the fourth year, 50 percent in the fifth through eighth years, and 35 percent for years nine and beyond. Matching funds may be obtained from any source including funds made available for programs under Title 1 and may be provided in cash or in-kind. Appendix J should be filled out completely.
Budget and Program: (Form Provided in Appendix K) (6 points)
The budget will indicate how funds are assigned and how expenditures relate to the program goals and objectives. The costs must be reasonable in relationship to the expected outcomes. The budget must provide sufficient information to support the requested amount of funds. Appendix K must be completed and included with the application. (2 points)
The applicant must describe how the program will access currently available resources. (2 points)
Detail the nonfederal share of dollars being contributed to the proposed program. See matching funds for full description. The in-kind services, which contribute to the matching share, must be converted into dollar amounts.
Part of an Even Start Program's responsibility as a grantee is cooperation with the national efforts to evaluate the Even Start program. Even Start legislation mandates an independent annual outcome-oriented evaluation of local Even Start programs. As a result, all Even Start grants should allow sufficient funds for programs to conduct an independent local evaluation. The program should budget about $8,000.00 for evaluation services. (2 points)
Budget Justification Sheet: (Form Provided in Appendix L) (2 points) Explain, by code number and description heading, each line item expenditure noted on the budget form ED 114. A detailed description of matching funds, (Appendix L), must also be submitted.
Disclosure of Federal Funding in Public Announcements: When issuing statements, press releases, bid solicitations and other documents describing this program, the recipient shall state clearly: (1) the dollar amount of federal funds for the program; and (2) the percentage of the total cost of the program that will be financed with federal dollars.
Certifications: (Form Provided in Appendix O) One of the six (6) copies of the proposal must bear the original signature(s) of the authorized officials(s) of the applicant on the Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions.
Statement of Assurances: (Form Provided in Appendix P) One of the six (6) copies of the proposal must bear the original signatures(s) of the authorized official(s) of the applicant on the Statement of Assurances.
Affirmative Action Packet: (Form Provided in Appendix Q) In accordance with the regulation established by the Commission on Human Rights and Opportunities, each applicant is required to have a completed Affirmative Action Plan on file with the State Department of Education.
Date of Local Board Acceptance: If it is not possible for you to obtain board approval prior to the due date, please submit the application according to the timelines written herein. Send official board approval within ten days.
Reporting: The grantee must submit reports, as required, on forms to be provided by the CSDE. The grantee must be willing to participate in dissemination activities. On an annual basis, the grantee must report programmatic and fiscal growth and needs to the local Board of Education in order to increase the Board members understanding of the ESFL program. The presentation should include the challenge in obtaining and sustaining local support.
Use of Faxed Copies: Facsimile (Faxed) copies of proposals will not be accepted. Only proposals with original signatures will be accepted as timely filed.
Annie E. Casey Foundation: Applicants that are part of a collaborative effort funded in whole or in part by the Annie E. Casey Foundation must submit documentation required in Appendix R.
III. APPENDICES
Appendix A
COVER PAGE
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Application
Even Start Family Literacy Program
2010-11
Six (6) copies must be received by the deadline date. One of the six copies must bear the original signatures of the authorized officials of the submitting agency on the cover page, the Statement of Assurances and all other official forms. IRRESPECTIVE OF POSTMARK DATE AND MEANS OF TRANSMITTAL, all proposals must be received by 5:00 p.m. on June 8, 2010. EXTENSIONS SHALL NOT BE GIVEN.
The mailing and delivery address is: Judy Carson, Education Consultant
Bureau of Health/Nutrition, Family Services and Adult Education
25 Industrial Park Road, Middletown, CT 06457
$Local Program TitleAmount of Federal Funding Requested$ %Program DatesMatching Funds (Amount & Percent of Total)
Applicant Agency (fiscal agent): Partnership Agency:
_________________________________ __________________________________________
Name of Agency Name of Agency
__________________________________ __________________________________________
Name and Title of Agency Contact Person Name and Title of Agency Contact Person
__________________________________ __________________________________________
Address: Address:
__________________________________ __________________________________________
Phone: Phone:
Certification:
I hereby certify that the information contained in this application is true and accurate to the best of my knowledge and belief.Signature of Agency Head DateSignature of Agency Head Date
Name and Title (typed)
Name and Title (typed)
Date of Board AcceptanceDate of Board Acceptance
Appendix B
TABLE OF CONTENTS FOR PROPOSAL
Instructions: Complete the Table of Contents in alignment with your proposal. Please insert page numbers to indicate where these sections can be found. All forms should be returned with the proposal.
PAGECover Pages (Form)Table of Contents (Form)Abstract (Form)Demographic Information (Form)Organizations BackgroundStatement of Demonstrated NeedPlan of Operation and Continuous ImprovementIndicators of Program Quality (Form)Performance Indicators (Form)Prior Performance (Form)Sufficient Intensity and Duration Information/Even Start Program Services and Schedule (Form) Cooperation, Coordination and Collaboration [Interagency Collaboration Letter of Agreement (Form)]Promise As A Model/EvaluationManagement/Administration/PersonnelProgram SitePresenters and SubcontractorsMiscellaneousMatching Funds Data/Future Funding (Form)Budget (Form)Budget JustificationMaster Code Budget DescriptionCertification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions (Form)Statement of Assurances (Form)Affirmative Action Packet (Form)Date of Local Board Acceptance
Appendix C
ABSTRACT PAGE FORMAT
Agency Name:
Program Director:
Applicant Organization(s):
Total Program Funds Requested For 2010-11:
Target Population:
Planned Enrollment:
Program Design (Give a brief description of the overall design or plan of the program):
Program Objectives: Using the format on the following page, provide a list of the program objectives. Use the codes below to complete Program Component section:
Program ComponentCodesAdult Education AEEarly Childhood EducationECParenting Education/PACT/Home VisitsPEProgram OperationsPOOutcome ObjectiveOCAttendanceATQuality ImprovementQI
APPENDIX C (cont.)
2010-11 Objective Overview
Add more lines as necessary
ObjectiveProgram Component
Appendix D
DEMOGRAPHIC INFORMATION
A. Identify the major demographic changes in the community within the last 3-5 years that have had an impact on the student population.
B. Identify the school attendance areas that will be served by this grant. List the participating schools and school districts.
C. Describe the population to be served.
D. Identify the number of families that will participate in proposed program. ________
E. Identify the number and age range of children that will participate in proposed program.
F. List the collaborating community-based organizations, public agencies, institutions of higher education, or other nonprofit organizations.
G. An Even Start project must consult with nonpublic school officials to determine how to provide Even Start services to eligible families that have children enrolled in private elementary schools or parents enrolled in private secondary schools. Describe consultation procedures that included private schools in the design of this proposed project and list any participating private schools.
.
APPENDIX E
INDICATORS OF PROGRAM QUALITY
An essential part of ESFL programs is the development of strategies for continuous program improvement. The Indicators of Program Quality serve as an outline of important program characteristics and approaches that lead to successful outcomes. They provide a way for programs to identify their strengths and weaknesses. The authorizing legislation requires accountability measures/performance outcomes for adults and children. Complete the following matrix listing the activities that will address each of the following Quality Indicators (use more pages as necessary).
Quality IndicatorActivities/
StrategiesWill be in Place/DateExpected Measurable OutcomePROCESSIntegration of Components
Collaboration
Recruitment
Retention of Families
Transitions
Staff Development
Appendix E
Indicators of Program Quality (cont.)
Quality IndicatorActivities/
StrategiesWill be in Place/DateExpected Measurable OutcomeCONTENTParenting Education
Interactive Literacy
Home Visiting
Adult Education and Adult Literacy
Early Childhood Program
APPENDIX F
PERFORMANCE INDICATORS
Performance Indicators are designed to support the accountability and continuous quality improvement of the ESFL program. Connecticut has adopted the following performance indicators for the adults and children who participate in the programs.
Part I - Performance Indicators for Children in Even Start Family Literacy Programs. Complete the following table demonstrating how program activities will relate to the Performance Indicators for the age cohort and education setting that you are planning to serve in your proposed program. Use additional pages as needed. All Performance Indicators apply to children who participate in the program.
CHILD AGE CATEGORIESPerformance IndicatorActivities/Instructional Strategies to Attain Measurable OutcomesAge CohortEducation SettingGrades60 72 monthsCompulsory SchoolKinder-gartenAttendance 75% of the kindergarteners attending compulsory school will attend 90% or more of the total school days offered.Reading/ Reading Readiness 60% of the compulsory school children in kindergarten will meet end-of-year standard on the Developmental Reading Assessment (DRA) for their age group.48 59 monthsEarly Childhood Center or Home-Based LearningPre School 2Attendance 75% of Preschool 2 children will attend an average of 65 hours per month or more in early childhood and interactive literacy activities combined.Reading/ Reading Readiness 67% of Preschool 2 children will be observed to make progress on 60% of the items on either the Creative Curriculum Developmental Measure or the CSDEs Preschool Assessment Framework.Reading/ Reading Readiness - 60% of the English speaking children will be observed to make progress on Peabody Picture Vocabulary Test (PPVT) by showing a gain of 4 standard score points from pre to post test.Reading/ Reading Readiness - 60% of the children will identify 10 or more upper case letters in the spring on the Phonological Awareness Literacy Screening (PALS): Upper-Case Alphabet Recognition.
Appendix F Part I (cont.)
CHILD AGE CATEGORIESPerformance IndicatorActivities/Instructional Strategies to Attain Measurable OutcomesAge CohortEducation SettingGrades30 47 monthsEarly Childhood Center or Home-Based LearningPre School 1Attendance 75% of Preschool 1 children will attend an average of 40 hours per month or more in early childhood and interactive literacy activities combined.Reading/ Reading Readiness 67% of the Preschool 1 children will be observed to make progress on 60% of the items on either the Creative Curriculum Developmental Measure or the CSDEs Preschool Assessment Framework.Birth 29 monthsEarly Childhood Center or Home-Based LearningInfants/
ToddlersAttendance 75% of Infants/ Toddlers children will attend an average of 36 hours per month or more in early childhood and interactive literacy activities combined.Reading/ Reading Readiness 3 of the 5 sub assessments of the Ages & Stages Questionnaire will show 67% of the Infants/ Toddlers score 12 points or more above cutoff.
APPENDIX F
Part II. ADULT EDUCATION CORE INDICATORS OF PERFORMANCE
The Workforce Investment Act (WIA) has established an accountability system in which states set specific measures for program performance on an annual basis. At a minimum, programs responding to this RFP will be expected to meet the state performance targets for FY 2010-11 as part of their program outcomes in the appropriate areas below:
demonstrated improvements in literacy skill levels in reading, writing and speaking the English language, numeracy, problem-solving, English language acquisition and other literacy skills;
placement in, retention in, or completion of post-secondary education, job training, unsubsidized employment or career advancement; and
receipt of a secondary school diploma or its recognized equivalent.
Since the FY 2010-11 performance targets have yet to be negotiated, they are not included in this RFP. However, you can find past state performance targets, along with the FY 2010-11 performance targets, when established, under State Plan Revisions at the following website: HYPERLINK "https://ctmail.ct.gov/owa/redir.aspx?C=478ac45d2d394dfa8f167c5863f57cca&URL=http%3a%2f%2fwww.sde.ct.gov%2fsde%2fcwp%2fview.asp%3fa%3d2620%26Q%3d321914%26sdePNavCtr%3d%7c45467%7c%2345566" \o "http://www.sde.ct.gov/sde/cwp/view.asp?a=2620&Q=321914&sdePNavCtr=|45467|#45566" \t "_blank" http://www.sde.ct.gov/sde/cwp/view.asp?a=2620&Q=321914. Successful applicants will be required to exceed the minimum requirements.
Additional Core Indicators of Performance:
In addition to the WIA performance targets, programs must also address the program performance indicators listed in the table below. Complete the following table demonstrating how program activities will relate to the additional core indicators of performance. Use additional pages as needed.
Performance MeasureMinimum State Performance StandardsActivities/ Strategies to Attain Measurable OutcomesProgram Planning and Operations
Programs funded have an ongoing planning process which is responsive to community and participant needs, includes interagency collaboration, and is based on demographic and labor market needs
Program has an advisory board that is representative of the community and meets on a scheduled basis with a minimum of two meetings per year to review program planning.
Program has written goals and objectives that are updated and reported annually as to the progress attained.Recruitment
Programs funded target their recruitment efforts to populations most in need of literacy and training services.
Program has a recruitment plan in place that targets populations most in need of literacy and training services, including individuals with disabilities, low-income adults, single parents and displaced homemakers, and individuals with multiple barriers to education. Appendix F Part II (cont.)
Performance MeasureMinimum State Performance StandardsActivities/ Strategies to Attain Measurable OutcomesCurriculum and Instruction
Programs funded provide instruction, which assist adults to become literate and obtain the knowledge and skills necessary for employment, self-sufficiency and/or effective parenting.
Program provides students with a formal assessment as to their academic functioning.
Program has on file a comprehensive curriculum for each program area offered, including Adult Basic Education (ABE), English as a Second Language (ESL), secondary completion, family and workplace literacy.
Program has on file a sampling of teacher prepared lesson plans, which are coordinated with the appropriate curriculum and intended to address individual learning styles and needs.
APPENDIX G
Prior PROGRAM Performance/ACCOMPLISHMENTS FOR NEW PROVIDERS
Note: Please complete this grid if applicant has never received Even Start funding. List relevant Family Literacy programs in which you have participated within the last three (3) years. Use more pages, if necessary.
Applicant: _________________________________________________________________________________________________________
Title of Previous Program(s)Date of GrantFunding Source and AmountTitle of Funding Institution
Contact Person, Phone #Target PopulationType of Program/
ActivitiesTotal Number
Enrolled/ Planned/ ActualDocumentation of Success
Be Specific*
*Examples: Numbers and/or percentages relating to academic gains, moving to a higher level, entering employment/higher education/advanced training.
APPENDIX G
Prior PROGRAM Performance/ACCOMPLISHMENTS FOR PREVIOUSLY FUNDED EVEN START PROGRAMS
Note: Please report the following using the most recent year of funding.
1. Numbers of Even Start families served
Total number of adults participating ____
Total number of adults who are English language learners. ____
Total number of children participating. ____
2. Average number of hours of instruction offered per month
Adult Education ____
Early Childhood Education (0-2).. ____
Early Childhood Education (3-4).. ____
Early Childhood Education (5 and older). ____
Parenting Education.. ____
3. Average number of hours of participation per month
Adult Education ____
Early Childhood Education (0-2).. ____
Early Childhood Education (3-4).. ____
Early Childhood Education (5 and older). ____
Parenting Education.. ____
4. Characteristics of newly enrolled families at the time of enrollment
Percent of newly enrolled families at or below the Federal Poverty Level. ____
Percent of newly enrolled adult participants without a high school diploma or GED ____
Percent of newly enrolled adult participants who have not gone beyond 9th
Grade ____
5. Percent of exited families by length of participation.
a. Less than four months. ____
b. From 4 to 6 months inclusive.. ____
c. From 7 to 12 months ____
d. More than 12 months ____
6. Report the number of matched pairs and average gain for each program area
# Matched PairsAverage GainABE ReadingABE MathESL ListeningESL Math
7. Report the number enrolled and the number of graduates in each program area
# Enrolled# GraduatesAHSCDPGEDEDP
APPENDIX G
8. Report the most recent year of Performance Indicator Attainment
# of Performance Indicators that
Applied# of Performance Indicators
Attained % of Performance Indicators AttainedAdult Ed/Adult AttendanceEarly Childhood Education Parenting EducationTotal Performance Indicators
9. Report the most recent year of Local Objective Attainment
# of Local Objectives # Fully Met% Fully MetQuality ImprovementAttendanceOutcomeTotal
Appendix H
SUFFICIENT INTENSITY AND DURATION INFORMATION
EVEN START PROGRAM SERVICES AND SCHEDULE
School Year Program Schedule: Complete this page for the program that takes place during the school year.
Beginning Date
End Date
Component/Activity
LocationHours
Per WeekHours Per
MonthMonths Per YearTotal Hours Per YearGrant
Funded*
(yes/no)Responsible AgentAdult Education
Early Childhood
Parenting Education
Parent and Child Together (PACT) TimeHome-Based Instruction
Other
* If funding is derived from Even Start, enter yes; if no, provide funding source (for example, School Readiness).
Appendix H (cont.)
Summer Program Schedule: Complete this page for the program that takes place during the summer.
Beginning Date
End Date
Component/Activity
LocationHours
Per DayDays Per WeekGrant
Funded*
(yes/no)Responsible AgentAdult Education
Early Childhood
Parenting Education
Parent and Child Together (PACT) TimeHome-Based Instruction
Other
* If funding is derived from Even Start, enter yes; if no, provide funding source (for example, School Readiness).
APPENDIX I
INTERAGENCY COLLABORATION
LETTER OF AGREEMENT
________________________________________ (name of proposing agency) has submitted a proposal for the ___________________________________ (name of program) program. This program will ____________________________________________________________________________________
____________________________________________________________________________________ (brief information about program).
As we have previously discussed, we would like to enter into a collaborative agreement with your agency for the following services for fiscal year 2010-11.
Responsibilities of Proposing Agency:
(Describe the specific activity to be provided by proposing agency for this application, the number of people to be served, the location of the activity, time period, etc.)
Responsibilities of Collaborating Agency:
(Describe the specific activity to be provided by the collaborating agency for this application, the number of people to be served, the location of the activity, time period and cost, etc.)
Indicate if this is a financial or nonfinancial agreement. Financial _____ Nonfinancial _____
Thank you for your support.
PROPOSING AGENCY
_____________________________________COLLABORATING AGENCY ______________________________________Name: _______________________________Name: _______________________________Title: ________________________________Title: ________________________________Address: _____________________________Address: _____________________________ ______________________________
______________________________(Signature)(Signature)Date: ________________________________ Date: ________________________________
Appendix J
MATCHING FUNDS DATA/FUTURE FUNDING
Estimate the matching funds necessary to meet the requirement that the federal share of the total cost of the program may be no more than 90 percent in the first year of the program, 80 percent in the second year, 70 percent in the third year, 60 percent in the fourth year, 50 percent in the fifth through eighth year, 35 percent in year nine and all subsequent years. Matching funds may be obtained from any source including funds made available for programs under Title 1.
Program YearApplicant Share RequirementApplicant Share AmountSource of Matching Funds ________________ % Of Total
$__________________
_________________ % Of Total
$__________________
_________________
% Of Total$__________________
_________________ % Of Total$__________________
2. Provide a brief explanation of how matching funds or in-kind services will be provided for the Even Start program over the four years of the program.
3. Describe your plan for funding this program when federal assistance is no longer available.
ED114 FISCAL YEAR 2011 APPENDIX K BUDGET FORM
GRANTEE NAME: TOWN CODE:
GRANT TITLE: EVEN START FAMILY LITERACY PROGRAM
PROGRAM TITLE:
CORE-CT CLASSIFICATION: FUND: 12060 SPID: 20682 PROGRAM: 82079
BUDGET REFERENCE: 2011 CHARTFIELD1: 170003
CHARTFIELD2:
GRANT PERIOD: 07/01/2010 - 6/30/2011 AUTHORIZED AMOUNT:$
CODES
DESCRIPTIONS
BUDGET AMOUNT
111AADMINISTRATOR/SUPERVISOR SALARIES111BTEACHERS112AEDUCATION AIDES112BCLERICAL119OTHERS200PERSONAL SERVICES-EMPLOYEE BENEFITS321TUTORS322IN SERVICE323PUPIL SERVICES324FIELD TRIPS325PARENT ACTIVITIES330OTHER PROFESSIONAL TECHNICAL SERVICES331AUDIT400PURCHASED PROPERTY SERVICES510PUPIL TRANSPORTATION530COMMUNICATIONS560TUITION580TRAVEL590OTHER PURCHASED SERVICES611INSTRUCTIONAL SUPPLIES612ADMINISTRATIVE SUPPLIES641TEXTBOOKS642LIBRARY BOOKS690OTHER SUPPLIES700PROPERTY890OTHER OBJECTS
TOTAL
XTLM
TOTAL LOCAL MATCHING
ORIGINAL REQUEST DATE
STATE DEPARTMENT OF EDUCATION DATE OF
REVISED REQUEST DATE PROGRAM MANAGER AUTHORIZATION APPROVAL
Appendix L
BUDGET JUSTIFICATION
A summary explanation must be provided for each line item expenditure noted in your budget [e.g. 111B. Teachers: 3 preschool teachers (2 f.t.e.); 2 adult education teachers (1.5 f.t.e.)]. A detailed description of matching funds must also be submitted.
Code # and Description Heading: Explanation:
Appendix M
MASTER CODE BUDGET DESCRIPTION
Object Code Descriptions
111A Administrator/Supervisor Salaries
Amounts paid to administrative employees of the grantee not involved in providing direct services to pupils/clients. Include all gross salary payments for these individuals while they are on the grantee payroll including overtime salaries or salaries paid to employees of a temporary nature.
111B Teachers
Salaries for employees providing direct instruction/counseling to pupils/clients. This category is used for both counselors and teachers. Include all salaries for these individuals while they are on the grantee payroll including overtime salaries or salaries of temporary employees. Substitute teachers or teachers hired on a temporary basis to perform work in positions of either a temporary or permanent nature are also reported here. Tutors or individuals whose services are acquired through a contract are not included in the category. A general rule of thumb is that a person for whom the grantee is paying employee benefits and who is on the grantee payroll is included; a person who is paid a fee with no grantee obligation for benefits is not.
112A Education Aides
Salaries for grantee employees who assist staff in providing classroom instruction. Include all gross salaries for these individuals while they are on the grantee payroll including overtime salaries or salaries of temporary employees.
112B Clerical
Salaries for grantee employees performing clerical/secretarial services. Include all gross salaries for these individuals while they are on the grantee payroll including overtime salaries or salaries of temporary employees.
119 Other
Salaries for any other grantee employee not fitting into objects 111A, 111B, 112A or 112B. Include the gross salaries for these individuals including overtime salaries or temporary employees. Included can be janitorial personnel costs, grant activity coordinators' salaries and food service personnel.
200 Personal Services - Employee Benefits
Amounts paid by the grantee on behalf of the employees whose salaries are reported in objects 111A, 111B, 112A, 112B or 119. These amounts are not included in the gross salary, but are in addition to that amount. Such payments are fringe benefit payments and, while not paid directly to employees, nevertheless are part of the cost of personal services. Included are the employer's cost of group insurance, social security contribution, retirement contribution, tuition reimbursement, unemployment compensation and workers compensation insurance.
321 Tutors (Instructional Non-Payroll Services)
Payments for services performed by qualified persons directly engaged in providing learning experiences for students. Include the services of teachers and teachers' aides who are not on the payroll of the grantee.
322 In-service (Instructional Program Improvement Services)
Payments for services performed by persons qualified to assist teachers and supervisors to enhance the quality of the teaching process. This category includes curriculum consultants, in-service training specialists, etc., who are not on the grantee payroll.
Pupil Services (Nonpayroll Services)
Expense for certified or licensed individuals who are not on the grantee payroll and who assist in solving pupils' mental and physical problems. This category includes medical doctors, therapists, audiologists, neurologists, psychologists, psychiatrists, contracted guidance counselors, etc.
324 Field Trips
Costs incurred for conducting educational activities off site. Includes admission costs to educational centers, fees for tour guides, etc.
325 Parental Activities
Expenditures related to services for parenting including workshop presenters, counseling services, baby-sitting services and overall seminar/workshop costs.
330 Other Professional/Technical Services
Payments for professional or technical services that are not directly related to instructional activities. Included are payments for data processing, management consultants, legal services, etc. Do not include the cost of an independent auditor in this category.
331 Audit
Direct cost for the audit of the grant program by an independent auditor. This category is separated from object code 330 as many grants do not include this cost as an eligible grant expenditure.
400 Purchased Property Services
Expenditures for services to operate, repair, maintain and rent property owned and/or used by the grantee. These are payments for services performed by persons other than grantee employees. Most frequently allowed expenditures include: Rentals - costs for renting or leasing land, buildings, equipment or vehicles; Repair and Maintenance services - expenditures for repairs and maintenance services not provided directly by grantee personnel, including contracts and agreements covering the upkeep of buildings and equipment; and Construction Services (Remodeling and Renovation)-payments to contractors for major permanent structural alterations and for the initial or additional installation of heating and ventilating systems, electrical systems, plumbing systems or other service systems in existing buildings. Utility services such as cleaning service, disposal service, snow plowing, lawn care, etc. could also be reported in this category. It is up to the program manager to inform applicants what is an allowable purchased property service under a grant program. The review of the budget justification should reveal the existence of any unallowable item.
510 Pupil Transportation
Expenditures for transporting pupils to and from school and other activities. Included are such items as bus rentals for field trips and payments to drivers for transporting handicapped children.
530 Communication
Payments for services provided by persons or businesses to assist in transmitting and receiving messages or information. This category includes telephone and telegraph services as well as postage machine rental and postage.
560 Tuition
Expenditures to reimburse other educational agencies for instructional services to pupils.
580 Travel
Expenditures for transportation, meals, hotel and other expenses associated with staff travel. Per diem payments to staff in lieu of reimbursement for subsistence (room and board) are also included.
590 Other Purchased Services
All other payments for services rendered by organizations or personnel not on the GRANTEE payroll not detailed in 510, 530, 560, or 580. These include: Insurance Costs (other than employee benefits) - payments for all types of insurance coverage including property, liability and fidelity, Printing and Binding - publication costs and Advertisement - any expenditures for announcements in professional publications, newspapers or broadcasts over radio or television including personnel recruitment, legal ads, and the purchase and sale of property.
611 Instructional Supplies
Expenditures for consumable items purchased for instructional use.
612 Administrative Supplies
Expenditures for consumable items directly related to program administrative (non-instructional) activities.
641 Textbooks
Expenditures for textbooks, workbooks, textbook binding and repair.
642 Library Books (and Periodicals)
Expenditures for library books, reference books, periodicals and newspapers that are purchased for use by the school library.
690 Other Supplies
Allowable Expenditures for any other supply which is not instructional or administrative in nature. This category would include maintenance supplies, heating supplies and transportation supplies.
700 Property
Expenditures for acquiring fixed assets, including land or existing buildings, improvements of grounds, initial equipment, additional equipment and replacement of equipment. For most grants only equipment such as computers, duplicating machines, furniture and fixtures is allowable and the line item description on the budget will read Property/Equipment only. Other items, which could be included in this category if allowable under grant legislation, are expenditures for the acquisition but not the rental of buildings and land. Although cost of materials that resulted in a new or vastly improved structure would also be included here, the expenditures for the contracted construction of buildings, for permanent structural alterations and for the initial or additional installation of heating and ventilating systems, fire protection systems and other service systems in existing buildings are recorded under object 400 - Purchased Property Services.
In accordance with the Connecticut State Comptrollers definition of equipment, included in this category are all items of equipment (machinery, tools, furniture, vehicles, apparatus, etc.) with a value of over $1,000.00 and the useful life of more than one year.
890 Other Objects (Miscellaneous Expenditures)
Expenditures for goods or services not properly classified in one of the above objects included in the category could be expenditures for dues and fees, judgments against a grantee that are not covered by liability insurance and interest payments on bonds and notes.
Appendix N
EVALUATION CRITERIA
Even Start Family Literacy Program
Cover Page
Eligible Applicant: ___________________________________ Total Points Awarded: _______
Recommended for funding: Yes _________ No__________
General
Cover page completed correctly Yes___ No___
Table of Contents included Yes___ No___
Applicant demonstrates ability to provide additional funding Yes___ No___
Applicant proposes a cooperative program that builds on existing Yes___ No___
community resources to create a new range of services integrating
early childhood education and adult education for parents into a unified
program.
CategoryMaximum ScoreReaders ScorePriority PointsTotalAbstract5 pointsDemographic Information5 pointsOrganizations Background5 pointsStatement of Need 10 points plus possible 10 priority points Plan of Operation and Continuous Improvement 85 pointsDegree of Cooperation, Coordination and Collaboration30 pointsPromise as a Model20 pointsManagement/Administration/Personnel20 pointsProgram Site20 pointsReasonableness of Budget10 points
TOTAL210 POINTS (PLUS A POSSIBLE 10 PRIORITY POINTS)
SUMMARY COMMENTS
Strengths:
Weaknesses:
Reviewers Name:________________________ Signature:______________________ Date: ________
APPENDIX N
EVALUATION CRITERIA
Even Start Family Literacy Program
CategoryMaximum ScoreReaders ScoreAbstract:
Addresses each line item as outlined and provides a brief summary of objectives and program design.
5Demographic Information:
Provides a comprehensive demographic description of the community to be served and includes all requested information.
5Organizations Background:
Describes the organizations experience with regard to operating family literacy programs.
5Statement of Need:
Demonstrated that the area to be served has a high percentage or large number of children and parents in need of Even Start services by describing:
High levels of poverty, illiteracy, unemployment, limited English proficiency or other need related indicators.
The unavailability of comprehensive family literacy services for the target population that could be provided by other programs. If similar programs serve the same population, applicant provides evidence of waiting lists or other indicators that local demand exceeds the ability of those programs to meet the needs.
10 points plus possible 10 priority points*
*Priority points must be given if the area is a priority school district, an enterprise community, or
empowerment zone.
Strengths:
Weaknesses:
APPENDIX N
EVALUATION CRITERIA
Even Start Family Literacy Program
CategoryMaximum ScoreReaders ScorePlan of Operation and Continuous Improvement:
Application demonstrates that the program provides intensive family literacy services that include activities that promote literacy of participating parents, trains parents to support the educational growth of their children and prepares children for success in regular school programs. The application:85
TotalContains clear, attainable and measurable objectives against which the progress and success of the program will be measured. 5Includes strategies for recruitment of families most in need of the services provided by an Even Start Family Literacy Program. 5 Describes screening and preparation of participants to ensure that parents and children are eligible and able to participate fully in Even Start services. 5Includes appropriate activities, services and timelines to achieve program objectives. 5Provides flexible scheduling and support services to accommodate participants work schedules and other responsibilities. 5Designates responsibilities to specific personnel who are qualified to administer and implement the program and to provide special training necessary to prepare staff for the program. 5Includes an effective plan to ensure proper and efficient administration of the program and integration of instructional and home-based services. 5Provides evidence that program is based on sound research in the area of family literacy, early childhood education, adult literacy and parenting. Program uses scientifically based reading research as defined in ESEA. 5Contains high quality instruction and developmental activities appropriate to the level of the participants to be served and includes reading readiness activities for preschool children according to ESEA guidelines. 5Contains strategies to encourage participating families to attend regularly and to remain in the program for a sufficient time to meet their program goals. 5Includes a detailed description of the specific family literacy model (including quantitative data on the models effectiveness) and supports the applicability of the model to the local site. Contains a completed Indicators of Program Quality form, Appendix E. 5Provides objective evidence, including quantitative data on the educational and related outcomes of the program and contains a completed Performance Indicators form, Appendix F. 5Includes evidence that the applicant, or its collaborating LEA, has had past success in operating a literacy program, an adult education program, an early childhood education program or a parenting education program and contains a completed Prior Performance form, Appendix G.5Provides for continuity of services to maintain progress. Describes year-round program including instructional and enrichment services during the summer months. 10Provides evidence that the proposed program design is of sufficient intensity and duration to create a substantial impact on the family. Contains a completed Sufficient Intensity and Duration form, Appendix H. Continuing programs should detail their existing model and justifications for proposed modifications. 10
Use reverse side for comments on strengths and weaknesses
APPENDIX N
EVALUATION CRITERIA
Even Start Family Literacy Program
CategoryMaximum ScoreReaders ScoreDegree of Cooperation, Coordination and Collaboration:
Application demonstrates that cooperation, coordination and collaboration are in place in all phases of the proposed program among a variety of relevant service providers. 30
TotalThe applicant is fully aware of similar and related services. 5The applicant has engaged various providers in firm agreements for specific cooperative activities. The application contains appropriate interagency collaboration letters, Appendix I. 10The plan of operation includes specific provision for cooperative efforts with other service providers. 5The applicant offers services that build upon but do not duplicate, those provided by other service providers. 10
Strengths:
Weaknesses:
EVALUATION CRITERIA
Even Start Family Literacy Program
CategoryMaximum ScoreReaders ScorePromise as a Model/Program Evaluation:
Application demonstrates that program shows promise in providing a model that may be transferred to other LEAs/CBOs. 20
TotalThe evaluation plan described in the application:
measures the progress and success of the program in achieving its clearly stated and attainable goals;
utilizes concrete and quantifiable means of measurement; and
includes, if possible, comparisons with appropriate control groups. 5The components of the program are readily understandable, useable by other entities and are based on research or models that have proven to be adaptable. 5The program proposes a plan for using its local evaluation for program improvement. 5The program described is high quality and shows promise as a model for dissemination and replication. 5
Strengths:
Weaknesses:
APPENDIX N
EVALUATION CRITERIA
Even Start Family Literacy Program
CategoryMaximum ScoreReaders ScoreManagement/Administration/Personnel
The application describes the required information regarding the management, administrative structure and staffing of the program. Required staff for instruction and administration are addressed and meet the necessary qualifications.
20Program Site
The program site meets the requirements as stipulated with adequate and appropriate physical facilities for conducting high quality programs for adults and children.
20
Strengths:
Weaknesses:
CategoryMaximum ScoreReaders ScoreReasonableness of Budget:
The application budget submitted for the cost of the program appears reasonable given the scope of the program.
10
TotalThe costs are reasonable in relation to the expected outcomes, Appendix K.
2The applicant makes use of currently available resources.
2The budget provides sufficient information to support the requested funds, Appendix L.
2The budget includes the required level of matching funds, Appendix J.
2The budget includes funds for the local evaluation.
2
Strengths:
Weaknesses:
APPENDIX O
B-11: Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions
This certification is required by the Department of Education regulations implementing Executive Order 12549, Debarment and Suspension, 34 CFR Part 85, for all lower tier transactions meeting the threshold and tier requirements stated at Section 85.110.
Instructions for Certification
1. By signing and submitting this proposal, the prospective lower tier participant is providing the certification set out below.
2. The certification in this clause is a material representation of fact upon which reliance was placed when this transaction was entered into. If it is later determined that the prospective lower tier participant knowingly rendered an erroneous certification, in addition to other remedies available to the Federal Government, the department or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment.
3. The prospective lower tier participant shall provide immediate written notice to the person to which this proposal is submitted if at any time the prospective lower tier participant learns that its certification was erroneous when submitted or has become erroneous by reason of changed circumstances.
4. The terms "covered transaction,' 'debarred,' 'suspended,' 'ineligible,' 'lower tier covered transaction,' 'participant,' 'person,' 'primary takeover~ transaction,' 'principal,' 'proposal,' and 'voluntarily excluded,' as used in this clause, have the meanings set out in the Definitions and Coverage sections of roles implementing Executive Order 12549. You may contact the person to which this proposal is submitted for assistance in obtaining a copy of those regulations.
5. The prospective lower tier participant agrees by submitting this proposal that, should the proposed covered transaction be entered into, it shall not knowingly enter into any lower tier covered transaction with a person who is debarred, suspended, declared ineligible, or voluntarily excluded from participation in this covered transaction, unless authorized by the department or agency with which this transaction originated.
6. The prospective lower tier participant further agrees by submitting this proposal that it will include the clause titled "Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion-Lower Tier Covered Transactions,' without modification, in all lower tier covered transactions and in all solicitations for lower tier covered transactions.
7. A participant in a covered transaction may rely upon a certification of a prospective participant in a lower tier covered transaction that it is not debarred, suspended, ineligible, or voluntarily excluded from the covered transaction, unless it knows that the certification is erroneous. A participant may decide the method and frequency by which it determines the eligibility of its principals. Each participant may, but is not required to, check the Non-procurement List.
8. Nothing contained in the foregoing shall be construed to require establishment of a system of records in order to render in good faith the certification required by this clause. The knowledge and information of a participant is not required to exceed that which is normally possessed by a prudent person in the ordinary course of business dealings.
9. Except for transactions authorized under paragraph 5 of these instructions, if a participant in a covered transaction knowingly enters into a lower tier covered transaction with a person who is suspended, debarred, ineligible, or voluntarily excluded from participation in this transaction in addition to other remedies available to the Federal Government, the department or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment.
Certification
(1) The prospective lower tier participant certifies, by submission of this proposal, that neither it nor its principals arc presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any Federal department or agency.
(2) Where the prospective lower tier participant is unable to certify to any of the statements in this certification, such prospective participant shall attach an explanation to this proposal.
Name of ApplicantPR/AWARD Number and/or Program NamePrinted Name and Title of Authorized RepresentativeSignatureDate
ED 80-0014 9/90 (replaces GCS-009 (REV 12/88) which is obsolete)
Appendix P
STANDARD STATEMENT OF ASSURANCES
Connecticut State Department Of Education
Grant Programs
PROGRAM TITLE: Even Start Family Literacy Program_________________
THE APPLICANT: HEREBY ASSURES THAT:
(Insert Agency/School Name)
The applicant has the necessary legal authority to apply for and receive the proposed grant;
The filing of this application has been authorized by the applicant's governing body, and the undersigned official has been duly authorized to file this application for and on behalf of said applicant, and otherwise to act as the authorized representative of the applicant in connection with this application;
The activities and services for which assistance is sought under this grant will be administered by or under the supervision and control of the applicant;
The program will be operated in compliance with all applicable state and federal laws and in compliance with regulations and other policies and administrative directives of the Connecticut State Board of Education and the State Department of Education;
Grant funds shall not be used to supplant funds normally budgeted by the agency;
Fiscal control and accounting procedures will be used to ensure proper disbursement of all funds awarded;
The applicant will submit a final program report (within 60 days of the program completion) and such other reports, as specified, to the State Department of Education, including information relating to the program records and access thereto as the State Department of Education may find necessary;
The Connecticut State Department of Education reserves the exclusive right to use and grant the right to use and/or publish any part or parts of any summary, abstract, reports, publications, records and materials resulting from this program and this grant;
If the program achieves the specified objectives, every reasonable effort will be made to continue the program and/or implement the results after the termination of state/federal funding;
The applicant will protect and save harmless the State Board of Education from financial loss and expense, including legal fees and costs, if any, arising out of any breach of the duties, in whole or part, described in the application for the grant;
At the conclusion of each grant period, the applicant will provide for an independent audit report acceptable to the grantor in accordance with Sections 7-394a and 7-396a of the Connecticut General Statutes, and the applicant shall return to the State Department of Education any moneys not expended in accordance with the approved program/operation budget as determined by the audit;
Required Language:
For purposes of this section, "Commission" means the Commission on Human Rights and Opportunities.
For the purposes of this section, "minority business enterprise" means any small contractor or supplier of materials fifty-one percent or more of the capital stock, if any, or assets of which is owned by a person or persons: (a) who are active in the daily affairs of the enterprise, (b) who have the power to direct the management and policies of the enterprise and (c) who are members of a minority, as such term is defined in subsection (a) of Conn. Gen. Statue Section 32-9n; and "good faith" means that degree of diligence which a reasonable person would exercise in the performance of legal duties and obligations. "Good faith efforts" shall include, but not be limited to, those reasonable initial efforts necessary to comply with statutory or regulatory requirements and additional or substituted efforts when it is determined that such initial efforts will not be sufficient to comply with such requirements.
For purposes of this section, "sexual orientation" means having a preference for heterosexuality, homosexuality or bisexuality, having a history of such preference or being identified with such preference, but excludes any behavior which constitutes a violation of part VI of chapter 952 of the general statutes.
The contractor agrees and warrants that in the performance of the contract such contractor will not discriminate or permit discrimination against any person or group of persons on the grounds of race, color, religious creed, age, marital status, national origin, ancestry, sex, mental retardation or physical disability, including, but not limited to, blindness, unless it is shown by such contractor that such disability prevents performance of the work involved, in any manner prohibited by the laws of the United States or of the state of Connecticut. If the contract is for a public works program, the contractor agrees and warrants that he will make good faith efforts to employ minority business enterprises as subcontractors and suppliers of materials on such program. The contractor further agrees to take affirmative action to insure that applicants with job related qualifications are employed and that employees are treated when employed without regard to their race, color, religious creed, age, marital status, national origin, ancestry, sex, mental retardation, or physical disability, including, but not limited to, blindness, unless it is shown by such contractor that such disability prevents performance of the work involved; (b) the contractor agrees, in all solicitations or advertisements for employees placed by or on behalf of the contractor, to state that it is an "Affirmative Action-Equal Opportunity Employer" in accordance with regulations adopted by the commission; (c) the contractor agrees to provide each labor union or representative of workers with which such contractor has a collective bargaining agreement or other contract or understanding and each vendor with which such contractor has a contract or understanding, a notice to be provided by the Commission, advising the labor union or worker's representative of the contractor's commitments under this section and to post copies of the notice in conspicuous places available to employees and applicants for employment; (d) the contractor agrees to comply with each provision of this section and Conn. Gen. Stat. Sections 4a-62, 32-9e, 46a-56 and 46a-68b to 46a-68k, inclusive, and with each regulation or relevant order issued by said Commission pursuant to said sections; (e) the contractor agrees to provide the Commission on Human Rights and Opportunities with such information requested by the Commission, and permit access to pertinent books, records and accounts, concerning the employment practices and procedures of the contractor as relate to the provisions of this section and section 46a-56.
Determination of the contractor's good faith efforts shall include but shall not be limited to the following factors: The contractor's employment and subcontracting policies, patterns and practices; affirmative advertising, recruitment and training; technical assistance activities and such other reasonable activities or efforts as the Commission may prescribe that are designed to ensure the participation of minority business enterprises in public works programs.
The contractor shall develop and maintain adequate documentation, in a manner prescribed by the commission, of its good faith efforts.
The contractor shall include the provisions of subsection (2) of this section in every subcontract or purchase order entered into in order to fulfill any obligation of a contract with the state and such provisions shall be binding on a subcontractor, vendor or manufacturer unless exempted by regulations or orders of the commission. The contractor shall take such action with respect to any such subcontract or purchase order as the commission may direct as a means of enforcing such provisions including sanctions for noncompliance in accordance with this section and Conn. Gen. Statue Sections 4a-62, 32-9e, 46a-56 and 46a-68b to 46a-68k, inclusive; provided if such contractor becomes involved in, or is threatened with, litigation with a subcontractor or vendor as a result of such direction by the Commission, the contractor may request the State of Connecticut to enter into any such litigation or negotiation prior thereto to protect the interests of the state and the state may so enter.
The contractor agrees to comply with the regulations referred to in this section as they exist on the date of this contract and as they may be adopted or amended from time to time during the term of this contract and any amendments thereto.
The contractor agrees and warrants that in the performance of the contract such contractor will not discriminate or permit discrimination against any person or group of persons on the grounds of sexual orientation, in any matter prohibited by the laws of the United States or of the State of Connecticut, and that employees are treated when employed without regard to their sexual orientation; (b) the contractor agrees to provide each labor union or representative of workers with which such contractor has a collective bargaining agreement or other contract or understanding and each vendor with which such contractor has a contract or understanding, a notice to be provided by the Commission on Human Rights and Opportunities advising the labor union or workers' representative of the contractor's commitments under this section, and to post copies of the notice in conspicuous places available to employees and applicants for employment; (c) the contractor agrees to comply with each provision of this section and with each regulation or relevant order issued by said commission pursuant to section 46a-56 of the general statutes; (d) the contractor agrees to provide the commission on human rights and opportunities with such information requested by the commission, and permit access to pertinent books, records and accounts, concerning the employment practices and procedures of the contractor which relate to the provisions of this section and section 46a-56 of the general statutes.
The contractor shall include the provisions of subsection (7) of this section in every subcontract or purchase order entered into in order to fulfill any obligation of a contract with the state and such provisions shall be binding on a subcontractor, vendor or manufacturer unless exempted by regulations or orders of the Commission. The contractor shall take such action with respect to any such subcontract or purchase order as the Commission may direct as a means of enforcing such provisions including sanctions for noncompliance in accordance with section 46a-56 of the general statutes; provided, if such contractor becomes involved in, or is threatened with, litigation with a subcontractor or vendor as a result of such direction by the Commission, the contractor may request the State of Connecticut to enter into any such litigation or negotiation prior thereto to protect the interests of the state and the state may so enter.
The grant award is subject to approval of the State Department of Education and availability of state or federal funds.
The applicant agrees and warrants that Sections 4 -190 to 4 -197, inclusive, of the Connecticut General Statutes concerning the Personal Data Act and Sections 10-4-8 to 10-4-10, inclusive, of the Regulations of Connecticut State Agencies promulgated there under are hereby incorporated by reference.
I, the undersigned authorized official, hereby certify that these assurances shall be fully implemented.
Signature
Name (typed)
Title (typed)
Date
Rev. 6/99
Appendix Q
CONNECTICUT STATE DEPARTMENT OF EDUCATION
AFFIRMATIVE ACTION PACKET
The State Department of Education (SDE) is committed to Equal Opportunity and Affirmative Action and will not knowingly do business with any grantees, bidders, contractors, subcontractors or suppliers of materials who engage in acts of unlawful discrimination. In accordance with Administrative Regulations Sections 46a-68-31 through 46a-68-74 "Affirmative Action By State Government" and 4a-60 through 4a-60a and 46a-68c through 46a-68k "Contract Compliance" as administered by the Commission on Human Rights and Opportunities (CHRO), the SDE encourages grantees, bidders, contractors, subcontractors, and suppliers of materials to develop and implement Affirmative Action Plans.
Contractors with 50 or more employees and contract awards that total $4,000 or more for leases, rental and personal service agreements are required to have or develop a written Affirmative Action Plan addressing any identified under utilization of minorities and women. Further, contractors with fewer than 50 employees regardless of contract amount or contractors with 50 or more employees with a total contract amount of less than $4,000 for leases, rental and personal service agreements are required, at a minimum, to develop a written Affirmative Action Police Statement.
In accordance with CHRO Regulations concerning contract compliance procedures for state agencies, this packet was prepared to assist all bidders for contractual services to comply with legally mandated application procedures. All contractors and grantees must read and complete the appended forms where appropriate, and submit their Affirmative Action Policy Statement and Plan where appropriate.
The following are appended hereto:
Commission on Human Rights and Opportunities Contract Compliance Regulations and Notification to Bidders: Makes prospective contractors and grantees aware of the State Department of Education's obligation to ensure that prospective contractors and grantees qualify pursuant to contract compliance requirements. (Contractor/Grantee must complete).
Workforce Analysis: A comprehensive inventory of all employees by race, sex, job title, and occupational category (Contractor/Grantee must complete).
Definitions for Workforce Analysis: Race/Ethnic identification and description of job categories to assist in the completion of workforce analysis.
Standard Statement of Assurances: (Grantee must complete to apply for grants).
Contractor's Minority Business Enterprises Utilization Form: (Contractor/Grantee must complete when an MBE or WBE is engaged in a subcontract).
Affidavit/Certificate of Corporation: (Contractor/Grantee must complete only when an MBE or WBE that is not registered with the Department of Economic Development is engaged as a subcontractor and the Contractor/Grantee wish to receive credit for such pursuant to regulations).
Sample Affirmative Action Policy Statement: Contractor/Grantee may use this as an example or may use it as their statement by placing it on their letterhead.
Please submit the completed forms along with your proposal or bid to the person or office identified in the request for proposal.
Affirmative Action Office
State Department of Education
(860) 807-2071
(Rev 6/99)
NOTIFICATION TO BIDDERS
The contract to be awarded is subject to contract compliance requirements mandated by Section 4a-60 and 4a-60a of the Connecticut General Statutes; and, when the awarding agency is the State, Section 46a71(d) and 46a-81 i(d) of the Connecticut General Statutes. There are Contract Compliance Regulations codified at Section 46a-68j-21 through 43 of the Regulations of Connecticut State Agencies which establish a procedure for the awarding of all contracts covered by Sections 46a-71(d) of the Connecticut General Statutes.
According to Section 46a-68j-30(9) of the Contract Compliance Regulations, every agency awarding a contract subject to the contract compliance requirements has an obligation to "aggressively solicit the participation of legitimate minority business enterprises as bidders, contractors, subcontractors and suppliers of materials." "Minority business enterprise" is defined in Section 4a-60 of the Connecticut General Statutes as a business wherein fifty-one percent or more of the capital stock, or assets belong to a person or persons: "(1) Who are active in the daily affairs of the enterprise; (2) who have the power to direct the management and policies of the enterprise; (3) who are members of a minority, as such term is defined in sub-section (a) of Section 32-9n." "Minority" groups are defined in section 32-9n of the Connecticut General Statutes as "(1) Black Americans... (2) Hispanic Americans... (3) persons with origins in the Iberian Peninsula... (4) Women... (5) Asian Pacific Americans and Pacific Islanders... (6) American Indians... (7) individuals with a disability considered a minority business enterprise pursuant to Connecticut General Statutes, Section 32-9e. The above definitions apply to the contract compliance requirements by virtue of Section 46a-68j-21(11) of the Contract Compliance Regulations.
The awarding agency will consider the following factors when reviewing the bidder's qualifications under the contract compliance requirements:
the bidder's success in implementing an affirmative action plan;
the bidder's success in developing an apprenticeship program complying with Section 46a-68-1 to 46a-68- 17 of the Administrative Regulations of Connecticut State Agencies, inclusive;
the bidder's promise to develop and implement a successful affirmative action plan;
the bidder's submission of EEO-1 data indicating that the composition of its work force is at or near parity when compared to the racial and sexual composition of the work force in the relevant labor market area; and
the bidder's promise to set aside a portion of the contract for legitimate minority business enterprises. See Section 46a-68j-30(10)(E) of the Contract Compliance Regulations.
the bidders certifies firm is not listed on debarment lists promulgated pursuant to CGS, Section 31-53a and 34 CFR Part 85., Appendix A of federal statutes.
INSTRUCTION: Bidder must sign acknowledgment below, and return the signed acknowledgment to the State Department of Education along with the bid proposal.
The undersigned acknowledges receiving and reading a copy of the Commission on Human Rights and Opportunities Contract Compliance Regulations and the "Notification to Bidders" form.
___________________________________
Signature Date
On behalf of:
Program No:
Organization Name
Rev. 6/99
CONNECTICUT COMMISSION ON HUMAN RIGHTS & OPPORTUNITIES
CONTRACT COMPLIANCE REGULATIONS AND NOTIFICATION TO BIDDERS
Sections 46a-68j-23 (1)-(10) and 46a-68j-24 (a)
CONTRACT COMPLIANCE
Sec. 46a-68j-23. Obligations of Contractors:
Every contractor awarded a contract subject to contract compliance requirement shall:
Comply fully with all federal and state anti-discrimination laws, and shall not discriminate or permit a discriminatory practice to be committed;
Cooperate fully with the commission;
Submit periodic reports of its employment and subcontracting practices in such a form, in such a manner and at such a time as may be prescribed by the Commission;
Provide reasonable technical assistance and training to minority business enterprises to promote the participation of such concerns in state contracts and subcontracts;
Make a good faith effort, based upon the availability of minority business enterprises in the labor market area, to award a reasonable proportion of all subcontractors to such enterprises;
Maintain full and accurate support data for a period of two (2) years from the date the record is made or the date the contract compliance form is submitted, whichever is later, provided that this provision shall not excuse compliance with any other applicable record retention, state regulation or policy providing for a period of retention in excess of two (2) years;
Not discharge, discipline or otherwise discriminate against any person who has filed a complaint, testified or assisted in any proceeding with the commission;
Make available for inspection and copying any support data requested by the commission, and make available for interview any agent, servant or employee having knowledge of any matter concerning the investigation of a discriminatory practice complaint or any matter related to a contract compliance review;
Include a provision in all subcontracts with minority enterprises requiring that the minority business enterprise provide the Commission with such information on its structure and operations as the Commission finds necessary to make an informed determination as to whether the standards of Section 4a-60 of the Connecticut General Statutes as amended by Sec. 2 of Public Act 89-253 have been met; and
Undertake such other reasonable activities or efforts as the Commission may prescribe to ensure the participation of minority business enterprises as state contractors and subcontractors.
Sec 46a-68j-24. Utilization of Minority Business Enterprises:
Contractors shall make good faith efforts to employ minority business enterprises as subcontractors and suppliers of materials on all programs subject to contract compliance requirements.
Page 1 of 2
CONNECTICUT COMMISSION ON HUMAN RIGHTS AND OPPORTUNITIES
WORKFORCE ANALYSIS
Contractor Name: Total number of CT employees:
Address: Full-time Part time
Complete the following Analysis for employees of Connecticut work sites who are:
JOB
CATEGORIESOVERALL
TOTALS
(SUM OF ALL COLS.
MALE & FEMALE)WHITE
(NOT OF
HISPANIC
ORIGIN)BLACK
(NOT OF
HISPANIC
ORIGIN)HISPANICASIAN OR
PACIFIC
ISLANDERAMERICAN
INDIAN OR
ALASKAN
NATIVEPEOPLE
WITH DISABILITIESMALEFEMALEMALEFEMALEMALEFEMALEMALEFEMALEMALEFEMALEMALEFEMALEOFFICIALS & MANAGERSPROFESSIONALS
TECHNICIANS
PARAPROFESSIONALSALES WORKER
OFFICE & CLERICALCRAFT WORKERS
(Skilled)OPERATIVES
(Semi-skilled)LABORERS
(unskilled)SERVICE WORKERS
TOTALS
ABOVE
TOTALS
ONE YEAR
AGO FORMAL, ON - THE JOB TRAINEES (Enter figures for the same categories as are shown above).
Apprentices
Trainees
EMPLOYMENT FIGURES WERE OBTAINED FROM VISUAL CHECK: EMPLOYMENT RECORDS: OTHER:
Have you successfully implemented an Affirmative Action Plan? Yes: Date of implementation Not Applicable: Explain:
(a) Please submit a summary of your Affirmative Action Plan.
Have you successfully developed an apprenticeship program complying with Sec. 46a-68-17 of the Connecticut Department of Labor Regulations, inclusive? Yes: No: Not Applicable: Explanation:
According to EEO-1 data, is the composition of your workforce at or near parity when compared with the race and gender composition of the workforce in the relevant labor market area? Yes: No: Explanation:
If you plan to subcontract, will you set aside a portion of the contract for legitimate minority business enterprises?
Yes: No: Explanation:
Contractors Authorized Signature Date
[WFA 6/99]
DEFINITIONS FOR WORKFORCE ANALYSIS
RACE/ETHNIC IDENTIFICATION:
You may acquire the race/ethnic information necessary for this report either by visual surveys of the Workforce, or from records as to the identity of employees after the starting date of employment.
Please note that conducting a visual survey and keeping records of the race/ethnic identity of employees is legal in all jurisdictions and under all Federal and State Laws.
Race/ethnic designations as used by the Equal Employment Opportunity Commission do not denote scientific definitions of anthropological origins. For the purpose of this report, an employee may be included in the group to which he or she appears to belong, identifies with, or is regarded in the community as belonging. However, no person should be counted in more than one race/ethnic group.
DESCRIPTION OF JOB CATEGORIES:
Officials and managers: Occupations requiring administrative managerial personnel who set broad policies, exercise overall responsibility for execution of these policies, and direct individual departments or special phases of a firm's operations. Includes: officials, executives, middle management, plan managers, department managers, and superintendents, salaried supervisors who are members of management, purchasing agents and buyers, railroad conductors and yard masters, ship captains, mates and other officers, farm operators and managers, and kindred workers.
Professionals: Occupations requiring either college graduation or experience of such kind and amount as to provide a comparable background. Includes: accountants and auditors, airplane pilots, and navigators, architects, artists, chemists, designers, dietitians, editors, engineers, lawyers, librarians, mathematicians, natural scientists, registered professional nurses, personnel and labor relations specialists, physical scientists, physicians, social scientists, teachers, and kindred workers.
Technicians: Occupations requiring a combination of basic scientific knowledge and manual skill which can be obtained through two (2) years of post-high school education, such as is offered in many technical institutes and junior colleges, or through equivalent on-the-job training. Includes: computer programmers, drafters, engineering aides, junior engineers, mathematical aides, licensed practical or vocational nurses, photographers, radio operators, scientific assistants, surveyors, technical illustrators, technicians (medical, dental, electronic, physical science), and kindred workers.
Sales: Occupations engaging wholly or primarily in direct selling. Includes kindred workers.
Office and clerical: All clerical type work regardless of level of difficulty. Includes kindred workers.
Craft Workers: (skilled) - Manual workers of relatively high skill level having a thorough comprehensive knowledge of the processes involved in their work. Exercise considerable independent judgment and usually receive an extensive period of training. Includes kindred workers.
Operatives: (semiskilled) - Workers who operate machine or processing equipment or perform other factory-type duties of intermediate skill level which can be mastered in a few weeks and require only limited training. Includes kindred workers.
Laborers: (unskilled) - Workers in manual occupations which generally require no special training, perform elementary duties that may be learned in a few days and require the application of little or no independent judgment. Includes kindred workers.
On-the job trainees:
Production: Persons engaged in formal training as a craft worker - when not trained under apprentice programs - operative, laborer and service occupations.
White collar: Persons engaged in formal training for clerical, managerial, professional, technical, sales office and clerical occupations.
CONTRACTOR'S MINORITY BUSINESS ENTERPRISES
UTILIZATION FORM
NAME AND ADDRESS OF AWARDING AGENCY:
NAME AND ADDRESS OF CONTRACTOR:
PROGRAM NO:
DATE AWARDED:
DATE BID OPENED:
NOTICE TO CONTRACTORS: Under Section 46a-68J-23(5) of the Contract Compliance Regulations, contractors are required to make GOOD FAITH EFFORTS to employ Minority Business Enterprises (MBEs) as subcontractors and suppliers of materials on all programs subject
to contract compliance requirements. The contract which is referenced above is subject to contract compliance requirements.
INSTRUCTIONS: List the name and addresses of all MBEs you have selected as subcontractors and suppliers of materials for this program. If
the MBEs selected as subcontractors and suppliers of materials meet the criteria for MBEs set out in Section 4a-60 of Connecticut General Statutes, contractors MUST complete the attached affidavit. If such business are not currently registered with the Department of Economic Development and if the contractor wishes the Commission on Human Rights and Opportunities (CHRO) to consider favorably the selection of
an unregistered MBE in the evaluation of the contractor's good faith efforts, contractors MUST complete the attached affidavit. In either case, the affidavit must be filled out in triplicate, with the original sent to the CHRO, Contract Compliance Unit, 21 Grand Street, Hartford, Connecticut 06106; one copy sent to the Awarding Agency; and one copy retained by contractor. If the contractor does not wish the CHRO to consider selection of an unregistered MBE in its evaluation of the contractor's good faith efforts, no affidavit need be made.
(Attached additional pages if necessary, using same headings.)
NAME AND ADDRESS OF ALL MBE SUBCONTRACTOR(S) OR SUPPLIER(S) OF MATERIALS:
Check here if MBE(s) qualify under Section 4a-60 of the Conn. Gen. Statues.
Check here if MBE is unregistered but wants consideration for good faith efforts.
This form developed pursuant to Section 46a-68j-23(5) of Regulations of Connecticut state Agencies concerning Contract Compliance.
AFFIDAVIT
I, acting on behalf of of which
(Name of person signing certification) (Contractor)
I am the Certify and affirm:
(Title)
Check if provision applicable: That the following minority business subcontractors and /or suppliers of
materials that has hired for Contract No. with
(Contractor)
meet the criteria for Minority Business Enterprises set
(Awarding Agency)
out in Section 4a-60 of the Connecticut General Statutes:
(Lists names of Minority Business Enterprises that qualified under
_____
current statutory requirements)
Check if provision applicable: That the has hired the following
(Contractor)
minority business subcontractors or suppliers of materials for Contract No. with
that are not registered with the Department of
(Awarding Agency)
Economic Development, but which should be considered by the Connecticut Commission on Human
Rights and Opportunities when evaluating the
(Contractor)
good faith efforts:
___
(List names or unregistered MBEs)
_
I further certify and affirm that I have read and understand the contract compliance requirements codified at Section 4a-60 and Section 46a-7 1 (d) of the Connecticut General statutes.
I further certify and affirm that I have read and understand the contract compliance Regulations codified at Section 46a-68j-2 I through 43 of the Regulations of Connecticut State Agencies.
I understand that false statements made herein are punishable by law.
(Name of Corporation or Firm) (Signature and Title of Official Making the Affidavit)
Subscribed and sworn to before me, this day of 2006.
Notary Public/Commissioner of the Superior Court
My Commission Expires: ______________________________________________
CERTIFICATE OF CORPORATION
I, certify that I am the Secretary of the Corporation named in the foregoing instrument; that I have been duly authorized to affix the seal of the Corporation to such papers as require the seal; that , who signed said instrument on behalf of the Corporation was then of said Corporation; that said instrument was duly signed for and in behalf of said Corporation by authority of its governing body and is within the scope of its Corporation powers.
(Signature of person Certifying)
(Corporate Seal)
SAMPLE: (You may use this as an example or you may use it as your statement by placing it on your letterhead).
AFFIRMATIVE ACTION
POLICY STATEMENT
It has always been the policy and will continue to be the strong commitment of and all contractors and subcontractors who do business with to provide equal opportunities in employment to all qualified persons solely on the basis of job-related skills, ability and merit.
will continue to take affirmative action to ensure that no persons are discriminated against with regard to their race, color, sex, sexual orientation, national origin, ancestry, religion, age, physical disability, mental retardation, marital status, present or past history of mental disorder, learning disability or criminal record. Such action includes, but is not limited to, employment, upgrading, demotion or transfer; recruitment or recruitment advertising; layoff or termination; rates of pay or other forms of compensation and selection for training including apprenticeship. will continue to make good faith efforts to comply with all federal and state laws and policies which speak to Equal Employment Opportunity and Affirmative Action.
Equal Employment Opportunity is essential, but is not enough to guarantee the full and fair employment of minorities, women or other protected classes. Therefore, Affirmative Action is necessary. Affirmative Action is results - oriented programs used to address and overcome the present effects of past discrimination.
Sexual Harassment, another form of sex discrimination, will not be tolerated in the work place. Therefore, engaging in acts of sexual harassment or any other forms of unlawful discrimination will constitute grounds for disciplinary action.
This Policy Statement is based on both the spirit and the letter of state and federal anti discrimination laws, regulations and executive orders. Accordingly, care is taken to ensure that no person shall be excluded from participation in, be denied the benefits of, or otherwise be unlawfully discriminated against. Further,
will not knowingly use the services of, patronize or otherwise deal with any business, contractor, subcontractor or agency that engages in acts of unlawful discrimination.
This Affirmative Action Policy Statement reaffirms my personal commitment to the principles of Equal Employment Opportunity and Affirmative Action.
SIGNATURE DATED
AFFIRMATIVE ACTION PLAN
IF A CURRENT AFFIRMATIVE ACTION PLAN IS ON FILE WITH THE CONNECTICUT DEPARTMENT OF EDUCATION, COMPLETE THE STATEMENT WRITTEN BELOW AND SUBMIT AS PART OF THE PROPOSAL.
IF A CURRENT AFFIRMATIVE ACTION PLAN IS NOT ON FILE, COMPLETE THE ATTACHED AFFIRMATIVE ACTION PACKAGE AND SUBMIT AS PART OF THE PROPOSAL.
CERTIFICATION THAT A CURRENT AFFIRMATIVE ACTION PLAN IS ON FILE
I, the undersigned authorized official, hereby certify that the current affirmative action plan of the applying organization/agency is on file with the Connecticut State Department of Education. The affirmative action plan is, by reference, part of this application.
____________________________________ _______________________________
Signature of Authorized Official Date
____________________________________
Name and Title
Appendix R
ANNIE E. CASEY FOUNDATION
All RFPs for competitive grants related to at risk youth must contain the uniform language that follows.
Applicants that are part of a collaborative effort funded in whole or in part by the Annie E. Casey Foundation must submit documentation that:
The collaborative oversight entity has been provided the opportunity to review and comment on the grant application or proposal prior to submission to the SDE.
The proposal or application submitted provides information detailing the activities, which assure priority access to services to children, youth and families referred by the collaborative oversight entity.
The application shall designate someone to act as liaison for the referral process.
APPENDIX S
EVEN START SITES IN CONNECTICUT
2009-2010
GranteeContactDanbury Public Schools
Jessica Watson
Danbury Even Start/ Community Resource Center
1 School Ridge Road
Danbury, CT 06811
Phone: 203-790-2866
E-mail: watsojHYPERLINK "mailto:BARNED@danbury.k12.ct.us"@danbury.k12.ct.us
Middletown Public Schools
Cindy Cappetta
Middletown Even Start
398 Main Street
Middletown, CT 06457
Phone: 860-343-6050
E-mail: HYPERLINK "mailto:ccappetta@middletown-adulted.org"ccappetta@maect.org
New London Public Schools
Lisandra Crespo
New London Adult Education
Shaws Cove Three
New London, CT 06320
Phone: (860) 437-2385
E-mail: HYPERLINK "mailto:crespol@newlondon.org"crespol@newlondon.org
Shelton Public SchoolsMichele Holovach
Valley Even Start Program
415 Howe Ave.
Shelton, CT 06484
Phone: (203) 924-6651
E-mail: HYPERLINK "mailto:MicheleB52@aol.com"mholovach@vrae.org
PAGE
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RFP 084
Rev. 04/10
P.L. 103-382
P.L. 105-277
P.L. 106-113
P.L. 106-554
P.L. 107-110
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