[Federal Register Volume 77, Number 45 (Wednesday, March 7, 2012)]
[Notices]
[Pages 13566-13570]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-5456]
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DEPARTMENT OF DEFENSE
Office of the Secretary
DoDEA Grants to Military Connected Local Educational Agencies for
Academic and Support Programs (MCASP)
AGENCY: Department of Defense Education Activity, Department of
Defense.
ACTION: FY 2012 Grant program announcement.
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SUMMARY: DoDEA seeks full applications from eligible local educational
agencies (LEAs).
DATES:
1. Deadline for Transmittal of Full Applications: April 13, 2012.
[[Page 13567]]
2. Applications Package/Instructions Available on www.grants.gov:
On or about March 1, 2012.
3. Grants Awarded: On or about June 1, 2012.
FOR FURTHER INFORMATION CONTACT: Ms. Fatimah Dozier, Grant Program
Manager, DoDEA, email: [email protected], telephone: 703-588-
3129.
SUPPLEMENTARY INFORMATION:
Funding Opportunity Description
The FY 2012 grants to Military-Connected Local Educational Agencies
for Academic and Support Programs (MCASP) aim to strengthen family-
school-community relationships and enhance student achievement for
military dependent students. Applicants may choose to design their
projects with academic goals, family engagement goals, or a combination
of both. Projects should focus on no more than two program areas.
Academically-focused projects should strengthen teacher content
knowledge and skills through sustained professional development and, in
most cases, encourage integration of technology into the curriculum.
Family engagement and support projects should address the social-
emotional needs of military families and aim to improve school climate.
However, grant funds must be used for programs that directly support
the student, and cannot be used for programs that only support family
members.
Awards will be made to local educational agencies (LEAs) on behalf
of their eligible school(s). LEAs must have at least a five percent
military dependent student enrollment at the district level. Eligible
schools must have at least a 15 percent military dependent student
enrollment. Although funding is related to military dependent student
enrollment, it is expected that the proposed programs will serve all
students at the target schools.
The following two caveats should be noted:
The impact on the military dependent student subgroups
should be demonstrable.
Family/support programs must focus primarily on military
dependent students.
The application package may be found at
www.militaryk12partners.dodea.edu and www.grants.gov. The full
application is due on April 13, 2012.
Definition of Military Dependent Student: The term, military
dependent student, is defined as an elementary or secondary school
student who is a dependent of a member of the Armed Forces or a
civilian employee of the Department of Defense who is employed on
Federal property.
Authorization:
Section 574(d) of Public Law 109-364, as amended; Title 10
U.S.C. Section 2192(b) and Title 10 U.S.C. Section 2193a.
CFDA Number
CFDA 12.556: Competitive Grants: Promoting K-12 Student
Achievement at Military-Connected Schools.
PK-12 Education
Research-based strategies: DoDEA supports research-based programs
that aim to increase student achievement; strengthen family, school,
and community engagement; and foster a positive school climate for
military dependent children. Research-based strategies:
Are not limited to a research-based curriculum, but may be
teaching and learning strategies that often cut across all content
areas and all grade levels.
Include both valid and innovative programs.
Student achievement: Regarding academic programs, LEAs must employ
strategies with demonstrated effectiveness in improving student
achievement. Achievement should include but is not limited to
measurements of performance on state norm- and/or criterion-referenced
assessments. Within this context, projects may include research-based
programs that promote college and career readiness or provide extended
learning opportunities.
Note: It is understood that some curricular areas and grade
levels will not have state norm- or criterion-referenced tests to
demonstrate need and reveal improvement. However, the LEA must
present multiple data sources to demonstrate need and propose a
cost-effective plan to demonstrate increased student academic
achievement in those areas.
Support programs: Family engagement and support programs must
employ strategies to create a positive school climate and address the
social-emotional needs of military dependent students. This includes,
but is not limited to, guidance counseling, peer support groups, and
parental involvement programs.
Priorities
For the FY12 grant program, there are three priorities, and each
applicant must include at least one priority area in their project
design. Overall, projects should focus on no more than two program
areas. While applicants are permitted to choose more than two program
areas, submitting an application that addresses additional areas may
result in an unfocused program design. No additional points will be
assigned to proposals that incorporate more than one of these priority
areas. Proposals may include programs outside of these priorities.
Program areas are any K-12 academic content support (English, Math,
Science, Social Studies, ESL, or Special Education) and military
student socio-emotional support.
Priority #1: Science, technology, engineering, and math (STEM):
Projects include strategies to infuse STEM principles throughout the
curriculum. For example, a project that focuses only on math would not
be given priority points for this area. The intent is to encourage
STEM-integration across several content areas.
Priority #2: Strategic foreign languages: Projects include
establishment or expansion of foreign language learning, specifically
less commonly taught languages such as Asian/Pacific languages and
Middle Eastern languages. Programs under this priority may include
virtual learning, intensive summer instruction for teachers and
students, and immersion courses.
Priority #3: Parent, family, and community engagement: Projects
include ongoing, systemic strategies for parent and family engagement.
Strategies may include parent training and support, resources and
materials, and community involvement activities. Grant funds must be
used for programs that directly support the student, and cannot be used
for programs that only support family members.
In addition, there are two competitive priorities:
High concentration of military dependent students: An applicant may
receive five additional points if one or more of the eligible schools
have a military dependent student enrollment of 50 percent or more.
New applicants: Applicants may receive five additional points if
the LEA has never previously received a DoDEA grant award.
Eligibility
Applicants are limited to LEAs that have at least a 5 percent
military dependent student enrollment at the district level. Eligible
schools within the district must have at least a 15 percent military
dependent student enrollment. Although funding is related to military
dependent student enrollment, it is expected that the proposed programs
will serve all students at the target
[[Page 13568]]
schools. Funds may be used for programs at any grade level.
Current DoDEA grant recipients are eligible to apply for a FY 2012
MCASP grant if they have eligible schools that are not named (that is,
not receiving services) from any of their existing DoDEA grant awards,
unless the current grant is scheduled to end on August 31, 2012.
Funding Formula
The funding formula is based on the number of military dependent
students at eligible (target) school(s). For example, an LEA with 101-
200 students may propose any amount between $135,000 and $270,000. The
dollar figures below are for the entire 3-year grant period.
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Total military dependent students at target Minimum Maximum
school(s) award ($) award ($)
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100 or fewer.................................. $100,000 $135,000
101-200....................................... 135,000 270,000
201-300....................................... 270,000 405,000
301-400....................................... 405,000 540,000
401-500....................................... 540,000 675,000
501-600....................................... 675,000 810,000
601-700....................................... 810,000 945,000
701-800....................................... 945,000 1,080,000
801-900....................................... 1,080,000 1,215,000
901-1,000..................................... 1,215,000 1,350,000
1,001-1,100................................... 1,350,000 1,485,000
1,101-1,200................................... 1,485,000 1,620,000
1,201-1,300................................... 1,620,000 1,755,000
1,301-1,400................................... 1,755,000 1,890,000
1,401-1,500................................... 1,890,000 2,025,000
1,501-1,600................................... 2,025,000 2,160,000
1,601-1,700................................... 2,160,000 2,295,000
Above 1,700................................... 2,295,000 2,500,000
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Award Information
Project Period: June 1, 2012 to August 31, 2015.
Estimated Available Funds: $25,000,000.
Estimated Range of Awards: $100,000 to $2,500,000.
Estimated Average Award Size: $1,000,000.
Estimated Number of Awards: 30.
Minimum Award: $100,000 (100 or fewer military dependent students).
Maximum Award: $2,500,000 (1,700 or more military dependent
students).
Expected Dates
Full Applications Available: On or about February 22,
2012.
*Live Technical Assistance Webinar 1: March 8,
2012, 3 p.m. ET.
*Live Technical Assistance Webinar 2: March 9,
2012, 11 a.m. ET.
Deadline for Intent to Apply (optional): March 14, 2012.
Deadline for Transmittal of Applications through
www.grants.gov: April 13, 2012, 11:59 p.m. ET.
Grants Awarded: On or about June 1, 2012.
*See application instructions on www.grants.gov for information on
how to access the webinars.
Evaluation Criteria
The Project Narrative may not exceed 15 pages in length. The
Project Narrative describes, in sufficient detail, how the project will
be implemented and includes the Evaluation Criteria in Sections A-F
below. The application will be reviewed and scored according to the
quality of the responses to the requirements in Sections A-F. The
Project Narrative, with all sections included, may be no longer than 15
pages.
Section A: Needs Assessment (10 points)
Provide relevant school district data or background
information, including the connection to the military installation(s).
State student achievement needs and/or lack of educational
opportunities at target schools.
Cite multiple sources, primarily quantitative data, to
confirm the need.
Explain why current or past efforts failed to resolve the
need, if applicable.
Include other relevant information, e.g., the consequences
of not addressing the need.
Section B: Project Goals (10 points)
Include goals that (1) relate to the program's purpose,
(2) lead to the desired results, and (3) are achievable through the
project's interventions and strategies.
Express goals broadly, such as: Increase K-5 student
achievement in mathematics. Applications should have one goal related
to each program area selected, with the recommendation that no more
than two program areas are chosen.
Include outcomes that are (1) measurable and reasonable
and (2) related to baseline school, district, and state data as well as
the relevant literature.
Specify outcome timeframes, measurement tools, and target
populations. Measurement tools should be an above school-level
assessment(s), such as norm- or criterion-referenced standardized state
or national test. The baseline should be referenced. The timeframe
should be sufficient for strategies to achieve the expected results.
Consider the following example of an outcome:
By June 2015, ---- percent of the ---- grade students in the target
schools will score proficient or above on the state ----------------
assessment, an increase of ---- percent over the SY10-11 level.
Interim outcomes are tied to the goal and are presented as
specific measurements that assess each year of the project. Typically,
each goal will have multiple interim outcomes.
By the end of SY11-12, ------ percent of the ---- grade students in the
target schools will score proficient or above on the state ------------
---- assessment, an increase of ---- percent over the SY10-11 average.
Notes:
--Grantees may have many goals, however it is highly recommended to
design a project that includes manageable and reasonable data
collection and reporting. DoDEA requires quarterly reporting so the
greater the number of goals, the more complex and burdensome the
evaluation and reporting becomes.
--With academic programs, the measuring tool is usually a state
assessment. For some programs, such as PK-2 Academic and Support,
other measuring tools must be selected.
--For goals assessed by changes in attitude or behavior, grantees
should use validated surveys or scales. Be aware that baseline
measurements for the target population must be taken in order to be
able to document changes as a result of project activities.
Section C: Project Plan (30 points)
Include strategies that have demonstrated effectiveness in
improving student achievement in the core curricular areas. The
research base should be summarized in this section and details,
including references and links should be provided in the appended
bibliography.
Address the issues identified in the needs assessment. If
applicable, an explanation of how the project fits into the district or
school's improvement plan or the LEA's strategic plan should be
included.
Incorporate strategies for sustained professional
development/capacity building related to each program area goal.
Notes:
--The strategies, actions, and a timeline for each goal should be
presented. Strategies should work as interrelated parts of a whole.
--Actions are specific steps to accomplish the strategies that occur
at specific times and usually involve direct services to students,
educators, or other stakeholders. Strategies must be aligned with
the goals and outcomes listed above. A well-written strategy section
should answer:
1. What strategies are employed?
2. Why were the strategies selected?
[[Page 13569]]
3. How will the strategies help achieve the stated outcomes?
4. What evidence shows the strategies to be effective?
5. If applicable, how will the strategies work together to
achieve the outcomes?
Describe actions for each strategy. The section outlining
actions may be framed with a chart shown in the example below. Charts
may use a 10-point font.
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Strategies Actions
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EXAMPLE.................................................................
Goal 1: Improve student achievement in .
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1: Strategy Name: Teacher 1. Use of Professional Learning
professional development. Teams for student data analysis.
2. Professional development to
improve teacher content knowledge.
2: Strategy Name: Added 1. Ongoing job embedded coaching in
technology to curriculum. instructional technology.
2. Benchmark assessments for
students.
3. Pre and Post survey of students'
technology skills.
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Create an implementation timeline for each goal using the
model shown below. Costs may be broken down by actions or by strategies
(as shown by the partially completed example below). In-kind/matching
costs are not required, but should be included if they will be used for
this program. When grant funds are listed, the dollar amount is
required. If in-kind/matching costs are included, please cite their
purpose, source, and amount for example, In-kind Professional
Development, $25,000.
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Point of
EXAMPLE Category Start date End date contact Costs
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Goal 1: Title........................ Improve student achievement in
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Strategy 1, Action 1................. Grant:
In-kind/Matching:
Strategy 1, Action 2.................
Strategy 2, Action 1................. Grant:
In-kind/Matching:
Strategy 2, Action 2.................
Strategy 2, Action 3.................
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Section D: Project Evaluation (30 points)
Include (1) the fidelity of program implementation, (2)
formative or process evaluation activities that provide information to
guide program improvement, and (3) a summative evaluation to assess how
the outcomes have addressed the academic needs. The evaluation should
help shape the project from inception. The evaluation plan must:
1. Pose questions, in each of the three areas above that the
evaluation will answer.
2. Describe the data and the data collection process (including
multiple sources).
3. Describe how the data will be analyzed.
4. Identify who will conduct the evaluation.
5. Indicate what resources will be expended in the evaluation.
6. Explain how the data will be used, particularly to inform
decisions involving curriculum and instruction at the classroom,
school, and/or district levels.
Notes:
--The evaluation concept should provide a broad framework regarding
the data collection sources, the available resources, and how the
data will inform decisions involving curriculum and instruction at
the classroom, school and/or system levels.
--Data collection instruments should include standardized forms
(such as validated surveys and assessment protocols) wherever
possible.
--Grantees must disaggregate data at the school level for the
military student population.
--Grantees will be required to submit quarterly reports regarding
evaluation activities.
--Three percent of total grant funds must be spent on a third-party/
external evaluator.
Section E: Management Plan (10 points)
Indicate the Project Director who will be responsible for
day-to-day management of the grant.
Provide information on the qualifications of all project
leader(s), including their role and responsibilities relative to the
strategies and actions, and estimated time commitment to the project.
The third-party evaluator's qualifications and roles
should be briefly described.
Append r[eacute]sum[eacute]s of project leaders--each
being 1-2 pages in length. If the third-party evaluator has not been
determined, then his or her role and qualifications should be
described.
Section F: Budget Narrative and Sustainability (10 points)
Align budget with proposed project plan, goals, and
activities.
Provide a narrative justification for the items included
in the proposed budget.
Describe existing resources and other support the LEA
expects to receive for the proposed project.
Identify how project leaders will track budget
expenditures.
Describe how project activities will be sustained after
completion of the grant period.
Notes:
--For budgeting purposes, the grant years are:
Year 1: June 1, 2012-August 31, 2013.
Year 2: September 1, 2013-August 31, 2014.
Year 3: September 1, 2014-August 31, 2015.
Review and Selection Process
MCASP applications are peer reviewed according to the evaluation
criteria listed above. Applications may receive a maximum score of 110
points.
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Narrative (15-page maximum) Points
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Needs Assessment............................................... 10
Project Goals.................................................. 10
Project Plan................................................... 30
Project Evaluation............................................. 30
Management..................................................... 10
Budget Narrative and Sustainability............................ 10
Priority 1: High concentration of military dependent students.. 5
Priority 2: New applicants..................................... 5
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Total...................................................... 110
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Decisions to fund a grant are based on:
Strengths and weaknesses of the application as identified
by peer reviewers
Availability of funds
Equitable distribution of awards in terms of geography,
Branches of Service, repeat awardees, or other factors.
Required Application Components
Applications must include the required 10 application components.
Cover page: Cover page must include contact information, names of
military installations served, focus areas, enrollment data, and
authorized signature.
Abstracts: Both a 50-word and a 200-word abstract are required.
Abstracts must provide a clear overview of the project's purpose,
design, and goals. Both abstracts may be placed on the same page in the
application.
Table of Contents: Proposals should include an accurate Table of
Contents.
Project Narrative: The project narrative must not exceed 15 pages
(excluding supporting documents and appendices) and should include all
sections listed under the Evaluation Criteria section of this
announcement.
Supporting documents: Supporting documents should include needs
assessment data, r[eacute]sum[eacute]s of key personnel, and
bibliography. Letters of support may be included.
Evaluation design matrix: The evaluation design matrix illustrates
goals and strategies as outlined in the evaluation plan.
Budget Table: Proposals must include a detailed budget.
SF 424: Standard Form 424--Application for Federal Assistance is
required.
SF 424A: Standard Form 424A--Budget Information for Non-
Construction Programs is required. All sections on this form must be
completed. Totals should match the detailed budget.
SF 424B: Standard Form 424B--Assurances for Non-Construction
Programs is required.
Certifications: Applicants must complete the Certification
Regarding Lobbying form and the Certification regarding Debarment,
Suspension, and Other Responsibility Matters (www.grants.gov).
Funding Requirements
Cost sharing: Cost sharing/matching funds are not required in this
program.
Indirect costs: No grant funds may be allocated to administrative
or indirect costs. Indirect costs are those incurred for a common or
joint purpose benefiting more than one cost objective, and not readily
assignable to the cost objectives specifically benefitted, without
effort disproportionate to the results achieved. For further
information, see OMB Circular A-87 -Attachment B.
Personnel: Up to 25 percent of Federal funds may be allocated to
full-time equivalent (FTE) positions. However, proposed budgets that
exceed 25 percent for FTE personnel may be considered. The term, full-
time equivalent (FTE), usually refers to fully benefited positions. For
grant purposes, the funding category, Personnel, includes FTE and non-
FTE positions/costs. Examples of non-FTE personnel costs include
stipends for teachers, wages to afterschool tutors, and costs for
substitute teachers. FTE and non-FTE positions must be clearly
delineated on the detailed budget (Appendix C).
Fringe benefits: Although fringe benefits for grant-funded FTE
positions are an allowable cost, no grants funds may be allocated for
administrative or indirect costs. Fringe Benefits are defined as costs
in the form of employer contributions or expenses for social security;
employee life, health, unemployment, and worker's compensation
insurance (except as indicated in OMB Circular A-87 (Attachment B, No.
22)), and other similar benefits for employees expected to work solely
on this grant.
Equipment: ``Equipment means tangible, nonexpendable, personal
property having a useful life of more than one year and an acquisition
cost of $5,000 or more per unit. A grantee may use its own definition
of equipment provided that such definition would at least include all
equipment defined above.'' See DoD 3210.6-Rs 33.3 for additional
information.
Evaluation: DoDEA requires that at least three percent of grant
funds will be spent on a third-party evaluator. The third-party
evaluator may not be a current employee of the LEA.
Grant meeting: In the Year 1 budget, LEAs must include $3,000 for
the project director and the third-party evaluator to attend a two-day
meeting, which is expected to occur in September 2012. Any funds not
expended for the meeting may be realigned in the grant for other grant
usage. Note: An LEA located outside the continental United States may
wish to budget additional funds.
Submission Requirements
Applications are due Friday, April 13, 2012, by 11:59 p.m. (Eastern
Time). All applications must be submitted electronically through
www.grants.gov by the deadline. Applications received after the
deadline will not be considered.
The following standards should be followed:
[ssquf] A page is 8.5'' x 11'', one side only, with 1'' margins at
the top, bottom, and both sides.
[ssquf] Single space all text in the application narrative,
including titles, headings, footnotes, quotations, references, and
captions, as well as all text in charts, tables, figures, and graphs.
[ssquf] Use a 12-point font; titles may be larger; charts may use a
10-point font.
[ssquf] Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial. An application submitted in any other font
(including Times Roman or Arial Narrow) may not be accepted.
Proposal Compliance
Failure to adhere to deadlines to be specified in the forthcoming
application may result in proposal rejection. Any proposal received
after the exact time and date specified for receipt will not be
considered. DoDEA, at its sole discretion, may accept a late proposal
if it determines that no advantage has been conferred and that the
integrity of the grants process will not be compromised.
Dated: March 1, 2012.
Aaron Siegel,
Alternate OSD Federal Register Liaison Officer, Department of Defense.
[FR Doc. 2012-5456 Filed 3-6-12; 8:45 am]
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