Below is a listing of questions commonly asked during the completion of the Cycle 6 Grant Application. Browse through the complete list of questions or click on a specific category:
| Activities | Application Submission | Enrollment | Miscellaneous | Staff Requirements |
| Adjunct Site | Definitions | Funding | Program Structure | Summer Programs |
After viewing the FAQs, if you still have a question, please submit your question to TexasACE21@edvanceresearch.com.
Q. To what extent must eligible programs that are primarily in the “enrichment” area tie in to state and school district curriculum? Our program will provide music education that neighborhood schools do not provide.
A. Eligible programs must not focus primarily on enrichment, but must be inclusive of academic, enrichment and educationally related activities for the family of students enrolled in the program. All grantees must develop and implement programs that assist the schools to meet state standards in the four core academic subject areas, i.e. Math, Science, Social Studies, and English Language Arts. The programs must be developed based on the four components. Please reference the Four-Component Activity Guide (see pages 19-20, Part 2: Program Guidelines).
Q. Center Operations Requirements section, #6R (page 20, Part 2: Program Guidelines), states that “Activities must be supervised by qualified individuals at all times…” What does TEA consider as qualified?
A. Please refer to your local school policy regarding the hiring of individuals qualified to work with school age students, student data, and pass a criminal background check. In addition, the person must demonstrate subject-matter competency, experience, and expertise in working with people, whether student or adult.
Q. On page 20 of the Application Guidelines it is stated that activities must be 45 minutes in length. I hope that means “at least” 45 minutes. Can you please clarify?
A. Activities must be a minimum of 45 minutes in length.
Q. Can you define innovative instructional activities?
A. Innovative instructional activities incorporate new, hands-on/ interactive methods of instruction. Innovative activities are different from the regular school day, and incorporate interactive techniques designed to maintain student’s attention. Program activities should be high quality, based on the principles of effectiveness and best-practices, and assist students in their learning and ability to make connections during the regular school day.
Q. Can you define extracurricular school activities? Does this mean UIL or other afterschool programs?
A. As defined in 19 Tex. Admin. Code § 76.1001(a)(1) an “extracurricular activity” is an activity sponsored by the UIL, the school board, or an organization sanctioned by resolution of the school board. The activity is not necessarily directly related to instruction of the essential knowledge and skills, but may have an indirect relation to some areas of the curriculum. Extracurricular activities include, but are not limited to, performing in public, contests, demonstrations, displays, and club activities.
Q. Can we include certifications, e.g. Ag Energy, Automotive Service Excellence, welding, Career Safe or Achieve Texas as part of our 21st CCLC program?
A. LEAs may use 21st CCLC funds to carry out a broad array of before- and after-school activities that advance student achievement. The trade and industrial education occupation courses (i.e., Energy, Automotive Service Excellence, Welding, etc.) and other CTE courses provided by many LEAs allow students the opportunity to receive experience in a real work environment, develop job skills and attain certification in various occupations. LEAs may coordinate their general education and CTE programs to encourage students to remain in school and graduate. Although the 21st CCLC program may be part of this effort, LEAs may not use 21st CCLC funds to extend the school day (e.g., night school) or otherwise expand the availability of state and local CTE courses required to obtain a certification or for credit towards graduation. Instead, LEAs may use 21st CCLC funds for activities that expose students to various occupations through hand-on exercises that demonstrate the correlation between the core academic subjects and the career skills necessary for jobs in vocational occupations. For instance, LEAs may elect to develop hands-on activities that will allow students to apply the academic and basic concepts and principles learned in the classroom and enable them to understand the real world application of local and State academic standards that they are required to meet. In this context, the use of the curriculum, instructor and classroom to implement the supplemental activities are allowable under the 21st CCLC program.
Q. Is an applicant required to complete a separate copy of Schedule #4B, Part 2: Program Activity for each center included in the grant application?
A. No. An applicant should enter all of the different activities that will be offered as part of the 21st CCLC program on one comprehensive copy of the chart irrespective of which center(s) will offer each activity.
Q. Does an applicant have discretion over the frequency that an individual program activity is offered?
A. Yes, however the types of activities and the frequency must align with the needs identified in the campus needs assessment. The applicant must indicate on Schedule #4B, Part 2: Program Activities the frequency that each program activity will be offered, e.g. less than once a month, 1-3 times a month, or every week).
Q. What exactly defines an "adjunct site"?
A. An adjunct site is considered a facility where supplementary programming/ activities occur on an occasional basis and support the activities offered at the main center. (For example: swimming pools, recreational facilities, bowling alley, etc.). Programming at adjunct sites cannot replace or exceed the amount of programming offered at the center.
Q. Does an adjunct site have to exist for a year before being funded as do the actual school-based Centers?
A. Yes, if the adjunct site is a school, the same rules apply as for the host center. If the adjunct site is not a school, then it does not have to be in existence for a year because activities can only occur occasionally.
Q. If a proposed adjunct site will not exist until the 2nd year of a funded 21st CCLC program, could the adjunct site (once built) be added to the program's continuation application the 2nd and subsequent years of the program?
A. Yes. Adjunct sites may be added (as long as they supplement the program) through a formal amendment process. However, please see question #35 above for restrictions relating to adjunct sites that are schools.
Q. Does the list of allowable uses of funds for CCLC’s also apply to adjunct sites (i.e. what types of funds may be provided for adjunct sites)?
A. Yes. The list of allowable and unallowable costs applies to all grant funds irrespective of whether they are used at the host center or an adjunct site. Each center (and its associated adjunct sites) must be funded with the amount applied for (i.e., funds for multiple centers cannot be pooled and divided in any other proportion than that applied for).
Q. What other restrictions or considerations would apply to adjunct sites?
A. Adjunct sites are subject to the same rules that apply to all 21st CCLC’s.
Q. How many applications can be submitted by a single eligible entity?
A. One. Please see page 23, Part 2: Program Guidelines for additional information.
Q. Can a recipient of an existing or previous 21st CCLC grant apply for the 21st CCLC Cycle 6 Year 1 grant?
A. Yes. A recipient of an existing or previous 21st CCLC grant is eligible to apply for the 21st CCLC Cycle 6 Year 1 grant. Please see below for requirements for schools included in specific cycles:
· Cycles 1 & 2 – Schools included in either of these cycles may be included in a cycle 6 year 1 application.
· Cycle 3 – Schools included in this cycle can be included in a cycle 6 year 1 application. However, the cycle 6 year 1 NOGA will be placed on-hold until all cycle 3 year 5 program and fiscal reporting requirements have been met.
· Cycles 4 & 5 – Schools included in either of these two cycles as host sites, feeder schools or adjunct sites may not be included in a cycle 6 year 1 application.
Q. If a school district that currently receives a 21st CCLC grant partners with a school district that has never received a 21st CCLC grant, are they eligible to apply?
A. Yes. However, please ensure that you complete Schedule #2B, Shared Serviced Arrangement Certification. In addition, the applicant would need to take into account requirements for schools included in specific cycles specified in question #15 above.
Q. Does the applicant need to complete the Center Service Delivery Plan forms and keep them on file for TEA’s review post-award?
A. Yes, Technical Assistance Coordinators and Program Implementation Assurance monitors will be reviewing these documents following the Notice of Grant Award (NOGA) distribution.
Q. Is the applicant limited to only five objectives? There are only five rows on page 18 of the SAS.
A. Yes, these are the five objectives that are set by the Texas 21st CCLC; all program strategies should align with these objectives. This does not limit the amount of strategies (i.e. activities) an applicant can propose, but they are required to align with the 5 objectives set by the Texas 21st CCLC.
Q. How would a grantee divide the cost of the Project Director position amongst all of the centers included in the application without violating the requirement not to pool resources?
A. If the applicant proposes to serve 10 centers then 10% of the salary should be paid from each center.
Q. Do the program procedures plan and forms need to be turned in with the grant application on April 14, 2009 or after the award is granted?
A. No, these forms, which can be very informative and essential when designing a successful program, are not to be submitted with the application as stated in the RFA. These forms must remain with the applicant and, if awarded, will be monitored by Technical Assistance Coordinators and Program Implementation Assurance Monitors.
Q. What information is required in the box immediately below the following question in schedule #4A if the answer is ‘no’? If no, does the applicant establish feeder pattern to include at least 50% schools not designated as In Need of Improvement. Yes No . Please explain your answer in the box below.
A. In this scenario, after checking “no, please type ‘LEA has no schools designated as In Need of Improvement’.
Q. Can a non-profit apply to serve schools not designated as Title 1?
A. No. All schools must be Title I or be eligible for Title 1 in that they serve 40% or more students identified as economically disadvantaged as indicated in the data submitted to PEIMS. Please see page 9, Part 2: Program Guidelines for full details on eligibility requirements.
Q. Can a non-profit that has been operating for less than one year apply for the 21st CCLC Cycle 6 Year 1 grant?
A. Yes. Please review the information in the final paragraph on page 4, Part 1: General and Fiscal Guidelines, which provides guidance on how organizations that have not yet had the first annual audit conducted can demonstrate their financial stability. Please note that nonprofits must attach proof of financial stability as well as proof of nonprofit status to their applications in order to be eligible for review and scoring. In addition, the applicant would need to ensure that the students it proposes to serve attend schools that meet the criteria outlined in the Eligible Schools section page 9, Part 2: program Guidelines.
Q. Do we need to complete the questions on serving schools designated as in need of improvement, which are in-between charts 2 & 3, Schedule #4A, Part 1: Center Information, once or for each center?
A. This question only needs to be answered once. However, please add 'see center #1' in the box for all subsequent centers to ensure that a reviewer can reference your answer.
Q. Do we need to include a copy of all written agreements with each of the 6 copies of the application we are required to submit?
A. Yes.
Q. Schedule #4E requires applicants to contact Private Nonprofit Schools within their boundaries. How does TEA define boundaries?
A. An LEA is required to contact any Private Nonprofit School within the school district geographical boundary. Other applicants must contact private non-profit schools that are within the geographical boundaries they normally use.
Q. Schedule #1, Part 4: SAS, requires applicants to enter a 9 digit vendor ID number. Is a vendor ID number required to apply for the 21st CCLC, Cycle 6 Year 1 grant?
A. No. However, a 9 digit vendor ID number would be required prior to the issuance of a Notice of Grant Award (NOGA). If selected for funding, the grantee would need to contact the Texas Comptroller of Public Accounts to obtain a vendor ID number.
Q. Will TEA provide the documentation needed for data collection and evaluation purposes?
A. No. It is the applicant’s responsibility to describe in the application how they will collect data to be used to evaluate program services.
Q. How does TEA define ‘schools’?
A. TEA uses the Public Education Management System (PEIMS) to define and identify a campus. A campus has a unique campus identification number registered with the Texas Education Agency. It is the linking of DISTRICT-ID with the campus identification number that is used to verify a campus is listed in PEIMS.
For the purposes of PEIMS, an instructional campus has the following: 1) has an assigned administrator, 2) has enrolled students who are counted for average daily attendance, 3) has assigned instructional staff, 4) receives federal and/or state and/or local funds as its primary support, 5) provides instruction in the Texas Essential Knowledge and Skills (TEKS), 6) has one or more grade groups in the range from early education through grade 12, and 7) is not a program for students enrolled in another public school.
Source link: http://ritter.tea.state.tx.us/peims/standards/wedsold/index.html?e0266
Q. What causes a campus to be designated as In Need of Improvement?
A. A campus that does not make AYP for the same indicator (reading, mathematics, attendance rate, or graduation rate) for two consecutive years, as AYP is defined by the State‘s accountability system, must be identified for school improvement.
Q. Are the terms ‘center’ and ‘host site’ interchangeable?
A. Yes. The ‘host site’ is the physical location where the 21st CCLC is based.
Q. Are a Feeder Pattern and a Feeder School the same?
A. No. A feeder pattern refers to the situation when students attend one school and upon completion move to another school, e.g. Elementary to Middle School/ Middle School/ to High School. A feeder school is any public/ private school that is served by a designated host center (e.g. students from one middle school feed into another middle school that is a host center).
Q. If a high school is designated in need of improvement, can a program meet its numbers by serving all the middle schools in the feeder pattern, plus the high school?
A. Yes, applicants can establish this type of feeder pattern.
Q. A number of schools in our district who are not Title 1 campuses, but have a growing number of minority students and a wide disparity in achievement rates, have expressed interest in participating in the 21st CCLC program. Can these centers be included in the grant application?
A. No. All schools must be Title I or serve 40% or more students identified as economically disadvantaged as indicated in the data submitted to PEIMS. Please see page 9, Part 2: Program Guidelines for full details on eligibility requirements.
Q. We plan to work with a school district that does not have any schools that have the status of Title I, Part A, Campus in Need of Improvement for 2008-2009. I was told by the assistant principal that their school was rated “Acceptable” after an appeal. Does this disqualify us from working with that campus?
A. No. The school must be designated Title I or serve 40% or more students identified as economically disadvantaged as indicated in the data submitted to PEIMS to be eligible for submission in the application. Schools identified as in need of improvement (Title I, Section 1116 School Improvement) will be given priority points. Please refer to page 9, Part 2: Program Guidelines for a full list of eligibility requirements.
Q. Is there no longer a student measurement of 80% attendance for the program year for Cycle 6? A positive outcome for Cycle 6 is a student attending program for 30 days or more for the program year?
A. One goal in regards to attendance for participants in the 21st CCLC Program is to provide activities which will encourage student participation in the FULL, COMPREHENSIVE program. Per the definition of a Regular Student on page 19 of Part 2: Program Guidelines, a regular student is one that attends the program 30 days or more during the school year, but nowhere does it indicate that this is the measure. However, research indicates that students, who attend regularly, show positive outcomes in academics, behavior, etc. The information in THIS cycle is relevant to this cycle only and should not be used for interpretation in other cycles.
Q. Can a Pre-K only center be included in the 21st CCLC, Cycle 6 Year 1 grant?
A. No, a Pre-K only center cannot be served/ included. Services can be provided to Pre-K students who are siblings of students enrolled in the 21st CCLC program. However, please note that Pre-K students cannot count towards the number of regular, unduplicated students served at a center.
Q. Does a high school need to be included in the 21st CCLC program in order to achieve and track improvements in the graduation rate?
A. No, however graduation rates are applicable only to high schools. A high school is not required to be included in the 21st CCLC program but is a preference. Please note that if a high school is not included in the application then it is acceptable to write 'N/A' for performance measure #7 on Schedule #4C, Part 2: Performance Targets.
Q. What documentation does a private school need to have to prove that 40% of their students are low Socio Economic Status (SES)?
A. Section 1120(c)(1) of the Title I statute and §200.78(2) of the regulations allow an LEA to calculate the number of children who are from low-income families and attend private schools in several ways. A private school could use something similar.
· Using the same measure of poverty. If available, an LEA should use the same measure of poverty used to count public school children, e.g., free and reduced price lunch data.
· Using comparable poverty data from a survey and allowing such survey results to be extrapolated when complete actual data are unavailable.
· Using comparable poverty data from a different source. If data from the same source used for public school children are not available, an LEA may use poverty data for private school children that are from a different source than the data it uses for public school children so long as the income threshold in both sources is generally the same. For example, an LEA uses free and reduced price lunch data but private school children do not participate in the free lunch program; however, private school officials are able to provide an LEA with a count of children who are from low-income families using other sources of poverty data such as Temporary Assistance to Needy Families (TANF) or tuition scholarship programs. If the different sources use different definitions of low-income, an LEA would need to adjust the results accordingly.
· Using proportionality. An LEA may apply the low-income percentage of each participating public school attendance area to the number of private school children who reside in that school attendance area. To do this, an LEA will need the addresses and grade levels of those students attending private schools.
Applicants will need to maintain appropriate documentation to support their method of calculating the number and percentage of students from families of low Socio Economic Status (SES) that attend private non-profit schools and participate in the 21st CCLC program. Since there are several ways to calculate the SES, as described above, the document to demonstrate that the LEA adheres to the 40% requirement may vary.
Q. Can only low Socio Economic Status students attending the private school participate in 21st CCLC? If so, do those students have to provide documentation of their low income status?
A. No. Once a private school proves that it serves a high percentage of students from low-income families (40% economically disadvantaged), all students from the school are allowed to participate in the 21st CCLC program. Proving low socioeconomic status of individual students is not required since eligibility is campus based. All applicants must complete Schedule # 4E-Private/ Non Profit School Participation whether or not any private nonprofit schools are participating.
Q. Has the funding amount per center doubled?
A. Funding will be based on the following two factors: First, the number of centers an applicant proposes to operate, and second, the total number of regular, unduplicated students that will be served at each center (a regular student is one that attends the program for at least 30 days). Please see the Funding Methodology section, page 24, Part 2: Program Guidelines for information on funding.
Q. Can an applicant request funding for more than 10 centers in their 21st CCLC application if the total amount requested is less than the $2,000,000 maximum? For example, 12 sites to serve 150 students at each center = $140,000 per site x 12 sites = $1,680,000.
A. No, the maximum number of centers per applicant is 10. However, an applicant could include feeder school(s) for one or more centers. For example, if the center is at campus A then students from campus B could be transported to campus A for 21st CCLC program activities. Grant funds can be used to pay the cost of transporting students to/from the sites.
Q. If we exceed the projected number of students at a center, would we qualify for increased funds?
A. No. You will only be eligible to receive funding for the number of students stated in your original grant application.
Q. If centers plan to serve more than 233 students does the school district need to fund the additional students using the formula outlined in the Funding Methodology section of Part 2: Program Guidelines
A. No. This would be a local decision.
Q. Please explain the statement, “… funds for multiple centers cannot be pooled and divided in any other proportion than that applied for.” (See Application Funding section, second paragraph, on page 24, Part 2: Program Guidelines.) Can you please provide an example?
A. If an applicant applies for $240,000 to provide program services to 150 students at Center A and 100 students at Center B, then the applicant will need to ensure that they spend $150,000 to provide services at Center A, and $100,000 to provide services at Center B.
Q. How would a fund decrease be handled if we serve fewer than the number of regular unduplicated students stated in our approved grant application?
A. TEA would use the formula outlined in the Funding Methodology section of Part 2: Program Guidelines to calculate the reduction in the grant award. For example, if you were funded to serve 150 students, and you only served 125 students then your funding would be reduced by $800 x 25 students = $20,000 reduction in the grant award.
Q. Are costs associated with both internal and external evaluations included in the 5% administrative cap?
A. Yes. However, please note that you may not include evaluation costs in your year 1 budget. Evaluation costs may be budgeted in year 2. An errata will be posted to clarify this issue.
Q. Are the Project Director and Site Coordinator positions considered to be program or administrative costs?
A. Project Director and Site Coordinator positions are considered program costs.
Q. What are the priorities for funding of the 21st CCLC Cycle 6 Year 1 grant?
A. Please refer to pages 8 and 30, Part 2: Program Guidelines for a full list of priorities for this RFA.
Q. Will bonus or extra points be given for grants having a junior high or high school program?
A. No. Priority points will not be given for middle and high schools. Please refer to page 30, Part 2: Program Guidelines for a list of priorities for funding.
Q. On page 30, Part 2 Application Guidelines, the Priorities for Funding are outlined. We are confused by the wording of the priority in the second row. Please give an example of how an applicant can receive both the 10 points identified in the first row and the 5 points in the second row.
A.
a) Applicants will receive 10 priority points if at least half of the schools they propose to serve are designated as In Need of Improvement.
b) The applicant would be eligible for 5 priority points in either of the following two scenarios:
i. If the applicant received the 10 priority points, they will receive 5 additional points if at least one school that they propose to serve feeds into a school designated as In Need of Improvement, e.g. a Middle school not designated as In Need of Improvement feeds into a High School designated as In Need of Improvement; or,
ii. If an applicant did not receive the 10 priority points, they will be eligible for 5 priority points if at least half of the schools they propose to serve feed into schools designated as In Need of Improvement).
Q. Please clarify the following question on Schedule 4A, Chart 2 - Does applicant propose to serve 50% or more eligible schools designated as In Need of Improvement?
A.This question relates to the priorities for funding outlined in the question above.
Q. Can 21st CCLC Cycle 6 Year 1 funding be used to provide a Summer Term program only?
A. No. Funding must be used to provide program services during the Fall 2009, Spring 2010 and Summer 2010 Terms.
Q. Payment of stipends to students or family members to participate is listed as an unallowable use of grant funds on page 26, Part 2: Program Guidelines. Can the grantee use local (i.e. not 21st CCLC grant) funds to pay stipends to students to provide mentoring/tutoring services to other students?
A. Yes. However, the applicant would need to follow their local policies.
Q. If an applicant proposes to operate a center that will serve less than 100 students, will this affect our chances of being funded?
A. No. All Applications will be reviewed and scored according to the procedures outlined on pages 8 – 12, Part 1: General and Fiscal Guidelines. Please also see page 30, Part 2: Program Guidelines for a list of Priority Points available for this grant application. In addition, please see FAQ #9 for information on how funding per center will be based on the number of regular, unduplicated students that will be served.
Q. How would an applicant demonstrate that they were not requesting the full amount of money required to fully fund their proposed 21st CCLC program?
A. The total amount needed to fully fund the program must be based on a comprehensive needs assessment of the campus, and the amount must be reasonable and necessary to provide high quality programming to students and adults. Please complete Chart 1, Schedule #4A—Program Abstract: Part 2 with a list of alternate funding sources to be used to fully fund your proposed program.
Q. Can funds be used for individual athletic scrimmages (not tournaments or league play) between the soccer teams of two 21st CCLC sites?
A. In order to be allowable, these types of recreational/enrichment activities must meet a need as identified in the Campus Needs Assessment and must be open to all students participating in the 21st CCLC program. In addition, the soccer teams must not be associated with any other program or activities other than 21st CCLC.
Q. Can an applicant include the cost of providing the facilities for the 21st CCLC program in Charts 1 & 2: 21st CCLC Program Funding, Schedule #4A-Program Abstract, Part 4: Application?
A.Yes. However, given the need for applicants to provide additional resources in order to provide a comprehensive program to both students and adults, TEA would expect that only a small portion of the additional funds be in the form of in-kind contributions. In addition, reviewers will be instructed to take into consideration the percentage of cash sources of funding, e.g. Optional Extended Year Program (OEYP), Investment Capital Funds (ICF), and local funds, as opposed to in-kind contributions.
Q. Please clarify the rationale for not allowing costs associated with an independent evaluation in year 1?
A. An independent evaluation may not be budgeted in year 1 as the 21st CCLC program will need to have been in operation for at least one year before an in-depth evaluation is likely to provide accurate and useful information that applicants/grantees could utilize to improve their 21st CCLC program. However, please note that an independent evaluation is separate from the regular on-going internal monitoring and evaluation that should be conducted in both year 1 and throughout the grant period. The Grantee must conduct on-going internal monitoring and evaluation and make program improvements as necessary. This process is vital to ensure the program activities/services offered are of high quality and are meeting the needs of the students being served.
Q. Will costs associated with an independent evaluation be allowed in year 2?
A. Yes. However, costs associated with an internal or external independent evaluation will be considered an administrative cost.
Q. Would the purchase of equipment related to technical and certification programs such as Ag Energy, Automotive Service Excellence (ASE), and welding be an allowable cost?
A. No, 21st CCLC funds cannot be used to purchase this type of equipment.
Q. We are looking at serving several campuses at a central location. We are planning on providing transportation from the home campus to the center. However, transportation from the center to the home would be the responsibility of the parent. Are grantees required to offer transportation to and from the center and home?
A. No. However, if the program is at a center other than the home campus, the applicant must provide transportation from the center back to the home campus, and the parents would pick up their children at the host site/center. Applicants must describe in their application how the transportation needs of participating students will be addressed.
Q. Are extra funds available for rural applicants to offset the increased transportation costs?
A. No. TEA has increased to $200,000 per center which does require additional funding to support it. TEA does not intend to pay for the full costs of implementing the after school program. Seeking additional funding resources is required for the collaboration and comprehensive planning and budgeting to include establishing sustainability.
Q. Can an applicant attach a budget summary for each center included in their grant application?
A. No. Any documentation that is included in the application that is not required will be removed prior to review and scoring. However, each applicant should develop a per center budget, and retain this for their own records, since centers are only permitted to use funds allocated for services at their specific center.
Q. If an applicant proposes to serve 150 regular, unduplicated students but actually serves 175 students would their year 2 funding be based on 150 or 175 students?
A. 150 students.
Q. Are LEAs required to submit proof of their financial stability with their application?
A.No. However, as stated on page 4: Standard Application System (SAS), and page 8, Part 3: Schedule Instructions: ‘All public school districts, open enrollment charter schools, and education service centers (ESCs) must be in compliance with submitting the required annual audit for the immediate prior fiscal year to TEA in the time and manner requested by TEA, and the audit must be determined by the TEA Division of Financial Audits to be in compliance with the applicable audit standards. All applicants must be deemed by TEA to be financially stable at the initial time of preliminary selection for funding in order to receive a grant award. The TEA Division of Financial Audits will determine financial stability based on the required annual audit for the immediate prior fiscal year’.
Note: All other applicants must submit proof of financial stability along with the application as stated in the instructions.
Q. Can a fee be charged of participants in the program?
A. No. Fees may not be charged for either student or adult participants in the 21st CCLC program. Please see page 26, Part 2: Program Guidelines.
Q. Can TEA elaborate on the number of required trainings for 21st CCLC Cycle 6 Year 1?
A. Please see TEA requirements 5D and 5E, page 19, Part 2: Program Guidelines.
Q. Does a 21st CCLC Cycle 6 Year program need to be fully operational, e.g. with students and adults attending the range of activities outlined in the approved application by Tuesday, September 8, 2009?
A. Yes.
Q. Page 23, Part 2: Program Guidelines states that ‘Copies of evaluation reports received from the evaluator by the grantee must be submitted electronically to TEA 21st CCLC program manager within 10 working days’. Does this mean that the grantee is required to submit a copy of an evaluation report within 10 days of receiving it from the evaluator?
A. Yes. Please also see the Funding section which clarifies that costs associated with an independent evaluation may not be budgeted in year 1, but that this is separate from the regular on-going internal monitoring and evaluation that should be conducted in both year 1 and throughout the grant period.
Q. As a grant writer, if I am hired to write the proposal for this RFA, can I write myself into the grant to con duct the evaluation for the program?
A. No. This poses a conflict of interest and is not allowed. A grant writer who designs and develops a program and then seeks to evaluate the program cannot remain independent and objective. Please see the Limitation on Contracted Evaluators section, page 23, Part 2: Program Guidelines.
Q. The Program Requirements for 21st CCLC Cycle 6 Year 1 are different from those in 21st CCLC Cycle 5 Year 1. Which program requirements are relevant to 21st CCLC Cycle 6 Year 1?
A. The program requirements listed in the Statutory Requirements and TEA Requirements sections of Part 2: Program Guidelines, Cycle 6 Year 1 RFA are the only requirements that apply to 21st CCLC Cycle 6 Year 1. Program Requirements listed in RFAs related to previous cycles apply to those cycles only.
Q. Does the fiscal agent have to be a School District? The Notice of Intent to Apply states “the undersigned school district hereby files a Notice of Intent to Apply”?
A. No. Please refer to page 8, Part 2: Program Guidelines for a list of eligible entities.
Q. Is an important piece of the eligibility of nonprofit and faith-based organizations for the 21st CCLC a collaboration/partnership with specific schools?
A. Yes. Partnerships and collaboration with school districts is imperative as their cooperation is essential due to certain requirements such as student information, data collection, recruitment, transportation for students, and provision of program services.
Q. For Shared Service Agreements, would each district be listed as a subcontractor under 6200 (page 42 of the SAS)? If yes, do budget amendment guidelines apply to each district as a subcontractor or to the grant overall?
A. No. In the scenario described each district and the amount they would be receiving would be listed on Schedule #2, Part 2: Participant List, only. The applicant will need to provide a breakdown of how these costs will be used as part of the overall budget listed on Schedules 5-5G.
Q. Page 32 of the SAS has the applicant stating the amount each school district is receiving as part of the Shared Service Arrangement. Do we need to again repeat that amount in each school district’s MOU?
A. Yes.
Q. If we contract with a CBO to manage a site – are we required to include a memorandum of understanding and proof of their non-profit status? Or just their contract with cost breakdown?
A. You will need to provide a written agreement (see TEA Requirement #7A-D, pages 20-21, Part 2: program Requirements), but not proof of their non-profit status, and list them in Schedule #5C, with a breakdown by budget categories if the contract will be greater than $10,000.
Q. If a center does not have any feeder schools or adjunct sites, do we need to complete chart 1?
A. No. However, please write ‘no feeder/adjunct sites for this center’ in the box below this chart.
Q. Our school currently has 5 campuses, each campus is divided into 2 schools (K-5 and 6-12), each with their own CDC number. Can we include each campus as its own center or would each school have to be an individual center because of their unique CDC numbers?
A. In this situation, each school (K-12) could serve as a center or as a feeder/adjunct site for another center.
Q. Can an Institute of Higher Education be the fiscal agent for a 21st CCLC grant?
A. Yes. Please see page 8, Part 2: Program Guidelines for a full list of eligible applicants.
Q. If we do not have any feeder/adjunct sites do we need to complete charts 1- 7 in Schedule #4A, Part 1: Center Information?
A.
· Chart 1 – No.
· Chart 2, 3, & 4 – You must enter the required information on the center in the host site column.
· Chart 5 – You must enter required information on the center in the host site row.
· Chart 6 & 7 – These two charts must be completed as they collect information on the center rather than feeder/adjunct sites.
Q. Can we add additional objectives in Charts 1 & 2, Schedule #4A—Program Abstract: Part 3?
A. No, the objectives must be those stated in chart 1. However, each objective may have multiple classification categories. Please also note that in Chart 2 applicants are required to only enter the objectives they will focus on in year 1.
Q. We have a school that is open from 8am-3pm. However, some students are released early at 12 noon. Can we provide 21st CCLC services to those specific students after 12 noon, e.g. during the regular school day?
A. Yes, however, if awarded, the grantee must collect adequate documentation to verify schedules to ensure that students are not attending 21st CCLC programs as part of their regular school day.
Q. Can we provide a credit recovery program in the 21st CCLC program that builds upon an existing program that takes place during the regular school day?
A. Yes. However, you would need to ensure that the credit recovery program component of the 21st CCLC program meets an identified need from the Campus Needs Assessment and supplements-not-supplants the credit recovery program operating during the regular school day. The activities to support credit recovery should not be the exact same as offered during the day.
Q. Can a feeder school of a center listed in a cycle 4 or 5 application be included as a Center in the cycle 6 application?
A. No. Schools included as host sites, feeder schools or adjunct sites in Cycles 4-5 are not eligible for inclusion in Cycle 6.
Q. If a school currently offers an out-of-school-time tutoring program for approximately 30 students, for one hour, two days per week how could it use the 21st CCLC, Cycle 6, Year 1 grant to supplement-not-supplant its current program?
A. The applicant would need to ensure that the proposed comprehensive 21st CCLC program, which includes activities in each of the four categories listed in the Four Component Activity Guide, was based on the Campus Needs Assessment and was over and above the current out-of-school-time tutoring program. In addition, the 30 students could only be counted in the number of regular, unduplicated students to be served in the proposed 21st CCLC program if they participate in additional afterschool activities provided by this grant that either take place at times, or days when the locally funded current tutoring is not in session. There would also need to be clear time and effort records and program records to show the separation of services for audit purposes.
Q. On Chart 6: Program Hours, Schedule #4A, Part 1: Center Overview applicants are asked to indicate the number of weeks in service. Does this mean the total number of calendar weeks or the total number of weeks that program services are offered to students?
A. An applicant must enter the total number of weeks that program services will be offered to students.
Q. In Schedule 4A—Program Abstract: Part 1: Center Information, Chart 7: Program Hours, are applicants required to enter the number of hours, or the actual hours of the day when program services are offered to students? Please provide an example.
A. Applicants are required to enter the actual hours of the day when program services are offered to students, e.g. 7-8 AM and 2pm – 5pm. In addition, they are required to enter the total number of hours, e.g. 12 or greater.
Q. Are the Project Directors and Site Coordinators considered full-time (minimum of 30 hours per weeks) positions?
A. Yes.
Q. How many Project Directors are required if the applicant proposes to operate 10 centers?
A. One. A full-time (minimum 30 hours per week) Project Director must oversee all grant activities at centers included in the grant application. Please see page 16, Part 2: Program Guidelines.
Q. Is a full-time (minimum 30 hours per week) Site Coordinator required for each center?
A. Yes. A Site Coordinator is required for each center unless only one center is submitted for funding in the application.
Q. What are the responsibilities associated with the Site Coordinator position?
A. Please see page 17, Part 2: Program Guidelines for the full list of required functions for the site coordinator. It is the applicants’ responsibility to propose how the functions of this position will be met in order to fully satisfy all the requirements expected of the position.
Q. Is there a maximum number of centers that a Project Director can manage?
A. No. However, the applicant must ensure that the Project Direct has sufficient time and resources to meet all of the functions listed on page 16, Part 2: Program Guidelines. In addition, we would not expect that a Project Director could oversee more than the 20 center maximum outlined in the 21st CCLC Cycle 5 Year 1 RFA.
Q. Can an individual who is currently the Project Director at four 21st CCLC Cycle 4 centers take on the responsibility of overseeing activities at ten 21st CCLC Cycle 6 centers, e.g. 14 centers in total?
A. Yes. However, as stated above, the applicant must ensure that the Project Direct has sufficient time and resources to meet all of the functions listed on page 16, Part 2: Program Guidelines.
Q. Can a lead teacher or a potential future administrator fulfill the Site Coordinator role?
A. No. the Site Coordinator is the equivalent of a full-time position that will perform the function and tasks related specifically to the 21st CCLC activities on a full-time basis. The requirements of the Site Coordinator Position are extensive and will require a full-time person who is available during the school day, as well as before and after the program, to devote to the management of this program. A lead teacher or administer with other full-time classroom/teacher/administrative duties working during the school day will not be able to fulfill all of the requirements outlined in TEA Requirement #4B, page 17, Part 2: Program Guidelines.
Q. Can a retired teacher serve as a Project Director or Site Coordinator?
A. The Project Director and Site Coordinator positions are full-time, with a minimum of 30 hours per week to be spent on 21st CCLC program activities. Persons selected to fulfill these positions must be able to meet all of the requirements listed on page 16, Part 2: Program Guidelines.
Q. Can two (or more) individuals fulfill the requirements associated with the Site Coordinator Positions, e.g. one individual on Monday to Wednesday, and another from Thursday to Friday?
A. No. In order to ensure consistency and continuity, the Site Coordinator position must be held by one person.
Q. Can the Project Director position be filled by more than one individual?
A. No.
Q. Can the applicant include a position to act as the supervisor/manager of the Project Director?
A. Yes. However, please note that salaries and benefits for staff who supervise program staff would be considered an administrative cost, and subject to the 5% administrative cost cap. Please see page 42, Part 3: Schedule Instructions for additional information.
Q. Can the applicant propose to have the Project Director position filled by a senior member of staff who dedicates 10% of their time to 21st CCLC, and a more junior member of staff act as the Assistant Project Director who dedicates at least 30 hours per week to 21st CCLC activities?
A. No. The individual who fulfils the Project Director role must dedicate a minimum of 30 hours per week to 21st CCLC grant activities, and fulfill all of the requirements outlined on page 16, Part 2: Program Guidelines.
Q. Is the Summer Program expected to be run in June?
A. The summer program (operating for at least four hours per day, four days per week, for at minimum of 4 weeks) can run anytime between the end of the Spring Term and July 31, 2010.
Q. Many schools only offer a 3 week summer school schedule; can we offer a three week summer program at 8 hours per day and still remain in compliance?
A. No. As stated in TEA Requirement #6E, page 19, Part 2: Program Guidelines a summer program must operate for at least four hours per day, four days per week, for a minimum of 4 consecutive weeks.
Q. Can we target grades K-8 during the school year, and then target only specific grades for a summer transitions program?
A.No. Rotation of student participation is not allowed as stated on page 19, Part 2: Program Guidelines. However, you are permitted to provide transition programs, but they must be open to all students irrespective of their grade level.
Q. Can we meet the 4 week summer program requirement by offering a 1 week summer transition program in August, and then run a 3 week summer program in June/July?
A. No. The summer program must run continuously.
