Request for Applications (RFA)

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1 California Community Colleges Chancellor s Office Division of Educational Services Request for Applications (RFA) Program The California CCAP STEM Pathways Academy Grant RFA Specification Number Program and Funding Fiscal Year Program FY 18/19 to 23/24 Funding FY 18/19 Funding Source Proposition 98 General Fund Request for Application Release Date November 5, 2018 Application Deadline Applications must be received at the Chancellor s Office: Friday, January 25, 2019, 5:00 p.m. PST Questions Deadline Written questions concerning the specifications in this Request for Applications must be submitted by to Koney Austinn, kaustinn@cccco.edu by November 9, Application Webinar The Chancellor s Office is conducting a webinar to assist applicants with technical questions related to this RFA. Please see page 22 for details on date and registration information.

2 Table of Contents A. Introduction... 4 B. Eligibility... 4 C. Category for Which Funding is Available... 6 D. Purpose and Objectives... 6 E. Outcomes for Each Projects F. Application Clarification G. Application Format and Instructions H. Data Collection & Reporting I. Application Technical Assistance Webinar J. Rejection of Application K. Rubric and Scoring Criteria L. Notification of Intent to Award M. Grant Appeal Procedures N. Grants Calendar of Dates Appendix A Grant Application Forms... Appendix B Grant Reporting Forms... Appendix C Legal Terms and Conditions... Article I Program-Specific Legal Terms and Conditions Article II - Standard Legal Terms and Conditions A1 B1 C1 2

3 California Community Colleges Chancellor s Office RFA Specification Number: RFA Title: The California CCAP STEM Pathways Academy Grant Program Division: Academic Affairs Division Vice Chancellor: Alice Perez Division Dean: Raul Arambula Program Staff Contact: Koney Austinn Program Grant Monitor Raul Arambula Funding Period: FY through FY Funding Source: Proposition 98 General Funds Total Funding Available $10,000, Required Match 4% Eligible Applicants California Community College Districts with approved CCAP partnership agreements on file with the Chancellor s Office through the year (or) a signed Memorandum of Understanding (MOU) currently in place between the District and one or more private businesses in technology, manufacturing, or health care. Maximum Award Amount Award Periods and the Number of Awards: Up to $1,428,571 (Refer to Section A. for maximum award amounts) Performance Period: 4 years, 9 months April 1, 2019 December 31, 2023 Number of Awards: Up to seven awards, not exceeding one award per region 1. 1 A region is defined as one of the seven Economic Development and Workforce macroregions throughout California 3

4 Instructions and Specifications for the RFA for the Community Colleges A. Introduction The California CCAP STEM Pathways Academy Grant Assembly bill AB 1809 (enacted 2018), a higher education budget trailer bill, appropriates funds to the California Community Colleges Chancellor s Office for a grant that supports public-private partnerships that will prepare California students for highskill jobs of the future in technology, manufacturing and health care. AB 1809 builds on the success of AB 288 (Holden, 2016) CCAP legislation. CCAP Partnerships offer dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, and helping high school pupils achieve college and career readiness. With AB 1809, Districts with active dual enrollment CCAP programs are encouraged to work closely via a formal agreement with K-12 and business/employer partners, to establish a sequence of courses beginning in the ninth grade that enable participating students to earn an associate degree within six years in a STEM (for purpose of this grant also includes healthcare) related field. This integration of academic and STEM related instruction with an emphasis on a STEM career pathway is intended to provide preparation for a career field, technical skill proficiency and/or credential, and also satisfy the requirements for a high school diploma and associate degree in a specific career field from a post-secondary program. In addition to the degree, participating students are to receive one-on-one mentoring, workplace learning, structured workplace visits, skills instruction, internships 2, and first-in line consideration for job openings with the district/college s partnering business. B. Eligibility Applicants must agree to the following standards and conditions to be eligible for the receipt of grant funds: 1. Only California Community College Districts may apply who currently have met at least one of the following conditions: a. A CCC Chancellor s Office approved College and Career Access Pathways (CCAP) partnership agreement pursuant to Section of the Education Code that will govern the delivery of the academic program to students and allocation of funding between the local educational agency and the community college district; and/or, 2 CA law permits both paid and unpaid internships; however, paid internships are a desired component of this grant. 4

5 b. a signed Memorandum of Understanding (MOU) currently in place between the District and one or more private businesses in technology, manufacturing, or health care. 2. Districts only partially fulfilling at the time of application one condition in item 1 above must satisfy the remaining condition within nine-months (up to December 31, 2019) from grant award to be eligible for continued funding. a. The MOU must obligate the business(es) (and District where applicable) to all of the following: i. Committing to place every student who successfully completes the program first in line 3 for a job; ii. Identifying mentor for every participating student; iii. Creating an up-to-date skills map for the industry or sector that identifies essential job requirements; iv. Collaborating with the CCAP partnership to identify the postsecondary two-year degree that will ensure participating students meet industry expectations and to validate the proposed scope and sequence; v. Providing work place visits, speakers, internships, and consideration for apprenticeships for participating students; vi. Collaborating with CCAP partnership staff to align technical skills and workplace competencies with curriculum, course offerings, and other resources; and, vii. Providing dedicated staff to work on the initiative, including an industry liaison who has the authority to coordinate with the CCAP partnership on the business partners behalf. b. The CCAP partnership agreement must demonstrate that curriculum in grades 9 to 14 inclusive, shall lead to an associate in science degree in a high-tech field, or an associate degree in transfer in a STEM field. 3. Requirements for Districts awarded these funds include: a. Ensuring that grant funds are not used to supplant existing funds being used to support current CCAP partnership related programs. b. Providing 4% matching funds. Matching funds can include but are not limited to general funds, in-kind funds, philanthropic funds, and other appropriate funds as determined by the Chancellor s Office. i. Categorical funds can also be used as matching funds, as long as it is permissible per the regulations of the chosen categorical. 3 For the purposes of this grant, first in line for a job is a commitment by the business partner to offer an interview 5

6 4. Colleges with participation experience in the Career Pathways Trust Consortium or the CCC Linked Learning Initiative are encouraged to apply. Grants will be awarded in a geographically diverse manner, with only one grant per region awarded. A region is defined as one of the seven Economic Development and Workforce macro-regions throughout California The Chancellor s Office reserves the right to make the final selection of projects and to modify project plans, scopes, and budgets. This RFA may be amended and reissued until all funds are allocated. C. Category for Which Funding Is Available The following category is available for funding in this RFA: Specification Number Specification Title California CCAP STEM Pathways Academy Grant Number of Grants Available Up to seven awards will be made; however, only one award per region is permitted. Funds Available per Grant Up to $1,428,571 Term of Grant Grants will be for 4 years and 9 months, from April 1, 2019 to December 31, At the end of the first full grant year, continued funding will be contingent upon satisfactory reporting, the achievement of performance goals, and the availability of funds. The Chancellor s Office retains sole discretion in the awarding of this grant. D. Purpose and Objectives This grant is a new approach to education that blends high school, community college and workplace skills in one. The CA CCAP STEM Pathways Academy Grant establishes public private partnerships that will prepare thousands of California students for high-skill jobs of the future in technology, manufacturing, and health care. Interested applicants are encouraged to think broadly and creatively in terms of how technology is applied within the all industry classifications when considering possible business partners within your region, as well as considering the Chancellor s Office as a resource to help identify potential business partners. The CA CCAP STEM Pathways Academy Grant seeks to provide the following five core benefits to students: 6

7 1. A rigorous, relevant and cost-free education in grades 9 to 14 focused on the knowledge and skills students need for Science, Technology, Engineering and Math (STEM) careers; 2. Workplace learning that includes ongoing mentoring by industry professionals in the chosen career sector, worksite visits, speakers and internships; 3. Intensive, individualized academic support by both K-12 and college faculty within an extended academic year or school day that enables students to progress through the program at their own pace; 4. An opportunity to earn an associate of science degree, or an associate degree for transfer in a STEM field; and, 5. A commitment to students who complete the program to be first in line for a job with the participating business partners following completion of the program. Responsibilities of Partners K-12 Education: Essential responsibilities of K-12 partners 4 include: 1. Committing to fully implement a model that reflects a joint partnership to implement a re-designed high school experience with a focus on careers and a college degrees within the CCAP framework, serving all students in the same common location beginning in 9 th grade to assure that all students have a consistent, innovative program and college and career culture and all faculty have the opportunity to collaborate and focus on instructional and support services; 2. Forming a strong partnership, documented in a formal agreement, with the higher education and business/employer partners and any other community partners; 3. Recruiting academically at-risk and other under-represented students for enrollment; 4. Identifying potential school leaders who have demonstrated the ability to drive exceptional student outcomes; are dedicated to working with under-served students and their families; can provide the leadership skills essential for program success; and can integrate high school, college, and work-based 4 K-12 partnership is with the school district and/or the county offices of education per EDC Sect

8 learning experiences, and in cases where a new school leader is hired, working with the higher education and business/employer partners to select the school leader; 5. Working with higher education and business/employer partners to develop a seamless scope and sequence of courses that enable all students to earn an associate degree within six years (at their own pace) and that includes workplace learning; 6. Establishing a college-going culture for all students that begins on the first day of 9 th grade and continues throughout all 6 years of the program, engaging students in instruction on key college knowledge, academic and personal behaviors such as time management; collaboration; problemsolving; leadership; study skills; communication; and tenacity. Credit-bearing college course work and tutoring should be introduced no later than the 10 th grade. 7. Introducing the career and industry focus for all students beginning on the first day of 9th grade and continuing throughout the six years of the program by infusing workplace skills and industry content into academic courses and offering time in the school schedule and calendar for the full range of workplace learning, e.g. mentoring, workplace visits, job shadowing, internships, etc; 8. Offering multiple pathways for students with varying levels of academic achievement in 8 th grade to participate and complete the full six year program successfully; 9. Preparing students for college-level coursework, so remedial coursework at the post-secondary level is not necessary; and, 10. Providing relevant and ongoing professional development for the principal/school leader and all participating teachers, including support and frequent exchanges during the school year. 8

9 Higher Education: Essential responsibilities of higher education partners include: 1. Forming a strong partnership, documented in a formal agreement, with the K- 12 and business/employer partners and any other community partners; 2. Identifying appropriate college courses to include in the program s scope and sequence, ensuring that students can earn an associate degree within six years of beginning the program; 3. Identifying appropriate coursework and experiences to introduce students to college course work beginning no later than the 10 th grade; 4. Working with the high school to determine which courses will be taught by college faculty, which by high school teachers with adjunct status, and which by a combination of the two (and ensuring the appropriate college-level rigor of courses taught by adjunct faculty); 5. Collaborating with high school faculty to ensure that course content will prepare students for college work; 6. Collaborating with high school faculty to develop innovative approaches for early diagnosis and interventions for students who require additional academic assistance; 7. Collaborating with business/employer partner(s) to align college coursework with relevant technical skills and workplace competencies, as defined by industry; 8. Maintaining student advisory resources and credit transfer policies that protect the pathway to degree completion for participating students; 9. Committing to maximize available funding streams (in addition to the grant appropriation); and, 10. Providing dedicated staff to work on the initiative, including a College Liaison who has the authority to coordinate with the school on the college/university partner s behalf. 9

10 Business/Employer: Essential responsibilities of business/employer partners include: 1. Forming a strong partnership, documented in a formal agreement, with the K- 12 and higher education partners and any other community partners; a. Note, a community college and a K-12 partner can form partnerships with multiple business partners. For example: a K-12 partner may have a career pathway through their health AND engineering fields, and can have dual-enrollment for both type of courses. 2. Committing to place every student who successfully completes the program first in line for a job; 3. Identifying a mentor for every participating student (a sample commitment would be for mentors to participate in at least two face-to-face opportunities with their mentee per year and communicate with their mentee online every week with an approximate time commitment of 30 minutes per week); 4. Creating an up-to-date skills map for the industry/sector that identifies essential job requirements; 5. Collaborating with the K-12 and higher education partners to identify the post-secondary two year degree that will ensure students meet industry expectations and validating the proposed scope and sequence; 6. Providing workplace visits, speakers, internships and consideration for apprenticeships for participating students; 7. Collaborating with K-12 and higher education staff to align technical skills and workplace competencies with curriculum, course offerings, and other resources; and, 8. Providing dedicated staff to work on the initiative, including an Industry Liaison who has the authority to coordinate with the school on the business/employer partners behalf. 10

11 Grant Requirements The grants to be funded under this RFA will possess the following required elements: 1. Agreement by all partners to the responsibilities listed under the Responsibilities of Partners section. 2. A six-year curriculum, beginning in 9th grade, that integrates academic and STEM related instruction; emphasizes a STEM career pathway context; provides preparation for a career field; leads to technical skill proficiency or an industryrecognized credential; and satisfies the requirements for a high school diploma and associate degree in a specific career field from a post-secondary program. The six-year integrated scope and sequence will introduce college courses and experiences and workplace activities no later than the 10th grade and continue throughout the six years. 3. A program structure that brings all students to the same common location, beginning in the 9 th grade to assure consistent, rigorous services that are infused with the career focus and create a college-going environment; 4. Priority given to providing economically disadvantaged students, foster youth, students with disabilities and English Language Learners access to the full range of programming. The focus will be non-traditional college-goers and there should not be academic screening for applicants. In multi-district partnerships, equal opportunity to participate should be available to students in these groups from all partner districts 5. A governance structure that includes a steering committee and a description of the partnership s plan for program leadership, overall leadership capacity, and long term commitment to collaborative operation of the program; 6. A well-defined plan for the continuation and expansion of the program beyond the initial cohort of students and clear timeframes for full implementation of the program within the six-year first cohort period. This plan will include the number of students to be served in each cohort and at full implementation; 7. Ongoing opportunities for faculty to collaborate on instructional planning, joint inservice training of secondary and postsecondary teachers to implement the six year integrated scope and sequence, including college and career activities, effectively, as well as training of high school guidance counselors and higher education institution staff to recruit students and ensure program completion and college matriculation (should students decide to pursue a four-year degree); 11

12 8. Professional development plans to prepare instructors to teach in the integrated STEM curriculum. Professional development should provide opportunities for additional time for faculty to design new curriculum, develop new instructional practices, and collaborate with colleagues at partner institutions (particularly among secondary and post-secondary faculty) and should be concentrated in the planning year and other times when student schedules are not impacted, e.g. scheduled professional development days, times when students are participating in work site visits and other workplace learning, summers, etc.; 9. Plans that demonstrate how students will be supported in high school and college coursework through focused programs/strategies at the high school and the college over the course of the model; 10. College and career preparatory services, such as recruitment, career and personal counseling, and career assessment. College preparatory services must include the development of college and career readiness plans for each student. For age-eligible students, parental notification, approval, and sign off are required; 11. An agreement outlining how the safety and rights of students will be protected while they participate in work experiences for the program; 12. Demonstrated evidence of financial and programmatic sustainability through the program period and beyond; and, 13. Appropriately certified leadership and staffing with a clear responsibility for required reporting. E. Outcomes for Each Project The CA CCAP STEM Pathways Academy Grant intends to accomplish the following: 1. Develop programs of study in high-wage, high-skill, and high-demand career areas; 2. Align school, college, and community systems in these programs of study; 3. Increase opportunity and access to postsecondary education for academically atrisk, disadvantaged populations of students; 4. Support strong academic performance by program participants; 5. Promote informed and appropriate career choices and preparation; and, 12

13 6. Ensure that employers in key technical fields have access to a talented and skilled workforce. Through these programs of study, students will be able to earn transcripted college credit resulting in an associate s degree. Career pathways begin in 9th grade and provide a seamless sequence of high school and college study, including career and technical education and workplace learning, which culminate in an associate s degree. This is a six-year integrated program focused on two-year degree completion. This is not a program that provides transition to college such as a or 4+2 program. One example model for the grant is the P-TECH model, which New York State originated in The model is predicated on forming partnerships of school districts, community colleges, and committed business/employer partners. It is recommended that those who apply work with partners that have strong foundations is STEM and business partnerships such as the P-Tech model, Linked Learning, Makerspace, and/or MESA, programs. F. Application Clarification If any ambiguity, conflict, discrepancy, omission, or other error in this RFA is discovered, please notify the Chancellor s Office by November 14, 2018 of the error and request a written modification or clarification of the document. A clarifying addendum will be posted on the Chancellor's Office website. The Chancellor s Office shall not be responsible for failure of an applicant not having the most current information. The staff contact for this application is Koney Austinn; she can be reached by by at kaustinn@cccco.edu. The grant monitor is Raul Arambula; he can be reached by at rarambula@cccco.edu. G. Application Format and Instructions The following instructions prescribe the format and sequence for the development and presentation of the application. All questions must be answered and all requested data must be supplied. All narrative portions of the application should be in 12 point, Arial font, single-spaced, and with minimum 1 margins. There can be a one-page application cover. Applications in response to this RFA should propose implementing or expanding a California CCAP STEM Pathways Academy Grant. 13

14 1. Table of Contents The Table of Contents should be on a separate page, with each component of the application s narrative listed and page numbers indicated. 2. Need (Statement of Problem) Limit to four pages In a narrative format, concisely and clearly describe the applicant s need for the California CCAP STEM Pathways Academy Grant. Include the following: a. Description of the problem that this proposed grant program will address. b. Description of the district and college(s), including demographics, regional characteristics, and enrollment data. c. Description of any past efforts, resources, and/or support the applicant has invested to address the five core benefits (objectives) outlined in Section D of this RFA, and the number of students served via those efforts. 3. Response to the Need Limit to eight pages In a narrative format, address the applicant s response to the need for the California CCAP STEM Pathways Academy Grant. Describe how this proposal develops, enhances, improves, or expands existing efforts. Each application plan must do the following: a. Describe programs and services currently provided by the applicant that relate to the five core benefits (objectives) of this grant. b. Articulate targets for the number of students per cohort year projected to be served by the program over the six-year program period. c. Describe the communities served and what services will be provided to contribute to their success. Include how the plan will encourage enrollment of students who are socio-economically and racially diverse, the first to attend college in their family, foster youth, English language learners, and students with disabilities. d. Identify key strategies and implementation benchmarks for evaluating the progress of efforts to implement the California CCAP STEM Pathways Academy Grant. 14

15 e. Demonstrate the commitment of all partners to fulfill the items described in the Responsibilities of Partners section above. Provide details supporting how responsibilities such as first in line, mentorship, skills mapping, internships, and consideration for apprenticeships demonstrate the partner commitment. f. Describe the program plan in detail. Discuss the use of student time/extended time through a description of any extended day and extended year programming planned for the program. Indicate the focus of the program of study, including attainment of a high school diploma, associate degree and workforce preparation; plan for development of the detailed course of study; and how the program leverages the unique assets of each partner (K-12, higher education and business). g. Describe the program activities, business partner activities and links to the specialized curriculum that will develop the in-demand technical skills sought by business and industry in their region. The narrative will also describe the higher education coursework, support services and degree attainment pathway and its alignment with curriculum goals and regional employment needs. h. Describe the plan to provide support for students, including the development of the career plan and academic guidance to encourage completion of the program. In addition, the narrative should contain a discussion of the professional development plans to prepare instructors in the program to teach in the integrated and complex STEM curriculum that is proposed in this application. i. Describe how the grant will leverage new or existing resources and funds to ensure program sustainability beyond the life of the grant. i. Attach CCAP Partnership Agreement with the Chancellor s Office; Does not count against eight page limit. ii. Attach a signed Memorandum of Understanding(s) (MOU) between the CCAP partnership and one or more private businesses in technology, manufacturing, and healthcare. Does not count against eight page limit. iii. At least one condition above (i or ii) must be fulfilled at the time of application. Applicants with one unmet condition must at the time of application include a copy of a Board Resolution that demonstrates a timeline to have the unmet condition (a CCAP or MOU agreement) in place by December 31,

16 4. Workplan Use form in Appendix A The program Workplan has three components. Applications must clearly address all three components that are scored individually. a. Workplan - Objectives: Minimum required objectives should be itemized, numbered, and stated in the Workplan. Each of the five core benefits (objectives) listed in Section D of the RFA must be addressed in the Workplan. b. Workplan Activities: Activities are the basic steps required to achieve an objective. Activities must be outlined in the activities section of the Workplan for each objective. d. Workplan Performance Outcomes: Each objective must result in measurable outcomes that clearly link to the objective and activities. At a minimum, applicants must align each of the six performance outcomes prescribed in Section E of the RFA with at least one of the objectives. 5. Program Management Limit to two pages a. Describe your district s capabilities and knowledge in conducting and administering state-funded projects, as well as your ability to collect and report financial and program implementation data. b. Identify experienced and appropriate program administration and support staff with sufficient time allocated to ensure success for the California CCAP STEM Pathways Academy Grant. Include roles, and identify from the K-12, CCC, Business/Employer the designated implementation lead who will be responsible for coordinating and overseeing the planning and implementation of the program. Describe a governance structure that includes a steering committee. c. Provide a plan to identify school leaders who have demonstrated the ability to drive exceptional student outcomes; are dedicated to working with at-risk and underserved students and their families; can provide the leadership skills essential for program success; and can integrate high school, college, and work-based learning experiences. d. Provide a staffing chart for the California CCAP STEM Pathways Academy Grant. Does not count against two-page limit. 16

17 6. Application Budget Summary and Detail Use forms in Appendix A a. Complete the Application Budget Summary and Detail Sheets. When entering dollar amounts, round off to the nearest dollar. Do not type cents. Note: The purpose of the budget is to indicate whether the project is well planned and reasonable in scope. Technical errors in the budget will not necessarily result in a lower score if minor assistance from the Chancellor s Office can correct the error. To substantiate the Application Budget Summary, submit a Budget Detail Sheet for each funding source, including required matching funds if applicable. The Budget Detail Sheet lists the cost breakdown of each budget classification amount requested. Indicate specific rates and amounts attributed to requested grant funds. b. The indirect administrative costs (overhead) for the California CCAP STEM Pathways Academy Grant funding may be up to 4% of the total direct costs (line 8 of the application Budget Summary). Use the following formula to determine indirect costs: Total grant - (total grant/1.xx) = indirect administrative costs. Example (using 4%): $100,000/1.04 = $96,154 (direct costs) $100,000 = $96,154 (direct costs) + $3,846 (indirect costs) c. Failure to provide complete budget information in the format required may result in applications not being reviewed for funding consideration. d. The district/college Chief Business Officer s signature is required on the Application Budget Summary (using blue ink). e. For travel (Object 5000), district travel and reimbursement policies apply. Only travel necessary to the project is allowed. List travel purpose and estimated cost. 7. Overall Feasibility of the Project The reviewers will be making a judgment as to whether the project is realistically capable of attaining the required and proposed outcomes. Note: Section G(7) is for readers only and will be determined by what is written in other sections of the application (i.e., narrative, Workplan, budget, anticipated outcomes, etc.). 17

18 8. Sustainability of the Program Limit to two pages Funding for the California CCAP STEM Pathways Academy Grant is provided over the grant life cycle to resource implementation and support of the first cohort s initial four-years of the six-years required, after additional time for the award process and college planning and implementation is taken into account. It is the expectation that selected districts/colleges will sustain services and referral process during and beyond the grant period. The application must demonstrate how the college will sustain the program at the same or higher level after grant funds have expired at the end of the implementation period. In a separate section, labeled Sustainability of the Program, applicants must indicate how they will achieve sustainability by describing the funding sources, revised policies, and/or reallocation of human resources where applicable. 9. Application Submission An electronic PDF of the application must be received in the Chancellor's Office by 5:00 p.m. PST on Friday, January 25, a. PDF - Submit an electronic copy of the entire application in PDF format, via to Koney Austinn at kaustinn@cccco.edu. H. Data Collection and Reporting for Grant Recipients Expenditure data will be required for each program to ensure unexpended funds are returned to the state and outcome data will be needed to complete the annual and final narrative reports. Selected applicants will also be required to submit enrollment, performance, and employment data. Descriptive data will be required for each participating student. Data includes student identifier, gender, ethnicity, special population status, home high school, data of program entry, and career code. Program information will be required for each program. Data includes full time equivalents (FTE) of all school staff of administrative, classified, and faculty involved in the program, professional certification/licensure, and when applicable courses taught by the faculty. Student performance timelines, including expectations for credit accumulation in each year of the program necessary for associate degree completion for all participating students within the applicable time period. Delivery of performance measurements. The delivery performance requirements below are provided as a set of reporting expectations for each grant recipient. 18

19 Year 1: Upon the completion of the first year of the grant, the following elements will be measured and reported: This initial extended year is from the date of award to June 30, Creation of an up-to-date skills map by the business/employer partner for the industry/sector that identifies essential job requirements; The Steering Committee will demonstrate success in planning and developing a course of study for the program and Student Performance Timelines for the later years of the program; Evidence of existing or newly created MOU in place with a technology, manufacturing, or healthcare business partner; CCAP Agreement and MOU in place by December 31, 2019 for grantees not meeting both conditions at time of application. Recruitment and selection of staff (as needed); Design of six-year scope and sequence leading to the industry skills-map and an existing associate degree; Development of instructional modules for the first year of instruction; Identification, targeting, and enrollment of academically at-risk students for the first cohort; Identification of individuals who will provide mentoring for students; and Professional development for participating high school and higher education faculty has been conducted, and preparation of non-classroom program staff to offer adequate support to students has been completed. Year 2: Upon the completion of the second year of the program, which represents the first academic year, the following elements will be measured and reported: Year Number of students enrolled; Percent of enrolled students who are at-risk or otherwise under-served; Academic achievement levels and progress of enrolled students; Evidence that a cohort of students which is committed to a six year plan as outlined in application was recruited and has undergone its first year of study; Evidence that students have made adequate progress toward the completion of the planned curriculum for the program and the requirements for an associate degree in their first year of the program; Student participation in mentorships, workplace visits, speakers, internships and possibly apprenticeships. 19

20 Year 3: Upon the completion of the third year of the program, the following elements will be measured and reported: Year Number of students enrolled; Percent of enrolled students who are at-risk or otherwise under-served; Academic achievement levels and progress of enrolled students; Programs will demonstrate adequate levels of retention of students who entered in Year 1 (Cohort 1); Programs will demonstrate that a new cohort of students has enrolled in their first year of the program (Cohort 2); Students in both cohorts will demonstrate adequate progress toward completion of the curriculum, including attainment of college credit pursuant to the Student Performance Timeline; and Student participation in mentorships, workplace visits, speakers, internships and possibly apprenticeships. Year 4: Upon the completion of the fourth year of the program, the following elements will be measured and reported: Year Number of students enrolled; Percent of enrolled students who are at-risk or otherwise under-served; Academic achievement levels and progress of enrolled students; Programs will demonstrate adequate levels of retention of students who entered in Cohorts 1 and 2; Programs will demonstrate that a new cohort of students (Cohort 3) has enrolled in their first year of the program; Students in all three cohorts will demonstrate adequate progress toward completion of the curriculum, including attainment of college credit pursuant to the Student Performance Timeline; and Student participation in mentorships, workplace visits, speakers, internships and possibly apprenticeships. 20

21 Year 5: Upon the completion of the fifth year of the program, the following elements will be measured and reported: Year Number of students enrolled; Percent of enrolled students who are at-risk or otherwise under-served; Academic achievement levels and progress of enrolled students; Programs will demonstrate adequate levels of retention of students who entered in Cohorts 1 through 3; Programs will demonstrate that a new cohort of students has enrolled in their first year of the program (Cohort 4); Students in all four cohorts will demonstrate adequate progress toward completion of the curriculum, including attainment of college credit and degrees pursuant to the Student Performance Timeline; Data on students who have met the requirements for the completion of an associate degree or industry-recognized certificate or credential in their fourth year; Student participation in mentorships, workplace visits, speakers, internships and possibly apprenticeships; and Hiring of students who successfully complete the program by the business/employer partner, if applicable. Year 6: Upon the completion of the sixth and final year of the program, the following elements will be measured and reported: Year Number of students enrolled; Percent of enrolled students who are at-risk or otherwise under-served; Academic achievement levels and progress of enrolled students; Programs will demonstrate adequate levels of retention of students who entered in Cohorts 1 through 4; Programs will demonstrate that a new cohort of students has enrolled in their first year of the program (Cohort 5); Students in all five cohorts will demonstrate adequate progress toward completion of the curriculum, including attainment of college credit and degrees pursuant to the Student Performance Timeline; 21

22 Data on students who have met the requirements for the completion of an associate degree or industry-recognized certificate or credential; Student participation in mentorships, workplace visits, speakers, internships and possibly apprenticeships; and Hiring of students who successfully complete the program by the business/employer partner, if applicable. I. Application Technical Assistance Webinar To assist colleges with technical questions about this Request for Application, the Chancellor s Office will be conducting a webinar on November 14, 2018 from 10:00 11:00 AM. Potential applicants are encouraged to submit questions in advance of the webinar to kaustinn@cccco.edu. The webinar information as follows: Title: California CCAP STEM Pathways Academy Grant Application Webinar Link to access webinar: Telephone access to the webinar: Dial-In: Meeting Id: J. Rejection of Application The Chancellor s Office reserves the right to reject any and all applications received. An application shall be automatically rejected if: 1) The application is received at the Chancellor s Office later than 5 p.m. PST on Friday, January 25, ) The application is incomplete or fails to meet the requirements or specifications. 22

23 K. Rubric and Scoring Criteria If selected, California CCAP STEM Pathways Academy Grant applications will be recommended to the Board of Governors (BOG). Following is the scoring rubric and criteria for this RFA. There are a total of 100 points for the application. Criteria Maximum Value Statement of Need 10 Response to the Need 15 Workplan Activities and Outcomes 45 Program Management 5 Budget 5 Overall Feasibility of the Project 5 Sustainability of the Program 15 Total Possible Application Points 100 The following are descriptions of application score ranges: Satisfies all components (Qualifies to be recommended to the BOG) Score in maximum range: Points The application provides in-depth evidence of abilities defined by the specification, provides specific descriptions of how the requirements will be accomplished, and provides clear, detailed illustrations of a successful California CCAP STEM Pathways Academy Grant. Applications in this range could be awarded. Please note, only one award per Workforce and Economic Development macro-region is permissible. Satisfies few or no components (Does not qualify to be recommended to the BOG) Score in minimum range: <70 Points The application lacks the requirements defined within the application specification. Areas of the application lack description, or the response is significantly deficient concerning the application requirements. Applications in this range will not be awarded. 23

24 L. Notification of Intent to Award A master list of the scoring results for this RFA specification will be posted on the agency's website along with notification of intent to award those grants listed as "Funded." The notice will be posted for at least 10 business days. If appeals are filed during this period, the grants affected will not be awarded until the appeal is resolved. Final approval of a grant is contingent on the signature of the appropriate official representing the grantee and the deputy vice chancellor or his/her designee. District Superintendent/Chancellors and college presidents will be notified of the intent to award, if their application is selected, on Friday, February 1, Public notification of selected applications will be posted on the Chancellor s Office website. M. Grant Appeal Procedures An applicant may file an appeal of the proposed grant awards. The appeal must be in writing and be signed by the District Superintendent/Chancellor or designee. The appeal must be filed within 10 business days after the date notice of intent to award is posted. Appeals must be filed with the vice chancellor of the division responsible for funding the project (as identified in the RFA). The appeal must specify the grounds of appeal and must be based on the process and/or procedures used in the review and recommendation of applications for awards. The vice chancellor shall review all the information submitted with the appeal, consult with the Legal Affairs Division where necessary, and render a decision within 30 calendar days of the date of receipt of the appeal. The decision of the vice chancellor is final. 24

25 N. Grants Calendar of Dates for this RFA DATE November 5, 2018 MILESTONE RFA Released November 14, 2018 January 25, 2019 Application Technical Assistance Webinar (10:00 a.m.) Deadline for Submitting Application January 21, 2019 Proposals Read and Ranked February 1, 2019 Notification of Intent to Award February 15, 2019 Appeal Deadline March 1, 2019 Final Awards Announced March 18, 2019 Board of Governors Approval April 1, 2019 Grants Start Date December 31, 2023 Grants End Date January 31, 2024 Final Expenditure and Narrative Reports Due 25

26 Appendix A Grant Application Forms 1. Contact Page A-2 2. Application Workplan Instructions A-3 3. Application Workplan Form A-4 4. Application Budget Summary A-5 5. Application Budget Detail Sheets A-6 Appendix A-1

27 CHANCELLOR S OFFICE CALIFORNIA COMMUNITY COLLEGES CONTACT PAGE DISTRICT: COLLEGE(S): RFA SPECIFICATION NUMBER: TO BE COMPLETED BY CCCCO Grant Agreement No.: Proposal ID No.: Funding Status: Fiscal Year: Funding Source(s): Project Title: Institution: Address: City: State: Zip + 4: District Superintendent/President (or authorized Designee) Name: Title: Phone: ( ) Fax: ( ) Address: Signature : College President (or authorized Designee) Name: Title: Phone: ( ) Fax: ( ) Address: Signature : Responsible Administrator (Appropriate Program Area) Name: Title: Phone: ( ) Fax: ( ) Address: Signature : Chief Business Officer (or authorized Designee) Name: Title: Phone: ( ) Fax: ( ) Address: Signature : Appendix A-2

28 APPLICATION WORKPLAN INSTRUCTIONS The workplan is the statement of work for the proposed project for the California CCAP STEM Pathways Academy Grant. The form outlines the project s objectives, activities, outcomes, timelines, and responsible individuals. The workplan also serves as the major foundation for linking the various pieces of the proposal. Thus, it is important that objectives of the workplan are clearly stated and each corresponding activity delineated along with appropriate timelines, responsibilities, and outcomes. Objectives Section Project objectives must be based on the scope of the proposed project while remaining consistent with the Minimum Required Objectives identified in the RFA. The applicant must address these objectives for the project. Additional project objectives may be added. Objectives must be itemized and stated in measurable terms. The project objectives must be performancebased. List one objective per form, along with corresponding activities, measurable outcomes, timelines, and responsible individuals. Label the objectives in sequential order: Objective #1.0 at the top of page one, Objective #2.0 at the top of page two, and so forth. Additional pages of the form will be needed to address all of the project objectives. Activities Section Project activities are the tasks that need to be completed in order to achieve the project objectives. Activities and tasks are the basic steps that need to be taken to implement the project and to achieve results. Objectives and Activities must naturally link to outcomes. Major activities and tasks must be outlined in the activities section of the Workplan for each objective. Outline each of the activities that will be implemented to accomplish each of the project's objectives. Measurable Outcomes Section Each objective must result in measurable outcomes that clearly link to the objectives and activities. Describe the outcomes in quantitative terms. Address any performance outcomes unique to this project that will result from the implementation of the objectives and activities listed in the Workplan. Timeline Section Provide a calendar of projected completion dates for key activities within the project. Target months of completion for project objectives are preferable to specific dates. Responsible Persons Section Identify, by position, the individuals responsible for completing key activities. Partners from other entities should be included. Appendix A-3

29 Chancellor s Office California Community Colleges District: College(s): RFA Specification Number: APPLICATION ANNUAL WORKPLAN (BASED ON RFA SPECIFICATION, ONLY ONE OBJECTIVE PER PAGE. DUPLICATE FORM AS NEEDED.) OBJECTIVE: Activities Measurable Outcomes Timeline Month/Year Responsible Person(s) Appendix A-4

30 Chancellor s Office California Community Colleges District: College(s): RFA Specification Number: APPLICATION BUDGET SUMMARY Object of Expenditure Classification Line Total Grant Funds Requested Total Additional Funding 1000 Instructional Salaries* Non-instructional Salaries Employee Benefits Supplies and materials Other Operating Expenses and Services Capital Outlay Other Outgo 7 Total Direct Costs 8 Total Indirect (4% of Line 8) 9 Not applicable Total Program Costs 10 Address: Telephone: I authorize this total costs proposal as the maximum amount to be claimed for this project and assure that funds shall be spent in compliance with state and federal regulations. Project Director Name/Title: District Chief Business Officer: Authorized Signature Authorized Signature Date: Date: *Note: Grant funding cannot be used for classroom instruction. These costs must be paid through apportionment. Appendix A-5

31 Appendix B Grant Reporting Forms Chancellor s Office California Community Colleges APPLICATION BUDGET DETAIL SHEET District: College(s): RFA Specification Number: Program Year: Source of Funds: Object of Expenditure Classification Budgeted Expenses Total Direct Cost Total Indirect Cost (4 %) Total Funding Cost Appendix A-6

32 Appendix B Grant Reporting Forms and Instructions 1. Grant Reporting Instructions B-2 2. Semi-Annual Report Narrative B-3 3. Semi-Annual Report Expenditure Statement 4. Annual Report Narrative 5. Annual Report Expenditure Statement B-4 B-5 B-6 6. Final Report Narrative B-7 7. Final Report Expenditure Statement B-8 Appendix B-1

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