REQUEST FOR APPLICATIONS FUND FOR STUDENT SUCCESS Middle College High School (MCHS)

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1 CHANCELLOR S OFFICE CALIFORNIA COMMUNITY COLLEGES ACADEMIC AFFAIRS DIVISION REQUEST FOR APPLICATIONS FUND FOR STUDENT SUCCESS Middle College High School (MCHS) RFA No Specifications Application Instructions and Evaluation Criteria Funding Fiscal Year: Program Year: Application Deadline: The applications must be received at the Chancellor s Office by 5:00 p.m. on Monday, April 24, 2017

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3 SECTION I Introduction and Scope Table of Contents Page A. Introduction... 1 B. Scope... 2 SECTION II Request for Application (RFA) Specifications A. FSS MCHS Specification for Grant Awards... 1 SECTION III Application Instructions and Evaluation Criteria A. Intent... 1 B. RFA Funding... 1 C. Eligibility... 1 D. Resource/Reference Materials... 1 E. RFA Clarification... 1 F. Rejection of Application... 2 G. Application Review Process... 2 H. Selection of Readers... 3 I. Scoring Criteria... 3 J. Notification of Intent to Award Grant... 5 K. Grant Protest Procedures... 5 L. Application and Instructions... 5 M. Calendar of Key Dates SECTION IV APPENDIX A Article I: Article II: APPENDIX B Appendices Program-Specific Legal Terms and Conditions Standard Legal Terms and Conditions Grant Agreement Application Forms

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5 SECTION I Introduction and Scope

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7 Section I Introduction and Scope A. Introduction This year will mark twenty-five years the California Community Colleges Chancellor s Office has funded Middle College High School (MCHS) programs through the Fund for Student Success. The Chancellor s Office commitment to funding MCHS continues; the funding cycle for 2017 will entail a three-year RFA agreement to support seventeen colleges throughout the state. Now more than ever it is critical to work with our partners in K-12 to ensure students are not only ready to attend college but ready to succeed. MCHS partnerships remain commendable, as the students not only come away with a high school diploma many leave with a substantial number of transferable college units and a degree. By definition, the MCHS is a high school located on a community college and integrated into the college campus environment. The primary goal of the MCHS program is to reduce high school dropout rates by improving participating students academic skills, self-concept and self-esteem, and decision-making skills. Another important goal of a MCHS program is to increase college-going rates of at risk youth. In a successful MCHS program, we see improvements regarding student retention and academic performance, a decline in absenteeism, and attainment of their college and career plans. To accomplish these results, the MCHS program components include, at a minimum, peer models, counselors, tutors, small class size, and curricula responsive to student s needs and linked with effective supportive services. The MCHS program provides a supportive and challenging academic environment that incorporates motivational techniques and learning behaviors with innovative curricula promoting the building of academic skills and career development. The integration of motivational learning and academic skill building between high schools and California community colleges holds tremendous promise for reducing the state s high school rates. In California, the MCHS program model holds even greater promise for student success, due to three benefits not found in other states. The state s community college system offers residents the lowest fees in the nation, an open admission policy that provides opportunities for all residents to earn a degree, certificate or transfer, and a fee waiver or free college education for students with financial need. The community colleges are powerful engines of social and economic progress for Californians. For this reason, the 113 campuses are a crucial part of the state s solution to improve educational outcomes of underprepared students. MCHS staff are in key positions to convey this empowering information to families. Parents and students also need to understand the essential role a college education plays in providing students with RFA MCHS Feb 2017

8 2 Introduction and Scope the skill sets necessary to succeed in tomorrow s workforce, and that a community college is an excellent place to learn about future career options available to students with degrees and certificates. It is essential therefore, that MCHS staff carry these messages to parents and students in middle school as a central part of the program s recruitment strategy. B. Scope The Middle College High School RFA Specification follows. RFA MCHS Feb 2017

9 SECTION II Request for Applications Specifications MCHS RFA Specification for New Grant Awards

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11 Chancellor s Office California Community Colleges Request for Applications Specification No The grants awarded through this Request for Applications (RFA) Specification are for the initial year of up to a three-year project. Continued funding is contingent upon completion of the approved prior year s objectives and the submittal of a new application. A dollar-for-dollar match is required. Districts/Colleges funded under the previous FSS-MCHS grant are eligible to apply. The Middle College High School (MCHS) program funding is contingent upon the State Budget. RFA Specification Number: Program Division: RFA Title: Funding Source: Funding Category: Academic Affairs Middle College High School (MCHS) Projects Fund for Student Success (FSS) New Programs and Existing Program Funding Funding Period: July 1, 2017 through June 30, 2018 (with up to two annual renewals) Maximum Funds Available: $100,000 Number of Awards: Based on the number of eligible applications, and not to exceed $100,000 per college Purpose/Use of the Funds The purpose of the Fund for Student Success is to increase student success based on an analysis of student outcomes. The purposes of the funding for Middle College High School (MCHS) are to reduce high school dropout rates by improving academic performance; improve the rates of high potential and low achievement students who enter college; increase students self-concept and self-esteem; and add to students completion of education plans and career options. Furthermore, the budget line item (Fund for Student Success) allocation for MCHS states the funds used for this grant shall be available for a limited duration, after which colleges shall institutionalize the program within their budgets. Pursuant to Education Code Section 11300, Middle College high schools have proven to be highly effective collaborative efforts between local school districts and community colleges. The goal of the middle college high school is to select at-risk high school students who are performing below their academic potential and place them in an alternative high school located

12 2 RFA Specifications on a community college campus in order to reduce the likelihood that they will drop out of school before graduation. 1. The mission of Middle College High School is to provide a supportive, academically challenging environment for high ability, at risk youth leading to a rich high school education, independence and success in college and beyond. 2. Middle College High School gives students an opportunity to gain a range of skills that provide motivation and support for their lifelong personal, academic and social growth. The project is designed to include faculty interaction to maintain and enhance the school as a stimulating and responsive place where students may explore a wide variety of areas and interests through the collaborative efforts of the faculty, staff, the college and the community. 3. The expectations for Middle College High School students are high. The Middle College environment provides multiple opportunities for them to excel as active learners in an environment with broad curriculum options, career exploration and the opportunity to enroll in college-level courses where they meet eligibility requirements. For all applicants, objectives are as follows: To achieve the purpose of reducing high school drop-out rates it is important to know which students are most at risk and most likely to benefit from the MCHS program. According to multiple research studies on high school dropouts, at risk youth display certain easily identifiable characteristics. These studies also found that dropping out is a process that begins well before high school and students exhibit identifiable warning signs at least one to three years prior to dropping out of school (e.g., Allensworth, 2005; Neild & Balfanz 2006; Rumberger, 2004). Such warning signs include, but are not limited to, attendance problems, low-socio-economic background, academic credit deficiencies, poor grades, and below grade level status in reading and mathematics. Program Requirements: 1. Establish a high school on a community college campus (adjoining campuses or no more than ten minutes walking distance from high school) that has a California Department of Education high school code number. In addition, each MCHS must enroll grades 9-12 levels. (if not, must be working towards this) 2. Develop effective recruitment and selection strategies that target at risk students. These strategies include the following: Implement early recruitment strategy that targets middle schools to identify appropriate freshman for the MCHS program. Select a high school partner with significant number of high school dropouts. Collaborate with school personnel to identify and select students who fit at risk profile, which include the following characteristics: RFA MCHS Feb 2017

13 RFA Specifications 3 Below grade level in reading and mathematics Poor attendance history Below average grades Families that meet the financial criteria for the federal free lunch program, and Insufficient academic credits to remain at grade level or to graduate from high school. 3. Collaborate with school personnel to educate parents/guardians about the importance of minimizing school absences, following-up with teachers when absences occur to ensure that students catch up with assignments, that all classroom and homework assignments are completed in a timely manner, and participating in teacher/parent/guardian conferences and MCHS school meetings whenever possible. 4. Develop collaborative processes between the high school district and community college district on curriculum development, options for dual enrollment, student support services and common and specific administrative jurisdiction. 5. Establish and utilize a broad-based advisory board (i.e., parents/guardians, community members, administration, faculty, and staff). 6. Develop and enroll MCHS students in courses required for a high school diploma. 7. Develop and enroll MCHS students in courses applicable towards an AA/AS degree (including the AA-T and AS-T), vocational certificate or transfer preparation. 8. Graduate 90 percent or more of the enrolled students from high school. 1. Explicitly incorporate recommendations 2.2, 2.4, and 2.5 from the Student Success Task Force in support of the academic success of MCHS students. ( a. 2.2: Require all incoming community college students to: (1) participate in diagnostic assessment and orientation and (2) develop an education plan. b. 2.4: Require students whose diagnostic assessments show a lack of readiness for college to participate in a support resource, such as a student success course, learning community, or other sustained intervention, provided by the college for new students. c. 2.5: Encourage students to declare a program of study upon admission, intervene if a declaration is not made by the end of their second term, and require declaration by the end of their third term in order to maintain enrollment priority. Procedures/Activities Colleges are required to demonstrate how they plan to work with the various segments of the campus, K12 district and community. Funds cannot be used to supplant existing programs. RFA MCHS Feb 2017

14 4 RFA Specifications Applicants are required to establish measurable objectives deriving from results or outcomes expected for each activity. MCHS staff are required to: Disseminate project outcomes through a variety of methods and venues, Share experience and advice with others, and Format information in a manner that can be used or adapted by other colleges throughout the state of California. Data collection utilize measurable data outcomes are encouraged such as number of college units, completed semester and cumulative GPA, number of associate degrees earned, number of withdrawals from college courses. Evaluation/Performance Outcomes Provide evidence that the proposed processes, products, and outcome measures are institutionalized. Assess and record each student s reading and mathematics grade levels and specific assessment scores prior to their participation in MCHS and conduct annual assessment thereafter. Identify indicators of student success and identify the criteria used to measure student success. Submit mid-year, expenditure and final reports. The final report must summarize the project and its student performance outcomes and describe its collaborative planning process, the benefits of that process, including the extent to which that process produced the information and strategies needed to formulate a comprehensive plan and produce a design fostering student success through MCHS. Describe the process by which it will assess the project s success in achieving it objectives. Continued contact with the Project Monitor is required. Funded projects may receive formal site visit(s) at any time during the performance period. The Project Monitor must approve project materials developed for public distribution prior to dissemination. All projects that have as a final product any media software, e.g., DVD, are required to develop an accompanying workbook/guide that provides instructions on its uses. Funds awarded for grants shall not be used for purposes of construction, remodeling, or lease of facilities, nor for student financial aid, or for programs and activities not eligible for state apportionment. Financial participation by an applicant shall be no less than a dollar for dollar match of the State award. RFA MCHS Feb 2017

15 RFA Specifications 5 Middle College High School Programs Operating without California Community Colleges Chancellor s Office Funding A maximum of 10 bonus points in this competition are eligible to Middle College High School (MCHS) programs NOT previously been funded by providing the following documentation: 1. The MCHS program California Department of Education (CDE) number. The CDE issues all eligible schools a CDE identifier please be sure to include the number. (3 points) 2. A description of the MCHS program to include (3 points): (Please attach a recruitment brochure) a. The number of years of operation. b. The MCHS at-risk student selection criteria. c. For each program year and : 1. The number of students served. 2. The number who earned a high school diploma. 3. Program a 2, 3 or 4 year Academic school 4. The number of students who earned an AA or AS degree. 5. The number of students who earned 60 transferable units. 6. A list of courses in which MCHS students enrolled, showing for each the number of MCHS students enrolled for high school credit and the number enrolled for college credit. 3. A description of the high school and community college linkages supporting the MCHS including (2 points): (Does your school have an advisory committee and meets on a regular basis) a. The name, affiliation, title and contact information for each member of the MCHS Advisory Board. b. Copies of MCHS Advisory Board meeting minutes for c. A description of the high school and community college linkages through shared activities and community involvement. 4. A description of the on-campus high school facility. (1 point) 5. A description of any innovative student support services (e.g., ensuring that high school students achieve graduation and complete IGETC- or CSU-specific transfer education patterns, establishing internships for MCHS students, organizing an MCHS leadership conference, etc.) (1 point) RFA MCHS Feb 2017

16 6 RFA Specifications Legal Terms and Conditions The legal terms and conditions contained in Articles I and II, included in this manual, will be used for the grant awarded through this RFA specification. Rather than list the provisions again, they are incorporated into the grant agreement document, by reference, on the face sheet. Applicants must, therefore, retain this manual for future reference. Information If you have any questions regarding this RFA or would like contact information with college staff operating a MCHS program, please contact Debbie Velasquez at (916) , dvelasquez@cccco.edu. Or by correspondence to the Chancellor s Office, California Community Colleges, Academic Affairs Division, 1102 Q Street, Suite 4400, Sacramento, CA RFA MCHS Feb 2017

17 SECTION III Application Instructions and Evaluation Criteria

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19 Section III Application Instructions and Evaluation Criteria A. Intent Section III contains general instructions, procedures, formats, and timelines for submitting project applications to the California Community Colleges Chancellor s Office (CCCCO). It outlines consistent practices and procedures for the submission, evaluation, and allocation of a variety of State and federally funded projects administered through this office. Applications must use the format and sequence described in the Application Instructions and fully address the RFA Specification. B. RFA Funding Middle College High School (MCHS) C. Eligibility All Community College districts are eligible to apply. Individual RFA Specifications may expand the applicant eligibility pool beyond those of Community College districts. (See the RFA Specification for this information.) All applications recommended for approval shall have or obtain approval of the Board of Trustees of the districts. D. Resource/Reference Materials The RFA Specification will provide the necessary list of resource or reference material for completion of a grant, if applicable. E. RFA Clarification If any ambiguity, conflict, discrepancy, omission, or other error in this RFA is discovered, immediately notify the Chancellor s Office, Academic Affairs Division, Vice Chancellor, of the error and request a written modification or clarification of the document. A clarifying addendum will be provided to all parties who have obtained the RFA, without divulging the source of the request. Insofar as practical, the Chancellor s Office will give such notice to other interested parties, but the Chancellor s Office shall not be responsible for failure to do so. RFA MCHS (Feb 2017)

20 2 Application Instructions and Evaluation Criteria F. Rejection of Application The Chancellor s Office Reserves the Right to Reject any and All Applications Received. An application shall be rejected prior to scoring if: 1. It is received at any time other than the exact time and date set for receipt of applications. 2. The application fails to meet the requirements of the RFA Specification; or 3. The application contains false or misleading statements or references, which do not support an attribute or condition, contended by the applicant. The application shall be rejected if, in the opinion of the State, such information was intended to erroneously and fallaciously mislead the State in its evaluation of the application and the attribute, condition, or capability of a requirement of this RFA. G. Application Review Process This section is intended to help the applicants and readers understand the processes, criteria, and scoring systems that will be applied in determining which applications are recommended for funding. To ensure a fair and impartial grant award process, the Chancellor s Office will perform the following procedures: 1. Conduct a preliminary review of the applications to determine if they are in compliance with the RFA Specification; application format; required signatures; and the number of copies. 2. If the total amount of funds requested by applicants pursuant to any individual RFA Specification could be funded by the amount of funds available thereunder, assemble three readers who may be from within the Chancellor s Office only to score and rank the applications in order of eligibility. Readers shall be from more than one agency division and use the same evaluation criteria that the readers recruited from outside the Chancellor s Office use. All applicants achieving at least 75 points on their application evaluations are eligible for funding. 3. If the total amount of funds requested by applicants pursuant to any individual RFA Specification cannot be funded by the amount of funds available thereunder, assemble three readers from within and outside the Chancellor s Office to score and rank the applications in order of eligibility. All applicants achieving at least 75 points on their application evaluations are eligible for funding. An eligible score of 75 points does not guarantee a grant award. Application scores are RFA MCHS Feb 2017

21 Application Instructions and Evaluation Criteria 3 ranked in descending order and funds are disbursed in the same manner until all funds are allocated. 4. Prepare and post notice of intent to award grants under each respective RFA Specification. This notice will include the scoring and ranking results of all applications received. This notice will be posted on the Chancellor s Office web site at by Monday, May 8, The Chancellor s Office may elect to award the remaining funds under the other RFA Specification, as long as the awards are in accordance with the AF and AFP lists already established thereunder and their purpose is consistent with the funding source. Staff also reserve the right to issue an addendum to the original RFA that will extend the deadline for the receipt of applications pursuant to any RFA Specification with funds still available. H. Selection of Grant Readers The respective Vice Chancellors will select groups of readers and alternates from members of the Chancellor s staff, community college consultation groups, and other appropriate entities that are Representative of not only a wide range of expertise in education but also of ethnic and geographic diversity and gender balance. The selected readers and alternates will then use the criteria and scoring processes set out below to score and rank applications. I. Scoring Criteria All applications will be evaluated and ranked based on the following criteria: Need (Statement of the Problem) 10 Objectives 20 Procedures/Activities 20 Performance Outcomes/Evaluation Design 15 Project Management/Institutional Commitment 10 Budget 15 Overall Feasibility of the Project 10 Dissemination 0 TOTAL 100 Each criterion value is assigned a weight factor that indicates the level of importance to the project. The point values are below. Criterion Value 10 PT 15 PT 20 PT Poor RFA MCHS Feb 2017

22 4 Application Instructions and Evaluation Criteria Below Average Average Above Average Exceptional The criterion values are described below: Poor Points are awarded to responses, which are not minimally acceptable. For example: The applicant does not state a requirement and offers no explanation of how or what will be accomplished. Below Average Points are awarded to responses considered minimally acceptable. For example: The application states a requirement, but offers no explanation of how or what will be accomplished. The response contains a technical deficiency, an inaccurate statement or reference concerning the how or what is to be accomplished. Average Points are awarded if the application satisfies the requirement and describes specifically how and/or what will be accomplished. Above Average Points are awarded if the application satisfies the requirements and describes specifically how and/or what will be accomplished in a clear, concise, and direct manner, including sample products and illustrative materials (i.e., diagrams, charts, graphs, etc.) if appropriate. Exceptional Points are awarded if the application satisfies the requirements and describes specifically how and/or what will be accomplished in a superior manner, both quantitatively and qualitatively. RFA MCHS Feb 2017

23 Application Instructions and Evaluation Criteria 5 Projects designed to support ongoing initiatives require a significant commitment from the applicant as well as the Chancellor s Office. These projects have very prescriptive criteria, a highly delineated scope-of-work to be accomplished, and may require a site visit as part of the review process to verify the: (1) financial support for the proposed project; (2) projects responsiveness to established program criteria; (3) availability of matching funds for the project; (4) budget justification; (5) college ability to implement and manage the projects locally. J. Notification of Intent to Award Grants Notifications of intent to award grants will be sent to the respective district superintendents/presidents indicating whether or not the application was approved. Chancellor s Office staff will negotiate the specific scope of work, budget, and timeline for each awarded project. A public notification listing the tentative grant awards will be posted in the Chancellor s Office and Chancellor s Office Web site ( for ten (10) days. Note: All questions regarding this notice for tentative grant awards should be addressed to Debbie Velasquez at (916) , dvelasquez@cccco.edu in the Academic Affairs Division. K. Grant Protest Procedures Applicants may file a letter of protest against the award of a grant. The protest must be filed with the Vice Chancellor of the Division identified in the RFA Specification. Protest letters must be mailed to the appropriate Vice Chancellor, Chancellor s Office, California Community Colleges, 1102 Q Street, Sacramento, CA 95811, within ten (10) days from the date of notification. The protest must include a full and complete written statement specifying the grounds of protest 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 regard to the protest and render a decision regarding the protest within thirty (30) calendar days. The decision of the Vice Chancellor shall be final. L. Application Instructions The following instructions prescribe the mandatory format and approach for the development and presentation of the application. The application instructions listed must be adhered to, all questions must be answered, and all requested data must be supplied. Use the forms, narrative format and the project specifications to prepare project applications. a. Complete the Appropriate Grant Agreement Face Sheet Due to the legal nature of these documents, these forms may be duplicated by photocopying but NOT replicated electronically. The electronic version of the RFA MCHS Feb 2017

24 6 Application Instructions and Evaluation Criteria form may be filled out electronically. The applicant must use the forms provided in Appendix B. a. This RFA packet contains two Grant Agreement Face Sheets. Use the Grant Agreement Face Sheet for the appropriate grant application. b. Select the appropriate face sheet and enter the District and College Name in the upper right-hand corner. The RFA Specification number has already been entered for you. c. Complete the Grantee section of the Grant Agreement Face Sheet. Obtain the signature of the district chief executive officer (or authorized designee). Please use red or blue ink only. 2. Contact Page 3. Application Consortium Data Sheet Complete and include this form with the application only if applicable. 4. Application Abstract (Use a Narrative Format, Form provided in Appendix B.) The Application Abstract should concisely summarize the entire application in less than 250 words and must not exceed one page. Included must be statements on the objectives, procedures, expected contribution or impact on the funding priorities of the RFA Specification and deliverables (products/services/outcomes). 5. Table of Contents a. The Table of Contents shall be on a separate page, with each component of the application s narrative listed and page numbers indicated. b. The narrative pages shall be numbered in sequence with the page number centered at the bottom of each page. 6. Need Maximum Points 10 (Use a Narrative Format, Form not provided in Appendix B) Concisely describe the student center educational needs being addressed and/or the need for the project and how it addresses the funding priorities listed in the related RFA Specification. RFA MCHS Feb 2017

25 Application Instructions and Evaluation Criteria 7 In addition, and in accordance with the RFA Specification, applicants will describe the following: Scope of educational need being addressed. Target group(s) - populations to be served. 7. Application Annual Workplan (Form provided in Appendix B) a. Objectives Maximum Points The RFA Specification has identified minimum objectives. The applicant s statement of objectives should be itemized, numbered, and stated in measurable terms. The statement of objectives should be performance driven (quantifiable). Example: Eighty percent (80%) of the 35 faculty completing the Academic Excellence on the Internet staff development workshop will incorporate best practices learned into their classroom as evidenced by revised curriculum outlines and teaching strategies. Example: Sixty percent (60%) of the 75 students enrolled in Civic Education through ESL Internet course will increase their reading level by two grades and master eight core competencies in civic education. 2. All applicants must indicate how the statement of objectives will address the funding priorities and specifications of the RFA. Special attention given for improvements in serving underrepresented students. The objectives provide the foundation for developing methodology used in addressing the need/problem and are the basis for measuring performance outcomes, mainly college outcome data including but not limited number of college units, completed semester and cumulative GPA, and number of withdrawals from college courses. The objectives should also be reflected in the annual work plan and be linked with procedures/ activities and performance outcomes of the annual work plan. 3 Objectives for professional development must address the funding priorities within the RFA Specification and demonstrate a reasonable probability that the project will result in improved teaching techniques, student services or curriculum materials to be used in a substantial number of classrooms or other learning situations. RFA MCHS Feb 2017

26 8 Application Instructions and Evaluation Criteria b. Procedures/Activities Maximum Points The RFA Specification identifies the focus of the applications. Under this section of the application, describe the proposed solutions to be employed to address the described need and/or problem. The applicant should further describe the following: Feasibility of solutions/strategies; and Short and long-term benefits to target population; and Program improvements to RFA work plan The applicant should expand on the procedures and/or activities being used in resolving the educational need. The applicant must also demonstrate how the procedures/activities are related to achieving each of the project objectives and the performance outcomes. 2. Describe the sequence of activities utilizing a timeline with narration. A form is provided in Appendix B to document work plan procedures and activities. c. Performance Outcomes/Evaluation Design Maximum Points Address the Performance Outcomes/Evaluation Design as listed within the RFA Specification. 2. All performance outcomes must be linked with objectives and procedures/activities. 3. Explain how the outcomes will benefit one or more of the following: (1) college; (2) district. 4. Each applicant is required to provide an outline of the project evaluation design including, if appropriate, a statement of qualification of a third party evaluator. At a minimum, the evaluation design should include: Identification of objectives/outcomes to be measured (these objectives/outcomes should be the same as listed within the Narrative); How each objective/outcome must be measured and reported (Methodology); and Anticipated findings (Project Outcomes). RFA MCHS Feb 2017

27 Application Instructions and Evaluation Criteria 9 8. Project Management/Institutional Commitment Maximum Points 10 Project Management a. Provide a management plan for operating the project. b. Provide an organizational chart for the project. c. Show evidence of the commitment of project staff, describing their role and responsibilities and the amount of time they will be devoting to project activities. Provide a description of their prior experience as related to the subject area of this project. (Those who will implement the project should be involved in the planning, if key personnel are to be chosen later, include a complete job description and the duties of such personnel). d. Indicate if the project will be done through a collaborative partnership. Provide evidence of support (a signed letter or memorandum of understanding). Institutional Commitment The applicant should provide evidence of the district s commitment to the success of the project, including, but not limited to the following: 1. Describe how the proposal is related to the district s vision and strategic planning efforts. 2. Describe how the project will be Integrated (what terminology should be used) 9. Application Budget Summary Maximum Points 15 a. Complete the Application Budget Summary (See Crossover Chart, Appendix B, to determine expenditure classifications.) Identify all matching funds. (See RFA Specification for required match and type of match). When entering dollar amounts, round off to the nearest dollar. Do Not Type in the 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. Source of Funds (Vary in purpose and must be reported in separate columns) To substantiate the Application Budget Summary, submit an Application Budget Detail Sheet. (See example of Budget Detail Sheet format and Crossover Chart in Appendix B.) The Budget Detail Sheet lists the cost RFA MCHS Feb 2017

28 10 Application Instructions and Evaluation Criteria breakdown of each budget classification amount requested. Indicate specific rates and amounts attributed to project funds, general fund district matching, or other sources of funding. You must complete a separate Budget Detail Sheet for each funding source and record the associated expenditures by object code attributed to it. b. Employee Benefits The grant may not be used to support the cost of employee benefits for permanent employees of districts. Employee benefits for employees hired temporarily for the purpose of working on the project may be supported by the grant. c. Expenditures Funds awarded for grants may not be used for purposes of construction, remodeling, or lease of facilities, nor for student financial aid programs, or for programs and activities not eligible for state apportionment. Overhead or indirect costs may be included but cannot exceed four (4) percent. d. Match Requirement Financial participation by an applicant shall be no less than a dollar-fordollar match of the total cost of the project. e. See RFA Specification to determine allowable supervision-administration costs (not directly involved in the day-to-day ongoing activities). f. Failure to provide complete budget information in the specified format may result in applications not being reviewed for funding consideration. g. The district chief business officer s signature is required on the Application Budget Summary (use blue or red ink). h. For travel (Object 5000), district travel and reimbursement policies apply. Only travel necessary to the project is allowed. Provide travel purpose and estimated cost. Overall Feasibility of the Project Maximum Points 10 Prepare a statement as to how the project is realistically capable of attaining the required and proposed outcomes. 11. Dissemination Plan (Minimum Requirements) Maximum Points 0 RFA MCHS Feb 2017

29 Application Instructions and Evaluation Criteria 11 a. Prepare a statement of how the institution will disseminate their findings and work products through State and regional conferences including, but not limited to, meetings of the Community College League of California, the Academic Senate, or other annual meetings. Since project directors are not ultimately responsible for the agenda at those conferences, a rating score is not designated for the dissemination plan. b. Documents, reports, materials or grant products produced as a result of the grant are public documents. Describe how you will distribute grant materials or products to other community colleges, resource libraries, or other organizations. Indicate if you will be using electronic forms of dissemination. The Chancellor s Office Project Monitor must review and approve final products, materials, or documents before dissemination. 12. Programs NOT previously funded Additional Evaluation Criteria for Locally Supported MCHS Programs Maximum Points 10 Applicants that have previously established or existing community college Middle College High School (MCHS) programs that have NOT previously been funded by an FSS-MCHS grant are eligible to receive up to 10 bonus points during the rating process. For example, bonus points will be awarded for the following: 1. A California Department of Education (CDE) number. The CDE issues all eligible schools a CDE identifier please be sure to include this number for you MCHS. 2. Documents describing the MCHS program to include: a. The number of years in operation. b. The number of students served for the and , respectively: 1. Of those students, the number that earned a high school diploma. 2. Of those students, the number that earned and AA or AD degree and/or are preparing to transfer. c. Student selection criteria (include percentage of students that are part of the federal national school lunch program) d. A list of high school and college courses available to students. e. Advisory Board committee composition and copies of the most recent meeting minutes RFA MCHS Feb 2017

30 12 Application Instructions and Evaluation Criteria f. Describe the high school and community college linkages (i.e., committee representation, shared activities, and community involvement). g. Describe the on-campus high school facility. h. Innovated student support serves (e.g., MCHS Internships, leadership conferences, newsletters, etc.) Another 3-5 points are based upon the successful and innovative features established by experienced programs. For example, establishing internships for MCHS students, organizing MCHS leadership conference, or starting a high school/community college newsletter would be examples of innovative activities that can earn an application extra consideration. 13. Application Procedure a. Submit five (5) copies of the application, four (4) of which must contain original signatures (red or blue ink) on the Grant Face Sheet and the Application Budget Summary. NOTE: The Chancellor s Office also requires that for multi-campus districts a copy of the application be sent to the respective college Superintendent/President and Academic Senate President and for singlecollege districts, that a copy be sent to the Academic Senate President. b. Mail applications to: Chancellor s Office, California Community Colleges Academic Affairs Division Attn: MCHS Application Enclosed 1102 Q Street, Suite 4400 Sacramento, CA The applications must be received in the Chancellor s Office by 5:00 p.m. on Monday, April 24, c. Staple the application in the upper left-hand corner. Use 8-1/2 x11 white bond paper only. Please do not use binders or other covers and do not include appendices or other supplemental information unless specifically requested in the RFA Specification. d. The Grant Agreement Face Sheet must be signed by the district chief executive officer (or authorized designee) to bind the grant recipient to its provisions. Please use blue or red ink. RFA MCHS Feb 2017

31 Application Instructions and Evaluation Criteria 13 e. The Application Budget Summary page must be signed by the chief business officer (or authorized designee). Please use blue or red ink. NOTE: The State is not liable for any cost incurred by applicants prior to the issuance of a grant and receipt of all necessary approvals. M. Calendar of Key Dates The Request for Application process adheres to important deadlines. These deadlines include the Chancellor s Office receipt of applications, reading of applications, intent to award notifications and protest deadlines. The list of key dates follow: March 2, 2017 April 24, 2017 May 1-3, 2017 May 8, 2017 May 22, 2017 July 1, 2017 January 31, 2018 June 30, 2018 July 31, 2018 Application Release Date Application Due Date Reading and Rating of Applications Intent to Award and Notification Last Day to File a Protest Grant Commencement Date Progress Report Due Project Completion Date Final Report Due RFA MCHS Feb 2017

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33 SECTION IV Appendices

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35 Appendix A Grant Agreement Article I: Article II: Program-Specific Legal Terms Provisions Standard Legal Terms and Conditions

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37 1. Cost and Payments Chancellor's Office, California Community Colleges GRANT AGREEMENT ARTICLE I (For VTEA, FII and other grants commencing July 1st) Middle College High School (MCHS) Program-Specific Legal Terms and Conditions In consideration of satisfactory performance of the services described in the Grantee's application, the Chancellor's Office, California Community Colleges (hereinafter Chancellor's Office) agrees to pay the Grantee a total amount not to exceed the "Grant Funds" amount stated on the fully executed Grant Agreement face sheet, which shall be used as set forth in the Application Budget. Payment shall be made as follows: An advance payment of 40% of the total amount of this Grant Agreement will be paid as soon as feasible after the Grant Agreement is fully executed. Grantee may submit request for progress payments at the time that progress reports are submitted pursuant to section 3 of this Article. Payment will be made after review and approval of the progress reports by the Chancellor's Office. A final payment will be calculated based on the Final Performance and Expenditure Reports due by July 31st. If the total expenditure of funds by that date is less than the advance payment, the Chancellor's Office may invoice the Grantee for the excess amount. 2. Budget Changes Grantee may make changes to any budget category amounts without the approval of the Project Monitor so long as budget categories are not added or deleted, the total dollar amount of the Grant Agreement is not affected, and the outcomes of the Grant Agreement will not be materially affected. Grantee may add or delete budget categories subject to the prior approval of the Project Monitor. Grant amendments are required for budget changes when there are changes in the total dollar amount of the Grant Agreement and/or the outcome of the Grant Agreement is materially affected. The request for such changes should include a letter of justification; three copies of a revised "Application Budget Summary," all of which have been signed by the Chief Business Officer or his/her designee, in an ink color other than black, and a revised "Application Budget Detail Sheet."

38 Article II Program-Specific Legal Terms and Conditions The Budget Amendment request should be mailed to the Project Monitor for approval. Grantee will be notified if the request is approved or if additional information is required. In any event, the Grantee shall implement changes only upon written notification by the Project Monitor. Additionally, the next Progress Report must show the new budget changes. Budget changes or amendments involving an extension of time are subject to applicable program limitations. For grants funded under the Carl D. Perkins Career and Technical Education Improvement Act of 2006, extensions of time are not allowed beyond June 30th of the year in which the funds were awarded. For other programs, no budget change or amendment may permit expenditures to be made after June 30th of the second year following the period for which the funds were appropriated. Any budget change or amendment permitting funds to be spent beyond the year of appropriation shall ensure that Grantee does not receive funding for the same expense from more than one fiscal year. 3. Reporting The following reports are to be submitted by the due dates indicated. Extensions of reporting deadlines may be made with the approval of the Project Monitor. One original and one copy of a Progress/Year to date Expenditure Report January 31 One original and two copies of a Final Report and Final Expenditure Report August 31 In addition, grants funded by the Carl D. Perkins Career and Technical Education Improvement Act of 2006, or the Economic Development Program require one original and one copy of Progress/Year to Date Expenditure Reports to be filed by October 31st and July 31st. In the event that the term of this Grant Agreement, as specified on the face sheet, is for two or more years, additional progress/expenditure reports shall be required on July 31st, October 31st, January 31st and April 30th of the second and subsequent years.

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40 1. Work to be Performed ARTICLE II Standard Legal Terms and Conditions (Revision 5/15/14) The Grantee shall complete the tasks described in the Grantee's application and funds shall be expended in compliance with the requirements for the funding source and category referenced in the Grant Agreement face sheet. Grantee may request modifications to the work to be performed. All such requests must be submitted in writing to the Project Monitor prior to the modification being made. The Project Monitor may require that a Grant Amendment be processed, if the monitor determines that the change would materially affect the project outcomes or the term of this Grant Agreement. Modifications or amendments to the Work to be Performed provisions of this Agreement involving an extension of time are subject to applicable program limitations. For grants funded under the Carl D. Perkins Career and Technical Education Improvement Act of 2006, extensions of time are not allowed beyond June 30th of the year in which the funds were awarded. For other programs, no modification or amendment may permit expenditures to be made after June 30th of the second year following the period for which the funds were appropriated. Any modification or amendment permitting funds to be spent beyond the year of appropriation shall ensure that Grantee does not receive funding for the same expense from more than one fiscal year. 2. Amendments An amendment of this Grant Agreement is required when the Grantee wishes to extend the completion date or materially change the work to be performed or the budget (see Article I section 2 and Article II section 1). The request must be made on the appropriate form provided by the Chancellor's Office and must be submitted to the Project Monitor prior to making the desired alteration in the performance or expenditures under the Grant Agreement. Requests for amendments should be received 60 days before the end of the performance period. Amendments involving an extension of time are subject to applicable program limitations. For grants funded under the Carl D. Perkins Career and Technical Education Improvement Act of 2006, extensions of time are not allowed beyond June 30th of the year in which the funds were awarded. For other programs, no amendment may permit expenditures to be made after June 30th of the second year following the period for which the funds were appropriated. Any amendment permitting funds to be spent beyond the year of appropriation shall

41 Appendix A Article II-Program-Specific Legal Terms and Conditions ensure that Grantee does not receive funding for the same expense from more than one fiscal year. 3. Unenforceable Provision In the event that any provision of this Grant Agreement is unenforceable or held to be unenforceable, then the parties agree that all other provisions of this Grant Agreement remain in full force and effect and shall not be affected thereby. 4. Dispute In the event of a dispute, Grantee agrees to file a "Notice of Dispute" with the Chancellor's Office, within ten (10) days of discovery of the problem. Within ten (10) days, the Chancellor or his or her designee shall meet with the Grantee, the Vice Chancellor for the division awarding the Grant Agreement, and the Project Monitor for purposes of resolving the dispute. The decision of the Chancellor shall be final. In the event of a dispute, the language contained within this Grant Agreement shall prevail over any other language including that of the grant proposal. Grantee shall continue with the responsibilities under this Grant Agreement during any dispute. 5. Notice Either party may give notice to the other party by sending certified mail properly addressed, postage fully prepaid to the other party's business address. Notices to be sent to the Chancellor's Office shall be addressed to the Project Monitor at California Community Colleges, Chancellor s Office, 1102 Q Street, Suite 4554, Sacramento, CA Notices to be sent to the Grantee shall be addressed to the Project Director at the Grantee's address as specified on the face sheet of this Grant Agreement. Such notice shall be effective when received, as indicated by post office records, or if deemed undeliverable by the post office, such notice shall be postponed 24 hours for each such intervening day. 6. Interpretation In the interpretation of this Grant Agreement, any inconsistencies between the terms hereof and the Exhibits shall be resolved in favor of the terms hereof. 7. Project Director and Key Personnel The Project Director is designated by the Grantee on the face sheet of the Grant Agreement, and the key personnel are identified in the application or proposal. The Grantee may change the Project Director or other key personnel, but the Grantee shall immediately notify the Project Monitor in writing of any such changes. Page 3