Program Planning Webinar – Selection Criteria

Program Planning Webinar – Selection Criteria Date: July 15, 2003 Time: 10:00 a.m. PST Presenter(s): Kat Stremel and John Killoran Moderator: Paddi Davies

AGENDA FOR TODAY’S WEBINAR • Introduction to the Webinar Technology • Overview of the Selection Criteria • Question/Answer period

GENERAL GRANT WRITING TIPS CRITICAL POINT – To assist the reviewers to score your proposal with the review forms that they are given, it is recommended that you: • Use the selection criteria headings as a Table of Contents • Use the wording that was used in the RFP for the selection criteria and priorities

PROJECT ABSTRACT • A one page abstract of the proposed project • Provides the reviewer with an overview of the outcomes and impacts • Sets the expectations for the remainder of the review

POINTS TO CONSIDER - ABSTRACT • Does the RFP count the abstract as a page within the Part III page limit? • Does the abstract concisely provide a brief overview of the need for the project? • Does the abstract state the significance of the project in one-three sentences? • Does the abstract clearly articulate the major goals of the proposal? • Does the abstract discuss the intended impact of the proposed project? • Does the abstract provide the reader with a concise overview of the project?

PART III - PROJECT NARRATIVE The specific EDGAR Selection Criteria address… • (a) Significance (15) • (b) Quality of project services (30) • (c) Quality of project personnel (20) • (d) Adequacy of resources (10) • (e) Quality of the management plan (25)

(a) Significance (15) The Secretary considers… • The potential contribution to educational problems and educational strategies • The likelihood of systems change or improvement • The building of capacity • The utility of products • The importance of the results

(a) Significance (15) Convince the reader that you can: • Verify the stated needs • Show a direct relationship between the Needs Assessment results and the needs being addressed • Show a direct relationship between the stated needs and the proposed objectives • Show how the objectives of the proposed project correspond to the priorities and the selection criteria

POINTS TO CONSIDER - SIGNIFICANCE (i)Potential contribution of the proposed project • Critical need in terms of state shortfalls • What needs has the applicant identified from other state data (SIP, SIG, monitoring report)? • Can the applicant show actual “child/youth/family” need data?

POINTS TO CONSIDER - SIGNIFICANCE (ii) Likelihood that the Project will Result in System Change • What are the objectives of the proposed project? • Do the proposed objectives clearly address the stated needs? • How does the applicant propose to link their activities with current systems of service (Part C; Part B Sec. 619; Part B; Voc Rehab;PTI Centers) • How are the proposed objectives linked to current systems initiatives within the state?

POINTS TO CONSIDER - SIGNIFICANCE (iii) Extent that the Project is Likely to Build Local Capacity • Do the objectives reflect how the proposed project will build local capacity to address the needs of the target population? • How does the applicant propose to collaborate with Parts B & C, SIP, SIG, & CSPD, adult agencies in order to build capacity?

POINTS TO CONSIDER - SIGNIFICANCE (iv) Utility of the Products that will Result from the Project • How will project products be utilized? (v) Importance of the Results/Outcomes • How will other populations directly benefit? • How will practices and services be improved as a result of the proposed project? • What is the importance of the anticipated impact?

(b) Quality of project services (30) The Secretary considers… • Strategies for ensuring equal access and treatment for eligible participants related to: • Race • Color • National origin • Gender • Age, or • Disability

(b) Quality of project services (30) The Secretary also considers… • Appropriateness to the needs of the recipients • Demonstration of support • Use of research and effective practices • Impact of the services • Collaborative partners • Use of technology ad leveraging of resources

Quality of Project Services NOTE: The Quality of Project Services should logically lead the reader from the stated needs and proposed objectives (outlined in the Significance section) to the activities necessary to carry out the objectives and the measurements needed to determine if the project activities were effective to impact practices and services.

POINTS TO CONSIDER – PROJECT SERVICES • Quality of the Services to be Provided • Does the proposal address each required priority? • How well is the proposal designed? • Are the objectives and activities consistent with the stated needs? • How do the project objectives and activities correspond to the priorities? • Are the objectives and activities for dissemination and evaluation included in the proposal?

POINTS TO CONSIDER – PROJECT SERVICES (2) Equal Access and Treatment for Eligible Project Participants • Does the project have clearly developed provisions for providing equal access? • What strategies will the project use for the recruitment of eligible project participants who are members of traditionally under represented groups (strategies should not refer only to children)? • How will the project address cultural and language issues in their state?

POINTS TO CONSIDER – PROJECT SERVICES (3) The Secretary Considers the Following Factors: • The Extent to Which the Services to be Provided Are Appropriate • Are the diverse and unique needs of the population addressed? • Are the services to be provided consistent with IDEA’97, GPRA, individual SIPs, and Part C CSPD plans?

POINTS TO CONSIDER – PROJECT SERVICES (ii) Extent to Which Entities Served by the Proposed TA Demonstrate Support • Are letters of support/intent from parents and consumers included? • Do letters from agencies address how the project can build capacity and facilitate improved outcomes? • Are letters of commitment from collaborative agencies included?

POINTS TO CONSIDER – PROJECT SERVICES (iii) Extent to Which the Services Reflect Knowledge from Research and Effective Practices • Are the educational approaches planned based on sound research that indicates they will be successful for the population to be served? • Does the review of literature include the research and effective practices that corresponds to the proposed activities? • Does the proposal address innovative strategies for TA?

POINTS TO CONSIDER – PROJECT SERVICES (iv) Impact of Services on the Intended Recipients • Are project objectives measurable? • Does the proposal clearly state the results for which the applicant is responsible? • Does the proposal clearly indicate that training data will be documented? • Will the types of measures to be used demonstrate the intended results/outcomes? • Does the proposal indicate what type of measures of child/youth changes will be used?

POINTS TO CONSIDER – PROJECT SERVICES (v) Extent to Which the Services Involve Collaboration of Appropriate Partners for Maximizing the Effectiveness of Project Services • Are the specific agencies and collaborative partners clearly indicated and their roles clearly committed? • Are the anticipated results/outcomes from the collaboration clearly addressed? • Are the goals and roles of the Advisory Board stated?

POINTS TO CONSIDER – PROJECT SERVICES (vi) Extent to Which the TA Services Involve the use of Efficient Strategies and Leverage Non-Project Resources • Are TA strategies based on research? • Does the proposal indicate how services will be linked with CSPD-Parts B and C? • How will services impact educational practices? • Does the project describe which effective strategies will be used?

(c) Quality of project personnel (20) The Secretary considers… • The quality of the personnel • Recruitment of individuals from under-represented groups • Qualifications, training and experience of key personnel • Qualifications, training and experience of consultants

Quality of Project Personnel NOTE: This section is worth a lot of points for the length. Staff on a project should have the experience and skills: (a) to provide technical assistance to service providers or families working with children; (b) to demonstrate a working knowledge with the age-span of children who are deaf-blind; and (c) to deliver inservice training and follow-up.

POINTS TO CONSIDER - PERSONNEL • Quality of Personnel • Has the applicant included short paragraphs summarizing the skills and experience of key staff? • Does the staff’s experience reflect skills in directing grants and in work specific to DB content, local capacity building and system change? • Has the applicant included a table (remember to double space this) or text of time each staff will commit to project? • Does the application include personnel summaries for key “donated” or “in-kind” staff?

POINTS TO CONSIDER - PERSONNEL (2) Extent to Which Applicant Encourages Applications • Does the applicant describe active strategies for encouraging applications from members of groups that have traditionally been under represented based on race, color, national origin, gender, age, or disability? • Does the applicant specify how a parent(s) may be included as staff? • What specific accommodations for personnel may need to be considered and budgeted?

POINTS TO CONSIDER - PERSONNEL (3) The Secretary also Considers the Following Factors: • Qualifications of key personnel • Describe major roles and responsibilities of key personnel with FTE • Does staff expertise match the major objectives and work scope of the project? • Are key staff on the project at sufficient FTE? • How does staff experience/skill correspond to objectives?

POINTS TO CONSIDER - PERSONNEL (ii) Qualifications of the consultants or subcontractors • Do you have letters of commitment and vitae from consultants? • Has the applicant clearly outlined how consultants will be selected and utilized?

(d) Adequacy of resources (10) The Secretary considers… • Support, facilities equipment and other resources of the applicant • Adequacy of the budget • Reasonableness of the costs in relations

Adequacy of Resources NOTE: This section should be kept short (1-3 pages) with lists of specifics placed in an appendix with clear references to that appendix in the text.

POINTS TO CONSIDER - RESOURCES • Adequacy of Support • Has the applicant discussed all resources? • Does the agency have a history in carrying out projects? • Has the applicant adequately described their facilities, equipment, support services, and overall agency-resources? • How can the Advisory Board be considered a resource? • Can the applicant adequately carry out project activities in terms of word processing, data storage and analysis, duplication, and travel? • What types of resources are available from the collaborating agencies?

POINTS TO CONSIDER - RESOURCES (ii) Extent to Which the Budget is Adequate • How has the applicant addressed the budget in relation to the work scope? • Has the budget been addressed in relation to all activities? • Has the applicant convinced the readers how the allocated budget will be used to accomplish the project’s objectives?

POINTS TO CONSIDER - RESOURCES (iii) Extent to Which Costs are Reasonable • Has the applicant discussed how costs are reasonable in terms of the projected numbers of children, parents, service providers, administrators, paraprofessionals to be served? • Can project resources meet TA requests? • Has the applicant indicated donated and in-kind dollars and sources of these dollars?

(e) Quality of the management plan (25) The Secretary considers… • Adequacy of the plan as it relates to… • Time • Budget • Responsibilities • Timelines, and • Monitoring accomplishments

(e) Quality of the management plan (25) The Secretary also considers… • Procedures for feedback and continuous improvement • Ensuring high-quality products • Appropriateness of time commitments for key personnel • Ensuring a diversity of perspectives

Quality of the management plan NOTE: Whereas a number of tables may be included in the Management Section (and it is worth 25 points), you may want to show a “snap shot” of one or two objectives and place the entire 3-5 page table in the appendix. However, do give the reader a feel for what you are doing and what it will look like so they are “tempted to look” in an appendix. They do not have to read everything in the appendix. Put what is critical into the pages allowed. Put what complements, reinforces and clarifies in the appendix. However, do not over-do the appendix section, more is not necessarily better.

POINTS TO CONSIDER – MANAGEMENT PLAN • Adequacy of the Management Plan • How will the applicant use its resources and personnel to achieve the objectives? • Has the applicant developed an effective management plan with realistic timelines? • Has the applicant included a personnel loading chart by objective? • Has the applicant included timelines?

POINTS TO CONSIDER – MANAGEMENT PLAN (ii) Adequacy of Procedures for Ensuring Feedback • How will staff assignments and assigned responsibilities be monitored? • What feedback systems are in place? • Are the goals, roles, and processes used for the Advisory Board clearly outlined?

POINTS TO CONSIDER – MANAGEMENT PLAN (iii) Adequacy of Mechanisms for Insuring High Quality Products and Services • Does the project show how the planning process for TA is based on needs? • Does the project proposed a product development cycle for development activities?

POINTS TO CONSIDER – MANAGEMENT PLAN (iv) Extent to Which Time Commitments of the Staff are Appropriate and Adequate • Does the applicant show the time commitments for staff across administrative and TA activities? • Are the staff time commitments adequate? • Do letters from agencies indicate their time commitment?

POINTS TO CONSIDER – MANAGEMENT PLAN (v) Insure a Diversity of Perspectives • How does the applicant include stakeholders, including parents and consumers, in all aspects of the project? • How does the project solicit cultural perspectives? N:\ntac\ppw\Selection Criteria Webinar.ppt

TIME FOR QUESTIONS

THANK YOU! Good Luck with Your Application!

Program Planning Webinar – Selection Criteria