Scaling Reading Success: Experience Corps Small Group Volunteer Tutoring

Transcription

1 Scaling Reading Success: Experience Corps Small Group Volunteer Tutoring Request for Application This Request for Application (RFA) is to eligible nonprofit organizations that have partnership with schools or school districts to implement and evaluate the Scaling Reading Success program in Arizona, California, Florida, Georgia, Illinois, Indiana, Massachusetts, Michigan, Minnesota, New Jersey, New York, Ohio, Oregon, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, and Washington. The RFA is presented by AARP Foundation in collaboration with the Corporation for National and Community Service (CNCS) Social Innovation Fund. Notice of Intent to Apply Deadline: While not mandatory, applicants are strongly encouraged to a letter of intent to apply by October 21, 2015 to SIF@aarp.org. Application Deadline: Applications are due November 17, 2015 at 11:59 PM Eastern Time and must be completed online. [Notice Regarding Public Disclosure: Please note that all information submitted in this procurement process may be made public if directed by the Corporation for National and Community Service or required by law. This may include the names of organizations that submitted proposals, contact information, summaries of applications and budgets, reviewer ratings and comments, and other information.] UPDATED October 29, 2015 Clarification of calculation of indirect costs charged to federal share. Change made to pages 11. UPDATED October 27, 2015 Update of first project year, including budget, to consist of 17 months. Change made to pages 11,14. UPDATED October 8, 2015 Update focused on clarification of achieving 600 students each year and the minimum and maximum percentage of classrooms in a school that implement the small group tutoring AND literacy assistance model. Changes made to pages 6, 8, 12, 13 and 15. 1

2 Table of Contents I. Program Overview 3 II. Eligibility Information 9 III. Subaward Information IV. Application Information 10 V. Review Criteria..13 VI. Application Process..14 VII. Timeline..15 VIII. Additional Terms and Conditions...16 Information related to the Scaling Reading Success program is available at 2

3 I. Program Description A. Program Overview In 2015, AARP Foundation received a Social Innovation Fund (SIF) grant from the Corporation for National and Community Service (CNCS) to serve as an intermediary grantmaking organization that will identify, support, and monitor nonprofit organizations to implement the Scaling Reading Success Program. This subaward competition is open to eligible 501(c)(3) nonprofit organizations in Arizona, California, Florida, Georgia, Illinois, Indiana, Massachusetts, Michigan, Minnesota, New Jersey, New York, Ohio, Oregon, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, and Washington. The Social Innovation Fund (SIF), a key White House initiative and CNCS program, combines public and private resources to grow the impact of innovative, community-based solutions that have compelling evidence of improving the lives of people in low-income communities throughout the United States. SIF was founded on the fundamental idea that we can make enormous progress towards overcoming the nation s most significant challenges by finding and growing promising solutions with evidence of effectiveness. As part of the public/private partnership, AARP Foundation has matched dollar for dollar the $3 million it received from the Social Innovation Fund, which in turn has doubled the total investment to $6 million towards the implementation and evaluation of the Scaling Reading Success Program. The same principle is required from subrecipients, which will also provide a 1:1 match to their subawards. Scaling Reading Success promotes the expansion and implementation of AARP Foundation s award-winning Experience Corps program. Experience Corps engages people 50 and older in addressing one of their communities greatest challenges: reading literacy. In the school year, Experience Corps was in 211 schools and 1935 classrooms across 22 high-need communities in the United States. Just over 2,000 volunteer tutors served over 31,000 children with sustained one-on-one or small group tutoring, and whole-class assistance through our literacy assistance strategy. Our children are the nation's hope for building a strong future economy and society. Yet across the country, an estimated 6.6 million children from kindergarten through 3rd grade are struggling with the most fundamental underpinning of all learning: literacy (AECF, 2010). The January 2014 KIDSCOUNT data snapshot released by the Annie E. Casey Foundation showed that 66 percent of all U.S. fourth graders and 80 percent of U.S. fourth graders from low-income families are not reading proficiently. While the 2013 National Assessment of Education Progress (NAEP) found modest improvements in fourth grade reading for all students over the past decade, the gap between scores of low-income children and upper-income children has widened over the past decade by 22 percent. The students being left behind are the target recipients of Experience Corps services. A rigorous study from Washington University and Mathematica Policy Institute of Experience Corps 1:1, volunteer tutoring program included more than 800 first-, second- and third-grade students at 23 urban schools in three cities and found statistically significant reading gains for Experience Corps students. 3

4 Students who work with Experience Corps tutors for a single school year experience more than 60 percent greater gains in critical literacy skills when compared to similar students who were not served by Experience Corps. Teachers overwhelming rate the program as beneficial to their students and no or low burden to them. A study from Johns Hopkins University of 1,194 children in kindergarten through 3rd grade from six urban elementary schools, found not only positive reading outcomes for students but also positive behavioral outcomes. Third grade children whose schools were randomly selected for the program had significantly higher scores on a standardized reading test than children in the control schools. In schools with Experience Corps, referrals to the principal for classroom misbehavior decreased by half while referrals in other schools remained about the same. Experience Corps volunteers currently employ two main tutoring strategies sustained tutoring and classroom literacy assistance which are distinguished by their level of intensity. In sustained tutoring, volunteers work with students either one-on-one or in small groups (of up to four students), who are assigned to them for an entire school year. They meet 2-3 times per week and work towards each student s specific year-end literacy goals. Literacy assistance is a school year-long engagement between a tutor and classroom where the tutor supports the teacher's daily literacy objectives. In this strategy, tutors work with all students in the classroom, but focus on students that might need extra help learning the day's lesson. The potential number of students served through the proven one-on-one sustained tutoring strategy is limited by the number of volunteer tutors available to provide such a commitment and the costs associated with recruiting, training and managing volunteers. To reach more students without commensurately increasing volunteer and financial resources needed to implement the program, Experience Corps has been incorporating more small group sustained tutoring, sometimes supported by classroom literacy assistance at several of its sites. Preliminary evidence has shown the small group sustained strategy is as, or more, effective than the one-on-one sustained tutoring strategy. By firmly establishing credible evidence demonstrating the effectiveness of small group volunteer tutoring, up to four times as many students could be served per tutor than with one-on-one tutoring. For example, in the school year, Experience Corps volunteers devoted over 123,000 hours of one-on-one tutoring to approximately 6,500 students. If each one of those sessions included four students (the maximum number recommended for a small group) (US Department of Education, Institute for Educational Sciences, 2009), 26,000 students would have been served by the same number of volunteers. These numbers could grow even higher if Experience Corps can demonstrate, as is hypothesized, that small group sustained tutoring in combination with classroom literacy assistance can further boost reading outcomes while also providing whole-class benefits. Experience Corps has adopted guidelines that balance both types of interventions with a focus on sustained tutoring. These guidelines establish that a minimum of 80 percent of volunteer hours be devoted to small group tutoring and the remainder spent on literacy assistance strategies. Through the support of the Social Innovation Fund, we are seeking to expand the Scaling Reading Success model (small-group sustained tutoring alone or small-group sustained tutoring with 4

5 classroom literacy assistance) to organizations currently implementing volunteer-based tutoring models, as well as those organizations seeking to add the Scaling Reading Success model to other existing services they provide to schools in their communities. Through the work of the subawardees, we aim to serve 4,000 additional students through this innovative model. B. Implementation of Scaling Reading Success program There are six elements that are critical to the accomplishment of Experience Corps and the Scaling Reading Success program. These elements are the underlying foundation of the Scaling Reading Success program, which starts with developing a clear set of expectations and formalized relationship among AARP Foundation, subrecipients, school leadership and teachers to ensure the right students and classrooms are receiving the intervention over the course of the entire school year. 1. Results Oriented: Produces measurable improvements for students, volunteers and schools. 2. Tutor Commitment: Mature adults invest the time to assure reliable, consistent support for students. Scaling Reading Success volunteers are placed in classrooms to tutor belowgrade-level kindergarten through 3 rd grade students, committing to serving 2-3 days per week throughout the school year. 3. Rigorous Volunteer Training: Provides highly qualified tutors and mentors for students and new skills for volunteers. Scaling Reading Success volunteers receive at least 25 hours of targeted training and coaching in literacy, behavior management, child development and other relevant areas. 4. Team-Based Approach: Creates peer support network which leads to improved social connections among volunteers, school personnel and AARP Experience Corps and affiliate staff. 5. Community Roots: Establishes significant presence in schools, connects schools and 50+ community. 6. Intergenerational: Students and tutors benefit from working together in the classroom consistently. C. Additional Support from AARP Foundation In order to implement the model successfully, AARP Foundation provides on-going support to its subrecipients. Standards of practice: AARP Foundation has rigorous standards of practice for both business operations to ensure sustainable organizations and program implementation to ensure that the Scaling Reading Success program is implemented with fidelity. This includes a review (similar to an accreditation review) conducted by trained peer reviewers from other Experience Corps programs. Technical assistance: AARP Foundation develops nationwide technical assistance (TA) plans based on prioritized needs. As with all Experience Corps programs, subrecipients will participate in nationwide TA events and receive individualized technical assistance. At the site level, technical assistance will be provided to support successful volunteer training and rigorous site implementation. All subrecipients, in addition to receiving targeted technical assistance to become 5

6 compliant with the AARP Foundation standards, will be provided with TA to support the SIF-funded evaluation activities and will become part of the SIF learning community. Experience Corps Scaling Reading Success e-kit: The e-kit is a compilation of tools, resources, policies, and templates for every phase of program development and implementation. The e-kit is housed on the Experience Corps intranet to which subrecipients will have access. This self-service resource houses our practice knowledge from nearly 20 years of operating Experience Corps. The e-kit houses over 100 resources and is continually updated with new materials and documents. Comprehensive volunteer training resources: The Training Resource Site that will be housed in the e- kit. This content library will include facilitator and participant guides in all content areas required for volunteer training, activities and handouts to use with children, training videos demonstrating tutoring techniques and typical classroom situations and other resources. Subrecipients will have access to this content to create training agendas, and facilitator and participant materials for their volunteer tutor training. The national office will provide technical assistance to promote coherent and consistent use of these materials. Grants Management: AARP Foundation will also support subrecipients with TA for resource development, communications, expertise in running large volunteer programs, and operational support and connections to AARP state offices. The AARP Foundation Grants Management department will provide ongoing technical assistance and training to subrecipients to ensure they are able to comply with the requirements for managing federal funds. Data systems and reports: Subrecipients will have access to tools and technical assistance related to every aspect of data collection and reporting. They will receive licenses to use the Salesforce database system for tracking students and volunteers. Salesforce user manuals and training modules provide instructions for how to enter, update, and access program data in the national program database, and data migration templates are provided to mass-input or update data into the Salesforce database. Subrecipients will also be provided with training on the use of electronic time sheets and required esurveys, scan technology, and forms for collecting and processing daily volunteer session logs. Surveys are provided to the Experience Corps network by AARP Foundation for the collection of program outputs and outcomes from teachers, volunteers, and local program staff. The surveys collect teacher ratings of student academic performance and engagement behaviors, impact of the Experience Corps program, and volunteer outcomes and satisfaction with the program. All sites receive annual, individualized outcome reports based on the survey data submitted. These reports are used to confirm program effectiveness, identify areas for improvement, report program results to current and potential funders and stakeholders, and to ensure quality service delivery. An active peer network: Subrecipient programs will become a part of an active peer network, which includes all Experience Corps programs across the country. This network holds a wealth of knowledge that is shared and exchanged via monthly network calls and webinars, in-person meetings, and affinity groups. These formal supports promote the informal support and resource sharing that happens as program sites reach out to each other to ask questions and share resources. We are also cultivating a peer-mentoring strategy for leaders of new sites. 6

7 D. Specific Subrecipient Activities Establishing Project Infrastructure Planning and Coordination Gather Resources for Data Collection Maintain Leadership Support Volunteer Recruitment and Management Evaluation Oversight and Data Capturing Match Requirement Engagement with AARP Foundation Identify staff and infrastructure to support implementation and oversight of the Scaling Reading Success program in schools. Coordinate the Scaling Reading Success program with other wrap-around services focused on increasing grade level reading such as parent engagement, student attendance and summer learning. Obtain necessary testing data through school or school districts on a timely basis. Demonstrate and maintain senior institutional leadership for Scaling Reading Success program. Recruit and manage a volunteer base consisting of older adults (age 50+) to act as in-classroom tutors. Subrecipient should also provide on-going training (through AARP Foundation resources) and recognition. Assist AARP Foundation evaluation partners with local implementation and ensure timeliness of data gathering and inputting into AARP Foundation data management systems. Subrecipient should be actively engaged with local funders to ensure it is meeting its match commitment, which must be demonstrated every 12- months through its financial reports. Key staff must participate in the Scaling Reading Success convening on March 9-10, 2016 in Washington, DC; bi-weekly/monthly status update meetings, bi-monthly network virtual meetings, and additional trainings to be scheduled. E. Evaluation of the Scaling Reading Success Program The goal of the competition is to identify nonprofits that, in partnership with schools/school districts, will participate in the Scaling Reading Success model and in a rigorous evaluation to test the following two hypotheses: 1. Small group sustained tutoring by volunteer tutors is an effective intervention for helping students who are struggling to read when compared to a business as usual comparison or control group. 2. Full classroom literacy assistance in combination with small group sustained tutoring by volunteers will a) provide an additional value add to students in small group and b) provide a value add to the full classroom of students when compared to business as usual comparison or control group. Through the successful expansion and testing of this new model, AARP Foundation will provide a scalable and cost-effective intervention to achieve grade-level reading for all students by the third grade. Subrecipients will participate in the evaluation at a minimum by: 7

8 Contributing to the development of data collection protocols based on their understanding of program operations; Collaborating with schools and/ or school districts and the AARP evaluation partner to collect necessary evaluation data; Obtaining school-based testing (student reading assessment data) data through a formal arrangement with the school or school district; Entering information into the AARP Foundation s data collection systems; and Participating in in-depth interviews with evaluation staff for the implementation evaluation. The staff activities above may not include all that is necessary to support the evaluations. Subrecipients should plan to commit sufficient resources to the evaluation process. The evaluation process also provides an opportunity to the subrecipient to learn about its own implementation of the Scaling Reading Success program and utilize the results of the evaluation to refine its literacy tutoring model. We want to ensure the evaluation complements the subrecipient s current organizational learning environment. F. Federal Grant Compliance This program is funded by AARP Foundation and the Corporation for National and Community Service Social Innovation Fund. The subawards are federal grants, and subrecipients will need to commit to the terms and conditions for receiving federal grants (which may change or be updated by the federal government during the project period). Subrecipients should be familiar with and follow the current Code of Federal Regulations under Chapter II part 200 (also known as 2 CFR 200 or Uniform Guidance). The full list of regulations can be access via this link. The Single Audit Act (31 U.S.C. Chapter 75) and OMB Circular A-133, Audits of States, Local Governments, and Non-Profit Organizations ( In addition, subrecipients must also comply with additional provisions from the Corporation for National and Community Services, which include: Keeping timesheets for every employee who is supported by the subaward or the matching funding committed to the project. Ensuring all covered positions (staff and volunteers funded by the grant or through the match) must undergo National Service Criminal History Check (NSCHC) requirements that include: o A nationwide name-based search of the National Sex Offender Public Website (NSOPW); and Either: o A name- or fingerprint-based search of the statewide criminal history registry in the person s state of residence and in the state where the person will serve/work, or o A fingerprint-based FBI criminal history check. Special Rule for Persons Serving Vulnerable Populations: 8

9 o Award-funded subrecipient staff and volunteers with recurring access to vulnerable populations (i.e., children age 17 or younger, individuals age 60 or older, or individuals with disabilities) must undergo NSCHCs that include: A nationwide name-based check of the NSOPW; and both A name- or fingerprint-based search of the statewide criminal history registry in the person s state of residence and in the state where the person will serve/work; and A fingerprint-based FBI criminal history check. Refraining from engaging in prohibited activities mentioned throughout this RFA. II. Eligibility Information A. Applicant must be a 501(c)(3) organization located in Arizona, California, Florida, Georgia, Illinois, Indiana, Massachusetts, Michigan, Minnesota, New Jersey, New York, Ohio, Oregon, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, and Washington. B. Commitment to provide 1:1 direct cash match to subaward. Subrecipients are required to match the entire amount of the subrecipient expended on a dollar-for-dollar basis. The match must be in non-federal cash; in-kind match is not allowable. C. Existing relationships between the nonprofit organization and school district or group of participating schools. D. Schools or school districts where a majority of students qualify for free or reduced lunch, with priority given to schools or school districts with 80% or more students qualifying for free or reduced lunches. E. Elementary student population in which a majority of students are below grade level in literacy proficiency, with priority given to schools or school districts with 80% or more students below grade level in literacy proficiency. F. Demonstrated capacity to collect student information/reading assessment data and commitment to share data with evaluators and participate actively in evaluation activities. G. Significant population of older adults (50-plus) who have the capacity to volunteer. H. Geographic service area includes substantial concentration of low-income children. Low income is defined as: A population of individuals or households being served by a subrecipient on the basis of having a household income that is 200 percent or less of the applicable federal poverty guideline, or Either a population of individuals or households, or a specific local geographic area, with specific measurable indicators that correlate to low-income status, such as, but not 9

10 exclusive to, K-12 students qualifying for free- or reduced-lunch, long-term unemployment, risk of homelessness, low school achievement, persistent hunger, or serious mental illness. An application that proposes to rely on measurable indicators should fully describe the basis for relying upon those indicators (including citations to appropriate studies). The application also must describe and cite the source of data supporting the conclusion that the targeted community meets the indicators. I. Social Innovation Fund and Federal Grant Policies. Subrecipients should be familiar with and follow the current Code of Federal Regulations under Chapter II part 200 (also known as 2 CFR 200 or Uniform Guidance). In addition, subrecipients must be familiar with all Federal regulations related to contractors (when applicable) and ensure contractor compliance. The full list of regulations can be access via this link. All award-funded subrecipient staff and volunteers must undergo National Service Criminal History Check (NSCHC) requirements that include: 1. A nationwide name-based search of the National Sex Offender Public Website (NSOPW); and 2. Either: A name- or fingerprint-based search of the statewide criminal history registry in the person s state of residence and in the state where the person will serve/work, or A fingerprint-based FBI criminal history check. Special Rule for Persons Serving Vulnerable Populations. Award-funded subrecipient staff and volunteers with recurring access to vulnerable populations (i.e., children age 17 or younger, individuals age 60 or older, or individuals with disabilities) must undergo NSCHCs that include: 1. A nationwide name-based check of the NSOPW; and 2. Both: A name- or fingerprint-based search of the statewide criminal history registry in the person s state of residence and in the state where the person will serve/work; and A fingerprint-based FBI criminal history check. J. Organizations that have been convicted of a federal crime are not eligible to apply. K. Pursuant to the Lobbying Disclosure Act of 1995, an organization described in Section 501(c)(4) of the Internal Revenue Code of 1986, 26 U.S.C. 501 (c)(4), that engages in lobbying activities is not eligible to apply. III. Subaward Award Information A. Potential Subaward Ranges Annual subaward pool: Up to $1,000,000 10

11 Total subaward: No less than 7 Subaward ranges: $100,000-$200,000 per year B. Subaward Period February 1, 2016 June 30, 2020 The subaward period will consist of 52 months. The first project year consists of 17 months (February 1, 2016 through June 30, 2017). The grantee will submit six weeks prior to the end of project year a simplified application for continuance, which will include a budget for the next project year. Continuation will be based upon current performance (as detailed in grant agreement s scope of work) and compliance to grant terms. Additional funding may be available depending on available funding and subrecipient performance and compliance. C. Reporting Requirements Subrecipients will be required to submit calendar quarterly reports that provide programmatic status of their project. The first quarterly report will cover the first two months (February 1, 2016 through March 31, 2016) with all future reports covering standard calendar quarter. Reports are due 20 days after the end of the calendar quarter. Subrecipients will be required to submit monthly financial reports that provide details with regards to project expenses incurred and allocation of expenses between Federal share and subrecipient share. Reimbursement for expenses each month will not exceed the match portion. Financial reports also include details with regards to funding sources for the match requirement. Financial reports are due 20 days after the end of the reporting month. D. Indirect Cost Rate Subrecipient must use its federally negotiated indirect cost rate (if they have one) for the entire cost of the project (meaning federal share and subrecipient share). Subrecipient s indirect costs charged to the federal share cannot exceed 10% of total direct costs. Additional indirect costs may be allowable to charge against the subrecipient share. IV. Application Information The online application requests basic organizational contact information as well as the sections listed below. Project Summary (250 character limit) In a few sentences, briefly explain your proposed Scaling Reading Success project, including the geographic area and the schools or school districts you will serve. A. Program Experience (8000 character limit) Applicants should provide the context of the environment in which they currently operate to demonstrate the significant need among low-income students that lack reading proficiency. 11

12 Applicants should provide an overview of their current model to help students achieve grade level reading or other academic assistance. The overview should include current reach and results, how the applicant ensures program fidelity, and efforts for on-going program improvement. Applicants will be assessed by their current relationship with schools and school districts including depth and length of such relationships, particularly as it relates to providing volunteer tutoring to high need, low-income students. Please include names and title of individuals that are the main points of contact at schools or school districts, including point of contact that would provide access to testing and administrative data, if different. Our goal is that applicants will serve around 600 students through a combination of small group tutoring and small group tutoring plus classroom literacy assistance. The goal of 600 students per year is not an eligibility criterion. If you serve fewer than 600 students per year your application will receive equal consideration as an organization that serves more than 600 students year. Rather, it provides an understanding about the number of schools and volunteers committed to your project. Please explain (number of classrooms, schools, etc.) your target number of students served each year (this number may increase over the course of the project) and how you will recruit and manage corresponding number of volunteers. Please note: In developing your plan to serve your target number of students, the percentage of classrooms being served by small group tutoring AND literacy assistance combined should not be higher than 50%. Applicants also will be assessed on their experience and capacity to provide a range of services designed to achieve grade level reading success for the students they serve. These activities may include wrap-around services to increase parent engagement and student attendance. For applicants that are currently providing wrap-around services without any tutoring component, they must explain how a tutoring program is complementary to their other activities and will accelerate grade-level reading achievement by the students. Applicants should also provide clear details with regards to their current volunteer network. Details should include the size of network, their management of the network and their recruitment process to identify new 50+volunteers. Because the Experience Corps model requires weekly commitment by the volunteer over the course of the school year, the applicant should provide experience in utilizing volunteers for long-term, reoccurring activities. Applicants should also provide details regarding training, monitoring and evaluating volunteers. Applicants must provide a project overview (using the template in the application) articulating the steps necessary for implementing the Scaling Reading Success project. Applicants should address steps they will take to ensure the project: meets all general program standards; meets standards for sustained tutoring; meets all standards for literacy assistance. 12

13 Applicants should describe steps they will take to recruit and manage a volunteer base consisting of 50+ adults to act as in-classroom tutors sufficient to meet identified targets. Applicants should articulate their plans for on-boarding new volunteers, orienting them to the model, and providing training to promote quality with fidelity to the Experience Corps model. B. Evaluation Capability (8000 character limit) The underlying goal of a Social Innovation Fund is the commitment to evaluation. Critical to a successful evaluation is the sharing of data among the intermediary (AARP Foundation), the evaluation firm and the subrecipient and the active participation in implementation and impact evaluation activities. The nature of Experience Corps Scaling Reading Success model requires the engagement of each participating school to share testing data that specifically measures literacy to determine the effectiveness of the small group tutoring model. In addition to the letter of commitment from the school district as part of the application materials, the applicant should include a brief narrative explaining the process of obtaining beginning of year and end of year student reading assessment data (i.e., DRA, Fountas and Pinnel, Dibels, etc.) from the school district and the timing of the receipt of the data. Applicants will need to demonstrate their understanding of the time and resources it takes to work with an evaluation firm and collect high quality data (quantitative and qualitative) throughout multiple phases of the program. Applicants will need to show they are committed to such data collection activities and have the resources/internal capacity to work with the external evaluator. This will include showing the current staff resources dedicated, and additional capacity needed, to coordinate evaluation and data collection efforts and clear communication and documentation about how Scaling Reading Success model should work and the extent to which activities are adhering to this model (e.g., fidelity of implementation). Applicants must explicitly state their willingness and commitment to using the AARP Foundation s data management system to capture and record data such as timesheet information regarding volunteers. Applicants will need to demonstrate their understanding and commitment to quality control of data entry, and express interest in using these data for improvement of the small group tutoring program. Applicants should also detail prior experience participating in evaluations, particularly those involving serving low-income grade-school students. For applicants who have demonstrated experience, please provide details about the evaluation, your role (including any data capturing requirements), the results of the evaluation and how you incorporated the results into your program to increase its effectiveness. C. Organizational Capacity (8000 character limit) AARP Foundation will assess applicants organizational capacity to successfully execute the program goals they outline in their proposals. Priority will be shown to applicants and their partnering school district who document structural and leadership commitment to this project. 13

14 Applicants should document their experience in managing and/or participating in federal grants, including complying with federal grant reporting requirements. Applicants should also identify any federal grant experience by partners. Applicants should document their institutional commitment to the project. Evidence of institutional commitment should include senior leadership commitment to the 1:1 match requirement; senior leadership commitment to recruiting and managing volunteers; and assigning the Scaling Reading Success project manager role to an internal staff person with line responsibility and managerial authority. D. Budget Narrative (8000 character limit) The proposal should contain a 17-month budget that reflects both the requested subaward and the 1:1 match. Applicants budgets will be reviewed to ensure that they are reasonable and appropriate to meet applicants proposed program goals. Applicants budget narratives should align with the proposed budget. For items such as travel and consultants, please include details in how the total amount was determined. For example, if you list $2000 in travel, you should provide amount for transportation, hotel, food, etc. per person for each trip. For hourly staff, you should include number of hours and hourly rate you anticipate. When completing your budget, you should also include the staff time needed to participate in evaluation activities, such as entering data in the AARP Foundation s data management system, obtaining data from schools or school districts (including any administrative costs incurred by the school or school districts for providing the data) administering surveys and participating in in-depth interviews conducted by evaluators. Include travel for up to four staff members to attend the Scaling Reading Success convening in March 2016 at AARP Foundation in Washington, DC, and the costs to conduct background checks. Finally, costs for marketing/outreach, volunteer engagement and management, and supportive services should be included in the overall budget. V. Review Criteria A. Program Experience (40%) The scoring criteria of the Program Experience section will be: Presenting a compelling statement of need for their surrounding community. Nonprofit organizations with experience providing low-income students with academic assistance (preferably around literacy) and/or student and family services that reduce barriers to grade-level reading. Clearly defined relationship with schools or school districts. Detailed explanation on how to serve your target number of students with corresponding number of volunteers. Completed project overview Demonstrated experience recruiting new 50+ volunteers. Existing volunteer base with demonstrated engagement in long-term activities. 14

15 B. Evaluation Capability (30%) The scoring criteria of the Evaluation Capability section will be: Commitment from school district to share student testing results on a timely basis and process for sharing. Understanding of and commitment of staff time to evaluation activities and working with an independent evaluation firm. Ability to utilize the Foundation data capturing tools for data entry and exercise quality control over their data in the interest of the project and their own learning. Demonstrated prior experience measuring program effectiveness and utilizing evaluation results for program improvement C. Organizational Capacity (20%) The scoring criteria of the Organizational Capacity section will be: Clear plan for program management including dedicated internal staff with sufficient managerial and decision-making authority. Applicant has a volunteer recruitment and management specialist dedicated towards the Scaling Reading Success program. Evidence of structural institutional connections to schools or school districts with a primary focus on in-school activities. Demonstrated experience managing and/or participating in federal grant programs, including reporting and controls to maintain compliance. Demonstrated evidence of institutional and leadership commitment to the project. A. Budget Appropriateness (10%) Applicants budgets will be reviewed to ensure that they are reasonable and appropriate to meet applicants proposed program goals. Applicants budget narratives should align with proposed budgets. The scoring criteria of the Budget Appropriateness section will be Budget line items align with budget narrative. Budget proposal reasonable and appropriate to meet program goals. Proper justification and explanation for costs. VI. Application Process A. Letter of Intent All applicants interested in applying for the Scaling Reading Success subawards are strongly encouraged to submit a non-binding Letter of Intent to AARP Foundation by October 21, The letter of intent should be submitted to SIF@aarp.org. In the subject line, applicants should write Scaling Reading Success Letter of Intent. In the body of the , applicants should list: 15

16 Name of organization Address of organization Name of authorized representative Title of authorized representative of authorized representative Phone of authorized representative School or school district to be served (regardless if relationship is formalized) Geographic area served B. Application Process All applicants must complete their application online. For any organization that has not applied online with AARP Foundation, it should begin the application process by going to On this site will be a link to the online application. Organizations that have not applied for grants to AARP Foundation will need to register their authorized representative. The online application will be available starting on September 21, There will be two webinars to assist applicants. The first webinar will focus on programmatic and evaluation elements of the Scaling Reading Success program and will be held on September 22 at 3:00 PM ET. The second webinar will focus on application and compliance requirements and will be held on October 8 at 3:00 PM ET. Webinar details will be made available on which will also include a recording of the webinar. If, after the webinar, applicants have additional questions, please send your questions to SIF@aarp.org. Questions will be summarized and answered on beginning on October 15. Updates to the FAQ will be posted on a weekly basis, as needed, each Thursday afternoon up to the application deadline of November 17. In addition, the applicant should upload the following components when completing the application: 1. One-year budget utilizing the budget template (which is available on 2. Logic model that includes estimated number of schools and students to be served by the program for each programmatic year. 3. Letter of commitment from applicant s president/ceo/executive Director. If funding request represents more than 10% of applicant s annual operating budget, letter should be co-signed by Chair of Board. 4. Letter of commitment from school district superintendent or other school administrator that has ability to approve budgets and contracts. The letter should include a commitment to participate in the Scaling Reading Success program; share student reading assessment data as it relates to grade level reading; and partake in evaluation activities. The letter of commitment should also include the name of schools (if from school district), the number of K-3 classes and the number of students in each K-3 grade. 5. Letter from applicant s CFO confirming ability to meet the match requirement by the end of the programmatic year. Letter should include amount of match at time of 16

17 application (including source), anticipated funding sources and likelihood of achieving those funding sources. In addition, letter should include plan to meet the match if applicant has not allocated 50% of match at time of application. 6. Project overview utilizing the template (which is available on 7. Documentation stating existing tax status. 8. Most recent audited financial statements. 9. Most recent A-133 audit (if applicable). 10. Most recent letter stating current federal indirect cost rate (if applicable). VII. Timeline Please note several key dates that we expect applicants to be aware of when submitting their application. 1) December 7-14, 2015: AARP Foundation will contact by December 7 applicant s primary contact with a list of clarification questions identified by the reviewers. Applicants must reply via to SIF@aarp.org by 11:59 PM ET on December 14. 2) January 5-13, 2016: During this time AARP Foundation will make site visits to finalists to seek application clarification, current and potential capability for federal grant compliance and understand its capacity and commitment towards data capturing and evaluation. Institution leaders, project lead, development/external relations office, staff overseeing financial oversight and grant compliance and leaders from schools or school districts should be made available. 3) March 9-10, 2016: Subrecipient convening at AARP Foundation headquarters in Washington, DC. The two-day on-boarding session will focus on Scaling Reading Success program implementation, federal and CNCS grant compliance training, relationship development and evaluation preparation. Individuals responsible for project oversight, grant compliance, evaluation implementation should attend the convening. Below is the expected timeline for the subaward award process. September 22, 2015: Programmatic and evaluation webinar October 8, 2015: Technical (application and compliance requirements) webinar October 21, 2015: Non-binding letter of intent deadline November 17, 2015: Proposal deadline December 7, 2015: Clarification period begins December 14, 2015: Clarification period ends December 17, 2015: Finalists identified and contacted for site visits and also provided the subaward agreement template for review January 5-13, 2016: Site visits to finalists February 1, 2016: AARP Foundation signed grant agreements ed to subrecipients March 9-10, 2016: Subrecipient convening at AARP Foundation VIII. Additional Terms and Conditions Applicants should also be aware of terms and conditions of the Corporation for National and Community Service s Social Innovation Fund Grant, which will also be included in subaward 17

18 agreements. While these are not all of the terms and conditions that will be included in the subaward agreement, we want to highlight sections that focus primarily on grant compliance and oversight. A. Financial Management Standards 1. General The subrecipient must maintain financial management systems that include standard accounting practices, sufficient internal controls, a clear audit trail, and written cost allocation procedures, as necessary. The subrecipient s financial management systems must be capable of distinguishing expenditures attributable to this award from expenditures not attributable to this award. The systems must be able to identify costs by programmatic year and by budget category and to differentiate between direct and indirect costs or administrative costs. For further details about the grantee s financial management responsibilities, refer to OMB Circular A-102 and its implementing regulations (45 CFR Part 2541) or A-110 (2 CFR Part 215) and it s implementing regulations (45 CFR Part 2543), as other applicable OMB regulations. 2. Consistency of Treatment To be allowable under an award, costs must be consistent with policies and procedures that apply uniformly to both federally financed and other activities of the subrecipient. Furthermore, the costs must be accorded consistent treatment in both federally financed and other activities, as well as between activities, supported by different sources of funds. 3. Audits Organizations that expend $500,000 or more in a year in total federal awards (grants or cooperative agreements) shall have a single or program-specific audit conducted for that year in accordance with the Single Audit Act, as amended, 31 U.S.C. 7501, et seq., and OMB Circular A-133. If the Awardee expends federal awards under only one federal program, it may elect to have a program specific audit, if it is otherwise eligible. A grantee that does not expend $500,000 in federal awards is exempt from the single audit requirements of OMB Circular A-133 for that year. However, records must be available for review and audit. The recipient of a federal grant (pass-through entity) is required in accordance with paragraph 400(d) of OMB Circular A-133, to do the following with regard to its subrecipients: (1) identify the federal award and funding source; (2) advise subrecipients of all requirements imposed on them; (3) monitor subrecipient activities and compliance; (4) ensure subrecipients have A-133 audits when required; (5) issue decisions and ensure follow-up on audit findings in a timely manner; (6) where necessary, adjust its own records and financial statements based on audits; and (7) require subrecipients to permit access by the pass-through entity and auditors to records and financial statements, as necessary, for the pass-through entity to comply with A Indirect Cost Rates Reimbursement for indirect costs, general and administrative costs, overhead, or any similar cost rate type agreement, will be at the rate(s) and on the base(s) specified in the approved award budget. These amounts are subject to finalization by AARP Foundation or CNCS. Any provisional rate(s) is subject to downward adjustment only under this award. Accordingly, 18

19 final approved rate(s) charged to this award may not exceed the maximum provisional rate(s). 5. Program Income a. General. Income, including any fees for service earned as a direct result of the subaward-funded program activities during the award period, must be retained by the subrecipient and used towards match requirement. b. Excess Program Income. Program income earned in excess of the amount needed to finance the subrecipient match must be added to funds committed to the subaward-funded project and used to further expand eligible program activities and objectives. B. Prohibited Program Activities Subrecipients must comply with the prohibitions on use of CNCS funds in section 174 of the NCSA (42 U.S.C ). While charging time to this subaward, the subrecipient, and anyone acting under the supervision or authority of the subrecipient, may not engage in the following activities: 1. Attempting to influence legislation. 2. Organizing or engaging in protests, petitions, boycotts, or strikes. 3. Assisting, promoting or deterring union organizing. 4. Impairing existing contracts for services or collective bargaining agreements. 5. Engaging in partisan political activities or other activities designed to influence the outcome of an election to any public office. 6. Conducting a voter registration drive or using subaward funds to conduct a voter registration drive. 7. Participating, in or endorsing, events or activities that is likely to include advocacy for or against political parties, political platforms, political candidates, proposed legislation, or elected Officers. 8. Engaging in religious instruction; conducting worship services; providing instruction as part of a program that includes mandatory religious instruction or worship; constructing or operating facilities devoted to religious instruction or worship; maintaining facilities primarily or inherently devoted to religious instruction or worship; or engaging in any form of religious proselytization. 9. Providing a direct benefit to: a. A for-profit entity; b. A labor union; c. A partisan political organization; d. An organization engaged in the religious activities described in the preceding subclause, unless Agreement funds are not used to support the religious activities; or e. A nonprofit entity that fails to comply with the restrictions contained in section(c)(3) of U.S.C. Title Providing abortion services or referrals for receipt of such services. 19

20 11. Subaward funds may not be used for international travel or projects where the primary beneficiaries of an activity are outside the United States. 12. Such other activities as CNCS or AARP Foundation may prohibit. Individuals may exercise their rights as private citizens and may participate in the above activities on their own initiative, on non-cncs time, and using non-cncs funds. C. Certification Debarment, Suspension, and Other Responsibility Matters Acceptance of the subaward agreement will result in certification required by the government-wide regulations implementing Executive Order 12549, Debarment and Suspension, 2 CFR Part 180, Section that neither the applicant nor its principals: 1. Is presently excluded or disqualified; 2. Has been convicted within the preceding three years of any of the offenses listed in (a) or had a civil judgment rendered against it for one of those offenses within that time period; Is presently indicted for or otherwise criminally or civilly charged by a governmental entity (Federal, State, or local) with commission or any of the offenses listed in (a); or 3. Has had one or more public transactions (Federal, State, or local) terminated within the preceding three years for cause or default. The terms debarment, suspension, excluded, disqualified, ineligible, participant, person, principal, and voluntarily excluded as used in this document have the meanings set out in 2 CFR Part 180, subpart I, Definitions. A transaction shall be considered a covered transaction if it meets the definition in 2 CFR part 180 subpart B, Covered Transactions. D. Assurance requirement for subaward agreements You agree by submitting this proposal that if we approve your application you shall not knowingly enter into any lower tier covered transaction with a person who is debarred, suspended, declared ineligible, or voluntarily excluded from participation in this covered transaction, unless authorized by us. E. Assurance inclusion in subaward agreements You agree by submitting this proposal that you will obtain an assurance from prospective participants in all lower tier covered transactions and in all solicitations for lower tier covered transactions that the participants are not debarred, suspended, ineligible, or voluntarily excluded from the covered transaction. F. Assurance of subaward principals You may rely upon an assurance of a prospective participant in a lower-tier covered transaction that is not debarred, suspended, ineligible, or voluntarily excluded from the covered transaction, unless you know that the assurance is erroneous. You may decide the method and frequency by which you determine the eligibility of your principals. You may, but are not required to, check the List of Parties Excluded from Federal Procurement and 20