Arkansas Department of Education



2007-2008

Arkansas Department of Education

Learn and Serve America

Grant Proposal

School District:________________________________________

School: ______________________________________________

Education Service Cooperative:___________________________

Federal I.D. #: _________________________________________

Principal: ____________________________________________

Contact Person: _______________________________________

E-mail Address: ______________________________________

Position / Title: ________________________________________

Phone Number: ________________________________________

Mailing Address: _______________________________________

City/State/Zip: _________________________________________

County: ______________________________________________

School Free/Reduced Lunch Percentage: ____________________

Name of Superintendent: ________________________________

District Address: ______________________________________

District City and Zip: ___________________________________

Superintendent Signature: _______________________________

Grant Amount Requested: _______________________________

State Representative: __________________________________

State Senator: ________________________________________

Mayor: ___________________ County Judge: _____________

Mail Applications To:

Must be received in our office by 4:30 p.m. on November 12, 2007

Dr. Reginald Wilson

Arkansas Department of Education

Grant Initiatives / Early Childhood Education

ATTN: Learn and Serve

#4 Capitol Mall, Room 110-B

Little Rock, AR 72201

(Faxed copies will not be accepted)

Table of Contents

Program Information Cover Page……………….... 1

Learn and Serve Information Page……..……...…. 3

Frequently Asked Questions/

Example of Service-Learning Activities …..….. 4 - 9

Required Application Components……..….…. 10-11

Added Corporation Projects..………..…………...12

Assurance Form………………………….….…... 13

Budget Form ………..…………………….….…...14

Partnership Agreement……………………………15

(Have each partner to complete a form)

Mentoring Agreement Form………………………16

Scoring Rubric 17-22

General Information

The Arkansas Department of Education has received funding from the Corporation for National and Community Service for the School-Based Learn and Serve America Program.

The Learn and Serve application is due in our office by 4:30 p.m. on November 12, 2007. Mail an original and three copies to:

Dr. Reginald Wilson

Arkansas Department of Education

Grant Initiatives / Early Childhood Education

RE: Learn and Serve Application

#4 Capitol Mall, Room 110-B

Little Rock, AR 72201

Faxed proposals will not be accepted. The original and each copy should be stapled in the upper, left-hand corner (do not use special binding). The cover sheet for this proposal must be utilized as the cover sheet for the submitted application. All pages must be double-spaced and numbered.

Eligible Applicants include public schools, public charter schools, districts or education service cooperatives. Priority funding will be given to proposals addressing middle school and high school students (see Frequently Asked Questions section for more information.)

Frequently Asked Questions

What is Learn and Serve America?

What is Service-Learning?

What Does Service-Learning Look Like?

Why is Service-Learning Important?

Learn and Serve America supports service-learning programs in schools and community organizations throughout the nation that has helped over one million students from kindergarten through college meet community needs, while improving their academic skills and learning the habits of good citizenship. Learn and Serve grants are used to create new programs or replicate existing programs, as well as to provide training and development to staff, faculty, and volunteers.

Service-Learning combines service to the community with student learning in a way that improves both the student and the community. According to the National and Community Service Trust Act of 1993:

Service-Learning:

is a method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities;

is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the community;

helps foster civic responsibility;

is integrated into and enhances the academic curriculum of the students, or the education components of the community service program in which the participants are enrolled; and,

provides structured time for students or participants to reflect on the service experience.

In colleges and schools, service-learning is part of the academic curriculum. In community organizations, youth develop practical skills, self-esteem, and a sense of civic responsibility. Examples of service-learning projects include: preserving native plants, designing neighborhood playgrounds, teaching younger children to read, testing the local water quality, creating wheelchair ramps, preparing food for the homeless, developing urban community gardens, starting school recycling programs, and much more.

A national study of Learn and Serve America programs suggests that effective service-learning programs improve academic grades, increase attendance in school, and develop personal and social responsibility. Whether the goal is academic improvement, personal development, or both, students learn critical thinking, communication, teamwork, civic responsibility, mathematical reasoning, problem solving, public speaking, vocational skills, computer skills, scientific methods, research skills, and analysis.

What are the Required Components for Implementation of a Service-Learning Project?

All proposed projects must address each of the below components of service learning. Service learning is a teaching methodology and can be illustrated by utilizing these four basic components.

Preparation: This is where service learning begins and the students are instrumental in the planning and preparation for the service-learning project. In the preparation phase, the following steps should occur:

• identify a recognized need

• take inventory and draw upon student's skills and knowledge

• acquire information regarding the recognized need

• develop a plan of action (which encourages student responsibility)

• incorporate service and learning into the classroom curriculum

Action: This is the service as demonstrated through direct service, indirect service, or advocacy (*see definitions), with students taking action that:

• provides meaningful service;

• uses previous and acquired academic skills and knowledge;

• offers unique learning experiences;

• provides for student ownership; and,

• is age appropriate and provides a safe learning environment.

Reflection: This is used as a time to measure what has been accomplished and the impact service learning has had on the participants. It provides structured time for youth participants to:

• describe what happened;

• record the difference(s) made;

• discuss thoughts and ideas; and,

• measure the impact/success of the project itself.

Demonstration/Recognition: This phase allows students to inform others of what they have learned and accomplished. They review the preparation, action, and aspects of the reflection that make this an authentic learning experience. In doing so, they acknowledge to themselves and to others the method and outcomes of the learning process.

What are the Areas of Service that can be Addressed?

Education

Public Safety

Human Needs

Environment

The Corporation for National and Community Service has identified four areas in which service-learning activities can take place and meet the national and community needs. Projects must propose activities that fall within at least one of the service areas: education, pubic safety, human needs, and/or environment. The information provided for each service area is only examples of activities that could fall within that designated area. Each applicant can establish unique programs and projects.

• Students serve as tutors or reading partners

• Provide peer mediation services

• Tutor for English as a Second Language students

• Design and implement a voter registration campaign

• Design and implement a youth leadership program

• Develop a weekly/monthly youth-driven column for the local newspaper to support/advocate youth involvement in community service projects

• Teach parents or senior citizens to use technology

• Develop and present violence prevention/conflict resolution training/programs for elementary students

• Coordinate a crime prevention/public safety fair

• Install smoke alarms in the homes of senior adults or local homeless shelters

• Eliminate graffiti in the community by painting a mural in its place

• Write a guidebook in several languages on available community services

• Deliver mobile meals

• Write and produce plays on healthy living

• Tutor youth in a homeless shelter

• Develop and present plays or musical productions at local nursing homes or homeless shelters

• Sample, monitor, and map natural resources

• Restore weather-damaged areas

• Create a butterfly garden, nature trail, or community garden

• Environmental Preservation

• Establish a community or school recycling program

• Establish a community clean up campaign.

Service-learning is a catalyst for Arkansas Act 648 of 1993 which states:

(a) Act 648 of 1993 - Beginning with the 1996-97 school year, a student who has completed a minimum of seventy-five (75) clock hours of documented community service-learning in grades nine (9) through twelve (12), as certified by the service agency of organization to the school, shall be eligible to receive one (1) academic credit that may be applied toward graduation.

b) The community service shall be in programs or activities approved by the State Board of Education and the local school board and shall include preparation, action, and reflection components. (Schools are automatically considered service sites).

Examples of Service-Learning Activities

|Service Project |Some Learning Possibilities |

|Plant a community garden in partnership with senior citizens in|Learn about plants, gardening, and landscaping. Get to know |

|the neighborhood. |seniors and learn from them. |

|On a regular basis, perform a play, read to people, or sing a |Practice singing, performing, conversation, and/or writing |

|song at a nursing home or hospital and take time to get to know|skills. Learn about the nursing home and the aging process. |

|the people. | |

|Develop "reading buddies." Older students can be assigned as |Solidify the reading skills of both younger and older children.|

|reading buddies with younger students and they meet on a |Older children learn responsibility, patience, and teaching |

|regular basis to read together. |skills. Offer older children simple training about being a |

| |good tutor. |

|Hold a toy/food/clothing drive for a homeless shelter or soup |Learn about hunger and homelessness. Practice sorting, |

|kitchen. |planning, and organizational skills. |

|Adopt a local park and work to keep it clean. Pick up trash on|Learn about the impact of litter. Learn to do research and |

|a regular basis. If there seems to be a shortage of trash |practice writing skills. Learn to notice community needs and |

|receptacles, find out who is in charge and write letters to |take the responsibility to do something about them. |

|obtain additional trash bins. | |

Program Examples:

Environmental Preservation: A local school developed an environmental education project that entails improving a one-quarter mile trail between the school and the recreation center. This is both an in-school and out-of-school project. Teachers have integrated the learning related to the project into their curriculum and much of the physical work involved takes place during the out-of-school time. Work includes erosion control, improving footpaths, mulching, mapping, plant identification, maintenance, putting in a bike path, and installing railings.

Human Needs Project: A local middle school utilized an after-school program to establish an after-school club where students learn plays and/or musical productions. On a monthly basis, the students performed for local nursing homes, children hospitals and/or homeless shelters.

Who can apply for Learn and Serve Funding?

How Much Funding is Available?

Is there a Required Match?

How Long is the Grant Period?

How Can the Grant Funds be Used?

The priority target population for the Learn and Serve Program in Arkansas will be those students in grades 5-8. However, the application will be open to all K-12 grades within public schools throughout the state. Education service cooperatives are eligible to apply on behalf of a local public school.

Arkansas sub-grants to local education agency (LEA). Funding will be available according to the amount received by the State Education Agency (SEA).

Yes. Each applicant will be required to make a 50% match. The match can be cash, in-kind or both. Under the Learn and Serve America Program guidelines, 50% match is defined as a $1 for $1 match.

Sub-grants will be funded for a period of up to 12-month period (projected start date for programs is on or before December 1, 2007) and can re-apply each year. However, reapplication will be competitive each year with all submitted applications.

Funds may be expended to directly support service-learning programs/projects. Generally, funds are used for transportation to service sites; instructional materials; expendable materials used to perform the service learning; program documentation; youth training; recognition; stipends for teachers and release time for teachers.

Funds may not be used to provide religious instruction, or employ a program position. Neither indirect costs, nor grant writer fees can be charged against this grant.

Application Components

The following program components must be addressed in no more than 15 pages, using 12-point font, one-inch margins and double-spaced pages. An appendix may be included, however, it must be limited to five items and no more than ten pages. The budget and budget narrative are not included in the 15-page limit.

I. Getting Things Done/ Project Description

• What compelling community need(s) will your program/project address?

• What will the students learn and are able to do as a result of the program/project (skills, applied learning, changes in grades, reduction of absenteeism, etc.)?

• What type of service learning opportunities will be offered?

• How will service learning activities be integrated into the curriculum?

• Identify the grade level of the targeted students. Will this be a grade-level project or a school-wide project?

• Address how each of the four service learning components (refer to page 5 of this application) will be integrated into the project.

• Identify what area of service the project will address (Education, Human Needs, Environment or Public Safety).

• Provide a list of objectives, activities, and timelines for each activity.

II. Strengthening Communities

• Describe how the students will link with local community organizations. Provide a list of key partnering agencies that will assist in the success of the project and their role(s).

• Signed Partnership Agreements.

• What is the expected community impact?

III. Participant Development

• How many students and other participants do you expect to have in the program? Indicate the number of students, teachers, community members, etc. that will be involved.

• Address the following:

• Inclusion of students in the planning

• Use of past service-learning students to recruit others

• Planning process

• Publicizing the project along the way and at the conclusion

• Recognizing participants (Awards assemblies, etc.)

IV. Evaluation

• Each Learn and Serve Program is expected to have outcomes that are related to meeting Arkansas' Promise, which is directly linked to General Colin Powell's America Promise. Therefore, address how the five areas below (that are relevant to your proposed project/program) will be addressed.

• Mentor: Increase the number of children and youth who have an ongoing relationship with a caring adult.

• Protect: Increase the number of children and youth who are actively engaged in safe and structured activities during non-school hours to learn and grow.

• Nurture: Promise and provide families with information and access to a continuum of programs, services, and other resources to ensure healthy children and youth from birth to age 18.

• Teach/Learn: Help students progress from school to the workplace with marketable skills, integrity, responsibility, and the self-motivation necessary for economic self-efficiency and active citizenship.

• Serve: Increase the number of school-age youth in direct service to their communities and increase the amount of school support for youth engaged in service partnerships with community organizations.

• Discuss how an evaluation plan will be developed and implemented to track the participants/project in the following areas:

• Student school attendance

• Classroom participation

• Classroom grades/ If applicable to the goals of your program

• Average number of students participating in the project

• Documented hours of service learning

• Students overall participation in the four components of service learning (Preparation, Demonstration, Recognition, Reflection)

• Accomplishment of goals/objectives (How will data be collected to prove/measure the accomplishment of goals/objectives

V. Budget/Budget Summary

• Use the enclosed budget form.

• Provided a detailed budget outline that projects the proposed expenditures with a general description as to how the cost was derived.

Focus Areas

I. The Arkansas Department of Education (ADE) has committed to the Corporation on National and Community Service (CNCS) to focus on literacy and/or math improvement. Special consideration will be given to schools that propose a program/project that will some how effect literacy and/or math improvement of student participants.

II. The ADE has agreed to also measure the impact that service-learning programs have on risky behaviors. Risky behavior is defined as a behavior that is a risk to a person, school or community. For example, risky behavior may include low school attendance, drug abuse, low community participation, abstinence, juvenile crime, low grades or test scores, negative diversity behaviors, negative character behaviors, health issues that are a risk to the body, negative environment issues, etc.

Consider any of the Learn and Serve projects that you want to implement. Do any of the projects change a risky behavior? Describe the behavior that will change and how you are going to measure your Learn and Serve program’s positive impact on this behavior (how the implementation of the program/project will positively change this behavior in the school, community or students).

How will this change be measured? Some examples of ways to collect data in order to measure change are to conduct pre and post-tests and record observations during activities and reflections.

This is a requirement. If a risky behavior is not addressed, 10 points will be deducted from the total points of your application.

III. The Corporation of National and Community Service is making an effort over the next few years to engage the Baby Boomer generation in volunteerism. Baby Boomers are individuals who are currently ages 42-60. Applicants must report the anticipated number of Baby Boomers that will participate in their program and a plan to attract as many Baby Boomers as possible to volunteer in your program/project.

IV. CNCS is also making an effort to include as many children from disadvantaged backgrounds in service-learning projects. It is proven that these children benefit academically and socially from participation in service-learning programs/projects. Be sure to indicate on your cover-page the free/reduced lunch percentage of your school population.

All of the above-mentioned information (I – IV) should be included in the Participant Development section of your application.

Learn and Serve America Grant

Assurances

1. The recipient of these funds shall ensure that the activities for parents and children planned under this grant must be correlated with the development of Smart Start and Smart Step goals.

2. The recipient of these funds shall, to the extent possible, coordinate each of its activities with other projects that are within the same area. Appropriate methods of coordination include;

a. planning the project with organizations and individuals that have similar objectives or concerns,

b. sharing information, facilities, staff, services or other resources,

c. engaging in joint activities such as instruction, needs assessment, evaluation, technical assistance, staff training, and availability of information and materials for other districts,

d. not duplicating the efforts of funds used under other programs, such as Title I,

e. using the project funds to increase the impact of funds made available under other programs for the same purposes.

3. The recipient will provide reasonable opportunities for participation by teachers, parents, and other interested agencies, or organizations, and individuals in the planning and development of this program.

4. The recipient will maintain detailed financial documents including receipts.

5. The recipient will provide program, financial, and any other pertinent information as requested by the Arkansas Department of Education and/or the Corporation of National and Community Service.

Signature of Superintendent Date

Principal Date

2007-2008

Learn and Serve America

Budget Form

Applicant Name (School/District) _______________________________________________

Program Name ______________________________________________________________

| |Requested Grant Funds |Grantee Match |Total Program Funding |

| | |*In-Kind or Cash | |

|1) Salaries | | | |

|2) Benefits | | | |

|3) Adult Volunteers | | | |

|4) Curriculum Development | | | |

|5) Planning | | | |

|6) Equipment | | | |

|7) Supplies | | | |

|8) Transportation | | | |

|9) Other | | | |

|10) Other | | | |

|11) Other | | | |

|TOTAL | | | |

*An example of In-Kind match may be 5 pieces of lumber donated by the local hardware store at a value of $3.00 per piece. This would give an In-Kind match dollar value of $15.00

($3.00 x 5 = $15.00). Remember that match must be $1 per $1 of requested amount (does not have to be matched by category).

Reproduce as needed

Partnership Agreement

Implementation of the ________________Learn and Serve Program

(School Name)

___________________________

(Partnering Agency Name)

hereby enter into an agreement to aid and enable the children and/or youth of ___________________, to address a

(School Name)

community and/or school need.

_________________________ thereby agrees and is committed to the following responsibilities

(Partnering Agency Name)

(Describe the specific activity(ies) /service(s), or opportunities to be provided by the partnering agency for this application).

It is agreed by both parties that this partnership agreement will focus on coordination and integration of services to build local support for the Learn and Serve Program.

____________________________________ ____________________________________

Partnering Agency Management Signature Date

____________________________________ ____________________________________

Applicant Signature Date

This form is only for programs that have received funding for three years or more.

Mentoring Agreement

I hereby agree to mentor the concept of service-learning to staff within my school, and to staff or staff persons within other school/schools. Therefore, the concept of service-learning will extend beyond the confines of my school/classroom.

Signature Date

Scoring

Rubric Guide

The Arkansas Department of Education (ADE) will convene a panel consisting of representatives of ADE, Arkansas Commission on National and Community Service, Arkansas Department of Volunteerism, and Corporation of National and Community Service to review the grant proposal and make recommendations. The recommendations will be sent to the Deputy Commissioner of ADE for final approval.

Program Description

Learn and Serve Grant

Scoring Sheet

25 Points

The Program Description should clearly define the purpose of the program/initiative.

The Program Description should include, but is not limited to:

• Program description

• What will the students learn?

• Area of service (Education, Human Needs, Environment, or Public Safety)

• Justification of need

• Target population

• Integration of the four service learning components

• Objectives and activities of the program

Rating Scale

|Not Recommended for Funding 0-8 points |May Require Revisions to be Considered for |Recommended for Funding |

| |Funding |17-25 points |

| |9-16 points | |

|Proposed program does not meet the purpose of |Proposed program generally meets the purpose of|Proposed program aligns with the purpose of the|

|the Learn and Serve Grant. |the Learn and Serve Grant. |Learn and Serve Grant. |

|Program description is not clear and/or is |Program description is present but lacks |Program is well defined and provides a clear |

|incomplete. |detail. |picture. |

|Target population is not well defined or is |Target population is defined but may not |Target population is well defined and verifies |

|missing. |support justification for program. |the program justification. |

|Learning opportunities not described. |Learning opportunities are vague. |Learning opportunities are well defined. |

|The integration of the four service learning |The integration of the four service learning |The integration of the four service learning |

|components into the project is not explained. |components into the project is vague or some |components into the project is explained. |

|The area of service the project will address is|components are not addressed. |The area of service the project will address is|

|missing. |The area of service the project will address is|defined. |

|Program objectives and activities are not |unclear. |Major program objectives and activities are |

|discussed. |Program objectives and activities are broad. |clear and verify the purpose of the program. |

Strengthening Communities

Learn and Serve Grant

Scoring Guide

20 Points

The Strengthening Communities section shall clearly define how the students will link with local community organizations.

• Provide a list of key partners that will assist in the success of the project and their role(s)

• Signed Partnership agreements. Each partner (community partner, business partner, faith-based partner etc) must sign an agreement.

• What is the expected community impact?

Rating Scale

|Not Recommended for Funding 0-6 points |May Require Revisions to be Considered for |Recommended for Funding |

| |Funding |14-20 points |

| |7-13 points | |

|Does not describe how the students will link |General description of how students will link |Detailed description of how students will link |

|with local community organizations. |with local community organizations. |with local community organizations. |

|Key partners not listed. |Partnerships alluded to but not listed. |Key partners listed. |

|Partnership agreements not included. |Partnership agreements included but not signed.|Signed Partnership agreements |

|Expected community impact not described. |Expected community impact vague. |Expected community impact described. |

| | | |

Participant Development

Learn and Serve Grant

Scoring Guide

25 Points

The Participant Development section shall provide a detailed listing of the number of students and others expected to participate in the program.

• Indicate the number of students, teachers, community members, etc. that will be involved.

• Explain how the diversity of students within the project will be ensured.

• Address the following:

❖ Inclusion of students in the planning

❖ Use of older students who have participated in service learning project to “recruit” students

❖ Publicizing the project along the way and at the conclusion

❖ Recognizing Participants (Awards Assemblies, etc.)

❖ Risky behavior information (See page 12). If there is no information on addressing a risky behavior, subtract 10 points.

❖ If applicable, include details on how project/programs will effect the improvement of literacy and/or math skills.

❖ How many Baby Boomers (individuals currently ages 42-60) will be involved in program/project? How will efforts be made to include these individuals?

Rating Scale

| Not Recommended for Funding 0-8 points |May Require Revisions to be Considered for |Recommended for Funding |

| |Funding |17-25 points |

| |9-16 points | |

|Number of students, teachers, and community |Number of students, teachers, and community |Number of students, teachers and community |

|members, etc. that will be involved is not |members, etc., is not well defined. |members, etc., is well defined. |

|listed. |Plan for ensuring the diversity of students |Plan for ensuring the diversity of students |

|No plan for ensuring the diversity of students |within the project is vague. |within the project is well described. |

|within the project. |Inclusion of students in the planning is |Inclusion of students in the planning is well |

|Inclusion of students in the planning is not |general. |explained. |

|addressed. |Planning process is not detailed. |Planning process is detailed. |

|Planning process not addressed. |A plan for publicizing the project is vague. |A plan for publicizing the project is well |

|A plan for publicizing the project is not |A plan for recognizing participants is vague. |described. |

|addressed |Plan for literacy and/or math improvement |A plan for recognizing participants is well |

|A plan for recognizing participants is not |vague. |described. |

|addressed. |General information concerning Baby Boomers. |Detailed plan for improvement of literacy |

|Plan for literacy and/or math skills | |and/or math skills. |

|improvement not addressed. | |Detailed plan for inclusion |

|Baby Boomers not addressed. | |of Baby Boomers. |

| | | |

| | | |

| | | |

PROGRAM EVALUATION

|Learn and Serve Grant |

|Scoring Guide |

|15 Points |

Discuss how an evaluation plan will be developed and implemented to track the participants/project in the following areas:

• Student school attendance

• Classroom participation

• Classroom grades

• Average number of students participating in the project

• Documented hours of service learning

• Accomplishment of goals/objectives (How will data be collected to prove/measure the accomplishment of goals/objectives?)

• Students’ overall participation in the four components of service learning

(Preparation, Demonstration, Recognition, Reflection)

Rating Scale

|Not Recommended for Funding |May Require Revisions to be Considered for |Recommended for Funding 11-15 points |

|0-5 points |Funding | |

| |6-10 points | |

|An evaluation plan for student school |The evaluation plan for student attendance |The evaluation plan for student attendance |

|attendance is missing. |is vague or may not provide necessary |provides information relevant to the goals |

|An evaluation plan for classroom |information. |of the program. |

|participation is missing. |The evaluation plan for classroom |The evaluation plan for classroom |

|An evaluation plan for classroom grades is |participation is vague or may not provide |participation provides information relevant |

|missing. |necessary information. |to the goals of the program. |

|An evaluation plan for documented hours of |The evaluation plan of classroom grades is |The evaluation plan for classroom grades |

|service learning is missing. |vague or may not produce necessary |provides information relevant to the goals |

|A plan for evaluating overall student |information. |of the program. |

|participation in the four components of |The evaluation plan for documented hours of |The evaluation plan for documented hours of |

|service learning is missing. |service learning is vague or may not produce|service learning will provide information |

|A plan to collect data that will |necessary information. |relevant to the goals of the program. |

|prove/measure accomplishment of |The evaluation plan for overall student |The evaluation plan for overall student |

|goals/objectives is missing. |participation in the four components of |participation in the four components of |

| |service learning is general or may not |service learning was clearly indicated. |

| |produce necessary information. |The plan to collect data that will |

| |The plan to collect data that will |prove/measure accomplishment of |

| |prove/measure accomplishment of |goals/objectives is clear and will be |

| |goals/objectives is general or may not |productive. |

| |produce necessary information. | |

Budget & Budget Summary

Learn and Serve Grant

Scoring Guide

15 Points

The Budget should provide a line item account for the proposed expenditures for the program. A budget form was provided for grantees to complete for the following expenditures:

• Salaries

• Benefits

• Curriculum Development

• Planning

• Transportation

• Supplies

• Equipment

The Budget Summary shall provide a detailed summary of the proposed budget items and justification of proposed expenditures.

|Not Recommended for Funding |May Require Revisions to be Considered for |Recommended for Funding |

|0-5 points |Funding |11-15 points |

| |6-10 points | |

|Budget is incomplete. |Budget is vague. |Budget is complete. |

|Budget is incorrect. |Items in budget are vaguely discussed within|Budget is correct. |

|Items in budget are not discussed within the|the grant application and/or are not |Budget items were discussed within the grant|

|grant application and/or are not justifiable|justifiable expenditures. |application and are justifiable |

|expenditures. |A general budget summary is provided on the |expenditures. |

|Budget Summary is not provided on the budget|budget items requested. |Proposal contains proper spelling, |

|items requested. |Budget Summary aligned with some of the |punctuation, and use of grammar. |

|Budget Summary is not aligned with the |elements proposed in the grant application. |A detailed budget summary is provided on the|

|elements proposed in the grant application. | |budget items requested. |

| | |Budget Summary is aligned with the elements |

| | |proposed in the grant application. |

-----------------------

*Definitions:

• Direct Services - Activities are person-to-person and may include tutoring, peer mediation, coaching Special Olympics children, building an environmental classroom or nature trail for the school, or learning and performing plays for the local nursing home.

• In-direct Services- Activities that will benefit the community as a whole, (i.e. address a need identified by the community, such as, organizing a food drive, organizing and working a community clean-up project.

• Advocacy - Activities that engage the students in addressing and informing the community on a local, state or national issue which might include establishing a voter registration campaign, increasing public knowledge about teen drug abuse or lobbying the school district or community government to establish a recycling program.

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