RFA-18: Public Charter Schools Grant Program (CA Dept of ...



Public Charter Schools Grant ProgramRequest for Applications2018–19 Dissemination and Expansion Sub-GrantsCalifornia Department of EducationPublic Charter Schools Grant ProgramCharter Schools DivisionCalifornia Department of Education1430 N Street, Suite 5401Sacramento, CA 95814-5901E-mail: PCSGP-APPS@cde.Phone: 916-322-6029Revised June, 2018Table of Contents TOC \o "1-3" \h \z \u Public Charter Schools Grant Program Request for Applications 2018–19 PAGEREF _Toc515443909 \h 1Dissemination and Expansion Sub-Grants PAGEREF _Toc515443910 \h 1California Department of Education PAGEREF _Toc515443911 \h 1Table of Contents PAGEREF _Toc515443912 \h 2Timeline PAGEREF _Toc515443913 \h 5General Information PAGEREF _Toc515443914 \h 6Introduction PAGEREF _Toc515443915 \h 6Eligibility PAGEREF _Toc515443916 \h 6Additional Information for Eligible Applicants PAGEREF _Toc515443917 \h 8Autonomy PAGEREF _Toc515443918 \h 8Public Random Drawing and Lottery PAGEREF _Toc515443919 \h 9Types of Potential Projects PAGEREF _Toc515443920 \h 10Sub-grant Activities PAGEREF _Toc515443921 \h 11Dissemination Sub-grant Priorities PAGEREF _Toc515443922 \h 12Technical Assistance PAGEREF _Toc515443923 \h 12Funding Levels and Funding Priority PAGEREF _Toc515443924 \h 13Funding Levels PAGEREF _Toc515443925 \h 13Funding Priority PAGEREF _Toc515443926 \h 13Sub-grant Period PAGEREF _Toc515443927 \h 14Costs of Preparing the Application PAGEREF _Toc515443928 \h 14Program Accountability and Monitoring PAGEREF _Toc515443929 \h 15Program Accountability PAGEREF _Toc515443930 \h 15Fiscal Reporting Requirements PAGEREF _Toc515443931 \h 15Performance Reporting Requirements PAGEREF _Toc515443932 \h 16Annual Budget PAGEREF _Toc515443933 \h 16Monitoring PAGEREF _Toc515443934 \h 16Program Evaluation PAGEREF _Toc515443935 \h 17Webinars and Conference Calls PAGEREF _Toc515443936 \h 17Fiscal Operations PAGEREF _Toc515443937 \h 18Use of Funds PAGEREF _Toc515443938 \h 18Payments to Sub-grantees PAGEREF _Toc515443939 \h 19Application Requirements PAGEREF _Toc515443940 \h 20I. Narrative Response Requirements–Part 1 (Form 3–Required) PAGEREF _Toc515443941 \h 21II. Narrative Response Requirements–Part 2 (Form 3–Required) PAGEREF _Toc515443942 \h 22Section 1–Priority Point Elements (Dissemination Optional Section) PAGEREF _Toc515443943 \h 23Section 2–Narrative Response Required Elements (Required Section) PAGEREF _Toc515443944 \h 23III. Proposed Budget Summary and Narrative (Forms 5 and 6–Required) PAGEREF _Toc515443945 \h 25IV. Charter School Work Plan/Activities (Form 7–Required) PAGEREF _Toc515443946 \h 27Application Review and Scoring Process PAGEREF _Toc515443947 \h 28Application Eligibility Screening Criteria and Process PAGEREF _Toc515443948 \h 28Peer Review PAGEREF _Toc515443949 \h 28Scoring Criteria PAGEREF _Toc515443950 \h 28Sub-grant Award Notification (GAN) PAGEREF _Toc515443951 \h 30Appeal Process PAGEREF _Toc515443952 \h 30Submission of Applications PAGEREF _Toc515443953 \h 31Form 1 Sub-grant Application Checklist (Required) PAGEREF _Toc515443954 \h 32Form 2—Application Cover Sheet PAGEREF _Toc515443955 \h 33Form 3–Narrative Response Part 1 (Required) – 6 page limit PAGEREF _Toc515443956 \h 34A. Compliance with Individuals with Disabilities Education Act (IDEA) PAGEREF _Toc515443957 \h 34B. Eligibility Criteria PAGEREF _Toc515443958 \h 34Section 1: Priority Points (this section is optional) PAGEREF _Toc515443959 \h 35Section 2: Narrative Response (this section is required) PAGEREF _Toc515443960 \h 36Form 4–Budget Instructions (Not Required) PAGEREF _Toc515443961 \h 37Instructions for Completing the Proposed Budget Summary (Sub-grant Form 5) PAGEREF _Toc515443962 \h 37Instructions for Completing the Budget Narrative PAGEREF _Toc515443963 \h 37(Sub-grant Form 6) PAGEREF _Toc515443964 \h 37PCSGP Form 5—Proposed Budget Summary PAGEREF _Toc515443965 \h 38PCSGP Form 6—Proposed Budget Narrative PAGEREF _Toc515443966 \h 38PCSGP Form 7—Charter School Work Plan/Activities PAGEREF _Toc515443967 \h 39Instructions for Completing Form 7–Charter School Work Plan/Activities: PAGEREF _Toc515443968 \h 39PCSGP Form 7—Charter School Work Plan/Activities PAGEREF _Toc515443969 \h 40Charter School Work Plan Activities Table PAGEREF _Toc515443970 \h 40PCSGP Form 8—General Assurances and Certifications PAGEREF _Toc515443971 \h 41PCSGP Form 9–Sub-grant Conditions and Assurances PAGEREF _Toc515443972 \h 42Payee Data Record PAGEREF _Toc515443973 \h 42Appendix A: Dissemination and Expansion Sub-grant Rubric Form 3 PAGEREF _Toc515443974 \h 43Narrative Response–Part 1 PAGEREF _Toc515443975 \h 43II. Narrative Response Requirements–Part 2 (Form 3–Required) PAGEREF _Toc515443976 \h 46Form 3–Project Narrative Response (continued) PAGEREF _Toc515443977 \h 47Appendix B: Definitions of Dissemination Sub-grant Terms PAGEREF _Toc515443978 \h 56Appendix C: Federal Regulations PAGEREF _Toc515443979 \h 58A. Procurement PAGEREF _Toc515443980 \h 58B. Equipment and Supplies Standards PAGEREF _Toc515443981 \h 58C. Financial Management Standards PAGEREF _Toc515443982 \h 58Appendix D: Dissemination Sub-grant Resources PAGEREF _Toc515443983 \h 59General PCSGP Dissemination Sub-grant Program Information PAGEREF _Toc515443984 \h 59Finance and Accounting PAGEREF _Toc515443985 \h 59U.S. Department of Education (ED) PAGEREF _Toc515443986 \h 59TimelinePlease note the following dates for the 2018–19 Public Charter Schools Grant Program (PCSGP). PCSGP grant effective dates are from July 1, 2018, through July 31, 2019.Important EventsDatesPost final request for application (RFA) on the California Department of Education (CDE) Web siteJune 25, 2018Provide Technical Assistance Webinar–Completing the ApplicationJuly 11, 2018Dissemination and Expansion Sub-Grant Program application due date (4:00 p.m.)Tuesday, August 7, 2018by 4:00 p.m.Conduct peer review to evaluate and score applicationsSeptember 2018 Notify awardees of peer review results (PCSGP staff)October 2018 (Estimated)Issue Grant Award Notification (GAN) to grantees. Grantees must sign and return the GAN (approximately 1–3 weeks)October 2018 (Estimated)Payment Request Process(approximately 8–10 weeks)Begins upon CDE receipt of signed GANsGeneral InformationIntroductionThe Federal Public Charter Schools Grant Program is a sub-grant program funded by the Charter Schools Program (CSP), authorized under Title V, Part B, Subpart 1 of the Elementary and Secondary Education Act of 1965, (20 United States Code 7221-7221j) and the Consolidated Appropriations Act, 2016, and administered by the U.S. Department of Education (ED). The PCSGP is a discretionary grant program. California was awarded approximately $49 million in grant funds for 2016–19 activities. States that are awarded these federal funds distribute them in grants to charter school developers to assist in the development and initial operations of newly established or conversion charter schools to develop high quality and high performing charter schools. Additionally, ED recently granted permission to the California Department of Education (CDE) under the 2016–19 CSP grant application, to allow additional flexibilities to sub-grantees awarded during the 2016–19 grant cycle. California can use up to $2 million of the PCSGP funds to award dissemination sub-grants to high quality charter schools for dissemination activities of best practices used in their schools. The dissemination sub-grant program is focused on closing the achievement gaps, and ensuring student academic success in state and national academic standards.Hereafter, the term CDE refers to the CDE operating under the policy direction of the California State Board of Education (SBE). The CDE will award Dissemination and Expansion Sub-Grants for the 2018–19 school year, pending annual allocations from the ED. These sub-grants are used for disseminating best practices widely throughout California to charter and non-charter public schools. Expansion grants may be used by high-quality charter schools to support the significant increase in enrollment or addition of one or more grade levels served. Dissemination and Expansion sub-grants may not exceed twenty-four (24) months.EligibilityApplicants must meet the definition of a high-quality charter school to be eligible for a Dissemination or Expansion sub-grant. Charter schools converted from a non-charter public school must be in operation as a charter school for at least three (3) consecutive years to be eligible. Charter schools continuously open, and with an open effective date on or before July 1, 2014 are eligible to apply. Charter Management Organizations (CMO) cannot receive PCSGP Dissemination funds. All funds must stay with the approved school site.Dissemination ApplicantsThe Elementary and Secondary Education Act of 1965 (ESEA), Title V, Part B, Section 5204(6)(A) lists dissemination sub-grant charter school eligibility criteria. Charter schools are eligible to apply for the dissemination sub-grant if they meet ALL of the following criteria:The charter school operates according to the federal definition of a charter school ESEA, Section 5210(1) ;The charter school has been in operation for at least three (3) consecutive years;The charter school must demonstrate (a) substantial progress in improving student academic achievement; (b) high levels of parent satisfaction; and (c) the management and leadership necessary to overcome initial start-up problems and establish a thriving, financially viable charter school; andThe charter school meets the definition of a high quality charter school as defined by Section 4310(3) of ESEA, as amended by the Every Student Succeeds Act (ESSA). Expansion ApplicantsUnder Section 4310(7) of ESEA, the term expand means to significantly increase enrollment or add one or more grades to a high quality charter school. Charter schools are eligible to apply for the expansion sub-grant if they meet ALL of the following criteria:The charter school is significantly increasing enrollment (more than 25% of its current enrollment) or adding one or more grade levels served.The charter school will be funding new or substantially different activities not previously supported by a planning and implementation sub-grant. The charter school is not a currently receiving another CSP grant or sub-grant.The charter school has not received another CSP grant or sub-grant in the past five years, unless the charter school has at least three years of improved educational results for students enrolled in the charter school (see Section 4303[e][2] of the ESEA). The charter school meets the definition of a high quality charter school as defined by Section 4310(3) of ESEA, as amended by the ESSA. For the purposes of the PCSGP, a high quality charter school, as defined by Section 4310(3) of ESEA, as amended by the ESSA, means a charter school that:Shows evidence of strong academic results, which may include strong student academic growth, as determined by a State;Has no significant issues in the areas of student safety, financial and operational management, or statutory or regulatory compliance;Has demonstrated success in significantly increasing student academic achievement, including graduation rates where applicable, for all students served by the charter school; andHas demonstrated success in increasing student academic achievement, including graduation rates where applicable, for each of the subgroups of students, as defined in Section 1111(c)(2), except that such demonstration is not required in a case in which the number of students in a group is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.Additional Information for Eligible ApplicantsIn addition, an applicant must:Provide all students in the community with an equal opportunity to attend the charter school. Be a nonprofit entity or Local Education Agency (LEA). Be in good standing with the California Secretary of State at the time of the application submission. Individuals and for-profit entities may not apply for CSP grants.Provide a Dun and Bradstreet (D&B) Data Universal Numbering System (DUNS) number when applying for Federal grants. The DUNS number is a mandatory field that must be entered on the PCSGP Form 1?Application Cover Sheet. Instructions for applying for a DUNS number can be found at registered in the System of Award Management (SAM) prior to submitting an application or plan, maintain an active SAM registration with current information at all times during which it has an active Federal award or an application or plan under consideration by an agency, and provide its unique entity identifier in each application or plan it submits to the agency.AutonomyAutonomy is a requirement of the PCSGP; therefore, all of the following conditions must be met:The charter school must be highly autonomous: Under the ED the CSP program defines a highly autonomous charter school as one that exhibits a high degree of autonomy in governance, operations, staffing, and financial decisions. PCSGP applicants must demonstrate a high degree of autonomy in the application. Reviewers use specific criteria to assess each charter school’s degree of autonomy. These criteria include, but are not limited to, the following:Governance structure (i.e., governing board or entity as described in the school’s approved charter):Is elected or appointed independently of the chartering authority. Includes less than a majority of the current employees or appointees of the chartering authority.Operates as and/or is operated by a nonprofit public benefit corporation.Operations: The charter school governing board or entity as described in the school’s approved charter maintains control over a majority of its operations (i.e., professional development, school year calendar, disciplinary policies and procedures, curriculum, graduation requirements, etc.).Staffing: Teachers and staff are employees of the charter school.The charter school retains a majority of decision-making authority over all hiring, dismissal, work rule, employee assignment, and other personnel decisions and actions.The charter school governing board or entity as described in the school’s approved charter has adopted its own employment policies and procedures.Financial Decisions: The charter school governing board or entity as described in the school’s approved charter exhibits control over the development and adoption of the charter school’s budget, the receipt and expenditure of funds, business management (“back-office”) services, audit services, purchasing and contracting decisions, and other financial matters in general.Public Random Drawing and LotteryThe applicant's approved charter must comply with applicable federal and state public random drawing (lottery) laws. Admission preferences shall not create an attendance barrier for students seeking enrollment at the charter school. Locally and SBE authorized charter school must comply with California Education Code (EC) sections 47605(d)(2)(A) and 47605(d)(2)(B) which state:EC Section 47605(d)(2)(A)–A charter school shall admit all pupils who wish to attend the school; andEC Section 47605(d)(2)(B)–If the number of pupils who wish to attend the charter school exceeds the charter school’s capacity, attendance, except for existing pupils of the charter school, shall be determined by a public random drawing. Preference shall be extended to pupils currently attending the charter school and pupils who reside in the school district except as provided for in Section 47614.5. Preferences, including, but not limited to, siblings of pupils admitted or attending the charter school and children of the charter school’s teachers, staff, and founders identified in the initial charter, may also be permitted by the chartering authority on an individual charter school basis. Priority order for any preference shall be determined in the charter petition in accordance with all of the following:Each type of preference shall be approved by the chartering authority at a public hearing.Preferences shall be consistent with federal law, the California Constitution, and Section 200.Preferences shall not result in limiting enrollment access for pupils with disabilities, academically low-achieving pupils, English learners, neglected or delinquent pupils, homeless pupils, or pupils who are economically disadvantaged, as determined by eligibility for any free or reduced-price meal program, foster youth, or pupils based on nationality, race, ethnicity, or sexual orientation.In accordance with Section 49011, preferences shall not require mandatory parental volunteer as a criterion for admission or continued enrollment.Charter schools authorized as a countywide benefit charter must comply with EC Section 47605.6(e)(2)(A) and EC Section 47605.6(e)(2)(B) which state:EC Section 47605.6(e)(2)(A)–A charter school shall admit all pupils who wish to attend the school; andEC Section 47605.6(e)(2)(B)–However, if the number of pupils who wish to attend the charter school exceeds the school’s capacity, attendance, except for existing pupils of the charter school, shall be determined by a public random drawing. Preference shall be extended to pupils currently attending the charter school and pupils who reside in the county except as provided for in Section 47614.5. Other preferences may be permitted by the chartering authority on an individual charter school basis and only if consistent with the law.Applicants must comply with EC Section 49700, which provides for the timely enrollment of children of military families and ensuring that they are not placed at a disadvantaged due to difficulty in the transfer or educational records or various entrance/age requirements.Types of Potential ProjectsThe CDE is providing the following list of potential projects for consideration. Applicants are not restricted to projects listed, and no priority points are awarded for projects on this list. Potential projects include, but are not limited to the following:Developing, or disseminating curriculum, instruction, or assessment activities specifically for Special Education students.Developing, or disseminating curriculum, instruction, or assessment activities for English Learner students. Developing, or disseminating curriculum, instruction, or assessment for English, Mathematics, or new Next Generation Science Standards.Developing, or disseminating best practices in class Science, Technology, Engineering, and Math (STEM) Programs.Developing, or disseminating existing successful programs focused on improving specific Special Population Academic Achievement results (e.g., English Language Learner, Special Education, Low Socio-economic Status [SES], other demographic student-groups, etc.).Developing, or disseminating existing best practices in class Career and College Readiness Programs.Developing or disseminating successful dropout-prevention programs.Assisting new schools in development of a comprehensive plan to collect and implement stakeholder feedback related to Local Control Accountability Plans.Sub-grant ActivitiesA charter school may use funds to assist target audiences in adopting the charter school's program (or certain aspects of the charter school's program), disseminate information about the charter school, or expand its own high-quality program. Expansion applicants will only be funded if activities described are new or substantially different activities not previously supported by a planning and implementation sub-grant. Possible activities for both dissemination and expansion activities may include:Assisting other individuals with the planning and start-up of one or more new public charter schools, that are independent of the assisting charter school and its developers and that agree to be held to at least as high a level of accountability as the assisting charter school.Developing partnerships with other public schools designed to improve student academic achievement.Developing curriculum materials, assessments, and other materials that promote increased student achievement, and are based on successful practices within the assisting charter school.Conducting evaluations and developing materials that document the successful practices of the assisting charter school and that are designed to improve student performance in other schools.Dissemination Sub-grant PrioritiesTo maximize statewide dissemination that supports the objectives of the CSP grant and the eight state priorities, the sub-grant Request for Applications (RFA) will also offer up to four priority points for dissemination projects based on the following:Demonstrated best practices related to student discipline and school climateDemonstrated successful education leadership development and practicesSuccessful models for college and career readinessGeographic distribution of dissemination activities that include underserved areasThe priority points are only available for dissemination applicants and will be added to the peer review score for one total score. All dissemination applications will be ranked highest to lowest in the event there are insufficient funds for all applicants that submit a viable plan to disseminate best practices. The CDE will take into consideration geographical diversity when awarding Dissemination grants to ensure statewide distribution of best practices.Funded applicants will be required to present their best practice findings and project deliverables at a minimum, one time during the grant term to charter school teachers and operators, district and county offices, parent organizations and/or charter school developers. CDE will support the dissemination efforts by inviting sub-grantees to regional and statewide trainings. Funded applicants will also be required to post project deliverables to the charter school and CDE Web site for free statewide access. There are no priority points or public presentation requirements for Expansion sub-grantees.Technical AssistanceThe CDE will to provide technical assistance (TA) regarding the application process through Webinars. Specific dates and times will be provided to all applicants. After charter schools are awarded sub-grants, the CDE may also provide additional TA on reporting and monitoring requirementsFunding Levels and Funding PriorityFunding LevelsDissemination Sub-grantsThe CDE intends is to fund ten (10) sub-grant awards of approximately $200,000 each. However, to maximize flexibility in the design of dissemination sub-grant projects, the CDE has not established minimum or maximum funding levels for dissemination sub-grants. The CDE will evaluate projects on a case-by-case basis. However, the CDE reserves the right to request budgetary revisions as a condition of funding. Expansion Sub-grantsCDE intends to fund as many eligible expansion sub-grant as funding permits. Funding levels for Expansion Sub-grants are determined by the type of charter school. Applicants must indicate if the charter school is a classroom based, non-classroom based, virtual or online charter school. PCSGP funds that are given to a classroom based or non-classroom based charter school that is later determined to be a virtual school will be required to return the over allocated funds and may have their grant terminated.Classroom and Non-classroom based charter schools may apply for a base grant of up to $60,000. Classroom based charter schools only are eligible for additional funding based on the number of students included in the expansion. Additional funding will be calculated based on enrollment of students in specified expansion grade levels. Enrollment numbers must verified on California Longitudinal Pupil Achievement Data System (CALPADS) certified for each school. Classroom based schools may receive an additional $2,500 per pupil with a maximum of $100,000. Virtual or on-line charter schools, a subset of non-classroom based instruction, defined by California Code of Regulations 11963.5, are charter schools in which at least 80 percent of teaching and student learning occurs via the internet shall only be eligible for a maximum base award of $30,000.Funding PriorityThe application process is highly competitive. The CDE will only consider awarding funds to those applications that demonstrate a viable dissemination or expansion project. Applications will be scored by peer reviewers using a process to determine if applications receive a qualifying score. If insufficient funds are available to award all applications that receive a qualifying score, a funding priority based on overall score, in descending order, will be applied until all funds are exhausted. If there are insufficient funds to fully award the last application with a qualifying score, the CDE may, at its discretion, work with the applicant to amend their project to use the remaining available funds. If that applicant declines to accept an amended award, the CDE may select the next application for funding consideration. If insufficient funds are available, at its discretion the CDE may also consider other factors, including, but not limited to, diversity in proposed projects (e.g., awarding a greater number of different types of projects, geographic distribution, and grade level distribution).Sub-grant PeriodDissemination and expansion sub-grants cannot exceed a period of 24 months. However, California has received an award and funding for the 2016–19 grant cycle from ED. Therefore, no PCSGP sub-grant award can go beyond California’s grant period end date of July 31, 2019.The CDE may apply to ED for a No Cost Extension (NCE) which, if approved, will allow for a twelve month (12) extension on the Grant Award Notification (GAN) with an award ending on or before July 31, 2020. The NCE will allow sub-grantees to receive a grant period up to two (2) years as applicable. The CDE anticipates that the ED will approve a NCE; however, ED approval is discretionary.Funding will be allocated on an annual basis dependent on satisfactory progress toward meeting project goals and predicated on the receipt of funding each year from the ED. Grantees may only use sub-grant funds for allowable sub-grant project expenditures during the Sub-grant project period. Any unspent funds remaining at the end of the sub-grant project period must be returned to the CDE.Costs of Preparing the ApplicationCosts of preparing and delivering applications are the responsibility of the applicant, will not be reimbursed, and may not be charged to the sub-grant.Program Accountability and MonitoringThe CDE is responsible for monitoring PCSGP implementation in accordance with the following program accountability requirements. The CDE must monitor to ensure that each applicant receiving funding through this RFA:Meets the eligibility requirements for the sub-grant described herein, and the applicant has provided all required assurances that it will comply with all program implementation and reporting requirements established through this RFA.Appropriately uses these funds as described in this application.Implements activities funded through this application within the timeline in which the funds provided are to be used.To fulfill its monitoring responsibilities, the CDE requires funded applicants to submit appropriate fiscal and program documentation. In addition, representatives of the state may conduct site visits to a selected representative sample of funded applicants. The purpose of visits is to validate information submitted by applicants, and gather additional information from interviews and observations for monitoring and evaluation purposes.Program AccountabilityEach identified sub-grantee is responsible for carrying out its responsibilities in accordance with ESEA Title V Part B sections 5201–5211, available at and its approved sub-grant application and work plan. Sub-grantees may also be required to submit periodic reports to the CDE, to report on the use of sub-grant funds and the progress of proposed sub-grant activities.Fiscal Reporting RequirementsAll 2016–19 PCSGP sub-grants are reimbursement grants only. CDE will not issue any advance payments for the grant. In order to be reimbursed for expenses, sub-grantees must submit all quarterly expenditure reports (QERs) to the CDE for the duration of their sub-grant award. In addition, all sub-grantees must submit a copy of detailed general ledger report for the corresponding quarter. The report should show the names of all vendors paid from the grant and a description of the services or items purchased. The sub-grantee is responsible for ensuring that reports are accurate, complete, and submitted on time. Failure to submit on time may result in payments being delayed. Fiscal Reporting Due Dates:QuarterReporting PeriodReport Due Date1July 1–September 30October 312October 1–December 31January 313January 1–March 31April 304April 1–June 30July 31Performance Reporting RequirementsAnnual performance reports (APRs) must be submitted to the CDE to report project progress no later than June 30th of each year. The sub-grantee is responsible for ensuring that reports are accurate, complete, and submitted on time. Progress toward achieving sub-grant goals and objectives will be monitored through the APR process. Submission of invoices and receipts may be required. Additionally, all sub-grantees must provide program evaluation reports, including a final evaluation report describing success in meeting performance measures and goals. The following additional requirements are required of all dissemination sub-grant recipients, and are to be reported in the APR in the period the activity occurred:Make at least one public presentation about the dissemination project at a meeting, conference, or other education related training during the term of the dissemination sub-grant. Make available through the Internet any dissemination project deliverables/materials through the charter school and CDE Web site (e.g., templates, forms, Web cast presentations, training sessions, PowerPoint presentations, etc.) for wide dissemination throughout the state.Annual BudgetAn annual budget of projected expenditures to be funded by the sub-grant must be submitted during the application process. Once there is an approved budget on file with the CDE, budget revisions are permitted. However, all budget revisions must be submitted and approved by CDE prior to submission of QER. Monitoring The CDE will monitor sub-grantees by reviewing and approving quarterly and/or annual monitoring reports, and the CDE will conduct desk reviews and may conduct site visits, contingent on travel restrictions and the availability of funds. All information in monitoring reports is subject to verification. If selected as part of a site visit sample, applicants must agree to site visits by state representatives. The site visit is intended to validate information provided in fiscal and program reports and gather more detailed information on implementation efforts and challenges. The CDE may require additional information from the sub-grantee, verify information with the authorizing agency, require the submission of additional documentation including, but not limited to invoices, receipts, and personnel time and efforts reports. Prior to a site visit, the sub-grantee may be required to submit additional relevant information that will allow the CDE to conduct a useful, efficient, and effective visit. The CDE may allow electronic submission of documents instead of hardcopy submission. CDE staff will verify the contents of documentation submitted. The sub-grantee will be asked to revise their report when non-allowable expenses are found, the report is confusing or difficult to understand, or there are unexplained discrepancies between the proposed use of grant funds, as provided in the annual budget, and actual expenditures found in the submitted documentation. Failure to demonstrate progress towards corrections may result in the cancellation of the grant, and the return of misused or unspent funds. In addition, Dissemination sub-grantees are required to provide evidence of at least one public presentation each year of the grant and post best practice to the CDE Web site.Program Evaluation Sub-grant Recipient Project Monitoring and EvaluationSub-grant recipients are required to conduct ongoing monitoring and evaluation to ensure project goals are achieved. While hiring an external monitoring and evaluation contractor is not required, it is also not prohibited. Progress toward meeting project goals is to be reported through the APR process. A final project evaluation report is to be completed before the end of the sub-grant period. The final evaluation report must address project success toward each goal stated in the application. If a sub-grantee fails to conduct the final project evaluation report before the end of the sub-grant period, or other requirements are not completed, the CDE may invoice the sub-grantee for a base amount of ten percent of the total sub-grant award.CDE External Review The CDE may contract for an external evaluation of the PCSGP. The ED or its representatives conduct CSP evaluations as well. PCSGP sub-grant recipients are required to comply with any requests by the ED or its sub-contractor, or the CDE and its evaluation sub-contractor, including, but not limited to, requests for information, site visits, interviews, completing surveys, or participating in data collections.Webinars and Conference Calls Sub-grantees are required to participate in any Webinars and conference calls that the CDE may conduct related to completing and filing reports or other requirements of the PCSGP sub-grant.Fiscal OperationsSub-grantees may only use sub-grant funds for allowable sub-grant expenditures during the sub-grant period. Any unspent funds remaining at the end of the sub-grant period must be returned to the CDE. Use of FundsAccording to the federal Department of Education non-regulatory guidance posted at , CSP grants and sub-grants must be used in accordance with statutory and regulatory requirements. A charter school may not use sub-grant funds, either directly or through a contractor, for marketing or recruitment activities designed to promote itself or its programs to parents or the community. Sub-grant funds may be used to develop materials documenting successful practices of the charter school for the educational purpose of assisting other public schools in adapting the charter school’s program or improving student academic achievement. Any charter school receiving a dissemination sub-grant should provide thorough and high-quality information that meets the needs of other schools trying to learn from the charter school’s experience. Supplement, Not SupplantPCSGP sub-grant funds must supplement, not supplant, existing services and may not be used to supplant federal, state, local, or nonfederal funds. Programs may not use sub-grant funds to pay for existing levels of service funded from any other source. Dissemination sub-grant funds may not be used for new construction, most transportation, class size reduction, or purchases that do not directly support the approved work plan. However, Expansion sub-grantees may use funds for minor facilities repairs and one-time transportation costs provided they are reasonable, allocable, and necessary and are not on-going in nature (See pp.16–17 of this RFA for additional information). Federal GuidanceRefer to the Federal CSP Non-regulatory Guidance, for further information on allowable use of PCSGP funds. Dissemination sub-grant is federally funded and applicants must adhere to all applicable federal laws and regulations.It is prohibited to use federal grant funds for fundraising, civil defense, legal claims against the state or federal government, and contingencies. Refer to Form 8 for California Object of Expenditure Account Codes. For a detailed description of these expenditure classifications, refer to the California School Accounting Manual, 2016 Edition. Visit the CDE Accounting Web page at for viewing and downloading information.Payments to Sub-granteesThe sub-grantee must report expenditures for the PCSGP on a quarterly basis to the CDE in order to receive reimbursement for expenses incurred. The CDE will review the QERs and corresponding detailed general ledgers for resource code 4610 that are submitted and certified by the sub-grantee. The approved expenditures will be used to determine the payment to release in each reporting period. Late or incorrect QERs will delay payments. Failure to submit QERs on time may result in the grant being closed.No payments will be made in excess of the annual sub-grant allocation by year or the total grant award. Ten percent will be withheld until approval of the final year-end expenditure report.Termination of FundingFunding may be terminated and award funds may be invoiced if there is evidence of fraud or fiscal irregularity in the use of funds for their intended purpose. Funding may also be terminated if sub-grantees fail to complete the quarterly or annual progress reports on schedule, as required.The sub-grantee must remain registered in the SAM database after the initial registration, the applicant is required to review and update on an annual basis from the date of initial registration or subsequent updates its information in the SAM database to ensure it is current, accurate and complete, as required by Federal Funding Accountability and Transparency Act, as defined in the Code of Federal Regulations (CFR), Part 25 (PL 109–282; PL 110-252). Pursuant to 2 CFR, Part 25.205, failure to register and submit this information may result in delayed grant distributions or termination of a grant award.Application RequirementsApplicants responding to this RFA must submit one original complete application packet with all narrative elements described, required forms, and all original signatures and three (3) copies of the application packet. The applicants must also submit an electronic version of the application, saved as on single PDF file, to PCSGP-APPS@cde. mailbox. ALL copies (electronic and hard copies) must be received by the due date. The application must be single spaced, 12-point Arial font using one-inch margins. The application is broken down into four major parts listed below.Narrative Response Requirements Part 1Compliance with the Individuals with Disabilities Education Act (IDEA)Eligibility Criteria Narrative Response Requirements Part 2Section 1–Priority Point ElementsBest Practices related to Student Discipline and School ClimateSuccessful Educational Leadership Development and PracticesSuccessful Models for College and Career ReadinessDissemination Activities that include geographically underserved areasSection 2–Narrative Response Required ElementsObjective Summary StatementDissemination Plan/Rationale (Dissemination Only) Target AudienceProgram ActivitiesParent InvolvementSustainability PlanProgram EvaluationProposed Budget Summary and NarrativeBudget SummaryBudget Narrative Charter School Work Plan/ActivitiesActivities for the following Narrative Responses:Program ActivitiesParent InvolvementSustainability PlanProgram EvaluationI. Narrative Response Requirements–Part 1 (Form 3–Required) (6 Page Limit Total)The applicant must respond to the following two narrative responses, if applicable, using PCSGP Form 2. These two responses will not be scored or included in the peer review process. A. Compliance with Individuals with Disabilities Education Act (IDEA) (If applicable)If the charter school is considered a local educational agency (refer to EC sections 47640–47647), the applicant must describe how the charter school will comply with sections 613(a)(5) and 613(e)(1)(B) of the Individuals with Disabilities Education Act. B. Eligibility Criteria (Required)The applicant must describe how the charter school meets the eligibility criteria listed in ESEA Title V, Part B, Section 5204(6)(A).Autonomy: The applicant must describe the flexibility and level of autonomy the school has from the authorizer over budget, expenditures, personnel, and daily operations. If the charter school is part of a CMO, the applicant must also describe the flexibility and level of autonomy the school has from the CMO over budget, expenditures, personnel and daily operations. Although charter schools who are part of a CMO may apply for the PCSGP grant, CMOs are not eligible. Refer to “Autonomy” section on pages 8-9 of this RFA for additional elements applicants should include in the narrative response.Lottery and Admissions: The school’s admission preferences as approved by the authorizer. The admission and public random drawing processes are compliant with state and federal laws as described in the assurances and agreed to by signature of the Administrator or Designee in the Certification, Assurance, and Signature Section of the RFA.High Quality Charter School: Applicants must describe how the school meets the definition of a high-quality charter school as defined by Section 4310(3) of ESEA, as amended by the ESSA. The description must include evidence of the following:The charter school has strong academic results, which may include strong student academic growth, based on the California School Accountability Model and School Dashboard. If a charter school does not have California School Dashboard data, the charter school must provide an explanation as to why data is not available and provide alternative academic benchmark data for at least three years.The charter school has demonstrated success in significantly increasing academic achievement, including graduation rates, where applicable, for all students served by the charter school.Attendance and student retention rates for the most recently completed school year and, if applicable, the most recent available four-year adjusted cohort graduation rates and extended year adjusted cohort graduation rmation on any significant compliance and management issues encountered within the last three school years by the existing charter school being operated or managed by the eligible entity, including in the areas of student safety and finance.Additional Requirements by Sub-grant: Applicants must respond to the following prompts based on the type of sub-grant:Dissemination Sub-grants Only: Dissemination sub-grant applicants must be in operation for at least three (3) consecutive years and demonstrate the following:Substantial progress in improving student academic achievement;High levels of parent satisfaction; The management and leadership necessary to overcome initial start-up problems and establish a thriving, financially viable charter school.Expansion Sub-grants Only: Expansion sub-grant applicants must include the following in their response: How the charter school will be expanding either significantly increasing enrollment (more than 25% of its current enrollment) or adding one or more grade levels.A description of how the project is new or has substantially different activities not previously supported by a planning and implementation sub-grant.If the charter school has received CSP grant or sub-grant in the past five years, provide evidence that the charter school has at least three years of improved educational results for students enrolled in the charter school (see Section 4303(e)(2) of the ESEA). II. Narrative Response Requirements–Part 2 (Form 3–Required)(15 Page Limit Total)Applicants applying for the 2018–19 dissemination and expansion sub-grant funds must complete the Narrative Response Part 2 (Form 3). When responding to the narrative elements, applicants should provide a thorough response that addresses all requirements of each element, if applicable. The CDE has provided a rubric that describes expectations for applicant responses to each narrative element and other requirements of the application. This rubric is included as Appendix A of this RFA. Applicants are advised to use the rubric as a guide in preparing their applications. The rubric will also be used as a guide during the application review and peer review and scoring process. The four (4) optional priority point elements and seven required narrative elements are described below. Section 1–Priority Point Elements (Dissemination Optional Section)Best Practices related to Student Discipline and School ClimateApplicants responding to this priority area should describe the best practices related to student discipline and school climate. Provide data to support how the best practices can be measured such as Suspension Rate, Chronic Absenteeism Rate, and other local indicators. Successful Educational Leadership Development and PracticesApplicants responding to this priority area should describe best practices used to recruit, train, and retain effective leaders at the school site. Include details describing professional development opportunities for teachers and support staff to take on leadership roles. Successful Models for College and Career ReadinessApplicants responding to this priority area should describe how their model increases the number of students who are classified as prepared on the CDE College and Career Indicator. The applicant must be specific as to which measures will be used by their model. Information related to the CDE College and College Indicator can be found at and Activities that include geographically underserved areas.Applicants responding to this priority area should describe the geographical area in terms of total population, demographics, the educational challenges in the underserved area such as lack of after school programs, distance to nearest post-secondary institution, lack of technology, etc. and how services will be delivered to the area.Section 2–Narrative Response Required Elements (Required Section)A. Objective Summary Statement (Required Element)The applicant must provide a summary of the proposed project that must include:A high-level statement about the project goals, objectives, and performance measures.How the project will assist students to meet challenging state student academic achievement standards.Any curriculum or instructional practices or materials to be developed.Strategies to assess and evaluate impact on student achievement, and manage continuous instructional improvement.B. Dissemination Plan/Rationale (Required Element for Dissemination Only)The applicant must describe the rationale for the dissemination project, including a description of:Best practice to be disseminatedProject goals, objectives, and performance measuresWhy the project is neededThe research or experience demonstrating the effectiveness of the projectC. Target Audience (Required Element)The applicant must describe the project’s target audience, such as specific student populations, charter school teachers or leadership, or geographical regions that will benefit from the project or expansion. The applicant must describe how the target audience will be improved as a result of the project. Expansion applicants should respond as it relates to the new grade level expansion. The applicant must also describe:The detailed demographics of the target audience to be served by this projectHow the target audience will be informed about the projectD. Program Activities (Required Element)The applicant must describe the program and activities that will be implemented during the project. This description must address the following activity information:Project scope, schedule, and goalsAll planned activitiesPerformance measures that indicate progress toward meeting project goalsPeople involved, including target audience. Resources to be used in the project (e.g., Webinars, meetings, training sessions, etc.).E. Parent Involvement (Required Element)The applicant is required to explain how parents at the applicant school and of the target audience will be informed of the project and activities, as well as any opportunities for potential parental involvement. Specifically, how parents will be informed of:Any opportunities for parental involvement.Planned methods for communicating program goals and progress with parents and the community as a whole.F. Sustainability Plan (Required Element)The applicant must describe how the target audience members can maintain the project and any resources over time:Support networks to continue ongoing collaboration and exchange of best practice information.Describe how the project funding can be continued beyond the end of the grant term.G. Program Evaluation (Required Element)The applicant must describe how the project will be monitored and evaluated for effectiveness. This description must address the following: The program elements to be monitored.The scope of data and information to be collected for monitoring.The school staff or contractors involved in the data collection, reporting, and evaluation efforts.The method for evaluation.The method of reporting evaluation findings, including reporting dates and audience of evaluation reports. III. Proposed Budget Summary and Narrative (Forms 5 and 6–Required) The applicant must include the following for all years of the sub-grant:Proposed Budget Summary (Form 5)Budget Narrative (Form 6).All dissemination sub-grant funds requested must be budgeted in the budget summary and narrative.Budget Criteria:The applicant's projected budget summary is complete, expenditures are accurately classified by object code, the full term of the sub-grant is covered, and totals by year are provided.The applicant's projected budget narrative includes detailed information to describe activities and costs associated with each object code. Budget items accurately reflect the actual cost of implementing the objective.The budget summary and narrative are clearly aligned and, taken together, fully describe appropriate expenditures of funds in all categories that are clearly sufficient to support the design and implementation of proposed activities.Important:The budget summary and narrative forms must address all years of the sub-grant.The budget summary and narrative forms may not be modified and broken down further than the object codes provided (e.g., 1000, 2000, 3000, etc.).The budget summary and narrative forms must include totals by object code series, year, and entire term of the sub-grant.New Allowable Costs:Section 4303(h) of ESEA, as amended by ESSA, specifically authorizes several new allowable costs categories of activities, including the following: Carrying out necessary renovations to ensure that a new school building complies with applicable statutes and regulations, and minor facilities repairs (excluding construction).Providing one-time, startup costs associated with providing transportation to students to and from the charter school (e.g., purchase of a school bus).Sub-grantees may use CSP funds for these new categories described above, provided the costs are necessary, reasonable, and allocable to the grant. In order to request funding for any items related to the new flexibilities, all sub-grantees must describe the expenses in the budget. The budget must be approved by CDE prior to making any purchases. Additionally, sub-grantees must provide a justification for each expense as described below:For renovations requests, applicants must provide a description of why the renovations are necessary to ensure that a new school building complies with applicable statues and regulations, specific statues and regulations should be cited.For one-time, startup costs associated with transportation, applicants must describe how the sub-grantee will be able to meet the transportation needs after the sub-grant ends and provide a rationale regarding why the cost is one-time and not on-going in nature. If the school is requesting purchase of any vehicles for student transportation, the school must show evidence of board approval for assuming all on-going insurance, registration, and maintenance costs associated with these vehicles.The CDE will review all budgets and justifications to ensure that all costs are reasonable, necessary, and allocable to the grant. Additionally, for renovation costs, CDE will consider the following when reviewing requests:Whether the renovation is necessary for the performance of the grant; Whether the cost of the renovation (e.g., materials and labor) is commensurate with the market rate for such goods and services; The relative cost of the renovation calculated as a percentage of the overall dollar size of the CSP grant allocated to the charter school;The relative cost of the renovation calculated as a percentage of the overall cost basis of the underlying property; and Whether the costs are non-sustained (i.e., “one-time” costs associated with the startup of the charter school). IV. Charter School Work Plan/Activities (Form 7–Required)(15 Page Limit Total)A. ActivitiesAll applicants applying for the 2018–19 PCSGP funds must complete a Charter School Work Plan/Activities form (Form 7). The applicant must include actions/activities that align to and support the implementation of each of the four narrative elements (#4 through #7) of the sub-grant application as described on the Narrative Response form (Form 2). Each activity must include a timeline with specific start and end dates, the individual position or person, if known, who will be responsible for oversight and monitoring, and the type of evidence that will be submitted to the CDE, upon request, to verify implementation. Dissemination sub-grants may not exceed twenty-four (24) months. The activities identified in the Work Plan will be used in the monitoring of the charter school’s progress in planning and implementation of the charter school using dissemination sub-grant funding. The Work Plan includes only the following elements:Program ActivitiesParent InvolvementSustainability PlanProgram EvaluationThere is a 15 Page Limit Total for this section.Application Review and Scoring ProcessApplication Eligibility Screening Criteria and ProcessAfter the application has been submitted, CDE staff will screen the application to verify the application is complete and meets all eligibility criteria in the narrative response. Any application that does not meet all of the eligibility criteria will not be forwarded on to the peer review process.Applications meeting the eligibility criteria will be forwarded to the peer review. Applicants that do not pass the eligibility-screening phase will be notified by CDE staff.Peer ReviewFederal law (ESEA, Section 5204[C]) requires a peer review of all CSP state sub-grant applications. California recruits charter school developers, governing board members, operators, and authorizers to participate in this process. Reviewers are required to recuse themselves from the evaluation of any application for which they have a perceived or real conflict of interest. Each application will be independently reviewed and scored by two peer reviewers. Upon completion of peer review, the CDE will conduct an additional review of application to make a final award determination.Scoring CriteriaPeer reviewers will score applications based on the responses to the prompts on Form 3 (Narrative Response–Part 2). Application scoring consists of two parts: a priority points section and a narrative response section. The priority points section is optional. The narrative response section is mandatory.Priority PointsThere are up to four (4) optional priority points available in the competition for applications that respond to the following sections:Best Practices related to Student Discipline and School ClimateSuccessful Educational Leadership Development and PracticesSuccessful Models for College and Career ReadinessDissemination Activities that include geographically underserved areas.Each element of the priority points section will be scored using a 2-point rubric:Adequate (1 point); orInadequate (0 points)Applications that demonstrate responses to prompts meeting the criteria in the rubric will be awarded priority points.Narrative ResponseThere are up to twenty-one (21) points available in the dissemination competition and eighteen (18) points available for the expansion competition for responses to the following seven narrative response sections:Objective Summary StatementDissemination Plan/RationaleTarget AudienceProgram ActivitiesParent InvolvementSustainability PlanProgram EvaluationEach element of the narrative response section will be scored using a 3-point rubric:Meets the standard (3 points)Approaches the standard (2 points) orDoes not meet the standard (1 point)Narrative responses must be aligned with, and support the full implementation of, all activities stated in the charter school work plan (Form 7). The work plan actions/activities identified must be specific and include specific timelines with start and end dates, a designated position or person responsible, and a description of the type of evidence that will be submitted to the CDE, upon request, to verify implementation. Applicants should use the template provided in this RFA and may use up to 15 pages to describe their work plan.Approval ProcessScores for the narrative response will be provided by peer reviewers. When recommending sub-grant applications for funding, the CDE will recommend funding those applications that fully comply with all requirements described in this RFA. The CDE will only consider awarding funds to those applicants that develop and submit a comprehensive and viable application.Peer reviewers will use the rubric provided as Appendix A of this RFA to score applications. Applicants are advised to refer to this rubric to develop an adequate response to each required prompt.Once the review and scoring process is complete, CDE staff will notify the applicant of approval or denial, and will provide additional instructions. The sub-grant effective date is listed in the timeline.Sub-grant Award Notification (GAN)The GAN is a legally binding document between the CDE and the sub-grantee. Upon notice of award, sub-grantees must return the GAN with the original signature of the designated primary applicant–the president of the board of directors of the nonprofit entity or an executive officer. No sub-grant funding will be authorized until a signed GAN is received by the CDE.Appeal ProcessIf an application is not approved, applicants may request to appeal within 30 calendar days following receipt of the letter of denial. The request for appeal must clearly identify a violation that the application review process failed to follow a state or federal statute or regulation in not approving the sub-grant application or that the funds awarded were not in accordance with the requirements of statutes and regulations, or to comply with California’s approved 2016–2019 CSP application. A request to appeal the denial of a sub-grant award should be addressed to:Public Charter Schools Grant ProgramAttention: Dissemination Sub-grant AppealCharter Schools DivisionCalifornia Department of Education1430 N Street, Suite 5401Sacramento, CA 95814-5901Submission of ApplicationsApplicants responding to this RFA must submit a complete application packet and provide all original signatures required, as noted on each application form. Applications must be submitted with all forms compiled in the order listed on the Application Checklist provided on page 32 of this RFA.Applicants must submit an original, three hard copies, and e-mail one electronic, saved as a single PDF file, to PCSGP-APPS@cde. and ensure that ALL copies are received by the Charter Schools Division on or before (not postmarked by) 4:00 p.m. August 7, 2018.Mailed documents must be sent to the following address:Public Charter Schools Grant ProgramDissemination Sub-grantCalifornia Department of EducationCharter Schools Division1430 N Street, Suite 5401Sacramento, CA 95814-5901Applicants may personally deliver the sub-grant application package to the Charter Schools Division at the address listed above on or before 4:00 p.m. August 7, 2018.Form 1—Sub-grant Application ChecklistThe following forms must be included as part of the PCSGP Dissemination sub-grant application. Please type initials by each form after completion and compile the application packet in the order provided below.FormsRequired in ApplicationInitialForm 1–Sub-grant Application Checklist (1 page limit)RequiredForm 2–Application Cover Sheet(The Primary Applicant must sign in blue ink)RequiredForm 3–Narrative Response–Part 1 (6 page limit) RequiredForm 3–Narrative Response–Part 2 (15 page limit) RequiredForm 4–Budget InstructionsRequired to retain locallyForm 5–Proposed Budget Summary (1 page)RequiredForm 6–Proposed Budget Narrative (no page limit)RequiredForm 7–Charter School Work Plan/Activities (15 page limit) RequiredForm 8–General Assurances and CertificationsRequired to retain locallyForm 9–Sub-grant Conditions and Assurances (5 pages)RequiredPayee Data Record with Original SignatureRequiredProof of Active System for Award Management (SAM) Registration Print OutRequiredApplications must be delivered to the Charter Schools Division at the California Department of Education (not postmarked) by 4:00 p.m., Thursday, August 7, 2018Form 2—Application Cover SheetApplicants must sign PCSGP Form 2–Application Cover Sheet as an Adobe PDF form and print as part of the application submission package. Form 2 is available for download at: 3–Narrative Response Part 1 (6 page limit)Applicants should carefully read the RFA for specific requirement to be included in each narrative response. A. Compliance with Individuals with Disabilities Education Act (IDEA)Response: B. Eligibility CriteriaAutonomyResponse:Lottery and AdmissionsResponse:High Quality Charter SchoolResponse: Additional Requirements by Sub-grant Response: Form 3–Narrative Response Part 2 (15 page limit)Section 1: Priority Points (this section is optional)A. Best Practices related to Student Discipline and School ClimateResponse:B. Successful Educational Leadership Development and PracticesResponseC. Successful Models for College and Career ReadinessResponse:D. Dissemination Activities that include geographically underserved areas.Response:Section 2: Narrative Response (this section is required)A. Objective Summary Statement:Response:B. Dissemination Plan/Rationale (Dissemination Only): Response:C. Target Audience: Response:D. Program Activities: Response:E. Parent Involvement: Response:F. Sustainability Plan: Response:G. Program Evaluation:Response:Form 4–Budget InstructionsInstructions for Completing the Proposed Budget Summary (Sub-grant Form 5)The applicant must include the Proposed Budget Summary (Sub-grant Form 5) and a Budget Narrative (Sub-grant Form 6). Sub-grant funds are to be used in dissemination or expansion activities only.Important:The budget must address the full term of the sub-grant; The budget must be of sufficient size and scope to implement the objectives and activities; andThe budget Summary may not be modified and broken down further than the object codes provided (e.g., 1000, 2000, 3000, etc.).Instructions for Completing the Budget Narrative (Sub-grant Form 6)The Budget Narrative must provide more detail regarding the information provided in the Proposed Budget Summary and support actions and activities identified in the narrative response and the Charter School Work Plan/Activities.Use the Budget Narrative form to describe the costs associated with each activity reflected in the budget. The Budget Narrative must clearly identify those activities that are related to costs included in the columns on the Proposed Budget Summary (Sub-grant Form 5).The Budget Narrative must be grouped by object code series (e.g., 1000, 2000, 3000, etc.).The Budget Narrative must include totals by object code series, year, and term of sub-grant.See the complete list of California Account Codes in Form 8. Be sure that your charter school name appears in the header on all pages.PCSGP Form 5—Proposed Budget SummaryApplicants must complete PCSGP Form 5 – Proposed Budget Summary as an excel worksheet and print as part of the application submission package. Form 5 is available for download at: . PCSGP Form 6—Proposed Budget NarrativeProvide sufficient detail to justify the school budget. The budget narrative page(s) must provide sufficient information to describe activities and costs associated with each object code. Include budget items that reflect the actual cost of implementing the activities described in the work plan that the Public Charter Schools Grant Program grant will support. Group information by object code series and provide totals by object code series, year, and term of sub-grant. Object code series totals must correspond exactly to budget summary form.Applicants must complete PCSGP Form 6 – Proposed Budget Narrative as an excel worksheet and print as part of the application submission package. Form 6 is available for download at: Form 7—Charter School Work Plan/ActivitiesInstructions for Completing Form 7–Charter School Work Plan/Activities:Under the Element column, include specific activities and action steps that align to and support the implementation of the associated element. Applicant may include multiple activities that support each element and add additional rows as needed. The page limit for this form is 15 pages. Under the Start Date and End Date columns, enter beginning and ending dates to complete each activity and action step, using both month and year designations.Under the Position/Person Responsible column, enter the name and/or position of the person responsible for ensuring that each action step is completed according to the proposed timeline. Under the Evidence Column, describe what will be used as evidence of project completion that will be submitted to CDE, upon request for monitoring purposes. Upon submission of the initial PCSGP application, leave the percentage completed column blank. This column is reserved for the reporting of an annual PCSGP Work Plan Status Report.The work plan activity/chart will not be scored as a separate component in the peer review process. However, work plan activities and how those activities align and support the narrative for each element will be considered by the peer reviewers when scoring each section. An adequate work plan includes the following:At least one action or activity is identified for each required element section, each objective identified in the narrative, and on the work plan.Actions and activities required to implement each objective including timeline with specific start and end dates. Individual position and/or person responsible for activity completion, and the person responsible for oversight and monitoring. Evidence to be submitted to CDE to verify progress on the implementation/completion of each specific activity.PCSGP Form 7—Charter School Work Plan/ActivitiesCharter School Work Plan Activities TableElementStart DateEnd DatePosition/Person ResponsibleEvidencePercent CompletedProgram Activities Actions/Activities: (Enter Action/Activities)(Enter Project Start Date) (Enter Project End Date) (Enter Name or Position of Person Responsible)(Enter the type of evidence of completion will be provided) (Leave Blank)Parent Involvement Actions/Activities:(Enter Action/Activities)(Enter Project Start Date) (Enter Project End Date) (Enter Name or Position of Person Responsible)(Enter the type of evidence of completion will be provided) (Leave Blank)Sustainability Plan Actions/Activities:(Enter Action/Activities)(Enter Project Start Date) (Enter Project End Date) (Enter Name or Position of Person Responsible)(Enter the type of evidence of completion will be provided) (Leave Blank)Program EvaluationActions/Activities:(Enter Action/Activities)(Enter Project Start Date) (Enter Project End Date) (Enter Name or Position of Person Responsible)(Enter the type of evidence of completion will be provided) (Leave Blank)PCSGP Form 8—General Assurances and Certifications(Required for all Applicants)The school must print, sign (where applicable), and retain a copy of the General Assurances and Certifications at the school site.All sub-grantees are required to retain on file a copy of these general assurances for the charter school records and for audit purposes. Please download the 2017–18 General Assurances and Certifications located on the CDE Funding Forms Web page at . The applicant is required to print and retain a copy of these specific assurances at the charter school site. The signature on the front of the application indicates acknowledgement and agreement to all assurances. Submit a copy of the general assurances to the CDE as part of the grant application package.Certifications Regarding Drug-Free Workplace, Lobbying, and Debarment and Suspension Print out, sign, and retain a copy at the school site. Download the following three forms from the certifications section on the CDE Funding Forms Web page at WorkplaceLobbyingDebarment and SuspensionPrint, sign, and retain at the charter school site. The signature on the front of the application indicates acknowledgement and agreement to all assurances and certifications.PCSGP Form 9–Sub-grant Conditions and AssurancesApplicants must sign PCSGP Form 9 –Sub-grant Conditions and Assurances as an Adobe PDF form and print as part of the application submission package. Form 9 is available for download at: Data RecordThe Payee Data Record form can be downloaded at the State of California’s Department of General Services Web Page at: “Payee Data Record” in the search box to download an accessible pdf form. This document is required for all applicants at the time the application is submitted. Failure to submit will disqualify the applicant from being considered for funding. Appendix A: Dissemination and Expansion Sub-grant RubricForm 3Narrative Response–Part 1A: Compliance with Individuals with Disabilities Education Act (IDEA)If Applicable (CDE Staff Review)To be used if the charter school is considered a local educational agency pursuant to EC sections 47640–47647. This section will not be scored as part of the peer review process. This information will be used by CDE staff when determining the final approval of the sub-grant award. If applicable, applicants must be scored “Adequate” in this section in order to move forward in the competition to the scoring phase.Narrative AreaAdequate/InadequateThe applicant provides a clear description of how the charter school will comply with sections 613(a)(5) and 613(e)(1)(B) of the Individuals with Disabilities Education Act.Enter Adequate/InadequateB. Eligibility Criteria Required (CDE Staff Review) The criteria below will be used by CDE staff to determine if the charter school meets the minimum eligibility criteria. The section is screened as adequate/inadequate. Applicants must meet all eligibility criteria and be scored “Adequate” in all elements in order to move forward in the competition to the scoring phase. (ESEA, Title V, Part B, Section 5204(6)(A).Narrative AreaAdequate/InadequateAutonomy: The applicant provides a clear description of the flexibility and level of autonomy the school has from the authorizer over budget, expenditures, personnel, and daily operations. If the charter school is part of a CMO, the applicant must also describe the flexibility and level of autonomy the school has from the CMO over budget, expenditures, personnel, and daily operations. Enter Adequate/InadequateLottery and Admissions: The applicant provides a clear description of the admission preferences as approved by the authorizer and admission and public random drawing processes that are compliant with state and federal laws as described in the RFA.Enter Adequate/InadequateHigh Quality Charter School: The applicant provides a clear description of how the school meets the definition of a high-quality charter school as defined by Section 4310(3) of ESEA, as amended by the ESSA including:Strong academic results, including strong student academic growth, based on the California School Accountability Model and School Dashboard. Success in significantly increasing academic achievement, including graduation rates, where applicable, for all students served by the charter school.Attendance and student retention rates for the most recently completed school year and, if applicable, the most recent available four-year adjusted cohort graduation rates and extended year adjusted cohort graduation rmation on any significant compliance and management issues encountered within the last three school years by the existing charter school being operated or managed by the eligible entity, including in the areas of student safety and finance.Enter Adequate/InadequateDissemination Sub-grants Only: The applicant has been in operation for at least three consecutive years and provides a clear description of how the charter school meets the following:substantial progress in improving student academic achievement;high levels of parent satisfaction; the management and leadership necessary to overcome initial start-up problems and establish a thriving, financially viable charter school.Enter Adequate/InadequateExpansion Sub-grants Only: The applicants provide a clear description of How the charter school will be expanding either significantly increasing enrollment (more than 25% of its current enrollment) or adding one or more grade levels.How the project is new or has substantially different activities not previously supported by a planning and implementation sub-grant.If the charter school has received CSP grant or sub-grant in the past five years, provide evidence that the charter school has at least three years of improved educational results for students enrolled in the charter school (see Section 4303(e)(2) of the ESEA).Enter Adequate/InadequateII. Narrative Response Requirements–Part 2 (Form 3–Required)Section 1–Priority Point Elements –Dissemination Grant Only(Optional Section)Applicants have the option to earn up to four (4) priority points by responding to the prompts below. The criteria below will be used by peer reviewers to determine if the narrative response(s) is adequate to earn the priority point(s). Each priority area is screened as adequate for one point and inadequate for zero points. Narrative AreaPoints EarnedBest Practices related to Student Discipline and School ClimateApplicant clearly describes the best practices related to student discipline and school climate. Applicant provides adequate data to support best practices. Data may include but not limited to Suspension Rate, Chronic Absenteeism Rate, and other local indicators. Enter One (1) point for Adequate and zero (0) points for InadequateSuccessful Educational Leadership Development and PracticesApplicant clearly describes best practice to recruit, train, and retain effective leaders at the school site. Response includes details such as professional development opportunities for teachers and support staff to take on leadership roles. Enter One (1) point for Adequate and zero (0) points for InadequateSuccessful Models for College and Career ReadinessApplicant clearly describes how the charter school’s model increases the number of students who are classified as prepared on the CDE College and Career Indicator. The description includes specific details on measures used by the charter school.Enter One (1) point for Adequate and zero (0) points for InadequateDissemination Activities that include geographically underserved areas.Applicant clearly describes the geographic area, the educational challenges in the underserved area and how services will be delivered. Enter One (1) point for Adequate and zero (0) points for InadequateForm 3–Project Narrative Response (continued)Section 2: Project Narrative Response–RequiredScored: Meets the standard (3 points), approaches the standard (2 points), or does not meet the standard (1 point)Objective Summary StatementThe applicant must provide a summary of the proposed project that must include:Narrative ElementMeets the Standard (3 points)Approaches the Standard(2 points)Does Not Meet the Standard (1 point)A high-level statement about the project goals, objectives, and performance measuresThe statement is very detailed and clearly describes all required elementsThe statement is somewhat detailed and describes all required elementsThe statement has little or no details OR does not describe all required elementsDescribe how the project will assist students to meet challenging state student academic achievement standardsThe project description is very detailed and clearly describes all required elementsThe project description is somewhat detailed and describes all required elementsThe project description has little or no details OR does not describe all required elementsDescribe any curriculum, instructional practices or materials to be developedThe description is very detailed and clearly aligned to the project The description is somewhat detailed and clearly aligned to the project The description provides little or no details OR is not aligned to the project Describe strategies to assess and evaluate impact on student achievement, and manage continuous instructional improvement.The description is very detailed and clearly aligned to the project The description is somewhat detailed and clearly aligned to the project The description provides little or no details OR is not aligned to the project Objective Summary Statement Score up to three (3) points. Dissemination Plan/Rationale –(Required Element for Dissemination Only)–The applicant must describe the rationale for the project, including a description of:Narrative ElementMeets the Standard (3 points)Approaches the Standard(2 points)Does Not Meet the Standard (1 point)Best Practice to be disseminatedThe best practice to be disseminated is detailed and clearly described.The best practice to be disseminated is somewhat detailed and somewhat describedThe best practice to be disseminated is not describedProject goals, objectives,, and performance measures The project goals, objectives and performance measure descriptions are detailed and clearly describes all required elementsThe project goals, objectives and performance measure descriptions are somewhat detailed and somewhat describes all required elementsThe project goals, objectives and performance measure descriptions provides little or no details OR does not describe all required elementsWhy the project is neededThe rationale for the project is described is clearly describedThe rationale for the project is described is somewhat describedThere is no rationale for the projectResearch or Experience demonstrating the effectiveness of the projectThe effectiveness of the project is described with a variety of supporting evidenceThe effectiveness of the project is described with a one or two items of supporting evidenceThe effectiveness of the project is only described with experiential evidence onlyProgram Rationale Score up to three (3) points. Target Audience–The applicant must describe the project’s target audience, such as specific student populations, charter school teachers or leadership, or geographical regions that will benefit from the project or expansion. The applicant must describe how the target audience will be improved as a result of the project. Expansion applicants need to respond as it relates to the new grade levels to be expanded. The applicant must also describe:Narrative ElementMeets the Standard (3 points)Approaches the Standard(2 points)Does Not Meet the Standard (1 point)The detailed demographics of the target audience to be served by this project.The applicant provides detailed information on the target audience The applicant provides limited information on the target audienceThe applicant provides incomplete or no information on the target audienceDescribe how the target audience will be informed about the projectThe applicant provides a detailed description on how the target audience will be informed about the project is clearly described including the media to be used. The applicant provides a brief description on howthe target audience will be informed about the project The applicant does not define how the target audience will be informed about the project.Target Audience Score up to three (3) points. Program Activities–The applicant must describe the program and activities that will be implemented during the project. This description must address the following activity information:Narrative ElementMeets the Standard (3 points)Approaches the Standard(2 points)Does Not Meet the Standard (1 point)Explain the scope of work, how it will be scheduled, and overall goals of the projectThe applicant clearly explains the scope of work, how it will be scheduled, and the overall goals of the projectThe applicant provides a limited description of the scope of work, how it will be scheduled, and/or the overall project goalsThe applicant does not adequately explain or provides a few details on the scope of work, OR how it will be scheduled OR the overall goals of the projectDescribe all planned activitiesThe applicant clearly explains all the planned activities including how they relate to the project goalThe applicant provides a limited explanation of all the planned activities The applicant provides a list of planned activities OR does not respondExplain the performance measures that indicate progress toward meeting project goalsThe applicant provides clear performance measures that indicate progress toward meeting project goals with periodic benchmarks. There are strong linkages between performance measures and goalsThe applicant provides limited performance measure information about how progress toward meeting project goals will be achieved. There is some evidence of linkages between performance measures and goalsThe applicant does not provide either performance measures that indicate progress toward meeting project goals, OR does not identify any benchmarks. There are weak or no linkages between performance measures and goalsResources to be used in the projectVariety of resources are described in detail and tied to specific activitiesLimited resources are described in detail One or no resources are described.Work plan activities.Work plan activities align to support the implementation of the plan identified in the narrative. Activities identified include implementation dates, and identify who is responsible and what evidence will be providedWork plan activities do not align or do not support the implementation of the plan Activities identified include range of implementation dates, but do not identify who is responsible and/or what evidence will be providedWork plan activities do not align to support or the full implementation of the plan in the narrative, or there are no activities identified in the work plan for this element. Activities do not include implementation dates, identify who is responsible, or what evidence will be providedProgram Activities Score up to three (3) points. Parent Involvement–The applicant is required to explain how parents at the applicant school and of the target audience will be informed of the project and activities, as well as any opportunities for potential parental involvement. Specifically, how parents will be informed of:Narrative ElementMeets the Standard (3 points)Approaches the Standard(2 points)Does Not Meet the Standard (1 point)Describe any opportunities for parental involvement The applicant clearly describes how parents are involvedThe applicant briefly describes how parents are involvedThe applicant provides little or no description of how parents are involvedDescribe planned methods for communicating program goals and progress with parents and the community as a wholeThe applicant clearly describes methods for communicating goals and progress with parents and the community including a variety of media toolsThe applicant briefly describes methods for communicating goals and progress with parents and the communityThe applicant provides little or no description of the methods for communicating goals and progress OR only includes one groupWork plan activitiesWork plan activities align to support the implementation of the plan identified in the narrative. Activities identified include implementation dates, and identify who is responsible and what evidence will be providedWork plan activities do not align or do not support the implementation of the plan Activities identified include range of implementation dates, but do not identify who is responsible and/or what evidence will be providedWork plan activities do not align to support or the full implementation of the plan in the narrative, or there are no activities identified in the work plan for this element. Activities do not include implementation dates; identify who is responsible, or what evidence will be providedParent Involvement Score up to three (3) points.Sustainability Plan–The applicant must describe how the target audience members can maintain the project and any resources over time:Narrative ElementMeets the Standard (3 points)Approaches the Standard(2 points)Does Not Meet the Standard (1 point)Support networks to continue ongoing collaboration and exchange of best practice informationThe applicant clearly describes the support networks including specific contacts.The applicant provides a limited description of the support networkThe applicant does not describe the support networkContinued project funding beyond the end of the grant termThe applicant provides specific information about project funding to continue the project beyond the end of the grantThe applicant provides limited information about project funding to continue the project beyond the end of the grantThe applicant does not provide any information about project funding to continue the project beyond the end of the grantWork plan activitiesWork plan activities align to support the implementation of the plan identified in the narrative. Activities identified include implementation dates, and identify who is responsible and what evidence will be providedWork plan activities do not align or do not support the implementation of the plan Activities identified include range of implementation dates, but do not identify who is responsible and/or what evidence will be providedWork plan activities do not align to support or the full implementation of the plan in the narrative, or there are no activities identified in the work plan for this element. Activities do not include implementation dates; identify who is responsible, or what evidence will be providedSustainability Plan Score up to three (3) points. Program Evaluation–The applicant must describe how the project will be monitored and evaluated for effectiveness. This description must address the following: Narrative ElementMeets the Standard (3 points)Approaches the Standard(2 points)Does Not Meet the Standard (1 point)The project elements to be monitoredThe project elements to be monitored are described in detailThe project elements to be monitored are described with little detail No information about the program elements to be monitored is providedThe scope of data and information to be collected for monitoring, including census datesThe scope of data and information to be collected for monitoring is described in detail, with dates and is aligned to the project elementsThe scope of data and information to be collected for monitoring, is described in little detail, with dates and is somewhat aligned to the project elementsThe scope of data and information to be collected for monitoring, has little description, no dates OR is not aligned to the project elementsThe school staff or contractors involved in the data collection, reporting, and evaluation effortsThe school staff or contractors involved in the data collection, reporting, and evaluation efforts are named and described in detail The school staff or contractors involved in the data collection, reporting, and evaluation efforts are mentionedThe school staff or contractors involved in the data collection, reporting, and evaluation efforts are not describedThe method for evaluationThe method for evaluation is described in detail, including the medium used evaluationThe method for evaluation is mentioned but with very little detailThe method for evaluation is listed with no details The method of reporting evaluation findings, including reporting dates and audience of evaluationThe method of reporting evaluation findings, including reporting dates and audience of evaluation dates are described in detail and are consistent with the grant termThe method of reporting evaluation findings, including reporting dates and audience of evaluation dates are listed and are consistent with the grant termThe method of reporting evaluation findings, including reporting dates and audience of evaluation dates are listed, but are not consistent with the grant termWork plan activitiesWork plan activities align to support the implementation of the plan identified in the narrative. Activities identified include implementation dates, and identify who is responsible and what evidence will be providedWork plan activities do not align or do not support the implementation of the plan Activities identified include range of implementation dates, but do not identify who is responsible and/or what evidence will be providedWork plan activities do not align to support or the full implementation of the plan in the narrative, or there are no activities identified in the work plan for this element. Activities do not include implementation dates, identify who is responsible, or what evidence will be providedProgram Evaluation Score up to three (3) points.Appendix B: Definitions of Dissemination Sub-grant TermsAuthorizing Agency: A California school district, county office of education, or the SBE that has approved a charter petition, directly or on appeal.Charter Management Organization: Nonprofit entities that directly manage public charter schools.Charter School: A public school that provides instruction in any grades kindergarten through 12 and is approved by an authorized public chartering agency as a charter school under the provisions of EC Section 47600 et. seq. (Please see Appendix H for further clarification).Charter School Program (CSP): An ED administered discretionary sub-grant program. Awarded states distribute sub-grants to charter school developers to assist in the development and initial operations of newly established or conversion charter schools.County District School (CDS) Code: The CDS (County-District-School) code system is an administrative convenience designed to provide the CDE, the Department of Finance, and postsecondary institutions with a basis for tracking schools. This 14-digit code is the official, unique identification of a school within California. The first two digits identify the county, the next five digits identify the school district, and the last seven digits identify the school.The Federal Department of Education (ED): The Federal Department of Education.Education Management Organization (EMO): Education management organizations (EMOs) are largely for-profit firms that may provide “whole-school operation” services to public school agencies.Elementary and Secondary Education Act (ESEA): The Elementary and Secondary Education Act of 1965. ESEA is the primary federal legislation for primary (elementary) and secondary education in the United States.Grant Award Notification (GAN): a legally binding document between the CDE and the sub-grantee. An official document signed by an authorized official stating the amount, terms, and conditions of the sub-grant award.Grantee: For the purposes of this RFA and the PCSGP, the CDE is the “grantee.”High Quality Charter School: For the purposes of the PCSGP, a high quality charter school is defined by Section 4310(3) ESEA, as amended by the ESSA, which states:The term ‘‘high-quality charter school’’ means a charter school that:shows evidence of strong academic results, which may include strong student academic growth, as determined by a State;has no significant issues in the areas of student safety, financial and operational management, or statutory or regulatory compliance;has demonstrated success in significantly increasing student academic achievement, including graduation rates where applicable, for all students served by the charter school; andhas demonstrated success in increasing student academic achievement, including graduation rates where applicable, for each of the subgroups of students, as defined in Section 1111(c)(2), except that such demonstration is not required in a case in which the number of students in a group is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.Partner: An eligible applicant or contractor that works in partnership with the primary charter school applicant. Contractor partners may be non-charter public schools, school districts, county offices of education, charter management organizations, or charter school associations. See the eligibility section for more information.Primary Applicant: (Formerly: Authorized Agent). School board president or lead applicant. The primary applicant must verify and sign all official documents related to the sub-grant award.Procurement: Any formal requisition process used to acquire goods and services that may involve the use of purchase orders, invoices, contracts, and approvals by any level of hierarchy at the sub-grantee’s agency. Numerous requirements apply to procurements funded by PCSGP funds; please see Appendix C: Procurements for additional information.Public Charter School Grant Program (PCSGP): A federal discretionary grant program administered by the CDE.Single Audit: All non-federal entities expending $500,000 or more in combined federal funds (e.g., PCSGP and Title I funds, or American Recovery and Reinvestment Act (ARRA) funds) in a single year are required by federal law to obtain and submit a Single Audit to the Federal Audit Clearinghouse. PCSGP recipients required to file federal Single Audits must submit a copy of the reporting package to the CDE Charter Schools Division as a PCSGP performance benchmark.Grantees will access the Federal Audit Clearinghouse Web page to submit their Single Audit at Education Agency (SEA): For the purposes of this RFA, the SEA is the SBE.Sub-Grantee: For the purposes of this RFA, sub-grantee recipients are charter schools awarded a dissemination sub-grant. Appendix C: Federal RegulationsA. Procurement All sub-grantees are required to develop and maintain a system for the administration of the procurement of goods and services acquired with federal funds. This requirement is provided for in the following passage from the Education Department General Administration Regulations (EDGAR), Part 80—Uniform Administrative Requirements for Grants and Cooperative Agreements to State and Local Governments, Sub-part C (Post Award Requirements), Section 80.36 (Procurement) located at . Equipment and Supplies StandardsPCSGP recipients must follow federal regulations when purchasing, using, and disposing of grant project equipment and supplies. These regulations include but are not limited to 34 Code of Federal Regulations 80.32–33.C. Financial Management StandardsPCSGP recipients are required to adhere to federal regulations when developing and using a financial management system to administer federal PCSGP funds. A requirement of the CDE’s grant-monitoring program is to verify that the financial management systems of grant recipients are in compliance with federal regulations. These regulations include but are not limited to 34 CFR Part 80.20Appendix D: Dissemination Sub-grant ResourcesGeneral PCSGP Dissemination Sub-grant Program InformationGeneral Program Information Dissemination Sub-grant Funding Profile General Assurances Certifications and AccountingIndirect Cost Rates School Accounting Manual (CSAM) . Department of Education (ED)Charter Schools Program State Educational Agency (SEA) Grant & Secondary Education Act, part B–Public Charter Schools Guidance Handbook ................
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