Section A Description: Need for Program
High Score
High-Middle Score
Low-Middle Score
Low Score
20 points
Describe the needs of the populations to be served by the grant program. Tell how the proposed program will help meet these needs by providing services and opportunities not
currently available. It is vital that the applicant clearly show specific, identified needs that connect to the goals and measurable objectives of the application, the proposed activities
and services, and the program evaluation.
Data-based needs of the community in which
the students and families to be served by the
grant reside are identified, including data from
a community needs assessment conducted in
the last three years .Explanation is given as to
why this community was selected and how the
program to be provided will be of value.
(4 pts.)
Important data-based
community needs have been
clearly described in detail,
including data from a
community needs assessment
conducted in the last three
years. A connection has been
effectively made to show how
the program will benefit the
community by impacting the
identified needs and providing
services not currently
available. 4 pts.
Needs of students to be served by the grant
program are defined by subgroup, using
current, specific data to document those needs.
(4 pts.)
Specific needs of students to
be served are defined by
subgroup. A broad-base of
current data is used to
correctly document these
needs. Student achievement
data is included to show need
for program.4 pts.
Data-based needs of parents
and families clearly and
correctly support all critical
factors as to why the
community was selected for
this program. 4 pts
Data-based needs of the community to be
served by the grant program, focusing on
parents and families, are identified. (4 pts.)
Community data-based
needs have been
described in some detail,
including data from a
community needs
assessment conducted in
the last three years. A
connection has been made
in general terms as to how
the program will benefit
the community by
impacting needs and
providing services not
currently available. 3 pts.
General needs of students
to be served are defined
by subgroup. Current data
is used to correctly
document these needs.
3 pts.
Community needs
have been minimally
described. It is not
entirely clear how the
program will benefit
the community by
impacting needs and
providing services not
currently available.
2 pts.
Community needs have
been minimally described.
There is no clear
connection between the
program proposed and
how it will benefit the
needs of the community.
A community needs
assessment conducted
within the past 3 years is
not included.1 pt.
General needs of
students to be served
are defined by
subgroup. Data used to
document these needs
may not be current or
correct. 2 pts.
Needs of students may not
be defined by subgroup.
Data to document these
needs may be missing,
incorrect or not current.
1 pt.
Data-based needs of
parents and families
correctly support most of
the critical factors as to
why the community was
selected for this program.
3 pts.
Little data on parents
and families is used
support critical factors
as to why the
community was
selected for this
program. Data may
not be current. 2 pts.
Minimal data are shared
on parents and families to
support critical factors as
to why the community
was selected for this
program. Data may not be
current. 1 pt.
Gaps in community services and opportunities
for those living in the area included in the
proposed program are described. How the grant
will help provide services and activities not
available at this time for participants in the
program is clear. (4 pts.)
Gaps in community services
and opportunities have been
clearly and completely
described. Important details
show how the grant will
effectively close these gaps by
providing services and
activities not currently
available. 4 pts.
Research information shared in this section is
supported by APA citation of the data source.
(2 pts.)
Correct APA citations are
used for all research shared.
2 pts.
Applicant consultation with private school
officials during the design and development of
the application as to the needs to be addressed
and the services to be offered, are described. If
there is no private school within the applicant’s
attendance area, this is stated by the
applicant.(2 pts.)
Strong efforts have been
described to engage private
schools in the design and
development of the
application. Details are
provided about how the needs
of the private school were
determined and the services to
be offered address those
needs.
Gaps in community
services and opportunities
have been described.
Details describe how the
grant will provide
services and activities not
currently available,
however there is not a
strong connection as to
how they will close gaps.
3 pts.
Correct APA citations are
used for most research
shared.1.5 pts.
A description of the effort
to engage private schools
in the design and
development of the
application is provided.
Some detail is provided
about how the needs of
the private school were
determined and the
services to be offered
address those needs.
OR
1.5 pts
A statement is correctly made
claiming there is no private
school within the applicant’s
attendance areas. 2 pts.
Gaps in community
services and
opportunities are
stated. There is a lack
of detail about
providing services and
activities not currently
available and no
strong connection as to
how gaps will be
closed. 2 pts.
APA citations are used
for most research
shared but may not be
correct.1 pt.
A description of the
effort to engage
private schools in the
design and
development of the
application is
provided. Information
about how the needs
of the private school
were determined and
the services to be
offered address those
needs is minimal. 1 pt.
Gaps in community
services and opportunities
are mentioned in a
minimal way. There is a
lack of detail about
providing services not
currently available and no
connection as to how gaps
will be closed. 1 pt.
Few correct APA
citations are given for
research shared. .5 pt.
Minimal effort has been
given to described
consultation with private
schools. Only generally
information is provided
about addressing needs
and services. .5 pt.
Section B Description: Goals and Objectives
High Score
High-Middle Score
Low-Middle Score
Low Score
15 points
Develop broad program goals that address identified needs from section A. One goal must address raising academic achievement for students with a second goal addressing raising
the education or skill levels of adults. Other goals may be added if needed. List the measurable objective(s) the proposed program will use to remedy the risk factors (needs) described
for the target populations in the goals identified. Each objective must include all parts of a well-written measurable objective: population, outcome, measure, target and time frame.
A program goal is included that addresses
raising academic achievement for students.
(3 pts.)
The goal is well-written
and addresses an
important academic
achievement need for
students as defined in
Section A. 3 pts.
The goal is well-written and
addresses an important
academic achievement need of
students. The link to student
needs in Section A is not clear
or strong. 2.25 pts.
A program goal is included that addresses
raising the education or skill level of adults.
(3 pts.)
The goal is well-written
and addresses an
important need of adults
in the community as
defined in Section A.
3 pts.
The goal is well-written and
addresses an important need of
adults. The link to needs of
adults in the community in
Section A is not clear or
strong. 2.25 pts.
A measurable objective(s) is defined for each
goal. (7 pts.)
The measurable objective
is correctly written,
including the population,
outcome, measure, target
and time frame. The
objectives are all clearly
connected to a grant
goal(s) and are likely to
impact goal achievement.
Data measures that can be
analyzed prior to June 1
are included. 7 pts.
The measurable objective is
correctly written, including the
population, outcome, measure,
target and time frame. The
objectives are all connected to
a grant goal(s) and may have
the potential to impact goal
achievement. Data measures
that can be analyzed prior to
June 1 are included. 5.25 pts.
The goal addresses an
academic achievement
need of students but
may not be well
written. The link to
student needs in
Section A is not clear
or strong. 1.5 pt.
The goal addresses a
need of adults but may
not be well written.
The link to needs of
adults in the
community in Section
A is not clear or
strong. 1.5 pt.
The measurable
objectives may not all
be correctly written,
including the
population, outcome,
measure, target and
time frame. The
objectives are all
connected to a grant
goal(s) but their
potential to impact
goal achievement is
not clear. Data
measures that can be
The goal is poorly written
and does not connect to
student needs identified in
Section A. .75 pt.
The goal is poorly written
and does not connect to
adult needs identified in
Section A. .75 pt.
The measurable
objectives are not
correctly written, missing
the population, outcome,
measure, target and/or
time frame. The
objectives may be
connected to a grant
goal(s), but they do not
seem to have the potential
to impact goal
achievement. Data
measures that can be
analyzed prior to June 1
Grant goals and objectives have been created to
sufficiently meet the critical data-based needs
of the students, parents and families in the
community. (2 pts.)
All grant goals and
objectives clearly relate to
data-based needs from
Section A, with the most
critical areas of need for
the community, parents,
families and students
addressed. Achievement
of grant goals will likely
have a positive impact on
the community. 2 pts.
Grant goals and objectives
relate to data-based needs
from Section A, with the most
critical areas of need for the
community, parents, families
and students addressed.
Achievement of grant goals
has the potential to have a
positive impact on the
community. 1.5 pts.
analyzed prior to June
1 may not be included.
3.5 pts.
Some grant goals and
objectives relate to
data-based needs from
Section A, with areas
of need for the
community, parents,
families and students
addressed.
Achievement of grant
goals may or may not
have a positive impact
on the community.
1 pt.
may not be included. 1.75
pts.
Grant goals and
objectives are not clearly
related to data-based
needs from Section A.
The most critical areas of
need for the community,
parents, families and
students are not
addressed. It is unclear if
achievement of grant
goals will have a positive
impact on the community.
.5 pt.
Section C Description: Student Program
High Score
High-Middle Score
Low-Middle Score
Low Score
Activities & Implementation (20 points)
Describe how the program designed connects activities and implementation to the goals and measurable objectives established and to the identified needs of the students. Explain the
relationship of major cost items to program activities/components.
Components and related activities that the
program will offer to students to meet the needs
previously identified are described. Information
on the time allotted to components and
activities described is included, as well as
partner involvement. Scientifically-based
research that provides evidence that the
programs or activities included in this section
will help students meet state and local student
academic achievement standards is included
and citations made in correct APA style
citations. A description is also given, if
optional summer programs are being
implemented. (Programs will not receive credit
for having a summer program if sufficient
funds are not included in the budgets for years
1-3 and in the budget narrative.)(9 pts.)
The method(s) for recruiting and retaining
students in the program is explained. (2 pt.)
Detailed description of
program components and
activities is given,
including time allotment
and partner involvement.
Program components and
activities offered to
students clearly meet the
student needs identified in
Section A and the goals
and measurable objectives
for students in Section B.
Scientifically-based
research is included with
correct APA style
citations. Components
and activities are ageappropriate, and it is
likely that they will
appeal to interests of
students. 9 pts.
Description of program
components and activities is
given, including time
allotment and partner
involvement. Program
components and activities
offered to students may help
meet the student needs
identified in Section A and the
goals and measurable
objectives for students in
Section B. Scientifically-based
research is included but
citations may not be provided
correctly. Components and
activities are age-appropriate,
and they may appeal to
interests of the students. 6.75
pts.
Description of
program components
and activities is vague
and may not include
time allotment or
partner involvement.
More details are
needed for clarity and
questions may remain.
It is not clear how
program components
and activities offered
to students will help
meet the student needs
identified in Section A
and the goals and
measurable objectives
for students in Section
B. Components and
scientifically based
research is not
provided. Activities
may not be ageappropriate and may
not appeal to the
interests of students.
4.5 pts.
Description of program
components and activities
is incomplete. Details are
needed for better
understanding and
questions remain. It is not
clear how program
components and activities
offered to students will
help meet the student
needs identified in
Section A and the goals
and measurable objectives
for students in Section B.
A clear, detailed
explanation of the
method(s) used for
A detailed explanation of the
method(s) used for recruiting
and retaining students in the
An explanation of the
method(s) used for
recruiting and
A vague explanation of
the method(s) used for
recruiting and retaining
2.25 pts.
ongoing recruiting and
retaining students in the
program is given. The
method(s) has a high
probability for success
with attendance.
Creativity is evident. 2
pts.
program is given. The
method(s) has a high
probability for success with
attendance. 1.5 pts.
retaining students in
the program is given,
however questions
may remain. The
method(s) may
contribute to success
with attendance. 1 pt.
students in the program is
given. Questions remain
and it is unclear whether
the method(s) will be
successful with
attendance. .5 pt.
How program services in centers will be
available to any participating student a
minimum of three days for high school
programs and four days per week for
elementary and middle school students is
defined. (All programs must begin by October
15 and meet a minimum of 25 weeks during the
regular school year.) (2 pt.)
The program will be open
to any participating
student beyond the
minimum number of days
per week or weeks per
year for the programmatic
level they serve. The
program will be open by
the required October 15
start date. A summer
program will be offered. 2
pts.
The program will be open to
any participating student
beyond the minimum number
of days per week or weeks per
year for the programmatic
level they serve. The program
will be open by the required
October 15 start date. 1.5 pts.
A statement is
provided that the
program will be open
to any participating
student, at a minimum,
the number of days
and weeks required by
the RFP for the
programmatic level
they will serve. The
program will be open
by the required
October 15 start date.
1 pt.
A statement that the
program will be open to
any participating student.
The number of days and
weeks required by the
RFP for the programmatic
level they will serve is not
provided. The program
does not assure an
October 15 start date. .5
pt.
How project staff will vary their approaches to
help meet the individual needs of students and
improve their achievement in core academic
areas to meet or exceed local and state
standards is explained. Steps proposed to
ensure equitable access to, and participation by,
students and program personnel with special
needs are included. (3 pts.)
A clear, detailed
explanation of how staff
will vary approaches to
meet individual student
needs to improve core
academic achievement is
given. Steps to ensure
equitable access and
inclusion of special needs
individuals in the program
are clearly outlined. The
A detailed explanation of how
staff will vary approaches to
meet individual student needs
to improve core academic
achievement is given. Steps to
ensure equitable access and
inclusion of special needs
individuals in the program are
provided. The plan has the
An explanation of how
staff will vary
approaches to meet
individual student
needs to improve core
academic achievement
is given. Steps to
ensure equitable
access and inclusion of
special needs
individuals in the
A vague explanation of
how staff will vary
approaches to meet
individual student needs
is given. Steps to ensure
equitable access and
inclusion of special needs
individuals in the program
may not be provided.
Questions remain and
without more clarity it is
plan is likely to lead to
greater individual student
success. 3 pts.
potential to lead to greater
individual student success.
2.25 pts.
program are provided.
However, questions
may remain, and it is
not clear if the plan
has the potential to
lead to greater
individual student
success. 1.5 pts.
not evident that the plan
will lead to greater
individual student
success. .75 pt.
How the program will provide hands-on,
problem-based or project-based learning
activities that support state learning standards
and contribute to academic performance for all
students is described. (3 pts.)
A clear description of
plans to include realworld, hands-on,
problem- or project-based
learning activities that
support state learning
standards is given. It is
clear that the activities
described have the
likelihood of appealing to
the age-group served and
impacting academic
performance for all
students. Creativity and
innovation are evident. 3
pts.
A description of plans to
include real-world, hands-on,
problem- or project-based
learning activities that support
state learning standards is
given but lacks important
details. The activities
described may or may not
have the potential to impact
academic performance for all
students, and may or may not
be age-appropriate or
appealing to the age-group
served. 2.25 pts.
A description of plans
may include realworld, hands-on,
problem- or projectbased learning
activities that support
state learning
standards, however
questions remain. It is
unclear if the activities
described have the
potential of appealing
to the age-group
served or impacting
academic performance
for all students. 1.5
pts.
A minimal description of
plans that may include
real-world, hands-on,
problem- or project-based
learning activities that
support state learning
standards is given.
Questions remain and
without more clarity it is
not evident that the
activities described have
the likelihood of
appealing to the agegroup served or impacting
academic performance for
all students. .75 pt.
Plans to provide supper for participating
students each day the program meets are stated.
( A snack may also be offered.) (1 pt.)
Plans to provide supper
are stated. 1 pt.
-
-
-
Section D Description: Collaboration
High Score
High-Middle Score
Low-Middle Score
Low Score
15 points
Explain how the program was developed, and will be implemented, in collaboration with the schools the students attend and with partners submitting MOUs. Include collaboration
with your co-applicant partner(s), if submitting jointly. Describe the capacity of the lead organization (and partner, if submitting jointly) to implement the proposed grant program.
How the program was developed and will
be carried out in active collaboration with
the schools the students attend and with
partners submitting MOUs is explained.
How joint planning time and professional
development opportunities will be available
for school staff, program staff and partners
that will help meet both program goals and
objectives, as well as school and district
goals and objectives, are described. (5 pts.)
A specific, detailed plan
for active collaboration
with the schools the
students attend and with
program partners is given.
Joint planning time and
professional development
opportunities are clearly
explained. The plan
increases the likelihood
that goals and measurable
objectives of both the
program and the school
will be achieved. 5 pts.
A general plan for active
collaboration with the
schools the students attend
and with program partners is
given, however some
important details may be
missing. Joint planning time
and professional
development opportunities
are explained. The plan
increases the potential that
goals and measurable
objectives of both the
program and/or the school
will be achieved. 3.75 pts.
Collaboration between afterschool staff and
regular school day teachers and
administrators in order to identify areas for
individualized student assistance in
academic subjects, is described. The datasharing plan is explained: how student
records and individual and aggregate
achievement data will be accessed for use in
program planning, implementation and
evaluation; as well as how afterschool
program data will be shared with the
schools served. The process used to gain
individual parent consent to access and use
an individual student’s data is explained.
(7 pts.)
A detailed plan is
provided that describes
how the program staff
will collaborate with
regular school day
teachers and
administrators to identify
areas for individualized
student assistance in
academic areas. Data
sharing includes both
student records and
individual and aggregate
A plan is provided that
describes how the program
staff will collaborate with
regular school day teachers to
identify areas for
individualized student
assistance in academic areas.
Data sharing includes both
student records and
individual and aggregate
achievement data. The plan
includes data-sharing,
however details are not
A vague outline of a
plan for active
collaboration with the
schools the students
attend and with
program partners is
given. Joint planning
time and professional
development
opportunities are not
clearly explained.
Questions may remain
unanswered. It is not
clear if the plan will
help meet the goals and
measurable objectives
of both the program and
the school. 2.5 pts.
A plan is provided that
describes how the
program staff will
collaborate with regular
school day teachers to
identify areas for
general student
assistance in academic
areas. Specific types of
data may not be
identified. Questions
may remain. The plan
may include data-
A minimal description of
active collaboration with
the schools the students
attend and with program
partners is given, leaving
many important details
unanswered. Joint
planning time and
professional development
opportunities are not
explained. Questions
remain unanswered. The
plan does not appear to
help meet the goals and
measurable objectives of
both the program and the
school. 1.25 pts.
A vague plan is provided
that describes how the
program staff will
collaborate with regular
school day teachers to
identify areas for general
student assistance in
academic areas. The plan
does not include datasharing. 1.75 pts.
Prior experience and/or capacity of the lead
organization and co-applicant partner, if
applicable, to provide educational and
related activities that will complement and
enhance the academic performance,
achievement, and positive youth
development of students is described.
(3 pts.)
achievement data. The
plan includes a clear
explanation of ongoing
data-sharing between both
school and afterschool for
the purpose of program
planning, implementation
and evaluation and has the
likelihood of positively
impacting student
success. 7 pts.
Both prior experience and
capacity of the lead
organization (and coapplicant partner, if
applicable) to provide
educational and related
activities that will
complement and enhance
the academic
performance, achievement
and positive youth
development of students
are clearly described.
Information explaining
the kinds of activities
provided and the areas of
academic achievement
and youth development
impacted is shared. 3 pts.
clearly explained. The plan
appears to have the potential
to positively impact student
success. 5.25 pts.
sharing, however it is
not clear how it will
positively impact
student success. 3.5 pts.
Both prior experience and
capacity of the lead
organization (and coapplicant partner, if
applicable) to provide
educational and related
activities that will
complement and enhance the
academic performance,
achievement and positive
youth development of
students are described. Some
information is given
explaining the kinds of
activities provided and the
areas of academic
achievement and youth
development impacted. 2.25
pts.
Both prior experience
and capacity of the lead
organization (and coapplicant partner, if
applicable) to provide
educational and related
activities that will
complement and
enhance the academic
performance,
achievement and
positive youth
development of
students are described
vaguely. There is little
information explaining
the kinds of activities
provided and the areas
of academic
achievement and youth
development impacted.
1.5 pts.
Prior experience and/or
capacity of the lead
organization (and coapplicant partner, if
applicable) to provide
educational and related
activities that will
complement and enhance
the academic
performance, achievement
and positive youth
development of students
may or may not be
mentioned. There is no
information explaining
the kinds of activities
provided or the areas of
academic achievement
and youth development
impacted. .75 pt.
Section E Description: Facility Plan 10 points
High Score
High-Middle Score
Low-Middle Score
Low Score
Describe the facility where the program will be located. Include details on how the students will travel safely to the 21st CCLC and home from school–based and/or off- site
programs. State the number of buses needed to adequately serve the target participants, based on data provided by the county board of education and/or principal. Provide
information on emergency exit and readiness procedures.
The safe environment the program will
provide for participants is described. (5 pts.)
A thorough description of
the facility is provided,
including: interior and
exterior environment,
condition of the building,
furniture and equipment
to be used by participants;
capacity of service,
storage of materials and
overall cleanliness.
Required agency
inspections are described.
Assurance is given that no
safety hazards exist. 5 pts.
A description of the facility is
provided, including all or
some of the following:
interior and exterior
environment, condition of the
building, furniture and
equipment to be used by
participants; capacity of
service, storage of materials
and overall cleanliness.
Required agency inspections
are described. Assurance is
given that no safety hazards
exist. 3.75 pts.
How the program will ensure that the
students will travel safely to the 21st CCLC
and home from school–based and/or offsite programs is explained, along with the
number of buses needed to adequately serve
the target participants, based on data
provided by the county board of education
and/or principal. Support for transportation
must be included as an expense and/or inkind in the budget and budget narrative. (3
pts.)
A plan for student
transportation has been
clearly outlined. The
specific number of buses
needed to adequately
serve target participants
has been defined based on
data provided by school
or district administrators.
Daily student
transportation is included
in the budget and a clear,
A plan for student
transportation has been
outlined. The specific
number of buses needed to
adequately serve target
participants has been defined.
Daily student transportation
is included in the budget and
a mathematical explanation is
given in the budget narrative.
2.25 pts.
A general description of
the facility is provided.
Only some of the
following indicators are
mentioned: interior and
exterior environment,
condition of the
building, furniture and
equipment to be used
by participants;
capacity of service,
storage of materials and
overall cleanliness.
Required agency
inspections may not be
described. Assurance is
given that no safety
hazards exist. 2.5 pts.
A plan for student
transportation has been
outlined, however
questions may remain.
The specific number of
buses needed to
adequately serve target
participants has been
defined, however no
data from the school or
district was used in
determining the
A minimal, vague
description of the facility
is provided. Few of the
following indicators are
mentioned: interior and
exterior environment,
condition of the building,
furniture and equipment
to be used by participants;
capacity of service,
storage of materials and
overall cleanliness.
Required agency
inspections are not
described. Assurance may
or may not be given that
no safety hazards exist.
1.25 pts.
The plan for student
transportation has been
minimally outlined. The
specific number of buses
needed to adequately
serve target participants is
not defined. Daily student
transportation is included
in the budget, however
the mathematical
explanation in the budget
narrative does not clearly
mathematical explanation
is given in the budget
narrative. 3 pts.
The procedure for communicating the
emergency exit plan and emergency
readiness plan to the staff, students and
parents is described. (2 pts.)
Specific procedures for
how emergency exit and
readiness plans will be
communicated to staff,
students and parents are
clearly described. Fire
drill procedures are
practiced during
afterschool time. 2 pts.
General procedures for how
emergency exit and readiness
plans will be communicated
to staff, students and/or
parents are described. Fire
drill procedures are practiced
during afterschool time. 1.5
pts.
number. Daily student
transportation is
included in the budget
however the
mathematical
explanation in the
budget narrative does
not clearly or correctly
explain the expense. 1.5
pts.
General procedures for
how emergency exit
and/or readiness plans
will be communicated
are described. There is
no mention of specific
audiences, such as staff,
student and parents.
Plans for practicing fire
drills are not stated. 1
pt.
or correctly explain the
expense. .75 pt.
No procedures for how
emergency exit or
readiness plans will be
communicated are
described. There is no
mention of specific
audiences, such as staff,
student and parents. Plans
for practicing fire drills
are not stated. .5 pt.
Section F Description: Program Personnel 15
points
High Score
High-Middle Score
Low-Middle Score
Low Score
Describe the procedures for managing the program. Include a chart that shows the staff structure, along with job descriptions for key community and school staff. Assure that the
program director will spend at least 10 hours per week carrying out grant responsibilities and that all program staff and regular volunteers have passed an approved state-level
background check prior to working in the program. Describe the plans and the budget for staff training, and assure that one full-time staff member per site will be certified in CPR
and First Aid within a month of employment. Tell how volunteers will be used, and describe the work of a program Advisory Council.
A chart that describes the staff structure
(roles and responsibilities), including the
position descriptions of both key
community and school staff, is included.
(4 pts.)
Procedures for managing
the program are provided,
along with a clear,
concise chart describing
the staff roles and
responsibilities. Thorough
descriptions of key
community and school
staff positions are
included. It is evident that
the level of staff assures
participant safety and
high-quality program
delivery, based on the
activities included and
age of participants. 4 pts.
Procedures for managing the
program are provided, along
with a chart describing the
staff roles and
responsibilities. Descriptions
of key community and school
staff positions are included. It
is evident that the level of
staff assures participant
safety and high-quality
program delivery, based on
the activities included and
age of participants. 3 pts.
Plans for on-going staff training for the
program are described and included in the
budget and budget narrative, along with
required state and regional trainings.
(Expenses may include payment of staff for
time to plan and attend the training.) (3 pts)
A plan for specific staff
training is described that
will help assure staff the
ability to successfully
implement the 21st CCLC
program proposed in the
A general staff training plan
is described, with few
specifics. Topics for the
focus of year-one training are
included. Ongoing training
and selection of future
Basic procedures for
managing the program
are provided. A chart
describing the staff
roles and
responsibilities is
provided, but it is not
clear or complete.
Descriptions of some
key community and
school staff positions
may be missing. There
is not enough
information to claim
that the level of staff
assures participant
safety and high-quality
program delivery, based
on the activities
included and age of
participants. 2 pts.
Staff training is vaguely
described. Topics for
the focus of year-one
training may not be
given. Ongoing training
and selection of future
Procedures for managing
the program are
minimally provided. A
chart describing the staff
roles and responsibilities
may be provided, but it is
incomplete and/or
inaccurate. Descriptions
of key community and
school staff positions are
minimal or missing. It is
not evident that the level
of staff assures participant
safety and high-quality
program delivery, based
on the activities included
and age of participant.
1 pt.
Staff training is minimally
described. Topics for
year-one training are not
given. Both ongoing
training and selection of
future training topics are
The use of qualified volunteers to support
proposed activities is explained. (2 pt.)
grant application. Topics
for the focus of year-one
training are included.
How training will be
ongoing and how future
topics of training will be
decided is thoroughly
described. Required state
and regional trainings are
included. The budget
includes a line-item for
staff training and the
budget narrative clearly
explains the mathematical
determination of costs.
3 pts.
A volunteer plan is
thoroughly explained.
Information provided
includes: source(s) of
volunteers, realistic
numbers of volunteers,
duties of volunteers and
training of volunteers. It
is highly likely that the
use of volunteers will
make a positive impact on
the program. 2 pts.
training topics are explained.
Required state and regional
trainings are included. The
budget and budget narrative
include a line item for staff
training and the mathematical
determination of costs.
2.25 pts.
training topics are not
completely addressed.
Required state and
regional trainings are
included. The budget
and budget narrative
include a line item for
staff training and the
mathematical
determination of costs.
However, the
calculation may not be
accurate. 1.5 pts.
not addressed. Required
state and regional
trainings may not be
included. The budget
includes a line-item for
staff training, but the
budget narrative may be
incomplete or inaccurate.
.75 pt.
A volunteer plan is generally
explained. Information
provided includes: source(s)
of volunteers, realistic
numbers of volunteers, duties
of volunteers and training of
volunteers. There is potential
for the use of volunteers to
make a positive impact on the
program. 1.5 pts.
Volunteer use is
vaguely explained, and
an intentional plan is
lacking. Some key
information is missing,
making program’s
plans for source(s) of
volunteers, realistic
numbers of volunteers,
duties of volunteers and
training of volunteers
unclear. Questions
remain and the positive
impact of volunteers on
the program may not be
projected. 1 pt.
Volunteer use is
minimally explained and
no plan is evident. Much
key information is
missing, making source(s)
of volunteers, realistic
numbers of volunteers,
duties of volunteers and
training of volunteers
unclear. There does not
seem to be a potential for
volunteers to make a
positive impact on the
program. .5 pt.
The requirement for the Program Director to
allocate a minimum of 10 hours per week to
carry out grant responsibilities is assured,
along with the requirement for at least one
full-time staff member per site to be
certified in both CPR and first aid (within
one month of employment). (1 pt.)
It is ensured that all out-of-school-time staff
and regular volunteers will have passed an
approved state-level background check prior
to working in the program. The budget and
budget narrative includes funding for this
expense. (1 pt.)
A program Advisory Council that will meet
at least quarterly and consist of program
staff, co-applicant partner, school/district
administrative staff if applicable, parents,
students (for secondary programs) and
community members has been described. (4
pts.)
A statement is given that
the Program Director will
allocate, at a minimum,
10 hours per week to
carry out grant
responsibilities. Also,
having one full-time staff
member per site certified
in CPR and First Aid
within one month of
employment is assured. 1
pt.
A statement is given that
all out-of-school-time
staff and regular
volunteers will have
passed an approved statelevel background check
prior to working in the
program. Funding is
included in the budget and
budget narrative. 1 pt.
A well-structured
program Advisory
Council is clearly defined,
including member
positions from all key
stakeholder groups. The
purpose and leadership of
the Council, as well as the
frequency of meetings is
provided in detail. The
valued role of the Council
in the success of the
program is clearly
Only one of the two stated
requirements is assured:
either the Program Director
will allocate, at a minimum,
10 hours per week to carry
out grant responsibilities; or
one full-time staff member
per site will be certified in
CPR and First Aid within one
month of employment. .5 pt.
-
-
-
-
-
A program Advisory Council
is defined, including member
positions from all key
stakeholder groups. The
purpose and leadership of the
Council, as well as the
frequency of meetings is
provided. The valued role of
the Council in the success of
the program is described.
3 pts.
A program Advisory
Council is generally
defined, including
member positions from
all key stakeholder
groups. The purpose
and leadership of the
Council, as well as the
frequency of meetings
is provided, however
questions may remain.
The valued role of the
Council in the success
A program Advisory
Council is minimally
defined, including
member positions from
most key stakeholder
groups. The purpose and
leadership of the Council,
as well as the frequency
of meetings is provided
but questions remain. The
valued role of the Council
in the success of the
program is not described.
described. It is evident
that the council will have
the capacity to positively
impact the program
success. 4 pts.
of the program is not
clear. 2 pts.
1 pt.
Section G Description: Sustainability
High Score
High-Middle Score
Low-Middle Score
Low Score
15 points
Explain how the costs of the proposed program are reasonable, based on the number of average daily attendees, the services to be provided and the anticipated benefits. Describe
how other sources of funding will be leveraged to supplement the grant program. If a fee-structure is used, it may not impact program participation. Procedures for administering
and managing the funds must be described. Include a plan that details how the program will be sustained after the grant period ends.
An explanation of how the budget is
reasonable in relation to the number of
average daily attendees to be served,
services to be provided and anticipated
results and benefits is provided. (The budget
and budget narrative will be judged against
the scope of the program and its anticipated
benefits.) (4 pts.)
A description of how other sources of
funding will be leveraged to supplement the
grant award and to support services is given,
including how other federal, state and local
programs with compatible/complementary
services (i.e. Title I, Adult Basic Education,
etc.) will be coordinated with the grant
program. An explanation that the program
will ensure that funds will not be used to
supplant federal, state, local or non-federal
funds is given.
If the applicant chooses to establish a fee
structure, a narrative is provided that
explains that fee structure and it is assured
that income and or ability to pay will not
deter families from enrolling their children
in the program. Additionally, a description
of how the funds will be administered and
managed is included. (Anticipated income
The reasonableness of the
budget is clearly
explained in terms of the
number of average daily
attendees to be served and
services provided. Also
stressed is the
reasonableness related to
the positive results and
benefits anticipated for
the students and
community; a thorough
explanation is given.
4 pts.
A thorough description of
how other sources of
funding will be leveraged
to supplement the grant
award and support
services is given. How
other federal, state, and
local programs with
complementary services
will be coordinated with
the grant is explained
clearly. The program
ensures that funds will not
be used to supplant other
funds. A fee structure, if
used, is thoroughly
The reasonableness of the
budget is explained in terms
of the number of average
daily attendees to be served
and services provided. A
general statement is used to
stress the reasonableness
related to the positive results
and benefits anticipated for
the students and community.
3 pts.
The reasonableness of
the budget may not be
explained in terms of
the number of attendees
to be served and/or
services provided.
Reasonableness related
to the positive results
and benefits anticipated
for the students and
community is vaguely
explained. 2 pts.
The reasonableness of the
budget is not explained in
terms of the number of
attendees to be served
and/or services provided.
The reasonableness
related to the positive
results and benefits
anticipated for the
students and community
is not described. 1 pt.
A description of how other
sources of funding will be
leveraged to supplement the
grant award and support
services is given. How other
federal, state, and local
programs with
complementary services will
be coordinated with the grant
is explained. The program
ensures that funds will not be
used to supplant other funds.
If a fee structure is used, a
narrative is provided that
explains the structure, assures
it will not prevent students
A general statement
that other sources of
funding will be
leveraged to
supplement the grant
award and support
services is given,
however, coordination
of the grant with other
federal, state, and local
programs with
complementary services
is not explained clearly.
Questions may remain.
The program ensures
funds will not be used
A general statement that
other sources of funding
will be leveraged to
supplement the grant
award and support
services is given,
however, coordination of
the grant with other
federal, state, and local
programs with
complementary services is
not explained. Questions
remain. The program
neglects to ensure that
funds will not be used to
supplant other funds. If a
from collection of fees should be reported in
the budget as an additional source of
revenue.)
(4 pts.)
explained. An assurance
is given that the fee will
not prevent students from
attending, and explains
the administration and
management of the funds.
Anticipated income from
a fee structure is reported
in the budget and budget
narrative as an additional
source of income 4 pts.
from attending, and explains
the administration and
management of the funds.
Questions may remain,
however. Anticipated income
from a fee structure is
reported in the budget and
budget narrative as an
additional source of income..
3 pts.
A reasonable plan for sustaining the
community learning center(s) after grant
funding ends is detailed. (7 pts.)
A well-thought out plan is
clearly explained for
sustaining the program
after grant funding ends,
including a thorough
explanation as to how the
program will build
sustainability through:
A plan is explained for
sustaining the program after
grant funding ends; however
some key information is
missing, leading to a lack of
clarity. Sustainability
components described
include most or all of the
following:
working effectively with
schools, school district
support services, parents,
community organizations,
and other partners
participating in strategic
planning with the district
working with schools, school
district support services,
parents, community
organizations and other
partners
to supplant other funds.
If a fee structure is
used, a narrative is
provided but is vague in
explaining the structure,
assuring it will not
prevent students from
attending, and
explaining the
administration and
management of the
funds. Anticipated
income from a fee
structure is not reported
in the budget and
budget narrative as an
additional source of
income. 2pts.
A plan is vaguely
explained for sustaining
the program after grant
funding ends, however
questions may remain.
An explanation as to
how the program will
build sustainability may
include some of the
following:
fee structure is used, a
minimal narrative is
provided that does not
clearly explain the
structure, assure it will
not prevent students from
attending, and explain the
administration and
management of the funds.
Anticipated income from
a fee structure is not
reported in the budget and
budget narrative as an
additional source of
income. 1 pt.
working with schools,
school district support
services, parents,
community
organizations and other
partners
working with schools,
school district support
services, parents,
community organizations
and other partners
A plan for sustaining the
program after grant
funding ends is minimally
described. Information is
incomplete and questions
remain. An explanation as
to how the program will
build sustainability
includes few, if any, of
the following:
and schools served by the
grant
using data to inform
others
gathering evidence of
parent and student
satisfaction with the
program,
building capacity to meet
goals and objectives
leveraging other sources
of funding
accessing external
planning support and
technical assistance in
sustainability planning
showing program results
through a positive impact
on youth development
and achievement, as well
as parent/adult education
and skill levels. 7 pts.
participating in strategic
planning with the district and
schools served by the grant
using data to inform others
gathering evidence of parent
and student satisfaction with
the program,
building capacity to meet
goals/objectives
leveraging other sources of
funding
accessing external planning
support and technical
assistance in sustainability
planning
showing program results
through a positive impact on
youth development and
achievement, as well as
parent/adult education and
skill levels. 5.25 pts.
participating in strategic
planning with the
district and schools
served by the grant
using data to inform
others
gathering evidence of
parent and student
satisfaction with the
program,
building capacity to
meet goals/objectives
leveraging other
sources of funding
accessing external
planning support and
technical assistance in
sustainability planning
showing program
results through a
positive impact on
youth development and
achievement, as well as
parent/adult education
and skill levels. 3.5 pts.
participating in strategic
planning with the district
and schools served by the
grant
using data to inform
others
gathering evidence of
parent and student
satisfaction with the
program,
building capacity to meet
goals/objectives
leveraging other sources
of funding
accessing external
planning support and
technical assistance in
sustainability planning
showing program results
through a positive impact
on youth development
and achievement, as well
as parent/adult education
and skill levels..
1.75 pts.
Section H Description: Parents, Family, &
High Score
High-Middle Score
Low-Middle Score
Low Score
Community Involvement
15 points
Describe the components and related activities that your program will offer to parents, families and community members to meet the needs previously identified, including how
equitable access and participation will be ensured for family members and other program beneficiaries with special needs and how center information will be disseminated to them.
Include an explanation of how parents and community members will be involved in program planning, implementation, evaluation and decision making.
The components and related activities the
program will offer to parents, families and
community members to meet the needs
previously identified are described. (These
activities MUST be aimed at improving the
education or skill level of adults or at
involving parents in their children’s
learning, either at home, at programs
sponsored by the center, or elsewhere.)
Steps are proposed to ensure equitable
access to, and participation by, family
members and other program beneficiaries
with special needs. The budget and budget
narrative includes provision for these
activities. (8 pts.)
Detailed description of
program components and
activities for parents,
families and community
members, is given. Databased information is
shared on how these
components and activities
were selected. Both
components and activities
are aimed at improving
the education or skill level
of adults or at involving
parents in their children’s
learning. These
components clearly help
meet the needs identified
in Section A and the goals
and measurable objectives
in Section B. Funds are
included in the budget and
a clear, mathematical
explanation is given in the
budget narrative. Thought
and creativity are evident.
8 pts.
Description of program
components and activities for
parents, families and
community members is
given. Information is shared
on how these components
and activities were selected.
Both components and
activities are aimed at
improving the education or
skill level of adults or at
involving parents in their
children’s learning. These
components help meet the
needs identified in Section A
and the goals and measurable
objectives in Section B.
Funds are included in the
budget and a clear,
mathematical explanation is
given in the budget narrative.
6 pts.
A description of
program components
and activities for
parents, families and
community members is
given, however it may
vague or unclear. How
the components and
activities were selected
is not stated. Both
components and
activities may not be
aimed at improving the
education or skill level
of adults or at involving
parents in their
children’s learning. It
is unclear whether these
components will help
meet the needs
identified in Section A
and the goals and
measurable objectives
in Section B. Funds are
included in the budget
and a mathematical
explanation is given in
the budget narrative.
4 pts.
A minimal description of
program components and
activities for parents,
families and community
members is given. How
the components and
activities were selected is
not stated. Components
and activities are not
aimed at improving the
education or skill level of
adults or at involving
parents in their children’s
learning. These
components do not seem
to have the potential to
help meet the needs
identified in Section A
and the goals and
measurable objectives in
Section B. Funds are
included in the budget and
budget narrative, however
information is incomplete
or inaccurate. 2 pts.
How parents and community members will
be involved in planning, implementation of
services, program evaluation and decisionmaking in the program is described. (5 pts.)
Parent and community
member involvement in
planning, implementation
of services, program
evaluation and decisionmaking is thoroughly
described. The
stakeholders involvement
described is ongoing and
meaningful and has the
likelihood of helping
build capacity for the
program’s success.
5 pts.
Parent and community
member involvement in
planning, implementation of
services, program evaluation
and decision-making is
described. The stakeholder
involvement described is
meaningful and may have the
potential of helping build
capacity for the program’s
success.
3.75 pts.
How the program will disseminate
information about the center(s) to the
community in a manner that is
understandable and accessible is explained.
(2 pts.)
A plan to disseminate
center information to the
community in an
understandable, accessible
way is described clearly
and specifically.
Communication is
ongoing, throughout the
year and is disseminated
through various media or
formats. 2 pts.
A plan to disseminate center
information to the
community in an
understandable, accessible
way is described.
Communication is ongoing,
throughout the year and may
be disseminated through
various media or formats.
1.5 pts.
Parent and/or
community member
involvement in
planning,
implementation of
services, program
evaluation and
decision-making is
described, however
important information
is missing and
questions remain. It is
not clear, from the
stakeholder
involvement described,
whether it will help
build capacity for the
program’s success.
2.5 pts.
A plan to disseminate
center information to
the community in an
understandable,
accessible way is
briefly described and
questions may remain.
Communication may
not be ongoing,
throughout the year nor
disseminated through
various media or
formats. 1 pt.
Parent and/or community
member involvement in
planning, implementation
of services, program
evaluation and decisionmaking is minimally
described. Important
information is missing
and questions remain. The
stakeholder involvement
described will do little to
build capacity for the
program’s success.
1.25 pts.
A plan to disseminate
center information to the
community in an
understandable, accessible
way is minimally
described. Questions
remain. Communication
is neither ongoing,
throughout the year nor
disseminated through
various media or formats.
.5 pt.
Section I Description: Program Monitoring
and Evaluation
20 points
High Score
High-Middle Score
Low-Middle Score
Low Score
Each applicant will submit a logic model and an Internal Monitoring Plan narrative. The logic model depicts the logical relationships that exist among project
goals, objectives, activities, inputs, and outputs/outcomes. It also describes the data-based indicators that will be used to provide evidence of the project’s
effectiveness. A clear relationship must be made between the goals and objectives of the plan, the activities to be implemented and the outcomes anticipated.
The internal monitoring plan is a narrative that describes the methods that will be used throughout the program to monitor accomplishment of the objectives
included in the logic model. This narrative must include a description of: (a) the applicant’s capacity to access, collect, and analyze the data necessary to
effectively document program objectives and outcomes; (b) the specific action steps that will be taken to monitor the activities included in the logic model,
including a time line for completion of these activities; (c) assurances that monitoring results will be documented quarterly; and (d) how monitoring results will be
continuously reviewed and used to inform program decision-making. Applicants must also assure that they will participate meaningfully in all mandated state and
federal program evaluations of the CCLC program.
The logic model template provided,
including areas for goals, objectives,
activities, inputs, outputs, outcomes and
indicators is included. (10 pts.)
The logic model is
thoroughly completed for
each program goal. The
template shows a clear,
effective relationship
connecting goals and
objectives, activities and
outcomes. Process and
outcome measures are
included. The logic model
is clearly aligned with the
rest of the application.
10 pts.
The logic model is complete
for each program goal. The
template shows a relationship
connecting goals and
objectives, activities and
outcomes. Process and
outcome measures are
included. The logic model
generally makes sense in the
context of the rest of the
application. 7.5 pts.
Internal Monitoring Plan narrative including
descriptions of: (a) the applicant’s capacity
to access, collect, and analyze the data
necessary to effectively document program
objectives and outcomes; (b) the specific
action steps that will be taken to monitor the
activities included in the logic model,
The Internal Monitoring
Plan narrative is
thoroughly completed.
The narrative excels in
describing all four
components:
The Internal Monitoring Plan
narrative is complete. The
narrative contains adequate
descriptions of the four
components:
a) capacity to access,
collect, and analyze data
The logic model is
completed poorly and
may prompt questions.
There is not a clear link
between the logic
model and the rest of
the application. The
template shows a
minimal relationship
connecting goals and
objectives, activities
and outcomes. Process
or outcome measures
are included. 5 pts.
The Internal Monitoring
Plan narrative is
completed poorly and
may prompt questions.
The narrative may not
fully address the four
components:
The logic model is poorly
completed or incomplete,
leaving obvious questions
unanswered. There is little
or no connection between
the logic model and the
rest of the application.
The template fails to show
a relationship connecting
goals and objectives,
activities and outcomes.
Process or outcome
measures are included.
2.5 pts.
The Internal Monitoring
Plan narrative is poorly
completed or incomplete,
leaving obvious questions
unanswered. One or more
of the four components
may be missing:
including a time line for completion of these
activities; (c) assurances that monitoring
results will be documented quarterly; and
(d) how monitoring results will be
continuously reviewed and used to inform
program decision-making (8 pts.)
a)
capacity to access,
collect, and analyze
data
b) time bound action
steps for monitoring
activities
c) quarterly
documentation of
monitoring results
d) explanation of how
monitoring results
will be continuously
reviewed to inform
program decision
making
8 pts.
Program participation in state and federal
mandated annual evaluation, consisting of
the following, is assured:
1. Collection of Annual Performance
Report (APR) data through a
WVDE data system
2. Completion of the USDOE 21 APR
data collection system
3. Completion of the annual Teacher
Survey by the regular classroom
reading/language arts or
mathematics teacher of regular
attendees of the program.
4. Submission of the annual Program
Director Survey (1 pt.)
Program participation in
state and federal
mandated annual
evaluation, consisting of
the following, is assured:
Collection of Annual
Performance Report
(APR) data through a
WVDE data system
Completion of the
USDOE 21 APR data
collection system
Completion of the annual
Teacher Survey by the
regular classroom
reading/language arts or
b) time bound action steps
for monitoring activities
c) quarterly documentation
of monitoring results
d) explanation of how
monitoring results will
be continuously
reviewed and inform
project decision making
6 pts.
a) capacity to access,
collect, and analyze
data
b) time bound action
steps for
monitoring
activities
c) quarterly
documentation of
monitoring results
d) explanation of how
monitoring results
will be
continuously
reviewed and
inform project
decision making
4 pts.
a) capacity to access,
collect, and analyze
data
b) time bound action
steps for monitoring
activities
c) quarterly
documentation of
monitoring results
d) explanation of how
monitoring results will
be continuously
reviewed and inform
project decision
making 2 pts.
mathematics teacher of
regular attendees of the
program.
Participation in program monitoring,
conducted by WVDE 21st CCLC staff,
requiring submission of required
documentation and arrangement of focus
group interviews with key stakeholders is
assured. (1 pt.)
Submission of the annual
Program Director Survey
1 pt.
Participation in program
monitoring, conducted by
WVDE 21st CCLC staff,
requiring submission of
required documentation
and arrangement of focus
group interviews with key
stakeholders is assured.
1 pt.
-
-
-
Section J Description: Budget and Budget
High Score
High-Middle Score
Low-Middle Score
Low Score
Narrative 10 points
A West Virginia Department of Education Budget Form must be completed for the first three years of the project. A mathematical narrative must be submitted detailing how funds
will be expended in year one. All program components requiring grant funds must be included in the budget and narrative. Provide a detailed description explaining in-kind support
and/or funding provided by co-applicant partners (if applicable) and other collaborating partners.
WVDE Budget Forms for the first three
years of grant funding are attached. Any
support from other sources that will be used
to fund the proposal, both revenue and inkind sources, is documented. (4pts)
WVDE Budget Forms are
correctly and completely
filled-out for the first
three years of the grant.
Any revenue and/or inkind source used to fund
the proposal is
documented.
4 pts.
WVDE Budget Forms are
completely filled-out for the
first three years of the grant
but may contain an error. All
revenue and/or in-kind
sources used to fund the
proposal may not
documented. 3 pts.
The budget narrative for year one includes a
complete, mathematical basis for estimating
the costs of personnel salaries, fringe
benefits, project staff travel, student
transportation, training, materials and
supplies, equipment, evaluation, facility
rental, background checks, indirect costs
and other project expenditures is provided.
(Each staff position is identified and the
formula for rate of pay and the duration of
services is provided, along with specifics on
fringe benefits.) (5 pts.)
The complete, correct
mathematical basis for
line-item estimations in
the grant budget is
provided in a clear,
understandable manner.
Each staff position is
identified and the formula
for rate of pay and
duration of services is
provided, along with
specifics on fringe
benefits. Line items for
staff travel, student
transportation, staff
training, materials and
supplies, equipment,
evaluation, facility rental,
background checks and
The mathematical basis for
line-item estimations in the
grant budget is provided but
is not clearly understood. Not
all staff positions described
in the grant are identified
with the formula for rate of
pay and duration of services,
along with specifics on fringe
benefits. Line items for staff
travel, student transportation,
staff training, materials and
supplies, equipment,
evaluation, facility rental,
background checks and
indirect costs, if these costs
are associated with the
proposal, are included, along
WVDE Budget Forms
are filled-out but may
not be complete or
correct. The first three
years of the grant may
not all be represented.
All revenue and/or inkind sources used to
fund the proposal may
not be documented.
2 pts.
The mathematical basis
for line-item
estimations in the grant
budget is provided but
is not clearly
understood. Budget
items may be
incomplete or incorrect.
Lack of information
may raise questions.
Not all staff positions
described in the grant
are identified with the
formula for rate of pay
and duration of
services, along with
specifics on fringe
benefits. Line items for
staff travel, student
WVDE Budget Forms are
neither correctly nor
completely filled-out for
the first three years of the
grant. Any revenue and/or
in-kind source used to
fund the proposal is not
documented. 1 pt.
The mathematical basis
for line-item estimations
in the grant budget is
provided, however there
are numerous mistakes
and oversights. Questions
remain. Not all staff
positions described in the
grant are identified with
the formula for rate of pay
and duration of services,
along with specifics on
fringe benefits. Line items
for staff travel, student
transportation, staff
training, materials and
supplies, equipment,
evaluation, facility rental,
background checks and
Indirect costs align with the school board
rate or a maximum of six percent. (1 pt.)
indirect costs, if these
costs are associated with
the proposal, are included,
along with other project
expenditures. 5 pts.
with other project
expenditures. 3.75 pts.
Indirect costs align with
approved school board
rates. Community- and
faith-based organizations
have used a rate that is no
more than six percent.
1 pt.
-
transportation, staff
training, materials and
supplies, equipment,
evaluation, facility
rental, background
checks and indirect
costs, if these costs are
associated with the
proposal, are included,
along with other project
expenditures. 2.5 pts.
-
indirect costs, if these
costs are associated with
the proposal, and other
project expenditures, may
be missing. 1.25 pts.
-