UNITED STATES DEPARTMENT OF EDUCATION

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OFFICE OF SAFE AND DRUG-FREE SCHOOLS (OSDFS)

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QUESTION AND ANSWER SESSION

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THURSDAY,

FEBRUARY 28, 2008

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The session commenced at 2:30 p.m.

P-R-O-C-E-E-D-I-N-G-S

2:34 p.m.

MS. CARR: Great thank you so much Hillary and welcome to everyone and
thank you for being with us today. My name is Dana Carr and I am with
the Office of Safe and Drug-Free Schools. I will be joined momentarily
by my colleague Debbie Rudy also from the Office of Safe and Drug-Free
Schools.

I\'m going to provide a brief overview of the program for about 10
minutes and then we\'re just going to open up for questions. And as
Hillary said, the questions will be posed by the call facilitator. I
just want you to know we also have someone on the call who will be
transcribing the question and answers, and the question-and-answer
portion of this call, the transcript of this will be posted on our
website in the same place you found the information for calling in after
the call.

The transcript from the first call will also be posted to the same
place. We\'re still waiting on that one to come in. That was from last
week. If you have questions that are not addressed on this call if we
run out of time you can always call into the next technical assistance
call on March 4 or you can feel free to email me. I\'m at \"dana\"
D-A-N-A \".carr@ed.gov\" and you can also call into our phone number,
leave a message and we\'ll get back to you as soon as we can.

In terms of program information the intent of the PEP program is to
provide grants to local education agencies and community-based
organizations to initiate, expand, or enhance physical education
programs for students in kindergarten through twelfth grade to help
students meet their standards for physical education. Eligible
applicants are local educational agencies including charter schools that
are considered what we call LEAs, local education agencies, under state
law and community-based organizations, which I\'ll refer to as CBOs,
including faith-based organizations. Current active grantees are not
eligible to apply. This means that if you have a PEP grant right now
whose end date is after the transmittal date of March 24, 2008, you are
not eligible to apply this year. This includes grantees on a current
no-cost extension and you cannot try to end your grant early so that you
can apply this year. The grant period is for up to 36 months and the
application is due on March 24.

We have something called the absolute priority for this program which is
the initiation, expansion, improvement of physical education programs,
including after-school programs, in order to make progress toward
meeting state standards for physical education for K-12 students by,
one, providing equipment and support to enable students to participate
actively in physical education activities, and two, providing funds for
staff and teacher training and education. To receive PEP grant funding a
physical education program must provide for one or more of the following
components, and I\'m going to read all six of the components to you so
you hear them. The first is fitness education and assessment to help
students understand, improve, or maintain their physical well-being. Two
is instruction in a variety of motor skills and physical activities
designed to enhance the physical, mental and social or emotional
development of every student; three, development of and instruction in
cognitive concepts about motor skills and physical fitness that support
a lifelong healthy lifestyle; four, opportunities to develop positive
social cooperative skills through physical activity participation; five,
instruction in healthy eating habits and good nutrition; and six,
opportunities for professional development for teachers in physical
education to stay abreast of the latest research, issues and trends in
the field of physical education.

We also have a competitive priority. We will award five additional
points to novice applicants. And for the definition of a \"novice\"
please see Pages 13 and 14 in the application package. I\'m sure many of
you will have questions about that so I\'m sure we\'ll talk more about
that to you.

We also have for the first time this year something called an
invitational priority which means that we invite you to respond to the
submission priority but it is certainly not a requirement for your
application, and this priority is for projects that propose programs
that address problems identified by the applicant in the self-assessment
tool called the School Health Index. Using the physical education and
other physical activity programs and nutrition services module of that
School Health Index that are appropriate for the schools to be served by
the grant. CBOs are invited to partner with an LEA or school to complete
the physical education, other physical activity programs and nutrition
services module of the School Health Index. It\'s a self-assessment
tool. It\'s designed to assess school-based programs and policies
related to physical activity nutrition services. More information about
the School Health Index can be found at www.cdc.gov/healthyyouth.

The one requirement I just want to highlight on this call, there are
other requirements for this program and I would refer you to the
application package. The one I want to highlight is one that we see come
up as a problem most often and that - this is a requirement for matching
funds. In Year 1 of the grant a grantee must provide 10 percent of total
of project costs, and in Years 2 and 3 the grantee must provide 25
percent of project costs.

We want to offer just a couple of tips for applying to this grant and
there are obviously more in the application package, but if there\'s one
thing that we could share with you and because you\'re a captive
audience we will. The first is please read the application package in
its entirety and follow all the instructions, particularly the
instructions around transmitting your application if you\'re going to do
so electronically. Those, whether you\'re in or you\'re out, if you
submit it incorrectly electronically there\'s not a thing we can do
about that, so please follow very carefully the instructions contained
in the application package. Also, if you have questions please contact
here at the department in the Office of Safe and Drug-Free Schools. We
do our best to get back to you as quickly as we can, but please be
patient with us. We receive an extremely high number of inquiries during
this time and it is exceedingly difficult to get back to everyone the
day that you call or sometimes even the next day. And again, read the
whole thing, follow the instructions, be sure that you present a
proposal that is responsive to the absolute priority and the selection
criteria, and please ensure that you provide all of the required and
requested information. That\'s really all we have in terms of
introduction and at this point we will turn it over to you for
questions. Hillary?

OPERATOR: At this time if you would like to ask a question, please press
\*1 on your telephone keypad. Ms. Carr, we do have quite a few in queue.

MS. CARR: All right.

OPERATOR: Our first one is from \[Participant\]. Your line is open.

MS. CARR: Hi \[Participant\].

PARTICIPANT: Just one question. On Page 11 of the published FAQs it
indicates that hiring of staff is allowable, but specifies staff as a
project coordinator or physical education instructors. Are these the
only staff positions that would be allowable costs, or can any staff be
hired as long as they\'re 100 percent dedicated to the project and
totally necessary to implement project activities?

MS. CARR: That\'s probably exactly how we would put it. If it\'s a
person that you think is absolutely necessary to the implementation of
your program and helps meet the goals and objectives of your project I
think we\'re - I mean we\'ve seen all kinds of things in budgets before,
and again, as long as it\'s directly related to implementing the goals.

MS. RUDY: And I think I heard another clause in there. I think I heard
you say that the person had to be 100 percent dedicated to the project?

MS. CARR: Yes.

MS. RUDY: And that is not the case. I mean you could have a person doing
training who was spending one-third of their time on this and two-thirds
of their time on other activities being paid by other sources.
PARTICIPANT: Right. Okay, thanks.

MS. RUDY: The nexus is really the directive \"necessary and reasonable
for the conduct of the grant.\"

MS. CARR: And the other thing I would add to that too is that you can
also pay current staff that you have on payroll to do activities for
this grant that are above and beyond what is considered their sort of
normal tour of duty. So while you can\'t supplant allocated funds, say
for example you can\'t pay the PE teachers - instead of paying them out
of your district budget you pay them out of this grant. That would be
considered supplanting. But if you ask that PE teacher to come to a
meeting in the evening or a training session on the weekend we would
certainly consider that allowable to pay them out of this grant for
those activities.

PARTICIPANT: Okay, thanks very much.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
ma\'am.

PARTICIPANT: Thank you. My question had to do with the last question, is
it justifiable to hire a dietitian to teach the nutrition component? I
gather that the answer to that would be yes.

MS. CARR: It would, again as long as it\'s linked to attaining your
goals and objectives of your program and the costs are reasonable and
allowable.

PARTICIPANT: Sure, okay. And my other question is in addition to
school-year programs, can we have summer programs and intersessions like
during breaks as a part of our PEP grants?

MS. CARR: Certainly.

PARTICIPANT: Okay, great, thank you very much.

MS. CARR: Thank you.

OPERATOR: And our next question is from \[Participant\]. Your line is
open, ma\'am.

PARTICIPANT: Hi. I am checking in regards to the match. We recently got
a bond issue to pass to create a legal-size indoor basketball court and
a small fitness facility and it was a bare-bones to get it to pass with
no equipment allowed. And we\'re curious if some of the money towards
that cost can be applied towards our match.

MS. CARR: Unfortunately because construction isn\'t allowable as part of
this grant program it cannot be considered part of your match. And for
all of you on the call, anything that is considered unallowable as a
direct cost is also unallowable as a match.

PARTICIPANT: Okay.

MS. CARR: Thank you.

PARTICIPANT: Thanks,

MS. CARR: That\'s a great question.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
sorry about that.

PARTICIPANT: It\'s okay with my name.

MS. CARR: Thank you.

PARTICIPANT: I have three quick questions for you. My first one is can
community partners provide the non-federal match, or does it have to
come from the main agency?

MS. CARR: Yes, they can. They sure can.

PARTICIPANT: They sure can? Perfect. Second question is is there a
problem if we partner with a for-profit agency? So that let\'s just say
they donate hours to one of our PEP programs. Can we use those hours as
part of our match?

MS. CARR: Yes. Yes, you know, as long as - yes, we don\'t see why not,
again as long as it supports your goals and objectives.

PARTICIPANT: Absolutely -

MS. CARR: And they\'re not going to financially benefit from being
involved in any way. I\'m just trying to think it through -

PARTICIPANT: I know.

MS. CARR: - and see any way. But sort of off the top no, we don\'t see
that that would be a problem.

PARTICIPANT: Okay, okay, so.

MS. CARR: I mean, yes.

PARTICIPANT: Okay, so that would be different from actually having a
subcontractor. See, that\'s what I\'m trying to - do you know what I
mean? Because we have - so if we had a for-profit agency - so
essentially our school system has to go and obviously go through their -

(Whereupon, due to technical difficulties with the conference bridge
approximately one minute was lost)

\- if we pick our subcontractor and they donate hours to us because the
project would require more hours than we could pay them. Do you see what
I\'m saying? My question to you is is that going to - would that work?

MS. CARR: Yes, that\'s fine.

PARTICIPANT: That would be fine. As long as we went through our bidding
process, blah, blah.

MS. CARR: Exactly and they weren\'t involved with helping you write the
grants so they would have an unfair advantage in the application
process.

PARTICIPANT: Okay, perfect, perfect. The next thing is does a horizontal
ladder and a climbing wall and like a curved beam constitute permanent
structure?

MS. CARR: We have provided climbing walls in the past. A ladder and a
curved - I\'m not too sure.

PARTICIPANT: You know what it is, it\'s like those children, they walk
on the curved balance beam.

MS. CARR: Oh. As long as it\'s something that can be removed at a later
time we wouldn\'t consider that a permanent structure.

PARTICIPANT: Okay.

MS. CARR: So if that\'s something that could be for example unscrewed
and moved and taken up -

MS. RUDY: To another building or -

MS. CARR: Yes.

PARTICIPANT: Okay, so - but for example, I mean they\'re called
horizontal ladders and so as long as they could actually technically
like take them out - because some of this is outdoor equipment. As long
as they could unbolt it from the ground?

MS. CARR: Right.

PARTICIPANT: Okay.

MS. CARR: Exactly.

PARTICIPANT: Wonderful. Those were my three wonderful questions. Thank
you so much. I appreciate it.

MS. CARR: Great, thank you.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
ma\'am.

PARTICIPANT: Hi and you may hear my 8-month-old.

MS. CARR: I\'ve got two little ones, I understand.

PARTICIPANT: Sorry about that. I am actually calling in on behalf of a
school in Camden, New Jersey. It\'s a Catholic school and I\'m new to
the PEP grants so I just printed out the application. I haven\'t had a
chance to read through it, but you said faith-based organizations. Is a
Catholic school considered under that heading?

MS. RUDY: I would encourage you to take a look at the definition of
community-based organization in the application package. I suspect that
a parochial school is likely to meet the requirements of that
definition. It\'s pretty general. It talks about having a successful
track record of providing educational services for a significant section
of - or sector of a community or for a whole community.

PARTICIPANT: Okay.

MS. RUDY: So it\'s a pretty general definition and I would suspect that
your school might well satisfy that and be an eligible applicant.

PARTICIPANT: Okay. The school that I\'m talking about has no gym
facilities. It\'s in a really pretty bad neighborhood and the air is bad
outside. They\'re right by the CCMUA, the sewage plant. So - and I\'m
understanding that the grant does not provide for construction of any
facilities, correct?

MS. CARR: That\'s correct.

PARTICIPANT: Okay. So if I wanted to like create a program that would
take the kids to a camp nearby and get them out, or to another place
that has facilities, would that be appropriate?

MS. CARR: It would and you can pay for transportation and facility
rental as long as you justify the cost and tell us for example if this
facility were to be used for something else, how much they would charge
per square foot. Likewise with transportation, how much they would cost
per mile.

PARTICIPANT: Okay. Could I set up something in the summertime, like a
camp program for them if I can\'t do it in the course of the school
year? That doesn\'t matter?

MS. CARR: Yes, that\'s right.

PARTICIPANT: Okay. And just one final question, how many applicants do
you normally get in the?

MS. CARR: I think our forecast is about a thousand.

PARTICIPANT: Really.

MS. CARR: Yes.

MS. RUDY: I\'ve seen as many as 1,500 and probably about 1,200 the last
time we ran a competition which was in 2006. So it\'s pretty
competitive, a lot of interest.

PARTICIPANT: Okay, thank you.

MS. CARR: Thank you, good luck.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
sir.

PARTICIPANT: Oh thanks, just a couple questions. One, on the absolute
priority, I assume that\'s not going to be a separate document response,
but it\'ll be embedded - the response to that will be embedded within
the program narrative?

MS. CARR: That\'s exactly right.

PARTICIPANT: Good. And under - I just happened to catch the earlier
question related to costs for personnel because I see administrative
costs limitation at 5 percent, but if this meets project direction is
that part of administrative costs cap, or can that have staffing for
project direction?

MS. CARR: It kind of depends what you mean by project direction - of an
answer. It depends on what is is. Basically administration - we see
project direction sort of as a direct cost. So here coordinating
training, or working with the PE teachers, or getting the personnel to
come in and scheduling that, that kind of thing, we see that as a direct
cost.

PARTICIPANT: Good.

MS. RUDY: But in program costs.

MS. CARR: As a program cost, exactly.

PARTICIPANT: Right, right.

MS. CARR: The administration we see as filing, or doing bookkeeping, or
doing expenses, or pay your bills.

MS. RUDY: The definition in our general administrative regulations of
administrative costs says something like costs that are common in the
implementation of all grants. So bookkeeping, report-writing, filing,
you know annual report prep. But those other kinds of things that are
specific to the program content of this grant, while they might be - I
mean you often hear, for example, of project director position referred
to as an administrative position - think it is composed of
administrative functions and program functions. We sort of make the
assumption, and it\'s very nice if you help us make that assumption,
that the part of the person\'s time you know if it\'s a full-time
project director, you know it\'s good if you help us understand that it
isn\'t purely administrative, that what the duties and roles and
responsibilities are going to be.

PARTICIPANT: Right, right. Just trying to - you know, we already have
like an athletic director who is buried in roles and responsibilities
for a large district and therefore if we want to add this responsibility
onto him I want to make sure that there is a professional person who is
going to more or less run this grant. And I think you\'ve answered the
question then, it is okay because it\'s part of a direct cost in
program. You might want to call it program administration, but it\'s
really a program direction which is good and okay. Thank you.

And then the last piece was earlier you mentioned about restrictions of
costs on expenditures, but an indoor or an outdoor track which is going
to be built as part of matching, did you say that would be no?

MS. CARR: That\'s no.

PARTICIPANT: Good. Other than that you\'re doing a nice job. Thank you.

MS. CARR: Oh, thanks. Yes, we find that a lot of times in school
districts in particular people are called \"administrators\" and that\'s
different than administrative.

PARTICIPANT: Correct.

MS. CARR: So we make that distinction for folks.

PARTICIPANT: Right and I think typically we make the assumption out here
on the program end that our indirect cost rate covers that type of
stuff.

MS. CARR: That\'s another question we get a lot. Should we do that?

MS. RUDY: Yes. We may as well talk actually a little bit about the
difference between - we\'ve mentioned all four of the terms in this
exchange, administrative and program costs and indirect and direct
costs. And we sort of think about administrative and program costs as
sort of two ends of a continuum, and we - a little bit about you know
one sort of being more about things that are specific in terms of
their - the fact that they\'re more specific in terms of the content.
And then the administrative end of things, that those are just kind of
common tasks that have to happen with most grant projects. And firstly,
the direct and indirect sort of dichotomy is indirect costs being those
ones that are difficult to calculate and allocate specifically to an
individual grant because they\'re often shared resources that might be
some time with an attorney or general counsel, it might be light and
heat and liability insurance, some things that are spread all across
your organization and that everyone benefits from. As opposed to those
direct costs which are the ones that we can - or that you all can easily
count up and capture and say you know that\'s exactly what we need to
run this PEP project. We need this much of this person\'s time you know,
and so those are sort of the four terms. And really plays out very
differently across organizations in terms of what\'s in your indirect
cost pool and what\'s administrative. It just you know, it can play out
in a lot of different ways, but those are sort of the four terms that we
use and we always seem to manage to totally confuse people about it.

PARTICIPANT: You\'re doing pretty good. So and now for me to hang up,
did she say that I press the pound? I don\'t want to keep holding on
here.

MS. CARR: Mary?

OPERATOR: I\'ll release you \[Participant\].

PARTICIPANT: Okay, well thank you very much.

OPERATOR: Thank you. Our next question is from \[Participant\]. Your
line is open, ma\'am.

PARTICIPANT: Hi. I\'d like to talk about the invitational priority. I
have a couple of questions. First, can you tell me how the invitational
priority fits in with the scoring criteria? Like if you choose to do it
or not to do it?

MS. CARR: We don\'t have any - you won\'t lose any points for not doing
it. Doing it, however, may strengthen your ability to be responsive to
the selection criteria which would then be reflected in your scores.

MS. RUDY: You don\'t get any points -

MS. CARR: Yes.

MS. RUDY: - just for doing it, but we hope - I mean, the reason that we
include it as an invitational priority is that we think it is a good
assessment tool and will help folks plan and organize their projects
which hopefully would respond well to some of the selection criteria.
But you get neither additional points for doing it or you don\'t lost
points.

PARTICIPANT: Okay great, thank you. The other part of the question is
here in Michigan we have - our state has developed its own form of the
SHI which is called the HSAT. It\'s very much based on what the CDC has
done, but it\'s set up to meet the specific needs of Michigan. So if we
use that assessment tool instead of the SHI would that meet the
invitational priority?

MS. CARR: Sure, sure. Yes, you do have a really strong coordinated
school health program in Michigan.

PARTICIPANT: Yes.

MS. CARR: So you are at an advantage. Yes, sure. I mean, I guess we just
want to encourage folks to do any kind of assessment that is most
appropriate to help you better - not only better assess what your gaps
and needs are, but also to help you think about where you can be linking
to other ongoing priorities and activities both at the state, local and
federal level.

PARTICIPANT: Great. Thank you very much.

MS. CARR: Thank you.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
sir.

PARTICIPANT: Well it\'s -\[Participant\].

OPERATOR: Oh, sorry.

PARTICIPANT: We\'ll give you that. But that\'s okay. Thank you, though.
Nice try. My question goes back to in-kind costs as well and my question
would be in states that the salaries of current physical education
teachers may not be used to satisfy the matching requirements. If those
teachers though are using a portion of their day to plan their programs
based on priorities from the PEP grant is that acceptable?

MS. CARR: Absolutely.

PARTICIPANT: I\'m sorry?

MS. CARR: Absolutely.

PARTICIPANT: Oh, okay. So a percentage of their time spent, if each day
if they teach six hours and an hour of it is - they have an hour of
planning time that percentage would be acceptable.

MS. RUDY: The issue is for the time that gets counted as a match to be
directly part of your PEP grant -

MS. CARR: Right.

MS. RUDY: - and your PEP proposal, and that\'s why just allocating
salaries that you\'re already paying for folks - well, I\'ll go back
another step. The goal of matching is to demonstrate local commitment,
but also to expand the size and scope of the project by having a local
contribution. And if for example you just said we\'re going to count the
salaries for the PE teachers that we\'re already paying, you haven\'t
really added any -

PARTICIPANT: I see, yes. That makes sense.

MS. RUDY: And so we\'re looking for time commitment. And you can
certainly definitely pay for part of the teachers\' times. What we see
most often is things like to participate in curriculum revision, to
participate in training, develop lesson plan. I mean, it\'s a pretty
broad range of things that involve - that can involve a pretty
significant amount of teacher time. It just needs to be directly focused
on -

PARTICIPANT: The grant. Okay. And then I guess the other question I had
too was invitational priority as well. There\'s a document called PECAT.
I don\'t know if that\'s familiar?

MS. CARR: Yes, we know that.

PARTICIPANT: Okay, so that would be - that\'s something that we had
already started in preparation of this grant last fall.

MS. CARR: Great.

PARTICIPANT: So when I saw that, the School Health Inventory which I\'m
familiar with, but this is more - the PECAT is more specific I think to
what we\'re trying to accomplish. And I did go online and - you know,
I\'ve done it before. It didn\'t - the PECAT seems more specific to what
we\'re trying to accomplish.

MS. CARR: Great.

PARTICIPANT: So that -

MS. CARR: The guys - we applaud you. Good job.

PARTICIPANT: Thank you. All right, that\'s great. Thanks for all your
information. Appreciate it.

MS. CARR: Thank you.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
ma\'am.

PARTICIPANT: Okay, thank you. I have a couple of questions for you. One
is what distinguishes between supplies and equipment, because that\'s
different from the past year, that they need a different thing for
supplies and a different thing for equipment.

MS. CARR: No, that\'s the same as it\'s always been. Sometimes it
depends on the definition in your district. For some districts it means
anything over \$5,000 or \$500.

MS. RUDY: Our federal definition is - equipment is anything with a unit
cost of \$5,000 or greater.

PARTICIPANT: Okay.

MS. RUDY: But we know that many districts use a different definition or
states use a different definition, sometimes it\'s as low as \$250, and
so we are happy to defer. I mean, you may use your definition or you may
use our definition, at least on the LEA side of things perhaps more than
on the community-based organizations side of things. Folks want to use
the same definition that they use in their finance system and structure
throughout.

MS. CARR: And we\'re fine with that. That\'s fine as long as you\'re
consistent.

PARTICIPANT: As long as it\'s consistent, either yours or the
district\'s?

MS. CARR: Yes.

PARTICIPANT: Definition of it.

MS. CARR: Probably frankly easier to use your district\'s because that
will help you - should you get the grant, it will help you be able to
account better, have cleaner accounting codes and all that kind of
stuff. Whatever makes that piece easier we are all for it here too.
Again, as long as you\'re clear, you provide adequate justification, you
explain to us how you\'re deriving costs. This brings up a really good
question about submitting your budget narrative. We would ask that for
anything in your budget you provide a per-unit cost breakdown. I know it
says that in the application. What that basically means is we don\'t
want a line item that says \"PE equipment.\" We want something that says
\"We\'re going to buy 25 balls at \$4 each, and we\'re going to buy 75
whistles at \$.50 each, and we\'re going to buy 40 trampolines that
are\" whatever it is, but per thing that you\'re buying we want to know
how much it cost, how you\'re deriving the sort of big total at the
bottom.

PARTICIPANT: Okay.

MS. CARR: And that goes for pretty much any of the line items. We want
to know teacher salary, percent of teacher time, administrator time at
\$50,000 per.

PARTICIPANT: So when it comes to transportation then you need to know
what it would cost just for the driver, then what it costs for mileage.

MS. CARR: Depending on how your district breaks it out. Most commonly
what we see is cost per mile and how many miles and how many days a
week, or something like that.

PARTICIPANT: Okay.

MS. CARR: So you\'re taking kids 20 miles at \$.40 cents a mile on three
days a week for an after-school. And again, making sure that you link it
back to your project design, and in providing some justification
sometimes it helps to provide - you know, this is described on Page 15,
or something like that so that it helps us to figure out where it\'s
linking to and making sure that it\'s reasonable and allowable.

PARTICIPANT: Okay.

MS. RUDY: Actually, I\'d make a pitch for a moment if I can about asking
you all to please try to provide a really, really good level of detail.
We\'re at a pretty accelerated time schedule to make these grants and
our budget review process needs to go well and go quickly, and we\'re
not going to have a lot of time and opportunity to come back with - for
folks in the funding to come back with questions and ask for a lot of
additional detail. So if you have an inclination or a tendency to put
down \"PE equipment, \$75,000\" without any supporting detail you sort
of do that at your own risk and the outcome will probably not be a
particularly happy one. So we would encourage you to let us - you know,
help us understand what it is you\'re proposing and what those estimated
costs are. And also we would encourage you, or well just tell you,
don\'t bother to put in anything like \"Miscellaneous costs,\" or you
know sort of unallotted, or unallocated, or perhaps my very favorite
after having looked at probably a thousand budgets \"Slush fund\" is not
good.

MS. CARR: Yes, \"discretionary,\" anything like that not so much because
we will cut that in a New York minute. And if you - you know, if you
have any question, \`Oh, I don\'t know that they want this, this seems
like too much detail,\' there is no amount of detail that is too much
for us, we assure you. We promise. And don\'t worry about - I mean we
realize also, should you receive this grant we realize things change and
prices change and you\'ve got 20 more kids than you thought you would
and you need to move. We will worry about that on the back end. Do your
very best to estimate what the costs will be.

PARTICIPANT: Okay.

MS. CARR: Okay?

PARTICIPANT: Yes. My next question is we already have done the SHI for
elementary schools. Can we use that information then?

MS. CARR: Absolutely.

PARTICIPANT: Okay. The electronic part of submitting electronically
seems a little more complicated this year than it has in the past from
the people who are doing it. If you send it - I saw in the grant
proposal it says you will get a registration saying that they have
gotten your grant, that type of thing. If you send it wrong the first
time, how quickly do you get that back to say or to know that you need
to send it again?

MS. CARR: If you apply for a counseling grant this year, it can be up to
two days it can take you to find out that you did not submit it
correctly.

PARTICIPANT: Okay.

MS. CARR: This is an excellent point and I am thrilled that you brought
it up because we had another grant program where the competition closed
and people found out two days after that they didn\'t follow the
directions and their applications were not accepted and there was not -
like I said, there\'s not a thing we could do about it because it was
after the fact. So if you find yourself at 3:00 in the afternoon and
it\'s closing at 4:30 and it is not working for you, print it out and
get to the Post Office. That would be our best advice.

PARTICIPANT: Now, that was my second question. If I submit it
electronically, can I also do it by mail?

MS. CARR: We - you sure can. We would prefer that you choose one method
of submission so that we can ensure that it\'s read once as opposed to
twice which is a burden on our peer reviewers. We would just have to
empanel it twice which has happened before, and then we have to worry
about two different sets of scores and what do we do.

PARTICIPANT: Oh, okay.

MS. CARR: So we would encourage you to do one, but if you\'re at the
last minute we would rather have it two different ways then you getting
kicked out and not having it at all.

PARTICIPANT: Okay.

MS. CARR: So.

PARTICIPANT: For some reason last year or two years ago the electronic
seemed to be easier. We found it easier than it seems to be going this
year.

MS. CARR: We were in a different system two years ago. This year we\'re
using grants.gov which is a government-wide tool and it\'s a
government-wide push to get people to submit online. It can be a very
cumbersome process because you have to register well in advance and
people are also having some technological problems because of the
versions of a couple of programs and also because it\'s not compatible
with Vista.

PARTICIPANT: Okay.

MS. CARR: And people - many more people have Vista this year than have
had ever so we\'re having more and more problems, but you know. Yes,
just follow the instructions the best you can and again, if you find
yourself at 3:00 worried that it\'s not uploading correctly, print it
out and go to the Post Office. And again, please read the instructions
for electronic submissions for everyone, not just \[Participant\] but
everyone. Please, if you\'re planning to submit electronically, and
submit it in the right format because we are having loads of problems
printing the applications and we want to make sure that everything that
you\'ve worked really hard to include in your application prints out
correctly so that it\'s viewed by the peer reviewers as you desired it
to be.

PARTICIPANT: Yes, and just so the other people know too, we\'ve already
tried to apply, to submit it electronically, and it takes a week I guess
to get a certain number back in order to get everything set up, so the
quicker you do that, the better it is. Because we\'re still waiting for
that certain number to come back I guess.

MS. CARR: Yes, thanks \[Participant\], that\'s a good point.

PARTICIPANT: The other thing is I was looking through and no abstract is
due this year must be because I didn\'t see anything for an abstract.

MS. CARR: Oh, it\'s in there.

PARTICIPANT: Is it?

MS. CARR: Yes.

PARTICIPANT: All right. I have looked through it and from the front of
it I just saw, it started right with the narrative.

MS. CARR: If you look on Page 70 it talks about the abstract.

PARTICIPANT: Okay. All right, thank you very much because I did not see
that at all. And I think that is it. Thank you very much.

MS. RUDY: One other point we might make about electronic submission, you
mentioned the verification that your application has been submitted.
Actually, you get two different verifications. The first one tells you
that your application is submitted. That does not mean that what you
have submitted is acceptable in every respect and will be validated. And
again, if you\'ll read the transmission instructions that are in the
front of the package carefully or closely I think you\'ll see that they
ask you to please continue to monitor the status of your submission
until it\'s identified as validated or received by agency. There are two
or three different terms that might appear. But until you see that your
submission is validated you\'re not sure that - you should not be sure
and confident that your application is going to be accepted via that
electronic platform. And if it gets to be 4:30 and you still haven\'t
seen the magic \"validated\" I would certainly head for the Post Office
or the overnight carrier or whatever to be certain. And your application
may be fine, but you just may not know it at the time, or it also may
have problems, but if you wait you won\'t be able to -

MS. CARR: There\'s nothing we can do.

MS. RUDY: And we really, really hate for you all to have done the work
and invested the time and effort to miss out on the chance of being
considered.

MS. CARR: Yes, it really breaks our heart to have to tell people that
there\'s not a thing we can do about it. And just so everyone knows,
this is a question we get a lot at the very end. Just file in the back
of your head it has to just be postmarked on March 24. We do not
actually have to have it in hand on March 24 if you choose to mail it
instead of submit it electronically. So file that away. I hope to hear
from none of the people on this call with that question, but again it
just has to be postmarked, or you have to have a receipt from FedEx or
DHL, whatever that\'s called, whatever. You just have to have a receipt
that says you put it in the mail on March 24. Okay?

PARTICIPANT: All right, thank you very much.

MS. CARR: Thank you.

OPERATOR: The next question is from \[Participant\]. Your line is open,
ma\'am.

PARTICIPANT: Hi, thank you. We have never submitted an application
before so the whole thing is - you know, the application seems
straightforward to me, but I have a couple of questions. First of all,
in one of the pages, I think it was Page 38 and it talks about staff or
community members regularly using equipment purchased with grant funds.
Our approach would be more of a whole-family, permanent life change
program, and if you\'re involving parents in these activities with
children, does that present a problem?

MS. CARR: Yes. We - the intended population, target population for this
grant is K-12 and they should be the only people that use the equipment
on a regular basis. So it\'s not appropriate to invite parents to come
use the equipment, you know open the gym up after hours or on weekends
or anything like that. What would be okay is if for example twice a year
you had an open house where parents could come in and see what their
kids are doing, and the gym, and how they\'re using the machines or the
heart rate, whatever it is, or you - teachers explain about the
curriculum. You know, it\'s like open house night at school. That\'s
okay. You could do some targeted work with parents for example around
healthy cooking or walking, you know, activities you can do together to
be more active. Like those kinds of things can be open to parents and
families for sure.

PARTICIPANT: All right.

MS. CARR: The use of equipment during the grant period is restricted for
K-12 population.

PARTICIPANT: Okay. What you were saying - so this would be more focused,
like a parent is actually helping a child do a guided activity. Not that
the parent comes in and just uses the equipment for their own personal
use, but if it was an instructed activity where the parent is involved,
that would be different?

MS. CARR: Sure.

PARTICIPANT: That would be acceptable?

MS. CARR: Yes.

PARTICIPANT: Okay. My second question is we would be looking at possibly
off-site location, meaning not in the school gymnasium in a building
that is a more common community use area you know where maybe it\'s
martial arts for children and it\'s free for them and that\'s for
certain hours and there\'s instructors and equipment, et cetera. And
then the building is used for maybe yoga classes in the evening, paid
you know, that kind of thing. Do you see any conflict there as long as
it\'s very clearly defined?

MS. CARR: I\'m a little -

MS. RUDY: Yes, I\'m not sure if you\'re asking - I mean, if you choose
to site your wellness center, whatever, off-site I think that you - we
would expect you to be sure that it was being used by only the K-12 kids
who are the primary beneficiaries. It\'s fine if it\'s in another
building, but if it is you have to be able to control -

(Whereupon, due to technical difficulties with the conference bridge
approximately one minute was lost)

\- be a bit of a complication about access and control.

PARTICIPANT: Okay. So that if there were other activities that could
sustain the building, that were kept completely separate from the
activities funded by this grant though, there\'s nothing wrong with
that?

MS. CARR: I think that\'s what we\'re saying. We\'re sort of looking - I
feel like you\'re asking - But for example, if you wanted to take your
kids - if you were going to use the Y in the afternoon for example to do
a program with your kids, that\'s fine. In fact, if they would rent that
space out for other uses we would actually pay for facility rental, or
if they wanted to donate that space to you that would count as part -
you could count that as part of your match.

PARTICIPANT: Perfect.

MS. CARR: I think what Debbie is concerned about and what we\'re not
sure what you\'re asking about is for example if you were going to
purchase a bunch of equipment that would be kept at that off-site
location. So for example if you had a room in this community center and
you were looking to put treadmills and some weight equipment in there,
the complication then becomes that you would have to be able to control
that equipment during the hours where you weren\'t using it. So you\'d
have to be able to lock that door in which case the community facility
wouldn\'t be able to use that space for other purposes and that may -
that just makes it a lot more complicated.

PARTICIPANT: Right and I understand what you\'re saying and that answers
my question, thank you. I do have a second question about, let\'s see,
student activity fees. If the activity fees, for example this is martial
arts for students and it\'s free for all students, all kids, you know
K-12, can donations be accepted by the community to keep this program
going? I mean, there\'s no problem with the community donating, parents
donating to the program, correct? As long as students are not charged
anything to participate and everyone\'s welcome regardless of their
ability to pay? I mean -

MS. CARR: Sure, sure. I mean in fact we\'re sort of looking - that could
probably be part of your match. Yes, as long as you don\'t charge grant
time to fund-raise sure, you could certainly even use part of those
donations as part of your match.

PARTICIPANT: Okay. I think those are the only questions I had. I had one
more question, I know that there are points awarded for novice
applicants, but is any preference given to organizations that have never
received funds before?

MS. CARR: That is a novice applicant.

PARTICIPANT: Okay, so that\'s the same thing. There\'s not additional
preference recognized in any way.

MS. CARR: Well, novices do get five extra points and if you\'ve never
had a grant before you qualify as a novice.

PARTICIPANT: Okay.

MS. CARR: Yes, there\'s a definition of novice. I would refer you to the
application package. There\'s always a -

PARTICIPANT: No, I read the definition of novice applicant and it seemed
pretty clear, so. I had one last question. Certified personal training,
that can sort of expense for that certification, I saw in the example
budget that that type of training is allowable as a grant expense?

MS. CARR: It depends. Typically we wouldn\'t allow for certified
personal training - well, I guess it depends. I mean, sometimes personal
trainers - I was actually thinking about the trainers that are on the
side of a sports field. That\'s actually what first came into my head,
but I think what you\'re talking about is at the gym, people who are
doing personal training fitness instruction kind of?

PARTICIPANT: Well, if you have - just for example, if you have a martial
arts instructor who you know to serve these students better would - it
would behoove them to pursue credentialing, is that an allowable grant
expense?

MS. CARR: Probably not because it\'s not required for the execution of
the grant.

PARTICIPANT: Okay.

MS. RUDY: And we would see that be a benefit that accrues primarily to
the individual receiving the certification perhaps more than to the
short-term grant.

PARTICIPANT: Okay. I think that\'s it. And then the rest seemed very
well addressed in the Frequently Asked Questions document. That was
really helpful.

MS. CARR: Yes, we like to hear that. Thank you. Way to butter us up
there.

PARTICIPANT: No, I\'m not trying to butter you up. If you get Pages 31
through 40 and read that, you know, out of all 80 pages that\'s really -
that\'s really the helpful piece for a first-time applicant.

MS. CARR: Good, we like to hear that. No, I was just kidding. We just -
we really -

PARTICIPANT: If it\'ll help I will butter you up for sure.

(Laughter)

MS. CARR: We take it where we can. Thank you.

OPERATOR: Next question is from \[Participant\]. Your line is open,
ma\'am.

PARTICIPANT: Hi, \[Participant\] had to go to the ladies room so I\'m
sitting in for her for a minute. In listening to the conversation, can I
just go back to the application? I understand when the application is
submitted it doesn\'t mean that it\'s validated, but you said something
about a 4:30 deadline.

MS. CARR: Right. The electronic system, if you\'re submitting online it
has to be submitted no later than 4:30 and 00 seconds Eastern time.

PARTICIPANT: Okay, so it\'s 4:30 for the electronic system.

MS. CARR: Exactly. So for example if your Post Office closes at 7:00 at
night you\'ll get a March 24 postmark. You have three extra additional
hours then from folks who submitted online.

PARTICIPANT: Do that one more time, I\'m sorry. If the Post Office -

MS. CARR: If they close say at 7:30 at night or 8:00 at night as long as
you get that postmark that says March 24 you can feel free to use every
bit of that extra couple of hours.

PARTICIPANT: Okay, but if you\'re doing electronically 4:30 on the
24^th^ of March is the deadline.

MS. CARR: Yes. Eastern time.

PARTICIPANT: Eastern time.

MS. CARR: Yes. So whatever - yes, Eastern time. I think we\'re still in
Daylight Standard Time. Yes, whatever time - 4:30 Washington, D.C. time.

PARTICIPANT: Okay. All right. She hasn\'t come back so I don\'t have any
other questions.

MS. CARR: Thank you. You can always come back in at the end if she does.

PARTICIPANT: Okay.

OPERATOR: Our next question is from \[Participant\]. Your line is open.

PARTICIPANT: Thank you. Actually I have three. One you touched on was
the novice applicant. On Number 3 of the definition does that mean that
you can only be a novice if you\'ve never, ever received any federal
discretionary grant?

MS. CARR: In the last five years.

PARTICIPANT: In the last five years?

MS. CARR: Right.

PARTICIPANT: Okay. So if four years ago I got a federal discretionary
grant in another area I would be ineligible as a novice?

MS. CARR: That\'s right.

PARTICIPANT: Okay. May an LEA submit more than one application?

MS. CARR: That\'s a good question. Technically sure, there\'s no reason
why not. You sort of increase your chances of being considered for
different components. You also may get - there are positives and
negatives for both. There\'s no reason why we wouldn\'t consider one
really comprehensive plan, but if you want to kind of increase your
chances and put - now we\'re not encouraging everyone to submit multiple
applications by saying this, just responding to your question. So yes,
it is allowable. Maybe I\'ll just stop there.

MS. RUDY: I mean I think the other side of the coin is to some extent
you\'re competing -

MS. CARR: Against yourself.

MS. RUDY: - against yourself because I mean they would be two totally
different projects, separate bookkeeping, separate everything,
separately scored.

PARTICIPANT: I would never lead someone to believe that we would receive
them both. This is more a function of local politics. So you answered my
question, I understand. My third question has to do with administrative
costs. I just want to make sure that I understand that that is not
overlapping with indirect costs, this 5 percent is in addition to the
indirect.

MS. CARR: That\'s right.

MS. RUDY: Actually we wish we could give you a definitive answer on
that. We have discovered that within the department program offices have
been providing advice on that point that is not necessarily consistent.
Some folks have been advising applicants and grantees that your indirect
costs are subject to that - that your indirect costs are administrative
costs, and if you\'ve got a 6 percent indirect cost rate you\'re only
able to recover 5 percent.

PARTICIPANT: That\'s why I asked.

MS. RUDY: Yes. Some other offices have been -

PARTICIPANT: But you\'re not changing your mind yet?

MS. RUDY: Well, we\'re trying to get to I think a common sort of
corporate view that we\'re all using consistently. So I would encourage
you to include indirects if you have - if you wish to recover those and
you have a negotiated, restricted indirect cost rate include that. And
it\'s better to put in more and if we have to take something out we\'ll
take it out. But if you leave it out we can\'t add it back in after the
fact.

PARTICIPANT: Got you. Thank you.

MS. RUDY: Thank you.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
sir.

PARTICIPANT: Yes. How are you, ladies? Thank you so very much. This is
very helpful.

MS. CARR: Good.

PARTICIPANT: My first question is we\'re a non-profit, a community-based
organization and we want an after-school enrichment program. So my first
question to you is we do not have to partner with the school district,
right?

MS. CARR: No, you do not have to. There is no requirement to do so. It
may help you to sort of - to help you fill in some of the gaps that the
kids aren\'t getting in school, but there is certainly no requirement to
do so.

PARTICIPANT: Okay. Now, on the project area for the grant and the
funding I\'m a little confused because you say that you\'re applying
over three years. But let\'s say - so is the amount you apply for, say I
want \$400,000 - hold on, let\'s keep it simple, my math is terrible. I
want \$100,000. Now, that\'s what I\'m applying for over three years? Or
am I applying for \$100,000, \$100,000 and \$100,000?

MS. CARR: Well, you are applying for the amount that is commensurate
with your planned activity. So you may be applying for \$100,000 in Year
1 and \$300,000 in Year 2 because you\'re going to be adding six new
schools to your project and \$20,000 in Year 3 because you\'re just
doing training. Or something. I mean you - it just really depends on
your project design and what you\'re proposing, what the costs are
associated with what you\'re proposing.

PARTICIPANT: Okay. And is there a maximum say for Year 1, Year 2 and
Year 3?

MS. CARR: No, no, there isn\'t.

PARTICIPANT: There is not.

MS. CARR: But again, you are - I\'m afraid I sort of got off on a
tangent, but you are asking for an amount that is commensurate with each
year\'s planed activity. So you don\'t just ask for one bulk sum of
money. You have to break out each year\'s requested amount. And when, if
you were - if you did get a grant, we would have approved your whole
3-year budget, or need clarification on, or made cuts to your entire
proposed 3-year\'s worth of funding. But you only get in Year 1 your
first year\'s funding. You don\'t get the full lump sum in Year 1.

PARTICIPANT: So if I want - this is sort of philosophically here, if I
wanted \$100,000 in Year 1, \$200,000 in Year 2 and \$300,000 in Year 3,
and the first year I\'d have to have 10% match on \$100,000. In the
second year I\'d have to have a 25% percent match on \$200,000, and the
third year I\'d have to have a 25 percent match on \$300,000.

MS. CARR: You got it.

PARTICIPANT: Right. Okay, I got that part. Okay, thank you very much.
Now, this SHI which I don\'t know very much. I assume the gym teacher
and all the people who are teaching the program know that stuff, but I
don\'t. I\'m just kind of - I\'m the grant writer and I\'m trying to get
this question. Now, should we get that from the local school district?

MS. CARR: You would get that from - you can download it from the Centers
for Disease Control and Prevention\'s website.

PARTICIPANT: Okay.

MS. CARR: That\'s cdc.gov/healthyyouth and then it\'s a tool that is
then at the school building level. So you would work with the school.
Say you want to work with a set of middle schools. You do it actually at
the school building level to assess their programs and policies and
where the gaps are.

PARTICIPANT: Okay. So we\'d have to actually go to a school and find
out, say middle school kids, find out where the gaps are in School 257?

MS. CARR: You got it.

PARTICIPANT: Based on this index. And then we\'d have to make our
program address whatever the gaps are.

MS. CARR: Yep.

PARTICIPANT: Okay, now -

MS. CARR: But again there\'s no requirement to do it.

PARTICIPANT: Okay. Okay, but would you be penalized severely if you
didn\'t, do you feel?

MS. CARR: No, no, no. As I said, one of the first questions in case you
missed it, no. There are no points that are necessarily associated with
it. You don\'t gain points or lose points for doing it or not doing it.
The only potential reflection it may have in your score is your ability
to be responsive to the selection criteria and that\'s the only way it
may reflect in your scores. Some people find the self-assessment process
really helpful and for some it\'s just less of a good fit.

PARTICIPANT: Okay. Because it kind of gives you like a baseline
evaluation tool?

MS. CARR: Well, actually that\'s a good question. It\'s actually not
meant to be an evaluation tool, but it could be looked at as the
baseline assessment. And certainly you would want to look at if you\'ve
made any progress you know at the end. If you\'ve helped kids.

PARTICIPANT: Right. Now my next question is on the statistics. Okay,
like say for example if we started out in our program and we weighed our
kids when they came in and you know looked at the basic height and
weight and assessed what percentage of them were overweight and then,
say weigh the kids at the end to see what potential impact the program
might have had, my question is in the statistical part where I do the
statistical justification for the program, what kinds of things would
you be looking for? In other words, what percentage of the kids in our
program who are overweight, what percentage of the kids in our program -
I mean, if you were writing that two or three - like when I write
statistical justifications, I might say that the kids in Buffalo, New
York are - 30 percent of them are performing below grade level and 15
percent of them have disability problems and so on and so forth. If you
were writing that statistical statement for this grant, give me some
idea what should I add, 30 percent of the kids in the Buffalo school
district are overweight? I don\'t - I\'m asking. What are you looking
for?

MS. CARR: Okay. Okay. There are sort of two parts of your question that
I want to address and the first I\'ll answer is the statistics and sort
of what -

PARTICIPANT: Okay.

MS. CARR: I would refer you to read in the application package in the
discussion of the selection criteria under Need. We talk about looking
at gaps and weaknesses in addressing the state standards for physical
education. So that\'s - so we\'re looking at any statistics you have
about kids\' ability to meet those state standards. You can describe the
target population that you\'re working with, but again the assessment
and the score is going to be based on your responsiveness around the
gaps and weaknesses around meeting state standards. So it\'s not - so
while we\'re interested in the target population, this is a grant
that\'s really about lifelong physical fitness and healthy habits and
promoting activity and healthy nutrition and general wellness. You know
any of sort of the bigger picture things. So you know, again, we sort
of - we\'re interested, but it\'s not - that\'s not what you\'re going
to be scored upon. Certainly obviously children being overweight is a
huge concern nationally, but you know it helps people to understand sort
of the target population and it helps set the stage for the program
design certainly, but again the score components are going to be around
the gaps and weaknesses with the state standards.

In terms of -

PARTICIPANT: I\'m sorry, just one thing. If I don\'t have the SHI from
the school the child went to, then how do I identify the gaps and
weaknesses in the state standards?

MS. CARR: Ah. There you go. You can ask the school and certainly they
should have some sense of whether kids are meeting their state standards
for physical education.

PARTICIPANT: Would the board - I apologize. Since my kids are coming
from - like may come from five schools, five or six schools in the
community we\'re in, would it be best to go to a board of education and
try to get these gaps and weaknesses in meeting the state standards?

MS. CARR: Sure.

PARTICIPANT: Or do you think -

MS. CARR: That\'s an approach.

PARTICIPANT: I\'m asking you is that the best place to get it? And
they\'d be able to tell me the gaps and weaknesses of state standards
generally for kids who are say in the sixth grade, seventh grade, the
eighth grade?

MS. CARR: That\'s actually - in your community that sounds like it would
be the right approach. And that\'s - it\'s not going to be consistent
across all communities, but certainly if that\'s who holds that
information in your district. That\'s a great idea and that sounds like
a great approach. What we\'re really looking at again is helping kids
meet their state standards and you as a CBO obviously have - and all
CBOs on the phone have a huge role to play in that and we really view
these issues as - they\'re community issues. These aren\'t school
issues, they aren\'t - nobody owns them. They\'re sort of across the
community. So being able to identify what role you play as a CBO that\'s
unique and special certainly seems to me would strengthen any program
design that you could put together. But again, while we\'re interested
in the target population, some of the things primarily I think would be
responsiveness to state standards.

You brought up also weighing kids and using what we call the body mass
index which is the calculation of height and weight.

PARTICIPANT: Right, right.

MS. CARR: That is not a requirement for this program either for
application or upon receipt of the grant unless it\'s something that
you\'ve committed to measuring in your performance measures. It\'s
certainly, there are a lot of pitfalls to doing BMI measurement, body
mass index again. We would refer you to the CDC. I think - I know the
link is in the application package. They just released some expert panel
guidance around body mass index measurement for schools and anyone
working with kids to consider. There are lots of benefits -

(Whereupon, due to technical difficulties with the conference bridge
approximately one minute was lost)

MS. CARR: - I think it\'s in the checklist section. Basically every
application that comes in is screened for its eligibility. So we\'ll
look to make sure that you\'ve got a match included. We\'ll look to make
sure that you\'ve addressed your state standards. We\'ll look to make
sure that you\'ve included - yes, if you\'re an LEA or a CBO, if you\'re
an eligible applicant, and we\'ll look to make sure that you\'ve
addressed one of the six components of the absolute priority. I think
that\'s about what we look for.

If you\'ve basically met those minimum requirements we throw you into
the big pot. We divide up the applications into what we call panels.
Each panel is assigned three peer reviewers who are experts in the
field. We say in the field of physical education, physical activity,
nutrition, wellness, student health, public health, child development,
community management or community organizing. Sometimes we have people
who - that are experts in grant-writing or evaluation or project
administration. We\'ve got lots of retired school administrator-type
people, you know, retired supers, teachers and stuff like that.

We - and each of those people read 11 applications. Each of the three
panelists read the same 11 applications, they score them independently,
and then they are convened on three conference calls during which time
they discuss every single application. And they are scored independently
and then the panel comes together and they decide if they want to change
those scores according to the conversation. For example, if one person
on a panel hears something or sees something in the application that the
other two folks didn\'t see they can point out and say \`Look, they
discuss it right here on Page 7,\' and that\'s why we have those calls,
for exactly that reason. And then after that people are assessed for
whether or not they get the novice points, and then they\'re ranked
according to their score, and then we basically give money for as much -
you know, down the list as much money as we\'ve got to give.

The internal staff never review - OSDFS staff never review applications.
In fact, people who are managing panels, staff manage the panels and you
know people always ask us for clarification on the applications and we
99.9 percent of the time have never laid eyes on the application that
folks are talking about.

PARTICIPANT: Okay, very good. Thank you so much. That\'s my only
question.

MS. CARR: Okay, great.

OPERATOR: Our next question is from \[Participant\]. Your line is open.

PARTICIPANT: Can you hear me?

MS. CARR: Now we can.

PARTICIPANT: Okay, I muted myself in addition to your mute. I just have
one question left because my other two were already answered. In the
application it talks about the fact that we need to utilize or describe
a plan to help students meet state standards for physical education. We
have on our state\'s website something that they call standards, but
they are very weak, very vague and not real specific to physical
education. So how can we get around that? I\'m not sure if we can select
another state\'s, or if we should try to just look at our state\'s
standards and then tie in our district curriculum to try to beef that
up, or if - what are our options for that?

MS. CARR: It sounds to me that you follow state standards regardless of
the fact that they may be really weak. And we do see that from time to
time. I think the right approach is exactly what you said was to use
your state standards and then beef it up with your district\'s
curriculum or your own district\'s standards.

PARTICIPANT: Okay.

MS. CARR: Or measures or whatever you call them. I think that that\'s
the right approach because that allows you to be responsive to the
requirement without compromising quality or integrity.

MS. RUDY: And adopting another state\'s standards would be problematic
because we would see that your application is from Arkansas and we would
look and see that Arkansas has standards and if you submit you\'re using
the Texas standards we would find your application not to be eligible
because you weren\'t - your application wasn\'t responsive to helping
students meet their state standards.

PARTICIPANT: Okay, thank you.

MS. CARR: Thank you.

OPERATOR: Our next question is from \[Participant\]. Your line is open.

PARTICIPANT: Hi. I have a question about selection criteria and 3C. Can
you tell me if the reviewers are going to be told that in order to award
full points the respondents need to talk about all three components,
meaning community, state and federal, or just one, or just some?

MS. CARR: Hi \[Participant\]. I think that I emailed you about this
before. Basically it\'s as appropriate to your community and they\'ll be
instructed to look at the responsiveness to the selection criteria. If
for example there are no community activities in this area you could
just state that and say but we know that for example we\'re in
California and we are going to use California Project LEAN\'s curriculum
tools for our nutrition program and we\'re going to look at the U.S.
Department of Agriculture\'s Team Nutrition and we\'re going to do it
that way. As long as there\'s some - you won\'t be penalized if there\'s
nothing going on, but there\'s a lot going on and there should be
something that you can connect to in terms of related effort or
resources.

PARTICIPANT: Okay. Thanks very much.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
ma\'am.

PARTICIPANT: Hello? Can you hear me?

MS. CARR: Yes.

PARTICIPANT: Okay, sorry. With the 1-inch margins, is that top and
bottom also or side margins? What are our top and bottom margins?

MS. CARR: I think it\'s 1-inch margins all around. And actually, this is
actually a really good point and probably not one you intended to bring
up, but it\'s a good point insofar as we really encourage you to use
your best judgment on how you present your application. Keep in mind
that yours may be the last of the 11 applications that people are
reading and they may have had 10 contentious ones before you and they
want yours to go easily and quickly. So you want them to be able to feel
like they can find the information they need quickly and easily and it
should be readable and just imagine that you are that person who\'s
reading this last application. And if you\'ve got 10-point font and
single-spaced with half-inch margins how grouchy you would be about
that. So we would just encourage you. We get a lot of questions about
formatting sort of at the eleventh hour, so I just kind of want to throw
that out there. Just please, we just advise you to use your best
judgment. And follow the guidelines in here obviously, but also use your
best judgment.

PARTICIPANT: Okay, thanks. On the supplemental information sheet they
talked about human research subjects. I assume that it doesn\'t pertain
to those of us that are doing the traditional type, but I didn\'t know
if you needed to talk about the - I assume we\'re exempted because
we\'re using data, we\'re using scores, we\'re doing logs and so forth.
So that would not be human research, correct?

MS. CARR: That\'s right. That\'s right. You\'re not doing study, you\'re
not doing a study.

PARTICIPANT: We\'re not injecting students. Okay. And then the other
thing is one of our group that\'s working on their process would like to
look at a program called SPARK. In regards to a program, if they have an
evaluation component as part of it that\'s acceptable? Because if we do
our evaluation I know we\'re going to follow the procedures for an
outside contractor. So is that in conflict to purchase materials and
utilize them and integrate them? Because is it like - I don\'t want to
feel like we\'re picking them as our evaluator just because we\'re going
to integrate their materials.

MS. CARR: Well, you\'re saying that you want SPARK to evaluate you?

PARTICIPANT: There\'s a program called SPARK out there that\'s all
comprehensive. It\'s got evaluation and everything else with it, okay?
We are not going to necessarily use all of it. We\'re going to use some
of it. This would not be a conflict as long as we\'re not designating
them as our outside external evaluator. Because we\'re not going to, you
know, that has to be done through a process.

MS. CARR: Right. Right.

MS. RUDY: We\'re both puzzled. I\'m not sure that we have understood
your question.

PARTICIPANT: Okay, let\'s just talk in general then. Let\'s talk about
it this way. If we are looking at a program that has an evaluation
component and the agency offering it could be your outside evaluator, is
it in conflict to utilize and include their materials as long as we
don\'t designate them as the outside evaluator? Because to be an outside
evaluator I have to go through a process.

MS. CARR: You know, you\'re exactly right. Here\'s where I suspect the
confusion may be. They may have some assessment components that are
included as part of the SPARK package, and we\'re real familiar with
SPARK.

PARTICIPANT: I\'m obviously not.

MS. CARR: No, no, no, we\'re real familiar. I suspect it\'s that
there\'s an assessment component which means you\'re sort of - how you
assess individual students, their sort of work and if they\'ve improved
using the SPARK curriculum. When we talk about evaluation - and this is
a great question - when we talk about evaluation we\'re talking about a
broad program evaluation. So in the aggregate have kids improved their
ability to meet their state standards. So what you would need to do is
think about taking each of those little individual assessments and
looking at for example data from heart rate monitors, the time kids
spend in their healthy target heart rate zone. You would want to
aggregate that in a way that we see that, ah, your kids went from 20
percent spending time in their target heart rate zone you know for 20
minutes during class out of 30 to 80 percent of your kids spending 20
minutes or more in their target heart rate, whatever it is that you\'ve
determined. So that\'s the aggregate level that would tell us something
about the quality of your project and the impact that your project has
had both on the student outcomes and on sort of your broad overall
approach to PE. That would tell us that your kids are spending more
active time in PE, you\'ve done something to your curriculum that was an
effective way of addressing that gap that you\'ve identified. But
that\'s an evaluation, that\'s more of an outcome that we are looking
at. We\'re not as worried about the assessment of the individual student
and we realize that there are assessment components that come with
things like SPARK or CATCH or if you buy TriFit equipment or Fitness
Gram or anything like that; that we consider more an individual student
assessment. But you\'re exactly right in pointing out an evaluator, an
external evaluator that will come in from the outside and look at your
global program you should not identify in your application unless it\'s
somebody that\'s already sort of on your staff or - yes, through a
competitive bid process.

PARTICIPANT: Okay, thanks. So in other words just treat them as a vendor
like Fitness Gram -

MS. CARR: Exactly. I\'m glad we\'re getting that message out loud and
clear. And I hope I\'ve answered your question. If you haven\'t, please
contact me by email or phone call and we can talk more offline.

PARTICIPANT: Okay, that\'s - thanks. The only other question is when I
went online to select the grant applications for download the message
I\'m getting is application package for CFDA 84.215F has not been posted
by the awarding agency for submission through grants.gov. See the full
funding opportunity for application instructions. What does that mean?
What have I hit wrong on this?

MS. RUDY: Yes, I know that it was posted on the fifteenth of February,
so I\'m not sure what\'s up, but unfortunately we also can\'t access the
portion of grants.gov that you can. There\'s one person in our office
that has a more comprehensive access than we do, but we\'ll talk with
her after this and be sure that there\'s not a technical glitch or you
know, something has fallen apart.

PARTICIPANT: Yes, because I went on and your whole you know frequently
asked questions, and the whole application packet is there. So the whole
packet is there, but there\'s nothing that indicates on how to - what
you have to do like you\'re saying going in and attach yours.

MS. CARR: I would encourage you, if you have a grants.gov-specific
question to contact them.

PARTICIPANT: I did. They told me to talk to you. They said just come
back to you with this message down here so if you put it in the answers
to the questions -

MS. CARR: Okay.

PARTICIPANT: - that would be great.

MS. CARR: Okay. Okay. You can - yes, we can talk offline too if you have
additional problems. Like Debbie said, we don\'t access the same
grants.gov that you do so that\'s why we always sound clueless about
grants.gov. It\'s because we are. About that side of it.

PARTICIPANT: Okay. So we\'ll just put in the questions and answers a
directive so once you are the AOR, once you\'re ready to download it
what to do.

MS. CARR: Yes. Let\'s talk offline.

PARTICIPANT: Okay, I\'ll call. Thank you.

MS. CARR: We do only have a few more minutes left.

PARTICIPANT: Okay, thank you.

OPERATOR: Our next question is from \[Participant\]. Your line is open,
ma\'am.

PARTICIPANT: Hi, how are you?

MS. CARR: Hi, good thanks. How are you?

PARTICIPANT: Great. We are in kind of a different situation. We have two
independent cities within a county. We have three different school
boards.

MS. CARR: Oh my.

PARTICIPANT: Do we need memorandums of understanding between those three
school boards and our community-based organizations that are working
together, or do they need to be letters of support? One school board
will serve as the LEA and everyone else will basically be a partner.

MS. CARR: Okay. Technically no, but for sort of your own administrative
purpose it\'s probably a good idea to do that. It\'s probably - your
lawyerly-type people would probably advise you to do so because it
really, it is also really helpful in terms of roles and
responsibilities, especially if they\'ve financially committed to
anything for your map it would help - I don\'t want to say bind them
because I know that has legal implications, but it definitely commits
them to doing something on paper that they\'ve signed off to doing. So I
think it\'s a great idea to do something that everyone is signed onto.
Letters of support are helpful, but they\'re definitely not strong as
having an agreement that everyone has signed onto.

PARTICIPANT: Okay. So if we have like our local YMCA and our local
fitness center will probably provide some training for the teachers for
certain programs, should those also be memorandums of understanding
versus letters of support as well?

MS. CARR: Again, it\'s up to you. Nothing is required.

PARTICIPANT: Okay.

MS. CARR: It\'s really - it\'s just sort of good practice to do it and
it really, again, it sets up a really different kind of commitment
level.

MS. RUDY: Also though I think when you say - for me when I hear \"letter
of support\" it\'s a letter that says, \`Gosh, we really think it would
be great if your organization got this grant, and we think it would be
really great for the kids in our community, and we\'re really hopeful
that you get the grant.\' I\'m less focused on whether it\'s a letter or
a memorandum than what the letter says, and if the letter says, \`We\'re
the Y and we commit to providing swimming instructions to all the
fifth-graders in the district during the first semester,\' fine with me
that it\'s a letter versus a memorandum. It\'s the specificity and the
richness of the commitment that seems relevant to me and that I think
our reviewers are likely to kind of read and focus on.

MS. CARR: I think that\'s right. Yes, and I think what we\'ve found is
that - and you may want to check with, again with your legal folks
because signing an MOU or an MOA may have a really different
implication. I know for example at the federal level it\'s a whole lot
easier to send an email to a partner and say \`Sure, we\'ll participate
on this with you, we\'ll co-chair this with you.\' It\'s a whole
different story to submit an interagency agreement for us to work with
them on something. It may just depend on the way your community is
structured in that capacity. Sounds like you\'ve got a lot of -

PARTICIPANT: Sorry. We\'re in the library at school. Also, if the Y
charge community members to a class, but they agreed not to charge our
teachers to take the class, could we use the cost of that class as a
match?

MS. CARR: Absolutely.

MS. RUDY: No, no.

MS. CARR: But they\'re - that\'s right. Is it like a class or
professional development opportunities?

PARTICIPANT: A spin class to learn how to use - let\'s say we got them
some spin cycles and they were going to the Y to take a spin cycle, and
the class was open to the public to come and learn to be an instructor
and they were charged \$40.

MS. CARR: Yes, we heard your question differently. Debbie heard it as
like an aerobics class, I heard it as professional development.

PARTICIPANT: No, a training class.

MS. CARR: If it\'s professional development that\'s exactly -

PARTICIPANT: So yes.

MS. CARR: Yes, that\'s fine.

PARTICIPANT: Okay.

MS. CARR: She was imagining teachers doing aerobics.

PARTICIPANT: No. And then you said you can use your rental rate for your
gym as part of your match. What are you looking for commercial square
footage rate, retail square footage rate? What are you looking for?

MS. CARR: I would contact the business office. They would have a better
sense of.

PARTICIPANT: Okay. And then we had someone who actually asked when is
the conference in D.C. that\'s mentioned in the application?

MS. CARR: No idea.

PARTICIPANT: Okay. Oh, we also - we have a nutritionist/dietitian who is
being paid for by another grant. If she assisted us with nutrition and
dietitian pieces for this grant, could part of whatever her time be used
as a match?

MS. CARR: If she\'s doing it in her personal time?

PARTICIPANT: No, she would be doing it as part of the other - well, I
mean she\'s hired full-time as a dietitian through this other grant.

MS. RUDY: If it\'s a federal grant, federal grant funds from another
program may not - generally speaking may not be used to satisfy criteria
or matching requirements in another federal grant. So you sort of
double-dip. One exception to that is if the funding program, if the
statute for that program specifically permits their funds to be used to
satisfy a federal match. But that\'s the only instance in which that can
work for federal grant funds.

PARTICIPANT: And then one final question. Sorry, I had a whole list.

MS. CARR: That\'s okay. We\'re glad to do it here.

PARTICIPANT: The federal - we\'ve been doing this with kind of an
advisory council of PE teachers, and several had the question what are
the ramifications if the school is not meeting the 150/225 minute
requirement?

MS. RUDY: Those requirements are - those are our performance measures,
government performance results measures, and it\'s the way that the
department is going to be looking across the results from the grants as
the whole grants aggregated data to try to understand the extent to
which the program as a whole, not individual sites, are - that the
program is being successful in helping kids get more active and moving
more. It is - I think if you look at the application it says something
similar to that, that this is - you know we view it as an indicator of
success and it\'s the one piece of data, the one measure that we\'re
asking all sites to provide data for. It\'ll be reported to Congress in
the aggregate and will be included in congressional budget
justifications. We are also though likely to publish on our website
individual results. And we\'re not at the point currently, but we are
seguewaying to the point where we consider substantial progress, when we
want to look for a continuation award to understand how well the
projects and the site is going, it\'s a piece of information that we
would look at and consider along with other information in terms of sort
of the success of the project. And so obviously we hope that students
are meeting those activity levels and that an increasing number of
students are over time.

MS. CARR: Yes, and I would just point out that it\'s engaging - the
number of minutes engaging in the physical activity. And I suspect your
question is coming from the fact that your school isn\'t providing that
amount of PE time.

PARTICIPANT: Correct. They\'re in a block format and so they\'re not -
so they\'re getting it over one semester, not over the whole course of
the year, so they\'re kind of restricted to the amount of time that they
can give them.

MS. CARR: In PE, but we\'re looking at physical activity. So their
ability to engage in that level of physical activity is not exclusive to
just PE. As I said before, we sort of see this broadly. This isn\'t just
schools alone. So certainly if there are some after-school activities
that are going on that are not competitive sport-related, if you\'re
working with an elementary school population and kids are being active
at recess time, if you\'re doing - some people are doing where they have
the kids jumping to the bathroom instead of walking. You know, I think
that we\'re pretty - you know, we would encourage you to look at that as
physical activity, not physical education class time.

PARTICIPANT: Okay. Great.

MS. CARR: Certainly we know that there are classes, you could have 150
minutes a week of PE, but there are classes you could have 20 of those
minutes of active time. So that\'s not necessarily the indicator we\'re
looking for either.

PARTICIPANT: Okay.

MS. CARR: I think we have time for one more question.

OPERATOR: Okay. Our last question is from \[Participant\]. Your line is
open, sir.

PARTICIPANT: Hello.

MS. CARR: Hi.

PARTICIPANT: I didn\'t think I was going to get in there.

MS. CARR: Lucky you.

PARTICIPANT: I know it, I can\'t believe I\'m the last one. I was
actually backing up my stuff too. Well, my first question was, actually
you just answered it about the minutes because we have the same
situation where we are just a semester class. So our students will only
come to physical education for a half a year and that regardless of what
we do for our project will not change. So that was a question that I had
regarding the 225 minutes and would it be a problem if once we got into
the program if we didn\'t meet those minutes how will it affect our
grant or later on with the assessment part of it.

MS. CARR: We again are looking at per week, so the extent to which kids
meet those minutes per week while they\'re engaged in your program is
what we would look at. And what we would look at over time is your
progress to increasing the percentage of students who meet those
numbers. So if you start out at 3 percent and you make it to 15 percent,
well 15 percent isn\'t - I mean, I don\'t think anyone would argue is
great, you\'ve made tremendous progress in a year. And then we would
count that as what we call substantial progress. So what we\'re really
looking for is that you\'re making progress on the areas.

PARTICIPANT: Well, what our problem is is we are kind of subject to what
our schedule provides us. So due to our blocked schedule our students -
certain weeks they will meet the 225 minutes, certain weeks they won\'t
meet the 225 minutes. So that was just a concern of mine, but I - you
know, based on what you had just said in your previous answer, you know
you\'re kind of basically using that as a tool you know later on to see
what\'s actually going on.

MS. CARR: Right. I would also encourage - you know, again what I said
earlier. This is about sort of lifestyle and culture change. This isn\'t
just - we don\'t want kids to just only be active during a PE period
because we know you know that may be limited. But anyway, so we would
encourage you to look for other opportunities and think creative. Not
think creatively in terms of tricking us -

PARTICIPANT: No, no.

MS. CARR: - but think creatively in terms of where are kids and how are
kids being active.

PARTICIPANT: Right. So one of the parts of our program is a physical
activity journal of what\'s being done inside of school and outside of
school. So they\'re tracking their physical activity minutes for
regardless of when it is. So whether it be on a weekend or a vacation.
So where we could even use some of those numbers and statistics of you
know let\'s say how many of our students are getting that number of
minutes per week. You know what I mean? So they may actually be getting
that.

MS. CARR: Yes. We\'re sitting here nodding. You got it.

PARTICIPANT: Okay. Oh, good. Well that answers that question. Now my
next question was regarding the matching funds and I wanted - I was a
little confused about the in-kind match. And there was, part of it said,
and I think it\'s on Page - it starts on Page 39 and goes to Page 40,
and the sentence reads, \"If you want to include the market value of
existing equipment towards your match you must include in your
application documentation as to how the market value was determined.\"
What is that referring to? What existing equipment?

MS. CARR: So for example if you have four treadmills for example and
they were just bought - they were bought three years ago, and you\'re
going to be using them for the purposes of the PEP grant, you can count
some of the cost of those treadmills towards your match. Now we would
say that existing equipment, be careful because we\'re not going to give
you the full market value of things that - how much the treadmills cost
there because they\'ve been being used for three years. So we would
depreciate those costs. And I\'m going to ask Debbie to talk a little
bit about if you\'re purchasing new equipment how you count that in each
year.

MS. RUDY: Yes. First there would be, for the existing equipment it\'s
helpful for us - I mean if you don\'t provide it\'s depreciated amount
we\'ll just do our best to come up with an average lifecycle and
depreciate it for you. If you purchase new equipment a similar sort of
principle applies. If you buy four treadmills at \$5,000 each for
\$20,000 and you hope to use those for five years, basically you can\'t
sort of count that whole \$20,000 purchase in Year 1 because that
resource isn\'t going to all be contributed in Year 1 or used up in Year
1 of your grant. So we would look for you to spread that cost again sort
of over the life, over its useful life or over its grant life at least
rather than take it all in Year 1, if you were purchasing equipment new
that coincides with the start of your grant.

PARTICIPANT: Because we do have a bunch of existing equipment, but a lot
of it is very old and outdated, so I mean I understand that the value of
it is a lot less than obviously when it was first purchased. But I mean
even so, a lot of the stuff we have has been kind of donated and you
know, we just try to get whatever we can wherever we can. So I guess
that does answer the question, so as long as we come up with some type
of value of what we do have. So it can be used towards the in-kind
match?

MS. RUDY: Yes, we\'re just looking for you to value it fairly. We sort
of - the underlying principle of how anything is valued in terms of
cost-sharing or matching is its fair market value. I mean, it should be
kind of arm\'s length, fair market, commercial level kinds of values and
that\'s a general guiding principle I think for anything, equipment, or
space, or -

MS. CARR: Volunteer time.

PARTICIPANT: Right, okay. And then just my last question, and someone
else had asked this a couple questions ago, but about the grant being -
and Dana you had said this in the beginning - up to 36 months.

MS. CARR: Right.

PARTICIPANT: So, now what my vision of the program of what we want to do
is you know this is a program that we want to run forever here. I\'m
calling from Smithfield, Rhode Island, and you know we envision this,
our new fitness program to run continuously you know past even three
years. So if we have a certain idea of what we would like to get for as
far as equipment and to get the kids involved in more activity and
working out with whatever it may be, with weight machines, or weight
equipment, or stability balls, medicine balls, heart rate monitors, all
that stuff, could that be broken down into just 1-year project, or you
know what I\'m saying? Because I was concerned about the matching cost.
What if it\'s not -

MS. CARR: Yes, that\'s a common concern. Yes, you can certainly make it
a 1-year project if that works best for you. But we would ask you that
if you really have the intention of making it a 3-year project don\'t
assume that we\'re going to give you a no-cost extension just to skirt
the matching requirement and ask for everything in Year 1 with the
assumption that we\'re going to extend you up to three years. That\'s
not how it works.

PARTICIPANT: Right.

MS. CARR: And that\'s really not fair.

PARTICIPANT: No.

MS. CARR: So basically if you have one year\'s worth of tasks to
complete then apply for a 1-year grant. If you have three years of tasks
that you want to do, you need to apply for three years of funding. And
you can\'t front-load for example your grants so that you buy all the
equipment in Year 1 and you don\'t plan to use it until Year 3. So each
of your purchases have to be commensurate with the activities you\'re
planning for that year. So certainly - and we understand things happen
and you may purchase a whole bunch of equipment and a tree falls on your
gym and you can\'t put it in there and you have to sit on it for the
next two years until it gets fixed. That\'s different than actually sort
of planning to front-load your grant and buy the expensive stuff in
Year 1. Every purchase you make has to be commensurate with the
activities you plan in that year.

PARTICIPANT: I understand. And I wasn\'t you know trying to say that
we\'re trying -

MS. CARR: Oh no, no, it\'s not just for your benefit. We know that
everyone that asks - any question that you ask, there are three more
people on the phone that didn\'t know they had this question. Once they
hear it, they do.

PARTICIPANT: Yes.

MS. CARR: Debbie actually has one more thing to add before we go
forward.

MS. RUDY: Now, I\'m trying to think of what my - what my one more thing
was. I think it was just that we would encourage you - you talked
eloquently about your desire to make a permanent shift in how physical
education is taught in your district, and I guess we would just
encourage you to think comprehensively about what that might look like,
and that it might very well be more than purchasing things that might be
significant changes or additions to the knowledge base for your
instructional staff, you know curricular revision, you know. So don\'t -
we would encourage you to again think comprehensively to think about
what you really need to make that transformation and how much time you
need to do that in a way that is most likely to lead to sustained and
institutionalized results.

MS. CARR: And we applaud you for thinking sustainability at the time of
application.

PARTICIPANT: Well, you said it. I think you took the words out of our
mouths here because we said the same thing, like some of the goals of
our program, we want to change the culture of physical education. And
this year it has started and we\'re starting to see the behavior change
and starting to see the culture change. But you know, it\'s something
that you know I can\'t just put a 3-year number on. I mean this is
something we want to do continuously. So that\'s where my confusion was
because you had said up to 36 months, so.

MS. CARR: Some people who aren\'t thinking as broadly or who don\'t as
big a district, quite frankly. I mean, we fund very small districts that
can really meet their needs in a 1-year timeframe and really just are
using this to kind of jumpstart their projects. Other people quite
frankly just can\'t meet the match in Years 2 and 3, and that\'s
really - it\'s an unfortunate construct of this grant. The match is not
something, just so you all know, it\'s not something that we made up.
It\'s actually in the authorizing legislation for this program. So
believe us, we did not make this up.

PARTICIPANT: Right.

MS. CARR: It\'s more complicated than you can imagine.

PARTICIPANT: Oh yes, I\'m sure it is, but that is the kind of scary part
of it because due to all the budget cuts and teacher layoffs and so
forth. That\'s a lot to ask for. But you never know, you know. Who
knows. I\'m sure there\'s money out there somewhere.

MS. CARR: Yes.

PARTICIPANT: Well, that\'s my last question so I want to applaud you
guys too for everything that you\'re doing. You guys are great.

MS. CARR: We like to hear that. Thank you kindly. And we are out of
time. This does conclude our call. I\'m sorry to have kept you for a
couple of extra minutes, but I think we got a lot of really, really
great questions. We also have another call scheduled - now I can\'t even
talk - for March the 4^th^ which is on Tuesday afternoon and I believe
that\'s at 1:00, 1:00 or 1:30, I\'m not entirely sure. So you should
check our website which is www.ed.gov/programs/whitephysed, one word.
And there you can click on Applicant Info and scroll down and you can
get the information for calling on March 4. You can also feel free to
email me at dana.carr@ed.gov or you can call us on our phone line which
is 202-708-5939 and ask any questions that you may still have. We wish
you the best of luck and hope to see you all on the other side. Take
care, bye bye.

(Whereupon, the foregoing matter went off the record at 4:17 p.m.)