OFFICE OF POSTSECONDARY 

EDUCATION

Higher Education Programs

Institutional Service 

Title III, Part A-- Strengthening Institutions 

Program (SIP)

James E. Laws, Jr., Ed.D., Director, Strengthening Institutions Division

Nalini Lamba-Nieves, Program Lead, SIP

Tonia Vaughn, Program Specialist, SIP
Title III, 

Part A Preapplication 

Technical 

Assistance 

Session 

Agenda

•Strengthening Institutions Program 

Background

•Priorities

•Types of Grants

•Allowable and Unallowable 

Activities

•Selection Criteria

•GPRA Measures

•Application Process 

•Submission/Grants.gov

•Questions & Answers Session

Note: The Federal Register is the official application submission guide. This 

webinar provides technical assistance only.
Title III, Part A

Strengthening Institutions Program (SIP)

•SIP provides grants to eligible institutions of higher 

education (IHEs). 

•Helps them:

 become self-sufficient 

 expand capacity to serve low-income students

 improve and strengthen the institution’s academic 

quality, institutional management and fiscal stability. 

• Important Dates

--Designation of Eligibility: January 17—February 27, 2023

--SIP Application Announced: March 23, 2023

--Closing Date: May 22, 2023 (11:59 pm Eastern Time)

--Peer Review: June 19-July 21, 2023 (estimated)
SIP FY 2023 Competition At A Glance

•No 84.031F.

•Cooperative Arrangement Development Grants (Coops) 

will be awarded in FY 2023.

•One Competitive Preference Priority (max. 6 points).

•One Invitational Priority (no points).

•Changes to point values of certain criteria.

•Maximum possible points: 106.

•Maximum recommended pages: 50—Individual, 65—

Coops. 

•Maximum award amount: $450,000 (Ind.); $550,000 

(Coop).

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only.
Which Institutions are Eligible to Apply?

•An eligible institution of higher education. 

•An institution of higher education that does not currently 

have another Title III, Part A, a Title III, Part B (HBCU) or a 

Title V (HSI) grant. 

If you have...you are eligible to 

apply

If you have...you are NOT eligible to 

apply

Title V, Part B—PPOHA 84.031M Title III, Part A—SIP 84.031A or 84.031F

PBI Competitive—84.382A HBCU—84.031B 

PBI Master’s—84.382D HSI—84.031S

AANAPISI Part F—84.382B AANAPISI Part A—84.031L

NASNTI Part F—84.382C NASNTI Part A—84.031X

ANNH Part F—84.031R, 84.031V ANNH Part A—84.031N or 84.031W

MSEIP—84.120A TCCU—84.031T

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Which Institutions are Eligible to Apply? Cont.

•Caveat: if your Title V or other Title III, Part A grant ends this 

September, you may apply for a SIP grant. 

•This does not apply to those with a SIP grant—84.031A or 

84.031F. 

•Two-year wait-out period—Per Section 313(d) of the Higher 

Education Act of 1965, as amended:

• (d) Wait-Out Period.—Each eligible institution that received 

a grant under this part for a 5-year period shall not be 

eligible to receive an additional grant under this part until 2 

years after the date on which the 5-year grant period 

terminates. 

o If your grant ended 9/30/2021 or ends 9/30/2023, you will be able 

to re-apply in 2025 for the grant year that begins on 10/01/2025.

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SIP: Type of Grant Awards

INDIVIDUAL 

DEVELOPMENT GRANTS

Estimated Range of Awards: 

$400,000-$450,000

Estimated Number of 

Awards: 70

Page limit (rec.): 50 pages

COOPERATIVE ARRANGEMENT 

DEVELOPMENT GRANTS

Estimated Range of Awards: 

$500,000-$550,000

Estimated Number of 

Awards: 10

Page limit (rec.): 65 pages

The Department is not bound by any estimates in the Notice 

Inviting Applications (NIA).

• Both Individual and Cooperative Arrangement Development 

Grants (coops) are 5 years in duration. 

• Institutions can be awarded an individual grant and a 

cooperative grant in the same fiscal year. 

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Cooperative Arrangement Development 

Grant

•A Cooperative grant is when two or more institutions 

work together to solve common problem. 

•The lead institution must be an eligible institution 

and is the fiscal agent for the group. 

•When does a Cooperative grant make sense? 

 Solid evidence shows that a particular problem would best be 

solved between two or more institutions rather than one. 

 The partners would benefit equitably and both partners have a 

clear rationale and a well-defined role.

 The arrangement would enhance the effectiveness and impact 

of the activities.

 The project would reduce costs by eliminating duplication.

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Cooperative Arrangement Grants: 

Common Problems

1. Increased probability of flaws in the project 

design.

2. Expressing common problems & solutions 

in the proposal.

3. Communication & management.

4. Sharing resources and information (data).

5. Clarifying expectations.

6. Multi-institution coordination and 

cooperation.

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Competitive Preference Priority

Increasing Postsecondary Education Access, Affordability, 

Completion, and Post-Enrollment Success (up to 6 points).

Priority: Projects that are designed to increase postsecondary access, 

affordability, completion, and post-enrollment success for underserved 

students by addressing one or more of the following priority areas: 

(a) Establishing a system of high-quality data collection and analysis, such 

as data on persistence, retention, completion, and post-college 

outcomes, for transparency, accountability, and institutional 

improvement. (up to 2 points)

(b) Supporting the development and implementation of student success 

programs that integrate multiple comprehensive and evidence-based 

services or initiatives, such as academic advising, structured/guided 

pathways, career services, credit-bearing academic undergraduate 

courses focused on career, and access to technological devices. (up to 2 

points) 

(c) Supporting the development and implementation of high-quality and 

accessible learning opportunities, including learning opportunities that 

are accelerated or hybrid online; credit-bearing; work-based; and 

flexible for working students. (up to 2 points) 
Invitational Priority

Projects that propose to implement activities 

that promote postsecondary completion for 

students who are no longer enrolled because 

of challenges they faced during the COVID–19 

pandemic or who stopped attending for other 

reasons. 

Institutions may opt to supplement or expand 

evidence-based and data-driven activities to 

support retention and completion.

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There are no points associated with invitational priorities. 
Priorities

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• For both priorities: applicants must attach a 

narrative identifying the specific component(s) in 

the proposed project and how it meets the CPP 

or the IP. 

 CPP—3 additional pages

 IP—2 additional pages

• Reviewers will assess and score priorities. Points 

awarded depend on how well each priority was 

addressed. 

• The narrative(s) should be attached to Project 

Narrative Attachment Form in Grants.gov. 
Priorities Cont. 

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• The tables below illustrate the additional points and pages 

you have depending on which type of grant you apply for.

Individual Development Grants (50 pages): 

Cooperative Arrangement Development Grants (65 pages): 

Priority Addressed Extra Points Extra Pages Total Points Total Pages

Competitive 

Preference Priority

6 3 106 53

Invitational Priority 0 2 100 52

Both Priorities 6 5 106 55

Priority Addressed Extra Points Extra Pages Total Points Total Pages

Competitive 

Preference Priority

6 3 106 68

Invitational Priority 0 2 100 67

Both Priorities 6 5 106 70
Correction

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Text in tables, charts, graphs, titles, 

headings, footnotes, captions, etc. CAN

be single spaced.
CRITERIA

CHALLENGES

GOALS

WORKING TOWARD 

GOALS

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GPRA Performance Measures

•GPRA—Government Performance and Results Act. Now 

GPRAMA, GPRA Modernization Act.

•Measures the effectiveness of federal programs.

•SIP performance indicators are: 

 Percentage change, over the five-year period, of full-time degree-seeking 

undergraduates enrolled at SIP institutions.

 Percentage of first-time, full-time degree-seeking undergraduate students 

at 4- or 2-year SIP institutions who persist from their first year.

 Percentage of first-time, full-time degree-seeking undergraduates at 4-

year institutions that graduate within six years of enrollment or, for 2-year 

institutions, that graduate within three years of enrollment. 

 The cost per successful program outcome: federal cost per undergraduate 

and graduate degree at SIP institutions.

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Selection 

Criteria

Criterion Points:

84.031A

Comprehensive Development 

Plan (CDP)

20

Quality of Project 

Design/Logic Model

15

Activity Objectives 16

Implementation Strategy 15

Key Personnel 8

Project Management 10

Evaluation Plan 10

Budget 6

Total Possible Points 100

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guide. This webinar provides technical assistance only.
The application must indicate that the institution will 

create efforts to address challenges identified in its 

Comprehensive Development Plan (CDP). 

The CDP:

 designs specific strategies

 describes how it will implement one or more 

activities

 proposes activities that are not necessarily related 

to each other 

 specifies each activity’s expected outputs and 

outcomes 

Comprehensive Development Plan (CDP)

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CDP (cont.)

• Analyzes institutional strengths, weaknesses, and 

challenges; involves the institution’s major 

constituencies.

• This is analogous to the IHE’s self-study for 

institutional accreditation:

 goals/outcomes are realistic, well thought-out, 

 are measurable and contribute to the institution’s 

growth and self-sufficiency 

 provide a clear plan for institutionalization of project 

achievements 

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The application must indicate that the institution will 

create efforts to address challenges identified in its 

Comprehensive Development Plan (CDP). The CDP:

• describes the institutional challenges and strengths; 

• designs specific, institution-wide strategies leveraging strengths;

• describes how it will implement one or more solutions to tackle 

the institution-wide problems (e.g. low retention, etc.);

• proposes solutions that are not necessarily related to each 

other but are related to the weaknesses cited; 

• specifies each solution’s expected outcomes; and 

• addresses how the proposed solutions will be absorbed into 

the fabric of the institution. 

CDP (cont.)

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Institutionalization

Description of institutionalization plans makes your 

application more competitive. 

Commitment to institutionalization reflects:

• commitment of institutional resources that 

accompany Title III funds, and

• the plan for sustaining the project after grant funds 

end.

Increased revenue from expected increase in 

retention/enrollment is not an institutionalization 

plan. 

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Logic Models/Project Design

Logic models are now a regular part of the selection 

criteria for SIP. 

(b) Quality of the Project Design (15 points max.)

The Secretary considers the quality of the design of the proposed 

project. In determining the quality of the design of the proposed 

project, the Secretary considers the extent to which the proposed 

project demonstrates a rationale (as defined in this notice).

• Demonstrates a rationale means a key project component 

included in the project's logic model is informed by research or 

evaluation findings that suggest the project component is likely 

to improve relevant outcomes.

• Logic model (also referred to as theory of action) means a 

framework that identifies key project components of the 

proposed project (i.e., the active “ingredients” that are 

hypothesized to be critical to achieving the relevant outcomes) 

and describes the theoretical and operational relationships 

among the key project components and relevant outcomes.
Logic Models Cont.

• Project component means an activity, strategy, intervention, 

process, product, practice, or policy included in a project. 

Evidence may pertain to an individual project component or to a 

combination of project components (e.g., training teachers on 

instructional practices for English learners and follow-on coaching 

for these teachers).

• Relevant outcome means the student outcome(s) or other 

outcome(s) the key project component is designed to improve, 

consistent with the specific goals of the program.

• Think of a logic model as a visual representation of the 

assumptions and theory of actions of your program. When 

logical relationships are built on theory and evidence, you 

can explore outputs, outcomes, and impact. These logical 

relationships are built into the program or service and you 

can more effectively evaluate the program and assess the 

outcomes and impact.
Sample Logic Model

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Sample Logic Model Cont. 

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Evidence that demonstrates a rationale includes research or 

evaluation findings from one or more studies indicating that a 

project component [the intervention or treatment] is likely to 

improve a student outcome or other relevant outcome. Such 

evidence could include favorable findings from:

• an experimental study,

• a quasi-experimental design study,

• a correlational study with statistical controls for selection 

bias, or

• some other research study or evaluation.

The findings in question need to be positive [favorable] but do not

need to be statistically significant. 

Studies that Can Demonstrate a Rationale

Source: EDGAR, 34 CFR 77.1

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Activity Objectives 

Quality of Activity Objectives 

•objectives are realistic and defined in terms of 

measurable results 

•objectives are directly related to problems and 

goals identified in the CDP

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Activities

•Grant Activities – The intended development, 

implementation, or restructuring of project, 

programs, or services. 

•Grant activities may have multiple interconnected 

objectives designed to increase the success of 

projects, programs, and services. 

Increase Student Success via Student 

Supplemental Instruction Programs

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Objectives

•Objective – The plan to affect change within an 

activity. Applicants develop objectives within their 

grant applications with the goal to achieve change 

within the institution. 

•There may be multiple project objectives for each 

grant activity. 

Increase Student Success Via Student Supplemental 

Instruction Programs

• Increase the number of students eligible for admission 

to the X Program by 10% by May 31, 2020 

• Increase the number of students eligible for admission 

to the X Program – Level II by 10% by May 31, 2020

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Performance Indicators/ Measures

Performance Measure – Any quantitative indicator, 

statistic, or metric used to gauge GPRA, project, or 

performance. 

 There may be multiple performance measures associated with 

each project objective. 

Increase Student Success via Student Supplemental Instruction 

Programs

Increase the number of students eligible for admission to the X 

Program by 10% by May 31, 2020

Increase the number of students eligible for admission to the X 

Program – Level II by 10% by May 31, 2020 

Number of students passing Course 101 will increase from 50 to 75 by 12/2019

Number of students eligible for TEST X will increase from 40 to 55 by 3/2020 

Number of students passing Course 101 will increase from 10 to 12 in 12/2019

Number of students eligible for TEST X2 will increase from 20 to 25 by 3/2020

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Activities: All Components

Grant Activity - Decrease the time through Supplemental 

Instruction (non-credit) Courses into introductory college-level 

Math and English; baseline of 1.5 years of non-credit course 

work. 

Objectives & Performance Measures

I. Conduct a 6-week Summer Bridge Program (SBP) that enrolls 100 

students by 9/30/20 XX

1. 60% of students who complete all 4 weeks will test at least one level higher in English 

2. 45% of students who complete all 4 weeks will test at least one level higher in Math 

3. 65% of SBP 2021 enrollees will register and enroll in Fall 2021 courses 

4. 40% of SBP 2021 enrollees will register and enroll in Spring 2022 courses 

II. Conduct a three-week Winter Bridge Program (WBP) that enrolls 30 

students by 9/30/20 XX

1. 40% of students who complete all 4 weeks will test at least one level higher in English 

2. 25% of students who complete all 4 weeks will test at least one level higher in Math 

3. 65% of WBP enrollees will register and enroll in Spring 2022 courses 

4. 40% of WBP enrollees will register and enroll in Fall 2022 courses

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Implementation Strategy

Quality of Implementation Strategy

•strategy or strategies is/are comprehensive;

•rationale for the implementation strategy is clear 

and supported by research;

•activity timetables are realistic and have all the 

responsible personnel.

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Key Personnel

Quality of key personnel 

•Is the past experience and training of key 

personnel directly related to the activities in 

the grant? 

•Is the time commitment of key personnel 

realistic?

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Project Management Plan

Quality of Project Management Plan

Management procedures:

• should ensure effective and efficient project implementation 

Management authority: 

• are key personnel afforded sufficient authority to conduct the 

project effectively including access to the president or CEO? 

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Project Management Plan

•Management will support implementation, 

activities, and evaluation. Therefore: 

– Specify what project administrators are responsible 

for and

– Provide an organizational chart

Please make sure that there is a direct link 

between the Project Director and the 

President/Senior Administrators to avoid the 

project getting mired in institutional politics.

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Evaluation Plan

Quality of Evaluation Plan

•Data elements/data collection procedures:

 Appropriate for the activities?

 Clearly described?

•Data analysis procedures:

 Clearly described?

 Provide formative and summative results

Your project evaluation:

1. establishes baseline data

2. quantifies when possible

3. provides formative data to measure progress

4. reflects timely progress 

5. identifies progress for outcomes and goals for each year
Budget

There is one budget narrative space in a SIP 

application, and that is your response to the budget 

selection criterion. 

This is where you: 

• provide a detailed budget narrative for each 

budget year (5 total). 

• Ensure your proposed budget is: 

 necessary, and

 reasonable in relation to the proposed 

activities

The 524B Form is the general, five-year budget for 

the grant.

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Endowment Funds

•You may assign as much as 20% of that year’s grant 

funds to the Endowment Fund.

•Endowments must match (cost-share) federal funds 

dollar-for-dollar.

•You must invest both grant and matching funds for 20 

years.

•Up to 1⁄2 of the interest may be spent during the 20 

years.

•Those interest funds may be used for scholarships.

•Real estate cannot be used to match endowment funds. 
Describing Endowment In the Application

•If you propose an Endowment provide the following 

information: 

o Name and title of:

 the individual who will manage the endowment, and

 the individual(s) who will raise funds for the endowment.

o The mechanism used for endowment management, 

endowment investment, proposed endowment 

fundraising plans and annual goals. 

o Documentation of the applicant’s ability to create 

and sustain/manage an endowment. 

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ALLOWABLE AND 

UNALLOWABLE 

ACTIVITIES
Allowable and Unallowable Activities

Allowable and unallowable activities are listed in the 

application booklet under Authorizing Legislation 

and on our website under Laws, Regs & Guidance. 

•HEA Sections 311(c); 316(c); and Section 317(c) 

•Regulations: 34 CFR 607.10 (Title III, Part A 

Programs)

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Allowable Activities (cont.)

In general, any activity that meets the program purpose 

and contributes to the purpose of implementing the Title 

III Program:

•Purchase, rental, or lease of scientific or laboratory equipment for 

educational purposes, including instructional and research purposes.

•Construction, maintenance, renovation, and improvement of 

classrooms, libraries, laboratories, and other instructional facilities, 

including the integration of computer technology into institutional 

facilities that allows grantees to produce or design smart buildings. 

•Support of faculty exchanges, faculty development, and faculty 

fellowships to assist in attaining advanced degrees in their field of 

instruction.

•Development and improvement of academic programs. 

•Tutoring, counseling, and student service programs designed to 

improve academic success. 
Unallowable Activities

Advertising & public relations 

costs.

Purchase of standard office 

equipment.

Services to high school 

students.

Indirect costs.

Activities that are operational in 

nature rather than 

developmental.

 Executive lobbying costs.

Activities that are not included 

in the approved application.

Cost of organized fundraising.

Payment of any portion of the 

salary of a college/university 

official who has campus-wide 

responsibility.

Activities or services that relate 

to sectarian instruction or 

religious worship.

Developing or improving nondegree or non-credit courses 

other than basic skills 

development courses.

Developing or improving 

community-based or 

community services programs.

In general, an activity that does not enhance the development 

of the institution:

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Common Challenges

• Unsubstantiated statements.

• Inconsistencies between the narrative and the budget.

• Not addressing all components within any single 

criterion.

• Note each sub-criterion. Address each one separately.

• Do not assume that the readers can read between 

the lines of your proposal. Provide detailed, 

comprehensive material.

• Grammar/Spelling.

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APPLICATION

SUBMISSION

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2023 Application

Electronic submission is required via: 

www.Grants.gov

By:

11:59:59 PM Eastern

Please note that the system does not shutdown, it 

will merely mark your application as late. If you 

submit your application after the deadline, your 

application will not be read.

In order to avoid missing the deadline, you may 

want to submit your application early.

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SIP Program Profile

•Includes tie-breaker information —very important, 

especially if the Program funds down the slate the 

following year.. 

•Applicants will re-create the form in the 

application, completing all the information. 

•It should be attached to the Project Narrative 

Attachment Form. 

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Final Preparation

•Make sure you:

Provide complete and correct contact information 

for a person knowledgeable about your 

institution’s application on the cover page

– Name

– Phone number with extension 

– Fax number

– Email address

Ensure the mandatory assurances and certificates 

been submitted.

Ensure you attach a statement addressing GEPA.

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Call for Peer Reviewers

Those interested in reading for any other programs having 

competitions in FY 2023: 

DHSI 

MSEIP 

ANNH-Part A

AANAPISI-Part A

NASNTI-Part A

Various FIPSE Programs

You must register or (if already registered) update your 

information in G5 at: www.g5.gov. 

Check out the following training, to see the general 

requirements of being a reviewer: Introduction to being an 

Effective Peer Reviewer FY22 (ed.gov)

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QUESTIONS?

THANK YOU!

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