REQUEST FOR APPLICATION NEW SKILLS FOR GRANT Cohort I Deadline 4:00 PM (EDT) May 15, 2017 (Applications received after 4:00 PM(EDT) will NOT be reviewed) Issued By Kentucky Department of Education Office of Career and Technical Education All Questions To: Kentucky Department of Education Procurement Branch (Questions will only be accepted via email) Deadline: 12:00 Noon (EDT) May 1, 2017 Submit Applications to: (only electronic applications will be accepted) In order for an application to be reviewed, the applicant: Shall meet the submission deadline. Shall include application components as described on page 6. Shall follow formatting requirements as described on page 7. New Skills For Youth Grant Cohort I Deadline – May 15, 2017 4:00 PM (EDT) Introduction
___________________________________________ Name of Applicant Instructions: Use this form to provide a detailed, itemized explanation of expenditures for the New Skills For Youth Grant Cohort I. Successful approval of budget is pending further review by the Kentucky Department of Education. Cost Category Grant Amount (NSFY funds) Team Planning Lead Salary/Fringe* Travel (visit Career Academies**, planning meetings, professional learning, other) Marketing/Communication Fees-associated with development of regional career academy plan Expenses specific to the planning grant (provide detailed explanation) TOTAL *Up to $30,000 for Team Planning Lead Salary/Fringe **Up to $10,000 for visits to Career Academies Assurances for New Skills For Youth Grant Cohort I If application is funded, cohort assures work within the NSFY Timelines and Deliverables will be met: NSFY Timelines and Deliverables DATE DELIVERABLE August 15, 2017 Each cohort has attended informational session provided by KDE. Attendees should include school district superintendent, finance officer, high school principal and guidance
NSFY Scoring Rubric Section Point Range Excellent – Very Good Good - Fair Poor - Inadequate 1) Support 0-25 School districts, postsecondary partners and operated area technical centers and/or locally operated centers are clearly identified. The narrative provides detailed information on the involvement of each partner in the planning process. There is strong evidence, which includes data, provided supporting the need for transitioning to a regional academy. is strong evidence the planning team is focused on increased access for students. Points: 25 - 18 School districts, postsecondary partners and state operated area technical centers and/or locally operated centers are clearly identified. The narrative lacks specificity on the involvement of each partner in the planning process or fails to address all identified partners. There is some evidence provided supporting the need for transitioning to a regional academy. Evidence lacks supporting data. There is some evidence the planning team will focus on increased access for students. Points: 17 - 8 School districts, postsecondary partners and operated area technical centers and/or locally operated centers are not clearly identified. The narrative lacks explanation on the involvement of each partner in the planning process or fails to address all identified partners. There is little or no evidence provided supporting the need for transitioning to a regional academy. No evidence of ways to increase access for students. Points: 7 - 0 2) Employer Driven Process 0-25 Two letters of commitment per identified high demand industry sector are included. Detailed explanation of each industry partner’s role in the planning. A detailed explanation of how industry partners will be used in the validation process of market information. Two letters of commitment per identified high demand industry sector are included. Insufficient or unclear explanation of each industry partner’s role in the planning. Limited or unclear explanation of how industry partners will be used in the validation process of labor market information. Less than two letters of commitment per identified high demand industry sector are included. Letter of commitment are not aligned to the identified industry sectors. No explanation of how industry partners will be used in the
Points: 25 - 18 Points: 17 - 8 validation process of market information. Points: 7 - 0 3) Program of Studies and Career Pathway Options 0-10 Detailed explanation of how business and industry and postsecondary partners are used to evaluate current career pathway options and how they are determined for students. Detailed explanation of the process business and industry and postsecondary partners will use to determine future career pathway options and how they will be determined. and reliable data supporting future career pathway options is provided. Points: 10 – 7 Limited explanation of how business and industry and postsecondary partners are used to evaluate current career pathway options and how they are determined for students. Limited explanation of the process business and industry and postsecondary partners will use to determine future career pathway options and how they will be determined for students. Limited data supporting future career pathway options is provided. Points: 6 – 4 Unclear explanation of how business and industry and postsecondary partners are used to evaluate current career pathway options and how they are determined for students. Unclear explanation of the process business and industry and postsecondary partners will use to determine future career pathway options and how they will be determined for students. No data supporting future career pathway options is provided. Points: 3 – 0 4) Opportunities for Student Achievement 0-10 Provides clear data for all 6 data points. Points: 10 - 7 Provides data for 4 of the 6 data points. Points: 6 - 4 Provides data for 3 or less of the 6 data points. Points: 3 - 0 5) Regional Career Academy 0-25 Workforce needs of the region are clearly identified and supported by data. Detailed narrative of how a regional career academy could address the needs. Clearly identified barriers to creating and maintaining a regional career academy. Workforce of the region are identified but not supported by data. Limited narrative of how a regional career academy could address the needs. Limited explanation of barriers to creating and maintaining a regional career academy. Workforce needs of the region are unclear and/or not supported by data. Lacks or unclear narrative of how a regional career academy could address the needs.