Part 2 – Strategies and Interventions (4 points) OUTSTANDING (4 points) STRONG (3 points) ADEQUATE (2 points) MINIMAL (1–0 points) Thoroughly and convincingly describes the strategies the project will employ to address the identified needs outlined in Part 1. Provides a strong description of the strategies the project will employ to address the identified needs outlined in Part 1. Adequately describes the evidence-based strategies the project will employ to address the identified needs outlined in Part 1. Minimally describes the strategies the project will employ to address the identified needs outlined in Part 1. Thoroughly and convincingly describes the evidence used to support the selected strategies. An appendix is included in the application that lists all scientifically-based research references used in developing the proposal but not specifically cited in the Project Description, if applicable. Provides a strong description of the evidence used to support the selected strategies. An appendix is included in the application that lists some of the research references used in developing the proposal but not specifically cited in the Project Description, if applicable. Adequately describes the evidence used to support the selected strategies. An appendix is included in the application that lists a few of the research references used in developing the proposal but not specifically cited in the Project Description, if applicable. Minimally describes the evidence used to support the selected strategies. If professional learning is a component of the project, thoroughly and convincingly describes the content, pedagogy, curriculum, and teaching/learning that will impact educator knowledge and skills as they relate to the strategies identified in Part 2A and to the QPLS. If professional learning is a component of the project, provides a strong description of the content, pedagogy, curriculum, and teaching/learning that will impact educator knowledge and skills as they relate to the strategies identified in Part 2A and align to the QPLS. If professional learning is a component of the project, adequately describes the content, pedagogy, curriculum, and teaching/learning that will impact educator knowledge and skills as they relate to the strategies identified in Part 2A and to the QPLS. If professional learning is a component of the project, minimally describes the content, pedagogy, curriculum, and teaching/learning that will impact educator knowledge and skills as they relate to the strategies identified in Part 2A and align to the QPLS.
Provides thorough and convincing identification of the allowable and appropriate project expenses to support the activities of the 2018 SSAE IVA Proposed Budget Summary (Form D) for the project’s performance period from January 1, 2019, through September 30, 2019. Clearly identifies the allowable and appropriate project expenses to support the activities of the 2018 SSAE IVA Proposed Budget Summary (Form D) for the project’s performance period from January 1, 2019, through September 30, 2019. Adequately identifies the allowable and appropriate project expenses to support the activities of the 2018 SSAE IVA Proposed Budget Summary (Form D) for the project’s performance period from January 1, 2019, through September 30, 2019. Minimally identifies the allowable and appropriate project expenses to support the activities of the 2018 SSAE IVA Proposed Budget Summary (Form D) for the project’s performance period from January 1, 2019, through September 30, 2019. Provides thorough and clear budget narrative (Form E), describing each line item on Form D and how each proposed cost is necessary and reasonable in terms of project activities, benefits to participants, and project outcomes. Provides a clear budget narrative (Form E), describing each line item on Form D and how each proposed cost is necessary and reasonable in terms of project activities, benefits to participants, and project outcomes. Provides an adequate narrative (Form E), describing each line item on Form D and how each proposed cost is necessary and reasonable in terms of project activities, benefits to participants, and project outcomes. Provides a marginal narrative (Form E), describing each line item on Form D and how each proposed cost is necessary and reasonable in terms of project activities, benefits to participants, and project outcomes. Priority Points If the applicant is requesting priority points for either 1 and/or 2 of the priority the project description must integrate the appropriate strategies into Parts 1 through 7. Applicants can also receive one additional priority point for ensuring that a school receiving Differentiated Assistance is a full participant in the proposed project. Priority 1 Enhance visual and performing arts education. OUTSTANDING (4 points) STRONG (3 points) ADEQUATE (2 points) MINIMAL (1–0 points)
Context (Part 1) thoroughly and clearly provides the need to enhance visual and performing arts education locally and regionally. Strategies and activities are thoroughly integrated throughout the application materials. Context (Part 1) sufficiently provides the need to enhance visual and performing arts education locally and regionally. Strategies and activities are sufficiently integrated throughout the application materials. Context (Part 1) adequately provides the need to enhance visual and performing arts education locally and regionally. Strategies and activities are adequately integrated throughout the application materials. Context (Part 1) minimally provides the need to enhance visual and performing arts education locally and regionally. Strategies and activities are minimally integrated throughout the application materials. Priority 2 Will utilize funds as part of a comprehensive strategy to expand access to physical and mental health care, including dental and vision care, in schools by supporting the planning, establishing, updating, or the expanding of school health centers, including, but not limited to, mobile school health centers, as defined in Section 124174 of the Health and Safety Code, except that no funds shall be used for the purpose of construction, renovation, or repair of any school facility. OUTSTANDING (4 points) STRONG (3 points) ADEQUATE (2 points) MINIMAL (1–0 points) Context (Part 1) thoroughly and clearly provides the need to expand local and regional efforts to support physical and mental health care, including dental and vision care, in schools by supporting the planning, establishing, updating, or the expanding of school health centers, including, but not limited to, mobile school health centers. Context (Part 1) sufficiently provides the need to expand local and regional efforts to support physical and mental health care, including dental and vision care, in schools by supporting the planning, establishing, updating, or the expanding of school health centers, including, but not limited to, mobile school health centers. Context (Part 1) adequately provides the need to expand local and regional efforts to support physical and mental health care, including dental and vision care, in schools by supporting the planning, establishing, updating, or the expanding of school health centers, including, but not limited to, mobile school health centers. Context (Part 1) minimally provides the need to expand and regional efforts to support physical and mental health care, including dental and vision care, in schools by supporting the planning, establishing, updating, or the expanding of school health centers, including, but not limited to, mobile school health centers. Differentiated Assistance LEA Yes: 1 point No: 0 points