Project HOPE Project RFA

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					                    RFA SPECIFICATION FOR NEW GRANT AWARD


RFA Specification Number              06- 0123
and Title:                            Health Occupation Preparation and Education Program
                                      (HOPE)
Program Division:                     Economic Development and Workforce Preparation Division
Division Vice Chancellor:             Jose Millan
Program Contact Person:               Barbara Whitney
Funding Performance Period:           June 1, 2007 through June 30, 2008
Length of Grant:                      Five years
Funding Category:                     Career Technical Education/Economic Development Pathways
Award Amount:                         $333,000 for the first year $275,000 each year thereafter
Total Amount Available:               $1,000,000
Number of Awards:                     Three (additional awards may be made in subsequent year
                                      dependent on availability of funds)

I.     INTRODUCTION

This Request for Applications Specification is to develop a comprehensive student support
program to promote and retain prospective nursing and allied health students. A variety of
expansion and retention programs are currently underway to address a national and state
identified shortage in nursing and allied health professions. The intent of this project is to pilot
test a community college-based student learning community whose purpose is to provide a
supportive and nurturing environment for students interested in pursuing community college
allied health programs across the spectrum of potential career preparation areas. Currently,
nursing enrollments and retention have received strong support from the state. Nursing program
directors report that Associate Degree Nursing programs in the community colleges are largely
impacted necessitating prolonged waits for students to enter nursing programs. A primary focus
of the Health Occupations Preparation and Education (HOPE) Project is to broaden the horizons
of students regarding opportunities for careers in other health occupation programs that are both
equally rewarding and also in short supply.

A second focus for the HOPE Project is to provide ongoing support services and a learning
community for students currently enrolled in nursing and allied health programs. Community
college nursing directors, and statistics available from the California Board of Registered
Nursing, indicate that significant attrition continues to exist. The HOPE Project would serve to
bring services aimed at addressing student attrition to bear on students who are participating in
the project.

A third focus for the HOPE Project is to identify and align community college partnering high
school students with career exploration and authentic early preparation for the rigors of
community college programs leading to careers in health care. The HOPE Project would reach
out to partnering high schools to interest students in the wide variety of potential career
opportunities available in health care and assist the high schools in the development and
mentoring of prospective community college health occupations students with authentic
preparation for success in health careers.



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The intent of these funds is to introduce students to a wide variety of health occupation programs
and to promote success within the program that they choose.

Eligible applicants for these funds include community colleges and or districts that have, at a
minimum, an Associate Degree Nursing Program leading to licensure as a Registered Nurse and
one additional Associate Degree Program leading to licensure or certification in a specific health
occupation such as Dental Hygiene, Respiratory Therapy, Radiology Technician, etc. Other
health occupation programs that do not lead to an associate degree will be considered on an
individual basis. These programs must be of a significant size and scope to lead to permanent
positions that pay a family-sustaining wage, within the health care industry. An allied health
program to be considered for these funds should consist of more than 20 units. Once the
requirement for associate degree programs are met, all health occupation students may be
included as recipients of services.

A Letter of Intent to Apply is due February 22, 2007. See Appendix B for the form.

II.    LEGAL TERMS AND CONDITIONS

The grant agreement for funded projects will include this RFA specification, grant application,
all forms, and the Legal Terms and Conditions contained in Articles I and II (see Appendix A of
the Instructions). Successful applicants must retain copies of all documents for future reference
for at least five years after the project's financial statements have been closed.

III.   ABSTRACT

Each application must include a brief abstract that simply and concisely summarizes the
project. The Abstract must not exceed the space on the front of the form. (The font should
be 11 point or larger with 1” margins.) Briefly comment on the objectives, procedures,
expected contribution, or impact and resulting services. Describe the focus of the project,
i.e., the expansion of an existing nursing program. The Abstract should stand alone as a
project description. See Appendix B for the Abstract form.


IV.    NEED                                                  (Maximum Points -- 10)

A. Purpose
Demand for well prepared healthcare workers, both in technical expertise as well as cultural
competence, continues to accelerate. As the “baby boomer” generation moves into its 5th and 6th
decades the demographics of the aging population indicate an ever-increasing need for health
care services. In a “Perfect Storm” scenario, while the population is aging, workers in the
healthcare workforce are concurrently aging and nearing retirement. The impending retirements
compound the projected shortage. Additionally, immigration patterns into California, place an
additional demand on health care providers to increase staff and give emphasis toward the goal
of a culturally competent workforce. All these factors add up to a tremendous need for health
care workers, of which the nursing shortage is only the most visible.

In addition, the shortage of nurses has resulted in higher wages as competition among the health
care facilities has increased. The attractive salaries have produced a surge of interest in nursing



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to the point where nursing education programs cannot enroll all qualified applicants. Also, not
all students are adequately prepared for the rigors of nursing or other health occupation
programs. As noted earlier in the Introduction attrition rates from nursing programs are high.
Other health occupations and education programs are experiencing shortages in applicants. A
need exists to provide career exploration and preparation for students to make informed
decisions about possible occupations and to increase their skills for success.

 B. Completion of Need Statement
Provide a narrative statement describing the need for the proposed project, using supporting data
to substantiate the need. Pertinent information may include economic and labor market data,
industry labor force needs, and local/regional education trends and programs. Describe regional
workforce and education issues that are currently not being addressed by existing efforts.

A clear Statement of Need will concisely:
1.   Describe the need for the project being addressed, the scope of the need, target group(s),
     the outcomes expected, and how the identified need is applicable to the RFA Specification.
2.   Describe how the proposed project would enhance education system linkages and career
     technical education opportunities for high school students.

V.      RESPONSE SECTION (Justification for Project)                       (Maximum Points --20)

A. The recipient of this grant will establish a comprehensive on-campus health care learning
community for prospective health career students. The overall goal of which is to identify and
support prospective health occupation students and provide them the preparation and ongoing
services to foster completion of health occupation programs at the community colleges. This
project should follow the pattern of the Mathematics Engineering and Student Achievement
(MESA) organization already active on campus for engineering students. This organization for
health care students will provide a support group and ongoing venue for like-minded students to
congregate and have their dreams and aspirations validated and supported. Students will receive
special services in a milieu of like-minded individuals who are focused on achieving success in
colleges. In concept, the program is to be developed as a comprehensive “home-room” or Center
for health occupations students. Those who indicate an interest in pursuing health occupations
will be enrolled in the program and eligible for a wide variety of special programs and services
aimed at student success. Entry into the program will commence with assessment testing and
development of an educational plan by a dedicated counselor. Remediation will be made
available as required and special preparatory programs in the sciences and math will be offered.
Students will have a physical location on campus where computers with appropriate software
and tutoring can be obtained. Students may participate in internships, volunteer services, work
experience and mentoring programs through partnerships with health education facilities.
Outreach activities will also be a focus of the program, with career fairs and high school visits
will to be offered. A variety of professionals, representative of the wide variety of health career
options available to students, will come to the campus on a monthly basis to give overviews of
their specialties to the students in the program.

A tentative list of services to be offered is included below. Although these are examples of
services, it is anticipated that the Center will be an evolving entity adapting to the requirements
for recruiting and student support as needs dictate.



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Recruiting and Interest Stimulation:

Critical to the development and maintenance of programs to address the shortage of nurses and
other health care workers is a vibrant recruitment and marketing system to ensure that sufficient
numbers of qualified students enter the pipeline for preparatory courses and are successful in
becoming strongly grounded in the pre-requisite courses leading to success in nursing and allied
health. The Center will build strategic linkages and partnerships with middle schools and feeder
high schools and organizations interested in building the health care workforce of tomorrow.
Natural linkages will include outreach to feeder high schools, especially those with targeted
health care preparatory programs such as regional health academies and magnet schools.
Efforts here will include career fairs, and multi-cultural teams (including gender-balanced teams)
to visit schools with presentations to promote nursing and allied health careers. Resources such
as those found in the California Community Colleges’ Health Care Delivery Initiative sponsored
“Student Success Kit” will be used to develop these outreach programs. Special teams of
gender-appropriate, as well as culturally diverse, composition will visit schools to make
presentations. In this way, culturally diverse as well as non-traditional students will see role
models of nurses and caregivers and be able to identify with these representatives.

In addition to reaching out to feeder high schools and middle schools to interest students and
identify potential allied health students, a natural partner for recruiting will be the local
CalWORKs and campus One-Stop Center. Many prospective students can be reached through
linkages with these existing recruitment centers. Recipients should also connect with the local
Workforce Investment Board (WIB). Other partnering agencies to be contacted include the
ethnic Black and Latina Nurses Association, as well as other appropriate community-based
organizations interested in cultural diversity and competency in health. They should be urged to
become active partners in the Project, and provide a source for both recruitment and mentors.

An annual health careers focused career fair will be a component of the program in partnership
with health care provider/industry representatives to stimulate interest in health care careers.
This activity can be modeled after previously offered “Expanding Your Horizons in Science and
Math” conferences that are held annually at many community colleges. These fairs consist of a
keynote speaker and breakout sessions with practitioners giving presentations about their work.
The exhibits will include “hands-on” experiential activities to interest middle and high school
students in the world of work. Smaller footprint monthly events consisting of career-oriented
speakers are to be invited to the campus to engage project students in a wide variety of potential
allied health careers.

Lastly, a website portal should be developed to provide a mechanism for quickly disseminating
information. A variety of marketing materials, brochures, and flyers will be developed and
distributed as required to increase student outreach and awareness of nursing and allied health
occupation information and opportunities. It is anticipated that students can become involved in
mentoring, work experience, and other types of authentic health care experiences to allow for
experiential learning in health occupation settings. The project should develop a liaison with the
campus work experience program that can assist the cCenter personnel in developing and
monitoring these types of experiences.




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Retention Strategies:

Beyond the recruitment function, the responsibility of the Center will be to foster student success
in nursing and allied health programs. Attrition is a significant problem in nursing and allied
health programs. Due to the expense of these programs, loss of students compounds their costs
and decreases the output of graduates. Clinical placement slots in nursing programs are difficult
to obtain. Loss of students through academic or other reasons diminishes the effectiveness of
nursing and allied health programs. Studies conducted by the Statewide Health Care Delivery
Initiative and a Discipline-Specific Vocational Technical Education Administration grant, have
explored student success practices and causes of student attrition. This research was used to
develop a tool on CD-ROM, the Student Success Kit. Strategies found to be effective in
addressing attrition have been made available on this product and will serve as a foundation for
interventions utilized to address attrition by the Project. Support services will include, but not be
limited to, English as a Second Language courses, particularly focused on health occupations,
special tutoring in sciences and mathematics, and special assistance with nursing and allied
health related subjects. A Case Management model will be used to serve students in the Center.
Special ongoing counseling will be available. Workshops designed to foster student success will
be offered in subjects such as test-taking, math anxiety, time management, career success,
reading, study skills, and other topics intended to assist students’ success. Attempts to secure
industry support for childcare, transportation, books, and other student-related expenses will be
made to provide non-academic support. A computer laboratory will be made available to the
Center’s students for drill and practice, special assistance classes, and computer-mediated
support services. Faculty-led workshops on nursing and allied health topics will be offered.
Special targeted tutoring will be custom designed as needed to offer students “intensive care” in
succeeding in nursing and allied health. The table below gives details of services to be delivered
through the Center.

B.      Provide a narrative statement describing how the proposed project will create a Health
Occupations Preparation and Education Program for the college. The narrative should provide a
clear description of facilities, activities and outcomes.
1.     Describe proposed methodologies and solutions that will address the identified need; and
2.     Describe the capacity of the college and its partners to successfully implement the
       project.
3.     Describe current health occupation programs available to students at the college or within
       the district. This is the opportunity to substantiate eligibility requirements for the grant.
       As stated earlier, eligible applicants for these funds include community colleges and or
       districts that have, at a minimum, an Associate Degree Nursing Program leading to
       licensure as a Registered Nurse and one additional Associate Degree Program leading to
       licensure or certification in a specific health occupation such as Dental Hygiene,
       Respiratory Therapy, Radiology Technician, etc. Other health occupation programs that
       do not lead to an associate degree will be considered on an individual basis. These
       programs must be of a significant size and scope to lead to permanent positions that pay a
       family-sustaining wage, within the health care industry. An allied health program to be
       considered for these funds should consist of more than 20 units. Once the requirement
       for associate degree programs are met, all health occupation students may be included as
       recipients of services.




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4.       Detail programs and services that will be offered to students at the college, middle school
         and high school.
5.       Describe goals of the project for the college.

VI.      WORK PLAN                                                  (Total Maximum Points -40 )

Use the form available in Appendix B to outline the sequence of objectives, procedures and
activities, measurable outcomes, timelines, and responsible persons. Develop project-specific
objectives, procedures, and activities based on the Minimum Required Objectives,
Procedures/Activities stated below. Objectives and activities should detail why your project
is unique. Timelines with target months of completion for project objectives are preferable to
specific dates.

Minimum Required Objectives, Procedures/Activities, and Measurable Outcomes

Objectives                                                    (Maximum Points – 10)

The following are the Minimum Required Objectives; others may be added to meet project
objectives. Start each objective on a new page of the Work Plan form.

      1. Develop an on-campus health preparation learning community/facility modeled after the
         MESA (Math, Engineering, and Sciences Achievement) program for prospective and
         current health occupation students.
      2. Establish an on-campus physical location to serve as the site for housing the health
         preparation learning community/facility, to include:
             a. Appropriate office space, Internet connectivity, clerical assistance and modern
                  office technology for a Program Director.
             b. A student common area for study and discussion by the students in the program
             c. A dedicated computer lab for the students in the program.
             d. The computer lab should be equipped with appropriate software sufficient to
                  provide drill and practice in math and medical terminology, as well as sciences.
             e. Access to meeting rooms with presentation equipment (for monthly professional
                  presentations by a variety of health occupations specialists.)
             f. The project will be an integral component of the existing allied health programs
                  with appropriate liaison to nursing and allied health faculty.
      3. Provide appropriate project oversight by a knowledgeable allied health professional
         dedicated to coordinating and overseeing the project on a full- time basis.
      4. Provide dedicated counselors for the students in the project to develop educational plans,
         as well as implement other success strategies through counseling and student support
         services.
      5. Link with the Work Experience coordinator to develop mentorships, internships, and
         work experience placements for students interested in health careers.
      6. Provide outreach to the campus community and surrounding high schools by
         accomplishing the following, at a minimum, along with other appropriate outreach
         activities to promote the project:
             a. Establish a Student Success/Website.
             b. Develop and disseminate marketing materials, brochures, etc.




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           c. Offer monthly meetings consisting of on-campus workshops and guest speakers
              on topics such as health occupation careers, on-campus services for student
              success, test taking, time management, note taking, and other related topics aimed
              at student success and recruiting.
           d. Establish linkages with high schools to promote health occupations.
           e. Provide an annual career-fair with partnering health care providers.

Procedures/Activities                                             (Maximum Points – 15)

The following are the Minimum Required Procedures/Activities; others may be added as
necessary to meet project objectives. Outline each of the procedures and/or activities that will be
implemented to accomplish each of the project's objectives.

   1. Hire a qualified health professional to serve as Project Director.
   2. Hire adjunct counselors to provide counseling and program planning for students served
       by the program.
   3. Establish an on-campus physical location to house the project, providing appropriate
       office technology and support to the Project Director.
   4. Establish a dedicated student common area adjacent to the Project Director’s office for
       study and discussion by the students in the program.
   5. Develop and maintain a comprehensive Program Website listing services and other
       pertinent information for students in the program.
   6. Develop and disseminate marketing materials, brochures, CD-ROM’s, Videos, Public
       Service Announcements, etc.
   7. Provide a dedicated computer lab with appropriate software to provide drill and practice
       in a variety of subjects, to include but not be limited to: Math, ESL/Allied VESL,
       sciences, and Allied Health programs.
   8. Develop dynamic Educational Plans for students in the program.
   9. Offer assessment testing and appropriate remediation to ensure student success in allied
       health programs.
   10. Provide an ongoing Case Management model for students in the program aimed at
       promoting student retention and success.
   11. Serve as a referral site for students enrolled in allied health programs identified by faculty
       as being “at risk” of failure.
   12. Establish a tutoring cadre to provide tutoring in math, sciences, ESL/Allied Health
       VESL, and appropriate subject matter related to allied health programs to promote
       student retention and success.
   13. Provide appropriate venues for monthly meetings and for ongoing tutoring sessions.
   14. Provide monthly meetings for the program students on topics to include but not be
       limited to: a variety of allied health programs/fields, test-taking, math anxiety, study
       skills, time management, and suitable topics of interest aimed at preparing and fostering
       students success.
   15. Involve the students in providing outreach to area middle schools and high schools
       promoting the on-campus program in allied health careers.
   16. Develop non-traditional recruiting teams for quarterly visits to regional middle schools
       and high schools to promote health careers
   17. Provide the necessary technology and personnel, with the necessary expertise, to develop
       and implement the project.



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18. Link with the Work Experience Coordinator on campus and with area health care
    providers to develop mentorships, internships, and work experience programs in allied
    health for program participants.
19. Offer an annual program recognition event bringing together the students, program
    coordinators, campus management and student families honoring students and
    highlighting the success of program participants.
20. Link with Regional Health Occupations Resources Centers (RHORC’s) to keep them
    updated on the activities of the project.
21. Report and disseminate successes and best practices through appropriate venues such as
    the CCCAOE, Tech Prep Conferences, the RHORC’s, the Statewide Health Occupations
    Advisory Committee, and the Economic and Workforce Development Program.
22. Report project and expenditure data to the state in a manner that is timely, thorough, and
    accurate. Progress reports are required on a quarterly basis. A Final Narrative Report and
    a Final Report of Expenditures is required annually on August 31.

    Performance Outcomes                                             (Maximum Points --15)

   A. Outcomes should clearly link to the Minimum Required Objectives, Procedures/
   Activities, and Expected Outcomes. Describe the outcomes in qualitative and
   quantitative terms.

          Examples:

          1. Objective: Participate in the San Diego Nursing Service-Education
                        Collaborative
             Outcome: Plan will be developed between college partners and San
                        Diego Collaborative to expand services to encompass
                        grantee’s region. Grantee partners and participant data
                        will be separate and distinct from other regions served by
                        the Collaborative and will have its own website.

          2. Objective: Develop new regional online nursing resource center.
             Outcome: Community colleges, the local UC and CSU and hospitals
                        will be approached to partner with grantee. Computer
                        database and web design personnel will be hired/redirected
                        to provide technical expertise for project.

          3. Objective: Provide training to nursing program staff and clinical facility
                        partners on the use of the online resource system.
             Outcome: All participants will be adept at using the online clinical
                        placement system.

   B. Reporting Requirements

       The Chancellor's Office must implement accountability measures and provide an
       annual report to the Legislature. Therefore, funded projects must report on activities
       and expenditures on at least a quarterly basis.




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           The following is a sample listing of outcomes, events, and/or projects grantees are
           expected to report:

              Number of students receiving services
              Number of new students enrolled in health occupations programs
              Curriculum developed, revised or expanded
              Number of career exploration workshops including the number of participants
              Number of students participating in internships, student competitions, and job
               shadowing
              Number of secondary students pursuing health occupations programs at
               community college after graduation from high school
              Procedures to disseminate materials and information regarding model practices
               regionally or statewide

VII.       PROJECT MANAGEMENT PLAN                                       (Maximum Points - 15)

Address the requirements for the project management plan in narrative as outlined below. This
section must clearly describe the capacity of the college to attain the desired outcomes of the
project and address how the college will make the project fully functional.

   A.    Organization:

                  Describe the capacity of the district/college participants to successfully
                   implement the project.
                  Describe the organizational management and lines of accountability of the
                   project.
                  Describe the provisions for accountability of expected results, methods of
                   accounting (including cash management) and reporting, and the process for
                   monitoring progress.
                  For activities such as curriculum development, staff development, or other
                   career focused professional matters, describe how faculty were involved in the
                   planning of and application for this project.
                  Describe the procedures in place for facilitating administration of the project,
                   such as how performance information is used to improve management and
                   outcomes of the project.

   B.    Project Director:
              Identify an individual who:
               Implements the everyday work of the project and the grant objectives.
               Develops budget expenditures and allocates resources to the project.
               Demonstrates experience and expertise in the area identified in the RFA.
               Holds final responsibility for all compliance activities related to the grant,
                  including the quality and integrity of the data reported, and quarterly reports,
                  budget details, and monitoring visitations from state officials.
               Serves as the primary contact identified for all correspondence sent from the
                  Chancellor’s Office.




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   C.    Project Staff: Describe the role of the staff involved with the project, including a
              description of their prior experience as related to the subject area of this project.
              Include an organizational chart and list of staff positions.

   D.    Advisory Group: The advisory group will be responsible for providing guidance and
             advice regarding the services of the project. Describe the role of the advisory
             group. Provide a list of members and their affiliations. The ethnic composition of
             the advisory group should reflect, to the extent possible, the ethnic diversity of the
             college.

   E.    Evaluation: Describe how this project will be evaluated.

   F.    Dissemination: Describe how the project will be promoted to the health care
              community, other colleges, students and faculty. Describe how grant materials or
              products will be distributed to other community colleges, resource libraries, or
              other organizations. Project staff is also encouraged to disseminate findings and
              work products through state and regional conferences such as the Community
              College League of California, the Academic Senate, and the California
              Community Colleges Association for Occupational Education. Documents,
              reports, materials or grant products produced from the grant are public
              documents. See Article II, paragraph 18 in Appendix A of the Instructions for
              descriptions of intellectual property rights, copyrights, and other terms.

VIII. APPLICATION BUDGET FORMS                                         (Maximum Points -- 15)
      The budget takes into consideration the entire application in terms of the RFA
      specifications, its cohesiveness, and its viability. The budget demonstrates that the
      project is realistically planned and is reasonable in scope. Technical errors in the budget
      can be changed if the project is recommended for funding, as long as the request does not
      exceed the maximum amount allowable or the amount originally requested. The
      application must follow the guidelines and procedures for the budget described in the
      Instructions.

        All applicants must complete the Application Budget Summary and the Budget Detail
        Sheet. These forms are available in Appendix B in Excel format. The district/college
        Chief Business Officer signature is required on the Application Budget Summary. Please
        use an ink color other than black for signatures. When entering dollar amounts, round off
        to the nearest dollar and do not type cents. To substantiate the Application Budget
        Summary, submit Budget Detail Sheets for each year of the project. Budget Detail
        Sheets list the cost breakdown of each budget classification amount requested.

        Funds may not be used to supplant existing funded career technical education programs.
        Program funds are to be used for direct services to the project only.

        Indirect Administrative Costs
        The indirect administrative costs (overhead) for this project cannot exceed four percent
        (4%) of the total direct costs (line 8 of the application Budget Summary). This amount
        must be subtracted before taking a percentage of the total. Use the following formula:

               Total grant - (total grant/1.04) = indirect administrative costs.


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       Example: $250,000/1.04 = $240,385 (direct costs)
       Total grant = $250,000= $240,385 (direct costs) + $9,615 (indirect)

Fiscal Year Budgets
Funding for these projects usually starts July 1 and ends June 30. It is possible for a grant
to start the performance period after July 1; the first year of these projects will start June
1, 2007. Funds must be either expended or encumbered (i.e., committed to an account
payable) by the end of each performance period as specified in the grant agreement.
Grantees must notify the Chancellor's Office if funds cannot be spent or encumbered by
the end of the performance period. An amendment to the grant may be required. If the
grantee does not notify the Chancellor's Office, unencumbered funds may be recovered.
The performance period and term of the individual grant will be on the grant agreement
face sheet signed by all of the parties to the agreement.

If the State Budget process is substantially delayed, performance timelines will be
adjusted. Funding for these projects depends on the availability of funds at the state and
federal levels. If sufficient funds are not appropriated for the program, this Grant shall
have no force and effect. In this event, the Chancellor's Office shall have no liability to
pay any funds whatsoever to Grantee or to furnish any consideration under this Grant and
Grantee shall not be obligated to perform any provisions of this Grant.

Submit separate Application Budget Summaries and Budget Detail Sheets for each fiscal
year.

Supplemental Budget Information
Complete this form detailing equipment to be purchased for this project.

Continued Funding
Funding for the subsequent years of multiple-year grants is contingent on satisfactory
performance in the prior year, availability of funds, funding priorities, and applicable
federal and state regulations. The performance period and term of the individual grant
will be on the grant agreement face sheet that is signed by all of the parties to the
agreement. Grants may be renewed for an additional four year period dependent on the
criteria as stated above.

Travel
District travel and reimbursement policies apply for Travel (Object 5000). Only travel
necessary to implement the project is allowed. List the purpose of travel and the
estimated cost. The costs of meals and transportation involved with conveying students
for the purposes of career exploration, job shadowing, etc., are eligible uses of project
funds.

It is not anticipated that there will be a significant need for out-of-state travel; however, if
the project intends to use any project funding for out-of-state travel, a detailed
explanation and justification must be provided. List any proposed out-of-state travel as a
separate line item in the budget. The project monitor must approve out-of-state travel in
advance.




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