VIEWS: 6 PAGES: 11 POSTED ON: 3/9/2010
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. 1 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 2 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. 3 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. 4 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. 5 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. 6 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. 7 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. 8 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. 9 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. 10 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. 11
"Project HOPE Project RFA"