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					California Department of Education                                        California Attorney General’s Office




 SCHOOL/LAW ENFORCEMENT PARTNERSHIP
     November 27, 2007


                          SCHOOL COMMUNITY VIOLENCE PREVENTION PROGRAM
                                    REQUEST FOR APPLICATIONS
                                   DUE DATE: FEBRUARY 22, 2008

     Dear County and District Superintendents and School Safety Coordinators:

     The California Department of Education (CDE) and the Office of the Attorney General
     (AG), through the School/Law Enforcement Partnership (S/LEP), are soliciting
     applications to fund School Community Violence Prevention (SCVP) program projects.
     The SCVP program provides grants for a maximum of $500,000 for a maximum of five
     years to school districts or county offices of education (COEs) wishing to address school
     safety and violence prevention issues identified by a broad collaborative group, including
     school staff, law enforcement, students, parents, and the community.

     The 2007-08 SCVP application has prioritized two focus areas: one is for California’s
     small rural school districts; and, the other is for significant school/community gang-related
     violence. Approximately 10 percent of the $18.7 million SCVP program funds will be
     awarded to small rural school districts that submit successful applications for quality
     projects. As a result of a recent S/LEP school safety survey of current safe school
     practitioners, the S/LEP determined that gang violence continues at a high level that
     impacts the school community. Therefore, the S/LEP will award 20 percent of the program
     funds to applicants that propose quality projects intended to reduce gang violence in the
     school community.

     Information about the application process is found in the Request for Application (RFA),
     available on the CDE Web site at http://www.cde.ca.gov/ls/ss/vp/funding.asp and
     http://www.safestate.org/grants (Outside Source). This RFA describes the SCVP program
     elements and contains instructions and attachments necessary to complete the
     application. If you are unable to download the application, you may request a hard copy
     by contacting the Crime and Violence Prevention Center at 916-324-7863, and a copy will
     be mailed to you.




    CALIFORNIA DEPARTMENT OF EDUCATION                             OFFICE OF THE ATTORNEY GENERAL
    Safe and Healthy Kids Program Office                             Crime and Violence Prevention Center
    1430 N Street, Suite 6408                                                    1300 I Street, Suite 1150
    Sacramento, CA 95814                                                          Sacramento, CA 95814
    (916) 319-0920                                                                         (916) 324-7863
November 27, 2007
Page 2


In order to apply for funding, applicants must first submit a “Request to Apply,” using the
form located in the application packet (Attachment A). In addition to this form, applicants
must submit portions of the school safety plans for each school site that will receive
services provided by the grant. The Request to Apply form and school safety plan
sections must be mailed or delivered to the California Department of Education, Safe and
Healthy Kids Program Office, 1430 N Street, Suite 6408, Sacramento, CA 95814, by
5 p.m. on or before December 14, 2007. No faxed or e-mailed forms will be accepted.
Please refer to section IV B, page 11 of the RFA for more information.

An important program feature of the SCVP program is the collaboration between schools,
local law enforcement agencies, students, parents, and the community. We recommend
that applicants contact their respective partners very early in the process to develop
collaborative relationships and agreements for future partnership.

An original application and four copies must be mailed or delivered to the California
Department of Education, Safe and Healthy Kids Program Office, 1430 N Street, Suite
6408, Sacramento, CA 95814, by 5 p.m. on or before February 22, 2008. No faxed or
e-mailed applications will be accepted.

Thank you for your interest in the SCVP program.

Sincerely,



ANTHONY MONREAL                               NANCY MATSON
Deputy Superintendent                         Director
Curriculum and Instruction Branch             Crime and Violence Prevention Center
California Department of Education            Office of the Attorney General

Attachments
SCHOOL COMMUNITY VIOLENCE
   PREVENTION PROGRAM


   Request for Applications


  Grant Term: July 1, 2008 - June 30, 2013




       Safe and Healthy Kids Program Office
        California Department of Education
             1430 N Street, Suite 6408
            Sacramento, CA 95814-5901
                    916-319-0920


           Office of the Attorney General
       Crime and Violence Prevention Center
              1300 I Street, Suite 1120
               Sacramento CA 95814
                    916-324-7863
                                                  Table of Contents
  I. Purpose ................................................................................................................... 1

  II. General Grant Information ....................................................................................... 1

           A.    Eligibility Criteria .......................................................................................... 1

           B.    Areas of Specialized Focus ......................................................................... 2

           C.    Application Elements ................................................................................... 4

 III. School Community and Violence Prevention Program Requirements ..................... 4

           A.    Operational Requirements........................................................................... 4

           B.    Personnel Requirements ............................................................................. 5

           C.    Fiscal Management Requirements .............................................................. 6

           D.    Reporting Requirements ............................................................................. 8

IV. Application Process and Instructions ..................................................................... 10

           A.    Timetable................................................................................................... 10

           B.    Qualification to Apply ................................................................................. 10

           C.    Application Technical Requirements ......................................................... 12

           D.    Assembling the Application ....................................................................... 13

 V. Application Narrative ............................................................................................. 16

           A.    Collaborative Process ............................................................................... 16

           B.    Demonstration of Need ............................................................................. 18

           C.    Proposed School Community and Violence Prevention Project Plan ........ 22

           D.    Budget ....................................................................................................... 30

VI. Reviewing and Scoring Applications ...................................................................... 35

VII. Appeals Process.................................................................................................... 36

           A.    Request to Apply Appeals ......................................................................... 36

           B.    Grant Award Appeals ................................................................................ 37
                                                                    iii.
VIII. Attachments

        A.   Request to Apply

        B.   School Community and Violence Prevention Grant Cover Sheet

        C.   Blank Uniform Management Information Reporting System Table

        D.   Blank California Healthy Kids Survey Table, Grades Seven, Nine, and Eleven

        E.   Blank California Healthy Kids Survey Table, Grade Five

        F.   Blank Resource and Strategies Matrix

        G.   Blank School Community Violence Prevention Project Plan Activities Matrix

        H.   Blank Budget Table

        I.   Scoring Rubric-School Community Violence Prevention Program Application

        J.   School Community Violence Prevention Request For Application Checklist

IX.   Appendices

        Appendix A – California Education Code sections 41510-41514

        Appendix B – Rural Local Educational Agencies with Less Than a 2,501 Student
                     Enrollment

        Appendix C – Research-based Violence Prevention Programs

        Appendix D – Science-based Programs

        Appendix E – Effective Strategies for Violence Prevention




                                             iv.
I. Purpose
  This Request for Application (RFA) solicits applications from school districts, county
  offices of education (COE), or consortia thereof for grants to operate School
  Community Violence Prevention (SCVP) projects, as authorized by California
  Education Code (EC) sections 41510 et seq. EC sections 41510-41514 established
  the school safety consolidated competitive grant program, now referred to as the
  SCVP Program. The authorizing education code can be found in Appendix A or at
  http://www.leginfo.ca.gov/calaw.html (Outside Source.

  The School/Law Enforcement Partnership (S/LEP), a joint entity of the California
  Department of Education (CDE) and the Office of the Attorney General (AG), will
  allocate approximately $18.7 million in spring 2008 to operate SCVP projects for a
  maximum of five years from July 1, 2008, through June 30, 2013. Approximately 36
  grants will be awarded.

  SCVP grants may be used for any type of school violence reduction, including, but
  not limited to, bullying prevention, gang violence prevention, improvements in
  students feeling safe at school, and general violence prevention and intervention.
  Local educational agencies (LEAs) are encouraged to submit applications for school
  sites that have been locally identified as those that have the most serious violence
  problems or are at-risk of being named as “persistently dangerous” under the
  requirements of Title IX of the No Child Left Behind (NCLB) Act of 2001.

II. General Grant Information

  S/LEP staff will post the questions and answers received in writing via e-mail only.
  Questions must be sent to Stephanie Papas, Safe and Healthy Kids Program Office
  (SHKPO) at: spapas@cde.ca.gov or fax at 916-319-0218, or to Madelyn Childs,
  Crime and Violence Prevention Center at: madelyn.childs@doj.ca.gov. Responses
  to questions received until November 30, 2007 will be posted
  December 14, 2007, at: http://www.cde.ca.gov/ls/ss/vp/funding.asp and
  http://www.safestate.org/grants (Outside Source). Questions received via e-mail will
  be answered until February 8, 2008.

     A. Eligibility Criteria

        LEAs, including school districts, COE, or consortia thereof, serving students
        in any of grades kindergarten through twelve, are eligible to apply. Each
        application is eligible to receive a maximum of $500,000 total for the site(s)
        identified in the grant application. LEAs may submit more than one
        application for projects at separate school sites, and thus receive more than
        $500,000 in one grant year.

        Charter schools funded by the Charter School Categorical Block Grant
        receive “in lieu” funding for this program in the block grant and, therefore, are
        not eligible to apply for SCVP grants. However, charter schools not funded by


                                         1
   the Categorical Block Grant are eligible to apply for SCVP funds. Potential
   applicants from charter schools should check with the charter school’s
   accounting office to determine their funding source. Private foundations and
   nonprofit organizations are not eligible to apply unless they partner with a
   school district or COE that meets the eligibility requirements and serves as
   the lead applicant agency.

   Current recipients of School Community Policing Partnership (SCPP) grants
   or services whose grant expires June 30, 2008, are eligible to apply.
   However, a school site that has previously received an SCVP grant shall not
   be eligible to receive funds from another SCVP grant until five years after the
   end of the previous SCVP grant period. At any time, an LEA may apply for
   additional SCVP grants to address school safety needs at locations other
   than the school sites for which funds were previously awarded.

   The S/LEP will only accept applications from LEAs that complete the
   Request to Apply (Attachment A) form and include the required specified
   sections of a school safety plan for each school site identified in the grant
   application. This information must be submitted to the CDE by December 14,
   2007, and is subject to approval by S/LEP staff. A description of these
   requirements is provided in section IV B of this RFA.

B. Areas of Specialized Focus

   1. Small Rural Designation

     For the 2007-08 application, approximately 10 percent of the available
     funding will be awarded to small rural districts whose applications meet the
     minimum scoring criteria identified in the competitive process (see section
     VI for more detail). The rural classification is based on the National Center
     for Education Statistics Locale Codes 6, 7, and 8 and must have an
     enrollment of less than 2,501 students.

     To be eligible for the funding for small rural school districts, the applicant
     LEA must be on the Small Rural Schools List (Appendix B), which is also
     posted on the Web site with this RFA. If an LEA believes that it should be
     on this list but is not, the applicant may call the SHKPO at 916-319-0920.

     Grant awards for small rural school districts will be subject to the same
     rules and requirements of the other school districts, as set forth in this
     application. Regardless of their school classification, each application will
     be reviewed and scored against a common standard comprised of the
     scoring rubric and the RFA.




                                   2
2. School Community Gang Issues

  For the 2007-08 application, approximately 20 percent of the available
  funding will be awarded to applications that meet the minimum scoring
  criteria identified in the competitive process (see section VI for more
  details).

  The purpose of this section is to fund LEA’s that have identified gang and
  gang violence as a significant problem and, therefore, create a high need
  for those school sites to implement projects which prevent or reduce gang
  involvement.

  These projects may include strategies that may include, but are not limited
  to, activities that address: risk factors or precursor behaviors that may
  predict future gang participation; protective factors to prevent gang
  involvement through coordinated programs of prevention and intervention;
  alternative methods to solving conflicts and responding to violence;
  positive attitudes and behaviors; self-esteem; recreational, educational and
  cultural activities; counseling; case management; safe passages to and
  from school; mentoring; and, academic development. Applicants may also
  address referral services for youth and families, support to parents and
  families, including information and services, and community mobilization.

  Applicants may involve a broad collaborative team, including members
  from a wide range of multi-disciplinary approaches that meet regularly to
  assess the effectiveness of the program, coordinate the project’s activities
  and that leverage the strengths of its individual members. The team may
  include, but is not limited to, mental health, and alcohol and other drug
  (AOD) professionals, educators, counselors, probation, law enforcement,
  community members, and mentoring agency staff.

  Preference will be given to applications that: (1) demonstrate high levels of
  youth violence, gang problems, and a population of youth most-at-risk for
  joining gangs compared to the general youth population, (2) demonstrate a
  commitment to a multi-disciplinary approach to addressing gang issues,
  (3) propose a coordinated approach to activities and strategies that are
  evidence-based and determined to be effective in addressing gang
  violence issues.

  Grant awards for districts applying for the grant designation will be subject
  to the same rules and requirements of the other applicants, as set forth in
  this RFA. Regardless of their school classification, each application will be
  reviewed and scored against a common standard comprised of the scoring
  rubric and the RFA.




                               3
    C. Application Elements

        The applications shall include the following elements:

          1. Collaborative Process. A strong collaborative process that includes
             school site staff, local law enforcement, parents, students, and
             community members and includes the collaborative group in identifying
             significant school safety needs.

          2. Demonstration of Need. A comprehensive current school safety needs
             analysis conducted by the collaborative group and a description of the
             current violence prevention efforts at the proposed sites that includes
             descriptions of other violence prevention funds being used to meet the
             identified needs.

          3. Proposed Project Plan. A plan created by the collaborative that uses
             prevention measures and effective strategies to address the identified
             unmet needs. The plan must be coordinated with existing school safety
             activities for reducing school violence throughout the school community
             and include prevention measures or a combination of prevention and
             intervention measures that address the identified need.

          4. Budget. Applications shall include a line item budget and an
             explanatory narrative. Each budget item shall be explained with a
             computation based upon the unit cost of the purchased item. The
             budget shall include funds for the required independent audits of the
             use of the funds. The budget shall also contain funds for attendance at
             training and networking conferences sponsored by the S/LEP.

III. School Community Violence Prevention Program Requirements

    A. Operational Requirements

        The legislation that authorizes the SCVP program allows for the
        implementation of a broad range of violence prevention activities. The primary
        operational requirement for any SCVP project, therefore, is that it must be
        operated in accordance with this RFA, the LEA’s grant application, and the
        regulations in effect on January 11, 2008. The current regulations are found
        at http://ccr.oal.ca.gov (Outside Source), California Code of Regulations,
        beginning with Title 5, Section 11987. Additionally, funded projects must meet
        the following requirements:

          1. Identify a project coordinator responsible for the overall coordination of
              project activities, for documenting project activities, and for providing
              required reports. The amount of staff time budgeted for the coordinator




                                       4
        position shall be justified in the grant application. The S/LEP
        recommends a .25 full-time equivalent (FTE) minimum.

     2. Administer the California Healthy Kids Survey (CHKS) on the same
        schedule as the applicant LEA (every other year) for each school site
        served by a SCVP grant.

     3. Provide an “Implementation Report” to the S/LEP within the first six
        months of project implementation. The report shall contain a detailed
        description of the planned project activities for that year.

     4. Implement a primary prevention program or a combination of a primary
         prevention program, supplemental prevention activities, and/or
         intervention activities which address the problems identified in the
         SCVP project’s needs analysis.

     5. Submit a “Grant Recipient Self-Evaluation Plan” designed to track
        process and outcome measures to determine if the grant is progressing
        as planned. This form is provided to grantees by the S/LEP.

     6. Submit quarterly invoices and budget and program modifications on
        forms provided by the S/LEP.

B. Personnel Requirements

   Personnel required for the SCVP project must be clearly identified and
   justified in the narrative and on the budget sections of the application. Project
   staff may be LEA personnel or contract staff from a partner agency and must
   provide direct services to students. Funding for administrative personnel,
   other than the project coordinator and clerical position(s), will not be funded
   through the SCVP grant.

     1. SCVP Project Coordinator

        The duties of the SCVP project coordinator may vary, and include, but
        are not limited to:

            a. Provide overall coordination of project staff and activities, as well
               as provide direct services to youth if needed to fully implement
               the SCVP project.

            b. Ensure that all project funds expended or obligated are allowable
               costs and in compliance with the approved budget.

            c. Maintain required documentation of project services, activities,
               accomplishments, and program records.



                                    5
            d. Develop and provide mandatory grant implementation and
               annual self evaluation reports, maintain and/or monitor any
               budget and project modifications, project claim invoices, and
               fiscal reports.

            e. Coordinate ongoing data collection for evaluation purposes.

            f. Facilitate ongoing collaborative meetings.

        The exact title of the SCVP project coordinator position is determined by
        the LEA. However, if a project coordinator is also providing direct
        services, the application must clearly identify the project coordinator
        duties separate from the duties of a direct service provider.

     2. Clerical Staff. The applicant may propose up to .1 FTE of a clerical
        position. The title and duties of clerical staff may vary. Details of this
        position’s duties must be clearly described in the budget narrative
        section of the application. Clerical staff time greater than .1 FTE must
        be clearly justified.

     3. Contracted Direct Service Providers. There is no time requirement for
        contracted staff who provide direct services or evaluation of the SCVP
        project. Each paid staff person must have specific duties related to
        direct services and activities clearly described in the budget narrative.

C. Fiscal Management Requirements

   Successful SCVP projects may receive a maximum of $500,000 for a
   maximum of five years. Funding in years two through five is contingent upon
   demonstrated progress in project implementation, grant administration, and
   compliance with grant reporting requirements. Successful applications will not
   automatically receive the amount of funding requested. The S/LEP reserves
   the right to review and adjust requested budget amounts prior to the final
   grant award.

   Fiscal management requirements include, but are not limited to:

     1. One-time advance. The S/LEP will allocate a one-time $50,000
        advance to grant recipients upon award of the grant. Remaining funds
        will be disbursed as reimbursements for approved project expenditures
        upon receipt of an invoice and supporting documentation from the
        LEA’s accounting office. Invoices shall be submitted quarterly.

     2. Fiscal Audit. Grant recipients shall contract for an independent audit to
        document that grant funds were used in accordance with approved



                                   6
  program requirements and terms of the grant. An independent audit
  must be submitted at the end of grant years two and four. The S/LEP
  recommends that the cost of the audit not exceed 2 percent of the
  operating budget.

3. Evaluation. The required self-evaluation process does not require an
   outside evaluator. However, grant recipients may contract for an
   evaluator to complete the required self-evaluation plan and, if so
   desired, an independent local evaluation of the program. S/LEP
   recommends that the cost of the evaluation, if applicable, not exceed
   five percent of the operating budget.

4. Training. All applicants must include travel and per diem expenses for
   attendance at training and networking conferences sponsored by the
   S/LEP. See section V D, page 31 for guidance.

5. Allowable costs. Grant funds must be used in accordance with SCVP
   regulations and as proposed in the approved application or subsequent
   budget revision(s) approved by the S/LEP.

  Funds may be used for:

      a. SCVP project coordinator position. Refer to section III B, page 6,
         Personnel Requirements.

      b. Clerical staff for the project if applicable. Refer to section III B,
         Personnel Requirements.

      c. Contracted direct service providers. Refer to section III B,
         Personnel Requirements.

      d. Associated costs related to direct services, such as:

             Training and release time.

             Services required by project staff, service providers,
              parents, and students.

             Project materials and supplies.

             Evaluation and audit contracts.

      e. Indirect cost not to exceed CDE-approved rate.




                              7
        f. Travel costs related to the project; these costs shall be
           reimbursed at rates not greater than those established in
           bargaining unit agreements to which the LEA is subject.

 6. Non-allowable costs. Funds may not be used for:

    a. Compensation or expenses of administrative personnel other than
       the project coordinator position.

    b. Facilities costs: including acquisition, rentals, leases, repairs.

    c. Utilities.

    d. Phones, both cell, landlines, and phone systems.

    e. Purchase of vehicles.

    f. Out-of-state travel.

    g. Purchase of firearms or ammunition.

 7. Budget Adjustments. Budget adjustments of $500 or 10 percent of the
    line item from which the funds are being moved may be made,
    whichever is greater. Budget adjustments of greater than 10 percent of
    the line item require advance approval from the S/LEP staff.

 8. Match Requirement. No matching funds are required.

 9. Program Transfer. This program is subject to the fund transfer
    provision as defined in EC 41500(a).

10. Record Retention. Grant recipients shall maintain accounting records
    and documentation of costs incurred during the grant award period and
    thereafter for five full years from the date of the final payment of grant
    funds. The S/LEP must be permitted to audit, review, and inspect the
    activities, documents, papers, and financial records during the term of
    the grant and for five years following final allocation of funds.

11. Final Invoice. End-of-project claims for expenditure reimbursement
    must be submitted within four months of the end of the grant period.
    There will be no grant extensions.

12. SCVP Funds. Must be used to supplement, not supplant, existing
    school safety programs.




                               8
D. Reporting Requirements

   Implementation Report. In year one only, grant recipients are required to
   submit an Implementation Report in a format provided by the S/LEP. The
   report shall contain a detailed description of planned project activities for that
   year. The detailed descriptions shall include a project implementation table
   listing, for each planned activity, the person responsible for implementation;
   the schedule of services; the number of units, hours, lessons, or services
   planned; and the number of students, family members, and/or staff to be
   served.

   Self-Evaluation Plan. The collaborative group operating the project is
   required to submit annual self-evaluation plans to the S/LEP on the progress
   of the project at the end of each fiscal year during the grant term. This annual
   self-evaluation plan contains data about the activities of the project, results of
   surveys of adult and student participants in the project, CHKS and Uniform
   Management Information and Reporting System (UMIRS) data, and
   recommendations about possible improvements to the project in future years
   based upon that data. The S/LEP will provide all survey materials and other
   tools necessary for completion of the self-evaluation plan to grantees.

   Annual Budget. In addition to the annual self-evaluation plan, the grantee
   shall provide a budget for the following year. Funding for years two through
   five of the grant project is contingent upon the S/LEP approval of each year’s
   annual report, and upon the demonstration of adequate progress of the
   project as verified by site visits or other means.




                                    9
IV. Application Process and Instructions

   A. Timetable

             DATE                                         ACTIVITY
    November 27, 2007         RFA released and posted on the AG and CDE Web sites
    December 14, 2007         Request to Apply is due to CDE office
    December 14, 2007         Questions and Answers posted at:
                              http://www.cde.ca.gov/ls/ss/vp/funding and
                              http://www.safestate.org/grants (Outside Source)
    December 28, 2007         Approval and disqualification notice(s) e-mailed for Request to
                              Apply
    December 28, 2007 –       Appeal period for Request to Apply disqualification decision. Must
    January 8, 2008           be in writing and received by January 8, 2008, by 5 p.m.
    January 18, 2008          Notice(s) mailed regarding appeal results for disqualification of
                              Request to Apply
    February 8, 2008          Final deadline to receive questions via e-mail
    February 22, 2008         Application due to the S/LE Partnership by 5 p.m. (Original
                              application with signature in blue ink of the superintendent or
                              assistant superintendent and four copies) No faxed copies
                              accepted.
    April 1 - 4, 2008         Application review and scoring
    May 2, 2008               Notice of Intent to Award Funds posted in Sacramento at (1) the
                              Attorney General’s Office (AG), 1300 I Street Lobby, and (2) at the
                              California Department of Education (CDE), 1430 N Street Lobby.
                              The list will also be posted on the AG and CDE Web sites at:
                              http://www.cde.ca.gov/ls/ss/vp/funding.asp and
                              http://www.safestate.org/grants (Outside Source).
    May 5-9, 2008             Appeal period for the proposed grant awards. Must be in writing
                              and received May 9, 2008, by 5 p.m.
    May 30, 2008              Notice(s) mailed to successful applicants
    July 1, 2008              Grant period begins.
    Note: All dates after the application deadline are approximate and may be adjusted as program
          conditions indicate without an addendum to this RFA.


   B. Qualification to Apply

       A prerequisite to receiving funds through the SCVP program is that the school
       site(s) identified in the grant must have a current, comprehensive, school safety
       plan that addresses safety concerns identified through a systematic planning
       process in accordance with EC sections 32280 through 32289. If an LEA’s
       school safety plan is integrated into any single plan developed by a school,
       parts of the integrated plan that contain school safety plan requirements may be
       submitted.



                                          10
To apply for SCVP funds, the following documents are required:

  1. Request to Apply. Each applicant LEA must submit a Request to Apply
     (Attachment A) form signed, in blue ink, by the district or county
     superintendent. The form must identify the school site(s) identified in the
     grant application as sites that will receive program funds.

  2. School Safety Plan. Each applicant must include the following sections of
     a current School Safety Plan for each of the school sites identified in the
     application:

         a. Assessment of the current status of crime committed on school
            campuses and at school-related functions (EC 32282[a][1]).

         b. Identification of strategies and programs that will provide or
            maintain a high level of school safety and address the school’s
            procedure for complying with existing laws related to school safety
            (EC 32282[a][2]).

         c. Discussion of how the safety plan contributes to providing a safe
            and orderly environment conducive to learning at the school (EC
            32282 [a][2][H]).

         d. Documentation of approval by school safety planning committee
            after March 1, 2006, (EC 32286[a]).

A small school district that has fewer than 2,501 students may develop a
district-wide comprehensive school safety plan that is applicable to each school
site. A new school site must adopt a comprehensive school safety plan within
one year of initiating operation. If the applicant LEA identifies a school site that
does not have the required school safety plan due to one of the above
described situations, the applicant must attach an explanation of this fact when
submitting a Request to Apply form.

The S/LEP must receive a “Request to Apply” and the specified School Safety
Plan sections no later than 5 p.m., Friday December 14, 2007. Forms that do
not include the required sections of the identified sites’ school safety plan will
be disqualified and will not be allowed to proceed through the application
process.




                                  11
   No faxed or e-mailed requests will be accepted. One copy with original
   signatures must be mailed or delivered to:

                         California Department of Education
                        Safe and Healthy Kids Program Office
                              1430 N Street, Suite 6408
                            Sacramento, CA 95814-5901

   Late submissions of the Request to Apply and required School Safety Plan(s)
   sections will not be reviewed nor will they progress through the application
   process. Applicants who fully comply with this requirement will be notified by
   e-mail on or before December 28, 2007, that their Request to Apply is
   approved to proceed through the application process. Applicants who do not
   fully comply with the Request to Apply requirements will also be notified by
   e-mail of disqualification by December 28, 2007. Potential applicants may
   appeal a disqualification notification, using the appeal process described in
   section VII A. During the appeal review, proposed applicants are encouraged to
   continue developing the application in the event that their appeal is successful.
   Appeals are due no later than January 8, 2008. All appeals must be faxed to:
   916-319-0218.

   Due dates for the application will not be adjusted for appellants.

C. Application Technical Requirements

   1. An original SCVP grant application and four copies must be received by the
      S/LEP no later than 5 p.m., Friday, February 22, 2008. Faxed or
      e-mailed applications will not be accepted. Late submissions of the grant
      application will not progress through the application process. Mail or deliver
      applications to:

                         California Department of Education
                        Safe and Healthy Kids Program Office
                              1430 N Street, Suite 6408
                            Sacramento, CA 95814-5901

   2. The original application shall include all original signatures in blue ink.
      Applicants must mail or deliver the original and four copies to the address
      listed above. If an LEA submits more than one application, each must
      contain all of the elements described herein. Multiple applications may be
      included in one envelope.

   3. The S/LEP staff will not notify applicants of application omissions, and will
      not accept faxed or e-mailed additions to submitted application(s).




                                     12
   4. The application must contain current letters of agreement (LOA) or
      memoranda of understanding (MOU) between the LEA and any law
      enforcement agency and/or community organization(s) that will take an
      active part in carrying out or administering the proposed project. The letter(s)
      or MOU must describe how the partner agency and/or organization(s) will
      participate in the project. A letter is considered current if dated June 1, 2007,
      or later. See section V A3 for details.

   5. Each application must be individualized and contain information that is
      specific to the school community identified in the application. Applications
      that are prepared from a template, boilerplate, or previously funded grant
      applications will receive a 15 percent reduction in their overall score.

   6. The application must be in 12-point Arial font or greater, single-spaced, with
      one-inch minimum margins. Applicants may use 10-point Arial font on tables,
      charts, or boxes. The S/LEP will screen applications that do comply with
      these requirements. If smaller font sizes or margins are used in an
      application, the S/LEP staff shall compute the number of excess characters
      added to the application as a result, and will draw a line through the extra
      characters. Application reviewers shall not be allowed to read the red-line
      characters in the application review.

   7. Applications must be submitted on standard white, 8 ½ X 11-inch paper. The
      narrative section shall not exceed 20-pages. If the narrative section exceeds
      20-pages, the S/LEP will draw a red line through the extra pages and will not
      allow application reviewers to look at those pages.

   8. Applications must be stapled or clipped together for submission. Do not use
      binders, covers, flat folders, or sleeves.

   9. Submission of an application constitutes consent to a release of information
      and waiver of the applicant’s right to privacy with regard to information
      provided in response to this RFA. Ideas and format contained in the
      application will become the property of the S/LEP.

  10. The S/LEP is not responsible for the applicant’s public or private mail
      carrier’s or courier’s performance. However, if documentation is provided
      demonstrating that the carrier failed to perform as promised, applications
      may be accepted after the due date.

D. Assembling the Application

   The various application elements must be assembled in the order listed
   below. Grant application reviewers are not obligated to search for application
   content if it is out of order. Each of the following items must be submitted for the
   application to be considered complete.



                                     13
1. Cover Sheet (Attachment B). The cover sheet must include all the
   information requested and the superintendent’s or assistant
   superintendent’s original signature in blue ink. The cover sheet contains
   a section in which small rural school districts with an enrollment of less
   than 2,501 may indicate this status. The cover sheet also contains a
   section where charter schools verify that they are not funded by the
   Categorical Block Grant, and a box to check if applying for the 20 percent
   set aside funds for gang issues.

2. Table of Contents.

3. Narrative. The application narrative must be organized in the sequence
   listed in section V A-C. The narrative must demonstrate the LEA’s ability
   to meet all qualifications, requirements, and standards set forth in this
   RFA. Grant application narratives shall not exceed 20-pages. Included
   within the 20-page narrative are the Resource and Strategies Matrix
   and the SCVP Project Plan Activities Matrix. The other application
   elements listed in this section do not count toward the 20-page limit.

4. Budget. The budget section consists of two parts: the budget table and
   the budget narrative. The budget table must be prepared in the format
   described in section V D1 and must be prepared in the format described
   in section V D2. A maximum of two-pages of narrative explanation is
   allowed. The budget table and budget narrative do not count as part of
   the 20-page maximum allowed in the application narrative.

5. LOA or MOU. Signed LOA or MOU must be provided documenting the
   agreements between the LEA and any law enforcement, collaborative
   partner, individual, or community organization and/or agency that will take
   an active part in carrying out or administering the proposed project. The
   LOA or MOU must describe how the partner agency will participate in the
   project. The scoring rubric awards higher scores to applications that
   include LOA or MOU that clearly detail roles and responsibilities, service
   levels, and number of staff involved.

6. Demonstration of Need Data. Applications must include the following
   supporting documentation for data provided in the Demonstration of
   Needs section of the narrative.

  Submit copies of:

      a. Uniform Management Information and Reporting Systems
         (UMIRS) page from the 2007-08 Consolidated Application
         (ConApp), Part I, submitted June 30, 2007, for each school site
         identified in the grant application.



                              14
      b. Pages from the LEA’s CHKS “Technical Report” for each school
         site identified in the grant application. The required pages for
         elementary school sites are those that contain tables 5.1 and 5.2.
         The required pages for secondary school sites are those that
         contain tables A5.7, A5.8, and A5.10. In a select few very large
         districts, the CHKS may not have been administered at all school
         sites. In this case, these same tables from the district-level
         “Technical Report” may be provided, but must be identified as
         district-wide data.

      c. Focus Group Priority list(s). The scoring rubric awards higher
         scores to applications using a focus group process. Lists of the
         priorities established by various collaborative groups, developed
         through a focus group. A brief description of how the two to five
         highest priorities were determined through the focus group
         process(es) must be included in the narrative. In most instances,
         the list(s) will be too long for the narrative and, therefore, must be
         provided in this section as support to data presented.

      d. Needs analysis and other supporting data. Examples include
         school and community crime statistics, discipline data, information
         about services unavailable in the community, recommendations
         from law enforcement, health department data, and truancy data .
         Data must be cited by source in the narrative or referenced to
         materials in the application.

7. General Assurances and Certification. Applicant LEAs shall download
   and print the “General Assurances,” and “Drug-Free Workplace,” forms
   from the CDE Funding Forms Web site at: http://www.cde.ca.gov/fg/fo/fm.
   The General Assurances form must not be altered or modified in any way;
   the Drug-Free Workplace form requires the original signature of the LEA
   superintendent or assistant superintendent in blue ink.

8. Other Supporting Material. Additional material, such as news clippings,
   meeting minutes, letters from concerned parents, or letters of support,
   may be included. These materials are limited to 10 pages. These
   supporting materials should not contain critical information as the
   application reviewers may only skim this material. Please remove student
   information from the documents submitted. If the outcomes of the focus
   group processes are too large to fit into the narrative, they may be
   included in this section.

9. RFA Checklist (Attachment J).




                              15
V. Application Narrative

  There are four parts to the application narrative: the Collaborative Process, the
  Demonstration of Need, the Proposed SCVP Project Plan, and the Budget. The
  application narrative must be formatted and presented in the same order as
  described in sections A through D below. The Budget Table and Budget Narrative
  section of the application, described in section V D, will immediately follow the
  20-page narrative consisting of section V A through C. It is highly advisable to
  closely review the Scoring Rubric (Attachment I) to ensure that the narrative and
  supporting documentation reflect funding criteria in the rubric. The narrative must
  contain each of the following sections:

     A. Collaborative Process (25 point maximum from each reader)

        The goal of this section is to provide a description of the collaborative process
        used to develop and administer the proposed SCVP project. The scoring
        rubric rewards applications that demonstrate that a broadly inclusive
        collaborative group reviewed data, identified local school safety needs,
        designed the proposed school safety project, and will remain involved in the
        ongoing management of the proposed project.

        It is not necessary to form a new collaborative for the purpose of this project;
        an existing collaborative or a subgroup of the same may be used as long as
        there is active involvement of the group(s). Applicants with a gang focus may
        wish to expand the membership of the collaborative to reflect greater
        expertise in the areas of gang intervention, prevention, and enforcement. The
        scoring rubric awards higher scores to applications that contain the following
        elements:

           1. Broad collaborative group. Applicants may demonstrate that a broad
              collaborative group is involved in developing and implementing the
              SCVP project by providing information such as:

                   A list of collaborative members.
                   The organizations they represent.
                   Their roles in the project for which funding is requested.

              Collaboratives may include but are not limited to school staff, law
              enforcement, students, parents, and community organizations.

              For gang designation, applications will reflect the involvement of a
              broad collaborative team, including specialists with expertise from a
              wide range of multi-disciplinary approaches. The collaborative may
              include, but is not limited to, mental health and alcohol and other drugs
              (AOD) professionals, school staff, family intervention specialists,


                                        16
  counselors, law enforcement, community agency members,
  workforce/job training staff and mentoring agency staff. The services,
  activities and strategies chosen to address gang issues through the
  focus group prioritization process will dictate the final composition of the
  collaborative team. It is recommended that applications demonstrate
  that these groups are actively involved in developing and administering
  the project.

2. Description of how the collaborative operates. Applicants may
   provide a description of the operation of the collaborative by providing
   information such as:

       Identification of the person responsible for convening meetings.

       The number of meetings held.

       The frequency of those meetings.

       The person(s) responsible for the staff work of the collaborative.

       How the decision-making process works.

       Identification of the person responsible for bringing information
        and progress reports to the collaborative throughout the grant
        period.

       A description of how students have been involved in the
        application development so far and how the collaborative will
        ensure the active participation of students and others throughout
        the five-year grant term.

3. Identification of collaborative roles. Applicants must provide LOA or
   MOU between the LEA and any law enforcement agency and/or
   community organization(s) which will take an active part in carrying out
   or administering the proposed project. The letter(s) must describe how
   the partner agency and/or organization(s) will participate in the project.

  Applicants may provide a clear description of the role of each partner by
  including in the LOA or MOU information such as:

       A description of the roles of all law enforcement agencies,
        collaborative partners, individuals, or community organizations
        and/or agencies taking an active role in implementing or
        administering the proposed project.




                             17
             Descriptions of the specific details of cooperation, roles and
              responsibilities, service levels, types of services provided and
              time periods.

             Methods used to ensure quality of service.

             Length of time the agreement will be in place. If the length of time
              is less than the full grant award, a new LOA or MOU will be
              needed prior to funds being dispersed in subsequent years.

             The amount of grant funding.

             Authorizing signatures of the grantee agency and each
              individual, organization, and/or agency providing services to the
              project.

        These LOA and MOU must be included as an attachment directly
        following the budget section of the application.

B. Demonstration of Need (25 point maximum from each reader)

   The goal of this section is twofold: 1) to describe school safety needs that are
   currently unmet, and 2) to document these unmet needs with various types of
   information. Examples of this information include statistics, focus group
   information, and anecdotal information. The documentation provided in the
   demonstration of need data described in section IV D6, page 14 of this RFA
   will support this portion of the narrative.

   This section shall contain a description of the needs analysis conducted by
   the collaborative group, including UMIRS and CHKS data about school
   safety. The scoring rubric rewards applications that clearly describe the
   school community, provide a clear description of the needs analysis process,
   and provide information on how the collaborative group identified and
   prioritized school safety needs. Applicants should refer to the scoring rubric
   for more information (Attachment I). This section of the application must
   include:

     1. School/Community Description. Applicants must provide a clear
        description of the school community, by including information such as:

            a. A description of the school/community neighborhood.

            b. The name and number of proposed site(s) to be served and the
               reason(s) for the site(s) being chosen.




                                  18
      c. The number of students enrolled at each school site, their grade
         levels, and the number of students to be directly served by the
         project at each site.

2. Focus Groups. Focus groups are an excellent way to obtain
   information about community and student priorities. The S/LEP
   recommends using focus groups for grades four and above. Focus
   groups for grades three and below are not recommended. If focus
   groups are used, applicants must provide a description of the operation
   of a focus group process by providing information such as:

       A description of the process(es) by which students, parents, and
        the community identified concerns and created school safety
        priority lists.

       One or more prioritized list(s) of unmet school safety needs
        identified by parents, community members, and students. (It is
        recommended that student focus groups be held separately from
        adult focus groups).

       The focus group information should be presented with strong and
        convincing statistical and other compelling data that provide
        evidence of high levels of youth violence, demographic data,
        socioeconomic factors and a large population of youth displaying
        risk factors and precursor behavior or a lack of protective factors
        making them most at-risk for violent behavior.

       Include strong and convincing data demonstrating that youth lack
        sufficient protective and resiliency factors that insulate them from
        negative influences. Data can include California Student Survey
        and CHKS results, expulsion/suspension information, grades,
        absences, crime statistics, and community and family factors. An
        important element in documenting the need and extent of the
        problem in the school/community is that data presented must
        demonstrate that the data must be compared in some manner to
        the general youth population to establish a rate or that the
        school/community gang issue is disproportionate compared to
        the general youth population in the local area. The focus group
        should use these data and results of a needs analysis to identify
        the school safety needs to address and to prioritize these needs.

  If school safety needs lists from focus group processes are too lengthy
  to include in the narrative, the lists may be included within the section of
  demonstration of needs data (section IV D6).




                            19
             3. UMIRS and CHKS Data. The UMIRS and CHKS data must be
                submitted for each school site to be served by the project. UMIRS
                information is submitted annually, for all school sites, and for all LEAs
                receiving categorical funds as part of the ConApp, Part I. Within the
                body of the narrative, provide site-specific UMIRS data as shown in
                Table 1.

                The CHKS is administered every other year. Applicants shall submit
                results from either the 2005-06 school year, or the 2006-07 school year.
                The CHKS Table 2 is used for data collected from students in grades
                seven, nine, eleven, and non-traditional schools, and must be reported
                by school site. Non-traditional schools are defined for the purposes of
                the CHKS as schools that are not identified in the California Basic
                Educational Data System (CBEDS) Public Schools file as: elementary,
                middle, junior high, kindergarten through twelve, or high school. Districts
                that are not COE are required to survey continuation and community
                day as non-traditional. COE are required to survey community day,
                county community, and continuation as non-traditional. The CHKS
                Table 3 is used for data collected from students in grade five, and must
                be reported by school site. Additional rows with additional CHKS data
                may be added if desired. Grade-level columns may be omitted if the
                project would not operate at a school serving that grade. If the school
                site to be served contains only grades four or below, no CHKS data is
                available, therefore, the table is not required. Other data should be used
                to support your need.

                Blank templates of these tables are included in this application
                (Attachments C, D, and E).

                                            Table 1

            UMIRS Data from spring 2007 Consolidated Application, Part I
                                                  Suspension Rate        Expulsion Rate
         Site Name           Truancy Rate          Violence/Drugs        Violence/Drugs

Site A

Site B

Site C




                                            20
                                                                    Table 2
                                              CHKS Data
                From CHKS administered during (insert month and year)
   2005-06 or
 2006-07 results              Grade 7                         Grade 9                   Grade 11                 Non-Traditional
   Question           Statewide         Site          Statewide         Site       Statewide        Site       Statewide      Site
                      Average*       Percentage       Average*       Percentage    Average*      Percentage    Average*    Percentage
% Felt very safe at
                        20%                             14%                          16%                         19%
school
% Been pushed,
shoved, hit, 2 or       27%                             20%                          13%                         17%
more times
Been afraid of
being beaten up, 2      11%                              8%                           4%                          9%
or more times
_______________       _________      __________      __________      __________   __________     __________   __________   __________
% Answering “Yes”
to “Do you               9%                              8%                           7%                         15%
consider yourself a
gang member?”
                          *The “Statewide Average” data shown in the above examples of Tables 2
                          and 3 must be included in the application’s chart. These percentages
                          represent statewide averages as measured by the CHKS.


                                                                    Table 3
                                                        Grade 5 CHKS Data
                               From CHKS administered during (insert month and year)
                                    2005-06 or
                                  2006-07 results                             Grade 5
                                                         Statewide                     Site
                           Question                      Average                    Percentage
                           % Felt safe at school
                                                              55%
                           all the time
                           % Been hit or pushed
                                                              13%
                           most or all of the time
                          *The “Statewide Average” data shown in the above examples of Tables 2
                          and 3 must be included in the application’s chart. These percentages
                          represent statewide averages as measured by the CHKS.

                           4. Additional Need Information. Any needs data in addition to UMIRS,
                              CHKS, and focus group results must be presented in this section. The
                              types of information which may be presented includes data such as
                              school and community crime statistics, discipline data, information
                              about services unavailable in the community, recommendations from
                              law enforcement, health department data, truancy data, drug and
                              alcohol data, teen dating violence data, hate crime data, service gaps,
                              dropout data, probation data, and historical background data including
                              newspaper stories. Applicants should note that the scoring rubric
                              rewards applications that provide a clear description of methods used to



                                                                    21
        conduct the needs analysis, including methods of gathering and
        analyzing the data.

     5. Prioritization Process. The final section of the Demonstration of Need
        section describes how the collaborative discussed the implications of
        the focus group findings, the UMIRS and CHKS data, and any
        additional data considered by the collaborative. The scoring rubric
        rewards applications that present a detailed description of a
        collaborative process whereby students, parents, law enforcement, and
        the community worked together to analyze the needs data and
        developed a list of the two to five highest priority school safety
        problems. Applicants may accomplish this description by providing
        information such as:

            a. A description of the two to five highest priority needs chosen by
               the collaborative as the primary focus of the proposed SCVP
               project.

            b. A description of the process by which the collaborative group
               reviewed and discussed the above described data to identify the
               two to five highest priority unmet school safety needs, and an
               explanation of why those particular needs were considered to be
               highest priority.

            c. A description of how the focus group recommendations relate to
               other data presented, and how the proposed project will address
               the school safety issues identified in the two to five needs
               selected.

C. Proposed School Community Violence Prevention Project Plan (25
   points maximum from each reader)

   The purpose of this section is to identify the program(s) that the collaborative
   has chosen to address the unmet school safety needs identified. This section
   must also contain a description of the current violence prevention efforts at
   the site(s), including a description of how other violence prevention funds are
   used to meet the identified needs. The scoring rubric rewards applications
   that describe the project in detail, demonstrate how the proposed violence
   prevention plan is likely to be effective in addressing the needs, and explain
   how project processes and outcomes will be monitored to ensure effective
   implementation. Applicants should refer to the scoring rubric for more
   information (Attachment I).

     1. Selection process of proposed school safety and violence
        prevention program(s) and strategy(ies). The proposed project must
        consist of a primary prevention program, or a combination of a primary



                                   22
  prevention program, supplemental prevention activities, and/or
  intervention activities, that address the problems identified through the
  needs analysis.

  The scoring rubric rewards applications that use programs or effective
  strategies from one of the approved lists for the primary SCVP funded
  program or strategy. These lists are the research-based violence
  prevention programs approved for the SCVP program (Appendix C),
  the science-based programs (Appendix D), and the effective strategies
  for violence prevention (Appendix E). The applicant should take note
  that there is a large overlap between the research-based list and the
  science-based list. The programs on the science-based list have
  achieved a higher standard of proof of effectiveness than have the
  programs that are solely on the research-based list.

  Additionally, thirteen research sources identified effective strategies that
  may be used as part of any violence prevention program, including the
  SCVP grant program. These strategies were identified by at least three
  of the reference sources shown at the end of the research-based
  violence prevention programs list (Appendix D), of which at least one
  was a federal agency. These attachments are also posted on the Web
  site with this RFA.

  Applicants may propose activities to supplement the primary SCVP
  programs or effective strategies identified through the assessment
  process. Supplemental activities include, but are not limited to, law
  enforcement services, safe school and crisis response planning, gang
  violence prevention activities, youth development activities, and referral
  to psychological/medical intervention services. The scoring rubric
  rewards applications that:

      a. Describe the collaborative process used to select the primary
         prevention program, supplemental prevention activities, effective
         strategies, and/or intervention activities.

      b. Identify the reasons for choosing the programs or strategies, and
         the reasons for believing that the proposed projects, strategies,
         and activities will be effective in addressing the unmet school
         safety needs identified by the collaborative.

2. Current school safety program. This section must report the amount
   of funding the existing school safety program receives, and how the
   existing funding is being used to address unmet school safety needs.

  Resource and Strategies Matrix (Attachment F). Begin by completing
  the Resource and Strategies Matrix with all the current safe schools



                            23
  activities, including the SCVP services and activities proposed for this
  application. This matrix will provide an overview of the existing funding
  sources and will demonstrate the existing gaps in service that would be
  addressed through this grant. A sample matrix is located in this RFA,
  Attachment F, page F-1.

  When completing the matrix, identify local resources and funding levels
  across the top. The first column lists the strategies currently available to
  students, including research-based and science-based programs or
  effective strategies. Please shade the cells that contain programs or
  strategies that are science-based or research-based. Using the priority
  list(s) of identified unmet needs, insert the proposed SCVP primary
  prevention program and any supplemental prevention activities or
  intervention activities.

  Separate from the strategies matrix, the application must, in narrative
  format, describe the current school safety activities at the proposed
  SCVP sites. Include school violence prevention and safety activities
  funded by the Title IV, School Safety and Violence Prevention (SSVP)
  funds (Assembly Bill 1113), programs and activities from the applicant’s
  LEA plan, and school safety plan. In addition to these mandatory
  elements of the narrative, the scoring rubric will also reward applications
  that describe:

      a. The way in which Title IV activities, SSVP funded activities, LEA
         plan science-based programs, and the site’s school safety plan
         are coordinated.

      b. The manner in which the proposed SCVP project will fill service
         gaps identified in the Resource and Strategies Matrix. Include
         information on how the proposed project will coordinate with the
         existing school safety and violence prevention efforts.

3. SCVP Project Description. This section must describe the proposed
   SCVP project in detail through a combination of written narrative and
   the completion of the SCVP Project Plan Activities Matrix. The scoring
   rubric will reward applications that contain:

      a. A description of how the proposed project will be effective in
         addressing the two to five priority unmet needs identified using
         the focus group process.

      b. A description of who will deliver the proposed project services
         and who will direct the project on a daily basis, including the time
         base of staff assigned primarily to the project, and the number of




                            24
         hours per month other staff will devote to the delivery of program
         services.

      c. A description of how services will be delivered (e.g., in the
         classroom, after school), when and where services will be
         delivered, and the duration of services (e.g., year, weeks, days,
         hours).

      d. A description of the subgroup, and a description of how the
         students are selected for participation in the project, if the
         proposed SCVP services are for a subgroup rather than the
         entire school population, identify and describe the subgroup.

      e. A description of how the prevention program selected will be
         implemented with fidelity. Fidelity may be demonstrated by
         answering the following questions: 1) Will the program be used
         on the same target population as that for which the program was
         designed? 2) Does the project intend to deliver all
         lessons/activities or a subset of them? 3) How will staff be trained
         in the skills required for successful program implementation and
         delivery? 4) How will the project assess that all intended
         lessons/activities are actually delivered?

      f. Describe how the collaborative will be involved in ongoing project
         management.

  SCVP Project Plan Activities Matrix (Attachment H). Begin the
  section by completing the SCVP Project Plan Activities Matrix. Details
  about project delivery to students and the expected outcomes of the
  project should be demonstrated in the SCVP Project Plan Activities
  Matrix. A blank template of this table is included in this application
  (Attachment G) and a sample appears on page 30.

4. Project Monitoring. The SCVP Project Plan Activities Matrix includes
   process measures and outcome measures. This section must describe:

      a. How the project staff will track process and outcome measures to
         determine if the project is progressing as planned and on
         schedule. Who will complete records of what activities and how
         often? What means will be used to document attendance and
         who will be responsible for gathering the records and compiling
         them into summary reports.

      b. How the collaborative will use the process data to determine if
         objectives are being met, information how often the collaborative




                            25
         will review this data, and how the data will be used to keep the
         project on track.

5. Project Sustainability. SCVP projects are not eligible to receive
   another SCVP grant until five years after the termination of a previous
   SCVP grant. Therefore, applications will have to demonstrate how the
   proposed violence prevention program will continue after the end of the
   grant period.

  Describe, in detail, how the positive outcomes of the project will be
  sustained after grant funds expire. The applicant must describe:

   a. How the trained project staff will continue project techniques and/or
      philosophies after the grant period ends.

   b. How the project activities can be infused into academic efforts.

   c. How the activities and involvement of community collaborative
      groups will be sustained. This may include a discussion of how the
      LEA’s Title IV, Part A, and/or SSVP funds might be redirected to
      support this effort.

  Applicants are encouraged to describe efforts to sustain the project
  beyond seeking additional grant funds.




                            26
                                        Resources and Strategies Matrix
                      for Franklin Elementary, Monte Vista Middle, and Willow High School
Resources (Annual       Title IV       SSVP/AB        TUPE          Healthy      After-school     School         CBO/          Proposed       Other
Amount)                              1113, 1999                     Start       program        Improvement    Non profit        SCVP
                                                                                                   funds                      grant funds

Strategies             $24,000        $42,000       $12,000        $50,000        $54,000        $10,000       $25,000        $100,000
Parent training                                                                                 Franklin
                                                                                                Elementary
                                                                                                (K-4)
Case management/                                                  Willows High                                               Monte Vista
home visits                                                       (9)                                                        Middle (8)
Peacemakers                          Monte Vista
Program                              Middle (6)
PeaceBuilders                                                                                                                Franklin
Program                                                                                                                      Elementary
                                                                                                                             (K-4)
Too Good for Drugs    Willows High                 Willows High                                                              Monte Vista
                      (9)                          (11)                                                                      Middle (7,8)
Safe Dates                                                                                                                   Willows High
                                                                                                                             (11,12)
After-school sports                                                              Franklin                     Monte Vista
                                                                                 Elementary                   Middle (5-8)
                                                                                 (K-4)
Mental health                                                     Willows High
counseling                                                        (9-12)
Student Assistance                                                                                                           Monte Vista
Program                                                                                                                      Middle (5-8)
Mentorship Program                                                               Franklin                     Monte Vista    Willows High
                                                                                 Elementary                   Middle (5,6)   (9,10)
                                                                                 (3,4)
Staff training for                                                                                                           Franklin
positive youth                                                                                                               Elementary
development                                                                                                                  (K-4), Monte
strategies                                                                                                                   Vista Middle
                                                                                                                             (5-8), Willows
                                                                                                                             High (9-12)




                                                                         27
Resources (Annual        Title IV      SSVP/AB          TUPE          Healthy      After-school         School      CBO/         Proposed     Other
Amount)                              1113, 1999                       Start       program         Improvement    Non profit       SCVP
                                                                                                        funds                   grant funds

Strategies             $24,000         $42,000        $12,000        $50,000         $54,000           $10,000    $25,000       $100,000
Probation officer on                 Willows High                                                                              Monte Vista
campus                               (9-12)                                                                                    Middle
                                                                                                                               (5-8)
Staff training to                    Willows High                                                                              Franklin
identify and refer                   (9-12)                                                                                    Elementary
students at-risk                                                                                                               (k-4), Monte
                                                                                                                               Vista Middle
                                                                                                                               (5-8)
Caring School                                                                                                                  Franklin
Community                                                                                                                      Elementary
                                                                                                                               (K-4)
Additional yard-duty                                                                 Franklin                                  Monte Vista
personnel                                                                            Elementary                                Middle (5-8)
                                                                                     (K-4)
Based on SCVP grant application for Willows High, Monte Vista Middle, and Franklin Elementary Schools
Shaded programs/strategies are science-based or research-based.




                                                                           28
             SCHOOL COMMUNITY VIOLENCE PREVENTION PROJECT PLAN ACTIVITIES MATRIX
   Construct a chart in the exact format as below. In the left-most column, specify the school safety needs listed in section V B 5a. You may wish to break some of the
   needs into subcategories of needs as shown. For each need or subcategory, complete the columns to the right as shown here. The example below is for illustrative
   purposes only. Activities tables in applications may be much more detailed than this example.

    Goals                Primary Prevention             Target Groups               Process Measures              Outcome Measures                 Time Line/
Identified School    Programs, Supplemental          Include amount of time        We will know if we are          We will know we are            Responsibility
  Safety Need        Prevention Activities, and        involved in project.     successfully implementing the      reaching our goals if:     Include how often and by
                       Intervention Activities                                       planned project if:                                        which staff or agency
                                                                                                                                                services are provided.
                    Olweus bullying prevention      All students participate   Survey of student attitudes      Student reports of           40 hours of Olweus
                    program                         in 40 hours of Olweus      and incidence of bullying is     harassment and bullying,     provided during class
                                                    curriculum. All school     completed. Kick-off assembly     as measured by CHKS,         time once a week in
                                                    staff members              is held. More than 50% of        decrease. Student            each grade level by
                                                    participate in 20 hours    students participate in Olweus   attitudes about the          certified staff that have
Bullying                                            of Olweus curriculum       curriculum and 90% of site       seriousness of bullying,     participated in the training
                                                    training.                  staff participates in Olweus     as measured by survey,       of trainers.
                                                                               curriculum training.             improve. Student
                    Research/Science-based:                                                                     observations of bullying,
                                                                                                                as measured by survey,
                    Supplemental:                                                                               decrease.
                    Peer tutoring                   Students at risk of        Sixty at-risk students           Gang membership as           6 weeks of :
                    Vocational awareness training   gang membership will       receive vocational               reported by police and       3 hours Tutoring (one
                    Job placement                   receive tutoring and       awareness. Forty                 site supervisors is          hour M/W/TH) 1
                                                    vocational awareness       participate in peer tutoring     reduced. Gang                Probation Officer, 1
Gang                                                training.                  for at least 10 weeks. Twenty    membership as reported       School Resource Officer
membership                                                                     students are placed in jobs.     on CHKS is reduced.          and 2 certified teachers.
                                                                                                                                             1 hour vocational
                                                                                                                                             (Tuesdays)
                    Research/Science-based:                                                                                                  Community Based Youth
                    Supplemental:                                                                                                            Organization
                    Strict enforcement of dress     All students on a daily    The number of students           On-site violence, as         All students on a daily
                    code banning “colors”           basis                      observed wearing gang colors     measured by incidents of     basis
                    Increased site supervision                                 decreases. The number of         fighting, suspensions, and
Violence by         Collaboration with police and                              staff hours assigned to          expulsions is reduced.
gang members        juvenile probation                                         grounds supervision increases
                                                                               50%.
                    Research/Science-based:
                                                                               Bi-weekly meetings are held
                    Supplemental:                                              with law enforcement.




                                                                                  29
D. Budget (10 points maximum from each reader)

   The purpose of this section is to provide a detailed explanation of all
   proposed SCVP project expenditures. The S/LEP staff will review the
   proposed budget items for clarity and purpose. Each item must delineate the
   intended purchase, and directly correlate with the proposed project.
   Successful applicants will not automatically receive the amount of funding
   requested in the application. Prior to funding, unreasonable expenditures may
   be reduced, and disallowed items may be withheld from the grant award.
   There are two required parts to this budget section, the line item budget
   (Budget Table) and the explanatory narrative (Budget Narrative). Neither the
   budget table nor the budget narrative count toward the 20-page project
   narrative. Applicants should refer to the scoring rubric for more information
   (Attachment I).

     1. SCVP Program Budget (Attachment H).

        The SCVP Program Budget table (Attachment H) is designed to assist
        in the preparation of your program budget, the Budget Narrative, and
        the SCVP Project Plan Activities Matrix (Attachment G). The Budget
        Table must provide detail for each of the following topics that apply:

        Personnel costs, including benefits: List each position by title. Show
        the annual salary rate and the percentage of time to be devoted to the
        project. Compensation paid for employees engaged in grant activities
        must be consistent with that paid for similar work within the applicant
        LEA. Benefits should be based on actual known costs or an established
        formula. Benefits are for the personnel previously listed, and only for the
        percentage of time devoted to the project.

        Contracted Project Services: Provide a description of the product or
        service to be procured by contract and an estimate of the cost. For
        consultants, enter the service to be provided, and estimated time on the
        project. List all expenses to be paid from the grant to individual
        consultants in addition to their fees (i.e., travel, meals, lodging).

        Operating Expenses: List items by type, and show the basis for
        computation. Generally, supplies include any materials that are
        expendable or consumed during the term of the grant.

        Travel: Itemize travel expenses of project personnel by purpose (e.g.,
        staff training, in-services, orientation meeting, etc.). Show the basis of
        computation (e.g., six people to three-day training with airfare, and
        lodging). Show the number of trainees and the unit costs involved.
        Identify the location of travel, if known. Grantees must attend a two-day
        orientation training in year one; at least two project members must

                                   30
attend annual training and networking conferences in years two through
five.

Independent Audit of project activities and expenditures: Designate
funds for an independent audit of the grant recipient’s use of funds after
years two and four of the grant term. The purpose of this audit is to
determine if the funds are being used in accordance with law,
regulation, and for the purposes stated in the grant application.

Indirect Costs: Indirect costs are allowed only at the rate approved for
the LEA by CDE. The LEA’s accounting office will know the approved
rate.

The first column on the budget table should show only the first year cost
of expenditures. The second column should show years two through
five in the same format, with the same level of detail. Generally, the
proposed budget will remain the same during years two through five.
The third column will be a grand total for the entire grant period. If the
applicant does not plan to have identical budgets in years two through
five, the applicant may provide additional tables to demonstrate the
year-to-year differences. These differences should be explained in the
budget narrative section.

The budget table must designate funds for an independent audit of the
grant recipient’s use of the SCVP funds. The purpose of this audit is to
determine if the funds have been used in accordance with law and
regulation, and for the purposes stated in the grant application.

In preparing the budget tables, please refer to section III, SCVP
Program Requirements, for guidance in operating, personnel, and fiscal
management, including allowable and non-allowable budget items. To
complete Attachment H each table must:

   a. Show the clear differences between first year and remaining
      years’ budgets.

   b. Specify each position funded by the project on a separate line
      item. The time base and annual cost must be included, as shown
      in the sample.

   c. Provide clear unit-cost computations for each budget item.

   d. Provide in detail all personnel and non-personnel costs that are
      included in a contract or in the proposed project.




                           31
      e. Justify miscellaneous material and supply expenditures over
         $1,000 per year purchased directly by the LEA.

  The key factor in the budget table is that every dollar amount must be
  fully explained. Every dollar amount should be accompanied by a
  computation that includes a unit cost for the item being purchased (e.g.,
  1 set of curriculum materials for “PRQ” for each of 30 classrooms @
  $240 each, 1 x 30 x 240 = $7,200). An exception to this rule is for LEA
  staff and contract staff. In that case, only the time base and annual cost
  need be stated, as shown in the sample table.

  A sample budget is located on page 34, and a blank template of this
  budget page is included as Attachment H.

2. Budget Narrative. The purpose of the budget narrative section is to
   lend further detail to the items in the budget table, and provide
   additional explanation for budgeted items. Within the two-page budget
   narrative limit the applicant shall:

      a. Provide a description of all budget line items. Line items must be
         clearly explained and linked to an activity shown on the SCVP
         Project Plan Activities Matrix.

      b. Provide a description of the duties for each person funded by this
         grant.

      c. Provide a separate description of the project coordinator duties.
         The amount of staff time budgeted for the coordinator position
         shall be justified in the grant application.

      d. Provide a description of clerical support, if applicable. The
         amount of staff time budgeted for clerical support shall be
         justified in the grant application.




                              32
                                                PROPOSED 2008 SCVP BUDGET
                                 FOR__________ SCHOOL DISTRICT/COUNTY OFFICE OF EDUCATION
                                                                                                          Proposed           Proposed         Proposed
                O                                                                                           st              nd    th
                                                                                                           1 Year          2 – 5 Year        Total Grant
                    b                           Budget Item
                                                                                                        Grant Amount       Grant Amount        Amount
                    j
       Personnel costs, including benefits
1000
3000   .5 FTE time project coordinator from district office; annual salary $75,000; working 10 months            $31,250
       .5 x $75,000 x 10/12 = $31,250.5 FTE time project coordinator from district office;                                      $150,000    $181,250
       annual salary $75,000

       Benefits for project coordinator @ 27% of salary                                                      $8,437.50           $40,500    $48,937.50
2000
3000   .1 FTE office support position from district office; annual salary $36,600; working 10 months.            $3,050
       .1x$36,600x10/12 = $3,050                                                                                                 $14,640          $17,690

       Benefits for clerical @ 27% of salary                                                                     $823.50        $3,952.80       $4,776.30
       Release time: 8 substitutes needed while staff is in “PRQ” training. One day each at $140.
5000   8x1x140 = $1120; costs shared with LEA                                                                      $560                                $560
       Release time: 4 substitutes needed while staff is in “PRQ” training. One day each at $140.
5000   4x1x140 = $560 X 4 years                                                                                                   $2,240           $2,240
       Contracted Project Services
       .25 FTE school resource officer participating in after-school program.
5000   Contract cost $59.00 hr x 50 hr pr month x 10 months = $29,500                                            $29,500
       Contract cost $59.00 hr x 50 hr pr month x 10 months, minus $25,000 in-kind contribution by                               $93,000         $122,500
       Sheriff’s department in years two through five
5000   Subcontract with youth development organization to provide after-school activities, including
       counseling and group meetings. Contract cost $18.80 per hour x 2 hr per day x 3 days a week
       x 7 months; and 6 hrs a day/5 days a week x 3 summer months                                           $2,481.60
       Subcontract with youth development organization to provide after-school activities, including
       counseling and group meetings. Contract cost $18.80 per hour x 2 hr per day x 3 days a week
       x 9 months; and 6 hrs a day/5 days a week x 3 summer months x 4 years                                                   $10,828.80      $13,310.40
       In-kind contribution by CBO of contract for 2 hr per day x 2 days a week x 9 months in years
       two through five ($18.80 x 2 x 2 x 9 = $676.80 x 4)
       Operating expenses
       1 set of curriculum materials for “PRQ” for each of 30 classrooms @ $240 each.
4000   1x30x240 = $7,200
       1 set of curriculum materials for “PRQ” for each of 15 classrooms @ $240 each.
       1x15x240 = $3,600 in years 3 and 5                                                               $7,200                    $7,200          $14,400

                                                                              33
                                                                                                   Proposed        Proposed        Proposed
               O                                                                                     st           nd    th
                                                                                                    1 Year       2 – 5 Year       Total Grant
                   b                          Budget Item
                                                                                                 Grant Amount    Grant Amount       Amount
                   j
4000   Miscellaneous materials and supplies for grant operation in year one                             $1,000
       Miscellaneous materials and supplies for grant operation x 4 for years two through five                          $4,000          $5,000
4000   In-kind soccer equipment donated by community organization
       Travel and per diem for first-year SCVP orientation
5000   Two project members @ $350 each. 2 x 350 = $700                                                   $700
       Travel and per diem for annual SCVP training/networking conferences in years two
       through five
       Two project members @ $350 each x 4                                                                              $2,800
5000   Independent audit of project activities and expenditures
       $3,400 per year in years two and four                                                                            $6,800          $6,800
       Other (explain)                                                                                      $0
       Subtotal                                                                                     $85,002.06      $328,761.60    $420,964.20
       Indirect costs at applicant’s approved rate: 5.51% =                                          $4,683.00       $18,114.76     $23,195.12,
       Total budget cost                                                                            $89,685.66      $346,876.36    $444,159.32




                                                                           34
VI. Reviewing and Scoring Applications

   Each application will be screened by the S/LEP to ensure that it meets all
   technical requirements. Each application passing the screening process shall
   be reviewed by a panel of reviewers selected by the S/LEP. Review teams
   consisting of local and state representatives from education, law enforcement,
   and/or the community will be assembled. Teams will review and score each
   application for effectiveness in meeting the requirements contained in RFA and
   for alignment with the scoring rubric (Attachment J).

   Each application will be evaluated for compliance with applicable statutes and
   laws; and for the degree to which the application provides:
      1. A demonstration of high levels of involvement of school staff, law
         enforcement, students, parents, and community organizations in
         developing and implementing the SCVP project.

      2. A comprehensive and clear needs analysis completed by the
         collaborative group that makes a compelling case for the need for
         violence prevention services.

      3. A proposed violence prevention program that is likely to be effective in
         addressing the identified needs closely coordinated with current violence
         prevention efforts at the site; contains a plan for tracking the
         implementation of the project and keeping the project on track; and
         contains clear and convincing plans for the involvement of the
         collaborative group in the ongoing operation of the project.

      4. A detailed budget that reasonably reflects the proposed project.

   Using the rubric as the guide, each application will be scored in the following
   four areas:

      1. Collaborative Process (25 possible points)
      2. Demonstration of Need (25 possible points)
      3. Proposed SCVP Project Plan (25 possible points)
      4. Budget (10 possible points)

   Once the scoring process is complete, applications shall be ranked by total
   score and shall be funded in accordance with their rank. A minimum total score
   of 179 is required to be considered for funding. Reviewers judge each
   application based on merit against the scoring rubric. The applications do not
   compete with one another; they are judged by the common standard,
   adherence to rubric, and RFA.

   Budgets will be reviewed for allowable and reasonable expenditure requests. If
   budget adjustments are made in any application, the rank order will remain.
   However, to ensure that the 10 percent allocation to small rural school districts

                                        35
   and 20 percent set aside for gang issues is achieved, applications ranking lower
   in placement may override higher scoring applications from non rural districts,
   or non-gang related proposals, provided the application achieves the minimum
   scores described above.

   Upon successful completion of the grant scoring process, the S/LEP will post a
   Notice of Intent to Award Funds in the AG’s lobby, located at 1300 I Street,
   Sacramento and the CDE’s lobby, located at 1430 N Street, Sacramento. The
   Notice of Intent to Award Funds will also be posted at
   http://www.cde.ca.gov/ls/ss/vp/funding.asp and http://www.safestate.org/grants
   (Outside Source).

   Copies of the rating sheets and applications will be available for public
   inspection at the SHKPO, 1430 N Street, Suite 6408, Sacramento, CA
   95814-5901 after the “Notice of Intent to Award” is posted. After any appeals
   are resolved, the S/LEP will formally notify the successful applicants in writing.

VII. Appeals Process

    A. Request to Apply Appeals

      Applicants wishing to appeal the Request to Apply disqualification must file
      a full and complete written appeal, signed by the same person authorized to
      submit the Request to Apply. The letter of appeal must include the reason
      for appeal, the issue(s) in dispute, and the legal authority or other basis for
      the appellant’s position, and the remedy sought.

      Proposed applicants wishing to appeal must submit the letter of appeal,
      including the above-listed requirements by: 5 p.m. on January 8, 2008, via
      mail, fax, or in person to:

                          Meredith Rolfe, Administrator
                          California Department of Education
                          Safe and Healthy Kids Program Office
                          1430 N Street, Suite 6408
                          Sacramento, CA 95814-5901
                          Fax: 916-319-0218

      A final decision shall be made within 10 working days of the January 18,
      2008, deadline. During the appeal review, proposed applicants are
      encouraged to continue developing their application. Due dates for the
      application will not be adjusted for appellants. The decision shall be the final
      administrative action afforded to the appellant.




                                         36
B. Grant Award Appeals
   Appeals to the grant awards must be filed within five working days of
   posting the “Notice of Intent to Fund.” The same person authorized to sign
   the application must sign the appeal letter.

   Appeals are limited to the grounds that the application process described in
   this RFA was not followed. Dissatisfaction with the score received by the
   application is not grounds for appeal. Late appeals will not be considered.
   The protesting applicant(s) must file a full and complete written appeal,
   including the reason for appeal, issue(s) in dispute, legal authority or other
   basis for the protester’s position, and the remedy sought. Applicants who
   wish to appeal a grant award decision must submit a letter of appeal by
   mail, fax or in person by May 9, 2008 to:

                      Meredith Rolfe, Administrator
                      California Department of Education
                      Safe and Healthy Kids Program Office
                      1430 N Street, Suite 6408
                      Sacramento, CA 95814-5901
                      Fax: 916-319-0218

A final decision will be made by the S/LEP within 20 working days of the last
day to file an appeal. The decision shall be the final administrative action
afforded the appellant.




                                    37
                                                                                                         Attachment A



California Department of Education                                                                    California Attorney General’s Office




 SCHOOL/LAW ENFORCEMENT PARTNERSHIP

               SCHOOL COMMUNITY VIOLENCE PREVENTION PROGRAM

                                              REQUEST TO APPLY
    One copy with original signature must be received by December 14, 2007. Send to:
                                     Safe and Healthy Kids Program Office
                                     California Department of Education
                                     1430 N Street, Suite 6408
                                     Sacramento, CA 95814-5901
    Note: This Request to Apply form and the required parts of school safety plans for each site
    identified are mandatory (see section IV B, page 12 of the RFA). These documents will
    determine if your school, district, COE, or consortia thereof is eligible to apply in this grant cycle.
     County Office of Education or School District:



     Contact Person:                          Position:                            Number of Applications:


     Address:                                 City/Zip Code:                       Names of school sites
                                                                                   identified in request:


     Telephone number and extension of Contact Person:                             Number of school sites
                                                                                   identified in request:


     *E-mail:                                                                      Fax number:

     County or District Superintendent Name (Type or Print):                       Title: (Superintendent or Assistant
                                                                                   Superintendent)




     Certification: I have reviewed this request to apply and will support the implementation of this
     proposed project if funded.



     Superintendent Signature (or Assistant Superintendent)                                     Date
    * You must include an e-mail of the contact person who will be responsible for the ongoing development of the application.
    This person will be notified of the eligibility to apply.
                                                              A-1
                                                                                                   Attachment B

                              School/Law Enforcement Partnership
                      SCHOOL COMMUNITY VIOLENCE PREVENTION PROGRAM
                               GRANT APPLICATION – 2007-2008
                                              COVER SHEET
Project Title:                                                           Total Funds Requested:


County Office of Education or School District:                           County:


Address:                                                                 CDS Code:


City:                                     Zip Code:                      Small Rural Designation:*
                                                                         Yes
Telephone Number and Ext.:                Fax Number:                    Charter School Designation:**
                                                                         Yes

School Site(s) to be Served:                                             Gang-Focus Designation

                                                                         Yes
Description: (summarize purpose and scope of project)




Project Coordinator Name and              School/Agency:                Address:
Title:



Telephone Number and Ext.:                Fax Number:                   E-mail Address:



County or District Superintendent Name (Type or Print):                 Title: (Superintendent or Assistant Superintendent)



Certification: I have reviewed this grant application and will support its implementation when funded.


Superintendent Signature (or Assistant Superintendent)                               Date
        *    Designation for Rural: A list of small rural LEAs is posted on the Web site with this RFA.
        **   Designation for Charter School: Only charter schools NOT funded by Charter School
             Categorical Block Grant are eligible to apply.




                                                         B-1
                                                                          Attachment C


          BLANK UNIFORM MANAGEMENT INFORMATION
                 REPORTING SYSTEM TABLE
For completion and inclusion in the narrative of the “Demonstration of Need” section.

                                          Table 1
            UMIRS Data from spring 2007 Consolidated Application, Part I
                                                    Suspension Rate   Expulsion Rate
          Site Name        Truancy Rate              Violence/Drugs   Violence/Drugs
 Site A

 Site B

 Site C




                                           C-1
                                                                                                Attachment D


                      BLANK CALIFORNIA HEALTHY KIDS SURVEY
                              TABLE, GRADES 7, 9, 11
      For completion and inclusion in the narrative of the “Demonstration of Need" (Section V B).

      (Statewide average data shown here must be shown in application tables; please do not
      delete or alter).

                                                  Table 2
                                          CHKS Data
                From CHKS administered during (insert month and year)
   2005-06 or
 2006-07 results              Grade 7                   Grade 9                 Grade 11               Non-Traditional
   Question           Statewide      Site       Statewide      Site       Statewide       Site       Statewide      Site
                      Average*    Percentage    Average*    Percentage    Average*     Percentage    Average*    Percentage
% Felt very safe at
                        20%                       14%                        16%                       19%
school
% Been pushed,
shoved, hit, 2 or       27%                       20%                        13%                       17%
more times
Been afraid of
being beaten up, 2      11%                        8%                        6%                         9%
or more times
_______________       _________   __________   __________   __________   __________   __________    __________   __________
% Answering “Yes”
to “Do you               9%                        8%                        7%                        15%
consider yourself a
gang member?”
           *The “Statewide Average” data shown in the above examples of Tables 2 and 3 must be
           included in the application’s chart. These percentages represent statewide averages as
           measured by the CHKS.


                                                        :




                                                     D-1
                                                                         Attachment E


          BLANK CALIFORNIA HEALTHY KIDS SURVEY
                     TABLE, GRADE 5
For completion and inclusion in the narrative of the “Demonstration of Need” (Section V
B)


                   Grade 5 California Healthy Kids Survey Data
               From CHKS administered during (insert month and year)
                 Question                     Grade 5
                                        Statewide            Site
                                        Average           Percentage
              % Felt safe at school
                                          55%
                   all the time
              % Been hit or pushed
                                          13%
              most or all of the time




                                                    E-1
                                                                                                         Attachment F
                                                  Blank Resources and Strategies Matrix
                                                   for ____________________________
                                                        For completion and inclusion in narrative
Construct a chart in the exact format as shown.
Resources                                                                                           Proposed
                                                                                                       SCVP       Other
Strategies                                                                                         Grant Funds




    Add shading to programs/strategies that are science-based or research-based.




                                                                           F-1
                                                                                                                                              Attachment G


                                  BLANK SCHOOL COMMUNITY VIOLENCE PREVENTION
                                         PROJECT PLAN ACTIVITIES MATRIX
                                                For completion and inclusion in 20 page narrative section

Construct a chart in the exact format as shown. In the left column, copy the school safety needs listed in Section V.B.7. You may break some needs into
subcategories as described in the body of this RFA. For each need or subcategory, complete the columns to the right.
      Goals                Primary Prevention                 Target Groups            Process Measures             Outcome Measures             Time Line/
Identified School       Programs, Supplemental          Include amount of time       We will know if we are         We will know we are        Responsibility
   Safety Need         Prevention Activities, and          involved in project.            successfully            reaching our goals if:    Include how often
                         Intervention Activities                                        implementing the                                    and by which staff
                                                                                        planned project if:                                 or agency services
                                                                                                                                               are provided.




                    Science/Research-based:
                    Supplemental:




                    Research/Science-based:
                    Supplemental:




                    Research/Science-based:
                    Supplemental:




                    Research/Science-based:
                    Supplemental:


                                                                             G-1
                                                                                                                                    Attachment H

            SCVP PROGRAM BUDGET FOR _______ SCHOOL DISTRICT OR COUNTY OFFICE OF EDUCATION
                                                                                                     Proposed     Proposed         Proposed
  Object                                                                                              1st Year   2nd – 5th Year   Total Grant
  Code     Budget Item                                                                                 Grant         Grant          Amount
                                                                                                      Amount       Amount
           Personnel Costs, Including Benefits




           Contracted Project Services




           Operating Expenses




           Travel and per diem for first-year SCVP orientation
           Travel and per diem for annual SCVP training/networking conferences in years two
           through five
           Independent audit of project activities and expenditures per year in years two and four
           Other (explain)
           Subtotal
           Indirect costs at applicant’s approved rate: % =
           Total budget

For completion and inclusion in the “Budget Proposal” section.




                                                                     H-1
                                                                                                                                                                        Attachment I
                                                                              SCORING RUBRIC
                                      SCHOOL COMMUNITY VIOLENCE PREVENTION PROGRAM APPLICATIONS
A. Collaborative Process                                                                                                                                   (25 points maximum)
 Makes an Outstanding Case                 Makes a Good Case                   Makes an Adequate Case                   Makes a Weak Case                Very Weak or Failed Case
       (25-21 points)                        (20-16 points)                        (15-11 points)                          (10-6 points)                       (5-0 points)
Broad Collaborative Group             Broad Collaborative Group              Broad Collaborative Group              Broad Collaborative Group           Broad Collaborative Group
  Demonstrates high levels of          Demonstrates more than                Demonstrates adequate                 Demonstrates little                Demonstrates no
   involvement of school staff, law      adequate levels of involvement         involvement of school staff, law       involvement of school staff,        involvement of school staff,
   enforcement, students,                of school staff, law                   enforcement, and students in           law enforcement, and                law enforcement, students,
   parents, and community                enforcement, students,                 planning SCVP program. May             students in planning SCVP           or community in planning
   organizations in developing           parents, and community                 be lesser involvement of               program. Little involvement         SCVP program.
   and implementing SCVP                 organizations in developing            community and other entities.          of community and other
   project.                              and implementing SCVP                                                         entities.
                                         project.
Description of Collaborative          Description of Collaborative           Description of Collaborative           Description of Collaborative        Description of Collaborative
Operation                             Operation                              Operation                              Operation                           Operation
  Includes a very complete             Includes a good description of        Description of collaborative          Description of collaborative       There are few collaborative
    description of who convenes           who convenes meetings, the            operations omits some                  operations omits elements           meetings, with minimal
    meetings, number of meetings          number of meetings held, who          elements or is not clearly             or is not clearly written.          involvement of members.
    held, who does the                    does the collaborative staff          written.
    collaborative staff work, how         work, how the decision-making
                                                                                                                      Contains a weak discussion         There is little to no planning
    the decision-making process           process works.
                                                                               Contains adequate discussion           of how future participation of      for future participation of
                                                                                of how future participation of         students and others in the          students and others.
    works.
                                        Describes how the future               students and others in the             project will be ensured.
  Provides a clear and                   participation of students and         project will be ensured.
    convincing description of how         others in the project will be
    the future participation of           ensured.
    students and others in the
    project will be ensured.
Identification of Collaborative       Identification of Collaborative        Identification of Collaborative        Identification of Collaborative     Identification of Collaborative
Roles                                 Roles                                  Roles                                  Roles                               Roles
  Letters of agreement are             Some letters of agreement are         Some letters of agreement are         Letters of agreement for           Some letters of agreement
    submitted from all partners           submitted from partners taking        submitted for all partners             partners taking active part in      are missing or very unclear
    taking active part in carrying        active part in carrying out or        taking active part in carrying         carrying out or administering       about roles of partners, or
    out or administering SCVP.            administering SCVP.                   out or administering SCVP, but         SCVP are weak, with little          roles are not appropriate, or
                                                                                letters are not very clear in          description of partner roles.
  Letters clearly detail               Letters detail appropriate roles       spelling out roles of partner, or
                                                                                                                                                          Some letters are obviously
    appropriate roles and                 and responsibilities of partner,                                                                                 templates.
                                                                                roles of partners are very
    responsibilities of partner,          service levels, and number of
                                                                                limited.
    service levels, and number of         staff involved.
    staff involved.



                                                                                          I-1
                                                                                                                                                                 Attachment I


B. Demonstration of Need                                                                                                                             (25 points maximum)
Makes an Outstanding Case                 Makes a Good Case                  Makes an Adequate Case                  Makes a Weak Case               Very Weak or Failed Case
      (25-21 points)                        (20-16 points)                       (15-11 points)                         (10-6 points)                      (5-0 points)
School/Community Description         School/Community Description          School/Community Description         School/Community Description         School/Community Description
  Contains a very detailed            Contains a detailed                   Contains some descriptions of      Contains a weak description of      Contains minimal
    description of school(s) and         description of school(s) and          school(s) and school                school(s) and school                 descriptions of school(s) and
    school community.                    school community.                     community.                          community.                           school community.
  Provides excellent description      Provides good description             Provides a brief description       Provides a weak description of      Does not provide the names
    that includes all the names          that includes some of the             that includes the name and          the proposed sites to be served      and number of proposed
    and number of proposed sites         names and number of                   number of proposed sites to         and why site(s) were chosen.         sites to be served and why
    to be served and why site(s)         proposed sites to be served           be served and why site(s)                                                site(s) were chosen
    were chosen.                         and why site(s) were chosen.          were chosen.                      Is very unclear about the
                                                                                                                  population of students receiving     Does not provide a
  Provides a clear description of     States number of students at          States number of students at       services.                             description of students
    the number of students at            each site, number of students         each site, but it may be vague                                           receiving services.
    each site, number of students        to receive direct program             about number of students to
    to receive direct program            services, and grade levels of         receive direct program
    services, and grade levels of        students to be served.                services and grade levels.
    students to be served.
Focus Group(s) Data                  Focus Group(s) Data                   Focus Group Data                     Focus Group Data                     Focus Group Data
   Contains a very clear               Contains a good description         Contains an adequate               Contains a weak description of       Contains little information on
    description of separate focus        of separate focus group              description of some focus           focus group process that              how the focus groups were
    group processes used to              processes to clearly identify        group processes that identified     identified few school safety          convened and operated.
    determine school safety              school safety concerns.              some school safety concerns.        concerns.
    concerns.
                                                                                                                                                       Little or no information is
                                        Contains some prioritized lists     Contains lists of school safety    Contains a weak description of        provided from student focus
   Provides detailed results of         of school safety needs from          needs from separate focus           school safety needs from focus        groups.
    prioritized lists of school          separate focus groups of             groups of students.                 groups.
    safety needs from separate           students.
                                                                                                                                                       Little or no information from
    focus groups of students.
                                                                             Contains lists of school safety    Focus group(s) are composed of        parents/community.
                                        Contains some prioritized lists      needs from separate focus           students and parents/community
   Provides detailed results of         of school safety needs from          groups of parents or                together.
    prioritized lists of school          separate focus groups of             community.
    safety needs from separate           parents/community.
    focus groups of parents/
    community.




                                                                                        I-2
                                                                                                                                                                      Attachment I

B. Demonstration of Need                                                                                                                                  (25 points maximum)
Makes an Outstanding Case                  Makes a Good Case                  Makes an Adequate Case                    Makes a Weak Case                 Very Weak or Failed Case
      (25-21 points)                         (20-16 points)                       (15-11 points)                           (10-6 points)                        (5-0 points)
UMIRS and CHKS Data                   UMIRS and CHKS Data                   UMIRS and CHKS Data                   UMIRS and CHKS Data                     UMIRS and CHKS Data
   Contains mandatory tables of         Contains mandatory tables of        Contains mandatory tables of         Required UMIRS and CHKS                Required UMIRS and CHKS
    UMIRS and CHKS data                   UMIRS and CHKS data                  UMIRS and CHKS data                   data are incomplete or show             do not show safety
    clearly showing significant           showing significant safety           indicating some safety                little or no safety concerns.           concerns.
    safety concerns compared to           concerns compared to                 concerns.
    statewide data.                       statewide data.
                                                                                                                    UMIRS and CHKS data not                UMIRS and CHKS data is
                                                                              UMIRS and CHKS data has               specific to school site(s).             not included.
   All UMIRS and CHKS                   UMIRS and CHKS required              some of the required data
    required data is clearly              data is specific to school           specific to school site(s).
    specific to school site(s) and        site(s) and completed for
    completed for each school in          each school in application.
    application.
Needs Analysis                        Needs Analysis                        Needs Analysis                        Needs Analysis                          Needs Analysis
   Provides a comprehensive             Provides a good description          Provides an adequate                 Provides a weak description of        Little or no information on
    and clear description of the          of the type of needs analysis         description of the type of            the type of needs analysis             the type of needs analysis
    type of needs analysis given          given and outcomes. Cites             needs analysis given and              given and outcomes. Cites              given.
    and outcomes. Cites sources.          sources.                              outcomes. Cites sources.              sources.
                                                                                                                                                            Other need information does
   Contains compelling                  Contains additional need             Contains adequate additional         Contains little or no additional       not show significant safety
    additional need information.          information, such as                  need information.                     need information, with very few        issues.
                                          recommendations.                                                            sources of data cited.
Prioritization Process                Prioritization Process                Prioritization Process                Prioritization Process                  Prioritization Process
   Includes a very detailed             Includes detailed description        Includes description of              Includes a weak description of         Collaborative process to
    description of collaborative          of collaborative process              collaborative process to              collaborative process to identify       identify and prioritize safety
    process whereby students,             whereby students, parents,            identify and prioritize safety        and prioritize safety needs, but        needs is not inclusive.
    parents, law enforcement,             law enforcement, and                  needs, but the process could          the process could have been
    and community worked to               community worked to identify          have been more inclusive.             more inclusive.
                                                                                                                                                             No prioritized list connected
                                                                                                                                                              to focus group and school
    identify and prioritize safety        and prioritize safety needs.
    needs.
                                                                               Prioritized list of 2 – 5 needs      Prioritized list is not clearly         safety needs are not
                                         Prioritized list of 2 – 5 needs       is adequately connected to            connected to focus group and            significant.
   Prioritized list of 2 – 5 needs       is connected to focus group           focus group and other data,           other data, and school safety
    is clearly connected to focus         recommendations and other             and school safety needs are           needs are not significant.
    group recommendations and             data and presents serious             not exceptionally compelling.
    other data and presents               school safety issues.
    serious school safety issues.




                                                                                          I-3
                                                                                                                                                                           Attachment I


C. Proposed School Community Violence Prevention Project Plan                                                                                                  (25 points maximum)
 Makes an Outstanding Case                    Makes a Good Case                 Makes an Adequate Case                    Makes a Weak Case                    Very Weak or Failed Case
       (25-21 points)                           (20-16 points)                      (15-11 points)                           (10-6 points)                           (5-0 points)
Selection of Program/Strategy            Selection of Program/Strategy         Selection of Program/Strategy         Selection of Program/Strategy            Selection of Program/Strategy
  Clearly describes how the               Briefly describes how the            Adequately describes how the         Provides a weak description of          Collaborative group is not
   collaborative group selected the         collaborative group selected          collaborative group selected          how the collaborative group              involved in selecting program.
   proposed program and/or                  the proposed program and or           the program.                          selected the program.
                                            effective strategy.
                                                                                                                                                                Has no violence prevention
   effective strategy.                                                           Provides an adequate use of a        Weak use of a violence                   program or effective strategies
  Provides an outstanding use of          Provides a good use of a              violence prevention program           prevention program or                    from the approved lists.
   one of the research-based,               violence prevention program or        or effective strategies from the      effective strategies.
                                            effective strategies from the                                                                                       Description provides no
   science-based, or effective                                                    approved lists.                      Briefly describes the reason
                                            approved lists to meet the 2 – 5                                                                                     information for the reason
   strategies from the approved                                                  Adequately describes the              for the selection.
                                            priority needs.                                                                                                      program or strategy was
   lists to meet the 2 – 5 priority                                               reason for the selection.                                                      selected.
   needs.                                  Provides a good description of
  Clearly describes the reasons            the reasons for selection.
   for selection.
Current School Safety Program            Current School Safety Program         Current School Safety Program         Current School Safety Program            Current School Safety Program
  Provides a clear and detailed           Provides a clear Resource and        Provides a Resource and              Provides little detail about            No detail is given about
   Resource and Strategies Matrix           Strategies Matrix data that is        Strategies Matrix data that is        existing school safety funds             existing school safety funds
   data that is clearly specific to         specific to school site(s) and        somewhat specific to school           and activities                           and activities.
   school site(s) and inclusive of          inclusive of each school in           site(s) and inclusive of each                                                 There is no plan for
                                                                                                                       Contains a weak description of
   each school in application.              application.                          school in application.
                                                                                                                        the site’s Title IV, AB 1113,            coordination of SCVP with
  Contains clear description of the       Contains a description of the        Contains an adequate                  School Safety Plan, and LEA              other violence prevention
   site’s Title IV, AB 1113, School         site’s Title IV, AB 1113, School      description of the site’s Title       plan activities.                         programs.
   Safety Plan, and LEA plan                Safety Plan, and LEA plan             IV, AB 1113, School Safety           Little description of how               There are no AB 1113 funds
   activities.                              activities.                           Plan, and LEA plan activities.        AB 1113 funds are being used             being used for school violence
  Explains in detail how AB 1113          Explains how AB 1113 funds           Explains how AB 1113 funds            for school violence prevention.          prevention.
   funds are being effectively used         are being effectively used for        are being used for school            Demonstrates weak LEA                   No LEA coordination of Title
   for school violence prevention.          school violence prevention.           violence prevention.                  coordination of Title IV and AB          IV and AB 1113 funded
  Demonstrates close                      Demonstrates some LEA                Demonstrates adequate LEA             1113 funded activities, School           activities, School Safety Plan,
   coordination of Title IV and AB          coordination of Title IV and AB       coordination of Title IV and AB       Safety Plan, and science-                and science-based programs
   1113 funded activities, School           1113 funded activities, School        1113 funded activities, School        based programs of LEA Plan.              of LEA Plan.
   Safety Plan, and science-based           Safety Plan, and science-             Safety Plan, and science-            Provides a weak description of          No description of how the
   programs of LEA Plan.                    based programs of LEA Plan.           based programs of LEA Plan.           how the proposed SCVP                    proposed SCVP project will fill
  Provides a detailed description         Provides a description of how        Provides an adequate                  project will fill potential service      potential service gap.
   of how the proposed SCVP                 the proposed SCVP project will        description of how the                gap.
   project will fill potential service      fill potential service gap.           proposed SCVP project will fill
   gap.                                                                           potential service gap.




                                                                                           I-4
                                                                                                                                                                  Attachment I

C. Proposed School Community Violence Prevention Project Plan                                                                                         (25 points maximum)
 Makes an Outstanding Case                   Makes a Good Case                Makes an Adequate Case                  Makes a Weak Case               Very Weak or Failed Case
       (25-21 points)                          (20-16 points)                     (15-11 points)                         (10-6 points)                      (5-0 points)
Proposed Project Description            Proposed Project Description         Proposed Project Description        Proposed Project Description        Proposed Project Description
  Activities matrix clearly lays out     Activities matrix lays out          Activities matrix adequately       Activities matrix is vague         Activities matrix is not included
   program activities, target              program activities, target           specifies program activities,       about program activities,          Does not appear that the
   groups, hours of services, and          groups, hours of services, and       target groups, hours of             services, and process and           program will address the 2 to
   process and outcome measures.           process and outcome                  services, and process and           outcome measures.                   5 needs.
  Project provides strong evidence        measures.                            outcome measures.
                                                                                                                   Project provides little or no      There is insufficient or no
   that the project is likely to be       Project provides convincing         Project provides some               evidence that the project is        description of how daily
   effective in addressing the 2 to 5      evidence that the project is         evidence that the project is        likely to be effective in           operation and management of
   needs.                                  likely to be effective in            likely to be effective in           addressing the 2 to 5 needs.        program.
  Provides a detailed description         addressing the 2 to 5 needs.         addressing the 2 to 5 needs.
                                                                                                                   Provides a weak description of     Vague or unclear description
   of daily operations and                Provides a good description of      Provides a description of the       the daily operations and            of service delivery.
   management of project.                  the daily operations and             daily operations and                management of project.
                                           management of project.               management of project.                                                 No subgroup selection
  Includes a clear description of                                                                                 Includes only a brief               information.
   how and when services will be          Includes a good description of      Includes only an adequate           description of how and when
   delivered and for how many              how and when services will be        description of how and when         services will be delivered and     No discussion of how
   hours.                                  delivered and for how many           services will be delivered and      for how many hours.                 research-based program will
                                           hours.                               for how many hours.                                                     be implemented with fidelity.
  Details when services are for a                                                                                 When services are for a
   subgroup of students, applicant        Provides information on when        Provides adequate information       subgroup of students.              No collaborative group
   clearly describes how subgroup          services are for a subgroup of       on when services are for a          applicant provides little           participation.
   will be selected.                       students, applicant clearly          subgroup of students,               description of how subgroup
  Describes clearly how the               describes how subgroup will be       applicant clearly describes         will be selected.
                                           selected.                            how subgroup will be
   research-based program(s) and
                                                                                selected.                          Little discussion of how
   effective strategies will be           Describes how the research-                                              research-based program will
   implemented with fidelity.              based program(s) and effective      Adequately describes how the        be implemented with fidelity.
  Collaborative group is fully            strategies will be implemented       how the research-based
                                           with fidelity.                       program(s) and effective           Little Collaborative group
   involved in ongoing operation of                                                                                 participation in ongoing
   program.                               Collaborative group is involved      strategies will be implemented
                                                                                                                    operation of program.
                                           in ongoing operation of              with fidelity.
                                           program.                            Collaborative group is
                                                                                adequately involved in
                                                                                ongoing operation of program.




                                                                                         I-5
                                                                                                                                                                   Attachment I

C. Proposed School Community Violence Prevention Project Plan                                                                                         (25 points maximum)
 Makes an Outstanding Case                   Makes a Good Case                Makes an Adequate Case                  Makes a Weak Case               Very Weak or Failed Case
       (25-21 points)                          (20-16 points)                     (15-11 points)                         (10-6 points)                      (5-0 points)
Project Monitoring                      Project Monitoring                   Project Monitoring                  Project Monitoring                  Project Monitoring
  Provides detailed plan for             Provides a good plan for            There is an adequate plan for     Plans for collecting process       Plans for collecting process
   collecting process measure              collecting process measure           collecting process measure         measure data are unclear.           measure data are incomplete.
   data, including who will                data, including who will             data, including who will
   complete records and how often;         complete records and how             complete records and how          There is little use of process     There is no use of process
   who will gather the records and         often; who will gather the           often; who will gather the         data by the collaborative for       data.
   compile data on services                records and compile data on          records and compile data on        project monitoring.
   provided; and how often the             services provided; and how           services provided; how often
   data will be summarized and             often the data will be               the data will be summarized
   reviewed.                               summarized and reviewed.             and reviewed, etc. It is not
  Describes details of how the           Describes how the                    very detailed.
   collaborative will use the              collaborative will use the          Use of data by the
   process information to keep             process information to keep          collaborative to keep project
   project on track.                       project on track.                    on track is adequately
                                                                                described.
Project Sustainability                  Project Sustainability               Project Sustainability              Project Sustainability              Project Sustainability
  Provides a very thorough plan          Provides a good plan for how        Provides clear plan for how        There is little discussion of      There is no discussion of
   for how trained project staff will      trained project staff plan to        trained project staff continue      project staff training.             project staff training.
   continue techniques and                 continue techniques and              techniques and philosophies.
   philosophies.                           philosophies.                                                           There is little description of     There is no description of how
                                                                               Describes project activities        how project activities will         project activities will infused.
  Describes details of how project       Describes how project                that may be infused into            infused.
   activities can be infused into          activities can be infused into       academic programs is                                                   Plan does not provide
   academic programs.                      academic programs.                   adequate.                          Sustainability plan does not        information on how to sustain
                                                                                                                    provide information on the          activities.
  Describes a clear plan to              Describes a plan to sustain         Describes a plan to sustain         collaborative activities with
   sustain all of the community            most community collaborative         some collaborative activities
   collaborative activities that           activities that included some                                            little information on other
                                                                                with adequate information on        funding sources.
   included how other funding              information on other funding         other funding sources.
   sources can be redirected.              sources that can be redirected.




                                                                                         I-6
                                                                                                                                                                        Attachment I


D. Budget (10 points maximum)
Makes an Outstanding Case                  Makes a Good Case                    Makes an Adequate Case                    Makes a Weak Case                Very Weak or Failed Case
       (10-9 points)                          (8-7 points)                           (6-5 points)                            (4-3 points)                        (2-0 points)
Budget Tables                         Budget Tables                           Budget Tables                         Budget Tables                          Budget Tables
  Differences between first year       Differences between first year         Differences between first year       Little description of the             Differences between first
   and remaining years’ budgets          and remaining years’ budgets            and remaining years’ budgets          differences between first year         year and remaining years’
   are clear and reasonable.             are reasonable.                         are adequately described.             and remaining years’ budgets.          budgets are not described.
  Each person is clearly               Each person is budgeted                All personnel are adequately         Some personnel are budgeted.          Personnel are not budgeted
   budgeted separately with time         separately with time base, and          budgeted with time base, and         Budget computations are not            separately.
   base, and specific annual cost        annual cost included.                   annual cost included.                 given in detail.                      Computation of budget
   included.                            Computations of each budget            Budget amount computations                                                   amounts is not included.
                                                                                                                      Little justification is provided
  Computations of each budget           amount are explained well with          are adequately explained with         for personnel and non-                Contract cost elements are
   amount are very clearly               unit cost or other information.         unit cost or other information.       personnel costs within                 not justified.
   explained with unit cost or          Personnel and nonpersonnel             Personnel and nonpersonnel            contracts.
   other specific information.                                                                                                                               Miscellaneous materials and
                                         costs within contracts are              costs within contracts are           Little justification of                supplies greater than $1,000
  All personnel and non-                justified.                              adequately justified.                 miscellaneous materials and            not justified.
   personnel costs within               Clear description of                   Adequate description of               supplies greater than $1,000.
   contracts are specifically            miscellaneous materials and             miscellaneous materials and
   justified.                            supplies greater than $1,000.           supplies greater than $1,000.
  Miscellaneous materials and           are well justified.
   supplies greater than $1,000
   are specifically justified.
Budget Narrative                      Budget Narrative                        Budget Narrative                      Budget Narrative                       Budget Narrative
  Every budget item is very            Every budget item is explained         Most budget items are                Few budget items are                  No budget items are
   clearly explained and clearly         well and related to an activity         explained adequately and              explained but not clearly              explained relate to an
   related to an activity shown in       shown in the activities table.          budget item are somewhat              related to an activity shown in        activity shown in the
   the activities table.                Duties of funded personnel are          related to an activity shown in       the activities table.                  activities table.
  Duties of funded personnel are        clearly described.                      the activities table.                Only some of the duties of            None of the duties of funded
   very clearly described.              Project Coordinator’s time             Duties of funded personnel are        funded personnel are                   personnel are described.
  Project Coordinator’s time            other than .25 FTE per site is          adequately described.                 described.                            Project coordinator’s time
   other than .25 FTE per site is        well justified for program             Project coordinator’s time other     Project coordinator’s time other       other than .25 FTE per site
   very clearly justified for            reasons.                                than .25 FTE per site is              than .25 FTE per site is not           is not presented.
   program reasons.                     Clerical support of greater than        adequately justified.                 justified.                            Clerical support of greater
  Clerical support of greater than      .1 FTE per site is well justified.     Clerical support of greater than     Clerical support of greater than       than .1 FTE per site is not
   .1 FTE per site is very clearly                                               .1 FTE per site is adequately         .1 FTE per site is not justified.      presented.
   justified.                                                                    justified.




                                                                                           I-7
                                                                             Attachment J


      SCHOOL COMMUNITY VIOLENCE PREVENTION PROGRAM
            REQUEST FOR APPLICATION CHECKLIST

           FOR ________________                     _ SCHOOL DISTRICT
Applicants must use and include this checklist to verify that the application elements are
in the required sequence and the application contains all required information.

          Original application and four copies (original has authorized signatures in
          blue ink)

          Application Cover Sheet (Attachment A)

          Table of Contents

          Narrative (20-page maximum that includes the Resource and Strategies
          Matrix and the SCVP Project Activities Matrix)

          Budget Proposal (Attachment H and two-page narrative)

          Letter(s) of Agreement or Memoranda of Understandings

          Supporting Data

              Uniform Management Information and Reporting Systems (UMIRS) page
               from the spring 2007 Consolidated Application for each school to be
               served by the grant.

              CHKS “Key Findings Report” that co ntains charts 6 and 7 with the
               paragraph on gang violence for each school site to be served.

              Focus Group Priority list too long to include in the narrative of the
               application.

              Needs analysis and other supporting data such as local crime rate data
               used as support for information in the demonstration of need section.

          Assurances/Drug-Free Workplace Certification

          Other Supporting Material (10 page limit)

          Copy of “Request to Apply” form submitted on ________________ (date)

          Copy of approval e-mail from the S/LEP

          RFA checklist




                                            J-1

				
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