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HomeMy WebLinkAbout11/29/2007`~ , s ~ ~~ ~ Kern County Michael Rubio, Supervisor - Co-Chair Ray Watson, Supervisor Staff: Adel Klein City of Bakersfield Irma Carson, Councilmember - Co-Chair Zack Scrivner, Councilmember Jacquie Sullivan, Councilmember Staff: John W. Stinson SPECIAL MEETING OF THE JOINT CITY/COUNTY STANDING COMMITTEE TO COMBAT GANG VIOLENCE November 29, 2007 10:00 a.m. City of Bakersfield City Council Chambers 1501 Truxtun Avenue Bakersfield, CA 93301 AGENDA ROLL CALL 1. Public Presentations 2. Committee Member Announcements or Reports 3. Hear Report on Recent Gang Activity -Police Chief Rector, Sheriff Youngblood 4. Report on PPrevention /Intervention Activities Status -Supervisor Rubio 5. Discussion of Prevention, Intervention and Suppression Progress Benchmarks -Supervisor Rubio 6. Hear Stags Report on a Proposed Consolidated (City And County) Gang Hotline -Police Chief RecJtor 7. Update on CalGrip Initiative and Grants 8. Discussion regarding Potential Transitional Housing Project -City Economic Development Director Kunz 9. Establish Agenda for Next Meeting 10. Establish Next Meeting Date and Time ADJOURNMENT S:\Council CommitteesWt+Ciry-County Gang Violence Committee\2007\Agenda -November 29.doc Documents related to the Special Meeting of the Joint City/County Standing Committee to Combat Gang Violence November 29, 2007 STATE OF CALIFORNIA ARNOLD SCHWARZENEGGER, Governor ~'`.~.-~: GOVERNOR'S OFFICE OF EMERGENCY SERVICES ~' .~ ~~ '~/~ ~ r.x l..Yn k ~ ,.n ~~~ ~,~~,~~~~ LAW ENFORCEMENT AND VICTIM SERVICES DIVISION '~ ~"~,z' ° '~~ 3650 SCHRIEVER AVENUE MATHER, CALIFORNIA 95655 ~~~ 916 324-6724 ~""""""~` ~`Y''~' c'~(IF IIN~r ( ) Frnrrfti•n~~Srrnir~a~ FAX: (916) 324-9179 GANG REDUCTION, INTERVENTION AND PREVENTION PROGRAM FREQUENTLY ASKED QUESTIONS (NEW DUE DATE: DECEMBER 10, 2007) Q: Is this the same as the CaIGRIP Program? A: This is a subset of Governor Schwazzenegger's CaIGRIP Initiative. The Governor's Ca1GRIP Initiative is a comprehensive plan that involves several different state agencies and focuses many existing programs toward the problem of gang violence in California. This funding for new local programs is just one piece of the much larger Ca1GRIP Initiative. Q: How much money is available through the program? A: The state budget allocated $9,500,000 for the program, and allowed 3% (285,000). to be used by OES as administrative support. A decision was made not to impact community-based organizations by the administrative amount. This resulted in the distribution of the administrative costs as listed below. ~ City of Los Angeles, $1,000,000 - $38,000 (3.8%) _ $962,000 • Bay Area Cities, $1,000,000 - $38,000 (3.8%) _ $962,000 • Central Valley Cities, $1,000,000 - $38,000 (3.8%) _ $962,000 • Cities throughout California, $4,500,000 - $171,000 (3.8%) _ $4,329,000 • Community Based Organizations, $2,000,000 - 0 = $2,000,000 The initial announcement letter, dated September 28, 2007, contained slightly different figures based on a different method of calculation. The method of calculation was changed in order to more equitably distribute the impact of the administrative costs. All cities may apply for up to $500,000. Community Based Organizations may apply for up to $200,000. However, for those projects selected for funding, the amount requested maybe reduced in order to obtain as broad a distribution of funds as possible in order to maximize the impact of the funds. Q: Will subsequent funds be available next year? A: This is unknown. The allocation of $9,500,000 was aone-time allocation for a three yeaz period, all of which will be distributed in FY 2007/08. Availability of additional funds for subsequent years is unknown at this time. Revised November 21, 2007 See the last question Q: If a city submits an application in response to the RFP for Bay Area Cities or Central Valley Cities, can it also submit an application in response to the RFP for Cities throughout California? A: Yes, a city can submit an application in response to both 1ZFPs, but cannot be funded for both applications. The applicant must submit the applications sepazately, under a sepazate cover sheet for each RFP. These two RFP processes will have sepazate rating teams, which will only rate proposals submitted in response to their respective RFP. However, an applicant may submit duplicate copies of a proposal for each of the two RFP processes. Applicants are encouraged to closely examine the rating sheets for the two RFP processes, as there are differences in the distribution of points. An applicant may only receive one grant, so selection for funding under the Bay Area/Central Valley RFP will invalidate an application submitted for the Cities RFP. Q: Are county agencies eligible to apply for these funds? A: No. The state budget language restricts eligibility to cities and community-based organizations. A county agency may partner with a city in an application submitted by the city. As an example, a city may include a county task force in the application. Also, if a county agency performs a city function under a contractual agreement with the city, the city can designate that county agency as the implementing agency for the submission of the application on behalf of the city. An example of this scenario would be a case where a county sheriffs office serves as the city police department under contract with an incorporated city. Q: What is meant by the term "Target Area"? A: The target azea is the area that the applicant has identified as the focus of the proposed activities. The target area must include at least a portion of the city jurisdiction of an applicant city, but does not have to be limited to the city limits. The target azea can cross city limits and county lines, and can include more than one city. The application should demonstrate that coordination has been conducted with the appropriate agencies for all jurisdictions in the target azea. As an example, if the tazget azea crosses a county line, coordination should be conducted with the county sheriff s departments of both counties. Community- based organizations can identify any tazget area that can reasonably be addressed by the proposed project, but should demonstrate coordination with the appropriate agencies/organizations for the target azea. The application should demonstrate that the applicant has the ability to address the entire target azea defined in the application. Q: What does "dollar-for-dollar" match mean? A: The "dollar-for-dollaz" match requires a match of 100% of the amount requested in state funds. An application requesting $100,000 in state funds must provide a match of $100,000, so that the total project cost in the application budget would be $200,000. The match can be either cash or in-kind services, or a combination of the two. A cash match is defined as any resource for which the applicant incurs an expense, including salaries and operating expenses. An in-kind match is defined as any resource which is contributed to the project without an expense to the applicant. The match must be specified in the application budget in line-item detail. Any in-kind match must be supported with an assessment of fair mazket value, which will be calculated in the budget as a numerical amount. The match can be either new or existing funds as long as they support the activities of the proposed project. The match can be either local or federal funds as long as the funding source has not prohibited the use of those funds as match. State funds cannot be used as matching funds in this program. Q: Does the required advisory council have to be a new group? A: No. The advisory council can either be a new group or an existing group. It can also be a subset of an existing group. However, the advisory council must include at least city officials; local law enforcement including the county sheriff, chief probation officer, and district attorney; local educational agencies, 2 Revised November 21, 2007 See the last question including school districts and the county office of education, and community-based organizations. An applicant can establish asub-group of an existing group, as long as the group contains the required representation, and has a focus on gang violence in the target area. Community-based organizations are not required to have an advisory council, but must demonstrate coordination with the appropriate agencies for the target area. Q: Can a CBO on an advisory council for a city application also submit a separate application as a CBO? A: Yes. A CBO may participate in an application submitted by a city, and separately submit an application asaCBO. Q: Is an applicant still eligible to apply for these funds if that applicant is currently receiving state or federal funds for an anti-gang program? A: Yes. However, the proposed project must not duplicate a currently funded project. The proposed project could augment an existing program, or address a separate target area. Applicants selected for funding will have to complete a form reporting other anti-gang funding received by the applicant. Q: If an applicant is selected for funding, do the project activities need to start on January 1, 2008? A: No. January 1, 2008 is the official start date of the program, and will be the start of the grant period reflected on the grant award face-sheet. But, it is not required that the project begin activities on that date. Once the applicant has received the finalized grant award agreement, the applicant can submit a Report of Expenditures to claim reimbursement for all project expenses incurred as of January 1, 2008. Q: Do we need to stretch the grant award over athree-year period? A: No. The applicant can specify any end date within the three-year period. The applicant can choose to specify an end date 12 months from the official start-date, and then extend the end date later. Or, the applicant can specify an end date two years from the start date, and close the grant several months. before that end date when the funds have been expended. Q: Can several cities and communities pool their money together to meet the match requirement, or is it expected that one city will provide the entire match? A: Several cities/communities can pool their resources to meet the match requirement. If the resources are being contributed to the grant project at no cost to the applicant, then they would be reflected in the budget as an in-kind match. As an example: if City X is the applicant, and City Y will participate by contributing the services of a police officer at no cost to the grant, then the police officer would be reflected as an in-kind match in the Operating Expenses category of the budget for the value of the cost of the police officer to City Y. Q: What are the page limits for the applications? A: There are no page limits. A policy decision had been made during the development of the RFPs to focus the assessment of points on substantive issues and to avoid assigning point values to administrative criteria, such as adherence to page restrictions. It is our hope that applicants will honor this approach by restricting the proposals to relevant information. Q: Will providing more than the required 50 percent match increase an applicant's chance of receiving funding? A: No, exceeding the match requirement will not increase an applicant's score in the competitive process. The application budget should reflect the exact amount of the required match. 3 Revised November 21, 2007 See the last question Q: Is a Project Summary (OES 227) to be submitted as part of the Proposal Appendix (it is not included in the list on page 8 of the RFP, but is on the Checklist)? A: No. There is an error on the checklist. The checklist should list the Project Service Area Information form instead of the Project Summary form. However, the Project Service Area Information form is not rated during the rating process, so failure to submit that form will not have an adverse impact on the score of a proposal. The Project Summary form will only be required from the projects that have been selected for funding. Q: Who is the "appropriate agency" for the purpose of certifying eligibility for an Enterprise Zone (i.e., can this come from another City Department)? A: The appropriate agency for certifying eligibility for an Enterprise Zone is designated by the Department of Housing and Community Development, and varies between communities. Complete information concerning the Enterprise Zone Program is available on-line from the Housing and Community Development, Division of Financial Assistance web page at http://www.hcd.ca.gov/fa/cdbg/ez/, or at Phone (916) 322-1554. Q: How is a regional approach defined? A: There is no strict definition of the term "regional approach". The burden is upon the applicant to demonstrate that the proposed project is taking a regional approach in order to receive the points allocated for that preference. A project may demonstrate a regional approach by establishing a target area addressing a geographical region that extends beyond the applicant city limits, or through a regional collaboration with agencies/organizations to provide services in the target area that would not otherwise be available. Q: Is the payment of stipends to youth in a vocational training program an allowable expenditure? A: Yes. This expenditure would properly be reflected in the Operating Expenses category of the application budget. Q: Can the application set a start date later than January 1, 2008? A: No. The start date for the grant award agreement must be January 1, 2008. However, if selected for funding, the recipient may begin activities and incur expenses anytime after that date. The start date for this program was established based on mandatory language in the State Budget Act. Q: Page 8, part II of the RFP instructs the applicant to budget for anticipated training for required OES training conferences or workshops. Are there anticipated training conferences or workshops? A: The applicant should budget for two individuals (programmatic and fiscal) to attend cone-day Project Director's meeting at OES Headquarters in Mather, CA, during the first six months of the grant period. Since this information was not included in the RFP, failure to budget for this meeting will not have an adverse impact on the rated score of a proposal. Projects selected for funding will need to modify the application budget if necessary to allow for this expense. Q: The budget pages contain multiple columns with acronyms for the funding source. Which column should be used for this program? A. If the budget pages contain more than two columns, they are the wrong forms.. There are three links in the FORMS webpage for budget pages. They are a) With Match, b) Without Match, and c) With Percent Match. The correct budget pages are in the link for c) With Percent Match, and only have two columns, one for state funds and one for matching funds. Q: The Grant Award Face Sheet has a box for the Funding Source with instructions to "Select", and adrop- down menu with several acronyms for various funding sources. Which funding source acronym should be selected? A: None. The list of funding acronyms relates to previously established programs, and does not apply to the GRIP Program. Delete the word "Select" from the first box, and leave the box blank. OES staff will complete this box for all applications selected for funding. 4 Revised November 21, 2007 See the last question Q: Is it true that the due date for proposals has been extended, and does that extension apply to all applicants? A: Yes, due to the disruption of operations caused by the Southern California Wildfires, the due date for proposals for all three RFP's has been extended from November 26, 2007 to December 10, 2007. This extension applies to all applicants throughout California. Q. Do the matching funds have to correlate to the budget line item for the grant funds that are being matched? A. No. The match requirement pertains to the total amount of grant funds requested, and does not have to correlate to any specific budget line item or budget category. As long as the budget identifies line items with costs in the Match column that total to an amount equal to the total grant funds requested, then the budget has met the match requirement. This document will be updated on a weekly basis. Applicants are encouraged to review this document at the end of each week to see if new questions and answers have been identified. Additional questions maybe asked by contacting Kirby Everhart, Chief of the OES Crime and Gangs Branch, at Kirby.everhart(a),oes.ca.~ov, or at (916) 327-3687. Revised November 21, 2007 See the last question Cal-GRIP Program California Gang Reduction Intervention Prevention Program Currently Available: Cal-Grip Funds CaIGRIP targets more than $31 million in state and federal funding toward local anti- gang efforts. The 2007-08 Budget includes an initial $9.5 million in grants for local anti- gang programs. The Office of Emergency Services (OES) will administer the grant program and allocate funding to eligible cities and community-based organizations for local anti-gang suppression, intervention, prevention, education, reentry, job training, skills development, and family and community services. The fund includes: • $3 million for grants to cities with heavy gang concentrations o $1 million is guaranteed to the city of Los Angeles o $1 million to be awarded to various Bay Area cities o $1 million to be awarded to various Central Valley cities • $4.5 million in competitive grants to individual cities • $2 million for competitive grants to community-based organizations All grants shall be awarded no later than January 15, 2008; all grantees must provide a dollar-for-dollar match to state grant funds; and grantees may expend funds over a three-year period. The newly appointed Anti-Gang Coordinator, Paul Seave, and OES are currently working on the RFP which should be announced within the month. For additional information regarding any of these grants, contact: Kirby Everhart Chief, Crime and Gang Branch Kirby.everhart anoes.ca.gov Note: The following grants are already closed but new applications will be available to cities and counties in 2008. .. Gang Violence * $1,785,000 Los Angeles, Sacramento, Ventura, Napa State Funds Su ression GVS MAGEC Anti-Gan $93,000 Fresno State Funds CALGANG Database $300,000 Statewide State Funds Counties: LA, Orange, Riverside, Ventura, san Joaquin, Shasta, Solano, Merced, Anti-Gang Initiative* $2,232,617 Sacramento, Contra Costa, San Francisco, San Mateo, Santa Cruz Federal Funds Six Ci Anti-Gan Project* $2,375,000 Los Angeles Federal Funds Anti-Dru Abuse* $1,851,210 Los Angeles, San Diego, San Luis Obispo Federal Funds *Gang Violence Suppression: The new RFP will be announced in February 2008 for the 08/09 year. *MAGEC: Funding goes directly to Fresno per apre-existing agreement. *Anti-Gang Intitiative /Six City Gang Project /Anti-drug Abuse: Grantees apply through the U.S. Attorney's Office and OES administers the funds. 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 SchooVLaw 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 signficant school/community gang-related violence. Approximately 10 percent of the $187 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~,____rcent_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 httD://www.cde.ca.eov/Is/sslvD/fundins~.asa and htta://www.safestats.oro/erants (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 Safe and Healthy Kids Program Office 1430 N Street, Suite 6408 Sacramenrto, CA 95814 (916) 319-0920 OFFICE OF THE ATTORNEY GENERAL Crime and Violence Prevention Center 1300 I Street, Suite 1150 Sacramento, CA 95814 (916)324-7863 SCHOOVLAW ENFORCEMENT PARTNERSHIP 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 Califomia 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, ANTH NY Deputy Superintendent Curriculum and Instruction Branch Califomia Department of Education G~~501v N C MAT N Director Crime and Violence Prevention Center 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 Calffornia Department of Education 1430 N Street, Suite 6408 Sacramento, CA 95814-5801 (916) 319-0920 Office of the Attorney General Crime and Violence Prevention Center 13001 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 P-PPIY 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 grand 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.leoinfo.ca.oov/calaw. html. The School/Law Enforcement Partnership (S/LEP), a joint entity of the Califomia 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. 11. General Grant Information S/LEP staff will post the questions and answers received in writing via a-mail only. Questions must be sent Stephanie Papas, Safe and Healthy Kids Program Office (SHKPO) at: suaoas(aacde.ca.aov or fax at 916-319-0218, or to Madelyn Childs, Crime and Violence Prevention Center at: madelvn.childsCcDdoi.ca.s~ov. Responses to questions received until November 30, 2007 will be posted December 14, 2007, at: http://www.cde.ca.gov/Is/ss/vp/funding.asa and httu://www.safestate.oro/grants. 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 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 wen: 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 ident~ed 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 identfied in the competifive 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 ftom 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 amulti-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 cmordinated 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 regulafions in effect on January 11, 2008. The current regulations are found at httg://ccr.oal.ca.oov. 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 SCUP 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. Pereonnel Requirements Pen3onnel 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. F~ d. Develop and provide mandatory grant implementation and annual self evaluation reports, maintain and/or monitor any budget and project mod cations, 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 cone-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 prdject as verified by site visits or other means. 9 IV. Application Process and Instructions A. Timetable :, ..ACTIVI~`~l~ rr'4~ ~ J' ~'- November 27, 2007 +~ ~ ~ F. + 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: httc•//www.cde.ca.gov/Is/ssNc/fundins~ and :/ f /rn December 28, 2007 Approval and disqualification notice(s) e-mailed for Request to ~-PPIY December 28, 2007 - Appeal period for Request to Apply disqualification decision. Must Janus 8 2008 be in writin and received b Janus 8 2008 b 5 .m. January 18, 2008 Notice(s) mailed regarding appeal results for disqualification of Request to Apply Februa 8 2008 Final deadline to receive uestions 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 acre ted. 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: htto://www.cde.ca.oov/Is/ss/vp/fundins~.asc and h •//www. f r May 5-9, 2008 Appesl period for the proposed grant awards. Must be in writing and received Ma 9 2008 b 5 .m. May 30, 2008 Notice(s) mailed to sucxessful applicants July 1, 2008 Grant period begins. Note: All dates after the application deadline are approximate and may be adjusted as program conditions indicate witiwut 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 identfied 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 32282Ia1I2l)• c. Discussion of how the safety plan contributes to providing a safe and orderly environment conducive to teaming 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 student 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 identfied sites' school safety plan will be disqual~ed 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: Califomia 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 notfied 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 adjusfed for appellants. C. Application Technical Requirements 1. An -original SCVP grant application and four copies must be received by the S/LEP no latter 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 Aria) 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 % 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 identfied 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. Inmost 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 Certificatton. Applicant LEAs shall download and print the "General Assurances," and "Drug-Free Workplace," forms from the CDE Funding Forms Web site at: htto://www.cde.ca.oov/fo/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 1) 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, identfied 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 mu~i-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, workfor~ob 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 student 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 LFJ4 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 (Attachm®nt 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 schooVcommunity neighbofiood. 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 sta#istics, and community and family factors. An important element in documenting the need and extent of the problem in the schoolicommunity 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 schooVcommunitygang 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 al{ 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 requinad to survey continuation and community day as non-traditional. COE are n3quired 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 Site Name Truancy Rate Suspension Rate Vwlence/Dtugs Expulsion Rate Violenoe/Drugs Site A Site B Site C 20 Table 2 CHKS Data From CHKS administered during (insert month and yeah Zo°a-o~ °r Grade 7 Grade 9 Grade 11 Non-Traditional 2006-07 rosults Question Statewide Sim Statewide Site Statewide Site Statewide ' Site Ave e' Percents a Av e" Percents Avers ' Pen~nta Ave e Percents % Felt very safe at school 20% 14% 18% 19% % Been pushed, shoved, hit, 2 or 27% 20% 13% 17% more tkrtes 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 an member?" *The 'Statewide Average° data snown in the aoove examples or ~ aoie~s c 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) 2ooa-os or Grade 5 2006-07 resuks Question statewide site Averse Pen~nta % FeR safe at school ~% all the time % Been hit or pushed 13% most or all of the time "The "Statewide A~raee" data shown in the above examples of Tabtes 2 ..-- ---------- -----a- ---- -------- -- - -- -- - - - 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 iwo 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 stratsgy(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 standani of proof of effectiveness than have the programs that are solely on the research-based list. Additionally, thirteen research sources identfied 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 psychologicaUmedical 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. Identity 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, identity local resources and funding levels across the top. The first column lists the strategies currently available to student, 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 S@NICes. 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 ~ 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 0 0 r t ~_ 0 -o ~ c ~ ~ ww,,w ~_ = •~ ~~ Y/ H ~S ~ ~ ~ ~ C d d LU C C LL L N oD N ~"' W V a Z g a ~• o' Y~ S ~~ ~~ ~~ ~~ m >~ ~~ ~~ ~$ ~~ $~ ~~~ ~~ ~~ o Z~ ~ ~_ E ~' $~~ g~ ~~ E ~~~ ~~~ . u. C ~~ ~ r W~~ ~ ~. v a O W W v W ~_ ~_ Z V 0 V ~' ~ c c ~. ~ ~ w~-~ ~ Y ~ c ~ ~ = r } ~ ao ~" ~ ~ ~~ O •c z~~~ ~ W , E ~ ~ ~~ ~ ~ ~ , ~ r. o ~ ~` ~ ~ ~~~ ~ E ~~~~ ~_~ E~ ~.~t ff g~ ~ ~ o~ c co Mta W ~~- Q C)O Q~ ~Y c ~~ U C~ ~a ~w ~ dui m ~ m . ~' ~~ ~EV ~ ~~~~ ~z~ ~~~E ~~~ r 0,~~' - ~' ~ ~' ~ ~ ~' ~• O ~ z ~• ~ ~ ~s ~ ~ ~c~ ~ ~ y c ~ ~ ~ o ~~ - ~ N ~ ~ ~ ~ O Cf ~A m V l0 ~~~ ~ ~ ~ 'S ~ ~ '; O ~ ~ - N ~ a c ~ _~ ~- Y ~~ _ ~~ ~ ;:~ c ~ ~O a~ ~ ~'~~ w ~ c ~ ~ ~. ~ m ~~ F ~ c ® ~ ® ~ ^ _: fy - ~ C c ca ~ .4 ~ ~ a -~ C ~ E ~ ~ ~ ~ C ff~,~ ~ ~ ~ C c ~ a ~ ~ ~ N ~ p D ~ ~-~ ~ ~ ~ 0 M a>-, w cn -c . N~ a ~ '' ~ r t ~ .o E ~~ ' m W ~~ ~ ~ 5~ rn N 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 hem 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 SCUP 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. Benefit 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 atwo-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 thins 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 excerption 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 O Q W V V DC y 0 W a 0 N W 0 a ~ M ~ N ~ ~ g ~ S O N " M '. ~ ~ ~ y~ N t~A M ~ ~ r ~ -.-~ yl ~ ~ O ~ ~ zi 8 g ~ ~ ~ , ~( f9 M fN O ~- fN N M O ~ ~ M ~ ~ M h N ~ NfA r N r ~ 8 N ~ G ~ ~~ ~._ 8 ~~ _~ _~ ~ C O ~~ O ~' C 8 { ' x c ~ ~ ~ ~ x ~ ~' ~ ~ ~ . QQ_ ~ ~5E ~ °~ ~ v x ~~ ~~ ~ ~ ~~ ~ O ~ `- YN NKlO ~ ~ ~ ~ e Iii E ~ N x ~ "'' c ~~ ~i ~ ~ ~ c ~ ~ a c c .~ .~ . 0 ~~ ES~ E~ p ~ p ~ K M • M ~ 'S 'S t ~• . m r ~ ~ O ~ M ~ ~ . ~ L •, = Ly x KN~ ~ c ~ ~ ~ ~ m ~ ~ ~ W ~ J L S ~ ~ il! e ^ .. ~ c E~ ,~,~ N ~ E ~ i ~ ~ ~ ~ $,~$~ ~ lQ l0 II W V ~ DD ~V ~~V ~• x d d~ ~ a' a a~ ~ ~ 1~ ~ ~p C ~O C~ C ~ L t ~ p p ~ ~~ CIS N C~ C~ ~ ~ ~ l0 ffi f.1 C ~ ~ ~~ ~N~ G ~ ~~ ~ ~ ~ N. ~ ~ ~~ ~ ~ m tlj1A ~zt ~ + pQQ ~ ~~ ~~v$ ~ aL~' a~'~'ac ~ C . ~ 'Rc ~ ~ c ~ • , a ~ ti ~a ~ II N ~ er O OX ~ - SS C ~ ~-~_ ~~t cH GD O O O ~ y ~ Q r. 3 ~N W ~ a ~~ ~. fAd! O ODD O ~ ~ ~ _7N ~~O C x d ~~ g- Eo~ ~ ~ ~ r x !~g ~ ~ ~~ ~~ ~~II¢II ~ ~ $ L ~'~~ ~~ C ~ C °6 •- 10 ~~ cfi r ~ ~ ~ ~. C ~ ~~ tOjM '~' O m ,~ ~ ~ ~~ ~ m ~~ ~ °~ ~ ~ ~~~~ x = cQ = cQ ~ ~ ~ g~ 3 ~' ~~ v~ ~S~'~~ a c x c ~~,~ c ~ .-~ a ~ ~ ~~ oocv " c~ NcBi~n ; E E. n8x~'n8x~~ 0 c~ x~x ~~~~ ~r M ~ ~ ~ N~M o ~ ~ ~~~ o ~, ~d ~~~ :~ ~, $ ~ 8 ~~~ ~~ ~ ~ ~ ti~~ ~o .~ ~~'~ ~~ `. , 8 ~ ~8~ ~: ~ '" ~~~ ~~~ .~: ~ ~ L ~ ~ - `' ~ ~ ~ `~ ~~ ~ ~ x~ ~~ ~ ~ ~ ~~ 0 8 ~ ~ ~ ~~ ' ~ ~ 'c ,~ Qn ._ ~~Eo~~ ~ O1 ,~ w '~.Y N~ x ~ ~ ~ ° w ¢ a, a ~ '~ A ~~~ ~~ ~ ~~~e~~~~~ °~~ ~. V1. 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 htto://www.cde.ca.oov/Is/ss/vo/fundina.aso/ and htto://www.safestate.oro/grants. 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 Heakhy 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 Caiilomis Department of Educatlon Califomis Attorney GsnsraPs OlpCs 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, Sure 6408 Sacramento, CA 95814-5901 Note: This Request to Apply form and the required parts of school safety plans for each site identfied 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: City2ip 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: (Supsrirttendent or Assistant Superintendent) Certification: I have reviewed this request to apply and will support the implementation of this proposed project if funded. Su erintendent Si nature or Assistant Su erintendent Date ' You must include an e-mail of the contact person who will be responsible for the ongoing development of the appllcadon. This person will bs notified of the eli~ibllity to apply. A-1 Attachment B Scho~UL.pw ~nforcemont I~Artnekshlp - SCHOOL C4INMUNI"1`Y VIOL.~NC~"f~'RE~f~:~1T1CyI~ t P#~O©RAM , _ GRAM' APPLICATION -~ 2d0T-2008 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 SchooUAgency: Address: Title: Telephone Number and Ext.: Fax Number: E-mail Address: County or District Superintendent Name (Typ• or Princ): Title: (Supe~iMendeM or Assbtant Superintendarn) Certification: I have reviewed this grant application and will support its implementation when funded. Su erintendent Si nature (or Assistant Superintendent) Date * Designation for Rurel A list of small rurel LEAs is posted on the Web site with thus RFA. """' Designation for Charter School: Only charter schools NOT funded by Charter School Categorical Block Great 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 s rin 2007 Consolidated A lication Part I Site Name Trusn Rate Suspension Rate Violenoe/Dni s Expulsion Rate Violence/Dru s 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 y~~ 200 °~ 2006-07 result Grade 7 Grade 9 Grade 11 Non-Traditional QUeStlon Statewide Site Statewide Site Statewide Site Statewide Sim Ave e" Peroenta Ave e" Peroenta e A e" Percents e A e" Percents e wool ~Y safe ~ 20°16 14% 18% 19% % Been pushed, shoved, hit, 2 or 27% 20% 13% 1796 more times Been afraid of being beaten up, 2 11 % 8% 8% 9oy6 or more times % Answering 'Yes' to "Do you 9% 8% 7% 1596 consider yourself a an membei't" 'The "St atewide Average" data. shown in the above examples o f Tables 2 and 3 must be included in the aeolication's chart_ These eerrr~ntanan rr~nraaon + nt~la.,ie~e ~..e~..~ ~Q . .- - --- - - - - -- --- -- ' • ---- r ~. ~~...~a~- ..r. ~......• vww.....v ~.w o~w 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 Health Kids Surve Data From CHKS adm inistered dulin insert month and ear Question Grade 5 Statewide Site Ave a Percents % Felt safe at school ~% all the time % Been hit or pushed ~ 3% most or all of the time E-1 LL ~+ C m E r a .` m c c c 'vii ~ ~ ~ ~ ~ c C ~ ~ C ~ ~ m O ~ ~ ~ d O ~o ~ ~ c w~ m LL ~.. C m t V Q Z ~_ Z W a W Z W O z O V J Z g m c ~ o F- ~ c W ~ I= ~' N j~ C a o z ~~ g a ~ ~,- ~ V o ~ a ~ ~ ~i a+ C m t V Q 7 C F C u u LL LL }C F Z Q V Q H V H H D J V V h 0C I- W m 0. d V y t Q a 3 m N .~ 3 _C lQ ~. 0 2 .+ C m t V Q V m _Z V r ~+ C m t V a N _ .~ ~ '~ ~ ~ ~:~ ~ . ~ ,: .. ~ ~ W Y ~ ~ ~ ~ ~ ~ ~~ Y OC V •~c s~~~ O ~ = j ~ - ~- ~ '~ Q ~' ~ ~ ~ ~ Z$'~~ ~ ~ ~~ ~~ ~g~ ~.~ ~ . > ~ . 4 ~ ,s -~ ~~~ ~ ~ ,~ .. v E ° v > S ~ ~ ~ ~ ~~ ~~ ~ ~~ g~~ .~ ~ ~ ~ d ~ w y c ~ ~ ~ ~t.~ ~ ~~ ~ ~ a~ ~ a ~~ ~ ~ ~ ~ w ~ ~ ~ .$ a c ~ ~ ~ ~ ~ ~ Q .~ ~ ~ ~~ ~~. ~~~~~ ~ m ~, •- w ~ ~ a fi :~ ~ ~ ~ ~~$ ~ ~ ~~ ~ W~ ~ ~ ~ ~ '~ ~ • . • . O • • ~ Z ~ ~s ~ ~ ~ ~ ~ ~~ ~ Y~ Y ~ ~ W~ N Y V V ~' $' a ~ ~ ~ ~~ '~'~~mE~ ~c ~ ~, 8 ~~ • o ~ • • • .~ • ~ ,' ~ ~ i~5 ~ C C C _ ~ ~ ~~ ~ ~ ~ Y ~~ V ~ ~ ~ ~ ~ ~ ~,~ N ~~ ~ ~N~ 8~ ~ ~ ~ ~~ ~- ~ ~. ~ E W ~ ~ ~ ~ ~ ~~j, c ~ ~ • • • ~ ~ ~ ''"~r ~ m Z V a M C r Q .~ ~ ~~ ~ ~~ g ~ ~ ~ ~ ~c ~ c $ $ •~ g ~ _ ~ y V _ ~ ._ a ~ Z ~ w ~~~ ~~ ZZ w'$ Z ~ E ~ c ~ '$ ~ ~ c ~.a ~ ~ ~~~ ~~ ~ ~~ 3 ~'~ ~~ ~~ ~. ~ ~~~ ~~ 3' ~p c~ ~a~ 3 •- • ~ d ~ ~ ~ ~ a ~ ~~~ ~a~ ~~~ ~w ~. ~ ~ ~ ~ a ~- ~~ ~ .~ ~~ ~ ~ ~ ~ ~ ~ a i ~ 8 • • . • v ~ m N ~ ~ .~~ ~ ~~ ~ ~ .~ ~ v ~ ~~~ ~z ao - a ao '~ c W Z c . ... ~ ~ ~ ~~ a -~ -M ~ ~ ~ ~ arc • . . o • • • v N ~ '~ F- ~ ~ W ~N m C ~ ~ ~ C~ w C W - W ~ ~~ ~A~ ~O~NJ O ~ ~ a ~ ~ a W.~3~ ~Z ~ c~~~ ~ ~i~ w 'c c~~ ~ ~ m ~~W ~.~~ a~~a a ~ ~~ C m r V Q ~~ ~,~ ~ ~ ~ ~ ~ ~,~ g ~ ~ ~ ~ g g' r ~ ~ ~ ~, > v ~ ~ F- ~ d ._ w 1 n~ V ~ ~ ~ ~ ~~~ ~ '~ ~ s ~ ~' ~' w~~~~~ ~~ ~~ ~b~ ~ ~ ~~ rF ,- M d • ~ T,4~k ~: y - e ~ ~ ~ . ~~ ~W -~~ ~~ ~~ ~ ~ ~ p~ ~~~~ ~ ~• ~. . ~, ~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~~~ ~Y ~ ~ ~~~ r~ ~ ~ ~ - ~ ~ ~ ~ ~ ~ ~~'~ S ~ E .~~ ~ ~ ~~ ~,`y , ~ • • ~ • ~ • •~ s ~ r E~ !. ~ ~ ~~~E ~ ~ z c ~~ ~m~ Q N ~ ~ ~ > ~ ~ ~ ~ ~ W ~ m C ~. ~ ~ • ~ . -~~ C r a t v a ~~ ~~ W ~~ ~ ~ m~ 01 N ~ C ~ ~ ~ 4. ~t ~ ~ ~ w .g ~ ~ ~ ~ ~ H ~ W o z ~as c ~ c ~ ~ ~~ ~ w - ~~ ~~ ~ - ~ ~~~ ~ ~ w ~ c ~ C 8 • a~ z '$ ~ w ~ .~ ~ ~ ~w ~ m~~.~ ~ ~ ~ r ~~ ~ ~ S a~~ ~ . . . . . . . • ~ ~~~ ~ ~t ~ h w E iA ~- C- ~ ~• ~~ ~ ~~ .~ ~ ~ ~~- ~~~ ~ ~ ~c ~ a w m w ~ a~ ~E co ~ ~~ ~ ~~~ c$ ~ •~ ~~ ~ w . ~ ~ ~ ~ ~ ~ ~ eb ~ g ~ .z g ~ ~ ~~ ~_ ~ Vim.- ~ w~ ca~~~ v~ m c ~$ ~ m ~ ~~' ai ~ `o c w ~o ~ ~ ~ a ~ ~ - w a w r ~~~~ ~ C~. ~ ~ C w ~ ~~ ~~ w ~ C ~ ~N~eQ ~~ H L ~~ ..~ ate. ~ ~ ~ 3 ,~ `~,~ E o ~ ~ awl Z'' ~ r~ ~~' m ~ • • • • • 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 ~e SCVP Project Activities Matrix) ^ Budget Proposal (At~chment H and two-page narrative) ^ Letter(s) of Agreement or Memoranda of Understandings ^ Supporting Data b Uniform Management Information and Reporting Systems (UMIRS) page from the spring 2007 Consolidated Application for each school to be served by the grant. b CHKS "Key Findings Report" that contains charts 6 and 7 with the paragraph on gang violence for each school site to be served. b Focus Group Priority list too long to include in the narrative of the application. b 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 Appendix A CALIFORNIA CODES ~?ZAR DODBi SECTION 51510-41514 41510. (a) There is hereby established the school safety consolidated competitive grant. Notwithstanding any other provision of law, commencing with the 2005-06 fiscal year, the Superintendent of Public Instruction, in partnership with the Attorney General's Office, shall distribute grant funds through a competitive process to school districts in order to carry out one or more of the purposes for which the programs listed in Section 41511 and Article 10.4 (commencing with Section 35294.10) of Chapter 2 of Part 21 were established, as the statutes governing those programs read on January 1, 2004. A grant may be made for up to a five-year period. (b) If a school district has a school safety plan for each of the schools under its jurisdiction, a school district may expend funds received pursuant to this article subject to the parameters, conditions, or guidelines established by the Superintendent of Public Instruction and the Attorney General's office for this purpose. For purposes of this article, a school safety plan may be integrated into any single plan developed by a school. (c) For purposes of this article, "school district" includes a county office of edaaation if county offices of edncatiob are eligible to receive funds for the programs that are listed in Section 41511. The block grant of a county office of education shall be ase on y on ose programs or it was efiq le to receive funds in the 2003-04 fiscal year. 41511. Funding for the school safety consolidated competitive grant shall include the funding previously apportioned to school districts for carrying out the purposes of the following programs: (a) Safe school planning and partnership minigrants, as funded pursuant to Item 6110-226-0001 of Section 2.00 of the annual Budget Act. (b) School community policing as set forth in Article 6 (commencing with Section 32296) of Chapter 2.5 of Part 19. (c) Ganq-risk intervention as set forth in Chapter 5.5 (commencing with Section 58730) of Part 31. (d) Safety plans for new schools, as funded pursuant to Item 6110-228-0001 of Section 2.00 of the annual Budget Act. Grant funds distributed to a school district in order to carry out the purpose of this subdivision are offsetting revenues within the meaning of subdivision (e) of Section 17556 of the Government Code for any reimbursable mandated cost claim for the development of school safety plans as required by Section 32281 of the idncatioai Code, A school district that accepts funds in order to-carry out the purpose of this subdivision shall reduce its estimated and actual mandate reimbursement claim by the amount of funding provided to it in order to carry out the purposes of this subdivision. (e) School community violence prevention, as funded pursuant to Item 6110-228-0001 of Section 2.00 of the annual Budget Act. (f) Conflict resolution, as funded pursuant to Item 6110-228-0001 of Section 2.00 of the annual Budget Act. Appendix A 41512. The Superintendent of Public Instruction shall work in partnership with the Office of the Attorney General to ensure proper and efficient distribution of grant funds to school districts in order to carry out one or more of the purposes for which the programs listed in Section 41511 and Article 10.4 (commencing with Section 35294.10) of Chapter 2 of Part 21 were established, as the statutes governing those programs read on January 1, 2004. 41513. The Superintendent of Public Instruction and the Attorney General's office shall adopt emergency regulations to impleueent this article as soon as possible. 41514. Ponds appropriated for purposes of this article are available for encumbrance for five years from the date of appropriation. 2 Appendix B Rural Local Educational Agencies < 2501 Student Population (As classified by the National Center for Education Statistics Count Code LEA 161218 Mountain House Elementary 175119 Sunol Glen Unified 210025 Alpine Co. Office Of Education 261333 Alpine County Unified 481382 Bangor Union Elementary 461408 Biggs Unified 481440 Feather Falls Union Elementary 461457 Golden Feather Union Elementary 481499 Manzanita Elementary 473379 Pioneer Union Elementary 510058 Cataveras Co. Office Of Education 561580 Vallecito Union Elementary 610066 Colusa Co. Office Of F~iucation 881606 Maxwell Unified 981879 Gold Oak Union Elementary 981887 Gold Trail Union Elementary 981895 Indian Diggings Elementary 981911 Latrobe Elementary 961945 Pioneer Union Elementary 981980 Pollock Pines Elementary 981988 Silver Fork Elementary 1081994 Alvina Elementary 1082000 American Union Elementary 1082028 Big Creek Elementary 1082042 Burrel Union Elementary 1062109 Clay Joint Elementary 1062281 Laton Joint Unified 1082323 Monroe Elementary 1082331 Orange Center Elementary 1082358 Pacific Union Elementary 1062372 Pine Ridge Elementary 1082380 Raisin City Elementary 1062539 West Park Elementary 1082547 Westside Elementary 1162554 Capay Joint Union Elementary 1182570 Hamilton Union Elementary 1182588 Hamilton Union High 1162598 Lake Elementary 1162838 Plaza Elementary 1182848 Princeton Joint Unified 1182853 Stony Creek Joint Unified 1262895 Big Lagoon Union Elementary 1262703 Blue Lake Union Elementary 1262729 Bridgeville Elementary 1262737 Cuddeback Union Elementary Appendix B Rural Local Educational Agencies < 2501 Student Population ins classified by the National Center for Education Statistics Count Code LEA 1262794 Fieldbrook Elementary 1262828 Freshwater Elementary 1282836 Gafield Elementary 1262851 Green Point Elementary 1262885 Hydesville Elementary 1262893 Jacoby Creek Elementary 1262919 Kneeland Elementary 128293 Maple Creek Elementary 1262988 Orick Elementary 1282984 Peninsula Union Elementary 1263024 Scotia Unbn Elementary 1283032 South Bay Union Elementary 1263040 Southern Humboldt Joint Unified 1283057 Trinidad Union Elementary 1275374 Ferndale Unified 1275382 Mattole Unified 136 172 Magnolia Union Elementary 1363180 Mccabe Union Elementary 1383206 Mulberry Elementary 1383214 San Pasqual Valley Unified 1383222 Seeley Union Elementary 1383230 Westmorland Union Elementary 1483248 Big Pine Unified 1463271 Death Valley Unified 1463289 Lone Pine Unified 1463297 Owens Valley Unified 1463305 Round Valley Joint Elementary 1583347 Belridge Elementary 1563354 Blake Elementary 1583370 Buttonwillow Union Elementary 1583388 Caliente Union Elementary 1583420 Di Giorgio Elementary 1563487 General Shatter Elementary 1563545 Kerrville Union Elementary 1563588 Linns Valley-Poso Flat Union 1563594 Lost Hills Union Elementary 1563610 Maple Elementary 1563851 Mckittrick Elementary 1563688 Midway Elementary 1563719 Pond Union Elementary 1563788 Semitropic Elementary 1583784 South Fork Union Elementary 1563834 Vineland Elementary 1573544 Rio Bravo-Greeley Union Elementary 1663909 Delta View Joint Union Elementary Appendix B Rural Local Educational Agencies < 2801 Student Population (As aassified by the National Center for Education Statistics Count Code LEA 1663933 Island Union Elementary 1683941 Kings River-Har+dwidc Union Elementary 1663958 Kit Carson Union Elementary 1663966 Lakeside Union Elementary 1710173 Lake Co. Office Of Education 1784083 Upper Lake Union Elementary 1784071 Upper Lake Union High 1810181 Lassen Co. Office Of Education 1884089 Big Valley Joint Unified 1884105 Janesville Union Elementary 1884113 Johnstonville Elementary 1884162 Ravendale-Tema Elementary 1884170 Richmond Elementary 1864188 Shaffer Union Elementary 1875036 Fort Sage Unified 1984626 Hughes-Elizabeth Lakes Union Elementary 2085177 Alview-Dairyland Union Elementary 2065276 Raymond-Knowles Union Elementary 2165300 Bolinas-Stinson Union Elementary 2185342 Laguna Joint Elementary 2165359 Lagunitas Elementary 2165409 Nicasio Elementary 2185518 Union Joint Elementary 2173381 Shoreline Unified 2210223 Mariposa Co. Office Of Education 2310231 Mendocino Co. Office Of Education 2385540 Anderson Valley Unified 2385557 Arena Union Elementary 2385573 Manchester Union Elementary 2365581 Mendocino Un~ed 2365599 Point Arena Joint Union High 2365807 Round Valley Unified 2373868 Patter Valley Community Unified 2373918 Laytonvitle Unified 2375218 Leggett Valley Unified 2465649 Ballico-Cressey Elementary 2485880 EI Nido Elementary 2485722 Le Grand Union Elementary 2485730 Le Grand Union High 2465763 Mcswain Union Elementary 2485813 Plainsburg Union Elementary 2485839 Snelling-Merced Falls Union Elementary 2473726 Merced Rimer Union Elementary 2565896 Surprise Valley Joint Unified 2573593 Tulelake Basin Joint Unified Appendix B Rural Locai Educationai Agencies < 2501 Student Popuiation IAs classified by the National Center for Education Statistics Count Code ILEA 2610264 Mono Co. Office Of Education 2673868 Eastern Sierra Unified 2785979 Bradley Union Elementary 2765995 Chualar Union Elementary 2786076 Lagunita Elementary 2788084 Mission Union Elementary 2788167 San Antonio Union E~mentary 2788175 San Arlo Union Elementary 2766183 San Lucas Union Elementary 2786225 Spreckels Union Elementary 2775150 Pacific Unified 2888258 Howell Mountain Elementary 2888282 Pope Valley Union Elementary 2966316 Chicago Park Elementary 2988324 Clear Creek Elementary 2968381 Pleasant Valley Elementary 2968399 Ready Springs Union Elementary 2988407 Union Hilt Elementary 3168779 Alta-Dutch Flat Union Elementary 3166795 Colfax Elementary 3166837 Foresthill Union Elementary 3186880 Ophir Elementary 3186878 Pen n Elements 3210322 Plumes Co. Office Of Education 3367041 Desert Center Unified 3467280 Arcohe Union Elementary 3587454 Bitterwater--Tully Union Elementary 3587462 Cienega Union Elementary 3567488 Jefferson Elementary 3567504 North County Joint Union Elementary 3567520 Panoche Elementary 3567553 Southside Elementary 3567561 Tn3s Pinos Union Elementary 3567579 Willow Grove Union Elementary 3867736 Helendale Elementary 3867793 Mt. Baldy Joint Elementary 3867892 Trona Joint Unified 3673858 Baker Valley Unified 3787983 Borrego Springs Unified 3768353 San Pasqual Union Elementary 3768437 Vallecitos Elementary 3775418 Wamer Unified 3968488 Banta Elementary 3968536 Holt Union Elementary 3968551 Lammersville Elementary Appendix B Rural Local Educational Agencies < 2501 Student Population (As classified by the National Center for Education Statistics Cou Code LEA 3968619 New Hope Elementary 3968627 New Jerusalem Elementary 3988835 Oak View Union Elementary 4068791 Pleasant Valley Joint Union Elementary 4068825 San Miguel Joint Union Elementary 4068833 Shandon Joint Uniifised 4188940 La Honda-Pescadero Unfied 4168981 Portoia Valley Elementary 4189088 Woodside Elementary 4269104 Ballarc! Elementary 4269112 Blochman Union Elementary 4289153 Casmalia Elementary 4269237 Los Alamos Elementary 4275010 Cuyama Joint Unified 4369492 Lakeside Joint Elementary 4389500 Loma Prieta Joint Union Elementary 4369567 Montebello Elementary 4432276 Santa Cruz Co Gya District 4469732 Bonny Doon Union Elementary 4469757 Happy Valley Elementary 4469781 Pacific Elementary 4569872 Bella Vista Elementary 4569880 Black Butte Union Elementary 4569922 Castle Rock Union Elementary 4569997 French Gulch-Whiskeytown Elementary 4570003 Grant Elementary 4570011 Happy Valley Union Elementary 4570029 Igo, Ono, Plating Union Elementary 4570037 Indian Springs Elementary 4570045 Junction Elementary 4570052 Millville Elementary 4570078 North Cow Creek Elementary 4570086 Oak Run Elementary 4570094 Pacheco Union Elementary 4570128 Shasta Union Elementary 4570169 Whitmore Union Elementary 4573700 Mountain Union Elementary 4610462 Sierra Co. Office Of Education 4870177 Sierra-Plumes Joint Un'>fied 4770185 Big Springs Union Elementary 4770193 Bogus Elementary 4770201 Butteville Union Elementary 4770227 Delphic Elementary 4770243 Dunsmuir Elementary 4770250 Dunsmuir Joint Union High Appendix B Rural Local Educational Agencies < 2501 Student Population (As dassified by the National Center for Education Statistics Count Code LEA 4770268 Etna Union Elementary 4770276 Etna Union High 4770292 Forks Of Salmon Elementary 4770300 Fort Jones Union Elementary 4770318 Gazelle Union Elementary 4770326 Grenada Elementary 4770334 Happy Camp Union Elementary 4770359 Homtxook Elementary 4770367 Junction Elementary 4770375 Klamath River Union Elementary 4770383 Little Shasta Elementary 4770409 Mccloud Union Elementary 4770417 Montague Elementary 4770433 Quartz Valley Elementary 4770458 Seiad Elementary 4770490 Willow Creek Elementary 4773884 Butte Valley Unified 4970599 Alexander Valley Union Elementary 4970672 Dunham Elementary 4970680 Forestville Union Elementary 4970898 Fort Ross Elementary 4970708 Geyserville Unified 4970783 Horicon Elementary 4970789 Kenwood Elementary 4970821 Montgomery Elementary 4970839 Oak Grove Union Elementary 4970888 Kashia Elementary 4970979 Two Rock Union Elementary 4970995 Waugh Elementary 4971001 West Side Union Elementary 497.1019 Wllmar Union Elementary 5071050 Chatom Unman Elementary 5071084 Grafton Elementary 5071092 Hart-Ransom Union Elementary 5071142 Knights Ferry Elementary 5071159 La Grange Elemenrtary 5071209 Paradise. Elementary 5071233 Roberts Feny Union Elementary 5071274 Shiloh Elementary 5071324 Valley Home Joint Elementary 5171365 Browns Elementary 5171373 East Nicolaus Joint Union High 5171407 Marcum-Illinois Union Elementary 5171415 Meridian Elementary 5171423 Nuestro Elementary Appendix B Rural Local Educational Agencies < 2501 Student Population (As dassifled by the National Center for Education Statistics Count Code LEA 5171431 Pleasant Grove Joint Union Elementary 5171456 Winship-Robbins 5271472 Antelope Elementary 5271480 Bend Elementary 5271514 Elkins Elementary 5271522 Evergreen Union Elementary 5271530 Flournoy Union Elementary 5271548 Gerber Union Elementary 5271555 Kirkwood Elementary 5271563 Lassen View Union Elementary 5271571 Los Molinos Unified 5271589 Mahon Joint Union Elementary 5271605 Mineral Elementary 5271613 Plum Valley Elementary 5271847 Reeds Creek Elementary 5271654 Richfield Elementary 5310538 Trinity Co. Office Of Education 5371662 Burnt Ranch Elementary 5371870 Coffee Creek Elementary 5371888 Cox Bar Elementary 5371696 Douglas City Elementary 5371738 Jundion City Elementary 5371746 Lewiston Elementary 5371781 Trinity Center Elementary 5371779 Trinity Union High 5371787 1Neaverville Elementary 5373833 Southern Trinity Joint Unified 5375028 Mountain Valley Unified 5471795 Allensworth Elementary 5471803 Alpaugh Unified 5471829 Buena Vista Elementary 5471845 Citrus South Tule Elementary 5471894 Ducor Union Elementary 5471944 Hope Elementary 5471951 Hot Springs Elementary 5471969 Kings River Union Elementary 5472009 Monson-Sultana Joint Union Elementary 5472017 Oak Valley Union Elementary 5472025 Outside Creek Elementary 5472033 Palo Verde Union Elementary 5472058 Pleasant View Elementary 5472090 Rockfoni Elementary 5472108 Saucelito Elementary 5472116 Sequoia Union Elementary 5472132 Springville Union Elementary Appendix B Rural Local Educational Agencies < 2501 Student Population (As dassifled by the National Center for Education Statistics Count Code LEA 5472140 Stone Corral Elementary 5472157 Strathmore Union Elementary 5472173 Sundale Union Elementary 5472181 Sunnyside Union Elementary 5472207 Three Rivers Union Elementary 5472215 Tipton Elementary 5472223 Traver Joint Elementary 5472264 Waukena .!Dint Union Elementary 5472298 Woodville Elementary 5572330 Chinese Camp Elementary 5572348 Columbia Union Elementary 5572355 Curtis Creek Elementary 5572397 Soulsbyville Elementary 5572405 Summerville Elementary 5572413 Summerville Union High 5575184 Big Oak Flat Groveland Unified 5610561 Ventura Co. Office Of Education 5872447 Briggs Elementary 5872579 Santa Clara Elementary 5710579 Yolo Co. Office Of Education 5772888 Esparto Unified 5872728 Camptonville Elementary 5872744 . 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D C~ t3 c'~ C~ ~ N ~ o = Q C~ a` V z v . . . . . . . . . . . . . rn Appendix D Project Venture _. 6 - 9 0 Protecting YoulProtecting Me K - 5 0 SAFE Children: Schools and Families Educating Children Families 0 Start Taking Alcohol Risks Seriously (STARS) for Families 6 - 8 2 Strengthening Families Program Families (1 - 6) 1 Teaching Students to be Peacemakers K - 9 0 'Too Good for Drugs K - 12 267 Too Good for Violence K - 6 39 Appendix D Positive Action K -12 Yes Primary Project K - 3 Yes Project ALERT 6 - 8 Yes Yes Project Northland 6 - 8 Yes Yes Project Toward No Drug Abuse 9 - 12 Yes Yes Yes Project Toward No Tobacco Use 5 - 6 Yes Promoting Alternative Thinking Strategies (PATHS) K - 5 Yes Yes Reconnecting Youth 9 -12 Yes Residential Student Assistance Program _ _ _ 9 - 12 _ Yes _ _ 'Responding in Peaceful and Positive Ways __ 6 - 8 Yes Safe Dates _. _. _ 8 - 9 Yes Second Step PreK - 8 Yes Yes State-Wide Indian Drug Prevention Program 4 - 5 Yes _ _ _ _ _ _. Strengthening Families Program for Parents and Youth 10-14 Families (6 - 8) Yes Success in Stages: Build Respect, Stop Bullying 1-12 Yes Think First for Kids 1 - 3 Yes Former Model Programs The following programs were formerly identified by the NREPP as model programs but have not yet been rated by the new NREPP process. Safe and Drug-Free School and Communities and Tobacco Use Prevention Education funds may be used to support the cost of implementing these former model programs for a three year period ending June 30, 2010. Program Name Program setting Number of Local Educational Agencies Reporting Programs .Used in 2006-06 Across Ages 4 - 8 2 Project ACHIEVE PreK - 8 AI's Pals: Kids Making Healthy Choices __ _ PreK - 2 4 Brief Strategic Family Therapy Families __ 2 CASASTART Community 0 Cognitive Behavioral Therapy for Child Sexual Abuse Families _ _. 0 Early Risers Skills for Success __ _ __ _ K - 6 _. _ __ 0 Families And Schools Together (FAST) Families __. _ 2 Family Effectiveness Training __ Families . _ _ 0 Keep A Clear Mind 4 - 6 _ 6 Leadership and Resiliency Program 9 -12 2 N-O-Ton Tobacco 9 -12 0 Parenting Wisely Parents 0 Project SUCCESS 9 -12 10 Appendix D Science-Based Programs List Provides a list of saence-(rased programs that meet these standards and have demonstrated effectiveness in preventing youth drug use, violence, or disruptive behavior. Science-based prevention programs are those programs determined to be effective by any one of the following agencies: California Healthy Kids Resource Center (CHKRC) {Outside Source) Research-Validated programs University of Cdorado, Center for the Study and Prevention of Violence (CSPV) (Outside Source) Blueprint Model programs The National Reaistrv of Evidence-Based Proorams and Practices (NREPP) (Outside Source) rated programs that meet the California Department of Education's minimum standards for NREPP ratings Only those Research-Validated, Blueprint, or NREPP rated programs that also meet the following criteria are included on the list 1. Prevent alcohol, tobacco, or drug use;. disruptive behavior and violence; and 2. Target students in one or more grades K-12 NOTE: Information about individual program outcomes and effectiveness is well documented by the agenaes that reviewed these programs. Program descriptions and evidence of program effectiveness should be viewed at the above listed Web sites prior to program adoption and periodically as part of on-going program evaluation. program Name Program Setthg Research -Validated Blueprint NREPP All Stars'"" 6 - 8 Yes Yes :ATLAS (Athletes Training and Learning to Avoid Steroids) 9 -12 Yes Yes i Big Brothers Big Sisters K - 12 Yes Caring School Community/ Child Development Project K - 6 Yes Yes Class Action _ 11 - 12 _ Yes _. Yes Creating Lasting Family Connections _ _ 6 -12 Yes _. Families That Care: Guiding Good Choices 4 - 8 Yes Functional Famiy Therapy 5 -12 Yes 1 Can Problem Solve PreK - 6 Yes Incredible Years K - 3 Yes Keepin' It Real 6 - 8 Yes LifeSkills Training 3 - S Yes Yes Lions Quest Skills for Adolescence 6 - 8 Yes Yes Midwestern Prevention Project: Star (Students Taught Awareness and Resistance): 6 - 8 Yes ' Minnesota Smoking Prevention Program 6 - 8 Yes Olweus Bullying Prevention K - 8 Yes PeaceBuilders K - 8 Yes Peacemakers 4 - 8 Yes Appendix E EFFECTIVE STRATEGIES FOR VIOLENCE PREVENTION The twelve research sources which identified the research based programs for violence prevention (see previous attachment) also identified effective strategies that may be used as part of any violence prevention program, including SCVP. These effective strategies fall into four categories, as below. Use of these strategies is optional in the SCVP program. Parent Involvement Including, but not limited to: • Parent behavioral training to reduce parenting styles that put children at risk for increased aggression and delinquency • Improving family relationships by promoting healthy, protective parent-child interactions and shared values within a family • Aiding parents in addressing external demands and stresses that may contribute to violence. • Parent skills training to supplement the school-based skills training their children are being taught Student Skills ~ Behavioral Trainins~ Including, but not limited to: • Pro-social, thinking-skills oriented programs that encourage (a) self-control and problem solving, (b) principles of conflict resolution, (c) basics of communication and Listening, and (d) programs that put information in a social, real-fife context • Individual behavioral training (not "counseling") that includes behavioral monitoring of academic progress and school behavior • Student Assistance Program (SAP) approaches that focus on providing violence intervention to selected students. A quality SAP is designed to find students with violent behavior or potential for violent behavior, assess their needs in detail, and identify the optimal available services to improve the behaviors. • Strategies that mix divergent student groups to enhance pro-social norms, as opposed to isolating at risk students from general student population School Environment Imarovement Including, but not limited to: • Policy and enforcement improvement: (a) establishing and communicating school- wide norms against violence, (b) developing and communicating clear and simple rules; (c) ensuring that Hales are enforced fairly and consistently for all students; and (d) training teachers on discipline strategies, rules and policies with integrated promotion of youth development. • Employing problem solving approaches versus ones that are solely punitive or reactive (e.g., alternatives to suspension). • Building the school's capacity to plan and sustain school violence prevention programs. Community Involvement Including, but not limited to: • Minimizing accessibility of weapons, drugs, and exposure to violence within the community. • linking student with adult mentors with a focus on promoting and reinforcing pro- social behaviors. 1 Date: September 5, 2003 10:52:55 Page 1 of 2 John Roberts -Governor's Anti-Gang Initiative Provides Funds for Job Training and Education Programs; State Issues Solicitation for Proposal to Implement Intervention and Prevention Strategies From: "Feist, Paul@Labor" <Paul.Feist@Labor.ca.gov> To: <robertsj@co.kern.ca.us> Date: 11/28!2007 11:15 AM Subject: Governor's Anti-Gang Initiative Provides Funds for Job Training and Education Programs; State Issues Solicitation for Proposal to Implement Intervention and Prevention Strategies CC: "Hoffner, Doug@Labor" <Doug.Hoffner@labor.ca.gov> John, Paul Seave asked that our office send you a copy of the press release announcing the solicitation for proposals for the CalGrip funds that will be available. The release below includes a link to the Web site giving details about the grant-making process. If you need additional information please don't hesitate to call our office. Regards, Paul Feist Assistant Secretary for Communications Labor and Workforce Development Agency (916) 327-9064 NEWS R E L E A S E Contact: Paul Feist 916-327-9064 Date: November 16, 2007 News Release No.: 07-02 Governor's Anti-Gang Initiative Provides Funds for Job Training and Education Programs State Issues Solicitation for Proposal to Implement Intervention and Prevention Strategies SACRAMENTO - As part of Governor Schwarzenegger's initiative to combat gang violence, the Califomia Labor and Workforce Development Agency today announced that $2.8 million is available for local government and community organizations to provide job training and education programs targeting youth who are gang members or at risk of joining a gang. "Califomia is grappling with gang violence across the state, and no one is immune from the impact gangs can have on a community," said Victoria Bradshaw, Secretary of the Labor and Workforce Development Agency. "This grant program will help troubled youths turn their lives around and help them become productive members of their communities." file://C:\Documents and Settings\RobertsJ.KERNPROBATION\Local Settings\Temp\XP... 11/28/2007 Date: September 5, 2003 10:52:55 Page 2 of 2 In May 2007, the Governor announced the Califomia Gang Reduction, Intervention and Prevention (CaIGRIP} initiative to combat gang violence in Califomia. The initiative targeted $31 million in state and federal funding for local anti-gang efforts, including job training, education and intervention programs. "Job training may be the single best long-term antidote to gang violence. This grant program sets the direction that all state and local agencies should consider emulating," said Paul Seave, director of the Governor's Gang and Youth Violence Policy Office. The state Employment Development Department (EDD), in coordination with the Califomia Workforce Investment Board, released a CaIGRIP Solicitation for Proposal (SFP) to implement intervention and prevention strategies, with a particular focus on providing a holistic approach to help youth prepare for work in high-growth and in-demand industries. Up to $2.8 million in discretionary Workforce Investment Act funds is available. Proposals must be received by EDD no later than 3 p.m. January 4, 2008. Further information regarding this SFP, eligibility, and criteria for selection can be found on EDD's Web site at www.edd.ca gov/wiarep/wiaspind htm. For additional information on the CaIGRIP initiative, please visit the Governor's Web site at http://gov.ca.gov~ssue/anti-gangs. ### file://C:1Documents and Settings\RobertsJ.KERNPROBATION\Local Setfxngs\Temp\7~... 11/28/2007 JOINT CITY/COUNTY STANDING COMMITTEE TO COMBAT GANG VIOLENCE Thursday, November 29, 2007 ATTENDANCE LIST /" Name s.~~ , .~l-~. Organization ~ M Contact: Phone/ E-mail ~~~ ~.-e, ;, ~~ ~ ~ ~ ~~ (..15 ~ lc.rv~;11-ems ~ , ~ ;~ . / L ~ / ~ ~ c at,[ ff ,~~ ~ ~:s~ sU ~~ ~ - g ~ 7- 3 ~~ 8 kCl~ l~ -~~ ~awt. Cyr kC~UC~ --~y ` ~, ~, S n " o b~`t 7S - f ~ i cr ~ tJ/ i' .i f di ar ~ ~/ ~0~~ for /V of ~Ll ~C~J /t/ A / 7 " V ~M~ ~/Y !, w ~ O W c,(! r' U V~ ~M G 17 ow.L ~ I K /Yl ~./ ~ ~/ft ll..a • Rr, ~, "'~ c:'~ ~.~~~~ L-'C 6~. 3 3 - ip9 y 7 7 n'~'-'1iQ ZlmmGf i~ L AA ~Crn Coon UIS'IY-Gf 7~~~ g(o~-ah~'(o CZlmmer~wCO, ~,~ 3aG - ~ .5 ~ rz,~ `T3 P 7 ~2 ~ ` ~/ ~ o ~o ' ©1f'~ e vd c.it~c 6 1'1G..J ba: l t~ ct. ~,. ~,. S ~ ,M ..~ ' - 6 s S r 70 .t r ~` /` " 2 3~ 1.0~ > P..r"~,ot.J L~ GJc~JL;~T, ,., ke~n.Co. us JOINT CITY/COUNTY STANDING COMMITTEE TO COMBAT GANG VIOLENCE Thursday, November 29, 2007 ATTENDANCE LIST Name Organization Contact: Phone/ E-mail ,~ L.y-~,~ r3~i~ 3Z6.3~~~ T G ~ ~ c FF - 7 J ~ ~ ~ ~ ~lN N Q,~A~V ! S ~ ~6,~1 ~DeE + LE '~ NZaz~ 4~z~s @ Scp C4 -~ V~/I,l ~~a U.rG~ en a-H}w S -- `i. 13 ~-~ i 5 @. v J~ o. c. Pco > ~ -t- ~ ~E 'MICt~~A'Gt` lS~t~- Qe 3~6 f ~Y~~ C S ~ , CO ~ti~ ~~ Col -~e+h ~~--~ ~5 ~t-s"