Request for Proposals Guidelines

October 2017/June 2018 Initiative Grant

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Request for Proposals Guidelines

INITIATIVE GRANT

Initiative Grants are one-time project grants (maximum of $30,000.00) to address new and emerging foundational adult learning needs in Edmonton.

The overall objective of the Initiative Grant is to strengthen the ability of non-profit organizations to meet the emerging needs of foundational learners which are not currently met within ECALA’s Regular Funding allocations or other funded programs in Edmonton.

Organizations interested in applying for the Initiative Grant should clearly demonstrate that their Project will result in reducing social and economic barriers for learners which may include:

Low literacy or learning challenges, including a diagnosed or undiagnosed learning disability;
Cultural or social isolation, including:
English language challenges facing newcomers to Edmonton
Individuals who are marginalized in society
Other barriers to participating in the community
An association of learning with trauma and/or frustration and a possible fear of failure
Personal or family challenges, including issues related to:
Low income
Housing and/or homelessness
Previous encounters with the justice system
Mental health or addictions
Previous traumatic experiences, such as violence or abuse
Being unable to manage a social context effectively
Being unable to accomplish basic daily tasks

Organizations should interpret the list above on reducing barriers using a thoughtful, reasonable approach.

ELIGIBLE FUNDING AREAS

1.Literacy, numeracy, proficiency in the English language, the ability to engage with basic technology, and foundational life skills are core skills for Edmontonians to be able to participate actively in society, pursue further learning, and be successful in their work. Projectscan include curriculum development and a pilot which focus on integrating new, emerging or innovative practices to support the development of basic literacy, the knowledge, skills and abilities that enable individuals to participate as neighbors and citizens, pursue further learning and have satisfying employment.

In addition projects must enhance adult learning in one or more of the following areas supported by Alberta Advanced Education’s Community Adult Learning Program (CALP) below:

2.Literacy and Foundational Learning Projects

The projects must be available in Edmonton, whether in-person or through the use of technology. Organizations are encouraged to deliver the project in collaboration or in partnership with other delivery providers. Organizations have the flexibility to choose delivery models that will best meet the needs of the learners, including less formal learning activities, and tutoring. Organizations are encouraged to use innovative and creative approaches when delivering these learning opportunities to support skills development.

Literacy and Foundational Learning

Adult Literacy/NumeracyLiteracy is defined as the ability of adults to identify, understand, interpret, create, communicate, and use printed and written materials associated with varying contexts. Numeracy is defined as the ability to use, apply, interpret, and communicate mathematical information and ideas. Increases functional reading, writing and numeracy skills up a pre-GED level (PIACC Levels 0-2); visit additional information. Reading, writing, document use and numeracy are four of nine Essential Skills from Canada’s Essential Skills framework.

English LanguageELL is defined as the study and practice of the English language by individuals whose first language is other than English and who are unable to communicate fluently or learn effectively in English. Improves basic English proficiency in speaking, reading, writing listening in English (Pre-Benchmark through CLB 5+)correlated to Essential Skills Canada’s Essential Skills Framework.;

Learning (ELL)For further information refer to

Foundational Life SkillsFoundational Life Skills are defined as learning opportunities that facilitate the development of the basic personal and interpersonal skills required to deal with the demands and challenges of everyday life on an independent basis. Learning opportunities should improve any combination of the skills noted below to prepare a learner for further learning, employment, and/or participation in society:

decision-making and problem-solving
communication and interpersonal skills
creative thinking and critical thinking
self-awareness and empathy
coping with emotions and stress
intercultural competencies

Family Literacy*Family Literacy Programs promote the value and benefits of literacy, provide parents with the skills and strategies to create a literacy-rich environment in the home and use daily activities to strengthen the emergent literacy skills of their children. Adults are the first teachers of children, and these programs should create opportunities for adults to increase their confidence to return to learning. Organizations must be well connected in their communities to make referrals to other local providers to support adults to transition to further learning, employment or other learning goals.

Projects must offer opportunities for learners to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. Eligible models are listed in the selection criteria.

Basic Computer SkillsBasic computer skills are defined as the ability of individuals to appropriately use computers and related technology to find, evaluate, utilize, create, and communicate in order to participate effectively in society. Projects should support the development of foundational computer skills (digital skills) to support an individual to navigate the basics of a computer, keyboard, operating device, or the internet.

* Organizations should create a project that will attract and meet the needs of participants in their communities. Family Literacy programs are for parents of children up to 6 years of age. Early literacy development should be the main focus of these programs. Children can be present for all or part of the program, or they may not be directly involved as all.

3.Community Capacity Building Projects support the development of individuals, families and/or the community by complementing, building upon, and/or bridging new or current programs provided to foundational skills a learner is trying to achieve, or has achieved, or it may be an opportunity to attract learners who may not recognize or admit the need to improve their literacy and foundational skills. Projects should include one or more of the following:

workplace readiness
higher levels of education readiness
support local or indigenous language/culture
address mental health issues
prevent or support victims of violence and abuse
prevent substance abuse
promote parenting skills
applied research to support improving program delivery in one or more of the areas identified above.

SELECTION CRITERIA

Successful proposals supportcourses for more vulnerable and marginalized learners in Edmonton who face challenges such as low literacy, low English language skills, low employability, poverty, underemployed or little or no formal education. In addition, projects demonstrating new collaborations and partnerships, and/or the use of innovative approaches will be given priority over other proposals.

Projects must demonstrate in their proposal that the course:

Uses a holistic and learner-centred approach
Proposal reflects the results of the organization’s needs assessment into the project
Recognize that working with adults is different that working with children: Adults have a wealth of life experiences as well as immediate needs and goals. In addition, incorporates recognized adult learning principles including the enhancement of learner confidence and self-advocacy skills
Integrates literacy and Essential Skills (Reading, Document Use, Numeracy, Writing, Oral Communication, Working with Others, Thinking, Computer Use and Continuous Learning) development into areas of high interest to adults
Uses appropriate learner assessment tools, and be able to understand why and when to use them
Provide pathways for learners to transition successfully from and to related programs or next steps

(i.e. to employment or to further learning)

Attend to diversity and the meaningful participation of marginalized Edmontonians, in particular women, youth, seniors with social and economic barriers identified on page one.
Leverages collaborations and partnerships with other agencies in Edmonton to deliver these learning opportunities

The following are the only approved funded models under Family Literacy:

Books for babies
Books offer our kids success
Building blocks
Literacy and parenting skills
Magic carpet ride
Parent-child mother goose
Rhymes that bind
Story sacks

If Family Literacy is part of your proposal, please call the office to receive details on professional and legal requirements. Models which support Ethno-cultural or Indigenous Learning will also be consideredproviding the required professional development component are met.

PROJECTREQUIREMENTS

Each application must demonstrate that the proposed project:

Is offered by a non-sectarian, legally constituted charity, non-profit Agency, in good standing or a not-for-profit entity registered under Part 9 of the Alberta Companies Act
Will be delivered within the period of between October 1, 2017 and June 30, 2018 within Edmonton’s city limits
Addresses an emerging or newly identified foundational learning need in Edmonton
Is non-credit and part-time, generally not more than 20 hours per week
Maximizes learner accessibility and best serves the community’s needs
Targets adults 18 years of age and older who are permanent residents or citizens of Canada residing in Edmonton. Programs may be considered for 16 and older under the Community Capacity Building Category. Note: Temporary foreign workers may participate in funded learning programs if space allows (excludes visitor visa holders, refugee claimants and minister’s permits)
Carries coverage under the applying Agency’s current liability insurance
Not unnecessarily replicates locally available learning opportunities and courses currently funding under the ECALA’s Regular Funding allocations for 2017/2018
Maximizes learner accessibility and best serves the community’s needs
Uses a qualified instructor, i.e., ELL – ATESL Best Practises for Adult ESL/LINC programming 2009

Uses funding for direct delivery costs outlined in Initiative Grant Project Budget and non-capital purchases only
Acknowledges ECALA and the Government of Alberta for funding in all promotions of the learning opportunity
Identifies in the proposal all funding sources and dollar amounts and is able to demonstrate no overlap of funding from other funding sources

REQUIRED REPORTING AND EVALUATION

Measurement and Evaluation

As part of the provincial Community Adult Learning Program (CALP), all funded programs must report on the Evaluation Measures in a final report. The final report must be submitted electronically with any materials produced with ECALA funding. The Measurement and Evaluation Table outlines the reporting requirements for the Final Report for qualitative data. Agencies must allow ECALA to observe a class, interview learners and instructors during Project visits.

The ECALA Initiative Grant Project Final Report must be completed and submitted at the end of the project in addition to anInitiative Grant Financial Final Report. Templates for both of these reports are included in the Proposal Package and on the ECALA website

Submit Copies of Materials Produced

Organizations must submit a copy of materials or research produced in a usable format which were created during the Project using ECALA funding. ECALA may make these materials and research available to other learning providers in the province.

GRANT TIMELINE AND PAYMENT SCHEDULE

Late August 2017 – Initiative Project Proposal Package available
September 15, 2017 – 4:00 P.M deadline for Proposals
Mid to lateSeptember 2017 – Proposals reviewed by ECALA Board Proposal Review Committee
October 2, 2017 - Allocation letters sent and 80% Advance Available
July 31, 2018 – 4:00 P.M Final Report Due and remaining 20% allocation available if all reporting requirements are met

FUNDED AGENCYS NEED TO:

-Be an ECALA member in good standing. Membership Application is on ECALA website Membership Applications can be completed after the organization is notified they are successful in receiving funding.

-Submit all documents in the attachment list on the Pre-screen Criteriadocument with their complete application.

READY TO APPLY?

Review this RFP Guidelineand the Initiative Grant Application Form and Project Budget Template.
Use the Pre-screen Criteria documentand the Proposal Ranking Tool to:
Compare your draft proposal to the Proposal Guideline. Does your Project meet the requirements in the RFP Guideline?
Did you cover all of the items?
Have you included the attachments noted in the Pre-screen Criteria document?

Applying for the first-time, speak with ECALA staffat 780-415-5520 or email to book a time to discuss your proposal. This conversation will help you decide whether to proceed.

INITIATIVE GRANT APPLICATION FORM

If your learning opportunity meets all the requirements and addresses the selection criteria in the RFP Guidelines on pages 1 – 5 you can apply. Do not include the Initiative Grant Guidelines in your application. Limit the Initiative Grant Application Form to 8 – 12 Pages maximum not including attachments.

Organization Summary
Name of Organization
Charity or Incorporation Number
Mailing Address
(Address to address correspondence) / Edmonton, AB
Contact Person’s
Name
Title
Email
Phone #
Website address
Organizations Purpose:
Give a brief description of organization’s mission and core work (history, programs, and audiences). (200 – 250 words)
Initiative Summary
Initiative Name:
Initiative Description:
Provide a concise summary of your project in plain language (max. 100 words)
If funded, this may be used on ECALA’s website as the description of your project.
Amount Requested from ECALA / $ .00 Not to exceed $30,000.00
NEED

What learning need will you address with this initiative? Include:

Your target learner demographics.
How you identified this need? Provide evidence to support your rationale.
How the need aligns with ECALA’s eligible funding areas listed in the RFP Guidelines?
A brief listing of who else is working to address this need and what makes your project unique.
Any potential opportunities to collaborate or partner to meet this need.
Any new pathways created to reduce barriers for learners to pursue further learning opportunities and/or employment enhancement.

OUTCOMES AND EVALUATION

a. What are the key outcomes of your initiative? (This information can be included in an attachment and must include inputs, activities, outcomes and indicators included in the Measurement and Evaluation Table in the Initiative Final Report).

2..b Briefly describe your plan for collecting and tracking the required evaluation measures?

How will you verify progress toward these outcomes? What information or evidence will confirm how well you have met the outcomes? (Sample tools can be included in an attachment)

At the end of the initiative, what are your plans to sustain or build on the project’s success?

ACTIVITIES AND TIMELINES

Provide an overview of anticipated project activities and a detailed timeline. (Note: All dates must be between October 1, 2017 and June 30, 2018).You may want to include this chard in an attachment.

How will you attract and support adults with foundational learning needs?
What activities will the learner engage in?

Timeline: describe major phases and their components / Start/End dates (month/year)
1.
2.
3.
4.
5.
[add more rows as needed]

List the project staff positions: their key responsibilities, qualifications and expertise (including training and expertise in foundational learning).

BUDGET
Initiative grant allocations will not exceed $30,000 per initiative. The funding cannot be used toward any capital costs, however equipment purchases can be included if they are not capitalized by the organization. Ensure your budget reflects all of the information provided in your application (i.e. planned activities, evaluation costs and reasonable amount of operational or administrative expenses). Be prepared to justify and explain these costs if the Proposal Review Committee recommends additional information related to the Budget prior to determining a funding allocation or based on actual revenue and costs submitted in the Final Report.
Organizations who do not allocate funding for the Project based on the projections provided in the Budget may be asked to reimburse ECALA for non-approved expenditures, and may have conditions applied to any future funding allocations.
In-kind contributions noted in the budget should not include cash.
Using the Initiative GrantBudget TemplateAttachment 1 (Excel format) provided, list all revenue sources including other funding and requested funding, tuition fees, in-kind contributions, and all anticipated expenses.

PROJECT SUMMARY

Project Name

Funded Area (AL, Numeracy, FLS, FL or CCB)

# of learner Per course

# of hours per course

# of times course provided

Total funding request

TOTALECALA REQUEST

NOTE: Maximum of 100 hours per pilot course within Project.

Total number of instructional hours: Refers to the total number of instructional hours that learners received.

DECLARATION AND AUTHORIZATION
Two authorized signatories from your Agency must sign the following declaration.

I have read, understand and agree to abide by the course funding and reporting requirements as set out by ECALA. I declare that the information included in the attached application is true and accurate and does not omit any material facts. I certify that the funds will only be used as set forth in this application and I understand that recipients found not to comply with guidelines may be asked to repay funds.

I authorize ECALAto make inquiries about the ability of our Agency to carry out, financially and administratively, the proposed courses. Such inquiries are not limited to but may include creditors, other funding agencies, and other stakeholders. Further, ECALAmay make use of the data submitted for its ongoing administration and decision-making. I authorize ECALAto share information provided by us with other funders, and authorize release of information from other funders to ECALA.

I understand that I must submit to ECALAan electronic copy of any materials produced using ECALAfunding. In the event of an ECALA funding audit, I also give ECALAauditors access to all records pertaining to the purposes of the grant as outlined in the funding requirements.