Initiative Grant Application Guidelines 2018/2019

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.

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. Projects can 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.

Family Literacy is a mode of delivery which organizations can consider incorporating into a project in any of the eligible funding areas. Best practices in family literacy focus on the adult as the learner. Your project will need to align with one of the categories found within the section titled Eligible Funding Areas. For example, does your project have a numeracy focus: are the parents focusing on basic reading and writing skills or are the parents practicing their English language skills?

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 considered provided that the required professional development components are met.

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 and reasonable approach.

ELIGIBLE FUNDING AREAS

  1. 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 Language Learning English Language Learning (ELL) 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. Programs help improve basic English proficiency in speaking, reading, writing listening in English (Pre-Benchmark through CLB 5+)correlated to Essential Skills Canada’s Essential Skills Framework.;

For further information, refer to

Foundational Life SkillsFoundational Life Skills are defined as learning opportunities that facilitate the development of the 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

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.

  1. Community Capacity Building

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 also include one or more of the following:

  • workplace readiness
  • higher levels of education readiness
  • support local or indigenous language/culture
  • address mental health issues

PROJECT REQUIREMENTS

Projects must demonstrate in their proposal that the initiative:

  • Explores, develops, and/or supports an innovative idea that addresses current or emerging foundational learning needs in Edmonton
  • Uses a holistic and learner-centered approach
  • Reflects the results of the organization’s needs assessment into the project
  • Recognizes 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 demonstrates an understanding of why and when to use them
  • Provides pathways for learners to transition successfully from and to related programs or next steps (i.e. to employment or to further learning)
  • Attends 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
  • 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 September 1, 2018 and June 30, 2019 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
  • Does not unnecessarily replicate locally available learning opportunities and courses currently funding under the ECALA’s Regular Funding allocations for 2018/2019
  • Maximizes learner accessibility and best serves the community’s needs
  • Uses a qualified instructor that has ELL teaching experience and demonstrated the use of ATESL Best Practises for Adult ESL/LINC programming 2009
  • Uses funding for direct delivery costs outlined in Initiative Grant Financial Templateand 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

PROPOSAL EVALUATION & RANKING TOOL

All proposals will be evaluated by a Proposal Review Committee (PRC). The PRC will be comprised of experts in the eligible funding category. Points for the Proposal will be distributed as follows:

  1. Program Need* 5 points
  • Your target learner demographics.
  • How did you identify this need? Provide evidence to support your rationale.
  • How does the need align with ECALA’s eligible funding areas listed in the RFP Guidelines?
  • Provide a brief listing of who else is working to address this need and what makes your project unique.
  • Are there any potential opportunities to collaborate or partner to meet this need?
  • Any new pathways created to reduce barriers for learners to purse further learning opportunities and/or employment enhancement.
  1. Outcomes and Evaluation Measurement Plan 5 points
  • What are the key objectives of your initiative?
  • What tools do you use to track outputs and indicators? (See CALP Data Collection Guide)
  • How will you verify progress toward these outcomes?
  • What information or evidence will confirm how well you have met the outcomes?
  • At the end of the initiative, what are your plans to sustain or build on the project’s success?
  1. Activities, Timelines, & Staff5 points
  • Provide an overview of anticipated project activities and a detailed timeline. (Note: all dates must be between September 1, 2018 and June 30, 2019).
  • How will you attract and support adults with foundational learning needs?
  • What activities will the learner engage in?
  • Provide project staff qualifications and expertise.
  • Ensure that security screening is up to date.
  1. ECALA Initiative Grant Financial Template5 points
  • Proposed revenue and expenditures
  • Are expenditures reasonable?
  • Do the proposed expenditures cover the planned activities?
  • Program summary

Proposal rating scale is as follows:

1=Unsatisfactory | 2=Poor | 3=Satisfactory | 4=Good | 5=Excellent

*Needs assessments provide the best tool to assess the needs of the community on a regular basis to inform direction and to determine program priorities. Needs assessments may be formal or informal and should consider information from other sources, such as needs assessments completed by other organizations, statistical data, and demographic information. Needs assessments are not an assessment of a community’s “wants” or what might be popular, but should identify the learning gaps that are present within a community, particularly for those learners who may not otherwise have a voice. Needs assessments should also be informed by an understanding of community assets.

If you are applying for the first-time or if you are not currently receiving funding from ECALA for your program or part of your program, speak with Debbie at 780-415-5520 or email to book a time to discuss your proposal. This conversation will help you decide whether to proceed.

REQUIRED REPORTING AND EVALUATION

  1. 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 attached CALP Data Collection Guide: Outcomes-based Measurement and Evaluation Guide outlines the quantitative reporting requirements for the final report for qualitative data.

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 will be available on the ECALA web site and sent to successful agencies in August.

  1. 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.

  1. Project Visits

Agencies must allow ECALA to observe a class and interview learners and instructors during project visits. Agencies must also provide a schedule for the initiative prior to receiving advance funding.

GRANT TIMELINE AND PAYMENT SCHEDULE

  • May 2018 – Initiative Project Proposal Package available
  • June 8, 2018 – 4:00 pm deadline for Proposals
  • August 2018 –Allocation letters sent and 80% Advance Available
  • July 12, 2019 – 4:00 P.M final report due and remaining 20% allocation available if all reporting requirements are met

FUNDED AGENCIES NEED TO:

  • Be an ECALA member in good standing. The Membership Application is on ECALA’s website Membership applications can be completed after the organization is notified they are successful in receiving funding.

READY TO APPLY?

  • Review this RFP Guidelineand the Initiative Grant Application Form, ECALA Initiative Grant Financial Templateand the CALP Data Collection Guide.
  • Use the Proposal Evaluation & Ranking Tool to determine:
  • How you wouldscore the proposal
  • If you covered all of the items
  • If you have included the attachments noted within the proposal and ECALA guidelines
  • Contact ECALA staff at 780-415-5520 if you have any questions by June 6th 2018.

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