1. In the selection process, one of the application review stages is as follows:
Principal Review: Principals will have the opportunity to provide input into the selection of their partner, once scores have been compiled.
How much input will each principal have in deciding who is selected as their afterschool service provider and NGVSZ partner?
Input from the principals is one of the key factors in determining who the finalists will be. Throughout the proposal narrative, especially in the Executive Summary, your program design should clearly articulate the school(s) you are interested in working with and the reason why your agency is the most qualified program partner. Describe in a concise manner all of the assets and resources your agency is willing and able to commit to the Newark Global Village School Zone afterschool program(s).
2.Can you tell me whether we need to submit 6 separate applications for our proposed six collaborations at each designated Newark school or one that includes information for all six schools?
Applicants are required to submit one application regardless of the number of proposed school collaborations.
3. Is it possible for nonprofit agencies with a positive track-record outside of the City of Newark, and current programmatic plans in Newark, to apply for support through this RFP? If so, how will this experience factor into the ranking of proposals?
In order to be the lead applicant, the applicant agency must continue to be physically located and/or currently operating youth-serving programs in Newark to be eligible for support through this RFP. If you do not meet the above eligibility criteria, we encourage you to seek out and engage other eligible non-profit agencies for partnerships.
4. In the RFP, it is written: “Please indicate in the email subject line the name of the applicant agency and the partner’s school’s name”. Should we be indicating a specific school?
No, you are not required to indicate the school name(s). Please indicate your agency’s name on the subject line.
5. Section C-page 5 mentions collaboration in management with the schools. Would school leaders expect site directors to report to them, as opposed to partnering with them?
The school and non-profit partner will join to form a true partnership. The nonprofit partner needs to make sure that the principal’s vision, goals, and outcomes are built into the program activities. The Principal also has authority over what space the program can use. Additionally, as a true partner, the Principal will have a strong voice in many facets of the program, including staffing. However, the nonprofit partner has the primary fiduciary responsibility for this program and is therefore accountable for the program implementation and program success.
6. Have partner schools voiced a commitment to, and do they have some accountability for, the 70% average daily attendance benchmark? Commitment by the school in partnering to achieve this mark will be very important.
As the lead applicant, the program partner is 100% responsible for meeting all of New Jersey After 3’s program performance benchmarks and additional program and fiscal reporting requirements, as set forth in the RFP. The schools are aware of the benchmarks and will work with the program partners to meet or exceed them.
7. If we apply to serve more than one school (2-3), do we have a choice as to how to structure employees under our contract? For example, we would want one site director at each school, but one of the site directors would be the Project Director who would supervise other site directors and all employees. This Project Director would report directly to the agency Executive Director.
New Jersey After 3 requires each program site (school) to have one full-time, 12-month site coordinator. If you have more than one program site, you may internally design your own management structure as you deem best, so long as there is one full time person at each site.
8. Will school computing equipment be available for use, or should we build student computers into our program budget?
Accessibility to school computing equipment may vary, and generally depends on the principal’s decision as part of the afterschool partnership. Ideally, each school should provide access to the computer lab and equipment for the afterschool activities. For those who successfully make it through the Peer Review process, we recommend that the terms of your computer needs and a commitment from the principal for access to the computer lab be clearly articulated when designing the Memorandum of Understanding (MOU).
9. Should we build staff equipment into our budget?
We recommend that you build staff equipment needs into your budget under the Other Than Personnel Services (OTPS) category. The primary responsibility for providing program supplies and equipment to support your program design belongs to the Program Partner. Depending on the terms of your MOU with the principal(s) and the availability of special equipment you may need, some equipment may be available at one school site and not available at a different school site.
10. In one of the questions on the website, you indicate the organization “should clearly articulate the school(s) you are interested in working with and the reason why your agency is the most qualified program partner.” This idea is not clearly indicated in the RFP so I’m uncertain where to incorporate our interests. Also, what if an organization would work with any principal who supports our program design? Couldn’t it be limiting if we just mention one or two school(s) where we already have a relationship?
Applicants may submit a proposal indicating an interest to work with all six of the NGV schools or a specific interest to partner with select schools (that is entirely up to you). The Executive Summary section is the best place to provide the readers with your overall interests and organizational capacity. Depending on your program design and concept, there may be other narrative sections in the RFP where an applicant can articulate specific program elements that may or may not be customized to serve the school(s).
11a. I am working on the budget template you provide. I am attempting to figure out the logistics of the use of school district teachers. The budget has a pre-filled number of 180 hours per teacher, but the hours for 3 hours a day for 180 days is 540 hours. Will teachers work one hour per day, or three hours per day for 60 days. In this case is it feasible to ask for 12 teachers at 180 hours each at each site?
The teachers are part of the Afterschool Youth Development Program (ASYDP) and will work one hour per day with a focus on strengthening ties to the academic lessons of the regular school day. The total number of teachers that are available through the ASYDP program for this initiative has not been finalized, but it is expected that there will be no more than 5 slots available per school.
11b. Also, do teachers have to come from the partner school? Do CBO's recruit from a pre-selected pool, or can a CBO recruit district-wide, as long as the teacher is working within the district?
The teachers will come from the pool of teachers recruited through the Afterschool Youth Development Program (ASYDP). Any teacher from the school district can apply to the ASYDP.
12. Are providers expected to create the partnership with a specific school partner prior to applying? Should that school have selected the provider as their choice program?
It is not required that the applicant have an established relationship or create a partnership with a specific school prior to applying.
13. If we would like to serve more than one school, should the budget be per-school or an overall budget?
The budget should be designed as your program model budget for one school. If you are selected to operate more than one program site, modifications can be made during the pre-contract negotiation phase of the process.
14. Is there multi-year potential with this partnership?
The contract length will cover one year, for the current school year. However, the vision for this effort is to expand learning time in the NCVSZ schools as a fundamental part of a much larger school reform effort. If this partnership is successful, there is potential for this initiative to continue on for multiple years.
15. How many providers per school will you be selecting?
One Program Partner will be selected per school.
16. Can you please provide a training schedule for staff? For example, do all teachers and tutors, etc. need to participate in all 12 trainings? How many hours total do you anticipate these trainings to take?
Trainings are scheduled throughout the year for Site Coordinators and afterschool staff. You should budget for at least 8-10 meetings for the Site Coordinator and at least 1-2 afterschool educators’ conferences designed to provide part-time youth development staff with professional development opportunities. The length of the trainings varies from 3 hours to 8 hours, depending on the topic and purpose.
17. If an organization is applying with a partner, do you only want the supplemental information of the lead applicant, or should both organizations submit all documentation?
The lead applicant is required to submit the support documentation as delineated in the RFP.
18. Should organizations expect AmeriCorps members to be contributing all of their service hours to the partnership, or will their time be split with other NJ After 3 projects?
AmeriCorps members are assigned to the host agency to support New Jersey After 3 afterschool programs as Service Learning Ambassadors, and will devote the majority of their service hours to developing and implementing New Jersey After 3 required initiatives, on-site. It is important to note that AmeriCorps members are not considered staff of the host agency or of New Jersey After 3 and are required to meet standards set forth in the grant agreement between New Jersey After 3 and the New Jersey Commission on National and Community Service. At times, members will be required to attend New Jersey After 3 training meetings, statewide trainings sponsored by the New Jersey Commission on National and Community Service, and support statewide New Jersey After 3 initiatives like Semester of Service. Members must be excused from the program so that they can participate in these events. In general, with those exceptions, members are expected to complete their hours at their assigned school site.
19. Should we aim for the average of 200 and assume we can do a budget modification later if we are selected?
Yes, aim to serve an average of 200 students. Once an applicant is selected as a finalist, modifications can be made during the pre-contract negotiation phase in regard to the level of service and the program budget.
20. The boxes for the NPS contributions are in turquoise. Should we leave these blank or fill them with what we hope the district can offer?
Please refer to the above answer for Question #11a-b.
21. There is no indication as to whether single or double-spacing is required in the Executive Summary.... Can you clarify the correct format?
We ask that you please use single-spaced formatting for the Executive Summary section.
22. On the website and RFP, Newton is listed twice. Is the sixth school Burnet Street School?
Yes. We apologize for the typo.
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