HomeMy WebLinkAboutRES 10-33RESOLUTION NO. 10-33
A RESOLUTION OF THE MAYOR AND CITY COUNCIL OF THE CITY OF
APACHE JUNCTION, ARIZONA, AUTHORIZING THE CITY TO ENTER
INTO AN AGREEMENT WITH THE ARIZONA EARLY CHILDHOOD
DEVELOPMENT AND HEALTH BOARD'S PINAL REGIONAL PARTNERSHIP
COUNCIL FOR FISCAL YEAR. 2010-2011 FIRST THINGS FIRST
GRANT FUNDS; AND AUTHORIZING AND DIRECTING STAFF TO TAKE
ALL STEPS NECESSARY TO CARRY OUT THE PURPOSE AND INTENT
OF THE GRANT.
WHEREAS,in November 2006,Arizona voters passed
Proposition 203,a citizen's initiative to provide funding for
quality early childhood development, health, care and education;
and
WHEREAS,with its passage,the proposition created 4 new
state -level board known as the Arizona Early Childhood
Development and Health Board (the "Board"); and
WHEREAS,the Board subsequently adopted the name "First
Things First"as a reference to the voter -enacted initiative;
and
WHEREAS,in the spring of 2008,31 regional partnership
councils were appointed to represent and serve children,
families and communities throughout the state,to assess the
needs of individual communities,and to administer funds to
communities; and
WHEREAS,the Apache Junction Public Library is interested
in securing grant funds to expand existing early language and
literacy programs, create new early literacy, language and child
development programs, hire temporary personnel,and purchase a
van and related equipment necessary to initiate and operate a
portable early literacy learning program; and
WHEREAS, the parties have crafted a written agreement which
sets forth the conditions for such arrangement.
NOW,THEREFORE,BE IT RESOLVED BY THE MAYOR AND CITY
COUNCIL OF THE CITY OF APACHE JUNCTION ARIZONA, AS FOLLOWS:
1)The Mayor and City Council approve the attached grant
agreement (Grant No.GRA-RC019-11-0088-01)between the
RESOLUTION NO. 10-33
PAGE 1 OF 2
Arizona Early Childhood Development and Health Board,the
Pinal Regional PartnershiP Council, and the Apache Junction
Public Library.
2)The Mayor is hereby authorized to sign the agreement on
behalf of the City.
3)The City Manager or his designee is authorized and directed
to take all steps necessary to carry out the purpose and
intent of the grant,including but not limited to: hiring
of personnel,equipment purchases including a mobile
resource van and associated accessories,phones,books,
laptops,incentives,training,supplies,office supplies
and materials, and advertising and marketing activities.
PASSED AND ADOPTED BY THE MAYOR AND CITY COUNCIL OF THECITY OF
APACHE JUNCTION, ARIZONA,THIS 17TH DAY OF AUGUST
2010.
SIGNED AND ATTESTED TO THIS 17TH DAY OF M G M , 2010.
eat)..44,
S. INSALACO
Mayor
ATTEST:
KATHLEEN CONNELLY
City Clerk
APPROVED AS TO FORM:
b .11.10
RICHARD J. STERN
City Attorney
RESOLUTION NO. 10-33
PAGE 2 OF 2
ATTACHMENT A
GRANTEE AGREEMENT
GRMIC019-11-0088-01
between the
Pinal Regional Partnership Council,
Arizona Early Childhood Development and Health Board
(First Things First)
and the
City of Apache Junction Public Library
THIS AGREEMENT is made as of the f t day of September 2010, by and between CITY OF APACHE
JUNCTION, ARIZONA, an Arizona municipal corporation through its Public Library (GRANTEE) and
Arizona Early Childhood Development and Health Board (First Things First), the Pinal Regional
Partnership Council (GRANTOR).GRANTEE and GRANTOR are sometimes referred to herein
collectively as the "Parties," or individually as a "Party."
RECITALS
WHEREAS, A.R.S. Title 8, Chapter 13, Article 3 charges the Arizona Early Childhood Development
and Health Board (also known as First Things First), the Pinal Regional Partnership Council with
the responsibility of administering funds.
1.In November 2006, Arizona voters passed Proposition 203, a citizen's initiative to
provide funding for quality early childhood development, health, care and education.
2.With its passage,the proposition created a new state -level board known as the Arizona
Early Childhood Development and Health Board (the "Board"), and the Board subsequently
adopted the name "First Things First" as a reference to the voter -enacted initiative.
3.In the spring of 2008, 31 regional partnership councils were appointed to represent and
serve children, families and communities throughout the state, to assess the needs of individual
communities, and to administer funds to communities.
4.Pursuant to A.R.S. § 8-1171, the Board and the Pinal Regional Partnership Council are
charged with the responsibility of administering grant funds pertaining to early childhood
development and health programs.
5.GRANTEE is interested in securing grant funds to expand existing early language and
literacy programs, create new early literacy,language and child development programs, hire
temporary personnel, and purchase a van and related equipment necessary to initiate and
operate a portable early literacy learning program.
6.The Parties desire to set forth the terms and conditions of the grant as set forth below.
PURPOSE OF AGREEMENT
The purpose of this Agreement is to specify the responsibilities and procedures for the
GRANTEE's role in administering Arizona Early Childhood Development and Health
Board grant funds.
TERM OF AGREEMENT, TERMINATION AND AMENDMENTS
This Agreement shall become effective on September 1, 2010 and shall terminate on
June 30, 2011. This agreement is renewable for two (2) additional twelve (12) month
extensions, based on satisfactory performance and continued available funding.
III.DESCRIPTION OF SERVICES
The GRANTEE shall provide the following services for the GRANTOR as approved and
summarized below:
A.Expand the capacity of existing early language and literacy programs, or create new
early literacy, language, and child development programs to provide literacy
development supports and services to young children and their families in their
communities.
B.Implement the program as described in the Scope of Work, Exhibit A, the Response
to the Scope of Work, Exhibit B, and the Standards of Practice, Exhibits C and D.
C.Collect and report data in accordance with Performance Measures, Exhibit E.
D.Agencies and Departments implementing FTF programming are required to
coordinate and collaborate with all FTF grant recipients. See Exhibit F, Coordination.
IV.MANNER OF FINANCING
The GRANTOR shall:
a)Provide up to $300,000 to GRANTEE for services provided under Paragraph III.
b)Payment made by the GRANTOR to the GRANTEE shall be on a reimbursement basis
only and is conditioned upon receipt of applicable, accurate and complete
reimbursement documents to be submitted by the GRANTEE via the First Things
First FTF on-line grants management system. Final payment will be contingent upon
receipt of all fiscal and programmatic reports required of the GRANTEE under this
Agreement.
c)Prior to processing payment, a review of submitted quarterly program narratives and data
submission reports will be conducted as well as a review of any other required submission
of programmatic information by the GRANTOR to ensure programmatic requirements
have been fulfilled. Timely submission of these reports is also required for payment.
V.FISCAL RESPONSBILITY
It is understood and agreed that the total amount of the funds used under this
Agreement shall be used for the Project(s) and Scope of Work outlined in this
Agreement. Therefore, should the project not be completed, be partially completed, or
be completed at a lower cost than the original budget called for, the amount
reimbursed to the GRANTEE shall be for only the amount of dollars actually spent by the
GRANTEE. For any funds received under this Agreement for which expenditure is
disallowed by an audit exception by the GRANTOR, the State, or Federal government,
the GRANTEE shall reimburse said funds directly to the GRANTOR immediately.
VI.FINANCIAL AUDIT
GRANTEE agrees to terms specified in A.R.S. §§ 35-214 and 35-215.
In addition, in compliance with the Federal Single Audit Act (31 U.S.C. par., 7501-7507),
as amended by the Single Audit Act Amendments of 1996 (P.L. 104 to 156), GRANTEE
must have an annual audit conducted in accordance with Office of Management and
Budget (OMB) Circular #A-133 ("Audits of States, Local Governments, and Non-profit
Organizations") if GRANTEE expends more than $500,000 from federal awards/dollars,a
copy of the GRANTEE's audit report for the previous fiscal year must be submitted to the
GRANTOR for review within thirty. (30) calendar days of signing this Agreement.
Otherwise the annual audit review/statement must be provided to the GRANTOR within
thirty (30) calendar days.
VII.Orientation
A mandatory Orientation Meeting will be scheduled during the first quarter after awards
are made and will provide all awarded grantees the information required to manage the
contract.
VIII.Capital Expenditures.
Items over $5,000 with a life of more than one (1) year are allowable. First Things First
has established the following guidelines for capital expenditures:
a)GRANTEE will need to demonstrate strong justification to support the needs within
a region, and in the case for facilities with matching funds, the GRANTEE's response
will include costs for such items. All of the following should be demonstrated in the
GRANTEE's response to the Scope of Work.
b)Evidence of strong on -going support from the community for the capital
improvement.
c)Description of how funding such capital improvement will enable the region to
reach their pre -determined measurable outcomes.
d)What funds will be available to sustain the benefits of the capital request if
approved.
e)Description of other attempts to meet this need and narrative that describes how
no other resources exist (other than matching funds) in the community to meet this
need
f)Description of the anticipated possible ownership and maintenance for the capital
asset should the entity no longer utilize the asset for the purposes for which funding
support was approved by the Board.
g)Justification of how it is expected that sustainability and operational resources are
available after the life of this grant award.
h)Description of the amount and source of 50 percent matching funds for specific
capital requests to First Things First that includes the purchase of property or new
construction, major renovation or remodeling to existing property
i)All grantees will be required to submit a copy of an annual independent audit
reviews submitted to First Things First.
The Board may require a deed or title restriction requiring repayment of any funds used
for a capital expenditure in the event of the disposal of the asset.
IX.DEBARMENT CERTIFICATION
The GRANTEE agrees to comply with the Federal Debarment and Suspension regulations
as outlined in the "Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion — Lower Tier Covered Transactions".
X.FUNDS MANAGEMENT
The GRANTEE must maintain funds received under this Agreement in separate ledger
accounts and cannot mix these funds with other sources. GRANTEE must manage funds
according to applicable regulations for administrative requirements, costs principles and
audits.
The GRANTEE must maintain adequate business systems to comply with State of Arizona
requirements. The business systems that must be maintained are:
•Financial Management
•Procurement
•Personnel
•Property
•Travel
A system is adequate if it is: 1) written; 2) consistently followed — it applies in all similar
circumstances; and 3) consistently applied — it applies to all sources of funds. Rates for
mileage, lodging and meals are limited to the rates established by the State of Arizona
Travel Policy (http://gao.az.govitravelidefault.asp).
Xl.REPORTING REQUIREMENTS
Regular reports by the GRANTEE shall include:
Programmatic, Data Submission, and Financial Reports
1.The GRANTEE shall provide quarterly program narrative & evaluation data
reports to the GRANTOR within twenty (20) working days of the last day of the
quarter in which services are provided. Reporting is submitted via the First
Things First on-line grants management system and shall contain such
information as deemed necessary by the GRANTOR.
a.Quarterly Programmatic Narrative & Data Submission Reports are due:
i.Period: September 1, 2010 — September 30, 2010
Due: October 20, 2010
ii.Period: October 1, 2010— December 31, 2010
Due: January 20, 2011
iii.January 1, 2010— March 31, 2011
Due: April 20, 2011
iv.April 1, 2010 —June 30, 2011
Due:July 20, 2011
v.The final programmatic report as submitted shall be marked FINAL
b.Financial Reimbursement Reports
i.The GRANTEE shall provide, as frequently as monthly but not less than
quarterly, requests for reimbursement. Reimbursement requests shall
be submitted using the First Things First online grants management
system known as Partners and Grant Management System (PGMS).
This submission includes a basic line item ledger the detail the type of
expense relating to the approved line item budget and validates
approved staffing assigned to the project; travel is within the approved
state rate limitation, and other line item budget expenditure details.
ii.The GRANTEE shall submit a final reimbursement request for expenses
obligated prior to the end of the termination of this Agreement no more
than thirty (30) calendar days after the end of the Agreement. Requests
for reimbursement received later than the thirty (30) calendar days
after the Agreement termination will not be paid. The final
reimbursement request as submitted shall be marked FINAL.
All reports shall be submitted to the contact person designated in Paragraph XLV,
NOTICES, of this Agreement.
XII.ASSIGNMENT AND DELEGATION
GRANTEE may not assign any rights hereunder without the express, prior written
consent of both parties.
XIII.AMENDMENTS
Any change in this Agreement including but not limited to the Description of Services
and budget described herein, whether by modification or supplementation, must be
accomplished by a formal written Agreement amendment signed and approved by and
between the duly authorized representative of the GRANTEE and the GRANTOR.
Any such amendment shall:1) specify an effective date; 2) specify any increases or
decreases in the amount of the GRANTEE's compensation if applicable; 3) be titled as an
"Amendment"; and 4) be signed by the parties identified in the preceding sentence.
The GRANTEE expressly and explicitly understands and agrees that no other method of
communication, including any other document, correspondence, act, or oral
communication by or from any person, shall be used or construed as an amendment or
modification or supplementation to this Agreement.
XIV.SUBCONTRACTORS
The GRANTEE may enter into written subcontract(s) for performance of certain of its
functions under the contract in accordance with terms established in the State of
Arizona procurement policy.
The GRANTEE agrees and understand that no subcontract that the GRANTEE enters into
with respect to performance under this Agreement shall in any way relieve the
GRANTEE of any responsibilities for performance if its duties. The GRANTEE shall give
the GRANTOR immediate notice in writing by certified mail of any action or suit filed and
prompt notice of any claim made against the GRANTEE by any subcontractor or vendor
which in the opinion of the GRANTEE may result in litigation related in any way to the
Agreement with the GRANTOR.
XV.OFFSHORE PERFORMANCE OF WORK PROHIBITED
Due to security and identity protection concerns, all services under this Agreement shall
be performed within the borders of the United States. All storage and processing of
information shall be performed within the borders of the United States. This provision
applies to work performed by subcontractors at all tiers.
XVI.PROHIBITION ON GOVERNMENT CONTRACTS
Pursuant to A.R.S. § 35-393.06, the GRANTEE certifies that it does not have business
operations in either Sudan or Iran.
XVII.AGREEMENT RENEWAL
This Agreement shall not bind nor purport to bind the GRANTOR for any contractual
commitment in excess of the original Agreement period.
XVIII.RIGHT TO ASSURANCE
If the GRANTOR in good faith has reason to believe that the GRANTEE does not intend
to, or is unable to perform or continue performing under this Agreement, the GRANTOR
may demand in writing that the GRANTEE give a written assurance of intent to perform.
Failure by the GRANTEE to provide written assurance within the number of days
specified in the demand may, at the GRANTOR's option, be the basis for terminating this
Agreement under the terms of this Agreement or other rights and remedies available by
law.
XIX.CANCELLATION FOR CONFLICT OF INTEREST
The GRANTOR or the GRANTEE may, by written notice cancel this Agreement without
penalty or further obligation pursuant to A.R.S. § 38-511 if any person significantly
involved in initiating, negotiating, securing, drafting or creating the Agreement on behalf
of the State or its subdivisions (unit of local government) is an employee or agent of any
other party in any capacity or a consultant to any other party to the Agreement with
respect to the subject matter of the Agreement. Such cancellation shall be effective
immediately upon receipt of written notice from the GRANTOR or the GRANTEE, unless
the notice specifies a later time.
XX.THIRD PARTY ANTITRUST VIOLATIONS
GRANTEE assigns to the State of Arizona, GRANTOR any claim for overcharges resulting
from antitrust violations to the extent that such violations concern materials or services
supplied by third parties to GRANTEE toward fulfillment of this Agreement.
XXI.AVAILABILITY OF FUNDS
Every payment obligation of the GRANTOR under this Agreement is conditioned upon
the availability of funds appropriated or allocated for the payment of such obligations.
If the funds are not allocated and available for the continuance of this Agreement, the
GRANTOR may terminate this Agreement at the end of the period for which funds are
available. No liability shall accrue to the GRANTOR in the event this provision is
exercised, and the GRANTOR shall not be obligated or liable for any future payments or
for any damages as a result of termination under this paragraph, including purchases
and/or contracts entered into by the GRANTEE in the execution of this Agreement.
XXII.FORCE MAJEURE
If either party hereto is delayed or prevented from the performance of any act required
in this Agreement due to acts of God, strikes, lockouts, labor disputes, civil disorder, or
other causes without fault and beyond the control of the party obligated, performance
of or payment for such act will be excused for the period of the delay.
XXIII.ARBITRATION
This agreement is subject to arbitration to the extent required by A.R.S. § 12-1518.
XXIV.GOVERNING LAW AND CONTRACT INTERPRETATION
a)This Agreement shall be governed and interpreted in accordance with the laws of
the State of Arizona.
b)This Agreement is intended by the parties as a final and complete expression of
their agreement.No course of prior dealings between the parties and no usage of
the trade shall supplement or explain any terms in this document.
c)Either party's failure to insist on strict performance of any term or condition of the
Agreement shall not be deemed a waiver of that term or condition even if the party
accepting or acquiescing in the nonconforming performance knows of the nature of
the performance and fails to object.
XXV.ENTIRE AGREEMENT
This Agreement and its Attachments/Exhibits constitute the entire Agreement between
the parties hereto pertaining to the subject matter hereof and may not be changed or
added to except by a writing signed by all parties hereto in conformity with Section X
Reporting Requirements of this Agreement; provided, however, that the GRANTOR shall
have the right to immediately amend this Agreement so that it complies with any new
legislation, laws, ordinances, or rules affecting this Agreement.All prior and
contemporaneous agreements, representations, and understandings of the parties, oral,
written, pertaining to the subject matter hereof, are herby superseded or merged
herein.
XXVI.RESTRICTIONS ON LOBBYING
The GRANTEE shall not use funds made available to it under this Agreement to pay for,
influence, or seek to influence any officer or employee of a State, Local or Federal
government.
XXVII.LICENSING
The GRANTEE, unless otherwise exempted by law, shall obtain and maintain all licenses,
permits and authority necessary to perform those acts it is obligated to perform under
this Agreement.
XXVIII.NON-DISCRIMINATION
The GRANTEE shall comply with all state and federal equal opportunity and non-
discrimination requirements and conditions of employment, including the Americans
with Disabilities Act, in accordance with A.R.S. Title 41, Chapter 9, Article 4 and
Executive Order 2009-09, which mandates that all persons, regardless of race, color,
religion, sex, age, national origin, disability or political affiliation, shall have equal
access to employment opportunities and all applicable provisions and regulations
relating to Executive Order No. 13279 — Equal Protection of the Laws for Faith -based
and Community Organizations.
XXIX.SECTARIAN REQUESTS
Funds disbursed pursuant to this Agreement may not be expended for any sectarian
purpose or activity, including sectarian worship or instruction in violation of the United
States or Arizona Constitutions.
XXX.SEVERABILITY
The provisions of this Agreementare severable. Any term or condition deemed illegal
or invalid shall not affect any other term or condition of the Agreement.
XXXI.ADVERTISING AND PROMOTION OF AGREEMENT
The GRANTEE shall not advertise or publish information for commercial benefit
concerning this Agreement without the written approval of the GRANTOR.
XXXII.OWNERSHIP OF INFORMATION, PRINTED AND PUBLISHED MATERIAL
The GRANTOR reserves the right to review and approve any publications and/or media
funded or partially funded through this Agreement. All publications funded or partially
funded through this Agreement shall recognize the GRANTOR, and GRANTOR shall have
full and complete rights to reproduce, duplicate, disclose, perform, and otherwise use
all materials prepared under this Agreement.
The GRANTEE agrees that any report, printed matter, or publication (written, visual, or
sound, but excluding press releases, newsletters, and issue analyses) issued by the
GRANTEE describing programs or projects funded under this agreement in whole or in
part with First Things First funds and shall follow the protocol and style guide provided
by First Things First.
XXXII'.CLOSED -CAPTIONING OF PUBLIC SERVICE ANNOUNCEMENTS
Any television public service announcement that is produced or funded under this
agreement in whole or in part by the GRANTEE shall include closed captioning of the
verbal content of such announcement.
XXXIV.INDEMNIFICATION
Indemnification Language for Public Agencies ONLY.Each party (as Indemnitori) agrees
to indemnify, defend, and hold harmless the other party (as lindemnitee") from and
against any and all claims, losses, liability, costs, or expenses (including reasonable
attorney's fees) (hereinafter collectively referred to as 'claims') arising out of bodily
injury of any person (including death) or property damage but only to the extent that
such claims which result in vicarious/derivative liability to the indemnitee, are caused by
the act, omission, negligence, misconduct, or other fault of the indemnitor, its' officers,
officials, agents, employees, or volunteers."
XXXV.INSURANCE REQUIREMENTS
GRANTEE and subcontractors shall procure and maintain until all of their obligations
have been discharged, including any warranty periods under this Contract, are satisfied,
insurance against claims for injury to persons or damage to property which may arise
from or in connection with the performance of the work hereunder by the Grantee, his
agents, representatives, employees or subcontractors.
In the event the GRANTEE or sub-contractor(s) is/are a public entity, then the Insurance
Requirements shall not apply. Such public entity shall provide a Certificate of Self-
Insurance. If the GRANTEE or sub-contractor(s) is/are a State of Arizona agency, board,
commission, or university, none of the above shall apply.
XXXVI.CONFIDENTIALITY OF RECORDS
The GRANTEE shall establish and maintain procedures and controls that are acceptable
to the GRANTOR for the purpose of assuring that no information contained in its records
or obtained from the State of Arizona or from a subcontractor under this Agreement
shall be used by or disclosed by it, its agents, officers, or employees, except as required,
to efficiently perform duties under the Agreement. GRANTEE also agrees that any
information pertaining to individual persons shall not be divulged other than to
employees or officers of the GRANTEE as needed for performance of duties under this
Agreement, unless otherwise agreed to in writing.
XXXVII.CONFIDENTIALITY OF GRANTEE 'S INFORMATION
GRANTEE acknowledges that confidentiality provided in A.R.S. § §41-1505.06 (D) and
41-1505.07(J) may be waived with the GRANTEE's consent, and GRANTEE consents to a
total and complete waiver of confidentiality. In waiving confidentiality, GRANTEE
understand and consents to disclosure of any information submitted to the GRANTOR
that concerns the identify, background, financial status, marketing plans, or trade
secrets or any other proprietary information related to the GRANTEE or any person or
organization involved in the project(s), including the application and supporting
materials, unless such information or materials are clearly marked as "confidential".
XXXVIII.TERMINATION
a)The GRANTOR reserves the right to terminate the Agreement in whole or in part
due to the failure of the GRANTEE to comply with any term or condition of the
Agreement, to acquire and maintain all required insurance policies, bonds, licenses
and permits or to make satisfactory progress in performing the Agreement. The
GRANTOR staff shall provide written notice of the termination to the GRANTEE.
b)The GRANTOR may, upon termination of this Agreement, procure, on terms and in
the manner that it deems appropriate, materials or services to replace those under
this Agreement. The GRANTEE shall be liable to the GRANTOR for any excess costs
incurred by the GRANTOR in procuring materials or services in substitution for those
due from the GRANTEE.
XXXIX.CONTINUATION OF PERFORMANCE THROUGH TERMINATION
The GRANTEE shall continue to perform, in accordance with the requirements of the
Agreement, up to the date of termination, as directed in the termination notice.
XL.PARAGRAPH HEADINGS
The paragraph headings in this Agreement are for convenience of reference only and do
not define, limit, enlarge, or otherwise affect the scope, construction, or interpretation
of this Agreement or any of its provisions.
XLI.COUNTERPARTS
This Agreement may be executed in any number of counterparts, copies, or duplicate
originals. Each such counterpart, copy, or duplicate original shall be deemed an original,
and collectively they shall constitute one agreement.
XLII.AUTHORITY TO EXECUTE THIS AGREEMENT
Each individual executing this Agreement on behalf of the GRANTEE represents and
warrants that he or she is duly authorized to execute this Agreement.
XLIII.COMPLIANCE WITH FEDERAL IMMIGRATION LAWS AND REGULATIONS
The GRANTEE shall comply with Executive Order 2005-30, which mandates as follows: 1)
The GRANTEE shall, and by signing this agreement does, represents that it is in
compliance with all federal immigration laws and regulations; 2) The GRANTEE shall take
affirmative action to ensure that all subcontractors of the Contractor execute similar
representation; 3) the breach of any such warranty shall be deemed a material breach
of this Contract, subject to monetary penalties or other penalties up to and including
termination of the Contract; and 4) the State retains the legal right to inspect the papers
of any employee who works on the Contract to ensure that the employer is in
compliance with its representation.
XLIV.Legal Arizona Worker
GRANTEE hereby warrants that it will at all times during the term of this Contract
comply with all federal immigration laws applicable to GRANTEE employment of its
employees, and with the requirements of A.R.S. § 23-214 (A) (together the "State and
Federal Immigration Laws"). GRANTEE shall further ensure that each subcontractor who
performs any work for GRANTEE under this contract likewise complies with the State
and Federal Immigration Laws.
XLV.NOTICES
Any and all notices, requests, demands or communications by either party to this
Agreement, pursuant to or in connection with this Agreement shall be in writing and
shall be delivered in person or shall be sent by the United States Postal Service, certified
mail, return receipt requested, to the respective parties at the following addresses:
The GRANTEE shall submit notices relative to this Agreement to:
First Things First
Attention: Finance
4000 North Central, Suite 800
Phoenix, Arizona 85012
GRANTOR shall address all notices relative to this Agreement to:
City of Apache Junction Public Library
1177 N Idaho Rd
Apache Junction, AZ 85119
XLVI.IN WITNESS WHEREOF
The parties hereto agree to execute this Agreement.
FOR AND BEHALF OF
City of Apache Junction Public Library
By:JOHN S. INSALACO
Title:Mayor
FOR AND BEHALF OF THE
Arizona Early Childhood Development
And. Health Board
Rhian Evans Allvin
Executive Director
Date Date
ATTEST:
KATHLEEN CONNELLY
City Clerk
APPROVED AS TO FORM:
RICHARD J. STERN
City Attorney
Attachment A
FIRST THINGS FIRST STANDARD DATA COLLECTION FORM
A.Agency Information:
Program Name (if applicable)First Things First Fun Van
Agency Apache Junction Public Library Contact Person Spencer Paden
Address 1177 N Idaho Rd Position Library Manager
Address Email spadenPaicity.net
City, State, Zip Apache Junction, AZ 85119
4540
Phone 1-480-474-8570 Fax 1 -480 -983-
County Pinal Employer Identification Number:86-0358590
Agency Classification:State Agency County Government __x Local Government
Schools
Tribal Faith Based Other
Have you previously conducted business with First Things First using this EIN?Y _x _N_
If NO, please go to the following website, download the State of Arizona Substitute W-9 Form and submit
with your Application:http://www.gao.az.gov/Vendor/account setup home.asp.
In which Congressional (Federal) District is your agency?
http://www.azredistricting.org (click on Final Maps)
Enter District #6
In which Legislative (State) District is your agency?Enter District #23
http://www.azredistricting.org (click on Final Maps)
Approximately how much FEDERAL funding (from a.Federal Source) will your organization expend in your current
fiscal year? $500,000
What is your organization's fiscal year-end date?June 30
Accounting Method:Cash _x _Accrual
Does your organization undergo an annual independent audit in accordance with OMB Circular A-133?Y
X N
Please provide contact information of the audit firm conducting your audit:
Agency FESTER & CHAPMAN, P.C.; CPA'S
Address 4001 N 3 rd Street; Suite 275; Phoenix, AZ 8501292086
Phone Number 602-264-3077
B.Proposed Program Information / Description:
Amount requested:$300,000
Service area of proposed program:Pinal County
Target population of proposed program:2,500 to 3,000 families
Number of participants to be served:2,500— 3,000 families
Please provide a brief description of the proposed program in one or two paragraphs and this will be the source for a
public description describing the nature of the program being implemented that will be used by First Things First.
The Apache Junction Public Library's First Things First Fun Van program will bring
a portable early literacy learning environment to multiple locations across Pinal County
to serve 2,500-3,000 families with children ages 0-5. The program will utilize curriculum
developed by Parents as Teachers,an Even Start organization devoted to assisting
parents in fostering optimal development in children. The courses focus on providing
community -based early literacy instruction to families with low -educational attainment
and low-income. The Fun Van will visit seven primary "hubs" in Pinal County. The first
component, Child Development, will be taught in three sessions, and the second
component, Supporting Children's Play, will be taught in 2 sessions. Each session will be
two hours in length and will have three teachers attending to twelve families in each
session. The Library will provide the two components in eight series each. During this
grant cycle, the library will provide thirty hours of instruction per week for forty weeks.
Set up can be outside or inside in easily accessed locations, such as libraries or
community centers.
C.Contact Information
First Things First Partner and Grants Management System (PGMS) requires four designated
contacts for contact with First Things First related to this grant (the same person may be
assigned to more than one of the roles, if appropriate).
Main Contact Information — This should be information for the person designated as the
Main contact for this grant award and this person can view all information related to
this grant (financial, programmatic & evaluation in nature).This person will also be the
primary contact for First Things First and should be the person responsible for ensuring
the program plan is implemented.Primary correspondence from First Things First will
be sent to this person.
Main Contact Person Spencer Paden
Position Library Manager
Address 1177 N Idaho Road
City, State, Zip Apache Junction, Arizona 85119
Email spaden@aicity.net
Phone 1-480-474-8570 Fax 1-480-983-4540
Program Contact Information — This should be information for the person designated as
the Program contact for this grant award and this person can view information related
to this grant for program or evaluation purposes only.
Program Contact Person Tracie Curtis
Position Supervisory Librarian
Address 1177 N Idaho Road
City, State, Zip Apache Junction, Arizona 85119
Email tcurtis@aicity.net
Phone 1-480-474-8563 Fax 1-480-983-4540
Financial Contact Information — This should be information for the person designated as
the financial contact for this grant award and this person can view information related
to this grant for financial purposes only.
Financial Contact Person Spencer Paden
Position Library Mar ger
Address 1177 N Idaho Road
City, State, Zip Apache Junction, Arizona 85119
Email spaden@alcity.net
Phone 1-480-474-8570 Fax 1-480-983-4540
Evaluation Contact Information — This should be information for the person designated
as the Evaluation contact for this grant award and this person can view information
related to this grant for evaluation purposes only.
Evaluation Contact Person Tracie Curtis
Position Supervisory Librarian
Address 1177 N Idaho Road
City, State, Zip Apache Junction, Arizona 85119
Email tcurtis@aicity.net
Phone 1-480-474-8563 Fax 1-480-983-4540
In addition, your application may have included information about a collaborating
partner/agency.Please replicate this information as many times as necessary to
document the participation and agreement to be involved with the application as a
collaborating agency/partner.
Collaborator
Agency Pinal County Library District Contact Person Denise Keller
Address 92 West Butte Avenue,Position County Librarian
Address P.O. Box 2974 Email Denise.Keller@pinalcountyaz.gov
City, State, Zip Florence, AZ 85132
6533
County Pinal
Collaborator
Agency Pinal Gila Community Child Services, Inc.
Address 1750 S. Arizona Blvd.
Address
Phone 520-866-6457 Fax520-866-
Contact Person Tera Leigh
Position Site Manager
Email Teraleigh@PGCCS.org
City, State, Zip Coolidge, AZ 85128 Phone 520-723-5321 Fax 520-723-
5321
County Pinal
Collaborator
Agency Self
Address 980 N Sunset Road
Address
Contact Person Liz Burks
Position Retired Children's Librarian, AJPL
Email lizburks@mchsi.com
City, State, Zip Apache Junction, AZ 85119 Phone 480-982-1571
County Pinal
Collaborator
Agency Friends of the Apache Junction Public Library Contact Person Marcia Belzner
Address 1177 N Idaho Road Position FOL Board Member
Address Email
City, State, Zip Apache Junction, AZ 85119 Phone 1-480-474-8563 Fax
County Pinal
Attachment B
KEY PERSONNEL OVERVIEW*
STAFF MEMBER BACKGROUNIYANIYEXPERTISE'OF PERSONNEL_,
Name:To be determined (Please see attached job description)
Title:Fun Van Team Leader
FTE on this 1
project:
Name:
Title:
FTE on this
project:
Name:
Title:
FTE on this
project:
Name:
Title:
FTE on this
project:
Name:
Title:
FTE on this
project:
*In addition to this overview, please attach a resume (for current personnel) or a job
description (for positions to be hired) for the key individuals involved in the project. If
awarded and your project experiences changes in staff, notification must be sent to First
Things First. Also, if you are describing a position to be hired, you must send staff
notification and resume to First Things First when the position is filled.
Attachment C
July 2010 —June 2011 Implementation Plan
Activities Task
Hire 4 team
members
Hire 4 team
members
Purchase
equipment
)urchase van
am trained on
Jrriculum and
program
Community
Meetings,
Finalize
Locations
Advertising
awspaper ads)
Marketing
Person Date Task
Responsible Will be
Completed/Timeline
Advertise the I Spencer Paden
positions
Interview applicants
and hire,
new employee
orientation and
library orientation
Purchase
equipment,
phones, books,
laptops,
Incentives,
Training supplies,
Office supplies
and materials
RFP
Logo
Modifications
Confirm dates
and
travel
Confirm locations
and times of
programs
Create flyer, poster
Ad,
contact
newspapers
News releases,
cable, web, social
networks,
connect with
non -profits &
faith -based
organizations
Commence Present programs
Monthly FTF Attend monthly
Meetings FTF Meetings
Community meetings
And FTF Fun Van
Staff meetings
Spencer Paden,
Trade Curtis,
Judy Antrim,
Liz Burks
Spencer Paden
Spencer Paden
Parents as
Teachers
Team Leader
Team Leader
Team Leader
FTF Fun Van Team
Team Leader
September
2010
September
2010
September
2010
September
2010
Support
Documentation
Job
descriptions
Auditor
General
HR
Quotes
Quote
September Parents As
2010 Teachers
documentation
September, 2010
September, 2010
December 2010
March 2011
Continuous
September, 2010
-June 30, 2011
September, 2010-
June 2011
FTF Planning
Document
Quote
FTF Planning
Document
Parents as
Teachers
Curriculum
FTF RFGA
Attachment D
Funds Requested Page
The Offer must state a firm, fixed total guaranteed not -to -exceed amount of funds
requested for the Grant.
Total Funds Request per Approach Approach
$ 300,000
0
Community Based Early Literacy Program
Health Based Early Literacy Program
Authorized Signature
Date
Job Title Library Manager
Attachment E
Standard Line Item Budget
While you must use this format, you may reproduce it with Word Processing or Spreadsheet software.Limit your
budget line items to the budget categories and to the budget subcategories listed.Detail in the budget narrative
strengthens justification of items.
Budget period:July 1, 2010— June 30, 2011
Budget Category Une Item Description Requested Funds Total Cost
PERSONNEL SERVICES Personnel Services Sub $
Total
Salaries 1 FT, 3 PT 40,020 40,020
EMPLOYEE RELATED EXPENSES Employee Related Expenses Sub $
Total
Fringe Benefits or Other ERE 1 FT, 3 PT 16,153 16,153
PROFESSIONAL AND OUTSIDE SERVICES Professional & Outside Services Sub $
Total
Contracted Services
,
Three part-time (32 hours per 91,544 91,544
week, 46 weeks of
employment) using Arizona
State Contract for Early
Childhood Development
Teachers (EPS070043)
TRAVEL Travel Sub Total $
In -State Travel Gasoline 10,425 11,145
Out of State Travel Trainer expenses 720
AID TO ORGANIZATIONS OR INDIVIDUALS Aid to Organizations or Individuals Sub $
Total
Subgrants or Subcontracts to N/A N/A N/A
organizations/agencies/entities
OTHER OPERATING EXPENSES Other Operating Expenses Sub $
Total
•Telephones/Communications Services Cell phone 1 year of minutes 125 125
•Internet Access Wireless 800 800
•General Office Supplies Notebook, clear sheets, name 373 373
•Food tags, etc.N/A N/A
•Rent/Occupancy N/A N/A N/A
•Evaluation (non -contracted & non-N/A N/A N/A
personnel expenses)N/A N/A N/A
•Utilities N/A 475 475
Folding tables and chairs N/A N/A•Furniture N/A N/A N/A
•Postage N/A N/A N/A
•Software (including IT supplies)N/A N/A N/A
•Dues/Subscriptions N/A 6,813 6,813
•Advertising Ads 750 750
•Printing/Copying paper N/A N/A
•Equipment Maintenance N/A 7,015 7,015
•Professional Development/Staff Training Staff Training N/A N/A
•Conference Workshops/ Training Fees for N/A 112901 112901
Staff Van, curriculum materials, etc.N/A N/A
•Insurance N/A 3020 3020
•Program Materials Glue sticks, construction paper,N/A N/A
•Program Supplies crayons 7500 7500
•Scholarships N/A
•Program Incentives Incentives and take-aways
NON -CAPITAL EQUIPMENT Non -Capital Sub Total
Equipment $4,999 or less in value Laptops 1,366 1,366
Subtotal Direct Program Costs:$
ADMINISTRATIVE/INDIRECT COSTS Total Admin/Indirect $
Indirect/Admin Costs $0 $300,000
Total
Attachment F
BUDGET NARRATIVE EXPLANATION
The purpose of the budget narrative is to provide more clarity and detail on the various
budget line items. The budget narrative should explain the criteria used to compute the
budget figures on the budget form.Please verify that the narrative and budget form
correspond and the calculations and totals are accurate.Please include one narrative
that matches the 12 month line item budget categories and subcategories.
July 1, 2010 —June 30, 2011
August 2010 -June 2011:hire 4 team members; one full time three part time, train team
and purchase/order cell phone, general office supplies, furniture, program/curriculum
materials, program supplies, program incentives; create marketing pieces, informational
pieces, ascertain times and Team Leader will attend monthly FTF meetings.
Personnel Services:Include information such as position title(s), name of employee (if
known), salary, time to be spent on this program (hours or %), number of months
assigned to this program, etc.Explain how the salary rate for each position was
determined.If salaries are expected to increase during the project year, indicate the
percentage increases for each position and justify the percent of the salary increase.
Also, be sure to include the scheduled salary increases on the Budget Form.
*Team leader,100% on project, full time, $40,020; $21.75 an hour, 40 hours a week, 46
weeks of employment;
Total= $40,020
*Wages based on average teachers salary for Arizona for 2009 from Arizona Public
School Districts' Dollars Spent in the Classroom Fiscal Year 2009 by Debra K. Davenport,
Auditor General February 2010, Report No. 10-01, page a-20.
Employee Related Expenses:Include a benefit percentage and what expenses make up
employee benefit costs. Indicate any special rates for part-time employees, if applicable.
Explain how the benefits for each position were determined. (fusing a fringe benefit
rate, explain how this percentage is justified or approved by your agency.
Benefits for full time team leader: $16,152.99 equates to hourly figures of 1.3485 for
Social Security, 0.3154 for Medicare, 2.0880 for ASRS, 0.0544 for LTD, 0.0734 for
Workers Comp, 4.3440 for Health Insurance, 0.4967 for Dental Insurance, 0.0584 for Life
Insurance.
Computations based on information from the City of Apache Junction Finance
Department.
Professional and Outside Services:If professional consultants/services costs are
proposed in the budget, define how the costs for these services were determined and the
justification for the services related to the project. Explain how all contracts will be
procured.
Three part-time (32 hours per week, 46 weeks of employment) using Arizona State
Contract for Early Childhood Development Teachers (EPS070043): 100% on project,
$30,514.56 x 3=91,543.68
Travel:Separate travel that is in -state and out-of-state. Include a detailed breakdown
of hotel, transportation, meal costs, etc. Indicate the location(s) of travel, the
justification for travel, how many employees will attend and how the estimates have
been determined. Explain the relationship of each cost item to the project (e.g., if
training or training expenses are requested, explain the topic of the training and its
relationship to the project).Grantees must use the State of Arizona Travel Policy on
rates limitations for mileage, lodging, and meals (http://www.qao.az.qov/travel/)for
both in -state and out-of-state travel.
Gasoline estimates for the 4 team members to present early literacy programs for
the anticipated sites in
the 7 community hubs to be served (Apache Junction -Gold Canyon; and Superior-
Kearny; Casa Grande-
Eloy-Arizona City; Florence -Coolidge -San Tan Valley Area; Maricopa; Oracle -San
Manuel -Mammoth;
and the Ak-Chin Indian Community) plus the FTF meetings the Team Leader will
attend total: $10,425
Trainer costs for trainer to train up to 11 staff members: air travel, car and motel:
$600 plus $40 x 3 days for trainer per diem.$120+$600.$720
Total = $ 11,145
Aid to Organizations or Individuals:In the event that this application represents
collaboration and the contract will be utilizing other sub grantees or subcontractors to
perform various components of the program, include a list of sub grantees,
programmatic work each sub grantee will perform, and how costs for each sub grantee
are determined.
N/A
Other Operating Expenses:Explain each item to be purchased, how the costs were
determined and justify the need for the items. All purchases should be made through
competitive bid or using established purchasing procedures. All items should be
categorized in the following categories:Telephones / Communications Services, Internet
Access, General Office Supplies, Food, Rent/Occupancy, Evaluation (non -contracted and
non -personnel expenses), Utilities, Furniture, Postage, Software (including IT supplies),
Dues/Subscriptions, Advertising, Printing/Copying, Equipment Maintenance,
Professional Development/Staff Training, Conference Workshops/ Training Fees for
Staff, Insurance, Program Materials, Program Supplies, Scholarships, and Program
Incentives
To create a mobile early education facility, the following items were determined to be
necessary purchase:
Telephone:Reconditioned Motorola W260g plus double minutes with a 1 year card for
$125 by Tracfone for emergency purposes;
Internet access:via satellite with Hughesnet $79.99 a month for 10 months = $800
General Office Supplies:general supplies, pencils, pens, notebooks,: $373;
Furniture:tables, chairs, : $475
Advertising:Advertising in Pinal County newspapers: $6,813
Printing/Copying: paper, ink cartridges: $750
Professional Development/Staff Training fees:On -Site Training: $6,300 for 3 days plus
online training for 11 employees x $65 per seat= $715, Total=$7,015
Program materials:Purchase a resource center van for up to a total of $99,561;other
materials include tarps, flannel board, magnetic and wipe off board, crayons, etc., and
curriculum materials of $13,340, with a grand total of (99,561+13340) =$112.901.00
Program Supplies:glue sticks, crayons, craft supplies, : $3,020
Program incentives:take-aways, books, puzzles; $7,500
Non -Capital Equipment:For items with a unit cost less than $5,000 and an initial
estimated useful life beyond a single year, explain each item to be purchased, how the
costs were determined and justify the need for the items. All purchases should be made
through competitive bid or using established purchasing procedures. For example, items
such as computers, printers, projectors, etc. each with a unit cost less than $5,000.
Two laptops: $1,366
Administrative/Indirect Costs:Administrative costs are general or centralized expenses
of overall administration of an organization that receives grant funds and does not
include particular program costs.For organizations that have an established federally
approved indirect cost rate for Federal awards, indirect costs mean those costs that are
included in the organization's indirect cost rate. Such costs are generally identified with
the organization's overall operation and are further described in 2 CFR 220, 2 CFR 225,
and 2 CFR 230.
Grantees must list either Option A or Option B and provide proper justification for
expenses included:
X Option A - Administrative Costs:with proper justification, sub grantees may
include an allocation for administrative costs for up to 10% of the total direct funds
requested of the grant request. Administrative costs may include allocable direct
charges for: costs of financial, accounting, auditing, contracting or general legal
services; costs of internal evaluation, including overall organization's management
improvement costs; and costs of general liability insurance that protects the
organization(s) responsible for operating a project, other than insurance costs solely
attributable to the project. Administrative costs may also include that portion of
salaries and benefits of the project's director and other administrative staff not
attributable to the time spent in support of a specific project.
Or
D Option B - Federally Approved Indirect Costs:If your organization has a federally
approved indirect cost rate agreement in place, grantees may include an
allocation for indirect costs for up to 10% of the grant request.Grantees must
provide a copy of their federally approved indirect cost rate agreement.
Indirect costs are costs of an organization that are not readily assignable to a particular
project, but are necessary to the operation of the organization and the performance of
the project.The cost of operating and maintaining facilities, depreciation, and
administrative salaries are examples of the types of costs that are usually treated as
indirect.
Authorized signature Date
Job Title
Exhibit A Scope of Work
Pinal Regional Partnership Council
Strategy - Community Based Early Literacy
The Pinal Regional Partnership Council has identified the need for regional implementation of
strategies to expand the capacity of existing early language and literacy programs, or create new
early literacy, language, and child development programs to provide literacy development
supports and services to young children and their families in their communities. Specifically, the
intent of the funding opportunity is to connect literacy support and development efforts to
families where they spend time, such as public spaces, libraries, etc.
The proposed model is considered an "in -community" model and the First Things First Standards
of Practice for these types of services has been included in this scope. It is expected that this
service is not a one-time event for families. Services under this model may not be as
comprehensive as those provided in a home and, as the name implies, will be provided in a
community setting — such as a library, a community resource center, etc. It is required that all
elements from the stated Standards of Practice be incorporated into the proposed service
implementation.
The intended setting and target population of this funding opportunity is:
•At least 3,000 families with children birth through age five who reside or receive
services within the boundaries of the Pinal Regional Partnership Council area as
described below.
The Pinal Regional Partnership Council serves, and applications submitted in response to
this Government to Government agreement must serve, the communities of the Pinal
Regional Partnership Council area which encompasses the geographic boundaries of
Pinal County, the Ak-Chin Indian Community, and the Town of Apache Junction, adding
the portion of Apache Junction in Maricopa County, deducting the portion of the
Tohono O'odham Tribal lands in Pinal County, deducting the portion of the Gila River
Indian Community lands in Pinal County and deducting the portion of the San Carlos
Apache Reservation that is in Pinal County.
A needs and assets assessment of the Pinal Region has shown that upon entering kindergarten,
children in the region are at risk for low literacy attainment. Children are beginning school with
a deficit and struggle to progress at a normal rate through the rest of their educational years.
Children in the region are at risk for low literacy attainment for a myriad of reasons such as low
educational attainment among parents and low-income status, as supported by demographic
census data. In addition, parents do not have a sufficient understanding of early literacy
development and the region lacks sufficient quality family support and education services to
assist families in developing the necessary skills to support their children's optimal development
in early literacy, often due to the limited geographic service area of available programs.
A variety of community based literacy models exist and differ in many technical aspects, such as
the target population, the experience and credentials of the service provider and the duration
and intensity of the service.
Family participation in family literacy services will be voluntary and must be provided
free of charge to the family.Programs should make accommodations and adaptations
for children and adults with special needs or disabilities. This funding is intended to
allow existing literacy development programs to expand and create new services,
allowing them to expand to target populations they do not currently serve, including the
delivery of services to un7served or underserved geographic areas. Programs funded
through this government to government agreement opportunity must use a curriculum
that is evidence/research-based and founded on proven literacy development practices
in addition to being culturally and linguistically relevant to the community served.
Implementation Requirements,
Grantee will comply with the First Things First Early Language and Literacy Standards of
Practice (Exhibit DI & First Things First Parent Education Community -Based Training Standards
of Practice (Exhibit E).
Partnerships and Collaborations
The program develops relationships with a wide variety of agencies. These relationships
range in purpose from simple information exchange and coordination, to joint referrals
for services, to providing core services on an ongoing basis. Throughout the life of the
program, the partnership expands the circle of relationships with other agencies to
meet the growing and changing needs of the program and families.
Cooperative relationships are formed with agencies for referral, coordination and
external support services in fields such as health, housing, social services, counseling,
substance abuse, job training and placement, and transportation.
The program builds on and does not duplicate high quality community services that are
meeting family needs. It does not build on low quality or inappropriate services. It
expands upon, improves and fills gaps in services available from collaborators based on
the needs of the families served.
Referrals for the program come from collaborators and other agencies. Families are
also referred to collaborators for services.
Program Leadership and Management
Program administrators implement a management and accountability system that
allows them to measure program effectiveness and outcomes.
Program administrators establish and maintain a system of external communication
designed to give the program visibility in the community and to build support for the
program. Examples of external communication strategies include distributing a
newsletter, participating in community events, and public service announcements.
The leadership seeks feedback from families and staff both formally and informally.
Program administrators provide opportunities for the leadership to have direct contact
with families and staff, observe program activities, review progress data, and participate
in the annual program evaluation.
The program administrators ensure that the program has a data collection plan that
complies with First Things First reporting requirements and takes responsibility for the
completeness and accuracy of information in reports.
Program administrators periodically engage staff and collaborators in reflection on the
effectiveness of the program model based upon data from the project's local evaluation,
and development of new strategies to achieve the desired outcomes for participants.
There is special attention to the quality and intensity of literacy instruction.
Recruitment
The program uses multiple methods and sources for recruitment, including written
materials, public service announcements, and personal contacts made through a variety
of strategies (for example, speaking at community meetings, visiting schools, operating
booths or tables at public events).
Recruitment strategies and messages reflect the cultural diversity of the community and
the target families. Recruitment methods take cultural values and practices into account
(for example, how and who in the family is contacted, roles of different family
members).
Retention
The program demonstrates respect for families by building on their strengths and
interests, recognizing family and cultural traditions and values, and addressing families'
critical needs. Program staff reflect the ethnic diversity and language backgrounds of the
participating families.
Staff address some of parents' needs and interests by making referrals to appropriate
agencies and providing outside resources.
The delivery of program services is flexible and convenient for families. Delivery
strategies are adapted to meet changing family needs on an on -going basis. The
program schedules activities during evenings and weekends to accommodate working
parents, and there is some redundancy or repetition built into the schedule of offerings
to enhance access.
The program conducts ongoing assessment of its services (for example, using local
evaluation results) to determine patterns of retention that will inform changes in service
delivery to ensure that participant needs are being addressed.
Staff
Staff development includes approaches grounded in research, including scientifically-
based reading research, and the application of practices in real situations. Training
activities build on the knowledge and skills of participating staff.
Trainers have appropriate knowledge and experience in the content areas for which
they are providing instruction. Content is current and based on sound research and
practice, including available scientifically -based reading research.
Parent Education
The focus of parenting education is content that supports children's literacy
development and early educational success. Programs have clear goals and objectives
for parenting education that are tied to literacy outcomes.
Parenting education programs provide a balanced range of information and skill-
building opportunities to: engage parents in language -rich parent -child interactions;
provide supports for literacy in the family; support parents in holding appropriate
expectations of the child's learning and development; support parents in actively
embracing the parenting role; and build the capacity of parents to form and maintain
connections to the community and other resources.
Parent -child interactive literacy activities are an integral part of the program's parenting
education plan. The program provides regularly scheduled opportunities for guided
parent -child interactions, such as dialogic reading, and using open-ended questions to
prompt discussions and enrich verbal exchanges.
Reading by adults and by adults to children every day is encouraged. There is an explicit
intent to increase the amount of literacy activity in the household. The program helps
parents to learn about sources of books for children and themselves, including
becoming borrowers at public libraries. The program provides specific opportunities for
parents to improve their skills in reading to and with their children, including direct
instruction and staff modeling on strategies for reading with children.
Parenting education builds on the interests and questions of parents, and does not rely
solely on scripted materials. Parents are actively involved in the design and planning of
parenting activities. Ongoing assessments by parents are used to ensure responsiveness
of activities to parents' interests and needs.
All program staff view parenting education as part of their job responsibilities and
receive training in parenting education as part of their jobs. Training includes
information about the development of language and literacy, ways to support and
enhance parents' verbal interactions with children, and strategies for explicit modeling,
guided self -reflection, and providing feedback to parents.
Staff have an empathetic view of parents and the challenges they face. Staff spends
time developing relationships with parents but are aware of appropriate boundaries.
Staff supervision includes support for helping staff set and maintains appropriate
boundaries. Staff can distinguish their own supportive behaviors that promote parents'
self-sufficiency from behaviors that create dependency.
Parenting education includes attention to beliefs and attitudes about child -rearing in
addition to dealing with positive behavior management. The program clearly presents
about the importance of attentive, warm and flexible interactions between parents and
children for children's development. The program provides guided opportunities for
parents to solve problems within the context of routine family events. The program is
sensitive to cultural differences in child rearing beliefs and techniques but recognizes
appropriate limits, especially related to child health and safety.
Activities are designed for easy transfer of learning to other situations, including the
home learning environment.
Parenting education is integrated into the teaching of literacy skills. For example,
parenting activities have literacy connections; in other words, parenting education
strengthens literacy experiences that occur within routine family interactions.
The materials used in parent -child activities are culturally and linguistically relevant.
Parent -child activities are carried out in the dominant language of families.
Parent and Child Interactive Literacy Actives
Activities for parent -child time have a literacy focus. Special attention is paid to activities
that support children's growth and language development.
Parent -child time and activities are designed to help each parent learn more about
his/her own child(ren) through both observation and play. These interactions help
parents to see their children as active contributors to their own development and
learning, form reasonable expectations about their children's abilities, and devise their
own challenging but achievable play/learning activities. Parents also participate in
discussions about these interactions with staff and other parents, reflecting on what
they learn about child development and how to apply this knowledge to both the
family's home environment and the child's primary care setting.
The program schedules regular opportunities for parent -child interactive literacy
activities. Formats are varied) to accommodate parents' schedules and interests.
Parents are involved in planning activities and deciding whether they are child -directed
or parent -directed.
Parent -child activities are developmentally appropriate for the age and stage of the
child. Activities are designed to ensure ease of transfer by parents to the home setting.
Parent -child activities encourage verbal interaction between parents and their children,
object manipulation and play, and engaging children in problem -solving and decision-
making. Parents and children read stories together in an active and participatory
manner. Activities are fun and encourage involvement of both child and parent.
The program provides opportunities for parents to increase their observation skills and
practice them in multiple contexts. Parents have opportunities to try out learning
activities with each other before doing them with their children.
Parent -child activities are culturally sensitive. Staff takes time to learn how parents and
their children are comfortable learning together, and work with parents to plan parent-
child activities based on this information.
Staff provides training and feedback for parents on how to initiate parent -child learning
activities on their own as part of everyday family routines.
Staff follows up with individual parents and provide additional information and support
to assist parents in transferring parent -child activities into the home setting.
Curriculum
Evidence -based research identifies key components of early literacy curriculum. They include:
•Oral language: Fostering vocabulary and listening comprehension, expressive, and
receptive language.
•Alphabetic Code: Developing alphabet knowledge, and phonological/ phonemic
awareness, which is the ability to discriminate sounds in words, invented spelling.
•Print knowledge: Understanding environmental print and concepts about print.
Effective literacy development programs:
•Understand the parent's literacy strengths and reinforce their knowledge and skills
•Provide an opportunity for adults and children to reflect on literacy practices in their
daily lives
•Recognize the literacy history of the parents
•Consider socio-cultural context: children's experiences with the world greatly
influence their ability to comprehend what they read
•Provide accommodations and adaptations for children and adults with special needs
or disabilities containing an educational component which formally or informally
affects the child's literacy or development
•Understanding that oral language is the foundation for literacy development
containing an educational component for the adult, such as adult -basic education
(for those without a high school diploma) or English -acquisition
If the proposed program involves the implementation of a national model, Grantees must
demonstrate the use of the model's prescribed evaluation tools in addition to the collection of
the established First Things First performance measures that must be collected. Expenses for
the purchase of the tool, training to use it, and staff to complete the data collection must be
included in the budget request.Any additional evaluation tools that are developed by the
program staff must be approved by First Things First evaluation staff prior to use.
Grantees must provide their plans for outreach, recruitment, family engagement and retention.
Grantees that become successful grantees will coordinate services with other entities in
the region performing outreach and enrollment services. Grantees should identify other
entities performing such services in the region, and describe how they will work to
coordinate efforts in the region to maximize outreach and optimize the efficient use of
resources. Coordination in all efforts will be expected among all First Things First
grantees performing services inthe Pinal Region.
Successful Grantees will be required to receive formal written approval from the Ak-Chin Tribal
Council prior to starting services on the Ak-Chin Tribal Community. First Things First regional
staff will be notified prior to any outreach to the Ak-Chin Tribal Community and may provide
technical assistance in this process.
Goals and Key Measures:
First Things First Goal Area to Be Addressed:
•Family Support
First Things First Goals to Be Addressed:
•FTF will increase the availability, quality and diversity of relevant resources that support
language and literacy development for young children and their families.
First Things First Key Measures to Be Addressed:
•Percentage of families of children birth through age five who report they maintain
language and literacy rich home environment (e.g. children hear language
throughout the day, children have opportunities for listening and talking with family
members, books and other literacy tools and materials are available and accessible
to children).
•Percentage of families with children birth through age five who report reading to
their children daily in their primary language.
For more information on First Things First Goal Areas, Goals and Key Measures, please
visit:
http://www.azftf.gov/WhatWeDo/Impacting/Documents/azftf Strategic Road Map2008.pdf
A total of approximately $300,000 is available for award. The Pinal Regional Partnership Council
anticipates services for approximately 3,000 families with children ages birth through five that
reside within the region.
Exhibit B Response to Scope of Work
In order to be considered for this ftinding opportunity please respond to the following
questions.
1. Provide a one (1) page narrative overview of the proposed program and curriculum
that includes a brief summary of the program and curriculum, how it will be
implemented, how many classes will take place during the each training series, your
capacity to implement this program and how success and outcomes will be measured.
The Apache Junction Public Library will hire four early childhood development teachers
(1 full time, three part-time), purchase a "mobile resource van," and use a variation of
the Even Start model. Our "First Things First Fun Van" program will use a research-
based curriculum'and materials developed by Parents as Teachers,an organization
devoted to assisting parents in fostering optimal development in children. Under the
guidance of the Parents As Teachers program coordinator, we have integrated the group
oriented, early literacy portion of their research -based programming into the First
Things First Fun Van program. Through mobile outreach services, we will bring the
education modules into targeted areas of need. As part of the grant, an on -site trainer
from Parents as Teachers will provide three days of training and online training to adapt
the early literacy portion of their curriculum for use in the community -based delivery of
our early literacy development programming.
The curriculum will be provided using two educational components: 1) Child
Development (Encouraging Literacy) and 2) Supporting Children's Play (Playing To
Learn). The "Child Development" component addresses different areas of development
(language, intellectual, social -emotional, and motor) and how they relate to early
literacy. In "Supporting Children's Play," parents learn the importance of play as it
relates to development and literacy, as well as recommended activities and outings that
complement those lessons. The Knowledge Path Early Literacy Kit will also be used as a
resource to develop instructional materials.Handouts provided by Parents as Teachers
will include:Choosing Children's Books: Which Book is Best?; Read to Me! Ideas to Help
You Raise a Reader; and How to Use Your Public Library.
The Fun Van will visit seven primary "hubs" in Pinal County. The first component, "Child
Development," will be taught in three sessions, and the second component, "Supporting
Children's Play," will be taught in two sessions. Each session will be two hours in length
and will have three teachers attending to twelve families in each session. The Library
will provide the two components in eight series each. During this grant cycle, the library
will provide thirty hours of instruction per week for forty weeks. The library's goal is to
serve between 2,500-3,000 families in Pinal County and the Ak-Chin Indian Reservation.
The library will coordinate with local organizations in each area, both for purposes of
marketing and using preexisting networks and resources to impact as many families as
possible. Through the delivery of the proposed outreach services, the library plans to
bring literacy development services and supports into community settings, such as
libraries and community centers. Children aged 0-5 in the targeted geographic areas are
at risk for low literacy attainment and this program will take the necessary steps toward
addressing that deficit and ensuring a better, brighter future for Pinal County.
The library has been dedicated to fostering literacy in children since its inception. For
the last five years, the library has participated in the American Library Association's
Every Child Ready to Read program. Studies have shown that this program increases
library usage and improves literacy behaviors amongst parents with low-income and
low -educational attainment. Library staff includes individuals with early childhood
education and teaching backgrounds who have contributed to other literacy endeavors
within the organization, including Play and Learn programs and the library's own Hand-
in -Hand Early Literacy Center.Spencer Paden, Library Manager, has twenty-three years
experience successfully managing the library, multimillion dollar projects, and
overseeing many grant projects, from their inception to their conclusion. "The First
Things First Fun Van" program will be a natural extension of the library's demonstrated
goals and will allow for its efforts to reach a broader audience.
Success will be measured by the number of families served, pre- and post -testing and
assessment of the overall program using tools developed by the Parents as Teachers
program.
2. In order to implement the program and curriculum, what capacity will be needed?
Describe any external agency partnerships, additional resources, training, establishing
or strengthening relevant relationships with consultant or providers necessary to
successfully implement the program or strategy.
The Apache Junction Public Library will need to hire four early childhood development
teachers (1 full time, three part-time), purchase a "mobile resource van," and purchase
training, gas, materials, marketing and other items identified in the budget section. The
Parents As Teachers program coordinator recommended three days of on -site training
covering the curriculum, group facilitation, parents & children at play,and working with
diverse families. In addition, the program coordinator recommended online training
with Parents As Teachers "Explore the Path to Literacy."Apache Junction will be
working closely with Parents As Teachers advisers throughout the grant period.
Apache Junction Public Library has an excellent relationship with Pinal County Library
District and has partnered with them on many projects. We are an active member of
the Pinal County Library Federation and have developed relationships with all the
libraries in Pinal County.All public libraries within the County are members of the
Federation. Federation Libraries cooperate and work together to share a common
online catalog, online resources, card and interlibrary loan privileges. The Federation
libraries meet on a regular basis. Any library card issued by the Fun Van will be usable in
any library in the County.People with library cards from other libraries will be able to
borrow Fun Van materials as well; so books, materials, and other resources in the Van
will be usable by and loanable to any person in the County.
3. Describe the communities that will be served by the identified program within the,
Pinal Regional Partnership Council area.
In 2009, the US Census (http://quickfacts.census.govhfcl/states/04/04021.html)
estimated the total population of Pinal County to be 340,962. Of that number, 25.2%
speak a language other than English at home. In 2008, it was estimated that 14% of
Pinal County residents (a total of 47,734 individuals) were living in poverty. This is an
incredibly fast growing area, experiencing an impressive 89.7% increase in population
over the last decade (compared to 28.6% growth in the state of Arizona). In 2008, it was
estimated that 8.1% of the population (27,617 children) was under five years old. In
2006, it was estimated that 13% of children were born annually to teen mothers in Pinal
County
(http://www.azftf.gov/RPCCouncilPublicationsCenter/Pinal_Need_and_Assets_Report_
2008.pdf).
The communities to be served are: Superior, Casa Grande, Florence, Coolidge, Maricopa,
Oracle, San Manuel, Eloy, Arizona City, Kearny, Mammoth, San Tan Valley area, Ak-Chin
Indian Community and Apache Junction. The communities will be grouped into seven
"hubs": Apache Junction -Gold Canyon; Superior -Kearny; Casa Grande-Eloy-Arizona City;
Florence -Coolidge -San Tan Valley Area; Maricopa; Oracle -San Manuel -Mammoth; and
the Ak-Chin Indian Community.
In 2006, a mere 1,779 children were enrolled in regionally approved care centers (the
maximum capacity was 3,074). In Pinal County, the majority of all childcare takes place
in unregulated settings, as there are not enough early care and education programs
available for working parents who want (or need) a program with a developmental focus
for their
children.(http://www.azftf.gov/RPCCouncilPublicationsCenter/Pinal_Need_and_Assets_
Report_2008.pdf). When one looks at the number of children under five in the county
compared to the number of available slots in childcare centers, it quickly becomes
apparent that the need for such services is great in this area. If nearly thirty thousand
children could benefit from these types of services, but services exist to meet only ten
percent of that population, that leaves the vast majority of parents at the mercy of
unregulated options.
The Fun Van program will be free so anyone can attend regardless of income or financial
status. Using a portable delivery, we will be able to offer services in a variety of locations
throughout Pinal County that will reduce transportation time and cost for families. We
will employ bilingual staff and purchase books and materials available in Spanish for
Spanish speaking families.
4. Describe the target population to be served by the identified program, be as specific
as possible, and include targeted service numbers.
The target population is 2,500 - 3,000 families in Pinal County with children 0-5 years
old. The Fun Van will visit at least 7 locations for a minimum of 30 hours of instruction
per week. For the four smaller hubs (Superior -Kearny, Maricopa, Oracle -San Manuel-
Mammoth, Ak-Chin Indian Community) we will have a goal of reaching 288 families each
and for the three larger hubs (Florence -Coolidge -San Tan Area, Apache Junction -Gold
Canyon, Casa Grande-Eloy-Arizona City) we will try to reach 576 families per hub.
The families may come from any demographic group but we strive to target and serve
low-income families who may be linguistically or socially isolated or have low
educational attainment. The program will be open to any primary caregiver, but not one
who acts in a professional capacity (such as a nanny or day-care worker). The goal is to
provide caregivers with the information and tools necessary to foster early literacy in
children and ensure proper development.
5. Describe how the target population will be recruited. Identify outreach,
engagement and retention practices for participants.
Outreach:The target population will be recruited through a variety of mediums to reach
a broad audience. Advertising and marketing for the project will be done in traditional
and nontraditional formats. The Library will utilize in-house Library kiosks and print
pieces, such as posters and fliers. In addition, promotion will be provided from within
the Pinal County Library District and partner agencies such as schools, preschools, Head
Start and Food Banks. Press releases will be provided to local and county news
organizations, non-profit and faith based organizations and the City of Apache Junction
cable access channel for dissemination to the public.Advertisements will be placed in
the following newspapers:Apache Junction Independent, Apache Junction News, Casa
Grande Dispatch, Coolidge Examiner, Florence Reminder/Blade-Tribune, AZ City
Independent, and the Maricopa Monitor. Beyond those standard marketing avenues, a
special website for the project will be maintained to advertise the program and provide
online resources. This website will be accessible through library, the City of Apache
Junction, and the Pinal County Library District web pages. The Library will utilize social
networking (Facebook) and other Web 2.0 applications (such as Youtube and Twitter) to
advertise and promote this program. By using these online outlets, we're hoping to
attract young parents to the program in dynamic and interesting ways.
Engagement: Parents as Teachers provides a proven curriculum for the outreach
specialists with engaging, research -based teaching material. The programs will be
interactive and participant focused. A four to one teacher -to -family ratio will foster
interaction between participants and team members, ensuring that all involved will
remain interested through the duration of the module. First Things First Fun Van team
members will utilize relevant teaching aides, such as Web 2.0 online applications, in
addition to traditional methods of teaching. The variety of approaches featured in each
module will make interest and attention easy to attract and maintain.
Retention:The Library recognizes the inherent difficulty in retaining participants
throughout all parts of the program. However, we also understand the importance of
the program and the necessity for families to attend each training module provided in
the series. To keep families coming back, our outreach specialists will provide
participants with various incentives, such as take-aways, free books, informational
material, learning toys, and free snacks. Particular emphasis will be placed on building
networks of social support with other parents and team members involved in the
program. Going beyond the community meetings, the team members will create and
maintain online support through use of social networking technologies. That way,
parents can connect with one another to ask and answer questions, set up meeting
times and playdates, and know when the next training modules will be offered from
anywhere at any time..Parent communication with teachers on social networks will be
enhanced through the purchase and use of laptops for the First Things First Fun Van
Team. All participants that finish a component will receive a certificate of completion, a
document they can take with them that will reflect the effort they put forth towards the
program.
6. Fill out the Standard Data Collection Form; Attachment A.
Form completed—Please see attached
7. If staff will be paid from this grant, please fill out Key Personnel, Attachment B.
JOB DESCRIPTION: First Things First Fun Van Team Leader
PRIMARY PURPOSE:
•Create and maintain a safe and stimulating environment for young children (ages
0-5)
•Teach early childhood education classes for ages 0-5 using the chosen curriculum
Parents as Teachers
•Supervise early childhood staff
•Provide information to parents regarding child development and other resources
•Work in a family -centered program and center your duties on the needs of the
families
QUALIFICATIONS:
*Education/Certification: Minimum: Masters Degree in Early Childhood education or a
related field. Experience teaching in early childhood education.Bi-lingual ability highly
desirable.
Special Knowledge/Skills:
Experience working in an early childhood and/or family literacy setting
Supervisory skills
Strong communication and interpersonal skills
Must be flexible and adaptable to meet the needs of the children and program
Experience working with persons from diverse cultural and economic backgrounds
MAJOR RESPONSIBILITIES AND DUTIES:
1.Create an educational environment conducive to learning and appropriate to the
physical, social, and emotional development of students with an emphasis on
language development and emergent literacy skills
2.Provide for the screening and preparation of children to fully participate in
program services
3.Establish instructional programs based on scientifically based reading research
4.Must demonstrate the ability to support the social and emotional development
of children
5.Provide activities and opportunities that encourage curiosity, exploration, and
problem -solving appropriate to the developmental levels of the children
6.Model developmentally appropriate activities and positive behavior
management techniques through daily contact with children and early childhood
staff in the classroom
7.Select books, equipment and other educational materials appropriate for the
early childhood program.
8.Include materials and experiences in the classroom that are culturally
appropriate and represent diversity
9.Maintain attendance records and other data of children and families
participating
10. Lead regularly scheduled team meetings
11. Participate in team planning sessions with all project staff to ensure well-
coordinated and effective delivery of project services to meet program
objectives and attend all regional meetings
12. Work cooperatively and effectively as a team member by communicating and
contributing information on a continuous basis
13. Supervise and provide leadership and support for early childhood providers
14. Conduct and supervise the completion of pre- and post -assessments for children
and families
15. Maintain open, friendly, and cooperative relationship with each child's family
and encourage their involvement in the program
16. Maintain up-to-date knowledge of current child development practices
17. Demonstrate behavior that is professional, ethical, and responsible
18. Perform other duties and responsibilities as assigned
SUPERVISORY RESPONSIBLITIES
Supervise early childhood staff of the "First Things First Fun Van"
WORKING CONDITIONS:
Mental Demands:
Ability to communicate effectively (verbal and written); interpret policy, procedures,
and data;maintain emotional control under stress
Physical Demands/Environmental Factors:
District and county wide travel; frequent prolonged and irregular hours.
Occasional lifting of 50 pounds or more and able to push up to 200 pounds
JOB DESCRIPTION: First Things First Fun Van Part-time Outreach Specialist
PRIMARY PURPOSE:
•Create and maintain a safe and stimulating environment for young children (ages
0-5)
•Teach early childhood education classes for ages 0-5 using the Parents as
Teachers curriculum
•Provide information to parents regarding child development
•Work in a family -centered program and center your duties on the needs of the
families
QUALIFICATIONS:
*Education/Certification:Minimum:Bachelor's Degree in Education or related field
Experience teaching in early childhood education. Bi-lingual ability highly desirable.
Special Knowledge/Skills:
Experience working in an early childhood and/or family literacy setting
Strong communication and interpersonal skills
Must be flexible and adaptable to meet the needs of the children and program
Experience working with persons from diverse cultural and economic backgrounds
MAJOR RESPONSIBILITIES AND DUTIES:
1.Create an educational environment conducive to learning and appropriate to the
physical, social,and emotional development of students with an emphasis on
language development and emergent literacy skills
2.Assist in providing for the screening and preparation of children to fully
participate in program services
3.Must demonstrate the ability,to support the social and emotional development
of children
4.Provide activities and opportunities that encourage curiosity, exploration, and
problem -solving appropriate to the development levels of the children
5.Model developmentally appropriate activities and positive behavior
management techniques through daily contact with children and early childhood
staff in the classroom
6.Select books and other educational materials appropriate for the early childhood
program
7.Include materials and experiences in the classroom that are culturally
appropriate and represent diversity
8.Participate in team planning sessions with all project staff to ensure well-
coordinated and effective delivery of project services to meet program
objectives
9.Work cooperatively and effectively as a team member by communicating and
contributing information on a continuous basis
10. Assist with the completion of pre and post assessments for children and families
11. Maintain open,friendly,and cooperative relationship with each child's family
and encourages their involvement in the program
12. Maintain up to date knowledge of current child development practices
13. Demonstrate behavior that is professional, ethical, and responsible
14. Perform other duties and responsibilities as assigned
WORKING CONDITIONS:
Mental Demands:
Ability to communicate effectively (verbal and written); interpret policy, procedures,
and data; maintain emotional control under stress.
Physical Demands/Environmental Factors:
District and county wide travel; frequent prolonged and irregular hours.
Occasional lifting of 50 pounds or more able to push up to 200 pounds.
8. Sequentially list the activities needed to operationalize the strategy, including
timelines and responsibilities. Fill out the Implementation Plan, Attachment C.
Please see July 2010 — June 2011 Implementation Plan
9. Describe administrative and operational costs associated with implementation by
filling out the Line -Item Budget, Attachment D and the Budget Narrative, Attachment
E.
10. If capital equipment will be requested in this grant, please address the following:
a.Demonstrate strong justification to support the needs within a region. The
response will include costs for such items. In addition, provide evidence of strong on-
going support from the community for the capital improvement.
•San Tan Valley is an under -served community as they do not have a
public library. Residents and families must drive thirty five minutes to the
•Apache Junction Library in order to take advantage of extensive library
and early literacy services in Pinal County. Unfortunately, there are many
areas within the County that do not have access to early literacy services.
The Pinal County Library District strongly supports family literacy
activities, with both financial and staff resources. By being partners with
the district, we can improve the capacity of local librarians who may not
have extensive knowledge or specialty in early literacy. The Apache
Junction Public Library Friends of the Library encourage and support
family based literacy both financially and with volunteers. Volunteers can
be provided on an as needed basis to support the program. The program
will also be advertised through the Friends of the Library email
newsletter and through our other literacy partners in the County. This
project has been discussed with City Management and they are very
excited and supportive of the Library's County -wide literacy efforts using
the First Things First Fun Van.
b.Describe how funding such capital improvement will enable the region
to reach their pre -determined measurable outcomes.
•More families will be able to participate in literacy activities through this
unique program. By bringing a literacy enriched program to the area,
parents will learn new and different ways to encourage literacy in their
homes. By providing books for the preschoolers and literacy materials to
take home, more children will be read to on a regular basis. Homes will
become more language rich. Parents will have the support of staff and
other parents as they implement these new ideas with their families.
Families will be more familiar with agencies in their area ready to serve
their needs.
c.Describe what funds will be available to sustain the benefits of the
capital request if approved.
•We will sustain the benefits of the capital request with City, County, State
Grants in Aid and Friends of the Library funding. We will also apply for
other grants to strengthen our ability to not only sustain the goals of the
current project but to surpass those goals in the future.
d.Describe other attempts to meet this need and provide a narrative that
describes how no other resources exist in the community to meet this
need.
•The effect of the proposed program on promoting early childhood
development is well documented by research. The Apache Junction
Public Library staff has periodically gone out into the community to
promote family literacy and has offered many in-house literacy programs
(e.g.Play and Learn, Every Child Ready to Read, Hand -in -Hand Early
Literacy Center,etc.) However, we need additional resources to provide
the proposed program of services on a regular basis to the entire County.
No one agency has the monetary means to meet the literacy needs of
3,000 families in Pinal County. The literacy needs can best be met
through a coordinated, organized endeavor by one entity with ties to
many other organizations (libraries, schools, etc.) in the County that have
an interest in early literacy. This effort will include places where families
with children normally congregate, such as libraries, in addition to
seeking out places in the County where there is a need but no formal
structure to house resources.In essence, this is a mobile literacy
program with a resource van that includes staff and everything necessary
to provide instruction anywhere it is needed in the County. No other
resource providing this service exists in the County.
e.Describe the anticipated possible ownership and maintenance for the
capital asset should the entity no longer utilize the asset for the
purposes for which funding support was approved by the Board.
•The City of Apache Junction has its own fleet maintenance division. The
van would be well maintained just as other City vehicles are serviced on a
regular basis. The van would always be used to promote literacy. The
Apache Junction Public" Library is dedicated to promoting family literacy
and has an enduring history of providing literacy services.
f.Provide a justification of how it is expected that sustainability and
operational resources are available after the life of this grant award.
•Sustainability will be achieved by the long standing partnerships that
Apache Junction Public Library has with Pinal County Library District and
the Friends of the Library of Apache Junction, providing both staffing and
financial resources. We currently receive funding from the City, Pinal
County Library District, the Friends of the Library, State Grants in Aid, and
a variety of other grants and donations. We also have a substantial
resource base with our existing staff, which includes four teachers; over
fifty volunteers, including retired teachers and librarians; and existing
funding through our local budget of more than $1.2 million dollars. In
addition to resources close at hand, we have an extensive network of
people and organizations that we have worked with over the years,
including: Vista Volunteers, United Way, Boys and Girls Club, Head Start,
The Apache Junction Unified School District, The Apache Junction Senior
Center, and twelve libraries throughout Pinal County through the Pinal
County Library Federation. These partnerships will also help pave the way
to a bright future for the program.
11. Fill out the Financial Systems Survey, Attachment F.
RESPONSE TO CLARIFICATION:
1.Because you are requesting the purchase of capital equipment, please
address the following:
a.Provide evidence of strong on -going support from the community and how
such funding will enable this regional area to reach their pre -determined
measurable outcomes and sustain efforts without grant funding.
San Tan Valley is an under -served community as they do not have a public
library. Residents and families must drive thirty five minutes to the Apache
Junction Library in order to take advantage of extensive library and early literacy
services in Pinal County. Unfortunately, there are many areas within the County
that do not have access to early literacy services.The Final County Library
District strongly supports family literacy activities, with both financial and staff
resources. By being partners with the district, we can improve the capacity of
local librarians who may not have extensive knowledge or specialty in early
literacy. The Apache Junction Public Library Friends of the Library encourage
and support family based literacy both financially and with volunteers. Volunteers
can be provided on an as needed basis to support the program. The program will
also be advertised through the Friends of the Library email newsletter and through
our other literacy partners in the County.This project has been discussed with
City Management and they are very excited and supportive of the Library's
County -wide literacy efforts using the First Things First Fun Van.
More families will be able to participate in literacy activities through this unique
program. By bringing a literacy enriched program to the area, parents will learn
new and different ways to encourage literacy in their homes. By providing books
for the preschoolers and literacy materials to take home, more children will be
read to on a regular basis. Homes will become more language rich. Parents will
have the support of staff and other parents as they implement these new ideas with
their families. Families will be more familiar with agencies in their area ready to
serve their needs.
b.Description of other attempts to meet this need and narrative that describes
how no other resources exist (other than matching funds) in the community
to meet this need.
The effect of the proposed program on promoting early childhood development is
well documented by research.The Apache Junction Public Library staff has
periodically gone out into the community to promote family literacy and has
offered many in-house literacy programs (e.g. Play and Learn, Every Child Ready
to Read, Hand -in -Hand Early Literacy Center, etc.) However, we need additional
resources to provide the proposed program of services on a regular basis to the
entire County. No one agency has the monetary means to meet the literacy needs
of 3,000 families in Pinal County. The literacy needs can best be met through a
coordinated, organized endeavor by one entity with ties to many other
organizations (libraries, schools, etc.) in the County that have an interest in early
literacy.This effort will include places where families with children normally
congregate, such as libraries, in addition to seeking out places in the County
where there is a need but no formal structure to house resources.In essence, this
is a mobile literacy program with a resource van that includes staff and everything
necessary to provide instruction anywhere it is needed in the County. No other
resource providing this service exists in the County.
c.Justification of how it is expected that sustainability and operational
resources are available after the life of this grant award.
Sustainability will be achieved by the long standing partnerships that Apache
Junction Public Library has with Pinal County Library District and the Friends of
the Library of Apache Junction, providing both staffing and financial resources.
We currently receive funding from the City, Pinal County Library District, the
Friends of the Library, State Grants in Aid, and a variety of other grants and
donations.We also have a substantial resource base with our existing staff; which
includes four teachers; over fifty volunteers, including retired teachers and
librarians; and existing funding through our local budget of more than $1.2
million dollars.In addition to resources close at hand, we have an extensive
network of people and organizations that we have worked with over the years,
including: Vista Volunteers, United Way, Boys and Girls Club, Head Start, The
Apache Junction Unified School District, The Apache Junction Senior Center, and
twelve libraries throughout Pinal County through the Pinal County Library
Federation. These partnerships will also help pave the way to a bright future for
the program.
d.Description of the anticipated possible ownership and maintenance for the
capital asset should the entity no longer utilize the asset for the purpose for
which funding support was approved by the Board.
The City of Apache Junction has its own fleet maintenance division. The van
would be well maintained just as other City vehicles are serviced on a regular
basis. The van would always be used to promote literacy. The Apache Junction
Public Library is dedicated to promoting family literacy and has an enduring
history of providing literacy services.
Please verify/confirm that the request for fuel is for the van to be purchased versus
staff's personal vehicles (which would be an unallowable expense for personal
vehicles). If this is for staff vehicles, please use the State of AZ mileage rate of
.445/per mile.
The request for fuel is for the van or other City owned vehicles if it should be necessary
to use them. No staff owned vehicles will be used in this project.
Please describe the Train -the -Trainer expense. What is the training? Who is
conducting it? How will benefit the implementation of your proposed program?
Our "First Things First Fun Van" program will use a research -based curriculum and
materials developed by Parents as Teachers,an organization devoted to assisting
parents in fostering optimal development in children. Under the guidance of the
Parents As Teachers program coordinator, we have integrated the group oriented, early
literacy portion of their research -based programming into the First Things First Fun Van
program. Through mobile outreach Services, we will bring the education modules into
targeted areas of need. As part of the grant, an on -site trainer from Parents as Teachers
will provide three days of training and online training to adapt the early literacy portion
of their curriculum for use in the community -based delivery of our early literacy
development programming. The Parents As Teachers program coordinator
recommended three days of on -site training covering the curriculum, group facilitation,
parents & children at play, and working with diverse families. In addition, the program
coordinator recommended online training with parents As Teachers "Explore the Path to
Literacy." Apache Junction will be working closely With Parents As Teachers advisers
throughout the grant period.
Exhibit C
FIRST THINGS FIRST Standards of Practice
Early Language and Literacy Programs in Home and Community
Settings
Early childhood stakeholders, families, and communities recognize that when early language and
literacy development is optimized, it can be the foundation for a child's later academic success
in school. "The years from birth through age five are a critical time for children's development
and learning. Early childhood educators understand that at home and in early childhood
education settings, young children learn important skills that can provide them with the
cornerstones needed for the development of later academic skills..." (Literacy, 2009)
Literacy acquisition encompasses the four domains of language (reading, writing, speaking and
listening) and numeracy. Early literacy or precursor literacy skills include the following variables
that are consistently shown to predict later literacy achievement:
•alphabet knowledge: knowledge of the names and sounds associated with printed
letters
•phonological awareness: the ability to detect, manipulate, or analyze the auditory
aspects of spoken language (including the ability to distinguish or segment words,
syllables, or phonemes), independent of meaning
•rapid automatic naming of letters or digits: the ability to rapidly name a sequence of
random letters or digits
•rapid automatic naming of objects or colors: the ability to rapidly name a sequence of
repeating random sets of pictures of objects (e.g., "car," "tree," "house," "man") or
colors
•writing or writing name: the ability to write letters in isolation on request or to write
one's own name
•phonological memory: the ability to remember spoken information for a short period of
time
•concepts about print: knowledge of print conventions (e.g., left—right, front—back) and
concepts (book cover, author, text)
•print knowledge: a combination of elements of alphabet knowledge, concepts about
print, and early decoding
•reading readiness: usually a combination of alphabet knowledge, concepts of print,
vocabulary, memory, and PA
•oral language: the ability to produce or comprehend spoken language, including
vocabulary and grammar
•visual processing: the ability to match or discriminate visually presented symbols 2
Programs that support young children's early language and literacy development are a part of
the family support system in Arizona. An array of early language and literacy programs and
service delivery methods may be implemented to meet the needs of families with young
children. Research indicates that family literacy programs which provide learning opportunities
for both the young child and his or her parents positively impact young children and their
families. (Literacy N. C., 2009) According to Adult Education and Family Literacy Act (AEFLA)
standards, the term "family literacy services" means programming that is of sufficient intensity
in terms of hours, and of sufficient duration, to make sustainable changes in a family and that
integrates all of the following core components:
•Interactive literacy activities between parents and their children, and
•Training for parents regarding how to be the primary teacher for their children and full
partners in the education of their children, and
•Parent literacy training that leads to economic self-sufficiency, and
•An age -appropriate education to prepare children for success in school and life
experiences.
Family literacy programs are built on four core principles; 1) the value of education for success
in life, 2) the central role of the parent in a child's development, 3) the identification of
individual strengths, and 4) the value of experiential learning.
While each First Things First funded early language and literacy program may be uniquely
designed, they all have a valuable role to play in meeting the complex needs of families and
communities across the State of Arizona. First Things First focuses on programs and services that
provide children with the best opportunities for school and life success. Funding decisions are
based upon a robust process of review to ensure programs are supported by research, value the
family, use approaches considered to be best practice and are responsive to the specific needs
identified in each region. First Things First funded programs shall supplement, not supplant,
other state expenditures on, and federal monies received for early childhood development and
health programs.
It is expected that early language and literacy programs funded by First Things First will be
offered at no -cost, on a voluntary basis.Programs and service can be delivered through home
visitation or community based training.Please, also refer to the First Things First Home
Visitation and/or Parent Education Community Based Training Standards of Practice documents.
Using a family -centered and strengths -based approach these programs will:
1.Provide a Focus on Literacy
A.Inform and educate parents and families on typical early language and emergent literacy
development for children ages birth through five.
B.Literacy coaching and instruction should be woven into the activities of all program
components; presented and practiced in contexts that are meaningful to families' lives
and needs. If providing literacy services in a community based setting, it is critical that
parents and families are taught to bridge classroom experiences to home environments
with their own young children.
C.Training for parents regarding how to be the primary teacher for their children and full
partners in the education of their children.
•Actively engage parents in learning how everyday experiences can nurture the
literacy development of their children.
•Support parents in maintaining a literacy -rich home environment.
•Assist parents to learn how to advocate for their children within a variety of
settings, including school, child care and human service agencies.
2.Use a research -based curriculum and activities to promote learning in contexts which
are relevant to the lives of participants.
3.Provide Sufficient Intensity and Duration of Services
•For example, typical frequency and duration of family literacy programs is a
minimum of 6 sessions at 2 hours per session.
Programs may also:
- Align with Arizona's Early Learning Standards/Guidelines.
Family literacy programs across the nation also take into consideration alignment with their
state's Early Learning Guidelines which describe the expectations about what children should
know (understand) and do (competency and skills) across the different domains of learning. In
Arizona, the Department of Education developed Early Learning Standards to provide a
framework for the planning of quality learning experiences for all children 3 to 5 years of age.
The document can be found here:
http://www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf
First Things First is developing Early Learning Developmental Guidelines for infants and toddlers.
- Provide parent literacy training that leads to economic self-sufficiency.
•Assist adults in raising their literacy levels.
•Assist adults in gaining knowledge and skills needed for employment and self-
sufficiency.
•Assist adults who are parents in gaining educational skills they need to be full
partners in the educational development of their children.
•Assist adults in completing their secondary school education or its equivalent
(e.g. English language classes, Adult Basic Education, Adult Secondary Education,
preparation for the General Education Development (GED) examination, and
workplace literacy).
•In community settings, instruction should include a combination of individual
and group activities, and encourage cooperative learning.
•Assessment, both formal and informal, should occur on an ongoing basis in
order to provide adult learners with feedback about progress they have made
toward goals.
•Participants must be actively engaged in the decision -making process with
regard to their education.
•Program staff must support adult learners in being self -directed, with
understanding that adult education builds upon the knowledge, experiences
and roles of participating adults.
All First Things First funded Home Based Early Language and Literacy Programs must also
follow the First Things First Home Visitation Standards of Practice.
All First Things First funded Community Based Early Language and Literacy Programs must also
•follow the First Things First Parent Education Community Based Training Standards of Practice.
•March
23, 2010
Exhibit D First Things First Standard of Practice
Parent Education Community -Based Training
Community -based family education programs work to enable families to build on their own
strengths and capacities to promote the healthy development of children. Successful family
education programs facilitate the acquisition of parenting and problem -solving skills necessary
to build a healthy family. Effective parenting education develops nurturing and attachment to
support children's social -emotional development, knowledge of parenting and of child
development, parental resilience, and social connections and awareness of support mechanisms
available for parents. Research suggests that improving fundamental parenting practices
reduces the likelihood of problem behaviors in children. Parent -child relationships can be
enhanced through parent training and family strengthening programs.
While these programs come in different forms, they have a common goal of increasing the level
of family functioning and promoting healthy child development. Programs are embedded in
their communities and contribute to the community building process. Parents should be able to
access educational information in their community on a variety of child development topics.
Information about where and when parenting education programs are available needs to be
easily accessible by all interested persons.
Research indicates that programs that involve both parents and children demonstrate a positive
impact upon outcomes. Effective program models may run simultaneous parent -only and child-
only sessions followed by family sessions with opportunities to practice new skills. The critical
element is that families have opportunities to practice skills with on -site staff guidance.
Based upon Building Bright Futures, regional needs and assets reports, and preliminary
information from the Family and Community Survey, we know that Arizona's parents and
families with young children need information on child development; to develop parenting skills;
and have access to resources. For those who do not qualify or choose to participate in a home
visitation program, community -based family education programs serve as another opportunity
for Arizona's parents and families to access education, information and resources.
While each First Things First funded community -based family education program may be
uniquely designed, they all have a valuable role to play in meeting the complex needs of families
and communities across the State of Arizona. First Things First focuses on programs and services
that provide children with the best opportunities for school and life success. Funding decisions
are based upon a robust process of review to ensure programs are supported by research, value
the family and use approaches considered to be best practice which are responsive to the needs
identified in a specific Region. First Things First funded programs shall supplement, not supplant,
other state expenditures and federal monies received for early childhood development and
health programs.
It is expected that community based family education programs funded by First Things First will
be offered at no -cost, on a voluntary basis. Using a family -centered and strengths -based
approach these programs will offer families:
A series of classes that provide information and support in each of the core areas: child
development, parenting skills, and resource and referral.
•All domains of child development (cognitive, communication, physical,
social/emotional and adaptive), age appropriate expectations, developmental
milestones and when to have concerns.
•Appropriate child -adult interactions and development of parenting skills (i.e.
physical touch, showing affection, spending time together, positive discipline,
parental monitoring, early reading, language experiences, and communication)
•Resource and Referral Information -Identify supports and services available to
families with young children (e.g. nutrition; obesity; breastfeeding; physical
activity; immunizations; oral health; insurance enrollment; participation in
consistent medical/dental homes; participation in prenatal care; safety; where
to access developmental screening and intervention; vision and hearing
screening)
Programs may also help families:
•Identify their natural supports such as peer support.
•Access opportunities to participate in family literacy activities.
Programs will:
1. Provide services to families that are based upon a culture of trust and respect.
A. Create a family -centered environment.
•Staff are from the community and have extensive knowledge of community
resources
•Structure activities compatible with the family's availability and accessibility
•Demonstrate genuine interest in and concern for families
B. Clearly define program objectives with the families upon enrollment: understanding
what the program will accomplish helps families become fully engaged in program
services.
C. Create opportunities for formal and informal feedback and act upon it; ensure that
input shapes decision -making.
D. Encourage open, honest communication.
E. Maintain confidentiality; be respectful of family members and protective of their legal
rights.
2. Support the growth and development of all family members; encourage families to be
resources for themselves and others.
A. Encourage family members to build upon their strengths.
B. Reflect the commitment to effectively serve the identified target population with an
emphasis on fathers and grandparent caregivers, through publicity/outreach, literature
and staff training.
C. Help families identify and acknowledge informal networks of support and community
resources.
D. Create opportunities to enhance parent -child and peer relationships.
3. Affirm, strengthen and promote families' cultural, racial and linguistic identities and enhance
their ability to function in a multicultural society.
A. Create opportunities for families of different backgrounds to identify areas of
common ground and to accept and value differences between them.
B. Strengthen parent and staff skills to advocate for themselves within institutions and
agencies.
C. Hire staff who reflect the cultural and ethnic experiences and language of the families
with whom they work and integrate their expertise into the entire program.
D. To address cultural competency objectives, early childhood practitioners /early
childhood service providers shall ensure that children and families receive from all staff
members effective, understandable, and respectful care that is provided in a culturally
competent manner- a manner compatible with their cultural beliefs and practices and
preferred language. Early childhood practitioners /early childhood service providers
should ensure that staff at all levels and across all disciplines receive ongoing education
and training in culturally and linguistically appropriate service delivery. Early childhood
practitioners/early childhood service providers should develop participatory,
collaborative partnerships with communities and utilize a variety of formal and informal
mechanisms to facilitate community and family -centered involvement to ensure that
services are delivered in a manner that is consistent with the National Standards on
Culturally and Linguistically Appropriate Services and/or the National Recommendations
on Cultural and Linguistic Competence for the National Association for the Education of
Young Children." http://minorityhealth.hhs.gov/templates/browse.aspx?Iv1=2&1v1ID=15
; http://www.naeyc.org/positionstatements/linguistic
4. Programs are flexible and continually responsive to emerging family and community issues.
A. Be accessible for families.
B. Ensure manageable classroom size and appropriate staffing patterns. Calculate
classroom size and staffing patterns based upon:
•Space, square footage; for adult -only sessions, there will be a maximum of 25
participants; and
•Number of sessions held for families throughout a calendar week; and
•Program model. For example, for groups that involve both adults and children,
staffing patterns must demonstrate appropriate staff to family ratios (e.g. lead
instructor and two teachers for eight families with two year olds — while adults
receive information from lead instructor, teachers provide care for the two year
olds and are available to assist with facilitation of parent -child activities).
C. Engage families as partners to ensure that the program is beneficial. Families have
regular input and feedback in programmatic planning to meet their needs.
D. Develop a collaborative, coordinated response to community needs.
5. Community -based programs provide ongoing staff development/training to ensure program
quality and give staff an opportunity to develop professionally.
A. Assess staff skills and abilities. Staff must be able to engage families while keeping a
professional rapport.
B. Provide ongoing staff development/training on the First Things First Parent Education
Community Based Training Standards of Practice principles.
C. Supervisors should work with staff to prepare professional development plans.
6. The Parent Education Community Based Training Standards of Practice are modeled in all
activities including planning, governance, and administration.
A. The length of employment and experience/education are reflective of high quality
staff. Parent and family educators are required to have a minimum of a Bachelors
degree in early childhood development, education, family studies, social work, nursing
or a closely related field.
B. Establish an effective, consistent supervisory system that provides support for all staff
members and ensures accountability to participants, funders, and the community.
C. Establish supervision as a collaborative process with mechanisms that support staff in
difficult situations and provides ongoing opportunities for discussion between staff
members and supervisors to reflect and debrief. Supervision will also include
observation. It is important that supervisors spend time with parent educators in the
field to have a sense of how the service is being delivered. This will help supervisors and
staff to identify coaching and mentoring opportunities.
D. All staff work as a team, modeling respectful relationships.
E. Build a team of staff who is consistent with program goals and whose top priority is
the well-being of families and children.
F. Evaluation and monitoring is a collaborative, ongoing process that includes input from
staff, families, program administrators, and community members.
1. Activities, as identified by First Things First, include pre- and post -testing, self-
assessment and opportunities for feedback; and
2. Identify outreach, engagement and retention practices; and
3. Programs must demonstrate mechanisms to assess program effectiveness
and to implement quality improvements. Programs must participate in data
collection and reporting of performance measures to First Things First.
February 12, 2010
Exhibit E:
Performance Measures
Program Specific Data Collection
Grantees will be provided with data reporting requirements by First Things First and will
meet the requirements of the evaluation including, but not limited to, timely and
regular reporting and cooperation with all First Things First evaluation activities. Timely
and regular reporting of all performance and evaluation data including the electronic
submission (through First Things First .secure web portal known as PGMS) of data
identified in data reporting templates (which will follow the First Things First general
orientation).
First Things First reporting requirements will be aligned with the Goals, Key Measures,
and Performance Measures identified in each Scope of Work. The purpose of the First
Things First data submission is to determine the extent to which the program has
accomplished the stated goals and key measures, through reporting on program
implementation as well as program outcomes (as appropriate and identified in the
performance measures).
Grantees agree to participate in the First Things First evaluation and any program
specific evaluation or research efforts. Grantees are required to collaborate with the
First Things First longitudinal evaluation. The provider must participate in child
assessment activities associated with the longitudinal evaluation including tracking and
reporting to First Things First data pertaining to participant attendance, enrollment, and
demographic information; all of which must be maintained in a secure and confidential
manner. In addition, Grantees agree to follow First Things First and evaluation
consultants of First Things First to observe program activities on site and obtain parent
consent for data collection related to evaluation efforts.
Performance Measures are defined by First Things First to determine the key impacts of
the strategies, programs and approaches being implemented. Grantees will collect and
report data to First Things First on the progress of achieving the Performance Measures.
Grantees will receive training on specific reporting requirements. Reporting
requirements will be detailed and specific and aligned with the performance measures.
Data must be submitted in its raw form (e.g., number of children served/proposed
service number = 52 actual children served/50 proposed service number). Based on
specific strategic objectives, data will be reported for subgroups, for example, one group
of strategies may require reporting of the number of children from birth through five,
whereas other strategies will need to report numbers broken down to number of
infants, toddlers, and preschoolers. An additional example would be for type of Early
Care provider or enrollment status.Examples of subgroups of Early Care providers are
licensed with the Arizona Department of Health Services, accredited, regulated by Tribal
authorities, etc; examples of family enrollment statuses are newly enrolled, continuing
enrollment, disenrolled.
Performance Measures for purposes of this Agreement are as follows:
Community Based Early Literacy Programs
•Total number of families attending family literacy trainings/proposed service
number
•Total number of children ages zero through five attending family literacy
trainings/proposed service number
•Total number of families showing increases in parenting knowledge in early literacy
and skills after receiving trainings/strategic target number (minimum questions
provided by FTF)
•Number of families reporting an increase in reading to their child (minimum
questions provided by FTF)
Exhibit F Coordination
Coordination and collaboration among early childhood service providers is critical to
developing a seamless service delivery system for children and families. Through
coordination and collaboration, organizations begin to look at how they can change
the way they work together so that they deliver services to children and families in
new, more effective and efficient ways. As a result of coordination and
collaboration, services are often easier to access and are implemented in a manner
that is more responsive to the needs of the families. Coordination and collaboration
may also result in greater capacity to deliver services because organizations are
working together to identify and address gaps in service.
Services and programs cannot be implemented in isolation. Successful Grantees
must demonstrate capacity to attend meetings and participate productively in
coordination and collaboration activities occurring within the First Things First region
being served.In order to accomplish this, Grantees should plan the appropriate
staffing and budget to support travel to and attendance at monthly meetings within
the regional area.'
In order to promote regional and statewide service coordination First Things First
grantees may also be requested to participate in regional and statewide meetings.
First Things First staff and Regional Councils will identify these additional
coordination and collaboration opportunities. To ensure the capacity to participate
in these activities, Grantees should plan the appropriate staffing and budget to
support travel to and attendance at five additional meetings, four within the region
or in a neighboring region and one in the Phoenix area. All travel related costs for
these trainings and meetings should be included in the Grantee's budget.