Learner Engagement and Attendance Program (LEAP) Request for Proposals

Connecticut State Department of Education

Office of Student Supports

Bureau of Health/Nutrition and Family Services

Learner Engagement and Attendance Program (LEAP)

Request for Proposals (RFP 865)

Purpose: To support local education agencies in implementing the Learner Engagement and Attendance Program (LEAP), a relationship-based home visiting model designed to reduce chronic absenteeism by strengthening family-school partnerships, addressing non-academic barriers to attendance, and improving student engagement and success. (Section 315 of Public Act 25-168)

Issue Date: May 27, 2026

Due Date: July 8, 2026

Bidders’ Conference: June 11, 2026, 3 to 4 p.m.

Connecticut State Department of Education

Charlene M. Russell-Tucker

Commissioner of Education

An Equal Opportunity/Affirmative Action Employer

The Connecticut State Department of Education is committed to a policy of equal opportunity/affirmative action for all qualified persons. The Connecticut Department of Education does not discriminate in any employment practice, education program, or educational activity on the basis of: race; color; religious creed; age; sex; pregnancy; sexual orientation; workplace hazards to reproductive systems; gender identity or expression; marital status; national origin; ancestry; retaliation for previously opposed discrimination or coercion; intellectual disability; genetic information; learning disability; physical disability (including, but not limited to, blindness); mental disability (past/present history thereof); military or veteran status; status as a victim of domestic violence; or criminal record in state employment, in accordance with applicable statutes, unless there is a bona fide occupational qualification excluding persons in any of the aforementioned protected classes. Inquiries regarding the Connecticut State Department of Education’s nondiscrimination policies should be directed to: Attorney Louis Todisco, Connecticut State Department of Education, by mail 450 Columbus Boulevard, Suite 605, Hartford, CT 06103-1841; or by telephone 860-713-6594; or by email louis.todisco@ct.gov.

Table of Contents

1. Introduction and Purpose 4

2. Program Overview and Research Base 4

3. LEAP Model and Core Principles 4

4. Staff Training and Oversight 5

5. Eligible Applicants 6

6. Funding and Grant Award Period 6

7. Funding Guidance 6

8. LEAP Funding Pathways 8

9. Optional Component: Alternative Education Programs 8

10. Bidders’ Conference and Required Application Components 9

11. Budget Requirements and Allowable Uses 10

12. Review, Scoring, and Selection 10

13. Award Conditions 10

14. Standard Application Requirements 11

15. Appendices

16. Appendix A: LEAP Application Packet (2026–27) 12

17. Appendix B: LEAP Grant (2026-27) Reader Scoring Form 18

18. Appendix C: Budget Forms and Narrative 25

19. Appendix D: Standard Statement of Assurances for Grant Programs 30

Description of Funding Opportunity

1. Introduction and Purpose

The Connecticut State Department of Education (CSDE) invites eligible school districts to submit proposals for funding through the Learner Engagement and Attendance Program (LEAP). LEAP is Connecticut’s evidence-informed, relationship-based home visiting initiative designed to reduce chronic absenteeism and improve student engagement by addressing non-academic barriers to attendance.

2. Program Overview and Research Base

LEAP is a targeted attendance intervention embedded within district attendance systems and multi-tiered systems of support. LEAP leverages trained home visitors to build trust with families, identify barriers to attendance, and connect students and families to coordinated supports. Research summarized in CCERC Report Executive Summary: LEAP demonstrates positive and sustained impacts on student attendance and family engagement.

3. LEAP Model and Core Principles

LEAP is Connecticut’s research-based, relational home visiting model designed to improve student attendance and engagement through strong, trust-based partnerships with families. LEAP operates as a targeted Tier II intervention within a Multi-Tiered System of Supports (MTSS) and complements broader district attendance strategies. The LEAP model further described in The LEAP Effect: Taking a Systemic Approach to Improving Attendance & Engagement . All LEAP programs and activities must align to the Full, Equal and Equitable Partnership with Families: Connecticut's Definition and Framework for Family Engagement .

LEAP represents a shift from compliance-driven approaches to a relationship-centered, strengths-based model. Students who are chronically absent or at risk are identified through data and referred for scheduled, voluntary home visits conducted by trained school staff or community partners in pairs. Visits focus on building trust, understanding family strengths and goals, and identifying and addressing barriers to attendance, including health, housing, transportation, and school connectedness.

LEAP is a multi-visit model, recognizing that meaningful engagement develops over time. Initial visits prioritize listening and relationship-building, followed by ongoing visits and check-ins that deepen connections, link families to resources, and support sustained engagement.

Implementation is grounded in the following core principles:

• trusting relationships: relationships are the foundation of engagement and change;

• family partnerships: families are valued as equal partners in supporting student success;

• cultural responsiveness: engagement reflects and honors the strengths of diverse families and communities;

• data-informed practice: data is used to identify students, monitor progress, and guide improvement;

• flexible and responsive implementation: strategies are adapted to local context and family needs; and

• voluntary participation: participation is voluntary to promote trust and authentic engagement.

LEAP implementation includes:

• delivery as a Tier II attendance and engagement strategy;

• multiple home visits over time;

• alignment with attendance teams and multi-tier systems of support (MTSS) structures;

• use of data systems for success of interventions and continuous improvement; and

• ongoing training, coaching, and support for staff.

By centering relationships and addressing barriers holistically, LEAP seeks to strengthen family-school partnerships and supports improved attendance, engagement, and student outcomes.

4. Staff Training and Oversight

Districts must establish a clear staffing structure that supports effective LEAP implementation, including defined roles for home visitors and supervisors. District leadership should provide active oversight and ensure alignment with attendance systems such as district attendance and review teams (DART) and school attendance and review teams (SART) and MTSS.

All staff must complete required training through the Connecticut Home Visit Hub (e.g., LEAP 101 training) and ongoing professional learning focused on relationship-building, identifying barriers, and connecting families to support. Districts should also provide regular supervision and coaching to ensure quality and consistency. More information about the Connecticut Home Visit Hub can be found on the LEAP webpage .

Districts are responsible for maintaining accurate home visit documentation using the State’s dedicated on-line home visit log. Leadership must routinely review and analyze home visit data to monitor implementation and quality of data, identify trends, and inform attendance strategies and continuous improvement.

5. Eligible Applicants

Eligible applicants include Connecticut public school districts, including districts currently funded through LEAP and local districts seeking to implement LEAP for the first time.

6. Funding and Grant Award Period

State Budget Allocation

The Connecticut biennial state budget allocated $7 million for Fiscal Year (FY) 2026-27. The number of grants awarded will depend on the number of applicants, the quality of proposals, the size of requests, and the availability of funds. Funding is contingent upon approval of the state allocation including any recissions. The CSDE reserves the right to cancel or modify awards based on available funding.

Grant Award Period

Grant awards will be issued for the period July 1, 2026, through June 30, 2027. Funding levels will vary based on student need, district capacity, application quality, past performance, and available funds.

7. Funding Guidance

Applicants should request a funding amount that is reasonable and proportionate to the size and scope of the proposed LEAP implementation, the number of chronically absent students to be served, and the district’s demonstrated need and capacity to implement a high-quality, relationship-based home visiting model.

For planning purposes, CSDE has developed estimated funding levels based on the total number of students who are chronically absent in the district, based on EdSight chronic absence data for March 2026. These ranges are intended to help districts develop appropriately scaled proposals and budgets. Requested funding amounts are not guaranteed. Final award amounts will be determined through the RFP review and scoring process and may be adjusted upward or downward based on application quality, demonstrated need, implementation capacity, and availability of funds, as determined by CSDE.

Estimated Funding Levels

For planning purposes, CSDE has developed the following estimated funding levels based on the total number of students who are chronically absent in the district:

Small — One School or Pilot Implementation:
Districts with fewer than 500 chronically absent students may request funding of up to $125,000.

Small District Implementation:
Districts with 501 to 1,500 chronically absent students may request funding between $125,001 and $200,000.

Mid-Size District Implementation:
Districts with 1,501 to 4,000 chronically absent students may request funding between $200,001 and $400,000.

Large District Implementation:
Districts with 4,001 or more chronically absent students may request funding between $400,001 and $500,000.

Districts with fewer than 500 chronically absent students may apply for a smaller one-school or pilot implementation grant. These proposals should identify the school, grade span, student group, or attendance priority area that will be the focus of the LEAP implementation and explain how the district will use the funds to establish or expand relationship-based home visiting as part of its attendance and engagement strategy.

Districts requesting funding above the estimated level for their category must provide a clear justification in the grant application, Statement of Need. The justification should describe the scope of the proposed implementation, the number of students and families expected to be served, staffing needs, home visit targets, training needs, and any unique local factors that require additional resources.

Districts requesting funding below the estimated level are encouraged to explain how the proposed amount will support a focused, achievable implementation plan. This may include targeting specific schools, grade levels, student groups, alternative education programs, or students with the highest levels of chronic absence.

Performance-Based Funding Adjustments for Existing LEAP Districts

For existing LEAP districts, continued funding at projected levels is not automatic. Final award amounts will be determined through the RFP review and scoring process and will take into consideration the district’s proposed implementation plan, budget justification, prior LEAP implementation data, and alignment with the LEAP model.

CSDE may reduce, condition, or otherwise adjust awards for districts that demonstrate underperformance during the current grant period. Examples of underperformance may include, but are not limited to:

• low home visit volume relative to the level of funding received;

• inefficient use of funds or limited expenditure of prior grant funds;

• proposed activities that are not clearly aligned with the LEAP model;

• insufficient evidence of relationship-based home visiting implementation;

• failure to participate in required training, technical assistance, or coordinator meetings;

• incomplete, inaccurate, or late reporting of required data; or

• failure to meet other reporting or grant management requirements.

Funding decisions will be based on the scoring form included in Appendix B, the quality and completeness of the application, proposed use of funds, demonstrated need, implementation capacity, and review of previous years’ LEAP implementation and fiscal data.

CSDE reserves the right to adjust award amounts based on the total funding available, the number of eligible applications received, the strength of the proposed implementation plan, the alignment of the budget with LEAP priorities, prior implementation performance, and the district’s capacity to carry out the proposed work. Final award amounts may be higher or lower than the estimated funding levels listed above.

8. LEAP Funding Pathways

The LEAP grant includes three funding pathways to support districts in reducing chronic absenteeism through relationship‑based home visits. Applicants must apply for Pathway A or B to be eligible for Pathway C.

Pathway A: Existing LEAP districts may apply for continued funding to sustain and strengthen current programs and may request expanded funding if they plan to scale their work.

Pathway B: New districts may apply to launch LEAP for the first time, demonstrating need and readiness to implement the model.

Pathway C: Districts that apply for Pathway A or B may also opt into additional funding for alternative education programs, allowing them to extend LEAP services to students in programs such as credit‑recovery, re‑engagement, or therapeutic settings who face unique attendance barriers.

9. Optional Component: Alternative Education Programs

This funding opportunity supports districts and organizations serving students in Alternative Education programs through in‑person, individualized, home‑based, relationship‑building visits and related outreach activities only. Applicants may request up to an additional $25,000 to implement strategies that address the unique attendance and engagement barriers faced by students in alternative programs. Competitive proposals will describe the program context, student population, and the specific reasons why personalized home visits are essential for strengthening connections with families and improving student engagement.

10. Bidders’ Conference and Required Application Components

A Bidders’ Conference will be held virtually on Thursday, June 11, 2026, from 3 to 4 p.m. Use this link to join the meeting.

Applicants must complete and submit the LEAP Grant Application electronically via the following link: https://forms.office.com/g/0LjNJNgcXh . Only one submission per district will be accepted. If more than one application is submitted, the first application received will be considered by CSDE. Applicants are responsible for ensuring that all responses are complete and accurate at the time of submission. Applications must be submitted by the date indicated on the front page of this RFP. The complete and signed Cover Page (Appendix A) and Statement of Assurances for Grant Programs (Appendix D) must be emailed to Kari.Sullivan@ct.gov on or before the submission deadline for this RFP. Late or incomplete applications may not be considered.

Pathway A: Existing LEAP Districts
Section 1: District Information

Section 2: Statement of Need

Section 3: Attendance Infrastructure

Section 4: LEAP Implementation Plan

Section 5: Staffing & Oversight

Section 6: Past Performance (Required of Returning Districts)

Section 7: Proposed Funding Plan

Section 8: Grant Budget Form – ED114

Section 9: Grant Budget Narrative

Pathway B: New Funding Requests – LEAP Applicant Districts

Section 1: District Information

Section 2: Statement of Need

Section 3: Attendance Infrastructure

Section 4: LEAP Implementation Plan

Section 5: Staffing & Oversight

Section 7: Proposed Funding Plan

Section 8: Grant Budget Form – ED114

Section 9: Grant Budget Narrative

Pathway C: Alternative Education Program (Optional for Pathway A & B Applicants)

Section 10: Alternative Education Program Description

Section 11: Alternative Education Program Budget Form (ED114)

Section 12: Alternative Education Programs: Grant Budget Narrative

The Standard Statement of Assurances for Grant Programs (Appendix D) and the Cover Page (Appendix A) must be completed, signed, and emailed to Kari.Sullivan@ct.gov on or before the final submission date.

11. Budget Requirements and Allowable Uses

At least 85% of funds must support direct services. Up to 15% of funds may be used for training and necessary supplies to support implementation. Funds may not be used for residency verification, disciplinary or truancy enforcement activities, or to supplant existing district-funded services. All expenditures should align with the intent of strengthening relationships, addressing barriers to attendance, and expanding—not replacing—current supports.

This requirement is designed to ensure the funding:

• prioritizes relationships and support (not compliance or enforcement);

• directly benefits students and families; and

• expands services rather than replacing existing ones.

Budgets must focus exclusively on costs directly tied to in‑person home visits, including staff time, mileage, materials, and training. Strong applications will present a clear staffing and oversight plan, explain how the LEAP model will be adapted for individualized home engagement, and outline measurable outcomes that can realistically be achieved through consistent, relationship‑centered visits. All budget amounts, justifications, and cost assumptions must be accurate, reasonable, and aligned with the narrative.

12. Review, Scoring, and Selection

Applications will be scored using the reader scoring form in Appendix B. Scores may inform funding decisions, funding levels, conditional awards, or required revisions.

13. Award Conditions

Awardees must designate a district-level LEAP District Coordinator and participate in LEAP District Coordinator Meetings, regular check-ins with CSDE and its partners, ensure that all home visitors participate in LEAP training, submit required reports, and cooperate with evaluation efforts.

14. Standard Application Requirements

Management Control of the Program and Grant Consultation Role of State Department of Education Personnel

The grantee must have complete management control of this grant and the associated funding. While the CSDE staff may be consulted for their expertise, they will not be directly responsible for the selection of sub-grantees or vendors or be directly involved in the expenditure and payment of funds obligated by the grantee.

Freedom of Information Act

All the information contained in any proposal submitted in response to this RFP is subject to the provisions of the Connecticut Freedom of Information Act (FOIA), C.G.S. Sections 1-200 et seq. The FOIA states that, except as provided by Federal or State law, records maintained by any public agency (as defined in FOIA) are public records, and every person has the right to inspect and request a copy of such records.

Assurances

Each application must submit a Standard Statement of Assurances for Grant Programs (Appendix D) signed by the authorized official of the district to Kari.Sullivan@ct.gov on or before the grant submission deadline.

15. Appendices

Appendix A: LEAP Application Packet (2026-27)

Appendix B: LEAP Grant (2026-27) Reader Scoring Form

Appendix C: Budget Forms and Narrative

Appendix D: Standard Statement of Assurances for Grant Programs

Appendix A: LEAP Application Packet (2026–27)

This application is for Connecticut local education agencies seeking funding to implement the Learner Engagement and Attendance Program (LEAP) for the 2026–27 school year. LEAP is a relationship-based, home visiting approach designed to reduce chronic absenteeism by strengthening connections between schools, students, and families and addressing non-academic barriers to attendance. Applicants will provide information on district attendance needs, infrastructure, implementation plans, staffing, and prior experience. Districts may also optionally apply for additional funding to support students in alternative education programs. Responses will be used to evaluate need, readiness, capacity, and alignment with LEAP core principles.

Submission of Required Attachments

Applicants must complete the Microsoft Forms application and submit two required attachments separately by email to Kari.Sullivan@ct.gov before the submission deadline. The required signed documents include:

Cover Page
The Cover Page must identify the applicant district, primary contact, requested funding amount, and any other required applicant information. The Cover Page must be signed by the superintendent or other authorized official with authority to submit the application on behalf of the district.

Statement of Assurances for Grant Programs
The Statement of Assurances for Grant Programs (Appendix D) must be signed by the superintendent or other authorized official and confirms that the applicant agrees to comply with all requirements, assurances, conditions, and expectations associated with this RFP and any resulting grant award.

The completed and signed Cover Page and Statement of Assurances for Grant Programs must be submitted as PDF attachments by email to Kari.Sullivan@ct.gov no later than final submission date for the RFP.

The email subject line should read: LEAP RFP Required Attachments – [District Name]

Applications will not be considered complete unless CSDE receives both the Microsoft Forms application and the signed Cover Page and Statement of Assurances for Grant Programs on or before the submission deadline.

Cover Page

Office of Student Supports

FY27

Learner Engagement and Attendance Program

Email signed and completed Cover Page with your district’s Statement of Assurances for Grant Programs (Appendix D) to Kari.Sullivan@ct.gov on or before the grant submission deadline.

LEA Name:

Grant Contact Name and Title:

Grant Contact Phone:

Grant Contact Email:

Amount of funding requested:

Pathway Selection
Check all that apply:

Pathway A: Existing LEAP Districts
For districts currently implementing LEAP that are applying to continue or expand implementation.

Pathway B: New Districts
For districts not currently implementing LEAP that are applying to begin implementation.

Pathway C: Alternative Education Funding Add-On
For districts applying under Pathway A or Pathway B that are also requesting additional funding to support LEAP implementation in alternative education programs.

Signatures:

I hereby certify that the information contained in this application is true and accurate to the best of my knowledge and belief.

Superintendent / RESC Director Name:

Superintendent / RESC Director Signature:

Date:

Instructions: E-mail a complete and signed copy of this Cover Page with the Statement of Assurances for Grant Programs to Kari.Sullivan@ct.gov on or before the final submission date for this RFP.

Application Submission

Applicants must complete and submit the LEAP Grant Application electronically via the following link: https://forms.office.com/g/0LjNJNgcXh .

Preparing the Application

Applicants are strongly encouraged to draft and save their responses in a separate Word document before entering information into Microsoft Forms. Microsoft Forms should be used for final submission only. Applicants should not rely on Microsoft Forms as a place to draft, save, and return to the application over multiple sittings. Once the application is complete, applicants should copy and paste their responses into Microsoft Forms and submit the form by the deadline.

Only one submission per district will be accepted. If more than one application is submitted, the first application received will be considered by CSDE. Applicants are responsible for ensuring that all responses are complete and accurate at the time of submission. Applications must be submitted by the stated deadline. Late or incomplete applications may not be considered.

Application Questions:

Section 1: District Information:

1) District name

2) Primary Contact Name

3) Primary Contact Position Title

4) Primary Contact Email

5) Superintendent’s Name

Section 2: Statement of Need

6) Describe current chronic absence rates (overall and high need), including trends over the past 2–3 years.

7) Identify student groups with the highest rates of chronic absence (e.g., grade levels, student subgroups, schools).

8) Describe the primary non-academic barriers contributing to absenteeism (e.g., health, transportation, housing, school climate, family engagement).

9) Clearly explain why LEAP funding is needed now and how it will address identified gaps.

Section 3: Attendance Infrastructure

10) Describe your District Attendance Review Team (DART) and School Attendance Review Teams (SARTs), including:

• membership (roles/titles)

• meeting frequency

• core responsibilities

11) Explain how attendance work is aligned within your district’s Multi-Tiered System of Supports (MTSS) framework.

12) Describe your data systems (e.g., EdSight, SIS, local dashboards) and how attendance data is accessed and shared.

Section 4: LEAP Implementation Plan

13) Describe how your program will align with LEAP core principles, including:

• relationship-based, voluntary engagement

• two-person home visit model

• multi-visit

• strength-based, non-punitive approach

14) Identify:

• number of students to be served

• schools/grade levels included

• criteria for selecting students (e.g., attendance thresholds, referrals)

15) Describe your home visit model, including:

• how visits will be scheduled and conducted

• who will participate in visits

• frequency of visits

16) Explain how follow-up support will be provided after visits (e.g., resource connection, ongoing communication, school-based supports).

Section 5: Staffing & Oversight

17) Provide a detailed staffing model, including:

• roles and responsibilities (e.g., home visitors, coordinators, administrators)

• estimated time commitment (FTE or percentage of time)

18) Describe how staff will be:

• trained (initial and ongoing)

• supported and supervised

19) Are you a currently funded LEAP District? Choice: Yes or No.

20) If expanding and requesting a larger budget allocation, describe how the program will scale effectively. (Existing districts only)

Section 6: Past Performance (Required of Returning Districts)

21) Demonstrate prior success and effective use of LEAP funding from July 1, 2024, through the end of current school year. Include number of students receiving home visits, number of home visits conducted, and time covered.

22) Describe the impact on attendance (include data where possible).

23) Explain how funds were used to support:

• direct services

• student/family needs

24) Describe lessons learned and how they will inform your 2026–27 plan. If applicable, explain any challenges and how they were addressed.

Section 7: Proposed Funding Plan

25) Provide a clear and aligned budget plan. Describe how funds will directly support:

• home visits

• student and family engagement

• barrier removal

26) Confirm that LEAP funds will not be used for any of the following purposes: residency verification, disciplinary or truancy enforcement, or supplanting existing services. (choice)

• yes, I confirm

• no

Section 8: Grant Budget Form – ED114

27 – 34) Using the online form, provide budget amounts for each line item and the total amount of funding requested. (Questions 27 – 33). See sample in Appendix C of the RFP.

Section 9: Grant Budget Narrative

35 - 41) Using the online form, provide detailed budget narratives for each line item and the total amount of funding requested. (Questions 34 – 38). See sample in Appendix C of the RFP.

42) Are you interested in applying for additional funds to support LEAP services for students in alternative education programs? If yes, applicants will be taken to Section 10: Alternative Education Programs (Optional)

• yes

• no

Section 10: Alternative Education Program Description

(Complete only if applying to serve additional students in alternative education programs.)

43) Provide location and grades to be receiving LEAP home visits.

44) Describe the alternative education population(s) to be served.

45) Identify specific attendance challenges and barriers unique to these students.

46) Explain how the LEAP model will be implemented to meet their needs.

47) Describe expected outcomes and measures of success.

48) Provide a clear and aligned budget plan. Describe how funds will directly support:

• home visits

• student and family engagement

• barrier removal

49) Confirm that LEAP funds will not be used for any of the following purposes: residency verification, disciplinary or truancy enforcement, or supplanting existing services. (choice)

• yes, I confirm

• no

Section 11: Alternative Education Programs: Grant Budget Form – ED114

50) Using the online form, provide budget amounts for each line item and the total amount of funding requested. (Questions 50 -57)

Section 12: Alternative Education Programs: Grant Budget Narrative

58) Using the online form, provide detailed budget narratives for each line item. (Questions 58 – 64)

Appendix B: LEAP Grant (2026-27) Reader Scoring Form

Reviewer Initials:

School District Name:

Check all pathways that apply and complete the corresponding score line(s) for their application.

Pathway A: Existing LEAP District Total Points: ______ / 115

Pathway B: New District Total Points: ______ / 100

Pathway C: Alternative Education Funding Add Total Points: ______ / 40

Section Weights Summary

Section Max Score Weight Max Points

Section 1 – District Information 5 x1 5

Section 2 – Statement of Need 5 x3 15

Section 3 – Attendance Infrastructure 5 x2 10

Section 4 – LEAP Implementation Plan 5 x4 20

Section 5 – Staffing & Oversight 5 x3 15

Section 6 – Past Performance 5 x3 15
(Required of Existing Districts)

Section 7 – Proposed Funding Plan 5 x3 15

Section 8 – Project Budget Form (ED114) 5 x2 10

Section 9 – Grant Budget Narrative 5 x2 10

Optional – Alternative Education (Alt. Ed.) Programs

Section 10 – Alternative Education Program Description 5 x4 20

Section 11 – Alternative Education Budget Form and Narrative 5 x2 10

Section 12 – Alternative Education Budget Narrative 5 x2 10

Scoring Scale – Use for all 1 – 5 scores

5 – Excellent Outstanding, exceeds requirements Fully addresses all elements with exceptional clarity, completeness, and persuasiveness. Strong alignment to RFP priorities. No major weaknesses.

4 – Strong Meets all requirements Addresses all required elements clearly and effectively. Minor gaps do not reduce overall quality. Strong alignment to priorities.

3 – Adequate Meets minimum requirements Addresses most required elements, but may be general, lack detail, or need clarification. Some gaps in alignment with priorities.

2 – Weak Partially meets requirements Significant omissions, vague responses, or unclear connections to priorities. Lacks sufficient detail or evidence.

1 – Poor Does not meet requirements Fails to address critical elements, lacks clarity, or is non-responsive. Weak or no alignment to priorities.

Grant Application Review

Section 1 – District Information Section Score /5

Criteria

A strong response should include:

• Complete and accurate district, superintendent, and contact information

Strengths:

Weaknesses:

Section 2 – Statement of Need Section Score /15

Criteria

A strong response should include:

• clear chronic absence rates for overall and high‑need groups, with 2- to 3-year trends

• identification of specific student groups (grades, subgroups, schools) most affected

• data‑aligned explanation of non‑academic barriers (health, transport, housing, climate, etc.)

• a compelling rationale for why LEAP funding is needed now

• direct connection between identified needs and the proposed LEAP activities

Strengths:

Weaknesses:

Section 3 – Attendance Infrastructure Section Score /10

Criteria

A strong response should include:

• detailed DART and SART membership, meeting cadence, and responsibilities

• clear documentation of how attendance fits within the district’s MTSS tiers

• demonstrated use of data systems (EdSight, SIS, dashboards) for decision‑making

• description of data sharing routines with schools and teams

• evidence of structured intervention pathways (Tiers I–III)

Strengths:

Weaknesses:

Section 4 – LEAP Implementation Plan Section Score /20

Criteria

A strong response should include:

• clear operationalization of LEAP model principles: voluntary, relationship‑based, two‑person, multi‑visit

• well‑defined student selection criteria with attendance thresholds/referral pathways

• detailed home visit logistics (scheduling, staffing, safety, frequency, use of home visit log)

• specific follow-up processes, including referral systems and coordinated connections to school- or community-based supports

• alignment of the plan to the district’s identified needs and barriers

Strengths:

Weaknesses:

Section 5 – Staffing & Oversight Section Score /15

Criteria

A strong response should include:

• a well‑structured staffing model with clear roles, responsibilities, and FTE allocations

• realistic caseload expectations based on staffing levels

• thoughtful training plan with initial and ongoing coaching/supervision

• clear oversight structures including who ensures fidelity to the LEAP model

• feasible, well‑planned scaling approach (for returning districts requesting additional funds)

Strengths:

Weaknesses:

Section 6 – Past Performance (Required of Returning Districts) Section Score /15

Criteria

A strong response should include:

• clear counts of students who received home visits from July 1, 2024 through May 1, 2026, the number of home visits completed, and the number of scheduling calls

• the proportion of home visits conducted in-person vs. virtual/phone

• evidence of effective use of prior LEAP funds received (Grant years FY 2023 and/or FY 2024 budgets in eGMS) that is aligned with the LEAP model and supports direct services

• clear lessons learned and how they will inform improvements for the next program year

Strengths:

Weaknesses:

Section 7 – Proposed Funding Plan Section Score /15

Criteria

A strong response should include:

• clear alignment between budgeted items and LEAP-required activities

• reasonable and well‑justified costs tied to staffing, engagement, and barrier removal

• explanation of how each cost supports implementation fidelity

• no inclusion of prohibited uses (residency checks, truancy enforcement, etc.)

Strengths:

Weaknesses:

Section 8 – Grant Budget Form – ED114 Section Score /10

Criteria

A strong response should include:

• fully completed form with accurate calculations and totals

• consistency between ED114 and the narrative budget descriptions

• reasonable allocation of funds relative to program size

• no unexplained or disproportionate costs

Strengths:

Weaknesses:

Section 9 – Grant Budget Narrative Section Score /10

Criteria

A strong response should include:

• detailed justification for each cost category

• clear links between expenditures and planned activities

• cost assumptions that are detailed and realistic (e.g., hourly rates, mileage, materials)

• consistency with ED114 totals and staffing plan

Strengths:

Weaknesses:

Section 10 – Alternative Education Program Description Section Score /20

Criteria

A strong response should include:

• clear description of the alternative education site(s) and grade levels

• detailed profile of the student population being served

• specific identification of unique attendance barriers

• tailored LEAP model adjustments appropriate for the alt‑ed setting

• infrastructure, including staffing plan and oversight

• clear, measurable outcomes aligned to student needs

Strengths:

Weaknesses:

Section 11 – Alternative Education Program Budget Form (ED114) Section Score /10

Criteria

A strong response should include:

• fully completed form with accurate calculations and totals up to no more than $25,000

• consistency between ED114 and the narrative budget descriptions

• reasonable allocation of funds relative to program size

• no unexplained or disproportionate costs

Strengths:

Weaknesses:

Sections 12 – Alternative Education Budget Narrative (Optional) Section Score /10

Criteria

A strong response should include:

• detailed justification for each cost category

• clear links between expenditures and planned activities

• cost assumptions that are detailed and realistic (e.g., hourly rates, mileage, materials)

• consistency with ED114 totals and staffing plan

Strengths:

Weaknesses:

Overall Comments & Recommendation

Total Scores-- Check and complete all that apply:

☐ Existing Grantee Points: /115

☐ New Grantee Points: /100

☐ Alternative Education Setting Points: /40

Summary of Strengths and/or Weaknesses:

Recommendation: ☐ Fund ☐ Fund with Revisions ☐ Do Not Fund

Appendix C: Budget Forms and Narrative

Complete the Grant Budget Form and Grant Budget Narrative Form. Ensure that the budget aligns with the activities described in the project narrative and adheres to LEAP’s specific requirements regarding eligible costs and funding limitations. A description of each budget line item is provided below.

Grant Budget Form:

Present a detailed and itemized budget outlining all anticipated expenses associated with grant funds and local matching sources.

Grant Budget Narrative Form:

Applicants must provide a detailed budget narrative for each line item included in the proposed budget. The narrative must clearly describe how each cost was calculated and demonstrate that the total requested amount is reasonable and directly aligned to LEAP implementation.

For all personnel costs, applicants must include the position title, number of weeks and hours to be worked, hourly rate or salary, and the percentage of time allocated to LEAP. Calculations should be clearly presented (e.g., weeks × hours × rate × percentage) so reviewers can verify the total.

For supplies and materials, applicants must specify the type of item, quantity, and unit cost, along with a clear description of how the items will support program implementation.

For contracted services, applicants must identify the contractor/vendor, describe the scope of work, and specify the duration and total cost of the contract.

All budget items must be sufficiently detailed to allow reviewers to understand, validate, and replicate the total cost calculations.

Budget Restrictions

At least 85% of funds must support direct services. Up to 15% of funds may be used for training and necessary supplies to support implementation. Funds may not be used for residency verification, disciplinary or truancy enforcement activities, or to supplant existing district-funded services. All expenditures should align with the intent of strengthening relationships, addressing barriers to attendance, and expanding—not replacing—current supports.

Budget Code Line Item Descriptions

• 100 Personal Services – Salaries: Amounts paid to both permanent and temporary grantee employees, including personnel substituting for those in permanent positions. This includes gross salary for personal services rendered while on the payroll of the grantees. Costs for individuals whose services are acquired through a contract are not included in this category. A person for whom the grantee is paying employee benefits and who is on the grantee payroll is included in this category; however, a person who is paid a fee with no grantee obligation for employee benefits is not.

• 200 Personal Services - Employee Benefits: Amounts paid by the grantee on behalf of employees; these amounts are not included in the gross salary but are in addition to that amount. Such payments are fringe benefit payments and, while not paid directly to employees, are nevertheless part of the cost of personal services.

• 300 Purchased Professional and Technical Services: Services which, by their nature, can be performed only by persons or firms with specialized skills and knowledge. While a product may or may not result from the transaction, the primary reason for the purchase is the service provided. Included are the services of architects, engineers, auditors, dentists, medical doctors, lawyers, consultants, teachers, accountants, etc. This category includes costs for facilitators, presenters, training fees, and child care.

• 400 Purchased Property Services: Services purchased to operate, repair, maintain, and rent property owned or used by the grantee. These services are performed by persons other than grantee employees. While a product may or may not result from the transaction, the primary reason for the purchase is the service provided. This category includes costs for renting space for program classes and events.

• 500 Other Purchased Services: Amounts paid for services rendered by organizations or personnel not on the payroll of the grantee (separate from Professional and Technical Services or Property Services). While a product may or may not result from the transaction, the primary reason for the purchase is the service provided. This category includes costs for travel, communications, and advertising.

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