Request for Proposals 09-1
Florida High School/High Tech
This RFP is for continuation of an operational or fully
developed HS/HT site; funded by The Able Trust or other
Date of Issuance: June 1, 2008
Proposal Deadline: July 8, 2008; 5 PM
This Request for Proposal (RFP) is being issued by The Able Trust and is aimed at existing
Florida not-for-profit 501(c)(3) organizations, associations and agencies that provide Florida
citizens with disabilities with employment and education related services.
Purpose: The purpose of this RFP is to assist an existing High School / High Tech
(HS/HT) Program to provide a transition program to motivate and prepare high school
students with disabilities for college, jobs and careers. The goal of HS/HT is to reduce the
dropout rate of youth with disabilities, increase their enrollment in college and improve
participation in education / vocational / employment related activities. This goal is
accomplished through a comprehensive program providing, but not limited to, career
counseling, coursework counseling, college visits, internships, mentoring with professionals,
corporate site visits, family support, leadership training and job shadowing providing
exposure to technology for Florida students with disabilities in high school.
The GOAL of this funding is for CONTINUATION ONLY to provide step-down funding
to the HS/HT program while the program is gaining independent funding for the future of
Definitions: Continuation of HS/HT program: any operational or fully developed
HS/HT program in existence during 2007-2008 school year is eligible for consideration of this
Geographical Scope: All counties in the state of Florida are eligible, where an
operational or fully developed HS/HT program was in existence during 2007-2008 school
Types of Disabilities Served: HS/HT programs will serve students with all
disabilities. It is a goal of HS/HT to have students with a mixture of disabilities interacting
with each other within the group activities of the program. As such, it is expected that each
project will actively reach out to diverse student disabilities and actively solicit them to join
the program, and that the program will not be dominated by any one disability. Students will
have the opportunity to become clients of Division of Vocational Rehabilitation (VR) or
Division of Blind Services (DBS) during the grant year, and apply for any other services for
which they are eligible.
Age Served: It is expected that the projects will serve High School students with
disabilities and that within the grant year at least 80% of seniors served will graduate from
Amount of Assistance: It is anticipated that approved HS/HT programs will receive
continuation funding in the amount not exceeding $20,000. Funding is not automatic and
some applications may be declined.
Eligibility Criteria: Any established, Florida based, nonprofit corporation, agency,
organization or association that has been granted exemption from federal income tax under
Section 501(c)(3) of the IRS Tax Code is eligible to submit a proposal for review.
Contract Service Dates: The awarded contracts will be from August 1, 2008 until
the 31st of July 2009. This RFP is for continuation funding for existing HS/HT programs
only. The State Coordinator will work in collaboration with the organization to research
potential future funding sources and establish a plan of future funding for the projects, as
The Able Trust is not a source of continual funding.
Program Requirements: HS/HT is supported by U.S. Department of Labor, Office of
Disability Employment Policy in several states across the nation. Its purpose is to encourage
students to pursue careers in the technical fields of science, mathematics, engineering and
technology, but does not exclude other professional careers or artistic experience. Each
HS/HT program will be similar in terms of goals, but will vary depending upon the types
and nature of technology and resources available in that particular community / geographic
A general description of the HS/HT program would include:
• Motivate students with disabilities in grades 9-12 (age 14 - 22) to pursue their interest
and potential in science, math, engineering or technology related careers
• Encourage those interested in technology related careers to aim for training/college
and degrees in their chosen field
• Provide students with appropriate college and career planning information and
• Provide employers with a potential source of educated, qualified employees.
• Provide a peer-mentoring program to students who have completed high school and
are entering college or a university
Specific Learning experiences would be provided including, but not limited to:
• College and University visits – either campus visits or recruiter-led classroom
presentations discussing the post secondary education experience and resources of
the educational facility
• Corporate site visits - laboratories, manufacturing plants, and other high tech sites
• Job Shadowing – students observing professionals at work
• Workshops – guest speakers from professional technical associations and centers
providing technical career information and life experience sharing
• Disability Awareness Workshops – providing information about the Individual with
Disability Education Act (IDEA), the Americans with Disabilities Act (ADA) etc.
• Paid Summer Internships – placing students in a 6-week paid internship environment
Five Requirements – The Program Activities Structure
Five HS/HT Guideposts (evidenced based Design Features) have been identified by the
National Collaborative on Workforce and Disability for Youth as critical areas for HS/HT
programs. These Five Guideposts must be identified in each HS/HT program funded by
The Able Trust. The responding organization/agency must relate their projected plans and
ability to be responsive to these components in the Proposal Narrative. It is required that
each local site incorporate activities that will address all 5 Guideposts.
SCHOOL-BASED PREPARATORY EXPERIENCES
In order to perform at optimal levels in all education settings, all youth need to participate in
educational programs grounded in standards, clear performance expectations, and
graduation exit options based upon meaningful, accurate, and relevant indicators of student
learning and skills. These should include the following:
• academic programs that are based on clear state standards;
• career and technical education programs that are based on professional and industry
• curricular and program options based on universal design of school, work, and community-
based learning experiences;
• learning environments that are small and safe, including extra supports such as tutoring, as
• supports from and by highly qualified staff;
• access to an assessment system that includes multiple measures; and
• graduation standards that include options.
In addition, youth with disabilities need to do the following:
• use their individual transition plans to drive their personal instruction, and use strategies to
continue the transition process post-schooling;
• have access to specific and individual learning accommodations while they are in school;
• develop knowledge of reasonable accommodations that they can request and control in
educational settings, including assessment accommodations; and
• be supported by highly qualified transitional support staff that may or may not be school
CAREER PREPARATION AND WORK-BASED LEARNING EXPERIENCES
Career preparation and work-based learning experiences are essential in order for youth to
form and develop aspirations and to make informed choices about careers. These
experiences can be provided during the school day or through after-school programs, and
will require collaborations with other organizations. All youth need information on career options,
including the following:
• career assessments to help identify students’ school and post-school preferences and
• structured exposure to postsecondary education and other life-long learning opportunities;
• exposure to career opportunities that ultimately lead to a living wage, including information
about educational requirements, entry requirements, income and benefits potential, and asset
• training designed to improve job-seeking skills and work-place basic skills (sometimes
called “soft skills”).
In order to identify and attain career goals, youth need to be exposed to a range of experiences, including the
• opportunities to engage in a range of work-based exploration activities such as site visits
and job shadowing;
• multiple on-the-job training experiences, including community service (paid or unpaid),
that are specifically linked to the content of a program of study and school credit;
• opportunities to learn and practice their work skills (so-called “soft skills”); and
• opportunities to learn first-hand about specific occupational skills related to a career
In addition, youth with disabilities need to do the following:
• understand the relationships between benefits planning and career choices;
• learn to communicate their disability-related work support and accommodation needs; and
• learn to find, formally request, and secure appropriate supports and reasonable
accommodations in education, training, and employment settings.
YOUTH DEVELOPMENT AND LEADERSHIP
Youth Development is a process that prepares young people to meet the challenges of
adolescence and adulthood through a coordinated, progressive series of activities and
experiences which help them gain skills and competencies. Youth leadership is part of that
process. In order to control and direct their own lives based on informed decisions, all youth need the
• mentoring activities designed to establish strong relationships with adults through formal
and informal settings;
• peer-to-peer mentoring opportunities;
• exposure to role models in a variety of contexts;
• training in skills such as self-advocacy and conflict resolution;
• exposure to personal leadership and youth development activities, including community
• opportunities that allow youth to exercise leadership and build self-esteem.
Youth with disabilities also need the following:
• mentors and role models including persons with and without disabilities; and
• an understanding of disability history, culture, and disability public policy issues as well as
their rights and responsibilities.
Young people need to be connected to programs, services, activities, and supports that help
them gain access to chosen post-school options. All youth may need one or more of the following:
• mental and physical health services;
• financial planning and management;
• post-program supports through structured arrangements in postsecondary institutions and
adult service agencies; and
• connection to other services and opportunities (e.g. recreation).
Youth with disabilities may need one or more of the following:
• acquisition of appropriate assistive technologies;
• community orientation and mobility training (e.g. accessible transportation, bus routes,
housing, health clinics);
• exposure to post-program supports such as independent living centers and other
consumer-driven community-based support service agencies;
• personal assistance services, including attendants, readers, interpreters, or other such
• benefits-planning counseling, including information regarding the myriad of benefits
available and their interrelationships so that youth may maximize those benefits in
transitioning from public assistance to self-sufficiency.
FAMILY INVOLVEMENT AND SUPPORTS
Participation and involvement of parents, family members, and/or other caring adults
promotes the social, emotional, physical, academic and occupational growth of youth,
leading to better post-school outcomes. All youth need parents, families, and other caring adults who
do the following:
• have high expectations that build upon the young person’s strengths, interests, and needs
and that foster each youth’s ability to achieve independence and self-sufficiency;
• remain involved in their lives and assist them toward adulthood;
• have access to information about employment, further education, and community
• take an active role in transition planning with schools and community partners; and
• have access to medical, professional, and peer support networks.
In addition, youth with disabilities need parents, families, and other caring adults who have the following:
• an understanding of the youth’s disability and how it affects his or her education,
employment, and daily living options;
• knowledge of rights and responsibilities under various disability-related legislation;
• knowledge of and access to programs, services, supports, and accommodations available
for young people with disabilities; and
• an understanding of how individualized planning tools can assist youth in achieving
transition goals and objectives.
Site Coordinators agree to participate in the Florida HS/HT Annual Training which is
scheduled for September 9 - 10, 2008 at Courtyard Marriott, (accommodations at
adjacent property, Hampton Inn, Cocoa Beach). During the training, programmatic and
financial reporting requirements will be distributed and basic standards for program activities
will be reviewed. In addition, Site Coordinators will learn about innovative statewide and
national transition resources, The Able Trust youth programs and will share best practices,
achievements and lessons learned.
Proposals may not include a request for the purchase of a vehicle.
May not include a request for the purchase of real property or building
May not include requests for fellowships or scholarships.
Agencies are expected to be proactive in efforts to hire qualified persons with a
disability to fill any position created by foundation grant monies. The Agency’s
effort to be proactive in this area will be taken into consideration during review of
future grant applications.
Due Date of Proposal: Proposals must be received by July 8, 2008 no later than 5:00
p.m. Proposals received after the due date and time will not be considered and will not be
returned. Proposals received via facsimile will not be accepted. This RFP may be duplicated
and additional copies may be requested (888-838-2253) from The Able Trust until June 6,
2008, 5:00 p.m. Additionally this RFP is available on The Able Trust web site,
Date of Award: Award selection will be made by July 31, 2008. All respondents will be
notified of their status by mail. Please do not telephone regarding the status of your
All contracts must be signed and returned to The Able Trust no later
than 30 days after the award. The project director must be hired and the
program begun no later than August 22, 2008.
There will be no extensions on the start date of the program.
The Annual Training for all HS/HT Site Coordinators
is scheduled for Tuesday, September 9th thru
Wednesday, September 10th. Full participation on
both days of the Annual Training is required.
One half of awarded funds will be disbursed upon submission of a signed contract and
documentation that the project is ready to begin. The remainder will be disbursed at the
project’s six-month period, unless otherwise requested and approved in writing.
Reporting Requirements: The awarded agency must submit 1) monthly narrative
reports by the tenth of each month. These monthly progress reports will document the
activities and accomplishments of each prior month. The awarded agency must submit 2)
quarterly reports to document comprehensive program services each quarter (October 10,
2008, January 10, 2009, April 10, 2009 and July 10, 2009). Additionally 3) quarterly fiscal
reports are due no later than November 10, 2008; February 10, 2009; May 10, 2009 and July
17, 2009 with Final Accounting Receipts due August 31, 2009. The awarded agency must
provide 5) end of the year student data including outcome data of all graduated seniors from
previous year(s). All quarterly fiscal and programmatic reports will include
supplemental materials such as copies of receipts, invoices, salary paid, photographs
and other listed materials. Samples of programmatic and fiscal reports will be provided
upon grant award.
Representatives of The Able Trust and Florida HS/HT staff will perform on-site visits, both
scheduled and unannounced. The Able Trust and Florida HS/HT Staff will be invited to all
public events including kick-offs, award presentations etc.
The Local Site Coordinator or key staff person of the awarded agency shall maintain verbal
communications and/or email contact with The Able Trust staff and the Florida HS/HT
Staff regarding the project successes and problems in a timely manner.
Any changes in HS/HT staff will be reported to The Able Trust and to the Florida HS/HT
Staff immediately (less than 48 hours).
COVER PAGE - Proposals must include a cover page on 8 ½ X 11” plain white paper in
the following format, at least 12 Point Font.
HS/HT GRANT PROPOSAL TO THE ABLE TRUST
State of Florida Charitable Registration #________________________
IRS Employer Identification Number: ___________________________
501(c)(3)? YES NO
Mailing Address Physical Location Where Services Provided
State: Florida Florida
Executive Director’s Name:
Phone Number: ext Fax:______________
Project Coordinator (HS/HT) Contact:___________________________
Phone Number: ext Fax:
Project Name: Local HS/HT Program_____________________________
Disability Population Served in Proposed Project: Disability Neutral
Program Area to be Implemented in Proposed Project: Transition
County/Counties to be Served by the Proposed Project:
# of Students with Disabilities in the Targeted School District/County:
Name of Each High School Served by the Program:
Is Agency Currently Involved in ANY Litigation: YES NO
If Yes, Attach an Explanation Page to the Cover Sheet
# of Students Proposed to be Served During the Project:
Total Amount of Funds Requested of The Able Trust:
Total Amount of Funds Projected to Support the Proposed Project:
Cost Per Student: ______________________________
Signature & Date Executive Director Signature & Date Board Officer
Florida HS/HT Grant Narrative for the 2008-2009 Year
The narrative CANNOT exceed 3 pages and should include the following
1) Guidepost Response - Report of the organization/agency’s ability to plan for, carry
out and be successful in the Five Guideposts previously identified. Discuss two or
more planned activities for each of the Five Guideposts. Include the name of the
activity, tentative, date, location and results expected.
The narrative should answer the following questions:
2) The local HS/HT Program will plan an annual student recognition event. This event
may be a Kickoff Event, End of the Year Celebration, Summer Internship
Recognition or a combination event (i.e. Disability Mentoring Day). The local Site
Coordinator will provide written notification of the event to the State Director,
Donna Mundy and The Able Trust staff at least 30 days prior to the event. This
program will bring together students, parents, school principals, teachers and
business leaders to celebrate student /program success. YES / NO
3) The local HS/HT Program is aware that representatives of The Able Trust and/or
the State Director will perform on-site visits, both scheduled and unannounced. The
Able Trust staff and the State Director will be invited to all public events including
kick-offs, award presentations etc. YES / NO
4) The local HS/HT Program is aware that the HS/HT Local Site Coordinator or key
staff person of the awarded agency must maintain verbal communications and/or
email contact with The Able Trust staff and the State Director regarding the project
successes and problems in a timely manner. In the event that local site
communication is unsatisfactory, notification will be provided to the organization’s
executive director. YES / NO
5) The local HS/HT Program will report any changes in HS/HT staff to The Able
Trust and to the State Director immediately. YES / NO
6) The local HS/HT Program will utilize an active Business Advisory Council (BAC)
that includes membership from the business community. The BAC will meet on a
regular basis and will build connections with key stakeholders. YES / NO
7) The local HS/HT Program will provide paid and/or unpaid summer internships to
participating students. Internships will be correlated to student career choice and
educational goals. Students will receive a pre internship orientation training. Students
and employers will receive ongoing support throughout the internship experience.
YES / NO
8) The local HS/HT Program will address program sustainability through pursuing
additional funds to sustain the future of the local HS/HT Program. YES / NO
9) Providers awarded a contract will be expected to collect and provide data such as,
but not limited to the following: the number of students in the program, number of
students obtaining an internship, number of students graduating from high school
and/or advancing to the next grade level, number of student offered acceptance into
college /vocational technical centers, number of students referred for Vocational
Rehabilitation Services, the outcomes of these referrals, student satisfaction surveys,
data from mentoring programs, college visits, college follow-ups, business led
presentations and other data unique to the awarded program. In addition, providers
awarded a contract must report continuous outcome data of all graduating seniors on
an annual basis. The local HS/HT Program commits to providing data as described:
YES / NO
10) Community Outreach/Partnerships: List the organization name, contact person/title
and the type of support provided to the program.
Org. Type Name of Org. Contact Person/Title Type of Support
(i.e. internship employer)
University 4/yr College:
Local Workforce Board:
Local VR/ DBS office:
Local Business: ____________________________________________________________
Local Gov’t. Office:
Budget Page; final page to the Proposal
Provide a line-item budget for the entire project, including items to be provided by other
sources or in-kind. You should provide a brief description of each line item, amount to be
provided by each funding source and total budgeted amount. Budget amounts for internal
overhead expenses should be reasonable and necessary for the completion of the project. If
you are awarded a contract by The Able Trust, you must strictly follow the budget outline provided in your
original proposal unless otherwise approved, in writing. Documentation is required of all grant fund
Be sure to include in the project budget expenditures for the audit and insurance
requirements if not already provided by the applicant.
Be sure to include for staff travel and training for the HS/HT Annual Training
(approx. $500 - $800 each)
Local Field Trip travel area laboratories; manufacturing sites and educational /
technical facilities should also be projected in the proposed budget.
Background Checks on individuals working with the students are also required and
the cost should be in the proposed budget, if not already provided by the Applicant.
Supplemental Material - The following supplemental material must also be submitted with
your proposal and is in addition to the narrative response:
1. (1) Copy of IRS 501(c)(3) designation.
2. (1) Copy of most recent financial audit or financial statements.
3. (1) Copy of most recent annual report.
4. (1) List of current Board of Directors with addresses and phone numbers.
5. A minimum of two (2) competitive cost quotes for any single budget line
item costing in excess of $300. Cost quotes must be prepared by the company
providing the equipment or service, on a form or stationery customarily used by
such company, and must be signed by a company representative.
6. (1) Copy of adequate liability insurance coverage on a comprehensive basis
which coverage shall be in force at all times during the term of this Agreement.
If the Provider is a county or municipality it must furnish written verification of
liability coverage in accordance with Section 768.28, Florida Statutes.
One (1) original signature copy of the proposal (postal mailed) and
One (1) copy of supplemental material (postal mailed) and
One (1) electronic copy of proposal of the cover sheet, narrative and
budget page sent to Guenevere@abletrust.org and email@example.com.
Must be received by The Able Trust no later than 5:00 p.m. 8 July 2008.
All proposals that are received after the deadline will automatically be
All proposals should be mailed to:
Ms. G Crum
Vice President of Grant Programs
The Able Trust
106 East College Avenue, Suite 820
Tallahassee, FL 32301
Overnight delivery will be accepted as long as delivery is made prior to the established
FAXED PROPOSALS WILL NOT BE ACCEPTED