Michigan Department of Education 2025-2026 Section 61b(8) Planning Grant for CTE Early Middle College Programs Application

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Basic Information

2025-2026

Section 61b(8) Planning Grant for
Career and Technical Education (CTE) Early Middle College Programs

INCOMPLETE OR INACCURATE APPLICATIONS WILL NOT BE REVIEWED OR ACCEPTED. RESUBMISSIONS WILL NOT BE ALLOWED.

Applications must be submitted in GEMS by 11:59 p.m. on August 15, 2025.

Funding is contingent on the legislative authorization of 61b(8) in State School Aid.

Purpose of the Grant

The purpose of Section 388.1661b of the State School Aid Act 94 of 1979 is to increase the number of Michigan residents with high-quality degrees or credentials and to increase the number of students who are college and career-ready upon high school graduation. The purpose of Section 388.1661b(8) is to provide intermediate school districts non-formula funding to plan for new or expanded state-approved CTE Early Middle College programs. Applicants who clearly and carefully address each criterion indicate they have done thoughtful planning and have a well-organized project or organization. This information is what the panelists will use when evaluating and scoring the application.

The organization’s ability to successfully carry out the project and to show proper stewardship of grant funds is critical. Applications should be complete and include all required information and materials listed within the guidelines. It should also demonstrate:

Financial responsibility, including appropriate internal and external oversight and reporting, as well as a listing of other sources of external funding.
An appropriate budget and budget itemization.
Involvement of personnel who are qualified and effective.
Appropriate planning and evaluation procedures.
Appropriate and supportive collaborations with clearly defined roles for each partner.

Grant Range/Use of Funds

The anticipated maximum grant amount may not exceed $50,000.00. The grant is available to intermediate school districts (ISD) or consortia of ISDs. Grants can be used to plan for a new state-approved CTE Early Middle College, to add new or expanded CTE Early Middle College programs, promotion, and recruitment efforts, secondary to postsecondary alignment, and student support services. The grant funds can be used in the same manner as a foundation allowance would be used.

A program provider shall not use more than 5% of the funds allocated under this section to the program for administrative costs.

Examples of Use of Funds

The grant may be used toward new equipment, supplies, textbooks, computers, software, lab supplies, and promotion materials including brochures, social media ads, radio ads, websites, and billboards. Other examples include meetings to align curriculum, developing programs of study, and staffing support such as items to manage social media or a student success coordinator.

Match Requirements

To be eligible for a grant under this subsection, an ISD or consortia of ISDs must provide matching funds equal to the grant received under this subsection.

Intermediate School District Eligibility

Grants will be made available to ISDs or consortia of ISDs. ISDs are encouraged to work collaboratively within their Workforce Development Boards (WDB)-Career Education Advisory Council (CEAC) to complete the planning grant application. Programs must be in one of the most current top five Career Clusters as ranked in any strategic plan by one or more of the WDB Service Areas and approved by the CEAC. If any of the proposed Classification of Instructional Programs (CIP) codes listed within the submitted grant application are not in the top five Career Clusters the application will be disqualified.

Final Reports

The Final Outcome Report and Final Expenditure Report must be submitted on time at the end of the grant period. Grant recipients will be required to report the degree to which activities were accomplished and the final outcomes achieved. The Final Outcome Report must be detailed and include supporting data (in percentages) and/or anecdotal evidence. The Michigan Department of Education (MDE) recommends collecting documentation during and upon completion of proposed activities to assist in completing the report.

GRANT AWARD DISTRIBUTION

The timeframe for the operation of this grant program is:

August 15, 2025, by 11:59 p.m. Application Package Due to MDE

October 2025 Estimated Month Award letters sent

September 30, 2026 End of Fiscal Year Funds Must be Expended

October 31, 2026 Final Outcome Report Due

November 28, 2026 Final Expenditure Report Due

Rejection of Applications

The Michigan Department of Education reserves the right to reject any and all proposals received as a result of this announcement.

Incomplete or inaccurate applications will not be reviewed or accepted. Resubmissions will not be allowed.

This is a competitive grant, and funds will be available until exhausted.

Questions regarding the application and submission procedures should be directed to:

Dr. Stacey Stover

Jennifer Thomas

Aline Keledjian

[email protected] or 517-281-4287

[email protected] or 517-897-4970

[email protected] or 517-256-0448

Michigan Department of Education

Office of Career and Technical Education

P.O. Box 30712, Lansing, Michigan 48909

Instructions:

Complete the Grant Application Basic Information Page by entering the legal name of the ISD that is applying for the 61b(8) planning grant. If the applicant is a consortium of ISDs, enter the legal name of the ISD that will serve as the fiscal agency for the consortium of ISDs. Note that ONLY ISDs or consortia of ISDs may apply for grants. Applications submitted by local education agencies or other non-ISD applicants will not be reviewed. Please be sure to include the following:

Enter the Legal Name and the District Code of the ISD Applicant.
Enter the CEPD # for the ISD Applicant.
Enter the street address, city, zip code , and county for the ISD Applicant or ISD that will serve as the fiscal agency for the consortium of ISDs.
Enter the name of the 61b(8) planning grant contact person. Include the individual’s title, address, city, zip code, email address, and phone number.
Indicate whether the planning grant will be for planning a new CTE Early Middle College program or expanding an existing CTE Early Middle College program.

(1) Legal Name of ISD:

(2) District Code:

(3) CEPD Number:

(4) Address:

(5) City and Zip Code

(6) Name of County

(7) Contact Name:

(8) Title:

(9) Address:

(10) City and Zip Code:

(11) Email Address:

(12) Telephone:

Applying for:

If opening a new CTE EMC, how many CTE programs do you plan to start?

Enter the name of your Early Middle College:

How many CTE programs do you currently have in your EMC?

Grant Funds Requested:

Has any entity involved with this application received a planning grant in the last three years?

Section I: Proposed Planning Grant Partners

PROPOSED PLANNING GRANT PARTNERS:

Instructions:

Complete the Proposed Planning Grant Partners Sheet by entering the legal name of the proposed secondary and postsecondary partners. Please be sure to include the following:

Enter district codes for all secondary proposed partner(s) only.
List all secondary proposed partner(s).
List the secondary proposed partner(s)’ address.
List the name of the secondary proposed partners’ authorized representative.
Include the title of the secondary proposed partners’ authorized representative.
Identify if the district has an existing early middle college school or program.
List all current and/or proposed postsecondary partners.
List the address of the postsecondary proposed partner(s) .
List the name of the postsecondary proposed partner(s)’ authorized representative.
Include the postsecondary proposed partner(s) authorized representative’s title.
Identify if the post secondary partner is a current partner or a new/additional partner.

Secondary Partner School District(s)

District Code	Proposed Partner(s)		Existing EMC School or Program	Address		List: (Name and Title of Authorized Representative)

Postsecondary Partner(s)

Proposed Partner(s)		Current or New/ Additional Postsecondary Partner	Address		List: (Name and Title of Authorized Representative)

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Section II: Proposed Activities

Complete the Proposed Activity form by describing the goals and outcomes that the grant partners will undertake to plan or develop a new CTE Early Middle College program, or to expand an existing CTE Early Middle College program. The Proposed Activity form should be consistent with the needs identified in the region’s most recent 61b(8) strategic plan. Be detailed and list actions as SMART goals that are specific, measurable, achievable, relevant, and time based. Following the mission of Early Middle College, it is encouraged to intentionally consider underrepresented students in the activity planning. At least three goals should be listed. If fewer than three goals are provided, then points will be deducted from the application's rubric score.

Goals should be clearly established to identify desired outcomes. Ask the question, “What end result are we trying to achieve through this project or through our EMC?” An example of a goal could be to expand the number of students by a specific percentage who are receiving a postsecondary credential or Michigan Early Middle College Association (MEMCA) certification.

Outcomes are specific, tangible, measurable, and time based. Outcomes are the result of the actions or activities taken in pursuit of stated goals. An example of an outcome related to the goal stated above might be to present information about the EMC at career fairs and develop recruitment brochures. Typically, more than one outcome is stated to achieve a goal. When stating outcomes, think carefully about the goals and consider what measurable, tangible events need to happen to achieve these goals. When, where, what, how and for whom, should be considered. The plan should clearly show how the proposed activities will result in the specific and measurable outcomes listed. Consider multiple goals to achieve the desired outcomes.

Please be sure to include the following information:

Provide proposed activities/plan (1-Proposed Activities Sheet) to be carried out using total requested grant funds budgeted (8 - Budget Detail form) and local matching funds (9-Budget Detail form).
Include a complete description of what and how activities will be done for each objective (1-Proposed Activities Sheet). For example, if planning recruitment, list the specific plan for recruitment such as presentations, promotional items to be purchased, print advertisement, etc.
Include a description of activities to be implemented to achieve expected outcomes. Expected outcomes must be specific and measurable (2-Proposed Activities Sheet).
Include a timeline (3-Proposed Activities Sheet) for each Proposed Activity being implemented.
List the name and title of the individual responsible for implementing the Proposed Activity (4-Proposed Activities Sheet).
Ensure that proposed activities/plan (1-Proposed Activities Sheet) are specific, unambiguous, complete, and appropriate to the objectives of the grant and clearly tied to the expected outcomes (2-Proposed Activities Sheet).
Describe how the proposed activities/plan will impact student learning and/or EMC success. Include details about how many students (in percentages) will be impacted by the proposed goal.
Describe in detail how many programs/CIP codes (in numbers) will be impacted by the proposed goal.

Proposed Activities

Intention – Proposed goal for developing a new or expanding an existing CTE EMC program?	Specific- What? Where? Why?	Specific - Who? Individual Responsible	Measurable - How much? How often? How many?	Relevant - How are the planned activities relevant to the goal?	Time Based - When?	Outcomes - Anticipated Outcomes

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Section III: Proposed Programs

Instructions:

For each program to be developed utilizing planning grant and local matching funds, list the proposed CTE Early Middle College Program CIP Code and program name (see example), the related career cluster, and provide the district and building location of the proposed program. Include the address where the program will be located. If the program has an existing Program Serial Number (PSN), provide the PSN. Only list the CIP Codes that will be impacted by the planning grant funds.

Proposed Programs

Proposed Program CIP Code (Classification of Instructional Program)	Related Career Cluster (Top 5 In-Demand Career Clusters)	District Building (Proposed Program Location)	Program has an existing Program Serial Number (PSN)? If yes, please list below.
Example: 51.0000 Therapeutic Services	Health Science	Calumet High School, 57070 Mine Street, Calumet, MI 49913	CTE EMC PSN Will submit new program app

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Section IV: Budget Detail

Instructions:

Provide a detailed description of the item to be purchased in the Budget Item Description column.
Enter the amount for each budget item in the appropriate object category (i.e., salaries, contracted services, supplies, etc.) column.
The table will automatically add the values horizontally and vertically.
Enter the amount of match dollars in the Local Matching Funds column.
The total requested grant funds may be less than but not be more than $50,000.
Local matching funds must be a 100% match to the grant funds requested.
Attach photos of items to be purchased, links to materials, and/or drafts of job postings, when possible.

Detailed Budget

Budget Item Description (What will grant funds be used for?)	FTE	Salaries	Benefits	Contracted Services	Total Grant Funds Requested	Local Matching Funds
Example:Hiring new part time EMC Coordinator	0.5	32500	0		32500	32500
Example: Graphic design of EMC promotional materials				500	500	500















Grand Total

TOTAL AMOUNT OF REQUESTED 61B FUNDS $

Attach photos of items to be purchased, links to materials, and/or drafts of job postings, when possible.

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Section V: Assurances and Certifications

GRANT AWARD LIMITATIONS

State program grant allocations and awards are based on available legislative appropriations for specific grant programs. The state legislature has the prerogative to make changes in the state budget during the fiscal year. Final grant awards are contingent upon the MDE receiving sufficient state funding to award grants under the program. Not all projects will be fully funded when the total of applicant funding requests exceeds available state funds.

ASSURANCE REGARDING SANCTIONS AGAINST IRAN-LINKED BUSINESSES

The applicant assures that, for any request for proposals or contract renewal for work performed under this grant, it will collect a certification from each bidder that the bidder is not an Iran-Linked Business. An Iran-linked business is not eligible to submit a bid on a request for proposal with a public entity. Recipients must comply with all conditions under P.A. 517 of 2012, “Iran Economic Sanction Act,” April 1, 2013.

ASSURANCE CONCERNING MATERIALS DEVELOPED WITH FUNDS AWARDED UNDER THIS GRANT

The grantee assures that the following statement will be included on any publication or project materials developed with funds awarded under this program, including reports, films, brochures, and flyers: “These materials were developed under a grant awarded by the Michigan Department of Education.”

CERTIFICATION REGARDING NONDISCRIMINATION UNDER FEDERALLY AND STATE ASSISTED PROGRAMS

The grantee hereby agrees that it will comply with all federal and Michigan laws and regulations prohibiting discrimination and, in accordance therewith, no person, on the basis of race, color, religion, national origin or ancestry, age, sex, marital status or handicap, shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise be subjected to discrimination in any program or activity for which it is responsible or for which it receives financial assistance from the U.S. Department of Education or the Michigan Department of Education.

CERTIFICATION REGARDING TITLE II OF THE AMERICANS WITH DISABILITIES ACT (ADA), P.L. 101-336, STATE AND LOCAL GOVERNMENT SERVICES

The Americans with Disabilities Act (ADA) provides comprehensive civil rights protections for individuals with disabilities. Title II of the ADA covers programs, activities, and services of public entities. Title II requires that, “No qualified individual with a disability shall, by reason of such disability be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by such entity.” In accordance with Title II ADA provisions, the applicant has conducted a review of its employment and program/service delivery processes and has developed solutions to correcting barriers identified in the review.

CERTIFICATION REGARDING TITLE III OF THE AMERICANS WITH DISABILITIES ACT (ADA), P.L. 101-336, PUBLIC ACCOMMODATIONS AND COMMERCIAL FACILITIES

The Americans with Disabilities Act (ADA) provides comprehensive civil rights protections for individuals with disabilities. Title III of the ADA covers public accommodations (private entities that affect commerce, such as museums, libraries, private schools, and day care centers) and only addresses existing facilities and readily achievable barrier removal. In accordance with Title III provisions, the applicant has taken the necessary action to ensure that individuals with a disability are provided full and equal access to the goods, services, facilities, privileges, advantages, or accommodations offered by the applicant. In addition, a Title III entity, upon receiving a grant from the Michigan Department of Education, is required to meet the higher standards (i.e., program accessibility standards) as set forth in Title III of the ADA for the program or service for which they receive a grant.

ASSURANCE REGARDING COMPLIANCE WITH GRANT PROGRAM REQUIREMENTS

Grantee agrees to comply with all applicable requirements of all state statutes, federal laws, executive orders, regulations, policies, and award conditions governing this program. Grantee understands and agrees that if it materially fails to comply with the terms and conditions of the grant award, the Michigan Department of Education may withhold funds otherwise due to the grantee from this grant program, any other federal grant programs or the State School Aid Act of 1979 as amended, until the grantee comes into compliance or the matter has been adjudicated and the amount disallowed has been recaptured (forfeited). The Department may withhold up to 100 percent of any payment based on a monitoring finding, audit finding or pending final report.

Instructions: Type the name of the superintendent for the ISD Applicant. Provide the superintendent official title. Request the electronic signature on the next page. Applicants not signed by the superintendent of the applicant ISD will not be reviewed.

Fiscal Intermediate School District Superintendent:

Intermediate School District Name:

Section VI: Signature Page

In order to complete the application, please upload a letter dated and signed by the ISD Superintendent containing the following language: By submitting this application, I certify that I will agree to perform all actions and support all intentions stated in the Assurances and Certifications and will comply with all state and federal requirements pertaining to this program. The information submitted in this application is true and correct.

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If the application is complete and the needed approvals are above, please officially submit your Section 61b(8) Planning Grant Application by clicking the Submit button below.

Appendix A: Scoring Rubric (MDE Only)

This is a competitive grant program, and applicants may or may not be awarded a grant. Grants will be awarded based on the following review criteria:

· Application is complete in all sections.

· An ISD or consortia of ISDs, who has not previously received a planning grant, will be given priority over those who have received a planning grant.

· Matching funds are identified.

· Matching funds must equal the requested grant award. Grant award may not to exceed $50,000.

· Applicants use SMART goals to describe their plans and activities to develop a new and/or expand an existing CTE Early Middle College programs.

· The plan to create new or expand early middle college programs is viable.

· Applications will receive higher scores if the proposed goals impact more than 50% of all CTE EMC students and if the proposed goals are data-driven, clearly measurable, and the need in the school/community is clear.

· Proposed programs must be in one of the most recent top five career clusters as ranked in any strategic plan by one or more of the WDB/CEAC service delivery areas.

Section I: Proposed Planning Grant Partners

Criteria	0 Points	1 Point	2 Points	3 Points	4 Points	5 Points	Score
School has checked box if applying for a new CTE EMC in Section I.	Applicant has not checked box if applying for a new CTE EMC. In other words, the applicant is applying for an existing CTE EMC.			Applicant has checked box if applying for a new CTE EMC.
School has listed at least one postsecondary partner on Proposed Planning Grant Partners Sheet.	Applicant has not listed any postsecondary partners.					Applicant has at least one postsecondary partner listed.
School has not received a planning grant in the last three years.	School has received a planning grant in the last three years.					School has not received a planning grant in the last three years.
Application is complete for all fields in Section I.		Only included information for 1-2 columns and/or information entered is inaccurate.	Included information for 2-3 columns and the information entered is accurate. Missing many key details.	Included information for 3-4 columns and the information entered is accurate. Missing some key details.	Included information for all five columns and the information entered is accurate. Missing some minor details, such as Title of Authorized Representative.	Included information for all five columns and the information entered is accurate. Full details are included.
TOTAL SCORE FOR SECTION I:

Section II: Proposed Goals, Timeline, and Expected Outcomes Table for SMART Goals

Criteria	0 Points	1 Point	2 Points	3 Points	4 Points	5 Points	Score
Application is complete for all fields in Section II.		Left 5-6 columns blank and included no details to expand on information provided.	Left 3-4 columns blank and included little to no details to expand on information provided.	Left 1-2 columns blank and/or included some detail to expand on information provided.	Filled in information for all 7 columns and included several key details to support each goal.	Filled in information for all 7 columns and included several key details to help support each goal.
Multiple goals are listed.	Listed less than three goals.					Listed at least three goals.
Goal 1		Goals are not entered using the SMART format and/or provide no detail to address any of the questions listed under each column. The scope and impact of the goal lacks a data-driven foundation. It is unclear whether there is an actual need for the proposed goal in the school and/or community. The impact of the goal is not clearly measurable. Less than 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format, but the applicant has provided one-word answers and/or little to no details to answer each question. The scope and impact of the goal lacks a data-driven foundation. The impact of the goal is not clearly measurable. Less than 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided some detail to answer each question. The applicant avoids using one-word answers. The scope and the impact of the goal has a minimal data-driven foundation. The applicant provided a description for the need in the school and/or community, but the description lacks data and/or detail. 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided sufficient detail to answer each question. The scope and impact of the goal are data-driven and clearly measurable. The applicant has provided information about the need for the goal in the school and/or community. The applicant avoids using one-word answers. More than 50% of all CTE EMC students will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided exceptional detail to answer each question. Description of viability and impacts on learning/success are very clear, detailed, data-driven, and demonstrate complete relevancy to the proposed activities. Impacts are wide-ranging and clearly measurable. The applicant has provided clear data to demonstrate a need for the goal in the school and/or community. 90%-100% of all CTE EMC students will be impacted by the goal.
Goal 2		Goals are not entered using the SMART format and/or provide no detail to address any of the questions listed under each column. The scope and impact of the goal lacks a data-driven foundation. It is unclear whether there is an actual need for the proposed goal in the school and/or community. The impact of the goal is not clearly measurable. Less than 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format, but the applicant has provided one-word answers and/or little to no details to answer each question. The scope and impact of the goal lacks a data-driven foundation. The impact of the goal is not clearly measurable. Less than 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided some detail to answer each question. The applicant avoids using one-word answers. The scope and the impact of the goal has a minimal data-driven foundation. The applicant provided a description for the need in the school and/or community, but the description lacks data and/or detail. 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided sufficient detail to answer each question. The scope and impact of the goal are data-driven and clearly measurable. The applicant has provided information about the need for the goal in the school and/or community. The applicant avoids using one-word answers. More than 50% of all CTE EMC students will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided exceptional detail to answer each question. Description of viability and impacts on learning/success are very clear, detailed, data-driven, and demonstrate complete relevancy to the proposed activities. Impacts are wide-ranging and clearly measurable. The applicant has provided clear data to demonstrate a need for the goal in the school and/or community. 90%-100% of all CTE EMC students will be impacted by the goal.
Goal 3		Goals are not entered using the SMART format and/or provide no detail to address any of the questions listed under each column. The scope and impact of the goal lacks a data-driven foundation. It is unclear whether there is an actual need for the proposed goal in the school and/or community. The impact of the goal is not clearly measurable. Less than 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format, but the applicant has provided one-word answers and/or little to no details to answer each question. The scope and impact of the goal lacks a data-driven foundation. The impact of the goal is not clearly measurable. Less than 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided some detail to answer each question. The applicant avoids using one-word answers. The scope and the impact of the goal has a minimal data-driven foundation. The applicant provided a description for the need in the school and/or community, but the description lacks data and/or detail. 50% of all CTE EMC students in the program will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided sufficient detail to answer each question. The scope and impact of the goal are data-driven and clearly measurable. The applicant has provided information about the need for the goal in the school and/or community. The applicant avoids using one-word answers. More than 50% of all CTE EMC students will be impacted by the goal.	Goals are entered using the SMART format and the applicant has provided exceptional detail to answer each question. Description of viability and impacts on learning/success are very clear, detailed, data-driven, and demonstrate complete relevancy to the proposed activities. Impacts are wide-ranging and clearly measurable. The applicant has provided clear data to demonstrate a need for the goal in the school and/or community. 90%-100% of all CTE EMC students will be impacted by the goal.
TOTAL SCORE FOR SECTION II:

Section III: Proposed Programs

Criteria	0 Points	1 Point	2 Points	3 Points	4 Points	5 Points	Score
Application is complete for all fields in Section III.		Applicant failed to add information for ALL related Career Clusters mentioned in Section II, and/or information entered is inaccurate, such as writing the wrong CIP code or including CIP codes that will not be impacted by planning grant funds.		Applicant added information for all but one related Career Clusters. Information entered is accurate.		Applicant entered information for all related Career Clusters and information is accurate.
Application is for a related Career Cluster.	Application is not for a related Career Cluster.					Application is for a related Career Cluster.
TOTAL SCORE FOR SECTION III:

SECTION IV: Budget Detail

Criteria	0 Points	1 Point	2 Points	3 Points	4 Points	5 Points	Score
Application is complete for all fields in Section IV. A program provider cannot use more than 5% of funds allocated under the budget section for administrative costs.		Application is complete for only 1-2 fields in Section IV and applicant provides little to no detail for funds requested. For example, the applicant simply wrote “Marketing” as a budget item instead of specifying whether they are purchasing a Canva subscription, printer paper, etc.		Application is complete for most fields in Section IV, but applicant may have missed a few minor details such as adding up the total amount of funds requested, or they forgot to add a link to a specified equipment purchase.		Application is complete for all fields in Section IV. Applicant added extra details in the Budget Item Description column, such as links to specific equipment, cost per item, and avoiding the use of broad terms for budget items. Instead of writing “Marketing” as a budget item, the applicant has specified that they want to purchase printer paper or a Canva subscription.
Matching funds are identified and equal the request grant award (not to exceed $50,000).	No matching funds were identified and/or the amount requested of the Planning Grant exceeds $50,000.	Matching funds were identified but the amount requested exceeds $50,000.		The amount requested does not exceed $50,000, but only partial matching funds were identified.		Matching funds were identified equal to the amount requested and the amount requested does not exceed $50,000.
TOTAL SCORE FOR SECTION IV:

*Section V: Timely Submission of Complete Final Expenditure and Final Outcome Reports

Criteria	0 Points	3 Points	Score
EMC Planning Grant Expenditure Report from anytime within the last five years was submitted completely.	EMC Planning Grant Expenditure Report from anytime within the last five years was not submitted completely. Lack of details in the report.	EMC Planning Grant Expenditure Report from anytime within the last five years was submitted completely. Report includes full details about all expected outcomes that demonstrate how the school accomplished their goal (why or why not) and supporting data.
EMC Planning Grant Expenditure Report from anytime within the last five years was submitted on time.	EMC Planning Grant Expenditure Report from anytime within the last five years was not submitted on time.	EMC Planning Grant Expenditure Report from anytime within the last five years submitted on time.
EMC Planning Grant Outcome Report from anytime within the last five years was submitted completely.	EMC Planning Grant Outcome Report from anytime within the last five years was not submitted completely. Lack of details in the report.	EMC Planning Grant Outcome Report from anytime within the last five years was submitted completely. Report includes full details about all expected outcomes that demonstrate how the school accomplished their goal (why or why not) and supporting data.
EMC Planning Grant Outcome Report from anytime within the last five years was submitted on time.	EMC Planning Grant Outcome Report from anytime within the last five years was not submitted on time.	EMC Planning Grant Outcome Report from anytime within the last five years was submitted on time.
TOTAL SCORE FOR EMC PLANNING GRANT EXPENDITURE AND OUTCOME REPORTS:

*This section will not be scored for the 2025-2026 61b(8) Planning Grant applications but will begin with the 2026-2027 applications. The 2025-2026 grant recipients should be aware that timely submission of complete Final Outcome and Final Expenditure reports will impact the scoring of future 61b(8) Planning Grant applications. Applicants will not be negatively impacted by late submissions or incomplete reports that occurred prior to 2025.

Basic Information

Section I: Proposed Planning Grant Partners

Section II: Proposed Activities

Section III: Proposed Programs

Section IV: Budget Detail

Section V: Assurances and Certifications

Section VI: Signature Page

Appendix A: Scoring Rubric (MDE Only)

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