Opportunity Information: Apply for CNCS GRANTS 02042010
Apply for CNCS GRANTS 02042010
- The Corporation for National and Community Service in the community development education employment, labor and training food and nutrition health other (see text field entitled explanation of other category of funding activity for clarification) regional development sector is offering a public funding opportunity titled "Learn and Serve America School Based Indian Tribes and U.S. Territories FY 2010" and is now available to receive applicants.
- This funding opportunity was created on Feb 4, 2010 and posted on Feb 4, 2010.
- Applicants must submit their applications by Mar 9, 2010 The deadline for submission of applications is 500 pm Eastern Time on March 9, 2010. Applications must be submitted through the Corporations eGrants system https://egrants.cns.gov/espan/main/login.jsp. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $650,070.00 to eligible and selected applicants.
- Each selected applicant is eligible to receive up to $120,000.00 in funding.
- The number of recipients for this funding is limited to 18 candidate(s).
- Eligible applicants include: Native American tribal governments (Federally recognized).
- Eligible applicants include any federally recognized Indian Tribe or State Educational Agencies for the following U.S. Territories Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Marianas Island. Applicants may propose to directly operate service learning programs, in partnership with local K 12 school(s), that meet the statutory definition of service learning, or propose to award subgrants to local educational agencies or local K 12 school(s) which in turn implement service learning programs that meet the statutory definition of service learning. How does the Corporation define Indian Tribe Indian Tribe is defined as a federally recognized Indian Tribe, band, nation, or other organized group or community, including any Native village, Regional Corporation, or Village Corporation, as defined under the Alaska Native Claims Settlement Act (43 U.S.C. 1602), that the United States Government determines is eligible for special programs and services provided under federal law to Indians because of their status as Indians. Indian Tribes also include tribal organizations controlled, sanctioned, or chartered by one of the entities described above.
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Opportunity Summary:
The Learn and Serve America School Based Indian Tribes and U.S. Territories FY 2010 opportunity was a competitive discretionary grant program offered by the Corporation for National and Community Service (CNCS) to support school-based service learning in tribal communities and certain U.S. territories. The funding was authorized under the National and Community Service Act of 1990 and appropriated through the Consolidated Appropriations Act, 2010 (P.L. 111-117). A key administrative detail is that applications were not accepted through Grants.gov; all submissions had to be made through CNCS eGrants at https://egrants.cns.gov/espan/main/login.jsp by 5:00 pm Eastern Time on March 9, 2010, with awards anticipated by the end of June 2010.
The program set aside an estimated total of about $650,070 for this competition. CNCS expected to make a small number of awards (estimated at roughly three to five), with annual grant amounts generally ranging from about $45,000 (floor) to $120,000 (ceiling). Projects could run for up to three years. The funding opportunity also required cost sharing or matching, meaning recipients were expected to contribute non-federal resources alongside the federal award.
At its core, the grant was designed to engage school-age youth in structured service learning projects that both meet real community needs and promote student growth. Service learning under this initiative emphasized the dual benefit of community impact and student development, aiming to strengthen academic learning, civic understanding, and leadership skills through hands-on service tied to educational goals. CNCS framed eligible project work broadly around community priorities such as the environment, education, public safety, and other human needs, with the expectation that student service would be integrated into meaningful learning experiences rather than stand-alone volunteer activities.
CNCS identified several primary purposes for funding. These included strengthening and sustaining high-quality service learning sponsored by Indian Tribes and U.S. territories, building the local infrastructure needed in schools and communities to keep service learning going over time, and expanding service learning into additional tribal communities by supporting collaborations between tribal entities and schools. Another central goal was to increase students civic, academic, and leadership capacities and to cultivate long-term civic engagement by giving young people positive, structured experiences of service that connect them to their communities and encourage lifelong public involvement.
The solicitation also highlighted a youth and community well-being focus, encouraging applicants to design projects that promote healthy communities and healthy youth. Applicants could choose to address one or more designated issue areas: health and wellness, the environment, retention of tribal language, history, and culture, community development or economic development, and crime prevention or violence prevention. Applicants were explicitly told there was no advantage or disadvantage to selecting multiple issue areas, so proposals could stay tightly focused or take a broader approach depending on local priorities and capacity.
Eligibility was limited to specific applicant types. Federally recognized Native American tribal governments were eligible, and for the U.S. territories, eligible applicants included State Educational Agencies serving the Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands. The opportunity allowed flexibility in how programming would be delivered: applicants could propose to operate service learning programs directly in partnership with local K-12 schools, or they could propose a subgrant model in which the applicant awards subgrants to local educational agencies or local K-12 schools that then implement qualifying service learning programs. The announcement also provided a formal definition of "Indian Tribe," emphasizing federal recognition and including Alaska Native entities such as Native villages and Regional or Village Corporations as defined under the Alaska Native Claims Settlement Act, along with tribally controlled or sanctioned organizations.
From an administrative standpoint, the funding opportunity was posted on February 4, 2010, under Funding Opportunity Number CNCS-GRANTS-02042010, and categorized under areas such as community development, education, employment/labor and training, food and nutrition, health, and regional development, with the specific category explanation noted as service learning. For applicants needing assistance or unable to access the full announcement electronically, the notice listed a CNCS contact (Calvin Dawson) and referenced a designated email box for the competition.
Frequently Asked Questions (FAQs)
What is the Learn and Serve America School Based Indian Tribes and U.S. Territories FY 2010 grant opportunity?
This was a competitive discretionary grant program offered by the Corporation for National and Community Service (CNCS) to support school-based service learning projects in tribal communities and certain U.S. territories.
Which federal authority and appropriation supported this funding opportunity?
The funding was authorized under the National and Community Service Act of 1990 and appropriated through the Consolidated Appropriations Act, 2010 (P.L. 111-117).
What is the Funding Opportunity Number for this competition?
The Funding Opportunity Number listed for this solicitation was CNCS-GRANTS-02042010.
When was this opportunity posted?
The opportunity was posted on February 4, 2010.
Where were applications required to be submitted?
Applications were required to be submitted through CNCS eGrants at https://egrants.cns.gov/espan/main/login.jsp.
Were applications accepted through Grants.gov?
No. Applications were not accepted through Grants.gov. All submissions had to be made through CNCS eGrants.
What was the application deadline and time zone?
The submission deadline was 5:00 pm Eastern Time on March 9, 2010.
When were awards anticipated to be announced?
Awards were anticipated by the end of June 2010.
How much total funding was estimated for this competition?
CNCS set aside an estimated total of about $650,070 for this competition.
How many awards did CNCS expect to make?
CNCS expected to make a small number of awards, estimated at roughly three to five.
What was the typical annual grant size for awards under this program?
Annual grant amounts generally ranged from about $45,000 (floor) to $120,000 (ceiling).
How long could funded projects last?
Projects could run for up to three years.
Was cost sharing or matching required?
Yes. The opportunity required cost sharing or matching, meaning recipients were expected to contribute non-federal resources alongside the federal award.
What is the core purpose of this grant program?
The program was designed to engage school-age youth in structured service learning projects that address real community needs while also promoting student growth in areas like academics, civic understanding, and leadership.
What did CNCS mean by "service learning" in this opportunity?
Service learning was framed as having a dual benefit: producing meaningful community impact and supporting student development. The expectation was that student service would be integrated with learning goals rather than operating as stand-alone volunteer activity.
What types of community needs or topics could service learning projects address?
CNCS described eligible project work broadly around community priorities such as the environment, education, public safety, and other human needs, with student service tied to meaningful learning experiences.
What were the primary purposes CNCS highlighted for funding?
Primary purposes included strengthening and sustaining high-quality service learning sponsored by Indian Tribes and U.S. territories, building local infrastructure in schools and communities to support service learning over time, and expanding service learning into additional tribal communities through collaborations between tribal entities and schools.
What student outcomes was the program intended to support?
The program aimed to increase students civic, academic, and leadership capacities and to cultivate long-term civic engagement through positive, structured experiences of service connected to their communities.
Did the solicitation emphasize youth and community well-being?
Yes. The solicitation encouraged projects designed to promote healthy communities and healthy youth.
What issue areas could applicants choose to address?
Applicants could choose to address one or more issue areas: health and wellness, the environment, retention of tribal language, history, and culture, community development or economic development, and crime prevention or violence prevention.
Was there any advantage or disadvantage to selecting multiple issue areas?
No. Applicants were explicitly told there was no advantage or disadvantage to selecting multiple issue areas, so proposals could be narrowly focused or broader depending on local priorities and capacity.
Who was eligible to apply from tribal communities?
Eligibility included federally recognized Native American tribal governments.
Which U.S. territories were included, and who was eligible to apply for them?
For the U.S. territories, eligible applicants included State Educational Agencies serving the Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.
How could applicants deliver the program (direct operation vs. subgrants)?
Applicants could propose to operate service learning programs directly in partnership with local K-12 schools, or propose a subgrant model in which the applicant awards subgrants to local educational agencies or local K-12 schools that implement qualifying service learning programs.
How did the announcement define "Indian Tribe" for eligibility purposes?
The announcement emphasized federal recognition and included Alaska Native entities such as Native villages and Regional or Village Corporations as defined under the Alaska Native Claims Settlement Act, along with tribally controlled or sanctioned organizations.
How was this opportunity categorized by subject area?
The opportunity was categorized under areas such as community development, education, employment/labor and training, food and nutrition, health, and regional development, with the specific category explanation noted as service learning.
Who was listed as a point of contact for applicants needing assistance or unable to access the full announcement electronically?
The notice listed a CNCS contact named Calvin Dawson and referenced a designated email box for the competition.
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Applicants also applied for:
Applicants who have applied for this opportunity (CNCS GRANTS 02042010) also looked into and applied for these:
| Funding Opportunity |
|---|
| Learn and Serve America School Based Indian Tribes and U.S. Territories FY 2011 Apply for CNCS GRANTS 02012011 Funding Number: CNCS GRANTS 02012011 Agency: Corporation for National and Community Service Category: Community Development Education Employment, Labor and Training Food and Nutrition Health Other (see text field entitled Explanation of Other Category of Funding Activity for clarification) Regional De Funding Amount: $250,000 |
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