English Access

Microscholarship Program

Publication Information

This handbook is a publication of the U.S. Department of State, Bureau of Educational and Cultural Affairs,

Greetings

We are excited to share a detailed guide on how to launch a successful English Access Microscholarship

documents for the Provider, and templates for the Provider’s teaching staff and Access coordinators. Also

note the “Quick Tips” section disbursed throughout the handbook for important points to remember.

Please read the guidelines thoroughly and feel free to contact your U.S. Embassy/Consulate with any

comments or questions. We are thrilled about your interest in equipping local youth with a foundation of

English language skills. We look forward to working with you.

Table of Contents

(To go to individual sections, place the cursor on the section title listed below and press CTRL+ click on the

section.)

Program Overview .................................................................................................................................................. 7

In-Country Educational Service Provider: Roles and Responsibilities .......................................... 7

Phases of an Access Program ......................................................................................................................... 9

1.6 Additional Programs and Resources ................................................................................................. 17

1.7 Required Documentation to Launch an Access Program .......................................................... 17

Phase Two: Program Implementation ......................................................................................................... 23

2.1 Recruiting Access Students ................................................................................................................... 23

2.2 Selecting Access Students ...................................................................................................................... 24

2.3 Induction Ceremony ................................................................................................................................ 26

2.4 Program Monitoring and Evaluation ................................................................................................ 26

2.5 Assessment.................................................................................................................................................. 27

2.6 Reporting and Highlights ....................................................................................................................... 28

2.7 Amendments to Sub-agreement ......................................................................................................... 31

2.9 Termination ................................................................................................................................................ 33

Phase Three: Close Out Process ...................................................................................................................... 34

3.1 Working with the U.S. Embassy to Close Out Your Program ................................................... 34

APPENDIX 5: LESSON PLAN TEMPLATE (EXAMPLE) ........................................................................... 42

APPENDIX 6: GUIDELINES FOR PARTICIPATING IN THE ACCESS FACEBOOK PAGE .............. 42

APPENDIX 7: SOCIAL NETWORKING SAFETY TIPS................................................................................ 43

APPENDIX 8: ENHANCEMENT ACTIVITY PLAN TEMPLATE (EXAMPLE) ..................................... 46

APPENDIX 9: HIGHLIGHTS FORM ................................................................................................................ 48

APPENDIX 10: COMMUNITY SERVICE PLANNING (EXAMPLE) ........................................................ 59

APPENDIX 11: COMMUNITY SERVICE PROJECT GUIDE TEMPLATE (EXAMPLE) ...................... 59

APPENDIX 12: LIST OF POTENTIAL MATERIALS FOR THE ACCESS PROGRAM......................... 59

APPENDIX 13: ACCESS PROPOSAL CHECKLIST ....................................................................................... 61

APPENDIX 14: ACCESS NARRATIVE PROPOSAL (EXAMPLE) ............................................................ 63

APPENDIX 20:SAMPLE INTERVIEW RUBRIC ............................................................................................ 90

APPENDIX 21: SAMPLE PARENT CONSENT FORM ................................................................................ 95

APPENDIX 22: SAMPLE STUDENT CONTRACT ....................................................................................... 96

APPENDIX 23: REQUIRED RELEASE FORM ............................................................................................... 96

APPENDIX 28: CLOSE OUT PROCESS ........................................................................................................ 107

Program Overview

Since its inception in 2004, over 110,000 students in

more than 80 countries have participated in the English

Access Microscholarship Program (Access). Access is a

global scholarship program supported by the U.S.

Department of State that provides a foundation of

English language skills to talented 13-20 year-olds from

economically disadvantaged backgrounds through after-

school classes and intensive sessions. Access students

By seeking to join the Access family, you are demonstrating your commitment to strengthen your local

community by increasing the English language skills of local youth and contributing to their improved

self-confidence due to stronger critical thinking skills, and increasing their exposure to new career and

educational opportunities to study abroad or obtain better jobs.

The roles and responsibilities of the Provider include, but are not limited to:

which include approved proposals and signed official documents;

opportunities to visit and speak;

Access student at the beginning and end of the Access Program; and

documents, and when requested by the U.S. Embassy/Consulate.

Phases of an Access Program

The Access Program is divided into three phases; each contains distinct categories. We have provided a

Examples of Personal Development activities are:

other exchange programs

interviewing

respective communities while also gaining an understanding of the ways they can positively contribute to

civil society.

Projects.

Embassy/Consulate highlights of your activities and achievements.

1.5 Textbooks and Supplementary Materials

Each country may have its own primary textbooks that they prefer. Please work with the U.S.

Embassy/Consulate to select appropriate and approved textbooks for the Access Program.

The scholarship money is intended to provide course books for each and every student. After the

program ends the books are the property of the students.

1.6 Additional Programs and Resources

There are a number of resources available for you to enhance the student’s Access Program experience.

EducationUSA Advising Centers offer objective and timely information about educational institutions in

universities, ministries of education, and other institutions for ten months. Fellows work with

their hosts as well as the local and regional English language teaching community to create and

implement courses, materials, curricula, and training programs that build stronger connections

between the host and U.S. culture. Fellows can assist teachers with Access Program activities.

Fellows cannot teach in the Access Program.

to Speakers of Other Languages, Applied Linguistics, or related fields to conduct programs

overseas ranging from two weeks to five months. Contact your U.S. Embassy/Consulate to find out

more.

1.7 Required Documentation to Launch an Access Program

The Provider must receive and review the latest copy of the Official

contact the U.S. Embassy/Consulate for the latest edition before

submitting a proposal for consideration. Several steps are required

before an Access Program can launch. Please note that programs

are not authorized to begin until the sub-agreement has all

required signatures and the local Provider has submitted all

1.7.1 Scholarship Proposal

budget using the Access proposal templates. Contact the U.S. Embassy/Consulate for the latest version of

these templates to reduce the possibility of having to resubmit a corrected proposal.

1.7.1.2 Financial Responsibilities and Expectations

The Access Program funds can be used only for program-related purposes stipulated in the proposal, as

well as reported instruction hours and program-related activities under the categories of instruction,

books and instructional materials, transportation, enhancement activities, administration,

If an Access Coordinator also serves as an Access Teacher, the Provider may use funds from this

line for their salary for the percentage of the time that they are teaching classes only (this may not

to the cost of text books and supplementary

instructional materials used by Access students

and teachers as well as the cost of Access

students’ school supplies to be used in the Access

class throughout the program. Books purchased

for the students remain property of the students

upon their completion of the program. Costs for

the required exam materials provided at the

beginning and end of the program fall under this funding line. Providers may submit a separate

request for approval for the purchase of technology and equipment to support instruction,

graduation ceremonies. Items that are not directly related to enhancement or instructional

About the DUNS Number

A DUNS number is a unique 9-digit identifier issued and maintained by Dun & Bradstreet. It is widely

used in the U.S. to verify the existence of a business entity, and it is a requirement of any organization

receiving funding from the U.S. Government.

Obtaining a DUNS Number

Phase Two: Program Implementation

Congratulations, you constructed an extensive plan and finalized a sub-agreement for your Access

from the lowest socio-economic bracket of the

country/province. It is the Provider’s responsibility to

specifically identify how they will verify students’ economic

status.

2.1.2 Advertising and Recruiting

Institutions should assess the level of need in their community and ensure that the Access Program

benefits bright and economically disadvantaged students. Extensive advertising and recruitment may be

conducted in order to reach the target audience and can involve such parties as local government

TV channels (if possible), and working with local departments of education and schools or other

educational institutions. (See a Sample Advertisement in Appendix 18.)

sponsored by the U.S. Department of State. The institution will need to make arrangements to organize its

classes according to language proficiency levels and a two-year age range, e.g. 13-15 year olds, 14-16 year

We strongly recommend that you develop a plan to replace students who withdraw from the program:

activities as if they were a finalist in the Access Program. These auditing students may not receive

paid materials, participate in funded enhancement activities or receive transportation stipends.

However once a replacement is needed, s/he can receive the full financial benefits of the

scholarship.

2.2.1 Working with Families and Students

Students are more successful when their entire community is behind their education. We recommend

Appendix 21 for a Sample Parent Consent Form, Appendix 22 for a Sample Student Contract).

Once approved by the Office of English Language Programs, the Cooperating Agency will create and sign

the amendment documents.

scanned and sent back to the Cooperating Agency for their records. The Amendment documents will be

2.8 Budget Revisions (Letter of Approved Budget Change)

(see above).

2.9 Termination

In some circumstances when it is deemed by the U.S. Embassy/Consulate that an Access Program should

and approved by the Office of English Language Programs, the Cooperating Agency’s Grants Officer will

prepare a letter for the Provider which formally terminates all activity under the sub-agreement. Upon

receiving a Termination Letter, the Provider must sign and return it to the U.S. Embassy/Consulate

immediately. The letter will contain the effective date by which all program activity must cease. The

Provider has 30 days after the effective date to complete the standard close out process (see close out

Phase Three: Program Close Out

All final financial and program reports required by the terms and conditions of your sub-agreement must

APPENDIX 1: CHART OF RESPONSIBILITIES

APPENDIX 2: ACCESS MINIMUM STANDARDS CHECKLIST

APPENDIX 3: STAFF DUTIES AND QUALIFICATIONS

1.1 Access Coordinators’ responsibilities may include, but are not limited to:

Access classes and program.

evaluation.

1.2 Teachers’ and Teacher Assistants’ qualifications may include but are not limited to:

Holding university degree(s) with the qualification “English Language Teacher” and at least three years of

experience working with students.

Teaching Assistants may hold a similar degree or may be in the last semester of the Bachelor’s degree in

ELT or a related field (e.g. Applied Linguistics, English Literature, etc.). The assistant should have an

advanced level of English, roughly equivalent to a score of 550 on the TOEFL ITP or a B2 on the

Cambridge University’s First Certificate Examination (FCE).

Strong desire and motivation to work with disadvantaged youth.

Willingness to attend professional development and Access Program events organized by the U.S.

Basic knowledge of U.S. society and culture, especially as it refers to the following holidays: Earth Day,

Memorial Day, Independence Day, and Thanksgiving.

Basic computer skills with Microsoft Office (Word, PowerPoint), an internet browser (Explorer, Firefox,

Teachers’ responsibilities may include, but are not limited to:

benchmarks established at the start of the program.

coordinator of students’ progress through regular written reports.

Program objectives and duties listed above.

Teaching Assistants’ responsibilities may include but are not limited to:

ahead of time.

APPENDIX 4: TEACHER AGREEMENT (EXAMPLE)

TEACHER AGREEMENT

The administrator of the English Access Microscholarship Program (Access) funded by the U.S.

Department of State, (INSTITUTION X, hereinafter referred to as “institution”, and NAME OF TEACHER),

hereinafter referred to as “teacher”, have entered into this agreement for his/her duties under the Access

coordinator of students’ progress through regular written reports;

lessons of experienced colleagues, and self-education;

benchmarks established at the start of the program;

objectives.

2. The Provider’s duties may include, but are not limited to:

APPENDIX 9: ACCESS PROGRAM HIGHLIGHTS FORM

Access Coordinators are highly encouraged to send highlights of the activities that they organize and/or

has taken place (highly encouraged), or within 10 days after the highlighted event has ended and

will be submitted to the Access Program Headquarters in Washington or posted for public viewing

(public website, Facebook).

APPENDIX 10: COMMUNITY SERVICE PLANNING (EXAMPLE)

Planning Your Community Service Project

What is Community Service?

“Community service,” a well-known term in community programming, has its own definition: “the

are conducting food drives, participating in adopt-a-highway programs, tutoring, teaching younger

Combining the definition of community service and learning and putting it in the context of a community

community service as “activities that meet genuine community needs

and require the application of knowledge, skills and reflection

ways to address the problems. Prioritize your ideas and select the best one. Think about what you

responsibilities, due dates and other important details that will start the community-based service

In addition to good planning, it’s important for you to inform the public of your planned community

service-learning project. Public awareness can contribute a great deal to your project’s success. You can

help generate publicity by sending well-written news releases to local radio stations and newspapers.

Well-written news releases are concise, but still include “the 5 Ws and an H”: who, what, when, where,

Step 4: Reflect.

another. This process is known as reflection. Take time out at the end of your project for discussion.

was learned, problems or issues that occurred, similar experiences and how each participant felt

how they can use the life skills and knowledge they have learned in their lives with their peers,

project you worked so hard in developing. For example, students can create web pages

documenting their time creating and implementing the community-service project. Their time

participating in the community service-learning project also teaches valuable life lessons such as

to reflect on their learning.

community service-learning project. Be sure to find a way to let club members, key volunteers and

funders who made the program successful feel appreciated. Provide refreshments, write a thank-

you letter or pass out mementos of the day. “Goody bags” full of small candies with an attached

thank-you note from the leaders can be an inexpensive and tasty way to show appreciation.

APPENDIX 11: COMMUNITY SERVICE PROJECT GUIDE TEMPLATE (EXAMPLE)

Personal Community Service-Learning Project Guide

Project: _______________________________________________________________________

Name: ________________________________________________________________________

locations in the city.)

changing the thoughts people have about the community, which can reduce crime.)

Great projects are designed to meet specific objectives. (Check off the ones that you want to meet.)

Through this project I want to:

Step 2: Plan Your Project and Get Some Publicity

An Action Plan may help you to get organized and to develop a time line once you have brainstormed

what is needed to complete the project. Fill out the following Action Plan table to help you get your

project organized.

Action Plan

What are the tasks to be completed?

Ask yourself the question – what problems might I run into? List those possible problems below:

1.

2.

3.

Step 3: Do the Service

Take lots of pictures and enjoy the day, knowing that the team has planned for every possible challenge,

and when the day is over, close it with some wrap-up questions.

What Have I Forgotten?

Leave enough time to gather necessary materials, to pick up last-minute supplies and to enjoy the energy

Step 4: Reflect

Look back over your experience and complete the following.

1. This is what I did:

6. Next time I would:

7. As I look back at the objectives that I chose in Step 1, those that I accomplished were:

8. I would apply the skills that I learned from the project in this way:

9. Overall I feel that the project:

5. Celebrate

Take the time to celebrate your accomplishments.

• My community service project celebration included the following people or groups:

• What we did to celebrate was:

• This is how I can share what I learn:

APPENDIX 15: EXAMPLE-ACCESS BUDGET PROPOSAL (REQUEST TEMPLATE FROM U.S.

Tab 2: After School/Weekend Program (only page one below)

Tab 3: Intensive Session (only page one below)

Tab 4: Provider Cost-Share

APPENDIX 18: ADVERTISEMENT (EXAMPLE)

Please use this sample as a guideline for creating your own advertisement in your language. Take note

Dear students of schools, colleges and universities in (insert name of city and country here):

announce a great opportunity for 13 to 20 year-olds to demonstrate their knowledge and skills in a

The Access Program provides an opportunity for students in (insert name of country here) to learn about

development of (insert name of country here).

The program consists of two components:

1. English language lessons according to the students’ level and

PROGRAM DATES: (Insert: From month, day, year to month, day, year).

PROGRAM REQUIREMENTS:

Applicants must provide:

U.S. Embassy / help from the pension /certificate of divorce of the parents);

4. 2 photos 3 x 4 inches;

5. resume (list of achievements and skills); and

6. letters of recommendation from 1) the supervisor of the educational institution and 2) the English

APPENDIX 19: PARTICIPANT APPLICATION FORM (EXAMPLE)

Please use this sample as a guideline for creating your own application. Take note the highlighted items

PHOTO

English Access Microscholarship Program

Application for Participation

First Name: _____________________________________________________________________

Last Name: _________________________________________________________________

Date of birth:________________(month)__________(day)_____________ (year)

The number of completed years of school at the time of filing _____________

Home address: __________________________________________________________

_____________________________________________________________________________

Telephone: ( ____ )____________________________________________

Cell phone: ________________________

E-mail (if available)___________________________________________

Mother’s full name: __________________________________________________________________________

Mother's place of work and position:

Mother's work phone ( ____ ) ____________________________________

Father’s work phone ( ____ ) ____________________________________

Father’s cell phone ______________________

The degree of relative ___________________________________________________

Surname, name, patronymic name ____________________________________________

__________________________________________________________________

Place of work and position________________________________________________________________

Work phone ( ____ ) ____________________________________

Cell phone ______________________

The number of minor children in the family _____________________

The number of unemployed adults in the family ____________________________

Educational institution, where the applicant is: _____________________________________________

School Director’s name:

English Class/course level at the time of application _____________________

Teacher’s full name ____________________________________________________________________

Contact phones of English teacher _______________________________

Do you know how to find information on the Internet? Yes/No

Do you participate in any additional groups, clubs, courses, etc. at school? Yes/No

If Yes, list below which ones

__________________________________________________________________

__________________________________________________________________

SIGNATURES

By my signature, I certify that, to the best of my knowledge, the information provided in my application is

APPENDIX 23: REQUIRED RELEASE FORM

APPENDIX 24: 2014-2016 MONTHLY ACTIVITIES REPORT

English Access Microscholarship Program

Period of activity: ______________ to ___________________

Provider: ________________________________________ Prepared by: _________________________________

APPENDIX 25 EXAMPLE - PROGRAM & FINANCIAL REPORT TEMPLATE (THE COOPERATING

2. Program Information

3. Payment Request

4. Student Information: Whole View

Student Information: Right-side View

APPENDIX 26: EXAMPLE AMENDMENT (THE COOPERATING AGENCY WILL PROVIDE)