2026 Regional Educator Network RFA_FINAL.pdf

RFA S-58100-00016687 - Regional Educator Network

ODE RFA, updated 20210119 Page 1 of 24

STATE OF OREGON

COVER PAGE

OREGON DEPARTMENT OF EDUCATION

SPONSORING ORGANIZATIONS AND GRANT FUNDING FOR

REGIONAL EDUCATOR NETWORKS

Request for Grant Applications (“RFA”)

OREGONBUYS NOTICE S-58100-00016687

Date of Issue: April 20, 2026

Closing Date and Time: May 22, 2026, 3:00 PM

Single Point of Contact (SPC): Renée House, Procurement & Contract Specialist

Address: 255 Capitol Street NE City, State, Zip: Salem, OR 97310 Phone: (503)551-4263 E-mail: renee.house@ode.oregon.gov

In compliance with the Americans with Disabilities Act of 1990, this RFA may be made available in alternate formats such as Braille, large print, audiotape, oral presentation, or computer disk. To request an alternate format, call the Oregon Department of Education at (503) 947-5600.

mailto:renee.house@ode.oregon.gov

ODE RFA, updated 20210119 Page 2 of 24

TABLE OF CONTENTS

SECTION 1: GENERAL INFORMATION

1.1 PURPOSE

1.2 GRANT AMOUNT AND DURATION

1.3 ELIGIBILITY

1.4 SCHEDULE

1.5 SINGLE POINT OF CONTACT (SPC)

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

2.2 DEFINITION OF TERMS

2.3 OVERVIEW

2.4 THEORY OF ACTION DRIVING THE EAC APPROACH

2.5 SCOPE OF ACTIVITIES

SECTION 3: PROCESS AND REQUIREMENTS

3.1 GRANT PROCESS

3.2 APPLICATION REQUIREMENTS

SECTION 4: EVALUATION

4.1 RESPONSIVENESS DETERMINATION

4.2 EVALUATION CRITERIA

4.3 POINT AND SCORE CALCULATIONS

4.4 RANKING OF APPLICANTS

4.5 NEXT STEP DETERMINATION

SECTION 5: AWARD AND NEGOTIATION

5.1 AWARD NOTIFICATION PROCESS

5.2 SUCCESSFUL APPLICANT SUBMISSION REQUIREMENTS

5.3 GRANT NEGOTIATION

SECTION 6: ADDITIONAL INFORMATION

6.1 GOVERNING LAWS AND REGULATIONS

6.2 OWNERSHIP/ PERMISSION TO USE MATERIALS

6.3 CANCELLATION OF RFA; REJECTION OF APPLICATIONS; NO DAMAGES

6.4 COST OF SUBMITTING AN APPLICATION

SECTION 7: LIST OF ATTACHMENTS

ATTACHMENT A: SAMPLE GRANT

ATTACHMENT B: APPLICANT INFORMATION AND CERTIFICATION SHEET (Returnable)

ATTACHMENT C: FILLABLE APPLICATION FORM

ATTACHMENT D: CAPACITY BUDGET WORKSHEET

ATTACHMENT E: EVALUATION CRITERIA RUBRIC

https://www.oregon.gov/das/Procurement/Tutorials/TOC.mp4 https://www.oregon.gov/das/Procurement/Tutorials/TOC.mp4

ODE RFA, updated 20210119 Page 3 of 24

SECTION 1: GENERAL INFORMATION

1.1 PURPOSE

The State of Oregon, acting by and through the Department of Education (“Agency”), is issuing this Request for Grant Applications (“RFA”) to identify regional organizations interested in serving as a Sponsoring Organization for the Regional Educator Network (“REN”) for the Willamette Valley and the South Coast starting July 1, 2026.

As charged by the Oregon Legislature in ORS 342.940 to 342.953 the Educator Advancement Council (“EAC”) has taken a critical step toward improving how Oregon provides public school teachers, early learning professionals, and administrators with equitable access to high-quality professional learning and support throughout their careers. Agency, on behalf of the EAC, is seeking two separate Sponsoring Organizations, with one serving the Willamette Valley REN and a different organization serving the South Coast REN for the 2026-2027 year (July 1, 2026 to June 30, 2027) to help facilitate the work of regions as they improve systems designed to support Educators.

1.2 GRANT AMOUNT AND DURATION

Each identified Sponsoring Organization will be eligible for a grant that includes Capacity Funds and Formula Funds (collectively the “Grant Funds”). Each Sponsoring Organization may be eligible for up to $50,000 in start-up funds between execution of the agreement and June 30, 2026, to hire a REN Coordinator and to establish and convene a Coordinating Body. They will be expected to leverage existing regional resources and identify in-kind contributions from partners to maximize the impact of the Grant Funds in the region. Upon receipt of the Grant Funds, each Sponsoring Organization will serve as a liaison between the EAC and the local school districts and partners within its respective region.

Figure 1. Regional Grant Funding for South Coast REN and Willamette Valley REN for 2026-2027

Region Capacity Funds Formula Funds

South Coast REN Up to $200,000.00 $424,427.00

Willamette Valley REN Up to $400,000.00 $2,254,750.00

Agency anticipates the award of up to two (2) Grant Agreements (“Grants”) from this RFA. The initial term of each Grant is anticipated to be one (1) year, with the ability to amend as determined by the Agency.

1.3 ELIGIBILITY

To be eligible to be a Sponsoring Organization under this RFA, Applicants must be one of the following:

• School district;

• Education service district;

ODE RFA, updated 20210119 Page 4 of 24

• Nonprofit organization;

• Postsecondary Institution of education;

• Federally-recognized Native American Tribe of Oregon; or

• Consortium that is a combination of the above-listed entities and which includes a partner eligible to serve as a Fiscal Agent

An individual eligible entity may only apply once, whether individually or as part of a Consortium, per Grant cycle. If an entity submits more than one Application, Agency in its sole discretion will determine which Application to evaluate and reject additional Applications.

Fiscal Agent If a Sponsoring Organization does not qualify as a Fiscal Agent, the Sponsoring Organization must use a Fiscal Agent to receive and distribute Grant Funds. A Fiscal Agent must be a school district, education service district or Postsecondary Institution of education that is a Regional Educator Network Member.

1.4 SCHEDULE

The table below represents a tentative schedule of events. All times are listed in Pacific Time. All dates listed are subject to change.

Event Date Time

Pre-Application conference April 27, 2026 9:30 AM - 10:30 AM

Questions/ requests for clarification due May 1, 2026 3:00 PM

Answers to questions/ requests for clarification issued (approximate)

May 8, 2026

Closing (Applications due) May 22, 2026 3:00 PM

Issuance of notice of award (approximate)

June 19, 2026

1.5 SINGLE POINT OF CONTACT (SPC)

The SPC for this RFA is identified on the Cover Page, along with the SPC’s contact information.

Applicants must direct all communications related to any provision of the RFA, whether about the technical requirements of the RFA, Grant requirements, the RFA process, or any other provision only to the SPC.

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

Agency is issuing this RFA pursuant to ORS 342.940 and ORS 342.943. Rules pertaining to this RFA reside in OAR 581-012-0001 through 581-012-0019.

ODE RFA, updated 20210119 Page 5 of 24

2.2 DEFINITION OF TERMS

2.2.1 General Definitions

For the purposes of this RFA, the following capitalized words will refer to the corresponding definitions.

• “Addendum” or “Addenda” means an addition to, deletion from, a material change in, or general interest explanation of this RFA.

• “Applicant” means an entity who submits an Application in response to this RFA.

• “Application” means a written response to this RFA in pursuit of an award.

• “Closing” means the date and time specified in this RFA as the deadline for submitting Applications.

• “Evaluation Committee” means the group of people who will evaluate and score

Applications.

• “State” means the state of Oregon.

2.2.2 Project Specific Definitions

“Capacity Building” means the intentional process of developing the knowledge, skills and dispositions necessary to effectively achieve goals and sustain impact over time. Capacity Building is increasing individual, organizational and systems' ability to implement, adapt and continuously improve so that success is not dependent on short term efforts, but embedded in how the system operates.

“Capacity Funds” means funds that are disbursed from the Educator Advancement Fund to Grantee for the uses defined in OAR 581-012-0013.

“Career Advancement” means the intentional progression of educators into roles of increased responsibility, leadership, expertise, and impact within the profession. It includes formal and informal pathways such as teacher leadership roles, instructional coaching, mentorship, administrative licensure, specialized certifications, and system-level leadership opportunities.

Effective career advancement systems provide clear criteria, equitable access, professional learning aligned to new responsibilities, and compensation structures that recognize expanded impact. When well-designed, career advancement strengthens educator retention, builds internal leadership capacity, and ensures that expertise is leveraged to improve Student Outcomes across schools and districts.

“Contextually Relevant Improvement Strategies” means evidence-informed actions and approaches that are intentionally adapted to the unique needs of a specific school, district or region to improve educator practice and Student Outcomes. Contextually Relevant Improvement Strategies recognize that effective solutions are not one-size-fits-all. While they are informed by research and best practice, they are co-developed and adapted to reflect local capacity, geography, conditions, and persistent inequities. The emphasis is not only what works, but on what works where so that improvement efforts are effective and can be sustained.

• “Coordinating Body” has the meaning given in ORS 342.943(2)(f) and OAR 581-012- 0001(3), and is comprised of: A majority of Educators who are based in schools from different grades and content areas and reflective of the student demographics of the

ODE RFA, updated 20210119 Page 6 of 24 region served by the Educator Network (can include site-based teaching or personnel service licensed Educators); and

• Members representing state agencies, school districts, education service districts, early learning providers and professionals, school board members, Educator preparation providers, education-focused nonprofit organizations, education-focused philanthropic organizations, professional education associations, community-based education organizations that represent families and students, post-secondary institutions of education and Tribes.

“Culturally Responsive” means the implicit use of cultural knowledge, prior experiences, frames of reference, and performance styles of diverse students to make learning more appropriate and effective for them.

“Design Team” means teams of Regional Educator Network Member Organization representatives that meet for the purpose of identifying professional Educator priorities and designing professional learning.

“Educator” means defined by ORS 342.940, and a person who is a teacher, an administrator, or another school employee who is employed to provide instruction or support to students in early childhood Educator or in kindergarten through grade 12 or entering into or enrolled in an Educator preparation program.

“Educator Advancement Fund (“EAF”)” means the fund continuously appropriated to Agency established by ORS 342.953 in the State Treasury, separate and distinct from the General Fund to be distributed by the EAC.

“Educator Development” means the continuous process of strengthening Educator’s knowledge, skills, and dispositions at each stage of an Educators’ career to improve Student Outcomes. It includes preparation, induction, ongoing professional learning, leadership development and retention supports that strengthens the profession, improves Educator retention, and improves Student Outcomes.

“Educator Effectiveness” means the demonstrated ability of an Educator to positively impact student learning, growth and well-being through high-quality instructional practices, leadership, and professional engagement. It reflects both what Educators know and do, and the measurable results of their practice.

“Educator Recruitment Pathways” and “Educator Preparation” mean the coordinated systems and supports that recruit, prepare, and sustain individuals entering and advancing within the education profession. This includes early pipeline development, educator preparation programs, clinical practice experiences, alternative licensure routes, and partnerships between districts, higher education institutions, and community organizations. Effective educator pathways and preparation are designed to reduce barriers to entry, strengthen instructional readiness, diversify the workforce, and ensure candidates are equipped with the knowledge, skills, and dispositions necessary to positively impact student learning.

“Equitable Access” means the intentional design and delivery of resources, opportunities and support in ways that remove barriers and ensure all Educators and districts can fully participate and benefit. It focuses not only on offering opportunities, but on structuring systems so that participation and benefit are realistic, supported, and sustained.

ODE RFA, updated 20210119 Page 7 of 24

“Equity Lens” means the equity lens adopted by the Oregon Department of Education and State Board of Education for the purpose of clearly articulating the shared goals of our state, the intentional investment we will make to reach the goals of an equitable educational system, and to create clear accountability structures ensuring active progress is realized and course corrections made as needed.

“Fiscal Agent” means a School District, Education Service district, or Postsecondary Institution of Education that partners with a Sponsoring Organization for the purpose of accepting, holding and disbursing Regional Educator Network grant funds, and is responsible for adhering to the terms of the grant agreement, ensuring grant funds are spent properly and all required expenditure reporting is completed.

“Formula Funds” means grant funds that are dispersed from the Educator Advancement Fund to Grantee for the purpose of meeting the goals identified in ORS 342.943 and in accordance with OAR 581-012-0015.

“High-Quality Professional Learning” means ongoing, job-embedded, and evidence-based learning that strengthens Educator knowledge, skills, and dispositions required to eliminate disparities, disproportionality, and predictability in Student Outcomes. High-Quality Professional Learning is aligned to identified needs, grounded in data, and designed to produce measurable outcomes in Educator Effectiveness and Student Outcomes. It is characterized by:

• Clear alignment to student needs, educator standards, and system priorities;

• Active learning, collaboration, and opportunities for practice and feedback;

• Ongoing coaching, reflection, and continuous improvement cycles;

• Access to expertise and research-based strategies; and

• Inclusive design that ensures Equitable Access and Culturally Responsive practices.

“Member Organization” means eligible organizations that employ Educators served by a Regional Educator Network within geographic boundary lines that include school districts, state sponsored public charter schools, the Oregon School for the Deaf, Tribes of this state, Education Service Districts and education programs under the Youth Corrections Education Program or the Juvenile Detention Education Program in OAR 581-012-0010.

“Network Activities” means intentional, cross-organizational structures, learning series, collaborative processes and convenings designed and facilitated by the REN to connect districts, Design Teams, and Educators across the region in shared learning. These activities create coherence and alignment across Professional Learning Plans by enabling participants to examine evidence, test and refine practices, solve common problems of practice, and accelerate the consistent application of effective strategies.

“Networked Learning Convening” means a gathering or conference that fosters collaborative learning for Member Organizations representatives to come together to engage in collective inquiry, knowledge sharing and knowledge creation to address a common or shared problem of practice.

“Postsecondary Institution” means:

• A community college operated under ORS chapter 341.

• The following public universities:

o University of Oregon o Oregon State University

ODE RFA, updated 20210119 Page 8 of 24 o Portland State University o Oregon Institute of Technology o Western Oregon University o Southern Oregon University o Eastern Oregon University o Oregon Health and Science University o An Oregon-based, accredited, not-for-profit institution of higher education.

“Professional Educator Priorities” means identified areas of Educator learning and practice that are directly connected to improving Student Outcomes. Within the REN, these priorities are shared across schools, districts, and the region, aligned to common goals, and are grounded in data. They are designed to strengthen instructional coherence, build capacity, and support distributed leadership through disciplined collaboration and continuous improvement.

“Professional Growth and Development” means the ongoing, intentional process through which educators expand their knowledge, refine their practice, strengthen leadership capacity, and deepen their impact on student learning. It encompasses structured professional learning, reflective practice, coaching and feedback, collaborative inquiry, and opportunities for advanced skill-building aligned to individual goals and organizational priorities. Effective professional growth and development is continuous rather than episodic, data-informed, culturally responsive, and connected to improved educator effectiveness, career pathways, and student outcomes.

“Professional Learning Plans” means a two-year plan developed by Design Teams that is inclusive of teachers and administrators that identifies purposeful and planned actions to support Educator learning needs in order to improve student achievement.

“Regional Educator Network (“REN”)” means a formal partnership, designated for one of the regional areas set forth in Figure 3 of Section 2.4. of this RFA, between Member Organizations, early learning organizations, and Postsecondary Institutions of Education that collaboratively works to implement ORS 342.943 by tailoring regional professional learning and support systems for improving outcomes for all Oregon students.

“Regional Educator Network Member” means a school district, education service district or Post Secondary Institution of education that is located within the geographic boundary lines of the Regional Educator Network.

“Regional Plan” means a four-year plan developed by the Sponsoring Organization in partnership with representatives of Member Organizations and Coordinating Body members that articulates the region’s approach to collectively developing and investing in systems of support for Educators in accordance with policies and goals of ORS 342.943 and OAR 581-012- 0011.

“Sponsoring Organization for a Regional Educator Network (“Sponsoring Organization”)” means a school district, education service district, nonprofit organization, Postsecondary Institution, Tribe, or a consortia or combination of any of these groups in a designated region of the state that convenes a Coordinating Body and meets the requirements of ORS 342.943(2).”

“Student Outcomes” means the measurable changes in student learning, engagement, and well-being that result from improved educator practice and system coherence supported by the

ODE RFA, updated 20210119 Page 9 of 24

Regional Educator Network. In a REN context, Student Outcomes are tied to shared regional improvement aims and monitored across districts to assess the impact of professional learning implementation.

“Support for Novice Educators” means a coordinated system of professional learning, mentorship, coaching, and collaborative opportunities intentionally designed to assist educators in their first three years of practice. This support aims to strengthen instructional effectiveness, build professional confidence, accelerate skill development, and increase retention by providing structured guidance, timely feedback, and access to experienced mentors and peer networks. Effective support for novice Educators aligns with district and statewide priorities, responds to individual needs, and fosters a sense of belonging and professional growth within the education community.

“Supporting Educators to Identify Local Needs” means the intentional process of equipping and engaging Educators to analyze their own school and community context to determine the most pressing instructional, professional learning, and student support priorities. Local Needs refers to context-specific priorities at the school, district, or regional level based on Student Outcome data and growth trends, Educator capacity gaps and professional learning needs and persistent inequities affecting specific student groups. Supporting Educators includes:

• Facilitating structured needs assessment processes;

• Providing access to relevant data;

• Guiding data analysis and root cause inquiry;

• Providing tools, protocols, and coaching to interpret findings; and

• Ensuring Educator voice is elevated to inform priorities and needs.

“Systemic Inequities” means persistent disparities, disproportionate and predictability in access, opportunities, resources, and outcomes that are produced and reinforced by policies, practices, and structures.

“Teacher Leader” means teachers who may continue to teach students, but who also have a role and influence that extend beyond their own classroom to others within the school and elsewhere.

“Technical Assistance” means the support provided to Sponsoring Organizations or Member Organizations to improve educational practices, systems and outcomes. It’s a collaborative process aimed at building capacity, implementing evidence-based strategies, and achieving desired results in teaching and learning. This support can range from providing resources and training to offering consultation and coaching and is often delivered through various channels like online resources, workshops, and on-site visits.

“Tribe” means any of the federally recognized Native American tribes of the state of Oregon.

2.3 OVERVIEW

2.3.1 EDUCATOR ADVANCEMENT COUNCIL

The Educator Advancement Council (EAC) and the Educator Advancement Fund, created by the Oregon Legislature through the passage of Senate Bill 182 in 2017 and codified in ORS 342.940, is an innovative partnership between state education agencies and Educators to support and strengthen Oregon’s public educator profession. The Council was established for the purpose of https://olis.oregonlegislature.gov/liz/2017R1/Downloads/MeasureDocument/SB182/A-Engrossed#:%7E:text=Authorizes%20Higher%20Education%20Coordinating%20Commission,at%20approved%20educator%20preparation%20providers.

https://www.oregonlegislature.gov/bills_laws/ors/ors342.html

ODE RFA, updated 20210119 Page 10 of 24 providing resources related to Educator professional learning and other Educator support and convening a coalition of education stakeholders to align, coordinate and improve a statewide system of professional development and support for educators (ORS 342.940(2)(a)).

The Educator Advancement Council strives to:

1. Ensure the equitable distribution of Educator Advancement Fund resources for the benefit of all regions of the state, so that all educators have access to high-quality, Culturally Responsive professional learning opportunities that improve student progress indicators.

2. Ensure teacher voice, local context, and stages of educator careers are reflected in the types and structure of professional learning and support funded through the Educator Advancement Fund.

3. Promote initiatives that enhance the capacity of educators to create inclusive learning environments, including those that support the recruitment and retention of diverse educators such as Grow Your Own, for the purpose of addressing institutional barriers that limit opportunities for students.

4. Implement a systemic process for ongoing needs assessment and strategic coordination of resource priorities to support Oregon educators in meeting the diverse needs of students.

5. Support a coordinated, statewide system of professional development for educators across early learning, K-12, and post-secondary systems.

2.3.2 BACKGROUND

Established in 2019 by the Educator Advancement Council, the Regional Educator Networks (RENs) serve as collaborative, regionally based partnerships that bring together representatives of Member Organizations and other partners to strengthen the conditions for effective High- Quality Professional Learning to improve teaching and learning. In alignment with the policy goals of ORS 342.943(3), RENs are responsible for:

• Establishing Professional Educator Priorities that reflect Local Needs for each school and district served by the REN based on Professional Learning Plans submitted by Educators;

• Ensure Equitable Access by Educators to resources that are distributed through the council;

• Pursue state and other funds and resources on behalf of the members of the REN and the Educators served by the REN; and

• Coordinate communications and accountability for resources distributed through the council to Educators by the REN.

Each REN is guided by a Coordinating Body made up of diverse perspectives from across the education system, including classroom teachers, administrators, classified staff and community partners. The Coordinating Body serves as the regional advisory and stewardship group responsible for elevating Educator voice, recommending regional priorities, monitoring shared progress, strengthening cross-district alignment, and advancing network learning to improve Educator Development and retention outcomes.

https://www.oregonlegislature.gov/bills_laws/ors/ors342.html

ODE RFA, updated 20210119 Page 11 of 24

2.3.3 GOALS

RENs build Member Organization capacity by Supporting Educators to Identify Local Needs, test and refine Contextually Relevant Improvement Strategies, and share learning across districts through Network Activities and Convenings to improve systems that support Educators. Their work focuses on reducing and eliminating Systemic Inequities, improving Educator Effectiveness, and creating sustainable systems that support Educators from entry into the profession through career advancement, ultimately improving Student Outcomes.

The RENs were established for the purpose of achieving the goals outlined in ORS 342.943(4), which are to:

• Enhance a culture of collaborative leadership and responsibility across the PK-12 system;

• Increase access for Educators to High-quality Professional Learning that is Culturally Responsive, guided by the needs of Educators, reflects professional learning standards, and maximizes collaborative leadership among teachers and administrators;

• Strengthen and enhance existing evidence-based practices that improve student achievement;

• Improve the recruitment, preparation, induction, and support of Educators at each stage of the Educators’ career identified in Figure 1; and

• Enhance leadership and Career Advancement opportunities for teachers and increase the perspectives of teachers in identifying priorities for funding Education professional learning.

Figure 2. Educator Continuum

2.4 THEORY OF ACTION DRIVING THE EAC APPROACH

The State of Oregon recognizes that high quality, well-supported, and Culturally Responsive Educators in every classroom can unlock the potential of their students and help them succeed in school and beyond. The RENs will help local school districts engage Educators in their community to identify local needs and help the EAC leverage and distribute state

ODE RFA, updated 20210119 Page 12 of 24 dollars in a noncompetitive way to support Educators in serving their students. Figure 3 illustrates the Theory of Action for the resulting RENs.

Figure 3. Theory of Action for Regional Educator Networks

The EAC’s establishment of Regional Educator Networks represents significant changes in the way the state supports Educators and ensures access across every area of the state. The EAC believes this work is best situated where:

• Networks are formed with multiple sectors in the community;

• Educator voices help eliminate locally defined inequities; and

• Data and the experiences of Educators are used for Continuous Improvement.

The purpose of this RFA is to identify two (2) Sponsoring Organizations, one for the South Coast REN and one for the Willamette Valley REN, to engage Educators and their community partners to identify local professional learning needs and Educator supports across the career continuum for each school district in their region, manage and distribute EAF funding, coordinate, and report on outcomes from state investments. Each Sponsoring Organization will help enable the REN to effectively spread and scale learning related to improving Contextually Relevant Professional Learning Strategies implemented by Member Organizations across the region and state. They will also invite other partners (such as philanthropy, higher education institutions, community partners, business and industry) to contribute or participate via matched funds or in-kind resources, content expertise, capacity support, or as learners. All Oregon public school districts, Education Service Districts and federally recognized Tribes of this state are eligible to be Member Organizations of a REN and subsequently, eligible to benefit from the resources of the EAF.

The Sponsoring Organization identified to sponsor the South Coast REN will be responsible for serving districts in Coos and Curry County. Those districts include:

1. Reedsport School District

2. Bandon School District

3. Coos Bay School District

4. Coquille School District

5. Myrtle Point School District

ODE RFA, updated 20210119 Page 13 of 24

6. North Bend School District

7. Powers School District

8. Brookings-Harbor School District

9. Central Curry School District

10. Port Orford-Langlois School District

11. South Coast Education Service District

The Sponsoring Organization identified to sponsor the Willamette Valley REN will be responsible for serving districts in Marion, Polk and Yamhill Counties. Those districts include:

1. Cascade School District

2. Gervais School District

3. Jefferson School District

4. Mt. Angel School District

5. North Marion School District

6. North Santiam School District

7. Salem-Keizer School District

8. Silver Falls School District

9. St. Paul School District

10. Woodburn School District

11. Eagle Charter School

12. Central School District

13. Dallas School District

14. Falls City School District

15. Perrydale School District

16. Amity School District

17. Dayton School District

18. McMinnville School District

19. Newberg School District

20. Sheridan School District

21. Willamina School District

22. Yamhill-Carlton School District

23. Willamette Education Service District

24. Oregon School for the Deaf

Remainder of this page intentionally left blank.

ODE RFA, updated 20210119 Page 14 of 24

Figure 4. Potential Regional Areas to be Served by RENs

2.5 SCOPE OF ACTIVITIES

The Sponsoring Organization will represent school districts and partners in its region, serve as a liaison with the Agency and EAC regarding Technical Assistance needs of the region, facilitate processes identified in this RFA, assist in leveraging regional resources, distribute money from the Educator Advancement Fund to local school districts, and help document REN outcomes.

The Sponsoring Organization is required to implement Network Activities for the purpose of creating spaces for Educators for collaborative problem solving to improve teaching and learning. The Network Activities are intended to support Networked Learning Convenings, collaboration, and Capacity Building to improve Educator professional learning. Sponsoring Organization are expected to support, coordinate and facilitate in the following areas (more information can be found in the sample grant agreement):

2.5.1 Governance and Coordinating Body Coordination

• Recruit, maintain and support a Coordinating Body.

• Facilitate Coordinating Body meetings and structures that enable collaboration for members to triangulate findings and data from Design Teams.

2.5.2 Regional Planning and Alignment

• Facilitate a process for the Coordinating Body to recommend regional priorities and needs for inclusion in a four-year Regional Plan aligned to statewide priorities.

• Develop, submit, update and revise the Regional Plan in partnership with Member

Organizations and the Coordinating Body, incorporating Agency and Council feedback.

2.5.3 Communication and Coordination

• Communicate the purpose, activities, and funding requirements of the REN and Educator

Advancement Fund to Member Organizations.

• Maintain regular communication and coordination with the Agency through designated

REN leadership.

• Facilitate communication and feedback loops between the Coordinating Body, Design

Teams, and Member Organizations to inform systems improvement.

ODE RFA, updated 20210119 Page 15 of 24

2.5.4 Networked Learning and Knowledge Sharing

• Convene regional networked learning opportunities for Design Teams, Member

Organizations and Teacher Leaders to come together to share findings, data and promising practices that can be spread and scaled across the region.

• Synthesize learning across districts to inform Regional Plan improvement.

2.5.5 Technical Assistance to Member Organizations

• Support Member Organizations in designing and implementing High-quality

Professional Learning Plans informed by Educator voice.

• Provide ongoing Technical Assistance to support implementation, data use, improvement cycles, and scaling of effective practices.

2.5.6 Reporting and Accountability

• Submit required annual progress reports using Agency templates

• Participate in statewide evaluation and continuous improvement efforts.

• Participate in, host or promote Agency provided Technical Assistance to strengthen network quality and impact.

SECTION 3: PROCESS AND REQUIREMENTS

3.1 GRANT PROCESS

3.1.1 Public Notice

The RFA, including all Addenda and attachments, are published in the State of Oregon’s electronic procurement system OregonBuys at https://oregonbuys.gov/. Applicants are encouraged to register for an OregonBuys account to receive notifications of possible future business opportunities with the State of Oregon. Documents will not be mailed to prospective Applicants.

3.1.2 Questions/ Requests for Clarification

All inquiries, whether relating to the RFA process, administration, deadline or method of award, or to the intent or technical aspects of the RFA must:

• Be submitted through OregonBuys;

• Reference the RFA number;

• Identify Applicant’s name and contact information;

• Refer to the specific area of the RFA being questioned (i.e. page, section and paragraph number); and

• Be received by the due date and time for Questions/Requests for Clarification identified in the Schedule, Section 1.4.

3.1.3 Pre-Application Conference

A pre-Application conference will be held at the date and time listed in the Schedule.

Prospective Applicants’ participation in this conference is highly encouraged but not mandatory.

The purpose of the pre-Application conference is to:

https://oregonbuys.gov/

ODE RFA, updated 20210119 Page 16 of 24

• Provide an additional description of the project;

• Explain the RFA process; and

• Answer any questions Applicants may have related to the project or the process.

Statements made at the pre-Application conference are not binding upon Agency. Applicants may be asked to submit questions in writing.

3.1.3.1 Attendance at Pre-Application Conference

The Pre-Application Conference will be held as a webinar at the date and time in Section 1.4 Schedule.

Registration Link [https://www.zoomgov.com/meeting/register/P-DbylFrR9a4CGZrtsHq5Q]

3.1.1 Application Due Date

Applications and all required submittal items must be received by the SPC on or before Closing. Applications received after Closing will not be accepted. All Application modifications or withdrawals must be completed prior to Closing.

Applications received after Closing are considered LATE and will NOT be accepted for evaluation. Late Applications will be returned to the respective Applicant or destroyed.

3.1.2 Application Submission

Applicant is solely responsible for ensuring its Application is received by the SPC via OregonBuys in accordance with the RFA requirements before Closing. Agency is not responsible for any delays by transmission errors or delays or mistaken delivery. Responses submitted by any means not authorized may be rejected.

3.1.3 Modification or Withdrawal of Applications

Any Applicant who wishes to modify or withdraw an Application already received by Agency must do so prior to Closing. Applicant must submit its modification or request to withdraw to the SPC using one of the manners listed in the Application Submission section.

Modifications must denote the specific change(s) to the Application submission. All requests must reference the RFA number.

3.1.4 Application Rejection

Agency may reject an Application for any of the following reasons:

• Applicant fails to substantially comply with all prescribed RFA procedures and requirements;

• Applicant makes any contact regarding this RFA with State representatives such as State employees or officials other than the SPC or those the SPC authorizes, or initiates inappropriate contact with the SPC;

• Applicant attempts to inappropriately influence a member of the Evaluation Committee; or https://www.zoomgov.com/meeting/register/P-DbylFrR9a4CGZrtsHq5Q

ODE RFA, updated 20210119 Page 17 of 24

• Application is conditioned on Agency’s acceptance of any other terms and conditions or rights to negotiate any alternative terms and conditions that are not reasonably related to those expressly authorized for negotiation in the RFA or Addenda.

3.2 APPLICATION REQUIREMENTS

Application must address each of the items listed in this section and all other requirements set forth in this RFA. Applicant must describe how activities will be completed. An Application that merely offers to fulfill the project will be considered non-responsive to this RFA and will not be considered further.

3.2.1 Applicant Information and Certification Sheet -Attachment B (Required)

Applicant must complete and submit the Applicant Information and Certification Sheet provided in Attachment B.

3.2.2 Fillable Application Form - Attachment C (Required)

Applicant must complete and submit the fillable application form provided in Attachment C.

a narrative that addresses the elements described below. The narrative must not exceed the word limits set forth in Attachment C. Applicants should use definitive verbs in their narrative to describe what the Applicant “will” do rather than aspirational verbs such as “hopes,” “expects,” “intends,” “plans” or similar verbs that do not express a firm commitment to undertake a specific action. All narrative questions are required.

3.2.3 Capacity Budget Worksheet – Attachment D (Required, Not Scored)

Applicants must complete and submit the worksheet provided in Attachment D. Attachment D must clearly identify reasonable costs associated with the Sponsoring Organization operating costs. If Applicant will be using a Fiscal Agent, documentation of this arrangement it must be identified in Attachment B Application Information and Certification Sheet.

NOTE: This budget will not address proposed uses for EAF Formula Funding as that will emerge from the work of eligible Member Organizations who engage in developing Professional Learning Plans. Upon award, each Sponsoring Organization will work in partnership with eligible Member Organizations to develop budgets for Professional Learning Plans using Formula Funds that must also align to allowable costs.

NOTE: The allowable indirect costs are up to 10% for the Grant.

SECTION 4: EVALUATION

4.1 RESPONSIVENESS DETERMINATION

Applications received prior to Closing will be reviewed for responsiveness to all RFA requirements. If the Application is unclear, the SPC may request clarification from Applicant.

However, clarifications may not be used to rehabilitate a non-responsive Application. If the SPC finds the Application non-responsive, the Application may be rejected, however, Agency may waive mistakes in its sole discretion.

ODE RFA, updated 20210119 Page 18 of 24

4.2 EVALUATION CRITERIA

Responsive Applications meeting the requirements outlined in Section 3.2 Application Requirements will be evaluated by an Evaluation Committee.

For each region, Agency intends to select one entity to serve as the Sponsoring Organization and to receive the Grant funds. Applicants will not be competing with all Applications received in response to this RFA. Rather, Applicants will only be competing regionally and must be located within the region applying for. For example, an Applicant that proposes to serve the South Coast region will only compete with other Applicants proposing to serve the South Coast region.

SPC may request further clarification to assist the Evaluation Committee in gaining additional understanding of Applications. A response to a clarification request must be to clarify or explain portions of the already submitted Application and may not contain new information not included in the original Application.

SCORE Category Criteria 6/6 available points;

OR

7/7 available points;

OR

8/8 available points

Exemplary

Response provides thorough and complete information (addresses all bulleted items), while showing specific expertise and knowledge of the subject matter and project.

Response demonstrates exemplary knowledge and ability with no deficiencies noted.

5/6 available points;

OR

6/7 available points;

OR

7/8 available

Very Good

Response provides complete information (addresses all bulleted items), while showing specific expertise and understanding of subject matter and project. Response demonstrates knowledge and ability with no deficiencies noted.

4/6 available points; OR

5 /7 available points;

OR

5-6/8 available

Good

Response provides mostly complete information (addresses most but not all bulleted items), while showing general experience and understanding of the subject matter and project. Response demonstrates some knowledge and ability with deficiencies noted.

2-3/6 available points;

OR

3-4/7 available points;

OR

Fair

Response provides incomplete information (addresses some but not all bulleted items), while showing limited experience and understanding of the subject matter and project.

Response demonstrates some knowledge and ability with deficiencies noted.

ODE RFA, updated 20210119 Page 19 of 24

3-4/8 available points

1/6 available points;

OR

1-2 /7 available points;

OR

1-2/8 available

Inadequate

Response provides incomplete information and does not demonstrate experience and understanding of the subject matter and project. Response fails to demonstrate knowledge and ability with deficiencies noted.

Poor

Application is unacceptable and does not meet the requirements set forth in the RFA. The Applicant does not demonstrate knowledge of the subject matter.

4.2.1 Fillable Application Form - Attachment C (100 Available Points)

Fillable Application Form (Attachment C) will be evaluated by the Evaluation Committee according to the following criteria:

4.2.1.1 Evaluation Item 1: Sponsoring Organization Capacity and Readiness

• Section 2.3 of the Request For Application articulates at a policy level the purpose and goals of the Regional Educator Network. Describe how your organization’s current strategic priorities and programs align with the purpose and goals of the Regional Educator Networks (ORS 342.943(3) and (4)). In your response include data or outcomes that demonstrate effectiveness of programs and program components that align to the REN policy goals. (Attachment C Fillable Application Question 1)

• How will your organization ensure that the educator network strengthens evidence-based instructional practices, responds to changing student needs, and improves ongoing support for educators at all career stages? Describe your experience or planned strategies in these areas. (Attachment C Fillable Application Question 2)

• ORS 342.940(7)(h)(A) requires Agency to ensure that the Educator Advancement Council gives preference, when making recommendations about funding distributions, to entities that have demonstrated success in improving student indicators. Describe the evidence that demonstrates your organization’s past success in improving Student Outcomes (e.g. academic achievement, attendance, engagement, and other indicators.) Include at least one example using disaggregated data and clarify the role your organization played (direct impact or contribution to district level improvement) (Attachment C Fillable Application Question 3)

• In alignment with ORS 342.943(3)and (4) RENs were established to enhance access to High-quality Professional Learning that is guided by the needs of Educators served in the region. Describe the processes your organization uses to engage Educators in the design and implementation of district or regional initiatives. Include how the

ODE RFA, updated 20210119 Page 20 of 24 processes ensure meaningful Educator voice, representation, and participation across different geographical contexts. (Attachment C Fillable Application Question 4)

• Describe your organization’s experience in supporting Educator Development and improving educator’s knowledge, skills, and dispositions. In your response, provide a specific example of how your organization built Educator capacity. Include scope of the project, the goals and evidence that demonstrates that the goals were met.

(Attachment C Fillable Application Question 5)

• Describe your organization’s experience coordinating initiatives that span multiple districts or an entire region. In the response, explain the roles your organization played, the scope of the work, the goals of the initiative and evidence that demonstrates that the goals were met. (Attachment C Fillable Application Question 6)

4.2.1.2 Evaluation Item 2: Commitment to Equity

• Provide a specific example of a time when your organization identified and addressed a disparity in access, opportunity, or outcomes at a regional level.

Describe the process your organization used to analyze the disparity, including how data and community input informed your approach. The example should clearly demonstrate your organization's ability to identify, analyze, and respond to inequities using evidence and partner engagement (Attachment C Fillable Application Question 7)

• Describe and provide evidence as to how your organization embeds equity principles into its practices, policies, and decision-making processes, particularly through engagement of Educators and partner groups. (Attachment C Fillable Application Question 8)

4.2.1.3 Evaluation Item 3: Regional Partnerships and Capacity

• Explain how your organization will leverage existing regional partnerships and networks to advance the policy goals of the REN. Describe how current relationships, collaborative structures or shared initiatives will support the implementation of the REN priorities and goals. (Attachment C Fillable Application Question 9)

• Describe your organization’s capacity to coordinate services across the region. In the response, include an example of how you have successfully aligned services across multiple districts or partners to ensure consistent access and equitable implementation across districts. (Attachment C Fillable Application Question 10)

• Describe how your organization approaches elevating teacher leadership within the region. In your response, provide an example that demonstrates your organization’s experience in cultivating teacher leadership that is inclusive of strategies used to identify, support and elevate teachers as leaders. The example should provide evidence in which teacher leadership directly influenced policy, practice, or investment decisions. This may include opportunities for teachers to lead initiatives and systems that ensure Educator experience informs policies, practices, or investments. (Attachment C Fillable Application Question 11)

• Describe a specific example of your organization’s experience in developing, managing and sustaining cross district or regional partnerships. In your response, ODE RFA, updated 20210119 Page 21 of 24 describe the role your organization played, types of partners involved, the purpose of the partnerships, how roles and responsibilities were defined, and how you sustained collaboration, resolved challenges, and monitored shared outcomes over time. (Attachment C Fillable Application Question 12)

4.2.1.4 Evaluation Item 4: Fiscal Management

• Describe your organization's experience in overseeing and managing funds dedicated to professional learning, mentoring, and other district support for Educators. In your response, explain the systems, processes and accountability measures your organization uses to ensure that funds are allocated, monitored, and reported responsibly. Provide specific examples that demonstrate effective financial stewardship and alignment of expenditures with program goals and state requirements. (Attachment C Fillable Application Question 13)

4.3 POINT AND SCORE CALCULATIONS

Scores are the values assigned by each evaluator.

Points are the total possible values for each section as listed in the table below.

The SPC will average all scores for each evaluation criterion.

Section Evaluation Criteria Possible Points

4.2.1.1 Evaluation Item 1: Sponsoring Organization Capacity and Readiness 48

4.2.1.2 Evaluation Item 2: Commitment to Equity 14

4.2.1.3 Evaluation Item 3: Regional Partnerships and Capacity 32

4.2.1.4 Evaluation Item 4: Budget Narrative 6

Total Possible Points 100

4.4 RANKING OF APPLICANTS

The SPC will total the points for each Application. SPC will determine rank order for each respective Application, with the highest point total receiving the highest rank, and successive rank order determined by the next highest point total.

4.5 NEXT STEP DETERMINATION

Agency may conduct additional rounds of competition if in the best interest of the State.

Additional rounds of competition may consist of, but will not be limited to:

• Establishing a competitive range

• Presentations/ demonstrations/ additional submittal items

• Interviews

If Agency elects to conduct additional round(s), Agency will provide written…