4785 LGBTQ2SIA RFA~1.pdf

RFA 00004785 - LGBTQ2SIA+ Student Success Plan

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.

STATE OF OREGON

COVER PAGE

OREGON DEPARTMENT OF EDUCATION

LGBTQ2SIA+ STUDENT SUCCESS PLAN

2021-2023 GRANT PROGRAM

Request for Grant Applications (“RFA”)

RFA #: S-58100-00004785

Date of Issue: October 26, 2022

Closing Date and Time: December 7, 2022

Single Point of Contact (SPC): Jeanie Stuntzner

Address: 255 Capitol Street NE City, State, Zip: Salem, OR 97310 Phone: (503) 569-2594 E-mail: Jeanie.stuntzner@ode.oregon.gov

It is a policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age, sexual orientation, or disability in any educational programs, activities or employment. For more information, visit the Anti- Discrimination Policy page.

https://www.oregon.gov/ode/rules-and-policies/Pages/Anti-Discrimination-Policy.aspx https://www.oregon.gov/ode/rules-and-policies/Pages/Anti-Discrimination-Policy.aspx

TABLE OF CONTENTS

SECTION 1: GENERAL INFORMATION

1.1 PURPOSE …………………………………………………………………………………………………………………………4

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 AND METHOD

2.2 DEFINITION OF TERMS

2.3 OVERVIEW

2.4 SCOPE OF PROJECT

2.5 LGBTQ2SIA+ STUDENT SUCCESS GRANTS

2.6 REPORTING AND ACCOUNTABILITY

SECTION 3: APPLICATION PROCESS AND REQUIREMENTS

3.1 APPLICATION PROCESS

3.2 MINIMUM SUBMISSION REQUIREMENTS AND APPLICATION CONTENT REQUIREMENTS ... 9

3.3 APPLICATION REQUIREMENTS……………………………………………………………………………………….9

3.4 EVALUATION PROCESS…………………………………………………………………………………………………...10

3.5 RANKING OF APPLICANTS………………………………………………………………………………………………22

SECTION 4: AWARD AND NEGOTIATION……………………………………………………………………………23

4.1 AWARD NOTIFICATION PROCESS……………………………………………………………………………………23

4.2 SUCCESSFUL APPLICANT SUBMISSION REQUIREMENTS………………………………………………….23

4.3 GRANT NEGOTIATION…………………………………………………………………………………………………….24

SECTION 5: ADDITIONAL INFORMATION…………………………………………………………………………..24

5.1 GOVERNING LAWS AND REGULATIONS…………………………………………………………………………..24

5.2 OWNERSHIP/PERMISSION TO USE MATERIALS………………………………………………………………25

5.3 CANCELLATION OF RFA; REJECTION OF APPLICATIONS; NO DAMAGES…………………………...25

5.4 COST OF SUBMITTING AN APPLICATION………………………………………………………………………...25

SECTION 6: LIST OF ATTACHMENTS………………………………………………………………………………….25

SECTION 1: GENERAL INFORMATION

1.1 PURPOSE

The State of Oregon, acting by and through its Department of Education (“Agency”), is issuing this Request for Applications (“RFA”) on behalf of its Office of Equity, Diversity, and Inclusion (OEDI) to provide funding for the 2021-2023 LGBTQ2SIA+ Student Success Grant as charged by the Oregon Legislature in Senate Bill 52 (SB 52) of the 2021 legislative session.

1.2 GRANT AMOUNT AND DURATION

Agency anticipates awarding multiple Grant Agreements (each a “Grant”) from this RFA. The initial term of a Grant is anticipated to be effective July 1, 2022 to expire June 30, 2023 with the Agency reserving the option to renew for the following biennium, July 1, 2023-June 30, 2025. To be considered for a renewal, Agency will evaluate Grantee’s outcomes/successes for 2022-2023 Project activities.

Renewals will also be dependent on Agency receiving adequate funding for the 2023-2025 biennium.

The amount of each Grant is anticipated to be up to $200,000.00 for the 2021-2023 biennium.

Regardless of each Grant’s award date, Grants will be effective July 1, 2022 and expire June 30, 2023.

All eligible Applicants submitting Applications are referred to as Applicants in this RFA. After execution of a Grant Agreement, the awarded Applicant will be designated as a Grantee.

1.3 ELIGIBILITY

To be eligible for a Grant under this RFA, and qualify to implement the strategies provided in Section 2.4, Project Description, Applicants must demonstrate the objectives of the grant activities are to benefit and serve Plan students and their families, in accordance with the Plan, and be a:

● Community-Based Organization;

● Culturally Specific Organization;

● Early Learning Hub;

● Provider of Early Learning Services;

● School District;

● Education Service District;

● Public Charter School;

● Tribal Government;

● Post-secondary Institution of Education; or

● A consortium of these entities.

1.4 SCHEDULE

The table below represents a tentative schedule of events. All times are listed in prevailing Pacific Time.

All dates listed are subject to change.

Event Date Time

Pre-application webinar Link:

: https://www.zoomgov.com/meeting/r egister/vJIsdeqgqzktE002xAxLFa4-c0AX3LblkY4

November 9, 2022 3:30-5:00 PM PST

Questions / Requests for Clarification Due November 23, 2022 12:00 PM PST

Closing (Applications Due) December 7, 2022 5:00pm

Issuance of Notice of Award (approximate) January 11, 2023

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. Applicant shall direct all communications related to any provision of the RFA, whether about the technical requirements of the RFA, contractual requirements, the RFA process, or any other provision only to the

SPC.

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY AND METHOD

The Agency is issuing this RFA pursuant to its authority under ORS 329.847 and implementing OAR 581- 017-0747 to 581-017-0762.

2.2 DEFINITION OF TERMS

For the purposes of this RFA, the following definitions apply.

2.2.1 Program Specific Definitions

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

“Applicant” means a person, organization, or governmental entity submitting an Application in response to this RFA.

“Application” means a written response to this RFA.

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

“Community-Based Organization” means a nonprofit organization that is reflective of a community or significant segments of a community it seeks to serve.

“Consortium” means a group of eligible entities, as defined in Eligibility Section 1.3, pooling resources to achieve a common objective. Each consortium must designate a fiscal agent.

“Culturally Specific Organization” means an organization that serves a particular cultural https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.zoomgov.com%2Fmeeting%2Fregister%2FvJIsdeqgqzktE002xAxLFa4-c0AX3LblkY4&data=05%7C01%7CJeanie.Stuntzner%40ode.oregon.gov%7Cdd19417e35db47a0048308dab606eb82%7Cb4f51418b26949a2935afa54bf584fc8%7C0%7C0%7C638022438099482094%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=rrW6WJZMh90jDOLRIyDa%2B8APiXgQAie5S7LXveCz2ow%3D&reserved=0 https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.zoomgov.com%2Fmeeting%2Fregister%2FvJIsdeqgqzktE002xAxLFa4-c0AX3LblkY4&data=05%7C01%7CJeanie.Stuntzner%40ode.oregon.gov%7Cdd19417e35db47a0048308dab606eb82%7Cb4f51418b26949a2935afa54bf584fc8%7C0%7C0%7C638022438099482094%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=rrW6WJZMh90jDOLRIyDa%2B8APiXgQAie5S7LXveCz2ow%3D&reserved=0 https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.zoomgov.com%2Fmeeting%2Fregister%2FvJIsdeqgqzktE002xAxLFa4-c0AX3LblkY4&data=05%7C01%7CJeanie.Stuntzner%40ode.oregon.gov%7Cdd19417e35db47a0048308dab606eb82%7Cb4f51418b26949a2935afa54bf584fc8%7C0%7C0%7C638022438099482094%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=rrW6WJZMh90jDOLRIyDa%2B8APiXgQAie5S7LXveCz2ow%3D&reserved=0 https://www.oregonlegislature.gov/bills_laws/ors/ors329.html https://www.oregon.gov/ode/students-and-family/equity/LGBTQ2SIAStudentEducation/Pages/LGBTQ2SIA--Student-Success-Plan-Rules.aspx https://www.oregon.gov/ode/students-and-family/equity/LGBTQ2SIAStudentEducation/Pages/LGBTQ2SIA--Student-Success-Plan-Rules.aspx community and is primarily staffed and led by members of that community; these organizations demonstrate: intimate knowledge of lived experience of the community, including but not limited to the impact of structural and individual discrimination on the community; knowledge of specific disparities, barriers or challenges documented in the community and how that influences the structure of their program or service; commitment to the community’s strength-based and self-driven thriving and resilience; ability to describe and adapt their services to the community’s cultural practices, health and safety beliefs/practices, positive cultural identity/pride, religious beliefs, etc.

“Evaluation Committee” means the group of people who will evaluate and score Applications submitted in response to this RFA.

“Grantee” means the persons, firms, consortiums, or governmental entities involved in the substantive activities of the project. The Grantee performs substantive work on the program to accomplish the program’s purpose.

“Grant Funds” Monies made available through the Student Success Act.

“LGBTQ2SIA+ Student Success Grant” means the Grant authorized in ORS 329.847.

“LGBTQ2SIA+ Student Success Plan” or “Plan” means the plan established in ORS 329.847 and adopted by the State Board of Education on April 15, 2021. (See Attachment E)

"Partnership” means a group of organizations, Tribal governments, school districts, education service districts or individuals who agree to work together with a common interest and shared vision.

In a partnership, there is a high level of trust and 2-way communication, and differences in power and privilege addressed. Roles and responsibilities on all sides are well defined and developed with shared authority in decision-making. There might be shared space and staff, with expectations and agreements in writing.

“Project” means the programs, activities, and outcomes applicants will develop to meet their chosen strategies of the LGBTQ2SIA+ Student Success Plan.

“Plan student” means a student enrolled in early childhood through post-secondary education who:

● May be lesbian, gay, bisexual, transgender, queer, two-spirit, intersex, asexual, nonbinary or another minority gender identity or sexual orientation (“LGBTQ2SIA+”); and

● Has experienced disproportionate results in education due to historical practices and policies, as may be further identified by the State Board of Education by rule.

For the purposes of this definition, “enrolled” means:

● enrollment in a school district K-12 educational program; or

● enrollment in a state-funded K-12 educational program, which includes but is not limited to educational programs provided by or in the following institutions: public charter schools, education service districts, long term care and treatment facilities, the Youth Corrections Education Program, the Oregon

School for the Deaf, and Juvenile Detention Education Programs.

For additional definitions related to sexual orientation and gender identity, please see the LGBTQ2SIA+ Student Success Plan.

2.3 OVERVIEW

2.3.1 Agency Overview and Background

The Oregon Department of Education (Agency) oversees the education of over 560,000 students in Oregon’s public K-12 education system. Agency encompasses early learning, public preschool programs, the state School for the Deaf, regional programs for children with disabilities, and education programs in Oregon youth corrections facilities. While the Agency is not in the classroom directly providing services, the Agency (along with the State Board of Education), focuses on helping districts achieve both local and statewide goals and priorities through strategies such as:

● Developing policies and standards;

● Providing accurate and timely data to inform instruction;

● Training teachers on how to use data effectively;

● Effectively administering numerous state and federal grants; and

● Sharing and helping districts implement best practices.

The Agency fosters equity and excellence for every learner through collaboration with educators, partners and communities and is guided by integrity, accountability, excellence and equity. The Agency’s priorities are graduating Oregon students to be college and career ready, closing the achievement gap and opportunity gaps, teacher and administrator effectiveness, increasing performance for all schools and districts, and a strong, seamless education system from early childhood through higher education.

2.3.2 Office of Equity, Diversity, and Inclusion

The Office of Equity, Diversity, and Inclusion (OEDI) is an office of powerful and passionate individuals who are committed to actualizing the Oregon Equity Stance for Oregon students. The Oregon Equity Stance asserts that education equity is the equitable implementation of policy, practices, procedures, and legislation that translates into resource allocation, education rigor, and opportunities for historically and currently marginalized youth, Students, and families including civil rights protected classes. This means the restructuring and dismantling of systems and institutions that create a dichotomy of beneficiaries, and those who are oppressed and marginalized. The OEDI is home to various equity-focused and culturally specific projects, enacted through legislation and implemented with partners across the agency. Our goal is to develop partnerships to provide support, technical assistance, and funding to districts, education service districts, and Community-Based Organizations to improve the learning and experience of Students and families from communities that are currently and historically harmed and marginalized by educational systems.

2.4 SCOPE OF PROJECT

2.4.1 Summary of the LGBTQ2SIA+ Student Success Plan

The Plan was developed at the direction of the Legislature to develop and implement strategies to address historic and current systemic inequities experienced by LGBTQ2SIA+ students through focused investments and partnerships with Community Based Organizations, school districts, Tribes, education service districts, early learning providers, and post-secondary institutions. The Plan centers equity and https://www.oregon.gov/ode/students-and-family/equity/Documents/LGBTQ2SIA+%20Student%20Success%20Plan.pdf https://www.oregon.gov/ode/students-and-family/equity/Documents/LGBTQ2SIA+%20Student%20Success%20Plan.pdf community by ensuring those closest to the problem help develop and design the solutions. The Plan highlights the necessity for an intersectional framework that addresses the multiple identities LGBTQ2SIA+ students occupy. Student experiences related to racial identity, Tribal sovereignty, religious identity, social class, disability, and immigration status interact with their experiences associated with a range of LGBTQ2SIA+ identities. Through this effort, the Agency will work to close the opportunity gap and eliminate educational disparities to ensure all students can thrive.

Plan Goals and Values

The LGBTQ2SIA+ Student Success Plan provides strategies to work toward addressing educational and mental health needs of Plan students. The Plan addresses:

1) specific LGBTQ2SIA+ youth experiences;

2) a research review and state policy challenges; and

3) a summary of three interdependent levels of recommendations: individual intention and impact, institutional policies and facilities, and state accountability and support systems.

Across all recommendations, the intention is the same — to create environments where LGBTQ2SIA+ students have trusting relationships, feel connected to individuals and the community, and can be their full, authentic selves. Trust, connection and inclusion are necessary ingredients for students to succeed in reaching their full potential academically, as well as socially and emotionally.

2.5 LGBTQ2SIA+ STUDENT SUCCESS GRANTS

The 2021-2023 LGBTQ2SIA+ Student Success Grants are being made available to early learning hubs, providers of early learning services, school districts, education service districts, public charter schools, post-secondary institutions of education, Tribal governments, community-based organizations, or a consortium of these entities to address the activities and outcomes in their Grant Application, aligned with the LGBTQ2SIA+ Student Success Plan strategies.

The goal of these Grants is to provide funds to applicants that document an understanding of the unique needs of Plan students, have the potential to become exemplar programs, and who create collaborative practices relating to strategies outlined in the Plan. Using the Plan, each Applicant must develop grant activities and outcomes to meet their chosen strategies of the Plan (“Project”).

2.6 REPORTING AND ACCOUNTABILITY

Applicants awarded a Grant will be required to report Project outcomes to Agency and provide evidence demonstrating progress made towards meeting Project outcomes within the Performance Period of the Grant. These reports may include, but are not limited to: quarterly reports, expenditure reports, data on specific measures of the Project, interim and final Grant reports, and other information as needed (e.g., changes to project logic model, timeline of progress, plans for sustaining the program).

SECTION 3: APPLICATION PROCESS AND REQUIREMENTS

3.1 APPLICATION PROCESS

3.1.1 Public Notice – OregonBuys

The RFA, including all addenda and attachments, is advertised in OregonBuys, oregonbuys.gov.

https://oregonbuys.gov/bso/

RFA documents will not be mailed to prospective Applicants.

Agency will advertise all Addenda in OregonBuys. Prospective Applicants are solely responsible for checking OregonBuys to determine whether any Addenda have been issued. Addenda are incorporated into the RFA by this reference.

3.1.2 Public Notice – Agency Website

The RFA, including all addenda and attachments, are published on Agency’s LGBTQ2SIA+ Student Success webpage at https://www.oregon.gov/ode/students-and-family/equity/LGBTQ2SIAStudentEducation/Pages/default.aspx

Prospective Applicants are solely responsible for checking this webpage to determine whether or not any addenda have been issued. Addenda are incorporated into the RFA by this reference.

RFA documents will not be mailed to prospective Applicants.

3.1.3 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 emailed to the SPC only for this RFA.

● Reference the LGBTQ2SIA+ Student Success Plan.

● Identify Applicant’s name and contact information.

● Be sent by Applicant’s authorized representative.

● 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.

3.1.4 Pre-Application Conference

A pre-Application webinar conference will be held for this RFA on November 9, 2022 3:20-5:00 PM to respond to clarifying questions. Please see Section 1.4 for the Schedule. The link to register for the webinar is:

https://www.zoomgov.com/meeting/register/vJIsdeqgqzktE002xAxLFa4-c0AX3LblkY4

The purpose of the pre-Application conference is to:

● 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.

https://www.oregon.gov/ode/students-and-family/equity/LGBTQ2SIAStudentEducation/Pages/default.aspx https://www.oregon.gov/ode/students-and-family/equity/LGBTQ2SIAStudentEducation/Pages/default.aspx https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.zoomgov.com%2Fmeeting%2Fregister%2FvJIsdeqgqzktE002xAxLFa4-c0AX3LblkY4&data=05%7C01%7CJeanie.Stuntzner%40ode.oregon.gov%7Cdd19417e35db47a0048308dab606eb82%7Cb4f51418b26949a2935afa54bf584fc8%7C0%7C0%7C638022438099482094%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=rrW6WJZMh90jDOLRIyDa%2B8APiXgQAie5S7LXveCz2ow%3D&reserved=0

3.1.5 Application Submission

Applicant is solely responsible for ensuring its Application is received by the SPC in accordance with the RFA requirements before the closing date and time identified in the Schedule in Section 1.4 (“Closing”).

Agency is not responsible for any delays, transmission errors, or mistaken delivery. Applications submitted by any other means are not authorized and may be rejected.

3.1.5.1 Submission via ODE District Secure File Transfer Process

An electronic version of the complete Application must be submitted to the SPC using the secure file transfer system available on Agency’s district website: https://district.ode.state.or.us/apps/xfers/.

Follow the instructions provided on the secure file transfer website. Multiple files must be compressed (zipped) into a single folder for submission.

Only complete Applications submitted by Closing will be evaluated and scored. If you need assistance with the secure file transfer process, contact Agency’s helpdesk at 503-947-5715 or email at ode.helpdesk@ode.state.or.us.

3.1.6 Application Due

Applications and all required submittal items must be received by the SPC on or before Closing specified in Section 1.4. Any Application received after the Closing will not be accepted. All Application modifications or withdrawals must be completed and submitted 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 at the Agency’s option.

3.1.7 Modification or Withdrawal of Applications

Any Applicant who wishes to make modifications to an Application already received by the Agency shall submit its modification in the manner required in the Application Submission Section and must denote the specific change(s) to the Application submission.

If an Applicant wishes to withdraw a submitted Application, it shall do so prior to the closing deadline specified in Section 1.4 (Closing). The Applicant shall submit a written notice signed by an authorized representative of its intent to withdraw its Application. The notice will include the RFA title and be submitted to the SPC via email.

3.1.8 Application Rejection

The Agency may at its discretion reject an Application for any of the following reasons:

● Applicant fails to substantially comply with all prescribed RFA procedures and requirements, including but not limited to the requirement that Applicant’s authorized representative sign the Application;

● 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 inappropriate contact with the SPC;

● Applicant attempts to inappropriately influence a member of the Evaluation Committee;

https://district.ode.state.or.us/apps/xfers/ mailto:ode.helpdesk@ode.state.or.us or

● Applicant fails to meet all requirements listed in Section 3.2.1.1, Applicant Eligibility.

3.2 MINIMUM SUBMISSION REQUIREMENTS AND APPLICATION CONTENT 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 Eligibility

3.2.1.1 To be eligible to receive the LGBTQ2SIA+ Student Success Grant, an Applicant must:

● Be a Community-Based Organization, Culturally Specific Organization, early learning hub, provider of early learning services, school district, education service district, public charter school, Tribal government, post-secondary institution of education, or a consortium of these entities; and

● Demonstrate the outcomes of the grant activities will benefit and serve Plan students and their families in accordance with the Plan and to further one or more of the Plan strategies in their Application.

3.2.1.2 The Agency will review and award Grants to eligible Applicants in accordance with the Evaluation Criteria in Section 3.4.2.

3.2.2 Application Format and Quantity

The Applicant should follow the format provided in the Application and its Content Requirements, Attachment B of this RFA. The Application must describe in detail how requirements of this RFA will be met. Grantee may provide additional related information if applicable.

Applicant shall submit one (1) electronic copy of its Application to the SPC listed on the Cover Page of this

RFA.

3.2.3 Authorized Representative

A representative authorized to bind the Applicant shall sign the Application Certification Sheet (Attachment B) and the Application. Failure of the authorized representative to sign the Application Certification Sheet and Application may subject the Application to rejection by Agency.

3.3 APPLICATION REQUIREMENTS

The Application (Attachment C) must address all requirements set forth in this RFA and the Application.

Applicant shall fully describe its proposed Project as outlined in the Application. An Application that merely offers to perform a program as stated in this RFA will be considered non-responsive to this RFA and will not be considered further.

3.3.1 Application

Applicant must complete and submit the Application form provided in Attachment C. Applicant should use definitive verbs in their narrative to describe what 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 Applications are public record and are subject to public inspection after Agency issues the notice of intent to award.

3.3.2 Grant Agreement

Applicant must indicate in Attachment B it will agree to the terms and conditions outlined in the Sample Grant Agreement (Attachment A). Applicant may request changes to the form of Grant Agreement in Attachment A by submitting, as part of its Application, alternative proposed language.

3.3.3 Budget and Budget Narrative:

Applicant must complete and submit a detailed Budget and Budget Narrative provided in Attachment D which clearly identifies reasonable costs associated with fulfilling the RFA. It is vital that an Applicant does not sacrifice efforts to stretch dollars too thin to be successful in delivering its proposed LGBTQ2SIA+ Student Success goals. This means applicants should ensure their budgets balance quality of service and plans to reach the goals outlined with being fiscally responsible.

Applicant’s budget should demonstrate equitable distribution of Grant Funds and resources and describe that distribution in the budget strategy. For purposes of this RFA, equitable distribution of Grant Funds means that for those Projects where one or more partners are involved, each partner must receive an amount of Grant Funds sufficient to complete their work and contribution to the Project goals. This ensures smaller Community-Based Organizations who are Project partners are not inadvertently under-resourced for their work.

A successful Grantee may request to receive their Grant Funding in advance of expenditures up to 25% of their first year’s award upon execution of the Agreement. Such a request shall be subject to Agency approval and conditions. Additional Grant Funds will only be released upon approval of narrative and expenditure reports that demonstrate how Grant Funds have been expended by the reporting date.

3.3.4 Applicant Information and Certification Sheet

Applicant must complete and submit the Applicant Information and Certification Sheet (Attachment B).

All Applications are public record and subject to public inspection after Agency issues the notice of intent to award(s).

3.4 EVALUATION PROCESS

3.4.1 Responsiveness Determination

SPC will review all Applications received prior to Closing for responsiveness to all RFA requirements including compliance with the Minimum Submission Requirements and Application Content Requirements in Section 3. If the Application is unclear, the SPC may request clarification from Applicant.

However, clarifications will 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 minor mistakes at its sole discretion. SPC may request further clarification to assist the Evaluation Committee in gaining additional understanding of Applications. A response to a clarification request will be only to clarify or explain portions of the already submitted Application and must not contain new information not included in the original Application.

3.4.2 Evaluation Criteria (100 Points Possible)

Applications which meet the requirements outlined in the Application Requirements section will be evaluated by an Evaluation Committee. Evaluators will assign a score for each evaluation criterion as listed below in this Section.

Each Applicant will be scored on how well they respond to the Evaluation Items detailed below and demonstrate their ability to meet the requirements described in Section 2.4. Each Applicant will be scored based on a percentage of points awarded to total possible.

(The remainder of this page is left blank intentionally.)

SCORE SCORING RUBRIC

25 points possible

1.) PROJECT DESCRIPTION

To what extent does Applicant’s overview describe their Project, strategies, and desired outcomes? Does their overview support how they will accomplish their chosen LGBTQ2SIA+ Student Success Plan strategies? Does the Project address strategies that are common across the other ODE student success plans (African American/Black Student Success Plan, Latino/a/x and Indigenous Student Success Plan, and/or the American Indian/Alaska Native Student Success Plan) and communities? Does the project overview address intersectional needs of Plan students (e.g., race, ethnicity, disability, national origin, religion, etc.)? Does the project overview center equity and address disproportionate educational outcomes?

To what extent do Applicant’s Activities tables clearly describe how their activities, timelines, partnership [and/or involvement by individuals representing the communities served by the project, including students, who will be involved in co-constructing the project design, implementation, and providing strategic guidance in final decision-making (“Community Voice”)] involvement, and outcomes will meaningfully work to successfully accomplish their chosen Plan strategies? Are the timelines provided achievable and within the scope of the proposed Project? Are the outcomes provided specific and measurable?

● High (19-25): Applicant(s) provides an overview which clearly describes their

Project and their chosen LGBTQ2SIA+ Success Plan strategies. The overview reflects a clear effort to implement the Project in accordance with the Plan and in a manner that aligns with at least one additional ODE student success plan (Latinx, AA/BSS, AI/AN, etc.). The project overview clearly addresses intersectional needs of Plan students. The Project overview clearly demonstrates how activities center equity and address disproportionate educational outcomes.

Activity tables provide clear and detailed activities, timelines, and partnership involvement, which demonstrate meaningful impact on all chosen Success Plan strategies. Outcomes within activity tables are specific and measurable and aligned with the chosen Plan strategies.

● Medium (10-18): Applicant(s) provides an overview, which adequately describes their project and their chosen LGBTQ2SIA+ Success Plan strategies. The project overview only somewhat addresses intersectional needs of Plan students. The Project overview only somewhat demonstrates how activities center equity and address disproportionate educational outcomes.

Activity Tables provide adequate activities, timelines, partnership involvement, and outcomes towards meaningful impact on most selected Plan strategies. Some actions described for a specific approach may be lacking or missing. Outcomes within activity tables may not be specific and measurable and/or may not align with the chosen Plan strategies.

● Low (0-9): Application overview lacks clarity and makes it difficult to determine which LGBTQ2SIA+ Success Plan strategies were chosen. The project overview does not address intersectional needs of Plan students. The Project overview does not demonstrate how activities center equity and address disproportionate educational outcomes.

Activities, timelines, and outcomes in the Activity Tables do not support or align with their respective Success Plan strategies. Applicant failed to include activities, timelines, partnership involvement, and outcomes.

10 points possible

2.) APPLICANT AND COMMUNITY OVERVIEW

To what extent does Applicant’s purpose, goals, and history of providing services and/or engaging with their local LGBTQ2SIA+ communities align with the mission of the LGBTQ2SIA+ Student Success Grant Program? Do they include examples of issues faced historically by Plan students in their community? If Applicant is a school district or educational service district, to what extent do they describe their district's prior LGBTQ2SIA+ Student Success efforts both at the school and district level? Do they include examples of successful efforts to improve conditions for Plan students and communities? Do they include examples of successful efforts around Plan student and family engagement, leadership development, or advocacy? If no such efforts at the district or ESD level exist, do they outline the barriers or factors preventing these efforts, and clearly include specific strategies to address these barriers through school community leadership and advocacy?

• High (8-10): Applicant’s purpose, vision, and goals are clearly connected with the purpose of the LGBTQ2SIA+ Student Success Grant Program.

Applicant’s include clear examples of issues faced historically by Plan students in their community. Details of the structure, staffing, experience and communities served are clearly articulated and support the mission of the LGBTQ2SIA+ Student Success Grant Program. Applicant includes more than one example of a successful effort to improve educational opportunities for Plan students and communities. They also include more than one example of a successful effort around Plan students and family engagement, leadership development, or advocacy. Applicant is a Culturally Specific or Community-Based Organization that represents Plan students or families in accordance with the Plan or is partnered with a Culturally Specific or Community-Based Organization that represents Plan students or families.

If there are no prior examples of LGBTQ2SIA+ Student Success efforts within a school district or ESD, Applicant clearly outlines the barriers that have prevented such projects from existence, and the proposed strategies for addressing these barriers through school community leadership and advocacy. Proposed strategies are relevant, evidence-based, and scaled appropriately for reducing or mitigating barriers.

• Middle (5-7): The purpose, vision, and goals can be inferred in the summary. Some details of the structure, staffing, experience and communities served are articulated and support the mission of the LGBTQ2SIA+ Student Success grant program. Applicant’s include some examples of issues faced historically by Plan students in their community.

Applicant includes at least one example of a successful effort to improve educational opportunities for Plan communities. They also include at least one example of a successful effort around Plan community and family engagement, leadership development, or advocacy. Applicant is not a Culturally Specific or Community-Based Organization that represents Plan students or families in accordance with the Plan nor are they partnered with a Culturally Specific or Community-Based Organization that represents

SCORE SCORING RUBRIC

Plan students or families.

If there are no prior examples of LGBTQ2SIA+ Student Success efforts within a school district or ESD, Applicant includes at least one barrier that has prevented such projects from existence, and includes at least one proposed strategy for addressing these barriers through school community leadership and advocacy.

• Low (0-4): The purpose is not clear. There is not a clear connection between the purpose, vision and goals. Applicant does not include any examples of issues faced historically by Plan students in their community.

Applicant does not include any examples of successful efforts to improve educational opportunities for Plan students and communities, nor any barriers that have prevented such projects from existing. They do not include any examples of successful efforts around Plan student and family engagement, leadership development, or advocacy. Applicant is not a Culturally Specific or Community-Based Organization that represents Plan students or families.

SCORE SCORING RUBRIC

5 points

3.) Regional Focus

To what extent does the Applicant describe how its program is unique and meets unmet needs or supports underserved Plan student populations within their community or area?

To what extent possible do they describe the number of existing programs, what needs are not being addressed by existing programs, and what LGBTQ2SIA+ Student Success Plan strategies are or are not being implemented?

• High (4-5): Applicant’s proposal will provide services to Plan students residing in geographic locations that currently offer little to no culturally relevant services or programming specific to the needs of Plan students.

Applicant has provided specific, detailed information about current programs in Applicant’s service area, thus evidencing thorough investigation into current services provided and gaps that need to be addressed.

• Middle (2-3): Applicant’s service area contains some current programs specific to the needs of Plan students but has several gaps in type of services provided or current services reach only a small percentage of Plan students in Applicant(s)’ service area. Applicant demonstrated that its proposal will serve students who have limited, but some, access to culturally specific services or programming in their geographic area. Applicant has provided specific information about current programs in Applicant’s service area, thus evidencing thorough investigation into current services provided and gaps that need to be addressed.

• Low (0-1): Applicant’ service area already has multiple programs specific to the needs of Plan students and/or does not fill a particular gap or mitigate/reduce any barriers to the accessibility of proposed services. Or Applicant provided little to no specific information about currently available services specific to the needs of Plan students.

SCORE SCORING RUBRIC

10 points

4.) STUDENT AND COMMUNITY VOICE

To what extent does the Applicant’s Project engage and/or plan to engage LGBTQ2SIA+ Student Success Plan students and communities in the design, implementation, and strategic direction of the Project? To what extent does the Applicant include a description of how students and community members will be involved throughout the Project in decision-making roles? To what extent does the Applicant describe the following:

A. Relationship building or recruitment efforts needed to engage students and community members B. How Applicant will communicate the Project’s progress with students and community members throughout the life of the Project C. How Applicant will address participation barriers to ensure authentic engagement opportunities (e.g., childcare, compensation, technology, language translation, etc.)

• High (8-10): Students and community members served by the Project are actively and purposely involved in the design, implementation, and strategic direction of the Project. Student and community member involvement in implementation is clearly defined and constitutes a meaningful and integral part of Project success. Application includes a clear plan to identify and engage students and community members served by the Project. Application demonstrates that student and community member strategic guidance in decision-making is a respected and valued part of the decision-making project by communicating progress on the Project and addressing barriers to participation.

• Medium (5-7): Students and community members served by the Project are consulted in the design, implementation, and strategic direction of the Project. This consultation may be one-time or of limited duration only.

Active student and community member involvement in implementation is not clearly defined. While it appears that student and Community Voice is valued, the Applicant’s plan on identifying and engaging students and community members served by the Project is non-specific. There is some concern that student and community involvement was not central to the planning/development process and/or does not address barriers to participation.

• Low (0-4): Application contains little to no evidence that students and community members served by the project are involved in the co-constructing the project design, implementation, or providing strategic guidance in final decision-making. Student and Community Voice is not clearly connected to Project success and all decision making roles are held entirely by staff or community members who do not reflect the populations served by the Project.

10 points

5.) PARTNERSHIPS

To what extent does Applicant partner with another group of organizations, Tribal governments, school districts, education service districts, or individuals? If Applicant chose not to partner, to what extent does it describe its decision not to partner (e.g., consortium members, consultants, other organization partners)? To what extent does the Applicant describe the following:

A. Why it chose their partner organization(s) for this Project B. What unique strength each partner will contribute to the Project C. What structures are in place to ensure accountability among the Project partners?

(e.g. verbal agreement, Memorandum of Understanding (MOU), letters of support from Project partners, regular check in meetings, etc.)

To what extent does the Applicant’s budget demonstrate equitable distribution of Grant Funds? For purposes of this RFA, equitable distribution of Grant Funds means evaluating the overall distribution of Grant funds to ensure maximum participation by Community Voice.

For those Projects where one (1) or more partners are involved, each partner must receive an amount of Grant Funds sufficient to complete their work and contribution to the Project goals. This ensures smaller Community-Based Organizations who are Project partners are not inadvertently under-resourced for their work.

• High (8-10): Applicant clearly states who they are partnering with for their stated Project and why they chose these organizations or individuals. Each partner organization’s unique strengths and contributions are clearly stated.

The Applicant clearly describes what structures are in place to ensure accountability among Project partners.

If the Applicant chose not to partner, their reasons are clear and their Application effectively describes how they will accomplish the Project goals on their own. The feasibility of the application is appropriately scaled and sufficiently planned without the need for partnership.

• Medium (5-7): Applicant adequately states who they are partnering for their stated Project and why they chose these organizations or individuals.

Their partner organization’s strengths and contributions are adequately stated but some key information may be missing. The Applicant adequately describes what structures are in place to ensure accountability among Project partners.

If the Applicant chose not to partner, their reasons are adequate but it may not be clear from their Application how they will accomplish the Project goals on their own.

• Low (0-4): Proposal contains little to no justification for why they chose their Project partners. There is little to no structure provided or described to ensure accountability among Project partners.

If the Applicant chose not to partner, no reasons are given and it is not clear from their Application if they can accomplish the Project goals on their own.

SCORE SCORING RUBRIC

10 points

6.) PROGRESS MEASURES AND EVALUATION

To what extent does Applicant detail its plan to measure and report towards identified Project outcomes? To what extent will Applicant use feedback in real-time to inform and improve upon the Project outcomes? To what extent will Applicant communicate progress of the Project to their community and partners?

• High (8-10): Evaluation and assessment plan is clear and detailed.

Application clearly describes their process for using feedback to inform their Project and adjust accordingly for improvement. Their Application clearly describes their communications plan to keep community members and partners informed in culturally and linguistically responsive ways.

• Medium (5-7): Evaluation and assessment plan provided is adequate but lacks detail. Proposal adequately describes their process for gathering feedback to inform their Project but lacks clarity around how this feedback will be used. Their Application adequately provides a communications plan to keep community members and partners informed although the communication methods used may not be culturally and linguistically responsive.

• Low (0-4): Evaluation and assessment plan is lacking or missing. It is not clear how the Project will evaluate their progress and use this data to inform their Project. Their Application’s communications plan is lacking or missing or does not take into consideration the cultural and linguistic needs of their community members and partners.

SCORE SCORING RUBRIC

5 points

7.) PROJECT ROLES

To what extent does Applicant(s) describe the key staff and/or volunteers involved with their Project? To what extent does Applicant describe how these roles will support the Project and which positions will be created using Grant Funds? To what extent does Applicant describe the compensation structure for roles/positions created with these grant funds? This should align with Project roles in Attachment D - Budget.

• High (4-5): Project roles are clearly described with each individual’s role within the Project outlined. A brief description for each role and how they will contribute to the Project goals is provided. Applicant clearly describes the compensation structure for roles/positions created with these grant funds.

• Medium (2-3): Project and individual roles are described, but not clearly and/or need more details. A brief description for each role and how they will contribute to the Project goals is provided, but not clearly and/or need more details. Applicant describes the compensation structure for roles/positions created with these grant funds, but not clearly and/or need more details.

• Low (0-1): Project roles and connection to the Project are lacking or missing. Descriptions for each role are lacking or missing entirely. It is not clear from the Application how the roles contribute to the Project goals.

Project roles do not align with those outlined in Attachment D - Budget.

SCORE SCORING RUBRIC

No Points Awarded

8.) REGION WHERE SERVICES WILL BE PROVIDED

Grants will be awarded regionally – Northwest, Southwest, Metro, Central and East [See list of regions and map below]. Applicants must specify the region in which they will be applying and delivering services. ODE seeks to award at least one grant in each of the five regions shown below, depending on whether applicants meet eligibility criteria and score within a certain threshold. ODE reserves the right not to award any grants in any specific regions depending on the pool of applicants and the quality of applications.

1. Southwest: Coos, Curry, Douglas, Jackson, Josephine, and Lane counties

2. Northwest: Benton, Clatsop, Columbia, Lincoln, Linn, Marion, Polk, Tillamook and

Yamhill counties

3. Metro: Clackamas, Multnomah and Washington counties

4. Central: Crook, Deschutes, Gilliam, Hood River, Jefferson, Klamath, Lake, Morrow, Sherman, Wasco and Wheeler counties

5. East: Baker, Grant, Harney, Malheur, Umatilla, Union and Wallowa counties

SCORE SCORING RUBRIC

20 points possible

9.) BUDGET TABLE AND NARRATIVE

To what extent is the Applicant’s budget appropriate for the scope of the proposed activities and services? How has Applicant budgeted for salaries, hourly wages, and FTE, including use of existing staff? Does the applicant demonstrate adequate staffing for the implementation of the proposed Applicant’s Project? Does the Applicant include all roles that are present within the Project Roles and Project Description Activities Tables within the application? How well does the Applicant’s Budget maintain and sustain the work over their proposed timeline?

• High (16-20): The budget worksheet and narrative are well aligned and tailored to provide appropriate support for the Project activities and outcomes in the Application. Budget narrative and worksheet clearly describes budget line items, their purposes, and how line items were determined. Salaries or hourly wages in the budget reflect a living wage (based on region) for all grant-funded staff. The budget timeline corresponds well to the grant activities of the Application. The narrative has sufficient detail to show that expenses are reasonable. Description of specific strategies for braiding disparate funding streams and support, including related resources and opportunities, are evident and clear.

• Medium (9-15): The budget worksheet and budget…