RFA S-58100-00013825 – AMENDMENT 1

IMMIGRANT REFUGEE

STUDENT SUCCESS PLAN GRANT 26-28

SECTION 1: PURPOSE

The purpose of this Amendment 1 is to:

• Remove blank column in Funding Table in Section 1.2, page 3.

• Add missing Oregon Administrative Rules (OAR) information in section 1.3, page 3.

• Accept all tracked changes in the Evaluation Table, pages 18 - 30.

• Add Attachment J: Pre-Application Meeting Conference October 28 2025, Link, page 33.

SECTION 2: ATTACHMENTS

Attachment 1: Revision 1 RFA S-58100-00013825

Attachment 2: Attachment J: Pre-Application Meeting Conference October 28, 2025, Link

Revision 1: RFA S-58100-00013825–ODE IRSSP 26-28 Grant

ODE RFA, updated 20210119 Page 1 of 33

STATE OF OREGON

COVER PAGE

OREGON DEPARTMENT OF EDUCATION

IMMIGRANT REFUGEE STUDENT SUCCESS PLAN GRANT 26-28

Request for Grant Applications (“RFA”)

S-58100-00013825

Date of Issue: October 13, 2025

Closing Date and Time: Dec 1, 2025, 3:00 PM PST

Single Point of Contact (SPC): Karen Kay Harrison

Address: 255 Capitol Street NE, 4th Floor

City, State, Zip: Salem, OR 97310

Phone: 503.689.4253

Questions: Immigrant/Refugee Student Success Plan Grants - Q&A

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

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.

https://app.smartsheet.com/b/form/01971842b22c74bfb26ca839ce44b59b 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

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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 SCOPE OF ACTIVITIES

SECTION 3: PROCESS AND REQUIREMENTS

3.1 APPLICATION 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 AGREEMENT

ATTACHMENT B: APPLICATION FORM LINK

APPLICATION ATTACHMENT C: Partnership FORM (.docx template provided) APPLICATION ATTACHMENT D: PROJECT ACTIVITIES TABLE (.xlsx template provided) APPLICATION ATTACHMENT E: PROJECT BUDGET (.xlsx template provided)

ATTACHMENT F: DELC RECORDED PROGRAM ELIGIBILITY QUESTIONNAIRE

ATTACHMENT G: STUDENT SUCCESS PLAN GRANT EXPENDITURE GUIDANCE Link ATTACHMENT H: INTERIM IMMIGRANT/REFUGEE STUDENT SUCCESS PLAN Link

ATTACHMENT I: Q&A FORM LINK

ATTACHMENT J: PRE-APPLICATION MEETING CONFERENCE OCTOBER 28 2025 LINK

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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 Grant Applications (“RFA”) on behalf of its Office of Equity, Diversity, and Inclusion (OEDI) to provide funding for the implementation of the Immigrant/Refugee Student Success Plan.

The 2026-2028 Immigrant/Refugee Student Success Plan grants are being made available to Community-Based Organizations, early learning hubs, providers of early learning services, school districts, post-secondary institutions of education and/or collaborations thereof, to address the objectives in the Interim Immigrant/Refugee Student Success Plan.

The goal of these grants is to support efforts utilizing the strategies outlined in the Immigrant/Refugee Student Success Plan to address issues such as attendance; chronic absenteeism; early childhood to elementary, middle to high school, and high school to post-secondary transitions; and will include a variety of supports including the involvement of parents and communities across the State in order to assist Plan Students to develop a range of knowledge, skills, abilities, and dispositions that will lead to successful student outcomes in educational achievement.

Additional details are included in Section 2.4 - Scope of Activities.

1.2 GRANT AMOUNT AND DURATION

Agency anticipates awarding multiple Grant Agreements (each a “Grant”) from this RFA. Each Grant will be awarded with initial funding to cover the period from April 1, 2026 through June 30, 2027. Funding for the 2027-2028 may differ from the initial award amount and will depend on legislative appropriation and an assessment of the previous year's Grant Project performance.

The amount of each Grant is anticipated to be a maximum not to exceed (“NTE”) of $400,000.00.

Year 2026-2027 2027-2028

Biennium 25-27 27-29

Performance Period

April 1, 2026 –

June 30, 2027

July 1, 2027 -

June 30, 2028

Maximum Award Amount

$200,000 $200,000

Notes Funds expire on 6/30/27 Funds expire on 6/30/28

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

Per OAR 581-017-0895, to be eligible for a Grant under this RFA, an Applicant must:

https://www.oregon.gov/ode/students-and-family/equity/IRSS/Documents/1.10.2025_Final_Interim_I_R%20Student%20Success%20Plan-Accessible%20PDF.pdf

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a) be one of the following entity types:

A Community-Based Organization

An Early Learning Hub or an Early Learning Provider

A School District

A Public Charter School

A Tribal Government

An Education Service District

A Post-Secondary Institution of Education

b) Demonstrate the outcomes of the proposed project are to benefit and serve plan students and their families.

c) Demonstrate alignment between the project and the strategies of the Immigrant Refugee Student Success Plan.

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 #1 (Not Mandatory)

Zoom Registration Form October 28, 2025 12:00 NOON

Questions/ requests for clarification due Nov. 4, 2025 3:00 PM

Answers to questions/ requests for clarification issued (approximate)

November 7, 2025

Pre-Application conference #2 (Not Mandatory)

Zoom Registration Form Nov. 12, 2025 3:00 PM

Questions/ requests for clarification due Nov. 19, 2025 3:00 PM

Answers to questions/ requests for clarification issued (approximate)

Nov. 24, 2025

Closing (Applications due) Dec. 1, 2025 3:00 PM

Issuance of notice of intent to award (approximate) February 4, 2026

1.5 SINGLE POINT OF CONTACT (SPC)

Applicants must direct all communications related to any provision of the RFA, whether it is about the technical requirements of the RFA, Grant requirements, the RFA process, or any other provision only to the SPC by using the following link: Immigrant/Refugee Student Success Plan https://www.zoomgov.com/meeting/register/WkD1G2uZT7Ohkft2-zBoUQ https://www.zoomgov.com/meeting/register/RKhjhkL0QVGcpHmGGqzIWw https://app.smartsheet.com/b/form/01971842b22c74bfb26ca839ce44b59b

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Grants - Q&A.

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

Agency is issuing this RFA pursuant to its authority under Senate Bill 1532 (2024) (Or Laws 2024, ch 93, § 1) and OAR 581-017-0885 to 581-017-0910.

2.2 DEFINITION OF TERMS

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

“Amendment” 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.

“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 submitted in response to this RFA.

“State” means the state of Oregon.

2.2.1 Agency Specific Definitions TERMS

• “Community-Based Organization” means a nonprofit organization that is representative of a community or significant segments of a community, which is located within or in close proximity to the community it serves. This includes Culturally Specific Organizations that have an expressed mission of providing services to specific populations within a community.

• “Community Voice” means that members representing the community served by the project, including students, will be involved in co-constructing the project design, implementation, and/or providing strategic guidance in final decision-making.

• “Culturally Specific Organization” means an organization that serves a particular cultural 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.

• “Culturally Responsive” means the implicit recognition and incorporation of the cultural knowledge and experience of students served by the Immigrant/Refugee Student Success Plan in teaching, learning, assessment, and support. This includes identifying and valuing: students’ cultural assets in instruction and assessment; diverse frames of reference that correspond to multifaceted cultural perspectives/experiences;

ODE RFA, updated 20210119 Page 6 of 33 and performance styles and behaviors in the classroom that can differ from dominant culture views of what qualifies as achievement or success.

• "Partnership” is a relationship among the Applicant and one or more other organizations who are directly and continuously involved in the development and implementation of the proposed Project Plan. All partners are actively engaged in or play a significant role in the partnership’s decision-making and engagement with communities.

• “Project” means the activities and investments an applicant proposes to implement in order achieve their stated outcomes.

• “Project Activity” is defined as a range of services, events, or actions taken to carry out the Project in a manner that aligns with the Project's stated vision and mission. These services, events, and/or actions are developed utilizing strategies from the Immigrant/Refugee Student Success Plan to support youth, families, and/or educators to improve educational and social emotional outcomes for Oregon students (the Student Success Plan statutory objectives). Individual participants' engagement with an activity may vary in breadth and depth, but the overall offering should be designed to have a lasting impact on participants’ skills and competencies at overcoming or removing barriers to Plan Students' academic and social emotional achievement.

• “Project Plan” means the Activities Table and Budget, which detail the Project's activities, objectives, timeline, and budget.

2.2.2 Plan Specific Definitions TERMS

• “Asylum Seeker" means a person who has or is actively seeking protection and/or permanent relocation from inside of the U.S. due to having experienced grave danger because their home government is unwilling or unable to protect them or may be actively persecuting them.

• “English Learner” (EL) means students who receive English language instruction, support, and services as part of an English language development (ELD) program as English learners.

• “Immigrant” means an individual who was born in another country and permanently resides in the United States.

• “Multilingual Learner” (ML) means students who speak multiple languages and may or may not be eligible to receive English language instruction, support as part of an English language development (ELD) program.

• “Refugee" means a person who has or is actively seeking protection and/or permanent relocation from outside of the U.S. due to having experienced grave danger because their home government is unwilling or unable to protect them or may be actively persecuting them.

• “Plan Student” means a student enrolled in an early childhood through post-secondary educational program (including non-traditional settings) and who: (a) Is an Asylum Seeker, a Refugee or any other Immigrant, regardless of status and as identified by the

ODE RFA, updated 20210119 Page 7 of 33

State Board of Education by rule; and (b) Has experienced disproportionate results in education due to historical practices, as identified by the State Board of Education by rule.

2.3 OVERVIEW

2.3.1 OFFICE OF EQUITY, DIVERSITY, AND INCLUSION

The Office of Equity, Diversity, and Inclusion (OEDI) is an office of talented and passionate individuals who are committed to actualizing the Oregon Equity Stance. The Oregon Equity Stance asserts that education equity is the equitable implementation of policy, practices, procedures, and legislation that translates into resource allocation, educational 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 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 eligible entities to improve the learning and experience of students and families from communities that are currently and historically harmed and marginalized by educational systems.

The Immigrant/Refugee Student Success Plan was developed at the direction of the Legislature to develop and implement strategies to address historic and current systemic inequities experienced by Immigrant/Refugee students through focused investments and Partnerships with Community-Based Organizations, school districts, Tribal governments, education service districts, early learning providers, and post-secondary institutions. The Immigrant/Refugee Student Success Plan centers equity and community by ensuring those closest to the problem help develop and design the solutions. Through this effort, the Agency will work to close the opportunity gap and eliminate educational disparities to ensure all students can thrive.

2.3.2 Immigrant/Refugee Student Success Plan Goals

The Immigrant/Refugee Student Success Plan uses a framework of Four Goals to organize its strategies and activities:

1. Goal 1: Create a Safe and Welcoming School Environment

a. All students enrolled in K-12 public schools deserve a safe, welcoming, and inclusive environment that supports their academic and social and emotional well-being. This goal focuses on creating affirming school communities through Culturally Responsive practices, family engagement, and access to comprehensive resources. By prioritizing this goal, schools and districts can actively reduce systemic inequities, build community trust, and empower Immigrant and Refugee students to thrive both academically and personally.

2. Goal 2: Increase Academic Rigor for Plan Students

a. All students in Oregon’s K-12 public schools deserve access to rigorous academic opportunities that prepare them for success. This goal emphasizes increasing literacy, numeracy, and critical thinking skills while ensuring instruction is culturally and linguistically responsive. By prioritizing these strategies, schools can empower Immigrant and Refugee students to reach their full potential, equipping them with the skills and knowledge needed for lifelong success.

3. Goal 3: Enhance Social and Emotional Well-being

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a. All students enrolled in K-12 public schools deserve access to social and emotional support that builds resilience, equity, and well-being. This goal emphasizes implementing trauma-informed practices, embedding Culturally Responsive Pedagogy, and addressing systemic inequities in school discipline. By prioritizing social and emotional well-being, schools can reduce systemic barriers and disproportionate disciplinary incidents while creating a culture of belonging for Immigrant and Refugee students.

4. Goal 4: Strengthen Partnerships with Families

a. All students benefit when families are active partners in their education.

Strengthening family-school Partnerships ensures that Immigrant and Refugee families feel welcomed, supported, and empowered to engage in their children’s academic journeys. This goal focuses on creating accessible communication channels, equipping families with the tools to navigate the education system and celebrating the cultural assets they bring. By prioritizing family Partnerships, schools can create collaborative environments where parents are co-authors of their children’s success.

2.4 SCOPE OF ACTIVITIES

Grants awarded under this RFA will include the following required activities. For more details, including reporting deadlines and evaluation and monitoring requirements, see Attachment A:

Sample Grant.

2.4.1 Addressing Legislative Objectives and Immigrant/Refugee Student Success Plan Strategies.

Grant activities must utilize one or more of the strategies outlined in the Immigrant/Refugee Student Success Plan to address the relevant legislative objectives:

(a) Increase parental engagement in the education of Plan Students;

(b) Increase the engagement of Plan Students in educational activities before and after regular school hours;

(c) Increase early childhood education and kindergarten readiness for Plan Students;

(d) Improve literacy and numeracy levels among Plan Students;

(e) Support Plan Student transitions to elementary and middle school and through the middle school and high school grades to maintain and improve academic performance;

(f) Support culturally responsive pedagogy and practices from early childhood through post-secondary education;

(g) Support the development of culturally responsive curricula from early childhood through post-secondary education;

(h) Increase attendance of Plan Students in early childhood education through post-secondary education by creating affirming and welcoming environments;

(i) Increase attendance of Plan Students in community colleges and professional certification programs;

(j) Increase attendance of Plan Students in four-year post-secondary institutions of education; and

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(k) Align the plan with other statewide education plans developed and implemented by the Department of Education.

2.4.2 Implementation of Project Plan and Budget.

Grantee shall implement Grantee’s approved Project Plan, in accordance with the approved Project Budget.

2.4.3 Development of Resource(s).

Grantee shall, in collaboration with Agency and other Student Success Plan grantees, develop one or more resources documenting Grantee’s best or promising practice(s) utilizing strategies of the Student Success Plan to achieve the legislative objectives of the Immigrant/Refugee Student Success Plan. Resources developed as part of this grant work will be openly licensed and shared on the Oregon Open Learning Hub (“the Hub”). Grantee will retain ownership rights of the resources they develop. Grantee must deliver copies of all resources as directed by the Agency and apply an open license (CC BY, CC BY-SA, CC BY-NC, or CC BY-NC-SA) allowing the lessons to be shared, reused, adapted, and redistributed by others perpetually. Using Hub to share the products of this work means that the reach will spread beyond this grant program.

2.4.4 Oregon Department of Education (ODE) Student Success Plan Resource Development Retreats.

Grantee will attend annual virtual ODE Student Success Plan Resource Development Retreats to collaborate with Agency and other grantees in the development and refinement of Student Success Plan resource(s).

2.4.5 Participation in Student Success Plan Community of Practice.

At least one representative from Grantee’s Project must participate in each of the monthly Student Success Plan Community of Practice meetings to collaborate with other Student Success Plan grantees from across the State in developing and expanding the resources and knowledge available to educators and communities in Oregon in advancing the objectives of the Student Success Plan.

2.4.6 Reporting and Accountability.

Grantees will provide reports to show substantial progress in completing their approved Project Plan and other necessary grant activities. Evidence of progress should include documentation that Project Activities have measurably advanced or achieved stated objectives. These reports may include, but are not limited to expenditure reports, data on Project-specific metrics, interim and final grant reports, participant surveys, and any other pertinent information (such as updates to Project Plans, progress timelines, and plans for program sustainability).

https://oercommons.org/hubs/oregon https://help.oercommons.org/support/solutions/articles/42000046845-usage-rights

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SECTION 3: PROCESS AND REQUIREMENTS

3.1 APPLICATION PROCESS

3.1.1 Public Notice

The RFA, including all Amendments 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 potential future business opportunities with the State of Oregon. Documents will not be mailed to prospective Proposers.

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

*A summary of this opportunity is published on Agency’s website at:

Office of Equity, Diversity, and Inclusion

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 the link provided in Section 1.5.

• Reference the RFA number.

• Identify Applicant’s name and contact information.

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

• Be received by the due date and time for questions/ requests for clarification identified in the Schedule in Section 1.4.

3.1.3 Pre-Application Conference

Two (2) pre-Application conferences will be held at the dates and times listed in the Schedule.

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

Applicants must register in advance to attend the pre-Application webinar by submitting the appropriate registration form link in Section 1.4 - Schedule.

The purpose of the pre-Application conference is to:

• Provide a description of the grant program.

• Explain the RFA process; and

• Answer any questions Applicants may have related to the Plan, the grant program, or the application process.

Statements made at the pre-Application conference are not binding upon the Agency.

Applicants may be asked to submit questions in writing.

https://oregonbuys.gov/ https://www.oregon.gov/ode/students-and-family/equity/Pages/default.aspx

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3.1.4 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.

3.1.5 Application Submission

Applicant is solely responsible for ensuring its Application is received by the SPC in accordance with the RFA requirements before Closing. Agency is not responsible for any delays, transmission errors, mistaken delivery. Only complete Applications submitted by Closing will be scored. The following submission option(s) is permitted for this RFA:

Electronic. An electronic version of the complete Application must be submitted via Smartsheet form: Application Form

To receive a copy of the Application Form responses as confirmation of submission, Applicant must check the box at the bottom of the Application Form and provide a valid email address.

If you do not receive email confirmation, Agency recommends contacting SPC to confirm receipt of Application.

3.1.5.1 Alternate Submission Accommodations

Applicants may request alternative submission options (email, in person) by advance request to the SPC by October 29, 2025.

Applications submitted by any means not authorized may be rejected.

3.1.6 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.

3.1.7 Application Rejection

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

https://app.smartsheet.com/b/form/019717d65ced7b7bafb4550c1f194bb7

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• 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

• Application is conditioned on the 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 Amendment.

3.2 APPLICATION REQUIREMENTS

3.2.1 Application

Applicant must use and submit the Application Form provided in Attachment B Smartsheet Application Link, addressing all listed items and requirements as stipulated in this RFA.

Applicant should use definitive verbs in their Application responses 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.

3.2.1.1 General Applicant Information

• Organization Name

• Mailing Address

• Website

• Organization Type

• Authorized Contact, and

• Fiscal Contact

For each partner organization that meets the criteria outlined in the “Partnership” definition in Section 2.2.1, Applicant must list the partner organization Name and Type, and complete and upload Application Attachment C: Partnership Form.

3.2.1.2 Regions and Counties Served

Applicants must indicate the primary Region served, any additional Region(s) receiving meaningful service (if applicable), as well as the specific counties and school districts in which they will be delivering services.

Region 1: Southwest Counties: Coos, Curry, Douglas, Jackson, Josephine, Lane

Region 2: Northwest Counties: Benton, Clatsop, Columbia, Lincoln, Linn, Marion, Polk, Tillamook, Yamhill

Region 3: Metro Counties: Clackamas, Multnomah, Washington

Region 4: Central

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Counties: Crook, Deschutes, Gilliam, Hood River, Jefferson, Klamath, Lake, Morrow, Sherman, Wasco, Wheeler

Region 5: East Counties: Baker, Grant, Harney, Malheur, Umatilla, Union, Wallowa

Grants will be evaluated with the intent to award at least one (1) Grant in each Region to expand Program resources for students statewide. Applicants must specify the Region in which they will be delivering services.

The Agency reserves the right to not award a Grant or Grants in a Region if Applications are not received for that Region or Applications received for that Region do not receive a score within, at least, the top 50% of all scored Applications.

If the only Applicant for a Region does not receive a score within the top 50% of all scored Applications, the Agency may at its sole discretion award a grant to that Applicant in lieu of an award to the lowest scoring Application from a Region with multiple Applications in the top 50% of all scored Applications in order to meet the Agency’s stated goals.

3.2.2 Application Narrative

3.2.2.1 Project Summary (unscored)

Provide a one-to-two paragraph summary of your proposed Project. Include details such as the community served by the Project, the scope and sequence of services/activities to be provided, key partners in the Project (if applicable), and any other significant components to your proposed Project Plan.

3.2.2.2 Primary Immigrant/Refugee Four Student Success Plan Goal Addressed by Project (unscored)

Select the primary Immigrant/Refugee Student Success Plan Goal addressed by the Project. (See Section 2.3.2.)

3.2.2.3 Additional Immigrant/Refugee Four Student Success Plan Goals Addressed by Project (unscored)

Select any additional Immigrant/Refugee Four Student Success Plan Goals (if applicable) addressed by the Project Plan. (See Section 2.3.2.)

3.2.2.4 Immigrant and Refugee Community Served - 4000-character limit.

Which Immigrant and/or Refugee community do you intend to serve through this grant?

Provide details such as cultural, ethnic, and linguistic identities.

3.2.2.5 How is your organization connected to the community you plan to serve? - 4000-character limit.

a. Describe how your organization works with, listens to, and otherwise includes Immigrant and Refugee students, families, and community members in project design, implementation, and decision making. In developing your response, consider the definition of Community Voice established for this RFA (Section 2.2.1).

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b. Highlight existing staff, community Partnerships, or cultural expertise that will support the success of this project.

3.2.2.6 Project Narrative - 4000-character limit.

The Project Narrative must include:

a. A detailed narrative description of the proposed Project Plan for each year of the grant—to clarify and supplement the information provided in the attached Activities Table and Budget.

b. A detailed explanation of how the proposed Project Plan is designed to achieve the goals and objectives of the Student Success Plan, including how it is aligned to the specific Immigrant/Refugee Student Success Plan strategy/ies.

3.2.2.7 Service Area & Local Context - 4000-character limit.

Respond to the prompts below to describe your proposed service area. Include data (quantitative and/or qualitative, such as local district data, national data, listening session data, survey data, research studies, etc.) to illustrate community needs.

a) Describe the needs of Plan Students in your community.

b) Describe existing programs or services for Plan Students in your community.

c) Describe how your proposed Project will address gaps in service.

d) Describe whether and how your Project serves rural communities. Include details such as whether Project Activities will be specifically designed by and/or for rural communities.

3.2.2.8 Equity and Anti-Racism – 4,000-character limit

Describe how your Project centers equity and anti-racism in its design and implementation.

3.2.2.9 Addressing Participants’ Intersecting Identities – 4,000-character limit

Describe how your Project serves the needs of Plan Students with intersecting identities (e.g., race, ethnicity, gender identity, sexual orientation, disability, national origin, religion). Include specific intersecting Plan student identities and strategies from your Project to support your claim.

3.2.2.10 Addressing Barriers to Participation – 4,000-character limit

Describe how you will address communication and/or participation barriers to ensure authentic engagement opportunities for Plan Students and community members.

3.2.2.11 Data Collection and Assessment Plan – 4,000-character limit

a. Describe what data will be collected and the assessment tools used to monitor progress toward Immigrant/Refugee Student Success Plan goals and objectives.

b. Describe what data will be collected to determine whether activity objectives have been met.

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c. Describe plans to analyze and disseminate Project outcomes with partners, Plan Students, and the community.

3.2.2.12 Project Sustainability Plan – 4,000-character limit

Describe your plan for sustaining the work of the Project in addition to or in the absence of these Grant Funds. Include specific plans and any alternate funding streams you will deploy to continue the work of your Project.

3.2.2.13 Priority Focus: PK-5 Literacy, Math, and Attendance – 4,000-character limit

Priority will be given to projects that focus on improving outcomes for PK-5 students in the areas of literacy, math, and/or attendance. If applicable, describe how your Project addresses these areas.

3.2.3 Required Application Attachments Upload

Review section 3.2.4 below for content and submission requirements for each Application attachment that must be uploaded within the Smartsheet Application.

• Application Attachment C: Partnership Form

• Application Attachment D: Project Activities Table

• Application Attachment E: Project Budget

3.2.4 Required Application Attachments

The sections below outline the required Application attachments, which must be submitted within the online Application Form (Attachment B).

3.2.4.1 Application Attachment C: Partnership Form (.doc template provided)

a. Submission Requirements: Applicants must use the provided template

b. Submit as a PDF using the following naming protocol: Organization Name

Abbreviation_Attachment Name. For example, “ODE_Partnership Form.”

c. If your organization chose not to partner, you must describe why in the space provided on the Application Form.

d. If your organization is partnering with one or more entities for this Project, complete one (1) Form per partner (see the “Partnership” definition in Section 2.2.1) to provide the following information:

i. Partner Organization Name

ii. Describe the roles, activities, services, and/or deliverables the partner will provide for the grant Project.

iii. What are the strengths the partner will contribute to the Project?

iv. How was the partner identified and what structures are in place to ensure sustainability of the Partnership throughout the Project?

v. Describe the structures in place to ensure accountability among the

Project partners (e.g., contract, verbal agreement, Memorandum of Understanding (MOU), letters of support from your Project partners, etc.).

Note: if awarded, grantees may be asked to provide relevant documentation.

ODE RFA, updated 20210119 Page 16 of 33

3.2.4.2 Application Attachment D: Project Activities Table (.xlsx template provided)

a. Submission Requirements: Applicants must use the provided template

b. Submit in .xlsx format using the following naming protocol: Applicant Name

Abbreviation_Attachment Name. For example, “ODE_IR Activities Table.”

c. The 26-27 Activities tab on the Activities Table must include a detailed account of each proposed activity for the first 15 months of the grant. Activities in the activity table must be numbered and aligned to the Project Budget.

i. Activity Description: Description of the activity, including what services, supports, etc. will be provided. Ensure the description provides enough information for reviewers to understand how the activity utilizes the strategies of the Plan to address the statutory objectives of the Plan.

ii. Immigrant/Refugee Student Success Plan Goal: Select the primary Immigrant/Refugee Student Success Plan goal the activity will address.

iii. Activity Lead(s): List staff and/or partners who will lead the activity.

iv. Activity Location: Provide information about the location, including the city.

E.g., "Roosevelt HS, Portland" or "Grantee facility, Hermiston"

v. Activity Timeline: When the activity be conducted (e.g., "Spring 2026" or

"Throughout performance period")

vi. Recipients/Audience for the Activity: General description of the target audience for this activity. E.g., "secondary teachers", "5-8th grade students."

vii. Activity Objectives: Description of the specific, measurable, and achievable objectives for 2026-2027 of the grant, including details such as number of participants the activity will serve, number of events or sessions to be held, any materials or products that will be created through the implementation of the activity, etc.

d. For 2027-2028, on the relevant tab of the template, enter summary information about each activity (Immigrant/Refugee Student Success Plan Goal and brief activity description).

3.2.4.3 Application Attachment E: Project Budget (.xlsx template provided)

a. Submission Requirements: Applicants must use the provided template.

b. Submit in .xlsx format using the following naming protocol: Applicant Name

Abbreviation_Attachment Name. For example, “ODE_Budget.”

c. 2026-2027 Project Budget must include the following:

i. Descriptions of each project expenditure using the provided template, according to the guidelines in this RFA and provided in the Student Success Plan Grant Expenditure Guidance.

ii. Justifications for each expense to describe what purpose or need the expense serves for the Project, including naming activity or activities supported by the expense.

iii. Amounts for each expenditure broken down by direct service and direct administrative (expenses may be fully allocated to either direct service or direct administrative, or proportionally allocated to both), as defined in the Student Success Plan Grant Expenditure Guidance. Direct administrative costs may not exceed 10% of Grant Funds; the dollar limit will be automatically calculated after you enter your requested amount at the top of the template.

https://docs.google.com/document/d/1h7DAcw5qDWdbIZ5mYGxPlwwDKBklk28nElV6GNZaa6o/edit?usp=sharing https://docs.google.com/document/d/1h7DAcw5qDWdbIZ5mYGxPlwwDKBklk28nElV6GNZaa6o/edit?usp=sharing

ODE RFA, updated 20210119 Page 17 of 33

iv. Indirect costs, as described in Attachment A: Sample Grant Agreement.

d. For 2027-2028, on the relevant tab of the template, enter a per-category summary of the proposed budget.

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 the Applicant.

However, clarifications may not be used to rehabilitate a non-responsive Application.

An Application may be considered non-responsive if it is:

Missing required information: Essential details or documents are not included.

Failure to follow instructions: The Application does not comply with the format or submission guidelines.

Non-compliance with eligibility criteria: The applicant does not meet the eligibility requirements.

If the SPC finds the Application non-responsive, the Application may be rejected, however, Agency may waive minor mistakes in its sole discretion.

4.2 EVALUATION CRITERIA

Responsive Applications meeting the requirements outlined in the Application Requirements section will be evaluated by an Evaluation Committee. Evaluators will assign a score of 0 to 3 for each evaluation criterion listed below in this section.

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 added information not included in the original Application.

4.3 POINT AND SCORE CALCULATIONS

Scores are the values (0 through 3) 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. The average score will be converted to a weighted score based on the weight assigned to the criterion.

EXAMPLE:

Applicant A receives scores of 3, 3, and 2 for a criterion worth 10% (or ten (10) weighted points).

The SPC averages 3, 3, and 2 for a score of 2.67. This average score is divided by the maximum points possible (3) and multiplied by the weighted points possible for the criterion to determine the weighted score: (2.67 divided by 3 then multiplied by 10 is 8.89 [(2.67/3) x 10 = 8.89]).

Applicant A receives 8.89 weighted points for the criterion. Weighted scores for each criterion are summed up to score the applicant overall.

ODE RFA, updated 20210119 Page 18 of 33

Evaluation items and weights are as follows:

SECTION

REFERENCE

EVALUATION CRITERIA

CRITERION

WEIGHT/WEIGHTED

POINTS POSSIBLE

3.2.2.4 Evaluation Item 1: Immigrant and Refugee Community Served

Which Immigrant and/or Refugee community do you intend to serve through this grant? Provide details such as cultural, ethnic, and linguistic identities.

0 points: Response demonstrates no understanding or awareness of the cultural, ethnic, and linguistic identities of the community it intends to serve.

1 point: Response demonstrates limited or unclear understanding and awareness of the cultural, ethnic, and linguistic identities of the community it intends to serve.

2 points: Response demonstrates adequate understanding and awareness of the cultural, ethnic, and linguistic identities of the community it intends to serve.

3 points: Response demonstrates extensive understanding and awareness of the cultural, linguistic, and ethnic identities in the Immigrant/Refugee community it intends to serve.

10%/10 Points

3.2.2.5 Evaluation Item 2: How is your organization connected to the community you plan to serve?

a. Describe how your organization works with, listens to, and otherwise includes Immigrant and Refugee students, families, and community members in project design, implementation, and decision making. In developing your response, consider the definition of Community Voice established for this RFA (Section 2.2.1).

b. Highlight existing staff, community Partnerships, or cultural expertise that will support the success of this project.

0 points: Response does not demonstrate involvement of Immigrant and Refugee students, families, and community members in Project design, implementation, and decision-making AND demonstrates little to no existing staff, community Partnerships, or cultural

10%/10 Points

ODE RFA, updated 20210119 Page 19 of 33 expertise that will support the success of the Project.

1 point: Plan demonstrates limited or unclear involvement of Immigrant and Refugee students, families, and community members in Project design, implementation, and decision-making AND/OR demonstrates limited or unclear existing staff, community Partnerships, or cultural expertise that will support the success of the Project.

2 points: Response demonstrates adequate involvement of Immigrant and Refugee students, families, and community members in Project design, implementation, and decision-making AND/OR demonstrates adequate existing staff, community Partnerships, or cultural expertise that will support the success of the Project.

3 points: Response demonstrates extensive and meaningful involvement of Immigrant and Refugee students, families, and community members in Project design, implementation, and decision-making AND demonstrates extensive resources in the form of existing staff, community Partnerships, or cultural expertise that will support the success of the Project.

3.2.2.6 Evaluation Item 3: Project Narrative

The Project Narrative must include:

a. A detailed narrative description of the proposed Project Plan for each year of the grant—to clarify and supplement the information provided in the attached Activities Table and Budget.

b. A detailed explanation of how the proposed Project Plan is designed to achieve the goals and objectives of the Student Success Plan, including how it is aligned to the specific Immigrant/Refugee Four Student

Success Plan strategy/ies.

0 point: Project narrative does not demonstrate a coherent plan for the 3 years of the grant AND/OR does not align to the Activities Table and Budget AND/OR does not demonstrate how the proposed Project Plan is designed to achieve the goals and objectives of the Student Success Plan.

1 point: Project narrative demonstrates limited or unclear plan for the 3 years of the grant AND/OR limited or unclear alignment to the

ODE RFA, updated 20210119 Page 20 of 33

Activities Table and Budget AND/OR includes a limited or unclear description of how the proposed Project Plan is designed to achieve the goals and objectives of the Student Success Plan.

2 points: Project narrative demonstrates an adequate plan for the 3 years of the grant AND/OR adequate alignment to the Activities Table and Budget AND/OR includes an adequate description of how the proposed Project Plan is designed to achieve the goals and objectives of the Student Success Plan.

3 points: The Project narrative demonstrates a clear and thoughtful plan for the 3 years of the grant AND clear alignment to the Activities Table and Budget AND a clear and thoughtful description of how the proposed Project Plan is designed to achieve the goals and objectives of the Student Success Plan.

3.2.2.7 Evaluation Item 4: Service Area & Local Context (4 sub-questions)

Respond to the questions below to describe your proposed service area.

Include data (quantitative and/or qualitative, such as local district data, national data, listening session data, survey data, research studies, etc.) to illustrate community needs.

a. Describe the needs of Plan Students in your community.

0 points: Description of the needs of Plan Students is missing AND shows no knowledge and understanding of the needs in the local service area and how they relate to the objectives of the Student Success Plan; the data provided lacks relevance to the community intending to be served AND/OR there is no reference to supporting data.

1 point: Description of needs of Plan Students shows limited or unclear knowledge and understanding of the needs in the local service area and how they relate to the objectives of the Student Success Plan; the data provided lacks relevance to the community intending to be served OR there is no reference to supporting data.

2 points: Description of the needs of Plan Students demonstrates adequate knowledge and understanding of the needs in the local service area and how they relate to the

8%/8 Points

ODE RFA, updated 20210119 Page 21 of 33 objectives of the Student Success Plan BUT may lack sufficient detail AND/OR the data provided may lack relevance to the community intending to be served.

3 points: Description of the needs of Plan Students demonstrates extensive and meaningful knowledge and understanding of the needs in the local service area and how they relate to the objectives of the Student Success Plan; AND includes relevant references to supporting data.

b. Describe existing programs or services for Plan Students in your community.

0 points: Response is missing OR the description provided shows no knowledge and understanding of the existing programs or services in the community; OR the data provided lacks relevance or there is no reference to supporting data.

1 point: Response demonstrates limited or unclear knowledge and understanding of the existing programs or services in the community; OR the data provided lacks relevance or there is no reference to supporting data.

2 points: Description demonstrates adequate knowledge and understanding of existing programs or services for Plan Students in the community BUT may lack sufficient detail AND/OR the data provided may lack relevance.

3 points: Description demonstrates extensive and meaningful knowledge and understanding of existing programs or services for Plan Students in the community AND includes relevant references to supporting data.

8%/8 Points

c. Describe how your proposed Project will address gaps in service.

0 points: Response is missing or incomplete, OR the description of how the proposed Project will address gaps in service is unrelated to the gaps identified; OR the data provided lacks relevance or there is no reference to supporting data.

1 point: Response is limited or unclear, AND the description of how the proposed Project

ODE RFA, updated 20210119 Page 22 of 33 will address gaps in service is unrelated to the gaps identified; OR the data provided lacks relevance or there is no reference to supporting data.

2 points: Response adequately addresses how the proposed Project will address gaps in service BUT lacks sufficient detail AND/OR the data provided may lack relevance.

3 points: Response extensively and meaningfully describes how the proposed Project will address gaps in service AND includes relevant references to supporting data.

d. Describe whether and how your Project serves rural communities.

Include details such as whether Project Activities will be specifically designed by and/or for rural…