Attachment C - Brief Template.pdf
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- Attached to
- Multilingual/English Learner Resource Bank
- Solicitation number
- S-58100-00004553
- Issued by
- Marion County, Oregon
About this file
This document provides a research-practice brief template for the Multilingual/English Learner Resource Bank, a contract opportunity issued by the state of Oregon. The brief covers topics such as evidence-based strategies, equity considerations, local context, and implementation guidance for educators supporting multilingual and English learner students. The document includes sections on defining the topic, reviewing the evidence base, addressing equity, and outlining specific strategies that can be implemented by teachers, administrators, and staff. Key considerations for the local context and implementation process are also provided. The contract opportunity involves providing services to Marion County and the city of Salem. No additional details on pricing, set asides, incumbents, or funding are included in the provided information.
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RFP OB-58100-00004553- Multilingual English Learner Resource Bank
ATTACHMENT B
BRIEF TEMPLATE
Multilingual/English Learner Resource Bank
Research-Practice Brief Template (not to exceed 10 pages, excluding Learn More section)
Topic Title What Is the Topic What Is the Evidence Base Equity Considerations Considerations for Local Context: Strategy Selection What Can Educators Do: Strategies for Success Implementation Considerations Learn More
Grade level/s:
Keywords (3-5):
What Is the Topic Identify the issue or the topic/s to be discussed Provide a short description as an introduction to the topic Provide definition/s of the topic Why the topic is important How the topic relates to supporting students who are learning English
What Is the Evidence Base Review of the topic with embedded links to research and evidence-based resources:
o Theoretical basis for the topic o A brief review of current and relevant literature on the topic in question, specific to research and practice o Empirical evidence on how the topic serves students and contributes to changes in the systems and to student success
RFP OB-58100-00004547- Multilingual English Learner Resource Bank
Create a summary table with the following:
Review of relevant literature:
Theoretical basis
Review of relevant literature:
Support of identified research and practice
Empirical evidence on how it serves students + systemic change
Equity Considerations
Options to consider:
How strategies and activities are/can be experienced by different populations of students and youth
How strategies afford equitable access to content (language considerations)
Consider disparities in student outcomes, including systems effect on said outcomes
Recommendations for creating equitable programs, strategies, and activities (Note: Should also be addressed in What Can Educators Do: Strategies for Success section)
Considerations for Local Context: Strategy Selection
Identify points and guiding questions in consideration of local context during planning process and in selection of strategies:
o Develop a list of points and guiding questions a school/district could review and respond to in the process.
o Consider developing a series of checkboxes or a table for visual simplicity and to help identify relevant points applicable for a given context.
What Can Educators Do: Strategies for Success
Overview of the strategies:
o General overview o Provide a quick review/reference guide of identified strategies (consider a table and/or other visual representation, such as, color coding based on complexity (i.e., green, etc.)
or other ways that contribute to readability and quick reference).
Example summary of identified strategies:
Highlight a district or school exemplar for this topic (preferably from Oregon)
- short description with a link for more information
Strategy Name
Primary User/s
How to Use It
Benefits Cautions Quick Wins Approach
Systemic Approach
Strategy 1 (name the strategy) Primary audience (i.e., teachers, administrators, staff, other identified audience):
Description (cite the source/embed links to evidence-based resources) and include:
How to use it?
How is it beneficial? Who benefits from it?
How does it support changes in the systems?
Known or potential cautions? What not to do?
If applicable: provide differentiation between quick wins and systemic, comprehensive approach.
Strategy 2 (name the strategy) Primary audience (i.e., teachers, administrators, staff, other identified audience):
Description (cite the source/embed links to evidence-based resources) and include:
How to use it?
How is it beneficial? Who benefits from it?
How does it support changes in the systems?
Known or potential cautions? What not to do?
If applicable: provide differentiation between quick wins and systemic, comprehensive approach.
Strategy 3 (name the strategy) Primary audience (i.e., teachers, administrators, staff, other identified audience):
Description (cite the source/embed links to evidence-based resources) and include:
How to use it?
How is it beneficial? Who benefits from it?
How does it support changes in the systems?
Known or potential cautions? What not to do?
If applicable: provide differentiation between quick wins and systemic, comprehensive approach.
Add Additional Strategies (if needed)
Implementation Considerations
Identify topic-specific as well as general guiding questions to consider for implementation (can include guidance for developing implementation plans and/or during the implementation process).
Topic-Specific
Identify topic-specific points or guiding questions to consider local context that could affect implementation.
Local Context Identify points or guiding questions to consider local context that could affect implementation
Some considerations (not a full list): district/school location/size, learning mode (in person/remote/hybrid/other), Oregon Tribes/Indigenous Learners.
Implementation Plan and Process
What resources do we need to implement the program/s?
o Funding o Material and any needed professional development o Infrastructure o Timeframe/recommended timeline
For initial implementation For full implementation For continuous implementation/improvement o Other What is our capacity to implement the intervention?
o Staff o Support activities o Buy-in o Other
What are some other factors that can influence implementation?
o Sustainability o Consistency o Other
Learn More
Provide Reference List in APA format
Where applicable, break down the reference list by level (elementary, secondary) and/or topic.
| ATTACHMENT B |
| BRIEF TEMPLATE |
| Multilingual/English Learner Resource Bank |
| Research-Practice Brief Template (not to exceed 10 pages, excluding Learn More section) |
| Topic Title |
| What Is the Topic |
| What Is the Evidence Base |
| Equity Considerations |
| Considerations for Local Context: Strategy Selection |
| What Can Educators Do: Strategies for Success |
| Implementation Considerations |
| Learn More |
| Grade level/s: |
| Keywords (3-5): |
| What Is the Topic |
| Identify the issue or the topic/s to be discussed |
| Provide a short description as an introduction to the topic |
| Provide definition/s of the topic |
| Why the topic is important |
| How the topic relates to supporting students who are learning English |
| What Is the Evidence Base |
| Review of the topic with embedded links to research and evidence-based resources: |
| o Theoretical basis for the topic |
| o A brief review of current and relevant literature on the topic in question, specific to research and practice |
| o Empirical evidence on how the topic serves students and contributes to changes in the systems and to student success |
| Create a summary table with the following: |
| Equity Considerations |
| Options to consider: |
| How strategies and activities are/can be experienced by different populations of students and youth |
| How strategies afford equitable access to content (language considerations) |
| Consider disparities in student outcomes, including systems effect on said outcomes |
| Recommendations for creating equitable programs, strategies, and activities (Note: Should also be addressed in What Can Educators Do: Strategies for Success section) |
| Considerations for Local Context: Strategy Selection |
| Identify points and guiding questions in consideration of local context during planning process and in selection of strategies: |
| o Develop a list of points and guiding questions a school/district could review and respond to in the process. |
| o Consider developing a series of checkboxes or a table for visual simplicity and to help identify relevant points applicable for a given context. |
| What Can Educators Do: Strategies for Success |
| Overview of the strategies: |
| o General overview |
| o Provide a quick review/reference guide of identified strategies (consider a table and/or other visual representation, such as, color coding based on complexity (i.e., green, etc.) or other ways that contribute to readability and quick reference). |
| Example summary of identified strategies: |
| Strategy 1 (name the strategy) |
| Example from the Field |
| Highlight a district or school exemplar for this topic (preferably from Oregon) - short description with a link for more information |
| Primary audience (i.e., teachers, administrators, staff, other identified audience): |
| Description (cite the source/embed links to evidence-based resources) and include: |
| How to use it? |
| How is it beneficial? Who benefits from it? |
| How does it support changes in the systems? |
| Known or potential cautions? What not to do? |
| If applicable: provide differentiation between quick wins and systemic, comprehensive approach. |
| Strategy 2 (name the strategy) |
| Primary audience (i.e., teachers, administrators, staff, other identified audience): |
| Description (cite the source/embed links to evidence-based resources) and include: |
| How to use it? |
| How is it beneficial? Who benefits from it? |
| How does it support changes in the systems? |
| Known or potential cautions? What not to do? |
| If applicable: provide differentiation between quick wins and systemic, comprehensive approach. |
| Strategy 3 (name the strategy) |
| Primary audience (i.e., teachers, administrators, staff, other identified audience): |
| Description (cite the source/embed links to evidence-based resources) and include: |
| How to use it? |
| How is it beneficial? Who benefits from it? |
| How does it support changes in the systems? |
| Known or potential cautions? What not to do? |
| If applicable: provide differentiation between quick wins and systemic, comprehensive approach. |
| Add Additional Strategies (if needed) |
| Implementation Considerations |
| Identify topic-specific as well as general guiding questions to consider for implementation (can include guidance for developing implementation plans and/or during the implementation process). |
| Topic-Specific |
| Identify topic-specific points or guiding questions to consider local context that could affect implementation. |
| Local Context |
| Identify points or guiding questions to consider local context that could affect implementation |
| Some considerations (not a full list): district/school location/size, learning mode (in person/remote/hybrid/other), Oregon Tribes/Indigenous Learners. |
| Implementation Plan and Process |
| What resources do we need to implement the program/s? |
| o Funding |
| o Material and any needed professional development |
| o Infrastructure |
| o Timeframe/recommended timeline |
| For initial implementation |
| For full implementation |
| For continuous implementation/improvement |
| o Other |
| What is our capacity to implement the intervention? |
| o Staff |
| o Support activities |
| o Buy-in |
| o Other |
| What are some other factors that can influence implementation? |
| o Sustainability |
| o Consistency |
| o Other |
| Learn More |
| Provide Reference List in APA format |
| Where applicable, break down the reference list by level (elementary, secondary) and/or topic. |
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