Attachment D - Scoring Rubric.pdf

RFA S-58100-00016940 - ODE CTE REVIT 25-27 ATT. D - Scoring Rubric

SCORING RUBRIC

Applicants may use this as a guide when responding to the RFA.

Application Narrative

Scoring Rubric

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.1 CTE Revitalization Grant

Vision (20 points)

17-20 points 10-16 points 0-9 points

How does this project address the vision?

To what extent does the application:

• Address all aspects of the CTE Revitalization Grant Vision through clearly aligned outcomes and activities?

• Demonstrate explicit alignment with Oregon’s CTE Revitalization Grant priorities?

• Identify how outcomes and activities will lead to significant improvement in CTE for learners and promote program growth?

• Connect CTE with broader school and community needs, especially for historically and currently marginalized students?

The application:

• Fully addresses all aspects of the CTE Revitalization Grant Vision through clearly aligned and well-defined outcomes and activities;

• Demonstrates explicit and comprehensive alignment with Oregon’s CTE Revitalization Grant priorities;

• Clearly explains how outcomes and activities will lead to significant improvements in CTE for learners and support meaningful program growth; and

• Provides a strong, well-supported connection between CTE and broader school and community needs, especially for historically and currently

The application:

• Addresses some or most aspects of the CTE Revitalization Grant Vision through generally aligned outcomes and activities;

• Shows partial or general alignment with Oregon’s CTE Revitalization Grant priorities;

• Identifies ways outcomes and activities may contribute to improvements in CTE for learners, though with limited clarity or depth; and

• Connects CTE to broader school and community needs, particularly for historically and currently marginalized students, but with less detail or weaker supporting evidence.

The application:

• Addresses only minimal or isolated aspects of the CTE Revitalization Grant Vision, with weak or unclear connections to outcomes and activities;

• Does not demonstrate alignment with Oregon’s CTE Revitalization Grant priorities;

• Identifies outcomes and activities that largely maintain the current status of the CTE program rather than supporting improvement or growth; and

• Provides limited or unclear connections between CTE and broader school and community needs.

marginalized students.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.2 Equity (20 points) 20-17 points 10-16 points 0-9 points

How will this project increase participation, support, and retention of historically and currently marginalized students?

To what extent does the application:

• Clearly describe the historically and currently marginalized student populations served within the scope of the project?

• Identify specific evidence-based activities that will increase enrollment of historically and currently marginalized students?

• Identify specific evidence-based activities that will ensure continued participation and success in CTE programs by historically and currently marginalized students?

The application:

• Clearly and accurately describes the historically and currently marginalized student populations served within the scope of the project;

• Identifies specific, well-defined, evidence-based activities that will increase enrollment of historically and currently marginalized students in CTE programs;

and

• Identifies specific, evidence-based, and appropriate strategies that will ensure continued participation and success in CTE programs by historically and currently marginalized students.

The application:

• Acknowledges the historically and currently marginalized student populations within the project scope, though with limited detail or clarity;

• Identifies some recruitment activities, but they may be general, partially developed, or not clearly linked to evidence-based practices; and

• Identifies some activities intended to support or retain students, but these strategies may lack specificity, depth, or strong evidence.

The application:

• Provides only a general or minimal acknowledgment that historically and currently marginalized student populations exist in the CTE program, without describing them;

• Does not identify recruitment activities for historically and currently marginalized students; and

• Does not identify support or retention activities for historically and currently marginalized students, or provides insufficient or unclear strategies.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.3 Partnerships (25 points) 22-25 points 13-21 points 0-12 points

How are partnerships integral to the overall design of your project?

To what extent does the application:

The application:

• Demonstrates that partners represent a diverse and comprehensive range of business, industry, labor, The application:

• Demonstrates that partners represent a narrower or less balanced range of business, industry, labor, or

The application:

• Shows that partners are not representative of the business, industry, labor, or education interests available within the

• Include partners representing a diverse range of business, industry, labor, and education interests available within the community?

• Demonstrate that business, industry, and labor partners are associated with high-skill, high-wage, and in-demand occupations locally, regionally, or statewide?

• Include partnerships with individuals or organizations committed to supporting historically and currently marginalized students?

• Demonstrate that partners have been directly and continuously involved in the development of the project as collaborators?

• Show that partners demonstrate active engagement through expertise, financial, in-kind, or material support?

and education interests available within the community, including secondary and postsecondary advisory committees where appropriate;

• Shows that most business, industry, and labor partners are associated with high-skill, high-wage, and in-demand occupations locally, regionally, or statewide;

• Includes partnerships with individuals and/or organizations that have a clear, demonstrated commitment to supporting recruitment, participation, and success of historically and currently marginalized students;

• Provides evidence that partners have been directly and continuously involved in the development of the project as collaborators;

and

• Demonstrates ongoing, active engagement from partners during implementation, including contributions of expertise, financial resources, in-kind support, or materials that education interests within the community;

• Shows that some partners are associated with high-skill, high-wage, or in-demand occupations, though connections may be limited or inconsistent;

• Includes partnerships with individuals and/or organizations with general knowledge or experience related to supporting historically and currently marginalized students, though roles or commitments may lack detail;

• Indicates that partners were involved in development, but involvement may have been intermittent or advisory rather than collaborative;

and

• Demonstrates moderate or feedback-based engagement, where collaboration may include co-design and shared decision-making, while some partner contributions may consist only of reviewing materials or providing input without substantive involvement.

community;

• Demonstrates little or no connection between partners and high-skill, high-wage, or in-demand occupations locally, regionally, or statewide;

• Does not clearly describe partnerships that could provide knowledge or expertise related to supporting historically and currently marginalized students;

• Indicates that partners provide minimal or symbolic support, with little evidence of involvement in the development of the project; and

• Demonstrates partner engagement that is unclear, minimal, or absent, with no meaningful contributions of expertise, financial support, materials, or in-kind resources.

are integral to the success of the project.

• Shows that partners will likely continue involvement during implementation, though their roles may not be fully defined; and

• Demonstrates partner engagement that mainly involves feedback about grant activities rather than deeper, sustained contributions.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.4 Career and Technical

Education Program of Study (POS) Design (15 points)

13-15 points 8-12 points 0-7 points

How will outcomes and activities in this grant support the development of a CTE POS?

To what extent does the application:

• Create or enhance a CTE Program of Study that provides learners multiple options within a career pathway?

• Support academic, technical, and employability skills through instruction?

• Include alignment and articulation with postsecondary opportunities?

• Ensure that the POS design supports the complete vision of the CTE Revitalization Grant?

The application:

• Creates a new CTE Program of Study or enhances existing programs in ways that provide multiple learner options within a career pathway leading to further education and careers;

• Clearly demonstrates that instruction supports academic, technical, and employability skills;

• Includes clear, intentional alignment and articulation with postsecondary opportunities;

• Shows that the POS design fully supports the complete

The application:

• Creates or enhances a CTE Program of Study, but it may be focused on a single occupation rather than providing multiple learner options within a career pathway;

• Demonstrates that instruction supports some academic, technical, or employability skills, though support for all three areas may be limited or not clearly described;

• Provides implied or partial alignment with postsecondary opportunities, though connections may lack

It is unclear how the application supports the development of a program of study or career pathway.

The instruction primarily supports technical skills.

The application:

• Does not clearly demonstrate how the project supports the development of a CTE Program of Study or career pathway;

• Indicates that instruction primarily supports technical skills, with limited evidence of academic or employability skill development;

• Shows no alignment or articulation with postsecondary opportunities;

vision of the CTE Revitalization Grant; and

• Outlines a clear and realistic plan for working toward an approved CTE POS if one does not already exist.

clarity or depth;

• Shows that the POS design supports some aspects of the CTE Revitalization Grant vision; and

• Indicates an intention to work toward an approved CTE POS if one does not already exist, but without fully developed steps.

• Does not clearly support the vision of the CTE Revitalization Grant; and

• Provides no plan to work toward an approved CTE POS.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.5 High-Skill, High-Wage, and

In-Demand Occupations (20 points)

17-20 points 10-16 points 0-9 points

How will your application support the development or enhancement of a career pathway that leads to high-skill, high-wage, and in-demand occupations?

To what extent does the application:

• Present labor market data showing that the program of study is linked to high-skill, high-wage, and in-demand occupations?

• Explicitly use regional and local labor market information (LMI) to demonstrate demand for the identified occupations?

• Document strategies to help learners, parents, and the community understand

The application:

• Presents labor market data clearly showing that the program of study is strongly linked to high-skill, high-wage, and in-demand occupations identifiable locally, regionally, or statewide;

• Explicitly uses regional and local labor market information (LMI) from credible sources to demonstrate strong demand for the identified occupations; and

• Documents clear, well-developed strategies to help learners, parents, and the community understand

The application:

• Presents labor market information, but the data does not fully or clearly demonstrate that the identified occupations are high-skill, high-wage, or in-demand;

• Documents strategies that will help learners understand opportunities related to high-skill, high-wage, and in-demand occupations; and

• Uses regional or local LMI, but the use of data is limited in depth, detail, or clarity.

The application:

• Presents programs of study that are not based on high-skill, high-wage, or in-demand occupations;

• Does not identify strategies to communicate opportunities for high-skill, high-wage, and in-demand occupations to learners, parents, or the community; and

• Provides little or no use of labor market information to support the program of study.

opportunities related to high-skill, high-wage, and in-demand occupations?

the opportunities available in high-skill, high-wage, and in-demand occupations.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.6 Diploma Connections (15

points)

13-15 points 8-12 points 0-7 points

How will this project help all learners meet the requirements of the Oregon Diploma?

To what extent does the application:

• Include multiple strategies that integrate diploma requirements into CTE programs?

• Address evidence-based activities that support historically and currently marginalized students in meeting diploma requirements?

The application:

• Includes multiple, well-defined strategies that intentionally integrate diploma requirements into CTE programs; and

• Specifically addresses evidence-based activities designed to support historically and currently marginalized students in meeting Oregon Diploma requirements.

The application:

• Includes a limited number of strategies that integrate diploma requirements into CTE programs; and

• Addresses activities intended to support historically and currently marginalized students, but these activities may be general, partially developed, or lack depth.

The application:

• Includes few or minimal strategies that support diploma requirements, or the strategies identified are not integral to the CTE program; and

• Addresses the needs of historically and currently marginalized students only in general or superficial terms, without evidence-based approaches.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.7 Activities and Timeline (15

points)

13-15 points 8-12 points 0-7 points

Describe activities and timelines.

To what extent does the application:

• Ensure all activities are clearly connected to the vision, goals, and outcomes of the grant program?

The application:

• Demonstrates that all activities are clearly connected to the vision, goals, and outcomes of the grant program;

• Provides a timeline that fully supports completion of

The application:

• Shows some connection between activities and the vision, goals, and outcomes of the grant, though connections may need inference or lack clarity;

• Provides a timeline that

The application:

• Shows that connections between activities and the vision, goals, and outcomes of the grant are missing or unclear;

• Includes a timeline with only major milestones and lacking

• Provide a timeline that supports full completion of activities, including reporting requirements?

• Demonstrate that the timeline includes full learner participation during the funding period?

the project, including all required reporting deadlines; and

• Shows that the timeline ensures learners will be full participants in the program during the funding period.

supports project completion but may be missing some detail; and

• Demonstrates that learners will benefit from the activities during the funding period, though the description of participation may be incomplete.

essential specifics; and

• Indicates that the beginning of learner engagement can only be inferred, with no clear evidence of full participation.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.8 Project Outcomes (15

points)

13-15 points 8-12 points 0-7 points

Describe the Project Outcomes.

To what extent does the application:

• Address all five broad areas identified in the RFA through the stated project outcomes?

• Ensure that project outcomes are deliberately connected to each other and to the overall plan of the project?

The application:

• Presents project outcomes that address all five broad areas identified in the RFA and indicate a well-developed, comprehensive plan; and

• Demonstrates that project outcomes are deliberately connected to each other and clearly aligned to the overall plan of the project.

The application:

• Presents project outcomes that address all five broad areas identified in the RFA and indicate a plan that is consistent with those areas;

and

• Shows that some project outcomes are connected to each other, though connections may be incomplete or lack depth.

The application:

• Presents project outcomes that may be missing, incomplete, or poorly developed; and

• Shows that project outcomes are generally treated separately, with little or no connection to one another or to the overall project plan.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.9 Evaluation (15 points) 13-15 points 8-12 points 0-7 points

Describe the evaluation process.

To what extent does the application:

• Demonstrate a logical connection

The application:

• Demonstrates a clear and consistent logical connection between progress markers and project outcomes;

The application:

• Shows logical connections between project outcomes and progress markers, though these connections may need to be inferred or

The application:

• Shows that connections between project outcomes and progress markers are unclear, incomplete, or absent;

between progress markers and project outcomes?

• Clearly identify measurement methods and instruments that are appropriate for demonstrating attainment of outcomes?

• Present expected results that are ambitious and consistent with the identified outcomes and measurements?

• Identifies specific, appropriate measurement methods and instruments (e.g., learner surveys, state testing, Career Readiness Certificate, or technical skill assessments) to be used for the systematic collection of data demonstrating attainment of outcomes;

and

• Presents expected results that are ambitious and fully consistent with the stated outcomes and measurements.

may lack clarity;

• Identifies some measurement methods and instruments tied to the outcomes, but these may be only partially developed or insufficiently detailed; and

• Presents expected results that indicate growth and are generally consistent with the outcomes and measurements, though with limited clarity or specificity.

• Provides little indication that specific measurement methods or instruments will be used to conduct an evaluation; and

• Presents expected results that indicate little growth or are inconsistent with the outcomes and measurements.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.10 Sustainability (20 points) 17-20 points 10-16 points 0-9 points

How will this project be sustainable?

To what extent does the application:

• Propose multiple strategies for sustaining work beyond the life of the grant?

• Address financial sustainability through school, district, or regional approaches beyond continued grant resources?

• Include an explicit plan for sustaining partnerships with ongoing communication?

The application:

• Proposes multiple, well‑developed strategies for sustaining work beyond the life of the grant;

• Addresses financial sustainability through school, district, or regional approaches beyond continued grant resources;

and

• Includes an explicit plan for sustaining partnerships with ongoing communication.

The application:

• Includes multiple strategies for sustaining work beyond the life of the grant, but with limited detail;

• Identifies a primary financial strategy that relies on additional grants; and Suggests sustaining partnerships can be inferred, but activities are not explicit.

The application:

• Relies on a single or limited strategy for sustaining work beyond the life of the grant;

• Does not address financial sustainability; and

• Provides no clear plan for sustaining partnerships beyond the grant period.

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.11 Communication (15

points)

13-15 points 8-12 points 0-7 points

How will you communicate about the career pathway addressed in this project?

To what extent does the application:

• Describe specific evidence-based methods for communicating the value of the career pathway to learners, parents/guardians, and the community?

• Ensure that communication strategies are directed to the needs of historically and currently marginalized students?

The application:

• Describes specific, evidence-based communication methods that will be used to communicate the value of the career pathway to learners, parents/guardians, and the community; and

• Provides communication strategies that are clearly directed to the needs of historically and currently marginalized students.

The application:

• Describes general communication methods that will be used to communicate the value of the career pathway to learners and their parents/guardians; and

• Includes communication strategies that consider, but do not fully address, the needs of historically and currently marginalized students.

The application:

• Describes communication activities that may help communicate the value of a career pathway, but methods are limited or unclear; and

• Provides communication strategies that do not address the needs of historically and currently marginalized students.

Project Abstract — Required, Non-scored; used for context only and not evaluated as part of scoring.

Budget Narrative & Worksheet (Attachment 2 — Required), Non‑scored; reviewed for allowability/completeness only.

TOTAL POINTS POSSIBLE (without bonus) 195

Section/Guiding Question/ Evaluation Criteria

High Scoring Response Middle Scoring Response Low Scoring Response

4.3.12 Bonus – CTSO Integration

(5 points)

4-5 points 2-3 points 0-1 points

How will this project strengthen connections to CTSOs?

To what extent does the CTSO plan:

• Clearly describe how CTSOs will be integrated into the overall CTE

The CTSO plan is clearly developed and explicitly integrated into the overall project;

• Shows meaningful partner engagement;

The CTSO plan is present but underdeveloped;

• Shows some partner involvement, though roles or connections may lack depth;

• Provides general recruitment

The CTSO plan shows minimal or unclear integration into the overall project;

• Lacks meaningful partner engagement;

• Provides vague or insufficient project and how this supports the CTE Revitalization Grant Vision?

• Identify expected impacts on the school environment, including leadership development, learner engagement, or culture?

• Demonstrate meaningful connections between CTSOs and community, industry, labor, or postsecondary partners?

• Present equitable and intentional recruitment and sustained participation strategies, including interest-building for learners prior to high school where appropriate?

• Provide clear expectations for learner participation, including current and anticipated CTSO membership levels?

• Explain budget needs that directly support CTSO-related activities, when applicable?

• Outlines equitable and well-structured recruitment and participation strategies;

• Identifies significant school-wide impacts, including leadership development, learner engagement, or culture;

• Provides clear and realistic membership expectations (current and anticipated);

and

• Includes well-justified CTSO-related budget needs that directly support meaningful CTSO activities.

and participation strategies, with limited detail or clarity;

• Identifies potential but limited school-wide impacts;

• Includes basic membership information, but expectations may not be fully articulated;

and

• Provides minimal detail regarding CTSO-related budget needs.

recruitment and participation strategies;

• Does not clearly articulate school-wide impacts or membership expectations; and

• Provides little to no explanation of CTSO-related budget needs.

TOTAL POINTS POSSIBLE (with bonus) 200