ATTACHMENT E EVALUATION CRITERIA RUBRIC_FINAL.xlsx

Scoring Rubric

Criteria

- Explicit alignment to REN statute and policy goals: Clearly connects organizational strategic priorities and programs to the specific purposes outlined in ORS 342.943(3) and (4), demonstrating understanding of the REN’s role and intent.

-Coherent strategy-to-program connection: Shows how current programs operationalize stated strategic priorities and directly advance REN goals (not just general alignment statements).

-Use of data and measurable outcomes: Provides concrete evidence of effectiveness (e.g., participation data, educator retention, improved instructional practice, leadership development outcomes) tied to aligned program components.

-Regional and systems impact: Demonstrates how programs function across multiple districts or partners and contribute to coordinated, region-wide improvement.

- Clear strategy for supporting network-wide instructional improvement: Describes how the organization will coordinate structures (e.g., regional learning communities, coaching systems, shared professional learning) that strengthen evidence-based instructional practices across districts.

- Systems for identifying and responding to changing student needs: Explains how the network will use regional data, educator input, and continuous improvement processes to identify emerging student needs and adapt supports accordingly.

- Comprehensive educator support across career stages: Demonstrates how the organization will help the network identify, develop and provide differentiated supports for novice, experienced, and teacher leaders (e.g., mentoring, induction, coaching, leadership development) that move beyond one-time workshops.

- Regional coordination and partner alignment: Describes how the organization will convene partners, align resources, and ensure consistent access to supports across diverse districts and geographic contexts.

- Clear, measurable evidence of improved student outcomes: Provides specific data demonstrating impact on student indicators (e.g., achievement, growth, attendance, engagement), including baseline and outcome comparisons over time.

- Use of disaggregated data: Includes at least one example with disaggregated results (e.g., by race/ethnicity, income, geography, multilingual status) to demonstrate impact on historically underserved student groups.

- Defined organizational role: Clearly explains whether the organization had a direct implementation role or contributed through partnership, capacity building, or regional coordination—and how that role influenced outcomes.

- Structured processes for educator engagement: Clearly describes formal mechanisms (e.g., advisory councils, Educator teams, surveys, listening sessions, improvement cycles) used to involve educators in planning and implementation.

- Meaningful educator voice and influence: Demonstrates how educator input shapes decisions (not just consultation), including feedback loops that show how input is incorporated into final initiatives.

- Representative and inclusive participation: Explains how the organization ensures participation across geography (rural, remote, small districts), roles (teachers, administrators, classified), and historically underrepresented groups.

- Equity-centered design practices: Shows intentional strategies to remove participation barriers (e.g., virtual access, scheduling flexibility) and elevate voices of those most impacted.

- Demonstrated experience and coherent approach to Educator Development: Clearly describes sustained strategies (e.g., coaching, mentoring, leadership pathways, job-embedded professional learning) that build educators’ knowledge, skills, and professional dispositions over time.

- Specific, detailed example of capacity building: Provides one concrete initiative or project including scope (who was served, scale, duration), defined goals, and the methods used to strengthen educator capacity.

- Clear description of regional coordination role and scope: Explains the organization’s specific role (e.g., lead convener, fiscal agent, technical assistance provider), the number and type of districts involved, duration of the initiative, and the overall goals.

- Effective cross-district collaboration structures: Describes governance, communication systems, shared decision-making processes, and strategies used to align efforts across districts or partners.

- Clear identification and analysis of disparity: Provides a specific regional example with disaggregated data demonstrating how the disparity was identified, the root cause analysis conducted, and how evidence (quantitative and qualitative) informed understanding of the issue.

- Equity embedded at the organizational level: Provides evidence of formal equity frameworks, policies, or guiding principles that shape strategy, resource allocation, and decision-making across the organization—not limited to a single initiative.

- Authentic engagement and shared decision-making: Demonstrates meaningful involvement of Educators and partner groups (e.g., advisory structures, co-design processes), with clear examples of how input influenced policies or programs.

- Leveraging existing regional partnerships: Describes specific regional partners and collaborative structures already in place and explains how these relationships directly support the REN policy goals, including examples of shared initiatives or joint work that demonstrates the organization's ability to coordinate across diverse partners.

- Demonstrated regional systems and structures: Describes the organization’s established processes, staffing, communication routines, and decision-making structures that enable services to be coordinated reliably across multiple districts.

- Clear examples of aligned services resulting in equitable access: Provides specific examples of where the organization successfully coordinated or aligned services across districts, showing how access, implementation, or support was made consistent, especially for historically underserved or smaller districts.

- Clear, intentional teacher leadership strategy: Describes a structured approach to identifying, developing, and sustaining Teacher Leaders (e.g., leadership pathways, stipended roles, advisory councils, facilitator development).

- Inclusive identification and support practices: Demonstrates equitable strategies to recruit and elevate diverse teacher leaders across geography, experience levels, and backgrounds, including training, coaching, and protected time for leadership work.

- Concrete example with defined scope and goals: Provides a specific initiative that outlines the scale, purpose, and role teachers played in leading or shaping the work.

- Direct influence on policy, practice, or investment: Clearly shows how teacher leadership informed or changed decisions (e.g., adoption of instructional frameworks, allocation of funding, Professional Learning priorities).

- Intentional partnership development and sustainability: Describes how the organization identifies and recruits partners, including outreach strategies, engagement strategies, and how trust is built. Also articulates processes for resolving challenges, developed shared accountability structures and evidence of strategies to sustain partnerships over time.

- Demonstrated experience overseeing funds: Provides specific examples of administering professional learning, mentoring or district support funds. Clearly describes financial systems and monitoring processes that ensure allocations align with program goals and requirements.

- Effective financial stewardship: Describes how the organization tracks expenditures, resolves financial or compliance challenges, and reports on fund use. Includes evidence of successful and accurate reporting, or measurable alignment between spending and intended program outcomes. Available Points: 6 image1.png