Early Lit-RFA R2_final.pdf

RFA S-58100-00013327 – Early Literacy Success Community Grants

ODE RFA, updated 20210119 Page 1 of 26

STATE OF OREGON

COVER PAGE

OREGON DEPARTMENT OF EDUCATION

EARLY LITERACY SUCCESS COMMUNITY GRANTS

Request for Grant Applications (“RFA”)

OREGON BUYS NO. REQ-58100-00013327

Date of Issue: March 31, 2025

Closing Date and Time: May 15, 2025 at 5:00 p.m.

Single Point of Contact (SPC): Tim Beaver, Procurement and Contract Specialist

Address: 255 Capitol Street NE

City, State, Zip: Salem, OR 97310

Phone: (503)-383-8119

Questions: Early Literacy Community Grants - Q&A

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/a8f28b107db54740a2295941593de5d8

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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 AGENCY OVERVIEW AND BACKGROUND

2.4 THE GOAL OF EARLY LITERACY SUCCESS COMMUNITY GRANT

2.5 SCOPE OF GRANT ACTIVITIES

SECTION 3: PROCESS AND REQUIREMENTS

3.1 GRANT PROCESS

3.2 APPLICATION REQUIREMENTS

3.3 REQUIRED APPLICATION ATTACHMENTS

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: DELC RECORDED PROGRAM ELIGIBILITY QUESTIONNAIRE

ATTACHMENT C: APPLICANT INFORMATION AND CERTIFICATION SHEET

ATTACHMENT D: PROJECT ACTIVITIES TABLE (.XLSX TEMPLATE PROVIDED)

ATTACHMENT E: PROJECT BUDGET (.XLSX TEMPLATE PROVIDED)

ATTACHMENT F: GRANT EXPENDITURE GUIDANCE

ATTACHMENT G: COMMUNITY EARLY LITERACY GUIDEBOOK FOR ORGANIZATIONS

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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”) to provide funding for the Early Literacy Success Community Grants.

The 2024-2027 Early Literacy Success Community Grants are being made available to Community-based Organizations, Early Learning Hubs, Providers of Early Learning Services, Post-secondary Institutions of Education, and Public Libraries to address the activities and outcomes in this Grant Application, aligned with the Early Literacy Success Community Grants (Grants) goals and objectives.

The goal of these Grants as required in ORS 327.843 is to provide funds to Applicants to provide services that:

A. Expand culturally and linguistically responsive early literacy programs for children in Early Elementary Grades by:

1. Encouraging family and caregiver engagement; and

2. Providing research-aligned professional training and coaching for direct service staff in early literacy.

B. Develop and implement programs that engage parents and children in early elementary grades in early literacy and that are available equitably and statewide.

C. Provide high-dosage tutoring programs and training to tutors to qualify the tutors for instruction in a manner consistent with research-aligned literacy strategies.

Applicants must propose grant activities and outcomes that are responsive to the goals of the grant.

Additional details are included in Section 2.5 Scope of Grant Activities, and Exhibit A, The Project, of Attachment A: Sample Grant.

1.2 GRANT AMOUNT AND DURATION

Agency anticipates awarding multiple Grant Agreements (each a “Grant”) from this RFA. The initial term of each Grant is anticipated to be effective July 1, 2025 and expire June 30, 2027.

The maximum amount for each Grant is $1,000,000 for the 2025-2027 biennium. Regardless of each Grant’s execution date, Grants will be effective July 1, 2025, or upon meeting all requirements of the Grant Agreement (i.e. insurance, recording with the Department of Early Learning and Care, etc.), whichever is later.

Grant awards and amounts are contingent on authorization of funding to Agency by the 2025 Oregon Legislative Assembly.

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1.3 ELIGIBILITY

To be eligible for a Grant under this RFA, and qualify to implement the strategies provided in Section 2.4, Project Description, Applicants must certify (by answering the Eligibility questions on the Smartsheet Application linked in Section 3.1.5) that they meet the following requirements:

A. Be one of the following, as defined in RFA Section 2.2, Definition of Terms below:

• Community-Based Organization;

• Early Learning Hub;

• Provider of Early Learning Services;

• Post-secondary Institution of Education;

• Public Library

B. Provide all Grant-funded Activities that only serve students in Pre-Kindergarten to 3rd grade.

C. Certify that proposed activities include all three of the following:

1. Expand culturally and linguistically responsive early literacy programs for children in Early Elementary Grades by:

a. Encouraging family and caregiver engagement; and

b. Providing research-aligned professional training and coaching for direct service staff in early literacy.

2. Develop and implement programs that engage parents and children in early elementary grades in early literacy and that are available equitably and statewide.

3. Provide high-dosage tutoring programs and training to tutors to qualify the tutors for instruction in a manner consistent with research-aligned literacy strategies.

Existing Grantees of an Early Literacy Community Success Grant from a prior Request for Applications are eligible to apply, but must clearly outline how the additional award will expand on activities funded by the prior award or be used to implement a new program.

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 (Not Mandatory) Zoom Registration Form Link

April 9, 2025 10:00 AM

Questions/ requests for clarification due April 28, 2025 5:00 PM

Answers to questions/ requests for clarification issued (approximate) May 1, 2025

Closing (Applications due) May 15, 2025 5:00 PM

Issuance of notice of intent to award (approximate) The week of June 16 https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.zoomgov.com%2Fmeeting%2Fregister%2FJ1UJogjWT3-hauT_loXZxw&data=05%7C02%7CTim.Beaver%40ode.oregon.gov%7Cf04539628243473d7db608dd6b0e1de9%7Cb4f51418b26949a2935afa54bf584fc8%7C0%7C0%7C638784430574097425%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8GFI0BPiVRd3Vke8%2FLK3thu1eAsBXz5uBV8tPTUTp5k%3D&reserved=0

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1.5 SINGLE POINT OF CONTACT (SPC)

The SPC for this RFA is identified on the Cover Page. Applicants must direct all communications related to any provision of the RFA, whether about the technical requirements of the RFA, Grant requirements, the RFA process, or any other provision only to the SPC via this Smartsheet link:

Early Literacy Community Grants - Q&A.

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

Agency is issuing this RFA pursuant to its authority under ORS 190, ORS 327.829, ORS 327.843, ORS 327.825, ORS 327.827, ORS 327.843, and ORS 327.845 and implementing OAR 581-017- 0801 to 581-017-0806.

2.2 DEFINITION OF TERMS

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

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

“Agency” means the Oregon, Department of Education.

“Applicant” means an entity who submits an Application in response to this RFA.

“Application” means a written response to this RFA.

“Community-Based Organization” means an organization that is:

(a) established as a nonprofit organization under the laws of this state;

(b) reflective of a community or significant segments of a community it seeks to serve;

and

(c) driven by and representative of a community or a significant segment of a community and works to meet community needs and amplify strengths.

“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 Responsive” means the implicit recognition and incorporation of the cultural knowledge, experience, and ways of being and knowing of students in teaching, learning, and assessment. This includes identifying, valuing, and maintaining a high commitment to students’ cultural assets in instruction and assessment; diverse frames of reference that correspond to multifaceted cultural perspectives/ experiences; and behaviors in the classroom that can differ from White-centered cultural views of what qualifies as achievement or success.

“Direct Administrative Costs” means administrative functions readily allocable to and required for administering the grant program such as oversight, grant expenditure data collection, leadership that does not include direct service to teacher or students, management, and supervision. Direct Administrative Costs should be a smaller proportion of the overall grant amount in relation to direct service costs.

https://app.smartsheet.com/b/form/a8f28b107db54740a2295941593de5d8

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“Early Elementary Grades” means any grade from prekindergarten through grade three.

“Early Learning Hub” means any entity designated by regional partners to coordinate early learning services, as determined by rules adopted by the Early Learning Council.

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

“Evidence-Based” means practices with a proven record of success based on reliable, trustworthy, and valid evidence that when the practices are implemented with fidelity, students can be expected to make adequate gains in early literacy. Instructional practices, activities, strategies, or interventions that are “evidence-based” should not just privilege scientific evidence, but also be driven by evidence stemming from the perspectives of those affected by those practices, activities, strategies, or interventions such as:

a. Tribal consultation, recommendations, and experiences of American Indian/ Alaska Native community members or Tribes.

b. Community-driven, Culturally Responsive/sustaining/specific, non-dominant and non-Western ways of knowing, being, and researching.

“Grantee” means the Project legal entity awarded Grant funds to accomplish the program’s purpose.

“Grant Funds” Monies made available through the Early Literacy Success Initiative.

“High-Dosage Tutoring’’ for Early Literacy Success Community Grants OAR 581-017- 0801(21) means tutoring that:

(a) is provided outside of the school day;

(b) is provided by a qualified and trained tutor which is defined for Community Grants as a person who has the training necessary to implement the research-aligned tutoring model effectively;

(c) uses a research-aligned tutoring model that employs Evidence-Based strategies and is administered in a Culturally Responsive manner and that is combined with the training necessary for tutors to implement the model effectively;

(d) is provided to four or fewer students;

(e) uses materials that are aligned to the program; and

(f) uses student assessment data and other evidence of student learning to inform tutoring sessions and adjust to student needs.

“Indirect costs” means costs not readily identifiable with the activities of the grant but incurred for the joint benefit of those activities and other activities of the organization.

“Partnership” means a group of organizations, Tribal governments, districts or individuals who agree to work together with a common interest and shared vision. In a Partnership, there is a high level of trust and communication, and differences in power and privilege are addressed. Roles and responsibilities on all sides are well-defined and developed with shared authority in decision making. There might be shared space and staff, with expectations and agreements in writing.

“Post-secondary Institution of Education” means accredited institution (public or

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(a) Admits students who have earned a recognized high school diploma, the equivalent of a recognized high school diploma, or a GED certificate, or who are beyond the age of compulsory education in the State of Oregon, and

(b) Is authorized by the Higher Education Coordinating Commission to offer one or more educational programs beyond secondary education.

“Project” means the programs, activities, and outcomes applicants will develop to meet their chosen components/objectives of the Early Literacy Success Community Grants.

“Provider of Early Learning Services” means a public or non-profit entity that provides education and learning opportunities for children in grades pre-Kindergarten to third grade through the provision of services that:

(a) supports families, caregivers, and community members to incorporate research-aligned early learning practices outside of the school day; or

(b) a program that directly provides research-aligned early learning services outside of the school day.

“Public Library” means a public agency that provides to all residents of a local government unit free and equal access to library and information services that are suitable for persons of all ages.

”Region” means Northwest, Southwest, Metro, Central, or East.

“Student Groups that have Historically Experienced Disparities” means:

(a) “Economically Disadvantaged Students,” which means students who meet one or more of the following qualifications:

(1) are participating in Supplemental Nutrition Assistance Program funded by the United States Department of Agriculture;

(2) are participating in the Temporary Assistance for Needy Families program as defined in Title IV of the Social Security Act;

(3) are foster students; or

(4) are migrant students.

(b) “Students from Racial or Ethnic Groups that Have Historically Experienced Academic Disparities,” which includes, but is not limited to American Indian and Alaska Native students, Black and African American students, Hispanic and Latino students, Asian students, Native Hawaiian and Pacific Islander students, and multiracial students and any other racial or ethnic group identified by the eligible applicant as historically experienced academic disparities.

(c) “Students with Disabilities,” which means a child with a disability as defined in ORS 343.035(1) and ORS 343.035(14)(b).

(d) “English Language Learners,” which means or “English learners,” which means a student who has limited English language proficiency because English is not the native language of the student or the student comes from an environment where a language other than English has had a significant impact on the student’s level of English language proficiency.

(e) “Foster Students” as defined in ORS 30.297(5)(c).

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(f) “Students who are Homeless” has the same meaning as in section 725 of the McKinney-Vento Act, 42 USC § 11434a (2).

(g) Students who attend an elementary school that:

(A) Is identified for comprehensive support and improvement or for targeted support and improvement under the federal Every Student Succeeds Act (P.L.

114-95, 129 Stat. 1802) regardless of whether the school is receiving funding;

or

(B) Qualifies for assistance under Title I of the federal Elementary and Education Act of 1965; "whereas qualifying for assistance under Title I" means at least 35% of the school’s students are experiencing poverty, or the school receives Title I-A funds as determined by the district.

(h) “LGBTQ2SIA+ Students,” which means students who may have one or multiple gender identities and/or sexual orientations including lesbian, gay, bisexual, pansexual, transgender, nonbinary, queer, questioning, two-spirit, intersex, and asexual. The plus sign (“+”) recognizes and includes the myriad ways to describe marginalized gender identities and sexual orientations.

(i) “Students Recently Arrived,” which means a student who was NOT born in any state or US Territory and who has not been attending one or more schools in any one or more state for more than three full academic years.

(j) “Migratory Students,” which means a student whose is a migratory worker or whose parent or guardian is a migratory worker in the agricultural, dairy, lumber, or fishing industries and who has moved due to economic necessity between school districts in the last thirty six months, and is eligible to be a part of the Title 1-C Migrant Education Program.

(k) “Justice involved youth” means a student who is pre or post adjudication, been or currently detained in a secure juvenile justice facility, and/or been or currently placed in a community juvenile justice program.

“State” means the state of Oregon.

2.3 AGENCY OVERVIEW AND BACKGROUND

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

• Developing policies and standards;

• Providing accurate and timely data to inform instruction;

• Training teachers on how to use data effectively;

• Effectively administering numerous State and federal grants; and

• Sharing and helping districts implement best practices.

The Agency fosters equity and excellence for every learner through collaboration with educators, partners, and communities while being guided by integrity and accountability.

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The Agency’s priorities are: graduating Oregon Students, increasing college and career readiness, closing the achievement and opportunity gaps, increasing teacher and administrator effectiveness, increasing performance for all schools and districts, developing a strong and seamless education system from early childhood education through higher education.

2.4 THE GOAL OF EARLY LITERACY SUCCESS COMMUNITY GRANT

In establishing the Early Literacy Success Community Grant, Agency has identified an urgency to bolster literacy statewide, including the importance of Community Voice and family engagement in literacy development. Therefore, the Early Literacy Success Community Grant will focus on literacy for the community, by the community.The purpose of the Early Literacy Success Community Grant program is to bolster literacy in communities statewide while using Community Voice and family engagement to:

a. expand the State’s culturally and linguistically responsive early literacy programs

b. implement High-Dosage Tutoring programs and provide training to tutors that are research-aligned, and

c. foster authentic engagement of families and caregivers of Early Elementary

Grades

2.5 SCOPE OF GRANT ACTIVITIES

Agency will disburse Grant Funds to the prospective Grantee, for the purpose of implementing approved Project Activities to address the Early Literacy Success Community Grants. The prospective Grantee shall then implement their approved Project Plan (see Attachment A: Sample Grant Agreement, Exhibit A Section III. Reporting Requirements), addressing the purposes of the grant outlined in ORS 327.825, ORS 327.827, ORS 327.843, and ORS 327.845 and OAR 581-017-0802:

(a) Expand culturally and linguistically responsive early literacy programs for children in

Early Elementary Grades by:

(A) Encouraging family and caregiver engagement; and

(B) Providing research-aligned professional training and coaching for direct service staff in early literacy.

(b) Develop and implement programs that engage parents and children in Early

Elementary Grades in early literacy and that are available equitably and statewide.

(c) Provide High-Dosage Tutoring programs and training to tutors to qualify the tutors for instruction in a manner consistent with research-aligned literacy strategies.

(d) Submission of Project Plan and Budget. By each deadline below, Grantee shall submit an annual Project Plan, including a Project Budget, for Agency’s approval that explains the activities that Grantee will engage in during the associated period of time to address the statutory objectives referenced above:

• July 1, 2025—describing activities from July 1, 2025–June 30, 2026

• July 1, 2026—describing activities from July 1, 2026–June 30, 2027

Implementation of Project Plan and Budget. After first obtaining Agency’s approval in

ODE RFA, updated 20210119 Page 10 of 26 writing, the prospective Grantee will be required to implement Grantee’s approved Project Plan, in accordance with the approved Project Budget. Upon approval, this approved Project Plan and Project Budget shall be incorporated into the prospective Grantee’s Grant by reference.

SECTION 3: PROCESS AND REQUIREMENTS

3.1 GRANT PROCESS

3.1.1 Public Notice

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

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 via Smartsheet 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.

3.1.3 Pre-Application Conference

A pre-Application conference will be held virtually at the date and time listed in the Schedule under Section 1.4. Prospective Applicants’ participation in this conference is highly encouraged but not mandatory.

Applicants must register in advance to attend the pre-application conference by completing the Zoom registration form using the link in Section 1.4 above.

The purpose of the pre-Application conference is to:

• Provide an additional description of the project;

• Explain the RFA process; and

• Answer any questions Applicants may have related to the project or the process.

Statements made at the pre-Application conference are not binding upon Agency. Applicants may be asked to submit questions in writing.

https://oregonbuys.gov/

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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 in mail or by common carriers or by transmission errors or delays or mistaken delivery. Applications submitted by any means not authorized may be rejected. The following submission option(s) is permitted for this RFA:

Electronic. An electronic version of the complete Application must be submitted via Smartsheet using the Smartsheet Application Link. Only complete Applications received by Closing will be scored.

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:

• 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 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 Addenda.

3.2 APPLICATION REQUIREMENTS

Application must address each of the items listed in this section and all other requirements set forth in this RFA. Applicant must describe how activities will be completed. An Application that merely offers to fulfill the project will be considered non-responsive to this RFA and will not be considered further.

https://app.smartsheet.com/b/form/82cd72d2aa9947c9a61e1ab16ce01e09

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If Applicant is an existing Grantee of an Early Literacy Community Success Grant from a prior Request for Applications, then in each response below, Applicant must clearly outline how the additional award will expand on activities funded by the prior award or be used to implement a new program.

3.2.1 Application

Applicant must complete and submit the Application via the Smartsheet Application Link in Section 3.1.5. Applicant should use definitive verbs in their narrative to describe what Applicant “will” do rather than aspirational verbs such as “hopes”, “expects”, “intends”, “plans”, or similar verbs that do not express a firm commitment to undertake a specific action.

Attachment G: Early Literacy Guidebook is the foundational document to support effective implementation of an early literacy program in a community organization.

3.2.1.1 General Applicant Organization Information

• Organization Name,

• Mailing Address,

• Organization Website,

• Authorized Contact,

• Fiscal Contact,

• Yes/No to indicate Partnership (as defined in Section 2.2), and

• Requested amount of award.

3.2.1.2 Service Area and Regions Served

Indicate in which service areas the Project will take place. Applicants must specify the Region number(s) and the counties in which they will be delivering services. Region descriptions below.

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 Counties

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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) application in each Region to expand Program resources for students statewide. Applicants must specify the Region in which they will be delivering servicess.

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.

3.2.1.3 Applicant Overview

Describe your organization’s mission, vision, and goals and how they relate to the Early Literacy Success Initiative.

3.2.1.4 Community Overview

Provide detailed information about the Early Literacy needs of the community your organization proposes to serve with these grant funds, including the demographics of students and families in that community (e.g. age, race/ethnicity, rural/urban, Student Groups that have Historically Experienced Disparities, etc.).

3.2.1.5 Description of Staffing Capacity and Expertise

Describe your existing or planned staffing capacity and expertise for implementing your proposed early literacy programs/initiatives outside of the school day.

3.2.1.6 Early Literacy Programs

Describe how you will implement the domains and indicators outlined, in Attachment G:

Early Literacy Guidebook, to either start a new or expand an existing culturally and linguistically responsive early literacy program.

3.2.1.7 Family Engagement

Describe how you will implement the domains and indicators, outlined in Attachment G:

Early Literacy Guidebook, to provide high-quality family and caregiver engagement.

3.2.1.8 High-Dosage Tutoring to Students

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Describe how you will implement the domains and indicators, outlined in Attachment G:

Early Literacy Guidebook, to provide High-Dosage Tutoring (to students in grades 1-3) including:

• Agency plan to identify students who need High-Dosage Tutoring

• A dedicated space to deliver High-Dosage Tutoring

• A Science of Reading and Writing based curriculum and materials

• Tutoring sessions of a minimum of 2 times per week, for a 10 week cycle

• Maximum of four students in a tutoring group

• Student assessment plan that evaluates student baseline, progress, and outcomes

3.2.1.9 Training of High-Dosage Tutors

Describe how you will implement the domains and indicators, outlined in Attachment G:

Early Literacy Guidebook, to provide training of tutors for instruction that is research-aligned, including ensuring your organization has one of the following:

• Uses current program staff to provide High-Dosage Tutoring or intends to hire staff that will be trained by an Agency-Approved PD and Coaching Provider.

• Intent to hire an external vendor to deliver HDT. All such vendors must be from Agency’s Approved Provider List.

• Materials currently available or intended for purchase are based on Science of Reading and Writing, aligned with research-based literacy practices, and are culturally and linguistically responsive.

3.2.1.10 Progress Measures and Evaluation

Describe the plan to measure and report Project progress and outcomes to families, communities, and other partners?

3.2.1.11 Equity

Describe how your Project centers equity in its design and implementation. Include how you will meet the needs of students and families who have historically experienced disparities by designing services that honor and reflect the assets and diversity of the identities of students served through the Project.

3.3 REQUIRED APPLICATION ATTACHMENTS

The section below outlines the required Application attachments which must be uploaded within the Smartsheet Application (see link in Section 3.1.5).

3.3.1 Attachment B: DELC Recorded Program Eligibility Questionnaire

Complete and submit the DELC Recorded Program Eligibility Questionnaire (Attachment B) to provide as evidence of compliance as described in Section 5.2.1.

3.3.2 Attachment C: Applicant Information and Certification Sheet (.pdf provided)

Applicant must complete and submit the Applicant Information and Certification Sheet https://www.oregon.gov/ode/EarlyLiteracySuccessInitiative/Documents/ODE_Approved_Provider_List_Professional_Development%26Coaching.pdf https://www.oregon.gov/ode/EarlyLiteracySuccessInitiative/Documents/ODE_Approved_Provider_List_High-Dosage_Tutoring.pdf

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(Attachment C: Applicant Information and Certification Sheet).

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

Submission Requirements: Submit Attachment D: Project Activities in .xlsx format using the following naming protocol: Organization Name Abbreviation_Early Literacy Success Community Grants_Attachment Name.

For example, “OrgName_Early Literacy Success Community Grants_Project Activities”.

The proposed Year 1 Activities tab in the Project Activities Table must include a detailed account of each proposed activity for the first year of the grant to accomplish the Year 1 milestone by incorporating the items listed below. Activities in the Project Activities Table must be numbered and aligned to the Project Budget.

• Numbered Activity Title

• Detailed Activity Description

• Location of the Activity

• Materials and supplies needed

• How/why the activity was identified

• Partner(s) involved in the Activity

• Expected number of participants served (by PowerPoint category)

• Impact the activity aims to have

Applicants should also provide a brief summary of activities they propose to achieve in Year 2 in the “Years 2 Activity Summary” tab of the Project Activities Table.

3.3.4 Attachment E: Project Budget (.xlsx template provided)

Submission Requirements: Submit Attachment E: Project Budget in .xlsx format using the following naming protocol: Organization Name Abbreviation_Early Literacy Success Community Grants_Attachment Name.

For example, “OrgName_Early Literacy Success Community Grants_Project Budget”.

Year 1 Project Budget must include the following:

3.3.4.1 Descriptions of each Project expenditure using the provided template, according to the guidelines in this RFA and provided in the Attachment F: Grant Expenditure Guidance.

• Justifications for each expense to describe what purpose or need the expense serves for the Project, including activity/ies supported by the expense.

3.3.4.2 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 Attachment F_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

ODE RFA, updated 20210119 Page 16 of 26 of the template.

• Indirect Costs, as described in Attachment A: Sample Grant Agreement.

• For Year 2, on the relevant tab of the template, enter a per-category summary of each year’s 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 Applicant.

However, clarifications may not be used to rehabilitate a non-responsive Application. If the SPC finds the Application non-responsive, the Application may be rejected, however, Agency may waive minor mistakes 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 new information not included in the original Application.

SECTION

REFERENCE

EVALUATION CRITERIA POINTS

POSSIBLE

3.2.1.3 Evaluation Item 1: Applicant Overview

Describe your organization’s mission, vision, and goals and how they align with the Early Literacy Success Initiative.

0 points:

Applicant’s stated mission, vision, and goals are not described or do not align with the Early Literacy Success Initiative.

1 point:

Applicant’s mission, vision, and goals, are described but weakly align with the Early Literacy Success Initiative.

2 points:

Applicant’s mission, vision, and goals are described and adequately align with the Early Literacy Success Initiative.

3 points:

Applicant’s mission, vision, and goals are described and strongly align with the Early Literacy Success Initiative.

5%/3 Points

ODE RFA, updated 20210119 Page 17 of 26

SECTION

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EVALUATION CRITERIA POINTS

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3.2.1.4 Evaluation Item 2: Community Overview

Provide detailed information about the Early Literacy needs of the community your organization proposes to serve with these grant funds, including the demographics of students and families in that community (e.g. age, race/ethnicity, rural/urban, Student Groups that have Historically Experienced Disparities, etc.).

0 points:

Applicant demonstrates limited understanding of either the demographics or early literacy needs of students and families they propose to serve.

1 point:

Applicant demonstrates some understanding of the demographics or early literacy needs of students and families they propose to serve.

2 points:

Applicant demonstrates adequate understanding of the demographics and early literacy needs of students and families they propose to serve.

3 points:

Applicant demonstrates a strong understanding of the demographics and early literacy needs of students and families they propose to serve.

10%/3 Points

3.2.1.5 Evaluation Item 3: Description of Staffing Capacity and Expertise Describe your existing or planned staffing capacity and expertise for implementing your proposed early literacy programs/initiatives outside of the school day.

0 points:

Applicant does not provide adequate details or the information provided does not demonstrate sufficient capacity and/or expertise to accomplish their proposed activities.

1 point:

Applicant includes some details but does not demonstrate adequate capacity and expertise to accomplish their proposed activities.

2 points:

Applicant includes adequate details and demonstrates existing or planned capacity and expertise to accomplish their proposed activities.

3 points:

10%/3 Points

ODE RFA, updated 20210119 Page 18 of 26

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EVALUATION CRITERIA POINTS

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Applicant includes thorough details and demonstrates strong existing or planned staffing capacity and expertise to accomplish their proposed activities.

3.2.1.6 Evaluation Item 4: Early Literacy Programs

Describe how you will implement the domains and indicators, outlined in Attachment G: Early Literacy Guidebook, to either start a new or expand an existing culturally and linguistically responsive early literacy program.

0 points:

Applicant does not demonstrate an understanding of how to implement a program based on the domains and indicators outlined in the Guidebook.

1 point:

Applicant demonstrates some understanding of how to implement a program based on the domains and indicators in the Guidebook.

2 points:

Applicant demonstrates adequate understanding of how to implement a program based on the domains and indicators in the Guidebook.

3 points:

Applicant demonstrates thorough understanding of how to implement a program based on the domains and indicators in the Guidebook.

10%/3 Points

3.2.1.7 Evaluation Item 5: Family Engagement

Describe how you will implement the domains and indicators outlined in the Community Early Literacy Guidebook (Attachment G) to provide high-quality family and caregiver engagement.

0 points:

Applicant provides little to no information on how they will implement the domains and indicators from the Guidebook to provide high-quality family and caregiver engagement.

1 point:

Applicant provides some information on how they will implement the domains and indicators from the Guidebook to provide high-quality family and caregiver engagement.

2 points:

Applicant provides adequate information on how they will implement the domains and indicators from the Guidebook to provide high-quality family and caregiver engagement.

ODE RFA, updated 20210119 Page 19 of 26

REFERENCE

EVALUATION CRITERIA POINTS

POSSIBLE

Applicant provides strong information on how they will implement the domains and indicators from the Guidebook to provide high-quality family and caregiver engagement.

3.2.1.8 Evaluation Item 6: High-Dosage Tutoring to Students

Describe how you will implement the domains and indicators, outlined in Attachment G: Early Literacy Guidebook, to provide High-Dosage Tutoring (to students in grades 1-3) including:

• Agency plan to identify students who need High-Dosage Tutoring

• A dedicated space to deliver High-Dosage Tutoring

• A Science of Reading and Writing based curriculum and materials

• Tutoring sessions of a minimum of 2 times per week, for a 10 week cycle

• Maximum of four students in a tutoring group

• Student assessment plan that evaluates student baseline, progress, and outcomes 0 points:

Applicant provides little to no information on how they will implement the domains and indicators from the Guidebook to provide High-Dosage Tutoring.

1 point:

Applicant provides some information on how they will implement the domains and indicators from the Guidebook to provide High-Dosage Tutoring.

2 points:

Applicant provides adequate information on how they will implement the domains and indicators from the Guidebook to provide High-Dosage Tutoring.

3 points:

Applicant provides strong information on how they will implement the domains and indicators from the Guidebook to provide High-Dosage Tutoring.

5%/3 Points

3.2.1.9 Evaluation Item 7: Training of High-Dosage Tutors

Describe how you will implement the domains and indicators outlined in the Community Early Literacy Guidebook (Attachment G) to provide training of tutors for instruction that is research-aligned, including ensuring your organization has one of the following:

• Uses current program staff to provide High-Dosage Tutoring or intends to hire staff that will be trained by an Agency-Approved PD and Coaching Provider https://www.oregon.gov/ode/EarlyLiteracySuccessInitiative/Documents/ODE_Approved_Provider_List_Professional_Development%26Coaching.pdf https://www.oregon.gov/ode/EarlyLiteracySuccessInitiative/Documents/ODE_Approved_Provider_List_Professional_Development%26Coaching.pdf

ODE RFA, updated 20210119 Page 20 of 26

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EVALUATION CRITERIA POINTS

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• Intent to hire an external vendor to deliver HDT *Must be from Oregon Department of Education’s Approved Provider List

• Materials currently available or intended for purchase are based on Science of Reading and Writing, aligned with research-based literacy practices, and are culturally and linguistically responsive.

0 points:

Applicant provides little to no information on how they will implement the domains and indicators from the Guidebook to provide training of tutors.

1 point:

Applicant provides some information on how they will implement the domains and indicators from the Guidebook to provide training of tutors.

2 points:

Applicant provides adequate information on how they will implement the domains and indicators from the Guidebook to provide training of tutors.

3 points:

Applicant provides strong information on how they will implement the domains and indicators from the Guidebook to provide training of tutors.

5%/3 Points

3.2.1.10 Evaluation Item 8: Progress Measures and Evaluation

Describe the plan to measure and report Project progress and outcomes to families, communities, and other partners?

0 points:

Applicant describes a little to no plan to measure and report Project progress and outcomes to families, communities, and other partners.

1 point:

Applicant describes some aspects of a plan to measure and report Project progress and outcomes to families, communities, and other partners.

2 points:

Applicant describes an adequate plan to measure and report Project progress and outcomes to families, communities, and other partners.

3 points:

Applicant describes a substantial and comprehensive plan to measure and report Project progress and outcomes to families, communities, and other partners.

https://www.oregon.gov/ode/EarlyLiteracySuccessInitiative/Documents/ODE_Approved_Provider_List_High-Dosage_Tutoring.pdf

ODE RFA, updated 20210119 Page 21 of 26

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EVALUATION CRITERIA POINTS

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3.2.1.11 Evaluation Item 9: Equity

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

Include how you will meet the needs of students and families who have historically experienced disparities by designing services that honor and reflect the assets and diversity of the identities of students served through the Project.

0 points:

Applicant does not demonstrate the project centers equity through services that honor and reflect the identities of the students served.

1 point:

Applicant minimally demonstrates the project centers equity through services that honor and reflect the identities of the students served.

2 points:

Applicant adequately demonstrates the project centers equity through services that honor and reflect the identities of the students served.

Applicant strongly demonstrate the project centers equity through services that honor and reflect the identities of the students served.

10%/3 Points

3.3.3 Evaluation Item 10: Attachment D: Year 1 Project Activities Table The proposed Year 1 Activities tab in the Project Activities Table must include a detailed account of each proposed activity for the first year of the grant to accomplish the Year 1 milestone(s) by incorporating the items listed below.

Activities in the Project Activities Table must be numbered and aligned to the Project Budget.

• Numbered Activity Title

• Detailed Activity Description

• Location of the Activity

• Materials and supplies needed

• How/why the activity was identified

• Partner(s) involved in the Activity

• Expected number of participants served (by PowerPoint category)

• Impact the activity aims to have

Applicants should also provide a brief summary of activities they hope to achieve in Year 2 in the “Years 2 Activity Summary” tab of the Project Activities Table.

0 points:

Activities provided are entirely misaligned to the goals of the Early Literacy Success Community Grants.

ODE RFA, updated 20210119 Page 22 of 26

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EVALUATION CRITERIA POINTS

POSSIBLE

1 point:

Activities provided are minimally aligned to the goals of the Early Literacy Success Community Grants.

2 points:

Activities provided are adequately aligned to the goals of the Early Literacy Success Community Grants.

3 points:

Activities provided are thoroughly aligned to the goals of the Early Literacy Success Community Grants.

3.3.4 Evaluation Item 11: Attachment E: Project Budget

The proposed Year 1 Project Budget must include the following:

• Descriptions of each Project expenditure using the provided template, according to the guidelines in this RFA and provided in the Attachment F:

Grant Expenditure Guidance document.

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

• 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 Attachment F: 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.

• Indirect Costs, as described in Attachment A: Sample Grant Agreement.

For Year 2, on the relevant tab of the template, enter a per-category summary of each year’s proposed budget.

0 Points:

Budget table was not attached.

1 Point:

Budget line items do not include sufficient information EITHER in the Description OR the Justification columns to understand how the line items are necessary for implementation of the Project activities.

2 Points:

Budget includes adequate information in the Description AND Justification columns to demonstrate that the majority of line items are necessary for implementation of the Project activities.

ODE RFA, updated 20210119 Page 23 of 26

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EVALUATION CRITERIA POINTS

POSSIBLE

3 Points:

Budget includes comprehensive information in the Description AND Justification columns to demonstrate that most or all of line items are necessary for implementation of the Project activities.

TOTAL POINTS POSSIBLE 33

TOTAL WEIGHTED POINTS POSSIBLE 85

4.3 POINT AND SCORE CALCULATIONS

Scores are the values (0 through 3) assigned by each evaluator.

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

4.4 RANKING OF APPLICANTS

The SPC will total the points for each Application. SPC will determine rank order for each respective Application, with the highest point total receiving the…