GYO RFA Webinar Slides.pdf

OregonBuys Bid S-58100-00006145

Thursday, March 30, 2023 at 3:00PM - 4:00PM

Julia Alpernas, Emily McCaffrey, Lynne Gardner

2023-25 Grow Your Own Grant Program

Pre-Application Webinar

Information for the Meeting

● Information provided in this meeting is supplementary to official documents posted in OregonBuys. Statements made at the pre-Application conference are not binding upon Agency.

● This meeting is being recorded and will be posted with the slides to OregonBuys for viewing after the event.

● Questions should be entered into the “Q&A” option in the meeting, and will be answered and published in an official Q&A document and available after the event in OregonBuys.

● Captions can be turned on by selecting “More” → “Language and Speech” → “Turn on Live Captions”

○ OR: “More” → “Settings” → “Accessibility” → Select “Always show captions in my meetings”

How to Submit Questions All questions or requests for clarification should be directed to the Single Point of Contact (SPC):

Julia Alpernas: julia.alpernas@ode.oregon.gov

● Programmatic questions or clarifications related to RFA materials are due by April 21, 2023 at 5:00 PM

● Answers to questions will be issued the week of April 24, 2023 (approximate)

● Technical questions related to submitting application materials are accepted until closing date on May 5, 2023.

● Application, webinar recording, and all Q&A can be accessed on OregonBuys:

https://oregonbuys.gov/bso/external/bidDetail.sdo?docId=S- 58100-00006145&external=true&parentUrl=close

Section 3.1.2 of RFA: 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 emailed to the SPC;

● 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.

mailto:julia.alpernas@ode.oregon.gov https://oregonbuys.gov/bso/external/bidDetail.sdo?docId=S-58100-00006145&external=true&parentUrl=close https://oregonbuys.gov/bso/external/bidDetail.sdo?docId=S-58100-00006145&external=true&parentUrl=close

Agenda

● Background and Purpose

● Grant Program Overview

● Application Components & Evaluation Criteria

● Application Submission Instructions & Timeline

Background and Purpose

Background The Student Success Act (HB 3427, 2019) directed state agencies (EAC, ODE, TSPC, HECC) to develop a plan to provide an effective combination of programs and initiatives for the professional development of educators funded by the Statewide Education Initiatives Account towards increasing:

● Educator retention;

● Educator diversity;

● Mentoring and coaching of educators;

● Participation in educator preparation programs; and

● Educator scholarships.

The plan, approved by Legislature in January 2020, identified Grow Your Own programs as a model for retaining and fostering the talent and strengths of local potential educators, including early educators.

https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/2764/EAC/2237913/EAC_Section_48_FINAL.2020.pdf

Grow Your Own programs are local or regional partnerships designed with the whole school system in mind to address conditions affecting the recruitment and retention of educators across the career continuum.

Programs can support traditional and non-traditional pathways to educator licensure, as well as career advancement opportunities.

GYO Vision

GYO Program Goals

● Identify areas of student need based on local and/or regional school communities, and share data in order to coordinate culturally responsive educator preparation, development, and advancement efforts.

● Assess internal institutional structures and identify barriers that may impede efforts to achieve a diverse, high quality pool of educator professionals.

● Co-create with partners to build affordable, regional career pathways into education, which provide multiple options for nontraditional postsecondary students to access.

● Support the continuation of learning for novice educators through high quality induction and mentorship programs focused on culturally responsive curricula, instruction practices, and learning environments that support every student to be successful.

2021-2023 Grant Program Milestones

● 27 GYO Grantees funded since 2021

● 1600+ participants; majority are adults, including classified school district employees and community members, as well as high school and college students

● More than 500 newly licensed educators by spring of 2023

GYO Grantees 2021-2023

Findings from the field… ➔ GYO programs partner with TSPC-approved educator preparation programs to offer multiple, articulated, alternative pathways into education careers

➔ GYO participants are at different stages of their careers and have diverse career goals

➔ GYO programs focus on leveraging local candidate pools and talent to address staffing shortages, recruit educators, and create systemic change

Pathway Participation Preparation and Support Career Advancement

● Increase the number of high school students participating in an articulated career exploration program with dual enrollment opportunities (college-level credit)

● Increase the number of participants in affordable, regional career pathways into education, particularly among nontraditional postsecondary students, individuals of color, bilingual/multilingual individuals, and citizens of Tribal Nations

● GYO programs will provide high quality, culturally responsive training and professional supports for candidates that result in increased graduation, employment, and retention rates of participants

● GYO programs will be designed to address local and regional workforce needs through collaborative leadership across school districts, educator preparation programs, and partners

● Increase the number of GYO programs that offer flexible, applied learning opportunities such as residency or apprenticeship programs

● Increase the number of GYO programs that provide paid opportunities for school employees to pursue additional licensure or endorsement for career advancement

● Ensure regional access to a GYO program that provides multiple pathways for career advancement with clearly articulated roles and support

GYO State Milestones by 2025

Grant Program Overview

GYO Grant Program: Funding

Refer to Sections 1.2 and 1.3 of the RFA.

Eligibility: Be a public or not-for-profit entity based in Oregon and serving Oregon communities, and be part of a partnership with at least one other eligible entity for the purpose of supporting a GYO.

Grant amount: up to $700,000 for first two year period (July 1, 2023 - June 30, 2025) with options to renew if funding is available.

Start-up Funds: If funds are available, new GYO

Applicants may be selected for an additional one-time amount for start-up costs. This additional funding may be provided to Applicants who are not currently GYO Grantees and are launching a new

GYO. A “new GYO” is a GYO operated by an Applicant or partnership that has not previously received a

GYO grant. Each new GYO may receive up to $75,000 for the period of January 1, 2023 to June 30, 2023.

Applicants may only submit one application, but may be named as a Partner in any number of other applications.

GYO Grant Program: Partnerships Refer to Section 1.3 of the RFA. Applicants must be part of a partnership with at least one other eligible entity for the purpose of supporting a GYO. Applicants must identify and provide documentation of at least one Partner.

● Partners must be limited to school districts, education service districts, Early Learning and Care providers or programs, Tribal Governments, post-secondary institutions, community organizations and other education entities focused on improving teaching and learning conditions in Oregon.

● There is no limit to the number of Partners that can be named in an Application and there is no limit on the number of Applications a Partner can be named in.

● Only those Partners who have been, or will be, directly and continuously involved in the development of the partnership as collaborators, are actively engaged in or play a significant role in the partnership’s decision-making and engagement with communities, or have significant responsibilities related to the administration of the proposed project plan need be identified in the Application.

GYO Grant Program: Educator Candidates Refer to Sections 2.2 and 2.4 of the RFA. GYO partnerships must implement evidence-based strategies to support the preparation, development, or career advancement of one or more of the following types of Educators and Educator candidates:

● Early Educators: current community college, 4-year, or graduate-level students, as well as career changers and community members. This may also include current Early Educators looking to advance in their career.

● P-12 Classified Staff: may include classified employees of a district, school, or ESD, such as paraprofessionals, instructional assistants, substitutes, athletic coaches, etc.

● P-12 Licensed Educators (Teachers, Leaders, and School Personnel): any individual pursuing or maintaining a TSPC license for a P-12 career (teachers, school-building and central office administrators, as well as other school personnel); may include current community college, 4-year, or masters-level students, as well as school and community-based volunteers, coaches, and career changers. This may also include current P-12 Educators looking to advance in their career.

● Secondary Students: students in grades 9 through 12 in exploration of, preparation for, and transitions into careers as Educators

GYO Grant Program: High-Need Areas Refer to Sections 2.2 and 2.4 of the RFA. Agency desires to fund GYO partnerships that are effective at recruiting, developing, and advancing Educators in the following high-need areas:

● Bilingual/ Multilingual Educators: Educators who speak more than one language and are heritage speakers of a language other than English.

● Rural Educators: Educators employed in rural-remote school districts across the State, as defined by the National Center for Education Statistics (https://nces.ed.gov/surveys/ruraled/definitions.asp).

● Special Education Educators: Educators whose experience and training prepares them to design and deliver instruction that meets the unique needs of students who have individual education plans.

● Student Success Plan Educators: Educators whose lived experiences and training prepares them to provide high quality, racially and culturally sustaining instruction and care for students as described in the African American/ Black Student Success Plan, American Indian/ Alaska Native Student Success Plan, Latino/a/x/ Plan, Indigenous Student Success Plan, or others.

GYO Grant Program: Strategies and Activities Refer to Sections 2.2 and 2.4 of the RFA. Applicants are encouraged to design evidence-based strategies that are responsive to local or regional needs. Select evidence-based strategies include but are not limited to the list in Section

2.4.1 of the RFA, which includes:

● Planning or pilot projects

● Educator recruitment and preparation strategies

● Educator development and career advancement strategies

Agency may require that Successful Applicants participate in the following activities for continuous improvement:

● Agency research and evaluation activities, including but not limited to providing quarterly and annual progress reports and data;

● Agency-led learning network, including but not limited to periodic meetings of grantees to share learning and best practices, as well as develop Statewide capacity for GYO initiatives; and

● Agency technical assistance activities, including but not limited to receiving training or coaching from Agency-recommended provider(s).

Application Components and Evaluation Criteria

Application Components

Component Description

Attachment B: Application Four required sections (Sections I - IV) for all applicants, and one optional section (Section V) for New GYO applicants to apply for start-up funds.

Attachment C: Partner Form(s) One completed form for each named partner must be submitted as part of the application.

Attachment D: Budget Two required questions (Budget Table and Narrative) for all applicants. One optional question for New GYO applicants to apply for start-up funds.

Evaluation Criteria

Section 4.2 of the RFA: 100 Points maximum, awarded as follows:

1. Partnership: 20 points

2. Local or Regional Workforce Areas of Focus: 15 points

3. Equity Problem of Practice: 20 points

4. Project Plan: 35 points

5. OPTIONAL – New GYO: 0 Points

6. Budget Table and Narrative: 10 points

Evaluation Criteria 1: Partnership

Application Components Evaluation Criteria

Partnership Purpose and Structure Overview: Describe the vision for the GYO partnership, how the partnership is building capacity for effective implementation of the proposed project plan, and the structures through which Partners will coordinate efforts in support of the proposed project plan.

To what extent does Applicant demonstrate that the partnership can successfully support and sustain the goals of this initiative?Partner Organization Descriptions: Overview of each partner’s role in the GYO

Partnership, and why the organization is a chosen partner in the GYO.

Partner Forms: Each partner named in an application should complete a form.

Only those Partners who have been, or will be, directly and continuously involved in the development of the partnership as collaborators, are actively engaged in or play a significant role in the partnership’s decision-making and engagement with communities, or have significant responsibilities related to the administration of the proposed project plan need be identified in the Application.

Research is very clear: Capacity building takes time. A GYO partnership is driven by its vision to support participants beyond their completion of a preparation program. Local and/or regional partners are deeply involved in identifying the vision and program design.

● Identify Partners: Selecting and convening local/regional institutions and organizations to build collective commitments and long-term vision

● Develop Infrastructure: Developing a shared understanding of internal, institutional, and systemic barriers within each organization and across the partnership

● Build Capacity: Delineating roles and responsibilities to mitigate internal, institutional, and systemic barriers within each organization and across the partnership

● Systematize Process: Building a mindset of continuous improvement to make informed decisions for collective and sustainable impact

Capacity Building for Effective Partnerships

School Districts &

ESDs

Community Colleges &

Universities

Educator Associations & Networks

Tribes, Community

& Non-Profit Partners

Educator Preparation

Providers Grow Your

Own Partnerships

Evaluation Criteria 2: Workforce Areas of Focus

Local or Regional Educator Workforce Area of Focus: Describe at least three different sources of evidence used to determine this need. What trends (disparity, disproportionality, and predictability) do you notice? Include data tables or charts and cite specific research studies if relevant.

To what extent does Application use multiple forms of evidence to identify local or regional educator workforce areas of focus?

Partnership’s approach to sustaining meaningful impact: Describe how the partnership will improve outcomes for Educators from the identified area. Describe how the partnership leverages or brings together specific efforts across the region to improve the conditions for sustaining a diverse, well-supported, and culturally responsive Educator workforce in this workforce area.

Equity Indicators: DDP

❏ Disparity: A great difference with a need to statistically drill down or engage in interrogation of inequities

❏ Disproportionality: Qualitatively or statistically concrete and based upon representation of specific groups or other points of evidence when compared to an expected norm, intention or expectation

❏ Predictability: The ability to be predicted based upon historical patterns connected to institutional/systemic practices

“The more DDP in a system/process/practice, the less equitable the culture. The less DDP, the more equitable the culture.” Tamika M. Fuller, ERE (2019)

“The more DDP in a system/process/practice, the less equitable the culture. The less DDP, the more equitable the culture.”

Tamika M. Fuller (2019)

Evaluation Criteria 3: Equity Problem of Practice

Describe at least equity one problem of practice: What structural or institutional condition(s) or practices have led to historic, systemic, and persistent educational inequities for students in the community or region? How do these conditions impact recruitment, preparation, and retention of educators, particularly racially, ethnically, and/or linguistically diverse educators? Describe at least three different sources of evidence used to determine your equity problem of practice.

What trends (disparity, disproportionality, and predictability) do you notice?

To what extent does the Applicant’s equity problem(s) of practice address the structural or institutional condition(s) or practices that impact recruitment, preparation, or retention of Educators in their region?

Equity Problem of Practice An equity problem of practice is a dilemma that cannot be easily resolved, but is grounded in evidence derived from multiple perspectives.

It should be within the partnership’s locus of control, actionable, and connect to a broader strategy of improvement related to historic, systemic, and persistent education inequities for students. The problem of practice should be based on information you have collected about community or regional student, educator, or workforce needs.

Consider what is most important to address, as well as what is most feasible to address. Define problems at the practice and systems level (not the individual level), and be specific to the community or region.

“The more DDP in a system/process/practice, the less equitable the culture. The less DDP, the more equitable the culture.” Tamika M. Fuller, ERE (2019)

Problem of Practice: Individualized, collective or systemic practices that create, perpetuate, re-produce or exacerbate inequities (DDP)

Best of Practice: Individualized, collective or systemic practices that reduce and accelerate elimination of inequities (DDP)

Tamika M. Fuller (2019)

Evaluation Criteria 4: Project Plan

Project Plan Overview:

● Describe the strategy, including why it has been selected, desired outcomes, as well as how the goals of the strategy address the regional or local workforce needs

● Who will be your critical partners in implementing the strategy, and why? What is each partner’s role and responsibilities in the strategy?

● How will you measure progress towards the desired outcomes?

To what extent is Applicant’s proposed project plan informed by local or regional needs and conditions, and how does it address the goals of the GYO initiative?

Activity Table(s): In this section, complete the Activity Table for each of the proposed Equity Problem(s) of Practice and aligned strategies in your proposed project plan.

Educator Career Continuum An effective GYO program is integrated across the educator career development continuum — recruitment (mechanisms that support entry into program), preparation (curriculum, pedagogy, and structures that support learning), and retention (mechanisms, such as professional development and mentorship, that support teachers to remain in the profession).

(Gist, Bianco, & Lynn, 2019)

“The more DDP in a system/process/practice, the less equitable the culture. The less DDP, the more equitable the culture.” Tamika M. Fuller, ERE (2019)

● Identify: Collecting baseline data to identify the needs of preK-12 students in local/regional areas to inform program design and goals

● Develop: Identifying and developing internal supports needed to determine program strategies aligned to program goals

● Implement: Establishing an articulated pathway using evidence-based activities and supports to ensure a high quality program

● Evaluate: Collecting and analyzing data to determine program efficacy for GYO participant and preK-12 student outcomes

Evaluation Criteria 5: OPTIONAL - New GYO

Applicants who complete this section will be considered for start-up funding to support the planning and preparation of launching a new GYO, as described in Section 1.2.2 of the RFA.

Evaluation Criteria 6: Budget

Application Components Evaluation Criteria

Budget Table: Complete a two-year budget table, organized by the required categories as listed. Describe how the amount in each line item of the budget was determined, and relate this description to the proposed strategies and activities.

To what extent is the Applicant’s budget appropriate for the scope of the proposed strategies and activities? Does the budget narrative and table provide clear descriptions of how the budget was determined? How well does the Applicant’s Budget maintain and sustain the work over their proposed timeline?

Budget Narrative: Contextualize the budget table, including how the program will maximize the resources available from the EAC by supporting participants to apply to the Oregon Teacher Scholars Program or Oregon Administrator Scholars Program; the roles and responsibilities of any staff funded through this Grant; any specific strategies for braiding funding streams and support, including related resources and opportunities.

Application Submission and Timeline

Application Submission: Due May 5, 2023 by 3:00PM

See Section 3.1.2 of RFA. An electronic version of the complete Application must be submitted to the SPC using the secure file transfer system available on Agency’s district website: https://district.ode.state.or.us/apps/xfers/.

● Consider contacting the SPC by phone or email to confirm receipt. Be sure to allow time for resubmission before closing (in the case of a corrupt file).

● Follow the instructions provided on the secure file transfer website.

● Multiple files must be compressed (zipped) into a single folder for submission.

● Contact Agency’s helpdesk at 503-947-5715 if you need assistance with the secure file transfer process.

https://district.ode.state.or.us/apps/xfers/

Application Timeline

Event Date Time

Questions/ requests for clarification due April 21, 2023 5:00 PM

Answers to programmatic questions/ requests for clarification issued (approximate)

April 24, 2023

Closing (Applications due) May 5, 2023 3:00 PM

Issuance of notice of award (approximate) May 31, 2023