RFA_CTE_Revitalization_2025-27 Revision 1.pdf

RFA S-58100-00016940 - ODE CTE REVIT 25-27 rv1

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STATE OF OREGON

COVER PAGE

OREGON DEPARTMENT OF EDUCATION

CAREER & TECHNICAL EDUCATION (CTE)

REVITALIZATION GRANT 2025-2027

Request for Grant Applications (RFA)

S-58100-00016940

Date of Issue: May 13, 2026

Closing Date and Time: June 24, 2026, 2:59 PM (PDT)

Single Point of Contact (SPC): Karen Kay Harrison

Address: 255 Capitol Street NE, [3rd Floor]

City, State, Zip: Salem, OR 97310

Phone: 503.689.4253

E-mail: karen.harrison@ode.oregon.gov

It is a policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age, sexual orientation, or disability in any educational programs, activities, or employment. For more information, visit the Anti-Discrimination Policy page

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.

mailto:karen.harrison@ode.oregon.gov https://www.oregon.gov/ode/rules-and-policies/Pages/Anti-Discrimination-Policy.aspx https://www.oregon.gov/ode/rules-and-policies/Pages/Anti-Discrimination-Policy.aspx

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TABLE OF CONTENTS

SECTION 1: GENERAL INFORMATION

1.1 PURPOSE

1.2 GRANT AMOUNT AND DURATION

1.3 TYPES OF GRANTS

1.4 ELIGIBILITY

1.5 SCHEDULE

1.6 SINGLE POINT OF CONTACT (SPC)

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

2.2 DEFINITION OF TERMS

2.3 OVERVIEW

2.4 SCOPE OF ACTIVITIES

SECTION 3: PROCESS AND REQUIREMENTS

3.1 APPLICATION PROCESS

3.2 APPLICATION REQUIREMENTS

SECTION 4: EVALUATION

4.1 RESPONSIVENESS DETERMINATION

4.2 APPLICANT-FACING GUIDANCE: HOW APPLICATIONS WILL BE EVALUATED

4.3 EVALUATION CRITERIA

4.4 POINT AND SCORE CALCULATIONS

4.5 RANKING OF APPLICANTS

4.6 NEXT STEP DETERMINATION

SECTION 5: AWARD AND NEGOTIATION

5.1 AWARD NOTIFICATION PROCESS

5.2 INTENT TO AWARD APPEAL

5.3 SUCCESSFUL APPLICANT SUBMISSION REQUIREMENTS

5.4 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

7.1 INFORMATIONAL ATTACHMENTS (NOT UPLOADED BY APPLICANT)

ATTACHMENT A: SAMPLE GRANT

ATTACHMENT B: APPLICATION FORM LINK

ATTACHMENT C: APPLICATION CHECKLIST

ATTACHMENT D: SCORING RUBRIC

ATTACHMENT E — APPENDIX D: EQUITY LENS AND TOOLS (EXCERPT FROM ODE INTEGRATED GUIDANCE 2025–27) ATTACHMENT F — HECC Equity Lens (INFORMATIONAL)

7.2 APPLICATION ATTACHMENTS (UPLOADED BY APPLICANT)

ATTACHMENT 1 — APPLICATION NARRATIVE (REQUIRED)

ATTACHMENT 2 — BUDGET NARRATIVE & WORKSHEET (REQUIRED)

ATTACHMENT 3 — STATEMENT OF ASSURANCES (REQUIRED)

ATTACHMENT 4 — PARTNERS & COMMITMENT LETTERS (REQUIRED)

ATTACHMENT 5 — OUTCOMES & MEASURES (REQUIRED)

ATTACHMENT 6 — ACTIVITIES & TIMELINE (REQUIRED)

ATTACHMENT 7 — PREVIOUS RECIPIENT ELIGIBILITY RESPONSE (REQUIRED IF APPLICABLE)

ATTACHMENT 8 — OPTIONAL APPENDIX

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SECTION 1: GENERAL INFORMATION

1.1 PURPOSE

The State of Oregon, acting by and through the Oregon Department of Education (“Agency”), is issuing this Request for Applications (RFA) on behalf of the Office of Education Innovation and Improvement (OEII). This grant program provides funding to strengthen existing Career and Technical Education (CTE) Programs of Study (“POS”) and to support the development of new Programs of Study (“POS”) aligned with high-wage, high-skill, and in-demand occupations.

This grant program is authorized under ORS 344.075 and implemented through OAR 581-044-0210 through 581-044-0260, which outlines the program’s purpose, eligibility requirements, evaluation criteria, and competitive award process.

The goal of these grants is to fund projects that advance equitable access to high-quality CTE opportunities, support progress toward the Oregon Diploma, and address the needs of historically and currently marginalized learners.

This grant is specifically intended to support secondary (grades 9–12) Career and Technical Education (CTE) Programs of Study (POS).

Projects must be centered on a high school Program of Study. Activities that engage learners at other grade levels are allowable only when they directly support or connect to a secondary Program of Study. Projects focused exclusively on elementary or middle grades are not within the scope of this grant.

1.2 GRANT AMOUNT AND DURATION

Agency anticipates awarding multiple Grant Agreements (each a “Grant”) from this Request for Applications (RFA). Each Grant will be awarded to support approved grant-related activities and expenditures incurred during the Grant performance period described below.

The period of performance for this Grant is July 1, 2025 through June 30, 2027. The maximum Grant amount is anticipated to be not to exceed (“NTE”) $125,000 per award. Consortium applications (see Section 1.3) may request up to $250,000.

Although awards will be issued in 2026, Grant funds may be used to reimburse allowable, allocable, and reasonable costs incurred on or after July 1, 2025, provided such costs are consistent with the approved application and the terms of the executed Grant Agreement.

This grant includes a retroactive funding period; however, costs incurred new or distinct to execution of the Grant Agreement are not guaranteed for reimbursement and are incurred at the applicant’s own risk.

For any activities conducted and costs claimed during the period of performance, the grantee must maintain, and upon request, be able to provide documentation demonstrating, required insurance coverage that was in effect at the time the activities occurred. Insurance coverage must align with the requirements specified in the Grant Agreement and must correspond to the period during which the reimbursed activities were performed.

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No expenditure may be incurred after June 30, 2027. However, grantees may continue to submit reimbursement requests for allowable costs incurred on or before June 30, 2027 through August 14, 2027.

Final reports and close-out documentation are due no later than October 8, 2027.

Grant Period (GP) Performance Period Not-to-Exceed Amount

GP (2025–2027) July 1, 2025 – June 30, 2027 $125,000

All project costs must be incurred on or before June 30, 2027, consistent with approved project activities. The extended reimbursement window allows time to submit documentation for allowable costs already incurred; it does not extend the period of performance.

1.3 TYPES OF GRANTS

The maximum funding for any single application serving a single school is $125,000. partners are encouraged; consortia can request up to $250,000. All lead applicants are encouraged to partner with other schools (e.g., high schools, middle schools), tribal groups, and community colleges in their own district.

This RFA supports two types of applications: Single-Entity Applications and Consortium Applications.

A Single-Entity Application is submitted by one eligible applicant (e.g., a school district, ESD, or public school), even if the project includes multiple schools within that entity.

The maximum award for a single-entity application is $125,000.

A Consortium Application must include participation from more than one school district or eligible applicant entity. Consortium applications may request up to $250,000, as described in Section 1.2.

Partnerships with industry, community-based organizations, or multiple schools within a single district do not, by themselves, constitute a consortium. Applications involving only one district—including those involving multiple schools within that district—are considered single-entity applications and do not qualify as consortium applications, regardless of the number or type of partners.

All applicants are encouraged to partner with other schools, tribal entities, postsecondary institutions, and community or industry partners to strengthen project design and implementation.

Applicants may propose one or more Programs of Study within a single application. All proposed POS must be clearly connected, supported by a single narrative submission and aligned to the overall project outcomes and budget.

Applicants may submit multiple applications. Each application will be evaluated independently. The Agency reserves the right to limit total awards to a single applicant based on funding availability, geographic distribution, and program priorities.

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There is no minimum amount for an application. Grants of any size are welcome and encouraged; there is no advantage to requesting a larger sum of funding than is necessary.

Grant “asks” should be based on the work to be done and should reflect what is needed and can be invested well for the benefit of the program, learners, and community. All grant awards are contingent on continued available funding.

The CTE Revitalization Grant Advisory Committee may advise Agency to investigate a lower award in order to fund additional applications.

There are three groups of grants:

• Start-up NEW

• Start-up MOVE

• High Quality POS

1.3.1 Start-up NEW

This type of grant is designed for starting a CTE Program of Study (POS) through all of the steps toward the three-year development of a POS. Working in close coordination with your CTE regional coordinator, an example might include funding for the development of:

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• Needs assessment

• Advisory committee/industry partners

• Community partnerships

• Teacher recruitment and retention

• Curriculum development

• Postsecondary collaboration

• Equipment

• Facilities construction and vehicle purchases (please see 2.4.3.2 Unallowable Costs)

• Professional development tied to the outcomes of the underlying POS

1.3.2 Start-up MOVE

Applicants for this grant will have an existing start-up POS. The goal for this type of grant is to move the existing start-up toward the approval process as a CTE POS with additional funding and resources. Expect to be working closely with your CTE regional coordinator and Agency education specialist. Funding uses may include but are not limited to:

• Continued development and implementation of an advisory committee

• Sustaining community partnerships

• Teacher recruitment and retention

• Curriculum development

• Postsecondary collaboration

• Equipment

• Facilities construction and vehicle purchases (please see 2.4.3.2 Unallowable Costs)

• Professional development tied to the outcomes of the underlying POS

1.3.3 High Quality Program of Study (“HQPOS”)

Grants in this category are designed to take existing programs of study through processes that include all of the elements of a HQPOS.

• Establishing Career Connected Learning, including Work-Based Learning experiences

• Expanding CTE POS

• Teacher recruitment and retention

• Evaluating and updating curriculum

• Postsecondary collaboration including community colleges, business, industry, and community professionals https://www.oregon.gov/ode/learning-options/CTE/resources/Pages/High-Quality-CTE-Program-of-Study-Rubric.aspx

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• Equipment

• Facilities construction and vehicle purchases (please see 2.4.3.2 Unallowable Costs)

• Professional development tied to the outcomes of the underlying POS

1.4 ELIGIBILITY

Per OAR 581-044-0230, any public school district, education service district (ESD), public school, public charter school, or combination in Oregon is eligible to apply. An eligible recipient must be the fiscal agent for the project and must retain control over the implementation of the program activities and full evaluation of the project. Eligible recipients may contract with other partners who are not eligible recipients for some services related to the proposed project.

Only eligible applicants may apply as the lead applicant for this grant. Entities that are not eligible applicants, including nonprofit organizations, private organizations, and higher education institutions, may participate only as partners in a project led by an eligible applicant.

Partnership participation does not affect applicant eligibility or application type (single-entity or consortium).

To be eligible for funding, proposed activities must primarily serve students in grades 9– 12 (secondary programs).

Previous recipients must also complete Attachment 7, if applicable.

Applicants that have previously received CTE Revitalization Grant funding are eligible to apply; however, the proposed project must represent a new or distinct effort and may not duplicate previously funded work. Applicants must complete Attachment 7 (Previous Recipient Eligibility Response), if applicable.

A distinct effort may include implementation of the same Program of Study at a different school, expansion to new student populations, or substantial redesign of program delivery. Continuation of the same activities at the same site without material change will not be considered distinct.

1.4.1 Eligible recipients who received awards in a previous biennium are eligible during this round of funding under the following conditions:

• The current application is for a new project managed by a previous recipient (e.g., Recipient A had a previously funded project related to health care and is now proposing a new project related to construction).

• AND/OR

• The prior recipient is a partner in a new collaborative grant that is significantly different from the recipient’s previous project (e.g., Recipient A had a

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1.4.2 Non-Eligible Applicants

The following entities may not apply independently, but may participate as partners within a multi-entity application led by an eligible fiscal agent:

• Private schools

• Nonprofits

• For-profit entities

• Higher education institutions

1.4.3 Program Expectation for Governance

While the Agency cannot restrict applications from combinations of eligible entities, applicants submitting multi-entity applications must:

• Identify one eligible fiscal agent responsible for all grant administration.

• Submit partner agreements or MOUs defining roles, responsibilities, workplans, and budget structure.

1.5 SCHEDULE

All times are listed in Pacific Time. All dates listed are subject to change.

Key Dates (Applies to All Applicants):

Event Date Time

Questions/ requests for clarification due May 27, 2026 3:00 PM (PDT)

Answers to questions/ requests for clarification issued (approximate)

June 3, 2026

Closing (Applications due) June 24, 2026 2:59 PM (PDT)

Issuance of notice of intent to award (approximate)

July 08, 2026

Appeals period ends 7 calendar days after notice of intent to award

1.6 SINGLE POINT OF CONTACT (SPC)

Applicants must direct all communications related to any provision of the RFA, whether it is about the technical requirements of the RFA, Grant requirements, the RFA process, or any other provision only to the SPC by using the following link: karen.harrison@ode.oregon.gov mailto:karen.harrison@ode.oregon.gov

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SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

The Oregon Department of Education (“Agency”) issues this Request for Applications under its authority to administer the Career and Technical Education Revitalization Grant Program as established in ORS 344.075 and implemented through OAR 581-044-0210 through 581-044-0260, which set the program’s policy, eligibility, criteria, advisory committee, and competitive award process. Program funding for the 2025–27 biennium is supported through legislative appropriation in SB 5515 (2025), and ongoing statutory direction for CTE Revitalization grants is provided by HB 3072 (2015). The program was originally created by HB 3362 (2011), with prior biennium appropriations such as HB 5016 (2019) providing historical funding support.

2.2 DEFINITION OF TERMS

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

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

“Affected Applicant” means an Applicant who would be eligible for a Grant in the event their appeal was successful, and who is appealing because Agency failed to conduct an evaluation of Applications in accordance with the criteria or process described in this RFA.

“Agency” means the Oregon Department of Education.

“Appeal” means a written request submitted to the Deputy Superintendent of Public Instruction within one week of notification, requesting review of a funding decision, as required under OAR 581-044-0260(8).https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/31 581-044-0210-0240-0250-0260-draft-6-17-13.pdf

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

“Application” means a written response to this RFA.

“Closing” means the date and time specified in this RFA as the deadline for submitting Applications.

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

“Grantee” means an Applicant selected for award and with whom the Agency executes a Grant Agreement. After execution of a Grant Agreement, the awarded Applicant is designated as a Grantee.

“Notice of Intent to Award” means the preliminary notice issued by Agency identifying proposed awardees and triggering the one-week appeal window required by OAR 5810440260(8).

“State” means the state of Oregon https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/31%20581-044-0210-0240-0250-0260-draft-6-17-13.pdf https://www.oregon.gov/ode/rules-and-policies/StateRules/Documents/31%20581-044-0210-0240-0250-0260-draft-6-17-13.pdf

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2.2.1 Agency Specific Definitions Terms

“Consortium” means a collaborative application that includes participation from more than one school district or eligible applicant entity. Partnerships with industry, community organizations, or multiple schools within a single district do not constitute a consortium.

“Educational Enterprise” means middle school through postsecondary education, including apprenticeship training.

“Eligible Applicant” means a School District, Education Service District, Public School, or Public Charter School, as described in OAR 581-044-0230.

“Fiscal Agent” means an Eligible Applicant that is responsible for grant administration and fiscal management when multiple eligible applicants or partners are involved, as required by OAR 581-044-0230(2).

“Higher Education Coordinating Commission” (“HECC”) means Oregon’s state policy and funding board and agency responsible for coordinating postsecondary education, community colleges, workforce training, and state financial aid programs.

“Metropolitan County” means a county classified as Metropolitan by the U.S. Office of Management and Budget (“OMB”).

“Oregon Equity Stance” means the Agency’s foundational commitment to ensuring fair policies, practices, and resource allocation that support historically and currently marginalized students and families. It is a guiding position that centers race and addresses systemic barriers in Oregon’s education system, calling educators and leaders to interrupt inequities and act collectively to create an inclusive, equitable, and high-quality education system for every learner.

“Reasonable Geographic Distribution” means that at least one-third of funded applications must serve schools located within a Metropolitan County, and at least one-third must serve schools outside a Metropolitan County.

“Science, Technology, Engineering, and Mathematics” (“STEM”) means an interdisciplinary approach to education that integrates concepts and practices from science, technology, engineering, and mathematics to develop learners’ problem-solving abilities, critical thinking skills, creativity, and applied technical competencies. STEM programs emphasize inquiry-based learning, hands-on application of knowledge, and connections to real-world industry, workforce, and community contexts.

“Youth Job Development Organization” means an organization defined under ORS

344.415 that may partner with an Eligible Applicant as allowed in ORS 344.075.

2.2.2 Plan Specific Definitions Terms

“Career and Technical Education” (“CTE”) means programs of study that prepare learners for high-skill, high-wage, and in-demand occupations, consistent with the policy objectives of the CTE Revitalization Grant Program and OAR 5810440220.

“CTE Revitalization Grant Program” means the statewide competitive grant program established in ORS 344.075 to support the development, expansion, and enhancement of CTE Programs of Study and related partnerships.

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“In‑demand” (the use of the term “in-demand” supersedes “high‑demand” in the 2024- 2028 Oregon CTE State Plan) means an occupation having more than the median number of total job openings (growth + replacement) statewide or regionally, as defined by the Oregon Employment Department.

“High Quality Program of Study” (“HQPOS”) means a defined set of program elements aligned with state and federal CTE quality standards, including rigorous academics, technical skill attainment, labor market relevance, secondary-postsecondary alignment, and equitable access for all learners.

“High Wage” means a wage above the all‑industry, all‑ownership median wage statewide or regionally, as defined by the Oregon Employment Department.

“Program of Study” (“POS”) means a state-approved sequence of non-duplicative academic and technical courses that prepares learners for high-skill, high-wage, and in-demand careers. A POS must meet Oregon’s requirements for size, scope, and quality and include secondary-to-postsecondary alignment, technical skill development, employability skills, and opportunities for further education or training. The full definition and requirements for a CTE Program of Study are outlined in the Oregon CTE Resource Page and the Oregon CTE Policy Guidebook.

“Start-Up Program of Study” means an intentional sequence of secondary CTE courses designed toward meeting Oregon’s requirements for size, scope, and quality within a three-year period. A course qualifies as CTE if it aligns with the Knowledge and Skill Sets, is taught by a CTE-endorsed teacher, and is included in the sequence of a state-approved CTE program. Start-up programs are not required to meet all full POS elements until applying for full status. An example of a Start-Up CTE program is a new course in entrepreneurship in year one that builds into a full Marketing CTE Program of Study offering three secondary credits two years later.

“Revit” means the CTE Revitalization Grant Program, as informally referenced throughout Agency program materials and technical assistance resources (e.g., Agency’s CTE Revitalization Grant overview and RFA guidance documents).

“The Act” means Section 7, Chapter 683, Oregon Laws 2011 (Enrolled HB 3362), which originally created the CTE Revitalization Grant Program.

2.2.3 Additional Content Definitions Terms

“Career and Technical Student Organizations” (“CTSOs”) means state or national organizations with local chapters operating in secondary and postsecondary CTE programs.

CTSOs provide opportunities for learners to demonstrate technical skills as well as to gain exposure to real life experiences within a career context. Learners interact with business partners and professionals in learning and demonstrating technical, academic, and leadership skills.

For the purposes of this grant , recognized CTSOs include:

https://www.oregon.gov/ode/learning-options/CTE/resources/Pages/CTEPOS_Application_Resources.aspx https://www.oregon.gov/ode/learning-options/CTE/FedFund/Documents/CTE%20Policy%20Guidebook.pdf https://www.oregon.gov/ode/learning-options/CTE/FedFund/Documents/CTE%20Policy%20Guidebook.pdf https://www.oregon.gov/ode/learning-options/CTE/FedFund/Documents/CTE%20State%20Plan%2024-27_Appendix%20F_CTE%20Program%20Size,%20Scope,%20and%20Quality.docx

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• DECA (formerly Distributive Education Clubs of America)

• FBLA (Future Business Leaders of America)

• FCCLA (Family, Career and Community Leaders of America)

• FFA (National FFA Organization; formerly Future Farmers of America)

• FNRL (Future Natural Resource Leaders of Oregon)

• HOSA (Future Health Professionals)

• SkillsUSA (official organization name; not treated as an acronym)

• TSA (Technology Student Association)

“Community Engagement” means a broad collaboration and participation between multiple sectors of the community for the mutually beneficial exchange of knowledge and resources to identify local needs and contribute to larger conversations on visioning and planning. Examples include parent groups, advocacy groups, industry and STEM agencies, economic and workforce groups, learner input, and educators.

“Culturally Responsive” refers to the implicit use of the cultural knowledge, prior experiences, frames of reference, and performance styles of diverse individuals (learners) in order to make learning more appropriate and effective for them.

“Historically and Currently Marginalized Populations” means but is not limited to individuals experiencing disabilities, single parents (including single expecting parents), out-of-the-workforce individuals, houseless individuals, youth who are in or have aged out of the foster care system, and individuals with barriers to educational achievement, including individuals with limited English proficiency.

“Opportunity Gap” to the ways in which race, ethnicity, socioeconomic status, English proficiency, community wealth, familial situations, or other factors contribute to or perpetuate lower educational aspirations, achievement, and attainment for certain groups of learners, placing limitations on appropriate resources as a result.

“Experiential Learning” means the process of learning through authentic problem-based experiences in classrooms or the workplace. It may be described as learning through action, learning by doing, hands-on learning, or applied learning.

“Educational Provider” means any organization or individual that provides instruction to learners. Educational providers may include public schools (including public charter schools), community colleges, education service districts (ESDs), universities, apprenticeship programs, and industry training programs.

“Pre-Apprenticeship” means a program or set of strategies designed to prepare individuals to enter and succeed in a Registered Apprenticeship program; has a documented partnership with one or more Registered Apprenticeship programs; and is approved by the Oregon State Apprenticeship & Training Council.

“Registered Apprenticeship” means a flexible training model that combines structured, paid, on-the-job learning experiences with related classroom instruction to train individuals to a high industry-recognized standard, and is approved by the Oregon State Apprenticeship & Training Council.

2.3 OVERVIEW

2.3.1 Office of Education Innovation and Improvement Career and Technical Education

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Revitalization Grant Program

The Agency’s Office of Education Innovation and Improvement (“OEII”) administer statewide initiatives that support high-quality instruction, equitable learning opportunities, and career readiness pathways for Oregon students. Within this structure, the Career and Technical Education Revitalization Grant Program (“Revit” or “CTE Revitalization”, or “CTE Revit”), established in ORS 344.075, provides competitive grant funding to develop, expand, and enhance Career and Technical Education (CTE) Programs of Study that prepare students for high-skill, high-wage, and in-demand careers. Program activities are guided by OAR 581-044-0210 through 581-044-0260, which define program policy, eligibility, evaluation criteria, the Grant Advisory Committee, and the competitive award process.

Through this work, the Agency supports schools, districts, and partners in strengthening Oregon’s CTE educational enterprise and improving outcomes for all learners.

2.3.2 Background

Career and Technical Education (CTE) in Oregon is grounded in a long tradition of hands-on, career-focused learning designed to meet the needs of a dynamic economy. Over time, CTE has evolved to reflect the changing demands of both the state and regional workforce, helping learners build academic, technical, and employability skills that prepare them for high-wage, high-skill, and in-demand careers. Investments in CTE have strengthened alignment between education, workforce development, and economic opportunity, ensuring that student pathways remain responsive and relevant.

The Oregon Legislature created the CTE Revitalization Grant Program in 2011 through House Bill 3362, establishing a statewide competitive grant initiative to support the development, expansion, and enhancement of high-quality CTE Programs of Study. The Legislature subsequently renewed and strengthened its commitment to CTE through House Bill 3072 (2015), which established ongoing STEM/CTE funding and incorporated CTE Revitalization grants into statute under ORS 344.075.

To implement this statutory framework, the State Board of Education adopted OAR 581-044-0210 through 581-044-0260, which define program policy, eligibility requirements, evaluation criteria, the role of the Grant Advisory Committee, and the competitive award process. These rules form the foundation for Agency administration of the CTE Revitalization Grant Program and guide the processes used to solicit, evaluate, and award grant funding.

Funding for the 2025–27 grant cycle is supported through legislative appropriation in SB 5515 (2025), as referenced in the Joint Committee on Ways and Means Budget Report. The combination of statutory authority, rulemaking, and continued legislative support provides the framework for this Request for Applications and the Agency’s ongoing work to expand equitable access to high-quality CTE opportunities across Oregon.

2.3.3 Goals

The CTE Revitalization Grant Program advances the Agency’s commitment to expanding equitable access to high-quality Career and Technical Education (CTE) opportunities across Oregon. Consistent with ORS 344.075 and guided by OAR 581-044-0220, the program supports the development, modernization, and expansion of CTE Programs of Study that prepare learners for high-wage, high-skill, and in-demand occupations.

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The program’s goals include strengthening collaboration between education providers and industry partners; supporting high-quality instruction and professional learning; aligning programs with regional workforce needs; and promoting both geographic and programmatic diversity across funded initiatives. As Oregon moves through the 2025–27 biennium, the Agency remains committed to investing Revit funds in ways that expand capacity, close access gaps, and enhance student readiness for postsecondary pathways and workforce participation.

The CTE Revitalization Grant Program also supports a learner-centered vision in which:

1. Learners benefit from high-quality CTE Programs of Study that lead to meaningful careers in high-skill, high-wage, or in-demand fields.

2. Learners of all ages are empowered with the information and experiences needed to navigate career pathways through exposure to industry, career exploration, and clear transitions to postsecondary options.

3. Learners connect academic and technical content through integrated instruction and work-based learning opportunities.

4. Learners receive instruction from knowledgeable educators who contextualize learning and support skill development aligned with industry standards.

5. Learners benefit from flexible, accessible CTE learning systems that help them build necessary skills in the settings that best meet their needs.

Together, these goals guide the Agency’s ongoing efforts to strengthen CTE pathways, promote equitable access, and support successful transitions from school to career and postsecondary education.

Note: For purposes of this grant, funded activities must primarily serve learners in secondary (grades 9–12) programs. Aligned career awareness and exploration activities may support earlier grades where applicable.

2.4 SCOPE OF ACTIVITIES

The Successful Applicant (“Grantee”) will be responsible for implementing a comprehensive set of activities that align with the statutory purpose of the CTE Revitalization Grant Program under ORS 344.075, which requires grant-funded projects to enhance collaboration between education providers and employers and to strengthen Career and Technical Education (CTE) Programs of Study that prepare students for high-wage, high-demand occupations. All Project Activities must also align with the program policy, eligibility, criteria, and award requirements outlined in OAR 581-044-0210 through 581-044-0260. Grantees will carry out the activities described herein and any additional requirements detailed in this RFA.

2.4.1 Grant Requirements

To demonstrate revitalization of CTE, all grant recipients will be expected to complete following elements:

• Needs Assessment: Create an action plan to address identified needs of historically and currently marginalized learners within your community.

• Outcomes & Indicators: Identify specific outcomes and progress markers that will be used to gauge the impact of the project.

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• Program Design: Describe the design of one or more CTE Programs of Study that will be developed or enhanced.

• Learner Impact: Describe how the project will help learners meet the requirements of the Oregon Diploma while preparing them for further education, training, and/or career.

• Sustainability: Describe how the project and partnerships will be sustained and expanded beyond the life of the grant.

• Timeline: Develop a timeline of activities that aligns with the stated outcomes.

• Evaluation: Conduct an evaluation of the project based on the stated outcomes.

• Partnerships: Develop active and engaged business, industry, labor, community organizations, and education (e.g., community college, private postsecondary) partnerships that will implement and sustain the project through a commitment of resources from all partners.

• Budget: Create a budget that is aligned with project activities.

2.4.2 Evaluation Progress Markers and Results

Successful applications will include specific project outcomes and an evaluation plan that will provide evidence of progress toward meeting those outcomes within the timeline of the grant. Progress must be measurable through collection of appropriate data, observable through anecdotal records, or documented through other records. The results of the evaluation will be reported to Agency as part of the Final Grant Update. The evaluations will be included in the report to the Oregon Legislature. A signed release from parents of minors must be on file with the school district for any learners included in images submitted to Agency.

To facilitate program analysis, recipients will provide additional data related to the impact of the project on learners, teachers, and community partners. These data may include, but are not limited to, the following:

• Quarterly online updates

• Interviews and/or surveys conducted by Agency staff or evaluators

• Secure Student Identification (SSID) and Universal Staff Identification (USID) numbers of individuals involved in the funded project

• One interim report on student participation

• One Final Report due after conclusion of the grant

By signing the assurances included in this application, schools and partners agree to cooperate with Agency to collect and report such data to the extent that it is possible.

Important: Assessment through periodic reports provides multiple benefits, including but not limited to helping recipients gauge the impact of their programs on learners, checking for progress on equity markers, and evaluating the status of key partnerships that will strengthen the POS. Periodic progress reports are listed in “Timelines and Important Dates” listed in the Table below.

Timelines and Important Dates

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Completion Dates Activities

October 2, 2026 Update #1 / Summer 2026 due

December 18, 2026 Update #2 / Fall 2026 due

March 26, 2027 Update #3 / Spring 2027 due

June 30, 2027 All CTE Revitalization Grant funds must be expended and goods delivered

August 14, 2027 Deadline for all reimbursement claim submissions

October 8, 2027 Final Updates due for activities from start of the grant to June 30, 2027

Failure to complete and submit periodic reports according to the schedule provided will result in a hold being placed on reimbursement of expenses and may affect future eligibility for CTE Revitalization Grants. Please partner with school/district staff, CTE regional or direct recipient coordinators, and Agency CTE Revitalization Grant Team members as appropriate should problems arise. Grant success benefits everyone.

2.4.3 Fiscal Requirements

The Grantee must administer all grant funds in compliance with ORS 344.075 (program purpose) and the competitive grant administration rules in OAR 581-044-0210 through 581-044-0260, as well as all applicable Agency fiscal procedures. The Grantee is responsible for ensuring the fiscal integrity of all grant-funded activities, including those implemented with partners.

All expenditures must be necessary, reasonable, allowable under Oregon law, and aligned with the approved Project Plan and Project Budget. Costs must adhere to sound business practices and be supported by proper documentation. Lack of documentation is a primary reason for audit findings. Documentation must be available for review by the Oregon Department of Education (“Agency”) upon request at any time.

All funds will be reimbursed through the Electronic Grant Management System (EGMS), and all reimbursement requests must include required expenditure documentation (Section 2.4.3.3). Documentation submitted must match the reimbursement request; mismatches or missing documentation will delay processing.

Grant-funded expenditure must be incurred on or before June 30, 2027, and all deliverables must be completed by the end of the grant period. Expenditures incurred after this date are not allowable.

Budget modifications must follow Agency procedures and must be approved by Agency prior to implementation.

2.4.3.1 Allowable Uses of Funds

Allowable uses must support activities that primarily serve students in grades 9– 12, consistent with Section 1.4 (Eligibility).

Allowable expenditures must directly support the approved project activities. Allowable uses include:

ODE RFA, updated 20210119 Page 17 of 56

• Stipends and travel reimbursements for meetings, conferences, and professional development aligned with project outcomes

• Costs associated with obtaining appropriate CTE licenses or endorsements

• Release time for educators to support planning and project coordination

• Materials and equipment necessary for classroom implementation of project activities

• Direct staff expenses related to program activities, coordination, and evaluation (salary/benefits may not extend beyond the grant period)

• Consultation services directly aligned with project outcomes

• Professional development programs aligned to project outcomes

• Reasonable food expenditures for professional development sessions

• Administrative costs not to exceed 5% of the total project budget

• Infrastructure improvements directly tied to project implementation and outcomes

Infrastructure improvements must be limited to minor, project-supporting modifications necessary to implement the approved project activities and outcomes;

capital improvement expenditures remain unallowable.

Clarification: For purposes of this RFA, minor infrastructure improvements refer to non-capital, non-structural modifications necessary to implement the approved project activities and outcomes. Major capital construction, facility expansion, or structural renovations are considered capital improvements and are not allowable.

Infrastructure improvements must be limited to non-structural, project-supporting modifications necessary to implement approved project activities and outcomes. Non-structural improvements are those that do not alter the building’s structural elements or footprint.

Examples of allowable infrastructure improvements include installing or upgrading electrical connections to support equipment and limited modifications necessary for program implementation.

Structural modifications, major renovations, building expansion, and new construction are considered capital improvements and are not allowable.

Scope or cost alone does not determine allowability. Any project that involves structural modification, system replacement (e.g., full electrical panel replacement), or facility-scale upgrades will be considered capital improvement and is not allowable, regardless of whether the work is described as ‘non-structural.”

If you have ideas you would like to explore beyond this list or you are not sure about a project, please contact the karen.harrison@ode.oregon.gov to discuss.

2.4.3.2 Unallowable Costs

Grant funds may not be used for:

mailto:karen.harrison@ode.oregon.gov

ODE RFA, updated 20210119 Page 18 of 56

• Costs associated with writing the application;

• Contractual obligations that begin before the grant start date of July 1, 2025, or extend beyond June 30, 2027;

• Equipment that becomes the property of an individual or an ineligible entity

• Services purchased for personal benefit;

• Out-of-state travel unless identified in the application and necessary to directly and significantly advance project outcomes; and

• Office equipment not directly linked to project outcomes.

Required Prohibition:

Capital improvement expenditures and vehicle purchases are not allowed allowable under this grant. Vehicle purchases include, but are not limited to, cars, trucks, trailers, tractors, excavators, and similar equipment.

This limitation is due to the short timeline and uncertainty within the current grant cycle.

2.4.3.3 Reimbursement Requirements

Reimbursements must meet all the following requirements:

• Reimbursement is based on actual, allowable, documented expenditures.

• Acceptable documentation includes General Ledger Detail, Grant Management Reports, or equivalent fiscal system documentation.

• Documentation must directly support each expenditure and must match the reimbursement request submitted in EGMS.

• Failure to provide required documentation will delay or prevent reimbursement.

2.4.3.4 Fiscal Oversight and Accountability

The Grantee must:

• Maintain accurate and complete financial records for all grant-related transactions.

• Ensure expenditures remain within the approved budget and within the period of performance.

• Ensure all partners comply with fiscal requirements.

• Retain fiscal documentation in accordance with Oregon public records laws.

• Monitor project spending to ensure timely use of funds and alignment with approved activities.

• Agency may request fiscal documentation or conduct monitoring at any time to ensure compliance.

SECTION 3: PROCESS AND REQUIREMENTS

3.1 APPLICATION PROCESS

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OregonBuys is used only to advertise this opportunity; all applications must be submitted through the Smartsheet Application Form.

Applications submitted through OregonBuys will not be accepted.

3.1.1 Public Notice

The Request for Applications (RFA), including all Addenda, Amendments, and attachments, is 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 future business opportunities with the State of Oregon. Documents will not be mailed to prospective Applicants.

The Agency will advertise all Amendments in OregonBuys. Prospective Applicants are solely responsible for checking OregonBuys to determine whether any Amendments have been issued. All Amendments are incorporated into this RFA by reference.

A summary of this opportunity is published on the Agency’s website at:

https://www.oregon.gov/ode/learning-options/cte/fedfund/pages/cte-revitalization-grant.aspx

Publication and amendments will be posted on OregonBuys; all Applications must be submitted via the Smartsheet Application Form Link in Attachment B. No email or paper submissions are accepted unless Agency has authorized accommodation or alternate submission method.

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 emailed to the Single Point of Contact (SPC), or submitted through the link provided in Section 1.6;

• Reference the RFA number;

• Include the Applicant’s name and contact information;

• Identify the specific area of the RFA being questioned (e.g., page number, section number, paragraph); and

• Be received by the due date and time for questions/requests for clarification, as identified in the Schedule in Section 1.5.

3.1.3 Pre-Application Conference

A pre-Application conference will not be held for this RFA.

3.1.4 Application Due Date

Applications and all required submission materials must be submitted electronically through the Smartsheet Application Form by the Closing date and time. Applications submitted after the Closing deadline will not be accepted. All Application modifications or withdrawals must be completed prior to Closing.

https://oregonbuys.gov/ https://www.oregon.gov/ode/learning-options/cte/fedfund/pages/cte-revitalization-grant.aspx https://www.oregon.gov/ode/learning-options/cte/fedfund/pages/cte-revitalization-grant.aspx

ODE RFA, updated 20210119 Page 20 of 56

Applications received after Closing are considered late and will not be accepted for evaluation. Late Applications will be returned to the Applicant or destroyed.

3.1.5 Application Submission

The Applicant is solely responsible for ensuring that the application and all required submission materials are fully and successfully submitted through the Smartsheet Application Form in accordance with this RFA by the Closing date and time. The Agency is not responsible for submission errors, transmission failures, or incomplete submissions.

Applicants may contact the Single Point of Contact (SPC) prior to the Closing deadline to confirm whether submission materials have been received. Confirmation by the SPC does not relieve the Applicant of responsibility for timely and complete submission.

Only complete Applications submitted by the Closing date and time will be scored.

The following submission method is permitted for this RFA: Electronic Submission.

An electronic version of the complete Application must be submitted via Smartsheet form:

Application Form

To receive a confirmation email containing the Applicant’s submitted Application Form responses, the Applicant must select the confirmation checkbox located at the bottom of the Application Form and provide a valid email address. If the Applicant does not receive a confirmation email, the Agency recommends contacting the SPC prior to the Closing deadline to verify receipt of the Application.

3.1.6 Alternate Submission Accommodations

Applicants may request alternative submission accommodations (e.g., email or in-person delivery) by submitting an advance request to the Single Point of Contact (SPC) no later than May 27, 2026.

Applications submitted by any method not expressly authorized may be rejected.

3.1.7 Modification or Withdrawal of Applications

Any Applicant wishing to modify or withdraw an Application already received by the Agency must do so prior to Closing. The Applicant must submit its modification or withdrawal request to the SPC using one of the methods listed in the Application Submission section.

Modifications must clearly identify the specific change(s) to the previously submitted Application. All requests must reference the RFA number.

3.1.8 Application Rejection

Agency may reject an Application for any of the following reasons:

https://app.smartsheet.com/b/form/0197eb2701bb7641938e9754a7d12ba5

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• The Applicant fails to substantially comply with all prescribed RFA procedures and requirements;

• The Applicant makes any contact regarding this RFA with State representatives (including State employees or officials) other than the Single Point of Contact (SPC), or individuals authorized by the SPC;

• The Applicant initiates inappropriate contact with the SPC;

• The Applicant attempts to inappropriately influence a member of the Evaluation Committee; or

• The Application is conditioned on the Agency’s acceptance of any terms, conditions, or rights to negotiate alternative terms and conditions that are not reasonably related to those expressly authorized for negotiation within the RFA or any Addenda.

3.2 APPLICATION REQUIREMENTS

3.2.1 Application

Applicants must use and submit the Application Form provided in Attachment B – Smartsheet Application Form Link and must address all items and requirements specified in this RFA.

Applicants should use definitive verbs in their responses to describe what the Applicant will do, rather than using aspirational verbs such as “hopes,” “expects,” “intends,” “plans,” or similar terminology that does not demonstrate a firm commitment to take a specific action.

3.2.1.1 General Application Information

3.2.1.1.1 Project Information

Applicants must provide the following project information:

• Project Name

• Project Abstract – (Required – no point allocated)

• Provide a one-paragraph summary (maximum 175 words) briefly describing the proposed project.

• Include the Project Information,…