_RFA_REVISED_S-58100-00011280.pdf

RFA S-58100-00011280 – Early Literacy Success Community Grants

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STATE OF OREGON

COVER PAGE

OREGON DEPARTMENT OF EDUCATION

EARLY LITERACY SUCCESS COMMUNITY GRANTS

Request for Grant Applications (“RFA”)

OREGON BUYS NO. REQ-58100-00011280 REVISED

Date of Issue: September 13, 2024

Closing Date and Time: OCTOBER 31, 2024 October 28, 2024

Single Point of Contact (SPC): Sarah Ortiz, Procurement and Contract Specialist

Address: 255 Capitol Street NE City, State, Zip: Salem, OR 97310 Phone: (503)-383-8119 E-mail: sarah.ortiz@ode.oregon.gov

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.

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TABLE OF CONTENTS

SECTION 1: GENERAL INFORMATION

1.1 PURPOSE

1.2 GRANT AMOUNT AND DURATION

1.3 ELIGIBILITY (Pass/Fail Not Scored)

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 CONTENT 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 INTENT TO AWARD PROTEST

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

ATTACHMENT A: Sample Grant ATTACHMENT B: Smartsheet Application Link ATTACHMENT C: Applicant Information And Certification Sheet ATTACHMENT D: DELC Recorded Program Eligibility Questionnaire ATTACHMENT E: Project Activities Table (.xlsx template provided) ATTACHMENT F: Project Budget (.xlsx template provided) ATTACHMENT G: Regional Map ATTACHMENT H: Oregon’s Community Early Literacy Framework (CELF) ATTACHMENT I: Grant Expenditure Guidance ATTACHMENT J: Eligibility Requirements ATTACHMENT K: Community Early Literacy Guidebook for Organizations https://www.oregon.gov/das/Procurement/Tutorials/TOC.mp4 https://www.oregon.gov/das/Procurement/Tutorials/TOC.mp4

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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”) on behalf of its Office of Equity, Diversity, and Inclusion (OEDI) 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, Public Libraries of these entities to address the activities and outcomes in their Grant Application, aligned with the Early Literacy Success Community Grants goals and objectives.

The goal of these Grants is to provide funds to Applicants that document an understanding of early literacy High Dosage-Tutoring and have an infrastructure to implement High-Dosage Tutoring, have models of family and caregiver engagement to support early literacy, and can administer training for the provision of High-Dosage Tutoring. Using the purposes of this Grant, each Applicant must develop grant activities and outcomes to meet their chosen provisions 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 a Grant is anticipated to be from October 1, 2024 to June 30, 2025.

Contingent upon approved funding for the 2025-2027 biennium, the Agency reserves the option to amend to add funding the following biennium, July 1, 2025 to June 30, 2027.

The amount of each Grant is anticipated to be up to $2,000,000 for the 2024-2027 fiscal years. The not-to-exceed amount for the first year (January 2, 2025-June 30, 2025) is $1,000,000. The not-to-exceed amount is $1,000,000 for Years 2 and 3 (July 1, 2025-June 30, 2026, and July 1, 2026 to June 30, 2027). Regardless of each Grant’s award date, Grant funds for Year One will be effective January 2, 2025, and must be fully spent by June 30, 2025. Grant funds for Years Two and Three will be effective July 1, 2025, and must be fully spent by June 30, 2027.

1.3 ELIGIBILITY (Pass/Fail Not Scored)

To be eligible for a Grant under this RFA, and qualify to implement the strategies provided in Section 2.4, Project Description, Applicants must 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

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In addition, Applicant must currently have ALL OF THE FOLLOWING (Attachment J):

1. An in-house Accounting and Human Resources department.

2. An implemented continuous improvement process that employs participant feedback.

3. A web presence and marketing tools.

4. An existing tutoring program and ability to provide early literacy high-dosage tutoring as defined in OAR 581-017-0801 (21).

5. A data management system to monitor project activities.

6. Accessible physical spaces for tutoring.

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) Register Here

September 20, 2024 9:00 – 10:00 AM

Questions/ requests for clarification due October 11, 2024 5:00 PM

Answers to questions/ requests for clarification issued (approximate) October 14, 2024

Closing (Applications due) October 31, 2024 October 28, 2024 5:00 PM

Issuance of notice of intent to award (approximate) December 4, 2024 November 15, 2024

1.5 SINGLE POINT OF CONTACT (SPC)

The SPC for this RFA is identified on the Cover Page, along with the SPC’s contact information.

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.

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

Agency is issuing this RFA pursuant to its authority under ORS 190, ORS 327.829, 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.

https://secure.sos.state.or.us/oard/viewSingleRule.action?ruleVrsnRsn=313277 https://www.zoomgov.com/meeting/register/vJIscOygrz0tGEs4n-xemOKBaUyZAPvhpUU#/registration

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“Agency” means the state of 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.

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

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

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

(b) qualifies as an exempt organization under section 501(c)(3) of the Internal Revenue Code, as described in ORS 314.011;

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

(d) 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.

“Consortium” means a group of eligible entities, as defined in Eligibility Section 1.3, pooling resources to achieve a common objective.

“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.

“Culturally Specific Organization” means an organization that serves a particular cultural community and is primarily staffed and led by members of that community;

these organizations demonstrate: intimate knowledge of lived experience of the community, including but not limited to the impact of structural and individual discrimination on the community; knowledge of specific disparities, barriers or challenges documented in the community and how that influences the structure of their program or service; commitment to the community’s strength-based and self-driven thriving and resilience; ability to describe and adapt their services to the community’s cultural practices, health and safety beliefs/practices, positive cultural identity/pride, religious beliefs, etc.

“Developmentally Appropriate” means designing and implementing learning environments to help all children achieve their full potential in literacy through:

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(a) building on each child’s strengths;

(b) taking care to not harm any aspect of each child’s physical, cognitive, social, or emotional well-being; and

(c) considering what is known about:

(i) age-related characteristics that can inform what experiences are likely to best promote a student’s learning and development;

(ii) what is known about each child as an individual that has implications for how best to adapt learning experiences; and

(iii) the social and cultural contexts in which a student lives in order to ensure that learning experiences are meaningful, relevant, and respectful for each child and family.

“Diagnostic” means assessments to identify a student's specific strengths and needs in literacy in order to determine and plan the appropriate level of instruction, pacing and intervention support.

“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.

“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.

“Equitable Distribution of Grant Funds” means that for those Projects where one (1) or more partners are involved, each partner must receive an amount of Grant Funds commensurate with their contribution to the Project activities.

“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:

(i) Tribal consultation, recommendations, and experiences of American Indian/ Alaska Native community members or Tribes; or

(ii) Community-driven, culturally responsive/sustaining/specific, non-dominant and non- Western ways of knowing, being, and researching.

“Formative” means a process of collecting and responding to evidence of student learning; the information gained about student learning is used in the course of instruction to respond to and adjust instruction.

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“Grantee” means the persons, firms, consortiums, or governmental entities involved in the substantive activities of the project. The Grantee performs substantive work on the program 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, pursuant to 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 private) of higher education that provides a level of study after high school such as universities, colleges, trade schools or vocational schools that:

(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.

“Professional Development” means learning that is systemic, job-embedded, and aligned to current research, training, and practices that support educator and student learning.

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

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“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”

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

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

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

(C) are foster students; or

(D) 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,” 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).

(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:

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(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 Secondary 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. The Agency’s priorities are: graduating Oregon Students, increasing college and career readiness, ODE RFA, updated 20210119 Page 10 of 39 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.

2.3.1 AGENCY’S OFFICE OF EQUITY, DIVERSITY, AND INCLUSION

OEDI is an office of talented and passionate individuals who are committed to actualizing the Oregon Equity Stance. The Oregon Equity Stance asserts that education equity is the equitable implementation of policy, practices, procedures, and legislation that translates into resource allocation, educational rigor, and opportunities for historically and currently marginalized youth, students, and families including civil rights protected classes. This means the restructuring and dismantling of systems and institutions that create the dichotomy of beneficiaries and the oppressed and marginalized.

OEDI is home to various equity-focused and culturally-specific projects, enacted through legislation and implemented with partners across the agency. Our goal is to develop partnerships to provide support, technical assistance, and funding to school districts, education service districts and Community Based Organizations to improve the learning experience for students and families from communities that have been or are currently being harmed and marginalized by educational systems.

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 Grantee, for the purpose of implementing approved Project Activities to address the Early Literacy Success Community Grants. Grantee shall implement their approved Project Plan (see Attachment A Sample Grant, Exhibit A Section III. Reporting Requirements), addressing the purposes of the grant outlined in ORS 327.829 and OAR 581-017- 0802:

(a) Expand culturally and linguistically responsive early literacy programs for children in early elementary grades by:

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(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.

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:

• January 2, 2025 —describing activities from January 2, 2025–June 30, 2025

• 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 writing, Grantee shall 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 Grant by this reference.

Three-year Implementation Goal. By the end of the Grant Performance Period, after implementing Grantee’s approved Project Plan and engaging in activities described above, Grantee shall implement the three-year performance goal articulated as a requirement of this RFA.

Grantee must be able to demonstrate progress towards completion of this activity through measurable and articulable metrics, reported in any reporting for the Annual Final Progress Report.

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 Applicants.

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:

https://oregonbuys.gov/

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• 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 under Section 1.4.

3.1.3 Pre-Application Conference

A pre-Application webinar conference will be held 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 webinar by completing the registration form.

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.

3.1.3.1 Attendance at Pre-Application Conference

Attendance at the pre-Application Conference / Webinar is not mandatory; however, registration to attend is required. For registration email the SPC, link will be provided upon registration.

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 (Attachment B) is received by the SPC in accordance with the RFA requirements before Closing. Agency is not responsible for any delays 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:

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Electronic. An electronic version of the complete Application (Attachment B) must be submitted via Smartsheet form Smartsheet Application Link. Only complete Applications received by Closing will be scored.

3.1.6 Modification or Withdrawal of Applications

An Applicant who wishes to make a modification already received by the Agency shall submit the request for modification in writing to the SPC and must denote the specific changes to the application submission.

If an Applicant wishes to withdraw a submitted Application, they shall do so prior to the Closing deadline specified under Section 1.4 (Closing). The Applicant shall submit a written notice signed by an authorized representative of its intent to withdraw its Application. The notice will include the RFA title and be submitted to the SPC via email.

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; including but not limited to the requirement that Applicant’s authorized representative sign the Applicant Information and Certification Sheet, Attachment C;

• 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 CONTENT 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.

3.2.1 Application

Applicant must complete and submit the Application via the Smartsheet Application Link, as indicated in the Smartsheet Application (Attachment B). 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.

3.2.1.1 General Applicant Organization Information

• Organization Name, https://app.smartsheet.com/b/form/f54c188f8ac447408ed0bddbc561c6a8

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• Mailing Address,

• Organization Website,

• Organization Entity Type,

• Authorized Contact,

• Fiscal Contact, and

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

3.2.1.2 Region Information

(Region number[s] served by project, Counties served) Indicate which service areas the project will take place. Applicants must specify the region and the counties in which they will be applying and delivering services. See Regional Map (Attachment G) for region name/numbers.

3.2.1.3 Applicant and Community Overview – 4000 character limit.

• Describe your organization’s objectives and goals. Provide detailed information about the demographics of students and families currently served by your organization.

• Describe your organization’s specific expertise related to serving communities in Oregon who have historically experienced academic disparities.

3.2.1.4 Regional Focus - 4000 character limit.

• Describe your organization’s expertise in providing community-based Early Literacy supports, particularly to student groups who have experienced disparate educational outcomes within their community or area. Include details about other available programs in your region and how the services your organization provides are unique.

3.2.1.5 Service Area & Local Context – 4000 character limit.

Respond to the questions below to describe your proposed service area. Include data (quantitative and/or qualitative, such as local district data, national data, listening session data, survey data, research studies, etc.) to illustrate community needs.

• Describe the needs of early literacy in your community.

• Describe existing early literacy programs or services for students in your community.

• Describe how your proposed Project will address gaps in service.

• Describe whether and how your Project serves rural communities. Include details such as whether Project activities will be specifically designed by and/or for rural communities.

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3.2.1.6 Description of Infrastructure, Assets, and Expertise - 4000 character limit.

• Describe the infrastructure that currently exists within your organization and/or program (this can include, but not limited to, information regarding organization size, building capacity, staffing, and program practices in place). How will you use your existing infrastructure to support early literacy programs/initiatives?

• Describe the community you serve and the ages of the children you serve. What assets will you utilize and what expertise do you have to support early literacy in your community?

3.2.1.7 Implementation of the Community Early Literacy Framework - 4000 character limit.

Successful implementation of this grant will include implementing Oregon’s Community Early Literacy Framework (CELF). The CELF will honor and acknowledge the rich literacy instruction that happens with families and caregivers as children’s first teachers.

• Describe your knowledge and expertise with the concepts and strategies included in the CELF (Attachment H) and in the Community Early Literacy Guidebook for Organizations (Attachment K).

• How will you implement and utilize the CELF and Community Early Literacy Guidebook for Organizations to:

(1) expand culturally and linguistically responsive early literacy programs,

(2) provide high-quality family and caregiver engagement, and

(3) provide High-Dosage Tutoring and training of tutors for instruction that is research-aligned.

3.2.1.8 High-Dosage Tutoring and Tutor Qualifications - 4000 character limit.

• Describe how you will implement provisions of High-Dosage Tutoring within your early literacy program.

• Describe the qualifications of your tutors and staff. How will you select who will provide High-Dosage tutoring training to your staff?

Please note: Agency will need to approve any High-Dosage Tutoring contractor that Applicant plans to use.

3.2.1.9 Family and Community Literacy Success Support - 4000 character limit.

• Describe how you will support the literacy success of the families and community you serve.

• What engagement strategies or models of engagement will you use? How will you use these methods to support early literacy success for your families and community?

• Describe how you will address communication and/or participation barriers to ensure authentic engagement opportunities for students and community members.

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3.2.1.10 Progress Measures and Evaluation - 4000 character limit.

• Describe the plan to measure and report Project outcomes. How will you engage in continuous improvement and communicate progress to students and families?

3.2.1.11 Partnerships - 4,000 character limit.

If your organization chose not to partner, please describe why.

If your organization is partnering with one or more entities for this Project (either as a consortium member or a contractor), describe the Partnership (see definition in Section 2.2). Consider the following in your responses:

• Who is/are the partner(s) and what are the strengths each partner will contribute to the Project?

• How was the partner identified and what structures are in place to ensure sustainability of the partnership throughout the Project?

• Describe the roles, activities, services, and/or deliverables each partner will provide for the grant Project.

• Describe the structures in place to ensure accountability and the Equitable Distribution of grant funds among the Project partners (e.g., Memorandum of Understanding (MOU), letters of support from your Project partners, etc.). Note: if awarded, grantees may be asked to provide relevant documentation.

3.2.1.12 Equity and Anti-Racism – 4,000 character limit

• Describe how your Project centers equity and anti-racism in its design and implementation.

3.2.1.13 Addressing Participants’ Intersecting Identities – 4,000 character limit.

• Describe how your proposed Project addresses the intersectional needs of students and families who have historically experienced disparities by designing services that honor and reflect the assets, nuance, and diversity of the identities of students served through the Project. Include specific strategies that are designed for unique intersecting identities to support your claim.

3.3 Required Application Attachments

The section below outlines the required Application attachments which must be uploaded within the Smartsheet Application (Attachment B).

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

Applicant must complete and submit the Applicant Information and Certification Sheet (Attachment C).

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3.3.2 Attachment D: DELC Recorded Program Eligibility Questionnaire

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

Complete DELC Recorded Program Eligibility Questionnaire (Attachment D) and follow the submission instructions provided on the form.

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

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 benchmark 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 Years 2 and 3 in the “Years 2-3 Activity Summary” tab of the Project Activities Table.

3.3.4 Attachment F: Project Budget (.xlsx template provided) (Pass/Fail)

Submission Requirements: Submit in .xlsx format using the following naming protocol:

Organization Name Abbreviation_Early Literacy Success Community Grants_Attachment Name.

For example, “ODE_Early Literacy Success Community Grants_Budget”.

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 Early Literacy Community Grants Expenditure Guidance (Attachment I).

• 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 the Early Literacy Community Grants Guidance. Direct administrative costs may not exceed 10% of https://docs.google.com/document/d/12e8r2u4bto138eAd6T7WJqVW5LUNFZNqtAvlibAA8WQ/edit

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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 Years 2-3, on the relevant tab of the template, enter a per-category summary of each year’s proposed budget.

3.3.5 Attachment J: Eligibility Requirements

Complete Attachment J and answer the questions provided.

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 CRITERIAN

WEIGHT/WEIGHTED

POINTS

POSSIBLE

3.2.1.3 Evaluation Item 1: Applicant and Community Overview

• Describe your organization’s objectives and goals. Provide detailed information about the demographics of students and families currently served by your organization.

Describe your organization’s specific expertise related to serving communities in Oregon who have historically experienced academic disparities.

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0 points:

Applicant does not describe its organization, objectives, and goals.

Applicant does not provide information about the demographics of students and families currently served by its organization.

Applicant does not describe its organization's speci�ic expertise related to serving communities in Oregon who have historically experienced academic disparities.

1 point:

Applicant describes in little to no detail its organization, objectives, and goals.

Applicant provides little to no information about the demographics of students and families currently served by its organization.

Applicant describes in little to no detail its organization's speci�ic expertise related to serving communities in Oregon who have historically experienced academic disparities.

2 points:

Applicant describes in some detail its organization, objectives, and goals.

Applicant provides some information about the demographics of students and families currently served by its organization.

Applicant describes in some detail its organization's speci�ic expertise related to serving communities in Oregon who have historically experienced academic disparities.

3 points:

Applicant clearly describes its organization, objectives, and goals. Applicant clearly provides information about the demographics of students and families currently served by its organization. Applicant clearly describes its organization's speci�ic expertise related to serving communities in Oregon who have historically experienced academic disparities.

8%/3 Points

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3.2.1.4 Evaluation Item 2: Regional Focus

• Describe your organization’s expertise in providing community-based Early

Literacy supports, particularly to student groups who have experienced disparate educational outcomes within their community or area. Include details about other available programs in your region and how the services your organization provides are unique.

Organization's expertise in providing community-based Early Literacy supports is missing and/or does not provide details about other available programs in their region and how their organization's services are unique.

1 point:

Organization's expertise in providing community-based Early Literacy supports is limited and provides little detail about other available programs in their region and how their organization's services are unique.

2 points:

Organization's expertise in providing community-based Early Literacy supports is adequate and provides some detail about other available programs in their region and how their organization's services are unique.

3 points:

Organization is clearly knowledgeable and has strong expertise in providing community-based Early Literacy supports and provides clear detail about other available programs in their region and how their organization's services are unique.

6% / 3 Points

3.2.1.5 Evaluation Item 3: Service Area and Local Context

Respond to the questions below to describe your proposed service area. Include data (quantitative and/or qualitative, such as local district data, national data, listening session data, survey data, research studies, etc.) to illustrate community needs.

• Describe the needs of early literacy in your community.

• Describe existing early literacy programs or services for students in your community.

• Describe how your proposed Project will address gaps in service.

• Describe whether and how your Project serves rural communities. Include details such as whether Project activities will be specifically designed by and/or for rural communities.

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Description of needs of Applicant's students and families is missing.

Response is missing or the description provided shows no knowledge and understanding of the existing programs or services in the community.

Response of how the proposed project will address gaps in service is missing.

Little or none of the proposed project activities offer meaningful and substantive service to rural communities.

1 point:

Description of needs of Applicant's students and families shows little or no knowledge and understanding of the needs in the local service area and how they relate to the objectives of the Early Literacy Success Community Grants.

Response is incomplete or the description provided shows little knowledge and understanding of the existing programs or services in the community.

Response is incomplete or the description of how the proposed project will address gaps in service is unclear or unrelated to the gaps identi�ied.

Some of the proposed project activities offer meaningful and substantive service to rural communities, but are not speci�ically designed by and/or for rural communities.

2 points:

Description of needs of Applicant's students and families shows some knowledge and understanding of the needs in the local service area and how they relate to the objectives of the Early Literacy Success Community Grants.

Description demonstrates some knowledge and understanding of existing programs or services in the community.

Description of how the proposed project will address gaps in service is somewhat clear and/or related to the

6%/3 Points

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Some or most of the proposed project activities offer meaningful and substantive service to rural communities, and some or most are speci�ically designed by and/or for rural communities.

3 points:

Description of needs of Applicant's students and families shows thorough knowledge and understanding of the needs in the local service area and how they relate to the objectives of the Early Literacy Success Community Grants.

Description demonstrates thorough knowledge and understanding of existing programs or services.

Description of how the proposed project will address gaps in service is clear and highly related to the service gaps identi�ied.

All of the proposed project activities offer meaningful and substantive service to rural communities, and most or all are speci�ically designed by and/or for rural communities.

3.2.1.6 Evaluation Item 4: Description of Infrastructure, Assets, and Expertise

• Describe the infrastructure that currently exists within your organization and/or program (this can include, but not limited to, information regarding organization size, building capacity, staffing, and program practices in place). How will you use your existing infrastructure to support early literacy programs/initiatives?

• Describe the community you serve and the ages of the children you serve. What assets will you utilize and what expertise do you have to support early literacy in your community?

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Applicant has no existing infrastructure to support early literacy.

Applicant does not specify or provides no information about how they will use their existing infrastructure to support early literacy programs/initiatives.

Applicant does not describe the population and age of the community they serve.

Applicant does not describe and lay out their current assets and how they will utilize it to support early literacy.

Applicant provides no information about their expertise to support early literacy within their community.

1 point:

Applicant has some existing infrastructure to support early literacy.

Applicant somewhat speci�ies or provides little information about how they will use their existing infrastructure to support early literacy programs/initiatives.

Applicant describes in limited detail the population and age of the community they serve.

Applicant limitedly describes and lays out their current assets and how they will utilize it to support early literacy.

Applicant provides little information about their expertise to support early literacy within their community.

2 points:

Applicant has an adequate existing infrastructure to support early literacy.

Applicant somewhat speci�ies information about how they will use their existing infrastructure to support early literacy programs/initiatives.

Applicant somewhat describes the population and age of

10%/3 Points

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Applicant somewhat describes and lays out their current assets and how they will utilize it to support…