RFA S-58100-00012432???ODE IR SSP RFA 2024-25.pdf

RFA S-58100-00012432–ODE IR SSP RFA 2024-25

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STATE OF OREGON

COVER PAGE

OREGON DEPARTMENT OF EDUCATION

IMMIGRANT/REFUGEE STUDENT SUCCESS PLAN GRANT

Request for Grant Applications (“RFA”)

S-58100-00012432

Date of Issue: January 10, 2025

Closing Date and Time: February 10, 2025, 3:00 PM PST

Single Point of Contact (SPC): Karen Kay Harrison

Address: 255 Capitol Street NE, [4th Floor]

City, State, Zip: Salem, OR 97310

Phone: 503.689.4253

E-mail: https://app.smartsheet.com/b/form/33adf38741c14905a1e494a988fae178

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.

https://app.smartsheet.com/b/form/33adf38741c14905a1e494a988fae178 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 ELIGIBILITY

1.4 SCHEDULE

1.5 SINGLE POINT OF CONTACT (SPC)

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

2.2 DEFINITION OF TERMS

2.3 OVERVIEW

2.4 SCOPE OF GRANT ACTIVITIES

SECTION 3: PROCESS AND REQUIREMENTS

3.1 APPLICATION PROCESS

3.2 APPLICATION REQUIREMENTS

SECTION 4: EVALUATION

4.1 RESPONSIVENESS DETERMINATION

4.2 EVALUATION CRITERIA

4.3 POINT AND SCORE CALCULATIONS

4.4 RANKING OF APPLICANTS

4.5 NEXT STEP DETERMINATION

SECTION 5: AWARD AND NEGOTIATION

5.1 AWARD NOTIFICATION PROCESS

5.2 SUCCESSFUL APPLICANT SUBMISSION REQUIREMENTS

5.3 GRANT NEGOTIATION

SECTION 6: ADDITIONAL INFORMATION

6.1 GOVERNING LAWS AND REGULATIONS

6.2 OWNERSHIP/ PERMISSION TO USE MATERIALS

6.3 CANCELLATION OF RFA; REJECTION OF APPLICATIONS; NO DAMAGES

6.4 COST OF SUBMITTING AN APPLICATION

SECTION 7: LIST OF ATTACHMENTS

ATTACHMENT A: SAMPLE GRANT

ATTACHMENT B: SMARTSHEET APPLICATION LINK

ATTACHMENT C: RECORDED PROGRAM ELIGIBILITY QUESTIONNAIRE

ATTACHMENT D: PARTNERSHIP FORM

ATTACHMENT E: PROJECT ACTIVITIES TABLE

ATTACHMENT F: PROJECT BUDGET

ATTACHMENT G: STUDENT SUCCESS PLAN GRANT EXPENDITURE GUIDANCE

ATTACHMENT H: INTERIM IMMIGRANT/REFUGEE STUDENT SUCCESS PLAN

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 implementation of the Immigrant/Refugee Student Success Plan IR Grant (“IR Grant”).

The 2024-2025 Immigrant/Refugee Student Success Plan (“IR Plan”) grants are being made available to Community-Based Organizations, Early Learning Hubs, Providers of early learning services, School Districts, Education Service Districts, Tribes, or Post-Secondary Institutions of education that applied for the following Student Success Plan 2024-28 Grants:

• African American/Black Student Success Plan Grant – S-58100-00010981

• Latino/a/x and Indigenous Student Success Plan Grant - S-58100-00010982

• LGBTQ2SIA+ Student Success Plan Grant - S-58100-00010983

• Native Hawaiian/Pacific Islander Student Success Plan Grant - S-58100-00010984

The goal of this IR Grant is to support efforts utilizing the strategies outlined in the IR Plan to address issues such as attendance; chronic absenteeism; early childhood to elementary, middle to high school, and high school to post-secondary transitions; and will include a variety of supports including the involvement of parents and communities across the state in order to assist Plan students to develop a range of knowledge, skills, abilities, and dispositions that will lead to successful student outcomes in educational achievement.

Additional details are included in the Scope of Activities section.

1.2 GRANT AMOUNT AND DURATION

Agency anticipates awarding multiple Grant Agreements (each a “Grant”) from this RFA. Each Grant is expected to have an initial term of one year, running from March 10, 2025, to June 30, 2025. Funding for each Grant will cover the 2024-2025 fiscal year and must be utilized by June 30, 2025.

The amount of each Grant is anticipated to be a maximum of $50,000.00

Biennium 23-25

Performance Period

March 10, 2025 - June 30, 2025

Maximum up to Award Amount

$50,000.00

Notes Funds expire on 6/30/25

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All eligible Applicants submitting Applications are referred to as Applicants in this RFA. After execution of a Grant Agreement, the awarded Applicant will be designated as a Grantee.

1.3 ELIGIBILITY

To be eligible for a Grant under this RFA, an applicant must be a community-based organization, early learning hub, provider of early learning services, school district, education service district, tribe, or post-secondary institutions of education that received the following Student Success Plan 2024-28 Grants:

• African American/Black Student Success Plan Grant – S-58100-00010981

• Latino/a/x and Indigenous Student Success Plan Grant - S-58100-00010982

• LGBTQ2SIA+ Student Success Plan Grant - S-58100-00010983

• Native Hawaiian/Pacific Islander Student Success Plan Grant - S-58100-00010984

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 (PST)

Questions/ requests for clarification due January 22, 2025 3:00 PM

Answers to questions/ requests for clarification issued (approximate)

January 24, 2025

Closing (Applications due) February 10, 2025 3:00 PM

Issuance of notice of intent to award (approximate)

March 10, 2025

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 this Form:

https://app.smartsheet.com/b/form/33adf38741c14905a1e494a988fae178

ALL QUESTIONS ARE DUE ON JANUARY 22, 2005

NO LATER THAN 3:00 PM PST

SECTION 2: AUTHORITY AND SCOPE

2.1 AUTHORITY

Agency is issuing this RFA pursuant to its authority under Senate Bill 1532 (2024) and OAR 581-017-0850 to 581-017-0910.

https://app.smartsheet.com/b/form/33adf38741c14905a1e494a988fae178

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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.

• “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.

• “State” means the state of Oregon.

2.2.1 Agency Specific Definitions TERMS

• “Community-Based Organization” means a nonprofit organization that is reflective of a community or significant segments of a community it seeks to serve.

• “Community Voice” means that members representing the community served by the project, including students, will be involved in co-constructing the project design, implementation, and/or providing strategic guidance in final decision-making.

• “Culturally 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.

• “Culturally Responsive” means the implicit recognition and incorporation of the cultural knowledge and experience of students served by the Plan in teaching, learning, assessment, and support. This includes identifying and valuing: students’ cultural assets in instruction and assessment; diverse frames of reference that correspond to multifaceted cultural perspectives/experiences; and performance styles and behaviors in the classroom that can differ from dominant culture views of what qualifies as achievement or success.

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• "Partnership” is a relationship among the Applicant and one or more other organizations who are directly and continuously involved in the development and implementation of the proposed Project plan. All partners are actively engaged in or play a significant role in the partnership’s decision-making and engagement with communities.

• “Project” means the activities and investments an applicant proposes to implement in order achieve their stated outcomes.

• “Project Activity” is defined as a range of services, events, or actions taken to carry out the Project in a manner that aligns with the Project's stated vision and mission.

These services, events, and/or actions are developed utilizing strategies from the Student Success Plan to support youth, families, and/or educators to improve educational and social emotional outcomes for Oregon students (the SSP statutory objectives). Individual participants' engagement with an activity may vary in breadth and depth, but the overall offering should be designed to have a lasting impact on participants’ skills and competencies at overcoming or removing barriers to Plan students' academic and social emotional achievement.

2.2.2 Plan Specific Definitions TERMS

• “Asylum Seeker" means a person who has or is actively seeking protection and/or permanent relocation from inside of the U.S. due to having experienced grave danger because their home government is unwilling or unable to protect them or may be actively persecuting them.

• “English Learner” (EL) means students who receive English language instruction, support, and services as part of an English language development (ELD) program as English learners.

• “Immigrant” means an individual who was born in another country and permanently resides in the United States.

• “Multilingual Learner” (ML) means students who speak multiple languages and may or may not be eligible to receive English language instruction, support as part of an English language development (ELD) program.

• “Recent Arriver” means a student aged 3-21 years old who was not born in any state or Puerto Rico and has not been attending one or more schools in any state for more than three full (cumulative) academic years. Oregon schools do not collect information on immigration status. ODE uses Recent Arriver data to monitor the progress of Plan students.

• “Refugee" means a person who has or is actively seeking protection and/or permanent relocation from outside of the U.S. due to having experienced grave danger because their home government is unwilling or unable to protect them or may be actively persecuting them.

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• “Plan Student” means a student enrolled in an early childhood through post-secondary educational program (including non-traditional settings) and who: (a) Is an asylum seeker, a refugee or any other immigrant, regardless of status and as identified by the State Board of Education by rule; and (b) Has experienced disproportionate results in education due to historical practices, as identified by the State Board of Education by rule.

2.3 OVERVIEW

2.3.1 Office Of Equity, Diversity, and Inclusion

The 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 a dichotomy of beneficiaries and oppressed and marginalized. The 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 districts, education service districts, and Community Based Organizations to improve the learning and experience of students and families from communities that are currently and historically harmed and marginalized by educational systems.

The Immigrant/Refugee Student Success Plan was developed at the direction of the Legislature to develop and implement strategies to address historic and current systemic inequities experienced by Immigrant/Refugee students through focused investments and partnerships with community-based organizations, school districts, Tribal governments, education service districts, early learning providers, and post-secondary institutions. The Plan centers equity and community by ensuring those closest to the problem help develop and design the solutions. Through this effort, the Agency will work to close the opportunity gap and eliminate educational disparities to ensure all students can thrive.

2.3.2 Immigrant/Refugee Four Student Success Plan Goals

The Immigrant/Refugee Student Success Plan uses a framework of Four Goals to organize its strategies and activities:

1. Goal 1: Create a Safe and Welcoming School Environment

a. All students enrolled in K-12 public schools deserve a safe, welcoming, and inclusive environment that supports their academic and social and emotional well-being. This goal focuses on creating affirming school communities through culturally responsive practices, family engagement, and access to comprehensive resources. By prioritizing this goal, schools and districts can actively reduce

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2. Goal 2: Increase Academic Rigor for Plan Students

a. All students in Oregon’s K-12 public schools deserve access to rigorous academic opportunities that prepare them for success. This goal emphasizes increasing literacy, numeracy, and critical thinking skills while ensuring instruction is culturally and linguistically responsive. By prioritizing these strategies, schools can empower immigrant and refugee students to reach their full potential, equipping them with the skills and knowledge needed for lifelong success.

3. Goal 3: Enhance Social and Emotional Well-being

a. All students enrolled in K-12 public schools deserve access to social and emotional support that builds resilience, equity, and well-being. This goal emphasizes implementing trauma-informed practices, embedding culturally responsive pedagogy, and addressing systemic inequities in school discipline. By prioritizing social and emotional well-being, schools can reduce systemic barriers and disproportionate disciplinary incidents while creating a culture of belonging for immigrant and refugee students.

4. Goal 4: Strengthen Partnerships with Families

a. All students benefit when families are active partners in their education.

Strengthening family-school partnerships ensures that immigrant and refugee families feel welcomed, supported, and empowered to engage in their children’s academic journeys. This goal focuses on creating accessible communication channels, equipping families with the tools to navigate the education system and celebrating the cultural assets they bring. By prioritizing family partnerships, schools can create collaborative environments where parents are co-authors of their children’s success.

2.3.3 Six Cross-Student Success Plan Pillars

All Student Success Plan grantee activities are categorized into the following six pillars that organize the strategies and activities across all of Oregon’s Student Success Plans:

● Academic Success

▪ Practices elicit thoughtful approaches to academic engagement that enhance understanding and are high-quality, data-informed, culturally relevant and empower Plan students’ educational experiences.

● Culture, Identity, and Language

▪ Practices center families' invaluable reservoirs of knowledge, traditions, culture, and histories that serve as assets for positive identity development and increased sense of self-efficacy.

● Leadership Development

▪ Practices focus on providing for skill-building and advancement, grounded in culturally responsive and respectful pedagogy.

● Coordinated Systems of Care

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▪ Practices foster comprehensive systems and support services that are culturally responsive and thoughtfully coordinated to center Plan students’ and their families’ strengths, fostering an environment that promotes student success in and out of school.

● Service Learning

▪ Practices expose students and families to learning, tools, and strategies to explore challenges and barriers experienced by Plan students in the community and embolden students, families, and educators to address social issues and promote change through their learning experiences.

● Family Engagement

▪ Practices increase access to affirming education or education-adjacent focused engagement activities to enhance support for student success.

2.4 SCOPE OF GRANT ACTIVITIES

Grants awarded under this RFA will include the following required activities. For more details, including reporting deadlines and evaluation and monitoring requirements, see Attachment A: Sample Grant.

2.4.1 Addressing Statutory Objectives and Plan Strategies/Pillars

Grant activities must utilize one or more of the strategies outlined in the Plan to address the relevant statutory objectives:

(a) Address the disproportionate rate of disciplinary incidents involving plan students compared to all students in the education system;

(b) Increase parental engagement in the education of plan students;

(c) Increase the engagement of plan students in educational activities before and after regular school hours;

(d) Increase early childhood education and kindergarten readiness for plan students;

(e) Improve literacy and numeracy levels among plan students between kindergarten and grade three;

(f) Support plan student transitions to middle school and through the middle school and high school grades to maintain and improve academic performance;

(g) Support culturally responsive pedagogy and practices from early childhood through post-secondary education;

(h) Support the development of culturally responsive curricula from early childhood through post-secondary education;

(i) Increase attendance of plan students in community colleges and professional certification programs;

(j) Increase attendance of plan students in four-year post-secondary institutions of education: and

(k) Align the plan with statewide educational plans developed and implemented by the Department of Education.

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2.4.2 Implementation of Project Plan and Budget

Grantee shall implement Grantee’s approved Project Plan, in accordance with the approved Project Budget.

2.4.3 Participation in Student Success Plan (SSP) Community of Practice

At least one representative from Grantee’s Project must participate in each of the monthly SSP Community of Practice meetings to collaborate with other SSP grantees from across the state in developing and expanding the resources and knowledge available to educators and communities in Oregon in advancing the objectives of the SSP.

2.4.4 Reporting and Accountability

Grantees will provide reports to show substantial progress in completing their approved Project Plan and other necessary grant activities. Evidence of progress should include documentation that project activities have measurably advanced or achieved stated objectives and milestones. These reports may include, but are not limited to: expenditure reports, data on project-specific metrics, a final grant report, participant surveys, and any other pertinent information (such as updates to project plans, progress timelines, and plans for program sustainability).

SECTION 3: PROCESS AND REQUIREMENTS

3.1 APPLICATION PROCESS

3.1.1 Public Notice

The RFA, including all Addenda and attachments, are published in the State of Oregon’s electronic procurement system OregonBuys at https://oregonbuys.gov/. Applicants are encouraged to register for an OregonBuys account to receive notifications of possible future business opportunities with the State of Oregon. Documents will not be mailed to prospective Proposers.

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

https://www.oregon.gov/ode/students-and-family/equity/Pages/default.aspx

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 entered into the Smartsheet by provided link 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.);

• Reference the relevant strategies/components of the Legislation of IR Student Success Plan, if applicable, and https://oregonbuys.gov/ https://www.oregon.gov/ode/students-and-family/equity/Pages/default.aspx

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• Be received by the due date and time for questions/ requests for clarification identified in the Schedule in Section 1.4.

3.1.3 Application Due Date

Applications and all required submittal items must be received by the SPC on or before Closing, as identified in the Schedule in Section 1.4. 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.

3.1.4 Application Submission

Applicant is solely responsible for ensuring its Application is received by the SPC in accordance with the RFA requirements before Closing, as identified in the Schedule in Section 1.4. Agency is not responsible for any delays, transmission errors, or mistaken delivery. Only complete Applications submitted by Closing will be scored.

Electronic. An electronic version of the complete Application must be submitted via Smartsheet Form:

https://app.smartsheet.com/b/form/a4cd516e741041828bfb22ae679f501d. In order to receive a copy of application form responses as confirmation of submission, Applicant must check the box at the bottom of the application form and provide a valid email address. If you do not receive email confirmation, Agency recommends contacting the SPC to confirm receipt of Application.

Alternate submission accommodations. Applicant may request alternative submission options (email, in person) by advance request to the SPC by January 24, 2025.

Applications submitted by any means not authorized may be rejected.

3.1.5 Modification or Withdrawal of Applications

Any Applicant who wishes to modify or withdraw an Application already received by Agency must do so prior to Closing. Applicant must submit its modification or request to withdraw to the SPC using one of the manners listed in the Application Submission section. Modifications must denote the specific change(s) to the Application submission.

All requests must reference the RFA number.

3.1.6 Application Rejection

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

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

• Applicant makes any contact regarding this RFA with State representatives such as State employees or officials other than the SPC or those the SPC authorizes, or initiates inappropriate contact with the SPC;

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

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

3.2 APPLICATION REQUIREMENTS

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

3.2.1 Application

Applicant must complete and submit the application via Smartsheet Form:

https://app.smartsheet.com/b/form/a4cd516e741041828bfb22ae679f501d.as indicated in Attachment B: Application. 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.

3.2.2 Required Application Attachments Upload

Review Section 3.2.4 below for guidelines of what must be included in each application attachment that is uploaded within the Smartsheet Application.

Application Attachment C: Recorded Program Eligibility Questionnaire

Application Attachment D: Partnership Form

Application Attachment E: Project Activities Table

Application Attachment F: Project Budget

3.2.3 Application Narrative Summary

3.2.3.1 General Applicant Information

• Organization Name,

• Mailing Address,

• Website,

• Organization Type,

• Authorized Contact, and

• Fiscal Contact

For each partner organization that meets the criteria outlined in the “Partnership” definition in Section 2.2.1, Applicant must list the partner organization Name and Type, and complete and upload Attachment D: Partnership Form.

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3.2.3.2 Regional Information

1. Region number[s] served by Project, Counties served, School District[s] served, School[s] served.

A. Indicate which service areas the Project will take place.

B. Total Number of Students Enrolled (Fall) 2023-24

C. Number of Recent Arriver Students 2023-24

D. Number of Recent Arriver Students 2024-25

2. Immigrant and refugee community served - 4000-character limit.

A. Which immigrant and/or refugee community do you intend to serve through this grant? Provide details such as cultural, ethnic, and linguistic identities.

3. How is your organization connected to the community you plan to serve through this grant? - 4000-character limit.

A. Describe how your organization works with, listens to, or includes immigrant and refugee students, families, and community members in decision making.

4. Estimated number of Plan students served

A. Provide the estimated number of students you will serve from the community described above during the grant period (3/10/25 - 6/30/25).

5. Primary IRSSP Goal

A. Select the primary Immigrant/Refugee Student Success Plan goal your project will address

6. Project Description – 4,000-character limit

A. Describe how the funds will be used to support grant activities through 6/30/25. This should be a narrative summary of the information included in your Activity Table and Budget.

7. How will this project or its impact continue after the grant period? – 4,000-character limit

A. If applicable, explain how you will build long-term capacity, community leadership, or additional funding opportunities.

3.2.4 Required Application Attachments

The section below outlines the required Application Attachments which must be submitted within the online Application Form (Attachment B).

3.2.4.1 Attachment C: Recorded Program Eligibility Questionnaire (.doc template provided)

Submission Requirements: Submit as a PDF using the following naming protocol:

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Organization Name Abbreviation_SSP Abbreviation_Attachment Name.

For example, “ODE_NHPI_Recorded Program Eligibility Questionnaire”.

Applicant must complete and submit the Recorded Program Eligibility Questionnaire (Attachment C) to provide as evidence of compliance as described in Section 5.2.1.

3.2.4.2 Attachment D: Partnership Form (.doc template provided) o Submission Requirements: Applicants must use the provided template.

o Submit as a PDF using the following naming protocol: Applicant Name

Abbreviation_Partnership Form. (For example, “ODE_Partnership Form”).

o If you have multiple partnerships, combine all Partnership Forms into a single

PDF.

o If your organization chose not to partner, please describe why in the space provided on the application form.

o If your organization is partnering with one or more entities for this Project, complete and upload one form per partner (see the criteria outlined in the

“Partnership” definition in Section 2.2.1, where requested on the application.

▪ Partner Organization Name

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

▪ What are the strengths the 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 structures in place to ensure accountability among the Project partners (e.g., contract, verbal agreement, Memorandum of Understanding (MOU), letters of support from your Project partners, etc.).

Note: if awarded, grantees may be asked to provide relevant documentation.

3.2.4.3 Attachment E: Project Activities Table (.xlsx template provided) o Submission Requirements: Applicants must use the provided template.

o Submit in .xlsx format using the following naming protocol: Applicant Name

Abbreviation_Attachment Name. (For example, “ODE_I/R_Activities Table”).

o The Year 1 Activities tab on the Activities Table must include a detailed account of each proposed activity for the first year of the grant, as well as the milestone(s) that must be met in year 1 in order to make progress toward the project vision.

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

▪ Activity Description: Description of the activity, including what services, supports, etc. will be provided. Ensure the description provides enough information for reviewers to understand how the activity utilizes the

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▪ Activity Lead(s): List staff and/or partners who will lead the activity

▪ Activity Location: Provide information about the location, including city.

E.g., "Roosevelt HS, Portland" or "Grantee facility, Hermiston"

▪ Recipients/Audience for the Activity: General description of the target audience for this activity. E.g., "secondary teachers", "5-8th grade students"

▪ Activity Objectives: Description of what the activity will do, including details such as number of participants this activity will serve, number of events to be held, any materials or products that will be created through the implementation of the activity, etc.

3.2.4.4 Attachment F: Project Budget (.xlsx template provided) o Submission Requirements: Applicants must use the provided template.

o Submit in .xlsx format using the following naming protocol: Applicant Name

Abbreviation_Attachment Name. (For example, “ODE_Budget”).

o 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 Student Success Plan Grant Expenditure Guidance.

▪ 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 Student Success Plan Grant Expenditure Guidance. Direct administrative costs may not exceed 10% of Grant Funds; the dollar limit will be automatically calculated after you enter your requested amount at the top of the template.

▪ Indirect costs, as described in Attachment A: Grant Agreement.

All Applications are public record and are subject to public inspection after Agency issues the notice of award.

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.

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4.2 EVALUATION CRITERIA

Responsive Applications meeting the requirements outlined in the Application Requirements section will be evaluated by an Evaluation Committee.

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.

4.3 POINT AND SCORE CALCULATIONS

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

The SPC will average all scores for each evaluation criterion. The average score will be converted to a weighted score based on the weight assigned to the criterion.

EXAMPLE:

Applicant A receives scores of 3, 3, and 2 for a criterion worth 10% (or 10 weighted points).

The SPC averages 3, 3, and 2 for a score of 2.67. This average score is divided by the maximum points possible (3) and multiplied by the weighted points possible for the criterion to determine the weighted score: (2.67 divided by 3 then multiplied by 10 is 8.89). Applicant A receives 8.89 weighted points for the criterion. Weighted scores for each criterion are summed to score the applicant overall.

Evaluation items and weight values for each section as listed in the table below.

SECTION

REFERENCE

EVALUATION CRITERIA

CRITERIA

WEIGHT/WEIGHTED

POINTS POSSIBLE

3.2.3.2 Evaluation Item 1: Region Information

(Region number[s] served by project, Counties served, School district[s] served, school[s] served)

1A. Indicate which service areas the project will take place.

0-1 point: Metro Region Area: Clackamas, Multnomah, Washington counties 2 points: Central Region Area: Central:

Crook, Deschutes, Gilliam, Hood River, Jefferson, Klamath, Lake, Morrow, Sherman, Wasco and Wheeler counties.

and Northwest Region Area: Benton, Clatsop, Columbia, Lincoln, Linn, Marion, Polk, Tillamook and Yamhill counties

10%/10 Points

ODE RFA, updated 20210119 Page 17 of 25

3 points: East Region Area: Baker, Grant, Harney, Malheur, Umatilla, Union and Wallowa counties and Southwest Region Area: Coos, Curry, Douglas, Jackson, Josephine, and Lane counties

Evaluation Item 2: Immigrant and refugee community served

2A: Which immigrant and/or refugee community do you intend to serve through this grant? Provide details such as cultural, ethnic, and linguistic identities. Include data if available.

1 point: Response demonstrates limited to no understanding and awareness of the cultural, ethnic, and linguistic identities of the community it intends to serve.

2 points: Response demonstrates adequate understanding and awareness of the cultural, ethnic, and linguistic identities of the community it intends to serve.

3 points: Response demonstrates clear and thorough understanding and awareness of the diverse cultural, linguistic, and ethnic identities being served in the immigrant/refugee community.

10%/10 Points

Evaluation Item 3: How is your organization connected to the community you plan to serve through this grant?

3A. Describe how your organization works with, listens to, or includes immigrant and refugee students, families, and community members in the design and implementation of the Project.

0 points: Response does not demonstrate the involvement of Plan Students, families, and community members in the design and implementation of the Project.

1 point: Plan describes limited or unclear involvement of Plan Students, families, and community members in the design and implementation of the Project.

2 points: Response demonstrates adequate involvement of Plan Students, families, and community members in the design and implementation of the Project.

8%/8 Points

ODE RFA, updated 20210119 Page 18 of 25

3 points: Response demonstrates extensive and meaningful involvement of Plan Students, families, and community members in the design and implementation of the Project.

Evaluation Item 4: Estimated number of Plan students served.

4A. Provide the estimated number of students you will serve from the community described above during the grant period (3/10/25 - 6/30/25).

1 point: Less than 10 Plan students served

2 points: Between 10 and 60 Plan students served

3 points: Over 60 Plan students served

5%/5 Points

Evaluation Item 5: Primary IRSSP Goal

5A. Select the primary Immigrant/Refugee Student Success Plan goal your project will address.

0-1 point: Project Activities demonstrate limited AND/OR unclear connection to the primary IRSSP Goal.

2 points: Project Activities demonstrate adequate connection to the primary IRSSP Goal.

3 points: Project Activities demonstrate a strong connection to the primary IRSSP Goal.

10%/10 Points

Evaluation Item 6: Project Description

6A. Describe how the funds will be used to support grant activities through 6/30/25. This should be a narrative summary of the information included in your Activity Table and Budget.

0 points: Project description demonstrates no connection, or the description provided does not describe strategies aligned to the primary IRSSP Goal.

1 point: Project description demonstrates limited connection to the primary IRSSP Goal AND/OR description of strategies provided are unclear in their alignment to the primary IRSSP Goal.

10%/10 Points

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2 points: Project description demonstrates adequate connection to the primary IRSSP Goal by describing strategies aligned to the primary IRSSP Goal BUT they lack clarity for how the project centers the primary IRSSP Goal.

3 points: Project description demonstrates strong connection to the primary IRSSP Goal by including clear and relevant strategies for how the Project centers the primary IRSSP Goal in its design and implementation.

Evaluation Item 7: How will this project or its impact continue after the grant period?

7A. If applicable, explain how you will build long-term capacity, community leadership, or additional funding opportunities.

0-1 point: Project describes limited or unclear long-term impact on Plan students.

2 points: Project describes adequate long-term impact on Plan students.

3 points: Project describes strong long-term impact on Plan students.

5%/5 Points

3.2.4 Required Application Attachments

3.2.4.2 Evaluation Item 8: Attachment D: Partnership Form

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

If your organization is partnering with one or more entities for this Project, complete and upload one form per partner (see the criteria outlined in the

“Partnership” definition in Section 2.2.1) where requested on the application.

▪ Partner Organization Name

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

▪ What are the strengths the 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 structures in place to ensure accountability among the Project partners (e.g., contract, verbal agreement, Memorandum of Understanding (MOU), letters of support from your Project partners, etc.). Note: if awarded, grantees may be asked to provide relevant documentation.

ODE RFA, updated 20210119 Page 20 of 25

0 points: EITHER No partner is identified AND no reason is given for not identifying a partner, OR Partner is identified but applicant has not included details about the relationship with the partner.

1 point: EITHER No partner is identified AND reason(s) provided for not partnering does not provide adequate justification for the choice not to partner, OR Partner is identified and reason for the partnership provides little information about: who the partner is and how they were identified; each partner's individual strengths; how the partnership will be sustainable; what each partner will provide for the project; and what accountability and equitable compensation structures are in place.

2 points: EITHER No partner is identified and reason(s) for not partnering provides clear and reasonable justification for the choice not to partner OR Partner is identified and reason for the partnership provides some information about: who the partner is and how they were identified; each partner's individual strengths; how the partnership will be sustainable; what each partner will provide for the project; and what accountability and equitable compensation structures are in place.

3 points: Partner is identified AND reason for the partnership provides comprehensive and clear information about: who the partner is and how they were identified; each partner's individual strengths; how the partnership will be sustainable;

what each partner will provide for the project; and what accountability and equitable compensation structures are in place.

5%/5 Points

3.2.4.3 Evaluation Item 9: Attachment E: Project Activities Table o Submission Requirements: Applicants must use the provided template.

o Submit in .xlsx format using the following naming protocol: Applicant

Name Abbreviation_Attachment Name. (For example, “ODE_I/R_Activities

Table”).

o The Year 1 Activities tab on the Activities Table must include a detailed account of each proposed activity for the first year of the grant, as well as the milestone(s) that must be met in year 1 in order to make progress toward the project vision. Activities in the activity table must be numbered and aligned to the Project Budget.

ODE RFA, updated 20210119 Page 21 of 25

▪ Activity Description: Description of the activity, including what services, supports, etc. will be provided. Ensure the description provides enough information for reviewers to understand how the activity utilizes the strategies of the Plan to address the statutory objectives of the Plan.

▪ Activity Lead(s): List staff and/or partners who will lead the activity

▪ Activity Location: Provide information about the location, including city. E.g., "Roosevelt HS, Portland" or "Grantee facility, Hermiston"

▪ Recipients/Audience for the Activity: General description of the target audience for this activity. E.g., "secondary teachers", "5-8th grade students"

▪ Activity Objectives: Description of what the activity will do, including details such as number of participants this activity will serve, number of events to be held, any materials or products that will be created through the implementation of the activity, etc.

0 points: Activities provided are irrelevant OR the activities provided are entirely misaligned to the

IRSSP.

1 point: Proposed activities are missing most information or contain vague or limited information in all the columns; AND/OR the information provided in those columns is not clearly related to EITHER the Project description OR the IRSSP.

2 points: Proposed activities contain complete or mostly complete information in all the columns, BUT the information provided in those columns may not clearly relate to the Project description AND/OR the IRSSP.

3 points: Proposed activities contain complete information in all columns, AND the information provided in those columns is comprehensive and clearly related to the Project description AND the

IRSSP.

10%/10 Points

3.2.4.4 Evaluation Item 11: Attachment F: Project Budget

o Submission Requirements: Applicants must use the provided template.

o Submit in .xlsx format using the following naming protocol: Applicant

Name Abbreviation_Attachment Name. (For example, “ODE_Budget”).

o Project Budget must include the following:

ODE RFA, updated 20210119 Page 22 of 25

▪ Descriptions of each project expenditure using the provided template, according to the guidelines in this RFA and provided in the Student Success Plan Grant Expenditure Guidance.

▪ 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 Student Success Plan Grant Expenditure Guidance. Direct administrative costs may not exceed 10% of Grant Funds; the dollar limit will be automatically calculated after you enter your requested amount at the top of the template.

▪ Indirect costs, as described in Attachment A: Grant Agreement

0-1 Point: Budget line items do not include sufficient information EITHER in the Description OR the Justification columns to understand how the line items are necessary for implementation of the Project activities.

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

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

10%/10 Points

Total Points Possible 30

Total Weighted Points Possible 83

4.4 RANKING OF APPLICANTS

The SPC will total the weighted points for each Application. SPC will determine rank order for each respective Application, with the highest point total receiving the highest rank, and successive rank order determined by the next highest point total.

4.5 NEXT STEP DETERMINATION

Agency may conduct additional rounds of competition if in the best interest of the State.

Additional rounds of competition may consist of, but will not be limited to:

https://docs.google.com/document/d/1vDs_QBs8odHoT3TscaolilLZbfPG6Z29A2eIfLWDD_k/edit?usp=sharing

ODE RFA, updated 20210119 Page 23 of 25

• Establishing a competitive range

• Presentations/ demonstrations/ additional submittal items

• Interviews

If Agency elects to conduct additional round(s), Agency will provide written notice to all Applicants describing the next step. At any time, Agency may dispense with the selected additional round and: (1) issue a notice of intent to award to the highest-ranking Applicant;

(2) elect to conduct an additional round of competition; or (3) cancel the RFA.

SECTION 5: AWARD AND NEGOTIATION

5.1 AWARD NOTIFICATION PROCESS

5.1.1 Award Consideration

Agency, if it awards a Grant, will award a Grant to the highest-ranking Applicant(s) based upon the scoring methodology and process described in the Evaluation section. Agency may award less than the full scope described in this RFA.

AGENCY RESERVES THE RIGHT TO NOT SELECT ANY OR ALL APPLICANTS UNDER

THIS RFA IF AGENCY DETERMINES IN ITS SOLE DISCRETION THAT A SELECTION

SHOULD NOT BE MADE.

5.1.2 Notice of Intent to Award

Agency will notify all Applicants in writing that Agency intends to award a Grant to the selected Applicant(s) subject to successful negotiation of any negotiable provisions.

5.2 SUCCESSFUL APPLICANT SUBMISSION REQUIREMENTS

5.2.1 Criminal Background Checks

Prior to execution of a Grant, the apparent successful Applicant must provide evidence of compliance with Oregon Revised Statute (ORS) 327A.255 and ORS 327A.257 which requires certain programs that serve children to be recorded with the Child Care Licensing Division. Attachment C: Recorded Program Eligibility Questionnaire may be used to provide evidence of compliance. For more information see the Department of Early Learning and Care website at:

https://www.oregon.gov/delc/providers/pages/recorded-programs.aspx

5.2.2 Business Registry

If selected for award, Applicant must be duly authorized by the State of Oregon to transact business in the State of Oregon before executing the Grant. The selected Applicant must submit a current Oregon Secretary of State Business Registry number or an explanation if not applicable.

https://www.oregon.gov/delc/providers/pages/recorded-programs.aspx

ODE RFA, updated 20210119 Page 24 of 25

All corporations and other business entities (domestic and foreign) must have a Registered Agent in Oregon. For more information, see Oregon Business Guide, How to Start a Business in Oregon and Laws and Rules:

http://www.filinginoregon.com/index.htm.

5.2.3 Insurance

Prior to execution of a Grant, the apparent successful Applicant must secure and demonstrate to Agency proof of insurance…