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REQUEST FOR APPLICATION - REGIONAL PROMISE GRANT

This application is due October 23, 2017

Oregon Department of EducationOffice of Teaching, Learning & Assessment

255 Capitol St., NESalem, OR 97310-0203

It is the 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, sexual orientation, age or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310; Telephone (503) 947-5600; Fax (503) 378-5156.

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Table of Contents

I. Background and Legislative Intent............................................................................................. 1-2

II. General Information 2-6

A. Purpose 2-3

B. Type of Grant 3

C. Eligibility 3-4

E. Use of Funds 4-5

F. Reporting and Assurances 5-6

III. Application Process………………………………………………………………….……… 6-9

A. Timeline and Important Dates 7

B. Required Application Section............................................................................................ 7-8

C. Format and Application Instructions for Submission 8-9

IV. Application Planning Grants 10-11

V. Application Full Grants 12-16

Appendix A: Definitions

Appendix B: Required Documentation – List and Forms....................................................…

Appendix C: Budget Worksheet..............................................................................................…

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18-21

22

Appendix D: Readiness Criteria Course List and Participation .............................................…

Appendix E Scoring Rubric – Planning Grants

Appendix E: Scoring Rubric – Full Grants ............................................................................…

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24-27

28-37

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I. BACKGROUND and LEGISLATIVE INTENT

Since 2013, Oregon has made key strategic investments to support Oregon’s attainment of the 40/40/20 goal (40% of Oregon students earning a bachelor’s degree or above, 40% earning a certificate or 2-year degree, and 100% earning a high school diploma or equivalent). One of the focused strategies is to expand collaboration between education sectors – based on the success of the Eastern Promise model.1 The support for these collaborative efforts is intended to foster a college-going culture in Oregon, improve the alignment between K-12 and post-secondary institutions on learning outcomes and expectations, improve academic preparation and transition, cross-train faculty and staff in the development and assessment of curricular proficiencies, and increase the opportunity for students to participate in college-level courses while in high school. The intent was conceptualized and passed by the 2013 legislature in House Bill (HB) 3232 and House Bill 5016 in 2015. During the 2013-2015 and the 2015-2017 biennium the grant supported 5 consortia. Each consortium advanced a context specific collaborative-educational model designed to change relationships across education sectors, build alignment, and foster awareness and knowledge of post-secondary opportunities for students. The 2017 legislature provided continued support for this work in the Department of Education’s budget.

The Regional Promise grant is available to consortia of school districts, education service districts, and public post-secondary institutions. The purposes of the grant are to improve alignment across education sectors and increase student success by creating regional systems that promote career and college readiness.

The expansion of consortia programs has the potential to significantly decrease opportunity gaps for students of color, English learners, students experiencing poverty, and students with disabilities across the state and move us closer to the 40/40/20 goal and Governor Kate Brown’s goal of every student graduating high school with a plan. The grant is based on the understanding that the success of every child in Oregon is directly tied to the prosperity of all Oregonians. Expanding Regional Promise models can increase the alignment of high school curriculum with post-secondary expectations, while preparing students for post-secondary experiences. By preparing students earlier in their academic careers, we increase the likelihood that a larger number of students will enroll and succeed in post-secondary education.

All Regional Promise Grant sites will be expected to incorporate and adopt the principles of Oregon’s Equity Lens; through this perspective the Oregon Department of Education prioritized the creation of strategic opportunities for educational equity and excellence for every learner in Oregon. The Equity Lens provides twelve core beliefs that fuel opportunities to bolster success for diverse student populations across the state. The beliefs most pertinent to the work of this grant are highlighted below:

We believe that everyone has the ability to learn and that we have an ethical and moral responsibility to ensure an education system that provides optimal learning environments that lead students to be prepared for their individual futures.

1 Eastern Promise http://www.eastern-promise.org/

Oregon Department of Education Page 1

http://www.eastern-promise.org/

We believe that our community colleges and public universities have a critical role in serving our diverse populations, rural communities, English language learners and students with disabilities. Our institutions of higher education, and the P-20 system, will truly offer the best educational experience when their campus faculty, staff and students reflect this state, its growing diversity and the ability for all of these populations to be educationally successful and ultimately employed.

We believe that the students who have previously been described as “at risk,” “underperforming,” “under-represented,” or minority actually represent Oregon’s best opportunity to improve overall educational outcomes. We have many counties in rural and urban communities with populations of color that make up the majority. Our ability to meet the needs of this increasingly diverse population is a critical strategy for us to successfully reach our 40/40/20 goals.

We believe that resource allocation demonstrates our priorities and our values and that we demonstrate our priorities and our commitment to rural communities, communities of color, English language learners, and out of school youth in the ways we allocate resources and make educational investments.

We believe that communities, parents, teachers, and community-based organizations have unique and important solutions to improving outcomes for our students and educational systems. Our work will only be successful if we are able to truly partner with the community, engage with respect, authentically listen—and have the courage to share decision making, control, and resources.

II. GENERAL INFORMATION

Purpose of the Regional Promise GrantThe Regional Promise Grant of 2017-2019 is intended for the development, expansion, and/or continuation of consortia of educational service districts, school districts and post-secondary institutions building collaborative, innovative, and flexible ways to foster a college-going culture across the region and to create additional opportunities for high school students to participate and earn credit in college-level courses. Each consortium will plan to serve either at least 10,000 students or 50% or more of 5th -12th grade students in school districts participating in the grant and must include:

a) At least one Oregon public post-secondary institution2; b) At least one education service district; c) At least three school districts.

2 Competitive priority will be given to consortia that include both a local community college and a 4-year university.


The successful application for a new or continuing Regional Promise Grant will demonstrate:

(a) A commitment to closing opportunity gaps and funding services to historically underrepresented students. (b) A commitment to fostering a college-going culture, which refers to the environment, attitudes, planning, and practices in schools and communities that encourage students and their families to obtain the information, tools and access to post-secondary education, as well as building a strong academic foundation to support success in accelerated college credit.(c) A commitment to providing all students with a variety of accelerated college credit options. The project should increase the range of students participating in accelerated college credit courses by identifying opportunity gaps and historically underrepresented populations and designing programs to prepare and encourage these students to participate and succeed. There should be strong guidance and intentional planning of accelerated college credit course taking to further students’ individual educational goals, and career guidance and support should start in elementary schools.(d) A commitment to cross-sector collaboration between post-secondary institution(s), education service district(s) and districts where each partner is engaged as an equal. (e) A commitment to developing a diverse range of cross-sector professional learning communities including faculty and teachers from post-secondary and K-12 institutions to ensure alignment of instruction and to participate in establishing appropriate curriculum and parallel assessment of outcomes. There should also be professional learning and support for career and college guidance between K-12 and post-secondary institutions. This alignment work should reach beyond accelerated college credit courses to build a strong academic foundation, personal education plan and profile for each student, and success for all students.

We prioritize efforts that align with the Oregon Education’s Equity Lens, the State’s 40/40/20 goal, regional Career and Technical Education efforts, STEM hubs, High School Graduation and College and Career Readiness Act work (Measure 98), and efforts that strive to close the opportunity gap for students experiencing poverty, students of color, English learners, and students with disabilities. If the grantees participate in other strategic initiatives, there should be an overall description of the role of these funds in the regions’ larger scope of work.

Type of Grant

Based on the availability of state resources, this grant begins upon receipt of signed grant agreement from consortia successfully awarded the grant and ends on June 30, 2019. Under certain circumstances, ODE can approve use of grant funds between June 30, 2019 and September 30, 2019. The Oregon Department of Education, in collaboration with the Chief Education Office, will review progress reports and performance data to determine future and continued program funding.

The Department may award five to ten grants to consortia that demonstrate readiness to fully implement the projects. Each grant will total between $200,000 -$300,000 and the Department may award planning grants for up to 8 regions that do not yet meet the readiness criteria. These planning consortia would receive $20,000 to coordinate cross sector meetings and planning and would be eligible to receive full grants in March of 2018, if they were able to meet the readiness criteria.


Eligibility

The Regional Promise Grant is a competitive grant. The Department shall determine the amount of each grant based on the funds available and each grant application. The Department shall allocate funds for the grant program based on an evaluation of the grant application and to what extent the applicant has met the grant requirements along with the following considerations:

(a) Previous funding and outcomes of the project;(b) Inclusion of both a local community college and 4-year university in the consortia;(c) Geographic location of districts to ensure geographic diversity among the recipients of grant program funds throughout the state;(d) Consortia with large numbers of schools whose High School Graduation and College and Career Readiness (M98) funding was less than $350,000.(e) Districts that have disparate achievement and postsecondary access between students of colors, students experiencing poverty, students with disabilities, and/or English learners; or greater educational inequities;(f) Districts that have a high percentage of students experiencing poverty.

Use of FundsGrantees must be able to spend funds according to acceptable accounting procedures and

be able to provide evidence of such procedures. All funds will be provided through the Electronic Grants Management System (EGMS). Costs must be necessary and reasonable to complete the project and be authorized and not prohibited under State or local laws.

Reasonable costs will not exceed that which would be incurred by a prudent person, are ordinary and necessary for the operation of the program, and represent sound business practices. Lack of documentation is a primary reason for audit findings. Documentation must be available to support all expenditures and may be requested by the Oregon Department of Education at any time.

Funds will be available upon receipt of signed grant agreement through June 30, 2019. Planning grants will be available from receipt of signed grant agreement until March 1st, 2018, when those regions with a planning grant will be eligible for the full grant if they meet the readiness criteria (see page 12) and submit a full grant application. Under certain circumstances, ODE can approve use of grant funds between June 30, 2019 and September 30, 2019. Grant funds may not be used outside of the award period.

Use of funds may include (but are not limited to) the following: Stipend and travel reimbursements for individuals attending meetings, conferences, or other professional development activities with a strong alignment to the project outcomes and activities.

Release time for educators during the school year for planning activities related to the project.


Materials and equipment for classroom implementation related to the content of project activities.

Student tuition and or fees, particularly focused on historically underrepresented students. Direct staff expenses related to program, activities, coordination and evaluation to project activities. Salary and benefits not to extend beyond June 30, 2019, unless approved by ODE. Consultation services with a direct alignment to the project outcomes and activities.• Support of professional development programs aligned to the project outcomes and activities.• Reasonable expenditures for food at professional development sessions.• Indirect administrative costs not to exceed 3-5% of the total proposed budget.

Funds may not be used for:• Costs associated with writing the proposal.• Contractual obligations that extend beyond June 30, 2019 unless approved by ODE, or began prior to the award date.• Purchase of equipment that becomes the property of any individual or organization other than eligible project partners or recipients.• Purchase of services for personal benefit beyond the project outcomes and activities.• Support for travel to out-of-state professional meetings/conferences unless the meeting is identified in the proposal and attendance will directly and significantly advance the project. Approval, post-award, may be granted by ODE on a case-by-case basis.• Purchase of office equipment unless directly linked to the program outcomes.

Reporting and AssurancesSuccessful proposals will include specific project outcomes and a data collection and

evaluation plan that will provide evidence that there has been progress toward meeting the specifically stated project outcomes within the timeline of the grant. Progress must be documented and measureable, observable through anecdotal records, or documented through other records such as surveys, grades, attendance, etc. The results of the evaluation will be reported to ODE as part of an interim, legislative, and final Grant Report. Any submission of evaluation materials (e.g., video or photographs) that include images of minors must be accompanied by a release form signed by a parent or legal guardian.

To facilitate evaluation of the grant by ODE, recipients will provide additional data related to the impact of the project on students, teachers and community partners. These data may include but are not limited to the following:• An interim grant report, due August 31, 2018• A final grant report, due August 31, 2019 • Interviews and/or surveys conducted by ODE staff or evaluators• Visits to Promise site by ODE staff and others affiliated with the grant• Data on specific measures of student and teacher knowledge, skills, and attitudes related to project outcomes• Data and information requests during legislative sessions


• Student-level data, including SSID’s, regarding course participation and grades in courses considered part of the Regional Promise program and other college-credit courses (e.g., student-level course roster data with grades and accelerated learning information)• Course-level data including course name, NCES code, course number, teacher information, including USID, and whether teacher became eligible to teach course through the grant in courses considered part of the Regional Promise program and other college-credit courses (e.g., course roster data with additional teacher information)

The interim and final grant reports will contain, but are not limited to the following:• Narrative information regarding the successes and challenges encountered in implementing the grant-funded program• The number of students served by various aspects of the grant. Programs should be able to break down the number of students by Race/Ethnicity, Gender, LEP Status, Special Education Status and Economically Disadvantaged Status.• The number of teachers served by various aspects of the grant. Programs should be able to break down the number of teachers by Race/Ethnicity.• Criteria for instructors to qualify to offer courses.• The number of courses offered and high schools served through various aspects of the grant• Lists of courses in each school offered with support from the Regional Promise Program• Other information as needed (e.g., changes to program logic model, timeline of progress, plans for sustaining the program)

In August 2018 and August 2019, consortia will provide student-level and course-level data to ODE and/or evaluators for the purpose of facilitating an impact evaluation of the project. For the purposes of sharing data for this grant, consortia agree to facilitate formal data-sharing agreements if necessary.

By signing the assurances included in this application, education service districts, school districts, postsecondary institutions, and community partners agree to cooperate with ODE and the Chief Education Office to collect and report such data to the extent that it is possible. In addition, products and materials created as a result of Regional Promise grants will be made available for unrestricted reuse and recombination according to the following Creative Commons licensing agreement: http://creativecommons.org/licenses/by-nc-sa/4.0/.


http://creativecommons.org/licenses/by-nc-sa/4.0/

III. Application Process

Application Review, Scoring, and Appeals Process

A review committee will score all complete grant applications electronically submitted to Elisa Rodriguez, at the Oregon Department of Education by 5:00 p.m. on October 23, 2017. All applications will be scored using the scoring criteria equivalent to the criteria provided in this document. Each application will have at least three reviewers. When possible, each proposal will be scored by at least two reviewers from the following sectors: post-secondary, Oregon Department of Education equity team, and K-12 education.

After scores are compiled, the applications will be placed in rank order. The Regional Promise Grant Review Committee will make final recommendations based on the score and previous work of the grant recipient. The Deputy Superintendent of Public Instruction will make the final award decision.

The Oregon Department of Education will notify both successful and unsuccessful applicants and will provide a summary of comments and suggestions related to their applications. Applicants will have one week from the date of the notification letter to contest the funding decision through the process identified in the notification. Once appeals have been considered, the award decisions made by the Deputy Superintendent are final.

Timeline and Important Dates

Completion Dates Activities

Sept 21, 2017 Request for Applications (RFA) available online – Announcement via email, web, etc.

Sept 27, 2017Technical Assistance Webinar –Please use this link to register for Regional

Promise Program Grant: Crafting and Quality Program on Wednesday, September

27, 2017 3:00 PM - 4:00 PM PDT

October 23, 2017 Applications due to ODE by 5:00PM PDT

November 7, 2017 Applicants expected to be notified of award

November 17, 2017 Awards finalized

TBD 1st Grant Manager Phone/webinar meeting

December- February Series of webinars to support planning grants to meet the readiness criteria.

March 1, 2018Planning grantees submit full plan and evidence that they have met the

readiness criteria

March 12, 2018 Planning grantee’s notified of funding decision

July 19, 2018 Regional Promise statewide convening at Western Oregon University


https://attendee.gototraining.com/r/4228336177207348225

mailto:[email protected]


August 31, 2018 Interim Report and student/course data due

June 30, 2019 Last day to expend funds (unless summer extension in place)

Aug 15, 2019 Last date to draw funds

August 31, 2019 Final grant report and student course data due

Required Application Sections(1) Application Cover Page – Complete and include the form provided in Appendix B.

(2) Statement of Commitment from Each Lead Organization – School District, Education Service District, Community College, University, and Consortia Leadership complete and sign the Statement of Commitment provided in Appendix B and include in the application.

(3) List of Additional Partners – Complete and include this form provided in the appendix.

(4) Readiness Criteria – Evidence that the consortia meets the readiness critieria to apply for full grant.

(5) Application Narrative – Please refer to the specific format section listed as Application Narrative in the following section. This section should be about 5 pages for continuation grants and should be at least 5 pages for new consortia but should not exceed 15 pages.

(6) Budget Worksheet and Budget Narrative – The budget worksheet should clearly reflect activities in the grant and represent reasonable costs associated with the activities. Budget worksheets are provided in Appendix C. The budget narrative should provide clarity to the budget worksheet by describing how the amounts were determined. Major single expenditures should be itemized and linked to specific grant activities.

(7) Appendix – Not required, however, any supporting charts, graphs, and tables may be placed in the appendix and referenced in the Grant Narrative. A Logic Model is a useful tool for planning and may be submitted to ODE.

Format and Application Instructions for Submission 11-point font, Calibri Double spaced, Numbered pages,1-inch margins 15 page narrative maximum, (excluding cover page, assurances, bibliography, and budget

template) No faxed applications

An electronic version of the completed application including a scanned copy of the signed Statement of Assurances and Statement of Commitment, in Word (.docx), must be received by Elisa Rodriguez, by 5:00 pm on October 23, 2017. Please use the Secure File Transfer Process outlined below to submit the electronic version of the grant application.



Secure File Transfer Process – An electronic version of the complete application must be submitted to Elisa RODRIGUEZ using the Secure File Transfer available on the ODE district website:. Follow the instructions provided on the secure file transfer website. Multiple files must be sent separately.

Please name the files as follows: the agency it is being submitted from and Regional Promise Grant (ex. OregonESD Regional Promise Grant). Only complete applications submitted by the due date will be scored. Contact the ODE helpdesk at 503-947-5715 if you need assistance with the Secure File Transfer Process.

In addition to the digital version please send 3 hard copies of the grant application and original signed Statement of Assurances postmarked by October 23rd, 2017 to:

Oregon Department of EducationOffice of Learning255 Capitol Street NESalem, Oregon 97310-0203Attention: Elisa Rodriguez

Envelopes must be plainly marked: Request for Application—Regional Promise Grant


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

IV. Application Narrative

Application Narrative Requirements (Planning Grants) Due October 23, 2017. Please address each of the following sections in your grant narrative. The scoring rubrics are a useful tool when writing the application (Planning Consortia Scoring Rubric – Appendix E)

All ProposalsPurpose and Scope – One Page Please provide a one-page summary briefly describing the purpose and scope of this proposed project highlighting your region’s commitment and readiness. If the grant is selected for funding, this summary will be used in publications.

Planning Consortia Proposals OnlyP1) Vision, History and Context (7 points)

1. What is the long-term vision for expanding the five main components of the Regional Promise program (based on Eastern Promise’s five pillars -- equity, college going culture, accelerated college credit, cross sector partnerships and cross sector professional learning communities) and what steps will be taken towards realizing this vision?

2. What are the special attributes and resources in the Consortium that will enable this project to be effective? What does each member bring to the table and how will the history and relationships between members help achieve the project vision?

3. What is the history and context of education in your region that makes the building of the consortia and the implementation of the Regional Promise collaborative model right for your region?

P2) Community Demographics and Needs Analysis (7 points)1. Please identify the barriers you imagine encountering when creating your Regional

Promise Consortium plan and the strategies for overcoming them. 2. Also provide student and economic data that demonstrates postsecondary education

opportunity gaps that Regional Promise will ameliorate relating to historically underserved and underrepresented population(s) in your region, specifically:

a. African American, American Indian/Alaska Native, Hispanic/Latino and Native Hawaiian/Pacific Islander populations

b. Students with disabilitiesc. Economically disadvantaged populations.

3. How will your planning group use these data to focus on designing programs to increase participation and success of underserved students in college and career readiness programs and accelerated learning opportunities?

P3) Outcomes, Activities and Timeline (Project Planning) (7 points) Describe the intended outcomes and specific activities associated with planning your Regional Promise program. The description of each activity must include a statement of rationale that clarifies the connection between the activity and the outcome (theory of action). Include a timeline for each activity through March 1, 2018.


P4) Budget Worksheet and Budget Narrative (7 points)1. Complete a budget worksheet3 for the project. There is no requirement for matching

funds.2. In the Budget Narrative describe how the amount in each line item of the budget was

determined. These should clearly reflect the descriptions to the proposed activities. Major single expenditures exceeding $1,000 should be itemized and linked to the specific grant activities. Also, include the following:

Identify roles and responsibilities for each individual with a salary funded partially or entirely though this grant.

Identify the nature of any contracted services included in the professional and technical services.

Expectations:The Consortia selected for the Regional Promise Planning Grant will assign a coordinator to oversee the project and who will act as a primary contact with ODE. The coordinator will be expected to attend phone meetings and communicate training opportunities to appropriate members of the consortia. They will share ideas, practices, and resources with other participants. The coordinator’s time may be supported with grant funds. Please provide the name, title, organizational affiliation, and contact information of the coordinator on Appendix B.

There will be webinars and support to help your consortia reach the readiness critiera.

Readiness to receive a full grant will be based on the following readiness critieria plus evaluation of full grant application.

Conortium Readiness Criteria1. Leaders from ESD, Schools, and Higher Education have met and are committed to

supporting the Regional Promise Program as described in the attached application.2. Faculty and high school teachers agree to participate in the program/Professional

Learning Communities (PLCs). List faculty and high school teachers that are scheduled to participate in the program with contact information.

3. Agreement to offer courses durng the 17-19 biennium. List agreed upon courses. 4. Plans and agreement to continue cross sector work. (Assurances and schedule of

meetings).5. Agreement and detailed plan for collecting data. (Can be included in section F and/or

I of grant application. List where plan is located).6. Plan for counselor and advisor professional learning community and a leader agreeing

to run the program. (Include plan for counselor/advisor PLC and contact information of leader).

7. Communications plan for explaining program to: students, families, teachers, administrators, college faculty, college administrators.

8. Agreement to continue to meet statewide. (Satisfied with signed assurances).

3 See Appendix C for worksheet.


Application Narrative Requirements (Full Grants)

Evidence of Readiness and Regional Promise Implementation Plan (Due October 23, 2017 or on March 1st, 2018 for Planning Consortium)Please address each of the following sections in your grant narrative. If you are a continuation grant, describe where you will strengthen, grow, or modify your existing projects to address these areas. New projects should describe capacity, readiness, and a plan to produce outcomes in the following areas. Sustainability plans are required for all proposals which address continuation of the program after the life of the grant. The scoring rubrics are a useful tool when writing the application (Planning Consortia Scoring Rubric – Appendix E, Full Grant Scoring Rubric – Appendix F).

Purpose and Scope – One Page Please provide a one-page summary briefly describing the purpose and scope of this proposed project highlighting your region’s commitment and readiness. If the grant is selected for funding, this summary will be used in publications.

A. Conortium Meets the Readiness Criteria 1. Leaders from ESD, Schools, and Higher Education have met and are committed to

supporting the Regional Promise Program as described in the attached application. (Statisfied with completed Statement of Commitment from Partners).

2. Faculty and high school teachers agree to participate in the program/Professional Learning Communities (PLCs). List faculty and high school teachers that are scheduled to participate in the program with contact information.

3. Agreement to offer courses durng the 17-19 biennium. List agreed upon courses. 4. Plans and agreement to continue cross sector work. (Assurances and schedule of

meetings)5. Agreement and detailed plan for collecting data. (Can be included in section F of

and/or I of grant application. List where plan is located)6. Plan for counselor and advisor professional learning community and a leader agreeing

to run the program. (Include plan for counselor/advisor PLC and contact information of leader)

7. Communications plan for explaining program to: students, families, teachers, administrators, college faculty, college administrators.

8. Agreement to continue to meet statewide (satisfied with signed assurances).

B. Supporting Regional Educational Improvement and Collaboration (7 pts) 1. How will the funds be used to reach the 40/40/20 goal by strengthening the

relationships between organizations? How will the regional approach lead to sustainability? How does the project fit with other initiatives and priorities in the region?

2. How many students are expected to be impacted by the project during the 2017-2019 biennium (must be at least 10,000 students or for less populous regions, 50% or more of 5th -12th grade students in participating school districts)? How many historically


underserved students are expected to participate in college credit courses while in high school?

Regional Promise Program Plan: Addressing The Five Main Components of the Regional Promise Program

C1. Closing Opportunity Gaps and Funding Services to Historically Underrepresented Students (7 points)

Across the state of Oregon there are still significant opportunity gaps that exist within and across school districts, particularly when analyzing postsecondary educational participation and attainment levels of degrees and industry recognized certificates. Grant recipients will be expected to make target goals and track success.New and Continuing Consortia:

1. Describe specific strategies to address historic opportunity gaps and increase the diversity of students participating in accelerated learning opportunities How will the grant program build upon past successes and lessons learned?

2. How will local communities and families be engaged in reviewing the gaps and developing solutions?

3. How will resource allocation and strategic investment of grant funds impact these historically underrepresented groups? Use data to support your strategies. How will data be monitored to ensure that progress is made?

C2. Fostering a College-Going Culture (7 points)Offering accelerated college credit courses is not enough. Often the students who participate are the ones who would attend college without the programs. To promote high expectations for all students there is a need to involve the community and shift the culture of schools. Fostering a college-going culture should begin in the elementary grades and refers to “…the environment, attitudes, and practices in schools and communities that encourage students and their families to obtain the information, tools, and perspective to enhance access to and success in post-secondary education"4 Successful Regional Promise Sites provide an array of services including outreach to families, engagement of school counselors, connections to careers and career planning, advising support services, financial literacy and/or planning, and college success courses, which may or may not be offered for college credit. Successful projects focus on instruction and interventions that help all students build the academic foundation for post-secondary learning.New and Continuing Consortia: Describe your plans for building and/or expanding a college-going culture across the region and how your counselor/advisor professional learning community will play a role in this work. Detail a plan for one or more programs servicing students, beginning in middle grades or earlier, that:1. Helps students learn about options for their future, careers and the education they

require;2. Conveys the expectation that all students can prepare for the opportunity to attend and

be successful in post-secondary education; and

4 Definition from: http://collegetools.berkeley.edu/resources.php?cat_id=6


3. Ensures schools, families, and communities give students the same message of high expectations for their future and that programming is culturally responsive.

4. Programing includes interventions and school structures that ensures a strong academic foundation and prepares students for taking college level courses.

5. Identify target audiences or strategies.6. Includes a sustainability plan for how these activities will be supported after the grant.

C3. Providing a Variety of Accelerated College Credit Opportunities (7 points)One size accelerated college course does not fit all schools and all students. Best practice in a region is to offer a variety of types of courses through different delivery methods. Accelerated college credit opportunities promoted by this project can range from on-campus experiences to high school based college credit partnership programs offered in-person, online, or through other innovative strategies. They can include Advanced Placement, International Baccalaureate, and other proficiency-based opportunities. They should be offered in a variety of subject areas including Career and Technical Education (CTE) courses. All of them should ensure academic rigor and transferability and include supports for students and specific instruction around the knowledge, skills and behaviors necessary to be successful in college-level coursework. It is expected that all high school based college credit partnership programs meet the standards adopted by the Higher Education Coordinating Committee. (see the HECC website for accelerated college credit program definitions and to see the High school based College Credit Program Standards). Consortia should create systems to advise students and ensure that accelerated college credits earned are purposeful and support the student’s education plan and profile.New and Continuing Consortia: 1. Describe the models and types of accelerated college courses your consortium will be

offering.2. What supports will be in place to help students succeed? How will the knowledge and

skills necessary to succeed in college be incorporated into your program? 3. What guidance systems will be in place to advise students on earning intentional

credits that support a students personal education plan and profile? 4. Describe specific strategies to address historic opportunity gaps and increase the

diversity of students participating in accelerated learning opportunities.5. How will you track the students participating in accelerated college credit courses,

which courses are being offered, and which teachers are becoming eligible to teach these courses through the grant?

6. What structures do you have in place to review your data and implement program improvement?

7. What is your sustainability plan for offering these opportunities after the life of the grant?

C4. Cross-sector Collaboration (Education Service Districts, School Districts, and Post-Secondary Institutions) (7points)

Successful Regional Promise sites have had strong support and involvement from key leadership in each sector. A best practice is to have key leadership participate in meetings at least twice a year and demonstrate commitment through communication within their sector and institution. While each partner is engaged as an equal, one


http://www.oregon.gov/highered/policy-collaboration/Pages/college-credit-high-school.aspx

http://www.oregon.gov/highered/policy-collaboration/Pages/college-credit-high-school.aspx

organization may be designated as the backbone agency --coordinating the work. To optimally promote alignment across the education spectrum, it is important that both community colleges and 4-year universities play a role in the Consortia. Competitive priority will be given to projects that involve both a local community college and a 4-year university. New and Continuing Consortia: 1. Who are the participating partners? How are key leaders from each institution

involved, and what are the ongoing communication strategies across institutions and sectors?

2. What strategies will be used to drive systemic changes both through leadership and through grassroots organization?

3. If your consortium is missing one of the higher education sectors (two and four-year institutions), describe your plans for securing future engagement from the missing sector.

4. What systemic changes will be made to ensure sustainability of the collaboration beyond the grant period?

C5. Creating and Expanding Cross-Sector Professional Learning Communities (PLC) (7 points)

Alignment between K-12 and higher education in terms of expectations and outcomes of student learning is an important outcome of the Regional Promise Programs. Building collegial relationships and ongoing dialogues around content knowledge, appropriate curriculum, instruction, and shared assessment parameters to measure outcomes is a priority. The PLC should track how the alignment work is shared into K-12 courses beyond any accelerated college courses and how it is communicated into higher education. A representative of the PLC should be willing to meet annually with like content areas across the state to help promote transparency and coherence. Professional learning communities should include school counselors and student support professionals. New and Continuing Consortia: 1. Demonstrate a capacity to create, sustain, and/or expand cross-sector professional

learning communities; including faculty from post-secondary institution(s) and teachers from and ESD/high schools of like disciplines who are commited to participating in the PLC.

2. What strategies will your region use to get support for the alignment work in all sectors? How will the learning communities be structured to take advantage of existing work around the state?

3. How will the work of the PLC be shared into the K-12 system (strong pathways to prepare students for college level courses), and how will the work of the PLC be communicated back to the postsecondary community?

4. What structures will be built to promote sustainability of the work?

D. Outcomes, Activities and Timeline (Project Planning) (7 points)Describe the intended outcomes and specific activities associated with the attainment of each project outcome. The description of each activity must include a statement of rationale that clarifies the connection between the activity and the outcome (theory of action). Include a timeline for each activity through June 30, 2019.


E. Evaluation (7 points)Describe how the success of this specific project will be evaluated against each identified project outcome and how data will be collected. Evaluation data can be descriptive and/or numeric, but must be systematically collected. Although the full impact of the project may not be observable for several years, this evaluation should identify how progress can be observed within the duration of the grant.

F. Budget Worksheet and Budget Narrative (7 points)Complete a budget worksheet5 for the project. There is no requirement for matching funds, however, contributions of private funds and in-kind donations of time and materials will be considered as indicators of support by partners. A donation of time should be calculated based on the cost for an institution or organization to hire someone to fulfill those responsibilities. Please only list matching funds, including in-kind donations, that have been committed for the development and implementation of this project.1. In the Budget Narrative describe how the amount in each line item of the budget was

determined. These should clearly reflect the descriptions to the proposed activities. Major single expenditures exceeding $1,000 should be itemized and linked to the specific grant activities. Also, include the following:

2. Identify roles and responsibilities for each individual with a salary funded partially or entirely though this grant.

3. Identify the nature of any contracted services included in the professional and technical services.

Expectations:The Consortia selected for the Regional Promise Grant will assign a grant coordinator to oversee the project and who will act as a primary contact with ODE. The grant coordinator will be expected to attend monthly phone meetings, host a visit to the project, and coordinate participation in visiting other programs across the state. They will share ideas, practices, and resources with grant participants. The grant coordinator’s time may be supported with grant funds. Please provide the name, title, organizational affiliation, and contact information of the grant coordinator on Appendix B.

It is expected that representatives from content area PLCs will be willing to participate in statewide content discussions and share their work with others. Plan travel allowance for a couple of statewide meetings in grant budget.

5 See Appendix C for worksheet.


Appendix ADefinitions

(1) “Consortium” means the equal partnership developed to form the cross-sector collaboration between eligible educational institutions.

(2) “Postsecondary Institution” means: A community college operated under ORS chapter 341 or, The following public universities:

University of Oregon Oregon State University Portland State University Oregon Institute of Technology Western Oregon University Southern Oregon University Eastern Oregon University Oregon Health and Science University

An Oregon-based accredited not-for-profit institution of higher education

(3) “Significant population” means to serve the majority of underserved students within the consortium’s region.

(4) “Underserved student” means a student (English language learner, student of color, students experiencing poverty, or a student with disabilities) who has not historically taken high school accelerated courses and may not have considered enrolling in a post-secondary education program.

(5) “Variety” means students having access to a choice of courses offered in different forums (which include but are not limited to distance learning, high school campus, college campus, by proficiency assessment or through credit for prior learning) that are eligible for transfer.

(6) “Opportunity Gap” means the gap in opportunities that often exists between students who are experiencing poverty, students with disabilities, students learning English as a second language, African American, Hispanic or Native American when compared to their peers who do not share these characteristics. This can often lead to a gap in achievement (state test scores in reading, writing, and mathematics as well as diploma and post-secondary degree attainment).

(7) “Equity Lens” refers to the commitment and principles adopted by the Oregon Education Investment Board to address inequities of access, opportunity, interest, and attainment for underserved and underrepresented populations in all current and future strategic investments.


Appendix B

APPLICATION COVER PAGE (Please Print or Type – All Fields Must Be Completed)

REQUESTED FUNDING

TOTAL # OF STUDENTS THAT WILL BE SERVED:

TOTAL # OF PARTNERS IN CONSORTIUM:

Name of Consortium:

Name of one or more Oregon post-secondary institutions (with at least one public):

Name of one or more Education Service District(s):

Names of three or more School District(s):

Non-Profit Organization(s) (if applicable):

County or Counties represented in Consortium:

Grant Coordinator:

Title:

Organizational affiliation:

Email:

Phone:


Project Director:

Mailing Address:

City:

Phone: State: Zip:

Grant Fiscal Manager:

Mailing Address:

City:

Phone: State: Zip:

2017-2019 Statement of Assurances

The fiscal agent assures and certifies compliance with the regulations, policies, and requirements as they relate to the acceptance and use of state funds for programs included in this application.

The recipient or the senior designate agrees to carry out the partnerships and use of funding as proposed in the application.

The Consoria leadership understand that receipt of funding for this project does not guarantee transferability of credits earned by students in this program.

The Regional Promise Site project director will submit an interim evaluation report on or before August 31, 2018, and an end of grant report on or before August 31, 2019 to the Oregon Department of Education as outlined in the RFA, will submit student- and course-level data for impact evaluation purposes, will set target goals for addressing the opportunity gap, and understands that there may be additional reporting necessary during legislative session.

The Regional Promise Site grant coordinator will participate in monthly phone meetings and act as a liaison between state work and the regional project.

Professional Learning Community leads will be willing to attend a statewide meeting in their content area to talk about alignment issues.

All materials developed with grant funds will be shared with ODE and licensed under the Creative Commons Attribution license.

Violations of the rules or laws may result in sanctions, which may include but are not limited to reduction or revocation of grant award.

The fiscal agent is responsible for adopting and adhering to the Equity Lens and their principles throughout the grant implementation process.

The applicant certifies that to the best of his/her knowledge the information in this application is correct; that the filing of this application is duly authorized by the governing body of this organization, or institution, and that the applicant will comply with the general statement of assurances.

The applicant certifies to the best of his/her knowledge the guidelines for Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) are being followed; FERPA is a Federal law that protects the privacy of student education records.

Please Print Name of Project Director Signature of Project Director Date


https://creativecommons.org/licenses/by/4.0/

https://creativecommons.org/licenses/by/4.0/

Statement of Commitment from Partners (Please Print or Type)

Partner Institution Name:

Partner Type: (ESD, post-secondary institution, school district, non-profit):

Name: Title:

Mailing Address:

City: State: Zip:

Phone: FAX: E-mail:

Please explain the role of this partner in the Regional Promise Program, contributions that this partner will make, and evidence that the proposed activities are integral to this partnership’s plan:Describe what supports this stakeholder will provide to enhance the collaborative education model. Please provide a statement of commitment and contribution to the Regional Promise project resources (financial, in-kind, materials, expertise, etc.) that may continue beyond the life of the grant.

Print Name of Authorized Agent Signature of Authorized Agent Date


List of Additional PartnersRegional Promise Consortium*

The following individuals and/or organizations have reviewed, discussed, and agreed to their part in implementing the Regional Promise Project as proposed in this grant application:

Name Title Organization Role/Responsibilities

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

*In addition, a signed commitment form is required from each of the following stakeholders: Education Service District School District(s) Public or Private Post-secondary Institution(s) Nonprofit Organization(s)


Appendix C

Sample Regional Promise Budget WorksheetPlease modify as needed.

Project Name: _______________________________________________________________

Fiscal Agent: ________________________________________________________________

Possible Grant Charges

Object Codes if necessary

In-School Programing

(Expenditures NOT related

to Staff Development)

Out-of-School Programing

(Expenditures NOT related to

Staff Development)

Staff Development Line Total

Anticipated Matching

FundsStaff SalariesStaff BenefitsInstructional and Professional ServicesIn-State TravelCurriculum development and access costStudent and Parent information forumsOther general Professional & Technical ServicesSupplies & MaterialsNon-Consumable ItemsComputer SoftwareComputer HardwareCapital Outlay (Depreciable Technology)Administrative Costs @3- 5 %

Total by Function


http://www.ode.state.or.us/services/ssf/finance/budgetacctg/2012-pbam-manual.pdf

Appendix D

List of agreed upon courses (Eligibility Criteria 2, 3, and 6)

Course Title PLC Lead NamePLC Lead Contact

Information

List of High School Teachers/Staff

Particpating with contact information

Counselor/

Advisor PLC


Appendix E

Regional Promise Grant Scoring Guide – Planning Grants

Sections/Prompts High Scoring Response – 7, 6 Middle Scoring Response – 5, 4, 3 Low Scoring Response – 2, 1

(P1) Vision, History and Context(1) What is the long-term vision for expanding the 5 main components of the Regional Promise program and what steps will be taken towards realizing this vision?

(2) What are the special attributes and resources in the Consortium that will enable this project to be effective? What does each member bring to the table and how will the history and relationships between members help achieve the project vision?

(3) What is the history and context of education in your region that makes the building of the consortia and the planning for implementation of the Regional Promise collaborative model right for your partners?

1) The long-term vision clearly identifies a Consortium design that includes all 5 main components of the Regional Promise collaborative model (equity, college going culture, accelerated college credit, cross sector partnerships and cross sector professional learning communities). The plan is well-articulated and outlines a clear steps to achieve the vision. The plan includes promoting buyin from partnership members.

2) The proposal describes the special attributes and resources of consortium members and discusses how those attributes and resources will help achieve the vision described.

3) The proposal describes the history and context of their region and explains how the Regional Promise program fits the needs of the region and partners and the readiness of the partners to plan for implementation of the project.

1) The long-term vision of the Consortium design includes 3 or 4, but not all of the 5 main components of the Regional Promise collaborative model (equity, college going culture, accelerated college credit, cross sector partnerships and cross sector professional learning communities). The implementation plan is included but does not clearly outline a path to achieving the vision.

2) The proposal describes special attributes and resources of consortium members but doesn’t fully articulate how these attributes and resources will help achieve the vision.

3) The proposal describes the regional history and context but doesn’t clearly define the need for the project in their region or full readiness to plan to implement the project.

1) The long-term vision of the Consortium design do not include more than 2 key elements of the Regional Promise collaborative model. The implementation plan is not present or does not connect to the vision.

2) The proposal doesn’t describe the resources and special attributes of the consortium or how these resources and attributes will help achieve the vision.

3) The proposal does not identify the need for the project or demonstrate readiness to plan implementation of the project.

Regional Promise Grant Scoring Guide – Planning Grants24


(P2) Community Demographics and Needs Analysis(1) Please identify the barriers you imagine encountering when creating your Regional Promise program plan and the strategies for overcoming them.

(2) Also provide student and economic data that demonstrates postsecondary education opportunity gaps that Regional Promise will ameliorate relating to historically underserved and underrepresented population(s) in your region.

(3) How will your planning group use this data to focus on designing programs to increase participation and success of unerserved students in college and career readiness programs and accelerated learning opportunities?

1) The proposal clearly identifies anticipated barriers to successfully planning a Regional Promise Program and detailed strategies for overcoming barriers.

2) Data is provided that suggest a strong need for change and that a Regional Promise program could have a major impact on opportunities for historically underserved populations in the region.

(3) There is a clear plan for how the consortia will use data during the design of college and career readiness programs and accelerated learning opportunities. The plan includes stakeholder engagement from families, community based organizations, and or students who could be impacted by the program.

1) The proposal somewhat identifies anticipated barriers and some strategies for overcoming barriers.

2) Data is provided that shows a need for change and that a Regional Promise program could have an impact on opportunities for historically underserved populations in the region.

(3) There is a plan for how the consortia will use data during the design of college and career readiness programs and accelerated learning opportunities. The plan includes minimal stakeholder engagement from families, community based organizations, and or students who could be impacted by the program.

1) The proposal does not identify anticipated barriers and/or gives no strategies for overcoming barriers.

2) Data is not provided or shows little need for change and that a Regional Promise program could minimal impact on opportunities for historically underserved populations in the region.

(3) There is no clear plan for how the consortia will use data during the design of college and career readiness programs and accelerated learning opportunities. The plan does not include stakeholder engagement from families, community based organizations, and or students who could be impacted by the program.

25

Regional Promise Grant Scoring Guide – Planning Grants


(P3) Outcomes, Activities, and Timeline (Project Planning)Describe the intended outcomes and specific activities associated with planning your regional promise program. The description of each activity must include a statement of rationale that clarifies the connection between the activity and the outcome (theory of action). Include a timeline for each activity through March 1, 2018.

All activities are clearly connected to the vision and goals of the grant program. There are detailed activities for planning a regional program. There is extensive inclusion of stakeholders including faculty, teachers, administrators, community organizations, families, and other partners.

The timeline leads to completion of a plan by the March 1st deadline

Connections between activities, vision and goals of the grant program can be inferred. There are somewhat detailed activities for planning the regional program. Stakeholders are not fully included in planning.

The timeline leads to completion of the plan, but may be missing some detail.

The connections between the visionand goals of the project and the planning activities are missing at times.

The timeline lacks many specifics.

(P4) Budget Worksheet and NarrativeComplete a budget worksheet6 for the project.In the Budget Narrative describe how the amount in each line item of the budget was determined. Also, include the following: Identify roles and responsibilities

for each individual with a salary funded partially or entirely though this grant.

Identify the nature of any contracted services included in the professional and technical services.

The proposed budget is reasonable and appropriate for the scope of the proposed planning project.

The budget worksheet and budget narrative align activities and outcomes in the proposal.

The roles and responsibilities for each individual with a salary funded from the grant are fully explained

The proposed budget is somewhat reasonable and appropriate for the scope of the proposed planning project.

The budget worksheet and budget narrative somewhat align with the activities and outcomes in the proposal.

The roles and responsibilities for each individual with a salary funded from the grant are somewhat explained

The proposed budget is not reasonable or appropriate for the scope of the proposed planning project.

The budget worksheet and budget narrative do not align with the activities.

The roles and responsibilities for each individual with a salary funded from the grant are not explained

6 See Appendix C for worksheet.26

Competitive Priority Questions:1) Do the proposed partners in this consortium include both a community college and a 4-year university? _______

a) If so, does the community college and 4-year university have a campus within 150 miles of the ESD? ______

2) Does the Consortia have large numbers of schools whose High School Graduation and College and Career Readiness funding was less than $350,000.

3) Do participating districts have disparate achievement and postsecondary access between students of colors, students experiencing poverty, students with disabilities, and/or English learners; or greater educational inequities;

4) Do participating districts that have a high percentage of students experiencing poverty.

5) Do you have any concerns about the following aspects of the proposed project? Please mark yes or no. If yes, please describe your concerns.a) The project? ___Yes ___ No

Please explain:

b) The partners? ___Yes ___ NoPlease explain:

6) What are the most positive components of the proposal?

7) What are the most concerning aspects of the proposal?

27

Appendix F

Regional Promise Scoring Guide Full Grants

Does the grant applicant meet the readiness criteria Yes / No


B. Supporting Regional Educational Improvement and Collaboration

1) How will the funds be used to reach the 40/40/20, how will it lead to sustainability, how does it fit other initiatives in region?

2) How many students are expected to be impacted by the project? How many historically underserved students are expected to participate in college credit courses while in high school?

1) The regional approach is clearly described and the proposal addresses how the project will use the consortium model to achieve the 40-40-20 goal. The proposal describes other educational initiatives in their region and explains how this project complements and supports the work of the other initiatives and priorities of the region.

2) The number of students impacted is expected to meet or exceed the minimum criteria and there is clear indication that historically underserved students will be served in a significant way.

1) The regional approach is addressed and the proposal explains how some partners will help to achieve the 40-40-20 goal. The proposal describes other regional initiatives, but doesn’t clearly describe how this project complements and supports the other regional priorities.

2) The number of students impacted is expected to meet the minimum criteria and historically underserved students will be served.

1) The proposal does not take a regional approach or does not describe how the project will help achieve the 40-40-20 goal. The proposal does not make connections between this project and other important education initiatives and priorities in the region.

2) The number of students impacted is not expected to meet the minimum criteria and it isn’t clear that the program will impact historically underserved students.

(C1) Closing Opportunity Gaps and Funding Services to Historically Underrepresented Students1. Describe specific strategies to

address historic opportunity gaps and increase the diversity of students participating in accelerated learning opportunities How will the grant project build upon past successes and lessons learned?

2. How will local communities and families be engaged in reviewing the gaps and developing solutions?

3. How will resource allocation and strategic investment of grant funds impact these historically underrepresented groups? Use data

1) The proposal clearly describes specific culturally responsive, evidence- based strategies to increase the diversity of students participating in accelerated learning opportunities (particularly college credit courses). The proposal describes how previous work will be modified or expanded to reach the equity goal. The project clearly is allocating resources specifically targeted to narrowing the opportunity gap.

2)The proposal has a comprehensive plan to engage local communities and families, particularly

1) The proposal describes culturally responsive, evidence- based strategies to increase the diversity of students participating in accelerated learning opportunities (particularly college credit courses). . The project is allocating resources specifically targeted to narrowing the opportunity gap.

2) The proposal has a plan to engage local communities and families, particularly communities of color and families of students with disabilities in developing solutions to the opportunity gap.

3) There is a plan for monitoring the

1) The proposal does not use evidence- based or culturally responsive strategies to increase the diversity of students participating in accelerated learning opportunities. The project is not clearly allocating resources specifically targeted to narrowing the opportunity gap.

2) The proposal does not include a plan to engage local communities and families in developing solutions to the opportunity gap.

3) There is an ineffective or nonexistent plan for monitoring the impact of the resource allocation on underrepresented groups

28

to support your strategies. How will data be monitored to ensure that progress is made?

communities of color and families of students with disabilities in developing solutions to the opportunity gap.

3)There is a comprehensive plan for monitoring the impact of the resource allocation on underrepresented groups.

impact of the resource allocation on underrepresented groups

(C2) Fostering a College-Going Culture1. Helps students learn about options

for their future, careers and the education they require;

2. Conveys high expectation for all;3. Ensures programming is culturally

responsive.4. Programing ensures a strong

academic foundation and prepares students for taking college level courses.

5. Identify target audiences or strategies.

6. Includes a sustainability plan for how these activities will be supported after the grant.

1)The proposal includes a detailed plan to continue, expand, or change the work in the region around building a college-going culture. That conveys high expectations for all students.

2)The programming is culturally responsive and includes a plan for ensuring a strong academic foundation to prepare students for taking college level courses.

3)Target audiences are identified and clear strategies to engage these audiences are described.

4)The proposal includes a feasible plan to continue the planned college going culture activities after the life of the grant.

1) The proposal includes a plan to build a college-going culture across the region.

2) The programming is culturally responsive and includes some strategies for ensuring academic preparation of students taking college level courses.

3) Target audiences are identified and there is a plan to engage these audiences.

4) The proposal includes a plan to continue work after the life of the grant

1) The proposal includes a plan to build a college-going culture across the region that does not seem feasible.

2) The programming is not culturally responsive and doesn’t include strategies for ensuring academic preparation of students taking college level courses.

3) Target audiences are either not identified and/or there is not a plan to engage these audiences.

4) The proposal does not include a plan to continue work after the life of the grant

(C3) Providing a Variety of Accelerated College Credit Opportunities1. List types of accelerated college

courses you will be offering.2. What supports will be in place to

help students succeed? How will the knowledge and skills necessary to succeed in college be incorporated into your program?

3. What guidance systems will be in place to advise students?

4. How will you track participation by students and teachers?

5. Describe data review structures?6. What is your sustainability plan for

offering these opportunities after the life of the grant?

1) The proposal includes a complete description of the consortium’s plans to expand and improve the accelerated college courses offered in the region.2) The proposal includes a complete description of the model and types of accelerated college courses the consortium will offer. There are plans to offer several types of accelerated college course (dual credit, AP, etc.).3/4) There is a description of a comprehensive guidance system to ensure students are earning credits that support their educational goals and supports to help students succeed. The proposal addresses specifically the knowledge and skills necessary to

1) The proposal includes a description of the consortium’s plans to expand and improve the accelerated college courses offered in the region.2) The proposal includes a description of the model and types of accelerated college courses the consortium will offer. There are plans to offer several types of accelerated college course (dual credit, AP, etc.).3/4) There is a description of a sytem to advise student on earning credits and some supports for student success.5) The proposal includes a plan for tracking teachers trained by the grant, courses offered, and participating

1) The description of the consortium’s plans to expand and improve the accelerated college courses offered in the region is unclear.2) The proposal doesn’t includes a description of the model and types of accelerated college courses the consortium will offer.3/4) There is not a description of a sytem to advise student on earning credits and little or no description of supports for student success.5) There does not appear to be a system for tracking students and teachers6) The proposal does not includes a plan for sustaining these courses after the grant or the plan seems unreasonable.

29

succeed in college will be included.5) The proposal includes a complete plan for tracking teachers trained by the grant, courses offered, and participating students and a system for reviewing data.6) The proposal includes a reasonable plan for sustaining these courses after the grant.

students6) The proposal includes a plan for sustaining these courses after the grant.

(C4) Cross-sector Collaboration1. How are key leaders from each

institution involved, and what are the ongoing communication strategies across institutions and sectors?

2. What strategies will be used to drive systemic changes?

3. If your consortium is missing one of the higher education sectors (two and four-year institutions), describe your plans for securing future engagement?

4. What systemic changes will be made to ensure sustainability of the collaboration beyond the grant period?

1) The proposal clearly describes how key leaders from each institution are involved and has a clear communication strategy so that participants understand the program.2) If the consortium is missing one of the higher education sectors (two and four-year institutions), there is a plausible understandable plan for securing future engagement.3) The proposal describes how the leadership of each partner institution will work together. There is a strong communication plan described that includes both leadership and grassroots communication strategies.4) There is a clear description of how the partnerships will be sustained beyond the life of the grant.

1) The proposal describes how key leaders from each institution are involved and includes a minimal communication strategy2) If the consortium is missing one of the higher education sectors (two and four-year institutions), there is a plan for securing future engagement from the missing sector3) The proposal describes how the leadership of each partner institution will work together. There is a communication.4) There is a description of how the partnerships will be sustained beyond the life of the grant.

1) The proposal lists key leaders from each institution but their role is unclear2) There is no plan for securing future engagement of a missing sector.3) The proposal describes how the leadership of each partner institution will work together. There is a weak or noexistent communication plan.4) There is no description of how the partnerships will be sustained beyond the life of the grant.

(C5) Creating and Expanding Cross-Sector Professional Learning Communities (PLCs)

1. List of PLCs that will be supported through this project.

2. What strategies will your region use to get support for the alignment work in all sectors? How will the learning communities be structured to take advantage of existing work around the state?

3. How will the work of the PLC be shared into the K-12 system (strong pathways to prepare students for

1) The proposal clearly describes how the PLCs will be created, continue or expand.2) The proposal includes clear feasible strategies for disseminating the alignment work into the K-12 schools beyond the accelerated course and also strategies of how the alignment work will be communicated back into the higher education community.3) The proposal describes how the PLC work will be built into the structures of the partner organizations and become

1) The proposal describes how the PLCs will be used..2) The proposal includes strategies for disseminating the alignment work into the K-12 schools beyond the accelerated course and also strategies of how the alignment work will be communicated back into the higher education community.3) The proposal describes how the PLC work will become sustainable.

1) The proposal is unclear on how the PLCs will be used.2) The proposal are few or no strategies for disseminating the alignment work into the K-12 schools and or higher education community3) The proposal does not describes how the PLC work will become sustainable.

30

college level courses), and how will the work of the PLC be communicated back to the postsecondary community?

4. What structures will be built to promote sustainability of the work?

sustainable.


(D) Outcomes, Activities, and Timeline (Project Planning)Describe the intended outcomes and specific activities associated with the attainment of each project outcome. The description of each activity must include a statement of rationale that clarifies the connection between the activity and the outcome (theory of action). Include a timeline for each activity that will lead to completion of the project by June 30, 2019

All activities are clearly connected to the vision and goals of the grant program and the outcomes listed in the proposal. The rationale for the project design and activities supports those connections.

The timeline leads to completion of the project including reporting deadlines

Connections between activities, vision, goals, and outcomes in the grant as well as the rationale for those activities can be inferred.

The timeline leads to completion of the project but may be missing some detail.

The connections between the vision, goals, outcomes, and activities in the grant are missing at times.

The timeline includes major project milestones but lacks many specifics.

E) EvaluationDescribe how the success of this specific project will be evaluated against each identified project outcome and how data will be collected. Evaluation data can be descriptive and/or numeric, but must be systematically collected. Although the full impact of the project may not be observable for several years, this evaluation should identify how progress can be observed within the duration of the grant.

The evaluation plan addresses all of the outcomes and their progress markers identified in the grant.

The evaluation methods and instruments (e.g. student surveys, state testing, Career Readiness Certificate, or technical skill assessments) have been identified and will be used to systematically collect data that can demonstrate attainment of the outcomes.

The evaluation plan addresses most of the outcomes and their progress markers identified in the grant.

Some evaluation methods and instruments have been identified and are tied to the outcomes.

The evaluation plan few of the outcomes and their progress markers identified in the grant.

There is little indication that specific methods or instruments will be used to conduct an evaluation.

F) Budget Worksheet and NarrativeComplete a budget worksheet7 for the project.

In the Budget Narrative describe how the amount in each line item of the

The proposed budget is reasonable and appropriate for the scope of the proposed biennium partnership.

The budget worksheet and budget narrative align with the design, activities and outcomes in the proposal including

The proposed budget is somewhat reasonable and appropriate for the scope of the proposed biennium partnership.

The budget worksheet and budget narrative somewhat align with the design, activities and outcomes in the proposal

The proposed budget is not reasonable or appropriate for the scope of the proposed biennium partnership.

The budget worksheet and budget narrative do not align

7 See Appendix C for worksheet.31

budget was determined. These should clearly reflect the descriptions to the proposed activities. Major single expenditures exceeding $1,000 should be itemized and linked to the specific grant activities. Also, include the following:1) Identify roles and responsibilities for each individual with a salary funded partially or entirely though this grant.2) Identify the nature of any contracted services included in the professional and technical services.

sustainability and clearly describe how state funds will be leveraged by private or in-kind resources and other support.

The roles and responsibilities for each individual with a salary funded from the grant are fully explained

including sustainability and somewhat describe how state funds will be leveraged by private or in-kind resources and other support.

The roles and responsibilities for each individual with a salary funded from the grant are somewhat explained

with the design, activities and outcomes in the proposal including sustainability and do not clearly describe how state funds will be leveraged by private or in-kind resources and other support.

The roles and responsibilities for each individual with a salary funded from the grant are not explained

32

Competitive Priority Questions:1) Do the proposed partners in this consortium include both a community college and a 4-year university? _______

If so, does the community college and 4-year university have a campus within 150 miles of the ESD? ______

2) Does the Consortia have large numbers of schools whose High School Graduation and College and Career Readiness funding was less than $350,000.

3) Do participating districts have disparate achievement and postsecondary access between students of colors, students experiencing poverty, students with disabilities, and/or English learners; or greater educational inequities;

4) Do participating districts that have a high percentage of students experiencing poverty.

5) Do you have any concerns about the following aspects of the proposed project? Please mark yes or no. If yes, please describe your concerns.a) The project? ___Yes ___ No

Please explain:

b) The partners? ___Yes ___ NoPlease explain:

6) What are the most positive components of the proposal?

7) What are the most concerning aspects of the proposal?

33

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