Oregon Department of Education’s 2008-09 - ode.state.or.us · Web viewOregon Department of Education. ... structuring and broadening the path that will lead to more minority teachers

Request for Proposal

Oregon Minority Educator Retention Grant

2013-2015

Grant Application Due Date: January 17, 2014

Oregon Department of EducationOffice of Education Equity

255 Capitol Street NESalem, OR 97310-0203

Minority Educator Retention Grant- 2013-2015

Table of Contents

I. Background and Legislative Intent............................................................................................. 1-3

II. General Information.....................................................................................................................4-6

A. Purpose.............................................................................................................................................................................................................................................................................

4

B. Type of Grant………………………………………………………………………. 4

C. Grant Requirements..........................................................................................................................................................................................................................................................

4-5

D. Eligibility.............................................................................................................................5-6

E. Use of Funds........................................................................................................................ 6

F. Reporting and Deliverables................................................................................................. 6

III. Application Process……………………………………………………………………… 6-8

A. Application Review and Scoring......................................................................................... 7

B. Timeline and Important Dates............................................................................................. 7

C. Instructions for Submission............................................................................................. 7

IV. Application Narrative...................................................................................................................9-10

A. Design Team....................................................................................................................... 9

B. School District Commitment and Support.......................................................................... 10

Appendix A: Application Cover Page....................................................................................…. 11

Appendix B: School District Assurances.................................................................................... 12

Appendix C: School District Profile........................................................................................... 13-14

Appendix D: Application Scoring Rubric...................................................................................

Appendix E: Application Budget Sheet…………………………………………………….........

15

16


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.

tel:(503)%20947-5600

tel:(503)%20378-5156


I. Background Information

In 2013, under the leadership of Governor John Kitzhaber, the Oregon Education Investment Board proposed key strategic investments to support Oregon’s attainment of 40/40/20. Key to this work is a revitalization of the education profession and the establishment of a Network of Quality Teaching and Learning. Conceptualized and passed by legislature in HB 3233, the Network provides funding for a comprehensive system of support for educators that creates a culture of leadership, professionalism, continuous improvement and excellence for teachers and leaders across the P-20 system.

For decades, the shortage of minority teachers has been a pressing issue for the nation’s schools (Ingersoll & May, 2011). Many researchers link the achievement gap data for minority students to the lack of minority teachers in classrooms across the country (Ingersoll & May, 2011; Villegas, Strom, & Lucas, 2012). Paramount to the Network is the expansion and support of strong minority educator recruitment projects that carry out the intent of the Oregon Teacher Corps (2011 Session SB 242 and Oregon’s Minority Teacher Act (2013 Session SB 755). The goal of the state is that by July 1, 2015, the following shall be increased by 10 percent as compared to July 1, 2012:

1. The number of minority teachers and administrators employed by school districts and education service districts; and

2. The number of minority students enrolled in public teacher education programs.

The expectation is that by July 1, 2014, representatives of the Oregon Education InvestmentBoard, the Oregon University System, the Oregon Department of Education, and the Teacher Standards and Practices Commission shall jointly submit an updated report on the Minority Teacher Act of 1991 to the interim legislative committees on education. The data on the minority teacher population in Oregon highlights the urgent need to address these issues in our schools and institutions of higher learning.

Data from the 2011-2012 Statewide Annual Report Card on minority students and teachers notes that “Oregon has made some progress in hiring and retaining teachers of minority populations.” (ODE, 2012). As of the 2011-2012 school year, 8.39% of teachers and 34.67% of students were of minority populations (ODE, 2012). As the demographics of Oregon continue to rapidly shift, it is evident that more concentrated efforts to recruit and retain culturally and linguistically diverse educators must occur. The most notable disparity is in the Hispanic student population where 21% of students are Hispanic compared to only 3.6% of teachers. Overall, 91.6% of Oregon’s teaching force is White compared to only 65.35 of students. The chart below illustrates this data.

Oregon Department of Education Page 1


The picture of administrators who are culturally and/or linguistically diverse also fails to

represent student populations across the state. The chart below highlights the data. (ODE, 2013)

White Black Hispanic Asian Pacific Islander

American Indian/AK Naïve

Multi-Racial

Superintendents 172 0 4 0 0 1 1Asst. Superintendents

43 0 3 1 0 0 2

Principals 1,091 22 47 20 2 13 13Asst. Principals 411 15 33 4 0 4 9

Data tracked by TSPC show that in 2011-2012, a considerable number of educators of color (>1000) were holding current TSPC educator licenses but not currently employed as educators in an Oregon public school. Except for those self-reporting as Latinos, the disaggregated percentages for educators self -identifying as African Americans, Asians, Native Hawaiian or other Pacific Islanders, American Indian or Alaskan Native, and Multi-Ethnic were all higher than the percentage of educators self –reporting as White who met the same criteria.

The need for a more diverse teaching force has several long-term, positive outcomes on education in Oregon. Villegas, Strom, and Lucas (2012), offer two key reasons supporting the urgency of increasing the number of culturally and linguistically diverse teachers enrolled in teacher preparation programs leading to teaching and administrative positions.

(1) Teachers of Color Serve as Role Models for All Students: Early proponents of diversifying the teaching force argue that White students as well as students of color benefit from seeing culturally and linguistically diverse educators (Irvine, 1988); such daily interactions could potentially dispel myths of racial inferiority that White students might have internalized about people of color from socializations outside of school (Waters, 1989).

(2) Teachers of Color are Uniquely Positioned to Teach Students of Color: Teachers who are culturally and linguistically diverse tend to bring to teaching an understanding of minority students’ cultural backgrounds and experiences (Gay, 2000; Nieto, 2000; Villegas et.al., 2012). And, although teachers of color vary significantly in their own



backgrounds and experiences related to those of their diverse students, compared to their White counterparts, minority teachers are more likely to understand many aspects of the lives of minority students (Milner, 2006).

As systems across Oregon are finding ways to recruit a more culturally and linguisticallydiverse teaching staff, the issue of retention becomes a much larger piece of the puzzle. The greatest recruitment efforts mean little if diverse populations of teachers do not feel a connection to the school and community in which they work and live. In many instances, highly qualified diverse teaching staff leave the teaching profession entirely or find employment in school districts that are committed to addressing their needs. Research has found this especially true for male minority teachers (Ingersoll & May, 2011). Despite a significant increase in minority teachers over the past two decades compared to white incoming teachers, minority teachers have left schools at higher rates (Ingersoll & May, 2011). Ingersoll and May (2011) asks the key question: Why do minority teachers leave schools at higher rates? This is the same question we urge applicants to address when considering how to create systems that focus specifically on retention in their school districts and across the state. These same researchers note the following as major factors influencing minority teacher’s decisions to either leave teaching or a specific school district: working in economically challenged schools where deficit viewpoints and toxic work conditions permeate, lack of a collective decision making process between faculty and administration, and lack of instructional autonomy (Ingersoll & May, 2011).

This grant proposal is focused on developing strong systems of minority teacher retention in Oregon. The question driving this work is: How can stakeholders, in this instance school districts, create systems to effectively retain culturally and/or linguistically diverse teaching staff? Retention efforts should consider the culturally responsive interviewing models, collaboration with local community organizations to create a welcoming environment for new hires, developing strong mentoring programs, creating opportunities to check-in with new hires on a frequent basis, and using professional learning communities which focus on cultural responsiveness. The work needed to meet the targeted outcome of an 10% increase in the number of education professionals (PK-12) projected to enter the Oregon education workforce within two years who are non-White, Hispanic, or whose native language is not English requires a significant amount of time, commitment, passion, and purposeful collaboration.

Research notes that best practice in retention of a diverse teaching staff considers the following:

Connections with K-12 students to promote awareness and interest in the teaching profession

Support of alternative licensing programs that do not threaten or compromise the existence and integrity of traditional programs

Significant financial assistance through scholarships, fellowships, loan forgiveness, tuition payments, testing fees, technology, etc.

Placing a strong value on the teaching profession in the public sector Stronger community and school district partnerships Purposeful and relevant support of teachers once they are in the classroom Opportunities for pre-service teachers to work in the classroom while working on

credentials



With such in-depth data and evidence driving the need to purposefully design systems that effectively retain educators who are culturally and/or linguistically diverse, the Oregon Department of Education, Oregon Education Investment Board, and the newly formed ODE Equity Unit is committed to moving forward. The OEIB adopted Equity Lens is the perspective through which each RFP considers the creation of strategic opportunities for students across the state. The Equity Lens provides twelve beliefs that fuel opportunities to bolster success for minority student populations. The five 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 responsibility and moral responsibility to ensure and education system that provides optimal learning environments that lead students to be prepared for their individual futures.

We believe that speaking a language other than English is an asset and that our education system must celebrate and enhance this ability alongside appropriate and culturally responsive support for English as a second language.

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 our community colleges and university systems have a critical role in serving our diverse populations, rural communities, English language learners and student 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 of all of these populations to be educationally successful and ultimately employed.

We believe the rich history and culture of learners is a source of pride and an asset to embrace and celebrate.

The greatest benefits of strategically funding minority teacher retention efforts include: developing and/or expanding statewide models focused on this work, structuring and broadening the path that will lead to more minority teachers entering the profession through awareness, best practice related to retention, a strong connection to and collaboration with community based organizations, and stellar mentoring programs to support diverse new teacher hires.

Contacts:

Markisha Smith, Education Specialist, Closing Achievement GapsOffice of Learning-Equity Unit(503) [email protected]


mailto:[email protected]


II. General Information

A. PURPOSE

The Oregon Minority Educator Retention Grant of 2013-15 is intended to fund school districts that plan, develop, and/or pilot models for retaining culturally and/or linguistically diverse teaching staff. School districts can be supported through the following phases:

a) Planning/Designb) Implementation

B. TYPE OF GRANT

Based on the availability of state resources this grant program begins January 17, 2014 and ends June 30, 2015. ODE will review progress reports and performance data to determine future/ continued program funding.

Districts can apply for funding in two ways:

(1) $10,000 for a design/planning grant. Districts awarded a design/planning grant are eligible to request an additional $25,000 for implementation in Year 2 based on submission of a high-quality retention design plan by the end of the 2013-14 school year. Implementation grant funding is based on the quality of the design submitted. Districts that are awarded the planning/design grant will not automatically be awarded the implementation grant.

(2) $25,000 for an implementation grant. (Suitable for districts who have already completed a best-practice, research-based design for retention of minority educators and are in need of funding to implement this plan.) Districts that are awarded the planning/design grant will not automatically be awarded the implementation grant.

Up to five school districts will be awarded. Please note: Grant applicants must indicate which phase of the grant they are applying for. Grants will be funded based on detailed information submitted by grantees on the budget template provided in this application. Grantees of Implementation grants must assert their intent to continue these programs and/or services for at least two years beyond the grant funding through a sustainability plan.

C. GRANT REQUIREMENTS

Grantees will:

a) Establish a collaborative leadership team and process. The team must include human resource and hiring managers, community organizations, administrators, collective bargaining representatives, educators, school board members, and newly or recently hired minority teaching staff.

b) Collaborate to develop a design blueprint, budget and calendar of activities.



c) Use grant funds to provide stipends, professional development, activities, programs, needed materials, as well as to cover related travel costs.

d) Participate in a community of practice networking with other grantees awarded the Oregon Minority Educator Retention Grant.

e) Design or expand blueprints that are research-based in the design or implementation of retention models for culturally and/or linguistically diverse teaching staff.

f) Use student and school district data to document the impact on student achievement and other identified outcomes.

g) Participate in scheduled grant meetings and training events. Travel possible. h) Communicate with other grantees regarding achievements and areas of improvement of

program models through the planning or implementation of the grant. This information can be shared via website posting and/or presenting at statewide and regional professional development opportunities.

i) Host visits for other interested school districts seeking to learn about minority retention models.

The Oregon Department of Education (ODE) will:

Provide grantees access to expert coaching and/or other on-site assistance to support planning and design phases. Support will be provided through ODE staff.

Facilitate a network of the grantees participating in the grant program. Share reflections on successes and areas of needed improvement based on program

models.

D. ELIGIBILITY

The Oregon Minority Educator Retention Grant: This is a highly competitive grant. School districts and consortia of school districts may apply for the grant based on the eligibility criteria listed in this RFP. Applications must also demonstrate district and community support, commitment, and readiness to design or implement models for retaining culturally and linguistically diverse teachers.

Community Collaboration and Support: Grantees must be willing to build and maintain a collaborative leadership team, engage in developing community consensus, and conduct internal and external outreach to build common understanding throughout the community. A key part of this work is working with community organizations to develop programs and events to create a welcoming environment for diverse teaching staff. Organizations should be urged to identify minority owned or operated businesses that cater to the needs of communities of color.

Collaborative Capacity: Grantees must demonstrate that they have carefully considered collaborative partnerships with human resources and hiring managers to create culturally responsive interviewing processes. The OEIB Equity Lens can help to frame or revise existing interview questions.

Mentoring Capacity: Grantees implement strong mentoring programs with particular attention to the needs of culturally and/or linguistically diverse teachers. This should include elements from the Oregon Teacher Mentoring Program. In addition, systems at the district level should be designed or implemented to check-in with staff that are



culturally and/or linguistically diverse to gauge the success of retention efforts and related needs.

Cultural Responsiveness: Grantees must demonstrate the ability to use research-based best practice and design to close the minority educator gap in Oregon. This should include considering the factors that often influence the decision of diverse teaching staff to leave a school district or the teaching profession, as noted above. Ingersoll & May (2011) note that school organization management and leadership must shift their attention to identifying the policy-amendable aspects of schools; such as practices, current policies, characteristics, and conditions. Grantees must consider how they can contribute to the target outcome to increase the number of diverse educators in the Oregon workforce by 2015.

Grant selection will also take into consideration the following:

Grantees should ensure that all guidelines and requirements are met before submitting applications. Applications not meeting all requirements by the deadline will not be considered for funding. Please note that ODE staff will not grant permission to applicants to change the criteria established in the application. This includes extending the date and time that applications are due.

Grant awards will take into consideration the geographic location of school districts to ensure representation throughout the state.

Commitment to collaboration with community organizations and key partners in use of grant funding is required.

Grant awards will give preference to organizations that demonstrate prior work and commitment to strong minority educator retention efforts.

E. USE OF FUNDS a) Funds should be used for costs associated with planning and/ or implementation with a

focus on organization capacity to sustain efforts. Grantees must be able to spend the funds within the grant timeline according to acceptable accounting procedures.

Funds may be used for the following: Stipends/compensation for certified, classified, professional staff aligned to project

goals Professional development aligned to project goals Consultation services aligned to project goals Travel reimbursements for individuals attending meetings, conferences, or other

professional development activities aligned to the project goals Administrative costs not to exceed 5%-7% of the total proposed budget Program development Technology to support a retention model Buy or prepare supplemental materials Continuation of program strategies Support for arranging and hosting site visits from other interested organizations

b) Funds will be available upon receipt of the grant award and must be expended by June 30, 2015.



F. REPORTING AND DELIVERABLES

The Oregon Department of Education will provide a template for an interim and final grant report. ODE will also provide a budget worksheet template for grantees to outline details related to fund expenditures. Funds will be released based on the information provided on the budget worksheet. Grantees are required to submit a final report prior to receiving their final request for funds.

III. Application Process

A. APPLICATION REVIEW AND SCORING Applications will be reviewed and scored by a team of ODE staff and external stakeholders. The review will be based on specific criteria listed in this RFP and scored using the scoring rubric provided in Appendix D.

Final recommendations by the review committee will be based on the reviewer scores. The review committee may request further clarification on use of funds and specific activities related to the application.

B. TIMELINE AND IMPORTANT DATES

Completion Dates ActivitiesNovember 27, 2013 Release of Request for Proposal (RFP)

January 17, 2014 Applications due to ODE by 5:00 PM PST

January 20-28, 2014 Applications reviewed and scored

January 31, 2014 Applicants notified of award

July 1, 2014 Interim Progress Report due

July 1, 2014Applicants applying for additional implementation grant must submit

design plans for review

May 1, 2015 End of grant report due

June 30, 2015 Last date to draw funds on grant activities

August 14, 2015 Last date to expend funds on grant activities

C. INSTRUCTIONS FOR SUBMISSION Format:

12-point font, Times New Roman Double spaced 1-inch margins on the sides, top, and bottom of 8½” by 11” paper 10 page narrative maximum, including A and B (excluding cover page, assurances, bibliography, budget

template, and school district profile)



No faxed applications Numbered pages

Organization: Page 1: Cover Page (Appendix A) Page 2: Assurances (Appendix B Page 3: School District Profile (Appendix C) Application Narrative A and B (not to exceed 10 pages) Bibliography Budget Narrative (Appendix E)

An electronic version of the completed application including a scanned copy of the signed Statement of Assurances, in Rich Text (RTF), Word (.doc or .docx, or PDF) format must be received by 5:00 pm on January 17, 2014. It is the applicant’s responsibility to contact Markisha Smith to verify receipt of documents. Please use the Secure File Transfer Process outlined below to submit the electronic version of the grant application.

Secure File Transfer ProcessAn electronic version of the complete application must be submitted to Markisha Smith ([email protected]) using the Secure File Transfer system available on the ODE district website: https://district.ode.state.or.us/apps/xfers/. Follow the instructions provided at the bottom of the page to complete the submission of the file. Contact the ODE helpdesk at 503-947-5715 if you need assistance with the Secure File Transfer Process.. Should there be any technical issues with the Secure File Transfer Process, please email applications directly to Markisha Smith at the address above. Please note: The communication between Apple and PC is not reliable. ODE uses PC exclusively, so consider submitting your application through a Microsoft-PC interface.

In addition, a hard copy of the original signed Statement of Assurances should be mailed by January 17, 2014 to:

Oregon Department of Education Office of Education Equity 255 Capitol Street NESalem, Oregon 97310-0203Attention: Markisha Smith

Envelopes must be plainly marked: Request for Application-Oregon Minority Educator Retention Grant


An electronic version of the Grant Application,must be received by

5:00 PM on January 17, 2014

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

mailto:[email protected]


IV. Application Narrative

2013-2015 Oregon Minority Educator Retention Grant Application

Instructions: Complete Sections A and B below. Expand the boxes as needed. The number of pages for the combined sections may not exceed 10 pages.

SECTION A: COLLABORATIVE DESIGN TEAM

List the names, title, and roles of the collaborative design team for this grant. The design team must include: administrators, teachers, human resource staff, bargaining representatives, and community partners. Post- secondary preparation programs may also be engaged as partners. Name Title Role



SECTION B: Application Questions

Instructions: Answer the following questions using specific examples whenever possible.

Please indicate which grant you are applying for:

Design/Planning Grant Implementation Grant

1. What is your school district’s philosophy about the urgent need to retain the number of educators who are culturally and/or linguistically diverse in Oregon’s PK-12 classrooms?

2. Why should your district be awarded the Oregon Minority Educator Retention Grant? What other grants/programs have you used or currently use as a resource to support this work? What do programming and services to retain minority educators currently look like? (For Implementation Grant Applicants: Please specifically describe your current design/plan for minority teacher retention).

3. How would your organization leverage/support/reallocate resources (e.g., fiscal, personnel, technology, training, coaching, materials, etc.) to assist in the design and/or implementation phases of your program? You will need to complete the budget worksheet to accompany your application as well. The information provided in this question should mirror the allocations noted on your budget worksheet.

4. What do you anticipate as potential barriers for the collaborative design team in this process? How will the school district address those barriers? Are there any unique characteristics of your school district that need to be considered?

5. Please provide a brief outline of an action plan for your project that includes goals, related outcomes, activities, and indicators of success/needed improvement.

Goal: a broad, overall statement from which related outcomes are written. Ex. “Ensure a strong retention system to maintain a diverse workforce in Oregon.”

Outcome: An objective that is specific and measurable. It describes what should be known or done. Ex. “The minority educator retention program will show a 10% increase in the number of minority educational professionals retained in the Oregon workforce.”

Activity: Describe ways in which the outcomes will be met. Ex. “The school will partner with local community organizations to create a welcome program for new and existing culturally and/or linguistically diverse educators to support their needs.”

Indicator: Describes how and when you will know whether the outcomes have been met. Ex. “The district will see an “X” percent increase in the number of diverse educators who are retained in the system.”

6. Briefly describe your plan for continuing the minority educator retention funding through this grant beyond the grant period. How do you anticipate sustainability of the retention model for at least two years beyond this grant?



Appendix A

Oregon Minority Educator Retention Grant 2013-2015

Application Cover Page

Please type or printSchool District Name:

Superintendent:

E-mail:

Mailing Address:

City: State: Zip:

Telephone Number: FAX:

Project Director:

E-mail:

Mailing Address:

City: State: Zip:


Grant Fiscal Agent (Name & Title):

E-mail:

Mailing Address:

City: State: Zip:




Appendix B

School District Assurances

School District Name: __________________________________

The school district assures:

1. Adherence to the expectations stated in the application.2. Participating project directors and/or project staff will be released to participate in planning and

design activities. 3. None of the monies received through this grant will be used to replace expenditures for required

programs that are the responsibility of the sponsoring agency.4. The organization will participate fully in all agreed program evaluations and continuous improvement

processes with the Oregon Department of Education.5. The organization agrees to abide by all terms of its grant application. The Oregon Department of

Education must approve any modifications to the application in writing.6. The following fiscal and program reports will be submitted to the Oregon Department of Education

by their respective due dates: Interim Progress Report due July 1, 2014; Final Report due May 1, 2015.

7. Grant recipients must commit to providing all of the requested reports and deliverables in order to receive the funds.

8. The school district will be required to share strategies, models, evaluation information, and lessons learned with other organizations involved in this work.

9. The undersigned have read the application packet, understand the requirements of the organization’s participation and commit their support.

Superintendent Signature Date

Local Board Chair Signature Date

Exclusive Bargaining Representative Signature Date

Project Director Signature Date



Appendix D

School District Profile

Complete the following table as applicable. Add rows or columns as needed.

School District Name

Number of Certified Teachers High SchoolsMiddle SchoolsElementary SchoolsOther (specify type--e.g. Teachers on Special Assignment, Specialists)

Number of Licensed Administrators High SchoolsMiddle SchoolsElementary SchoolsOther (specify type--e.g. School District Office)

Number of Culturally and/or Linguistically Diverse Certified Teachers and Administrators

High School Middle School Elementary School

Other

High School Level Student Data

Schools Represented

Student Count

% Ethnic/Minority

Students

% Free & Reduced Lunch

% SPED % English Learners

TOTAL



Middle School Level Student Data

Schools Represented

Student Count

% Ethnic/Minority

Students



TOTAL

Elementary School Level Student Data

Schools Represented

Student Count

% Ethnic/Minority

Students



TOTAL

Other Schools and/or Programs (Please Specify)

School Student Count

% Ethnic/ Minority Students

% English Learners

% SPED % Free & Reduced Lunch

TOTAL


Appendix F

Oregon Minority Educator Retention Grant Rubric

Applicant:____________________________________________________________________Project Title:__________________________________________________________________Evaluator Initials:______________________________________________________________

Narrative Elements and Criteria Minimally Meets All Criteria

Satisfactorily Meets Some Criteria

Clearly Meets All Criteria

Points Awarded

1.Organization Philosophy: Increasing Educator Diversity (5 points) The philosophy statement clearly states beliefs regarding

retaining minority educators. The philosophy demonstrates a strong commitment to creating

a system that is effective in retention. The philosophy has a strong research foundation.

(0-1 pts) (2-4 pts) (5pts)

2.Current Programming and Rationale for Applying (5 points) Description of current programming and services demonstrate

an awareness of the need to retain diverse educators. Description of programming indicates that other resources or

supports have been researched to support the work. The rationale for applying for the grant provides strong,

practical need for an increase in the number of diverse educators retained in the Oregon education system.

(0-1 pts) (2-4 pts) (5 pts)

3.Potential Barriers (5 points) Description of potential challenges in the collaboration and

implementation of programming/activities/project. Clarity provided regarding the unique characteristics of the

school district that need to be considered.

(0-1 pts) (2-4 pts) (5 pts)

4.Action Plan (10 points) The program/activity/project goal is stated. The anticipated outcomes are linked to the goal, detailed, and

measurable. The activities to meet the outcomes are specific, creative, and

purposeful. Indicators are linked to goals, outcomes, and activities and

allow room for development and/or growth. The sustainability plan is clearly described. (Question 6)

(0-3 pts) (4-7 pts) (8-10 pts)

5.Budget (5 points) Budget narrative matches budget items Budget narrative explains what budget items are and their

purpose Proposed budget is reasonable Description of how resources will be leveraged, supported,

and/or reallocated is evident, clear, and strong. (Question 3) Budget items are allowable based on RFP guidelines

(0-1 pts) (2-4 pts) (5 pts)

Additional Elements and Criteria (2 points) Application is complete Contains completed cover page Assurances signed by appropriate parties Organization profile Complete design team Proper format and organization

(0 pts) (1 pt) (2 pts)

Appendix E


Proposed Budget Worksheet

Title of Project: ____________________________________________________________

Project Start Date: January 31, 2014 Project End Date: June 30, 2015

Oregon Minority Educator Retention Grant

LOCAL* IN-KIND & OTHER SOURCE*

TOTAL

A. StaffSalariesBenefitsIn-State TravelProfessional DevelopmentOtherB. StudentsIn-State TravelSuppliesOtherC. Supplies and Equipment

Office Supplies(phone, copier, etc.)

Instructional SuppliesEquipment (less than $300)OtherD. Indirect/Overhead Indirect Cost @

5% maximumE. Other (Include explanation)COLUMN TOTAL*Matching funds from other sources are not required.


Documents

Oregon Department of Education’s 2008-09 - ode.state.or.us · Web viewOregon Department of Education. ... structuring and broadening the path that will lead to more minority teachers