Web viewRequest for Application. Regional STEM Hub – Program Expansion . Grant. 2015-2017. Grant Application Due Date: 2:00pm (PST) on. March 3, 2016. REVISED 2

Request for Application

Regional STEM Hub – Program Expansion Grant

2015-2017

Grant Application Due Date: 2:00pm (PST) on March 3, 2016

REVISED 2/10/2016

Oregon Department of EducationOffice of Learning

255 Capitol Street 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.

Table of Contents…I. Background and Legislative Intent 1-3

II. General Information 4-8

A. Purpose 4

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

C. Eligibility 4-5

D. Grant Requirements 5

E. Use of Funds 5-6

F. Reporting and Assurances 6-7

G. Scoring and Appeals Process 7-8

III. Application Process………………………………………………………………….……… 9-11

A. Timeline and Important Dates 9

B. Required Application Section............................................................................................ 10

C. Format and Application Instructions for Submission 10-11

IV. Application Narrative and Project Plan 12-14

V. Appendix …………………………..……………………………………………….……… 15-21

Appendix A: Definitions............................................................................…………………….

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

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

Appendix D: Partnership Plan Template..................................................................................…

Appendix E: Scoring Rubric……………… ……………………………………………………

Appendix F: Scoring Guide…………………………………………………………………….

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Regional STEM Hubs – Program Expansion GrantRequest for Applications

I. Background and Legislative Intent

In 2013, as part of HB3232—a Strategic Initiative to strengthen the connection between education and the world of work, the Oregon Department of Education and the Chief Education Office, implemented funds to increase student interest, preparation, and attainment in science, technology, engineering, and mathematics (STEM), in addition to Career and Technology Education (CTE) for success in related degrees and careers. This key strategic investment supported Oregon’s attainment of the 40/40/20 goal. One of the focused strategies was to strengthen and expand Oregon’s emphasis of STEM education through programmatic activities identified as a high-level need by Regional STEM Hub. Vital to this STEM Initiative is strong collaboration and shared vision between P-20 education, STEM related business and industry, student-focused nonprofits, government, informal education providers, parents and student.

Through HB 3072, the 2015 Oregon Legislature, in collaboration with the Governor’s office and the STEM Investment Council, provided continued monetary support to increase organizational capacity for this work. The Department of Education, in collaboration with the Chief Education Office, was directed to distribute monies to expand and sustain Regional STEM Hubs and networks that further support CTE and STEM education. These funds are intended to continue to build capacity and address the urgency to address student academic success in CTE and STEM education through programs and activities that have been identified through a needs assessment and gap analysis. These CTE and STEM programs in formal and informal settings will increase awareness, interest and provide pathways to foster 21st century career skills. They will expand access for student populations that have historically been underserved and underrepresented throughout the state.

Some of the programmatic strategies that are common amongst partners across the Regional STEM Hubs include:

Educator professional development around best practices in STEM instruction —including classroom teachers, TOSAs, post-secondary faculty, administrators, and out-of-school community-based educators.

Implementation of Oregon’s Content Standards (Next Generation Science Standards and the Common Core).

Increasing hands-on STEM learning experiences for students both in- and out- of school.

Deepening student and educator connections to the fast-growing STEM employment opportunities in the state of Oregon.

Leveraging volunteers from local STEM employers to provide internship and other career-related learning experiences for students, and to support educator professional learning to bring real-world application of content.

Oregon Department of Education 1

All current and future STEM Initiatives are expected to incorporate and adopt the principles of Oregon’s Equity Lens. Through this Equity Lens, the Oregon Department of Education considers the creation of strategic opportunities for educational equity and excellence for every child and 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 responsibility and a moral responsibility to ensure an 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 students receiving special education services are an integral part of our educational responsibility and we must welcome the opportunity to be inclusive, make appropriate accommodations, and celebrate their assets. We must directly address the over-representation of children of color in special education and the under-representation in “talented and gifted.”

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 that already have 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 intentional and proven practices must be implemented to return out of school youth to the appropriate educational setting. We recognize that this will require us to challenge and change our current educational setting to be more culturally responsive, safe, and responsive to the significant number of elementary, middle, and high school students who are currently out of school. We must make our schools safe for every learner.

We believe that ending disparities and gaps in achievement begin in the delivery of quality Early Learner programs and appropriate parent engagement and support. This is not simply an expansion of services -- it is a recognition that we need to provide services in a way that best meets the needs of our most diverse segment of the population, 0-5 year olds and their families.

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.

We believe every learner should have access to information about a broad array of career/job opportunities and apprenticeships that will show them multiple paths to employment yielding family-wage incomes, without diminishing the responsibility to ensure that each learner is prepared with the requisite skills to make choices for their future.

We believe that our community colleges and university systems 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 the rich history and culture of learners is a source of pride and an asset to embrace and celebrate.

And, we believe in the importance of supporting great teaching. Research is clear that “teachers are among the most powerful influences in (student) learning. An equitable education system requires providing teachers with the tools and support to meet the needs of each student.


II. General Information

A. Purpose of the Regional STEM Hub – Program Expansion GrantThe Regional STEM Hub – Program Expansion Grant of 2015-2017 is intended to develop and expand programmatic strategies that exemplify the Regional STEM Hubs’ overarching goals and objectives. Through a robust, culturally responsive community engagement process, requested funding for Regional STEM Hub programs and activities will be based on data collected through asset mapping or gap analysis tools. The proposed programmatic strategies will leverage community assets in order to increase students’ proficiency, interest, and attainment of post-secondary credentials and degrees in STEM and CTE.

To support the success of this initiative, the Oregon Regional STEM Hubs will be connected through a larger statewide STEM network that will provide mutual support across regions to:

Improve student performance in STEM related content. Increase interest and improve preparation for STEM careers. Increase proficiency in STEM concepts necessary to make personal and societal

decisions.

Across these focus areas stated above, we prioritize efforts that: Close the opportunity gaps for culturally and linguistically diverse learners,

learners navigating poverty and those historically underrepresented in STEM; and Connect with local economic and workforce needs; and Increase high school and post-secondary graduation and attainment.

B. Type of GrantBased on the availability of state resources this grant is expected to begin March 24, 2016 and ends on June 30, 2017. There are four distinct programmatic grants for which each STEM Hub could apply for under this RFP. They include:

1. Educator Professional Learning - This could include development and implementation of professional development for educators. “Educators” includes but is not limited to: classroom teachers, TOSAs, post-secondary faculty, administrators/principals/Boards, out-of-school community-based educators, etc.

2. STEM Instructional Resources & Programs – This could include development and implementation of instructional resources and programs. Instructional resources and programs includes but is not limited to: lessons, project units, CTE programs of study, and materials that engage students and educators in real-world application of content, foster 21st century skills, and deepen connections to fast-growing STEM-CTE employment opportunities. Instructional resources and programs must align with the Common Core and Next Generation Science Standards (NGSS). Please submit a review of how potential resources align to Common Core and NGSS.


3. Out-of-school Programs – This could include development and implementation of out-of-school/community programs that increase access to high-quality hands-on STEM learning experiences for students. Out-of-school/community programs include but not limited to: programs delivered by student focused nonprofits, informal, non-formal, free-choice learning institutions, etc. This could also include work-based learning opportunities for students such as internships, externships, apprenticeships, etc.

4. Systemic Alignment – This could include development and implementation of cross-institutional, cross-agency, and/or cross-organizational programs and initiatives that increase student success along an educational pathway toward high-wage, high-demand STEM-CTE careers. This could include but is not limited to: systemic alignment with CTE Programs of Study/workforce need, bridging programs for underserved students to connect with post-secondary studies, development of dual credit/accelerated learning programs, development of programs to better align Early Learning Hubs, etc.

A Regional STEM Hub may apply for and receive up to three of these four programmatic grants. Each programmatic grant award will be a maximum of $195,000. Grant awards will be determined based on detailed information submitted in the application, alignment of programmatic strategies to individual Regional STEM Hubs goals and objectives, clearly defined programmatic need based on asset mapping or gap analysis, appropriate budget worksheet and narrative, and availability of state funding.

This grant is expected to begin March 24, 2016, and ends on June 30, 2017. Currently, policy is in place that will allow spending through September 30, 2017. Under certain circumstances and with prior notification, ODE may approve the advanced payment of grant funds prior to June 30 to be used between June 30, 2017, and September 30, 2017. If approved, the sub-recipient will be required to report to ODE by December 15, 2017, the actual expenditure of the advanced payment. Any funding not used by September 30 must be returned to ODE. While this policy is currently in place, it may be revised at any time during this grant period.

C. Eligibility The Regional STEM Hub – Program Expansion Grant is a competitive grant. Existing STEM Partnerships that have submitted an updated and approved Regional STEM Hub partnership plan during the 2015-2017 biennium are eligible to apply for programmatic funds.

Program expansion provides financial support to those partnerships that have: A strong and committed leadership/governance. A clear understanding of the needs of the broader community and what it is trying

to achieve. The assets and expertise that it has that can be leveraged for change. The ability to engage with the broader community to achieve results. A commitment to address issues of equity, access, opportunity, and attainment for

culturally and linguistically diverse learners and those navigating poverty. A willingness to hold itself accountable with quantitative and qualitative data.


D. Grant RequirementsGrantees will:

Create or expand capacity-building programs that result in high quality, evidence-based STEM or CTE learning opportunities in formal and/or informal P-20 educational settings to improve, enhance and enrich students’ problem-solving capabilities that foster 21st century skills and connect them to high wage and high-demand career possibilities.

Communicate with other Regional STEM Hubs regarding achievements and areas of improvement of program models through the planning, implementation, and evaluation of the grant. For example, this information can be shared, but not limited to website posting and/or presenting at statewide and regional professional development opportunities.

Work with local partners to align programs and activities that support the vision and mission of the Regional STEM Hubs Partnership Plan.

Commit to addressing the ongoing access, opportunity, and attainment gaps of the historically underserved and underrepresented populations; specifically, culturally and linguistically diverse students, students navigating poverty and female students.

The Oregon Department of Education (ODE) in collaboration with the Chief Education Office (CEdO) will:

Provide the STEM statewide network access to facilitated exchanges of best practices and shared expertise.

Facilitate communications between Regional STEM Hubs to create a sustainable Statewide STEM Network.

Share evidence-based practices that foster positive learning outcomes. Provide localized technical assistance to support the development of the Hubs

E. Use of Programmatic FundsThese funds are to be exclusively used to deliver programmatic strategies that extend the effectiveness and build capacity of the Regional STEM Hubs. Grantees 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 on a reimbursement basis through the Electronic Grants Management System (EGMS). Costs must be necessary and reasonable to carry out programs 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.

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 required by this project.

Release time for educators during the school year for activities related to the project. Materials for classroom implementation related to the content of project activities. Direct staff expenses related to program, activities, coordination and evaluation to

project activities. Support of professional development and leadership programs aligned to the project

outcomes and activities. Reasonable expenditures for food at professional development sessions, and Administrative costs not to exceed 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, 2017, 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 equipment or services for backbone functionality. Purchase of services for personal benefit beyond the Hub’s program implementation. 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.

Purchase of office equipment unless directly linked to program outcomes.

F. Reporting and AssurancesSuccessful proposals will include specific outcomes that align to the STEM Pathways document and the STEM Hub Outcomes Framework with a data collection and evaluation plan that will provide evidence there has been progress toward meeting those outcomes within the timeline of the grant. Progress must be documented and measureable, observable through anecdotal records, or documented through other records. The results of the evaluation will be reported to the Oregon Department of Education as part of the Final Grant Report. The evaluations will be included in the report to the Oregon Legislature and may be published on the ODE website or in other state publications. The evaluations will be included in the report to the Oregon Legislature. Any submission of evaluation materials (e.g., video or photographs) that include images of minors must be accompanied by a signed release form by a parent or guardian.

To facilitate evaluation of the grant by ODE and the Chief Education Office, recipients will provide additional data related to the impact of the STEM Hub programming on students, teachers and community partners. This data may include but are not limited to the following:

● Target Goals that address how culturally and linguistically diverse populations, students navigating poverty and female students will be supported during the 2015-2017 biennium and beyond

● An interim grant report, due October 15, 2016● Data and information requests during legislative sessions ● A final grant report, due August 31, 2017


● Ongoing site visits and interviews and/or surveys conducted by the Chief Education Office, ODE staff, and/or external evaluators

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 as well as identify any teachers served who teach Special Education or ELL classes

Other information as needed.

By signing the assurances included in this application, products and materials created as a result of the Regional STEM Hub – Program Expansion Grant 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/. In addition, public school districts, educational service districts, public charter schools, community colleges and public universities, business, industry 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.

G. Scoring and Appeals ProcessApplications must be electronically submitted to Terri Nelson ([email protected]) at the Oregon Department of Education by 2:00 p.m. (PST) on March 3, 2016. All applications will be scored by a review committee using scoring criteria similar to that provided in this document. Each application will have at least three reviewers. When possible, each proposal will be scored by at least three reviewers from the following sectors: business, industry, STEM community member, student-focused nonprofit, Oregon’s equity team, education, professional development, or afterschool provider. No direct applicant or others with a conflict of interest will be accepted as a reviewer.

The Oregon Investment STEM Council will make grant award recommendations based on the score and other criteria identified in this Request for Application (RFA). 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.


mailto:[email protected]

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

III. Application Process

A. Timeline with Critical InformationDates Activities

January 26, 2016Request for Proposals (RFA) available

February 4, 2016 Technical Assistance Webinar – Understanding the RFA at 9:00 am PSTClick here to register

March 3, 2016 Applications due to ODE by 2:00PM PST

March 10, 2016 Applications expected to be reviewed and scored

March17, 2016 Applicants expected to be notified of preliminary award

March 24, 2016 Awards Finalized

March 2016, May 2016,

August 2016, January 2017, and

May 2017

Statewide Grant Convening – Tentative dates

Monthly Communication Ongoing Regional STEM Hub Phone/webinar Meeting

October 15, 2016 Full Interim Report Due to support the 2017 legislative session

April 1, 2017 Notice of intent to use funds during the summer of 2017

June 30, 2017 Last day to expend funds

August 15, 2017 Last date to draw funds (note: EGMS system shutdown approx. two

weeks to update index numbers in late July – early August)

August 31, 2017 Final grant report due (for awardees not delivering programs July 1 –

September 30, 2017)

Funding Timeline for Summer Backbone Activities July 1 2017 through September 30, 2017

Completion Dates Summer Related Activities

April 1, 2017 Application to utilize funds for summer programs July 1-September 30 2017

June 30, 2017 Summer activities transitional periodOctober 31, 2017 Final report for all grant related activities


https://attendee.gotowebinar.com/register/6934445386195807233

B. Required Application Section

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

(2) Signed Assurances -- Complete and include the form provided in Appendix B.

(3) Application Narrative – Please refer to the specific format sections listed as Application Narrative in the following section. This section may not exceed 5 pages (excluding: cover page, signed assurance, budget worksheet and project plan).

(4) Project Plan – Please use the template provide in Appendix D to create a table to fully demonstrate the action plan and place it in your application. Each project plan may not exceed 4 pages.

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

(6) Appendix – Not required, however, any supporting charts, graphs, and tables may be placed in the appendix and referenced in the Grant Narrative.

C. Format and Application Instructions for Submission 12-point font, Times New Roman Double spaced 1-inch margins on the sides, top, and bottom of 8½” by 11” paper 5 page narrative maximum, (excluding: cover page, statement of assurance, budget

worksheet and project plan) 4 page maximum per project plan No faxed applications Numbered pages Name the file in this format: the agency it is being submitted from, underscore, and

Regional STEM Hub Program Expansion Grant (e.g. Oregon Department of Education_ Regional STEM Hub Program Expansion Grant)

An electronic version of the completed application, and a scanned copy of the signed Statement of Assurance in Word (.doc or .docx), or a PDF format must be received by 2:00 pm on March 3, 2016. 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 Terri Nelson ([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 on the


mailto:[email protected]

secure file transfer website. Multiple files must be compressed (zipped) into a single folder for submission. Please name the files as follows: the agency it is being submitted from, underscore, and Regional STEM Hub Program Expansion Grant (e.g. Oregon Department of Education_ Regional STEM Hub Program Expansion 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.

Applicants, please also mail a hard copy of the following: the completed application , and the original signed Statement of Assurances need to be postmarked by February 25, 2016 to:

Oregon Department of EducationOffice of Learning255 Capitol Street NESalem, Oregon 97310-0203Attention: Terri Nelson

Envelopes must be plainly marked: Request for Application - Regional STEM Hub Program Expansion Grant

Oregon Department of Education

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

2:00 PM on March 3, 2016

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IV. Application Narrative

(A) Project Summary and Rationale Briefly describe the proposed project(s). What are the overarching goals/objectives that will support and further the work of

the Regional STEM Hub? What are the impacts or changes you hope to see from this implementation? How was a community engagement process utilized to prioritize this project? What data or research strategies were used to identify the programmatic need(s) for

the communities served (e.g. needs assessment, gap analysis)? Please provide relevant student, educator and community data that relate to those needs.

How will the state content standards be aligned to this project?

(B) Equity How will cultural responsiveness and growth mindset be utilized in providing

services to students, educators and the community? In particular, address issues of culturally and linguistically diverse learners, students navigating poverty and those historically underserved.

What engagement strategies will be in place to build partnerships through the represented region to include collaboration with advocates for culturally and linguistically diverse learners and learners and families navigating poverty?

(C) Sustainability Plan Describe your plan for continuing the programming, services, or resources funded

through this grant beyond the grant period.

(D) Budget Worksheet

Complete a budget worksheet for the Regional STEM Hub Program Expansion. Please identify contributions that will be leveraged by private funding, or in-kind donations of time and materials. Please use the template provided in Appendix C.

(E) Project Plan Provide an outline of the program’s action plan for each project (up to three) that

addresses objectives, related outcomes, activities, and indicators of success/areas of improvement. Please use the template provided in Appendix D to create a table to fully demonstrate the action plan. In addition, please address the addition questions in each given section. (See next page for guidance on completion).

Please note: each programmatic strategy must not exceed $195,000.


Project Plan

Programmatic Strategy:

Briefly describe the programmatic strategy that aligns to the Regional STEM Hub objectives.

Connects to: Mark all that apply to the programmatic strategy

□ Career Pathways □ Community Engagement □ Educator Effective Instruction □ Effective Learning Environments

□ Partner Capacity and Commonality □ Standards Alignment □ Student Access/Equity □ Student Academics □ Student Aspirations

□ Student Engagement □ Sustainability

Outcome and/or Impact for this Strategy:

What are the specific outcomes related to student, teacher and community needs, with particular attention to the Equity Lens, closing the achievement gap and furthering the 40/40/20 goal?

Partners Roles and Responsibilities:

Who are the specific partners delivering services? What are their specific roles and responsibilities?

Programs/Activities: Outputs (e.g. participation, products): Evaluation Indicators of Success:

What are the specific programs or activities that are intended to recruit, encourage, engage, and provide opportunities to culturally and linguistically diverse learners, students navigating poverty, the historically underserved, educators and/or the community?

What is the timeline and major milestones for the implementation of this project?

Who are the intended recipients that will benefit from this program/activity?

Provide specific details of the evaluation plan for assessing the outcomes for this project based on the identified indicators of success.

What methods will be used to measure the qualitative and quantitate objectives of this project?

Justification that programmatic strategies are aligned to Regional STEM Hub Partnership Plan/Logic Model:


http://www.ode.state.or.us/superintendent/priorities/final-equity-lens-draft-adopted.pdf

Project Plan

What data or research strategies were used to identify the programmatic need(s) for the communities served (e.g. needs assessment, gap analysis)?

What evidence-based promising approaches do you anticipate using in order to achieve the goals and meet the needs of the students, educators and/or community at large? Please provide a rationale that explains why you think that these approaches will result in your intended outcomes.

How will the planned project programs and activities meet the stated objectives?

This programmatic cost:

Briefly describe how the amount of this programmatic strategy of the budget was determined. These should clearly reflect the descriptions identified in the budget worksheet directly relating to the program strategies. 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 the contracted services included in the professional and technical services.

Identify specific events and venues if travel includes conferences and meetings in other states.

List representative examples of supplies and materials.

This section to be filled out by October 15, 2016

Describe how the programmatic strategy above supported the Regional STEM Hub’s Outcomes and Goals:


Appendix A

(1) “Achievement Gap” means the gap in achievement (state test scores in science and mathematics as well as post-secondary degree attainment in STEM) that often exists between students who are economically disadvantaged, students learning English as a second language, African American, Hispanic or Native American compared to their peers.

(2) “Authentic Problem-Based Learning” means using real world questions, problems, and tasks—often drawn from local community issues and industries—as the focus to drive the learning experiences, deepen understanding, and developing rich contextual connections across a variety of STEM and non-STEM disciplines.

(3) “Career and Technical Education (CTE)” is a comprehensive educational program for students based on industry needs. CTE includes coursework in areas such as health care, engineering, and computer science.

(4) “Community Engagement” means a broad collaboration and participation between multiple sectors of the community for the mutually beneficial exchange of knowledge and resources to identify local needs and contribute to larger conversations on visioning planning which may include, but not limited to, parent groups and advocacy groups, industry and STEM agencies, economic and workforce groups, student input, and educators.

(5) “Culturally Responsive” means the implicit use of the cultural knowledge, prior experiences, frames of reference, and performance styles or diverse students to make learning more appropriate and effective for them.

(6) “Effective STEM Instruction” means the use of evidence-based practices that support interconnected, relevant STEM instruction as stated in definition number fifteen.

(7) “Effective STEM Leadership” means identifying schools, school districts, post-secondary institutions, business & industry, student-focused nonprofits and community leadership to support implementing and improving STEM teaching and learning in addition to creating a culture that fosters STEM learning with evidence-based resources. Effective STEM leadership develops an understanding of what effective and interconnected STEM education looks like in the classroom and supports the development of learning environments that empower educators to implement innovative STEM education approaches.

(8) “Effective STEM Learning Environments” means supporting student interaction with STEM education during formal and informal settings in ways that promote deeper understanding of real-world concepts. Such learning environments must engage all students in solving complex problems, using highly interactive learning opportunities that create new opportunities for STEM learning across the core curriculum.

(9) “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.

(10) “Post-secondary Institution” means:(a) A community college operated under ORS chapter 341.(b) The following public universities within the Oregon University System:

(1) University of Oregon.(2) Oregon State University.(3) Portland State University.(4) Oregon Institute of Technology.(5) Western Oregon University.


(6) Southern Oregon University.(7) Eastern Oregon University.

(c) Oregon Health and Science University.(d) An Oregon-based, generally accredited, not-for-profit institution of higher education.

(11) “Regional STEM Hub” means a commitment of a group of key stakeholders from different sectors such as, but not limited to, school districts, informal education providers, post-secondary institutions, business & industry, student-focused nonprofits, students, families, community members and policy makers, to advance state and local educational goals related to science, technology, engineering, mathematics and career & technical education (CTE).

(12) “School” means a public middle school, high school, community college, or post-secondary institution offering a comprehensive instructional program. A school may include a discreet comprehensive instructional program within a larger school or college.

(13) “Statewide STEM Network” means a supportive collaboration between and across Regional STEM Hubs to share knowledge, expertise, insights, and leadership to assist other communities in their efforts to create similar STEM partnerships.

(14) “STEAM Education” means the incorporation of strategies to enhance science, technology, engineering and mathematics (STEM) education by integrating art and design, and promoting creative possibilities.

(15) “STEM Education” means an approach to teaching and lifelong learning that emphasizes the natural interconnectedness of the four separate STEM disciplines which mirrors the practices and rich contexts of STEM practitioners. Developing and deepening content knowledge and skills in science and mathematics is the foundation of STEM teaching and learning. The natural connections among science, mathematics and STEM are made explicit through collaboration between educators resulting in authentic and appropriate context built into instruction, curriculum, and assessment. The common element of problem solving is emphasized across all STEM disciplines allowing students to discover, explore, and apply critical thinking skills as they learn.

(16) “STEM Lab School” means to establish a school that has a student-centered school culture of inquiry with meaningful and authentic learning environments that integrate STEM and/or STEAM education aligned with state, national and industry standards. This cutting-edge learning center will deepen connections between other educational institutions, business, industry, out-of-school educators, and the local community to create and promote STEM career pathways for students. An intentional focus of a lab school is to support the professional learning of current and future educators, the implementation of innovative education models, and educational research in a manner that increases knowledge and capacity of systems and institutions beyond the school itself.

(17) “STEM Practitioners” refers to individuals engaged in STEM-related professions such as but not limited to, natural resources management, high-tech manufacturing and product development, information technology, industrial design, health sciences, software, scientific research, engineering, data analytics, etc.

(18) “Student-Focused Nonprofits” means an organization that meets all of the following requirements:

(a) Is established as a nonprofit organization under the laws of Oregon; (b) Qualifies as an exempt organization under section 501(c)(3) of the Internal Revenue

Code as defined in ORS 314.011; and


(c) Is focused on providing services to students and/or educators whose goals or mission are focused on impacting and improving student outcomes in STEM education.

(19) “Underserved Students” are students whom systems have placed at risk because of their race, ethnicity, English language proficiency, socioeconomic status, gender, sexual orientation, differently abled, or geographic location.

(20) “Underrepresented Students” in STEM are from demographic groups whose representation in STEM fields and industries does not mirror regional and national focus populations specifically, women, African American, Native American, Hispanic and Pacific Islander students which systems have provided insufficient or inadequate balance of opportunity.

(21) “Wraparound” is the process involves a community care team that consists of the student, his/her natural support system (e.g. family members, friends, etc), and formal support (e.g. social workers, teachers, health care professionals, etc). In essence, the wraparound process, “demonstrates respect for and builds on the values, preferences, beliefs, culture, and identity of the child/youth and family, and their community” (Bruns, Walker, and al., 2004).


Appendix B

Application Cover Page (Please Print or Type – All Fields Must Be Completed)

Requested Funding:Total # of students directly served:

Total # of educators directly served:Total # of active partners:

Name Regional STEM Hub:

Project Director:

Mailing Address:

City: State: Zip:

Phone: FAX: E-mail:

Grant Fiscal Agent Name and Title:

Phone: FAX: E-mail:

2015 - 2017 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 intent of the Regional STEM Hub Program Expansion and use of funding as proposed in the application.

On or before October 15, 2016 the fiscal agent will submit an interim evaluation report and August 31, 2017 an end of grant report to the Oregon Department of Education as outlined in the RFA.

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 Regional STEM Hub governance.

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. It is a Federal law that protects the privacy of student education records.

By signing the assurances included in this application, Regional STEM Hubs agree to cooperate with ODE to collect and report such data to the extent that is possible.

Please Print Name of Project Director Signature of Project Director Date

Note: Products and materials created as a result of the Regional STEM Hub grant 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/


Appendix C

Grant Budget Worksheet

Project Name: _______________________________________________________________

Fiscal Agent: ________________________________________________________________

Possible Grant ChargesPlease modify as needed.

In-School Programing

(Expenditures NOT related to

Staff Development)

Out-of-School Programing

(Expenditures NOT related to

Staff Development)

Instructional

Staff Develop

(Instructional Staff

Development) Line Total

Anticipated Matching

FundsStaff SalariesStaff Benefits

Instructional, Professional & Technical ServicesIn-State Travel

Other general Professional & Technical Services

Supplies & Materials

Non-Consumable Items

Computer Software

Computer HardwareCapital Outlay (Depreciable Technology)

Administrative Costs @ 5 %

Total by Function


Appendix D - Program Plan

Programmatic Strategies:

Connects to:

□ Career Pathways □ Community Engagement □ Educator Effective Instruction □ Effective Learning Environments □ Partner Capacity and Commonality

□ Standards Alignment □ Student Access/Equity □ Student Academics □ Student Aspirations □ Student Engagement □ Sustainability

Outcome and/or Impact for this Strategy/Initiative:

Partners Roles and Responsibilities:

Programs/Activities: Outputs: Evaluation Indicators of Success:

Justification that programmatic strategies are aligned to Regional STEM Hub Partnership Plan/Logic Model:

This programmatic cost:

This section to be filled out by October 15, 2016

Describe how the programmatic strategy above supported the Regional STEM Hub’s Outcomes and Goals:


Appendix E

Regional STEM Hub – Program Expansion

Grant Scoring RubricApplicants may use this as a guide

when responding to the RFP. This is not intended to be a final scoring

rubric.


Narrative Elements and Criteria

A. Program Summary and Rational (15%)

The project is carefully designed and clearly demonstrates a need based on gap analysis data. Project goals and outcomes align with the Regional STEM Hub’s vision and mission. Expected impacts and changes are feasible and attainable based on current needs. Clearly articulates how a community engagement process was utilized to prioritize programmatic

strategies. Provides detailed ethnicity and socioeconomic status of populations directly impacted by the

project. The issues and needs of students in partner communities are made explicit. Clearly identifies

issues and needs of underserved and underrepresented students. Projects are linked to Oregon’s academic standards

B. Equity (15%) The principles in the Equity Lens are reflected throughout the application—in the approach to

learning, supports for students and educators, partnerships, and involvement of the community. The issues and needs of culturally and linguistically diverse learners and learners navigating

poverty in the community are explicit and appear well understood. Strategies for ensuring equity of access to all are well thought out and reflect best practices in

community engagement. Culturally responsive support systems will be in place for students, teachers, parents and

community partners.

C. Sustainability Plan (15%)

Clearly stated financial sustainability plan that outlasts the grant funding timeline. Communication and long-term plans ensure ongoing support and participation of Regional

STEM Hub stakeholders.D. Budget Worksheet and Program Costs (10%)

Project costs match budget worksheet items. Project costs explain what budget items are and their purpose. Proposed budget is reasonable. Budget items are allowable based on RFP guidelines.

E. Project Plan (45%)

Project strategies are comprehensive and interconnect to Regional STEM Hub and other educational initiatives

Objectives and measureable outcomes strive to close the achievement gap and relate to achieving the 40/40/20 goal.

Use evidence-based practices that enables the project to address the identified objectives and outcomes.

Partner roles, responsibilities and delivery of services are clearly defined. Explicit strategies are incorporated to provide access, promote interest, and increase attainment

for culturally and linguistically diverse learners and learners navigating poverty consistent with the Equity Lens.

A detailed timeline is provided which outlines the projects framework. Evaluation indicators and data collection plans are realistic and at an appropriate frequency.

Appendix FRegional STEM Hub Program Expansion Grant Scoring Guide

Sections High Scoring Response Middle Scoring Response Low Scoring ResponseThe application demonstrates a clear program summary and rational for their proposed program.

The project is carefully designed and clearly demonstrates a need based on gap analysis data.

Project goals and outcomes align with the Regional STEM Hub’s vision and mission.

Expected impacts and changes are feasible and attainable based on current needs.

Clearly articulates how a community engagement process was utilized to prioritize programmatic strategies.

Provides detailed ethnicity and socioeconomic status of populations directly impacted by the project.

The issues and needs of students in partner communities are made explicit. Clearly identifies issues and needs of underserved and

The project is carefully designed and clearly demonstrates a need based on some supporting data.

Project goals and outcomes somewhat align with the Regional STEM Hub’s vision and mission.

Expected impacts and changes are somewhat feasible and attainable based on current needs.

Articulates, but not clearly how a community engagement process was utilized to prioritize programmatic strategies.

Acknowledges various ethnicity and socioeconomic status of the population impacted by the project but provides only some data.

The issues and needs of students in partner communities are

The project(s) is carefully designed and clearly demonstrates a need but lacks significant supporting data.

Project goals and outcomes do not align with the Regional STEM Hub’s vision and mission.

Expected impacts and changes are not feasible and attainable based on current needs.

Does not articulate how a community engagement process was utilized to prioritize programmatic strategies.

Provides no detailed ethnicity and socioeconomic status of populations directly impacted by the project.

The issues and needs of students in partner communities are not made explicit. Does not clearly identify issues and needs of underserved and underrepresented students.


underrepresented students.

Project is linked to Oregon’s academic standardsExpected changes are significant and feasible as well as fully attainable based on the data that relates to the region’s current needs.

acknowledged but not made explicit. Somewhat identifies issues and needs of underserved and underrepresented students.

Project is somewhat linked to Oregon’s academic standards. Expected changes are somewhat significant and feasible but possibly not fully attainable based on the data that relates to the region’s current needs.

Projects are not linked to Oregon’s academic standards. Expected changes are not significant and feasible and are not fully attainable based on the data that relates to the region’s current needs.

The application clearly understands issues of equity by identifying systemic challenges and has strategic plans to leverage community assets through culturally responsive practices.

The principles in the Equity Lens are reflected throughout the application—in the approach to learning, supports for students and educators, partnerships, and involvement of the community.

The issues and needs of culturally and linguistically diverse learners and learners navigating poverty in the community are explicit and appear well understood.

Strategies for ensuring equity of access to all are well thought out and reflect best practices in community engagement.

Explicit evidence of culturally responsive support systems for students, educators, parents and community partnerships is explicit such as implicit use of the cultural knowledge, prior experiences, frames of reference, and performance styles of diverse students to make learning more appropriate and effective for

Indicates some connections to the principles in the Equity Lens throughout the application—in the approach to learning, supports for students and educators, partnerships, and involvement of the community.

Addresses some of the issues and needs of culturally and linguistically diverse learners and learners navigating poverty in the community.

Strategies for ensuring equity of access to all are present but not well thought out and/or don’t reflect best practices in community engagement.

Some evidence of culturally responsive support systems for students, educators, parents and community partnerships is present such as cultural knowledge, prior experiences, frames of reference, and performance styles of diverse students to make learning more appropriate and effective for students.

The proposal does not align with the principles of the Equity Lens throughout the application—in the approach to learning, supports for students and educators, partnerships, and involvement of the community.

Addresses few of the issues and needs of culturally and linguistically diverse learners and learners navigating poverty in the community.

Strategies for ensuring equity of access to all are not present.

Little evidence of culturally responsive support systems for students, educators, parents and community partnerships is present.


students.

The application has a feasible sustainability plan that demonstrates a commitment of long-term resources.

The proposal has clearly identified a feasible financial sustainability plan that outlasts the grant funding timeline.

There are explicit communications and long-term community engagement plans that ensure ongoing support and participation of internal and external stakeholders.

The proposal has identified a financial sustainability plan that outlasts the grant funding timeline that may lack some feasibility.

There are implied communications and long-term community engagement plans ensure ongoing support and participation of internal and external stakeholders.Some thought has been given to how the project might evolve and expand over time.

The proposal does not identify a financial sustainability plan that outlasts the grant funding timeline.

There are no communications and long-term community engagement plans ensure ongoing support and participation of internal and external stakeholders.No thought has been given to how the project might evolve and expand over time.

The application budget worksheet and budget narrative are aligned and demonstrate responsible fiscal expenses.

The project costs match budget worksheet items.

The project costs explicitly explain what budget items are and their purpose.

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

The budget items are allowable based on RFA guidelines.

The project cost substantially, but not completely aligns with the worksheet items.

The project costs generally explain what budget items are and their purpose.

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

The budget items are somewhat allowable based on RFA guidelines.

The alignment between the project cost and the budget worksheet items is unclear.

The project costs do not explain what budget items are or their purpose.

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

The budget items are not allowable based on RFA guidelines.

The application has demonstrated a well-designed project plan that can be fully developed in twelve months.

Project strategies are comprehensive and interconnect to Regional STEM Hub and other educational initiatives

Objectives and measureable outcomes strive to close the achievement gap and relate to achieving the 40/40/20

Has a general but not comprehensive discussion of project strategies and how they will connect to Regional STEM Hub and other educational initiatives.

Objectives and measureable outcomes

Has no project strategy to engage the Regional STEM Hub and other educational initiatives.

Objectives and measureable outcomes do not discuss the achievement gap and do not relate to achieving the


goal.

Clearly uses evidence-based practices that enable the project to address the identified objectives and outcomes.

Partner roles, responsibilities and delivery of services are clearly defined.

Explicit strategies are incorporated to provide access, promote interest, and increase attainment for culturally and linguistically diverse learners and learners navigating poverty consistent with the Equity Lens.

A detailed timeline is provided which outlines the projects framework.

Evaluation indicators and data collection plans are realistic and at an appropriate frequency.

Project plan is well justified and supported by evidence-based research that fully aligns to Regional STEM Hub Partnership Plan/Logic Model

mention the achievement gap and somewhat relate to achieving the 40/40/20 goal.

Mentions the use evidence-based practices that enable the project to address the identified objectives and outcomes but does not explicitly discuss their use.

Partner roles, responsibilities and delivery of services are mentioned but not clearly defined.

Strategies are mentioned on how project will provide access, promote interest, and increase attainment for culturally and linguistically diverse learners and learners navigating poverty consistent with the Equity Lens.

A detailed timeline is provided to deliver a completed project within twelve months but lacks some specificity.

Evaluation indicators and data collection plans are discussed but not realistic or at an appropriate frequency.

Project plan is discussed but not well justified and supported by evidence-based research that fully aligns to Regional STEM Hub Partnership Plan/Logic Model

40/40/20 goal.

Does not use evidence-based practices that enable the project to address the identified objectives and outcomes.

The community-engagement strategy to develop the prject is poorly thought through, or non-existent.

Partner roles, responsibilities and delivery of services are not clearly defined.

Explicit strategies are to provide access, promote interest, and increase attainment for culturally and linguistically diverse learners and learners navigating poverty consistent with the Equity Lens and not discussed.

A timeline is provided, however, lacks significant information in how a project will be completed within twelve months.

Evaluation indicators and data collection plans are not discussed.

Project plan is not discussed.


Documents

Web viewRequest for Application. Regional STEM Hub – Program Expansion . Grant. 2015-2017. Grant Application Due Date: 2:00pm (PST) on. March 3, 2016. REVISED 2