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Request for Proposal

STEM Lab School Grant

2014-2015

Grant Application Due Date: Wednesday, March 12th, 2014

Oregon Department of EducationOffice of Learning

255 Capitol Street NESalem, OR 97310-0203

Table of Contents

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

II. General Information..................................................................................................................... 4-7

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

4

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

C. Eligibility..........................................................................................................................................................................................................................................................................

5

D. Grant Requirements............................................................................................................. 6

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

F. Reporting and Assurances................................................................................................... 7

G. Scoring and Appeals Process............................................................................................... 8

III. Application Process………………………………………………………………….……… 9-10

A. Timeline and Important Dates............................................................................................. 9

B. Required Application Section............................................................................................ 9

C. Format and Application Instructions for Submission.......................................................... 10

IV. Application Narrative .................................................................................................................. 11-14

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

Appendix A: Definitions.............................................................................................................Appendix B: Required Documentation – List and Forms....................................................…Appendix C: Outcomes and Evaluation Table........................................................................…

15-1718-20

21Appendix D: Budget Worksheet.............................................................................................…Appendix E: Scoring Rubric...................................................................................................…

2223-24

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 and LEGISLATIVE INTENT

In 2013, under the leadership of Governor John Kitzhaber, the Oregon Education Investment Board proposed key strategic investments to support Oregon’s attainment of the 40/40/20 goal. One of the focused strategies is to strengthen and expand Oregon’s emphasis of Science, Technology, Engineering and Mathematic (STEM). 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 students. Understanding the critical importance of STEM skills for a successful workforce, the Legislature passed House Bill 3232 Strategic Investments: Connecting to the World of Work. The investments provide funding to deepen students understanding of the fundamental ideas and practices around Science, Technology, Engineering and Mathematics (STEM), the creative and design related industries (STEAM) and Career and Technical Education (CTE).

Student Preparation and Performance STEM education has received national attention since substantial numbers of students are entering the workforce with underdeveloped 21st century skills. It has become imperative that more emphasis is needed in education not only on mathematics, scientific and technological innovations, but an expansion of STEM knowledge beyond what was once considered acceptable. In 2010, according to the Oregon Employment Department, about 95,000 Oregonians worked in STEM occupations; which is only 6% of the current workforce. However, it is now estimated that between the years 2010 and 2020 STEM occupations will grow nearly 18%, placing a much higher demand for a well-qualified STEM workforce.

An urgency to address student academic success specifically, in mathematics and science, is revealed through eighth grade scores on Oregon’s National Assessment of Educational Progress (NAEP) and the 2011-2012 Oregon Assessment of Knowledge and Skills (OAKS).

Achievement levels of 8 th grade students on the NAEP mathematics and science assessment: 2011

8th Grade Below Basic Basic Proficient AdvancedMathematics Students 27% 38% 27% 8%

Science Students 35% 33% 30% 2%National Center for Education Statistics, NAEP Data Explorer, http://nationsreportcard.gov/data_tools.asp

Achievement levels of 8 th grade students on the OAKS mathematics and science assessment: 2011-2012

8th Grade Very Low/Low Nearly Meets Meets ExceedsMathematics Students 24% 11% 46% 18%

Science Students 15% 19% 51% 15%Oregon Department of Education 2011-2012 Statewide Report Card, www.ode.state.or.us

Also significant are the discrepancies in data representing historically underserved and underrepresented student populations when compared to the entire student body population. As we break down the demographics of OAKS scores in mathematics and science, it becomes apparent that increased opportunities in STEM education are critical for all students to become contributing STEM-literate members of society.

Oregon Department of Education Page 1

http://www.ode.state.or.us/

http://nationsreportcard.gov/data_tools.asp

Achievement levels of 8 th grade students on the NAEP mathematics and science assessment: 2011

8th Grade African American

American Indian/Alaskan Native

Girls Hispanic/Latino Native Hawaiian/Pacific Islander

Mathematics Students Average score was 283

263 260 280 268 N/A*

Science StudentsAverage score was 155

N/A* N/A* 154 135 N/A*

National Center for Education Statistics, NAEP Data Explorer, http://nationsreportcard.gov/data_tools.asp *Reporting Standards Not Meet

Achievement levels of 8th grade students on the OAKS mathematics and science assessment: 2011-2012

8th Grade African American

American Indian/Alaskan Native

Girls Hispanic/Latino Native Hawaiian/Pacific Islander

Mathematics Students NOT Meeting

Benchmark

55% 49% 36% 48% 40%

Science Students NOT Meeting

Benchmark

60% 45% 32% 55% 50%

Oregon Department of Education 2011-2012 Statewide Report Card, www.ode.state.or.us

Test scores are one indicator of an increased need for STEM educational opportunities. According to the National Science Board (2010), “only 10 percent of all STEM doctorates are awarded to nonwhite, non-Asian students, although these groups now represent one-quarter of the U.S. population”. The data clearly demonstrates that students of color are not receiving adequate supports in STEM at the K-12 level to prepare them for STEM careers. We need to purposefully design support systems that will increase student achievement and outcomes in mathematics and science as it relates to engineering and technology to foster 21st century STEM career skills.

Oregon STEM Education InitiativeThe Oregon STEM Education Initiative includes a framework to guide statewide work in STEM Education. The framework defines STEM Education as:

“An approach to teaching and lifelong learning that emphasizes the natural interconnectedness of the four separate STEM disciplines. The connections are made explicit through collaboration between educators resulting in real 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.”

The framework further identifies the components necessary to transform STEM Education in Oregon. Included in those components is the need for expanding collaboration between P-20 education, STEM focused business and industry, student-focused nonprofits, government, informal education providers, parents and students statewide. Through the development and growth of these sustainable partnerships within our community, we can successfully prepare students for the 21st century workforce.


http://www.ode.state.or.us/

http://nationsreportcard.gov/data_tools.asp

Equity LensAll grantees will be expected to incorporate and adopt the principles of the OEIB Equity Lens. 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 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 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 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.


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

II. GENERAL INFORMATION

A. Purpose of the STEM Lab School GrantThe STEM Lab School grant of 2014-2015 will support the implementation of three to five public schools that serve as laboratories for innovation, implementation, and research of highly engaging and effective learning environments in STEM education. STEM Lab Schools will be inclusive, comprehensive schools guided by the principles of the Equity Lens and the State’s 40/40/20 goal. They are expected to embrace a culture of inquiry where students:

Learn STEM content that is aligned with state, national, and industry standards and is presented in context that makes learning significant and meaningful;

Have a voice and a choice in pursuit of deeper understanding of STEM principles and practices;

Develop 21st STEM skills including the Oregon Essential Learning Skills; Explore the big ideas of STEM content in depth through critical thinking and

problem solving; Present authentic demonstrations of learning to STEM professionals or the

community for feedback and revision; and Have emotional and social supports for students in conjunction with effective

culturally responsive pedagogy.

These cutting-edge learning centers will develop meaningful connections between other educational institutions, business, industry, out-of-school educators, and the local community to create and promote STEM and STEM-related 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 the knowledge and capacity of systems and institutions beyond the school itself.

B. Type of GrantBased on the availability of state resources, this grant begins in April, 2014 and ends on June 30, 2015. The Oregon Department of Education in collaboration with the office of the Chief Education Officer will review progress reports and performance data to determine future and continued program funding.

Requests should range between $300,000 and $700,000 for the grant period. Grants will be funded based on detailed information submitted by grantees on the budget template provided in this application and preference will be given to STEM Lab Schools that align with other statewide collaborative partnerships. Grantees need a clear sustainability plan that explains how this public STEM Lab School will be funded beyond the life of the grant.

We are particularly interested in funding proposals for STEM Lab Schools that: Pay attention to and serve the needs of underserved and underrepresented student

populations consistent with the principles of the Equity Lens. This includes providing services to ensure all students can achieve success by incorporating wraparound services.


The wraparound 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).

Focus on cross-curriculum and early career connections by having strong partnerships to STEM-related local business, industry or other community partners.

Support transition points between academic levels to reduce summer learning loss, and to promote post-secondary education and STEM career pathways (e.g., middle to high school, high school to post-secondary).

Promote and develop deep critical thinking skills and understanding that go beyond the status quo of a traditional public school.

Emphasize authentic, contextual learning experiences drawing upon local needs and assets.

Share evidence-based practices that foster positive learning outcomes with the broader educational community.

Provide innovative professional learning environments to not only local educators, but to offer technical assistance to educators and school districts statewide.

We will not fund proposals that: Focus on single STEM courses, programs or single areas of STEM content delivered

through a traditional public school. Predominantly request purchase of technology. Purchase of some technology is

allowable if clearly justified in the vision, outcomes, and activities of the proposal and are not considered to be the normal fiscal obligation of the school.

Request funds to develop programs that are not part of a comprehensive STEM Lab School.

Are used exclusively to plan without implementation. Serve only select students. In the case of over enrollment, a governing body must use a

selection process that assures heterogeneous and a diverse student population.

C. Eligibility The STEM Lab School Grant is a competitive grant. Any public school, school district, student-focused nonprofit or a post-secondary institution are eligible recipients and may apply for this grant. An eligible recipient must be the fiscal agent for the public STEM Lab School project. In addition, eligible recipient must retain control over the implementation of the activities and full evaluation of the project(s). Eligible recipients may contract with other partners for services related to the proposed project and activities.

In addition, an eligible recipient must demonstrate commitment by the governing board or boards that will have oversight of the public STEM Lab School. This commitment may be a letter approved by the board or a copy of the official minutes of a board meeting where the commitment was approved. All public schools in Oregon must comply with Oregon public school law or Oregon charter school law.

D. Grant Requirements


Grantees will:(1) Create and maintain support for a STEM Lab School model that will:

Implement or transform a comprehensive public school offering instruction to students in any combination of grades from 6 to 14 beginning not later than September of the 2014-2015 academic year;

Ensure a high quality and evidence-based STEM education aligned with state, national and industry standards;

Becoming a cutting-edge learning center that 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 ALL students; and

Support educational research and evaluation to increase knowledge and capacity of systems and institutions beyond the school itself.

(2) Demonstrate a high level of support from school administrators, a district superintendent or college president, school boards or equivalent governing body and exclusive bargaining representatives when appropriate.

(3) Utilize the Equity Lens when developing a plan for implementing culturally responsive pedagogy, proficiency-based teaching and learning at demonstration sites.

The Oregon Department of Education (ODE) in collaboration with the Office of the Chief Education Officer will:(1) Provide grantees access to facilitated exchanges of best practices and shared

expertise. We may request that you withhold up to 5% of your grant funds to participate in a collaborative workshop.

(2) Facilitate communications between grantees to the statewide STEM Hub network.

E. Use of FundsGrantees must be able to spend funds according to acceptable accounting procedures and be able to provide evidence of such procedures. Costs must be necessary and reasonable to complete the project and be authorized and not prohibited under state or local laws.

Reasonable costs will not exceed that which would be incurred by a prudent person, are ordinary and necessary for the operation of the program, and represent sound business

practices. Lack of documentation is a primary reason for audit findings. Documentation must be available to support each expenditure.

Funds will be available upon official notification (anticipated on or about April 7th, 2014) through June 30, 2015. Grant funds may not be used outside of the award period.

Use of funds may include (but are not limited to) the following: Stipend and travel reimbursements for individuals attending meetings, conferences, or

other professional development activities with a strong alignment to the project outcomes and activities.


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

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

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

Direct staff expenses related to program, activities, coordination and evaluation to project activities. Salary and benefits not to extend beyond June 30, 2015.

Consultation services with a direct alignment to the project outcomes and activities. Support of professional development programs aligned to the project outcomes and

activities. Reasonable expenditures for food during the implementation of programs and/or

activities. Indirect and/or direct administrative costs not to exceed 7% of the total proposed

budget.

Funds may not be used for: Costs considered to be the normal obligation of a public school governing body to

operate a typical comprehensive middle school or high school. Costs associated with writing the proposal. Contractual obligations that extend beyond June 30, 2015, or began prior to the award

date. Purchase of equipment that becomes the property of any individual or organization

other than an eligible project partners or recipient. Purchase of services for personal benefit beyond the project outcomes and activities. Support for travel to out-of-state professional meetings/conferences unless the

meeting is identified in the proposal and attendance will directly and significantly advance the project or is pre-approved if budgeted worksheets have been submitted.

Purchase of office equipment unless directly linked to the program outcomes and measure markers.

Matching Funds

All grant applicants are required to demonstrate a fund match equivalent to at least 25% of the requested funds. Matching funds may include but are not limited to in-kind services, materials, equipment, or other grants. State general school funds are not considered to be matching funds. Matching funds should be included in the budget worksheet and described in the budget narrative.

F. Reporting and AssurancesSuccessful proposals will include specific project outcomes, and an evaluation plan that will provide evidence that there has been progress toward meeting those outcomes within the timeline of the grant. Progress must be measureable through collection of appropriate data, observable through anecdotal records, or documented through other records. The results of the evaluation will be reported to ODE as part of the Final Grant Report. The evaluations will be included in the report to the Oregon Legislature. Any submission of evaluation materials that include images of minors must be accompanied by a signed release form by a parent or guardian.


To facilitate program analysis, recipients will provide additional data related to the impact of the project on students, teachers, and community partners. This data may

include but are not limited to the following: One progress reports (see timetable for approximate date), Interviews and/or surveys conducted by ODE staff or evaluators, and Data on specific measures of student and teacher knowledge and skills related to

project outcomes.

In addition to the signed assurances document included in this RFP, a statement of commitment must be submitted from each of the following, if applicable: A school administrator who will be directly in charge of the school operations A district superintendent A representative of the school board or other equivalent governing body A representative of a parent organization that will be affiliated with the school A representative of the teachers who will be affiliated with the school Any partners who’s support is critical to school implementation

G. Scoring and Appeals ProcessA review committee will score all complete grant applications that were electronically submitted to Jamie Rumage ([email protected]) at the Oregon Department of Education by 3:00 p.m. on Wednesday, March 12th, 2014. All applications will be scored using the scoring criteria provided in this document. Each application will have at least three reviewers. When possible, each proposal will be scored by at least two reviewers from the following sectors: business, industry, STEM community member, student-focused nonprofit, Oregon’s Equity Team, education, professional development, or afterschool provider. This includes specific attention to qualified reviewers who are culturally and/or linguistically diverse. No direct applicant will be accepted as a reviewer.

After scores are compiled, the applications will be placed in rank order. The STEM Review Committee will make final recommendations based on the score and other funding priorities including geographic distribution, number of students impacted, student diversity, diversity of school models, and capacity to implement the project. 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]

III. Application Process

A. Timeline and Important Dates

Completion Dates ActivitiesJanuary 31, 2014 Release of Request for Proposal (RFP)

March 12, 2014 Applications due to ODE by 3:00 PM PDT

March 21, 2014 Applications reviewed and scored

April 7, 2014 Applicants expected to be notified of preliminary award

April 14, 2014 Applicants expected to be notified of final award

November 14, 2014 Interim progress report due

June 15, 2015 Last date to expend funds on grant activities

June 30, 2015 Last date to draw funds

July 31, 2015 Final grant report due

B. Required Application Section

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

(2) Statement of Commitment for Each Lead Organization– school district administrator, district superintendent or college president, representative of the school board or other equivalent governing body, representative of a parent organization that will be affiliated with the school, representative of the teachers who will be affiliated with the school and any business, industry or STEM community partner whose support is critical to school implementation.

(3) Application Narrative – Please refer to the specific format section listed as Application Narrative in the following section. This section may not exceed 15 pages.

(4) Budget Narrative and Budget Worksheet– 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. Please include the Budget Narrative within the 15-page limit. The Budget Worksheet should be placed in the application appendix.

(5) Appendix – The appendix must include any required commitment letters and the detailed outcomes and evaluation plans. Other documentation may be include in the


appendix as a supplement and should be reference in the body of the proposal. The narrative should be able to stand alone as a summary of the project.

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 15 page narrative maximum (excluding cover page, assurances, bibliography,

Appendix C: Outcomes and Evaluations and budget worksheet) No faxed applications Numbered pages Name the file in this format: The agency it is being submitted from, underscore, and

STEM Lab School Grant (e.g., Oregon Department of Education_STEM Lab School Grant)

An electronic version of the completed application including a scanned copy of the signed Statement of Assurances and Statement of Commitment, in Word (.doc or .docx), or PDF format must be received by 3:00 pm on Wednesday, March 12, 2014. 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 Jamie Rumage at [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 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 STEM Lab School Grant (e.g., Oregon Department of Education_STEM Lab School 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.A hard copy of the original signed Statement of Assurances should be postmarked by Wednesday, March 12, 2014 to:

Oregon Department of EducationOffice of Learning255 Capitol Street NESalem, Oregon 97310-0203Attention: Jamie Rumage

Envelopes must be plainly marked: Request for Application-STEM Lab School Grant


An electronic version of the Grant Application,

must be received by

3:00 PM on Wednesday, March 12, 2014

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

mailto:[email protected]

IV. Application Narrative:

(A) Vision & MissionConsider the future where your STEM Lab School has been in operation for five years or more. If someone were to visit your school with the intent of determining how a STEM Lab School is different from a traditional public school, which is not considered to be a STEM Lab School: What principles and approaches have guided the implementation process? How would the student and teachers experience be different from a traditional public

school? What mechanisms would be in place to support continuous improvement? How would growth in student performance be assessed? What contributions would the school be make toward a broader statewide vision of

STEM education?

(B) EquityThe STEM Lab School described within this application must be inclusive. Students enrolled in the school must represent the demographics within your community or region. The priority and emphasis of these schools must use culturally responsive approaches to teaching, align to the Oregon Education Investment Board adoption of the Equity Lens, the State’s 40/40/20 goal and efforts that strive to close the achievement gap. What are the demographics of the communities in which your school will reside? Please

provide the ethnicity and socioeconomic status of populations that are representative of your community.

What are the STEM-related needs and challenges facing student, educators, and the community? In particular, address issues related to historically underserved and underrepresented populations; African American, American Indian/Alaskan Native, girls, Hispanic/Latino and Native Hawaiian/Pacific Islander populations. Please provide relevant student demographic and economic data that relate to those needs.

What services will be in place (either directly or in partnership with another entity) to support the emotional and social needs of students in conjunction with effective culturally responsive pedagogy? (e.g. wraparound services)

What will be the specific strategies to recruit, encourage, engage, and provide opportunities to underserved and underrepresented students and/or educators?

What learning experiences and academic supports will be in place to assist students with understanding of possible STEM related pathways to post-secondary education and/or careers?

(C) Effective Learning Environments The purpose of a STEM Lab School is to demonstrate a change in the STEM education learning environments from a traditional delivery model. To better understand the nature of the learning environment that will drive innovation, critical thinking and creativity in the STEM Lab School culture, please provide details about the effective STEM learning environment that are consistent with your vision and goals.


In what ways will students be engaged in STEM education that are distinctly different from what would be observed in a traditional public school? What evidence-based models to guide instructional practices?

How will you incorporate technology to enhance the STEM learning environments? How will you choose and integrate authentic and inquiry-based learning across different

disciplines? How will you encompass and encourage student input when making curricular decisions? How will different forms of assessments be used to improve student learning and

engagement? How will community assets and partners be involved in supporting effective STEM

learning? How would you support 21st century learning skills that foster critical thinking and

creativity? How will you celebrate or acknowledge student success while encouraging continuous

improvements in student attitude and performance? What learning experiences and academic supports will be in place to assist students with

understanding of possible STEM-related pathways to post-secondary education and/or STEM-related careers?

How will culturally responsive pedagogy be imbedded in planning for student outcomes?

(D) Effective STEM InstructionThe purpose of a cutting-edge learning center is to support the professional learning of current and future educators, both within the school and beyond. STEM Lab Schools will implement innovative education models and educational research in a manner that increases knowledge and capacity of systems and institutions beyond the school itself. Please describe how this STEM Lab School will support effective STEM instruction. What professional learning practices will the school use to support continuous

improvements in teacher content knowledge and pedagogical content knowledge? How will opportunities for teacher collaboration and professional growth be built into the

school schedule? How will the school collect and use evidence to identify and expand use of effective

teaching practices? How will this STEM Lab School contribute to the broader STEM education community

with research and program success?

(E) PartnershipsPartnerships between business, industry, post-secondary education and community members are a foundation for successful STEM education. Strong partnerships provide connections to the community that can engage students while preparing them for careers and education beyond high school and support teachers through STEM content and effective teaching practices. Partnerships can also be a source of continued support from the community that will lead to sustainability. What partnership networks or organizations will directly support the STEM Lab School?

Partnership networks may include but are not limited to regional STEM Hubs, Regional Achievement Compact, math and science partnerships, CTE consortiums, health collaborative, OSTA, NSTA, and NCTM.


How will partners support learning environments that extend beyond the normal school day or school year?

How will partners support continuous improvement in effective teaching practices? How will partners support the connection between the STEM Lab School and other

schools to disseminate effective teaching practices?

(F) Outcomes & Evaluations Provide a description of the STEM Lab School’s related outcomes and evaluation methods. In addition, please provide in the appendix, existing assets, proposed strategies, and a timeline for achieving the outcomes in this section. You may use the sample template provided in appendix C of this RFP or other formats that demonstrate the same connections.

When identifying outcomes, consider the long-term vision for the STEM Lab School. Summarize meaningful, measureable, and manageable outcomes that are related to that vision and can be accomplished within the duration of this grant. Address the following categories in this narrative:

Student Outcomes-Identify student outcomes that are related to conceptual understanding of STEM content, development of critical thinking and problem solving, socio-emotional factors and engagement in STEM learning.

Teacher Outcomes-Identify teacher outcomes that are related to implementation of instructional practices, pedagogical content knowledge, and effective assessment.

Partnership Outcomes-Identify partnership outcomes that are related to community involvement in planning and instruction, ongoing research and evaluation, and continued financial support of the STEM school.

(G) Sustainability PlanThis grant program is designed to jump start the implementation or transformation of a STEM Lab School. It is expected that these funds will be used in conjunction with state general funds and matching funds. STEM Lab Schools must have a plan to sustain operation beyond the life of this grant. What is the plan to sustain the programs and infrastructure of the STEM Lab School

beyond the funding period? Where will additional revenues come from? How will your organization leverage/support/reallocate resources (e.g., fiscal, personnel,

technology, training, materials, etc.) to assist in planning and design for future implementation of your project?

What is your plan for regularly communicating and engaging with external and internal stakeholders? How will you keep partners engaged and focused on your common goals?

How will you sustain the involvement of your greater community in your efforts?

(H) Budget NarrativeDescribe how state funds will be leveraged by private or in-kind donations of time and materials. These matching funds will be used as indicators of support by partners and priority will be given to those who demonstrate the required 25% of matching funds or higher. Please also describe the amount in each line item of the budget was determined. These should clearly reflect the descriptions to the proposed activities. Major single expenditures should be itemized and linked to the specific grant activities. Also, include the following:


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

Identify the nature of 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.

(I) Budget WorksheetComplete a budget worksheet for the STEM Lab School. A sample budget worksheet is provided in appendix D. Matching funds must be included on the budget worksheet. A donation of time should be calculated based on the cost for a formal or informal provider to hire someone to fulfill those responsibilities.


Appendix A

Definitions

(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 THAT WILL BE SERVED:

TOTAL # OF EDUCATORS THAT WILL BE SERVED:

Name of School District(s):

County(s):

School Name:

Project Director:

Mailing Address:

City: State: Zip:

Phone: FAX: E-mail:

Grant Fiscal Agent Name and Title:

Phone: FAX: E-mail:

2014-2015 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 STEM Lab School and use of funding as proposed in the application.

On or before November 14, 2014 the fiscal agent will submit an interim evaluation report and July 31, 2015 an end of grant report to the Oregon Department of Education as outlined in the RFP.

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 their STEM Lab School programs and activities.

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.

Please Print Name of Project Director Signature of Project Director Date


Statement of Commitment from Lead Partners (Please Print or Type)

STEM Lab School Name:

Main Partner Organizations:

Contact Name: Title:

Mailing Address:

City: State: Zip:

Phone: FAX: E-mail:

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

Print Name of Authorized Agent Signature of Authorized Agent Date


List of Additional Partners

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

Name Title Organization Role/Responsibilities

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.


Appendix CSample STEM Lab School Outcomes and Evaluation

Please modify as needed for each outcome.

Outcome 1:

Connection to Vision (meaningful):

Existing assets to support the outcome (manageable):

Strategies to accomplish the outcome: Timeline for implementing strategies:

Measureable or observable evidence related to meeting the outcome. (measureable):

Description of how grant or matching funds will support this outcome.


Appendix DSample STEM Lab School Grant Budget Worksheet

Please modify as needed.

STEM Lab School Name:__________________________________________________________

Fiscal Agent: ___________________________________________________________________

Possible Grant Charges

Object Codes if necessary

In-School Programing

(Expenditures NOT related

to Staff Development)

Out-of-School Programing

(Expenditures NOT related to

Staff Development)

InstructionalStaff Develop (Instructional

Staff Development) Line Total

Anticipated Matching

FundsStaff Salaries Staff Benefits

Instructional, Professional & Technical Services In-State Travel Travel for Evaluation Meeting/Collaboration Workshop *

Evaluation services

Other general Professional & Technical Services

Supplies & Materials

Non-Consumable Items

Computer Software

Computer Hardware Capital Outlay (Depreciable Technology)

Administrative Costs @ 7 %

Total by Function

* We may request that you withhold up to 5% of your grant funds to participate in an evaluation meeting/collaborative workshops.

Appendix E


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

STEM Lab School 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 CriteriaA. Vision & Mission (5%)

The mission and vision statement clearly articulate an implementation model and culture consistent with the principles outlined in this RFP.

Differences in the experiences of both students and educators compared to a traditional public school are clearly conveyed.

Diverse assessment tools will be used as indicators to gage students’ academic growth and development.

It is evident that the school is part of a larger strategy to improve public STEM education in other schools or education programs.

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 underserved and underrepresented students in the community are explicit and appear well understood.

Strategies for ensuring equity of access to, as well as promote interest and participation in, the school by students of color and girls are well thought out and reflect best practices in community engagement.

Culturally responsive support systems will be in place for students, parents, and teachers.C. Effective Learning Environments (25%)

The evidence-based strategies for instruction articulates an implementation model, and reflects a culture, consistent with the principles outlined in this RFP.

The role of technology is clearly designed to deepen student learning, collaboration, and expression.

The focus of learning attends not just to content, but also serves to build 21st Century Skills as well as student motivation and engagement.

Student choice and voice are valued and incorporated appropriately. Authentic formative and summative assessments, as well as public demonstrations of

learning, are integral to the instructional design. Community assets and partners are leveraged to support deeper student learning. Strong efforts are made to integrate learning across disciplines and content domains.

D. Effective STEM Instruction (20%) There are ample opportunities and supports for teachers to work with each other, and

external partners, to reflect upon, assess, and improve their practice. Strategies are evident for the incorporation of quantitative and qualitative data to inform

instruction. Plans for working with external educators and researchers are manageable and not

disruptive to the school environment.E. Partnerships (10%)

Community partners are involved in the planning and implementation of the school, bringing both expertise and resources to support student and teacher learning.

Where appropriate, the school is part of a larger regional strategy to improve STEM education beyond the school itself.


Feeder and destination schools are closely connected to the school to ensure smooth academic transitions and pathways for students.

There are clear connections with local STEM industries and other STEM organizations to provide career-related information and experiences for students and teachers.

Partnerships with educator preparation and professional development programs are in place to facilitate the exchange of research and best practices.

F. Outcomes & Evaluations (10%) Comprehensive goals and outcomes are provided that include closing the achievement

gap and relate to achieving the 40/40/20 goal. Student outcomes value content as well as 21st Century Skills, student motivation, and

socio-emotional development. Teacher outcomes are closely linked with achieving student outcomes. Partnership and Operational outcomes relate to improving program quality and long-term

sustainability. Interim indicator data and measures are logically linked to long-term outcomes, are

readily collected, and will provide meaningful indication of progress and program impact.

Data collection plans are realistic and at an appropriate frequency.G. Sustainability (10%)

Formal partnership agreements are in place that detail responsibilities and appropriate commitment of resources (human and/or financial).

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

participation of internal and external stakeholders. Thought has been given to how the school and supporting partnership might evolve and

expand over time. Awareness exists of potential challenges to the sustainability of the partnership.

H. Budget Worksheet and Narrative (5%) Budget narrative matches budget items. Budget narrative explains what budget items are and their purpose. Budget items are allowable based on RFP guidelines. Proposed budget is reasonable and appropriate for the scope of the proposed activities

and strategies.


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