Request for Proposal (RFP) s4

Request for Proposal (RFP)

Science Technology Engineering and Mathematics (STEM) Innovation Grant: Out of School STEM Innovation

2015-2017

GRANT APPLICATION DUE DATE: FRIDAY, FEBRUARY 5, 2016 5:00 P.M. (PT)

Oregon Department of Education Office of Learning 255 Capitol Street NE Salem, 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. STEM Innovation Grant RFP: Out of School STEM Innovation Grant

Contents

Appendix D – Definitions...... 18 Appendix E – Scoring Guide...... 20

Oregon Department of Education |December 2015 Page 2 STEM Innovation Grant: Out of School STEM Innovation Background and Legislative Intent

In 2011, the Oregon Department of Education (ODE) implemented the Oregon STEM Education Initiative to catalyze the formation of regional Science Technology Engineering and Mathematics (STEM) Education Partnerships along with efforts to transform STEM related instruction. Oregon’s STEM education definition and goals are related to preparation for college, careers, and citizenship needed for improvement in STEM education.

In 2013, the Oregon Education Investment Board proposed strategic investments to support Oregon’s attainment of the 40/40/20 goal. The Oregon STEM Investment Council and the Oregon Education Investment Board recommended expanding activities related to science, technology, engineering, and mathematics (STEM). Supported activities lead to increased student interest, preparation, and attainment in science, technology, engineering, and mathematics for success in STEM related degrees and careers.

In 2015, HB 3072 directed the Department of Education to distribute monies that expand and sustain regional networks that support STEM education. Additionally, four STEM innovation grants were identified to expand the implementation of effective programs related to STEM.

The Out of School STEM Education Innovation Grant aligns to the STEM Council Goals and creates a collaborative network of out of school STEM education providers and resources. The student population target is grades 4-8 with specific focus on historically underserved students.

In order to transform STEM education in Oregon, there will need to be a change in the complexity of the STEM content, in the knowledge and skill teachers bring to instructional practice and the ways in which students are engaged in the instruction. All STEM Innovation grants are designed to address the definition, outcomes, and complexity of the STEM Education Initiative.

STEM Investment Council Goals: 1. Inspire and empower our students to develop the knowledge, skills and mindsets necessary to thrive in a rapidly changing, technology rich, global society. 2. Ensure equitable opportunities and access for each and every student to become a part of an inclusive innovation economy. 3. Continuously improve the effectiveness, access to resources and the number of formal and informal STEM Educators.

Oregon Department of Education |December 2015 Page 3 4. Create sustainable and supportive conditions to achieve STEM outcomes aligned to Oregon’s economic, education and community goals. Equity Lens

All STEM Innovation Grant recipients will be expected to incorporate and adopt the principles of the Oregon Equity Lens, the perspective through which the Oregon Department of Education considers the creation of strategic opportunities for students of color. 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 set of grants 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 the students who have previously been described as “at risk,” “underperforming,” “underrepresented,” 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 critical for us to successfully reach Oregon‘s 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 be successful only 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.

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. General Information

A. Purpose of the Out of School STEM Innovation Project

The Oregon STEM Investment Council, in collaboration with the Oregon Department of Education, is providing a series of STEM experiences for students in grades 4 through 8.

Oregon Department of Education |December 2015 Page 4 These experiences will take place primarily outside of the regular school time: after school, weekends, breaks, and/or summer. The project is funded by the Oregon Legislature as part of the STEM Innovation Grants and is focused on historically underserved students (students of color, students in poverty, students with disabilities, and English language learners). The total project budget is $1.5 million for the 2015-2017 biennium. The funds will be awarded to either a single statewide eligible recipient or multiple regional eligible recipients.

Project outcomes related to this investment include:

 Increase student STEM interest, motivation and enthusiasm in STEM- related activities and careers.

 Ensure that students have opportunities to develop a mindset and confidence to envision their future within STEM careers.

 Increase opportunities for students to engage in interactive, student centered, applied learning, especially in the Math and Science content (aligned to Oregon standards).

 Decrease opportunity gaps among historically underserved student populations (grades 4-8) in science, engineering and mathematics.

 Develop a statewide network of out-of-school providers to disseminate and implement effective practices, ideas and resources for STEM related education.

 Develop baseline data elements to inform size, scope, quality and student outcomes of out-of-school STEM aligned activities.

 Increase opportunities to ensure students receive instruction and support to achieve a high school diploma and preparation for post high school careers related to STEM.

B. Type of Grant

This will be a competitive grant process resulting in up to four awards. The total funding available is $1.5 million. The maximum amount per award is $1.5 million. The STEM Investment Council may advise ODE to negotiate a lower award in order to fund additional proposals to meet other desired criteria, (e.g., geographic distribution). The award is based on the availability of state resources. This grant begins March 15, 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

Oregon Department of Education |December 2015 Page 5 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

Eligible applicants include Oregon public school districts, Education Service Districts (ESD), public charter schools, community colleges, universities, or a combination of such entities. Other Oregon entities may partner with an eligible entity for the proposed project. However, the eligible entity must retain accountability and fiscal responsibility for the implementation of the proposed activities.

D. Grant Requirements

This grant supports out of school time programming for students in grades 4 through 8. Each awardee will be expected to provide a minimum of five different STEM experiences, with 70% or more participation by historically underserved students. Grantees must develop a statewide network of out of school STEM providers. They are expected to collaborate and share effective practices.

In order to accomplish the purpose of this project, grantees will:

 Develop a Project Partnership Team: Each successful applicant will have a project partnership team that will be responsible for the design, metrics, implementation, outcomes and reporting for the project. The team will use the Collaborative Impact Model to conduct their work.

The Project Partnership Team should consist of representation from: K-12 public education; postsecondary education; business, industry, labor and/or trades; STEM Hubs; parent and/or families of historically underserved students; a community based nonprofit that has as part of their mission to improve educational opportunities for underserved students.

 Provide Out of School STEM Programs: The Project Partnership Team will leverage Out of School STEM providers to expand access to at least five different STEM programs targeting historically underserved students. These programs may be from multiple providers and must: . Target participation by 70% or more historically underserved student populations in grades 4 through 8. . Provide STEM learning experiences and activities that include problem, project, purpose and/or place-based strategies aligned to Oregon’s Math and/or Science standards. . Have sufficient program duration and intensity to maximize student outcomes.

Oregon Department of Education |December 2015 Page 6 . Take place in a location other than a school building for a substantial portion of the program time. . Incorporate experiences that fill a gap in the existing resource system for historically underserved students. . Provide interactions with adult STEM role models representing targeted underserved student populations. . Provide a clear risk management plan.

 Create a Networked Community of Practice: One of the outcomes of this project is to develop a networked community of practice that will disseminate effective practices, ideas, and resources that have the potential to be utilized across the state. The project must include two meetings that will involve interested teachers and others from across Oregon in order to facilitate the development of a networked community of practice.

E. Use of Funds

Grantees 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 and may be requested by the Oregon Department of Education at any time.

Use of funds may include (but is not limited to) the following:

 Direct staff expenses related to program, activities, coordination, and evaluation of project activities.  Consultation services with a direct alignment to the project outcomes and activities.  Stipend and travel reimbursements for individuals attending meetings, conferences, or other professional development activities with a strong alignment to the project outcomes and activities.  Materials and equipment for classroom implementation related to the content of project activities.  Reasonable expenses for food, transportation, and relevant educational experiences for students.  Reasonable expenditures for food at professional development sessions.  Direct/indirect administrative costs not to exceed 5% of the total proposed budget.  Materials used primarily for general classroom use, off-site activities, or professional development trainings.

Funds may not be used for:

Oregon Department of Education |December 2015 Page 7  Costs associated with writing the proposal.  Contractual obligations that began prior to the award date.  Purchase of equipment that becomes the property of any individual or organization other than eligible project partners or recipients.  Purchase of services for personal benefit beyond the project outcomes and activities.  Purchase of office equipment unless directly linked to the program outcomes.  Purchase of real property (fixed property such as land, vehicles, or buildings).

F. Reporting and Assurances

Successful applicants will be expected to participate in the evaluation related to the stated outcomes. Data from the evaluation will be included in reports to the Oregon STEM Investment Council and the Oregon Legislature. Any submission of evaluation materials that includes images of minors must be accompanied by a signed release form by a parent or guardian. Reports will link not only statewide evaluation metrics, but also those identified in the proposal.

Evaluation data of this project may include, but is not limited to, the following: • Quarterly online progress reports; • Regular posting of teacher-developed tasks to a site identified by the Oregon Department of Education; • Limited set of student work related to tasks developed by teachers; • Interviews and/or surveys conducted by ODE staff or evaluators; and • One interim report on student participation. • Examples of stories or successful projects or students for publication.

By signing the assurances included in this application, the grant recipient agrees 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 Process

A review committee will score all complete grant applications. Applications must be submitted by 5:00 p.m. (PDT) on February 5, 2016 using the process described in this document. Each application will have at least three reviewers.

The Oregon Investment STEM Council will make grant award recommendations based on the score and other criteria identified in this Request for Proposal (RFP). The Deputy Superintendent of Public Instruction will make the final award decision.

Oregon Department of Education |December 2015 Page 8 The Oregon Department of Education will notify all 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 process used in making the funding decision through the method identified in the notification. Once appeals have been considered, the award decisions made by the Deputy Superintendent are final.

Timeline and Important Dates

Completion Dates Activities December 18, 2015 Request for Proposal (RFP) available online. Technical Assistance Webinar – Understanding the RFP Register for webinar at: January 6, 2016 https://attendee.gotowebinar.com/register/877296406677473100 9 February 5, 2016 Applications due to ODE by 5:00 PM PDT February 19, 2016 Applicants expected to be notified of preliminary award February 26, 2016 Deadline for appeal submission March 4, 2016 Applicants expected to be notified of final award June 30, 2016 Progress Report 1 due to ODE by 5:00 PM September 30, 2016 Progress Report 2 due to ODE by 5:00 PM June 30, 2017 Expenditure and Progress Report 3 due to ODE by 5:00PM September 30, 2017 Final Activity and Expenditure Report due to ODE by 5:00 PM

H. Required Application Section

Only complete applications meeting the specifications listed below will be scored. Each of these sections is described more fully in the following pages. Please submit one document with sections in the order listed below.

Applications should be assembled in the following order:

Cover Page - Appendix A Statement of Assurances - Appendix B Application Narrative – This section may not exceed 15 pages. A. Partnerships B. Collective Impact Model C. Underserved Students D. Networked Learning Community E. Evaluation

Oregon Department of Education |December 2015 Page 9 F. Budget Narrative Budget Worksheet – Appendix C. There is no page limit. Partner Commitment Letters - These letters should identify the specific commitment made by each participant in the project. Commitment letters should be included for all members of the partnership team and each participating district.

Optional: An Appendix including any supporting charts, graphs, tables and/or other materials referenced in the proposal.

I. Format and Application Instructions for Submission

The applicant is responsible for complete application submission. Applicants will not be notified if an application appears to be incomplete. Please check all files before submission. All applications must meet the following criteria: • 12-point font • double-spaced • 1-inch margins on the sides, top, and bottom of 8½” by 11” paper • maximum 15-page narrative as described in the Required Application Section • numbered pages

An electronic version of the completed application, including a scanned copy of the signed Statement of Assurances and Statement of Commitment, must be received by ODE via Secure File Transfer by 5:00 PM on February 5, 2016.

Oregon Department of Education |December 2015 Page 10 Secure File Transfer Process – An electronic version of the complete application must be submitted to [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 Grant Name (i.e. Oregon ESD_Out of School (STEM). 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.

J. Contact Information

For assistance related to the STEM Innovation Grant: Out of School STEM Innovation Grant application, please contact:

Pete Ready Nathan Mauro Donna Brant [email protected] [email protected] [email protected] 503-947-5785 503-947-5686 503-947-5622

Oregon Department of Education |December 2015 Page 11 Application Narrative

The overall project requirements for the STEM Innovation Grant: Out of School STEM Innovation are described earlier in this RFP. The application narrative is focused on determining the readiness of the applicant to implement those requirements with the guidance of the Oregon Department of Education.

A. Partnerships (15 points)

How well is this applicant prepared to implement a Project Partnership Team?

Include the following in your response: • Participating partners and their roles in the design, metrics, implementation, outcomes, and reporting for this project. • Letters from partners that spell out expertise each will bring to the project. • Description of previous experience in running successful projects that involve out of school STEM programming. • Description of previous experience in providing these services to historically underserved students.

B. Collective Impact Model (15 points)

How will your partnership team utilize the Collective Impact Model to meet the outcomes of this project?

Include the following in your response: • Identification of the proposed partnership team’s common agenda, shared measurement, mutually reinforcing activities, communication, and backbone support. • Understanding and prior successful experience with Collective Impact Partnership enterprises. • Definition of Collective Impact roles and responsibilities for each partner, service location, and/or region to be served. • Description of how the families and parents of students to be recruited have had direct input in the program design, metrics, and implementation plans. • Description of the ongoing roles and involvement of family members in the project, in career awareness activities, and any culminating project events.

Oregon Department of Education |December 2015 Page 12 C. Student Experiences (15 points)

There is a requirement to provide a minimum of five different programs for students. Describe each of the planned experiences.

Include the following in your response for each program: • Description of overview, activities, timeline, and participant outcomes. • Explanation of student recruitment strategies. • Explanation of connection between community, school, further learning, and workforce. • Sample array of STEM curriculum materials that addresses problem, project, purpose, and/or place-based learning activities aligned to STEM Council Goals and identified project outcomes. • Evidence of risk management plan to include predation prevention, staff training, record keeping, insurance, transportation and child safety protections. • A sample schedule providing evidence of adequate duration and intensity of experience (total of 70-hours minimum).

D. Underserved Students (15 points)

The overall project must meet the targeted participation of 70% or more for historically underserved student populations in grades 4 through 8. How will this project ensure meeting this target?

Include the following in your response: • Articulation of the needs and strengths of the communities and their respective populations to be reached in each region served. • Identification of specific activities that are intended to recruit and benefit historically underserved students, including the validity of these activities in relation to recruitment. • Description of specific activities and delivery methods that are intended to retain historically underserved students, including the validity of these activities in relation to retention. • Description of differentiated and individualized STEM instructional strategies and examples of comparable implementations.

E. Networked Learning Community (10 Points)

How will this project ensure that effective practices, ideas, and resources are disseminated across the state?

Include the following in your response: • Description of experience in networking out of school STEM providers. • Description of experience in networking out of school non-STEM providers • Description of collaboration with STEM Hubs or other community-based STEM providers. • Plan for dissemination activities that include at least two statewide meetings.

Oregon Department of Education |December 2015 Page 13 F. Evaluation (10 Points)

How will the project measure the success in reaching the stated outcomes (page 4) for these grant funds?

Include the following in your response: • Detailed evaluation plan and clear articulation of what constitutes “success” for this proposal. • Identification of metrics to determine STEM achievement gains, STEM identity growth, and career connections through business and industry partnerships. • Identification of metrics to evaluate the design and effectiveness of the Networked Learning Community activities.

G. Budget (10 Points)

There are two parts to the budget section. The budget narrative should be addressed as part of the narrative response. The budget worksheet can be found in Appendix C. The budget worksheet is not included in the 15-page limit.

Budget Narrative Describe how the amount in each line item of the budget was determined. Relate this description to the proposed activities and outcomes. • Identify roles and responsibilities for each individual with a salary funded partially or entirely through 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.

Budget Worksheet – Appendix C Complete the budget worksheet included in Appendix C.

Oregon Department of Education |December 2015 Page 14 Appendix A – Application Cover Page

Adjust for your needs (Please print or type – all fields must be completed.)

Project Name: Amount Requested:

Project Director: Organization: Address: City: State: Zip: Phone: Email:

Grant Fiscal Agent Contact: Organization (must be an eligible fiscal agent): Address: City: State: Zip: Phone: Email:

TOTAL NUMBER OF STUDENTS THAT WILL BE SERVED:

Appendix B – Statement of Assurances

STEM Innovation Grant: Out of School STEM Innovation 2015-2017 Statement of Assurances

Oregon Department of Education Page 15 • 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 agrees to carry out the project as proposed in the application. • The recipient will submit all required reports and data to the Oregon Department of Education as outlined in the application. • The recipient agrees to participate in all mandatory meetings identified in this application. • Violations of the rules or laws may result in sanctions, which may include, but are not limited to, reduction, revocation, and/or repayment of the grant award. • The applicant certifies that to the best of their 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.

Printed Name of Signature of Superintendent/President Date Superintendent/President (or designee) (or designee)

Oregon Department of Education Page 16 Appendix C – Budget Worksheet

Project Name: ______Fiscal Agent: ______

Instruction Instructional Regular Staff Develop 1XXX Anticipated 2240 Total by Object (Expenditures Matching (Instructional Object NOT related to Funds Staff Staff Development) Development) 1XX Salaries 2XX Benefits Instructional, 31X Professional & Technical Services 32X Property Services Student Transportation 33X Services, Room, and Board 34X Travel 35X Communication 37X Tuition Other General 390 Professional & Technical Services

4XX Supplies & Materials

460 Non-Consumable Items

470 Computer Software Insurance and 65X Judgements Administrative Costs 690 @ 5 %

Total by Function

Oregon Department of Education Page 17 Appendix D - Definitions 1. “Achievement Gap” means the gap in achievement (state test scores in science and mathematics as well as postsecondary degree attainment in STEM) that often exists between students who are economically disadvantaged, learning English as a second language, African American, Hispanic, or Native American, and their peers.

2. “Applied mathematics” engages students in meaningful learning through individual and collaborative experiences that promote their ability to make sense of mathematical ideas and reason mathematically while solving open-ended problems based in real- world situations. Selected applications should leverage natural connections with other disciplines that inspire interesting and useful extensions of mathematics in a variety of settings.

3. “Authentic” 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 develop rich contextual connections across a variety of STEM and non-STEM disciplines.

4. “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.

5. “Career Pathways” are collaborations between education and training partners from secondary schools, community colleges, universities, private career schools, apprenticeships, and/or industry trainers, to provide standards-based curriculum and give direction to the school-based experiences of a student. These career pathways are complete, non-duplicated sequences of learning experiences aimed at preparing students for occupations in specific career areas.

6. “Collective Impact” is an innovative and structured approach to making collaboration work across government, business, philanthropy, non-profit organizations and citizens to achieve significant and lasting social change.

7. “Core Academic Content” means content that is defined by standards adopted by the State Board of Education. STEM core academic content includes science and math.

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

9. “High Need School District” is a district with higher than state averages of historically underserved students (students in poverty, students of color, English language learners, or students with disabilities).

Oregon Department of Education Page 18 10. “Postsecondary Institution” means any public or private educational institution that serves students beyond grade 12.

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, postsecondary institutions, business and 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 and technical education (CTE).

12. “STEM Education” means an approach to teaching and lifelong learning that emphasizes the natural interconnectedness of the four separate STEM disciplines: science, technology, engineering, and mathematics. 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.

13. “Historically Underserved Students” means an English language learner, a student of color, students experiencing poverty, or a student with disabilities.

Oregon Department of Education Page 19 Appendix E – Scoring Guide

Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response A. Partnerships Participating partners and Participating partners and Participating partners and team member roles are clearly team member roles are team member roles are loosely defined and exceed the defined and meet the defined and/or do not meet minimum requirements. minimum requirements. the minimum requirements.

Letters of commitment are Letters of commitment are Letters of commitment are not included and include a high included and include a included or are form letters level of commitment to the statement of commitment to that show support. project. the project.

Extensive experience and Experience and demonstrated Limited or no success in demonstrated success in success in providing successful providing successful out of providing successful out of out of school STEM school STEM programming is school STEM programming for programming for students in established. students in grades 4 through 8 grades 4 through 8 is is established. established.

Extensive prior experience Prior experience providing Limited or no prior experience providing services to services to historically providing services to historically underserved underserved students for historically underserved for students for students in grades students in grades 4 through 8. students in grades 4 through 8. 4 through 8.

Oregon Department of Education Page 20 Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response B. Collective Impact Model The common agenda, shared The common agenda, shared The common agenda, shared measurement, mutually measurement, mutually measurement, mutually reinforcing activities, reinforcing activities, reinforcing activities, communication, and support communication, and support communication, and support are clearly articulated and it is are clearly articulated. are not present or not clearly easy to understand how this articulated. model will guide the success of the project.

Collective impact roles and Collective impact roles and Collective impact roles and responsibilities are clearly responsibilities are somewhat responsibilities are missing or defined for each partner, defined for each partner, loosely defined for each service location, and/or region service location, and/or region partner, service location, to be served. to be served. and/or region to be served.

Clear evidence of extensive Some evidence of Little or no evidence of parent/family involvement in parent/family involvement in parent/family involvement in the design, metrics, and the design, metrics, and the design, metrics, and implementation plans. implementation plans. implementation plans.

Clear evidence of families Evidence of families playing a Unclear what role exists for playing a vital role in the vital role in the project, career families in the project, career project, career awareness awareness activities, and any awareness activities, and any activities, and any culminating culminating activities. culminating activities. activities.

Oregon Department of Education Page 21 Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response C. Student Experiences There is a clear overview of There is an overview of each of There is an overview of some each of the programs. The the programs. The timeline and or all of the programs. The There is a minimum requirement timeline and participant participant outcomes are timeline and participant of five different student programs outcomes are included for included for each activity. outcomes may be included for for students. Each of these each activity. each activity. projects will be held accountable to the following responses. There is a clear recruitment There is a general recruitment There is not a clear recruitment strategy for each program. strategy for each program. strategy for each program.

There is a clear and strong There is somewhat of a There is little or no connection connection between each connection between each between each program and the program and the community, program and the community, community, school, future school, future learning, and/or school, future learning, and/or learning, and/or workforce. workforce. workforce.

There is a compelling sample of There is a sample of the There is a sample of the the curriculum for each curriculum for each program curriculum for all or most program that addresses that addresses problem, programs which may or may problem, project, purpose, project, purpose, and/or place not include problem, project, and/or place –based learning –based learning activities. purpose, and/or place –based activities. learning activities.

There is a clear risk There is a general risk The risk management plan for management plan for each management plan for each each program does not include program that includes program that includes all elements listed. predation prevention, staff predation prevention, staff training, record keeping, training, record keeping, insurance, transportation and insurance, transportation and child safety protections. child safety protections.

Oregon Department of Education Page 22 Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response

There is an extensive schedule There is a sample schedule for There is a sample schedule for for each program providing a each program providing a each program, but it does not minimum of 70 hours. minimum of 70 hours. include the minimum of 70 hours. D. Underserved Students The needs and strengths of the The needs and strengths of the The description of the needs communities and their communities and their and strengths of the respective populations are respective populations are communities is not clearly clear and compelling and communicated and involved a communicated. involved a wide variety of variety of stakeholders. stakeholders. Culturally specific experiences Experiences and activities are Culturally specific experiences and activities are generally loosely identified to recruit and activities are appropriate identified to recruit and benefit students, but the connection to and clearly articulated to historically underserved appropriateness is not clear. recruit and benefit historically students. (Minimum of 5 activities). underserved students. (Minimum of 5 activities). (Minimum of 5 activities). The validity of these The validity of these The validity of these experiences and activities in experiences and activities in experiences and activities in relation to recruitment is relation to recruitment is not relation to recruitment is generally provided in the articulated in the response. clearly articulated in the response. response. Culturally specific experiences Experiences and activities are Culturally specific experiences and activities are identified to identified to retain students, and activities are identified and retain historically underserved but the connection to clearly articulated to retain students. historically underserved historically underserved students is not clear.

Oregon Department of Education Page 23 Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response students. The validity of these The validity of these The validity of these experiences and activities in experiences and activities in experiences and activities in relation to retention is relation to retention is not relation to retention is generally expressed in the articulated in the response. appropriate and clearly response. articulated in the response. There is a clear plan for There is a limited plan for There is a clear and differentiated instructional differentiated instructional comprehensive plan for strategies. strategies. differentiated instructional strategies.

Oregon Department of Education Page 24 Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response E. Networked Learning There is evidence of extensive There is evidence of There is limited evidence of Community experience in working with out experience in working with out experience in working with out of school STEM and/or non- of school STEM and/or non- of school STEM and/or non- STEM providers. STEM providers. STEM providers.

There is evidence of extensive There is evidence of prior There is limited evidence of prior collaboration with STEM interaction with STEM Hubs or prior collaboration with STEM Hubs or other community- other community-based STEM Hubs or other community- based STEM providers. providers. based STEM providers.

There is a clear plan for There is a plan for There is no plan for dissemination activities that dissemination activities that dissemination activities that includes at least two statewide includes at least two statewide includes at least two statewide convenings of STEM educators convenings of STEM educators convenings of STEM educators. as well as other strategies for as well as other strategies for dissemination. dissemination.

Oregon Department of Education Page 25 Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response F. Evaluation A detailed evaluation plan is An evaluation plan is presented An evaluation plan is presented that articulates the that articulates the definition presented, but it is not clear definition of success for the of success for the project. that success is articulated or project. can be measured using the plan.

Measurements proposed will Measurements proposed will Measurements may not clearly capture STEM capture STEM achievement accurately capture STEM achievement gains, identity gains, identity growth and achievement gains, identity growth and career connections career connections through growth and career connections through business and industry business and industry through business and industry partnerships. partnerships. partnerships.

Measurements proposed will Measurements proposed will Measurements proposed may clearly demonstrate the demonstrate the effectiveness not accurately demonstrate effectiveness of the Networked of the Networked Learning the effectiveness of the Learning Community activities. Community activities. Networked Learning Community activities.

Oregon Department of Education Page 26 Sections/Guiding Question High Scoring Response Middle Scoring Response Low Scoring Response G. Budget The budget identifies sufficient The budget does not identify staff to complete the work sufficient staff to complete the with clearly defined teacher: work with clearly defined student ratios for each activity. teacher: student ratios for each activity. The budget includes extensive professional development for The budget does not include staff for each activity. sufficient professional development for staff for each The budget includes sufficient activity. expenses for student safety assurances. The budget does not include sufficient expenses for student No more than 5% safety assurances. direct/indirect administration fees are assessed. More than 5% direct/indirect administration fees are Proposed costs are justifiable, assessed. realistic, and identified. Proposed costs are not justifiable, realistic, and identified.

Oregon Department of Education Page 27