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Request for Applications

Early LearningProfessional Development Grant

2014

Grant Application Due May 12, 2015 at 12:00 noon

Oregon Department of EducationEarly Learning Division775 Summer Street NE

Salem, OR 97301

Professional Development Grant | Oregon Department of Education P a g e | 1

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

Paramount to the Network is support for providers of early learning services, nonprofit organizations and post-secondary institutions for the purposes of providing professional development and supporting providers of early learning services with opportunities for professional collaboration and advancement. Preparing a highly qualified workforce is essential to meet the early learning goal of kindergarten readiness supported by Early Learning Hubs, Quality Rating and Improvement System (QRIS), and measured by the Kindergarten Assessment.

To achieve the Governor's proposed 40/40/20 goals as well as President Obama's Early Learning Initiative, the need for a highly qualified workforce is critical. One critical component of the state and national early childhood initiatives is the investment in an educated early learning workforce. “Among day-to-day experiences, the quality of interaction between provider and child has the most significant influence on development outcomes when these interactions are influenced by the skill and stability of the provider” (Smith, Linda K; Smith, Michele R; 2011). A higher level of education for early learning practitioners is directly linked with the amount of sensitivity to a child’s needs and involvement. Research consistently suggests that a higher level of provider and caregiver education and training, especially education and training that is child-specific, will predict the quality of the program in child care settings (Early, Bryant, Pianta, Clifford, Burchinal, Ritchie, Howes, & Barbarin, 2006; National Institute of Child Health and Human Development, Early Child Care Research Network, 1996; Vandell & Wolfe, 2002).

Creating higher education programs that support non-traditional students is key to enhancing the professional skills of this workforce. Often child care providers either have no college or some college coursework. Many in the early learning workforce must maintain full time employment while obtaining ongoing professional development. Community Colleges need to support early childhood educators and develop and offer coursework that links to the Core Knowledge and Competency Framework (Core Body of Knowledge for Oregon’s Childhood Care and Education Professionals) and delivered in a flexible way to accommodate these students. Currently only 15% of the early learning workforce has a bachelor’s degree and only 5% have an associate’s degree as documented in the early learning workforce data system. Based on these data, focusing on the middle 40 is a critical next step to support a highly qualified workforce.

Those awarded Early Learning Professional Development Grant funds will be expected to incorporate and adopt the principles of the OEIB Equity Lens; through this perspective the


Oregon Department of Education considers the creation of strategic opportunities for educational equity and excellence for every child and learner in Oregon. The Equity Lens provides twelve (12) 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 ending disparities and gaps in achievement begin in the delivery of quality Early Learner programs and appropriate parent engagement and support. This is not simply an expansion of services—it is a recognition that we need to provide services in a way that best meets the needs of our most diverse segment of the population, 0-5 year olds and their families.

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

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

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

We believe 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. Oregon has 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.

Purpose The HB 3233 Early Learning Professional Development Grants for 2014-15 have two purposes:

1. Expand and scale up partnerships involving community colleges to create early childhood stackable and portable certificates, credentials, and/or degree programs that prepare more non-traditional, dual-language educators and that support more seamless transitions from high school to degree completion.

2. Scale up AA degree programs to be flexible in meeting the needs of the existing early childhood workforce and provide a comprehensive array of supports to individuals completing degrees in Early Childhood Education.

Type of GrantBased on the availability of state resources, this grant begins May 30, 2014 and ends on June 30, 2015. The state of Oregon, acting by and through its Department of Education hereinafter called (Agency) on behalf of its Early Learning Division and in collaboration with the office of the Chief Education Officer, will review progress reports and performance data to determine future and continued program funding.

The Department may award up to four grants totaling $400,000.

EligibilityThe Agency will determine the amount of each grant based on the funds available and each grant application. The Agency will allocate funds for the grant program based on an evaluation of the grant application and to what extent the Applicant has met the grant requirements along with the following considerations:

Communities with a high percentage of culturally or linguistically diverse young children. Communities with a high percentage of culturally or linguistically diverse candidates in

the local early childhood workforce. Location of the community to support geographic diversity among the recipients of

grant program funds across the state.

Grant RequirementsSuccessful Applicants must demonstrate a commitment and readiness to design or revise programming that address the following features:

1. Support across post-secondary institutions.


Develop cross-institutional transfer agreements that support candidates as they progress from credentials to certificates to degrees.

Engage in learning dialogues with Early Learning Division staff and other funded early childhood navigators.

2. Provide direct support for students. Incorporation of competency elements. Use of the Equity Lens to plan and implement program features and services. Advising provided by “navigators” who assist, track and support students

throughout their educational journeys. Assist students in leveraging additional resources and supports for student

participation and program completion. Collection of data for students who progress towards degree attainment and those

who leave the program. Academic and student services that support candidates as they progress through

their educational programs. Use of a cohort model of students with similar roles and backgrounds.

3. Program designed for non-traditional students. Flexibility in program location and supports offered such as evening/weekend

courses, local sites, and supported child care. Flexibility around continued employment needs of candidates. Award credit for prior learning. Focused attention to recruitment of culturally and/or linguistically diverse

candidates in partnerships with K-12 and local child care. Utilize an advisory committee of non-traditional students to provide guidance and

input on program design. Recruitment focusing on candidates:

o Whose primary language is not Englisho Who have disabilitieso Who make commitments to continue working in the field for 3- 5 yearso Who are already working directly in the field with childreno Who are already at least a Step 3 on the Oregon Registry indicating readinesso Who are working in an early learning program that is working on achieving a

QRIS rating.

Use of Funds Grantees must be able to spend funds according to Generally Acceptable Accounting Procedures (GAAP) and be able to provide evidence of such procedures. All funds will be provided through the Agency’s Electronic Grants Management System (EGMS). Costs must be necessary and reasonable to complete the project and be authorized and not prohibited under State or local laws.

Reasonable costs must 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 Agency at any time.

Funds will be available upon official award notification (Agency anticipates award notification on or about May 30, 2014) through June 30, 2015. Grant funds may not be used outside the Grant award period.

Use of Grant funds may include (but are not limited to) the following: Stipend and travel reimbursements for individuals attending planning and implementation

meetings with a strong alignment to the project outcomes and activities. 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 at professional development sessions. Indirect administrative costs not to exceed 5% of the total proposed budget.

Grant funds may not be used for: Costs associated with writing the Application. 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 eligible project partners or recipients. Purchase of services for personal benefit beyond the project outcomes and activities. Support for travel for lodging and out-of-state professional meetings/conferences. Purchase of office equipment unless directly linked to the program outcomes.

Reporting and Assurances: Successful Applicants will include specific project outcomes, and an evaluation plan that will

provide evidence there has been progress toward meeting those outcomes within the timeline of the grant. Progress must be documented and measureable, observable through anecdotal records, or documented through other records. The results of the evaluation will be reported to Agency as part of an interim and final Grant Report. The Application and 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, Grantees will provide additional data related to the impact of the project on students, teachers and community partners. These data should include but are not limited to the following:

o Two progress reports. o Interviews and/or surveys conducted by Agency staff or evaluators.


o Data on specific measures of student’s progression in the program related to project outcomes.

By providing Applicant’s authorizing signature to the assurances included in this Request for Grant Application, Applicants and their partners agree to cooperate with Agency and its Early Learning Division to collect and report such data to the extent that it is possible.

Scoring and Appeals Process: An evaluation committee will score all complete grant applications that were electronically

submitted to Lisa Harnisch at the Agency by 12:00 p.m. on May 12, 2014. All applications will be scored using the scoring criteria provided in this document. Each application will have at least three (3) evaluators. When possible, each Application will be scored by at least one Evaluator from the following sectors: community member, post-secondary education faculty, student-focused nonprofit, Agency equity team, and a professional development or early childhood provider. No direct applicant will be accepted as an Evaluator.

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. Recommendations for funding will be presented to the Deputy Superintendent who ultimately makes final award decision.

The Agency will notify the evaluation results to both successful and unsuccessful Applicants and will provide a summary of comments and suggestions related to Applicant’s applications. Applicants will have one (1) week from the date of the Grant Award notification letters to contest the funding decision through the notification process identified. Once appeals have been considered, the Grant Award decisions made by the Agency are final.

Application Process:

A. Timeline and Important DatesCompletion Dates ActivitiesMarch 31, 2014 Release of Request for Proposal (RFP)

April 3, 2014 Webinar on Application Process and Submission

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

May 14-27, 2014 Applications reviewed and scored

May 30, 2014 Applicants expected to be notified of award

December 19, 2014 Interim Report Due

May 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


Required Application Section Application Cover Page – Complete and include the form provided in Appendix B Statement of Commitment from Each Lead Organization – The form provided in

Appendix D is for completion by stakeholders such as: Community Colleges, Early Childcare Providers, Community Organizations, Public or Private Postsecondary Institutions, and Nonprofit Organizations.

List of Additional Partners (Optional) – Complete and include this form provided in Appendix E

Application Narrative – Please refer to the specific format section listed as Application Narrative in the following section. This section should be at least 10 pages but should not exceed 15 pages.

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

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

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 10-15 page narrative maximum, (excluding cover page, assurances, bibliography,

and budget template) No faxed applications Numbered pages Name the file in this format: The Applicant it is being submitted from, underscore,

and Early Learning Professional Development Grant (eg. Oregon Department of Education_ Early Learning Professional Development Grants)

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 12:00 pm on May 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 Teresa Waite at state.or.us using the Secure File Transfer system available on the Agency 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 Applicant it is being submitted from, underscore, and Early Learning Professional Development Grant. Only complete applications submitted by the due


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

date will be evaluated. Contact the Agency helpdesk at 503-947-5715 if assistance is needed with the Secure File Transfer Process.

Applicants must deliver by postage or shipping pre-paid their original hardcopy signed Statement of Assurances and should be postmarked or delivered by May 12, 2014 to:

Oregon Department of Education255 Capitol Street NESalem, Oregon 97310-0203Attention: Lisa Harnisch

Agency will not accept Applicant’s Statement of Assurance with shipping fees or postage due.

Envelopes must be clearly marked: Request for Application—Early Learning Professional Development Grant

Application Narrative and Scoring Criteria

(A) Vision, History and Context (25%)1. What is the long-term vision for the Applicant’s project and what steps will be taken

towards realizing this vision?2. What changes to Applicant’s educator preparation and professional development

for early childhood educators are expected as a result of the project?3. What evidence-based promising approaches are anticipated to be implemented to

achieve the goals and needs of the project? (e.g., recruitment efforts, educator professional development, student supports, collection and analysis of follow up data, etc.)

4. What are the special attributes and resources in the partnership that will enable this project to be effective?

5. How will Applicant’s plan implement the principles of the Equity Lens in order to recruit, prepare, and support more culturally and linguistically diverse early childhood educators?

(B) Community Demographics and Needs Analysis (25%)1. Please identify the perceived barriers in the recruitment of early childhood providers

as described in the application and the proposed strategies for improving recruitment.


An electronic version of the Grant Application

must be received no later than

12:00 PM PDT on May 12, 2014

2. Provide relevant student and economic data that are addressed by the Applicant’s project design and outcomes of the partnership.

(C) Goals, Evaluation and Sustainability Plan (25%)1. What are the Applicant’s specific agreed upon goals for increasing the number of

early childhood educators working towards advanced credentials and degrees? 2. What are the evaluation questions that Applicant will need to answer in order to

support Applicant theory of change?3. Describe the data collection and methodologies that Applicant will need to

determine the extent to which the program design impacts its intended outcomes.4. Provide a description of the measures Applicant will use to assess its impact on

educators, and/or community outcomes, including how they were developed and evidence of their reliability and validity.

5. What is the Applicant’s plan to sustain the programs and infrastructure beyond the Grant’s funding period?

(D) Partnerships and Community Assets (15%)1. What is the role and involvement of the members within the Applicant’s

partnership? 2. What steps will be taken by Applicant to reach out to local early childhood providers

regarding available project resources?3. What is Applicants plan for regularly communicating and engaging with external and

internal stakeholders? 4. How does Applicant see the partnership growing and adapting over time? Also

include the potential challenges in the long-term viability of the model.5. Please provide a sample, in the appendix, of Applicant partnership agreements and a

compiled list of the organizations directly involved in the implementation plan.

(E) Budget Worksheet and Budget Narrative (10%)1. Applicant must develop and provide a budget based on anticipated activities

through the end of the biennium (June 30, 2015). Describe how state funds will be leveraged by private funding or in-kind donations of time and materials. Please list additional support that has been committed for the development and implementation to support the program.

2. Describe how the amount in each line item of the budget was determined. These should clearly reflect the descriptions to the proposed activities. Major single expenditures 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 award.

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


Appendix A

Definitions

1. “Postsecondary Institution” means:a. A community college operated under ORS chapter 341.b. The following public universities within the Oregon University System:

University of Oregon. Oregon State University. Portland State University. Oregon Institute of Technology. Western Oregon University. Southern Oregon University. Eastern Oregon University. Oregon Health and Science University. An Oregon-based, generally accredited, not-for-profit institution of higher

education.

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

3. “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.

4. “Early Learning workforce” means any professional working in an early learning program, including but not limited to center-based and family child care providers,; infant and toddler specialists; administrators such as directors, supervisors and other early learning leaders; Head Start teachers; Early Head Start teachers; preschool and other teachers; teacher assistants; family service staff and health coordinators.

5. “Navigators” means an educational coach or mentor for students in early childhood education programs. The intent is to encompass a wide variety of services that range from assessment to education and career planning, to getting into college, completing a program and job placement. It is a longer-term strategy and its effectiveness is based on relationships with the students and the college partners.


Appendix B

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

Requested funding:Total number of educators that will be served:Total number of partners in the project:

Name of project:

Name of community college:

Name of public or private college or university:

Name of one or more early childhood education providers:

Name of one or more community organizations:

County for each Consortium Partner:

Project Director:

Mailing Address:

City: State Zip:

Phone: FAX: E-mail


Appendix C

2014-2015 Statement of Assurances

The Applicant’s 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 Applicant or its senior designate agrees to carry out the partnerships and use of the Grant funding as proposed in Applicant’s application.

The Applicant’s project director shall submit an Interim Grant Project Evaluation Report on or before October 27, 2014 and a Final Grant Project Report on or before July 31, 2015 to the Agency as outlined in the RFA.

Applicant’s violations of the Grant funding’s rules or laws may result in sanctions, which may include but are not limited to reduction or revocation of grant award.

The Applicant’s fiscal agent agrees to be responsible for adopting and adhering to the Equity Lens.

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 Applicant’s governing body, and that the Applicant agrees to comply with this Statement of Assurances.

The Applicant Authorized Signatory 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) will be adhered to. FERPA is the federal law that protects students' privacy by prohibiting disclosure of education records without adult consent. FERPA also allows parents and students over age 18 to inspect and review education records and request that inaccuracies be corrected.

Print Name of Fiscal Agent Signature Date

Print Name of Project Director Signature of Project Director Date


Appendix D

Statement of Commitment from Partners

(Please Print or Type)

Project Name:

Partner Organization:

Name of Authorized Agent: Title:

Organization Mailing Address:

City: State: Zip:

Phone: Email: Web:

Please explain the role of this partner in the proposed Early Childhood Educator Preparation Grant contributions that this partner will make, and evidence that the proposed activities are integral to this partnership’s plan:

Describe what supports this partner will provide to enhance the collaborative education model. Please provide a statement of commitment and contribution to the project resources (financial, in-kind, materials, expertise, etc.), that may continue beyond the life of the grant.

Print Name of Authorized Agent Signature of Authorized Agent Date


Appendix E (Optional)

List of Additional Partners

The following individuals and/or organizations have reviewed, discussed, and agreed to their part in implementing proficiency-based teaching and learning as proposed in this grant application:

Name Title Organization Role/Responsibilities

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Appendix F

Sample Budget WorksheetPlease modify as needed.

Applicant Name: ________________________________________________________________

Applicant’s Fiscal Agent: _________________________________________________________

Anticipated 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

Development Line TotalAnticipated Matching

Funds

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

Total by Function


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

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