RFP - Oklahoma State Department of Education - OK.gov

Oklahoma State Department of Education Striving Readers Grant Request for Proposals (RFP) 2017-2021 https://www2.ed.gov/programs/strivingreaders-literacy/index.html

RFP Published: Thursday, November 16, 2017 Question and Answer Period Closes: December 1, 2017 Grant Overview/Technical Assistance Webinar: November 29, 2017 http://bit.ly/OSRCL-WebEx Grant Technical Assistance Workshops: December 4, 2017 Oklahoma City; December 5, 2017 Ada; December 6, 2017 Tulsa; December 7, 2017 Enid Intent to Apply- REQUIRED: December 1, 2017 http://bit.ly/SRCL-ItA Proposals Due to OSDE: Friday, January 26, 2018 by 4:00 p.m. (Postmarked or Hand Delivered) Grant Award Notification: March, 2018 Grant Period: March 15, 2018 - June 30, 2021 Question and Answer Period Beginning November 16, 2017 and ending December 1, 2017, questions related to the Oklahoma Striving Readers Comprehensive Literacy grant may be submitted at http://bit.ly/SRCL-Qs and answers will be made publically available at http://bit.ly/SRCL-QA. A general list of Frequently Asked Questions can be found at http://bit.ly/SRCL-QA. Notification of Award Upon completion of the review process, the OSDE will present funding recommendations to the State Board of Education (SBE) in February 2018 for its consideration. Once final funding decisions have been approved by the SBE, project directors will be notified of the status of their proposal in writing. A required meeting of all grantees will be held by the OSDE on March 30, 2018. If you submit a proposal to OSDE, please save this date in case your grant is awarded. View the OSDE Striving Readers Request for Proposals at http://bit.ly/OSRCL-RFP. View all Oklahoma Striving Readers Comprehensive Literacy Grant documentation, resources, event registrations at http://sde.ok.gov/sde/osrcl Oklahoma State Department of Education: OSRCL Program

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Table of Contents Section 1: Grant Overview and Goals

3

Section 2: Eligibility for the Oklahoma Striving Readers Comprehensive Grant

4

Section 3: Award Levels, Planning and Project Activities

5

Section 4: Awardee Requirements

8

Section 5: Proposal Process

9

Section 6: Proposal Review and Evaluation

13

Section 7: Budget Design Considerations

14

Section 7, Part A: Maximum Eligible Costs

15

Section 7, Part B: Allowable/Unallowable Costs

16

Appendix A: Disadvantaged Youth in Proposed Feeder Schools Reporting Template

18

Appendix B: Teacher Needs Assessment Sample Questions

19

Appendix C: Local Literacy Plan Template

25

Attachment A: Proposal Evaluation Scoring Rubric

29

Oklahoma State Department of Education: OSRCL Program

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Section 1: Grant Overview and Goals The Oklahoma State Department of Education (OSDE) is responsible for administering the Oklahoma Striving Readers Comprehensive Literacy (OSRCL) grant funded under Title I, Part E of the Elementary and Secondary Act of 1965. The Oklahoma State Department of Education is authorized to award $20,325,000 to projects for a 3 month planning grant and 3 years of funding to provide quality literacy intervention strategies for the most disadvantaged Oklahoma students. The purpose of the Oklahoma Striving Readers Comprehensive Literacy grant is to support districts in creating and implementing comprehensive literacy programs to advance literacy skills — including pre-literacy skills, reading, and writing — for students from birth through grade 12, including identified English Learner students and identified students with disabilities. To accomplish this goal, applying districts must partner with one and no more than two early childhood providers and coordinate program efforts across elementary, middle school, and high schools that comprise a continuous feeder program structure. OSRCL Project Goals: This grant positions districts to leverage a local literacy plan and local partners to advance literacy skills through projects and activities that are evidence-based, longitudinal, and meet the Government Performance Results Act (GPRA) requirements. Targeted support structures offered by the OSDE OSRCL Team will be designed to ensure all awardees are able to meet the ambitious project goals of: ● increasing the percentage of four year old children who achieve significant gains in oral language skills (6% each year); ● increasing the percentage of participating grade 5 students who meet or exceed proficiency on the Oklahoma state reading/language arts assessment (5% each year); ● increasing the percentage of participating grade 8 students who meet or exceed proficiency on the Oklahoma state reading/language arts assessment (4% each year); and ● increasing the percentage of participating grade 11 students who meet or exceed the ACT or SAT college readiness benchmark in reading and English (4% each year). The OSRCL grant will allow districts to provide literacy services and activities from March 15, 2018 through June 30, 2021, subject to (a) compliance with program requirements, (b) demonstration of effectiveness, and (c) availability of federal funding. School districts must serve as the fiscal agent for the grant.


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Section 2: Eligibility for the Oklahoma Striving Readers Comprehensive Grant Eligible Partnerships Partnership is critical to the success of OSRCL programs. Partnerships eligible to apply for an OSRCL grant must include: ● a continuous feeder pattern structure within a high-needs (see criteria below) district comprised of: ○ elementary schools; ○ one middle school1; AND ○ one high school2 ● one and no more than two non-profit early childhood providers. Partnerships may also include: ● partners that are identified3 in order to assist meeting the established needs in a local literacy plan High-Need Criteria In an effort to ensure that the greatest number of disadvantaged students receive improved instruction and services through the OSRCL, the OSDE considers a district to be high-needs and eligible to apply for OSRCL funding if it meets the following criterion: ● The district free/reduced lunch rate is 50 percent or higher; AND ● The district serves students on a five-day school week beginning with the 2018-2019 school year. AND one of the following: ● has at least 20 percent of the district’s student population identified for Special Education services; OR ● has at least 10 percent of the district’s student population identified for English Learner services. Additional Guidance 1) Partner Roles - The roles and responsibilities of each non-profit early childhood provider and any other identified partners must be well-defined within the grant narrative and a signed Memorandum of Understanding (MOU) must be included for each identified partner with the application. (See Appendix D in th Proposal Framework for MOU documentation). 2) High Needs Determination - Determinations for districts meeting high-need criteria will be based on district reporting on the October 1, 2017 Accreditation Report and districts submitting a school calendar for the 2018-2021 school years that reflect five-day school weeks. 3) Four-Day School Week Pathway to Eligibility - Schools currently offering a four-day school week may be considered eligible if they submit documentation from their school board indicating its intention to transition to a five-day school week no later than the 2018-2019 school year and demonstrates its full intent to maintain such a schedule through the duration of this grant. Any school who chooses to reduce services below a five-day school week will be reviewed by the OSDE and may lose funding under this grant. Districts that have more than one middle school and one high school may apply for more than one grant. However, these districts cannot duplicate any schools or early childhood partners and cannot can not serve more than three elementary schools per application. 2 PK-8 or K-8 districts may apply for a reduced funding amount since they do not will be provide services to high school students. 3 Districts are required to follow their local purchasing policies when identifying vendors or contractual services within their application. The OSDE will require evidence of local board approved purchasing policies prior to making awards. 1


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Section 3: Award Levels, Planning and Project Activities Award Levels The grant award cycle will include a 3 month planning period from March 15, 2018 to June 30, 2018, referred to below as Year 1, and three full school years of funding (July 1, 2018 - June 30, 2021). Year 4 funding is reduced in each case. Funding maximums are provided below followed by grade-band target funding levels. Student Enrollment

PK-12 or K-12 Funding Maximums

PK-8 or K-8 Funding Maximums

1 - 700

Year 1 (4 months) - $57,500 Year 2 (12 months) - $175,000 Year 3 (12 months) - $175,000 Year 4 (12 months) - $117,500

Year 1 (4 months) – $36,383 Year 2 (12 months) - $110,250 Year 3 (12 months) - $110,250 Year 4 (12 months) - $73,867

701 - 1,500


Year 1 (4 months) – $46,778 Year 2 (12 months) - $141,750 Year 3 (12 months) - $141,750 Year 4 (12 months) - $94,970

1,500 - 5,000


-

5,000+


-

Grades Served

Birth to Age 5

Elementary (PK-5 or K-5)

Middle School (6-8)

High School (9-12)

Admin (IDC)

Birth - 12th

15%

40%

20%

20%

5%

Birth - 8th

20%

45%

30%

-

5%

Planning Process Districts must complete a local literacy plan for the OSRCL grant based on a local district needs assessment to determine the programs, curriculum, and initiatives needed to improve literacy for students birth through grade 12 (see local literacy plan template, provided in Appendix C). The local literacy plan should include a focus on the high IMPACT elements for literacy improvement found in the Oklahoma Comprehensive Literacy Plan. The Oklahoma Comprehensive Literacy Plan provides resources to support districts in completing a local literacy plan including: (1) needs assessment tools, (2) partnership recommendations, and (3) research-based practices for improving literacy instruction.


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Evidence-Based Project Activities Programs, curriculum, and initiatives funded through the OSRCL grant must be supported by moderate or strong evidence of effectiveness and documentation of effectiveness must be included within the application. The federal definitions of moderate and strong evidence of effectiveness include: ● Moderate Evidence of Effectiveness - to be supported by moderate evidence, there must be at least one well-designed and well-implemented quasi-experimental study on the intervention. The study must meet What Works Clearinghouse Evidence Standards, with reservations or is of the equivalent quality for making causal inferences. Additionally, to provide moderate evidence, the study should: ○ Show a statistically significant and positive effect of the intervention on a student outcome; ○ Not be overridden by statistically significant and negative evidence on that intervention from other findings in studies; ○ Have a large sample and multi-site sample size (100+); and ○ Have a sample that overlaps with populations (types of students served OR settings (e.g. rural, urban) proposed to receive the intervention ● Strong Evidence of Effectiveness - to be supported by strong evidence, there must be at least one well-designed and well-implemented experimental study (e.g. randomized control trial) on the intervention. The study must meet What Works Clearinghouse Evidence Standards, without reservations or is of the equivalent quality for making causal inferences. Additionally, to provide strong evidence, the study should: ○ Show a statistically significant and positive effect of the intervention on a student outcome; ○ Not be overridden by statistically significant and negative evidence on the same intervention in other studies that meet What Works Clearinghouse Evidence Standards with or without reservations or are the equivalent quality of making causal inferences; ○ Have a large sample and multi-site sample (100+) ○ Have a sample that overlaps with the populations AND settings By federal statute, programs and initiatives funding through the Striving Reader program must meet moderate or strong evidence of effectiveness. Resources for identifying programs that meet moderate or strong evidence of effectiveness include, but are not limited to,: ● What Works Clearinghouse: https://ies.ed.gov/ncee/wwc/FWW ● Best Evidence: http://bestevidence.org ● ESSA: www.evidenceforessa.org


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Example Program Activities Examples of evidence-based activities that can be supported by the OSRCL program and included in local literacy plans may include, but are not limited to Activity

Description

Out-of- School Time

Quality before and/or after school programs focus on emerging foundational literacy skills and on-going speaking, listening, writing, and reading skill development.

Double Dosing

Double dosing provides additional time during the school day for targeted literacy intervention with a certified teacher.

Summer School

Summer programs extend the school year into the summer months and provide enriching opportunities to foster a love of reading and develop speaking, listening, and writing skills.

Tutoring

Quality adult tutors receive professional learning in foundational literacy skills and the Oklahoma Academic Standards for English Language Arts and provide additional support for struggling readers.

Instructional Coaches

Instructional coaches support staff, identify leadership needs, and facilitate decision-making about instruction with a goal to increase educator instructional expertise and to effectively impact literacy outcomes for students struggling to meet the Oklahoma Academic Standards for English Language Arts.

Literacy Interventionists

Literacy interventionists provide students with instructional and foundational literacy skills. They have depth of knowledge and training in literacy and are adept at identifying students at-risk of not meeting literacy benchmarks.

Professional Learning Communities

A PLC is a group of teachers, administrators, coaches and school staff that meets on a regular basis with the goal of collaboratively improving practices in the classroom and school in order to support literacy outcomes for students who have not yet met the Oklahoma Academic Standards for English Language Arts.

Targeted Professional Development

Evidence-based practices focus on improving teaching practices in a particular content area and/or a particular grade level in order to meet student needs. They must be aligned to the Standards for Professional Learning which include Professional Learning Communities; leadership training; prioritizing, monitoring, and coordinating resources; using data to plan, assess, and evaluate professional learning; integrating theory, research, and models of learning; applying research on change and sustaining support for implementation of professional learning for long-term change; and aligning its outcomes with educator performance and student curriculum standards.

Parent/Community Engagement

Families, community members, and educators come together as equal partners to engage in decision-making processes.


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Specialized Learning Materials

Districts may purchase specialized literacy learning materials for students from birth through grade 12 that are aligned to the Oklahoma Academic Standards for English Language Arts and will create well-structured curricular and instructional approaches for particular grade levels of students.

Section 4: Awardee Requirements Fiscal Responsibilities The OSDE has determined that fiscal responsibility for the grant must rest with the school district who will also serve as the applicant agency. All OSRCL funds must be placed in a Fund 11 (general funds) account. According to this grant’s federal guidelines, administrative costs are allowable and are limited to 5% of the total annual budget, including any indirect costs. Administrative costs may include indirect costs, funds to administer the grant, funds for a project director, and/ or funds to maintain the fiscal controls for the grant. Districts will be required to submit to the Oklahoma State Department of Education their purchasing policies prior to receiving their grant award (March 15, 2018). Allowable Expenditures OSRCL Program funds must be spent on costs associated with meeting the stated purposes of the Striving Readers Comprehensive Literacy Grant and that are supported by moderate or strong evidence of effectiveness. All costs must be reasonable and allocable (see 2 C.F.R §200.404-405), and must abide by the Cost Principles set out in 2 C.F.R §200.E. Further guidance can be found in Section 7, Parts A and B of this RFP .


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Section 5: Proposal Process Proposals submitted in response to this RFP must be prepared using the Proposal Framework provided by the OSDE and submitted in accordance with the following guidelines. Access the Proposal Framework (Application) here by completing the Intent to Apply at http://bit.ly/SRCL-ItA. Format Requirements Proposals that do not comply with the following formatting requirements will not be reviewed or considered for funding. ● Narrative is limited to 20 double-spaced pages using 12 pt. Times New Roman or Arial font only. Page limits exclude all worksheets, Appendices and budget forms. However, in text citations, charts, tables, figures, and graphs may be single-spaced ● Use 1” margins at the top, bottom, and both sides ● Typewritten and saved as a Microsoft Word read-only document or PDF file on a thumbdrive ● Footer on each page with the page number and district name ● Include a cover page which can be found in the framework document Proposal Delivery Partnerships must send one original and one copy of the complete proposal along with a thumb drive containing one complete proposal file in Microsoft Word (read-only) or PDF format. ● All proposals must be received with by the OSDE by 4:00 p.m. CST on Friday, January 26, 2018. ● Incomplete, late, or incorrectly formatted proposals will not be scored or considered for funding. ● Applicants are encouraged to use express, certified, or registered mail. ● Faxed or emailed proposals will not be accepted. ● Mail one original and one copy of the complete proposal along with a thumb drive containing one complete proposal file in Microsoft Word (read-only) or PDF format to: Dr. Brook Meiller, Project Director Oklahoma Striving Readers Comprehensive Literacy Project 2500 N. Lincoln Blvd., Suite 315 OKC, OK 73105 Proposal Framework The OSDE has prepared a comprehensive Proposal Framework to be used by ALL districts in preparing a proposal for funding consideration. Evident in this framework is the requirement for every district to complete a local literacy plan aligned to the high IMPACT elements for literacy improvement found in the Oklahoma Comprehensive Literacy Plan. Furthermore, all proposals must include the following components, presented in the sequence specified below.


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All grants must provide services for all students from birth to grade 12 within their narrative (or birth to grade 8 for dependent districts). The Proposal Framework contents and expectations are provided below: 1. Grant Application Cover Page 2. Application Preparation Checklist and Table of Contents 3. Project Abstract: All applicants must provide a 1-page, single-spaced abstract of the proposal that briefly and concisely describes the program to be implemented and summarizes the intended results of the program. It should identify the project partners, the grade band(s) and content area(s) of proposed work, and the needs identified in the applying district’s local literacy plan. Grant Narrative 1. Need for the Project by Grade Band 1.1.

The rationale for the project must include the current status of student achievement in reading and literacy for the targeted grades and should be disaggregated in table form by gender, ethnicity, socioeconomic factors, identified English learners (EL), and identified students on an Individualized Educational Plan (IEP). This section must clearly demonstrate a district’s high-need qualification. The results of the teacher and student needs assessments must be used in the establishment of the proposed project strategies that are utilized to meet the goals identified in an applying district’s local literacy plan and the OSRCL program.

1.2.

The narrative must identify specific gaps or weaknesses in current literacy instruction or in teacher literacy content knowledge. This baseline information must be determined using a current (within the past 12 months) content-driven assessment of teacher professional learning needs. It should also include a description of the methods used to collect this information.

2. Project Design 2.1

Goals and Objectives – The project narrative must use the results of a needs assessment to identify measurable project objectives for the OSRCL subgrant. The objectives should also align to the OSRCL project goals defined in Section 1 of this document.

2.2

The project design should describe how the sites will create a print rich environment in the classrooms as an important component of literacy development. Print rich literacy environments offer accessible materials for students to use as they develop their literacy skills. Print rich literacy environments include a variety of environmental print, classroom libraries, a writing center, and content area literacy centers.

2.3

The project design should describe any literacy curriculum or initiatives that will be used to supplement, not supplant, existing programs, materials, and interventions. The applicant should provide evidence that all new programs and interventions meet the moderate or strong evidence of effectiveness as defined in Section 3 of this document.


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2.4

The project design should describe the proposed personnel for the project including any additional literacy instructional staff (excluding classroom teachers which are not an allowable cost) and provide research to support the selection of the proposed literacy staff.

2.5

The project design should describe how each site of the feeder pattern will develop, expand, or implement a plan for an effective Multi-Tier System of Support (MTSS) model for all students in grades K-12. The plan must include descriptions of literacy screening assessments to be administered at least twice a year and instructional conditions tiered according to intensity and need at every grade level.

2.6

The project design should describe how the families and the community will be involved in providing literacy for students from birth through grade 5. Events should be clearly defined with specific dates, presenters, and topics.

2.7

The project design should describe the coordination of services with at least one and no more than two early childhood providers in the community to ensure that children from birth to age 5 will be served.

2.8

The project design should include a detailed professional development plan for early childhood provider staff and PK-12th grade teachers determined by an identified need analysis. The narrative should describe the type of professional development to be offered, the evidence that the professional development meets the moderate or strong evidence of effectiveness, the frequency of the professional development, and additional details that clearly describe the professional development plan.

2.9

The project design should describe the management plan by which all partners are fully engaged to realize the project outcomes. It should describe in detail the specific roles, responsibilities, and time commitments of those involved in program implementation.

3. Monitoring Progress/ Assessment/Evaluation 3.1

The narrative should include a link between the applicant’s proposed objectives and their evaluation plan including the identification of specific data to be collected, who will be responsible for collecting the data, what instruments will be used, and when the data will be collected.

3.2

The narrative should include a clear description of the assessment process that will be used PK-12 including the diagnostic assessments to be given to students at each grade level, what instruments will be used, and how often they will be assessed. The narrative should also describe how a multi-tiered system of support will be monitored at all three phases of implementation, including what instruments will be used, what reports will be completed, and how parents will be informed of the results.


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4. Sustainability 4.1

The narrative should include a sustainability plan for the project including evidence of how existing resources and funding will be braided to continue proposed literacy staff and/or programs. The narrative should include evidence of how the applicant will ensure that 10% of their Title I and Title IIA funds will be used to support their local literacy plan.

Budget and Budget Narrative The grant application should include one budget form for each year of the project for each grade span to be served (i.e., birth to age 5; elementary; middle school; high school). This should include a Year One budget that will be a four month planning initiative (March 15, 2018-June 30, 2018), and three full school years of funding (July 1, 2018-June 30, 2021). Please note the funding limits per year as defined in Section 2. The amounts requested for each budget line item should be documented and justified in a budget justification narrative. Amounts and expenses budgeted also must be separated by the federal required grade spans and consistent with the proposing district’s policies and procedures and cost accounting practices used in accumulating and reporting costs. All costs must be reasonable, allowable, allocable, and necessary (see 2 C.F.R §200.404-405), and must abide by the Cost Principles set out in 2 C.F.R §200.E. Please see Section 7, Part B for a sample of allowable and unallowable costs. The budget and the corresponding budget narrative should be aligned with the activities described in the proposal narrative. To download the OSCRCL Budget and Budget Justification Narrative form go to: http://sde.ok.gov/sde/documents/2017-11-15/osrcl-project-budget-template Appendix The grant application should include, as Appendices, the following items: Appendix A: Disadvantaged Youth in Proposed Feeder Schools (Sample Template Provided) Appendix B: Teacher Needs Assessment (Sample Questions Provided) Appendix C: Local Literacy Plan (Sample Template Provided) Appendix D: Memorandum of Understanding (MOU) signed by all partners included. The MOU should clearly outline the role and contributions of the partner and provide evidence that the proposed partnership activities are integral to the partner’s instructional mission. It should be signed by the authorized authority of each agency. All partners should clearly indicate their willingness to participate in a national Striving Readers evaluation and share aggregate student data in a timely fashion for annual reports to the Oklahoma State Department of Education and US Department of Education (Form Provided in the Proposal Framework) Appendix E: Partnership Form for Each Partner (Form Provided in the Proposal Framework) Appendix F: Statement of Assurances (Form Provided in the Proposal Framework) Oklahoma State Department of Education: OSRCL Program

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Section 6: Proposal Review and Evaluation The OSDE will review proposals as they are received for eligibility, completeness, evidence of effectiveness, and compliance with application requirements. If, in the judgment of the OSDE, a proposal is late or significantly incomplete, or if an applicant cannot establish its eligibility, the proposal will be omitted from consideration. In such cases, applicants will be notified of the decision in writing, and the decision of the OSDE is final. An external review panel whose members have substantive expertise in literacy teaching and learning will be convened to review all eligible proposals. The OSDE will recruit review panelists who bear no conflict of interest towards any of the grant applications. The review panel will utilize a scoring rubric to evaluate the merits of each eligible proposal, assign a score, and make recommendations to the OSDE in terms of program, budget, and efficacy. The review panel’s scores and recommendations will be the primary determinant of successful proposals and will form the basis for negotiation and final selection. Proposals will be ranked according to the final score assigned by the review panel. The OSDE will submit award recommendations to the Oklahoma State Board of Education for the funding of those proposals that show the most promise for improving literacy achievement for students. Applicants may be asked to revise the project budget and/or scope of project work based on review panel recommendations. Review Criteria The detailed scoring rubric that will be used by the review panel to assess applicant proposals can be found as Attachment A. External reviewers will evaluate the OSRCL subgrant application according to the following criteria and will award funds to the highest ranked applications. No application that receives a score below 70 will be funded. Component

Possible Points

Need for the Project

16

Local Literacy Plan

24

Project Design

40

Monitoring Progress/Assessment/Evaluation

16

Sustainability

5

Total Points


101

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Competitive Priority Point - District will serve high number of disadvantaged students - 3 extra points if all elementary schools served through the grant meet the 50% free/reduced lunch requirement; 1 extra point if the middle school meets the 50% free/reduced lunch requirement; 1 extra point if the high school meets the 50% free/reduced lunch requirement.

5

Competitive Priority Point – District is in the bottom 1% in Reading identified by OSDE and based on 2017 state assessment data.

2

Total Possible Points

108

Section 7: Budget Design Considerations Budget Completion To ensure federal compliance with this project, budget funds are very specific to the various grade spans to be served through this project, as described in Section 3. Applicants must separate their budgets by grade span according to these percentages: K-12 Budget Allocation Plan ● Birth to age 5 - 15% of total budget request ● K-5 - 40% of total budget request ● Middle school - 20% of total budget request ● High school - 20% of total budget request ● Administrative costs (including indirect costs) 5% of total budget request K-8 Budget Allocation Plan ● Birth to age 5 - 20% of total budget request ● K-5 - 45% of total budget request ● Middle school - 30% of total budget request ● Administrative costs (including indirect costs) 5% of total budget request Funding for staff or curriculum may be spread across these funding bands with definitive percentages divided and clearly illustrated within the grant. For example, a literacy coach may be hired to serve elementary and middle school with salaries divided equally between the two grade span budgets. Salary Paid by Grant For full-time employees working partial or complete work days on the grant, applicants must detail the professional development instruction or coaching (instructional salaries) duties to be performed by the employee and to whom they are providing the services. Applicants must be sure to include an appropriate cost Oklahoma State Department of Education: OSRCL Program

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basis such as the hourly rate and the number of hours worked. For salaries, show the annual salary (if less than 12 months be sure to identify the percentage of time covered by the salary) and the percentage of that salary being paid by the grant. For new staff to be hired from the grant (instructional coaches, interventionists, etc.), applicants must provide the time commitment for the position(s), and the hourly rate of pay or annual salary. Note: Classroom Teacher salaries are not permitted with OSRCL funds. No Reallocation The OSDE will disallow all ineligible costs, as well as costs not supported by the Project Activity Plan. These funds will not be eligible for reallocation. Sub-granting: The district must be aware that sub-granting funding from this award is not allowable. Supplement, Not Supplant Grant funds must be used to supplement and not supplant existing efforts of the district. Federal funds cannot be used to pay for anything that a grant applicant would normally be required to pay for with either local or state funds. This requirement also covers services previously provided by a different person or job title. The exceptions are for activities and services that are not currently provided or statutorily required, and for component(s) of a job or activity that represent an expansion or enhancement of normally provided services. Persons with Administrative and Instructional Services Require Separate Budgets For any person whose project duties include both administrative and instructional services, create separate budget entries showing the requested amount for each set of services. Describe the grant-related services to be provided, as well as whether or not the person is working outside regular hours, and describe each fringe benefit.

Section 7, Part A: Maximum Eligible Costs 2 C.F.R. §200.E sets forth Cost Principles that are in effect for State-Administered Grants awarded after December 26, 2014 (see Vol. 79 Federal Register No. 244). Stipends: Funds may not be used to augment the total salary or salary rate of faculty/staff members during the period covered by the term of staff appointment or to reimburse staff members for consulting or other time in addition to a regular full-time organizational salary covering the same general period of employment. Exceptions may be considered for weekend, evening classes, or for administrative work done outside of contract time. The names of the staff, the estimated number of full-time-equivalent academic-year, summer, or calendar-year person-months for which funding is requested, and the total amount of stipends requested per year must be listed. Stipends requested must be consistent with the organization’s regular practices. As with all uses of federal grant funds, the grantee will need to maintain records to document that payment of stipends is reasonable and necessary to the approved project. (2 C.F.R §200.430) Contractual Services: Costs must be reasonable and consistent with costs normally associated with such services. Consultant expenses should include travel costs and should be calculated according to the state regulations governing travel and lodging expenses. The contractor must provide a contract for services and must maintain liability insurance for their contracting business. For guidance on when obligations are made, see EDGAR §76.707. Oklahoma State Department of Education: OSRCL Program

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The intent to enter into such arrangements must be disclosed in the proposal, and a separate budget should be provided for each contract, if already identified, along with a description of the work to be performed. Otherwise, the disclosure should include a clear description of the work to be performed, and the basis for selection of the contractor. All contractual services must adhere to local purchasing policies and be in compliance with federal policies. Travel: Travel expense reimbursement is limited to the state-approved (or district approved if more restrictive) rate per mile and per diems for in-state and out-of-state travel. Other travel arrangements should be made by the least expensive means available. Travel and its relation to the proposed activities must be specified and itemized by destination and cost. Funds may be requested for field work, attendance at regional, state, or national meetings and conferences, and other travel associated with the proposed work, including subsistence. In order to qualify for support, however, attendance at meetings or conferences must be necessary to accomplish proposal objectives. Districts will be closely monitored to ensure travel impacts student achievement. (See 2 C.F.R. §200.474) Materials and Supplies: Funds may be spent on materials and supplies to facilitate literacy development for children from birth through grade 12 and the professional learning of teachers. The budget justification should indicate the general types of expendable materials and supplies required. Materials and supplies are defined as tangible personal property costing less than $5,000 per item/unit, or other lower threshold consistent with the policy established by the proposing organization. Administrative Costs is the maximum restricted, cost rate allowed for this particular subgrant program. The indirect cost rate of a district must be included within this 5% administrative cap.

Section 7, Part B: Allowable/Unallowable Costs OSRCL Program: Allowable Expenses Allowable costs are those that are necessary and reasonable for implementation of the OSRCL project and are able to be linked to specific activities of the project. Salaries ● ● ● ● ● ●

Partial salary for district OSRCL project director/literacy leader (districts are restricted to 5% total administrative costs, including indirect costs) Salary for literacy interventionist or reading specialist/coach Salaries for personnel for before/after or summer programs Stipends for extended time for tutoring Substitute pay and/or stipends for professional development Stipends for after school and/or summer professional development during non-contract time (excluding district administrators)

Employee Benefits ● ● ●

Partial employee fringe benefits for OSRCL project director/literacy leader (LEAs restricted to 5% total administrative costs including indirect costs) Employee fringe benefits for OSRCL staff including tutors, extended learning staff, non-contract professional development training and substitute teachers Tuition reimbursement for key personnel to receive reading endorsement/certification, with exceptions


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Purchased Professional & Technical Services ●

Consultant/vendor services for professional development or other related activities consistent with the local literacy plan to effectively implement OSRCL project activities

Purchased Property Services ●

Repairs and maintenance of equipment purchased with OSRCL funds

Other Purchased Services ● ● ●

Site licenses for data management, iPad applications, eBooks, eReaders, etc. purchased wtih OSRCL funds In-state travel, mileage, registration fees to attend literacy training, conferences, and workshops Out-of-state travel to attend literacy meetings or conferences

Supplies ● ● ● ● ● ● ● ●

Materials and supplies needed to support Oklahoma Academic Standards aligned curriculum and consistent reading program within a school, including library materials Assessments required for OSRCL implementation Library books Supplemental reading intervention program materials aligned to the Oklahoma Academic Standards and meet moderate or strong evidence of effectiveness Family literacy, parent outreach, and training materials to support literacy improvement Office supplies for OSRCL staff Professional development materials for teachers, administrators, and OSRCL staff, including books for book studies and other literacy-related publications Access to, and participation in, electronic networks for materials, training, and communication (e.g., platforms such as Blackboard)

Other ●

Administrative costs up to 5% of total budget request which includes a district’s negotiated indirect cost rate plus any other administrative costs for grant management.

OSRCL: Unallowable Expenses (Not an exhaustive list) ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Furniture for office use Salaries and benefits of classroom teachers and clerical/secretarial staff Pre-award costs Entertainment, refreshments, snacks, alcohol Field trips or retreats Promotional or marketing items Decorative items Land or building acquisition Construction costs or renovations/remodeling costs Gifts or incentives Fundraising costs Dues to organizations, federations, or societies for personal benefit Technology that is not supported by the proposed evidence-based literacy plan Student services such as AP testing fees, concurrent enrollment fees and books, or other direct student services Convocation/graduation costs


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Appendix A: Disadvantaged Youth in Proposed Feeder Schools Reporting Template

Feeder School/Site Name and Grade Configuration (List in order: preschools/early childhood, elementary, middle, and highs schools)

Oct. 1, 2017 Free & Reduced Lunch

#

%

Oct. 1, 2017 English Learners

#

%

Oct. 1, 2017 Students with Disabilitie s

#

%

Oct. 1, 2017 Homeless

#

%

2016-17 Total Students Not Proficient on ELA State Assessments

#

%

2017-18 Over Age Students in 9th Grade

#

%

Other*

#

%

*Other: Migrant, New Immigrants, Foster Care, Pregnant or Teenage Parents, Previously Incarcerated


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Appendix B: Teacher Needs Assessment Sample Questions Adapted from University of Michigan Literacy Instructional Practices Teacher Survey, Wilkinson County Elementary School Literacy Survey, and International Association for the Evaluation of Educational Achievement Progress in International Reading Literacy Study.

The sample survey questions serve to assist districts gather data about the the literacy professional development needs of teachers. The survey questions are meant to assess teacher content knowledge in the area of literacy instruction. The survey questions can be given to any teacher who works with students in the area of literacy.

About Being a Teacher

Including this year, how long have you been teaching? ● 0-1 years ● 2-5 years ● 6-10 years ● 11+ years What is your highest level of education you have completed? ● High school ● Vocational/technical certificate after high school ● Bachelor’s degree ● Master’s degree ● Education Specialist ● Doctorate During your college or university education, what was your major area(s) of study? ● Early Childhood Education ● Elementary Education ● Mathematics ● Science ● English ● Other Did you teach ELA this year? ● Yes ● No Indicate the grades in which you taught ELA (mark all that apply). ❏ ❏ ❏ ❏

PreKindergarten Kindergarten 1st grade 2nd grade

❏ 3rd grade ❏ 4th g rade ❏ 5th g rade

❏ 6th grade ❏ 7th g rade ❏ 8th g rade

❏ ❏ ❏ ❏

9th grade 10th grade 11th grade 12th grade

How often do you have the following types of interactions with other teachers? (never or almost never, 2-3 times per month, 1-3 times per week, daily or almost daily) ● Discuss how to teach a particular topic ● Collaborate in planning and preparing instructional materials. ● Share what I have learned about my teaching experiences. Oklahoma State Department of Education: OSRCL Program

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● ●

Visit another classroom to learn more about teaching. Work together to try out new ideas.

Instruction How often do you do the following in teaching this class? (every or almost every lesson, about half the lessons, some lessons, never) ● Summarize what students should have learned from the lesson. ● Relate the lesson to students’ daily lives. ● Use questioning to elicit reasons and explanations. . What proportion of the time spent on English language instruction and/or activities is spent on the following skills? ● Reading - ___% ● Grammar and spelling - ___% ● Writing composition - ___% ● Speaking and listening - ___% ● Other - ___% When you have reading instruction and/or do reading activities, how often do you organize students in the following ways? (always/almost always, often, sometimes, never) ● I teach reading as a whole class activity. ● I create same ability groups. ● I create mixed ability groups. ● I use individualized instruction for reading. ● Students work independently on an assigned plan or goal. ● Students work independently on a goal they choose themselves. When you have reading instruction and/or do reading activities with the students, how do you use the following resources? (basis for instruction, supplement, not used) ● Textbooks ● Reading series (e.g., basal readers, graded readers) ● Workbooks or worksheets ● A variety of children’s book (e.g., novels, collections of stories, nonfiction) ● Materials from different curricular areas ● Children’s newspapers and/or magazines ● Computer software for reading instruction ● Reference materials (e.g., encyclopedia, dictionary) When you have reading instruction and/or do reading activities with the students, how often do you have the students read the following types of text (in print or electronically)? (every/almost day, 1-2 x weekly, 1-2 x monthly, never/almost) Literary Reading Materials ● Short stories (e.g., fables, fairy tales, action stories, science fiction, detective stories) ● Longer fiction books with chapters ● Plays ● Other Oklahoma State Department of Education: OSRCL Program

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Informational Reading Materials ● Nonfiction subject area books or textbooks ● Longer nonfiction books with chapters ● Nonfiction articles that describe and explain about things, people, events, or how things work When you have reading instruction and/or do reading activities with the students, how often do you do the following? (every/almost day, 1-2 x weekly, 1-2 x monthly, never/almost) ● Read aloud to the class ● Ask students to read aloud ● Ask students to read silently on their own ● Give students time to read books of their own choosing ● Teach students strategies for decoding sounds and words ● Teach students new vocabulary systematically ● Teach or model skimming or scanning strategies How often do you ask the students to do the following things to help develop reading comprehension skills or strategies? (every/almost day, 1-2 x weekly, 1-2 x monthly, never/almost) ● Locate information within the text ● Identify the main ideas of what they have read ● Explain or support their understanding of what they have read ● Compare what they have read with experiences they have had ● Compare what they have read with other things they have read ● Make predictions about what will happen next in the text they are reading ● Make generalizations and draw inferences based on what they have read ● Describe the style or structure of the text they have read ● Determine the author’s perspective or intention After students have read something, how often do you ask them to do the following? (every/almost day, 1-2 x weekly, 1-2 x monthly, never/almost) ● Write something about or in response to what they have read ● Answer oral questions about or orally summarize what they have read ● Talk with each other about what they have read ● Take a written quiz or test about what they have read Please describe your use of the following ELA instructional activities - Reading Text in the past year. (daily, frequently [2-5 times per year], occasionally [2-4 times per month], never) ● Students read aloud unfamiliar text. ● Students reread familiar stories multiple times. ● I listen to students read aloud without correcting errors. ● I listen to students read aloud and correct errors immediately. ● I stop students while reading and have them self-correct misidentified words. ● I provide error correction guidance, without pronouncing the word, when an error occurs during students’ reading. ● I discuss new and unusual words before reading. ● I pre-teach students how to read unfamiliar / multisyllabic vocabulary words before students encounter them in reading text. ● Students are given time to read on their own for enjoyment. ● I include writing opportunities in reading instruction. ● I provide spelling instruction during reading instruction time. Oklahoma State Department of Education: OSRCL Program

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Please describe your use of the following ELA instructional activities - Working with Sounds and Words in the past year. (daily, frequently [2-5 times per year], occasionally [2-4 times per month], never) ● I teach students to decode multi-syllabic words in isolation. ● I teach decoding skills while reading stories ● Students say sounds in unfamiliar words as they read and write. ● Students memorize sight words. ● Students read irregularly spelled words and nonsense words in isolation or on flash cards. ● Students practice reading high frequency words for automaticity. ● Students use knowledge of root words, prefixes, and suffixes to decode new words. ● Students use context clues to identify unknown words. ● Students practice reading and writing words as separate syllables. ● I encourage students to guess unfamiliar words or insert a word that would make sense. ● I encourage students to look at the picture to read text. Please describe your use of the following ELA instructional activities - Reading Materials in the past year. (daily, frequently [2-5 times per year], occasionally [2-4 times per month], never) ● Use books that are easy to decode. ● Use books with patterned predictable language. ● As a class we read current event or other non-fiction articles. ● Students read leveled books. ● Classroom instruction includes reading novels as a group. ● Use core reading series. ● In class students read books that challenge them. ● Students read books that they have chosen themselves from the library. ● Students develop reading skills through science and social studies texts. ● Use reading software/technology. Please describe your use of the following ELA instructional activities - Writing Activities in the past year. (daily, frequently [2-5 times per year], occasionally [2-4 times per month], never) ● I dictate sentences/paragraphs for students to write. ● Students write vocabulary words in sentences. ● Use whole-class scaffolded writing. ● Students write on whiteboards or tablets. ● Students write summary sentences for comprehension. ● Students use inventive spelling (I encourage students to use their own spellings of new words in their writing). ● I correct capitalization and punctuation mistakes in students’ writing. ● I correct spelling errors in students’ writing. ● Students self-correct spelling errors in their writing. How often do your students who are struggling readers receive each of the following supports? (daily, frequently [2-5 times per year], occasionally [2-4 times per month], never) ● Diagnostic assessment to determine core deficits. ● Extra instruction and practice in the classroom with phonemic awareness. ● Extra instruction and practice in the classroom with decoding. ● Extra instruction and practice in the classroom with reading fluency. ● Extra instruction and practice in the classroom with reading comprehension. ● Extra content area/subject matter instructional time. Oklahoma State Department of Education: OSRCL Program

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● ● ● ● ● ● ●

Use of materials that supplement the core reading program. Placement in different level of core reading program. Placement in separate core reading program. Students(s) work with a reading specialist on one-to-one basis. Students work with a reading specialist in a small group. Students(s) work with more advanced peer(s). Special materials are given to parents to provide practice.

Do you have a library or reading corner in your classroom? ● Yes ● No If Yes, about how many books are in your classroom library? ● 0-25 ● 26-50 ● 51-100 ● More than 100 About how many magazines with different titles are in your classroom library? ● 0 ● 1-2 ● 3-5 ● More than 5 How often do you give the students in your class time to use the classroom library or reading corner? ● Every day or almost every day ● Once or twice a week ● Once or twice a month ● Never or almost never Can the students borrow books from the classroom library or reading corner to take home? ● Yes ● No How often do you take or send the students to a library other than your classroom library? ● At least once or twice a week ● Once or twice a month ● A few times a year ● Never or almost never

Reading Difficulties Are the following resources available to you to work with students who have difficulty with reading? (always, sometimes, never) ● A specialized professional (e.g., reading specialist, speech therapist) ● A teacher aide ● An adult/parent volunteer Oklahoma State Department of Education: OSRCL Program

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What do you usually do if a student begins to fall behind in reading? (yes, no) ● I have the student work with a specialized professional (e.g., reading specialist, speech therapist) ● I wait to see if performance improves with maturation ● I spend more time working on reading individually with that student ● I ask the parents to help the student with reading

Assessing Reading How much emphasis do you place on the following sources to monitor students’ progress in reading? (major emphasis, some emphasis, little or no emphasis) ● Evaluation of students’ ongoing work ● Classroom tests (for example, teacher-made or textbook texts) ● District achievement tests ● State achievement tests

Professional Development and Support for Teaching Reading Please indicate the extent to which you agree or disagree with each statement. (strongly agree, agree, disagree, strongly disagree) ● I have a good understanding of how children acquire language and literacy skills. ● I know how to determine the area(s) of reading deficiency for a child. ● I know how to select interventions to address a child’s reading deficiencies. ● I know how to assess the progress of students in reading. How well prepared do you feel you are to teach each of the following dimensions of literacy? (not at all prepared, insufficiently prepared, adequately prepared, well prepared, extremely well prepared) ● Phonemic awareness ● Decoding ● Vocabulary ● Comprehension ● Fluency building ● Spelling ● Writing ● Handwriting How well prepared do you feel to handle each of the following situations? (not at all prepared, insufficiently prepared, adequately prepared, well prepared, extremely well prepared) ● Help bring a struggling reader to grade level. ● Help provide adequate challenge for students performing above grade level. ● Diagnose the challenges faced by struggling readers.


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Appendix C: Local Literacy Plan Template

[ School District ]

Date

Introduction [ Provide an introduction that includes a vision and core belief for literacy instruction and the district overarching goals for increased literacy achievement for all students and how those goals relate to the

Oklahoma Every Students Succeeds Act (ESSA) goals found on page 3 of the Oklahoma Comprehensive

Literacy Plan (OCLP). This would also be the place to add other goals related to initiatives such as Striving

Readers, School Improvement, or foundational grants. In addition, consider including the name and positions of the local Literacy Leadership Team. ]

Section 1: State of District Literacy Achievement [ Insert a rationale describing why a focus on literacy improvement is necessary. Provide a description of

district level literacy achievement from birth through grade 12. Consider including evidence of literacy achievement delineated by free/reduced lunch, special education, English learners and subgroups by ethnicity, that would suggest a need for improvement. Include any other factors at the local level such as teacher retention and years of experience and IMPACT elements that contribute to the lack of literacy achievement. ]

Section 3: Literacy Improvement Goals by Grade Band

[ Develop and list measurable and realistic goals at each level of learning. These goals should be developed

using the baseline data identified in Section 1, as well as be related to the vision described in the Introduction. Provide a brief rationale for each goal. ]

Section 4: Literacy Improvement IMPACT Framework Oklahoma State Department of Education: OSRCL Program

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[ Using the the IMPACT elements in the Oklahoma Comprehensive Literacy Plan, describe each element’s impact on overall student achievement goals and the measurable goals that the Plan is designed to support

progress toward. Identify those elements that are currently strengths to be built on, as well as those elements that need a more intensive focus for improvement. ]

Instruction and Curriculum Aligned to Standards, [ Describe the goals, action steps, evaluation processes, and other considerations that will be taken to improve

alignment of curriculum and instruction to standards. Use the reflection, implementation rubric, and action plan considerations found in Appendix A of the OCLP, and/or other local data to support your goals. Address each goal separately and by grade bands for birth - age 5, K-5 elementary, 6-8 middle, and 9-12 high school. ]

Multi-tiered Support System of Interventions [ Describe the goals, action steps, evaluation processes, and other considerations that will be taken to develop a

multi-tiered system of support for literacy instruction and intervention. Use the reflection, implementation rubric, and action plan considerations found in Appendix A of the OCLP, and/or other local data to support your goals. Address each goal separately and by grade bands for birth to age 5, K-5 elementary, 6-8 middle, and 9-12 high school. ]

Professional learning network to increase teacher effectiveness [ Describe the goals, action steps, evaluation processes, and other considerations that will be taken to improve

professional learning as it relates to literacy achievement. Use the reflection, implementation rubric, and action plan considerations found in Appendix A of the OCLP, and/or other local data to support your goals. Address

each goal separately and by grade bands for birth to age 5, K-5 elementary, 6-8 middle, and 9-12 high school. ]

Assessment System to Demonstrate Student and District Progress [ Describe the goals, action steps, evaluation processes, and other considerations that will be taken to create an

assessment system to measure literacy achievement.. Use the reflection, implementation rubric, and action plan considerations found in Appendix A of the OCLP, and/or other local data to support your goals. Address each goal separately and by grade bands for birth to age 5, K-5 elementary, 6-8 middle, and 9-12 high school. The following tables are provided as an optional resource. ]


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Early Childhood: Ages birth to age 5 Assessment Name of assessment

Target Group All students, Students below proficiency, etc.

Purpose Screener, Diagnostic, Progress Monitoring, Formative etc.

Data Rules What determines proficiency by the end of the year? Or how is the data used to inform the element of MTSS?

Elementary: K-5 Assessment Name of assessment




Middle School: 6-8 Assessment Name of assessment




High School: 9-12 Assessment Name of assessment





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Collaborative leadership among various stakeholders [Describe the goals, action steps, evaluation processes, and other considerations that will be taken to create an

atmosphere of collaborative leadership among various stakeholders. Use the reflection, implementation rubric, and action plan considerations found in Appendix A of the OCLP, and/or other local data to support your goals. Address each goal separately and by grade bands for birth- age 5, K-5 elementary, 6-8 middle, and 9-12 high school.]

Team with Families and Communities to Build Relationships [ Describe the goals, action steps, evaluation processes, and other considerations that will be taken to team with families and communities. Use the reflection, implementation rubric, and action plan considerations found in Appendix A of the OCLP, and/or other local data to support your goals. Address each goal separately and by grade bands for birth - age 5, K-5 elementary, 6-8 middle, and 9-12 high school. ]

Section 6: Plan for Monitoring Implementation [ Describe how the goals, action steps, and progress of the Local Literacy Plan will be monitored over time and in between summative assessments such as state and national assessments. ]


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Attachment A: Proposal Evaluation Scoring Rubric Criterion A: Demonstration of Need (16 Possible Points)

Points Awarded

Guiding Questions: Are planned activities supported by current literacy data to demonstrate student literacy needs? Is data current, reliable, and documented? Is the current status of student achievement in literacy for the targeted grades analyzed and disaggregated by gender, ethnicity, socio-economic, ELL & disability status in table form? Are other demographic student data analyzed and used to develop the plan? Is data presented to demonstrate teacher professional development needs based for literacy instruction and professional learning?

________________________

Exceeds Standard (2 Pts. each)

Meets Standard (1 Pts. each)

● Student achievement data in literacy ● and other relevant data for targeted grades is disaggregated in table form and analyzed in the narrative. All data sources are current, documented, and reliable ● Strong evidence of qualitative and quantitative assessment of current teacher learning needs. All data sources are current, documented, and reliable

Below Standard (0 Pt. each)

Student achievement data in literacy is included and disaggregated for the targeted grades in table form.

● Adequate evidence of assessment of current teacher learning needs

16 0-5

K-5

MS

HS

● Limited evidence of teacher needs assessment

● Limited student achievement data in literacy is included for the targeted grades.

Reviewer Comments (please provide substantial details regarding the assigned ratings):

Criterion B: Local Literacy Plan (24 Possible Points)

Points Awarded

Guiding Questions: Does the proposal reflect the goals of the Oklahoma Comprehensive Literacy Plan and the goals of the Striving Readers grant? Does the proposal reflect the IMPACT elements in the Oklahoma Comprehensive Literacy Plan? Does the proposal focus attention on underrepresented and underperforming groups?




● Goals/objectives are specifically linked to identified IMPACT element needs and aligned to state and grant goals.

● Goals/objectives are generally linked to the identified IMPACT element needs and loosely aligned to state and grant goals.

● Goals and objectives are not correlated with the IMPACT elements and/or aligned to state and grant goals.

● Objectives are all incremental, measurable, and can be evaluated both qualitatively and quantitatively

● Objective are incremental, somewhat measurable and would be difficult to evaluate both qualitatively and quantitatively

● Objectives are not incremental and measurable neither qualitatively nor quantitatively.

● Goals/objectives reflect targeted attention to and focus on the achievement of underrepresented groups of students.

Goals/objectives reflect attention to underrepresented groups of students but lack a particular focus on achievement.

● Goals/objectives loosely reflect attention to underrepresented groups of students.

________________________

24 0-5

K-5

MS

HS



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Criterion C: Project Design (40 Possible Points)

Points Awarded

Guiding Questions: Does the proposal focus on increased student achievement and family engagement? Are the proposed\ activities aligned to applicable Oklahoma Academic Standards (OAS), and do they include measurable outcomes correlated to the identified needs? Are the objectives attainable and are they measurable over time? Are they specific, measurable, achievable, realistic, and timely ( SMART) goals? Exceeds Standard (2 Pts. each) ● Clear measurable goals and objectives are focused on increasing student achievement including identified areas of need and reflective of state and grant goals and identified needs.

Meets Standard (1 Pts. each) ● Clear and measurable goals are related to increasing student achievement and loosely related to state and grant goals and identified needs.


40 0-5

K-5

MS

HS.

● Goals are not clear nor measurable and are not strongly related to state and grant goals and identified needs.

● Clear and detailed description of how the ● Acceptable description of how selected activities and strategies will the selected activities and increase student achievement by addressing strategies will increase student identified needs. achievement by addressing identified needs.

● Limited description of how the selected activities and strategies will increase student achievement by addressing identified needs.

● Clear and detailed description of how the goals, objectives, activities, and strategies will be monitored over time.

● Limited description of how the goals, objectives, activities, and strategies will be monitored over time.

● Acceptable description of how the goals, objectives, activities, and strategies will be monitored over time.

________________________

●

Clear evidence of family and community involvement exhibited in goals, activities and strategies.

●

Acceptable description of ● family and community involvement exhibited in goals, activities and strategies.

Limited description of family and community involvement exhibited in goals, activities and strategies.

●

Clear description of project management plan including specific roles and responsibilities and project timeline.

●

Acceptable description of project management plan including specific roles and responsibilities and project timeline.

Limited description of project management plan including specific roles and responsibilities and project timeline.

●



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Criterion D: Monitoring Progress/Assessment/Evaluation (16 Possible Points)

Points Awarded

Guiding Questions: Does the evaluation plan measure the impact of the project on the specified objectives? Are the procedures for measuring identified outcomes clearly identified? Will the evaluation contribute to continuous improvement? Are both pretest and posttest measures included in the plan?



________________________

16


0-5

● Clear evaluation and monitoring plan is described with specifies multiple measures and pre- and post-test procedures to show progress toward identified goals and objectives.

● Adequate evaluation and monitoring plan is described with specified pre and post procedures to show progress toward identified goals and objectives.

● Includes instruments and clear method to determine impact on classroom instruction, student achievement, and continuous improvement.

● Specifies ways to measure ● Weak articulation of how the impact on classroom instruction, partnership will measure impact student achievement, and on classroom instruction, student continuous improvement. achievement a nd continuous improvement.

K-5

MS

HS

● Lacks a clear evaluation and monitoring plan is described. Lacks a plan to use procedures to show progress toward identified goals and objectives.


Criterion E: Sustainability Plan (5 Points Total)

Points Awarded

Guiding Questions: Does the applicant describe a sustainable plan? Does the application demonstrate substantial value and lasting impact by providing information which includes relevant research and opportunities for replication? Does the applicant include other funding sources that have been identified and will support the proposed literacy plan? Exceeds Standard (4-5 Pts. each)

Meets Standard (2 3 Pts. each)

● Illustrates a plan that is sustainable with costs identified to continue ongoing costs that will be required to sustain the project.

● Describes ongoing costs which includes only fund raising and seeking additional grants for sustainability.

________________________

5

Below Standard (0-1 Pt. each) ●

Does not identify any specific funding sources to sustain the project.


Scoring Category

Possible Points

Criterion A: Need for the Project

16

Criterion B: Local Literacy Plan

24

Criterion D: Project Design

40

Criterion E: Monitoring/Assessment/Evaluation

16

Criterion F: Sustainability

5

Final Score:

101

OSDE Staff Only - Is district in bottom 1% in overall Reading; 3 points if all elementary schools are at 50% or higher free/reduced lunch; 1 point if middle school is 50% free/reduced lunch; 1 point if high school is 50% or higher free/reduced lunch.

Awarded Points

Total: __________

7

*Scoring totals will be adjusted for K-8 districts to reflect three grade band categories. Reviewer’s Funding Recommendations:


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☐

I recommend funding this proposal as is.

☐

I recommend funding this proposal with minor revisions.

☐

I recommend funding this proposal with major revisions.

Comments addressing nature of revisions anticipated and strengths of the proposal:

☐

I do not recommend funding this proposal.

Comments regarding why the project should not be funded:

☐

I certify that I have given this proposal a fair and reasonable consideration. Any possible conflicts of interest that might require my recusement from this review process is listed below.

Provide any possible conflicts of interest here:


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