Request for Proposal (RFP)

Adaptive MathLearning Pilot Projects Grant

2015-2017

REVISED

GRANT APPLICATION DUE DATE: MONDAY, MAY 2, 2016

5:00 PM PT

Oregon Department of Education

Office of Teaching and Learning

255 Capitol Street NE

Salem, OR 97310-0203

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, sexual orientation, age or disability in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310; Telephone (503) 947-5600; Fax (503) 378-5156.

Background and Legislative Intent

In 2011, the Oregon Department of Education disseminated the Oregon STEM Education Initiative to catalyze the formation of regional STEM Education Partnerships by defining STEM education and goals related to preparation for college, careers, and citizenship needed for improvement in STEM education.


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

In 2015, HB 3072 directed the Department of Education to distribute monies that expand and sustain regional networks that support STEM education. Specifically, four STEM innovation grants were identified to expand the implementation of effective programs related to STEM and propose innovative approaches or programs that provide professional development to transform instruction within the STEM disciplines.

The four STEM innovation grant programs focus on:

  1. Providing regional teacher professional development in applied mathematics in grades 7 through 10.
  2. Identifying and piloting computer based adaptive learning environments for students in kindergarten through 8th grade.
  3. Providing professional development to promote digital literacy grades 7 to 12.
  4. Partnering with existing out-of-school time STEM programs to expand student opportunities grades 4 to 8.

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

Equity Lens

All STEM Innovation Grant recipients will be expected to incorporate and adopt the principles of the Oregon Equity Lens, the perspective through which the Oregon Department of Education considers the creation of strategic opportunities for students of color. The Equity Lens provides twelve core beliefs that fuel opportunities to bolster success for diverse student populations across the state. The beliefs most pertinent to the work of this set of grants are highlighted below:

We believe that everyone has the ability to learn and that we have an ethical responsibility anda moral responsibility to ensure an education system that provides optimal learningenvironments that lead students to be prepared for their individual futures.

We believe that thestudents who have previously beendescribed as “at risk,”“underperforming,” “under-represented,” or minority actually represent Oregon’s bestopportunity to improve overall educational outcomes. We have many counties in rural andurban communities that already have populations of color that make up the majority.Ourability to meet the needs of this increasinglydiverse population is a critical strategy for us tosuccessfully 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.

And, we believe in the importance of supporting great teaching.Research is clear thatteachers are among the most powerful influences in (student) learning. An equitableeducation system requires providing teachers with thetools and support to meet the needs ofeach student.

General Information

A.Purpose of the Adaptive Math Learning Pilot Project

The Oregon STEM Council in collaboration with the Oregon Department of Education (ODE) intends to conduct a series of pilot tests of math adaptive learning technologies in Oregon classrooms grades K to 8. An adaptive learning technology is software or a Web-based application that can personalize education for a student, adapt based on student interaction, and provide feedback to teachers and families about student progress.

This project was funded by the Oregon Legislature as part of the STEM Innovation Grants. The total project budget is approximately $1.1 million for the 2015-2017 biennium. The funds will be awarded to schools to pilot math adaptive learning technologies identified and approved through this RFP process. Findings related to the outcomes of the project will be provided to the Oregon STEM Council, Oregon Legislature, and Oregon State Board of Education at the conclusion of the project.

The purpose of this project is to identify and evaluate interactive, computer-based programs to support blended learning environments. For the purposes of this grant, blended learning[1] is defined as a range of possible instructional models that combine internet and/or digital media content with established classroom instruction that requires the physical co-presence of teachers and students[2].

That is, the intent of blended learning is not for digital media content to replace established classroom-based instruction. Rather, blended learning occurs when digital media is used to supplement and enhance classroom-based instruction. This could potentially occur through providing individualized independent practice, or by providing detailed reports that inform educators what content a given student has mastered so they may adjust their instruction accordingly and devise/implement appropriate strategies and interventions to support the learner. District staff are encourage to investigate promising practices[3]in blended learning to better understand how it may be used to meet their students’ needs[4].

Supplemental digital math learning programs include media that allows for mathcontent and instruction to occur with some element of student control over time, place, path, and/or pace of their learning. Adaptive math learningprograms include an additional element where the program itself is collecting formative information about an individual student learning and uses these data to adjust the program to meet student needs and provide feedback to teachers and parents about the child’s progress through the content.

In January 2016, ODE requested information from vendors on math adaptive learning technologies that could to be used in a pilot testing program during the 2016-2017 academic year. Technologies used for this project were required to meet the following requirements to be considered as a possible program to be included in the adaptive math pilot program:

  • Provide opportunities for personalized student learning in mathematics.
  • Organizes content into coherent sequences for students aligned with Common Core State Standards in mathematics for any combination of grades from Kindergarten to grade 8.
  • Provide mathematics content to support math learning for remedial to advanced students in the grade levels targeted by the adaptive learning technology.
  • Promote collaboration between home and school through 24 hour access to student reports and/or activities.
  • Provide activities that promote both conceptual and procedural mathematics learning and, whenever possible, demonstrate application of mathematics.
  • Provide accommodations for students with learning disabilities and/or students who are English language learners.
  • Provide an intuitive user interface that requires minimal training for teachers to implement in the classroom.
  • Provides reporting of student progress that can be used to support formative assessment practices.

From May 2016 to June 2017, the project will support a limited number adaptive learning programs to be piloted in Oregon K-8 classrooms. Results of the vendor request for information will be provided to interested districts. From this list, districts will need to identify at least two, and up to three available platforms they would be willing to pilot during the 2016-17 school year.

ODE staff will work to ensure a maximum number of programs are piloted during this projectand will notify districts which of the selected programs will be funded for the pilot.

The four categories of outcomes related to this project are as follows:

  1. Student mathematics content knowledge:
  • Increase student mathematics achievement aligned to Oregon standards through implementation of applied mathematics problems.
  • Decrease the mathematics achievement gap between historically underserved students and their peers through implementation of applied mathematics problems.
  1. Student attitudes and beliefs that are correlated to higher achievement:
  • Increase student interest, enthusiasm, and self-efficacy in math by providing opportunities to engage in interactive, student-centered problems using adaptive learning technologies.
  1. Teacher instructional practices:
  • Increase pedagogical preparedness of teachers to successfully implement blended learning environments in K-8 mathematics.
  1. Teacher attitudes and beliefs about themselves and students:
  • Increase teacher enthusiasm and self-efficacy for teaching mathematics
  • Increase teacher beliefs that alltheir students are capable of doing mathematics.

B.Type of Grant

This grant begins no later than May 13, 2016 and ends on June 30, 2017. Under certain circumstances and with prior notification, ODE may approve use of grant funds between June 30, 2017 and September 30, 2017. For the Adaptive Math Learning pilot program, the will be a total of $1,100,000 dedicated to piloting programs during the 2016-17 school year and any associated costs for professional development and equipment needed to pilot a given program.

The maximum funding for a single project will vary depending on the cost of the identified program. Districts will be asked to submit budget proposals for up to three vendors whose products they would be willing to pilot in their district using the program costs found within the vendor request for information submissions.

C.Eligibility

Eligible applicants include Oregon public school districts, Education Service Districts (ESD), public charter schools, or combination of such entities.

D.Grant Requirements

This grant supports classrooms of students to pilot adaptive learning technologies during the 2016-17 school year. Participating teachers and districts will work closely with the Oregon Department of Education to support implementation and evaluation ofadaptive learning programs.

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

  • Identifya business officer from the fiscal agent to manage grant funds (an ESD or school district may serve as the fiscal agent). Local fiscal agents will be responsible to ensure the identified vendor receives funds for their services.
  • Identify up to threeapproved adaptive math learning programsposted on the ODE website they are willing to pilot, with the understanding that they may be funded for only two.
  • Ensure teachers meet minimum training requirements identified by the vendor to implement the program with fidelity.
  • Work with district information technology (IT) staff to ensure district has the required hardware, software, and infrastructure necessary to implement the adaptive learning technology.
  • Identify project leadership to attend required meetings with the Oregon Department of Education.
  • Ensure assessments are collected from both participating teachers and students to evaluate the adaptive learning platforms. These assessments will be given to students in participating classes during the grant, including possible pre-assessments, mid-grant assessments, and post-grant assessments. Non-identifiable student data shall be shared with ODE so that aggregate reports can be made for the project. Sources of achievement data may include:
  • Local achievement data for mathematics
  • Achievement data obtained from the piloted programs
  • Obtain the needed permission to collect student survey and achievement data needed for this project. The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The partner school districts must ensure the FERPA regulations are met. For additional information and to view the related laws visit

Participating schools will be required to pilot the given program for an entire class of students for a given school year. A classroom of students is considered to be a “cohort” of students committed to using the program for the 2016-17 school year. A classroom may be an entire group of students assigned to a given teacher, but it may also include a subset of the district students that cross grade levels. Ideally, each classroom or cohort of students would include approximately 15-30 students. A regional collaborative involving multiple districts is allowable, as is a collaborative of students from separate buildings (as is a collaborative of students from separate buildings as would be the case when building a cohort in cases where typical class size is less than 15). District staff will determine the number of participating teachers, classes, and students.

Applicants will be asked to identify the following in their proposal:

  • Names of participating school sites for the pilot project.
  • Number of participating classrooms/cohorts, teachers, and students.
  • Grade levels of participating students.
  • Student demographics of identified schools.
  • Math Achievement data of identified schools on summative assessments.

Additionally, the following costs must be identified within the district proposal:

  • Cost of any technology purchases to meet a 2-to-1 device to student ratio within the pilot classrooms.
  • Other expenses to meet minimum software and hardware requirements.
  • Cost of any professional development associated with a given program.
  • Total expenditures.
  • Cost per classroom unit rate (total expenses/number of participation classes).

Costs for individual programs will vary, as will district expenditures needed to implement the adaptive math program during the 2016-17 school year. To manage the costs of the grant, the Oregon Department of Education will consider proposals within the given parameters of cost per classroom and maximum request per district.

Number of grades piloted / Example grade bands / Maximum request per participating district / Average cost per classroom
3 / K-2, 3-5, or 6-8 / $50,000 / Average cost per classroom and/or cohortmust not exceed $20,000
6 / K-5, or 3-8 / $100,000
9 / K-8 / $149,000

Districts may choose to submit proposals where two or three programs are piloted and can still fit within the overall limits above.

Grant Award and Selection

In order to advance the work described in the legislation, the Oregon Department of Education is accepting proposals from districts, ESDs, and charter schools to participate in this pilot project.

ODE staff will select participating districts based on the following needs of the project:

  • Diversity in school and district size and geographical region.
  • Diversity in participating students including historically-underserved students, which include students experiencing poverty, students with disabilities, students of color, and English language learners.
  • Alignment of adaptive learning programs with the goals of the district.
  • Maximize the number of vendors and classrooms participating in the pilot project.

Award and Allowable Use of Funds

All funds will be issued as reimbursement through the Electronic Grants Management System (EGMS). All expenditures must be made prior to June 30, 2017.

Eligible expenses include:

  • Software expenses, including licensing fees to use in classrooms
  • Hardware expenses, including student devices to achieve a 2-to-1 technology to student ratio in participating classrooms.
  • Extra duty for participating teachers and/or administrators and related substitute costs.
  • Expenses to purchase standardized assessment for participating students.
  • Travel and lodging at state rates for required meetings.
  • Grant-related supplies and materials that are not normally provided by the school district needed to implement the Adaptive learning program.

Timeline

Activity / Date
April 1, 2016 / Request for Proposals (RFP) available online
April 6, 2016 @ 3:30-4:30 PDT / Technical Assistance Webinar – Understanding the RFP
Please register for Adaptive Math Learning Pilot Projects Grant at:

After registering, you will receive a confirmation email containing information about joining the webinar.
May 2, 2016 / *Applications due to ODE by 5:00 PM PDT*
May 10, 2016 / Applicants expected to be notified of final award
May 17 to June 30, 2016 / Meetings at local school sites (as needed)
Work with identified vendor to set up trainings to support implementation of adaptive math learning programs
June 10, 2016 / Required online meeting (time TBD)
Issues regarding implementation.
Related ODE policies.
Agreements on grant outcomes and measures.
Identifying assessment strategies.
June to August, 2016 / Local trainings for teachers (as needed)
Finalize professional development schedule with vendor
Provide training for participating teachers
Ensure technology readiness to implement
September, 2016 / Pre-assessments
Collect pre-assessment data for teachers and students to establish baseline measures.
September 2016 to May 2017 / Implementation of Adaptive Math Programs
Monitor implementation
Work with vendor to ensure fidelity to program
December 2016 / Mid-grant assessments
Collecting mid-grant data for use of legislative report
Ongoing technical assistance as needed
June 2017 (meeting date TBD) / Final assessments & Required online meeting
Collect final data from teachers and students
Debrief of experiences
Recommendations for next steps
Turn in final materials
Turn in student data

Submission and Contacts

Only complete applications meeting the specifications listed below will be scored. Each of these sections is described more fully in the following pages.