K-12 Biliteracy Pathways Grant for the 2015-2017 biennium

Request for Application

K-12 Biliteracy Pathways Grant

2015-2017

Grant Application Due Date: 3:00 pm on October 16, 2015

Oregon Department of Education

Office of Education Equity

255 Capitol Street NE

Salem, OR 97310-0203

Table of Contents

Legislative Intent

General Information

Purpose

Type of grant

Grant Requirements

Eligibility

Use of Funds

Reporting and Deliverables

Application Process

Application review and scoring

Timeline and important dates

Application format and instructions for submission

Application

Application Cover Page

Assurances

Collaborative Design Team

Narrative Questions

Application Checklist and Scoring Criteria

District Profile and Budget Worksheet ……………………………………………………under separate cover

Appendix A: Key Dual Language Terms and Models

Appendix B: Sample Report Template

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K-12 Biliteracy Pathways Grant for the 2015-2017 biennium

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.

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K-12 Biliteracy Pathways Grant for the 2015-2017 biennium

Legislative Intent

In 2013, the Oregon Education Investment Board, (now referred to as the Chief Education Office) proposed key Strategic Investments to support Oregon’s 40/40/20 Goal. Key to this work was the establishment of a Network of Quality Teaching and Learning. 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.

Several Strategic Investments were identified as high-priority, high-leverage initiatives and funded as part of the Network’s activities in 2013 because of their critical role in improving educational outcomes. One such initiative was the expansion of dual language programs, leading to the state’s first Dual Language Grant in 2013. This three-year grant project funded new programs and expanded other existing programs in eight Oregon communities.

In 2015, HB 3499 was passed, focusing state resources and attention directly on improving outcomes for English Learners (ELs). This includes developing a statewide plan of support for districts and schools that serve these students. Because of the substantial research base supporting the effectiveness of dual language programs, thisK-12 Biliteracy Pathways Grant was established to fund programs that will assist the state in identifying model EL instructional practices and programs for statewide replication. The following paragraphs summarize this research and provide additional context for the purpose of the 2015 - 2017 K-12 Biliteracy Pathways Grant.

Background

Although achievement for ELs in Oregon reflects isolated pockets of success and promise in schools and classrooms across the state, the overall achievement of ELs continues to lag behind their peers, as measured by state assessment results, high school graduation rates, and college completion rates. As we transition to Common Core State Standards (CCSS), it is critical to support all students, but particularly English Learners, as they engage with and demonstrate understanding of rigorous course content. ELs are underachieving not because they lack the motivation or the ability to succeed, but because we have not consistently provided the rich learning opportunities that they need to develop and demonstrate deep understandings of academic content.

In 2013, the Oregon Department of Education created an Education Equity Unit and the state unveiled an EL Strategic Plan to proactively address opportunity gaps, while creating interventions to close the achievement gap between English Learners and their peers. The eight goals of the EL Strategic Plan are as follows:

Goal #1: Develop tools and resources in order to support implementation, benchmarking and continuous improvement of instructional programs for English Learners

Goal #2: Systemic Approaches to “capacity building” for all stakeholders will occur and will positively impact academic achievement for English Learners.

Goal #3: School Districts engage and involve families and communities as equal partners in order to support and enhance programs designed for English Learners.

Goal #4: Develop a team of expert practitioners and researchers to guide the development, improvement, and accountability for English Learner program models and practices.

Goal #5: Develop a process for replicating exemplar programs across the state.

Goal #6: Create and align assessment systems to support all English Learner Program Models that include the performance of both current and former English Learners.

Goal #7: Oregon provides support to provide all educators the knowledge and skills they need in their positions to better serve English Learners.

Goal #8: The Universal Preschool Program will ensure that English Learners receive a quality early learning experience that provides a powerful foundation for their education.

Since then, the Education Equity Unit has been designing, implementing, and monitoring multiple projects that target the opportunity and achievement gaps for English Learners. One such project launched in 2013 was the state’s first Dual Language Grant. That grant, as well as this one, was deemed a high priority based on the substantial body of research on EL instructional approaches that supports native language instruction in general, and, specifically dual language programs.

Research reveals that “when schools provide children quality education in their primary language, they give them two things: knowledge and literacy” (NABE, 2013). In a major study conducted by the U.S. Department of Education in 1991, findings indicated that the more a school supported the development of a child’s native language, the higher the child performed academically in English. The study also indicated that literacy skills such as fluency and comprehension were increased when students encountered two languages. This study is supported by the findings of five meta-analyses, including one conducted by the National Literacy Panel (NLP, 2006): learning to read in the home language promotes reading achievement in the second language. According to Claude Goldenberg (2008), a national research expert on the effectiveness of EL instructional practice, the fact that each study reached essentially the same conclusion is particularly noteworthy.

Moreover, long-term dual language programs that strive to develop biliteracy in both English and the partner language have been found to be particularly effective in improving academic outcomes among English Learners and closing achievement gaps. (For definitions of key terms and different dual language models, see Appendix A.) Longitudinal research findings from one-way and two-way dual language programs demonstrate their effectiveness in increasing math and English Language arts achievement among English Learners, as well positively impacting their performance on high school exit exams (Lindholm-Leary, 2009). Dual language schooling can also transform the experience of teachers, administrators, and parents into an inclusive and supportive school community for all. Research findings of the past 18 years note that a focus on EL outcomes in one-way and two-way dual language programs using 50:50 and 90:10 dual language models, including heritage language programs, is of great value (Collier & Thomas, 2004).

With this research as a foundation for the work in the Educational Equity Unit, ODE offered Dual Language Grants to eight sites beginning in 2013, and, in 2015, Oregon’s State Seal of Biliteracy was offered for the first time to 423 graduating high school students. This new grant builds on the previous Dual Language Grant, the state’s recent adoption of a State Seal of Biliteracy, and the substantial research supporting the effectiveness of dual language programs for all students, but especially for English Learners.

RFA Questions Contact: Application Status Contact:

Martha I. Martinez, Ph.D.Victoria Garcia

Education SpecialistAdministrative Specialist

Education Equity UnitEducation Equity Unit

Oregon Department of Education Oregon Department of Education

(503) 947-5778(503) 947-5601

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K-12 Biliteracy Pathways Grant for the 2015-2017 biennium

General Information

Purpose

The K-12 Biliteracy Pathways Grant of 2015 - 2017 is intended to support Oregon public school districts or charter schools to develop and implement model dual language programs and K-12 biliteracy pathways. This includes improving existing K-12 dual language programs, as well as expanding well-implemented elementary programs into middle and high school. Although there are different types of dual language programs, this grant is intended to support two-way or one-way dual language programs that are designed to serve English Learners but that may also enroll native English speakers. (See Appendix A for definitions of the dual language models this grant is intended to support as well as key dual language terms.) Long-term, well-implemented dual language programs assist students in becoming academically proficient in two languages and are a key component of Oregon’s efforts to foster biliteracy among K-12 students. The K-12 Biliteracy Pathways Grant of 2015 - 2017 will include support from an outside consultant to implement high quality programs that span from elementary to high school, assist students in attaining Oregon’s Seal of Biliteracy, and are aligned with the Guiding Principles of Dual Language Education (Howard, Sugarman, Christian, and Lindholm-Leary, 2007).

Type of grant

Based on the availability of state resources, this grant program begins in the fall of 2015 and ends June 30, 2017. Over the course of the grant, the Oregon Department of Education will review progress reports and performance data to determine future and continued funding.

Up to five grant awards of approximately $120,000 will be available in 2015 - 2017. ODE reserves the right to increase or decrease the grant award depending upon available funds, the quality of the applications received, and the proposed budgets of successful grant applicants. Should this possibility arise, ODE will consult with potential grantees prior to issuing a higher or lower grant award.

The first 25% of the grant funds will be available upon receipt of the grant award. The remaining 75% of the grant funds will be allocated upon receipt and approval of key reports of grant activities and outcomes. All grant funds must be expended by June 30, 2017 (there are limited cases where exceptions are provided for this as explained later in this document).

Grant Requirements

1. Grantees will:

a)Establish a collaborative leadership team and process. The team must include teachers, administrators, parents and/or community representatives, and bargaining representatives. Bilingual staff as well as staff who serve students with disabilities and English Learners must also be included.

b)Create multiple opportunities to engage parents and community partners in the planning, implementation and evaluation of the K-12 biliteracy pathway.

c)Collaborate with an ODE provided consultant to develop a design blueprint, including a Master Plan for a K-12 biliteracy pathway, budget and calendar of activities.

d)Use grant funds to provide stipends, release time, substitutes, and needed materials, as well as to cover related travel costs.

e)Provide release time for the administrators and teachers (including union representatives if applicable) participating on the leadership team and for other meetings associated with planning, implementation and evaluation of grant activities.

f)Participate in a community of practice with other K-12 Biliteracy Pathways grantees.

g)Design (or revise) blueprints that are research-based and consistent with the Guiding Principles of Dual Language Education (2007) in the planning, implementation, and evaluation of Dual Language programs.

h)Use student and school district data to document the impact on student achievement and other identified outcomes.

i)Assist with data collection activities associated with the evaluation of the K-12 Biliteracy Pathways Grant by providing data to ODE and to researchers who are working with ODE to evaluate grant activities and outcomes, and by providing access to staff, students, and/or parents for research-related activities (e.g., focus groups or surveys).

j)Participate in scheduled grant meetings and training events. Travel required.

k)Provide presentations of accomplishments and areas of improvement in developing K-12 biliteracy pathways at statewide, regional and/or national professional development events.

l)Host visits for other interested districts seeking to learn about Dual Language programs and/or K-12 biliteracy pathways.

2. The Oregon Department of Education (ODE) will:

a)Provide grantees access to expert coaching and/or other assistance to support planning, implementation and evaluation of their dual language programs.

b)Facilitate a network of the grantees participating in the K-12 Biliteracy Pathways Grant.

c)Share reflections on successes and challenges related to the Dual Language Grant of 2013 – 2016 and K-12 Biliteracy Pathways Grant 2015 – 2017, as applicable, with state policymakers and grantees at state, regional and national conferences.

d)Assist grantees with conference proposals to present at statewide, regional and/or national events, and co-present with grantees at some of these events when possible.

e)Provide leadership in addressing state obstacles to the implementation of model K-12 biliteracy pathways.

Eligibility

The K-12 Biliteracy Pathways Grant of 2015-2017 is a competitive grant. Oregon public school districts, charter schools or Education Service Districts (ESDs) may apply for the grant based on the eligibility criteria listed below. If an ESD applies, they must include a public school district and/or charter school as a co-applicant. Applicants must demonstrate their readiness to: (a) expand an existing well-implemented dual language program that serves at least grades K-5 into middle and high school and/or (b) improve an existing K-12 dual language program into a model K-12 biliteracy pathway.

  • Staff and Community Support: Grantees must be willing to build and maintain a collaborative leadership team, and continue to build common understanding and consensus throughout the school district and their community for the existing and planned dual language program(s) and K-12 biliteracy pathways. School districts must include parents in the design and evaluation of the K-12 biliteracy pathway.
  • Student Demographics: Grantees must demonstrate that they have sufficient numbers of English Learners from the partner language group in order to sustain their existing K-12 dual language program or successfully expand their existing elementary (and perhaps middle school) program into a K-12 program in the next 10 years.
  • Staff Capacity: Grantees must demonstrate they have sufficient bilingual teaching staff to cover the teaching load of their dual language classes for at least the two years of the grant. They must also demonstrate that they have a detailed plan for ensuring how they will have sufficient bilingual teaching staff to cover these classes in subsequent years.
  • School District Commitment: Applicants must secure assurances thatthe district(s) and/or charter school is/are committed to implementation of this K-12 dual language program and that K-12 dual language programming and services provided during the grant period will be maintained at the same level for at least two years after the grant period ends. These assurances must be signed by the following representatives as applicable:
  • District or Charter School Board Chair
  • District Superintendent or Charter School Director/Principal
  • Teacher’s Exclusive Bargaining Representative
  • The Project Director

Grant selection will also take into account the following:

  • Complete applications: Only applications that meet all guidelines and requirements will be considered. Incomplete applications or those submitted after the deadline will not be considered for funding.
  • Preference for established, successful K-8 programs. Dual language programs that have been established for at least 7 years, serve grades K-8 or higher, and have a track record of student success will be provided 2 additional points.
  • Additional consideration given to:
  • Geographic representation:Based on the pool and quality of applications received, ensuring geographic diversity will influenceaward decisions.
  • Economically disadvantaged populations: Applications that demonstrate their dual language program(s) serve high percentages of economically disadvantaged students will be provided 5 additional points.

Use of Funds

Funds are to be used for planning, implementing and evaluating the dual language programs in the schools participating in this grant project, with a focus on building school and district capacity to sustain the program(s) and continue to develop/improve a K-12 biliteracy pathway beyond the grant period. Applications selected under this RFA, will be awarded funding, as approved in the Oregon Department of Education’s (ODE) 2015-2017 Legislatively Approved Budget, for eligible expenses incurred through June 30, 2017. Grantees must be able to spend the funds within the grant timeline according to acceptable accounting procedures.

Funds may be used for the following purposes:

  • Release time during the school year for activities aligned to project goals
  • Substitute pay for teachers who are participating in project activities
  • Stipends/compensation for certified and classified staff time aligned to project goals
  • Reimbursements for teachers for testing fees and test preparation classes associated with required TSPC tests for bilingual certification
  • Other activities associated with securing bilingual teaching staff who have the academic proficiency in the partner language to teach in the district’s dual language program(s)
  • Professional development, including distance learning, aligned to project goals
  • Consultation services aligned to project goals
  • Project evaluation expenses
  • Travel reimbursements for individuals attending meetings, conferences, or other professional development activities aligned to the project goals
  • Administrative costs not to exceed 10% of the total proposed budget
  • Curriculum Development
  • Purchasing and/or preparing supplemental materials
  • PLCs in Dual language programs
  • Program evaluation
  • Parent outreach
  • Support for arranging and hosting site visits from other interested districts

Reporting and Deliverables

Periodicprogress reports are expected of all awardees. We are anticipating legislative requests for information on how grant funds are being utilized. Grantees may also be invited to hearings to deliver in-person testimony to legislators, administrators, and State Board representatives. Any costs related to participation are the responsibility of the grantee.