OREGON READING FIRST
NO CHILD LEFT BEHIND
REQUEST FOR PROPOSALS
Available at http://www.ode.state.or.us/cifs/grants/readingfirst/readingfirstrfp.pdf
Applications Due March 3, 2003
Stage 1 Funding effective April 17, 2003
Mardale Dunsworth, Director of Reading First
503.378.3600 Ext. 2268
OREGON READING FIRST
GENERAL APPLICANT INFORMATION
THE ORIGINAL AND THREE COPIES OF THE COMPLETED
GRANT APPLICATION
MUST BE RECEIVED OR POSTMARKED NO LATER THAN 5 P.M.
MARCH 3, 2003
For assistance related to this Oregon Reading First grant application, please contact:
General Questions
Julie Anderson, Team Leader – Reading First
503.378.3600 Ext. 2294
Budget Questions
Susan Kosmala, Education Specialist
503.378.3600 Ext. 2286
Address your application packets to:
Kayla Barstad
Office of Curriculum, Instruction, and Field Services
Oregon Department of Education
255 Capitol Street NE
Salem, OR 97310-0203
BECAUSE OF THE POSSIBILITY OF ELECTRONIC MESSAGING FAILURE
FAXED APPLICATIONS WILL NOT BE ACCEPTED
· Applications which contain more than 12 characters per inch, have margins less than 1 inch, use less than double line spacing, or have more than 23 lines of text per page may not be reviewed.
· Do not attach any additional support materials, school profiles or appendices. Excess materials will be discarded.
· Do not use spiral binding.
· Faxed, e-mailed, late, or incomplete applications will not be reviewed.
OREGON READING FIRST
GENERAL INFORMATION
What is Reading First?
Reading First is one element of the No Child Left Behind Act, signed into law by President George W. Bush on January 8, 2002. Over the next six years, this program will provide more than $50 million dollars to support K-3 reading in Oregon. Reading First is based on empirical reading research and is designed to help every student become a successful reader. It will provide significant support to Oregon’s districts and schools as we work toward the goal of every child reading at grade-level or above by the end of third grade.
The Oregon Reading First Initiative provides funds through competitive subgrants to enable eligible local education agencies (LEAs) to improve reading instruction in grades K-3. The purposes are as follows:
1. To provide assistance to LEAs in establishing reading instruction in kindergarten through grade three that is supported by scientifically based reading research to ensure every child can read at grade level or above by the end of grade three.
2. To provide assistance to LEAs in selecting comprehensive reading programs that are supported by scientifically based reading research to guide K-3 reading instruction.
3. To provide assistance to LEAs in selecting supplemental reading materials that support the effective implementation of comprehensive reading programs.
4. To provide assistance to LEAs in the administration and use of reliable and valid reading assessments for the purpose of screening students requiring additional support, monitoring student progress, diagnosing areas of reading difficulty, and evaluating reading outcomes.
5. To ensure that Reading First schools receive ongoing professional development and other necessary support for the purpose of effective implementation of K-3 reading instruction.
6. To ensure that all personnel connected to Oregon Reading First—including all K-3 classroom teachers, Title I teachers, special education teachers, teachers of English Language Learners, pre-service teachers, K-12 special education administrators, and school and district instructional leaders and administrators—understand the scientific basis of reading research and know how to work together toward effective reading instruction in all K-3 classrooms.
7. To strengthen coordination among schools, districts and other providers for the effective implementation of K-3 reading instruction.
OREGON READING FIRST
APPLICATION COMPONENTS AND CHECKLIST
The district’s response to this Request for Proposal should demonstrate the district’s and schools’ understanding of, need for, and commitment to the Oregon Reading First project. The questions to be addressed in this Request for Proposal are on pgs. 9-13 of this packet. Responses will be scored using scoring guides on pgs. 10-13 of this packet.
What should be included in a complete application?
Component 1: Letter of Intent to Apply and required attachments (already
submitted)
· Required in order to qualify for funding (See pg. 64, Oregon’s Application)
· District has submitted a Letter of Intent to Apply and all required attachments—including a commitment to the Reading First project as described in Oregon’s State Application (pgs. 65-83 and 167-188)—signed by 100% of K–3 certified staff with instructional duties related to reading.
Component 2: District and School Information and Statement of
Assurances
· Required in order to qualify for funding
· One District and School Information and Assurances form must be filled out for each school for which the district is applying
· See form, pgs. 6-8 of this packet
Component 3: Narrative
· Double-space
· 12 characters per inch maximum
· One-inch margins, minimum
· Adhere to page limits for each part below
· See questions and scoring criteria, pgs. 9-13 of this packet
Each criterion under each part of the narrative will be scored using the following scale:
0 / Not addressed.1 / Part of criteria addressed, but there are many areas that are incomplete.
2 / Most of criteria addressed, but portions are underdeveloped.
3 / Fully addressed meets standard.
Part A: Need for Reading First
q 40% of total score
q 8 pages per school maximum
q A single-spaced table depicting assessment data may be included
q See project plan, pgs. 65-83 and 167-188, Oregon’s Application
q See questions and scoring criteria, pgs. 9 and 10 of this packet
Part B: Instructional Leadership
q 20% of total score
q 4 pages per school maximum
q See pgs. 74-76, 78-79, 92, and 121, Oregon’s Application
q See questions and scoring criteria, pg. 11 of this packet
Part C: District Support for Reading First
q 20% of total score
q 4 pages maximum
q See pgs. 78-81, Oregon’s Application
q See questions and scoring criteria, pg. 12 of this packet
Part D: Reading First Mentor Coach
q 20% of total score
q 3 pages maximum for district narrative to answer 1 and 2
q 1 page maximum per school to answer 3
q See pgs. 76, 90-92, and 110, Oregon’s Application
q See questions and scoring criteria, pg. 13 of this packet
Component 4: Budget Worksheet
· Required in order to qualify for funding
· Form on page 14 of this packet, and the web address is: http://www.ode.state.or.us/cifs/grants/readingfirst
· One form required for each school
· Must comply with formula provided in budget
· ODE may require revision of budget prior to funding
· See pgs. 134-139, Oregon’s Application
REQUESTED STAGE ONE FUNDING $ ______
COMPONENT 2
OREGON READING FIRST
District and School Application Cover Page and LEA Statement of Assurances
Superintendent
District
Mailing Address
City State Zip
Phone Fax
Grant Accountant
Phone Fax
Principal
School
Mailing Address
City State Zip
Phone Fax
E-mail______
School Title I designation: c Targeted Assistance c School-wide c NA
Number of Certificated Staff grades K – 3 with instructional duties related to reading:______
K / 1 / 2 / 3Total Enrollment by Grade
Male
Female
American Indian/Alaskan Native
Asian/Pacific Islander
Black
Hispanic
White
Multiracial
Student in poverty
English Language Learners
Special education
Oregon Reading First District and School Statement of Assurances
Assurances are hereby provided that ______School District and School Board will use the funds appropriated under the demonstration authority in the No Child Left Behind Act of 2001 (Title I, Part B, Subpart 1 of the Elementary and Secondary Education Act), the federal legislation that undergirds the Oregon Reading First program (as appropriated from amounts under section 1002(b)(1)):
1. to supplement, not supplant federal, state and local funds the education agency or school(s) would otherwise receive,
2. to comply with the general assurances in section 9306 of the Elementary and Secondary Education Act:
(a) ASSURANCES- Any applicant, other than a State educational agency that submits a plan or application under this Act, whether separately or pursuant to section 9305, shall have on file with the State educational agency a single set of assurances, applicable to each program for which a plan or application is submitted, that provides that:(1) each such program will be administered in accordance with all applicable statutes, regulations, program plans, and applications;
(2)(A) the control of funds provided under each such program and title to property acquired with program funds will be in a public agency or in a nonprofit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; and
(B) the public agency, nonprofit private agency, institution, or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing statutes;
(3) the applicant will adopt and use proper methods of administering each such program, including —
(A) the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and
(B) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation;
(4) the applicant will cooperate in carrying out any evaluation of each such program conducted by or for the State educational agency, the Secretary, or other Federal officials;
(5) the applicant will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the applicant under each such program;
(6) the applicant will —
(A) submit such reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may require to
enable the State educational agency and the Secretary to perform their duties under each such program;
The District and School further assures that:
3. it will determine which schools will participate in this grant application. Such determination will be based on results of the school readiness survey, the assertion that the district has the capacity to support the number of schools proposed and the willingness and interest of the schools’ teaching and administrative staff
4. it will fully carry out each of the activities described in its approved grant application
5. it will use the grant funds only for eligible school(s) and only for those purposes as described in the approved district application and in the state application
6. it will request and receive written approval from the Oregon Director of Reading First prior to implementing any changes to its approved budget or program
7. it will, for Reading First School(s) select, purchase, and implement only comprehensive reading programs, supplemental reading materials, and intervention programs that have been annotated and/or reviewed favorably by the Reading First Curriculum Review Panel. Selection will occur following the first Institute on Beginning Reading. The material selected will not be layered on top of non-research based reading programs. The selected materials will align to Oregon’s new K-2 English/Language Arts Optional Curriculum and newly adopted Grade 3 English/Language Arts Standards;
8. all Reading First schools in the district will use Oregon Reading First identified and approved assessment measures and implement the Oregon Reading First assessment schedule as outlined in the Oregon Reading First State Application;
[continued next page]
The District and School further assures that:
9. 100% of the K-3 staff—including all classroom teachers, Title I teachers, special education teachers, teachers of English Language Learners, pre-service teachers, if applicable, K-12 special education administrators, and school and district instructional leaders and administrators—have been informed and agree to follow the program and assessment guidelines as outlined in the Oregon Reading First State Application. As new staff members are hired, the district and school assures that as part of the hiring process, prospective staff will be informed of the district’s/school’s Reading First commitments and agree to participation prior to hiring;
10. it will identify and/or train assessment teams that will effectively assist instructional staff and mentor coaches in Reading First schools in conducting student assessments and using student data;
11. the District and Reading First School(s) will comply with all reporting and evaluation components and requirements in order to assess the effectiveness of Reading First Activities and will report data requested by ODE for all categories of students described in the State’s Adequate Yearly Progress Definition;
12. all personnel expenditures will be exclusively related to Oregon Reading First activities;
13. all K-3 staff at Reading First Schools, the principals, and District participants will participate fully in all required meetings, professional development, assessment and evaluation activities described in the state application or requested by the Oregon Department of Education;
14. it will allocate time each year for the Reading First mentor coach(es) to provide Reading First orientations to newly hired K-3 staff with duties related to reading instruction, principals, and district staff involved in reading instruction in Reading First Schools; and
15. they agree to allow the Oregon Department of Education to withhold from an approved grant the amount necessary to pay the district’s portion of the Institutes on Beginning Reading and the Web based professional development costs. The Department shall notify the district at the time the stage-one grants are made of the amount needed to pay these costs, withhold the funds from the grant amount, and make payment directly to the professional development provider for the District.
Failure to comply with the above assurances may result in sanctions that may
include, but are not limited to, repayment, reduction, or revocation of grant award.
Signature of Superintendent: ______Date: ______
Print or type Superintendent’s name: ______
Signature of Principal:______Date: ______
Print or type Principal’s name:______
COMPONENT 3
OREGON READING FIRST
Narrative
Component 3, Part A: Need for Reading First
For each participating school, describe the current instructional strategies, reading materials (basal, supplemental, and intervention programs), classroom assessments, and related professional development now being used in kindergarten, first, second, and third grade reading instruction, and analyze and discuss to what degree they align with the five essential components of effective reading instruction. Using the most current student achievement data, identify the student populations that are benefiting from the current reading program and the students for whom a new comprehensive reading program, additional instructional supports or reading interventions are necessary to meet Reading First benchmarks and read at grade level or above not later than the end of grade three. (40% of total narrative score)
(8 pages per school maximum)