1. Crafting a Quality Grant Proposal September, 2015 REGIONAL PROMISE GRANT

2.  Please mute any microphones or phones  A copy of the RFA and these slides is available on the ODE website at: http://www.ode.state.or.us/search/page/?=5411 (Having a copy of the RFA for reference may be helpful) http://www.ode.state.or.us/search/page/?=5411  Submit all questions through the chat feature (Access chat on the drop-down menu at the top of your screen)  I will answer as many questions as possible at the end of the presentation DURING THIS WEBINAR…

3.  Introductory material / Grant Background  Eligibility/Award Amounts  Timeline  Planning  Writing strategy  Sections of the Grant RFA WEBINAR OUTLINE

4. Improve alignment across education sectors and increase student success. o Create regional approach to achieving the 40/40/20 goal o Prepare students earlier in their academic careers for post- secondary experiences, increasing the likelihood that a larger number of students will graduate and be prepared to enroll and succeed in post-secondary education o Focus on historically underrepresented students PURPOSE

5.  Closing opportunity gaps for college and career readiness  Promoting a college-going culture and strengthening student preparation for post-secondary education  Support cross-sector collaboration between post-secondary institutions and K-12.  Align educational outcomes and expectations between K-12 and post-secondary education  Provide students with a variety of opportunities to participate in rigorous college courses during high school and earn intentional credits tied to their education plan and profile. VISION AND GOALS

6. Consortia of: Education Service Districts, School Districts, and Post-secondary institutions Each consortium will plan to serve either at least 10,000 students or 50% or more of 5 th -12 th grade students in school districts participating in the grant and must include:  At least one Oregon public post-secondary institution;  At least three school districts;  At least one education service district. Competitive priority will be given to consortia that include both a local community college and a 4-year university. ELIGIBILITY

7. Maximum $700,000  No minimum  If over $250,000 may be asked to adjust downward in order to fund additional proposals  Do not include plan for adjustment in proposal submission  This does not mean grants under $250,000 will take priority AWARD AMOUNTS

8. Proposal Due - October 20, 2015 Preliminary Award Notification - November 6, 2015 Final Award Notification – November 16, 2015 1 st Grant Manager Phone/webinar – November 18, 2015 TIMELINE

9. 1.Read and understand the RFA 2.Look at previously funded awards. http://www.ode.state.or.us/news/announcements/a nnouncement.aspx?ID=9873&TypeID=4 http://www.ode.state.or.us/news/announcements/a nnouncement.aspx?ID=9873&TypeID=4 3.Plan your project 4.Plan your writing strategy Contact me with any questions, jennell.ives@state.or.us jennell.ives@state.or.us FIRST THINGS FIRST

10. Collect the right people (Successful projects have been fully supported by partner leaders)  Engage Stakeholders from all aspects of the grant (Administrators, teachers, faculty, parents, community organizations, students, school counselors, college advisors)  Explore connections  Who can help solve problems?  Who can build support? Plan for sustainability of the project PLAN YOUR PROJECT

11.  Identify your need  Develop your vision  Decide on strategies that will help you achieve your vision (Developing a Logic Model is recommended)  Logic model course Logic model course  Choose the activities to implement those strategies  Sketch out a one-page summary of your project PLAN YOUR PROJECT (CONT.)

12.  Organize your proposal to match the RFA  This makes it easier to read  Use appropriate headings  Answer questions where they are asked  Don’t duplicate your responses  Use the Rubric in Appendix D or E to help guide your writing (pg. 23 and 32) PLAN YOUR WRITING STRATEGY Purpose and Scope Vision, History, Context Needs Regional Approach 5 Components/Pillars Equity College-Going Culture Accelerated College Credit Cross Sector Collaboration PLCs Project Planning Evaluation Budget New Only

13.  Consider having different people write specific sections  Identify an editor  Editing skills are different from writing skills  Check for consistency, a unified voice, etc. PLAN YOUR WRITING STRATEGY (CONT.)

14.  Clearly and completely explain your project  But be succinct  Don’t over explain or talk down to your audience  Refrain from using jargon  Spell out all acronyms (at least the first time they are used in any section) KNOW YOUR AUDIENCE

15.  A ‘can do’ attitude and projecting an image of being successful will develop confidence in your project  Don’t dwell on financial woes, or other difficulties of your situation  The active voice is more positive and reads easier than the passive voice BE A WINNER

16.  Passive Voice: Oregon education will be invigorated by the Regional Promise Program  Active Voice: The Regional Promise Program will invigorate Oregon education  Passive Voice: Opportunities for underserved students will be provided by our project  Active Voice: Our project will provide opportunities for underserved students THE ACTIVE VOICE

17.  Purpose and Scope – 1 page  Required Grant Narrative  Vision and Community Needs (New Consortia Only)  Supporting a Regional Approach  5 Main Components  Equity  College-going culture  Variety of College Credit Opportunities  Cross-sector Collaboration  Cross-Sector Learning Communities  Outcomes, activities, timeline  Evaluation  Budget –  Budget Worksheet (1 page)  Budget Narrative (3 pages or less) SECTIONS OF THE GRANT

18. Purpose and Scope of Project:  Abstract, include partners involved in project  Used for  press releases  legislative reports  publications PROJECT OVERVIEW (P.10) Maximum 1 page Purpose and Scope

19. Vision, History, and Context:  Describe your overall vision of the project.  Include your partners and the history of your region,  What makes now a good time for you to implement this project?  How are you ready to start achieving the vision you have set? Community Demographics and Needs Analysis  Why is this work critical to your region? Describe the demographics of your community and the opportunity gaps that may exist.  What barriers might you encounter as you implement the project, what supports might you need from ODE or others? NEW CONSORTIA ONLY (P.10 ) Vision, History, Context Needs

20. How will the relationships and regional approach help reach 40/40/20?  Include other initiatives and priorities in your region  How does this project fit in the larger context  Will the relationships between partners continue to grow and provide sustainability to the project? How many students do you expect this project to impact? SUPPORTING REGIONAL EDUCATIONAL IMPROVEMENT AND COLLABORATION (P.11 ) Regional Approach

21. These five components/pillars are the heart of the work. There may be different people planning each component. Make sure there is a strategy to pull together the project. THE FIVE COMPONENTS OF THE REGIONAL PROMISE GRANT PROGRAM (P.11 ) 5 Components/Pillars Equity College-Going Culture Accelerated College Credit Cross Sector Collaboration PLCs The grant requires a grant manager who will attend monthly webinars/calls. This person will need to coordinate the work in each component and make a cohesive project.

22. Closing Opportunity Gaps and Funding Service to Historically Underrepresented Students:  Describe specific strategies to address historic opportunity gaps  How will local communities and families be engaged?  How will data be monitored to ensure that progress is made? EQUITY (P.11) 5 Components/Pillars Equity College-Going Culture Accelerated College Credit Cross Sector Collaboration PLCs The largest underrepresented group in dual credit are students who have experienced poverty* Resources: http://eoschools.org/research/ https://professionals.collegeboard.com/k- 12/assessment/ap/equity https://professionals.collegeboard.com/k- 12/assessment/ap/equity http://www.bendbulletin.com/localstate/3138546- 151/programs-put-latino-students-families-on-college-path# http://www.bendbulletin.com/localstate/3138546- 151/programs-put-latino-students-families-on-college-path#

23.  Racial or ethnic minorities  English language learners  First generation college going  Students with disabilities  Students experiencing poverty HISTORICALLY UNDERREPRESENTED STUDENTS Includes… but not limited to…

24. Environment, attitudes, and practices that encourage access and success in post-secondary education:  Career Exploration/Postsecondary options (not just 4 year university)  Culturally responsive engagement of community and families  Academic foundation building  Sustainability FOSTERING A COLLEGE-GOING CULTURE (P.11-12) 5 Components/Pillars Equity College-Going Culture Accelerated College Credit Cross Sector Collaboration PLCs Resources: www.avid.org www.oregonstudentaid.gov/aspire oregongoestocollege.org oregoncis.uoregon.edu www.lanecc.edu/mcc/puertas- abiertas-latino-latina-rites-passage www.lanecc.edu/mcc/puertas- abiertas-latino-latina-rites-passage www.principals.org/Professional- Development/Leading- Success/Module-3-Creating-a- College-Going-Culturewww.principals.org/Professional- Development/Leading- Success/Module-3-Creating-a- College-Going-Culture

25.  Describe the models and plan to ensure the design will be consistent with evolving standards of HECC  Describe supports to help students succeed in the class and in college.  How will students be advised to earn purposeful credit?  Equity (what will you do to make sure you move the dial on participation)  How will you track students?  Sustainability VARIETY OF ACCELERATED COLLEGE CREDIT OPPORTUNITIES (P. 12) 5 Components/Pillars Equity College-Going Culture Accelerated College Credit Cross Sector Collaboration PLCs Resources: www.ode.state.or.us/search/results /?id=222 www.ode.state.or.us/search/results /?id=222 www.nacep.org/ professionals.collegeboard.com/k- 12/all-in professionals.collegeboard.com/k- 12/all-in www.ibo.org/

26. CROSS-SECTOR COLLABORATION (P. 13-14) 5 Components/Pillars Equity College-Going Culture Accelerated College Credit Cross Sector Collaboration PLCs Who are the Partners:  Leadership involvement  Strategies to drive change and communicate  Sustainability  Plan if there is a missing partner Key leadership committed to the partnership

27. CROSS-SECTOR PROFESSIONAL LEARNING COMMUNITIES (P. 14-15) 5 Components/Pillars Equity College-Going Culture Accelerated College Credit Cross Sector Collaboration PLCs Aligning the expectations and outcomes of student learning:  What is the region’s capacity to build PLCs? What are the region’s priorities? What content/CTE areas will have PLCs?  How will the alignment work and content knowledge gained through the PLCs be shared in the K-12 system and in the higher education community?  Sustainability Plan some travel for PLC leads to participate in a statewide convening Resources: http://www.achieve.org/files/Strat egiesforK- 12andPostsecondaryAlignment.pdf http://www.achieve.org/files/Strat egiesforK- 12andPostsecondaryAlignment.pdf http://oregoncoretocollege.org/?q =node/22 http://oregoncoretocollege.org/?q =node/22 http://www.sedl.org/insights/2- 3/implementing_effective_professi onal_learning_communities.pdf http://www.sedl.org/insights/2- 3/implementing_effective_professi onal_learning_communities.pdf There should be a school counselor/student support PLC

28.  Outcomes can address long term impact.  Outcomes should be measurable, manageable and meaningful.  Progress markers should be short-term measures within the timeline of the grant. OUTCOMES, ACTIVITIES, AND TIMELINE  Activities have a rationale to clarify connection to outcomes  Complex activities are broken down

29.  Focused on identified outcomes and progress markers  Plan for ongoing evaluation  Gives direction to the project  Identifies what is working and what is not  Plan to evaluate results  Did you meet your progress markers? EVALUATION (P. 15 )

30.  Review what is an allowable expense  Be reasonable on costs  Make sure all expenses are aligned to grant activities  Narrative provides detail and shows alignment BUDGET WORKSHEET AND NARRATIVE (P. 15 AND APPENDIX C (22) )

31.  Edit, edit, edit  Keep editing drafts to create your best proposal!  Have a colleague who is not directly involved in the project review the proposal for content, requirements, consistency, etc.  Use the Scoring Rubric POLISHING THE PROPOSAL

32. There are two scoring guides: 1 for new grant applications and 1 for continuing grants  Starts on page 23 for new Grants  Starts on page 32 for Continuation Grants  Ensure that you are providing what the reviewers are expecting to see USE THE SCORING GUIDE

33. Webinar – Using Secure File Transfer and Last Minute Questions, October 13, 2015, 9:30 a.m. TECHNICAL ASSISTANCE P.15 Secure File Transfer – REQUIRED Paper Copy Submission – 3 copies

34.  Follow the formatting specifications  See p. 8  Double-check FORMATTING

35. Please enter your questions in the chat box. QUESTIONS