State of Oregon The Oregon Department of Education (ode)
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1.5 BackgroundThis section provides information about the context in which Agency is seeking to determine grant funding.In 2015, the Oregon Legislature tasked the Higher Education Coordinating Commission (HECC) with convening a (SB418) workgroup that was charged to advise HECC leadership on recommendations to the Commission for a legislative request of funding in 2016-2017, to improve college readiness through high school and transition supports.The goal of the (SB418) workgroup was to identify best practices in transition support that warranted an investment by the Oregon Legislature to ensure the greatest level of success for students who are historically underrepresented (e.g., students of color, rural students, students experiencing poverty) in higher education. The workgroup also focused on determining to what degree these investments would provide a framework for success for all students in grades 9-14 (high school and two years of post-secondary education) such that supports continue for students during and after their transition into postsecondary learning experiences (e.g., community colleges, universities). The (SB418) workgroup met four times during the fall of 2015, and determined that a broad set of student success strategies and clearer pathways were needed to support students towards postsecondary educational opportunities and fulfillment of their career pathways and pursuit of gainful employment. The core focus of the (SB418) workgroup has been Oregon’s Equity Lens and the College and Career Ready (CCR) definition, which is the “acquired knowledge, skills, and professional behaviors that provide a starting point to enter and succeed in workplace, career training, or college courses leading to certificates or degrees”. In considering best practices for college and career readiness and transition supports, the program essentials and characteristics embedded in AVID and AVID-like programs were identified as having a high level of success for students. Programs such as these can be used to create a framework and structure for the success of all students in grades 9-12. These programs provide seamless wrap-around services to ensure that students’ academic success, college-going knowledge and skills, and career advancement are supported in high school and continue as students’ transition into postsecondary learning experiences or career pathways. These programs are structured specifically to help students successfully navigate the complexities of postsecondary options, enrollment requirements, and processes. Equity Lens: College and Career Readiness Programs 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 grant are highlighted below: Agency believes that everyone has the ability to learn and that we have an ethical responsibility and a moral responsibility to ensure an education system that provides optimal learning environments that lead students to be prepared for their individual futures. Agency believes that speaking a language other than English is an asset and that our education system must celebrate and enhance this ability alongside appropriate and culturally responsive support for English as a second language. Agency believes students receiving special education services are an integral part of our educational responsibility and we must welcome the opportunity to be inclusive, make appropriate accommodations, and celebrate their assets. We must directly address the over-representation of children of color in special education and the under-representation in “talented and gifted.” Agency believes that the students who have previously been described as “at risk,” “underperforming,” “under-represented,” or minority actually represent Oregon’s best opportunity to improve overall educational outcomes. We have many counties in rural and urban communities that already have populations of color that make up the majority. Our ability to meet the needs of this increasingly diverse population is a critical strategy for us to successfully reach our 40/40/20 goals. Agency believes 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. Agency believes 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. Agency believes every learner should have access to information about a broad array of career/job opportunities and apprenticeships that will show them multiple paths to employment yielding family-wage incomes, without diminishing the responsibility to ensure that each learner is prepared with the requisite skills to make choices for their future. Agency believes that our community colleges and university systems have a critical role in serving our diverse populations, rural communities, English language learners and students with disabilities. Our institutions of higher education, and the P-20 system, will truly offer the best educational experience when their campus faculty, staff and students reflect this state, its growing diversity and the ability for all of these populations to be educationally successful and ultimately employed. SECTION 2: QUALIFICATION CONTENT 2.1 Eligible Schools The only schools eligible to respond to this RFQ are schools which do not currently have an AVID or AVID-like college and career readiness program. The following list may or may not be fully complete or accurate:
2.2 Response Requirements
2.3 Cover Page and Assurances See Appendix A: Cover Page and Assurances 2.4 Criteria Matrix
2.5 Qualifications Response Respondents are encouraged to reply with concrete information and direct, succinct language; the use of bulleted lists is encouraged. Agency expects that this application should take about five (5) hours to complete and no more than ten (10) hours total. The size of the boxes is intentionally designed to indicate the amount of detail Agency is expecting. If you are expecting to spend more than five (5) hours, please consider simplifying your answers. Directory: opportunities -> grants opportunities -> Opportunities for eu funded projects of fondazione romualdo del bianco network opportunities -> Job Posting Department opportunities -> Cciee immersion English Program and Job Vacancies (September 2008 to June 2009) cciee immersion English Program opportunities -> Request for Statements of Interest: Internet Freedom Programs opportunities -> Department of agriculture agricultural Marketing Service [Doc. No. Ams-nop-10-0065; nop-10-06] opportunities -> European commission grants -> Schools Eligible for the College and Career Readiness Program Grants opportunities -> Historic preservation opportunities -> U. S. Department of Health and Human Services Health Resources and Services Administration Download 278.35 Kb. Share with your friends:
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