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Request for Proposal Tribal Attendance Pilot Project Grant

2016-2017

Grant Proposal Due Date: January 29, 2016

Oregon Department of EducationOffice of Deputy Superintendent of Public Instruction

255 Capitol Street NESalem, OR 97310-0203

Table of Contents

BACKGROUND & LEGISLATIVE INTENT ..............................................................…1

Research Background..............................................................................................2

Roles ....................................................................................................................…5

Equity Lens...............................................................................................................6

Tribal Attendance Pilot Project (TAPP) Grant 2016-2017

GENERAL GRANT INFORMATION.............................................................................6

Purpose.....................................................................................................................6

Type of Grant............................................................................................................7

Grant Requirements..................................................................................................7

Eligibility....................................................................................................................8

Use of Funds.............................................................................................................8

Reporting & Accountability........................................................................................9

PROPOSAL PROCESS.............................................................................................10

Timeline & Important Dates....................................................................................10

Instructions for Submission.....................................................................................10

PROPOSAL NARRATIVE..........................................................................................12

Proposal Questions.................................................................................................12

Budget.....................................................................................................................13

Sustainability Plan...................................................................................................14

APPENDICES

Appendix A (Proposal Cover Page)................................................................15

Appendix B (School District Assurances).......................................................16

Appendix C (Commitment/Collaborative Partnership Agreement).................17

Appendix D (Proposed Budget Worksheet)....................................................18

Appendix E (Participating School/District & Educator Profile)........................19

Appendix F (State Board of Education Rules)............................................... 20

Appendix G (Resources for AI/AN Education and Attendance practices)......24

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

Oregon intends to become one of the best-educated citizenries in the world. The Oregon Legislature set a goal that by 2025:

•40 percent of adult Oregonians have earned a bachelor's degree or higher;•40 percent of adult Oregonians have earned an associate’s degree or otherpostsecondary credential and•20 percent of all adult Oregonians have earned a high school diploma, or the equivalent. (40-40-20)

In 2013, the Oregon Education Investment Board proposed key strategic investments to support Oregon’s attainment of 40/40/20. Students can only achieve this lofty goal if they are attending regularly. The ECONorthwest 2014 study “The Condition of Education for Members of Oregon’s Indian Tribes”, reports statewide average attendance in elementary school at 14%, the average for Oregon tribal enrolled American Indian/Alaska Native (AI/AN) children is 28% (in the 2011-2012 academic year). Chronic absenteeism is defined as missing 10% or more school days. According to the study, Tribal enrolled students had a higher level of chronic absence than any other population of students including students who had identified as AI/AN. Oregon cannot reach its 40-40-20 goal without closing the achievement gap.i If students are in school they have access to greater learning opportunities. The study also identified a reading and math achievement gap among tribal-enrolled students. By the first state testing in the 3rd grade, they are a full grade level lower than their non-Indian counterparts. Studies reported by the American Educational Research Journalii and The National Center for Children in Poverty iii both report a direct correlation between irregular attendance and achievement.

With an eye toward 40/40/20 and in response to “The Condition of Education for Members of Oregon’s Indian Tribes” study, Oregon’s Tribal Education Government-to-Government Cluster discussed a range of policy options and prioritized chronic absenteeism as a critical problem to address. In addition, the recently revised and adopted American Indian/Alaska Native Education State Plan iv includes an objective to increase AI/AN attendance to meet or exceed the statewide average of all students.

The Tribal Education Government to Government Cluster supported submission of a Policy Option Package to the Oregon Legislature for the 2015-2017 biennium; in which $1.5 million was appropriated to fund nine $150,000 pilot sites. The Tribal Attendance Pilot Project (TAPP) is designed fund districts that have been identified by the Oregon federally recognized tribes. The TAPP sites selected have native student populations who exhibit chronic absenteeism. The grant funds will be used to hire a Family Advocate position that will work to create effective strategies to reduce chronic absenteeism for AI/AN students in the selected schools. The Oregon Department of Education has approximately $150,000 allocated to support this project. These funds will sponsor technical assistance to implement parent outreach, community involvement and education classes, and a broad-based messaging campaign about the importance of school attendance.

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Research Background

The pilot programs will develop plans and activities tailored to the community and school needs alongside and in collaboration with existing district and school-wide efforts.

Below are some of the elements of successful attendance improvement pilot projects:

1. Accurate tracking of individual attendance in order to make informed intervention decisions

2. Timely and culturally appropriate intervention –after the very first unexcused absence

3. Collaboration with local service organizations including public agencies, law enforcement, and faith-based communities

4. Design and implementation of a communication strategy to educate families on the importance of school attendance, including the legal consequences

5. Reassessment of any policies that may be counterintuitive, such as suspending a student for non-attendance or expelling a student from school when an alternative learning environment would be more beneficial

On October 2015 the Oregon Department of Education released data that reported roughly one third of Oregon’s AI/AN students were chronically absent (missing 30% or more school days) in the 2014-15 academic year compared to 19 percent of All Other students. At the elementary level, in 2011-12 Oregon tribe-enrolled students were chronically absent 28% (over 1/4 ) of school days, the rate for All Other students is 14% or half as much.v

Chronic absenteeism differs from truancy in that truancy records unexcused absences, whereas absenteeism includes those absences that are excused by the family or the school. It is recognized that chronic absenteeism and school truancy in middle and high school are significant problems with highly visible negative consequences for youth and ultimately employability as adults.vi

Research provided by Attendance Works, a national leader in addressing chronic absence, has identified the following strategies to improve attendance:

1. Recognize Good & Improved Attendance2. Engage Students and Parents3. Monitor Attendance Data and Practice(s)4. Provide Personalized Early Interventions & Outreach5. Develop Programmatic Responses to Barriers (as needed)

The 2014-2015 Oregon School Report Card data reports the state-wide population of AI/AN students as 8,650 (Fall Enrollment Data). Because of the rules related to multi-ethnic reporting, it is likely that this number does not fully account for all AI/AN students. There is a viable and distinct AI/AN student community in need of ongoing, sustainable

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and holistic supports. Native achievement test results reveal a troubling picture regarding the academic attainment of Oregon’s AI/AN students. Based on data from 2014-2015, AI/AN students continue to score poorly in reading and mathematics achievement tests.

Tables 1 and 2 highlight the academic achievement of American Indian / Alaskan Native students in Reading and Math grades K-12 for the 2014-2015 school year.

Table 1Participation rate Percent Meeting or Exceeding

Reading Elementary (Grade 3-5)

Middle (Grade 6-8)

High(Grade 11)

American Indian/ Alaskan Native

95.9% 35% 37.8% 59.3%

All students 95.9% 51.1% 56.4% 68.5

* source : http//www.ode.state.or.us/data/annreportcard/rptcard2015.pdf

Table 2Participation rate Percent Meeting or Exceeding

MathematicsElementary (Grade 3-5)

Middle (Grade 6-8)

High(Grade 11)

American Indian/ Alaskan Native

95.4% 30.2.% 37.8% 19%

All students 95.5% 44.8% 56.4% 31.6

* source : http//www.ode.state.or.us/data/annreportcard/rptcard2015.pdf

The assessment participation rate of AI/AN students closely matches all students and indicates the extent of the academic achievement gap. Native students experience multiple challenges which impact final outcomes; however, improving attendance can have significant impact on achievement.

The research brief, “Why School Matters” published in June of 2012vii reports children with the worst attendance in kindergarten continued to have the worst attendance in the fifth grade and that a student’s attendance range in the fifth grade was a relatively good predictor of 10th grade attendance.

According to a 2007 study published by the National Center for Children in Poverty:“Early absenteeism negatively impacted academic achievement in reading, math, and general knowledge in the early school years. Greater absenteeism in kindergarten was associated with lower achievement in reading, math and general knowledge at the end of first grade. On average children missing 10% or more of the school year scored five

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points less than did those who were absent up to 3% of the school year in kindergarten.”

High School graduation outcomes for AI/AN students in Oregon are troubling. Data from 2014-2015 reveals that graduate rates are low. Further, of the total number of AI/AN students who do graduate, only 50% earn a Regular High School diploma. The remaining 50% earn another form of high school credential (i.e. modified diploma, extended diploma, or alternative certificate). Earning a Regular High School diploma requires students to demonstrate the ability to meet the full set of academic content standards established by the State Board of Education.

Table 3 highlights the graduation rates for the 2013-2014 school year. The Annual Measureable Objectives (AMO) for graduation was calculated at 69% for the four year cohort and 74% for the five year cohort. It is evident the graduation rates for students of color in Oregon reveal significant gaps, but this gap is most acute for AI/AN students.

Table 3Graduation Details2012-13

4 Year CohortTarget: 67%

5 Year CohortTarget: 72%

American Indian/Alaskan Native 53.55% 60.7%

All students 76% 75.9%*source:http//www.ode.state.or.us/data/schoolanddistrict/students/doc/summarycohortgrad1314.pdf

It is also noteworthy, in the 2015-4-15 Oregon Report Card, the rate of one or more discipline incidents, disaggregated by student groups, indicates AI/AN students had a rate of 10.7% as compared to the total of 5.5%. If a student is suspended or expelled from school they lose valuable school days that impacts overall achievement and mastery of general knowledge.

The US Department of Education Indian Nations at Risk Task Force (INRTF) in 1990 established a set of educational goals to guide the improvement of all federal, tribal, private, and public schools serving AI/A N students. The final report provided key strategies to significantly improve the academic performance of AI/AN students. For improvement to occur, “a genuine commitment to real change will be required, not only on the part of school systems, but also by federal, state, local, and Native governments; Native corporations; educational organizations, and business, labor, and community organizations and schools must provide enriching curricula and assistance that encourage students’ personal best in academic, physical, social, cultural, psychological, and spiritual development” (1991).

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Roles

The Tribal Attendance Pilot Project (TAPP) is an opportunity for select schools and tribes to work collaboratively to improve the attendance of all children in the site school. The roles detailed below are not all inclusive but offer the minimum of engagement by the tribe, district and the ODE.

Oregon Federally Recognized Tribal GovernmentTribal governments, tribal services, and tribal members are uniquely situated to engage AI/AN students and parents and provide personalized early outreach and develop intervention strategies. Each of the nine federally recognized tribes have identified the preferred sites for the pilot project for their children, and each has identified a representative/point of contact. These representatives will be available to provide guidance and counsel on the screening and filling of the Family Advocate position. Tribally appointed representatives will be available to the district, school(s), and Family Advocate for continued support and advising.

DistrictParticipating district/schools, will commit to using data to develop effective strategies and best practices to improve Native American student attendance. The Family Advocate will be hired by the district in close collaboration and inclusion with local tribal representatives.

School SiteAll students attending the school will benefit from the TAPP efforts. The school staff and faculty, as a group, will need to develop and support the TAPP project components to promote positive attendance activities. It will be important to develop a robust implementation network to share information with the community and the Family Advocate.”

Oregon Department of EducationThe Oregon Department of Education (ODE) has committed to making public district/school chronic absence data available for the project. The ODE has hired an Indian Education Specialist, Tabitha Whitefoot, who will manage the TAPP and provide technical assistance and support to all TAPP participants. For the first time, ODE and tribal education departments are working to institutionalize the sharing of tribal member student data so they will have the performance and attendance data to evaluate the impact of the TAPP. In addition ODE will provide technical and training support to the Family Advocate cohort and implement a broad-based messaging campaign about the importance of school attendance. It will be the responsibility of ODE to develop a final report of programs, strategies, and best practices that are identified.

TAPP Cohort-Family AdvocatesThe TAPP Family Advocates will develop place-based programs to provide support services to schools, students, and their families. These workers will need to know how to access community resources, negotiate boundaries between school and community,

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and develop a culture of trust and success. The Family Advocate hires will be supported by tribal, district and building resources and ODE expertise.

TAPP AdvisoryA skilled group of professional educators, researchers, tribal representatives, and trainers have joined together to serve as resources for the Family Advocate cohort. They will provide technical assistance, resources, and review for the duration of the project. The Equity LensThe Equity Lens adopted by the Oregon Education Investment Board is the perspective through which the Office of Education Equity considers the creation of strategic opportunities for students of color. The Equity Lens provides twelve beliefs that fuel opportunities to bolster success for diverse student populations across the state. Five of these beliefs are most pertinent to the work of this grant and are highlighted below:

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

We believe 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.

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.

We believe the rich history and culture of learners is a source of pride and an asset to embrace and celebrate.

GENERAL GRANT INFORMATION

Purpose

The Oregon Department of Education has established a noncompetitive grant to support the Tribal Attendance Pilot Project, a collaborative effort to design, implement, and improve, chronic absenteeism among AI/AN students attending public schools.

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Applying best practice models and the OEIB Equity Lens, proposals should address the following elements:

Culturally Responsive Leadershipa) Commitment to reform the educational system to reflect culturally

responsiveness through organization of the school and the school policies and procedures

b) Creating a welcoming and inclusive climate for all familiesc) Providing opportunities for school staff to engage positive school

attendance strategiesCulturally Responsive Community Engagement

a) Community involvement of stakeholders (families, tribes, advocacy organizations, and other private, non-profit business, governmental, and faith-based organizations)

b) Communication with families that is regular, uses diverse media and shares student attendance and achievement status and goals

The purpose of the grant program is to provide funds for the hire and support of a full (1.0) FTE. The Family Advocate will develop a plan and outreach strategies for tribal families and will accomplish the following:

1. Strengthen relationships among school district, local community and tribal entities

2. Promote collaboration, communication, and coordination among tribes, school districts, non-profit organizations, service providers, Title VII Indian Education Programs, postsecondary institutions, law enforcement, native communities or organizations, and education service districts to assist with identifying students not regularly attending school and develop supports to reduce chronic absenteeism

3. Enhance the school culture to improve overall attendance 4. Improve access to and implementation of best practices and local efforts to

increase academic outcomes of Oregon tribal enrolled students 5. Develop or expand positive messaging around school attendance and

achievement

Type of Grant

This is a collaboration grant program that begins January 2016 and closes June 30, 2017.

The ODE will award a one-time $150,000 grant based on a detailed project and budget narrative and template. Grantees must outline a sustainability plan that asserts their intent to continue implementation of the developed plan and strategies for at least two years beyond the grant funding.

Grant Requirements Successful recipients will:

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1. Establish a collaborative team and process. The team should include the Family

Advocate, tribal representative, school district faculty and/or leadership, community partners, and other vested entities

2. Hire a professional for the Family Advocate position with tribal inclusion at every level

3. Share attendance data with the tribes and ODE4. Receive training and technical support by the TAPP Advisory members and ODE

in facets of best practices and other variables that impact daily attendance5. Be available to participate in scheduled grant meetings and training events. In-

state travel may be required6. Participate in the TAPP cohort and share reflections on successes and areas of

needed improvement based on program plan through meetings, symposia, teleconferences, and publications

7. Allow visits from other interested entities seeking to learn about the attendance improvement pilot and practices successful with AI/AN students and families

8. Submit reports and narrative as required.

Eligibility

An eligible proposal must :1. Include an RFP submission that:

a. Details an inclusive partnership with the local Oregon federally recognized Tribe who identified the school(s) or district.

b. Demonstrate the development of collaborative relationships with partners with expertise in working with AI/AN students and educators

c. Demonstrate efforts to track and disseminate attendance data with tribal representatives and ODE.

2. Indicate availability to work with a consultant team and specialists provided by Oregon Department of Education to receive guidance and support during all phases of the funding cycle.

3. Include understanding and agreement that an eligible recipient must be the fiscal agent for the project and must retain control over the planning and implementation of the activities connected with the project.

Use of Funds

a) Grantees must be able to spend the funds according to acceptable accounting procedures and be able to provide evidence of such procedures. Costs must be necessary and reasonable to complete the project and be authorized and not prohibited under State or local laws.

Use of funds may include (but are not limited to) the following: Stipends/compensation

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Staff benefits Professional development aligned to project goals Consultation services aligned to project goals Program development Equipment and technology for Family Advocate Purchase or preparation of supplemental and instructional materials Continuation of program strategies Travel reimbursements for individuals attending meetings, conferences, or

other professional development activities aligned to the project goals Indirect administrative costs, not to exceed between 5%-7% of the total

amount Support for arranging and hosting site visits from other interested

organizations

Funds will be available upon approval of the RFP and must be expended by June 30, 2017.

b) Funds may not be used for: Costs associated with writing the proposal Contractual obligations that extend beyond June 30, 2017, or begin prior

to the award date Purchase of memberships or equipment that become the property of any

individual or organization Purchase of services for personal benefit beyond the project outcomes

and activities Support for out-of-state professional meetings/conferences unless the

meeting is identified in the proposal and attendance will directly and significantly advance the project, or approved by ODE

Reporting and Accountability

Successful proposals will include specific project outcomes and evidence that there will be progress made towards meeting those outcomes within the timeline of the project. Progress must be measurable through the collection of appropriate data, observable through anecdotal records, and documented through other reports or logs. Any submission of materials that include images of minors must be accompanied by a signed release from a parent or guardian.

Recipients will submit detailed responses to surveys and questionnaires provided by ODE and a narrative report related to the impact of the project on students, teachers, community partners, and Oregon Tribes.

The Oregon Department of Education will provide a template for all requested reports. ODE will also provide a budget worksheet template for grantees to outline details related to fund expenditures. This worksheet includes a matching budget narrative. By

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signing assurances included in this proposal, grantees agree to cooperate with ODE to collect and report such data to the extent that it is possible.

Reports will be required at the end of June 2016, January 2017, and June of 2017. The June 2017 report will require a detailed narrative that includes successes, barriers, and attainment of outcomes. Funds will be available at the time of the award, and following receipt of the reports.

PROPOSAL PROCESSProposals can be submitted, reviewed, and accepted prior to the January 29 th deadline date and all proposals will be fully reviewed within five (5) business days of receipt. The Oregon Department of Education will notify applicants when proposals have been accepted and funds are available for drawdown.

Proposals, answering narrative questions 1-8 and completing Appendices A-E are to be submitted to ODE. Grantees are encouraged to ask questions to facilitate their submission. After proposals are reviewed, the Tribal Attendance Pilot Project Advisory will make recommendations or submit comments for improvement to the proposal.

Timeline and Important Dates

Completion Dates Activities

January 15, 2016 Release of Request for Proposal (RFP)

January 29, 2016 Proposals due to ODE by (noon) 12:00 PM PDT

February 5, 2016 Proposal review completed

June 30, 2016 Initial Progress Report due

January 15, 2017 Interim Progress Report due

June 30, 2017 Last date to expend funds

July 31, 2017 Final Report due

July 31, 2017 Last date to draw funds

Instructions for Submission

Format: 12-point font, Arial Double-spaced

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1-inch margins on the sides, top, and bottom of 8½” by 11” paper Numbered pages Submission must include (please submit in the order listed below):

Cover Page (Appendix A) Narrative (15-page maximum, asoutlined in Section A) Section B (Implementation Network) State of Assurances (Appendix B) Project Partnerships (Appendix C) Proposed Budget Worksheet (Appendix D) District or School Profile (Appendix E) Letters of Collaboration from Partners (Can be submitted as available) Bibliography (optional)

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PROPOSAL NARRATIVE

2016-2017 Tribal Attendance Pilot Project (TAPP) Grant Proposal

Instructions: Complete Sections A-C below. The number of pages for (Section A) cannot exceed 15 pages.

Proposal Questions (Section A)Instructions: Answer the following questions using specific examples whenever possible.

1) Provide a narrative of the proposed project including steps to developing a system to improve attendance in your district. Indicate the level of collaboration with existing and new partners in the design and implementation of this project. How does this project develop and/or support your school and/or district’s efforts to develop an environment to reduce chronic absenteeism for AI/AN students?

2) Provide an outline of your project’s action plans that includes ongoing activities, goals, related outcomes, and indicators of success/needed improvement.

a) Activity : Describe ways in which the outcomes will be met. ex. “The Family Advocate will develop and document specific strategies to address factors that impact students ability to attend school.”

b) Goal : a broad, overall statement from which related outcomes are written. ex. “Ensure that all AI/AN students and families receive school, district and community supports that improve attendance” Or “Ensure that Family Advocate will participate in culturally responsiveness activities to provide effective support for students and families.”

c) Outcome : An objective that is specific and measurable. It describes what should be known or done. ex. “Students participating in the Tribal Attendance Pilot Project will improve attendance by “x” percent.”

d) Indicator : Describes how and when you will know whether the outcomes have been met. ex. “School districts will analyze attendance data and document a significant decrease in chronic absenteeism among AI/AN students.”

3) Provide the job description and process to hire the TAPP Family Advocate. Include resources the district will provide to the position. Include the collaboration of the tribe in the hiring process of the position.

4) Provide a profile of the individuals your project will impact. This must include but is not limited to:

a) Population profile of AI/AN students in the district or school (truancy/absenteeism, assessment outcomes, achievement, opportunities for school engagement, etc.)

b) Population profile of the school administrators, faculty, and staff and how it reflects the student population demographics

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c) Description of factors that contribute to chronic absenteeism in the school(s) participating in TAPP

5) Describe your communication plan for reaching out and disseminating information and messaging about school attendance.

6) Describe your district/school’s readiness to implement the TAPP. What other grants/programs/strategies have you used or are currently using to support this work? What do current programming or services look like in regards to cultural responsiveness for AI/AN students?

7) What do you anticipate as potential barriers for the implementation of the TAPP? What mechanisms are in place to address these barriers? Are there unique characteristics of your district that need to be considered?

8) The tremendous impact of partnerships on the project is a key priority. Summarize the overall level, design and impact of the existing and developed partnerships associated with this proposal. Partnerships at a minimum must include the tribe and district.

a) Awardees are expected to develop collaborative relationships with tribal and community service providers who have expertise in successfully working with AI/AN families. Additional partners may include but are not limited to:

Title VII Indian Education Program Postsecondary institutions Youth organizations Health providers and consortia Advocacy organizations, and other private, non-profit, business,

and faith-based organizations as appropriate Juvenile justice, police, parole and probation, and other needed

enforcement agencies Counseling, mental health, and other social service providers Food banks and nutrition specialists

b) Indicate any role partners played in the development of this proposalc) Describe the role of existing partners in implementation of the projectd) Describe the possible ongoing role the partners will play beyond the grant

Budget (Section B)

How does your proposed budget align with the attendance project and its activities? Describe to what level collaborating partners will provide leverage/support/allocation of resources (e.g., fiscal, personnel, technology, training, coaching, materials, etc.) to assist in implementing and sustaining the project.

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e) Budget Worksheet (Appendix D)a) Complete the budget worksheet for the project. There is no requirement for

matching funds, however, contributions of other funds and in-kind donations of time and materials will be considered as indicators of support by partners. A donation of time should be calculated based on the cost for the school district to hire someone to fulfill those responsibilities. Please only list matching funds, including in-kind donations, that have been committed for the development and implementation of this project. Any commitments that extend beyond the timeline of this grant should be described in collaborative detail statements below

f) Budget Narrative a) Describe how the amount in each line item of the budget was determined.

Relate this description to the proposed activities b) Identify roles and responsibilities for each individual including the

salary/salaries funded entirely through the grantc) Identify the nature of contracted services included in any professional and

technical servicesd) Identify specific events and venues if travel includes conferences and

meetings in other statese) List representative examples of supplies and materials. f) Identify individual items included in non-consumable, computer software,

computer hardware, and capital outlay.

Sustainability Plan (Section C)

g) Briefly describe your plan for continuing the project funded through this grant beyond the grant period. How do you anticipate sustainability of the project for at least two years beyond this grant?

An electronic version of the completed proposal including a scanned copy of the signed Statement of Assurances in Rich Text (RTF), Word (.doc or .docx), or PDF format must be received by 12:00 pm on January 15, 2016. It is the districts responsibility to contact Tabitha Whitefoot to verify receipt of documents. Please use the Secure File Transfer Process outlined below to submit the electronic version of the grant proposal.

Secure File Transfer ProcessAn electronic version of the complete proposal must be submitted to Tabitha Whitefoot ([email protected]) using the Secure File Transfer system available on the ODE district website: https://district.ode.state.or.us/apps/xfers/. Follow the instructions provided at the bottom of the page to complete the submission of the file. Contact the ODE helpdesk at 503-947-5715 if you need assistance with the Secure File Transfer Process. Should there be any technical issues with the Secure File Transfer Process, please email proposal directly to Tabitha Whitefoot at the addressed above. Please note: The communication between Apple and PC is not reliable. ODE uses PC exclusively, so consider submitting your proposal through a Microsoft-PC interface.

In addition, a hard copy of the original signed Statement of Assurances should be mailed to:Oregon Department of Education Deputy Superintendent of Public Instruction255 Capitol Street NESalem, Oregon 97310-0203Attention: Tabitha Whitefoot

Envelopes must be plainly marked: Request for Proposal-Tribal Attendance Pilot Project

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https://district.ode.state.or.us/apps/xfers/

mailto:[email protected]


APPENDIX ATribal Attendance Pilot Project Grant

2016-2017

PROPOSAL COVER PAGE(Please Print or Type – All Fields Must Be Completed)

Project Name:Amount: $150,000Project Director:Address:City: State: Zip:Phone: Email:

Grant Fiscal Agent Contact:Address:City: State: Zip:Phone: Email:

Tribal Partner:Address:City: State: Zip:Phone: Email:

Participating Partner:Address:City: State: Zip:Phone: Email:



Participating Partner:Address:City: State: Zip:Phone: Email:* Add additional partner contacts as applicable.

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APPENDIX B

Statement of Assurances for District

District Name: ___________________________________

Address: _____________________________________________

City: ________________________ State: ______ Zip: ________________

Phone: ________________ Email: _________________________________

The organization assures:

1. Adherence to the expectations stated in the proposal.2. Participating project directors and/or project staff will be released to participate in

planning and design activities. 3. None of the moneys received through this grant will be used to replace expenditures

for required programs that are the responsibility of the sponsoring agency.4. The organization will participate fully in all agreed program evaluations and

continuous improvement processes with the Oregon Department of Education.5. The organization agrees to abide by all terms of its grant proposal. The Oregon

Department of Education must approve any modifications to the proposal in writing.6. The following fiscal and program reports will be submitted to the Oregon Department

of Education by their respective due dates: Initial Progress Report due June 30, 2016; Interim Progress Report due February 1, 2016; Final Report with narrative due June 30, 2017.

7. Grant recipients must commit to providing all of the requested reports and deliverables in order to receive the funds.

8. The organization will be required to share strategies, models, evaluation information, and lessons learned with other organizations involved in this work.

9. The undersigned have read the proposal packet, understand the requirements of the organization’s participation and commit their support.

Print Name of Authorized Agent Date

Title

Signature of Authorized Agent Signature Date

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APPENDIX C

Commitment / Collaborative Partnership AgreementCollaborators Detail Statements

The district and tribe have reviewed, discussed, and agreed to their part in implementing the project proposed in this grant proposal:

Organization1. DISTRICT2. TRIBE

List below possible community resources or partner agencies. If time allows submit letters of collaboration. Letters will be required as project partnerships develop.

A letter of collaboration that details the commitment of the agency or institution to the project goals must be included for the required partners (1 and 2) Additional partners listed above will be contacted and letters requested. Letters will then be submitted as available. The collaboration detail statements will address:

Types of expertise they will lend to achieve the project goals. Commitments of staff time and availability to assist with the realizing the project

goals. The specific resources (financial, in-kind, materials, expertise, etc.) the partner

will contribute to the project. The limitations of their involvement. The commitment of the partner beyond the life of the grant.

Commitment letters demonstrate active and on-going collaboration in the project and exceeds a standard letter of support.

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APPENDIX D

Proposed Budget Worksheet

Title of Project: ____________________________________________________________

Project Start Date: January, 2016 Project End Date: June 30, 2017

Tribal Attendance

Pilot Project

LOCAL*IN-KIND &

OTHER SOURCE*

TOTAL

A. StaffSalariesBenefitsIn-State TravelProfessional DevelopmentOtherB. StudentsIn-State TravelSuppliesOtherC. Supplies and Equipment

Office Supplies(phone, copier, etc.)

Instructional SuppliesEquipment (less than $300)OtherD. Indirect/Overhead Indirect

Cost @ 7% maximumE. Other (Include explanation)COLUMN TOTAL

* There is no requirement for matching funds, however, contributions of private funds and in-kind donations of time and materials will be considered as indicators of support by partners.

Oregon Department of Education Page 18


APPENDIX E

Participating School Profile (please submit a profile for each identified school) Complete the following table as applicable. Add rows as needed.

District School Name

Attendance: Percent of AI/NA students attending 90% enrolled days or more:2014-2015

2013-2014

2012-201

2011-2012

2014-2015 Percent Meeting or ExceedingPercent of

American Indian / Alaskan Native

Elementary (Grades 3-5)

Middle (Grades 6-8)

High(Grade11)

Mathematics

Reading

Graduation Details (if applicable)Percent of American Indian / Alaskan Native

FreshmanOn-Track

Graduation Rate

Completion Rate

Drop-Out Rate

Please list current school or district activities focused on improving attendance. Include specific references to AI/AN issues.



APPENDIX F

State Board of Education Rules

Definitions

The following definitions apply to OAR 581-018-0520 to 581-018-0535:

(1) “American Indian”/Alaska Native means persons having origins in any of the original peoples of North and South America (including Central American) and who maintain tribal affiliation or community attachment.

(2) “Tribe” means:

(a) The Confederated Tribes of the Warm Springs Indian Reservation. (b) The Confederated Tribes of the Umatilla Indian Reservation. (c) The Burns-Paiute Tribe. (d) The Confederated Tribes of Siletz Indians of Oregon. (e) The Confederated Tribes of the Grand Ronde. (f) The Cow Creek Band of Umpqua Indians. (g) The Confederated Coos, Lower Umpqua and Siuslaw Tribes. (h) The Klamath Tribe. (i) The Coquille Tribe.

Stat. Auth.: ORS 342.950 Stat. Implemented: ORS 342.950 Hist.: ODE 18-2014(Temp), f. & cert. ef. 3-28-14 thru 9-24-14; ODE 23-2014, f. & cert. ef. 6-24-14

(3) “tribal(ly) enrolled” means an individual who is recognized as a member of one of the Oregon nine federally recognized tribal governments.

(4) “chronic absenteeism” means missing 10% or more of school days in an academic year.

(5). “family/community advocate” means a community-based individual hired in collaboration with the designated tribe to develop strategies and partnerships with relevant community resources to staff and implement the attendance project in the designated school district

(6) “Non-profit organization” means:

(a) An organization established as a nonprofit organization under the laws of Oregon; and (b) Qualifies as an exempt organization under section 501(c)(3) of the Internal Revenue Code as defined in ORS 314.011.



(7) “Title VII Indian Education” means a federally funded program receiving United States Department of Education Title VII — Indian, Native Hawaiian, and Alaska Native Education funding.

581-018-0523

Establishment

(1) The Tribal Attendance Pilot Project was established to support collaboration between the tribe and school district in efforts to design, implement, and improve the attendance of American Indian/Alaska Native students in schools.

(2) The non-competitive grant, up to $150,000 per site, will be awarded by January 2016 and the grant cycle ends September 2017. A detailed description of proposed programming, partnerships, and strategies will be required.

(3) The grant funds will be used to hire a family advocate position that would work to create effective strategies to reduce absenteeism for American Indian Alaska Native students in a preselected school or schools. Using best practice concepts from Attendance Works, strategies should include the following five components:

1. Recognizing good and improved attendance2. Engaging students and parents in school culture3. Monitoring and reporting attendance data and practices4. Providing personalized early intervention and outreach supports5. Development of programmatic responses to identified barriers as needed

Additional expectations will focus on planning, implementing, and monitoring the strategies applied to reduce chronic absenteeism. These strategies should include these goals:

(a) Robust collaboration between tribe and school district;

(b) Strengthening relationships between school district, local community services, and federally recognized tribal government programs;

(c) Improving the attendance of American Indian/Alaska Native students, and positive impact to the entire school community around regular attendance; and

(d) Development, implementation, monitoring, and dissemination of best practices in an effort to reduce chronic absenteeism and overcome barriers to regular attendance.




581-018-0526

Eligibility

(1) To be eligible to receive the Tribal Attendance Pilot Project funds, a qualified applicant must:

(a) Be a school district identified by one of Oregon’s federally recognized tribal governments. (b) Be prepared to enter into an inclusive partnership with the designating tribe. (c) Include tribal consultation in the hiring of the family advocate position (1.0 FTE).(d) Track and disseminate attendance data with ODE and tribal representatives.

(2) Qualified applicants must be available to work with the consulting team provided by the Oregon Department of Education to receive guidance and support.

(3) A single grant may be used to serve more than one school as long as the program goals can be met by the single hire (1.0 FTE) in the course of a normal (40 hour) work week.

(4) The Department of Education shall monitor the programs, provide technical assistance and training, support parental outreach, provide coordination of efforts, develop and report out lessons learned and best practices, and implement a broad-based messaging campaign about the importance of school attendance.


581-018-0529

Criteria

(1) The Oregon Department of Education shall establish a request for participation and develop criteria to gauge full participation in the Tribal Attendance Pilot Project. All proposals must comply with the requirements of ORS 342.950 and rules adopted to implement that section.

(2) Grants shall be released on the following criteria:

(a) Whether the grant application identifies how the district will partner with the local tribe, tribal representatives, and families to improve attendance for American Indian/Alaska Native students;(b) Whether the grant application describes a strong and robust plan to meet the needs of American Indian/Alaska Native students and families to reduce chronic absenteeism; (c) Whether the grant application describes expected outcomes and a strong and robust plan to achieve those outcomes; and



(d) Whether the grant applications demonstrates how district and community partners will collaborate on a mutually designed proposal in which all essential parties participate.

(3) Collaboration and inclusion not limited to:

(a) Title VII Indian Education Program. (b) Postsecondary institutions. (c) Youth organizations. (d) Health providers and consortia. (e) Advocacy organizations, and other private, non-profit, business, and faith-based organizations as appropriate. (f) Juvenile justice, police, parole and probation, and other needed enforcement agencies (g) Counseling, mental health, and other social service providers(h) Food banks and nutrition specialists

(4) Communication with families that is regular, uses diverse media channels, and shares student achievement status and goals.

(5) Attendance Project Plan that:

(a) Reflect relevant research and practices(b) Use and monitor local data(c) Recognize good and improved attendance(d) Engages students and parents(e) Provides personalized early intervention and outreach(f) Develops programmatic responses to barriers (as needed)

(6) Provide a sustainability plan to continue the program for at least two years after the grant funding has ended.

(7) The extent to which the proposal clearly documents its capacity to implement and carry out programming and services for the Tribal Attendance Pilot Project and demonstrates intentions to work in a collaboration with identified partners.


581-018-0532

Funding

(1) The Department will award grants of up to $150,000 based on participation per pilot site.



(2) Grantees shall use funds received for activities outlined in the participation proposal including the hiring of one community-based family advocate (1.0 FTE).

(3) Grantees must be able to expend the funds for allowable purposes specified in the request for proposal within the grant timeline according to acceptable accounting procedures.


581-018-0535

Reporting

(1) The tribal representatives, family advocate, and district representatives will provide detailed responses to surveys and questionnaires as developed by the Oregon Department of Education no more than five (5) times during the grant cycle.

(2) The Oregon Department of Education shall provide grant recipients a template for a 6-month report, (June 30, 2016), an interim report (January 15, 2017) and a Final Review report (July 31, 2017) that includes a detailed narrative prior to receiving the final funds.


APPENDIX G

Resources on Oregon Tribes, American Indian / Alaskan Native Educational Practices and Attendance Initiatives

Burns Paiute Tribe website: http://www.burnspaiute-nsn.gov/

Confederated Tribes of Coos, Lower Umpqua, and Siuslaw Indians website: http://ctclusi.org/

Coquille Indian Tribe website: http://www.coquilletribe.org/

Cow Creek Band of Umpqua Tribe of Indians website: http://www.cowcreek.com/

Confederated Tribes of Grand Ronde website: http://www.grandronde.org/

Confederated Tribes of Siletz Indians website: http://ctsi.nsn.us/


http://ctsi.nsn.us/

http://www.grandronde.org/

http://www.cowcreek.com/

http://www.coquilletribe.org/

http://ctclusi.org/

http://www.burnspaiute-nsn.gov/


Confederated Tribes of the Umatilla Indian Reservation website: http://ctuir.org/

Confederated Tribes of Warm Springs website: http://www.warmsprings.com/

Klamath Tribes website: http://www.klamathtribes.org/

Albuquerque Public Schools, Absence Patterns of Native American Students in APS 2002-2003 http://www.rda.aps.edu/RDA/Documents/Publications/04_05/Absence_Patterns_Native_American_Students.pdf

Attendance Works: Chronic Absence and Native American Students: Unique Challenges http://www.attendanceworks.org/chronic-absence-and-native-american-students-unique-challenges/

Banks, J. (2013). An Introduction to Multicultural Education (5th Edition). Pearson:

Buehler, M, Tapogna, J and Chang, H, Why Being in School Matters: Chronic Absenteeism in Oregon Public Schools. Attendance Works, June 2012

ECONorthwest, Chalkboard Project, The Condition of Education for Members of Oregon’s Indian Tribes February 2014

McKenzie, K.B. & Skrla, L. (2011). Using equity audits in the classroom to reach and teach all students. Thousand Oaks, CA: Corwin.

Oregon Department of Education: Indian Education website: http://www.ode.state.or.us/search/results/?id=112

o Oregon American Indian / Alaskan Native Education State Plan website: http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/stateplan2006.pdf

o Indians in Oregon Today website: http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/indiansinoregontoday.pdf

o State / Tribal Government to Government Relations Executive Order: http://archivedwebsites.sos.state.or.us/Governor_Kitzhaber_2003/governor/legal/execords/eo96-30.pdf

Singleton, G. E. & Linton, C. (2006). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin.

Singleton, G.E. & Comer, J.P. (2013). More courageous conversations about race. Thousand, CA: Corwin.


http://archivedwebsites.sos.state.or.us/Governor_Kitzhaber_2003/governor/legal/execords/eo96-30.pdf

http://archivedwebsites.sos.state.or.us/Governor_Kitzhaber_2003/governor/legal/execords/eo96-30.pdf

http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/indiansinoregontoday.pdf

http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/indiansinoregontoday.pdf

http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/stateplan2006.pdf

http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/stateplan2006.pdf

http://www.ode.state.or.us/search/results/?id=112

http://www.attendanceworks.org/chronic-absence-and-native-american-students-unique-challenges/

http://www.attendanceworks.org/chronic-absence-and-native-american-students-unique-challenges/

http://www.rda.aps.edu/RDA/Documents/Publications/04_05/Absence_Patterns_Native_American_Students.pdf

http://www.rda.aps.edu/RDA/Documents/Publications/04_05/Absence_Patterns_Native_American_Students.pdf

http://www.klamathtribes.org/

http://www.warmsprings.com/

http://ctuir.org/


State of Alaska. (2012). Guide to implementing the Alaska cultural standards for educators. https://education.alaska.gov/standards/pdf/cultural_standards.pdf

U.S. Department of Education, White House Initiative on American Indian and Alaska Native Education (WHIAIANE). (2015). School environment listening sessions final report. Retrieved from http://sites.ed.gov/whiaiane/files/2015/12/81326-SchoolEnvir.-394-260.pdf


http://sites.ed.gov/whiaiane/files/2015/12/81326-SchoolEnvir.-394-260.pdf

https://education.alaska.gov/standards/pdf/cultural_standards.pdf

i Clinton, C, School Attendance, Absenteeism, and Student Success, Oregon Department of Education Research Brief 2015ii Gottfried, M, Evaluating the Relationship between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach; American Educational Research Journal pp 1-32 2009iii Romero, M and Lee Y, A National Portrait of Chronic Absenteeism in the Early Grades, The National Center for Children in Poverty, Columbia University Mailman School of Public Health, Department of Health Policy October 2007iv Oregon AI/AN Education State Plan http://www.ode.state.or.us/opportunities/grants/nclb/title_vii/2015-final-oregon-american-indian-alaska-native-state-plan.pdfv ECONorthwest, Chalkboard Project, The Condition of Education for Members of Oregon’s Indian Tribes February 2014 vi Kane, J School Exclusions and Masculine, Working-class Identities, Gender and Education, 18(6) pp. 673-685 2006vii Buehler, M, Tapogna, J and Chang, H, Why Being in School Matters: Chronic Absenteeism in Oregon Public Schools. Attendance Works, June 2012

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