OHIO DEPARTMENT OF EDUCATION (ODE) OFFICE OF FEDERAL PROGRAMS (OFP) SUPPLEMENTAL EDUCATIONAL SERVICES (SES) REQUEST FOR PROPOSALS (RFP)

Transcription

1 OHIO DEPARTMENT OF EDUCATION (ODE) OFFICE OF FEDERAL PROGRAMS (OFP) SUPPLEMENTAL EDUCATIONAL SERVICES (SES) REQUEST FOR PROPOSALS (RFP) - PROVIDER APPLICATION SCORING RUBRIC Title I, Part A of the Elementary and Secondary Education Act of 965 (ESEA), as reauthorized by the No Child Left Behind Act of (NCLB), requires SES providers adhere to high-quality, research-based instruction. Approval of providers will be based on accurate completion of requested information/data, meeting of all provider eligibility requirements, and agreement with assurances set forth in the document. The provider shall not consider selection as an ODE endorsement or a guarantee of work, if selected as a provider. This rubric is organized according to questions in the RFP. Applications will be reviewed by a panel of independent raters and scored. There are nine questions. A four point scale will be used to score applicant responses. Each question will be scored separately. Scoring = * = Limited * = Adequate = Strong *Proposals that score a or in any one section will not be approved regardless of total average Approval Score Range Average total score of must be attained Notes: The Ohio Department of Education will not request additional information based on responses. There is no mechanism for attaching documentation in addition to responses. Applications are scored based on information at the time of submission. Once submitted, applications may not be edited. All applicants will be notified of application status no later than July, for services beginning in the - school year. - SES RFP SCORING RUBRIC FINAL

2 Question : Connection to State Academic Standard(s) (5, characters) Describe your program s connection to Ohio s state academic standard(s) for English Language Arts/Reading and/or Mathematics. Cite the specific standard(s), benchmarks and grade level indicators your program addresses. Limited Adequate Strong No connection to OH standards provided; No cited relationship to standards and program described. Connection to OH standards is limited or imprecise; Few or no specific standards, benchmarks and grade level indicators cited; Poor understanding of standards is demonstrated; Process to ensure all lessons connect to standards is not described. Connection to OH standards is somewhat clear; Some specific standards benchmarks and grade level indicators are cited; Understanding of standards is demonstrated; Process to ensure all lessons connect to standards is mentioned but not described in detail. Connection to OH standards is strong and extremely clear and well illustrated; Specific standards, benchmarks and grade level indicators are cited; Strong understanding of standards is demonstrated; Process to ensure all lessons connect to standards is thoroughly described. - SES RFP SCORING RUBRIC FINAL

3 Question : of Links between Scientifically Based Researched (SBR) Instructional Practices and Tutoring Program Design (, characters) Explain the theoretical and empirical rationale behind the major elements of your program (research citations must be included). Examples (of major elements) may include, but are not limited to: Student(s) individual achievement plan (IAP) Impact of services on student achievement or state assessments Tutoring model Individual/Group-size Time on task No explanation or discussion of SBR; Mention of program being based on SBR; No explanation providing further evidence described. Explanation of program being based on SBR is limited or vague; Tutoring program does not appear to be aligned with SBR; No evidence of program being based on SBR is provided indicating the quality of the applicant s program; Adequate Explanation of program being based on SBR is clear but not extensive; Tutoring program somewhat appears to be aligned with SBR; Some evidence and SBR is provided that somewhat indicates the high quality nature of applicant s program; Strong Explanation of program being based on SBR is clear and extensive; Tutoring program is clearly aligned with SBR; Clear evidence and SBR is provided that clearly indicated the high quality nature of the applicant s program; Major elements are not well defined limited citations. Major elements appear to have some rationale based supported by theoretical and empirical elements. Strong theoretical and empirical rationale strongly supported by SBR citations. - SES RFP SCORING RUBRIC FINAL

4 Question : of Effectiveness (, characters) Describe the specific process you use to assess/diagnose student needs, identify skill/knowledge gaps, and prescribe an instructional program based on a student s individual needs. Limited Description of process is ambiguous or insufficient to be successful at identifying student needs; Adequate Description of process is adequate to be successful at identifying student needs; Strong Description of process is extremely clear and likely to be successful at identifying student needs; Description of process is mentioned but is not descriptive. Standardized assessment is loosely aligned to program development process; Applicant demonstrates a weak understanding of the connection between use of the assessment to indentify skills/ gaps and planned programming, and goals. Standardized assessment is adequately connected to program development process; Applicant demonstrates an adequate understanding of the connection between use of the assessment to indentify skills/ gaps and planned programming, and goals. Standardized assessment is clearly connected to program development process; Applicant demonstrates a strong understanding of connection between use of the assessment to identify skills/ gaps and planned programming, and goals. 4 - SES RFP SCORING RUBRIC FINAL

5 Question 4- Monitoring Student Progress (, characters) Describe the specific tools you use to evaluate, monitor, and track student progress on a continuous basis. Include a timetable for each student s achievement gains which establishes clear goals for the student s individual achievement plan (IAP). Adequate Strong Description of specific evaluation tools and processes in place to track student progress are mentioned; No measurable timetable provided. Description of specific evaluation tools and processes in place to track student progress are partial or vague; Measurable timetable is unclear or inadequate for reporting progress. Description of specific evaluation tools and processes in place to track student progress are adequate; Measurable timetable procedures are somewhat clear and adequate for reporting progress. Description of specific evaluation tools and processes in place to track student progress are extensive; Measureable timetable is extremely clear and highly appropriate for reporting progress. 5 - SES RFP SCORING RUBRIC FINAL

6 Question 5- Communication with Schools/Districts (, character) Describe the procedure(s) your tutoring organization will use to report on student progress to teacher(s) and school/district staff; include the frequency of this communication. Clearly explain the specific methods, tools and processes you use. Adequate Strong Description of collaboration with the appropriate district staff and teachers mentioned but unclear; No specific methods, frequency, tools and processes described. Descriptions of collaboration with appropriate district staff and teachers in place are partial or vague for reporting progress; Methods, frequency, tools and processes are unclear or deficient for reporting progress. Descriptions of collaboration with appropriate district staff and teachers in place are somewhat clear and adequate for reporting progress; Methods, frequency, tools and processes are clear or adequate for reporting progress. Descriptions of collaboration with appropriate district staff and teachers in place are extensive and precisely adequate for reporting progress; Methods, frequency, tools and processes are highly appropriate for reporting progress and describe strong collaboration to support individual student needs. 6 - SES RFP SCORING RUBRIC FINAL

7 Question 6- Communication with Parent(s)/Families/Guardians (, characters) Describe the processes by which student progress is communicated to parent(s). Description includes but is not limited to, services to parents, how parent schedules are accommodated, dispute resolution process, results of parent survey and required participation by parents. Adequate Strong Description of communication plan is mentioned but unclear; No clarity regarding frequency and method of communication. Description of communication plan appears vague; Limited clarity regarding frequency and method of communication. Description of communication plan appears clear and likely to result in awareness of program by parents/families/guardians; Some evidence of plan regarding frequency and method of communication. Description of communication plan is extensive and highly likely to support interactive collaboration which supports and strengthens academic achievement; Extensive and clear plan regarding frequency and method of communication. 7 - SES RFP SCORING RUBRIC FINAL

8 Question 7-Qualification of Instructional Staff (, characters) Describe the qualification of your staff to provide high quality services and experience working with Title I students. Responses should include a description of the: Process for recruiting and hiring quality staff. Professional development opportunities available for tutoring staff to improve services. Staff performance evaluation method(s). Adequate Strong Description of staff qualifications, recruiting and hiring; professional development and staff evaluation mentioned but not defined. Tutor qualifications seem inadequate to support high quality services; poor understanding of necessary staff qualifications; Process for recruiting, evaluating and retaining staff is vague and inadequate; Professional development opportunities vague; Staff experience working with Title I students unclear. Tutor qualifications are adequate to meet state tutor requirements and to offer quality services; appears to articulate understanding of necessary staff qualifications; Process for recruiting, evaluating and retaining staff is clear and seems reasonable; Professional development opportunities are described with some evidence of plan; Staff experience working with Title I students mentioned. Tutor qualifications are well above state tutor requirements and support high quality services; appears to clearly articulate an extensive understanding of necessary staff qualifications for the program; Process for recruiting, evaluating and retaining staff is extensive; Professional development opportunities are in place with clear evidence of plan; Staff experience working with Title I students clear with strong understanding of tutoring outcomes. 8 - SES RFP SCORING RUBRIC FINAL

9 Question 8- Quality of Services (, characters) Describe how your program delivers high quality services that: Maintain a focus on learning. Supports student engagement in learning. Provide an environment supportive of student learning, safety and well-being. Adequate Strong Description of program s delivery of high quality services is only mentioned. Description of program s delivery of high quality services is vague. Description of program s delivery of high quality services is adequate with sufficient focus on learning, student engagement and supportive learning environment. Description of program s delivery of high quality services is extensive with considerable focus on learning, student engagement and supportive learning environment. 9 - SES RFP SCORING RUBRIC FINAL

10 Question 9- Organizational Capacity* (, characters) Describe the capacity your organization has to provide quality services over time and at scale. Provide a description of how your organization currently receives funds. Describe your organization s business plan or profile that might include goals, timelines, and expected outcomes; detailed action steps; description of financial and staff resources; organization budgets that account for revenue and expenses; outlines of rules and responsibilities for staff within the organization. *DO NOT PROVIDE PERSONALLY IDENTIFIABLE INFORMATION SUCH AS ACCOUNT, TAX ID, OR SOCIAL SECURITY NUMBERS. NOTE: Upon approval your organization will be required to submit: ) of a business license or formal documentation of legal status with regard to conducting business in the state of Ohio. ) Proof of financial stability (Financial Soundness Rubric) Adequate Strong Descriptions of organizational capacity, funding sources, business plan/profile, action steps, resources, budgets, and staff organizational rules and responsibilities are mentioned but limited; Lack of description raises significant concerns that learning may be impacted/disrupted. Descriptions of organizational capacity, funding sources, business plan/profile, action steps, resources, budgets, and staff organizational rules and responsibilities are vague and unclear. Descriptions of organizational capacity, funding sources, business plan/profile, action steps, resources, budgets, and staff organizational rules and responsibilities are articulated and provide some evidence of a sound organizational capacity so as to minimize learning disruption. Descriptions of organizational capacity, funding sources, business plan/profile, action steps, resources, budgets, and staff organizational rules and responsibilities are extensive and provides high-quality evidence of a sound organizational capacity; It is apparent that the organizational capacity is broad and defined and able to support a high quality program with no functional disruptions to the learning by children. - SES RFP SCORING RUBRIC FINAL