ࡱ> { tebjbjzz ><]+  ...BBB8zT\BN*(Rhhh ! !CNENENENENENEN$PSViN.! " !!iNhhq~N%%%!^8h.hCN%!CN%%GDoKh n/"H&/NN0N IfS"xSLoKoK,S.K%!"G!%_!s!^%!%!%!iNiNA$%!%!%!N!!!!S%!%!%!%!%!%!%!%!%! :  REQUEST FOR PROPOSALS For MEASURING THE EFFECTIVENESS OF THE PRIORITY SCHOOLS TURNAROUND MODEL Request for Proposals Issued: June 26, 2013 Deadline for Submittal of Proposals: July 31, 2013 Request for Proposals for the Measuring the Effectiveness of the Priority Schools Turnaround Model INSTRUCTIONS The ɫͼ City Unified School ɫͼ is seeking proposals from qualified consulting firms to assist the ɫͼ in measuring the effectiveness of its Priority Schools Turnaround Model. Interested firms are invited to submit one original signed proposal and five (5) separate digital copies (individual CDs or flash drives) in PDF format. The proposal shall be made in the format provided and the complete proposal, together with any and all additional materials, shall be enclosed in a sealed envelope addressed and delivered no later than 4:30 p.m. on Wednesday, July 31, 2013 to the following address: ɫͼ City Unified School ɫͼ Contracts Office 5735 47th Avenue ɫͼ, CA 95824 The sealed envelope shall be marked on the outside lower left corner with the words Measuring the Effectiveness of the Priority Schools Turnaround Model RFP. It is the Proposers sole responsibility to ensure that their proposal is received prior to the scheduled closing time for receipt of proposals. No corrected or resubmitted proposals will be accepted after the deadline. This Request for Proposals does not commit the ɫͼ City Unified School ɫͼ to award a contract or pay any costs incurred in the preparation of a proposal responsive to this request. The ɫͼ reserves the right to accept all or part of any proposal or to cancel in part or in its entirety this Request for Proposals. The ɫͼ further reserves the right to accept the proposal that it considers to be in the best interest of the ɫͼ. All requirements must be addressed in your proposal. Non-responsive proposals will not be considered. All proposals, whether selected or rejected, shall become the property of the ɫͼ. Firms are responsible for checking the website periodically for any updates or revisions to the RFP. Requests for Information Questions related to this RFP should be submitted in writing to Kimberly Teague, Contract Specialist, at HYPERLINK "mailto:kimt@scusd.edu"kimt@scusd.edu no later than Monday, July 8, 2013. Specify Priority Schools RFP in the subject line. Responses to all questions received will be addressed at the Bidders Conference and posted on the ɫͼs website. Bidders Conference A Bidders Conference is scheduled for Wednesday, July 10, 2013, at 4:00 p.m. at the ɫͼ City Unified School ɫͼ, Serna Center, 5735 47th Avenue, 95824. All questions and answers related to this RFP will be addressed at this conference. Each firm must have a representative at the Bidders Conference to qualify. BACKGROUND In the ɫͼ City Unified School ɫͼ (ɫͼ), there is enormous potential to improve the lives of underserved children. ɫͼ is the 12th largest school district in California and one of the 100 largest in the United States, serving approximately 44,000 students on 73 campuses. Neighborhoods served range from thriving affluent areas around the Capitol to federal housing projects. Seventy-two percent of ɫͼ students qualify for a free or reduced-price lunch; at 36 schools, 100% of students meet this federal poverty threshold, in part because ɫͼs unemployment rate hovers around 11.9% 4% higher than the national average.  HYPERLINK "http://www.law.harvard.edu/civilrights" \t "_blank" The Civil Rights Project at Harvard University, in conjunction with Time magazine, has named ɫͼ Americas Most Integrated City, a place where everyone's a minorityincluding whites. Our student population is 36% Hispanic or Latino; 18.3% Asian; 16.3% African American; and 19% White. ɫͼ 7% of students are of two or more races or ethnicities. Residents within ɫͼ speak more than 40 languages; 38% of students do not speak English at home. Currently, the ɫͼ is in Year 3 of Program Improvement (PI), 55 (70%) of its schools have PI designations. To reach its goal of ensuring that all of its students are college and career ready upon graduation, ɫͼ must systemically improve the way its students learn and teachers teach. The organization must transform to become an efficient, effective model with a laser-like focus on student learning and instruction, which is seamlessly aligned with the goals of Pillar Three, Organizational Transformation, of the ɫͼs Strategic Plan 2010-2014: Putting Children First. To this end, the Priority Schools, which are learning laboratories, incubators of innovation and first in line for resources and support, serve as models for attacking persistent under-performance and the achievement gap by utilizing proven strategies and effective practices aimed at putting the schools on a trajectory for high performance plus be replicated and taken to scale across the ɫͼ. The genesis of this methodology took place in February 2010, when the ɫͼ was informed by the California Department of Education that one of its elementary schools, Oak Ridge Elementary, was one of the 5% lowest performing schools in the state. The Superintendent directed staff, consisting of the Chief Accountability Officer and Associate Superintendents, as well as the Director of Assessment, Research and Evaluation, to examine data related to the performance of ɫͼs lowest-performing schools, including Oak Ridge. The team examined data including California Standards Tests, achievement trends over the last five years, length of tenure of principals, years of teaching experience of staff, Academic Performance Index, Adequate Yearly Progress and Program Improvement status, as well as graduation and dropout rates. Thoughtful consideration was given to the capacity of the ɫͼ and resources available to devote to the school turnaround process. At the conclusion of this thorough analysis, six (three elementary, two middle and one high) schools were selected as Priority Schools for 2010-11. All of the schools selected as Priority Schools were in the lowest 20% in the state in terms of achievement. The ɫͼ expanded the initiative by adding another middle school for the 2011-12 school year. The Superintendents Priority Schools are designed around a simple philosophy: one size does not fit all. Realizing this, each school has been redesigned around a set of five design principles that both provide guidance as to what is important and allow for the individual needs of each school. To date, the principals at the Priority Schools have made progress towards the design principles by focusing on four key areas, including: (1) the use of data; (2) a focus on literacy, which incorporates reading and writing; (3) student and family engagement; and (4) collaborative and common practices. Each of these key areas is embedded into one or more of the five design principles as follows: Set the conditions for success through strategic staffing and facility improvements The driving theme behind the Priority School plan is to create a team of successful leaders and teachers at each school and then give them resources and support to do what needs to be done while holding them accountable for the results. During the spring of 2010, five new principals for the Priority Schools were selected from the ranks of successful principals in ɫͼ based on criteria such as Academic Performance Index growth at their current sites, years of successful experience at narrowing the achievement gap, performance of their current school as compared to similar schools and a proven track record of leadership. One principal, who had been at Father Keith B. Kenny for only one year, remained at the site. The Superintendent met with each of the six principals who accepted the challenge and they committed to remaining at the Priority School site for at least three years. The principals then selected Assistant Principals and Learning Specialists who would become their Leadership Team at each of the schools. Principals and Assistant Principals received a 10% salary increase and agreed to work year round. Prior to the start of the Priority School Program for the 2010-11 school year, teachers at each of the schools were offered the opportunity to transfer to another site. Deep-cleaning, painting (both interior and exterior), and landscaping crews were dispatched during the summer months of 2010 and 2011 to give the six schools a fresh, clean appearance and to set a new tone for the learning environments at each school. Focus on rigorous student work During the summer months of 2010, all of the Priority Schools formed data inquiry teams that were subsequently trained and coached in the Data Wise process, a cycle of inquiry developed at Harvards Graduate School of Education in 2001. Data Wise is aimed at helping the schools use student data, including tests and writing samples, more effectively as keys to improving teaching and learning. The teams continue to use their Common Planning Time (CPT) to dig into data with their peers as they learn strategies for examining student work, ways to identify what students are struggling with, examine teacher practices that may have led to the struggles and determine an action plan to address the student problems. Instructional coaches and administrators at each site assist and coach teachers through this process. The focus of the work is to train teachers, by examining student work products, to change their practice in order to increase rigor and assist students in employing, on an everyday basis, higher order thinking skills. During the first two years, coaches from Transformation by Design provided on-site support to teachers, administrators and instructional coaches as they endeavored to perfect the process. Leatatta Floyd, Father Keith B. Kenny and Oak Ridge implemented an extended Kindergarten day. During the 2011-2012 school year, Rosa Parks and Will C Wood continued with the After School Educational and Safety Program (ASES). This program allowed for continued extended learning during the day. All other schools restructured their master schedules to ensure that students were provided extended learning embedded within the school day. Focus on professional learning and collaboration The Priority School focus on Literacy has developed over the course of the three years. The focus is supported by effective collaborative teaming. At Leatatta Floyd, Oak Ridge, Father Keith B. Kenny, Fern Bacon, and Will C. Wood, teams of teachers were also trained the summer of 2010 in Write Tools strategies, an academic writing program aimed at assisting teachers to instruct students in how to write at a higher level of complexity. Leatatta Floyd and Oak Ridge are also early implementer sites for inclusive practices, a program that aims to include special education students as much as possible in regular education classes by training all teachers to work collaboratively in using co-teaching methodologies that address a wide variety of learning styles and needs. In addition, Father Keith B. Kenny teachers received training in offering High Quality First Instruction. All Priority School principals were also offered the services of a personal leadership coach who was experienced in school turnaround initiatives. During the 2011 school year, each of the schools continued the instructional initiatives from the first year. Progressively, as effective instructional initiatives continued to become deeply embedded in the teaching practices of the school, principals worked to further solidify teacher teams by building their capacity in an effort to strengthen the academic programs. Added to the 2011 instructional initiatives, was a laser-like focus on implementing the ELA Common Core State Standards. Once again, teams of teachers began participating in ɫͼ professional learning that called for them to return to their respective sites and put into action what they learned. Additionally, Will C. Wood began their journey on addressing the unique needs of their English Language Learner (ELL) population during the 2011-2012 school year. As a focus school, they have continued the work with the ɫͼs ELD training specialists and together are developing rigorous units of study aligned to the Common Core State Standards. The Priority Schools have evolved overtime to become very effective at collaboration. The Priority School teams work collaboratively throughout the year to examine student work, identify areas in which the students are struggling throughout the grade level or department, and use the information as a team to determine what strategies the team can employ together to help students master content standards. Collaborative teaming at the Priority Schools is a deeply embedded process, due to the fact that teachers have a common language and a common understanding. This language and understanding began when teachers were first trained in the Data Inquiry process, and over time this collaborative structure has become the foundation of the instructional improvement process. Focus on family and community engagement Additional support services, such as parent advisors, counselors, nurses, and social workers were added at the schools based on their individual needs. The focus of Year One was to set the stage for improvement by creating a climate and culture of active engagement of students in their own learning and parents and families in their students learning progress. All of the Priority Schools have Parent Resource Centers (Will C. Wood and Hiram Johnson have expanded existing facilities for parents) and all are conducting home visits with the Parent Teacher Home Visit Project. Due to a grant received by the ɫͼ from Target, all six schools organized Family Academies designed to address parent/family educational and interest needs during the spring of 2011. Stand Up for ɫͼ Schools, a non-profit organization, assisted with the Home-School Connection Program at each site to recruit and organize parents and volunteers. Will C. Wood, Hiram Johnson, and Father Keith B. Kenny worked with the Family and Community Engagement Office to become certified as Welcoming Schools. Other Priority Schools began the process during the spring of 2011. Over the course of the Priority School Initiative, principals have provided in-depth training to support increased engagement of students, families, and the community. The Priority Schools have taken their foundational training in Culturally Linguistic Responsive Teaching (CLRT) learning strategies in the summer of 2010-2011. This training provided teachers with teaching strategies by which to engage students in lessons that are sensitive to their diverse backgrounds and cultures. The Priority Schools received the extensive training directly from founder of the training model, Dr. Sharroky Hollie, and the training continued during the 2010-2011 school year as CLRT consultants worked directly with teachers in their classrooms each month to demonstrate the strategies. This training worked to begin the mind-shift of teachers, as they began to expand their teaching skills. As a result, the schools began to move toward other instructional practices which focus on increasing student engagement, such as Equity training, Efficacy training, Social Emotional Learning (SEL), Restorative Justice, and Positive Behavioral Interventions and Supports (PBIS); all of which focus on understanding student learning modalities, establishing a connection between home and school, and building relationships with students and their families. The Priority Schools have worked over the course of three years to fully support families in the education of their students. The Home Visit project has been in fundamental part of the engagement effort at the schools. The Priority School staffs received training during the 2010-2011 school year in home visits, which focused on strengthening family and community engagement in student learning. Focus on organizational transformation We know that, on an operational level, the school district needs to break down barriers between the central office and school sites to create a more effective flow of services. A new Office of Accountability was formed to assist in creating a no-excuses culture that offers supports and holds schools and principals accountable for results. The seven Priority Schools reported directly to the Chief Accountability Officer from 2010-2012, and currently to the lead Area Assistant Superintendent, eliminating reporting layers. It is well known that, in order for the Priority Schools to be successful, adults in the school must work in teams. All Priority School principals and assistant principals received training on collaborative leadership, led by Mike Mattos, author of The Collaborative Administrator. This training focused on how to build and sustain collaborative teams. SCOPE OF WORK The ɫͼ City Unified School ɫͼ is seeking to measure the effectiveness of the Superintendents Priority Schools Turnaround Model and is looking for collaboration and assistance from qualified firms who can satisfactorily provide the following: Include the seven Priority Schools: three elementary, three middle, and one high Address all five design principles: Set the conditions for success through strategic staffing and facility improvements Focus on rigorous student work Focus on professional learning and collaboration Focus on family and community engagement Focus on organizational transformation Utilize both quantitative and qualitative measures Student learning, including student work Instructional processes Culture and climate Include a variety of stakeholders Provide recommendations and implications for scalability and sustainability CONTENTS FOR PROPOSALS In order for proposals to be considered, said proposal must be clear, concise, complete, well organized and demonstrate both respondents qualifications, and its ability to follow instructions. The quality of answers, not length of responses or visual exhibits is important in the proposal. The proposal shall be organized in the format listed below and shall be limited to twenty (20) pages (excluding attachments and appendices) on 8 x 11 paper with all responses bound with tabs separating each section. Respondents shall read each item carefully and answer each of the following items accurately to ensure compliance with ɫͼ requirements. Failure to provide all requested information or deviation from the required format may result in disqualification. Restate each item prior to addressing said item. Submittal Letter Include the RFPs title and submittal due date, the name, address, fax number and telephone number of the responding firm. Include a contact person and corresponding e-mail address. The letter shall state that the proposal shall be valid for a 60-day period and that the staff proposed is available immediately to work on this project. The person authorized by the firm to negotiate a contract with the ɫͼ shall sign the cover letter. Description of Firm This section should provide information regarding the size, location, nature of work performed, years in business and the approach that will be used in meeting the needs of the ɫͼ. Organizational Structure Describe your firms organizational structure. Supply the names of the professionals who will be responsible for this project. Please provide brief resumes for these individuals. References and Description of Experience This section should identify similar projects that the firm has completed as outlined in the RFP. Use this section to indicate the areas of expertise of your firm and how the firms expertise will enable the ɫͼ to benefit from that expertise. Include the size of at least three (3) school districts with similar demographics and student performance, along with the names of individuals familiar with your work that can be contacted by ɫͼ staff. Project Overview This section should clearly convey the consultants understanding of the nature of the work related to student academic performance and the general approach the consultant will use to complete the project. This section should include, but not be limited to, a discussion of the organization of the project and a summary of the proposed approach. Detailed Work Plan This section of the RFP should include a full description of each step your firm would follow in completing the project. The work description should be in sufficient detail to show a clear understanding of the work and proposed approach. This section should also include a description of the format, content and level of detail that can be expected for each deliverable. A schedule showing the important milestones should also be included. Cost Proposal This section must provide a full description of the expected expenditures for the work described in this RFP. The cost proposal must include all consultant fees, preparation of deliverables, travel expenses per trip to ɫͼ, printing, etc. SELECTION CRITERIA Consulting firms submitting proposals are advised that all proposals will be evaluated to determine the firm deemed most qualified to meet the needs of the ɫͼ. The selection criteria will include, but not be limited to, the items listed below: Demonstrated understanding and responsiveness to the Request for Proposals. Proposals and experience of firm and personnel named in the proposal. Past experience in assisting California school districts in implementing intervention supports, assessments, systemic data inquiry methodology for learning from student results, designing and implementing instruction improvements, and professional development targeted to improve student achievement. Describe your companys commitment to provide academic excellence to students and staff at under-performing schools. Include historical impact data for similar demographics and student performance. Project understanding and approach including an understanding of the ɫͼ. Satisfaction of previous clients. Provide three (3) references that reflect similar demographics and student performance, and are similar to the work contemplated in this RFP. Include the scope of work for each reference. Oral interview. Completeness and quality of the proposal. Cost proposal. PROCESS FOR SELECTING FIRM A Selection Advisory Committee, chaired by Dr. Sara Noguchi, Area Assistant Superintendent; Dr. Teresa Cummings, Chief Accountability Officer; and Dr. Olivine Roberts, Chief Academic Officer, will select and rank in the order of their qualifications those companies deemed to be the most highly qualified to perform the required work. The Selection Advisory Committee may choose to interview any, all, or none of the respondents as may be in the best interest of the ɫͼ. If interviews are held, the chairpersons will notify those companies selected as to place, date, and time. The ɫͼ will make investigations as necessary regarding the financial stability of any or all respondents and may require review by the ɫͼs legal counsel. The names of all firms submitting proposals and the names, if any, selected for interview shall be public information. After award, final ranking, committee comments and evaluation scores as well as the contents of all proposals become public information. Firms that have not been selected shall be so notified in writing after the conclusion of the selection process.      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